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Static random access memory (SRAM) is a sort of RAM where information is not permanently stored and does not require routine updating. To reduce leakage power without sacrificing performance, a variety of approaches have been applied to SRAM cells. In this study, we suggest a new 16T SRAM design that can function in active, park, standby, or hold modes. A fully static mode of operation for SRAM is made possible by the 16T SRAM structure, which also enhances write margin (WM) and removes charging conflict between devices during read and write operations. The key objectives of the suggested architecture are to retain logic state in park mode while maintaining stability and reducing standby time in active mode, as well as to reduce leakage current in standby mode. This is done by removing feedback from the back-to-back inverters during write operations via the data-dependent supply block. This makes it possible for the suggested bitcell to considerably increase the WM. A novel SRAM cell with 16 transistors is created with subthreshold operation and enhanced data stability. By using an equalized bit line technique to avoid leakage due to enhanced data pattern and RBL detection, the suggested single-ended SRAM cell with dynamic feedback control lowers the static noise margin for ultra-low power transfer. A sleep transistor is incorporated into the architecture to save power consumption when the system is in standby mode due to inefficient voltage transmission. Tanner EDA tool V.14.1 on 45-nm CMOS was used for design and simulation. The outcomes demonstrate a considerable decrease in no-load current and power loss. [ABSTRACT FROM AUTHOR]

David Mamet, an American playwright, film maker and author, introduces the 'Student-Teacher' (Huebert-Leibler 1988) relationship in many of his plays. 'Oleanna (OL),' produced in 1992, is one such play where the main theme is teacher-student relationship. By bringing in a conflict between the teacher, John, and the student, Carol, Mamet points out the drawback in American Education System that "subverts and distorts the people within it" (Sauer 2003). He portrays the teacher as a man of free thought, patience and knowledge. He also underlines the importance of imparting practical and application-oriented knowledge and also stresses the need for breaking the constraints of conventional educational system. As Brenda Murphy (2004) states the play derives its title from the Norwegian violinist Ole Bull and his wife Anna, who founded the Utopian Community Oleanna, which was named after the founders. Mamet wants to bring in a comparison between this community's failure in their agricultural endeavor and the failure in the American education system and hence this title. This paper scrutinizes 'Oleanna' to underline the need for humanistic approach in the academia. [ABSTRACT FROM AUTHOR]

The issue of employability of professional students has become very serious and critical in many countries including India. The biggest challenge facing institutions of technical education is to develop employable skills, enhance knowledge and make engineering students more attractive to employers. Though the standard of academia has been steadily moving ahead, the updating process of curriculum with respect to soft skills is not as fast as expected by the industries. Hence a framework is needed to develop creative and innovative ways to give the engineering students a competitive edge. Thus, the purpose of this paper is to develop a professional curriculum to enhance the employability of engineering students, especially identifying modules of soft skills with the perspective of the employers, placement professionals, corporate trainers and observations from the newspapers and job websites on job opportunities. The authors studied related research papers and held a series of discussions with the experts of soft skills. The findings and discussions suggest that (i) Engineering institutions should recognize the importance of soft skills, (ii) integrate important modules of soft skills in the engineering curriculum, (iii) integrate higher-order skills and (iv) interact more with employers of the region or sector to understand the particular demand for skills. [ABSTRACT FROM AUTHOR]