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Community Service by Faculty of Fashion & Design – SGT University

The skill enhancement program brings the village people to the modern equipped laboratories at SGT University in which they can explore the various equipment for a better understanding of the specific topic. By outreaching to the laboratories of SGT University, community people could be able to understand the difference between the quality work which is only possible with the working on well-equipped equipment and machinery. In this manner, their lifestyle is uplift and fulfilling their basic needs wherever required.

Skill development mission has been established in 2018 by the faculty of fashion & Design of SGT University with an aim to empower women to take part in the economic and all-around the growth of the rural areas. The mission is a single point of contact within the university to formulate and steer skill development schemes across the department. SGT acts as an integrated mission that combines the efforts of various village women in achieving the skill development target of the state. The mission also has an entrepreneurship scheme which is currently being implemented through village women. Equipped with a team of professionals and cutting edge training teachers, course program is implemented with the vision of developing futuristic knowledge, skills, and hence gaining the employment or becoming a successful entrepreneur.

  • Short Term Training Course Guidelines

The Short Term Training course for village women of Budhera (District) imparted at Garment Construction Lab in Faculty of Fashion & Design is expected to benefit candidates of the village who are either school/college dropouts or unemployed. Apart from providing training according to the Skills Qualification Framework shall also impart training in Entrepreneurship. Duration of the training time various assignments given to the students for successful competition and candidates shall be provided complete instruction of course by training teacher. Under the entire training time, all the equipment and tools are provided by the Department. They have to pay only registration fee 250 Rupees for the entire course. The time duration of the short term training course is 3 months and the classes conducted for 2 Hours in 2 Days of a week that is on Thursday and Friday. The course will provide the syllabus in which is covered in 3 Months by training teacher.

SGT, University is having the thought process to support the village area. In this regard, SGT is facilitating the females of nearby communities of Budhera (district) to learn the Skill on embroidery, Surface Ornamentation, Construction, Patternmaking, etc. This skill enhancement program provides the females to understand the new kind of techniques which would lead their lifestyle into employability. The dissemination of knowledge to the community females regarding various types of stitches used in embroidery along with information on the type of fabric to be used for specific embroidery i.e. fabric identification empowered them to create products such as a handkerchief. Various orders were also assured for the application of given knowledge so that they can apply it on a variety of products such as garments like Kurti, blouse, lengha, western dresses,  men’s wear garments, and the lifestyle products for their home.

The trained females could be able to earn the money and resultantly support their family financially. In this way, their self-confidence will definitely boost up, and later on, they could be able to sell their products.

  • Objectives of the course

The objective of this course is to encourage and promote skill development for the women throughout the village by aligning itself with the common norms guidelines. The scheme also needs to be aligned to complement the missions of the university. Specifically, the course aims to enable and mobilize a large number of females to take up industry designed quality skill training, become employable, and earn their livelihood. Increase productivity of the existing workforce, and align skill training with the actual needs of the village women. Encourage standardization of the Certification process and put in place the foundation for creating a registry of skills.

  • Enrollments, Training, and Curriculum

Training would be imparted as per the skill development qualification framework. It is mandatory for the candidates to have an Aadhaar ID during the enrollment process. The candidates must fill their all personal details in the given registration form by the university. The model curriculum and content for the respective qualification packs and the training hours will be as per the qualification file approved under university norms. It is mandatory for the candidates to maintain 70% attendance to be eligible to appear in the assessments. As per the approved model curriculum, candidates would also undergo entrepreneurship and financial literacy modules during their training. The system of recording the candidate’s attendance through the attendance register system would be made mandatory. All candidates have to be provided the course curriculum booklet along with the Induction kit.

Ms. Geetanjali Solanki
Academic Associate
SGT University

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Faculty of Fashion and Design – Blog on Collaboration

Collaboration is a very valuable tool that not only accelerates the progress but also enhances the quality of the work and extends the repertoire of the partners. Academic collaboration is beneficial to the faculty in learning new teaching tools, and to the students in increasing the breadth of their knowledge and learning different approaches to solving a problem.

In the Fashion world, Designers depend and survive on their extensive collaborations with colleagues. Sharing specialized reagents, techniques, and expertise is the engine that speeds up their projects, and gives life to new ideas and scientific breakthroughs. The presence of established channels that allow effective communication, stable partnerships, and large networks between academics enables the flow of critical information among them. Such networking and cooperation are extremely valuable for sharing information on new approaches and resources but also acquiring specialized and new expertise.

SGT University, Faculty of Fashion & Design Department is poised to be a leading institute offering its students an ideal combination of fashion professionals for corporate and academic excellence. We are constantly working towards our mission of delivering quality education and generating new budding fashion professionals.

SGT University, Faculty of Fashion & Design Department has collaborated with the Professional Bodies, National /International Tie-ups/MOUs, etc, to provide Students learning & faculty exchange programs to our students with various established courses in the field of fashion design and fashion management.

National & International Collaboration

  • FDCI- (Fashion Design Council of India) Membership.
  • Faculty of Fashion & Design had done International MOU with the Academy of Art-Sofia, Bulgaria.
  • TAI [Textile Association Of India]

Industry Connect

Students have done industrial training & placement in the different Export Houses, well

  • NITRA (Linked with Ministry of Textile Govt. of India), Ghaziabad, U.P
  • Blackberry
  • RINA DHAKA (FAMOUS DESIGNER)
  • ORANGE SOURCING (Buying House)
  • TEN & CO, SOURCING (Buying House)
  • Orient craft Limited
  • Hypnotic Clothing (manufacturer)
  • DPI Fashions (P) Ltd. (manufacturer and Exporter)
  • Mercury Fabrics Pvt. Ltd.
  • Virk India, Chandra Garments, etc.
  • Kazari Apparels Pvt. Ltd.
  • Vijay Design Inspirations. Pvt. Ltd.
  • Richa & Co.
  • Concept Clothing.
  • AMS Auric, I.D. International.
  • Ambuja Accessorize & Clothing,
  • C. Apparels, Matrix clothing Pvt. Ltd.
  • Click Clothing Company Pvt. Ltd.
  • Jain Textile industries
  • Unique Collection (manufacturer and Exporter)

Meaningful collaboration promotes the building of peer relationships, fosters peer interactions, and by involving students in different discussions, it enables them to understand different perspectives, and to give and receive feedback. During these collaborations, students not only become more skilled at working with their peers but also working with other adults besides their teacher, while developing their online presence and being responsible in the use of digital tools for learning.

Benefits

  • Develop the skills one needs to adapt to the constantly changing global market
  • Develop international networking
  • Creating opportunities for students to work on collaborative projects
  • Develop and widen understanding of similarities and differences between different cultures
  • Develop personal competitiveness for future career development by gaining new perspectives
  • Diversification of educational delivery mode
  • To develop social and cross-cultural sensitivity and translate them into fashion projects

Strengths:

  • Focus on the style sector of fashion
  • Discover the Italian taste of fashion visiting selected shops and manufacturing laboratories
  • Living this experience in Milan will allow students to clearly understand how Italians feel fashion
  • One – to – one teaching method to follow each student step by step
  • Get in touch with an international reality in the fashion sector
  • Analyze different styles and trends in order to increase professional knowledge and gain abilities to create special projects

Jyoti Banerjee
Assistant Professor
SGT University

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Faculty of Fashion & Design Corporate Grooming Session

Corporate grooming session (CGS) is a program started for the growth of students where they will be groomed and trained according to the corporate culture and industry. This schedule is beyond the curriculum where every faculty member takes a CGS session individually according to their forte area. There will be one topic for each session. The slot for CGS is fixed on every Saturday from 10 am – 1 pm, is a fashion designer, we always engage ourselves in the fashion shows where we showcase the designed garment only. So, we need to provide them the knowledge about other things also which are related to fashion only.

In the first session, we chose hairstyling as students have a huge interest in it. The basics of hairstyling were taught and the students were guided about the looks to be carried during the fashion show and work in the hairstyling. They were taught how to do the self-straightening, curling, braiding, and how to put clips. They learned the usage of different types of spray and how they bring the effect on hair while doing the hairdo.

Simultaneously, the students need to know about the basics of make-up as well, since, hairstyling isn’t enough to complete the look. Make-up is an essential part of fashion as, without it, the entire look is incomplete. The student must know about the basics of makeup like which look to put on with a particular type of garment. To implement this, they must know how to develop the base for the makeup and how to apply the basic eye shadow and lip shades. It is begun with learning how to use the moisturizer, primer, and concealing on the face. They would do the makeup on other’s faces such as models and learn about which make up suits which type of face shape. The importance of different types of makeup is to enhance the different themes of the garment being showcased. Further, we will arrange the sessions where the students will learn about making the fashion accessories and understand the desired type of accessories according to the suitability of the garment their way of manufacturing techniques.

In addition to the bodily attributes, the students need to improve their communication skills also. It is the main requirement for a candidate to be able to communicate professionally as it adds value to their knowledge. The next step after studies for a student is to face the industrial interview for which they need to have a good vocabulary to match the market standards. The students need to improve their general knowledge about the different brands. So, a session could be done focusing on communication skills. Further, a session would be done where the students would be taught how to crack the interview and how to deliver the speech. It is very important because the selection in a firm is based not only on the knowledge of the field but also on how the candidate has performed in the interview so the fear of facing the interview will not be there and prepare the students for the desired questionnaire.

Later on, a session would be conducted on different categories of garments and their suitability according to the occasion. They will also be taught about how to dress up according to the body and face type, and how a particular garment can change the outlook of overall personality. Having the basic knowledge of it, they will understand how two categories of garments can be fused together to bring out a different style. Henceforth, they will improve their styling techniques also. It is beneficial for the students in many ways as styling will enable them to understand the better way of using lifestyle products and the garments together. The students can choose it as a career ahead and become a stylist. The industry needs stylists as much as it needs the designers.

After so many indoor sessions, there comes up a requirement of the outdoor sessions. For this, we can choose fashion photography and street fashion photography is a huge part of fashion photography. We will take the students to the street view such as Connaught Place in Delhi which is historical and still modernized where they will learn street photography. The technicality such as the right angle, the light exposure, and the tools required in street photography will be made understood. They will learn how it is different from studio photography.

Many more session goes under the CSG such as live sketching, surface texture development, etc. This type of experience is a must for the students for better grooming where they learn the feasibility and effective knowledge on how to perform work and get a hands-on experience practically.

Dinkar Kumawat
Assistant Professor
SGT University

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Let’s Learn To Coexist – SGT University

It would not be an exaggeration to say that for ages, the most important thing for humans has been human himself. All the other things in this universe have assumed secondary status for us. Even Mother Nature who inhabits all the living and non-living creatures including humans have found an ancillary status in the anthropocentric philosophy. It seems that the brunt of COVID-19 faced by the world is the manner of nature to make us realize that we, humans have made the biggest mistake of thinking ourselves to be too powerful; to be the master of this earth.

These days social media, T.V channels, newspapers, etc. are flooded with the photos, videos, and news of wild animals roving the streets, birds that were rarely seen in the past few decades are fluttering in the sky and aquatic animals coming on shores. The smoggy cities are now seeing clear skies and witnessing the twinkling of bright stars which had become a forgotten thing. These images and news are getting huge ‘likes’ and ‘shares’. The suspension of hunting in various countries, freeing up crowdie streets, unimaginable reduction of noise in the air, clean and pure air indicate a convivial season for other living creatures on the planet Earth.

One thing has become very clear that we all like and love to live in the lap of nature but we have forgotten the art of coexistence. We the children of Mother Nature are not able to live together with the other children of nature. We have caused irreparable damages not only to the habitat of all other creatures on the Earth but also inevitably ravished our own home.

Coexistence is the basic essence of living. One cannot survive in isolation. All the living, non- living creatures are tied together for their subsistence. In our modern and luxurious lifestyle, we have lost the fundamental understanding that this nature does not belong to us only. In fact, every natural thing that we see ought to have an equal right to enjoy its space in this world. This unprecedented period of humans being locked down in homes and animals on the street is loudly and clearly giving the message that we need to learn to live together with other creatures on Earth.

We assume on our self the responsibility of protecting nature only because we have been consistently destroying it. No other animal or bird attempts to preserve nature. The reason is simply that they never commit the foolishness of destructing their own habitat. The human-centric approach which considers that only humans are of intrinsic value and all other aspects of the environment are just to assist the subsistence of humanity has already done great harm. Now nature is reclaiming itself, communicating to us that we are not the masters, but only the beneficiaries like other beings and we need to decide our limits so that every being can live peacefully together on this beautiful planet.

Sooner we understand and learn the art of coexistence, there are more chances to preserve the human race else nature will find its way to renounce.

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The COVID-19 Lockdown Period and the Faculty of Law: A Report Card

The Covid-19 Pandemic forced Universities across the world as well as in India to suspend on-campus teaching and learning and shift to online classes. Online teaching and learning is an ideal method as it enforces social distancing and physical distancing to resist the spread of the epidemic. As soon as the Covid-19 crisis broke out in India, SGT University shifted to the online mode from Mid –March and as such remained unaffected by the extended national lockdown until now. The faculty members of the Faculty of Law started giving lectures online (on Zoom, Webex, etc). Study materials and assignments were shared on Google Class Room for the finished topics.  During the transitional period,  there were some technical glitches, but soon, both, the students, as well as the faculty members of the Faculty of Law, adapted to the online mode at ease.  As the online mode allows innovative methods of teaching with the help of technology and online tools, the teachers have been very enthusiastic about delivering their lectures by using the available online tools. As a consequence, the students have found it very convenient to access lectures, study materials, and assignments.  Even a shy or reticent student has participated in the class discussion with teachers through online mode by using chat options. There is a sense of feel-good factor among the students as they have been kept busy through this lockdown period with the scholastic activities, instead of sitting idle.

Shubhangee Sinha, a first-year student of BA., LLB  explains the merits of the online mode classes by saying that “I have been taking the online classes of the  Faculty of Law on Zoom every day ever since the lockdown happened due to the Corona outbreak. The student continued saying that, “The online classes are interesting because the teachers are helping me to understand the concept better with the help of different pedagogic tools available online”.

Nayan Dhari Singh, a first-year student highlights the advantages of online classes by stating that, “I appreciate the Faculty of Law for opting the online mode in the alarming situation like COVID-19…… I found the lectures very interesting because we all tend to lose our concentration while a lecture is going on in the regular classroom but in the case of online mode, I  could review my teacher’s lecture at any point in time by rewinding the audio or video of the lecture”.

Rohan Yadav, a first-year student says,I have been hooked up to  Zoom for a couple of hours to join the online lectures during this lockdown period. It is a novel initiative of the Faculty of Law to complete the syllabus on time.  I have been kept tight by the faculty members with assignments and study materials throughout this break”

However, some students faced problems because of poor internet connectivity and audio issues. Vanshika Sharma, a first-year student points out that the issue of internet connectivity is a key challenge for most students as “many students have the 1GB or 2GB daily data plans on their phones — not everyone has WiFi at home — and they have to manage classes on that” which becomes difficult. In general, the online classes were well-received and attended by the students.

Apart from online classes, the students were informed about the availability of diverse online study materials related to their course work in various platforms so that they could access those materials.  For example, the students can avail of a Massive Open Online Course (MOOCs) of the National Law University of Delhi. The online materials of e-PG Pathshala, SWAYAM, the National Project on Technology Enhanced Learning (NPTEL), National Knowledge Network, (NKN), and National Academic Depository (NAD) can be accessed by the students. Further, the students were asked to register for free online courses of more than 3,800 courses and 400 specializations being offered by Coursera until July 31, 2020.

In addition to this,  the online Mid-Sem Test was conducted from 8th April to 14th April 2020 to evaluate the academic progress of the students.  Further,  as there is a surge of webinars in this crisis period, the students of the Faculty of Law have been asked to attend virtual talks or panel discussions or conversations about the different dimensions of law. They were asked to enroll for online internships to enhance their professional skills as well as to enrich their profile as they have lots of time at their disposal now. The faculty members have been consistently informing the students about such activities regularly. The Faculty of Law recently organized an online legal quiz for the students in which the students participated in large numbers.

 In a nutshell, the academic activities were kept at its pace as planned in the academic calendar at the Faculty of Law despite the unprecedented health crisis that has unfolded. The online classes are off as the syllabus has been through now.  Yet,  the faculty members are in touch with their respective classes to clear doubts of the students and provide them updates about the academic events. The students are preparing for the forthcoming end semester exam with full confidence and are looking forward to a brighter next academic year.

Dr. Mahalingam M
Associate Professor
Faculty of Law
SGT University

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Emotions Are Cognitive, Not Innate

Emotions are not innately programmed into our brains, but, in fact, are cognitive states resulting from the gathering of information through experiences. Emotions are an innately programmed in the brain’s subcortical circuits. As a result, emotions are often treated as different from cognitive states of consciousness, such as those related to the perception of external stimuli. In other words, emotions aren’t a response to what our brain takes in from our observations, but, rather, are essential to our makeup. Emotions are “higher-order states” embedded in cortical circuits. The brain mechanisms that give rise to conscious emotional feelings are not fundamentally different from those that give rise to perceptual conscious experiences. ”Emotions are not tools of cognition”, said Ayn Rand. Innate emotions come from the brain’s limbic system, a part of the primitive hind-brain. Cognitive processing of emotion is the business of the amygdala and prefrontal cortex in the human brain.

Cognition and emotion – this phrase-connects two concepts, but it is ambiguous. For some people, it means the cognitive approach to emotion. For others, it means joining two domains, cognition and affect, that were previously thought to be disparate. A Handbook of cognition and emotion, implying as it does a productive marriage between the two research areas in its title, is something of an achievement. Cognition in emotion is like concept and action of valence, arousal, and control. A not uncommon reaction to claims about the role of cognition in emotions is to agree with the proverbial farmer, who, when asked for directions to the city, replied: “you can’t get there from here.”Emotions are both (conceptually) defined by appraisals and (empirically) constituted by them. Although recent research has shown that social cognition and emotion engage overlapping regions of the brain, few accounts of this overlap have been offered. Cognition and emotion are closely linked to music. The researcher concludes is a part of an ongoing program investigating how the dynamic aspect of musical emotion relates to the cognition of musical structure. Some research suggests that the expression of emotion in music shares properties with the expression of emotion in speech and dance.

Anuradha
Faculty of Behavioral Science
Department of Clinical Psychology
SGT University, Gurgaon, Haryana

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Approach to a Child with Language Delay

Communication is one of the important developmental domains that help a child to label, explore, and learn new things about him and the environment around. It exposes a child to new stimuli around and helps to build social connections so important for a developing young nervous system. It enables a child to express, understand, and share his joy and convey distress as well. Language and communication is the key towards good scholastic performance as phonological awareness, thought processing and expression are shaped when a child starts remembering and discriminating sounds or using words for describing objects.

Delay in language development can be because of various developmental or psychological disorders e.g. intellectual disability, learning disability, hearing impairment, language disorder, psychosocial deprivation, autism, selective mutism, bilingualism, receptive aphasia, cerebral palsy, etc. Early identification and intervention for these children can have a significant impact on the quality of their lives.

Speech is an act of production of sound. Challenges in speech may manifest in trouble with specific sounds, patterns of words, or intelligibility. Types of speech challenges include articulation or phonological disorders.

Language is the ability to use speech to make others understand what we express and comprehend what others say. The deciphering of the message and its correct delivery is language. A child with language challenges may not use proper sentence construction and grammar (e.g. “I go to the school) or may have trouble deciphering complex sentences or thoughts. The ability to express oneself is called expressive language ability. The ability to decipher and understand language is called receptive language ability.

Communication is the broadest category of them all. Communication not only includes spoken language but also includes many other non-verbal cues, which are essential for interacting and communicating with others. It is common that if a child or adult has proper speech and language, that they still struggle with communication. This could take the form of not understanding sarcasm, gestures, or facial expressions, which are also cues to what someone is trying to communicate to them. Children with autism spectrum disorders (ASD) often exhibit these characteristics. Speech, writing, art, body, and sign language are all methods of communication.  Because communication is central to the development of a child, the failure of a child to speak by the age of 1year 6 months should be taken seriously. Language problems interfere with a child’s ability to communicate effectively, both in the expression and understanding of ideas. The outcome of such a delay may have widespread consequences ranging from academic to social adjustments.

In children not meeting the expected milestones for speech and language, a comprehensive developmental evaluation is essential, because atypical language development can be a secondary characteristic of other physical and developmental problems that may first manifest as language problems. Types of primary speech and language delay include developmental speech and language delay, expressive language disorder, and receptive language disorder. Secondary speech and language delays are attributable to another condition such as hearing loss, intellectual disability, autism spectrum disorder, physical speech problems, or selective mutism. When speech and language delay is suspected, the primary care physician should discuss this concern with the parents and recommend referral to a child development team.

Several studies have shown that children with speech and language problems at two and a half to five years of age have increased difficulty reading in the elementary school years. Children in whom speech and language impairments persist past five and a half years of age have an increased incidence of attention and social difficulties. Children with specific speech and language impairments at seven and a half to 13 years of age have been shown to have impaired writing skills, with marked deficits in spelling and punctuation compared with children with-out speech and language impairments.

It is important for parents to have an understanding of milestones of speech and language so that the delay or deviation of any kind can be determined in early childhood. Normal speech progresses through stages of cooing, babbling, words, and word combinations, whereas normal language progresses through stages of understanding and expressing more complex concepts.

When to refer: When speech and language delay is suspected, the child should be referred to the early childhood developmental center for screening. Based on the screening results the multimodal intervention if needed should be developed by the team of early developmental interventionists. The primary goal of an evaluation should be to rule out cognitive deficits with language delay. Doing away with the myths as boys speak late, with age speech will come, let’s wait for some more time is the need of the hour. As professionals, we need to make discrimination between expression and understanding by going through the age-appropriate milestones. Taking parental concerns seriously and ruling out red flag signs should be a priority.

Management of language disorder is dependent on the type of processing error or expression. If the understanding, which manifests with poor expression, is affected, the focus of the therapies should be comprehension and cognitions. The primary goals of therapy are to teach children strategies for comprehending spoken language and producing appropriate communicative behavior to help parents learn ways of encouraging their children’s communication skills. There is good data available to support the effectiveness of a multidisciplinary intervention, which includes special education and speech-language therapy, particularly for children with a primary expressive language disorder. The effect of speech-language therapy for children with receptive language disorder appears to be much smaller than it is for other groups as the concern is understanding, which results in other associated behavioral problems as well. Hence the multidisciplinary developmental team approach is a must. Parents can effectively administer speech-language therapy, but must first receive training. The response to treatment is more varied when using parent administrators, which suggests that some parents may be more suited for providing therapy than others.

Parent Counseling:

Parents can be counseled that, once a diagnosis is made, there are professionals who can work with the child and parents, and that many times children show a positive response to this intervention. Looking at the increased incidence of developmental disorders like autism, communication disorder, social communication disorder it is advised that a child with presenting complaints of language delay with associated behavioral problems must be referred to a multidisciplinary team of child development consisting of a developmental pediatrician, psychologist, special educator, speech therapist and other allied rehabilitation professionals so that a comprehensive evaluation can be done as early as possible. Research shows that early diagnosis has a better prognosis than late identification and referral.

Imran Mushtaq
Research Scholar
Department of Clinical Psychology
Faculty of Behavioral Sciences
SGT University, Gurugram.

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Goodbye Exam Stress – Causes of Exam Stress

“I swear on the God, next time I will start my preparation, a month prior to exam dates”

Some students are just exam persons – they have no distress getting their heads down to brush up and seem to fly without blinking their eye. But for many others examination can be extremely stressful. Even the word examination may leave them in apprehensions. The exam is stressful but certainly not the worst thing that could happen to you. Parents make it difficult, but friends don’t make it any easier either. To avoid this anxiety, it is crucial that we deal with exams with a clearer mindset.

Signs of exam stress:

Causes of exam stress are:

  • Inadequate or last minute preparation
  • High expectations
  • Pressure from Teachers and Parents
  • A feeling of competition with others
  • Fear of failing
  • Feeling less prepared
  • Self-induced pressure: There is a belief that grows in the minds of the children that they are required to perform well consistently in order to be judged as a good student.
  • Sole bread earner: Not everybody is on the same page when it comes to financial holdings. Students who work part-time and are also studying simultaneously fall prey to this stress.

WAYS TO COMBAT: Do’s &Don’ts

Designate an area for studying: A table is meant for studying. The bed for sleeping. An uncluttered table without your phone, laptop, and other distractions is the right approach. Lying on your bed or on the sofa in front of the TV will not only damage your posture but will hamper concentration too, so find a comfortable table and chair you can work on.

Take Breaks: Breaks are important. There is only that much that you can retain at a stretch. Take a short break every 45 mins. It’s a good idea to leave the room at this time and take a break of 15 mins. During the break avoid watching a TV serial, movie, stay away from gadgets, etc rather than drink water, grab a snack, wash your face, freshen up yourself, take a hot refreshing bath, etc.

Concentration exercises: It’s very important to be focused while you are learning or revising, and to be focused you need much concentration. To keep your concentration upright, you can do small activities like Deep breathing, Striking of all ‘e’ from a paragraph, focus on a single instrument while listening to a song, highlight important points while skimming, use flow charts and mnemonics and other graphic aids to remember better. If you have ever felt that you have forgotten what you learned yesterday, revise on 1-2-7-15-30 these days to make sure this doesn’t happen again.

Right Sleep: Sleepless nights for many can leave you feeling tired and low in energy. Set yourself a definite time to go to bed and stick to it no matter what. Sleep for 7-9 hours.

No caffeine. No smoking. It’s a myth that they help.

Don’t talk about the subject or the paper with your friends while meeting them on the day of the exam. Don’t try to read at the last moment. Once you have the paper, read only the first question. If you know it- perfect, if not move further. Divide your time based on each question.

Give yourself some time to relax before you start to study for the next exam.

Remember: It’s not a race. Don’t look at the supplementary sheets others take. Don’t keep looking at the clock. You don’t need to be the first one to finish. And once the paper is done, it’s finished. So no discussion about the paper and no analysis.

Don’t rely on cheating to get you the marks you want. It will leave you feeling bad and in later life, the information you should have learned could be important. So be honest with yourself.

Aastha Dhingra
Assistant Professor
Department of Clinical Psychology
Faculty of Behavioural Sciences
SGT University, Gurugram

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