RPS

All India Council for Technical Education
(A Statutory body under Ministry of HRD, Govt. of India)
Submission of proposal under the
RESEARCH PROMOTION SCHEME

Research Promotion Scheme is aimed to create research ambience in the institutes by promoting
research in engineering sciences and innovations in established and newer technologies; and to generate
Masters and Doctoral degree candidates to augment the supply of research experience faculty and
research personnel in the country.
Research and development activities are considered as an essential component of higher education
because of their role in creating new knowledge and insight and imparting excitement and dynamism to
the educational process, as well as make them need based in view of the national requirements. The
objective of this scheme is to create and update the general research capabilities of the faculty members
of the various Technical Institutes. The proposal should include a specific project theme with a clear
statement of the objectives, details of equipments and other research facilities proposed to be acquired
and the expected deliverables from the project.
Name of the Institute
MLR Institute of Technology
Address
Laxman Reddy Avenue, Dundigal, Quthbullapur(M),R.R.dist-500043
Contact details
director@mlrinstitutions.ac.in
Permanent Id of the
Institute
1-2506984
084148-204088
08418-204066
Application Id
Department
Strength & Weakness of
the Institute
Computer Science & Engineering

1. Quality of student intake and output: Because of a good institutional
Reputation it attracts good quality students in Engineering Agriculture
Medical Common Entrance Test (EAMCET). Students of the institute
received 5 gold, 8 silver and 6 bronze medals in the University Examinations
in last 4 years. The institute has 2 University Toppers (covering all
engineering disciplines in Andhra Pradesh with approx 30,000 Students) in
2010, 2011 and 1 in M. Tech in 2012. Students of the institute are pursuing
post-graduate/ doctoral studies in IITs, IISc, IIIT and several Universities of
the US and Europe.
2. Accreditation: 5 UG programmes, 3 have got accreditation from NBA.
3. Faculty quality and achievements: The institute has a strong faculty
pool With15 PhD-holders -- 10 in degree awarding department and 13 in
support department. In last 3 years, the institute has 43 papers in
international & 21papers in Indian journals with high impact factors (1.5 to
6.389) 15 of them presented papers in the same. 7 students have
publications in refereed journals with faculty members and one co-authored
a chapter of a book published by Springer and Verlag.
3. Infrastructure facility: The institutes campus is spacious having an area
of 29,558 sq. m with lots of greenery, excellent landscaping, architectural
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Beauty and stainless housekeeping. There are excellent student amenities

Like professional quality tennis court, football ground, basketball &
badminton court, special facilities like photocopying, on-campus bank. The
Institute has state-of-the art laboratory, workshops and good library.
4. Employability of students/ Placement rate: Success rate of placement
of students is high -- 78.1% and 75.7% in 2011 and 2012 respectively.
Students were placed in companies like IBM, TCS, Infosys, Wipro, Tech
Mahindra, L&T Infotech, Phillips Carbon to name a few.
5. Teaching-learning process: Pass rate of students (98% on an average),
placement percentage of students (above 95%) and performance of
students in GATE (overall and within top hundred), CAT (percentile over 90)
and GRE reflect the outcome of teaching-learning process.
Weaknesses:
1. Tracer study for alumni: No methodical tracer study has been carried
out for the last four batches of students passed from the institute.
2. R&D for consultancy and industrial applications: Faculty members of
the institute are mostly involved in basic research. Though there are 4
patents no technology transfer has taken place so far.
3. Lack of Ph.D. progarmmes: The institute does not have its own doctoral
courses.
4. Academic autonomy: Being non-autonomous in nature, the institute
does not have the freedom of curriculum design, which often prevents
it from providing market-driven training in spite of its best intention.
Technical Field of proposal
Cognitive Science Initiative (CSI) with Computer science & engineering-A Multi-disciplinary Approach
Add rows as required
Title of proposal
Academic Performance And Test Anxiety in Indian Students
Abstract
Test anxiety is a relatively stable trait. Periodic tests and examinations at all stages of education have
become an integral part of evaluating students in our competitive education system. Students are
subjected to a wide variety of testing situations, such as school examinations, scholastic-achievement
tests, intelligence tests (Ackerman & Heggestad, 1997; Hembree, 1988; Zeidner, 1998) and entrance
examinations. Test and examination stress is thought to prevent some individuals from reaching their
academic potential. It has been found that students consistently perceive examination as a source of
increase in anxiety and a situation engulfed with uncertainty/unfairness in letting them demonstrate their
true achievements (Zollar & Ben-chain, 1990; Spielberger, 1985).
It will be interesting to investigate text anxiety as a contributing factor in student achievement among
Indian students in institutions of higher education, as it is generally perceived that institutions of higher
education in India have very rigid system of tests/examination having high stakes in students' academic
career. The study will address following questions to pursue the above stated broader objective.
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Determine the relationship between the Test Anxiety Total scale scores and academic
achievement scores of students in different science subjects.
Determine the relationship between the Test Anxiety Emotional scale scores and
academic achievement scores of students in different science Subjects.
Determine the relationship between the Test Anxiety Worry scale scores and academic
Investigation will establish a link, if any, between test anxiety and cognitive deficits among Indian
students.
Key words:
Anxiety, Performance, Cognitive, Emotionality, Fear, Anxious mood, Depression
Objective:
Determine the relationship between the Test Anxiety Total scale scores and academic
Determine the relationship between the Test Anxiety Emotional scale scores and
academic achievement scores of students in different science Subjects.
Determine the relationship between the Test Anxiety Worry scale scores and academic
Project Impact -Expected outcome:
Test anxiety is a relatively stable trait. Periodic tests and examinations at all stages of education have
become an integral part of evaluating students in our competitive education system. Students are
subjected to a wide variety of testing situations, such as school examinations, scholasticachievement tests, intelligence tests (Ackerman & Heggestad, 1997; Hembree, 1988; Zeidner, 1998) and
entrance examinations. Test and examination stress is thought to prevent some individuals from reaching
their academic potential. It has been found that students consistently perceive examination as a source of
increase in anxiety and a situation engulfed with uncertainty/unfairness in letting them demonstrate their
true achievements (Zollar & Ben-chain, 1990; Spielberger, 1985).
In order to understand the relation between the academic
performance and test anxiety in Indian
students it is proposed to prepare and analyze setup questionnaires and investigate text anxiety as a
contributing factor in student achievement among Indian students in institutions of higher education
The expected deliverables of the project will be:
i) Providing guidance to 1 PhD scholar and submission of PhD thesis at the end of 3rd year
ii) Providing guidance to 4 B.Tech and 2M.Techprojects every year for 3 years
iii) Organizing 1 seminar in the related field in 2nd year for sharing research output
IV) Organizing 1 workshop at the end of 3rd year showcasing the developed system to user
Group and awareness generation
v) Apply for patents of technology developed under this project
Literature survey on National &International scenario
International status: There are no specific programmes to support cognitive science in majority of
countries. It is then possible to get financial support from general research programmes. In a few cases
only, there are agencies specifically dedicated to supporting cognitive science.
The specific situations are as follows:
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(a) USA: The Natural Science Foundation, National Institutes of Health, National Institutes of Mental
Health, the McDonnell Pew Foundation, the Sloan Foundation (in the past), have all offered
research grants to cognitive scientists, mostly psychologists, and at present probably mostly to
those interested in cognitive neuroscience. A considerable amount of cognitive science research
is also funded within computer science and artificial intelligence. The Office of Naval Research,
Army Research Institute, National Institute of Child Health and Human Development, Air Force
Office of Scientific Research, and National Aeronautical and Space Administration, among
others, all provide some support. The National Institutes of Health also provide training grants
(for student support), and postdoctoral fellowships (awarded on an individual basis) for research
and training in cognitive science.
Cognitive science has been a thriving, pluridisciplinary specialty in the USA for 15 years. At least
one respondent believes the focus on cognitive sciences will continue as a pluridisciplinary effort
involving psychology, computer science, linguistics, biology, and chemistry. For the near future,
degrees will be given with a focus on one of these disciplines with students doing significant
work in related disciplines. Eventually, however, we may see more formal interdisciplinary
degrees in the cognitive sciences. It is possible that the field labelled neuroscience will
overwhelm or overtake cognitive science. In such an event, the field will be defined more in
medical and biological terms than in psychological terms. This might have a negative effect on
psychology's acknowledged contribution to the understanding of cognition and information
processing and, most especially, to the social and environmental factors involved in these
phenomena. At present, cognitive science exists formally as an independent discipline in
relatively few institutions in the USA. It is typically offered in an institute or centre to which
several departments (e.g., computer science, psychology, linguistics) may contribute faculty on a
joint-appointment basis. In a few places, such as Johns Hopkins University, a separate
department has been formed. Some think this is inappropriate, however, because of the
interdisciplinary nature of cognitive science and because of the fixed costs involved in supporting
academic departments. One respondent believes that cognitive psychology with
interdisciplinary ties to areas such as computer science has a great future; however,
"cognitive science" as a discipline has a limited future, although as an area of research it is
extremely important.
(b)
Canada: The National Sciences and Engineering Research Council of Canada is the major
source of funding for research in cognitive science. Some provinces also fund relevant
programmes. For example, the Information Technology Research Centre was designated as a
Centre of Excellence by the Province of Ontario. It provides funding for five areas of information
technology, with cognitive science included in one of these areas. The participating institutions
are the University of Toronto and the University of Waterloo in partnership with the University of
Western Ontario and Queen's University.
Some traditional experimental psychologists who work in such relevant areas as memory
(including mathematical modelling approaches), perception, language, and cognition do not
necessarily embrace the cognitive science label, especially as understood in the narrow sense
associated with the origins of the cognitive science movement. The concept is now becoming
such a broad umbrella label that any human (and animal) experimental research that is even
remotely "cognitive" would fall under it.
(c)
Denmark: At the national level, research in cognitive science is supported by the Danish
Research Councils. The Danish Research Council for the Humanities is the most important
national agency for research in cognitive science based on psychology. A programme specifically
supporting cognitive science is being developed by the Council.
(d)
France: Under the leadership of the Ministry of Research, two programmes have been launched
in the early nineties. The programmes were merged in 1995 to result in a partnership involving
the CNRS, the CEA, the INRIA, and the Ministry of Research. The main supporting actions are
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grants to interdisciplinary research projects, creation of research teams in CNRS labs, and
scholarships for PhD and postdoctoral students. Psychology has contributed greatly to (and
benefited from) these actions.
(e)
Germany: Major DFG research programmes committed to Cognitive Science have been
conducted on the following topics: psychology of knowledge; cognitive linguistics; mind and brain;
the cognitive representation of space. Psychologists play a major role in all these programmes.
Since the different European countries host rather small communities of researchers who are in
the field of cognitive science, it is not only necessary to support cognitive science research at a
national level, but also at a European level to provide international platforms for pluridisciplinary
scientific discussions, to enhance the exchange of information and to coordinate the different
research activities. One step in this direction has been made by the European Science
Foundation by establishing a pluridisciplinary programme on learning in humans and machines.
(f)
The Netherlands: Cognitive science does not feature as such in the scientific areas in which
grants can be applied for. The corresponding grants are generally phrased to conform to the
existent terminology, but are actually cognitive science. The central support agency is the Dutch
Foundation for Scientific Research (NWO), which supplies grants to broadly defined areas of
research, including the behavioural sciences. Cognitive research usually falls into this category,
but other possibilities are physics, linguistics, medicine, and computer science.
A Committee on the Exploration of Science was created some years ago, and it initiated
systematic explorations in a number of sciences in The Netherlands (e.g., chemistry, energy, law,
economics, educational science) that were to define future policy for those areas for the Ministry
of Education and Science, mainly to be implemented at universities. An explicit issue was to
clarify the role of that scientific area in the framework of society, economics, and the
environment. An exploration of cognitive science was begun in 1995, and the formal
exploration activities are to take place during 1996. Important issues that have been
indicated in the initial report for this exploration are the need for: structural recognition of cognitive
science as a scientific discipline; a coherent common platform for the cognitive sciences in The
Netherlands; a redefinition of the role of the older sciences from which they evolved; a different
way of allocating research funds to new areas of science; exploring how society could benefit
from the results of cognitive science in various branches of industry, services, and medicine;
assessing the current capabilities of cognitive science in The Netherlands with respect to meeting
the requirements of society; suggesting potential roles for cognitive students in society, in
comparison with traditional areas of study. A relevant problem in The Netherlands is how to
organize the infrastructure of cognitive science, and in particular how to organize the graduate
schools in the field. There have been two opposing strategies. One is to set up a graduate school
as a local school at a single university, preferably in a single institution. This reflects the ideal of a
school in which research and teaching are very well integrated with each other. The other
strategy is to set up a graduate school as a network between different universities. Ideally, this
may increase interaction between these universities, but it also runs the risk of being a network
mainly for teaching. Examples of both strategies are available in The Netherlands. Another issue
is the relationship between pluridisciplinary cognitive science and the unidisciplinary sciences that
contribute to cognitive science. This issue is important, especially for education. There are good
reasons to argue that interdisciplinarity requires a solid foundation in the basic disciplines. It is
indeed important that the cognitive researchers acquire the theoretical framework and
methodology of the basic disciplines. The problems with the funding of interdisciplinary research
have already been mentioned. One additional problem with funding is that, at the European level,
there is a tendency to require projects to have industrial participants. The consequence is that
fundamental research without a direct applied interest is more difficult to finance.
(g)
Switzerland: Support is provided by the Fonds National Suisse de la Recherche Scientifique to

psychology, neurology, and computer science.
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(h)
Australia: The main funding body is the Australian Grants Council, which established cognitive
science as a funding priority.
(i)
China: Support is obtained from the Natural Science Foundation of China.

Cognitive science should have a good potential for development in Hong Kong or the Chinese
community at large. Topics like mental models of problem solving, speech recognition, etc., have
a cultural component. Models or theories developed for the Chinese population should have
implications for the development of cognitive science in general.
(j)
Japan: Titles of Large Scale Basic Research Funds of the Ministry of Education include topics of
cognitive science research, such as studies on information society and language and
communication. The Science and Technology Agency made a recommendation in which they
explicitly mentioned the importance of focusing on cognitive scientific research in accordance with
the development of technology. A large-scale governmental support system for young
researchers' innovative approaches has also started a new category entitled "Intelligence and
structure", with the clear intention of accepting applications from cognitive science-oriented
approaches. There are also funds available from private industrial agencies for interdisciplinary
studies, particularly on the topics of human interface and usability studies (such as the Advanced
Telecommunication Research Institute at Kyoto, which is affiliated with NTT).
Though cognitive science has rapidly been gaining some recognition, the expectation does not
always match the reality. The educational bases are still very weak, with limited availability of
capable faculty members. Particularly problematic is the shortage of researchers in this field. The
number of active members is still rather limited, and their resources are inevitably divided among
promoting their research, establishing the programmes, and consulting the government and
industry for the courses to be taken. Funding is growing as well, but there is still very limited
understanding of the need for more extensive international exchange, both for joint
research and basic training.
(k)
Czech Republic: Research projects are granted by the Academy of Sciences.
(l)
Finland: The Academy of Finland provides support.
(m) New Zealand: Most universities offer internal funding. The Ministry of Science and Technology
offers on a nationally competitive basis funds to support major projects and studies submitted by
individuals or teams. In the case of the latter, these are encouraged to be cross-disciplinary in
nature. The New Zealand Universities Vice-Chancellors' Committee operates a scheme of
postgraduate studentships and postdoctoral fellowships.
(n)
Singapore: Companies such as AT&T, IBM, Singapore Telecommunication, and the MicroBiological Institute of Singapore have been engaged in providing grants.
(o)
South Africa: Grants are available from the Medical Research Council as well as pharmaceutic
companies.
The main factors inhibiting the development of cognitive science are the close identification of
psychology departments with social and practical issues, the location of psychology departments
in faculties which reflect these priorities, the almost total indifference of 90% of psychologists to
fundamental theory, the emigration of those interested in basic science, the perception that what
the country will need for the coming decades is practice, and knowledge which is immediately
applicable. Contributions to cognitive science are likely to be made by non-psychologists working
outside psychology departments.
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(p)
Mexico: Support is available from the Research Support Office of the National University's
Centre for Faculty Affairs, and the Mexican National Council for Science and Technology.
Although the tradition of research in cognition in Mexico is relatively old (from the mid 1960s), the
actual name "Cognitive science" has probably not been perceived as a specific addition to the
development of the field. Some colleagues adopt the name of this area more as the new name
currently enjoying wide acceptance. It does not look like Mexican psychology is moving in the
direction of a widespread use of the term "cognitive science" as separate from psychology. It is
perceived more as a subspeciality within psychology.
(q)
Spain: Cognitive science in Spain will be fostered by interactions at the European level. There is
no tradition of communication among scientists belonging to different disciplines in Spain.
Therefore much communication will come from European conferences and programmes.
(r)
Egypt: There is an urgent need for an international network and workshops sponsored by the
IUPsyS to initiate the idea of establishing departments of cognitive science in many developing
nations, including the Arab World. The Egyptian Association for Psychological Studies and the
newly established Arab Association of Psychology may be of great help in Egypt and the Arab
World.
(s)
Malta: Psychology is still a rather new subject in Malta. It has only started to be taught at the
graduate level over the last 5 years or so. It has been fairly difficult to establish balanced courses
addressing the various disciplines in psychology. Cognitive science, as pluridisciplinary research,
does not feature in any of the psychology (or other) courses offered as a major topic of study. At
best, it may be a topic in a module.
Tests and examinations at all stages of education, especially at higher education level have
been considered an important and powerful tool for decision making in our competitive
society, with people of all ages being evaluated with respect to their achievement, skills and
abilities. Zollar and Ben-chain (1990) have stated that "the era in which we live is a test-conscious
age in which the lives of many people are not only greatly influenced, but are also determined by
their test performance". Test and examination stress is thought to prevent some individuals from
reaching their academic potential. It has been found that students consistently perceive
examination
as
a
source of increase in anxiety and a situation engulfed with uncertainty/unfairness in letting them
demonstrate their true achievements (Zollar & Ben-chain, 1990; Spielberger, 1985). Such
feelings among students' limit their potential to perform during the test situation, resulting in
higher text anxiety (Hill & Wigfield, 1984) directly causing drop in the student achievement.
Therefore, it can be seen as a measurement error towards measuring student achievement as
tests are not meant to measure student achievement under intimidating situation but to know their
level of achievement in an environment fair enough to let them demonstrate their abilities to the
fullest. The researchers pave suggested various means to minimize test anxiety with. managing
external factors like environment of examination hall; behaviour of examiners etc. internal factors
like organization of questions in a test, sufficient description of the context, clarity in
instruction for students etc. Despite these measures to minimize test anxiety it is generally agreed
that it has become most upsetting and a disruptive factor for students. There are number of
researches reporting text anxiety as one of the major cause for students' underachievement and
low performances at different levels of their educational life (Oludipe, 2009) and has been shown
to affect students' ability to profit from instruction (Schonwetler, 1995).
It is worth discussing some studies showing the statistically significant inverse relationship
between test anxiety 3fld students' achievement since long time. Gaudry and Spielberger (1971)
discussed that high test anxiety is considered as one of the main factor for low performance of
students at university level. A study conducted by Nicholson (2009) to explore the effects of test
anxiety on student achievement of grade 11 students, revealed that anxiety and achievement are
7/22

related to each other. Khalid and Hasan (2009) conducted a study on a purposively selected
sample of 187 undergraduate students to explore the relationship between test anxiety and
academic achievement and found that students with academic achievement have low test anxiety
scores and vice versa. Chapell, Blanding, Takahashi, Silverstein, Newman, Gubi, and McCann
(2005) conducted a research study to explore the relationship between test anxiety and academic
performance. They collected data from a large sample of graduate and undergraduate students
and found a significant and negative relationship between test anxiety and academic
achievement.
Hancock (2001) investigated the effects of students' test anxiety and teacher's evaluation
practices on students' achievement and motivation at post the secondary level. He found
statistically significant results which revealed that all students, especially students with high
anxiety level, performed poorly and were less motivated to learn. Thus he concluded that that
when students who are particularly test-anxious are exposed to a highly. Evaluative assessment
environment in their educational institution, they perform poorly and are less motivated to perform
(Hancock, 2001). A research study conducted by Cassady & Johnson (2002) "to investigate the
effect of cognitive test anxiety on students' academic performance and found that
cognitive test anxiety exerts a significant stable and negative impact on academic performance
measures. Albero, Brown, Eliason & Wind (1997), on the basis of their research study,
concluded that students having high test anxiety had significantly lower scores. Oludipe (2009)
conducted a study to explore how test anxiety affects students' performance levels in the
sciences, especially in Physics, and concluded that "low test- anxious students performed better
than high test-anxious students on both numerical and non-numerical tasks in Physics". On the
other hand, Schonwetter, (1995) by relating this phenomenon to classroom instruction, the
researchers further discussed "how high test- anxious students were unable to benefit directly
from organized instruction, which ultimately affected their performance in class".
Several researchers explored gender differences with respect to test anxiety and found that
females have higher levels of overall test anxiety than males (Chapell et aI., 2005; Cassady
& Johnson, 2002; Bandalos et aI., 1995; Mwamwenda, 1994). Cassady & Johnson, (2002)
explained "that one explanation for differences in test anxiety on the basis of students' gender is
that males and females feel same levels of test worry, but females have higher levels of
emotionality". Zeidner (1990), on the basis of his research, concluded that difference in test
anxiety scores of male and female is due to gender difference in scholastic ability.
It is quite evident from the arguments given above and results of the studies reported that text
anxiety affects achievement along with other variables such as motivation to learn, ability to
benefit from formal instruction and gender. This diversification of effects of text anxiety lead
researchers to think of text anxiety as at least bi-dimensional construct (Berk & Nanda, 2006;
Chapell et al., 2005; Cassady & Johnson, 2002; Diaz, 2001) with affective and cognitive
components. The affective dimension (emotionality) refers to behavioural or physical reactions to
testing situations, such as fear, nervousness, and physical discomfort (Hanckock, 2001; Pintrich
& Schunk, 1996; Williams, 1994). This high level of emotionality is evident through physiological
responses experienced during evaluative situations (Cassady & Johnson, 2002).
The cognitive dimension (worry) refers to cognitive concerns about performance, such as worry
about the testing situation or negative performance expectations (Humbree, 1988; Morris, Davis,
& Hutchings, 1981; Depreeuw, 1984) .It is the cognitive aspect of test anxiety which has been
significantly accounted for declines in academic achievement of adolescents and postsecondary
students (Bandlos, Yates, & Thorndike-Christ, 1995; Williams, 1991; Humbree, 1981).
National status:
Cognitive science has yet to catch on as a discipline in the University Departments and National
Institutes, except in individual cases. Some individuals are doing good work. They are either
8/22

psychologists, computer scientists, or neuroscientists. Cognitive science has a great future. The
resistance to its adoption has to be overcome.
Cognitive science is generally acknowledged to be a significant scientific project by scientists in a
number of countries. Although some doubts are expressed from time to time about the relevance
of fostering this new domain of science, the overall impression is in favour of an enterprise that
increases communication among scientists. For instance, psychology provides information and
models that inform computer scientists engaged in the design of information processing systems
and machines. In general, cognitive science is thought to respond to the need of more articulated
accounts of the cognitive functions, whether these functions are implemented in natural or
artificial systems. A further motivation for cooperation is the study of interactions between
intelligent systems using different media, such as in human-machine communication. Lastly, in
addition to epistemological arguments, strategic reasons are sometimes mentioned as being
important to the development of cognitive science. In general, psychology is seen as the core of
cognitive science and the main contributor to this pluridisciplinary endeavour. Special attention
should be devoted to the mutual benefits of cognitive psychology and cognitive neuroscience in
cognitive science.
However not many attempts have been made to understand the relation between academic
performance and test anxiety in Indian students.
Importance of the proposed project in the context of current status:
Tests and examinations at all stages of education, especially at higher education level have been
considered an important and powerful tool for decision making in our competitive society, with
people of all ages being evaluated with respect to their achievement, skills and abilities. Zollar
and Ben-chain have stated that "the era in which we live is a test-conscious age in which the lives
of many people are not only greatly influenced, but are also determined by their test
performance". Test and examination stress is thought to prevent some individuals from
reaching their academic potential. It has been found that students consistently perceive
examination as a source of increase in anxiety and a situation engulfed with
uncertainty/unfairness in letting them demonstrate their true achievements. Such feelings among
students' limit their potential to perform during the test situation, resulting in higher text anxiety
directly causing drop in the student achievement. Therefore, it can be seen as a measurement
error towards measuring student achievement as tests are not meant to measure student
achievement under intimidating situation but to know their level of achievement in an environment
fair enough to let them demonstrate their abilities to the fullest. The researchers pave suggested
various means to minimize test anxiety with managing external factors like environment of
examination hall; behavior of examiners etc. internal factors like organization of questions in a
test, sufficient description of the context, clarity in instruction for students etc. Despite these
measures to minimize test anxiety it is generally agreed that it has become most upsetting and a
disruptive factor for students. There are number of researches reporting text anxiety as one of the
major causes for students' underachievement and low performances at different levels of their
educational life and has been shown to affect students' ability to profit from instruction.
Techno-Commercial status / Outcome / IPR / Social benefit /other
9/22

Since the project is dealing with finding psychological solutions to a great social problem like Test anxiety,
societal sensitization.
We would like to involve the many students of different groups to evaluate the effectiveness of our
developed Mechanism.
The expected deliverables of the project will be:
i) Providing guidance to 1 PhD scholar and submission of PhD thesis at the end of 3rd year
ii) Providing guidance to 4 MCA projects every year for 3 years
iii)Organizing 1 seminar in the related field in 2nd year for sharing research output
iv)Organizing 1 workshop at the end of 3rd year showcasing the developed system to user
group and awareness generation
v) Apply for patents of technology developed under this project
Technical Consultancy / Revenue generation
The technical expertise and the domain knowledge developed under this project will definitely help us to
share our knowledge in the form of technical consultancy to NGOs and Govt. organizations associated
With psychology. We may also think of revenue generation through workshops, seminars in this
Domain along with some govt and private institutions
Time & activity chart
Year-1
Literature Survey &
Procurement of equipment
required
(6 Months)
Analysis of the existing

methods
(6 Months)
Year-2
Year-3
Hands on experience on the

softwares & Equipment
procured
(4 Months)
To interact with various
Utilities in India and gather
information
(5 Months)
To check the validity of

proposed system
(6 Months)
To get the data related to

Verifying Content based
(3 Months)
Documentation
(6 Months)
Total
Duration
36 Months
BUDGET FOR SALARIES/WAGES

BUDGET
Designation &
number of
persons
Research
Fellowship
Data Entry
Operator
Monthly
Emoluments
1st Year
2nd Year
3rd Year
12 months per
person
12 months per
person
12 months per
person
Total
(in Rupees)
Rs.25,000/-
Rs.3,00,000/-
Rs.3,00,000/-
Rs.3,00,000/-
Rs.9,00,000/-
Rs. 12,500/-
Rs.1,50,000/-
Rs.1,50,000/-
Rs.1,50,000/-
Rs.4,50,000/-
Helper
Rs.7,500/-
Rs.90,000/-
Rs.90,000/-
Rs.90,000/-
Rs.2,70,000/-
Total
Rs,45,000/-
Rs.5,40,000/-
Rs.5,40,000/-
Rs.5,40,000/-
Rs.16,20,000/-
10/22

*m.m.:man months to be given within brackets before the budget amount

Justification for the manpower requirement.
i.
Research fellowship will be offered for the candidate having PG qualification with M.Tech
Computer Science and pursuing Ph.D in related area.
ii.
Data Entry Operator is required to enter all the data collected from various colleges and
schools for processing and producing results.
iii.
Helper is required to help while collecting data from the students in various places and
helping day to day to the PI in other works.
BUDGET FOR CONSUMABLE MATERIALS
BUDGET
1st Year
Stationery
1. White Papers
2. Computer Stationery
3. Other stationery items
Cartridges & Xerox Cost
Remuneration to contingent staff for data

collection
Total
2nd Year
3rd Year
Total
(in Rupees)
Q*
B**
52,000/-
52,000/-
52,000/-
1,56,000/-
F***
--
--
--
--
B**
30,000/-
30,000/-
30,000/-
90,000/-
F***
--
--
--
--
B**
18,000/-
18,000/-
18,000/-
54,000/-
F***
--
--
--
--
1,00,000/-
1,00,000/-
1,00,000/-
3,00,000/-
Q*
Q*
F
---*Q: Quantity or number, ** Budget, ***F: Foreign Exchange Component in US$
--
Justification for costly consumable (if not provided for in Section i.e. Methodology)
-- NA -BUDGET FOR TRAVEL
BUDGET
Travel (Only inland travel)
1st Year
2nd Year
3rd Year
Total
(in Rupees)
75,000/-
50,000/-
50,000/-
1,75,000/-
Justification for intensive travel, if any

-- NA -BUDGET FOR OTHER COSTS/CONTINGENCIES
11/22

BUDGET
Other costs /
Contingency costs
1st Year
2nd Year
3rd Year
Total
(in Rupees)
1,00,000/-
75,000/-
75,000/-
2,50,000/-
Justification for specific costs under other costs, if any

-- NA -BUDGET FOR EQUIPMENT
Imported/
Indigenous
Estimated Costs
(in Foreign
Currency also)*
Sl.
No.
Generic name of the Equipment along

with make & model
Laptop Dell Inspiron 14 (2 Nos)
1,20,000/-
ML330G6: (Dual Processor),Intel Xeon

Quad core X5504 2.0GHz, 4MB Cache
16GB (8X2GB) DDR3 RAM, 2TB
(2X1TB) SATA 7200RPM,16X DVD
ROM ,Raid Level 0/1, 460W Power
Supply,Keyboard Optical Mouse
24 LED Monitor (3 Nos)
4,20,000/-
Color Lasor Printer
30,000/-
Samsung Galaxy S4
45,000/-
Wife Router
8,000/-
Airtel Modem
7,000/-
High End Scanners 2 (for 2nd Year)
50,000/-
Softwares
50,000/-
Spare time for other

users (in %)
25 % will be used for
the PG Computer
Science students for
their projects
* includes transport, insurance and installation charges.

Justification for the proposed equipment
Sl.
No.
Generic name of the Equipment along

with make & model
Estimated Costs
(in Foreign
Currency also)*
Justification
Laptop Dell Inspiron 14 (2 Nos)
1,20,000/-
Two Laptops required to collect the data

& presentation to the students at
various class rooms and colleges
ML330G6: (Dual Processor),Intel

Xeon Quad core X5504 2.0GHz, 4MB
Cache 16GB (8X2GB) DDR3 RAM,
2TB (2X1TB) SATA 7200RPM,16X
DVD ROM ,Raid Level 0/1, 460W
Power Supply,Keyboard Optical
Mouse 24 LED Monitor (3 Nos)
4,20,000/-
High end server needed to used for 24 /

7 operations and high speed data
processing
Color Laser Printer
30,000/-
Used for the printing purpose
12/22

Samsung Galaxy S4
45,000/-
Wife Router
8,000/-
Airtel Modem
7,000/-
High End Scanners 2 (for 2nd Year)
50,000/-
To scan the documents and photos for

data processing
Softwares
50,000/-
Software required for the above project
Used for the net connections for remote

places
List of facilities being extended by parent institution(s) for the project implementation
A) Infrastructural Facilities:
Sr.
Infrastructural Facility
No.
Yes/No/ Not required

Full or sharing basis
Workshop Facility
Yes
Water & Electricity
Yes
Laboratory Space/ Furniture
Yes
Power Generator
Yes
AC Room or AC
Yes
Telecommunication including e-mail & fax
Yes
Transportation
Yes
Administrative/ Secretarial support
Yes
Information facilities like Internet/ Library
Yes
10
Computational facilities
Yes
11
Animal/ Glass House
12
Any other special facility being provided
Not required
Yes
B. Equipment available with the Institute/ Group/ Department/ Other Institutes for the project:
Generic Name of
Equipment
Model, Make & year

of purchase
Remarks including
accessories available and
current usage of
equipment
PI & his group
Nil
Nil
Nil
PI's Department
PC
Canon LBP 3300
Not suitable
Other Inst In the region
Nil
Nil
Nil
Equipment available
with
13/22

Estimate for Year 1
Estimate for Year 2
Estimate for Year 3
AMC/Service charges
Nil (warranty period)
Consumables &
Contingencies
5,40,000
5,40,000
5,40,000
Other
30,000
30,000
30,000
Total
5,70,000
5,70,000
5,70,000
Payment disbursement schedule

Installment on
completion of
year 1
Installment on
completion of
year 2
Total (Max 25 Lakhs)
R1
R2
R3
NR+R1+R2+R3
5,70,000
5,70,000
5,70,000
Advance installment
NR
17,10,000
Profile of collaborating/participating Industry/s or other organization/s, if any.: NIL

#
Mention role of Industry/ orgnisation. Provide resume of participating personnel from Industry/orgnisation
with their strength and role in the research project. Add rows as required. Attach additional pages if
required.
#
attaches copy of letters received from participating industry showing intent / financial commitment etc.
Details of Project Coordinator
Name
MR.K.KIRAN REDDY
Exact designation
ASSOCIATE
PROFESSOR
Appointment Type
REGULAR
Department
COMPUTER SCIENCE AND ENGINEERING
Qualifications
UG.B.TECH
PGM.TECH-CSE
PhD-PURSUING
Experience in years
Teaching:11Years5
MONTHS
Industry :1YEAR
Research:2 YEARS
Students guided
UG:46
PG:12
PhD: NIL
Publications
National:2
International:5
Books: NIL
Date of joining
Scale of Appointment
01-06-2010
18000-675-26000
14/22

Relevant experience
Attach separately as needed
Other information
Give any other information that will help in accepting /funding this project
Cell number
+919849414302
Email
Kiran_kolanu@yahoo.co.in
Signature
Details of earlier grants awarded to the Institute

(Give details of grants received in last three years)
Amt sanctioned
Scheme
SDP
SDP
Name of the
coordinator
Dr. P. Venkat
Reddy
Dr. P. Sathish
Kumar
Dr. K. Uma
EDC
IIPC
SG
Mr. T.Chandra
sekhar Reddy
Ms.B.Aruna
Kumari
NR
Rs.7,00,000/-
Rs.5,60,000/-
Rs.5,00,000/-
Rs..6,00,000 /-
Rs. 50,000/-
Sanctioned letter
details
F.No:
RIFD/SDP/158/20
11-12, dt: 13-012012
Funds
Utilization
position as
on today
Completed
F.No:
RIFD/SDP/157/20
11-12, dt: 13-012012)
Completed
F.No: RIFD/EDC
(60) /2010-11, dt:
31-03-2011
Established
F.No: 1428/RIFD/IIPC/POL
ICY-1/2013-14, dt:
18-07-2013
Ongoing
F.No: 7257/RIFD/SG/POL
ICY/ 1 / 2013-14,
dt: 29-07-2013
Utilization
Certificate details/
Reason for nonsubmission of
Utilization
Certificate
Ongoing

By signing this certificate, I/We undertake to
Abide by all the rules / regulations regarding utilization of amount that may be granted to the
Institute.
Submit timely progress reportsabout grant utilization.
15/22

Submit utilization certificate duly authenticated by CA on/before project period is over.

Return full/partial unutilized grant amount to the Council.
Project forwarded to AICTE
Signature of Head of the Institution
Date :
Institute Seal
Important :You need to apply on web portal using your Institute login and password. Select tab AQIS
application. Press New to create new application. Your application is assigned unique application Id.
Fill all the details over there. Prepare application in this proforma also. Attach PDF of it to the
application on web portal. Now press submit on web portal to submit application. Pay processing fees
on web portal using appropriate payment option.
ANEXTURE-1: co-ordinator Bio-data

K. KIRAN REDDY-Associate professor
EDUCATIONAL QULATIFICATIONS
M.TECH. Computer Science and Engineering from Jawaharlal Nehru Technological University,
Hyderabad with an aggregate of 70%
M.E. (CAD) from Madras University in the year 2002 with an aggregate of 83.5%
B.E. (I & P) from Gulbarga University in the year 2000 with an aggregate of 77%
WORK EXPERIENCE:
Having 11+ years of teaching experience and 3 years as a training and placement officer.
16/22

Presently working as Associate Professor in Computer Science and Engineering and

Officer In charge examinations in Auroras Engineering College, Bhongir, Nalagonda from
November 2007 to till date
Worked as Assistant Professor in Master of Computer Applications in Chaitanya PG College,

Warangal from 2005 2007.
Worked as Lecturer in Kamala Institute of Technology and Science, Warangal from 2003
2005
Worked as Lecturer in Hindustan college of Engineering, Chennai from 2000 2003
Administrative Experience
Experienced in AICTE new approval process for 2012-13
Having experience in preparing student academic manuals as coordinator for
entire college.
One of the active members in College discipline and anti-ragging committee.
ACHIEVEMENTS
100% pass percentage continuously third time in the subject I taught.
Received Teaching Excellence award in the academic years 2008-09 and
2009-10
Coordinator for NBA and TEQIP works, Department of CSE is accredited by
NBA in 2009
Received appreciation for smooth conduct of University examinations
List of Publications:
1. ACADEMIC PERFORMANCE AND TEST ANXIETY IN INDIAN STUDENTS IN THE
COURSE OF COGNITIVE SCIENCE Volume 2, Issue 10, November 2013 ISSN: 2277
128X International Journal of Advanced Research in Computer Science and Software
Engineering
2. A Relative and significant scientific cram of the Li-Fi (A upcoming Communication) V/S
Wi-Fi International Journal of engineering AssociatesIssue 2, Vol.3
(November 2013)
Available online on http://www.rspublication.com/ijea/index.htm
ISSN 2249-6149
3. Scope and Applications of Li-Fi the Innovative Technology in Wireless with Wi-Fi,
17/22

International Journal of Emerging Trends in Engineering and Development Issue 3, Vol.6

(November 2013) Available online on http://www.rspublication.com/ijeted/ijeted_index.htm
ISSN 2249-6149
4. Application of Genetic Programming to predict Software Quality
ELSEVIER ICACM -2013 (2"International Conference) ISBN No: 9789351071495
5. ANALYSIS ON MOBILE AD HOC NETWORK ATTACKS ANDEXTENUATION
USING ROUTING PROTOCOLS , International Journal of Emerging Trends in
Engineering and Development Issue 3, Vol.4 (June-July 2013) Available online on
http://www.rspublication.com/ijeted/ijeted_index.htm ISSN 2249-6149
6. Preliminary Approach on Ad-Hoc Networks and its Paradigms, Volume 2, Issue 9, September
2012 ISSN: 2277 128X International Journal of Advanced Research in Computer Science and
Software Engineering
7. Conceptual data extraction from multi region deep web: A Visual representation Approach.
Journal of Current Computer Science and Technology Vol. 1 Issue 8 Nov2011,[2011]414-422
8. AUTHERIZATION AND MESSAGE AUTHENTICATION IN HAND HELD DEVICES:
SIGNCRYPTION BASED HMAC PROTOCOL, International Journal of Science and
Advanced Technology (ISSN 2221-8386) Volume 1 No 8 October 2011
9. Framework of Visual Search Engines and Data Integration, Volume 2, No. 6, Nov-Dec 2011
International Journal of Advanced Research in Computer Science ISSN No. 0976-5697.
10. Conceptual data extraction from multi region deep web: A Visual representation Approach,
Journal of Current Computer Science and Technology Vol. 1 Issue 8 [2011]414-422
WORKSHOPS ATTENDED
1. Attended 2 Days National workshop on ETHICAL HACKING conducted at Auroras Engineering
College, Hyderabad, in December 2011.
2. Attended one day workshop on ANDROID mobile operating system at auroras engineering college, in
Jan .2012
3.
Attended 3 Days National workshop on Open source software conducted at Satyam Mahenra in
January 2011.
4.
Attended 6 Days Mission 10X workshop conducted by WIPRO in December 2010.
5.
Attended 2 Days National workshop on Network Security and Cryptography organized by ASTRA in
June 2010.
18/22

6.
Attended 3 Days National workshop on Data Warehousing & Mining organized by ASTRA in
November 2009.
WORKSHOPS CONDUCTED
1.
Organized two day national workshop on ETHICAL HACKING & INFORMATION SECURITY at
auroras engineering college, bhongir in Feb.2012
2.
Organized 2 Days National workshop on Ansys at Auroras Engineering College in

August 2008.
3.
Organized region level placement meet at Chaitanya PG College, Warangal in April 2007.
ANNEXTURE-2 : Work plan:

Methodology:
The relation between test anxiety and test performance primarily results from:
1.Cognitive test anxiety, or test worry - which refers to differences in "individuals' cognitive
reactions to evaluative situations, or internal dialogue regarding evaluative situations"
(Cassady & Johnson, 2002, p. 272).
2.Emotional test anxiety, or test emotionality - and test performance is less pronounced and
disappears after controlling for cognitive test anxiety (Cassady & Johnson, 2002;
Hembree, 1988; Zeidner, 1998).
Instrument 1 (HAM-A) and 2 (RCADS) to be used for assessment
Instrument 1
Hamilton Anxiety Rating Scale (HAM-A)
(Reference: Hamikon M. The assessment of anxiety states by rating. Br J Med Psychol 1959; 32:50-55.)
Administration Time
Main Purpose
Population
: 10-15 minutes
: To assess the severity of symptoms of anxiety
: Adults, adolescents and children
Background: The HAM-A was one of the first rating scales developed to measure the severity of
anxiety symptoms, and is still widely used today in both clinical and research settings. The scale
consists of 14 items, each defined by a series of symptoms, and measures both psychic anxiety
(mental agitation and psychological distress) and somatic anxiety (physical complaints related to
anxiety). Although the HAM-A remains widely used as an outcome measure in clinical trials, it has
been criticized for its sometimes poor ability to discriminate between anxiolytic and
antidepressant effects, and somatic anxiety versus somatic side effects. The HAM-A does not
provide any standardized probe questions. Despite this, the reported levels of interrater reliability
for the scale appear to be acceptable.
Scoring
Each item is scored on a scale of 0 (not present) to 4 (severe),
With a total score range of 0-56, where <17 indicates mild severity,
18-24 mild to moderate severity and
25-30 moderate to severe.
19/22

HAMILTON ANXIETY RATING SCALE (HAM-A)

Hamilton M. (1959) the assessment of anxiety states by rating Br J Med Psychol. 32:50-55
For each item write in the box the number that best characterizes the patient during the past
week
1 - ANXIOUS MOOD This item covers the emotional condition of uncertainty about the future,
ranging from worry, insecurity, irritability and apprehension to overpowering dread.
0. Absent.
1. Doubtful whether the patient is more insecure or irritable than usual.
2. The patient is clearly in a state of anxiety, apprehension or irritability, which he may find
difficult to control. However, the worrying still is about minor matters and thus without
influence on the patient's daily life.
3. At times the anxiety or insecurity is more difficult to control because the worrying is about
major injuries or harms which might occur in the future. Has occasionally interfered with the
patient's daily life.
4. The feeling of dread is present so often that it markedly interferes with the patient's daily life.
2 - TENSION This item includes inability to relax, nervousness, bodily tensions, trembling and
restless fatigue.
0. Absent.
1. The patient seems somewhat more nervous and tense than usual.
2. Patient is clearly unable to relax and is full of inner unrest, which he finds difficult to
control, but it is still without influence on the patient's daily life.
3. The inner unrest and nervousness is so intense or frequent that it occasionally interferes with
the patient's daily work.
4. Tensions and unrest interfere with the patient's life and work at all times.
3 - FEARS This item includes fear of being in a crowd, of animals; of being in public places, of
being alone, of traffic, of strangers, of dark etc. It is important to note whether there has been
'more phobic anxiety during the present episode than usual.
0. Absent
1. Doubtful whether present.
2. The patient experiences phobic anxiety but is able to fight it.
3. It is difficult to fight or overcome the phobic anxiety, which thus to some Extent interferes with
the patient's daily life and work.
4. The phobic anxiety clearly interferes with the patient's daily life and work.
4 - INSOMNIA This item covers the patient's subjective experience of sleep duration and sleep
depth during the three preceding nights. Note: Administration of hypnotics or sedatives is
disregarded
0. Usual sleep duration and sleep depth
20/22

1. Sleep duration is possibly or slightly reduced (e.g. due to difficulties falling asleep), but no
change in sleep depth.
2. Sleep depth is also reduced, sleep being more superficial. Sleep as a Whole is somewhat
disturbed.
3. Sleep duration and sleep depth is markedly changed. Sleep periods total only a few hours per
24 hours.
4. Sleep depth is so shallow that the patient speaks of short periods of slumber or dozing, but
no real sleep.
5 - DIFFICULTIES IN CONCENTRATION AND MEMORY This item covers difficulties in
Concentration, making decision about everyday matters, and memory
0. No difficulty
1. Doubtful whether the patient has difficulty in concentration and/or memory
2. Even with a major effort it is difficult for the patient to concentrate on his
daily routine work.
3. The patient has pronounced difficulties with concentration, memory, or Decision making, e.g.
in reading a newspaper article or watching a television programme to the end
4. During the interview the patient shows difficulty in concentration, memory or decision making.
Total Score
Note: Such other more questions related to testing the anxiety of the students could be
framed
Background for the Revised Child Anxiety and Depression Scale (RCADS)
The Revised Child Anxiety and Depression Scale (RCADS) is a 47-item, youth self-report questionnaire
with subscales including: separation anxiety disorder (SAD), social phobia (SP), generalized anxiety
disorder (GAD), panic disorder (PD), obsessive compulsive disorder (OCD), and major depressive
disorder (MDD). It also yields a Total Anxiety Scale (sum of the 5 anxiety subscales) and a Total
Internalizing Scale (sum of all 6 subscales). Items are rated on a 4-point Likert-scale from ("never") to 3
("always"). Additionally, The Revised Child Anxiety and Depression Scale - Parent Version (RCADS-P)
similarly assesses parent report of youth's symptoms of anxiety and depression across the same six
subscales.
Scoring
The RCADS and RCADS-P can be scored either manually or by using an automated scoring procedure.
Manual Scoring
To score the RCADS manually, each item is assigned a numerical value from 0-3, where 0=Never, 1 =
Sometimes, 2 = Often, and 3 = Always. For each subscale add the numerical values for each item
together. The items that comprise each sub scale are listed below. For example, for Generalized Anxiety
you would add the numerical values for items 1, 13, 22, 27, 35, and 37. Thus, the highest score possible
is 18, the lowest 0.
Disorder/Syndrome
Related Items
Social Phobia
4, 7, 8,12,20,30,32,38,43
Panic Disorder
3, 14, 24, 26, 28, 34, 36, 39, 41
Major Depression
2, 6, 11, 15, 19, 21, 25,29,40,47
Separation Anxiety
5, 9, 17, 18,33,45,46
Generalized Anxiety
1,13,22,27,35,37
Obsessive-Compulsive
10,16,23,31,42,44
21/22

Using the raw score for each subscale, look up the corresponding T -score from the appropriate grade
level chart in the Appendices. For example, if the raw score for a girl in 5th grade on the SP (Social
Phobia) subscale was 12, the T-score would be 48.
Automated Scoring
Scoring programs for youth and parent versions are available at www.childfirst.ucla.edulresources.html
for scoring the RCADS and calculating T scores. Begin by entering youth's gender and grade level on top
right hand corner. Note: only grade level should be entered (not youth age). Continue by entering scores
(0-3) for all 47 items. Raw scores by subscale will be generated and data points plotted along the
corresponding figure. The figure shows a dashed line at T = 65. T scores of 65 or higher will show in a
yellow background, indicating scores at the borderline clinical threshold. T score of 70 or higher will show
in an orange background, indicating scores above the clinical threshold.
Languages
The RCADS is available in English (US), Spanish (US), Chinese, Dutch and Danish. The RCADS-P is
available in English (US), Spanish '(US), Dutch and Danish. Currently, norms and scoring programs for
both the RCADS and RCADS-P are based on English versions. Use of norms and interpretation of Tscores should be done cautiously with non-English versions, as research is still underway on these
instruments. Users are encouraged to check the UCLA Child First Site (www.childfirst.ucla.edu) for
updates on additional scoring programs, and updates to norms will continue to be posted as new
research emerges.
Summary of Research work reported example:
In a school-based sample of 1,641 children and adolescents, Chorpita and colleagues (2000) reported a
factor structure consistent with DSM-IV anxiety disorders and depression, and favorable internal
consistency. Similarly, the RCADS-Parent version (RCADS-P) shows high internal consistency and
convergent validity, and has been shown to accurately assess anxiety and depression symptoms in
youth (Ebesutani et al. 2010). Further evidence for the RCADS has been demonstrated in other samples,
including clinical samples and Australian youth (e.g.,Chorpita, Moffitt, and Gray, 2005; de Ross, Gullone,
and Chorpita, 2002). The RCADS' ability to help inform diagnoses, track clinical change, and further
delineate between anxiety and depression disorders shows its strong utility in both clinical and research
contexts (e.g., Chorpita)
22/22

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All India Council for Technical Education

(A Statutory body under Ministry of HRD, Govt. of India)

Submission of proposal under the

RESEARCH PROMOTION SCHEME

Name of the Institute

MLR Institute of Technology

Laxman Reddy Avenue, Dundigal, Quthbullapur(M),R.R.dist-500043

Computer Science & Engineering

All India Council for Technical Education

Beauty and stainless housekeeping. There are excellent student amenities

All India Council for Technical Education

All India Council for Technical Education

All India Council for Technical Education

Switzerland: Support is provided by the Fonds National Suisse de la Recherche Scientifique to

All India Council for Technical Education

China: Support is obtained from the Natural Science Foundation of China.

Czech Republic: Research projects are granted by the Academy of Sciences.

Finland: The Academy of Finland provides support.

All India Council for Technical Education

All India Council for Technical Education

All India Council for Technical Education

Add rows as required

Techno-Commercial status / Outcome / IPR / Social benefit /other

All India Council for Technical Education

Analysis of the existing

Hands on experience on the

To check the validity of

To get the data related to

BUDGET FOR SALARIES/WAGES

All India Council for Technical Education

*m.m.:man months to be given within brackets before the budget amount

Cartridges & Xerox Cost

Remuneration to contingent staff for data

Justification for intensive travel, if any

All India Council for Technical Education

Justification for specific costs under other costs, if any

Generic name of the Equipment along

Laptop Dell Inspiron 14 (2 Nos)

ML330G6: (Dual Processor),Intel Xeon

Color Lasor Printer

High End Scanners 2 (for 2nd Year)

Spare time for other

* includes transport, insurance and installation charges.

Generic name of the Equipment along

Laptop Dell Inspiron 14 (2 Nos)

Two Laptops required to collect the data

ML330G6: (Dual Processor),Intel

High end server needed to used for 24 /

Color Laser Printer

Used for the printing purpose

All India Council for Technical Education

High End Scanners 2 (for 2nd Year)

To scan the documents and photos for

Software required for the above project

Used for the net connections for remote

Yes/No/ Not required

Water & Electricity

Laboratory Space/ Furniture

Telecommunication including e-mail & fax

Administrative/ Secretarial support

Information facilities like Internet/ Library

Animal/ Glass House