Most Comprehensive Textbook PPR wem eset) CBSE Code 417 In line with NEP. Class X o« eBooks COM ACs crea) cd Con erza ied VW epnerraed e+ Practice Papers Contessa Coie Life Skills Technical Skills Conceptual Skills Employability Skills Hands on and Experiential Learning Mini Projects. e+ Projects on: Data Analytics, Python Statistics, OpenCV, Classification, Predictive writing using NLP. e+ Scaffolding through case studies and interactive activities. e+ Suitable examples of common Python libraries. Interactive sessions & educational videos. supervised BR carnind numpy. ‘matplotlib: pandas niteFuture, now! ARTIFICIAL INTELLIGENCE with Life Skills ‘Technical Skills Conceptual Skills Employability Skills Concept by: Composed by: Contributed by: Designed by: Gagan Agarwal Dovid S. Gareema Balwani__Pushpender Sharma Founder & M.D. ‘CLDP MCA, PiteettSaini (25 yrs. experience in IT)CONTENTS I Part A: Employability Skills Unit 1: Communication Skills-II Various Methods of Communication Providingand Receiving Feedback Communication Barriersand Its Measures Principles of Effective Communication . Basic Writing Skills. weene Unit 2: Self-Management Skills - II 1. Stressand Its Effects., 20 Stress Management Techniques 2 3. Ability to Work Independently. 24 Unit 3: ICT Skills- 1. Operating System & Basic File or Folder Operations... Apply Basic Skills for careand Maintenance of Computer . Computer Security & Viruses... Unit 4; Entrepreneurial Skills - I 1. Characteristics ofan Entrepreneur. an 2. Roleand Significance ofan Entrepreneur. 42 3. Myths Related to Entrepreneurship. 43, 4, Entrepreneurshipas A Career Option. 44 Unit 5: Green Skills - II 1, Understanding Sustainable Development. 46 2. Importance of Sustainable Development. aT 3, Sustainable Development: Challenges and Solutions vim: AT Part Su ct Specific Skills Unit 1: Introduction to Artificial Intelligence Foundational Concepts of Artificial Intelligence Basics of Artificial Intelligence Applications of Artificial Intelligence .. Artificial Intelligence Ethics ONEoneene BREN veene Unit 2: Al Project Cycle AlProject Cycle: Problem Scoping 79 AlProjectCycle: Data Acquisition sn. _ : . 84 AlProjectCycle: Data Exploration 90 AlProjectCycle: Modelling & Evaluation 7 Unit 3: Python Programming Python Basics _— - . 110 Introduction to Tools for Al 127 ‘Working with Notebook Documents sum » 134 Python Listsand Tuples snasnn 141 Flow Control and Conditions 150 Python Modules and Packages 159 Unit 4; Data Science Introduction to Data Science 169 Applications of Data Science ss.mmm 177 AlProject Cycle Framework and Data Science 185 BasicStatistics, Data Exploration and Visualisation sn.m vm 194 Classification Model aD Unit 5: Computer Vision Introduction to Computer Vision 215 Introduction to OpenCV 226 Convolution and CNN 236 Unit 6; Natural Language Processing Introduction to Natural Language Processing 244 NLP: AI Project CYCIe sein How NLP Works? U Evaluation Model Evaluation ... Projects Unsolved Practice Paper Solved Practice PaperARTIFICIAL INTELLIGENCE (417) Class X No. of Hours Max. Marks UNITS for Theory and for Theory and Practical 100 Employability Skis Unit 1: Communication Ss 10 Unie 2: Sele Management Silt 10 = [onwa:tcrsunen 10 0 g | unica: entrepreneurial Skills-t1 15 Unit 5 Green Sls 08 Total 50 10 Subject specific Sills Marks Unit 1: Introduction to Artificial Intelligence (Al) Unie 2: Al Project Cyto Unit 3: Advance Python® sm [ (Tobe assessed in racials ony) & | Unie4:Datasciencer E [um . 40 Fa (*To be assessed in Practicals only) Unit 5: Computer Vision ("To be assessed in Practicals only) Unit 6 Natural Language Processing Unit 7: Braluation Total 40 Praca Work ‘Unit: Advance Python © nit a: Data Sience 8 > S [9 unis: compuer vison Practical Examination = 35 Viva Voce Total 35 Project Work/Field Visit © | Practical Fle Student Portfolio 5 15 2 [Vvavoce = ‘otal 15 GRAND TOTAL 200 100PART A: EMPLOYABILITY SKILLS (> varios Methods of Communication Inthe last class we learnt that communication is the very basic need of not only humans but all living beings. The 4 main elements of every communication process are Communicators (sender and receiver), the message communicated and themedium of communication. Letus seethe methods in which we communicate. Verbal Communication Verbal communication makes the 35% of our entire communication process. Rest 65% is non- verbal. Verbal communication is done using the language we know to communicate. Verbal communication occursin2 ways oralandwritten. ‘Thelanguage in verbal communication is denotative aswell as comnotative, Denotativeis the «general meaning of the word as defined in the dictionaries. Connotative meaning ofthe word is not its literal meaning but what it refers to. For example, lic is mad at me and Ile is mad about me,arecarryingtwo different meaningsofthe word mad. First mad means angry whilelatter madmeansiiking Ce ee Bs Oral communication has another mean that is telephonic conversation which needs certain specific skills such as greeting the person, listening skills, tone, volume and pace of voice, command over language, short, focused conversation and completing the conversationonapositivenote. Written communication is direct, to-the-point, concise (not too short or too long) and it generally does not carry connotational meanings ~ words mean what Sehure Thkmsdeceonmuniateewespsolcmnanioarbelargagced! | wen uo. sae its grammar, writing skills required as perthescenario. Sed Effective Verbal Communication ACTIVE LISTENING Active Listening: Oral communication demands listening attentively and_§ —————— sincerely. his directly helps us to understand the communicated message as desired. When we listen sincerely, we can ask correct questions for better understanding. Listening better minimizes the chance of misinterpreting the message and avoiding misunderstanding and conflict later. Clarity on the background and purpose of communication: For a smooth ‘and successful verbal communication, sender/ speaker and receiver/ listener should be clear on the agenda and purpose of the communication. They should share common understanding as to why the communication is taking place. This also ensures mutual understanding between the sender/ speaker and the receiver/ listener. What receiver/ listener needs to know is very important. Concise, clear and direct message: The speaker/ sender of the message should ensure that the message sent should avoid unnecessary details. It should be suitably short. It should be direct without complicated inferences. It should not leave any room for confusion for receiver/ listener.Language and vocabulary: Command over the language and choice of appropriate words that justify the context is very important. Both sender/ speaker and receiver/ listener should share common understanding of the language being used as medium of communication, So, itisimportant tokeep in mindcertainimportant pointsbefore communicating orrespondingtothemessage suchas: O Beprepared before communicating. © Anticipate responses for better communication. 2 Ensure that everyone involved in the communication processhas the background of what needs tobe discussed. 2 Avoid out-of-contextreferences, Activity ... Activity 1: Importance of context knowledge in communication Activity Conduction: Aska few students to speak forg minutes on an entirely strange and difficult topicabout which theyare notlikely toknow much. Debriefing: Debrief the students about the importance of knowledge and background awareness of the context of communication. Activity 2: Oral vs Written Communication Activity Conduction: Think ofa opiclike Reminder for upcoming practiceexam. Ask2 students how will they announce this reminder going into each class room? Let others observe when they stand up and speak to show how they would do it. Then ask the students to write the same reminder or notification as a formal noteto berotated inall the classes, Debriefing: Ask the students about their observation about two kinds of communication — oral and written. Discuss the comparison ofboth with the students. Non-Verbal Communication ‘Non-verbal communication occurs along with non-written verbal communication (oral, telephonic, video meeting) and greatly affects the verbal communication. Verbal communication refers to what is said while non-verbal ‘communication ishow ithas been said. The factors that constitute non-verbal communication are in general referred to asbody language that includes our posture, gestures, expressions, toneand quality of voice, and ourmovementscte. Body Language ‘The factors that constitute non-verbal communication are in general referred to as body language. They are discussed below: Voice or Paralinguistics: Unknowingly or subconsciously our voice affects our communication negatively or positively. Our emotions govern the tone of our voice. Our accent (the way we speak) determines the clarity of what we speak. Pitch, speed (pace), pauses and intonation determine how sincerely we are involved in the communication and howwedevelopaconnection with the other people. Eye contact: Eyes are the window to the soul - we have heard this often. Eye contact reflects sincerity or lack of it. Direct, frank eye contact reflects confidence, truth and sincerity. Eye contact engages others in your conversation. Looking away reflects insincerity, falsehood and carelessness, Posture and Gestures (Kinesies): The way we sit, stand and walk tells others about our mood, attitude and interest. Erect stance reflects confidence. If you are really interested, you will Iean in the direction of the person speaking. Looking away, changing posture quite often, leaning away - this, all indicates your disinterest in the conversation. Gestures that we do subconsciously give us away. Pointing finger seems aggressive. Fidgeting (making small movements with fingers or feet) shows disinterest or getting bored. Shoulder shrug seems careless or aloof. Folded arms mean defensive or disagreeing. Sitting slump shows lack of interest. Gazing into space reflects total lack of attention and interest, Relaxed, straight posture, attentive eye contact, sincere nod with the face, sitting with open hands, straight shoulders are signs of positive postures and gestures. Facial Expressions: Frown, grimace, tense facial muscle, sad eyes, lack of smile are some negative facial expressions. Suitable smile, understanding, sincere eyes, composed and calm face make for positive facial expression and encourage people to connect with you subconsciously. Physical space or Proxemics: We make use of an invisible boundary of space around us while communicating, ‘The span of this space varies from culture to culture. Approximately 7 inches from us is intimate zone meant for rTpeople who are really close to us like spouses or mothers and their infant child. Up to 1 meter is friend zone that we maintain in public gatherings. Up to 12 feet is Social zone and Audience zone. Breaching or moving into these spaces makes the person uncomfortable. Being respectful to other people's personal space creates a good impression and people open with you quickly. Reverse of this leads to people becoming wary of you and become less receptive of what you must communicate. Activity -.. Activity 1: Nothing Emotional About Thi: ‘The Activity: Ask 2 students to participate in this activity. Ask the first participant to speak about his/ her hobby for a few minutes without smiling or showing any emotions or expressions and a plain voice. Then ask the second participant to do so in a natural way. Debriefing: Discuss with class what did they observe in the two speeches. Which one was interesting and why? Activity 2: OurSchool and Proxemics Askthe students to comeup and share their observation about sense of space or kinesics in various places of school. ‘Touch or Hapties: Friends touch each other casually in a way which is different from formal, Formal touches are very few such as, handshake and pat on the shoulder or back or on the side of upper arm. Firm handshake reflects confidence and positive energy. Loose, clumsy handshake is called dead-fish handshake reflects lack of confidence and disrespect. Touch plays major role in certain fields like sports and performing arts like theatre, dance and acting. Affeetionate hug by mother or friend, a casual peck on the cheek, friendly pat on the back, high-fiveete.are examplesoftouch. Other Factors of Non-Verbal Communication Besides body language, there are certain other influences of non-verbal communication which work upon our verbal communication. These are punctuality or Chronemies i.e. sense of time or respecting, others’ time. Chromatics or sense of colours across various cultures like white denotes peace and love in most of the cultures. Our emotions, sense of smell also affect our communication and body language. Our silence too reflects our state of mind, mood and attitude. We go silent when we are really miffed at something or someone. Silence strongly conveys certain emotions like do-not-care, anger, giving up in a particular situation, surrender or unwanted acceptance. Visual communication om vy & Visual communication involves visual symbols, pictures, graphics, signs and charts ete. Trafic (&)@ MELE SS signs and publicsignsarethemost common examplesofthis.Somectherinstancesare: Yourteacheroftenuses visual aidsto explain certain concepts. Use of presentation software with graphics and charts duringa meeting, hese Signs in the hospitals, o% cy ge ®, reonsandoymbelsinmediaand on computer socal latfomsandothor we sites Jeon ays gisend emoticons insmartphones ae Symbols onitportsalwaytatons hotels restaurant, petrol pumps, banks eschoos Companglapostademarksandsigns ooo0000 Asyou can figure out from these examples, visual communication is instant, specific, clear and with zero ambiguity. Visual symbols support what we communicate such as teaching learning aids support the explanation of the concept and help in learning, visual presentation conveys more content clearly and saves a lot of time, people follow visual communication easily, quickly and with least chance of misinterpretation, It serves the purpose of a quick, brief ‘message to be communicated. For example, school ahead, left turn, do not smoke ete. Visual communication engages our interest easily and quickly. The creativity of symbols, charts and graphics make the communication interestingand break the monotony of speech and written word. However, visual communication hasits imitation in that: 2 Ithasitsusefulness up tosome extent, © Iteannot replace the content of speech and written word completely.O Itplayssupportingrolein communicating ourideas. 2 Symbols which arenot accepted as standard are difficult to understand or may be misinterpreted, like, everyone knows that red light means stop and wait while an insignia of a company or a vehicle might be difficult to understand and remember. 2\8.| 2) Al A ee 42 |e EXERCISE Answer the following questions in brief: ‘Whatdoyou mean by oral communication? Listthe things we should keep in mind while communicating orally. How does body language influence our communication positively? How does body language influence our communication negatively? Explain therole of non-verbal communication in our day to communication. ‘Whatare the importance and limitations of visual communication? Listthe meaning of any 10 signsand symbols you haveseen aroundin publicplaces, (> Proving and Receiving Feeaack Feedback in Communication Cycle ‘Wehave already learnt about communication process and its elements. Let ushavea quicklookat them again. Sender: Primary source of originating information or idea is sender. This could be an individual or a group which conveys their message across to theintended receiver. ‘Message: Theactual content communicated by the senderis the message. Encoding: The way message is communicated to the receiver is called encoding. Encoding relies on 3 key features: Clear, Complete and Correct. A message encoded in simplest of the form, covering all details and correct information is considered asa well encoded message. Communication Channel: The medium of communication is called communication channel, It could be as simple as two individuals conversing with each other in person or as advanced as two groups interacting across the globe through a sophisticated communication technology like video conferencing. Receiver: Individual or party that receives the sent message is called receiver of the message. Receivers supposed to decode thereceived message. Decoding: Interpretation of the received message and deriving the intent of the messageis called decoding. It directly depends upon how well the message has been encaded earlier by thesender. SOFeedback: Response to the received message is called feedback. Ifthe response is as desired that means receiver has decoded the message correctly and responded accordingly otherwise there could be a need of resending the message with better encoding. Response from the receiver tells the sender if his/ her message has been understood as desired and accordingly sender gives the response next, Similarly, receiver also observes how his/ her response has been received. This process ‘goes on until the communication cyeleends. Meaning and Importance of Feedback In addition to the dynamic feedback that helps in progression of a communication eyele there is another kind of feedback which makes a major and formal part of communication. This kind of feedback is different from that used in ‘communication eyele. ‘The feedback that is given to people has one common purpose an that is to help the person improve his/her performance, productivity or output. Some examples of providing feedbackare: Teachers discuss student's performance with his/ her parents in school meeting, Teamlead giving feedback to the team mateabout what went wrong, what could have been better and what went well © Coach feeding the players backon the observations he madeafter watching their gamein the previous match, Employer giving feedback to theemployee and establishing expectations of the company and howemployeecan contributeinit. Parentsadvising children about prosand cons of something out of their experience. Incertain cases, feedbackis collected to gauge the understanding ofthe listener. For example Teacher asking specific (to a particular student) and broadcast (open toall) questions after explaininga concept intheclassroom to gauge the understanding of thestudents. Arestaurant floor manager gathering experience of theguestsafter the dinner. Views ofall the participants are collected ina review meeting abouta new product. ATV channel collecting viewers’ feedback through SMS about their channel content. Adoctor enquiring with the patient asking specific questions to decide further course of treatment. Anarmy commander asking the troops ~ “Koi Shaq?” (Any doubts?) after briefing them about the mission they are going toembark upon. So, what do youmean by feedback? A feedback completes the communication cycle, Feedback also helps communicators adapt to the changes in communication. Feedback helps communicators devise their next response and ensure that actual purpose of ‘communication is met. Feedback brings about the fruitful end of the communication, Feedback enriches the quality of ‘communication, productivity ofthe peopleand creates conducive environment for performance and achieving the goals. Some characteristies ofa good feedback are: O Feedback should be multi-dimensional. It should give enough data to the person receiving the feedback so that he may understand it correctly. For example, teacher gives different feedback through class tests and preparation exams. O Feedback should be non-cvlusttive. It should not tell how person has been compared or judged. It should simply tell what the candidate should do to do even better. For example, teacher does not compare one student with the other. Allareindividually performing according totheir capacity. © Feedback should be supportive, Recipient of the feedback should not feel criticized and bad about it. For example, a coach tells the player exactly how to deliver a service or makea throw or kick the ball orfinish therun corwhat todoto build stamina. © Feedback should be consistent. Feedback should be related to the details concerning candidate's performance. It should not be out of context. If multiple feedbacks are given then they should not contradict each other. For example, current feedback is related with the previous feedback and previous performance so thata progress canbe evaluated. 2 Feedback should be constructive. They should help the candidate feel confident and determined to do even better instead of fecling disheartened or discouraged. Teacher encourages you and motivates you to do better and gives youcertain helping tips. oS ooo eo000O Feedback should be timely. Timely feedback helps candidate correct the performance timely and with lesser efforts. For example, teacher gives you the feedback right after the test or coach does not wait for ten more ‘matches before giving the feedback on the first game ofthe player. 2 Feedback should be specific, It should not mix details and data of any other related performance or activity. Forexample, feedback is given in very short, precise sentences or even phrases. Itis not unnecessarily elaborate likeastory.Itis clear, preciseand compact. Descriptive Feedback - Oral and Written © Incertain cases, there is a mechanism of descriptive feedback which is a detailed exercise to train and improve the candidate or participant. This feedback is not very frequent but they are given at certain important time intervals. Descriptive feedback is the result of keen, objective observation and evaluation. For example, your teacher gives your feedback on you performance in the previous test so that you do better in you exams. The purpose of the feedback is to help the individual improve on what he/ she has already been doing. Hence, providing feedbackis avery sensitive and delicate job. Itshould not sound like criticism or accusation, Tips for Providing Feedback First emphasise on positive feedback. Feedback should be aboutbehaviour andattitude not the personality. Present the negatives tactfully and suggestions for improvement. Donotmake personal comments. Provide olution to each negative finding. For detailed feedback, chosea calm, closed place where no one should disturb. Receive the response to feedback with an open mind. eo000000 Tips for Receiving Feedback Donotinterruptthe feedback giver. Listento the feedbackattentively,ifpossiblemake quick notes forlaterreference. Keep positive body language - posture, eye contact, facial expressions and voice. Understand that purpose of feedbackis not criticism buthelp infurtherimprovement. Beself-awareand in self-control emotional intelligence). Do notlet emotions spoilthe process. Askshort, specific questions ifyou have doubtin understandingsome thing needed and possible, ask time to prepare for your response, Non-specific and Specific feedback Feedbacks are given in two modes: non-specific or general and specific feedback. General feedback is given at short terms or durations for quicker improvements. General feedback is also given to a group of candidates instead of {individual (this could be done for specific feedback too sometimes). General feedback covers only the details which help youin improving and adapting quickly to whatis required to perform better. For example, sports teacher says: Youneed to practice a litle more about your backhand. Here, teacher has not specifically told you what is wrong with your backhand (when bal or shuttle comes tthe hand with which youare notholdingthe bat or racket) but feedback told you toplaymoreshotsatbackhand Specific feedback is usually given to an individual ora small group of eandidates. It specifies the information in detail and provides solutions for improvement. Specific feedback is suggestive also, that means, with the feedback you get the advise and suggestion to eliminate the problem and improve better. For example, teacher says: Bring your hand a little down with wrist bent upwards while playing backhand. Here, with the problem, a solution is provided too. Another ‘exampleiswhen teacher says: /you revise theanswer sheet before submitting, youcansecure atleast 10 more marks. Activity... Give and receive feedback: A few students should prepare and present atopic in classroom for 5 minutes. Rest of the elas wil note down thelr observations to provide some postive and negative feedback to th speaker afer presentation, Stadents mast use Une eedback giving skills dng so, Teacher must intervene where er Fequred, Presenter must show feedback receiving skills and questions to the feedback givers to clarify any doubts. Debriefing: After the above activity, teacher wil again renfore about feedback giving and taking Skil as well as how the seiiy went SO eoo0000EXERCISE Answer the following questionsin brief: 1, Whatis therole of feedback in communication cycle? 2. Howshould we perform feedback gathering during communication cycle? 3. List 4examples of providing feedback. 4, Listtheadvantages of feedbackin brief. 5. List 4majorskills of giving and receiving feedback. 6. Whatisthe basic difference between specific and general feedback? Wehavelearnt about barriers to effective communication earlier. To quickly summarise it, etus doashort recap. There are several factorsthat constantly function as barriers for better communication. Physical conditions constitute the environment of communication, Hot or cold room, bad seating, poor light, defective communication medium, slow speed of internet while interacting online are environmental barriers in ‘communication. These can be anticipated and taken care of in most of the cases. Noise, distractions of any sort, distance, undesired turn of events during the communication process are situational barriers which are sometimes difficult to anticipate and need to be handled deftly as they occur. ‘We tend to jump to conclusions. Mind wanders while listening. Emotional state, patience level, temperament, liking and disliking of the communicators are some barriers in effective listening. Unprejudiced, fair and attentive listeningisa skill that can be developed slowly for successful receiving and decoding of the message. ‘The parties or groups involved in the process of communication may exhibit following behavioural or personal tails which actas barriers to effective communication: © Behaviour duetoage difference, attitude, gender, cultural difference, professional and social differences ete. How proficient are the sender and receiverin the language in which communication isbeingdone? © Ailments, disappointments due to some other reasons, personal grudges against people, hidden intentions, hostileagendas, Where Do Communication Barriers Come From? ‘Nomatter what kind of communication is taking place, there are always certain barriers which arise. Let us understand thereasons that cause these barriers. Language: Not using simple, non-ambiguous, clear and relevant language. Think of a doctor briefing a patient in pure ‘medical terms or a lawyer doing so in legal terms with his client? Why do we need teachers when we have books already? ‘Teacher explains the concepts in simple manner so that when you read the book, you understand what is written. Inappropriate emotions: Think of explaining your point to your angry friend. Would he/ or she understand? No. He/she is not in the state of mind to understand reason so wiat for the things to calm down. Lack of attention: We get distracted easily. As a listener it is our duty to listen to what is being told attentively. Do you remember a instance where you were distracted by something happening outside the window of your classroom ‘and could not get what teacher had been saying? Perceptions and prejudice: The image and impression of the other person makes us prejudiced towards him and ‘we judge according to it what he/ she says. If we think that the other person is dishonest or liar, we shall not trust what he/she says, Prejudice towards race, religion, region, gender, age and castes are greatest barriers of ‘communication and should be avoided. Physical challenges: Disability in hearing or challenge in speech are physical condition barriers. Body language and non-verbal cues: Many times we avoid or misinterpret posture, gesture, expressions and voice intonations. A person looking dull may be ill or not well but still be interested in what you have to say. A person giving cold handshake may still be prepared for meeting and confident. Cultural and language differences: Difference in accent, pronunciations, customs, use of idioms and phrases, use of figures of speech and differences in body language create barriers in encoding and decoding the messages during ‘communication. rer nine PmOver expectations: Sometimes we expect more than what is required from the communicator. If teacher says ‘Tomorrow we will have litle fun, then we expect that he/ she will not teach tomorrow while actually he/ she planned to do an interesting activity to teach a new concept. ‘Noise: This refers to the physical noise as well as any reason that creates difficulty in getting the message clearly such. as bad handwriting, incomplete message, difficult language or vocabulary, poor telephone connection, misprints, torn or old papers bad internet connection ete. Physical barriers: Distance, location and physical setup of the place where communication is taking place make ‘communication difficult. Sometimes teacher needs to shout at the din created by the students in the class. In a big hall, it becomes difficult sometimes for the audience sitting at the back to hear what is said by the speaker. Overcoming Barriers to Communication Ifyou understand the reasons that eause communication barriers, you can easily overcome them. Let us see how wean, ‘overcome communication barriers: Be prepared always: Every performance needs preparation and practice. Effective communication is no less than a performance and you need to be very clear what should be discussed about. All participants of a communication cycle need to be clear on the agenda and objectives of communication. Lack of preparation leads to misinterpretations, misunderstandings, lack of self-confidence and incomplete messages. Language competency and usage: Communicate in clear and simple language. With suitable language we connect with others easily and people understand us easily. This builds better trust among people and the environment of ‘communication becomes comfortable and conducive for successful communication, Right mood, attitude and behaviour: Every kind of communication requires a particular mood and attitude. Our emotions should not spoil the communication process. We should show emotional intelligence during communication and avoid being too emotional or showing negative attitude. Think of an attentive class. It will always be more receptive of what teacher is explaining than a class which is not ready to listen. Drop prejudices and assumptions: Do not let earlier impressions and unnecessary assumption affect the ‘communication. Come above the differences of caste, region, religion, gender and age while communicating. Careful handling of cultural differences: While communicating with the people from different culture, country or region, if possible, do some homework on their customs and general etiquettes before beginning with the communication. Be very polite and humble. Respect and humility are the major qualities people seek in such scenarios. Knowledge of local customs and preferences help a lot in cross-cultural communication. Handling physical challenges: Be wary of the physical conditions of the participants like challenges in hearing and speaking. This also needs careful and polite handling. Make good use of your speaking skills, suitable pauses and clear pronunciation of keywords. Pace of the speech and volume can be adjusted according to the need of the receiver. Show patience to such participants, Setting up expectations and agenda: Before starting with the communication, establish the reason and purpose ‘of communication so that people should not aver or under expect. Doing this helps in smooth communication and ‘easy understanding of the messages exchanged. For example, teacher lets us know the learning outcomes of the topic to be learnt so that we know what we are going to achieve after the topic is over. Body Language: While observing the body language of others, take care of your own body language too. Is you posture right as you sit, walk or stand? Is your eye contact reflecting confidence? Are you expressions complimenting your speech? Are your gestures polite, confident, open, comforting, supporting or going against what you are ‘speaking? Is your voice commanding, too demanding, too polite, rude, reflecting lack of confidence, too loud? Overall, your body should not betray what you communicate, Condition and use of medium of communication: Ensure that communication medium is suitable and works well. In oral, in-person communication there should not be distraction and audible noise. In other kind of ‘communications the equipment, connection medium, technology, and network should work as desired otherwise they spoil the purpose of communication. Activity Activity 1: Language as Communication Barrier Prepareattopicso that you presentusing toughest and rarest of keywords, terms and examples. After explaining, askthe students ifthey have understood it, Those who have not, ask them the reason, Then explain the same topic ina simple language. Ask the difference and elaborate on the importance of language in communication. Activity 2: Unpreparedness as Communication Barrier Display on the boardeertain tasksttobe doneby the students, Keep the details ofthe tasks incomplete or missing Let the students come up with natural questions to understand the tasks. Later explain them drawbacks of unprepared communieation and importanceof asking questions. rTEXERCISE Answer the following questionsin brief: Isittruethatevery communication mayhave certain barriers? How? How do communication barriers adversely affect communication cycle? List certain major communication barriersin day today communication. List major ways to overcome common communication barriers. List some day-to-day real life communication barriers youhave observed, How does body language pose barriersin communication? How can wetake care oft? agheee oO) rinciples of Effective Communication Effective Communication Ability to express ideas in the most effective way to bring out desired results is the core of communication skills. Effective communication promotes understanding, aids in decision making and developing good relationships with others. Do the following for effective communication: Acommunication code is mutually agreed. How and in which manner the communication should proceed is, very much important. The language, environment and mode of communication also constitute the code of communication. When themessageis encoded well. Clear, complete and correct messageisthestrength of communication ‘This ensures right intention and purpose of the messageis communicated. 2 Receiver of the message is responsible for how well message is being received and interpreted. Better listening, suitable attention, understanding of the purpose of the communication and a considerate temperament are the keys to correctly decode the messageand avoid jumping to conclusions or falling prey to misinterpretations. 2 How suitable is receiver's response to the communicated message? This decides further progress of successful communication. Characteristics of Effective Communication ‘Communication should beclearin content and purpose. Communication should be complete with least seope of questions. Communication should be based on right facts and should not bevague, Written communication should be concise and to-the-point. Good communication develops relationships, promotes confidence and creates goodwill Effective communication leads to desired output and achievements. Effective communication establishes responsibility and accountability. Itprovides right kind of persuasion, guidanceand consultation, eo0000000 7 €s of Effective Communication In the vast sea of wisdom about communication let us find out the pearls of 7 Cs of effectively communication. An effectively communicated idea or messagehas following qualities: Complete Message (avoids confusion, ensures desired response) ‘What could happen if communication isincomplete? How do you determine that messageis complete? Itsounds difficult but, infact, its fairly simple. Ifyou can answer following questions regarding your message, you will never encodean incomplete message: Who this messageis meantforand whoallwillbeaffectedbyit? __- Recipients/audience What exactly do youneed to convey through your message? ~Agenda or objectives ‘Whenis the right timeto communicate the message? -Timeandduration Where arethe participants of this communication cycle? - Location andavailability Why do youneed todo this communication? -Purpose Howareyougoingtocommunicate? -Method 9Concise Message (saves time, promotes understanding) Concise means to-the-point, appropriately sized. Depending on the kind of communication, the duration and contents, of the messages need to be determined. A too long message leads to confusion and misunderstanding. A too short message leaves doubtsand questions, Concise message contains necessary and relevant information. Considerate Message (promotes good relationships, develops good rapport) Consideration is an important quality for a good communicator. Keep the recipient of the message in mind when you ‘communicate. When we convey a message to someone, wekeep the kind of person and audience in mind. Your message should be encoded in sucha way that it meets the requirements oftherecipient, Clear Message (promotes understanding, avoids repeat messaging) Aclear message has simple language and it avoids ambiguous, confusing terms. Sentences are short and simple. Facts are informed in a language easily understood by all. If there are instructions, they are in right logical order. A clear message leaves less room for doubts and any questions to be asked, Conerete Message (prevent misinterpretations, promotes clarity) Aconerete message mentions expected outeomes of the communication. Concrete message focuses on the central idea and purpose of the communication and avoids unnecessary details to prevent distractions. Courteous Message (develops good relationships, promotes mutual benefits) Regard and respect for others is the inherent quality of being a human. Politeness, humility, regard and respect in ‘communication promote healthy relationships and mutually beneficial outcomes. A courteous message many times wins overthe situation and leaves a lasting good impression on the recipients. Correct Message (promotes trust, enrichesrelationships) All the above Cs fail if message is incorrect. Incorrect message is considered as a lie told and may lead to serious implications. In personal life it leads to misunderstandings and mistrust. In professional lives it may lead to lawsuits and loss of goodwill and business. Before communicating, check the facts. Confirm the data before sending it across. Ifa ‘message is conveyed incorrectly and you discover it later, your immediate corrective action should be to broadcast an. apology to all and place the correct message. In first place, this should be avoided by ensuring that correct message is being communicated. Activity... Group discussion on Qualities ofa good communicator. After discussing the 7 Cs of effective communication with the students, create groups of 4-5 students and let them. discuss the above topic. Later the group leader should present the main facts and findings of the discussion. Teacher must play therole ofthe facilitatorin this activity. EXERCISE Identify the types of phrasein the following paragraph: Lata was pleasantly surprised on meeting her friend Anu at the airport. Anu had been sitting in the waiting lounge when Lata spotted her. They both shared a lot of experiences of their exciting lives after marriage. Anu said that time flied very fast. They boarded the same flight bound to Mumbai. (D)sasie Writing Skills Verbal communication in written form is one of the most effective ways to convey your message. Written communication requires time to shape your message before sending. This makes written communication formal in nature. Writing messages needs care since they can be used as evidence andare the proof of any commitments we make, Aneeffective written communication needs suitable vocabulary, suitable sequence of ideas, right flow of language and cohesion in overall message. Basic writing skills can be developed by working on a basic idea first. The command on the language of communication isamust. Ifitisnotthere, wemustlearnit. SSBasiewritingskillsinvolve ability to: Understand and use basic grammar. Describe people, situations, experiences, weather, incidents ete. Framing simple, short sentences. Expressing feelings, ideas, likes, dislikesetc. Beginning or opening the piece of writing, Ending or concluding the piece of writing, eoo000 Phrase Asset of words that indicates some object or action but does not makes complete sense is called a phrase whilea group of words that makes complete senseis called asentence. Aphraseisapartofasentence. For example: Phrase:ared bicycle Sentence: Lataisridingared bicycle. Phrase: issitting Sentence: The monkeyissitting onthetree. Phrase:hascomposed _ Sentence: Ritahascomposed a poetry. Phrase: Planningatrip Sentence: Theyareplanninga trip to Goa, Typesof Phrase Phrases can benoun phrase, verb phrase, adjective phrase, adverbial and prepositional. ‘Noun phrase: Indicatesanoun. E.g. The childis playing with his toy car. ‘Verb phrase: Indicates mainand helping verbs. E.g. He is eating hislunch. Adjective phrase: Includes adjectives and/or articles. E.g. Keep this red haton the metal chair. Adverbial phrase: Indicatesadverbs. E.g. The thief jumped through the window very quietly. Prepositional phrase: Includesa preposition followed by anoun. E.g. Thecatis under the hat. Understanding Parts of Speech in English Consider this paragraph: Ravi looked intently at the red book kept on the wooden table. He quickly picked it up but thought of reading it later. Noun, verb, adjective, adverb and preposition etc. are called class orpart of speech. ‘Thereare 8 parts of speech explained here ‘Noun: Name of a person, place, thing, event, animal or idea, For example, in the above sentence, Ravi, book and table are nouns. Names and titles are usually proper nouns. Rest are called common nouns. Pronoun: Pronoun is used in the place of a noun. For example, in the above sentence, he and it are pronouns as they refer to the book and the table respectively. ‘Verb: An action or state of being is called verb. Like, looked, kept, picked, thought & reading are verbs in the above sentence. Adjective: It describes a noun or pronoun. In above sentence, red and wooden are adjectives. Adverb: It describes a verb, another adverb or adjective, Intently and quickly are adverbs in the above sentence. Preposition: It shows the relationship of one noun, pronoun or noun phrase with other. In the above sentence, at and on are prepositions. Conjunction: It connects two words, phrases or sentences. In the above sentence, but is a conjunction. And, or are also examples of conjunction. Interjection: It reflects strong emotions, followed by exclamation sign (!). Like, Oht, Hey!, Wow! B. Identify the parts of speech in the following paragraph: ‘There was a girl named Anna who lived with her poor mother. On the occasion of new year, her mother thought of buying Anna a set of colourful ribbons since Anna had beautiful, long hair. Anna loved her mother very much, She was also thinking of buying a beautiful gift for her mother. Her mother used to sew clothes for the villagers. Shehada set of needles and threads which was too old. Anna wished to buy a new set of needles and threads encased in a shining new glass box for her mother but she did not have enough money. Suddenly, she got an idea. On the eve of. new year, Anna’s mother called her and said, “Look Anna, what have I got for you, a set of hair ribbons!” Anna said, “Wow! mother, they are really beautiful but alas!” Saying this she removed her cap and showed her short hair and said, “Mother, I bought this set of new needlesand threads for youby selling my longhairtothe barber.” Cerne} emSentence When a group of words are arranged in such a way that it conveys the complete meaning of an idea then such group of wordsiscalledasentence. Examples: _ 1.Birdflies. 2, Whatisyourname? 3. Iam going tothe market. 4, Please givemeaglass of water. 5.Wehavemadeitto the finals! Kinds of sentences Sentences are basically categorised into 4: Declarative sentence (also called Assertive sentence) state the fact. E.g. Hisnameis Ravi Sun risesin the East. Interrogative sentence asks a question or enquires about something, Such sentences end witha question mark. E.g, What doyouwant? Inwhich class do youstudy? Imperative sentence makes request orissues instructions or command. Eg, Please get aside. Submit theassignmentby end ifthisweek. Exclamatory sentence expresses strong emotions. Such sentence end withan exclamatory mark. E.g.lamsoexcitedabouttomorrow’smatch! You did just great! Kinds of sentences - on the basis of their structure ‘Onbasis of their structure, sentences are of following types: Simple sentence: Asimplesentencetalks about one particular thing. Ithas only one main clause. Eg. Goaisabeautiful travel destination. Istudy in class tenth. Chandigarh isa union territory. Note An independent clause provides complete meaning of an idea and stands out as a complete sentence while a subordinate clause does not fully express anidea, ‘Compound sentence: A compound sentence has at least two main, independent clauses and may have subordinate clauses, All clauses are separated by conjunctions (like and, but, while, when, which, whereas, therefore ete.) Eg. Iwouldliketo havea coke or acold coffee. Here, oris conjunction joiningtwomain clauses -havea coke anda cold coffee. Townthehotel whieh in the center ofthe main market. Here, own thehotelismain clause andisin the centeris subordinate clause. Both are joined bythe conjunction which. Some other examples are: Iwill try to finish themeal but am not feelinghungry. Wereached the restaurant butit was already closed so we went toa highway dhaba. [first clauseis independent, secondis subordinate and thirdis independent) ‘Though he prepared well forthe exam he could not appearinit ashe fell il. [first clauseis independent, secondis subordinate and thirdisindependent) Complex sentence: A complex sentence has only one main clause and at least one subordinate clause.. E.g. She was not happy with Ravi because he was late for work. [first clauseis main and second oneissubordinate] ‘Because Raviwaslateforworkshe wasnothappy with him. [first clauseissubordinateand second oneis main] Note ‘Ifa complex sentence has only one main clause then tis called principal clause, SOSome otherexamples with main clause italicised are: Hedid not get the bookissued after he noticed it was damaged. ‘Trees area boon forus because they release carbon dioxide, Ashewashard working he was quickly promoted tonextrank, Compound-complex sentence: A compound-complex sentence is a combination of a compound and complex sentence. Ithas two or more independent clauses and at least one dependent clause. Example: 1, Mycarbrokedownsol tooka taxi because Iwas getting late. Here, my car broke downis dependentclauseand I tooka taxiand Iwas getting lateareindependent clauses. 2, Although Zgotlatebut kept running, in fact, Leaught the busjust in time. 3. When Jwent to the market, I discovered that [forgot my wallet at home even though it was kept justin front of meonthe breakfast table. Subject and Predicate Asentence is composed of two main parts: subject and predicate. Subject is usually the noun about which sentence is, talking about and rest ofthe partis called predicate. Forexample, Dogsbark Here, dogs is subject and barkis predicate. ‘Thesun rises in the East. The sun - subject, estis predeicate. Asubject can be elaborated using a qualifying word likea noun oradjective. Eg. ‘Thered chairiskeptin thelawn. Here, chairis described red. predicate can also be elaborated using a qualifying word called extension. Eg. Heran disparately tocatch theleavingbus. EXERCISE A. Identify main clause and conjunctions in following ComplexSentences: 1. Thescience showwas very interesting, as expected. 2. Nowthathe'srich and famous, peoplelike even hisidiosyncrasies. 3. Eventhough hetrained thoroughly, hestill could not winthe race. 4. Since winter is coming, IthinkI'llknita warm sweater, because I'm always cold, 5, Whenshewas younger, she believed in fairy tales B, How canyou say that following sentences are compound sentences: 1. Shewalked toclass, but Raviran. 2. Ilike pizza, but my brother likes green vegetables. 3. Thenurseheld up adoll, and thellittle girl giggled. Articles Articles modify anoun. Arti Indefinite articles: A and an are indefinite articles which are used with singular noun. They signify anoun generally notin particular or specifically. Forexample, ‘There bought abook Isaw an aeroplane. es could beindefiniteand definite. 1sed before vowel sounds and ais used beforeaconsonantsound, Forexample, Heeats an appledaily. Butterflyis an insect. Definite Article: The is definite article. It is used before a specific or known noun. Its also used before the names of non-living things, religious books, newspapers and magazines ete. Forexample, Ramisriding bicycle. Thebicycleis red in colour. (specificnoun bieyele), Anuisthe head girl ofher school. (specifically Anu). IANote ‘The is generally not used before abstract nouns, plural nouns, proper nouns, names of metals, colours, games ete, Examples: Diamondsare precious than gold. Both Raviand Raj wentonapicnictoday. Tliketoplay tennis on the weekends. EXERCISE A. Fillintheblanks with thesuitablearticle: 1. Hepicked up. bookkeptonthetable. 2, ____Indian Oceanisahugewaterbody. 3. Myuncleis___MP. 4. Myfathergaveme____hundredrupeesnote. 5. Tamstayingin____Taj Hotel. B. Isthereanything wrong with these sentences? Why/Why not? 1, Mybrotherplayscricket. 2. Shelikes chocolates. 3. Everything that glitters is not gold. 4.Ireturned the book toRam. 5.Breakfastisready. 6, My favourite colourisblue. Paragraph Writing Paragraph is the fundamental unit of composition. paragraph is a set of sentences arranged in a logical sequence. A paragraph describes a topicorasubject. While writinga paragraph we must consider the following; ‘Topic of the paragraph:'The topic on which the paragraph needs tobe written should be clear. Opening sentence: A paragraph should begin with the main or topic sentence that clears about the title of the paragraph Expansion or explanation: This partincludes the sentences which elaborate on the topiemore, Conelusio: Here, the first sentence istopie sentence and last oneis the coneluding sentence. Rules for WritingaParagraph Keep the paragraph focused on the topic. Avoidlonger paragraphs. Topiesentence shouldberelevant. Arrangethe sentenceina logical sequence. Avoid repeating sentences. Concluding paragraph should coverthe central idea ofthe topic. Paragraph should end properly with a closing sentence or conclusion. e00000 Activity ... Writea short paragraph about Importance of English languagein modern world. EXERCISE Writea paragraph with atopicon the following hints: traveling cultures. good habits... patience,..care...,.love and concern... improves personalit .. a good hobby... opportunity to visit new places.... make friends in far places... to learn about various good for health.... can write about places travelled... blog... articles.... develops understanding... ineuleates expensive hobby... needsalotoftime... SO4F ASSCSSIMECNt messes 1. Describebrieflyhowwe canensure effective verbal communication. 2, Howisactivelistening important in verbal communication. 3. How doesbodylanguageatfects ournon-verbal communication? 4, List some positive body language signs concerning body posture, gestures, expressions, eye contact, touch, personal spaceand voice. 5. Howisvisual communication different from general communication we do day-to-day? ‘6. Whatimportantrole does feedback play ineffective communication? 7. Listeertain ways of givingand receiving feedback. 8. Howaregeneraland specific feedback different? What isthe advantage of specific feedback? ‘9. What do you mean by communication barriers? How can we overcome these barriers? 10. Describe some important principles of effective communication, 11, Describeany7Cs ofeffective communication. 12, Whatdoyoumeanby complete, concise and conerete message? 13. Howisaphrase different froma sentence? Give2 examples. 14. Giving 2exampleeach, explain compound and complexsentence. 15, How does articles differ in usage for consonants and vowels? Explain with 2 examples, 16. Citeq examples wherearticle“The” should not beused, 17. Whatarethebasicrules of good paragraph writing? 18, Towriteanessay about yourschool, which basiewriting skills would youapply? Useful Links ‘To learn more, visit @ wwweeduitspl.com @ vow youtube.com/edusoftknowledgeverse ‘Auickin Problem Solving Advanced Profesional ; Productivity Consistence Inthe work strong ow Business Relation4 (bse and Its Effects In last class, we have already discovered about the importance of self-management, its key elements and self- confidence. Now we know that managing oneself in order to achieve desired goals and targets is called self- ‘management, Understanding Stress Aperson practicing self-management is actually following a highly disciplined regime which needs a great deal of will power, determination and positive outlook. In this highly competitive world and strenous life style, even students are not spared from the negative influence of stress in their lives, Day to day stress is the outcome of many reasons such as covering the curriculum to study, co-curricular activities, preparation forexams and competitions. On professional front too, ifyouobserveyour elders, they gothroughalotofstress. Types of Stress Stress is always bad is not true. There is something called good or positive stress is also there which is known as custress while negative form of stressiscalled distress. Response to stress differs from person to person. Eustress is commonly identified by excitement, elation and charging up of emotions, How did you feel when you got promoted to the higher class? Happy, excited, elated. That was, custress, When we achieve something, say, promotion, winning a match, passing an exam, meeting an old friend, buying new possession, receiving a surprise gift, getting a new job ete. lead to eustress, Eustress promotes positive feelings like motivation, positiveenergy, excitement. But custressis generally short term. ‘The negative stress i.e. distress takes a nasty form if tis not identified in time. We shall be discussing distress in detailin coming sections, Activity... Let students recall when last they were distressed and let them write dovn the possible reasons behind it. If some students wishto share theirlisttheycan. Then teacher should elaborate and explain on the findings. Common Effects of Stress Positive feelings from eustress lead to positive consequences like increased performance, good focus on the tasks at hand, feeling rejuvinated, eagerness to do better. This increases productivity and chances of bigger achievements. Distress is the reaction of our body to the harmfull situations. These situations could be real or they could be out of ‘ourimagination only. Distress affects us physically as well as psychologically. Common physical effects of distress: Headache, Muscular tension, Fartigue, Chest pain, Upset stomach, Disturbed sleepand Low energy. Common psychological effects of distress: Anxiety, Feeling demotivated, Loss of attention, Depression and frustration, Angry outbursts, Drug and alcohol abuse, Social withdrawal, Overreaction. rTConsequences of Long Term Distress Impact of stress depends from person to person. Some peopleare able tohandle good amount ofstress while others arenot. Itdepends on age, profession, living conditions, health and will power. Stress stepsin very silently in ourlifestyle. What we take as the normal routine of our daily life is actually the invitation to stress. little distress is of little concern, It goes as easily asit comes. Longterm distress, however, affects us adversly. Longterm distressisalso called chronic distress. Distress Due te Work. ‘The kind of profession you are in determines the amount of stress you experience. Similarly, for students, the amount of study and tasks at hand determines stress for them. As children grow up and as responsibilites and discipline step in, somesort of distress steps in too.’The number and depth ofthe subjects increase, performance expectations go up, so does the competition. A ‘growing up child has a lot to cope up with physically and mentally. But most of this stress is not long term. Anxiety for stress remains for a few days. Pressure of studies is balanced by school timetable and self-study timetable, Other activities are planned accordingly and the overall stress situation can be handled, But, certain unfortunate events like death of aloved one, cyberbullying or bullying at school, ragging in hostels, accident, fatal disease, emotional distress sometimes causelong term distress ‘and spoil child's mental and physical health. For professionals, stress goes hand-in-hand. Some common reasons for work related distress are higher performance expectations at work, closer deadlines, insecurity of job, internal team conflicts, relationship and differences with supervisor, travel conditons, lack of competency in doing the job at hand, delayed or held up salary, natureofjob like touring, longer orodd hours, concernsrelated tojob satisfaction. Stress for working mothers is more, Taking care of domestic front - children and home ‘making becomes challenging. Balacing with relations, friends and work causes a great deal of stress. That does not mean that there is no distress casued to the women who do not work ‘outside. Daily domestic chores demanda lot of physical stamina, Internal Distress Anxiety, fear of impending disaster such as huge financial loss like bankruptsy, repeated and overflowing thoughts of worry and concern, unrealistic or irrelevant expectations, worries related to future happenings such as a diagnosis of a fatal desease. Internal distress is dangerous as it keeps building up inside and slowly, it takes the form of a sort of habit. If not taken care of timely, it goes beyond control and leads to physical conditionslike head, heartache, insomnia, memoryloss, chronicanxiety, high blood pressure and lossoffocus. Stress Due to Surroundings Our surroundings and environment can be the cause of eustress or distress. It depends on the quality of environment. When we talkabout environment, thereare following two aspects Quality of surroundings: © Noisy/ Quiet-whether youstayina noisy placelike market, main roadlete. or not. © Clean/Dirty-howclean ordirty isthe place. © Polluted/ Clean-airand water quality ofthe place. Especially air (nearor farthan any industrialareaete.) © Crowded/ Organised - whetheryoulivein awell organised colony of housesor not. © Quality oflife (food, water, electricity and otheramenities). Work and living conditions: © Quiet/ Distractions-youworkamong distractions or onasuitably placed seat. © Congested workplace/ Spacious or Ergonmically desgined, © Interaction and relationship with people (coworkers/ family members/ neighbours). © Tidy/ Shabby -placeiswell keptorhowtidyareyouyourself. Stress Due to Sudden Need of Survival In certain cases, disaster strikes suddenly. For instance, accident, earthquake or any life threatening situation. In such ‘emergent situations, our nervous system instantly kicks into action as an autonomous fight (face), flight (defence) or Sotense, mouth gets dry, liver function boosts up, blood vessels constrict, eye pupils dilate and reflexes become sharp. After the response is through, parasympathetic nervous system helps body to return to normal condition called homeostasis by activating the release of acetylcholine (pro: aset-il-kolin), In freeze response, body is unable to respond for certain duration until the danger passes or the victim succumbs to the danger. This response triggers when impending danger seems too much to deal with. It also triggers during certain very normal situations too such as publicspeaking, and answering questions orally during tests, EXERCISE Jreeze (surrender) response. One part of our autonomic nervous system - ‘sympatheticnervous system takes control offight-or-flight responseby activating the release of a hormone epinephrine (pro: epi-nef-reen). This prepares the body for violent response. Body energy boosts up and body muscles prepare for the action. Entire body is influenced by this limbs shake, heart beat increases, muscles become Fight Flight__ Freeze Answer the following questions. Whatdoyou mean by stress? What is the difference between eustress and distress? List some common symptoms of physical and psycological stress. Listsome distress symptoms due to over-workor over-study. Howdoesstress affect working women? What doyou mean by internal stress? Whatis fight-flight-freeze response? (D stress Management Techniques Stress is a phenomenon which cannot be eradicated. We need to learn how to manage it. Certain professions such as, police, defense forces, fire fighting ete. train the individuals to deal with all kind of stress. School time table and schedule is prepared in such a way that various kinds of periods in a day include classroom activities, laboratory, ‘outdoor activities. Movie shows, science exhibitions, story reading sessions, contests and competitions, sports events, performing, arts (singing, drama, dance) events are the examples of stress busting activities which also help in personality development and creativity promotion for students. Understand the Origins of Stress ‘Now, youknowalot about stress- What itis and where doesit originate from indifferent scenarios. Identity the source of stress ‘Thisis the first stepsto deal with stress. Ask these simple questionsto yourself: ‘What are the real reasons of my anxiety? (Are they real orimaginary?) Am Iworkingunder pressure forlong? (DoIneed abreak?) Dol really feel right? (Am I not well orneed to take medical advise?) Am emotionally upset at something orsomeone? (DoI need totalkto someone?) Aremyactivities time-wasting? (Do Ineed to review my working or study plans?) For the imaginary threats, you yourself are responsible so it will be easier to handle. For real threats, you need to devise appropriate stress management techniques. Healthier Lifestyle ‘Combination of positive habits and discipline prevents or reduces stress. In addition to thi harmful too. Whatare some common negative habits? © Avoid smoking/ aleohol/ drugs. Ask yourself - is it very frequent or occasional? Smoking, drugs and alcohol should be quit. Itisa myth thata quicksmoke ora small peg or one shot of drug will providerelaxation, These are notmedicines. © Goodeatinghabits. Doyou overeat or undereatand when? Whatis the food quality? © Develop good sleeping habit. How much do you sleep? Istherea balance between beingonline, watching TV and sleeping? Areyouensuringatleast 7hours of sleep? rT eoo00o0 indulgence of anything isInculeatehealthy hobbies. Pickup some creative hobbies that boosthealth and activate mind. Painting, creative arts, joining gym or any sports activity, yoga, laughter clubs, even spending quality time with your family and friends help relieve your stress. 2 Keep good company. Try keeping away as much as you can from the people with negative thoughts, who always. discourage or talklow-esteem. Healthier Working/ Study Habits 2 Bring discipline in work and study. As yourself - am I planned? Is there a study time table? Am I on schedule? ‘Time-boundgoalsandavoiding procrastination (not prioritising the tasks according to their importance) need tobepracticed, Donottry toplease everyone. Leant to say no if you really cannothelp something. Plan to keep a work-family balance. For scholars, keep a study-recreation balance. Planyourbreaksand holidays. Sticktoyour delivery deadlines or self-study timetable. Donotover-workor over-study. ° ° ° ° ° Exercise Eustress Against Distress © Utilise your positive stress that is eustress to counterbalance distress. For instance, if your are depressed for sometime due to some reason and suddenly get a chance to go out with friends then do that to distract yourself fromthenegativestress. © Celebrate even the small good news. Ifyou achieved something small, share it with your friends and feel proud and good aboutit. 2 Enjoyeverysmall-termeustresstothe maximum, Managing Environmental Stress In most ofthe eases, its not possible or its difficult to change your surroundings, environment, working conditions, school or college. Wecan still do certain thingstoadapt well insuch case. ‘Takenaturewalks orearly morning walksto relaxyour mind and re-energise yourbody. Go forvacations fora change of place and climate and return with boosted energy. Adopt yoga, fitness training, activity club toboost your eustress.. Participate in community activities that help in improving environment and surroundings like anti-pollution drive, swachhta abhiyaanactivitiesete. 0000 Managing Internal Stress ‘Most of the internal stress is due to our own doings and our unreal fears and imagined threats. If you have read the section: Understand the origins of stress then you know how to identify imagined fear. Here are some tips to deal with, internal stress: © Keep the positive attitude because your unreal fears survive on your negativeattitude. 2 Youcannot controleverything. Learn to adapt to the changing situations as much possible. © Learntodistinguish between being angry, being aggressive and being firm. © Keep it. Fitbody fights stress better. 2 Keep trackofyourtime. Learn to distinguish between relaxation and wasting time. Donotcutonsleep, laughter, hobbies, good meal. Quit smoking, alcoholand any such vice. 2 Forphysical symptoms of stress (long headaches, body pains ete.) seek medical adviee. ‘Teachershouldthinkof certain stress scenarios of different types and note them somewhere. Activity Conduction: Present the scenarios one-by-one in the class an let the student come up with the stress ‘management techniques for that scenario. This way students are playing the role of Stress Consultants. Debriefing: Explain the students how this activity has helped them explore various stress management techniques suitable for various types of stress. aEXERCISE Answer the following question. Being student, listsome common stress symptoms you feel. List the sources of this stress, Listsome good working or study habits. How will you manage internal stress? How does going on vacations, morning walks and following a hobby helpin reducing stress? (D> aaitty to Work Independently Importance of ability to work independently ‘Most of the tasks are accomplished through teamwork or combined efforts of more than one person such as sports like tennis, football, cricket. But there are many eases where your ability to work independently plays important role in achieving goals. Working independently soften mistaken as workingalone. ‘This is not correct. Being able to work independently means accomplishing the tasks assigned to you without ‘unnecessarily claiming the time of other people. For example, if you are a part of the Green Club team in your school ‘which has planned to plant certain tress in alocality. You are assigned to collect funds for procuring seeds for 20 treesby next Sunday then no other team member should help youin this. Itis something you need to doindependently. What Does Being Independent Mean? Youareabletoworkindependently showswhen you: areaware of your strengths and weaknesses. areable to prioritise your tasks. Acliveryourbestalways, areable to adapt to the working pace of the team. ‘own yourtaskand take responsibility of any mistakes. carryapositiveattitude towards whatyoudo. eo00000 Skills to Work Independently Followingare the skills needed in an individual to workindependently: Organisational skills: Ability to understand the requirements of what you need to deliver, organise your work accordingly asthe needsarise or requirements change. Personal Character: An honest approach to do the things, maintaining integrity and ‘trustand meeting the commitments asrequired. Multitasking: Ability tohhandle multiple tasks, prioritise them according the change in situation and finishing all the tasksathand successfully. Knowing Oneself: Knowing whatandhowmuch youareabletodo. Beingaware ofboth, your bilitiesandyour limitations Self-discipline and self-regulation: Ability of self-management. Ableto identify time-wasting activities. Knowing howto regulate yourself to utilise the time athand for completing tasks timely. Communication and negotiating skills: Command over the verbal communication and ability to argue and negotiate without any aid orintervention, Agility: Able to adapt to the changing situations and managing time accordingly, Delivering with short time lines and knowing how toutilise timeeffectively. Handing failures and setbacks: Ability tolookat the failures as great source of learning andin the form of feedback, not letting setbacks like rejections and criticism discourage you. Ability to take responsibility of failures. Self Awareness and Its Type Knowing your strengths, weaknesses, beliefs, abilities, limitations, likes, dislike ete. is called self awareness. Self awareness helps you in staying happy, productive and confident. When we turn inwards, focusing on self, we identify our values, behaviour and standards. Depending on our self analysis we either feel proud or feel not very good. Self awareness brings self motivation and self control. Let us lookat 2 major types of self awareness. rTInternal self awareness: Our values, beliefs, passions and standards are revealed when we do internal self awareness. Also that way these traits help us in interacting with our surroundings and environment. Internal self awareness tells you your favourite subject, your favourite sports, what you aspire to become, what you do not like doing or achieving, how you look at other people, how your attitude is built up on your values. External self awareness: Ability to assess or see how other people view you is called external self awareness. External self awareness brings self-improvement, good leadership skills, better understanding of people and it determines people's liking/ disliking you in one way or other. External self awareness helps you deliver tasks in a better way. Self Awareness Assessment Being self awareisa high level of intelligence. Knowing oneselfishalf thebattle won, Most peopledo not know what they want orneed, Most of usare blind to ourstrengthsand weaknesses. Askthese questions with yourselfto assess howselfawareyouare: Am Labletocreatean image of myselfin my mind? ‘Howmuch amin control of my feelings especially when angry, emotional or sad? ‘What triggers my passion of doing what like? Whatsetsmeoff? Can Tlist my personal life valuesand beliefs? Can Llistwhat [cannot do? ‘What doT think ofthis worldaround me? Can Ilist my inner conflicts/ confusions? Can Ilist some of my negative raitsthat comein my waytosuccess? (0. Can listthe traits Tinherited from my parents? 41, Can Ilistsome details which think people have about meare correct? 12, Can Ilistsomedetails which I think peoplehave about meare incorrect? Activity... Doyourselfassessment Students are supposed to answer the above 12 questions in very specife terms. Teacher should facilitate by explaining themeaningofthe question ifrequired. Students are rokibited to interact during thisactvity. How To Become Self Aware? Spare some timeand travel within yourselfby applying following tips: 2 Find somequiet time with yourself. Reflect on your thoughts. Retrospect what you have been doing in past days. © Practice good listening and becomea good listener to what people speak to you without interrupting them, O Astor feedback from others about yourself, about your work and what you do. Make notes of feedback in your personal diary. © Thinkin terms of “what” instead of “why”. For example, What could be the possible reasons that prevented me from getting good marks in last test? What was the situation that made me fight with my best friend? What are the reasons that makeme reach collegelate often? Knowing Your Strengths and Weaknesses Analyse your work, outputs of what you do, speak to your parents and reliable friends and teachers, pay attention when, youperforma task. This will show you howwell or notyoudo thethings. Feedback from teachers and parents will letyou list down your strengthsand weaknesses. Askyourself too. What motivates you and what does not? What are your common fears? What are you good at? What areyourqualitiesor theirlack? Weaknesses could be related to your personality, the way you work or study, in interacting with others, in organising yourself and regarding your emotional-self. How emotionally stable you are is the question you must ask yourselforreflect on any past incidences where you overreacted in any situation, eSSelf Motivation and Self Regulation Motivation is the ability to move - from an idea to practically implementing it, from plan to action, from thinking to doing. Self-motivation is your inner ability to do, move from thought to action. Your strengths trigger your self- ‘motivation but some of your weaknesses may dampen your passion. That is why, for self-motivation, self-awareness is necessary. Right kind of self-awareness motivates you to take action on your thoughts but how do you complete this, difficult journey from thought to action? The answer is self regulation. Your weaknesses are obstacles. When you look at task we think itis too challenging to take up but when you analyse it keeping your self awareness in mind, you see the light. One example is preparation for your final examination, How do you manage to prepare entire book? At first it seems too difficult. Then you command all your strengths to help you. You begin working on your weaknesses (getting up early, cating right, sleeping timely, utilising time, cutting down on TV and time with friends). This automatically brings in self regulation. Selfstudy timetable, a planned daily routine, working on your emotional intelligence (keeping calm in irritating situations), thinkingstraight, anticipating obstacle and working to overcome them toreach the set goal. Your self awareness, self motivation and self regulation create a self realisation and self acceptance. This makes you capable of working independently. EXERCISE Answer the following question. 1. Whatdoyoumean byworkingindependently? List the skills required towork independently. ‘What do you mean by multi-tasking, selfdisciplineand agility? Canyoucite any failure which becamealearningexperienceforyou? ‘Whatare internal and external selfawareness? List some waysto becomeselfaware. Howself motivation and selfregulation helpyouachieve your goals? € ASSCSSMCNt nN 4. Whatdoyou mean by the term self-management? 2, Whyisself-managementimportant for us? 3. _Differentiatebetween eustressand distress with example. 4. Discusshowstress affects us physically and psychologically. 5. Whatischronic distress? Discuss stress in professionals duetowork, 6. Whatdoyou mean by internal distress? How will you manage it toreduceitsadverseeffects? 7. Explain the distress effects dueto environment and surroundings. 8. Explain fight-fight-freeze response during mortal danger. How does ournervous system handle this response? 9. Howcan weidentity thesource ofstress? 10. Howcanhealthierlife stylehelp us managestress well? u1, Whatarethehealthier working orstudy habits that help reducestress? 12, _Howcanyousay that sometimes eustresshelpsin counterbalancing distress? 13, Listsome tipsto manage environmental stress. 14, Despite the importance ofteam work, how does theability to work independently helpsan individual? Giveexample. 15, Listsomemajor traits ofan individual able to workindependently. 36. Writeanoteon personal skills discussing theirbenefits. 17, Howcanwesay that ones self-aware? Explain two types of selfawareness Useful Links ‘To learn more, visit, @ www.eduitspl.com @ vow youtube.com/edusoftknowledgeverse SOeoce. f Information and Communication Technology (ICT) Skills-Il (> operating ‘System & Basic File Operations Operating system manages the functioning of entire computer system including hardware and software. It also works asan interface between the computer system and the user. Functions of Operating System ‘Thereare 3g main functions of anoperating system: 1. Managing applications and giving them access to hardware services. For example, ifyou give print command, toprintyour document, operating system manages the printable data to be sentto the desired printer. 2, Managing data and system resources. For example, you ereate folders and save files, install new software and hardwareand access filesand devices overa network. 3. Providing user interface to work with the computer system. For example, opening programs, deleting files, searching on the computer aredoneby the help of operating system. Important tasks of an operating system 1. Managing applications running inthecomputer. Handlinginput and output. Handling data and signal transfer among the devices and software. ‘Managingmemory ~allocating/ deallocating memory to programs torun. Filesystem management - keeping track ofall the files and folders, ‘Network management communicating with other computersand devices overanetwork. Computersystem security. Userinterface. Types of Operating System Single-tasking OS: A single tasking operating system executes one task at a time, It does not allow launching a new task until the task at hand is not finished, Examples of such operating system is Disk Operating System (DOS) from IBM and Microsoft, Windows 95 (in 80s and early 90s) and PalmOS for mobile devices. An instance of such functionality is, if youhave given print command in DOS, then until the printings over, you will have to wait toissue the next command to doanother task. ‘Multi-tasking OS: A multi-tasking operating system handles more than one taskat atime. Usercan perform multiple tasks simultaneously. All modern operating systems are multi-tasking OS. Examples are Microsoft Windows family (Win XP, Win 7, Win 8, Win 10, Win NT etc.); Unix; Linux; Apple MacOS and iOS; and Google Android. An instance of such functionality is you are listening to a streaming song and at the same time given a print command for a multipage document yet chatting online with a friend while still file is being uploaded. All these four tasks are occurring at the sametime. Single User OS: Operating system thatallows only one user to workatatimeis called single user operating system. Examples: MS-DOS, IBM-DOS, Windows 95, Windows 98, Windows ME, Classic MacOS (1 to 9), PalmOS for handheld devices. ‘Multi-user OS: Operatingsystem thatallows multiple usersto workat thesame times called multi-user operatingsystem. IWExamples: Unix, Linux, Windows NT, X-Window system and MVS Operating System for Mainframe computers. Such ‘operating systems are installed on a main powerful computer system and other computers connect with it over a network. Users log on to the main computer and its operating system manages all the users. User terminals are called clients or workstations. Other Types of OS ‘Real-Time OS: Such operating systems are used to control the activities which need to be done precisely at a given specific time. For example, launching a satellite in the designated orbit at a precise time interval or an aireraft control system, RTOS are normally found embedded in the devices, themselves. They are not like general operating systems which need to be installed on the computer. Some RTOS are VxWorks, FreeRTOS, Integrity, Ecos, Cocoonete, ‘Mobile OS: Operating systems that runs on handheld devices like cellphones and tablet Pes. Examples: iPhoneOS, Android 0S, Windows Phone OS. Distributed Operating System: This OS manages multiple computers over a network and manages users and resources on them, ‘Examples: Windows Server, Linux Server, Ubuntu, Amoeba, Windows Desktop ‘Once the computer is started, the screen which appears on the monitor is called the Desktop. Various components of a desktop are: 1, Wallpaper 2, Teons. «3, Gadgets. 4. Taskbar Letus discuss about these parts oneby one. Wallpaper: The wallpaperis the background pictureon the desktop. ‘Icons: Thesmall pictures on the screen are called the icons. Gadgets: Gadgets are the small and helpful objects in a computer. They have their specific functions. They are used to watch time, calender, weather, world time, etc. ona computer.‘Taskbar: Thisisa horizontal barat the bottom of thedesktop. Now, let us learn about the various parts of the taskbar. ra Start Button: The Start button is found on the left side of the taskbar. When we click on the Start button, amenu appears whichis knownas the Start menu, Weean find and openall the programs fromthe Start menu, ‘Middle Section: The middle section shows the programs and files we have opened and allows us to quickly switch between them. Quick Launch toolbar: The Quick Launch toolbar provides a fast and easy access to our favourite programs. These rogramscan be openedin single-click. ‘System Tray: Thesystem tray is used toshow thedate, timeand various other notifications. Files & Folders file stores our workin the computer. Each fileis given afilename, which is useful to identifyit. Every filenamehas 1. Primary name whichisthefirstname ofa file given by the user and 2, Secondary name which is the extension of the file like docx’, jpg’, ete. Itis given by the program (where itis created). Primary and secondary names are separated by a dot (.). Folder or directory stores files and other folders. Afolder within afolderis calleda sub-folder. Bi viceos * sub compute [Folder Lecalee() (ms toca) ‘i exCKUP Bh Gravensne 1 EGonert pepo ed “He Econtert Compumanina Toning [)| “pasetipaasant CompurirSook Fey empursic Book? Bee: compart Book Ser ompurtr Sooke gen B Compursiesook5 A Compuratrazooks “Ls CompursicSeok? ry Volder Files Computer Window ‘Whatever files or folders you store in your computer, they are accessible from the Computer window. Itis also used to accessand manage the ilesand folders stored in various external memory devices. For example, CD, DVD, Pen Drive, ete. To open the Computer window, click on the Start button —* Computer or double-click on the Computer icon ontheDesktop. Left/navigation Pane: It is located ontheleft side of the computer window. Here, storage drives and directory tree can be seen. It contains the list of storage drives (hard disk, DVD drive), folders and sub-folders that you have on the computer. It does not show/lists thefiles. Right Pane: It is located on the right side of the window and it shows the content of the folder which is selected at theleft side. ‘Computer Window + intelligence-XCreating q File or Folder Openthe Computer window. Open the location /drive (or folder) where you want tocreate afileor folder. Right-clickon the blank area, the context menu appears, Select the New option. Asubmenu appears, Clickonthe File or Folder option, Anewfolderis created and appears. Typea name for the ileorfolder and pressthe Enterkey,Thisway, varioustypesoffilescan be iSExcel, MS Word orNotepadete. Creating a new folder using a right-eli Opening aFile or Folder 1. Openthelocationin the Computer window (where the fileorfolderislocated), 2, Place the mouse pointer on the required file/folder and double-click onit. Itwill be opened and you can view itscontents. Renaming aFile or Folder 1, Selectthe fileor folder that has to berenamed. 2, Right-click onit, acontext menuappears. 3. Selectthe Rename option, 4. Typethenewnameand press Enter. (Youcanalsouse F2 function key to rename files or folders). Deleting a File or Folder 1, Selectthefileor folder thathastobedeleted. 2, Right-click on the required file/folderand select the Delete option. or Pressthe Deletekeyon the keyboard ‘The Operating system (Windows) confirms beforedeleting the file or folderby displaying a dialog box. 3. TheDelete Folder dialogboxappears. Clickon the Yes button to delete or No tocancel deleting Note Shortcut Deleted fileorfoldermovetothe Recycle Bin. ‘To delete afile/folder permanently: Shift Delete Restoring the Deleted File or Folder 1, Open the Recycle Bin window (by double-clicking on the Recycle Bin icon on the Desktop). It displays the listof deleted files and folders. a 2. Selectthe fileorfolderthat has toberestored. al 3. Clickon the Restore this item buttonon the toolbar. SS The selected file or folder moves back to the place from where it was deleted, aa ay Copying and Moving a File or Folder wa G 1. Openthe Computer windowand select the file/folderthathas tobe copied or moved. Pp SO2, Click Organize listboxon the toolbarand select Copy/ Cut (to move) option. or Right-clickon the file or folder and selectthe Copy or Cut (to move) option. 3. Select the destination (drive/folder) from the left/navigation pane. 4. Clickon the Organizelistboxon the toolbarand select the Paste option. Or Right-clickon theblankspace and select the Paste option inthe context ment. Shortcut Copy: Ctrl+C Cut: Ctrl +X Paste: Ctrl+V EXERCISE 1. Start Your computerand find out which operating system is installed onit. 2, Locate theicons of Computerand Recycle bin, Open them and observe how different theylook. Write any 3 major observations. 3. Locatethe Taskbar. Using mouse try tomoveiitto other corners ofthe desktop. 4, Open notepad from Start menu, typesome data. Save the file on the desktop. Now deleteand restore the file using Recyclebin. Then, permanently delete the ile. 5. Create a folder on drive D: by some name, Now, using notepad create and save a file in this folder. Now, create another folder on desktop. Copy the filein the desktop folder. ® Importance and need of care and maintenance of computer Computer systems need proper care and maintenance for efficient working and durability. Regular care helps in preventing any problems with the computer system. Regular use of antiviruses and system upgrades keep the computers safe from viruses and other harmful programs. Using computer tools like defragmenter etc. keep the computer files well organised. Regular backups are useful in case of sudden data loss. ply Basic Skills for care and Maintenance of Computer In addition to the computer storage and programs, computer hardware also needs care and maintenance. Some of theimportanttipsare: 1, Keepthecomputersafe from dust. Useproper cotton cloth cover or plastic covers forsystem when they arenotused 2, Avoid eating/ drinking while working on the computer. Any spillage may spoil the parts such as keyboard. 3. Always keep the parts clean especially keyboard and mouse for smooth functioning. 4. Handle the storage media like CDs and pend drives carefully since these are very delicate devices. Seratch on diskean corrupt the data Cleaning the computer components Keeping the computerclean keepsit functioning well for alonger time. Some useful tipsare: 1. Keepawatch ondamaged cables and parts and replace them timely, 2. Check for any unusual noises a computer may make while working such as CPU fan. In such case, getit cleaned. ‘This will prevent CPU from overheating. 3. General precautions tobe takes while cleaningthe computer components. 4. Always ensure that computer is shutdown properly. Use a UPS with the mains supply for enough time to shutdown during sudden power failure. Be careful while cleaning. Liquids and sprays are harmful for computer machinery. Use a soft cloth damp with cleaning liquid to wipe the computer parts. -statiewrist band to prevent staticelectricity shocks harmful for electronic device. $eComputer maintenance schedule a Regularly scan computerwith antivirusto check viruses. Replace damaged cables, parts and hardware immediately, Keep cables untangled. Neveruse pirated orany software from unknown source. Keep the operating system and anti-virus updated regularly. Upgrade computer hardware ifneeded for optimum performance and datastorage. ‘Take regular data backup using backup utility installed with the operating system. Atan interval ofa few months, run adisk maintenance utility such as disk defragmenter to optimise the storage for faster fileaccess from the computer disk, To create a backup of your system 1 Start> Control Panel > System and Security > Backup and Restore. 2, AttheBackuporrestoreyourfilessereen, click Set up backup. 3. Selectwhere youwanttosave the backupand lickNext. 4. Choose Let Windows choose (recommended). 5. ClickNext and Verify thebackup details. 6. ClickSavesettings andrun backup. = To restore abackup Cant Pine BS ean pat 4. Start > Control Panel > System and |] g cussspanmap ae Security>BackupandRestore. — |! gensqanmotét — Westatptnnatenty ixpsnine 2 At the Back up or restore your files <) screen, click Restore my files. ae 3. Browsetolocatethe backup file. aes eEa 4. Click Next and select a location where youwantto restore the backup ile. aie genina ee ce 5. ClickRestore. oe, 6. When the process is complete, click || am cme Finish, (vat it oven 5 Seba cmaliintngnentiaeoucanarttaddaiinmenin | poten iscstae ang To defrag ahard disk SE Asaipetiocae | 1. Open the Computer window and right-clickthe desired disk, 2, Select Properties. In the Properties dialogbox, clickthe Tools tab. 3. Clickthe Defragment Nowbutton, 4. Clickthe Analyze Diskbutton. Wait while Windows checks the defragmentation onthemedia. 5. Clickthe Defragment Diskbutton, Cy oa tata be carne este, ‘Eh ee yours wet Seagreingihtnw yuna anand ieee) (eee) fives)Dis Cenun (Bip Youcenuse Dik Ceanup to free un to 78.9 MB of disk space on C). je temporary files 1. In the search box on the taskbar, type diskcleanup, and select Disk Cleanup, 2, Selectthedesired driveand click OK. 3. Under Files to delete, select the desired file types and lick OK. To delete system files ‘Total amount of disk space you gain: s74MB 1, In Disk Cleanup, select Clean up estele systemfiles, Dovnioaded Hoga Flesare ActiveX corr and fave aos 4 downloaded automatically when you view cern 2. Selectthedesired filetypesand click OK, Goer Tey ae een cit ie Dekaron Fle folder on yourhard de §)Cean up system fies How doce Disk Canup work? (D> computer Security & Viruses What is a Computer Virus? A computer virus is a harmful program which attaches itself with the computer files and infects them. Itis capable of ‘making its copies. The ability to copy itself makes virus capable of spreading from one file to other and even to other computers overanetwork Types of Virus Depending on the way they function, viruses are of following types: Boot Sector Virus Boot sector is that part of the hard disk which contains the boot sector program. This program loads the operating, system in the computer's memory. If boot sector program is corrupted then operating system will not load and computer will notbe started. Boot sector virus replaces the boot sector program with its own program and activates as the computer is switched ‘on, Modern operating systems are capable of stopping the boot sector virus and boot the computer properly however it is recommended to take care that virus does not infect your computer in the first place. Some boot sector viruses are Form, Parity boot, Diskkiller, Cascade, Whale, Proud. File Virus File virus hides its code in a file and when user runs or opens that ile it also loads in the memo files which loadin thememory. Somefilevirusesare Jerusalem, Invader, Flip. then, it infects other IW __~Stealth Virus ‘These viruses apply some way to avoid detection. For example, reducing the actual file size so that anti-virus does not get suspicious. Some viruses change their program structure every time they makea new copy. This makes them hardto detect. Such stealth viruses are also called polymorphicviruses. Whale, Frodo, Joshiete. workin stealth way. Macro Virus ‘Modern word processors and spreadsheets allow us to write short programs which are the part of the file, These programs are called macro programs. Macro virusis in the form of a macro program and it hides itself in the document orspreadsheet asamacro, When the fileis opened, itgets activated. For example, Melissa, Wazzu, Crown. Virus Symptoms How will you figure out if your computer is infected with a virus? Look for following symptoms while switching on and workingon your computer: © Yourcomputerisstarting up slowly and/or works slower than earlier. © Computersuddenly hangs orcrashessothatyouneed torestart it abnormally. Unwanted pop-upsand notifications appear which were not there earlier. © Computerrestarts suddenly onits own, © Hard disk indicator on your computer shows disk activity even if you are not using any program or opening/saving any file. 2 Computershows lesser hard diskspace and memory usageistoo high in Task Manager. © Unwantedfiles are created. © Filesarenot opening orerashing after opening, O Programs taking toolong to load and run. © Strange errormessages and dialog boxes. Other Malware Programs Viruses are not the only threat today. There are other malware programs also which infect computers and user data in different ways, Letuslearnabout them. Worm ‘Worms are another form of virus which eopy themselves independently without the need of any file to infect. They spread across computers over a computer and make the data transfer slow. Some worms are capable of using email servicetospread to other mail boxes. Examples: MSBlast, ILOVEYOU. Trojan Horse This computer virus looks like a useful program and once installed or downloaded, it harms the computer. User will install themtthinkingas a utility and when itruns the intended damageisdone. For example, Zelu, Rootkit, Exploit. Spyware or Adware Spyware installs itself on the computer without user's knowledge and monitors keystrokes, takes screenshots, reads chat, collects device and user information and forwardsit tothe malicious owners of such program, Loss of confidential information and identity theft are the threats posed by spywares. Protection from Spyware or Adware © Installaneffective spyware detecting software. © Keepyour operating system and browser updated. © Check if any unnecessary software is being installed. Itis often during the installation steps and in the User Agreement. © Carefully read and close any warning boxes that look like important messages. © Becareful while installing free programs, games orshareware, Free programs may contain spyware. Preventive Measures Against Viruses Basic Internet Discipline 1. Don’topenunwanted email andtheirattachments ifsourceis strange or unknown, 2, Usespamblocking or filtering tools to block unsolicited emails, instant messages and pop-ups. 3. Avoid easy and obvious passwordsand change them regularly. Keep passwords safe SO4. Avoid downloading files and programs from untrustworthy websites. Protect Your Computer 1. Take regular backup of your important data onaseparate external disk. 2. Avoidkeeping sensitive data like passwords, credit card detailsete. on your computer. 3. Donotleteveryone touse your computer. Use Anti-virus Software 1. Install and usea good anti-virus for regular scanning ofyour computer. 2, Keep theanti-virus updated regularly to safeguard against new viruses, Anti-virus Software An anti-virus software detects the virus threats, scans files for viral infection and removes the viruses. An anti-virus needs to be installed on the computer to prevent, detect and remove viruses. It is necessary to update anti-virus at regularintervals of weeks or monthsto keep it aware of new threats. How Anti-virus Works? ‘An anti-virus detects viruses by their signature or behaviour. A virus signature is the unique structure of a virus, program which anti-viruses are aware of. Anti-viruses have a list of known virus signatures with which they can identify the possible virus. That is why anti-viruses need regular updates. Anti-viruses also detect behaviour of the programs on the computer to detect any unusual action such asaccessinga filewhich isnot meant for them. Incase of any suspicious activity, it sans the program forvirus. Some popular anti-viruses are given here: Vv KASPER KY s Let us see howto use one of the popular and powerful anti-viruses- McAfee. ‘Scan the Computer for Virus 1. Open McAfee Security Scan Plus from Start menu, 2. Clickon Sean. button. 3. Selectthetypeofscan you want torun, Trae natin PmU McAfee | Security Scan Plus Home | stings | Help (sean | ‘Thescan optionsare: A. Full-Seansyourentire computerfor known threats. B. Quick-Scans only the most susceptible parts of your computer for known threats. C. Custom - Allows youto manually select the drives, folders, and other locations you want to sean. To see the results for any suspicious files, click View Results. If View Results is not available that means Virus Scan did notdetect any threats. Click OK. ‘Scheduling and Updating Antivirus 2 ClickonSettings. Make yourchoices fornext scan dateand daily, weekly or monthly scan schedule. O Select the checkbox forauto-update. Q Clickon Apply button. U McAfee | security scan Plus Home | Setinge | ap ‘Schedule Your Scans Decide how often and when you want to can yout PC, then cick Apply You can use one of (preset scan schedules, oe you Om @ Use Meatee scan sched: [Ever Wednesday at 1610 ——=«d (Osset my own scan schedule Day: Me) Tu | we Tm /Fr Software updates and notations automaticaly update my sofware during my scheduled scan LUcense Agreement Privacy PlcySpyware or Adware ‘Spyware installs itself on the computer without user's knowledge and monitors keystrokes, takes screenshots, reads chat, collects device and user information and forwardsit tothe malicious owners of such program. Loss of confidential information and identity theftare the threats posed by spywares. Protection 2 Install aneffective spyware detecting software. 2 Keepyouroperating system and browserupdated. Check if any unnecessary software is being installed. It is often during the installation steps and in the User Agreement. 2 Carefully read and close any warning boxes that look ike important messages. 2. Becareful while installing free programs, games or shareware. Free programs may contain spyware. Spam Spam is unsolicited or undesired junk email usually a promotional material. Senders of such emails are called spammers. Spams have a link that lures the user into clicking it. This confirms user's email ID and that brings in more spamin future. MyiMall ss naan Ma I UNG Fa OHA) 00 ‘Sont Mal = Day Tripper Free day bip to Australia! 11345 Drafts ‘Horing Around You've won & horse! 1:26 pm Sky Hen Wma Peck) 750m Doday BY Tarepetotsabt Adar Fees Rles 105% of or nex canal) 855Protection ° ° ° ° ° Usespam filtering settings in the email service. Share your personal email D only with those you trust. Donotdisplay youremail ID online for everyonetoaccess. Create separateemail accounts for publicuse. Look out for spelling mistakes and bad grammar in the mail. These mistakes are done by spammers to pass through thespamfilter. Phishing and Pharming Phishing Fraudulently acquiring sensitive information from the users by impersonating trusted websites like banks and e- ‘commerce merchants ete. is called Phishing. Phishers target the details like pins, passwords and answers to security «questions. Phishing occurs generally in the form of an email or through legitimate sounding phone call. Pharming ‘When website's trafficis redirected to another unauthorized fake URL then tis called pharming, Hackers somehow get access to the website's servers and manipulate the configuration files which identify the server as host website on Internet. Protection ° ° Eg Install anti-phishing software. Never give away any sensitive information related to finance and security like pins, passwords, bank balance, transaction details, identification numbers ete. in reply toundesired emailsand neveron phone. Always cross check the source of email and phone call with the concerned agency. Today, all authentic agencies like banks and merchants have their own secured apps for transactions. Download and use them on your mobile phones instead of unknown third-partyapps. Phishers address their targets with fancy terms like “valued customer” but genuine agency will address youbyyour correct name, username, customer IDete. Regularly check your financial statementsand account details.