Monday 31 March 2014



-Deepali Agravat
Spring Of Youth

Go away o’dark night; and will tell me
Beautiful morning will come;
Bud of flower will come with sweet fragrance,
Show a beauty of spring flower;
Such wish playing a trick with heart,
Such spring beauty will come again and again;
Your ocean eyes will splashing liquor,
Spirit of intoxication will see in my eyes;
You have gone far away from cost,
And entrapped in whirlpool oneself;
O’pearl diver! Why do you afraid?
Well, plentiful storm will come.


Thursday 27 March 2014

Incredible! A poem that can be read backwards, written by 14-year-old

Read this... My 14 year old brother wrote this... Crazyyyy

- Derek Nichols (@DerekNichols0) February 26, 2014

Writing poetry is a tough ask. That this poem was written by a 14-year old makes it worth sitting up and

 taking note of. And that it can be read backwards makes this incredible.

This poem by a US teenager which was posted on Twitter by his older brother.  Derek Nichols, from North

 Carolina wrote on Twitter: "Read this... My 14 year old brother wrote this...Crazyyyy," and then tweeted a 

picture of the poem written out on a sheet of paper. In a month, over 150,000 likes and almost an equal

number of retweets on twitter - this 25-line verse has a completely different meaning from the top-to-bottom

 version when read in reverse.

Here's the transcript of the poem:

Our Generation

Our generation will be known for nothing.

Never will anybody say,

We were the peak of mankind.

That is wrong, the truth is

Our generation was a failure.

Thinking that

We actually succeeded

Is a waste. And we know

Living only for money and power

Is the way to go.

Being loving, respectful, and kind

Is a dumb thing to do.

Forgetting about that time,

Will not be easy, but we will try.

Changing our world for the better

Is something we never did.

Giving up

Was how we handled our problems.

Working hard

Was a joke.

We knew that

People thought we couldn't come back

That might be true,

Unless we turn things around

(And now read this bottom to top) 

source  :

written by-14-year-old-499322

Warm Regards,

Ms. Sneha Patel


Lesson for Blackmailee

Here is a case of yet another rape by Atul Bhatt, a fifty-year old senior officer in Gujarat Government’s Social Welfare Department He was alleged to have raped his thirty-year-old woman employee.

Newspaper reports are notorious for inaccuracies and one-sidedness. We can’t jump to any conclusions based solely on newspaper accounts. Here, however, is the story, put together from three different sources.

Bhatt had hired Rupal (name changed), mother of two, in June 2011 as a peon in the office of an NGO that he runs in Ahmedabad. On June 19, 2011, he gave her directions to his house and asked her to go and work there after lunch. By the time she reached his house, he also arrived there. There was no one else at home. She asked him for water to drink. She fell unconscious soon after drinking the water that he had given her.

When she came round, she realised that she had been raped. When she returned home, she didn’t tell her husband or anyone else about the incident because Bhatt had told her that he had captured the rape on a CD and threatened to make it public if she told anyone about the incident.

Bhatt raped her several times during the following months. He even persuaded Rupal’s husband to let her go with him to Mumbai on ‘official’ work. Bhatt raped her there also.

Unable to carry on, Rupal swallowed poison to end her life. But she didn’t die. Although she tried to tell everyone else that she had taken the poison by mistake, her husband wasn’t convinced. Under persistent but sympathetic questioning from him, she broke down and narrated the whole story. With his help she lodged a police complaint.

***                                                   ***

How could this man keep having his way against her wishes and yet gag her effectively for so many months even as she led an apparently normal life?

Bhatt’s success was built on smart framing. Rupal was asked to look at the terrible consequences she would face if she defied him. That frame was so overwhelming that she didn’t for a moment think of the worse consequences for her tormentor. Being a senior government official (with two children – one a practising doctor and the other a student of medicine), he had a lot more to lose than Rupal if the CD was made public.  He could lose his cushy government job and spend the rest of his life in jail if she filed a case against him. If she had been raped when she was unconscious, it shouldn’t be difficult for the investigators to conclude that it was not consensual sex.

We’re too easily persuaded by blackmailers of all colours including certain bosses in organisations because we are overwhelmed by the way they frame the troubles we will have if we defy them. We can be smart ‘blackmailees’ and call the blackmailer’s bluff if we reframe the issue in such a way that we focus on the troubles they will have if we defy them. The only time this may not work is when we are blackmailed by someone we don’t know.

How do you deal with attempts by your bosses, co-workers, subordinates, or even customers to do things against your will?
Rushiraj Waghela
WIPRO at 24th to 26th March, 2014
I am glad to inform you all that MEFGI has organized a wonderful FDP sessions on 24th to 26th March, 2014, at MB 403 Seminar Hall. The session was started at 10:00 am, on 24th with inauguration function in which all the Deans and the Registrars were presented to felicitate the expert from WIPRO, Mr. Satheesh. L. from Banglore. The agenda for three days programme was as below:
1.      Identify and Understand Engineering Attributes
2.      Experience Essential Engineering Attributes
3.      Role as an Engineering Educator
4.      Demonstration of Integrating Engineering Attributes in Teaching-Learning
5.      Action Plan
The workshop became relevant because much interaction held on to the topic, “How Faculties could inculcate Engineering Attributes in Engineering students”. The object of the session was to train faculties with different creative ideas through which they can play various roles before the students. The sessions shared authentic points such as Communication Skills, Team Building Spirit, Deep Learning and Social Responsibility. It became interesting because of the creative tasks given by the Expert. The session held on 24th March completely dealt with Communication Skills in which the important points discussed such as “Visual Communication”, “Vocal Communication” and “Verbal Communication”. It became lively because of the various creative tasks assigned by the expert to the faculties in which all the faculties worked in team.
The second session that held on 25th was dealt with various “Methods of Simplify” that covered methods such as:
1.      Analogies
2.      Visualization
3.      Demonstrations
4.      Examples
5.      Testimonials
6.      Statistics
7.      Facts
The second session also covered a very important attribute, “Deep Learning” in which the faculties learned the Process of Deeper Learning that can be classified as below:
1.      Remembering
2.      Understanding
3.      Applying
4.      Analysing
5.      Evaluating
6.      Creative
The second session ended by delivering the tasks for the next day to all the faculties in which the faculties as per their discipline have to present one topic before the rest of the faculties by using innovative method.
The last day of the session dealt in presentation. The faculties of all the departments, such as MECH, ELE, CIVIL, IT, CE, ES, CS, PH, came with different methods and different ideas, and presented their topics within time limits. At 4 o’clock, there was a valedictory function in which all the Deans, the HODs and the Registrars presented. They have issued the Certificates to the participants and congratulated to the Expert as well as the participants.
To sum up, the Workshop was excellent. I am sure that all the faculties certainly learned more from this workshop.

                                                                                           -    Deepali Agravat

The way of the Mind is...

Mind is Ego-Centric

The mind always thinks in terms of the self.
It is ego-centric.
During the French revolution a man from Paris stopped at a
village and was asked by a friend what was happening.
"They are cutting off heads by thousands," said the visitor.
"How terrible!" cried the villager. "That could ruin my hat
But this is the way of the mind.

-Shared by
-Gazal Pasnani

Wednesday 26 March 2014

Big Difference

The Boss drives his men, The Leader inspires them.. The Boss depends on authority, The Leader depends on goodwill.. The Boss evokes fear, The Leader radiates love.. The Boss says "I", The Leader says "We".. The Boss shows who is wrong, The Leader shows what is wrong.. The Boss knows how it is done, The Leader knows how to do it.. The Boss demands respect, The Leader commands respect 

Saturday 22 March 2014

21 tactics will help you maximize motivation in yourself and others

21 tactics will help you maximize motivation in yourself and others

If you want to make things happen the ability to motivate yourself and others is a crucial skill. At work, home, and everywhere in between, people use motivation to get results. Motivation requires a delicate balance of communication, structure, and incentives. These 21 tactics will help you maximize motivation in yourself and others.


1. Consequences – Never use threats. They’ll turn people against you. But making people aware of the negative consequences of not getting results (for everyone involved) can have a big impact. This one is also big for self motivation. If you don’t get your act together, will you ever get what you want?
2. Pleasure – This is the old carrot on a stick technique. Providing pleasurable rewards creates eager and productive people.
3. Performance incentives – Appeal to people’s selfish nature. Give them the opportunity to earn more for themselves by earning more for you.
4. Detailed instructions – If you want a specific result, give specific instructions. People work better when they know exactly what’s expected.

5. Short and long term goals
– Use both short and long term goals to guide the action process and create an overall philosophy.
6. Kindness – Get people on your side and they’ll want to help you. Piss them off and they’ll do everything they can to screw you over.
7. Deadlines – Many people are most productive right before a big deadline. They also have a hard time focusing until that deadline is looming overhead. Use this to your advantage by setting up a series of mini-deadlines building up to an end result.

8. Team Spirit
– Create an environment of camaraderie. People work more effectively when they feel like part of team — they don’t want to let others down.
10. Recognize achievement – Make a point to recognize achievements one-on-one and also in group settings. People like to see that their work isn’t being ignored.
11. Personal stake – Think about the personal stake of others. What do they need? By understanding this you’ll be able to keep people happy and productive.
12. Concentrate on outcomes – No one likes to work with someone standing over their shoulder. Focus on outcomes — make it clear what you want and cut people loose to get it done on their own.
13. Trust and Respect – Give people the trust and respect they deserve and they’ll respond to requests much more favorably.
14. Create challenges – People are happy when they’re progressing towards a goal. Give them the opportunity to face new and difficult problems and they’ll be more enthusiastic.
15. Let people be creative – Don’t expect everyone to do things your way. Allowing people to be creative creates a more optimistic environment and can lead to awesome new ideas.

16. Constructive criticism
– Often people don’t realize what they’re doing wrong. Let them know. Most people want to improve and will make an effort once they know how to do it.
17. Demand improvement – Don’t let people stagnate. Each time someone advances raise the bar a little higher (especially for yourself).
18. Make it fun – Work is most enjoyable when it doesn't feel like work at all. Let people have fun and the positive environment will lead to better results.
19. Create opportunities – Give people the opportunity to advance. Let them know that hard work will pay off.

20. Communication
– Keep the communication channels open. By being aware of potential problems you can fix them before a serious dispute arises.
21. Make it stimulating – Mix it up. Don’t ask people to do the same boring tasks all the time. A stimulating environment creates enthusiasm and the opportunity for “big picture” thinking.
Master these key points and you’ll increase motivation with a bit of hard work.

- Gazal Pasnani

There was a man taking a morning walk at or the beach. He saw that along with the morning tide came hundreds of starfish and when the tide receded, they were left behind and with the morning sun rays, they would die. The tide was fresh and the starfish were alive. The man took a few steps, picked one and threw it into the water. He did that repeatedly. Right behind him there was another person who couldn't understand what this man was doing. He caught up with him and asked, "What are you doing? There are hundreds of starfish. How many can you help? What difference does it make?" This man did not reply, took two more steps, picked up another one, threw it into the water, and said, "It makes a difference to this one."

What difference are we making? Big or small, it does not matter. If everyone made a small difference, we'd end up with a big difference, wouldn't we? 
Best wishes...
Nikita Gadani

Friday 21 March 2014

9  New  Tips for  Using Literature  in  the  ESL  Classroom
Review Literature Terms
Though students have probably studied literature in their native languages, you should review the most common English literature terms with your class before starting a literature unit. These terms include vocabulary about people: character, protagonist, and antagonist. They also include parts of the literature: setting, plot, climax and resolution. Giving your students the tools to talk about literature both increases their vocabulary and enables them to express their individual ideas and opinions once they have read the piece. Without the necessary vocabulary, good insights may be lost when your students are not able to express themselves.
Select American or British Literature
Though not as noticeable to native speakers, there is quite a difference between American and British English. Make sure when you select your literature that you are choosing the correct style for the dialect you are teaching.
Contemporary Novels May be Easier to Understand
Contemporary novels may be easier for your students to understand because they are in a more familiar context. It can be hard enough for your student to try to live in and understand a foreign culture, but add a fifty year time gap and the task can approach impossible. Choose novels with contemporary settings as opposed to historical fiction or those with a fantasy setting. Though more advanced students may be able to handle historical fiction, there is no reason to add stress to beginning and intermediate level students with a setting that’s hard to relate to.
Choose Books that Have a Movie
You can show the movie before reading the piece, while reading it or after reading it. Make the movie available in language lab for students to watch on their own. There are also many activities you can do with the movie.
Review Characters in the Piece
Take time before reading to introduce the characters to your students, and give them a list of the most important ones. If you can provide a description of each character’s role in the novel or story you will be giving your students a heads up for comprehension.
Present Themes
Introduce themes that students will encounter as they read the text. Have a discussion time before reading to talk about these themes. If themes are controversial you may want to look at tips specific for working with a controversial topic.
Give a Summary
It may feel like cheating, something all teachers want to avoid, but when it comes to reading a foreign language the rules are a little different. Give students a summary of each reading selection. Make it optional to read. They may want to read the text, then the summary, then the text again. Encourage your students to focus on content rather than structure while they read.
Review Unusual Vocabulary
Before assigning the text, review the vocabulary with your students. There are many ways to introduce new vocabulary.You may want create a vocabulary list for each chapter as you read it. Reassure students that they are not expected to understand every word they read, but encourage them to guess at the meaning of unfamiliar words just as native speakers do. It’s a reading skill that is necessary for their future success with English.
One of the most beneficial activities to come from reading a novel as a class is discussion. Discuss what you read. Discuss what the author’s message is. Discuss what your opinion of the issue is. Allow your students to observe what they read, interpret it and apply it to their own lives. Giving discussion questions ahead of time will allow students to think while they read and be more prepared for class discussions.

 Best Wishes...
Nikita Gadani

What is English Language Teaching?

What is English Language Teaching?

The central concerns of ELT are finding answers to questions like:

  • What to teach?

  • When to teach what?

  • Why to teach it?

  • How to teach it?

  • What materials to use?

  • What methodology to use?

  • What tools of testing to use for measuring the outcome of these decisions?

  • How to correct the anomalies noticed?

What a Teacher of English would normally do?

In designing the classroom instructional plan, any teacher of English would focus on (1) the learners’ needs; (2) the creation of suitable opportunities for them to actually use the language; (3) the levels of abilities learners demonstrate; (4) highlighting instances of language use; (5) showing the way in which language is actually used; (6) the learners’ purposes in using language as each of them visualises it individually; and (7) the various functions that learners would need to be able to perform.

-vishal bhadani
Open to correction and discussion