Liberalization – Certain Maladies and Strategies for Development:

THIS IS PAPER PRESENTED IN THE CONFERENCE ON “ THE CHANGE OF MINDSET FOR THE ECONOMIC DEVELOPMENT: THE ROLE OF MANAGEMENT EDUCATION” HELD AT C.B.I.T., HYDERABAD IN 2002.

Liberalization – Certain Maladies and Strategies for Development:
K.J. Sarma, CBIT, Hyderabad & V.L. Rammohan, UCW (OU), Hyderabad

ABSTRACT:
This article is written with an anxiety and frustration out of the slow progress in various sectors in India compared to other developed countries. The authors have tried to understand the contributions and suggestions of Dreze & Sen (1996). The authors feel that the mind set is related to commitment, sincerity, transparency, moderate selfishness, with an unbiased productive outlook on the part of politicians, bureaucrats, political escapists, autocratic leaders and executives in government. There is a need to evolve strategies (with milestones), with accountability at every stage of micro planning and SWOT analysis at every stage of macro planning.

Mind set is related to commitment , sincerity, transferencey,moderate selfishness, with n unbiased productive outlook on the part of the people in various fields of the society. There is a need to evolve strategies ( with milestones ), with accountability at every stage
1. Introduction :
As time advances, peoples’ preferences, country’s economy may undergo several structural changes in the system. The disturbances (both internal and external) may be because of un-controlled, un-steady growth and the systems are forced to satisfy the individuals demands. Liberalization (at micro and macro levels) is one measure, which may bring greater supplies. Even this has several merits and demerits. In the layman’s language liberalization is some sort of license to manufacture and market goods, skills and services approved without any conditions (license-raj).

The aim of this article is to examine the situation, highlight necessity for liberalization, analyze the disadvantages accrueing to the most disadvantaged and suggest procedures for survival / growth. It may be understood that at times reference is to the constraints and opportunities w.r.t. India.

Dreze and Sen reminds Nehru’s suggestion and determination of the then govt. “of ending of poverty, ignorance, disease and inequality of opportunity”. We have to go long way to achieve a total achievement, evenly spread development related to Nehru’s aspiration. More specifically,

1. The rate of adult literacy and basic education (elementary) for India is low not even when compared with average literacy rate of 55%, for all low income economies, even when compared to other developing countries.
2. Life expectancy in India is quite unfavorable when compared to China.

India has much to learn from other developing countries leaving aside developed; in respect of certain aspects economic reforms related to trade, deregulation, privatization, education (widespread literacy), health services social security, land reforms, gender relations and some social goals concerning public action

The absence of social opportunities and public policy and comfortable functioning of markets due to illiteracy, ill health, lack of economic opportunities crazy bureaucratic control, lack of access to finance are some of the impediments to progress. A substantially broader view on promoting markets and competition (during liberalization) is necessary.

Economic development by expanding opportunities for individual in the society has not been sincerely thought of. Expansion of effective freedom and opportunity (intrinsic importance of opportunities) to individuals objectives with several ill conceived notions has not been thought of. A broader thinking with a national spirit on the part of the heads of the organization remains.

Dreze and Sen suggests that there is a dire necessity of instrumental reasoning with a view of economic development pertaining to educational facilities, total health care provisions, social security issues, environmental hygiene, democratic functions etc..

The over activity or under activity in the governance is also responsible for failures. In brief it would have been better to expand social opportunities totally and implement actions of liberalization strategically. The major impediment in India may be due to lack of concern and commitment to productivity. Public does not realize responsibility (at large) in contributing and lacks initiative, drive, commitment to ethical principals and values.


2. Impact of liberalization on market economies:
It may be better to understand (the modus operandi), haphazard, unsystematic functioning of governments, markets, market complimentary interventions and suggest a broadening of focus. Certain obvious points being:
1. What a government can do, depends on the nature of that government.
2. Also some leaders who are tyrannical and barbaric in their dealings, (in both world context and also in India).
3. Faith in goodness and governance by good people are of-course debatable.
4. Governments, which are unresponsive to the needs and values of population at large.

These points lead to some questions related to the nature of actual Govt. in office / ruling Govt. on one side. On the other side some of the questions are related to market; as market mechanisms influence ideas and attitudes which are to be closely observed evaluated and evolve decisions. The questions being

a. What kinds of markets are effective and efficient in bringing equilibrium.
b. Few treacherous operators of markets cornering with short supply, (shortages cause suffering and night mares) who make profits from the miseries of millions of people.
c. In certain cases the operators causing misjudgment , misguiding speculations resulting in chaos

The success of markets can have deep influence leading to inter dependency of markets and Govts. as
1. Markets cannot function smoothly if there is no legal backing of contracts and rights,
2. Initiating and facilitating market related economic growth, which was concluded after studying capitalist countries even, would pay.
3. Responsibility of fixing the initial distribution of resources depends on the agency of the Govt. This is a consequence of fundamental theorems of welfare economies related to Pareto efficient allocation of resources for competitive equilibrium
4. Govt. agreeing for a social arrangement for citizens exchanging commodities, services on their own initiative.

This inter dependence of markets and Govt. can be understood clearly only when we distinguish between market excluding and market complimentary Govt. interventions.

It is necessary to distinguish negative and positive liberties. The positive liberty supported by supportive influences actually help individuals to execute what she wants to do, where as the negative liberty can be identified when the market is prevented from doing certain things .

Thus a recapitulation of Govts. duties and those of citizens is necessary, to evolve a positive focus. Out law monopolistic arrangements. Work towards constructive efforts of citizens by arranging public education, redistributing land, protecting legal rights of disadvantaged groups.

Further liberalization and deregulation must lead to removing counter productive nature of the negative operations of Govt. and opposing the reforms by negative governmental functions.


To evolve a sound strategy during the process there is a need for debate on issues related to
1. Current policies.
2. Importance of positive functions like public education, health services and social security
3. Pros and Cons of negative roles of Govt.
4. How to broaden the positive focus which accrues more benefits to the socially disadvantaged.



3. Maladies of liberalization process
To take stock of maladies of liberalization we need to circumvent the public action, social inequality, economic and social reforms. What Govt. do can be deeply influenced by pressures of the public; as potentially extensive reach of public action is responsible for economic development and in creating social opportunities. In this connection Sen states that “actions of the public can be of profound significance to the success and failures of economic and social change in general and to the developmental efforts in particular”.

A single head man (chosen or elected) acting as an all purpose intermediary between the local community and state , who often uses his position to further his personal interests much more, than to pursue any social goal (in fact 2/3rds of head men in India are notorious); because of the absence of effective political organization of disadvantaged groups. This is due to the weaknesses of local democracy and deep social inequality.

In fact public participation has intrinsic value for the quality of life too and is an asset for many social moments related to deprived lives. Some of the inadequacies of local Govt. are:

a. The weakness relating to centralization at village level of democratic institutions could not be eliminated since independence.
b. The vigorous practice of democracy could not be done due to illiteracy, and subsequent ignorance about the working of bureaucracy, rights and quality of decentralization and state level politics .
c. Dominations of few upper class leaders in obstructing the literacy at village level.

These inadequacies could not be totally reformed even by legislations in India. It seems reasonable to think of certain training programs of social change to bring a proliferation of bureaucracy and improve the local democracy; along with expansion of public initiatives and social moments for more wide spread literacy.

While the elimination of ignorance, illiteracy, inequalities in opportunities pave way for the growth process, and are more participatory in nature, yet they may over shadow the importance of capabilities and effective freedom of both individuals and organisations.


4. Benefits of liberalization and strategies
Literacy is a basic tool for social interaction. In fact it is a catalyst for social change. The spread of education helps to over-come the traditional inequalities of caste, class and gender. Comparatively little progress has been made in eradicating these inequalities. Of course lack of attention to education is not completely confined to Govt. A firm commitment to the wide spread of equitable provisions of basic education is the first requisite of rapid progress in eradicating the social deprivation.

There have been several short comings of Govt. policy and activity in respect of basic education. The lower educational achievements also owe to:
1. Diverse kinds of inconsistencies in the recorded data.
2. Confusion of objectives and policies,.
3. The inadequacy of expenditure, mismanagement and lack of accountability of the establishments in several areas,
4. The absence of serious debate on compulsory education and
5. The neglect of female education and training for sustained development.

In fact the primary education suffered a neglect due to political clout. The social value of basic education also has been neglected by bureaucrats.

The present distressing state of economy is also due to gender inequality, which has been one of the impediments for social and economic progress. It should be realized that a team work (women’s agencies) would make an effective contribution. Certain aspects related to women (like child survival, security, fertility, mortality) are unevenly spread over the states in India. There has been a comprehensive subordination of women.

In short various forms of failures in India are due to extraordinary high levels of gender inequality and female deprivation. It should be realized that this high order inequality may be due to long run negative factors. Thus it should be realized that emancipation of women is a integral part of social progress in India and is not of women only.

Concluding remarks:
Sri Aurobindo (1997) asserts -- “The logic of life enables the society, at last to perfect consciously by means of the state, the whole organisation of its life, military, political, administrative, economy, social and cultural. The importance of democracy and socialism lies in the completeness of the development by which the state and society becomes. Modern democracy and modern socialism are crude and bungling attempts at consummation and inefficient intelligent realization”. Further he says that there is a need for fixed legislation and execution to obtain conscious selection and shaping of strategies for development.

It should be realized that any policy would work and yield results over a span of time (over certain horizon). In some fashion liberalization and related policies in India have just begun, but all sectors of economy and all aspects of liberalization are not well thought off. Infact there is a need for stronger brainstorming.

There is a need to have debates on economy policy with broader view of social opportunity to see that the progress is total and evenly spread for the best results. There is a necessity for balanced role of Governmental activity and public action through NGO’s.

The Govt. activities are needed for
1. Comprehensive policy,
2. Basic education for all &
3. Wide spread programs of health and so on.

The main focus is to remove counter productive regulations along with positive activities with national spirit. In order to involve public there is a strong need to encourage, reorient public discussions and criticism on the social and economic reprivations which are limiting actual prospects of participatory economic expansion.

So the management education in general and management institutions in particular should address these issues may be in the form of curriculum , or as a specialization. Without integrating these economic and social issues, prospective managers may not become a full fledged decision makers in the organizations in the well being of the society.

References
1. JEAN DREZE and AMRTYA SEN,(1996); INDIA : Economic development and social opportunity , oxford university press.
2. AMARTYA SEN, (1963); POVERTY AND FAMINES: An essay on entitlement and deprivation , Clarendon press.
3. P.V.INDIRESAN,(1990); MANAGING DEVELOPMENT: Decentralization. Geographical Socialism and Urban Replication, sage publication.
4. SRI AUROBINDO,(1997); The Human Cycle , The Ideal of Human Unity, War and Self Determination, Sri Aurobindo Ashram.
5. KOOPMANS.T.C,(1967); Objectives, Constraints and outcomes in optimal Economic Growth models, Econometrica, Vol 35 pp 1-15.
6. ARROW.K.J.,(1963); Social Choice and Individual Values. John Wiley
7. AMARTYA SEN, (1998); On Ethics and Economics., Oxford University Press.
8. JOHN HICKS,(1979); Causality in Economics, Blackwell Publications.
9. MANNE AS,(1970); Sufficient conditions for optimality in an infinite horizon development plan, Econometrica, Vol: 38, pp 18-38.
10. PETER DRUCKER,(1998); Performance and Results of N.P.O.’s (Audio Interview)

Seven Sins:

THE FOLLOWING IS ENGRAVD ON ONE OF THE WALLS OF RAJGHAT:

Seven Sins:
1. The politics without Principles.
2. The wealth without Work.
3. The pleasure without Conscience.
4. The knowledge without Character.
5. The commerce without Morality.
6. The science without Humanity.
7. The worship without Sacrifice.

NITYADHYANA SLOKAS

NITYADHYANA SLOKAS

GANESH:
SRIMAD GANESHAM VIDHI MUKHYA VANDYAM
GAURI SUTAM VIGHNATA MODINESHAM
KALYANA SAMVARDHITA BHAKTA LOKAM
SARVARDHA SIDHYARADHA MAHAM BHAJAMI

SARSWATHI:
SARASWATHEE TWIYAM DRUSTWYAA VEENA PUSTAKA DHARINEE
HAMSAVAHANA SAMYUKTA VIDYA DANAKARIAMA

VENATESWARA:
SRIYAH KANTHAYA KALYANA NIDHAYE NIDHAYE2 RDHINAM
SRIVENKATA NIVASAYA SRINIVASAYAA MANGALAM

GURU:
NITHYAA NANDAIKA KANDAAYA NIRMALAAYA CHIDAATMANE
GNYANOTHAMAYA GURAVE SAKSHINE BRAHMANE NAMAH

VIKHINASA CHARYA:
SRAUTA SMARTHADHIAKAM KARMA NIKHILAM YENA SUUTRITAM
TASMAY SAMASTA VEDAARDHA NIDHE VIKHINASE NAMAHA

NAVAGRAHAS:
ADITYAAYA SOMAAYA MANGALAAYA BHUDAAYACHA
GURU SUKRA SANIBHYASCHA RAHAVE KETAVE NAMAHA

PARAMA BHAGAVATOTTAMULU:
PRAHLAADA NAARADA PARASARA PUNDAREEKA
VYASAMBAREESHA SUKA SAUNAKA BEESHMA DALBHYAN
RUKMANGADA ARJUNA VASISTA VIBHEESHANAADEEN
PUNYANIMAAN PARAMA BHAGAVATAAN SMARAMI.

GOMATHA:
GAVHOME MATARASSARVA GAVOME PITARASSADA
GAVOME MAMAA GRATASSANTHU GAVOME SAMTU PRUSTATAHA
GAVOME PAARASVA TAASSAMTU GAVAAM BRUNDE DEVA SAMYAHYAM

SUN:
UDAYE BRAHMAROPASCHA MADHYAHNETU MAHESWARAH
ASTAKALE SWAYAM VISHNUHU TRIMOORTHISCHA DIVAKARAH

BILWA TREE ( MAREDU):
TRIDALAM TRIGUNAKARAM TRINETRAMCHA TRIYAYUSHAM
TRIJANMA PAPA SAMHARAM EKA BILVAM SIVAARPANAM
ASWADHA vruksham ( RAAVI):
MOOLATHO BRAHMAROOPAYA MADHYATO VISHNUROOPINE
AGRATAHA SSIVA ROOPAYA VRUKSHARAAJAAYATE NAMAH

SANDHYADEEPAM PRARTHANA:
SUBHAM BHAVATU KALYAANI AROGYAM DHANASAMPADAM
MAMASATRU VINASAYA SAAYAM JYOTHIR NAMOSTHUTE

PARASARA PRARDHANA:
DHRMAGJNYAM DHAARMIKAM DHEERAM DHARMATH MANAM DAYANIDHEIM DHRMASAASTRA PRAVAKTAARAM PARAASARA MUNIM BHAJE

CHADRA DARSHANAM (nelapodupu):
KSHEERA SAGARA SAMPANNA LAKSHAMEEPRIYA SAHODARA
HIRANYA MAKUTAN BHASWATH BALACHANDRA NAMOSTUTE


TULASI PRARTHANA:
YANMOOLE SAARVATHEERDHANI YANMADYHE SARVADEVATHAA
YADAGRE SARVAVEDAASCHA TULASEEMTVA NAMAAMAHAM

BHOOPRARTHANA:
SAMUDRAVASANE DEVI PARVATHASHANA MANDITHE
VISHNUPATNI NAMASTHUBHYAM PADASPARSAM KSHAMAASWAME

KARADARSHANAM:
KARAAGRE VASATHE LAKSHMEEHI KARAMADHYE SARASWATHI
KARAMOOLE STHITAA GAURI PRABHAATE KARADARSANAM

SOME SEMINAR TOPICS FOR STUDENTS


1. RFID technologies
2. Quantum computers / chip based quantum computing
3. Engineer, Manager, visionary, people who can lead.
4. sustainability concepts - Engineering
5. History of Technology – specifics
6. Class room to market – in Technology innovation (Quantitative studies)
7. from imagination to market
8. Newton to Nano-technology
9. Acquire, analyze, innovate (standardize , present, share, conceptualize, synthesize, actualize)
10. Big bang theory and Indian Vedas / cosmology – the science which bridges…….
11. Ultra violet lithography
12. Future chip making technology-----------
13. Communication procedures and team for future and rural Indian.
14. Low watt community radio
15. Global search engines / how to make technology gurus converge
16. Bio Engineering
17. Digital media vision
18. The future of computing ----------------------
19. Robotics of 21st century
20. Augmented reality
21. DNA databases
22. Photonics
23. Parameter estimation
24. Lead free electronics
25. Reflect array antennas
26. Stress, Health disorders, competitive world harmonious sharing of resources
27. Electronics in rigging
28. Science for lay man technical expertise at the cutting edge of technology
29. Intelligence, surveillance and --reconnaissance
30. Surveillance Algorithm development
31. Future of Telecommunication networks.
32. Duties and responsibilities of engineering practitioners and teachers-
33. Digital creations
34. Estimating information value of messages transmitted in various communication channels
35. Identifying of Human capacity for information handling by experimental techniques.
36. Information over load, information pollution, information environmental, information fatigue syndrome
37. E mail fatigue, junk mail fatigue.
38. Creeping featurism, social network fatigue, informatory
39. Info hoarding,
40. Syllogo-mania / syllogo-maniacs, dispo-sophobia.
41. Info hoarding.
42. (http: // www. Wordspy.com)
43. Revolutionary ideas, original to practice.
44. Tech-talk
45. About every integer from 0 to 9999
46. http : // www. Stetson .edu /~ efriedma / numbers / html.
47. Today’s engineer online of IEEE
48. Shaping public policy
49. Global warming / climate change and computers
50. Social networking
51. Energy infrastructure decentralization
52. Weather predictions and climate monitoring
53. Earth sensing satellite
54. Weather services and super computers.
55. National imperatives
56. Polar – orbiting operational environmental satellite system.
57. Carbon – futures
58. Estimates on carbon emissions
59. SCADA in power transformer, SCADA in in environmental planning
60. The quick scat mission
61. Economic ethanol production
62. Calamities of micro level to global level
63. Professional development.
64. CPD, life long learning
65. Glacier power
66. Why can’t computers be like a power
67. Neo-cortical algorithms
68. Feeling – idea – classification-experiencing-formulation-design-fabrication etc.
69. Digitally animated faces
70. Virtual laboratories
71. Skeptics guide to universe
72. Social –isms
73. Social swarming
74. Social free loaders
75. Cyber-balkanization
76. Design and verification software
77. World solar challenge
78. Computer maths
79. Nano-meter processors
80. The high k-solution
81. Computer-arithmetic
82. Estimates, potential and growth of wind energy
83. International energy agency
84. Electronic gene injection-
85. Gene therapy
86. Neuro-psycho physiology of brain and HB
87. What is a true Engineering
88. Creative career development
89. Information Technology-information security.
90. Lithium phosphate cells.
91. Nano-mechanics.
92. Tracking robots.
93. Software for GPS based devices.
94. Interactive 3-D lighting displays.
95. Snow clone
96. Ionosphere phenomenon and meteors to improve satellite communication.
97. Highly efficient brush-less DC motors.
98. Reinvent motor from scratch.
99. Octagonal induction coils
100. Quilt blocks design -IEEE.
101. Bluetooth–Blue berry Technologies.
102. Photons.
103. The solar cam Technology.
104. Attenuation of power.
105. Emerging Technologies.(,,,,).
106. Technology behind mummies & kuthub-minar.
107. Fuel cell, alternative & sustainable energy Technology.
108. Intelligence Analysis.
109. Cryptanalysis.
110. How free is solar energy.
111. How to kill an education system.
112. How to make it get crippled
113. Unhealthy syllabus & content asymmetry, chaos.
114. Exact sciences
115. Inexact sciences.
116. Electrical safety.
117. Innovation institute.
118. Wi-Fi netwoks.
119. Technology innovation.
120. Electromagnetic simulations.
121. Multi-physics.
122. 6 Pen source.
123. Image recognition for autonomy pictures and software.
124. Mobile WIMAX technology.
125. Human computer interaction.
126. Public policy and Engineering.
127. Robots digitize delicate texts.
128. Industrial accidents and Terrorism.
129. The next catastrophe:
130. Reducing our vulnerabilities to natural, industrial and terrorist disasters
131. Seismic –imaging code& two way wave equations.
132. Climate Engineering.
133. Climate change.
134. The ultimate dielectric
135. Low k dielectric constant
136. Making your own virtual world.
137. Low bandwidth.
138. Online interactive virtual environment.
139. Galileo navigation system.
140. Creation of a 30- satellite geo positioning system.
141. Broad band gamble.
142. Social networking.
143. Oxy fuel pilot plant.
144. Expensive carbon capture experiment in global warming.
145. Carboneaptune and sequestration.
146. Nano-tube memory chips.
147. Non-volatile memories.
148. Software process dynamics.
149. Applied algorithms.
150. Computation intelligence in Bio-informatics
151. Physics & chemistry of nano-solids.
152. Heuristic optimization techniques.
153. Adaptive filters
154. Greenhouse gas trends
155. Build your own Robot
156. DARPA technology
157. Winter windmills
158. Energy efficient Ethernet
159. Photonic Micro-systems
160. Solar energy re…..
161. Drain Stimulators
162. The new economics of semiconductor manufacturing
163. Biodiversity
164. 37 years of Moore’s Law
165. Future of Engg education
166. The Secret of Galaxies
167. Mare no stream 10000 processors
168. E3 = Engineering education Evolved
169. EUV – Lithography
170. Silicon silvers for flexible circuits
171. Seitopia Organization
172. Blue rays empty victory
173. Engineers & flat earth
174. Energizing & Employing for brighter economic future
175. Meta - materials
176. Cognitive systems – Robots
177. Tera-hertz
178. Clean energy technologies
179. NASA’s mistakes
180. Robotic photography’s
181. Anatomy of Robot fly
182. Tariff e digital clocks
183. Similarly defined surprisingly hard problems
184. Electronic nodes
185. Elective Car of 2008
186. Magnetic field session for Runways
187. Engineering Risk analysis Methods
188. Carbon nano-tube lining
189. GPS signals for typhoons
190. Green engineering
191. Standard brain – machine interface
192. Top 10 tech ears
193. Solar – cell squashier
194. Organic photo votaries
195. Harvard engineering excellence
196. Elite engineering
197. Two paths to singularity
198. Microwave & RF heating
199. MEMS and RF ID tags
200. Sea bed logging
201. SAR analysis
202. Wave guide and photonics
203. Plasma modeling
204. Piezoelectric modeling
205. SPICE methods
206. Graphene transistors
207. Wireless power – radio frequency energy
208. Flash memories
209. Radiation Sensors
210. Wireless- hives networks
211. Just, what do you think you are doing?
212. Talking like a salesman
213. Techno transcendence
214. The Singularity
215. Technological convergence
216. The consciousness conundrum
217. Singularity fantasies.
218. Who in singularity.
219. Emergency singularity
220. Reverse Engineering-the brain.
221. Can machine be conscious
222. Singular time being
223. Semiconductors and singularity
224. Rupturing the nano-Tec rapture
225. The real Nano-robot
226. Will computers be as smart as humans? Yes
227. Digital galleries
228. Vitality of technology
229. Solving Really hard problems of society
230. Machinima
231. Crime ware
232. Ocean power of 2008
233. Mixing memory to speed solid state drives
234. Moses lake – NASA
235. 100 – Robots
236. Stephen Molphran – A new kind of science
237. Design of everyday things
238. Irish science
239. How to build a green city.
240. Laptop crusade
241. Power plant for the home
242. Global iconoclast
243. Learning technology from beetles.
244. Growing urban population.
245. Improving public transportation without spending
246. Technology for crime investigation and control of terrorism.
247. Multi-physics simulation for electrical engineers.
248. Mobile devices and impact on network security.
249. Scientific and engineering software for the high performance design.
250. High-performance i.c. Design and verification.
251. High-performance signal and power integrity
252. High performance RF and Microwave design
253. High performance EM system design.
254. Design risks and computer simulations
255. Nano engineering
256. Nano tubes
257. Nano wires
258. Phenon transport
259. Nano fluids
260. Micro fabrication.
261. Nano technology and new energy
262. Nano structured materials for decentralized power generation
263. NT in aerospace engineering nano materials
264. Nano-fibres
265. Nano Energy--- market perspectives
266. – composition of materials evolution
267. – carbon nano-fibers
268. –nano-wires impact
269. – NT based coatings
270. – Insulation
271. --Solid lighting
272. – Field born catalysis
273. – Fuel cells

274. .--Hydrogen fuel cells
275. -- Hydrogen storage issues
276. --Super capacitors
277. --Solar cells
278. -- Plastic devices, batteries.
279. Environment, industrial regulation

280. Design process engineering.
281. Spin-tronics microprocessors
282. Flex fuel technology.
283. Raising the level of abstraction in algorithms description.
284. Single cell multiprocessor- micro processor programming,
285. Rapid mind development
286. Densest and cheapest embedded memory
287. Neural engineering
288. Genomics and proteo-mics engineering in medicine and biology.
289. Mission critical systems
290. Remote sensing with polari-metric radar
291. Protocols, multi-hop mesh/ relaying- performance and
spectrum coexistence.
292. The rise of string theory- balance in physics research.
293. Ultra fast electro magnetic and devices
294. Electronics systems integration.
295. Process development for silicon-based electron devices and
integrated systems.
296. New materials and mechetronics integration
297. E- Newspapers and digital deliverance.
298. Morse code has come to stay.
299. High frequencies and large structures
300. Near field analysis.
301. Inclusion of far zone structures.
302. True distributed memory.
303. Partial pattern analysis.
304. Ultra violet lasers from zinc oxide.
305. Quantum keys for distribution technology.
306. Radio frequency identification tag for the identification for the
implant works.
307. Critical infrastructure dependability
308. Algorithms for digital communications and semi conductor
processing fortunes formula
309. Nano-science and quantum based systems
310. Organic electronics
311. Nano-photonics.
312. Bayesian bounds for parameter estimation and nonlinear filtering
and trAcking
313. Power theory and power conditioning.
314. Tidal and electronic engineering.
315. Research in computer vision.
316. Machine learning
317. Constraint satisfaction
318. Computational photography.
319. Image based computer graphics.
320. Ubiquitous/pervasive/mobile computing multimedia databases.
321. Human computer interaction.
322. Organic lED lighting
323. Management of core memories.
324. Skills for stimulating values driven innovation cyborg
325. Roomba maker- robot dustup.
326. Robotic FX
327. Carbon nano-tubes.
328. Tapping the creativity of engineering Undergraduates.
329. On innovation and educating the engineers.
330. Connecting the engineers and the journalists
331. Nonvolatile memories.
332. Treating depression in nano-science with implants.
333. Catastrophic climate change from outer space.
334. Teser electronic control devices for heart safety.
335. www.ojp.usdoj.gov/bjs
336. www.incustodydeath.com
337. Chaos-super-worms
338. Science order and disorder to project networks for the
coming generations
339. Sesser’s entropy
340. Randomness and structure in internet traffic.
341. Silicon dioxide solution in –bridge from transistor to I>C>
342. Electronic game developer.
343. Navigating career in science and technology.
344. Building an electronic gun mobile augmented reality
345. Geo-catching digital globe/virtual globe.
346. Geo coding digital maps
347. Web maps
348. Neo-geo-graphics
349. Technically speaking
350. Neo-geographies
351. Auto bio geographers.
352. Natural geographers’ lithium batteries
353. Zero electricity
354. Zero CO2
355. Responding to change
356. Examine role technology
357. Innovation land-scape
358. Multi-physics solutions to cost effective and successful electronic design
359. Innovations in battery and charger technologies
360. Optimizing nano-scale CMOSRFICS
361. Dot to dot –quantum way
362. Ingredients for quantum computers
363. Nano-particles without macro problems
364. Technology management
365. IT and systematic design of communication systems
366. Multi-processor systems on chip architectures
367. Mixed signal CMOS circuits
368. Transistors go vertical
369. Superconductor maker in political crossers
370. Internet sensor ship
371. Increasing the public understanding of science and engineering

372. Increasing the understanding of importance of science
373. Fluids, plasmas, particle beams, electro- magnetic, high
performance competitions
374. Sci-topia .org
375. IP game
376. Ultra capacitors
377. Energy storage devices by nano - tech
378. Ultra cap
379. CMOS Circuit design
380. DRAM circuit design
381. Adopting inverse control
382. Ultra wide band communication systems
383. Security professionals and technology
384. Radical innovation
385. Hi-tech elements
386. Quantum tunneling
387. Bionic hand
388. Photovoltaic hot spots
389. Brute force competition
390. Evolutionary computation
391. Extrapolatory computation, exploratory computing
392. Pervasive computation
393. Deep learning model based knowledge domains
394. Engineering in medicine and biology
395. Biomedical engineering
396. Biomedical circuits and systems
397. It nad bio Medicare
398. Medical imaging
399. Nano bio science
400. Neural systems and rehabilitation engineering
401. www.embs.org
402. Micro bogging
403. Quick ping media
404. quittering
405a. Virtual omni presence
405. Quitter storms ,quitter sirrhea
406. Hipster narcissism
407. Tiwitto-sphere
408. intelligent universal virtual labs(uvl)
409. UVL for digital filter design codes
410. UVL for learning respiratory systems functioning of bio medical
411. Web based control lab for automation
412. Remote labs for optical circuits
413. Advantages of UVLs for students

414. UVL for creative control design experiments
415. Digital system design using micro architectural modeling
416. Cognitive robots
417. Project based lab teaching for the topic on
418. Measuring performance in VERILOG programming
419. Ethics for quality without compromising on effective teaching
420. Grid based Technologies in education
421. Teaching grid computing
422. Bio informatics and proteomics
423. Automation of Pedagogical Testing
424. Proportional controllers –stability analysis
425. Resource kit for teaching grid computing

426a. Sensor networks
426. Case based reasoning and system identification in control engineering
427. Innovations in nano-science education
428. Exchange in entitlement
429. Virtual laboratories, deep leaning
430. Study of problem in engineering in virtual labs
431. Web based control laboratory
432. Remote labs for optical circuits.
433. Virtual experiment environment
434. Cognitive robotics
435. VERILOG programming.
436. Sequential analysis and computing
437. Cluster computing exploratory computing
438. Pervasive computing applied cryptography
439. Fault tolerant systems and applications
440. SCADA applications in all the areas
441. Current status of performance evaluation of intelligent systems.
442. Technology management , Technology transfer,
technology implementation
443. Objective perception of reality.
444. Education in professional colleges.
445. Learning, understanding, teaching, directing, supervising,
consolidation of knowledge.
446. Shift of research interests in the are of computer science from 20 th to
21 st century.
447. Greatest technical contributions of computer scientist research workers.
448. Change of I.Q. from animal to man, From man to independent
self reliant human being
449. Advancement of human thinking from insects to dinosaurs, dinosaurs
to man,
450. From men in caves in caves to cultured human being of 1st century,
451. From 1st century to Babbage, from Babbage to Knuth
452. True technical contribution of the great computer scientists.
453. The value of e, the value of pi, , value of logarithm, Importance of 0
and infinity .
454. Design of listening and thinking
455. Work ethics
456. Human capital assessment methods and assets
457. Harvard principles
458. Knowledge economics
459. 360 degree evaluation principles
460. Human capital assessment models
461. Environmental hazards
462. Stress is the major hazard
463. Human Capital Assessment Classification ( in manufacturing,
services, IT,
464. Organizational level, individual level, metered techniques
465. Student assessment—psychometric tests
466. Harvard school of business reviews
467. Decision networks
468. High performance computing
469. Industrial design and sustainability
470. Nano-mechanics
471. Pioneers form Babbage to Knuth
472. Decision networks
473. Digital watermarking
474. Simulation of all sorts of engineering problems,
475. Convergence
476. Current trends in computer science research.
477. The physics of folding paper.
478. component software
479. world-wide-web , how to program
480. Linux kernel development
481. parallel computing
482. the object oriented thought process
483. the mathematical theories of Negotiations.
484. Social Choice Theory and Individual Values
485. Exchange Entitlement Theory and Applications in engineering.
486. Exchange Entitlement approach to some of the areas in CSE>
487. computational Neuroscience quantum Monte carlo methods in physics
488. Nano-Photonics for life sciences.
489. Super-string theory and related topics.
490. Quantum Phenomena and Information.
491. Multiple time scales in the dynamics of the Nervous system
492. Nuclear Knowledge management.
493. Nano-Science for Solar Energy conversion.
494. High-performance and Grid Computing
495. Research in complex Systems
496. Statistical Physics and Interdisciplinary applications.
497. computational Physics
498. Catastrophic Events.
499. Quantum Computing
500. Nano-structures, Nano-Patterns, Nano-Mechanics
501. Decision Making at Nano Level.
502. Un-computability, intractability, Exponentially hard,
Complexity, Cryptography
503. stochastic search in regression
504. electronic educational environment
505. motivating technical visionaries
506. Environmentally sustainable green manufacturing practices.
507. Supply chin governance.
508. Behavioral transition—construction conflict –tension relationships.
509. dynamic capabilities of small software firms
510. Equity metrics with risk, performance and cost objectives.
511. an integrative model for E procurement adoption
512. Productive efficiency of Dynamical systems.
513. Conceptualization of modularity constructs.
514. competitive capabilities on project performance
515. Ambidextrous innovation capabilities.
516. Knowledge integration perspectives.
517. Successive of e – business companies.
518. Performance and project risk identification.
519. a taxonomical approach to agile manufacturing strategies.
520. Dominant design and industry standards.
521. mass customization manufacturing systems
522. mass customization under competition
523. Cost estimation in mass customization.
524. Knowledge representation-technological foundation-mass customization.
525. Modularity in product architecture.
526. Component commonality metrics in mass customization.
527. Mass customized manufacturing control systems with
Capacity limitations.
528. game theoretic approach-supply chains- mass customization supply
Chain coordination managing innovations in emerging economies
529. managing engineering , technology , and innovation
530. DEALING WITH PEOPLE, TEAM BUILDING,
REACHING AGREEMENT
531. Innovation, entrepreneurship, technology policy, technology
strategy, technological leadership and market creation.



532. Innovation strategies and indigenous technologies.
533. disruptive innovation
534. Managing creativity.
535. Creativity-knowledge management-globalization.
536. Intellectual property management and strategy.
537. open innovation practice.
538. Re-conceptualization innovation capability and organizational
alignment engineering the engineers.
539. Information Systems planning and Integration.
540. Operational management of supplier involvement in new
product development.
541. a contingency perspective for the new product development.
542. Evolutionary dynamics of supply network topologies.
543. analytic network process
544. strategic e – business decision analysis
545. IT, organizational structure and new product development.
546. national productivity growth
547. Intensity and externality effects of IT on national growth.
548. Re-conceptualizing Innovation compatibility and organizational alignment.
549. Dynamics of implement and managing modularity.
550. Managing innovation in emerging economics.
551. Managing engineering, technology and innovation.
552. Strengths and weaknesses of academic start-ups.
553. Mediated learning, perceived learning outcome of technology.
554. Engineering the engineers: socialization tactics and adjustments.
555. Career stages of engineers in managerial transition matters.
556. customer requirement satisfaction in design specification development
557. Framework for product development process.
558. Logistics and testing of E- procurement systems.
559. E- business process in implementation in several countries,
comparative study.
560. open innovation practice sand strategic approaches to
technology transactions
561. Evaluation of experts for R&D project selection.
562. Projects by team TRANSFORMATION: AN ERP- STUDY.
563. Supplier involvement in Design.
564. Correlation based models of project scheduling networks,
565. Taguchi quality loss function ( TQLF)
566. Analytic hierarchy process of TQLF
567. Reliability enhancement during product development and applications.
568. CPM “s with fuzzy activity times.
569. Acceptance of RFID Technology
570. Management systems from resource perspective and contingency perspective.
571. Leaders influence on the motivation of members.
572. How do organizations learn lessons from projects.
573. Examination of causal behaviors.


574. Exploratory examination for causal behaviors.
575. Exploring and developing radical innovation.
576. Task conflict, integrative potential and conflict management strategies
In joint ventures
576. Logistics and Informatics.
577. Industrial Engineering and Engineering management.
578. Six sigma and quality management.
579. Decision analysis with multiple criteria.
580. Decision analysis tools for risk management,
581. Risk assessment and communication.
582. Decision analysis for public decision making.
583. Innovation and productivity growth.
584. technology based entrepreneurship
585. Decision analysis of public decision making and technological change.
586. Technological foresight.
587. Operations and supply chain optimization.
588. Environmental issues and sustainable operations close lop supply chains.
589. actor networks and collaborative models
590. organizational learning and knowledge management

591. Education in engineering management.

592. low power processors

593. E – cycling and E- waste.

594. conscious conundrum

595. improving safety and reducing traffic congestion, fuel consumption and carbon dioxide emissions.

596. RF spectrum from vehicle to vehicle

597. Recent trends in GPS.

598. Micro-electro-mechanical systems.( MEMS )

599. casimer force, casimier attraction, casimir repulsion.

600. Environmental friendly home fuel cells.

601. up-cycling, closed loop cycling-cycling down-cycling, pre-cycle.

602.


603. Personal, interpersonal, organizational and communication skills: definition of human being, introspection, physical, mental and vital, personality development, inner prayer, initiative, drive and prayer, estimates, measures And self-assessment, approaches, woman empowerment..

Professional Mentoring of Students

Professional Mentoring of Students




K.J.Sarma, Ph.D.,SMIEEE
Jyothi Engineering College
Patancheru-Medak(Dt)-AP.

And

Ms.G.V.Ramamohan, Ph.D.,
Centre for Human Empowerment Studies,
Malakpet, Hyderabad

















To
The One and only
True Mentor of this world



































Foreword 1


I believe that in shaping the conscience of the youngsters the role of the teachers is crucial, as they are supposed to control and direct mental cultural and social development during the stages of the human development.


The teachers should not stifle the creative potentialities of students. Teachers must develop a vision of how an integrated human can contribute to a harmonious society.


In order to consolidate and achieve goals, it is necessary that teachers meet periodically, to create a mosaic of various subject matters, disciplines (braches) and various learning phases to train students with conscience and responsibility.

Teaching mathematics or engineering, when not linked to objectivity of the dynamics of life, creates a very dangerous abstraction in Man’s mind, and this leads to destruction of environmental as well as human life.

It is the duty of the every teacher to prevent the cognitive distortions. A mentor should not deepen the abstract way of teaching the subjects. S/he must humanize his own cognitive development thereby humanizing students.

Teachers are actually the real physicians of the society, trained to prevent and treat psychopathologies underway in nearly all human beings of the planet. The teachers’ humanity should also be scientific and not highly empirical.

A general feature is that the values and commitment seems to be falling, with the advent of time. Most of the teachers and students do not seem to be assimilating the contents properly. It is necessary to revive the commitment among students, teachers and educators.
A rethinking of the methodology of imparting the knowledge to young potentials of the 21st century is the need of the hour. It is necessary to remind the instructors of certain points related to teaching and innovations. I’m confident that this process will yield good results; in the sense of students getting better grades, getting better employment in good organizations and motivating them for innovations.

In this connection the compendium Professional Mentoring of Students, Dr.K.J.Sarma is timely. He joined our college with vast experience in teaching engineering students. He had carried out a cross fertilization of ideas in interaction with several professionals, matured teachers, professional in industry and R&D.

Professor Dr. V. V. Kutumba Rao









Foreword 2

More generally engineers are problem solvers, their education must prepare them for the roles of an ever changing world. Engineers have a mission to serve society and hence a strong professional flavor has to be maintained in imparting the knowledge. Engineering fundamentals have to be supplemented with non technical (soft skills etc) including problem solving, creativity, decision making skills, liberal and humanistic studies and physical fitness.

More specifically the emerging engineers for productive professional careers, in the changing world should be prepared in the disciplines of art of design, critical thinking, independent learning, systems engineering, collaborative proficiency, professionalism and ethics, liberal studies, natural world principles, mathematical fluency and laboratory expertise.

I always strongly believe that if teachers work sincerely, faithfully and whole heartedly, it is possible to bring in some change in the mind set of even the least serious student. If we do not try we are doing injustice to the profession.

Yes! we need to:
1. Think and plan as the transformation pertains to 60 or more students spread
over an year or semester.
2. Prepare proper schedules/ teaching plan of the course, which bring
this transformation and execute in consultation with matured teachers.
3. Prepare Schedule for review and revision, of the whole course before the university exams
4. Plan the minutest jobs even, and make timetable for the course which works.
5. We expect students to be punctual, disciplined and hard working, so also teachers must work hard to make a good teaching.
6. We need to be model for students.
7. We should give sufficiently good class notes (sometimes handouts) depending on time available in a very clear. Precise fashion after referring to various books and question papers, in line with on-line test.
8. It is necessary to give a serious thought and spend sufficient time in preparing the examination papers with sufficient planning; rather than setting, in a hurried fashion. In fact we must test how students grasped fundamentals. A paper set in a hurried fashion means teachers failed to do the job perfectly. Papers must be valued and the mistakes committed must be explained individually.
9. In the case of practical classes, it is necessary to make available clear cut instruction sheets for each lab and each experiment; with possible quiz questions. It will be convenient if this sheet explains some theoretical fundamentals also. In other words meticulous planning is required for practical classes.
10. Counseling has to be conducted explaining positive and negative features, attitudes, of individual students.

There have been a good number of institutions where large numbers of teachers are teaching students in foundations and theoretical aspects of engineering, including scientific principles.

Students capabilities and expectations, aspirations are changing with the advent of time. We need to develop practical aspirations. But certain fundamental principles of teaching remain the same. Teachers need to cater these theoretical aspects in an artistic fashions, embedding their work experiences practical, applied and theoretical), computational experiences and the philosophies underlying the basics.

Most of the aspirations are commonsense related guidelines, but we need to consolidate and impart the same. Teacher must have great patience and generous in dealing with students.

In this book Professional Mentoring of Students, Dr.K.J.Sarma consolidated various guidelines to teachers in the form of implementable points.

Dr.Sarma is known to me for the last two decades as a good stimulator and motivator of young professionals. I hope that this book will serve the purpose of encouraging my fellow teachers.




Frof. R. Nagendra




























CONCEPT/ PREFACE:

Mentoring Student professionals is the outcome of several years of experience, consultations, and satisfaction expressed by professional students.

A teacher has to be Artistic in temperament and Clear and Consistent in expressing the ideas. He must know how to aspire and struggle to develop exceptionally new devices which must be unique.

Success is always sweet, but sweeter if one struggles for it, and sweats for it. There is no end to perfection but only satisfaction.

KJ Sarma expresses his thanks to the Students, managements, fellow faculty members of the Colleges where he worked , friends and family members for the motivation and support rendered in the development, shaping and consolidation of these thoughts.

Mr Sarma also expresses thanks for pointing out certain suggestions for improvements to Ms. Jayasree Gudipati Journalist, Ex. BBC, London reporter for refining certain thought processes in my writing.
.
Thanks are also due to all those who are directly or indirectly responsible in encouraging the authors.





KJ Sarma
















CONTENTS:

INTRODUCTION

I. MENTORING STUDENT PROFESSIONALS:

II. GUIDING INTELLECTUALLY CHALLENGED STUDENTS.

III. INTROSPECTION AT THE END OF THE CLASS/ SESSION:

IV. A SELF ANALYSIS FOR THE TEACHER:

V. PROFESSIONALISM & PROFESSIONAL DEVELOPMENT

VI. INNOVATIVE LEADERSHIP IN EDUCATION:

VII. UNDERSTANDING AGGRESSIVENESS:

VIII. POINTS FOR EXPANDING THE MIND

IX. PREPARING TOMARROW’S ENGINEERS

X. BRIEFLY ABOUT ABSTRACT, SYNOPSIS AND THESIS:

XI. WRITING A TECHNICAL PAPER:

XII. PRESENTATION AND PROJECTION:

XIII. USEFUL SEARCH ENGINES AND WEB SITES:

XIV. NATURE AND HOW OF ASPIRATION:

LAST WORD:

REFERENCES










INTRODUCTION:

One of the peculiarities, of the teaching profession is that each student is like a new
book. For reasons that are not clear students think of the teachers as people who change
things for the worse ! This is definitely not true. In actuality, a teacher is the person who
makes learning a pleasant, educative and self-illuminating process. The ability of the
teacher lies in getting the students to study, to progress, to discover and to become
self - taught.


The student on the other hand is not just a passive receptacle of the teacher’s outpourings
but a product of a two way learning, process of Vyakulata and tamanna.
Most situations / processes described here are relevant to the teacher / taught and
their actual application rests on the judgment and decision making of the individual.
What to guard against and how various situations are anticipated / prepared for is dealt
with. If a book is like house, the summary should be the its binding.


I. MENTORING STUDENT PROFESSIONALS:

The educational process mainly concerns the acquisition by the students of knowledge, understanding, thinking skills, performance skills, communications skills, computational skills, work-study skills, social skills, right attitudes, correct interests in life and so on. A teacher has to see how far his teaching helps, in realizing these objectives.

The six categories of the educational process are knowledge, comprehension, application, analysis, synthesis and evaluation.


1. Knowledge: involves recall of all facts, theories and the required details from memory
and from reference books.
2. Comprehension: is the real insight into knowledge, understanding of facts,
relationship between facts, and interpretation of facts.
3. Application: is the capacity to use the learnt material in new situations,
to solve the problems encountered; only when one has knowledge and has comprehension of it.
4. Analysis: is the ability to breakup a given material into component parts,
by analyzing structures to understand the organizational structure ( i.e., connections between facts)
5. Synthesis: is concerned with synthesizing (or integrating) different pieces of knowledge
(structures of individual components) to create or obtain new knowledge
6. Evaluation: is concerned with capacity for critical thinking and judgment,
which needs all above 5 categories of the process.







Some Suggestions to Instructors:

1. Students must be encouraged to use at least one additional text book, preferably from library. Exciting aspects from different books can be given as reference.
2. Teacher must ensure that students know all required fundamentals, before starting the topic/new subject. He should procure all teaching aids he may like to use. It is also good to ensure that the class rooms are properly ventilated and seating is proper.
3. He should ensure good blackboard, chalk , proper light and proper visibility in the classroom
4. It is good to rehearse, plan & prepare carefully for every period; however greatly experienced the teacher may be. He should plan motivational aspects, even provocative questions to make students think.
5. Immediately after every lecture he may write a note or self assessment, as to how he might have made the lecture more interesting / exciting, so that he can consult the same note before giving the same lecture next time.
6. It is very difficult to cover every detail / all aspects in the class. Rather, stimulating material has to be given and time should be allocated for discussions, questions. He should not be over anxious to help struggling students, except by giving hints. The struggling stimulates clarity.
7. It would be best to make the subject more stimulating, when connected with the previous knowledge in the field, also by clearing any ambiguities.
8. It would be best to repeat the material more slowly in more understandable language, if the Students faces indicate ‘uneasiness’.
9. Students and teachers must realize that, for learning, asking good questions is as important as answering given questions properly.
10. It would be best to start with a brief review of what is covered in the previous lecture, with clarification of any doubts. This will tune the students and teacher from other subject to current subject.
11. The teacher must himself feel and exhibit enthusiasm (involvement) the s subject. Students must be made to feel that what he is learning is more important. They should also be made to feel that learning the subject under consideration is highly exciting & useful.
12. To learn effectively, the students must have a desire to learn. This desire can be created by telling them that the new material is important to make steady progress. Teacher must explain to the students how the current topics are connected with what he has already learnt and what he is going to learn in future in the subject.
13. Terms must be defined and theorems must be stated clearly, carefully and precisely. Each term must be explained with illustrations and experiments if any.
14. Every subject can be taught effectively in an intellectually honest form to students, at any stage of development.
15. Good teaching is one that emphasizes the structure of the subject (schedule), which is valuable to less abled students than to gifted students.
16. Teacher must not teach the subject so fast that weak students do not follow; at the same time he should not teach so slowly that good students are bored.
17. Motivating intuition, encouraging students who make shrewd guesses and emphasizing need for rigorous development of the subject is also important.
18. A good teacher is one who teaches less, but makes his students think and work hard. If he is enthusiastic, he gets enthusiasm from his students.
19. During the process of learning, finer and finer distinctions between similar things must be drawn and concepts organized into more and more elaborate structures.
20. Emphasize fundamentals of the subject every time. He should prepare students to grow with the subject. A feeling of continuous growth of the subject must be given.
21. Students must be given the importance of the subject in real life applications, what they will learn in future.

22. To learn effectively, the student must first have the desire to learn. This desire can be created by asking the student to understand the significance of the concept. It is necessary to see that the student makes steady progress, and he feels happy. Nothing succeeds like success, even in the learning process.
23. As he goes with the subject, he should consolidate step by step. He must go from known to the unknown, from familiar to the unfamiliar, from concrete to abstract, and from easy concepts to difficult concepts.
24. Teacher must try to give glimpses into the future of learning. While bringing advanced ideas into the class room, teacher should stimulate creative thinking.
25. The teacher should aim at the optimum intellectual development of each student, but should not direct efforts at good students only.
26. Success is always sweeter but still sweeter if the teacher / student struggles
and sweatss for it.
27. The lecture notes should change significantly from year to year and should reflect the growth of the teacher with time and his capacity to remain up to date in his subject.
28. Teaching gifted students is a great pleasure and privilege and the teacher must put in extra effort to see that the students stay talented. Giving lectures on topics outside the syllabus would motivate good students, and ensure intellectual growth.
29. Special care should also be taken of weak students, by giving time outside the class and encouraging good students to help them. Good students can grow by teaching weaker classmates. Class must progress as whole. Create a feeling that learning is a joint cooperative enterprise of all teachers and students. A spirit of healthy cooperation in hard work and mutual help must be encouraged.
30. As far as possible the teacher must encourage creativity and curiosity (keystones in learning of a subject) among his students, by mini projects and interestingly, real life examples.
31. The teacher must learn to be alive and active, by learning new topics and be anxious to teach new topics and even create new topics.
32. The motto must be “learn something new everyday, teach something new everyday and if possible create something new everyday”. This ideal should also be transmitted to students.
33. The teaching of a subject must be organized, so that the students get acquainted with new concepts.
34. At times latest knowledge in the subject must be given, if the teacher is convinced that he can give it to them in the form in which the students can understand
35. Teacher must give knowledge of the subject to the student in such a way that
a. He may be able to apply it to new situations
b. He may be able to recall it easily
c. He may be able to correlate it with his earlier knowledge.
d. He may be able to integrate it in his thought process
e. He may be able to think about it with its help critically.
f. He may be able to read, write and even think in the domain of knowledge of his subject.
36. Correct habits of thinking must be learnt /inculcated. It should be possible to transfer the habits of thinking to other subjects. Sometimes it is necessary to identify these habits clearly & explicitly. Further it should also become a habit to think critically, quantitatively, to measure; estimates attributes and compare the processes. In fact the habit of critical thought must become the way of life.
37. Different approaches have to be adopted to different students in making the
subject understandable. Some approaches help, in solving the problems.
Some approaches help in understanding the applications.
Some approaches help in understanding the structure and theory better.
It will be good to compare the approaches to know the advantages of each.

38. Process of thinking may vary from subject to subject. Throughout the course, emphasis must be made on the nature of the process of thinking, rather than the contents of the syllabus.

39. Technical clubs or professional scientific bodies / societies activities also develop organizing capabilities in students. These activities are essential to the culture of the subject which give scope to students to learn something outside the curriculum.
40. Teacher must be intellectually honest with the students. Teacher should not use authority and gestures.
41. The teacher must aim at quality both in his methods and contents.
42. The teacher must tell student, what is being assumed and what is being proved clearly; without lack of preciseness and lack of rigor. An intellectual honesty should be developed among the students.
43. As far as possible, the students should be given intuitive considerations when it is absolutely necessary. He must know the true nature of the considerations.
44. Another avenue to good learning process is by encouraging students for mini projects, as some problems need independent reading with definite goals. Good students definitely find these exciting.
45. The insights have to be expanded and creativity is to be stimulated. The presentation o the concepts of the subject should be made in a challenging, stimulating and exciting fashion requiring a great deal of effort.
46. If an idea appears to be not understood by the students, the teacher must examine whether he himself has it understood clearly and whether he has presented it clearly .He must make a conscious effort to understand all implications of the idea from all corners. He should present the concept from as many different points of view as possible.
47. Class room discussion method / seminar discussions can be encouraged as the student is forced to prepare and prepared to examine critically the suggestions given by fellow students.
48. Yet another approach in the learning process is the discovery approach, with guidance. Any new idea coming from students must be appreciated and mistakes in the ideas should be sympathetically corrected by the teacher. Students get good encouragement by this approach.
49. The teacher should give the students all views on the issue, and allow students make his own judgments, particularly in subjects like social sciences and management. They should be guided properly.
50. The student should be enabled to see for himself the complete path from ‘what is given’, to ‘what is proved’. Very often the students understand every step in a chain of reason but do not see a logical chain as a whole
51. Most of the times the subject has to be given as a whole in the sense by pointing out, how different concepts are related with one another, how they illuminate one another, and how these relationships increase the beauty/weightage /power of the subject
52. In the beginning some concepts appear to be abstract to students, but after a little familiarity with the concepts become relatively concrete to him. This prepares the stage for the introduction of a new idea which recurs ( this is similar to moving in a car)
53. Familiarity is something where in all students’ senses namely hearing, seeing, talking should be involved. Familiarity can be increased by talking about the topic, discussing about it, reading about it and so on. But, only listening will not increase familiarity.
54. Teaching also depends on the nature of the subject. There must be a serene & healthy interaction. The interaction must be clear to both student and the teacher.
55. Subject must be taught as an evolving discipline, as if students are investigating. There must be a greater emphasis on newer concepts than classical ones.
56. There is a need for better organization of existing knowledge, where from motivation has to be taken. In other words better organizing of teaching material for students is important.
57. There is a need for adjustment of teaching patterns to the reaction of the class
58. Teacher must ensure that the students think constantly (holding attention) and do not become absent minded.
59. All efforts must be made to get the whole class involved and actively motivated.
60. There must be repeated return to each topic( concept) in different topics (concept) in different classes and in the same class at different times. Each time the concept is repeated, the treatment and understanding becomes richer, deeper, and more applicable nature of concept in greater depth.(this is called the spiral approach)

61. A lesson can be started with some leading and provocative questions. At the end of the lesson, students must be convinced that the leading questions have been answered (in the middle of the class), the class may be reminded of the leading questions.
62. Voice modulation also is good, if it is effective.
63. Some times the concepts have to be explained in different ways till he ascertains that the students are clear about it.
64. Humor in the class room should be made judiciously. If the students are not reacting to the humor means that the students are not with the teacher.
65. It is important that the students be motivated to use the library and laboratories effectively. Assignments may be prepared in such a way that the students have to make a special effort or effective search in the library.
66. The teacher must, make all efforts that the teaching process is not a one way traffic.

67. Teachers must learn to concentrate. He must teach the students how to concentrate since concentration is very important for education.
68. In the beginning of the course one or two lectures may be given on the main objectives of the course, brief outline of the problems and the structure and the lectures (session plan).
69. Last class of the course may deal with further references and future scope, so that interested students may like to read further for themselves.
70. Each lecture may be planned in the format; review of previous work, introduction of lecturer material, concepts, discussion of results, applications, further consequences, summary and preview of coming attractions. One may not stick to this plan rigidly.
71. Lecture to a large audience needs far greater planning and preparation.
72. The lecture should establish a rapport with the class. The teacher must be approachable, tolerant of ignorance, outgoing, confident, bright, and able to dominate the class with his personality (in technical discipline) and must be able to control the noise in the classroom.
73. A successful teacher should a. vary the volume, in tone and pace of speech to avoid monotony b. weed out hesitations c. when to pass and when to give longer pause d. able to operate all teaching aids for himself e. good planned handwriting f. able to use wit/ humor judiciously. g. not to remain in the same place . h. vary the pace of the lecture according to the need
74. The lecture must stimulate students into learning and enjoying learning in a more
explicit manner than textbook.
75. Feedback can be through personal discussions and being sensitive to disturbances and by being sensitive to disturbances.
76. Whenever situation demands, proofs have to be given by convincing the students.
77. It should be understood that class contains always bright, not so bright as well as dull students. It is good to offer tutorial classes, (more problems have to be worked). Teaching must be aimed at average students as the following of the subject must be uniform. Even weak students also, should not be neglected.
78. Feedback must be sensed by looking carefully at the expressions on the faces. This can also be done by committing deliberate errors, engaging on discussion, quiz questions.
79. Certain points for new lecturers are
a. it would be wise to introduce a new topic with a problem, pertaining to the physical situation, then graphical representation and then any experiment. We need to give sufficient motivation behind the model.
b. in order to make the student feel free to explore you may pretend that you do not know, what you know. But be honest and don’t pretend that you know that which you do not know.
c. stimulate the class for participation, and do not give an extempore lecture.
d. express sportiveness, when some body diverts you to some other topic.
e. it would be good not to drill and not to make a symbolic teaching, but make students clear about the meanings of symbols.
f. be disciplined. Learn as you teach with enthusiasm.

g. be in touch with current and recent developments, by reading professional journals and attend professional meetings. If possible engage in research but not at the cost of teaching.
h. be receptive to any questions related to general nature of the topic, significance etc.
i. take interest to know each student individually.
j. Students minds have to be kindled. They are not vessels which can be filled, the teacher must do the same.
80. Students must be made to understand that no one can give education, and they have to acquire it themselves. This means that we need to tell and create a concern, commitment and responsibility for students about themselves.
81. It must be understood that there is two way learning in the class. It is not that teacher only teaches and student only learns. This is called an open ended situation.
82. After finding / studying carefully the backgrounds and maturity levels, may be by carefully watching the faces, he must discover and adjust himself the levels and the range on either side to tune to the spread in capacity and backgrounds in the class.
83. It is necessary to explain his students, sometimes, as to how to take notes, how to use library, how to write a paper, how to present, how to prepare transparencies, efficient study habits, which increase the learning significantly.
84. The teacher can point out clearly, point of being precise, rigorous, logical and honest by pointing out the pitfalls. He also must give counter examples in each case as he goes along the syllabus.
85. At times the process of investigation of a specific topic also can be explained depending on the nature of the type of students. He must explain the thrill and excitement on the intellectual conquests. Only then students get the feeling of learning in an intellectually exciting world.
86. To give a thrill and excitement and exhilaration of the investigation process/ (research methodology and about intellectual adventures) and explain briefly in an understandable language of his areas of research. In otherworld the excitement of the intense struggles to see the light and the satisfaction one gets, has to be given.
87. The teacher should convince the students by his own dedication to the teaching.
88. Teacher should raise the questions and seek answers in the class. In fact teacher should also provoke students to ask main (leading) questions, and then attempt to answer. Students feel that they have helped, in finding the answers.
89. A saying goes that “to Teach “means “to Draw out”. Which means ideally the whole knowledge should appear to be coming from students only. There has to be a minimal prompting from the teacher. In other words students gradually see the teacher’s need to students becoming less and learning process is more and more internalized.
90. A lecture may consist of a good spectrum varying from a memorizing performance and to informal discussions.
91. Certain advantages of well structured, delivered, excellent lecture are to pose searching questions important points can be emphasized. Complex methods can be organized clearly, new insights can be given, students can be stimulated to independent reading studying (independent and combined) and finally an interest can be awakened with sufficient motivation related to the topic of interest.
92. Class room discussions can be either student centered or teacher centered. The teacher will be requested to use all his skills to see that discussions remain within the limitations of the subject only, and stimulate thinking. Student - centered discussion help in the retention of material and develops a change in attitude to problem - solving and provides a true motivation for learning. Various forms may be
a. Start discussion with questions, raising doubts and further questions, Encourage class room thinking, giving full opportunity to every student to speak.
b. Pick two good students, help them prepare the topic and guide the discussion, with teacher in the background.
c. group the students into several batches and allow them discuss separately and asking to report for plenary discussions.

d. A few students should prepare the topic to discuss with teacher. Others may listen to proceedings.
93. To provoke thinking at higher levels and stimulating library reading, discussion method can be practiced, which of course is not but used in the transmission of information systematically of a new topic. In fact it has to be a carefully planned process. This requires greater self-confidence, maturity and knowledge, on the part of the teacher. Any ignorance can be admitted sincerely and the topics can be taken up after gaining greater maturity.
94. Training in delivering seminars must be given where in the students get advice and help in preparing papers.
95. Students should be given not only practice training in real decision making through case studies but must also be equipped with the capacity for optimal decision making, which are useful in many real life situations. In fact these methods have to be demonstrated by simulated exercises or case studies.
96. Group dynamics method, T – group method, brainstorming method also can be practiced to identify & understand correct problems in S & T and societal problems. These techniques of learning must be introduced by persons of greater experience.
These need greater mutual understanding among the players.
97. It must be remembered that good learning habits will have far reaching consequences, to learn other subjects and in the later life. In fact students must be stimulated to choose and learn other techniques of rational learning methods.
98. Students must be told that when ever they are free or relaxed, they can plan their future and put certain points related to what they should become. They could as well shape their thoughts by writing about
“What do you want to be remembered for?”
99. They must be encouraged to the extent that, they must leave behind, a path for the
progress and a creation, a good design which can be utilized.
100. Subject must be presented to students in an artistic, clear and consistent fashion.
101. Lastly making students more self propelling with ideas and bubbling with enthusiasm also is a challenging task.
102. The objectives of education must also be explained to good students.
103. Teachers must visit certain large manufacturing industries ( preferably Visakhapatnam Steel Project or Vijayawada Thermal Power Station etc), Zoos, and go on trekking in some pollution free forests through the organized tours of APTDC AND youth Hostels Association of India (YHAI) - ( www.yhaindia.org ); to understand physical processes. After all engineering is not science.
104. Please ensure that the room is not stuffy and at least some windows on all; four sides are open and ensure that there is a proper circulation of air.
105 A teacher in an engineering college makes you to study the subject and makes you to understand the engineering angle towards the subject. S/he makes you learn the theory, then design, build and see their practical application and clarifies the spirit of theory. All this is done, with in the period, between four walls.
106. Some may define teacher to be a leader, who has a guiding vision, passion, integrity, curiosity risk taking with dedication and charismatic.
107. As far as possible prepare pictures, meaningful graphs, charts, flow charts, physical models (entities) for most of the concepts. While teaching technical subjects take the devices or components etc, to the theory class and place them on the teacher table.
108. Budding teachers must recollect and think of not committing the same mistakes; which they thought that their teachers have committed.
In fact there is no single definition of good teacher. In a true sense some define him to be one who informs and transforms, some define him to be who inspires and enables to discover the true potential of his student; some define him to be a lateral thinker, some define him to be one who guides in learning to learn and not impede learning. Lot of effort is required by both teacher and institute in shaping the student. Collectively a sense of purpose and vision alone would create the right kind of learning environment where good teaching can flourish in the pursuit of excellence.








Certain Quotes on Teaching:

Over and above all the wisdom of the following messages for faculty members,
is worth remembering .

“On the character and ability of the faculty members will the character and success of the Univ. of Illinois depend more than upon all other circumstances taken together. Buildings, cabinets, libraries, rich endowments will all be in vain if the living agents—the professors – be not men of ripe attainments, fine culture, and eminent teaching powers.”
“… A good college professor should have the three fold qualification of the eminent and extensive scholarship, at least in his department; thoroughly tested ability to teach; and high toned gentlemanly character and culture. The first two are indispensable qualifications; the third will never be overlooked by those who have marked how inevitably and ineffaceably the teacher impresses his manners and habits upon his pupils If culture is the better part of education, high-toned character and genuine courtesy of manner and feeling are better part of the culture.”
----- designed by the Univ. of Illinois Board ( 1896 )


The business of the teacher is to suggest and not to impose. He does not actually train the pupils mind, he only shows him how to perfect the instruments of knowledge and help and encourage him in this process. He does not impart knowledge to him, he shows him how to acquire knowledge for himself. ----- Sri Aurobindo

A teacher can not be without character. If he lacks it, he will be like salt with out flavor. A teacher must touch the hearts of his students. Students imbibe more from the teacher’s own lives than they do from books. If teachers impart all the knowledge in the world to their students but do not inculcate truth and purity among them, they will have betrayed them. ------Mahatma Gandhi

A teacher should, above all things, first induce a desire in the pupils for the acquisition, he wishes to impart. ---- Manu

A teacher must be a committed man, committed to the future of man, to the future of humanity and to the future of his country and the world. He must work with the implicit confidence in the power of humanity, in the recuperative power which it has and with which it can cleanse and purify itself. S. Radhkrishnan

You cannot pour out of a vessel except that you have put into it, and if a teacher is a poor and shallow from within, if there is no sparkling wine in him, he can not quicken the mind or humanize the emotions of his children; if he is not a lighted candle himself, he will never be able to light up the flame in the other. --- KG Saiyadain.





If a teacher himself does not possess learning, how can he impart it to others? A lamp cannot put light into other lamps if it does not itself burn and sheds light. The teacher who merely represents bookish knowledge mechanically can never teach anything and can never inspire and without proper inspiration, independent creative faculties can never develop. --- Tagore
No teacher who is not a master of the field, who is not in touch with the latest developments in his subject and who does not bring to bear upon his duties a free and untarnished mind will ever succeed in inspiring youth with love for truth, which is the principal object of all higher education. --- University Grants Commission.

If we give up ‘ covering material’ as our objective, if we provide as convenient as possible access to knowledge to our students, if we permit the role of individuality and individual style in learning and teaching and if we provide a really active interplay between direct experiences of the world and reflections upon the world, we would have a revolution in the way we teach. ---Morris Keeton

Charisma in teacher is not a mystery of nimbus of personality but radiant exemplification to which the students contribution is a correspondingly radiant hunger for the learning. – W. Arrow Smith


The educational process is seen to involve three steps; comprehension, recall and creative thinking. The student and the teacher are a team dedicated to the maximum realization of these steps by their own best efforts, expended both singly and jouintly. -----MIT Committee.


We need to teach enthusiasm for learning, good habits of learning, good characteristics of critical thought and an eagerness to accept the challenge of new situations and of new problems in daily life. Each class session needs to be planned by the instructor with these larger objectives also in view. Technical competence in a selected group of subjects is not enough, the student must learn how to acquire new knowledge on his own, how to appraise it and how to use it wisely. --- MIT Committee












II. GUIDING INTELLECTUALLY CHALLENGED STUDENTS:

1. Students can be told that they should use only one standard book.
2. Formulae have to be given as a handout after explaining the same.
3. Perhaps teacher needs to talk slowly and most of the material has to be written on the board. Notes have to be given and must ensure that everybody writes the class notes.
4. As far as possible subject must be given, through figures and graphical interpretation of the concepts, which make the teaching more effective.
5. Placing a physical device on the teacher’s table also would have a non-negative effect.
( A look is better than a book ).
6. More practical aspects and real life examples of the topic could also motivate and induce involvement.
7. Some times by checking the class notes, any doubts can be identified and clarified, obtain feedback.
8. Definitions of the terms must be dictated and more number of tutorials to be conducted.
9. Session plan in each subject can be given to the students, at the beginning of the session.
10. Explaining in the Native language should not be encouraged.
11. Subject must be covered just like the formation of the spider’s web, or like going up, the steps of staircase ( with links as we advance into the syllabus).
12. Repeatedly students could be motivated through Strengths, weaknesses and aspirations Performa. (a case of introspection for Students ).

13. As far as possible, teacher must prepare new notes, of the same subject, every year.
14. Student-centered guidance, or individual attention outside the class; wherein most of the doubts could be cleared in the cabin of the teacher.
15. If a good number of students with similar doubts are present, then more tutorials must be conducted. This pertains only to the current semester’s subject. Of course more teaching and more man-hours are necessary to guide weaker students. Tutorials for supplementary or students having backlogs can also be planned.
16. This requires more devotion on the part of the team of working teachers. After all the capability, concentration and energies are limited.
17. True philosophy behind each concept has to be given clearly.
18. Teaching to more intellectually challenged students, needs more patience, more man-hours of concentration etc. It is further more challenging, if these students have to be brought to the level of gifted students.
19. Teaching slowly until each student follows, dictating the notes and at the same time trying to cover 50% of the syllabus would be better.
20. Perhaps it is necessary to ask them to repeat certain points, along with the teacher (like a play school).
21. The idea of how to make the students think and do more can also be practiced.
22. Fundamental must be reminded and repeated more frequently.
23. A strong desire to learn should be created, enthused through pictorial, graphical interpretation with interesting real life illustrations.
24. Possibly a great desire and excel has to be created among the students. It is clearly a colossal task to think of making the students relatively self propelling potentials, to bring them on par with the gifted students.
25. Devoted teachers, heads of the institutes, and management have to put in good team work to achieve this end
26. We need to put a greater tamanna, aspiration in students’ minds.




27. The students must be requested to limit other activities like cricket, socialwork etc for some time. It is a question of, occupying the brain with thoughts related to studies.

28. There is a need to train the students in good listening habits, thinking and comprehending habits, notes taking habits, and better time management habits etc.
29. They must be trained in better breathing and good techniques of relaxation to get relieved of the strain.

30. There is a need to make introspection as to how to improve student’s desire, wanting, concern, enthusiasm to learn and retrieve.
31. For each model or concept certain intuitive approaches have to be designed so that the students can do better memorize. This needs good team work of some teachers
32. Asking every student to utter of concepts in the subject, either once or repeatedly can induce the desire to learn.
33. Abstract nature in the subject has to be removed and most of the concepts have to be made palatable.
34. Stimulating thinking also controls restlessness and wavering and improves desire to learn.
35. In the beginning of the semester teacher tunes by coming down to the level of the students, but at later stages, students must be told to tune to the frequency of the teacher.
36. Better organization of the knowledge at each level is stressed.
37. Group activity and combined study habits must be encouraged and monitored carefully.
38. If the students find the teacher to be more devoted and involved, some students may get the desire to change.
39. Frequently questions from old papers have to be worked in the class.
40. More innovative and intuitive assignments of the lines of the problems worked in the class could also generate the desire to learn.
41. Some times you should be moving into the students rather than staying in the same place.
42. As far as possible don’t try to be arrogant, pompous, and sarcastic and don’t bluff.





















III. INTROSPECTION AT THE END OF CLASS / SESSION:

Class: Subject: Date:


1. What was presented in the class?
2. Are my points clearly explained?
3. Are the examples / problems chosen interesting, and exam point of view?
4. Did I start each key point clearly?
5. Did I explain the beginning and the end of each of the main points clearly in an understandable fashion?
6. Did I summarize and conclude the class properly.
7. Did I reach a comfortable stop?
8. Is the organization of the material clear (clearly structured)?
9. Did I speed up the lecture?
10. Did the whole class hear and see me clearly.
11. Did I use the eye contact to involve or created a threat.
12. Am I fluent verbally?
13. How effectively did I use the black board or OHP?
14. Is my vocabulary comfortable to the class?
15. Did I make use of the pauses and silence?
16. How much percentage of the students was attentive all through the class?
17. Did I avoid vagueness and ambiguity?
18. Is the presentation made as interesting, as I can make it?
19. Did I justify the class to the satisfaction of myself or the students or both?
20. Did I establish a rapport clearly with the class?
21. How much is the confidence with which I made the presentation.
22. Did I stimulate / encourage the students to ask questions.
23. What extra skills did I use to make the class interesting? How can I improve for the next class and what is needed.
24. Did I go to the class on time?
25. Did I review what was explained in the previous class?
















IV. A SELF ANALYSIS FOR THE TEACHER:

Strengths
Weaknesses Aspirations
I hold M.Tech degree I have only a B.Tech. degree I wish to complete Ph.D. degree from good university

Generally I take the class very regularly on time I go a bit late to see students relaxe slightly I wish to see students concentrate well
I am truly systematic and highly organized in the presentation of the lesson I am haphazard in presentation I wish to present systematically problem, theory, graphical & pictorial models and many problems
I prepare at lest 2 hours for a class of 1hour duration I glance the old notes and go to the class I wish to see 100 percent of what I deliver goes into the mind of the students
My voice reaches the last person sitting in the class( clear, distinct concise and no stammering) I have a low tone and speak facing the black board. I wish to look into the faces and present pleasantly
I maintain full confidence all through out the class I am a bit nervous in the beginning I want to be highly actively participate from the beginning till the end
I always go to the class with notes register, chalk and duster. Generally I go to the class carefree and ask one of the students to get the chalk and duster --
I am serious with assignments I am generally is not very particular of assignments I wish to assign assignments and correct and return the same on time, and also conduct mini projects.
I explain and dictate some notes I never care to give any class notes I give a handout /at least glossary and see that the students study well
I admire and respect the teaching profession I just don’t like the teaching profession and has joined only as a time gap to meet my expenses I whish to execute the job well with at most care and success. I wish to continue as a teacher for the whole of my life
I am happy to take any suggestion related to teaching I get irritated to listen to suggestions I give a chance for suggestions and tune them to fit to the class I handle
I am tolerant of disturbances, sometimes I request students to maintain silence I expect pin drop silence in the class --
Students generally say that they are happy with my class I am not very particular of any appreciation I WISH TO GET best teacher award at international level






V. PROFESSIONALISM AND PROFESSIONAL DEVELOPMENT

Professional, is one who strives for the advancement of engineering profession as a whole, and the establishment of standards of qualifications and ethical conduct – in order to enhance the quality of life, for all people through the world; through the constructive application of technology in his field of competence and promotes the understanding of the influence of technology for the public.

There are certain things to do for professionals besides being sound ( engg. effectiveness in theory and practice), in his chosen field of engineering.
a) They must learn to be assertive, frank, get rid of the inferiority complex, and take pride in the
hard- work of many years in acquiring the experience.
b) They must learn to take note of the factors responsible for the deterioration of engg. Education, quality of life and ethics.
c) They must learn to put strong resistance to, negative trends in engineering education.
d) Express freely against the ills and damaging trends in engineering education and profession.
e) Support whole-heartedly various activities undertaken by various agencies to improve the situation, related to engineering.
f) They should avoid politicizing and dissociate from politics, politicians, and bureaucrats.
g) Take much active part in technical and professional activities.
h) They should not decay professionally and remain current with modern advances in their chosen field of interest. They should become competent and confident about their knowledge and specialty.
i) Strive to executive every thing possible, individually and collectively to enhance the image of engineering profession and status of engineers.
j) Also they should rise above their self-interest and usual gains.

In the development process, there is a need to balance economic and material achievements with strong commitment to cultural and moral values. A true professional, practices a high level of professionalism and justifies the position he holds.

A commitment & disciplined personality will carry out his duties deemed as appropriate, morally responsible and, maintain high level of integrity in executing their job.
Professionalism is more concerned with practices of the chosen field and, not in being aware of it.

Certain characteristics (code of ethics) of professionals are given below. He maintains good
 Integrity, which can not be influenced or bribed and views the character as main capital for the success.
 Treasures his integrity as his credibility capital.
 His moral principles are never sacrificed.
 Practices integrity in all his approach and practice.
 He is an expert in his own specialized field.
 He has a great sincerity and enthusiasm in promoting and upgrading his area of practice.
 In fact, his mind is turned towards perfecting the actions and realizing results day to day.
 He puts unstinted efforts to build his skills, knowledge and expertise and experience; to the level to which he justifies the jobs assigned .
 He is fully committed, to give his best in an unbiased fashion.
 His competence allows him to excel and render top quality services.
 In his commitment to perfection he should take time to understand the needs, desires and gives a better solution.
 A true professional has excellent interpersonal skills. He who listens and communicates effectively, without hiding the facts.
 He works well as an individual and also leads teams.
 He is a role model of the methodology of executing job, with enthusiasm, sincerity, presence of mind, confidence and friendly disposition.
 He is one who views his profession as a calling, to help people to solve their problems.
 He has a deep sense of pride in his profession and will do everything ethically to project the reputation.
 A true professional is a tough minded optimist.
 He is positive in his mental attitude, strong determination & perseverance to obtain good results.
 He deals with challenges and difficulties in his profession with a sense of calmness, self-control, strong determination & perseverance, and helps fellows to experience the brighter moments.
 He has more interested in total development( intellectual, social, psychological and physical fitness)
 A professional may succeed materially but a true professional achieves a total success and happiness. The search for professionalism is his journey. There is a need for great effort and discipline to achieve the goals.
































VI. INNOVATIVE LEADERSHIP IN EDUCATION:

A leader in educational institutes is one who heads the teams. He may be head of the department of a particular branch OR specialization, he may be the leader of the special research team of the project and may be required to guide the fellow teachers and students with a specific purpose; to make a program or project a good success.

Innovations can be made in teaching & learning methodologies, administrating to prepare good research and development teams and encouraging such of the above activities.

Certain fundamental ethics and principles are the need of the hour. Introspection at every stage and at every time should be done . He should be reminded of main objectives of education.
a. Interested in encouraging innovations but priority should be given to teaching.
b. They should not be too much bureaucratic and rule minded.
c. Hierarchy will be good, but too much red-tapism is no good. Misuse of authority should not be done, egoism is bad.
d. Should have clearly under stood of their position and importance, and that they are not ultimate saviors or protectors alone of education.
e. Progress must be the primary goal and should not hamper or delay, if large amounts of money is not involved.
f. Should also be interested, in main objectives and goals of organization and should not eclipse a true progress for the sake of authority/ language of power.
g. Moderate facilities for relatively good academic environment should not be forgotten.
h. Decentralization and control with uniform policies will be better than red-tapism etc. More generally he should be of imaginative, helpful, emotional, passionate and cooperative as we deal with humans.




Further certain high handed approaches being:-
1. He should be one who should command and control only with his influence exerted through model qualities of leadership, professional competence and role modal rather than like a business manager.
2. The principles of superiority and subordination would spoil the health of the organization as, most of the colleagues are equally qualified and same intellectual capabilities.
3. They need certain level of dynamism, drive, dedication and objectivity.
4. He should maintain absolute impartiality and non-partisan behavior and impartiality may also be visible in actions.
5. He should be one with sound academic distinction, demonstrated teaching ability and leadership in student administration.




It was said that ‘a hierarchical standardized, impersonal assembly line operations ( of industry) will leave the staff unchallenged and the students cold and untouched”. It should be understood that discipline is maintained by means of the silken bond of inward cooperation inspired through loving regard day in and day out rather than heavy handed disciplinary approach.


Leader should be more open-minded than leaning. An atmosphere of freedom filled with the oxygen of voluntary effort, balance and self-control are to a leader; what patience and perseverance are to a seeker of truth. Maturity and stillness comes with understanding but not with age and time. Conflict should not be suppressed but resolved leading to harmony.

Value of the leader increases with the following:
A. Sufficient planning and preparation.
B. Thought fullness and helpfulness to others. Happiness can be created in your people, only if you yourself are happy.
C. Must encourage and direct to improve talent, help people to grow,
D. Loyalty can not be compelled or purchased, rather it is earned.
E. Persistent efforts towards perfection and continuous search for new techniques are necessary.
F. Lead not through your own comfort but struggling more than others do.
G. Strenuous days and sleepless nights are the price of leadership.
H. Challenges, stresses and strains would push leaders into exploring new ideas, discussions, new solutions.
I. Future vocational demands are unpredictable and one must keep pace with advancing frontiers of knowledge.
J. Required high motivation and effective communication.
K. Teaching and students-welfare are compatible. It should be the interest of the leader here that continued association with the theoretical and operational aspects.
L. Inspires colleagues through conducting challenges IN NEW AREAS.
M. He should design feasible programmes to generate enthusiasm and idealism, but does not exercise authority and power.
N. He must give sufficient freedom and flexibility without compromising on essentials.
O. Degree of devotion to work, struggle to keep abreast of developments in his field and obtain student feedback on his works.
P. His own academic distinction and publications are important.
Q. He inspires his fellow teachers to revitalize their heritage, and scholarship by cross fertilization of the ideas with young minds.



A true leader always endeavors to elevate the overall quality of the organizational objectives
He should not find excuses for his failures. He turns every failure into a brilliant blue print, for the better future. He is a man who attains maturity from job to job and leaves a bigger job to others.
In brief the three fold duties are mainly
A. Initiates work-procedures and continues (create and sustain) with a climate of diligent work in the institutional building.
B. A sense of belongingness, involvement, commitment in the pursuit of knowledge & excellence and motivates his colleagues.
C. Develops plans to link and compromise with those staff and students interested in development.











VII. UNDERSTANDING AGGRESSIVENESS:

Peace gets promoted only when the basic needs of the population are fully satisfied. This leads to a harmonious society envisaged by most enlightened men. A related, information and the necessary tuning should have been transmitted to children in the early phases of the cognitive development.
In-fact the behavior that escapes and deviates from the original principle can be controlled.
This controlling or limiting greatly depends on the parents, educators, teachers and the government at the global level. In other words the harmonious dynamic education of students, where order, justice, freedom and social harmony should be ensured.


Professionally hindering the creation and distorting the normal process is also responsible for the deviant situations. So it is necessary to focus attention, so that no one escapes one’s own natural and social duties. Also knowledge, projects, procedures, methodologies and phrases are needed in order to make it possible to overcome ideological, political, economic, religious barriers which are defended by inner cerebral biological mechanisms.
How to impart such knowledge? It is necessary to investigate human issues at the service, for the development of the objective parameters; which consider the dynamic values of human individual in his psychophysical integrity.

Aggressiveness should always be condemned by common sense whenever it produces damages to people or things. By a process called cerebral homeostatic, (a dynamic equilibrium of the living organisms), to organs of sensorial perception ( a gate way between internal world and external physical environment) , it is possible to preserve the order.

The flow of the energy through the organs visual, auditive, tactile, gustative, olfactory, thermic, etc., has to be integrated with the cerebral systems.

The human brain must always preserve the equilibrium between the physical internal environment and the external one. Each external information entering, the neuronal structures, is either integrated with in the cerebral system or refusals, when it is possible to associate with brain’s global activity.

The refusal triggers defenses of CNS, thus resisting the impositions for information. The external information opposes the defensive cerebral system; yielding disequilibria, tensions, anguish etc. Hence the imbalances under psycho-pathologies, deviances, abnormalities, discriminations etc, cause aggressiveness and then competition..

Hence, in order to integrate; each individual must take an active part with his cognitive background and enrich the interaction, paving way for global growth of the individuals and get rid of negativity.

Thus aggressiveness propels competition in positive or negative direction. Competition is said to be positive when it promotes a serene interaction and not an underhand interaction, aiming to prevaricating the ideas of the fellow men. On the contrary, competition becomes negative when indirect, and violence is used in order to impose ideas without integration.
Thus society is characterized by competitive struggle and this definitely is imposing interaction.

The job ahead is to make justice to a society dominated by political and economic factors, for attaining the supremacy and victory. How to achieve peace in the world in the midst of competition, which can be controlled by the brain’s mechanism of aggressiveness?
So let the world develop a knowledge that is able to hinder the negative mechanism of aggressiveness, working regardless of our will and motivating the desire for freedom of each human being.
Man is aggressive mostly because of necessity, because of feeling of being jeopardized and because of being attacked.

And as a consequence he responds with momentary flight or with a counter attack, if he is able to do so. Flight or attack, are the two biological means whereby an individual or his brain responds to situations by negative means.
Civilized Man by means of education and culture, senses the flight / attack and harnesses creativity.
A simple man with little culture and due to lack of cognitive cultural instruments becomes violent immediately and attacks for a little damage, caused to him.
Flight and attack can not be the choices in relation to the respect for life and dignity, since the man’s dignity must always be respected whenever he is in danger. There is a need to search for life in its dynamic fashion.

The superiority of the political and economic factors over other factors is just arbitrary extrapolations of materialistic life, which is yet to be understood to integrate to use for productive purposes. In fact the the peace and respect in the families, societies and nations are spoiled unless the competition, discrimination and superiority are buried?

The goal of human knowledge can be seen through all the fields of cultural research. In other words, the integration of the results of various domains of investigations, must give a concrete universal responses, fit for motivating life. Hence the aim of the mankind is to attain a universal educational culture, paving way for the respect of life.

Therefore we must educate and train Man’s conscience for society, with universal cultural. Teaching younger generations at school stage, with regard to equanimity for biological reasons, justice, freedom etc., by furthering integrative development and experience with all the human beings
resulting qualitative improvements.

In conclusion every human being desires to live in peace and he wishes to be a protagonist of his existence which dynamism calls for freedom, justice, and serenity in order to peacefully coexist and exchange his experiences with all other beings.

















VIII. POINTS ON EXPANDING MIND:

1. There is a need to expand or broaden the thinking, which means expanding the mind space. This leads to expanding the aspirations and expanding or broadening the universe.
2. It is necessary to improve the technical talents, design caliber along with grades. Confidence of the students must be improved by design skills, which is likely to improve the true merit. Students must also be trained in lateral thinking.
3. It is also necessary to make introspection and draw a line between teaching,
and learning with out any confusion.
4. Desire, enthusiasm, ability to think and implement along with fluency in the subject
have to be, created, with greater introspection and teamwork.
5. We also need to think more on more effective learning methodology and communication skills for teachers.
6. The capabilities of certain gifted students must be identified, think of drawing out the potentialities by encouraging students in preparing physical models. Unused productive capabilities get diminished. If you don’t use it you will loose it.
7. All educators over the world repeatedly lament on the need for good engineer. A good engineer is one who is sound in physics, mathematics and communication skills along with other knowledge of engineering skills of the chosen branch.
8. Several educators insist students and staff have to be sensitized to industry environment
9. There is a need to train students in higher order academic skills like analysis, abstracting and modeling along with responsibility of own learning.
10. Some industry leaders suggest that all engineers and scientists in this 21 st century should develop an inventory of talents and skills to forge ahead. Whether a person is a student or a matures practicing engineer, the skills needed are
A. Basic Skills (which are solid technical education, logical thought process, good work ethics sand computer literate).
B. Some Extra Skills ( these are communication skills both written and oral, report writing, marketing, understanding of finance), and
C. Certain useful Skills which needed improvement ( being a team player, Assertiveness, frankness, transparency, dedication to work, persistence , global perspective and multiplex capability )
11. Networking has to be effectively utilized for greater search of knowledge and creation of new knowledge. We need more focused information searching techniques. A faster brisker collection, sharing has to exist among the professionals.
12. Teachers and students must be affiliated to professional technical societies to keep abreast, of the advancements and build a strong professional base. These will foster technological innovations.
13. Every individual (teacher or student or any professional) must have a vision. People must create vision, and vision is supposed to generate missions and missions’ are responsible for productivity and wellbeing of the country.
14. The world is complex, and world is changing faster in several directions. Man can be active only up to the age of 60yrs, which is an indication of urgency to learn and grow faster, co-operate, share and implement. There is excitement, exhilaration to live together, work if people have concern, commitment and work cooperatively to contribute to society.
15. It is necessary to seek, accept and offer honest criticism of technical work, to acknowledge and correct the errors, and to credit properly the contributions of others.
16. When you compare yourself with somebody, you develop frustration, but you compare you with yourself. That is compare your performance of today, with your performance of yesterday and identify a sequential betterment. You will find, more exhilaration in life.




IX. PREPARING TOMORROW’S ENGINEERS:

• Engineers should have a positive, social responsibility, to make ethical judgment about goodness and that engineering functions, as a useful profession as surely as medicine or education.
• Engineering with a conscience is just plain good, long range business. Many issues are complex and in the long run their eventual solutions will require not only individual engineers but also corporate and other institutions to act in good conscience.
• We need to remove the barriers and collaborate. Then only we can contribute to the society. We need to learn of communicate and communications, must start as early as possible, preferably in the college undergraduate years, or even earlier.
• Students should be made sensitive about the impact of prospective technologies on the society and the environment. We need to emphasize on transforming UG engineering education from being individual competitive (class rank) to one of the collaborative team work. Education must position engineers to keep learning. They should be allowed to involve in inter-disciplinary problems involved, to develop an implicit knowledge base( a sixth sense), which is something that you experience to learn as opposed to explicit knowledge where in you read and memorize. Students should be made to understand the questions like; How do I use this instrument, How do I use these data?, How do I get the right answer?, How to improve and find technology, which helps the challenged?
• Some of the ethical lapses like, falsifying the data, misleading the colleagues, taking credit of others work, putting on the market a product that is unsafe & harms the public (someway), fatal or minor accidents like, the placement of the gas tank on the automobile etc need more thinking.
• More generally engineers, engineering managers, faculty and corporate managements should focus on the potential ethical dimensions of design decisions.
• More women must be encouraged for the careers in true engineering and also for the economic well being. We can not afford to lose creativity of large groups be it in any corner of the country.
• Teacher or professor should now need to be much more of a facilitator. The (internet) technology must allow students to tailor studies around their hours of employment to participate from different time zones, leading to distance education and learning. But people need to address the quality of courses which are being offered.
• Managing creativity is about taking diverse group of people with diverse skills and getting them to produce a brand new thing. Device a series of lectures on creative process relating to the design of a particular thing.
• Engineering is the epitome of invention, needs a foundation in the analysis & discovery of physics on which to build (design of a transistor). Thus creativity is the beginning of a common language, wherein we see that what makes all disciplines hold together, you have a way to ascertain the quality and the value of people’s contributions. People should not be judged on the basis of analytical contribution, rather on their inventive capabilities.. Viewing creativity as having the components of both discovery (analysis), and invention (synthesis); allows one to see commonalities across fields that are usually viewed as separate. Engineers need to think along negative paths to see how the product might fail and envision, how to mitigate the effect of failures. One must work on a failure modes and effects analysis, asking “what if “.









• Focus on what really needs to be done with clearer mind to concentrate on the core of the problem in-front of you, free from all encumbrances and egoism, free of craving for great successes. This will lead to true happiness. Go forth and select something you want to do, that is a good thing in the Lord’s sight, then study on it work on it , live with it , work harder at it than you have ever worked before. Just enjoy your total immersion in it. You will be left as the happiest person in the world. You should do your work because it is good thing to do.





X. BRIEFLY ABOUT ABSTRACT, SYNOPSIS AND THESIS:

ABSTRACT: Abstract should be the introduction of the book, for the reader. It should summarize in a succinct and precise fashion, the scope and purpose of the book or article. It can be of a general nature giving an overview of the book / article or it can be more specific, if it is addressed to a particular section i.e., students / teachers / industry / scientists. Too many details should not be given. They create a clutter. More important is that, the reader may discard after reading the abstract. The abstract is the foundation, for a successful readership

SYNOPSIS: This is a general survey of contents. The material written by the author, should be presented in a most effective way. It should be a pleasant, unobstructed, in view point to what is there and, what is lacking in the book / article. It should set out the basic facts and can include hints on what to look out for.

THESIS: Since a thesis is basically based on the researcher / studies / teachers statement or theory which has been proved or supported by research, it should have, a thorough exposition of the technical aspects involved. It has to be graphic, skillfully presented and communicates the author’s thoughts effectively. It should have good illustrations represented in visual forms - they should be functional, informative, suggestive, and representative. Inconsistencies, spellings, (factual errors- dates, bibliography names, logic) must be eliminated. Material must be organized and sequenced in a fitting way. Cross-references, scientific nomenclature, terminology, formulae etc, should be clearly made out.














XI. WRITING A TECHNICAL PAPER:

In the following we review the structure and organization of a technical paper. A paper relating to a Technology and scientific disciplines should be a concise one.

The purpose is to convey the ideas and results to the readers in clear, consistent, compact and artistic fashion. The reader must get the idea in the least possible time, depending on the nurture of the subject. It is best to follow the nomenclature, generally accepted in the subject. In case of a new concept is introduced, it may be specified clearly.
The title should be concise and must be targeting properly (to the point), approximately less 10 words in length. Information must be packed carefully but accurately into the title.

A summary or gist or essence of the paper is called an abstract. This abstract is a description of the problem, the solutions procedure followed, main findings and the main conclusions expressed briefly. References to the previous works should not be made. It is best to limit the length of the abstract to 100 words.

Some selected short phrases indicating the tools use called technical words, will generally be specified as key words relating to the paper. This will help indexers, which will facilitate a searching easy. These may be from 3 to 10.

Then follows is the body of the paper, which sequenced into the introduction, the model, the implementation and the results (beginning, middle and the end). In brief the answers to the questions like ‘why did they start, what did they do, what did they find, and what do the results mean’, should be dealt in detail.

The background of the problem will be given during the introduction. The meanings of the symbols, and notations used, possibly some of the fundamental definitions required for the understanding of the subject, which follows will generally be given in the beginning of the introduction. This will highlight the importance of the problem being discussed in the paper, and the progress, the predecessors made, circumventing all the available solution procedures. It is best to mention, describe and give references to all related works.
The reader must know the state of knowledge before the study of the current paper. This should not review the whole history of the subject. Computational techniques, which are already clearly published, descriptions available and accessible (in books and journals) don’t have to be given, but modification made in the present exposition must be carefully described. The proposed solution procedure, should be described briefly with explanations, giving difference and extra material of the paper, over those of the previous studies. In the last part of the introduction, it will be fitting to present the results of each of the parts of the paper.

In the part on system model, the proposed model should be described. This contains all the assumptions required for the model, stated clearly. It will be necessary to examine the assumptions, whether they make a sense or not. Some times it will be necessary to introduce the assumptions to make the problem mathematically tractable and reflecting some of the real world situations. The assumptions of the proposed model may not fit or hold in more generalized setting. At least it is better to quote the instances where the current model’s assumptions hold. It is best to examine the fitting nature of these assumptions much in relation, to the current model and the conclusions of the paper. As far as possible pictorial explanations if given would give, a totality to the current technical exposition.





Numerical results will have to be generated from the model. The results have to be presented systematically (in an understandable form, generally in the form of tables or curves or figures). It is, preferable, to choose the values of the parameters from the systems of real world, and compare the results with those of the existing studies. The description of the results is the heart of the paper, as it is the communication of facts, measurements & observations gathered by the research worker. They must answer the question, what are the actual findings?

During the interpretation of the numerical results by figures and curves (processed data), we should discuss the behavior of the curves and what sense the assumptions made. It is better to indicate the sources of raw data.

Generally in most of the modern studies, simulation of the model will have to be described while validating the system model with its assumptions. In such cases it is important to present the average values of the simulation results along with confidence intervals. Here it also important to explain what is being simulated, simulation time, the language and the system used for implementation.

In the final analysis the answer to there questions, ‘what do the results mean’ and ‘what gaps in the knowledge remain to be filled?’ have to be discussed. The reader is greatly helped, if this contains, a firmly and clearly stated information.

In the section on conclusions we summarize, what have been done and make the conclusions based on the results. If possible we can throw light on what would be the nature of the future research.

The list of papers indicating the sources from which the author has obtained the information of the paper will be given under the subheading references. Different journals follow different formats in presenting these references. So it is advisable to follow the same format suggested. If one of the authors of the current paper, has a conference paper or publication, it is better to give it, in the beginning itself. One can also give reference of research reports, internal memos, private correspondence etc. But the sources quoted must be relevant and accurate, failing to cite, also deprives readers and others workers.

Some material that might be essential for the in depth or complete understanding of the paper is generally given under the appendix. Some of the mathematical proofs that are believed to improve the complete understanding of the paper are also included in the appendix. The figures are generally placed immediately after they refereed in the text.




















XII. PRESENTATION AND PROJECTION:

The OHP presentation gives a visual support and enhances better communication of ideas. This helps the audience to note the points clearly and follow the information more closely. There are more advantages than disadvantages. In fact drawing large figures/ circuits / systems wastes a long time, and a handout with a good explanation of the slide greatly helps. Thus visual relief is a great soother.

As far as possible make a better quality printing of the slides (or with good handwriting on the transparencies). Few careful points being
i. There can be only 6 lines ( points ) for each slide and each slide can have not more than 8 words ( or only 40 words per each slide ), which means that letters must be of more than ¼ inch when projected. This can be increased to ½ inch if the class room is of length 30 feet or more. Also spacing between the words has to be well planned; so that the letters will not look merged (Slides should not look overly populated). Certain important points can have different font, for a greater understanding.
ii. New topic should always start on a new slide. If a photocopying of a book is made, you must ensure a quality photocopying and enlargement must be done, so that, the letter size is ¼ inch. You must ensure that the projector is compatible with the computer.
iii. The slides must be well structured. Moreover what is written on the slide should not be spoken ( readout). What is spoken will be in addition to what appears on the slide. Some times the spoken words complement to what is appearing on the slide.
iv. Fancy fonts can irritate the audience. Ariel and times roman look well and elegant and are liked by many. Maintain uniform font type. Entire text may not be capitals, which looks monotonous and induces sleep. Red color can be used only for titles, fluorescent colors are only for the highlighting the text written in solid colors.
v. A better presenter can put forth the ideas better. Self training makes presentation good job.
vi. You must position the projector so that the speaker does not obstruct the screen. Projector is directly in front of the centre of the screen, which prevents the lateral distortion.
vii. Avoid looking back at the screen.
viii. In opening the topic ensure the following
a. Bring to the notice of the audience, the nature, definition and importance of the subject matter.
b. Summarize the information on major references and the data; mentioning the names of prominent researchers of the field .
c. Unique features one or two details of supporting evidence (background information), which attract the attention may be given.
d. Highlight the unique findings only, directing new avenues for further researches.
e. Not more than 6 or 8 slides should cover whole of the presentation.
f. It is also better to have some main points written in bold letters on a paper, in recapitulating the elaborations.
ix. Don’t read from the slide word for word, and you may point out on the slide with a pencil or pen.
x. Stick to the given time limit of about 10 minutes + 5 mts for discussion.
xi. You need to focus the attention on the unique features and findings of the new facts, discoveries, analysis of old literature/ data with the supporting facts and figures (do not read verbatim).
xii. Prolonged presentation reduces impact of presentation of salient features.
xiii. Rushing through the pages may become more chance of missing the related data
xiv. Exceeding the time and prolonged presentation creates murmur.
xv. Give ideas only to provoke further thinking and for the advancement of the subject.
xvi. Exchange of ideas, cross fertilization of diverse disciplines and breakthrough can be achieved by provoking the thinking. The time allotted must be judiciously utilized.





XIII. USEFUL SEARCH ENGINES AND WEB SITES:

1. http://www.google.com, this search engine is highly recommended.
2. http://www.alltheweb.com, fast in terms of quick results.
3. http://wwwaskjeeves.com, is pretty fast and generates fairly precise results.
4. http://www.yahoo.com, is easy to use and information is packed, unearths leading sites.
5. http://www.search.com, which offers meta-searches of over 700 specialized search engines of certain popular subjects.
6. http://www.altavista.com, helps specific and complex searches, which also has an advances image, MP3/audio, and audio search.
7. http://www.searchbug.com, includes over 500 engines organized into 15 categories covering popular topics.
8. http://www.searchenginewatch.com, has well organized links to major search and meta-search engines, search engine reviews. Tutorials and tips on using features.
9. http://www.dogpile.com, is a comprehensive meta search engine and accesses major search engines.
10. http://www.moreover.com/index.html, spans a number of news sites for comprehensive information and current event topics.
11. http://www.ieee.org/portal. is best recommended for research workers in science and technology.
12. http://infomine.ucr.edu, which gives all indexed sites and publications which have a research and educational; importance.
13. http://onlinebooks.library.upenn.edu/, where from the books can be read free in their entirety at their linked home site on web. One can also search by author name.
14. http://www.tracerlock.com where in a range of monitoring services are offered which facilitates searching of current awareness across the web.
15. http://www.delphi.com/, links to thousands of public and private discussion forums.
16. http://www.findarticles.com, which facilitates free and immediate on-screen access to the full text of articles from 300 journals and news services.
17. http://www.georgesbasement.com, provides detailed descriptions, digital images, and technical essays explaining theories and techniques for preserving the aesthetics heritage of old tools and antique instruments.
18. http://www.nasatech.com/about.html/, is a key source for domestic and international NASA reports to industry on newly developed, commercially useful products that have resulted from applies scientific endeavors.
19. http://www.nspe.org, explains standardized requirements leading to the designation Professional Engineer (PE).
20. http://www.scienceweb.org/can/careers/describe.html/, defines scope of technical professions and explains careers roles and responsibilities.

21. http://www.yourdictionary.com/, provides access to hundreds of dictionaries spanning more than 175 different languages and dialects.
22. www.ccma.org.uk/Articles/managements_fads.fads.htm, you can find succinct perspectives on seven stages of management trends, consisting academic findings, study particulars etc.
23. http://www.bettermanagement.com/, covers emerging initiatives and techniques for leveraging mew technologies. Contributions are often made by industry leaders.
24. http://www.scip.org, promotes skills building and ethical routes to fostering corporate intelligence gathering programs. Some of the publications being competitive intelligence Magazine, competitive intelligence reviews.

25. http://www.ieeepcs.org/columns.html, contains a series of constructive articles on how best to bolster presentation skills. Also focuses on helping speakers fine tune preparation and delivery techniques. Also outlines ways one can increase prospects for successful speaking engagement, practical speech development strategies, and tips for speech writers and meeting planners.
26. http://humanities.bye.edu/rhetoric/, serves as a comprehensive guide to all aspects of rhetoric and is filled with definitions and examples and cross references.
27. http://www.geocites.com/~spanoudi/quote.html, is an innovative compilation of sayings that reflect thoughts both past and present which help in infusing the humor and sharing wisdom.
28. http://www.executive-speaker.com/, contains full text of more than6000 speeches by executives from industry and university.
29. http://www.lextek.com/brevity/, for brevity document summarizer.
30. http://www.copernic.com/products/summarizer/index.html, is copernic summarizer.
31. http://www.pertinence.net/index-en-html, helps automatic abstracting.
32. http://www.carp-technologies-nl/nl/sinope, is a sinope summarizer.
33. http://www.uihealthcare.com/topics/stressandcope/strer3212.html, for good exercise and to beat stress.
34. http://inventors.about.com; http://people.deas.harvard.edu, help for getting inspiration.




























XIV. NATURE AND HOW OF ASPIRATION
(In the light of Sri Aurobindo):

 The aim of trials / efforts, to achieve a great and difficult thing in life; we need to put a fixed and unfailing aspiration (thinking through heart). The efforts must be pure, (unbiased or undivided) with a rejection of any selfish thought, falsehood in the mind.
 The rapidity, and the amplitude, the intensity, power of the results of the individual depend primarily on the aspiration and the personal efforts.
 The power of aspiration of the heart, the force of the ’ will ‘, the concentration of the mind, the perseverance and determination of applied energy are the measure of that intensity.
 What ever may be the case, there must be a decision of the mind and ‘will’ result a complete and effective results.
 There is a need for a unified single mindedness of the being, without a divided will, or hesitation of the minds and involvement of a large portion of energy.
 A simple, straight and sincere aspiration from heart is important; essential and effective than capabilities.
 Impatient effort, reaction of disappointment due to delay in results, revolting when difficulty is felt, confusion and disturbing feelings spoils true aspiration.
 Aspiration is not a form of desire but strong feeling, quite a settled will turned towards the truly justified goals.
 You must be truly in a state of intensity of aspiration and there will be circumstances to realize the fruits of it.
 In aspiration there is what is called the flame, which is not present in a greatly selfish desire.
 True aspiration comes like a flame which comes from the heart but not from head.
 Also in aspiration, we think of the goals all the times, with a pure heart; whenever we get up, unless we sleep. Yes, some times in sleep also.

How to Aspire:
 One must believe that only by a repeated intensity of aspiration, a change will come.
 An aspiration is not a true one, unless there is a constant Vyakulata (weeping/ wanting/ struggling).
 As the inner realization grows, the presence (results) in the physical form also takes its full value.
 The more one pointed aspiration, the swifter is the progress.
 It is necessary to keep the ‘will’ fixed, even amid difficulties, without being discouraged.
 The preparation of the mind, vital and physical is necessary (will must be strengthened).
 Aspiration has to be intense but with no impatience.
 One must not live in perpetual falsehood, where things may look perverted and artificial.
 A kind of vague sensation where in something which is worth knowing and probably the only thing, worth living for, and which only can elates, elevates, and enhances the caliber. This means that aspiration is initiated.
 It is a ridiculous idea to believe that things come to you just like that, through grace & miracles, so aspiration is a thing to be developed and educated similar to a very small will that is developed and made stronger.
 If one has constant aspiration, then there would be an uninterrupted stream of experiences.
 If one aspires, and bring out the quietitude, with out becoming restless, depressed or desperate, one would get the experiences, realized in the form of fire. This fire can not be realized by mind’s effort.
 If one is not serious for five minutes in aspiration and for ten hours has not etc, or has not for one month and so on; then one forgets or slackness persists and you can not realize the results.
 Progress in aspiration is indicated by change / transformation of the current position to satisfactory position; meaning thereby good understanding, ability to make the unfeasible things feasible, getting good results looks like a miracle.
 A sound discipline practiced or experienced would help to come into contact with higher forces, sequential successes, successful experiences will result.
 Patience and persistent efforts are required to stop undesirable, negative thoughts, pleasure in those movements, undesirable feelings sensations, indulgence in negative actions.
 Maintaining single track mind or keep interested in your own character and progress; improving intellectual capability, achieving useful results without falsehood may mean renouncing all thoughts, actions embedded with falsehood (we don’t want to be in a state of egoistic stupidity any more).
 Inability to eliminate and control falsehood, and the related nature is the weakness. This weakness is stronger in the beginning, but when one practice’s true aspiration this resistance to the control of false nature or nonproductive nature also diminishes and the results can be realized faster, than earlier. This is referred to as improvement in power of dissolution or progress.
 Renouncing certain weaknesses and aspiring for higher pure things brings victory, a delight, a pleasant feeling, a satisfaction; subsequently one emerges as a hero.





























XV. SEARCH FOR OBJECTIVE PERCEPTION OF REALITY:

The objective perceptions are transmitted to young potentials (minds) through plenty of symbols and notions. A reality being realized by exposing the inherent ‘cerebro-cosmic power’, presently no education or training attempts to transmit by objection and planning. A search is made and revealed the reality concept, explained through the “physiology of cerebral genetic system” a thought provoking script for teaching brains.

Objectivity, which is inherent in life, is represented by certainty of life. We make brains logical, analytical, and mathematical in order to strengthen intelligence in education; in the process we are limiting the ‘objective perception of reality’. A serene, relaxing, sensitive perception will be realized in the nature, provided it is explained by the ‘physiology of cerebral genetic system’; which has to be realized again by perception itself.

While the individual acquires scientific notions, concepts & parameters which explain nature’s mechanisms; perception is associated with the physical nature of reality. The unreal models will be altering the physical input from the environment. That is in realizing the nature’s mechanisms, the scientific notions & parameters pertaining to the physical reality of nature perceived by unreal models alters the physical input; which means a sort of conditioning that reduces the vibrational degree, width of perception & benefits. The charm of observation & perception is the cause of the parameters used to measure the perceived reality.

The questions to be examined in detail are
How can perceptions be objective and closer to reality?
How to hamper the theoretical / abstract symbols to have a power on human brain?
How to release the creative potentials of human beings?

The answers to these questions are based on
1. Lateralization of the hemispheres of the brain,
2. neuro-psycho-physiology of perception

The device used should be a learning methodology fit for strengthening and releasing the creative functions of human brain, to make perceptions objective.


There is a need to understand and offer training in
-- The nature of the two cerebral hemispheres
-- Culture and science to explain the objectivity and subjectivity of perception;
-- Specific functions of the two hemispheres,
-- Human integrated development for social justice,
-- Creativity and education of the universal culture,
-- The two diverse modalities of processing and integrating perception


Every educator / teacher / leader must know about the brain and about the cerebral cortex, where higher cognitive processing occurs. This cerebral cortex does not work but itself, but during the educational process the nerve cells and their structure and their chemistry gets changed.






XVI. COMMONSENSE TIPS ON EFFECTIVE WAYS OF
1. Listening, 2.Thinking, 3.Memory, 4.Notes Taking and 5.Time management:

Listening is the most effective means of gathering information.
If one wants to know something about the subject quickly, you can listen and understand.
1.Good Listening involves
a) Respect and attention on the speaker, create an interest in the subject.
b) Readiness to listen.
c) willing to ignore any prejudices like acquaintances with speaker/subject/situation etc.,
d) Ability to give meaning to selected words and relate meaning to the earlier portions.
e) Ability to understand the small changes between words, definitions and actions.
f) Should not outline everything before listening.
g) Should not to have an interest to listen to only facts.
h) tolerating or creating distractions / disturbances from friends
i) whenever you have doubts, clarify from various sources( teachers, fellow students, library )
j) Develop “better learning skills and habits”.

2.Thinking Skills:
Thinking is a necessary trait required by the students.
Analysis, Synthesis, Decision Making and problem solving skills depend upon thinking abilities.
It is an action of using one’s mind to produce thoughts.
It needs the Skills of communication, reading, Writing, listening and speaking.

Some of the principles of thinking are
--be open minded about new ideas/ and be honest and truthful.
-- Arguing, without knowing the subject matter is no good.
-- acquire more information about something you wanted from various sources.
-- Ability to distinguish between conclusion might be true and which must be true.
-- accept that people have different ideas about meanings of words.
-- Willingness to question everything that does not make sense to you.
-- concentrate on what you are doing.
-- improve vocabulary so that you may understand and only ideas accurately.
-- Ability to resolve confusion and reading to give time
to find out answers by reading other reference materials or textbooks.
--- understand and define terms and words.
-- Tolerance and patience are also the key elements.

3.Memory Techniques:
Memory is vital for learning.
So it is important to keep important information in the memory.
It is a mental process of retention, recall , recognition and associating with previous learning.
Capacity for remembering depends on the factors
-- Extent of repetition (rewriting ) of the learned materials and experiences.
-- Involvement in learning process.
-- creating an interest on the material that may be important.
-- Endurance, developing an individual ways of learning.
-- Comprehensive learning.
-- willing to learn is required than forceful learning.
-- organizing the learned materials in proper order.
-- learning ‘ how to learn ‘ is also much needed skill.
The main tips of good memory being:
a) Organize the material by identifying the material and scanning the content,
before you start writing your assignment.



b) Create pictures and graphs of what you read & learn by writing diagrams,.
Recite and repeat what you read and learnt.
Writing prompts you to be more logical, coherent and complete.

c) Concentrate on what you are reading. Reduce interference of radio, TV, cell phone etc.
Go over the material; revise until the material is completely assimilated.
Review the material at the end of the day, just before going to bed.
Develop a positive attitude for learning.
Decide on what is essential to remember from reading an assignment or lecture.
Choose a time (early morning or night etc) for study and stick to it.
d) Identify / notice your style of remembering ( some read repeatedly, some write,
Some write while reading some discuss or teach the subject to others).
Access the information regularly (i.e. reading repeatedly, writing, lecturing, applying,
Learning through study groups combined study groups etc.,)
Think always that forget fullness is not from in dictionary.

4.Notes Taking Tips:
Keep writing, with some margin and comfortable pen.
Mentally get ready to take notes and physically with a pen and paper.
Concentrate on lecturer and what is said, listen actively.
Write down (main) ideas and principles.
You may not copy every material/ word if you think you know it.
If possible make notes in your own sentences.
Write legibly; use some abbreviations for quick writing.
Review the notes periodically.
Compare your notes with those of your class mates and friends for any missing points.
You must be attentive to main points and sub points (whenever teacher repeats, stresses or says important).
Read the notes as immediately as possible after the lecture is over.

5. Tips for Time Management:
a) Before executing, list your objectives for the week and rank them.
b) Each day make a ‘what to do list ‘ of all jobs/ duties and rank them.
c) Don’t postpone, do it now.
d) Always ask, “what is the best use of my time at this time”?
e) Stick to your priorities.
f) Keep a portion of good (productive) time of every day free, of interruptions by time wasters.
g) Effectively utilize the leisure time.

6. Behavioral Standards for Success
Communicate effectively. Handle stress effectively. Maintain positive image and professional image.
Work as a team player. Build trust and loyalty. Maintain high accuracy and through attention to detail.
Be decisive and assertive. Be well organized. Posses’ Perseverance. Demonstrate Knowledge and technical skills. Establish an overall plan, considering both short term and long term goals and action plans.
Remain focused in guiding others, towards the most important objectives. Encourage others to give their best.
Support the challenging goals. Exhibit poise and self assurance; points made are both appealing and polished.
Speak and write effectively, clearly, concisely and directly. Listen attentively and respond with empathy toward others. Give and accept input suggestions. Practice a two way communications. Maintain positive thinking.
Never give a chance for negative ideas and negative thinking.

The Prayer and Determination:
O `God built in me, straightforwardness at my heart, make me think properly,
Speak frankly, systematically and truthfully, give me good ideas, good manners,
Good intellect, encourage me to productive actions and
Show me a straight path to realize and use the potentials in me.
: PRAY YOURSELF AND WORKHARD
Surely you want to add further:
Dr.K.J.Sarma



THE OTHER SIDE OF COMMON SENSE

How to be a Worst Listener:
Some of the worst listening habits are
1. Calling the subject disinteresting
2. Criticizing the speaker’s delivery, approach and content.
3. Getting overexcited by some points of the talk.
4. Showing interest to listen to some facts and showing disinterest on some.
5. Trying to outline everything without listening to the complete topic.
6. Distracting the attention to the speaker
7. Creating disturbances/ arguing with out any point.
8. Avoiding difficult concepts


Enemies of the Thinking:
Thinking is a serious process.
One must not have prejudices while thinking.
The more unbiased you are, the greater are the chances of success.
We must avoid:
1. Jumping to conclusions hastily without evidences, reasoning
2. Carelessness to listening and observation.
3. Bringing personal matters, nature of the person in the process
of discussions rather if any than technical ideas.
4. Forceful acceptance of the ideas, when authority is used.
5. Generalizing the situation, without taking into account
of exceptions( ex. All teachers o are greedy)
6. Bringing emotions / ego during discussions


Forgetfulness may be Due To
-- Inadequate practice /
-- No review / no revision /
-- Rote learning/ unorganized memorizing (unsystematic and poor )
-- Unpleasant learning conditions.
-- Learning / cramming without understanding
-- repeating without understanding
-- No proper procedure / style while learning (writing while reading)

Enemies of Notes taking:
--Laziness to take notes, not possessing the note books and pen
--Using same notebook for several subjects
--Inactive listening habits
--No initiation to write.
--Inability to think, carelessness way of writing
--Not having a habit of reviewing what is written.
--Not in the habit of reviewing immediately and
verification from friends notebooks.
--Low opinion on the friend’s, notebook.



Great Time Wasters:
--No proper priorities.
-- Telephone interruptions ( TV, Cell phone etc )
-- Visitors/ guests.
-- Ineffective meetings
-- Lack of proper objectives and uncertainty, what to do next.
-- doing routine jobs that subordinate could accomplish
-- Inadequate technical material collected
-- Fatigue
-- Poor and unsystematic and messy notes
-- Bureaucracy and paper work
-- Postponement in any form
-- No proper introspection.
-- Inability to contemplate on the best use of time.

Improper Learning:
-- Not being watchful of the importance of the subject,
may be due to carelessness and ego/ callous nature.
-- Not analyzing/ not interested in the analysis
- - Improper and unsystematic planning
-- Not interested in taking risk, due to laziness/ escapism.
-- Not interested in, active participation in the learning process.
-- Highly undisciplined
-- Not interested in doing any thing
--Yielding to negative approaches and who encourage
involvement in negative direction.
-- No proper (specific) skill or training in learning
--Being unaware of specific skills of learning.
-- Unaware of learning to contemplate on the effectiveness of learning
-- Escaping from responsibilities
-- Not having proper attitude to learn
-- Inability creates proper atmosphere/ environment for learning.
-- Improper student –teacher relations.




















XVII. STUDENT SURVEY QUESTIONS AND ANSWERS:
[Certain aspects of teaching, individual assessment]:

The following answers to the questions by the students can (certain criteria) help
the teacher to make successful teaching.


PART I: (Expectations)
What are your expectations of the teacher? ( please tick mark )
1. High academic qualifications
2. Mastery of the subject matter
3. Capacity to interpret it clearly, intelligently, and in depth
4. Skill and enthusiasm of lecturing
5. The capacity of start and sustain meaning full discussions
6. Getting student interested in the subject
7. Increasing students skills in the thinking
8. Motivating students to put in their best
9. Stimulating students minds
10. Imagination and creativity
11. Giving new view points on issues of interest
12. Increasing students desire to learn
13. Treating students as colleagues
14. Taking personal interest in students
15. Warmth and friendliness towards students
16. Absence of sarcasm, fairness
17. Interesting presentations
18. Kindness and availability

PART II (General Aspects):
A. Do you like the teacher to be social, demand little, give good grades,
even if you don’t express on paper.
B. Do you want the teacher to help in copying in the examinations?

C. Does the teacher advise you to prepare thoroughly or gamble the future
on guess papers, or let the examiner set any question , I am ready?
D. Does the teacher reminds his students that honesty with hard work is
the best policy for university exams and in future
E. Does the teacher want the class to be?
a. one way communications b. two way communications c. Authoritarian
F. Does the teacher leave his imprint on you?
a. by his teaching b. by his behavior c. by his conduct and values in life. D. by scholarship
G. Does the teacher show and encourage you to
sports and extra curricular activities
H. Does the teacher encourage and carry out mini projects
in certain areas specifically.
I. In spite of teachers efforts and understanding of the subject by you, which
made an all round improvement in teaching performance by the teacher, how do you rate him.
J. Do you want him to pay more attention to
a. Regular class teaching b. Research c. Scholarly studies d. extra curricular activities

K. How you want to motivate your teacher
a. By trying and getting good marks b. Asking good doubts and questions
c. Interacting with him outside the class
L. Does the teacher use teaching aids, charts, films, slide projector,
OHP, and models to depict the subject.
M. Does he cover every aspect / fact of the problems?
N. These days’ students spend 80% of the time in the classroom and 20%
of time in their own study. Do you want the ratio must be reversed?
O. Do you treat teachers job is a Noble professions.

P. Do you agree that the goals of education are transmission of existing
knowledge in an exiting manner and creation of new knowledge?
Q. Do you agree that the general educational objectives are
the acquisition by students of
a. Knowledge b. Understanding c. Thinking skills
d. Performance skills e. Communication skills
f. Work study skills g. Social skills h. Right attitudes
i. Good interests in life like moral, aesthetic and
j. All round development of personality and building up of character.



PART III: (punctuality and regularity) ( give yes or no answers )
a) Does the teacher read from his notes, or does he dictate from notes
or does he occasionally use his notes or does he teach without notes?
b) Does he care whether students are following him or not?
c) Does he take the classes punctually and regularly?
d) Is the teacher prepared to mark absent for students present, at their request?
e) Will you attend his classes, even if attendance is optional?
f) Is his writing on the black board, legible from all parts of the classroom?
g) Will you want him to offer another course (subject ),
h) Does he correct his assignments and give his useful remarks.
i) Are you enthusiastic of the contents of the course given at the
end or at the beginning

PART IV ( Survey on the course.) ( please mention in detail )
1. What topics in the course is most interesting to you and why?
2. What topics in the course were least interesting to you and why?
3. What other topics do you want them to be included in the syllabus?
4. Do you think the course is heavy or light of just adequate?
5. Is the course relevant to your needs?
6. In comparison with other courses, is this course
poor/satisfactory/good/very good/ outstanding?
7. Do you think that material handout (class notes supplied) was
adequate and appropriate?
a. I agree strongly b. I agree c. neither agree nor disagree d. I disagree strongly
8. What do you think is the appropriate prerequisite knowledge
tools (fundamental) for the course? please write ………………
9. Do you think learning Mathematics II increased your understanding
of transforms and boundary value problems etc.
a. I agree strongly b. I agree
c. neither agree nor disagree d. I disagree strongly
10. Which part of the course do you find more interesting and exciting.
a.. Matrices b. PDE’s and applications c. Transforms (FT, LT, ZT)
11. Do you think you learned enough about foundations of transforms?
a. yes very much b. yes somewhat c. no not at all
12. Do you think you are benefited by the course?
a. much more than I expected b. more than I expected
c. expected d. less than I expected
13. Do you think you can use the information you have learned in this course
after B.Tech. program
a. definitely b. most probably
c. if I get a job in the related industry d. not at all


PART V (Likes, and Dislikes)
Some more questions (please mention)
a) What habits and qualities you did not like about your teacher?
b) What you like most about in your teacher?
c) What is the habit of the teacher, which he should stop doing?
d) What is the habit which you want him to continue to do?
e) Is he completely (100%) impartial (unbiased)?
f) Does he get easily irritated(balance of mind and maturity level)
g) How do you rate this teacher as against other teachers of yours?
h) What do you think of the standard of his lectures?

i) Do you ask him to give adequate references to standard books in the library?
Does he do so?
j) Does he insist that students must consult library?
k) Do you think that he is using his last year notes?
l) Do you think that he has improved the notes?
m) How is the class notes (from exam, knowledge in general, subject related…)

PART VI 100%, 75%, 50%, <50%
1. The knowledge in the subject of the teacher appears to be.
2. The ability of the teacher to explain the subject matter clearly
3. The understanding of the teacher of the needs of the students
4. The willingness of the teacher to help the students
5. The patience which the teacher shows in dealing with the views of the students
6. The ability of the teacher to make the class interesting and stimulating
7. The ability of teacher to make the students think for themselves
8. The ability of the teacher to make the subject relevant and meaningful (further studies).
9. The willingness of the teacher to acknowledge his limitations (conviction)
10. The feeling of teacher being comfortable in the class
11. The state of tension of some psychological stress which the teacher faces in the class
12. The willingness of the teacher to vary his method or to be flexible in his approach.
13. The ability of the teacher to make the objectives (use) of the course clear.
14. The pains that the teacher takes to prepare assignments.
15. For the honest effort put in by the teacher, what is the percentage of
student’s assessment of his learning?







PART VII (Preparation) . (very good, good, poor)
16. The adequacy of homework.
17. The discipline exercised by students in the class.
18. The strong points of the teacher
19. The weak points of the teacher
20. Do you find the teacher is fast or slow?
21. Lucidity and clarity of the lecture
22. Systematic nature of the lectures (well planned)
23. The willingness and ability of the teacher to
answer questions asked in the class. (Intractability)
24. The willingness of the teacher to explain the difficulties
outside the class.
25. Proper use of class time (organizing capability).
26. The degree of preparation of the teacher for every lecture.
27. Adequacy of reading material suggested.
28. Coordination between theory and problems (if any)
29. The familiarity of the teacher with the names
of individual students.




























XVIII. A WORD ABOUT THE NEXT VERSION


In the next version it is proposed to incorporate
1. Design skills and some specific methodologies of teaching, of specific topics.
2. Flow charts and pictures depicting the above points.
3. Exercises and examples in broadening and expanding the mind.
4. Formulating of curriculum on creativity training programmes for improving the creativity in certain engineering disciplines, including the art
5. Certain hardware design skills and training programmes.
6. Certain common sense decision making skills.
7. Features of the hemispheres of the brain leading to developing the objective perception.





REFERENCES:

1. IEEE- Hyderabad Section News Letters.
2. ISTE – News letters.
3. Performance and results of Nonprofit making organizations by Peter Ducker.
4. Presentation Success: How to plan, prepare and deliver effective presentations by Janis Fisher Chan, Advanced Communication Designs.
5. On Teaching by J.N.Kapoor.
6. Teachers Humanity, publication of Centre for human evolution studies.
7. Managing Development by P.V. Indiresan
8. Engineering tomorrow—today’s Technology experts envision the next century, IEEE, 2000.
9. Science and Human Values – Swami Ranganathananda (1992), Ramakrishna Ashram.
10. Education for Human Excellence—Swami Ranganadhananda (1992), Ramakrishna Ashram.
11. Democracy for total Development – Swami Rangnadhnanda (1992), Ramakrishna Ashram.
12. Happiness by Barrow Robin, Martin, Robertson, Oxford.
13. Surely You must be Joking, by Richard Feynman (1980).
14. What do you care what other people think – Richard Feynman (1980).