Mahatma Gandhi Institute of Technology

Gandipet, Hyderabad 500 075

Department of M&H

ADVANCED ENGLISH
COMMUNICATION SKILLS
LAB MANUAL
MEMBERS OF FACULTY
C.S. Srinivas, M.A., M.Phil
A. Lavanya, M.A., PGDTE
K. Venkata Ramana, M.A.,
C.N.A. Chandra, M.A., M.Phil
E. Krishna Chaitanya, M.A., M.Phil., PGCTE & PGDTE
V. Venkata Ramana, M.A., M.Ed., M.Phil., PGCTE

INTRODUCTION
In view of the growing importance of English as a tool for global
communication and the consequent emphasis on training students to
acquire communicative competence, the syllabus has been designed
to develop linguistic and communicative competence of Engineering
students.
The language laboratory makes use of the latest technological aids to
support language learning. It is in fact a complex of audio-visual
equipment specially designed to meet the requirements of language
learners. It consists of a teacher console which helps the instructor in
monitoring the learning activities of the individual learners. Each
learner is provided with a learner-booth which includes a monitor to
see the visual content of the 'lessons' and a headphone for the audio
component. The instructor can use a pre-recorded audio-visual CD or
cassette at the console and it is simultaneously accessible to all the 30
learners. In fact, he can record his own lesson which can be
simultaneously recorded at all the 30 learner booths.
What makes the language laboratory useful is the fact that the teacher
console allows the instructor to listen to each learner individually and
get in touch with any learner through the head phone without
disturbing others. Similarly, the learner by just pressing a button can
communicate with the instructor for suggestions, queries, without once
again disturbing fellow learners. The advantage is that 30 individual
learners go through the learning process listening to the language
lesson, reproducing the activities, recording it on the audio tape so
that they can cross check their performance. The language lab has the
facility of a 'conference' - that is the instructor can hold brief
discussions with five selected learners without once again disturbing
the rest of the class. Though the technology involved is very simple, it
makes a big difference in bringing a shift from passive learning to
active, collaborative learning. It provides a measure of autonomy to
the learner because he or she can choose the learning material at his
or her own pace. The learner can repeat exercises, skip some and
always retrieve whatever he requires. At the same time he is also not
deprived of the presence of an instructor. With the availability of highly
sophisticated audio video material prepared by leading institutions of
English, one can also ensure the quality of the learning material. As it
is obvious, the laboratory is specially equipped to teach pronunciation,
accent and intonation. The university therefore plans to provide
intensive short-term training to candidates who want to take their
TOEFL and IELTS. These competitive examinations require the ability to

comprehend British, American or Australian accents. The language lab

can easily handle this task.

Language Lab
English Language learning is very important for todays global society.
English is the international language for business. The correct
phonetics accents and dialects are to be effectively used for, business
communication, official communication, talking to seniors, colleges
and juniors, to the secretary, the telephone operator, etc. With the help
of a good language lab one can easily learn the different dialects and
accents- the British, the American, the India accents, etc. For those
aspiring for employment abroad especially Nurses going to England or
America with the language lab will be very useful.
A fully computerized Language Lab with ETNL Software can be of used
for learning any language. Eg:- English, Arabic, French, German, etc.
The training materials such as recorded tapes CDs etc and proficient
teacher for that particular language are the extra requirements for
ETNL Language Lab.

What is LANGUAGE LAB?

A Language Lab is a place where student or any one for that matter
can learn a language and improve his speaking and listening capacity.
One can get familiar with any language of his choice, not only that he
can develop skills to understand and speak the different dialects and
accents of the same Language.
The idea of Language Lab was originated during the World War. The importance of
communicating in foreign languages was very highly felt by the warring factions. The
Language Lab was born. In the beginning the lab consisted of tape recorders, amplifiers,
headphones and mics systematically laid out so that a teacher can help the students in
faster learning using recorded lessons and other teaching aids. This system worked
wonderfully at that time, but had some inherent defects.
During the 2nd stage of development, computers were included in the system along with
tape recorders and amplifiers. This certainly improved the functioning eliminating some
of the inherent defects.
The 3rd stage of development is the ETNL Language Lab. It eliminates the use of tape
recorders and amplifiers. It is a fully computerized Lab incorporating the software
developed by us. The lessons and the interactive communications are processed in a
digital format, resulting in the highest clarity making the teaching and learning process a
pleasant and effective one. This system transmits the voice without any noise.

OBJECTIVES
The language Lab focuses computer-aided multi-media instruction and
language acquisition to achieve the following targets:

To improve the students fluency in English, through a welldeveloped vocabulary and enable them to listen to English
spoken at normal conversational speed by educated English
speakers and respond appropriately in different socio-cultural
and professional contexts.

Further, they would be required to communicate their ideas

relevantly and coherently in writing.

To expose the students to a variety of self-instructional learnerfriendly modes of language learning.

To help the students cultivate the habit of reading passages from

the computer monitor, thus providing them with the required
facility to face computer based competitive exams such GRE,
TOEFL, GMAT etc.

To enable them to learn better pronunciation through stress on

word accent, intonation and rhythm.

To train them to use language effectively to face interviews, group

discussions, public speaking.

To initiate them into greater use of the computer in resume

preparation, report writing, formats making etc.

CONTENTS

CONTENTS

Page No.

1. The Art of Conversation

2. Vocabulary Building

15

3. Reading Skills
4. Writing Skills
5. Group Discussion
6. Presentation Skills
7. Interview Skills

The Art of Conversation

Conversation is not just words it is a complex interplay between two people,
involving many other signals, seen and implied. Small talk is a key part of this
interplay. It is a stage in a conversation when you and other person seek common
ground and establish a relationship. If small talk works the rewards can be great it
may well lead to a long and fascinating discussion of important matters.
Here are some well tested and effective openers to get small talk started:

Comments or questions on the surroundings or the event.

For example: This is a lovely house, dont you think? Or The food looks
magnificent. Perhaps It is getting over crowded. Or Im afraid I dont know
many people here.
Comments or questions on how you and the other people arrived. I thought Id
be late. The train was delayed. Did you find the place easily? Have you come
far? The traffic was terrible. Ive never known it so bad. How was your
journey? Did you have to park miles away?
Comments or questions on people who are center to the event. For example:
Johns 40th birthday, I cant believe it. Have you known him long? Im a new
client of Helens. Have you been dealing with her long? Do you know if
Muriel is running many of these product launches? How do you know Veronica
and John?
Comments on current news stories, on recent films, books, or television
programmes: Have you seen the latest Meryl Streep film? That person rather
reminds me of her leading man. Most people have some interest and knowledge
in these areas and like to talk about them.

Introducing People
When presenting people to one another, you help them to start up conversation if, as well as
announcing each persons name, you add a snippet of information. For example: This is
John. Hes recently qualified as a doctor. Or This is Helen. Shes just back from America.
When entertaining try to let people know before hand if one of your guests has, say, recently
suffered bereavement, had a divorce, or lost a job. This helps others to avoid potentially
embarrassing topics of conversations.

Joining in a conversation
Going alone to social events can be harrowing. Often, you know few people, and find
yourself with no one to talk to. In this situation, be bold. Go up to a group of people and join
in. But again, use your common sense. Clearly, if two people are huddled together talking
together talking intensely, they will not welcome your intrusion. Look for signs that a group
is ready for a change space between people random exchanges with gaps between
comments, people looking around the room. Then approach badly. Make steady eye contact

with the person who looks less involved, smile and ask something like: Do you mind if I
join you?

Leaving a Conversation
If you want to end a conversation, do so quickly and decisively. This is far more
polite than to go on exchanging listless comments with a person, while your eyes
travel the room looking for someone else. At an appropriate moment, make a
statement such as: Its been interesting talking to you, or Id better go and mingle.
Alternatively make an excuse to go to get some food or a glass of wine or perhaps to
find the toilet. If you are sitting, you can indicate that you wish the conversation to
end by standing up, telling the other person at the same time how much you have
enjoyed his or her company.

Dos and Donts of Conversation

Good conversation requires delicacy and tact, give and take. Learn to recognise and
avoid the following all too common conversation killers.

Talking too much spoils the conversation. If we never let the other person
have her say, and our conversation becomes a tedious monologue. Ironically
many people talk too much, because they are keen to please and feel
uncomfortable with pauses. To others, their constant flow of chatter seems
inconsiderate.
Talking too little. Some people like to assume the role of Observer in
conversations. They say little and often seem judgmental. Others like to
appear strong silent types, and intimidate people in this way. All of which
can be as off-putting-and selfish-as talking too much. You risk nothing from
conversation if you say nothing. Equally, you gain little. If you suffer from a
feeling of being tongue-tied, try to forget yourself. Focus instead on others.
Ask questions. As other people respond, your confidence will grow, and you
find yourself able to take a more active, and enjoyable part in conversation.

Interrupting. People who are enthusiastic, or who like to air their views, tend
to interrupt a great deal, thereby intruding on the right of others to be heard. If
you are like this, learn to restrain your enthusiasm. If, on the other hand,
someone is constantly interrupting you, be firm. Use this persons name and
ask him straight out to continue John, please may I finish what I was
saying.

Too much personal disclosure. Remember, many people have been brought up
not to talk about themselves, and can be unnerved if others do so. You may
embarrass others if you tell them too much too soon about yourself.

Going too much detail. Speakers who go into minute details about their
hobbies, or who when telling an anecdote describing every tiny thing that
happened to them, soon lose listeners. Edit your content when you speak.
Give only the important and entertaining information. Allow the conversation
to develop as others ask you questions about what you have said.

Trying to be funny the whole time. Few people will tell jokes well, and
someone who is always trying to be funny and exhaust others. Avoid the trap.
Most humour arises spontaneously, and is a shared pleasure in conversation.

Imitating the other persons accent. Some people identify so strongly with
others in conversation that they pick up accent of the other persons accent.
They do not do this consciously, but the other person can still feel patronized
or even mocked. If you have a tendency to do this, make a conscious effort
to stick your own accent.

The Art of Conversation

1.
2.
3.
4.

Avoid religion and politics

Dont let small talk become an interrogation.
Dont disclose too much about yourself
Avoid the risk of conflict before the conversation has got properly
started.
Types of conversationalists
1. Some people readily ask questions
2. Some people find it more natural to make statements about
themselves and their opinions.
Questions are of two types
a. Open ended questions
e.g. How did u get here?

b. Close ended questions

e.g. Are you from Hampshire?

Feed your mind

Read News papers
Follow Sport
Watch Television documentaries
Go to Concerts
Keep an eye on Fashion and Social change

Curiosity is the best attribute you can

have if you want to be good at
conversation

Dont believe everything people tell you in small talk.

Come and stay again soon

What a lovely surprise! Just what Ive always wanted

Why dont you call me?
Stay as long as you like

Conversation styles:
I Style:
A. Do you live in Hyderabad?
B. Er, yes
A. I have lived in Hyderabad all my life. Born and bred here. Where were you
brought up?
B. Vizag.
A. Oh, I love Vizag. Marvelous place. You must have been sad to leave it, I am sure.
B. Well, no not really
II Style:
A. Do you live in Hyderabad?
B. Yes, I do now. But, I was born and bred in Vizag and left it ten years ago
A. Oh, I too love Vizag
B. That was when I joined the army. I couldnt wait to get out of Vizag. Travelled
the whole country. North india, Gujrat, Assam. Excellent time. Um have
you travelled?
A. Not a great deal
B. Then I came to Hyderabad and got settled. Nowadays, I dont have time to go
to my dream place Vizag
A. Oh.

Conversation is best when the role of leader passes

from one person to the other.

Conversation-killers:
1. Talking too much:- Offending
Tedious monologue
Keen to please
Uncomfortable with pauses
2. Talking too little :-

Silent observer and tongue-tied

Judgmental
Intimidating

3. Interrupting
Hyper-enthusiastic
Talkative

4. Too much personal disclosure

Too much too soon

5. Going too much in detail

Poor editors

6. Trying to be funny the whole time

Jokes are thought fillers

7. Imitating the other persons accent

Sounds mockery

8. Being too critical

Hopeless perfection

9. Be a good listener
Avoid too many ums and ers
Watch out for jargon
Careful use of endearments

Avoid offensive dogmatic expressions

Use we word sparingly
Avoid obscure words
Dont correct mispronunciation or misuse of words
Dont stutter, ask for help

VOCABULARY
A person's vocabulary is basically the group of words they are most familiar with and
choose to utilize. That is the most basic answer you can get for the question "What is
vocabulary?". In order to answer that question in a more detailed and thorough manner,
every aspect that comes with the term vocabulary must be explained. There are several
different types of vocabularies. Speaking, writing, listening and reading are of the main
types that people use on a daily basis. Each type are all important to the structure of
vocabulary as a whole.
Speaking vocabulary is all of the words a person can use through speech. This is a very
powerful type of vocabulary. Potent speakers, musicians, singers, poets etc... have the
ability to influence and move their audience/listeners with their charisma and with how
they utilize this type. People who are very strong and innovative with this type have the
power to control their audience in how they perceive, think and act.
Writing vocabulary is all of the words a person can use when they are writing. This is
another eminent vocabulary type. Like speakers, writers also have the power to influence
many people with how they use their words. A lot of times, both writing and speaking
vocabularies are combined and they can compliment each other very well. E.g. If a
speech or poem is prepared in writing, the writing completely negates the need of having
to think about what to say. All of the thinking was already done before hand and put into
the form of what has been written.
Listening vocabulary is all of the words a person can recognize through listening. The
larger this vocabulary type is, the easier it is to understand others who utilize speaking
vocabulary. Listening plays a significant role in the overall growth of vocabulary since
you can encounter new english words from several different sources simply through
hearing or listening.
Reading vocabulary is all of the words a person can recognize via reading. This is very
important for understanding content produced by those who frequently use writing
vocabulary. Like Listening, reading also plays a significant role in the overall growth of
vocabulary. It's very easy to learn new words while reading.
Aside from the above main vocabulary types, there is also focal vocabulary and
vocabulary lists. Focal vocabulary is a group of words or terminology that pertains almost

exclusively to one particular word or phrase. Those groups of words can be referred to as
vocabulary lists. E.g. a list for the word "Pirate" would consist of words like, ahoy, matey
and cutlass. The latter three words would be a part of the vocabulary list and "Pirate"
would be the word that the list pertains to.
Vocabulary strengthens itself almost naturally. People encounter new words almost every
day whether it be through hearing/listening to someone else say the word or through
reading newspapers, books, blogs or articles etc... When someone encounters a word they
don't know the meaning of while hearing/listening to someone speak and notifies the
speaker that they don't know the definition of that word, it is explained to them. When
encountering an unfamiliar word on the internet while reading something like an e-book,
blog, discussion on a forum or an article, it is very easy to find out the definition of that
word through dictionary sites. As long as people care enough to learn and are in an
environment where new words are being used in literacy, speech, or music their level of
vocabulary should perpetually increase. This invigorates each of your vocabulary types
making it easier to be creative and charismatic with speaking and writing and to be more
understanding and intuitive when listening and reading.

Synonyms and Antonyms

Synonym
A synonym is a word that means exactly the same as, or very nearly the same as,
another word in the same language. For example, "close" is a synonym of "shut".
Note that a synonym may share an identical meaning with another word, but the two
words are not necessarily interchangeable. For example, "blow up" and "explode" have
the same meaning, but "blow up" is informal (used more in speech) and "explode" is
more formal (used more in writing and careful speech).
Here are some examples of synonyms:
synonyms
close

shut

blow up

explode

blow up

inflate

shallow

superficial

eager

earnest

keen

spontaneous

impromptu

unplanned

You can find synonyms in a synonym dictionary (thesaurus).

Antonym
An antonym is a word that means the opposite of another word. For example "bad" is an
antonym of "good". Here are some more examples:
prefix

made by adding prefix un-

made by adding prefix in-

made by adding prefix non-

antonyms

part of speech

good

bad

adjective

small

big

adjective

easy

hard
difficult

adjective

soft

hard

adjective

male

female

adjective
noun

up

down

preposition
adverb

go

come

verb

able

unable

adjective

selfish

unselfish

adjective

do

undo

verb

decent

indecent

adjective

tolerant

intolerant

adjective

human

inhuman

adjective

conformist

nonconformist

adjective
noun

essential

nonessential

adjective

noun
sense

nonsense

noun

Prefixes
A prefix goes at the beginning of a word. A suffix goes at the end of a word.
A prefix is placed at the beginning of a word to modify or change its meaning. This is a
list of the most common prefixes in English, together with their basic meaning and some
examples. You can find more detail or precision for each prefix in any good dictionary.
The origins of words are extremely complicated. You should use this list as a guide only,
to help you understand possible meanings. But be very careful, because often what
appears to be a prefix is not a prefix at all. Note also that this list does not include
elements like "auto-" or " bio-", because these are "combining forms", not prefixes.
Prefix
a-

also an-

a-

Meaning

Examples

not, without

atheist, anaemic

to, towards

aside, aback

in the process of, in a

particular state

a-hunting, aglow

of

anew

completely

abashed

aab-

also abs-

away, from

abdicate, abstract

ad-

also a-, ac-,

af-, ag- al-,
an-, ap-, atas-, at-

movement to, change

into, addition or
increase

advance, adulterate, adjunct, ascend,

affiliate, affirm, aggravate, alleviate,
annotate, apprehend, arrive, assemble,
attend

before, preceding

antecedent, ante-room

opposing, against, the

opposite

anti-aircraft, antibiotic, anticlimax,

Antarctic

all over, all around

bespatter, beset

anteantibe-

also ant-

completely

bewitch, bemuse

having, covered with

bejewelled

affect with (added to

nouns)

befog

cause to be (added to
adjectives)

becalm

with, jointly,
completely

combat, codriver, collude, confide,

corrode

contra-

against, opposite

contraceptive

counter-

opposition, opposite
direction

counter-attack, counteract

down, away

descend, despair, depend, deduct

completely

denude, denigrate

removal, reversal

de-ice, decamp

com-

also co-, col-,

con-, cor-

de-

dia-

also di-

through, across

diagonal

dis-

also di-

negation, removal,
expulsion

disadvantage, dismount, disbud, disbar

put into or on

engulf, enmesh

bring into the

condition of

enlighten, embitter

intensification

entangle, enrage

out

exit, exclude, expand

upward

exalt, extol

completely

excruciate, exasperate

previous

ex-wife

outside, beyond

extracurricular

en-

ex-

extra-

also em-

also e-, ef-

hemi-

half

hemisphere

hyper-

beyond, more than,

more than normal

hypersonic, hyperactive

hypo-

under

hypodermic, hypothermia

also il-, im-

not, without

infertile, inappropriate, impossible

also il-, im-,

ir-

in, into, towards,

inside

influence, influx, imbibe

infra-

below

infrared, infrastructure

inter-

between, among

interact, interchange

intra-

inside, within

intramural, intravenous

non-

absence, negation

non-smoker, non-alcoholic

blocking, against,
concealing

obstruct, occult, offend, oppose

surpassing, exceeding

outperform

external, away from

outbuilding, outboard

excessively,
completely

overconfident, overburdened, overjoyed

upper, outer, over,

above

overcoat, overcast

peri-

round, about

perimeter

post-

after in time or order

postpone

pre-

before in time, place,

order or importance

pre-adolescent, prelude, precondition

favouring, in support
of

pro-African

acting for

proconsul

motion forwards or

propulsion

in-

ob-

also oc-, of-,

op-

out-

over-

pro-

away
before in time, place
or order

prologue

re-

again

repaint, reappraise, reawake

semi-

half, partly

semicircle, semi-conscious

at a lower position

submarine, subsoil

lower in rank

sub-lieutenant

nearly, approximately

sub-tropical

in union, acting
together

synchronize, symmetry

across, beyond

transnational, transatlantic

into a different state

translate

beyond

ultraviolet, ultrasonic

extreme

ultramicroscopic

not

unacceptable, unreal, unhappy,

unmanned

reversal or
cancellation of action
or state

unplug, unmask

beneath, below

underarm, undercarriage

lower in rank

undersecretary

not enough

underdeveloped

sub-

syn-

also suc-,
suf-, sug-,
sup-, sur-,
susalso sym-

trans-

ultra-

un-

under-

Suffixes
A suffix goes at the end of a word. A prefix goes at the beginning.
A suffix is a group of letters placed at the end of a word to make a new word. A suffix
can make a new word in one of two ways:

1. Inflectional (grammatical): for example, changing singular to plural (dog > dogs),
or changing present tense to past tense (walk > walked). In this case, the basic
meaning of the word does not change.
2. derivational(the new word has a new meaning, "derived" from the original
word): for example, teach > teacher or care > careful
Inflectional suffixes
Inflectional suffixes do not change the meaning of the original word. So in "Every day I
walk to school" and "Yesterday I walked to school", the words wal and walked have the
same basic meaning. In "I have one car" and "I have two cars", the basic meaning of the
words car and cars is exactly the same. In these cases, the suffix is added simply for
grammatical "correctness". Look at these examples:
suffix

grammatical change

example
original word

example
suffixed word

-s

plural

dog

dogs

-en

plural (irregular)

ox

oxen

-s

3rd person singular present

like

he likes

-ed

past tense
past participle

work

he worked
he has worked

-en

past participle (irregular)

eat

he has eaten

-ing

continuous/progressive

sleep

he is sleeping

-er

comparative

big

bigger

-est

superlative

big

the biggest

Derivational suffixes
With derivational suffixes, the new word has a new meaning, and is usually a different
part of speech. But the new meaning is related to the old meaning - it is "derived" from
the old meaning.
We can add more than one suffix, as in this example:
derive (verb) + tion= derivation (noun) + al= derivational (adjective)
There are several hundred derivational suffixes. Here are some of the more common
ones:

suffix

making

example
example
original word suffixed word

-ation

explore
hesitate

exploration
hesitation

-sion

persuade
divide

persuasion
division

-er

teach

teacher

-cian

music

musician

god

goddess

-ness

sad

sadness

-al

arrive

arrival

-ary

diction

dictionary

-ment

treat

treatment

-y

jealous
victor

jealousy
victory

-al

accident

accidental

-ary

imagine

imaginary

-able

tax

taxable

brother

brotherly

-y

ease

easy

-ful

sorrow
forget

sorrowful
forgetful

helpful

helpfully

terror
private

terrorize
privatize

hyphen

hyphenate

-ess

-ly

-ly

nouns

adjectives

adverbs

-ize
verbs
-ate

Note that the suffix er can convert almost any verb into the person or thing performing
the action of the verb. For example: a teacher is a person who teaches, a lover loves, a

killer kills, an observer observes, a walker walks, a runner runs; a sprinkler is a thing that
sprinkles, a copier copies, a shredder shreds.

ONE WORD SUBSTITUTION

1. One who is out to subvert a government Anarchist
2. One who is recovering from illness Convalescent
3. One who is all powerful Omnipotent
4. One who is present everywhere Omnipresent
5. One who knows everything Omniscient
6. One who is easily deceived Gullible
7. One who does not make mistakes Infallible
8. One who can do anything for money Mercenary
9. One who has no money Pauper
10. One who changes sides Turncoat
11. One who works for free Volunteer
12. One who loves books Bibliophile
13. One who can speak two languages Bilingual
14. One who loves mankind Philanthropist
15. One who hates mankind Misanthrope
16. One who looks on the bright side of things Optimist
17. One who looks on the dark side of things Pessimist
18. One who doubts the existence of god Agnostic
19. One who pretends to be what he is not Hypocrite
20. One incapable of being tired Indefatigable
21. One who helps others Good Samaritan
22. One who copies from other writers Plagiarist
23. One who hates women Misogynist
24. One who knows many languages Polyglot

25. One who is fond of sensuous pleasures Epicure

26. One who thinks only of himself Egoist
27. One who thinks only of welfare of women Feminist.
28. One who is indifferent to pleasure or pain Stoic
29. One who is quite like a woman Effeminate
30. One who has strange habits Eccentric
31. One who speaks less Reticent
32. One who goes on foot Pedestrian
33. One who believes in fate Fatalist
34. One who dies without a Will Intestate
35. One who always thinks himself to be ill Valetudinarian
36. A Government by the people Democracy
37. A Government by a king or queen Monarchy
38. A Government by the officials Bureaucracy
39. A Government by the rich Plutocracy
40. A Government by the few Oligarchy
41. A Government by the Nobles Aristocracy
42. A Government by one Autocracy
43. Rule by the mob Mobocracy
44. That through which light can pass Transparent
45. That through which light cannot pass Opaque
46. That through which light can partly pass Translucent
47. A sentence whose meaning is unclear Ambiguous
48. A place where orphans live Orphanage
49. That which cannot be described Indescribable
50. That which cannot be imitated Inimitable
51. That which cannot be avoided Inevitable
52. A position for which no salary is paid Honorary
53. That which cannot be defended Indefensible
54. Practice of having several wives Polygamy
55. Practice of having several husbands Polyandry
56. Practice of having one wife or husbandMonogamy
57. Practice of having two wives or husbands Bigamy
58. That which is not likely to happen Improbable
59. People living at the same time Contemporaries
60. A book published after the death of its author Posthumous

61. A book written by an unknown author Anonymous

62. A life history written by oneself Autobiography
63. A life history written by somebody else Biography
64. People who work together Colleagues
65. One who eats too much Glutton
66. That which cannot be satisfied Insatiable
67. One who questions everything Cynic
68. A flesh eating animal Carnivorous
69. A grass eating animal Herbivorous
70. One who lives in a foreign country Immigrant
71. To transfer one's authority to another Delegate
72. One who is a newcomer Neophyte
73. That which is lawful Legal
74. That which is against law Illegal
75. One who is unmarried Celibate
76. A game in which no one wins Draw
77. A study of man Anthropology
78. A study of races Ethnology
79. A study of the body Physiology
80. A study of animals Zoology
81. A study of birds Ornithology
82. A study of ancient things Archaeology
83. A study of derivation of words Etymology
84. Murder of a human being Homicide
85. Murder of a father Patricide
86. Murder of a mother Matricide
87. Murder of an brother Fratricide
88. Murder of an infant Infanticide
89. Murder of self Suicide
90. Murder of the king Regicide
91. To free somebody from all blame Exonerate
92. To write under a different name Pseudonym
93. A thing no longer in use Obsolete
94. A handwriting that cannot be read Illegible
95. Words written on the tomb of a person Epitaph
96. One who is greedy for money Avaricious

97. Something that cannot be imitated Inimitable

98. One who doesn't know how to read and write Illiterate
99. A person's peculiar habit Idiosyncrasy
100. An animal who preys on other animals Predator
101. Violating the sanctity of a church Sacrilege
102. One who can throw his voice Ventriloquist

Reading Skills
Vocabulary Skills

Recognizing the definitions of the words being used

Guessing the meaning or words from the structure
Inferring the meaning of words from their context

Visual Perceptual Skills

Accurate visual perception of words and phrases

Quick eye fixations

Prediction Techniques

Using index or chapter headings to predict the theme of the text

Guessing to predict information
Scanning graphic or non-verbal context such as graphs, diagrams, charts
and so on to predict the nature and scope of content
Using discourse and linguistic clues

Scanning skills
Locating specific information
Skimming skills
Identifying a theme or central idea
Identifying organizational patterns of writing
Intensive reading skills
Reading for details
Critically reading a text to
- distinguish fact from opinion
- identify and valuate a writers attitude and understand his intention
Drawing inferences and conclusions

READING SKILLS
Reading is much more necessary at University Level than at School or College; Its not
called reading for a degree for nothing.
Five tips to improve reading:
1. Styles of reading
2. Active reading
3. A tip for speeding up your active reading
4. Spotting authors' navigation aids
5. Words and vocabulary

Styles of reading
There are three styles of reading which we use in different situations:
Scanning: for a specific focus
The technique you use when you're looking up a name in the phone book: you move your
eye quickly over the page to find particular words or phrases that are relevant to the task
you're doing.
It's useful to scan parts of texts to see if they're going to be useful to you:
the introduction or preface of a book
the first or last paragraphs of chapters
the concluding chapter of a book.
Skimming: for getting the gist of something
The technique you use when you're going through a newspaper or magazine: you read
quickly to get the main points, and skip over the detail. It's useful to skim:
to preview a passage before you read it in detail
to refresh your understand of a passage after you've read it in detail.
Use skimming when you're trying to decide if a book in the library or bookshop is right
for you.
Detailed reading: for extracting information accurately
Where you read every word, and work to learn from the text.

In this careful reading, you may find it helpful to skim first, to get a general idea, but then
go back to read in detail. Use a dictionary to make sure you understand all the words
used.

Active reading
When you're reading for your course, you need to make sure you're actively involved
with the text. It's a waste of your time to just passively read, the way you'd read a thriller
on holiday.
Always make notes to keep up your concentration and understanding.
Here are four tips for active reading.
Underlining and highlighting
Pick out what you think are the most important parts of what you are reading. Do this
with your own copy of texts or on photocopies, not with borrowed books.
If you are a visual learner, you'll find it helpful to use different colours to highlight
different aspects of what you're reading.
Note key words
Record the main headings as you read. Use one or two keywords for each point. When
you don't want to mark the text, keep a folder of notes you make while reading.
Questions
Before you start reading something like an article, a chapter or a whole book, prepare for
your reading by noting down questions you want the material to answer. While you're
reading, note down questions which the author raises.
Summaries
Pause after you've read a section of text. Then:
1. put what you've read into your own words;
2. skim through the text and check how accurate your summary is and
3. fill in any gaps.

A tip for speeding up your active reading

You should learn a huge amount from your reading. If you read passively, without
learning, you're wasting your time. So train your mind to learn.

Try the SQ3R technique. SQ3R stands for Survey, Question, Read, Recall and Review.
Survey
Gather the information you need to focus on the work and set goals:
Read the title to help prepare for the subject
Read the introduction or summary to see what the author thinks are the key points
Notice the boldface headings to see what the structure is
Notice any maps, graphs or charts. They are there for a purpose
Notice the reading aids, italics, bold face, questions at the end of the chapter. They
are all there to help you understand and remember.
Question
Help your mind to engage and concentrate. Your mind is engaged in learning when it is
actively looking for answers to questions.
Try turning the boldface headings into questions you think the section should answer.
Read
Read the first section with your questions in mind. Look for the answers, and make up
new questions if necessary.
Recall
After each section, stop and think back to your questions. See if you can answer them
from memory. If not, take a look back at the text. Do this as often as you need to.
Review
Once you have finished the whole chapter, go back over all the questions from all the
headings. See you if can still answer them. If not, look back and refresh your memory.
See also: Taking notes, Gathering information

Spotting authors' navigation aids

Learn to recognise sequence signals, for example:
"Three advantages of..." or "A number of methods are available..." leads you to expect
several points to follow.
The first sentence of a paragraph will often indicate a sequence:"One important cause
of..." followed by "Another important factor..." and so on, until "The final cause of..."

General points are often illustrated by particular examples, for example:

General: Birds' beaks are appropriately shaped for feeding.
Particular: Sparrows and other seed-eating birds have short, stubby beaks; wrens and
other insect eaters have thin pointed beaks; herons and other fish hunters have long, sharp
beaks for spearing their prey.
Whatever you are reading, be aware of the author's background. It is important to
recognise the bias given to writing by a writer's political, religious, social background.
Learn which newspapers and journals represent a particular standpoint.

Words and vocabulary

When you're a graduate people expect you to use a vocabulary which is wider than a
school-leaver's. To expand your vocabulary:
Choose a large dictionary rather than one which is compact' or concise'. You want one
which is big enough to define words clearly and helpfully (around 1,500 pages is a good
size).
Avoid dictionaries which send you round in circles by just giving synonyms. A pocket
dictionary might suggest: impetuous = rash'.
A more comprehensive dictionary will tell you that impetuous means rushing with force
and violence', while another gives liable to act without consideration', and add to your
understanding by giving the derivation 14th century, from late Latin impetuous =
violent'.
It will tell you that rash means acting without due consideration or thought', and is
derived from Old High German rasc = hurried.
So underlying these two similar words is the difference between violence and hurrying.
There are over 600,000 words in the Oxford English Dictionary; most of them have
different meanings, (only a small proportion are synonyms).
Avoid dictionaries which send you round in circles by using very complicated language
to define the term you're looking up, leaving you struggling to understand half a dozen
new words.
Keep your dictionary at hand when you're studying. Look up unfamiliar words and work
to understand what they mean.
Improve your vocabulary by reading widely.
If you haven't got your dictionary with you, note down words which you don't understand
and look them up later.

RESUME PREPARATION
A
rsum
packages
your
assets
into
advertisement that sells you for a specific job.

convincing

A rsum is a selective record of an individuals background. It is

basically a professional employment-seeking document that presents a
summary of an individuals education, professional training,
experience, skills, abilities, achievements, and references.
It
introduces the individual to a potential employer. A rsum is sent to
prospective employers when an applicant is seeking job interviews.
So, the main objective of a rsum is winning a job interview by
highlighting the applicants fitness for a particular position.
Writing an effective rsum that represents ones current skills,
abilities, and background is a challenge faced by all candidates. As a
well-written persuasive rsum tailored to a specific job position
immediately grabs the attention of an employer, it should therefore, be
made as persuasive as possible.
The following section presents
several techniques and suggestions for creating persuasive rsums.
Important Points

Finding a job involves writing rsums and job applications.

A rsum should have an effective design with a focus on

readability and adaptation to audience expectations.

A rsum contains the heading, position sought, career objective,

education, work experience, skills, achievements, activities,
interests and references.

The rsum (pronounced re-zyu-may) is also called the curriculum

vitae (CV) is called in Britain English, is another term for a biodata and
it is sent with a short letter of application for a job or for admission to a
course of study. It is a brief account of your personal details, your
education and the work experience that you have had.

Salient Features of Resume

1. Heading: Address and Contact Details.
2. Position Sought for:
2. Objective: Should be tailor-made to the position he/she seeks.
Seeking a position as a Software Trainer where I can explore my skills and abilities in
information technology environment that offers Professional growth while being
resourceful, innovative and flexible.
Objective
One of the most frequently heard complaints made by recruiters about entry-level
resumes is that they lack a specific objective. Resumes of fresh graduates have fuzzy,
general objectives or no objective at all. The only thing worse than the absence of an
objective is a vague objective. Something like "My objective is to work with a dynamic
company which will fully utilise my talents" unacceptable. It is worthless because it
gives the potential employer no idea about candidates goals or direction.
Candidates objective should be clear, well-defined and short-not more than 10-12 words.
It should be aimed towards getting a particular position in a specific industry. The
objective should talk about the following:
1. Position wanted
2. Functional area
3. Industry wanted
Model Objectives for Freshers Resumes

To work as a System Manager in a leading IT Company where I will have

opportunities to use my experience with VB, ASP, NET, XML, and SQL Server.
To obtain a challenging position in a large software consulting organization providing
business consulting, application development, and product engineering services,
where understanding and experience of business process modeling and organizational
change management to suit customer needs can be used to achieve set targets.
To work as a product architect in an innovative software company where I will be
able to use m work experience in the areas of product and system architecture with
expertise in enterprise applications.

# To strive for Excellence in the field of software development with dedication, focus,
proactive approach, positive attitude and passion. And to utilize my knowledge and skills
in the best possible way for the fulfillment of organizational goals.
# Looking to obtain a position in a leading organization where I am able to apply the
knowledge gained through my bachelors degree. I firmly believe in the principle of
implementing my duties with dedication and determination. I am looking for good career
growth opportunities where my talent and knowledge could be best subjected and utilized
for the benefit of the organization and my self.

# To pursue long-term career in a professional software organization and to enable the

company objectives of growth, customer satisfaction and service industry.
# To work in a challenging environment as a .. demanding all my skills and efforts to
explore and adapt myself in different fields, and realize my potential and contribute to the
development of organization with impressive performance.
#Seeking a position as a.in a leading software firm, where I can explore my skills
and abilities in information technology environment that offers Professional growth while
being resourceful, innovative and flexible.
4. Professional Summary:
Summary is the second most important factor that is conspicuous by its absence in
resumes of entry-level graduates. Summary of the resume can be written after career
objective. This sums up resume in a nutshell and gives an opportunity to highlight the
candidates strengths. It invites the recruiter to read his detailed resume. The summary
should consist of 4-5 specific points-either bulleted or in one paragraph.
Sample Summary 1:

B.E (Computer Science) from IIT-Delhi, in 2000.

Course in Computers Database programmes Oracle 8I & VB6 from PENTASOFT

in 2005.

Consistently good academic record.

Good analytical and communication skills.

Have worked on a curriculum project "XXX XXXXX XXXX"

Sample Summary 2:
"Masters in Computer Application with specialisation in J2EE/Web Technologies. Great
operational, communication and computer skills. Good academic record throughout.
Among the top three students out of a batch of 120 students. Undergone Industrial
training in a top petrochemical Company.
5. Educational Qualifications: The name and location of the school, college, university,
institute attended, dates of attendance, major areas of study, degrees, and certificates
received
be mentioned. Relevant professional qualifications should be added.
Qualifications must be written in a reverse chronological order. i.e. the recent ones first
followed by earlier ones. Entry level resumes should also mention the names of the
school and college, years in which the candidates passed their board examinations.
However, marks that show a good academic performance should be included.

COURSE

UG

PG

YEAR

NAME OF THE INSTITUTION

BOARD

Year

College Name

Board

Year

College Name

Board

MARKS OBTAINED

Percentage

Percentage

6. IT EXPOSURE: *Special Experience for other career people

Operating System : MS DOS,WINDOWS.
Languages : C, C++,JAVA, J2EE in NIIT
Software : MS Office, Oracle, Visual Basic 6.0.
Internet Applications : HTML, ASP, JSP, Servlets
7. Work Experience: Chronological details and dates of present and previous employers
should be given along with brief job profile of each. Since an entry level resume can not
compete with an experienced one, it can list internships, voluntary work and summer
training which have been undertaken. They must be presented in an impressive way i.e.
clearly define your duty and responsibilities during this training.
E.g.: "Worked as a summer trainee in India's largest Oil Refinery. I was working for the
system control department. Wrote quality reports as well as ISO features for the
company."
Any projects done for your school or your college could also be mentioned.
8. Special Skills, Abilities and Aptitudes:
1. Good presentation, communication and inter-personal skills.
2. Have an ability to integrate into and work in teams.
3. Have steep learning curves.
4. High degree of persistence.
5. Adaptable to any software package.
6. Possess leadership skills.
7. Passion for Computers.
8. Ability to work independently.
9. Activities and Interests: Extra-curricular and co-curricular, professional activities and
hobbies and interests must be mentioned. They should reflect dynamic nature of an
individual.
10. Achievements, accomplishments and Honours:

11. Personal Details:

Name :
Age & DOB :
Sex :
Marital Status :
Nationality :
Address :
Contact Number :
Languages Known :
12. References:
Place:
Date:

(Name)

Design: Follow a simple design, which gives maximum information in the minimum
number of pages. Use an easy to read and commonly used font like 'Times New Roman'
or 'Verdana.' Limit your font size to 10-11. Do not underline heavily.
Word Usage: Simple language, lucid expression with good grammar is the thumb rule.
Watch your tenses carefully. Use short and simple sentences. And never-ever make the
mistake of using long words just to impress the recruiter. Flowery words are for speeches;
keep them away from your resume.
The Truth Hurts: While writing a resume the strong temptation to stretch the truth (or
simply lie through our teeth) can be quite overpowering. But just stamp on the
temptation. Most companies opt for a reference check during recruitment. Your resume is
considered a legal document and fudging up small details may cause you great
embarrassment in your career.
Post Resume Dos: Most frequent resume mistakes
Mistake:

Incorrect Contact Information

Correct:

Double-check even the most minute, taken-for-granted details -- sooner rather than
later.

Mistake:

Using really small fonts

Correct:

What's too small? Generally don't go smaller than a 10 point, but notice that all font
styles aren't sized equally. For example, a 10 point Arial font is smaller than a 10
point Antique Olive.

Mistake:

Really wide margins with content squeezed in the middle.

Correct:

Your margins should be at least one half inch. You really don't need more than one
inch. Lots of students ask if their resumes have "enough white space." An employer

isn't reading white space. Employers are reading your content, and you want it to be
easy to see.
Mistake:

Long wordy descriptions in your objective and elsewhere.

Correct:

You don't need complete sentences in your resume. Concise, understandable phrases
are sufficient. Look at the examples in resume formats and samples..

Mistake:

Typos.

Correct:

You have one chance to make a first impression. The view is that if you would make
a mistake on your resume, you'll probably make a lot more mistakes on the job. It's
easy to miss your own typos. Ask friends to proofread.

Mistake:

Using too complicated a format; getting too creative.

Correct:

The employer typically spends about 15 to 30 seconds reading your resume. Keep
the layout simple and clean. Stick with one font size for the document; only make
your name larger. Don't mix font types.

Mistake:

Using a unique, creative layout or style to stand out from the crowd.

Correct:

The best way to stand out from the crowd is with high quality content and a clearly
written, neat, error-free document. Employers are looking for content, not fancy or
dangerously creative layout. Don't stand out for the wrong reason.

If you are a fresher than stress more on your education section and also mention
other additional qualification in detail. Give a brief description about projects and
extra curricular activities undertaken by you. Include sections like languages
known, hobbies and interests, extra curricular activities, your positive points in
brief.
Software Development Sample Resume
Mark K. Smith
1234 Fieldstone Drive
Pinellas Park, FL 33000
Home: 972-555-5555
Cell: 972-555-5556
Email: mksmith@frontfocus.com
Objective:

Software Development Manager utilizing proven leadership, collaboration, and team

building skills to develop and direct software systems

Qualification
Summary:

Education:

Excellent ability to administer and oversee designs/redesigns of software

development
Develop and direct software system testing procedures, programming, and
documentation
Strong communication, time management and organizational skills

Bachelor of Science degree in Computer Science

University of Florida

May 1998

Work Experience:

Computer
Languages:

Software Development Team Leader, Foster Ltd.

Pinellas Park, FL 33000
Work closely with the project manager to ensure that the projects are
completed on time
Examine, evaluate, and assess the impact of potential changes in the
market
Prioritize multiple project assignments across software development
department
Experience leading small teams through the entire development cycle
Apply an understanding of the inherent limitations of tools and
technologies and suggest appropriate trade-offs
Interface with clients on technical matters and escalate issues that will
affect the success of the project or the relationship with the client
Assist personnel of other departments with computer-related issues
August 2004 - present
Software Developer, HTMG Group
Pinellas Park, FL 33000
Collaborated with peers in engineering and marketing as part of the
development team
Responded appropriately to high-level direction from management and
translated it into successful implementation of requested programming
Provided formal project status the Software Development Manager in a
proactive and timely manner
Assumed the role of Project Manager on software development projects as
assigned to ensure projects were completed in an efficient and effective
way
February 2000 ? July 2004
Software Programmer, HTMG Group
Pinellas Park, FL 33000
Developed software programs for desktop publishing and financial planning
Wrote computer scripts and de-bugged problems in old and new code
Developed computer algorithms for manipulation of image data
Responsible for providing functional computer code in a variety of
computer languages
Documented problems and resolutions for future reference
Tested code to ensure functionality.
May 1998 ? February 2000

C/C++, Java, Unix/Linux, Perl, Python, and PHP

Software Engineer Sample Resume

Marty K. Smith
1234 HickoryDrive
San Jose, California 95000
Home: 408-555-5555
Cell: 408-555-5556
Email: mksmith@frontfocus.com
Objective:

Software Engineer position focused on developing web-based applications and debugging

complex software problems

Computer
Skills:

Strong programming experience with Java, XML, XSL, DHTM, JavaScript, AJAX

Education:

Bachelor of Science degree in Computer Science

University of California
May 1999
GPA 3.8/4.0

Software Engineer, Outlaw Inside

San Jose, California
Design, implement and maintain code for Interface components of the product line.
Resolve issues and implement new functionality and features. Assist other engineers in
Work
script development efforts by performing code reviews and assisting in debugging
Experience:
efforts. Implement new test algorithms as required. Develop core technology, including
the design/architecture of new solutions and the re-factoring and refinement of existing
systems.
November 2004 - present
Software Engineer, CVVX Engineers
San Jose, California
Reviewed design of proposed features & implementation of features by other engineers.
Proposed enhancements and developed prototypes. Investigated script failures in
automated tests. Provided feedback and contributed in test plan development, resource
allocation planning, and test process definition/improvement. Filed appropriate patents.
Worked closely with R&D and business analytics teams.
April 2001 ? November 2004

Software Engineer, Software Central

San Jose, California
Participated and worked closely with developers at various developmental stages.
Worked in tandem with the Support Services and QA teams to improve product quality.
Implemented major features on time and with exceptional quality. Acted as technical
contact to device manufacturers to define requirements, and debug and solve problems.
May 1999 ? April 2001

References: Furnished upon request

MODEL RESUME

CURRICULAM VITAE
NAME & ADDRESS

VANDANA VERMA
80/A, Creek Lane
Dilsukhnagar
Hyderabad 500 016
vandanaverma@yahoo.com

Phone : 040 24733473

E-mail :

OBJECTIVE
To obtain a challenging position as a Software Engineer in a leading multinational organization where I can use my qualifications and skills to prove my
abilities.

TECHNICAL PROFILE
a) Operating Systems

MS-DOS, MS-OFFICE, Windows 2000 & XP.

b) Languages

C, C++, Assembly Language (8085,8051),

Java/J2EE from NIIT, Hyderabad.

Educational Qualifications

S.
No.

Examinatio
n Passed

Name
of Institute/
University

1.

B. Tech

JNTU College
of
Engineering,
Hyderabad

2.

Intermediat
e

Board of Inter
Education,
A.P.,
Hyderabad.

3.

S.S.C

Board of
Secondary
Education,
A.P.,
Hyderabad.

COURSES UNDERGONE:

Discipline/
Subject

Month
& Year
of
Passin
g

Percentage of
Marks

Divisio
n

Electronics
&
Communicat
ion Engg.

April
2004

75

Distn.

Maths,
Physics,
Chemistry.

March
2000

85

First

Maths,
Science,
Social
Studies

March
1998

88

First

C++ at CMC, Hyderabad from June 2005 to August, 2005.

Enterprise Applications using Java and J2EE at NIIT, Hyderabad from

September, 2005 to February, 2006.
PROJECT REPORT
a) Title

Measuring of Displacement using ATMEL 89C51

Microprocessor.

b)

Duration

c) Purpose

Aug 2003 to Feb 2004.

Towards partial fulfillment for the award of my B.Tech,

Degree.

d)

Material Used
:
controller kit.

ATMEL 89C51 Micro

e)

Team Size

Five(5)

ACHIEVEMENTS

Qualified on MERIT in NATIONAL IT APTITUDE TEST conducted by

NIIT in 2005.

Won Prizes in Essay Writing and Elocution, Sports & Games.

Has anchored for The National Paper Conference in our College.

CONFERENCES PARTICIPATED
Presented a paper on "Cellular & Mobile Communication" in
National Level Students Paper Conference held at JNTU College of
Engineering, Hyderabad, Andhra Pradesh on 8th January 2004.
PERSONAL PROFILE
Name

Vanda Verma

Sex

Female

Date of Birth

8th September 1982

Nationality

Indian

Religion

Hindu

Marital Status

Unmarried

Languages known

English, Telugu, Hindi.

Father's Name

Dr. Manoj Verma, Ph.D.

Report Writing

A report is a formal document written for a specific audience to meet a specific need.

Objectives:

Understanding the nature and importance of reports

Knowing the different types of reports
Identifying four report formats
Knowing the components of formal reports
Chalking out various strategies of writing a report

Nature and Significance

A report is a formal document written for a specific audience to meet a specific need. A
report is factual and systematic account of a specific business or professional activity.
It may contain facts of a situation, project, or process; an analysis and interpretation of
data, events, and records; inferences or conclusions drawn from objective data; or
suggestions and recommendations. Although reports may include a variety of topics and
objectives, they all help in the process of decision making by answering questions and
determining ways to improve certain situations.
Reports help in the analysis of condition, situation, or a problem for an effective solution.
Reports serve several purposes, which may include:

Presenting data;
Describing problems and suggesting solutions;
Discussing and analysing data;
Recording events and happenings;
Analysing a situation or a condition; or
Giving feedback, suggestions, or recommendations.

Types of Reports
Criteria

Types

Function

Informational
Analytical

Periodicity

Routine
Special

Communicative Oral
Form
Written

Description

Examples

Objective presentation of
data without analysis or
interpretation

Conference, seminar and

trip reports.

Presentation of data with

analysis and interpretation
Presentation of routine
information

Project, feasibility and

market research reports.
Daily production, monthly
sales and annual reports.

Presentation of specific
information related to single
condition, situation, problem
or occasion

Inquiry, research, thesis

and dissertation reports.

Face to face presentation of

information
Presentation of information
in written form

Accidents

Formats of Reports
Format

Description

1. Printed forms

Forms prepared to record for repetitive and routine data.

e.g. daily production, monthly sales and lab reports.

2. Letter format

Short informal reports to be communicated to someone outside

an organization. e.g. informational, analytical and non-formal.

3. Memo format

Short informal reports to be communicated to someone within

an organization. e.g. informational, analytical and non-formal.

4. Manuscript
format

Formal reports printed on plain paper. e.g. formal reports.

Structure of Formal Reports

Parts of a Formal Report
A formal report may include the following elements:
1. Title Page
2. Preface
3. Letter of Transmittal
4. Acknowledgements
5. Table of Contents
6. List of Illustrations
7. Abstract/Executive Summary
8. Introduction
9. Methodology
10. Discussion/Findings/Analysis
11. Conclusion
12. Recommendations
13. Appendices
14. Reference and Bibliography

A technical report should contain the following sections;

Section

Details

1.Title page

Must include the title of the report. Reports for assessment,

where the word length has been specified, will often also
require the summary word count and the main text word
count

6.Summary

A summary of the whole report including important features,

results and conclusions

5. Contents

Numbers and lists all section and subsection headings with

page numbers

6.Introduction

States the objectives of the report and comments on the way

the topic of the report is to be treated. Leads straight into the

report itself. Must not be a copy of the introduction in a lab

handout.

7.The sections which make Divided into numbered and headed sections. These sections
up the body of the report

separate the different main ideas in a logical order

8.Conclusions

A short, logical summing up of the theme(s) developed in the

main text

9.References

Details of published sources of material referred to or quoted

in the text (including any lecture notes and URL addresses of
any websites used.

10.Bibliography

Other published sources of material, including websites, not

referred to in the text but useful for background or further
reading.

11.Acknowledgements

List of people who helped you research or prepare the report,

including your proofreaders

12.Appendices (if

Any further material which is essential for full understanding

appropriate)

of your report (e.g. large scale diagrams, computer code, raw

data, specifications) but not required by a casual reader

13.Preface:

An optional element in a formal report and it mentions its

salient features and scope.

14.Methodology:

While writing a report, information may have to be

gathered from library and archival sources or through
internet surfing, interviews, surveys and formal/informal
discussions. It summarizes the methods of data collection,
the procedures for investigating the situation/problem, and
the criteria of survey.

15. Letter of Transmittal: It is a brief covering letter from the report writer
explaining the causes for writing the report. It may contain
the objectives, scope, acknowledgements and other
highlights of the report.

Title Page

A REPORT ON
Improving Blast Efficiency Through Performance Analysis

SUBMITTED TO
Department of Science and Technology
Government of India

SUBITTED BY
Vishal Agarwal
Research Scholar, IIT, Karagpur

DATE
February 27, 2010

Sample Title Page

TABLE OF CONTENETS
Preface
Acknowledgement
List of illustrations
Abstract
1. Introduction
2. Methodology
3. Discussion
4. Conclusion
5. Recommendations
Appendices
References

1
2
3
4
6
9
10
14
18
20
28

Writing Strategies
The following steps will help in organizing and presenting the report systematically.
1. Analyse the problem and purpose: What do you want to present or discuss and
why do you want to present it?
2. Determine the scope of the report: Present only the most essential and important
facts. Scope of the report should be narrowed down to present specific
information.
3. Determine the needs of the audience: A report will be effective only when the
writer is able to connect his/her purpose with the interests and needs of their
readers.
4. Gather all the information: It is essential to ensure that the information gathered
from both primary and secondary resources is accurate, bias free, current and
relevant.
5. Analyse and organise the information: Analysis of information involves
evaluating the information objectively, making comparative analyses of different
sets of information for obtaining new ideas and interpreting facts and figures for
their relative importance. Organising information involves using an appropriate
logical pattern to arrange the information.

GROUP DISCUSSION
Group discussion is commonly known as GD, as the name suggests, it
is a group activity.
People are grouped in a bunch for a common
purpose:

share knowledge
exchange opinions
brainstorm [find solutions innovative look for improvements]
job selection process

It is a systematic purposeful interactive oral process.

members of the group share certain common objectives.

Here the

It is characterized by the formal and structural exchange of views on a

particular topic / issue / problem.
Importance of GD

GD is used as a technique for personality assessment of candidate

for job selection or admission to professional courses.

GD aims at problem solving, decision making and personality

assessment

Group of 6 8 members are formed and are given topic may be an

opinion / a problem / a case.

Members of the selection committee closely evaluate the different

skills reflected by the candidates and those with leadership qualities
emerge as natural leader/s are normally short listed.

Characteristics of Successful GD
a)
b)
c)
d)
e)
f)
g)

Agreement on group goal

Goal oriented interaction
Agreement on procedure
Co-operative and friendly atmosphere
Effective communication techniques
Equitable distribution of participation
Shared leadership

Areas of Evaluation in selection GDs

a) Subject knowledge
b) Oral communication skills

c) Appropriateness of language
d) Clarity of expression
e) Non-verbal clues
f) Leadership qualities initiative, analysis, objectivity
g) Team management adaptability, positive attitude, co-operation
A group Discussion can be categorically divided into three different
phases:
i)
Initiation / Introduction
quotes,
definition, question, short story, general statement.
ii)

Body of the GD

iii)

Summarization / Conclusion

develop the concept / core unit

emphasizing central ideas

(avoid raising new points; avoid
stating only your view point keep
brief and concise)

Key Points for GD

1)
2)
3)
4)

Team spirit
Reasoning ability
Leadership
Creativity

5) Inspiring ability
6) Awareness
7) Listening

Misconceptions: A GD is intended for testing debating skills, and as

such they are expected to take control of the debate, thereby not
allowing others to voice their views and facts in support of their
argument. They also try to contradict the views of other participants,
hoping they will be noticed and appreciated.
To make a Successful GD:
Content: Fairly good knowledge of the topic and awareness of the current situation will
help prevent ideas from drying up fast and keep the GD alive and lively. If you are
unfamiliar with the topic, wait for someone else to come up with important information
and facts, then quickly formulate you stance and come with your perspective.
Communication: The language should be simple and lucid, use the right word at the right
time that gives clarity to the GD and highlights your role in generating ideas in the group.
Not to exhaust your ideas at one go. Every time you contribute, make your talk relevant
and brief. It is necessary to listen with great attention and react with pertinent comments.

Constant interruption while others are speaking must be avoided. The discussion
becomes meaningless if all the participants speak at the same time. Some candidates try
to interrupt and even make fun of other participants. This strategy will adversely affect
them.
No points will be lost even if a candidate openly supports or agrees with the views
of the other candidates. Valid reasons must be given as to why you support a particular
point of view. In case your views are strongly criticized, there is no need to be upset.
Criticism taken positively will act in the candidates favour.
Thinking: Listen and understand the arguments of other participants and at the same time
decide what points you should raise and how.
Group behaviour: Expressing your views emphatically will be appreciated in a GD, it is
equally important that you draw the more reticent participants into the discussion and
involve them in the decision-making process. The participant should be tactful while
contradicting the views of other participants. Blunt statements such as Your arguments
are baseless, or You are absolutely wrong, are to be avoided strictly. The participant
has to disagree without sounding rude by saying things such as I beg to differ or Sorry
to disagree with you.
Types of GDs: Broadly divided into two types:
Concrete and fact-oriented topics, which need factual content in combination with the
right perspective to be successful.
Abstract topics where more than facts, you need interpretations and creative thinking.
Here, the perspective from which the interpretation is made and the themes you build
into them will be more significant and valuable.
Structuring a GD
The following language may be used in structuring a GD:
Entering a discussion: Make comments on previous contributions and show ones own
relation to them. Change the trend of discussion by agreement, disagreement, and
amplification or by restriction.
Some Patterns of starting a discussion:
We have assembled here to discuss
We are here today to discuss
Let us get down to business
Lets start how to proceed with the discussion
Lets start off with No.1
Shall we make a start?
Shall we set the ball rolling?

Can you please give your views on?

Some patterns for interrupting a discussion:

Sorry to interrupt you
Excuse me, but
Could I make a suggestion, please?
Could I say something .?
Sorry to disagree with you
If I could make a point here
Some patterns of ending a discussion:

I think that covers everything

It is time to wind up

Shall we close the discussion then?

Comments:
What I think is
I feel that
The main point I wish to make is
I agree up to a certain point but
I must disagree with your opinion
I would question whether
It seems to me that
As far as I am concerned
I dont agree with the previous speaker
Please dont interrupt. Let me finish
Can you wait till I finish?
I think we are moving away from the main point.
If I may turn now to
Turning now to
I want to comment briefly on
I intend to make points about
Now to elaborate on the first point
I strongly believe that
With all due respect

I am not in a position to say anything about

If we look at it in another light
On the contrary
I dont think any one could disagree with
I cant help thinking
Can I finish please ?
Finally
Successful GDs
A good and successful group discussion is one where the topic has been discussed
threadbare.

Analyse the topic word by word. Identify the frame of reference you would be using
during the discussion.
Look at the topic from the point of view of all the affected parties.
Look at the topic from all the various angles and all the possible perspectives.
At the end of a discussion or when you know that the discussion time is almost up, it
is necessary to give an appropriate conclusion. To do this, quickly recap the important
points that have come up during the discussion, emphasize the points on which there
were differences and where there was convergence of opinion and make the
concluding remark.
Points to be remembered:
Prepare well by reading and reflecting on the topic.
Anticipate the points of others.
Listen keenly and understand the points made by others.
Break in and make your point without waiting to be called upon to do so, ensuring
relevance to the context.
Be loud enough to be heard by everyone.
Make brief remarks often rather than giving long speeches.

 Be open minded and conciliatory rather than dogmatic.

Try to be group-centred rather than self-centred.
Avoid personal attacks and name-calling. Accept criticism with dignity and rebut it
with strong arguments.
Back your arguments with evidence and authority.
Use appropriate gestures and expressions.
Maintain eye contact with group members.

GD Topics

Is China a threat to the Indian software industry.

Role of UN in peacekeeping.

Position of Women in India compared to other nations.

Environment Management.

Is China better than India in software.

Govt contribution to IT

is china a threat to Indian industry

India or west , which is the land of opportunities

water resources should be nationalised

"BALANCE BETWEEN PROFESSIONALISM AND FAMILY"

Effect of cinema on Youth

Education in India compared to Foreign nations

What is the effect of movies on youth. is it good or bad)

Are studies more beneficial in India or in Abroad.

"UN's peace activities" and "America's war on Iraq".

"Environment-Whose Responsibility".

US war on iraq-justified or not.

Role of UN in Peace keeping

War on Iraq

About Hockey being the primary game in India.

Can America occupy Iraq

IS CHINA A THREAT TO INDIA

Present state of Indian Cricket team

Advantages of Co-education.

How to deal with international terrorism.

Should we pursue our policy of dialogue with Pakistan?

Is peace and non-violence outdated concepts?

A Unipolar World spells disaster for underdeveloped countries like India.

Is Globalization Really Necessary?

What shall we do about our ever-increasing Population?

Corruption is the price we pay for Democracy.

Foreign Television Channels are destroying our culture.

What India needs is a Dictatorship.

With media publishing and telecasting trivia, censorship is the need of the
hour.

Kaun Banega Krorepati is less about knowledge but more about money and
personality.

Beauty contests degrade womanhood

The rise of regional blocs threatens independent nations like India

Six billion and one bronze!

Is dependence on computers a good thing?

Should the public sector be privatised?

China and India are similar nations with contrasting ways

Is India a Soft Nation?

Value based politics is the need of the hour

Religion should not be mixed with politics

How to deal with high oil prices

Our cricketers are not to blame for match fixing

Why cant we be world players in industry as we are in software?

Multinational corporations: Are they devils in disguise?

Should there be limits on artistic freedom (the controversy on Fire).

Should there be private universities?

Does banning fashion shows and New Year parties save our culture?

Public sector is more a hindrance than help to promote socialism.

Economic betterment of the poorer nations is as important as disarmament to

ensure lasting world peace.

From public sector to privatization as in the U.K., is the right answer for
India's instant economic breakthrough.

The doctrine of "limited nuclear war" is an ill-convinced, ill- logical, irrational

and extremely dangerous concept.

Some simple but effective electoral reforms will enable us to retain the
present parliamentary system and ensure the preservation of democracy in
India.

Nuclear war cannot be won and should not be fought.

Private enterprise and not public sector will contribute to faster and higher
economic growth in India

Inflation is inevitable in our developing country.

The policy of reservation is a legacy of the British and it has done more harm
than good.

For a marketing post graduate, without prior work experience working in a

big marketing firm is a disadvantage when compared with working in a small
firm. Discuss.

Consumerism is destroying the social fabric of Indian culture

Free market is a prerequisite for growth.

Cricket as a national obsession is a detriment to other sports.

To develop India has to empower women.

.Formulate the government's health policy to control the spread of AIDS.

Advertising is a waste of resources.

Privatization will lead to less corruption.

State is the biggest violator of human rights.

There can never be a classless society.

Beauty pageants are a marketing gimmick.

Voting rights to illiterates in India is illogical because it is widely misused.

Joint family is a blessing in disguise

Higher education should be made possible only for those who can pay for it.

Women cannot successfully combine both career and home

Women are good managers.

Executive should be allowed to form unions.

Effect of liberalization on poverty.

Indians perform better as individuals rather than in groups.

Business and ethics go hand in hand, or do they?

Developing countries should spend more on development than on defense.

Political parties have outlived their utility.

Is Swadeshi relevant for India today?

Money is required to earn more money.

Foreign trade is necessary for any country to survive

Presidential Vs Parliamentary form of government of India.

Technology: The Ism' Of The New Millennium?

Religion And Politics Should Not Mix

TRIPS Controversy And The Patent Act Amendment

Should India Sign The CTBT

State Interventions In Market Kind Or Mixed Economy

Science Is A Boon Or Bane

Is Swapping Terrorists For Hostages An Encouragement For Plane- Hijackers?

Nice Guys Finish Last

All Work And No Play Makes Jack A Dull Boy

Individual Freedom And Civil Society

Conventionalism And Modernity: The Ever going Debate

Should There Be A Restriction On Permissiveness Being propagated by The

MTV Culture And Foreign Media?

Marxism And Its Future All Over The World

The Growing Menace Of Casteism And Regionalism

Presidential Form Of Government Is Needed In India

Bullet For Bullet: Is It The Right Policy?

Capitation Fees Should Be Abolished

Brain-Drain Has To Be Stopped

Business And Ethics Can't / Don't Go Together

Are women As good as Men Or Inferior?

Nothing Succeeds Like Success

The Malthusian Economic Prophecy Is No Longer Relevant

Secessionism In The North-East: Who's To Blame?

Should India Break Diplomatic Ties With Pakistan?

Age and Youth: Experience And Young Talent

East Is East & West Is Where All The Action Is': Mark Twain

Freedom Of _Expression And The State Authority.

Factual topics for a group are - as the word says - about facts. This is a sample list of
speech topics on current issues and facts:
1. Conspiracy is a very common form of political behaviour.
2. The pros and cons of having a credit card.
3. A chain gang is a modern form of slavery.
4. Why drinking and driving is dangerous to yourself and others.
5. Passive smoking is equally harmful.
6. The economic boycott causes most of the problems in Cuba.
7. International trade barriers work.
8. City curfews help to prevent juvenile crime and to protect youth from
victimization.
9. The U.N. is mainly based on diplomacy and enhancing relationships.

10. Affirmative action draws people to work they never considered before.
A controversial group discussion topic is a speech topic that has many controversies,
pros and cons. Keep in mind that all current group discussion topics are not my
opinion, but just a sample list of speech topics!
1. Sustainable urban living without the use of excessive natural resources must
be our future.
2. Are there extraterrestrials who influence events on Earth?
3. Marijuana has a medical value.
4. Direct mail is a special form of junk mail.
5. The pros and cons of a female President.
6. Online dating chats have nothing to do with a search for a soul mate.
7. Should schools distribute condoms?
8. Most people support embryonic stem cell research.
9. Life imprisonment is a good alternative to capital punishment.
10. What is wrong with child labor?
Abstract group discussion topics are things that cannot be touched, not be easily
defined or formulated. Just think in a creative manner and start a vivid group
discussion with one of these abstract topics to talk about:
1. The Nostradamus Code
2. Breast Implants
3. Bribery in Business
4. Computer Viruses
5. Bigamy
6. Hidden Persuaders
7. Moral Majority
8. The Hippocratic Oath
9. Political Correctness
10. Vegetarianism
The fourth type of group discussion topics are so-called case studies. You determine
a problem and together with the other group members you have to find a satisfying
solution. These are small group discussion topic ideas. Just modify and alter where
necessary, these are just guiding light topic ideas:
1. Leadership - What necessary changes are needed in your community
organization and how do you want to lead the process?
2. Malpractice Insurance - Doctors walk out on the job to protest the rising
malpractice insurance costs. What to do about it?
3. Work Ethics - Can we shape workers who have the sense that they serve the
company nd community?
4. School Violence - What are the real causes of violence and bullying in
Schools?
5. Recycling - Sort out how to make money with recycling.
6. Dropouts - Individual attention in safe schools and smaller classes; is that the
way to stop students to drop out?
7. Iraq - What are the best exit strategies?
8. Speech Privacy - What are the best technologies to safeguard the right of free
speech privacy on the internet?
9. Minimum Wage - Why should we have a minimum wage or why not?
10. Burnout - Should everybody check his or herself of burnout signs? How?

The Presentation
Most presentations are divided into 3 main parts (+ questions):

1
2
3

INTRODUCTION
BODY
CONCLUSION
Questions

As a general rule in communication, repetition is valuable. In presentations, there is a

golden rule about repetition:
1. Say what you are going to say,
2. say it,
3. then say what you have just said.
In other words, use the three parts of your presentation to reinforce your message. In the
introduction, you tell your audience what your message is going to be. In the body, you
tell your audience your real message. In the conclusion, you summarize what your
message was.
We will now consider each of these parts in more detail.
Introduction

The introduction is a very important - perhaps the most important - part of your
presentation. This is the first impression that your audience have of you. You should
concentrate on getting your introduction right. You should use the introduction to:
1. Welcome your audience
2. Introduce your subject
3. Outline the structure of your presentation
4. Give instructions about questions
The following table shows examples of language for each of these functions. You may
need to modify the language as appropriate.
Function
1 Welcoming
your audience

2 Introducing
your subject

Possible language

Good morning, ladies and gentlemen

Good morning, gentlemen

Good afternoon, ladies and gentleman

Good afternoon, everybody

I am going to talk today about...

The purpose of my presentation is to introduce our new range

of...

3 Outlining your
structure

4 Giving
instructions
about questions

To start with I'll describe the progress made this year. Then I'll
mention some of the problems we've encountered and how we
overcame them. After that I'll consider the possibilities for
further growth next year. Finally, I'll summarize my
presentation (before concluding with some recommendations).

Do feel free to interrupt me if you have any questions.

I'll try to answer all of your questions after the presentation.

I plan to keep some time for questions after the presentation.

Body

The body is the 'real' presentation. If the introduction was well prepared and delivered,
you will now be 'in control'. You will be relaxed and confident.
The body should be Cohesive and well structured, divided up logically, with plenty of
carefully spaced visuals.
Remember these key points while delivering the body of your presentation:

do not hurry

be enthusiastic

give time on visuals

maintain eye contact

modulate your voice

look friendly

keep to your structure

use your notes

signpost throughout

remain polite when dealing with difficult questions

Conclusion

Use the conclusion to:

1. Sum up
2. Give recommendations if appropriate
3. Thank your audience
4. Invite questions

The following table shows examples of language for each of these functions. You may
need to modify the language as appropriate.
Function
1 Summing up

Possible language

To conclude,...

In conclusion,...

Now, to sum up...

So let me summarise/recap what I've said.

Finally, may I remind you of some of the main points

we've considered.

2 Giving
recommendations

In conclusion, my recommendations are...

I therefore suggest/propose/recommend the following

strategy.

3 Thanking your
audience

Many thanks for your attention.

May I thank you all for being such an attentive

audience.

Now I'll answer any questions you may have.

Can I answer any questions?

Are there any questions?

Do you have any questions?

Are there any final questions?

4 Inviting questions

Questions

Questions are a good opportunity for you to interact with your audience. It may be
helpful for you to try to predict what questions will be asked so that you can prepare your
response in advance. You may wish to accept questions at any time during your
presentation, or to keep a time for questions after your presentation. Normally, it's your
decision, and you should make it clear during the introduction. Be polite with all
questioners, even if they ask difficult questions. They are showing interest in what you
have to say and they deserve attention. Sometimes you can reformulate a question. Or
answer the question with another question. Or even ask for comment from the rest of the
audience.

Important aspects of a good Presentation

to allow plenty of time for preparation

to ask the all-important question-words, why? who? where? when? how? and
what?

to structure your presentation into introduction, body, conclusion and questions

to write notes based on keywords

to rehearse your presentation several times and modify it as necessary

to select the right equipment for the job

to use equipment effectively

to make use of clear, powerful visual aids that do not overload your audience

to use clear, simple language, avoiding jargon

to use active verbs and concrete facts

to explain the structure of your presentation at the beginning so that your listeners
know what to expect

to link each section of your presentation

to signpost your presentation from beginning to end so that your listeners know
where they are

to say what you are going to say, say it, and say what you have just said

to overcome your nerves

to establish audience rapport

to be aware of your body language

to understand cultural differences

to control the quality of your voice

to maintain interest by varying the speed, volume and pitch of your voice

to deal with listeners' questions politely

to respond to your audience positively

***

INTERVIEW SKILLS
A job interview is a pre-arranged and planned conversation
used for evaluating the suitability of a candidate for a
particular position.
Success in a job interview depends on knowledge, self-confidence,
good speaking skills, thorough preparation, and use of appropriate
interview strategies.
Characteristics of the Job Interview

Planning time, venue, the no. of experts, covering areas

Purpose objectives HR int. to test personality traits
Conversation Listening and speaking
Two-way interaction one-to-one interview structured
Informality achieve goals it tension exists

Pre-Interview preparation Techniques

Self-analysis strengths and weaknesses

Analyze your background critical examination
Identify your accomplishments / achievements
Identify you special interests and hobbies
Analyze your career goals
Analyze your skills
Job analysis (what)
Revise your subject knowledge
Develop the interview file

Answering Strategies

Attentiveness
Accuracy
Brevity
Focus
Clarity
Positive Attitude
Logical Thinking

Frequently Asked Interview Questions

2. Tell us something about yourself (background, education, skills

and experience)
3. What are your career objectives (challenging position to use my
experience and quality)
4. Tell us something about your interests and activities (am an
extrovert love to interact all kinds of member of . Playing)
5. Why should we hire you / what makes you fit for this position ? (as
you are looking for someone with experience and technical
background, skills .)
6. Why do you want to join our company? (the professional
excellence maintained impressed me , companys innovation,
user friendliness reliability quality of the products such a
growing organization)
7. Where do you see / find yourself in five years?
8. Can you tell us about you responsibilities at your present job?
9. What are your strengths and weaknesses?
The Interview :

Being on time relaxation visit before

Dress ; right dress gives you right impression

Waiting for the Interview :

Compose yourself

Spontaneous smile be friends the interviewers

Dont lean or change postures often

While answering be lucid, straight forward

Accept your ignorance / ask for repetition

Dont speak bad about your previous organization

What the Interviewers looking for :

Personality projection

Communication Skills

Knowledge

Subject
Strengths / Weakness

Loyalty & commitment

Whether you are capable to develop the organization

Dos for the Interviews

Donts for the Interview

Be on time

Dont
give
answers

Wear neat clothes

Dont leave
unsupported

Be yourself

Avoid flattery

Be brief and to the point

Dont sit without being asked

Sell yourself

Dont start talking

Keep
the
attentions

Avoid the use of slang

Dont interrupt

Be poised

Dont argue

Be well-mannered

Dont be emotional

Listen carefully

Dont be evasive

Ask questions

Dont change your stand

Be natural

Dont enter into a political

controversy

Maintain eye contact

Dont touch your button, hair

etc.

Expect the unexpected

Dont forget to close the door

when you leave

interviewers

monosyllabic
your

answers

Avoid too many gestures

Be consistent in your claims

Important Points :

Success in a job interview depends on knowledge, self-confidence,

good speaking, skills, through preparation, and use of appropriate
interview strategies.

There are five aspects of job interviews : planning, purpose,

conversation, two-way interaction, and informality.

Pre-interview preparation techniques include self-analysis, skills

assessment, company analysis, job analysis, subject revision, and
developing the interview file.

Self-analysis involves identifying your background, career goals,

accomplishments, achievements, special interests, and hobbies.

Skills assessment is the process of analyzing your skills in terms of

the skills required for the position you are seeking.

There are two types of skills : learned skills and intuitive skills.

Researching an organization involves gathering basic information

about the nature, operations status, structure, growth rate, and
activities of the organization.

Job analysis will provide you broad information about the position.

Revise your subject for clarity and confidence.

There are seven types of interview questions : open, closed,

probing, reflective, loaded, hypothetical, and leading.

Seven factors that can improve quality of answers during a job

interview are attentiveness, accuracy, brevity, focus, clarity,
positive attitude and logical thinking.

Candidates should analyze commonly asked interview questions so

that an answering strategy may be devised in advanced.

WHAT DO EMPLOYERS WANT?

What are the most desirable qualities for job seekers in the 2000 workplace?
Watson Wyatt, a global consulting firm, offers the following list of in-demand
skills:
1. Willingness to share information and ideas.
2. Commitment to teamwork.
3. Responsiveness to change.
4. Ability to work under pressure.
5. Sense of ownership of work and ideas.
6. Willingness to take calculated risks, without fear of consequences.
7. Multicultural experience and/or ability to speak multiple languages.
8. Ability to communicate clearly and honestly with peers, managers,
customers.
9. Understanding of business strategy and how you create shareholder value.
10. Commitment to continuous learning, skill development.
*