What is a tsunami?
The name tsunami, from the Japanese words tsu meaning harbour and nami meaning wave, is now used internationally to describe a series of waves travelling across the ocean. These waves have extremely long wavelengths, up to hundreds of kilometres between wave crests in the deep ocean. In the past, tsunami have been referred to as ‘tidal waves’ or ‘seismic sea waves’. The term ‘tidal wave’ is misleading. Even though a tsunami’s impact upon a coastline is dependent on the tidal level at the time a tsunami strikes, tsunami are unrelated to the tides. Tides result from the gravitational influences of the moon, sun and planets. The term ‘seismic sea wave’ is also misleading. Seismic implies an earthquake-related generation mechanism. Earthquakes are only one of several ways that a tsunami can be generated. Tsunami can also be caused by events such as underwater landslides, volcanic eruptions, land slumping into the ocean, meteorite impacts, or even the weather when the atmospheric pressure changes very rapidly.
How are tsunami generated?
The most common cause of tsunami is an undersea earthquake that results in a sudden rise or fall of a section of the earth’s crust under or near the ocean. This earthquake creates an explosive vertical motion that can displace the overlying water column, creating a rise or fall in the level of the ocean above. This rise or fall in sea level is the initial impulse that generates a tsunami wave.
What type of earthquake generates a tsunami?
Tsunami are typically generated by earthquakes that occur along subduction zones. A subduction zone is an area on the earth where two tectonic plates meet and move towards one another, with one sliding underneath the other and moving down into the earth at rates typically measured in centimetres per year.
What are the characteristics of a tsunami?
Tsunami are different from normal wavesTsunami waves involve the movement of water all the way to the sea floor. The effects of wind-driven ocean waves are seen only near the surface of the ocean. Tsunami have long wavelengthsIn the deep ocean tsunami waves have extremely long wavelengths. In comparison to wind-driven waves, tsunami waves may have wavelengths up to hundreds of kilometres between wave crests. Tsunami are therefore much more destructive than normal waves because the huge flooding body of water can continue to rush onto land for an extended period of time. This may be anything from a few minutesup to an hour, compared with seconds for winddriven waves. As a tsunami approaches land, the size increasesThe speed and size of a tsunami is controlled by water depth. In the deep ocean tsunami waves may be unnoticed by ships or from the air. As the wave approaches land it reaches shallow water and slows down. Relative to the front of the wave, the rear is still in slightly deeper water (so it is going slightly faster) and catches up. The result is that the wave quickly ‘bunches up’, the wavelength becomes shorter and the body of water becomes much higher. This is called shoaling.Tsunami are fastIn the deep ocean, a tsunami can travel at more than 900 kilometres per hour, close to the speed of a jumbo jet, and in shallowwater, it can be described as roughly the speed of a fast cyclist.
Tsunami retain their energyAs well as travelling at high speeds, tsunami can also travel large distances with limited energy losses. Tsunami can therefore have sufficient energy to travel across entire oceans.Tsunami waves move outwards, away from their sourceThe path of a tsunami is never symmetrical and is determined by a number of factors including the bathymetry of the sea floor. Bathymetry is the measurement of the depth of the ocean floor from the water surface and is the oceanic equivalent of topography.
Tsunami move outwards at right angles to the subduction trench where the earthquake has occurred. A tsunami travels faster through deep water and slower through shallow water. This directs the wave along undersea valleys. The magnitude of the earthquake, the shape of the earthquake and the orientation of the subduction zone that ruptures are also influencing factors.A tsunami is a ‘series’ of wavesA tsunami generally consists of a series of waves. The amount of time between successive waves is known as the wave period.
Waves can be a few minutes or more than two hours apart. In most cases, the first tsunami wave is not the largest. Subsequent waves, sometimes the fifth or sixth, can be many times larger.Tsunami can vary in size and severityThe impact of a tsunami can vary widely. A small tsunami may result in unusual tides or currents that can be dangerous to swimmers or cause damage to berthed boats. A large tsunami can cause widespread flooding and destruction such as that seen off the west coast of Northern Sumatra on 26 December 2004. The south Java tsunami (17 July 2006) was caused by a relatively small earthquake (magnitude 7.7) that generated a 0.5 metre tsunami. This tsunami inundated the coast with run-up heights of four metres in some places, killing more than 600 people. Large tsunami cause strong rips and currents in oceans around the world for up to a few days after the initiating earthquake. Subduction zones along tectonic plate boundaries (shown in red) around Australia that have the potential to generate a tsunami that may impact on Australia’s coast
.Where and how frequently are tsunami generated?
Most tsunami occur in the Pacific and Indian Oceans. The boundary of the Pacific Ocean, known as the Ring of Fire, experiences frequent earthquakes. There are two major subduction zones in the Indian Ocean that can also generate tsunami. The frequency of tsunami is variable across the globe and over time. In the two years after the event of 26 December 2004 the Pacific Tsunami Warning Centre issued 52 tsunami alerts for six tsunami, two of which resulted in significant loss of life.Australia’s vulnerability to tsunami
Australia is bounded to the northwest, northeast and east by some 8,000 kilometres of active tectonic plate boundaries capable of generating tsunami, which could reach our coastline within two to four hours. One-third of earthquakes worldwide occur along these boundaries. The impact of a tsunami hitting vulnerable, low-lying areas on the Australian coast could be significant.
How are tsunami detected?
Typically, earthquakes that may generate a tsunami are detected through a network of seismic monitoring stations. Any resulting tsunami are then verified by sea-level monitoring stations and deep ocean tsunami detection buoys. The seismic monitoring stations can determine the location and depth of earthquakes that have the potential to cause tsunami. The sea-level gauges and deep ocean tsunami detection buoys then measure any abnormal changes in sea level to verify whether a tsunami has been generated.Tsunami warnings for AustraliaWith the introduction of the Joint Australian Tsunami Warning Centre (JATWC), Australia has the independent capacity to detect and verify potential tsunami in our region. The JATWC combines the operational roles of Geoscience Australia (GA) and the Bureau of Meteorology (the Bureau). GA notifies the Bureau of any earthquakes that may cause a tsunami. The Bureau then uses its network of sea-level monitoring equipment and tsunami forecast models to confirm the existence of a tsunami and issue a tsunami warning to emergency services, media outlets and the public if required.Emergency Management Australia (EMA) supports the system through community awareness and preparedness campaigns. EMA also has a role in coordinating a national response to a tsunami disaster if requested by the States or Territories.The establishment of the fully functional Australian Tsunami Warning System (ATWS) is a four-year project funded by the Federal Government and is due to be completed in June 2009. At the completion of the project Australia will have considerably improved tsunami detection equipment in Australia and around the region, enhanced scientific modelling of tsunami, a responsive warning system, and increased public awareness and community preparedness. International tsunami warningsAustralia is participating in the development of a tsunami warning system for the Indian Ocean through the Intergovernmental Oceanographic Commission, an agency of UNESCO. Australia is also enhancing seismic and sea-level monitoring networks in the Pacific Ocean, with observations being provided to the Pacific Tsunami Warning Centre ( PTWC) in Hawaii, in support of its warning service for the Pacific Ocean.ocean oor tsunami waves wave lengthwave heightsea levelCross-section of the coast during a tsunami demonstrating that tsunami are flooding waves that can inundate low-lying foreshore areas.
What are the warning signs of a tsunami?
The number one warning sign of a tsunami in Australia is the advice you may receive from the media (on radio or television) or from police and other emergency services. Follow their instructions immediately.The following are natural signs of a tsunami that you may, but not always, experience when you are near the coast in Australia or overseas. If you notice any of these three warning signs take action.
1. A shaking of the ground in coastal regions may reflect the occurrence of a large undersea eathquake nearby that may
generate a tsunami.
2. As a tsunami approaches shorelines, the sea may, but not always, withdraw from the beach (like a very low and fast tide) before returning as a fast-moving tsunami.
3. A roaring sound may precede the arrival of a tsunami.
What should I do if I notice the warning signs or hear a warning from my local emergency services?
• If you are at the beach, immediately move inland or to higher ground.
• If your boat is in deep water and offshore, maintain your position.
• If your boat is berthed or in shallow water, secure your vessel and move inland or to higher ground.
• If you are on the coast and cannot move inland, seek shelter in the upper levels of a st
Frequently Asked Questions About Tsunami
What generates tsunami?
Tsunami(s), also called seismic sea waves, are a series of waves generated by large, violent earthquakes occuring near the ocean. Not all earthquakes generate tsunamis.By far, the most destructive tsunamis are generated from large shallow earthquakes with an epicenter or fault line near or on the ocean floor. Vertical displacements of the earth's crust along the rupture, resulting from such earthquakes, can generate destructive tsunami waves which can travel across an ocean spreading destruction across their path. Similar displacements of the ocean floor can also be produced by volcanic eruptions and submarine avalanches, or submarine landslides. However, these sources are considered as point sources and , although destructive locally, the energy of the waves is rapidly dissipated as they travel across the ocean.
The wave crests of a tsunami may be a hundred kilometers or more apart as they travel across the ocean. The height from trough to crest may be only a few centimeters or meters in the open ocean. A tsunami cannot be felt aboard ships in deep water.
Why are tsunami so destructive?
As the tsunami enters the shoaling water near the coast, its velocity decreases and its height increases. It is in these shallow waters that tsunamis become a threat to life and property, for they can crest to heights of of more than 30-50 meters and strike with devastating force.
Finally, terminal height or run-up of the tsunami at the point of impact will depend on how the energy is focused, the travel path of the waves, the coastal configuration, and the offshore topography. Tsunami run-up is the vertical distance between the maximum height reached by the water on shore and the mean sea level surface. Tsunamis are among the most terrifying natural hazards known to man. They have been responsible for tremendous loss of life and property throughout history.
Friday, February 25, 2011
Measures to check disasters
Disaster Management is the body of policy and administrative decisions and operational activities which pertain to various stages (pre-disaster, disaster occurrence & post-disaster) of disaster at all levels.
Disaster management aims to reduce, or avoid, the potential losses from hazards, assure prompt and appropriate assistance to victims of disaster, and achieve rapid and effective recovery. The Disaster management phase illustrates the process by which governments, businesses, and civil society plan for and reduce the impact of disasters, react during and immediately following a disaster, and take steps to recover after a disaster has occurred. Appropriate actions at all points in the phases lead to greater preparedness, better warnings, reduced vulnerability or the prevention of disasters during the next iteration of the cycle. The complete disaster management cycle includes the shaping of public policies and plans that either modify the causes of disasters or mitigate their effects on people, property, and infrastructure.
The process of disaster management involves the following phases: prevention, mitigation, preparedness, response and recovery.
Prevention
The Phase of prevention involves active participation of all groups of society- governmental as well as non governmental organizations. All type of consensus developmental planning like early warning of impending disasters and their effective dissemination by using various alternative communications are the key factors for the effective prevention and preparedness. Involvement of educational & training institutions, corporate sectors and non governmental organizations to generate knowledge on Disaster Management by conducting various training and awareness programmes are long term key factors for the prevention and preparedness.
Mitigation
Mitigation efforts attempt to prevent hazards from developing into disasters altogether, or to reduce the effects of disasters when they occur. The mitigation phase differs from the other phases because it focuses on long-term measures for reducing or eliminating risk. The implementation of mitigation strategies can be considered a part of the recovery process if applied after a disaster occurs.
Preparedness
In the preparedness phase plans of action are developed for when the disaster strikes. Common preparedness measures include: communication plans with easily understandable terminology and methods, proper maintenance and training of emergency services, including mass human resources such as community emergency response teams, development and exercise of emergency population warning methods combined with emergency shelters and evacuation plans., stockpiling, inventory, and maintain disaster supplies and equipment and develop organizations of trained volunteers among civilian populations.Disaster preparedness is an effective way of lessening the impact of disasters which link emergency response and rehabilitation. As UN disaster Relief office defines Disaster Preparedness as measures designed to organise and facilitate timely and effective rescue, relief, rehabilitation operations in case of disaster; setting up disaster relief machinery, formulation of emergency relief plans, training of specific groups to undertake rescue and relief, stockpiling supplies and earmarking funds for relief operations.
Response
The response phase includes the mobilization of the necessary emergency services and first responders in the disaster area. This is likely to include a first wave of core emergency services, such as firefighters, police and ambulance crews. Response phase is the first stage of disaster which has occurred immediately that includes events like setting up control rooms, putting the contingency plan in action, issue warning, action for evacuation, taking people to safer shelters, providing medical aid to the affected people and coordination, communication, situation assessment and resources mobilization are the key factors. Response includes three phases ie pre, during and post response phase. Pre disaster response plan intended to reduce the impact of disaster on the life and property of the society by setting up control room, evacuation of people etc. Response phase during disaster is to ensure that steps are being taken to alleviate and minimize the loss of life and property while post response phase is to achieve rapid, durable and sustainable recovery
Recovery
The aim of the recovery phase is to restore the affected area to its previous state. It differs from the response phase in its focus; recovery efforts are concerned with issues and decisions that must be made after immediate needs are addressed. Recovery efforts are primarily concerned with actions that involve disaster assessment, damage clearance, immediate rehabilitation, reconstruction planning and implementation. Besides counseling and psycho social support to the disaster survivors is a vital part of the recovery phases.
Disaster management aims to reduce, or avoid, the potential losses from hazards, assure prompt and appropriate assistance to victims of disaster, and achieve rapid and effective recovery. The Disaster management phase illustrates the process by which governments, businesses, and civil society plan for and reduce the impact of disasters, react during and immediately following a disaster, and take steps to recover after a disaster has occurred. Appropriate actions at all points in the phases lead to greater preparedness, better warnings, reduced vulnerability or the prevention of disasters during the next iteration of the cycle. The complete disaster management cycle includes the shaping of public policies and plans that either modify the causes of disasters or mitigate their effects on people, property, and infrastructure.
The process of disaster management involves the following phases: prevention, mitigation, preparedness, response and recovery.
Prevention
The Phase of prevention involves active participation of all groups of society- governmental as well as non governmental organizations. All type of consensus developmental planning like early warning of impending disasters and their effective dissemination by using various alternative communications are the key factors for the effective prevention and preparedness. Involvement of educational & training institutions, corporate sectors and non governmental organizations to generate knowledge on Disaster Management by conducting various training and awareness programmes are long term key factors for the prevention and preparedness.
Mitigation
Mitigation efforts attempt to prevent hazards from developing into disasters altogether, or to reduce the effects of disasters when they occur. The mitigation phase differs from the other phases because it focuses on long-term measures for reducing or eliminating risk. The implementation of mitigation strategies can be considered a part of the recovery process if applied after a disaster occurs.
Preparedness
In the preparedness phase plans of action are developed for when the disaster strikes. Common preparedness measures include: communication plans with easily understandable terminology and methods, proper maintenance and training of emergency services, including mass human resources such as community emergency response teams, development and exercise of emergency population warning methods combined with emergency shelters and evacuation plans., stockpiling, inventory, and maintain disaster supplies and equipment and develop organizations of trained volunteers among civilian populations.Disaster preparedness is an effective way of lessening the impact of disasters which link emergency response and rehabilitation. As UN disaster Relief office defines Disaster Preparedness as measures designed to organise and facilitate timely and effective rescue, relief, rehabilitation operations in case of disaster; setting up disaster relief machinery, formulation of emergency relief plans, training of specific groups to undertake rescue and relief, stockpiling supplies and earmarking funds for relief operations.
Response
The response phase includes the mobilization of the necessary emergency services and first responders in the disaster area. This is likely to include a first wave of core emergency services, such as firefighters, police and ambulance crews. Response phase is the first stage of disaster which has occurred immediately that includes events like setting up control rooms, putting the contingency plan in action, issue warning, action for evacuation, taking people to safer shelters, providing medical aid to the affected people and coordination, communication, situation assessment and resources mobilization are the key factors. Response includes three phases ie pre, during and post response phase. Pre disaster response plan intended to reduce the impact of disaster on the life and property of the society by setting up control room, evacuation of people etc. Response phase during disaster is to ensure that steps are being taken to alleviate and minimize the loss of life and property while post response phase is to achieve rapid, durable and sustainable recovery
Recovery
The aim of the recovery phase is to restore the affected area to its previous state. It differs from the response phase in its focus; recovery efforts are concerned with issues and decisions that must be made after immediate needs are addressed. Recovery efforts are primarily concerned with actions that involve disaster assessment, damage clearance, immediate rehabilitation, reconstruction planning and implementation. Besides counseling and psycho social support to the disaster survivors is a vital part of the recovery phases.
Measures to check disasters
Disaster Management is the body of policy and administrative decisions and operational activities which pertain to various stages (pre-disaster, disaster occurrence & post-disaster) of disaster at all levels.
Disaster management aims to reduce, or avoid, the potential losses from hazards, assure prompt and appropriate assistance to victims of disaster, and achieve rapid and effective recovery. The Disaster management phase illustrates the process by which governments, businesses, and civil society plan for and reduce the impact of disasters, react during and immediately following a disaster, and take steps to recover after a disaster has occurred. Appropriate actions at all points in the phases lead to greater preparedness, better warnings, reduced vulnerability or the prevention of disasters during the next iteration of the cycle. The complete disaster management cycle includes the shaping of public policies and plans that either modify the causes of disasters or mitigate their effects on people, property, and infrastructure.
The process of disaster management involves the following phases: prevention, mitigation, preparedness, response and recovery.
Prevention
The Phase of prevention involves active participation of all groups of society- governmental as well as non governmental organizations. All type of consensus developmental planning like early warning of impending disasters and their effective dissemination by using various alternative communications are the key factors for the effective prevention and preparedness. Involvement of educational & training institutions, corporate sectors and non governmental organizations to generate knowledge on Disaster Management by conducting various training and awareness programmes are long term key factors for the prevention and preparedness.
Mitigation
Mitigation efforts attempt to prevent hazards from developing into disasters altogether, or to reduce the effects of disasters when they occur. The mitigation phase differs from the other phases because it focuses on long-term measures for reducing or eliminating risk. The implementation of mitigation strategies can be considered a part of the recovery process if applied after a disaster occurs.
Preparedness
In the preparedness phase plans of action are developed for when the disaster strikes. Common preparedness measures include: communication plans with easily understandable terminology and methods, proper maintenance and training of emergency services, including mass human resources such as community emergency response teams, development and exercise of emergency population warning methods combined with emergency shelters and evacuation plans., stockpiling, inventory, and maintain disaster supplies and equipment and develop organizations of trained volunteers among civilian populations.Disaster preparedness is an effective way of lessening the impact of disasters which link emergency response and rehabilitation. As UN disaster Relief office defines Disaster Preparedness as measures designed to organise and facilitate timely and effective rescue, relief, rehabilitation operations in case of disaster; setting up disaster relief machinery, formulation of emergency relief plans, training of specific groups to undertake rescue and relief, stockpiling supplies and earmarking funds for relief operations.
Response
The response phase includes the mobilization of the necessary emergency services and first responders in the disaster area. This is likely to include a first wave of core emergency services, such as firefighters, police and ambulance crews. Response phase is the first stage of disaster which has occurred immediately that includes events like setting up control rooms, putting the contingency plan in action, issue warning, action for evacuation, taking people to safer shelters, providing medical aid to the affected people and coordination, communication, situation assessment and resources mobilization are the key factors. Response includes three phases ie pre, during and post response phase. Pre disaster response plan intended to reduce the impact of disaster on the life and property of the society by setting up control room, evacuation of people etc. Response phase during disaster is to ensure that steps are being taken to alleviate and minimize the loss of life and property while post response phase is to achieve rapid, durable and sustainable recovery
Recovery
The aim of the recovery phase is to restore the affected area to its previous state. It differs from the response phase in its focus; recovery efforts are concerned with issues and decisions that must be made after immediate needs are addressed. Recovery efforts are primarily concerned with actions that involve disaster assessment, damage clearance, immediate rehabilitation, reconstruction planning and implementation. Besides counseling and psycho social support to the disaster survivors is a vital part of the recovery phases.
Disaster management aims to reduce, or avoid, the potential losses from hazards, assure prompt and appropriate assistance to victims of disaster, and achieve rapid and effective recovery. The Disaster management phase illustrates the process by which governments, businesses, and civil society plan for and reduce the impact of disasters, react during and immediately following a disaster, and take steps to recover after a disaster has occurred. Appropriate actions at all points in the phases lead to greater preparedness, better warnings, reduced vulnerability or the prevention of disasters during the next iteration of the cycle. The complete disaster management cycle includes the shaping of public policies and plans that either modify the causes of disasters or mitigate their effects on people, property, and infrastructure.
The process of disaster management involves the following phases: prevention, mitigation, preparedness, response and recovery.
Prevention
The Phase of prevention involves active participation of all groups of society- governmental as well as non governmental organizations. All type of consensus developmental planning like early warning of impending disasters and their effective dissemination by using various alternative communications are the key factors for the effective prevention and preparedness. Involvement of educational & training institutions, corporate sectors and non governmental organizations to generate knowledge on Disaster Management by conducting various training and awareness programmes are long term key factors for the prevention and preparedness.
Mitigation
Mitigation efforts attempt to prevent hazards from developing into disasters altogether, or to reduce the effects of disasters when they occur. The mitigation phase differs from the other phases because it focuses on long-term measures for reducing or eliminating risk. The implementation of mitigation strategies can be considered a part of the recovery process if applied after a disaster occurs.
Preparedness
In the preparedness phase plans of action are developed for when the disaster strikes. Common preparedness measures include: communication plans with easily understandable terminology and methods, proper maintenance and training of emergency services, including mass human resources such as community emergency response teams, development and exercise of emergency population warning methods combined with emergency shelters and evacuation plans., stockpiling, inventory, and maintain disaster supplies and equipment and develop organizations of trained volunteers among civilian populations.Disaster preparedness is an effective way of lessening the impact of disasters which link emergency response and rehabilitation. As UN disaster Relief office defines Disaster Preparedness as measures designed to organise and facilitate timely and effective rescue, relief, rehabilitation operations in case of disaster; setting up disaster relief machinery, formulation of emergency relief plans, training of specific groups to undertake rescue and relief, stockpiling supplies and earmarking funds for relief operations.
Response
The response phase includes the mobilization of the necessary emergency services and first responders in the disaster area. This is likely to include a first wave of core emergency services, such as firefighters, police and ambulance crews. Response phase is the first stage of disaster which has occurred immediately that includes events like setting up control rooms, putting the contingency plan in action, issue warning, action for evacuation, taking people to safer shelters, providing medical aid to the affected people and coordination, communication, situation assessment and resources mobilization are the key factors. Response includes three phases ie pre, during and post response phase. Pre disaster response plan intended to reduce the impact of disaster on the life and property of the society by setting up control room, evacuation of people etc. Response phase during disaster is to ensure that steps are being taken to alleviate and minimize the loss of life and property while post response phase is to achieve rapid, durable and sustainable recovery
Recovery
The aim of the recovery phase is to restore the affected area to its previous state. It differs from the response phase in its focus; recovery efforts are concerned with issues and decisions that must be made after immediate needs are addressed. Recovery efforts are primarily concerned with actions that involve disaster assessment, damage clearance, immediate rehabilitation, reconstruction planning and implementation. Besides counseling and psycho social support to the disaster survivors is a vital part of the recovery phases.
Interview Tips
Reach the Interview place atleast 30 minutes in advance. Sit in waiting room / wash your face and hands, check your combing, makeup, dress in loo.
If u don’t find a comfortable or a good loo or waiting room, go to nearby hotel or restaurant and relax there.
Carry water with you and have a glass of water before appearing in interview.
No chewing of gum at the time of Interview, but check if you have a bad breath. Chew a Gum or Mouth freshener and spit.
Clean your nose before entering the interview chamber.
If you feel right, knock the door and ask, “May I come in, please,” and after hearing “yes” enter.
Check before entering your mobile phone is on silent mode or Switched Off.
Wish Good Morning or whatever. Sit after you are asked to sit and say Thank You.
Do not keep your hands on the table or any of your belongings on the table.
Put your bag / brief case on the floor near your right foot.
Maintain a balance in your pose and posture.
No aa, aa, ey, ey, or crack in your voice. Reply clear cut and to the point.
No nervousness or down heartedness in the interview room.
Let the questions be completed then think and then speak the answers.
No stretching/ extending of hands while answering the questions.
Have a smiling face, but don’t laugh there.
Be attentive there and have a direct eye contact with the interviewers.
If not getting the questions etc., say “Pardon”
If don’t know the answers or are ignorant simply say “Sorry, I don't know" or "Sorry, I am not sure about it".
Don’t show that you are in need of employment. Job will be offered to you if you are able.
Don’t touch your mouth, cheeks or fingers, your hair or itch your body parts. Oops, control your hands.
Smoking is bad habit and if still you do, don’t carry cigarette box with you and see your breath is free of smoke.
Don’t eat onion, garlic or any thing heavy on that day.
Don’t drink carbonated beverages etc.
Avoid Farts.
Don’t argue or enter into controversies.
Don’t tell lie or give false statements, otherwise it will be difficult to manage the situations.
Be calm, don’t show gestures, reactions etc.
If they are asking you embarrassing or confusing questions, let them check your temperament and don’t allow your confidence shattered.
When finished, say “Thank you”.
Don’t take the initiative to shake hands yourself. If they do, then you must respond with soft and firm hand shake.
If u don’t find a comfortable or a good loo or waiting room, go to nearby hotel or restaurant and relax there.
Carry water with you and have a glass of water before appearing in interview.
No chewing of gum at the time of Interview, but check if you have a bad breath. Chew a Gum or Mouth freshener and spit.
Clean your nose before entering the interview chamber.
If you feel right, knock the door and ask, “May I come in, please,” and after hearing “yes” enter.
Check before entering your mobile phone is on silent mode or Switched Off.
Wish Good Morning or whatever. Sit after you are asked to sit and say Thank You.
Do not keep your hands on the table or any of your belongings on the table.
Put your bag / brief case on the floor near your right foot.
Maintain a balance in your pose and posture.
No aa, aa, ey, ey, or crack in your voice. Reply clear cut and to the point.
No nervousness or down heartedness in the interview room.
Let the questions be completed then think and then speak the answers.
No stretching/ extending of hands while answering the questions.
Have a smiling face, but don’t laugh there.
Be attentive there and have a direct eye contact with the interviewers.
If not getting the questions etc., say “Pardon”
If don’t know the answers or are ignorant simply say “Sorry, I don't know" or "Sorry, I am not sure about it".
Don’t show that you are in need of employment. Job will be offered to you if you are able.
Don’t touch your mouth, cheeks or fingers, your hair or itch your body parts. Oops, control your hands.
Smoking is bad habit and if still you do, don’t carry cigarette box with you and see your breath is free of smoke.
Don’t eat onion, garlic or any thing heavy on that day.
Don’t drink carbonated beverages etc.
Avoid Farts.
Don’t argue or enter into controversies.
Don’t tell lie or give false statements, otherwise it will be difficult to manage the situations.
Be calm, don’t show gestures, reactions etc.
If they are asking you embarrassing or confusing questions, let them check your temperament and don’t allow your confidence shattered.
When finished, say “Thank you”.
Don’t take the initiative to shake hands yourself. If they do, then you must respond with soft and firm hand shake.
Interview Questions and Answerts
Question 1: So, tell us about yourself?
Undoubtedly the most frequently asked interview question, and one that interviewees have the most difficulty answering. Your answer should be in alignment with your career objective, which means you shouldn't respond with comments about your hobbies, spouse or extra-curricular activities.
1. Start with a brief introduction. Talk about skills that are key to the position applied for.
Sample: 'During my 2 years of experience as a sales executive, I have mastered the ability to prospect, generate business leads, and motivate my team members to reach targets.'
2. Provide a summary of your recent work history. Keep your response limited to your current experience. Don't go back more than 2 years.
Sample: 'Most recently, at The XYZ Corporation, I was challenged with turning around a stagnant territory that ranked last in sales. I developed an aggressive sales campaign that focused on winning new accounts and nurturing the existing client base. Within six months, my sales team and I were able to increase sales by 40 per cent.'
3. Tie your response to the needs of the organization. Demonstrate how your experience and skills are transferable to the open position.
Sample: 'I have learnt about the challenges your IT department is facing and my background in developing software for leading companies will add value.'
4. Ask an engaging question. By asking a question, you gain control of the interview. Doing so will alleviate the stress you may feel to perform.
Sample: 'What strategies are currently underway to reduce the employee turnover and improve morale?'
Question 2: What are your greatest strengths and weaknesses?
Highlighting strengths and accomplishments: Use specific examples to highlight your accomplishments -- explicit numbers, results and outcomes. Generic words are meaningless unless backed by data. For example, instead of using the word 'significant', use a number or percentage instead.
Strengths that interviewers are looking for include:
. Committed: Talk about the times you may have sacrificed a vacation to complete an important project.
. Action-oriented: Quote an example from a past job where you drove the meeting, committee or project that was languishing. Or, when a deadline loomed and you came up with a way to reach the goal.
. Inquisitive/Curious: Show how curiosity has served you well in the last job. For example, when was the last time you knew there had to be a better way of performing a task, closing a particular deal or making a sale to a difficult client? How did your questioning of the situation find a solution?
. Long term approach: Talk about how you were able to see the broader consequences of a decision in your previous company. Your contribution provided a viewpoint that others had overlooked.
The one question candidates love to avoid is, "What is your greatest weakness?" Do not give superficial answers like "I'm a workaholic" or "I'm a perfectionist." These are boring and predictable. Interviewers can even reply to them with, "That doesn't sound like a weakness. Now why don't you tell me about a real weakness?" So, state a true weakness that doesn't have a major impact on your ability to do the job.
Sample -- If you are applying for a non-managerial role: 'In the past, I've had some trouble sharing responsibilities with others. I felt I could do things better and faster myself. This sometimes backfired because I'd end up with more than I could handle and the quality of my work would suffer. But I plan to take courses in time management and effective delegation.'
Or, 'I am weak in accounts and had a tough time when I was asked to work on a project with the finance team. I have enrolled in an online program on basic finance to overcome this.' (NOTE: You would not want to use this example for an accounting or finance position.)
Question 3: Why did you leave your last job?
If you left your last job under less-than-ideal circumstances, you probably dread this question. Here's how to handle it. Never lie. If you were fired, don't say you quit. A background check will reveal this lie easily. Don't say anything negative about your former boss, co-workers or company. Any negativity, frustration or anger will only reflect negatively on you.
Sample -- If you were fired for not adhering to a company policy: 'I was asked to leave for violating a company policy that I feel wasn't communicated to me clearly. I should have taken the responsibility to read all of the company policies and ask questions about those I didn't fully understand. That will be the first thing I do in my next job.'
Any employer would love to hear stories about how employees take responsibility for their actions and learn from their mistakes. Make sure they understand that what happened to cause you to leave your last job was the exception, not the rule. Provide references or letters of recommendation to verify that your job performance is above par.
Question 4: How would you……? (Problem solving question)
The interviewers aren't looking for a 'right' or 'wrong' answer to this one. They are more interested in understanding your thought process. Show your ability to think logically and demonstrate problem-solving capabilities by:
. Asking questions to confirm exactly what the interviewer is looking for.
. Explaining how you would collect the information and data required to develop a solution.
. Telling them how you'd use the information you gathered to develop and analyse alternative courses of action.
. Sharing your solution or recommendation, explaining how you feel it's the best option based on the information you were given.
So, go ahead and create a smashing impression. It's all about the right answers.
Undoubtedly the most frequently asked interview question, and one that interviewees have the most difficulty answering. Your answer should be in alignment with your career objective, which means you shouldn't respond with comments about your hobbies, spouse or extra-curricular activities.
1. Start with a brief introduction. Talk about skills that are key to the position applied for.
Sample: 'During my 2 years of experience as a sales executive, I have mastered the ability to prospect, generate business leads, and motivate my team members to reach targets.'
2. Provide a summary of your recent work history. Keep your response limited to your current experience. Don't go back more than 2 years.
Sample: 'Most recently, at The XYZ Corporation, I was challenged with turning around a stagnant territory that ranked last in sales. I developed an aggressive sales campaign that focused on winning new accounts and nurturing the existing client base. Within six months, my sales team and I were able to increase sales by 40 per cent.'
3. Tie your response to the needs of the organization. Demonstrate how your experience and skills are transferable to the open position.
Sample: 'I have learnt about the challenges your IT department is facing and my background in developing software for leading companies will add value.'
4. Ask an engaging question. By asking a question, you gain control of the interview. Doing so will alleviate the stress you may feel to perform.
Sample: 'What strategies are currently underway to reduce the employee turnover and improve morale?'
Question 2: What are your greatest strengths and weaknesses?
Highlighting strengths and accomplishments: Use specific examples to highlight your accomplishments -- explicit numbers, results and outcomes. Generic words are meaningless unless backed by data. For example, instead of using the word 'significant', use a number or percentage instead.
Strengths that interviewers are looking for include:
. Committed: Talk about the times you may have sacrificed a vacation to complete an important project.
. Action-oriented: Quote an example from a past job where you drove the meeting, committee or project that was languishing. Or, when a deadline loomed and you came up with a way to reach the goal.
. Inquisitive/Curious: Show how curiosity has served you well in the last job. For example, when was the last time you knew there had to be a better way of performing a task, closing a particular deal or making a sale to a difficult client? How did your questioning of the situation find a solution?
. Long term approach: Talk about how you were able to see the broader consequences of a decision in your previous company. Your contribution provided a viewpoint that others had overlooked.
The one question candidates love to avoid is, "What is your greatest weakness?" Do not give superficial answers like "I'm a workaholic" or "I'm a perfectionist." These are boring and predictable. Interviewers can even reply to them with, "That doesn't sound like a weakness. Now why don't you tell me about a real weakness?" So, state a true weakness that doesn't have a major impact on your ability to do the job.
Sample -- If you are applying for a non-managerial role: 'In the past, I've had some trouble sharing responsibilities with others. I felt I could do things better and faster myself. This sometimes backfired because I'd end up with more than I could handle and the quality of my work would suffer. But I plan to take courses in time management and effective delegation.'
Or, 'I am weak in accounts and had a tough time when I was asked to work on a project with the finance team. I have enrolled in an online program on basic finance to overcome this.' (NOTE: You would not want to use this example for an accounting or finance position.)
Question 3: Why did you leave your last job?
If you left your last job under less-than-ideal circumstances, you probably dread this question. Here's how to handle it. Never lie. If you were fired, don't say you quit. A background check will reveal this lie easily. Don't say anything negative about your former boss, co-workers or company. Any negativity, frustration or anger will only reflect negatively on you.
Sample -- If you were fired for not adhering to a company policy: 'I was asked to leave for violating a company policy that I feel wasn't communicated to me clearly. I should have taken the responsibility to read all of the company policies and ask questions about those I didn't fully understand. That will be the first thing I do in my next job.'
Any employer would love to hear stories about how employees take responsibility for their actions and learn from their mistakes. Make sure they understand that what happened to cause you to leave your last job was the exception, not the rule. Provide references or letters of recommendation to verify that your job performance is above par.
Question 4: How would you……? (Problem solving question)
The interviewers aren't looking for a 'right' or 'wrong' answer to this one. They are more interested in understanding your thought process. Show your ability to think logically and demonstrate problem-solving capabilities by:
. Asking questions to confirm exactly what the interviewer is looking for.
. Explaining how you would collect the information and data required to develop a solution.
. Telling them how you'd use the information you gathered to develop and analyse alternative courses of action.
. Sharing your solution or recommendation, explaining how you feel it's the best option based on the information you were given.
So, go ahead and create a smashing impression. It's all about the right answers.
Dialogues
1. Find out about the person you'll be talking to before you actually talk to them, if you can. If it's someone who you work with, or go to school with, look at their department website and see if they have any projects in the works. If the person is a mutual acquaintance, ask your friend what this person does for a living and how they know each other. (Do not, however, dig any deeper than these suggestions. Coming into a conversation equipped with personal information about that person comes off as creepy. That means researching a person on social networks before talking to them for the first time is not okay!) The information you get can be good for starting conversations:
o "I was looking at the biochemistry department website and saw that you're working on a pretty interesting thesis! How'd you come to choose that topic?"
o "I saw on the office memo that you're working on the outreach project for local schools. How's that going?"
o "Milly here told me that you went skydiving!"
2. 2
Ask questions. What do they like to do? What sort of things have they done in their lives? What is happening to them now? What did they do today or last weekend? Identify things about them that you might be interested in hearing about, and politely ask questions. Remember, there was a reason that you wanted to talk to them, so obviously there was something about them that you found interesting. However, try to space out your questions or they'll feel like you're interrogating them which is very bad and closes off friendships.
o How to Come Up with Good Conversation Topics for ideas.
o Ask clarifying questions. If the topic seems to be one they are interested in, ask them to clarify what they think or feel about it. If they are talking about an occupation or activity you do not understand, take the opportunity to learn from them. Everyone loves having a chance to teach another willing and interested person about their hobby or subject of expertise.
o Try to get them talking about something they enjoy thinking about and something that you're interested in hearing or else the conversation isn't fulfilling and one of you will feel unsatisfied with it.
3. 3
Listen. This is the most important part of any conversation. Pay attention to what is being said. Make acknowledging noises or movements to indicate that you are still listening. A conversation will go nowhere if you are too busy thinking of anything else, including what you plan to say next. If you listen well, the other person's statements will suggest questions for you to ask. Allow the other person to do most of the talking. They will often not realize that it was they who did most of the talking, and you get the credit for being a good conversationalist - which of course, you are!
o Practice active listening skills. Part of listening is letting the other person know that you are listening. Make eye contact. Nod. Say "Yes," "I see," "That's interesting," or something similar to give them clues that you are paying attention and not thinking about something else - such as what you are going to say next.
o Paraphrase back what you have heard, using your own words. This seems like an easy skill to learn, but takes some practice to master. Conversation happens in turns, each person taking a turn to listen and a turn to speak or to respond. It shows respect for the other person when you use your "speaking turn" to show you have been listening and not just to say something new. They then have a chance to correct your understanding, affirm it, or embellish on it.
4. 4
Consider your response before disagreeing. If the point was not important, ignore it rather than risk appearing argumentative. On the other hand, agreeing with everything can kill a conversation just as easily as disagreeing with everything. When pointing out your difference of opinion, remember these points:
o Agree with something they said (state common ground) before disagreeing.
o Try to omit the word "but" from your conversation when disagreeing, as this word often puts people on the defensive. Instead, try substituting the word "and"--it has less of an antagonistic effect.
o Playing devil's advocate (pretending to defend the opposite point of view) can be a good way to keep the conversation going, but if you overuse this technique, you could end up appearing hostile.
o Don't manipulate the talk to serve your own agenda and steam-roll your counterpart. If you come away from the conversation feeling full of yourself, you used the occasion to show off your wit and knowledge. Try to keep from using a conversation to boost your ego.
5. 5
Do not panic over lulls. This is a point where you could easily inject your thoughts into the discussion. If the topic seems to have run out, use the pause to think for a moment and identify another conversation topic or question to ask them. Did something they said remind you of something else you have heard, something that happened to you, or bring up a question or topic in your mind? Mention it and you'll transition smoothly into further conversation!
6. 6
Remember that sometimes if a conversation isn't going well, it might not be your fault. Sometimes the other person is distracted/lost in thought, isn't willing to contribute, or is having a bad day. If they don't speak or listen, then they are the ones not using good conversation skills, not you. But in any case, it's still a good idea to strive to do your part as a good conversationalist.
7. 7
Know when the conversation is over. Even the best conversations will eventually run out of steam or be ended by an interruption. Smile if you're leaving, tell them it was nice talking to them, and say goodbye. Ending on a positive note will leave a good impression.
o "I was looking at the biochemistry department website and saw that you're working on a pretty interesting thesis! How'd you come to choose that topic?"
o "I saw on the office memo that you're working on the outreach project for local schools. How's that going?"
o "Milly here told me that you went skydiving!"
2. 2
Ask questions. What do they like to do? What sort of things have they done in their lives? What is happening to them now? What did they do today or last weekend? Identify things about them that you might be interested in hearing about, and politely ask questions. Remember, there was a reason that you wanted to talk to them, so obviously there was something about them that you found interesting. However, try to space out your questions or they'll feel like you're interrogating them which is very bad and closes off friendships.
o How to Come Up with Good Conversation Topics for ideas.
o Ask clarifying questions. If the topic seems to be one they are interested in, ask them to clarify what they think or feel about it. If they are talking about an occupation or activity you do not understand, take the opportunity to learn from them. Everyone loves having a chance to teach another willing and interested person about their hobby or subject of expertise.
o Try to get them talking about something they enjoy thinking about and something that you're interested in hearing or else the conversation isn't fulfilling and one of you will feel unsatisfied with it.
3. 3
Listen. This is the most important part of any conversation. Pay attention to what is being said. Make acknowledging noises or movements to indicate that you are still listening. A conversation will go nowhere if you are too busy thinking of anything else, including what you plan to say next. If you listen well, the other person's statements will suggest questions for you to ask. Allow the other person to do most of the talking. They will often not realize that it was they who did most of the talking, and you get the credit for being a good conversationalist - which of course, you are!
o Practice active listening skills. Part of listening is letting the other person know that you are listening. Make eye contact. Nod. Say "Yes," "I see," "That's interesting," or something similar to give them clues that you are paying attention and not thinking about something else - such as what you are going to say next.
o Paraphrase back what you have heard, using your own words. This seems like an easy skill to learn, but takes some practice to master. Conversation happens in turns, each person taking a turn to listen and a turn to speak or to respond. It shows respect for the other person when you use your "speaking turn" to show you have been listening and not just to say something new. They then have a chance to correct your understanding, affirm it, or embellish on it.
4. 4
Consider your response before disagreeing. If the point was not important, ignore it rather than risk appearing argumentative. On the other hand, agreeing with everything can kill a conversation just as easily as disagreeing with everything. When pointing out your difference of opinion, remember these points:
o Agree with something they said (state common ground) before disagreeing.
o Try to omit the word "but" from your conversation when disagreeing, as this word often puts people on the defensive. Instead, try substituting the word "and"--it has less of an antagonistic effect.
o Playing devil's advocate (pretending to defend the opposite point of view) can be a good way to keep the conversation going, but if you overuse this technique, you could end up appearing hostile.
o Don't manipulate the talk to serve your own agenda and steam-roll your counterpart. If you come away from the conversation feeling full of yourself, you used the occasion to show off your wit and knowledge. Try to keep from using a conversation to boost your ego.
5. 5
Do not panic over lulls. This is a point where you could easily inject your thoughts into the discussion. If the topic seems to have run out, use the pause to think for a moment and identify another conversation topic or question to ask them. Did something they said remind you of something else you have heard, something that happened to you, or bring up a question or topic in your mind? Mention it and you'll transition smoothly into further conversation!
6. 6
Remember that sometimes if a conversation isn't going well, it might not be your fault. Sometimes the other person is distracted/lost in thought, isn't willing to contribute, or is having a bad day. If they don't speak or listen, then they are the ones not using good conversation skills, not you. But in any case, it's still a good idea to strive to do your part as a good conversationalist.
7. 7
Know when the conversation is over. Even the best conversations will eventually run out of steam or be ended by an interruption. Smile if you're leaving, tell them it was nice talking to them, and say goodbye. Ending on a positive note will leave a good impression.
Tips for learning English
Tips for learning English
There are few tips which can help you enhance fluency in English:
a) Read fairy tales everyday at least for 10 minutes.
b) Read cartoons or jokes in English.
c) Write your personal diary such as what all did you do the entire day? Or what you’re going to do tomorrow? etc.
d) Watch cartoon channels, movie channels like cartoon network, HBO etc.
e) Listen to news.
f) Try to talk in English with your friends or stand in front of the mirror and think that your friend is on the other side of the mirror and start talking about any interesting topic.
g) Think in English about whatever you have done or about whatever you are going to do.
There are few tips which can help you enhance fluency in English:
a) Read fairy tales everyday at least for 10 minutes.
b) Read cartoons or jokes in English.
c) Write your personal diary such as what all did you do the entire day? Or what you’re going to do tomorrow? etc.
d) Watch cartoon channels, movie channels like cartoon network, HBO etc.
e) Listen to news.
f) Try to talk in English with your friends or stand in front of the mirror and think that your friend is on the other side of the mirror and start talking about any interesting topic.
g) Think in English about whatever you have done or about whatever you are going to do.
Saturday, February 12, 2011
key to lab ques
1. 1. Define VOWELS
The English alphabet is made up of 26 letters, and only five of them are vowels. But those five letters are extremely important. There is at least one vowel in almost every word of the English language, and each vowel can have many different sounds, depending on the letters surrounding it. There are 20 vowel sounds. Out of 20, there are 12 pure vowels and 8 diphthongs. The 12 pure vowels are subdivided into 5 long vowels and 7 short vowels.
Monophthongs : The 12 pure vowels are called Monophthongs. A monophthong (Greek monóphthongos[1] from mónos "single" and phthóngos "sound") is a pure vowel sound, one whose articulation at both beginning and end is relatively fixed, and which does not glide up or down towards a new position of articulation.
Diphthongs A Diphthong (pronounced /ˈdɪfθɒŋ/ or /ˈdɪpθɒŋ/;[1] from Greek δίφθογγος, diphthongos, literally "two sounds" or "two tones"), also known as a gliding vowel, refers to two adjacent vowel sounds occurring within the same syllable. Technically, a diphthong is a vowel with two different targets: That is, the tongue moves during the pronunciation of the vowel. In most dialects of English, the words eye, hay, boy, low, and cowcontain diphthongs.
Diphthongs contrast with monophthongs, where the tongue doesn't move and only one vowel sound is heard in a syllable. Where two adjacent vowel sounds occur in different syllables, as in, for example, the English word re-elect, the result is described as hiatus, not as a diphthong.
Diphthongs often form when separate vowels are run together in rapid speech during a conversation. However, there are also unitary diphthongs, as in the English examples above, which are heard by listeners as single-vowel sounds (phonemes
IPA | examples |
ʌ | cup, luck |
ɑ: | arm, father |
æ | cat, black |
e | met, bed |
ə | away, cinema |
ɜ:ʳ | turn, learn |
ɪ | hit, sitting |
i: | see, heat |
ɒ | hot, rock |
ɔ: | call, four |
ʊ | put, could |
u: | blue, food |
aɪ | five, eye |
aʊ | now, out |
eɪ | say, eight |
oʊ | go, home |
ɔɪ | boy, join |
eəʳ | where, air |
ɪəʳ | near, here |
ʊəʳ | pure, tourist |
2. 1. Expressions used for making, agreeing and disagreeing SUGGESTIONS
The following English words and expressions are all used to make suggestions and give advice to people.
Ten Expressions to Use In Speaking And Writing
- Why don't we go to the cinema?
- Let's go to the cinema. What do you think?
- How about going to the cinema?
- How do you feel about seeing a film?
- Fancy seeing a film?
- I'd like to see a film. How about you?
- We could always see a film.
- Why not go and see a film?
- Seeing a film's one idea.
- It would be nice to see a film
"You should try to practise English."
"You shouldn't translate too much."
"You shouldn't translate too much."
Why don't you
"Why don't you join an English club?"
ought to
"You ought to read more."
If I were you, I'd…
"If I were you, I'd watch more television."
*All these expressions are followed by a verb, without to. For example: "He should visit the Eiffel Tower." (Not "heshould to visit the Eiffel Tower.")
suggest and recommend
Either use a verb + ing
"I suggest visiting the Eiffel Tower." (We should all go.)
"I suggest visiting the Eiffel Tower." (We should all go.)
OR use that + a verb without to
"I suggest that you visit the Eiffel Tower." (I'm not going.)
"I suggest that you visit the Eiffel Tower." (I'm not going.)
OR use a noun
"I recommend the lasagne." (It's a very good dish to choose in this restaurant.)
"I recommend the lasagne." (It's a very good dish to choose in this restaurant.)
advise
"I advise you to buy a good dictionary."
advice
Advice is an uncountable noun. This means that we can't say an advice. Instead, we say some advice or a piece of advice.
2. "Let me give you some advice."
"She gave me a very useful piece of advice: to buy a good dictionary."
Speaking tip
Many people don't like getting advice if they haven't asked for it! To avoid giving the wrong impression, you can try some of these expressions:
"You could always…"
"Have you considered…"
"Perhaps we could…"
"Do you think it's a good idea to…"
Apologising
Everybody makes mistakes sometimes. When it happens we need a phrase to tell the other person how really sorry we are and stop them getting really angry. Here are ten phrases.
Ten Expressions to Use In Speaking And Writing
1. Sorry.
2. I'm (so / very / terribly) sorry.
3. Ever so sorry.
4. How stupid / careless / thoughtless of me.
5. Pardon (me)
6. That's my fault.
7. Sorry. It was all my fault.
8. Please excuse my (ignorance)
9. Please don't be mad at me.
Please accept our (sincerest) apologies4. 1. Describe PLOSIVES and AFFRICATES
Plosives
A plosive is formed by the complete obstruction of the vocal tract by the articulators. This obstruction is then released, allowing the air to "explode" out of the mouth.
When the air is blocked by the articulator, it begins to raise in pressure. Then, when the air is released, the high pressure air rushes out into the lower pressure area beyond the blockage. This results in a burst of air, signifiying a plosive. In the following diagram, the dots represent the pressure of the air. The higher pressure area have more dots per area, while the lower pressure areas have fewer dots per area.
Plosives
A plosive is formed by the complete obstruction of the vocal tract by the articulators. This obstruction is then released, allowing the air to "explode" out of the mouth.When the air is blocked by the articulator, it begins to raise in pressure. Then, when the air is released, the high pressure air rushes out into the lower pressure area beyond the blockage. This results in a burst of air, signifiying a plosive. In the following diagram, the dots represent the pressure of the air. The higher pressure area have more dots per area, while the lower pressure areas have fewer dots per area.
AFFRICATES
An affricate is a consonant that begins like a stop (most often an alveovelar, such as [t] or [d]) and that doesn't have a release of its own, but opens directly into a fricative (or, in one language, into a trill). The English sounds spelt "ch" and "j" (transcribed [tʃ] and [dʒ] (or [tS] and [dZ] in SAMPA)), German and Italian z [ts] and Italian z [dz] are typical affricates. These sounds are fairly common in the world's languages, as are other affricates with similar sounds,
5.1. Expressions used for accepting and declining INVITATIONS
Invitations can be expressed as a statement or a question.
I’d like to invite you to…
Would you like to join us…?
More formal would be:
We’d like to extend the invitation to (whom?)/ (to do what?)
Less formal would be:
What do you say? Do you want to join us?/ Can you join us?
Regardless of whether you accept or decline, it’s polite to express interest and
appreciation:
That sounds fun.
That sounds interesting.
Sounds fun! (less formal)
Thank you/ thanks for thinking of me.
Thank you/ thanks for asking.
I appreciate the invitation. (more formal)
To decline, it’s best to offer an excuse along with a short apology and/or request for a
future invitation. Consider the models you heard:
Thank you for thinking of me. At any other time, I’d love to. Unfortunately, this week is really very hectic. Thanks again for asking.
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