ENGINEERING CODE (Railways) - IMPORTANT CHAPTERS

ENGINEERING CODE (Railways) - IMPORTANT CHAPTERS

One must be cover up the entire Engineering Code i.e., all chapters for attempting the optional General Expenditure Paper and GRP - General Rules & Procedures.  However, among the total 19 chapters, the following Nine chapters are more important and for quick revision.

Chapter No	Contents	Click the given LINK for ready access
1	Organisation & Administration	chapter 1
6	Investment Planning & Works Budget	chapter 6
7	Estimates	Chapter 7
11	Execution of works	Chapter 11
12	Contracts for Works	Chapter 12
13	Initial Records	chapter 13
14	Initial Account of Revenue & Works Expenditure	chapter 14
15	Expenditure & Budgetary Control	chapter 15
17	Completion of Railway Projects	chapter 17

                                       ~!@#$%^&*()_+\

Codes and Manuals of Indian Railways

for access to 

all codes and manuals of Indian Railways

Click here for Codes and Manuals

Annexure J of Appropriation Accounts - A Power Point Presentation

Annexure j of Appropriation Accounts of Indian Railways from Nageswara Rao M

Difference between Vetting and Concurrence

Difference between Vetting and Concurrence

Vetting:   refers to conforming of a factual correctness of figure or statement of figures.

Examples: Vetting of Briefing Note, Estimates, Purchase Order etc.

Concurrence:  refers to agreeing a proposal in its entirety including the figures given under proposal.

Examples: Concurrence for construction of new bridges, replacement of machinery, etc.

Note: Extract from the comments given by F(X)/Dte in reply to information sought under RTI Act, 2005.

http://rti.railnet.gov.in/rtidata/Scanned/n4192.pdf

How to attempt the with Books question paper of Optionals in Appendix III (IREM) exam - Here is the expert guidance offered by Ms.Usha Raman, Faculty at University of Hyderabad

How to attempt the “With Books” question paper in Appendix III A Examination

(Excerpts from the article “Have  you ever written on open book or take-home examination” by Usha Raman.  The article is published on 08^th April, 2013 in Hindu Newspaper. For full article refer the given link

http://www.thehindu.com/features/education/answers-unlimited/article4588410.ece  )

ü  The questions were designed in a way such that the answers would not be readily available from any single text or source.

ü  Students should apply their own ideas to the questions before they could come with answers in such examinations.

ü  The questions themselves were fairly open-ended, and as such, did not have any one “correct” answer.

ü  A few were excited at the possibility of such open-endedness.

ü  As we progress through higher levels of education, we need to develop the ability to tackle a variety of question formats and test patterns. 

ü  Questions that draw on a combination of information recall and critical thinking, which demand that we draw not only on what has been taught overtly in a course, but also on a broader understanding of issues and also our own experience.

ü  Obviously, these questions do not have a single correct answer.

ü  They may be answered from a variety of perspectives and bring in widely divergent pieces of information.

ü  It’s about seeing for yourself if you are good enough to get to the next level. It’s up to you to set the boundaries of the answer (within reasonable limits of course) and think in unexpected ways. In fact, that is the only expectation—that you will do the unexpected.

(The author teaches at the University of Hyderabad and edits Teacher Plus magazine. 

Email: usha.raman@gmail.com )

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