workshop on employability skills-excel-introduction and
TRANSCRIPT
Workshop on Employability Skills-EXCEL-Introduction and
Basics
13.03.2020
A Workshop on Employability Skills-EXCEL Introduction and Basics
was conducted in collaboration with SMCDRIVE Skills Development
Centre, the Extension Centre of the college for the IIIBSW students.
Students were given inputs on EXCEL-Introduction and Basics,
Reporting, Protect a Document, Table creation, Page layout, Cell
format, Mail merge. Students were given practical training in the
computer lab
III BSW Students with Mr. James Praveen (EXCEL Trainer) and his
team members
A Panel Discussion on ‘Social Inclusion’ was organised by
UNNATHI, Student’s Forum of the Department of Social Work, Stella
Maris College for all the students on the 1 October 2019.The Panel
discussion on social inclusion held the guest or rather subject matter
experts such as Ms Sudha Mani, Ms Stegana Jency and Ms Karunya
Devi. The guests were the alumina of the department. They dealt the
session on the concept of social inclusion on matters of rights such as
health rights, child rights and civil rights.
Resource Persons - Ms Sudha Mani, Coordinator, TTK Hospital
(T.T. Ranganathan Clinical Research Foundation), Ms Stegana Jency, Project Manager, Centre For Child Rights & Development and Ms Karunya Devi, Lawyer with Dr. Sr. Lourthu Mary, f.m.m, Head,
Department of Social Work, Stella Maris College.
Programme Invite
.STELLA MARIS COLLEGE DEPARTMENT OF ENGLISH
CERTIFICATE COURSE IN CONTENT WRITING LIST OF STUDENTS
Sl. No.
Dept No. Name
1 16/UELA/003 Liya Saji
2 16/UELA/010 Sheryl
3 16/UELA/018 C.E. Keran
4 16/UELA/022 Glory Doss G.
5 16/UELA/033 Sudharshanaa C.
6 16/UELA/034 Aruna Devi
7 16/UELA/040 Vineetha A.V.
8 16/UELA/047 Amalu John
9 16/UELA/052 Tinu Baby
10 16/UELA/058 Kamila Banu
11 16/UELA/072 Nruthya Bobby Johnson
12 16/UELA/077 Priyadarshini I.K.
13 18/PELA/005 Mercy Teres Johny
14 18/PELA/011 Aameena M.
15 18/PELA/017 Tara Oommen
16 18/PELA/037 Nikhita Vale
17 18/PELA/038 Miriam Bobby
18 17/PELA/001 Faustine Bridget
19 17/PELA/003 Nishika . D Sylvestor
20 17/PELA/006 Mary Jenefer M.
21 17/PELA/010 Rakshantha Mary Raj
22 17/PELA/018 JenefaIr
23 17/PELA/028 Keerthana V.
24 17/PELA/031 Hannah Divya Charles
25 17/PELA/038 Mariamma Angel A.
26 17/PELA/044 Cherryl Malar C.
1
Department of English
Internship Report
The students from the department of English, Stella Maris College, Chennai took part in the
English language teaching program in the Stella Maris Extension Project Centre, Kadambattur.
Ten students from both UG and PG levels participated as trainers in the seventy-five hours
program that started from April 21, 2019 and was conducted till April 30, 2019. The post
graduate students undertook the project as their seventy-fivehours internship program while the
under-graduate students volunteered for the cause. The list of student trainers from both UG and
PG departments is given at the end of the report.
About eighty students registered for the English language learning program from the
surrounding rural localties of Kadambattur village. The students were divided into fifteen groups
based on their performance in the entrance tests on English reading and writing. Every group was
taken charge by two trainers who shall frame the daily lessons, activities and evaluate
performances of the students in their group.
In the forenoonsession(9:00 am- 1:00 pm)of the program the trainers taught lessons on
vocabulary, basic grammar, sentence formation and basics of English conversation. The trainers
adopted some interesting methods of language teaching to impart their lessons. Some of them
include, ‘Scrabble’ and ‘Pictionary’ for vocabulary building, ‘Memory Game’ and
‘Scattegories’ for word identification and classification, ‘Hangman’ and ‘Word Finder’ for
spellings, ‘Picture Comprehension and Composition’for observational, creative and writing
skills, ‘Spin a Yarn’ for story reading and speech building. Apart from this, the trainers also
conducted special book reading sessions everyday wherein the students read children’s books
2
like ‘Magic Pot’, ‘Tinkle’, ‘Winnie the Pooh’(for std I-VI) and collections of short stories (for
std VII-IX).
The afternoon session (2:00 pm-4:30 pm) involves screening of English movies and
action songs to enhancelistening and observation skills among the students for English language
acquisition. Special quizzes based on the movies are conducted by the trainers the following day
and the winners are noted to be awarded during the valedictory day celebrations.
The Valedictory day celebrations was held on 30 April,2019. The students were trained
by their tutors for various performances like speech (on topics like discipline, planting trees
etc.,), English conversation performance, picture story-telling and skit (on importance of
education). The entire program was compered by one of the students who was trained for the
purpose. Special prizes were given to students for discipline, competence, handwriting, best
movie narration, best learner and other achievements based on their overall performance in the
respective criteria.
It is of notable importance that the internship program helped the trainers in grooming
their teaching, observational and training skills. It also enhanced their team working capacity and
management skills in the context of group planning and organization of different activities.
Innovative thinking is one of the main skills learnt by the interns during the course of the work
experience obtained.
3
LIST OF TRAINERS
FROM PG (INTERNSHIP) (Total: 6)
M.Subhasree 18/PELA/002
P.Divya 18/PELA/003
A.Krithika 18/PELA/023
Mariya Antony 18/PELA/028
Amala Catherine Davis 18/PELA/032
Linta Raju 18/PELA/033
FROM UG (VOLUNTEERS) (Total: 4)
Bella Bharathi.S 16/UELA/014
Mukilya.S 16/UELA/019
Nisha Kumari.B 17/UELA/024
ShahanaNazer 17/UELA/074
4
5
6
7
STELLA MARIS COLLEGE (AUTONOMOUS), CHENNAI 600086
LANGUAGE PARTNERSHIP PROGRAMME (LPP)
SHIFT I
EVEN SEMESTER- 2018-2019
CLASSROOM ALLOTMENT
GROUP 1: ECONOMICS
Room: Day 1- M 2-1 (A) Day 2- M2-1(A) Faculty-in-charge: Ms. Sayujya
S No SEEKERS HELPERS
1. 18/UECA/013 Catherin
Jesintha
17/UPHA/001 Gina Mystica
2. 18/UECA/015 Priya T. 17/UMTA/064 Aberna Panimayam
Mary A
3. 18/UECA/016 Pooja V. 17/UELA/066 Riya Nagendra
4. 18/UECA/017 Suganthi. A. S.
5. 18/UECA/021 Glory A.
6. 18/UECA/042 Maria Sosuvi R
7. 18/UECA/043 Yuvanci Angel
8. 18/UECA/046 Jenifer A.
GROUP 2: BOTANY
Room: Day1- M 1-2, Day 2- M2-6 Faculty-in-charge: Dr. Sujitha
S No SEEKERS HELPERS
1. 18/UBTA/002 Jayalakshmi M S 17/UPHA/005 Hewincy Salesia W
2. 18/UBTA/005 Archana D 17/UMTA/065 Swetha S
3. 18/UBTA/011 Pooja V 17/UELA/067 Revathy
4. 18/UBTA/013 Innacy Erina J
5. 18/UBTA/020 Devi P
6. 18/UBTA/032 Janani J
7. 18/UBTA/038 Nikshana R
GROUP 3: PHYSICS
Room: Day 1- M 1-2, Day 2- M 2-6 Faculty-in-charge: Ms. Nandhini
S No SEEKERS HELPERS
1. 18/UPHA/004 Celsiya A 17/UPHA/008 Amala C
2. 18/UPHA/021 Sherley S 17/UELA/003 Tanya
3. 18/UPHA/023 Lavanya R 17/UELA/073 Shahana
4. 18/UPHA/025 Sangeetha A
5. 18/UPHA/026 Suji P
6. 18/UPHA/033 Niraja C
7. 18/UPHA/047 Ruthiga M. G
GROUP 4: MATHEMATICS
Room: Day1- H1-1, Day 2- H2-1 Faculty-in-charge: Ms. Grashiya
S No SEEKERS HELPERS
1. 18/UMTA/021 Mageswari M 17/UPHA/035 Ayshwariya J
2. 18/UMTA/028 Sindhu S 17/UELA/024 Nisha
3. 18/UMTA/035 Sumithra Mary S
4. 18/UMTA/043 J Princy Leema
Rosa
5. 18/UMTA/051 Narmadha G
6. 18/UMTA/053 Sonali C
7. 18/UMTA/060 Jenifer
8. 18/UMTA/062 Anitha
GROUP 5: ZOOLOGY
Room: Day 1-H1-1, Day 2- H 2-1 Faculty-in-charge: Ms.Arpita
S No SEEKERS HELPERS
1. 18/UZLA/026 Sneha V 17/UFAA/040 Mary Geogy Alengaden
2. 18/UZLA/027 Anushiya
Verona J
17/UELA/025 Shree Kamatchi
3. 18/UZLA/032 Annie Benisha
Catherine A
17/USCA/009 Thanvisha Reddy
4. 18/UZLA/041 Elzi A
5. 18/UZLA/049 Mike Epsia M
GROUP 6: CHEMISTRY
Room: Day1- NN2-1, Day 2- F1-4 Faculty-in-charge: Ms. Kavitha
S No SEEKERS HELPERS
1. 18/UCHA/022 Soundarya. J 17/UFAA/049 Prerna Bhandari. M
2. 18/UCHA/025 Francis Jenifer.
A
17/UELA/027 Swathy
3. 18/UCHA/048 Maria Rona. C
4. 18/UCHA/049 Abima Sujo. S
GROUP 7: HISTORY
Room: Day 1- CC 2-7 Day2- CC2-7 Faculty-in-charge: Ms. Sophia
S No SEEKERS HELPERS
1. 18/UHSA/010 Hindhuja V 17/UCMA/022 S.R. Piriyadharshinee
2. 18/UHSA/015 Celin
Immaculate A
17/UELA/036 Andrea
3. 18/UHSA/016 Hema Nancy S 17/UHSA/066 Anesamirrsha
4. 18/UHSA/017 Banupriya K
5. 18/UHSA/018 Arul Reshma
Josphne I
GROUP 8: HISTORY
Room: Day 1- CC2-7, Day 2 -CC2-7 Faculty-in-charge: Ms. Sophia
S No SEEKERS HELPERS
1. 18/UHSA/021 Kowsalya S 17/UCMA/059 Jacquelin Tanya
2. 18/UHSA/025 Sharmla W 17/UELA/049 Pushpamitra
3. 18/UHSA/039 Swetha S 17/UMTA/017 Madhumitha S
4. 18/UHSA/041 Jenifer A
5. 18/UHSA/046 Rajasree K
6. 18/UHSA/047 Jayabaarathy J A
7. 18/UHSA/060 Jasmine Sharon S.
8. 18/UHSA/065 Meenalockshini
GROUP 9: HISTORY, SOCIOLOGY, FINE ARTS
Room: Day 1- NN2-1 Day2- F1-4 Faculty-in-charge: Ms. Nazneen
S No SEEKERS HELPERS
1. 18/UHSA/048 Arockiya Sathya
A
17/UELA/059 Kavyashree
2. 18/UHSA/050 Sharmila C 17/UMTA/019 Valantina P
3. 18/UHSA/052 Abipriya B
4. 18/USCA/006 Priyadharshini A
5. 18/USCA/024 Anisha Mary J
6. 18/UFAA/072 Thaneshwary K.
GROUP 10: COMMERCE
Room: Day 1-NN0-1 Day 2- NN1-1 Faculty-in-charge: Ms. Sindhu
S No SEEKERS HELPERS
1. 18/UCMA/020 Jenifer I 17/UELA/064 Arpitha
2. 18/UCMA/025 Vishali L 17/UMTA/042 Anagha Clare A
3. 18/UCMA/045 Darshini B
4. 18/UCMA/048 Bhuvaneshwari V
5. 18/UCMA/051 Jacquline Marina
John J
6. 18/UCMA/056 Ramya V
GROUP 11: COMMERCE
Room: Day 1- NN0-1, Day 2- NN1-1 Faculty-in-charge: Ms. Sindhu
S No SEEKERS HELPERS
1. 18/UCMA/057 Prisilla Preethi T 17/UELA/065 Sera
2. 18/UCMA/059 Halin Joshita S 17/UMTA/043 Margret Mary G
3. 18/UCMA/062 Philomina I
4. 18/UCMA/063 Sahai Philomina J
5. 18/UCMA/064 Ashwini T
6. 18/UCMA/066 Divyadharshini B
7. 18/UCMA/067 Aswini B
STELLA MARIS COLLEGE (AUTONOMOUS), CHENNAI 600086
LANGUAGE PARTNERSHIP PROGRAMME (LPP)
SHIFT I
ODD SEMESTER- 2018
CLASSROOM ALLOTMENT
GROUP 1: ECONOMICS
Room: Day 2- NN 2-1 Day 4 – NN 2-1 Faculty-in-charge: Dr. Sujitha
S No SEEKERS HELPERS
9. 18/UECA/013 Catherin
Jesintha
17/UPHA/001 Gina Mystica
10. 18/UECA/015 Priya T. 17/UMTA/064 Aberna Panimayam
Mary A
11. 18/UECA/016 Pooja V. 17/UELA/066 Riya Nagendra
12. 18/UECA/017 Suganthi. A. S.
13. 18/UECA/021 Glory A.
14. 18/UECA/042 Maria Sosuvi R
15. 18/UECA/043 Yuvanci Angel
16. 18/UECA/046 Jenifer A.
GROUP 2: BOTANY
Room: Day 2-NN2-1 Day 4 - NN2-1 Faculty-in-charge: Ms. Sayujya
S No SEEKERS HELPERS
8. 18/UBTA/002 Jayalakshmi M S 17/UPHA/005 Hewincy Salesia W
9. 18/UBTA/005 Archana D 17/UMTA/065 Swetha S
10. 18/UBTA/009 Vanitha S 17/UELA/067 Revathy
11. 18/UBTA/011 Pooja V
12. 18/UBTA/013 Innacy Erina J
13. 18/UBTA/020 Devi P
14. 18/UBTA/024 Barbaral Sabeena
15. 18/UBTA/032 Janani J
16. 18/UBTA/038 Nikshana R
GROUP 3: PHYSICS
Room: Day 2-M 2-1 Day 4 – CC 2-7 Faculty-in-charge: Ms. Nandhini
S No SEEKERS HELPERS
8. 18/UPHA/004 Celsiya A 17/UPHA/008 Amala C
9. 18/UPHA/021 Sherley S 17/UELA/003 Tanya
10. 18/UPHA/023 Lavanya R 17/UELA/073 Madhuri
11. 18/UPHA/025 Sangeetha A
12. 18/UPHA/026 Suji P
13. 18/UPHA/030 Shilpa Queen A
14. 18/UPHA/033 Niraja C
15. 18/UPHA/047 Ruthiga M. G
GROUP 4: MATHEMATICS
Room: Day 2-M 2-1 Day 4 – CC 2-7 Faculty-in-charge: Ms. Arpita
S No SEEKERS HELPERS
9. 18/UMTA/021 Mageswari M 17/UPHA/035 Ayshwariya J
10. 18/UMTA/028 Sindhu S 17/UELA/024 Nisha
11. 18/UMTA/035 Sumithra Mary S
12. 18/UMTA/043 J Princy Leema
Rosa
13. 18/UMTA/051 Narmadha G
14. 18/UMTA/053 Sonali C
GROUP 5: ZOOLOGY
Room: Day 2- HC 3-5 Day 4 –HC 3-5 Faculty-in-charge: Ms. Grashiya
S No SEEKERS HELPERS
6. 18/UZLA/026 Sneha V 17/UFAA/040 Mary Geogy Alengaden
7. 18/UZLA/027 Anushiya
Verona J
17/UELA/025 Shree Kamatchi
8. 18/UZLA/032 Annie Benisha
Catherine A
17/USCA/009 Thanvisha Reddy
9. 18/UZLA/041 Elzi A
10. 18/UZLA/049 Mike Epsia M
GROUP 6: CHEMISTRY
Room: Day 2- HC 3-5 Day 4 –HC 3-5 Faculty-in-charge: Ms. Kavitha
S No SEEKERS HELPERS
5. 18/UCHA/022 Soundarya. J 17/UFAA/049 Prerna Bhandari. M
6. 18/UCHA/025 Francis Jenifer.
A
17/UELA/027 Swathy
7. 18/UCHA/037 Vinothini. P
8. 18/UCHA/048 Maria Rona. C
9. 18/UCHA/049 Abima Sujo. S
GROUP 7: HISTORY
Room: Day 2- M 1-5 Day 4 – E 1-1 Faculty-in-charge: Ms. Sophia
S No SEEKERS HELPERS
6. 18/UHSA/002 Akshaya J A 17/UCMA/022 S.R. Piriyadharshinee
7. 18/UHSA/008 Srividhya M 17/UELA/036 Andrea
8. 18/UHSA/010 Hindhuja V 17/UHSA/066 Anesamirrsha
9. 18/UHSA/015 Celin
Immaculate A
10. 18/UHSA/016 Hema Nancy S
11. 18/UHSA/017 Banupriya K
12. 18/UHSA/018 Arul Reshma
Josphne I
GROUP 8: HISTORY
Room: Day 2- M 1-5 Day 4 – E 1-1 Faculty-in-charge: Ms. Sophia
S No SEEKERS HELPERS
9. 18/UHSA/021 Kowsalya S 17/UCMA/059 Jacquelin Tanya
10. 18/UHSA/025 Sharmla W 17/UELA/049 Pushpamitra
11. 18/UHSA/039 Swetha S 17/UMTA/017 Madhumitha S
12. 18/UHSA/041 Jenifer A
13. 18/UHSA/045 Sahithya K
14. 18/UHSA/046 Rajasree K
15. 18/UHSA/047 Jayabaarathy J A
GROUP 9: HISTORY, SOCIOLOGY, FINE ARTS
Room: Day 2- HC 3-2 Day 4 – E 1-2 Faculty-in-charge: Ms. Ishleen
S No SEEKERS HELPERS
7. 18/UHSA/048 Arockiya Sathya
A
17/UMTA/045 Raveena Vinnarasi S
8. 18/UHSA/050 Sharmila C 17/UELA/059 Kavyashree
9. 18/UHSA/052 Abipriya B 17/UMTA/019 Valantina P
10. 18/USCA/006 Priyadharshini A
11. 18/USCA/018 Vidhya S
12. 18/USCA/024 Anisha Mary J
13. 18/UFAA/0 Thaneshwary K.
GROUP 10: COMMERCE
Room: Day 2- HC 3-2 Day 4 – E 1-2 Faculty-in-charge: Ms. Sindhu
S No SEEKERS HELPERS
7. 18/UCMA/020 Jenifer I 17/UELA/064 Arpitha
8. 18/UCMA/025 Vishali L 17/UMTA/042 Anagha Clare A
9. 18/UCMA/045 Darshini B
10. 18/UCMA/048 Bhuvaneshwari V
11. 18/UCMA/051 Jacquline Marina
John J
12. 18/UCMA/056 Ramya V
GROUP 11: COMMERCE
Room: Day 2- M 2-1 (A) Day 4 - M 2-1 (A) Faculty-in-charge: Ms. Sindhu
S No SEEKERS HELPERS
8. 18/UCMA/057 Prisilla Preethi T 17/UELA/065 Sera
9. 18/UCMA/059 Halin Joshita S 17/UMTA/043 Margret Mary G
10. 18/UCMA/062 Philomina I
11. 18/UCMA/063 Sahai Philomina J
12. 18/UCMA/064 Ashwini T
13. 18/UCMA/066 Divyadharshini B
14. 18/UCMA/067 Aswini B
Language Partnership Programme- 2020
The Language Partnership Programme (LPP) is a peer learning programme to help the
students improve their communication skills in English. This programme primarily focusses
on the speaking and writing skills of the students. The I UG students who require help
(Seekers) are divided into groups with student facilitators (Helpers) from I UG. The activities
of the group are monitored periodically by the faculty of the Department of English.
This year, there were a total of 37 Helpers and 60 Seekers in Shift I and 57 Seekers
and 40 Helpers in Shift II. The Seekers were chosen based on the suggestions of their
respective class teachers and the student’s performance in the First End Semester
Examination. A screening test was also conducted by the Foundation Course teachers. The
selection process and screening test was conducted from 2nd to 6th December 2019. The
Helpers who volunteered for the programme were shortlisted based on their performance in
the CAs and First End Semester Examination. The chosen Helpers of Shift I and Shift II were
given an orientation on 9 December, 2019 and 12 December, 2019 respectively by the faculty
of the Department of English. The LPP activity manual was also given to the Helpers to give
them a fair idea of the kind of activities that can be conducted during the sessions.
The sessions commenced on 12 December, 2019 for Shift I with 10 groups consisting
of 6 Seekers and 3 Helpers each. The sessions for Shift II began on 4 January, 2020 with 9
groups comprising nearly 7 Seekers and 2 Helpers each. The attendance of the Seekers and
Helpers is maintained by the faculty in-charge. The sessions for Shift I students are
conducted from 1:30pm to 2:30pm on Day orders 2 and 4 while for Shift II, the sessions
happen from 11:50 am to 12:50pm on Day orders 4 and 6. Classrooms are also allotted for
this purpose to access teaching aids.
The sessions will continue into the third semester of the following academic year as
well. After the completion of 40 hours, the Helpers will be given a Certificate of
Appreciation by the Department of English.
Language Partnership Programme (LPP)
Annual Report 2017-18
LPP, one of the best practices of the College that facilitates peer teaching amongst the student
community was conducted every day in the month of July and twice a week from August onwards.
The members of LPP, grouped as Student Helpers and Student Seekers, are together called
Language Partners. The II year undergraduate students who had volunteered to be Helpers, were
administered a diagnostic test to gauge their proficiency in the English language. The Faculty of
the English Department conducted a two week long training programme and also prepared the
manual for the language partners. The Helpers were entrusted with a group of 10 to 15 Seekers.
Those Helpers who fulfilled the minimum requirement of 75% attendance earned an extra credit
each semester. As a result of attending LPP classes, some Seekers showed considerable
improvement in their English language skills, which was reflected in their performance in the
semester examination. This academic year, 122 Student Seekers and 23 Student Helpers in Shift I
and 102 Student Seekers and 16 Student Helpers in Shift II were enrolled in LPP.
STELLA MARIS COLLEGE (AUTONOMOUS)
CHENNAI
Department of English – Report on LPP (2 August – 3 October 2016) – 10 sessions
This report is for the period August-October 2016. Since only ten sessions were conducted during
this period (due to CAs and CAITs), a single report is being submitted for the period.
The course material for the period from 2 August to 3 October was prepared by Grashiya, Evelyn,
Ishleen, Kavitha, Sophia, Minu and Lakshmi. The exercises compiled by them were photocopied
and distributed on time to the Helpers.
A composite test, to measure the progress made by the students, was designed by V. Padma and
Padma Mckertich.
Feedback - Seekers:
The Seekers felt that two days of LPP classes every week was more manageable and less taxing
than class all days of the week. They appreciated the efforts made by Helpers to source extra
material related to the topic and said that they benefitted from these innovative tasks. They also
felt that since auditions for College teams were held during the same time as LPP classes, they
could not participate in them. There was a dip in the attendance during the last week of August
and the first week of September due to various reasons. This was handled by reinforcing the
importance of the programme and also by informing the respective Heads of Departments who
followed it up. Sometimes, practical classes in Science Departments extended beyond 1 pm and
this made it difficult for students to report to LPP classes on time. Overall, the Seekers are happy
with the programme and fell that a lot of meaningful learning is happening in these classes.
Feedback - Helpers:
The Helpers found the 1course material helpful and relevant. Some of them took the initiative to
bring audio-visual material to supplement the course material. The Helpers have also identified
the Seekers within their group who require extra attention and are addressing this need. The
Helpers devised techniques and methods to make the implementation of the course material
interesting and engaging. There was a dip in the attendance of Helpers as well. But this has been
dealt with by the faculty in charge of the respective groups.
End of Term Test
An end of term test was conducted on 3 October 2016 for Shift I and on 5 October for Shift II. A
retest is to be conducted for the absentees on 6 Oct for both shifts.
A composite marklist will be submitted on 8 Oct 2016.
LPP TRAINING REPORT
This report is on the training programme underwent by the students of second year, morning shift of
all departments for the Language Partnership Programme organised by the department of English.
This programme is to facilitate the learning of English Language through an activity based teaching
style.
The objectives of this programme are:
1. To develop the four basc skills of communication in English
2. To train students to use correct grammatical forms and vocabulary in appropriate contexts
3. To attain basic competance in the usage of English
The training session for LPP invloved instrucions and demonsatrations on how to achieve the above
objectives.
The session started with orientaion into the course and introductions to the major parts of it, after
which it moved to the core of the matter. The training session was broken down into two major
parts, the helpers being instructed on how to teach and handle classes and the second being a set of
classes where the helpers had to demonstrate their teaching style. The helpers were then critiqued
on their performance and given pointers.
The LPP syllabus is mainly divided into five parts; listening, reading, writing, speaking and grammar.
The teachers of the English Department demonstrated a mock class on one topic under each of
these catagories going from speaking to finally grammar. During these sessions various tips and
techniques were imparted to the helpers to make their teaching better and more coherent. Some of
the most important points were to establish a rapport and make the students feel more
compfortable in an uncomfortable surrounding. The helpers were also asked to speak in English for
the most part and encourage the same from the seekers.
The helpers also recieved a training manual that contains the syllabus for the LPP classes and a
rough lesson plan for each class. The training maual is simply a guide and helpers are instructed to
bring more material and add on to what has already been provided such as games and further
exercises. The manual contains activeties, grammar exercises and a step by step lesson plan for ech
class.
Coming to the classes themselves, for each twelve seekers there are a three helpers making one on
one attention a lot easier to accomplish.
To conclude, the training programme helped give a clearer picture of the teaching methadology to
be expected in these classes and what is the best way to enhance the possibilities for aquiring the
four skills and grammar in an experiantial manner. It was a wholesome session leaving the helpers in
a much better position and state of mind to teach the LPP classes.
Atirya Shyamsundar(Econimics)
Karishma(Sociology)
Roses(B-Com shift 1)
UBCHEAFunded Communicative English Training Programme
Stella Maris College Extension Centre, Thirupachur
Stella Maris College aims to promote a learning community in which all, especially those
from less privileged background, feel part of the educational process. In keeping with this
vision, the College conducts a UBCHEA funded Communicative English Training
Programme for rural school children.Ten Post-Graduate students from the Department of
English were the student teachers who trained fifty school children of Thirupachur village in
Communicative English. The duration of the training was 10 days. The participants in the
training programme were a mixed group of students from Class IV to Class IX. The student
teachers were staying at the Krupalaya Extension Centre along with three faculty members
from the Department of English.
The primary objective of theUBCHEA FundedCommunicative English Trainingprogrammeis
to enable the students from rural schools to effectively communicate in English.The student
tutors followed a learner-centered tasked based approach in their classes. The student
teachers gauged the fluency of the students through basic diagnostic tests and one-on-one
interactions. Based on these assessments, the student teachers customized the syllabus and the
course materials. The students were divided into five groups, each group was headed by two
student teachers. This enabled the students teachers to closely monitor each student’s
progress and cater to their individual needs. The student helpers followed the schedule given
below as a part of the course.
Timing Task
9.00 to 10.00 A.M Action Songs
10.00 to 10.30 A.M Personal interaction
10.30 to 11 A.M break
11.00 to 1.00 P.M Grammar Units
Lunch break Lunch break
2.00 to 3.00 P.M Language Games/Movies
3.00 to 4.00 P.M Reading comprehension
4.00 to 4.30 P.M Songs
Details of each task:
Songs: Action songs help in getting rid of inhibitions, creates interest, improves articulation
of language and also helps in vocabulary building.
Personal interaction:
Day 1 – self and family
Day 2 – friends
Day 3 – food they like and what they eat everyday
Day 4 – hobbies and interests
Day 5 – what they want to be in future
Day 6 – animals and birds they like
Day 7 – teachers
Day 8 – fears
Day 9 – movies
Day 10 – books etc.
Grammar: Units from Raymond Murphy – Primary level
• use inductive method of teaching
• teach them the structures with examples and then tell the rules
• repetition is necessary for them to internalize the rules
Reading comprehension: Reading passages, short stories, or fables - like Tenaliraman
stories, The Thirsty crow etc.
• Ask students to read aloud
• Give meanings of difficult words
• Ask as many simple questions as possible. This will help them to understand the
entire passage
• Move to discussion on the passage – interaction
Vocabulary building
• completing sentences, framing sentences
• jumbled letters, jumbled words
• proverbs etc.
At the end of the ten day programme, a valedictory ceremony was conducted where the
students were given an opportunity to showcase their progress and talents. The efforts of the
students were greatly applauded by everyone. The ten day UBCHEA funded Communicative
English Programme garnered positive feedback from both the students and the student
teachers.
Stella Maris College (Autonomous)
Department of English
Certificate Course in Copy-editing
Exit Test
Sl.
No
Name Language
Component
50
Technical
Component
50
Total
100
1. Harshinie Shri 38 20 58
2. Faustina Bridget 26 11 37
3. Keerthana V 31 10 41
4. Swathi M 29 16 45
5. Anu Vensila A 29
6. Arockia Anisha A 23 8 31
7. Rochna Mohan 37 16 53
8. Gowri Rekha 33 9 42
9. Amirtha Varshini RV 29 11 40
10. Amritha Srikanth 29 5 34
11. Tanweer Fathima 31 5 36
12. Nikita Gloria Pinto 39 18 57
13. Varsha K 30 8 38
14. Dalia N 30 5 35
15. Angel Elizabeth
Sebastian
34 10 44
16. Sneha Mary Christall 32 18 50
17. Amudha M V 34 15 49
18. Santhwana Santosh 28 10 38
19. Prasanna Grace A 31 11 42
20. Lavanya M 33 9 42
21. Amalu Mariya Thomas 29 5 34
22. Maria Bridget Jenitta 28 6 34
23. X Ancy Madonna
Naickam
____ 6
Stella Maris College (Autonomous) Department of English
Certificate Course in Copy Editing Nov 2017-March 2018 Grade A: 90%–100%; Grade B: 80%-89%; Grade C: 70%-79%; Grade D: 60%-69%
S. No. Department No. Name Grade Remarks
1. 15/UELA/007 Mercy Teres Johny A Overediting and overuse of em dashes
2. 15/UELA/008 Stephy Monisha P D Incorrect understanding of US/UK spellings
3. 15/UELA/027 Aameena M C Subject-verb agreement misses
4. 15/UELA/028 Nivitha Sharon D C Incorrect understanding of serial comma usage
5. 15/UELA/033 Cathryn R D Incorrect/overuse of commas
6. 15/UELA/039 Maria Xaveriena Infanta A D Incorrect/overuse of commas; incorrect understanding of the use of quotation marks
7. 15/UELA/040 Mathangi N M B Incorrect/overuse of commas
8. 15/UELA/041 Prathiksha Betala C Overediting
9. 15/UELA/045 Preshtha Udayakumar C Incorrect use of em dashes
10. 15/UELA/047 Sarah Mathew C Overediting
11. 15/UELA/048 Sangamitra C C Overediting
12. 15/UELA/064 Uma Madhu A Overediting
13. 15/UELA/077 Nilanka Anna Christy A Overuse of em dashes
14. 16/UELA/008 Nivedita T C B Good fit for copyediting
15. 16/UELA/039 U Hemapriya B Good fit for copyediting
16. 16/UELA/040 Vineetha A V C Overediting
17. 16/UELA/043 Alna Maria Mathews D Overediting
18. 16/UELA/045 Akchayaa R D Overediting
19. 16/UELA/051 Gayathri Lekshmi A Good fit for copyediting
20. 17/UELA/2083 Rathna M B Overediting – has made too many changes that were not needed
Final Question Paper
Original research
Tracing the Foundations of a Conceptual Framework for a Patient Safety Ontology
William B Runciman1, 2, G Ross Baker3, Philippe Michel4, Susan Dovey5, Richard J Lilford6, Natasja Jensen7, Rhona Flin8, William B
Weeks9, Pierre Lewalle7 Itziar Larizgoitia10, David Bates11; On behalf of the methods &; measures working group of the world health
organization world alliance for patient safety
1The University of South Australia and the Safety and Quality Research Unit, Joanna Briggs Institute, Adelaide, South Australia, Australia
2Australian Patient Safety Foundation, Adelaide, Southern Australia, Australia
3Department of Health Policy, Management and Evaluation, Faculty of Medicine, University of Toronto, Toronto, Canada
4Regional Center for Quality and Safety, Bordeaux University Hospital, France
5Department of General Practice, Dunedin School of Medicine, Dunedin, New Zealand
6Department of Public Health and Epidemiology, University of Birmingham, Edgbaston, Birmingham, UK
7World Health Organization, Geneva, Switzerland
8School of Psychology, University of Aberdeen, Scotland
9The Dartmouth Institute for Health Policy and Clinical Practice, Lebanon, New Hampshire, USA
10World Alliance for Patient Safety, World Health Organization, Geneva, Switzerland
11Division of Internal Medicine, Brigham & Women’s Hospital, Boston, USA
Correspondence to Professor W B Runciman, Australian Patient Safety Foundation, GPO Box 400, Adelaide, SA 5001, Australia;
Funding The work was also supported by a Program Grant by the National Health and Medical Research Council of Australia,
Canberra, ACT, Australia.
Competing interests None declared.
Contributors This manuscript is submitted on behalf of the Methods & Measures Working Group of the World Health Organization
World Alliance for Patient Safety.
Provenance and peer review Not commissioned; not externally peer reviewed.
Abstract
Background In work for the World Alliance for Patient Safety on research method and measures and on defining key concepts for an International Patient
Safety Classification (ICPS), it became apparent that there was a need to try to understand how the meaning of patient safety and underlying concepts
relate to the existing safety and quality frameworks which are commonly used in healthcare.
Objectives To unfold the concept of patient safety and how it relates to safety and quality framework commonly used in healthcare and to trace the
evolution of the ICPS framework as a basis of the electronic capture of the component elements of patient safety.
Conclusion The ICPS conceptual framework for patient safety has its origins in existing frameworks and an international consultation process. Although
its 10 classes and their semantic relationships may be used as a reference model for different disciplines, it must remain dynamic in the ever changing
world of healthcare. By expanding the ICPS by examining data from all available sources, and ensuring rigorous compliance with the latest principles of
informatics, a deeper inter-disciplinary approach will progressively be developed to address the complex, refractory problem of reducing healthcare-
associated harm.
Keywords Patient safety, classification, quality, ontology, informatics, information technology, quality of care
Although some notable people have been concerned with patient safety in the past, such as Florence Nightingale 1501 and Ernest
Codman nearly 100 years ago,2 it was only after the appearance of national reports less than a decade ago that it became a priority in
healthcare.3–5 In response, the WHO launched the World Alliance for Patient Safety in October 2004,6 under the auspices of the
WHO.7 The World Alliance initiated work in several areas, including one to address patient safety research,8 9 and another to reach
agreement on definitions for key concepts to provide a basis for an International Classification for Patient Safety (ICPS).10–13 In doing
this work it became apparent that there was a need to try to understand how the meaning of patient safety and underlying concepts
relates to the existing safety and quality frameworks which is commonly used in healthcare.
The concept of patient safety
Commented [s1]: AU: Refs. 9 and 32 were identical. The
repetition has been corrected and the references in the text
and list have been renumbered in sequential order. Please
verify.
The WHO ICPS drafting group agreed on definitions for 48 concepts.10–13 Patient safety was defined as the reduction of the risk of
unnecessary harm associated with heath care to an acceptable minimum, and risk as the probability that an incident will occur.13 An
alternative view is that patient safety should simply be defined as ‘freedom from injury’.3 As high levels of risk (and harm) appear to
have been deemed ‘acceptable’ in the past, it may be argued that to include the term ‘acceptable minimum’ in a definition of patient
safety may pave the way to ‘normalize’ what many regard as fundamentally unacceptable.
Complex sociotechnical systems and the Swiss cheese model
Some 20–30 years ago, the notion of human behaviour (including error) and a range of organisational and system-based
contributing factors affecting both structure and process in complex systems was articulated by pioneers such as Rasmussen,22
Moray,23 Senders,24 Perrow,25 Norman26 and Reason27; much of the original work was focused on high-risk ventures such as the
generation of nuclear power. Reason proposed his now famous ‘Swiss cheese’ model for how the trajectory of an incident or accident
usually has to pass through a series of often transient gaps in defences (the holes in the cheese), with each being necessary but not
always sufficient to lead to an adverse outcome (see figure 3).28 The notion is that while the particular concatenation of circumstances
and events may never be repeated, the various latent and active contributing factors are finite in number and type, and merely combine
together on particular occasions in configurations that can result in harm. The strength of deconstructing incidents into these
component elements lie in the fact that once identified and characterized, preventive and corrective strategies can be devised and
applied.27
The Generic Reference Model—Towards an Informatics Ontology
In another representation of Reason’s model, these contributing factors was presented in parallel (see figure 4), accommodating the
fact that one or more contributing factors from each category can contribute to the evolution of an incident by aligning in any
sequence. In this representation, the cascade of changes by which an incident unfolds could be explicitly represented. Inadequacies in
aspects of quality which impinge on safety may be systematically captured as contributing factors, such as external or environmental
factors (including availability of resources, transport and so on), organisational factors (such as rosters, protocols) and human factors
(factors affecting the behaviour and performance of both individuals and teams). As described below, these inadequacies often relate
to aspects of both structure and process. The notion that many contributing factors may be involved, and that there is usually no single
root cause, has been emphasised.
Building an operational ontology of patient safety
Thus, what started as a philosophical framework for patient safety progressively evolved towards a computer based application,
underpinning the development of a computer science health informatics ontology for patient safety. Progress to date allows the
development of automated systems that, for example, prompt reporters to elicit the information necessary for devising corrective
strategies and allow storage in a form that allows subsequent retrieval. This is necessary as those involved in healthcare do not always
spontaneously proffer all the information needed to provide the insight necessary for devising these strategies. It also provide a basis
for a system which will allow electronic records to be created for aggregation and subsequent analysis and for tracking trends and
comparing patterns, both between organisations or disciplines and over time. It allows the complex characteristics of the individually
rare but collectively important incidents which make up more than half of the things that go wrong to be determined, by allowing the
structured aggregation of information from quite disparate sources.9
The ICPS
The WHO World Alliance for Patient Safety convened an expert panel to develop a conceptual framework for the International
Classification for Patient Safety (ICPS).11–13 based on the previous development of the frameworks outlined above and several other
classifications, together with inputs from a wider consultation.12 The ICPS evolved over previous conceptual models in that detection
and mitigating and ameliorating factors are explicitly represented, and may thus inform actions taken to reduce risk.11 13
The Donabedian triad and the ICPS
Each action taken to reduce risk and its consequences may be envisaged as comprising some or all of the Donabedian triad outlined
in figure 1. Figures 1 and 2 may be envisaged as lying at right angles to and constituting the third dimension of the two dimensional
diagrams in figures 4 and 5. An example is given in box 1 of how the concepts may be represented if the problem was a breathing
circuit disconnection during anaesthesia which led to a paralyzed patient suffering hypoxic brain damage.
What next?
The concept of patient safety will evolve with greater understanding of the determinants of healthcare processes and outcomes and
the evolution of clinical and related sciences. The next phase will involve teasing out some of the possible different views using
techniques such as ethnography and discourse analysis, as understanding them will facilitate harnessing the strengths and avoiding the
weaknesses of the various approaches to enhancing patient safety. The ICPS may act as a ‘reference model’ for different disciplines,
but must remain dynamic in the ever-changing world of healthcare. By expanding the ICPS by examining data from all available
sources, and ensuring rigorous compliance with the latest principles of informatics, a deeper interdisciplinary approach can
progressively be developed, which we believe will be necessary to address the complex, refractory problem of reducing healthcare-
associated harm.
Acknowledgments
The authors wish to thank Dr. David Bates of the Division of General Internal Medicine, Brigham and Women’s Hospital and External Research Lead for
the WHO World Alliance for Patient Safety for his contribution and leadership in this project, also Martin Fletcher Director of the National Patient Safety
Agency of England and Wales, Ms Hilary Coates of the Health Information and Quality Authority, Ireland, and Anne Andermann at the Faculty of
Medicine of McGill University, Montreal, for their contribution to advancing this work. The members of the Methods & Measurement working group of
the WHO World Alliance for Patient Safety are: Ross Baker, William B Runciman, Carlos Aibar, Susan Dovey, Rhona Flin, Richard Lilford, Philippe
Michel, Santawat Asavaroengchai, Claudia Travassos, William Weeks, and David W Bates, External Research Lead of the WHO World Alliance for
Patient Safety. The authors acknowledge the contribution of the WHO ICPS Drafting Group in the development of the ICPS Conceptual Framework,
whose members are Martin Fletcher, Martin Hatlie, Peter Hibbert, Pierre Lewalle, Jerod Loeb, Thomas Perneger, William Runciman, Tjerk van der
Schaaf, Heather Sherman and Richard Thomson.
References
1. Bostridge M. Florence Nightingale. The woman and her legend. London: Viking, 2008.
2. Codman EA. A study in hospital efficiency: as demonstrated by the case report of the first five years of a private hospital. Boston:
Thomas Todd, 1916.
3. Kohn LT, Corrigan JM, Donaldson MS, eds. To Err is Human: building a safer health system. Washington DC: National
Academies Press, 2000.
4. Department of Health. An organisation with a memory—report of an expert group on learning from adverse events in the nhs
chaired by the chief medical officer. London: The Stationery Office, 2000.
5. Runciman WB, Moller J. Iatrogenic injury in Australia. Adelaide: Australian Patient Safety Foundation, 2001.
6. World Health Organization. World alliance for patient safety: forward programme 2005. Geneva: World Health Organization,
2004. http://www.who.int/patientsafety/en/brochure_final.pdf (accessed 20 Apr 2009).
7. World Health Assembly. Quality of care: Patient safety. Resolution WHA55.18, 55th World Health Assembly, 18 May 2002.
Geneva: World Health Organization, 2002. http://ftp.who.int/gb/archive/pdf_files/WHA55/ewha5518.pdf (accessed 20 Apr 2009).
8. World Health Organization. World alliance for patient safety, working group on methods and measures for patient safety research.
http://www.who.int/patientsafety/research/methods_measures_for_ps_research.pdf (accessed 20 Apr 2009).
Commented [s2]: AU: Please check the web address for
Ref. 7.
9. Runciman WB, Baker GR, Michel P, et al. The epistemology of patient safety research. Int J Evid Based Healthc 2008;6:476–86.
10. Donaldson SL. An international language for patient safety: global progress in patient safety requires classification of key
concepts. Int J Qual Health Care 2009;21:1.
11. Sherman H, Castro G, Fletcher M, et al. Towards an International Classification for Patient Safety: the conceptual framework. Int
J Qual Health Care 2009;21:2–8.
12. Thomson R, Lewalle P, Sherman H, et al. Towards an international classification for patient safety: a Delphi survey. Int J Qual
Health Care 2009;21:9–17.
13. Runciman W, Hibbert P, Thomson R, et al. Towards an international classification for patient safety: key concepts and terms. Int J
Qual Health Care 2009;21:18–26.
Figure 1. Donabedian’s structure, process and outcome model. Adapted from Battles JB, Lilford RJ. Organising patient safety
research to identify risks and hazards.
Figure 2. Donabedian’s triad of structure, process and outcome showing generic and specific interventions, and how behaviour and
culture may impact on clinical processes.
Figure 3. Swiss cheese model.
Figure 4. Generic Reference Model.
Figure 5. Conceptual Framework for the International Classification for Patient Safety (reproduced with permission) Adapted from
Sherman et al.11 The solid lines enclose the 10 major classes of the ICPS and represent the semantic relationships between them. The
dotted lines represent the flow of information.
Box 1. An incident in which brain damage followed the undetected disconnection of the breathing circuit of a paralyzed patient
under anaesthesia
Details elicited and captured about the incident
Contributing factors (staff)—anaesthetist distracted by having to resuscitate the patient because of blood loss during the operation
Contributing factors (patient)—the patient was fully paralysed for good surgical access for surgery involving the head and neck
Incident type (equipment problem)—circuit disconnection between the endotracheal tube and the breathing circuit
Contributing Factor (equipment problem)—no capnograph, oximeter or disconnect alarms.
What happened?—patient breathing circuit disconnected under the drapes when the surgeon moved the patient’s head
Outcome (patient)—patient became acidotic, failed to wake up after the anaesthetic, and later satisfied the criteria for brain death; treatment was
withdrawn after 3 days in the Intensive Care Unit
Outcome (organisation)—root cause analysis, open disclosure to relatives, mediated compensation and support for the family were arranged.
Actions taken to reduce risk (of future patients suffering brain damage or death from circuit disconnection)
Detection (structure)—a decision made to have a ‘belt and braces’ approach to detecting future circuit disconnections by purchasing both capnographs
and oximeters for use during every anaesthetic.
Detection (process)—anaesthetists would be required to check these devices before use and make sure that they are used: assistants would be taught to
remind anaesthetists if either step was omitted.
Mitigating factors (structure)—a decision made to ensure that crisis management algorithms are available with separate self-inflating bags suitable for
ventilating a patient’s lungs.
Mitigating factors (process)—anaesthetists would be given instruction in how to follow the crisis management algorithms and assemble and use the self-
inflating bags while the exact nature of the circuit disconnection was determined and corrected.
STELLA MARIS COLLEGE (AUTONOMOUS), Chennai
STELLA MARIS COLLEGE (AUTONOMOUS), Chennai
Pathway Programme
Pathway Programme
2018 - 2019
2019 - 2020
Sl. No. Dept No. Student Name
Sl. No. Dept No. Student Name
1 18/UECA/021 Glory A
1 19/UBTA/011 Swetha .P
2 18/UBTA/005 Archana D
2 19/USCA/053 Srimathi R
3 18/UBTA/009 Vanitha S
3 19/USCA/007 Sangeetha
4 18/UBTA/013 Innacy Erina
4 19/USCA/068 Sneha
5 18/UBTA/020 Devi P
5 19/USCA/038 Sharon
6 18/UBTA/024 Barbaral Sabeena
6 19/UCHA/040 S. P.Arockiya Arul Shiney
7 18/UBTA/032 Janani J
7 19/UCHA/049 ArockiyaDerancy
8 18/UBTA/038 Nikshana R
8 19/UCHA/051 Sandhiya G
9 18/UPHA/021 Sherley S
9 19/UCHA/043 Philo Kilcia V
10 18/UPHA/023 Lavanya R
10 19/UCHA/038 Elizabeth Fina J
11 18/UPHA/025 Sangeetha A
11 19/UPHA/051 Sr. PappiyaSheela
12 18/UPHA/026 Suji P
12 19/UFAA/032 Benika. M
13 18/UPHA/033 Niraja C
13 19/UVTA/117 Priyanga J
14 18/UMTA/043 Princy Leema Rosa
14 19/UVTA/113 Sakthi
15 18/UMTA/051 Narmadha G
15 19/UVTA/115 Meega
16 18/UMTA/053 Sonali C
16 19/UHSA/021 S. Jenitta
17 18/UMTA/062 Anitha T
17 19/UHSA/054 R. Mohanapriya
18 18/UZLA/041 Elzi A
18 19/UHSA/070 I. Kayalvizhi
19 18/UZLA/049 Mike Epsia M
19 19/UHSA/018 J. Dayana Mary
20 18/UCHA/022 Soundarya J
20 19/UHSA/011 SherinaRoshni V
21 18/UCHA/025 Francis Jenifer A
21 19/UHSA/052 S. Abitha
22 18/UCHA/048 Maria Rona C
22 19/UHSA/046 Rebecca J Sushmitha
23 18/UHSA/002 Akshaya J A
23 19/UHSA/059 Abitha Joan J
24 18/UHSA/008 Srividhya M
24 19/UHSA/060 V. ShanmugaPriya
25 18/UHSA/010 Hindhuja V
25 19/UHSA/002 K. K. SreeThejusvi
26 18/UHSA/015 Celin Immaculate A
26 19/UHSA/003 Pavithra D
27 18/UHSA/016 Hema Nancy S
27 19/UMTA/011 A. Selsiya
28 18/UHSA/017 Banupriya K
28 19/UMTA/025 A. JoyseSwathika
29 18/UHSA/018 Arul Reshma Josphne I
29 19/UMTA/021 S. Jeeva
30 18/UHSA/021 Kowsalya S
30 19/UMTA/016 E. Arokiya Jenifer
31 18/UHSA/025 Sharmila W
31 19/UCMA/046 F. Vinnarasi Victoria
32 18/UHSA/041 Jenifer A
32 19/UCMA/065 Kirthika S
33 18/UHSA/046 Rajasree K
33 19/UCMA/002 V. Leela
34 18/UHSA/060 Jasmine Sharon S
34 19/UCMA/063 P. Abirami
35 18/UHSA/065 Meenalockshini
SHIFT II
36 18/UHSA/050 Sharmila C
35 19/USWA/141 Kavya
37 18/UHSA/052 Abipriya B
36 19/USWA/140 Sandhya
38 18/USCA/006 Priyadarshini A
37 19/USWA/129 L. Jennifer
39 18/USCA/018 Vidhya S
38 19/USWA/150 Sr. Supriya
40 18/USCA/024 Anisha Mary J
39 19/USWA/139 GujjrlapudiAkhila
41 18/UCMA/020 Jenifer I
40 19/UMTA/110 A. Rijo
42 18/UCMA/048 Buveneshwari V
41 19/UCSA/147 ShaikSaeedah
43 18/UCMA/059 Halin Joshita S
42 19/UCSA/106 D. ArogieJothi
44 18/UCMA/062 Philomina I
43 19/UCSA/227 Roseline Anita
45 18/UCMA/063 Sahaya Philomina J
44 19/UCSA/105 S. Hamsa
46 18/UCMA/066 Divyadharshini B
45 19/UCSA/213 Mirtullah
47 18/UCMA/067 Aswini B
46 19/UCSA/201 Seethala Devi
48 18/UFAA/072 Thaneswary
47 19/UCSA/247 V. Kotteshwari
49 18/HGA/002 Dayana Mary I
48 19/UCSA/203 Amanda Joyces
50 18/HGA/012 R. Renuka Devi
49 19/UCOA/112 Leo Crosslin
51 18/HGA/014 Shivani R
50 19/UCMA/233 Swetha. D
52 18/HGA/010 P Pavithra
51 19/UCMA/232 Sheetal. T
SHIFT II
52 19/UCMA/205 AishahAfrah A
53 18/UCMA/135 Mousiya 53 19/UCMA/241 Ilakkiya Vince A
54 18/UCMA/137 Lourdhu Mary 54 19/UCMA/332 Lakshmi R
55 18/UCMA/152 Merita E 55 19/UCMA/363 M .Reshma
56 18/UCSA/211 M. Swetha 56 19/UCMA/108 T. Lithiya
57 18/UCSA/222 Gagil Gracy 57 19/UCMA/374 MargeretManjula
58 18/UCSA/231 Rita Sherley A 58 19/UCMA/317 J. H. Keerthana
59 18/UCSA/232 G. Priyanka 59 19/UCMA/375 N. L. Gayathri
60 18/UCSA/245 R. R. Subhashree 60 19/UCMA/372 H. Pavithra
61 18/UCSA/255 S. Swetha 61 19/UCMA/360 Arul Jelsi
62 18/UCMA/304 Farhana Begum 62 19/UVBA/109 Pushpa V
63 18/UCSA/149 Ashika Joy J
64 18/UCMA/228 Princy Nisha G
65 18/UCMA/252 Princy Amalia M
66 18/UCMA/256 Samyuktha T
67 18/UCMA/258 Aashika A
68 18/UCMA/260 Narmada R
69 18/UCMD/119 Stella Angeline Mary
70 18/UCMD/124 Jenifer Joy R M
71 18/UCMD/138 Kirthika B
72 18/UCMB/123 Moni Shelsiya
73 18/UCMB/138 Princy Meghthanalin
74 18/UCMB/139 Deepika R
75 18/UCMB/141 Mahalakshmi J
76 18/UCMB/145 Arokiyamary Femila
77 18/UCMC/104 Saranya A
78 18/UCMC/115 Esther Gracy C
79 18/UCMC/133 Sagaya Sterlin R
80 18/UCMC/138 Nigila K
81 18/UCMC/141 Monisha S
82 18/UCMC/149 Thruthika R
83 18/UCMB/208 Jeyaseeli P
84 18/UCMB/210 Angel Mary A
85 18/UCMB/211 Jessy Cathleen
86 18/UCMB/215 W Angelin Swetha
87 18/UCMB/222 Janani P
88 18/UCMB/225 Sandhiya G
89 18/UCMB/231 Prathipa P
90 18/UCMB/234 Preethi Yuvanika E
91 18/UCMB/235 Vishalini A
92 18/UCMB/240 Princy Catherine J
93 18/UCMB/242 Monnika Shinny M
94 18/UCMB/243 Haritha V R
95 18/UCMB/244 Celcia Y
96 18/UCMB/247 Pavithra G
97 18/UCMB/261 Theerthana P
98 18/UCMB/263 Ishwariya N
99 18/UCMA/358 Manimegalai S
STELLA MARIS COLLEGE (AUTONOMOUS), Chennai
Pathway Programme
2018 - 2019
Sl.
No. Date Title of the Programme Resource Person(s)
11-15 June 2018 Bridge Course M.N.Nirmala
Vijayanthi Jagannathan
John A Joseph
28-Aug-18 Confidence Building M.N.Nirmala
Vijayanthi Jagannathan
John A Joseph
22-Sep-18 Stress Management M.N.Nirmala
Vijayanthi Jagannathan
John A Joseph
STELLA MARIS COLLEGE (AUTONOMOUS), Chennai
Pathway Programme
2019 - 2020
Sl.
No. Date Title of the Programme Resource Person(s)
3 -7 June 2019 Bridge Course M.N.Nirmala
Vijayanthi Jagannathan
Suneyna
07-Dec-19 Stress Management and Confidence Building M.N.Nirmala
Vijayanthi Jagannathan