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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 CommunicationThere 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 skillsA 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 DiscussionFor 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 GDIn 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.ActivityPreliminary 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 topicsGroup 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 DiscussionsParticipation 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 disciplineMost 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 topicsWhen 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.

INTERVIEW SKILLSThere 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 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, travelBefore the InterviewResearch 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 InterviewFirst 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. 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 confidenceListen 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 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 InterviewBack 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. When answering questions, focus on experiences that demonstrate flexibility, adaptability, responsibility, progress, achievement, creativity, initiative, and leadership.Some Interview QuestionsYou 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. 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 yourselfIt 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 employersYour 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 minutesLengthy 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. 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 maximumIn 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 answersToo 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 experienceSimply 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. 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-the-point.Interview Skills Tip 7: Avoid announcing a structure upfront unless you are absolutely confidentYou 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 yourselfMost 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", etcInterview Skills Tip 9: When answering questions asking for examples, use the STAR frameworkThe 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 languageYour body language will give a lot of information to your prospective employers about 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.

BEAUTY OF NATUREHISTORICALLY, 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.

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 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.

Creating the OutdoorFor 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.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 on-going 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 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 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. Evaluation is more than merely taking a

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

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 drought provides ample field investigation of the effects of climate change.

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

Leaf SpringDesign and Analysis of a Leaf Spring for automobile suspension system:

I. INTRODUCTIONIn 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.

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

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.

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

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 FAILUREThe 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,

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. 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 ANALYSISStress 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.

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. 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 COMPOSITELEAF 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.

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.

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 leafspring 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

[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 DataAnalysis 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):565-575,2009 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)

[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.

COVER LETTERFromM.Ramadass,No:2 gandhi street.konavattam,vellore-632013.ToThe 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

Yours Sincerely,

[M.Ramadass]

SKILL RESUMEm.ramadass,No:2 gandhi street,konavattam,vellore.e-mail :Ramadass.be@gmail.com[SKILLS:COMPUTER SKILLS:Operating system :Windows 98 , Windows XP, 7, 8Languages known: 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: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:+2Institute 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)

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,Sree Krishna College of Engineering,Unai,Vellore.

FUNCTIONAL RESUME

FUNCTIONAL RESUMEM.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.EDUCATIONAL QUALIFICATION:NAME OFINSTITUTEDEGREE/EXAMINATIONBOARD/UNIVERSITYYEAR OFPASSING

GVC Hr Sec School konavattam,

SSLC

State Board

2010

GVC Hr sec school konavattam.

+2State Board2012

Shree Krishna College of Engineering,Unai.Bachelor of Engineering ( mechanical ) Anna University2016

SKILLS:COMPUTER SKILLS:Operating system :Windows 98 , Windows XP, 7, 8 Languages known: Auto Cad, Stadd pro, English Type writing,

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:1. Water treatment plant, Chennai.2. Mettur Dam, Mettur.HONORS & AWARDS: NSS volunteer NCC Best student award

DECLARATION:I here by confirm that the information given above is true to best of my knowledge.

[M.Ramadass]

REFERENCE:1. Dr.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,Sree Krishna College of Engineering,Unai,Vellore.

CHRONOLOGICAL RESUME

CHRONOLOGICAL RESUMEM.Rramadass,No: 2 gandhi street,konavattam,vellore 632 013.e-mail :Ramadass.be@gmail.com

OBJECTIVES: To serve the organization with my innovative knowledge. To contribute to the growth of the company by utilizing my knowledge.

EDUCATIONAL QUALIFICATION:

NAME OFINSTITUTEDEGREE /EXAMINATIONBOARD /UNIVERSITYYEAR OFPASSING

GVC Hr Sec School konavattam,

SSLC

State Board2010

GVC Hr sec schoolkonavattam.

+2State Board 2012

Shree Krishna College of Engineering,Unai.Bachelor of Engineering ( mechanical )Anna University2016

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 :Windows 98 , Windows XP, 7, 8Languages known: Auto Cad, Stadd pro, English Type writing, 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:1. Water treatment plant, Chennai.2. Mettur Dam, Mettur.HONORS & AWARDS: NSS volunteer NCC Best student awardDECLARATION:I here by confirm that the information given above is true to best of my knowledge.

[M.Ramadass]

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 mechanical Engineering,Sree Krishna College of Engineering,Unai,Vellore.

REVERSE CHRONOLOGICAL RESUME

REVERSE-CHRONOLOGICAL RESUMEsM.Ramadass,No: 2 gandhi street,konavattam,vellore 632 013. e-mail :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.EDUCATIONAL QUALIFICATION:NAME OFINSTITUTEDEGREE /EXAMINATIONBOARD /UNIVERSITYYEAR OFPASSING

Shree Krishna College of Engineering, Unai.

Bachelor of Engineering (mechanical)

Anna University

2016

GVC Hr sec school, konavattam.

+2

State Board

2012

GVC Hr Sec School,konavattam.SSLC

State Board2010

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 :Windows 98 , Windows XP, 7, 8Languages known: C, C++,Auto Cad, Stadd pro, English Type writing,

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:1. Water treatment plant, Chennai.2. Mettur Dam, Mettur.

HONORS & AWARDS: NSS volunteer NCC Best student award

DECLARATION:I here by confirm that the information given above is true to best of my knowledge.

( M.Ramadass)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 mechanical Engineering,Sree Krishna College of Engineering,Unai,Vellore.

Listening skillsThe 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 EnquireThe "enquire" is optional, and not used in the effectiveness training literature 8 or in some of the counseling literature.In more detail:ListenListen 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.AcknowledgeLet the other person know just what you have understood her to imply verbally and non-verbally: the whole message. Make clear that this is just your interpretation.CheckMake sure that you understand her, by making it as easy as possible for her to amend or add to your understanding.EnquireAsk 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 detailThe 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?"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 wordsThe 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 wordsThe 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."Concrete detailyou 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 informationnow is the time to move to resolution.Managing the overall processThird 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. 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 effectiveDecisions. If these have the commitment of those affected specify who will do what, by when, and include monitoring and coordinationthen the desiredOutcomes are more likely to be realizedFIDO 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 issuesThe 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 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 positionYou 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. 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 SkillsDo 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? 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. 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 you follow his instructions, you will see results. 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? 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. 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. 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. 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 you follow his instructions, you will see results. 10 Tips for Improving your English Speaking SkillsAre 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 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 flagILAC 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 activityActivities staff help students plan their time at ILAC8) 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 SkillsDo 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? 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. Speak more smoothly so that both you and those to whom you are speaking feel relaxed, tuned in and focused