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Digital Dynamics.: Unit 1
Digital Dynamics.: Unit 1
Digital
Dynamics.
1
Reading-
Skimming and scanning are two specific speed reading techniques which enable you to cover
a vast amount of material very rapidly. These techniques are similar in process but
extremely different in purpose. Quickly “looking over” an article is neither skimming nor
scanning. Both require specific steps to be followed.
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- Qualifying adjectives. (best/ worst/ most/ etc)
- Typographical cues. ( italics, bold, underlining, asterisk).
Read the final paragraph completely.
Scanning- Rapidly covers a great deal of material in order to locate a specific fact or a piece of
information.
Scanning is very important in finding a name, place, date, statistic or fact without reading the entire
article.
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Activity 2- Scan the following article. Write an appropriate topic for each paragraph.
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1. ……………………………………………………………………………………………………………………………………………………..
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3. ……………………………………………………………………………………………………………………………………………………
4. ……………………………………………………………………………………………………………………………………………………
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Grammar- Reported Speech. (Direct/ Indirect).
Indirect speech (sometimes called reported speech), doesn't use quotation marks to enclose what the
person said and it doesn't have to be word for word. When reporting speech the tense usually changes.
This is because when we use reported speech, we are usually talking about a time in the past (because
obviously the person who spoke originally spoke in the past). The verbs therefore usually have to be in
the past too. -
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http://englishpage4.blogspot.com/2010/11/reported-speech.html
Note-
As a connective, instead of using ‘that’, asked, demanded, inquired or a similar word has to
be used.
If a WH question (who, what, when, why) is being asked, then use the WH to introduce the
clause. Also, note that with indirect speech, these are examples of embedded questions.
When a Yes/ No question is being asked in direct speech, then a construction with IF or
WHETHER is used.
The situation changes if instead of the common SAID another part of the very TO SAY is
used. In that case, the verb tenses usually remain the same. Some examples of the situation are
given below.
When there are exclamative sentences, the indirect speech has to have an infinitive(verb).
Exercises- Activity 1.
1. “I am not going to tolerate this any more” said Ann.
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9. “Where did you buy this saree from” she questioned me.
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Activity 2.
1. I am going to the cinema with my girlfriend. ==» He said ……………………………………………………………………………….
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he had lost his te I lost my temper la
6. I was as sick as a dog yesterday. ==» She told me
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Writing-
Divide into pairs. One student will be the reporter and the other will be someone worthy of an
exclusive interview: the mayor, a famous actress, a rich entrepreneur, an Olympic athlete, etc…The
celebrity answers a series of questions and the reporter reports back to the class: In an exclusive
interview, the mayor promised he would rid the streets of crime.
Activity 2- Gossips.
Students to walk around, while talking to their friends about the gossips they heard about a popular
person and then report it to the class
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Speaking-
Activity 1-
Take some scrap paper and write a - wh question, A yes-no question, A warning, A request, A
statement about an event that happened at the weekend, A piece of advice, etc
All of them should have a snowball in the end; they open the ball and report the things written on it.
Activity 2-
You are bored in the lesson and exchange messages secretly from the teacher (something they
always do) in pairs.
Imagine any situation and exchange messages until your teacher stops you.
Now, Stop and report the conversation.
Listening-
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1. Listen to ‘several steps to succeed in engineering’ and take down notes.
http://www.youtube.com/watch?v=tSsVRHn5j70
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Glossary
1. Access Time- The time from the application of a valid memory address to the appearance of
valid output data.
2. Addend- In addition, the number that is added to another number called the augends.
3. Amplitude- In a pulse waveform the height or, maximum value of the pulse as measured from its low
level.
4. asynchronous- Having no fixed time relationship; not occurring at the same time.
B
1. Binary- Having two values or states; describes a number system that has a base of two and utilizes
one and zero as its digits. (1,0).
2. Bipolar- Having two opposite charge carriers within the transistor structure.
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C
1. Compound - a substance composed of two or more elements, such as water (H2O), carbon dioxide
(CO2), or table sugar (C12H22O11).
1. Dependent Variable - the responding variable; the variable that may change as a result of a change
in the independent variable
1. Electromagnet - a wire coil around a metal core (usually iron) that acts like a magnet when an
electric current flows through it
2. Electron - a tiny particle with a negative charge which orbits an atom's nucleus
F
1. Fahrenheit - a temperature scale at which water freezes at 32° and boils at 212°
G
1. Gluons - particles that hold quarks together
H
1. HTML - an acronym for HyperText Markup Language; the programming language or code used
for the creation of internet web pages
2. Hypothesis - an educated guess that can be tested or investigated
1. Jefferson Lab - a nuclear physics research facility built to explore quarks in the nucleus of the
atom, located in Newport News, Virginia
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Unit 2-
Information
Technology &
Computer Science
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Reading-
©iStockphoto.com/filonmar
Virus History
Traditional computer viruses were first widely seen in the late 1980s, and came about because of several
factors. The first factor was the spread of personal computers (PCs). Prior to the 1980s, home computers
were nearly non-existent. Real computers were rare, and were locked away for use by "experts." During
the '80s, real computers started to spread to businesses and homes because of the popularity of the IBM
PC (released in 1982) and the Apple Macintosh (released in 1984). By the late 1980s, PCs were in
businesses, homes and college campuses.
The second factor was the use of computer bulletin boards. People could dial up a bulletin board with a
modem and download programs of all types. Games were extremely popular, and so were simple word
processors, spreadsheets and other productivity software. Bulletin boards led to the precursor of the
virus known as the Trojan horse. A Trojan horse masquerades as a program with a cool-sounding name
and description, enticing you to download it. When you run the program, however, it does something
uncool, like erasing your hard drive. You think you're getting a neat game, but instead, you get a wiped-
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out system. Trojan horses only hit a small number of people because they're quickly discovered, and
word of the danger spreads among users.
The third factor that led to the creation of viruses was the floppy disk. In the 1980s, programs were
small, and you could fit the entire operating system, a few programs and some documents onto a floppy
disk or two. Many computers did not have hard disks, so when you turned on your machine it would
load the operating system and everything else from the floppy disk. Virus authors took advantage of this
to create the first self-replicating programs.
Early viruses were pieces of code embedded in a larger, legitimate program, such as a game or word
processor. When the user downloads and runs the legitimate program, the virus loads itself into memory
-- and looks around to see if it can find any other programs on the disk. If it can find one, it modifies the
program to add the virus's code into that program. Then the virus launches the "real program." The user
really has no way to know that the virus ever ran. Unfortunately, the virus has now reproduced itself, so
two programs are infected. The next time the user launches either of those programs, they infect other
programs, and the cycle continues.
If one of the infected programs is given to another person on a floppy disk, or if it is uploaded so other
people can download it, then other programs get infected. This is how the virus spreads -- similar to the
infection phase of a biological virus. But viruses wouldn't be so violently despised if all they did was
replicate themselves. Most viruses also have a destructive attack phase where they do real damage. Some
sort of trigger will activate the attack phase, and the virus will then do something -- anything from
displaying a silly message on the screen to erasing all of your data. The trigger might be a specific date,
a number of times the virus has been replicated or something similar.
Activity 1- In groups, use any note- taking method and take down notes on a flip chart.
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Grammar
1. We use comparatives to compare two things or two people. (e.g She is taller than her husband.)
2. Superlatives are used, however, to compare to show the difference between more than two things or
more than two people. (e.g Paris is the biggest city in France)
3. To form comparatives and superlatives you need to know the number of syllables in the adjective.
Syllables are like "sound beats".
For instance:
2. One syllable adjective ending in one vowel and one consonant — big
3. One syllable adjective ending in more than one consonant or more than a vowel — high, cheap
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5. Tow syllable or more adjectives without 'y' at the end — exciting
Examples:
1. The Nile River is longer and more famous than the Thames. 2. Egypt is much hotter than Sweden.
4. Everest is the highest mountain in the world.4. This is one of the most exciting films I have ever seen.
Comparatives Superlatives
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Comparatives are used to Superlatives are used to compare more
compare two things or two than two things or two people.
people: Superlative sentences usually use 'the':
Alan is taller than John. Alan is the most intelligent.
Examples:
http://www.myenglishpages.com/site_php_files/grammar-lesson-comparatives-superlatives.php
1. Fill in the gaps with the comparative form of the adjectives given.
2. Fill in the gaps with the superlative form of the adjectives given.
1. It is the…………………………….. shop in town. (large)
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2. Monday is the…………………………….. day of the week. (bad)
3. Ben was the…………………………….. person in his family. (noisy)
4. Sam is the in the…………………………….. class. (popular)
5. Which is the…………………………….. subject at school? (difficult)
6. Jim is the…………………………….. player in the football team. (good)
7. Elephants are the…………………………….. animals. (heavy)
8. Let's pick the…………………………….. apple of the tree. (big)
9. Mary is the…………………………….. girl in the class. (thin)
10. That is the…………………………….. sofa in our house. (comfortable)
3. Fill in the gaps with the comparative or the superlative form of the adjectives given.
1. This armchair is…………………………….. than the old one. (comfortable)
2. Trains are…………………………….. than aeroplanes. (slow)
3. I bought the…………………………….. souvenir I could afford. (expensive)
4. In this classroom there are…………………………….. girls than boys. (many)
5. Ann is the…………………………….. child in the family. (young)
6. That TV set is the…………………………….. of all. (cheap)
7. You are…………………………….. here than there. (safe)
8. Fifi is…………………………….. than Kate. (pretty)
9. This is the…………………………….. film i have ever seen. (exciting)
10. Tim is…………………………….. than Peter. (talented)
4. Complete the following sentences. Use the comparative form of one of these adjectives. Use
each word only once. Add 'than' if necessary.
good, interesting, important, fat, high, difficult, lazy, interested, easy, old
Writing
a) Write a paragraph about the difference between a civilian and a military personnel, using
comparative adjectives.
b) Write a paragraph about the difference between the old and the young generation of today.
c) Write the different feelings you have about your childhood and your adolescence.
d) What is the importance of being an engineer to you than being involved in anyother professions.
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Speaking-
Presentation Skills
Activity 1- Take a strip of paper and write a topic of your preference. Your topic has to be an
interesting and fun one which will keep everybody interested. Your teacher will now collect the topics
and keep them in front of the classroom.
Each student in the class will be given 2 minutes to make a speech based on a topic that they pick…..
Make sure not to start by introducing the topic. Start with a ‘hook’ instead.
Your lecturer or a peer will give you signals at 1.5 minutes and at 2 minutes.
Aim- Make the audience feel at ease and pay attention to you at all times.
Choosing the Topic and starting the speech- Using Hooks/ Tags.
- Humor
- Personal Experience
- Narratives
- Using Props
- Asking Questions
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- Using Quotations by famous people
All the above mentioned tips can be included either at the beginning or in the middle of the speech. The
purpose is to keep the audience at ease, comfortable and interactive during the time of your speech
presentation. This is a guarantee that your audience will not feel bored, annoyed and furious while you
do the speech but would be definitely all ears and wanting for more.
Practice
Vocal Variations
Facial Expressions
Hand Gestures
Body Movement
Listening-
http://www.youtube.com/watch?v=RHX-xnP_G5s
Discuss-
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c) Do you think that by doing a good presentation you can become a an outstanding speaker?
d) What do you think are the most important elements to be used in a unique individual presentation?
e) Select a famous personnel who has won you heart through his/her public speaking and write down a few
factors which motivated and encouraged you to listen with alert to this person.
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Glossary
K
K-Basins
Two indoor, concrete rectangular structures at the DOE Hanford site that contained the largest
collection of spent nuclear reactor fuel.
L
LCOE
Lowest levelized cost of electricity.
Lepton
one of the two basic building blocks of matter (An electron is a lepton.)
Logistics
The process of planning and executing the transportation of material to required destinations to meet
schedules.
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Median - the middle number in a set of ordered data (The median of {1,1,1,2,4,6,6} is 2 since 2 is the
middle number when all of the numbers are placed in order. If there are an even number of numbers,
the median is the mean of th e two middle
numbers.
M&O
Management and Operations contracts, typically awarded by DOE to manage and operate facilities in
the DOE complex.
Modular Construction
A construction technique in which sections of a facility are prefabricated in "Modules," which are
transported to the project site, placed in position, and connected.
N
NASA
National Aeronautics and Space Administration.
NAVPAC
Naval Facilities Engineering Command Pacific.
O
Observation
P
Plasma - a very hot, gas-like state of matter
Q
Quadrant
One quarter of the coordinate plane (The x- and y-axes divide the coordinate plane into four
quadrants.)
Qualitative
Observations that do not involve measurements and numbers ("My brother is shorter than my sister,"
is a qualitative observation.)
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Quantitative
Observations that involve measurements and numbers ("My brother is 30cm shorter than my sister,"
is a quantitative observation.)
R
Radiation
The transportation of heat from one place to another by waves or particles (The Earth is warmed by
the Sun due to radiation.)
Theory
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Unit 3-
BUILDING
MATERIALS
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Reading-
Long-lasting Building Materials
Around 10,000 years ago, man started to make fundamental changes in the way he lived. Slowly
moving away from a nomadic lifestyle, he started staying in one place for longer periods. This was
probably due to the ending of the last ice age
creating more abundant resources. Man didn't have
to travel as far to find food, so he stayed where food
was plentiful. Over time, a more settled lifestyle
brought some challenges with it. Instead of having
to find caves or create makesift shelters from animal
skins for protection from the weather, man started
to look for more durable materials with which to
build long-lasting dwellings [source: Castleden].
Over time, man has used a variety of materials, and they help to paint a picture of our ongoing quest to
make long-lasting structures to meet our changing needs. The evolution of architecture meets those
challenges and handles the cultural perception of what those buildings should look like and how they
should be used.
In the next few pages, we'll take a look at five materials that man has relied on to build homes, halls,
temples and many other types of structures. All five are still used today, and knowing something about
them will help us make the historic leap from mud huts and tents to skyscrapers that can shelter
thousands.
First up, lets take a look at the ever-versatile building material of man and termites alike: wood.
5. Wood
| Wood can survive a long time, although it does have some disadvantages.
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As a construction material, wood has a lot
going for it. It can be used as a primary
material, as seen in log cabin construction or
blended with other building materials and
used as either a decorative element or support
structure. Wood is lightweight compared to
stone, and it's strong once it's been seasoned
to remove moisture. It can also be cut to
length easily.
4. Brick
Usually made of clay, brick has been used in many ancient structures, like the Roman aqueducts, the
Pantheon and the Great Wall of China. The Sumerians made the earliest recorded bricks, and we can
deduce that those early bricks used in construction were crude, uneven, sun-dried blocks probably
made of silt that was deposited when high waters receded after storms [source: Britannica].
The silt dried naturally to a very hard consistency, and then it was dug up, broken into chunks and
used to make the walls of huts and other structures. Some experimentation led to the development of
forms and molds to create uniform bricks that could be stacked easily for smooth walls with clean
corners.
This style of brickmaking is still being used today and is very stable in dry climates. But too much rain
and the walls of your painstakingly built hut turn to mud. That's solved with the application of high
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heat. These bricks are durable, weather resistant, fire resistant, easy to make and convenient to work
with.
3. Stone
Stone is durable and impressive stuff, but it's also challenging to quarry, and heavy to move, and it has
tension and stress limitations. Where there are resources available to excavate and cut it precisely,
stone can be an extremely strong and useful natural material. Unlike brick, it can be stacked without
mortar and support heavy vertical loads. Stone resists deforming, weathers the elements well,
withstands fire and helps maintain stable interior environments. There are so many extraordinary stone
structures that it seems a shame that modern construction uses stone more as decoration than anything
else.
Today, there are cheaper and more efficient building materials that have usurped the position of stone
in modern building construction, not the least of which are decorative stone veneers. It seems
humbling, but steel, wood and concrete construction with a thin layer of decorative stone on the
outside is more in keeping with modern budgets and standards of construction than the impressive,
towering stone edifices of historical buildings. Newer synthetic materials are even mimicking the look
of stone in much lighter weight, inexpensive incarnations, eliminating the need even for veneers.
Stone is still popular for its esthetic value, and it's unlikely that it will ever be completely eliminated.
Stone has probably been around since the first Stone Age settlers reached for a few rocks to hold down
their tent flaps, and as a decorative element in human design, it's bound to be a part of our structures
for a long time.
This style of brickmaking is still being used today and is very stable in dry climates. But too much rain and the
walls of your painstakingly built hut turn to mud. That's solved with the application of high heat. These bricks
are durable, weather resistant, fire resistant, easy to make and convenient to work with.
2. Concrete
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Concrete is an aggregate made up of a number
of materials like stones and sand that are mixed
with a binder like cement and water. The
mixture is then left to dry and harden. It's a
flexible material that can be formed on the spot
or poured into molds, hardened and then
transported. Reinforced concrete is everywhere
in construction.
Reinforced concrete can be formed into many shapes with a supporting structure of narrow steel rods
embedded right in the concrete when it's poured. Rebar reinforcement makes concrete an ideal
material for walls, beams, slabs, foundations, frames and many other applications. The use of metal
rods and mesh, together with a relatively inexpensive concrete medium, make reinforced concrete a
flexible, reliable and economical building choice.
Twentieth century refinements have made reinforced concrete an even bigger player in modern
building design and construction. Pre-cast concrete is made under controlled manufacturing
conditions that increase its water repelling characteristics and limit its capacity to expand and contract.
Pre-stressed concrete, made by placing stretched steel strands in the hardening concrete, increase
reinforced concrete's tensile strength and resistance to downward pressure.
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which is important with newer green building practices. Steel is a relatively economical commercial
building choice which is making inroads in residential construction, as well.
The advent of steel technology that allows man to design and build taller structures has changed the
face of architecture and expanded the way we find creative solutions to our building challenges.
4. Discuss in groups and share your ideas on ancient and modern architecture.
5. Where do you see these kind of architectural designs around the world?
6. What is the most interesting building that you have come across in your lifetime? Explain why?
2. Reading-
Brieger, N. & Pohl, A. Technical English Vocabulary and Grammar. Oxford: Summertown, 2002. P.44.
Civil Engineers design roads, bridges , tunnels dams and airports. They combine a knowledge of material
science, engineering, economics, physics, geology, and hydraulics to create the physical infrastructure that is
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central to modern life. Naturally, there are numerous dub specialties: surveying and mapping engineers
identify the best sites for construction. Hydraulic and irrigation engineers focus on dams, flood control well
and reservoirs. Environmental engineers deal with waste water products, garbage disposal and recycling
plants. And traffic engineers specialize in designing people moving systems be they underground subways,
commuter railroads or new or improved roads and highways. A bachelors degree is the minimum education
requirement. At some universities, this is a five year programme but co-op, junior- colleges and night- school
options are also available. Becoming a civil engineer is a lot of work but if you like the idea of becoming a part
of big complex project to improve people’s lives, it could be just the profession for you.
The digger takes the dirt out. It puts the dirt at the back of the truck and when it’s full, the truck holds the dirt
away. There is another digger. It’s clearing away a lot of small pieces of concrete that nobody needs anymore.
Here’s all that’s been dug already.
Activity 1- Think about a project which could improve the welfare of your community. Write a
short description of the project( maximum- 350 words).
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Grammar
Writing
Activity 1.
Look at the picture below of 2 men drinking in a bar. Write a story about them in groups. You are
supposed to use “if clause” in the stories you write. Follow the time limit given by your lecturer. Use
the Prompts provided: If he drinks, he will get drunk; If he gets drunk, he will be late; If he is late, his
wife will be angry;…..The group with the longest story wins.
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Activity2.
Pair Work. One student must tell a true story that he/she could find on the Internet. The other student
must come up with different endings to the story by using if clauses:
Ex- If she had not gone there, they would not have seen her. She would not have been killed if
she had stayed at home. etc. This can be individual or group work.
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Speaking-
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Activity1- Song analysis. In groups, pick one song of your preference and create a story around the
song. Use if clauses as much as possible while doing so.
If I were rich,
If I win a lottery or
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Listening-
If I were a boy –Biance (song) , If I lose myself tonight- One republic, if tomorrow never comes, what
if – Kate Winslet
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2. "If I Lose Myself" ONEREPUBLIC LYRICS
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3. "If Tomorrow Never Comes"-RONAN KEATING LYRICS
So tell that someone that you love, Just what you're thinking of, If tomorrow never comes
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Glossary
A telescopic prop much used as a temporary support in construction. Named after the
Acrow:
American manufacturer who first introduced them to the UK.
Chemicals added to cement based products (concrete, mortar, render, screed etc) to impart various
desirable properties such as to increase or reduce curing time, increase strength, enhance workability
Additive:
and so on. The amount of additives should be watched carefully since in excess or combination they
can have undesirable effects.
A lightweight aerated cement-based material from which easily handled high insulating building-blocks
Aircrete:
are made.
Bessemer
A kind of steel-making plant, no longer in use.
converter:
A list of all the quantities of each component and operation required in a construction project. The
Bill of
BOQ enables all the tenderers to price exactly the same work, and makes it simple to work out the
quantities
value of the work done at any time during the job. For small jobs the benefit of a BOQ may be
(BOQ):
outweighed by the cost of producing it.
Smooth bricks made by compressing and heating a mixture of sand, or ground flint, and
Calcium silicate
lime. Popular in the mid 20th century but less used now, because of their tendency to
bricks:
shrink.
Cantilever: Overhanging beam, roof or floor.
Borough officers first appointed after the Great Fire of London to supervise the
District Surveyor:
Building Regulations. Now combined with the Building Control Officer.
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A window projecting
Dormer:
from the slope of a roof.
(Concrete) A steel bar for transferring load across a joint. (Joinery) A timber moulding with a
Dowel:
circular cross section.
External The landscaping, roads and paths created in the parts of the site not occupied by the
works: building.
Extrados: The upper surface of an arch.
Most brickwork bonds are designed so that one side of the wall can be built 'fair-faced'
English
(suitable for viewing as finished work); the other side, inside the building, will be
Garden Wall
plastered so the brickwork can be left rough. Garden walls however will be seen from both
Bond:
sides, so Garden Wall bond is designed so that both sides can be built fair-faced.
The common type of machine-made yellow/orange frogged brick used in the south-east of England
Fletton:
and London. Named after Fletton, near Peterborough.
Channel formed with brickwork or specially made blocks or pipes through which the products of
Flue: combustion pass to the outside. Until the middle 20th century, the need to stack flues from storey to
storey imposed a discipline on architecture which is now absent.
A container with water in it, to seal the outlet from a drain and prevent the release of noxious
Gully:
gases.
H
A roof feature in which two pitched roofs meet at a corner; the rafter forming such a junction. the
Hip:
hip rafter is not usually a load bearing member. (Fr. arête (f) de croupe).
I
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Ionic One of the ancient Greek orders of architecture, characterised by a fluted column and a capital
Order: consisting of four volute scrolls. Named after Ionia in Greece, where it was first used.
One thousand Newtons – the unit of force in the SI system. Newtons are very small, and the
KiloNewton:kiloNewton is the practical unit most often used by engineers. In imperial terms it is approximately
equivalent to the weight of two hundredweights. Abbreviation kN.
In general usage this describes work constructed of stone, but technically the term masonry also
Masonry:
includes brickwork and blockwork. (Fr. maçonnerie, m).
A document which shows how the construction will be carried out safely. Under most forms of
contract the Contractor will prepare any necessary method statements and the Engineer will
Method
usually check them. Method statements are also sometimes required by neighbouring owners
statement:
where potentially hazardous work is being proposed, or by Planning authorities to ensure that a
proposal is buildable.
An architectural style popular in suburban development in the twenties and thirties, in which
Mock Tudor:
traditional styles were copied poorly.
A binder for masonry. The traditional product was Lime Mortar; modern mortars rely upon cement
Mortar: mixed with sand, with the addition of lime or plasticizer added to make them workable or 'buttery'.
(Fr. mortier, m).
Wooden trusses, usually triangular in shape, spanning between the external walls at 600mm
Trussed centres or thereabouts to form a roof. They are cheap and easy to use for new roofs and do not
rafters: require internal support from beams or partitions, but their disadvantage is that they restrict the
use of the loft space more than conventional 'cut timber' roofs.
43
Unit 04-
44
Reading-
•Spacecraft
•Design different kinds of machines, build them, and test to make sure they can do what they are
supposed to.
•Designs have to be very exact, and they have to solve all kinds of problems before the airplane is built.
•For example, they have to figure out not only what equipment an aircraft needs, but also what materials
it will use, how much the equipment weighs and exactly how much space it will take up in the aircraft.
If you are interested in a career in aerospace engineering, you should study as much math and science as
possible.
•Physics, the science of motion, is particularly important for aerospace engineers to know.
•Courses in English, speech, and communications, are also important when you have to talk, or just
explain detailed and complicated plans.
•Many college take 4 years to complete, while others take 5-6 years.
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Tasks
Designs products and systems, including testing methods, production costs, quality standards, and
completion dates.
2.Reviews the products to determine if there are any damages or problems.
Skills
Earnings
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Neil Armstrong
•Born on August 5, 1930
Education-he attended Purdue University, and received a
Bachelor of Science degree in Aeronautical Engineering in
1955
Position-commander
Achievements-first docking of two orbiting spacecraft, in
1966. He served as commander of the backup crew for the
Apollo 8 lunar orbital mission in 1968. He also escaped
death during training in a crash of the lunar landing
training vehicle.
Kalpana Chawla
•Born in India
Kalpana went on many missions. She went on the STS-87 (the fourth US Micro gravity Payload flight),
and she was on the Columbia Disaster.
47
Rutgers
Projects
Some of the projects that they are working on a Rutgers have to do with energy transfer rates, internal
combustion, robots, solar systems, rocket engines, gas turbines and nuclear reactors.
Today’s aerospace engineers may take for granted the accomplishments of the field thus far, but a hundred
years ago these things were the stuff of science fiction. As we look ahead we can imagine what future
innovations may bring — some of today’s science fiction will surely become fact. The Commercial high-
speed flight will become practical. Unmanned vehicles will become increasingly important, and in some
cases their design may be inspired by biological flyers. Safe and quiet vertical flight may enable direct air
travel into city centers. Parts of the hub-and spoke travel system may be replaced by new point-to-point
models. Air routes will open up new corners of the world and pose new challenges to aircraft designers.
Satellite-based technologies will pervade our lives in ways we cannot yet imagine.
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To accomplish these and other innovations, aerospace engineers will increasingly work in
interdisciplinary teams. International collaborations will be needed to enable ambitious and expensive
projects. The complexity of aerospace systems may call for new modes of analysis and design.
Software-based tools may replace some of yesterday’s subject matter specialists.
Aerospace engineers, like those in other disciplines, may move more frequently from one employer to
another. Many will adopt entrepreneurial careers. The aging U.S. population and the large federal and
state entitlements through Social Security, Medicare, and Medicaid will likely have major implications
for support of university research and education. Growing concerns over energy and environmental
sustainability will drive basic research efforts, and aerospace engineering will contribute to solutions
such as better wind turbines, advanced propulsion systems, and more efficient aerodynamic designs.
While it is impossible to predict the precise future of the aerospace enterprise a decade or two from now,
it is clear what changes a leading academic department must make to remain at the forefront of this
field. In this document we envision the new challenges and opportunities that the aerospace engineers of
tomorrow will face, and describe the key
initiatives that we have put in place at Michigan to prepare our graduates and our research endeavors to
succeed in this future.
Tomorrow’s aerospace enterprise will continue to be a pillar of the U.S. and world economies, in part
because of the broad impact that this field has on our society and the continuing fascination it inspires in
the most innovative minds of each new generation.
Along the way, tomorrow’s aerospace engineering graduates from Michigan will continue to serve as
leaders into this future, making use of their strong backgrounds in the science and technologies on which
the future will be founded, and the abilities that we have instilled in them to think independently,
critically, and creatively.
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/ 4 aerospa ce at michigan /
François-Xavier Bagnoud (FXB) Building, home of the
Department of Aerospace Engineering at the University of
Michigan. Today’s
Grammar
Question Formation
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Who were you talking to on the phone?
How long has the client been waiting for their order?
Future Questions:
QUESTION WORD AUXILIARY VERB SUBJECT MAIN VERB
Modal Questions:
QUESTION WORD AUXILIARY VERB SUBJECT MAIN VERB
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Exceptions:
…but they still follow ASM (Auxiliary verb – Subject – Main verb)
A simple sentence consisting of Subject, Verb and Object, can be formed to a question by simply adding
Do or Does in front of the sentence, depending on the Subject. .
Exercise 1-:
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7) The telephone is ringing . …………………………………………………………………………………………………………………………..?
Exercise 2-:
Question Formation II
2. ________________ talk to? a. Who did you b. Who you did c. Who you
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9. _________________ the answer? a. Who knows b. Who know
10. ___________ to the airport? a. How far is b. How far is it c. How distance
is it
11. How much ___ ? a. do you weight b. does your weight c. do you weigh
12. How long ___ waiting for me? a. have you been b. you have been c. have you
1. _____________________________________________________________________________
2. _____________________________________________________________________________
Green.
3. _____________________________________________________________________________
4. _____________________________________________________________________________
Susan's.
5. _____________________________________________________________________________
30 waist, 32 leg.
6. _____________________________________________________________________________
Five times.
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7. _____________________________________________________________________________
$900 a month.
8. Which_______________________________________________________________________
TV Globo.
9. _____________________________________________________________________________
10. _____________________________________________________________________________
Articles
The is called the definite article because it is used to indicate something specific.
A and An are called the indefinite articles because they are used to indicate something unspecific.
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(This means an unspecific chair, i.e., any chair.)
(In this example, the audience knows which apple pie is being praised, e.g., the one at last night's
dinner.)
(The audience understands that the speaker likes to eat an apple pie after dinner (any apple pie will
do).)
(This means "I'm not any old troublemaker. I'm the one you all know about.")
An is used instead of a to make speaking easier. An is used when the first sound of the next word is a
vowel sound. Note: Consonants can create a vowel sound, and vowels can create a consonant sound.
The use of an is determined by the sound not the letter. Look at these examples:
A house
An hour
(House and hour start with the same three letters; however, house attracts a, and hour attracts an.
This is because house starts with a consonant sound, but hour starts with a vowel sound.)
A uniform row
An unidentified man
(Uniform and unidentified start with the same three letters; however, uniform attracts a, and
unidentified attracts an. This is because uniform starts with a consonant sound (yoo), but
unidentified starts with a vowel sound.)
http://www.grammar-monster.com/glossary/articles.htm
Exercises 4- Choose the correct (and most natural-sounding) response to complete each sentence:
no article a the
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2. Generally speaking, __________ boys are physically stronger than girls.
a no article the
a the no article
a the no article
5. P1: Did you go to the Thai restaurant? P2: No, I went to __________ place where you and I normally
go.
the a no article
the a no article
the no article an
A no article The
no article a the
the a no article
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3. Quantifiers
We use quantifiers when we want to give someone information about the number of something: how
much or how many.
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both each either (a) few fewer neither several
And, particularly with abstract nouns such as time, money, trouble, etc:, we often use:
Members of groups
You can put a noun after a quantifier when you are talking about members of a group in general…
…but if you are talking about a specific group of people or things, use of the … as well
Note that, if we are talking about two people or things we use the quantifiers both, either and neither:
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One supermarket Two supermarkets* More than two supermarkets
Both the supermarkets were closed. All the supermarkets were closed
The supermarket was closed
Neither of the supermarkets was None of the supermarkets were
The supermarket wasn't open
open. open
I don’t think the supermarket
I don’t think either of the I don't think any of the
was open.
supermarkets was open. supermarkets were open
Singular quantifiers:
There was a party in every street. = There were parties in all the streets.
Every shop was decorated with flowers. = All the shops were decorated with flowers.
Each child was given a prize. = All the children were given a prize.
There was a prize in each competition. = There were prizes in all the competitions.
We often use every to talk about times like days, weeks and years:
BUT: We do not use a determiner with every and each. We do not say:
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The every shop was decorated with flowers.
The each child was given a prize.
Like articles, quantifiers are words that precede and modify nouns. They tell us how many or how
much. Selecting the correct quantifier depends on your understanding the distinction between Count and
Non-Count Nouns. For our purposes, we will choose the count noun trees and the non-count noun
dancing:
The following quantifiers will work with both count and non-count nouns:
all of the trees/dancing
some trees/dancing
most of the trees/dancing
enough trees/dancing
a lot of trees/dancing
lots of trees/dancing
plenty of trees/dancing
a lack of trees/dancing
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In formal academic writing, it is usually better to use many and much rather than phrases such as a lot of,
lots of and plenty of.
http://grammar.ccc.commnet.edu/grammar/determiners/determiners.htm
Activities 5-
submit_answ ers 2103
1. You've been eating sweets, haven't you? I found the ________ on the carpet.
A wrappers B silver C paper D skins
10. I try not to have more than one ___ of chocolate a day.
A bar B jar C block D pack
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11. Put all your shopping in my ______; it'll be easier to carry.
A pack B basket C packet D bucket
2. Complete the following exercise with correct quantifiers, choosing from the items given.
2. Can you bring soda to the picnic? I don't have___________________________ (some / any).
Yeah, I think I've got___________________________ (some / any) left over from the party.
3. How do you feel about your new job? Do you have as___________________________ (much /
4. How do you think you did on the test? I think I did___________________________ (little / a
little) better than last time, maybe even___________________________ (a lot / many) better.
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Well, I think I probably made___________________________ (few / a few) mistakes, but I have
Not in the long run, no. ___________________________ u(Few / A few) of the voters actually
support the military system the way it is now. I think we will be successful.
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Writing
Activity 1: Take a piece of paper and write down an open-ended question. Make sure that it is an
interesting question where the answer has to be elaborated. Give the paper to your teacher. Your
lecturer will hand over another piece of paper written by a class mate.
Activity2:
Fill in the blanks with a suitable article in groups. The one to finish filling in the blank the fastest
will be the winner of the quiz.
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"You don't have to be French to enjoy ------------- decent red wine,"
Charles Jousselin de Gruse used to tell his foreign guests whenever he
entertained them in Paris. "But you do have to be French to recognize
one," he would add with a laugh.
This evening's guests were all European and all equally convinced that
immigration was at the root of Europe's problems. Charles de Gruse said
nothing. He had always concealed his contempt for such ideas. And, in
any case, he had never much cared for these particular guests. The first of
the red Bordeaux was being served with -------------- veal, and one of the
guests turned to de Gruse.
Activity 3:
Find 3 sentences with quantifiers and underline. Use the same quantifiers and make questions.
The students who get all three sentences grammatically correct, are assumed to be successful in
their question formation capability.
She was walking lazily, for the fierce April sun was directly overhead.
Her umbrella blocked its rays but nothing blocked the heat - the sort of
raw, wild heat that crushes you with its energy. A few buffalo were
tethered under coconuts, browsing the parched verges. Occasionally a
car went past, leaving its treads in the melting pitch like the wake of a
ship at sea. Otherwise it was quiet, and she saw no-one.
In her long white Sunday dress you might have taken Ginnie Narine for
fourteen or fifteen. In fact she was twelve, a happy, uncomplicated child
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with a nature as open as the red hibiscus that decorated her black, waist-length hair. Generations earlier
her family had come to Trinidad from India as overseers on the sugar plantations. Her father had had
some success through buying and clearing land around Rio Cristalino and planting it with coffee.
On the dusty verge twenty yards ahead of Ginnie a car pulled up. She had noticed it cruise by once
before but she did not recognize it and could not make out the driver through its dark windows,
themselves as black as its gleaming paintwork. As she walked past it, the driver's glass started to open.
She paused and turned. A slight colour rose beneath her dusky skin. Ravi Kirjani was tall and lean, and
always well-dressed. His black eyes and large, white teeth flashed in the sunlight as he spoke. Everyone
in Rio Cristalino knew Ravi. Ginnie often heard her unmarried sisters talk ruefully of him, of how, if
only their father were alive and they still had land, one of them might marry him. And then they would
squabble over who it might be and laugh at Ginnie because she was too simple for any man to want.
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
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Speaking-
Activity 1 :
Divide in to 2 groups. The teacher will suggest a brief but interesting Topic for each individual to
make a question or create a sentence on quantifiers or articles based on the topic. One student
from the group gets up and asks a question or makes a sentence , within 30 seconds suggested by
the other group. Let your team decide who should answer the question or create the sentences
before your teacher provides a topic.
The group with the most number of grammatically correct questions and sentences win the game.
Good Luck having fun.
Listening.
Listen to the audio on “Aviation Mysteries”. Write the the 10 down and mention one in detail.
http://www.youtube.com/watch?v=T2uP6rHgNaw
………………………………………………………………………………………………
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Glossary
G
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H
Unit 4
While it is primarily the responsibility of the navigators, Marine Engineers who work at sea should also
understand the lights, shapes and sound signals used on ships. These indicate the length and type of ship
to others, and help navigators determine their responsibility and actions.
There exists specific rules and responsibilities between vessels at sea, as dictated by the International
Regulations for Preventing Collisions at Sea 1972 (COLREGs).
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For example, a sailing vessel, must keep clear of a vessel constrained by her draft. But how does she
know that this is so? It becomes easy once we realize that the vessel constrained by her draft and the
sailing vessel must both display typical lights and shapes. It then becomes easy to determine which is the
‘give way’ vessel, and action is taking accordingly.
The heights and arcs of visibility of each light are prescribed under the rules, and are subject to survey
and approval during the construction of the ship. The distance at which each light can be seen at sea is
also fixed; for example, a masthead light must be visible at six nautical miles. This is true for all lights,
shapes and sound signals for all ships worldwide.
o A mastlight high on her forward mast
o A second mastlight even higher on her after mast if the length of the vessel is more than 50 meters.
o A sternlight on her stern
o Two sidelights, a green one on her starboard (right) side and a red one on her port (left) side
At anchor, a power driven vessel shows an all round (360 degree) light. When she is more than 50
meters in length, she shows two all round lights, with the forward one being higher than the one near her
stern.
Click on the diagram on the left; it gives you some typical lights that are displayed by different
vessels at night.
It is important to realise that most 'special lights' are shown in addition to the normal running lights of a
power driven vessel when a vessel is under mechanical power. For example, the vessel constrained by
her draft shows three all round red lights in addition to the normal masthead light(s), sidelights and
sternlight.
Note also that a vessel aground (where she has run into the seabed and is fast there) shows two red lights
in addition to her anchor lights.
A sailing vessel that is moving shows the same sidelights and sternlight as a powerboat, but does not
show a masthead light. A vessel with sails up, but also being propelled by machinery must show the
power-driven vessel 'running lights'
A fishing vessel is defined as one engaged in fishing with nets, lines, trawls, or other gear that restricts
her ability to manoeuvre. The diagram shows a trawler.
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A tug towing a barge is not normally considered to be restricted in her ability to manoeuvre. A tug
towing another vessel does not show normal masthead lights, but must show two masthead lights
instead one vertically above the other. (normal masthead lights are horizontally displaced, but not in the
case of a tug). If the length of the tow is more than 200 meters, it must display three masthead lights
vertically disposed. In addition, it displays sidelights and a sternlight. It also must display an all round
towing light at the stern, above the sternlight.
A vessel being towed does not display masthead lights, but sidelights and a sternlight.
A towing vessel seen from far away can be confusing to a first time mariner, and care must be exercised.
Shapes
What lights indicate by night, shapes indicate in the daytime. Shapes are, typically, 'a ball' (spherical), a
cylinder, a diamond, a cone etc. As with lights, their shape, colour and size is prescribed under the rules.
These are normally hoisted on a mast so that they can be seen from afar by other vessels.
Some other typical shape configurations can be seen in the diagram below, along with the kind of ship
they represent.
Sound Signals
There are only three types of sound-signal equipment mentioned in the Rules - whistle, bell, and gong,
with the latter only required on vessels 100 meters or more in length. As with everything else, the
specifications of the equipment are prescribed in the rules. The whistle and gong are used by larger
vessels when anchored in poor visibility in addition to the normal sound signals.
o A short blast is a signal on the foghorn (or whistle) of about one second duration.
o A long or prolonged blast is of four to six second duration
o When moving, a ship may use the following basic signals to 'contact' other ships
o One short blast- I am turning to starboard (my right)
o Two short blasts- I am turning to port (my left)
o Three short blasts- I am going astern (backwards)
o One long blast- I am moving (usually used in fog or at blind turns)
o One long blast followed by two short ones: I am not under command
o Five short rapid blasts: Please declare your intentions (also used to say, "what are you doing?, or get out
of the way!"
Other kinds of vessels have similar signals identified in the rules, which must be followed.
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Conclusion and Resources
Important: This series has been a basic primer on the Colregs. The rules can be very complex and a
navigator is well advised to devote considerably time to this safety-critical issue. For further reading,
search for Colregs on the internet, where the full text of the rules is available.
References
www.marineconnect.com.au
www.btinternet.com/~keith.bater
http://www.skysailtraining.co.uk/
http://www.boatdocking.com/other/Sounds.html
Read the text below and check your understanding with these questions.
Pierre-Gilles de Gennes, winner of the Nobel prize for Physics, famously declared ‘We say that we will put the sun
into a box. The idea is pretty. The problem is, we don't know how to make the box.’ He was talking about nuclear
fusion reactors, and the ‘box’ is the casing of the reactor. But what should the box be made of? This is the problem
that materials scientists around the world are working on in preparation for the construction of ITER (International
Thermonuclear Experimental Reactor).
ITER will be the next stage of research into nuclear fusion, and aims to pave the way for commercial fusion reactors
by developing the necessary technologies and processes. The reactor will reproduce the nuclear reactions that occur
in the sun using super-heated gas, or plasma, in a tokamak. The tokamak generates an intense doughnut-shaped
magnetic field which confines the plasma and allows fusion to take place.
ITER will use two isotopes of hydrogen: deuterium and tritium. When these isotopes fuse, they produce helium
nuclei and high energy neutrons. The problem is that the resulting severe neutron irradiation turns many elements
into dangerously radioactive isotopes. The challenge is to find materials for the reactor walls that will withstand this
bombardment and remain stable.
Researchers have already discovered that iron, carbon and chromium remain relatively stable, and are looking into
the possibility of using special steels. It is not, however, possible to recreate the conditions inside a nuclear fusion
reactor in the lab, so researchers are having to infer the behaviour of materials, using data from lightly irradiated
samples and a variety of modelling techniques.
ITER will be located in Caderache, in southern France. Construction of the site is due to begin in 2008, and the
tokamak itself is scheduled to be built in 2011. Scientists will need to be confident that the materials chosen to build
the reactor can indeed withstand the extraordinary conditions needed for nuclear fusion.
EMOTIONAL INTELLIGENCE
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Read about emotional intelligence and check your general comprehension. Click here to decide on the headings
for each paragraph.
"...success at work is 80% dependent on emotional intelligence and only 20% dependent on IQ, " HR magazine,
November 1997. Is Emotional Intelligence really more important than traditional IQ?
1. In 1995 Time Magazine ran an article about Daniel Goleman’s book 'Emotional Intelligence: Why It Can Matter
More Than IQ'. This catapulted the term Emotional Intelligence into the limelight and probably boosted the book’s
sales figures. Then, in 1998, Goleman’s second book 'Working With Emotional Intelligence' attracted the attention
of the business world. But what exactly is emotional intelligence? And – perhaps more importantly - can it be
measured?
2. Emotional Intelligence (EQ) implies first being aware of emotions and then having the skills to see how these
emotions can interact with traditional intelligence (IQ). In order to function well, a person needs to have both IQ
and EQ. An academic paper written in 1993 by Mayer and Salovey suggests that an emotionally intelligent person is
skilled in four areas:
Identifying emotions
Using emotions
Understanding emotions
Regulating emotions
3. According to Goleman, people possessing a high level of emotional intelligence will show personal competence
and social competence. If we transfer these skills to the workplace, the benefits are obvious. Workers possessing
personal competence are aware of their own preferences and intuitions. They regulate their impulses and have
facilities to enable them to reach their goals. If these same workers also possess social competence, then they are
naturally more empathetic. They are aware of the feelings of their fellow workers and understand their concerns.
Furthermore, their social skills allow them to induce desired responses in others.
4. To date there have been very few studies published on the theories surrounding EQ so it is difficult to measure
its importance in the workplace. Another drawback has been highlighted by Goleman himself. There is no reliable
instrument which can measure emotional intelligence.
5. Research, however, is growing in this direction. The Hay Group is working on a way to measure emotional
intelligence in terms of personal development. Mayer and Salovney have published an EQ test which they claim can
be effectively used in employee selection processes and the Emotional Intelligence Consortium has been set up to
address some of the issues surrounding EQ.
6. Whatever the future holds for emotional intelligence, the concept is undoubtedly a useful one for those of us
interested in the role that our emotions play both on a personal level and at work.
ACHIEVEMENT
In this article we shall be looking at achievement and the importance of having this competency. This is a very
important skill as the more you can achieve, the better your job prospects will be. Are you going for a promotion? Do
you plan to change jobs in the future? Your achievements are the key factors which prospective employers will be
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looking for. This article seeks to define achievement, discuss its importance and provides a guide on how to
demonstrate your achievements.
What is Achievement?
Achievement is what you have done of significance at work which has benefited your company or organisation.
Think about your work achievements. Or even your life achievements - these are the successes that you have had
so far. Perhaps you have just passed your driving test, or maybe after many years of trying, you have learnt to
swim. This is an achievement as it is something you have worked hard for, and in the end the results have been
successful.
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