APPLICATION LETTER

&
RESUME

1
 JOB APPLICATION LETTER

From
L.Dharaneetharan

S/O R.loganathan

Omalur

Salem

Tamil nadu-605576
To

The Project Manager,

TVS Private Limited Company,

Bangalore.

Respected Sir,

Subject: Application for the post of design Engineer.

I am a Mechanical Engineering Graduate with 1 year experience in BHEL, BANGALORE. I saw your advertisement for
the posting of design engineer In ”THE HINDU” and I would like to apply for the same.

I have completed my U.G. with 1st class and I have good communication skills with the capacity to lead a team. I am
enclosing my C.V. for your perusal. Anticipating your call for interview where I can improve my credential.

Thanking you,

Place: Yours Sincerely,

Date: (L..Dharaneetharan)

2
 RESUME

L.Dharaneetharan Phone No.: 9790071043

S/O R.loganathan Mail id:ldharaneetharan1999@gmail.com

Omalur

Salem

Tamil nadu-605576

CAREER OBJECTIVE:
To pursue a challenging career in a concern, utilize my skills for the growth of my organization,
which in turn provides an environment where ethics and talent resign supreme, leading to personal and
professional growth.

EDUCATION QUALIFICATION:

COURSE YEAR OF INSTITUTION UNIVERSITY/BOARD PERCENTAGE

PASSING
B.E 2014-2018 PAAVAI COLLEGE OF ANNA UNIVERSITY CGPA
(MECH) ENGINEERING, CHENNAI 7.8
NAMAKKAL.

HSC 2012-2014 Model School STATE BOARD 75%

Veerapandi TAMILNADU

SSLC 2011-2012 Model School STATE BOARD 81%

Veerapandi TAMILNADU

SOFTWARE KNOWLEDGE:

 C, C++
 Photo-shop
 word, power point
 Java

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FIELD OF INTEREST:

 DESIGNING
 MANUFACTURING TECHNOLOGY
 TESTING

Areas of Interest:-
 Networking

 Machine assembly

CO-CURRICULAR ACTIVITIES:

 Presented papers at Kongu Engineering college, Erode, and Karpagam College Of Engineering,
Coimbatore.

 Undergone a Workshop on Mobile robotics at ‘Indian Institute of Technology (IIT)’ During my

5th Semester in Chennai.

EXTRA-CURRICULAR ACTIVITIES:

 Undertaken a “Industrial Training in “Machine Assembling “at Coimbatore.

 Undertaken a in plan training “Casting and Forging” at Chennai.

PROJECT:

Title Highways Accident Identification System

Project Platform Windows 98

C++ Language and Micro Controller Assembly Language.

Certificate Courses:-

Successfully completed “INDUSTRIAL REAY ENGINEERING”.

Successfully completed “ADVANCE NETWORKING”.

Successfully completed ”TYPEWRITING IN ENGLISH”.

4
PERSONAL PROFILE:

Father’s Name : R.Loganathan

Father’s Occupation : Business

Mother’s Name : L.Rathi

Mother’s Occupation : House wife

Date of Birth : 20/01/1997

Age : 21

Gender : MALE

Nationality : INDIAN

Religion : Hindu

Hobbies : Reading Novels

Sports : Badminton

Language Known : Tamil, English

A NOTE ON ME :

I’m such a person who can adapt to work under any situation. I can mingle with people and can
perform well with a team and as such I do believe in the strengths of teamwork. I’m well versed with
computer and have the intention to upgrade myself to the latest in the fields.

If I am given an opportunity, I promise that I shall work hard sincerely and honestly and your best
satisfaction. I request you kindly to consider my application favourably to prove myself and oblige.

DECLARATION:

I do here by that the particulars furnished above are true and correct to the best of my knowledge

Place: Yours faithfully

Date : (L.Dharaneetharan)

5
TECHNICAL PRESENTATION

(SIX-STROKE ENGINE)

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 SIX - STROKE ENGINE

The term six-stroke engine has been applied to a number of alternative internal combustion
engine designs that attempt to improve on traditional two-stroke and four-stroke engines. Claimed
advantages may include increased fuel efficiency, reduced mechanical complexity and/or reduced
emissions. These engines can be divided into two groups based on the number of pistons that
contribute to the six strokes.

In the single-piston designs, the engine captures the heat lost from the four-stroke Otto cycle or Diesel
cycle and uses it to drive an additional power and exhaust stroke of the piston in the same cylinder in
an attempt to improve fuel-efficiency and/or assist with engine cooling. The pistons in this type of six-
stroke engine go up and down three times for each injection of fuel. These designs use either steam or
air as the working fluid for the additional power stroke.

The designs in which the six strokes are determined by the interactions between two pistons are more
diverse. The pistons may be opposed in a single cylinder or may reside in separate cylinders. Usually
one cylinder makes two strokes while the other makes four strokes giving six piston movements per
cycle.

The second piston may be used to replace the valve mechanism of a conventional engine, which may
reduce mechanical complexity and enable an increased compression ratio by eliminating hotspots that
would otherwise limit compression.

The second piston may also be used to increase the expansion ratio, decoupling it from the
compression ratio. Increasing the expansion ratio in this way can increase thermodynamic efficiency in
a similar manner to the Miller or Atkinson cycle

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Engine types

 Single-piston designs

These designs use a single piston per cylinder, like a conventional two- or four-stroke engine. A
secondary, non-detonating fluid is injected into the chamber, and the leftover heat from combustion
causes it to expand for a second power stroke followed by a second exhaust stroke.

Griffin six-stroke engine

The Kerr engine at the Anson Engine Museum

In 1883, the Bath-based engineer Samuel Griffin was an established maker of steam and gas engines.
He wished to produce an internal combustion engine, but without paying the licensing costs of the Otto
patents. His solution was to develop a "patent slide valve" and a single-acting six-stroke engine using
it. By 1886, Scottish steam locomotive maker Dick, Kerr & Co. saw a future in large oil engines and

8
licensed the Griffin patents. These were double-acting, tandem engines and sold under the name
"Kilmarnock". A major market for the Griffin engine was in electricity generation, where they
developed a reputation for happily running light for long periods, then suddenly being able to take up a
large demand for power. Their large heavy construction didn't suit them to mobile use, but they were
capable of burning heavier and cheaper grades of oil. The key principle of the "Griffin Simplex" was a
heated exhaust-jacketed external vapouriser, into which the fuel was sprayed. The temperature was
held around 550 °F (288 °C), sufficient to physically vapourise the oil but not to break it down
chemically. This fractional distillation supported the use of heavy oil fuels, the unusable tars and
asphalts separating out in the vapouriser. Hot-bulb ignition was used, which Griffin termed the
"catathermic igniter", a small isolated cavity connected to the combustion chamber. The spray injector
had an adjustable inner nozzle for the air supply, surrounded by an annular casing for the oil, both oil
and air entering at 20 psi (140 kPa) pressure, and being regulated by a governor. Griffin went out of
business in 1923. Only two known examples of a Griffin six-stroke engine survive. One is in the
Anson Engine Museum. The other was built in 1885 and for some years was in the Birmingham
Museum of Science and Technology, but in 2007 it returned to Bath and the Museum of Bath at Work

Dyer six-stroke engine

Leonard Dyer invented a six-stroke internal combustion water-injection engine in 1915, very similar to
Crower's design (see below). A dozen more similar patents have been issued since.

Dyer's six-stroke engine features:

 No cooling system required

 Improves a typical engine’s fuel consumption
 Requires a supply of pure water to act as the medium for the second power stroke.
 Extracts the additional power from the expansion of steam.
 Bajulaz six-stroke engine

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Bajulaz six-stroke engine

The Bajulaz six-stroke engine is similar to a regular combustion engine in design. There are, however,
modifications to the cylinder head, with two supplementary fixed-capacity chambers: a combustion
chamber and an air-preheating chamber above each cylinder. The combustion chamber receives a
charge of heated air from the cylinder; the injection of fuel begins an isochoric (constant-volume)
burn, which increases the thermal efficiency compared to a burn in the cylinder. The high pressure
achieved is then released into the cylinder to work the power or expansion stroke. Meanwhile, a
second chamber, which blankets the combustion chamber, has its air content heated to a high degree
by heat passing through the cylinder wall. This heated and pressurized air is then used to power an
additional stroke of the piston.

The claimed advantages of the engine include reduction in fuel consumption by at least 40%, two
expansion strokes in six strokes, multi-fuel usage capability, and a dramatic reduction in pollution.

The Bajulaz six-stroke engine was invented in 1989 by Roger Bajulaz of the Bajulaz S.A. company,
based in Geneva, Switzerland; it has U.S. Patent 4,809,511 and U.S. Patent 4,513,568.

The Bajulaz six-stroke engine features claimed are:

 Reduction in fuel consumption by at least 40%

 Two expansion (work) strokes in six strokes
 Multifuel, including liquefied petroleum gas
 Dramatic reduction in air pollution
 Costs comparable to those of a four-stroke engine
 Velozeta six-stroke engine

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Crower six-stroke engine

In a six-stroke engine prototyped in the United States by Bruce Crower, water is injected into the
cylinder after the exhaust stroke and is instantly turned to steam, which expands and forces the piston
down for an additional power stroke. Thus, waste heat that requires an air or water cooling system to
discharge in most engines is captured and put to use driving the piston. Crower estimated that his
design would reduce fuel consumption by 40% by generating the same power output at a lower
rotational speed. The weight associated with a cooling system could be eliminated, but that would be
balanced by a need for a water tank in addition to the normal fuel tank.

The Crower six-stroke engine was an experimental design that attracted media attention in 2006
because of an interview given by the 75-year-old American inventor, who has applied for a patent on
his design.That patent application was subsequently abandoned.

11
NON TECHNICAL PRESENTATION
(IMPACTS OF MEDIA)

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 IMPACTS OF MEDIA

The influence of mass media has an effect on many aspects of the human life. This can include: voting
a certain way, individual views and beliefs, or even false information that can skew a person's
knowledge of a specific topic. Media is an ever-changing field and is being critiqued now more than
ever by the general public. The overall influence of mass media has increased drastically over the
years, and will continue to do so as the media itself improves. Media influence is the actual force
exerted by a media message, resulting in either a change or reinforcement in audience or individual
beliefs.

Media effects are measurable effects that result from media influence or a media message. Whether
that media message has an effect on any of its audience members is contingent on many factors,
including audience demographics and psychological characteristics.

These effects can be positive or negative, abrupt or gradual, short-term or long-lasting. Not all effects
result in change: some media messages reinforce an existing belief. Researchers examine an audience
after media exposure for changes in cognition, belief systems, and attitudes, as well as emotional,
physiological and behavioral effects.

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There are several scholarly definitions of media. Bryant and Zillmann defined media effects as "the
social, cultural, and psychological impact of communicating via the mass media". Perse stated that
media effects researchers study "how to control, enhance, or mitigate the impact of the mass media on
individuals and society". Lang stated media effects researchers study "what types of content, in what
type of medium, affect which people, in what situations".

History

Media effects studies have undergone several phases, often corresponding to the development of mass
media technologies. From the early 20th century to the 1930s, developing mass media technologies,
such as radio and film, were credited with an almost irresistible power to mold an audience's beliefs,
cognition and behaviors according to the communicators' will. The basic assumption of strong media
effects theory was that audiences were passive and homogeneous. This assumption was not based on
empirical evidence but on assumptions of human nature. There were two main explanations for this
perception of mass media effects. First, mass broadcasting technologies were acquiring a widespread
audience, even among average households. People were astonished by the speed of information
dissemination, which may have clouded audience perception of any media effects. Secondly,
propaganda techniques were implemented during the war time by several governments as a powerful

14
tool for uniting their people. This propaganda exemplified strong-effect communication. Early media
effects research often focused on the power of this propaganda (e.g., Lasswell, 1927). Combing
through the technological and social environment, early media effects theories stated that the mass
media were all-powerful.

Representative theories:

Hypodermic needle model, or magic bullet theory: Considers the audience to be targets of an injection
or bullet of information fired from the pistol of mass media. The audience are unable to avoid or resist
the injection or bullets.

 Limited media effects phase

Starting in the 1930s, the second phase of media effects studies instituted the importance of empirical
research, while introducing the complex nature of media effects due to the idiosyncratic nature of
audience individuals.The Payne Fund studies, conducted in the United States during this period,
focused on the effect of media upon young people. Many other separate studies focused on persuasion
effects studies, or the possibilities and usage of planned persuasion in film and other media. Hovland et
al. (1949) conducted a series of experimental studies to evaluate the effects of using films to
indoctrinate American military recruits. Lazarsfeld (1

 Typology

The broad scope of media effects studies creates an organizational challenge. Organizing media effects
by their targeted audience type, either on an individual (micro-level) or an audience aggregate (macro-
level), is one effective method. Denis McQuail, a prominent communication theorist, organized effects
into a graph.

 Micro- versus macro-level media effects

Media effects studies target either an individual (micro-level) or an audience aggregate (macro-level).

15
  Micro-level

Theories that base their observations and conclusions on individual media users rather than on groups,
institutions, systems, or society at large.

Representative theories: Elaboration likelihood model, Social cognitive theory of mass

communication, Framing theory, Priming theory, etc.

On a micro-level, individuals can be affected six different ways.

 Cognitive This is the most apparent and measurable effect: includes any new information,
meaning or message acquired through media consumption. Cognitive effects extend past
knowledge acquisition: individuals can identify patterns, combine information sources and
infer information into new behaviors.
 Beliefs We cannot validate every single media message, yet we might choose to believe many
of the messages, even about events, people, places and ideas that we have never encountered
first-hand.
 Attitudes Media messages, regardless of intention, often trigger judgments or attitudes about
the presented topics.
 Affect Refers to any emotional effect, positive or negative, on an individual from media
exposure.
 Physiological Media content may trigger an automatic physical reaction, often manifested in
fight-or-flight response or dilated pupils.

 Behaviors Researchers measure an individual's obvious response and engagement with media
content, measuring any change or reinforcement in behaviours.

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Macro-level

Theories that base their observations and conclusions on large social groups, institutions, systems or
ideologies.

Representative theories: Knowledge gap theory, Risk communication, Public sphere theory in
Communication, etc.

McQuail's typology

Denis McQuail, a prominent communication theorist, organized effects into a graph according to the
media effect's intentionality (planned or unplanned) and time duration (short-term or long-term).

Micro-level media effects

The following are salient examples of media effects studies which examine media influence on
individuals.

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Third-person

Individuals often mistakenly believe that they are less susceptible to media effects than others. About
fifty percent of the members in a given sample are susceptible to the third-person effect,
underestimating their degree of influence. This can allow an individual to complain about media
effects without taking responsibility for their own possible effects. This is largely based on attribution
theory, where "the person tends to attribute his own reactions to the object world, and those of another,
when they differ from his own, to personal characteristics."Standley (1994) tested the third-person
effect and attribution theory, reporting people are more likely offer situational reasons for television's
effect upon themselves, while offering dispositional reasons for other members of an audience.

Priming

This is a concept derived from a network model of memory used in cognitive psychology. Information
is stored in this model as nodes, clustered with related nodes by associated pathways. If one node is
activated, nearby nodes are also activated. This is known as spreading activation. Priming occurs when
a node is activated, causing related nodes to stand by for possible activation. Both the intensity and
amount of elapsed time from the moment of activation determine the strength and duration of the
priming effect.

In media effects studies, priming describes how exposure to media can alter an individual's attitudes,
behaviors, or beliefs. Most media violence research, a popular area of discussion in media effects
studies, theorizes that exposure to violent acts may prime an individual to behave more aggressively
while the activation lingers.

Social learning

Miller and Dollard (1941) pioneered social learning theory by their findings that individuals do not
need to personally act out a behavior to learn it; they can learn from observation. Bandura (1977)
expanded upon this concept, stating that audiences can learn behaviors from observing fictitious
characters.

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Media violence

The effects of media violence upon individuals has many decades of research, starting as early as the
1920s. Children and adolescents, considered vulnerable media consumers, are often the target of these
studies. Most studies of media violence surround the media categories of television and video games.

The rise of the motion picture industry, coupled with advances in social sciences, spurred the famous
Payne Fund studies and others. Though the quality of the research has been called into question, one of
the findings suggested a direct role between movies depicting delinquent adolescents and delinquent
behaviors in adolescents. Wertham (1954) later suggested that comic books influenced children into
delinquent behaviors, provided false worldviews and lowered literacy in his book Seduction of the
Innocent. This research was too informal to reach a clear verdict, and a recent study suggests
information was misrepresented and even falsified, yet it led to public outcry resulting in many
discontinued comic magazines

 Television's ubiquity in the 1950s generated more concerns. Since then, studies have
hypothesized a number of effects.

 Behavioral effects include disinhibition, imitation and desensitization.

 Disinhibition, a theory that exposure to violent media may legitimize the use of violence, has
found support in many carefully controlled experiments. Men exposed to violent pornography
behave more aggressively towards women in certain circumstances.
 Imitation theory states individuals may learn violence from television characters. Bandura's
Bobo doll experiment, along with other research, seems to indicate correlation even when
controlling for individual differences.
 Desensitization refers to an individual's habituation to violence through exposure to violent
media content, resulting in real-life implications. Studies have covered both television and
video game violence Desensitization has become an issue with Hollywood adaptations in
regard to crimes. It is very easy for a movie to become caught up in making its films look

19
 artistic that they begin to make their audiences indifferent to the true horror that is taking place
on screen.
 Cognitive effects include an increased belief of potential violence in the real world from
watching violent media content, leading to anxiety about personal safety.

Macro-level media effects

The following are salient examples of media effects studies which examine media influence on an
audience aggregate.

Cultivation

Not all media effects are instantaneous or short-term. Gerbner (1969) created cultivation theory,
arguing that the media cultivates a "collective consciousness about elements of existence."[ If

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audiences are exposed to repetitive themes and storylines, over time, they may expect these themes
and storylines mirrored in real life.

Agenda setting in the news

There are two primary areas of media agenda-setting: (i) the media tells us the news and (ii) tells us
what to think about the news. Press coverage sends signals to audiences about the importance of
mentioned issues, while framing the news induces the unsuspecting viewer into a particular response.
Additionally, news that is not given press coverage often dissipates, not only because it lacks a

Framing

News outlets can influence public opinion by controlling variables in news presentation. News
gatherers curate facts to underscore a certain angle. Presentation method—such as time of broadcast,
extent of coverage and choice of news medium—can also frame the message; this can create, replace
or reinforce a certain viewpoint in an audience. Entman (2007) describes framing as "the process of
culling a few elements of perceived reality and assembling a narrative that highlights connections
among them to promote a particular interpretation." Not only does the media identify supposed "causes
of problems," it can "encourage moral judgments" and "promote favored policies."

One long-term implication of framing, if the media reports news with a consistent favorable slant, is
that it can lend a helping hand to certain overarching institutions of thought and related entities. It can
reinforce capitalism, patriarchy, heterosexism, individualism, consumerism, and white privilege. Some
theorize this bias may reinforce the political parties that espouse these thought paradigms, although
more empirical research is needed to substantiate these claims.

Media outlets contend that gatekeeping, or news filtering that may result in agenda-setting and
specifically framing, is inevitable. With a never-ending, near-limitless amount of information, filtering
will occur by default. Subcultures within news organizations determine the type of published content,
while editors and other news organization individuals filter messages to curate content for their target
audience.

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The rise of digital media, from blogs to social media, has significantly altered the media's gatekeeping
role. In addition to more gates, there are also more gatekeepers. Google and Facebook both cater
content to their users, filtering though thousands of search results and media postings to generate
content aligned with a user's preferences. In 2015, 63 percent of Facebook and Twitter users find news
on their feeds, up from 57% from the previous year.With some many "gates" or outlets, news spreads
without the aid of legacy media networks. In fact, users on social media can act as a check to the
media, calling attention to bias or inaccurate facts.There is also a symbiotic relationship between social
media users and the press: younger journalists use social media to track trending topics.

Legacy media outlets, along with newer online-only outlets, face enormous challenges. The
multiplicity of outlets combined with downsizing in the aftermath of the 2008 recession makes
reportage more hectic than ever. One study found that journalists write about 4.5 articles per day.
Public relations agencies play a growing role in news creation: "41 percent of press articles and 52
percent of broadcast news items contain PR materials which play an agenda-setting role or where PR
material makes up the bulk of the story." Stories are often rushed to publication and edited afterwards,
without "having passed through the full journalistic process." Still, audiences seek out quality
content—whichever outlet can fulfill this need may acquire the limited attention span of the modern
viewer.

Spiral of silence

Individuals are disinclined to share or amplify certain messages because of a fear of social isolation
and a willingness to self-censor. As applies to media effects studies, some individuals may silence
their opinions if the media does not validate their importance or viewpoint. This spiral of silence can
also apply to individuals in the media, who may refrain from publishing controversial media content.

Features of current studies

After entering the 21st century, the rapid development of the Internet and Web 2.0 technology is
greatly reforming media use patterns. Media effects studies also are more diverse and specified. After

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conducting a meta-analysis on micro-level media effects theories, Valkenburg, Peter & Walther (2016)
identified five main features

Selectivity of media use

There are two propositions of this selectivity paradigm: (a) among the constellation of messages
potentially attracting their attention, people only go to a limited portion of messages; (b) people are
only influenced by those messages they select (Klapper 1960, Rubin 2009. Researchers had noticed the
selectivity of media use decades ago, and considered it as a key factor limiting media effects. Later,
two theoretical perspectives, uses-and-gratifications (Katz et al. 1973, Rubin 2009) and selective
exposure theory (Knobloch-Westerwick 2015, Zillmann & Bryant 1988), had been developed based on
this assumption, and aimed to pinpoint the psychological and social factors guiding and filtering
audience's media selection. Generally, these theories put media user in the center of the media effect
process, and conceptualize media use as a mediator between antecedents and consequences of media
effects. In other words, users (with intention or not), develop their own media use effects.

Media properties as predictors

The inherent properties of media themselves are considered as predictors in media effects.

Modality: Media formats have been evolving ever since the very beginning, whether the modality is
text, auditory, visual or audiovisual is assumed to be affecting the selection and cognition of the users
when they are engaging in media use. Known for his aphorism of "The medium is the message,"
Marshall McLuhan (1964) is one of the best-known scholars who believe it is the modality rather than
the content of media that is affecting individuals and society.

Content properties: The majority of media effects studies still focus on the impact of content (e.g.,
violence, fearfulness, type of character, argument strength) on an audience. For example, Bandura's
(2009) social cognitive theory postulates that media depictions of rewarded behavior and attractive
media characters enhance the likelihood of media effects.

Structural properties: Besides of modality and content, structural properties such as special effects,
pace, visual surprises also play important roles in affecting audiences. By triggering the orienting
reflex to media, these properties may initiate selective exposure (Knobloch-Westerwick 2015).

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Media effects are indirect

After the all-power assumption of mass media was disproved by empirical evidence, the indirect path
of the media's effect on audiences has been widely accepted. An indirect effect indicates that an
independent variable (e.g., media use) affecting the dependent variables (e.g., outcomes of media use)
via one or more intervening (mediating) variables. The conceptualization of indirect media effects
urges us to pay attention to those intervening variables to better explain how and why media effects
occur. Besides, examining indirect effects can lead to a less biased estimation of effects sizes in
empirical research (Holbert & Stephenson 2003).In a model including mediating and moderating
variables, it is the combination of direct and indirect effects that makes up the total effect of an
independent variable on a dependent variable. Thus, "if an indirect effect does not receive proper
attention, the relationship between two variables of concern may not be fully considered" (Raykov &
Marcoulides 2012)

Media effects are conditional

In correspondence with the statement that media effect is the result of a combination of variables,
media effects can also be enhanced or reduced by individual difference and social context diversity.
Many media effects theories hypothesize conditional media effects, including uses-and-gratifications
theory (Rubin 2009), reinforcing spiral model (Slater 2007), the conditional model of political
communication effects (McLeod et al. 2009), the elaboration likelihood model (Petty & Cacioppo
1986).Take the elaboration likelihood model as an example: the variable of "need for cognition",
indicating users' tendency to enjoy effortful information processing, is considered as a moderator of
media effects on attitudes.

Media effects are transactional

Many theories assume reciprocal causal relationships between different variables, including
characteristics of media users, factors in environment, and outcomes of media (Bandura
2009).Transactional theories further support the selectivity paradigm (Feature 1), which assumes that
audience somehow shapes their own media effects by selectively engaging in media use; transactional
theories make an effort to explain how and why this occurs. Transactional media effects theories are
the most complex among the five features. There are three basic assumptions. First, communication

24
technologies (e.g., radio, television, internet) function as reciprocal mediators between information
producers and receivers. They engage in transactions through these technologies (Bauer 1964).
Second, the effect of media content are reciprocal between producers and receivers of media content.
They influence each other. Producers can be influenced by receivers because they learn from what the
audience needs and prefer (Webster 2009). Third, transactions can be distinguished as interpersonal.

However, these features are only limited within micro-level media effects studies, which are mostly
focused on short-term, immediate, individual effects. We look forward to more syntheses on macro-
level research.

Political importance of mass media and how mass media influence political
decisions

The images that media create and carry the weight of social responsibility and the right side of social
value. Audiences learn and conduct their political sights of view from reading, listening to the political
analysis and evaluation. The mass media are powerful guardians of proper political behavior because
audience tends to trust the press who should inform them about government wrongdoing and providing
proper suggestions. All of the mass media are politically important because of their potential to reach
large groups of audiences. However, the influence of each media varies depending on their
characteristics, ease of access and the quantity of the audience reached.[58] Print media, including
newspaper, article and news on internet webpage usually reach to those readers who are literate at
appropriate levels and understand the factual political environment. Electronic media especially
television broadcasts provide a greater sense of reality which sometimes provide more credibility than
others and stronger influence to the audiences. Moreover, large segments of the U.S. population have
limited reading skills, they usually find better understanding from conveying physical images,
conversation and interviews between people from electronic media. They are especially well suited to
attract viewers’ attention and arouse their emotions.

Since now it is the era of the Internet, the effect of Internet has extended every area. Politics is no
exception, the relationship between organization and public opinion has been influenced by new
media. New media includes online newspaper, blogs, social media and so on. More and more people
prefer new media than traditional media because of the less limitation of new media, such as time
limitation and space limitation. Most people have a cell phone or a computer. They can catch the news

25
anytime in anyplace. As a result, new media has a greater impact on people. Politicians also notice new
media is a more effective way to convey their message, and they use it to attract supporters.

26
READING COMPREHENSION
(I&II)

27
 READING COMPREHENSION

1) FREEDOM FIGHTER

Fire fighters are often asked to speak to school and community groups about the importance of fire
safety, particularly fire prevention and detection. Because smoke detection reduce the during a fire by
half, fire fighters often provide audiences with information on how to install these protective device in
their homes. Specifically, they tell these things: A smoke detector should be placed on each floor of a
home. While sleeping, people are in particularly danger of an emergent fire, and there must be a
detector outside each sleeping area. A good site for a detector would be a hallway that runs between
living space and bedrooms. Because of the dead-air space that might be missed by turbulent hot air
bouncing around above a fire, smoke detector should be installed either on the ceiling at least four
inches from the nearest wall, or high on a wall at least four, but no further than twelve, inches from the
ceiling. Detectors should not be mounted near windows, exterior doors or other places where drafts
might direct the smoke away from the unit, nor should they be placed in kitchens and garages, where
cooking and gas fumes are likely to cause false alarm.

QUESTIONS

1) Which organizational scheme does this list of instruction follows?

A. Hierarchical order.
B. Comparison constant.
C. Cause and effect.
D. Chronological order by topic.

2) What is the main focus of this passage?

A. How fire-fighters carry out their responsibilities
B. The proper installation of home smoke detectors
C. The detection of dead-air space on walls and ceilings
D. How smoke detectors prevent fires in homes

The passage implies that dead-air space is most likely found?

A. On a ceiling, between four and twelve inches from a wall.
B. Close to where a wall meets a ceiling.
C. Near an open window.

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D. In kitchens and garages.

3) The passages state that compared with people who do not have smoke detectors person who lives
in home with smoke detectors have a?
A. 50% better chance of surviving a fire.
B. 50% better change of preventing a fire
C. 75% better change detecting a hidden fire
D. 100% better change of not being injured in a fire

4) A smoke detector should NOT be installed near a window because

A. Outside fumes may trigger a falls alarm
B. A draft may create dead-air space
C. A draft may pull smoke away from detector.
D. Outside noise may muffle the sound of the detector.

2) NASA
During those barren winter, months with windows overlooking long-dead gardens, leafless trees and
lawns that seen to have an ashy look about them nothing soothes the jangled nerves more than the
vibrant green of planets surrounding the living space one’s home. People browse through garden stores
just to whiff of chlorophyll and to choose a plant or two to bring spring back into their winter-gray
leaves. Now there is even more of a need for the green, in light of reason articles warning as of the
hazards of chemicals that be, we introduce into our homes. Each time we bring clothes home from the
cleanser releases its own assortment of fumes. Some of the chemical are formaldehyde chlorine,
benzene, styrene, etc. Read the labs and many home products, the ingredients are not even listed!
During the winter, when those same windows shut tight, we breathe in these chemicals- causing
symptoms much like allergies. In fact most people probably dismiss the effect of these chemicals
simply as a flare of some allergy or other. The truth is that we are experiencing a syndrome that is
called Multiply Chemical Sensitivity. Now what has this hot to do with green plants? Everything
healthy! The research has been conducted with two types of plants that have actually removes much of
these harmful chemical from the air, the two plants that seen to be the best pet for riding once home of
such chemicals are ferns and palms. These plants releases moisture as part of photosynthesis and, as
they do, pull chemicals from the air into the leaves. Even NASA has conducted some green house
experiment for long-term space exploration. Within

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Hours, their plants (palms) had removed almost all traces of formaldehyde in the room. Both spices of
plants are ancient, dating back more than 100 million years. Another trait share they share is that they
bath live-long lives 100 years or more. This we expect from trees, but ferns and palms are plants;
plants that can grow to 65 feet in the proper setting! Even their individual leaves for one to two years
(ferns) and one to nine years (palms) perhaps it is their primal qualities that have contributed to their
ability to purify their environment.

QUESTION

1) What is the main idea of the passage?

A. Our homes are full contaminants
B. Our allergies are caused by chemical found in the homes
C. All planets release moisture in the home
D. Certain planets can purify the home of many harmful chemical

2) According to the passage when a few harmful chemicals combined, they can
A. Cause us to experience allergies
B. Cause a monumental task for home owners
C. Contribute to a syndrome called Multiple Chemical Sensitivity
D. Contribute to photosynthesis in plants

3) The passage indicates that research

A. Has only been contributed using specify plants
B. Has only been contacted by NASA
C. Has not identify the source of the chemical impurities
D. Has only benefited long term space exploration

4) The passage infers a relationship between the antiquity of ferns and palms and their ability to
A. Live long
B. Purify the air
C. Grow leaves that live long
D. React successfully in research experiments

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ERROR CORRECTION

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ERROR CORRECTION

1. Annie and her brothers (is, are) at school

Annie and her brothers are at school
2. Either my mother or my father (is, are) coming to the meeting
Either my mother or my father is coming to the meeting
3. The dog or the cats (is, are) outside
Dog or the cats are outside
4. Either my shoes or your coat (is, are) always on the floor
Either my shoes or your coat is always on the floor
5. George and Tamara (doesn’t, don’t) want to see that movie
George and Tamara don’t want to see that movie
6. Benito (doesn’t, don’t) known the answer
Benito doesn’t know the answer
7. One of my sisters (is, are) going on a trip to France
One of my sisters is going on a trip to France
8. A man with all birds (live, lives) on my street
A man with all birds lives on my street
9. The movie, including all the previews,(take, takes) about two hours to watch
The movie, including all the preview, takes about to watch
10. The players, as well as the captain, (want, wants) to win
The players, as well as the captain, want to win
11. Either answer (is, are) acceptable
Either answer is acceptable
12. Every one of those books (is, are) friction

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 Every one of those books is fiction
13. Nobody (know, knows) the trouble I’ve seen
Nobody knows the troubles I’ve seen
14. (Is, are) the news on at five or six?
Is the news on at five or six?
15. Mathematics (is, are) John’s favourite subject
Mathematics is John’s favourite subject
16. Eight dollars (is, are) the price of the movie these day
Eight dollars is the price of the movies these days

17. (Is, Are) the tweezers in this drawer?

Are the tweezers in this drawer?
18. Your pants (is, are) at the cleaner’s.
Your pants are at the cleaner’s
19. There (was, were) fifteen candies in that bag. Now there (is, are) only one left!
There were fifteen candies in that bag. Now there is only one left!
20. The committee (debates, debate) these questions carefully.
The committee debates these questions carefully.
21. The committee (leads lead) very different lives in private.
The committee lead very different lives in private.
22. The prime minister, together with his wife, (greets, greet) the press cordially.
The Prime Minister, together with his wife, greets the press cordially.
23. All the CDs, even the scratched one, (is, are) in this case.
All the CDs, even the scratched one, are in this case.
24. January and March (have//has) 31days.
January and March have 31 days.
25. He (Drive/drives) too quickly.
He drives too quickly.
26. The work have to be done on Monday.
The work has to be done on Monday.
27. The car an truck is in the back yard.
The car and truck are in the back yard.
28. Yesterday, after a party, we went home.
Yesterday, after the party, we won’t home.
29. The cake had egg flour and milk in it.

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 The cake has an egg flour and milk in it.
30. We are going to There house.
We are going to their house.
31. Tomorrow we will be going to Tom’s birthday party.
Tomorrow we will go to Tom’s birthday party.
32. Jim Rosarios husband is a nice man.
Jim Rosario’s is a nice man.
33. What time we gone go to the mall?
What time are we going to the mall?

34. My friends house is big red and expensive.

My friend’s house is big red and expensive.
35. She looked at him and said, “I will be back in five minutes!
She looked her at him and said, “I will be back in five minutes!”
36. The old car doesn’t need to Fixed.
The old car doesn’t need to be fixed.
37. What time it is?
What time is it?
38. Shell be coming soon don’t worry.
She’ll be coming soon don’t worry.
39. She likes dogs, but She Dot like cats.
She likes dogs, but she doesn’t like cats.
40. I just bought my sisters old house for too million dollars.
I just brought my sister’s old house for two millions dollars.
41. When I get home, I was make dinner.
When I get home, I will make dinner.

42. You know who dog this is?

Do you known whose dog is this?
43. When I get tired I take rest.
When I get tired, I take a rest. OR When I get Tired, I will take a break.
44. Sophia said, Get out of the rain?
Sophia said, “Get out of the rain!”
45. Once the train arrives we will be on Are way.
Once the train arrives, we will be on our way.

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46. Gas in Alaska is the cheapest gas in the entire world.
Gas in Alaska is the cheapest in the world.
47. When I turn forty five I would have been a coal mine for twenty two years.
When I turn forty five, I will have been a coal miner for twenty two years.
48. The cash are gave me two hundred and sixteen dollars sixty two cents.
The cashier gave me two hundred sixteen dollar and sixty two cents.
49. Please explain me how improve my English.
Please explain to me how to improve my English.
50. There is seven girls in the class.
There are seven girls in the class.

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