Friday, January 28, 2011

Get CBSE sample paper of class 12th

Get CBSE solved paper on

http://www.topperlearning.com/visitors/solved_papers/page:4

or  login to  http://extraminds.com/Home.aspx  for free e-learning

Last date for ATMA form is 29 jan 2011.


ATMA (AIMS Test for Management Admissions) is being conducted to enable students aspiring to join management courses in different institutes in India.
Association of Indian Management Schools (AIMS) is the national network of management schools. It represents Indian Management Schools in various national and international fora connected with Management Education. AIMS organises " AIMS Test for Management Admissions (ATMA)" a standard test for admission to postgraduate management programme ATMA approved by AICTE, is focused on the student. It is designed to assess the aptitude for management education including verbal skills, quantitative skills and analytical reasoning of students.
MBA admissions 2011
ATMA Test on Sunday, 20th February, 2011 from 1.30 to 5.00 p.m. in 30 centres

ATMA 2011 IMPORTANT DATES

Issue of Bulletins & Online Registration January 3 to January 29, 2011
Last date for Registration January 29, 2011
Downloading of Admit Cards from ATMA website February 14 to 20, 2011
Date of Test February 20, 2011
Date of Results March 08, 2011

source : http://www.successcds.net/mbaentranceexam/AIMS-ATMA/index.html

Thursday, January 27, 2011

I heard FACEBOOK going to shutdown by March 2011.Is that true??????

FACEBOOK is closing down.
Mark Zuckerberg announced that FB will be shut down in march .As managing the site has become too stressful.The stress of managing this company has ruined his life.
So,people might not be able to use fb..
Hope its not true.

How kilograms, metres, seconds keep changing

LEO HICKMAN
Cooks who prefer to measure their ingredients accurately will be interested by the news that scientists are meeting at the Royal Society to discuss how best to measure a kilogram.
Platinum lump
At present, this unit is defined by a lump of platinum cast in 1879 and located in a safe at the office of the International Committee on Weights and Measures in Paris.
But this block of metal has lost 50mg — equal to a grain of sand — since it was cast and scientists are seeking a way of expressing a kilogram in terms of the fundamental constants of nature, rather than a man-made object.
But the kilogram is not the only unit of measurement that has witnessed calls for greater accuracy: The metre: Since 1983, the metre has been the “length of the path travelled by light in vacuum during a time interval of 1/299,792,458 of a second”.
The calibration
But before this it was calibrated as the distance between two “Xs” on a metal bar (90 per cent platinum, 10 per cent iridium) kept in Paris at a temperature of 0C.
Before 1889, the metre was judged to be one ten-millionth of the distance from the equator to the north pole.
The second: Since 1967, a second has been classified as the “duration of 9,192,631,770 periods of the radiation corresponding to the transition between the two hyperfine levels of the ground state of the caesium 133 atom”. You can see why they judged “second” to be snappier. Before atomic clocks, the second was the length of a mean solar day divided by 86,400 — or, rather, 24 (hours) divided by 60 (minutes) divided by 60 (seconds). The problem was our days are lengthening ever so slightly. — © Guardian Newspapers Limited, 2011

Options in automobile engineering



Specialised job: Automobile engineers who specialise in design can find jobs in the research and development wing of major automobile manufacturers.
I would like to know more about automobile engineering courses. Please also detail the job opportunities in this field.
PRASHIBH KUTTAN, EMAIL
Automobile engineering is one of the options available for graduate level study in engineering. In Kerala, the selection is based on the rank obtained in the entrance examination and the marks scored in Plus Two examination. In Tamil Nadu, there is no entrance test and students are admitted on the basis of marks obtained in the qualifying examination. Deemed Universities conduct entrance test for admission.
The discipline involves understanding the mechanics of vehicle chassis, internal combustion engine, electrical systems, design and maintenance of automobiles.
Aspirants should have passed Plus Two examination with at least 50 per cent marks in mathematics and 50 per cent marks in mathematics, physics and chemistry/ computer science/ biotechnology/ biology put together. Those who are appearing for the qualifying examination can also apply.
To become an automobile engineer, one should opt for BE/ B.Tech. course in automobile engineering or mechanical engineering, and further specialise in transportation and automobile design at the postgraduate or postgraduate diploma level.
A few engineering colleges offer B.Tech./ BE degree courses in automobile engineering. In Kerala, Sree Chitra Thirunal College of Engineering, Pappanamcode, Thiruvananthapuram (affiliated to University of Kerala) offers B.Tech. course in mechanical (automobile) engineering. The total number of seats is 60. Fifty per cent of the seats fall under the government merit seats. Phone: 0471-2490572.
KMCT College of Engineering, Mukkam, Kozhikode (phone: 0495-2289227); Nehru College of Engineering and Research Centre, Pampady, Thiruvilwamala, Thrissur (phone: 04884-283484); Matha College of Technology, North Paravur, Ernakulam (phone 0484-2672291); SCMS School of Engineering and Technology, Karukutty, Ernakulam (phone: 0484 -2450330) offer B.Tech. degree course in automobile engineering.
The total number of seats in each of these private self-financing colleges is 60.
The selection is based on the rank obtained in the State-level engineering entrance examination and marks obtained in the qualifying examination.
Outside Kerala
The following colleges/ institutes/ universities offer degree course in automobile engineering. The list is only indicative.
Hindustan Institute of Technology and Science (Hindustan University), Chennai. Web site: www.hindustanuniv.ac.in.
Rajalakshmi Engineering College, Thandalam, Chennai.
SRM University, Kattamkulathur, Chennai. Web site: www.srmuniv.ac.in.
Bharath University, Selaiyur, Tambaram, Chennai. Web site: www.bharathuniv.ac.in.
Noorul Islam University, Kumaracoil, Thuckalay, Kanyakumari. Web site: www.niceindia.com.
Aaru Padiveedu Institute of Technology, Chennai. Web site: www.avit.ac.in.
Shanmuganathan Engineering College, Arasampat, Tamil Nadu.
PES College of Engineering, Mandya, Karnataka.
SJM Institute of Technology, Chitradurga, Karnataka.
SJB Institute of Technology, Kangeri, Bangalore
BLDE Association's Dr. PG Hallakati College of Engineering, Bijapur, Karnataka.
Basaveshwar Engineering College, Nigalingappa, Vidyanagar, Bagalkot, Karnataka.
Malanad College of Engineering, Hassan, Karnataka.
List of more engineering colleges and institutes can be collected from the engineering handbook published by the Association of Indian Universities, New Delhi, which will be available for reference in university employment information and guidance bureaux functioning under all universities in Kerala.
Before seeking admission to private engineering colleges or institutes, students should ascertain whether the institutions have the approval of the All India Council of Technical Education (AICTE) and are affiliated to a university.
Higher study facilities
BE/ B.Tech.degree holders in automobile engineering or mechanical (automobile) engineering can opt for M.Tech. degree course in automobile or automotive engineering.
They can also opt for postgraduate diploma course in transportation and automobile. The selection to the M.Tech. degree course is based on GATE score/ admission test and interview.
The following are a few institutes that offer M.Tech./ ME degree level course in disciplines related to automobile/ automotive engineering:
IIT Madras, Chennai, offers M.Tech. degree course in automotive engine technology. Web site: www.mech.iitm.ac.in.
Anna University offers M.Tech. degree course in automotive electronics. Web site: www.annauniv.ac.in.
Jadavpur University, Kolkata, offers Master's degree course in automobile engineering. Web site: www.jadavpur.edu.
Bharat University, Selaiyur, Chennai, offers M.Tech. degree course in automobile engineering.
At NID
The National Institute of Design (NID), Paldi, Ahmedabad, is a prominent Institute that provides an opportunity for meritorious B.Tech. degree holders in automobile and mechanical engineering to pursue a postgraduate diploma in transportation and automobile design (10 seats).
The course duration is two and a half years. The selection is based on an all India entrance test and interview.
In Kerala, Kochi will be the entrance test centre. This programme is a very good option for those who desire to become a professional designer in the automobile industry.
Job opportunity
Automobile engineers who specialise in design can design models of vehicles by joining the research and development wing of auto companies. Automobile maintenance engineers are entrusted with the general supervision of mechanics in a workshop, factory or garage.
Automobile industry giants provide job opportunities to qualified engineers in their production plants.

Tuesday, January 25, 2011

A fair, time-tested formula for students


The process of normalisation of marks scored in the different qualifying examinations will not put students from the CBSE or ICSE streams in a disadvantageous position , says Dr. S. Rajoo Krishnan in an interview with G. MAHADEVAN.


 “Prospective candidates of the engineering stream should work hard and try to score the maximum marks in the Plus Two examination. Your performance in your stream will get its due consideration in the normalisation process; that is assured.”


Dr. S. Rajoo Krishnan
The normalisation of marks scored in different qualifying examinations is a crucial statistical exercise which will precede the preparation of the engineering rank-list 2011. Dr. S. Rajoo Krishnan is the convener of the Normalisation Committee appointed by the State government to implement this process. A former Joint Commissioner for Entrance Examinations, he is Associate Professor, Department of Statistics, Government College for Women, Thiruvananthapuram. Excerpts from an interview he gave The Hindu-EducationPlus:
What is the necessity for a process of ‘normalising' the scores of different board examinations? Is this a new method or is it a time-tested formula?
Candidates from various streams of study appear for the entrance examination in Kerala. There is no common syllabus for the different Boards and that there are differences in the syllabi of the different streams in varying proportions. Some streams might have a liberal scheme of valuation while others might have a slightly strict scheme of valuation. The difficulty level of the question papers also varies from stream to stream. All these factors can influence the mark of a candidate in the qualifying examination.
Normalisation aims at making the marks of students of different streams comparable to that of an identified stream or a base stream. This process would eliminate the stream specific advantage or disadvantage that a candidate gets in the qualifying examination.
There is nothing ‘new' in the recommendations of the Normalisation Committee. After a detailed study of the method proposed in the document ‘Score Normalisation as a Fair Grading Practice', published in ERIC (Educational Resources Information Centre) Digest in December 2002 and authored by Winters, R. Scott of University of Pennsylvania, the committee felt that the method had backing of statistical principles and that the same could be used for comparing marks in the different stream with minor changes. The formula is time-tested.
Is such a formula in use for any other examinations in India?
Yes. The committee found that the formula proposed has been in use in the Graduate Aptitude Test in Engineering (GATE) for normalising the marks across subjects and also across years. It is also being used by Anna University, Chennai, for Tamil Nadu Common Entrance Test (TANCET) for normalising marks of students for M.E./ M.Tech./ M.Arch./ M.Plan. admissions. However, there are slight variations in the approaches in these two examinations although the basic concept is the same.
Would you briefly explain — for the lay person — the formula for normalising scores across different board examinations?
The formula used for normalisation of marks of various qualifying examinations is given as Clause 9.7.4 (b) (ii) of the prospectus for admission to professional degree courses, Kerala, 2011 (page 27). The procedure takes into consideration, along with the marks of a student in the concerned subjects, the performance of all the students who have passed the concerned subjects in the different qualifying examinations.
The performance of all students in a stream is evolved through arithmetic mean (a single value that gives the average of marks considered) of marks of all students who have passed the examination in the concerned subjects and also the standard deviation of marks (a value that identifies the extent of variations in the marks of students who have passed the examination) of students who have passed in the subject.
The two (mean and standard deviation) are not very advanced measures in statistics and are two values, the students who are taking the engineering entrance examination, are bound to know. Both these characteristics are included in the syllabus of Plus Two examinations as well as in the syllabus of the Kerala entrance examination.
Normalisation of marks of different streams has to be done with reference to one among them. As the Kerala entrance is conducted by the Government of Kerala and since the major share of applicants are from the Kerala higher secondary stream, the higher secondary examination in Kerala conducted by the Directorate of Higher Secondary Education is the base considered for normalisation. So the marks in respect of those who have passed this examination will not be normalised.
The marks scored in other streams would be normalised with reference to the Kerala higher secondary marks. Marks in the three subjects' concerned (mathematics, physics and the third optional, which can be one among chemistry/biology/computer science/ biotechnology) will be normalised, separately. This is done for each candidate in the stream other than those in Kerala Higher Secondary stream using the mean and standard deviation of the marks of those who pass the exam in the subject concerned in that stream and that of the same subject in the Kerala Higher Secondary stream.
In the first stage, the relative position indicating the performance level of a student in a subject in his/her stream is computed using his/her mark in the subject and the mean and standard deviation of marks of those students who have passed the exam in that subject.
The mean mark in the subject is subtracted from the score of the candidate in the subject and the resulting value is divided by the standard deviation of marks to get the index of relative performance of the candidate in the subject in that stream. This is something similar to the process of ranking candidates in an examination, which is a relative position of the performance of the students in the subject.
Among two candidates, the one with higher marks would always get a higher rank as compared to the one with lower marks. In the process of normalization too, among two candidates in a stream with different marks, the relative performance index of the person with higher marks would be higher than that of a candidate with lower marks. So this relative index is similar to rank positions, but computed in a different way.
In the second stage, the mean and standard deviation of the marks of all students who have passed the Kerala higher secondary examination, in the same subject is considered.
Here too, it is possible to find an index of relative performance of candidates using the same principle applied in the other stream, using the mean and standard deviation of marks in the Kerala higher secondary stream in the subject concerned. So in the second stage, the mark that the candidate of the other stream has to score to retain the same relative performance indicator received in his/her stream for the subject is determined.
If this mark is assumed to be ‘Y', the relative indicator of his/her performance in the Kerala higher secondary stream would be computed by subtracting the mean mark in Kerala higher secondary examination from Y and then dividing the value obtained by the standard deviation of marks in the subject in Kerala higher secondary examination.
Once this is obtained, the problem reduces to solving for the value of ‘Y'. The simplified formula for this is given as Clause 9.7.4 (b) (ii) of the prospectus. So the procedure will be carried out for each of the three subjects concerned. Being a newly introduced scheme, it would appear to be a bit unconvincing to the layman basically on account of the statistical principles it is based on. But things would be clear once it is implemented.
When the scores for the Kerala higher secondary examinations are taken as the base for normalising scores, does it give candidates from streams such as the CBSE or the ICSE an undue disadvantage?
This is only an apprehension which is not correct. If the marks are not normalised, it might put them at a disadvantage. In admissions to Arts and Science Colleges where mark in qualifying examination is the criterion, there is no normalization of marks before ranking of applicants and there the apprehension may be correct.
Here, it all depends on the performance of the candidate in his/ her stream. If the candidate performs well in his/ her stream, that would result in a comparatively high mark for him/her as compared to the average mark in the stream. This will ensure a high relative performance index for the candidate in his/ her stream. Since the same relative performance level is maintained for the candidate in the Kerala higher secondary stream also, the normalised mark also has to be high as per the Kerala Higher Secondary standards. The extent of this, can be known only once the characteristics of the different streams are known.
But to illustrate, assume a candidate of the CBSE stream has scored 78 marks in mathematics and that the mean and standard deviation of marks in mathematics of all students who passed the examination in the CBSE stream in 2011 is going to be 75 and 15 respectively. The relative performance level of this candidate in his stream would be the value obtained by dividing the difference between 78 and 75 by the standard deviation 15. This would give a value of 0.2 for this indicator.
Now, if the mean and standard deviation of marks in mathematics of all students who pass the examination in the Kerala higher secondary stream in 2011 is going to be 80 and 16 respectively, the normalised marks of this CBSE candidate would be 80 + (16 x 0.2), which would be 83.2. So this candidate, who had mark above the average mark in the CBSE stream (his mark is 78 while average is 75), maintains this level when his mark is normalised with that of Kerala higher secondary stream where he has normalised mark above the Kerala Higher Secondary average (normalised mark is 83.2 while the Kerala Higher Secondary average is 80). His mark has gone up since the Kerala Higher secondary average is higher when compared to CBSE average.
In case in the Kerala higher secondary stream, the mean and standard deviation values are 70 and 17 respectively, the normalised mark of this CBSE candidate would be 70 + (17 x 0.20) which is 73.4. Here too, his normalised mark is above that of the Kerala mean mark, but has come down since the Kerala higher secondary marks have a lower average. These examples show that the relative position of the candidate is retained in the normalisation procedure.
The prospectus says that if adequate data is not available from a particular examination board the normalisation committee will make of the “data available at the time of processing.” How does this translate into actual practice?
First of all, let us hope that such a situation does not arise. It has been categorically stated in the report of the committee that the data needed for normalisation has to be provided to the committee in a time bound manner. It is expected that the data would be provided as requested. It is understood that government have taken steps to ensure the timely receipt of the data needed for normalisation to the committee. This should not be a problem particularly when technology has developed considerably. Most, if not all examination boards must be having a computerised examination wing. A click of the mouse or use of a tool should provide the data needed for normalisation as they are very basic tools in statistics. A tie-up by the State government and the different National Boards and State Boards could solve the problem. If the results are in grades, the candidate will have to provide the equivalent marks from the board/agency concerned which again is usual and is the practise being followed even in the joint entrance examination conducted by IITs.
However, regarding the characteristics needed for normalisation, the support of the boards from which candidates appear for the entrance would be necessary. In case such data does not come in spite of the requests made officially by the State government, the expanded normalisation committee which includes the Commissioner for Entrance Examinations, Directors of Higher Secondary and Vocational Higher Secondary in Kerala in addition to the other four members of the committee will decide the matter and take a decision that would not put the candidate at a disadvantageous position.

New certification programme mooted


To attract youngsters to work as welders, Asian Welders Federation, an newly formed apex body of welding industry, is working out a new Common Welder Qualification, which would be valid in any of the Asian countries, unlike the different standards and certificates prevailing in various countries.
The draft scheme for the certification was given shape at a meeting of the Federation at Delhi in November last year, which would be finalised at its meeting in Beijing scheduled in May, said M. Rajasekharan, secretary, Indian Welding Society.
Modalities like duration of the training course would be worked after the approval in the meeting by representatives of 13 countries, which are the members of the Federation by July or August. — PTI

Coming Up - MBA,BE/ B.Tech. degree programs


The School of Management under Pondicherry University has invited applications for admission to its two-year fulltime MBA programme. The selection is based on IIM-CAT 2010 score, group discussion and personal interview. Apply online before February 18. Web site: www.pondiuni.edu.in
DOEACC Centre, Calicut, will conduct various PG diploma courses including embedded system design, embedded wireless and mobile applications, VLSI design and embedded hardware design, information security and system, administration and auditing, software technology, industrial automation system design during February and March. For more details visit www.doeacccalict.ac.in. Phone: 0495-2287266.
LM Thapar School of Management under Thapar University, Patiala, has invited applications for admission to its MBA programme. BE/ B.Tech. degree holders in any branches or M.Sc./ MA in mathematics / statistics / computer science/ electronics / physics / operation research/ information science / IT or MCA with at least 60 per cent marks are eligible to apply. The selection is based on IIM-CAT 2010 score or entrance test, group discussion and interview. Last date: February 11. Web site: www.thapar.edu.
The Indian Institute of Management, Indore, has invited applications for admission to its one-year executive PG programme in management. Graduates with valid CAT/ GMAT score and five years of managerial/ professional experience can apply. Last date: April 20. Web link: www.iimidr.ac.in/iim/pages/programmes_main/epgp.php.
The National Brain Research Centre (Deemed University), Manesar, Gurgaon, Hariyana, has invited applications for admission to its Ph.D. (neuroscience) and integrated Ph.D. in neuroscience programmes. Last date: February 15. Web site: www.nbrc.ac.in.
Faculty of Engineering under Avinashilingam Deemed University for Women has invited applications for engineering entrance examination (AEEE-2011) for admission to its BE, ME programmes in various branches.
Eligibility for BE course is a pass in Plus Two examination with physics, chemistry and Mathematics as compulsory subjects along with computer science / biology with at least 50 per cent marks in aggregate. The application fee is Rs.600. Last date: March 28. Entrance test will be held on April 3. Web site: www.avinuty.ac.in, www.auengg.com.
Apply online for CUSAT-CAT 2011 before February 4. Web site: www.cusat.nic.in.
Applications are invited for INLAKS scholarships. Last date: April 15, 2011. Web site: www.inlaksfoundation.org.
Army College of Medical Sciences, Delhi, has invited applications from the wards of serving and ex-Army personnel for admission to MBBS course.
Total seats: 100. Eligibility: At least 50 per cent marks in aggregate in Plus Two examination with physics, chemistry, biology as subjects. Web site: www.ipu.ac.in, www.theacms.in, www.awes.nic.in.
Army College of Dental Sciences, Secunderabad, has invited applications from the wards of serving and ex-Army personnel for admission to its BDS course. Total seats: 40. Web site: www.armycods.in.
Xavier Institute of Management and Entrepreneurship (XIME), Bangalore, has invited applications for admission to its PG diploma in management programme and executive PGDM programme. Graduates with at least 50 per cent marks are eligible for admission to PGDM programme.
The selection is on the basis of XAT/ CAT/ ATMA score, group discussion and interview. Web site: www.xime.org. Phone: 080-28528597 / 98.
GOPAKUMAR KARAKONAM


source : http://www.hindu.com/edu/2011/01/25/stories/2011012550070200.htm

Spike in student intake for postgraduate courses

Almost all the seats in government and aided colleges, available under CAP in MG University, have been filled.

The Centralised Allotment Process (CAP) for admission to the postgraduate programmes seems to have helped the Mahatma Gandhi University in registering an increase in the student intake this academic year.
A review of the allotment process conducted by the university found that the student intake in 2010-11 has improved considerably compared to the previous year.
It was found that almost all the seats in government and aided colleges, available under CAP, have been filled. The student intake in unaided colleges has also gone up, according to the report.
Pointing out that students from all districts took admission to the postgraduate programmes offered by the colleges affiliated to the university, Rajan Varughese, Pro-Vice Chancellor, told The Hindu-EducationPlus that the opportunity for students across the State to seek admission to colleges of their choice cutting across geographical limits has resulted in a change in the social and cultural composition of the student community enrolled in different colleges.
It is pertinent to note in this context that students from Malabar region got admission to colleges in central Travancore, he said.
Explaining that the principals of many affiliated colleges had informed the university that the colleges got students in all the postgraduate programmes, Dr. Varughese said that hostels in several colleges, which were affected by poor enrolment, have found a fresh leash of life following the increase in student intake. In Pathanamthitta, women's hostels of affiliated colleges were filled with students from northern Kerala, he said.
Self-financing colleges
The university has learnt that the self-financing colleges also benefited from CAP. The enrolment to these colleges improved with allotment made by the university. He said that the rural and less-known colleges were the major beneficiaries of CAP.
The number of students belonging to the Scheduled Castes and Scheduled Tribes categories and other backward communities also increased at the postgraduate level, he said.
The review report found that CAP could reduce the cost involved in submitting multiple application forms for various colleges, as the entire process was web-enabled and online. Students were able to select the programme of their choice in any college by submitting a single application.
In government colleges all the seats were filled through CAP. Sixty per cent seats in aided colleges run by backward communities were filled through the centralised allotment process. Seventy per cent seats were brought under the CAP in aided colleges run by forward communities.
In unaided colleges, 50 per cent seats were filled through centralised allotment process.
Fifty per cent of the seats for unaided courses offered by aided colleges were also be filled through this process. LBS Centre at Thiruvananthapuram provided the technical support to the special cell of the university in the implementation of CAP.

For better proficiency in foreign languages


Many options are available to study the French, Italian and Japanese languages.

— File Photo 

For correct intonation: Language labs play a major role in helping students get their pronunciation right.
We had in these columns during the past weeks listed 19 universities/ centres that provide good facilities for the study of foreign languages in India. Let us now look at a few more of them.
Alliance Francaise
Web site: www.afindia.org.
Alliance Française has a large network of more than a thousand associations in 136 countries, delivering French language courses to a total of 4,60,000 students. It also aims at cultural interaction among French-speaking peoples. There are 16 Alliances Françaises in India (Ahmedabad, Bangalore, Bhopal, Chandigarh, Chennai, Goa, Hyderabad, Jaipur, Karikal, Kolkata, Mahe, Mumbai, New Delhi, Pondicherry, Pune and Trivandrum).
The DELF and DALF examinations certify the students' levels in French. Teaching of the French language at the Alliance Française is progressive. They offer all levels of learning starting from level 1 (A1) to level 6 (C2).
The student is invited to actively participate in the class and to develop his powers of observation, thinking, and communication, and also use the four skills: oral and written comprehension, written and oral production. After every level, he continues his learning in the next higher level if authorised by the teacher. He can also have his skills validated by an internationally recognised diploma: the DELF and the DALF.
Sessions of 160 hours (Levels 1-3), 200 hours (Level 4) or 240 hours (Levels 5 and 6) to attain the objectives of each level.
Address of the Chennai centre: Alliance Française de Madras, No.24, College Road, Chennai 600 006; ph: 044-28279803, Web site: www.madras.afindia.org
Indo-Italian Chamber of Commerce and Industry (IICCI) is a non-profit organisation recognised by the Italian government, whose main objective is to promote and enhance trade and economic relations between India and Italy. It conducts classes in the Italian language at its different centres. Web site: www.indiaitaly.com.
Head Office: IICCI - Head Office, Mumbai, Bengal Chemicals Compound
502 Veer Savarkar Marg, Prabhadevi, Mumbai 400025; Ph: 022-24368186, e-mail for language lessons: language@indiaitaly.com.
Italian language courses at Mumbai:
Level I: Beginners Level, morning classes for two hours, three days a week. Duration: two months
Level II: Intermediate level, morning classes for two hours, two days a week. Duration: two months. Similar programmes are available at other centres. There is a third level (advanced) also. Contact details:
Bangalore: Ph: 080-26620318, e-mail: anup.tg@indiaitaly.com
Chennai: Ph: 044-28242399; e-mail:r.cardoza@indiaitaly.
com
Goa: Ph: 0832-2438946; e-mail: c.iuzzolini@indiaitaly.com
Kolkata: Ph: 033-32944677; e-mail:iicci.cal@indiaitaly.
com
The key objectives of the three levels are as follows:
First level, beginner: Understand and use familiar everyday expressions and very basic phrases. Introduce themselves and others. Ask and answer questions on personal details. Interact in a simple way, provided the other person talks slowly and clearly.
Second level, intermediate: Understand sentences and frequently used expressions related to areas of most immediate relevance (eg. very basic personal and family information, shopping, local geography, employment). Communicate on simple and routine tasks requiring direct exchange of information. Describe in simple terms aspects of their background, immediate environment and matters in areas of immediate need.
Third level, advanced: Understand the main points of clear standard input on familiar matters regularly encountered at work, school, leisure, etc. Deal with usual situations likely to arise while travelling in an area where the language is spoken. Produce simple connected text on topics that are familiar or that are of personal interest. Describe experiences and events and briefly give reasons and explanations for opinions and plans.
Students are examined at the end of each level. After the completion of the entire course, the Italian Embassy will award a Diploma.
Indo-Japan Chamber Of Commerce & Industry, No.21, K.B. Dasan Road, Teynampet, Chennai 600 018; Ph: 044-24352010, e-mail: indo-japan@ijcci.com; Web : www.ijcci.com. This promotes educational, cultural and commercial activities between Japan and India.
The Chamber conducts Japanese Language Classes throughout the year to prepare students for the different levels of the Japan Foundation's Japanese Language Proficiency Test (JLPT). Further, there are need-based conversation classes, both short-term and long-term, for the benefit of corporate houses. Special Japanese Language Classes are also conducted for students of professional colleges on request.
Distance education programmes are being conducted for the benefit of outstation students, even for appearing in JLPT. The course, among other things, effectively enables students to acquire basic skills in Japanese conversation. Interested candidates have the option to join a four-month advanced intensive Japanese conversation program, with four contact classes on Sundays.
JLPT lays stress on knowledge of Japanese including vocabulary, grammar, and competence in practical communication. These are measured through tests in language knowledge (vocabulary / grammar), reading and listening. The JLPT is offered in five levels (N1, N2, N3, N4, and N5). The easiest level is N5 and the most difficult level is N1. Levels N4 and N5 measure the level of understanding of basic Japanese mainly learned in the class. N1 and N2 measure the level of understanding of Japanese used in a broad range of scenes in actual everyday life. N3 is a bridging level between N1/N2 and N4/N5.
N5: Ability to read and understand typical expressions and sentences written in hiragana, katakana, and basic kanji / listen and comprehend conversations on topics in daily life, and to grasp information from short conversations spoken slowly.
N4: Abilities in N5 at some more depth.
N3: Ability to understand Japanese used in everyday situations / read slightly difficult writings encountered in everyday situations / listen and comprehend coherent conversations spoken at near-natural speed
N2: Ability to read and comprehend materials written clearly on a variety of topics, such as articles and commentaries in newspapers and magazines as well as simple critiques, and comprehend their contents / comprehend orally presented materials such as news reports, spoken at nearly natural speed.
N1: Ability to read and comprehend writings with logical complexity and/or abstract writings on a variety of topics, such as newspaper editorials / comprehend orally presented materials such as coherent conversations, news reports, and lectures, spoken at natural speed
The Japan Foundation, 5-A, Ring Road, Lajpat Nagar-IV, New Delhi 110 024 Web: www.jfindia.org.in, is an organization for international cultural exchange. It promotes Japanese language education, through various activities including teacher training.
The Ramakrishna Mission Institute of Culture, School of Languages, Golpark, Kolkata – 700029; Ph: 0332464 1303; e-mail: rmic@vsnl.com,
Web site: www.sriramakrishna.org
Junior courses of one year each, in French, German, Italian, Portuguese, Spanish, Arabic, Chinese, Japanese, Latin, Ancient Greek, and Persian
Senior Certificate courses of one year each, in French, Italian, Portuguese, Spanish, Arabic, Chinese, Japanese, Latin, and Persian
Advanced Certificate courses of one year each in Chinese, Japanese, French and Spanish.
Senior and Advanced Certificate courses, each of one year, in German.
Communicative Certificate courses, each of six months, in Chinese, French, German, Korean, Russian and Spanish.

Monday, January 24, 2011

EXTRAMINDS valentine open competition 2011

Extraminds.com is conducting  Mr. & Ms valentine 2011.

All extraminds users can participate by joining a group i.e "Extraminds Valentine Open Competition 2011" &  put your lovely  photograph in the same to attain the attraction ,comments and sweet from other to win the competition.

Surprise gift for winner who get maximum comments and likes on his/her photo.
other non user can also participate by joining the extraminds.com 

source : http://www.extraminds.com/Home.aspx

Out of a job?--A few tips to overcome this pressure:


A `pink slip' no longer refers only to a sensuous garment, it evokes instead, nightmarish visions of being jobless, and assailed by an overwhelming feeling of worthlessness. When you are out of work or have been on the lookout for one for a considerable time, its tough being upbeat.
A few tips to overcome this pressure:
Whether you are on the verge of being asked to leave or are already unemployed, experts all agree that staying motivated is an important aspect of the process. Recognise the fact that the job-search can be a long-term project rather than a one-day affair. Finding a job in these times is a full-time job by itself.
Have a routine. Try to maintain the same routine you had when you were working. Now, instead of going to the office you can scan papers, browse through job search websites or network. Get in touch with your former job contacts. Don't let yourself be idle. Maintaining a routine is one way of staying optimistic.
Its a lot to ask of yourself, but put on a happy face. Do whatever you have to do to have a smile in place. No doubt its a challenge to keep your emotions in the right perspective but it is crucial to maintain your equanimity. As no interviewer likes to see a surly face, don't sport one!
Keep your sense of humour intact. Get together with friends once in a fortnight or a month to catch up with the "news" and cheer each other up. You can keep it cheap by asking everyone to bring a snack or a beverage.
Remember this is just a transition period so don't put your life on hold. Do something that will make you feel good. Don't deny yourself.
Finally set realistic goals and objectives and stick to them. You may not be able to get that high-flying job but perhaps you can do something that you have always wanted to do and never had the time for.
What motivates us is achievement and it need not necessarily be a job-related one. Accomplish something that you and your family can be proud of.

The Cambridge way to test your English proficiency

The Key English Test, Preliminary English Test, First Certificate in English, Certified Advanced English and Certificate of Proficiency are the various certificates available under this examination.


Various English proficiency tests are being taken up for gaining entry into academic institutions, acquiring work experience abroad and for immigration purposes. Certification examinations equivalent to these one-time tests are conducted by the University of Cambridge which also conducts IELTS, one of the most popular tests for assessment of proficiency of the English language.
Assessment
The IELTS follows the Common European Framework for Languages (CEFR), a uniform system with which the teaching, learning and assessment of all European languages for non-native speakers is assessed.
It has three broad divisions that categorises the test-takers as A – basic speakers, B – independent speakers and C – proficient speakers. The IELTS profiles the candidates and tells them, based on scores, at which level within the entire band they stand.
A range of other language certifications and assessments provided by the University of Cambridge also test listening, speaking, reading and writing skills (see graphic) using the same parameters.
The Cambridge Main Suite Examination is a general English exam, available in different levels.
The Key English Test, Preliminary English Test, First Certificate in English, Certified Advanced English and Certificate of Proficiency are the various certificates available under this examination.
Unlike the IELTS which is valid for two years, these tests provide certification of achievement. These certificates can be substituted for IELTS scores in many universities.
Business English
The Business English Certification is a qualification taken up by professionals and students who want to improve their job prospects or study business courses overseas. This course is also available at the Preliminary, Vantage and Higher levels.
“Employees of various organisations including Hewlett-Packard, HSBC, World Bank take up the test for better communication and delivery at workplace,” says TK. Arunachalam, development Manager, University of Cambridge EOSL Examinations.
Young learners
At the school level, the Cambridge Young Learners English Test is offered for students in the age group of 6 to 12 years.
The three tests assess the student's proficiency at the basic level.
“We have been supporting educational institutions by providing training to teachers since it is free of cost,” says Mr. Arunachalam. It helps students develop their communication skills rather than the structural knowledge of the language.

Book Review - Focus on issues that affect the livelihood of tribes


BEING TRIBAL: Shereen Ratnagar; Primus Books, Virat Bhavan, Mukherjee Nagar Commercial Complex, Delhi-110009. Rs. 825.
Dedicated to the memory of Satish Saberwal, anthropologist, this book has two objectives. The first is to understand the sustainable subsistence systems in two villages of eastern Gujarat, inhabited by people known as ‘Rathwa', ‘Naikda', and ‘Dhanak'. The second is to discuss, in the light of this study, the issues affecting the survival of tribes in general.
The history of tribespersons, classified into about 650 communities and comprising 8.2 per cent of India's population, is a veritable saga of marginalisation and depression into the strata of landless agricultural workers and urban proletariat. Much of their impoverishment can be checked if the alienation of their land — whether by non-tribal land-grabbers or in the name of state-sponsored development projects — is put an end to.
The book argues convincingly that “modest land allocations” should be made to tribal households so that they could eke out their livelihood by adopting their time-tested traditional methods of cultivation. As Verrier Elwin said, the tribes should be left alone rather than the government imposing on them development schemes that bear no relevance to or are out of sync with the ground reality. Tribes should progress, Jawaharlal Nehru said, according to their own genius. Today these ideas constitute the design of endogenous, holistic, and culturally rooted development, which is sustainable and fulfilling.
Unfortunately, the protagonists of planned and directed change (the ‘development-walas', as the author calls them) are neither sympathetic to the concerns of the people nor do they have a sound knowledge of the diverse ways of life in rural and tribal contexts. The assumption is that their knowledge is superior to that of the local populace. So, when an externally crafted innovation meets with a lukewarm response, the urban-bred planners tend to see it as a consequence of the target group's “inherent backwardness,” because of which it fails to appreciate the benefits that would flow from the initiative. Therefore, for them, educating the ‘passive' villagers becomes the primary duty.
In most cases, the external experts decide what is good for the people instead of working through their cultures and visions of life. Since habitats and cultures vary from one society to another, development models have necessarily to be different. The book endeavours to dispel the notion that the same model can be uniformly applied across different societies. What we need is micro-level planning, which takes due note of the ground reality with all its socio-cultural nuances.
Fallacy
Many fallacies about tribal people are making the rounds. One is that they adopt a certain type of farming practice, called ‘shifting (or slash-and-burn) cultivation', which is considered regressive because it entailed massive destruction of forests. The colonial rulers thought the ‘wild men' indulging in this practice need to be goaded to take the route to civilisation by training them, even if forcibly, in plough cultivation. The British administrators strictly prohibited ‘shifting cultivation'. The forest, which was the very soul of life for the communities living therein, became a public property, subject to state control. The result is that, over time, the people's hold over, and access to, their lifeline resources got substantially reduced, thanks to an array of forest-related enactments and government policies. ‘Masters' became ‘serfs' and the forests, a commercial property.
This work demolishes the myth that ‘shifting cultivation' is “essential to being tribal.” Just 25 per cent of tribespersons practice it and a majority of them are settled agriculturists. In many cases, both the methods of cultivation go together. And, productivity from a slash-and-burnt field is not lower. From the myth about ‘shifting cultivation' emerged several notions about tribes — for instance, they are unfit to wield the plough; they cannot keep the livestock; they are ‘primitive'; and they do not store or save, or produce a surplus. These erroneous conceptions have persisted over generations of scholars.
The book argues persuasively that people, tribal or non-tribal, go by the quality and nature of the habitat in choosing the method of cultivation and they are equally concerned about regenerating natural resources.
Historically evolved
In a chapter that provides a sensitive account of the institutions and practices of the people, the author rebuts several typecasts and shows that tribes have historically evolved ‘safety nets'. Kinship and marriage ties are among them. Neighbours join hands and form informal groups to help a person in carrying out a task, and the recipient reciprocates by pitching in with his effort on a different occasion. This makes for solidarity among the people. This, however, does not mean that the world of tribes is closed. They do interact with the market, but do not acquire from there objects they need for their living. Their economy is not oriented towards ‘producing for the market', and this gives the tribespersons autonomy and robustness. The book is aptly titled and, refreshingly, it not only acknowledges its key respondent profusely but also carries his photograph.

Friday, January 21, 2011

CCE Home Exam Dates : Class 9 First Half and Class 10 Second Half of March 2011


Every School, Sahodaya Clusters or City may design their own date sheet for Classes IX and X examination accordingly.
The schools will conduct the SA-II for Class IX during the first half of March, 2011 and the SA-II for Class-X will be conducted during the second half of March, 2011.
Moreover, it may be ensured that in case of Summative Assessment-II for Class X, the dates for the subjects of English (Communicate/Language & Literature) and Science are kept after 23rd March, 2011.
The answer books should be evaluated by teachers as per the marking scheme provided by the Board.
KINDLY NOTE THAT ANSWER BOOKS OF SCHOOL BASED SA-II FOR CLASSES IX AND X SHOULD NOT BE SENT TO THE BOARD UNDER ANY CIRCUMSTANCES.   However these must be preserved and kept in the safe custody at the school for at least a period of three years (in case of Class IX) and two years (in case of Class X) along with question papers and Marking Scheme for any verification by the Board subsequently.

Source : http://mycbseguide.com/blog/cce-home-exam-dates-class-9-first-half-and-class-10-second-half-of-march-2011/

CBSE CCE Result 2011 : Common Result for Board and Home Exam

Important: kindly note that schools would not communicate the marks of summative assessment – II to the candidates of class x under any circumstances.

As per the scheme laid down and communicated earlier, the board would be declaring the results of the candidates of class x in the month of may along with the results of board based summative assessment-ii, and will be issuing the uniform certificate to every student.

Source: Read More......

CBSE-Class 10 CCE : Schools can set their own Question Papers

Latest circular issued by CBSE states that the affiliated schools may set their own question papers but they have to send these papers to the board for prior approval.

The Board will be sending separate CDs containing Question Paper Banks for Classes IX & X and the school may:

* pick up one question paper for each subject, OR mix and match the paper by using different questions/sections from different sets of question papers and prepare a question paper based on Board’s sample paper, design and blue print, OR prepare their own question papers as per sample paper, design and blue print available on CBSE’s website (www.cbse.nic.in) .
* However, in case the school prepares its own question papers, the question papers and marking scheme so prepared should be emailed to the Board (email id: cbsecceqp@gmail.com) for verification wihin a week of conduct of the respective papers.
* For Class IX, the Board plans to dispatch the CDs containing question papers to all schools so as to reach by 20th February, 2011.
* For Class X, the Board plans to dispatch the CDs containing question papers to all schools so as to reach by 07th March, 2011.
* Every School, Sahodaya Clusters or City may design their own date sheet for Classes IX and X examination accordingly.

The schools need to take out the print of the desired question paper (refer para 5 above) and, thereafter, the required number of prints/copies may be made at the school level. These question papers must be kept carefully.

source :Read More......

Rescheduling of AIEEE Exam From 24.04.2011 to 01.05.2011 (Sunday)

AIEEE - 2011

Programme of Action (PoA), 1992 under the National Policy on Education (NPE), 1986 envisaged conduct of a common entrance examination on all India basis for admission to professional and technical programmes in the country. For admission to Engineering and Architecture/Planning programmes, Government of India vide Resolution dated 18th October 2001 has laid down a Three-Exam Scheme (JEE and AIEEE at the National Level and the State Level Engineering Entrance Examinations (SLEEE) for State Level Institutions with an option to join AIEEE). This takes care of varying admission standards in these programmes and helps in maintenance of professional standards. This also solves problems of overlaps and reduces physical, mental and financial burden on students and their parents due to multiplicity of entrance examinations.

The Ninth All India Engineering Entrance Examination (AIEEE) was held on 25th April, 2010. 1065100 candidates appeared, out of 1118148 candidates registered, for the examination at 1623 centres located in 86 cities. Approximately, 26816 seats for BE/B.Tech & 936 seats for B.Arch/B.Planning in various institutions, namely National Institutes of Technology, IIITs, Deemed Universities, Technical Institutions, Delhi Technological University, Delhi and other Govt. funded Institutions were offered through this examination A centralized online counselling had been organized for filling up the All India seats by the Central Counseling Board. The States/Institutes listed below used AIEEE-2010 ranks to fill seats through their own counselling:- West Bengal, Himachal Pradesh, Haryana, Uttarakhand, Punjab University, Chandigarh, Punjab Engineering College, Chandigarh, Delhi Technological University, Delhi and N.S.I.T, Delhi under Delhi University.

Keeping in view greater variety of subjects offered by different School Boards at the 10+2 (Class XII) level, more subject combinations in qualifying examination (10+2) would now be possible. For the convenience of candidates, provision for on-line submission of Application Form has also been made.

source : http://aieee.nic.in/aieee2011/aieee/welcome.html

Thursday, January 20, 2011

Sibal moots institutional framework between NCERT and SCERTs

New Delhi: Union Minister for Human Resource Development (HRD) Kapil Sibal has mooted the framework for an institution that will be set up constituting of the National Council of Educational Research and Training (NCERT) and the State Councils of Educational Research and Training (SCERTs).

This framework could include the Central Board of Secondary Education (CBSE), Council of Boards of School Education (COBSE) and the National Council for Teacher Education (NCTE) as invitees, and would be a mechanism for coordination, continuous flow of information and dialogue.

Speaking at a meeting of the Central and State Regulatory Institutions for School Education, the minister said that the focus of the framework institution would be on improving the quality of education throughout the country.

He also underlined that the effort of the educational administrators and curriculum developers should be to maximize standards rather than settling for minimum standards. He was speaking at a meeting of Central and State Regulatory Institutions for School Education, here today.

The minister stated that as per the National Council for Teacher Education (NCTE) teacher qualification norms under the Right to Education Act, Teacher Eligibility Test (TET) will be an essential qualification.

He said that while the NCTE is developing the standards and benchmarks for this Teacher Eligibility Test, state governments would be responsible for administering these tests and it is the responsibility of the state governments to ensure that these tests conform to high standards.

He further added that the institutional mechanism between NCERT and SCERTs should work towards developing question banks which could be used by states for their Teacher Eligibility Test.

The minister also talked about the development of the National Vocational Qualification Framework (NVQF). He said that "the government has begun a process of series of consultations with different industry groups to facilitate development of vocational curriculum as demanded by the needs/job requirements of these industry groups."

He called upon the state governments to identify skills specific to their states and develop curriculum for these skills.

The NCERT in its presentation, among other things, stated that the government is proposing to set up a 24x7 channel for teaching through information and communications technology (ICT).

The NCERT would be the nodal agency for this channel and the National Institute of Open Schooling (NIOS) and Indira Gandhi National Open University (IGNOU) would be the collaborating agencies.

The target audience for this channel would be school students in the 5-18 years age group, open education students and neo adult literates.

source: http://www.indiaedunews.net/Today/Sibal_moots_institutional_framework_between_NCERT_and_SCERTs_13384/

Things much better for Indian students in Australia - Envoy

Chandigarh: With things turning out to be a "lot calmer" in recent months vis-�-vis Indian students in Australia, Australian High Commissioner to India Peter N. Varghese said that the safety of Indian students there is an issue that is "behind us".

Varghese said the Australian government had taken a series of measures which had led to "things being a lot calmer than they were 12 months ago".

"Look, I think that the issue of safety of Indian students is behind us really. We have taken a series of measures at federal government level, state government level and in relation to our police forces," Varghese told the sources in an interview here.

"All of those measures, which range from law enforcement to registration of educational institutions and to changes to our migration policy - separating out education and migration. I think all of those have helped us to manage this issue and I think that things are a lot calmer now than they were 12 months ago," the envoy said.

There had been a string of attacks on Indian students in Australia over the past two years, causing an uproar in India. Nitin Garg, an Indian student, was fatally stabbed in Melbourne in a race attack that took place in January last year.

Varghese said that External Affairs Minister S.M. Krishna, who is leaving for Australia Tuesday for a two-day framework dialogue meeting, will be briefed on the issue of safety measures for Indian students in Australia.

"I think there is a recognition by the Indian government that we have taken the matter seriously enough and taken action on it. We would be happy to give Mr. Krishna an update on how things are and a full briefing on the measures that are taken," he said.

"We do regular surveys of attitudes of international students and the most recent surveys have shown that the Indian students in Australia continue to be very positive about their experience in Australia," Varghese asserted. Since a majority of the student community in Australia - which is around 300,000 - is from Punjab, the Australian government sees Punjab as an important place.

"At the people-to-people level, it (Punjab) is very important. We have a large number of student migration from Punjab. Because our trade with India is so dominated by commodities, Punjab is less important on the trading side because you are not a big buyer of coal, copper etc," he said.

Figures show that student migration from India to Australia has dropped by as much as 80 percent in recent months.

"We would not have opened a (trade) office here if we were not interested in expanding the relationship and if we didn't recognize that it is an important relationship for us."

"In Punjab, at the moment, not much is there on the investment front. The sort of things we are looking at is doing in the agriculture sector. That would involve more Australian technology and expertise than investment. Educational linkages also do not necessarily require investment," Varghese said.

But he added that there could be some investment in the IT (information technology) sector even though it is early days on this front.

"One of the reasons we set up a (trade) office here is that we would like to do some scoping of the opportunities here. We will see if we can make it more specific."

The high commissioner said that investment between India and Australia has not been as much as the potential is.

"Investment has kind of lagged behind in the economic relationship. I am very keen to see investment in both directions. We are now seeing some substantial Indian investment in Australia in coal which is very good," he said.

"The Australian investment in India is still very low and I think that more than anything else, it reflects on the trade between both countries. The big ticket items in Australian exports to India are all commodities and they don't generate big investment."

"Over time as the economic relationship base broadens and Australian companies get in other sectors, we will see more Australian investment into India. I want to see that happening more often," the high commissioner added. IANS

Wednesday, January 19, 2011

Raju seeks review of SC order cancelling bail

New Delhi, Nov 9 (PTI) Scam-tainted Satyam Computer founder B Ramalinga Raju has approached the Supreme Court seeking a review of its order cancelling the bail granted to him by the Andhra Pradesh High Court in the multi-crore rupee accounting fraud.

The petition was filed against the October 26, 2010 order by which a bench of Justices Dalveer Bhandari and Deepak Verma had set aside the order of the high court granting bail to Raju along with his brother Rama Raju and four others.

The apex court had allowed the appeal of CBI and cancelled the bail granted to B Ramalinga Raju and five others and had asked them to surrender by November 10.

The supreme court had observed that the fraud eroded "corporate credibility of the nation".

"Ordinarily this Court would be slow in cancelling the bail already granted by the High Court, but in extraordinary facts and circumstances of these cases, we are of the considered view that the impugned orders passed by the High Court granting bail to the respondents, cannot be sustained in law and the same are accordingly set aside," the bench had said. .

Delhi feels tremors as quake hits SW Pakistan

New Delhi, Jan 19 (PTI) A powerful earthquake of 7.4 magnitude struck southwestern Pakistan in the small hours of the day, tremors of which were felt in parts of northwestern India, including the national capital.

Delhiites rushed outside their homes in the wee hours of the chilly night as tremors were felt in the capital.

The India Meteorological Department (IMD) said the epicentre of the earthquake was located in southwestern Pakistan in the desert area bordering Iran and Afghanistan.

"It was a shallow earthquake which struck at a depth of 7.4 km," an IMD official said.

The epicentre of the quake was located at 28.9 degrees north on the latitude and 64 degrees east on the longitude, the IMD said.

A US Geological Service report said the epicentre of the earthquake was located 45 km from Dalbandin in Southwest Pakistan. It said the focal depth of the earthquake was 84 km.

There was no immediate report of any loss of life or property.

A 7.6 magnitude earthquake had devastated northern Pakistan and parts of Kashmir in October 2008, killing thousands of people.

Tuesday, January 18, 2011

UID by 26 jan

Prime Minister Manmohan Singh handed over the first of the Aadhaar cards at Tembhli village in Nandurbar district of Maharashtra on Wednesday. The Unique Identification Authority of India (UIDAI), headed by Nandan Nilekani, has endeavoured on a mammoth project to provide Indian residents with an unique 12-digit identification number that will serve multiple purposes.

read more : http://ibnlive.in.com/news/10-things-you-must-know-about-the-aadhaar-uid-project/131979-3.html

Thursday, January 13, 2011

CBSE Date Sheet 2011 for Class X Class XII Board Exam Datesheet

CBSE Date Sheet 2011 for Class X Class XII Board Exam Datesheet
plz click the link to check the date sheet of cbse board.

Class X

(Download Class X Date Sheet)

Class XII

(Download Class XII Date Sheet)

एक्स्ट्रामाइंड्स डॉट कॉम - सोशल नेटवर्किंग में एक प्रयोग

EMO
एक्स्ट्रामाइंड्स डॉट कॉम - सोशल नेटवर्किंग में एक प्रयोग

http://bhadas4media.com/web-cinema/8489-2011-01-12-16-13-34.html

भारत के कुछ युवाओं ने www.Extraminds.com नाम से एक सोशल नेटवर्किंग साइट लांच की है. दावा किया जा रहा है कि भारत की यह अपनी सोशल नेटवर्किंग साइट कई नये फीचर से लैस है. इसमें पूरे परिवार के लिए सोशल नेटवर्किंग की व्यवस्था है. नए दोस्त बनाकर उनसे अपनी फोटो, वीडियो शेयर करने का आप्शन तो है ही, दूसरी तरफ अपना ग्रुप बनाने, ग्रुप चैट करने, अपना ब्लाग बनाने और दूसरों से शेयर करने जैसी सुविधाएं भी हैं.

इसका एक फीचर यूजर को सोशल नेटवर्किंग के साथ साथ पर्सनल भी करता है. वो है माई डायरी. इसमें आप जो चाहे लिख सकते हैं और अगर किसी से छुपाना या दिखाना चाहें, तो उसके लिए भी ये पोर्टल आपको एक ऑप्शन देता है. इसमें आप अपनी साइट का लिंक भी शेयर कर सकते हैं. इसका एक और सबसे अच्छा फीचर है कि अगर आप अपने दोस्त की बात से सहमत हो या नहीं हो तो उसको Sweet, Sour & Yuckkk करके अपनी बात रख सकते हो. ये पोर्टल बच्चों के लिए एक ऐसा प्लेटफोर्म लेकर आ रहा है जिससे देश के हर बच्चे को पढ़ने का मौका मिलेगा.

इस पोर्टल पर देश के जाने माने स्कूल के टीचर आकर बच्चों को पढाएंगे जिसमें ग्राफिक्स, ऐनीमेशन का सहारा लेकर बच्चों को आसानी से समझाया जाएगा. अगर आप सोच रहे हों कि इसके लिए आपको कहीं पैसा देना पड़ेगा तो आप गलत सोच रहे हैं. ये पोर्टल बिल्कुल मुफ्त है. इस पोर्टल का मकसद देश के हर व्यक्ति तक ऐजुकेशन को पहुंचाना है. इस पोर्टल पर बच्चों, नौजवानों और बुजुर्गों, हर उम्र के लिए कुछ न कुछ स्पेशल फीचर है. इसीलिए इस पोर्टल को भारतीय परिवार के लिए आदर्श सोशल नेटवर्किंग साइट के रूप में डेवलप किया जा रहा है. इस साइट को देखने के लिए www.extraminds.com पर क्लिक करें. प्रेस विज्ञप्ति

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written by yograj sharma, January 12, 2011
नए आगाज पर बधाई... जर्नलिस्ट टुडे नेटवर्क आपके इस प्रयास में शामिल हो गया है।
शुभकामनाएं

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http://www.journalisttoday.com/
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http://www.educationnplacement.com/

Friday, January 7, 2011

Extraminds - FEATURES

EMO
As you know social networking continued to grow strongly in India ,with several of the top global brands carving out a more prominent position, Here we pleased to introduce a new portal i.e. www.Extraminds.com which is all about creation & innovation and is a first Indian social networking site which is user friendly and never leaks the personal data created by users.

Its unique features:

MY DAIRY:
1.Why to waste your pen/pencil when you have a keyboard along with an extremely beneficial portal i.e. www.ExtraMinds.com.
2.Change your thoughts & expand your identity, knowledge, suggestions, views on worldwide web.
3. Here you have a provision to make your privacy to world wide web if you wish to.

MY NOTEPAD:
1.Get connected by sharing your ideas and thoughts to make yourself & others up-to-date.
2.Encourage others by putting a valuable quote/thought of a day etc.
3.Express yourself in front of the world.
CHAT:
1.Lets connect to the world on worldwide web.(WWW.)
2.Allow others to join your friend list and make yourself available to them anytime.
3.Exchange your views with others & know about what is happening day to day in the world.

GAMES:
1.Action
2.Sports
3.Gambling
4.Driving
5.Adventure

Themes:
1.Default themes
2.Designer themes (Here you can easily select a theme of your choice to make your wall attractive.)
MOST IMPORTANT FEATURE OF EXTRAMINDS.COM :

E-learning:
1.FOCUS-Better concentration
2.MEMORY-Improve IQ & Intelligence
3.FLEXIBILITY-Think beyond the boundaries
4.ATTENTION–Be sharper & better driver
5.SPEED-Think faster, improve reaction time
................and much more.....click here

The Eric Friedheim Library: Events and Classes

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