Two Views Of Imperialism In The Twentieth Century History Essay

Two Views Of Imperialism In The Twentieth Century History Essay There were two countries that had a common link to imperialism. One was the country of India in 1907 and the other was the country of Uganda in 1923. These two countries had two separate responses to European imperialism. These two responses were written by two authors which had vastly different viewpoints on how imperialism was perceived throughout world history. These two viewpoints would later change the way society viewed imperialism. Bal Gangadhar Tilak, born in 1856 and died in 1920 was an Indian nationalist leader. He was educated in India and in London and admitted to the English bar in 1889. He practiced law unsuccessfully in India for two years. He was a journalist who utilized the newspapers to set forth his nationalist ideals. Bal Tilak was one of the most popular leaders of the early nationalist movement. He demanded self rule and was known as a man of action. The British feared him and described him as one of the most dangerous pioneers of disaffection and truly the father of Indian unrest. Bal Tilak used the belief system of the gurus M K Gandhi and Veer Savarkar. Lord Lugard was the one of the most important British colonial officials and a high commissioner for northern Nigeria. He later became the governor-general of Nigeria. In 1914, Lord Frederick Lugard, the governor of Britains territories in Nigeria, united the states in northern and southern Nigeria into a single colony. He worked in the administration of these two colonies and eventually formed the country of Nigeria. It was his work in these territories which led him to develop his theory of indirect rule. This fashion of rule, which emphasized working through native leaders and utilizing native social structures, became the official policy of British imperialism throughout the empire during the 1920s. There were also several similarities between the two authors and the country which they supported. One was that they both dealt with imperialism. The idea of imperialism is to rule over a people or a place through colonization, military power, economic or political power. It also is defined as the creation and maintenance of an unequal economic, cultural, and territorial relationship, usually between states and often in the form of an empire based on domination and subordination. The word imperialism comes from the term empire. Imperialism refers to the practice of domination of one country by another in order to expand territory, power and influence. It usually carries with it the idea of cultural superiority on the part of the imperialist, judging the way of life, traditions and beliefs of those colonized as inferior and worthy of replacement: Another similarity between the two documents is that both of these documents concerned nationalism. Nationalism was the common link between the two documents and their associated country, since both Lugard and Tilak envisioned a Nationalist society. They wanted Nationalism because it is a belief that creates and sustains a nation as a concept of a common identity for a group of humans. According to the theory of nationalism, it is the preservation of identity features and the independence of all people from the country are a common fundamental value. Naturally, where there are similarities there are also differences. These are some of the points in which the viewpoints of Lord Lugard are different than that of Bal Tilak. One difference is that the document written by Bal Tilak about India concerns the Indian National Congress. This was an Indian political party founded in 1885 and created by a group of English-speaking urban intellectuals. Its founding members proposed economic reforms and wanted a larger role in the making of British policy for India. was founded in order that educated Indians might gain something of a voice in the governance of their own country. By 1907, however, the Congress had split into a moderate group which sought dominion status for India, and a radical militant group led by Bal Tilak which proposed a system of self-rule. The Indian National Congress would be good for India once Britain rule was replaced by indirect rule. Another difference is the idea of indirect rule. The system of indirect rule, which Lord Lugard supported meant that it was the understanding of the British colonial method to rule through and by the natives. Although, they also had to submit to a higher authority, which in this case was Britain. He advocated that an indirect rule system had three major institutions. One was the native authority made up of the local ruler, the colonial official, and the administrative staff. The next was the native treasury which collected revenues to pay for the local administrative staff and services. The last was the native courts which supposedly applied native laws and customs. the supposedly traditional legal system of the colonized that was used by the courts to adjudicate cases. People in Africa previously had diverse types of government ranging from highly centralized states to stateless societies. As a result, indirect rule increased divisions between ethnic groups and gave power to certain men of higher authority that never had it before. This system operated with the association of already established political leaderships and institutions. The theory and practice of indirect rule is commonly associated with the emirates of northern Nigeria. The emirates had an established and functional administrative system and Lord Lugard simply adapted it to his own way of thinking. This was cheap and convenient. The attempts to portray the use of indirect rule as an expression of British administrative genius did not work. It was a realistic and frugal choice based partly on using existing functional institutions. This choice was also partially structured upon Britains unwillingness to provide the resources required to manage its vast empire. Instead, it developed the stubborn view that the colonized should pay for their own colonial control. Therefore, Britain gave the colonized the choice of indirect rule. In this disperse society, the system of indirect rule did not work very well because there was no single ruler. The Britis h colonizers who were unfamiliar with these new and unique political systems insisted that African natives should have chiefs. Imperialist ambitions in Africa were boosted by the expansion of competitive trade in Europe. The main aim was to secure commercial and trade links with African colonies and protect those links from other European competitors. Europe established trade relations with certain African colonies and promoted trade with these countries. European traders were at first not interested in expanding into the interior of Africa. As long as African rulers assured them of a supply of slaves from the interior, they felt no need to expand into the interior. The rapid expansion of industries made European countries look to Africa for a supply of cheap raw materials and slave labor. These two different responses to British imperialism may tell the reader more information about the colonizer. A colonizer is the people or persons that establishes a colony in another country or place. Africans resisted colonial rule from the outset but were not strong enough to defend themselves against European conquest. As a result, most of Africa was colonized. Only Ethiopia and Liberia remained free. Colonization was resisted as the local people tried to hold on to their land and freedom. In most cases this was unsuccessfull. The responses may also tell the reader more about the colonized people. To be colonized means to migrate to and settle in order to establish a colony or territory under the immediate political control of a state. Bal Tilak spoke powerful and accurately of India and summarized the feelings of the new and increasingly militant national movement. He said that the British rulers ruined trade, caused the collapse of industry, and destroyed the peoples courage and abilities. Under the colonial regimen, Tilak asserted that the country was offered neither education, rights, or respect for public opinion. Without prosperity and contentment, the Indian people suffered constantly from poverty and famine and the decimation of health. Tilak saw only one remedy which was for the Indian people to take political power. If the people did not have this then the Indian industry could not develop and the youth could not be educated. Therefore the country could not win social reforms or material welfare for the people. Tilak saw colonial rule as being unfavorable to Indias progress, and the contradictions between the British oppressors and the Indian people as being irreconcilable. Later societies within certain countries were able to understand the European imperial system by learning from past mistakes. In the late 19th century India was an agricultural society. Jute, raw cotton, tea and coffee were exported to Britain. Textiles and other manufactured products were imported from Britain to India. The Indian textile industry could not compete with cheap, mass produced British goods. However in the early 20th century Indian industries began to develop. It was still mostly a farming and agricultural country but this was beginning to change. At the same time Britain was in decline. In the mid-19th century Britain was the most powerful country in the world but by the end of the century other powers such as Germany and the USA had caught up. Britain was weakened by the first world war and continued to decline in the 1920s and 1930s. As Britain declined Indian nationalist feelings grew stronger. Indirect rule worked well in areas which had long standing centralized state systems such as chiefdoms, kingdoms, and empires along with their respective administrative and judicial systems of government. This meant that the African leaders could exercise authority at the mercy of European colonial officials. Thus the political and social restaints that tied them to their people in the old system had been broken. Some clever African leaders maneuvered and ruled as best they could. Others used the new colonial setting to become tyrants and oppressors, even though they were eventually responsible to the British officials. Imperialism takes the form of political control and creating economic dependence. In Europe, the period where imperialism coincided with growing nationalism and unification when previously divided political units were united under a single monarchy. An alliance allowed for empire building because people were gathered under a monarchy that claimed the right to rule them. Examples are German and Italian unification. Towards the end of the 19th century, imperialism became a policy of colonial expansion pursued by different European powers. The way that these two authors from separate countries defined imperialism was one of the ways that imperialism was assisted in the way it extended and became more prevalent globally after 1920. These are the ways in which these two documents have helped later societies to understand the European imperial system and the successive independence movements of the early twentieth century. Sources: Indian National Congress à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Infoplease.com http://www.infoplease.com/ce6/history/A0825112.html#ixzz1KeEizdAI Frederick D. Lugard. The Rise of Our East African Empire, 2 vols. Edinburgh and London: William Blackwood and Sons, 1:381-82. Bal Gangadhar Tilak. Bal Gangadhar Tilak: His Writings and Speeches. Madras: Ganesh and Co., 1923, pp. 56-65

Othello was Insane :: Othello essays

Othello was Insane Shakespeare's "Othello" is a prime example of a cleverly crafted tragedy. Othello himself has all the elements of a tragic hero: the personal grievance involving a friend and loved one, the tragic flaw (gullibility), the sacrifice of suicide. Othello's strong love for his wife and the love that Desdemona shows him by betraying her father shows the bond between the two of them. As a man Othello was honorable and noted with high regard around Venice, also a strong and great leader. Every great leader has much stress on him no matter how great the leader. The stress of battle, the jealousy, and the loss of honor are what drove Othello insane and this is why he hath killed his wife. Although the stress of battle was not mentioned in the play one could imagine the stresses put on a man with such stories of battle that Othello himself told Brabantio. "Her father loved me, oft invited me; /Still questioned me the story of my life/From year to year- the battles sieges, fortunes/That I have passed."(I, iii, 128-131) The numerous battles and the hardships of war wear a man down. The stresses of everyday things at work get to us but the stresses of battle must be and uncountable times worse. Othello seemed to be and was mentioned as a good leader with the respect of the Duke. The stresses of being a black man leading an army of white soldiers that might respect you as a leader but might not respect you as a human would affect you also. Othello seemed to handle the stresses of war just fine but with the jealousy added into his life by the most evil Iago's plot against him and Cassio was something that Othello had trouble managing. Othello was new to the married life and did not want to leave his wife behind so he left her in the hands of the "honest" Iago. "My life upon her faith! - Honest Iago, /My Desdemona must I leave to thee"(I, iii, 294-295). Iago caused the jealousy in Othello's heart and made it burn with such passion and with some false proof caused Othello to begin his break from reality. The honor lost by the rumor of a cheating wife was the straw that

Frogs :: essays research papers fc

Frogs are needed for everyday life. They are part of pond life. Each animal is important because even in the pond, there is a food chain. Frogs are amphibians, animals that spend half of their lives under water, and remainder on land. The first frog appeared in the early Jurassic period about 200 million years ago.   Ã‚  Ã‚  Ã‚  Ã‚  Frogs live on every continent except Antarctica, but tropical regions have the largest amount. Like all amphibians, frogs spend half their lives near water because they must return to the water to lay their eggs. Frogs live underwater mostly when the are growing up to be an adult frog and when they are laying their eggs. When they hatch under water they are tadpoles and the breath with gills and swim using a tail. As they mature they loose their tail and they develop to be able to breathe air. During an extensive period of heat, a drought, frogs can enter a period of damancy similar to hibernation called starvation. Most of the frogs live in tropical and semitropical regions, most species of frogs breed in the spring or in early summer. Although the different species my vary in size and color, mostly all frogs have basic body structure. They have large hind legs, short front legs and flat head and body with no neck.   Ã‚  Ã‚  Ã‚  Ã‚  Most frogs have teeth only on their upper jaw. Toads swallow their prey in one piece. To aid in the swallowing process, the frog’s eyes sink through the openings in the skull and force the food down its throat. Frogs eat insects, catching them with their long sticky tongue. They also eat small fish and worms. They also absorb concentrate to make them stronger, and toxins (poisonous substances) in their fatty tissues.   Ã‚  Ã‚  Ã‚  Ã‚  Since the 1980’s scientists have noted the decline of many frog species. People do not know for certain what has caused these declines. A possible factor is pollution, disease, habitat destruction, and acid rain. Another factor may be the thinning of the earth’s protective ozone layer, which allows more harmful ultraviolet radiation from the sun to reach the earth. Because frogs have thin, moist skin and an aquatic tadpole stage, they are easily affected by pollution and changes in the environment.

Writing as Healing :: essays papers

Writing as Healing Chapter five, Writing as Healing and the Rhetorical Tradition: Sorting Out Plato, Postmodernism, Writing Pedagogy, and Post-Traumatic Stress Disorder written by T.R. Johnson of the University of New Orleans describes the different views of how language helps a person who has encountered a traumatic experience overcome and heal. Chapter nine, Pathography and Enabling Myths: The Process of Healing written by Anne Hunsaker Hawkins of Pennsylvania State University discusses how personal writing, such as autobiographies and biographies, promote healing in regards to illness. Both of these two chapters speak about writing in regards to healing, but chapter nine speaks about a specific writing that tends to be more effective. Classical logotherapists believed that disease and illness inflicted a person in order to punish a person for something he/she had done. The illness was also viewed as a form of trauma that deformed one’s character by society of the classical era and healing of the illness restored one’s identity and moral purity. Healers used â€Å"verbal charms, prayers, and incantations† in order to drive out the demon that caused the illness from the infected person. Plato believed that healing occurred â€Å"in a plane of absolute, unchanging truths above and beyond the plane of lived experience.† In other words, Plato rejected the idea of that language could heal the diseased or traumatized person. Postmodern healers believe that healing occurs through â€Å"self-actualization† which occurs through writing, another form of language. They feel that writing will provide an insight to the individual and that insight will allow the healing process to begin. It is said that pathography allows a person to heal because one consistently remembers new details when one writes about a particular experience. The remembering of these details are imperative to the healing process because it not only allows the person to get through the experience by re-telling it also allows one to get beyond the traumatic experience. The healing process often occurs through writing an autobiography or biography because the writer soon begins to feel that others should learn from his/her experience, which bridges self-suffering and the outside world. Pathography demonstrates that healing oneself often involves reaching out to others, which writing does.

Mounties v. Cowboys Essay

1. Sarah Vowell reverses her friend’s assertion of Canada not being inspirational by writing about the Royal Canadian Mounted police, and how they are different from American cowboys who were taught to shoot any Indian that approached camp. The Mounties knew to avoid America’s problem with the western Native American tribes. She compares Canada’s one law for everyone to the America that always spoke of equal rights, yet they still have a lot of work to do about it. Although Canada may seem like a boring country that hasn’t really done much, it was actually a place of refuge for the north-west Native American tribes back in the day. The Indians called the border line between America and Canada the â€Å"medicine line†, and if they did not want to be shot at for approaching American settlers, that is where they needed to go. It may look like the Mounties haven’t done anything dangerous or victorious, but they are known for their fairness to Ind ians who seek refuge in their country, and that is how I see Sarah Vowell reversing her friends’ assertion that Canadian history â€Å"isn’t inspiring†. 2. I think Sarah Vowell was expecting her readers not to be so surprised that Americans don’t really think about Canada at all. Canada isn’t really considered a threat to America because it’s such a peaceful and harmless country. Sara vowell even mentions how Canada gained independence through polite meetings with Britain. Other countries would just go to war to gain their independence. If Canadians could gain their independence just for being nice and cooperative, what is there to worry about? People don’t really take Canada seriously anyway. Canada is like that one neighbor that never leaves the house, but is always happy and welcoming when people go to visit. So when an American says they don’t think about Canada at all, they mean it. 3. â€Å"Cowboys v. Mounties† is a Rhetorical mode compare and contrast essay. Sarah Vowell compares the Canada and America’s patriotism. She compares the Canadians who are so selfless and non-violent, to the Americans who are so aggressive and prideful. One way we know for sure that this is would be a compare and contrast essay is just by reading the title. It says â€Å"Cowboys V. Mounties†. Another way we know that this is a compare and contrast essay is by the way the Canadian woman asked an American man what Americans really thought about Canada. His response would later lead into the author  comparing two countries. 4. Sarah Vowell’s introduction strategy begins with relevant background material. She starts off her first sentence in all capital letters, and that definitely catches the readers’ eye. I like the way Sarah Vowell keeps her readers interested and curious through her opening sentence â€Å"CANADA HAUNTS ME†. Of course, people want to know how a very peaceful country could haunt someone. I think that the audience that Sarah vowell was trying or expecting to hook was the Americans, and that her whole purpose was to change their point of view on Canadian history and their country. 5. Sarah Vowell’s opinion in the sermon is similar to her ideas about American and Canadian culture in â€Å"Cowboys v. Mounties†. Just from synthesizing the article and quote from the book, we could tell that in general, Sarah Vowell thinks that the â€Å"peaceful and cooperative† America that everyone dreams of is actually Canada. In the quote and article, it looks like Sarah admires Canada for the way they handle things, like their fairness to everyone. It looked like she was trying to say that America needs to be calmer instead of being all aggressive, and that they need to start acting on things they always speak of. Both of these countries were under the rule of Great Britain and they both wanted independence. They just achieved it differently. America went to war and Canada went to meetings. I think what Sarah vowell is trying to say through her writings is that America doesn’t need to be so prideful and mean just to be a great country.

Fast food Essay

Advantages and disadvantages of fast food Food that is prepared and served quickly is termed as ‘fast food’. Fast food such as McDonald, KFC, Pizza Hut, Burger King and others already suits perfectly into the fast paced life of a modern era. There are about 400 KFC’s restaurant, more than 150 McDonald’s restaurant and about 50 Burger King’s restaurant in Malaysia. Despite all the debate about the advantages and disadvantages that fast food has, the industry is flourishing. The most evident advantage of fast food is that it saves time. At the end of a hard-working day, when one returns home all tired and hungry, there is nothing better than getting a ready meal such as pizza or burger. Besides time, cost saving gives fast food an edge over the meal prepared in the kitchen. If one lives alone, then it is cheaper to buy a meal at the supermarket instead of cooking it at home. Usually, fast food is higher in soya, fat, sugar, oil, fried meat, salt, cheese, mayonnaise and obviously calories. In fact, fast food is more unhealthy than home-cooked meals, because it contains higher amounts of unwanted nutrients like salt, fat and various types of additives (artificial chemicals). The disadvantage of fast food is it will cause obesity in population, high blood pressure, strokes and related diseases of the heart. Nowadays, fast food restaurant becomes a good place for youngsters to hangout with friends and peers. This is a factor that is making a number of families spend less and less time together. As a result, relationship between family members become bad. Fast food has its own pros and cons. If we making some smart choices while placing the order for fast food, we can definitely minimize the drawbacks of fast food. Salads are a smart choice. If you could choose between the fried and boiled options, order the boiled preparation. Avoid ordering carbonic drinks when you are thirsty, go for fruit juices, low-fat milk, diet soda.

Vikram Sarabhai Essays and Term Papers

MASTER OF COMPUTER APPLICATIONS (MCA) MCA/ASSIGN/III/YEAR/2012 ASSIGNMENTS Year, 2012-13 (3rd Semester) (MCS-031, MCS-032, MCS-033, MCS-034, MCS-035, MCSL-36) There are ten questions in this assignment, which carries 80 marks. Rest 20 marks are for viva-voce. Answer all the questions. You may use illustration and diagrams to enhance the explanations. Please go through the guidelines regarding assignments given in the MCA Programme Guide for the format of presentation. The examples, whenever asked to be given, should be different from those that are discussed in the course material.Question1: Using Insertion Sort, sort the following sequence in increasing (10 marks) order and do the analysis of the algorithm: 35, 37, 18, 15, 40, 12 Question 2: Write a pseudocode for divide and conquer algorithm for finding the position of an array of n numbers and estimate the number of key comparisons made by your algorithm. (10 marks) Question 3: Apply quicksort to sort the following list: Q U I C K S O R T (10 marks) in alphabetical order. Find the element whose position is unchanged in the sorted list. Question 4: Write Strassen’s matrix multiplications algorithm for obtaining the product of two matrices. 10 marks) Question 5: (i) Define DFS. Explain briefly how it differs from BFS. (10 marks) (ii) Write pseudocode for DFS and calculate its time complexity Question 6: Apply Kruskal’s algorithm to find minimal spanning tree with an example. (10 marks) Question7: Arrange the following growth rates in increasing order: O (3n), O (n2), O (1), O (n log n) Question 8: Using Principle of Mathematical Induction, prove that the sum 20 + 21 +†¦+ 2n is 2n +1 – 1 for all n ? 1. (4 marks) (6 marks) Question 9: Define Knapsack Problem and cite one instance of the problem. (5 arks) Question 10: Explain the essential idea of Dynamic Programming. How does Dynamic Programming differ from Divide and conquer approach for solving problems? (5 marks) 3 Course Code Course Titlle Assignment Number Assignment Marks Weightage Last Dates for Submission : : : : : : MCS-032 Object Oriented Analysis and Design MCA(3)/032/Assign/2012 100 25% 15th October, 2012 (For July 2012 Session) 15th April, 2013 (For January 2013 Session) There are eight questions in this assignment, which carried 80 marks. Rest 20 marks are for viva-voce. Answer all the questions.Make necessary assumptions where ever required. Please go through the guidelines regarding assignments given in the Program Guide for the format of presentation. Question 1: What is Object Orientation? Explain features of Object Oriented approach of system design. Why it is better than Structured approach of system design. (10 Marks) What is UML? Briefly explain, different UML Diagrams used for Modeling. Question 2: (10 Marks) Question 3: What is class diagrams? Explain how classes are identified in designing of an object oriented system, with the help of an example. (10 Marks) What is generalization?Explain how it is different from specialization with an example. Question 4: (10 Marks) Question 5: What is dynamic model? Also explain how it is different from object model. (10 Marks) Question 6: What is state diagram ? Differentiate between a simple state diagram and a composite state diagram. Draw state diagram for Railway Reservation System. (10 Marks) What is Bi-directional Implementation? Explain advantages of Bi- directional Implementation with example. (10 Marks) What is ternary association? Explain how ternary associations are mapped into tables with an example. (10 Marks)Question 7: Question 8: 4 Course Code Course Title Assignment Number Maximum Marks Weightage Last Dates for Submission : : : : : : MCS-033 Advanced Discrete Mathematics MCA(3)/033/Assign/2012 100 25% 15th October, 2012 (For July 2012 Session) 15th April, 2013 (For January 2013 Session) There are FIVE questions of total 80 marks in this assignment. Answer all questions. 20 Marks are for viva-voce. You may use illu strations and diagrams to enhance explanations. Please go through the guidelines regarding assignments given in the Programme Guide for the format of presentation.Question 1: (a) Using Karnaugh map, simplify X': A'BC'D'+ ABCD+ ABCD'+ ABCD' (5 Marks) (b) Describe Konigsberg’s 7 bridges problem and Euler's solution to it. B (5 Marks) (c) Show that the sum of the degrees of all vertices of a graph is twice the number of edges in the graph. (5 Marks) Question 2: (a) Let G be a non directed graph with 12 edges. If G has 5 vertices each of degree 3 and the rest have degree less than 3, what is the minimum number of vertices G can have? (5 Marks) (b) What is Graph Cloning? Explain K-edge cloning with an example. (5 Marks) c) Let f(n)= 5 f(n/ 2) + 3 and f(1) = 7. Find f(2k) where k is a positive integer. Also estimate f(n) if f is an increasing function. (5 Marks) Question 3: (a) Define r-regular graph. Give an example of 3-regular graph. (5 Marks) (b) f is bijective function with Ra nge of f as the (5 Marks) 5 (c) What are isomorphic graphs? Are the graphs given below isomorphic? Explain why? (7 Marks) a b 1 d c 3 4 2 (i) (ii) (4 Marks) (d) What is connected Graph? Construct a graph with chromatic number 5. Question 4: (a) Solve following recurrence relations i) = + n, =2 (9 Marks) sing substitution method ii) iii) 9 = (b) Write a short note on Tower of Hanoi Problem. How can it be solved using recursion ? Question 5: (a) Show that for subgraph H of a graph G ? (H) ? ? (G) (b) What is Divide and Concuer relations? Explain with an example? (4 Marks) (4 Marks) (4 Marks) (c) Find a power series associated with the problem where we have to find a number of ways to select 10 people to form and expert committee from 6 Professors and 12 Associate Professors. (4 Marks) (d) Tree is a Bipartite Graph† justify the statement with an example? (4 Marks) 6Course Code Course Title Assignment Number Maximum Marks Weightage Last Dates for Submission : : : : : : MCS-034 Sof tware Engineering MCA(3)/034/Assign/12 100 25% 15th October, 2012 (For July 2012 Session) 15th April, 2013 (For January 2013 Session) This assignment has one question for 80 marks. 20 marks are for viva voce. You may use illustrations and diagrams to enhance the explanations. Please go through the guidelines regarding assignments given in the Programme Guide for the format of presentation. Question 1: Assume that you are assigned responsibility of developing a Student Admission System (SAS).Admissions take place through various modes such as accepting applications by post, online etc. SAS should accept data from all modes and create a merit list for admissions to various programmes offered by the University. For developing SAS as specified above, (a) (b) (c) (d) (e) Which SDLC paradigm will be selected. Justify your answer. List the functional and non-functional requirements. Estimate cost Estimate effort Develop SRS using IEEE format (20 marks) (10 marks) (10 marks) (10 marks) (30 marks) 7 Course Code Course Title Assignment Number Maximum Marks Weightage Last Dates for Submission : : : : : :MCS-035 Accountancy and Financial Management MCA (3)/035/Assign/2012 100 25% 15th October, 2012 (For July 2012 Session) 15th April, 2013 (For January 2013 Session) This assignment has five questions. Answer all questions. 20 marks are for viva voce. You may use illustrations and diagrams to enhance the explanations. Please go through the guidelines regarding assignments given in the Programme Guide for the format of presentation. Question 1: From the following Trial Balance of Rama Nand Sagar, prepare Trading and Profit & Loss Account for the year ended 31st December, 2011 and a Balance Sheet as on that date:Dr.Balances Opening Stock Purchases Sales Return Carriage Inwards Carriage Outwards Wages Salaries Plant & Machinery Furniture Sundry Debtors Bills Receivable Cash in Hand Travelling Expenses Lighting Rent and Taxes General Expenses Insurance Drawings Rs. 20,000 80,00 0 6,000 3,600 800 42,000 27,500 90,000 8,000 52,000 2,500 6,300 3,700 1,400 7,200 10,500 1,500 18,000 3,81,000 Cr. Balances Sales Purchase Return Discount Sundry Creditors Bills Payable Capital Rs. 2,70,000 4,000 5,200 25,000 1,800 75,000 3,81,000 8 Adjustments:(1) Stock on 31st December, 2011 was valued at Rs. 24,000 (Market Value Rs. 0,000). (2) Wages outstanding for December, 2011 amounted to Rs. 3,000. (3) Salaries outstanding for December, 2011 amounted to Rs. 2,500. (4) Prepaid insurance amounted to Rs. 300. (5) Provide depreciation on Plant and Machinery at 5% and on Furniture at 20%. (20Marks) Question 2: Following are the balance sheets of a limited company as on 31st December, 2010 and 2011. Liabilities 2010 Rs. 2011 Rs. Assets 2010 Rs. 2011 Rs. Share Capital Reserves B. & L A/c Bank Loan (Long-term) Creditors Bills Payable 64,000 13,000 8,600 25,000 38,000 8,000 1,56,600 84,000 15,500 8,800 –34,000 8,500 1,50,800Goodwill Buildings Plant Stock Debtors Cash Bank 3,00 0 50,950 35,000 25,500 42,000 150 –1,56,600 2,250 48,000 43,000 18,800 36,200 180 2,100 1,50,800 Taking into account the following additional information, you are re-required to prepare funds flow statement and statement of changes in working capital. (a) Dividend paid was Rs. 6,000/(b) Rs. 3,600/- was written off as depreciation on plant and Rs. 2,950/- on buildings. (c) Profit on sale of plant was Rs. 3,000/(20 Marks) 9 Question 3: The following are the ratios extracted from the Balance Sheet of a company as on 31st Dec 2011. Draw up the Balance Sheet of the company.Current Liabilities Current Assets Liquidity Ratio Stock Turnover Ratio (Based on COGS) Fixed Assets Turnover Ratio (Based on sale) Gross Profit as percentage of sales Debtor collection period Working capital Shareholders Capital Reserve and Surplus 1. 0 2. 5 1. 5 6 2 20% 2 Months Rs. 3, 00,000 Rs. 5, 00,000 Rs. 2, 50,000 (20 Marks) Question 4: Critically examine the various methods of evaluation of capital budg eting proposals? Explain the significance and application of the technique of discounted cash-flow. (20 Marks) Question 5: What do you mean by receivable management? What are its objectives?Explain the dimensions of receivable management. (20 Marks) 10 Course Code Course Title Assignment Number Maximum Marks Weightage Last Dates for Submission : : : : : : MCSL-036 Lab Course MCA (3)/036L/Assign/2012 100 25% 31st October, 2012 (For July 2012 Session) 30th April, 2013 (For January 2013 Session) This assignment has three sections. Answer all the questions in each section. Section 1 and Section 2 are of 13 marks each. The lab records related to these sections also carries 13 marks each. Section 3 and lab records related to section 3 carry 14 marks each. Rest 20 marks are for viva voce.You may use illustrations and diagrams to enhance the explanations. Please go through the guidelines regarding assignments given in the Programme Guide for the format of presentation. SECTION 1: MCS-032 Qu estion 1: Ram and Shyam are starting a breakfast in a small town. They will have three bedrooms for guests. They want to develop software service to manage the reservations and to monitor expenses and profits. When a potential customer calls for a reservation, they will check the calendar, and if there is a vacancy, they will enter the customer name, address, phone number, dates, agreed upon price, credit card number, and room number(s).Reservations must be guaranteed by 1 day’s payment. Reservations will be held without guarantee for an agreed upon time. If not guaranteed by that date, the reservation will be dropped. i) Draw at least two use case diagrams and define all the classes. ii) Draw the Sequence and Collaboration Diagrams. iii) Draw the Class Diagrams. iv) Draw the State Transition Diagram. v) Draw the Component Deployment Model. SECTION 2: MCS-034 Question 1: An automobile dealer wants to automate its inventory. It can record all of the cars that a customer purcha ses. It records all repairs. It records all arriving shipments of repair parts.The dealer wants daily reports on total daily repairs, daily sales, and total inventory. This report is called â€Å"dailyreport. † The dealer also keeps track of all customers and potential customers that visit the dealership. The dealer also wants a monthly report showing all visits and purchases by customers listed by day of the month. The dealer also wants the ability to query about any customer or potential customer. (2 marks) (3 marks) (3 marks) (3 marks) (2 marks) 11 i) Develop the SRS by performing requirements study. ii) Identify various processes of the system and generate the DFD’s for the system.You may use any software to develop the DFD. iii) Design the ER diagram for the company and do the database design giving all the constraints. iv) Perform the detailed procedural design for any two processes. (2 marks) (2 marks) (2 marks) (2 marks) v) Create at least four test cases for e ach of the procedures designed in part (iv) (2 marks) vi) Suggest some security mechanism for the usage of the system with various privileges. (2 marks) vii) Draw the PERT diagram for the given set of tasks and dependencies. Complete the table showing the critical path and the slack time. 2 marks) SECTION 3: MCS-035 Question 1: Prepare Trading Account and Profit and Loss A/c of Mr. Sanyam and Balance Sheet from the following balances extracted from books for the year ending 31st March 2009: (14 marks) Trial Balance of Mr. Sanyam as on 31st March, 2009 Dr. Amount (Rs. ) 1,520 17,425 10,000 900 4,000 2,750 50 100 50 100 100 150 300 500 18,750 150 Cr. Amount (Rs. ) Particulars Cash Account Bank Account Machinery Account Furniture A/c Stock (1-4-2005) Purchase A/c Discount Allowed Repair A/c Cartage A/c Municipal Taxes Advertising A/c Rent A/c Salaries Bad debts A/c Capital Bad debts recovered A/c 2 Discount Received Sales Loan @ 12% p. a. Shyam Bros. 37,945 45 15,000 2,000 2,000 37,945 Following adjustment are to be made: (i) Salaries Outstanding Rs. 200, Prepaid Rent Rs. 50. (ii) Provide depreciation on machinery at 10%; write off furniture by 20%. (iii) Interest on loan has been due for one year and remained unpaid. (iv) Write off Rs. 400 which are not to be paid to Shyam Bros. (v) Provide interest on capital @6% p. a. for full year. (vi) Value of closing stock on 31. 3. 2006 was Rs. 8,000. 13