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Types of Fingerprints
Evaluation Types
Library - References
IMI
Chairmans Message
Mr. Veshal Shah, innately an Eagle, is enriched with education, exposure and experience globally. The science of
Multiple Intelligence and Dermatoglyphs fascinated him to the extent that it manifested the inception of IMI.
Miscommunication is perhaps the primary cause of good, bad and ugly. Science and technology has made it
possible to understand mother nature's, most complex creation, The Human Being.
Until yesterday you were trying to inculcate various parameters of skills and knowledge, just because he said, she said, family said so or
friends are doing so. What you were doing is, what almost every individual does. It is perhaps the method and lack of information adapted by
you that may not justify your efforts in achieving the results.
Every human is born with INNATE INTELLECT which is used to acquire knowledge and information, which in turn is processed by the brain to
INTELLIGENCE.
IMI will mentor you in your endeavour to discover your innate intelligence. These evaluations highlight the strengths and limitations of the
various parameters of your brain. These evaluations also indicate your brain type, learning styles and whether you are a convergent or a
divergent thinker.
IMI certified consultants will interpret the evaluation for you in detail and be more than happy to answer any and all questions that you may
have and provide you with remedies if required.
'DISCOVER YOUR INNATE. Maximize the potentials you are born with.
As you will itso mote it be.
Veshal Shah
Chairman
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IMI
Evolution
The seal and logo of IMI is a mastermind, by the founder Mr. Veshal Shah.
The yellow circle represents the energy of mother nature, the sun, with eight 5 pointed stars representing the eight intelligence and all the
five elements of mother nature. I-M-I represents each individual; as energy, power and symbol of mother nature's most complex creation The Human Being.
Institute of Multiple Intelligence (IMI) established in 2011 has its registered headquarters in Hong Kong and servers in China and Taiwan.
Our team of renowned and dedicated Professionals, Doctors, Psychologists, Trainers, Consultants and Counselors have developed several
programs, certifications, authentications, training and remedies.
Mission
We strive to achieve higher standards of excellence; by making good, better.
To discover the inborn potentials, enlighten human beings and equip them with their innate potentials for growth and advancement,
guiding parents and individuals in expanding their horizons.
It is our constant endeavour, to seek, build and share credible and authoritative knowledge on the subject of Multiple Intelligence and
Dermatoglyphs for rendering professional services for individuals and institutions globally.
Vision
IMI seeks to build and share credible and authoritative knowledge on the subject of Multiple Intelligence and Dermatoglyphs for rendering
professional services for individuals and institutions globally. Our research and development team aims to develop, adapt and apply newer
technologies for accuracy and ease and at the same time excel in empathetic approach which has a human and assistive touch for people to
benefit tactically and psychologically from the knowledge.
We aim to create a pool of trained personnel with integrity and a wise base of satisfied Affiliates and clients. We seek to have cordial
relationships with teachers, psychologists, the dermatoglyphs researchers and the large community.
IMI with its global presence is in a position to extend, related knowledge and know how on the subject of Multiple Intelligence and
Dermatoglyphs Multiple Intelligence Evaluations (DMIE) world wide. In a very short period of time IMI is a leading Multiple Intelligence and
DMIE resource institute commanding a high degree of goodwill globally.
Our vision is to make the good, better. IMI is a legend and the legacy will continue.
www.inmuin.com
This should not be surprising. After all, our bodies grow at different rates - we reach puberty at different ages and our emotional maturity at
different times as well. Why should our brains be any different?
Just because you have a classroom full of students who are about the same age doesn't mean they are equally ready to learn a particular
topic, concept, skill or idea. It is important for teachers and parents to understand that maturation of the brain influences learning readiness.
For teachers, this is especially important when designing lessons and selecting which strategies to use.
All children need to be challenged and nurtured in order to profit from your instruction. Instruction that is above or below the maturity level
of a child's brain is not only inappropriate; it can lead to behavior problems in your classroom. Inappropriate behaviors - avoidance,
challenging authority and aggression towards other students - can be explained by a failure to match instruction to the brain maturity of
your students.
You should also know that all brain functions do not mature at the same rate. A young child with highly advanced verbal skills may develop
gross and fine motor control more slowly and have trouble learning to write clearly. Another child may be advanced physically but not know
how to manage his/her social skills. Others may be cognitively advanced but show emotional immaturity.
For all of these reasons it is important to understand how our brains mature and the differences that may be present at each stage of
normal development.
Source: www.apa.org
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Before birth
Different brain structures mature at different rates and follow different paths, but maturation begins long before birth. As a fetus grows,
nerve cells (neurons) travel to their eventual locations within the brain. The survival of any one neuron is not guaranteed. There is
competition among neurons for limited space and those that do not find a home - a place where they can live and thrive - are pruned back
and destroyed. It is not known why some neurons find a home and others do not, but after a neuron settles down it continues to grow and
develop within its region of the brain.
When pruning does not happen or is incomplete, disorders in learning and/or behavior can be the result.
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Source: www.apa.org
Source: www.apa.org
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PRE-FRONTAL
Mo
Reasoning
ve
me
nt
Se
ns
ory
FRONTAL
PARIETAL
Speech
Understanding
Personality
Planning
Organizations
Writing
Smell
Speech Area
Virtual
Memory
Vision
Visual
Processing
TEMPORAL
OCCIPITAL
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Source: www.apa.org
Learning Period
Children learn new things from
observing things around them and
from the people around them.
Source: www.apa.org
Evolving Period
Children are able to judge the right
things from wrong; they can now
modify what they have learned from
their past experience and learn new
things.
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Age
3
Vision Development
Speech Development
Emotional Development
Math/Logic
Social Attachment and Skills
4
Motor Development
Peer Social Skills
Language
It is proven that children from birth to age 12 are at their prime to develop their innate intelligence and acquire knowledge.
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Source: www.apa.org
Multiple Intelligences
Dr. Howard Gardner is the John H. and Elisabeth A. Hobbs Professor of Cognition and
Education. He is also adjunct professor of psychology at Harvard University and senior
director of Harvard Project Zero. Among numerous honors, Gardner received a MacArthur
Prize Fellowship in 1981.
He has received honorary degrees from 26 colleges and universities. In 2005 and 2008, he
was named by Foreign Policy and Prospect magazines as one of the 100 most influential
public intellectuals in the world.
The author of 25 books translated into 28 languages, and several hundred articles, Gardner
is best known for his theory of multiple intelligence, a critique of the notion that there exists
but a single human intelligence that can be adequately assessed by standard psychometric
instruments.
The ability to solve problems or to create products that are valued within one or more cultural settings.
- Frames of Mind: The Theory of Multiple Intelligence (1983)
A bio-psychological potential to process information that can be activated in a cultural setting to solve problems or create
products that are of value in a culture.
- Intelligence Reframed (1999)
10
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Gardner argues that there is a wide range of cognitive abilities, and that there are only very weak correlations between these. For example,
the theory predicts that a child who learns to multiply easily is not necessarily generally more intelligent than a child who has more difficulty
on this task. The child who takes more time to master simple multiplication,
1)
2)
3)
may even be looking at and understanding the multiplication process at a fundamentally deeper level, or perhaps as an entirely
different process.
Such a fundamentally deeper understanding can result in what looks like slowness and can hide a mathematical intelligence potentially
higher than that of a child who quickly memorizes the multiplication table despite a less detailed understanding of the process of
multiplication.
The theory has been met with mixed responses. Traditional intelligence tests and psychometrics have generally found high correlations
between different tasks and aspects of intelligence, rather than the low correlations which Gardner's theory predicts. Nevertheless many
educationists support the practical value of the approaches suggested by the theory.
The theory of multiple intelligence is Dr. Howard Gardners theory that proposes that people are not born with all of the intelligence they will
ever have. It says that intelligence can be learned throughout life. Also, it claims that everyone is intelligent in at least eight different ways and
can develop each aspect of intelligence to an average level of competency.
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11
Q.
A.
Do you think we should be able to freely choose what courses we take? Or do you favor a uniform curriculum for all students?
HG: In general at the secondary level, everyone should study some history, science, mathematics, and the arts. It is not important to me which science is
taught - I am much more interested in students learning to think scientifically. Similarly, it does not matter that much which history students learn,
though they certainly ought to be acquainted with their own country. What matters is that the students have some sense of how historical studies are
carried out; what kinds of evidence are used; how history differs from literature on the one hand, and from science, on the other; why each generation
rewrites history and there can never be a definitive history.
Q.
You prefer depth over breadth. Do you think students might not learn enough with this approach, and graduate with major gaps in their
knowledge? For example, if a history class were to focus deeply on World War I, and thus not have time to cover Vietnam?
HG: It is more important that students learn how to think like a historian, and how historians handle data and draw conclusions. This can only come from
in depth study of a manageable number of topics. If the teaching of history were well coordinated throughout K-12, we could certainly learn about all the
topics that you mention. The problem now is that a student might study the American Revolution four times and never learn about the French or Russian
revolutions at all.
A.
Q.
A.
Can you recommend techniques for teachers to identify their students' strengths?
HG: If you want to get to know your students intelligences during the first weeks of school, I have two suggestions: 1) Take them to a children's museum
a few times (or some other kind of rich experience like a playground with many kinds of games) and watch them carefully. This will complement what
you observe in class. 2) Give a small questionnaire about their strengths to the students themselves and their parents and, if possible, last year's teacher.
To the extent that all three report the same strengths and weaknesses, you are on pretty safe ground. I don't trust self reports unless they are
corroborated.
Q.
A.
Q. How could the multiple intelligences theory positively impact schools around the world?
HG: Briefly, my theory can reinforce the idea that individuals have many talents that can be of use to society; that a single measure (like a high stake test)
is inappropriate for determining graduation, access to college, etc.; and that important materials can be taught in many ways, thereby activating a range
of intelligences.
12
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Q.
A.
What about the oft-noted connection between mathematical and musical intelligences?
HG: There is no doubt that individuals who are mathematically talented often show an interest in music. I think that this linkage occurs because
mathematicians are interested in patterns, and music offers itself as a goldmine of harmonic, metric, and compositional patterns. Interest, however, is
not the same as skill or talent; a mathematician's interest in music does not predict that she will necessarily play well or be an acute critic of the
performances of others. (However the implied link) rarely works the other way. We do not expect of randomly chosen musicians that they will be
interested, let alone skilled, in mathematics. There may also be a bias in the kind of music at issue.
Those involved in classical music are far more to be oriented toward science and mathematics than those involved jazz, rock, rap, and other popular
forms. These observed correlations and lack of correlation suggests another factor at work. In certain families and perhaps also certain ethnic groups,
there is a strong emphasis placed on scholastic and artistic accomplishment. Youngsters are expected to do well in school and also to perform creditably
on an instrument. These twin goals yield a population with many youngsters who stand out in math and music. There may be other common underlying
factors, such as willingness to drill regularly, an inclination toward precision in dealing with marks on a piece of paper, and a desire to attain high
standards. One would have to sample a wide variety of skills-from being punctual to writing cogent essays-before jumping to the conclusion that a
privileged connection exists between musical and mathematical intelligence.
Q.
A.
13
Multiple Intelligences
Intrapersonal
Self Smart
Logical / Mathematical
Number Smart
Linguistic / Verbal
Word Smart
Nature Smart
Naturalistic
Strengths: Finding Patters and Relationships to Nature
People who are high in Naturalistic intelligence are more in tune with nature and are often interested in nurturing, exploring the
environment and learning about other species. These individuals are said to be highly aware of even subtle changes in environment.
Characteristics of Naturalistic Intelligence:
l Interested in subjects such as botany, biology and zoology
l Good at categorizing and cataloging information easily
l May enjoy camping, gardening, hiking and exploring the outdoors
l Doesnt enjoy learning unfamiliar topics that have no connection to nature
l Often uses humor when telling stories
14
Source: psychologist.about.com
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Multiple Intelligences
Interpersonal
People Smart
Visual / Spatial
Picture Smart
Bodily Kinesthetic
Body Smart
Music Smart
Musical
Strengths: Rhythm and Music
People who have strong musical intelligence are good at thinking in patterns, rhythms and sounds. They have a strong appreciation
for music and are often good at musical composition and performance
Characteristics of Musical Intelligence:
l Enjoy singing and playing musical instruments
l Recognizes musical patterns and tones easily
l Good at remembering songs and melodies
l Rich understanding of musical structure, rhythm and notes
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Source: psychologist.about.com
15
Brain Dominance
Left Brain / Convergent Thinkers have a systematic approach and play by rules. They analyze everything and conclude
logically.
Right Brain / Divergent Thinkers are creative and have a tendency to bend the rules. They are artistic and always looking for
ways to express themselves.
Perception
Intra Personal
Linguistic
Logic
Imagination
Logical Interpersonal
Visual
Chalk Musical CQ
Intra Personal
Walk
Kinesthetic
Kinesthetic
Law
Affective
Auditory
Self Cognitive
Writing
Art
Science
Peacock
Liberal
EQ
Spatial
Naturalist
Reverse Thinking
Eagle
Management
Language
Dancing
Engineering
Medical
Talk
IQ
Dove
Owl
Music
Reflective Thinking
AQ
Finance
Reading
16
Maps
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LIFE Profile
The concept of a behavior profile was developed in the late 1920s as a result of the psychologist Dr. William Marston's theory that there are
four basic personality types, DISC (Dominance, Influence, Conscientiousness and Steadiness). Over years, different versions of the same
theory developed including BEST (Bold, Expressive, Sympathetic and Technical) and Dr. Gary Couture's version using bird names
(Eagle, Peacock, Dove and Owl). Based on this IMI has created the LIFE profile.
Linguistic
Logical Interpersonal
Chalk
Intra Personal
Visual
Musical
Kinesthetic
Walk
Auditory
Liberal
Kinesthetic
Affective
Efficient
Naturalist
EQ
Reverse Thinking
Management
CQ
Law
Spatial
AQ
Art
Leader
Talk
IQ
Reflective Thinking
Leader
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Idealist
Flamboyant
Efficient
17
Learning Domains
Cognitive
Affective
They are prone to adopt and adapt to their environment, Their greatest advantages are their creativity
and flexibility. Nevertheless, with this strength, they learn both good and bad things. Therefore,
environment plays an important role in their learning progression. With their social-orientated
characteristics, they value the relationships between people. At times, they tend to give up halfway in
the midst of a learning process due to emotional commotions. Under such circumstances, they need
encouragements and compliments to keep them going.
Reverse Thinking
Their way of thinking often differs from others, showing a different viewpoint from the mainstream,
with an outstanding performance. The main aspiration that drives them is your interest. They like to
ask questions, and they are persistent in getting the answers which they will evaluate critically. They
are self-centered and prefer to look at things in a different way thus people mistakenly tend to regard
them as eccentric, peculiar, rebellious and remote. They have rather high acuity and as a result they are
able to make quick decisions without lengthy considerations.
Reflective
18
Their potential of learning is infinite and full of plasticity. They are able to learn and absorb only if they
are given proper guidance. They are pragmatist, practical and hardworking but lack sensibility. They
incline to familiar interpersonal relations and substantial goals. They are efficient and prudent hence
they find confrontations and vagueness objectionable.
Besides, they are also conservative, dubious, stagnant, sensitive, impatient, distant and defensive.
They believe that nothing comes easy hence they work extremely hard to obtain something. Being
honest, persistent and emotionally erratic, they are rather weak in self expression.
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Learning Styles
Learns by seeing and watching
Visual
CHALK LEARNER
TM
They learn by seeing and watching. They use strong visual associations. They often use lists to organize their life and their thoughts. Plus, when
spelling, they recognize words by how they look. They remember faces but forget names. They usually learn best by associating pictures with the
words or concepts being used. they benefit when visuals are used as part of a lecture (whiteboard, transparencies, power-point, films, videos,
maps, charts, posters, graphs, etc).
Demonstrations by the professor are helpful, as are textbooks with pictures and diagrams. They often have a well-developed imagination and are
easily distracted by movement or action in the classroom. However, noise will probably not distract them. They may not prefer to learn in study
groups but, they tend to like to work in a quiet room.
Kinesthetic
WALK LEARNER
TM
They learn by becoming physically involved and actually doing something with what's being learned. Hands-on activity is needed to get the
learning to stick! Being on the move helps their memory to work. In the classroom, they benefit from physical activity, in-class demonstrations,
hands-on student learning experiences, and professors who give real-life examples. Using large diagrams, floor/wall puzzles and large maps
on the wall or floor are helpful. Charades, acting, interviewing, pantomiming, skits, and role-playing enhance learning. Laboratories, field trips,
trial-and-error assignment, and fieldwork done outside the classroom promote more interest.
Learns by listening
Auditory
TALK LEARNER
TM
They learn by listening to verbal instructions, remember by forming the sounds of words. They find it easy to remember names but forget faces.
They often do well working out solutions or problems by talking them out. In most circumstances they need to hear themselves say it in order to
effectively commit to memory. They may find themselves reading aloud instead of reading silently, talking to themselves or repeating
instructions to make sure they understand. Ask questions of the professor in order to gain understanding. Ask follow-up questions if necessary.
The discussion cements the information for them. They are easily distracted by noise and often need to work where it is relatively quiet. However,
they benefit from listening to lectures, dialogues and plays; using audio recordings and videos, etc; participating in group discussions; and
interacting in listening/speaking exchanges.
*Chalk Learner / Walk Learner / Talk Learner are copyrighted intellectual property of IMI Academy Ltd. Use without consent is illegal & prohibited.
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19
The word dermatoglyphics comes from two Greek words (derma, skin and glyphe, carve) and refers to the friction ridge formations which
appear on the palms of the hands and soles of the feet. Characteristically, hair does not grow from this area. The ridging formations serve
well to enhance contact, an area of multiple nerve endings (Dermal Papillae) and aids in the prevention of slippage. People of African
ancestry display reduced skin pigmentation in the designated locations. All studies of the dermal ridge arrangements including genetics,
anthropology and Egyptologyare classified under the term dermatoglyphics.
The word subdermatoglyphic is cited as one of the longest isograms in the English language.
These evaluations are NOT based on the study of palmistry or astrology in any way.
These evaluations are based on the fingerprints which are formed pre-birth at the same time as the lobes of the brain are.
These evaluations are accurately derived upon by using proven scientific techniques.
20
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DMIE Process
Capturing Biometric
Uploading
Computation
10 Minutes
03 Minutes
Over night
(On site)
(Back End)
(Back End)
Consultation &
Guidance
(On site)
www.inmuin.com
Evaluation Generation
Over night
(Back End)
21
Learning Domains
Learning Styles
Cognitive
Affective
TM
TM
Reverse Thinking
Reflective
TM
Right Brain
Communication Skills
Logical Thinking
Fine Motor Skills
Verbal Comprehension
Visual Recognition
Creativity
Imagination / Vision
Gross Motor Skills
Music Association
Aesthetic Sense
Multiple Intelligence
22
Intrapersonal
Interpersonal
Logical / Mathematical
Visual Spatial
Linguistic
Bodily Kinesthetic
Naturalistic
Types of Fingerprints
Persistent
WHORL
Individualistic
Stubborn
Strong reasoning
Flexible
LOOP
Sociable
Imitative
Influenced Easily
Infinite Plasticity
ARCH
Simple minded
Genius if groomed
Dormant if not groomed
Confused
ACCIDENTAL
Irrational
Complicated
Unstable
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23
Evaluation Types
Career Guidance
Selection of subject
Roadmap to occupation
Application of Innate Intelligence
Paving the path to a secure tomorrow
Biometric Evaluation = Discovering Innate Potentials = High EQ = Success
24
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Evaluation Types
Professionals
Self awareness of our innate strengths
Targeted Skills and Recruitment
Springboard to Human Resources
Relationships
Bridging the gap of miscommunication
Distribution of Micro and Macro responsibilities
Understanding behaviourial patterns
Biometric Evaluation = Discovering Innate Potentials = Acceptance = Bonding
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25
FAQs
Q.
What is the relationship between Finger Prints and the Human brain?
A.
In the earlier days, American doctors discovered a strange case where a baby is born without brain the disease was
coined by name anencephaly. In anencephaly, many times with absence of brain even the fingerprints were missing.
Cases like this had been repeated throughout history. In the gestation period fingerprints and brain development
happens simultaneously during week 13 to week 21, leading medical experts to believe that the brain is absolutely linked
to the fingerprints.
Q.
A.
Absolutely not.
Palmistry or Chiromancy is the divination of the future through the interpretation of lines of the palms whereas
Dermatoglyphs is the science of comparing, analysing and classifying the patterns of the skin grains and ridges of each
person's fingerprint. These evaluations do not predict the future, but rather gives a comprehensive insight of one's innate
intelligence distributions, potentials, and preferred learning and communication styles.
Q.
A.
Conventional Testing uses questionnaire format where most of the time answers can be influenced by the emotional and
mental state, wherein Dermatoglyphs Evaluation is unaffected by such parameters hence offering most vivid results.
Q.
A.
Scientific study of fingerprints has started in year 1650. Word Dermatoglyphics was coined in year 1926 by Dr Harold
Cummins & Midlo.
Q.
A.
Yes, after the initial counseling with the client, we also take advance appointments for remedial therapies as required.
26
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FAQs
27
Library
Our online library available at www.inmuin.com
1.
2.
3.
Sample Evaluation
4.
5.
6.
7.
8.
9.
28
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References
Gardner, H. (1983). - Frames of Mind. New York: Basic Books Inc.
Gardner, H. (1993). - Frames of mind : the theory of Multiple Intelligences.
New York, NY: Basic Books. xxxii, 440 p.
Gardner, H., & Hatch, T. (1989). - Multiple Intelligences go to school:
Educational implications of the theory of Multiple Intelligences.
Educational Researcher, 18(8), 4-9.
Gilman, L. (2001). - The Theory of Multiple Intelligences. Retrieved April 13, 2004, from Indiana University Web site:
http://www.indiana.edu/~intell/mitheory.shtml
Lazear, D.G. (1992). - Teaching for Multiple Intelligences. Bloomington
Smith, K. (2002). - Howard Gardner and Multiple Intelligences
American Psychological Association (www.apa.org)
Wikipedia : Fingerprint # History of Fingerprinting for identification
Pyschology.about.com
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29
IMI Worldwide
Headquarters:
Institute of Multiple Intelligence
303, Hung hom Commercial Center, Block A No. 39
Ma tau wai Road Hung hom Kowloon Hong Kong.
Email: info@inmuin.com
USA
Institute of Multiple Intelligence Inc,
Indonesia
Hive
Philippines
Nepal
Mind Print
30
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IMI India
Head Office
IMI Academy Ltd.
Maharashtra
West
North
Gujarat
Chandigarh
South
East
Hyderabad
Kolkata
My MI Academy
10/92, Gandhinagar,
Hyderabad 500 080.
Contact: Mr. Ritesh Kumar
Tel:
+91 987 359 0023
Email:
eduled@inmuin.com
www.inmuin.com
31
Educational Institutions
l
Corporate / Organisations
l
Customised solutions
32
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Disclaimer:
While every effort has been made to ensure
the contents of this publication are accurate
IMI takes no responsibility direct or indirect. Information provided is for private
circulation and bears no commercial value. Contents of this publication are protected
by work product immunity and other legal rules. Opinions and information provided
cannot be construed as medical or astrological advice. Information is based on
scientific studies, clinical experience or traditional usage as cited in each article. The
outcome may not necessarily occur in all individuals. No employee, associate, agent
or affiliate is authorized to conclude any binding agreement on behalf of IMI without
written confirmation by an executive of IMI. All the references mentioned in this
publication are not endorsed and are archived from
open source online content.
www.inmuin.com
For private circulation only. Not for sale. Version 2.0 7/2012
Head Quarters :
303 Hung hom Commercial Center
Block A No. 39 Ma tau wai Road
Hung hom Kowloon Hong Kong
Tel: +852 597 21113
E: info@inmuin.com
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