Cup of surprises

MONDAY, MARCH 30, 2015THE GL BAL TIMES

Nikita Sharma, ASCOAmity University Gurgaon

She has worked with Airtel, Hewlett Packardand also as a journalist with Business Today.Meet Paroma Roy Chowdhury, a woman of

many achievements, who was awarded honoraryprofessorship at Amity University, Gurgaon. Thereal life diva shares her views on a myriad subjectsin an exclusive interview, while heading on NH-8for AUG’s first ever convocation.

On Corporate CommunicationCorporate communication is an extremely chal-lenging field as it comprises various domains suchas crisis management, employee engagement, ex-ecutive communication, community relations etc.Sometimes, it even entails industry associations andnon commercial partnerships. Achieving all this,calls for a good relationship with stakeholders, asound business vision and professional credibility.

On being a team leaderFortunately, I have a great team, so leading my teamis not much of an issue. In my opinion, the key tobeing a good team leader lies in treating your jun-iors and colleagues with courtesy and respect be-cause that is the way you would like to be treated.Also, it is imperative to know how to strike a bal-

ance between being a good boss and a colleaguewho is a confidante. Also, sometimes you need tolet people be, and let them do what they have to.Having said that, I agree that there will definitelybe issues, but most of them can be overcome with‘clear communication’. Most issues stem fromcommunication gaps and a simple one-to-one con-versation is all that is required.

On holding senior designationsI dont think that designations hold a lot of signifi-cance. No matter what your designation or profileis, every job teaches you something. But yes, whenyou are at a senior level, the responsibilities in-volved are much higher. You are no longer respon-sible for just yourself but also for your juniors. It isthe responsibility of seniors to provide juniors with

opportunities and bring out their innate potential.No organisation can grow without the optimumutilisation of its human resources.

On journalismJournalism teaches you many things. It equips youwith many life skills, which not just help you pro-fessionally but also on a personal level; the mostimportant of them being the ability to question andrationalise. Once you learn to question and ratio-nalise, you will be able to look at any situation be-yond the given and get to the core of the issue.Being a journalist has helped me a great deal. Infact, the skills I imbibed during my stint as a jour-nalist help in my current field to date.I had a very satisfying career as a journalist. Some-times, I even get the pangs to write. Other than that,I certainly have no regrets about quitting journal-ism because I am doing well in my current field.

On GoogleGoogle is an extremely employee friendly organi-sation. Like any other responsible organisation, we,at Google, are aware of our responsibility towardsour employees, especially females. We have manyspecial arrangements for woman employees likeon-site health checks, gym, maternity room, escortsfor those who have to travel frequently and secu-rity guards for late night pick-ups. G T

Think, question & rationaliseJournalism teaches you all this and much more, says Paroma Roy Chowdhury, director and country head,corporate communication and public affairs, Google India, during her visit to Amity University Gurgaon

DrAshok K. Chauhan and otherAmity dignitaries award honorary professorship toParoma Roy Chowdhury at the convocation at Amity University Gurgaon

Do you think BRT should bescrapped?a) Yes b) No c) Can’t say

To vote, log on towww.theglobaltimes.in

19%

Yes

61%

No

Should schools promotepolitical parties?

POLL RESULTfor GT issue March 23, 2015

Results as on March 28, 2015

20%

Can’tsay

70%56%42%28%14%0%

Did we manage to pullyou out of yourmundane life with ourlast inspirationalpullout? If yes, thengive us a high five. Ifnot, then here’s somemore stimulation foryour brain with thisweek’s ‘MultipleIntelligence SpecialPullout’. Stop pullingyour hair, just pullover for its time tosavour another one ofour ‘GGTT PPuulllloouuttss’,served with love.

Next: Captain Special

Memorable MomentsDhoni shastra: India, who weren’t amongst the hotfavourites at the WC outset, shunned all critics, thanks totheir stellar performance all the way. After an untenableand ignominiously poor performance in the preceding tri-series, Capt MS Dhoni re-managed to enthuse the youngbrigade to strive for excellence. Soon enough, Dhoniwarded off the clouds of doubt by recording the longestwinning streak in WC under his captaincy. Joy for Joyce: Ed Joyce (Ireland) was granted a secondlife even after the ball hit the stumps. How? Bails dancedin the air, red lights flashed, but settled back on the wick-ets, which, according to the rule book is not out!England’s plight, Bangladesh’s delight: 15 runs wereall it took for Bangladesh to discard the Englishmen offtheir own game. But what created history was

Bangladesh’s maiden foray into the knock-out stage.Though their felicity was ephemeral, Shakib Al Hasan andnascent talent Mahmudullah caused ripples with their rip-roaring game.Eternal chokers: The Proteas have entered the semi-fi-nals four times, but haven’t won even once. This year,they created history by failing to overcome the jinx. Inexorable black caps: The Kiwis have never been soaggressive. While Tim Southee and Vettori bowled theirfans over (pun intended!), Martin Guptill and trailblazerMcCullum conjured magic with the bat to enter the finals.

News wavesWAGs got too much swag? The BCCI banned IndianWAGs (Wives & Girlfriends of sportsmen) to travel withtheir partners to Australia. What’s more, only Indian play-ers were subjected to a draconian separation, while otherplayers savoured the support of their better halves. Withtails not wagging …err… WAGs not tailing, the team per-

formed rather well. Till, of course, a certain WAG decidedto stalk the team leading to a viraat fall out. *Sigh* McCullum’s plea: Kiwi skipper McCullum addressed aletter to all offices in New Zealand to grant a leave to em-ployees in the semi final. He wrote yet another letter to In-dian cricket fans asking for their support in the WC final.

Troll on a roll!Tongue in cheek: Countries not only battled on the field,but on the internet too. A deluge of funny trolls inundatedthe internet after each match. These jibes were not onlyfunny, but innovative too. Sample this: ‘Dekh bhai, IndiaIndia chilla, Pak Pak toh murghiyaan bhi karteen hain.’Campaign:What started out as an ad for the Ind vs Pakgame gradually took shape as the ‘Mauka mauka’ cam-paign. Such was the appeal of the campaign that therewas one ad for every match India played.

Spoof much?Spot the difference: Nadeem Alam, a British resident,participated in a BBC show posing as Nadeem Abbasi,who played for Pak in 1989 and coaches Rawalpindi now.A livid Abbasi wanted to punch Alam in the face for this.

Fanning controversyThe God shows up: Sachin Tendulkar turned messiahfor India’s unofficial mascot and super fan Sudhir KumarChaudhari from Bihar, by writing a letter to the Australianembassy to grant him a visa. The letter also got himthrough customs, when his body paints were confiscated. Pakistan Chacha: Mohd Bashir, a Chicago basedrestaurateur known for supporting Pak in every match,switched sides and cheered for India because of Pakistan’spoor performance! G T

Irrespective of who won and wholost, Cricket World Cup 2015 hasbeen an exhilarating journey;

unveiling surprises (the biggest beingIndia losing the semis), giving ussome nail-biting matches, but aboveall, a good reason to celebrate withIndia’s phenomenal run otherwise.Unmuktman Singh, AIS MayurVihar, XI F recaptures sometantalising moments of the series.

��Australia scored 417 against Afghanistan and beat them by a mar-gin of 275 runs, thus setting two records.

��Gayle scored 215 against Zimbabwe while Martin Guptill transcendedhim with a 237 against Windies. Zimbabwe was pulverised by the‘Gaylestorm’ after he hit 16 sixes in his innings.

��McCullum scored an unbeaten 50 off just 18 balls.��Soon-to-retire Sri Lankan player Sangakkara scored 4 centuries

back to back.��Though crestfallen, DeVilliers is going back with a record of 162 off

a paltry 66 balls.

Record smashers

Pic: Deepak Sharma, GT Network

Cup of surprises

www.theglobaltimes.in

Imaging: Ravinder Gusain, GT Network

SSuuiittaabbllee ccaarreeeerrss ffoorr ppeeooppllee wwiitthh hhiigghhvveerrbbaall//lliinngguuiissttiicc iinntteelllliiggeennccee:: poet, journalist,writer, teacher, lawyer, politician, translator,speech−language pathologistM

I - Careers

3Learning Curve Education & Enhancement

THE GLOBAL TIMES | MONDAY, MARCH 30, 2015

Send your answers to The Global Times, E-26, DefenceColony, New Delhi - 24 or e-mail your answer at

[email protected]

Name:...................................................

Class:...................................................

School:................................................

Amity Institutefor Competitive Examinations

Presents

FOR CLASS XI-XIIBrainleaks-134

Ans: Brainleaks 133: (b)

Last Date: April 10, 2015

correct entries win attractive prizes3

Accompanied by drones, thunderous applause and inspiring words, AmityUniversity, Gurgaon celebrated its first convocation with much fanfare

AUG marks first convocation

Amity Business School

Dr Subhash Chandra, chair-man, Essel Group and Zee,hosted one of the episodes of

his famous ‘Dr Subhash ChandraShow’ (DSC) at Amity BusinessSchool on March 16. The event wascoordinated by Dr Garima Malik andVS Tomar, faculty, ABS.Dr Chandra opened the session byencouraging the students to introspectwhat they would do if they had onlyone day left to live. The studentscame up with varied answers rangingfrom wanting to help theunderprivileged, spending time with

their loved ones to rectifying theirmistakes in those 24 hours. DrChandra reiterated that in this fast-paced world, young students are notable to concentrate on significantissues. His words of wisdom werefollowed by an interactive sessionwherein management students put upinteresting questions to him. To thequestion, how can people avoid

making the same mistakes in life, DrChandra replied, that this can only beachieved if we live each day thinkingthat it is the last day of our life. Heconcluded the first session with aquote from the Upanishads whichmeans, “All that a human beingrequires to live is good health, wealth,a good partner and obedient kids.”The second session of the show com-

menced with an insight into the jour-ney and achievements of Dr SubhashChandra, who purported that life with-out purpose is equivalent to any othercreature’s life but not that of a humanbeing. He emphasised that peopleshould live their lives in such a waythat they are remembered for theirdeeds even after they leave this worldfor heavenly abode. The interactivesession that followed saw many stu-dents share their purpose of life. Whilesome wanted to build an educationalinstitute, others believed that the pur-pose of life should be to achieve peaceof mind. Sharing his purpose of life,Dr Subhash Chandra said, “The pur-pose of one’s life changes with ageand I would like to be rememberedeven after my life, through my deeds.”He concluded by saying that oneshould first set priorities in life andthen everything can be attained.G T

Amity Institute of Education,New Delhi organised a fac-ulty enrichment programme

on March 12. The programme was ti-tled, ‘Evaluation and Feedback Mech-anism to Promote Excellence inTeacher Quality’.The programme witnessed participa-tion from 77 participants from variouseducational institutions, which prima-rily included faculty members andsome research scholars.In the inaugural session, Prof RK Mit-tal, director (development), GuruGobind Singh Indraprastha Univer-

sity, coordinator- NAAC and formervice chancellor of Teerthanker Ma-haveer University, UP presented the

keynote address. He emphasised theneed for a teacher to help his or herstudents to relate the subject content

with practical life. He also underlinedthe significance of continuous evalu-ation of a teacher. Following the keynote address, theFEP was divided into two technicalsessions. The first technical sessionwas on the sub theme ‘Quality Assur-ance and Maintaining Accountabilityand Standards in Teaching’ while thesecond session was on the sub theme‘Performance Evaluation- basic forimproving quality of teaching’. Boththe sessions were conducted by expe-rienced resource persons.The programme concluded with thedistribution of certificates to the par-ticipants of the programme. G T

Richa Pandey, GT Network

The faculty beamed with pride asstudents walked the aisledonning their graduation caps.

Read on as we bring you the highlightsof the convocation of AUG.The procession of pride: The tradi-tional procession marched down the redcarpet to the stage. Led by the band, theprocession heralded the entry of guestsincluding Dr Ashok K. Chauhan,Founder President, Amity Universe; Dr (Mrs) Amita Chauhan, Chairperson,Amity Group of Schools & RBEF;Mr Aseem Chauhan, Chancellor, AUH& AUR; Mr Atul Chauhan, Chancellor,AUUP; Ms Divya Chauhan, Chairper-son, ASFA, ASFT & ASPA; Ms PoojaChauhan, Vice Chairperson, AHF andMs Sapna Chauhan, Vice Chairperson,Amiown, members of the management,directors and HOIs.Amitians and achievers: In the convo-cation ceremony, 163 meritorious grad-uands received special awards, trophies,medals and salvers. Altogether, 50 goldmedals, 49 silver medals and 45 bronzemedals were bestowed on the graduands.Besides these, 12 commendable grad-uands received trophies. Bestowing honour: Eminent personali-ties were presented Honoris Causa forcontribution in their respective fields.Bharat Ratna Prof CNR Rao and Padma

Vibhushan Dr G. Madhavan Nair wereconferred Honorary Doctorates in Sci-ence (D.Sc). The convocation conferredhonorary professorship on Dr KumarKrishen, lead technologist, NASA John-son Space Center Houston, US; Dr Fred

P. Bemak, professor, at George MasonUniversity and Ms Paroma Roy Chowd-hury, country head, corporate communi-cations, Google India.5 fantastic years: The address by ProfPB Sharma, vice chancellor, AUG, out-

lined the achievements of the universityin the previous academic years. An innovative convocation: The robotwith dancing skills (Amibot) and thedrone that carried medals won the heartsof everyone present.G T

Institute:All India Institute of Medical Sciences (AIIMS), New Delhi, Patna, Bhopal, Jodhpur,Bhubaneshwar, Rishikesh and RaipurCourse:MBBSEligibility: Candidates who have passed/will beappearing for Class XII examination or itsequivalent with English, Physics, Chemistry andBiology, with 60% marks (50% for SC/ST can-didates) in aggregateOnline registration begins:March 17, 2015 Last date for submission of online applica-tions: April 10, 2015 at 5.00 pm (1700 Hrs)Entrance Examination: The entrance exami-nation will be conducted only in online mode(Computer Based Test) on June 1, 2015 from9.00 am to 12.30 pm and 3.00 pm to 6.30 pmWebsite: http://www.aiimsexams.orgwww.aiims.edu; www.aiims.ac.in

Institute: Jawaharlal Institute of PostgraduateMedical Education & Research (JIPMER)Courses:MBBSEligibility: Passed/appeared for 10+2 with Phy,Chem, Bio / Biotech & Eng/ equivalentOnline registration for online applications:March 2, 2015Last date for online applications:May 4, 2015Entrance Examination: June 7, 2015(10:00am- 12:30pm)Website: http://www.jipmer.edu.in

Taruna BarthwalManager, Amity Career

Counselling & Guidance Cell

For any query, write to us at [email protected]

An insight into aninvigorating showthat encouragedmaximumparticipation anddiscussion

DSC show at AUUP

Faculty enrichment programme

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Scholastic Alerts

(L to R) Dr Subhash Chandra hosts the show;Dr Chandra with director, Amity Business School, AUUP

All pics: Deepak Sharma, GT Network

All pics: Student Activity Cell, ABS

Amity Instt of Education, New Delhi

Amlaan Kumar, AIS Noida, XII J

The3rd InterAmity Sports Competition 2014 -15concluded with the grand Inter-Amity SportsMedal Ceremony held at Amity International

School, Noida on February 18. The event was gracedby the presence of Dr (Mrs) Amita Chauhan, Chair-person Amity Group of Schools and RBEF; (Retd)Colonel BSAhluwalia, Sr Consultant, Sports, AmityGroup of Schools; Dr TPS Chauhan, Sr Advisor,Amity Group of Schools and the principals of eightAmity International Schools. Teams that partici-pated in over 11 sporting disciplines throughout theyear looked forward to the medal ceremony. Theevent commenced with a lamp lighting ceremony,which was followed by an aerobics performanceorchestrated by the girls ofAIS PV. The ceremonyalso witnessed a special karate performance by thestudents of AIS Noida demonstrating the emer-gence of women as champions in a sport suppos-edly dominated by boys.After the two spectacularperformances, the stage was set for the eagerlyawaited awards and medal ceremony. The audito-rium roared with cheers as students went up thestage to claim their medals bestowed by the distin-guished guests. Amongst the audience, were proudparents of the prize winners armed with cameras.The prize distribution ceremony was followed by aninspiring speech by Dr (Mrs) Amita Chauhan, whoexplained the meaning of an ‘exciting student’ as onewho is good at studies, co-curricular activities, timemanagement and even excels at a sport. Col BSAhluwalia stressed on the importance of sports in ourlives and how it can help inculcate discipline for person-ality development. The function concluded with the an-nouncement of the overall winners in the primary, junior andsenior category for both boys and girls. AIS Noida and AISGurgaon 46 scored a hattrick by bagging the Overall Junior andOverall Senior Trophy respectively for the third consecutiveyear. The overall Champions School Trophy was lifted by the ju-bilant host school, AIS Noida.G T

SportsTHE GLOBAL TIMES |MONDAY, MARCH 30, 20154

SSuuiittaabbllee ccaarreeeerrss ffoorr ppeeooppllee wwiitthh hhiigghhmmaatthheemmaattiiccaall--llooggiiccaall iinntteelllliiggeennccee:: Scientists,engineers, accountants, mathematicians

Medal Ceremony

MI - C

areers

Inter AmitySportsMedalCeremony

The Inter Amity Sports Competition thatconcluded with the medal ceremony was a galaoccasion that motivated Amity’s sport stars

Number of sporting events: 11disciplines with kho kho beingintroduced for the first time.Others: football, cricket, tabletennis, chess, aerobics,basketball, skating, athletics,karate, taekwondo, PECVenue: Each of theparticipating schools wasgiven an opportunity to hostone of the 11 sportingdisciplinesRules: The games wereorganised strictly on the rulesof the respective Federations,that gave all players a fairchance to participate Methodology: The competitioncommenced with inter-housematches in the respectiveschools. The qualifying teamsthen participated in leaguematches in two clusters afterwhich the first two qualifyingteams went for the finalsSub Jr matches: The meet alsowitnessed junior childrenparticipate in aerobics,skating, chess and PEC Result categories: Over allwinners in Sr Boys & Girlscategory; Over all winners inJr Boys & Girls category andOverall Championship Trophythat combined both categories

Date Overall Sr. Boys & Girls

Chess

Taekwondo

Karate

Aerobics

Table tennis

Football (Jr/Sr Girls)

Football (Jr/Sr Boys)

Kho Kho

Athletics

Cricket (Jr Boys)

Skating

Basketball (Jr & Sr)

Cricket (Sr Boys)

Cricket (Sr Girls)

AIS Mayur Vihar

AIS Vasundhara 6

AIS Saket

AIS Pushp Vihar

AIS Vasundhara 1

AIS Noida

AIS Noida

AIS Gurgaon 46

AIS Noida

AIS Noida

AIS Gurgaon 43

AIS Saket

AIS Noida

AIS Noida

Host SchoolSports

An Overview

April 28 - 30, 2014

April 30, 2014

April 30, 2014

July 15, 2014

August 6 & 7, 2014

November 12 & 13, 2014

November 18 & 21, 2014

August 14 - 28, 2014

December 20, 2014

December 26 & 27, 2014

November 10, 2014

October 13 - 15, 2014

January 21, 30 & February 2, 2015

January 17, 2015

Overall Jr. Boys & Girls

AIS

GU

R-46

AIS

NO

IDA

AIS

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AIS

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AIS

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R-46

AIS

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AIS Noida lifts the overall Championship School Trophy

All pics: Adhiraj Segel, AIS Noida, XII J

Learners SpecialMarch 30, 2015 | AIS Gurgaon 46

WWee hhaavvee aallll mmeett tthhaatt ffeellllooww wwhhoowwaass bbrriilllliiaanntt iinn hhiissttoorryy bbuutt lloosstthhiiss nneerrvvee uuppoonn ffaacciinngg nnuummbbeerrss..OOrr tthhee ssttuuddeenntt wwhhoo ppaaiinntteeddmmaasstteerrppiieecceess wwiitthh hhiiss bbrruusshh bbuuttccoouulldd nnoott rreemmeemmbbeerr ssppeelllliinnggss.. IIffoonnllyy tthhoossee kkiiddss wweerree aapppprriisseedd oofftthhee ‘‘MMII TThheeoorryy’’.. BBuutt iitt’’ss nneevveerrttoooo llaattee.. PPuullll oouutt tthhee ggeenniiuuss iinnyyoouu wwiitthh tthhiiss ssppeecciiaall ppuulllloouutt oonnMMII bbyy AAIISS GGuurrggaaoonn 4466..

Every child has the potential todevelop various facets of theirintellect including language,musical, spatial, numerical, etc,provided they get the rightexposure. At Amity, we takespecial care to ensure that themultiple intelligence of everychild is developed in a unique

way. A child is exposed to a diversifiedcurriculum devised for exploring variousintellects, right from the beginning. Besides, interschool multiple intelligence fests are organisedannually with the aim to promote the holisticdevelopment of every student's personality. To hone the verbal-linguistic intelligence ofchildren, debates, declamations and recitations areheld regularly. The Global Times, whichencourages students to voice their opinionsthrough the power of words, is also an initiative inthis direction. To develop logical-mathematicalintelligence, there are math activity labs besidesannual competitions like Mathamity andRamanujan. Activities like clay modeling,montessori labs, dance, music and regular sportsand games help enhance the child’s spatial,musical and kinesthetic intelligences. At Amity, great emphasis is laid on thedevelopment of inter and intrapersonalintelligence; hence foreign exchange programmesand MUNs are introduced at an early stage tobuild a sound foundation for overall growth.Naturalistic intelligence of children is nurturedthrough regular excursions, trips and nature walksin and around the premises. Concepts arereinforced and enhanced through programmessuch as Vasudha and Youth Power, where studentsare provided ample opportunities to learn andpractice necessary life skills by interacting withtheir natural surroundings as well as the society. With a genuine interest in each child’s integrateddevelopment, we leave no stone unturned to bringthe best global practices to the portals of Amityfor the benefit of every child who makes it theiralma mater. G T

Dr Amita ChauhanChairperson

Multipleaptitude

SS NNoo AAccttiivviittyy DDeettaaiillss TTiimmeeNNeeeeddeedd

1.

RECOGNISE ANIMALSOUND: Play sounds ofdifferent animals and askthe child to recognise theanimal. Make it more in-teresting by giving thechild flashcards, each car-rying a picture of an ani-mal. Ask the child to pullout the right flash card onhearing the sound.

2 min

2.

IDENTIFY DIFFERENTFLOWERS: Spread vari-ous flowers on the tableand ask the child to recog-nise them.

2 min

3.LOVE FOR ANIMALS:Ask the child to give animpromptu talk about hislove for animals.

2 min

S No Parameter Score1 Understanding environment2 Interest in nature3 Sensitivity towards nature4 Recognising natural things5 Observational skills6 Affection towards nature7 Efficient use of nature8 Confidence level9 Energy level10 Inclination towards activity

Try the following activities to gauge thenaturalistic intelligence of your child.

Scoring: Score your child on a scale of 1-5on the following parameters

StrengthsUnderstanding nature; Making distinc-

tions; Identifying flora and fauna

PreferencesInvolvement with nature

Learns best throughWorking in nature; Exploring living things;Learning about plants and natural events

NeedsOrder/patterns; Connections to real life

and science

IIddeennttiiffyyiinngg nnaattuurraalliissttiicc lleeaarrnneerrss Here are the traits that distinguish a naturalis-tic learner from others�Enjoys having pets�Likes to learn about nature�Enjoys gardening�Appreciates scenic places�Likes to camp, hike, walk and climb�Notices nature above all other things�Shows sensitivity to natural formations (e.g.notices cloud formations)�Enjoys doing projects based on nature, suchas bird watching, or collecting butterflies�Brings bugs, flowers, leaves and other natu-ral things to share with the class or teachers

TTiippss ffoorr tteeaacchhiinngg nnaattuurraalliissttiicc lleeaarrnneerrss�Relate everything you teach to nature. Thiswill help the child understand better. �Visiting various natural locations and placeswhere they can mingle with nature. �Introduce them to scientific instruments suchas magnifying lens, microscope and telescope tohelp them observe nature closely. G T

SSccoorree BBooaarrddScore Result0-19 Needs improvement20- 29 Satisfactory30- 39 Good40-44 Very Good45-50 Excellent

Naturalistic intelligence involvesthe ability to recognise patternsand relationships with nature

GT your learning style

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All human beings are bornwith the same basic intelli-gence, yet our mind perceives,processes, analyses and chan-nelises information in diverseways. Therefore, a child can nolonger be assessed on the basisof IQ only, as SQ & EQ also play

an equally important role in his life. This iswhere the theory of ‘Multiple intelligences’steps in.

MMuullttiippllee IInntteelllliiggeennccee TThhee bbaassiiccssHoward Gardner, a psychologist andprofessor at HarvardUniversity’sGraduate Schoolof Education,claims that allhuman beingshave multipleintelligences. Thistheory came into lightin the year 1983 and is nowpractised the world over, asit has made a paradigm shiftin teaching. Gardner believesthat each individual has eightintelligences; linguistic, logical-mathematical, spatial, bodily-kinesthetic,musical, interpersonal, intrapersonal andnaturalist. Multiple intelligences can benurtured and strengthened or ignored andweakened. All humans are born withinnate potentialities that can be workedupon after identifying their learning styles.A distinct shift from ‘one size fits all’ideology leads to personalised attentionbeing given to learners.

MMII iinn ccllaassssrroooomm NNeeww aaggee lleeaarrnniinngg Today’s leaners need to be taught in themanner in which they wish to learn. Inte-grating MI in the classroom provides op-portunities for learning based on students’needs. An interplay of activities that stimu-late left brain (seat of logic) with rightbrain (high on creative thinking) can en-hance intelligence leading to holistic devel-opment of students, as emphasised in NCF(National Curriculum Framework) too.

TTeeaacchhiinngg@@AAIISS GGuurr 4466 WWee ccaarreeA child centric approach is one of the funda-mentals of the teaching pedagogy followedat AIS Gur 46. We make an attempt to giveeach diverse human gift a befitting placeand nurture it further. This approach is fur-ther encouraged by integrating MI in thecurriculum. The lesson designs of the teach-ers include various activities and appropri-ate teaching methodologies. The teachersdevise activities to reach out to every type oflearner. Integration of MI in our classrooms

has led to the growth of all-rounders who are attempting todo better in their identifiedareas under the guidance oftrained teachers and sup-port from parents. G T

Respecting diversity

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AIS Gur 46 organised‘MI Fortnight’ for stu-

dents of Class I to IV to pro-vide opportunities forinnovative learning, based ona child’s aptitude and interest.

Age appropriate activities weredesigned for each MI conclave. All

the students were given the opportu-nity to perform the activities, where they

were observed by the teachers and assessed ac-cordingly. An MI lab was set up in the schoolwhere the process of experimenting with bettertechniques to enhance the MI’s of an individualwas taken up. A psychometric test was con-ducted by experts and the parents were informedabout the levels of students in eight types of in-telligence through a simple graph.

MMII CCoonnccllaavvee

Naturalistic intelligence

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Imaging:PankajMallik

,GTNetwork

Arti Chopra Principal,AIS Gur 46

IIddeennttiiffyyiinngg vviissuuaall--ssppaattiiaall lleeaarrnneerrss Here are the traits that dis-tinguish a visual-spatiallearner from others:�Thinks primarily in termsof pictures and visualiseswords to spell them�Has uneven subject gradesin school �Prefers using images, pic-tures, colours and maps toorganise information�Likes to watch movies,slides, or other visual pre-sentations and doodle

TTiippss ffoorr tteeaacchhiinngg vviissuuaall--ssppaattiiaall lleeaarrnneerrss�Incorporate the use ofphysical objects for childrento hold or touch during studies of science or socialstudies, whenever possible.�When learning to count,the learner may need to useblocks, an abacus, or otherconcrete material to practicethe new concept.�Visual learners respondwell to information through,whiteboard flash cards,colourful pictures and videos.

Visual-spatial intelligence

It is the ability to perceive the visual world accurately andre-create, manipulate and modify one’s perceptions


1.

MAKING PUPPETS: Givethe child an activity tomake puppets. Providematerials like socks, balls,wool, fabric pieces etc,that they can use accord-ing to their imaginationand see how they visualisethese puppets.

NA

2.FIND A LOCATION: Askthe child to locate a placeor an area on a map.

2 min

3.

PAINT YOUR IMAGINA-TION: Give the child aword and ask him/her topaint a picture based onthe given word. The childcan also try conveying astory with the help ofthese pictures.

NA

S No Parameter Score1 Promptness2 Creativity3 Sequencing4 Efficiency5 Hand–eye co-ordination6 Clarity of concept7 Body control8 Confidence level9 Energy level10 Inclination towards activity

SSccoorree BBooaarrddSCORE Result0-19 Needs improvement20- 29 Satisfactory30- 39 Good40-44 Very Good45-50 Excellent

MI Special | AIS Gur 46March 30, 2015 Learners SpecialGT

Intrapersonal intelligence

IIddeennttiiffyyiinngg iinnttrraappeerrssoonnaall lleeaarrnneerrssHere are the traits that distinguish an intrapersonal learner:�Displays a sense of independence and astrong will �Has a realistic sense of his/herstrengths and weaknesses and can play/study alone �Has a good sense of self-direction �Accurately expresses feelings �Is able to learn from his/her failuresand successes in life �Has high self-esteem

TTiippss ffoorr tteeaacchhiinngg iinnttrraappeerrssoonnaalllleeaarrnneerrss�Set a specific goal to help the child pri-oritise workload. This will help the childto know his/her preferences better.�Encourage the child to create a projector craft all by himself/herself.�Encourage the child to maintain a jour-nal and write in it daily putting in his/heremotions into it. This is not a diary tokeep track of personal events; it is a jour-nal of the child’s thoughts and reactionsthat will enable him/her to understandthemselves well.

Intrapersonal intelligence involves the ability to introspect, self-reflect andanalyse one’s own emotional state and well being

StrengthsReading charts/maps; drawing;solving puzzles; visualisation;

imagination

PreferencesDrawing; building; designing;

looking at pictures

Learns best throughWorking with pictures and

colours; visualising

NeedsVideo; movies; imagination games;mazes; illustrated books, trips to

art museums

IIddeennttiiffyyiinngg mmaatthheemmaattii--ccaall--llooggiiccaall lleeaarrnneerrss Here are the traits that distin-guish a mathematical-logicallearner from others:�Good at strategy games likechess and sudoku�Has a computer-like mind�Enjoys science experiments�Organises categorically�Wonders at how things workand looks for rational explana-tions for everything�Enjoys logic puzzles andbrain teasers�A good cause-effect sense

TTiippss ffoorr tteeaacchhiinngg mmaatthh--eemmaattiiccaall--lleeaarrnneerrss�While teaching the child anew concept, make him/hersee the reason behind thesame instead of just learning. �Puzzles, number games, let-ter puzzles and science experi-ments are some effective aidsin teaching mathematical-logi-cal learners. �Classify various objectsusing diagrams, venn dia-grams, trees, flowcharts, etc.This will help the child memo-rise better.G T

This type of intelligence pertains to mathematical aptitudeand skills like deductive reasoning and detecting patterns


1.

FIGURE IT OUT: Give thechild a jigsaw puzzle basedon arithmetic questions.For every question that thechild solves, you can place apiece of the puzzle.

5 min

2.MATHS WORKOUT: Pre-pare a worksheet compris-ing easy mental mathquestions for solving.

5 min

3.

DICE GAME: Fix one ques-tion for each number on thedice. Ask the child to rollthe dice. S/he will have toanswer the question associ-ated with the particularnumber that comes onrolling the dice.

5 min

S No Parameter Score1 Concept clarity2 Promptness3 Efficiency4 Accuracy5 Mental ability6 Reasoning7 Systematic thinking8 Confidence9 Energy level10 Inclination towards activity


Try the following activities to gauge themathematical intelligence of your child

Mathematical-logical intelligence


StrengthsMathematics; logical reasoning;

problem solving

PreferencesLearning by cause and effect;

working with numbers

Learns best throughEstablishing relationship betweenobjects; patterns; classifying; cat-egorising; working with numbers

NeedsThings to explore; science materi-

als; logical activities

Scoring: Score your child on a scale of 1-5on the following parameters-

Try the following activities to gauge thevisual-spatial intelligence of your child

StrengthsRecognising their own strengths and weaknesses; setting goals;

understanding self

PreferencesWorks alone; reflecting on actions

Learns best throughSolo work; doing self-paced projects

NeedsSecret places; alone time;

pursuing subjects of interest;self interaction

IIddeennttiiffyyiinngg iinntteerrppeerr--ssoonnaall lleeaarrnneerrss Here are the traits that dis-tinguish bodily kinestheticlearners:�Well-coordinated with goodmotor skills and learns bydoing things�Enjoys sports and exhila-rating experiences�Moves, twitches, taps, orfidgets while seated for a longtime in one spot �Reports different physicalsensations while thinking orworking

TTiippss ffoorr tteeaacchhiinngg bbooddiillyykkiinneesstthheettiicc lleeaarrnneerrss�Playing catch develops sig-nificant hand-eye coordina-tion. Play catch with themusing different objects.�To teach addition and sub-traction, give them multipleboxes and a set of balls.Make them move the ballsaround inside the boxes, toillustrate addition and subtraction.�Try teaching them throughphysical activities, like feel-ing the structure of rocks.

The core elements of bodily kinesthetic intelligence arecontrol of one's bodily motions and a good sense of timing


1.

BALANCE THE BALL:Make a track on the floorusing chalk. The trackshould be neither too widenor too narrow. Give thechild two balls, each on aplate. The child will beasked to hold these plateswith balls in each handand walk on the track.

1 min

2.

SHAKE YOUR BODY:Show the child various aer-obics and dance moves andask him or her to imitatethe steps shown.

1 min

3.HULA- HOOP: Give thechild a hula-hoop and askhim/her to do some movesusing it.

1 min

S No Parameter Score1 Balancing the body2 Co- ordination3 Smoothness4 Grasp5 Efficiency6 Flexibility7 Imitation/ modelling8 Confidence level9 Energy level10 Inclination towards activity


Try the following activities to gauge yourchild’s bodily-kinesthetic intelligence

Bodily-kinesthetic intelligence

Musical intelligence is the capacity to think in musical andrhythmic terms and have a strong appreciation for music


1.

SING A SONG: Give thechild a particularword/phrase. Ask him/herto sing a song that incorpo-rates the sameword/phrase.

2 min

2.

RHYME UP: Write apoem/rhyme/verse and leavesome blanks. Ask the childto complete the same. If thechild improvises, then thisis definitely a sign of musi-cal intelligence in them.

2 min

3.

PLAY INSTRUMENTS :Give the child a musical in-strument and ask him/herto play it. The child canalso be asked to createmusic with the use of differ-ent objects, such as tappinga glass or table.

2 min

S No Parameter Score1 Attention2 Understanding of rhythm3 Voice modulation4 Promptness5 Recognition of sound6 Fluency7 Knowledge of music8 Confidence level9 Energy level10 Inclination towards activity


Try the following activities to gauge themusical intelligence of your child.



Musical intelligence

MI Special | AIS Gur 46March 30, 2015 Learners SpecialGT

StrengthsPicking up sounds;

remembering melodies/rhythms;singing

PreferencesSinging; playing instruments oranything that produces music

Learns best throughRhythm; singing; melodies;

musical mnemonics

NeedsSet time for music;

trips to music concerts; playingmusic at home and school

StrengthsAthletics; dancing; crafts; using tools;

acting

PreferencesMove around; touch & talk

Learns best throughTouching; moving; knowledge through bodily sensations

NeedsRole-play; things to build;sports and physical games


1.DRAW YOURSELF: Ask the child todraw his/her picture depicting what theythink of themselves and their traits.

2 min

2.TALK ABOUT YOURSELF: The childwill be asked to speak on five qualitieshe/she possesses and analyse them.

2 min

3.EMOTICON: Child will be shown a set ofemoticon flash cards where they will de-pict these emoticons using their face andbody language.

1 min

S No Parameter Score1 Self-image2 Self esteem3 Self-control4 Sensitivity5 Expression 6 Goal oriented7 Introversion8 Confidence level9 Energy level10 Inclination towards activity

SSccoorree BBooaarrdd

Score Result

0-19 Needs improvement

20- 29 Satisfactory

30- 39 Good

40-44 Very Good

45-50 Excellent

IIddeennttiiffyyiinngg mmuussiiccaalllleeaarrnneerrss Here are the traits thatdistinguish a musical learner:�Responds readily to soundand music of all kind, from thesound of metal to the sound ofrunning water�Can be noticed drummingon tables, humming �May also have a musicalsense of speaking�Likes to study while listen-ing to music�Sensitive to environmentalnoises (example- rain on roof)

TTiippss ffoorr tteeaacchhiinngg mmuussiiccaall lleeaarrnneerrss�Teach the child with thehelp of books that use rhyth-mic language like alliteration. �Help them create musicalmnemonics when they learnthings. This would help themremember well. Besides, themusical mnemonic can helpthem express easily.�Help them memorise thingsby making them recite it in amusical tune of their choice.This would make the task en-joyable as well as creative. G T

Try the following activities to gauge theintrapersonal intelligence of your child:


IIddeennttiiffyyiinngg iinntteerrppeerr--ssoonnaall lleeaarrnneerrss Here are the traits that dis-tinguish an intrapersonallearner from others:�Enjoys socialising�Is a natural leader �Gives advice to friendswho have problems �Belongs to clubs, commit-tees, or other group organi-sations and is an activeparticipant in various groupactivities�Enjoys teaching other kidsinformally�Has a good sense of empa-thy or concern for others andis sensitive to their feelings

TTiippss ffoorr tteeaacchhiinngg iinntteerr--ppeerrssoonnaall lleeaarrnneerrss�Use games like hopscotch,twister and dominoes whileteaching. These games re-quire children to interactwith each other as they nego-tiate rules, take turns, cor-rect and keep challengingone another.�Interpersonal learners aregood teachers. Ask the childto teach other kids a conceptor something that they know. �Since they understand oth-ers better, teaching themthrough role play could be agood idea, for example theycould play a teacher.

Interpersonal intelligence

Interpersonal intelligence is the ability to understandother people, their moods, emotions and temperament

SS NNoo AAccttiivviittyy TTiimmeeNNeeeeddeedd

1.

MAKE A FRIEND: Thechild will be given a pup-pet and asked to imagineit as a friend. The kidcould also be given twopuppets and asked to holda conversation betweenthe two.

2 min

2.

PHONE BOOTH: Thechild will be asked tospeak to relatives orfriends over phone abouttheir feelings.

2 min

3.

TEACH IN SCHOOL: Thechild will be asked to playthe role of a teacher usingblackboard, books or otherprops that the child wouldlike to incorporate.

2 min

S No Parameter Score1 Communication skills2 Understanding others3 Relationship building4 Socialisation5 Optimism6 Efficiency7 Creative thinking8 Confidence level9 Energy level10 Inclination towards activity


March 30, 2015

StrengthsLeading; organising;

understanding people; communicating;

resolving conflicts

PreferencesTalking to people; making friends;joining groups

Learns best throughComparing; relating; sharing; interviewing;

cooperating

NeedsFriends; group games; social

gatherings; community events;apprenticeships

IIddeennttiiffyyiinngg vveerrbbaall--lliinn--gguuiissttiicc lleeaarrnneerrss Here are the traits that distin-guish a verbal-linguisticlearner from others:�Enjoys talking and askingquestions�Loves to read and listen tostories �Writes better than others�Enjoy rhymes and sounds�Appreciates grammar andmeaning of new words�Good at spellings�Enjoys word games, jokes,puns, riddles�Enjoys possessing differenttypes of books�Spins tales or tells jokesand stories

TTiippss ffoorr tteeaacchhiinngg vveerr--bbaall--lliinngguuiissttiicc lleeaarrnneerrss �Encourage the child to readstories, sequels, poems, dra-mas, jokes, descriptions, newsreports etc. Take this a stepfurther by asking the child towrite summaries or reviewsof the books they read.�Conduct mock interviews,chat shows, role plays, dra-mas, story telling etc. Thiswill help the child expressbetter, and in turn learn andretain information better.�Puzzles, crosswords, vocab-ulary games and other wordgames can be highly effectivein teaching your verbal-lin-guistic learners. G T

This intelligence demonstrates well-developed verbal skillsand sensitivity to the sound and rhythm of words


1.

READ AT YOUR OWNPACE: Give the child aparagraph to read. Noticethe time taken using a stop-watch. If a child is able toread the paragraph in lesstime, his/her verbal intelli-gence is high.

2 min

2.

TONGUE TWISTER: Givethe child a tongue twister tosay. The child is expected torepeat the tongue twisterthrice consecutively withoutany mistake.

2 min

3.

CROSSWORD PUZZLE:Present a crossword puzzleto the child and ask him tosolve the same. This willgive an idea of the child’scommand over vocabulary.

2 min

S No Parameter Score1 Time taken2 Clarity of words3 Pronunciation4 Appropriate pauses5 Speed regulations6 Word stress7 Ability to read8 Confidence level9 Energy level10 Inclination towards activity

SSccoorree BBooaarrddSCORE Result

0-19 Needs improvement

20- 29 Satisfactory

30- 39 Good

40-44 Very good

45-50 Excellent

Try the following activities to gauge the verbal-linguistic intelligence of your child.

Verbal-linguistic intelligence


StrengthsWriting; reading;

memorising dates; thinking in words;

telling stories

PreferencesWriting; reading;

talking; playing word games

Learns best throughHearing and seeing words;

speaking; reading; writing;

discussing & debating

NeedsBooks; tapes; diaries; writing

tools; dialogue; discussion; stories


Try the following activities to gauge theinterpersonal intelligence of your child.

DDiissccllaaiimmeerr:: The tests given are not standardised tests. Please consult a counselor /expert for accurate results.

Interpersonal intelligence

Verbalintelligence

Bodily-Kinestheticintelligence

Mathematicalintelligence

Visual-spatial intelligence

Intrapersonal intelligence

Musical intelligence

Naturalistic intelligence

Mahatma GandhiHe united an entire country

with his ability tounderstand people

William ShakespeareHis power over words made

him one of the biggestliterary figures

Wayne GretzkyTitled the ‘greatest hockeyplayer in the world’ for his

physical strength

Stephen HawkingHe is known for excellentabilities to reason and thinkin terms of cause and effect

Leonardo Da VinciA renowned artist, his

ability to visualise the worldis evident in his work

SocratesThis philosopher’s ability to

introspect and analysebehaviour is well-known

Amjad Ali KhanHe delivered his first recitalwith sarod when he was six

years old

Charles DarwinHe could recognise

patterns in nature andrelate to the natural world

They did it... and created

history bychannelising theirkey intelligence.We bring to you

some famouspersonalities and

their coreintelligence that

helped them shineout in the crowd.

MI Special | AIS Gur 46Learners SpecialGT

9Mosaic Potpourri

THE GLOBAL TIMES |MONDAY, MARCH 30, 2015

Aanya AroraAIS Gurgaon 46, V

IngredientsOil . . . . . . . . . . . . . . . . . . . .2-3 tbspPotatoes (medium sized) . . . . . . . .3Ginger paste . . . . . . . . . . . . . . .1 tspGarlic paste . . . . . . . . . . . . . . . .2 tspSoya sauce . . . . . . . . . . . . . . . .2 tspVinegar . . . . . . . . . . . . . . . . . . .2 tspRed chilli powder . . . . . . . . . . .2 tspChilli sauce . . . . . . . . . . . . . . .½ tspTomato sauce . . . . . . . . . . . . .2 tbspHoney . . . . . . . . . . . . . . . . . . .1 tbspCornflour . . . . . . . . . . . . . . . . .3 tbspSalt . . . . . . . . . . . .according to tasteWater . . . . . . . . . . . . . .for the batterSesame seeds . . . . . . . for garnishing

Method� Cut potatoes into finger shapedwedges. Take a mixing bowl andadd cornflour, salt, a little water andmake a smooth batter.

� Heat oil in a pan. Dip the potatoesin the batter and fry till they turngolden. Drain excess oil on a tissue.

� In the frying pan, heat 2-3 table-spoons of oil. Then add ginger andgarlic paste and sauté.

� Next, add soya sauce, vinegar, redchilli powder, chilli sauce, tomatosauce and honey. Mix well. Cookwell for a minute.

� Add fried potatoes in the mixtureand cook on low flame. Sprinklesalt. Garnish with sesame seeds .

Honey chilli potatoes

Nikhil GuptaAIS Noida, VIII

Once there lived a boy calledAmit. He was very rude andshort tempered. He would get

angry at people about the smallest ofthings. His parents tried to tell him thatanger and rudeness would lead himnowhere, yet he did not mend his ways.Amit’s temper worsened as the yearspassed by. But his parents were hopefulthat he would change some day.One fine day, Amit’s parents met alearned sage who promised them that hewould help the boy become calmer.Convinced with his words, Amit’s par-ents agreed to bring him to the sage.The sage foundAmit to be an intelligentboy but realised that he must be taught

the ill effects of anger. So, he thought ofa plan. He asked Amit to make an aero-plane out of a sheet of paper every timehe got angry. Amit had to do this when-ever he got angry and then, meet thesage when he had made five of them.Amit was unsure about it all but he felta sublime calmness in the sage’s voicethat made him go ahead with the activity.Not many days passed before Amit hadalready finished making five aeroplanes.so, he went to meet the sage.The sage asked him to unfold theaeroplanes and compare the sheet ofpaper before making the aeroplanes andafter making them. Amit replied, “Thepaper now has creases unlike before.”The preacher smiled and toldAmit, “Myboy, let us consider these five sheets ofpaper to be the people you got angry at

and were thus rude to. Let the task ofmaking aeroplanes be your rudenesstowards them.” The sage took one sheetof paper and said, “If you observecarefully, you will notice that the creasesare still there even after having unfoldedthe paper.” He further added that thecreases on the paper are actually theimpression created in people’s mindsabout Amit’s behaviour towards them.In a soft voice, the preacher told Amit,“My child, when you are angry and saywicked things to people, you create abad impression on them about youwhich cannot be changed easily. So,always be nice and kind. Don’t let angercontrol you.”The preacher’s unique way of explainingthings had a magical effect on Amit. Hepromised the sage and his own self thathe would never be rude to anyone againas he had realised that only polite wordscan make people love and respect him.Thereafter, Amit became a calm andpolite young boy.G T

Wisdom Tale

MI-

Car

eers

The tale of lost temper

SSuuiittaabbllee ccaarreeeerrss ffoorr ppeeooppllee wwiitthh hhiigghh mmuussiiccaall iinntteelllliiggeennccee::Musician, disc jockey, singer, composerSSuuiittaabbllee ccaarreeeerrss ffoorr ppeeooppllee wwiitthh hhiigghh vviissuuaall--ssppaattiiaall iinntteelllliiggeennccee::Sculptor, artist, inventor, architect, mechanic, engineer

RiddleFiddle

Shreyas Sharma, AIS Vas 6

1. I am taken from a mine and shut ina wooden case from which I’m neverreleased and yet I’m always used byeveryone. Who am I?

2. I start with ‘P’ and end with ‘E’, butI have thousands of letters. Who am I? 3. Which word in the dictionary isspelled incorrectly?4. What has to be broken before youcan use it? 5.You answer me, although I never askyou questions. What am I?6. I’m tall when I’m young and I’mshort when I’m old. What am I?

ANSWERS:1. A pencil 2.Post of-fice 3.Incorrectly 4.An egg5.Telephone 6.A candleSyed Basit Naqvi, AIS Noida, VIII

I woke up somewhere around nine, because of bed rest, I cracked my spine.I was late, very late,I was in a hurry, just couldn’t wait.

Next, I went to take a bath,and soon felt the cold water’s wrath.

Suddenly the water became boiling hot,what could go wrong, oh what?

I hurried downstairs to nibble on some bread,“Don’t run down the stairs,” once dad had said.Suddenly, I slipped on the stairs,soon in my mind, danced the images of bears.

I ate breakfast, then walked up the stairs,I didn’t want to suffer any more dares.I walked clumsily and banged my head,and wondered if my luck was dead.

I turned on the television,again, a wrong decision.Current flew up my hand,and my poor body turned to sand.

As I thought about the bad luck I had,the thought made me very sad.Sad enough to sit without a chair,it was really a nightmare! G T

So, what did you learn today?That we should not lose our temper

and never be rude to people.

The sage found him to be anintelligent boy but realised

that he must be taught the illeffects of anger.

Painting Corner Sourav Singha MahapatraAIS Noida, VIII

POEM

An apocalyptic day

CAMERA CAPERS Send in your entries to [email protected]

Tugu Peringatan Negara, Malaysia Batu Caves, Malaysia Petronas Twin Towers, Malaysia

Vikram Sethia, AIS Vas 6, XII captures Malaysia in his lens

Illustration: Ravinder Gusain, GT Network

MI-

Car

eers

11Wassup

THE GLOBAL TIMES |MONDAY, MARCH 30, 2015SSuuiittaabbllee ccaarreeeerrss ffoorr ppeeooppllee wwiitthh hhiigghh bbooddiillyy--kkiinneesstthheettiicc iinntteelllliiggeennccee::Athlete, PE teacher, dancer, actor, firefighter SSuuiittaabbllee ccaarreeeerrss ffoorr ppeeooppllee wwiitthh hhiigghh iinntteerrppeerrssoonnaall iinntteelllliiggeennccee::Counselor, salesperson, politician, business person, minister

Amity Global School

Jasleen Kaur, AGS Gurgaon, I B1

Amity Global School, Gurgaon,hosted US University SchoolFair 2015 on February 24, 2015,

for Classes IX-XII. Students of AGSNoida and school counsellors of AIS

Gur 43 and AIS Gur 46 also participatedin the fair. The fair was an initiative ofTaruna Barthwal, manager, AmityCareer Counselling and Guidance Cellto perpetuate the vision of Dr (Mrs) Amita Chauhan, Chairperson,Amity Group of Schools & RBEF, tomentor students about education andcareer prospects in the United States.

Representatives from 15 universities ofUnited States participated in the fair.School principal, Arti Gupta, initiatedthe event, providing a brief introductionabout the participating universities.Students, along with their parents had aone-to-one interaction with universityrepresentatives, as they enquired aboutthe scholarships offered, applicationprocedure, eligibility criteria, lodgingand campus life. The representatives ofthe universities answered the students’queries in detail, besides informing themabout TOEFL, SAT, IELTS and ACTSrequirements.Participating universities: Adelphi Uni-versity � California State University �College for Creative Studies, ColoradoState University- Pueblo � CaliforniaState University- East Bay �Drury Uni-versity � East Texas Baptist University�Full Sail University �Northern Michi-gan University � Oklahoma City Uni-versity � Pace University � The Collegeof Saint Rose � University of CentralFlorida � University of Houston � Uni-versity of Central Missouri. G T

The fair opened the doors of US universities to studentsand provided them an insight into diverse career options

Students enquire about career options at the fair

School Lounge

US University School Fair

AIS Noida

To bid farewell to winter and wel-come the spring season, the pri-mary wing of AIS Noida

participated in a carnival organised onFebruary 8, 2015 in the school premises.The bright sunny day marked with funand frolic, had students, parents andstaff in attendance. School principalRenu Singh and vice principal SomaMukherjee graced the day that signifiedzeal and enthusiasm. Fun filled games,scrumptious food, joy rides and usefulconsumer items kept the crowd en-gaged. A live DJ entertained the audi-ence throughout the day. The dayculminated with an exciting lucky drawthat saw 18 children walk away withprizes ranging from LED TV to house-hold items. G T

Carnival

AIS Vasundhara 6

Accompanied by their historyteacher, 16 budding historiansof Class IX and X, AIS Vasund-

hara 6, visited an exhibition themed‘India and the First World War – Com-memorating 100 years of Great War’.The exhibition, hosted by Indira GandhiNational Institute of Culture & Arts onFebruary 6, 2015, revived the memoryof Indian soldiers, who were deployed invarious European countries, fightingvaliantly for the prestige of their regi-ment and pride. The students wereamazed to see a replica of the VictoriaCross, the highest civilian honour givenby the British; paintings of Lord Hanu-

man, Lord Ganesha and GoddessSaraswati made by Indian soldiers on theprison walls in 1970 and a collection ofbuttons, badges, cigarette boxes, trum-pets, first aid kits, etc. Students found itdifficult to pin down their emotions on

the wish tree at the end of the exhibition.History teacher, Meena Negi, said thatthese trips connect the children with thepast, sensitise them about the sacrificesmade by the unsung heroes and teachthem to value their freedom. G T

Revisiting 100 years of WWI

AIS Vasundhara 1

In honour of our mother tongueHindi, AIS Vas 1 organised variousactivities like- ‘Kahani lekhan’,

‘Diary lekhan’, ‘Natya manchan’, ‘Vi-gyapan prastuti’, ‘Nukkad natak’,‘Muhavaro ka mook abhinay’,‘Samachaar vaachan’ and ‘Samoohgaan’. The activities organised though-out the year aimed at creating aware-ness, sensitising students and revivingthe spirit of the mother tongue. Theseactivities enhanced the writing skills,creativity and theatrical skills of stu-dents besides testing subject knowledgeand grammatical excellence. The year-long celebrations culmin ated with Ma-tribhasha Week from February 18-21,2015, during which various awards weregiven to the students by school princi-pal Valambal Balachandran.G T

Matribhasha week

AIS VKC Lucknow

Class X students of AIS VirajkhandLucknow participated in a career

testing and counselling activity, on Febr18, 2015. The activity was conducted byTaruna Barthwal, manager, AmityCareer Counselling and Guidance Cell.Dr Anurakti Mathur, assistant professor,Amity Institute of Psychology andAllied Sciences, Amity University,Noida. The session started with a shortintroduction about the guidance cell, andcareer choices that the students shouldopt for. The interactive sessioncomprised of parent orientation,psychometric test and one-to-onecounselling session held on March 24-

25. During the orientation session,parents asked innumerable questionsrelated to the challenges they face whilemaking career decisions for their child.The counsellors highlighted theimportant aspects that should beconsidered while opting for a career andemphasised that along with academics,extra-curricular activities andpersonality development also play animportant role in shaping a child’scareer. The psychometric test measuredthe students’ strengths and areas ofimprovement and provided them aninsight into the best suited career pathsfor them. The session concluded withthe encouraging words of vice principalMukta Banerjee.G T

Career counselling session

AIS Vasundhara 6

Class I students of AIS Vasundhara 6 presented a recitalon the wonders of space on February 6, 2015. As-tronomer Chandra Bhushan Devgan graced the occa-

sion as chief guest. Having worked on ‘Project Khoj’, he hasover 25 years of experience in observational astronomy, tele-scope making and astrophotography. His image of the lunareclipse was displayed as the ‘Astronomy picture of the day’ in2011 and was released as a special cover by the Indian postaldepartment during its philatelic exhibition. The students en-acted the phases of the Moon, wonders of the Milky Way, solarsystem, man’s first landing on the Moon, difference betweenstars and planets, sighting of the new planet UB2 and why

there can be life on Mars one day. The uniqueness of eachplanet- their size, colour and moons; Halley’s Comet, the won-ders of the Sun, etc were also discussed. The event concludedwith a rapid fire round in which students fielded questions tothe audience. G T

AIS VKC Lucknow

Class VIII student of AIS Virajk-hand Lucknow, Aditya Saxenaparticipated in the National

Cyber Olympiad (NCO) organised byScience Olympiad Foundation (SOF).He secured first position in school, 19thin the city, 128th in state and 342nd po-

sition across the nation. SOF is a non-profit organisation estab-lished by leading academicians, scien-tists and media personalities. NCO, aglobal search competition is conductedto identify and nurture cyber talentamongst the youngsters. The paper in-cluded a 50 questions to be answered in60 minutes, with each question carryingone mark and no negative marking forincorrect answers. The paper comprisedthree sections, Section-I (Mental Abil-ity)- 15 questions, Section-II (Logicaland Analytical Reasoning)- 15 questionsand Section-III (Computers and IT)- 20questions. Aditya thanked the school forproviding him the opportunity. G T

CyberOlympiad

Celestial odyssey

AIS Saket

Amity International School, Saketcelebrated Feb Fest on February8, 2015. The school grounds

turned into a fun fiesta as studentsdressed in their best attire, had a greattime. The food stalls and thrilling rideskept the visitors busy. A number of lead-ing eating joints had put up their stallsoffering lip-smacking fare throughoutthe day. Students came up with interesting gamestalls like miniature golf, latest PS2games and the ever favourite lucky dip.

The raffle prizes, for which everyonewaited with bated breath, were an-nounced in the presence of Ms DivyaChauhan, Chairperson, ASPA, ASFTand ASFA. G T

Feb Fest2015

AIS Vas 6 students at Indira Gandhi National Institute of Culture & Arts

The chief guest addressing the students

Students undertake the psychometric test

Winners with their mentors

Cyber champ Aditya Saxena

The crowd-pulling game stalls

Ms Chauhan (R) giving raffle prize

Run! PI on the prowlM

I-Careers

SSuuiittaabbllee ccaarreeeerrss ffoorr ppeeooppllee wwiitthh hhiigghh iinnttrraappeerrssoonnaalliinntteelllliiggeennccee:: Researchers, theorists, philosophersSSuuiittaabbllee ccaarreeeerrss ffoorr ppeeooppllee wwiitthh hhiigghh nnaattuurraalliissttiicciinntteelllliiggeennccee:: Scientist, naturalist, landscape architectBag Pack

THE GLOBAL TIMES | MONDAY, MARCH 30, 201512Variety

Bigg BossHe mesmerised us all with his deep baritone. But there ismore to what this iconic voice has to say Book title: Bigg Boss - 14 contestants, 180 days andSalman Bhai Synopsis: Inside scoops from the alreadycontroversial hit show will have enoughfodder for gossipmongers. The bookwill also offer Bigg Boss fans a peekinto things that Salman nevertold you before. Someimportant secretsabout the facebehind thatvoice will up themasala quotient ofthe book and perhapseven its MRP. You mayalso expect some sensa-tional news headlines.Lines from the book: “Idon’t even know why I startedmy show, in the first place. I meanwho lets a group of strangers justcome in his house and permit them toact in the way they do.”

Barney Stinson He who made the ‘suit’ officially casual. Meet the guy every-one loves from the show How I Met Your MotherBook title: Barney and his Chamber of Awesomeness Synopsis: Barney Stinson in his autobiography shows why heis the most popular TV character ever. Barney shares with usthe various off-screen adventures he had with all the charactersin the sitcom. Read the story behind those high fives as Bar-ney discusses ‘The Bro Code’ and ‘Playbook’ in detail. Lines from the book: “Seriously, these stupid Lily Marshalllove theories made me choke.”

Sheldon Cooper He is the guy who has an official patent on

“Bazinga!” Say hello to the clever guy fromThe Big Bang Theory!

Book title: Life and Times of SheldonCooper, PhD & ScD

Synopsis: Read about how thefamous Sheldon Cooper, PhD, ScD

took on the reins of theoreticalphysics and methis friends. Delve

into his experienceswith ‘mee-maw' and

get to see an exclusivepreview of his favouritelullaby, ‘Soft Kitty’. Thebook also includes a chapter

on the popular webseries 'Funwith Flags' and his latest world-

changing theories!Lines from the book: “Leonard is stu-

pid. But he really is the best friend onecan ever get.” G T

Got some clicks with GT while on the go? Get them featured!Send them to us at [email protected]

Samika Singh, AIS Saket, III A, flaunts her copy of GT at Disneyland,Hong Kong. Built across 123 acres, Disneyland HK, is the 13th most visitedtheme park in the world and imbibes the elements of the Chinese culture.

Daksh Chhokra, XII & Chinmaya Kaushik, XI, AIS Gur 43

“Modiji should not havebeen so leftist in Jammu& Kashmir,” says Mr

Chaddha, smugly slurping his tea (not tosay producing unignorable sounds!),“Ad nauseam too, at that. It does reducehis propaganda audience by… 46.7% isthe figure, I presume.” He casts a tri-umphant look at his wary audience, andcontinues to jhado-fy his knowledgewith another hundred. But our dearChaddhaji is not the only one. He is justone of the specimens of the rapidlygrowing clan we call ‘Pseudo-Intellec-tual’ aka PI. They’re not your everydayhipster, or even the plain, old book-worm, but an omnipresent, omnipotent,all-knowing entity circling our lives. Put simply, a pseudo-intellectual is orig-inally an average person who has theability to absorb information but unableto use it convincingly and so, definitelynot at par with a truly intelligent person.The erroneous ways of pseudo-intellec-tuals have given way to a certain gener-alisation. Here are 5 extremely simpleways to recognise this species and steerclear of them.

Born with a dictionary in my mouthTheir principal weapon is the dictionary-cum-thesaurus which they feel can helpthem boost their own unrealistic ego. A

PI will not only pepper a conversationwith his own, newly-invented, never-heard-of words, but will also expect youto ask its meaning. God forbid, if you do,be prepared for the Oh-let-me-explainthat-word-to-you look. Besides, it isn’trare for you to catch them annoyinglyand constantly refer to the words an-tidisestablishmentarianism or floccin-

aucinihilipilification, even if the subjectat hand is pneumonoultramicroscopioc-silicovolcanoconiosis.

The conversation hijackerNo matter what the topic of discussion,a PI will always chip in with his ownversion of it. He will not only hijack thewhole conversation, but also cleverly

steer it towards his own view. He willdrone on endlessly and happily ignorethe furtive glances you exchange withfriends. At this point, expect friends tomake an excuse to go to the washroom.

The accent fakerIt does not matter whether the point s/heis making has essence. As long as the ac-

cent is in place, it is fine by them. Thisaccent is neither British nor American,but probably newly acquired from an un-known school. A PI is so intenselygripped by the acccent mania, that eventhe matru bhasha isn’t spared; don’t besurprised if you’re asked about the vish-waaa-vidyaa-lyaa line. Just tell them it’son the same line as ‘Can-not’ Place.

Disagreement is my birthright He says no and some more no. And addssome more nos. A PI, after all, prefersbeing a nonconformist for the sake ofnonconformity. The irony here is that bynot conforming, he is actually conform-ing to the nonconformist movement andthus, is still a conformist. Given hisusual motivation to either impress ordominate peers, he is completely unin-terested in any knowledge that he can'tshow off.

My sources are invisiblePIs often use the tool of ‘misplaced’ or‘misinterpreted’ facts to appear objectiveand correct while flaunting their super-ficial knowledge. They blabber with ab-solute confidence the sources of factsand figures that they believe are mis-placed. While it may seem to you thatthe hard-hitting number they just quotedcomes straight from a Reuters report, thetruth is that it comes from their self-penned novel titled ‘My opinion, hence,my world’. G T

GT Travels to Disneyland

Meet PI aka Pseudo-Intellectuals, the new omniscient clan in town. They exist on the belief thatthey’re more intelligent than the rest of us. Here is a guide on how to spot and avoid them

What if popular TV characters cameto life one day and penned theirautobiographies! If these characters

that have caught our imagination make way toour bookshelves with their autobiographies,this is how they might read. Pranit Minocha,AIS Saket, X, explores...

The booknot written

Published and Printed by Mr R.R. Aiyar on behalf of Dr (Mrs) Amita Chauhan from E-26, Defence Colony, New Delhi 110024 and printedfrom HT Media Ltd, B-2, Sec 63, Noida (UP). Editor Ms Vira Sharma. � Edition: Vol 7, Issue 9 � RNI No. DELENG / 2009 / 30258. Both for free distribution and annual subscription of 800.

Opinions expressed in GT articles are of the writers and do not necessarily reflect those of the editors or publishers. While the editors do theirutmost to verify information published, they do not accept responsibility for its absolute accuracy. Published for the period March 30 -April 5, 2015Imaging: Pankaj Mallik, GT Network

Illustration: Ravinder Gusain, GT Network

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