Humanities: Policies, Procedures, And Syllabus Course Instructors: Fill & Download for Free

Most universities do include students in the academic administration. That’s what student unions and other forms of student government are primarily for.There are local, state, and national student organizations that lobby both individual universities and state and national governments.Every university has an Ombuds office (Ombudsman - Wikipedia) or similar entity responsible for handling interpersonal conflicts on campus. If a professor and student are really clashing, this office should be consulted long before final grades are determined.Every university has a procedure for contesting grades. Most departments also have a chair, dean, or assistant dean responsible for dealing with student complaints.Most universities have a disability office that handles any special accommodations for individual students. Most also have a procedure or policy regarding deadline extensions in the case of illness. Some policies are generous. Some are not. But consistent application of a stated policy is the only way to be remotely fair.I have witnessed several students who appealed grades because they thought the professor was unfairly biased against them. In nearly every case, I agreed with the committee or administrator that determined the original grade was fair. The exceptions were both cases where a professor was deliberately giving females lower grades than males. The chair of the department took action in both of those cases.In truth, most professors have neither the time nor energy to persecute individual students. When I graded exams and quizzes as a TA, I almost never knew whose paper I was grading until I was totaling the score at the end. This anonymity is less possible in humanities courses with lots of writing. But even when grading isn’t entirely anonymous, the people professors are hardest on are the ones who either aren’t honestly trying or aren’t following instructions. It is difficult to claim a grade is unfair when you couldn’t be bothered to do the assignments as instructed. Failing someone who does not do the assigned work is not ‘spite’.Yes, there are instructors who grade to a standard they did not advertise or mark off for things they never told you to do. But those professors almost always do this to the entire class, and the department chair usually hears about it from multiple students.Some students claim anyone who corrects, disagrees with or chastises them must be singling them out or persecuting them. While a few have legitimate complaints, many are just whining that the world isn’t exactly like they want it to be. I have little patience with these students, and a student representative working with the university administration isn’t going to have time for them either.I also have absolutely no sympathy for those students that file complaints because the instructor (in one case, me) would not accept late assignments beyond a certain date. Per university and department policies and stated on the syllabus, late assignments are only accepted in certain circumstances and within certain time frames. The administration usually has no sympathy for normal, healthy students who cannot meet deadlines but do not wish to take the consequences for missing those deadlines. If you can’t do the work, you shouldn’t pass the class. If you have a special circumstance that justifies academic accommodations, that should be discussed at the beginning of the semester or as soon as the circumstance arises. While most instructors will work with students who have legitimate excuses, such as illness and family emergencies, simply ignoring deadlines is unfair to both the other students and to the instructor who has to grade the late assignments while juggling other responsibilities. Sometimes, a science instructor is physically unable to accept late work because they are in the field with basically no internet access. Or they are getting married the week after finals. When an instructor specifies a hard deadline for late work, there is usually a very good reason.That turned into a bit of a rant there at the end. Oops.Suicide is a serious issue, and universities do need to do more to reach out to students having both academic and emotional issues. But blaming instructors for persecuting individual students is not the way to improve the situation. Failing a class is not the end of the world. Dropping out of a university does not mean you have failed at life. Until we can acknowledge as a society that different people have different strengths and that sometimes people have to fail at a few things before they can find those strengths, students will continue to put too much pressure on themselves.

Make the Most of the First Day of ClassThe first day of class always creates some nervousness, even for seasoned instructors. It helps to have a mental checklist of objectives to accomplish so that you and your students come away with the impression that the course is off to a good start.The first class meeting should serve at least two basic purposes:To clarify all reasonable questions students might have relative to the course objectives, as well as your expectations for their performance in class. As students leave the first meeting, they should believe in your competence to teach the course, be able to predict the nature of your instruction, and know what you will require of them.To give you an understanding of who is taking your course and what their expectations are.These two basic purposes expand into a set of eight concrete objectives:Orchestrate positive first impressionsIntroduce yourself effectivelyClarify learning objectives and expectationsHelp students learn about each otherSet the tone for the courseCollect baseline data on students' knowledge and motivationWhet students' appetite for course contentInform students of course requirements1. Orchestrate positive first impressionsFirst impressions can be long-lasting, and they are usually based on a thin slice of behavior. Before you even start teaching, your students will have already made some decisions about you, so it is important to understand what those impressions are based on and how to manage them.Your attire. Research shows that clothing affects several kinds of judgments people make, including but not limited to, credibility, likability, dominance, kindness, and empathy (Raiscot, 1986; Morris et al., 1996). More formal attire communicates expertise and confidence, less formal attire communicates approachability. Usually, it is easier to relax a more formal impression into a more relaxed one than the other way around. These considerations are likely to be particularly relevant for young instructors who are concerned about establishing themselves as authoritative.The physical environment. Students can make decisions about what kind of course yours will be by the way the chairs are arranged. Rows signify a more formal environment, while circles or u-shapes imply a more informal atmosphere, with more expectations of student participation. The words on the board also indicate how interesting the course is likely to be. In addition to the course information, consider having a thought-provoking question displayed as they arrive.Your use of the few minutes before class. Greeting the students as they enter the classroom communicates approachability. Franticly arriving right on time or even late communicates disorganization, and so on.2. Introduce yourself effectivelyYour introduction should be succinct, but make sure to cover certain key areas. These questions should help you decide what to say:What characteristics do you want to convey about yourself?Among other things, you probably want the students to get a sense of your qualifications for teaching the course, how formal/informal you want to be, and how available you will be to the students.What will you need to say to convey those characteristics?Consider talking about your research interests as they relate to the course, in order to establish yourself as an authority, and to make to course more relevant. Talk about the best ways to reach you (e.g., phone, email) and your office hour preference (e.g., set hours, open door, make an appointment).What do you think students are trying to figure out about you?In addition to the categories above, students are likely trying to determine whether you are a harsh or easy grader, and how flexible you will be with deadlines. You don’t need to cater to their agenda, but you might want to say something about your policies (more on this in the next objective).What should you be careful not to say?Students do not need to know everything about you. In particular, it is not helpful to say you’ve never taught the course before, or that it is your least favorite course to teach, or to disclose any irrelevant personal information that can undermine you in the eyes of your students.3. Clarify learning objectives and your expectationsThis is probably the most important objective. Cleary laying out expectations starts to orient students toward the kind of effort, learning, performance and classroom behaviors you expect from them, and it helps them use their time productively. It will also help those students who are shopping around in deciding whether to take your course or not.Describe the prerequisites so that students will know if they are ready to take your course.Highlight main aspects of the syllabus.If you followed the course design process, you should have an effective structure for the course. Communicate that structure to the students so they will understand the decisions you made for the course and the reasons why you made them. In particular, make sure to highlight the learning objectives, the alignment with the assessments – including the grading criteria – and the instructional strategies, the course policies, and the rationale for the structure and the policies, and the reasons for choosing the textbook or other reading materials.Consider a quiz on the syllabus.To reinforce the point that understanding expectations is crucial for success in the course some professors require students to take a quiz on the syllabus and get all answers right before they go on with the course content. Blackboard can be used for that purpose.Explain your expectations for student behavior (if they are not included in the syllabus) including expectations for: punctualityseeking help when neededoffering feedback when appropriatepreferences for student participation (e.g., raising hands and waiting to be called on vs. jumping in the discussion)Communicate your commitment to the students’ learning experience.Share some advice for success in your course (e.g., attendance, participation, keeping up with the readings) and let them know you are confident in their success as long as they put in the required effort.4. Help students learn about each otherThe classroom is a social environment, so it is helpful to start the social dynamics in a productive way.Icebreakers raise the energy levels and get students comfortable so that they will be ready to focus on the material, especially if you want to foster a collaborative environment where students will have to work in groups or dialogue with each other.Make sure that the icebreaker is appropriate for the course.Icebreakers work even better when they allow students to get to know each other in the context of the course material.Provitera McGlynn (2001) provide a variety of social icebreakers some of which can be tailored to course content.5. Set the tone for the courseThe way you engage students on the first day sends powerful messages about the level of involvement and interaction you expect from them.Inexperienced instructors sometimes make the mistake of lecturing at the students for a few weeks, then try to have a discussion when the first big unit of the course is finished, only to be surprised at the lack of student participation. This is because students have already been socialized to just listen in the course.The following strategies will help you set a productive tone:Whatever you plan to do during the semester, do it on the first day. For instance, if you plan to use discussions, have students start talking on the first day. If you plan to use groups frequently, put students in groups on the first day. If you plan to use extensive writing, have some kind of short reflective writing activity. If you want the students to be in charge of their own learning, start with an activity where they are the experts, and cannot rely on you for information. For instance, in a psychology course on myths about human behavior, the instructor starts with a brainstorming of myths about student behaviors in dorms.Consider a “Homework 0” voluntary-mandatory office hour. The assignment is simply to make an appointment with you at a convenient time, find your office and visit you there before the next class or two. This gets students to your office, breaks the ice with a short one-on-one interaction, and makes it much more likely that the students will come back for help when they need it.Establish a culture of feedback. Let students know you are interested in how they experience the course and in any suggestions they have. Let them know you will do formal early course evaluations, but that they should feel free to give you constructive feedback, even anonymously. You might not adopt every suggestion they have but you will listen and consider them. This starts to create a partnership in learning.6. Collect baseline data on students’ knowledge and motivationThis objective stems directly from the second overarching goal for the first day of class.Collect data about baseline knowledge. This can take several forms:Check that students have taken relevant courses in a sequence.Give students an ungraded pretest that assesses knowledge and skills necessary for the course.Also rely on students’ self-reports about how confident they feel about particular knowledge and their ability to apply it.More information on several forms of pre-assessment.Get a sense of students’ motivation in the course. Collect data about:why students are taking your coursewhat they expect to get out of it, andwhat challenges they anticipateDecide what to do about different/inadequate prior knowledge.Depending on how many students are lacking certain knowledge or skills, you might choose to:tell them they cannot take the coursetell them how they can bridge the gap on their owndecide to devote one or two classes to a review of important foundational materialdefer that to a review session ran by your TA7. Whet students’ appetites for course contentSome instructors simply hand out the syllabus and dismiss class figuring that the enrollment has not yet stabilized and it does not make sense to cover material. While there is truth to that argument, the first day of class is a great chance to stimulate interest about the course and to activate relevant prior knowledge students have about the material. Here are some suggestions for activities that orient students to the content:Directed reading-thinking activity. Lyons et al. (2003, p. 87) suggest the following exercise:On your own, list everything you can think of that might be in a book entitled [your textbook, or the name of the course if you don’t have a textbook].Get with a partner, share your ideas, and then put the ideas you both generated for step 1 into categories.Give each category a name.Get with another pair and together combine your ideas. Then arrange the categories as a table of contents for this book and write it on the chart paper each group has been given.This activity gets students talking to each other, makes them realize they bring relevant knowledge to bear, and it makes them think about a possible overarching structure for that knowledge. If that structure is appropriate, you can capitalize on that, otherwise this exercise will expose some of the misconceptions students possess, giving you a chance to correct them. The activity typically takes about half an hour.Collect data from the students about issues related to course content. This exercise gives you knowledge about the students and is relevant in social science courses that involve research. A statistics instructor always collects data on the first day and uses the survey and the students’ responses to illustrate points about survey sampling.Have students generate hypothesis about a typical problem in your course. This exercise can be used to foreshadow different positions and camps in your discipline. When appropriate, you can push the students to think about how they would test their hypotheses, getting deeper into methods of inquiry appropriate for the discipline.Connect course content to current events. Bring in newspaper or magazine clips that relate to your course. Whenever you can connect your field to current events, or pop culture, or student interests, you demonstrate relevance, which increases student motivation.Common sense inventory. Nilson (2003) describes a “Common Sense Inventory” where students need to determine whether 15 statements related to the course content are true or false (e.g., in a social psychology course, “Suicide is more likely among women than men,” or “Over half of all marriages occur between persons who live within 20 blocks of each other”). After paired or small group discussions, you can reveal the right answer. This works particularly well in courses where students bring in a lot of misconceptions (e.g., Introductory Physics).8. Inform students of logisticsStudents are also looking for answers to questions such as:“Will I be able to get in this course that I really need?”“I have a conflict, is it possible to switch sections?”You might want to provide information about the following categories:caps on enrollment and waitlistsdrop-add datesrules about course sectionssafety proceduresother relevant administrative or logistic proceduresWhile this may seem like a lot of information to consider for one class, remember that the first day of class sets the tone for the entire course. Time upfront will pay off in the long run.

Indian Air Force Group Y ExamINDIAN AIR FORCE INVITES ONLINE APPLICATIONS FROM UNMARRIED MALE (INDIAN/NEPALEES) CANDIDATES FOR SELECTION TEST FOR INTAKE 01/2019 ON 10 & 11 MARCH 2018 TO JOIN AS AIRMEN IN GROUP X TRADES (EXCEPT EDUCATION INSTRUCTOR TRADE) AND GROUP „Y TRADES {EXCEPT AUTOMOBILE TECHNICIAN, GROUND TRAINING INSTRUCTOR, INDIAN AIR FORCE (POLICE), INDIAN AIR FORCE (SECURITY) AND MUSICIAN TRADES}Indian Air Force Group Y Exam 2018 ELIGIBILITY CRITERIA:-Date of Birth Block -(a) Candidate born between 13 January 1998 and 02 January 2002 (both days inclusive) are eligible to apply.(b) In case, a candidate clears all the stages of the Selection Procedure, then the upper age limit as on date of enrolment is 21 years.Educational Qualification -(a) Group X (Except Education Instructor Trade).(i) Passed Intermediate/10+2/ Equivalent examination with Mathematics, Physics and English with minimum 50% marks in aggregate and 50% marks in English.OR(ii) Passed Three years Diploma Course in Engineering in any stream, as mentioned in the drop down menu of apply online section under candidate's login on the CASB web portal http://www.airmenselection.cdac.in. The candidate should have completed the course from a Government recognized Polytechnic institute with 50% marks in aggregate and 50 % marks in English in diploma or in Intermedidate/Marticulation, if English is not subject in Diploma Course.(b) Group Y {Except Automobile Technician, GTI, IAF (P), IAF(S) and Musician} Trades.Passed Intermediate / 10+2 / Equivalent Examination in any stream/subjects approved by Central / State Education Boards with minimum 50% marks in aggregate and 50% marks in English.(c) Group Y Medical Assistant Trade Only.Passed 10+2/Intermediate/ equivalent exam with Physics, Chemistry, Biology and English with a minimum of 50% marks in aggregate and 50% marks in English.Note–1: Candidate eligible for Group X examination are also eligible for Group Y and would be given an option of appearing in both group X and Group Y exam in one sitting while filling up the online registration form.Note - 2: Diploma holders are eligible to appear for Group X trades only.Note - 3: Education Boards listed in Council of Boards for School Education (COBSE) website as members, as on date of registration will only be permitted.Note - 4: Exact aggregate Percentage of marks before decimal as written in the marks sheet of 10+2/ Intermediate/Equivalent Examination/Three years Diploma Course OR calculated as per the rules of concerned Education Board/Polytechnic Institute will only be considered (For example 49.99% should be taken as 49% and not to be rounded off to 50%).Mandatory Medical Standards:-(a) General Medical Standards for both Group ‘X’ (Except Education Instructor Trade) and Group ‘Y’ {Except Automobile Technician, GTI, IAF (P), IAF(S) and Musician} Trades are as follows: -(i) Height: Minimum acceptable height is 152.5 cms.(ii) Chest: Minimum range of expansion: 5 cm(iii) Weight: Proportionate to height and age. However, minimum weight of 55 Kg required for Operations Assistant (ATS) Trade only.(iv) Corneal Surgery (PRK/LASIK) is not acceptable. (v) Hearing: Candidate should have normal hearing i.e. able to hear forced whisper from a distance of 6 meters with each ear separately.(vi) Dental: Should have healthy gums, good set of teeth and minimum 14 dental points.(vii) Health: Candidate should be free from medical or surgical deformity. He should be free from all communicable diseases and skin ailments. Candidate must be physically and mentally FIT to perform duty in any part of the world, in any climate and terrain.(viii) Body Tattoo: Permanent body tattoos are not permitted, however tattoos only on inner face of the fore arms (inside of elbow to the wrist), back (dorsal) part of the hand/reverse side of palm and Tribals with tattoos which are as per custom and traditions of their tribes may be considered. However, right to decide on acceptability/ unacceptability of the individual rests with the Selection Centre. Candidates with permanent body tattoos are to submit two photographs (close up and distant view) with details of size and type of the Tattoo.(b) Details of medical standards for various Groups/Trades are available on CASB web portal http://www.airmenselection.cdac.inIndian Air Force Group Y Exam Registration / Application FormIndian Air Force Group Y Exam 2018 Application Form / Registration:-Apply online at website:- http://www.airmenselection.cdac.in or http://www.careerindianairforce.cdac.in 15 DECEMBER 2017 to 12 JANUARY 2018.Following Certificates are to be uploaded as the case may be:-(a) Class 10/matriculation passing certificate.(b) Intermediate/10+2 or equivalent marksheet/marksheets (if applying on the basis of 12th/ intermediate or equivalent educational qualifications).(c) 3 Yrs Engineering Diploma Final Year Marksheet (if applying on the basis of 3 Yrs Engineering Diploma from a Govt. recognised polytechnic in prescribed stream.(d) Passport size colour photograph of size 10 KB to 50 KB (front portrait in light background without head gear except for Sikhs) recent (taken not before November 2017). The photograph is to be taken with candidate holding a black slate in front of his chest with his Name and Date of Photograph taken, clearly written on it with white chalk in capital letters.(e) Candidate’s left hand thumb impression image (Size 10 KB to 50 KB).(f) Candidate’s signature image (Size 10 KB to 50 KB).(g) Candidate’s parents (Father/Mother/Guardian) signature image (if candidate is below 18 years on the date of filling the online application.(h) The marksheet indicating marks in English subject (if applying on the basis of 3 Yrs Engineering Diploma qualification) in diploma or 12th/10th if English is not a subject in diploma.Examination Fee : Examination fee of Rs.250/-is to be paid by the candidate while registering for the online examination. The payment can be made by using Debit Cards/ Credit Cards/Internet Banking through payment gateway. The examination fee can also be paid by Challan payment at any Axis Bank Branch.Candidate must have his valid E-mail ID and Mobile No. for successful online registration.Candidate should preferably have his Aadhaar Card Number handy.Indian Air Force Group Y Exam Exam DatesIndian Air Force Group Y Exam 2018 Date:-Selection test on 10 & 11 MARCH 2018 to join as Airmen in Group X Trades (except Education Instructor Trade) and Group Y {Except Automobile Technician, GTI, IAF (P), IAF(S) and Musician} Trades..Indian Air Force Group Y Exam SyllabusIAF Group Y Exam 2018 Syllabus:-ENGLISHI. ComprehensionA small passage followed by questions.1. To judge comprehension2. Drawing of inferences3. Use of vocabularyII Composition1. Agreement of subject with verb2. Pattern of verb and their use.3. Sequence of tenses.4. Transformation of sequences-Compound, Complex, Simple, Negative, Affirmative.III Grammar1. Spellings2. Word formation3. Antonyms and Synonyms4. One word substitution5. Correct usage of articles6. Correct usage of Prepositions7. Correct usage of adjectives-degrees of comparison8. Correct usage of conjunctions9. Correct usage of Nouns and Pronouns10. Correct usage of numbers (Singular-Plural)11. Words, which are commonly getting confused12. Word order13. Correct usage of AdverbsIV. Idioms and Phrases1. Use of simple idioms2. Use of Common proverbsV. Direct / Indirect sentences : Narration change1. Change of various types of sentences from direct to indirect form2. Change of various types of sentences from indirect to direct formVI. Active and Passive Voices1. Change of all types of sentences from active topassive form2. Change of all types of sentences from passive to active formREASONING AND GENERAL AWARENESS (RGA)(A) Reasoning (Verbal and Non-Verbal)1. Numerical Series2. Distance and Direction Sense Test3. Mathematical Operations (Assigning Value to Arithmetic Sign)4. Number Ranking & Time Sequence Test5. Assign Artificial Values to Mathematical Digit6. Inserting Correct Mathematical Digit7. Human Relation8. Coding and Decoding9. Odd Man Out10. Mutual Relation Problem11. Tallest Youngest Relation12. Dictionary Words13. Analogy14. Non Verbal Reasoning15. Number Coding16. Number Puzzle(B) Mathematics17. Ratio and proportion18. Average19. LCM, HCF20. Profit and Loss21. Time, Distance and Speed22. Percentage23. Simplification of Numbers24. Fraction25. Area of Triangle, Square and Rectangle26. Surface area and Volume of Cuboid, Cylinder, Cone and Sphere27. Probability28. Simple Trigonometry(C) GK and CA29. General Science30. Civics31. Geography32. Current Events33. History34. Basic Computer OperationPaper PatternIndian Air Force Group Y Exam 2018 Paper Pattern:-Phase – IEligible candidates will be sent Provisional Admit Cards for phase - I of testing on their respective e-mail IDs during the month of February 2018 (which they will download & take colour printout & will carry the same to the examination centre on the day of online test as indicated on their respective Admit Cards) to appear in the Selection Test at the examination centres allotted to them. This provisional admit card can also be downloaded by the candidate under candidates login on CASB web portal http://www.airmenselection.cdac.in. All candidates in possession of provisional admit card will undertake Online Test as per their respective Group applied for, at Centres designated/allotted as per their admit card. Online test will be objective type and questions will be bilingual (English & Hindi) except for English paper. Online test for candidates opting for both Group X&Y shall be conducted in one sitting, on the same system. Candidates are to bring one blue/black pen and original valid ID proof along with them forPhase - I testing. A demonstration video on the conduct of online test is uploaded on the CASB web portal http://www.airmenselection.cdac.in.Details of the Test are as follows: -(a) Group ‘X’ Trades. Duration of the Online test will be 60 minutes and will comprise of English, Physics and Mathematics as per 10+2 CBSE syllabus.(b) Group ‘Y’ {Except Automobile Technician, GTI, IAF (P), IAF(S) and Musician} Trades. Duration of the Online test will be 45 minutes and will comprise of English as per 10+2 CBSE syllabus and Reasoning & General Awareness (RAGA).(c) Both Group ‘X&Y’ Trades. Duration of the Online test will be 85 minutes and will comprise of English, Physics, and Mathematics as per 10+2 CBSE syllabus and Reasoning & General Awareness (RAGA).CANDIDATES ARE TO QUALIFY IN EACH PAPER SEPARATELY IN THEIR RESPECTIVE GROUPS. The result of Phase-I will be uploaded on http://www.airmenselection.cdac.in within 15 days from the date of online exams.Phase – IISoon after the declaration of the result of Phase-I test, all candidates shortlisted for Phase II will be sent a new admit card on their registered e-mail ID for phase - II test at an Airmen Selection Centre. This admit card for phase – II exam can also be downloaded online under candidate’s login on CASB web portal http://www.airmenselection.cdac.in . Candidates have to report at the stipulated date and time for phase – II at the designated Airmen Selection Centre along with following documents:-(a) Colour print out of Admit Card for phase – II.(b) Colour Print out of duly filled application form downloaded on completion of online registration.(c) HB Pencil, Eraser, Sharpener, Glue stick, Stapler and Black/Blue Ball Point Pen for writing.(d) Ten copies of un-attested recent (which was used for the online application registration) passport size colour photograph.(e) Original and four self-attested photocopies of Matriculation Passing Certificate(required for verification of Candidate’s Name, Father’s Name and his Date of Birth).(f) Original and four self-attested photocopies of Matriculation Marks Sheet (only applicable for three years Diploma Course holders when English is not a subject in Diploma Course).(g) Original and four self-attested photocopies of Intermediate/10+2/ Equivalent ExaminationPassing Certificate and Marks Sheet.OROriginal and four self-attested photocopies of Three years Diploma Course Passing Certificate and Marks Sheets of all semesters.(h) Certificate for SOAFP (Son of Air Force Personnel), certificate for sons of serving/retired/ deceased Air Force civilian employees paid out of defence estimates are to be downloaded as the case may be, from the download section of CASB web portal and brought along while reporting for phase –II of the examination.(j) For Candidates discharged from Indian Army/Indian Navy/Any other Government Organisation. Original and four Self-attested photocopies of Discharge Certificate (as issued from Indian Army/Indian Navy/Government Organisation).(k) NOC in original and 4 self-attested photocopies from the employer for candidates presently serving in any government organization (if applicable).(l) Original and four self-attested photocopies of NCC ‘A’, ‘B’ or ‘C’ certificate (if applicable).Note: Candidates discharged from Indian Air Force for any reason are not eligible to appear in the Selection Test.Verification of Eligibility - Candidates should be in possession of the documents mentioned at para 16 above, when appearing for the Selection Test which would be scrutinised/ verified prior to commencement of Phase – II to ascertain the eligibility prima-facie. Detailed verification of all the documents listed at para 16 above will be carried out in respect of candidates who pass Adaptability Test - 1. Candidature of those who do not meet the laid down educational criteria will be rejected during Initial verification of original certificates & mark sheets and also during detailed verification at Airmen Selection Centre (ASC).Note-1: For SOAFP, the Name of the ward and his Date of Birth mentioned in the Discharge Book/ Service Certificate must match with the details mentioned in his matriculation passing certificate.Note-2: Under no circumstances the candidates will be permitted to appear in Phase – II of the Selection Test without Original Educational Marks Sheets/Passing Certificates & Documents mentioned above in paragraph 16 (e) to (k). However, candidates with photocopies of Educational Marks Sheets/ Passing Certificates can be permitted to appear in the Selection Test only on production of a certificate from College/School Principal certifying that Educational Certificates/Marks sheets are deposited with College/School.Note-3: The original Passing Certificates/Marks Sheets will not be retained by the Selection Centre. The same will be returned to the candidates on completion of detailed verification.Note-4: Internet copy of marksheet not acceptable.Physical Fitness Test (PFT) - Candidates who pass Online Test and are shortlisted as per merit which will be displayed on the CASB Web Portal http://www.airmenselection.cdac.in on a stipulated date will be called at designated Airmen Selection Centre for Physical Fitness Test (PFT) which would consist of 1.6 Km run to be completed within 06 minutes and 30 seconds. Candidates will also have to complete 10 push-ups, 10 sit-ups and 20 squats within the stipulated time to qualify in the Physical Fitness Test. Note: Candidates are advised to bring their sports shoes and shorts/Track pants.Adaptability Test-1 (For both Group ‘ X’ & Group ‘Y’ Trades) All candidates who pass the Physical Fitness Test (PFT) will have to undertake Adaptability Test-1 (objective type written test) which is to assess suitability of a candidate for employment in the IAF which involves deployment in varied geographic terrain, weather and operational conditions.Adaptability Test-2 (For both Group ‘ X’ & Group ‘Y’ Trades). All candidates who passAdaptability Test -1 will have to undertake Adaptability Test-2 as per policy in vogue. Adaptability Test-2 is to select candidates who can adapt to the environment of Indian Air Force and are able to adjust to the military way of life.Note: Candidates qualifying for both Group X and Group Y will be allotted the group according to their merit as well as preference given by the candidate at the time of filling up of online application. However, President, CASB reserves the right to allocate Group to a candidate as per vacancies available. Phase - IIIMedical Examination - Candidates who qualify Adaptability Test-2 will be issued with medical appointment letter at respective ASCs. It can also be downloaded under candidates login on CASB web portal http://www.airmenselection.cdac.in for their medical examination at designated Medical Board Centre (MBC) on specified date. Medical Examination will be conducted by Air Force Medical Team as per IAF medical standards and policy in vogue on subject issue. Medical examination would also include Baseline Investigation of:-(a) Blood Haemogram - Hb, TLC, DLC(b) Urine RE/ME(c) Biochemistry(i) Blood Sugar Fasting & PP (ii) Serum Cholesterol(iii) Urea, Uric acid, Creatinine (iv) LFT—Serum Bilurubin, SGOT, SGPT(d) X- Ray chest (PA view)(e) ECG (R)Note. Candidates are advised to get tartar and stains removed from their teeth before appearing for the Medical Examination. Ears should be free of wax. Candidates should be prepared to stay for the medical test for four to five days under their own arrangement. No TA/DA will be admissible. Candidates using corrective glasses must be in possession of prescription from ophthalmologist bearing stamp and registration number and should not be more than one month old. Passing in the medicals is not a guarantee for the employment in Indian Air Force.I hope this will help you…..ALL THE BEST..