The Twilight Saga 2: New Moon Chapter 19 HATE

WE MADE OUR FLIGHT WITH SECONDS TO SPARE, AND THEN the true torture began. The plane sat idle on the tarmac while the flight attendants strolledso casuallyup and down the aisle, patting the bags in the overhead compartments to make sure everything fit. The pilots leaned out of the cockpit, chatting with them as they passed. Alice's hand was hard on my shoulder, holding me in my seat while I bounced anxiously up and down. â€Å"It's faster than running,† she reminded me in a low voice. I just nodded in time with my bouncing. At last the plane rolled lazily from the gate, building speed with a gradual steadiness that tortured me further. I expected some kind of relief when we achieved liftoff, but my frenzied impatience didn't lessen. Alice lifted the phone on the back of the seat in front of her before we'd stopped climbing, turning her back on the stewardess who eyed her with disapproval. Something about my expression stopped the stewardess from coming over to protest. I tried to tune out what Alice was murmuring to Jasper; I didn't want to hear the words again, but some slipped through. â€Å"I can't be sure, I keep seeing him do different things, he keeps changing his mind A killing spree through the city, attacking the guard, lifting a car over his head in the main square mostly things that would expose themhe knows that's the fastest way to force a reaction† â€Å"No, you can't.† Alice's voice dropped till it was nearly inaudible, though I was sitting inches from her. Contrarily, I listened harder. â€Å"Tell Emmett no Well, go after Emmett and Rosalie and bring them back Think about it, Jasper. If he sees any of us, what do you think he will do?† She nodded. â€Å"Exactly. I think Bella is the only chanceif there is a chance I'll do everything that can be done, but prepare Carlisle; the odds aren't good.† She laughed then, and there was a catch in her voice. â€Å"I've thought of that Yes, I promise.† Her voice became pleading. â€Å"Don't follow me. I promise, Jasper. One way or another, I'll get out And I love you.† She hung up, and leaned back in her seat with her eyes closed. â€Å"I hate lying to him.† â€Å"Tell me everything, Alice,† I begged. â€Å"I don't understand. Why did you tell Jasper to stop Emmett, why can't they come help us?† â€Å"Two reasons,† she whispered, her eyes still closed. â€Å"The first I told him. We could try to stop Edward ourselvesif Emmett could get his hands on him, we might be able to stop him long enough to convince him you're alive. But we can't sneak up on Edward. And if he sees us coming for him, he'll just act that much faster. He'll throw a Buiclc through a wall or something, and the Volturi will take him down. â€Å"That's the second reason of course, the reason I couldn't say to Jasper. Because if they're there and the Volturi kill Edward, they'll fight them. Bella.† She opened her eyes and stared at me, beseeching. â€Å"If there were any chance we could win if there were a way that the four of us could save my brother by fighting for him, maybe it would be different. But we can't, and, Bella, I can't lose Jasper like that.† I realized why her eyes begged for my understanding. She was protecting Jasper, at our expense, and maybe at Edward's, too. I understood, and I did not think badly of her. I nodded. â€Å"Couldn't Edward hear you, though.'† I asked. â€Å"Wouldn't he know, as soon as he heard your thoughts, that I was alive, that there was no point to this?† Not that there was any justification, either way. I still couldn't believe that he was capable of reacting like this. It made no sense! I remembered with painful clarity his words that day on the sofa, while we watched Romeo and Juliet kill themselves, one after the other. I wasn't going to live without you, he'd said, as if it should be such an obvious conclusion. But the words he had spoken in the forest as he'd left me had canceled all that outforcefully. â€Å"If he were listening,† she explained. â€Å"But believe it or not, it's possible to lie with your thoughts. If you had died, I would still try to stop him. And I would be thinking ‘she's alive, she's alive' as hard as I could. He knows that.† I ground my teeth in mute frustration. â€Å"If there were any way to do this without you, Bella, I wouldn't be endangering you like this. It's very wrong of me.† â€Å"Don't be stupid. I'm the last thing you should be worrying about.† I shook my head impatiently. â€Å"Tell me what you meant, about hating to lie to Jasper.† She smiled a grim smile. â€Å"I promised him I would get out before they killed me, too. It's not something I can guaranteenot by a long shot.† She raised her eyebrows, as if willing me to take the danger more seriously. â€Å"Who are these Volturi?† I demanded in a whisper. â€Å"What makes them so much more dangerous than Emmett, Jasper, Rosalie, and you?† It was hard to imagine something scarier than that. She took a deep breath, and then abruptly leveled a dark glance over my shoulder. I turned in time to see the man in the aisle seat looking away as if he wasn't listening to us. He appeared to be a businessman, in a dark suit with a power tie and a laptop on his knees. While I stared at him with irritation, he opened the computer and very conspicuously put headphones on. I leaned closer to Alice. Her lips were at my ears as she breathed the story. â€Å"I was surprised that you recognized the name,† she said. â€Å"That you understood so immediately what it meantwhen I said he was going to Italy. I thought I would have to explain. How much did Edward tell you?† â€Å"He just said they were an old, powerful familylike royalty. That you didn't antagonize them unless you wanted to die,† I whispered. The last word was hard to choke out. â€Å"You have to understand,† she said, her voice slower, more measured now. â€Å"We Cullens are unique in more ways than you know. It's abnormal for so many of us to live together in peace. It's the same for Tanya's family in the north, and Carlisle speculates that abstaining makes it easier for us to be civilized, to form bonds based on love rather than survival or convenience. Even James's little coven of three was unusually largeand you saw how easily Laurent left them. Our kind travel alone, or in pairs, as a general rule. Carlisle's family is the biggest in existence, as far as I know, with the one exception. The Volturi. â€Å"There were three of them originally, Aro, Caius, and Marcus.† â€Å"I've seen them,† I mumbled. â€Å"In the picture in Carlisle's study.† Alice nodded. â€Å"Two females joined them over time, and the five of them make up the family. I'm not sure, but I suspect that their age is what gives them the ability to live peacefully together. They are well over three thousand years old. Or maybe it's their gifts that give them extra tolerance. Like Edward and I, Aro and Marcus are talented.† She continued before I could ask. â€Å"Or maybe it's just their love of power that binds them together. Royalty is an apt description.† â€Å"But if there are only five† â€Å"Five that make up the family,† she corrected. â€Å"That doesn't include their guard.† I took a deep breath. â€Å"That sounds serious.† â€Å"Oh, it is,† she assured me. â€Å"There were nine members of the guard that were permanent, the last time we heard. Others are more transitory. It changes. And many of them are gifted as wellwith formidable gifts, gifts that make what I can do look like a parlor trick. The Volturi chose them for their abilities, physical or otherwise.† I opened my mouth, and then closed it. I didn't think I wanted to know how bad the odds were. She nodded again, as if she understood exactly what I was thinking. â€Å"They don't get into too many confrontations. No one is stupid enough to mess with them. They stay in their city, leaving only as duty calls.† â€Å"Duty?† I wondered. â€Å"Didn't Edward tell you what they do?† â€Å"No,† I said, feeling the blank expression on my face. Alice looked over my head again, toward the businessman, and put her wintry lips back to my ear. â€Å"There's a reason he called them royalty the ruling class. Over the millennia, they have assumed the position of enforcing our ruleswhich actually translates to punishing transgressors. They fulfill that duty decisively.† My eyes popped wide with shock. â€Å"There are rules?† I asked in a voice that was too loud. â€Å"Shh!† â€Å"Shouldn't somebody have mentioned this to me earlier?† I whispered angrily. â€Å"I mean, I wanted to be a to be one of you! Shouldn't somebody have explained the rules to me?† Alice chuckled once at my reaction. â€Å"It's not that complicated, Bella. There's only one core restrictionand if you think about it, you can probably figure it out for yourself.† I thought about it. â€Å"Nope, I have no idea.† She shook her head, disappointed. â€Å"Maybe it's too obvious. We just have to keep our existence a secret.† â€Å"Oh,† I mumbled. It was obvious. â€Å"It makes sense, and most of us don't need policing,† she continued. â€Å"But, after a few centuries, sometimes one of us gets bored. Or crazy. I dor't know. And then the Volturi step in before it can compromise them, or the rest of us.† â€Å"So Edward† â€Å"Is planning to flout that in their own citythe city they've secretly held for three thousand years, since the time of the Etruscans. They are so protective of their city that they don't allow hunting within its walls. Volterra is probably the safest city in the worldfrom vampire attack at the very least.† â€Å"But you said they didn't leave. How do they eat?† â€Å"They don't leave. They bring in their food from the outside, from quite far away sometimes. It gives their guard something to do when they're not out annihilating mavericks. Or protecting Volterra from exposure† â€Å"From situations like this one, like Edward,† I finished her sentence. It was amazingly easy to say his name now. I wasn't sure what the difference was. Maybe because I wasn't really planning on living much longer without seeing him. Or at all, if we were too late. It was comforting to know that I would have an easy out. â€Å"I doubt they've ever had a situation quite like this,† she muttered, disgusted. â€Å"You don't get a lot of suicidal vampires.† The sound that escaped out of my mouth was very quiet, but Alice seemed to understand that it was a cry of pain. She wrapped her thin, strong arm around my shoulders. â€Å"We'll do what we can, Bella. It's not over yet.† â€Å"Not yet.† I let her comfort me, though I knew she thought our chances were poor. â€Å"And the Volturi will get us if we mess up.† Alice stiffened. â€Å"You say that like it's a good thing.† I shrugged. â€Å"Knock it off, Bella, or we're turning around in New York and going back to Forks.† â€Å"What?† â€Å"You know what. If we're too late for Edward, I'm going to do my damnedest to get you back to Charlie, and I don't want any trouble from you. Do you understand that?† â€Å"Sure, Alice.† She pulled back slightly so that she could glare at me. â€Å"No trouble.† â€Å"Scout's honor,† I muttered. She rolled her eyes. â€Å"Let me concentrate, now. I'm trying to see what he's planning.† She left her arm around me, but let her head fall back against the seat and closed her eyes. She pressed her free hand to the side of her face, rubbing her fingertips against her temple. I watched her in fascination for a long time. Eventually, she became utterly motionless, hei face like a stone sculpture. The minutes passed, and if I didn't know better, I would have thought she'd fallen asleep. I didn't dare interrupt her to ask what was going on. I wished there was something safe for me to think about. I couldn't allow myself to consider the horrors we were headed toward, or, more horrific yet, the chance that we might failnot if I wanted to keep from screaming aloud. I couldn't anticipate anything, either. Maybe, if I were very, very, very lucky, I would somehow be able to save Edward. But I wasn't so stupid as to think that saving him would mean that I could stay with him. I was no different, no more special than I'd been before. There would be no new reason for him to want me now. Seeing him and losing him again I fought back against the pain. This was the price I had to pay to save his life. I would pay it. They showed a movie, and my neighbor got headphones. Sometimes I watched the figures moving across the little screen, but I couldn't even tell if the movie was supposed to be a romance or a horror film. After an eternity, the plane began to descend toward New York City. Alice remained in her trance. I dithered, reaching out to touch her, only to pull my hand back again. This happened a dozen times before the plane touched town with a jarring impact. â€Å"Alice,† I finally said. â€Å"Alice, we have to go.† I touched her arm. Her eyes came open very slowly. She shook her head from side to side for a moment. â€Å"Anything new?† I asked in a low voice, conscious of the man listening on the other side of me. â€Å"Not exactly,† she breathed in a voice I could barely catch. â€Å"He's getting closer. He's deciding how he's going to ask.† We had to run for our connection, but that was goodbetter than having to wait. As soon as the plane was in the air, Alice closed her eyes and slid back into the same stupor as before. I waited as patiently as I could. When it was dark again, I opened the window to stare out into the flat black that was no better than the window shade. I was grateful that I'd had so many months' practice with controlling my thoughts. Instead of dwelling on the terrifying possibilities that, no matter what Alice said, I did not intend to survive, I concentrated on lesser problems. Like, what I was going to say to Charlie if I got back:' That was a thorny enough problem to occupy several hours. And Jacob? He'd promised to wait for me, but did that promise still apply? Would I end up home alone in Forks, with no one at all? Maybe I didn't want to survive, no matter what happened. It felt like seconds later when Alice shook my shoulderI hadn't realized I'd fallen asleep. â€Å"Bella,† she hissed, her voice a little too loud in the darkened cabin full of sleeping humans. I wasn't disorientedI hadn't been out long enough for that. â€Å"What's wrong?† Alice's eyes gleamed in the dim light of a reading lamp in the row behind us. â€Å"It's not wrong.† She smiled fiercely. â€Å"It's right. They're deliberating, but they've decided to tell him no.† â€Å"The Volturi?† I muttered, groggy. â€Å"Of course, Bella, keep up. I can see what they're going to say.† â€Å"Tellme.† An attendant tiptoed down the aisle to us. â€Å"Can I get you ladies a pillow?† His hushed whisper was a rebuke to our comparatively loud conversation. â€Å"No, thank you.† Alice beamed at up at him, her smile shockingly lovely. The attendant's expression was dazed as he turned and stumbled his way back. â€Å"Tell me,† I breathed almost silently. She whispered into my ear. â€Å"They're interested in himthey think his talent could be uselul. They're going to offer him a place with them.† â€Å"What will he say?† â€Å"I can't see that yet, but I'll bet it's colorful.† She grinned again. â€Å"This is the first good newsthe first break. They're intrigued; they truly don't want to destroy him'wasteful,' that's the word Aro will useand that may be enough to force him to get creative. The longer he spends on his plans, the better for us.† It wasn't enough to make me hopeful, to make me feel the relief she obviously felt. There were still so many ways that we could be too late. And if I didn't get through the walls into the Volturi city, I wouldn't be able to stop Alice from dragging me back home. â€Å"Alice?† â€Å"What?† â€Å"I'm confused. How are you seeing this so clearly? And then other times, you see things far awaythings that don't happen?† Her eyes tightened. I wondered if she guessed what I was thinking of. â€Å"It's clear because it's immediate and close, and I'm really concentrating. The faraway things that come on their ownthose are just glimpses, faint maybes. Plus, I see my kind more easily than yours. Edward is even easier because I'm so attuned to him.† â€Å"You see me sometimes,† I reminded her. She shook her head. â€Å"Not as clearly.† I sighed. â€Å"I really wish you could have been right about me. In the beginning, when you first saw things about me, before we even met† â€Å"What do you mean?† â€Å"You saw me become one of you.† I barely mouthed the words. She sighed. â€Å"It was a possibility at the time.† â€Å"At the time,† I repeated. â€Å"Actually, Bella† She hesitated, and then seemed to make a choice. â€Å"Honestly, I think it's all gotten beyond ridiculous. I'm debating whether to just change you myself.† I stared at her, frozen with shock. Instantly, my mind resisted her words. I couldn't afford that kind of hope if she changed her mind. â€Å"Did I scare you?† she wondered. â€Å"I thought that's what you wanted.† â€Å"I do!† I gasped. â€Å"Oh, Alice, do it now! I could help you so muchand I wouldn't slow you down. Bite me!† â€Å"Shh,† she cautioned. The attendant was looking in our direction again. â€Å"Try to be reasonable,† she whispered. â€Å"We don't have enough time. We have to get into Volterra tomorrow. You'd be writhing in pain for days.† She made a face. â€Å"And I don't think the other passengers would react well.† I bit my lip. â€Å"If you don't do it now, you'll change your mind.† â€Å"No.† She frowned, her expression unhappy. â€Å"I don't think I will. He'll be furious, but what will he be able to do about it?† My heart beat faster. â€Å"Nothing at all.† She laughed quietly, and then sighed. â€Å"You have too much faith in me, Bella. I'm not sure that I can. I'll probably just end up killing you.† â€Å"I'll take my chances.† â€Å"You are so bizarre, even for a human.† â€Å"Thanks.† â€Å"Oh well, this is purely hypothetical at this point, anyway. First we have to live through tomorrow.† â€Å"Good point.† But at least I had something to hope for if we did. If Alice made good on her promiseand if she didn't kill methen Edward could run after his distractions all he wanted, and I could follow. I wouldn't let him be distracted. Maybe, when I was beautiful and strong, he wouldn't want distractions. â€Å"Go back to sleep,† she encouraged me. â€Å"I'll wake you up when there's something new.† â€Å"Right,† I grumbled, certain that sleep was a lost cause now. Alice pulled her legs up on the seat, wrapping her arms around them and leaning her forehead against her knees. She rocked back and forth as she concentrated. I rested my head against the seat, watching her, and the next thing I knew, she was snapping the shade closed against the faint brightening in the eastern sky. â€Å"What's happening?† I mumbled. â€Å"They've told him no,† she said quietly. I noticed at once that her enthusiasm was gone. My voice choked in my throat with panic. â€Å"What's he going to do?† â€Å"It was chaotic at first. I was only getting flickers, he was changing plans so quickly.† â€Å"What kinds of plans?† I pressed. â€Å"There was a bad hour,† she whispered. â€Å"He'd decided to go hunting.† She looked at me, seeing the comprehension in my face. â€Å"In the city,† she explained. â€Å"It got very close. He changed his mind at the last minute.† â€Å"He wouldn't want to disappoint Carlisle,† I mumbled. Not at the end. â€Å"Probably,† she agreed. â€Å"Will there be enough time?† As I spoke, there was a shift in the cabin pressure. I could feel the plane angling downward. â€Å"I'm hoping soif he sticks to his latest decision, maybe.† â€Å"What is that?† â€Å"He's going to keep it simple. He's just going to walk out into the sun.† Just walk out into the sun. That was all. It would be enough. The image of Edward in the meadowglowing, shimmering like his skin was made of a million diamond facetswas burned into my memory. No human who saw that would ever forget. The Volturi couldn't possibly allow it. Not if they wanted to keep their city inconspicuous. I looked at the slight gray glow that shone through the opened windows. â€Å"We'll be too late,† I whispered, my throat closing in panic. She shook her head. â€Å"Right now, he's leaning toward the melodramatic. He wants the biggest audience possible, so he'll choose the main plaza, under the clock tower. The walls are high there. He'll wait till the sun is exactly overhead.† â€Å"So we have till noon?† â€Å"If we're lucky. If he sticks with this decision.† The pilot came on over the intercom, announcing, first in French and then in English, our imminent landing. The seat belt lights dinged and flashed. â€Å"How far is it from Florence to Volterra?† â€Å"That depends on how fast you drive Bella?† â€Å"Yes?† She eyed me speculatively. â€Å"How strongly are you opposed to grand theft auto?† A bright yellow Porsche screamed to a stop a few feet in front of where I paced, the word TURBO scrawled in silver cursive across its back. Everyone beside me on the crowded airport sidewalk stared. â€Å"Hurry, Bella!† Alice shouted impatiently through the open passenger window. I ran to the door and threw myself in, feeling as though I might as well be wearing a black stocking over my head. â€Å"Sheesh, Alice,† I complained. â€Å"Could you pick a more conspicuous car to steal?† The interior was black leather, and the windows were tinted dark. It felt safer inside, like nighttime. Alice was already weaving, too fast, through the thick airport trafficsliding through tiny spaces between the cars as I cringed and fumbled for my seat belt. â€Å"The important question,† she corrected, â€Å"is whether I could have stolen a faster car, and I don't think so. I got lucky.† â€Å"I'm sure that will be very comforting at the roadblock.† She trilled a laugh. â€Å"Trust me, Bella. If anyone sets up a roadblock, it will be behind us.† She hit the gas then, as if to prove her point. I probably should have watched out the window as first the city of Florence and then the Tuscan landscape flashed past with blurring speed. This was my first trip anywhere, and maybe my last, too. But Alice's driving frightened me, despite the fact that I knew I could trust her behind the wheel. And I was too tortured with anxiety to really see the hills or the walled towns that looked like castles in the distance. â€Å"Do you see anything more?† â€Å"There's something going on,† Alice muttered. â€Å"Some kind of festival. The streets are full of people and red flags. What's the date today?† I wasn't entirely sure. â€Å"The nineteenth, maybe?† â€Å"Well, that's ironic. It's Saint Marcus Day.† â€Å"Which means?† She chuckled darkly. â€Å"The city holds a celebration every year. As the legend goes, a Christian missionary, a Father MarcusMarcus of the Voltun, in factdrove all the vampires from Volterra fifteen hundred years ago. The story claims he was martyred in Romania, still trying to drive away the vampire scourge. Of course that's nonsensehe's never left the city. But that's where some of the superstitions about things like crosses and garlic come from. Father Marcus used them so successfully. And vampires don't trouble Volterra, so they must work.† Her smile was sardonic. â€Å"It's become more of a celebration of the city, and recognition for the police forceafter all, Volterra is an amazingly safe city. The police get the credit.† I was realizing what she meant when she'd said ironic. â€Å"They're not going to be very happy if Edward messes things up for them on St. Marcus Day, are they?† She shook her head, her expression grim. â€Å"No. They'll act very quickly.† I looked away, fighting against my teeth as they tried to break through the skin of my lower lip. Bleeding was not the best idea right now. The sun was terrifyingly high in the pale blue sky. â€Å"He's still planning on noon?† I checked. â€Å"Yes. He's decided to wait. And they're waiting for him.† â€Å"Tell me what I have to do.† She kept her eyes on the winding roadthe needle on the speedometer was touching the far right on the dial. â€Å"You don't have to do anything. He just has to see you before he moves into the light. And he has to see you before he sees me.† â€Å"How are we going to work that?† A small red car seemed to be racing backward as Alice zoomed around it. â€Å"I'm going to get you as close as possible, and then you're going to run in the direction I point you.† I nodded. â€Å"Try not to trip,† she added. â€Å"We don't have time for a concussion today.† I groaned. That would be just like meruin everything, destroy the world, in a moment of klutziness. The sun continued to climb in the sky while Alice raced against it. It was too brigh:, and that had me panicking. Maybe he wouldn't feel the need to wait for noon after all. â€Å"There,† Alice said abruptly, pointing to the castle city atop the closest hill. I stared at it, feeling the very first hint of a new kind of fear. Every minute since yesterday morningit seemed like a week agowhen Alice had spoken his name at the foot of the stairs, there had been only one fear. And yet, now, as I stared at the ancient sienna walls and towers crowning the peak of the steep hill, I felt another, more selfish kind of dread thrill through me. I supposed the city was very beautiful. It absolutely terrified me. â€Å"Volterra,† Alice announced in a flat, icy voice.

Cell Phone Usage in School Should Be Banned

Kaitlyn Sebastian Cell Phone Usage in School In a Wireless survey, it has been said that 91% of Americans use a cell phone. These devices have majorly advanced within the years and can be used for many things. Although cell phones have many great and convenient features, their usage in school should be banned because teens ignore the enforced rules, it can be used to cheat, and most have a camera feature that can be used to take inappropriate pictures of others. Teens these days are very â€Å"rebellious† in my opinion. Most don’t like being told what to do and like to be independent.So, when they know that there are rules in school against having cell phones around with you throughout the day, they ignore them because they always think they will never get caught. Teens can be very sneaky with what they do and can hide things easily. They know that the worst that can happen is having their phone taken away for the rest of the school day and then getting it back after. S ome schools could enforce the rule all day but, â€Å"Kids kind of roll their eyes, and I’m sure they have it out again 10 or 15 feet down the hall,† high school teacher Ed Stried remarked.Many schools allowed to have their phones collected in the beginning of the day and then at assigned times, students are able to use their cell phones, like during Study Hall, or lunch break. Many have found this unsuccessful because kids ignore it and can pretend that they did not have a cell phone on them and hide them through the day, sending texts or pictures. Teachers should not allow this because it can be such a distraction. Their phones should be checked and kept in their locker until school is over.Taking pictures brings me to my next point. Many new phones today have a built in camera feature that allows people to easily take a â€Å"quick-pic† anytime without bringing a whole different device, such as a digital camera. Despite its handy uses, this cool feature can b e used inappropriately. Bullying is also a major issue in school and it comes in many forms, like cyber bullying which includes through phones. Students, if allowed to use their cell phone at anytime throughout a school day, can also take pictures at anytime.Some may be used to shoot a memorable moment, and some may be used to take an embarrassing picture of someone. Many teens are on social networks, always posting updates and uploading pictures of their whereabouts. Many cellular devices allow a quick share feature that can upload the photo that you took straight onto your website. Students can take an advantage of this and may have intentions of not being nice to others in school. They can easily take a picture to make fun of someone or harass them and post it right away on Facebook for example.Having phones allowed to be used during school can cause other dangerous issues and can pose for serious consequences. These serious consequences can also take part when kids do the wrong things with the ability to text and take pictures. One major problem that usage in schools can lead to is cheating. Again, with a camera, kids can take pictures of tests or quizzes to share with other students who have it later in the day. They can also easily get away with texting their friends because most can text without looking at the keyboard.Another important thing is that you can also access the internet. They not only could go to inappropriate websites but also look up answers right in the palm of their hands. Yes, students can enjoy the freedom of being able to text their parents a quick message or check their email but this is unfair to all the students who do not cheat and work really hard studying, so this can be a real problem. Overall, being able to use a cell phone in school can lead to serious issues with students.It should be banned because students ignore the rules, can be used to take pictures inappropriately, and to cheat and/or share answers with others. The re sult of banning cell phone use in school will help maintain a safe and distraction-free atmosphere that all students can enjoy. Source Citation: â€Å"Schools continue to deal with cellular misbehaving. † Janesville Gazette [Janesville, WI] 5 Dec. 2010. Gale Opposing Viewpoints In Context. Web. 26 Apri. 2012. â€Å"EDITORIAL: Policy on cell phone use effective. † Daily News [Bowling Green, KY] 30 Oct. 2009. Gale Opposing Viewpoints In Context. Web. 26 Apri. 2012.

U.S. History Civil War-Present Assignment Example | Topics and Well Written Essays - 250 words - 2

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Finance 426 Assignment Example | Topics and Well Written Essays - 500 words

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Website Interface Re-design 3 (Evaluation Report) Research Paper

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Marine Ship Yard Research Paper Example | Topics and Well Written Essays - 1000 words

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Research proposal in the public service (public services for example Essay

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Australian Business Law Essay Example | Topics and Well Written Essays - 4000 words

Australian Business Law - Essay Example Hence, the provisions of the TPA likewise applies to the given problem. Section 53 specifically prohibits the use of false representations about the standard, quality, grade, composition, style, model or history or particular previous use of goods: ACCC v Cadbury Schweppes Pty Ltd (2004) FCA 516. Moreover, Section 58 specifically prohibits the use of false representations about the standard, quality, value or grade of services. Furthermore, the TPA and FTA likewise prohibits the use of false representations about the the sponsorship, approval, performance characteristics, accessories, uses or benefits of goods and services (Pinetrees Lodge Pty Ltd v Atlas International Travel Pty Ltd(1981) ATPR 40-248); the sponsorship, approval or affiliation of the corporation; and the price of goods or services: ACCC v Allens Music Group Pty Ltd (2002) FCA 1552; TPC v Cue Design Pty Ltd (1996) ATPR 41-475); the existence, exclusion or effect of any condition, warranty, guarantee, right or remedy; the place of origin of goods: ACCC V GIA Pty Ltd (2002) FCA 1298; TPC v QDSV Holdings Pty Ltd (1995) ATPR 41-371. Moreover, it violated Sections 54 of TPA and 62 of the FTA for falsely offering gifts or prizes because a corporation should not offer gifts, prizes or other free items to people buying its goods and services if it does not intend to provide them. It is also violated Sections 55A of the TPA and 64 of FTA for engaging in misleading conduct regarding the services it offers by misleading the public as to the nature, the characteristics, the suitability for their purpose or the quantity of any service: Doherty v Traveland Pty Ltd (1982) 4 ATPR 40-323. It also violated Section 56 of TPA and Section 65 of FTA as a corporation under the said Sections are prohibited from engaging in trade or commerce or advertise goods or services at a specified price where it has reasonable grounds to expect that it will not be able to comply with the advertisement. Finally and in addition to that, the corporation violated the prohibition on accepting payment without intention to supply under Sections 58 of TPA and Sections 67 of FTA specifically prohibiting a corporation from accepting payment or other consideration for the goods if at the time of acceptance it intends not to supply the goods or services or to supply goods and services materially different from the goods and services in respect of which the payment is made. It is clear from the facts that the corporation contravened Section 58 reasonable grounds exists to show that it is aware that it would not be able to supply the goods when accepting payment: Dawson v World Travel Headquarters Pty Ltd (1981) ATPR 40-240. These foregoing provisions of the TPA and the FTA as illustrated in the above- mentioned case were clearly violated because first, contrary to what was stated in its brochure, the Happiest Kangaroo was not really located in bushland but was in the centre of Kingscote, the main town on Kangaroo Island. Second, Ariel had a ground floor room which opened on to the main street and was very noisy. Third, there were no live Australian animals in the grounds of the hotel. Fourth, when Ariel complained, the staff directed her to the many cement statues of kangaroos and wallabies in the back garden of the hotel and soft toy kangaroos and koalas used in the decoration of her room.

Assessment of the State of Multilingualism and Multiculturalism in Essay

Assessment of the State of Multilingualism and Multiculturalism in Eastern Europe - Essay Example The end of Communism unleashed a brief springtime of ethnicity in Eastern Europe, and a tentative ethnic, cultural, and political revival followed the collapse of Soviet power. In 2004 the European Union voted to incorporate ten Eastern European nations known to value democratic principles into its association: the Czech Republic, Cyprus, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovakia, and Slovenia. All Slavic languages derive from the Proto-Slavic, which itself is believed to have divided off from the Proto-Indo-European precursor of members of the Indo-European family of languages as far back as 2000 B.C. (Ruhlenn, 28). In the 1st century B.C. Proto-Slavic was most likely still native to all Slavs and may have remained so as late as the 8th or 9th century A.D. The individual Slavic languages and their related cultures definitely began to surface by the 10th century A.D (Gordon, 357). In the aftermath of the westward advance of the German tribes, the Slavic peoples had expanded throughout eastern and central Europe and had virtually assimilated most of the earlier peoples of the vicinity by the close of the 10th century. The absorption of these inhabitants created the subsequent diversity of languages and cultures that comprise present-day Central and Eastern Europe as well as the western section of the Soviet Union (Barraclough, 35). In comparison to the prosperity and erudition of the Byzantines, the Slavic culture was as much economically disadvantaged as its political affairs and defensive structures were decidedly tenuous. Over time Byzantine, German, Magyar, Mongol, or Turkish foreigners invaded the region by turns (Dornberg, 40). Each foreign element imposed a distinct set of ethnic, financial, political, and societal characteristics that were at times resisted and at others assimilated in an ethno-linguistic synthesis. Religion typically afforded the vita l means by which outside ethnic customs and languages were adapted. By adopting western influences the Slav princes consolidated their influence abroad, acquired self-government and successfully unified the Slav tribes in official states (Barraclough, 57). From the 9th to the 13th century A.D. Christians from Rome and Byzantium vied to win northern and eastern Europe over to their view of Christianity (Dornberg, 134). Early in the 9th century the influx of Hungarians in Pannonia had interjected non-Slavic speakers between southern and western Slavs (Barraclough, 73). A sketchy demarcation subsequently emerged along that 9th Century rift, running between Rome and Constantinople, marking an implicit dividing line between Orthodoxy and Catholicism, with Greeks, Bulgarians, Serbs, Romanians, Ukrainians and Russians being largely Orthodox and Croats, Slovenes, Hungarians, Czechs, Slovaks, and Poles principally Catholic. According to linguists, all Slavs conversed in the same tongue across the region, with distinct local dialects, probably well into the12th century (Turnock, 2). However, in spite of a compelling linguistic link to Russia and to Orthodox Christianity, the Eastern European nations did not partake significantly in the specific

Toxic PCs Essay Example for Free

Toxic PCs Essay Computer hardware can contain a variety of toxic and hazardous materials. Today I’m going to talk about these kinds of materials and why they are toxic to our environment. I’m going to discuss the locations of disposed electronics and how it is done. When consumers donate old televisions and monitors to recyclers those companies should dispose of them in a manner that doesn’t harm the environment. Stockpiling monitors is hazardous to the environment. This is because the glass could easily break and the lead which is a neurotoxin material enters the soil and ground water. One of the major environmental impacts of dumping computers into landfills is due to the fact that the solder used in the components of the circuit boards is comprised of a tin-lead alloy and over time the lead can leach from the solder. Usually the lead, which is a toxic substance, finds its way into the drinking water (Warren, Scott) There are different type of companies that recycle electronics in different communities and some of them are nonprofit companies you just donate your computer to them for example there is this company in Michigan it is called Responsible Electronics Recycling they recycle computer the right way breaking computers into small particles and removing all the toxic material from getting into our environment. The role of disposing electronic has a great advantage because when monitors get recycled the right way they can be reused again for goods. The Responsible Electronic Recycling Company says: Our mission is to inspire our community to live and work in a sustainable manner. This mission is accomplished by providing environmentally responsible electronics recycling and green job training for at-risk youth and challenged adults. 100% of proceeds generated go toward community service programs that focus on education and environmental initiatives (Responsible Electronic Recycling). And this is how recycling is done to these electronics. I think the technology will have an influence on our health and our environment because of all the toxic material that is used in the advanced electronics and if our air is polluted then it is going to have an effect on our health. The health effects of toxic substances and hazardous wastes are not yet fully understood. Research to better understand how these exposures may impact health is ongoing. Meanwhile, efforts to reduce exposures continue. Reducing exposure to toxic substances and hazardous wastes is fundamental to environmental health  (Geneva, Switzerland). I think if we take care of our environment meaning by not polluting the air and soil we will be able to reduce the risk of having any health problems but if we do not do so this polluted environment will lead us to have issues regarding our economy later on in the future. Therefore we need to work on educating each other and take action. Finally after looking at all the information above I think now we see why we need to think carefully when we are getting rid of an old computer or any electronic. We need to make sure that if our computer been donated to a manufacture for disposal it is going to be disposed properly and everyone should take this into consideration and practice the right way to recycle electronics. Reference Dunn, C. (2006, April). How to: Recycle Your Computer. In treehugger. Retrieved October 20, 2012, from http://www.treehugger.com/culture/how-to-recycle-your-computer.html Goneva, S. (2006, May 2). Preventing disease through healthy environment. In World Health Organization. Retrieved October 20, 2012, from http://www.healthypeople.gov/2020/topicsobjectives2020/overview.aspx?topicid=12 Warren, Scott. The Environmental Impact of Computer Disposal. Scott Warrens Blog. N.p., 22 May 2008. Web. 18 Oct. 2012. http://www.scottwarren.info/2008/05/22/the-environmental-impacts-of-computer-disposal/.

Handling Teenage Pregnancy Analysis Social Work Essay

Handling Teenage Pregnancy Analysis Social Work Essay Teenage pregnancy is no longer a surprising news to the public. Teenage pregnancy referring to McGraw-Hill dictionary, understood to occur in an age 13 to 19 who has not completed her secondary school study, has few or no marketable skills, is financially dependent upon her parents or continues to live at home and is often mentally immature . It made a critical impact upon Hong Kong society and it became a significan issue in society and academic fields. The paper would illustrate the brief history and contemporary situation in Hong Kong. It will also analyzes the social work pratice area of teenage pregnancy in Hong Kong and the reason why it is a hard task to deal. This is one of the social work practice that I think it is difficult for me to work on. I would review literature and cases about how can social workers handle this problem for the preparation for the further study and future work. Introduction In the past ten years of the 20th century, British governments became aware of teenage pregnancy issue as a significant public health and social problem . As a long-time sociologist on this isssue has observed, teenage pregnancy has become a veritable industry . This view was shared by Hong Kong society. Official statistics have already clearly shown the teenage pregnancy problem years ago. According to the a public survey on school-based sex education in Hong Kong conducted by Department of Social Work at The Chinese University of Hong Kong, among those aged 26 or below who requested for abortion in the past three years, 3% of them were teenagers below 16. Moreover , 183 teenagers aged below 18 gave birth in 2006 . All these statistics have again aroused the public concern. For the social work field, this is a social issue worthy of discussion. A local youth organization in Hong Kong conducted an exploratory and qualitative study focusing on teenagers who had become pregnant under the age of 18 (Hong Kong Federation of Youth Group 1995b). This is a in-depth study on teenage pregnancy in Hong Kong. The total of 25 girls were interviewed whom were referred by the Social Welfare Departmaent and other NGO. The study aimed at finding out their attitudes towards sex and contraception as well as the decision-making process regarding abortion. It explored that more interviewees chose to have an abortion in Hong Kong than to give birth to a baby that may trouble their futures. About half them made the decision to terminate the pregnancy within 2 weeks. However, four girls could not make up their minds or come to an agreement with their boyfriends . In these cases, the 24th week passed without a decision, making it too late for a legal abortion. Dealing with their issues of pregnancies, they worried more about the unpredictable chang es in their future life than the social moral or others impression on them. All in all, it concluded that these girls had actively participated in the decision-making process, moreover, even make the decision by themselves. In some condition,heir parents were not in direct practical help and some parents even did not know the problem at all. Difficulties in handling teenage pregnancy I know the most difficult part for me to handle the teenage pregnancy case is client self-determination phase. The client may be already suffered from her own confusion and the complicated emotion. As a professional social worker, must help the client to understand the pros and cons in her situation. Following the NASW Code of Ethics social workers respect and promote the right of clients to self-determination and assist clients in their efforts to identify and clarify their goals . This decision making is an overwhelmed task for everyone. To choose an abortion, means a loss of a essential attachment relationship . It is a more psychological tramua than a biological hurt. Choosing to keep the baby, also lead to a loss of the normal life, facing the threat of social norms, financial problem, parental style, end up of education, etc. It seems that there is never a good choice. In this helping process, it may conflict with my own interest and personal value and I afraid that would influence the clients self-determination ability. I feel confident with my professional of non-judgmental, but talking about providing the options, it is hard for my preference of anti-abortion. My mother is a Christian and her Christian value of opposing abortion has a great affect on me. From a Christian view, deliberate abortion, unless the mothers life is in danger, is murder. I agree with the idea that this is kind of killing the most defenseless livin beings by taking away their most basic right to live, without their permission. So this is also the reason why in some countries, abortion is illegal. The baby is innocent. It is a tragedy that one have no right to determine to live or not. I regard the baby as human life though some people say it is only an unwanted tissue. Besides, teenage abortion patients are more likely to come up with physical risks. Because their bodies are not yet fully developed and can not produce pathogens, which are found in the cervical mucus of older women and protect them from infection . These teenagers are also twice as likely to experience cervical lacerations and higher risk for post-abortion infections such as pelvic inflammatory disea se and endometritis . Scared by above information, I was clear that my personal interest is an obstacle to me of giving the unwed mother the choice of abortion. On the other hand, continue the pregnancy, the major concern is raising up the baby. If the baby could not born in a complete family, or the parent were reluctant to accept his/her, it may cause a negative effect on the babys whole life. It is not his choice to come to this world, but he have to bear all these. I really believe in the family of origins lifelong affect on the baby. Social scientists have found that the children growing up in single parent families are disadvantaged in many aspects comparing to a two-biological-parent families . Studies shows that these children are more potentially to have deviant behaviors such as become low acadamic achievement, drug abuse, join a gang, ect. Many of these problems are related to the poor economic condition and parenting style. To be honest, none of us want to born in a single parent family. The child may rather his mother did not give birth to him, but he have no choice. I worry that my dilemma of these cases would affect these sensitive teenage as they are really vulnerable under such condition. In the future work, I realize there is no way to escape from all this kind of issue. I have no choice but find out a applicable way to deal with it. How do social worker handle teenage pregnancy After doing literature review, I found the cardinal values of social work give me an effective support to handle these crisis. The Code of Ethics point out that all human beings deserve access to the resources they need to deal with lifes problems and to develop their full potential . As a social worker, we must believe that the client have the ability to make the preferable decision. Keep neutral and enhance their problem-solving and decision-making capacity in order to avoid conflict between our personal beliefs with the clients value. Tough decision to make Applying empathy to this kind of cases, we should recognize their emotional reactions. If we can not stand in their positions, it is impossible to help them to help themselves. During this period, their emotion would be easily affected and would go through shocked, frightened, frustrated, angry, helpless, lost and alone, worried and shameful. Showing acceptance and being supportive is essential, it can lower the clients anxiety and build up a trustful relationship. After the clients management of her emotion, weigh out the options, for example: her mental or physical health during prenancy, the financial conditionl and family support of the teenagers family, the family and status of the father, the future education or other plans for her . In the helping process, she is assisted to appraise her strengths and weaknesses as well as her extant resources and limitations, identify and assess alternatives, show empathy on her thoughts and feelings as well as take serious consideration of the welfare of the baby . Understand and inform the client about the pros and cons of all the choices, utilize the resources and then respect her choice no matter what it is.. Though the final decision is made by the client, this choice in fact would not be decided by her own. No doubt this would involved of her family support system or partner and friends social network. These teenager are tend to make decision under the pressure given by their parens or boyfriends. Mothers choice Usually, social worker whom work on the teenage pregnancy case will provide the teen three options and help this client to assess her situation. Keep the baby. If the client decide to keep the baby, the social worker should make it clear to the realistic demands of the costs whether now or the future. Make sure she get the fully perspective of the future challenges. Many kinds of responsibilities she has to take, such as physical and psychological changes, financial risks or maternal management. And the most important, is she well prepare for the new role of a parent. Give the baby up for adoption. The most crucial task before the babys birth, is consider to make the maximum benefits for the baby. Though it may broken the mothers heart. After concerns of the babys better future, some pregnant girls will continue their pregnancies and painfully give up the baby for adoption. If the client face her situation of not ready for a parenthood, no matter what kind of factors, we should respect her choice. She is bravely admitting she is not ready to becom a mother but want her baby to achieve a better life. To choose adoption can arouse the sense of loss and guilty. This feeling will start with the pregnancy itself because the expectant parents realize the fact of accept the loss of their own immediate life plans . Dealing with sadness and guilt is not easy, some of them may really suffer from the fact that permanently separated from their child or even feel grief and shame last a lifetime. So analyze all these cost and possibilities and inform her as much details as possible, it help her feel in control and confirm of making this decision. End the pregnancy. Some time abortion is a hard but reasonable choice. Abortion is a very sensitive issue for many people and a very difficult decision to make for many women. But to some extent, finacial or psychological limitation, they have no choice but to give up their babies for adortion for further consideration. Having an abortion under 24 weeks is considered legal in Hong Kong. Also, social worker should make sure that the client is informed the possible consequences, by consulting the doctor, the family and the partner to evaluate the determination. How if I face this issue As I realize the difficulties of myself in dealing with teenage pregnancy, the best way to solve this dilemma is follow the ethical principles. All social workers work is helping people to help themselves. What I have to do is to help her find out the best way to solve her problem. First is to keep confidential. Only in this way, the client assured that their information will not known by others so that will talk freely and provide more imformation. The principle also point our the confidentiality is not absolute when the client present a danger to self or others . I may discuss this concerns with my client and let her to decide whether to continue the services under such situation. A teen may face a dilemma, whether to tell others or not. When we feel the involvement of a parent or friends could be helpful, but she may not want any outside involvement . It is reasonable that under the pressure of social norms, this young girl will like to keep a secret. Senior social work suggest that the best way is explore her reluctance of telling others, after that, is up to her decision. And then, consent is an important ethical issue as well. We suggest voluntary involvement with the case to the client. For instance, Canadas common law states that people can consent if they are capable of understanding their problem, the proposed treatment, and the likely consequences of having or refusing treatment . In another word, it is her choice to consent or refuse. Facing any kind of deviant behaviour, a social worker must be non-judgmental. All of us were have been taught that we should not make judgments in class. As a human being, it is hard of putting none emotion on others. Geldard holds the view, that being non-judgmental and treating client with unconditional positive regard are goals which we should try our best to achieve. Though this is difficult, we need to explore in supervision any personal issues which may be interfering with their ability to be more accepting . I should strive to do this in order to build up a trustful relationship with the client. Conclusion Teenage pregnancy is a multifaceted issue that involve so many factors. As a social worker, understanding these teenagers as they try hard on making their decisions regarding sexuality and parenthood involves , keep in touch with their perceptions of themselves and their assessments of the opportunities that waiting them . After writing this paper, I recognize I had considered too much about humanitarianism and fostering a healthy baby, but neglect the pregnant teenager-my client. A social workers most concern is how to help the client to make maximum benefit in her situation but not to judge if they are right or wrong. I have to learn and practice more on believing in the clients ability to solve the problem and respect her choice. I will not pass judgment on the client who are confronting difficult decisions, they are doing the best they can.

Growing-Up Explored in Banana Yoshimoto’s Kitchen Essay -- Yoshimoto K

Growing-Up Explored in Banana Yoshimoto’s Kitchen The first time I read Kitchen, I knew I was experiencing something very special. Not since my initial reading of Catcher in the Rye have I witnessed such a perceptive look at the joys and pains of growing up. These coming-of-age novels capture our attention with plots that, while twisting and turning in creative, off-beat ways, remain believable. The writers of these novels tell us their stories with a subtle style more exciting than that of textbooks and assigned reading, a style not unlike a good one-sided conversation. Finally, within this great style of writing, the authors infuse honest insights, often humorous and sometimes poignant, which do not carry a lecturing or authoritative tone. Banana Yoshimoto, as translated by Megan Backus, incorporates these three elements of a successful coming-of-age novel into Kitchen skillfully. The result is magnificent. To keep a young person interested, an author must weave an interesting story. Kitchen is fascinating because the premise of the story is original: A Japanese twenty-something's grandmother dies and is taken in by an employee of her grandmother's favorite flower shop and his transvestite mother. Along the course of the story, the heroine discovers a passion for cooking, the young man dreams a dream with the heroine, and a crazy admirer kills the transvestite mother. In the end, the heroine and the young man realize their love for each other, without even having shared a passionate kiss. Such a plot is interesting to the average teenager who craves the out-of-the-ordinary; she wants escape. Kitchen certainly provides something different, but it does so in a familiar way. When the heroine Mikage finds out that Yuichi's m... ...xperiencing life. When I read Kitchen, I sympathized with Mikage's loss of her grandmother. Until now, I still do not truly know how such a loss feels. So, in some ways, to read a coming-of-age novel is an identification with what you have experienced and a preparation for that which has yet to come. Some may argue that Kitchen is interesting simply because it is written by a foreigner. Without speaking Japanese and reading the original material, we may not know how close the translation is. I argue that it doesn't matter. No matter from where you have come or how far in life you have gotten, after spending a little time in the Kitchen, you will have learned without feeling you have been taught. In the world of those who are still growing up, that is the best way to learn. Work Cited Yoshimoto, Banana. Kitchen. Trans. Megan Backus. NY: Washington Square, 1988.

Farm Experience :: essays research papers

Hi! Today I wish to share my farm experience with you. Last month I visited farm fields several times. There I got an opportunity to get close with nature (once again!) Well this was a pleasant sight. Small children were playing ball around the grazing cattle. A group of birds was twittering and hovering on field, eager to feed on the crop. The sight is more beautiful when you see pet dogs running for balls with the boys. Wow! These all make a great sight. Hey! wait! If you have seen a sparrow & a Parrot sitting on a branch of tree and singing. Well I hope if you have seen something like this you will never forget it. Any way, when I moved across the field I saw the crops in full-fledged form. The green looking color of crop makes you pleasant. If you have planted some sunflower crop nothing needs to be said. All is beautiful! I was moving round the field in the evening. The leaves seemed busy in moving with wind as if they were agree with it and wanted to accept its invitation of a big party. The branches were steady and up right as if they were absolutely vigilant on the notorious act of the wind. And the birds on its branch made it a live sight! Hands off to nature! Suddenly I felt an odor. It was coming from the mint. I saw that while walking through fields I had reached the mint farming area. All the atmosphere was absolutely filled with mint aroma. What to say after that! I watched it for some while. This was a pleasant feeling. Then I moved forward. While crossing through road I met a huge banyan tree that had sent spiral roots to earth as if its branches wanted to be self-dependent. The tree had no objections with it because it was making it more stable for long term. We have a planning commission for work strategies but what about them! Hands off nature! I returned back as it was getting dark. The next morning I woke up early to see the sunrise from the field. I have seen the sunrise behind mountains, sea and rivers but it was a first opportunity to see it emerging from field! I was at field in time. Farmers were going to inspect their field. The birds had taken their flight.

Gough Whitlam :: essays research papers

We are a government committed to bringing change into about social and economical aspects of our country." (Hayden, Speech, 1973) The Whitlam government's term was filled with controversy, scandals and public protest however, despite criticism of the government it is undoubted that within its term, 5 December 1972- 11 November 1975, the government was significantly influenced by socialist ideals through directing its policies relating to the social, economic and government aspects of society. The government adapted 'crash through or crash' style of policy change, reminiscent of a peaceful socialist revolution, however modified to suite the Australian climate. Whitlam's approach included more democratic elements and involved the people influencing the policies of his government, his eventual goal to solve the great problems capitalism had brought upon Australia. (McGavin, 1987, 55) His solution was quite simply to lessen the capitalist enemy of socialism, the class divide. The government promised the citizens of Australia better quality of life hand in hand with equality and said that these goals would be implem ented in the improvement of education, health and welfare, stricter economic regulation as well as broad public ownership of several other basic industries and finally an extension of the national government's power promoting constitutional and electoral changes. Socialism is defined as a political doctrine concerned with the morals of society and relates to all economic and social aspects of society. Socialism is further characterised by the state ownership and nationalisation of all means of production, facilities and banking for the reason that under socialist control private barriers can no longer prevent the people from working together for the common good. (Bobbio, 1987, 44) This utopia is thought to be achieved through a peaceful political revolution, of course, in the best interests of the nation. (Evans, 1977, 23) Furthermore, socialism is defined by the belief that capitalism has unforgivably failed the working classes and that there is in fact simply no need for inequalities that exist within society. Socialist theory dictates that inequalities within society should be altered to the extent that the upper class minority can no longer hold exclusivity to privilege whilst the majority of the working classes suffer. Whitlam's breed of socialism embraced the practical and moral components of the ideology. Further, he was a great advocate for rapid change and this was extremely reminiscent of ideological socialist revolution. "We have a new chance for our nation. We can recreate this nation.

Dialectics in Oryx and Crake Essay

Canadian author Margaret Atwood’s novel Oryx and Crake, is about an anti-utopian society that chronicles the collapse of civilization and corrupt medical practice. The town’s morals are highly questionable, in that the majority of the citizens approve of gene splicing, transgenic animals, like mixing a dog’s genetic code with a wolf, and transplanting animal organs in human beings. The book poses a question of what is truly ethical in medical practice? This story has an immediate correlation to the island of Dr.  Moreau, by H. G. Wells, in which a mad scientist creates a dysfunctional society of genetically spliced transgenic animals as well. Like The Island of Dr. Moreau, Margaret Atwood relies on dialectical elements. Dialectic is a classical philosophy originated by the Greeks that depended on the furthering of society through thesis and antithesis. In modern day it has developed between most scholastics as a fine art of persuasion. It is ever present in Oryx and Crake through the dialectics produced through Crake’s insanity. His main dialectical argument is that society has become morally bankrupt and is due for a change and Crake claims intellectual right over all of man kind. His views are presented as deliriously radical, but there is irony in the fact that the University that Crake attends is named Asperger’s U. A term used to describe people who are usually extremely intelligent and often very eccentric, it be could argued that Atwood hints to imply Crake may be the correct one after all, and that the rest of society is wrong. This virtually tyrannical takeover of both the world and the lives of Oryx and Snowman are done entirely through aggressive persuasion. In the formation of Crake, Atwood creates an insanely ranting lunatic, with whom in the end the reader has no choice but to sympathize. The dialectic argument that is posed here is that the dye is cast. Atwood, acknowledges that our society’s morals tread a fine line from damnation, and she writes a novel that puts us one step over that line. The reader has no choice but to sympathize with Crakes’ actions because he is a product of an unbearable world, not too distant from our own. The novel itself, poses a persuasive argument to the reader, in that all of the occurrences in the plot are rationally plausible. There are scenes in the novel where the two men, Crake and Snowman, are attending college together and enjoying their favorite pastimes. These hobbies include, watching nudie news, live executions, and child pornography. In the beginning moments of the lives of the two main characters, the reader views a demoralized world, in which it appears even the plot’s hero is desensitized to the plight of his society. The ironic and reasonable argument posed is that all of these things they are doing, we can do today in our society. At the same time, child pornography, nude news, and live executions online are all either frowned upon and remotely new to our society. Atwood presents the enjoyment of these practices like they are common occurrences. The same goes for gene splicing. It is widely debated as an immoral and illegal act, but it is reasonable enough to think that with the passing of time eventually a law can be passed to legalize both gene splicing and child pornography. This would inadvertently make the use and distribution of these practice more heavily abundant in society and change the moral makeup of the people as a whole. A third persuasive argument the novel poses, and this is more from a perspective of female empowerment, is the idea of polyandry. It is historically a man’s fantasy and an empowering element for the man, while degrading to the woman, for a man to have two wives. Atwood poses the exact opposing scenario in this novel. On one end the idea of polyandry is implied through the relationships both Snowman and Crake have with Oryx. It is directly inferred to in that the Crakers only breed when they are polyandrous. This like most of the novel is a play on societal norms. Underlying in the dialectic argument of the novel are societal implications. For example, by Atwood calling Crakes’ creations the Crakers, she creates an implied connection on words to the Quakers, who are known for starting their own Christian new world. Crake also embodies the values of real time corporations, in that he creates a medical demand for his products through unleashing a virus. His behavior can only be expected by his inherent capabilities and by him being the product of a moral-less society. Atwood’s novel is also fueled by human nature, the horrific experiences the characters go through and their apathetic reactions actually seem believable because they are so human. An example of this is shown in the scene where Crake has just destroyed society as we know it and snowman watches the devastation on the internet, The whole thing seemed like a movie†¦The worst of it was that those people out there – the fear, the suffering, the wholesale death – did not really touch him (Atwood, 2004). It is ironic that Atwood makes a reference to the end of society being like a movie; this exposes snowman’s adolescent and distant nature, as well as makes him appear more human. This also connects back to the live executions witnessed online earlier in the novel. These are examples of Atwood using real time human tendencies to show her characters’ disenfranchisement from society. The actions following this scene consist of snowman leading the Crakers out into the new world in which they find glow-in-the-dark bunnies running rampant. This is another societal implication in that this was the actual result of transgenic Dr. Eduardo Kac, who spliced rabbit and jellyfish DNA in the year 2000. In sum, the dialectic philosophy is present in Margaret Atwood’s novel, Oryx and Crake in that it poses multiple arguments. It supports these arguments through real-time societal implications, believable characters, and a radical thesis carried out by Crake. Atwood’s literary genius is revealed in the fact that, all three of these elements draw sympathy from the reader, and in effect persuade the reader to believe the rationale behind the destruction of their own society.

Why did Edward IV’s death cause a bitter power struggle in 1483?

Why did Edward IV’s death cause a bitter power struggle in 1483? Edward IV’s death caused many issues with regards to power shortly after he died because of many difficulties. This ranges from a complicated will, to the betrayal from his brother, Richard, Duke of Gloucester. Shortly before Edward IV’s death, he amended his will, and the only copy of the new will was ruined and nobody ever really knew what changes Edward IV made. Because of this, there was a bitter power struggle.This power struggle revolved around two competing factions, Woodville and Gloucester. Firstly, because of the issues with the will, there was no direct heir to the throne, and it was either going to be Edward V on the throne or Richard of Gloucester, nonetheless Edward IV’s son Edward V had to take the throne. However, because Edward V was a minor, the two factions competed to control the country until Edward V was old enough where he could govern by himself, thus resulting in a bi tter feud within the Yorkist family.This became such a struggle for power simply because Edward V’s mother, Elizabeth Woodville had such a great bond with her son, and also, because Richard, Duke of Gloucester truly wanted to become King. At the time of Edward IV’s death, both factions had their strengths and weaknesses. For the Woodville family, they had strategic advantages primarily because Prince Edward was with Elizabeth Woodville’s brother. Furthermore, Woodville’s brother was appointed ‘Governor and ruler of the Princes household’. The power and influence of the Princes counsel grew, and with it the status of the Woodville family.However, the Woodville family were seen as social climbers, and they were resented by members of established nobility, especially Gloucester, Hastings and Buckingham. Additionally, being seen a social climber in 1483 was practically as bad as sinning. This was perceived as a significant drain on the royal patr onage. For Gloucester, the strengths would be that he had the active support of two of the greatest magnates, the Duke of Buckingham and Lord Hastings. They were established enemies of the Woodville’s, having competed against Earl Rivers in 1471 for lieutenancy of Calais.Secondly, Henry Stafford was Gloucester’s most powerful ally. Buckingham had a remote claim to the throne, being descended from Edward III’s youngest son. Moreover, Lord Hastings was loyal to Edward V, but opposed the Woodville’s. The only weakness for Gloucester would be that Prince Edward was brought up almost entirely by members of the Woodville family, thereby feared by Gloucester as being more Woodville than York. The Woodville’s hoped for an early coronation on the 4th of May, as it would represent the end of Edward V’s protectorship and therefore undermine Gloucester’s position as protector.This would have been a clear, easy win for the throne for the Woodville family; however the Counsel could not make a clear decision for who to be protector. One section of the Counsel wanted Gloucester to be protector but the other section of the Counsel wanted a regency Counsel to include Gloucester. As tension brewed, Richard Duke, of Gloucester decided to end the entire struggle for power by bringing up past rumours of Woodville and Edward IV’s relationship issues.Richard, Duke of Gloucester always detested his brother Edward IV after his secret marriage to Elizabeth Woodville, as he was made to look a fool by him when he found out they was married. Furthermore, when society found out of this marriage, this almost put Gloucester at an advantage because in that century, the King was supposed to marry a person that would influence the Kingdom in a good way, not out of love. Nevertheless, Because of this, Gloucester revealed that it was rumoured that Edward IV was already married, when he was got married to Elizabeth Woodville.For this reason, t he marriage was deemed illegitimate, thus making Edward V’s inheritance of the throne illegitimate. This was a very strong move from Gloucester, and ultimately, because of this, he gained the throne, and the power to rule. To conclude, the whole situation of this bitter power struggle could have been completely avoided if Edward IV was not blinded by love. Edward IV should have made it clear whether it is his Son to rule or his brother, and not have left his wills conflicting with each other. Why did Edward IV’s death cause a bitter power struggle in 1483? Why did Edward IV’s death cause a bitter power struggle in 1483? Edward IV’s death caused many issues with regards to power shortly after he died because of many difficulties. This ranges from a complicated will, to the betrayal from his brother, Richard, Duke of Gloucester. Shortly before Edward IV’s death, he amended his will, and the only copy of the new will was ruined and nobody ever really knew what changes Edward IV made. Because of this, there was a bitter power struggle.This power struggle revolved around two competing factions, Woodville and Gloucester. Firstly, because of the issues with the will, there was no direct heir to the throne, and it was either going to be Edward V on the throne or Richard of Gloucester, nonetheless Edward IV’s son Edward V had to take the throne. However, because Edward V was a minor, the two factions competed to control the country until Edward V was old enough where he could govern by himself, thus resulting in a bi tter feud within the Yorkist family.This became such a struggle for power simply because Edward V’s mother, Elizabeth Woodville had such a great bond with her son, and also, because Richard, Duke of Gloucester truly wanted to become King. At the time of Edward IV’s death, both factions had their strengths and weaknesses. For the Woodville family, they had strategic advantages primarily because Prince Edward was with Elizabeth Woodville’s brother. Furthermore, Woodville’s brother was appointed ‘Governor and ruler of the Princes household’. The power and influence of the Princes counsel grew, and with it the status of the Woodville family.However, the Woodville family were seen as social climbers, and they were resented by members of established nobility, especially Gloucester, Hastings and Buckingham. Additionally, being seen a social climber in 1483 was practically as bad as sinning. This was perceived as a significant drain on the royal patr onage. For Gloucester, the strengths would be that he had the active support of two of the greatest magnates, the Duke of Buckingham and Lord Hastings. They were established enemies of the Woodville’s, having competed against Earl Rivers in 1471 for lieutenancy of Calais.Secondly, Henry Stafford was Gloucester’s most powerful ally. Buckingham had a remote claim to the throne, being descended from Edward III’s youngest son. Moreover, Lord Hastings was loyal to Edward V, but opposed the Woodville’s. The only weakness for Gloucester would be that Prince Edward was brought up almost entirely by members of the Woodville family, thereby feared by Gloucester as being more Woodville than York. The Woodville’s hoped for an early coronation on the 4th of May, as it would represent the end of Edward V’s protectorship and therefore undermine Gloucester’s position as protector.This would have been a clear, easy win for the throne for the Woodville family; however the Counsel could not make a clear decision for who to be protector. One section of the Counsel wanted Gloucester to be protector but the other section of the Counsel wanted a regency Counsel to include Gloucester. As tension brewed, Richard Duke, of Gloucester decided to end the entire struggle for power by bringing up past rumours of Woodville and Edward IV’s relationship issues.Richard, Duke of Gloucester always detested his brother Edward IV after his secret marriage to Elizabeth Woodville, as he was made to look a fool by him when he found out they was married. Furthermore, when society found out of this marriage, this almost put Gloucester at an advantage because in that century, the King was supposed to marry a person that would influence the Kingdom in a good way, not out of love. Nevertheless, Because of this, Gloucester revealed that it was rumoured that Edward IV was already married, when he was got married to Elizabeth Woodville.For this reason, t he marriage was deemed illegitimate, thus making Edward V’s inheritance of the throne illegitimate. This was a very strong move from Gloucester, and ultimately, because of this, he gained the throne, and the power to rule. To conclude, the whole situation of this bitter power struggle could have been completely avoided if Edward IV was not blinded by love. Edward IV should have made it clear whether it is his Son to rule or his brother, and not have left his wills conflicting with each other.

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B. Tech. (Third Semester) Automobile Engg. HUM-201E: Basics of Economics and Management Sessional Theory Total Duration :50 marks :100 marks : 150 marks : 3 hours Unit-I Meaning of Industrial Economic, production function, its types, least cost combination, law of variable proportion, law of returns; increasing, constant & Diminishing. Fixed & variable costs in short run & long run, opportunity costs, relation between AC & MC. U-shaped short run AC curve.Price & output determination under monopoly in short run & long run, price discrimination, price determination under discriminating Monopoly, comparison between Monopoly & perfect competition. Unit- II Meaning of management, characteristics of management, management Vs administration, management – Art, Science & Profession, Fayol’s principles of management. Human relations approach. Functions of management. Unit-III Planning & Organizing Planning, steps in planning. Planning premises, difference between planning policy & strategy. Authority & responsibility, centralization & decentralization.Unit-IV Staffing, directing & controlling – Manpower planning, Recruitment & section styles of leadership, communication process and barriers, control process and steps in controlling. Note: – Eight questions are to be set taking two from each unit. The students are required to attempt five questions in all taking at least one from each unit. SCHEME OF STUDIES & EXAMINATION rd B. TECH. 3 year Automobile Engg. Semester-V S. No Course No. Course Title Teaching Schedule Marks for class work Total Marks for exam Marks L T P Total Theory Practical 1 AE-301 E Design of automobile components-I 1 – 4 50 100 – 150 2 AE-303 E Auto electrical Systems 3 1 – 4 50 100 – 150 3 ME-305 E Heat Transfer 3 1 – 4 50 100 – 150 4 ME-307 E Industrial Engineering 3 1 – 4 50 100 – 150 5 AE-309 E Automotive Transmission-I 3 1 – 4 50 100 – 150 AE-311 E 6 AE-313 E Applied Numerical Techniques & Computing 3 1 – 4 50 100 – 150 7 Automotive Transmission Lab – – 2 2 25 – 25 50 8 AE-315 E Auto electrical Systems Lab – – 3 3 25 – 25 50 9 10 11 ME-317 E ME-319E AE-321 E Heat Transfer Lab Industrial Engineering Lab Applied Numerical Techniques & Computing Lab – – 2 2 – 2 2 – 25 25 25 – 25 25 25 0 50 50 TOTAL 18 6 9 33 425 600 125 1150 Note-Students will be allowed to use Non-Programmable scientific calculator. However, sharing of calculator will not be allowed SCHEME OF STUDIES & EXAMINATION rd B. TECH. 3 year Automobile Engg. Semester-VI S. No Course No. Course Title Teaching Schedule Marks for class work Total Marks for exam Marks L AE-302 E AE-304 E AE-306 E T P Total Theory Practical 1 2 3 Two & Three wheeler Vehicles Engineering Materials Design of automobile components-II 3 4 3 1 1 – 4 4 4 50 50 50 100 100 100 – 150 150 – 150 4 AE-308 E Auto Pollution & Control 1 – 4 50 100 – 150 5 AE-310 E Tribology & Preventive Maintenance 3 1 – 4 50 100 – 150 6 AE-312 E Microprocessor and interfacing 4 – – 4 50 100 – 150 7 AE-314 E Microprocessor and interfacing lab 3 1 – 4 25 – 25 50 8 AE-316 E Automobile Engg. Lab – – 2 2 25 – 25 50 9 AE-318 E Auto pollution & Control Lab – – 2 2 25 – 25 50 10 AE-320 E Graphics Lab – – 3 3 25 – 25 50 11 AE-322 E Tribology Lab – 2 2 25 25 50 TOTAL 19 5 9 33 425 600 125 1150 Note-Students will be allowed to use Non-Programmable scientific calculator. However, sharing of calculator will not be allowedScheme of Studies & Examination B. Tech. 4th Year Automobile Engg. Semester – VII Sr. No. Course No. Course Title Teaching L T 2 1 1 1 P 2 2 7 2 Total 5 4 3 4 4 2 2 7 2 Sessional Marks for Exam Theory Practical 25 25 100 – Total Marks 1 2 3 4 5 6 7 8 9 AE-401 E ME-403 E AE-402 E AE AE AE-407 E AE-409 E AE-411 E AE-413 E Mechanical vibrations Measurement and Control Vehicle Body Engineering Elective-I Elective-II M&C & Mechnical Vibration Lab Vehicle Maintencance Lab Project-I Pravcticle Training 3 3 3 3 3 – 50 50 50 50 50 25 25 100 125 100 100 100 100 100 – 50 150 150 150 150 50 50 200 125 Total 15 5 13 33 525 500 150 1175 Note: Students will be allowqed to use Non-Programmabkle sciectific calcuator. However, sharing calculator wil not be allowed. Scheme of Studies & Examination B. Tech. 4th Year Automobile Engg. Semester – VIII Sr. No. Course No. Course Title Teaching L 1 2 3 4 5 6 7 8 9 10 Sessional P 3 9 Total 4 4 3 4 3 3 9 2 32 50 50 50 50 50 50 100 25 425 Marks for Exam Theory 100 100 100 100 100 Practical 1 25 100 50 75 500 250 Total Marks T 1 1 1 – AE-402 E ME=404 E AE-406 E AE AE AE-408 E AE-410 E AE-412 E AE-414 E AE-416 ETrasport Management Computer Added vehicle design Motor Vehilce & environment protection Elective-III Elective-IV Computer added vehicle design Lab Project-II Seminar Comprehensive Viva General fitness for profession Total 3 3 3 4 3 2 18 150 150 150 150 150 75 200 25 50 75 1175 2 12 Note: Students will be allowqed to use Non-Programmabkle sciectific calcuator. However, sharing calculator wil not be allowed. B-Tech 3rd year (5th semester) (Automobile Engineering) AE-301E DESIGN OF AUTOMOBILE COMPONENTS-1 L 3 T 1 P Sessional Theory Total : 50 Marks : 100 Marks : 150 MarksNOTE: In the semester examination, the paper setter will set 8 questions in all, at least two questions from each unit, and students will be required to attempt only 5 questions, selecting at least one from each unit. UNIT- I Introduction:- Problem identification – problem statement, specifications, constraints, Feasibility study-technical feasibility, economic & financial feasibility, societal & environmental feasibility, Generation of solution field (solution variants), D esign Procedure, System Design Cycle, Life cycle costs, selection of fits and tolerances and analysis of dimensional chains, Human factors engineering.Concept of tearing, bearing, shearing, crushing, bending etc, Stress concentration, factor of safety under different loading conditions. Selection of Materials:-Mechanical properties of the commonly used Engg materials, hardness, and Strength parameters with reference to stress-strain diagram. Introduction to various theories of failure; selection of Engg Materials.UNIT- II MechanicalJoints:-Bolted joints in tension, eccentrically loaded bolted joints in shear and under combined stresses, Design of Power Screw; Coupling design; Design of various types of welding joints under different static load conditions, eccentrically loaded riveted joints; design of cotter and knuckle joint Brakes :-Self energizing condition of brakes, design of shoe brakes – internal & external expanding, band brakes, and disc brakes, Braking lever design , Thermal considerations in brake designing UNIT- III Clutch :-Design of single plate clutch, multi plate clutch, design of centrifugal clutch, cone clutch, energy dissipated, torque capacity of clutch, design of clutch components, design details of roller and sprag type of clutches Vehicle Frame :-Study of loads, moments, and stresses on frame members.Design considerations for frame of passenger and commercial vehicles, materials for automobile structure. UNIT- IV Front Axle and Steering Systems :-Analysis of loads, moments and stresses at different sections of front axle, determination of loads at kingpin bearings and wheel spindle bearings, determination of optimum dimensions and proportions for steering linkages ensuring minimum error in steering. Final Drive and Rear Axle :-Detailed design of shafts for static and dynamic loading, Rigidity and deflection consideration, design of propeller shaft, design details of full floating, semifloating and three quarter floating rear shaft s and rear axle housings. Books 1.Automobile Mechanics by Giri. N. K, Khanna Publisher, New Delhi –2002 2. Fundamental of Machine component design by Juvenal R. C, John Wiley, 3rd Edition 3. PSG Design Data book by PSG College of Technology, Combative, 2000 4. Selection & use of engineering materials – J. A. Charles – Butterworth – Heinemann 3 ed– 06 5. Design of Machine Elements – V. B. Bhandari- McGraw Hill 6. Automotive Chassis by Heldt. P. M. , Chilton Co. , New York – 1992 7. Steering, Suspension and tyres by Giles. K. G, Illiffe Books Ltd. , London – 1998 8. Motor Vehicle by Newton Steeds & Garret, Illiffe Books Ltd. , London- 2000 9. Automobile Chassis Design by Dean Averns,Illiffe Books Ltd. – 1992 10. MechanicalEngg. Design by Joseph Edward Shigley, MGH 11. Machine Design – An integrated Approach by R. L. Norton, Addison Wesley B-Tech 3rd year (5th semester) (Automobile Engineering) AE-303E AUTO ELECTRICA L SYSTEMS L 3 T 1 P Sessional Theory Total : 50 Marks : 100 Marks : 150 Marks NOTE: In the semester examination, the paper setter will set 8 questions in all, at least two questions from each unit, and students will be required to attempt only 5 questions, selecting at least one from each unit. UNIT- I Introduction :-Earth returns and insulated return systems, 6, 12, and 24-volt systems. Positive & negative earth systems.Fusing of circuits, relays, switches, low and high voltage automotive cables, wiring diagram for typical automotive wiring systems, maintenance and servicing. Batteries:- Principles of lead acid cells and their characteristics – construction and working of lead acid battery, types of batteries, testing of batteries, effect of temperature on: capacity and voltage, battery capacity, voltage, efficiency, charging of batteries, sulphation and desulphation, maintenance and servicing, Battery failures & checking, Maintenance free Batteries, High energy and power de nsity batteries for electric vehicles. UNIT- II Charging system:-Principle of generation of direct current. Shunt generator characteristics. Armature reaction. Third brush regulation. Cut-out.Voltage & current regulators, compensated voltage regulator. Alternators – principle, constructional and working aspects, bridge rectifiers. Principle of Magneto, Flywheel Magneto, Maintenance and servicing. Trouble shooting in charging systems. UNIT- III Starting system:-Condition at Starting – starting torque and power requirements, behavior of starter during starting. Series motor and its characteristics. Principle & construction of starter motor. Working of different starter drive units, care & maintenance of starter motor. Starter switches. Safety mechanism. Maintenance, servicing and trouble shooting. Ignition system:- Types, construction & working of battery & coil and magneto ignition systems.Relative merits, Ballast Resistor, Ignition coil, Distributor, Contact breaker Po int, centrifugal and vacuum advance mechanisms, Limitations of conventional ignition systems, Transistorized Ignition systems, Spark plugs – construction, different types, plug fouling, maintenance, servicing and fault diagnosis, Electronic Ignition system. Programmed ignition, distributor less ignition. UNIT-IV Lighting system ;- Principle of automobile illumination, headlamp construction and wiring, reflectors – types, signaling devices- flashers, stop lights, fog lamps, auxiliary lighting-engine, passenger, reading lamp. Regn-plate lamps. Automatic illumination system. Head light levelling devices. Study of a modern headlight system with improved night vision.Electrical Equipment and Accessories :-Oil pressure gauge, fuel level gauge, engine temperature gauge, electrical fuel pump, speedometer, odometer, trip meter, engine rpm meter, Headlamp & Windshield washer and wiper, heaters and defrosters, horns, stereo/radio, power antennae. Central locking, power window win ding. Sun/Moon Roof. Motorized rear view mirrors, reverse warning, Bumper collision warning. Other accessories in modern vehicles. Books 1. â€Å"Automotive Electrical Equipment â€Å", P. L. Kohli, Tata McGraw-Hill Co. Ltd. New Delhi, 1975. 2. â€Å"Principles of Electricity and electronics for the Automotive Technician†, Chapman, Thomson Asia, 2000. 3. Modern Electrical Equipment of Automobiles†, A. W. Judge. Chapman & Hall, London. 4. â€Å"Automobile Electrical and Electronic Equipments â€Å", A. P. Young. & L. Griffiths, English Languages Book Society & New Press, 1990. 5. â€Å"Storage Batteries â€Å", G. W. Vinal. John Wiley & Sons Inc. , New York, 1985. 6. â€Å"Automobile Electrical Equipment â€Å", W. H. Crouse. McGraw Hill Book Co. Inc. , New York, 7. â€Å"Electrical Ignition Equipment â€Å", F. G. Spreadbury, Constable & Co Ltd. , London, 1962. 8. â€Å"Basic Automotive Electrical Systems†, C. P. Nakra, Dhanpat B-Tech3rdYear (5th Semest er) (Automobile Engineering) ME-305E Heat Transfer L 3 T 1 P Sessional Theory Total : 50 Marks 100 Marks :150MarksNOTE: In the semester examination, the paper setter will set 8 questions in all, at least two questions from each unit, and students will be required to attempt only 5 questions, selecting at least one from each unit. UNIT-I Heat Exchanger Function, Classification, types and applications of heat Exchangers, heat rejection ratio elements of heatexchanger, Working fluid: Liquid and Gas, Dalton’s law of partial pressures; Effect of leakage of air. Methods tocheck and prevent air infiltration, selection of heat exchangers, heat exchanger design methodology. Single Phase Heat Exchangers: LMTD and NTU methods for evaporator and condenser tubes, and parallel andcounter flow heat exchangers, calculation of number and length of tubes in a heat exchanger.Rating and sizingmethods, design criteria, geometry, process parameters, pressure drops and applicationsCondensation Mech anism, types of condensers and design procedures, Evaporators, Design procedures,augmented surface heat exchangers, Heat transfer coefficients, pressure drops, compact heat exchangers and air coolers, plate heat exchangers and plate fine heat exchangers Heat Pipe Heat Exchangers: Types and design procedure and applications Installation, Operation and Maintenance: Fouling factors, type of fouling, and cleaning methods UNIT-II Air ConditioningBasic Concept Natural and Mechanical refrigeration; Application of Refrigeration; Units of refrigeration and Coefficient of performance; Refrigeration effect, cooling capacity and COP of a refrigerator; Reversed Carnot cycle and its limitations, Meaning of air conditioning, Refrigerants Classification, properties, selection criteria, commonly used refrigerants, alternative refrigerants, eco-friendly refrigerants, and applications of refrigerants. Refrigerants used in automobile air conditioning, Basic vapourcompression system. UNIT-III Air Condit ioning Concept and Applications; Psychometric properties of air; Dry bulb, wet bulb and dew point temperatures; Relative and specific humidity; degree of saturation adiabatic saturation temperature, enthalpy of air and water vapours; psychometric chart. Human requirement of comforts; effectivetemperature and comfort charts; Industrial and comfort air conditioning.Psychometric Processes Sensible heating and cooling, cooling with dehumidification; Heating with dehumidification; by-pass factor; chemical dehumidification; adiabatic mixing, air washer. UNIT-IV Calculations for Air –conditioning Load and for Rate and state of Supply Air Sources of heat load; sensible and latent heat load; sensible heat factor; apparatus dew point temperature; Rate and state of air supply for air- conditioning of vehicles. Air Conditioning Equipment Brief description of compressors, condensers, evaporators and expansion devices; Cooling towers; Ducts; dampers; grills; air filters; fans; room air con ditioners; split units; automotive air conditioning systems-HVAC model Text Books: 1. Fundamentals of Heat and Mass transfer by DS Kumar, SK Kataria and Sons, Delhi 2.A Course in Heat and Mass Transfer by S Domkundwar; DhanpatRai and Sons, Delhi 3. Refrigeration and Conditioning by CP Arora, Tata McGraw Hill 4. Refrigeration and Conditioning by Manohar Prasad, Wiley Eastern Limited Reference Books: 1. Heat Transfer by AJ Chapman; Macmillan Publishing Company, New York 2. Heat transfer by JP Holmans, McGraw Hill, London 3. Refrigeration and Conditioning by Jordan and Priester, Prentice Hall of India 4. Refrigeration and Conditioning by WF Stoecker, McGraw 5. Automotive Air conditioning by Paul Lung, CBS Publisher & Distributor, New Delhi. B-Tech3rdYear (5th Semester) (Automobile Engineering) ME-307E INDUSTRIAL ENGINEERINGL 3 T 1 P Sessional Theory Total : 50 Marks 100 Marks :150 Marks NOTE: In the semester examination, the paper setter will set 8 questions in all, at least two questi ons from each unit, and students will be required to attempt only 5 questions, selecting at least one from each unit. UNIT- I Introduction to work study; Method study; Basic procedure; Recording techniques (charts and diagrams); Elemental breakdown; Micro-motion studies; Therbligs; SIMO-chart; Principles of motion –economy. Introduction; Objectives; technique; (time) information recording; methods of timings; Time study allowances; Work sampling technique; Performance rating and its determination PMTS; M. T. M. ; Work factor.UNIT- II Principles of organization, Importance and characteristics of organization, Organization theories; Classical Organization theory; Neo-Classical organization theory, Modern organization theory; Types of organization, Military or line organization, Functional organization, Line and staff organization, Committees. Objectives of PPC; Functions of PPC; Preplanning and planning; Routing; Estimating; scheduling-master schedule; Daily schedule; Gantt cha rt; Dispatching –centralized vs. decentralized; Control; Follow up and progress reporting. Introduction; Product development; Product characteristics; Role of product development; 3Ss – Standardization; Simplification and Specialization.UNIT- III Introduction, Objectives and importance of sales forecasting, Types of forecasting, Methods of sales forecasting-Collective opinion method, Delphi technique, economic indicator method; Regression analysis, Moving average method, Time series analysis. Introduction, Functions of inventory; Types of inventory; Control importance and functions, Inventory costs, Factors affecting inventory control, Various inventory control models. A. B. C. analysis, Lead-time calculations. UNIT- IV Introduction; Objectives; Concept and life cycle of a product and V. E. ; Steps in VE. , Methodology and techniques, Fast diagram, Matrix method. Various concepts in industrial engineering a) WAGES AND INCENTIVES; -Concept; Types; Plans; Desirable chara cteristics. b) ERGONOMICS; – its importance; Man-machine work place system; Human factors considerations in system design. ) SUPPLY CHAIN MANAGEMENT; – its definition, Concept, Objectives, Applications, benefits, Some successful cases in Indian Industries. d) JIT; – Its definition, Concept, Importance, Misconception, Relevance, Applications, Elements of JIT (brief description). e) MRP;-Introduction, Objectives, factors, Guide lines, Techniques Elements of MRP f) TIME MANAGEMENT;-Introduction, Steps of time management, Ways for saving time, Key for time saves. Reference and Text books: ? Production planning and control by S. Elion ? Modren production Management by S. S Buffa ? Industrial engg. and management manufacturing system by Surender kumar, Satya prakashan ? Essence of Supply Chain Management by R.P mohanty and S. G Deshmukh ? Industrial engg. and management by S Sharma and Savita Sharma B-Tech 3rd year (5th semester) (Automobile Engineering) AE-309E AUTOM OTIVE TRANSMISSON-I L 3 T 1 P Sessional Theory Total : 50 Marks : 100 Marks : 150 Marks NOTE: In the semester examination, the paper setter will set 8 questions in all, at least two questions from each unit, and students will be required to attempt only 5 questions, selecting at least one from each unit. UNIT-I Introduction:-Need for Transmission system. Tractive Effort and Resistances to Motion of a vehicle. Requirements of transmission system. Classification of Transmission systems.Single, Two or Four Wheel drive systems. Multi axle drives. Chain, Shaft and Electric drives. Location of transmission system. Different transmissions in scooter, car, MUVs and transport vehicles of Indian make. Clutch:-Automatic Clutch. Dry and Wet type of clutch. Friction lining materials. Over-running clutch. Modes of operating a clutch –mechanical, hydraulic and electric. Principle of operation, Constructional details, torque capacity and design aspects. Different types of clutches. Operation of single plate: helical spring and diaphragm type, and multiplate clutch. Centrifugal clutch UNIT- II Gear box:-Determination of gear ratios for vehicles.Performance characteristics in different speeds. Different types of gear boxes – sliding, constant and synchromesh type. Need for double declutching and working of synchronizing unit. Power and economy modes in gearbox. Transfer box. Transaxles. Overdrives. Gear shifting mechanisms – mechanical link andwiretypes UNIT-III Hydrodynamic drive :-Fluid coupling- principle of operation, constructional details. Torque capacity. Performance characteristics, Reduction of drag torque. Torque converter-Principle of operation, constructional details, performance characteristics, converter coupling, multistage torque converters and Polyphase torque converters.Hydrostatic drive:-Hydrostatic driveVarious types of hydrostatic systems – Principles of hydrostatic drive system, Advantage and limitations, Comparison of hydrostat ic drive with hydrodynamic drive – Construction and working of typical Jannyhydrostatic drive. UNIT-IV Electric drive :-Electric drive Principle of early and modified Ward Leonard Control system. Advantage & limitations. Performance characteristics. Study of drive system in an electric and hybrid vehicle. Automatic transmission applications Chevrolet â€Å"Turboglide† Transmission, Powerglide Transmission Toyota â€Å"ECT-i† Automatic Transmission with Intelligent Electronic controls system, Hydraulic Actuation system. References: 1. Heldt. P. M. , † Torque converters â€Å", Chilton Book Co. 2. Newton and Steeds, † Motor vehicles â€Å", llliffe Publishers. 3. Judge. A. W. † Modern Transmission systems â€Å", Chapman and Hall Ltd. 4. SAE Transactions 900550 & 930910. 5. † Hydrostatic transmissions for vehicle applications†, I Mech E Conference,1981-88. 6. Crouse. W. H. , Anglin. , D. L. , † Automotive Transmission and Pow er Trains construction â€Å", McGraw-Hill. B-Tech 3rd year (5th semester) (Automobile Engineering) AE-311E Applied numerical technique & computing L 3 T 1 P Sessional Theory Total : 50 Marks : 100 Marks : 150 Marks NOTE: In the semester examination, the paper setter will set 8 questions in all, at least two questions from each unit, and students will be required to attempt only 5 questions, selecting at least one from each unit.UNIT- I Solution of equations and eigen value problems: Iterative method, Newton-Raphson method for single variable and for simultaneous equations with two variables. Solutions of linear system by Gaussian, Gauss-Jordan, Jacobi and Gauss-Seidel methods. Inverse of a matrix by GaussJordan method, Eigen value of a matrix by power and Jacobi methods. UNIT- II Interpolation: Newton’s divided difference formula, Lagrange and Hermit’s polynomials. Newton forward and backward difference formulae, Stirling’s and Bessel’s central differen ce formulae. Numerical Differentiation and Integration: Numerical differentiation with interpolation polynomials, UNIT-III Numerical integration by Trapezoidal and Simpson’s rules. Two and three point Gaussian quardratureformula.Double integrals using Trapezoidal and Simpson’s rules. Initial value problems for ordinary differential equations: Single Step Methods-Taylor Series, Euler and Modified Euler, Runge-Kutta method of order four for first and second order differential equations. UNIT- IV Boundary value problems for ordinary and partial differential equations: Finite difference solution for the second order ordinary differential equations. Finite difference solution for onedimensional heat equation one-dimensional wave equation and two-dimensional Laplace and Poisson equations. BOOKS: 1. Sastry, S. S Introductory Methods of Numerical Analysis (Third Edition), Prentice Hall of India, New Delhi, 1998. 2.Kandasamy, P. , Thilakavathy, K, and Gumnavathy, K, Numerical M ethods, S. Chand & Co. , New Delhi, 1999. 3. Grewal, B. S and GrewalJ. S. Numerical Methods in Engineering and Science, Hanna Publishers, New Delhi, 1999. 4. Jain, M. K. , Iyengar, S. R. K and Jain, R. K. Numerical Methods for Engineering and Scientific Computation (Third Edition), New Age International (P) Ltd. , New Delhi, 1995. 5. Gerald, C. F. and Wheatley, P. O. Applied Numerical Analysis (Fifth Edition), AddisonWesley, Singapore, 1998. 6. Narayanan, S. , ManickavachakamPillai, K. andRamanaiah, G. Advanced Mathematics for Engineering Students Volume-III,S Viswanathan Pvt. Ltd. 1993.B-Tech 3rd year (5th semester) (Automobile Engineering) AE-313E AUTOMOTIVE TRANSMISSION LAB L T P 2 Class Work Exam Total List of experiments :25Marks :25Marks : 50 Mark 1. Study of a layout of transmission system for a front wheel drive, rear wheel drive and a four wheel drive arrangement 2. Trouble shooting in different types of friction clutches 3. Study of layout of gears and shafts in a manual t ype gearbox and a transaxle. 4. Trouble shooting in manual type of gearbox and a transaxle 5. Study of layout in a manual & automatic gearbox for a two wheeler 6. Trouble shooting in gearbox of two wheeler of previous experiment 7. Study of layout of an automatic gearbox. 8.Study of gear shifting controls in an automatic gearbox 9. Trouble shooting in an automatic gearbox 10. Study of performance of an automatic gearbox. 11. Study of a manual and electric Transfer Case. 12. Trouble shooting in Transfer Case of previous experiment. 13. Study of an electric drive in an Electric vehicle Note: Any 8 experiments from the above list and other 2 from others (developed by institute) are required to be performed by students in the laboratory. B-Tech (5th semester) (Automobile Engineering) AE-315E AUTO ELECTRICAL SYSTEMS LAB L T P 3 Class Work Exam Total List of Experiments 1. To understand the layout of complete wiring system of an automobile. 2. Perform he various tests for checking the bat tery condition. 3. To understand and test the charging circuit and charging motor. 4. To conduct performance test on a dynamo, alternator & starter motor. 5. To understand & test the starting circuit and trouble shooting in it. 6. Understand and test the conventional ignition system, setting of contact breaker points and spark plug gap. 7. Understand the working and testing of an Electronic Ignition system 8. Understand and test the lighting circuit of a car. 9. Conduct headlamp focusing as per the procedure. 10. Study the working of different accessories of a modern car 11. To study the layout / working of a Fuel Cell powered electric car.Note: Any 8 experiments from the above list and other 2 from others (developed by institute) are required to be performed by students in the laboratory. :25Marks :25Marks : 50 Mark B-Tech3rdyear (5th Semester) (Automobile Engineering) ME-317E HEAT TRANSFER LAB L T P 2 Class Work Exam Total List of Experiments 1. Determination of thermal conductivi ty of: a solid insulating material by slab method powder materials by concentric spheres method / or by some transient heat transfer technique †¢ liquids by employing thin layer †¢ a metal by comparison with another metal by employing two bars when kept in series and / or in parallel under different boundary conditions 2.Determination of coefficient of heat transfer for free/forced convection from the surface of a cylinder / plate when kept †¢ along the direction of flow †¢ perpendicular to the direction of flow †¢ inclined at an angle to the direction of flow 3. Determination heat transfer coefficient by radiation and hence find the Stefan Boltzman's constant using two plates/two cylinders of same size by making one of the plates/cylinders as a black body 4. To plot the temperature profile and to determine fin effectiveness and fin efficiency for †¢ A rod fin when its tip surface is superimposed by different boundary condition †¢ †¢ :25Marks :25Marks : 50 Mark †¢ Straight transfer fins of various sizes and optimization of fin proportions †¢ Circumferential fins of rectangular/triangular section 5. Study of various elements of an air conditioner system through cut sections models / actual apparatus 6.Study of design of an AC condenser / evaporator as an heat exchanger. 7. Calculation/ Estimation of cooling load for a vehicle 8. Study and performance of car air conditioner (HVAC model) Note: Any 8 experiments from the above list and other 2 from others (developed by institute) are required to be performed by students in the laboratory. B-Tech3rdyear (5th Semester) (Automobile Engineering) ME-319E INDUSTRIAL ENGINEERING LAB L T P 2 Class Work Exam Total :25Marks :25Marks : 50 Mark List of Experiments 1. To study various Rating Factor systems and find standard time for making small sand mould. 2. To study various plat layouts and suggest improvements in existing Machines Shop layout. 3.To study and draw organizati onal structure of a near by industry and suggest changes. 4. To draw X and R charts for a given sample of products to check their acceptance. 5. To draw p chart for a given product lot and verify its acceptance 6. Draw a flow process chart with time estimates for a simple welding process. 7. Draw a two handed process chart for a simple process of a job preparation on a lathe. 8. To study various purchase procedures and draw organizational structure of college purchase department. 9. A case study on ABC/VED analysis. 10. A case study on Quality Improvement Techniques (e. g. Hostel Mess/ Workshop / Canteen etc. ) 11. A market survey and analysis. 12.A â€Å"preliminary project report† preparation for any small-scale unit. Note: Any 8 experiments from the above list and other 2 from others (developed by 1. institute) are required to be performed by students in the laboratory. B-Tech (VTH semester) (Automobile Engineering) AE-321E Applied Numerical Techniques& Computing Lab L T P 2 Class Work Exam Total List of Experiments 1. To develop computer program to determine roots of a given equation using method of Newton -Raphson method, 2. To develop computer programs for solution of system of simultaneous linear equations using Gauss Elimination Technique 3. Numerical Integration with Simpson's rule and Gaussian Integration 4.Solution of ordinary differential equations by (i) Euler Method (ii) Runge-Kutta Method (iii) Taylor Series Methods 5. Develop a computer program to generate random numbers. 6. Develop a computer program to carry out a numerical integration using Monte Carlo Method. 7. Develop a computer program to find the value of pi using Monte Carlo method with different total number of computations. 8. Develop a computer program to simulate the car wash station problem. Note: Any 8 experiments from the above list and other 2 from others (developed by institute) are required to be performed by students in the laboratory. :25Marks :25Marks : 50 Mark B-Te ch 3rd year (6th semester) (Automobile Engineering) AE-302E L 3 T 1 P – TWO AND THREE WHEELER VEHICLESSessional Theory Total : 50 Marks : 100 Marks : 150 Marks NOTE: In the semester examination, the paper setter will set 8 questions in all, at least two questions from each unit, and students will be required to attempt only 5 questions, selecting at least one from each unit. UNIT- I Power Unit: Two stroke and four stroke SI engine, merits and demerits. Symmetrical and unsymmetrical port timing diagrams. Types of scavenging processes merits and demerits, scavenging efficiency. Scavenging pumps. Rotary valve engine. UNIT- II Fuel system. Lubrication system. Magneto coil and battery coil spark ignition system. electronic Ignition system. Starting system.Kick starter system. UNIT- III Chassis and Sub-Systems: barMainframe, its types. Chassis and shaft drive. Single, multiple plates and centrifugal clutches. Gear box and gear controls. Front and rear suspension- systems. Shock abs orbers. Panel meters and controls on handle. UNIT- IV Brake and Wheels: Drum brakes, Disc brakes, front and rear brake links layouts. Spoked wheel, Cast wheel. Disc wheel. Disctypes. Tyres&tubes. Two wheeler dynamics: Stability of two wheelers on straight and curved path. B-Tech3rdyear (6th semester) (Automobile Engineering) AE-304E ENGINEERING MATERIALS L 4 T P Sessional Theory Total : 50 Marks : 100 Marks : 150 MarksNOTE: In the semester examination, the paper setter will set 8 questions in all, at least two questions from each unit, and students will be required to attempt only 5 questions, selecting at least one from each unit. UNIT-I Atomic structure of metals & crystal system:- crystallographic notation of atomic planes, polymorphism and allotropy, solidification of crystallization (i) nuclear formation (crystal growth) (ii) crystal imperfection Elementary treatment of theories of plastic deformation, phenomenon of slip twinning, dislocation, identification of crystallographic possible slip planes and direction in FCC, BCC, C. P. , recovery, re-crystallization, preferred orientation causes and effects on the property of metals. UNIT-II .General principles of phase transformation in alloys:-, phase rule and equilibrium diagrams, Equilibrium diagrams of (i) Binary system in which the components form a mechanical mixture of crystals in the solid state and are completely mutually soluble in both liquid state. (ii) systems whose components have complete mutual solubility in the liquid state and limited solubility in the solid state in which the solid state solubility deceases with temperature(iii) alloys whose components have complete mutual solubility in the liquid state and limited solubility in solid state (iv) system whose components are subject to allotropic change. Iron carbon equilibrium diagram and their Phase transformation UNIT-III Engineering materials and their properties:- classification. Classification of ferrous and nonferrous materials. Classi fication of cast iron-properties and their applications.Effects of alloying elements on properties of steel, carbon steel, low alloy steels, stainless steel, tool steels and die steels. Alloys of Ni, Al, Cu, Mg; properties and their applications. Classification of composite materials and their properties and applications. UNIT-IV 4. Heat treatment and surface treatment: Heat treatment of steel – Annealing, Normalising, Hardening and tempering with their types and application to automotive components, surface hardening techniques, Induction, flame and chemical hardening, coating of wear and corrosion resistance, Electroplating. Phosphating, Anodizing, hot dipping, thermal spraying, hard facing and thin film coatings. Selection of materials: Cryogenic wear, corrosion, fatigue, creep and oxidation resistance application. riteria of selecting materials for automotive components viz cylinder block, Cylinder head, piston, piston ring, Gudgeon pin, connecting rod, crank shaft, crank case, cam,cam shaft, engine valve, gear wheel, clutch plate, axle, bearings, chassis, spring, body panel – radiator, brake lining etc. Application of non-metallic materials such as composite, ceramic and polymers in automobile. References: 1. Khanna. O. P. , † Material Science and Metallurgy â€Å", DhanapalRai& Sons, 2. Kapoor, † Material Science and Processes â€Å", New India Publishing House, 3. Raghavan. V. , Physical Metallurgy, Principle and Practice, Prentice Hall, 4. Bawa. H. S. , Materials Metallurgy, McGraw-Hill,. 5. Avner S. H†.Introduction to Physical Metallurgy† McGraw-Hill, New York, 6. Dieter, G. E. , Mechanical Metallurgy, McGraw-Hill, New York, 1996. 7. Heat treatment of metals B. Zakharv B-Tech 3rdyear (6th Semester) (Automobile Engineering) AE-306E DESIGN OF AUTOMOBILE COMPONENTS-II L 3 T 1 P Sessional Theory Total : 50 Marks 100 Marks :150 Marks NOTE: In the semester examination, the paper setter will set 8 questions in all, at least two questions from each unit, and students will be required to attempt only 5 questions, selecting at least one from each unit. UNIT-I Belts and Chains systems Design for the selection of V-belt, toothed belt and chains. Design of pulley for belt, and sprocket for chain.UNIT-II Suspension Systems Type of springs and their uses, Design for helical springs, under tension, compression and fluctuating loads, design of leaf springs, Belleville springs, Air (Pneumatic) springs, Surging phenomenon in springs. UNIT-III Transmissions Basics of gears and gear trains, nomenclature, design of spur, helical, straight bevel gears, worm and worm wheel. UNIT-IV Bearing Basics of bearings, their types, nomenclature. Selection criteria, Design of sliding and rolling type of bearings, Details of design of bearing housings Design of Lubrication systems for different assemblies in vehicles UNIT-IV Engine Components Details of cylinder and piston assembly and their failures. Choice of material for piston and cylinder. Details, failures, and design of connecting rod, crankshaft, and camshaft. Material for crankshaft, connecting rod, and camshaft.Basics of Valves and their design. Design aspects of intake and exhaust manifolds, valves springs, tappets, valve trains. Materials for the same. Text Books 1. Design Data Book by PSG College of Technology, Coimbatore, 2000. 2. Automobile Mechanics by Giri. N. K. , Khanna Publisher, New Delhi – 2002. 3. Fundamental of Machine Component Design by Juvenal R. C, John Wiley. 4. Vehicular Engine Design, â€Å" by Kevin L Hoag, SAE Publication 5. An Introduction to Modern Vehicle Design, Julian Happiah Smith, SAE Publication 6. High Speed Combustion Engines by P. M. Heldt, Oxford-IBH Publishing Co. 7. Mechanical Engg. Design by Joseph Edward Shigley, MGH 8.Machine Design – An integrated Approach by R. L. Norton, Addison Wesley 9. Automobile Chassis Design by Dean Averns, Illiffe Books Ltd. B-Tech 3rd year (6th Semester) (Autom obile Engineering) AE-308 AUTO PULLUTION AND CONTROL L 3 T 1 P Sessional Theory Total : 50 Marks 100 Marks :150 Marks NOTE: In the semester examination, the paper setter will set 8 questions in all, at least two questions from each unit, and students will be required to attempt only 5 questions, selecting at least one from each unit. UNIT-I Introduction: General Scenario on automotive Pollution, Pollutants-sources-formation-effectstransient operational effects on pollution.Engine Combustion and Pollutant Formation: HC, CO, NOx, Particulate Matters, Aldehyde emissions, Effect of operating variables on emission formation. Emission Control Efforts: Supply of fuel – establishment of national test centers, construction of road networks. UNIT-II Alternate Fuels : Estimation of petroleum reserve – need for alternate fuels – Merits & Demerits and uses of CNG, LPG, Alcohols, Hydrogen, Bio-fuels, Electric Energy, Solar Energy. Emission Standards : Evaluation of Emission S tandards – Mandatory Tests for Emission measurement – Type Approval & Production Conformity Tests – Driving Cycles, Bharat Stages & Euro emission standards.UNIT-III Control Techniques for SI and CI: Design changes, optimization of operating factors, Control of Crankcase emission, Evaporative emission, Exhaust emission – exhaust gas recirculation, air injector PCV system, thermal reactors, catalytic converters. UNIT-IV Test Procedure & Instrumentation for Emission Measurement: Test proceduresMeasurements of invisible emissions -ORSAT apparatus, NDIR analyzer, Flame ionization detectors, Chemiluminescent analyzer, Gas analyzer, Measurements of visible emissions – Comparison methods & Obscure methods – Smoke meters, Emission standards. Reference: 1. B. P. Pundir, â€Å"Engine Emissions†, Narosa Publishing House, 2007. 2. V. Ganesan, Internal Combustion Engines, Tata McGraw Hill Co. , 2004. 3. K. K. Ramalingam, â€Å"Automobile Engineeri ng†, Scitech Publications Pvt. Ltd. , 2005 4.Amitosh De, â€Å"Automobile Engineering†, Galgotia Publications Pvt. Ltd. , 2004 5. Dr. N. K. Giri, â€Å"Automobile Mechanic†, Khanna Publishers, 2006 6. Heywood. J. B. , Internal Combustion Engine Fundamentals, McGraw Hill Book Co. , 1995. 7. Automobiles and Pollution SAE Transaction, 1995. B-TECH 3rd YEAR (6th SEMESTER) (AUTOMOBILE ENGINEERING) AE-310E TRIBOLOGY & PREVENTIVE MAINTENANCE L 3 T 1 P Sessional Theory Total : 50 Marks 100 Marks :150 Marks NOTE: In the semester examination, the paper setter will set 8 questions in all, at least two questions from each unit, and students will be required to attempt only 5 questions, selecting at least one from each unit.UNIT- I INTRODUCTION :-Introduction to Tribology, general tribological considerations in design of gears, cams, reciprocating components, Engine tribology basics – importance , tribological aspects of engine components such as bearing, piston assemb ly, valve train, transmission drive line-transmission, traction drive, universal and constant velocity joints, wheel bearings, drive chains, lubrication regims in the engine. UNIT -II FRICTION AND WEAR:-Nature of metal surface, surface properties, surface parameters and measurements, types, sliding friction, rolling friction, theories of friction, modified adhesive theory, engine friction, losses and engine design parameters. Introduction to wear, types of wear, theories of wear, mechanism of wear, wear testing and methods of wear measurements, factors affecting wear.UNIT-III BEARINGS, LUBRICATION AND AUTOMOTIVE LUBRICANTS:- Theory of hydrodynamics, lubrication, generalizedReynold’s equation & physical significance of terms, pressure distribution and load carrying capacity equations for hydrodynamic journal bearinginfinitely long and short bearing approximations, thrust bearings, Raleigh bearing sintered bearings. Automotive Lubricants- introduction, properties, standard test methods for automotive lubricants, testing, classification, engine oil performance designations, tests, transmission fluids, gear lubricants, axle lubricants, solid lubricants, automotive engine oils, EP lubricants, Lubricant monitoring, SOAP, ferrography and other rapid testing methods of lubricant contaminationHYDROSTATIC AND ELASTOHYDRODYNAMIC LUBRICATION:- Hydrostatic bearings, basic concepts, bearing characteristic number and performance coefficients, flat, conical & spherical pad thrust bearing, air & gas lubricated bearing, squeeze film lubrication Elastohydrodynamic Lubrication, introduction, rolling of two cylinders, lubrication of ball & roller bearings, cams and gears, selection and life estimation, fatigue and diagnosis. . UNIT-IV INTRODUCTION TO PREVENTIVE MAINTANENCE:-Definition of preventive maintenance, difference between regular maintenance and preventive maintenance, preventive maintenance schedule for passenger vehicles and commercial vehicles, Noise, wear and co rrosive maintenance.PERIODIC MAINTANENECE:-Maintenance of batteries, Lead acid battery, Factor affecting battery life, testing and battery troubles Maintenance of auxiliaries Lubrication system, greasing of vehicle , lubricationcharts , Cooling system Maintenance, Maintenance of Electrical system, testing of starters ,alternators, ignition coils, wiring harness, horns, wipers, maintenance of drive line system Reference Books 1. Fuller D. D. , â€Å"Theory and Practice of Lubrication for Engineers â€Å". John Wiley and Sons. 2. Halling J. , â€Å"Principles of Tribology â€Å", McMillan Press Ltd. 3 Cameron A. â€Å"Basic Lubrication Theory â€Å", Wiley Eastern Ltd. 4 Neale M. J. â€Å"Tribology Hand Book â€Å", Butterworths. 5 O. P. Orlov, â€Å"Fundamentals of Machine Design â€Å", Vol. IV, MIR. 6 Hamrok B. J. â€Å"Fundamentals of Fluid film lubrication†, McGraw Hill, New York,NY 7 Automotive Chassis – P. M. Heldt, Chilton Co. NK 8 Young, Griffiths , â €Å"Automobile Electrical & Electronic Equipments’ Butterworths, London 9 G. B. S.Narang, â€Å"Automobile Engineering† 10 NakraB. C. ,†Theory& Practice of mechanical Vibrations†, McGraw Hill 11 Nakra B. C. &Chowdhari K. K. , â€Å"Instrumentation, measurements and analysis†, McGraw Hill. B-Tech 3rd year (6th Semester) (Automobile Engineering) AE-312E MICROPROCESSORS & INTERFACING L 4 T P Sessional Theory Total : 50 Marks 100 Marks :150 Marks NOTE: In the semester examination, the paper setter will set 8 questions in all, at least two questions from each unit, and students will be required to attempt only 5 questions, selecting at least one from each unit. UNIT-I Basic Electronics :Introduction: Electronic devices and circuits, Amplifiers, Converters, Digital Electronics.Microprocessors Block diagram of microcomputer, Architecture of Intel 8085, Importance of Data, Address and Control buses, Instruction formats, Addressing modes and types of instruc tions in Intel 8085, Instruction set of 8085. Memory Devices, RAM, ROM Types, Microprocessor interfacing with memory chips. LAN and CAN Network basics Microcontroller:Comparison of microprocessor & microcontrollers, survey of 4,8,16 & 32 bit microcontrollers. Architecture of 8051:Block Diagram, oscillator & clock, Program Counter, registers, Flags, Internal memory, stack & stack pointer, special function register, Input/Output Pins, Ports and Circuits, External memory, Counters & Timers, Serial Data input/output interrupts. DC Motor and Stepper motor controls.UNIT-II Electronic fuel control system:Introduction, components, Open loop and closed loop control systems, intake manifold pressures, mass air flow rate sensor, Throttle body injection and multi port or point fuel injection, Fuel injection system, Injector operations, Injection system controls. :Motivation for electronic engine control, concept, parameters, Digital engine control variables, Engine mapping, control strategy, El ectronic engine management components, layout. Engine cranking and warm up control, Acceleration enrichment, Deceleration leaning and idle speed control. EGR control, Variable valve timing control, Electronic Ignition control, Electronic spark timing control. Exhaust emission control engineering, Integrated engine control system. UNIT-III Transmission control systems: Electronic transmission management: components, layout.Electronic control of automatic transmissions, valve actuating control system, twowheel drive control, four-wheel drive control, all wheel drive auto control system. Electric vehicle drive controls Electronic control of hybrid and electric vehicles. Digital controllers for drive-motor, motor-generator, battery and fuel cell. UNIT-IV Chassis Control system Electronic management of chassis system, Cruise control systems. Electronic suspension system, antilock braking controls system, traction control system, and vehicle stability control system. Electronic Steering c ontrol. Body controls and Security Body control systems: Remote central locking, Key less entry, Automatic Air conditioning systems. Security systems: immobilizer, and warning systems.Telematics, GPS Systems, Electronic control system diagnostics. Text Books: 1. William B. Riddens, † Understanding Automotive Electronics â€Å", 5th Edition, Butterworth, Heinemann Woburn, 1998. 2. William L Husselbee, † Automotive Computers and Control System: Fundamentals and Service â€Å". Hartcourt Brace Professional Publications. 3. Thomas H Denton, â€Å"Automobile Electrical and Electronic Systems†, SAE Publication. 4. Bosch Automotive Handbook, Latest Edition, SAE Publication 5. Bechtold. , † Understanding Automotive Electronic â€Å", SAE Publication 6. Ronald K Jurgen, â€Å"Automotive Microcontrollers† SAE Publications 7. Ronald K Jurgen, â€Å" Passenger Safety and Convenience Systems† SAE PublicationB-Tech 3rd year(6th Semester) (Automobile Engin eering) AE-314E Microprocessor & Interfacing Lab L 3 T 1 P Class Work Exam Total 1. Study of 8085 Microprocessor Kit. 2. Write a program to add and subtract two 8-bit number using 8085 3. Study of 8051/8031 Micro controller kits. 4. Write a program for multiplication of two numbers using 8051 5. Write a program to interface the ADC. 6. Write a program to control a stepper motor in direction, speed and number of steps. 7. Write a program to control the speed of DC motor 8. Write a program to control the traffic light system using 8085/8086 microprocessors and 8255 PPI 9. Programming of a PLC based system to control speed of DC motor 10.Programming of a PLC based system to control stepper motor Note: Any 8 experiments from the above list and other 2 from others (developed by institute) are required to be performed by students in the laboratory. :50Marks :100Marks : 150 Mark B-Tech 3rd year (6th Semester) (Automobile Engineering) AE-316E AUTOMOBILE ENGG. LAB. L T P 2 Class Work Exam To tal List of experiments 1. To study and prepare report on the constructional details, working principles and operation of the following Automotive Steering Systems. (a) Manual Steering Systems, e. g. Pitman –arm steering, Rack & Pinion steering. (b) Power steering Systems, e. g. Rack and Pinion Power Steering System. (c) Steering Wheels and Columns e. g. Tilt & Telescopic steering Wheels, Collapsible Steering Columns. 2.To study and prepare report on the constructional details, working principles and operation of the following Automotive Tyres& wheels. (a) Various Types of Bias & Radial Tyres. (b) Various Types of wheels. 3. To study and prepare report on the constructional details, working principles and operation of the Automotive Brake systems. (a) Hydraulic & Pneumatic Brake systems. (b) Drum Brake System. (c) Disk Brake System. (d) Antilock Brake System. (e) System Packing & Other Brakes. :25Marks :25Marks : 50 Mark 4. To study and prepare report on the constructional de tails, working principles and operation of Automotive Emission / Pollution control systems. 5. Modeling of any two automotive systems on 3D CAD using educational softwares (eg. D modeling package/Pro Engineering/I-Deas/ Solid edge etc. ) 6. Crash worthiness of the designed frame using Hypermesh and LS-Dyna solver or other software. Note: Any 8 experiments from the above list and other 2 from others (developed by institute) are required to be performed by students in the laboratory. B-Tech 3rd year (6th Semester) (Automobile Engineering) AE-318E AUTO POLLUTION & CONTROL LAB L T P 2 Class Work Exam Total List of Experiments : 1. To Study of Pressure pickups, charge amplifier, storage oscilloscope and signal analysers used for IC engine testing. 2. Performance study of petrol and diesel engines both at full load and part load conditions. 3.Determination of compression ratio, volumetric efficiency and optimum cooling water flow rate in engines.. 4. Testing of 2 and 4 wheelers using chas sis dynamometers. 5. Study of NDIR Gas Analyzer and FID 6. Study of Chemiluminescent NOx analyzer 7. Measurement of HC, CO, CO2, O2 using exhaust gas analyzer 8. Diesel smoke measurement. 9. Study of Exhaust gas re circulation system in diesel engine. References:1. Giles. J. G. , Vehicle Operation and performance, IIIiffe Books Ltd. , London, 1989. 2. Crouse. W. H. and Anglin. D. L. , Motor Vehicle Inspection, McGraw Hill Book Co. , 1978. 3. Ganesan. V. , Internal Combustion engines, Tata McGraw Hill Co. , 1994. 4. BIS code Books, IS-10000 series, 1988.Note: Any 8 experiments from the above list and other 2 from others (developed by institute) are required to be performed by students in the laboratory. :25Marks :25Marks : 50 Marks B-Tech 3rd year (6th Semester) (Automobile Engineering) AE-320E GRAPHICS LAB L T P 3 Class Work Exam Total :25Marks :25Marks : 50 Mar 1. AutoCAD or similar drafting software 2. Computer Aided Drafting – introduction 3. Learning standard tools of Com puter Aided Drafting with exercise 4. Creating 2D drawings of simple automotive component like gaskets, brackets, valves etc. 5. Applying dimension and tolerance on entities. 6. Creating 2D detail drawing, cross sections & partial views of automotive components like flywheel, piston etc. 7. Concept of multi layer system with exercise. 8.Applying geometrical tolerance on drawing. References: 1. Shrock Cheryl R. , Exercise Workbook for Beginning AutoCAD, New Age International, 2006. 2. George Omura, Mastering AutoCAD, BPB Publication, 2005. Note: Any 8 experiments from the above list and other 2 from others (developed by institute) are required to be performed by students in the laboratory. B-Tech 3rd year (6th Semester) (Automobile Engineering) AE-322E TRIBOLOGY LAB. L T P 2 Class Work Exam Total :25Marks :25Marks : 50 Marks 1. To study the pressure distribution of a journal bearing using journal bearing apparatus. 2. To determine abrasion index of a material with the help of dry abr asion tester. 3.To determine the rate of wear of metal and plot displacement v/s time curves by friction & wear monitor apparatus. 4. To evaluate the load wear index & weld point with the help of four ball stream pressure tester. 5. Analysis of various properties of lubricant of using lubricant oil analyzer. 6. Compare and analyzer the wear characteristics of different materials. 7. To study different types of bearing used in industries. 8. To study the effect of axial and circumferential grooves in cases of oil bearing. Note: Any 8 experiments from the above list and other 2 from others (developed by institute) are required to be performed by students in the laboratory.