Completed Lab Work-Parthiban

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Group Discussion
The term suggests a discussion among a group of persons.

The group will have 8 to 12 members who will express their views freely, frankly in a
friendly manner on a topic of current issue.

Within a time limit of 20 to 30 minutes the abilities of the members of the group is
measured.
To know the nature and significance of Group discussion.
To understand the characteristics of successful group discussion.
To identify the areas of evaluation in successful group discussion.
To get trained about the method of participation in the Group Discussion.
To know how to acquire the oral skills and the body language used for effective Group
Discussion.
Group Discussion and Other forms of Oral Communication

There are several types of oral group communication. In Public Speaking, the speaker is
evaluated by the audience; however there is not much interaction between audience and speaker.
Audience, for the most part would only listen to the speaker. In the interview, a panel of
members would assess the candidate for the requirement of selection or promotion etc.
Debates include representation of two contrasting viewpoints while GD can include
multiple views. A GD may help achieve group goals as well as individual needs. The examiner
observes the personality traits of several candidates who participate in the G.D.
Importance of Group Discussion skills

A Group Discussion helps problem solving, decision making and personality assessment.
Whether one is a student, a job seeker, a professional engineer or a company executive one needs
effective GD skills.
In all these situations, an ability to make a significant contribution to group deliberation
and helping the group in the process of decision making is required.
The importance of GD has increased in recent times due to its increasing role as an
effective tool in
a) Problem solving
b) Decision making
c) Personality assessment.
In any situation of problem, the perceptions of different people are discussed, possible
solutions are suggested. The best option is chosen by the group.
While using GD as a tool for personality assessment, a topic-a problem, an opinion or a
case - is given to the group consisting of eight to ten members seated in a circle.
The total time given for discussion is usually 30 minutes. Each candidate is expected to
voice his opinion and offer counter arguments. The selection committee evaluates the candidates
on the basis of their personality, knowledge, communication skills and leadership skills.
Hence it is important to be able to take part in the GD effectively and confidently.
Participants should know how to persuade their group members, how to reflect leadership qualities
and how to make the group achieve its goal.
Characteristics of Successful Group Discussion

For any group discussion to be successful, achieving group goal is essential. Following
characteristics are necessary:
Having a clear objective: The participants need to know the purpose of group discussion so
that they can concentrate during the discussion and contribute to achieving the group goal. An
effective GD typically begins with a purpose stated by the initiator.
Cordial Atmosphere: Development of a cooperative, friendly, and cordial atmosphere
avoids the confrontation between the group members.
Effective Communication skills: The success of a GD depends on an effective use of
communication techniques. Like any other oral communication, clear pronunciation, simple
language, right pitch are the pre-requisites of a GD. Non-verbal communication has to be paid
attention to since means like body language convey a lot in any communication.
Participation by all candidates: When all the members participate, the GD becomes
effective. Members need to encourage each other in the GD.
Leadership Skills:
Qualities like initiation, logical presentation, encouraging all the group members to
participate, summarizing the discussion reflect the leadership qualities.
Evaluation in a GD
In any kind of GD, the aim is to judge the participants based on personality, knowledge,
communicative ability to present the knowledge and leadership skills. Today team players are
considered more important than individual contributors.
Hence the potential to be a leader is evaluated and also ability to work in a team is
tested. The evaluators generally assess the oral competence of a candidate in terms of team
listening, appropriate language, clarity of expression, positive speech attitudes and
adjustments, clear articulation, and effective non-verbal communication.
Personality:
Even before one starts communicating, impression is created by the appearance, the body
language, eye-contact, mannerisms used etc. The attire of a participant creates an impression,
hence it is essential to be dressed appropriately.
The hairstyle also needs to suit the occasion. Other accessories also have to be suitable for
the occasion. The facial expression helps to convey attitudes like optimism, self-confidence and
friendliness.
The body language, a non-verbal communication skill gives important clues to personality
assessment. It includes the posture of a person, the eye-contact and overall manner in which one
moves and acts.
Content:
Content is a combination of knowledge and ability to create coherent, logical arguments on
the basis of that knowledge.
Participants need to have a fair amount of knowledge on a wide range of subjects. The
discussion of the subject must be relevant, rational, convincing and appealing to the listeners. One
needs to keep abreast with national and international news, political, scientific, economic, cultural
events, key newsmakers etc.
controversial issues, innovations or case studies. To read daily newspapers, relevant
magazines and periodicals, to watch news bulletins and informative programs on television are is a
simple ways to gather the general knowledge. One can use the Internet to improve one's
knowledge about recent developments in different areas.
Communication Skills:
First and foremost feature of communication skills is that it is a two way process. Hence
the communicator has to keep in mind the listeners and their expectations.
The participants need to observe the group dynamics. Since GD tests ones behavior as well
as ones influence on the group, formal language and mutual respect are obvious requirements.
One may not take strong views in the beginning itself but wait and analyse the pros and
cons of any situation. If one needs to disagree, learn to do so politely. One can directly put forward
the personal viewpoint also.
A leader or an administrator has the ability to put across the idea in an influential manner.
Hence the participants in a group discussion must possess not only subject knowledge but also the
ability to present that knowledge in an effective way.
Since oral skills are used to put across the ideas, the ability to speak confidently and
convincingly makes a participant an impressive speaker. The members of the selection committee
closely evaluate the oral communication skills of the candidates.
The effective communication would imply use of correct grammar and vocabulary, using
the right pitch, good voice quality, clear articulation, logical presentation of the ideas and above
all, a positive attitude.
It is expected that there are no errors of grammar or usage and that appropriate words,
phrases etc. are used. One should try to use simple and specific language. One should avoid
ornamental language.
Clarity of expression is one of the important criteria of communication. When there is
clarity of thinking, there is clarity in usage of language. Positive Speech Attitudes is another
criterion of evaluation in the GD whereby the participants attitude towards listeners including
other group members is judged. The temperament of the participant is also evaluated through the
speech pattern.
Listening Skills:
Lack of active listening is often a reason for failure of communication. In the GD,
participants often forget that it is a group activity and not a solo performance as in elocution.
By participating as an active listener, he/she may be able to contribute significantly to the
group deliberations. The listening skills are closely linked to the leadership skills as well.
Activity
Preliminary activity: I
(Estimated time allotted to activity: 30 minutes)
Distribute the topics to the students. Students may be divided into groups of 8 to 10 each.
Topics:
There should be no reservation for women in parliament.
Human cloning should be banned.
Democracy does not give good results.
Let each student express his/her views on the given topic.
Analyze the discussion by the first group, noting down the performance by each participant based
on the criteria like verbal delivery, content etc...
Importance of group discussion about study topics

Group discussion on study is essential for effective learning. In group discussion learning is
shared and student participating in discussion are benefitted.
When you study a topic, discuss it with your classmates in college. Tell your classmates or
friend that you will discuss about a particular topic tomorrow so that they can prepare the topic for
tomorrows discussion. In discussion every student has his turn to talk. Try to be polite and
friendly in discussion. Participating in group discussion has the many benefits. Let me explain
some of the main benefits
It enhances your learning You learn more.

Your friend may have learnt a topic well comparatively. He may have picked up some
important points from the topic which you may have not.
When you discuss it with him, you learn these points as well. Similarly you may have
learnt some points in a topic which he may have missed, so he learns it in discussion. In this way
the learning is shared and you are benefitted.
Discussion generates good questions helps in preparation for exam.

When you discusses about a topic with your friend in group, you can freely ask any
question which you have in your mind about any point in the topic and you get the answer.
Similarly they ask questions.
Different minds discussing about a topic, generates good questions and try to find their
answers. These are the conceptual questions which are asked in the exams. In this way, Group
discussion helps in preparation for exams by generating conceptual question and finding their
answers.
It shows you your weakness it improves you.

Until you dont know about your weaknesses, you cannot improve. In group discussion you
come to know that in which areas you are weak and you need to focus more on them to improve.
It rectifies your mistakes.

You may learn something wrong. You may make a wrong concept about a topic which you
think is correct. When you share it in discussion, you come to know that it is wrong. In this way,
your wrong concept is rectified. If you dont discusses it group, you may write this wrong concept
even in exam and get less marks for it.
It helps you on how to study and how to make preparation for exam.
While discussing on a topic, inspired from a student you ask him how he studies or how he
make preparation for exam. In this way, you improve your study method or preparation method.
It helps for oral exams It improves your communication skills.
By participating in group discussions you can improve your communication skills. In this
way it prepares you for oral exams and interviews as well.
10 Benefits of Getting Students to Participate in Classroom Discussions

Participation is one of those workhorse instructional strategieseasy to use,
straightforward, expected, and often quite successful at accomplishing a number of learning goals.
Its good to remind ourselves of its many different uses, especially on those days when getting
students to participate feels like pulling hens teeth.
Participation engages students A good question can pique their interest, make them
wonder why, get them to think, and motivate them to make connections with the content. This
benefit is magnified when teachers play a bit with the question, when they repeat it, write it on the
board, and dont call on the first hand they see.
Participation provides the teacher feedbackwhen students answer or try to explain,
teachers can see the extent of their understanding. They can correct (or help the students correct)
what the students havent got right or dont see quite clearly.
Participation provides the students feedbackwhen teachers ask questions or otherwise
seek student input over a topic, they are letting students know something about the importance of
certain ideas and information.Participation can be used to control whats happening in classif a
student is dozing off, texting, quietly chatting, or otherwise not attending to whats happening, that
student can be called on or the student next to the offender can be asked to respond.
Participation encourages dialogue among and between studentsStudents can be asked to
comment on what another student has said. A question can be asked and students can be invited to
discuss possible answers with each other before the public discussion.
Participation gives students the opportunity to practice using the language of the discipline
Most faculty have spoken astronomy, accounting, psychology, gerontology, political science,
whatever the field for years, and theyve forgotten how much of the language is new, different, and
difficult for students. Participation gives students the chance to practice using a different
vocabulary.
Some skills that are generated in a Group Discussion are:

Communication Skills:In a Group Discussion there is fair possibility that you improve your
communication skills. Communication skills are considered as necessary to do well in the UPSC
civil Services Exam. In a group while sharing your opinions and exchanging views with others you
will automatically improve your communication skills.
Divergent Thinking:Group Discussion enables a participating candidate to think in divergent

directions to generate more points and a good presentation of the topic in the group. In a group
when you present your points you would think and consider all possible points on the topic and
thus you improve your thinking process also.
Group Discussions should be polite and friendly. There should not be any attitude of hard
competition, as it will not bring the desired benefit for the participating members. Group
Discussions should be held with the intention of learning well and improve more.
Importance of group discussion about study topics

When you study a topic, discuss it with your classmates in college. Tell your classmates or
friend that you will discuss about a particular topic tomorrow so that they can prepare the topic for
tomorrows discussion. In discussion every student has his turn to talk. Try to be polite and
friendly in discussion. Participating in group discussion has the many benefits. Let me explain
some of the main benefits
It enhances your learning You learn more.
10
Your friend may have learnt a topic well comparatively. He may have picked up some
important points from the topic which you may have not. When you discuss it with him, you learn
these points as well. Similarly you may have learnt some points in a topic which he may have
missed, so he learns it in discussion. In this way the learning is shared and you are benefitted.
Discussion generates good questions helps in preparation for exam.

When you discusses about a topic with your friend in group, you can freely ask any
question which you have in your mind about any point in the topic and you get the answer.
Similarly they ask questions.
Different minds discussing about a topic, generates good questions and try to find their
answers. These are the conceptual questions which are asked in the exams. In this way, Group
discussion helps in preparation for exams by generating conceptual question and finding their
answers.
It shows you your weakness it improves you.

Until you dont know about your weaknesses, you cannot improve. In group discussion you
come to know that in which areas you are weak and you need to focus more on them to improve.
It rectifies your mistakes.

You may learn something wrong. You may make a wrong concept about a topic which you
think is correct. When you share it in discussion, you come to know that it is wrong. In this way,
your wrong concept is rectified. If you dont discusses it group, you may write this wrong concept
even in exam and get less marks for it.
It helps you on how to study and how to make preparation for exam.
While discussing on a topic, inspired from a student you ask him how he studies or how he
make preparation for exam. In this way, you improve your study method or preparation method.
It helps for oral exams It improves your communication skills.
11
By participating in group discussions you can improve your communication skills. In this
way it prepares you for oral exams and interviews as well.
12
INTERVIEW SKILLS
There are some easy steps that you can take that will increase your chances of success at
interviews.First, remember that job interviews should be a process of two-way communication.
Not only are they a tool for employers to use to evaluate you, but they are also an opportunity for
you to assess the job, the organization, and to see if there is a "fit."The keys to a successful
interview are preparation and practice. The following suggestions will help you prepare for an
interview:
Self-evaluation
It is important for you to think about yourself and your past Experiences in order to be
ready to articulate what you have to offer an employer. Consider the following topics:
How your present and past experience relate to the position
Your current and future career goals
What skills and expertise you have to offer
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The skills that you would like to develop or improve

Location, salary, and lifestyle priorities
Kinds of people and environments you prefer
Past experiences you want to highlight such as volunteer work, hobbies, travel
Before the Interview

Research the Company - A company's website is an excellent place to begin. It usually
gives you information on whether it is international or domestic, what its revenues are, how many
locations it has, and the nature of its major products.
Most companies are very proud of their websites. Don't be surprised if one of the first
questions interviewers ask when you arrive is, "Have you have had a chance to look at our
website?"
Practice interviews- Write down a list of possible questions that you think may be asked, then
have a friend act as an interviewer and direct them to you in a practice interview situation. Don't
stop until you feel comfortable answering each question. Practicing beforehand will make you feel
more comfortable and relaxed during the interview.
Dress Professionally - In today's environment, wearing a suit isn't always necessary. Contact
the HR Manager of the company or your recruiter, and find out what the dress code is for the
company at which you are going to interview.
Then dress one level above. For instance, if it is business casual, men can wear dress pants,
dress shirt, and sport coat. Women can wear a pantsuit, dress, or a skirt and blouse. Visual
impressions are very important.
During the Interview

First impressions - First impressions take only thirty seconds. Establishing rapport, direct
and sustained eye contact, a firm handshake, a warm smile, good posture, and introducing yourself
in a confident manner are important ingredients.
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Try to smile often. Also, don't be afraid to use some hand animation while answering
questions. This suggests enthusiasm in a candidate.
Body Language - Use good posture, and look the interviewer right in the eye. Sit upstraight.
Never slouch.
Speak Clearly - Don't mumble. It portrays a lack of confidence. Speak with assurance.This
indicates confidence
Listen Before Answering - Allow the employer to begin the interview, but be prepared with
some opening statements or questions such as, "I understand that this position involves," or
"What are you looking for in a job candidate?" Make sure you understand the question. If not, ask
the interviewer to clarify it. Don't be afraid to take some time to think before answering.
Give Brief Answers - Make your answer concise and to the point. Rambling tends tosuggest
that you really don't have the answer to the question(s) asked Previous Employers - Never, ever
say anything negative about your present or previous employers. No matter how much you may
have disliked someone, find a way to give your experiences a positive spin.
Be Truthful - Don't lie when asked about something you haven't done. The next question will be
"tell us about it.Know Your Resume - Be prepared to talk about every fact that is on your resume.
Many people embellish their accomplishments on their resumes. Avoid this, since the only
point of reference an interviewer has about you is the resume you provide to him/her beforehand.
Keep things at a professional level - Sometimes near the end of an interview, the two parties start
feeling comfortable with each other.
Look for Something in Common - This is something that has given us an edge in the past.
Try to find a common bond between yourself and your interviewer.
If you are being interviewed in an office, look at how the office is decorated. Look for
something you can identify with. Is his/her college diploma hanging on the wall? Did you attend a
nearby school, or perhaps one in the same Division? If so, make a quick comment about it: "Did
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you attend Penn State? I attended the University of Michigan. What a great football conference."
Interviewers sometimes feel more comfortable with people with whom they have something in
common.
After the Interview

Back in Touch - Ask the interviewer when s/he expects to get back to you on her/his decision.
Get Everyone's Business Card - Before you leave, be sure to get the business cards of all of the
people with whom you visited. If you cannot do that, ask a secretary for their names and e-mail
addresses.
Thank the Interviewer - Verbally thank the interviewer for taking the time to interview you,
before leaving. Within a day, send thank-you letters to all of the interviewers with whom you
spoke. This does not need to consist of a written letter sent via snail mail; an e-mailed thank-you
works just as well.
Do not give up - Sometimes, within ten minutes of the start of an interview, you will know that
the job is not one you want to pursue. If you begin to feel this way, don't give up on the interview.
Continue to interview as if the job was the most important thing in the world. This provides
you with practice for your next interview, which may be for your dream job! Not all interviews
will lead to offers of employment, but, if you approach every interview as if it's the most important
interview you ever had, you will come out a winner!
Additional tips
Focus on presenting a positive, enthusiastic tone.
If you are asked to describe a weakness, mention lessons learned, and steer away from negative
descriptions.
Find specific, rather than general, examples from your experience that illustrate important points
about yourself.
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When answering questions, focus on experiences that demonstrate flexibility, adaptability,

responsibility, progress, achievement, creativity, initiative, and leadership.
Some Interview Questions

You can expect to be asked some of the following types of questions in an interview. Case
Questions are often used by consulting companies to assess analytical and problem solving skills.
General questions
Tell me about yourself.
What are your key experiences and accomplishments?
How would you rank your achievements?
What are your strengths and weaknesses?
How would your friends describe you?
Explain your reason for leaving your current job.
What are the most important things to you in a job?
What do you value in a supervisor?
How would you describe your management style?
What appeals to you about this job and organization?
Describe the ideal position in our company.
What qualities do you think make someone successful in our industry?
What would you like me to know most that is not on your resume?
Explain your understanding of the issues and trends in your specialty and in the overall industry.
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Why are you qualified for this position?

Give an example of a situation where you demonstrated leadership.
Give an example of how you worked on a team.
Important interview skills and tips:

Interview Skills Tip 1: Spend time to know yourself
It may sound corny, but many candidates fail simply because they have not spend any time
thinking carefully about what they can offer. Take time to think about your experience, why it
would make you an ideal candidate for that post and how you can demonstrate it through concrete
examples.
Practicing too early can be detrimental to your confidence as you will keep repeating the
same mistakes and will get frustrated. Only practice and go through mock interviews once you
have gathered your thoughts.
Interview Skills Tip 2: Research the job and your future employers
Your interviewers will want to know whether you are fit to join their company. At an
interview, you will find it difficult to demonstrate that you are the best candidate if you don't know
what they are looking for and how the company may fit within your overall career plan.
Use all the sources available to you, including any information sent to you by the company
with the application, the company's and other websites, their Annual Report & Accounts (which
can usually be downloaded from their website - if not, ask them), etc.
Interview Skills Tip 3: Keep your answers between 1.5 and 2 minutes
Lengthy answers do not make the points clearly enough, whilst short answers tend to make
too few points. No one will be prepared to listen to you for more than 3 minutes anyway.
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So as a general rule, ensure that your answers fit within the 1.5 - 2 minutes timeframe, with
a bit more maybe for answers to some of the more open interview questions (such as "tell me about
yourself").
Interview Skills Tip 4. Structure your answers in 3 or 4 points maximum

In order to make a strong impact with your interview answers, you must ensure that the
message is coming out loud and clear. By adopting a 3- or 4-point structure, you will help your
interviewers identify the important themes in your answer and they won't have to work so hard to
get the picture.
If you have more than 3 or 4 things to say then you should organize the information
differently. The human brain cannot take more than 3 or 4 things at a time. Don't drown your
interviewers with information.
Interview Skills Tip 5: Clearly headline each point in your answers

Too many people waffle around a topic without stating clearly what they are trying to say.
Once you have derived a clear structure, ensure that each section is headlined by the message that
you are trying to convey. For example, if you are being asked a question such as "What are your
main strengths? you could structure and headline your answer as follows:
One of my key strengths is my ability to keep a team motivated, even at difficult times.
I am also a very approachable and supportive person.
Another one of my strengths is my resilience and hardworking attitude, and particularly my
ability to complete projects.
Interview Skills Tip 6: Expand on each point with your personal experience
Simply stating a series of headlines will make your answer sound "cheesy" i.e. no more
than a succession of sound bites which have no real impact by themselves. Interviewers do not
only want to know your own opinion of yourself, they want you to back up the claims that you
make with examples from your experience.
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If you adopt a 3-point structure over 1.5 to 2 minutes, this gives you on average 30 or 40
seconds per point. You must therefore ensure that you keep your examples succinct and to-thepoint.
Interview Skills Tip 7: Avoid announcing a structure upfront unless you are
absolutely confident
You will lose flexibility. As you develop your answer, you may find that you want to
introduce something that you had not originally thought about or, on the contrary, that you want to
scrap something that does not sound so good after all. If you have announced the structure of your
answer upfront, you will not be able to change it half-way through.
Interview Skills Tip 8: Use active verbs and power words to describe yourself
Most candidates, in their fear of overselling themselves, use words which do not reflect
their true level of confidence, skills, competence. If you want to make a strong impact you cannot
use expressions such as "I was involved in" too often as they reflect a situation in which you
played a role rather than the role itself.
You should use words and verbs such as: "played a key role in,"managed,
"elaborated/built
on",
"was
instrumental
in",
"achieved",
"proposed",
"derived",
"proficient/competent in", "confident in", etc
Interview Skills Tip 9: When answering questions asking for examples, use the
STAR framework
The STAR framework is a well-known (though often neglected) interview technique to
answer questions asking for an example, and it is certainly a method which all HR professionals
will have trained in and learnt to recognize. It is important that you practice it thoroughly so that
you can use it naturally at your interview. See our separate page on the STAR interview technique
for full details.
Interview Skills Tip 10: Behavior and body language

Your body language will give a lot of information to your prospective employers about
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you. They probably will not be looking at it specifically (unless it is so bad that they can't miss it!)
but they will be subconsciously affected by it throughout the interview. For a comprehensive look
at how your body language affects the interviewer's perception of candidates, see our special page
on interview behavior and body language.
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BEAUTY OF NATURE
HISTORICALLY, FREE spontaneous play was tempered with physical work and set in the fields,
barnyards, streams, countryside, and vacant city lands. Today, children are abandoning outdoor exploration,
free play, and learning in nature for sedentary cyber play, junk food, and the destructive effects of high
stakes testing and over-protectionism. The dilemma thickens. During the first decade of the present century,
more than a quarter of American children and more than half of those in developing countries have grown
up in urban slums. Most may never experience more than fleeting contacts with the natural wonders of wild
places and farms and accompanying heightened senses and creative products of meaningful work and
transformative play. Many will find their traditional grounds for play taken by machines, concrete, and steel
or closed by fences, traffic, and privacy claims.
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Growing awareness of the consequences of such developments, plus climate change,

worldwide destruction of ecosystems, and population expansion are spurring unprecedented
development in urban parks, neighborhoods, and schoolyards.
This article addresses contemporary trends in transforming schoolyards and school
curricula for integrating play and work, natural and built playgrounds, and indoor and outdoor
learning. These trends are intended to improve childrens fitness, health, development, and
emotional security. They address the need to counter such fundamental issues as lack of
experiential hands-on learning through play and work, effects of climate change, and preserving
the natural environment. Todays children will be the future arbiters of such developments and
issues, so learning time is now.
This is a formidable menu but integrating free, active play and nature study in outdoor
environments into the daily lives of school children is a central factor in healthy human
development. Gardening and nature study are not merely con- contemporary issues.
They were recognized and implemented more than a century ago with the creation of the
nature study movement, the allied School Gardens Movement, and the childrens gardening
movement created at the Brooklyn Botanic Gardens in 1914. In 1973, the National Gardening
Association (NGA), which was formed to influence the establishment of a garden in every school,
intended to help children and adults understand linkages between plants, gardening, food, and
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health. An NGA survey found that in 2007 more than $35 billion was spent on promoting and
developing gardening. (Frost, 2010). Following such patterns means examining, integrating, and
promoting play and work in indoor classrooms and outdoor schoolyards.
Many early play scholars were in agreement that play and work in classrooms and
schoolyards are distinct but related and valuable for child development (Frost, 1992). Froebel held
that plays of childhood are the germinal leaves of later life,and the creative actions of children are
the basis of education.
Dewey argued that play and work engage the whole child, reduce the artificial gap
between school and home life, and result in social and intellectual ends. Piaget tied the play/work
distinction to his scheme of cognitive development, maintaining that the difference between the
two is one of degree.
Vygotsky distinguished play as a leading factor in development, proposing that changes in
play represent growing emphasis on reality and more complex forms of thought. Csikszentmihalyi
wrote that during play the child is at the peak of his/her freedom and dignity and believes that the
quality of life is improved by applying play to human activities such as physical and academic
work.
Scores of contemporary scholars and nature organizations echo the central role of play,
work,
and
nature
in
human
development.
The
Children
&
Nature
Network
(http://www.childrenandnature.org) develops programs for securing rationale, research data, and

promoting international action for getting children into nature.
Youth getting outdoors in nature increasing from one million in 2009 to three million in
2011. The National Wildlife Federation (NWF) and the National Recreation and Park Association
(NRPA) joined forces in 2012 with a three-year goal to combat indoor childhood and lack of
green ime by reconnecting 10 million children with the many benefits of nature health, school
readiness, academic performance, and overall well-being. Such challenges are taken seriously by
rowing numbers of American schools.
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Creating the Outdoor

For almost four decades Redeemer Lutheran School in Austin, Texas has been a research
site for outdoor play. Over time, steps were taken to integrate classroom investigation and learning
with outdoor play/nature yards and to identify benefits for preschool and elementary school
children resulting from daily play and work (both physical and academic) in built and natural
outdoor schoolyards.
Integrating the Redeemer schoolyards for play, work, and learning began with the creation
of natural and built environments in 1974. The play and nature yards were started in a barren
outdoor playground by volunteers (men, women, and children) and University of Texas graduate
students to provide and create play materials and equipment from scrap and to plant shade trees,
fruit trees, shrubs, and small vegetable gardens.
The earliest grounds were gradually transformed into three developmentally based
playgrounds and natural areas with manufactured equipment periodically removed and replaced for
research purposes. During the early 1990s, an essential element for development, regular
instruction, and maintenance at integrated schoolyards was added an adult to guide and support
the childrens nature experiences. This science enrichment teacher, a skilled naturalist, provides
hands-on science and nature experiences for most of the schools 500 students, preschool through
middle school.
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A space adjacent to three playgrounds for two to twelve-year-olds was transformed by

adding a greenhouse, tool shed, cages and pens for animals, gardens, composting area, rainwater
collection tank, traditional hand water pumps, native plants for attracting wildlife, and a covered
arbor or pergola.
This resulted in a planned, enriched outdoor play/ work/learning yard for all age groups.
An adjacent oversized indoor classroom contains a kitchen for food preparation and technology for
science investigations and media work. In addition to the scheduled, formal lessons, informal ongoing work is organized for students for the care of animal and plants. All this is used to support
formal investigation and informal play, utilizing both nature yards and adjacent playgrounds.
The Land Down Under, a half-acre rainwater detention pond named by a child, is a
favorite place for play and learning. This area is planted in bald cypress and pecan trees, native
switch grass, and wildflowers. Such place-based environments take learning off the
schoolbookpage and make it contextual, productive, and sensory.
Children roll down the hills, build forts, and test branches of cypress trees for swinging
and climbing. The area is also used for childrens research and experiments. For example, students
adopta tree. They study the specific structure oftheir selected tree - examine bark, flowers, seed
characteristics, tree growth, and food production.
The program is supported by numerous nature-based organizations. (Frost, Keyburn, &
Sutterby, 2010) Early in the creation of outdoor classrooms children participated in the Junior
Master Gardener program developed by the Texas AgriLife Extension Service, Texas A&M
University, and the National Wildlife Federation.
The NWF guided the development of www.playgroundmag.com FALL 2013
PLAYGROUND MAGAZINE 11 a Certified Schoolyard Habitat
Wildlife/Schoolyard-
Habitats.aspx). This program helps teachers and children learn how to create and study natural
habitats that attract and support wildlife. Other resources included GEMS for guiding teachers;
Project WILD (http://www.projectwild.org) for conservation education and teacher training; and
Project Learning Tree for curricula, teacher training, and grant opportunities.
Texas-based Green Ribbon Schools operational in more than 800 schools in more than 40
states during 2013, offers assistance in creating ecosystems and nature classrooms, develops
26
indoor/outdoor nature curricula, and promotes health and fitness. The program is evolving rapidly
to include a wider range of nature projects.
Evolving Nature Projects. Helping children learn to use manual tools is complementary to
using technology. Planting and tending gardens is accompanied by learning about leaf and plant
structures by using I-pad apps in the field. There are both common and unique benefits in raising
rabbits, raking leaves, and eating food from school gardens in the school cafeteria.
The instinctive bond between humans and other living systems is seen and understood
through such experiential learning. Hands-on composting and observing decomposition results in
natural learning about the dynamics of change. Observing, measuring, and predicting weather in
the school weather station gives children a sense of the orderly predictability of seasons and
appreciation for the vagaries ofweather.
A patch of Butterfly Milkweed was planted to attract migrating Monarch butterflies.
Monarch Watch, the University of Kansas education, conservation, and research program provides
online resources and butterfly tags to help children identify the myriad number of insects that
inhabit the host plants for Monarch caterpillars. Children follow the Monarch migration by
logging milkweed and butterfly sightings for Journey North a global study of wildlife migration
and seasonal change.
The extended Texas drought provides ample field investigation of the effects of climate
change. The Integrated Indoor/Outdoor Classroom: Multidisciplinary and Project Based for HandsOn Experiential Learning. In active cooperative learning, diversity of approaches is evident. Music
and the visual and dramatic arts are natural accompaniments to science and nature investigation
using real world experiences and technology.
The teacher plans with the children for integrating health, literature, math, music, science,
social science, visual arts, tool use, technology, physical fitness, and social media. In addition, the
natural world is an ideal context for spiritual and moral instruction and guidance. Evaluation is
more than merely taking a
27
common written test. Teacher observation, cooperative planning, and cooperative evaluation with
children all enter into diagnosis of individual and group needs and planning future investigations.
The indoor/outdoor program is oriented to teaching the whole child.
Daily gym and recess, active learning, the arts, and nature study complement the balanced
indoor curriculum. The obesity level is less than one-third the Texas level. The campus is a
microcosm of natural, academic, and technological systems for enhancing child development,
improving health, promoting learning, and studying the challenges faced as world population
increases
and
finite
natural
resources
are
depleted.a
Certified
Schoolyard
Habitat
Wildlife/Schoolyard-Habitats.aspx).
This program helps teachers and children learn how to create and study natural habitats
that attract and support wildlife. Other resources included GEMS for guiding teachers; Project
WILD (http://www.projectwild.org) for conservation education and teacher training; and Project
Learning Tree for curricula, teacher training, and grant opportunities.
Texas-based Green Ribbon Schools operational in more than 800 schools in more than 40
states during 2013, offers assistance in creating ecosystems and nature classrooms, develops
indoor/outdoor nature curricula, and promotes health and fitness. The program is evolving rapidly
to include a wider range
28
Helping children learn to use manual tools is complementary to using technology. Planting
and tending gardens is accompanied by learning about leaf and plant structures by using I-pad apps
in the field. There are both common and unique benefits in raising rabbits, raking leaves, and
eating food from school gardens in the school cafeteria.
The instinctive bond between humans andother living systems is seen and understood
through such experiential learning.Hands-on composting and observingdecomposition results in
natural learningabout the dynamics of change. Observing, measuring, and predicting weather in the
school weather station gives children a sense of the orderly predictability of seasons and
appreciation for the vagaries of weather.
A patch of Butterfly Milkweed was planted to attract migrating Monarch
butterflies. Monarch Watch, the University of Kansas education, conservation,
and research program provides online resources and butterfly tags to help
children identify the myriad number of insects that inhabit the host plants for
Monarch caterpillars. (http://www.monarchwatch. org) Children follow the
Monarch migration by logging milkweed and butterfly sightings for Journey
North (http://www. journeynorth.org), a global study of wildlife migration and
seasonal
change.
The
extended
Texas
investigation of the effects of climate change.
29
drought
provides
ample
field
Integrated
Indoor/Outdoor
Classroom:
Multidisciplinary and Project Based for Hands-On
Experiential Learning.
In active cooperative learning, diversity of approaches is evident. Music and the visual and
dramatic arts are natural accompaniments to science and nature investigation using real world
experiences and technology. The teacher plans with the children for integrating health, literature,
math, music, science, social science, visual arts, tool use, technology, physical fitness, and social
media. In addition, the natural world is an ideal context for spiritual and moral instruction and
guidance
30
31
Leaf Spring
Design and Analysis of a Leaf Spring for automobile suspension system:
I. INTRODUCTION
In order to conserve natural resources and economize energy, weight reduction has
been the main focus of automobile manufacturer in the present scenario. Weight
reduction can be achieved primarily by the introduction of better material, design
optimization and better manufacturing processes.
The suspension leaf spring is one of the potential items for weight reduction in
automobile as it accounts for ten to twenty percent of the unstrung weight. This helps in
achieving the vehicle with improved riding qualities. It is well known that springs, are
designed to absorb and store energy and then release it. Hence, the strain energy of the
material becomes a major factor in designing the springs.
load carrying capacity and stiffness. Since; the composite materials have more
elastic strain energy storage capacity and high strength-to-weight ratio as compared to
those of The
introduction of composite materials was made it possible to reduce the
weight of the leaf spring without any reduction on steel.
32
II. LITERATURE REVIEW
Rajendran , S.Vijayarangan has presented an artificial genetics approach for the design
optimization of composite leaf spring. The design variable (thickness and width) of steel and
leaf springs are optimized by making use of GA (Genetic Algorithm). Optimization using GA
has contributed to a reduction of 8% of the steel spring weight and 23.4% of the composite
spring weight.
H.A. Al Qureshi has described a single leaf, variable thickness spring of glass fiver
reinforced plastic (GFRP) with similar mechanical and geometrical properties to the multi-leaf
steel spring was designed, fabricated and tested.
M.L Aggarwal ,V.P. Agrawal, R.A. Khan has calculated fatigue strength of shot peening
leaf spring from laboratory samples of EN45A spring steel specimen.
A lot of research has been done to improve fatigue strength of material by creating
compressive residual stress field in their surface layers through shot peening .
III. LAMINATED SEMI-ELLIPTIC SPRING
33
A laminated semi-elliptic spring .The top leaf is known as the master leaf. The eye
is provided for attaching the spring with another machine member. The amount of bend that
is given to the spring from the central line, passing through the eyes, is known as camber
The camber is provided so that even at the maximum load the deflected spring
should not touch the machine member to which it is attached. The camber shown in the
figure is known as positive camber.
The central clamp is required to hold the leaves of the spring. However, the bolt
holes required to engage the bolts to clamp the leaves weaken the spring to some extent.
Rebound clips help to share the load from the master leaf to the graduated leaf.
leaf spring involves two full length leaves and seven graduated leaves, four packing
which are made of 65Si7 material. This conventional leaf spring model consists of 37 parts
which, includes two full length leave, seven graduated leaves. The remaining part involves
four rebound clips of MS, four shim pipes of C.D.S.T/ERW, centre nut & bolt and bush of
bronze. The experimental setup consists of a full scale testing machine for leaf spring, jigs
and fixture.
34
The system consists of a hydraulic power pack to give a hydraulic pressure of 20.6
M Pa with a flow rate of 210l pm, which is sent to a hydraulic actuator to operate at a
frequency of 0.3 Hz with the displacement specified by the alternating load.
This involves applying the axial load on the leaf spring and measure the deflection
and bending stress. Supavut,Chantranuwathana have simulated a leaf spring model. An
experimental leaf spring model was verified by using a leaf spring test rig The master leaf
of a laminated spring is hinged to the supports. The support forces induce, stresses due to
longitudinal forces and stresses arising due to possible twist.
Hence, the master leaf is more stressed compared to other the graduated leaves.
Methods to reduce additional stresses could be, leaf is made of stronger material than the
other leaves. Master leaf is made thinner than the other leaves. This will reduce the bending
stress as evident from stress equation.
Another common practice is to increase the radius of curvature of the master leaf
than the next leaf that can measure vertical static deflection of leaf spring under static
loading condition.
A. Stresses due to support hinges
Fig . Nipping of leaf spring
35
The master leaf has a larger radius of curvature compared to the additional leaf that
is placed below so obviously a gap will be created between the two leaves as indicated
in the figure. Now, an initial bent is created during assembly by tightening the central
bolt. Therefore, some amount of compressive stress will be produced at the inside
curvature of the master leaf. Similarly, at the outside curvature of the master leaf tensile
stress will be produced. Both these stresses are initial stresses in the master leaf.
However, by such operation of tightening the central bolt, the additional leaf that is
placed beneath the master leaf has a of that of the master leaf, tensile stress is produced
at the inner curvature and compressive stress is produced at the outer curvature.
Hence, when the spring is loaded, for both the master leaf and the additional leaf,
tensile stress will be produced at the inner curvature and compressive stress will be
produced at the outer curvature. Therefore, due to opposite nature of initial stress and
loading stress, the master leaf will tendency to flatten out and as a result the stress
pattern of the additional leaf will be reverse experience lesser stress on both the
surfaces. However, due to same nature of initial stress and loading stress, the additional
leaf is stressed more compared to the master leaf. But, it is to be noted that the higher
stress on the additional leaf is actually shared between all other leaves than the master
leaf.
This practice of stress relief in the master leaf is known as Nipping of leaf spring.
As a matter of fact, all the leaves of a laminated leaf spring do have certain amount of
nipping, so that there will be gaps between the leaves, as a result the stresses will be
uniformly distributed and accumulated dusts can also be cleaned.
IV. LEAF SPRING FAILURE
36
The determination of the point of failure during an accident sequence of a rear leaf
spring in a sport utility vehicle is presented in terms of fracture surface analysis and
residual-strength estimates.
Marks at the scene of the accident pointed to two possibilities for the point of
failure: marks in the roadway at the start of the accident sequence and a rock strike near the
end of the sequence.
Evidence from rust and chemical contamination on the fracture pointed to the
spring having been cracked in half prior to the accident.
Extensive woody fracture and secondary cracking at the mid-plane of the spring
was evidence for segregation and weakness in the spring.
Stress estimates for the effect of both the weakness and prior cracking on the
residual strength of the spring revealed reductions in strength of the spring that could
produce fracture at the start of the accident sequence.
The point of failure of the spring was placed at the start of the accident sequence. A
scanning electron micrposcoe (SEM) was used to examine the fracture on the eye at higher
magnifications.
Examination of the mid-plane fracture was difficult because the mid-plane fracture
surface faced the surface of the spring itself. Such a geometry creates signal detection
problems, particularly for X-ray analysis. However,
37
This old crack exhibited features indicative of a corroded significant results were
achieved by repeated repositioning of the spring eye.surface, as can be seen fracture
between the old crack and the mid-plane was also rusted but less so than the old crack. The
fracture mode in the old crack was difficult to see because of corrosion and physical
damage.
However, a few small areas were clear enough to reveal uniform, very small micro
voids. Fracture between the old crack and the mid-plane was also by micro void
coalescence, but the void size was duplex with large and small micro voids.
The fracture was also rougher. X-ray spectroscopy of the old crack in the SEM
revealed unusually high peaks for oxygen, silicon silicon, and aluminum are contamination
elements, because they should not be present at the observed, calcium, chlorine, sulfur, and
aluminum, the X-ray spectra from the old crack. Calcium, concentrations on a 5160 steel
fracture surface.
The geological report revealed calcium carbonate, alumina, and, to a lesser extent,
silica were a major portion of the road material. Chlorine was not reported in the roadbed
analysis, and roads are not salted for ice where the vehicle was driven. Obvious source for
chlorine in this case was the known transport of the vehicle by an ocean-going ship.
The high oxygen level is consistent with corrosion. The source of the sulfur is not
known at this time, area of thumbnail-shaped crack origins on the inside diameter (ID)
surface.
Woody fracture regions on this specimen were observed to be areas of decohesion

of flat, elongated sulfide inclusions with regions of very fine micro voids in the broken
ligaments.
38
Bands of intergranular fracture were observed to be mixed in with the fracture, both
of these morphologies together. X-ray analysis of the intergranular fracture area and the
woody area strong peaks for carbon, oxygen, silicon, aluminum, and chlorine.
Fig . Secondary cracks at the mid-plane
V. STRESS ANALYSIS
Stress calculations were performed to estimate the reduction in strength in the
spring resulting from cracks existing before the accident and the mid-plane segregation.
Exemplar spring test data were also used to provide a basis for estimating the reduction in
strength
The reduction-in-strength estimates were then used to determine if normally

expected dirt road forces in the absence of a large rock strike were adequate to rupture this
spring.
39
Finite-element stress analysis was used to study the existence of transverse tensile
stresses at the location of the fracture. The leaf spring was secured directly to the vehicle
frame at the forward end and through a shackle assembly at the end.
Fig . Reaction forces on the spring eyes in the vehicle
These crak depth measurements for the old OD crack, produced an estimate of 1460
MPa for an outer fiber bending stress required for spring fracture. The calculated outer
fiber (or outer surface) bending stress estimated for fracture in the presence of the small
OD crack is at or below the expected tensile strength for the spring. This analysis
indicates that the strength has been reduced when compared to the nominal properties.
Any delimitation in the spring would raise the stresses and result in unstable
fracture at even lower force levels. (The observed elimination would double the
stresses.). The longitudinal force required to produce the fracture initiation stress
predicted by fracture mechanics was estimated by elastic bending calcculations.
The force to reach 146 M Pa was estimated to be 23,000 N for no delimitation and
10,200 N for the observed elimination in the accident spring. Using 48,200 N pull to
failure from test results on exemplar springs yielded a 52 to 79% reduction in spring
strength.
40
These numbers demonstrate the serious reduction in strength possible for both the
small crack and the delimitation. Evidence of the outer half being cracked for some
time indicates that the reduction in strength did in fact occur. plane-strain unstable
rupture occurred.
The toughness of the ID half of the spring was less than that of the OD half because
of the extensive presence of intergranular fracture, which is evidence for embrittlement.
Therefore, the combination of a stable tear and dynamic loading probably further
reduced the final longitudinal rupture force below 0.72 g. criterion.
The mid-plane segregation leading to delaminating would be expected to arrest the

running crack from the outside surface, and it did. This would leave the spring
weakened but intact rubbing at the mid-plane demonstrates that this arrest did occur.
Residual strength for this condition was estimated by assuming the spring was cracked
halfway through.
VI. FINITE ELEMENT ANALYSIS OF COMPOSITE

LEAF SPRING
With the extensive use of laminated composite materials in almost all engineering
fields, the optimal of laminated composites has been an extensive subject of research in
recent years.
The dimensions of the composite leaf spring are taken as that of the conventional
steel leaf spring. Each leaf of the composite leaf spring consists of 20 plies of thickness
0.275 mm each.
41
The number of leaves is also the same for composite leaf spring. The following
graphs show the analysis of spring.
Fig . Variation of experimental stress of steel and composite springs.
Fig. Variation of longitudinal stress of composite leaf spring.
42
VII. CONCLUSION
The composite leaf spring is lighter than conventional steel leaf spring with similar design
specifications but not always is cost- effective over their steel counterparts. Composite materials
have more elastic strain energy storage capacity and high strength to weight ratio as compared with
those of steel. Therefore, it is concluded that composite leaf spring is an effective replacement for
the existing steel leaf spring in automobile.
E-glass epoxy is better than using Mild-steel as though stresses are little bit higher than
mild steel, E-glass epoxy is having good yield strength value.
The prior cracking in the spring was extensive enough to reduce the strength of the spring to the
point where normal dirt road forces were adequate to produce rupture.
The weight of the leaf spring is reduced considerably about 85 % by replacing steel leaf
spring with composite leaf spring. Thus, the objective of reducing the unstrung mass.
REFERENCES
[1] I. Rajendran, S. Vijayarangan Optimal Design of a Composite Leaf Spring Using the Genetic
AlgorithmsComputer and Structures 79 (2001) 1121-1129
[2] H. A. Al-Qureshi Automobile leaf springs from composite materials Journal of Material
Processing Technology, vol-118, p. p 58 61. (2001)
[3] M.L Aggarwal, V.P. Agrawal, R.A.Khan A stress approach model for predictions of fatigue
life by shot peening of EN45A spring steel International Journal of Fatigue 28 (2006) 18451853
43
[4] M Senthil Kumar And Vijayarangan Static analysis and fatigue life prediction of steel and
composite leaf spring for light passenger vehicles Journal of scientific and Industries Research
Vol. 66, February 2007 pp 128-134
[5] M Senthil Kumar, S Vijayarangan Analytical and Experimental Studies on Fatigue Life
Prediction of Steel and Composite Multileaf Spring for Light Passenger Vehicles Using Life Data
Analysis Journal- ISSN 1392-1320 MATERIALS SCIENCE (MEDZIAGOTYRA) Vol.13, No.
2.2007
[6] F.N. Ahmad Refngah, S. Abdullah and A Jalar, L.B. Chua Life Assessment of a parabolic
Spring Under Cyclic Strain Loading European Journal of Scientific Research ISSN 1450-216X
[7] S. Abdullah, C.K.E. Niz Wan and M.Z. Nuaw A Study of Fatigue Data Editing using the
Short-Time Fourier Transform(STFT) Journal-American Journal of applied Sciences 6(4):565575,2009 ISSN 1546-9239
[8] Gulur Siddaramanna Shiva Shankar, Sambagam Vijayarangan Mo no Composite Leaf Spring
for Light Weight Vehicle 1979
[9] M. M. Patunkar1, D. R. Dolas2 Modeling and Analysis of Composite Leaf Spring under the
Static Load Condition by using FEA International Journal of Mechanical & Industrial
Engineering, Volume 1 Issue 1-2011
[10] K. K. Jadhao, Dr. R.S Dalu- Experimental Investigation & Numerical Analysis of leaf spring
International Journal of Mechanical & Industrial Engineering, Volume 2 Issue 1-2007
[11] Vinkel Arora et al A Comparative Study on CAE and Experimental Results of Leaf Springs
in Automotive Vehicle ISSN: 0975-5462 Vol. 3 No. 9 Sept. 2011 (IJEST)
44
[12] Dakshraj Kothari, Rajesh Satankar Review of Researches on Leaf Spring Regarding Use of
Composite Material and Various methods for Predicting Fatigue Life IJCRR Vol. 4 issue 01 Jan.
2012.
[13] R. W. Landgraf and R. C. Francis Material and Processing Effects on Fatigue Performance
of Leaf Springs Congress and Exposition Cobo Hall,Detroit February 26-March 2, Vol.28 No.3
(2009), pp.351-363.
45
46
COVER LETTER
From
M.Ramadass,
No:2 gandhi street.
konavattam,
vellore-632013.
To
The Personnel Manager,
ABI Corp Pvt.Ltd,
Saidapet,
Chennai-18.
Sir,
I had seen your job vacancy advertisement in THE HINDUon date (3:10:2014). I am
equipped in Building designing. I can design all kinds of design project. I hereby attach my resume
for your perusal.
As you will note, I am a fresher but I have progressive qualifications in designing any type of
software that make similar contributions confidentially as a member of your team and look
forward to describe my background in more detail.
I dedicate the work with full effort and there by increase your reputation in the international
level.
Thanking you
47
Yours Sincerely,
[M.Ramadass]
48
SKILL RESUME
m.ramadass,
No:2 gandhi street,
konavattam,
vellore.
e-mail :Ramadass.be@gmail.com
[
SKILLS:
COMPUTER SKILLS:
Operating system
Languages known :
Windows 98 , Windows XP, 7, 8
English type writing, Auto Cad, Stadd pro,
TECHNICAL SKILLS:
Participated in Embedded system seminar held atSREE KRISHNA COLLEGE OF
ENGINEERING.
SOFT SKILLS:
Good analytical skills, Ability to solve the problem, Ability to work as a team, Good
communication skills.
INDUSTRIAL VISITS:
49
1. Water treatment plant, Chennai.

2. Mettur Dam, Mettur.
OBJECTIVES:
To serve the organization with my innovative knowledge.
To work in a position which is challenging and encouraging
EDUCATIONAL QUALIFICATION:
2005 - 2010
SSLC
Institute Name
GVC Hr Sec School konavattam,
2010 2012
+2
Institute Name
GVC Hr sec school konavattam,
2012 -2016
Bachelor of Engineering (mechanical engineering)
Institute Name
Shree Krishna College of Engineering, Anaicut.
DECLARATION:
I here by confirm that the information given above is true to best of my knowledge.
(M.Ramadass)
50
REFERENCE:
1. Mr.K.JEGAN MOHAN.BE.,ME.,
The PRINCIPAL,
Sree Krishna College of Engineering,
Unai,
Vellore.
2. Mr.G.Jaya prakash.BE,ME.,
Head of the mechancial Engineering,
Unai,
Vellore.
51
FUNCTIONAL
RESUME
52
FUNCTIONAL RESUME
M.Ramadass,
No: 2 gandhi street,
konavattam,
vellore 632 013.
e-mail :M.Ramadass.be@gmail.com
OBJECTIVES:
To obtain position where I can maximize my multilayer of management skills, Quality assurance,
Program development, Training experience, Customer service.
NAME OF
DEGREE/
BOARD/
YEAR OF
INSTITUTE
EXAMINATION
UNIVERSITY
PASSING
53
SSLC
State Board
2010
+2
State Board
2012
Anna University
2016
GVC Hr Sec School konavattam,
GVC Hr sec school konavattam.
Shree
Krishna
College
of Bachelor
of
Engineering
Engineering,Unai.
( mechanical )
SKILLS:
COMPUTER SKILLS:
Operating system
Languages known
Auto Cad, Stadd pro, English Type writing,
TECHNICAL SKILLS:
ENGINEERING.
SOFT SKILLS:
54
INDUSTRIAL VISITS:
HONORS & AWARDS:

NSS volunteer
NCC
Best student award
DECLARATION:
[M.Ramadass]
REFERENCE:
1. Dr.K.JEGAN MOHAN.BE.,ME.,
The PRINCIPAL,
Unai,
Vellore.
2. Mr. G.JAYA PRAKASH. BE,ME.,
Head of the mechancial Engineering,
55
Unai,
Vellore.
56
CHRONOLOGICAL
RESUME
CHRONOLOGICAL RESUME
M.Rramadass,
konavattam,
vellore 632 013.
57
OBJECTIVES:
To serve the organization with my innovative knowledge.
To contribute to the growth of the company by utilizing my knowledge.
YEAR
NAME OF
DEGREE /
BOARD /
INSTITUTE
EXAMINATION
SSLC
UNIVERSITY
State Board
+2
State Board
2012
of Anna University
2016
GVC Hr Sec School
OF
PASSING
2010
konavattam,
GVC
Hr
sec
schoolkonavattam.
Shree Krishna College

of Engineering,Unai.
Bachelor
Engineering
( mechanical )
SUMMARY OF QUALIFICATION:
Major strengths include strong leadership, Excellent communication skills, competent, strong
team player,
Dutiful respect for compliance in all regulated environment and supervising skills including hiring,
Termination, scheduling, Training, payroll and also administration skills.
SKILLS:
58
COMPUTER SKILLS:
Operating system
Languages known :
Auto Cad, Stadd pro, English Type writing,
TECHNICAL SKILLS:
ENGINEERING.
SOFT SKILLS:
INDUSTRIAL VISITS:
HONORS & AWARDS:

NSS volunteer
NCC
Best student award
DECLARATION:
[M.Ramadass]
REFERENCE:
59
The PRINCIPAL,
Unai,
Vellore.
2. Mr.G.JAYA PRAKASH.BE,ME.,
Head of the mechanical Engineering,
Unai,
Vellore.
60
REVERSE
CHRONOLOGICAL
RESUME
61
REVERSE-CHRONOLOGICAL RESUMEs
M.Ramadass,
konavattam,
vellore 632 013.
OBJECTIVES:
To obtain position where I can maximize my multilayer of management skills,
Quality assurance, Program development, Training experience, Customer service.
NAME OF
DEGREE /
BOARD /
YEAR
INSTITUTE
EXAMINATION
UNIVERSITY
PASSING
Anna University
2016
State Board
2012
State Board
2010
Shree Krishna College of

Engineering, Unai.
GVC
Hr
sec
Hr
School,konavattam.
of
Engineering
(mechanical)
school,
konavattam.
GVC
Bachelor
Sec
+2
SSLC
62
OF
SUMMARY OF QUALIFICATION:
Major strengths include strong leadership, Excellent communication
skills,competent,strong team player, Dutiful respect for compliance in all regulated environment
and supervising skills including hiring, Termination, scheduling, Training, payroll and also
administration skills.
SKILLS:
COMPUTER SKILLS:
Operating system
Languages known :
C, C++,Auto Cad, Stadd pro, English Type writing,
TECHNICAL SKILLS:
ENGINEERING.
SOFT SKILLS:
INDUSTRIAL VISITS:
HONORS & AWARDS:

NSS volunteer
NCC
Best student award
DECLARATION:
63
( M.Ramadass)
REFERENCE:
The PRINCIPAL,
Unai,
Vellore.
2. Mr.G.JAYA PRAKASH.BE,ME.,
Head of the mechanical Engineering,
Unai,
Vellore.
64
65
Listening skills
The easiest way of describing listening skills is as a mirror image of expressive skills.
They are the skills needed to help the other person make a clear and unthreatening statement of her
own position. You...
give the other person your attention;
listen for understanding;
let the other person know what you think they said.
This can usefully be further expanded.

Listening skills are in most respects a little harder than expressive skills. One reason for
this is that, again, they depend upon a foundation of emotional skills. It is hard to place yourself
one hundred per cent at the other person's disposal when you are under threat.
Briefly, they are as follows...
Listen
Acknowledge
Check, and
Enquire
The "enquire" is optional, and not used in the effectiveness training literature 8 or in some
of the counseling literature.
In more detail:
Listen
Listen with your eyes as well as your ears -- use her verbal and non- verbal expression to
work out just what it is like to be in her position as she perceives it.
Acknowledge
Let the other person know just what you have understood her to imply verbally and nonverbally: the whole message. Make clear that this is just your interpretation.
Check
66
Make sure that you understand her, by making it as easy as possible for her to amend or
add to your understanding.
Enquire
Ask the questions that will help the other person to change her first answer (which probably
avoids the issue, or blames, or demands) into one which gives specific information about what you
have done or said, or about what she wants you to say or do. Of these components,
acknowledgment is by far the most important.
If it is done well, and often, it automatically improves your use of the other components.
The rest of the communication process is then much more likely to be effective.
Listening skills in more detail

The form that listening skills take depends on two things. One is how complex the problem
is. The other is how upset the other person is, and how strong her beliefs are. But in general, good
listening ...
begins by acknowledging what has already been said;
and then agrees with what is specific and true;
and
then
perhaps
enquires
for
more
information.
An example follows...
"As I understand you, you are saying ... I do sometimes ..., and I can now see why it
appears to you that ... Could you give me a specific example?"
Jack's response to the earlier example might be framed like this:
"Let me be sure I understand what you're saying, Jill.
"You've noticed that I've missed a couple of meetings. You think that this might be
evidence that I'm not as enthusiastic about the project as I was. You think my delaying of the
monitoring team might also be an example.
"Your reaction is that you think this may place the program in jeopardy, and -- you said
"discourage" -- you wonder if the effort you're putting into it is worth it?
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"And, although you didn't say it in so many words, you're disappointed that I didn't
mention it?
[Jack waits for confirmation]
"It is true that I've allowed other distractions to divert me from the project. That's why I
missed the meetings. I could have made more of an effort.
"I'm as enthusiastic about the long term worth of the program as I ever was. I am
disappointed at how slowly it's moving."
Jill is fortunate, here. Jack shares her skills, and makes her task easy. In practice, it is
unlikely that the other person will use good expressive skills. Instead she is likely to make
assumptions, cast blame, and make demands. The best way of responding will depend on the
circumstances.
The style used by the other person may change over time as she slowly defuses her emotion
by expressing it. For many issues, five distinct stages can be identified...
Visible emotion. It is evident in the person's non-verbal behaviour that she is emotional. Your task
is to listen, and from time to time restate what you think she is saying. Avoid inquiry or defense.
"Oh, come on, Jill! You know me better than that!"

Loaded words The emotionality is less evident in behaviour; but she uses words ("good",
"bad", "disloyal", "should", etc.) which say more about attitude than about fact. Your task is to
restate the message. Include what is implied as well as what is actually stated. Agree with what is
true. It is best to avoid inquiry or defence.
"You don't think you're being a little paranoid about this?"

Vague words The words no longer have strong negative or positive connotations, but are
not very specific or concrete. You can now use inquiry to good effect.
"Um, look, there isn't any cause for concern. Everything's OK."
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Concrete detail you now begin to get specific information about what you (or someone)
said or did, and with what consequences. You need only restate from time to time, and enquire
after information when you don't understand.
Complete information now is the time to move to resolution.
Managing the overall process
Third person skills are the skills I need to decide whose concerns to work on and what sort
of information to exchange. In other words, third person skills are about choosing priorities -deciding what can most usefully be tackled first or next.
Before a mutual concern (or one which is an issue only for you) can be worked on, there
may be other issues that need to be got out of the way.
A process issue is given highest priority of all. Anything that prevents the real issue being
addressed counts as a process issue. It is your issue, but a special type deserving priority.
If unresolved, process issues prevent any other concerns being addressed effectively. I return
to
this
later.
One of the commonest and most important forms of process issue is where the implicit rules
of conversation prevent the problem being addressed. The rules must be renegotiated before the
interpersonal issue is dealt with.
The other person's concerns are usually best given next highest priority. Such concerns are usually
identified by some wish on the other person's part to change your behavior. The other person is
more likely to give attention to your concerns, or to mutual concerns, if her own concerns are first
addressed
[
and
resolved.
A mutual concern is often the main object of the exercise. Despite this, it is usually more
effective to deal first with process issues and then the other person's concerns.
Last in priority are your own concerns. Except when they prevent the other issues
being addressed, they can usually wait until other issues have been resolved. They are usually
more easily resolved when the other person's concerns have been met.
Similarly, there are priorities about the type of information to be exchanged.
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The aim is to produce satisfactory future outcomes for all.
But these future outcomes arise from present decisions. Decisions are therefore a
higher priority than outcomes. This is so even though the outcomes are the purpose of the
exercise.
Effective decisions depend in turn on the appropriate information having been
exchanged and understood and believed. Information therefore takes priority over decision
making.
Strong feelings prevent understanding. Their resolution is a higher priority than is
the exchange of information.

Feelings have many different sources. Some arise directly from the present process,
and disappear when process issues are resolved. Others can be understood only when the
underlying beliefs have also been understood. Beliefs are therefore given the highest priority.
[
This second set of priorities can be remembered as FIDO:

Feelings which are
positive towards outcomes, processes, people and self
and not strongly negative towards anythingallow the interchange and

understanding ofInformation which if
specific, adequate, accurate and relevant, and
understood and accepted as valid by allhelps those present to make more

effective
Decisions. If these
have the commitment of those affected
specify who will do what, by when, and
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include monitoring and coordinationthen the desired
Outcomes are more likely to be realized

FIDO is not intended to be a description of the stages of communication. It is instead a set
of priorities. In more detail, it can be used to determine the appropriate information to be used in
problem solving. In the event of difficulty at any level, attention is given to the higher priority
level.
For example, imagine that you are having difficulty achieving the end results (the
outcomes) that were agreed to. The model would indicate that revising the decisions might be the
most appropriate action.
If decisions are not being made effectively, perhaps important information has been
overlooked or misunderstood. If information is being ignored, perhaps feelings are getting in the
way.
Process issues
The communication style described above will help you to engage more easily with
interpersonal issues, and in ways that in the long term improve relationships. Used to deal with
issues as they arise, they more often allow mutually-satisfactory outcomes to be achieved.
There real power, however, is when they are used to address process issues -- that is, to
renegotiate the rules by which the interaction is taking place. Precisely the same skills are used:
expressive skills to describe the process you believe is occurring; listening skills to understand
what is happening for the other person; skills in managing the overall interaction.The main
difference is that you are dealing with immediate and present information: what is happening
between you and the other person right now.
The information chain can still be used...

The actions are what you and the other person are doing and saying in the present
moment
The material outcomes, if any, are the immediate physical results of those actions
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The beliefs are primarily the assumptions you and the other person are beginning to
form, right now, about the motives of each other in the present interaction
The feelings are most importantly those you both hold towards each other, and the
present process
The intentions are how you both would prefer to be acting.

In other words, the information you need exists in the present.
The rules can be renegotiated either before you start the interaction, or as required.
If you know ahead of time that the situation is likely to be difficult, you can negotiate with
the person for a time when you can both give the process your full attention, without distractions.
You can begin the interaction by indicating what you hope to get out of it, and inviting the
other person to express her goals. You can then agree, jointly, on the process you will use and the
way you will monitor it.
A caution. If the other person is likely to be mistrustful of your motives, it is important that
you do not impose a process on her. If she is familiar with a problem-solving process that can be
effective, use it. If not, ensure that you take her views into account.
On other occasions you will find yourself in the thick of an issue before you realise it. The
following sequence will then often be appropriate...
You begin by stating, without blame or criticism or demand, your own position
You then invite a response from the other person, give her all of your attention, and try to
understand what the world is like where she is
If she reacts with obvious defensiveness to your initial statement, switch

immediately from expressive skills to listening skills. Get her perception of the issue first.
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If you are unable to proceed because the process is getting in the way, renegotiate the rules. Settle
those, then return to the issue.
Using these skills to address the issue will eventually improve your style of interaction, and your
relationship.
The strongest improvement, however, results when you address the process and the relationship
directly. The more difficult the person is to deal with, the truer this is.
How to Improve Communication Skills

Do you struggle with getting your words out when explaining things in important
situations, situations like interviews, presentations, meetings, phone or video conferences? Do you
become anxious, nervous tense up, loose track of where you're at, speak too fast, or even stutter?
Do people sometimes have trouble understanding you because English is your second language?
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If you answered yes to any of the above, relaxhelp is finally here! My name is Michael
Williams and I stuttered for over 20 years. For the past two decades I've made my living speaking.
I teach academic success as a professor, have conducted day-long and multi-day relationship and
communication retreats, taught in churches, spoke on live T.V., radio and much more. I've even
taught small classes in Spanish. I now work with people from all around the world helping them
learn to speak more smoothly, fluently, clearly and confidently.
If you struggle with speaking well, this course can literally transform your life. You
probably know from personal experience that not being able to speak well can limit your career
choices, restrict your social life, and restrict your relationships. I've worked with people who
could not get jobs, or who were being paid up to 30% less because of their speech. These were
brilliantly intelligent people, but because of speech limitations, they were not able to express
themselves the way they wanted.
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Speak more smoothly so that both you and those to whom you are speaking feel relaxed,
tuned in and focused.
Speak more fluently so that your thoughts and words stream together in sync helping you
present your thoughts and ideas in an intelligent and precise manner.
Speak more clearly so that your listeners can understand exactly what you're saying and
what you mean.
Speak more confidently so that your listeners like and trust you, and therefore believe what
you are saying.
As a result of putting into practice what you learn from this course, you will be
able to:
Clear interviews knowing that you have put forth your best self.
Express your opinions, ideas, and thoughts easily and well in meetings and in social events.
Answer questions with grace and precision, projecting a sense of calm and confidence even
if you don't know all the answers.Make interactive, engaging and transforming presentations.
If you're willing to put in the time and work, the information in this course will transform
your life. If you're not, do not waste your time taking it. While the information may be great, it
will do you no good if you don't practice using it. Also, be willing to take however, long it takes to
get the results you want. This is not a quick fix. Certainly, you may see amazingly fast results, but
don't be disappointed and give it if this doesn't happen. Expect that this will take longer than you
expect and be more difficult that you anticipate. The time will pass anyway, so the only question
is, will you be doing something to make positive changes while the time is passing?
This course contains over 16 transformative sessions (over 3 hours of instruction). Michael
will demonstrate exactly what you need to do to accomplish the goals laid out in this course. If
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you follow his instructions, you will see results.

I call this type of speech
"Proactive." Eventually, I created a step-by-step process for becoming a Proactive Speaker and I
call this the PR90D Speech System.
what you mean.
you are saying.
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As a result of putting into practice what you learn from this course, you will be able to:
Clear interviews knowing that you have put forth your best self.
Express your opinions, ideas, and thoughts easily and well in meetings and in social events.
Answer questions with grace and precision, projecting a sense of calm and confidence even
if you don't know all the answers.
Make interactive, engaging and transforming presentations.
If you're willing to put in the time and work, the information in this course will transform
your life. If you're not, do not waste your time taking it. While the information may be great, it
will do you no good if you don't practice using it. Also, be willing to take however, long it takes to
get the results you want. This is not a quick fix. Certainly, you may see amazingly fast results, but
don't be disappointed and give it if this doesn't happen. Expect that this will take longer than you
expect and be more difficult that you anticipate. The time will pass anyway, so the only question
is, will you be doing something to make positive changes while the time is passing?
This course contains over 16 transformative sessions (over 3 hours of instruction). Michael
will demonstrate exactly what you need to do to accomplish the goals laid out in this course. If
you follow his instructions, you will see results.
10 Tips for Improving your English Speaking Skills

Are you new to Canada? Feeling nervous about speaking with native speakers? Dont
worry, the best thing to do is just try. Dont be afraid to make mistakes that is how you learn!
Student buying coffee for first time in English!
Dont be afraid to speak with native speakers.
1)
Practice speaking every chance you get! (Example: ordering coffee, shopping, asking for
directions, etc).
2) Read English-speaking newspapers or online articles. (Free newspapers like Metro and 24Hrs
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are a good place to start lots of pictures!)

3) Read childrens books, the grammar and vocabulary are easier. Get a library card or buy them
from the Dollar Store.
4) Listen to English songs, google the lyrics and sing along (you might want to do this in private
unless youre a really good singer ;))
5) Watch English movies and TV shows No subtitles!
ILAC students with Canadian flag
ILAC students having fun on activities with people from other cultures.
6)
Make friends with people from other countries so youre not tempted to speak in your own
language.
7) Participate in ILACs social events, join a salsa class, or a free yoga class.
ILAC activities staff helps student choose activity
Activities staff help students plan their time at ILAC
8) Join a free conversation group or language exchange. (Maybe your co-worker is dying to learn
Spanish to impress the cute guy in the office downstairs you can help each other!)
9)
Talk to your teacher for advice on any specific things you need to work on, for example,
maybe theres one word you always say wrong.

10)
DONT BE AFRAID TO MAKE MISTAKES! The more you speak, the faster you learn
and that is why youre here!
How to Improve Communication Skills
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what you mean.
you are saying.
How To Improve Speaking Skills in 7 Simple Steps
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Im never going to perfect the art of speaking. And hey, neither are you. None of us hairless
monkeys are. Granted, Tony Robbins, Eckhart Tolle, Jim Rohn and other well-known speakers are
masters, but even they make mistakes.There are two major buckets you need to think about when
youre learning about speech:
Fixing Mistakes
Adding and Improving Skills
Start by fixing mistakes youre making. For me, fixing just two of these mistakes
accounted for an 80% improvement in my conversational skills. I realize how silly that sounds
how do I know it was 80%? Why not 81%?but when you go through the exercises a couple of
times and focus on fixing these mistakes, you leave me a comment or send me an email and tell me
what improvements you saw.
Im not hiding the most important mistakes; theyre the first two steps.
On top of working on those mistakes, I built specific speaking skills. These are humor,
story telling, volume, gestures, pace, mastery topics and more. These skills arent the whole of
speakinga great gesture doesnt a great speaker make, but a tap on the nose makes a story cuter,
and wide arms a statement grander.
This is where great conversationalists differentiate themselves: some love deep, highly
emotional conversations controlled by pace, mastery topics and story telling; some play subtle
games of humor, making their friends feel like everything is an inside joke theyre included in;
some make their friends feel like great conversationalists by leading conversations to the most
interesting bits, punctuating points properly with volume, gestures and physicality and then
backing off.
Dabble now, focus later.
TODAY Id like to go over how to improve speaking skills with exercises, behaviors and
the daily grind.
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Teaching Reading
Strategies for Developing Reading Skills
Using Reading Strategies
Language instructors are often frustrated by the fact that students do not automatically
transfer the strategies they use when reading in their native language to reading in a language they
are learning. Instead, they seem to think reading means starting at the beginning and going word
by word, stopping to look up every unknown vocabulary item, until they reach the end. Effective
language instructors show students how they can adjust their reading behavior to deal with a
variety of situations, types of input, and reading purposes. They help students develop a set of
reading strategies and match appropriate strategies to each reading situation.
Strategies that can help students read more quickly and effectively include
Previewing: reviewing titles, section headings, and photo captions to get a sense of the
structure and content of a reading selection
Paraphrasing: stopping at the end of a section to check comprehension by restating the
information and ideas in the text
Instructors can help students learn when and how to use reading strategies in several ways.
By modeling the strategies aloud, talking through the processes of previewing, predicting,
skimming and scanning, and paraphrasing. This shows students how the strategies work
and how much they can know about a text before they begin to read word by word.
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By allowing time in class for group and individual previewing and predicting activities as
preparation for in-class or out-of-class reading. Allocating class time to these activities
indicates their importance and value.
By using cloze (fill in the blank) exercises to review vocabulary items. This helps students
learn to guess meaning from context.
By encouraging students to talk about what strategies they think will help them approach a
reading assignment, and then talking after reading about what strategies they actually
used. This helps students develop flexibility in their choice of strategies.
Reading to Learn
Reading is an essential part of language instruction at every level because it supports learning in
multiple ways.
Reading to learn the language: Reading material is language input. By giving students a
variety of materials to read, instructors provide multiple opportunities for students to
absorb vocabulary, grammar, sentence structure, and discourse structure as they occur in
authentic contexts. Students thus gain a more complete picture of the ways in which the
elements of the language work together to convey meaning.
Reading for content information: Students' purpose for reading in their native language is
often to obtain information about a subject they are studying, and this purpose can be
useful in the language learning classroom as well. Reading for content information in the
language classroom gives students both authentic reading material and an authentic
purpose for reading.
When reading to learn, students need to follow four basic steps:
Figure out the purpose for reading. Activate background knowledge of the topic in order to
predict or anticipate content and identify appropriate reading strategies.
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Attend to the parts of the text that are relevant to the identified purpose and ignore the rest.
This selectivity enables students to focus on specific items in the input and reduces the
amount of information they have to hold in short-term memory.
Select strategies that are appropriate to the reading task and use them flexibly and
interactively. Students' comprehension improves and their confidence increases when they
use top-down and bottom-up skills simultaneously to construct meaning.
Improve Your Reading Skills
Eighty-five percent of college work requires reading. How good are your reading skills?
Here are seven steps to help you improve your reading skills:
Evaluate your reading habits to find out where you need improvement. Do you "say" the
words youre reading? Do strange words slow your speed and comprehension? Do you read
every word? Do you re-read sentences? Do you vary your speed to suit the material?
Provide the best conditions for reading. Choose a place where youll have few
interruptions, have good lighting, can sit in a good chair, and wont be distracted by radio,
TV or other noises. Hold the book about fifteen inches away (about the distance from your
elbow to your wrist).
Use your eyes efficiently. If words are blurry, get your eyes checked by a professional.
Dont "say" what you read, and dont re-read unnecessarily. Read phrases, not every single
word.
1. Styles of reading
There are three styles of reading which we use in different situations:
Scanning: for a specific focus
The technique you use when you're looking up a name in the phone book: you move your
eye quickly over the page to find particular words or phrases that are relevant to the task you're
doing.
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It's useful to scan parts of texts to see if they're going to be useful to you:
The introduction or preface of a book
The first or last paragraphs of chapters
The concluding chapter of a book.
Skimming: for getting the gist of something

The technique you use when you're going through a newspaper or magazine: you read
quickly to get the main points, and skip over the detail. It's useful to skim:
to preview a passage before you read it in detail
to refresh your understand of a passage after you've read it in detail.

Use skimming when you're trying to decide if a book in the library or bookshop is right for
you.
Detailed reading: for extracting information accurately

Where you read every word, and work to learn from the text.In this careful reading, you may find
it helpful to skim first, to get a general idea, but then go back to read in detail. Use a dictionary to
make sure you understand all the words used.
2. Active reading
When you're reading for your course, you need to make sure you're actively involved with
the text. It's a waste of your time to just passively read, the way you'd read a thriller on holiday.
Always make notes to keep up your concentration and understanding.
Here are four tips for active reading.
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Note key words

Record the main headings as you read. Use one or two keywords for each point. When you
don't want to mark the text, keep a folder of notes you make while reading.
Questions
Before you start reading something like an article, a chapter or a whole book, prepare for
your reading by noting down questions you want the material to answer. While 0youre reading,
note down questions which the author raises.
Summaries
Pause after you've read a section of text. Then:
1. Put what you've read into your own words;
2. Skim through the text and check how accurate your summary is and
3. Fill in any gaps.
3. A tip for speeding up your active reading

You should learn a huge amount from your reading. If you read passively, without learning, you're
wasting your time. So train your mind to learn.
Survey
Gather the information you need to focus on the work and set goals:
Read the title to help prepare for the subject
Read the introduction or summary to see what the author thinks are the key points
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Notice the boldface headings to see what the structure is
Notice any maps, graphs or charts. They are there for a purpose
Notice the reading aids, italics, bold face, questions at the end of the chapter. They are all
there to help you understand and remember.
Question
Help your mind to engage and concentrate. Your mind is engaged in learning when it is actively
looking for answers to questions.Try turning the boldface headings into questions you think the
section should answer.
Read
Read the first section with your questions in mind. Look for the answers, and make up new
questions if necessary.
Recall
After each section, stop and think back to your questions. See if you can answer them from
memory. If not, take a look back at the text. Do this as often as you need to.
Review
Once you have finished the whole chapter, go back over all the questions from all the headings. See
you if can still answer them. If not, look back and refresh your memory.
4. Spotting authors' navigation aids
Learn to recognize sequence signals, for example:
"Three advantages of..." or "A number of methods are available..." leads you to expect several
points to follow.
The first sentence of a paragraph will often indicate a sequence:"One important cause
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of..." followed by "Another important factor..." and so on, until "The final cause of..."
General points are often illustrated by particular examples, for example:
General: Birds' beaks are appropriately shaped for feeding.
Particular: Sparrows and other seed-eating birds have short, stubby beaks; wrens and other insect
eaters have thin pointed beaks; herons and other fish hunters have long, sharp beaks for spearing
their prey.
5. Words and vocabulary
When you're a graduate people expect you to use a vocabulary which is wider than a schoolleaver's. To expand your vocabulary:
So underlying these two similar words is the difference between violence and hurrying.
Improve your vocabulary by reading widely.
If you haven't got your dictionary with you, note down words which you don't understand and look
them up later.
Reading for study
You already use a range of reading styles in everyday you might flick through the pages to see
which articles are of interest. When you look in a telephone directory for a particular name, you
purposefully ignore all other entries and focus your attention on spotting the name you want. These
everyday reading skills can be applied to your studies.
To improve your reading skills you need to:

have clear reading goals;
choose the right texts;
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use the right reading style;

use note taking techniques.
Reading goals
Clear reading goals can significantly increase your reading efficiency. Not everything in print will
be of use to you. Use reading goals to select and prioritise information according to the task in
hand.
Reading goals can be:
an essay or seminar subject;
a report brief;
a selected subject area;
a series of questions about a specific topic.
Use your reading goals to help you identify the information that is relevant to your current task.
Scanning
Scanning is the technique you might use when reading a telephone directory. You pass your vision
speedily over a section of text in order to find particular words or phrases that are relevant to your
current task. You can scan:
the introduction or preface of a text;
the first or last paragraphs of chapters;
the concluding or summarizing chapter of a text;
the book index.
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Skimming
Skimming is the process of speedy reading for general meaning. Let your eyes skip over sentences
or phrases which contain detail. Concentrate on identifying the central or main points. Use this
technique to:
pre-view a selection of text prior to detailed reading;refresh your understanding of a
selection of text following detailed reading.
Detailed reading and note taking
Once you have selected useful information, you can begin to read in detail. Note taking techniques
provide a useful aid to reading. Use:
keywords to record the main headings as you read. Use one or two keywords for each main
point. Keywords can be used when you don't want to mark the text;
questions to encourage you to take an active approach to your reading. Record your
questions as you read. They can also be used as prompts for follow up work;
summaries to check you have understood what you have read. Pause after a section of text
and put what you have read in your own words. Skim over the text to check the accuracy of your
summary, filling in any significant gaps.
Increasing your reading speed
It is more important to improve your reading skills than your reading speed. Being focused and
selective in your reading habits will reduce the time you spend reading. If, in addition to using a
range of reading skills you want to increase your reading speed, then the following technique will
be of use.
The average reading speed is about 240-300 words per minute. For the average reader, the eye fixes
on each word individually.
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The key to increasing your reading speed is not to increase the speed at which your eyes move
across the page, but to increase the word span for a single fixation.
A simple way of developing the habit of taking in more than one word per fixation is to take a page
of text and divide it length ways into three with two lines drawn down the page.
Using a pen or pencil as a pointer, read each line of text by allowing your eye to fall only in the
middle of each of the three sections, as indicated by your pointer.
Developing your reading speed
Don't worry about how quickly you are reading but instead, concentrate on reading the line
in only three fixations.
As this becomes more natural, practise without drawing lines.
Later, reduce the number of fixations to two per line.
Once this increased word span becomes a comfortable habit, an increase in your reading
speed will occur.
Summary
Have a clear focus for your reading. Set your reading goals.
Survey the text before you spend the time and effort involved in detailed reading.
Scan and skim to select the text for detailed reading.
Scan and skim after detailed reading to reinforce your understanding.
Use a form of note taking whilst reading in detail, to keep you concentrating, aid
understanding and provide you with a record of your reading.
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Writing Skills
A colleague has just sent you an email relating to a meeting you're having in one hour's
time.The email is supposed to contain key information that you need to present, as part of the
business case for an important project.
But there's a problem: the email is so badly written that you can't find the data you
need.There are misspellings and incomplete sentences, and the paragraphs are so long and
confusing that it takes you three times more than it should to find the information you want.
The better your writing skills are, the better the impression you'll make on the people
around you including your boss, your colleagues, and your clients. You never know how far
these good impressions will take you!
In this article, we'll look at how you can improve your writing skills and avoid common
mistakes.
Audience and Format

The first step to writing clearly is choosing the appropriate format. Do you need to send an
informal email ? Write a detailed report ? Create advertising copy? Or write a formal letter?
The format, as well as your audience, will define your "writing voice" that is, how formal
or relaxed the tone should be. For instance, if you write an email to a prospective client, should it
have the same tone as an email to a friend?
Definitely not.
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Start by identifying who will read your message. Is it targeted at senior managers, the entire
human resources team, or a small group of engineers? With everything you write, your readers, or
recipients, should define your tone as well as aspects of the content.
Composition and Style
Once you know what you're writing, and for whom you're writing, you actually have to
start writing.
A blank, white computer screen is often intimidating. And it's easy to get stuck because you
don't know how to start. Try these tips for composing and styling your document:
Start with your audience Remember, your readers may know nothing about
what you're telling them. What do they need to know first?
Create an outline This is especially helpful if you're writing a longer document

such as a report, presentation, or speech. Outlines help you identify which steps to take in
which order, and they help you break the task up into manageable pieces of information.
Use AIDA If you're writing something that must inspire action in the reader, follow
the Attention-Interest-Desire-Action (AIDA) formula. These four steps can help guide
you through the writing process.
Try some empathy For instance, if you're writing a sales letter for prospective
clients, why should they care about your product or sales pitch? What's the benefit for them?
Remember your audience's needs at all times.
Use the Rhetorical Triangle If you're trying to persuade someone to do

something, make sure that you communicate why people should listen to you, pitch your
message in a way that engages your audience, and present information rationally and
coherently. Our article on the Rhetorical Triangle can help you make your case in the most
effective way.
Identify your main theme If you're having trouble defining the main theme of
your message, pretend that you have 15 seconds to explain your position. What do you say?
This is likely to be your main theme.
94
Use simple language Unless you're writing a scholarly article, it's usually best to
use simple, direct language. Don't use long words just to impress people.
Here are some examples of commonly misused words:
Affect/Effect
"Affect" is a verb meaning to influence. (Example: The economic forecast will affect our
projected income.)
"Effect" is a noun meaning the result or outcome. (Example: What is the effect of the
proposal?)
Then/Than
"Then" is typically an adverb indicating a sequence in time. (Example: We went to
dinner, then we saw a movie.)
"Than" is a conjunction used for comparison. (Example: The dinner was more
expensive than the movie.)
Your/You're
"Your" is a possessive. (Example: Is that your file?)
"You're" is a contraction of "you are." (Example: You're the new manager.)
Note: Also watch out for other common homophones (words that sound alike
but have different spellings and meanings) such as their/they're/there, to/too/two,
and so on.
Its/It's
"Its" is a possessive. (Example: Is that its motor?)
"It's" is a contraction of "It is." (Example: It's often that heavy.) (Yes, it is this
way around!)
95
Company's/Companies (and Other Possessives Versus Plurals)

"Company's" indicates possession. (Example: The company's trucks hadn't been
maintained properly.)
"Companies" is plural. (Example: The companies in this industry are suffering.)
Proofing
The enemy of good proofreading is speed. Many people rush through their documents, but
this is how you miss mistakes. Follow these guidelines to check what you've written:
Proof your headers and sub headers People often skip these and focus on the
text alone. Just because headers are big and bold doesn't mean they're error free!
Read the document out loud This forces you to go more slowly, so that you're
more likely to catch mistakes.
Use your finger to follow text as you read This is another trick that helps you
slow down.
Start at the end of your document Proofread one sentence at a time, working
your way from the end to the beginning. This helps you focus on errors, not on content.
[[
5 Ways to Strengthen Your Writing Skills

It's true that anyone can write. All you need is a computer with a keyboard or a pencil and
paper to accomplish that. But it is untrue to think that anyone, even someone who uses the
best writing enhancement software, can write well. Without practice and careful study, learning to
write well is a skill that few individuals will ever master in their lifetimes.
Read
Most people are quite busy these days, which makes finding time for activities like reading
seem quite impossible. But without reading often, youll never truly understand what effective and
correct writing looks like. While you dont need to read countless novels and massive
96
encyclopedias, it helps to make a habit of reading short stories, news articles and other forms of
written copy. This will ultimately help familiarize you with the different writing styles that exist.
Write Often
You will never truly improve your writing skills without making an effort at it. Much like
with sports, you need to keep active with your writing and establish healthy habits from the start.
Its better to practice for 15 minutes a day rather than for two hours three times a week.
Learn Grammar & Style

You will never find a piece of writing that is so mind-bogglingly good that readers are
willing to overlook bad grammar. It is enough of a reading impediment that bad grammar can
disrupt the readers ability to follow an authors train of thought. People trying to build up their
writing skills tend to get quite lazy when learning grammar because its a lot of work and is more
academic than creative.
Love Peer Reviews

Most individuals struggle in this regard because writing is a very personal thing. Youve
put your soul into writing out a document and it directly reflects your intelligence and passions.
But when someone edits your document and starts pointing out flaws, it can feel like youre being
personally attacked. Dont let this be the case.
Read It Aloud
A good practice when writing is to simply read your document out aloud. This helps greatly
if youre planning on using it for an oral presentation, but it can be helpful in other areas as well.
Hearing your words rather than just looking at them can change your opinion of your writing and
expose potential flaws such as pretentious terms, boring dialog and run-on sentences.
10 ways to improve your writing skillsquickly

Networking with other scribes and reworking your blog posts (and others' published
articles) will help; above all, though, write, write, write!
97
It's one thing to say you're a writer. It's another to take writing seriously enough that you
strive to improve your writing skills every day.
1. Keep a journal.
Believe it or not, writing in a journal can help you improve your writing skills. It can also
help you discover new story ideas that could be developed into the next best-seller.
2. Participate in writing prompts.

Writer's Digest, Creative Copy Challenge, and other writing resources provide writing
exercises and prompts. These are good ways to improve your writing and to test story ideas.
3. Rewrite your blog posts.

If you have a blog, go back a couple of years and find a few blog posts to rewrite and
repurpose.You may be surprised how much your writing has improved over time.
4.Rewrite newspaper and magazine articles.

Choose your favorite newspaper or magazine, and rewrite a couple of the
articles.Challenge yourself to write a stronger headline and copy.
5.Activate Google alerts.

Setup a Google Alert for writing, writing skills, book writing, and other alerts, and follow
the latest stories.Read what other writers are doing to improve their writing skills.
6.Read beyond what you normally read.

If you have a hankering for fantasy, sci-fi, romance, memoirs, YA, NA, middle grade, selfhelp, or whatever tickles your writer's fancy, get out of your comfort zone and read something
different.Stretch your mind, and you'll stretch your writing skills.
7.Comment on your favorite blog posts.

Challenge yourself to write in-depth comments instead of the familiar, "Great post!" or,
98
"Thanks for sharing this brilliant information." Such vapid comments do not add to the
conversation, nor do they improve your writing skills.
8.Join a writer's group.

Don't be shy about sharing your writing.One of the greatest ways to improve your writing
is to join a writer's group in which you'll receive valuable feedback such as how to strengthen
introductions, how to develop characters, how to write stronger scenes, and more.
9.Attend a writer's conference or workshop.

When I lived in Chandler, Ariz., I was blessed to have found Changing Hands Bookstore in
Tempe.The owners schedule writing workshops throughout the year.Not only did I meet fellow
aspiring authors, I met published authors who would share writing tips and tricks such as the
importance of using an outline, whether you write fiction or nonfiction.
10.Write.
You must write to improve your writing skills.Try to write at least 1,000 words each day or
every other day.When you think you've finished writing, write some more.When you think
you've really finished writing, keep writing.To improve your writing, you need to write five days a
week, 50 weeks per year, if not more.Writing requires dedication and time.If you want to improve
your writing skills and write a best-seller, start writing at least 1,000 words every day.Being a
skilled writer and published author is not an impossible dream. It's closer to reality than you might
believe.
99
English for every one.org Name ____________________________

Date _________________
Intermediate sentence Correction 1-Answers
Direction : Correct the errors in the following sentences. One sentence does not have any errors.
100
Example : What tin we leaving?_ What time are we leaving?

1. What time the soccer game star?_What time does the soccer game start?
2. I cant not find the keys. _ I cannot find keys.
3. I eating cause I am hungry._ I am eating because I m hungry
4. Can I come to?_ Can I come too?
5. I gonna get five oranges six apples and ten peach at the store._ I am going to get five
oranges, six apples, and ten peaches at the store.
6. When are we going to play baseball?_ When are we going to play baseball? (no correction
necessary)Freddie is coming? Is Freddie coming?
7. I am taller thenRonald._ I am taller than Ronald.(no correction necessary)
8. What time ate we getting there cause I got to go!_ what time are we getting there? I have to
go!
9. Have you ever been to Spain?_ have you ever been to Spain? (no correction necessary)
10. I will call him when we get their._ I will came him when we get there.
1. I dont know if I gonnawanna do it_ I dont know if I am going to want to do it.
2. Wait I need more time._ wait, I need more times
3. What grade you got on the test?_ what grade did on the test?
101
4. When I was three years old I can tie my shoes._ when three year old, I could tie my
shoes.
5. Hers dress is blue long and very pretty._ Her dress is blue, long, and very pretty.
11. Lets go to the beach._ lets go to the beach.(no correction necessary)
12. I gotta go to the mal tomorrow._ I have got to the mall tomorrow.
13. You ever been to Vietnam?_ have you ever been to Vietnam?
14. If you not their I wait for you/_ if you are not there, I will wait for you.
15. I could come with you?_ could I come with you?
16. You going where?_ Where are you going?
17. Wait! She yelled._ wait! She yelled (no correction necessary)
18. Andy make too cake Yesterday._ Andy makes two cakes yesterday.
19. We flew on an airplane this morning._ We flew on an airplane this morning.
20. Mimis are best friend._ Mimis our best friend.
21. Their going downtown._ theyre going downtown.
22. We flew over the mountain._ We flew over the mountains.
23. He make a sandwich right now._ He is making a sandwich right now.
24. Cant nobody understand the problem._ No one can understand the problem.
102
25. What time do the wedding starts?_ What time does wedding is starts?
26. He gonna let me have more water?_ Is he going to let me have more water?
27. The work have to be done by Monday._ The work have to be done by Monday.
28. The car and truck is in the backyard._ The car and truck in backyard.
29. The cake has egg flour and milk in it._ The cake has eggs, flour, and milk in it.
30. We are going to there house._ We are going to their house.
103
End
Semester
Examination
Model
Question
Paper
GE2321 Communications skills Laboratory 0 0 4 100

3.1
English
Lab
3.1.1
(40
marks)
Listening
Gap
Filling
(10
Comprehension:
words)
marks
Question1 :
[AUDIO TRANSCRIPT: Game theory has found its applications in numerous fields such
as Economics, Social Science, Political Science, and Evolutionary Biology. Game theory is now
finding its applications in computer science. The nature of computing is changing because of
success of Internet and the revolution in Information technology. The advancement in technologies
has made it possible to commoditize the components such as network, computing, storage and
software. In the new paradigm, there are multiple entities (hardware, software agents, protocols
etc.) that work on behalf of different autonomous bodies (such as a user, a business etc.) and
provide services to other similar entities. Internet has made is possible for many such
geographically distributed autonomous entities to interact with each other and provide various
services.]
104
Listen
to
the
passage
and
type
the
correct
word
in
the
blanks.
NOTE: Audio can be replayed twice.

Game theory has found its applications in numerous fields such as Economics, Social Science,
Political Science, and Evolutionary Biology. Game theory is now finding its applications in
computer science. The nature of computing is changing because of success of Internet and the
revolution in Information technology. The advancement in technologies has made it possible to
commoditize the components such as network, computing, storage and software. In the new
paradigm, there are multiple entities (hardware, software agents, protocols etc.) that work on
behalf of different autonomous bodies (such as a user, a business etc.) and provide services to other
similar entities. Internet has made is possible for many such geographically distributed
autonomous entities to interact with each other and provide various services.
True / False (10 statements) 5 marks
[AUDIO TRANSCRIPT: Nano science is the science of the extremely small objects
smaller than 100 nanometres (0.00001 cm). At these scales, the properties of materials change
dramatically. Factors such as Brownian motion, surface stickiness and quantum effects become
important. Nanotechnologies are based on a range of new materials, including carbon C60, carbon
nano tubes, nano particles, nano wires, and polymers based on nano-size subunits. A huge range of
applications are possible, based on stronger, lighter or smaller materials, or compounds with
unusual optical or electrical properties. Early applications are enhancing existing products tennis
racquets, golf clubs, sunscreens. Possible medical applications include better implants, wound
dressings, diagnostics and cancer treatments. Combining biological molecules with nano
mechanical components is creating radically new materials; these are at an early stage of
105
development. Environmental concerns focus mainly on nano particles but very little is known
about their impact on living things.]
Listen to the passage and indicate whether the given statement is True or False by clicking on
the appropriate option.
NOTE:
Audio
can
be
replayed
twice.
1. Study on extremely small objects smaller than 100 nanometeres is called Nano Science
(True/False)
2.
Nano
science
can
be
used
in
medical
applications
(True/False)
3. Combining biological molecules with Nano mechanical components cannot create radically new
materials.
(True/False)
4. A huge range of applications are possible, based on stronger, lighter or smaller materials, or
compounds
with
unusual
optical
or
electrical
properties.
(True/False)
5. The properties of materials smaller than 100 nanometres will be not change dramatically.
(True/False)
Listen to the passage and indicate whether the given statement is True or False by clicking on
the appropriate option.
NOTE: Audio can be replayed twice.
[AUDIO TRANSCRIPT: The stratosphere the layer of our atmosphere just above the one we
breathe -- includes a thin layer of ozone. This layer is thicker over the poles than the equator.
Ozone protects us from the sun by interacting with light. When ultraviolet light hits oxygen
molecules (O2) in the stratosphere, it splits the molecules into two atoms of oxygen (O). When this
atom encounters another oxygen molecule, the two combine to make ozone (O3). Ultraviolet light
also breaks ozone back down into an oxygen molecule and an oxygen atom.]
106
6. This stratosphere layer is thicker over the poles than the equator. (True/False)
7. Thin layer between the air we breath and the stratosphere is called Ozone (True/False)
8. Stratosphere when interacts with ultraviolet light it produces Ozone (True/False)
9. UV light combines oxygen molecule and oxygen atom into Ozone. (True/False)
10. Oxygen protects us from direct sunlight (True/False)
Multiple
Choice
(10
statements
Choosing
correct
options)
marks
[AUDIO TRANSCRIPT: Incredible Insects All of us, at some time or the other, have paused to
look at ants laboriously carrying burdens several times their size. In fact, some ants carry objects
up to 50 timestheir weight! What is more, they move these loads over long distances and even
climb trees while carrying more than their fair share! Imagine this: a slim woman weighing 50 kg
lifting a small car, carrying it on her back for 15 km and then climbing a hill, still carrying the car!
That is the kind of load ants carry. Small wonder, that we associate work with ants. The scientific
study of these fascinating creatures is called myrmecology. Ants are social insects. They inhabit
colonies called nests, and carry out complicated tasks. They clean, groom, and feed each other. Just
like people especially those who are in power favor relatives and friends, ants areknown to
be nepotistic too.As social creatures, ants need to identify their own nest mates from non-nest
mates. They do this by recognizing the odor that emanates from their nest mates, which is different
from that given off by non-nest mates. Ants have hierarchies comprising forager ants, workers, and
queens each has a well-defined role to play in the colony. They strictly adhere to their social
structure.]
Listen to the passage and answer the question/s by clicking on the appropriate option:
1.
According
to
50
the
passage,
ants
times
107
can
carry
their
objects
up
to
weight.
100
times
their
weight.
1,000 times their weight.

2. To emphasize the ants capability of carrying loads, the writer of this passage gives an
analogy
of
slim woman weighing 50 kg, lifting a small car and climbing a hill with it.
slim
drives
woman
weighing
about
15
about
kilometers
50
and
kg
climbs
who
a
hill.
woman who climbs a hill to get a car.

3.
The
scientific
study
of
ants
is
called
Myrmecotology.
Myrmecology.
Miermecology.
4.
According
to
the
passage,
ants
recognize
their
mates
by
theirodor.
theircolor.
theirsize.
5.
Ants
clean,
groom,
feed
each
other,
and
have
been
known
to
show
communism.
nepotism.
culturalism.
6. As social creatures, ants need to identify their own ________ from non-nest
nestmates
108
friends
neighbors
7. Ants have hierarchies comprising
workers, nest mates, queens
forager ants, workers, queens
queens, servants, leaders
8. They strictly adhere to their
social responsibility
social structure
social accountability
9. The odor of the same nest mates and non-nest mates is
unlike
same
alike
10. Each ant has a __________ role to play in the colony
equally important
well defined
ambiguous
Multiple Choice (10 statements choosing best options) 5marks

The passage is followed by questions based on its content. After reading a passage, choose the best
answer to each question. Answer all questions following a passage on the basis of what is stated or
implied in that passage.Since the Hawaiian Islands have never been connected to other land
masses, the great variety of plants in Hawaii must be a result of the long-distance dispersal of
seeds, a process that requires both a method of transport and an equivalence between the ecology
109
of the source area and that of the recipient area.There is some dispute about the method of
transport involved. Some biologists argue that ocean and air currents are responsible for the
transport of plant seeds to Hawaii. Yet the results of flotation experiments and the low
temperatures of air currents cast doubt on these hypotheses. More probable is bird transport, either
externally, by accidental attachment of the seeds to feathers, or internally, by the swallowing of
fruit and subsequent excretion of the seeds. While it is likely that fewer varieties of plant seeds
have reached Hawaii externally than internally, more varieties are known to be adapted to external
than to internal transport.
1. The author of the passage is primarily concerned with
(a) Discussing different approaches biologists have taken to testing theories about the distribution
of plants in Hawaii.
(b) Discussing different theories about the transport of plant seeds to Hawaii
(c) Discussing the extent to which air currents are responsible for the dispersal of plant seeds to
Hawaii
(d) Resolving a dispute about the adaptability of plant seeds to bird transport
2. The author mentions the results of flotation experiments on plant seeds most probably in
order to
(a) support the claim that the distribution of plants in Hawaii is the result of the long-distance
dispersal of seeds.
(b) Lend credibility to the thesis that air currents provide a method of transport for plant seeds to
Hawaii
(c) Suggest that the long-distance dispersal of seeds is a process that requires long periods of time
(d) Challenge the claim that ocean currents are responsible for the transport of plant seeds to
Hawaii
110
3. It can be inferred from information in the passage that the existence in alpine regions of
Hawaii of a plant species that also grows in the southwestern United States would justify
which of the following conclusions?
(a) The ecology of the southwestern United States is similar in important respects to the ecology of
alpine regions of Hawaii.
(b) There are ocean currents that flow from the southwestern United States to Hawaii.
(c) The plant species discovered in Hawaii must have traveled from the southwestern United States
only very recently.
(d) The plant species discovered in Hawaii reached there by attaching to the feathers of birds
migrating from the southwestern United States.
4. The passage supplies information for answering which of the following questions?
(a) Why does successful long-distance dispersal of plant seeds require an equivalence between the
ecology of the source area and that of the recipient area?
(b) Why are more varieties of plant seeds adapted to external rather than to internal bird transport?
(c) What varieties of plant seeds are birds that fly long distances most likely to swallow?
(d) What is a reason for accepting the long-distance dispersal of plant seeds as an explanation for
the origin of Hawaiian flora?
A long-held view of the history of the English colonies that became the United States has been that
Englands policy toward these colonies before 1763 was dictated by commercial interests and that
a change to a more imperial policy, dominated by expansionist militarist objectives, generated the
tensions that ultimately led to the American Revolution. In a recent study, Stephen Saunders Webb
has presented a formidable challenge to this view. According to Webb, England already had a
military imperial policy for more than a century before the American Revolution. He sees Charles
II, the English monarch between 1660 and 1685, as the proper successor of the Tudor monarchs of
the sixteenth century and of Oliver Cromwell, all of whom were bent on extending centralized
111
executive power over Englands possessions through the use of what Webb calls garrison
government. Garrison government allowed that colonists a legislative assembly, but real authority,
in Webbs view, belonged to the colonial governor, who was appointed by the king and supported
by the garrison, that is, by the local contingent of English troops under the colonial governors
command.According to Webb, the purpose of garrison government was to provide military support
for a royal policy designed to limit the power of the upper classes in the American colonies.
Webb argues that the colonial legislative assemblies represented the interests not of the
common people but of the colonial upper classes, a coalition of merchants and nobility who
favored self-rule and sought to elevate legislative authority at the expense of the executive. It was,
according to Webb, the colonial governors who favored the small farmer, opposed the plantation
system, and tried through taxation to break up large holdings of land. Backed by the military
presence of the garrison, these governors tried to prevent the gentry and merchants, allied in the
colonial assemblies, from transforming colonial America into a capitalistic oligarchy.
Webbs study illuminates the political alignments that existed in the colonies in the century
prior to the American Revolution, but his view of the crowns use of the military as an instrument
of colonial policy is not entirely convincing. England during the seventeenth century was not noted
for its military achievements. Cromwell did mount Englands most ambitious over seas military
expedition in more than a century, but it proved to be an utter failure. Under Charles II, the English
army was too small to be a major instrument of government.
Not until the war with France in 1697 did William III persuade Parliament to create a
professional standing army, and Parliaments price for doing so was to keep the army under tight
legislative control. While it may be true that the crown attempted to curtail the power of the
colonial upper classes, it is hard to imagine how the English army during the seventeenth century
could have provided significant military support for such a policy.
5. The passage can best be described as a
112
(a) Survey of the inadequacies of a conventional viewpoint.

(b) Reconciliation of opposing points of view
(c) Summary and evaluation of a recent study
(d) Defense of a new thesis from anticipated objections.
6. It can be inferred from the passage that Webb would be most likely to agree with which of
the following statements regarding garrison government?
(a) Garrison government gave legislative assemblies in the colonies relatively little authority,
compared to the authority that it gave the colonial governors.
(b) Garrison government proved relatively ineffective until it was used by Charles II to curb the
power of colonial legislatures.
(c) Garrison government became a less viable colonial policy as the English Parliament began to
exert tighter legislative control over the English military.
(d) Oliver Cromwell was the first English ruler to make use of garrison government on a large
scale.
7. According to the passage, Webb views Charles II as the proper successor of the Tudor
monarchs and Cromwell because Charles II.
(a) used colonial tax revenues to fund overseas military expeditions
(b) used the military to extend executive power over the English colonies
(c) wished to transform the American colonies into capitalistic oligarchies
(d) resisted the English Parliaments efforts to exert control over the military.
8. Which of the following, if true, would most seriously weaken the authors assertion?
(a) because they were poorly administered, Cromwells overseas military expeditions were
doomed to failure.
113
(b) Because it relied primarily on the symbolic presence of the military, garrison government could
be effectively administered with a relatively small number of troops.
(c) Until early in the seventeenth century, no professional standing army in Europe had performed
effectively in overseas military expeditions.
(d) Many of the colonial governors appointed by the crown were also commissioned army officers.
9. According to Webbs view of colonial history, which of the following was true of the
merchants and nobility mentioned?
(a) They were opposed to policies formulated by Charles II that would have transformed the
colonies into capitalistic oligarchies.
(b) They were opposed to attempts by the English crown to limit thepower of the legislative
assemblies.
(c) They were united with small farmers in their opposition to the stationing of English troops in
the colonies.
(d) They were united to limit the power of the legislative assemblies.
10. The author suggests that if William III had wanted to make use of the standing army to
administer garrison government in the American colonies, he would have had to
(a) make peace with France
(b) abolish the colonial legislative assemblies
(c) seek approval from the English Parliament
(d) appoint colonial governors who were more sympathetic to royal policy
114
RESULT
115
RESULT:
S.N
REG. NO.
NAME
TIME
512612114047
M.Ramadass
10.00
DATE
BATCH
1.
11.00
116
MARKS

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The term suggests a discussion among a group of persons.

friendly manner on a topic of current issue.

Group Discussion and Other forms of Oral Communication

Importance of Group Discussion skills

Characteristics of Successful Group Discussion

Importance of group discussion about study topics

It enhances your learning You learn more.

Discussion generates good questions helps in preparation for exam.

It shows you your weakness it improves you.

It rectifies your mistakes.

10 Benefits of Getting Students to Participate in Classroom Discussions

Some skills that are generated in a Group Discussion are:

Divergent Thinking:Group Discussion enables a participating candidate to think in divergent

Importance of group discussion about study topics

It enhances your learning You learn more.

Discussion generates good questions helps in preparation for exam.

It shows you your weakness it improves you.

It rectifies your mistakes.

It helps for oral exams It improves your communication skills.

The skills that you would like to develop or improve

Before the Interview

During the Interview

After the Interview

When answering questions, focus on experiences that demonstrate flexibility, adaptability,

Some Interview Questions

Why are you qualified for this position?

Important interview skills and tips:

Interview Skills Tip 4. Structure your answers in 3 or 4 points maximum

Interview Skills Tip 5: Clearly headline each point in your answers

"proficient/competent in", "confident in", etc

Interview Skills Tip 10: Behavior and body language

Growing awareness of the consequences of such developments, plus climate change,

(http://www.childrenandnature.org) develops programs for securing rationale, research data, and

Creating the Outdoor

A space adjacent to three playgrounds for two to twelve-year-olds was transformed by

investigation of the effects of climate change.

II. LITERATURE REVIEW

III. LAMINATED SEMI-ELLIPTIC SPRING

A. Stresses due to support hinges

Fig . Nipping of leaf spring

IV. LEAF SPRING FAILURE

Woody fracture regions on this specimen were observed to be areas of decohesion

Fig . Secondary cracks at the mid-plane

The reduction-in-strength estimates were then used to determine if normally

Fig . Reaction forces on the spring eyes in the vehicle

The mid-plane segregation leading to delaminating would be expected to arrest the

VI. FINITE ELEMENT ANALYSIS OF COMPOSITE

Fig . Variation of experimental stress of steel and composite springs.

Fig. Variation of longitudinal stress of composite leaf spring.

Windows 98 , Windows XP, 7, 8

English type writing, Auto Cad, Stadd pro,

1. Water treatment plant, Chennai.

GVC Hr Sec School konavattam,

GVC Hr sec school konavattam,

Bachelor of Engineering (mechanical engineering)

Shree Krishna College of Engineering, Anaicut.

GVC Hr Sec School konavattam,

GVC Hr sec school konavattam.

Windows 98 , Windows XP, 7, 8

Auto Cad, Stadd pro, English Type writing,

HONORS & AWARDS:

To contribute to the growth of the company by utilizing my knowledge.