Saturday, 8 October 2016

HOW INDIA BECOME LARGEST DEMOCRATIC COUNTRY


India is the seventh largest (by area) and the second most populous country in the world, with roughly one-sixth of world's population, of about a billion and a quarter. India is one of the world's oldest civilisations, yet a very young nation. Under Mughal and Rajput control for much of its history until its colonisation by European powers in the mid-eighteenth century. The world's largest democracy by electorate was created after independence in 1947 under the leadership of its nationalist movement, the Indian National Congress.[1]

Elections to its Parliament are held once every 5 years. Currently, Prime minister Narendra Modi is the head of the government, enjoying a majority in the Parliament, while President Pranab Mukherjee, is the head of state. India is a constitutional republic governed under the world's longest written constitution, federally consisting of 29 states and seven centrally administered union territories, with New Delhi as the nation's capital.

The country has five national parties: Bharatiya Janta Party (BJP), Indian National Congress (INC), Communist Party of India (CPI), Communist Party of India (Marxist) (CPI(M)) and Nationalist Congress Party (NCP).[2] At the level of its states, many regional parties stand for elections to state legislatures, every five years. The Rajya Sabha elections are held every 6 years.

Democratic Principles

India is a Sovereign, Socialist, Secular, Democratic, Republic.
Sovereign means an independent nation.
Socialist implies social and economic equality for all Indian citizens. This guarantees equal opportunity and equal social status. The government attempts to reduce economic inequality by reducing concentration of wealth.
Secular implies freedom to choose your religion. The state gives every citizen the right to practice and propagate a religion of his choice, and also right to reject all religions. The state treats all religions as equal and there is no official state religion.
Democratic means the government is a democratically elected, the head of the government (Prime Minister) is elected by the people.
Republic means the head of the state (President) is not a hereditary King or Queen but indirectly elected by the people.[3]

Factors affecting democracy

Factors such as education, corruption, women's issues, student politics, leadership strategies and the design of political institutions affect national and local politics.[4] Some other factors such as the caste issue, environment policy, new long-term investment in the economy by foreigners etc., also have a bearing.[5]


Wednesday, 5 October 2016

GENERAL CHEMISTRY REACTION

click on the link for more explanation


ALL THE BELOW REACTION IS GIVEN IN DETAIL IN THE LINK ABOVE




The Reaction Guide gives individual descriptions, examples, and mechanisms of more than 185 of the most common reactions encountered in undergraduate organic chemistry. Only members can access all of the full pages.  Reactions highlighted in red are open-access.

Alkanes
Alkenes
Alkynes
Substitution (SN2)
Substitution (SN1)
Elimination Reactions
Alcohols and Thiols
Organometallics
Epoxides
Dienes
Aromatics (Arenes)
Aldehydes and Ketones
Carboxylic Acids
Esters
Acyl Halides
α,β-unsaturated alkenes
Amides
 Nitriles
 Miscellaneous


Alkanes
Free radical chlorination [hν, Cl2]
Free radical bromination [hν, Br2]
Allylic bromination [NBS]
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Alkenes
Addition of HCl
Addition of HBr
Addition of HI
Addition of H3O(+)
Chlorination [Cl2]
Bromination [Br2]
Iodination [I2]
Chlorohydrin formation [Cl2/H2O]
Bromohydrin formation [Br2/H2O]
Ether Formation [H+/ROH]
Oxymercuration [Hg(OAc)2/H2O]
Oxymercuration [Hg(OAc)2/ROH]
Hydroboration
Epoxidation [RCO3H]
Dihydroxylation [OsO4]
Dihydroxylation [KMnO4]
Cyclopropanation
Dichlorocyclopropanation
Ozonolysis (Reductive workup)
Ozonolysis (Oxidative workup)
Oxidative Cleavage [KMnO4]
 Hydrogenation
Rearrangements (H shift)
Rearrangements (Alkyl shift)
Free Radical Addition of HBr
Sharpless Epoxidation
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Alkynes
Deprotonation (acetylide formation)
SN2 with alkyl halides
Partial reduction (Lindlar)
Partial reduction [Na/NH3]
Hydroboration
Oxymercuration
Addition of HCl, HBr, or HI (once)
Addition of HCl, HBr, or HI (twice)
Hydrogenation
Ozonolysis
Oxidative cleavage [KMnO4]
Alkyne formation via elimination
Halogenation [Cl2, Br2, I2]
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Substitution Reactions (SN2) [nucleophile in brackets]
Alcohol formation [HO(–)]
Alcohol formation [H2O]
Nitrile formation [CN(-)]
Thiol formation [HS(–)]
Ether formation [RO(–)] Williamson
Thioether formation [RS( –)]
Azides [N3(–)]
Ester formation [RCO2(–)]
Acetylide addition [RC≡C(–)]
Alkanes [Gilman reagents]
Alcohol formation [thru ether cleavage]
Ammonium salt formation [RNH2]
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Substitution Reactions (SN1) [nucleophile in brackets]
Alcohol formation [H2O]
Ether formation [ROH]
Alcohol formation [ether cleavage]
Alkyl chloride formation [HCl]
Alkyl bromide formation [HBr]
Alkyl iodide formation [HI]
SN1 w/ rearrangement [alkyl shift]
 SN1 w/rearrangement [hydride shift]
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Elimination Reactions
E2: Alkenes from alkyl halides
Alkenes from alcohols [strong acid]
Alkenes from alcohols [POCl3]
E1: Alkenes from alkyl halides
E1 with rearrangement [alkyl shift]
Hoffmann Elimination
Alkyne formation via elimination
 E1 with rearrangement [hydride shift]
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Reactions of Organometallics
Grignard formation [alkyl halides]
Grignard formation [alkenyl halides]
Reaction of Grignards with acid [H+]
Addition of Grignards to aldehydes
Addition of Grignards to ketones
Addition of Grignards to esters
Reaction of Grignards with CO2
Addition of Grignards to nitriles
Formation of organolithium reagents
Formation of Gilman reagents
SN2 with Gilman reagents
Addition of Gilman reagents to enones
Addition of Gilman to acyl halides
Heck Reaction
 Suzuki Reaction
Stille Reaction
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Reactions of Epoxides
Epoxide opening [basic conditions]
Epoxide opening [acidic conditions]
Epoxide opening [diol formation]
Epoxide formation [from halohydrins]
Epoxide formation [from alkenes]
Sharpless Epoxidation of alkenes
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Reactions of Alcohols and Thiols
Deprotonation [alkoxide formation]
Protonation [onium ion formation]
Conversion to ethers [Williamson reaction]
Conversion to tosylates/mesylates
Conversion to alkyl chlorides [SOCl2]
Conversion to alkyl bromides [PBr3]
Oxidation to aldehydes [PCC]
Oxidation to ketones [PCC + others]
Oxidation to carboxylic acids [H2CrO4 + others]
Protection as silyl ethers
Thiol formation [SN2]
Thiol oxidation to disulfides
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Reactions of Dienes
Diels–Alder reaction
Polymerization of dienes
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Reactions of Aromatics (Arenes)
Nitration [HNO3/H2SO4]
Chlorination [Cl

CALCULAS


Integration Formulas
∫ x n dx = xn+1 /(n+1)     if n+1 ≠ 0
∫1 / x dx = ln |x|
∫ e nx dx = e nx/n     if n ≠ 0
Derivative Formulas
d/dx (xn) = nxn-1
d/dx (ln x) = 1/ x
d/dx (e mx) = me mx
Product and Quotient Rules
The Product Rule: d/dx (f(x)g(x)) = f '(x)g(x) + f(x)g '(x)
The Quotient Rule: d/dx (f(x)/g(x)) = (f '(x)g(x) - f(x)g '(x))/(g(x)2)
Chain Rules
d/dx (f(u(x))) = d/dx (f(u)) d/dx (u(x)) = f'(u)u'(x)
d/dx (u(x)n) = n u(x)n-1 u'(x)
d/dx (ln (u(x)) = u'(x)/ u(x)
d/dx (e u(x) ) = e u(x) u'(x)
Change of Variables
du =d/dx (u) dx = u'(x)dx
Integration by Parts
∫u dv = uv - ∫v du
Numerical Integration
∆x = (b-a)/n
x0 = a, x1 = x1 + ∆ x , x3 = x2 + ∆x, ... , xn= b.
Trapizoidal Approximation for ∫ ab f(x) dx:
Tn = 0.5∆x [f(x0) + 2f(x1) + 2f(x2) + ... + 2f(xn-1) + f(xn)]
Simpson's Rule (Parabolic Approximation) for ∫ ab f(x) dx:
Pn = ∆x [f(x0) + 4f(x1) + 2f(x2) + 4f(x3) + 2f(x4) + ... + 4f(xn-1) + f(xn)]/3
Limit
For n positive : lim x -- > ∞ 1/xn = 0.
For n positive : lim x -- > ∞ xn = ∞.
For n positive : lim x -- > ∞ 1/enx = 0.
For n positive : lim x -- > ∞ enx = ∞.
For n positive : lim x -- > - ∞ 1/xn = 0.
For n positive : limx -- > - ∞ xn = ±∞.
Maximum and Minimum : 2 Variables
Given a function f(x,y) :
The discriminant : D = fxx fyy - fxy2
Decision : For a critical point P= (a,b)
If D(a,b) > 0 and fxx(a,b) < 0 then f has a rel-Maximum at P.
If D(a,b) > 0 and fxx(a,b) > 0 then f has a rel-Minimum at P.
If D(a,b) < 0 then f has a saddle point at P.
If D(a,b) = 0 then the test is inconclusive.
Volume and Averager Value
(2 variables case.)
Suppose f(x,y) is a function and R is a region on the xy-plane.
Assume that f(x,y) is a nonnegative on R. Then the volume under the graph of z = f(x,y) above R is given by
Volume = ∫ ∫ R f(x,y) dA

Suppose f(x,y) is a function and R is a region on the xy-plane. Then the AVERAGE VALUE of z = f(x,y) over the region R is given by
Average Value = ( ∫ ∫ R f(x,y) dA) / (Area of A).

Taylor Polynomial
Given a function f(x) the Taylor Polynomial P n (x) of f(x) around x = a is given by
P n (x) =
f(a) + f '(a)(x -a) + f ''(a)(x-a)2/2! + f (3)(a)(x-a)3/3! + f (4)(a)(x-a)4/4! + ... + f (n)(a)(x-a)n/n!

Infinite Series
The sum of the Geometric Series
a + ar + ar 2 + ... + ar n + ... =
a/(1 - r)     if -1 < r < 1  
Does Not Converge       Otherwise
Derivative Formulas : Trigonometric Functions
d/dx (sin u) = cos u u'(x)
d/dx (cos u) = - sin u u'(x)
d/dx (tan u) = sec 2 u u'(x)
d/dx (csc u) =- csc (u)cot u u'(x)
d/dx (sec u) = sec (u) tan u u'(x)
d/dx (cot u) = - csc 2 u u'(x)
Integration Formulas : Trigonometric Functions
∫ sin x dx = -cos x
∫ cos x dx = sin x
∫ tan x dx = - ln |cos x|
∫ sec x dx = ln |sec x + tan x|
∫ csc x dx = ln |csc x -cot x|
∫ cot x = ln |sin x|

BASIC MATHEMATICS FORMULA


Basic Math Formulas

The list of basic math formulas which is very useful for mainly 11 grade, 12 grade and college grade students. Math formulas are very important and necessary to know the correct formula while solving the questions on different topics. If we remember math formulas we can solve any type of math questions.
LIST OF IMPORTANT MATH FORMULAS AND RESULTS

Algebra:


● Laws of Indices:

(i) aᵐ ∙ aⁿ = aᵐ + ⁿ
(ii) aᵐ/aⁿ = aᵐ - ⁿ

(iii) (aᵐ)ⁿ = aᵐⁿ

(iv) a = 1 (a ≠ 0).

(v) a-ⁿ = 1/aⁿ

(vi) ⁿ√aᵐ = aᵐ/ⁿ
(vii) (ab)ᵐ = aᵐ ∙ bⁿ.

(viii) (a/b)ᵐ = aᵐ/bⁿ

(ix) If aᵐ = bᵐ (m ≠ 0), then a = b.

(x) If aᵐ = aⁿ then m = n.





● Surds:

(i) The surd conjugate of √a + √b (or a + √b) is √a - √b (or a - √b) and conversely.

(ii) If a is rational, √b is a surd and a + √b (or, a - √b) = 0 then a = 0 and b = 0.

(iii) If a and x are rational, √b and √y are surds and a + √b = x + √y then a = x and b = y.
● Complex Numbers:

(i) The symbol z = (x, y) = x + iy where x, y are real and i = √-1, is called a complex (or, imaginary) quantity;x is called the real part and y, the imaginary part of the complex number z = x + iy.

(ii) If z = x + iy then z = x - iy and conversely; here, z is the complex conjugate of z.

(iii) If z = x+ iy then

(a) mod. z (or, | z | or, | x + iy | ) = + √(x² + y²) and

(b) amp. z (or, arg. z) = Ф = tan1 y/x (-π < Ф ≤ π).

(iv) The modulus - amplitude form of a complex quantity z is

z = r (cosф + i sinф); here, r = | z | and ф = arg. z (-π < Ф <= π).

(v) | z | = | -z | = z ∙ z = √ (x² + y²).

(vi) If x + iy= 0 then x = 0 and y = 0(x,y are real).

(vii) If x + iy = p + iq then x = p and y = q(x, y, p and q all are real).

(viii) i = √-1, i² = -1, i³ = -i, and i⁴ = 1.

(ix) | z₁ + z₂| ≤ | z₁ | + | z₂ |.

(x) | z₁ z₂ | = | z₁ | ∙ | z₂ |.

(xi) | z₁/z₂| = | z₁ |/| z₂ |.

(xii) (a) arg. (z₁ z₂) = arg. z₁ + arg. z₂ + m

(b) arg. (z₁/z₂) = arg. z₁ - arg. z₂ + m where m = 0 or, 2π or, (- 2π).

(xiii) If ω be the imaginary cube root of unity then ω = ½ (- 1 + √3i) or, ω = ½ (-1 - √3i)

(xiv) ω³ = 1 and 1 + ω + ω² = 0





● Variation:

(i) If x varies directly as y, we write x ∝ y or, x = ky where k is a constant of variation.

(ii) If x varies inversely as y, we write x ∝ 1/y or, x = m ∙ (1/y) where m is a constant of variation.

(iii) If x ∝ y when z is constant and x ∝ z when y is constant then x ∝ yz when both y and z vary.





● Arithmetical Progression (A.P.):

(i) The general form of an A. P. is a, a + d, a + 2d, a + 3d,.....

where a is the first term and d, the common difference of the A.P.

(ii) The nth term of the above A.P. is t₀ = a + (n - 1)d.

(iii) The sum of first n terns of the above A.P. is s = n/2 (a + l) = (No. of terms/2)[1st term + last term] or, S = ⁿ/₂ [2a + (n - 1) d]

(iv) The arithmetic mean between two given numbers a and b is (a + b)/2.

(v) 1 + 2 + 3 + ...... + n = [n(n + 1)]/2.

(vi) 1² + 2² + 3² +……………. + n² = [n(n+ 1)(2n+ 1)]/6.

(vii) 1³ + 2³ + 3³ + . . . . + n³ = [{n(n + 1)}/2 ]².

● Geometrical Progression (G.P.) :

(i) The general form of a G.P. is a, ar, ar², ar³, . . . . . where a is the first term and r, the common ratio of the G.P.

(ii) The n th term of the above G.P. is t₀ = a.rn1 .

(iii) The sum of first n terms of the above G.P. is S = a ∙ [(1 - rⁿ)/(1 – r)] when -1 < r < 1

or, S = a ∙ [(rⁿ – 1)/(r – 1) ]when r > 1 or r < -1.

(iv) The geometric mean of two positive numbers a and b is √(ab) or, -√(ab).

(v) a + ar + ar² + ……………. ∞ = a/(1 – r) where (-1 < r < 1).





● Theory of Quadratic Equation :

ax² + bx + c = 0 ... (1)

(i) Roots of the equation (1) are x = {-b ± √(b² – 4ac)}/2a.

(ii) If α and β be the roots of the equation (1) then,

sum of its roots = α + β = - b/a = - (coefficient of x)/(coefficient of x² );

and product of its roots = αβ = c/a = (Constant term /(Coefficient of x²).

(iii) The quadratic equation whose roots are α and β is

x² - (α + β)x + αβ = 0

i.e. , x² - (sum of the roots) x + product of the roots =

TIME TRAVEL

TIME TRAVEL



Time travel's been one of man's wildest fantasies for centuries. It's long been a popular trend in movies and fiction, inspiring everything from Charles Dickens' A Christmas Carol to H.G. Wells' The Time Machine to the Charlton Heston shrine that is The Planet of the Apes. And with the opening of Interstellar today—n0t to spoil anything—we're about to fantasize about it even more.

The most fantastic thing? It's probably possible.

What's almost impossible

Let's start with the bad news. We probably can't travel back in time and watch the Egyptians build the pyramids. In the last century scientists came up with a number of theories that suggested it is indeed plausible to take a leap into the future; going back in time, unfortunately, is much more complicated. But it's not necessarily impossible.

Albert Einstein laid the groundwork for much of the theoretical science that governs most time travel research today. Of course, scientists like Galileo and Poincaré that came before him helped, but Einstein's theories of special and general relativity dramatically changed our understanding of time and space. And it's because of these well-tested theories that we believe time travel is possible.

One option for would be a wormhole, also known as an Einstein-Rosen bridge. Along with physicist Nathan Rosen, Einstein suggested the existence of wormholes in 1935, and although we've yet to discover one, many scientists have contributed their own theories about how wormholes might work. Stephen Hawking and Kip Thorne are probably the most well known. Thorne, a theoretical physicist at CalTech, even helped Christopher Nolan with the science behind Interstellar.



So let's just assume that wormholes do exist. In the late 1980s, Thorne said that a wormhole could be made into a time machine. According to Einstein's theory of general relativity, a wormhole could act like a bridge though space-time by connecting two distant points with a shortcut. Certain types of wormholes, it's theorized, could allow for time travel in either direction, if we could accelerate one mouth of the wormhole to near-light speed and then reverse it back to its original position. Meanwhile, the other mouth would remain stationary. The result would be that the moving mouth would age less slowly than the stationary mouth thanks to the effect of time dilation—more on this in a second.

But there are several major caveats of traveling back in time with this method. Chief among them is the simple fact that we'd need a method for creating wormholes, and once created, the wormhole would only allow us to travel as far back as the point in time when it was created. So we'll definitely never be spectators to Great Pyramids' construction.

The other really serious caveat is that we'd need a way to move one of the mouths of the wormhole nearly the speed of light. In their seminal 1988 paper on wormholes, Thorne and his colleagues assumed that "advanced beings [would] produce this motion by pulling on the right mouth gravitationally or electronically." We can't do that right now, however.

What we can do is travel into the future—but only by a little bit.

What's almost certainly possible

In recent years, we've seen some aspects of Einstein's fanciful theories proven true. The latest and perhaps most exciting theory is the aforementioned effect called time dilation. Though we've based technology on the theory for decades, an experiment finally proved this year that time dilation is absolutely a real phenomenon. It's also a phenomenon that could allow us to travel into the future.

Time dilation basically refers to the idea that time passes more slowly for a moving clock than it does for a stationary clock. The force of gravity also affects the difference in elapsed time. The greater the gravity and the greater the velocity, the greater the difference in time. Black holes, like the one depicted in Interstellar, for instance,would produce a massive amount of time dilation, due to t

Tuesday, 4 October 2016

MBA COLLEGES IN INDIA

Best mba colleges in india:--------

Top MBA Colleges in India 2016 Filter
1Indian Institute of Management, Bangalore
Intake Exams:CAT, GMAT India
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Overall Score:  433.2
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2Indian Institute of Management, Ahmedabad
Intake Exams:CAT, GMAT India
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Overall Score:  420.8
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Rank:  2
User Rating: 4.7 / 5
Follow1138
3Indian Institute of Management, Calcutta
Intake Exams:GMAT India, CAT
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4Department of Management Studies, Indian Institute of Technology, Delhi
Intake Exams:CAT
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5Department of Management Studies, Indian Institute of Technology, Madras
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6Indian Institute of Management, Lucknow
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7XLRI – Xavier School of Management, Jamshedpur
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8Indian Institute of Management, Kozhikode
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10Indian Institute of Management, Indore
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11Vinod Gupta School of Management, Indian Institute of Technology, Kharagpur
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12Faculty of Management Studies, University of Delhi, Delhi
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13National Institute of Industrial Engineering, Mumbai
Intake Exams:CAT
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14Shailesh J Mehta School of Management, Indian Institute of Technology, Bombay
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15Management Development Institute, Gurgaon
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16SP Jain Institute of Management and Research, Mumbai
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17Indian Institute of Technology, Kanpur
Intake Exams:CAT
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18Rajiv Gandhi Indian Institute of Management, Shillong
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19Indian Institute of Foreign Trade, Delhi
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20Department of Management Studies, Indian Institute of Science, Bangalore
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21Indian Institute of Management, Rohtak
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22Jamnalal Bajaj Institute of Management Studies, Mumbai
Intake Exams:MAH CET
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101Tata Institute of Social Sciences, Mumbai
Intake Exams:TISS NET
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102Symbiosis Institute of Business Management, Pune
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103Birla Institute of Technology and Science, Pilani
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104Adani Institute of Infrastructure Management, Ahmedabad
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105FORE School of Management, Delhi
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106YMCA University of Science and Technology, Faridabad
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107Xavier Institute of Social Service, Ranchi
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Global ranking of Universities


GLOBAL RANKING OF UNIVERSITIES 2016:------------

The 2nd Annual World Top 20 Project’s Global Universities Rankings were produced to measure the quality of education and training for students 18 to 25 year olds, as well as, the university’s economic and social impact in promoting their country’s sustainable development.

500 Universities were chosen, that meet NJ MED’s World Top 20 project objectives to: 1) improve nation’s attainment and achievement levels towards establishing a knowledge base workforce for the 21st century, and 2) promote social skills that positively affect community development.

The Universities were then ranked in eight global regions (Africa, Asia, Caribbean, Central America, Europe, Oceania, North America, and South America). The 20 universities with the highest overall scores were selected for the World Top 20 rankings.

The World Top 20 Universities Rankings for 2016 are:

[Show slideshow]






















The Global Regions Rankings of the top 5 Universities are:

Africa

University of Cape Town – South Africa
University of the Witwatersrand – South Africa
Stellenbosch University – South Africa
University of KwaZulu-Natal – South Africa
University of Pretoria – South Africa
Asia

The University of Tokyo, Japan
Kyoto University – Japan
National University of Singapore, Singapore
The University of Hong Kong, Hong Kong
Seoul National University, South Korea
Caribbean

University of Puerto Rico at Mayaguez – Puerto Rico
Universidad de Puerto Rico – Puerto Rico
University of Puerto Rico Rio Piedras – Puerto Rico
University of the West Indies – Jamaica
Universidad de la Habana – Cuba
Central America

Universidad de Costa Rico – Costa Rico
Universidad Nacional- Costa Rico
Universidad Rafael Landívar – Guatemala
Universidad de El Salvador – El Salvador
Universidad Centroamericana José Simeón Cañas – El Salvador
Europe

University of Cambridge, UK
University of Oxford, UK
Imperial College London, UK
ETH Zurich – Swiss Federal Institute of Technology, Switzerland
UCL (University College London), UK


Oceania

1.  The University of Melbourne – Australia
2.  The University of Sydney – Australia
3.  The Australian National University – Australia
4.  The University of Queensland – Australia
5.  The University of New South Wales – Australia

North America

Harvard University, USA
Massachusetts Institute of Technology (MIT), USA
Stanford University, USA
California Institute of Technology (Caltech), USA
University of California, Berkeley (UCB), USA
South America

Universidade Federal de Sao Paulo – Brazil
Universidad Federal do Rio de Janeiro – Brazil
Universidad de Buenos Aires – Argentina
Universidade Estadual de Campinas – Brazil
Pontificia Universidad Catoilca de Chile
Please feel free to comment on our selections and make a recommendation if you are or have attended any of these universities.

(Check-out New the Global Education Report on How to Improve Your Country’s Education System)

How Universities Are Ranked – The Methodology

Two primary level indicators – Economics and Social Affairs, were used to rank the universities in categories. Then 7 criteria – Innovation; Research; Publications; Facilities; Teaching; Employability; and Social Responsibility, were used to measure each university’s strengthens within the two primary indicators.

Below is the methodology indicator’s criteria scoring scale system:

Economic Indicators

Innovation (60%): Innovation, the output of the universities activities and findings to economy, society and culture, in agriculture, healthcare, financial and communication services, and its help in sustaining innovations (which supplant older products with revolutionary and more superior ones) and efficiency designs (which permit companies to build and sell established products for less) help companies serve their existing customers better, that drives economic growth.
Research (30%): This category criteria looks, a

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Quantum physics

Quantum information science is an area of study based on the idea that information science depends on quantum effects in physics. It includes theoretical issues in computational models as well as more experimental topics in quantum physics including what can and cannot be done with quantum information. The term quantum information theory is sometimes used, but it fails to encompass experimental research in the area.


The following includes in quantum physics:-


Quantum computing, which deals on the one hand with the question how and whether one can build a quantum computer and on the other hand, algorithms that harness its power (see quantum algorithm)
Quantum complexity theory
Quantum cryptography and its generalization, quantum communication
Quantum error correction
Quantum communication complexity
Quantum entanglement, as seen from an information-theoretic point of view
Quantum dense coding
Quantum teleportation is a well-known quantum information processing operation, which can be used to move any arbitrary quantum state from one particle (at one location) to another.



Quantum mechanics is the science of the very small. Quantum mechanics explains the behaviour of matter and its interactions with energy on the scale of atoms and subatomic particles.

By contrast, classical physics only explains matter and energy on a scale familiar to human experience, including the behaviour of astronomical bodies such as the Moon. Classical physics is still used in much of modern science and technology. However, towards the end of the 19th century, scientists discovered phenomena in both the large (macro) and the small (micro) worlds that classical physics could not explain.[1] Coming to terms with these limitations led to two major revolutions in physics which created a shift in the original scientific paradigm: the theory of relativity and the development of quantum mechanics.[2] This article describes how physicists discovered the limitations of classical physics and developed the main concepts of the quantum theory that replaced it in the early decades of the 20th century. These concepts are described in roughly the order in which they were first discovered. For a more complete history of the subject, see History of quantum mechanics.

Light behaves in some respects like particles and in other respects like waves. Matter—particles such as electrons and atoms—exhibits wavelike behaviour too. Some light sources, including neon lights, give off only certain frequencies of light. Quantum mechanics shows that light, along with all other forms of electromagnetic radiation, comes in discrete units, called photons, and predicts its energies, colours, and spectral intensities. Since one never observes half a photon, a single photon is a quantum, or smallest observable amount, of the electromagnetic field. More broadly, quantum mechanics shows that many quantities, such as angular momentum, that appeared to be continuous in the zoomed-out view of classical mechanics, turn out to be (at the small, zoomed-in scale of quantum mechanics) quantized. Angular momentum is required to take on one of a set of discrete allowable values, and since the gap between these values is so minute, the discontinuity is only apparent at the atomic level.

Many aspects of quantum mechanics are counterintuitive and can seem paradoxical, because they describe behaviour quite different from that seen at larger length scales. In the words of quantum physicist Richard Feynman, quantum mechanics deals with "nature as She is – absurd".[3] For example, the uncertainty principle of quantum mechanics means that the more closely one pins down one measurement (such as the position of a particle), the less precise another measurement pertaining to the same particle (such as its momentum) must become.




The first quantum theory: Max Planck and black-body radiation

Main article: Ultraviolet catastrophe

Hot metalwork. The yellow-orange glow is the visible part of the thermal radiation emitted due to the high temperature. Everything else in the picture is glowing with thermal radiation as well, but less brightly and at longer wavelengths than the human eye can detect. A far-infrared camera can observe this radiation.
Thermal radiation is electromagnetic radiation emitted from the surface of an object due to the object's internal energy. If an object is heated sufficiently, it starts to emit light at the red end of the spectrum, as it becomes red hot.

Heating it further causes the colour to change from red to yellow, white, and blue, as light at shorter wavelengths (higher frequencies) begins to be emitted. A perfect emitter is also a perfect absorber: when it is cold, such an object looks perfectly black, because it absorbs all the light that falls on it and emits none. Consequently, an ideal thermal emitter is known as a black body, and the radiation it emits is called black-body radiation.


Predictions of the amount of thermal radiation of different frequencies emitted by a body. Correct values predicted by Planck's law (green) contrasted against the classical values of Rayleigh-Jeans law (red) and Wien approximation (blue).
In the late 19th century, thermal radiation had been fairly well characterized experimentally.[note 1] However, classical physics led to the Rayleigh-Jeans law, which, as shown in the figure, agrees with experimental results well at low frequencies, but strongly disagrees at high frequencies. Physicists searched for a single theory that explained all the experimental results.

The first model that was able to explain the full spectrum of thermal radiation was put forward by Max Planck in 1900.[4] He proposed a mathematical model in which the thermal radiation was in equilibrium with a set of harmonic oscillators. To reproduce the experimental results, he had to assume that each oscillator emitted an integer number of units of energy at its single characteristic frequency, rather than being able to emit any arbitrary amount of energy. In other words, the energy emitted by an oscillator was quantized.[note 2] The quantum of energy for each oscillator, according to Planck, was proportional to the frequency of the oscillator; the constant of proportionality is now known as the Planck constant. The Planck constant, usually written as h, has the value of 6.63×10−34 J s. So, the energy E of an oscillator of frequency f is given by

E  n h f  where n  1  2  3   [5]
To change the colour of such a radiating body, it is necessary to change its temperature. Planck's law explains why: increasing the temperature of a body allows it to emit more energy overall, and means that a larger proportion of the energy is towards the violet end of the spectrum.

Planck's law was the first quantum theory in physics, and Planck won the Nobel Prize in 1918 "in recognition of the services he rendered to the advancement of Physics by his discovery of energy quanta".[6] At the time, however, Planck's view was that quantization was purely a heuristic mathematical construct, rather than (as is now believed) a fundamental change in our understanding of the world.




The quantisation of matter: the Bohr model of the atom:-

By the dawn of the 20th century, evidence required a model of the atom with a diffuse cloud of negatively charged electrons surrounding a small, dense, positively charged nucleus. These properties suggested a model in which the electrons circle around the nucleus like planets orbiting a sun.[note 5] However, it was also known that the atom in this model would be unstable: according to classical theory, orbiting electrons are undergoing centripetal acceleration, and should therefore give off electromagnetic radiation, the loss of energy also causing them to spiral toward the nucleus, colliding with it in a fraction of a second.

A second, related, puzzle was the emission spectrum of atoms. When a gas is heated, it gives off light only at discrete frequencies. For example, the visible light given off by hydrogen consists of four different colours, as shown in the picture below. The intensity of the light at different frequencies is also different. By contrast, white light consists of a continuous emission across the whole range of visible frequencies. By the end of the nineteenth century, a simple rule known as Balmer's formula had been found which showed how the frequencies of the different lines were related to each other, though without explaining why this was, or making any prediction about the intensities. The formula also predicted some additional spectral lines in ultraviolet and infrared light which had not been observed at the time. These lines were later observed experimentally, raising confidence in the value of the formula.


Emission spectrum of hydrogen. When excited, hydrogen gas gives off light in four distinct colours (spectral lines) in the visible spectrum, as well as a number of lines in the infrared and ultraviolet.
The mathematical formula describing hydrogen's emission spectrum.
In 1885 the Swiss mathematician Johann Balmer discovered that each wavelength λ (lambda) in the visible spectrum of hydrogen is related to some integer n by the equation

λ  B n2n24 n  3  4  5  6
where B is a constant which Balmer determined to be equal to 364.56 nm.

In 1888 Johannes Rydberg generalized and greatly increased the explanatory utility of Balmer's formula. He predicted that λ is related to two integers n and m according to what is now known as the Rydberg formula:[13]

1λ  R 1m21n2
where R is the Rydberg constant, equal to 0.0110 nm−1, and n must be greater than m.

Rydberg's formula accounts for the four visible wavelengths of hydrogen by setting m = 2 and n = 3, 4, 5, 6. It also predicts additional wavelengths in the emission spectrum: for m = 1 and for n > 1, the emission spectrum should contain certain ultraviolet wavelengths, and for m = 3 and n > 3, it should also contain certain infrared wavelengths. Experimental observation of these wavelengths came two decades later: in 1908 Louis Paschen found some of the predicted infrared wavelengths, and in 1914 Theodore Lyman found some of the predicted ultraviolet wavelengths.[13]

Note that both Balmer and Rydberg's formulas involve integers: in modern terms, they imply that some property of the atom is quantised. Understanding exactly what this


property was, and why it was quantised, was a major part
in the development of quantum mechanics, as will be shown in the rest of this article.



In 1913 Niels Bohr proposed a new model of the atom that included quantized electron orbits: electrons still orbit the nucleus much as planets orbit around the sun, but they are only permitted to inhabit certain orbits, not to orbit at any distance.[14] When an atom emitted (or absorbed) energy, the electron did not move in a continuous trajectory from one orbit around the nucleus to another, as might be expected classically. Instead, the electron would jump instantaneously from one orbit to another, giving off the emitted light in the form of a photon.[15] The possible energies of photons given off by each element were determined by the differences in energy between the orbits, and so the emission spectrum for each element would contain a number of lines.[16]


Starting from only one simple assumption about the rule that the orbits must obey, the Bohr model was able to relate the observed spectral lines in the emission spectrum of hydrogen to previously known constants. In Bohr's model the electron simply wasn't allowed to emit energy continuously and crash into the nucleus: once it was in the closest permitted orbit, it was stable forever. Bohr's model didn't explain why the orbits should be quantised in that way, nor was it able to make accurate predictions for atoms with more than one electron, or to explain why some spectral lines are brighter than others.

Although some of the fundamental assumptions of the Bohr model were soon found to be wrong, the key result that the discrete lines in emission spectra are due to some property of the electrons in atoms being quantised is correct. The way that the electrons actually behave is strikingly different from Bohr's atom, and from what we see in the world of our everyday experience; this modern quantum mechanical model of the atom is discussed below.

A more detailed explanation of the Bohr model.
Bohr theorised that the angular momentum, L, of an electron is quantised:

L  n h2π  n ℏ
where n is an integer and h is the Planck constant. Starting from this assumption, Coulomb's law and the equations of circular motion show that an electron with n units of angular momentum will orbit a proton at a distance r given by

r  n2h24π2keme2 ,
where ke is the Coulomb constant, m is the mass of an electron, and e is the charge on an electron. For simplicity this is written as

r  n2 a0
where a0, called the Bohr radius, is equal to 0.0529 nm. The Bohr radius is the radius of the smallest allowed orbit.

The energy of the electron[note 6] can also be calculated, and is given by

E   kee22a0 1n2 .
Thus Bohr's assumption that angular momentum is quantised means that an electron can only inhabit certain orbits around the nucleus, and that it can have only certain energies. A consequence of these constraints is that the electron will not crash into the nucleus: it cannot continuously emit energy, and it cannot come closer to the nucleus than a0 (the Bohr radius).

An electron loses energy by jumping instantaneously from its original orbit to a lower orbit; the extra energy is emitted in the form of a photon. Conversely, an electron that absorbs a photon gains energy, hence it jumps to an orbit that is farther from the nucleus.

Each photon from glowing atomic hydrogen is due to an electron moving from a higher orbit, with radius rn, to a lower orbit, rm. The energy Eγ of this photon is the difference in the energies En and Em of the electron:

Eγ  En  Em  kee22a0 1m21n2
Since Planck's equation shows that the photon's energy is related to its wavelength by Eγ = hc/λ, the wavelengths of light that can be emitted are given by

1λ  kee22a0hc 1m21n2
This equation has the same form as the Rydberg formula, and predicts that the constant R should be given by

R  kee22a0hc
Therefore, the Bohr model of the atom can predict the emission spectrum of hydrogen in terms of fundamental constants.[note 7] However, it was not able to make accurate predictions for multi-electron atoms, or to explain why some spectral lines are brighter than others.




Wave-particle duality Edit

Main article: Wave-particle duality

Louis de Broglie in 1929. De Broglie won the Nobel Prize in Physics for his prediction that matter acts as a wave, made in his 1924 PhD thesis.
Just as light has both wave-like and particle-like properties, matter also has wave-like properties.[17]

Matter behaving as a wave was first demonstrated experimentally for electrons: a beam of electrons can exhibit diffraction, just like a beam of light or a water wave.[note 8] Similar wave-like phenomena were later shown for atoms and even small molecules.

The wavelength, λ, associated with any object is related to its momentum, p, through the Planck constant, h:[18][19]

p  hλ
The relationship, called the de Broglie hypothesis, holds for all types of matter: all matter exhibits properties of both particles and waves.

The concept of wave–particle duality says that neither the classical concept of "particle" nor of "wave" can fully describe the behaviour of quantum-scale objects, either photons or matter. Wave–particle duality is an example of the principle of complementarity in quantum physics.[20][21][22][23][24] An elegant example of wave–particle duality, the double slit experiment, is discussed in the section below.

The double-slit experiment Edit
Main article: Double-slit experiment

The diffraction pattern produced when light is shone through one slit (top) and the interference pattern produced by two slits (bottom). The much more complex pattern from two slits, with its small-scale interference fringes, demonstrates the wave-like propagation of light.
In the double-slit experiment, as originally performed by Thomas Young and Augustin Fresnel in 1827, a beam of light is directed through two narrow, closely spaced slits, producing an interference pattern of light and dark bands on a screen. If one of the slits is covered up, one might naively expect that the intensity of the fringes due to interference would be halved everywhere. In fact, a much simpler pattern is seen, a simple diffraction pattern. Closing one slit results in a much simpler pattern diametrically opposite the open slit. Exactly the same behaviour can be demonstrated in water waves, and so the double-slit experiment was seen as a demonstration of the wave nature of light.


Play media
The double slit experiment for a classical particle, a wave, and a quantum particle demonstrating wave-particle duality
The double-slit experiment has also been performed using electrons, atoms, and even molecules, and the same type of interference pattern is seen. Thus it has been demonstrated that all matter possesses both particle and wave characteristics.

Even if the source intensity is turned down, so that only one particle (e.g. photon or electron) is passing through the apparatus at a time, the same interference pattern develops over time. The quantum particle acts as a wave when passing through the double slits, but as a particle when it is detected. This is a typical feature of quantum complementarity: a quantum particle will act as a wave in an experiment to measure its wave-like properties, and like a particle in an experiment to measure its particle-like properties. The point on the detector screen where any individual particle shows up will be the result of a random process. However, the distribution pattern of many individual particles will mimic the diffraction pattern produced by waves.

Application to the Bohr model Edit
De Broglie expanded the Bohr model of the atom by showing that an electron in orbit around a nucleus could be thought of as having wave-like properties. In particular, an electron will be observed only in situations that permit a standing wave around a nucleus. An example of a standing wave is a violin string, which is fixed at both ends and can be made to vibrate. The waves created by a stringed instrument appear to oscillate in place, moving from crest to trough in an up-and-down motion. The wavelength of a standing wave is re





IMPORTANT BATTLES OF INDIAN HISTORY