The once called beautiful Canadian Geese is now nicknamed the monster in Canada

The once called beautiful Canadian Geese is now nicknamed the monster in Canada. They are now the most widespread species of its kind in North America. They are turning into a continent- wide problem, which are causing people to be frustrated. The increase in their population is causing drastic measures. Their droppings are contaminating the environment. They are destroying plants and crops, and causing disturbances in the neighborhood. If no possible solution can be found to solve this problem, it can be a disaster. Canadian Geese were supposed to be an endangered species in the early 1900's due to the hunting of geese by hunters. (Shilts) There were hardly any geese left in the late 1970's until suddenly some were discovered again. Scientists were so overjoyed that they raised the geese in captivity and then let them go where they once lived. (Herbert) However this was a huge mistake. Their population had increased over the years. Not by a few geese more each year but 11, 000 to 70,000 estimated which was a noticeable dramatic increase. When the geese population stopped migrating, they began to double every five years. As a result, from 70,000 geese at the beginning, it has now increased to 3.5 million and more. (Herbert) The geese population had increased over the years because of a steady and large food supply and safely protected from the hunters. Another reason was due to decrease in predator numbers. The predators such as coyotes, cougars and smaller predators in cities and suburbs didn't usually attack Canada geese because of their large sizes. Secondly, hunting was also not allowed anymore in cities and suburbs so the geese could live for a long time and grow many healthy goslings. People also love feeding them and geese are not scared of humans anymore as they used to. (Herbert) As their populations increases, problems start to occur. They are contaminating our water supply with their filthy slimy green droppings. One goose poops 5-9 times a day, and imagine 80,000 geese contaminating the water supply, it could get pretty gross. Other problem with increased population is that geese love short grass near water. If the grass runs out, they go tearing up other people's lawns. Problems with the geese seem to get worse each year. The geese no longer fly in a V- formation, which is a sentimental symbol of the passing season. They now live as if they have adapted to life in our cities. They even forget how to migrate in winter. They have enjoyed their lives in the environment over the years, that they want to continue having a peaceful life, but would people allow it? The answer is probably not. That's what a lot of angry people are saying now. Farmers are mad at the geese for destroying their crops. Some countries have lost over 300,000 dollars in crops because of the Canada Geese. They eat all sorts of crops and in fact, they could wipe out a field in no time. (Herbert) People with nice lawns and yards definitely want the geese to move away. They pull grass out of the lawn leaving hideous holes on the ground, which do not please the homeowners. Angry drivers are not happy with geese causing traffic jams in the highways. When drivers honk the geese, they just ignore the drivers and even honk them back. Annoyed walkers are not thrilled to have droppings stuck to their footwear whenever they take a walk. A large number of citizens are not pleased with the geese. There are a lot of them around the cities and suburbs. People can't even have picnics without stepping on any geese droppings just like the joggers. School's sport teams sometimes have to cancel games since the field is too messy. People who love going to beaches can't go to them since the beaches are closed because of the droppings of the geese. (Herbert) In fact, if humans do not cut the numbers of geese, our water will one day be too sickening for humans to drink. Geese are now posing a health threat because they can carry germs like salmonella and giardia. (Springston) However, they don't pose as much threat as other wildlife animals. According to the rate for Canada geese, they are not measurable which means they aren't really dangerous. Nevertheless, they do make water dirty, which will still be a huge problem to humans. Lots of solutions are thought of to get rid of the geese without hurting them in any way. People try to make loud noises, spray the grass with some chemicals, and even make plastic owls to scare them. On the market, there are lots of deterrents to work against the geese. They make plastic alligators, chemicals, metallic, iridescent streamers and try to use swans. However, nothing lasted for long. Some thought of â€Å"shipping the geese off to a distant, remote the new home, clean up the dropping on the lawn and problem would be solved† (Bond). They even try to ship them elsewhere but it doesn't work at all. So now a broad, long-term strategy is being developed. However, there will have to be many more polluted lawns before geese and humans settle into peaceful co-existence. (Bond) Federal wildlife agencies, the companies who reintroduce Canada geese back to wildlife, want to trim the population which is 3.5 million and is still increasing by 1.16 million geese in the coming years. They will start at places where they allow permit lethal means, which means trapping, nest destruction and roundups. (Herbert) Some other companies want to increase hunting geese, which may be a solution but will need lots of money to do so. However, this creates lots of other problems because there are limits to killing geese. The geese are protected by the Migratory Bird Treaty of 1916, which limits hunting seasons and the number of geese an individual hunter may kill. (Herbert) Companies who are trying to prevent harming the geese are now trying to train dogs to chase them away. â€Å"In fact they are the hottest thing in goose management,† says an urban biologist John George. Using dogs to chase the geese away will be a good temporary solution. However it won't work for long because geese are smart birds. They will eventually find a solution to not get scared just like humans try to find a solution to eliminate them. (Miller) So after all, reintroducing geese back into the society may be a regret to a lot of people. Yet it is also the humans' fault for not watching them closely and carefully enough. Their droppings are infecting the environment, and are destroying crops, and causing disturbances in the neighborhood. They are part of a human problem that has gone wrong but one day, a solution will overcome the geese problem, making both the geese and humans satisfied.

Causes for the french revolution Essay

There were many causes for the French Revolution, which started in 1789. However there were three main causes that affected the decision to have a revolution the most which were the weak economy, a bad harvest, and King Louis XVI and his wife Marie Antoinette. These were the main reasons that lead to the French Revolution because these events were the ones that affected France the most during 1789. The weak economy was one of the causes of the French Revolution because at that time France was in debt. France was in debt due to helping the colonist become independent from Britain in the American Revolution. For example, in The French Revolution Begins reading it states â€Å"And he borrowed heavily in order to help the American revolutionaries in their war against Great Britain, France’s chief rival. † This is one of the reasons that started the French Revolution because due to being in debt King Louis XVI’s solution was to raise the taxes on the nobles. This was surprised the 2nd estate which consist of the nobles because they paid the least taxes of the 3 estates. Due to this action the 2nd estate called a meeting called the Estates General. In these types of meetings each estate would usually only get one vote but due to the fact that it would be unfair to the 3rd estate. So for this reason every person who was at the Estates General would be granted a vote. The Estates General was to basically approve the new tax. This meeting then caused the National Assembly, which was what the third estate was now called. The third estate pledged a tennis court oath that stated that they wouldn’t leave until a new constitution was made. They drafted a new constitution, which now made France a constitutional monarchy. In conclusion, this is how being in depth was one of the reasons that started the French Revolution. Another cause for the French revolution was the bad harvest in the 1780’s. This was one of the causes for the French revolution because people could grow their food or grain, which is the ingredient to make bread. â€Å"The price of bread doubled in 1789, and many people faced starvation† (French Revolution Begins). In my opinion, I believe that this is one of the reasons to start the revolution because the people back then were poor. They were poor due to the reason that most of their money went to taxes so, if their money went to taxes and they barley had enough to pay for how much the bread used to be hoe are they expected to pay for bread when the price is doubled. I also believe that this is inequitable due to the fact that it isn’t their fault that there was bad weather I believe that the king was just trying to get money. Doubling the bread price made people not have enough money and many people died because of starvation. In conclusion, this is how a bad harvest was another one of the major causes to the French Revolution. The last main cause to the French Revolution had to do with King Louis XVI and his wife Marie Antoinette. This I believe was the main reason for the French Revolution because the king and his wife were spending money on unnecessary things. For example â€Å"†¦she spent so much money on gowns, jewels, gambling, and gifts†¦Ã¢â‚¬ (The French Revolution Begins). Based on this evidence we could see how the money was being misused and how the queen didn’t even care about the situation happening with the people. Another example showing how Antoinette was a bad queen was â€Å"One year she lost the equivalent of $1. 5 million gambling in card games† (The French Revolution Begins). This example shows us how the queen spent money and when it came to help people put they were in depth. An example of how King Louis XVI was being a bad king was â€Å"However he lacked the ability to make decisions† (The French Revolution). In my opinion I believe that this is how King Louis XVI was a cause to the French Revolution because this quote shows how he did not know what was right for the people and did not know how to deal with all of the things that were going on in France like people wanting a revolution. This was a good thing for France because they saw that the King could not make any good decisions so they saw that it was a good idea to overthrow the monarchy and become a limited monarchy. In conclusion there were many things that lead to the French Revolution but only 3 things were the main causes. The 3 main causes were the fact that the French were in depth due to the American Revolution. The fact that there was a bad harvest in the 1780’s. Lastly the fact that King Louis XVI and his wife Marie Antoinette were spending money in a useless way and that they were making bad decisions.

Cinematography in Apocalypto Essay Example | Topics and Well Written Essays - 1500 words

Cinematography in Apocalypto - Essay Example The cinematographer for the film Apocalypto (2006) was Richard Semler, born in Australia in 1943. Semler had worked with Mel Gibson before while filming Mad Max 2: The Road Warrior (1981). His work covers a wide genre of films, from comedy to action thrillers like Dances with Wolves, Waterworld, Nutty Professor II and The Last Action Hero. Semler had won the Best Cinematography Award for Kevin Costner’s Dancing with Wolves (1991) and won again for Apocalypto (2006). The film is deeply indebted to his brilliant work on capturing images and visuals of a decadent and cruel civilization that is nearing its endpoint even as it entraps and enslaves the lower class to work as slaves. Since the whole of the film is recorded in the Mayan language to accentuate its authenticity, English speaking viewers are forced to rely on the subtitles or just watch intently as the entire visual experience unfolds before their eyes. In the opinion of many a viewer, it is a visceral visual experience that speaks volumes through its cinematography. Evidently, Semler was just the right choice for picturizing this film. He loves ‘vast stretches of barren land, dark thrillers, and musicals’ (http://www.theasc.com/magazine). We see the film and hear and feel it through the eyes of Jaguar Paw played by Richard Youngblood who is in the lead role. About shooting the digital film on a Panasonic Genesis, Semler says: â€Å"it was a big moment for me, realizing we could now do things we never thought we’d be able to do. This is a revolution in cinematography†Ã‚  (Benjamin, 2-3). In digital cinematography, motion pictures are captured digitally, much like digital photography. The cinematographer can then alter shading, color and even speed of movement using the technical software at which some degree of expertise is required. Semler did all this work in a tent set up near to the filming locations in Mexico.

Advantages and disadvantages of E-commerce to consumers (B2C) Essay

Advantages and disadvantages of E-commerce to consumers (B2C) - Essay Example However, reputable websites have installed the safeguards to protect their consumers from all concerns Encryption and decryption system for authentication of users, and close working with cybercrime handling companies. They have installed premium antivirus and firewalls (Parsons and Oja, 2011). Consumer can access the online system and gets a complete information about products, saves time and cost. Consumers can compare the prices of different products and select the best company offering quality products at a low cost (Joseph, 2012). Consumers feel difficulty in inspecting the some of items like food items, jewellery and antique etc. from remote locations. Most disadvantage of E-Commerce is the rapid expansion of the underlying technologies (Parsons and Oja, 2011). Cultural environment of consumers has been changed through the use of E-Commerce. Consumers have overcome their cultural and native-environment. Because consumers’ trust has been explored through the online system. Advanced system have reduced the mistrust of consumers regardless of their cultures, such as Amazon.com, Ebay etc. (Ong, 2013). Many E-Commerce websites have legal and cultural issues for conducting their business. Most of the consumers fear about using their credit cards and sending the numbers over the internet. Other consumers show their resistance in changes and feel uncomfortable when they look merchandise on the computers’ screens (Joseph, 2012). Consumers can expand their choice of products in order to buy products at any time from anyplace. Consumers can customize products to meet their personal benefits. transparency in the E-Commerce has resulted in to an intensive competition that has lowered the products’ prices for consumers (Azadi, 2011). Unlike physical shopping from mortar and brick store where customers can talk to service providers, E-Commerce does not provide such as platform to customers. Much of services provided by e-commerce involve the

Conduct an empirical investigation of an area of your choice using Essay

Conduct an empirical investigation of an area of your choice using data from the Understanding Society survey - Essay Example The higher the person is satisfied from his job the higher is the performance. Such responses received from the surveys forced the business leaders to develop processes and procedure to make the employee satisfied with his job. The job satisfaction is also called the employee satisfaction and staff morale. This represents the attitude of the employee with regards to the work place (place of employment). The managers who want to make their employees happy about their jobs need to follow the determinants of job satisfaction. The processes must start from the planning phase till the actual job starts. The managers must plan the job in a way that it is beneficial for the organization as well as for the employee; the planning will help to promote the job satisfaction (Bhuvanaiah & Raya, 2014). Opportunity (to use skills and abilities): The capabilities of a person (male or female) must be understood by the supervisor/manager. The person must be recognized for his or her achievements. This will help build motivation for the employee in way that he feels his/her talent is being appreciated. Job Security: In the time of recession the companies cut their cost by reducing the employees. The employees left in the organization feel in secure about their presence and feel de motivated. In 2013 the employment rate globally was 7.9%. In the previous year 2012 the employment rate was 8.3%, the fall in the rate show that a part of the labor force was reduced globally due to recession. When the employees are secure and sure about their jobs, they work better which results in higher performance. Compensation: Employees are motivated if they get handsome amount of pay, the managers must focus on providing the bonuses and raises to employees for their effective and efficient working. This will help to improve the performance of the employee and the organization on the whole. The section of the paper is related to the past writings and theories that reflect the significant

Saftey Essay Example | Topics and Well Written Essays - 500 words

Saftey - Essay Example At the moment changing the clothing may take a long process. For this reason, this memo will provide some basics guidelines on how to handle a bee attack and avoiding the insects. Additionally, the memo will highlight on the steps to be followed after a bee attack. The memo will also provide guidelines on how to treat and handle immediate stings and long terms management of bee stings. Students should avoid strong scented colognes and body perfumes. Bees are easily attracted to strong scents. Considering that students are in bright attires, strong colognes make then easy targets of the insects. Students should avoid walking barefooted while in the field. Some wasps make their nests on the ground and stepping on the nest one may get their foot stung. Additionally, bees may be sucking nectar from flowers on the ground walking barefoot may result to a sting. In case of a bee sting, a person should as quickly as possible seek professional help to get the sting removed (Pearson 112). The urgency in this case reduces the amount of venom that enters the body after the sting. After the sting has been removed swelling can be minimized by compressing the affected area with ice. Bee venom is acidic and applying a base on the wound at high volumes would effectively neutralize the venom (Stengler & Balch 78). Stengler, Mark. & Balch, James. Prescription for Natural Cures: A Self-Care Guide for Treating Health Problems with Natural Remedies Including Diet, Nutrition, Supplements, and Other Holistic Methods. New York: John Wiley & Sons. 2011.

Memorable moment Essay Example | Topics and Well Written Essays - 250 words

Memorable moment - Essay Example This moment also triggered the main efforts by the U.S government to combat terrorism. 2750 individuals lost their lives in New York City while 184 and 40 persons were killed at the Pentagon and Pennsylvania respectively. Subsequent reports indicated that all the involved terrorists were killed. I came to learn this through television images on my way home from my classes as I walked past a coffee shop. One would ask, to what extent was its representation in images and wording significant to this memorable moment? All television stations switched from the programs they were airing at that moment and moved to air this happening. Some of the women watching this close to me broke into tears most probably they had loved ones in those hit areas, or they were pushed by anger and patriotism. This imagery of that moment haunts me to date making it a memorable moment. The images of people being saved from the ramble, the smoke, the sirens and all other factors defining this day can and will never be erased from my

Nationalism Essay Example | Topics and Well Written Essays - 1500 words - 1

Nationalism - Essay Example In the perspective, nationalism does bring negative influence to the society and the people who live within such societies. Negative influence of nationalism is usually brought about by bad leadership. Primarily, leaders use nationalism to bring people together, but quite often they can go to the extremes while trying to meet their goals (Ireneusz and Suszycki 49). This may involve the use nationalism to persuade people to support their bad agenda and treatment towards the minority groups in the society. For instance, Hitler used nationalism to persuade the people of Germany to discriminate and eliminate all the minority groups in the nation. In particular, he used propaganda to invoke strong feeling of nationalism among the German population and then used it to advocate for his discriminative policies. This shows that when nationalism is abused, it can be very dangerous. People will want to fight for the rights and freedoms of their nation regardless of what others may go through. Nationalism can result in the development of extreme nationalistic movements with high degrees of discrimination. In fact, the rise of extreme nationalistic movements such as Nazism and Zionism was as a result of nationalism (Ireneusz and Suszycki 50). These movements had a strong belief in ethnicity in the sense that people that belong to their ethnic background were supreme and therefore there ethnic group was the master race. As a result, both of these ethnic groups embarked on the process of ethnic cleansing to eliminate those groups of people that belong to different ethnic affiliations. For instance, member of the Nazism eliminated the Jews by killing them or sending them to special concentration camps where they would undergo suffering and extreme conditions. On the other hand, the members of Zionism eliminated the Palestinians by driving them out of Israel. This is shows the extent to which nationalism

History of Terrorism Essay Example | Topics and Well Written Essays - 500 words

History of Terrorism - Essay Example evailed over all of France in three major stages beginning with the election of Count Mirabeau and Abbe Sieyes who represented the commoners whose grievances had been violently conveyed firsthand at the â€Å"Fall of the Bastille† (Zaide, 235). The rise of the radicals constituted the second stage of the Revolution until the ultimate act of terrorism which unveiled upon the guillotine execution of Louis XVI in December 1792 along with some 20,000 nobles, politicians, and other critical aristocratic figures. By the late 19th century, technological advancements in weaponry encouraged the formation of the anarchists in small groups following the chief advocacy of the â€Å"propaganda of the deed† which made possible the assassination of French leaders (238). During the latter part of the 18th century, when the â€Å"Reign of Terror† prevailed, the French Republic decreed even for the rest of European nations to overthrow their despotic rulers and no law enforcements were available to combat or at least to regulate such proclamation and its corresponding actions. At the time, all the necessary legal duties were shifted to the control of the revolutionary government that sought total reform against monarchy so there had not been any legal defense that came to the aid of the ill-fated monarchs. It was not until the 19th century that an extensive campaign against terrorism flourished and this included the creation of RAID by the French Police Nationale with the principal objective of suppressing destructive crimes and terrorist activities (Early History of Terrorism). According to Kristin Archick’s CRS Report for Congress: â€Å"Among other steps, the EU (European Union) has established a common definition of terrorism and a list of terrorist groups, an EU arrest warrant, enhanced tools to investigate terrorist financing, and new measures to strengthen external EU border controls (Archick, 2006).† Italy, likewise, was struck by terrorism but not too long ago through the

The Crucible dramatic and emotional Essay Example for Free

The Crucible dramatic and emotional Essay I wanted to make my version of Arthur Millers yellow bird scene in The Crucible dramatic and emotional. I wanted to create dramatic tension in the scene by emphasizing how angry, frustrated, and emotional the characters are. At the start of this scene Abigail crated a vision of yellow bird. I made Abigail look frightened but angry at the same time. This made the scene more dramatic as Danforth was extremely angry and confused. I did this to make audience want to know more and make them feel anxious. During the next part of the scene there is a lot of disagree between John Proctor and Danforth. I emphasized the frustration of the characters by making them shout angrily and sound violent. This was to build up the tension in the scene to influence the audience to feel shocked. In the next part of the scene Abigail accuses Mary Warren of sending the yellow bird upon them to hurt them. This shocks Mary, as she is innocent so she cries out in a horrified and confused manner. Mary Warren starts to get impatient because no one will listen to her point of view. The girls start to wind her up by repeating what she is saying. I directed the girls to speak in a soft-echoed tone of voice. This is because this would frustrate Mary even more and make her more angry and upset. I also positioned the girls to face Mary and stare at her, this was to build up even more frustration within not only Mary but the audience as well, as they know that she is innocent. I wanted Mary to appear more upset and emphasize the emotion building up inside her. The girls pursue in acting in this way until Mary breaks down in tears and is weeping and pleading. This brings more emotion to the scene, and I wanted Mary to come across weak and scared. Danforth is asking questions but isnt getting the answers he wants, so I made him lose control at points and show much impatience to make the scene more dramatic. Proctor becomes even angrier and sounds violent because no one will listen to him either. He knows he has real difficulties with controlling rage because he is so frustrated, while the girls are still repeating Mary Warren. This makes a scene full of mixed emotions; anger, frustration, depression and a bit spooky. Eventually the girls voices become louder this makes Mary not weaker but angrier and Mary cries out loudly. I thought because Mary is now appearing stronger the girls would be furious, so I made them repeat their teasing of her in a cold bitter tone of voice. I wanted to demonstrate group power as shown by the girls and how it effects one single person. As every one is shouting and screaming at each other, they become more and more furious. This emphasizes the frustration within the scene. For example Danforth starts speaking louder and far more sternly because he wants to be heard and he is trying to maintain his authority. Eventually the girls dominate Mary so much she gives in and confesses. This is a real shock, so the tones of voices are lowered because the girls have got their own way. When Mary accuses Proctor, the confusion and the shouting return because he is angry and knows that now no one will believe him. During this part of the scene Danforth calms down and speaks in a more patient tone of vice this is because he is relived because things are starting to make sense, although it is a lie. The next part of the scene is when Mary Warren cries out that she loves God. I thought this part of the scene was practically highly charged and I emphasized this by directing Mary to break down in tears once again. Hale and Proctor become more distressed and more aggressive through out the end of the scene because they know the girls are lying and this is particularly damning for them. Hale gets for frustrated he quits the court leaving Danforth even more confused and impatient as he is scared that he may lose his authority. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

Practice Structures from Motor Learning

Practice Structures from Motor Learning Skill acquisition is partially dependent on the amount of practice and the structure of practice for the learner. Choose an activity and using the principles of practice and practice structures from Motor Learning answer the following questions. A. Identify and describe the skill with detail along with the characteristics of the learner (age, athletic ability, etc.). The learner is a high school freshman baseball player still in growth development and attempting to improve his fielding mechanics. Although the learner has played baseball in the past, the players fielding skills are average. The player also has average athleticism, is right hand dominant, but requires specific attention to details to improve fielding ground balls that are hit directly towards the learner. The learner is also attempting to play shortstop for the high school team. Fielding a ground ball that is hit in a straight line in front of the player using a glove is the skill that will be taught. When fielding a ground ball, the learner should approach the ball with the palm of the glove facing the baseball as the arm is straight and descending like an airplane and not like a helicopter. As the learner is approaching the ball with the glove and arm positioned as previously mentioned, the learner should take a banana like curve towards the ball to read the location of the ball skipping off the ground. After the banana curve and descending the glove like an airplane, the learner should then field the ball way beyond his toes as his back is bent forward in a squat-like position. The learner should come to the connecting point between the glove and the ball with a right to left step pattern as the learner gets into a squat position. As the learner is getting into the squat position to field the ball, the right hand should extend with the palm facing down while the palm of the right hand is on the bottom of the glove resembling an alligators open mouth. Once the learner is in a squat position with both the glove hand and right hand covering the baseball, the learner is then instructed to close the ball in the glove while controlling the ball with the throwing hand. During this period of controlling the ball, the learner should funnel the ball to the stomach while maintaining eye contact all the way until the ball is in the learners throwing hand entirely. As the ball is in the throwing hand, the fielder should cross the left foot over the right leg, continue to follow the left leg through to assume a throwing position, and finally use the learners throwing abilities to throw at a target once he the ground ball has been fielded. B. Describe the different types of practice appropriate for an advanced performer and one who is just learning the activity. Blocked practice is a repetitive sequence which allows the individual to practice the same skill (Schmidt Wrisberg, 2008, p. 257). This type of practice is for both advanced and unskilled learners to utilize. Random practice is when an individual performs numerous skills in a random order to limit consecutive repetitions (Schmidt Wrisberg, 2008, p. 257). Practice that is randomized is useful for advanced learners. Constant practice is when an individual practices while performing only one variation of a set of skills (Schmidt Wrisberg, 2008, p. 271). A developing learner could field the same type of ground balls and throw to first while an advanced learner could field the same type of ground ball and throw to first, then field the same type of ground ball and throw to second base. Both types of constant practice are beneficial for both learners. Varied practice involves different versions of a skill to be rehearsed (Schmidt Wrisberg, 2008, p. 271). For the purposed skill being pr acticed, an example of varied practice would be having the learner field a variety of ground balls from different distances and throwing to different positions on the baseball field. Varied practice is more beneficial for advanced learners due to the degree of difficulty that would be carried out. For example, fielding a ground ball from multiple angles and switching between throwing to first and second after fielding. C. Discuss why the practice structure you select is appropriate using motor learning principles of practice schedules. Since the learner is a freshman baseball player who is trying to develop a consistent movement pattern to field a ground ball, the best practice structure to use is blocked practice. Blocked practice allows the individual to practice the characteristics of the skill using repetition. Through blocked practice, the developing individual can improve in fielding during the motor stage of learning. While progressing through the motor stage of learning, the coach can provide some precise feedback, but the individual can modify self-movement patterns to accomplish goals of fielding ground balls correctly. Since the freshman baseball player already has a general idea of how to field a ground ball hit towards the fielders direction, blocked practice would allow the learner to reach a high skill potential of fielding a ground ball towards the learner due to repetitive movement patterns. Learners advance through various stages of learning, when developing a skill. Whether a beginner or an expert. Use the stages of learning principles to answer the following questions. A. Name the different stages of learning as well as explain the characteristics of the different stages of learning. In the beginning of learning a skill, the goal of the learner is to get a general idea of what the body needs to do to produce the movement (Schmidt Wrisberg, 2008, p. 200). This is the verbal-cognitive stage. Learners going through this stage when developing a skill often do a lot of thinking while they talk to them self about how they will accomplish the task (Schmidt Wrisberg, 2008, p. 200). There is much improvement throughout the verbal-cognitive stage even though the movements tend to be unathletic and not the best quality (Schmidt Wrisberg, 2008, p. 201). During this stage of learning, it is important for the instructor to demonstrate with visual cues as the learner attempts to mimic the movements demonstrated (Schmidt Wrisberg, 2008, p. 201). After a certain time of repetitive, decent, quality movements, the learner will then progress into the motor stage where the movement is much more effective (Schmidt Wrisberg, 2008, p. 201). While the motor stage does not involve th e most skill potential, it is the stage of motor learning when the learner discovers the most effective and consistent ways to refine the movement (Schmidt Wrisberg, 2008, p. 202). Progression through the motor stage is often the longest stage a learner completes (Schmidt Wrisberg, 2008, p. 202). Once the learner has corrected the movement pattern after receiving feedback and improving the skill, the autonomous stage is when the learner needs to give limited attention to how they produce the movements to the skill and focus on how the movement can be modified to be more effective (Schmidt Wrisberg, 2008, p. 202). Self-confidence improves in the autonomous stage because errors are less likely to occur as the learner is close to the highest potential of the skill. Even though the autonomous stage is the final stage of learning, it is a never-ending phase as it takes years of practice for the learner to produce the skill flawless (Schmidt Wrisberg, 2008, p. 203). B. Use a scenario where an individual would go through the different stages and items that would take place during each of those stages. Explain the scenario fully. (sport or skill all information must be accounted for in explaining what is going on.) When learning how to throw a baseball, the learner begins by being instructed by the baseball coach. The learner is a six-year old tee-ball player who is right handed while having no prior experience with throwing a baseball. The individual is an average height and weight for a six-year old male. Throwing a baseball was taught from the very beginning stages and the process begins as the verbal-cognitive stage begins for the learner. The learners coach explains that the grip of the fingers should be placed over the laces as he shows with a visual demonstration. The youth baseball player then attempts to copy the exact same grip learned from his coach by telling himself, place the fingers over these red marks on the ball. After a decent grip of the ball has been performed, the coach then instructs the youth baseball player to face the hand (as the grip of the ball remains the same way) away from the face. The coach informs the learner to pretend the hand is a cobra snake. Using this cu e, the learner understands that the cobra snake needs to be facing away from the face so the snake doesnt bite the face. As the learner is gripping the baseball, the start of the throwing motion begins when the learner takes the ball out of the glove. The learner is then instructed to grip the ball as previously learned, face the ball towards the ground, then keep the ball facing the ground and away from the face while bringing the ball up directly behind the head with the arm in an angled position. This motion is demonstrated repeatedly to the learner so the learner can mimic the exact movement several times. The learner is constantly talking out loud about the directions to throw a baseball. The learner says, grip the laces, face the cobra away from the head during the wind up, and release the ball in front of the head towards the target. As the learner is attempting the initial phase of throwing a baseball, the learner forgets to face the cobra away from the face and starts to de velop bad habits. The coach quickly corrects the bad movement pattern providing extrinsic feedback by explaining, dont forget to face the cobra away from the face while bringing the baseball down and up. Once the ball is gripped correctly, the ball is behind the head after the wind up, and the ball is facing away from the face so the cobra doesnt bite, the learner is then instructed to throw over-head to a target. The throwing motion was demonstrated so the learner again has a visual demonstration of what the skill should look like. The ball isnt close to the target because the ball was released at an inappropriate time. The coach tells the learner to release the ball in front of the head and have the ball roll off the fingers so the ball has backspin. This is also demonstrated visually. Over a period throughout the practice day, the learner eventually gathers the general movement of throwing a baseball. Although the learner understands the general movement, the throw is not accurat e and still requires much improvement and attention. At this point of motor learning, verbal-cognitive stage is still occurring. However, once the learner has developed a general throwing movement from demonstrations, verbal cues, and thinking, the learner begins to make effective adjustments. The learner then begins the motor stage with more confidence. In this stage, the learner is adjusting the entire body. The learner understands that foot placement improves throwing accuracy, the release of the ball is more consistent, and trunk rotation control is more consistent. Since throwing a baseball is a closed skill, the learner focuses more on repeating high quality throwing motions and making the throw consistently smoother and controlled (Schmidt Wrisberg, 2008, p. 202). After the motor stage produces a more efficient throwing skill, the autonomous stage occurs where the player starts throwing to different targets (i.e. throwing to the first baseman, throwing to the second baseman, throwing to the catcher, or throwing long distances). Performing in the final stage, the learner has developed a crow-hop giving the player more power with throws. The learner also developed quicker and more specific ways to throw the ball to different targets such as developing skills during a relay throw to the catcher from the outfielder. Throughout improvements in throwing a baseball while the learner was completing the autonomous stage, the learner also developed throwing skills to throw different types of pitches such as the curveball and knuckleball. C. Explain what happens to the learner in each the stages of learning for the scenario. As previously mentioned, the learner started throwing at six-years old. In the verbal-cognitive stage, the learner utilizes demonstrations, visual cues, and verbal cues to provide self-talk and thinking when producing the movement. In the scenario discussed above, the learner thinks of directions such as, grip the laces, face the cobra away during the wind up, and release the ball in front of the head towards the target. Self-talk and thinking while attempting the skill is common during the verbal-cognitive stage. The goal of the learner while progressing through the verbal-cognitive stage is to understand the general movement. The motor stage is different than the verbal-cognitive stage when explaining what happens during each stage of the throwing movement. Recently stated, the motor stage begins when the learner already has a general pattern to move. Therefore, the learner seldom uses self-talk or thinking to produce movements in the motor stage. Instead, the improvements are made quickly and the throwing motion performance is more effective. Like what was stated recently, the learner realizes how to use the entire body to produce a better throw which eventually becomes consistent. For example, the learner learned in this stage that correcting foot placement would allow more throwing accuracy. When the learner progresses through the motor stage, the learner is developing as a human being. The individual has much more control over the body and is much older. The learner has become so aware of the environment that the learner understands the closed skill of throwing a baseball and can adjust without much feedback. In the final stage of learning, the learner shows great potential in throwing a baseball. The learner is fully developed as a human-being which means he does not have to adjust based on how his body grew. At this point, the learner is mastering a craft and knows where to place the body and arm to provide the most efficient throw. This is the autonomo us stage of learning where the individual may have to use a crow-hop throughout the throwing motion to hit the target successfully as mentioned above. Either way, the learner has the confidence to produce an effective motion that is near the maximum skill potential. You are teaching someone how to perform a motor skill, such as catching a ball, performing a squat or dribbling a ball (hand or foot). Using various motor learning principles answer the questions below. A. Identify and describe the skill with detail along with the characteristics of the learner. The learner is a ten-year-old little league baseball player who is left handed and not fully developed. The learner is unathletic, average height compared to teammates, and in healthy condition. The motor skill being taught is catching a baseball thrown directly at the body using a glove. B. Using effective instructional techniques (instructions, demonstrations, learning cues) outline the process in which each would be used to teach someone the skill that has been selected. To begin instructing the skill, a description of the skill is necessary. Step one is getting into an appropriate position to catch the ball. Before the ball is released from the hand of the individual throwing the ball to the learner, the right hand wearing the glove should be up with the same arm extended on an angle directly in front of the chest while assuming the ready position. Meanwhile, the left hand is next to the glove prepared to cover the glove after catching the ball using the palm and webbing area of the glove. The learning cue for the arm positioning to catch the baseball is to teach the ready position. Step two is keeping the eyes on the ball. As the ball approaches the glove, the learner is to maintain eye contact with the ball as it hits the spot of the glove and squeezes the thumb and fingers together to keep the ball in the glove which then turns into step three in the instructional process. The learning cue for this direction is squeeze. Meanwhile, the left hand i s covering the glove so the ball does not drop out of the glove. After the description of the skill, a demonstration of catching a ball was the final step before observing the learner attempt the skill of catching a baseball. C. Using the memory process, explain how the learning takes the information presented to them and puts it into memory. The memory process is made up of three distinct memory systems (Schmidt Wrisberg, 2008, p. 54). Memory plays an important role in movement patterns. With the appropriate amount of practice, any skill or movement pattern can be memorized (Schmidt Wrisberg, 2008, p. 54). Short-term sensory storage (STSS) is the initial phase of memory. In this phase, information is constantly being segmented in the brain and is only maintained as a stimulus for only a few hundred milliseconds (Schmidt Wrisberg, 2008, p. 54). The STSS phase processes these short bouts of information in such a simultaneous manner that learners use very little focus on the processing (Schmidt Wrisberg, 2008, p. 54). Once the information is processed in STSS, short-term memory (STM) assesses the processed information as it pertains to the skill being learned. In the STM phase, the pertinent information of the skill remains in the memory shortly while the irrelevant information does not get processed (Schmidt Wrisberg, 2008, p. 54). When practicing a skill such as catching a ball, every time the skill is experienced, information learned throughout each experience is only maintained if focus is on that information (Schmidt Wrisberg, 2008, p. 54). Since STM has a limited capacity, it is up to the learners to utilize this phase of memory as effectively and efficiently as possible while being instructed. In the third and final phase of the memory process, information is mostly stored much longer than the first two stages. Long-term memory (LTM) stores an endless amount of information from experiences for an excessive duration (Schmidt Wrisberg, 2008, p. 55). LTM has more control and effort to process information so that actions can be retrieved, modified, and performed continuously so those actions can be utilized for other skills no matter the difficulty (Schmidt Wrisberg, 2008, p. 56). D. While the learner is performing the skill, feedback is used for various things. Provide example feedback statements as well as what those statement address. Intrinsic feedback is the information that is sensed from produced movements either outside the body or within (Schmidt Wrisberg, 2008, p. 285). While learning the skill of catching a ball, examples of intrinsic feedback would be how hard the ball is, what the ball sounds like when hitting the glove, how much more does the glove need to open to catch the ball in the web space, or where does the arm need to move to catch an overthrown ball. Another form of feedback is extrinsic. Extrinsic feedback is information sensed by an outside source such as a coach, teacher, or another teammate (Schmidt Wrisberg, 2008, p. 286). Examples of extrinsic feedback would be comments from a coach such as, Great job keeping your eye on the ball, or Next time, move your entire body where the ball is going. Knowledge of performance is considered a type of extrinsic feedback (Schmidt Wrisberg, 2008, p. 289). This type of extrinsic feedback addresses the action. Something like you did not keep your eye o n the ball, is an example of knowledge of performance. Knowledge of results, on the other hand, is also extrinsic feedback but addresses the success of the skill rather than the action (Schmidt Wrisberg, 2008, p. 286). You didnt catch that ball using two hands, is an example of knowledge of results. References Schmidt, R. A., Wrisberg, C. A. (2008). Motor learning and performance: A situation-basedlearning approach. Champaign, IL: Human Kinetics.

Rwandan Genocide of 1994 Essay -- essays research papers

The Rwandan Genocide of 1994 lasted only for a brief period and lasted for approximately a hundred days. During that time, an estimated amount of 800 000 people were slaughtered. Beginning on April of 1994, massacres were held on a daily basis with the intent to eliminate an ethnic group known as the Tutsi by another ethnic group known as the Hutus. This genocide was overlooked by the United Nations, and the superpowers of the time offered very little or no assistance at all to Rwanda. The civil unrest between the Hutus and the Tutsi has been in place since the Belgians segregated the two groups after being handed Rwanda after World War I. The Tutsis were favoured and placed above the Hutus and identity cards were distributed to distinguish the two different groups. The hatred linking the ethnic groups is evident from the very conception of segregating the Hutus from the Tutsis. The civil turmoil had remained relatively dormant for almost a century until the assassination of Presiden t Habyarimana of Rwanda in 1994. This act prompted genocide and a century’s worth of quiet hatred suddenly erupted into massacres in the country’s capital of Kigali. Blockades would be set on roads and bands of Hutu youths with machetes and sticks would go door to door to kill Tutsi families. The United Nations could not physically intervene as they were merely monitoring the situation and were acting as peacekeepers, and not as peacemakers. Soldiers watched while civilians were brutally murdered and were unable to respond because their mandate refrained them from doing so. It was not until months after the initial killings that the United Nations finally acted and sent soldiers to protect civilians. In their absence, hundreds of thousands of people we... ...d the two groups after World War I, they created a civil rivalry between the by favouring the Tutsis and the disregarding the Hutus as inferior. This rivalry would remain relatively dormant for almost a century until President Habyarimana would be assassinated in 1994. This act would initiate the genocide and the suppressed feelings of animosity would erupt into massacres all around the country and would even spill into neighbouring countries such as Burundi. The genocide was disregarded by the United Nations and few countries would offer assistance to Rwanda. Beginning in April of 1994, the Rwandan Genocide lasted only around a hundred days and eliminated almost a million Rwandans. With the lack of action taken by the United Nations, its mandate should be changed to provide immediate protection to civilians and citizens who are at risk because of a national crisis.

virtues :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The Ten Commandments, Seven Deadly Sins, Seven Virtues, and the Attitudes are the sets of laws that people base their lives around in becoming good Christians. Each set of the laws affect a Christian individual, more than any other because of the laws are rooted to the bible and Christian beliefs. So, a Christian individuals knowingly or unknowingly bases what they do in life around these sets of law. The Ten Commandments and seven deadly sins tell an individual on what they are not supposed to do. The Seven Virtues and the attitudes tell an individual on what they must do and how they can combat the deadly sins. However, even though some of the laws are outdated they still play a role in how we act. Each set of laws has its own distinct characteristic, for example some tell people what not to do in their lives and some tell people what to do in their lives and how to live their lives. The Seven Virtues are separated into two different types of virtues. They are Theological and Cardinal Virtues, and they can be defined as the heart of our moral life. Virtues are healthy, good habits that help us to do well and empower us to become what God wants us to be. These personal qualities emphasize that who we are affects what we do. There are two types of virtues, Theological and Cardinal virtues. Theological Virtues: The theological virtues can be defined as gifts from God that empower us to be good so that we may do good. The three theological virtues are love, hope and faith. These are the three virtues that will combat the three of the deadly sins pride, envy and wrath. Also the reaming four out of the seven deadly sins being lust, greed, sloth and gluttony are combated by four Cardinal Virtues justice, prudence, temperance, and fortitude. While one set of laws tells a person what things to avoid in their lives to live a good Christian life, the other sets tells us how a person may combat these desire and what they can do to live a good Christian life. These sets of laws even effect individual who are not of Christian background. Over time these laws have been translated and absorbed into many other religions and affect many others in a different way.

Reaction between Valine and Serine

A DNA (deoxyribonucleic acid) is composed of 4 different bases; adenine (A), guanine (G), cytosine (C) and thymine (T). Applying these 4 bases it may contain thousands of sequences within a single strand. Each of these bases makes a specific pairing with a corresponding base whereby the double helix structure is synthesised. This interaction is called base-paring and the complementary base pairs are; T pairs only with A and C only with G. Through this simple coding language, the DNA carries and represents its vast genetic information.Through a process called transcription, the genetic information of DNA is copied to form an intermediary molecule termed ribonucleic acid (RNA/messenger RNA). This formation is synthesised in the same way as DNA replication. However this process occurs only on one DNA strand called template strand. Thus the mRNA is only a single strand with 4 bases; adenine (A), guanine (G), cytosine (C) and uracil (U). The base-pairing rules are,DNAmRNAGC CG TA AUThis w ill be synthesised through enzyme RNA polymerase and happens in the nucleus of the cell.This transcribed mRNA consist the genetic code, which is used to generate proteins in the following process called translation. This code is comprised of triplets that specifies an amino acid (e.g. AUG for methionine) and named as codon. These codons are recognised by transfer RNA. T-RNA can bind specific amino acid on one side by means of enzymes and has got an anticodon consists of triplets on the other side. Each amino acid has got its own tRNA. The 1st mRNA codon will be always AUG, the start codon. Once the 2nd  amino acid is bound to the 1st one, the 1st tRNA will be released and the 3rd one follows. This process is repeated until the so-called stop-codon in the mRNA terminates the growing protein synthesis. The completed protein is then released and takes its own characteristic shape. This process occurs in the cytosol of the cell.The four-character language of DNA/mRNA can be converted into 20-character language of protein. However there are 64 combinations of mRNA codons as there are 4 possibilities for the 1st codon and 4 for the 2nd and 4 for the 3rd (4 x 4 x 4 = 64). Certainly there are many codons for many amino acids; however some are not, for instant stop-/start codons. Reaction between Valine and Serine A DNA (deoxyribonucleic acid) is composed of 4 different bases; adenine (A), guanine (G), cytosine (C) and thymine (T). Applying these 4 bases it may contain thousands of sequences within a single strand. Each of these bases makes a specific pairing with a corresponding base whereby the double helix structure is synthesised. This interaction is called base-paring and the complementary base pairs are; T pairs only with A and C only with G. Through this simple coding language, the DNA carries and represents its vast genetic information.Through a process called transcription, the genetic information of DNA is copied to form an intermediary molecule termed ribonucleic acid (RNA/messenger RNA). This formation is synthesised in the same way as DNA replication. However this process occurs only on one DNA strand called template strand. Thus the mRNA is only a single strand with 4 bases; adenine (A), guanine (G), cytosine (C) and uracil (U). The base-pairing rules are,DNAmRNAGC CG TA AUThis w ill be synthesised through enzyme RNA polymerase and happens in the nucleus of the cell.This transcribed mRNA consist the genetic code, which is used to generate proteins in the following process called translation. This code is comprised of triplets that specifies an amino acid (e.g. AUG for methionine) and named as codon. These codons are recognised by transfer RNA. T-RNA can bind specific amino acid on one side by means of enzymes and has got an anticodon consists of triplets on the other side.Each amino acid has got its own tRNA. The 1st mRNA codon will be always AUG, the start codon. Once the 2nd  amino acid is bound to the 1st one, the 1st tRNA will be released and the 3rd one follows. This process is repeated until the so-called stop-codon in the mRNA terminates the growing protein synthesis. The completed protein is then released and takes its own characteristic shape. This process occurs in the cytosol of the cell.The four-character language of DNA/mRNA can be converted i nto 20-character language of protein. However there are 64 combinations of mRNA codons as there are 4 possibilities for the 1st codon and 4 for the 2nd and 4 for the 3rd (4 x 4 x 4 = 64). Certainly there are many codons for many amino acids; however some are not, for instant stop-/start codons.

Whales in Captivity

Killer Whales Deserve Freedom Kimberly Hall COM 155 November 27, 2011 Mara Galvez Killer Whales Deserve Freedom Orcas are complex social creatures deserving freedom and respect, not captivity in theme parks under the guise of public education and entertainment. Aquarium staffs say captive whales are priceless educational tools. However, people can educate their children by bringing them to the wild instead of bringing the wild to them at the expense of the Orcas health and well-being. The price of a family admission ticket is what continues to drive this cruel spectacle,† according to Michael O' Sullivan, the Executive Director of The Humane Society of Canada (Whales in Captivity, 2010, Para. 3). Orcas suffer in many ways in captivity, and are subject to many stressful situations they would never encounter in the wild. Captivity changes not only their mental state but also their physical appearance. One of the most salient physical effects of captivity is dorsal fin disfigurati on.In the captive population, almost every male has a flopped dorsal fin, and most females have at least some bend to their dorsal. In the wild, male dorsal fins can exceed heights of six feet straight up. The best theory is that the dorsal fin flops from the force of gravity. Dorsal fins are made of cartilage, not bone. Orcas are one of the fastest mammals in the sea; they can reach speeds up to 30 miles per hour. Orcas can dive underwater to depths of close to 200 feet. When diving, the animal’s heart rate slows from 60 beats per minute to 30 beats per minute.Meanwhile, oxygen-carrying blood diverts away from the extremities, and then navigates toward the heart, lungs, and brain, where there is more oxygen needed. These biological changes permit the animal to conserve oxygen while submerged for longer periods of time (About Orcas – Physical Characteristics, 2005). In the wild Orcas have support from the water, keeping their dorsal erect. In captivity, Orcas are at th e surface constantly for feeding, training, and petting purposes, and swim only in circles so there is very little dorsal support, thus causing the dorsal to flop [ (Bohn, 2011) ].Orcas in captivity suffer from more than just physical imperfections. Dosed with drugs to help the killer whales deal with stress, they suffer terribly in marine parks. Animals and humans share the same immune system. Just as stress reduces our immune system, it does the same to the killer whale. Therefore, stress has been an indirect cause of death in captive killer whales. Killer whales in captivity experiencing stress tend to beat their head against the walls of their tanks until it bleeds. At least three captive whales have killed themselves with this repetitive motion brought on by stress.Have you ever heard of this happening in the wild? Not only does it not happen, an Orca in the wild would never bring bodily harm upon itself. Denial of their right to live in their true habitat where they belong cau ses the killer whales much stress, frustration, anxiety, and sadly aggression. In the wild Orcas, do not attack humans as they have in marine parks. As Barry (2010, Para, 12) explained, â€Å"Isolation among marine animals is highly stressful, which leads to abnormal behavior. † Marine parks such as Sea World have what they call petting pods, where the children can pet and feed the Orcas.Orcas are given tranquilizers to help them deal with the stress and anxiety of human contact. People might not be so eager to pet these wild mammals if they knew everything the Orca had to go through just so they could pet them for a minute or two. (Smith, 2010) Along with the stress of living in a marine park, Orcas suffer extreme stress being away from their family members. In the wild Orcas travel with their family (pods) that range anywhere from five to 25 family members (Orcas). Orcas families are very close knit. They mostly travel in pods that include their parents, grandparents, child ren, etc.Taking the Orca away from their family causes them much stress, anxiety, and depression. In the wild, their offspring stay with them and travel with them. Orcas, related by blood, remain together for the duration of their lives. In captivity, the aquarium staff removes their offspring (calves) from them at a very young age. For Orcas, known to be the one mammal that is closest to the human race as far as family, feelings, and social behaviors, it would be equivalent to a human being removed from their family to never see them again, to never speak to them again. Smith, 2010) In the wild, Orcas have constant communication with their pods (family). To communicate with their pods (family) in the wild Orcas use echolocation. Mandell (2010) describes echolocation as, â€Å"The process of moving air between the sinuses in their heads to make high-pitched sound (p. 2). The vibrations travel underwater until they encounter objects and then rebound back creating audible tones the w hales use for navigation. Their sound waves go so far that they never come back to the Orca who sent it. What comes back is the voice (sound waves) of another Orca (family member).In captivity, these high-pitched sounds can only travel to the wall of the tank and bounce back. Thus, causing the sound (the Orcas own voice) to bounce back and forth repeatedly which in time can drive a killer whale insane. It would be equivalent to keeping a human in a room, in solitary, who is constantly hearing voices. Being isolated in a small tank (approximately the size of two Orcas), splashing spectators with your tail, and doing tricks several times a day for years would make any species go crazy. I agree that watching magnificent Orcas performing tricks with a human trainer is not educational.Unfortunately, watching one snap and kill a trainer is educational, but only if the lesson changes the minds and actions of its captors. Orcas are complex social creatures deserving of freedom and respect. There are currently 42 killer whales in captivity worldwide. Out of the 194 killer whales in captivity since 1964, two-thirds died within 10 years, and less than 30 survived longer than 20 years in captivity [ (Mandell, 2010) ]. To keep them in captivity disguised under education and entertainment is nothing more than cruel and unusual treatment.They suffer physically, socially and mentally. Captivity is more detrimental to the welfare of the Orca than the wild could ever be. Watching Orcas in their natural habitat is far more educational than watching them perform tricks in a marine park. [ (Santich, 2010) ] OR [ (Orlando, 2011) ] YOU DECIDE References About Orcas – Physical Characteristics. (2005). Retrieved December 7, 2011, from orca-zone: http://www. orca-zone. com/aboutorcas/index. html Barry, J. (2010, August 26). Killer is prized, feared, stressed: Life won't change much for Tilikum, the orca that drowned a trainer at Seaworld.St Petersburg Times . St Petersburg, FL, United States. Retrieved from http://search. proquest. com. ezproxy. apollolibrary. com/docview/264384772/1338068E48F8B67489/1? accountid=35812 Bohn, G. (2011, November 28). Killer whales and captivity; What threat, if any, does life in the aquarium bubble pose to the health of these giant sea mammals. The Edmonton Journal . Edmonton, Alta, Canada. Retrieved from http://search. proquest. com. ezproxy. apollolibrary. com/docview/251763683/133805C5287EFA914D/1? accountid=35812 Mandell, M. (2010, June 29).Short history on killer whales. Bergen County, N. J, United States. Retrieved from http://search. proquest. com/docview/365980652? accountid=35812 Orlando, S. W. Orca Collapsed Dorsal Fin. (picture). Captive orcas. Sea World Orlando, Orlando. Retrieved from http://pediaview. com/openpedia/Captive_orcas Santich, K. Free Willy? Conservationists say this is how orcas should live — in the wild. SeaWorld tragedy — a reminder of why orcas should swim free? Whale and Dolphin Co nservation Society. (picture) Retrieved from http://blogs. orlandosentinel. om/changetheworld/2010/02/a-tragic-reminder-of-why-killer-whales-should-not-live-at-marine-parks. html/orcinus_orca_5 Smith, J. (2010, June 11). Captive Killer Whales. The Ecologist . United Kingdom. Retrieved from http://search. proquest. com. ezproxy. apollolibrary. com/docview/234920905/1338063BFFA6E62ABF8/1? accountid=35812 Whales in Captivity – Spectacularly Cruel – says Humane Society of Canada. (2010, July 1). The Canada Newswire . Ottawa, British Columbia, Canada. Retrieved from http://search. proquest. com. ezproxy. apollolibrary. com/docview/455947023/133806FC22464623DC8/6? accountid=35812

AMUL – A case study on IT in SCM

AMUL – A case study on IT in SCM A live case of Use of IT Amul is a leading food brand in India. It offers a wide range of products like milk, milk powder, butter, ghee, cheese, chocolates, Shrikhand, ice cream and many more. The brand name AMUL is derived from the Sanskrit word â€Å"Amoolya†, meaning priceless. The first products with the Amul brand name were launched in 1955. Since then, they have been in use in millions of homes in all parts of India, and beyond.Today Amul is a symbol of many things: Of high quality products sold at reasonable prices, of availability, of service. Amul has been accredited with ISO 9001 and HACCP Certification by QAS, Australia-the first food company in Asia to receive the HACCP Certification â€Å"Amul† is a well-acknowledged and live example of making a strong use of IT Formed in the year 1946, Amul initiated the dairy co-operative movement in India and formed an apex co-operative organization called the Gujarat Cooperative M ilk Marketing Federation (GCMMF).Today, this movement is being replicated in 70,000 villages in over 200 districts in India, transforming the rural landscape. This co-operative revolution has made India the largest producer of milk in the world today. Amul is also one of the largest and most celebrated food brands in India. GCMMF markets its products through 50 sales offices throughout India; and distribution is done through a network of 4,000 stockists who, in turn, supply 500,000 retail outlets.The complexity of logistics can be visualized in terms of: millions of litres of milk to be collected from millions of village members. Interestingly, milk is a perishable commodity; hence a strong coordination function is required in storing, processing and distributing the milk in required time. The case of Amul's supply chain is noteworthy simply because the movement has not only lead to efficient collection of milk but, more importantly, has used IT to create higher profits for milk pro ducers. Role of Information Technology IT has played a critical role in the development of the Amul brand.The logistics behind the coordination of approximately six million liters of milk per day from numerous village co-operative societies throughout Gujarat, and storing, processing and producing of milk products at various district dairy societies, is carried out with clock-precision. In these, IT plays a critical role. The installation of over 3,000 Automatic Milk Collection System Units (AMCUS) at village societies to capture member information, milk fat content volume collected, and amount payable to each member, has proved invaluable in ensuring fairness and transparency throughout the entire organization.GCMMF is an apex co-operative organization that comprises affiliated member dairies/district milk unions, each having its own manufacturing unit. These member dairies in turn collect milk from members who supply milk twice a day to the respective village co-operative societie s. To meet the challenge of growing business, IT was decided as the thrust area that would streamline the production and collection process and the processing of milk products. This is where the installation of AMCUS made the entire operation look simple.As milk is a highly perishable commodity in the supply chain, the AMCUS initiative is vital for the operations. More importantly, this initiative has increased the trust and transparency for IT in rural areas'. On an average, around thousand farmers come to sell milk at their local cooperative milk collection center. Each farmer is given a plastic card for identification, at the milk collection counter, the farmer drops the card into a box and the identification number is transmitted to a personal computer attached to the machine.The milk is then weighed and the fat content of the milk measured by an electronic fat testing machine. Both these details are recorded in the PC. The computer then calculates the amount 1 AMUL – A c ase study on IT in SCM due to the farmer on the basis of the fat content. The value of the milk is then printed out on a slip and handed over to the farmer, who collects the payment at the adjacent window. With the help of IT the farmers receive their payments within a matter of minutes.Each member preserves the milk in the cold storage, processing it and producing several products, sold under the Amul brand name. As all products have a limited shelf life, the organization's ability to conduct its operations in a smooth way is much more praiseworthy-especially when one considers the scale of the operations. Amul makes about 10 million payment transactions daily. On the logistics side, more than 5,000 trucks move the milk from the villages to 200 dairy processing plants twice a day, according to a carefully planned schedule.Amul took a strategic decision to redesign and re-organize the existing software applications in 1994 to meet the challenges of growing business. Accordingly, Amu l assigned the ERP software development project named as Enterprise wide integrated application system (EIAS) which covers a plethora of operations like market planning, advertising and promotion, distribution network planning, stock control, sales and accounting, budgetary control, quality control management and co-operative service management.Each of Amul's offices is connected by e-mail and all of them send a daily report on sales and inventory to the main system at Anand. Also, sales offices, C&F points and wholesale distributors of GCMMF have been connected through the Internet for timely exchange of information. Amul is also in the process of Web-enabling the entire supply chain so that it can capture key information at the source and use the same for decision-making. This would include the likes of transporters, member manufacturing units, oil packing stations, suppliers, depots and the ntire field force. A web site (http://www. amul. com) has been constructed featuring sport s information, recipes and quizzes (to stimulate buyer interest and to establish national brand recognition) and business-to- consumer order placement. Amul has a customer feedback channel which uses e-mail addresses like [email  protected] com for cheese products and [email  protected] com for butter products. E-competency has been established at the supply and distribution ends of AMUL's business.At the supply end, a computerized database has been established of all suppliers and their cattle. Computerized equipment measures and records qualities and quantities collected. Computers have been set up at member unions and village cooperatives. At the distribution end, stockists have been provided with basic training and computers. AMUL experts assist stockists and retailers to build promotional web pages. AMUL cyber stores have been set up at various locations in India, the USA, Singapore and Dubai.Each visit to the Indian cyber store sites results in considerable purchases. A st rong e-mail database of more than 10,000 customers has also been developed. In addition to the EIAS, Amul has also been using Geographic Information Systems (GIS) to plot zone/depot boundary as well as a pointer for zone, depot and distributor locations, which are superimposed by product-wise sales data. Going forward, there are plans to introduce features like Internet banking services and ATMs which will enable milk societies to credit payments directly to the seller's bank account.In line with this vision, officials at Amul are looking at upgrading the plastic cards, which are being currently used only for identification purposes, to smart cards which can be used to withdraw cash from ATMs. Amul has radically altered the complexion of the supply chain-by eliminating the middleman and bringing the producer closer to the consumer-resulting in benefits for both. Amul has also linked distributors to the network and also incorporated Web pages of top retailers in their web site (www. amul. com) as part of B2B initiatives.Distributors can place their orders on the website, amulb2b. com, especially meant for accepting orders from stockists and promoting Amul's products via 2 AMUL – A case study on IT in SCM E-commerce. A big achievement of IT in Amul has been the automation of the complex supply and delivery chain. The automated supply chain seamlessly integrates the manufacturing dairy units for production, planning and raw material procurement. It handles distribution of milk from surplus unions to deficit unions.It is a live example of practicing Just in time supply chain management with six sigma accuracy! Amul's success in leveraging IT to its advantage lies in the simple fact that the organization has a clear IT vision and has made full use of the potential of IT for managing its supply chain. In 2003, GCMMF won the prestigious international CIO 100 award from IDG's CIO Magazine, USA. The 2003 CIO 100 award recognizes organizations around the world th at excel in positive business performance through resourceful IT management and best practices.GCMMF, whose IT initiatives have been driven by the philosophy of being an IT company in food business, has inspired all its employees to sustain the challenges as a â€Å"change agent† by excelling their IT skills in order to transform the people around them towards IT integration on both the ends of supply chain (village dairy farmer to end-consumer), GCMMF has also won the prestigious Ramkrishna Bajaj National Quality Award for the year 2003.GCMMF has bagged this award for adopting noteworthy quality management practices for logistics and procurement. Over the years, it has established an efficient supply chain that penetrates even the remotest corners of the country. In summary, Amul has developed world-class expertise in the physical distribution of short-life produce. Already advanced in physical logistics, Amul has innovatively explored ways to use IT to enhance its supply ch ain. (Source: amul. com, ExpressComputers(16 Sept 2002: article by Srikanth R P), and other sources)GCMMF: An Overview Members No. of Producer Members No. of Village Societies Milk collection (Total – 2002-03) Milk collection (Daily Average 2002-03) Milk Drying Capacity Sales Turnover (2002-2003) 12 district cooperative milk producers' Union. 2. 28 million. 11,132. 1. 86 billion litres. 5. 08 million litres. 510 metric Tons per day. Rs 27457 Million. IT Enablers used by Amul †¢ Uses automated milk collection system units for collection of milk. †¢ Implemented a customized ERP system which is used in conjunction with GIS. Uses data analysis software for forecasting milk production and increasing productivity. †¢ Has connected all zonal, regional and member dairies through VSAT. †¢ One of the first five Indian organizations to have a Web presence. †¢ Geographic information system for sales and distribution planning. †¢ Data Information System Kiosk for data analysis and decision support to help in improving milk collection. †¢ Web enabled customer feedback channels. †¢ Strong initiatives in e-commerce. 3

Healthy Eating is Healthy Living Essay

Did you know that the money spent to treat people with illnesses related to the lack of health makes up 9.1 percent of the America’s total medical expenses? That is about 78.5 billion dollars! (CDC). If we all eat healthier, expenses like these could be lowered. That is why kids, especially students, should eat more healthy foods. All of us know that eating our fruits and vegetables is important for our health. But how important is it? Healthy eating can actually reduce a person’s risk from developing any illnesses such diabetes, obesity, hypertension, etc. Foods with the proper nutrients and vitamins can increase a person’s immunity so that they will not be susceptible to the diseases. For example, a higher calcium intake can reduce the risk for developing diabetes (M.N.T). According to the Centers of Disease Control and Prevention, a minimum of 400 grams of fruits and vegetables must be eaten by kids ages 11- 16 per day (CDC). These are the necessary amounts to maintain a good health and not get sick. Healthy eating helps you maintain a good weight. About one to two months ago, my school, Sutter Middle School, required everyone to be part of the physical fitness program. Students must have their weight and height measured during this program. I noticed that there were students who were really nervous about measuring their weight. I realized that kids with the lack of health can sometimes feel self-conscious when it comes to their weight, whether it being underweight, overweight, or obese. Depending on the age, a person must consume a consistent amount of calories per day to maintain a decent weight. A healthy diet consisting of whole grains, fruits, vegetables, etc. offers a good and balanced calorie supply. Fatty foods, like potato chips, soda, pizza, hamburgers, etc. contain too many calories per serving. For moderately active kids, males ages 14-18 can have 2200-2800 calories per day and females ages 14-18 can have 2000 calories per day (Exercise). â€Å"We have all heard that eating a healthy diet is expensive, and people have used that as an excuse for not eating a healthy diet, but healthy foods do not necessarily cost more than less healthy foods,† says Andrea Carlson, an economist from the U.S. Department of Agriculture’s Economic Research Service. Junk foods may be convenient and tasty, but they don’t cost any more than fresh and healthy produce. The price of carrots is half the price of potato chips by portion size. According to Andrea  Carlson’s and her colleague Elizabeth Frazà £o’s studies, when considering portion size, the least to most expensive types of food are: grains, dairy, vegetables, fruit, protein and less healthy foods. (Carl son). Another important benefit from eating healthy is energy. Eating healthy allows students to have the energy to perform well in school and sports. Foods that contain a lot of nutrients and vitamins offer a long digestion time, giving you a slower and stable release of energy (Straight Health). The longer the digestion will take, the longer your energy will last. Principals often call during the week standardized testing to say to get plenty of rest and eat a healthy breakfast. A healthy breakfast can actually help students with testing because a meal containing complex carbohydrates, protein, fat, etc. can prevent a drop in blood sugar and allow students to last throughout the day (Healthier). Many people often think, â€Å"Well foods with a bunch of sugar can make you energetic.† That is true. Though that is true, junk foods with a lot of simple carbohydrates, also known as sugar, create a big boost in energy but also create a sugar crash. A sugar crash is when you consume foods that are loaded with sugar and lack other nutrients. Then later, your blood sugar suddenly spikes down, causing fatigue and dizziness, negatively affecting students’ school performances (Straight Health). Many beneficial consequences can be made if students eat more healthy foods. It can help students reduce their risk from developing any illnesses, maintain a good and balanced weight, and allow them to have the energy to perform well in school and/or sports. What are you waiting for? Go grab a healthy snack and enjoy it!

Erp Implementation

Transforming Education Transforming India LETTER 2012 www. lpu. in Table of Content Introduction to Fatletter Freshmen Induction 2012 Lovely Professional University Campus Terminologies and abbreviations Academics and Examination Fee and Accounts UMS We Value what you say (Student Relationship) Parent Relationship Student Activities Residential Services Health Services Safety and Security Wannabuy Support Services Facilities available outside campus Vendors Details Academic Calender List of Holidays 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 FAT LETTERIntroduction to We congratulate you on associating with India's Largest University1, thereby building an association with a University known for providing Quality Education. Stepping into a new phase of your life that shall in true sense mould your future in the making of a world class prolific professional, we understand the oddment and dubieties you would be experiencing and therefore to incubate you with the culture, acculturati on and academic system of Lovely Professional University, we have provided you with this handbook to guide and counsel you.It contains all the germane information that a student requires while embarking on the professional education at University. We urge you to read this hand book and refer to it throughout your programme. It blankets information about all the aspects of a student's life – be it academics, campus life, hostel life or the numerous services/facilities provided by the University. It also provides an insight on various extra-curricular activities like cultural, sports, literary, social and creative.Utilize these varied platforms is an easy way to become a part of the University community and thus create one's own LPU experience. 1 in terms of number of students on a single campus Freshmen Induction Lovely Professional University has taken the initiative of ‘transforming India' by truly ‘transforming education' as necessitated by the world in the pres ent scenario. It aspires at enlightening the youth to rediscover the positivism that dwells within them and pursuit them to take a step forward to become a ‘Verto'-the true transformers.LPU purports to become a â€Å"Proudly Indian, Truly global† University thus believing in an exposure that could match the global standards while respecting the traditions and values of India. In order to inculcate you the system of the University, Freshman Induction is planned before the beginning of your professional career with us. â€Å"Freshmen Induction† is a unique attempt that not only introduces the students with the systems of the University but 2012 also precedes them with the varied platforms available in the University for enriching and exhibiting their potential.Your first three days at the University will be devoted for Induction sessions. These Induction sessions will acquaint you with the basic information and knowledge about the University that you need as a stud ent. Events and activities are planned and scheduled in such a manner so as to provide you ample opportunity not only to familiarize you with various aspects of the university but also to interact and mingle with students, teachers and dignitaries of the University. Also you would enjoy various cultural, sports and fun activities during the event. Academics Some Important terms/Terms in use ?Freshman: A student who is registering for the first time for a particular programme in the University will be ‘Freshman' for that particular programme. Registration Number: It is a unique number allotted to a student on his/her admission in a particular programme. Registration number of a student remains invariant throughout the duration of his programme at the University. Roll Number: It is a number allotted to a student in every term. Programme: It is the area of study leading to the conferment or award of a degree, diploma, certificate or any other academic distinction or title of the University.It shall also include dual degree and integrated programmes. ? Programme Detail: It refers to the scheme and curriculum of a programme. Course: A prescribed set of instructions in a subject offered as a unit of studies within a Programme. Course Detail: It refers to the detailed syllabus of a course. ETE: The examination held at the end of each term by the University. MTE: The examination held in the middle of a term by the University. LTP: It means number of hours of Lecture, Tutorial and Practical of a course per week in a term. Pre-requisites: It refers to conditions that must ? ? Examination ? ? be met before a student can register for a course. Prerequisites can include a specific skill level (e. g. , a minimum of C grade in a specified course) or Pass in a specific course or any other as specified for a course. ? ? ? ? Academic Counsellor: A faculty member who has been assigned the task of providing the course- specific and programme-specific information to a group of students and to advise them on registration related and other academic matters. Continuing Student: A student who has registered for at least one term prior to the current term. ? ? The academia of Lovely Professional University is governed by the rules called â€Å"Academic and Examination Rules for Regular Programmes of Lovely Professional University† which are subject to amendment from time to time as per the discretion of the University. Given below are some of the important points of the rules. After the confirmation of the registration of courses, a student is evaluated on some components. Components of Evaluation The total marks for each course at the end of term will be calculated by adding the marks of following components: ?Attendance ? Continuous Assessment (CA) ? Mid-term examination (MTE) ? End-term examination (ETE) ? Any other, as decided by the University. Attendance Attendance is a vital component of our academic system. An attendance of 75% is compulsory for appearing in the End Term Examination (ETE). deduction of marks or no marks for that particular component. A student is encouraged to prepare the assignments on his/her own and not copy from peers/classmates or directly from the internet because copy cases are dealt with strictly. Continuous AssessmentLPU believes in assessing/evaluating the students not only at the time of examinations but throughout the term. We give a student multiple opportunities to perform and to improve his/her performance throughout the term. Under this practice, a student is expected to work on various ‘academic tasks' e. g. assignments, projects, tests, quizzes, design problems or case studies. The ‘academic tasks' vary according to the nature of the programme. All these components and their weightages are communicated to the students through the Instruction Plans (IPs) at the start of the term that are available on the UMS.A student is required to make the submissions on or before the stip ulated time, failing which leads to the Mid-term examination (MTE) The purpose of MTE is to prepare the students for End Term Examination in terms of structure/pattern of Question paper and time management during the written examination. It is generally conducted in the mid of the term (after half the session is over) and includes approximately 50% of the total syllabus of the course. End-term examination (ETE) These examinations are conducted by the University at the end of term.It includes the examination of all the courses which may be in the form of written examination, practical, viva-voce, presentation or any other prescribed mode of conducting evaluation. Evaluated answer scripts of MTE and ETE are shown to the students on a specified date before the finalisation of awards. The answer sheets are only shown as per the schedule of scrutiny, which is made available on the UMS. In case a student fails to appear on the day of scrutiny, no provision is available for viewing the ans wer sheets later. Academics Examination System of Evaluation &Option 1: Reappear for the course Option 2: Re-register the course To measure a student's performance for a particular course, the following letter grades are used: Letter A+ A B BC CD E F I S U Grade Performance Outstanding Very Good Good Above Average Average Below average Marginal Reappear Fail Incomplete Satisfactory (For Zero credits courses only) Unsatisfactory (For Zero credits courses only) Grade Points 10 9 8 7 6 5 4 0 0 – LPU generally follows grading system, which is a blend of absolute grading and relative grading. However, in some programmes such as B. Pharmacy etc. arks based system is followed. A Student will be given credits for each registered course and will be awarded grades. For a particular term, TGPA (Total Grade Point Average) will be calculated. Similarly the overall academic performance of a student is measured by CGPA (Cumulative Grade Point Average). Grade â€Å"E† If a student is not able to pass a course and is awarded an E grade, it must be converted to a passing grade (A+ to D) by either of the following options: Option 1: Reappear In this case, there will be a single exam having weightage equal to weightage of ETE and MTE together for a concerned course.Option 2: Re-register the course as a Backlog course In this case a student needs to attend all the lectures, tutorials, practical and fulfil all the requirements of the course in terms of Attendance, CA, MTE and ETE. He/she may register the course in subsequent term(s) when such course is offered. The student may appear for reappear to pass a course in the immediate next three reappear examinations held after the term in which the student has registered the course in which he has obtained re-appear(E Grade), otherwise it will be automatically converted into Fail Grade â€Å"F† and the student has to register it again as a Backlog course.Fees for backlog registration as prescribed by the University will be charged. Grade â€Å"F† If a student is awarded Grade â€Å"F† in a course then he/she has only one option available i. e. to re-register the course as a backlog course. In this case a student needs to attend all the lectures, tutorials, practicals and fulfil all the requirements of the course in terms of Attendance, CA, MTE and ETE. He/she may register the course in subsequent term(s) when such course is offered.Process of clearing backlog courses may lead to an extension of the programme for such students. Improvement: In case student after obtaining the Pass Grade, wants to improve his/her result, he/she will have two options: Summer Workshops, study tours and training programmes Wherever the curriculum requires the students to undertake summer workshops, study tours and certain training programmes (certificate courses) the same will be arranged by the University. The students will be required to pay fees/expenses for the same.Change of Programme A student under exceptional circumstances may be allowed to change the programme on the recommendation of designated authority of the University subject to meeting the conditions for such change. A student can apply for transfer of programme only at the end of academic year. The important guidelines such as dates, process and fee will be notified to the students on the University Management System. Minimum Requirement for award of degree Grade-Based Programmes: The minimum CGPA required for the award of Certificate / Diploma / Undergraduate Degree / Postgraduate Degree is 5. subject to getting a pass grade i. e. a ‘D' or above grade in each of the courses individually. Marks-Based Programmes: The minimum aggregate marks required for the award of a degree/diploma/certificate will be 45%, subject to passing in each of the courses individually. However, if any regulatory body for a particular programme has imposed stricter conditions which are different from those given above, the same sha ll prevail. The details of re-appearing or re-registering the course are given under the clause of Grade â€Å"E† and ‘Grade F'.In such cases, best grade out of the previous grade and the current grade will prevail. Promotion condition A student for the Award of a Degree will have to clear all the offered courses. However, there are separate guidelines for promoting a student in the next year. A student has to clear a minimum of 40% of prescribed courses of 1st Year (1st and 2nd term collectively) to get promoted in 2nd Year (3rd Term). A student has to clear a minimum of 50% of prescribed courses of 1st Year and 2nd Year (1st, 2nd, 3rd, 4th term collectively) to get promoted in 3rd Year (5rd Term).A student has to clear minimum of 60% of prescribed courses of 1st Year, 2nd Year and 3rd Year (1st, 2nd, 3rd, 4th, 5th, 6th term collectively) to get promoted in 4th Year (7rd Term). The promotion of a student to a higher (degree/diploma/certificate) in a dual degree program will be subject to satisfy the eligibility criteria as prescribed by the University. However, if any regulatory authority has imposed stricter conditions for promotion in a particular programme, the same shall prevail. Department of Records LPU has a dedicated Department for records.The Department of records facilitates the following services: ? ? ? ? ? ? ? ? Bonafide certificate Character certificate Provision transcript for pass out students Migration certificate for pass out students Original transcript for pass out students Term break certificate for railway concession Term break certificate for visiting abroad Rectification of students records such as name, father's name, mother's name, address, contact number, etc. Submission of pending documents Verification and process of State Level Scholarships for ST/SC/OBC/PH, etc Loan specific documents ? ? ?You may visit the help window of Department of Records in Block 32 Room 101 Fee & Accounts Online Fee Deposition ? Bank Loan Assi stance To facilitate students, the University provides assistance to avail educational loans being offered by various banks like Central Bank of India, HDFC Bank, Punjab National Bank, Oriental Bank of Commerce, State Bank of Patiala etc. ? The fee is to be paid in the favour of the respective Faculty in which the student has taken admission. For example if a student has taken admission in Engineering then the payment is to be made in the favour of Lovely Faculty of Technology and Sciences.The University provides the facility of online fee deposition. Under this, the University has collaboration with 3 nationalised banks which are State Bank of Patiala, Oriental Bank of Commerce and Punjab National Bank. ? To know more please visit the web link: http://www. lpu. in/student_services/bank_loan_assistance. php To guide the students in this concern, loan cell is operational in the University. A student can seek assistance from this cell through Location: Block 30, Level1 Email: [email  protected] co. in In campus fee DepositionDeposition in campus Banks ? Download the fee deposit slip from University Management System (UMS) Fill the required information in Bank Copy & Student Copy. Deposit the fee in â€Å"Pay Fee† mode only in the bank according to the code number of the faculty given below. Obtain the acknowledgment on Student's Copy from the bank. Submit or fax this copy to University Accounts Office to get the Original Fee Receipt. Account Numbers and Bank Codes for all the Faculties are available on the Website and on UMS. To access please visit the web link: http://www. pu. in/student_services/online_fee_deposition. php SMS LPU has started a new facility for the students and parents to know the upto-date attendance and results through SMS. ? ? ? ? ? For checking attendance, Type ATTEND e. g. ATTEND 91180070013 and send it to +919780036414 For checking grade, Type RESULT e. g. for 2nd term result, Type RESULT 91180070013 02 and for 5th term result, T ype RESULT 91180070013 05 and send it to +919780036414 For checking fee, Type FEE e. g. FEE 91180070013 and send it to +919780036414 ? ? ?Fee can also be deposited directly in the University accounts office located in the basement of Block – 32 UMS Website The University website www. lpu. in contains all the vital information in its various tabs. University Management System UMS navigation will enable you to access following tabulated facilities: SERVICES Announcements Time Table WHAT YOU CAN DO WITH THE SERVICE? View information, announcements, and current happenings in the University. View schedule of classes with venue and time details. View aggregate and course wise attendance. View results of the current term as well as ? al CGPA till date. Submit assignments, Term Papers and projects online. View examination date sheet and seating plan. View Instruction plan consisting schedule and content of syllabus to be covered along with text books, reference books, relevant journa ls and related web links View manual covering list of all the experiments along with guidelines, procedures and expected results. Access library related services like book search from the centralized database. Register for Open and Social Science Electives online Forward suggestions, concerns and grievances to higher authorities.Access information regarding placement drives and register for the same. Store and update your pro? le Access information regarding Fee receipts, Accounts statement online Take leave if you are a hosteller. Fill survey and feedback forms to convey your opinions Access information about food kiosks, canteens, stationary shop, Photostat and printer facility, superstore, parlour, salon, computer cafe, boutique, banks ATM, mobile and laptop accessories, laundry , garment shop, sports good shop, shoe store etc.University Management System (UMS)/ Learning Management System (LMS) University Management System is an online portal that provides vital information requi red by the students in terms of academics, e-notices and other dynamic information to carry out the daily activities without any problem. UMS is a Web Based ERP Software that has been developed to take various university functions on IT backbone. UMS can be accessed through a standard web browser like Internet Explorer 8 / Firefox 3. 5 and above. You can avail the facility through your Registration Number as username and assword given to you at the time of admission. UMS can be accessed: Inside University Campus Outside University Campus https://172. 19. 2. 250/lpuums https://ums. lpu. in/lpuums Attendance Results Assignment/ Term Paper/Projects Examination Plan Instruction Plans Lab manual Library services Open and Social Science Relationship Management System (RMS) Placements Pro? le Fee Status Hostel Leave Online surveys and feedback Miscellaneous information Note: 1. UMS can also be accessed through the University Website i. e. www. lpu. in 2.You can access this portal as long a s your remain to be an enrolled student of the university UMS Smart Phone Application LPU i-touch Now the best ICT enabled university (Ranked in e-India awards 2012) is just a touch away on your smartphone. Access your own University Management System through a single touch called LPU i-Touch. The LPU i-touch can be downloaded from the link: http://itunes. apple. com/in/app/lputouch/id509819753? mt=8 it can also be downloaded from www. lpu. in FOR STUDENTS My Time Table : Access your timetable on the click of a button.Fee Statement : Get latest Fee Invoices and statements. Attendance : Real time attendance updates on your phone. Courses : See the list of courses registered with Section and Roll Number. Announcements : Get latest personalized announcements with file attachments. Result : See your Provisional DMC with Grades. FOR PARENTS Time Table – See the timetable of your ward. Fee Statement – Get Fee Invoices and statements. Attendance – Monitor attendance of your ward in real time. Courses – Check what your ward is studying in the current term.Announcements – Check important announcements from the University. Result – Check result of your ward in real time on phone. Student Relationship Cell WE VALUE WHAT YOU SAY University provides varied platforms to students to present their suggestions, queries, concerns or grievances, some of them are: One to One Interaction In certain cases, student considers it necessary to share his concerns with the authorities in person. He can do so at the Student Interaction Timings fixed for various authorities University facilitates the provision of Interaction with authorities at all the levels.The first point of interaction in all cases, however, will be the Section in charge. The various levels for interaction are: 1st level – Section In charge 2nd Level- Head of Department (HoD) / Co- coordinator of the department (CoD). 3rd Level- Head of School (HoS)/ Coordinator of Schoo l (CoS). 4th Level- Dean of Discipline (DoD) 5th Level-Head of Faculty (HoF) Head, Division of Student Affairs (DSA); Office of The Vice Chancellor and then the Office of Pro Chancellor can also be contacted if the issue remains unresolved.The interaction timings of the above said officials can be checked from the UMS under the tab â€Å"Interaction timings with Higher Authorities. † For administrative matters, a student can always approach to the Administrative Office. The details of these offices can be checked from the UMS under the tab â€Å"AO Details† Relationship Management System RMS has been evolved with the objective to facilitate students to share their Issues/ Queries/ Suggestions/ Complaints & Feedbacks with the University to obtain solutions and help for remedial measures. The students are advised to use this facility extensively for genuine purposes only.This facility is available in the UMS Navigation under the heading of â€Å"Relationship Management System† and is available round the clock. Suggestion Boxes A student also has the facility to drop his/ her suggestions in writing in the â€Å"Suggestion Boxes† located at 1. Main Gate 2. Division of Student Affairs 3. Division of Admissions 4. Office of the Worthy Pro Chancellor (Reception) (Block 13) (Block 30) (Block 29) Telephone Helpline Students can call at 01824-510311 during office hours (0900-1700). During induction programme, these services are extended till 1900 hours including Sundays and holidays.Students Interaction sessions Whenever any higher authority or any central division appreciates a need to interact with the students, the schedule of such interactions is announced on the UMS Walk in Help Desk Walk in Help Desk located in Division of Student Affairs, Block 13, Room No. 201 is manned by our counsellors from 0900 -1700 (six days a week). The students are always welcome to share their concerns personally. Student Relationship Cell Student Support Win dows Regular support windows are available to the students six days a week from 0900 hrs. – 1700 hrs. or handling queries related to mandates and procedures of University as elaborated below: SUPPORT WINDOW Academic Affairs ISSUES RELATED TO SPECIFIC QUERIES Change of Programme Change of Dual/ Integrated Degree Option Migration cases for continuing students Course Registration Backlog registration OE/SSE/Departmental Electives Term Off Login Password of UMS Assignment Uploading/Downloading Wi-Fi Internet Access Any other query related to UMS/LMS Fee Inquiry(Term/Hostel/Transportation) Modes of Deposition of Fee – Online – Demand Draft Extension for Fee Payment Verification of Fee/Scholarship Cases Refund/Security/Reimbursement Education Loan Installment Demand Letter LOCATION Block-29 Room No. 404 SUPPORT WINDOW Examination & Record ISSUES RELATED TO SPECIFIC QUERIES LOCATION Block 32 Continuous Assessment Date Sheet & Seating Plan (MTE/ETE) Room No. 102 Provisi onal Results (Examination) Re-checking & Re-evaluation Reappear & Improvement Exam Room No. 01 Scholarship Cases (Record Cell) Submission of Pending Documents Correction in Student Records Character Certificate Migration Certificate Bona Fide Certificate Term Break Certificate ID cards Loan Letters Railway/Bus Forms Documents of UGC approval and Supreme Court's Notification for AICTE Approval Tie Up letters with the Banks/Loan Letters Placement Policy Upcoming Placement Drives Placement Results Alumni Availing/Quitting the transport facility Route related queries Bus Pass Room Availability/Allotment Change of room/seater type Leave Policy Laundry service Stay arrangements for Parents Lost & Found Fire Safety and Security Vehicle Parking Discipline Related Block-32 Room No. 304 Infotech Block-32 Room No. 102 Accounts Block-32 Room No. 102 Student Career Services/ Placements Transport Block-29 Room No. 301 Residential ServicesBlock-27 Room No. 202 Security & Safety Block-27 Room No. 2 08 Student Affairs TOWARDS HOLISTIC GROWTH Contemplating arduous, enculturation from peers and joining student clubs are often reckoned as the three significant things that are said to be component of the students' University life. To ascertain the same, the University runs a well-constituted â€Å"Division of Student Affairs†. Excellence in co-curricular and extracurricular activities is encouraged by the opening of avenues for the students to develop a well-round personality. LPU conceives that co-curricular, extra-curricular, sports and recreation activities are an integral part of education.It takes sports and recreational activities very seriously and has the facilities and expertise to affirm this allegiance. It offers innumerable extracurricular facilities and provides varied platforms for students to learn, practice, amuse, enjoy, perform, compete and fruitfully utilise their time. The Division of Student Affairs (DSA) broadly deals with: ? ? Designing activities and delivering these through clubs & units Let students pursue their common interests by facilitating them to form Student Organizations for those objectives and thereafter let them manage & carry out their activities as an organised body. Various avenues provided to discover, nurture and exhibit one's potential are: â€Å" Winners don't wait for chances, they take them ? ? ? ? ? ? ?Cultural Activities Sports activities Community Services Student Organizations Student Employment services Student Entrepreneurship Student Projectss â€Å" Cultural Activities â€Å" ? ? ? ? ? ? ? ? Multiculturalism-nourish the roots of your culture Cultural activities are inseparable part of LPU life. With national level artists among the students, LPU takes pride in hosting the finest cultural activities. Students may use various platforms To learn basic skills in routine activity of respective clubs. To hone skills towards professionalism under proficient instructors in special sessions conducted by c lubs. To attend professional workshops under international and national exponents and get selected for participation in AIU/National Youth Competitions. â€Å"The Department of Cultural Affairs runs various clubs which include: Theatre Club Dance Club Music Club Literary Club Fine Arts Club Sports Activities We constantly endeavour physical development of our students along with their intellectual development. Towards it, sporting activity is undertaken by students as a recreation & stress buster, competition within university for learning games & formal play or honing better skills to represent the University. Sporting Facility is spread in the campus with over 40 playgrounds that are concentrated in four different sports venue with a separate venue for the girls next to the girl's hostel. Majority of these are located close to the hostel accommodation for convenience of the students.To facilitate sports activities, Department of Sports runs various sports clubs registration for w hich is open to the students. Club of each game has a number of strings that provide playing facility of playing with players of same level of skills. One game can have as many as 20 strings. Watchful eyes of coaches during routine games afford you an opportunity to move up the ladder of these strings and even become a member of the LPU team. Various clubs running under the Department of Sports are: ? ? ? ? ? ? ? Cricket Hockey Football Basketball Handball Volleyball Badminton ? ? ? ? ? ? ? Chess Table-tennis Athletics Yoga Judo Lawn tennis Boxing ? ? ? ? ? ? ? Kabaddi Kho – kho Teakwondo Weight Lifting Power Lifting Softball BaseballA student can pursue sports from amusement viewpoint, can learn basic skills and participate in hostel tournament or hone advanced skills to participate at school level with the probability of selection to be part of the two elite teams for each sport namely LPU-A and LPU-B teams those are continuously nurtured in a professional manner. Cultural and Sports Events Various platforms that are available for cultural and sports activities are as follows: Inter-hostel Competition Intra-School Competitions Inter-school Competition Inter-University Competition Student Empowerment Student Organizations Cell A Student Organization is a student body initiated, managed and run by the students of the University.It comprises of a group of University students associating with each other and sharing and pursuing common interests. These are independent and not related to student Clubs those are entities managed and run by the University administration. A student who feels the need of forming a new Organization can become a promoter and apply for the same by following guidelines given in the ‘Manual for Student Organization' available on UMS and pursue the case till approval of the Organization. Student Organizations are presently divided for administrative and logistical convenience into seven categories. 1. Academic & Education 2. Pe rforming arts I: Dance and Singing 3. Performing arts II: Theatre 4. Social Service 5.Hobbies and Recreation 6. Publication 7. Journalism and Public speaking At present 15 Student Organizations are running under the aegis of Student Organization Cell. Community Services Cell The University believes that the students should understand their social responsibility and help the society, especially unprivileged classes and masses. To act upon this, University organizes activities like Blood Donation Camps, Computer awareness & Training Program, Technical Skill up gradation programs, AIDS awareness program and Career Counselling. This cell consists of four verticals namely: 1. National Service Scheme 2. National Cadet Corps 3. Local Engagement Programs 4.Liaison with External Agencies The Community Service Cell is the one of the latest student driven initiatives by LPU. It aims to contribute to the society in a meaningful manner by utilizing the managerial expertise and skills of the stud ents for the benefit of deprived section of society. Community Service Cell is committed to building ties with NGOs, voluntary non-profit organizations, and government institutions and corporate, which act as catalysts for social change. We envision ourselves as offering voluntary services and eliminate the inequality caused due to social, economic, racial, and cultural differences in the society for doing useful social work. Student Employment CellThe Student Employment Services provides opportunities to the students to earn while they are learning through the part-time jobs thus preparing them to shoulder professional assignments with relative ease. Part-Time student employees will be working as Library Assistants, Computer Service Assistants, Data entry Operators, Project/Lab Assistants, Assistant Coaches/Trainers, Campus Guide, Tele-Support / Call Centre Assistant, Career counsellors etc. In Academic year 2010-11 around 200 students were provided opportunities to work as Student Employees. For any further information regarding the above mentioned cells visit Block – 13 (Room-208) Student Project Cell Student Project Cell with its preamble of â€Å"Originative.Creative. Innovative. † and the primary objective of student empowerment is a unique centre of Informal Skill Development where all activities are planned, managed and conducted by the students. It has two functional areas: 1. Student self-initiated projects 2. Lovely Youth Capital Student self-initiated projects: Student self-initiated projects are the projects that are initiated by a student or a group of students. Student Project Cell guide, mentor and facilitate all activities required for the physical realization of the project like formulation of group, segregation of resources- financial, tangible and non-tangible, etc. and conduct of projects.The student self-initiated projects has multi dimensions and covers all the fields of events/ workshops/ seminars/ celebrations/etc. in aca demic, technical and non-academics as well. Lovely Youth Capital: Lovely Youth Capital (Society for the Promotion of Artistic Culture, Literature, Journalism and Technical Proficiency) is a Society maintained for the promotion of informal accomplishments. The basic objective of the Society is to dig into and explore hidden talent by reaching the unreached students and counsel them realize the talent that persists in them. It has six functional areas: 1. Literature, Journalism and Publications 2. Music, Arts, Dance and Theatre 3. Film Production and Studio Works 4. Rastriya Manak Hindi Bhasha Samiti 5.Technical Proficiency 6. Photography Lovely Youth Capital organizes 20-30 high magnitude open Intra University events in the fields mentioned above every semester. Student Entrepreneurship Projects Student Entrepreneurship is a platform for students to recognize and utilize their skills in identifying opportunities and creating innovation in business. This initiative is about students, their choices and actions in starting, taking over or running a business. This provides opportunity to students to turn an idea into business or a business into successful venture and helps them to build confidence to take risk and taste the independence and self-realization.Various student entrepreneurship projects are entertained under the supervision and guidance of officials and experts in the field. A student or a group of students may submit proposal to open a entrepreneurship venture within University. For getting any information related to cultural, sports & other clubs or students Organisations, students are free to walk in to the Division of Students Affairs, Block 13 Room no. 201 or may give a call at 01824-510311. Residential Services The Social life in hostels constitutes an important part of the learning experience on campus. The Hostel is the centre of academic, social, cultural and medical activities.Hostel life provides students with opportunities to interact with e ach other in harmonious environment which develops respect, cooperation and sense of responsibility. The hostel environment can also help students to discover their talents, increase their emotional maturity, and acquire social skills. All residents of student hostels are members of the hostel community and should actively participate in hostel functions and help to promote an ideal environment. The University provides residential services that has semblance with the peace and comfort of the home. Apart from the basic facilities, University hostels provide: ? available for students. ? Warden. ? Internet connectivity through Wi-Fi system is available free of cost. Common Study Rooms are available in various hostels blocks.Cloak Rooms are available in various hostel blocks. Proper security checks at each hostel for the safety. Online leave process & when student check out a massage will forwarded to parents contact number. Bank & ATM facility (In campus and hostels) for money transact ion is available in Campus. When the Sweepers are cleaning the room you must supervise the cleaning. You can also hand over the keys to the warden for getting it cleaned in case you have a class. Use of electric items like heater, irons, audio players, tea maker and coffee makers etc. are not allowed. 150 units of electricity are free of cost, the unit exceeding 150 are charged, as per actual.The resident shall not remove any fittings from any other room and get them fitted in his/ her room. All resident are required to carry their valid identity cards issued to them by the University. ? ? ? ? ? ? ? ? ? ? RULES: ? Laundry facility with most modern machines is Avoid quarrel or Altercation with the hostel staff. Necessary complaints can be lodged with the Hostel Student Committees The hostel committees are formed to safeguard the best interests of the hostel residents. It is an attempt to enable student's participation in University affairs. Division of Hostels in order to maintain pr oper functioning of all of its elements has carved the concept of various Committees each looking at separate issues. It promotes a dual function.On one hand it smoothens the functioning of the hostels while on the other hand it ensures active participation of the students as the authority is delegated to them. There are different committees that are functional in the hostels and hence ensure better functioning of the entire machinery. The various committees are: ? Aim of Hostel Student Committee : The aims of forming Hostel Student Committees are: ? To uphold democratic and egalitarian values and strive towards intellectual excellence. To Involve Students in University affairs. To promote Esprit-de-Corps. To help students discover their hidden skills. To train students in organizing and management of events.To inculcate leadership qualities. Help the management in helping the students. To ensure that the facilities given by the management reach the students. To inculcate the sense of self discipline. ? ? ? ? ? ? ? Activities Conduct team: This team will consist of at least one representative for each of the following areas of activities ? ? ? ? ? Academic/ co-curricular Cultural Activities Sports Activities Literary Activities RMS: Iin case you have complaints regarding maintenance of furniture, fixture, cleaning, carpentry, plumbing, electricity, any type of complaint regarding hostel problem etc. the same can be entered online from your laptop and put up to RMS.In case you face any problem during your stay in hostel you can contact Office of the Division of Residential Services, Block – 27 Room No. -202, at 01824- 500888 (0800 hrs – 2000 hrs). ? ? ? ? ? Local Engagement and Entrepreneurship Designing, Decoration and Maintenance Team Marketing, Sponsorship and Publicity Team Discipline, Safety, Security and Medical Team Content Development and Database Management Team Hospitality and Mess management Team ? List of Warden Staff of Boys Hostels H OSTELS BH-1 A B C BH – 2 A B BH-3 A B C BH – 4 A C, D & E BH – 5 A B C BH-6A B Staff Resident OFFICE LOCATION 43 43 43 43 43 46 46 46 47 47 51 51 51 52 52 D1D2D3 DESIGNATION Dy Warden (Offg W) Warden Asst. Warden Warden Warden Warden Warden Dy. Warden Warden Warden Dy.Warden (Offg W) Dy Warden (Offg W) Dy Warden (Offg W) Warden Warden Warden E-Mail bh1. [email  protected] co. in bh1. [email  protected] co. in bh1. [email  protected] co. in bh2. [email  protected] co. in bh2. [email  protected] co. in bh3. [email  protected] co. in bh3. [email  protected] co. in bh3. [email  protected] co. in bh4. [email  protected] co. in bh4. [email  protected] co. in bh5. [email  protected] co. in bh5. [email  protected] co. in bh5. [email  protected] co. in bh6. [email  protected] co. in bh6. [email  protected] co. in staff. [email  protected] co. in CONTACT PERSON Amit Kumar Gaurav Manjinder Pal Suresh Kumar UP Sharma B. S. Rana Chamkaur Singh Chamkaur Singh Gurpreet Singh Ashok Kr Sharma Tarwinder Singh Davinder Prashar Davinder Prashar Shiv Kumar Gurwinder Singh Rounak Singh Munjinder Pal Singh CONTACT NO. 878426860 9780005942 7508182896 9876015107 9780036433 9780036434 9780036434 8054540426 9915020440 9915710553 9915020442 9915020442 970036529 9501110436 9915020436 9780005942 List of Warden Staff of Girls Hostels New Hostel GH-1 GH-2 GH-3 GH-4 GH-5, A GH-6A GH-6B OFFICE LOCATION 9 10 11 12 21 21 21 DESIGNATION Sr. Warden Sr. Warden Warden Warden Warden Warden Warden gh6. [email  protected] co. in gh6. [email  protected] co. in E-Mail [email  protected] co. in [email  protected] co. in [email  protected] co. in gh5. [email  protected] co. in CONTACT PERSON J. KNarang J. KNarang Gauri Thakur Usha Batra Reenu Sharma Reenu Sharma Reenu Sharma CONTACT NO. 9876644335 9876644335 9915020444 9915020443 9876740090 9876740090 9876740090Safety & Security Safety and Security Our students are very important and esteemed members of the University. Hence, we are committed to ensure their safety and security during their stay in the campus. To provide students with a safe and secure environment within the Campus, the Division of Security and Safety ensures that:? No student is permitted to use Alcohol, Drugs and Smoke within the University. ? Ragging free environment in the campus. ? Extensive Security Patrolling is carried across the campus by day and night. ? The entire campus is covered by CCTV Electronic surveillance. ? Special and Separate security is provided for Boys and Girls Hostels. A competent Fire staff and Fire Safety measurements are enforced. Security Advice to the Students There are certain measures/ precautions which every student needs to take to ensure that his/ her belongings are safe and there is no loss of property and information. The University cautions students to:? information like ATM pin numbers, Bank Account numbers, laptops passwords, cell phone data, RMS account etc. to anyone. ? While using social networking sites, do not disclose any significant information to others. Do not misuse information on the internet. Report any unscrupulous phone calls/ messages from unknown numbers to the Security Office immediately.Wear your UID cards when inside the campus. Lock your hostel rooms and keep all the valuable material like laptop, mobiles and wallets in their personal cupboards duly locked. Do not keep any cash in the rooms and instead avail the Banking/ ATM facility. Do not keep any gold ornaments and other valuables in the hostel rooms. Do not to lend valuable items like Laptops, mobiles etc. to any friend or strangers. Do not disclose your important personal ? ? ? ? ? ? ? Hostel Security Issues The students are advised to first approach their Hostel Warden Staff for any assistance. If the problem still persists, then he/ she should contact the nearest Security Office.The Campus Security Issues The students are advised to first approach their Academic Block AO for assistance. If the problem still persists, then he/she should contact the Main Security Office. All complaints will have to be given in writing to the Security Office. Students Entry and Exit from the University For better management of discipline and traffic within the University, Students Entry/Exit will be controlled from Main Gates 1 A, 1 B and 1 D only. Main Security Numbers: Security Office Gate 1 A Gate 1 B Gate 1 D Reception Gate 1 A Fire Safety Office 01824-500857 01824-501211 01824-510100 01824-501212 01824-510109 01824-510312 IMPORTANT SECURITY OFFICIALS Sr.SO Security Sector -1 DSO ASO SO Security Sector – 2 ASO ASO ASO 98784-26874 97800-36409 97800-36406 97800-36458 75081-83817 97800-36430 97800-05947 CSO CSO 97800-05945 Security Sector – 3 & 4 Sr. SO DSO ASO ASO 98766-44331 97800-36402 97800-36426 97800-36423 Health Services Campus Hospital Round-the-clock access to comprehensive primary health care services is available within the campus. T he University Hospital is: ? Run and managed under the guidance of qualified and experienced doctors. ? Supported by multidisciplinary staff comprising of resident medical officers (RMOs), specialists, physician assistants, medical lab technologists, nurses, dietician, psychologists, physical therapists, health educators, and administrative and technical personnel. ? Backed by a modern diagnostic centre ?Fully-equipped with dedicated ambulances to facilitate swift medical service in case of any emergency. Services Provided ? 24 hour Chemist Shop (24x7x365) ? Medical Consultation and Day Care Admission ? Medical Lab Investigations (Blood, Urine, etc. ) ? Oxygen & Nebulization ? Free ambulance service for shifting emergencies within or outside the campus ? Clinical laboratory for various investigations Facilities available ? General Medicine ? General Surgery ? Eye Consultation and Eye Testing ? Dental Consultation and Procedures ? Gynae Consultation ? ENT Consultation ? Ayurvedic Con sultation ? Psychological Consultation Physiotherapy Clinic ?The Physiotherapy clinic at LPU campus offers effective rehabilitative treatment to the patients, from within and outside the University, by specialized physiotherapists in 12-bedded OPD. This clinic is fully equipped with latest high quality electro diagnostic and electrotherapeutic modalities made for the treatment for common problems like: ? ? ? ? ? ? ? Arthritis Back Pain Knee Pain Slipped Disk Cervical and Lumbar Spondylitis Sports Injuries and many more Counselling and Psychological Support System (CAPSS) Health Services In case of any emergency during college hours a student can approach Administrative officer of his/ her school for medical assistance.In case a student is in hostel and requires medical assistance the warden can be approached. For availing ambulance facility a student can call 01824-501227 or 01824-501223. Alternatively, Resident Medical Officers (RMO) can also be contacted at: RMO I RMO II RMO III R MO IV RMO V 9878426880 9780036450 9780036429 9876015109 9872027634 The University offers CONFIDENTIAL and FREE professional counselling and psychological support to our students. Counselling/ Psychological support is kind a professional relationship between a trained/ well qualified Psychologist and a client, in which special assistance is provided to the client to deal with their behavioural concerns/ issues/ conflicts/ problems.CAPSS is focusing on timely help to the students to ease their psychological distress. By utilizing our services, students can learn to manage their personal problems and situational crises effectively, and can learn strategies to cope with academic stress and develop self-awareness, personal responsibility and skills for lifelong learning. Certain signs to watch out for, where you may need CAPSS Services ? ? ? ? ? ? ? ? ? ? ? Feeling homesick. Not able to manage with your work load and time. Feeling lonely and sad. Experiencing problems in relationships. U nprovoked anger and hostility. Feelings of inferiority. Feeling helpless or hopeless. Despite best efforts unable to adjust. Feeling stressed up most of the time.Deterioration in quality of work. Often feels shy and self-conscious. ? ? ? ? ? ? ? ? Feeling no sense of belonging. Thoughts about harming your own self or others. Feeling lack of concentration and confidence. Excessive fatigue and sleep disturbances. Experiencing constant anxiety, irritability or tearfulness. Lack of communication skills. Don't have any life goals or aims. Lack of self-control etc It is normal if you ever face any of the above mentioned signs. We all go through such phases in our lives when we feel that we are not equipped enough to help ourselves on our own. In such cases â€Å"IT IS WORTH TO SEEK HELP . † SERVICES OFFERED ? ? ?Individual counselling: It is one where one to one interaction is held between you and a psychologist; you get an opportunity to express out your concerns freely and to dis cover ways to implement positive solutions. Group counselling: It is one where a common concern of more than one student is taken care of for their better performances. Psychological Testing: It helps you to assess your aptitude, interest, I. Q. levels and other behavioural traits which can be put to optimum use of decision making for better future concerns. ? ? ? Consultation with CAPSS to get advice about how to handle minor conflicts with others related to hostels or classes and for getting someone to CAPSS.Psychiatric/Clinical helps at times when medications are helpful in treatment of psychological distress. Services of a Psychiatrist are provided to evaluate the need for medication. Workshops As per the demand of students CAPSS also provide workshops and training on timely psycho-educational topics. CAPSS services are opened from 9 AM to 8 PM in Campus Hospital Campus Hospital Location, Block 8. Apart from hospitals within the campus, the other hospitals in Jalandhar are Guru Nanak Mission Hospital, Patel hospital (backside hotel Skylark), Satyam hospital, kidney hospital, Tagore hospital, NMR scanning care, Mann scanning care, BS Diagnostic lab (near APJ School), Vikram Sood for skin.In Phagwara some good hospitals are Gandhi hospital, Civil hospital. We strongly encourage our residential students to refer the campus hospital first instead of going to hospitals outside. The details of the RMO's, timings of the specialists and their contact numbers are given on the UMS under the tab â€Å"Campus Hospital†. STUDENT Uni-Center Student Uni-Center (a Shopping Mall) is of 20 sq feet in area with 7 stories/floors, where one can shop all his/her daily needs under one roof itself. Student Uni-Center is a shopping mall within the university campus that is blending in a modern, cutting edge shopping experience with the irresistible charm for the brands and services it offers.The Student Uni-Center basically provides various facilities under one roof. It has Lovely Wannabuy, an undertaking of a Lovely Corporations and various other brands hood under various heads. Level wise briefing of the Student Uni-Center Lovely Wannabuy have following sections under it which will make you shop anything or everything under one roof. Following are the sections: Other Facilities: Recharge Facility and ticket bookings: It includes mobile recharges and air/bus/railway reservations. Flexi- Payment Facility: You can pay either by Cash or Swapping Credit/Debit Cards of any Bank. Banking Facility: State Bank of Patiala and Bank of India are operational in the Mall itself.ATM Facilities: There are a number of ATM outlets of different Banks, SBP Bank Of India, Orient , Bank of Commerce. Visum This particular section is related to ocular where you can find frames, shades, lenses and for each category huge variety is available. This section deals in Mobiles, their sale/ purchase only. This section of Unicentre is dealing in providing fast moving consumer goods that will cater your daily needs like food items, non-food items, and beverages. Sports items under Mascot section and Stationary items like pen, markers, notebook, diaries, variety of colors etc. under offprint This covers Women Cosmetics. WigiTech NextDoor Level 1 Level 2Lovely Wannabuy Shops related to Mobiles (sale/ purchase repair), Accessories, Banks (Bank of India, State Bank of Patiala) and Handloom Shops related to Apparels (Men/ Women) Fitness Center In future we are planning to open a food court MassCott and Offprint Cultus Level 3 Level 4 Level 5 & 6 RoostCentre This deals in the furnishing items like bed sheets, pillow covers etc. Household Items It includes crockery, dinner sets, different types of mugs and utensils. Support Services Eating & Shopping Banks Post Office A full-fledged post office has been opened at the University campus by the postal department of Govt. of India to cater to all relevant needs of students and staff like Mail , Parcel , Speed post , Mone y transfer , Banking Services etc. LPU houses a Campus Cafe and a number of other eating joints offering delicious food and superior services.Other facilities available in the Campus are Parlour/ Salons (separate for boys and girls), Boutique, Sports goods shops, Shoes shops, Computer cafe, Book stores, Stationery cum tuck shops, Photoshop and printer service, Laptop, mobile and other accessories shops etc. The University offers extensive banking services within the campus premises. There are fully functional branches of following banks in the University Campus: Name of Bank State Bank of Patiala Punjab National Bank Oriental Bank of Commerce Bank of India Location Block 15 Block 4 Block 2 Block 15 Timings 10 AM 4 PM 10 AM 4 PM 9:45 AM4:45 PM Ph. No. 97795-86338 01824-241315 01824-502360 10:00AM01824-240840 4:00 PMA Student requires the following to open a bank account: ? Account Application stamped by HoD/A. O/Warden. ? Two Passport size current photographs ? Campus Identity Card ? Any one Identity Proof like License, Ration Card, Voter Card etc. Eating & Shopping Joints in Campus Canteens Campus Cafe-Block-2 GH-1 Hostel Shopping Complex GH-3 Hostel Shopping Complex Block-26 Terrace Block -27/28 Terrace Block -28/29 Terrace Food Court cum staff dining Hall(Block-32 Level-1) GH-5 Hostel Shopping Complex BH-1 D3 Level-2 Food Court Ice-Cream Block 1 Campus Cafe-Block-2 Block 2 Parking Architecture Block Polytechnic Block Central Point LPU Near Block 28 Food Court Level-1 Block-32 LPUBetween Block-32/33 Near GH-5 Near LSB Near LIE BH-1 D3 Food Court BH-2 Near BH-2 Book Shop Near Campus Cafe (Block-2) Photocopier LIM LIT Basement Architecture Building at level-4 New Architecture Building Polytechnic Block-6, Room No. 206 GH-1 Hostel Shopping Complex Media-Block-14 Block-16 at level-1 Block-26 at level-2 Block-27 at level-2 Block-28 & 29 at level-1 Block-30 (CAD level-1 & 3) Food Kiosks Block 1 Block 2 Parking Near Campus Hospital Central Point Between Block-26/27 Block-28/29 Near Block-33 Block 14 LIE BH-2 Stationary-Cum-Tuck GH-1, Hostel Shopping Complex LSB block-20 LPU Block-26 LPU Block 28 LPU Block 33 LPU Block-34 GH-5 Hostel Shopping ComplexBlock-33 at level-1 Block-34 at level-1 GH-5 Hostel Shopping Complex LSB3 at level-2 LIE at level-1 BH-1 (C) near Warden Office BH-2 (A) near Mess BH-4 (C) near Entrance BH-5 near Wardens Office Fruits/Juice Shop Block 2 Parking Central Point Block-26/27 BH-2 Eating & Shopping Joints in Campus Computer Cafe GH-1 Hostel Shopping Complex LPU-28 GH-5/6 Mobile, Service and Accessories LIT Parking Central Point BH-2 Super Store Near Campus Cafe (Block-2) Laundry Collection and Delivery Counters BH-1 D3 Laundry BH-2 (A) GH-1 Hostel Shopping Complex GH-3 Hostel Shopping Complex GH-5 Hostel Shopping Complex Parlour/ Saloon GH-1 Hostel Shopping Complex GH-5 Hostel Shopping Complex Boys saloon (BH-1 A Block) BH-2 (A) near Mess Boutique Boutique (GH-1 Hostel Shopping Complex) Garments/Uniform/ShoesReady made G arments (Beside Auditorium) Above Super Store Tracer's Show Room (Near Architecture Building) Bank /ATM Near Campus Cafe LIT LIT level-2 GH-1 Hostel Shopping Complex LPU Shopping Mall LPU shopping Mall (Block-15) (Shop No. 208-209) Block-31/32 LPU Blocks, BH, LSB, GH & LIT parking GH-5 Hostel Shopping Complex BH-1 BH-2 News Papers Between Block-26/27 Near LSB Courier/Speed Post Services Near Campus Cafe Block-27 at level-1 How to Reach us? Once you decide to get here, you'll find that Jalandhar is extremely accessible from just about any destination. It is easily accessible by road as well as rail; well connected with Delhi and Amritsar, both cities being equipped with International airports.Main trains from Delhi to Jalandhar are Shatabdi, Jammu Tawi Express, and Rajdhani etc. 0 km from Chaheru Railway Station 3 km from Municipal limits of Jalandhar City 5 km from Phagwara 7 km from Phagwara Railway Station 7 km from Jalandhar Cantt Railway Station 15 km from Jalandhar City Railway Station 41 km from Hoshiarpur 45 km from Ludhiana City 80 km from Amritsar City 112 km from Pathankot 130 km from Chandigarh 219 km from Jammu 350 km from Delhi KAPURTHALA NAKODAR AMRITSAR JALANDHAR BAIN BRIDGE VILL MEHARU LOVELY PROFESSIONAL UNIVERSITY G. T. ROAD JAMMU PATHANKOT HOSIARPUR CHAHERU RAILWAY STATION CHAHERU RAILWAY BRIDGE NATIONAL AIRPORTSSahnewal Airport, Ludhiana Chandigarh Airport, Chandigarh VILL HARDASPUR PHAGWARA NURMAHAL BANGA NAWANSHAHR CHANDIGARH INTERNATIONAL AIRPORTS Raja Sansi International Airport, Amritsar Indra Gandhi International Airport, Delhi GORAYA TEMPERATURE The temperature in the District has the flavours of both summers and winters. Being a resident of Jalandhar ,a student can enjoy the variation in weathers Month March – July August- October November- February Max Temperature 44 degree Celsius Moderate 13 degree Celsius Necessities Umbrellas, Cotton Clothes Umbrellas, raincoats, cotton clothes etc. Woollens, Warmers, Socks and Shoes PHI LLAUR LUDHIANA G. T. ROAD AMBALA DELHI (Not to Scale)Jalandhar LPU About Jalandhar Jalandhar is a city in Jalandhar District in the state of Punjab, India. It is located 144 km northwest of the state capital, Chandigarh. It was known as Prasthala at the time of the Mahabharta and as Jullundur in British times. Jalandhar is another name of Lord Shiva. Jalandhar city is famous for international sports market, surgical goods and leather tool pouches. About Phagwara Phagwara is a city and a municipal council in Kapurthala district in North India, in the central part of the Punjab. The city is internationally recognized because a large amount of NRI (Non-resident Indian) population belongs to this city.Phagwara is the main industrial centre in the Kapurthala District because of its good location on the national highway. This city has many different types of manufacturing industries, the main ones being textiles, auto components, machine tools and agricultural implements as well as agricu lture services. About Amritsar Amritsar historically also known as R md spur and colloquially as Ambarsar) is a city in the north-western part of India. It is the spiritual center for the Sikh religion and the administrative headquarters of the Amritsar district in the state of Punjab. It is home to the Harmandir Sahib (referred to as the â€Å"Golden Temple† in the western media), the spiritual and cultural center for the Sikh religion.This important Sikh shrine attracts more visitors than the TajMahal with more than 1, 00,000 visitors on week days alone and is the most popular destination for Non-resident Indians (NRI) in the whole of India. The city also houses the Sikh temporal and political authority, Akal Takht, as well as the Sikh Parliament. The main commercial activities include tourism, carpets and fabrics, farm products, handicrafts, service trades, and light engineering. The city is known for its rich cuisine and culture and for the tragic incident of Jallianwala Bagh Massacre in 1919 under British Rule. Amritsar is home to Central Khalsa Orphanage, which was once a home to Shaheed Udham Singh, a prominent figure in the Indian independence movement.Sri Guru Ram Dass Jee International Airport, has more than 100 domestic and international flights during the week with daily connections to Delhi, Chandigarh, and Jammu in India and international flights to London Heathrow, Doha, Ashgabat, Tashkent, and Toronto. The city is also close to Lahore Airport on the Pakistani side of the border, but has no direct flights to Lahore. About Ludhiana Ludhiana (also Ludhyana) is a city and a municipal corporation in Ludhiana district in the Indian state of Punjab. It is the largest city in the state, with an estimated population of 1,613,878 in 2011. The population increases substantially during the crop harvesting season due to migration of laborers from states like Eastern Uttar Pradesh, Bihar, Orissa and Delhi. It has an area of about 310 km?. The city sta nds on the Sutlej River's old bank, 13 km south of its present course.It is a major industrial center of northern India. Ludhiana is a well-known NRI district of Punjab with a large population living abroad in Canada, and the U. S. Ludhiana is famous for Industrial goods, Machine parts, Auto Parts, house hold appliances, hosiery and garments. Ludhiana is Asia's largest hub for Bicycle manufacturing and produces more than 50% of India's bicycle consumption of more than 10 million per annum. Ludhiana also produces 60% of India's Tractor parts and a large portion of Auto and two-wheeler parts. Many parts used in German cars like BMW and Mercedes are exclusively produced in Ludhiana to satisfy the whole world requirement.It is one of the largest manufacturers of Sewing Machines. Hand tools and precision industrial equipment is another specialty. In the Hosiery industry Ludhiana is famous all over India for its Woolen sweaters and cotton t-shirts. In fact most of the top Indian woolen br ands like Monte Carlo are based in Ludhiana Academic Calendar for session 2012-2013 (For all Full Time Programmes except B Pharmacy and Programmes offered in LFAD ,Education and Physical Education ) AUTUMN TERM (Term I) Two week pre-term for freshmen of MBA(Honours) Induction of Freshmen and start of classes Evaluation of Summer Training for continuing Engineering students (wherever such training is applicable ) e. g.Batch 2009 – B Tech, B Tech-M Tech and B Tech-MBA ) Evaluation of Summer Training for continuing students of the Discipline of Management (wherever such training is applicable; including Commerce and Economics; and also students of programmes integrated with MBA e. g. B Tech. -MBA, B Pharm. -MBA etc. ) Commencement of classes for all continuing students Registration for backlog courses Commencement of Classes of freshmen of M. Phil. and Ph. D. programmes Last date for applying for reappear examination for immediate previous even term courses* Announcement of reap pear exam schedule for immediate previous even term courses Mid Term Examination (MTE) Resumption of Classes after MTE Bhartiya Vigyan Sammelan and Expo Inter School Cultural Festival Term Break for students Completion of Advance Registration for Elective courses (dept. electives, spl.Electives, OE & SSE) for Spring Term (Term II) of session 2012-13 Last day of classes End Term Examination ( ETE ) Winter Vacation for students Scrutiny of answer books (Term I 2012-13) by students Commencement of Classes of Term II of Session 2012-13 2012-13 W-Tu , 25 July-Aug 07,2012 M-M ,30th July-13th Aug,2012 M-W, Aug 06-08, 2012 M-W, Aug 06-08, 2012 Th, Aug 09, 2012 F-Sa, Aug 10-18, 2012 M, Aug 13, 2012 Sa, Aug 18, 2012 Tu, Aug 28, 2012 M-Tu, Oct 01-09, 2012 W, Oct 10 ,2012 Th-Su,Oct 11-14,2012 Sa-Su, Oct 20-21, 2012 M-W, Nov 12-14, 2012 Sa , Nov 10, 2012 Tu, Nov 27, 2012 Th-Sa, Nov 29 – Dec 22, 2012 M-Th, Dec 24 – Jan 03, 2013 F-Sa, Jan 04-5, 2013 M, Jan 07, 2013 Immediate previous even term courses would mean: For a 2006 batch (who took admission in 2006) student it would mean courses of term 12 Fo