centum article publication (nov)

CENTUMChief Editor : Dr. Rakhee Kelaskar

Editorial BoardDr. N.S. Poonawala

Dr. L. M. Dani

Dr. Balwant Singh

Dr. John D’souza

Dr. Suresh Haram

Dr. Vanshree Valecha

Dr. M. R. Gawai

Dr. Nishikant Jha

Dr. R. S. Jagirdar

Dr. Dilip Nejkar

Advisory BoardDr. Y. T. PawarDr. B. D. SalviDr. N. B. Shukla

Dr. N. G. MeshramDr. Usha MishraDr. Ratani ThakurDr. Sandeep Poddar

Adv. Vijay Kumar D. Kanoria - Legal Advisor

Address for Communication :Chief EditorCENTUM Multi-Disciplinary Bi-Annual Research JournalShri Jagadishprasad Jhabarmal Tibrewala University, Vidyanagari, Chudela,Jhunjhunu Churu Road, Dist. Jhunjhunu, (Rajasthan) India, Pincode - 333 001.Email : [email protected] / [email protected] No. : 09820870624

Instructions :� Edition, publication and direction are honorary.� In case of any legal dispute jurisdiction will be in Jhunjhunu court only.� Paper published in Centum does not reflect the policies or views of this journal,

but of the individual contributors. The authors are solely responsible for the de-tails and statements in their research papers or articles.

� This journal publishes articles of all the disciplines and hence it does not fallunder any particular discipline.

� Centum will be regularly published on first day of January and June of Every year.� Article will be accepted prior one month of publication.� All Articles published will be the sole property of JJT University.

Price R 1000/-

INDEX

Sr. Research Subject Pg. No.

Editorial

1. Emerging Trends In Teaching And Learning By Implementing 1 - 7Educational Data Mining And Learning AnalyticsBy Aruna Pramod SonawaneBy Rupali Dilip Taru

2. Importance of English Communication for ARMIET Diploma 8 - 12Engineering Students from Rural Areas and Its RemediesBy Balu BudhvantBy Onkar Dixit

3. Emerging Trends & Innovations In Science & Engineering 13 - 18Education “reverse Brain Drain”By Ms. Chandni Gerelani (Assistant Professor)By Ms. Khushboo Pandey Rao Nagar,

4. Innovative Strategies for Academic Excellence 19 - 25By Mr. Shahajahan Khan, By Ms. KavitaKarapurkar,By Ms. ElavarasiNavajivan, By Ms. NeetuSinghi, Ms.Manjot KaurBy Smt. K.G.Shah

5. Importance of forts in the period & rule of 26 - 29chhatrapati shivaji :A Study.By Mr. Ganesh Janardan Ghugare.

6. Standardization Of Tamarind Squeeze By Addition Of Guar Gum 30 - 34By Jadhav B. A.

7. Improving Engineering Education through Industry Internships 35 - 40By K. T. JadhaoBy Rajesh Mate

8. Ways to Win Hearth 41 - 43By Ms. Sayyed Nusrat Asif Ali

9. College Teachers attitude towards Compensation and 44 - 48Hospitality given during Political ElectionBy Mrs. Pratiksha. C. Khedekar

10. Use Of Iris Detection For Student Automation System 49 - 54By Ms. Rucha D. PathariBy Ms. Sapna Kamble

11. Emerging trends in political election campaign management and 55 - 60new opportunitiesBy Prof. Samita DamleBy Prof. Swati Shah

12. Emerging Trends and Innovations in Political Election Campaign 61 - 63Management & New OpportunitiesBy Subodh Kumar Choubey

13. Innovative Scheme of Educational Development 64 - 67By Ms. Sneha D. ParabBY Ms. Devashree Powar

14. A Study on Collaborative Learning in Engineering Education 68 - 71By Srikanth sattenapalliBy T. V. Pavan Kumar

15. Emerging Trends and Innovation in Political Election Campaign 72 - 80Management and New OpportunitiesBy Sunil Bothra

16. Academic Internship 81 - 87Learning opportunities: from classroom into the real worldBy Ms. Surabhi TankkarBy Ms. Vaishali Bagade

17. Emerging Trends in Engineering Education with Respect to 88 - 94First Year EngineeringBy Uma DurgudeBy Manjusha Kelkar

18. A Versatile Teacher 95 - 97By Tatar Kiran V.

19. “Problem Based & Project Based Learning in Engineering 98 - 104Education ”By Mr.Maindarkar Shrikant Y.By Mr.Sangram A Nikam

20. Innovations In Teaching of Applied Mathematics 105 - 110By Mr. Suryakant GondBy Mrs. Sneha Jhadhav

21. Improved Receiver Based Stateless Multicasting Routing 111 - 124Protocol for Adhoc Network.By Dr. Gopakumaran T. ThampiBy Prof. Bharathi. K. N.

22. Þeerceod YeeieJele ceneHegjeCe keÀer Deepe kesÀ mevoYe& ceW GHe³eesefielee ~ 125 - 128By Shri Hira Prasad PandeyBy Dr. Vyas Prasad Pandey

23. Role of Innovations and Entrepreneurship in Engineering 129 - 133Education in Emerging WorldBy Pawan K. TiwariBy Abhishek Kumar

24. Colaboration Of Secondary Education-university And 134 - 138Industry-university For Improving Quality In Education SystemBy Ajinkya B. Jadhav, By Rishi ParvandaBy Swapnil Kondawar

25. Emerging Trends & Innovations in Science & Engineering 139 - 142EducationBy Ashru TuplondheBy Manisha Deshmukh

26. Engineering Studies in the proximate, phytochemical analysis 143 - 145as base of herbal PharmaceuticalsBy Dr. Ashwini M. Kshirsagar

27. Challenges Before Engineering Education In India 146 - 150By Praveen Kumar. TBy Nagaraju. N

28. Relevance of Innovation in Science and Engineering Education 151 - 156By Chandrakant ChoudharyBy Prof. Umais Momin

29. A Study on Collaborative Learning in Engineering Education 157 - 159By Vadapalli Durga Rama Pavan,By Momin Hamza Iqbal

30. Challenges in Industry-Academia Collaboration 160 - 164By Srikanth SattenapalliBy T.V. Pavan Kumar

31. Beyond Value Engineering: Smart Engineering For Becoming 165 - 167A Professional EngineerBy Dheeraj KalraBy Sumit Kumar Thantharate

32. Effective Education System By Means Of Cloud Computing 168 - 173By Mr. Likesh Kolhe.By Mr. Pradip ManeBy Mr. Sushant Gandhi

33. Career Oriented collaborative Educational Scheme 174 - 179By Mr. Arun C. Pund1By Mr. Durvesh J Thakur

34 Mobile Based Education in Engineering 180 - 183By Mr. Swarm saurabhBy Mr. Vivek Pandey

35. Industry Oriented Teaching and Learning Strategies in 184 - 190Science & EngineeringBy Nagababu ChekuriBy Jaya Rajesh

36. Meta-university: plan to boost Innovation 191 - 198By Komal AnandBy Anita Yadav

37. Innovation in the Field of Engineering Education Devlopment 199 - 205Using Six-Sigma MethodBy Pankaj PalBy Laxmi gupta

38. New trends in technology and education to make one university 206 - 210across the countryBy Sanjay RajBy Mahesh Shahaji Pol

39. Flexible and Training Based Education in Engineering 211 - 213By Mr. Nakul GhorpadeBy Mr. Sachin Chouthe

40. Emerging Trends & Innovations in Science and Engineering 214 - 217Education 2014-2015By Naveen Kumar JhaBy Prof. Rajesh Singh

41. New emerging trends in education system using flexibility 218 - 221and 24 x 7 learning with paperless examinationBy Mr. Shriniwas M.AcharyaBy Mr. Nilesh S. Mali

42. A New Approach to Engineering Education 222 - 223By P.J. NikumbhBy S. Hundiwale

43. Emerging Tech Trends in Engineering Education:Mobile Learning 224 - 230By Ankit JainBy Mayank Mangal

44. Innovative and successful learning methods in 231 - 235Environmental sciences and Engineering.By Mr. Amogh H. JoshiBy Mr. Lokesh T. Lonare

45. Web based embedded control system 236 - 240By Dhanashree R. MhaskeBy Poojashri R. Mahajan

46. Emerging Technology and innovational trends in engineering 241 - 251education: A gateway to modern study techniques in IndiaBy Ranjan KumarBy Madhumita Mishra

47. Importance of English Communication for ARMIET Diploma 252 - 256Engineering Students from Rural Areas and Its RemediesBy Balu BudhvantBy Onkar Dixit

48. Competency & Skill Development: Curriculum, Teacher Preparation 257 - 259By Mr. Ankit S. SanghviBy Mr. Hanmant G. Patne

49. Modern Motivational Technique for Teacher 260 - 263By Mr. Sandeep parodkar

50. Innovations in Teaching of Applied Mathematics 264 - 268By Mr. Suryakant GondBy Mrs. Sneha Jhadhav

51. Student Centered Learning 269 - 274By Rajkamal K GuptaBy Vishak Kasagani

52. New Trends in Engineering Education 275 - 280By Mr. Sameer ShaikhBy Ms. Sunita Kadian

53. Modern Teaching Methods 281 - 285By Ms. Yamini Patil

54. Internet Based Engineering Education 286 - 290By Yogesh KumarBy Gaurav Choudhary

55. Effective Teaching for Effective Learning 291 - 295By Dr. Mrs. Geetha K Jayaraj

56. STEM: An Initiative in Engineering Education 296 - 299By P.J. NikumbhBy S. Hundiwale

Editor’s NoteEditor’s NoteEditor’s NoteEditor’s NoteEditor’s Note

The “Centum” journal is fast emerging as a dominant mode of education of thiscentury, not only in the technologically advanced societies, but also in the developingand the less developed parts of the societies where a majority of the human populationawaits the first dawn of education. The ever changing social economic andeducational needs of the society have compelled the educational institutions andthe policy makers to move away from the conventional thinking and practice ofresearch in education.

This scope of the area of school organization and administration in the earliersurvery has been expanded into institutional organization with research now beingconducted on the organization of other levels of education besides the schools,similarly, the area of test and measurement is now modified to evaluation andmeasurement due to decrease in the number of researches, on the construction andstandardization of various tests and the growth in research on different aspects ofevaluation, the earlier category of adults and social education now features asnone formal adult and continuing education in fine with change in the perspectivesand programme in the area of research.

This publication of research article is expected to serve as a compendium providinginformation on the type of educational issues and aspects of education studied thedevelopments and refinements in the methodology of research and highlighting thetrends in the educational researches as also in the theory and practice of education.

This publication is expected, like the earlier one to be of help to researchers ineducation and in other disciplines by providing a ready reference of the areas alreadyresearched in to, emerging areas of research, the research methods and techniquesemployed and the findings of the research.

The readers and the scholars input enhance the quality of articles already published.

Editors................Editors................Editors................Editors................Editors................

Vol.-8, Issue-3 November 2014 Vol.-8, Issue-3 November 2014 Vol.-8, Issue-3 November 2014 Vol.-8, Issue-3 November 2014 Vol.-8, Issue-3 November 2014CENTUM

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Emerging Trends In Teaching And LearningBy Implementing Educational Data Mining

And Learning Analytics

By Aruna Pramod SonawaneBy Rupali Dilip Taru

ABSTRACTEducation has its own importance worldwide, whether its traditional method, Gurukul methodor Technology assisted method. Electronic learning (e-learning) is becoming increasinglypopular in every stream of education; Technology has been applied in various learningenvironments and activities to promote meaningful, efficient, and effective learning. LearningTechnology has also been adopted by researchers and teacher-practitioners in the field ofspecial education.

Educational data mining is emerging as a research area with a suite of computational andpsychological methods and research approaches for understanding how students learn. Newcomputer-supported interactive learning methods and tools—intelligent tutoring systems,simulations, games—have opened up opportunities to collect and analyze student data, todiscover patterns and trends in those data, and to make new discoveries and test hypothesesabout how students learn. Data collected from online learning systems can be aggregatedover large numbers of students and can contain many variables that data mining algorithmscan explore for model building.

This review research thus carefully examines the trends of Enhancing Teaching and Learningthrough Educational Data Mining and Learning Analytics implementations in specialeducation and how the same method can be implemented in educational environment. Atthe same time brings about major drawback in imparting education.

KEYWORDSData Mining, EDM, LA, e-learning, ICT

INTRODUCTIONAt present, educational data mining tends to focus on developing new tools for discoveringpattern in data. These patterns are generally about the micro concepts involved in learningone digit multiplication, subtraction with carries, and so on .Learning analytics- at least as it


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is currently contrasted with data mining –focuses on applying tools and techniques at largerscales, such as in courses and at schools and postsecondary institutions. But both disciplineswork with pattern and prediction: if we can discern the pattern in the data and make sense ofwhat is happening, we can predict what should come next and take the appropriate action.

Educational data mining and learning analytics are used to research and build models inseveral areas that can influence online learning systems. one area is user modelling, whichencompasses what a learner knows what a learner’s behaviour and motivation are ,what theuser experience is like and how satisfied users are with online learning. At the simplestlevel, analytics can detect when a student in an online course is going astray and nudge himor her on to a course correction. At the most complex they hold promise of detecting boredomfrom patterns of key click and redirecting the student’s attention. Because these data aregathered in real time ,there is a real possibility of continuous improvement via multiplefeedback loops that operate at different time scales-immediate to the next problem, daily tothe teacher for the next day’s teaching, monthly to the principal for judging progress, andannually to the district and state administrators for overall school improvement. Technologieswhich are commonly in use today are cloud computing, mobile learning, learning analytics,open content, 3D printing, MOOCs, virtual and remote laboratories, games and gamification,tablet computing, and wearable technology.

Robust applications of educational data mining and learning analytics techniques come withcosts and challenges. Information technology (IT) departments will understand the costsassociated with collecting and storing logged data, while algorithm developers will recognizethe computational costs these techniques still require. Another technical challenge is thateducational data systems are not interoperable, so bringing together administrative data andclassroom-level data remains a challenge. Yet combining these data can give algorithmsbetter predictive power. Combining data about student performance—online tracking,standardized tests, teacher-generated tests—to form one simplified picture of what a studentknows can be difficult and must meet acceptable standards for validity. It also requirescareful attention to student and teacher privacy and the ethical obligations associated withknowing and acting on student data.Educational data mining and learning analytics have thepotential to make visible data that have heretofore gone unseen, unnoticed, and thereforeunactionable.

OBJECTIVEEDM develops methods and applies techniques from statistics, machine learning, and datamining to analyze data collected during teaching and learning. EDM tests learning theoriesand informs educational practice. Learning analytics applies techniques from informationscience, sociology, psychology, statistics, machine learning, and data mining to analyzedata collected during education administration and services, teaching, and learning. Learninganalytics creates applications that directly influence educational practice.


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Objective to Implementing Educational Data Mining And Learning Analytics InTeaching And Learning:• Prediction purposes, for example to identify ‘at risk’ students in terms of drop out or

course Failure

• Personalization & Adaptation, to provide students with tailored learning pathways, orassessment materials.

• Intervention purposes, providing educators with information to intervene to supportstudents.

• Information visualization, typically in the form of so-called learning dashboards whichprovide overview learning data through data visualisation tools.

Educational Data Mining (EDM)IMPORTANCE of Educational Data Mining (EDM) in In Teaching And Learning:“Educational data mining exploits statistical, machine-learning, and data-mining algorithmsover. different types of educational data.EDM is concerned with developing methods to


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explore the unique types of data in educational settings and, using these methods, to betterunderstand students and the settings in which they learn.EDM seeks to develop computationalapproaches that combine data and theory to transform practice.”

“Whether educational data is taken from students’ use of interactive learning environments,computer-supported collaborative learning, or administrative data from schools anduniversities, it often has multiple levels of meaningful hierarchy, which often need to bedetermined by properties in the data itself, rather than in advance. Issues of time, sequence,and context also play important roles in the study of educational data.”

Relationship between ICT and e-learning shows big benefits for education, especially inhigher education. We cannot ignore technology and technical skills in higher educationfield, even when we are overtaken technical education .Now a days we can take greatadvantages of Information and communication Technology (ICT) in every sector of educationlike Teaching and learning process, curriculum development, student progress etc. UsingData mining we can identify problem in growth of e-learning in India. Using this paper weare trying to highlight problems in imparting education.

E-learning used in various subjects:1. Cloud Computing (12 Months or Less) :Language / Science / Social Studies2. Mobile Learning (12 Months or Less) :Mathematics /Music / Storytelling3. Tablet Computing (12 Months or Less) :Art / Science/ Journalism/ Special Needs4. MOOCs (12 Months or Less):Music/ Physics/ Writing5. Open Content (2-3 Years):History/ Mathematics/ Science6. Learning Analytics (2-3 Years):Mathematics/ Reading/ Writing / Special Education7. Games and Gamification (2-3 Years):Architecture/ History /Nursing8. 3D Printing (4-5 Years):Archaeology/ Astronomy/ Business/ Computer Science9. Virtual and Remote Laboratories (4-5 Years):Chemistry / Marine Biology/ Mathematics

10. Wearable Technology (4-5 Years):Chemistry / Geology / NeuroscienceLIMITATIONExternal Limitation (Based on Conventions) :1) Privacy :Is the analysis in accordance with privacy arrangements, are the student properly

informed ?

2) Ethics: What are the dangers of abuse /misguided use of the data?

Internal Limitation (Based on Required Competences) :3) Interpretation: Do the data client have the necessary competences to interpret and act

upon the results? Do they understand the visualization or presentation of the information?

4) Critical thinking: Do they understand which data is represented and which data is absenthow will they use this limitation?


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LITEATURE REVIEWThere is a wealth of detail in the article by Redish that expands on these points, and quotesthe relevant literature, and we strongly recommend it. In particular, with regards to differentlearning styles, there is a passage from Redish that we quote below. We should all keep thefollowing in mind. It is appropriate for any faculty teaching introductory courses in thesciences (not only physics), especially at a place like MIT, where the faculty have beenoutstandingly successful in their own disciplines from an early age.

“Our own personal experiences may be a very poor guide for telling us what to do for ourstudents. Physics teachers are an atypical group. We selected ourselves at an early stage inour careers because we liked physics for one reason or another. This already selects a fairlysmall subclass of learning styles from the overall panoply of possibilities. We are thentrained for approximately a dozen years before we start teaching our own classes. Thistraining stretches us even further from the style of approach of the “typical” student. Is itany wonder why we don’t understand most of our beginning students and they don’tunderstand us?”.

If we accept the fact that our introductory courses do not get basic conceptual ideas across tomany of our students, what do we do about it? The pervasive answer in the community atthese two meetings is the abandonment of an exclusive emphasis on problem solving, and amodification of the traditional lecture format to permit teaching of underlying concepts.“Teaching of underlying concepts” usually means some sort of active interaction betweenstudent and teacher, or student and student, frequently mediated by technology, as opposedto the passive “telling” mode of traditional lectures. There are well-documented examplesof approaches along these lines which are much more successful in getting across basicconceptual material than the standard lecture format. “Successful” is again definedquantitatively in terms of the results of standardized assessment tools such as the FCImentioned above.

For example, there is the Peer Instruction approach of Eric Mazur at Harvard University. Inthis approach, used in a one-year calculus based introductory physics course for scienceconcentrators, “...the lectures are broken in 12-minute long sections. Each section startswith about 7 minutes of lecturing on one of the fundamental concepts to be covered. Thismini-lecture is then followed by a short multiple-choice question that tests the students’understanding. After one minute the students record an answer and are then asked to turn totheir neighbours to try and convince them of their answers. After another minute or so, thestudents are asked to reconsider their answer and record it again. A poll is taken so theinstructor can decide whether to move on to the next concept, or to continue on the same.This process repeats until the end of the class...”. The polls are taken electronically, with theresults instantaneously posted in histogram form visible to the entire class. Assessment datashow a dramatic gain in student performance compared to that in the same course taught inthe traditional lecture format


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Most of these approaches use assessment tools to measure in some quantitative fashion theeffectiveness of the pedagogy. Many of them involve the use of technology, but it is importantto note that this use is frequently to facilitate faculty-student or student-student interaction,not do away with it. For example, the Peer Instruction approach uses interconnected smallcomputers which provide immediate feedback to the students and to the instructor about therange of answers, which is then the focus of small group discussions. Other approachesmentioned above also make use of computers, e.g., digital video processing as a means ofstudying realistic examples of Newtonian mechanics, motion sensors in conjunction withcomputers to simultaneously measure and graph such physical quantities as position, velocity,and acceleration, and so on, all in an interactive laboratory environment.

RECOMMENDATIONTo help further the fields and gain value from their practical applications, therecommendations are that educators and administrators:

Develop a culture of using data for making instructional decisions:• Involve IT departments in planning for data collection and use.

• Be smart data consumers who ask critical questions about commercial offerings andcreate demand for the most useful features and uses.

• Start with focused areas where data will help, show success, and then expand to newareas.

• Communicate with students and parents about where data come from and how the dataare used.

• Help align state policies with technical requirements for online learning systems.

Researchers and software developers are encouraged to:• Conduct research on usability and effectiveness of data displays.

• Help instructors be more effective in the classroom with more real-time and data-based decision support tools, including recommendation services.

• Continue to research methods for using identified student information where it willhelp most, accessing data when required, and understanding how to align data acrossdifferent systems.

• Understand how to repurpose predictive models developed in one context to another.

CONCLUSIONWhat are the take-home messages of all this? First, there is a lot of research and innovationin core science education going on. A lot of this innovation uses advanced technology togood effect. Second, there is a focus on the use of quantitative assessment tools to see ifwhat we intend to teach students is what they learn. Such tools have been used in the lastdecade to examine the results of both our traditional approaches and results of innovativeapproaches. There are innovative approaches out there which do much better than our


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traditional approaches, by this standard. Whether or not we agree with these innovativeapproaches, or the assessment tools by which they are judged, we should be aware of them.It is also clear that there is enormous educational potential in emerging technology.

A final recommendation is to create and continue strong collaboration across research,commercial, and educational sectors. Commercial companies operate on fast developmentcycles and can produce data useful for research. Districts and schools want properly vettedlearning environments. Effective partnerships can help these organizations codesign thebest tools.

BIBLIOGRAPHY[1] International Journal of Research in Advent Technology, Vol.2, No.4, April 2014,E-

ISSN: 2321-9637

[2] http://www.col.org/progServ/programmes/KM/Documents/Flyer_Classroom-Without-Walls.pdf

[3] http://www.ed.gov/technology

a


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Importance of English Communication forARMIET Diploma Engineering Students

from Rural Areas and Its Remedies

By Balu BudhvantBy Onkar Dixit

ABSTRACT: This research paper highlights the importance of English communication forARMIET Diploma engineering students from rural areas and the problems faced by themduring academic as well as professional life and its possible remedies. Majority of the studentsin ARMIET Diploma engineering college are from rural areas. They do possess intelligencenecessary for getting admission for Diploma and higher education but they lag behind inthe English communication competence. So, during academics and career they face a lot ofproblems. To be successful in studies and campus interviews, GD’s, it is important to achieveEnglish communication competence. The teachers and students need to make integratedefforts which include initiative and active participation of teachers and students in teaching–learning method comprising question answering session, Role plays, GD’s and LanguageLab session.

Keywords –Communication competence, English Language Lab (ELL), ARMIET (AlamuriRatnamala Institute of Engineering Technology), Computer Assisted Language Learning(CALL),Language Aquisition

I. INTRODUCTIONWith experience of teaching English to young students in different school and colleges, somany problems of rural area Diploma engineering students have been observed. It highlightsthe importance of learning English as an key language of international business. It tells thatEnglish can be learnt by the students from rural areas by integrating different methods oflanguage acquisition. Importance of English language English language is the current linguafranca of the international

business, technology, aviation, diplomacy, banking computing medicines engineering andtourism. About one fifth of people all over the world know more or less about English. It isspoken by 1.8 billion people in the world and the number still increasing. Almost everysingle university in the world are conducting scientific studies in English. Total 60% ofradio programs are broadcast in English, more than 70% of the content or address of mailing


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letters are written in English. English plays an important role in the world. Most people inthe world agrees with what Alexander V. Sandoval claims in his essay,’ The Importance ofEnglish’ on www.eagleforum.com , “English is becoming the world’s language of the 21stcentury. Most of the world’s population, about 70% speak English or know it .And morethan 80% of all stored information in the world is written in English or translated into it.Foreign language skills, and in particular the English are a good tool in work, school, onvacation, when building a career or promote your own business .The man who speaks fluentin English. Will not get lost in the world where there are people.”

II. IMPORTANCE OF ENGLISH COMMUNICATION FOR DIPLOMAENGINEERING STUDENTSEngineering is the biggest field of study in the world. First of all English is a tool thatsignificantly affect Diploma engineering students in academic life. While most of the theoriesin engineering are taught in English, it requires having good English communicationcompetence. In academic life, Diploma engineering students have to deal with the countlessEnglish lectures, tutorials, labs, project reports and papers. Most Diploma engineering lecturesin various colleges are also conducting lectures in English. The most convenient source ofinformation i.e. Internet provides most of the information in English. During the job seekingprocess in interviews, GD’s, it is but of crucial importance to achieve mastery in Englishproficiency. After securing the job they are required to work in groups since their taskseldom be solved by an individual. So, being an engineer requires co-operating andcommunicating with different people from different part of the world. English is used as theworking language on large extent. In order to co-ordinate with the colleagues, engineershave to speak fluent English. So, English communication competence plays an importantrole in the academic life and career of engineering students.

III. PROBLEMS FACED BY ARMIET DIPLOMA ENGINEERING STUDENTSFROM THE RURAL AREASOn ARMIET Campus ,about 75% students of the Diploma engineering are from rural areasand most of them are coming through regional language medium schools such as Marathi,Hindi, Gujarathi,

Kannad etc. No doubt that as they have entered into the Diploma engineering college, theydo possess intelligence i.e. necessary qualification for Diploma education and bright future.But, at every walk of life and career English becomes an obstacle in their way of career. So,let us examine the reasons which make English as a souring grape for rural students eventoday in this modern era.

3.1 SOCIO ECONOMIC BACKGROUND OF FAMILYClassroom contains students from different strata of the society who possess different graspingpower and English communication competence. It is found that the English communicationcompetence of the students who’s parents are literate belongs to higher middle class is


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better than that of the students whose parents are illiterate and belong to lower middle class.The fact for this situation is

the literate parents can provide more exposure to their child to English as they are aware ofthe importance of English competence. They consult the teacher about child’s progress andguide him/her at home to perform better. Infect it never happens with the second group asthey lack parental supervision and guidance from to the Diploma engineering education.

3.2 LACK OF SKILLFUL TEACHERSThe other important factor is the education system and lack of skilful teachers. Most of theteachers at all the learning levels are untrained they are unaware of the current trends andadvanced techniques of English Language teaching (ELT).The condition is same with theregional medium as well as the English medium primary ,secondary and higher secondaryschools in rural or semi urban area. Again teaching –learning process is much exam resultoriented. And the exams do test the memory power alone. Even the parents are craving forthe marks than skills or knowledge. So, teachers make students to habituate by heart method,as a result, English seems to be a dreadful demon for the students. This fright remains in themind till higher education because of lack of proper guidance. Again these exam orientedstudents give prior importance to their technical subjects than to the communicationcompetence.

3.3 EDUCATION SYSTEMThe other important factor is the traditional education system which affects English languagelearning and acquisition. Basically it requires four skills i.e. Listening, Speaking, Readingand Writing (LSRW).Our students are being trained in reading and writing for long agesand listening and speaking skills are neglected and ignored which are very important. Learningis the one basic skill which makes speaking possible. Learning language is possible onlythrough active listening. As an illustration we can take an example of language acquisitionby a baby. It starts speaking the words which it listens frequently. Our education neglectsthe importance of listening which results in lack of skill of speaking. Lack of modern andadvanced technology in the process of language learning also affects the language acquisition.e.g. use of computers and internet, power point presentation, OHP etc.

3.4 CONTROVERSY UPON LEARNING GRAMMAR OF ENGLISH AS A SECONDLANGUAGEThere is a much controversy upon learning English as a second language. Researchers ask aquestion that had we learnt grammar of our mother tongue when we learnt it. So, grammaris learnt only for the sake of getting marks and not as a tool for learning a language. Againthe application of grammar in day to day life is being neglected.

3.5 LACK OF EXPOSURE TO THE ENGLISH COMMUNICATIONThe rural area students lack the exposure to the English communication in the family, societyas well as in the colleges. As a result of this even the merituous gold medallist fail to achieve


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success during personal interviews due to lack of communication skills, soft skills,interpersonal skills and personality development. During academics also lack of confidenceof being unable to communicate in English leads to feeling of inferiority complex,as a resultstudents keep themselves lonely and isolated.

IV. REMEDIESKnowing the importance and growing demand of English communication competence forDiploma engineering students from rural areas, there a need for the teachers as well thestudents to make integrated efforts.

1. Faculty is expected to fulfill their assigned responsibilities. But apart from that theyshould think it as their moral responsibility to take more efforts to provide more exposureto English language for students as to achieve communication competence. The studentswhen forced to learn communication on their own, they find it as a herculean task. So,they expect assistance and warmth understanding from teachers. Now days acomprehensive course which focus on both writing and speaking skills is introduced inmost of the Schools/Colleges/Universities in Maharashtra. So, during the interactivesessions the students should be encouraged and helped to talk. So, that the students canbuilt an ability to participate in various activities such as paper presentations, GD’s,mock interviews, role plays etc. to develop English communication competence. It isnecessary that Students Talk Time (STT) should be higher than Teacher Talk Time(TTT).

2. Students from the secondary and higher secondary level should be given dictionary oftechnical words with their meanings in regional language for use. The technical teachersshould help students in understanding the technical words in English and theirequivalents in regional languages. Again they should help the students to understandthe meanings of long and complicated sentences in technical subjects.

3. Grammar should be taught in the form of application of it in day to day life. When welearnt first language, it requires a lot of time .We get a lot of exposure to it as all ourcommunication deals takes place in the regional language. So, it is but natural that itdoes not require learning the grammar of regional language. Unfortunately it does nothappen with English which is a second language. From the experience , it is essentialto learn grammar of English as second language for getting confidence of speakingand performing the best in all walks of life.

4. In this modern era, new trends and methods of teaching are emerging in the learning ofthe English language competence which involves the use of Computer assisted languagelearning (CALL) in the Language Labs. Most of the students are tired of the traditionalway of teaching and are more interested in doing exercises on a computer than byhand. This system works more effectively when the ratio of computer and student is1:1 CALL mostly includes:


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4.1 Use of Audio /video clips.

4.2 Interlingual method-Listen and see clippings in regional language and English.

4.3 Language Learning-vocabulary-synonyms and antonyms.

4.4 Etymology reading.

4.5 Grammar.

4.6 Role plays-Speaking task.

4.7 Translation.

4.8 Fluency Task.

By this method of learning students are provided a lot of practice and exposure to the Englishlanguage. This method leads to individualization of learning, where teachers act as mentor,trainer and aspirant to facilitate learning. The teachers should be aware of the latesttechnologies, explore new ideas and have certain amount of specialization in the subject.Refresher courses for these teachers at national level can help in achieving proficiency inuse of CALL.

5.Students on their own should make use of English journals, television programs,newspapers, magazines, English language Resource centres to aquire the Englishcommunication skills.

V. CONCLUSIONEnglish communication skills are recognised as the important element in the academic lifeand career of the ARMIET Diploma engineering students. It requires to make use of integratedmethods to facilitate advanced communication skills,

which is the demand of industry as well as society. The rural area of ARMIET Diplomaengineering students should effectively make use of the faculty, education system and theamenities provided to them in combination with the self efforts, to emerge as a competentuser of English communication to become successful in life and career.

REFERENCES e-Journal papers:1 Internet TESL Journal http://www.aitech.ac.jp/-iteslj

2 ISTE-International Society for technology in Education http://www.iste.org

3 computer assisted language learning CALL www.monografias.com

4 www.iste.org/publish/caell.html


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“EMERGING TRENDS & INNOVATIONS INSCIENCE & ENGINEERING EDUCATION”

“REVERSE BRAIN DRAIN”

By Ms. Chandni Gerelani (Assistant Professor)By Ms. Khushboo Pandey Rao Nagar,

Abstract:This position paper outlines the present context of increasing higher education of Indianstudents-Abroad. This paper highlights more on emerging trends in Indian Education &focus on Reverse Brain Drain. Reverse Brain drain can occur when scientists, engineers, orother intellectual elites migrate to a more developed country to learn in its universities,perform research, or gain working experience in areas where education and employmentopportunities are limited in their home country. These Professionals than return to theirhome country after several years of experience to start a related business, teach in university,or work for multi-national in their Home Country.

Keywords: Education, Experience & Business.

Introduction:This year marks 68 years of constitutional democracy, 28 years of economic liberalisation,and 15 years of accelerated educational reform. While each of these is a milestone in itselfon the road to India’s success, the last of these is perhaps the most momentous for India ata time when the world’s oldest civilisation is also its youngest nation.

Today, the median age of India’s 1.5 billion strong population is a mere 32; a good ten yearslower than most other nations in the world. Today, India is the largest contributor to theglobal workforce, its working age population surpassing 950 million. It is no surprise thenthat, India has emerged to be the world’s third largest economy.

The nuts and bolts of Transformation:PAST:1. 256% rise in Indian students going abroad in 10 years, study says

According to the study, there has been a steady annual rise of 7% Indians travellingoverseas for a degree. More than 53,000 Indians went abroad in 2000 and at the end ofthe decade, the count shot up to 1.9 lakh. While the US has been steady in the top slot ofhaving most number of Indian students, education magnet UK has been a close second.


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However, the interest in the US seems to have slipped, slightly, as other countries likeAustralia hard sell their universities. The US’s loss also seems to be adding up toEurope’s gain. Across the globe, the UK attracts the second largest contingent ofinternational students and since 2010, about 17% Indian students have been visitingthere annually; after all, Indians comprise the second largest group of internationalstudents in the UK.

Between 2005 and 2013, the count of Indian students in Europe has increased from3,348 to 51,556, with the UK separately logging a rise from 3,962 to 36,105. Butacross Europe, Germany and France get most of remaining Indian students. “Indianstudents are now also exploring other countries such as Sweden, Italy and Ireland,where education is considerably cheaper and easier to secure,” said the researchers.

Campuses in the West have for long been wooing young Indians, with education fairs,road shows and special admission campaigns nudging thousands to pick up brochuresthat give a peek into college life in Europe. While studying in Oxbridge still remainsthe highest academic aspiration among the youth here, between 2000 and 2010, thenumber of Indian students in foreign countries has grown by 256% or three-and-a-halftimes.

Going by the findings of a study conducted by the Indian Institute of Management-Bangalore, the profile of the internationally mobile Indian students is changing.Traditionally, north Indians flocked to Europe for higher education, but increasingly,students from Gujarat as well as the southern states are making a beeline for institutesin those countries, with one in every two Indians studying in the UK being a woman.And when it comes to scholarships and grants, most of them are bagged by studentsfrom southern India, shows the study, ‘Indian student mobility to selected Europeancountries.

PRESENT:1. The Current State of Indian Higher Education : Driven forces

Increasing Private participationIncrease in the share of the unaided private sector in terms of the number ofinstitutions and enrollment since 2001.

Rise in the share of state private universities due to increased private participation.

Supportive Government InitiativesIncreased Budget Allocation

National Programme on Technology Enhanced Learning (NPTEL)

National Knowledge Network (NKN)

Establishments of new model degree colleges in educationally backward districts(EBDs)


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Increasing International CollaborationsLink Programs

Dual – degree Programs

Twinning Programs

Research Projects

Faculty/ Student Exchange

Other collaborations such as curriculum development & e-learning.

Industry Academia PartnershipGuest lectures by Industry Representatives.

Management development programs.

Joint seminars by Academia & Industry.

Financial & infrastructural support by industry for Research.

Live projects conducted under industry mentors.

Scholarship schemes for students.

Corporate involvement in curriculum & content design.

Summer internship opportunities.

Systematic issues needed to be addressed:Outdated Curricula & pedagogy not reflecting the requirements of dynamicmarket environment.

Inadequate Teacher Training & High Student- Teacher Ratio.

Lack of Industry involvement to drive industry oriented research.

High quality partnerships with foreign institutions restricted to a few institutions.

Most Institutions not meeting infrastructure norms.

Funding – Low government spending on research relative to other countries.

Multiple regulatory bodies with duplication & ambiguity of regulations.


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FUTURE1. The planned expansion of a differentiated university system

Top-tier: Centers of excellence for the creation of new knowledge set up with thevision to emerge as national and international leaders in research output and intellectualproperty. Indian universities are at the forefront of research in bioscience, environmentand climate change, inclusive development and leadership.

The second tier: Industry aligned professional education institutions has seen thegreatest growth over the last two decades. Focused on quality teaching and producinghighly employable graduates, these institutions are a passport to white-collar jobs in aknowledge economy. They impart knowledge and technical know-how on the onehand and broad based thinking and problem solving skills on the other to produce well-rounded industry leaders.

The last cluster of broad-based highly-accessible universities is designed to expandthe reach of higher education to all eligible and deserving students in the country. Theyoffer a wide range of courses.

2. The transition to a learner-centered pattern of educationStudents are encouraged to take greater responsibility for their learning outcomes. Theteaching-learning methodology involves less lecturing and rote note taking and morehands-on activities to allow for experiential and interactive learning.

3. Intensive use of Technology


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Online education has become the first port of call for many students who were earlierleft out of the higher education system, or had to settle for lower quality alternatives.Technology has not only been instrumental in addressing the demand-supply gap forQuality Education, but has fundamentally changed the nature of several educationalprocesses. Gone are the days when students had to gather in a large hall only to hear alecture. Today, classroom lectures and pre-recorded and uploaded to be accessed bystudents at their comfort.

4. Reforms in Governance:Diminishing role of government in governance

Moving from monitoring inputs to regulating outcomes

Compulsory accreditation

Enabling environment for private and foreign participation

Thrust towards internationalization

Conclusion:India seems to have indeed entered a golden age for higher education. Many progressivesteps taken in 12th, 13th and 14th Five Year Plans have come to fruition. The country hasemerged to be a global magnet for aspiring learners, and a role model for high-qualityaffordable educational systems

Today,India is the single largest provider of global talent, with one in four graduates in theworld being a product of the Indian system.

India is among top 5 countries globally in cited research output, its research capabilitiesboosted by annual R&D spends totaling over US$140 billion.

India is in the fourth cycle of its research excellence framework, with at least a 100 ofIndian Universities competing with the global best.

In the last 20 years alone, 6 Indian intellectuals have been awarded the Nobel prizeacross categories.

India is a regional hub for higher education, attracting global learners from all overthe world.

The Indian higher education system is needs-blind, with all eligible students receivingfinancial aid. Two-thirds of all government spending towards higher education isspent on individuals, including faculty and students

India’s massive open online courses, started by several elite research universities,collectively enroll 60% of the world’s entire student population.Indian higher education institutions are governed by the highest standards of ethicsand accountability with every single one of them being peer-reviewed and accredited.


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References:1. “Higher Education in India: New initiatives and new challenges”2. Planning commission (2006) Towards Faster and more inclusive growth – An

approach to the 11th Five year plan, Government of India, New Delhi.3. Planning Commission (2002), 10 five year plan ; 2002-2007, Government of India,

New Delhi.4. Education, Employment & Entrepreneurship: A Snapshot of the Global Jobs

Challenge5. The Higher Education and Research in India: An Overview by Alok Chakrabarti


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Innovative Strategies for Academic Excellence

By Mr. Shahajahan Khan, By Ms. KavitaKarapurkar,By Ms. ElavarasiNavajivan, By Ms. NeetuSinghi, Ms.Manjot KaurBy Smt. K.G.Shah

The vision of Dr. B.M.N. College of Home Science is to strive for the Empowerment ofWomen through Quality in Education, and our department has been working towards thisgoal with great determination and dedication. In the year 2009-10 it was observed that thecollege pass percentage of TYBCA students was a dismal 60%. The team evaluated SYBCAstudents (2010-11) and made note of target areas which required improvement.

A detailed study of SYBCA students in the age of 18 – 21 revealed the following points(2010-2011):-

• Low Self-esteem and Self-belief

• Lack of Communication skills in the English Language

• Limited awareness of Goal- setting and Future plans

• Time and Stress Management

• Poor concentration and Grasping skills

Based on the findings strategies were planned which were then incorporated in the course.These were carefully monitored. It resulted in 12% increase in College Pass Percentage,20% rise in marks achieved by students in final projects and subject presentations.However,the department was still not satisfied with the above results. It was decided to revise & re-plan the strategies & implement them for the next year for the same batch of TYBCA students(2011-12).

Different strategies were used as mentioned below:

Feasibility Study

SWOT Analysis

Benchmarking

Plan-Do-Check-Act

Micro-simulation Techniques

Assessment/Second Opinion

Time Series Analyses


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The results were extremely satisfactory with College Pass percentage increasing to 91%,43% rise in marks achieved by students in final projects and subject presentations as comparedto the performance of students in the academic year 2009-10. It also resulted in 58% rise inplacements.

INTRODUCTIONThe vision of Dr. B.M.N. College of Home Science is to strive for the Empowerment ofWomen through Quality in Education, and our department has been working towards thisgoal with great determination and dedication. In the year 2009-10 it was observed that thecollege pass percentage was a dismal 60%. The question before us was, ‘How can weimprove this low percentage?’ It was then decided that it would be a good idea to give thestudents Self- Assessment Questionnaires and to study the feedback given by them tounderstand the cause for their low performance in the examination. We then had brainstormingsessions based on the Result and Self-Assessment questionnaires which had been filled bythe students. After the brainstorming sessions, we (the faculty members) diagnosed theproblems and possible solutions as depicted in the following figure:

The project was carried out on 60SYBCA female students of the 2010-11 batches. The goalof the project was to evaluate students and to make note of target areas which requiredimprovement. We applied certain strategies to solve the above mentioned problems. Thestrategies or action taken is shown below:


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Strategies Applied

The results were then analyzed based on their performance in Semester Three (Sem. III)andSemester Four(Sem IV) final examination. The results were positive but there was still ascope for improvement. The Bar diagram given below depicts the positive results:

Internal assessments from June 2009 to July 2011

SEM

METHODOLOGY:The following methodologies have been incorporated in the paper.

1. Feasibility Study: Feasibility study was conducted keeping in mind 3 aspects namelya) Technical b) Economical and c) Operational Feasibility to check the possibility ofthe research work.


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The technical requirements decided upon to improve the students’ performance are as follows:

• Wi Fi Connections

• Charger Points

• Microsoft Campus Agreement

• Upgradation in Hardware Configurations

• LCD screens and Projectors

• Upgrade in Internet speed

• Dual Boot Systems

Economic Feasibilty: Two important points were kept in focus when preparing theEconomical Feasibility Report. The interesting outcome of this study revealed that investmentin all the efforts to improve students’ performance would not only make a difference to theperformance and the placements but inturn help to increase admissions to the course in thefuture. The Cost-Benefits of the investment showed a great potential for excellent returns.The observations made after studying the expenses which would be incurred and the Benefitswhich would be received were very encouraging.

Operational Feasibility: To introduce and effectively implement the study, a questionnairewas distributed and a survey was conducted among the target group of students. This wasdone to gauge whether students were open to the changes, cooperate and give a committedresponse.

SWOT AnalysisSince, the teachers were still not satisfied and that there was a scope of further improvement,they thought of refining the strategies to the betterment of results. To achieve the goal offurther improvement, teachers did the SWOT analysis.

Strengths

• Infrastructure • Teaching Staff • Updated Syllabus • Placement Cell • Various Committees • Student’s Council • Pioneer Institute

S Weakness

• Women’s Institution • Lack of Linguistic Skill • Low Self-esteem • Poor Attitude • Lack of Subject

Understanding • Less Grasping Skills • Low percentage at

entry level

W

Opportunities • Mock Interview • Industrial Visit • Study Tour • Value-Added Courses • Intercollegiate Fest • Use of ICT

OThreats

• Low Placements • Low Performance • Fewer Merit Rankers • Less Admission • Impact goodwill

T

Positive Negative

Internal f

External f

SWOT Analysis


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The significance of the study was to incorporate innovative strategies for academic excellence.So, there was a need to identify the internal & external factors that were favorable &unfavorable to achieve our objectives. In order to employ a structured planning method toevaluate further, we used a SWOT matrix. After the SWOT analysis was done, we wereable to set the achievablegoals & objectives for the project.

2. BenchmarkingThe 12% increase in the College Pass Percentage which was certainly not satisfactory resultedin the faculty dreaming big and setting a benchmark of 100% College Pass Percentage.

3. PDCA CycleOnce the strengths, Weaknesses, Opportunities and Threats were identified, efforts weremade to convert the threats into opportunities & opportunities into strengths. The goal of thestudy was now to aim for Problem-solved to Problem-faced. Co-ordinated efforts wereplanned to improve by emphasizing & demonstrating improvement programs initiated withcareful planning, which would result in effective action &which would also lead to carefulplanning in a continuous cycle. Innovative experimenting strategies were implemented toimprove the results of each cycle.

PDCA Cycle


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4. Micro-simulation Techniques: In micro-simulation, we calculated individual behaviorwith the help of activities like Viva, Personal Coaching, Group Discussion, Presentations,Mentoring/Counseling and Debate. We also calculated effects of all our activities mentionedin the “DO” Phase of PDCA cycle on specific target groups i.e. low grade students.

5. Assessment/Second Opinion: Our final result report was assessed and a secondopinion was taken by the Principal of our college. The second opinion was needed as to gaina surety about the strategies applied.

6. Time series analyses:Time series analyses are specific type of regressive analyses,with data being known over a particular time series, often longer periods of time. TheFollowing chart depicts the same:

Gantt Chart for Time Series

RESULTS:The results were extremely satisfactory. The goal of the project was to check the academicperformance of SYBCA students of 2010-11 batches. We used statistical tools to comparetheir progress. The records of internal marks, number of merit rank holders showedoverwhelmingly positive results. The following line diagram shows the result:


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18Comparison of Students’ Performance

We are very happy to share with you all the tangible benefits which are as follows:

• College Pass percentage increasing to 91%

• 43% rise in marks achieved by students in final projects and subject presentationsascompared to the performance of students in the academic year 2009-10

• 58% rise in placements

• Improved Mock Interview and Aptitude Test performance.

Because the experiment was a success, the project is ongoing and is implemented in everyacademic year

a


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Importance of forts in the period & ruleof

chhatrapati shivaji :A Study.

By Mr. Ganesh Janardan Ghugare.

Shivaji: A KING OF FORTSChhatrapati Shivaji was one of the greatest national saviours who saved our societyand religion when they were faced with the threat of total destruction.– Baba Saheb Purandare.

Shivaji was a peerless hero, god fearing king and the born leader of men described inour ancient scriptures.

- British Records.

Chhatrapati Shivaji, founder of Maratha empire in west Part of India in 1664, waswell known for his forts; he was in possession of around 360 at the time of his death.Many, like Panhala and Rajgad existed before him but others,like Sindhudurg and Pratapgad, were built by him from scratch. Also, the Raigad wasbuilt as the place of throne, i.e., the capital fort of Maratha Empire by Hiroji Indulkaron the orders of Shivaji. This is the place where Shivaji was coronated and today alsohis Memoral stands in front of the Jagadishwar temple. These forts were central to hisempire and their remains are sources of information about his rule. – H.S.SARDESAI

Basic Aim related to the proposed topic :To study importance of forts in the period & rule of chhatrapati shivaji .

How fort played major role to save kingdom of maratha dynasty.

To study & purpose behind the construction fort in chhatrapati shivaji’s period.

To study types & major parts of forts in chhatrapati shivaji’s swarjya.

Importance of forts in the rule of chhatrapati shivaji .Forts were playing very important role to control administration of kingdom.

Forts were official and judicial spots or center of kings territories.

Chhatrapati Shivaji used Sea Forts to build a first Naval Force in East India. Shivaji’sNavy was the first Navy in Asia continent. Sarkhel Kanoji Angre was the admiral ofNavy.


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Forts played major role to save kingdomChhatrapati Shivaji’s fort were on the hill point. That was very safe place for admin.

No one had habit from enemies of Shivaji’s to fight in the mountain vision. For e.g.Adilshah, Nizamshah, Mughal, British, etc.

Area around the fort was full with jungle and highly hills, due to same the way towardsfort was very critical to enemies of Chhatrapati Shivaji.

TYPES OF FORTSLAND FORT (BHUIKOT KILLA) :

e.g. Sangramdurga

HILL FORT (DONGARI KILLA) :

e.g. Raigad, Pratapgad, Panhala, Kondhana, etc.

SEA FORT (SAGARI KILLA) :

e.g. Sindhudurg, Vijaydurg, etc.

Sea fort example


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MAJOR FEATURES OF THE FORTMaingate : MAHADWAR OR MAHADARWAJA ,

Burooj : A place to keep position & attention for the war.

Palace: for king & his family.

Temples: Specially Bhavani mata.

Market . Administration Office : for office work, judicial work ect.

Well or Pond : for drinking Water

Example for features:

BIBLIOGRAPHYJayapalan (2001). History of India. Atlantic Publishers .

Setu madhava Pagdi (1983). Shivaji. National Book Trust, India.

M.N. Pearson ( 1976). “Shivaji and the Decline of the Mughal Empire”.The Journalof Asian Studies (The Association for Asian Studies)


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Shivaji, the Great Maratha, Volume 4" by H. S. Sardesai,

RaGajita Desâî; V. D. Katamble (2003). Chhatrapati Shivaji the Great. Balwant PrintersPvt. Ltd.

Babasaheb Purandare , Raja Shivchhatrapati 2010-Purandare Prakashan

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STANDARDIZATION OF TAMARINDSQUEEZE BY ADDITION OF GUAR GUM

By Jadhav B. A.

AbstractThe guar gum was incorporated in tamarind squeeze at various levels i.e. 0.1, 0.2, 0.3 and0.4 percent. The sensory evaluation of tamarind squeeze, were carried out with the help ofsemi trained panel members using 9 point hedonic scale and showed up to 0.3 percent ofguar gum found to be acceptable and hence liked by most of panel members. After 90 daysstorage showed no change in consistency, texture and controlled syneresis i.e. oozing outwater of tamarind squeeze.

Keywords: Guar gum,tamarind,synersis,texture and consistency.

IntroductionGuar (Cyamopsis tetragonoloba) is cultivated extensively in India and Pakistan, where it isone of the principal cash crops and is used as a food for both human beings and animals. Inold times, Guar was only used to feed cattle. It is also used as green vegetable in India. Theseedpods grow in clusters giving guar the common name cluster bean. A gum extractedfrom the guar beans forms a gel in water, commonly referred to as guar gum. The importantsource of nutrition to human and animals. It regenerates soil nitrogen, Endosperm of guarseed is an important hydrocolloid widely used across a broad spectrum of industries. Majorprocessing centers of Guar gum are in the North Western states in India.

The largest market for guar gum is in the food industry. In the U.S., differing percentagesare set for its allowable concentration in various food applications. In Europe, guar gum hasfood additive code E412. In baked goods, it increases dough yield, gives greater resiliency,and improves texture and shelf life; in pastry fillings, it prevents “weeping” (syneresis) ofthe water in the filling, keeping the pastry crust crisp.

Tamarind Tamarindus indica Linn is widely used as souring agent in various food items andalso in the preparation of Jam and Jellies. Tamarind is valued mostly for its fruit and pulp,which are used for a wide variety of domestic and industrial purposes(1).In India, the pulpis eaten raw and sweetened with sugar(2). The pulp is usually removed from the pod landused to prepare juice, jam, syrup and candy (3).

In some countries it is used to make refreshing drinks. Looking to the fast increasing areaunder tamarind cultivation also considering its therapeutically properties there is an urgent


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meet to develop the processing technology of this perishable fruit into different commercialvalue added product having extended self life. Therefore the objective of this experimentwas utilization of guar gum in tamarind squeeze to improve the texture and to control thesyneresis i.e. oozing out water.

Materials and methodsAjanta variety of tamarind, sugar, citric acid common salt and spices were purchased fromthe local market Nanded. Guar gum was obtained from the Department of Food Chemistryand Nutrition, College of Food Technology, VNMKV, Parbhani .

Extraction of pulp from tamarind fruitsBefore extraction of pulp, firstly ripe tamarind pods of uniform maturity, having reddishbrown colour were selected and extraction of the pulp as per described by the (4).

Chemical composition of tamarind pulp.

Moisture, protein, fat, carbohydrate, fiber and ash were determined as per the method (5).

Table 1: Formulation of tamarind squeeze with incorporation of varying levels ofguar gum

Sr. Percent of Pulp Sugar Citric Water Spice CommonNo. incorporation (g) (g) acid (g) (ml) mixture (g) salt(g)

Guar gum

1 Control 925.925 379.62 1.851 462.96 18.518 9.25

2 A (0.1%) 925.925 379.62 1.851 462.96 18.518 9.25

3 B (0.2%) 925.925 379.62 1.851 462.96 18.518 9.25

4 C (0.3%) 925.925 379.62 1.851 462.96 18.518 9.25

5 D (0.4%) 925.925 379.62 1.851 462.96 18.518 9.25

Tamarind pulp

Adjustment of acidity (0.3%)

Addition of sugar to adjust TSS 600Bx

Addition of salt and spice mixture

(Addition of Guar gum)


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Concentration by heating to a TSS 750Bx

Tamarind Squeeze

Hot filling in HDPE tube

Sealing

Storage

Fig 1.Flowsheet for preparation of guar gum fortified tamarind SqueezeSensory evaluation

The sensory evaluation of Tamarind Squeeze was carried out with the help of semi trainedpanel members using 9 point hedonic scale.

Statistical analysisThe analysis of variance of the data obtained was done by using Completely RandomizedDesign (CRD) for different treatments as per the methods given by (6). The analysis ofvariance revealed at significance of P < 0.05 level, S.E. and C.D. at 5 % level is mentionedwherever required.

Results and discussionIn present investigation the efforts were made to utilize the guar gum in Tamarind

Squeeze .

Table 2: Chemical composition of tamarind pulp.

Sr. No. Constituents Pulp(%)

1 Moisture 20.5

2 Protein 3.2

3 Fat 0.5

4 Fiber 2.9

5 Carbohydrate 70.7

6 Ash 2.2


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The data presented in table 2 reveals that the tamarind pulp contains 20.5% Moisture, 3.2%protein, 0.5% fat, 70.7% carbohydrates, 2.9%fibre and 2.2% ash..

Sensory evaluationTable 3: Sensory evaluation of tamarind squeeze

Sr. Percent of Colour Appearance Taste Flavor Texture Over allNo. incorporation acceptance

Guar gum

1 Control 7.6 7.8 8.0 7.6 7.4 8.0

2 A (0.1%) 7.5 7.7 7.7 7.5 7.3 7.9

3 B (0.2%) 7.5 7.6 7.6 7.5 7.3 7.8

4 C (0.3%) 7.5 7.6 7.6 7.5 7.3 7.7

5 D (0.4%) 6.8 7.0 7.4 6.6 6.8 6.6

SE 0.047 0.047 0.045 0.073 0.079 0.063CD at 5% 0.148 0.148 0.140 0.229 0.248 0.198

The sensory evaluation of Tamarind Squeeze, were carried out with the help of semi trainedpanel members using 9 point hedonic scale and showed in Table no.3 The mean scorevalues of sensory evaluation revealed that, up to 0.3 percent of guar gum found to beacceptable and hence liked by most of panel members

Table 4: Sensory evaluation after 90 days of storage.

Sr. Percent of Colour Appearance Taste Flavor Texture Over allNo. incorporation acceptance

Guar gum

1 Control 7.2 7.0 7.5 7.4 7.2 7.2

2 C (0.3%) 7.3 7.5 7.5 7.4 7.3 7.4

SE 0.057 0.115 0.041 0.081 0.041 0.040CD at 5% 0.226 0.452 0.160 0.320 0.160 0.160

The data indicated in table no. 6 reveals that the colour, appearance, texture and over allacceptability of 0.3 % gum incorporated tamarind squeeze found to be better than the control.The controlled sample showed syneresis i.e. oozing out water.

ConclusionIt was concluded that the incorporation of 0.3 percent of guar gum found to be overallacceptable and after 90 days storage showed no change in consistency, texture and controlledsyneresis i.e. oozing out water of tamarind squeeze.


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References1. Kulkarni RS, Gangaprasad S and Swamy GSK, Tamarind: Economically an important

minor forest produce, minor for prod News, 1993, 3(3), 6.

2. Lotschert W and Beese G, Tropical plants, Collins Photo Guide, Harper CollinsPublishers, 1994, pp. 223.

3. Rashda Ali, Faiza Rab, Herregods, Nicolai B, Jager-A-de and Roy-SK, Research needand new product development from underutilized tropical fruits, Proceedings of theXXV International Horticultural Congress, Part 8. Quality of horticultural products:storage and processing new outlooks on postharvest biology and technology, potentialityof processing of underutilized fruits of the tropics, Brussels, Belgium, 2-7 August,1988 Acta Hortic, 2000, No. 518, 241-248.

4. Kotecha PM, Kadam SS (2002) Studies on extraction of pulp and juice from tamarindfruit. Indian Food Packer 148-152.

5. AOAC (1984) Official Methods of Analysis. 14th edn. Association of Official AnalyticalChemists, Washington DC.

6. Panse V.S. and Sukhatme P.V. (1967). Statistical Methods for Agricultural Workers.Indian Council of Agricultural Research. New Delhi, pp70-72.

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Improving Engineering Education throughIndustry Internships

By K. T. JadhaoBy Rajesh Mate

AbstractInternships which is focused on quality improvement, academic control and satisfaction ofcollaborating enterprises. Internships are a widely established practice in engineeringcolleges. All internship stages by every participating agent, i.e. enterprises, students, coachingprofessors finally, some conclusions are drawn regarding the main challenges affectingindustry internships and the impact of this practice into engineering education quality.

Key words: engineering internship program, engineering programs accreditation,relationships between university and industry.

1 IntroductionSince the early, due to rapid industrialization and economic growth, engineering and technicaleducation in India have been developing faster than anywhere else in the world and Indianow has the second largest number engineering students in the world. There is an overallconsensus, among engineering accreditation bodies in Europe, that research and educationalpartnerships between universities and industry improve the quality of Engineering Educationand strengthen the competitiveness of industry. In order to be an effective entry route to theengineering profession, engineering curricula should include an early exposure of the studentsto practice.

In France, especially during the last three decades, many relationships have been developedbetween graduate engineering schools and companies, aiming at adapting the programs tothe needs of the job market. In traditional in-school engineering programs, these partnershipsmay result in different extra and intra curricular activities, such as sponsoring of studentactivities, forums and seminars, lending equipment, teaching by company representativesand, particularly, internships in companies scheduled within the school curriculum.

The basic components of a technical institute are the students, the infrastructure, the teachers,the curriculum, the teaching and learning aids, the linkage mechanism with industry-instituteand other user system, the management system, the support services system, the guidanceand counselling, the internal and external evaluation system, the feedback system, etc. Thereare other important components which are called the process components. They are, way ofteaching, the way the students learning, students activities beyond the departments, the senseof involvement in providing quality services, the organization structure, the quality of team


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work, the reward and recognition system, the faculty development programme, the appraisalsystem, the clarity in the vision and objectives of the organization. regular time table, themotivation of both faculty and students, attitude of the management, the overall academicclimate, the opportunities and encouragement for innovations and creativity, research anddevelopment, the openness of communications, the leadership qualities of head of institutionsand of departments, the sense of involvement in providing quality services, the organizationstructure, the quality of team work, the reward and recognition system, the facultydevelopment programme, the appraisal system, the clarity in the vision and objectives of theorganization.

2 Internship in IndustryInternships were based on awarding some academic credits that were proportional tointernship time. In contrast, in this new programme which is included in the engineeringcurriculum– having a selected team of coaching professors devoted to follow the advancesof the student during the internship. The internship starts with a meeting between the coachingprofessor, the enterprise coach and the student. During this meeting a working plan is definedin detail, pointing out the tasks that will be carried out by the student. During the internship,those three partners are in contact at regular arranged times under the supervision of thecoaching professor.

The systematic organization of industry internships within the engineering courses in Francestarted in the 60’s. According to certain authors, the upcoming of integrated industryinternships in France is directly linked to the systematic introduction of non-technical subjectswithin the engineering courses and the development of a particular engineer conception: theengineer as a generalist professional who is able to operate in a variety of complexenvironments. Not surprisingly, as we will see later, one of the main positive effects that areusually attributed to industry internships is that they provide opportunities for the student toapply a combination of knowledge, capacities and attitudes acquired along the engineeringcourses to a real professional situation.

2.1 Objectives and OutcomesThe newly emerging internship programs are designed to prepare students for the worldoutside school while exposing them to career choices. This approach is different from theolder “vocational” internships which were simply designed to give students proficiency inone particular industry. Both approaches are legitimate and have been proven to improvestudent achievement in and outside school as well as college attendance rates.

Typically, French engineering courses include several integrated internships periods whichare progressively introduce from the beginning of the third year; these internships can be ofdifferent kinds and lengths and serve to different purposes.

As to the purpose of internship experiences, we can identify some major objectives

To assure a certain awareness and openness of the students to the professional world,particularly to the societal, ethical and human aspects.


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To become acquainted with organizations and organizational structures. To be able toacquire some basic professional reflexes and relational skills and understand their futurerole within the organization.

To apply a combination of knowledge, capacities and attitudes learnt along theengineering curriculum to a real professional situation.

3 Types of internshipsA possible typology of internships organized at French engineering schools is proposedbelow

Operative InternshipThis kind of internships is usually placed at the beginning of the engineering courses (afterthe two first years of preparatory courses) and they are of a short duration (less than onemonth). In these operative internships, the students need to perform a low-level (usuallymanual) operative work (such as the work done by a building worker, a cashier, a farmer ora bricklayer).

Industry internshipIn this case, the student is placed in a real working situation; ideally, he or she will be incharge of a real working assignment. Despite of different authors maintaining the importanceof the authenticity of the experience , the degree of real integration of the student on theorganization varies according to the particular situation and the profile and characteristicsof the student.

These internships are organized along several months (the length varies depending on thespecific programme).

Research internshipConsequently, it is important for engineering programmes to include a research dimension.Moreover, research internships are intended to develop innovation skills. Many engineeringinstitutions internships which are performed in research laboratories (within or outside theinstitution).

Final engineering projectAt the end of their studies, engineering students need to face a real (hence complex)engineering problem; It is a final capstone experience that will force them to employ thecompetences acquired along the program. This final project is frequently performed in acompany or in a research laboratory and constitutes an additional internship period.

International internshipInternational internships pursue a number of objectives that should be added to the standardgoals of a national internship experience, such as the development of communication skillsand international openness and awareness.


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4 Internships in other countriesInternships as compulsory and integrated components of the engineering curricula seem tobe more developed in France than anywhere else. According to Maury, we can elaborate thefollowing international comparison taking in account the actual importance of internshipswithin the engineering courses.

Regular presence of internships:Germany: Students (2/3 of engineering students) must make a one-semester internship,other engineering students at least 2 months, final degree projects are often done at companies.However, German engineering higher education is mainly focused on fostering technicalcompetences rather than in providing an early professional experience.

United-Kingdom: even though internships are rarely part of the curricula, in practice, fewstudents join a Master program right after the Bachelor. Additionally, students frequentlygo on a gap year before finishing their studies and in some institutions they are encouragedto do summer internships. In contrast, the UK engineer is historically viewed much more asa high-level technical expert.

Occasional presence of internships:North America: leaving aside some exceptions such as the one of Sherbrooke University ,integrated internships are not frequent in the engineering curriculum; however, many studentsacquire a professional experience (not necessarily related to their studies) through summerjobs.

Spain: up to year 2007, the contents of the Spanish engineering curriculum were fixed bylaw. Integrated internships didn’t have a place in this system, even though they were frequentlyoffered as an optional subject. After a regulatory change in 2007, higher education institutionscan now define program content in an autonomous way. As a result of this, in manyengineering schools internships are currently being integrated in the curriculum.

Italy: very few students will make internships as part of their engineering curriculum. Thispractice seems to be increasing in some Italian institutions, but in any case as a compulsorysubject.

Switzerland: internships are not usually present into the engineering curriculum. LeolaPolytechnic Federal de Lausanne constitutes an interesting exception; after an internationalCTI accreditation in 2003, EPFL decided to include a period of compulsory internshipswithin its curriculum, which has proved to have very positive pedagogical effects

The reason for those important differences in the use of internships is more than a questionof pedagogical practices. It is the whole model of relation between academic training andprofessional practice which sets the main keys; this model includes two dimensions:

- The relations between the industry and academic institutions, and in particular the fact thatteachers have a professional experience or intense relations with industry or not;


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As a consequence, those countries with fewer relations between industry and academy, orfurther away from the life-long training paradigm, will coherently rely less on the importanceof internships. At the end of this article, after analyzing the advantages and problems of theinternships, we conclude with an overall positive outcome, but it is important to be awarethat their use is related to more general education and professional policies.

5 Problems and challengesAcademic institutions, the main risk is that internships become a comfortable (and eveninexpensive) choice where students are not in the campus and someone else is responsiblefor their education. Internships should never be just an accumulation of periods working incompanies; they need to be intimately integrated with the academic components of curricula,considering the following aspects:

- Internships terms, conditions and objectives must be linked to the skills already developedby the students, and accordingly, subsequent academic periods must take into account theinternship outcomes;

- As a consequence, internships can be either searched by the university or by the student (asit is also something to be learnt) but, in the second case, the university must also verify theircontent and interest, and discuss about them with the company and the student;

- The student must have an academic tutor who must be regularly informed about theinternship progression so that he can help him to get more profit of the experience, andcorrect the eventual problems that may arise; additionally, this represents an excellentopportunity in order to develop industry-academy relations.

All engineering schools have developed some kind of formalized procedure in order to planand assess internships and organize the students’ return of the experience. However, there issome debate as to what the most effective methods would be. To this respect, the greatquantity and variety of internships poses additional pedagogical challenges to higher educationinstitutions.

- Finally, there is also a concern, not only about quality of internships but also about quantity.At the current moment, internships account for an important part of the French engineeringcursus. In order to allocate such a great number of internships, program content has beensubstantially lightened over the last decades. Some critical voices coming from companiespoint out a lack of technical background of current engineering graduates.

6 ConclusionsCurrently, internship is not yet mandatory in our degree programmes, but according to thestrategic guidelines and as a result of its success, it will be mandatory in the near future. Thismandatory nature of the internship is also supported by the regional environment businessworld main opinion that this course makes a very significant contribution towards providingindustry with engineering graduates who are well-prepared to assume responsible andproductive engineering assignments, with less need for on-the-job training and with generic


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skills through problem-based learning. This significant contribution agrees with manyresearch works, e.g. the UK study presented in where the author points out the positiveeffect of industrial placement schemes on future engineer students employability.

References[1] B. Remaud, R.P. Martin1, T.Sánchez, J.C.Arditti (2010) Using industry internships to

improve the quality of engineering higher education in Europe. The experience ofFrench graduate engineering schools

[2] Rafael Garcia and Jordi Puig University of Girona, Girona, Spain(2010) A Model ForImproving The Quality Of Student Internship Placements In Engineering Degrees

[3] Borri, C. and Maffioli, F. (2007): Reengineering engineering education in Europe, inTeaching and Research in Engineering Education in Europe (TREE).

[4] ENAEE, Framework Standards for the Accreditation of Engineering Programmes, inhttp://www.enaee.eu/pdf/EUR-ACE_Framework_Standards_20110209.pdf

[5] Boey C. (2010) : Stages : un apprentissage actif ? À quelles conditions ? in ‘Internshipsin Engineering Education, École des Ponts ParisTech, France’, 44-53.

[6] Lachiver G. (2010): L’alternance stages/études dans la professionnalisation desingénieurs à l’Université de Sherbrooke. in ‘Internships in Engineering Education,École des Ponts ParisTech, France’, 167-173.

[7] Regout S. (2010): La contribution des stages dans le développement du profil decompétences associé aux diplômes d’ingénieur civil délivrés par l’École polytechniquede Louvain. in ‘Internships in Engineering Education, École des Ponts ParisTech,France’, 216-225.

[8] Maury C. (2010): L’évolution historique des stages. at www.enpc.fr/fr/ftp2/stages/Ouverture_colloque_ENPC_stageslocal.pdf

[9] Thummel R. (2010): Préface. in ‘Internships in Engineering Education, École des PontsParisTech, France’, 12-13.

[10] Joly V. (2010): La pratique des stages a l’École des Ponts ParisTech ou le concept «d’alternance. in ‘Internships in Engineering Education, École des Ponts ParisTech,France’, 161-166.

[11] Gómez Frías V. (2010). Innovation and research internships. in ‘Internships inEngineering Education, École des Ponts ParisTech, France’,139-141.

[12] Commission des Titres d’Ingénieur (2010): Missions. at www.cti-commission.fr/Missions-de-la-CTI

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WAYS TO WIN HEARTH

By Ms. Sayyed Nusrat Asif Ali

WAYS TO WIN HEARTSElections, are the most celebrated and happening events in India since we won freedomfrom the British Raj. Casting our vote on our choice is the right that we enjoy since 1951when the first general elections took place followed by the 1st Loksabha Elections in 1952.Any individual who is 18 years and above and a citizen of India can vote on his or herinterest.

People were busy campaigning their parties and candidates at that time, and the same trendwe see now also. Only the pattern has been changed. Earlier it used to be personal wherethe candidate was personally going and meeting the voters. Giving them the personal feelingand making them feel important and in a way attracting their attention towards their partyand candidate. In this process the campaigning used to begin at least 2 or 3 months inadvance. Man power requirements were high as to show their strength on others. Theparticipants in those relies used to shout slogans, sing song for the party and flaunt theirsymbols on flags.

But the scenario now a days that we see have changed a lot from the old traditional patternsof campaigning. Though the spirit of man power didn’t ended but mostly the part now adays is played by the media. The increasing costs of campaigning’s in elections reflectsmany general trends of the use of social media and different forms of digital and print mediawhich are now a days popular among the common people, specially youth.

Candidates’ expanding use of media is the basic reason of increase in the cost and race ofpolitical campaigning. Technology is the source for the rising competition that we haveevidenced in the latest Parliamentary elections of May-2014.

Candidates have used the visual media very effectively for publicity as we have seen thedifferent political parties giving different type of the advertisements on television and radiochannels with catchy slogans and music which became popular among the common people.For example:

‘Acheche din aane wale hai.’

‘Ab ki bar Modi Sarkar’ for BJP.

Har hath shakti , har hath tarakqi’ for Congress.

Print media such as news papers were flooded with the advertisement by the politicalcandidates’ along with the photo of the principal person of the party.


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New media such as internet based methods became popular among the politicians in recentelection. Like Brack Obama, who was the one to use internet as a source for campaigning,even our politicians like Rahul Gandhi, Narendra Modi, Raj Thackeray, etc have their personalaccounts on different internet websites like Face Book, Twitter, Blog, etc. At the same timeparty’s’ web site plays an important role. The initial cost of starting a website or opening anaccount on any website is very low as compare to the organized campaigns. Personalcommunication through social media brings politicians and party close to the potential voters.It helps politicians to communicate and reach people, get their feedbacks fasters without theintermediates. So the trend to send mass sms through using an internet web site for thecampaigning became popular for this recent election. For example recently we could seethe trend of sending an sms to call people to discuss certain issues under the name ‘Chat kaKatta’. At the same time we have received the sms and email from our PM Mr. Modi on 68th

Independence Day celebration, are few ways of the use of internet by politicians to attractthe potential voters towards them. And to add to its popularity the mainstream media got anew type of information source for example bloggers who keep people updated with theirwritings on candidates and parties.

As we could see the change in the voting system i.e. the shift from paper and stamp to theelectronic machines even the campaigning also got the technical touch. New techniqueshave added new opportunities for the people who work in these fields as these techniquesneeds specialist people to perform the job. So have added new opportunities for the webmasters, sound and video specialists, writers, managers, analysts, media groups, etc.

Technological change in the campaigning have also created opportunities for computerhardware and software developers, personal digital assistants, cell phones and land linemanagers, photo copier or fax machine operators, television analysts, image consultants,phone book operators, etc.

The rise of the rapid technological use generating unexpected response from the people wasthe recent trends in the parliamentary election of 2014. Despite the cost and peoplerequirement politicians have used technological informational market to promote themselvesin political competition very effectively.

But it doesn’t mean that the technology had taken over the traditional pattern of labor intensivepolitical campaigns. Campaigns particularly at the state and local level, still depends onface to face personal campaigning methods i.e. attending meetings, organizing public events,rallies, going door to door to meet people and voters. Employing people to generate positiveattitude towards the candidate and party.

Along with the technology the meetings and personal campaigning also got modernized bythe event management people and groups. Getting a film star for publicity is still in use.The different and colourful sets, stages, banners are the recent changes. The eventsmanagement added new colours to the traditional personal political campaigns, for example,


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we could see in the Marathi movie ‘Jhenda’ that how hard the event management groupwas working to make that political event successful in a village based location.

So to conclude we could say that the modern elections have become more expensive as thetechniques and technology for modern campaigning have changed and became moresophisticated. The rise in the use of digital media, print media, internet services, etc are therecent techniques giving more opportunities to people related to the technical digital media.But at the same time modern personal face to face campaigning gave rise and created theopportunity for the event management groups and people. But the basic aim didn’t change:To attract people to their party and candidate.

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“College Teachers attitude towardsCompensation and Hospitality given during

Political Election”

By Mrs. Pratiksha. C. Khedekar

Abstract:The study sought to examine the actual Compensation and Hospitality given during politicalelection. The study also involves the attitude of the Teachers towards Compensation andAttitude given during Political Election and their expectation and grievances are brought innotice.

Compensation is a vital part of human resource management. Wages, salaries and otherforms of employee compensation constitute a very large component of operating cost..Employee compensation is very significant issue from the view point of employers, employeesand the nation as a whole. Compensation is often regarded as direct and indirect monetaryand non-monetary rewards given to employees on the basis of the value of the job, theirpersonal contributions, and performance. Compensation should therefore be acknowledgedas a major factor affecting employee performance. Poor remuneration has often been givenas a cause of low morale among teachers thus leading to numerous strikes. The study wascarried out among junior and senior college teachers in vasai-virar region. Simple randomsampling was used to select teachers.

Hospitality is practiced more than it is preached. A cardinal academic virtue, hospitality inthe classroom as well as in relationship with colleagues. Although seldom speaks of hospitalityas an academic virtue, many of us do practice it. Hospitality is essential to our calling becausewithout genuine mutual sharing, the interactions that constitute educational activity becomethin, impoverished transmissions of data, devoid of the excitement and the full personalimpact that mark learning and its advancement. Without genuine openness to others, peerreview is hobble and the conditions where by knowledge can be validated, corrected, andexpanded are not in place. Without the mutual openness and reciprocity of sharing themarks of hospitality could not be learned.

Keywords: Political Election, Teachers, Compensation, Hospitality, Expectation

Introduction:The study sought to examine the actual Compensation and Hospitality given during politicalelection. The study also involves the attitude of the Teachers towards Compensation andAttitude given during Political Election and their expectation and grievances are brought innotice.


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Compensation is a vital part of human resource management. Wages, salaries and otherforms of employee compensation constitute a very large component of operating cost. “Oneof the biggest factors affecting industrial relations is the salary or wage the compensation anemployee receives for a fair days work”. Employee compensation is very significant issuefrom the view point of employers, employees and the nation as a whole. EmployeeCompensation is classified into three categories 1) Base or primarycompensation,2)Supplementary compensation and, 3) Incentive compensation. Compensationis often regard as direct and indirect monetary and non-monetary rewards given to employeeson the basis of the value of the job, their personal contributions, and performance. It is oneof the physical needs that influence motivation which in turn affects the employeeperformance. The objectives of any good compensation are to attract, motivate and retaingood people for the attainment of organisational goals. Compensation should therefore beacknowledged as a major factor affecting employee performance. Poor remuneration hasoften been given as a cause of low morale among teachers thus leading to numerous strikes.The problem of inadequate compensation makes the teachers dissatisfied, thus leaving theprofession to other well or better paying jobs. The study was carried out among junior andsenior college teachers in vasai-virar region. Simple random sampling was used to selectteachers.

Hospitality is practiced more than it is preached. A cardinal academic virtue, hospitality inthe classroom as well as in relationship with colleagues. Although seldom speaks of hospitalityas an academic virtue, many of us do practice it. We sense that it is more than a lingeringpiety. Something inherited from past whose past whose point and purpose is now obscure.In fact, I suggest, hospitality is a cardinal virtue, an essential requirement for what we areabout, however much we may at times ignore or even abuse it. Hospitality is essential to ourcalling because without genuine mutual sharing, the interactions that constitute educationalactivity become thin, impoverished transmissions of data, devoid of the excitement and thefull personal impact that mark learning and its advancement. Without genuine openness toothers, peer review is hobble and the conditions where by knowledge can be validated,corrected, and expanded are not in place. Without the mutual openness and reciprocity ofsharing that are the marks of hospitality, the academy and the classroom become flat andimpoverished reverting to collections or conglomerates of individuals, not communities oflearning.

The study have analysis that Teachers were unsatisfied due to compensation they receivedand frustrated and annoyed due to hospitality they received.

Research Methodology: A Primary data is collected through Peer-Review technique andSecondary data from reference books and websites.

Compensation to be received:

The following rates of remuneration to be paid to the officers /officials deployed on electionduty:


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Sr.No. Designation of officers/Officials Minimum Rate of remuneration( in Rupees)

1. Sector Officers/Zonal Magistrate 1500/-lump sum

2. Presiding Officer/Counting Supervisor 350/- per day or part thereof

3. Polling Officers/Counting Asstt. 250/- per day or part thereof

4. Class-IV 150/- per day or part thereof

5. Packed Lunch and /or light refreshment 150/- per head per day

6. Video Surveillance Team, Video Class-I/II (1200/-lump sum)Viewing Team, Accounting Team,Expenditure Monitoring Control Class-III (1000/-lump sum)Room and Call Centre Staffs, MediaCertification and monitoring Committee, Class-IV (200/-per day)Flying Squads, Static Surveillance Team,Expenditure Monitoring Cell

7. Income Tax Inspector RS.1200/- lump sum

The above mentioned rates are equally applicable to police personnel actually deployedon polling booths/counting centers.

2. The above rates are payable to the staff for attending training classes, collectingpolling material, etc. and also for attending duty on the polling day.

3. The Commission had also directed that staff deployed at all polling stations/countingcenters may be provided with packed lunch and or light refreshment at the rate ofRs.150/- per head per day. In case of difficulty in providing packed lunch, a cashpayment @RS.150/- per head may be made.

4. The above rates are recommended by the Commission are minimum rates. The States/Union Territories, which are paying more than the minimum rates recommended bythe commission, may continue to pay at the higher rates. These rates will come in toforce prospectively and will have no retrospective effect.

5. The police personnel deployed on election work on poll day/ counting day includingmobile parties/Home Gaurds /Forest Gaurds /Gram Rakshak /NCC(senior) Cadets/Ex- Army/CPF may be provided with packed refreshment or payment in lieu thereofas is being given to polling /counting personnel.

6. The expenditure incurred on this account will be borne in the following manner:

i) In case of Election to the House of People 100% by the Union Government.

ii) In case of election to the legislative Assembly 100% by the State Governmentconcerned.


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iii) In case of simultaneously election to the house of the people and the statelegislatively Assembly. The expenditure will be shared between the central andstate government on 50- 50 basis.

Findings:Based on the review the teachers are not satisfied for the remuneration and hospitality theyhave received during election . The following areas were teachers were very displeased:

TRAINING SESSION: Teachers had grace their presence the training session conductedby Election Commission(EC) after taking lectures in their respective colleges’.Now thesewas very chaotic for the teachers and oppressive .Female Teachers were very infuriatedwith the system as they have argued that they have to look after their family too. Although,then had tune their itinerary and attended guidance session. Some teachers did not focusedtraining session due to their duty in college exam ,busy doing supervision they had faceoutcome for not attending Training Session with a notice issued on their name for not presencein EC Training Session. Teachers were in strain and frustrated of doing their duty in collegeand EC.But, the things were reconcile as they have to do perform their mutual duties. Teachershad not received any remuneration or travelling allowance to stopover EC training centers.

ELECTION DUTY: Teachers were deployed for election duty had to be present on pollingday as it was a immense dependability and it cannot be evade. During training sessionteachers were made clear about their polling centers’. In some case teachers residence placeand duty place was far away so they reach one day before the election day to avoid thecircumstances of being late Their election duty started from morning 7 am onwards and willcontinue up to 6 pm.

After duty was ended the said remuneration by EC was not received by teachers i.e Rs.1500/-on polling day .They have received lesser amount than this .Teachers were even not givenpacked food of light refreshment teachers or any Rs.150/- at least they can buy their own.Hospitality at polling booths was also very poor .Inconvenience bathrooms, toilets unhygienicplace to live, Female faculties had face more problem regarding bathrooms, toilets etc.

Case Study :Article from DNA NEWS PAPER

The Election Commission has given a compensation amount of Rs.10akh to the family ofAnant Sawle, the teacher who died while on election duty, Lok Sabha 2014.The paymentwas handed over through the Thane District Collectorate. Sawale ,45, who was employed atTakshashila Vidyalaya in Ulhasnagar apparently complained of unease ,but was asked tocontinue on duty. He was late hospitalised, but passed away the following day. The teacherwas the sole earning member of the family with three school going children. Relatives andfriends have expressed concern that the compensation of Rs. 10 lakh would not suffice thefamily for long. So, they are keen that the wife is given a job in the education department.


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Suggestions:1. Majority of Head Teachers respondents that they disagree with the statement that

teachers are adequately paid. The remuneration received was not appropriate with theireducational qualification. Teachers are expecting their remuneration regarding electionduty should be increased by .2500/- per day and Rs.300/- for food.

2. Whatever remuneration decided by EC the par amount should be directly credited to

their bank accounts so embezzlement of cash can be avoided.

3. Light breakfast or packed food stuff ,tea or coffee to be provided so they can contentedwork for stretched hours .If not possible then during training session the candidateshould be made aware about circumstances of their polling duties centers’ therby thecandidate will himself take care of his food.

4. Female Teachers should be exempted from Election duty.

5. Un-aided teachers are not a public servant , they should be excluded from election duty.

6. If any candidate is complaining about his illness than a proper medical examinationcan be conducted so as to avoid such a huge amount of compensation paid by EC(above case study) and most precious life of any candidate.

7. College Principal’s should not be bias for submitting Teachers name for election duty,i.e. Discrimination between head of the department, senior teachers, junior most shouldbe avoid , all are equal to perform duties.

8. Polling officer’s duty should be deployed nearby their residence station /city, whichwill help them to accommodate easily and avoid night stay before polling day.

9. Bank employees should be deployed for election duties.

Conclusion:Compensation provided and hospitality served by EC was overall not satisfactory as manyteachers were uncomfortable with the compensation package and policies in place. Teacherswill perform their duties because it is a contribution to their nation, but they should gethandsome remuneration which will boost their high morale and keep them motivated.

References:Books and Websites:1) Dessler,G(2005) Human Resources Management.10th Edition.Prentice Hall,

2) International Journal of Scientific and Reaserch Publication,Volume 3,Issue 6 June2013

3) timesofindia.indiatimes.com/topic/election-duty

4) www.mid-day.com/search/electionduty

5) www.dna.com/serach/electionduty/ compensation

6) www.eci.nic.in


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USE OF IRIS DETECTION FOR STUDENTAUTOMATION SYSTEM

By Ms. Rucha D. PathariBy Ms. Sapna Kamble

ABSTRACT:Automation system for maintaining student’s records has become more important part forany educational institutions. This paper presents the systems in classrooms for managingstudent’s attendance using Iris Detection technology. Iris detection is a powerful technologywhich helps to manage student’s attendance. Smart cards are used for identification andauthentication. One major problem is the possibility of loss or theft and handling of smartcardby some other unauthenticated user. Biometrics is the best medium of identification of theperson. Existing options of smart cards for giving attendance can be easily malpracticed bystudents. This put forwards the interest in biometric identification methods including irisrecognition. The iris due to its unique biological properties is more reliable for identificationprocess. Iris is protected from the environment, stable over time, unique in shape and cannotbe stolen. In this system the extracted iris features stored in smart card are compared againstthe data acquired from a camera or database for authentication. Government and universitiesare insisting institutions for full proof attendance system. Since the colleges do not have anauthenticated system for this purpose there are chances of students to bunk the lectureswhich by default affects their academic performance. Hence, the use of Iris detectiontechnology for student automation system makes it a real time intelligent system.

Keywords: Iris detection, student’s attendance record, biometric system

I. INTRODUCTIONIn most of the institutions attendance is an important criteria which is used for markingsystem. These purposes include record keeping, assessment of students, and checking optimaland consistent attendance in class. In most of the universities, a minimum percentage ofclass attendance is required and this rule has not been compulsorily followed, because of themany challenges in the present method of taking attendance. This traditional method consistsof the use of sheets of paper or books in taking student attendance. This disadvantage of themethod is it could easily allow for impersonation and the attendance sheet could be stolen orlost. Taking attendance is time consuming and it is difficult to find out the number of studentsthat have made the minimum percentage. Thus, there is a need for a system that wouldovercome all these disadvantages.

An automatic attendance management system using Iris detection provides the neededsolution. This application can be used for daily student attendance in schools and institutions.


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It allows access to the attendance of a particular student in a particular class. This systemcan also be used for generating reports and evaluating the attendance eligibility of a student.

Instead of signing an attendance sheet, the students will stand in front of iris detector, theiris pattern is compared against a list of already saved users, and if the match is made, thestudent will be assigned as present for that lecture.

Attendance maintenance automation system deals with maintenance of student’s attendanceautomatically using Iris detection technology. Iris recognition is the process of recognizinga person by analyzing the random pattern of the iris. The main objective is to present anapplication based on IRIS of an individual to maintain attendance record of the students.This application will help the faculty of institutions to maintain the attendance of the studentseasily and also easily monitor the monthly attendance for each student. This will ultimatelyreduce the extra efforts of the faculties and reduce the chances of proxy attendances. [3]

To prevent false attendance registration rapid and reliable personal identification is required.Examples include passports, computer login, and other transactions authorization, accesscontrol, and security systems general examples. In all such identification processes thecommon goals is to maintain speed, reliability and automation. The use of biometric factorsfor identification processes requires that a specific biometric thing which is unique for eachindividual and that it can be readily measured, and which is invariant over time. Biometricssuch as signatures, photographs, fingerprints, voiceprints all have some or the otherdrawbacks. Though they are cheap and easy to obtain and store it is very difficult to identifya person automatically with assurance of authentication. It can be easily forge. On the otherhand human iris is an internal organ of the eye and is well protected from the externalenvironment.

II.EXISTING SYSTEMThere are various existing methods and principles to effectively monitor the attendance ofstudents. But every method is having there advantages and disadvantages. In the systemnumber 1[2], an embedded computer based lecture attendance management system has beenproposed. It provides the system consisting of an improvised electronic card and card readerconnected to the digital computer system.

Attendance Management can be also carried out using attendance software in whichpasswords has been used for authentication. The system authenticates the user based onpasswords. But there are chances of impersonation since the password can be shared orstolen. There are chances of also it getting forgotten at times resulting in preventing the userfrom accessing the system. [4]

Currently in Mumbai university all work is done on paper. The attendance is stored inregister in the whole semester and at the end of the session the reports are generated. Butthere are many disadvantages of these existing systems like maintaining records becomestedious job. And as the work has been done manually there are maximum chances of errors


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while putting attendance as well as while calculating the attendance percentage. And itresults in making the overall process time consuming.

This system of attendance management system is a cost effective simplified system whichuses iris of the students for identification. It is unique to each individual and cannot beshared. It makes students to register their attendance for lectures and practical with ease andremoves errors that are associated with attendance reports because the system will generatereports also at the end of the semester.

Fig.1. Traditional method to maintain attendance record

III.PROPOSED SYSTEMIris-recognition technology is a technology in which the recognition of authentic user isbased on the human Iris. Nowadays this technology is considered to be more accurate &reliable biometric technology .The Iris is the area of the eye which is ring shaped and coloredwhich is generally blue, brown greenish or gray color with unique patterns surrounding thepupil of eye. The unique biological properties of iris, provides best option for person toprove his identity at any time and at any place. The main features of this system consist ofImage acquisition, Iris region segmentation, normalization, feature extraction and codegeneration and Minutiae matching.

A proposed iris recognition system is shown in the figure 1. The Iris Recognition System isbasically divided into two parts: verification and identification. The system is integration ofmany stages as shown in the figure.


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Fig. 2. Iris Recognition SystemThe proposed system gives the best solution to problems regarding lecture attendance withthe help of attendance management software which is interfaced to a Eye Scan sensor device.The student’s detailed information such as Name, Gender, and Date of Birth & Unique IDnumber along with the unique iris pattern extracted from the captured image of student’seye is first enrolled and then stored into the database. The Eye image is captured or scannedusing device like webcam or Iris Scanner.

Fig.3. Verifying process of Iris RecognitionFor attendance purpose, the student places his/ her eye towards the eye scan sensor device.Post scanning the student’s unique ID number is sent to the database for attendance of that


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particular lecture. At the semester end, cumulative reports are generated showing percentageof overall attended lectures by the student & also specify the students that are eligible forexams.

An Automated Attendance System (AAS) using Iris Recognition Technology is a highlyreliable specialized and accurate system that records students’ attendance by comparing asingle iris image pattern with the iris pattern previously stored in a database during Enrollmentby the administrator. The Automated Iris Recognition system (AIRS) is the principle behindthe AAS.

The major factors in designing smart attendance system consist of choosing the hardwareand software components and integrating both to work together. Student attendance systemframework is classified into three parts: Hardware & Software design, AttendanceManagement Approach and Generation of reports on regular basis.

How Does the Iris Recognition System Works:Nowadays a new biometric system i.e. Iris Recognition system has been come into interestwhere security plays an important role on that system. Each extracted Minutiae has an accountthat is linked either to student’s ID or his/her name. When a person logs in by placing his/her eye in front of webcam the system confirms the person’s identity

1. Creating accounts for all admitted students.

2. Save at least two Iris pattern extracted Minutiae for each student on that system

3. The hardware system is connected to a personal computer to show the results.

4. If the iris pattern is known to the system it should show a message like welcome

5. If the system did not match the iris pattern it will pop up a false or reject message

IV.METHODOLOGYIris identification method is used in this proposed attendance management system. Inidentification, the system performs the process of identification by verifying an individualby compared & matching his/her biometrics i.e. iris image pattern with every record storedin the database. This identification consists of two stages:

i. Enrolment and

ii. Authentication

During enrolment, the biometrics of the student is captured using eye scan sensor deviceand then the extracted unique feature is permanently stored in the database as a templatealong with the Student ID.

The objective of the enrolment is to admit a student using his/her unique ID and scannedimage of eye after feature extraction into a database. All these stored features comprisesinto template which determines student’s identity, for the authentication process. Theenrolment process is done by an administrator in the attendance system.


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During authentication, the iris image of the student is captured again and the comparisonbetween the captured iris pattern & the already existing extracted features in the database isdone to determine a match. The accuracy of this proposed system [8] is calculated with thefalse acceptance rate (FAR) and the false reject rate (FRR).

The student’s iris extracted features as well as the bio-data like student name, ID, gender,Date of birth, department to which he/she is admitted, is stored for the first time into thedatabase for student registration during the enrolment i.e when the student is admitted in theinstitute. The courses, lecturers and exams are also registered at the same time duringenrolment phase. The database contains all data and information required for the properrecording of attendance. Firstly, the lecturer selects the course code and the attendance type,then the student places his/her eye in front of the eye scan sensor device the iris recognitionunit compares the captured features with the one existing iris pattern stored in the database.

The following are the two possible cases:

• Match (of Iris): captured student’s iris pattern are matched with stored Minutiae i.e.templates. The student’s attendance is automatically recorded for that particular lecture/unit test/ university exam. As soon as the student’s attendance is recorded a messagebox pops up for short span of time.

• Non-match (of Iris): the user is not accepted for attendance and a message is shown inthe textbox that iris pattern is not found i.e. the captured iris does not have any matchwith any of the templates of the database.

Cumulative & daily reports are generated for each subject and the percentage of total numberof students for each attendance is listed with their corresponding status.

V.CONCLUSIONThe attendance automation system using iris detection technology is very accurate. And asverification time is generally less than 5 seconds the process of registering attendance takesless time. The report generation feature makes the system more feasible than the manualway for attendance management system.

REFERENCES1. O Shoewu, O.A Idowu. 2012. “Development of Attendance Management System”.

The Pacific Journal of science and technology.

2. Shoewu, O, O.M. Olaniyi, and A. Lawson. 2011. “Embedded Computer-Based LectureAttendance Management System”. African Journal of Computing and ICT (Journal ofIEEE Nigeria Computer Section). 4(3):27 – 36.

3. http://www.scribd.com/doc/206994413/Automation-System-for-Students-Attendance

4. Cheng, K., L. Xiang, T. Hirota, and K. Ushijimaa. 2005. “Effective Teaching for LargeClasses with Rental PCs by Web System WTS”. Pro. Data Engineering Workshop(DEWS2005), 1D – d3 (in Japanese).


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Emerging trends in political election campaignmanagement and new opportunities

By Prof. Samita DamleBy Prof. Swati Shah

Abstract2009 and 2014 show the coming of age of mass media. Internet was used more effectivelywith blogs, podcasts and public relations working on the image of the personality. Nation-wide campaigns like Tata Tea’s Jaago Re! urged Indian citizens, especially the youth, toregister to vote. Similarly NGOs and other citizen-led organizations worked on electoralreforms to improve democracy and governance in India. This formed a base for the 2014elections which saw an astounding result which left the world flabbergasted. It saw at theturn of this decade power changing hands. 2014 marked a beginning for a lot of new trendsin election campaigning. This area has now opened doors for professionals to work in thespace and corporatize the whole the concept of politics in the nation.

Key words: India, elections, election 2014, campaign trends, data compilation

Introduction:The Indian population is largely uneducated. In the last decade, the literacy figures haveincreased. Rural India is undergoing transformation slowly and steadily. India has beentraditionally ruled by legacies. Over the decades there have been changes in the socio-political system of the country. From single ruling parties to coalitions the country has seentribulation of all kind. Election campaign and strategies started gaining importance sincethe last election. Technology became wide-spread in the last decade. The country is stilldwindling between the two generations: one technology scared and one technology savour.The technology savour generation is not interested in politics. Most have been a part of thebrain drain phenomenon and for others politics is never a career choice. The rest of thecountry’s generation is still becoming literate and gaining skills. The technology scaredgeneration is functional with traditional systems.

Politics is a mirror of this reality in the country. Active people in politics are because of thelegacy. The representation is of the political powerful houses that have ruled the country intheir own ways. Election campaigning and the trends came in limelight post the USApresidential elections that saw Mr. Barrack Obama win it. The 2014 elections in India saw a360 degree turnaround in the election results stunning the world. The largest democracy inthe world saw an unexpected result. The oldest political party lost the elections miserably.


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The stunning results then drew attention of the world and the country towards the concept ofcampaign and strategies involved in election campaign management.

Objective: To understand the changing trends in the election campaign management since2009.

Content:Election Campaign

Over the decades the election campaign in the country party promotions and announcementsthrough the following ways:

1. Pamphlets

2. Posters

3. Hoardings

4. Press releases

5. Radio and TV broadcast

Media broadcasts saw debates and arguments before and after elections.

6. Meetings

Less literacy rate in the country pushed the efforts of the parties to limited ways. Meetingsat various party offices across locations ensured more contact with people. This peoplecontact made speedy work in the pre-elections phase. But post elections people contactagain became a challenge with the cost involved in every aspect.

Since 2009, the election campaigning gradually underwent change. In 2009, electioncampaigns first got net-savvy. (http://www.zdnet.com/indias-election-campaigns-get-net-savvy-2062053192/news analysis) Web 2.0 tools were used for the first time to campaignand increase awareness among voters of the country.

Tech-savvy middle class’ attention was grabbed through YouTube, Facebook, Orkut,podcasts, live chats, Twitter and other Web 2.0 tools. Web site, podcasts, Twitter, GoogleSMS and widgets, mobile campaign was seen used for the first time. Banner ads on Websites, dedicated Web sites were created for their election campaign. The statistics thoughclearly say that the audience could not be fully targeted by the internet alone.

Voters: Nearly 700 million people

Internet users: 60 million (8.8% of the total population)

Population younger than 25 years: 1.15 billion

The urban crowd and youth are most active on cyber space. In India the challenge is to bringthe voter to the booth to vote. Mobile phones have reached to every nook and corner of thecountry penetrating across economic strata and borders. It surely has 10 times more reachthan the Internet. SMS remains the most common medium after voice.


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Election campaign managementAmericanizationThe term Americanization relates these processes to a U.S. American starting point fromwhich other Western democratic societies adapted successful U.S. American strategies ofcampaigning as most advanced practices. Characteristics of Americanized electoralcampaigning are e.g., professionalization, that is the engagement of political consultants,media- and television centered as well as negative campaigning and personalization, e.g.,campaigns focusing on individual candidates instead of the candidates’ parties.[13][14]

Media Dependency TheoryThis model serves political election campaign research “where the relationship betweenmass media and the electors and candidates remains a central focus

HybridizationAccording to hybridization theory as subconcept of modernization global, i.e. macro-level,campaigning trends supplement country-specific campaign practices,

Examples of post-modern campaign practices are increasing negativity of campaigns, virtualcampaigning via online media or television debates of single party leaders.[18] When, e.g.,negativity in campaigning is observable but limited by national law, this can be an indicationfor hybridization.

Challenges within election campaignIn election campaign communication research, especially in comparative research, somedifficulties are faced:

Linguistic Challenges: the country is culturally diverse and so is the language. The nuanceand dialect change over two kilometres in the country. Given the lesser penetration oftechnology in the country, language is a challenge for the politicians as well as the voters.

Data Compilation Challenges: For a hugely populated country, such as ours, it is difficult tocompile the absolute data of voters. This posed a huge challenge in 2009 with limited accessto technology.

India was witness to a structured campaign for the first time. 2014 elections have for thefirst time set a benchmark for the election campaign. Decades had not seen the power of acampaign as it saw this year. Campaigning techniques undergo transformation. They arenever static in nature. Campaign plans aren’t simply calendars of activities in an electioncampaign; campaign plans are much more than that. Good campaign plans are written monthsand even years prior to elections so that the party-building and good governance work requiredto be elected or to be re-elected are put in place with that clear, strategic goal in mind. Thewritten definition of that goal – and the map of how to get there – is the essence of anycampaign plan.


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The general election has highlighted new trends in politics in India

Sr. No 2009 Elections 2014 Elections1. Pamphlets Blogs and updated website

2. Posters Extensive Usage of Data Management Systems

3. Hoardings Voter Information Management System

4. Radio and TV broadcast Voter Search Software

5. Meetings Duplicate Voter Identification System

6. Twitter Voter List Management Caste Equation Wise

7. Election Management Software Voters Manage Area Wise Parliamentary

Voter Slip Print Assembly Ward Wise

8. Podcasts Voter Managed Age Sex Wise

9. Live chats Election Management Software Voter

Slip Print

10. Voter Information Management Extensive use of mobile applications

System

11. Websites Social networking sites

12. Banner ads on websites Use of mass media – media coverage andpress releases

13. Hiring of public relations firm

14. The rise of personality politics

15. Meetings at party offices

16. Podcasts

17. Live chats

1. The rise and rise of personality politicsThe PR firm hired by Modi and the BJP, APCO Worldwide, is one of the largest and mostinfluential in the world with revenues of over $110 million and a Washington DCheadquarters. Indeed. Modi’s campaign resembled a US presidential campaign, and withModi’s win we may be looking at the emergence of personality cults, rehashing of the olddynastic cult of Indian politics.

2. Money talks.While it’s no secret that money talks the talk and walks the walk in elections all over theworld, the Election Commission of India (ECI) has tried to curb candidate expenses bylimiting them 70 lakh rupees (approx. £70,000). However, there are no limits on how mucha political party itself can spend. These elections saw an advertising and public relations


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blitzkrieg as each party tried to outdo the other in terms of the sheer amount of advertisementsthey put out and the rallies they held. The lack of information surrounding the expenditureof this money indicates the rise of corporate influence on election campaigns themselves.

The media coverage for newer ideaswith independent research organisation CMS claiming that Modi received over 2575 minutes– or 33.21% – of coverage during prime-time news telecasts while the next candidate receivingonly 10.31% of coverage. The BJP also dominated party coverage with over a third of it,with the next party (the INC) trailing by over ten percentage points.

Since the BJP runs on neoliberal economic policies, perhaps it was no surprise to see corporatemedia houses implicitly approving of the party and its Prime Ministerial candidate. It is notto say the Indian mainstream media has ever been ‘objective’, but these elections representthe first time in the history of post-liberalisation India that the media has openly given suchcoverage to an individual, much less the political space and institutions the individual belongsto. However this calls into question the changing role of Indian media as it increasinglysoftens to the neoliberal stance espoused by the government that shall soon take office.

Emerging trends in Election campaign managementTechnology is reaching to the developing countries now. But a look at the developed countries,where technology has reached to every corner of the country, reveal innovative ways inwhich electoral candidates have utilized technology to their advantage.

Campaigning during mega eventsBrazil began its campaign with the football world cup fever.

Campaigning through insanely offensive rap songFrancois Hollande won against the Presidency against Nicolas Sarkozy. The freshness andthe shock factor in the campaign attracted the electorate

Campaigning comicallyJon Gnarr used the comic gig and stand-up comedy tactics. He was satirical with the currentsystem and openly has slogans that said he would be corrupt to stop it. It ended in Jon Gnarrbecoming the mayor of Reykjavik, capital of Iceland.

Soap OperaTo push people to vote Boris Yeltsin’s strategy was simple: He convinced the TV station airthree all-new episodes of the soap opera Tropikanka on Election Day. Most Russian countryresorts have no televisions. So citizens cannot go on a holiday. Then they simply went totake the opportunity to try this “voting” thing until the show was aired.

People-Powered Skits, Parodies and ImpersonationsIt’s not just SNL putting the funny into politics. The speed with which online comediansupload their own parodies and political impersonations means a campaign ad can morphinto a people-powered meme in a matter of hours.


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The Skeletons in Video ArchivesWith vast archives like C-SPAN’s video library available on the Internet, every politicaljunkie has the opportunity to supercharge their support or opposition for a candidate bydigging for archive gold.

4. Campaign Creativity

blockbuster-style trailer that had the Twitterati buzzing. More recently, the Obama campaignreleased a full-fledged, 30-minute campaign documentary, “The Road We’ve Traveled,”narrated by Tom Hanks.

5. The International Dimension

And global citizens aren’t just watching political video — they’re uploading it, too.

Trends in social media campaignsThe differences from the previous elections in 2009 are stark: then, candidates were reluctantlystarting to adopt micro-blogging and online social networking as a campaign tool. Progressivecandidates were more likely to adopt new media technology than conservative ones. Studiesalso revealed that the social media can be dominated by a small number of heavy users. Thiswould suggest that online discussions thus far remain limited to those who were alreadyengaged in politics offline.

Conclusion:The trends note a complete focus on the policy of clarity in information and communication.There is a clear trend of more information and transparency on the information of the person.This is possible through a clear mass media strategy and a clear control on the countrydatabase. The educated class is altering the dynamics of the country. The trends indicatefocus on digitalizing and centralizing efficient use of the citizens’ data. 2014 marked extensiveuse of information technology vis-a-vis 2009.

This paper is based on the secondary data. The references have been listed that have been ofassistance. Author: Asst Prof. Samita Damle Co-Author: Asst Prof. Swati Shah

Referenceshttp://www.zdnet.com/indias-election-campaigns-get-net-savvy-2062053192/news analysis

http://www.economist.com/node/13639070

http://wire.novaramedia.com/2014/05/3-political-trends-the-indian-general-election-has-demonstrated/

http://mashable.com/2012/06/19/video-trends-2012-election/

http://www.digitaltrends.com/social-media/how-technology-tipped-the-2012-election/#ixzz3DgDqf1nh

a


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Emerging Trends and Innovations in PoliticalElection Campaign Management & New

Opportunities

By Subodh Kumar Choubey

AbstractEver since the election process was started in India since 1952 –the process has undergonesea change – right from the method of casting the vote to the way electioneering andcampaigning is executed.

After a long struggle India Achieved freedom on 15-Aug-1947 and a Democratic Governmentwas adopted by our leaders like Pt Jawaharlal Nehru,Dr.Rajendra Prasad & Dr.Bhim RaoAmbedkar.The constitution of India was made by our great leaders and India was declareda Republic.Thereafter, the constitution of India was invoked on 26-Jan-1950 and the Electioncommission was established for conducting free and fair election in the country.

The first election was held in the year 1952 and over the years,our election process hasundergone many a changes. Some of the emerging trends and innovations have been detailedbelow.

Method of Voting:Earlier the elections was held throughBallot,however nowadays the votingis done through EVM (Electronic Voting Machine).Additionally NOTA(none of the above)has also been introduced as one of the options.If the Voter does not want to vote for any ofthe candidates present in the Candidature list,he has the flexibility to use NOTA –this is aparadigm shift from the earlier process.

Lowering of age for voting: The voting age has been lowered to 18 years from 21 yearsgiving our youth a chance to participate in the election process.

The recent 16th LOKSABHA elections saw emerging trends in campaigning too.

The Prime Ministerial candidate was declared well before the election and the campaigningprocess also started well ahead of the actual polls. People had enough time to make up theirmind for the selection of their candidate.

Electronic Media:Nowadays electronic media plays a very important role.TV has madeinroads in every house. Even in Villages people watch TV in groups during the electionseason. Political campaigning coupled with extensive debates conducted on TV adds to theexcitement. This helps the electorate to make informed choices.


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Information Technology: Usage of IT to fan out to the masses has seen an upward trend.Live telecasts done on TV covers a large base of people…cutting across geographies, religionand segments. 3-D shows are held which enables our leaders to touch base with large numberof people simultaneously at multiple places / cities. This is one of the easiest approach toreach out to people in a vast country like that of ours.Social media like “twitter”, “email”and “what’s app” was deployed to reach out to the tech savvy Indian youth who form acritical chunk of the electoral base.

Mobile messaging is also a very effective tool.Today mobile has un-parallel reach. The useof mobile messaging as a medium enables the party workers to send out their messages andreach out to maximum number of electorates. This has truly enabled them to increase theirtouch points and personalize the experience. Every attempt is made by the political partiesto ensure their candidates and the party manifesto are on “top of the mind” of the electoralbase.

Strategic Campaigning: Electioneering is becoming increasingly difficult day by day. Froman era of 1952 to 1967 wherein only Indian National Congress existed,presently we havemore than fifty recognized party. The increased competition coupled with changeddemographics of the electoral base has forced the political parties to look at their electioncampaign from a strategic perspective. No longer the campaign is restricted to the traditionalmethods. Rather a new breed of campaign managers are hired who do a lot of data crunching,analyze the preferences and the mood of the electorate on a real time basis. Hiring of PRagencies and advertisement firms are done who spin out effective catch phrases. In factthere is growing trend wherein corporate professionals from across the globe take sabbaticalduring and before election period and help the political parties strategies ,campaign andhelp develop the connect with the masses.

Effective Journalism: Journalists too play an eminent role in providing data points andanalytics to the masses which helps the electorate base to decide upon their preferences.They conduct Opinion polls that attracts viewers’attention and keeps the excitement levelhigh.

Slogans: Attractive slogans catch people’s attention.Some of the Slogans used in recentelections are India First, Yes I Can,SabkaSath-SabkaVikas; SkillIndia, DigitalIndia; Achchedin.

Role of Corporates:Corporates now play a significant role in election.They also contributeda lot in this election.

Electoral base mindset shift: It has been observed that the mindset of the voters is changing…many of them want to move away from dynastic rule. Earlier in order to lure the votersmany parties were giving freebies like TV,Laptop, Medicines and grains at cheaper ratesand people would be tempted to vote for the party that offered the freebies .But now thevoters are no longer attracted by these freebies and sops and hollow promises


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The Voters are much more educated and knowledgeable.They appreciate positive things&do not get lured by indecent comments, parties make at each other and the hollowpromises.Caste,creed or religion are losing their grip over the electoral base.The candidatesare now judged on merit and the work done by them .Their honesty, integrity,selfless serviceand the sacrifices they have done for the society are of paramount importance.

Role of Election Commission:Election commission has undertaken a number of steps toensure that the percentage of voting increases. Voter I Cards are issued without much hasslefrom time to time. Even the model code of conduct gets enforced strictly.

New Opportunity:

It gives the nation an opportunity to change and elect a new and effective government.

It also gives great opportunity to the new contestants to contest the election .People whoare not affiliated to any parties get an opportunity to contest .People who were unsuccessfulin previous elections also get new opportunity to contest once again.There are 543 seats inLok Sabha ,and almost 50% new candidates are elected every time.Thus it provides greatopportunity to those seeking election.

Mr.ArvindKejriwal who became the chief Minister of Delhi .His party was quiet new buteven then he won and became the Chief Minister of Delhi. Similarly, Mr. Narendra Modidueto his hard labor and the changing trends - became the Prime Minister of India

The election process creates a lot of employment opportunity for many professionals.There is very tough competition amongst the parties and it requires a huge manpower forcampaigning etc .They help in carrying out the following work

• Preparation of Speech

• Making slogan, for making poster and banner , placard .

• Design the costume of the leaders and designing of the Dias

• To control the mob

• For managing the booth.

• To appoint observers during the polling.

To sum up, I would like to say that there has been a lot of positive trends seen over the yearsbeing incorporated in the election process which provides an opportunity to contributetowards the development of a great nation.

a


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Innovative Scheme of Educational Development

By Ms. Sneha D. ParabBY Ms. Devashree Powar

Abstract— Indian universities normally have the educational system, which checks thestudents’ “knowledge” about theories and answers, but engineering education in India mustprovide a system to check the students’ “understandings” instead of their ”knowledge”. Itis important that the graduates should understand and improve their weak points. We concludethat Indian engineering education tends to be the basic knowledge rather than the professionalabilities and experiences while the engineering education must be based on professionalstandard of engineering abilities.

Keywords –new way of assignment, learning laboratory, design studio.I. IntroductionThe new educational system in India should include the system in which the internship and“on job training in design and production” must be included in the early stage ofits curriculum, and examines its effect to thestudents with different study and national backgrounds. Since it is more with a practical orientation, students there have to spendthe 4th and the 8th semester in the industry. There should be introduction of various Learninglaboratories in the Education system which would enhance the technical knowledge ofstudents at a earlier stage. The assignments work should totally be done online.

There should also be change in the assignments format, rather than giving assignmentsquestions on theoretical Knowledge according to syllabus they should be replace by researchor some innovation regarding the same topic.

As we know that the educational system is teaching through black board and chalkpiece,paper oriented i.e. we conducted the theory lecture and practical. Teaching by blackboardand chalkpiece is the oldest method and finally we conducted the theory exam to check theknowledge of the student. are they able to solve the design oriented problems , applicationoriented problems , how the particular topic is used to specific problems. All this problemsstudent has to solve after the completion of the particular course. But I think it is not happensby current educational scheme i.e. paper oriented. So to increase the quality of engineeringeducation we have to adopt the new methods of teaching. i.e virtual classroom, power pointpresentation, overhead projector .

II. EXISTING SYSTEMEducation in India is provided by the public as well as private sector, with control andfunding coming from three levels: central, state, and local. The number of graduates coming


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out of technical colleges increased to over 700,000 in 2011 from 550,000 in FY2010.However, according to one study, 75% of technical graduates and more than 85% ofgeneral graduates lack the skills needed in India’s most demanding and high-growth globalindustries such as information technology. These high tech global information technologiescompanies directly or indirectly employ about 2.3 million people, less than 1% of India’slabor pool. This is because our existing system is totally based on theoretical knowledge.

A. Assignments

The assignments works are based on the same syllabus topics which again covers only thebasic theoretical part, and insufficient practical knowledge. This basic knowledge isinsufficient for the industry purpose. The assignments work in existing system is donemanually which leads to a lot of paper work and simultaneously lead to a large amount ofstorage space. The same assignments questions are given to all students in a particular class.This is one of reason that students don’t take effort to do assignments on their own. Around90% students just copy the matter from the classmates.

B. Laboratory Work

The Existing Laboratory system in India consists of some limited laboratories which areused for multiple subjects. The Equipment’s in laboratories are limited and same equipment’sare there for several years. The same practical are performed for many years. There isnothing new or innovative in this laboratory work.

III. INNOVATIVE SYSTEMA. New way of AssignmentsAs per a new way of assignment, we will not provide student a question and answer whichis already present in their syllabus, but student will search a new innovated or new technologywhich will relate to their syllabus topic. Whatever they will search it depends only on theirmind interest and they will study advance topic related to that syllabus content topic, so theywill get advance knowledge also which will help them in industry. Eg. If student will studymicroprocessor and microcontroller subject then in that student is studying 8085 and 8051,with this basic knowledge student also search and study the new chips which are present inthe market such as i4 and i5. With this student will get to know that how previously the basiccircuit was working and also what changes and which new features are added into the newtechnology.

B. Online Assessment of AssignmentIn this existing system, students are writing the assignment manually, which can be totallyavoided. At the time of admission students will get unique user id and password for all fouryears and every college will have its own portal on website of college. In that portal forevery year student will get his subjects and he will be able to upload the assignment andchecking will be also done online only. Whatever the marks student will get it will also getuploaded online by subject teacher. Thus, in the next time of student login, he will also


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come to know marks of each and every assignment. The best part of this system is that afterthe last date of submission link will become unavailable so students will get punctual andvery attentive about their assignment and study.

The online assignment system have various advantages such as a there is always a greatissue regarding storage of such a large amount of manuals which will be totally vanish fromthe system. Another positive point of this online assignment is that the marks of the studentsare also being uploaded simultaneously because of which there will be also record of thesame. This online assessment of assignment will make the work to be done at a faster rate.

C. Learning LaboratoryThe learning laboratories concept relate to the phenomenon that the colleges should be wellequipped with various innovative & different laboratories which would enable to build theirknowledge through required gateway courses and explore authentic problems relevant tosociety.

Like professional engineers, students will identify design criteria for a particular problem,come up with potential alternatives, plan for a chosen solution, build and test a prototype,evaluate their work, and refine their solution.

We can include various types of laboratories such as Design Studio.

This learning studio will provide the students the facility where the students will learn theengineerig design process,featureas in built flexibilitySix video projectors positioned around the room which would allow the easy viewing ofcourse material & each can show different content so that student teams can make minipresentations.

The room should be well cover with whiteboard wallpaper and the fourth wall is the glassallowing students easy proximity and ample room for writing and sketching as they createsolutions to problems.

D. Practical implementationAnother method of improving a practical knowledge of student is that whatever practical’swe are performing along with that we should also show them its relevant implementations invarious devices. It means we should show them the real life implementation of that particulardevice or machines.

For eg. If any electronics professor is taking a practical regarding a Bipolar junction transistor(BJT) then Along with that they should also show them the devices where BJT is practicallybeing used.

IV. ConclusionWe have conclude that if we follow methodology then there will a drastic change in theeducational system. The students will get more practical knowledge and real World learning.Also due to the Online assignment and assessment system a lot of work will be reduce andthe required work will be done in an easy and systematic way.


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ACKNOWLEDGMENT

We are grateful to management of ARMIET, Sapgaon, Shahapur, Thane and for their constantEncouragement and support for publishing the paper.

V. REFERENCES[1] https://engineering.purdue.edu/ENE/Academics/i2ilab .

[2] www.harvard.edu/

[3] Bi, J. 2009. “Engineering Accreditation in China: The Progress and Development ofChina’s Engineering Accreditation.” Chinese Education and Society 42 (1): 105–12.

[4] Carnevale, A. P., N. Smith, and M. Melton. 2011. STEM: Science, Technology,Mathematics, Engineering. Washington, DC: Center on Education and the Workforce,Georgetow R. Nicole, “Title of paper with only first word capitalized,” J. Name Stand.Abbrev., in press.

[5] Y. Yorozu, M. Hirano, K. Oka, and Y. Tagawa, “Electron spectroscopy studies onmagneto-optical media and plastic substrate interface,” IEEE Transl. J. Magn. Japan,vol. 2, pp. 740-741, August 1987 [Digests 9th Annual Conf. Magnetics Japan, p. 301,1982].

[6] M. Young, The Technical Writer’s Handbook. Mill Valley, CA: University Science,1989.


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A Study on Collaborative Learning inEngineering Education

By Srikanth sattenapalliBy T. V. Pavan Kumar

Abstract:In this paper the collaborative learning and its uses were discussed in-detail in engineeringeducation. Two groups of students each contain 56 students were formed. Out of these; onegroup of the students is assigned with collaborative learning and one group is assigned withclass room teaching. The students were examined after 15 days study. It was found that thegroup assigned with collaborative learning has independent behavior, improved helpingnature and leadership qualities along with good subject knowledge. After the study thesecond group also assigned with collaborative learning and found similar results.

Key-words: Collaborative learning, engineering education, group study.

1. Introduction: Collaboration is a word represents joint work or group activity. Thesecollaborations were often observed between two industries, two departments or two countriesfor mutual growth. This collaborative learning [1] process was adopted for engineeringstudents to learn a particular topic from Applied Physics-I of first semester. In this study112 students of same age group were chosen and made as two groups, each consisting of 56students. Again the group is subdivided into 8 groups consisting of 7 students each. On theother hand, the second group was assigned with classroom teaching. After 15 days of casestudy, all the 112 students were examined in different ways. Compared to the second group,first group (assigned with collaborative learning) students were good in independent nature,capable to think and they were showing interest to lead small groups along with the knowledgein the subject.

After the study, feedback was collected from the all participating students and 80% of thestudents were agreed that this learning process is helpful to them and useful to improve theirskills and knowledge. Most of the students were agreed that the process adopted was helpfulto increase their skills in their professional lives to work in groups as well as to lead thegroups in nearest future.

2. The Method: As said in introduction, 112 students of engineering first year were chosenfor the study. 56 students were made as one group and assigned with classroom teaching tolearn the topic entitled “Semiconductor Physics, PN Junction diode and its applications inelectronic circuits.” The same topic was assigned to other group for collaborative learning.For this a subgroups were formed containing 7 students and a total of 8 sub-groups wereformed in this group. This topic was made 8 subparts and assigned to each sub-group.


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Now each student was asked to learn his topic on his/her own. The faculty guided them tolearn the topic thoroughly. The student can take help from others as well as he/she can helpothers to learn the topic. After 6 days period each student asked to report to the faculty abouthis learning level. Meanwhile the faculty was teaching the same topics to the other group.

After completing the self-learning process, each group asked to teach their topic to othergroups. A period of 8 days was assigned for this process. Each day one group explainedtheir allotted topic to other group students. After the 14 days of study, the students wereexamined in their subject knowledge, leadership qualities and thinking capabilities.

3. Examination Scheme: The 112 students were tested after 15 days of study. The testingprocess was sub divided into three parts. In the first part the students were asked to answer10 questions which are from the assigned topic. In the second part 5 application orientedquestions were asked based on assigned topic. In the third part a group activity was conducted.The students were asked to submit their personal and professional details. At the end of thestudy, feedback was collected.

4. Discussion of the results: In the first part (Subject knowledge) of the examination scheme,out of 112 students most of the students (nearly 68%) performed well and 25% of the studentswere extremely good. In the second part of the test (application oriented) the students fromthe collaborative learning group performed well. The other group performance is aboveaverage. The results were shown below graphically.

Student’s performance in 1st part of exam. Student’s performance in 2nd part of theexam.


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The overall performance of each group is shown below in the written exam.

Classroom teaching group. Collaborative learning group.

In the third part of the exam, the students were asked to submit the personal and professionaldetails with in a day time. The collaborative learning group submitted this data in half a dayand the other group taken two days to complete this process. First group students explainedthat they collected the data subgroup wise and sorted it for submission whereas secondgroup students said that they have done separately and individually. Of close observation ofthis activity, one can conclude that the students were making team work and good leadershipqualities can be found in the first group. They distributed the work among all the studentsand completed the assigned task quickly.

Later the second group was again examined for 7 days with collaborative learning processfor a new topic and good results were obtained.

5. Merits and Demerits of the program: As discussed above the program gives goodresults in learning process. Exchange of information, ideas and evaluation of work are themain results of this process. However a continuous guidance and observation of the facultyis needed in this process. Collaborative learning helps the students to increase their groupactivities, leadership qualities and volunteer nature. Arranging the resources for all the studentsto learn on their own is a tough task. The program needs good support and patience to getthe successful results.

6. Conclusions: In this paper, collaborative learning and its uses were discussed byperforming a case study. Further this collaborative learning can be extended to perform thelab experiments, to learn the new topics and to give the knowledge to students beyond thesyllabus.


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7. References:[1] Bruffee, Kenneth (1993) “Collaborative Learning.” Baltimore: The Johns Hopkins

University Press. pp. 28–51

[2] Johnson, R.T.& Johnson D.W.(1986). “Action research: Cooperative learning in thescience class room” Science and Children, 24., 31-32

[3] Kollar, I., Fischer, F., & Hesse, F. (2006). “Collaboration Scripts-A ConceptualAnalysis.” Educational Psychology Review, 18(2), 159-185.


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Emerging Trends and Innovation in PoliticalElection Campaign Management and New

Opportunities

By Sunil Bothra

Parliamentary Elections in India, held at five year intervals, are akin in nature and size to anationwide carnival, going on for weeks and complete with colors, drama, and the almostmandatory dose of violence. After all, it is not every other day that you can see a demographicof 1.2 billion people of various races and languages come together to elect the men andwomen who will be their voices at the power centre of the nation. For a few weeks everyfive years, the world’s largest democracy shakes out of slumber and closely weighs theclaims and promises made by a myriad of candidates all jostling for attention, quietly decidingthe future of this great nation.

It will not be an exaggeration to say that one of the boldest acts of the Constituent Assemblywas to accept and adopt the principle of universal adult franchise for the people of thusenormous nation, as the main method of democratic representation in the Lok Sabha and inthe State Legislative Assemblies. The original Article 325, providing for adult suffragefixed the age of eligibility to vote for elections to the Lok Sabha and Vidhan Sabhas, at 21years, but by the 62nd Amendment to this clause passed in 1989, it has been reduced to 18years. Currently, Lok Sabha consists of 545 members, out of which 543 are elected and tworepresent the Anglo-Indian community appointed by the President of India.

The entire area (the whole country in the case of Lok Sabha elections and that particularstate in the case of Legislative Assembly elections) is divided into constituencies so thatthere is one seat for each constituency. After the demarcation of constituency, the voters’list of each constituency is prepared and published and nomination papers are filed by thecandidates. The next stage is the campaign by all the candidates and the parties. The electioncampaign ends 48 hours before the election. On the day scheduled, voting takes place. Thelast step is the counting of votes and declaration of result.

Political Parties in India:Political parties are groups of individuals who have formally united by similar political orsocial opinions, to work towards a common and stated political goal. Since the most effectiveway a political party can implement its principles and thoughts into the mechanisms of theentire nation of a limited geography therein is to achieve the authority to wield politicalpower, it is incidental to the mission of any political party to acquire requisite majority atelections and win the seat of power.


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Political parties are basic units in the Indian political system. Unlike many countries with abi-party norm, India has a multi-party system where there is no upper cap to the number ofparties at national or state level. The party system in India is anything but simplistic, whichis to be expected when one considers the sheer scale of operations. Parties often split, orsmaller parties branch out from larger ones. Parties merging are less common, but it is notrare to see unlikely allies being formed at election time to beat the number game.

There are six national political parties in India, namely Bharatiya Janta Party (BJP) , IndianNational Congress , Communist Party of India (CPI), Communist Party of India (Marxist)(CPIM), Bahujan Samaj Party (BSP), and the Nationalist Congress Party. There are also atpresent 56 state parties in India that are recognized by the Election Commission of India

The Science of Campaigning:The most visible part of the election process in India is the campaigning stage. Thousands ofcandidates pore out into the streets of their constituencies to keep their presence fresh in theminds of voters, to acknowledge supporters and convert non supporters, to make promisesand apologies, and to lay blame and accusations at the doorsteps of their rivals. Partiesgather all the resources they have and hold back no punches, because it is ultimately thecampaign, more than prior performance, which decides the fate of aspirants in the final test.Election campaign in India is a delicate balance between dignity, strategy, and outrageousness.The latter is understandable, if you have to grab the attention of a teeming populace youneed to stand out of the crowd.

A brief history of campaigning in India:Traditionally, campaigning in India has been a hands on project where the candidatespendsthe months running up to the election in visiting his constituency, holding rallies, meetingpeople and groups face to face and suchlike. It was only in the late 1980s that the use ofhelicopters in election campaigning actually took off. Using radio advertisings, and eventuallytelevision advertising, as a tool for campaigning, caught on more or less parallel with thegrowing popularity of the two medium in their separate decades. Strangely, the internet andsocial media rage has not been exploited to its potential by the Indian political scene tillrecently.

Recent Innovations and trends in Election Campaigning in India1.Social MediaIt was in 2014 that India’s political sphere first awoke to the potential power of the socialmedia as a tool to capture the imagination of the youth of the country. Technology andmedia savvy individuals in various parties have used the medium of internet and socialmedia to get their views across prior to this, Mr. Shashi Tharoor of the Indian NationalCongress being one of the most visible politicians from this tribe, but on the whole politicianshave left social media alone till now, deeming it both frivolous and unstable.


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The 16th Lok Sabha elections, in the months of April and May of 2014, were a game changerin multiple ways, at least as far as campaigning was concerned. For one thing, a largerpercentage of the candidature was what can be termed technically as ‘young’, which inIndian politics means below 40. The new-on-the-scene Aam Admi Party was the primarycontributor to the wave of young politicians, but the Bhartiya Janta Party (BJP) and theIndian National Congress too had their share of youthful representatives such as VarunGandhi, Smriti Irani, Hadullah Sayeed,and Shruti Chaudhury among others.

As a result of this infusion of young blood in the Indian political scene, social media came tothe forefront as an essential tool for political marketing. Social Networking Sites becamesignificant gathering points for leaders and followers. Announcements were made throughmicroblogging sites even before they were released at press conference. Parties hired bloggersas they had once hired publicists.

2. CrowdsourcingCrowdsourcing is the process of obtaining needed services, ideas, content or even fundsby soliciting contributions from a large group of people, and especially from onlinecommunities.

The 2014 elections were a pathbreaker in terms of crowdsourcing, with BJP Prime Ministerialcandidate Mr. Narendra Modi setting the tone by calling for inputs for speeches on socialnetworks like Facebook , in particular his rally in the city of Hyderabad, which is extremelysensitive at the moment with regard to the Telengana issue. Modi was able, thanks to theinputs of thousands of people, to strike a balanced, contextual, and relevent note and mollifyboth factions of Telengana and Seemandhra.

3. Video sharingAnother simple yet brilliant initiative was the ‘Mere Sapno ka Bharat’ contest launched onRepublic day this year and fronted by Ms. Smriti Irani. People, particularly the youth incolleges across India, were encouraged to record short videos on the India of their dreams.The initiative had the dual genius of engaging young people into the thoughts and principlesof the BJP, and also utilizing their natural interest and talent in camerawork.

4. Branding2014 also saw a virtual deluge of merchandise built around the persona of leading candidates,not only including masks, dolls, and products with the face of the candidate plastered on,but also tea stalls and sweets. Parties had the foresight to mould their branding campaigns inaccordance to the state the campaign was taking place in, to the extent that rallies weregiven different names for each state.

5. Viral advertisingWhile advertising has always been a part of campaign strategy, it merits a mention heresolely on the basis of the viral success of the ’Ab ki baar Modi Sarkar’ slogan, which despite,or perhaps because of, its sheer simplicity, found its way on to the lips of every Indian. A


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huge contributing factor was certainly the internet craze to express creativity around thisslogan. Quite unforeseenly, thanks to the internet, ‘Ab ki baar…’ became an advertisingblitzkrieg.

6. 3D Holographic RalliesAnother major innovation during the 2014 Lok Sabha Campaign was the extensive use of3D Holographic Projections which helped candidates to hold simultaneous public meetingsat a large number of venues across India. Projectors were used to display lifelike holographicimages of candidates on to the stage in real time.

7. A Digital Eco-systemMission 272+ was an online and on-ground volunteering platform to help the BJP led NDAin its Mission towards gaining a 272+ seat majority 2014 lok Sabha elections. It is a primeexample of a digital ecosystem and how one can be used with such effectiveness in theIndian election scenario.

8. E=MC3 - Citizen Calling Campaign One of the strengths of the Aam Admi Party is their large global volunteer pool. A campaignknown popularly as ‘Citizen Calling Campaign’ was designed to tap into the support of thissubstantial pool fully. While some NRIs left their job or took a break to campaign in Delhi,the realization that many others may not be able to do so but would still like to contribute,led to this campaign, touted as ‘Tele door-to-door’ campaign. In this, volunteers from aroundthe world would call citizens in Delhi and ask for their vote to AAP. The website describesE=MC3 as E= Energy for AAP, M = Mission and C3 = ‘Citizen Calling Campaign’. It is aslick campaign where a volunteer signs-up to start making calls to Delhi, the website flashesone phone number at a time from the AAP’s database and the caller completes the call andenters the feedback. There is a team which analyzes the feedback and also checks the quality.Yes, it is similar to call-center operation but only geographically reversed. India is a hub ofcall-centers for Western companies whereas AAP volunteers have turned it the other wayaround for Delhi elections. To many Delhi residents, a phone call from a techie from UK,US or Singapore asking them to vote in Delhi elections has an element of pleasant surpriseand amusement that worked effectively in registering the party in the minds of the commonvoters.

9. Money bombWikipedia explains this as “a concept to support a candidate for election by dramaticallyincreasing, concentrating, and publicizing fundraising activity during a specific hour orday”. The term was first applied to a supporter-led fundraiser on behalf of US presidentialcandidate Ron Paul, in which context the Mercury News described a ‘moneybomb’ as being“a one-day fundraising frenzy”. This works well only for those with extremely passionateset of supporters who respond quickly to a call for action.


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An Analysis of Election ExpendituresSection 77(1) of the Representation of the People Act, 1951 has made it obligatory for everypolitical candidate to the House of the People or a State Legislative Assembly to maintainseparate and correct details of all the expenditure incurred or approved by him or his electionagent. This will be for the period between the date on which he was nominated and the dateofdeclaration of the result of election, both dates included

The Economics Of CampaigningCampaigning is not merely the most visible part of the election process, it is also the mostexpensive. Being a nationwide venture that goes on for months on end, it is naturally a drainon the internal resources of any party, and external funding is essential to set up a campaignplan in any effective way.

Parties need funds for obvious expenses such as transport, commute, posters and banners,paying party workers, certain unavoidable expenses such as arranging for gifts and goodiesat rallies and meets for supporters, and some practices that can perhaps be labelledunscrupulous but are all the same very much a part of the election business in this country,such as renting crowds to give one’s supportship a buffered appearance, or setting up dummycandidates to cut into the vote bank of a rival.

To give an idea of the scale of financing at play, a study conducted by the Association forDemocratic Reforms (ADR) shows that the total funds received by the 6 national parties atthe party headquarters and at the state units during the last election period was Rs. 2545.36crores, of which 62% was received by party units at state level.

The same study goes on to distinguish between the various sources of funds received by thenational parties as follows:

Total income of political parties Rs 4,895.96 crores 100.00%between FY 2004-05and 2011-12

Donations from Electoral trusts Rs 105.86 crores 2.16% of Total Income

From known donors other than Rs 329.99 crores 6.64%% of Total IncomeElectoral Trusts (i.e. name ofdonors stated in contributionreport submitted by parties toElection Commission)

From other known sources Rs 785.60 crores 16.05% of Total Income(e.g., sale of assets, membershipfees, bank interest, sale ofpublications, party levy etc.):

From unknown sources Rs 3,674.50 crores 75.05% of Total Income


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1Source: The Hindu

As is clear from the above table and pie chart, three quarters of the funds that are garneredby the six national parties in recent years fall in the category of unknown sources. The chiefreason for this curtain in the transparency of information is that parties are not required todisclose sources of donation of value less than Rs. 20,000.

Types of Election Expenditure:Expenditure is broadly categorized in 2 baskets :


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1. The first type is theelection expenditure, which is allowed under the law forelectioneering, subjectto it being within the permissible limit. This would includeexpenditure connectedwith campaigning like on public meetings, public rallies posters,banners, vehicles,advertisements in print or electronic media etc.

2. The second category of theexpenditure is, on items which are not permitted under law.

The election commission has upped the expense limit for Lok Sabha elections from Rs40lakh to Rs70 lakh per candidate in big states. But 129 or 30% out of 437 MPs spent Rs14.62lakh or 59% of the expense limit during the last general election

Elections have always been an extravagant event where money flows like water in bothurban and rural India; more so in recent decades, where a large number of wealthy peopleare joining politics, either to multiply or save their existing wealth. The amount being spent,be it elections for municipal corporation, assembly or parliament, is becoming mind-numbingly huge

Money power is the prime reason why newer/smaller parties are not able to effectively fightthe grand old parties during elections. Muscle power comes to those with more money andthus the two bad wolves in the electoral politics ensure the power equation always favors thebig guns. The small parties get buried in the money thrown by the other campaigns includingtelevision and newspapers advertisements, apart from prominent advertisement space in thestreets.

The only choice the smaller parties have is to think of new campaign methods and getcreative with the little money they have in hand. As they say, necessity is the mother of allinventions and technology is proving to be that invention for politics. With the ever increasinguse of internet in urban cities combined with the high popularity of social media sites andcomfort in online fund transactions, they can run effective campaigns and give the biggerparties a run for their money.

Rules and Regulations relating to fundings made to political parties in IndiaRegulations and their respective governing laws for funding Political Parties in India, are asfollows:-

PUBLIC FUNDINGRegulation(s):

• No Direct Funding permitted

• Time apportioned to parties for campaigning on state-owned TV (viz. DD National,etc.) and radio networks (viz. All India Radio, etc.) proportional to their performancein yesteryears

• Free provision of electoral rolls and other prescribed materials

Governing Law(s):


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• Representation of the People Act, 1951

• Conduct of Election Rules, 1961

INDIVIDUAL CONTRIBUTION(S)Regulation(s):

• No restrictions on donations from individuals

Governing Law(s):

• Companies Act, 2013

CHECKS ON CONTRIBUTIONSRegulation(s):

• Complete ban on foreign contributions

• Companies may donate up to 7.5% of the average net profits they made during past 3years. The earlier Companies Act allowed companies to contribute for a political purposeto any person while the new Companies Act, 2013 is silent on contributions for apolitical purpose.

• Privately-held companies are now expected to reveal the amount contributed to a politicalparty in their profit and loss statement. This was before limited to listed companiesonly.

Governing Law(s):

• Foreign Contribution (Regulation) Act, 1976


RESTRICTIONS ON A CANDIDATE’S CAMPAIGN EXPENDITURERegulation(s):

• Poll expenditure uptoRs 70 Lakhs for each Lok Sabha constituency in bigger stateslike Maharashtra, Madhya Pradesh, Uttar Pradesh, West Bengal and Karnataka, etc.

• Poll expenditure uptoRs 54 Lakhs for each Lok Sabha constituency in smaller stateslike Goa, hilly and north eastern states, etc.

• Poll expenditure upto Rs 70 Lakhs in Delhi and uniform at Rs at Rs 54 lakh for allother UTs

Governing Law(s):

• Representation of the People’s Act, 1951

DISCLOSURE REQUIREMENTSRegulation(s):

• Compulsory filing of Income Tax Returns by the Political parties

• Political Parties have to disclose details of donors who donated Rs 20,000 or more


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• Privately-held companies have to disclose the amount contributed to a political partyin their profit and loss statement.

Governing Law(s):


• Election Commission’s order on March 13, 2003


CIVIL PENALTIESRegulation(s):

• Sanctions include loss of seat, prohibition from contesting elections for a period up to6 years

Governing Law(s):


• Foreign Contribution (Regulation) Act, 1976

CRIMINAL PENALTIESRegulation(s):

• Imprisonment up to 5 years for taking foreign contribution(s)

• Any Company violating contribution limits may be fined up to five times the fundingand officers of the company responsible may be imprisoned up to 6 months

• Albeit, the penalty for violation has been raised from 3 times the amount of funding to5 times, the term for imprisonment of company officials in default has been cut downfrom 3 years to 6 months.

Governing Law(s):


• Indian Penal Code,1860

• Companies Act 2013

• Foreign Contribution Regulation Act, 1976

Data has been used for research/article/analysis purpose from various sources with nointention to violate copyright protected material

a


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ACADEMIC INTERNSHIPLearning opportunities: from classroom into the real world

By Ms. Surabhi TankkarBy Ms. Vaishali Bagade

Abstract:Academic programs aim to develop key competencies including problem solving skills andthe ability to collaborate successfully with experts and stakeholders. These key competenciesmay be most fully developed in new teaching and learning situations. The purpose of thispaper is to analyze the kind of, and extent to which, these key competencies can be acquiredin real world learning opportunities. The paper reviews key competencies for real worldlearning opportunities and draws on dominant real world learning models including projectand problem based learning, service learning, and internships in communities, businesses,and governments. These components are integrated into a framework to design real worldlearning opportunities. A “functional and progressive” model of real world learningopportunities seems most conducive to introduce students to collaborative research betweenacademic researchers and practitioners. The academic internship combined with additionalprinciples allows building competencies such as problem solving, linking knowledge toaction, and collaborative work, while applying concepts and methods from the academics tothe field. The paper reviews the various models implemented for real world learning andemphasizes the role of internship to be integrated into the curriculum and suggests the benefitsfor the student community.

Keywords: Real World Learning, Internship , Capstone ,Project based learning, ServiceLearning

1. Introduction:The transition of student from classroom to the real world of work is not always easy & hasto face lot of difficulties. In order to step into real world the graduate has to adapt newtechniques & skills. It is often assumed by an individual that they can transfer their knowledgefrom technical education to the real world & use their acquired skill in first job, howeverboth research & practices shows that actually it is not often the case & the graduateunderperforms when starting their first job.

The transition of graduate can be eased by making them aware of what they will face in realworld of work. The undergraduate learning schools should consider certain features of worklearning so that it can integrate theory & practices. This integration is possible only throughthe “connecting tool” like On-Campus Internship. It is defined as opportunity to integrate


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work related experience into graduate education by involving in scheduled & supervisorywork. It plays a significant role for building the carrier of undergraduate that has beenrecognized by the faculties & students. An academic program should take an initiative tobuild real world experience model that integrate the components which include to developnot only the work skills but also understanding of workplace for a undergraduate student.

In today’s cut throat competition the companies are looking forward for graduates not onlywith college degree but also ones who can apply the academic knowledge, generic & withspecific skills to start their professional carrier. However the graduate is not able to meet theexpectation of companies which has been highlighted by recent research. Companies expectthat the students to be well trained before they step into real world so that the companies haslimited cost in training & supervising the graduate. The gap between the student knowledge& skill on one hand & expectation of companies on the other hand, leads to the requirementfor an institution to offer On -campus internship in order to bring real world experience intothe curriculum.

2. Existing Models of real world learning :To integrate real-world learning opportunities into academic programs, faculty and staffcan draw on a variety of models, including project- and problem-based learning, servicelearning

and internships. These models have in common a focus on real-world problems, and theyexpose students to the corresponding real-world settings in communities, businesses, andgovernments. The table below summarizes the different learning outcomes, activities, typesof interaction, degree of linking theory and practice and impacts of these models.


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Capstone Model

:

The course for the capstone is advanced and reflective course provided by faculty to embedstudents’ real-world learning experience in a classroom and peer-mentored learning setting.In the capstone course, students will recollect, synthesize, and apply knowledge and skillsrelated to

their real-world learning project. The course will support students in self-directed learning,critical thinking, and building peer-mentoring capacity Each capstone option currentlyinvolves a different set of key competencies. In the future, students will design their capstoneoption. They will be required to use two design principles: a project-based approach, aproblem- and solution-oriented perspective The goal of real-world learning opportunities inthe research program is to enhance students’ research skills. Capstone opportunities willderive from regular research activities (i.e. research assistantships, thesis projects, andlaboratory work). The research program builds on Research Experiences for Undergraduates(REUs) programs. In REU programs, undergraduate students work as research assistants tofaculty members. In addition to their paid work, students contribute to research projects byundertaking their own independent research project. Students learn the process of rigorousresearch by being part of a research project and by working with the faculty mentors whoguide their independent research. Instead of conducting an individual project in the internship


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or research programs students can choose a Collaborative Project Course that includes ServiceLearning, Solution Workshops and Study Abroad. In these courses, the real-world learningopportunity is divided into several sub-projects that are assigned to student teams. Whileworking on a group project with their project partners, students have to coordinate andintegrate the services they provide to their partners (e.g. in the service learning) or synthesizeresults to create a coherent and comprehensive product (e.g. in the

Workshop) . In these Collaborative Project Course, student teams will work on their real-world learning opportunity in collaboration with their community project partners. In thesupplementary capstone course, students will reflect on this experience and share it withstudents who have chosen real-world learning options from the internship or researchprograms.

3. Implementation challenges and coping strategies:It requires each of its undergraduate students to participate in a real-world learning opportunityas a capstone. However it cannot accommodate large numbers of incoming undergraduatesand also cannot provide high-quality education that gives value to community partners,stays within faculty and staff capacities, and keeps costs (money, time and energy) reasonable.Challenges and coping strategies are different for each group involved in real-world learningopportunities: students, faculty and staff, and community partners. Therefore, a program ofreal-world learning opportunities in higher education must endeavor to design an integratedapproach so that the opportunities provide benefits to each group.

4. Academic Internship:If our graduates are to cope creatively and successfully with society’s most difûcult problems,they must be exposed as students to those problems, and higher education needs to ûndinnovative ways to develop students’ capabilities that provides interactive, experiential,transformative, and real-world learning. Conducting problem driven, solution-orientedresearch and providing real-world learning opportunities should be the guiding principles ofa professional or technical institute. It should include a variety of capacity-building pathwaysthat engage “head, hands, and heart.

On-campus internship can help students increase their understanding of problems(knowledge), and complement their methodological competence in applying problem-solvingapproaches. Students would be able to apply and critically reûect on concepts and methodsfor problem solving from systemically analyzing the problem to building solution strategies.Supported by academic supervisors and community project partners, these processes wouldhelp students turn intellectual capability such as concepts and methods into practicalcompetence. They can explore, recognize, and synthesize different knowledge claims andways for successful problem solving. Real-world learning opportunities allow students togain hands-on experience in how to link knowledge to action .Linking knowledge to actionrequires students to ask critical questions (what works, what does not, why?) and giveconstructive feedback (how could it work and why?). Students learn to develop strategies


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and programs in the actual context of existing processes, politics, or traditions. Studentsevaluate participatory approaches and identify who needs to be involved and what level ofinteraction is adequate for the activity while implementing projects in groups. Studentslearn how to design and implement a collaborative process, build interpersonal skills, andreûect on their experiences. Given the contested nature of problems , students collaboratewith experts and stakeholders who have different understandings of the problem and visionof its solution. Being a part of the professional and civic environment of these experts andstakeholders allows students to become familiar with different perceptions and values, anddifferent processes of reasoning and decision making. Students begin to understand thedifferent institutional contexts within which a problem exists and in how far this contextinûuences, which solution strategies are proposed and pursued by experts or stakeholders.

The purpose of the Academic Internship Program is to provide students with the opportunityto obtain worthwhile experiences that cannot normally be acquired at the University, Internsbenefit from the opportunity to apply their classroom knowledge immediately to the practical“laboratory” of current practices and techniques. Academic faculty, employers and publicagencies work together with the interns to enhance the connection between classroom theoryand real-world practice. The internship allows the student to work for an employer withouta commitment to full-time employment following graduation. Students who participate inthe Internship Program normally work for one semester .

Choosing an Internship• Decide the type of organization in which the individual would like to work.

• Determine workplace values.

• Evaluate the necessity of monetary compensation.

• Select a geographical area in which to work.

Benefits of an InternshipAn internship is a supervised, on-the-job, learning experience, it is an opportunity to learnmore about career opportunities and gain real-life experiences for the upcoming graduates .During a field assignment the students will:

• Integrate classroom theory with practical experience.

• Examine the structure and functions of a firm, organization, or agency.

• Partially meet education expenses through the salary received from the fieldassignments.

• Enhance permanent placement, starting salary, and positions through career relatedexperiences.

• Gain experience in working with and understanding other people, thereby improvinghuman relation skills.


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• Develop a personal independence and a sense of responsibility.

• Personal contacts with people working in the respective career field

• Better preparation for post-graduation employment

• Excellent resume builder

On-Campus Student Employment: Work ExperienceWorking on campus offers students a variety of benefits

• Gain practical experience.

• Earn money, gain skills, explore interests and augment academic program withoutleaving campus.

• Learn time management techniques balancing course work with job.

• Develop abilities and work ethic for an individual.

• Work under supervisors who support student academic success.

• Practice searching for and landing a job that is a good “fit” for an individual..

Evaluating and Concluding an Internship• Ask for feedback of performance during the internship.

• Record the work activities in a journal to help evaluate both the internship experienceand the company after the internship ends. .

• Thank your supervisor and co-workers for the instruction and guidance.

• Add valuable experience to your resume.

Internship SuccessA successful internship experience relies primarily on an individual undergoing the internshipprogram.

• Treat an internship like a full-time professional position.

• Take the initiative and ask questions.

Conclusion:The career path of graduate can be implemented by internship and work experienceopportunities. The academic career planning process integrates opportunities for students toexplore area of interest, experiment with effective accommodation and make valuableconnections with employers. The first work experience paves the way for future careergrowth and advancement. Work experience programs for students provide opportunities toapply the knowledge and skills they have acquired to a work environment. Internshipprograms provide a critical link between the academic setting and the work environment toenable all students to apply their knowledge and determine the appropriate work environmentsthat best match their skills and abilities.


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References:1. Maike Gerken, Bart Rienties, Bas Giesbers and Karen D. Könings, “Enhancing

the Academic Internship Learning Experience for Business Education—A CriticalReview and Future Directions”

2. Katja Brundiers, Arnim Wiek and Charles L. Redman, “Real-world learningopportunities in sustainability : from classroom into the real world” IJSHE 11/4

3. Lori W. Briel & Elizabeth Evans Getzel, “Internships in Higher Education:Promoting Success for Students with Disabilities”

a


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Emerging Trends in Engineering Education withRespect to First Year Engineering

By Uma DurgudeBy Manjusha Kelkar

ABSTRACT-

Syllabus is one of the most important aspects of formal teaching learning process. Syllabusis the minimum level of proficiency that a learner must achieve during the course of hislearning. Syllabus must however not be considered as the maximum level that a learnershould learn during his course. Syllabus framing must be done considering various factsand understanding about the learner viz. his background, previous knowledge and hisobjective for registering his course. A learner must also understand the short comings of thesyllabus.

This paper is a critical study of the First Year Engineering syllabus of the University ofMumbai and a tool to help in future revisions so that students are not at square one at the endof the course but are able to identify their strengths and plan their career.INTRODUCTION-

Syllabus is one of the most important aspects of formal teaching learning process. Syllabusis the minimum level of proficiency that a learner must achieve during the course of hislearning. Syllabus revision is a phenomenon which happens in every five years in almost allthe Universities.

Syllabus is an integrative component of formal teaching as it unifies the objectives of teachinglearning process. Universities all over India have shifted to credit system of education formatas it is the need of the hour. The question arises what exactly we mean by syllabus revision& why do all the Universities do it. Is it a simple addition or deletion of certain conceptshere & their done randomly or is it a serious thought process. In the name of change do wego for dilution every time so that students find it easy to pass?

Looking at the present scenario & the fact that we as a nation are going to be thebiggest & youngest work force for the next decade I have tried to analyze academia’scontribution in the development of this skilled work force by imparting them advancedknowledge which will contribute in sustainable development.OBJECTIVE- To analytically study how advances in Engineering Education arehappening due to syllabus revision over a period of five years.SCOPE – Useful for various BOS & other committees during syllabus revision.


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LITERATURE REVIEW—1. Syllabus of different Universities- University of Pune, Mumbai University

2. Journal of Engineering Education,

3. Journal of Women & Minorities in Science & Engineering

PRIMARY DATA COLLECTION- Primary data is collected from syllabus of Mumbai& Pune Universities

CONTENT- Let us start our discussion by looking into the meaning of Advances. Theword according to the definition means progress, progression, improvement.

Now the advances in engineering education can be of three types-

1. Content advances – Up gradation in theory

2. Schematic advances-These are mostly Technology driven. But sometimes may be dueto content Advances

3. Logistics – Centralized Lab facility

The tables 1.1 & 1.2 give us Schematics of syllabus for SEMESTER- I &II (2008 course)& SEMESTER- I &II (2012 course) UOPThe tables 2.1 & 2.2 give us Schematics of syllabus for SEMESTER- I &II (old course)& SEMESTER- I &II (New course) Mumbai University.University of PuneSEMESTER- I &II (2008 course) (Table 1.1)

Subject Title Paper TW online Total Marks

Science Mathematics 200 - - 200

Applied Science (Chemistry) 100 25 - 125

Applied Science-(Physics) 100 25 - 125

Fundamentals ofProgramming languages — - 50 50

Science Mechanics 50 25 50 125

Basic Electronics Science 50 25 50 125

Basic Electrical Science 100 25 125

Basic Civil andEnvironmental Science 100 25 125

Science Graphics 100 50 150

Basic Mechanical Science 100 25 - 125

Communication Skill - - - -

Manufacturing Practices - 25 25

Total 900 250 150 1300


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(2012 course) (Table 1.2)SEMESTER- I

Subject Title Paper Online TW PR Oral Total Marks

Engineering Mathematics I 50 50 25 - - 125

Engineering Chemistry orEngineering Physics 50 50 25 - - 125

Fundamentals ofProgramminglanguages I — - - 50 - 50

Basic Electrical Engineering orBasic Electronics Engineering 50 50 25 - - 125

Basic Civil andEnvironmentalEngineering 50 50 25 - - 125

Engineering Graphics I 50 50 - - - 100

Workshop Practices - - 50 - - 50

Total 250 250 150 50 - 700

SEMESTER- IISubject Title Paper Online TW PR Oral Total MarksEngineering Mathematics II 50 50 - - - 100

Engineering Chemistry orEngineering Physics 50 50 25 - - 125

Fundamentals of ProgrammingLanguages II - - - 50 - 50

Engineering Mechanics 50 50 25 - - 125

Basic Electrical Engineering orBasic Electronics Engineering 50 50 25 - - 125

Basic Mechanical Engineering 50 50 25 - - 125

Engineering Graphics II 50 50 - - - 100

Workshop Practices - - 50 - - 50

Total 250 250 150 50 - 700


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UNIVERSITY OF MUMBAIOLD COURSE -2007 (Table 2.1)SEMESTER –I & II

Subject Title Paper TW Practical Total MarksApplied Mathematics 200 50 - 250

Applied Physics 150 50 - 200

Applied Chemistry 150 50 - 200

Engineering Mechanics 100 25 25 150

Basic Electrical & ElectronicsEngineering 100 25 25 150

Comp. Programming 200 50 25 275

Engg. Drawing 50 25 50 125

Communication Skills 100 25 25(presentation) 150

Basic W/S Practice - 100 - 100

Total 1050 400 150 1600

New course -2012 13 (Table 2.2)SEM- ISubject Title Paper TW Practical Oral Total Marks

I.A Sem ExamApplied Mathematics-I 20 80 25 - - 125

Applied Physics-I 15 60 25 - - 100

Applied Chemistry-I 15 60 25 - - 100

Engineering Mechanics 20 80 25 - 25 150

Basic Electrical &Electronics Engineering 20 80 25 - 25 150

Environmental Studies 15 60 - - - 75

Basic W/S Practice-I - - 50 - - 50

Total 105 420 175 - 50 750


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SEM- IISubject Title Paper TW Practical Oral Total

I.A Sem ExamApplied Mathematics-II 20 80 25 - - 125

Applied Physics-II 15 60 25 - - 100

Applied Chemistry-II 15 60 25 - - 100

Engineering Drawing 15 60 25 50 - 150

Structured ProgrammingApproach 20 80 25 25 - 150

Communication Skills 10 40 25 - 75

Basic W/S Practice-II - - 50 - 50

Total 95 380 200 75 - 750

DATA ANALYSIS & INTERRETATIONUniversity of Pune1. Science Mathematics subject name was changed into Engineering Mathematics I & II

respectively for Sem I & II in 2012. In Sem I TW of 25 Marks was added.

2. Fundamentals of Programming languages was bifurcated into I & II Sem wise, in whichit was having 50 Marks PR instead of Online Exam.

3. Science Mechanics was shifted to Sem II with the name change asEngineering Mechanics.

4. Basic Electronics Science & Basic Electrical Science was alternatively distributed inSem I & II.

5. Basic Civil & Environment Science subject name was changed to Basic Civil &Environment Engineering which was added to Sem I carrying 50 Marks Paper & 50Marks Online.

6. Science Graphics Subject name was changed into Engineering Graphics I & IIrespectively in Sem I & II. Subject of 150 Marks was distributed into 100 Marksrespectively in which 100 Marks Paper was changed to 50 Marks & TW of 50 Markswas changed to 50 Marks Online.

7. Basic Mechanical Science Subject name was changed into Basic MechanicalEngineering which was added in Sem II & was distributed into 50 Marks Paper & 50Marks Online.

8. Manufacturing Practices Subject name was changed into workshop Practices whichwas included in Sem I of 50 Marks TW each.


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University of MumbaiIn 2012 new course was framed which was having Semester Credit Pattern, i.e., twoSem per year which includes I.A & Sem Exam Marks.1. Applied Maths, Physics & Chemistry Subject was distributed 50%-50% per Sem as I

& II respectively. Equally the Total Marks was also bifurcated 50% in each Semwhich has 20% I.A & 80% Sem Exam of the 50 % Marks allocated in each Semrespectively. Also TW Marks was disctributed 50 % respectively in each Sem.

2. Engineering Mechanics of 150 Marks was shifted to Sem I which had 100 Marks Paper(20 I.A & 80 Sem Exam ) & 25 Marks Oral instead of Practical.

3. Basic Electrical & Electronics Engineering of 150 Marks was shifted to Sem I of 100Marks Paper (20 I.A & 80 Sem Exam ) & 25 Marks Oral instead of Practical.

4. Comp. Programming Subject name was changed into Structured ProgrammingApproach from 275 Marks to 150 Marks which was shifted to Sem II which washaving 25 Marks TW instead of 50 Marks & 100 Marks Paper 9 20 I.A & 80 SemExam) instead of 200 Marks.

5. Engineering Drawing was shifted to Sem-II from 125 Marks to 150 Marks of 15 MarksI.A & 60 Marks Sem Exam.

6. Communication Skills of 150 Marks was changed into 75 Marks which was shifted toSem II in which 25 Marks Practical was cancelled , 100 Marks paper was changed to50 Marks of 10 Marks I.A & 40 Marks Sem Exam.

7. Basic W/S Practice-II of 100 Marks was changed into I & II respectively of 50 Markseach.

FINDINGS - Most syllabi in the University of Mumbai are revised every five years. Therevision is a method of incorporating new trends in the syllabus and keeping the learnersupdated with the advancement in the field. However, most students and faculty membersare of the opinion that the syllabus of Engineering in the University of Mumbai has beenundergoing changes but not at the pace of advancement. Many universities in India havechanged the name of the course from Science to Engineering. Does this kind of changeactually justify the content or are these cosmetic changes, is a point that needs to be debated.

Keeping up with UGC norms, University of Mumbai has implement credit system from theacademic year 2012-13. The Board of Studies of Engineering has incorporated changes inthe older syllabus to fit it into the credit system, but what needs to be addressed in the nextrevision is the applying certain changes such that the learners are better prepared to meet thechallenges that they come across in the advanced world of science.

In Logistics, A module of sharing is being implemented in many countries for example,Every 20 college in the vicinity has one centralized Lab funded by government where theyshare best equipments which results in optimum utilization of resources. For this collegesare charged. Funds thus generated are utilized for the best Maintenance of Lab.


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Along with these Faculties from the colleges provide consultancy services to Industry forproblem solving.

CONCLUSION – University Of Pune - Percentage Weightage for applied science (Physics,Chemistry, Maths) in 2008 was 34.62 % as against Percentage Weightage for applied science(Physics, Chemistry, Maths) in 2012 which now stands at 32.93%.

Comparing it with UNIVERSITY OF MUMBAI Which had Percentage Weightage forapplied science (Physics, Chemistry, Maths) in 2007 40.63% as against Percentage Weightagefor applied science (Physics, Chemistry, Maths) in 2012 which now stands at 43.33%.

Syllabus is known to be to be one of the neglected aspects of the curriculum, in India notmuch of research is done in revising syllabus and during revision of syllabus pedagogicalapproach is neglected. An attempt is made here to provide few suggestions to the authority/conveners of the syllabus in the University of Mumbai while framing the syllabus duringthe next revision.

PROPOSED WORK - To analyze change in content.

REFERENCES-

1. Ministry of HRD-education.nic.in.

2. Government of India (2000) Quantity education in global area, New Delhi MHRD

3. Trends of dropouts in first year Engineering-ssmrae.com

4. Bright K .H-The Effects of selected variables on student retention in higher education-Dissertation Abstracts International

5. Chen, H-Y-Multivariate Analysis of college freshman attrition-Dissertation AbstractsInternational-Section B

6. Kim J-W The college dropout: The relative contribution of individual, structural &institutional factors to the withdrawal of Students- Dissertation Abstracts International

7. Matzelle R.I –A study of the effects of students personality factors, goals & intentionson student persistence- Dissertation Abstracts International

8. Franceis S.J –A developmental approach to retention & attrition- Dissertation AbstractsInternational.

9. Shah Beena & Uniyal M.P (1986) Determinants of educational choice at graduatelevel, Educational Review NCERT, New Delhi


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A VERSATILE TEACHER

By Tatar Kiran V.

ABSTRACT:Scientifically Education is nothing but development of brain cells. In academic education, ateacher is a person who provides schooling for students. A teacher who facilitates educationfor an individual student may also be described as a personal tutor. The role of teacher isoften formal and ongoing, carried out by way of occupation or profession at a school orother place of formal education .In ancient days, the teachers were worshipped as gods.Learners call them “GURUS” and the word ‘GURU’ had a magical impact on the students.The students willingly surrendered themselves to the teachers and had unquestionable trust,faith and respect on their teachers. Whatever the teachers taught was accepted wholeheartedlybecause it was new and interesting to them as here was no much growth in informationacquisition. But today the educational scenario is completely different and the learning processhas undergone rapid changes in which the educator has to take an entirely new ‘avatar’altogether . In today’s context teachers are called facilitators and less respected. A teacher,to be respected has to become versatile and should inculcate innovative and creative ideas inhis teaching process to fill the generation gap between teacher and student.

KEYWORDS: Teachers, Ancient Gurus and Learners, Versatile, Innovation.

PRESENT EDUCATIONAL SCENARIO: Today the educational scenario is totallydifferent. The learning process has undergone a huge changes and an educator has toexclusively take a new „avatar . In the era of learner autonomy, self-learning practices,CALL, Internet etc., the teacher interference is ruled out to a major extent. Students are wellinformed about everything through various E-resources. Any information about anything isjust a click away. Can a teacher still retain his /her honor, respect and glory like that of anAncient Guru? Is it possible for a teacher to be important in midst of such technologicalboom? The paper will answer.

POSITION OF A TEACHER IN PRESENT EDUCATIONAL SCENARIO:In the present set-up, teachers can no more be dictators or leaders. They take up almost therole of facilitators. Teachers today are not addressing a group of know-nothings but knowall. In most cases the teachers in the class are considered to be puppets of reciting what thestudents already know or what the teachers have learnt long back from their professors.With respect to self-financing colleges, the teachers are just dealers for the managementsand just class engagers for the students. Some learners consider teachers to be just inspectors,examiners, tabulators and invigilators but nor TEACHERS. In midst of such vicarioussituations, Can a TEACHER be a TEACHER? The paper answers. Today’s learners are


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self-acquainted and are not ready to accept blindly whatever is presented to them. As theyare exposed to the current affairs of the world, they are already well informed even beforecoming into the contact with the teachers. They expect absolute freedom and pleasure inlearning process. They don t want to be controlled or dominated. Everything that is taught tothem must be proved and made acceptable. The learners feel that it is their basic right toquestion the teacher and argue against any idea that they cannot accept. Dry theory or advisingis not in fashion. This absolute change in the attitude of the learners shocks the teachers whoexpect the traditional respect and faith.

VERSATILE TEACHING – LEARNING PROCESS IS WAY IN WHICH ATEACHER CAN GAIN FAITH AND RESPECT.Important aspects of the learning process are teacher intention and students interpretation.Teacher intention is what the teacher wants the students to understand and the studentsinterpretation is what the learner understands from the teaching. Many times the teacherintention is not properly understood and interpreted by the students. Good learning takesplace only when the teacher intention is well understood and interpreted by the students.

WHAT DO YOU MEAN BY VERSATILE?According to Dictionary of Contemporary English

- Good at doing a lot of different things and able to learn new skills quickly and easily .

According to Oxford English Dictionary

-Able to adapt or to be adapted to many functions and activities.

A VERSATILE TEACHER POSSES NOBLE MIND: Sometimes the learnerinterpretation is better than the intention of the teacher . During such times the teachershould be noble minded enough to acknowledge and encourage the brilliance of the learner.This noble mindedness is possible only if there is genuine love in the mind of the teacher forthe learner. This affection must be expressive. This serene love for the student if rightlyapplied can make both the teacher intention and students interpretations match each otherperfectly.

“A Teacher affects eternity; he can never tell where his influence stops.”

- Henry brooks Adams

STUDENTS-CENTERED: The teacher should come out of traditional beliefs andassumptions regarding teaching. He should not be pedagogic towards the students. Theteacher should adopt an interactive method where he/she gives more importance to thecaliber and interest of the students. The teacher should apply a student s-centered approachin teaching. In learner centeredness learner’s needs are kept at the centre of entire teachingprocess. What the students needs is more important than what the teacher has with him orher.


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A STUDENT: The teacher should find out the needs of the students and he should learn andobtain a thorough knowledge of it before he presents it to the students . So the teacher takesthe role of a student s when he learns the needs of the students. There is no end for learningand updating. Especially in the lives of teachers – learning and updating is a life-long process.A teacher must be prepared to learn for personal and professional development.

AN INNOVATOR: Innovation has become a daily routine. This is an era of innovation,invention and creativity. Unless a teacher is well versed in being innovative, inventive andcreative he or she becomes unnoticed or underestimated. To keep in line with the current,even Chemistry teachers have to be highly creative in introducing new techniques and methodsto keep the students inspired.

This is innovative creation by Chemistry teacher to learn periodic table.

CONCLUSION:Treat students with Respect and caring attitude. Teacher should fill the generation gap byupdating himself with present scenario and should posses advance knowledge and updatedskills in their respective subject or field thereby teachers can be well interpreted and notunderestimated by his/her students.

REFERENCES:1. www.slowbuddy.com

2. www.teacherandlearner.com

3. www.teacheraslearner.com


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“Problem Based & Project Based Learning inEngineering Education ”

By Mr.Maindarkar Shrikant Y.By Mr.Sangram A Nikam

Abstract— Engineering education nowadays needs to evolve in order to produce marketable

engineering graduates. Traditional methods alone do not seem to be able to cultivate requiredskills by the industries since the demand of the industries on the graduates’ skill keeps on

changing from time to time. Active learning such as Problem-Based Learning and Project-Based Learning which are based on constructivist learning theory seem the best methods toresolve this issue. Both of these approaches share a lot of similarities, yet there are differencesthat need to be considered. The purpose of this paper is to seek the differences and determinethe best method that is effective and suitable to be implemented in engineering education.PjBL seems more suitable for engineering education compared to PBL because it can giveearly exposure to the engineering students regarding engineers’ job in their industries. Inaddition, the project works provide them with valuable experience and they can experienceworking as an engineer.

Keywords: engineering education, Project-Based Learning, Problem-Based Learning

IntroductionTechnology is a product and outcome of engineering and science. It is also the applicationof the knowledge of humans by manipulating and modifying nature to meet their needs.These changes can be achieved by transforming and improving the usage of tools, materialsand techniques that have their effect on humans and other living things. Today’s technologywould not be the same as yesterday’s and would not be different than tomorrow’s. Everysingle day, there will be some improvements in technology that most likely affect theengineering industries [1]. Thus, the demand and requirement of the industries on engineeringgraduates also keep changing because they are not only seeking those

who are technically skilled, but also those who possess non-technical skills as well, thusmaking them marketable graduates [2]. Engineering graduates nowadays are expected topossess both skills in order to survive in the workforce.

According to Sai et al. (2005), success cannot be guaranteed solely depends on engineeringand science knowledge. Thus, non-technical skills become complementary to the technicalskills. In other words, both skills are a complete set of skills

that must be possessed by engineering graduates. Nonetheless, these skills are unable to be


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developed by solely depending on traditional methods, which are by listening to the lecturesand doing laboratory work.

Traditional methods only provides theoretical, technical and fundamental knowledge of

engineering. Engineering education in India needs to be reviewed and reassessed and the

effective ways to improve teaching and learning systems are to be found for cultivating theskills required by industries nowadays. According to Nor, Rajab and Ismail (2008), softskills and professional practices should be included in the new engineering education modelrather than just technical knowledge for future challenges. Teacher centered education thatis being used by traditional methods seems irrelevant and thus must be changed to studentcentered learning with more emphasis on active learning or participation of the students thatwill drive the learning activities. In engineering education, there are two popular approachesthat are being used and implemented in universities around the world in order to produceversatile and marketable engineering graduates namely Problem-Based Learning (PBL) andProject-Based Learning (PjBL). This statement was supported by Kolmos (2009), whomentioned that the solution for the new requirement of skills of undergraduates in engineeringeducation is by implementing Problem-Based Learning (PBL) or Project-Based Learning(PjBL). These two approaches of learning had been confusing and people misjudge bothmethods as the same thing. The fact is, both are two different things although they share alot of similarities.

PROBLEM-BASED LEARNING (PBL) IN ENGINEERING EDUCATIONProblem-Based Learning or PBL is a well-known approach among students, educators and

researchers. Problem based leanings a student centered pedagogy in which student learnabout a subject through the experience of problem solving.Student learn both thinkingstrategies & domain knowledge.The PBL format originated from the medical school ofthought & is now used in other schools of thought too.[3] PBL approach which had beenintroduced by Howard Barrows is an innovative teaching strategy where the teaching manneris shifted from teacher driven to student driven by emphasizing the development of

problem solving, creativity and critical thinking skills. PBL is defined as “the learning whichresults from the process of working towards the understanding of, or resolution of, a problem”[4]. For Tan (2003), a current definition of PBL is defined as “a progressive active learningand learner-centred approach where unstructured problems are used as the starting pointand anchor for the learning process”. As the name implies, PBL begins with a problem andthat problem becomes the main focus in PBL from which all progress, plan and work doneby the students is directed towards solving the problems. PBL was firstly introduced inmedical courses in 1969 and it was implemented in McMaster University, Canada and it isnow being widely used all over the world. According to Subramaniam (2006), PBLaccommodates the environments that encourage the staff’s reflection on their personalapproach as educators and supports the student learning process. PBL is an innovative learning


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approach that is based on constructivism learning theory where the learning process is drivenby the students.

As PBL has shown its effectiveness, this approach has later being accepted and adopted byvarious disciplines such as business, mathematics, psychology and engineering as well.There are many ways to implement PBL in the learning process. For instance, PBL approachcan be implemented by utilizing e-learning [5]. PBL approach needs to be modified in orderto make sure it is appropriate for particular disciplines. The learning process depends on theeducators, and how they want to structure the whole model of PBL approach. In 1992, PBLapproach in engineering education began with the implementation in undergraduateinstruction in both introductory and advanced courses in a few subjects by some professorsin the University of Delaware that seemed effective and easy to be implemented in engineeringeducation. Nowadays, many universities worldwide have adopted and implemented thePBL approach in their teaching and learning process for engineering subject. Most of theresearch on PBL for engineering education in Malaysia& India started around 2004. Fromall the research, learning outcomes have been successfully achieved by implementing thePBL approach in the teaching and learning process. Researchers all over the world haveproven that the PBL approach is much better than traditional approach because it producesbetter and well-equipped students. According to A. Ahmad (2006), the achievemen ofstudents from the PBL method in examinations, which is mostly paper-based, is as good asthe students from the traditional methods, and yet they are better in the practical and hands-on activities. On the other hand, Khairiyah et al. (2005) have proven that studentsgenericskills also can be improved through PBL. A comparative study conducted by Hsieh andKnight (2008) on first year engineering students in the University of the Pacific has provedthat PBL is an effective method to bridge the gap between practice and theory. Furthermore,PBL provides higher motivation over the traditional approach.

PROJECT-BASED LEARNING (PjBL) IN ENGINEERING EDUCATIONProject-Based Learning (PjBL) is pedagogical approach inspired by John Dewey, anAmerican philosopher, psychologist, and educational reformer, who asserted the imperativeof hands-on experience or learning by doing (Lam, 2008) and by forcing students to solvecomplex and open ended problems, which can significantly improve the integration ofknowledge . According to Prince and Felder (2006: 14) PjBL is defined as: Project-basedlearning begins with an assignment to carry out one or more tasks that lead to the productionof a final product—a design, a model, a device or a computer simulation. The culminationof the project is normally a written and/or oral report summarizing the procedure used toproduce the product and presenting the outcome.

PjBL is well-known among engineering education researchers. Much of the literature reportedhow they designed and implemented the model of PjBL into teaching and learning andeventually they evaluated and assessed the effectiveness of the model. Many authors statedthat PjBL is effective to develop non-technical and technical skills among engineering


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graduates. The traditional method of teaching for engineering education is not effectiveanymore nowadays because the skills of the 21st century engineer cannot be developedthrough this method. Gradually, this type of approach cannot be used anymore in engineeringeducation as it has become obsolete.

Project development covers all the educational objectives in order to develop the students’skills from both aspects. This project development can be achieved through theimplementation of PjBL as a teaching strategy. Department of Civil Engineering, UniversitiMalaya had carried out PjBL and they found that it is the best method to implement OutcomeBased Education (OBE). Engineering Surveying Camp was integrated in the first year CivilEngineering course that had three main course outcomes: i) the foundation of knowledgeregarding engineering design; ii) technical knowledge regarding engineering surveying; iii)non-technical or generic skills.The course outcomes were successfully achieved as studentswere satisfied with all the procedures and teaching methods. The Mechanical EngineeringDepartment of Politeknik Kota Bharu also utilizes the concept of PjBL in their compulsorysubject, which is project management in order to produce better engineering graduates whomeet the expectations of the industries. Findings from the interviews of the students reportedthat this teaching method was fun as they found it made it easier for them to understand andimprove their self motivation to proceed with their learning process. Furthermore, criticalthinking, problem solving, and team working skills were also improved as well as theirtechnical skills and knowledge. According to Savage, Chen and Vanasupa (2007), theyintegrated PjBL throughout the four year undergraduates engineering curriculum at CalPoly State University. PjBL had showed impressive results that enabled the students tolearn both the basic principles of science and cultivate the understanding of how they can beapplied to solve design problems in applied engineering. As for students, They really believethat this of learning was better than the other method & they strongly felt that the projectsgave them the opportunity to work as real engineers by applying all principles of science,mathematics & engineering to problems.

Walsh, Crockett and Zahed (2008) in their research stated that California Polytechnics StateUniversity has established project-centered collaborations with external bodies by developingProject Based Learning Institute (PBLI) as they try to provide and use multidisciplinary andlearning by doing approach. The universityindustries relationships are a gateway or channelfor industries to become involved in the development process of engineering graduates’skills. They provide a number of projects to PBLI that will be given to senior students astheir projects. Such approach is really advantageous to the students as they are exposed tothe real world problems. Furthermore, benefits are two-sided because not only for university,but industries as well because they can use this relationship as a platform to recruit excellentgraduates. The industries do not need to spend more money and time to retrain their fresh

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Project based learning Vs Problem based learning:

Project based learning Problem based learning

Often multidisciplinary More often single subject

Project based learning is a lengthy Problem based learning tends to

procedure it requires a time be shorter.

span of few weeks.

Follows general variously named steps Follows specifically traditionally

prescribed steps

Includes creation of a product or More often uses case studies or

performance fictitious scenario

In the real world, engineers will be working on the projects and must ensure that everyproject meets the customers’ specifications and expectations. From the table, PjBL approachseems the more suitable for engineering education because it provides the best practice forstudents that mirrors the task of an engineer in the workforce. This statement was reinforcedby Mills (2003:13) in her research that stated:

It therefore seems that project-based learning is likely to be more readily adopted and adaptedby university engineering programs than problem-based learning.

Lowenthal (2006: 1) in his research stated that: Project-Based Learning incorporates methodsfrom problem-based learning, cooperative learning, active learning and project managementtheory.

From the statement, it can be asserted that PBL is the subset of PjBL. If PjBL is implemented,PBL will be indirectly implemented as well. In addition to that, PjBL covers a wide scope ofmodel of instructions that makes it the best method for engineering undergraduates. As forPjBL, it is likely to be correlated with engineering and science field, whereas PBL is alsoimplemented in those fields, but it is originated from medical and other professionalpreparatory training [1]. Furthermore, PjBL emphasizes that students come out with an endproduct – something that can be seen instead of PBL that comes out with something abstractonly. PBL has been readily adopted in medical education and probably because it “seems tomirror the professional behaviour of a physician more closely than the professional behaviourof an engineer” (p. 352).

Notwithstanding, they share a lot of characteristics other than student-centered. The purposeof both methods is to connect the students with the real world tasks in order to improve thelearning by working on open ended problems or projects. The role of teachers is never thesame since they act as tutor, coach or facilitator (Hong, 2007). Teachers just guide them in


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order to make sure they are on right path and the teachers do not teach them in detail on howto do things as students must work in a group to complete the task given to them. Bothmethods provide the students with an indepth understanding of a topic (Bell, 2010), connectthe students to higher levels of thinking, provide students with auxiliary, flexible andstimulating environment (Maier, 2008) and based on constructivist learning theory (Donnellyand Fitzmaurice, 2005). As students work on a project, team work skills will be developedbecause everything will be discussed and negotiated in groups. Indirectly, their verbalcommunication skills are also improved since they need to communicate with each otherand make a final presentation. At the same time, their writing skills are also improved asthey put some effort in doing report writing and their progress each week.

CONCLUSIONProblem-Based Learning (PBL) and Project- Based Learning (PjBL) are two differentapproaches that people mistakenly assume both are the same although they have a lot ofsimilarities. PBL approach is driven by the problem that is encountered by the students andfocuses on research and inquiry, whereas the PjBL approach is driven by the end productthat they want to produce and the main focus is given to the whole process of production.PBL begins with a problem and that problems become the main focus in PBL from whichevery progress, plan and work done by the students in PBL is directed towards solving theproblems. On the other hand, PjBL begins with an assignment to carry out one or more tasksthat lead to the production of a final product. Comparison made between PBL and PjBLproves that PjBL is more suitable for engineering education. The PBL approach, which wasdeveloped for medical students and intern practice, is less appropriate for engineeringeducation. PBL lacks a few characteristics compared to PjBL which emphasizes thedevelopment of engineering skills by providing real life engineering practice. Furthermore,the PBL approach is closer to physician practice compared to PjBL. Thus, engineeringstudents who undergo the PjBL approach will have a clear picture of what an engineer doesin the workforce and directly motivates them to learn. It can be concluded that PjBL is thebest method to teach and train engineering students to develop and enhance 21st centuryskills that are required by today’s industries. Acknowledgment We are grateful to managementof ARMIET, Sapgaon, Shahapur, Thane and for their constant Encouragement and supportfor publishing the paper.

Reference:

1) Hmelo-silver, cindyE(2004).”Problem based learning: What & how Do student Learn?”Educational psychology Review

2) Low S. M. (2006, July). Developing Undergraduates Students’ Multi-Engineering Skillsthrough Projects on Embedded System. Paper presented at the 7th InternationalConference on Information Technology Based Higher Education and Training, Sydney,Australia.


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3) Hmelo-Silver, Cindy E. (2004). “Problem- Based Learning: What and How Do StudentsLearn?”. Educational Psychology Review 16 (3): 235. doi:10.1023/B:EDPR.0000034022.16470.f3

4) Donnelly, R. & Fitzmaurice, M. (2005). Collaborative Project-based Learning andProblem-based Learning in Higher Education: A Consideration of Learner-focusedStrategies. In G. O’Neill, S. Moore & B. McMullin(Eds.) Emerging Issues in the Practiceof University Learning and Teaching (pp. 87-98).

5) Hasna, Abdallah M. (July, 2008). Problem Based Learning in Engineering Design.Paper presented at the SEFI 36TH Annual Conference, European Society forEngineering Education (Aalborg, Denmark).

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INNOVATIONS IN TEACHING OFAPPLIED MATHEMATICS

By Mr. Suryakant GondBy Mrs. Sneha Jhadhav

Abstract:-Looking to the aims of teaching Applied mathematics it can be seen that more focus is laidto the higher level of objectives underlying the Applied mathematics subject,like criticalthinking, analytical thinking, logical reasoning, decision-making,problem-solving. Suchobjectives are difficult to be achieved only throughverbal and mechanical methods that areusually used in the class of Applied mathematics for engineering students.

Keyword:- Applied mathematics, model, teaching methods.

IntroductionThough Mathematics being so important subject and occupying a central position since theyears an ago still it has not been the interest of many students. The gaps are found betweenaspiration and achievement. Mathematics is highly abstract. It is concerned with ideas ratherthan objects; with the manipulation of symbols rather than the manipulation of object. It is aclosely-knit structure in which ideas are interrelated. Mathematical concepts are hierarchicaland interconnected, much like a house of cards. They note the lack of contradiction, andthey see how a new technique can be derived from one that has already been learned.

Teaching of mathematics is not only concerned with the computational knowhow of thesubject but is also concerned with the selection of the mathematical content andcommunication leading to its understanding and application. So while teaching of Appliedmathematics one should use the teaching methods, strategies that are much more beneficial

gaining adequate responses from the engg.students then we have ever had in the past.

The teaching and learning of Applied mathematics is a application base activity and manyfactors determine the success of this activity. The nature and quality of instructional material,the presentation of content, the mathematics application showing skills of the Teacher, thelearning environment, the motivation of the students are all important and must be kept inview in any effort to ensure quality in teaching-learning of Applied mathematics.

In this paper the we are going to discuss innovations and innovative practices in teaching ofapplied mathematics, under teaching methods, strategies . The process of innovation isgenerally described as consisting of three essential steps, starting with the conception of anidea, making mathematical modeling which is then proposed and is finally adopted. Though


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many ideas have been conceived to bring about change in the teaching of mathematicstoApplied mathematics, it is yet to be proposed and adopted. So, the innovations discussedmay not be new in terms of the idea but is new in terms of understanding of mathematicalmodels.

Aims of Teaching Applied MathematicsEngineering Education is imparted for achieving certain ends and goals. Various subjectsof the Engineering curriculum are different means to achieve these goals. So with eachsubject some goals are attached which are to be achieved through teaching of that subject.According to Sidhu (1995) the goals of teaching mathematics are as below:

• To develop the mathematical skills like speed, accuracy, neatness, brevity, estimation,etc.

• To develop logical thinking, reasoning power, analytical thinking, critical-thinking.

• To develop power of decision-making.

• To develop the technique of problem solving.

• To recognize the adequacy or inadequacy of given data in relation to any problem.

• To develop scientific attitude i.e. to estimate, find and verify results.

• To develop ability to analyze, to draw inferences and to generalize from the collecteddata and evidences.

Innovations in Teaching Applied Mathematics:-Innovations in teaching ofApplied mathematics can be diversified in terms of Methods,Mastery Learning Strategy , Mathematical modelling used in teaching-learning process.

1. Mastery Learning Strategy:-Teaching Strategy is a generalized plan for a lesson and includes a specific structure to befollowed. B.S. Bloom has developed Mastery Learning Strategy. It is a new instructionalstrategy that is used for developing mastery learning and objectives of curriculum can berealized. It consists of different steps: division of content into units, formulation of objectivesrelated to each unit, teaching and instruction are organized for realizing objectives of eachunit, administering unit test to evaluate the mastery level and diagnose the learning difficulties,remedial instructions are given to remove the difficulties and attain mastery level by everystudent. This strategy plays an important role for learning of basics and fundamentals e.g.operations in different number systems – Natural numbers, Integers, Rational numbers,Real numbers.

2. Methods:-Method is a style of the presentation of content in classroom. The following are the innovativemethods that can be used to make teaching-learning process of Applied Mathematics effective.


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Inducto-Deductive Method:-It is a combination of inductive and deductive method. Inductive method is to move fromspecific examples to generalization and deductive method is to move from generalization tospecific examples. In classroom usually the instructions directly start with the abstractconcepts and are being taught in a way that does not bring understanding on the part ofmajority of the students. Formulas, theorems, examples, results are derived, proved andused. But teacher needs to start with specific examples and concrete things and then move togeneralizations and abstract things. Then teacher again needs to show how generalizationcan be derived and it holds true through specific examples. This method will help studentsfor better understanding, students don’t have to cram the things and will have long lastingeffect.

Analytico-Synthetic MethodIt is a combination of Analytic and Synthetic method. Analytic is breaking down and movingfrom unknown to known and Synthetic is putting together known bits of information andmoving from known to unknown. These methods are basically used in proving the resultsand solving sums. In textbooks mostly synthetic method is used, to prove something unknownwe start with a certain known thing, but that leaves doubt in mind of studentswhy we havestarted with that step and using this particular known thing. So teacher has to use combinationin order to explain and relate each step logically.

Problem-Solving Method:-This method aims at presenting the knowledge to be learnt in the form of a problem. Itbegins with a problematic situation and consists of continuous meaningful well-integratedactivity. Choose a problem that uses the knowledge that students already have i.e. you as ateacher should be able to give them the problem and engage them without spending time ingoing over the things that you think they should know. After students have struggled withthe problem to get solution, have them share their solutions. Thismethod will help them indeveloping divergent thinking


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Mathematical modelling :-Technique of modelling can be expressed in the following diagram.


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Steps involves in the mathematical models are as follows:

1. Convert the given problem into a mathematical problem.

2. Solve the mathematical problem.

3. Interpret the result in terms of original problem.

4. Compare with observation or experiments.

5. If agreement is not good then modify the hypothesis and make a new modified model.

6. Repeat the process till the satisfactory agreement.

Teaching Aids:-Teaching aids are the materials used for effective teaching and enhancing the learning ofstudents. It can be anything ready-made or made by the teacher or made by students. Differentteaching aids should be used in teaching mathematics like Charts, Manipulatives, ProgrammedLearning Material (PLM), computers and television.

Charts– It can be used to display formulae, symbols, mathematical and geometrical figures.Charts can be used for making students familiar to the symbols and for memorization ofbasic formulae. Even it can be used to bring to the students two-dimension geometry and thegraphical representation in a better way.

Programmed Learning Material (PLM)– It is a self-learning material in which learnercan proceed at his own pace. It has the characteristics of all sequential steps, learner’s response,self-pacing, immediate feedback, reinforcement and self-evaluation. It is helpful in acquisitionof concepts like fractions, number systems, etc. and can be used as a remedy for slow learnersfor a specific content.

Computers and Television– Computer can be used for multimedia presentation for theconcepts that requires visualization and imagination. Computer can also be used for providingComputer Assisted Instruction (CAI), it is similar to PLM i.e. it is a computerized

PLM. Television can be used to show some good mathematics education show.

Conclusion:-• Involve the students in the process of learning by taking them beyond the process of

listening to that of thinking, reasoning and doing.

• In order to promote self-study skills use of library and resource center needs to beencouraged.

• Receiving regular feedback for teaching and learning should be an inbuilt componentof teaching-learning process. Continuous and comprehensive evaluation has to beensured as it plays an important role for the required modification in teaching-learningprocess.

• Applied Mathematics-lecturer’ organizations at different levels should be formed wheresharing of ideas and experiences, developing resources in a collaborative manner and


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the mechanisms that enable teachers to carry out innovations is being discussed.Mathematics-teachers’ organizations can be instrumental in establishing a climate ofconfidence in carrying out innovations and a positive attitude to new approaches inteaching mathematics.

• Study applied mathematical journals and modern books of professional interest. Anyfacilities of in-service training should be availed of for improving teaching of appliedmathematics.

The teacher can always ask himself two questions: 1.‘ Is there some new way in which I canpresent this material in order to make it more meaningful and more interesting?’ 2. ‘Whatactivities, demonstrations, teaching aids, etc. would enrich the classroom presentation anddirect attention of students to the important elements?’ Once the teacher discovers innovativeways to arouse interest and enthusiasm in the class, he will be able to use these ideas againthe following year, since those will be new and fascinating to a different class. But teachershould keep in mind that as time passes, the world undergoes a change, the environmentsurrounding students changes and their needs also changes, so one has to continuously goon modifying and discovering new ways of teaching which proves him a better lecturer.

References:-1) McCulloch W.S. and Pitts, W.H. (1943). „A logical calculus of the ideas immanent in

nervous activity. Bulletin of mathematical biophysics, vol. 5,pp. 115-133.

2) Bhatia, K. (1992) Identification and Remedy of Difficulties in Learning Fractions withProgrammed Instructional Material.

3) http://www.fed.cuhk.edu.hk/~fllee/mathfor/edumath/9706/13hedden.html NationalCouncil of Teachers of Mathematics. NCTM Standards

4) “ learning methods” Rachna Patel Lecturer, Waymade College of Education,VallabhVidyanagar

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Improved Receiver Based Stateless MulticastingRouting Protocol for Adhoc Network.

By Dr. Gopakumaran T. ThampiBy Prof. Bharathi. K. N.

AbstractMulticast routing protocols generally believe the a priori creation of a multicast tree (ormesh), which needs the individual nodes to keep up state info. Adhoc networks offermulticasting with the help of multicast routing protocols. These protocol generally Statefull i.e. every node within the cluster ought to maintain the state info. to attain this it needshigh communication between the nodes and high process. In dynamic network with bursttraffic wherever long periods of silence are expected between the bursts of information,this multicast state maintenance adds an oversized quantity of communication, processing,and memory overhead. unsettled Receiver based mostly Multicast (RB multicast), whereverthere is no would like of maintaining state information during this it merely appends theaddress of the multicast member node to the packet header and supported that info thepacket is forwarded to the multicast traffic reducing collision and competition with reduceddelay.Keyword: painter, protocols, routing, unsettled Multicast, routing, receiver-basedcommunication.1. Introduction.A Adhoc network lacks a set infrastructure and incorporates a dynamically dynamic topology.The nodes move freely and severally of 1 another. Adhoc networks square measure heavilyemployed in emergency things wherever no infrastructure is accessible, for e.g. Battlefields,disaster mitigation etc. Design of multicast routing protocol is tough owing to the inherentuncertainty and unpredictable dynamism. Many multicast protocols are planned for mobileAdhoc networks. Supported the network structure on that multicast packets are delivered tomultiple receivers.

There is interest and use of mobile adhoc networks (MANET) with the quick progress ofcomputing techniques and wireless networking techniques. MANETs square measure self-designed and infrastructure less network. In way of life many applications needed knowledgedelivery to multiple destination nodes. Therefore use of multicasting approach is to manageand scale back network traffic, multicasting is key service for supporting info and cooperativetask execution among cluster of users. Owing to restricted radio propagation range nodes of


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MANETs communicate either single hop or multi-hop transmission. Such reasonablynetwork, that is self-organizing, is incredibly helpful once the fastened infrastructure is noteconomically sensible or physically attainable like piece of ground eventualities, naturaldisasters, and etc. MANET is shaped with none pre-existing infrastructure. It follows dynamictopology wherever nodes could be part of and leave the network at any time and also themulti-hop routing could keep dynamic as nodes be part of and depart from the network, itwill have terribly restricted physical security, and so increasing security may be a majorconcern. Each node within the MANET will assist in routing of packets within the network,restricted bandwidth and ; restricted Power and in some wireless multicast application, supplyand intermediate nodes square measure fastened however multicast receivers don’t seem tobe fastened. Typical applications of MANET are: Military piece of ground, industrial sector,local level and Personal Area Network (PAN).

II. Related Work.(a). Unicast while not routing table.

A source node includes a packet that it desires to deliver to a remote destination. Betweenthe source and destination are other alternative wireless nodes willing to participate inExOR. The source broadcasts the packet. Some sub-set of the nodes receives the packet.The nodes run a protocol to find and agree on that nodes are measure therein sub-set. Thenode within the sub-set that is closest to the destination broadcasts the packet. Again, thenodes that receive this second transmission agree on the highest receiver, that broadcaststhe packet. This method continues till the destination has received the packet. ExOR operateson batches of packets. The supply node includes a listing of candidate forwarders in everypacket, prioritized by the calculable price to the destination. Receiving nodes buffer withsuccess received packets and expect the end of the batch. The highest priority forwarderthen broadcasts the packets in its buffer: these transmissions square measure referred to asthe node\’s fragment of the batch. Every packet includes a copy of the sender\’s batch map,containing the sender\’s best guess of the best priority node to possess received every packetwithin the batch. There remaining forwarders then transmit so as, causation solely packetswhich weren’t\’t acknowledged within the batch maps of upper priority nodes. The forwardersstill cycle through the priority list till the destination has 90% of the packets. The remainingpackets square measure transferred with traditional routing. Disadvantage of ExOR’sforwarding methods will simply diverge, i.e., nodes on the various forwarding methodsmight not hear from one another and cause duplicates forwarding[7].

(b). Cross layer protocol.Wireless Mesh Network. this idea provides freedom for every node to determine on takingpart in communication. Consequently, utterly distributed and adjective operation is deployed.The next-hop in every communication isn’t determined before. Instead, associate initiativedetermination procedure is employed for every node to determine on taking part incommunication. Initiative determination constitutes the core of the XLM and implicitly


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incorporates the intrinsic communication functionalities needed for eminent communicationin WSN [3].

A node initiates transmission by broadcasting associate RTS packet to point its neighborsthat it is a packet to send. Upon receiving associate RTS packet, every neighbor of node iplan to participate within the communication or not. This call is given through initiativedetermination. The initiative determination may be a binary arithmetic operation wherevera node decides to participate in communication if its initiative is one. Denoting the initiativeas I, it is determined as follows:

The initiative is about to one if all four conditions in (1) are satisfied every condition in (1)constitutes sure communication practicality. the primary condition ensures reliable links bemade for communication. For this purpose, it needs that the received signal to noisequantitative relation (SNR) of an RTS packet, _RTS, is on top of some threshold –nth for anode to participate in communication. The second and third conditions area unit used fornative congestion management. The second condition during this part prevents congestion.By limiting the traffic a node will relay. The third condition ensures that the node doesn\’texpertise any buffer overflow and thence, additionally prevents congestion. The last conditionensures that the remaining energy of a node Erem stays on top of a minimum price, Emin.This constraint guarantees even distribution of energy consumption. The cross-layerfunctionalities of XLM dwell these constraints that outline the initiative of a node to participatein communication.

(c). RBMulticastwithout routing.In all of those applications, the locations of the actual set of destinations for a few knowledgearea unit fastened and best-known priori by the nodes within the network. In alternativewireless multicast applications, all nodes together with multicast destination donot seem tobe fastened. Therefore whereas providing multicast services to explicit device the sourcenodes should grasp the locations of the multicast destination nodes. The routing protocolwill assume knowledge of the sinks’ locations. To style stateless multicast routing protocolsexploit the data. This stateless multicast protocol wherever packet routing, splitting packetsinto multiple routes, and also the medium access of individual nodes believe only on theplacement info of multicast destination nodes [4].

RBMulticast includes list of multicast members’ locations in packet header. that preventsthe overhead of building and maintaining a multicast tree at intermediate detector nodes, asa result of all the required info for routing the packet is enclosed at intervals the packetheader .The medium access methodology utilized doesn’t need any state info like neighborwake-up time or any a priori operations like time synchronization[2]. No tree creation ormaintenance or neighbor table maintenance is needed, creating RB Multicast need the smallestamount state of any multicast routing protocol, and it is so ideally fitted to dynamic networks.RB Multicast may be a receiver-based protocol, which implies that the relay node of apacket transmission is determined by the potential receivers of the packet during a distributed


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manner. This routing approach does not need routing tables. RBMulticast introducescompletely different concepts: one among them is Multicast Region. During this multicastregion created by quadrant approach as a result of quadrant approach needs solely X and Yaxes. For the quadrants approach, the multicast region call solely wants 2 comparisons (Xand Y axes) for every multicast member and is very quick.

Fig 1.Quadrant Approach.

III.Proposed Method.The objective of this paper is to (a) Congestion Control: whereas keep threshold price QT1most, no of packets incoming for forwarding doesn’t collide. therefore packet drop magnituderelation is a smaller amount (b). Load Balancing: Threshold price is on the far side the mostcapability, another relay node shares the packet traffic and balance load hear of routingwhile not touching the packet delivery magnitude relation. (c) High Packet delivery ratio:Collision of packets due to replication is minimum therefore packet delivery rate is high ascompared to RBMulticast and (d).Reduce memory overhead: Once packets are multicast toreceiver then no would like of maintain state. Memory overhead reduces and computationprice also reduces.

RBMulticast cacophonous the packet at a node that is listed in header of the packet residesin several region for that node. Whereas splitting a packet, replicas are creates changedestination node locations in every packet. therefore when replication of packets at onceinserted in relay node buffer for multicasting, however created burst packet traffic andcongestion among transmission vary of splitting node and collision when packet replication.splitting packets in amount for transmission to destined completely different region, delay isgenerated throughout transmission. have to be compelled to decreased delay for transmissionbeside minimum management head and high packet delivery magnitude relation, memoryoverhead and load balancing.


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R

S

V

V

Fig (a). Multicasting with Packet Splitting.

S

R

V

V

Fig (b). While multicasting, No of Packets are beyond threshold value.

Fig2(a)and(b) Block Diagram of the Implemented Design.1. Algorithm:While considering group of nodes

Gj= {N1, N2......Nn)

Measure the distance d of each node from source

Calculate relay node for one hop distance from virtual node.

Insert packet p to MAC queue

Let no of packet in queue is N


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Let QT1 threshold for queue size indicating maximum capacity

Flow is released or blocked

Then

If N<=QT1 then multicast flow released

Else

If N>QT1 then

Multicast flow is blocked.

End.

Fig.3. Applied algorithmic program for the system.

Current multicast protocol usually consider numerous tree structures. therefore intermediatenode have to be compelled to maintain tree state or routing state for packet delivery[12], anew stateless multicast protocol for adhoc network. This uses geographic location info toroute multicast packet. RBMulticast store destination list provides info on all multicastmember. so there\’s no would like for multicast tree and no tree state is keep at intermediatenodes.

2. Advantages of Proposed Work

(i) Congention Control: While keep threshold worth QT1 most, no of packets incomingfor forwarding doesn’t collide. thus packet drop magnitude relation is a smaller amount.

(ii) Load Balancing: Threshold worth is on the far side the utmost capability, another relaynode share the packet traffic and balance load catch of routing while not moving the packetdelivery magnitude relation.

(iii) High Packet delivery ratio: Collision of packets attributable to replication is minimumthus packet delivery rate is high as compared to RBMulticast.

(iv) Reduce memory overhead: Once packets square measure multicast to receiver thenno want of maintain state. Memory overhead reduce and computation value reduce

3. Multicast Routing Protocols In Wireless Networks.

Wireless network consists of a collection of mobile nodes that are connected to every differentsquare measure wireless links. The network topology changes at random whereas the nodesmove on. Attributable to the extremely dynamic topology and lack of central management,the protocols utilized in a traditional network to seek out a path from a supply node to adestination node cannot be directly utilized in wireless networks. Thus lots of routing protocolsfor ad-hoc networks are developed within the recent past. Since multicast routing may be acomplicated drawback, a different multicast routing protocols classification is given in[8].There square measure several classifications of multicast routing protocol; a number ofthem square measure classified reckoning on the protocol practicality [9][13], whereas othersrely on the structure. Multicast routing is incessantly growing and not stable, thanks to that,a general summary about multicast routing protocols are measure given during this report.


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4. Multicast Ad-hoc On-Demand Distance VectorRouting Protocol (MAODV)

MAODV [1] may be a multicast extension for AODV

protocol. MAODV supported shared trees on-demand to connect multicast cluster members.

MAODV has capability of unicast, broadcast, and

Multicast. MAODV protocol is route information obtained once looking for multicast; itwill also increase unicast routing information and vice-versa. Using a broadcast routediscovery mechanism name request (RREQ) and route reply (RREP) messages to discovermulticast routes within the network. once anode needs to affix to multicast cluster or it isdata packets however has not route to cluster, it 1st begins to send an RREQ message. InMAODV, multicast cluster member might solely reply to a be part of RREQ. If the RREQis not a be part of request, different node with a newest

route with a newest sequence variety to the multicast group will respond. If an intermediatenode receives a join RREQ for a multicast cluster of that it\’s not member, or it receives aRREQ and doesn’t have a route to it cluster retransmits the RREQ by broadcasting it to itsneighbors. whereas RREQ is broadcast message, nodes found out tips that could establishthe reverse route in their route tables. When a node receives an RREQ, it updates its path information and saves the sequence variety and the next hop info for the supply node into therouting table. The reverse path entry used once the node needs to response back to thesupply. The node were response updates its route and multicast route tables by putting therequesting node’s next hop

Information within the tables, then unicast an RREP message to the supply node oncemore.

Fig 4. Route Discovery in the MAODV Protocol.


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5.On-Demand Multicast Routing Protocol

(ODMRP).

ODMRP [4], is associate degree on-demand mesh primarily based, besides it is a multicastrouting protocol, ODMRP protocol can make use of unicast technique to send multicastdata packet kind the sender nodes toward the receivers in the multicast cluster. to begincausing multicast data packets, ODMRP uses 2 styles of management messages: join-queryand join-replay, if there is nodes needs to join to the multicast cluster, it uses join-query.Using of

Join-reply are going to be activated once the receiver node

accept to receive the multicast knowledge packet. In ODMRP protocol, every supply floodsa be a part of request Join-Reqmessage periodically within the multicast cluster. A nodereceives the Join-Req. message uses store the greatest node ID during a Routing Table, thenit\’ll rebroadcasts the massage. the method continues till reaching the multicast receivernode. Once the receiver node received the Join-Req. message, it\’ll declare its joining bybroadcasting Join-Reply message to the multicasting cluster. Figure 4; show the Join-Replymechanism in ODMRP protocol, S1 and S2 area unit source nodes and R1, R2, and R3.whereas broadcasting join-Reply message, if there\’s any exist field within the routing table,be updated with the new fields.

.

Fig 5. Join-Reply Forwarding in ODMRP.

In Figure four, a node receiving Join-Reply checks if the next node ID in one amongst thetable’s fields equals with its own ID, then it considers itself as a forwarding group (FG)node. The reply forwarding method continues until reaching the sender node exploitationthe shortest path from building mesh of FG nodes.

6. Neighbor Supporting Ad Hoc Multicast Routing Protocol (NSMP).

Neighbor Supporting Multicasting Protocol (NSMP) adopts a mesh structure toreinforce the resilience against nodes mobility [14]. It operates freelance of unicastrouting formula. A soft state approach is employed and routes area unit built andmaintained with route discovery and with reply messages. NSMP reduces routingoverhead because it exploits localized route discovery and maintenance operations. InNSMP, 2 sorts of route discovery strategies area unit mentioned, specifically flooding


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route discovery and native route discovery. so as to make initial route or to live throughnetwork partition NSMP uses flooding whereas for maintenance functions it makesthe employment of local route discovery approach. NSMP tries to realize the routeefficiency of multicast tree whereas confirming the lustiness by the employment ofmulticast mesh. In choosing a route, NSMP prefers a path that contains existingforwarding nodes to cut back the quantity of forwarding nodes. This enhances routepotency, resulting in less competition and additional to lower finish to finish delay.

7.Robust Multicasting in Ad Hoc Networks Using Trees (ROMANT).

ROMANT may be a sturdy multicast protocol that was projected to eliminate the deficienciesof MAODV. It instructs the multicast receivers to sporadically transmit a packet referred toas be a part of announcement to affix a bunch. The join announcement contains address ofthe most effective next-hop node towards the cluster leader i.e. the primary receiver thatjoined the cluster. This sequence of periodic transmissions kind a tree stock-still at thecluster leader. In MAODV, once a sender must send knowledge packets to a multicastcluster, it acquires a route to the multicast tree on demand. This involves injecting a RREQpacket within the network, to that all tree members reply with a RREP packet. The senderthen chooses the route that gives all-time low price. in contrast, this type of route acquisitionisn’t needed informant, as a result of all nodes area unit already conscious of their next-hoptowards the cluster leader supported their Connectivity list. Nodes merely forward theirknowledge packets to their next hop to the cluster leader. thanks to the broadcast nature ofwireless unintentional networks, nodes receive associate degree implicit acknowledgmentonce the information packet is forwarded by the next-hop. If no implicit acknowledgment isreceived at intervals an exact time, the next-hop is aloof from the connectivity list andtherefore the next best next-hop is chosen for future knowledge packet forwarding. Thismethod continues, until the information packet reaches the primary multicast tree member.From there, the information packet is flooded at intervals the multicast tree with a packetcache accustomed drop duplicate packets. Actually, ROMANT effectively eliminates thelimitations of MAODV and additionally provides comparable or higher packet deliveryquantitative relation than ODMRP at a lot of lesser price [5][15].

8. Forwarding right contention process

ROF protocol makes full thought to the

MAC layer collision downside throughout the method of forwarding right competition, anduses dual-channel mechanism to resolve the collision of ATF message and suppress thehidden terminal. the method of forwarding right competition of ROF protocol is describedas follows:(a) At the initial moment of the primary contend window, receivers calculatechance according to formula 3.2 so decide whether or not to send law enforcement agencyat this window with the calculated probability[10]. If the receiver has determined to sendATF during this window, it waits for a bit amount of your time and intercepts the state ofmanagement channel. If the receiver has detected the busy tone message throughout this


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waiting amount, it abandons to contend. If this era of your time expires and the receiver hasnot detected the busy tone, it sends the ATF like a shot.(b) once the sender receives associatedegree ATF message, it immediately sends busy tone message through the control channelto suppress different nodes’ activity. As shown in Fig.2, if we have a tendency to don\’t usedual-channel mechanism, node k cannot hear the ATF from node to the sender and can stillsend the ATF in the following time. On the contrary, exploitation dual-channel enable nodek choose whether or not different nodes have sent the ATF message by intercepting the busytone, thus it will solve the multicast caused by hidden terminal nodes.

Fig.6 Multicast suppression

(c) If the random wait time of many receivers is

too close, busy tone cannot work effectively influenced by the response delay of sensor’s

hardware. And synchronous ATF sent by multi

nodes can result in collision within the mackintosh layer. If this situation happens, the sendercannot properly decode the received law enforcement agency message, thus it immediatelysends repetitive busy tone through the control channel. whereas hearing the repetitive busytone message, nodes that have sent the ATF can decide to resend ATF in next window withchance one ik P = ,and reset new random waiting time. Nodes that have-not sent the ATFcan abandon to contend in next windows. If the ATF still collide within the next window,nodes that have sent the ATF still attend next round competition, whereas different nodesquit. With the Increase in variety of windows, the number of contending nodes can decreaseand therefore the competition will decrease intense, that guarantee the contention methodbe led to finite windows.

(d) If the receiver does not send ATF in the previous competition window and has notdetected busy tone from the sender, it is aware of that different nodes also have not sentATF and decides whether or not to send ATF at current window per the probability calculated,Nodes that have sent ATF and not heard repetitive busy tone acquire the forwarding right,and can forward knowledge packets to successive hop once the wireless channel is idle. Ifthe sender has not received any ATF once the utmost waiting time wait T expires, it believes


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that routing void occurs and starts the overstepping mode to forwarding knowledge. Thedetails of overstepping mode area unit, If the sender has not received law enforcementagency packet when the maximum waiting time wait T, we have a tendency to default thatrouting void happens on knowledge forwarding path, and should switch the traditionalforwarding mode to overstepping mode. The overstepping mode of ROF protocol only modifythe calculation methodology of forwarding priority on the premise of traditional mode, andkeep the forwarding right competition mechanism unaltered .The overstepping mode discardsthe restriction of forwarding space, and every one nodes at intervals the sender’scommunication vary will receive the information packets. The forwarding priority is

calculated as:

IV. Results

Fig 7: Control Overhead Vs Packet Interval.


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Fig 8: Delay Vs Pkt_interval.

Fig 9:PDR vs Pkt_interval


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Fig 10: Throughput vs. pkt_Interval.

V. Conclusion

This Paper Presents, improved Receiver Based Stateless Multicast protocol overcomesdisadvantage of existing Receiver Based Multicast congestion control and collision control.This scheme has very limited control traffic over head and delay. This system providesbetter performance than existing system. This scheme provides more life time to the networkand high success rate.Thus there is no need for multicast tree and no tree state is stored atintermediate nodes.

VI. References.

[1] Jyoti, NitashaSoni “Comparative Study of Adhoc Routing Protocol AODV, DSR andDSDV in Mobile Adhoc Network” Indian Journal of Computer Science and Engineering,2012

[2] C.-H. Feng and W.B. Heinemann, “RBMulticast: Receiver Based Multicast for WirelessSensor Networks,” IEEE Wireless Comm. And Networking Conf. (WCNC ’09) Apr.2009.

[3] I. Akyildiz, M. Vuran, and O. Akan, “A cross-layer protocol for wireless sensornetworks,” in Proc. Of CISS 2006, March 2006.


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[4] Chen-Hsiang Feng, Yuqun Zhang, IlkerDemirkol and Wendi B.Heinzelman,” StatelessMulticast Protocol for Adhoc Networks”, IEEE TRANSACTIONS on MOBILECOMPUTING, Vol.11, No.2, Feb 2012.

[5] Shashanka HP, Madhurani M S, Jothi R, “A Survey on Quadrant Routing Protocol forReceiver Based Dynamic Multicast Adhoc Networks”IJERTvol 2, Issue 3, March13 .

[6] Anuradha Banerjee, ParamarthaDutta”A Survey of Multicast Routing ProtocolsMobile Ad Hoc Networks”IJEST Vol. 2(10), 2010.

[7] M. M. And HolgerFuler, J. Widmer, and T. Lang, “Position based multicast routingfor mobile ad-hoc networks,” SIGMOBILE Mob.Comput. Commun. Rev., vol. 7, no.3, pp. 53–55, 2003.

[8] S. Biswas and R. Morris, “Opportunistic routing in multi-hop wireless networks,”SIGCOMM Computer Communications Review, vol. 34, no. 1, pp. 69–74, 2004.

[9] E. Rozner, J. Seshadri, Y.A. Mehta, and L. Qiu, “SOAR: Simple Opportunistic AdaptiveRouting Protocol for Wireless Mesh Networks,” IEEE Trans. Mobile Computing, vol.8, no. 12, pp. 1622-1635, Dec. 2009.

[10] Lian Li, Limin Sun, Jian Ma”A Receiver-based Opportunistic Forwarding Protocolfor Mobile Sensor Networks” /ICDCS.Workshops.2008.

[11] K. Chen and K. Nahrstedt, “Effective Location-Guided Tree Construction Algorithmsfor Small Group Multicast in Manet,”Proc. IEEE INFOCOM, vol. 3 2002.

[12] S. Basagni, I. Chlamtac, and V.R. Syrotiuk, “Location Aware, Dependable Multicastfor Mobile Ad HOC Networks,” Computer Networks, vol. 36, nos. 5/6, pp. 659-670,2001.

[13] J. Sanchez, P. Ruiz, and I. Stojmnenovic, “GMR: Geographic Multicast Routing forWireless Sensor Networks,” Proc. Third Ann.IEEE Comm. Soc. Conf. Sensor and AdHoc Comm. and Networks (SECON ’06), vol. 1, pp. 20-29, Sept. 2006.

[14] A. Okura, T. Ihara, and A. Miura, “BAM: Branch Aggregation Multicast for WirelessSensor Networks,” Proc. IEEE Int’l Conf. Mobile Adhoc and Sensor Systems Conf., p.363, Nov. 2005.

[15] S.-J. Lee, M. Gerla, and C.-C. Chiang, “On-Demand Multicast Routing Protocol,”Proc. IEEE Wireless Comm. and Networking Conf. (WCNC ’99), vol. 3, pp. 1298-1302, 1999.

a


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Þeerceod YeeieJele ceneHegjeCe keÀer Deepe kesÀmevoYe& ceW GHe³eesefielee ~

By Shri Hira Prasad Pandey

By Dr. Vyas Prasad Pandey

ÒemleeJevee ë

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Þeerceod YeeJeiele peer ceW YeieJeeve kesÀ efJeefYeVe DeJeleejeW keÀe JeCe&ve efkeÀmeer efJeMes<e Òe³eespeve mes efkeÀ³ee ie³ee nw~ peye– peye Fme Oejleer Hej efpeme ªHe ceW DeeJe¼³ekeÀlee He[er nw Gmeer ªHe ceW YeieJeeve ves DeJeleej }skeÀj mebmeejkeÀer J³eJemLee keÀes yevee³eW jKee nQ ~ jepee Hejeref#ele mes kesÀJeue SkeÀ Yet} nes peeves kesÀ keÀejCe Gvnsb yengle yeæ[eoC[ Yeesievee Heæ[e, Gme Òemebie mes }esieeW keÀes ef¼e#ee }sveer ®eeefnS ~ Þeerceod YeeJeiele peer ef¼e#ee ve }ssves kesÀ


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keÀejCe }esie efovejele peeves Devepeeves ceW HeeHe keÀce& ceW ÒeJe=Êe nesles nQ ~ Þeerceod YeeJeiele peer ceW efJeefYeVe vejkeÀeWkeÀe JeCe&ve efkeÀ³ee ie³ee nw, efkeÀme og<keÀce& kesÀ keÀejCe efkeÀme vejkeÀ keÀe Yeesie Yeesievee Heæ[lee nw Fve meye keÀe JeCe&veÞeerceod YeeJeiele peer ceW nw ~

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megOeejves kesÀ ef}S efHeÀj mes YeieJeeve keÀes DeJeleej }svee Heæ[siee ~ Dev³eLee efpemekesÀ Heeme efpeleveer ¼eeqkeÌle nesieer,Jen Glevee ner Fme mebmeej keÀe Yeesie keÀjsiee ~ meppeve }esieesb keÀer GÊejeslej ogie&efle nesleer pee jner nw ~ pewmesowl³eeW kesÀ meece´ep³e Jeæ{ves Hej osJelee }esie He=LJeer Hej FOej GOej Jes¼e yeo} keÀj YeìkeÀles jnles Les ~ Gmeerlejn Jele&ceeve keÀe} ces efJeÜeve meppeve, Oeeefce&keÀ %eeveer, HejesHekeÀejer Je meoe®eejer YeìkeÀ jns nQ ~ GvekesÀpeerJeve ³eeHeve kesÀ ef}S pees Yeer DeeOeej yevee³ee ie³ee Lee, Gve Hej ogpe&veeW keÀe meece´ep³e nes ie³ee nw ~ peJelekeÀÞeerceod YeeJeiele kesÀ %eeve keÀer ®e®ee& veneR nesieer leye lekeÀ ceeveJe YeeieJele kesÀ jnm³eeW keÀes kewÀmes peeve Hee³esiee ~%eeve kesÀ DeYeeJe ces Þeerceod YeeJeiele keÀer GHe³eesefielee keÀe JeCe&ve keÀjvee DeekeÀe¼e ceW HetÀ} efKe}ves kesÀ yejeyej nw~

nsleg keÌ³ee nw ?

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DeY³eeme keÀer peªjle keÌ³eeW nw ?

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ce³ee&oe keÌ³ee Deeleer nw ?

J³eefkeÌle keÀes kewÀmes jnvee ®eeefnS, Òel³eskeÀ keÀe pees efveOee&efjle keÀce& nw GmekeÀe Heeueve keÀjvee DeHeves ceW oemelJeyegef× keÀe ncesMee K³eeue jKevee ~ mJe³eb HeekeÀer jnvee Hej efvevoe mes meJe&oe ye®evee ~ efkeÀmeer keÀes Yeer efkeÀmeerÒekeÀej mes DeYeê Meyo keÀe Òe³eesie ve keÀjvee ~

meejevMe ë pees Jemleg Deefvel³e nw Jen keÀYeer efvel³e veneR nes mekeÀleer ~ pees efvel³e nw GmekeÀe Yeer keÀYeer DeYeeJevener neslee ~ ³eefo nce mebmeeefjkeÀ ÒeeefCe³eeW keÀe GlLeeve SJeb G×ej ®eenles nQ, lees Þeerceod YeeJeiele kesÀ DeeOeejHej meceepe jeä^ Deewj ¼eemeve keÀer J³eJemLee keÀjveer nesieer ~ ³eefo ÒeeefCe³eeW keÀe G×ej veneR keÀjvee nes, DeefHelegvejkeÀ ces ner peevee nw leYeer nced Þeerceod YeeJeiele keÀe eflejmkeÀej keÀjWies ~ Fmemes ³en mHe<ì neslee nw efkeÀ ÒeeCeercee$e keÀes Decejlee keÀer Deesj }s peevee ner Þeerceod YeeJeiele keÀe Deefvlece GÎs¼e nw ~

mevoYe& – met®eer

1) Þeerceod YeeJeiele ceneHegjeCe – cenef<e& JesoJ³eemepeer

2) YeeieJeleìerkeÀe megyeesOeveer – Þeer Je}ÁYee®ee³e&peer

3) ÞeerOej ìerkeÀe – ÞeerOejpeer

4) Þeerceod YeeJeiele jmeece=le - Þeer jece®evê [eWiejspeer cenejepe

5) Þeerceod YeeJeiele – Devevle ÞeermJeeceer DeeKeC[evevo mejmJeleer peer

6) Þeerceod YeeJeiele ceneHegjeCe Yee<ee ìerkeÀe – Þeer oew}le jece ieewæ[

7) Þeerceod YeeieJeleced – Þeer Þeerceod Smeer YeefkeÌle Jesoevle mJeeceer ÒeYeg Heeopeer

8) Þeer Yeeie Je leeke&À cejeref®e cee}e – Þeer YeeqkeÌleJesoevle ceeOeJe cenejepe

9) megKemeeiej Þeerceod YeeieJeleHegjeCe – cenef<e& ke=À<Ce ÜwHee³eve J³eemepeer