Communication

COMMUNICATION SKILLS LAB PAGE NO:
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DESIGN
C is an imperative (procedural) systems implementation language. It was designed to be compiled
using a relatively straightforward compiler, to provide low-level access to memory, to provide
language constructs that map efficiently to machine instructions, and to require minimal run-time
support. C was therefore useful for many applications that had formerly been coded in assembly
language.
Despite its low-level capabilities, the language was designed to encourage machine-independent
programming. A standards-compliant and portably written C program can be compiled for a very
wide variety of computer platforms and operating systems with little or no change to its source
code. The language has become available on a very wide range of platforms, from embedded
microcontrollers to supercomputers.
Minimalism
C's design is tied to its intended use as a portable systems implementation language. It provides
simple, direct access to any addressable object (for example, memory-mapped device control
registers), and its source-code expressions can be translated in a straightforward manner to
primitive machine operations in the executable code. Some early C compilers were comfortably
implemented (as a few distinct passes communicating via intermediate files) on PDP-11 processors
having only 16 address bits. C compilers for several common 8-bit platforms have been
implemented as well.
Characteristics
Like most imperative languages in the ALGOL tradition, C has facilities for structured
programming and allows lexical variable scope and recursion, while a static type system prevents
many unintended operations. In C, all executable code is contained within functions. Function
parameters are always passed by value. Pass-by-reference is simulated in C by explicitly passing
pointer values. Heterogeneous aggregate data types (struct) allow related data elements to be
combined and manipulated as a unit. C program source text is free-format, using the semicolon as
a statement terminator (not a delimiter).
C also exhibits the following more specific characteristics:
• variables may be hidden in nested blocks

• partially weak typing; for instance, characters can be used as integers
• low-level access to computer memory by converting machine addresses to typed pointers
• function and data pointers supporting ad hoc run-time polymorphism
• array indexing as a secondary notion, defined in terms of pointer arithmetic
• a preprocessor for macro definition, source code file inclusion, and conditional compilation
• complex functionality such as I/O, string manipulation, and mathematical functions
consistently delegated to library routines
• A relatively small set of reserved keywords
• A lexical structure that resembles B more than ALGOL, for example:
o { ... } rather than either of ALGOL 60's begin ... end or ALGOL 68's ( ... )
o = is used for assignment (copying), like Fortran, rather than ALGOL's :=
o == is used to test for equality (rather than .EQ. in Fortran, or = in BASIC and
ALGOL)
o Logical "and" and "or" are represented with && and || in place of ALGOL's and
; note that the doubled-up operators will never evaluate the right operand if the
result can be determined from the left alone (this is called short-circuit evaluation),
and are semantically distinct from the bit-wise operators & and |
 However Unix Version 6 & 7 versions of C indeed did use ALGOL's and
ASCII operators, but for determining the infimum and supremum
respectively.[1]
o a large number of compound operators, such as +=, ++, etc. (Equivalent to ALGOL
68's +:= and +:=1 operators)
Absent features
The relatively low-level nature of the language affords the programmer close control over what the
computer does, while allowing special tailoring and aggressive optimization for a particular
platform. This allows the code to run efficiently on very limited hardware, such as embedded
systems.
C does not have some features that are available in some other programming languages:
• No nested function definitions

• No direct assignment of arrays or strings (copying can be done via standard functions;
assignment of objects having struct or union type is supported)
• No automatic garbage collection
• No requirement for bounds checking of arrays
• No operations on whole arrays
• No syntax for ranges, such as the A..B notation used in several languages
• Prior to C99, no separate Boolean type (zero/nonzero is used instead)[6]
• No formal closures or functions as parameters (only function and variable pointers)
• No generators or coroutines; intra-thread control flow consists of nested function calls,
except for the use of the longjmp or setcontext library functions
• No exception handling; standard library functions signify error conditions with the global
errno variable and/or special return values, and library functions provide non-local gotos
• Only rudimentary support for modular programming
• No compile-time polymorphism in the form of function or operator overloading
• Very limited support for object-oriented programming with regard to polymorphism and
inheritance
• Limited support for encapsulation
• No native support for multithreading and networking
• No standard libraries for computer graphics and several other application programming
needs
A number of these features are available as extensions in some compilers, or are provided in some
operating environments (e.g., POSIX), or are supplied by third-party libraries, or can be simulated
by adopting certain coding disciplines.
Undefined behavior
Many operations in C that have undefined behavior are not required to be diagnosed at compile
time. In the case of C, "undefined behavior" means that the exact behavior which arises is not
specified by the standard, and exactly what will happen does not have to be documented by the C
implementation. A famous, although misleading, expression in the newsgroups comp.std.c and
comp.lang.c is that the program could cause "demons to fly out of your nose".[7] Sometimes in
practice what happens for an instance of undefined behavior is a bug that is hard to track down and
which may corrupt the contents of memory. Sometimes a particular compiler generates reasonable
and well-behaved actions that are completely different from those that would be obtained using a
different C compiler. The reason some behavior has been left undefined is to allow compilers for a
wide variety of instruction set architectures to generate more efficient executable code for well-
defined behavior, which was deemed important for C's primary role as a systems implementation
language; thus C makes it the programmer's responsibility to avoid undefined behavior, possibly
using tools to find parts of a program whose behavior is undefined. Examples of undefined
behavior are:
• accessing outside the bounds of an array

• overflowing a signed integer
• reaching the end of a non-void function without finding a return statement, when the return
value is used
• reading the value of a variable before initializing it
These operations are all programming errors that could occur using many programming languages;
C draws criticism because its standard explicitly identifies numerous cases of undefined behavior,
including some where the behavior could have been made well defined, and does not specify any
run-time error handling mechanism.
Invoking fflush() on a stream opened for input is an example of a different kind of undefined
behavior, not necessarily a programming error but a case for which some conforming
implementations may provide well-defined, useful semantics (in this example, presumably
discarding input through the next new-line) as an allowed extension. Use of such nonstandard
extensions generally limits software portability.
History
Early developments
The initial development of C occurred at AT&T Bell Labs between 1969 and 1973; according to
Ritchie, the most creative period occurred in 1972. It was named "C" because of its features were
derived from an earlier language called "B", which according to Ken Thompson was a stripped-
down version of the BCPL programming language.
The origin of C is closely tied to the development of the Unix operating system, originally
implemented in assembly language on a PDP-7 by Ritchie and Thompson, incorporating several
ideas from colleagues. Eventually they decided to port the operating system to a PDP-11. B's lack
of functionality taking advantage of some of the PDP-11's features, notably byte addressability, led
to the development of an early version of C.
The original PDP-11 version of the Unix system was developed in assembly language. By 1973,
with the addition of struct types, the C language had become powerful enough that most of the
Unix kernel was rewritten in C. This was one of the first operating system kernels implemented in
a language other than assembly. (Earlier instances include the Multics system (written in PL/I),
and MCP (Master Control Program) for the Burroughs B5000 written in ALGOL in 1961.)
K&R C
In 1978, Brian Kernighan and Dennis Ritchie published the first edition of The C Programming
Language. This book, known to C programmers as "K&R", served for many years as an informal
specification of the language. The version of C that it describes is commonly referred to as K&R
C. The second edition of the book covers the later ANSI C standard.
K&R introduced several language features:
• standard I/O library

• long int data type
• unsigned int data type
• compound assignment operators of the form =op (such as =-) were changed to the form
op= to remove the semantic ambiguity created by such constructs as i=-10, which had been
interpreted as i =- 10 instead of the possibly intended i = -10
Even after the publication of the 1989 C standard, for many years K&R C was still considered the
"lowest common denominator" to which C programmers restricted themselves when maximum
portability was desired, since many older compilers were still in use, and because carefully written
K&R C code can be legal Standard C as well.
In early versions of C, only functions that returned a non-integer value need to be declared if used
before the function definition; a function used without any previous declaration was assumed to
return an integer, if its value was used.
For example:
long int SomeFunction();

/* int OtherFunction(); */
/* int */ CallingFunction()
{
long int test1;
register /* int */ test2;
test1 = SomeFunction();
if (test1 > 0)
test2 = 0;
else
test2 = OtherFunction();
return test2;
}
All the above commented-out int declarations could be omitted in K&R C.
Since K&R function declarations did not include any information about function arguments,
function parameter type checks were not performed, although some compilers would issue a
warning message if a local function was called with the wrong number of arguments, or if multiple
calls to an external function used different numbers or types of arguments. Separate tools such as
Unix's lint utility were developed that (among other things) could check for consistency of
function use across multiple source files.
In the years following the publication of K&R C, several unofficial features were added to the
language, supported by compilers from AT&T and some other vendors. These included:
• void functions
• functions returning struct or union types (rather than pointers)
• assignment for struct data types
• enumerated types
The large number of extensions and lack of agreement on a standard library, together with the
language popularity and the fact that not even the Unix compilers precisely implemented the K&R
specification, led to the necessity of standardization.
ANSI C and ISO C

During the late 1970s and 1980s, versions of C were implemented for a wide variety of mainframe
computers, minicomputers, and microcomputers, including the IBM PC, as its popularity began to
increase significantly.
In 1983, the American National Standards Institute (ANSI) formed a committee, X3J11, to
establish a standard specification of C. In 1989, the standard was ratified as ANSI X3.159-1989
"Programming Language C". This version of the language is often referred to as ANSI C, Standard
C, or sometimes C89.
In 1990, the ANSI C standard (with formatting changes) was adopted by the International
Organization for Standardization (ISO) as ISO/IEC 9899:1990, which is sometimes called C90.
Therefore, the terms "C89" and "C90" refer to the same programming language.
ANSI, like other national standards bodies, no longer develops the C standard independently, but
defers to the ISO C standard. National adoption of updates to the international standard typically
occurs within a year of ISO publication.
One of the aims of the C standardization process was to produce a superset of K&R C,
incorporating many of the unofficial features subsequently introduced. The standards committee
also included several additional features such as function prototypes (borrowed from C++), void
pointers, support for international character sets and locales, and preprocessor enhancements. The
syntax for parameter declarations was also augmented to include the style used in C++, although
the K&R interface continued to be permitted, for compatibility with existing source code.
C89 is supported by current C compilers, and most C code being written nowadays is based on it.
Any program written only in Standard C and without any hardware-dependent assumptions will
run correctly on any platform with a conforming C implementation, within its resource limits.
Without such precautions, programs may compile only on a certain platform or with a particular
compiler, due, for example, to the use of non-standard libraries, such as GUI libraries, or to a
reliance on compiler- or platform-specific attributes such as the exact size of data types and byte
endianness.
In cases where code must be compilable by either standard-conforming or K&R C-based

compilers, the __STDC__ macro can be used to split the code into Standard and K&R sections to
take advantage of features available only in Standard C.
C99
After the ANSI/ISO standardization process, the C language specification remained relatively
static for some time, whereas C++ continued to evolve, largely during its own standardization
effort. In 1995 Normative Amendment 1 to the 1990 C standard was published, to correct some
details and to add more extensive support for international character sets. The C standard was
further revised in the late 1990s, leading to the publication of ISO/IEC 9899:1999 in 1999, which
is commonly referred to as "C99". It has since been amended three times by Technical Corrigenda.
The international C standard is maintained by the working group ISO/IEC JTC1/SC22/WG14.
C99 introduced several new features, including inline functions, several new data types (including
long long int and a complex type to represent complex numbers), variable-length arrays, support
for variadic macros (macros of variable arity) and support for one-line comments beginning with
//, as in BCPL or C++. Many of these had already been implemented as extensions in several C
compilers.
C99 is for the most part backward compatible with C90, but is stricter in some ways; in particular,
a declaration that lacks a type specifier no longer has int implicitly assumed. A standard macro
__STDC_VERSION__ is defined with value 199901L to indicate that C99 support is available.
GCC, Sun Studio and other C compilers now support many or all of the new features of C99.
C1X
In 2007, work began in anticipation of another revision of the C standard, informally called
"C1X". The C standards committee has adopted guidelines to limit the adoption of new features
that have not been tested by existing implementations.
Uses
C's primary use is for "system programming", including implementing operating systems and
embedded system applications, due to a combination of desirable characteristics such as code
portability and efficiency, ability to access specific hardware addresses, ability to "pun" types to
match externally imposed data access requirements, and low runtime demand on system resources.
C can also be used for website programming using CGI as a "gateway" for information between
the Web application, the server, and the browser.[8] Some factors to choose C over Interpreted
languages are its speed, stability and less susceptibility to changes in operating environments due
to its compiled nature.[9]
One consequence of C's wide acceptance and efficiency is that compilers, libraries, and
interpreters of other programming languages are often implemented in C.
C is sometimes used as an intermediate language by implementations of other languages. This

approach may be used for portability or convenience; by using C as an intermediate language, it is
not necessary to develop machine-specific code generators. Some compilers which use C this way
are BitC, Gambit, the Glasgow Haskell Compiler, Squeak, and Vala. Unfortunately, C was
designed as a programming language, not as a compiler target language, and is thus less than ideal
for use as an intermediate language. This has led to development of C-based intermediate
languages such as C--.
C has also been widely used to implement end-user applications, but as applications became larger,
much of that development shifted to other languages.
Syntax
Unlike languages such as FORTRAN 77, C source code is free-form which allows arbitrary use of
whitespace to format code, rather than column-based or text-line-based restrictions. Comments
may appear either between the delimiters /* and */, or (in C99) following // until the end of the
line.
Each source file contains declarations and function definitions. Function definitions, in turn,
contain declarations and statements. Declarations either define new types using keywords such as
struct, union, and enum, or assign types to and perhaps reserve storage for new variables, usually
by writing the type followed by the variable name. Keywords such as char and int specify built-in
types. Sections of code are enclosed in braces ({ and }, sometimes called "curly brackets") to limit
the scope of declarations and to act as a single statement for control structures.
As an imperative language, C uses statements to specify actions. The most common statement is
an expression statement, consisting of an expression to be evaluated, followed by a semicolon; as a
side effect of the evaluation, functions may be called and variables may be assigned new values.
To modify the normal sequential execution of statements, C provides several control-flow
statements identified by reserved keywords. Structured programming is supported by if(-else)
conditional execution and by do-while, while, and for iterative execution (looping). The for
statement has separate initialization, testing, and reinitialization expressions, any or all of which
can be omitted. break and continue can be used to leave the innermost enclosing loop statement or
skip to its reinitialization. There is also a non-structured goto statement which branches directly to
the designated label within the function. switch selects a case to be executed based on the value of
an integer expression.
Expressions can use a variety of built-in operators (see below) and may contain function calls. The
order in which arguments to functions and operands to most operators are evaluated is unspecified.
The evaluations may even be interleaved. However, all side effects (including storage to variables)
will occur before the next "sequence point"; sequence points include the end of each expression
statement, and the entry to and return from each function call. Sequence points also occur during
evaluation of expressions containing certain operators(&&, ||, ?: and the comma operator). This
permits a high degree of object code optimization by the compiler, but requires C programmers to
take more care to obtain reliable results than is needed for other programming languages.
Although mimicked by many languages because of its widespread familiarity, C's syntax has often
been criticized. For example, Kernighan and Ritchie say in the Introduction of The C
Programming Language, "C, like any other language, has its blemishes. Some of the operators
have the wrong precedence; some parts of the syntax could be better."
Some specific problems worth noting are:
• Not checking number and types of arguments when the function declaration has an empty
parameter list. (This provides backward compatibility with K&R C, which lacked
prototypes.)
• Some questionable choices of operator precedence, as mentioned by Kernighan and Ritchie
above, such as == binding more tightly than & and | in expressions like x & 1 == 0.
• The use of the = operator, used in mathematics for equality, to indicate assignment,
following the precedent of Fortran, PL/I, and BASIC, but unlike ALGOL and its
derivatives. Ritchie made this syntax design decision consciously, based primarily on the
argument that assignment occurs more often than comparison.
• Similarity of the assignment and equality operators (= and ==), making it easy to
accidentally substitute one for the other. C's weak type system permits each to be used in
the context of the other without a compilation error (although some compilers produce
warnings). For example, the conditional expression in if (a=b) is only true if a is not zero
after the assignment.[10]
• A lack of infix operators for complex objects, particularly for string operations, making
programs which rely heavily on these operations (implemented as functions instead)
somewhat difficult to read.
• A declaration syntax that some find unintuitive, particularly for function pointers. (Ritchie's
idea was to declare identifiers in contexts resembling their use: "declaration reflects use".)
Operators
Main article: Operators in C and C++
C supports a rich set of operators, which are symbols used within an expression to specify the
manipulations to be performed while evaluating that expression. C has operators for:
• arithmetic (+, -, *, /, %)
• equality testing (==, !=)
• order relations (<, <=, >, >=)
• boolean logic (!, &&, ||)
• bitwise logic (~, &, |, ^)
• bitwise shifts (<<, >>)
• assignment (=, +=, -=, *=, /=, %=, &=, |=, ^=, <<=, >>=)
• increment and decrement (++, --)
• reference and dereference (&, *, [ ])
• conditional evaluation (? :)
• member selection (., ->)
• type conversion (( ))
• object size (sizeof)
• function argument collection (( ))
• sequencing (,)
• subexpression grouping (( ))
C has a formal grammar, specified by the C standard.

Integer-float conversion and rounding

The type casting syntax can be used to convert values between an integer type and a floating-point
type, or between two integer types or two float types with different sizes; e.g. (long
int)sqrt(1000.0), (double)(256*256), or (float)sqrt(1000.0). Conversions are implicit in several
contexts, e.g. when assigning a value to a variable or to a function parameter, when using a
floating-point value as index to a vector, or in arithmetic operations on operand with different
types.
Unlike some other cases of type casting (where the bit encoding of the operands are simply re-
interpreted according to the target type), conversions between integers and floating-point values
generally change the bit encoding so as to preserve the numerical value of the operand, to the
extent possible. In particular, conversion from an integer to a floating-point type will preserve its
numeric value exactly—unless the number of fraction bits in the target type is insufficient, in
which case the least-significant bits are lost.
Conversion from a floating-point value to an integer type entails truncation of any fractional part
(i.e. the value is rounded "towards zero"). For other kinds of rounding, the C99 standard specifies
(in <math.h>) the following functions:
• round(): round to nearest integer, halfway away from zero

• rint(), nearbyint(): round according to current floating-point rounding direction
• ceil(): smallest integral value not less than argument (round up)
• floor(): largest integral value (in double representation) not greater than argument (round
down)
• trunc(): round towards zero (same as typecasting to an int)
All these functions take a double argument and return a double result, which may then be cast to
an integer if necessary.
The conversion of a float value to the double type preserves the numerical value exactly, while the
opposite conversion rounds the value to fit in the smaller number of fraction bits, usually towards
zero. (Since float also has a smaller exponent range, the conversion may yield an infinite value.)
Some compilers will silently convert float values to double in some contexts, e.g. function
parameters declared as float may be actually passed as double.
In machines that comply with the IEEE floating point standard, some rounding events are affected
by the current rounding mode (which includes round-to-even, round-down, round-up, and round-
to-zero), which may be retrieved and set using the fegetround()/fesetround() functions defined in
<fenv.h>.
Integer arithmetic in C assumes the 2's complement internal encoding. In particular, conversion of
any integer value to any integer type with n bits preserves the value modulo 2n. Thus, for example,
if char is 8 bits wide, then (unsigned char)456 and (unsigned char)(-56) both yield 200; while
(signed char)456 and (signed char)(-56) both yield -56. Conversion of a signed integer value to a
wider signer integer type entails sign-bit replication; all other integer-to-integer conversions entail
discarding bits or padding with zero bits, always at the most significant end.
"Hello, world" example
The "hello, world" example which appeared in the first edition of K&R has become the model for
an introductory program in most programming textbooks, regardless of programming language.
The program prints "hello, world" to the standard output, which is usually a terminal or screen
display.
The original version was:
main()
{
printf("hello, world\n");
}
A standard-conforming "hello, world" program is:[11]
#include <stdio.h>
int main(void)
{
printf("hello, world\n");
return 0;
}
The first line of the program contains a preprocessing directive, indicated by #include. This causes
the preprocessor—the first tool to examine source code as it is compiled—to substitute the line
with the entire text of the stdio.h standard header, which contains declarations for standard input
and output functions such as printf. The angle brackets surrounding stdio.h indicate that stdio.h is
located using a search strategy that prefers standard headers to other headers having the same
name. Double quotes may also be used to include local or project-specific header files.
The next line indicates that a function named main is being defined. The main function serves a
special purpose in C programs: The run-time environment calls the main function to begin
program execution. The type specifier int indicates that the return value, the value that is returned
to the invoker (in this case the run-time environment) as a result of evaluating the main function, is
an integer. The keyword void as a parameter list indicates that the main function takes no
arguments.[12]
The opening curly brace indicates the beginning of the definition of the main function.
The next line calls (diverts execution to) a function named printf, which was declared in stdio.h
and is supplied from a system library. In this call, the printf function is passed (provided with) a
single argument, the address of the first character in the string literal "hello, world\n". The string
literal is an unnamed array with elements of type char, set up automatically by the compiler with a
final 0-valued character to mark the end of the array (printf needs to know this). The \n is an
escape sequence that C translates to a newline character, which on output signifies the end of the
current line. The return value of the printf function is of type int, but it is silently discarded since it
is not used. (A more careful program might test the return value to determine whether or not the
printf function succeeded.) The semicolon ; terminates the statement.
The return statement terminates the execution of the main function and causes it to return the
integer value 0, which is interpreted by the run-time system as an exit code indicating successful
execution.
The closing curly brace indicates the end of the code for the main function.
Data structures
C has a static weak typing type system that shares some similarities with that of other ALGOL
descendants such as Pascal. There are built-in types for integers of various sizes, both signed and
unsigned, floating-point numbers, characters, and enumerated types (enum). C99 added a boolean
datatype. There are also derived types including arrays, pointers, records (struct), and untagged
unions (union).
C is often used in low-level systems programming where escapes from the type system may be
necessary. The compiler attempts to ensure type correctness of most expressions, but the
programmer can override the checks in various ways, either by using a type cast to explicitly
convert a value from one type to another, or by using pointers or unions to reinterpret the
underlying bits of a value in some other way.
Pointers
C supports the use of pointers, a very simple type of reference that records, in effect, the address or
location of an object or function in memory. Pointers can be dereferenced to access data stored at
the address pointed to, or to invoke a pointed-to function. Pointers can be manipulated using
assignment and also pointer arithmetic. The run-time representation of a pointer value is typically
a raw memory address (perhaps augmented by an offset-within-word field), but since a pointer's
type includes the type of the thing pointed to, expressions including pointers can be type-checked
at compile time. Pointer arithmetic is automatically scaled by the size of the pointed-to data type.
(See Array-pointer interchangeability below.) Pointers are used for many different purposes in C.
Text strings are commonly manipulated using pointers into arrays of characters. Dynamic memory
allocation, which is described below, is performed using pointers. Many data types, such as trees,
are commonly implemented as dynamically allocated struct objects linked together using
pointers. Pointers to functions are useful for callbacks from event handlers.
A null pointer is a pointer value that points to no valid location (it is often represented by address
zero). Dereferencing a null pointer is therefore meaningless, typically resulting in a run-time error.
Null pointers are useful for indicating special cases such as no next pointer in the final node of a
linked list, or as an error indication from functions returning pointers.
Void pointers (void *) point to objects of unknown type, and can therefore be used as "generic"
data pointers. Since the size and type of the pointed-to object is not known, void pointers cannot be
dereferenced, nor is pointer arithmetic on them allowed, although they can easily be (and in many
contexts implicitly are) converted to and from any other object pointer type.
Careless use of pointers is potentially dangerous. Because they are typically unchecked, a pointer
variable can be made to point to any arbitrary location, which can cause undesirable effects.
Although properly-used pointers point to safe places, they can be made to point to unsafe places by
using invalid pointer arithmetic; the objects they point to may be deallocated and reused (dangling
pointers); they may be used without having been initialized (wild pointers); or they may be directly
assigned an unsafe value using a cast, union, or through another corrupt pointer. In general, C is
permissive in allowing manipulation of and conversion between pointer types, although compilers
typically provide options for various levels of checking. Some other programming languages
address these problems by using more restrictive reference types.
Arrays
Array types in C are traditionally of a fixed, static size specified at compile time. (The more recent
C99 standard also allows a form of variable-length arrays.) However, it is also possible to allocate
a block of memory (of arbitrary size) at run-time, using the standard library's malloc function,
and treat it as an array. C's unification of arrays and pointers (see below) means that true arrays
and these dynamically-allocated, simulated arrays are virtually interchangeable. Since arrays are
always accessed (in effect) via pointers, array accesses are typically not checked against the
underlying array size, although the compiler may provide bounds checking as an option. Array
bounds violations are therefore possible and rather common in carelessly written code, and can
lead to various repercussions, including illegal memory accesses, corruption of data, buffer
overruns, and run-time exceptions.
C does not have a special provision for declaring multidimensional arrays, but rather relies on
recursion within the type system to declare arrays of arrays, which effectively accomplishes the
same thing. The index values of the resulting "multidimensional array" can be thought of as
increasing in row-major order.
Although C supports static arrays, it is not required that array indices be validated (bounds
checking). For example, one can try to write to the sixth element of an array with five elements,
generally yielding undesirable results. This type of bug, called a buffer overflow or buffer overrun,
is notorious for causing a number of security problems. Since bounds checking elimination
technology was largely nonexistent when C was defined, bounds checking came with a severe
performance penalty, particularly in numerical computation. A few years earlier, some Fortran
compilers had a switch to toggle bounds checking on or off; however, this would have been much
less useful for C, where array arguments are passed as simple pointers.
Multidimensional arrays are commonly used in numerical algorithms (mainly from applied linear
algebra) to store matrices. The structure of the C array is well suited to this particular task.
However, since arrays are passed merely as pointers, the bounds of the array must be known fixed
values or else explicitly passed to any subroutine that requires them, and dynamically sized arrays
of arrays cannot be accessed using double indexing. (A workaround for this is to allocate the array
with an additional "row vector" of pointers to the columns.)
C99 introduced "variable-length arrays" which address some, but not all, of the issues with
ordinary C arrays.
See also: C string

Array-pointer interchangeability
A distinctive (but potentially confusing) feature of C is its treatment of arrays and pointers. The
array-subscript notation x[i] can also be used when x is a pointer; the interpretation (using
pointer arithmetic) is to access the (i + 1)th object of several adjacent data objects pointed to
by x, counting the object that x points to (which is x[0]) as the first element of the array.
Formally, x[i] is equivalent to *(x + i). Since the type of the pointer involved is known to
the compiler at compile time, the address that x + i points to is not the address pointed to by x
incremented by i bytes, but rather incremented by i multiplied by the size of an element that x
points to. The size of these elements can be determined with the operator sizeof by applying it
to any dereferenced element of x, as in n = sizeof *x or n = sizeof x[0].
Furthermore, in most expression contexts (a notable exception is sizeof x), the name of an
array is automatically converted to a pointer to the array's first element; this implies that an array is
never copied as a whole when named as an argument to a function, but rather only the address of
its first element is passed. Therefore, although function calls in C use pass-by-value semantics,
arrays are in effect passed by reference.
The number of elements in a declared array x can be determined as sizeof x / sizeof

x[0].
An interesting demonstration of the interchangeability of pointers and arrays is shown below. The
four assignments are equivalent and each is valid C code.
/* x is an array and i is an integer */

x[i] = 1; /* equivalent to *(x + i) */
*(x + i) = 1;
*(i + x) = 1;
i[x] = 1; /* uncommon usage, but correct: i[x] is equivalent
to *(i + x) */
Note that the last line contains the uncommon, but semantically correct, expression i[x], which
appears to interchange the index variable i with the array variable x. This last line might be found
in obfuscated C code, but its use is rare among C programmers.
Despite this apparent equivalence between array and pointer variables, there is still a distinction to
be made between them. Even though the name of an array is, in most expression contexts,
converted into a pointer (to its first element), this pointer does not itself occupy any storage, unlike
a pointer variable. Consequently, what an array "points to" cannot be changed, and it is impossible
to assign a value to an array variable. (Array values may be copied, however, e.g., by using the
memcpy function.)
NASA RESEARCH PARK

NASA Research Park is a research park which aims to develop a world-class, shared-use research
and development campus in association with government entities, academia, industry and non-
profit organisations. It is situated in California, United States.
• 1 Establishment
• 2 The Development of NASA Research Park
• 3 The NASA Ames Development Plan
• 4 The Environmental Impact Statement
• 5 Legislative Framework
• 6 NASA Research Park: A Unique NASA and National Asset NASA
Research Park Goal
• 7 NASA Research Park Objectives
• 8 The NRP Business Plan 2007
• 9 Ames Core Technology Areas
o 9.1 Small Spacecraft Systems
o 9.2 Intelligent Adaptive Systems and Robotics
o 9.3 Integrated Next Generation Computer Systems
o 9.4 Materials Science and Thermal Protection Systems (TPS)
o 9.5 Human Factors and Life Sciences
• 10 Financial Benefit of the NRP to Ames
• 11 Specific Future Plans
• 12 Google
• 13 University of California Santa Cruz (UCSC)
• 14 Airship Ventures
• 15 Historic Hangar One
• 16 Challenges
• 17 Enhanced Use Leasing (EUL) Changes
• 18 Environmental Issues
• 19 Summary
Establishment
The U.S. Congress originally established Ames Research Center (Ames) in 1939 as the Ames
Aeronautical Laboratory under the National Advisory Committee for Aeronautics (NACA). Ames
eventually grew to occupy approximately 500 acres (2.0 km2) at Moffett Field adjacent to the
Naval Air Station Moffett Field in Santa Clara County, California, in the center of the region that
would, in the 1990s, become known worldwide as Silicon Valley. In 1958, Congress created
NASA with the National Aeronautics and Space Act of 1958, 42 U.S.C. § 2451 et seq. The Ames
Aeronautical Laboratory was renamed Ames Research Center and became a NASA field center.
Ames is nearing 70 years of age, which it calls “Seven Decades of Innovation,” highlighted with
major accomplishments in aeronautics and space. From the 1940s through the 1990s, Ames
scientists and engineers demonstrated excellence in flight research in many areas including
variable stability aircraft, guidance and control displays, boundary-layer control, vertical and short
takeoff and landing aircraft, and rotorcraft. Ames developed the swept wing design, now a
common feature of every commercial and military aircraft and the conical camber, now considered
in the design of every supersonic aircraft.
Ames developed and operated critical facilities including flight simulators and wind tunnels,
pushing the frontiers of computers and the arcjets facility to test materials at very high
temperatures, which were critical to high-speed aircraft development and space vehicle re-entry.
Ames largest contribution to the early space program for human missions was solving the problem
of getting astronauts safely back to Earth, through the development of the blunt body design for re-
entry vehicles.
Assisting the development of Apollo, developing and operating the Pioneer Missions, (the first
spacecraft to travel through the asteroid belts, observe Jupiter and Saturn and Venus), and in
aeronautics, developing the tiltrotor aircraft and computational fluid dynamics highlight the
diversity of accomplishments that led to the 1990’s focus on Ames becoming the high-tech center
of NASA. In those days in NASA parlance, Ames became the Center of Excellence for
Information Technologies, taking the lead in human centered computing, a major interdisciplinary
effort to develop means of optimizing the performance of mixed human and computer systems.
These new technologies were critical for both aeronautics and space operations with ground-based
operators, astronauts (or pilots/controllers in the air traffic management system) and robots
functioning collaboratively to maximize mission science return, productivity and safety. This
human centered computing focus developed the expertise for Ames to become the lead for all
supercomputing in NASA and in 2005, Ames operated the world’s fastest supercomputer,
partnered with SGI and Intel.
In the 1990s, following on its historic excellence in life and space sciences, Ames developed a
focused new program, called Astrobiology, to search for the origins of life in the Universe. Ames
leads NASA’s Kepler mission, a spacecraft designed to find Earth sized planets in other galaxies
that may be in or near habitable zones, distances from a star where liquid water could exist on a
planet’s surface. Continuing their excellence in aircraft carried infrared telescopic research by
operating the Kuiper Airborne Observatory for over 20 years; Ames developed SOFIA, the new
Stratospheric Observatory for Infrared Astronomy, using a Boeing 747 aircraft, that will study the
universe, for the next twenty years, in the infrared spectrum. Ames will launch in 2008, the Lunar
Crater Observation and Sensing Satellite, LCROSS, which by impacting the lunar surface, will
spew lunar material to ascertain the existence of water ice, that would enable settlement on the
Moon.
Concurrent with the outstanding innovations in science and technology, Ames has become the
leader in NASA for innovative partnerships with universities and industry, both onsite and in
distance collaborations. The opportunity for this new partnering thinking for Ames became
available in the early 1990s, with the potential for R&D partners to move into the property
obtained from the transfer of Navy Moffett Field land to NASA.
From its establishment in 1939, Ames shared the land generally known as Moffett Field with the
Navy, jointly using the major airfield on the property. In the 1930s the Navy developed Moffett
Field originally for the home of the famous, “Lighter than Air Era of American Military History,”
housing and operating large-scale airships. Through the years a number of different military
organizations, including the Air Force, used the Moffett Field facilities and in the late 1980s the
Navy operated the base.
With the enactment of the Base Realignment and Closure Act in 1991, Congress directed the Navy
to close and vacate the Naval Air Station at Moffett Field. Under the framework of the Federal
Property Administrative Services Act of 1949, 40 U.S.C. §471, NASA successfully negotiated
custody of most of the Navy property, with the strong support of the local governments
surrounding Moffett Field and the U.S. Representatives from the area, especially U.S. Rep.
Norman Mineta. The decision was properly approved through the federal government process to
transfer the property to NASA and disestablish the Naval Air Station Moffett Field. The
Department of Defense decided to retain control of 57 hectares (140 acres) of military housing at
Moffett Field. In 1994, the Department of the Navy transferred approximately 600 hectares (1,500
acres) to NASA. This transfer created a unique opportunity for NASA to provide stewardship for
the entire 800-hectare (2,000 acre) site, except the military housing.
Prior to obtaining control of Moffett Field, NASA prepared the Moffett Field Comprehensive Use
Plan (CUP) to implement its management program for the newly expanded Ames. An
Environmental Assessment (EA) and Finding of No Significant Impact accompanied the plan. The
EA established under the CUP allows for the development of up to approximately 102,000 square
meters (1.1 million square feet) of new construction.
The transfer of Moffett Field to Ames supplied the impetus to consider various new uses of the
property for NASA’s benefit. Ames leaders began discussions with federal, state and community
leaders for potential reuse ideas.
The Development of NASA Research Park

In November 1996, the neighboring cities of Mountain View and Sunnyvale formed the
Community Advisory Committee to study and provide input to Ames about the best reuses of
Moffett Field. Ames developed a six-point initiative, which outlined program goals and reuse
concepts for the development of the former Navy base, that basically focused on university and
industry building on NASA property as R&D collaborative partners. In 1997, after extensive
public outreach and public meetings, the Final Report of the Community Advisory Committee
endorsed NASA’s six-point initiative, which established the plans to develop what became the
NASA Research Park.
Ames leaders reviewed studies of research parks worldwide and continued to work with the
neighboring communities in preparing its preferred development plan. In 1998, Ames and the
adjoining cities of Sunnyvale and Mountain View signed a memorandum of understanding (MOU)
to work jointly on development. Also, a number of major universities were involved in planning
their potential roles in development. In mid-1998, Ames leaders presented their plan to NASA HQ
and secured approval to proceed.
On December 8, 1998, NASA unveiled its visionary concept for a shared-use R&D and education
campus for collaborations among government, industry, academia and non-profit organizations at
a national press conference with NASA Administrator Dan Goldin. Over the next year, MOUs for
planning development were signed with the University of California, Carnegie Mellon University,
San Jose State University and Foothill-DeAnza Community College.
In addition to federal, state and community leaders’ inputs, Ames worked closely with a number of
economic development and industry organizations in focused groups by industry: information
technology, bio-technology and others to understand the needs of Silicon Valley high-tech
industry. In 1999, this vision was outlined in an Economic Development Concept Workbook,
which won the 2000 American Planning Association Award.
The NASA Ames Development Plan

Ames continued preparing a plan to pursue this vision, and in 2000 drafted the NASA Ames
Development Plan (NADP). The NADP is the result of the subsequent refinement of this vision.
The NADP is consistent with NASA’s six-point initiative and also reflects the recommendations of
the Community Advisory Committee and interactions with NASA Headquarters leaders, high-tech
industry focused groups and university leaders.
In 2000, NASA asked the National Academies Board on Science, Technology and Economic
Policy (STEP) to hold a symposium to review the plan for the research park. Leaders from
Congress, the executive branch, business executives, university officials and regional economists
attended the Symposium. Following the Symposium, the STEP Board was asked to prepare a
publication.
In 2001, the National Academies Board (Board) published “A Review of the New Initiatives at the
NASA Ames Research Center: A Summary of a Workshop.” (National Academies Press, 2001).
The Board found that the planned research park was different from a traditional
science/technology park, in that traditional parks are oriented toward transferring technology and
knowledge out to the external community. Instead, the Board determined that the planned R&D
park at NASA Ames is oriented toward providing NASA economically efficient access to
knowledge and technology from the external community, and would serve as NASA’s access to
Silicon Valley companies and California universities. The review found that “NASA Ames
Research Park may represent a new model for industry-government partnerships” and that these
“partnerships permit NASA to achieve a higher return on its research investment dollar.”
The 2002 final NASA Ames Development Plan (NADP) detailed the transformation of the original
200-hectare (500 acre) Ames campus and the 600 hectares (1,500 acres) of the former Naval Air
Station Moffett Field into an integrated, dynamic research and education community in the heart of
Silicon Valley. This transformation is led by the establishment of the NASA Research Park (NRP),
a commitment of almost 300 acres (1.2 km2) for a research and development campus for partners
from academia, industry and non-profit corporations with shared goals in support of NASA’s
mission.
After analyzing the various research parks and contemporary ideas on innovation around the
world, Ames leaders determined that the intellectual foundation of the NADP is the recognition
that innovation in science and research depends on the cross-fertilization of ideas across related
disciplines, public and private enterprises, and many levels of academia. Innovation requires both
focused, individual research and interaction between researchers in formal and informal settings.
The NRP land-use plan is designed to foster and encourage these modes of working through high-
quality offices and research space as well as an environment that promotes interaction.
The Environmental Impact Statement

Ames leaders realized that with the amount of developable land and the interest of a number of
organizations to build in the NRP, the 1994 CUP-EA did not have enough entitlement for the new
construction envisioned. As a federal agency operating on federal property, NASA must conduct a
public process under the National Environmental Policy Act (NEPA) to study and secure approval
for all environmental impacts stemming from new development over the CUP-EA threshold and
through the Environmental Impact Statement process secure an increased entitlement for
construction.
The NADP described NASA’s preferred plan for development and was a companion document to
the 2002 Environmental Impact Statement, which analyzed the impacts of this and other
development scenarios. The NADP served as a departure point for subsequent specific
development planning, business plans and implementation activities. The NADP provided a
general description of the development project and its guiding planning principles, followed by a
detailed discussion of each development district. Each district plan discussed existing facilities,
land use, infrastructure, housing, open space and transportation. Specific objectives, maps and
diagrams were included for each district.
The Final Programmatic Environmental Impact Statement, a comprehensive and integrated study
of all the Ames property and new land use plan, analyzed the environmental impacts of the NADP,
and established required mitigations. Public scoping meetings for the study were held in July 2000.
Public hearings were held on the draft plan in December 2001. In November 2002, the Record of
Decision for the Final Programmatic Environmental Impact Statement (EIS) was signed. The EIS
entitlement of over 4.2 million square feet (400,000 m2) of new classroom, office space, labs and
housing was approved and when combined with the 1994-CUP EA entitlement, allows for over
5,000,000 square feet (460,000 m2) of new construction at Ames.
In 2003, the NADP won the U.S. General Services Administration’s (GSA) overall federal agency
competition for “Best Innovative Policy” for federal property land use. In the 2004 GSA
announcement for that year’s competition, GSA Administrator Stephen A. Perry highlighted the
previous year’s winner and stated, “as our country changes, our mandate for excellence is creating
an evermore, more responsive, responsible government to serve our citizens better. Recipients of
last year’s award clearly illustrate this… (the) NASA Ames Development Plan will provide an
integrated, dynamic research and development community.”
Legislative Framework
Ames partnership strategy is based on its legislative mandate, the National Aeronautics and Space
Act of 1958, as amended, 42 U.S.C. § 2451 et seq. (the Space Act). The Space Act permits NASA
to enter into “contracts, leases, cooperative agreements, or other transactions as may be necessary
in the conduct of its work and on such terms as it may deem appropriate,…with any person, form,
association, corporation, or educational institution.” (42 U.S.C. § 2473) NASA will use a
“Reimbursable Space Act Agreement” for certain building construction and occupancy
transactions involving nonfederal partners engaged in activities in furtherance of NASA’s mission.
Reimbursable Space Act Agreements will include provisions for the use of constructed premises,
mission-related programming, subletting, fair market value rent, insurance and timing of
construction. NASA also utilizes the leasing authority granted to federal agencies under the
National Historic Preservation Act of 1966, as amended (16 U.S.C. § 470) to enter into “historic
leases” for certain qualified buildings in the Shenandoah Plaza Historic District
In 2003, NASA Ames was competitively selected within NASA to be one of two NASA Centers
to have the authority to use the new Enhanced Use Leasing (EUL) authority enacted by Congress.
Most importantly, EUL authority added flexibility allowing for in-kind consideration instead of
cash only, and required the lease revenues to stay at the Center, instead of going to the U.S.
Treasury.
NASA Research Park: A Unique NASA and National Asset

NASA Research Park Goal
NASA’s goal is to develop a world-class, shared-use research and development campus in
association with government entities, academia, industry and nonprofits. The NADP/EIS provides
a framework to guide the use, renovation, management and development of facilities at Ames over
the next 20 years to achieve that goal. The NRP supports NASA’s overall mission in three areas:
advancing NASA’s research leadership; facilitating science and technology education; and
creating a unique community of researchers, students and educators.
NASA’s recent vision and mission statements recognize that not from NASA alone, not from
industry alone and not from universities alone will tomorrow’s innovations emerge. They will
come from the integration of these different segments, each making the most of their unique
attributes—NASA’s focus on high-risk, long-term research; industry’s ability to react quickly with
applied technologies; and the universities’ expertise in educating and providing a vibrant
workforce for the future.
The Vision for Space Exploration (VSE) announced in 2004 requires NASA to reach out and
partner with all kinds of relevant organizations to sustain the long-term vision. The NRP has and is
continuing to bring together outstanding diverse partners, assisting the pursuit of the VSE and
other NASA programs. Through the interaction of academia, industry and nonprofit organizations
at a robust federal laboratory, a unique community of researchers, students and educators with a
shared mission to advance human knowledge will be created. This is the goal of the NRP.
NASA Research Park Objectives

The NRP’s primary objective is to extend and deepen the research and development capabilities of
Ames through R&D partnerships in key research areas. R&D partnerships in the NRP will benefit
Ames and partners by creating a new research and education infrastructure that leverages existing
budgets and other resources. Collaborative partners will build new research and education facilities
on land at Ames that support NASA goals.
Ames will benefit by the close proximity of, and ready interaction, with researchers and students.
NRP partners will reimburse Ames for costs associated with their presence, paying both fair
market value rent and institutional shared pool costs (costs of operating the facility). Key
objectives of the NRP are to create unique facilities for collaborations, and to develop workforce
enhancement programs that include joint appointments and internships and provide increased
access to graduate students, post-doctoral and future employees. Education will have a special
place at the NASA Research Park with more than 15 hectares (38 acres) set aside for university
partners.
By creating a sustainable development that catalyzes human potential through education and
collaborative opportunities, Ames will open frontiers of space and knowledge.
The NRP Business Plan 2007

Since the completion of the completion of the NADP/ EIS, Ames has already made significant
progress in bringing the NRP to life. Fifty-two industry and academic partnerships are NRP
residents, primarily in buildings taken over from the Navy transfer, and are making tangible
contributions to the agency. In mid-2006, NASA Headquarters requested Ames to review the NRP
and ensure that all of its activities are aligned with NASA’s mission and providing maximum
value to the agency. The new NRP Business Plan (Business Plan) was approved by NASA HQ in
January 2007 and reinforced many of the previous fundamentals for the NRP and added more
focus on the Vision for Space Exploration (VSE) requirements.
The Business Plan reiterated the NRP Goals and Objectives and continued the fundamental
concept, that while the NRP is similar to other business parks in that it creates economic
development, jobs, and financial returns, its primary purpose is to advance NASA’s overall
mission. It accomplishes this by:
• Helping NASA meet programmatic objectives: Ames is selecting partners that can offer
clear benefits to space exploration and other NASA programs
• Providing positive financial returns: over a 20-year period, income is projected to grow to
$11.5 million annually, using conservative (FY06) prices for real estate valuations
• Keeping the Ames property useful to NASA goals: the NRP will give Ames the ability to
choose future tenants and to ensure that each is compatible with NASA and its mission
• Helping NASA expand its base of support: by strengthening ties with a broad intellectual
and business community, NASA will foster positive relations with state and national
political leaders.
The Business Plan reiterated the original purpose that the NRP brings academia, industry and
NASA together into a collaborative and profitable partnership to advance the NASA mission. The
partnerships nurtured by the NRP enable NASA to reach out to new communities for talent, ideas,
and programmatic support. Ames has already made substantial progress to date in engaging a wide
range of diverse partners including Google, UC Santa Cruz, Carnegie Mellon University, and
Bloom Energy. These partners will support NASA’s work in advancing the technologies, through
collaborations, needed to make Project Constellation and other NASA missions possible.
Moreover, since the VSE reduced research due to funding constraints in order to build the new
Crew Exploration Vehicle and retire the Space Shuttle, the Business Plan agreed that the NRP
partners could take on the burden of fundamental and applied research in emerging technology
areas such as nanotechnology and biotechnology, allowing NASA to focus on its core objectives.
According to the Business Plan, NASA will select future partners based on their ability to directly
impact technology requirements for Project Constellation and other NASA programs. Ames will
employ rigorous partner selection criteria to target the development of key technologies and
capabilities, improve mission effectiveness and reduce costs. The NRP will play a vital role in
advancing the VSE and Ames’ ability to achieve its mission. The Business Plan included major
analyses of current and future financial aspects of the NRP determining that the NRP has been
providing positive returns from the outset. The enhanced use leasing (EUL) program converts
underutilized land into a highly productive asset that contributes revenue to the agency on an
annual basis, while helping to offset existing operating costs. The Business Plan purported that, if
planning goals are met, the NRP will have generated conservatively over $323 million in revenue
and cost offsets by 2025. Furthermore, Ames will be able rely on the NRP’s financial returns as a
continuous metric of success, in addition to the programmatic collaborations. Without the NRP,
Ames infrastructure costs will actually increase over time as the facilities themselves become
technologically obsolete. Developing the NRP will allow Ames to regularly modernize its facilities
at a significantly discounted expense while offsetting Ames’ share of operational costs. Finally,
NRP partnerships will allow Ames to maintain critical facilities (e.g., wind tunnels and flight
simulators) in top operating condition.
In addition to the programmatic and financial benefits of the NRP, the Business Plan added
another dimension of benefits, that the NRP will raise political and public support for NASA. It
will do this by creating new, non-traditional allies that will grow to have a personal stake in the
success of NASA’s mission. Reaching out to entirely new communities will help to strengthen
NASA’s community ties, and broaden the agency’s relationships with industry and academia.
Moreover, by providing a host of benefits to the local economy, public education and the U.S.
scientific base, the NRP will boost NASA’s prominence before Congress and the American public.
Ames Core Technology Areas

The Business Plan reviewed current partners and suggested future partners based on the core
technology areas being pursued by Ames. Current and future NRP partners will contribute to
breakthroughs in the areas in which NASA and Ames possess traditional competencies, such as
aeronautics, air transportation management, robotics and information technology. While these core
areas consist of technologies that are relatively mature, they require further advancement to enable
the next generation of space flight and air travel. The development of these technologies is a key
driver behind NASA’s mission; as such Ames will seek to create partnerships that support these
areas as described below.
Small Spacecraft Systems
Ames has pioneered the concept of small spacecraft and their potential for accelerating NASA’s
progress in exploring the moon and solar system. By inserting a mix of microsatellites and
miniature landers into NASA’s existing plans for robotic lunar exploration, the agency will be able
to make great strides in a shorter timeframe and at a modest cost.
In May 2006, NASA’s Exploration Systems Directorate assigned Ames the responsibility for
developing small spacecraft missions to support agency exploration goals. Underlying this
decision was the expectation that many of NASA’s goals could be achieved with targeted, lowcost
proposals in the $50 to $100 million range—much lower than traditional NASA missions.
The success of this program will depend in part upon partnerships with industry. Increased
collaboration with the NRP’s university-led Center for Robotics and Space Exploration (CREST)
will aid in the development of specific concepts for future small spacecraft missions, and will
accelerate the advancement of the supporting technology for these missions.
Closer relationships among NASA, industry partners, and academic institutions will allow for a
degree of progress in this area that would otherwise be impossible. Adaptation to the scale of
small, low-cost missions will be difficult for both NASA and industry, but can be achieved in short
order in a collaborative environment. Furthermore, partners, such as Google, may contribute non-
traditional yet valuable expertise to the venture of developing computer systems for the new low-
cost payloads.
One of the NRP partners, m2mi (machine-to-machine intelligence) developed the third ever in
NASA, Cooperative Research and Development Agreement or CRADA, that will combine their
unique capabilities in software technology, sensors, Global Systems awareness, adaptive control
and commercialization capabilities with Ames’ expertise in nanosensors, wireless networks and
nanosatellite technologies to develop a Fifth Generation (5G) (VOIP-Video-Data-Wireless-m2mi)
telecommunications system. A large number of these nanosats (a constellation) will be placed in
low earth orbit (LEO) to provide the first ever, Fifth Generation (5G) Telecommunications system
to enable Internet Protocol (IP) based services to the global user community.
Intelligent Adaptive Systems and Robotics
The next generation of space exploration systems will require a much greater degree of system
intelligence than is currently available. The ability of systems to engage in autonomous decision
making and to adapt to changes in the environment will enable NASA to expand its operations in
austere environments, reduce costs of operations, and increase safety. NASA and Ames have been
leaders in the development of these kinds of systems. However, by leveraging the base of
knowledge in the commercial world, and by working with partners at the cutting edge of this
technology, NASA can advance its science base in automated learning, intelligent execution and
adaptive control beyond what is currently possible. There is great potential with Carnegie Mellon
University’s expertise in this area along with many Silicon Valley businesses.
Integrated Next Generation Computer Systems
NASA’s spacecraft, landers, and other exploration systems are heavily reliant upon computers,
sensors and information technology. By partnering with the top firms in these areas, Ames will be
better positioned to integrate these technologies into future NASA architectures. Google, Cisco,
and Apprion are examples of companies currently in negotiation with Ames, and could add a great
deal of value to this area once brought on board. Other potential partners include Hewlett-Packard,
Cisco, Intel, AMD, and a host of other IT firms located in the San Francisco Bay Area.
Materials Science and Thermal Protection Systems (TPS)
Ames has played a significant role in the development of the TPS system for the Space Shuttle and
possesses the baseline capabilities needed to develop systems for future spacecraft. NASA can
greatly benefit by reaching out to partners beyond the pool of traditional suppliers of orbital
thermal protection technology. For example, Ames will reach out to major chemical companies
such as Dow Chemical, Du-Pont and BASF, to involve them in the search for next-generation heat
shielding solutions. Such collaboration will greatly enhance the pool of talent available to advance
technology in this area, and will advance the technology for future space transportation systems. In
addition, nanotechnology materials development has great potential in the NRP as a number of
companies and universities are interested, including the UCSC planned construction of a new Bio-
Info-Nano R&D Lab.
Human Factors and Life Sciences

To ensure the highest degree of safety and efficiency, future space exploration will require a
greater understanding of the impact of low and zero-gravity environments upon human
physiology. The effects of prolonged exposure to the low-gravity of the moon, for example, will
challenge the ability of future explorers to maintain a significant lunar presence. As a result,
NASA must continue to charge forward in developing technology and processes that overcome
this challenge. Areas of current collaboration in the NRP include advanced muscle augmentation
and bone density growth. Ames is currently working with NRP partners Changene and Tibion to
advance these technologies. Ames has also been working with firms such as Bigelow and
Hamilton Standard on water filtration devices for use on board future spacecraft or orbital habitats.
The San Francisco Bay Area hosts over one-third of the world’s biotech companies and
discussions are underway with the potential for a biotech cluster in the NRP.
Financial Benefit of the NRP to Ames

Although the NRP’s programmatic benefits will be the most valuable to NASA, it is also important
to consider the substantial level of financial benefit that the NRP will provide to Ames. These
contributions will take a variety of forms, including revenues from land and space leases, existing
operating costs off-set by NRP partners, and in-kind contributions of goods and services.
The primary source of financial benefit will be revenue from the EUL program: the leasing of
Ames’ land to NRP partners. These revenues can be used to fund vital Ames capital projects. As
money is a fungible resource, the NASA funds originally required to make these much-needed
improvements can be used to carry out Project Constellation-related work at Ames.
The second major source of financial benefit is the reduction in NASA borne operating costs. By
bringing in academic and industrial partners, Ames will be able to defray operating expenses
associated with the Ames campus and Moffett Airfield. The savings derived from the NRP will
afford Ames the ability to address deferred maintenance issues at the campus. Currently, the
condition of the Ames’ facilities, as measured by the facility condition index, is far below the
NASA average. The NRP will help NASA make much-needed capital improvements to facilities at
Ames to halt this deterioration.
The third source of financial benefit is in-kind contributions. During the course of tenant
leaseholds, NASA may seek payment in the form of services or access to partner facilities.
Finally, the creation of entirely new facilities by NRP partners, coupled with the improvements to
Ames made possible by EUL revenue and cost savings, will serve to completely modernize Ames.
While some facilities are in a state of deterioration, and other spaces are underutilized, the NRP
will revitalize the area, producing state-of-the-art resources from which NASA will directly
benefit. The NRP also allows for the renovation of basic infrastructure on the Ames property,
including roadways, sewage, electrical, and parking.
It must be noted that all of the capital investment required to build these resources will be
contributed entirely by NRP partners.
The NRP will provide financial support to Ames’ current missions and make NASA’s
programmatic goals for the center financially feasible. If partner development goals are met, the
NRP will have generated $323 million in revenue and cost offsets by 2025. While Ames will still
require appropriations at current levels, the NRP will help Ames derive maximum value from its
current level of funding.
Specific Future Plans

Specific future partnerships for the NRP are underway and represent the continuation of the 2007
NRP Business Plan focused on partner large-scale construction of new facilities.
Google
On September 30, 2005, NASA and Google announced a Memorandum of Understanding (MOU)
at a national press conference to pursue R&D collaborations with Ames in the areas of: large-scale
data management; massively distributed computing; Bio-Info-Nano Convergence; and R&D
activities to encourage the entrepreneurial space industry and plan to build 1,000,000 square feet
(93,000 m2) of new facilities. In 2006, NASA and Google signed a major Space Act Agreement for
Research and Development Collaboration (Umbrella SAA) with planned continuing new R&D
annexes being added. In 2007, Google announced their Lunar X PRIZE, a $30 million
international competition to safely land a robot on the surface of the Moon, travel 500 meters over
the lunar surface, and send images and data back to the Earth.
NASA and Google have been planning and negotiating the potential Google campus for over a
year and are nearing final agreement. Essentially, Google will be allowed to build
1,200,000 square feet (111,000 m2) of new facilities, including office space and R&D labs in
phases over a number of years. The outcome of the lease will be a great opportunity for both
parties, and financially and programmatically beneficial to NASA. The lease with Google was
executed in May 2008.
University of California Santa Cruz (UCSC)

UCSC has been a planned major partner in the NRP from the inception of the NRP planning.
Originally, UCSC selected the NRP as the preferred site for their new Silicon Valley Center and
signed a MOU in December 1998 announcing their plan to join the NRP. In 2000, UCSC signed a
Letter of Intent with NASA to build approximately 600,000 square feet (56,000 m2) of new office
space, R&D labs, and classrooms. UCSC currently leases approximately 20,000 square feet
(1,900 m2) and conducts R&D and two graduate degrees onsite.
UCSC is forming a consortium of universities, with UCSC as lead partner to develop

approximately 70 acres (280,000 m2) of NRP property including, the 2,000,000 square feet
(190,000 m2) of EIS required housing mitigation. The UCSC consortium would develop, own and
operate classrooms, office space and labs and the housing as part of their campus, fulfilling the EIS
requirement for housing, but also assisting in the development of the overall goal, a world-class
R&D community where people live and work. A Letter of Intent is planned to be signed in March
2008, and negotiations of a lease beginning immediately after signing.
Airship Ventures
Airship Ventures Inc., founded 2007 in Los Gatos, California, is a privately owned corporation
formed with the objective of bringing Zeppelin NT airships to the United States for commercial air
tours, scientific payloads, media and advertising operations. The Zeppelin NT07 airship, carrying
up to 12 passengers, will be the largest airship flying in the U.S. At 246 feet (76m) in length, it is
more than 50 ft (15m) longer than the largest blimp. Using the inert gas helium for lift, and
vectored thrust engines for flight, the Zeppelin NT has been flying with an unparalleled safety
record since 1997, in Germany and Japan. Airship Ventures and Ames are in negotiations for their
lease of Airfield and facility use that would allow their program to be based in the NRP.
Historic Hangar One

The Navy has the responsibility to remediate the PCB hazard in the metal outer structure of the
building. The Navy is in the public process of analyzing their recommended approach. The plan is
that through the Navy or other means, this dynamic 360,000 square feet (33,000 m2) historic icon
of the South Bay Area can be saved and utilized for a public purpose.
Challenges
There are a number of challenges ahead. Foremost, is that each agreement requires a negotiations
process for that particular partner, who has their own business plan, including the timing of
construction. However, the record to date illustrates NASA ability to complete leases utilizing
standard commercial business practices. The main challenge is that the NRP is being built with
other partner’s money, not NASA’s.
Enhanced Use Leasing (EUL) Changes

Congress changed the EUL authority in 2007 that effective on December 31, 2008, the authority
will no longer allow in-kind consideration. This loss of this flexibility, of taking partner rent in in-
kind consideration, instead of cash, will require NASA review of impact.
Environmental Issues
Parts of the NRP lands are on a Superfund site. However, NASA studies have shown that the lands
are still usable and only require a particular type of construction.
Summary
Ames is already a nationally renowned research center with many respected researchers and pre-
established relationships that new partners can leverage. It is an essential part of Silicon Valley and
the nation’s R&D infrastructure. The NRP’s integration with NASA and its reputation for cutting-
edge work create a draw for quality partners. Finally, the NRP’s emphasis on collaborative efforts
among its partners is designed to leverage the intellectual capital of all the entities represented in
this endeavor. The overall result in the NRP is a community sharing in the effort to shape the
future through exploration and development of new technologies and products. Even though the
NRP is based in Silicon Valley, partners from universities, industry and other organizations from
all over the country have joined as partners.
While the revenue generated by the NRP will be significant, the benefits in technology
advancement, mission advancements, and political capital will be immeasurable. The NRP will
deliver R&D productivity enhancements across NASA’s range of activities, leveraging NASA’s
investment to the fullest extent possible.
The NRP is truly

FORMAT FOR LETTER WRITING
Business Letters
A business letter is more formal than a personal letter. It should have a margin of at least one inch
on all four edges. It is always written on 8½"x11" (or metric equivalent) unlined stationery. There
are six parts to a business letter.
1. The Heading. This contains the return address (usually two or three lines) with the date on the
last line.
Sometimes it may be necessary to include a line after the address and before the date for a phone
number, fax number, E-mail address, or something similar.
Often a line is skipped between the address and date. That should always be done if the heading is
next to the left margin.
It is not necessary to type the return address if you are using stationery with the return address
already imprinted. Always include the date.
2. The Inside Address. This is the address you are sending your letter to. Make it as complete as
possible. Include titles and names if you know them.
This is always on the left margin. If an 8½" x 11" paper is folded in thirds to fit in a standard 9"
business envelope, the inside address can appear through the window in the envelope.
An inside address also helps the recipient route the letter properly and can help should the
envelope be damaged and the address become unreadable.
Skip a line after the heading before the inside address. Skip another line after the inside address
before the greeting.
3. The Greeting. Also called the salutation. The greeting in a business letter is always formal. It
normally begins with the word "Dear" and always includes the person's last name.
It normally has a title. Use a first name only if the title is unclear--for example, you are writing to
someone named "Leslie," but do not know whether the person is male or female. For more on the
form of titles.
The greeting in a business letter always ends in a colon. (You know you are in trouble if you get a
letter from a boyfriend or girlfriend and the greeting ends in a colon--it is not going to be friendly.)
4. The Body. The body is written as text. A business letter is never hand written. Depending on
the letter style you choose, paragraphs may be indented. Regardless of format, skip a line between
paragraphs.
Skip a line between the greeting and the body. Skip a line between the body and the close.
5. The Complimentary Close: This short, polite closing ends with a comma. It is either at the
left margin or its left edge is in the center, depending on the Business Letter Style that you use. It
begins at the same column the heading does.
The block style is becoming more widely used because there is no indenting to bother with in the
whole letter.
6. The Signature Line: Skip two lines (unless you have unusually wide or narrow lines) and
type out the name to be signed. This customarily includes a middle initial, but does not have to.
Women may indicate how they wish to be addressed by placing Miss, Mrs., Ms. or similar title in
parentheses before their name.
The signature line may include a second line for a title, if appropriate. The term "By direction" in
the second line means that a superior is authorizing the signer.
The signature should start directly above the first letter of the signature line in the space between
the close and the signature line. Use blue or black ink.
Business letters should not contain postscripts.
Some organizations and companies may have formats that vary slightly.
Business Letter Styles

The following pictures show what a one-page business letter should look like. There are three
accepted styles. The horizontal lines represent lines of type.
Friendly or Personal Letters:

Personal letters, also known as friendly letters, and social notes normally have five parts.
1. The Heading: This includes the address, line by line, with the last line being the date. Skip a
line after the heading. The heading is indented to the middle of the page. If using preaddressed
stationery, add just the date.
2. The Greeting: The greeting always ends with a comma. The greeting may be formal,
beginning with the word "dear" and using the person's given name or relationship, or it may be
informal if appropriate.
Formal: Dear Uncle Jim, Dear Mr. Wilkins,
Informal: Hi Joe, Greetings,
(Occasionally very personal greetings may end with an exclamation point for emphasis.)
3. The body: Also known as the main text. This includes the message you want to write.
Normally in a friendly letter, the beginning of paragraphs is indented. If not indented, be sure to
skip a space between paragraphs. Skip a line after the greeting and before the close.
4. The complimentary close: This short expression is always a few words on a single line. It
ends in a comma. It should be indented to the same column as the heading. Skip one to three
spaces (two is usual) for the signature line.
5. The signature line: Type or print your name. The handwritten signature goes above this line
and below the close. The signature line and the handwritten signature are indented to the same
column as the close. The signature should be written in blue or black ink. If the letter is quite
informal, you may omit the signature line as long as you sign the letter.
Format for a Friendly or Personal Letter

The following picture shows what a one-page friendly or personal letter should look like. The
horizontal lines represent lines of type. Click your mouse pointer on any part of the picture for a
description and example of that part.
Envelopes
The envelope should be a standard size that matches the stationery (approximately 4"x9½" for
standard 8½"x11" stationery). Fold the letter twice so that it is creased to make thirds. This will fit
easily in a standard envelope, and it is easy to unfold.
The address of the recipient is in the middle of the envelope, beginning approximately halfway
down. (Be sure it is mostly below the stamp, or it may get covered over by the cancellation.)
The return address is in the upper left hand corner. This is not necessary to type in if the stationery
is preprinted with the return address.
If you are using business envelopes with a window, fold the letter so that the inside address shows
through the window.
Use the block style letter if the envelope has a double window. This will make the return address
appear in the upper window of the envelope.
Some correspondents include an attention line near the lower left corner for routing purposes. This
is normally part of the main address unless space is a factor. It may be a department or a person's
name.
Example: Attn: Returns Dept.
Due to variations in stationery size, it may be necessary to fold a personal letter differently to fit in
the envelope that matches the stationery.
If the personal letter is in a small envelope, the return address may be written on the envelope flap
after the envelope is sealed.
Envelope format
The following picture shows what an addressed envelope should look like. The horizontal lines
represent lines of type. Click your mouse pointer on any part of the picture for a description and
example of that part.
Follow this format regardless of letter style you used.
How to Fold a Standard Letter:
As stated in the section on Envelopes a letter, especially a business letter, is folded twice into
horizontal thirds and placed into an envelope.
This insures a little privacy in the letter. The letter is also easy to unfold after opening the
envelope.
The following diagram shows how a letter is normally folded. Click on each picture for more.
This type of fold is used regardless of letter style.
If the letter needs to have the address face out an envelope window, make the second fold in the
same location but opposite direction. The letter will then be folded in a Z shape and the address
can be positioned to face out the window of the envelope.
First Fold Second Fold

WRITE A LETTER TO THE EDITOR COMPLAINING ABOUT THE

INDISCRIMINATE USE OF CELL PHONE BY THE DRIVERS OF VEHICLES.
KANCHIPURAM,
DT: 01-04-09.
FROM
VIJAY.P
NO 4/841,ANNA STREET,
MELSEESHAMANGALAM,
CHEYYAR TK-604504
TO
THE EDITOR,
THE HINDU,
CHENNAI.
SIR,
SUB: COMPLAINING ABOUT THE INDISCRIMINATE USE OF CELLPHONE BY THE
DRIVERS.
IT IS VERY HURTING TO SEE THE INCREASING RATE OF ACCIDENTS IN MY
LOCALITY. SOME SERIOUS PROBLEMS ARE OCCURING DUE TO THE USAGE OF
CELLPHONE WHILE DRIVIN.
SO I REQUEST YOU TO PUBLISH THIS ASPECT IN YOUR NEWS PAPER AND
BRING AWARENESS AMONG THE PEOPLE REGARDING THE ASPECT.
I WOULD ALSO LIKE TO SUGGEST SOME SOLUTIONS TO OVERCOME THESE
PROBLEMS.
 GOVERNMENT SHOULD STRICTLY BANN THE USAGE OF
CELLPHONE WHILE DRIVING.
 TRAFFIC POLICE SHOULD ALWAYS BE ALERT TO PUNISH THE
OFFENDERS OF ABOVE LAW.
 AWARENESS SHOULD BE CREATED AMONG THE PEOPLE BY
CONDUCTING SEMINARS
THANKING YOU,
YOURS SINCERELY,
(VIJAY.P)
WRITE A LETTER OF COMPLAINT TO THE CHAIRMAN OF MUNCIPAL
CORPORATION ABOUT THE LEATHER COMPANY.
KANCHIPURAM,
DT: 01-04-09.
FROM
VIJAY.P
MELSEESHAMANGALAM,
CHEYYAR TK-604504
TO
THE CHAIRMAN,
MUNCIPAL CORPORATION,
CHENNAI.
SIR,
SUB: COMPLAINT ABOUT LEATHER COMPANYREG.
I HAVE THE HONOUR TO DRAW YOUR IMMEDIATE ATTENTION TO MOST

INSANITORY CONDITION PREVAILING IN OUR LOCALITY.
• PLANTS ARE DESTROYED DUE TO LEATHER WASTAGE.
• ANIMALS ARE AFFECTED BY MANY DISEASES.
• BAD SMELL IS PRODUCED, WATER GETS POLLUTED.
SUGGESTED SOLUTIONS:
• LEATHER INDUSTRIES SHOULD BE SITUATED OUTSIDE THE CITY
• WASTAGE SHOULD BE PROPERLY DISPOSED
• WASTAGE SHOULD BE DUMPED INSEPERATE PLACE
• HAZARDOUS CHEMICALS SHOULD BE PROPERLY DISPOSED
THANKING YOU,
YOURS SINCERELY,
(VIJAY.P)
READ THE FOLLOWING ADVERTISEMENT PUBLISHED IN THE NEWS
PAPER AND APPLY FOR THE POST OF DY.MANAGER (DESIGN AND
DEVELOPMENT) WITH BIODATA.
KANCHIPURAM,
DT: 01-04-09.
FROM
VIJAY.P
MELSEESHAMANGALAM,
CHEYYAR TK-604504
TO
THE GENERAL MANAGER,
LARK INNOVATIVE PVT. LTD.,
NO.10, NEW STREET,
BHARATHNAGAR,
CHENNAI.
SIR,
SUB: APPLYING FOR THE POST OF DEPUTY MANAGER REG.
TH
WITH REFERENCE TO YOUR ADVERTISEMENT IN “THE HINDU” DATED 12
MARCH 2009; I WOULD LIKE TO APPLY FOR THE POST OF DEPUTY MANAGER IN
DESIGN AND DEVELOPMENT SECTION IN YOUR ESTEEMED COMPANY.
I AM HEREWITH SENDING MY BIO-DATA ALONG WITH THIS JOB APPLICATION

LETTER FOR YOUR REFERENCE.
I AM CONFIDENT THAT IF I GET A CHANCE I CAN PROVE UP TO THE MAXIMUM
SATISFACTION OF MY SUPERIORS.
THANKING YOU,
YOURS SINCERELY,
(VIJAY.P)
CURRICULUM VITAE
APPLYING FOR THE POST OF:
VIJAY.P
vijay007@yahoo.com,
MELSEESHAMANGALAM,
CHEYYAR TK-604504.
9629142182
CAREER OBJECTIVE:
TO SECURE A CHALLENGING POSITION WHERE I CAN EFFECTIVELY CONTRIBUTE
MY SKILLS AS COMPUTER ENGINEER, POSSESSING COMPETENT TECHNICAL
SKILLS.
EDUCATIONAL QUALIFICATIONS:
EXAM SCHOOL/ BOARD/ YEAR OF %

DISCIPLINE
COLLEGE UNIVERSITY PASSING
COPUTER KPEC, ANNA 72%

(UP TO 6TH
B.E SCIENCE&ENGG KANCHIPURAM UNIVERSITY 2010 SEM)
GOVT. DEPT OF GOVT
SCIENCE+ HIGHER EXAMS/ HIGHER
MATHS SECONDARY SECONDARY 79%
H.SC 2007
STREAM SCHOOL, EXAMS
KANCHIPURAM TAMILNADU
GOVT.
HIGHER DEPT OF GOVT
S. S.L.C S.S.L.C SECONDARY EXAMS , 2005 84%
SCHOOL TAMILNADU
KANCHIPURAM
COMPUTER SKILLS:
PROGRAMMES : MS-OFFICE, C, C++
OPERATING SYSTEMS: WINDOWS 9X/2000/XP
ACHIEVEMENTS: PARTICIPATED IN INTER COLLEGE PAPER PRESENTATION

COMPETETION AND WON 2ND PRIZE.
PERSONAL PROFILE:
NAME : VIJAY.P
FATHER’S NAME : MR.P
SEX : MALE
MARITAL STATUS : UNMARRIED
NATIONALITY : INDIAN
HOBBIES : PLAYING CHESS, CARROM
LANGAUAGES KNOWN : ENGLISH & TAMIL
PERMANENT ADDRESS : NO 4/841,ANNA STREET,
MELSEESHAMANGALAM,
CHEYYAR TK-604504
TAMILNADU.
PHONE NO : 9629142182
DATE OF BIRTH : 03-06-1989
DECLARATION:
I HEREBY DECLARE THAT THE ABOVE-MENTIONED INFORMATION IS
CORRECT UP TO MY KNOWLEDGE AND I BEAR THE RESPONSIBILITY FOR THE
CORRECTNESS OF THE ABOVE-MENTIONED PARTICULARS.
PLACE: KANCHIPURAM (VIJAY.P)
IMAGINE THAT YOU ARE A STUDENT OF FINAL YEAR CSE DEPARTMENT.YOU

WOULD LIKE TO GO FOR AN INPLANT TRAINING FOR 2 WEEKS IN WIPRO.
WRITE A LETTER SEEKING PERMISSION FOR TRAINING.
KANCHIPURAM,
DT: 31-03-09.
FROM
VIJAY.P
FINAL YEAR CSE,
KANCHI PALLAVAN ENGG. COLLEGE,
KANCHIPURAM.
TO
THE SENIOR MANAGER,
WIPRO TECHNOLOGIES,
CHENNAI.
SIR,
SUB: SEEKING PERMISSION FOR INPLANT TRAINING REG.
I AM P.KARTHIGA STUDENT OF FINAL YEAR COMPUTER SCIENCE

DEPARTMENT IN KANCHI PALLAVAN ENGG. COLLEGE, KANCHIPURAM.
AS PART OF MY EDUCATIONAL CURRICULAM I WOULD LIKE TO COME FOR A
“INPLANT TRAINING” IN YOUR ESTEEMED COMPANY FOR 2 WEEKS, i.e. FROM 4TH
APRIL TO 19TH APRIL 2009.
SO, I REQUEST YOU TO GRANT ME PERMISSION FOR DOING THE INPLANT
TRAINING IN ABOVE MENTIONED DATES, SO THAT IT WOULD BE VERY HELPFUL
FOR THE DEVELOPMENT OF MY CAREER.
AWAITING FOR A FAVOURABLE REPLY.
THANKING YOU,
YOURS SINCERELY,
(VIJAY.P)
WRITE A LETTER PLACING ORDERS FOR THE FURNITURE ITEMS REQUIRED
FOR YOUR NEW BRANCH OFFICE.
KANCHIPURAM,
DT: 31-03-09.
FROM
VIJAY.P
ORACLE DEVELOPERS,
NELLUKARA STREET,
KANCHIPURAM.
TO
THE PROPRIETOR,
NILKAMAL FURNITURES,
KANCHIPURAM.
SIR,
SUB: PLACING ORDERS FOR FURNITURE REG.
WE ARE LEADING IT COMPANY STARTED OUR NEW BRANCH OFFICE IN

NELLUKARA STREET, KANCHIPURAM.
WE WOULD LIKE TO PLACE ORDERS FOR THE FURNITURE REQUIRED FOR
OUR NEW BRANCH OFFICE IM KANCHIPURAM.
THE REQUIREMENTS ARE:
• ONE TRIPLE SEAT CUSHIONED SOFA
• TWO SINGLE SEAT CUSHIONED SOFA
• ONE TEAPOY
• TWO WHEEL CHAIRS
• TEN PLASTIC CHAIRS.
I REQUEST YOU TO DELIVER THE ABOVE FURNITURE IN OUR OFFICE SO
THAT I WILL PAY THE DELIVERY CHARGES.
AWAITING FOR A FAVOURABLE REPLY.
THANKING YOU,
YOURS SINCERELY,
(VIJAY.P)
Types of Resumes:
There are several basic types of resumes used to apply for job openings. Depending on your
personal circumstances, choose a chronological, a functional, combination, or a targeted resume.
Chronological Resume:
A chronological resume starts by listing your work history, with the most recent position listed
first. Your jobs are listed in reverse chronological order with your current, or most recent job, first.
Employers typically prefer this type of resume because it's easy to see what jobs you have held and
when you have worked at them.
Sample Chronological Resume - Retail

Paul Jones
6 Pine Street
Arlington, VA 12333
555.555.5555 (home) 566.486.2222 (cell)
phjones@vacapp.com
Experience
Key Holder, Montblanc
April 2001 - February 2005
• Opened new specialty boutique

• Placed orders to restock merchandise and handled receiving of products
• Managed payroll, scheduling, reports, email, inventory, and maintained clientele book and
records
• Integrated new register functions
• Extensive work with visual standards and merchandising high-ticket items
Sales Associate, Nordstrom - Collectors and Couture Departments
July 1999 - April 2001
• Merchandised designer women's wear
• Set-up trunk shows and attended clinics for new incoming fashion lines
• Worked with tailors and seamstresses for fittings

• Scheduled private shopping appointments with high-end customers
Bartender
Jigg's Corner
February 1997 - July 1999
• Provide customer service in fast-paced bar atmosphere
• Maintain and restock inventory
• Administrative responsibilities include processing hour and tip information for payroll and
closing register
Education
Ramapo College, Arlington, Virginia
Computer Skills
• Proficient with Microsoft Word, Excel, and PowerPoint, and Internet
This type of resume works well for job seekers with a strong, solid work history.
FunctionalResume:
A functional resume focuses on your skills and experience, rather than on your chronological work
history. It is used most often by people who are changing careers or who have gaps in their
employment history.
Sample Functional Resume - Management
Jose A. Adelo
1525 Jackson Street, City, NY 11111
Phone: 555-555-5555
Email: jadelo@bac.net
OBJECTIVE
To obtain a position where I can maximize my multilayer of management skills, quality assurance,
program development, training experience, customer service and a successful track record in the Blood
Banking care environment.
SUMMARY OF QUALIFICATIONS
Results-oriented, high-energy, hands-on professional, with a successful record of accomplishments in
the blood banking, training and communication transmission industries. Experience in phlebotomy,
blood banking industry, training, quality assurance and customer service with focus on providing the
recipient with the highest quality blood product, fully compliant with FDA cGMP, Code of Federal
Regulations, AABB accreditation and California state laws.
Major strengths include strong leadership, excellent communication skills, competent, strong team
player, attention to detail, dutiful respect for compliance in all regulated environment and supervisory
skills including hiring, termination, scheduling, training, payroll and other administrative tasks.
Thorough knowledge of current manufacturing practices and a clear
vision to accomplish the company goals. Computer and Internet literate.
PROFESSIONAL ACCOMPLISHMENTS
Program/Project Manager
Facilitated educational projects successfully over the past two years for Northern California blood
centers, a FDA regulated manufacturing environment, as pertaining to cGMP, CFR's, CA state and
American Association of Blood Bank (AABB) regulations and assure compliance with 22 organization
quality systems.
Provided daily operational review/quality control of education accountability as it relates to imposed
government regulatory requirements in a medical environment.

Assisted other team members in veni-punctures, donor reaction care and providing licensed staffing an
extension in their duties by managing the blood services regulations documentation (BSD's) while
assigned to the self-contained blood mobile unit (SCU).
Successfully supervised contract support for six AT&T Broadband systems located in the Bay Area.
Provided customer intervention/resolution, training in telephony and customer care, Manpower
Scheduling, Quality Control, Payroll and special projects/plant extensions and evaluations to ensure
proper end-of-line and demarkcation signal. Reduced employee turnovers, introduced two-way
communication to field employees, enhanced employee appearance and spearheaded the
implementation of employee (health) benefits.
Chief point of contact for the AT&T telephone and the ABC Affiliated TV stations as it relates to
complaints and diagnosing communicational problems either at the site or remote broadcasting. Also
tested/repaired prototype equipment for possible consideration or for future use.
Reviewed FAA safety requirements and procedures to ensure compliance for aircraft and passenger
safety. Communication expert and programming specialist for the intermediate range Lance and Persian
missile systems. Trained to operate and repair the (FDC) fire direction control computer system and
field satellite communications.
Supervised and maintained the position of System Technician in charge of status monitoring and the
integration of monitoring devices in nodes and power supplies. For the reception and transmission of
telemetry to the network operation centers (NOC's) located in Denver, CO and Fremont, CA. Designed
plant extensions, improved the paper flow and inventory control for the warehouse. Provided
preventative maintenance at the system level, face to face customer interaction when required and
traveled to several telephony/@home systems in the U.S. for evaluation and suggestions in using the
status monitoring equipment.
EDUCATION
• Associate of Art, Administration of Justice, San Jose University, San Jose, CA
• NCTI Certified, CATV System Technician, Denver, CO
• ABM Certified, Cornerstone Technician, Denver, CO
COMBINATION RESUME:
A combination resume lists your skills and experience first. Your employment history is listed
next. With this type of resume you can highlight the skills you have that are relevant to the job you
are applying for, and also provide the chronlogical work history that employers prefer.
TARGETED RESUME:
A targeted resume is a resume that is customized so that it specifically highlights the experience
and skills you have that are relevant to the job you are applying for. It definitely takes more work
to write a targeted resume than to just click to apply with your existing resume. However, it's well
worth the effort, especially when applying for jobs that are a perfect match for your qualifications
and experience.
MINI RESUME:
A mini resume contains a brief summary of your career highlights qualifications. It can be used for
networking purposes or shared upon request from a prospective employer or reference writer who
may want an overview of your accomplishments, rather than a full length resume.
PROGRESSIVE DEMOCRATIC STUDENTS’

UNION (PDSU)
Mahatma Gandhi’s name requires no introduction because of his invaluable contribution to the
national liberation movement of India. It was he who awakening crores of people on the strength
of non-violent activities, engaging them to an action, challenging the mighty empire of the world,
ultimately threw the yoke of slavery. Those who believed that not a single country in the world
history had achieved its freedom except by violent means, the action of Mahatma Gandhi
compelled them to re-think and also to change their mentality. His reputation as a true nationalist
as well as an internationalist shines like sun itself, but in the academic sense of term, he is not
considered a great scholar or an educationist. We have not been enlightened by his views on
education or on the problems relating to it, through any particular book written by him. Even there
is no special research article available, which could have given us a glimpse of his ideas or
suggestions on education system, except his occasional articles on the future of education in India
written in a very simple and light manner. The same thing applies to the views he expressed on the
subject now and then.
Despite this fact, the few articles that Mahatma Gandhi has written in the simplest manner, and the
views he expressed on education as a common man are of utmost importance; they provide us a
guide line to proceed towards value education. Not only this, if we apply them even in the modern
perspective, they can, definitely, give a new dimension to our education system.
Mahatma Gandhi once said:
“Education means all-round drawing out of the best in child and man – body, mind and spirit.”
As such, education becomes the basis of personality development on all dimensions – moral,
mental and emotional. Therefore, we can say that in the long run education forms the foundations
on which the castles of peace and prosperity can be built. Since ancient times, it is said “SA
VIDYA YA VIMUKTAYE”, which means that with education we finally attain salvation. This
small Samskrit phrase essentially contains the thought and essence of Value Education that is
relevant in all perspectives. This very concept, when applied to the simple but refined approach of
Mahatma Gandhi, can provide us with a new dimension of educational development. As such,
while analyzing the views of Mahatma Gandhi, we can observe his views under two main points:
A. Morality and Ethics:
Moral and ethical knowledge is the first point on which Mahatma Gandhi’s concept of value
education is based. Any education system that lacks these two cannot be termed as good. The
reason behind such a thought is that, without morality and without ethics, no student, in real sense,
can be considered to be healthy in mental and physical terms, because for it, self-control and good
character is essential. A person, who is not a moralist and who does not differentiate between right
and wrong, cannot rise to the essential level of a true student. Then, the attainment of spiritual
growth that has been described by Mahatma Gandhi, as an essential part of education, can only be
gained through morality and ethics. Seeing it through another viewpoint also proves the same thing
because when we consider education as a means of attaining salvation and also as a support on the
pathway to liberation, then we cannot differentiate it from Spiritualism.
Mahatma Gandhi laid down some rules for students so as to ensure that morality and righteousness
always be considered as an essential and undifferentiable part of education so that every student
shall gain in terms of knowledge and spirituality. He said that on one hand where students should
gain education under the strict regimen of high morals, self-control and right thinking, on the other
they would also be expected to provide service to the society in general. This includes their respect
towards mother, father, teachers and elders, adorations towards younger, following of social
traditions and constant awareness towards their duties and responsibilities.
In order to strengthen morality and ethics in students, Mahatma Gandhi advocated the introduction
of religious education. This kind of education brings the values of forbearance, tolerance and
reverence in one’s character. And in turn, these values are an indivisible part of ethics. Explaining
the importance and need of religious education, Mahatma Gandhi writes in the ‘Young India’ of
6th of December 1923:
“A curriculum of religious instructions should include a study of the tenets of faiths other than
one’s own. For this purpose the students should be trained to cultivate the habit of understanding
and appreciating the doctrine of various great religions of the world in a spirit of reverence and
broad minded tolerance.”
Mahatma Gandhi calls upon all teachers to impart proper education of morality and ethics to
students both at school and college levels. In this regard suggesting some guidelines for teachers,
he says that it is the duty of teachers to develop high morals and strong character of their students.
If teachers fail to do so, it means that they depart from their social and national responsibilities and
as such they are also insincere towards their noble profession. He said that a teacher should lay an
example, to be followed, before society and students. This can only be done when he himself leads
his life with high standards of morality and strong character. An ideal teacher should be free from
any addiction. He needs to be polite and should set an ideal example of simple living and high
thinking. He should also remember that wasting time is a sin; therefore, he should be aware of his
duties towards students and society. Moreover, he should have a good reputation in the society.
Therefore, it is the foremost duty of students, as well as of teachers to make it certain that moral
and ethical knowledge continues to be the integral part of the education process. By doing so, they
can contribute in the development of Value Education.
B. Buniyadi [Basic], Job-oriented or Technical Education:
Another important point of Mahatma Gandhi’s value education is basic or technical education. No
matter if the word ‘buniyadi’ [or basic], which Mahatma Gandhi used during the 3rd and 4th
decade of 20eth century, meant the knowledge or education that could help rural people in
promotion of village handicrafts or to establish cottage industries, the ultimate purpose behind his
attempt was to make young men and women self-reliant in the economic field.
Even in modern perspective, his idea of buniyadi or basic education is well-worthy and it has no
clash with the concept of today’s job-oriented or technical education.
In fact, Mahatma Gandhi wants to prepare a student for technical knowledge right from the days of
his primary level of education. In this regard, his logic is not only important but adaptable; it can
prove to be a mile stone in the direction of value education.
It is not so that Mahatma Gandhi has not talked of all-round or complete education on different
occasions. He definitely spoke of imparting education based on curriculum; he, more or less wrote
about graduate and post graduate levels of education. Not only this, as I have just discussed, he
laid emphasis on moral and ethical knowledge, which is helpful for character building and for the
physical and mental development of a student since the very beginning of his education. He clearly
believed that without a healthy body, mind could not be developed fully. But even after that he,
without any hesitation, said that until and unless education makes a young man or woman self-
reliant, it is of no value.
It is but obvious that when a child starts his formal education, he enters at primary level and, step
by step, at an age of twenty or twenty-two, he graduates from a University. And after so many
years, if he does not find a necessary goal or if he lacks a direction to begin with his career, then
what could be the use of such education. What is the use of the degree for him that he has in his
hand?
Reality lies in the fact that after obtaining a degree the students should definitely have a clear
direction for their future; they should have no doubt towards their future goal. They should be full
of self-confidence. Side by side, they should be self-dependent and capable to tackle unavoidable
day to day problems. They must not be worried for a suitable job.
But in reality, these days we see that our younger generation is directionless. Our youths are
diverted and a feeling of helplessness and dejection is prevailing on them. According to a survey,
there are millions of men and women who, even after completing their studies at graduation, post
graduation and doctorate levels, fail to seek an employment of their choice. Is it not a failure of our
social and educational system?
Even after spending the golden years of one’s life in attaining higher education, our youths are not
self-dependant. As such how would they be able to get rid of their day to day problems and how
would they contribute to their society and the nation? Therefore, it is a challenge not only before
the youths of this country but also before the educationists, scholars and those in the government.
To tackle this problematic challenge, Mahatma Gandhi’s views can be of great support. In this
reference, he has given us his golden words that there is a need of result-oriented education. He
said that every child has some special qualities that can also be termed as inherited traits of
personality, so at the very primary level, a student’s quality and worth should be identified by his
teacher. A student should gain education according to curriculum and moral guidance and as such
also improve his physical strength. But the teacher should watch and identify his quality that could
be of help in his later life.
For that purpose it is necessary that after completing studies to a certain level, he must, in addition
to above three kind of education-general [according to syllabi], moral and physical- be provided
facilities to gain technical knowledge in accordance with the special trait that has already been
identified in his personality by his teacher. Since by nature he has interest in that knowledge, he
will easily gain it; he will become an adept in that. Now, when he completes his study up to
graduate level and with this extra knowledge comes out of a college or university, he would have a
direction. As such, even if he does not get a private or government job, he would manage to get
through some sort of self-employment on the basis of his technical knowledge. At least, then, his
education would be considered as result-oriented.
This indeed is Mahatma Gandhi’s view-point pertaining to Value Education if applied in a wider
perspective. Its worth lies in the fact that education should necessarily be helpful in employment
and its foundations should be laid on morality and ethics. We all who are concerned with it need to
think over it deeply. We have to apply Mahatma Gandhi’s ideas according to present
circumstances of our country and also as the demand of time. I can again say that Mahatma
Gandhi’s unique and refined views about value education are not only important but are worth
applying not only in India but also in the rest of the world.
Programme
World history is full of examples of how students have, from time to time, come for the
freedom of their country and against exploitation and oppression. Virtually all great social
upsurges in history are marked by the active participation of students. Students have been clearly
aware that their education and future are linked with that of their country and their and their
social system, and in fact are determined by the latter.
In India, thousands of students left their homes and studies and threw themselves into the anti-
colonial struggles against the British. Our students have supported and participated in struggles of
workers, peasants and common masses including the heroic Telanagana peasant armed struggle.
The great Naxalbari peasant armed struggle enthused a large number of students who left their all
to organize the peasants and other toiling sections in revolutionary movements. Students have
participated in mass movements against price rise, against fare hikes and other general struggles of
the people. Besides fighting on the issues directly affecting them, students came out in large
numbers in agitations against corruption. Students have also been the spearhead of the various
movements of the Progressive Democratic Students’ Union dedicate us to building a patriotic,
progressive and democratic student movement in India. We will also strive to link our movement
to the broader struggles of our people for genuine freedom, democracy and well being
Our Education System: A Part of Our Social System
Students in India go through an education system which is not designed to impart proper
education to the vast masses of students. It is a dual system, the relatively expensive education
catering to a very small section of students who come from the elite section of Indian society and
can pay for their education. The rulers of India are not bothered about the quality of education
available for the vast masses of students. Rather they aim to perpetuate slavish mentality and back
ward thinking among the students, so that their policies should not be questioned.
Earlier, when the British ruled India, they had consciously established a colonial education
system. In it Indians were trained to be ‘babus’ or cogs in the British Govt. machinery. The same
was used to oppress and exploit our country and people. Thus this education was designed to make
the students intellectual slaves of the values and culture of British rulers in the interest of
perpetuating British rule over India.
The education system has been one of the arenas of struggle between the value system and
culture promoted by the colonial masters and the patriotic forces. On one side stood the
colonialists and their Indian dalals, the big capitalists and big landlords. On the other side were the
patriotic forces of India, who laid stress on the culture of the working masses- the workers, the
peasantry and the middle classes. The colonial education promoted a value system which created
aspirations for a better personal life at all costs without bothering about the social good. It
encouraged subservience before authority, awe of the colonialists and ‘gratitude’ to them for all
the ‘benefits’ they were giving the country. This, while in reality they enslaved our people, looted
our rich natural and human resources and exploited our masses.
The patriotic people propagated and fought for independence, for an Indian society where the
vast masses could live with dignity, have right to education, to equality of opportunity, to
employment, and would be participants and decision makers in the development of their country,
and in its economic and scientific development.
Though the angry rising tides of the struggles of Indian people drove the British out of India,
power passed into the hands of the Indian ruling classes, who continued the anti-people policies of
the British. They were the wolves in Indian skin. They perpetuated a system designed for the
welfare of tiny upper strata of society and based on the loot of the vast masses. Thus the colonial
education system was preserved intact with some cosmetic changes. The patriotic pro-people
forces were suppressed by brute force by these new rulers as had been the case in British times.
However, the struggles, including that of progressive and democratic students have continued.
The hope of the vast masses that with the going of the British there would be economic
development for the people, jobs for all, education to children according to their potential, all
would get the fruits of labour- all these came to naught. Irrespective of which govt. has been in
power, the ruling sections of India have served the interests of imperialist forces, not the people.
They have fed themselves on commissions from the imperialists and allowed them to loot our
country. Our science, economy, technology has all been kept tied to theirs as their satellites, so as
to advance their interests and bolster their super profits.
In addition, the vast masses of the student community live in villages of India, or are children
of the urban working masses. The widespread poverty in the country dooms the lives of so many
children, who are forced to be part of the work force of the household. Many others work in
family farms. Girls must stay at home do domestic chores and look after younger brothers and
sisters so that the mother can go to work.
The terrible poverty of Indian villages is due to semi-feudal land relations and can only be
changed by land reforms. This would allow economic development by breaking the basis of
stranglehold of feudal exploitation in India. Without it, the students and the potential from a vast
section of India cannot be provided equal opportunity of education, or even, in mast cases, access
to any education at all.
Main Features of Our Education System
Thus our education system continues to be dual and unscientific and captive of colonial
values. While the progressive and democratic student movement has been fighting for a scientific
education policy and abolishing of dual education system, the rulers are perpetuating their old
system. Rather than encouraging a materialist study of world history and Indian history, or
orienting students to tackle the needs of India for economic and technological self sufficiency or
for taking science to people, it encourages servility for Imperialist literature, science, arts and
techniques.
The medium of instruction is not the mother tongue, and English is the medium of instruction
in elitist institutions. Those who study in their mother tongue are considered second rate and are
looked down upon. Due to this the real heritage of the vast masses of India lies neglected and the
contribution of the masses to India’s development cannot be taken. The teaching of History is done
in a distorted and communalized fashion. The role of Congress in the anti-British movement is
glorified and exaggerated beyond proportion. The role of Hindu kings in Indian history is
presented in a distorted manner and thus does saffronization of education; all these are being
further exacerbated.
Dual Education Policy
The education system stands firmly based on a dual policy. There is a separate, elitist,
competitive education available for upper classes that can pay for the same. The children of the
vast masses go through an apology of an education. For them there are no classrooms, no books,
no libraries, no blackboards and sometimes no teachers and no building even. This is true of
capital city itself, let alone any obscure corner of India.
The examination system is unscientific, based on cramming rather than any assessment of
knowledge, imagination and capability of a student. Rather our education system suffocates the
very traits of creativity and scientific, rational outlook, which an education system should ideally
nourish.
Research students and students pursuing higher education go through stereotyped syllabi
unsuited to the challenges faced by our people, which make them mental slaves of an academic
orientation towards the needs of imperialism. Research students are exploitation which comes into
the open time and again through extreme steps like suicide of the victims.
Corruption and bribery, and sky rocketing fees ravage the education system. This is especially
so for studies in the elitist ‘public’ ravage school and colleges. Capitation fee system is a bane of
our system, and directly allows students too completely and openly sideline merit if they are able
to pay huge sums of money. Student organizations catering to upper castes’ interests vociferously
fight against caste based reservations as being anti-merit especially in professional courses. But
they turn a blind eye to the ‘management seats of capitation fee colleges where ‘money-based’
reservation is openly operating. The new education policy of 1986 institutionalized the dual
policy further through the introduction of ‘Navodaya schools’ meant for the rural rich. This policy
of two kinds of education was offered a theoretical basis of a sensible deployment of scarce
funding. The budget allocated for education is a mere pittance and is being further decreased. 90%
of this budget actually goes to fund the payment of salaries to teaching staff. Even infrastructural
costs are now being left to be met through high tuition fees extracted from students.
Education has no relation to employment Youth roam in the streets in frustration after getting
not just one, but several degrees. Job oriented courses charge high fees. Every year sees a further
rise in the number of educated unemployed, and even professional and technical students face job
crisis. The Govt. does not use this trained force for building up the economy, but seeks to dissipate
it through various gimmicks like changing schooling years, etc. but to little effect. Now it is simply
pushing out the bulk of students from mainstream educational opportunities to replace ‘good
quality’ education to those who can pay high fees. Hundreds of scientists and other professionals
are forced to migrate abroad to look for jobs. Medical and drug research is tailored to
multinationals’ interests and our laboratories work as their appendages.
Impact of WTO
Under the new order imposed by WTO with the slogans of globalization, privatization and
liberalization, MNCization of third world economies is being implemented. Under this world
order, the govts. of the centre and states have made ‘privatization’ their catchword since 1991
through the ‘New Economic Policies. In education, there is firstly an intensive drive to privatize all
higher education. All new courses being started in UGC affiliated colleges and universities charge
very high fees. Tuition fees are being raised in colleges under one pretext or another. Entire
universities are being set up whose affiliated colleges are totally privately owned (e.g.,
Indraprastha University in Delhi). In the field of scientific education, in the name of making
research ‘financially viable’, there is the great emphasis on ‘linking science with industry ‘. MNCs
are already acknowledged entities within the campuses of professional colleges.
Secondly, there is an enormous emphasis from the World Bank downward on ‘primary
education’. The earlier stress of New Education Policy (1986) was on ‘non-formal’ education.
Now funds are being poured into the country directly by the World Bank for the purpose of
universalization of primary education. Its ideological back up is being provided by economists
blessed with acknowledgments from imperialist sponsored institutions. The real aim is to equip
people with basic education required for them to be useful to MNCs who are shifting their basic
manufacturing processes to the third world to avail of cheap labour power. A similar phenomenon
occurred in South-East Asian countries.
Thirdly, since SC/OBC reservations are not being extended to privatized institutions, the
whole concept of reservation in education for deprived castes is coming to naught. Educational
opportunities for common people (already economically backward), especially the socially
backward, is being further minimized.
Fourthly, the section likely to be hit most hard by this privatization drive is the girl students.
Hardly any common family will be willing to pay a ‘double dowry’ for the daughter- first for her
studies and then for her marriage.
Widespread propaganda enshrining superstitions, myths, and irrational attitudes are being
pushed through teaching material, through media and English newspapers and through films. On
the other band there is positive promotion of decadent imperialist culture, their values, and their
vulgar practices.
Caste oppression is a scourge of Indian society and vast sections of our people, who are
mostly part of the peasant and working masses, remain victims of severe social exploitation. A
large mass of India’s student community- or at least potential students -face this reality. Rulers in
India have kept all laws pertaining to land reforms-which could provide the base to actually
change the situation-firmly restricted to law books and pronouncements. Some relief in the form of
reservations for education at various levels has been available to them. Even these are sought to be
squashed or subverted through local policies, through court cases, through privatization and by
free ploy of biases. All these, of course, are done in the name of ‘merit’, ‘equality’, ‘social good’
and ‘national prestige and interest’.
Even when these students get admission, there is open display of casteism by teachers,
administrative bodies, and even co-students. These biases play an important role especially in
technical and professional courses. Even hostels, class rooms, dining halls are pray to
segregationist policies. Students, themselves tend to segregate on caste lines as a result of this
backward environment in campuses.
Education and Girl Students
Women in India face severe exploitation and oppression. They are kept devoid of education,
freedom and even property rights. Within the family, their education is considered to be of
secondary importance. The percentage of girl dropouts is high at all levels of education.
Traditions, religious and cultural practices contribute to their chains- all of which are being
intensified by the Hindutva drive mentioned earlier.
Girl students in schools and colleges remain prey to gender harassment both from goonda
elements among students and even from teachers. The promotion of imperialist culture has further
abetted in deterioration of their freedom and their susceptibility to such oppression. In colleges, the
so called student leaders enjoying official patronage contribute to their harassment. Eve teasing in
communities special targets of organized goondaism along caste lines in many parts of India.
However no section is spared.
The education system does not instill girl students with confidence in their own capabilities,
nor encourage them to stand up for gender equality, for freedom from exploitation or even against
backward social practices. Rather it teaches them the virtues of o submissiveness, of docility and
of accepting ritualistic chains. A small elitist section becomes worshipper of imperialist culture
and its victims too, as this culture promotes the use of women as commodities. Thus the education
system contributes to leaving untapped the energies and creativity of half our population, besides
trying to maintain it as a reservoir of backwardness. It does not even equip women students to fight
even for their own safety within campuses.
It is an important aspect that the goondaism and hooliganism prevalint in student organizations
enjoying official patronage repels women students from widely enrolling in student politics and
fighting even against hooliganism and eve teasing.
Revolutionary Change: A Must for a Pro-people, Scientific Education System
Just as all just struggles of students for their democratic and progressive demands face
oppression of authorities and the state in the form of stay orders, police cases, lathicharge, etc.,
state in the meted out to other sections of struggling people too. Citizens belonging to religious
minorities are oppressed and suppressed, and are frequent victims of communal riots especially
state executed communal violence. The new wave of saffronization is also targeting their special
institutions of learning, and they are being made to feel like second class citizens of the country.
Communal outlook is actively fanned by the state through state media, through ritualistic practices,
etc.
India is a multinational country, but people of several nationalities are oppressed and
repressed. Their language and culture are not allowed free development; development of their
literature is not encouraged; rather imperialist culture is given all encouragement. Nationality
struggles are crushed under the boot of the military and even their democratic struggles are given
the label of anti-national movements. Actually it is the sum total of all these cultures and
languages that creates India’ rich diversity and its cultural heritage.
Movements of people fighting for a separate state within India, like Uttarakhand and
Jharkhand have seen similar repression from the state. Students of these areas have played
significant roles in these struggles. Thus it is abundantly clear that the education system -which
actually denies right to education to a vast majority -is a part and parcel of our anti people social
system. The ruling classes of India are maintaining this system and it should be quite clear to us
that a part cannot be corrected in essence without correcting the whole. That is why the ‘changes’
and ‘revolutions’ in education system brought about by various Govts. only reinforce the dual
education policy. This is true of Rajiv Gandhi’s ‘New’ Education Policy (1986) , of BJP’s
‘Hinduization and nationalization’ of education, of the ‘charvaha’ schools set up by Laloo Govt. in
Bihar in the name of ‘equal’ opportunities while allowing elitist institutions to flourish in the state,
and also of the current ; globalization’ drive.
It is amply clear that in order to fight for a democratic, pro-people and scientific education
system; we will have to ally ourselves with the broader fight for a pro-people social system. In this
struggle, we and the vast Indian masses are allies, because such an education system will depend
on a revolutionary reorganization of India. The Indian people must defeat Imperialism, Feudalism
and their servitors, i.e., they must complete the task of New Democratic Revolution. Thus we must
build a progressive, democratic student movement in India, which is closely linked to the struggles
for a revolutionary change in India.
Other Student Organizations
If the vast masses of students are made conscious of their social role and their strength, a
powerful student movement will definitely question the status quo with all its corruption,
nepotism, injustice and exploitation of the country and its people. All attempts are, there fore,
made to deflect the student movements into the blind streets of casteism and communalism,
pseudo-nationalism, etc. and also to rob them of democratic rights.
There are several all India student organizations, most of them patronized by ruling class
political parties. The ABVP and NSUI are open centers of goondaism and money power, operate
on state patronage, and do not even attempt to build student movements of any democratic
demands. Students are organized in support of lumpen politics and rather the democratic student
movement is sought to be weakened. They openly defend pro-imperialist policies and pseudo-
nationalism NSUI is affiliated to the Congress (1) with all its anti-people policies. ABVP’s
patriotism is restricted to a Hindu India and the saffronization and communalization of education
in the country (together with a tacit support to privatization and commercialization of education).
The AISF and the SFI operate in the name of ‘left’, resorting to rhetoric and slogans, and thus
attempt to misuse the prestige in common people’s minds for communist organizations and the
ideology as such. In reality they restrain and restrict student struggles to local issues or to sine
reforms, and do not build wide movements on progressive demands nor link the struggle with
general revolutionary movements in society. They are also breeding grounds for goondaism
especially in states where the political parties linked to them are ruling, and there they are die hard
maintainers of status quo. Their anti-communalism is not linked to opposition to imperialism. The
AISA is the newest organization to jump into their bandwagon. In toto, all these are a source of
convincing students of the viability of the current system albeit with some reforms. AISA also
does not mind using caste and communal division of their immediate gains. Their energies are
mostly directed at projecting themselves as better reformist organizations then SFI and AISF.
In contrast PDSU clearly stands for building a democratic and progressive movement of
students in India. In the aftermath of the Armed Peasant Uprising in Naxalbari, the revolutionary
students in Andhra Pradesh separated from the AISF and the SFI and dedicated themselves to the
task of building a genuine students’ movement. Taking birth in Osmania University Campus, and
seeing its leader Com. George Reddy brutally martyred by RSS goons on the campus under the
eyes of the police, the founding conference of PDSU was held in 1974. Since then it has steadily
worked among student masses and has given several martyrdom in its struggle to build the
movement. PDSU has sought to combine the mass struggles of the students on other demands with
their mobilization for revolutionary reorganization of society. PDSU has encouraged students to go
to villages and bustees and integrate themselves with the basic masses.
PDSU has waged a relentless struggle against reformism of all hues and anarchism and has
laid emphasis on building and functioning the student organization on democratic lines. While
building struggles on the immediate problems, it has not succumbed to lasing sight of long term
goals for the immediate gains. PDSU has steadily spread to a number of states.
There are other revolutionary student organizations working in India. Some of them like
AIRSF underestimate the importance of organizing student movements on students’ demands and
adopt sectarian approach in forging unity of the student masses in struggle. They do not take into
account the consciousness or preparedness of the student masses while giving their calls. They do
not build or function student organization on democratic lines.
Organizations of students along nationality lines exist especially in those areas where nationality
struggles are facing brutal repression, e.g., organizations of Kashmiri students, North East student
organizations etc. They have played significant roles in organizing students for struggle in their
own states. In addition organizations of students along caste or religious lines often arise
spontaneously in institutions where caste intimidation or communal attitudes exist. PSDU must
encourage all such organizations to align with the progressive student movement.
Recognizing that while it is necessary to fight on immediate demands of students, to beat back
fresh onslaught on educational opportunities under WTO and on scientific attitudes under
saffronization, real sustained change is possible only with a revolutionary overthrow of the anti-
people social system, PDSU calls on students to join in to build struggles
1. To free India from the jaws of imperialism, feudalism and their servitors.
2. For a pro-people, scientific and progressive education system.
3. Against dual education policy, for compulsory closure of elitist schools and colleges and all
education through state owned institutions.
4. Against commercialization, privatization and communalization of education.
5. Oppose communalization of history and for a materialistic study of world history and Indian
history.
6. For raising the education budget to a minimum of 10% and for its proper utilization.
7. Free education for all and linkage of education with jobs. Provide jobs for all.
8. Stop repression on democratic student movements. Stop attacks on rights of common people,
especially student masses.
9. Struggle against gender oppression and exploitation of women.
10. Against Caste oppression and division. Support to reservation for weaker sections as a
democratic demand.
11. For communal amity, and for rights to all nationalities. Fight against communalism, especially
majority communalism and fundamentalism.
12. Against language oppression, and for right to education in mother tongue.
13. Against superstitions, rituals, revivalism, and against cultural degradation. Against aping of
imperialist cultural and for development of a progressive, pro-people culture.
We, the members of PDSU, vow to build struggles on the above demands and to follow in the
heroic footsteps of our martyrs and all martyrs of democratic students’ struggles. For us society is
primary, the individual is secondary.
We vow to mobilize the students to struggle for their rights and to integrate with the basic
masses. It is clear that the above demands can be achieved only through new democratic
transformation of the society.
We pledge to join hands with all like minded forces and organizations in pursuit of the above
mentioned aims and objectives.

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COMMUNICATION SKILLS LAB PAGE NO:

C also exhibits the following more specific characteristics:

• variables may be hidden in nested blocks

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K&R introduced several language features:

• standard I/O library

long int SomeFunction();

All the above commented-out int declarations could be omitted in K&R C.

ANSI C and ISO C

In cases where code must be compilable by either standard-conforming or K&R C-based

C is sometimes used as an intermediate language by implementations of other languages. This

Some specific problems worth noting are:

C has a formal grammar, specified by the C standard.

Integer-float conversion and rounding

• round(): round to nearest integer, halfway away from zero

"Hello, world" example

The original version was:

A standard-conforming "hello, world" program is:[11]

See also: C string

The number of elements in a declared array x can be determined as sizeof x / sizeof

/* x is an array and i is an integer */

NASA RESEARCH PARK

The Development of NASA Research Park

The NASA Ames Development Plan

The Environmental Impact Statement

NASA Research Park: A Unique NASA and National Asset

NASA Research Park Objectives

The NRP Business Plan 2007

Ames Core Technology Areas

Small Spacecraft Systems

Intelligent Adaptive Systems and Robotics

Integrated Next Generation Computer Systems

Materials Science and Thermal Protection Systems (TPS)

Human Factors and Life Sciences

Financial Benefit of the NRP to Ames

Specific Future Plans

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Historic Hangar One

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The NRP is truly

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WRITE A LETTER TO THE EDITOR COMPLAINING ABOUT THE

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SUB: APPLYING FOR THE POST OF DEPUTY MANAGER REG.

I AM HEREWITH SENDING MY BIO-DATA ALONG WITH THIS JOB APPLICATION

EXAM SCHOOL/ BOARD/ YEAR OF %

COPUTER KPEC, ANNA 72%

PROGRAMMES : MS-OFFICE, C, C++

OPERATING SYSTEMS: WINDOWS 9X/2000/XP

ACHIEVEMENTS: PARTICIPATED IN INTER COLLEGE PAPER PRESENTATION

PLACE: KANCHIPURAM (VIJAY.P)

IMAGINE THAT YOU ARE A STUDENT OF FINAL YEAR CSE DEPARTMENT.YOU

SUB: SEEKING PERMISSION FOR INPLANT TRAINING REG.

I AM P.KARTHIGA STUDENT OF FINAL YEAR COMPUTER SCIENCE