UTTARAKHAND

BEAUTY OF UTTARAKHAND...

"STUDY STUDY THAN ANXIETY.......HOW TO DEAL............................"

After calculating their existing grade, some students actually find out that they are doing better than they thought they would. Some find a concrete goal in terms of a grade to shoot for on the exam and this helps them focus and begin study with better concentration. Remember that exams measure what you can demonstrate about your learning thus far in a course of study, not your worth as a person.

• Know that you know what you know. Much of exam anxiety comes from a fear of poor performance. If you can test yourself adequately prior to an exam and go in with the knowledge that you do know your stuff, you might find your anxiety diminished.
• Some anxiety is normal in an exam situation. In fact, some would say that to a degree, anxiety is facilitative of sharp concentration and alertness. When anxiety begins to impede your ability to perform to your ability, then it may be time to seek further help with it. If you find your anxiety to be extreme and accompanied by headaches, nausea, feelings of despair, shaking and trembling, or blanking out, then it might be worth looking into services for reducing stress and anxiety at your campus Counselling Centre. The relaxation strategies and exercises provided take time to develop and will probably be most productive for exams a few months down the road, given a few months of diligent practice.
• Symptoms of stress or anxiety can be worsened by drastic changes in sleep and eating routines, but they can be diminished with some physical activity like walking, swimming, or skating.
• Breaking the study into smaller, one hour, or half hour, time units and inserting a break in between the sessions of study can be helpful in maintaining productive activity and providing a much needed rest or time-out. The few minutes break offers you a chance to stretch, it allows you to focus and concentrate on a reasonably sized package of information, and allows for some sense of progress on a regular basis.
• If you're very short of time, you might try focusing the bulk of your time on areas that need work rather than on those which you already know and can remember well. This way you can cover more of the course material. Though some people experience a little anxiety from working through the hard stuff, many feel that this strategy offers a chance for greater effectiveness and course material coverage.
• Beware the frantic student! It is hard sometimes to establish a controlled outlook for an exam, but it is easy to lose this outlook when you come into contact with somebody who is very highly anxious. The natural habitat of this kind of highly stressed individual is the main entrance to the exam room, just before an exam begins, trying to learn those last bits of information before the exam. If this is you or if this scenario seems familiar to you, then you might want to be aware that this may raise your anxiety at the worst possible time. Beware of picking up on the concerns and stress of other students. Probably we pick up more stray anxiety than we need to. If you review minutes before the exam and this helps you, then you might want to do so just out of range of the exam room.
• Try to eliminate negative self statements such as "I'm going to fail this exam for sure because I'm such a big dummy." Whether negative statements are accurate or not, they work to convince us that they are accurate and this has an impact on our behaviours and self concept. This negative thinking may limit our ability to perform to standard on an exam. Replacing negative statements with genuine positive statements like "I'm studying hard and I did passably well during the term, I should do similarly well on this exam." may help curb anxiety and bolster your sense of confidence.
• Try to focus on the task at hand. That is, focus on the activities of studying for and responding to questions on the exam rather than on potential negative consequences. Catastrophizing - ie., focusing on grim forecasts of future jobs, lifestyle and so on, are more likely to raise anxiety than to help you control it.

..TIME AFTER VACTION.....

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TODAY'S writing is about the atmosphere in colleges after vactions ...........empty classrooms........
and some students come ........laughing and joking with friends ........and all about college life full of joy ,.enjoy and life..............

DESTINATION OF ENGINEER...............

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Information engineering has a somewhat chequered history that follows two very distinct threads. It originated in Australia between 1976 and 1980, and appears first in the literature in a series of six InDepth articles by the same name published by US Computerworld in May - June 1981.
Information engineering first provided data analysis and database design techniques that could be used by database administrators (DBAs) and by systems analysts to develop database designs and systems based upon an understanding of the operational processing needs of organizations for the 1980s.
Clive Finkelstein is acknowledged worldwide as the "Father" of Information Engineering (IE), having developed its concepts from 1976 - 1980 based on original work carried out by him to bridge from strategic business planning to information systems. He wrote the first publication on Information Engineering: a series of six InDepth articles by the same name published by US Computerworld in May - June 1981. He also co-authored with James Martin the influential Savant Institute Report titled: "Information Engineering", published in Nov 1981.
The Finkelstein thread evolved from 1976 as the business driven business-driven variant of IE. The Martin thread evolved into the DP-driven variant of IE. From 1983 till 1986 IE evolved further into a stronger business-driven variant of IE, which was intended to address a rapidly changing business environment. The then technical director, Charles M. Richter, from 1983 to 1987, guided by Clive Finkelstein, played a significant role by revamping the IE methodology as well as helping to design the IE software product (user-data) which helped automate the IE methodology, opening the way to next generation Information Architecture.
The Martin thread was DP-driven from the outset and from 1983 was focused on the possibility of automating the development process through the provision of techniques for business description that could be used to populate a data dictionary or encyclopedia that could in turn be used as source material for code generation. The Martin methodology provided a foundation for the CASE (computer-aided software engineering) tool industry. Martin himself had significant stakes in at least four CASE tool vendors - InTech (Excelerator), Higher Order Software, KnowledgeWare, originally Database Design Inc, (Information Engineering Workbench) and James Martin Associates, originally DMW and now Headstrong (the original designers of the Texas Instruments' Information Engineering Facility and the principal developers of the methodology).
At the end of the 1980s and early 1990s the Martin thread incorporated rapid application development (RAD) and business process reengineering (BPR) and soon after also entered the object oriented field. Over this same period the Finkelstein thread evolved further into Enterprise Architecture (EA) and his business-driven IE methods evolved into Enterprise Engineering for the rapid delivery of EA. This is described in his books: "Enterprise Architecture for Integration: Rapid Delivery Methods and Technologies". first edition by Clive Finkelstein (2006) in hardcover. The second edition (2011) is in PDF and as an ibook on the Apple iPad and ebook on the Amazon Kindle.