Category |
Sub Category |
Book Title |
Author |
ISBN (HB) |
ISBN (PB) |
Year |
Weight |
Size |
Bibliography |
Price (PB) |
Price (HB) |
Contents |
About The Book |
About The Author |
Additional Info |
Publisher |
Discount |
Image Url |
Asia/International Relations,Political Science |
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CULTURE SOCIETY AND POLITICS IN CENTRAL ASIA AND INDIA |
N.N VOHRA(Ed.) |
9788193838259 |
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2024 PoD impression |
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xxx + 304 pp
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0.00 |
2500.00 |
Introduction. An Overview. Tradition and History: Philosophy, Relogion and Literature. Archaeological and Historical Findings and Perspectives.Cultural and Economic Exchanges: Arts and Crafts, Artisans and Merchants. The Nineteenth and Twentieth Centuries: Culture and Religion; Political and economic Contacts. The Post War Era: Impact of Globalisation. National Identity and the Revival of Traditional and Popular Culture. The Challenges and Prospects of Cooperation. Facing a New Millennium.
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Preface. Introduction. An Overview. Tradition and History: Philosophy, Relogion and Literature. Archaeological and Historical Findings and Perspectives.Cultural and Economic Exchanges: Arts and Crafts, Artisans and Merchants. The Nineteenth and Twentieth Centuries: Culture and Religion; Political and economic Contacts. The Post War Era: Impact of Globalisation. National Identity and the Revival of Traditional and Popular Culture. The Challenges and Prospects of Cooperation. Facing a New Millennium.\n
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N N Vohra was a member of the Indian administrative service (1959-94), borne on the Punjab cadre. With the Government of India, Vohra successively served as Secretary Defence Production, Defence Secretary and Home Secretary. On retirement he took over as Director, India International Centre (1995-97, 1998-). In 1997 he was recalled to serve as Principal Secretary to the Prime Minister of India (1997-98). A member of the National Security Advisory Board (1998-99, 2000-) he has been writing on issue s relating to security and good governance.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/CULTURE.jpg |
Education,M.ed/B.ed./D.ed.,Journalism |
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AUDIO-VISUAL TEACHING: THE HOLISTIC THINKING |
RAJNI TANDON |
9788175415133(HB) |
9788175415140(PB) |
2024 impression |
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148pp, First Published in 2011
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395.00 |
895.00 |
Preface
Chapter One Audio Visual Languages and Holistic Academics / 9
Chapter Two Mapping Selfhood to Express Dynamic Growth / 41
Chapter Three Applied Knowledge to Develop Digital Lessons / 63
Chapter Four Orientation Towards the Digital Mode of Teaching / 79
Chapter Five Meditating to Make Webs of Holistic Thinking / 91
Chapter Six Designing Inclusive Multi-Media Learning Modules / 101
Chapter Seven Courses and Practices for Digital Teaching / 123
Bibliography / 145
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Audio-visual information spans across diverse types of situated encounters by gathering data about issues and setting it into theme based processes for establishing different types of working partnerships. Highly innovative, electronic tool technologies have enabled people to enter global platforms of interaction through all kinds of interfaces for sharing ideas and experiences. Educators are now challenged to devise new ways of garnering knowledge as cohesive and equitable spreads to ensure harmonious growth for collectives of consumers.
The digital format can serve all kinds of life managing needs in impact making ways as it derives slots to format sets of multi-purpose task taking to enable the welfare of inhabitants. Many different skill sets are essential to prepare persons to enter into the flowing orders of personal creativity to enter into local to global ventures of life management.
This book highlights the clusters of holistic thinking that prepare scholars for spreading all round growth through the digital mode. Since our notions about caring for each other are our driving strengths the spiritual understanding of selfhood is discussed. Mind mapping to build applied strengths for cutting across multidisciplinary content development is the constant exercise for the digital mode of educating. Orienting teachers to cope with the new ways of shifting from the linear to the cyclically circular facilitative pattern for implementing joint ventures is focussed.\n
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Dr Rajni Tandon, after a long and distinguished career spanning various positions of teaching and training in different regions of India, has innovatively participated in many educational institutions. Her wide ranging futuristic ideas have been researched and presented as many proposals to initiate radical holistic multi dimensional course patterns. Dr Tandon has started a charitable trust for developing teaching materials through the digital mode called 'Daya Prasar'. rajnitandon@gmail.com\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/Audio_Visual_Teaching___6_X_9___Revised_Cover___PB_003.jpg |
Education,M.ed/B.ed./D.ed. |
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DYNAMICS OF EDUCATIONAL THOUGHTS AND PRACTICES |
JAGANNATH MOHANTY |
9788175415843(HB) |
9788175415850(PB) |
2024 impression |
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xiv + 346 pp
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750.00 |
2250.00 |
Preface
Concept, Meaning, Nature and Scope of Education
Introduction / 1; Etymological Meaning/1; Narrow and Broad Meanings of Education / 1; Education as Information or Knowledge/2; Education as Instruction/2; Educations as Teaching/3; Education and Training/3; Education as a Science or an Art/4; Scope/4
Aims of Education (Individual and Social)
Importance of Aim/7; Categorisation of Aims/7; Individual Aims of Education/8; Social Aims of Education/10; Synthesis of Individual and Social Aims of Education/12
Aims and Objectives of Education at Different Levels
Introduction/13; Aims and Objectives of Pre-primary Education/13; Aims and Objectives of Elementary Education/15; Objectives of Secondary Education/16; Aims and Objectives of Higher Secondary Education/18; Aims and Objectives of Higher or/University Education/20
Process of Education
Education as a Life-long Process/22; Psychological and Sociological Aspects/22; Education as a Process of Growth and Development/22; Education as a Process of Experience/23; Education as a Bi-Polar or Tri-Polar or Multi-Polar Process/24
Education in the Ancient India
Introduction/27; Education in the Vedic Period/27; Educational Environment/28; The Buddhist System of Education/31
The Concepts of Dharma, Artha, Kama and Moksha inthe Ancient Educational Heritage of India
Ancient Indian Heritage/35; Concepts of Dharma, Artha, Kama and Moksha in Education of the Ancient India/37; A Happy Synthesis/39
Education in Medieval India: Indigenous and Islamic Education
Historical Background/40; Indigenous Education/41; Islamic Education/44
Education in British India: Educational Activities of Christian Missionaries
Introduction/49; (i) The Early Period upto 1812/49; (ii) The period 1813-1854/49; (iii) The Period from (1855-1920)/50; (iv) The Period from 1921-47/51; Educational Activities of the Christian Missionaries During the Early Years/52; Educational Activities of the East India Company During the Period from 1765 and 1813/2; Educational Activities of the Missionaries during the British Period/53; Conclusion/55
Macaulay's Minutes on Educational Policy
Introduction/56; Macaulay's Minutes/56; The Downward Filtration Theory of Education/57; Estimate of Macaulay's Contribution/58
The Wood's Despatch on Education
Introduction/60; Objectives/60; Recommendations/60; Evaluation/62; Advantages/62; Limitations/63; Conclusion/64
The Hartog Committee Report on Education
Introduction/65; Major findings and recommendations/65; Primary Education/65; Secondary Education/66; University Education/67; Women's Education/67; Teachers Training and Service Conditions/67; Local Bodies and Educational Administration/68; Conclusion/69
The Basic Education Movement
Introduction/70; Concept of Basic Education/70; The Wardha Scheme/70; The CABE Decisions/71; Content of Basic Education/72; Significant Features of Basic Education/72; Criticism/74; Conclusion/74
National Education Movement Before Independence
Background/75; Birth of National Education/75; National Institutions and their Enrolment, 1921-22/76; Nature and Characteristics of National Education/77; Development of National Education/78
National Education Movement After Independence
Historical Development/82; National Policy on Education 1968/84; National Policy on Education 1986/84; The Ramamurthy Review Committee/86; The Janardhan Reddy Committee/87; National Policy on Education (Modified) 1992/88; Conclusion/91
Development of the National System of Education:With Special Reference to the Education Commission, 1964-66,the NPE 1968 and the Modified
NPE, 1992
Introduction/92; Need for the National System of Education/92; The Education commission, 1964-66/93; The National Policy of Education 1968/98; Review of the NPE, 1968 and After/102
Basic Philosophies of Education
Meaning of Philosophy/104; Meaning of Education/105; Relationship Between Philosophy and Education/105; Philosophy and Aims of Education/106; Philosophy and Methods/107; Philosophy and School Organisation/107; Philosophy and Evaluation/108; Philosophy and Teacher/108; Conclusion/108
Idealism, Naturalism and Pragmatism
Three Most Important Schools of Philosophy/110; Idealism/110; Basic Principles of Idealism/111; Aims of Education/111; Idealism and Curriculum/112; Idealism and Methods of Teaching/113; Idealism and the Teacher's Role/113; Idealism and Discipline/113; Idealism and School/113; Naturalism/114; Naturalism and Education/115; Naturalism and Aims of Education/115; Naturalism and Curriculum/116; Naturalism and Methods of Teaching/116; Naturalism and Teachers/117; Naturalism and Discipline/117; Naturalism and School/117; Pragmatism /117; Basic Principles of Pragmatism/118; Pragmatism and Education/120; Pragmatism and Aims Of Education/120; Pragmatism and Curriculum/120; Pragmatism and Method Of Teaching/121; Pragmatism and Teacher/122; School and Pragmatism/122; Discipline and Pragmatism/123; Conclusion/123
Realism in Education
Meaning and Nature/124; Development of Realism/124; Basic Principles of Realism/125; Types of Realism and Education/125; Characteristics of Education in Realism/127; Aim of Education in Realism/128; Curriculum and Realism/129; Methods of Teaching and Realism/129; Realism and Teacher/130; Discipline and School Environment/130; Conclusion/130
Eclecticism in Education
Meaning and Nature/132; Basic Principles of Eclecticism/133; Aims of Education/134; Curriculum/134; Methods of Teaching/135; Teacher and Discipline/135; Conclusion/135
Mahatma Gandhi as an Educationist
Introduction/137; Gandhiji's Philosophy of Life/137; Gandhiji's Philosophy of Education/138; Meaning and Aims of Education/139; Curriculum and Content of Education/140; Methods of Leaching/141; Conclusion/142
Rabindranath as an Educationist
Introduction/144; Tagore's Philosophy of Life/144; Tagore's Philosophy of Education/145; Tagore's Aims of Education/146; Tagore's Curriculum/147; Tagore's Methods of Teaching/148; Conclusion/149
Educational Philosophy of Sri Aurobindo
Introduction/151; Educational Philosophy of Sri Aurobindo/151; Integral Education/152; Special features of Integral Education/154; Methods and Teaching/154; Discipline and Management of Students/156; Role of Teachers/157; Conclusion/158
Swami Vivekananda as an Educationist
Introduction: Brief Life Sketch/159; His Philosophy of Life and Education/159; Basic Principles of his Education Philosophy/160; Aims and Objectives/161; Curriculum/161; Methods of Teaching/162; Role of the Teacher/162; Conclusion/162
Education as an Instrument of Social Change: Factors andAgents of Social Change
Meaning and Nature of Social Change/164; Kind of Social Change/164; Dynamics of Social Change/165; Factors and Agents for Social Change/166; Education as an Instrument of Social Change/167; Social Change and Education/168; Education and Social change in India/169
Education and Politics
Introduction/172; Relation between Education and Politics/172; Historical Background/173; Advantages and Disadvantages of State Control/177; Advantages/177; Disadvantages/177; Conclusion/178
Education and New Social Order
Introduction/179; Education in the Emerging Society/182
School and Classroom as Social Systems
Meaning and Genesis of School and Classroom/186; The Classroom/187; Components of the School and Classroom/188; The School, a miniature Society/189; Mutual Cooperation between the School and the Community/189; Utilisation of School Resources for the Community/190; Utilisation of Community Resources for Improving Schools/192; The School for the Society and Vice Versa/192; Conclusion/193
School-Community Relation
Introduction/194; Community Resources for Schools/194; School Resources for the Community/195; Ways and Means of Improving School-Community Relations/196
Education as an Instrument of Economic Change and Human Resource Development
Education as an instrument of Economic Development/198; Human Resource Development through Education/199; Man does not live by bread alone/199; National Aspirations of India/200; Development of Human Resources/201; Investment in Education/202; Conclusion/203
Education and Rural Development
Present Scenario of Rural Development/205; Education for Rural Development/207; Nature and Content of Education in Rural Areas/208; Problems of Rural Education/208; Disparities between Rural and Urban Areas/208; Disparities among ST, SC and General Classes/209; Provision in the NPE, 1986 and Revised NPE, 1992/209
Education for Total National Development
Human Right to Education: A Key to Development/212; Education for Economic and Human Resource Development/212; Education for Total National Development in Plans and Policies/214
Democracy and Citizenship Education
Concept of Democracy Through Ages/217; Relation between Education and Democracy/219; Citizenship Education/221; Growth of Citizenship Education/222; Citizenship Education of India/223
Education for Socialism
Meaning of Socialism/224; Socialism in India/224; Impact of Socialism on Education/226; What should be done by the Education System?/228; Conclusion/229
Education for National and Emotional Integration
Introduction/230; The Backdrop/230; Present Status/231; Educational Endeavours/232; Conclusion/233
Education for International Understanding
Modern World: Its Needs and Problems/234; Nationalism Vs Internationalism/235; Reconciliation Between Nationalism and Internationalism/235; Meaning and Principles of International Understanding/236; Role of Education/236; Principles of Education/237; Curriculum for International Understanding/238; Methods of teaching International Understanding/239; Co curricular Activities/240; Role of Teachers/240; Conclusion/241
Education for Secularism
Meaning and Nature of Secularism/242; Education and Secular Society/243; Education in Secular India/244; Conclusion/245
Education for Peace and Harmony
Introduction/246; Genesis of Education for Peace and Harmony/246; Measures for Promoting Peace and Harmony/248; Diagnosis of Wars and Peace/249; Democracy and Education for World peace/250; Conclusion/251
Curriculum: Meaning, Principles and Need for its Construction
Meaning of Curriculum/253; Principles of Curriculum Construction/254; Defects in the existing curricula/256; Need for Curriculum Development/257
Curriculum: Process and Types
The Process of Curriculum Development/260; Activity centred Curriculum/263; Experience Centred Curriculum/266; Core Curriculum: Nature and Characteristics and Implementation/268; Child Centred Curriculum/270
Trends in the Change of Curriculum since Independence: With Reference to Orissa
A Development of Primary School Syllabi and Curricula after Independence in Orissa/272; Syllabus Revised in 1952/272; New syllabus in 1957/273; Important Landmarks in change of Curricula in 1962/274; The National Policy on Education, 1968 and its Impact/275; Significant and Landmark Attempts at the National Level, 1985/276; Emerging Concerns and Imperatives in 1985/276; Curriculum Scenario in Retrospect/276; Curriculum Organisation for the National System of Education/284; National Curriculum Framework/284; All-Round Development of the Child/286; NPE, 1986: Its Main Thrusts for Curriculum Development/288; Development of Curriculum/Syllabus at the Secondary School Stage./288; The Education Commission, 1964 66/291; National Curriculum Framework, 1985/291; National Policy on Education, 1986/292; Programme of Action, 1992/293
Fundamentals of Teaching Practices
Meaning and Nature of Teaching/294; Teaching vs. Learning: Then and Now/296; Effectiveness of Teaching/297; Fundamentals of Teaching Practices/298; Conclusion/308
General Maxims of Teaching
Introduction/309; General Principles of Teaching/309; General Maxims of Methods of Teaching/311
Herbartian Steps in Teaching
Herbart and his Educational Ideas/314; Herbartian Steps/314; Psychological Bases of Herbartian Steps/316; Modifications of the Herbartian Steps/317
Various Approaches to Teaching
Analytic and Synthetic Methods of Teaching/320; Inductive and Deductive Methods of Teaching/321; Problem-solving Method/322; Advantages and Drawbacks of Inductive and Deductive Method/323; Limitations/324; Project Method/324; Limitation/327; Play-Way Method/329
Kindergarten Method/System
Introduction/331; Philosophy and Principles of KG Education/331; Aims and Functions/332; Meaning and Concept/332; Methods Of Teaching/335; Teaching Aids and Activities/335; The Teacher's Role/336; Merits and Contributions/336; Limitations and Criticism/337; Conclusion/338
Montessori System: Teaching Through Didactic Apparatus
Introduction/339; Philosophy and Principles Underlying the System/339; Montessori School and Curriculum/341; Methods of Teaching/342; Advantages/344; Limitations/345; Conclusion/346
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Education is a potential instrument of social change, a starring force of culture, and a vital means of total national development.
The book is a comprehensive compendium covering principles and philosophies of education; fundamentals of teaching practices; aims and objectives of Pre-primary, Elementary and Secondary education; synoptic view of Development of Indian Education and cultural values since ancient times; the vital role of education in context of democracy, new social order, emotional integration, international peace and understanding and much more. The book may be found useful for all having interest in the subject.\n
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Prof. Jagannath Mohanty, an eminent scholar, had his higher education and training twice from UK, first under Commonwealth Training Bursaries Scheme and second time under Commonwealth Education Fellowship. He is a former Professor of Education and Director, Academic Staff College, Utkal University, Bhubneshwar. Dr. Mohanty, Emeritus Fellow - UGC, and a prolific writer in English as well as Uriya, has been decorated with many national and state awards.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000454.jpg |
Education,M.ed/B.ed./D.ed. |
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EARLY CHILDHOOD CARE AND EDUCATION: PRINCIPLES & PRACTICES |
J.C. AGGARWAL, S. GUPTA |
9789388691109(HB) |
9789388691116(PB) |
2024 impression |
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258+xiii pp,
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395.00 |
1400.00 |
Preface
UNIT I: INTRODUCTION TO EARLY CHILDHOOD
CARE AND EDUCATION
1 Essentials of Early Childhood Care and Education (ECCE)
2 Meaning and Nature of Early Childhood Care and Education
3 Significance of Early Childhood Care and Education
4 Objectives of Early Childhood Care and Education
5 Pedagogical (Philosophical, Psychological and Sociological) Theories or Bases of ECCE
6 Methodology of Early Childhood Care and Education
7 Methodology of Early Childhood Care and Education Suggested by Committees and Commissions
8 Integrated Child Development Services (ICDS)
9 Linkage of Early Childhood Care and Education with Primary Education
10 Issues in Early Childhood Care and Education: Problems and Prosposals
UNIT II: CURRICULUM TRANSACTION
11 Curriculum Transaction
12 Types of Activities
13 Activities for the Development of Motor Skills and Language Skills
14 Activities for the Formation of Concepts and Number Readiness
15 Development of Cognitive and Socio-Emotional Skills
16 Low Cost Materials for Developing Various Sills: Suggested by UNESCO
17 Evaluation in Early Childhood Care and Education Programme
18 Continuous and Comprehensive Evaluation: Basic Indicators for Evaluation
UNIT III: HEALTH AND NUTRITION
19 Health and Nutrition
20 Nutritional Needs of a Pre-School Child and Balanced Diet
21 Health Programme
22 Immunization: Maintenance of Health Records
UNIT IV: PROMINENT PROMOTERS OF ECCE
(PRE-PRIMARY OR PRE-SCHOOL EDUCATION)
23 Western Educators on Early Childhood Care and Education/Pre-Primary Schooling
24 Promoters of Early Childhood Care and Education/Pre-Primary Schooling in India
Appendices
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The fact is that about two third of brain development is nearly complete during the flrst two years of child's life and the rest in second two years. Hence there is need for utmost care of the child during this period. This book provides an extensive and in-depth analysis of dimensions of early childhood care and education in simple language. The book will not only be useful for students undergoing teacher training programmes but also for parents and individuals engaged in child care and the education.\n
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].C. Aggarwal is a former Dy. Director of Education and Executive Director of the Delhi Bureau of Textbooks. Delhi Administration Delhi. He worked at the grassroots level as a Post-graduate teacher principal plan evaluation officer and educational supervisor and administrator. He also taught in a PG Teacher Training College. He has widely traveled and written extensively on education.
S Gupta is Post Graduate from Delhi University Delhi and has been associated with teaching for the last twenty years. She is widely traveled in India and abroad
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SHIPRA PUBLICATIONS |
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Education,M.ed/B.ed./D.ed. |
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EDUCATION FOR VALUES, ENVIRONMENT AND HUMAN RIGHTS |
J.C. AGGARWAL |
9788175418936(HB) |
9788175418943(PB) |
2024 impression |
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xii+ 340 pp, 2014 imp.
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750.00 |
1950.00 |
Part One: Education for Values
1. Values: Concept, Nature and Classification of Values
Meaning of the Concept 'Value' / 1; Origin of the Concept Values / 4; Values, Virtues, Morality and Ethics / 4; Nature of Values / 4; Philosophy of Values / 5; Confusion Over Meaning of Values / 5; Classification of Values / 6; Lists of Values Classified/Identified by Eminent Thinkers and Writers / 10; Value of Values / 16; Synthesis Between the Traditional Values and Modern Values / 18; Characteristics of Persons With Material Values and Spiritual Values / 19
2.Meaning and Need for Education of Human Values: Objectives of Education for Human Values
Meaning of Education for Human Values / 20; Chief Characteristics of Education for Human Values / 20; Role of the School in the Development of the Human Values / 20; Need for the Education of Human Values / 20; Values Needed to be Inculcated Among School Students / 22; Objectives of Education for Values: UNESCO Project / 24; Objectives of Ethical and Social Values… / 25; Objectives of Value-Oriented Education… / 25
3.Five Universal Values and Their Sub-values as Listed by Gokak Committee
Gokak's Classification of Values and Sub-Values / 27; Enunciation of Five Values / 28; Noble Sentiments About Truth and Philosophical Analysis of Truth / 35; Non-Violence and Truth With Special Reference to Gandhiji / 38; Non-Violence As Explained by Mahatma Gandhi / 40
4.Value Development and Education: Approaches and Strategies
NPE on the Role of Education in Value Development / 44; Conceptual Framework for Value Development / 44; Value-Development Strategy suggested by J.R. Fraenkel (1969) / 46; Psychology of Development of Values / 47; Process of Value-Orientation / 47; NCERT Approach to Value Education / 48; Strategies for Value-Orientation / 50; Value Clarification / 50; Role-Play Technique in Value Education / 51; Role Reversal in Value Development / 52; Kohlberg's Moral Development Stages / 52; Value Crisis and Role of Education / 53
5.Sources of Values
Important Sources of Values / 56; Culture as a Source of Value / 56; Relationship Between Culture and Education / 58; Cultural Heritage of India and Values / 59; Religio-Spiritual Source of Value / 60; Meaning and Definition of Religion / 60; Value-Oriented Education Thoughts from Religious Scriptures / 61; A Few Examples of Human Values as Contained in Various Religions / 62; Values as Shrined in the Indian Constitution / 64; Values of Socialism as Enshrined in the Indian Constitution / 65; Values of Social and Economic Equality / 65; Constitution as Source of Secular Values / 68; Constitution as Source of Democratic Values / 70
6. Methods of Teaching Human Values: Direct, Indirect, Integrating Values with Curricular and Co-curricular Activities
Methods of Teaching Human Value as Suggested by Kothari Commission or Education Commission (1964-1966) / 73; Values are Caught as well as Taught / 74; Broad Classification of Methods of Teaching Human Values / 74; Methods of Teaching Human Values/Instructional Methodologies / 74; Integrating Values With Co-curricular Programme / 76; Teaching Human Values: Module I. Programme suggested by the National Seminar held at Coimbatore by Ramakrishna Mission Vidyalaya, February, 1980 / 79; Module II: Suggestive Programme for the Teaching of Human Values in Schools: Objectives, Curriculum and Methods / 89; Role of the Teacher in Value Development / 92; Development of Values and Role of the Home / 94; Difficulties and Problems in Promoting Value Education / 94; Constraints in Human Value Education / 94; Evaluation of Human Values / 97
7. Overview of Human Value Education
Need for Value Education / 101; Meaning of the Term Values / 101; Kinds of Values or Classification of Values / 101; Education and Need for Inculcation of Values / 101; Four Most Important Human Values to be Developed in Students: 4 D's / 102; Role of the Environment in Value Development / 102; Value Education: Contents and Methods of Imparting Value Education / 102
8.Documents on Human Values Education
Recommendations of the Religious Committee Appointed by the Central Advisory Board of Education (1946) / 104; Recommendations of the University Education Commission (1948-49) / 105; Recommendations of the Secondary Education Commission (1952-53) on Human Values Education / 107; Recommendations of the Committee on Religious and Moral Education (1959) / 108; Recommendations of the Education Commission (1964-66) / 111; National Policy on Education (1986 and as Amended in 1992) on Human Values Education / 113; Recommendations of the Eighty-First Report on Value-Based Education (1999) Department Related Parliamentary Standing Committee on Human Resource Development, Popularly Known as Chavan (S.B.) Committee / 113
Part Two: Education for Environment
9.Meaning of Environment and Environmental Concerns
Connectivity with the Environment Quotable Quotes / 115; Meaning of Environment / 116; Components of the Environment / 117; Chief Characteristics and Elements of Environment / 118; Impact of Environment in Its Totality: Natural Environment and Human Environment / 118; Human Interaction with Environment / 119; Significant Statements on Environment Conservation and Protection / 119; Environmental Disequilibrium (Imbalance) and Environmental concerns and Problems / 123; State of Environment in the World: A Comparative Study (Last Decade of the 20th Century) / 124; Teaching-Learning Strategy for Explaining the Human Interaction with Environment / 126; Brief History of Environment Planning (Preservation and Protection) in India / 127; Chipko Movement / 130; Firsts in Environment Issues in India (Acts and Policies) / 131; Environment Institutes and Their Locations in India / 131; Some Prominent Ecologists and Conservationalists / 131; Some Biosphere Reserves, National Parks and Wildlife Sanctuaries in the country / 132; Tentative Value of a Tree having a Long-life / 133; International Environmental Initiatives / 133
10. Meaning, Aims, Objectives, Scope and Principles of Environmental Education
Meaning and Definition of Environmental Education / 138; Characteristics of Environmental Education / 140; Aims of Environmental Education / 140; Tbilisi Conference (1977)-A Landmark in Environmental Conference / 141; Role of Environmental Education / 142; Objectives of Environmental Education / 142; Principles of Environmental Education / 142; Scope of Environmental Education / 146; Pattern of Environmental Education Curriculum / 148; Conceptual Model of Environmental Education Curriculum Based on the 'Goal Levels' / 150; Unified Approach to the Teaching of Environmental Education / 151; Teaching Methods / 153
11. Objectives and Curriculum of Environmental Education (EE) at the School Stage
Primary Stage (Classes I to V) / 156; Course Content, Teaching-Learning Material and Teaching-Learning Strategies / 158; Environmental Education in Classes VI to VIII / 159; Course content and objectives of Environment Education in Social Sciences (Classes IX, X) / 163; Course Content of Environmental Education at the Higher Secondary Stage (Classes XI and XII) / 164; Objectives of Environmental Education at various Levels of School Stage / 165; Instructional Objectives of Environmental Studies/Education at the Primary Stage / 166
12. Environmental Pollution: Types, Causes and Remedies
Meaning of Environmental Pollution and Pollutants / 170; Types of Pollution / 171; Natural and Artificial sources of pollution / 172; Causes of Pollution / 173; Air Pollution: Meaning, Causes, Sources, Effects, Prevention and Control / 174; Water pollution: Sources, Causes, Effects and Controls / 182; Land Pollution: Causes, Sources, Effects and Control / 187; Soil Erosion / 189; Noise pollution-Meaning, Causes, Sources, Effects and Control / 192; Radioactive Pollution: Meaning, Causes, Sources, Effects and Control / 195; Summary: Important Points / 198
13. Environmental Hazards: Global and Local Causes and Effects
Meaning of Global Environmental Hazards / 200; The Greenhouse Effect and Global Warming / 200; Global warming / 203; Relative Contribution of Different Greenhouse Gases to Global Warming / 207; Effects of Abundance of Greenhouse Gases / 207; Possible Effects of Global Warming / 208; Strategies to Reduce Global Warming / 210; Depletion of Ozone / 211; Stratosphere Ozone Depletion / 211; Cause of Ozone Depletion / 212; Protecting the Atmosphere / 214; Rising of Sea Level / 214; Acid Rain / 219; Polar Melting at Antarctica / 221; Report of the Working Group of the Intergovernmental Panel on Climatic Change (IPCC, 2001) / 221; International Initiatives for Mitigating Global Change / 222; Local Environmental Hazards / 222; Important Points / 222; Key Terms / 224
14. Role of School in Environmental Conservation and Sustainable Development
Supreme Court Directive on the Compulsory Teaching of Environment / 227; National Policy on Education-NPE (1986 and as amended in 1992) on Environment / 227; Inter-relationship of Population, Environment and Development / 227; Environment and Sustainable Development / 228; Conservation and Protection of Environment / 229; Practices that Help in Conservation and Protection of Environment / 229; Role of the School in Environmental Conservation and Development / 229
Part Three: Education for Human Rights
15. Human Rights: Concept, Universal Declaration of Human Rights
Essence of Human Rights / 234; Concept and Foundation of Human Rights / 235; Historical Background of Human Rights / 235; Immediate Circumstances Leading to the Declaration of Human Rights / 236; Extracts from Bill of Rights (1689), Declaration of Independence (1776) and Declaration of the Rights of Man and of the Citizen (1789) / 237; Drafting the Universal Declaration of Human Rights (December 10, 1948) / 240; Broad Classification of Human Rights / 246; Significance of Human Rights / 247; The Universal Declaration of Human Rights At a Glance / 248; Brief Analysis and Review of Declaration of Human Rights / 249; UN and Dissemination of the Knowledge of the Human Rights / 250; Promotion and Protection of Human Rights by UN / 251; UN Organisations for Promotion of Human Rights / 252; UN Covenants and Conference on Human Rights / 253; UN Conferences on Human Rights / 253; UN Contribution in Promoting Human Rights / 254; Human Rights for Different Sections / 255; Overview of the Impact of the Universal Declaration of Human Rights / 257; Strengthening the Human Rights Machinery: United Nations High Commissioner for Human Rights / 258; United Nations Landmarks in Human Rights: A Brief Chronology / 259
16.Educational Implications of Human Rights
Education in the Declaration of Human Rights / 263; Universalising Education / 263; Key Treaty Provisions on Free and Compulsory Education / 263; Length of Years of Free and Compulsory Education / 264; Parental Freedom of Choice of Educating Their Children / 265; 4A Structure or Scheme of Education / 267; Global Human Rights Standards on Language, Minority and Indigenous Rights / 268; Human Rights Requirements and Contents (Curriculum) of Education / 269
17.Human Rights and Indian Constitutional Provisions
Declaration Human Rights and Fundamental Rights / 271; Meaning of Fundamental Rights / 271; Significance and Need for Fundamental Rights as Included in Our Constitution (Part III Articles 14 to 32) / 271; Origin and Development of the Concept of Fundamental Rights / 273; Nature and Main Features of Fundamental Rights / 273; Classification of Fundamental Rights and Their Description / 273; Fundamental Rights with Provisions at a Glance / 282; Constitution of India and Human Rights / 283; Fundamental Rights in the Indian Constitution-Parallel to UN Declaration of Human Rights / 283
18. Human Rights Education at Secondary Level: Curriculum and Activities
Significance and Meaning of Promoting Human Rights Education / 284; Important Aspects of Human Rights Education / 285; Brief History of Human Rights Education / 285; The Three dimensions of Human Rights Education / 285; Aims and Objectives of Human Rights and Education / 288; Curriculum of Human Rights Education / 291; Main Entries on Curriculum in the 'Encyclopedia of Human Rights' (1989) / 293; Human Rights Education as the Core of the School Curriculum / 294; Textbooks on Human Rights Research / 295; General Methods and Activities of Teaching Human Rights / 295; Special Methods and Activities of Teaching Human Rights / 296; : Obstacles to Human Rights Education / 296; United Nations Decade for Human Rights Education (1995-2004) / 297; Suggestions for Strengthening Programmes for Human Rights Education / 298
19.Enforcement of Human Rights
Concern and Necessity for Enforcement of Human Rights / 303; Historical Background for Violation of Human Rights / 303; UN and Enforcing Human Rights / 303; The United Nations Human Rights Machinery / 305; Principal Human Rights Treaties and the Number of State Parties to Them / 306; Expansion of Human Rights Law / 306; Investigating Human Rights Abuses and Protecting Human Rights / 306; Preventing Abuses Human Rights Through Technical Assistance / 307; United Nations Human Rights Monitoring Mechanisms / 307; Conventions Relating to Racial Discrimination, Torture, Women and Children / 308; United Nations Agencies Having Special Implementation Procedures for the Protection of Human Rights within Their Own Fields of Competence / 309; International Human Rights Instruments / 310
20. Mechanism in Schools for the Protection of Human Rights: NGOs, Press and Media
The Best Interests of Each Child / 315; Legal Prohibition of Corporal Punishment in the World / 315; Protection of Rights of the Tribal Students / 316; Core Human Rights Obligations in Education: Mechanism of Protection of Human Rights / 316; Creation of Proper Environment in School for the Development of Knowledge, Attitudes and Skills About Human Rights / 317; National Human Rights Commission (NHRC) / 318; State Human Rights Commission / 319; Human Rights Courts / 320; NGO's and Human Rights / 320; Protection of Human Rights in India: The Protection of Human Rights Act, 1993 and as Amended in 2000 / 321; Role of Press and Media in Human Rights / 322
21. Quiz on Human Rights Education (With Answers)
Answers / 325
Review Questions: Essay Type, Short Answer Type and Objective Type Questions
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All the three themes of this book - the Values, the Environment and the Human Rights have acquired a special significance in the present trend of debasement of human values, degradation of environment and violation of human rights. In this context, this publication highlights the role of educational institutions to reverse this trend. It offers several workable suggestions. In the ultimate analysis, it is held that there is a paramount need for mass awaking and concerted action in this regard. The book draws its notion from the publications of UN and its various organisations and agencies also.
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J.C. Aggarwal, a former Deputy Director of Education & Executive Director of the Delhi Bureau of Textbooks, Delhi Administration. He taught in a Post-graduate Teacher Training College. He has written extensively on education and contemporary issues.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Political Science |
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HINDUTVA: A CHALLENGE TO MULTI-CULTURAL DEMOCRACY |
C.P. BHAMBHRI |
9788175411371 |
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2024 impression |
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pp viii+200
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0.00 |
995.00 |
Introduction, Congress at crossroads, A living constitution, The real face of third front warriors, Promotion of religiosity by a secular state, Power of middle class, Autonomy fever and the BJP, Kashmir on the Nagotiation agenda, US jaunt - reality and rhetoric, The congress under siege, Governance sans ideology? Congress and left must co-operate, Politics of economics, A riot of identities, US Presidential polls and India, South Asian state systems, Handle US with care, Bloated from gorging on power, Congress democracy? The politics of economics, Casting a shadow on development, The leader must lead-and cajole, Ideology and opportunism, Communalisation of the state apparatus, When government betrays trust, Socialism has met with an inglorious end, Crisis of coalitions, Cast aside, From TINA to Tiny: the congress journey, Where is the congress? Down in the dumps, The politics of resignations, Look back, Mr Bush, Is BJP really going the congress way? Why the bullet is ruling over the ballot, Foreign policy without a framework, the Opportunism of dalit "Elites", Time to back down, UP elections a repeat of 1996 farce and tragedy rolled in one, Growing expansionism in Asia, Needed a broad-based coalition, Tell it as it is? Priestly takeover of secular governance, Is Hindu goodwill it? Constitution says no, Verdict for a social bloc, Cleaning India's electoral stables, A socio-cultural study of Gujarat, Battle royale and the idea of India, Political stability has its price, India under sieze, What India needs is more democracy, A federal investigation, US Mediation is the message, One country two systems, Poll in the BJP's court, Verdict on Narayanan: defender of democracy, Uneasy federal relations, Putin visit: an assessment.
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This study examines the record of BJP -in - government and the main question is : How has BJP - in - government, whether at the centre or in some states, been able to reconcile its ideology of Hindutva with the fundamentals of multicultural democracy? The main conclusion of this study is that the BJP and the fraternity of Sangh Parivar has devoted all its efforts in creating an anti-minority political culture in the country. The BJP had defined itself as a " party with a difference" but in actual practice it has proved that its only difference from other plarties is that it is committed to polarize India into Hindu majority. This study provides a comprehensive view of the BJP and Sangh Parivar during 1999-2002.\n
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Professor C P Bhambhri currently ˜Distinguished Scholar" of Jawaharlal Nehru University, New Delhi, has been Professor and Dean of the School of Social Sciences. He also has been a Visiting Professor to Mc Gill University, Canada and Dar-Es-Salaam University, Tanania. He is a prolific writer who has published in internationall and national academic professional journals and has also intervend through news-papers Articles. Some of his widely acclaimed books are : The Indian State ; (Two Volumes): Foreign Policy of India : The Political Process in India and Elections 1991- An Analysis.\n
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Education,M.ed/B.ed./D.ed. |
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ICT USE IN INDIAN EDUCATION |
P. SATYANARAYANA, LAKSHMI MANTHA, C. SESHARATNAM |
9789388691390(HB) |
9789388691406(PB) |
2024 impression |
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176pp
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395.00 |
995.00 |
1. Technology and Education
2. Technology in Indian Education
3. Distance Education
4. Digital Education
5. Digital Initiatives in Higher Education
6. Computer Education
7. Online Education
8. Electronic Learning
9. Mobile Learning
10. Blended Learning
11. Open Educational Resources
12. Massive Open Online Courses (MOOCs)
13. Study Webs of Active-learning for Young Aspiring Minds (SWAYAM)
14. Interactive Multimedia
15. E-Books and E-Journals
Appendix: Apex Educational Bodies in India
References
Index
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Technology is omnipotent, omniscient and omnipresent. It is central to many sectors of society and its integration into education process has great promise for teaching and learning. Education process in a technology enhanced environment is stimulating and engaging. Various forms of technology mediated educational process in India are described here. Also included here some of IT and ICT initiatives taken by Indian Government. Though some ethical questions and issues are also arising yet one can expect efficiency and effectiveness in country's education system. India would be faster with the use of technology in educational edifice.\n
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Dr. P. Satyanarayana is a senior educational consultant.. He is associated with planning and founding Dr. B.R. Ambedkar Open University and Indira Gandhi National Open University. He has participated in many national and international seminars and conferences and contributed to several journals on different dimensions of social sciences. He has published a number of books on open distance education. Currently he is Overseas Educational Consultant to OKOS Communication Systems in the USA.\n
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Dr. Lakshmi Mantha teaches English at Osmania University College of Engineering. She is a certified NLP trainer and specialist in Business Communication through distance mode and communication consultant to several organisations, she has participated in national and international seminars, workshops and conferences; contributed to journals on different dimensions of Open Learning. She has published books on different aspects of open distance education.\n
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Dr. Mrs. C. Sesharatnam is a former Joint Director of Dr. B.R. Ambedkar Open University. She has worked in the areas of student support, staff development, women’s development, course development, etc. She has attended national and international seminars, discussions and conferences and regularly contributes to journals on social development. She has a number of books to her credit. She received Best Teacher Award in the year 2002 from A.P. Government.\n
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Political Science |
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LAND AND CASTE POLITICS IN BIHAR |
R.K. BARIK |
9788175413054(HB) |
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2024 impression |
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xiv + 234
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0.00 |
2250.00 |
Preface
List of Tables
Abbreviations
1.Economy and Society in Bihar
2.Peasant Movements in Bihar: 1930-1947
3.Zamindars in Bihar Politics
4.Tenancy Reforms Act: The First Congress Government: 1937-1939
5.Land Reform Act
6.Agarian Policy of the Congress After 1957
7.Caste Politics in Bihar The Rise of Dalits
Glossary
Index
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The book looks Bihar politics from a different angle. Land and caste are two critical elements in politics. The book keeps a historical narrative to explain the dynamics of politics in Bihar. By 1930s Bihar had seen a militant kisan politics, which impinged the Congress Party. With the support of the Kisan Sabha the Congress party comes to power but removed the Kisan Sabha from the party. This helped the landlords to be aggressive in politics.
The politics of Bihar took a distinctive style after Independence. The weak Congress could not pursue land reforms. Who are responsible for sabotaging such a major policy? This, the failure of land reforms, has vitiated Bihar politics. Both caste and class play a decisive role in the present day politics of Bihar. Is casteism an urban phenomenon in the state? Who are responsible to spread casteism? The book tries to explain the logic of caste politics in Bihar.
The book may be useful for policy makers, research scholars and students of political science and modern history.\n
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Dr. Radhakantab Barik did his M. A. and M. Phil from Jawaharlal Nehru University in political science. He did Ph. D. from Delhi University from Department of Political Science. He taught in Punjab University, Delhi University and was a fellow at Nehru Memorial Museum and Library, New Delhi. Presently he teaches at Indian Institute of Public Administration, New Delhi.
Dr. Barik has published a large number of articles on politics, history, culture in various academic journals. He is a regular writer in the national newspapers and has authored a book on Politics of the JP Movement, which got a critical acclaim in various journals.\n
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0.00 |
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Education,M.ed/B.ed./D.ed. |
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LEARNING AND TEACHING |
S.K. MANGAL, SHUBHRA MANGAL |
9789386262424(HB) |
9889386262431(PB) |
2024 impression |
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495.00 |
1600.00 |
Preface
1. Learning and Teaching — Nature and Relationship
Concept of Teaching
– Meaning and Definitions of the Term Teaching
– Nature and Characteristics of Teaching
– Relation of Teaching with other Similar or Related Concepts
– Analytical Concept of Teaching
– Variables of Teaching
– Functions of Teaching Variables
Concept of Learning
– Meaning and Definitions of the Term Learning
– Nature and Characteristics of Learning
Relationship between Teaching and Learning
2. Nature (Heredity) and Nurture (Environment)
What is Heredity or Nature?
The Twins and Heredity
What is Environment or Nurture?
Relative Role and Importance of Nature and Nurture in Development
3. Maturation: Concept and Educational Implications
Concept of Maturation
– Meaning of the Term Maturation
– Effect of Maturation on Growth and Development
Educational Implications of Maturation
4. Development: Concept, Influencing Factors and Relationship with Learning
Introduction
Human Development: Meaning and Concept
Factors Influencing Development
Relationship between Development and Learning
5. Dimensions of Individual Development
Introduction
Physical Development
Intellectual or Mental Development
Emotional Development
Social Development
Language Development
Moral or Character Development
Interrelationship among different dimensions of development
6. Theories of Development
Introduction
Piaget’s Theory of Cognitive Development
Erickson’s Theory of Psycho-Social Development
Kohlberg’s Theory of Moral Development
7. Developmental Tasks and their Implications
Meaning of the Term Developmental Tasks
Identifying and Naming of the Development Tasks
Sources Contributing towards the Upsurge of Developmental Tasks
Critical Ages and Developmental Tasks
Purposes and Goals of Developmental Tasks
Role of Cultural and Social Patterns in Developmental Tasks
Developmental Tasks of the Various Stages of Development
– Infancy (upto two years)
– Early Childhood (from 3 to 5 years)
– Later Childhood (from 6 to 12 years)
– Adolescence (from 13 to 18 years)
Implication of Developmental Tasks
8. Behaviourism Perspective
What is Behaviourism?
Historical Evolution and Development of Behaviourism
The Main Characteristics and Features of Behaviourism
Evaluation of the Behaviouristic Perspective
– Criticism
– Merits and Contribution of Behaviourism to Education
Behaviourism and Behaviouristic Learning
– Thorndike’s Trial and Error or S.R. Theory of Learning
– Watson’s and Pavlov’s Classical Conditioning
– Skinner’s Operant Conditioning
– Guthrie’s Contiguous Conditioning
9. Cognitivism Perspective and Learning
What is Cognitivism?
Historical Evolution and Development of Cognitivism
Main Characteristics and Features of Cognitivism
Cognitivism and Theories of Learning
– Gestalt Theory of Insightful Learning
– Information Processing View Point
10. Humanism Perspective and Learning
What is Humanism and Humanistic Perspective in Education?
Basic Characteristics and Features of Humanism and Humanistic Learning
Rogers’ Theory of Experiential Learning
Bandura’s Social Learning Theory
11. Constructivism Perspective and Constructivist Learning
Introduction
Historical Evolution of Constructivism and its Types
Jean Piaget’s Individual Constructivism
Vygotsky’s Social Constructivism
Learning in Constructivist perspective or Constructivist Learning
– Constructivist Learning Defined
Assumptions and Characteristics of Constructivist Learning
Educational Implications of the Theory of Constructivist Learning
12. Learning as Construction of Knowledge
Introduction
Learning as Construction of Knowledge vs. Learning as Transmission and Reception of Knowledge
Processes Facilitating ‘Construction of Knowledge’
– Experiential Learning and Reflection
– Social Mediation
– Cognitive Negotiability
– Situated Learning and Cognitive Apprenticeship
– Meta Cognition
13. Cognition and Learning
Meaning of Cognition
Role of Cognition Learning
Socio-cultural Factors Affecting Cognition and Learning
– Role of Home and Family
– Role of School
– Role of Society or Community
– Role of Mass Media
– Role of Different Cultures
– Role of Religion
14. Role of Teacher in a Teaching-learning Context
Introduction
Role of Teacher as Transmitter of Knowledge
Role of Teacher as a Model
Role of Teacher as Facilitator
Role of Teacher as Negotiator
Role of Teacher as a Co-learner
15. Intelligence: Concept, Theories and Measurement
Introduction
Concept of Intelligence
Theories of Intelligence
– Unitary Theory
– Anarchic Theory or Multi Factor Theory
– Spearman’s Two Factor Theory
– Thurstone’s Group Factor Theory
– Guilford’s Theory Involving a Model of Intellect
– Cattell and Horn’s Theory of Intelligence
– Sternberg’s Information Processing Theory of Intelligence
– Howard Gardner’s Theory of Multiple Intelligence
Measurement of Intelligence
– Individual Verbal Tests
– Individual Performance Tests
– The Group Vertical Intelligence Tests
– The Group Non-Verbal Intelligence Tests
– Individual v/s Group Tests
Can Intelligence be Measured like a Piece of Cloth?
Concept of Mental Age and Intelligence Quotient
Classification of I.Q.
The Constancy of I.Q.
Uses and Limitations of Intelligence Tests
16. Motivation
Motivation — Nature and Meaning
The Motivational Cycle
Types of Motivation
Need of Motivation for the Learners and Teachers
The Concept of Needs, Drives and Incentives
Strategies or Techniques for Motivating the Students
Teacher’s role in Motivating, Strengthening and Sustaining Motivation Learners
17. Personality — Meaning, Nature and Theories
The Meaning and Nature of Personality
Theories of Personality
– Type Approach
– Trait Approach
– Trait cum Type Approach
– Psycho-analytic Approach
– Humanistic Approach
– Learning Approach
18. Adjustment — Meaning, Nature and Methods
Meaning and Definitions of Adjustment
Nature of Adjustment—In the Context of Teaching and Learning
Adjustment as Achievement or Process
Areas or Spheres of Adjustment
– Personal Adjustment
– Social Adjustment
– Occupational Adjustment
Characteristics of a Well Adjusted Person
Methods of Adjustment
– Direct Methods
– Indirect Methods
References and Suggested Readings
Study Questions
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All our efforts in an educational system are focussed on carrying out the process of teaching and learning in a proper way for the needed development and progress of the learners. This book is intended to acquaint the teachers with the essentials of such learning and teaching. Beginning with throwing light on the concept of learning and teaching, it discusses all essentials about the development of the learners; approaches to learning including constructivism perspective; role of teacher in a teaching-learning context; and the intelligence, overall personality development and adjustment of the learners resulted through the process of teaching-learning. With the vast coverage of the subject, the book may prove useful to pre-service and in-service teachers and researchers in universities and teacher education institutes.\n
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Prof. S.K. Mangal (Ph.D. Education), former Principal, and Head of the Department of Postgraduate Studies, C.R. College of Education, Rohtak, Haryana, is a distinguished teacher, researcher and administrator who has devised several psychological tools including the Emotional Intelligence Inventory.\n
Professor Mangal is a prolific writer and has number of outstanding books in Education to his credit. His books are very popular among students and researchers. He has also published extensively in reputed journals.\n
Prof. Shubhra Mangal (Ph.D. Education) is the Principal, and Head of the Department of Postgraduate Studies, C.R.S. College of Education, Noida.\n
She has devised an Emotional Intelligence Inventory for the measurement of Emotional Intelligence of School Teachers. She has written a number of books in the field of Education, Psychology and Teacher Education. The areas of her research interest are Emotional Intelligence and Teacher Education.\n
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0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/Learning___Teaching___SHIPRA.jpg |
Education,M.ed/B.ed./D.ed. |
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PERSPECTIVES ON EDUCATION AND DEVELOPMENT: REVISITING EDUCATION COMMISSION AND AFTER |
VED PRAKASH, K BISWAL (ED.) |
9788175414198 (HB) |
9788175414204 (PB) |
2024 impression |
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xiv+721 pp, 2012 impression
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1500.00 |
4500.00 |
Preface
Introduction
Ved Prakash
Part I
Perspectives Goals and Values
1 Perspectives on Society Education and Values: The Education Commission and After
C Seshadri
2 Revisiting the Education Commission: Perspectives Goals and Values
M Anandakrishnan
3 The Education Commission's Perspectives on Society Education and Development
M S Yadav
4 Education Commission and After: A Segregated School System
Arjun Dev
Part II
Equality and Social Justice
5 Literacy and Elementary Education: Regional Imbalances and Social Inequities
R Govinda
6 Regional Imbalances in Educational Development
R P Singh
7 National Commitment to Education of the Dalits: A Critical Commentary on the Report of the Education Commission
Padma Velaskar
8 Inclusion in Indian Education Policies: Revisiting Equality in the Kothari Commission Report
Madan Mohan Jha
9 The Education Commission's Vision on Inclusive Education: Beginning of a Long Journey
Sudesh Mukhopadhyay
10 Gender and Inclusive Education at All Levels
Anita Ghai
Part III
Curriculum Pedagogy and Knowledge
11 Deciphering Policy Discourse on Place of Work in Curriculum
Anil Sadgopal
12 Teacher Education: How far have we Traversed the Path Envisioned by the Education Commission (1964-66)
M A Khader
13 Teacher Education: Vision of Kothari Commission and Its Realisation
Mohd Akhtar Siddiqui
14 Teacher Education in the Eyes of Education Commissions: Time We Made Incisive Decisions
A K Sharma
15 The Kothari Commission and Curricular Imperatives
Vijaya S Varma
Part IV
Planning and Governance
16 Rethinking Educational Governance for Social Transformation
Sharad Chandra Behar
17 Autonomy Privatization and Commercialization in Higher Education
Madhu Prasad
Part V
Resources and National Economy
18 The Kothari Commission and Financing of Education
Jandhyala B G Tilak
Part VI
Education Commission's Perception of Knowledge
19 Knowledge for National Development
Pushpa M Bhargava
Part VII
Contemporary Concerns and Future Challenges
20 Vision of Institutionalizing New Ideas of the Education Commission: Focus on Open and Distance Learning
Ram Takwale
21 The Vision of Institutionalizing New Ideas of the Education Commission: Focus on Open and Distance Learning
H P Dikshit
22 Adult Education
Hriday Kant Dewan
23 The Challenge before Indian Agricultural Universities: Impact and Relevance of Kothari Commission's Vision and Strategy
Dinesh Abrol and L Pulamte
Contributors
Index
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Education is a powerful instrument of social transformation and nation building. With this vision the Education Commission (1964-66) popularly known as Kothari Commission was constituted. The book attempts to reflect on the basic premises, relevance and impact of recommendations of the Kothari Commission on policy formulation broadly in seven thematic areas: perspectives, goals and values; equality and social justice; curriculum, pedagogy and knowledge; planning and governance; resources and national economy; research and development; and contemporary education development concerns. The book should be of considerable interest to all those who are interested in issues relating to development of education in India, policy planners, research scholars and students of education.
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Ved Prakash is the Vice-Chancellor of the National University of Educational Planning and Administration, New Delhi. A recipient of the US Fulbright Post-Doctoral Fellowship, Prof. Ved Prakash has held several eminent positions including the Secretary, University Grants Commission, Adviser (Education), Planning Commission, Government of India and Professor and Head, DEME, NCERT. He is known for his contributions in the areas of higher education, examination reforms and measurement and evaluation. He had been instrumental in designing multiple types of achievement and aptitude tests employed for the identification of talent at primary and secondary stages as also for conducting nation-wide learning achievement surveys. He has authored a number of books, papers and articles covering different aspects of school and higher education.
K. Biswal is Associate Professor at the National University of Educational Planning and Administration, New Delhi. His areas of specialization include economics of education, decentralized planning, school mapping and micro planning. He has authored a couple of books on labour market segmentation and women's labour market status and a number of research papers and articles covering various aspects of literacy, basic education and decentralization in education.
Contributors
A. K. Sharma, Anil Sadgopal, Anita Ghai, Arjun Dev, C. Seshadri, Dinesh Abrol, H. P. Dikshit, Hriday Kant, Jandhyala B G, L. Pulamte, M. A. Khader, M. Anandakrishnan, M. S. Yadav, Madan Mohan Jha, Madhu Prasad, Mohd. Akhtar Siddiqui, Pushpa M. Bhargava, Padma Velaskar, R. Govinda, R. P. Singh, Ram Takwale, Sharad Chandra Behar, Sudesh Mukhopadhyay Vijaya S. Varma.\n
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Education,M.ed/B.ed./D.ed. |
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SCHOOL MANAGEMENT |
S. GUPTA, J.C. AGGARWAL |
9789386262738 (HB) |
9789386262745 (PB) |
2024 impression |
|
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221+x,
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550.00 |
1500.00 |
Preface
Section I
School Management: Concept, Characteristics and Scope
Meaning of the Concept of School Management; Characteristics of School Management; Origin and Meaning of School Management; Objectives of School Management; Main Functions of School Management; Scope of School Management: 5 Ms; School Management Process; Influencing Efficient School Management; Flexibility and Not Rigidity in School Management: Management Good Servant but a Bad Master; Changing Concept of School Management: Factors Affecting School Management ; and Democratic School Management; Chief characteristics of a Well Manage School; Principles of Effective and Inspirational School Management; Administration, Management and Organisation
Management Approaches and Decision Making
Approaches to Management; Manpower Approach; Cost Benefit Approach or Rate of Return Approach;Social Demand Approach; Social Justice Approach; Decision Making; Significance of Decision-Making; Types of Decisions; Types of Administrative Behaviour Decisions; Decision-Making Process;Four-Stage Process of Decision-Making; Factors and Problems in Decision-Making; Competencies and Skills Needed in Decision-Making
Physical Infrastructure of the School
Effective Physical Infrastructure of the School; Meaning of Physical Infrastructure of the School; Availability, Adequacy and Utilisation of Infrastructure; Principles of Managing Physical Infrastructure; General Principles of Designing School Building; Scientific Planning of Schools; Selection of School Site or Place; Area Requirements: Space for the School; Types f Building Design of a School; Class room Equipment/Infrastructure; Management of Space; Problems of School Buildings and Recommendations of Commissions and Committees; School Building andPlaygrounds as per H.P. Education Code
School Library, Laboratories, Playground and Hostel
Importance of the School Library: Hub and Centre of Intellectual and Literary Life; Organisation of a Good Library: Role of the Librarian; Central or Class Library; Subject Libraries; Encouraging Students to Make the Best Use of School Library; School Laboratory; The Playground as the Uncovered School; School Hostel
Section II
School Head: Qualities and Duties
Supreme Position: As the Head, So is the School; Multiple Roles, Responsibilities and Relationships of the Head of the School; Important Management Roles; What is the Head Like?; Qualities of the Head as per Himachal Pradesh Education Code; Duties of the Head of School as Per Himachal Pradesh Education Code; Role of the Head in Planning, Monitoring, Supervision and Evaluation; Role of the Head in Monitoring; Role of the Head in Supervision; Role of the Head in Monitoring and Supervision; Role of the Head in Evaluation; Delegation of Authority and Accountability; Accountability in School Education: Importance, Need and Meaning; Meaning and Definition of Accountability; Dimensions of Accountability; Methods Used for Assessing Accountability; Issues Involved in Accountability; Broad Parameters Determining Accountability of an Institution; Tools and Techniques Used
The Teacher
Teaching as a Profession; Characteristics of the Teaching Profession; Professional Trait of a Teacher; Significant Trait Attached With Each Letter of the Word Teacher; Roles of the Teacher; Instructional Input; Teacher as a Manager and Facilitator of Instruction; Teacher as a Counsellor; Teacher as a Community Leader
Class room Management
Meaning and Concept of Class room Management; Significance of Class-room Management; Four-Fold Process of Class-room Management; Influencing Factors of Class-room Management; Techniques of Class-room Management; Teaching Skills; Class Discipline: Code of Behaviour; Effective Group Dynamics; Various Ways of Codifying Student’s Behaviour: Acceptable Students Behaviour
An Overview of Teachers Roles, Functions and Status: Views of Eminent Thinkers
Great Thinkers on the Significant role and status of the teacher; A Few Epithets about Teachers; Responsibilities of the Teachers as per H.P. Code (2001)
Section III
Educational Administration in the State of Himachal Pradesh
Introduction; Educational Administrative Structure of a State; Pyramid Structure of Educational Administration and Management; Broad Pattern of the Administration Setup of the State Department of Education; Acts and Codes Providing Legal Foundation to the Organisation, Administration and Management of Education in Himachal Pradesh; Number of Educational Institutes in the State of Himachal Pradesh (2003-2004); Expansion of School Education (Schools) in Himachal Pradesh (1993 and 2002); Structure of Education in Himachal Pradesh; Organisational Set-up of Education Department of Himachal Pradesh; Himachal Pradesh Education Code; Himachal Pradesh State Board of School Education; Functions of the Himachal Pradesh Board of Education; Recommendations for Strengthening the Functioning of the Board
Co-Curricular Activities
Concept of Co-curricular Activities; Principles of Organising Co-curricular Activities; Role of a Teacher in Co-curricular Activities; Description of Various Co-curricular Activities; Student Participation and Student Self-Government
Section IV
School Time Table
Concept of School Time-Table; Types or Forms of a School Time-table; Principle of School Time-table Construction; Problems in the Construction of the Time-table; Tyranny of the School Time-table and Modern Protests: Flexibility of Time-table; Role of the Teacher and the Time-table; Time-table and Allied Matters as Specified in the Himachal Education Code
School Records and Registers
Indispensability of School Records; Need of School Records; Need of School Records for the School, Class-room Teachers and Pupils; Maintenance and Essential Requisites of School Records; Mode of Keeping Records; Broad Classification or Type of School Records; Description of Some Important School Registers and Records; Cumulative Records; Contents of the Cumulative Record Card; Characteristics of a Cumulative Record; Admission and Withdrawal Register; Stock of Non-consumable Articles; Accounts and Financial Records; Miscellaneous Records; Records and Registers as Prescribed by the Himachal Education Code; Specimen of School Records
Supervision and Inspection
Nomenclature of the word Supervisor, Education Officer, Inspector, Adviser and Consultant; Concept of Supervision; Characteristics of Supervision; Types of Supervision and Inspection; Epithets Given to School Inspection; Scope of Supervision: Contents of Supervision and Inspection; Scope of Supervisory Activities; Changing Concepts of Supervision and Inspection; Aims and Objectives of Supervision; Defects in the Present System of Supervision and Inspection; An Interesting Account of an Inspectors Traditional Visit: Shortcomings in the Inspection; Supervisory or Inspection Staff; Inspection Report: Norms of Inspection; Supervision Report; Steps in Supervision; Inspection of Middle Schools, by Heads of Complex Schools; Guidelines for Supervisors; Purposes of Observation or Class-room Visitation; Principles and Procedures of Observation; Supervisory Procedures and Guidance: Role of the Supervisor; Check List for Evaluation and Supervision of Instruction
Revamping Supervision and Inspection
Defects in the Present Supervision and Inspection; Suggestions for Improving Supervisory Practices; Concluding Remarks; Human Relations and Principles of Supervision and Inspection; Principles of Good Inspection/Supervision; Qualities of a Supervisor/Inspector
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The book covers a wide range of issues and themes relating to the management and supervision of educational institutions. It highlights the significance of the observations made by the Kothari Commission that 'The destiny of India is now being shaped in her classrooms'. Accordingly it analyses the role of the Heads Teachers Administrators and Supervisors in training the students in the 'Art of Living' harmoniously and developing ideals and values needed in 'an enlightened citizen' of a democratic and secular State. The book may be useful for pre and in service teachers.\n
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S Gupta is Post Graduate from Delhi University Delhi and has been associated with teaching for the last twenty years. She has widely travelled and participated in several school programmes. She has authored a book entitled Education in Emerging India and co-authored two books with Sh. J C Aggarwal.
J.C. Aggarwal is a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks Delhi Administration Delhi. He worked at the grassroots level as a Post-graduate teacher principal plan evaluation officer and educational supervisor and administrator. He also taught in a Post-graduate Teacher Training College. He is widely travelled and has written extensively on education and contemporary issues.\n
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Political Science,Human Rights |
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TERROR IN PUNJAB: NARRATIVES, KNOWLEDGE AND TRUTH |
RAM NARAYAN KUMAR |
9789388691536 |
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2024 impression |
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First Published in 2008, pp 377+vi
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0.00 |
2500.00 |
Introduction
Return of "Near Normalcy"
Truth Claims and the Politics of Justice
Social Moorings of Knowledge / 21, Human Rights Interventions and Apologies / 23, An Assassination and the Demonization of the Community / 25, Framing of the Suppression / 26, Media and Conflict: Standards of Evaluation / 31, The International Print Media in Punjab: An Evaluation / 33, Elections to the Village Councils: The Fate of a Candidate / 35, Anti-insurgency Legislation / 38, Enforced disappearance of Mr. Bhatti: A Human Rights Lawyer / 41, Impunity under the National Human Rights Commission / 49, The Life and the Death of a Sikh Priest /58
The Becoming of a Nightmare-1984
The Democratic Interlude and a Debate on Decentraliza-tion / 86, Alchemists of the Turmoil-their Politics and the Patrons / 87, The Clash in Amritsar / 92, The Rise of Bhindranwale / 96, Humiliation of the Akalis / 99, The Agitation and the
Negotiations / 106, The Confrontation / 113, The Operation Blue Star and the 1919 massacre at Amritsar-A comparison / 123, The Operation Woodrose and the carnage in Delhi / 126
The Operation Blue Star and the Peace Process:
Spin Doctoring the International Media
The Coverage Before the Operation Blue Star / 142, Approving the Military Action / 159, Labeling and Its Effects / 164, Sikhism as a Hindu Sect: Associations of Meaning / 170, The Coverage Between the July 1985 Accord and its Rescinding in January 1986 / 179
Black Thunder over the Golden Temple
New Appointments in Punjab / 211, The declaration of Khalistan and the Operation Black Thunder I / 212, Delegitimizing Moderation / 214, Dealings with the Militants / 216, Lost Opportunities of Peace / 219, The Rode Initiative and the Dismissal of the Akali Government / 222, India's own 'Dirty War' / 225, The Rode Initiative at Work / 230, Operation Black Thunder II / 236
Deadends of Democracy:
Khalistan, Terrorism and the Poll Boycott
The Second Panthik Committee / 259, Simaranjit Singh Mann and The Case of Conspiracy / 263, The Elections in 1989 / 266, Failures of the National Front Government / 268, Confessions of an Undercover Agent / 280, Chandra Shekhar's Initiatives and the Aborted Elections / 284, The Poll Boycott in 1992 - the Deadend / 296, Restoration of Normalcy / 299
What is Sikh Dissent?
The Akali Demands / 316, The Territorial Claims / 318, River Waters - the Elemental Issue / 329, The Center-States Relations / 343, Anxieties of Identity and the Akali Religious Demands / 349, The Sikh Origins / 350, Hum Hindu Nahin / 356, The Sikh identity and its Opposition / 362
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This book takes the reader on a voyage into that terrain of recent history of conflict in Punjab which remains cordoned off by the barriers of knowledge raised by the mainstream media and the established scholarship on the subject. It shows how the terror was spawned, sustained and then suppressed behind those barriers. Probing the connections between mass atrocities and the miasma of hegemonic narratives, the book demonstrates that a socially deliberative space of plural understanding of political conflicts is the first prerequisite for the rectification of all abuses of power. Coming from a witness and the biographer of Punjab's recent history who remains dedicated to people's rights to truth, justice and reparation, the book deserves the attention not only of the students of political conflict and the media but also the community of human rights activists, academics and others who grapple with the issues of historical accountability worldwide.\n
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Ram Narayan Kumar, author of several books on Punjab including much celebrated Reduced to Ashes: the Insurgency and Human Rights in Punjab, is currently based in Kathmandu, Nepal. Kumar directs a research project Understanding Impunity: Failures and Possibilities of Rights to Truth, Justice and Reparation, housed by South Asia Forum for Human Rights.\n
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Education,M.ed/B.ed./D.ed. |
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YOGA EDUCATION: A TEXTBOOK |
KAMAKHYA KUMAR |
9788175416222(HB) |
9788175416239(PB) |
2024 impression |
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xii+176pp, First Published in 2012
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495.00 |
995.00 |
Preface vii
List of Figures xi
Introduction
I. Introduction to Tradition of Yoga
Yoga: Its Meaning and Importance
History of Yoga
Schools of Yoga
Bhakti Yoga
Karma Yoga
II. Introduction to Hath Yoga
III. Introduction to Patanjal Yoga
Concept of Chitta and its Modifications: Chitta Vritti
Introduction to Patanjal Yoga
Astanga Yoga
IV. Introduction to Human Body and Mind
Skeletal System
Muscular System
Digestive System
Respiratory System
Circulatory System
Skin
Nervous System
Excretory (Urinary) System
Reproductive System
Endocrine System
Effect of Yogic Practices on Human Body
Human Mind and Role of Yoga in Mental Health
V. Yoga and Health Care
Concept of Health and Disease in Yoga
Yogic Practices for Common Man
Yogic Management of Common Disorders
VI. Role of Yoga for Healthy Lifestyle
Healthy Life Style and its Importance in Healthy living
Yoga and Healthy Lifestyle
VII. Yoga and Education
Role of Yoga in Education
Role of Yoga towards Personality Development
VIII. Methods of Teaching Yoga
Teaching Methodology in Yoga
Evaluation in Yoga Teaching
IX. Yoga Practices
Common Instructions for the Practice
Preparatory Practices
Surya Namaskar
Meditative, Cultural and Relaxation ?sana
Pranayama Practice
Satkarma Practice
Practice Leading to Meditation
Special Relaxation Technique: Yoga Nidr?
Index
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The book delineates every aspects of Yoga. It not only provides the systematic history of succession of Yogic knowledge, starting from the beginning, but it also spreads light on the various aspects of Yoga. It contains knowledge of practical and insightful yogic instructions for success in physical and spiritual life and a guideline with special focus on Teaching-learning methodology of Yoga.
Through this book the author has made an effort to present the practical aspects of Yoga in a very simple, lucid and concise manner for the aspirants, students as well as teachers of Yoga and also for those who want to make the best use of Yoga in their day to day life. Hope, the readers shall make the best use of the book.\n
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Dr. Kamakhya Kumar is Post-graduate in Applied Yogic Science and got doctorate in the same area. He has been teaching in Department of Human Consciousness & Yogic Science of the Dev Sanskriti Vishwavidyalya, Haridwar for the last more than nine years.
Dr. Kumar is an established investigator and known author in the area of Yogic Science. He has to his credit forty published papers and many books including Super Science of Yoga, Yoga Therapy, Manav Chetna evam Yoga Vigyan, Yoga Mahavigyan and Yoga Chikitsa Sandarshika. A series of talk have been given by him on AIR.
He has a keen interest in the areas of research particularly in the multi-directional aspects and psycho-spiritual facts of Yoga. Now-a-days, he also guides PhD and short researches in several universities.\n
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General |
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AMAZING WORLD OF HIMALAYAS AND ANTARCTICA: Coffee Table Book |
RASHMI AGRAWAL |
9789391978686 |
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2024 |
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pp 89
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0.00 |
2500.00 |
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"Great things are done when men and mountains meet" - William Blake
After publishing a number of books relating to social sciences, I thought to take a break and decided to try my hand on some of my hobbies, one being travelling and photography This book is about this break! The book shares the beauty of Himalayas as well as Antarctica, where I had the pleasure of traveling recently.\n
Photographs here are from Sarhan, Chitkool, Lahual Spiti, Pin Valley, Chandratal, Kelong etc. in Himachal and Kausani, Munsiary, Ranikhet etc from Uttarakhand. In Antarctica, the Photographs are from Ushuala (Argentina). Cruise Zodiac outings and landings on snow.\n
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Rashmi Agrawal PhD an avid traveller is fond of savouring the abundant beauty of nature. Her service with Government of India and her consultative work post retirement took her far and wide. She is keen to capture in camera all that is magnificent to look at within and outside the country and preserve it. She rarely missed a chance to look at what the nature offered to reminisce later. Age does not diminish her urge to travel. The memories of most recent trips to the heights of Himalayas and the charms of Antarctica have been shared in this book.\n
Kamal Sharma has passion for Adventure Expeditions. With almost 30 years of professional experience, he is an expert in skiing, mountaineering, Royal Enfield bike tours, thrilling jeep safaris and high-altitude trekking. Kamal has successfully scaled numerous mountains in the Western Himalayas as well as the challenging peaks of the Zanskar and Kumaon regions. He also completed the iconic Everest Base Camp trek. Kamal offers a comprehensive adventure experience that spans across Ladakh Spiti, Rajasthan South India. Nepal, and beyond. You may like to embark on a journey of a lifetime with Kamal.\n
Rachna a nutritionist by education is a devoted home-maker. Her liveliness is reflected in every corner of her house as she has kept some of her hobbies alive like travelling, painting, gardening etc. She is passionate about painting. She tries to express her travel experience through brush on canvass. She has no professional training but developed her talent by self-learning and imagination.\n
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Education,M.ed/B.ed./D.ed. |
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ANGER MANAGMENT SKILLS: LIVE WITHOUT ANGER |
PS BAWA |
9789391978693(HB) |
9789391978495(PB) |
2024 |
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pp 240
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450.00 |
995.00 |
LifeShastra & 3P Concept
Preface
1) Defining and Understanding Anger
What is Anger?
How it affects your body?
Physiology of Anger
2) Hinduism on Anger
Introduction
Teachings of Bhagavad Gita on Anger
Essence from Doctrines of Bhagavad Gita
Yoga Sutras: Commentary by Swami Vivekananda
Forms of Yoga: Karma, Bhakti, Raja, Jnana
Road to Success
Swami Sivananda’s Commentary on Anger
Is there Righteous Anger?
Meditation and Power of Gayatri Mantra
3) Buddhism on Anger
Buddha Bhashita Discourses
Nawagata and Ways to Control Anger
Leading Bodhisattva’s Way of Life: Shantideva
Challenge of Patience
Quotes from the Dhammapada
Teachings of the MettaSutta
4) Sikhism on Anger
Teachings of the Gurus
Dangers of being Self-Centered
5) Jainism on Anger
Concept of Kashaya
Doctrine of Karma
6) Islam on Anger
Sermons from the Holy Quran and Hadith
Teachings on Anger Management
7) Christianity on Anger
Introduction
Dealing with Uncontrolled Temper
New Testament on Anger
Practical Steps to Conquer Anger
8) Food and Yoga Asanas
Food for Thought
Yoga Asanas
9) Power of Music
Stages of Sound
Influence of Music over Mind and Body
Psychology behind Kirtan Bhakti
10) Greco-Roman Philosophies on Anger
Plato
Aristotle
Marcus Aurelius, Epictetus and Seneca
11) Chinese and Japanese Philosophies
Confucius
Lao Tzu
Musashi Miyamoto
12) Practical Wisdom on Anger
Chanakya (Arth Shastra)
Hitopdesha by Pandit Narayana
Thirukkural
Sun Tzu
13) Principles and Practices of Psychology on Anger
Social Concept of Masculinity
Why do Men Get Angry?
Women’s Anger and Aggression?
Why do Women Get Angry?
Angry Youth
When Do You Require Anger Management Treatment?
Basic Principles of Psychological Therapy
Do Anger Management Therapies Work?
Self Help Package to Handle Anger
14) Modern Science behind Aggression and Violence
Understanding Aggression
Genetics and Aggression: Is It Inheritable?
Development and Anger
Domestic / Intimate Partner Violence
Life Courses or Trajectory of Aggression
Aggression in Childhood: Causes
Aggression in Adults: Causes
Treatment of Aggression
Self Help Package to Handle Aggression
15) Seeking Professional Help
Medical Health Professional / Psychiatry
Clinical Psychologist
Preparing for Your Doctor’s Appointment
Basic Questions to Ask Your Doctor
16) Conclusion
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Anger, nowadays, seems to be everywhere. It is deadly because it spares no one — no age or no socio-cultural group. It is a global phenomenon and getting further worse. Since it is inside of one-self, first it burns us, then our loved ones and finally the society. In return, one only gets mental agony and physical illnesses, especially young adults who find themselves in a stressful situation as they approach higher classes/studies. Pressure from peers and family members leads to frustration which further translates into anger.\n
This book attempts to explain – What is anger? How does it arise? And finally, how can one manage it? The book may help in learning skills derived from scriptures, philosophers, scholars and advances in modern day science to facilitate in leading a peaceful, productive and quality life.\n
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Dr. PS Bawa is one of the Seniormost Neurosurgeons in Delhi. He did his MBBS in 1984, MS (Surgery) in 1988 and M.Ch (Neurosurgery) in 1994 — from Maulana Azad Medical College, University of Delhi. He later went to UK and did further specialisation in Spine and Rehabilitation. After returning to India, he took the reins of a struggling hospital as its Medical Advisor and Strategic Planner and converted it into a leading Super Specialty hospital. Seeing the Anger and Grief amongst the society, he used his Neuro Psychiatry and Behavioural Neuroscience skills to help people with a variety of behaviour problems. For his contributions to society, he was awarded the prestigious ‘Delhi Ratna’ by All India Association of Intellectuals. He can be contacted on drpsbawa@gmail.com.\n
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Education,M.ed/B.ed./D.ed. |
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BASIC CONCEPTS AND IDEAS IN EDUCATION |
RAINU GUPTA, REENA SAROHA |
9789391978365(HB) |
9789391978372(PB) |
2024 |
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pp viii+308
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395.00 |
1600.00 |
Preface
1. Meaning and Processes of Education/ 1
Meaning of Education/1; Etymological Meaning of Education/2; Indian Concept of Education/3; Western Concept of Education/4; Narrow Concept of Education/8; Data of Education/10; Process of Education/11; Interdisciplinary Nature of Education/14
2. Purposes and Aims of Education /19
Purposes of Education/20; Need for Aims of Education/23; Different Types of Aim/24; Aims of Education in a Democratic Setup/26; Aims of Education in Ancient India/27; Aims of Education in Medieval India/27; Aims of Education during British Rule/28; Aims of Education in India after Independence/28; International Commission on Education for the Twenty-first Century Learning: The Treasure Within (1996)/43; Aims of Education as per National Education Policy (NEP) 2020/44
3. Analysis of Concepts of Education/ 49
Teaching/49; Definition/49; Analysis of Teaching/50; Characteristics of Teaching/52; Difference between Education and Teaching/53; Training/54; Analysis of Training/55; Difference between Education and Training/56; Indoctrination/57; Analysis of Indoctrination/57; Learning/59; Analysis of Learning/60; Characteristics of Learning/61; Schooling/64; Analysis of Schooling/65
4. Epistemological Basis of Education/ 67
Knowledge/67; Meaning of Knowledge/68; Forms of Knowledge/69; Characteristics of Knowledge/70; Types of Knowledge/71; Other Types of Knowledge/72; Belief/73; Inquiry/75; Reasons/76
5. Types of Education/ 78
Formal Education/80; Informal Education/82; Non-formal Education/84; Difference between Formal, Informal and Non-formal Education/88; Importance of Different forms of Education/91
6. Ethics, Values and Ideals/ 92
Ethics/92; Ethics in Indian Tradition/94; Characteristics/94; Nature of Ethics/95; Types/Theories of Ethics/96; Importance of Ethics/99; Values/101; Definition/102; Determination of Values/103; Kinds of Values/103; Need and Importance/105; How to Develop Values?/106; Ideals/111; How to Develop Ideals/113; Characteristics of an Ideal Student/115; Characteristics of an Ideal Teacher/116; Difference between Ethics, Values and Ideals/118
7. Education and Socialization/ 120
Meaning of Socialization/120; Characteristics or Features of Socialization/121; Types of Socialization/123; Role of Education for Socialization/125; Aims of Education/126; Socialization and Curriculum/127; Socialization and Methods of Teaching/128; Socialization and Teacher/128
8. Agencies of Socialization/ 130
The Home/Family/131; Peer Group/136; School/140; Media/146; Community/150
9. Culture and Education/ 156
Meaning of Culture/156; Characteristics of Culture/158; Relationship between Culture and Education/160; Culture and Different Aspects of Education/161; Co-curricular Activities/163; Functions of Education towards Culture/163; Culture and Ideology/167; Difference between Ideology and Culture/169
10. Constitutional Values/ 171
Preamble/171; Equality/172; Freedom/174; Justice/176; Secularism/177; Human Rights/182
11. Ancient Indian Goals: Purusharthas/ 190
Artha/192; Kama/193; Dharma/194; Moksha/195
12. Fundamental Bases for Formulating Aims of Education 197
Bases for Formulating Aims of Education/198; Philosophical Bases/199; Psychological Bases/200; Sociological Bases/202; Ethical Bases/206; Political Bases/207; Economical Bases/209
13. Jiddu Krishnamurti (1895-1986) /212
Philosophical Thinking of J. Krishnamurti/214; Krishnamurti’s Educational Philosophy/218; Educational Implications/231
14. John Dewey (1859-1952)/ 234
Life History/234; Dewey’s Writings/234; Dewey’s Philosophical Thoughts/235; Dewey’s Philosophy of Education/237; Influence of Dewey on Contemporary Education/253
15. Mahatma Gandhi (1869-1948) /256
Philosophy of Life/256; Gandhi Ji as Naturalist, Idealist and Pragmatist/257; Basic Principles/257; Meaning of Education/258; Aims and Ideals of Education/259; Contribution to the Theory and Practice of Contemporary Education/263
16. Jean Jacques Rousseau (1712-1778)/ 266
Brief Life Sketch/266; Rousseau’s Philosophy/268; Educational Philosophy of Rousseau/269; Influence of Rousseau in Contemporary Education/280; Limitations of Rousseau’s Educational Thoughts/282
17. Paulo Freire (1921-1977)/ 284
Biography and Life Sketch/284; Philosophy of Education/286; Contribution of Freire in Educational Practices/304
Bibliography/ 307
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The book looks beyond the traditional concept of education to be able to grasp not only the drastic changes in the concepts of education but also the reasons behind it. It is a comprehensive book designed to understand the crucial concepts like the nature and goals of education, the processes of education, different forms of knowledge and the process of knowing, organisation of knowledge in school curriculum, autonomy of the teachers and the learners, and the role of education in inculcating values among children. It demonstrates the concepts with examples to make it interesting and more understandable. The illustrations given are meaningful and relevant. It provides the student-teachers with considerable scope for engaging in the processes of inquiry, critical analysis and intellectual discourse. It delves deeper into the latest trends on the basis of National Education Policy 2020 and issues at stake.\n
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Dr Rainu Gupta having been in teaching profession for more than three decades as well as in administrative profession for nearly a decade, has written several books on education and guided Ph.D. scholars. Her original contribution includes development of rating scale for students’ evaluation of teaching effectiveness. Her experience reflects in her well accepted books by learners and teacher educators.\n
Prof. Rainu Gupta has been associated with Hindu College of Education, Sonipat, as Principal and Sharda University as Dean. Currently she is Professor and Dean at Sanskriti University, Mathura. She is actively dedicated to the improvement of teacher education.\n
Dr. Reena Saroha is a teacher educator at Hindu College of Education, Sonepat, Haryana. She has published more than 20 research papers in journals of repute. She has contributed papers in many national and international seminars and conferences. She is a young researcher and guiding M. Ed. scholars. Main area of her interest and specialisation are Educational Philosophy, Educational Sociology, Teacher Education, and Inclusive Education.\n
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Education,M.ed/B.ed./D.ed. |
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EVALUATING SCIENCE TEXTBOOKS AT SECONDARY LEVEL: A STUDY IN ODISHA |
RASHMIREKHA DAS |
9789391978921(HB) |
978939198570(PB) |
2024 |
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pp 140
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300.00 |
995.00 |
Acknowledgments/ 5
Abbreviations/ 9
Science Education and Textbooks at Secondary Level – An Introduction:
National Education Policy and Curriculum Framework/ 11
Introduction / 11; School Education as per National Education Policy 2020 / 12; Importance of Science Education in School Curriculum / 13; Aims and Objectives of Teaching Science at Secondary Level / 15; National Curriculum Framework 2005 and Science Education / 17; National Curriculum Framework 2023 and Science Education / 20; Curricular Goals, Competencies and Illustrative Learning Outcomes at Secondary Stage / 23; Science Education and Science Textbook at Secondary Level as per NEP 2020 / 26; Importance of Textbooks in Science Education as per NEP 2020 / 28; Criteria of Quality Biological Science Textbook / 30; Evaluating Science Textbooks – Theoretical Framework / 30; Role of Teachers in Textbook Evaluation / 34; Need and Significance / 38; Research Questions / 41; Objectives / 42; Hypothesis of the Study / 43; Operational Definition of the Term Used / 43; Scope and Delimitation of the Study / 43
II. Studies on Science Textbooks/ 44
Introduction / 44; Review of Related Studies on Textbook Analysis / 45; Research on Teachers’ Perceptions towards the Textbooks / 67; Discussion of Literature Review related Science Textbook / 69; Research Gap / 72
III. Research Design and Methodology of Study/ 73
Introduction / 73; Method of Study / 73; Population / 74; Sample and Sampling Technique / 76; Tools Used / 78; Procedure for Data Collection / 80; Analysis of Data / 81; Conclusion / 81
IV. ‘Jiba Bigyan’ Biological Science Textbook of Class IX: Analysis and Interpretation/ 82
The Context: Biological Science Textbook of Class IX – An Introduction / 82; Opinion of Biological Science Teachers on Content of Textbook / 90; Opinion of Teachers on Different aspects of Biological Science Textbook of Class IX / 92; Overall Assessment of Biological Science Textbook of Class IX / 109; Evaluation of Biological Science Textbook of Class IX on the Basis of Responses of Experts / 112; Strength and Weaknesses of Biological Science Textbook / 116; Measures for the Improvement of Class IX Biological Science Textbook / 119; Discussions / 121
V. Improving Science TextbooksSuggestions and Educational Implications/ 125
Major Findings / 125; Suggestions for Improvement / 127; Educational Implications / 128; Suggestions for Further Study / 130; Conclusion / 130
Bibilography/ 132
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This book is focusing on evaluating the science textbook at secondary level and sets out a range of academic perspectives on how that analysis should be done. It focuses on different aspects of science textbook appraisal with coverage of everything from theoretical and philosophical underpinnings, methodological issues, and conceptual frameworks for critical analysis, to practical techniques for evaluation from the point of view of the teachers to find out how suitable and relevant a textbook is to the structure of the curriculum as per National Education Policy 2020. This book answers these questions: What is the evaluation of science textbook at secondary stage from the standpoint of science teachers in the aspects – general appearance, the book’s introduction, contents of the book, aids and activities, the contribution of the book to the development of students’ attitudes toward science, evaluation methods contained, the appropriateness of the number of weekly classes, the availability of laboratories and the necessary materials to carry out activities, and finally the language of the book.\n
The book may be found useful by the scholars, researchers and stakeholders in the subject.\n
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Dr. Rashmirekha Das having M.Sc. and M.Phil. in Geology from Utkal University, M.Ed. Ph.D. in Education from Sambalpur University has been teaching Science. She is also a post-doctoral fellow of Greens Boro University, North Carolina, USA. Dr. Das has published many research papers in international and national level scoops indexed journals and attended several seminars, webinars and conferences. Presently, she is associated with Raisar Kharisan Government High School, Raisar, Odisha.\n
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Education,M.ed/B.ed./D.ed. |
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RESEARCH AND PUBLICATION ETHICS: PRINCIPLES & PRACTICES |
NOUSHAD HUSAIN |
9789391978662(HB) |
9789391978501(PB) |
2024 |
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pp xii+347
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595.00 |
2400.00 |
Preface/ vii
List of Figures/xii
1. Introduction to Philosophy/ 1
Meaning of Philosophy / 1; Concept of Philosophy / 2; Definitions of; Philosophy / 3; Nature of Philosophy / 5; Scope of Philosophy / 6; Branches of Philosophy / 7; Why Study Philosophy / 18
2. Introduction to Research/ 20
What is Research? / 20; Definitions of Research / 20; Why to Do; Research? / 21; Process of Scientific Research / 22; Scientific Method / 22; Types of Knowledge Contributed by Research / 23; Purpose of; Research / 24; Significance of Research / 24; Characteristics of; Research / 25; Features/ Criteria of Good Scientific Research / 25; Aims and Objectives of Research / 26; Classification of Research / 28
3. Introduction to Research Philosophy/ 35
Research Philosophy / 35; Definitions of Research Philosophy / 36; Need and Significance of Research Philosophy to Researchers / 36; Assumptions of Research Philosophy/ Branches of Research Philosophy/Ways of Thinking about Research Philosophy/ Philosophical Realms / 36; Research Paradigm / 39; General Characteristics of a Value-based Research: Axiological Approach / 45
4. Introduction to Ethics/ 48
Meaning of Ethics / 48; Definitions of Ethics / 49; Why is Ethics Important? / 49; Difference between Ethics and Values / 50; Difference between Morals and Ethics / 50; Difference between Law and Ethics / 51; Types of Ethics / 52; Making Ethical Decisions: Core Ethical Values / 53; Scope of Ethics / 54; Branches of Ethics / 54; Moral Philosophy / 57; Branches of Moral Philosophy / 59; Moral Reasoning / 61; Skills for Moral Expertise / 62; Moral Consciousness / 62; Moral Judgment / 63; Moral Development / 68; Moral Development Theories / 68
5. Research Ethics/ 77
Meaning of Research Ethics / 77; Need of Research Ethics / 78; Why do Research Ethically / 78; Importance of Research Ethics / 78; Importance of Ethical Codes and Considerations in Research / 79; Principles of Research Ethics / 80; Ethical Conduct of Research / 82; Ethical Codes for Conduct of Researchers / 83; Codes and Policies for Research Ethics / 83; Moral Principles and Professional Standards in Research / 86; Meaning of Research Integrity / 86; Definitions of Research Integrity / 87; Fundamental Principles of Research Integrity / 88; Code for the Responsible Conduct of Research / 88; Integrity in Research / 89; Intellectual Honesty / 90; Importance of Intellectual Honesty / 91; Philosophical Basis of Intellectual Honesty / 92; Intellectual Honesty in Proposing, Performing, and Reporting Research / 94; Unethical Publication / 94; Selective Reporting or Reporting Biases / 98; Taxonomy of Putative Determinants of Selective Reporting / 102; Misrepresentation of Data / 104; Mis-representation and Distortion of Research / 104
6. Publication Ethics/ 108
Meaning of Publication Ethics / 108; Importance of Scientific Publication / 109; Characteristics of Responsible Research Publication / 109; Role and Responsibilities of Authors / 114; Role and Responsibilities of Editor / 122; Role and Responsibilities of Reviewers / 136; Publication Ethics-related Organizations and their Role in Providing Best Practices/Standard Setting for Scholarly Publication / 139; Conflicts of Interest (CoI) and Conflicts of Commitment (CoC) / 155; Conflicts of Commitment / 158; Handling Complaints and Appeals / 158; How to Handle Complaints / 160; Appeals / 163; How to Handle Author Misconduct / 163; How to Handle Reviewer Misconduct / 164
7. Citation Indexing and Databases/ 166
What is Indexing? / 166; Meaning of Citation Indexing / 166; History of Citation Indexing / 167; Principles of Citation Indexing / 167; Definitions of Citation Index / 167; Meaning of Citation Indexes / 168; Terminology Used in Citation Index / 168; Mechanism of Citation Index / 169; Why is Citation Indexing Essential? / 169; Advantages of Citation Indexing / 169; Uses of Citation Index / 170; Major Citation Indexing Services / 170
8. Research Metrics/ 196
What are Metrics? / 196; Research Metrics / 196; Author-Level Metrics / 209; Article-Level Metrics / 210; Journal/Publication-Level Metrics / 212; Institution-Level Metrics / 214; Measuring Journal Impact / 214; Tools to Measure Journal Impact / 215; Measuring Author Impact / 234; Popular Research Indices Currently Used / 243; Comparison of traditional and Alternative Metrics Sites / 243
9. Open Access Publishing/ 246
Meaning of Open Access (OA) / 246; Definitions of Open Access / 247; Benefits of Open Access / 247; Characteristics of Open Access / 249; Open Access Publication / 249; Conditions of Open Access Publication / 250; Benefits of Open Access Publishing / 251; Types of Open Access / 251; Creative Commons Licences (CCL) / 253; Who Benefits from Open Access? / 254; Open Access Tools / 255; Self-Archiving / 261; How to Find your Publishing Agreement and Permissions / 264; RoMEO (Publishers’ Copyright and Archiving Policies) / 264; Predatory Publishing / 269; Predatory Journals / 271; Evaluation Tools for Identifying Predatory Journals and Publishers / 273; COPE’s Suggestions to Avoid Predatory Journals and Publishers / 289; Journal Selector/Finder/Matcher Tools / 290
10. Scientific Research Misconduct and Best Practices/ 311
Why to Publish? / 311; Scientific Research Misconduct / 312; Research Misconduct / 312; Definitions of Scientific Research Misconduct / 313; Motivation to Scientific Research Misconduct / 315; Classification of Scientific Research Misconduct / 315; Taxonomy of Scientific Research Misconduct Ranked by Seriousness / 316; Forms of Scientific Research Misconduct / 317; Varieties of Scientific Research Misconduct and its Consequences / 322; At What Stages Can Misconduct Occur? / 323; Measures to Maintain Research Ethics and Avoid Scientific Research Misconduct / 324; Ethical Behavior in Professional Scientific Research / 324; Avoiding Scientific Misconduct / 324; What is Publishable or not Publishable? / 325; Committee on Publication Ethics (COPE) Guidelines on Good Publication Practice / 325; How to Prevent Scientific and Research Misconduct / 332; Role and Responsibilities of the Editor in dealing with Research Misconduct / 333; Ethical Requirements for Researchers / 333
References 335
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Research and publication ethics (RPE) are essential principles that guide the conduct of research and the dissemination of research findings. These principles are crucial to maintaining the integrity of the scientific and academic community. It is important for researchers, authors and publishers to be aware of and adhere to these principles to maintain the credibility and integrity of the academic and scientific community. UGC has introduced this RPE mandatory course for research scholars of all Indian Universities.\n
This book's main goal is to present a clear, thorough description of the various ethical context issues that are essential for both research and publication. This ‘mandatory course’ book is prepared to serve the educational purposes of students, teachers, teacher educators, research scholars, student-teachers, researchers etc. for developing a better understanding about the different concepts related to research and publication ethics and may be found valuable by its users.\n
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Prof. (Dr.) Noushad Husain, Principal in Maulana Azad National Urdu University, College of Teacher Education, Bhopal, is the author/editor of numerous books and books chapters, articles and professional papers on different aspects of Higher Education. He has been associated with teaching for the last more than twenty-one years. His research interest areas are — Research Methodology, Web and Internet Technologies, ICT in Education, Content Knowledge, Reflective Thinking, E-learning, Web-Based Learning, Computer-Assisted Teaching Environments, Pedagogical Approaches to Teaching and Differentiated Instruction. He is actively engaged in research, training, consultancy and social service programmes.\n
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SHIPRA PUBLICATIONS |
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Education,M.ed/B.ed./D.ed. |
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SHIKSHA KE SAMAJIK AUR DARSHNIK AADHAR: (शिक्षा के सामाजिक और दार्शनिक आधार ) |
ASHOK KUMAR, SANDEEP KUMAR (अशोक कुमार, संदीप कुमार) |
9789391978440(HB) |
9789391978426(PB) |
2024 |
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pp xviii+268
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295.00 |
1250.00 |
इकाई-1
शिक्षा और दर्शन (Education and Philosophy)
1 शिक्षा (Education)
शिक्षा की अवधारणा / 4, शिक्षा का शाब्दिक अर्थ/4: शिक्षा की परिभाषायें / 5 शिक्षा के प्रकार / 6, शिक्षा की विशेषताएँ / 12: शिक्षा के कार्य / 13; शिक्षा के उद्देश्य 16
2. शिक्षा और दर्शन (Education and Philosophy)
दर्शनशास्त्र का अर्थ/20; दर्शन की परिभाषाएँ / 21: दर्शन की प्रकृति और मुख्य विशेषताएँ / 21 शिक्षा और दर्शन में सम्बन्ध/ 22: शिक्षा और दर्शन के उद्देश्य / 25; दर्शन के कार्य 29 दर्शन की शाखायें / 30, शिक्षक के लिए शैक्षिक दर्शन की आवश्यकता/33; शैक्षिक दर्शन के कार्य / 36
3. आदर्शवाद और शिक्षा (Idealism and Education)
प्रस्तावना / 38; आदर्शवाद का अर्थ/38: आदर्शवाद की परिभाषाएं/ 38: आदर्शवाद और दर्शन/ 39: आदर्शवाद और शिक्षा के उद्देश्य / 40 समर्थक विद्वान 41 आदर्शवाद व शिक्षा की अवधारणा / 43; आदर्शवाद एवं अध्यापक/46) आदर्शवाद एवं अनुशासन / 47; आदर्शवाद और विद्यार्थी/48; आदर्शवाद के गुण एवं दोष/48
4. प्रकृतिवाद और शिक्षा (Naturalism and Education)
प्रकृतिवाद की अवधारणा / 50 समर्थक विद्वान/ 51 प्रकृतिवाद की परिभाषा/51; प्रकृतिवाद और दर्शन/ 52 प्रकृतिवाद के मुख्य सिद्धांत/53; प्रकृतिवाद के रूप / 54: प्रकृतिवाद और शिक्षा के प्रकृतिवाद और शिक्षण विधि 58 प्रकृतिवाद तथा पाठ्यक्रम/59, प्रकृतिवाद तथा विद्यार्थी/ 61 प्रकृतिवाद तथा अनुशासन / 62, प्रकृतिवाद तथा स्कूल/62: प्रकृतिवाद के गुण / 62 प्रकृतिवाद के दोष/62
प्रयोजनवाद और शिक्षा (Pragmatism and Education)
प्रस्तावना/64; अर्थ/64: प्रयोजनवाद की अवधारणा / 65; प्रयोजनवाद और दर्शन / 67 प्रयोजनवाद के रूप/68: प्रयोजनवाद तथा शिक्षा / 69 प्रयोजनवाद और शिक्षा के उद्देश्य / 69 प्रयोजनवाद की विशेषतायें 70 प्रयोजनवाद के सिद्धांत 71 प्रयोजनवाद और स्कूल/72; प्रयोजनवाद और पाठ्यक्रम 72; प्रयोजनवाद तथा शिक्षण विधियाँ/73, प्रयोजनवाद व शिक्षक/74, प्रयोजनवाद तथा विद्यार्थी 75 प्रयोजनवाद एवं अनुशासन / 76 प्रयोजनवाद में मूल्यांकन/ 76: प्रयोजनवाद के दोष / 77
6. मानवतावाद और शिक्षा (Humanism and Education)
प्रस्तावना / 80 परिभाषा / 80 मानवतावाद का अर्थ / 81 मानवतावाद को अवधारणा / 81; दर्शन में मानवतावाद / 82 मानवतावाद के सिद्धांत/83 मानवतावादी दर्शन की मूल विशेषताएं / 83; मानवतावाद और शिक्षा के उद्देश्य / 84 मानवतावाद और पाठ्यक्रम / 85, मानवतावाद और शिक्षक/87; मानवतावादी और शिक्षण विधियां/ 87 मानवतावाद और अनुशासन / 88; मानवतावाद और विद्यालय / 89
7. आदर्शवाद, प्रकृतिवाद, प्रयोजनवाद और मानवतावाद का तुलनात्मक अध्ययन (Comparative Study of Idealism, Naturalism, Pragmatism and Humanism)/ 91
8. महात्मा गांधी (Mahatma Gandhi)
प्रस्तावना / 102; महात्मा गाँधी का सामान्य जीवन-दर्शन / 103; गाँधी जी के शैक्षिक दर्शन को प्रभावित करने वाले कारक/106; गाँधी जी के शैक्षिक दर्शन के प्रमुख लक्षण विशेषताएँ/ 107: गाँधी जी के अनुसार शिक्षा का अर्थ/ 108 गांधी जी तथा पाठ्यक्रम / 112: शिक्षण विधियाँ/ 112; गाँधी जी व अनुशासन 113; शिक्षक की भूमिका / 114
9. रवीन्द्रनाथ टैगोर का शैक्षिक दर्शन (Educational Philosophy of Rabindranath Tagore)
टैगोर की रचनाएँ 115, टैगोर का साधारण जीवन दर्शन/116: हैगोर का शैक्षिक दर्शन 117, टैगोर व अनुशासन/121; टैगोर तथा शांति निकेतन 122 विश्व भारती/123 रवीन्द्रनाथ टैगोर के शैक्षिक दर्शन का मूल्यांकन/योगदान/ 124
10. मारिया मांटेसरी का शिक्षा दर्शन (Educational Philosophy of Maria Montessori)
मांटेसरी पद्धति के सिद्धांत/ 128, शिक्षण पद्धतियाँ 129; मटिसरी विद्यालय/ 130; मांटेसरी पद्धति की विशेषताएं या गुण / 131: मांटेसरी पद्धति के दोष / 131
11. फ्रीड्रिक विलियम अगस्त फ्रोबेल (Friedrich Wilhelm August Froebel)
दार्शनिक विचार / 134; फ्रोबेल के शिक्षा संबंधी विचार / 134; शिक्षा के उद्देश्य / 134. शिक्षण-पद्धति / 136; किंडरगार्टन पद्धति/ 137; किंडरगार्टन पद्धति के गुण / 138; किंडरगार्टन पद्धति के दोष / 138
12. गिजुभाई बधेका (Gijubhai Badheka)
गिजुभाई के प्रकाशन / 140; अध्यापक के कार्य / 140, शिक्षाशास्त्रियां के अनुसार गिजुभाई / 141
13. विभिन्न दर्शनशास्त्रियों का तुलनात्मक अध्ययन (Comparative Study of Various Philosophers)
इकाई-11
शिक्षा और समाज-दर्शन (Education and Sociology)
14. समाज शास्त्र (Sociology)
समाज शास्त्र का अर्थ/149; समाजशास्त्र की अवधारणा / 150; समाजशास्त्र समाज का अध्ययन है / 150; समाजशास्त्र सामाजिक संबंधों का अध्ययन है/150; समाजशास्त्र सामाजिक जीवन, घटनाओं एवं कार्यों का अध्ययन है/151: समाजशास्त्र सामाजिक समूहों का अध्ययन है/151; समाजशास्त्र का महत्व / 152
15. शिक्षा व समाजशास्त्र का संबंध (Relationship between Sociology and Education)
शिक्षा का समाजशास्त्र / 156: शिक्षा का सामाजिक महत्व/157 शैक्षिक समाजशास्त्र / 158; शैक्षिक समाजशास्त्र का महत्व/158
16. समाजीकरण (Socialisation)
समाजीकरण का अर्थ/159; समाजीकरण की विशेषताएँ/160; समाजीकरण के अभिकरण अथवा माध्यम / 161
17. सामाजिक विविधता और समाजीकरण (Social Diversity and Socialisation)
सामाजिक विविधता और समाजीकरण/164
18. समसमायिक समाज और बालक पालन प्रथा (Contemporary Society and Children Rearing Practices)
बालक पालन की प्रथा / 170; परिवार की अवधारणा / 170; परिवार का शाब्दिक अर्थ और परिभाषाएँ/170; काम-काजी माता-पिता व बालक का समाजीकरण / 174; संयुक्त परिवार का बच्चे के समाजीकरण पर प्रभाव / 175; अनाथालय में बालक और समाजीकरण/176
19. विद्यालय और समाज में समावेश को बढ़ावा देने में शिक्षा की भूमिका (Role of Education to Promote Inclusion in Schools and Society)
समावेशन का अर्थ/177; समावेशी शिक्षा का अर्थ / 177; समावेशी शिक्षा की आवश्यकता एवं महत्व / 178; समाज में समावेशन को बढ़ाने में शिक्षा की भूमिका / 181
इकाई - III
संस्कृति और मूल्य शिक्षा (Cultural and Value Education)
20. संस्कृति का अर्थ एवं परिभाषा (Meaning and Definition of Culture)
संस्कृति का अर्थ/184; संस्कृति की परिभाषा / 184; संस्कृति की विशेषताएँ/185; संस्कृति के बारे में भ्रांति/186; राष्ट्रीय शिक्षा नीति (1986) में शिक्षा के सांस्कृतिक संबंधित कार्य/188 सांस्कृतिक अंतर/188
21. मिश्रित संस्कृति (Composite Culture)
संप्रत्य/ 189: मिश्रित संस्कृति का महत्त्व / 190
22. बहुसंस्कृतिवाद (Multiculturism)
शिक्षा के निहितार्थ / 193; बहुसांस्कृतिक संस्कृति स्कूल/194
23. मूल्य (Values)
मूल्यों के अर्थ एवं परिभाषा/196; मूल्यों की विशेषताएँ/197 मूल्यों का महत्व / 201
24. मूल्यों के विभिन्न स्त्रोत (Various Sources of Values)
मूल्यों के विकास में अध्यापक की भूमिका / 204
25. शान्ति के लिए शिक्षा (Education for Peace)
अवधारणा / 206; शान्ति के लिए शिक्षा / 206 : शान्ति के लिए शिक्षा के मुख्य कार्यक्षेत्र / 207 : शान्ति के लिए शिक्षा हेतु कुछ गतिविधियाँ/ 208; शान्ति के लिए शिक्षा सम्बन्धी कुछ सुझाव / 208: शैक्षिक नीति के प्रमुख मार्गदर्शक सिद्धांत / 209; शांति के लिए शिक्षा: मूल्य और कौशल/210
इकाई - IV
शिक्षा और सामाजिक परिवर्तन (Education and Social Change)
26. शिक्षा और सामाजिक परिवर्तन (Education and Social Change)
सामाजिक परिवर्तन की अवधारणा / 213: परिभाषाएँ / 214; सामाजिक परिवर्तन का अर्थ/215: सामाजिक परिवर्तन की प्रक्रिया/ 215; सामाजिक परिवर्तन के कारण और प्रभाव / 217; सामाजिक परिवर्तन के अभिकरण/220; सामाजिक परिवर्तन में शिक्षा के कार्य / 222; स्कूल का अर्थ/223; सामाजिक परिवर्तन की विशेषताएँ / 223: सामाजिक जागरूकता और सामाजिक परिवर्तन / 224 सामाजिक जागरूकता एवं सामाजिक परिवर्तन/ 225; सामाजिक परिवर्तन हेतु शिक्षा/ 228 शिक्षा, सामाजिक परिवर्तन के एक साधन के रूप में/229; शिक्षा सामाजिक परिवर्तन के साधन के रूप में 231; शिक्षा, सामाजिक परिवर्तन के उत्पाद के रूप में 232 शिक्षा का सामाजिक परिवर्तन में महत्व / 233
इकाई- V
मानवाधिकार और बाल अधिकार (Human Rights and Child Rights)
27. मानव अधिकार (Human Rights)
प्रस्तावना 236: मानवाधिकार का अर्थ एवं परिभाषा/ 237: मानव अधिकार की प्रकृति एवं विशेषतायें / 239; मानव अधिकार की आवश्यकता एवं महत्व/241; मानव अधिकारों की सार्वभौमिक 1948/242; बच्चे के अधिकार : संयुक्त राष्ट्र सम्मेलन 1989/246; बाल अधिकारों के संरक्षण के लिए राष्ट्रीय आयोग के कार्य एवं कर्तव्य/253; भारतीय परिप्रेक्ष्य में बच्चों की 254 बाल अधिकारों के संरक्षण के लिए दिल्ली आयोग के कार्य एवं कर्तव्य 257
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यह पुस्तक मुख्य रूप से शिक्षा के सामाजिक और दार्शनिक परिप्रेक्ष्य को ध्यान में रखकर लिखी गयी है, जो पाठकों को शिक्षा को विभिन्न आयामों को समझने में मदद करेगी। इस पुस्तक को पांच अध्यायों में विभाजित किया गया है, जिसमें शिक्षा और दर्शन, शिक्षा और समाजशास्त्र, संस्कृति और मूल्य शिक्षा, शिक्षा और सामाजिक बदलाव तथा मानवाधिकार और शिक्षा को विस्तार से बताया गया है। इस पुस्तक में विभिन्न दर्शनो के साथ साथ शिक्षा और समाजीकरण के विभिन्न पहलुओं की साधारण भाषा में चर्चा की गई है। संस्कृति और उसके प्रकारों तथा मूल्य शिक्षा पर भी पर्याप्त चर्चा की गयी है। सामाजिक परिवर्तन के कारणों, परिवर्तन के लिए जिम्मेदार संस्थाओं के साथ-साथ मानव अधिकारों पर महत्वपूर्ण चर्चा की गयी हैं, जो पाठकों को दार्शनिक, शैक्षिक, और सामाजिक मुद्दों को स्पष्ट रूप से समझने और समाज के विकास में योगदान करने में मदद करेंगी।\n
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डॉ. अशोक कुमार वर्तमान में असिस्टेंट प्रोफेसर के पद पर बी. एड. विभाग एस.सी.ई.आर.टी., नई दिल्ली में कार्यरत है। आप गत दस वर्षो से शिक्षण प्रशिक्षण की प्रक्रिया से जुड़े है। आपने शिक्षा में विभिन्न पुस्तकों का लेखन किया है I आपने शिक्षण अनुभव के लिए कई देशो में भी भ्रमण किया हैI आपका मुख्य रूप से रुझान शैक्षिक परामर्श व मार्गदर्शन, शैक्षिक दर्शन शास्त्र और विद्यालय नेतृत्व और प्रबंधन जैसे विषयो में लगातार बना रहा है I\n
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डॉ. संदीप कुमार, आपने शिक्षा में पीएचडी किया है और वर्तमान में आप जिला शिक्षा एवं प्रशिक्षण संस्थान (DIET), नई दिल्ली में एसिस्टेंट प्रोफेसर के रूप में कार्यरत हैं। आपके पास शिक्षक-शिक्षा में 15 वर्षों का प्रशिक्षण, अनुसंधान और सामग्री विकास का अनुभव है। आपने राष्ट्रीय और अंतर्राष्ट्रीय पत्त्रिकाओं में अनेक शोध पत्र प्रकाशित किए हैं, साथ ही कई पुस्तकें भी लिखी हैं।\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/Shikha_jpg_Ke_Samajik_Aur_Darshanik_Aadhar_.jpg |
Education,M.ed/B.ed./D.ed. |
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ADHIGAM KA AAKLAN |
S.K. MANGAL, SHUBHRA MANGAL |
9789386262493(HB) |
9789386262509(PB) |
2023 impression |
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x+196pp
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250.00 |
795.00 |
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/Adhigam_Ka_Aakalan___SHIPRA.jpg |
Education,M.ed/B.ed./D.ed. |
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ADMINISTRATION AND MANAGEMENT IN SCHOOL EDUCATION |
RAJVIR SINGH TYAGI |
9789388691628(HB) |
9789388691635(PB) |
2023 impression |
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First Published in 2009, x+238pp
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550.00 |
1800.00 |
Preface
List of Tables and Figures Abbreviations
1 Organization and Administration
Administration and Management/ 1; Role of Educational Administration/ 2; State Control on Education/ 4; Federal System of Governance/ 4; Educational Administration in India/ 6; Educational Administration at Central Level/ 7; Establishments of Education Departments in Different States/ 8; Present Status of Educational Administration at the State Level/ 8; Structure at Directorate Level/ 13; Field-level Set-up/ 14; Education System and Its Impact on Administration/ 17; Role and Functions of District Education Officer/ 19
2 Development Administration and Structural Changes
Introduction/ 29; Decentralization and Development Administration/ 30; Management Strategies under Development Administration/ 32; Management Strategies under Sarva Shiksha Abhiyan (SSA)/ 36; Practices of Development Administration/ 42; Madhya Pradesh/ 42; Administrative Structure under Mission Mode/ 46; Major Issues/ 47; Rajasthan/ 52; Karnataka/ 53; Uttarakhand/ 54
3. Legal Management of Education
Constitutional Provisions/ 57; Role of the Central Government/ 59; Types of Laws/ 60; Present Status/ 62; Some Important Acts/ 64; Nature and Coverage of Legislation in some States/ 69; Maharashtra/ 69; Uttar Pradesh/ 69; Bihar/ 70; Tamil Nadu/ 70; Orissa/ 71
4. School-based Instructional Supervision
Introduction/ 76; Changing Trends from System-based to School-based Supervision/ 77; Supervision for Improvement/ 78; Role of Supervisor/ 79; Supervision in Some Other Countries/ 79; Britain/79; Northern Ireland/ 81; New Zealand/ 83; Philippines/ 84; Nigeria/ 85; Inspection and Supervision in India/ 86; Concept of School-based Supervision/ 89; Role of Supervision and Indicators of School Effectiveness/ 90; Role of a Principal and Reflection/ 95; Findings of a Study/ 98
5. Role of Local Bodies
Historical Developments/ 111; Recent Efforts/ 112; Findings of Research Studies/ 124; Experiences of Different States/ 128; Guiding Principles of Panchayati Raj/ 130; Administration of Elementary Education under Panchayati Raj Department in Rajasthan/ 138; District Level Set-up of Educational Administration in Rajasthan under Panchayati Raj/ 139; Functioning of Village Education Committees and Panchayati Raj Insititutions/ 140
6. Personnel Management-A Changing Scenario
Practices of Personnel Management/ 145; Study of Madhya Pradesh/ 145; Posting and Transfers/ 149; Problems of Transfers- inferences from studies/ 151;A Study of Uttarakhand/ 153; Promotion of Teachers/ 158; Ethics in Governance/ 159; Development and Professional Competence of Para Teachers/ 160
7. Towards a Good Governance of School Education
Introduction/ 162; Major Thrust of Governance of School Education/ 164; Critical Analysis of the Present System of Educational Governance/ 165; Policy Issues/ 165; Academic Issues/ 166; Administrative Issues/ 167; Issues in Decentralization/ 170; Reforms in Educational Governance/ 171; Policy Support and Academic Management/ 171; Efforts for Quality Improvement/ 173; Strengthening Organization and Administration/ 174; Strengthening Legal Basis/ 175; District Planning for Secondary Education/ 176; Professionalization of Administration/ 176; Strengthening the System of Personnel Management/ 177
Annexurel
Management of Education (Programme of Action, 1992)
Annexure II
The Constitution (Seventy-third Amendment) Act, 1992
Annexure III
Eleventh Schedule
AnnexurelV
Madhya Pradesh Act No. 15 of 2002, The Madhya Pradesh Jan Shiksha Adhiniyam 2002
Annexure V
Constitution Provisions References 229 Index 233
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The book elaborates how administration of school education has transformed into management and development administration. While discussing the present status of organizational structure and administrative hierarchies, it provides a critical analysis of legal basis of education in school education. The book delineates the need of school-based supervision and described how successful is the role of local bodies so far in the country as well as how the system of personnel management is changing specifically in the perspective of development programmes. The book finally provides a critical review of the governance of school education in India.
This publication will be a valuable reference material for researchers, educationists, educational planners and administrators as well as research scholars and students of Education of Universities, SCERTs, DIETs, and heads of secondary and senior secondary schools as well as those who are interested in the development of education.\n
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Dr. Rajvir Singh Tyagi is an Assistant Professor in the Department of Educational Administration, NUEPA, New Delhi. He specializes in organizational and management issues of educational administration, contributed twelve published studies on educational administration on different states besides co-editor of the book entitled Governance of School Education in India. He has to his credit number of empirical research studies. Dr Tyagi organizes Management Development Programmes in Leadership in Educational Administration, Institutional Planning and Management and School-based Supervision and Professional Development of Teachers. He has published several research papers in reputed national and international Journals.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed. |
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ADVANCED EDUCATIONAL PSYCHOLOGY |
K. P. Pandey, Amita Bharadwaj, Asha Pandey |
9788175415706(HB) |
97881754157139(PB) |
2023 impression |
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x+310 pp, First Published in 2010
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495.00 |
1950.00 |
Preface
1. Relationship of Education and Psychology
1.1 Introduction
1.2 Focal Concern of Educational Psychology
1.3 Content of Educational Psychology
1.4 Summary
2. Contributions of Schools of Psychology to Education
2.1 Introduction
2.2 Contributions of Schools of Thought in Psychology
2.3 Emergence of Early Schools
2.4 School of Behaviorism
2.5 Gestalt School
2.6 The Psychoanalytical School
2.7 Mc Dougall's Hormic Psychology
2.8 Goldstein's Organismic Psychology
2.9 David Ausubel's Theory
2.10 Ausubel Lectures
2.11 Benjamin Bloom
2.12 Robert M. Gagne
2.13 Summary
3. Learning and its Theories
3.1 Introduction
3.2 Learing: Concept and Meaning
3.3 Theories of Learning: How do we Learn?
3.4 Transfer of Training
3.5 Motivation and Learning
3.6 Motivation Problems
3.7 Summary
4. Problem Solving, Creativity and Individual Differences
4.1 Introduction
4.2 Problem Solving
4.3 Creativity
4.4 Piaget's Theory of Cognitive Development
4.5 Individual Differences
4.6 Summary
5. Intelligence and Personality
5.1 Introduction
5.2 Intelligence: Its Meaning, Nature, Theoriesand Measurements
5.3 Three Kinds of Theories of Ability
5.4 Types of Structure of Ability Identified by Theorists
5.5 Spearman's Two Factor Theory
5.6 Burt's Group Factor Theory
5.7 Vernon's Hierarchical Structure Theory
5.8 Thurstone's Multiple Factor Theory
5.9 Guilford's Structure of Intellect Model
5.10 Cattell's Theory of 'Fluid' and CrystallisedIntelligence
5.11 Emotional Intelligence
5.12 Measurement of Intelligence
5.13 Individual Tests of General Ability
5.14 Group Tests of General Ability
5.15 Personality-Its Meaning, Nature, Type and Traits Theories Measurements of Personality
5.16 Some Personality Theories
5.17 Myers-Briggs Type Indicator (MBTI)
5.18 Estimate of Type Theories
5.19 Trait Theories
5.20 Allport's Theory of Personal Disposition
5.21 Cattell's Theory of Surface and Source Traits
5.22 Eysenck's theory of three basic dimensions
5.23 Measurement of Personality
5.24 The Social Consequences of Testing
5.25 Adjustment: Meaning and Process of Adjustment
5.26 Defence Mechanisms
5.27 Mental Hygiene and Mental Health
5.28 Stress Management
5.29 Summary
6. Psychology and Education of Children with SpecialNeeds
6.1 Introduction
6.2 Concerns of Special Education
6.3 High Intellectual Capabilities (Giftedness)
6.4 Learning Disability
6.5 Physically Handicapped Children
6.6 Visually Handicapped
6.7 Auditorily Handicapped
6.8 Speech Handicapped
6.9 Orthopaedically Handicapped
6.10 Visually Handicapped Individuals
6.11 Hearing Impaired Individuals
6.12 Intelligence in Relation to Hearing HandicappedChildren
6.13 Orthopaedically Handicapped
6.14 Emotionally Disturbed Individuals
6.15 Intellectual Impairment
6.16 Summary
Model Test Paper
Index
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The book Advanced Educational Psychology provides latest information relating to the discussion and exposition of the various concepts and themes. It is hoped that pre-service teachers will like the presentation because of clarity and lucidity in the treatment of theme as a whole. The book will be useful to all who have interest in the subject as a part of their curriculum.\n
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Prof. K. P. Pandey, a brilliant scholar, is a former Professor of Education cum Director, International Center for Distance Learning, Shimla. He has held various positions of eminence including that of Vice Chancellor, M G Kashi Vidyapeeth, Varanasi; Head & Dean, Department of Education, Kashi Vidyapeeth, Varanasi; Emeritus Professor UGC, CCS University, Meerut. He has been decorated with several awards-national and international for his outstanding contribution and excellence in education. Currently he is working as Director, SHEPA, Varanasi.
Dr. Amita Bharadwaj, M.A., M.Sc., Ph.D. (Education), Ph.D. (Science) is Sr. Lecturer at LBS Deemed University, New Delhi.
Dr. Asha Pandey, M.A., M.Ed. Ph.D. (Education) is Sr. Lecturer at Vasanta College of Women, BHU, Varanasi.\n
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Education,M.ed/B.ed./D.ed. |
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ASSESSMENT OF LEARNING |
S.K. MANGAL, SHUBHRA MANGAL |
9789386262356(HB) |
9789386262363(PB) |
2023 impression |
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x+150pp
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295.00 |
750.00 |
1. Measurement, Assessment, Evaluation and Evaluation Approaches
Introduction
Concept of Test, Measurement and Evaluation
How Evaluation Differs from Measurement?
Concept of Examinations
Distinction between Examination and Evaluation
Concept of Assessment
Distinction between Assessment of Learning and Assessment for Learning
Needs and Objectives of Assessment or Evaluation
Scope or Functions of Assessment or Evaluation
Evaluation or Assessment Approaches
2. Continuous and Comprehensive Evaluation (CCE)
What is Continuous and Comprehensive Evaluation or CCE?
The Need and Importance of CCE
How to Carry on with the System of CCE
Problems faced by teachers in the implementation of CCE
3. Tools and Technique of Evaluation
Introduction
Characteristics of a Good Measuring Instrument or Tool of Evaluation
Establishing Reliability and Validity of the Test or Tools
Tools of Evaluation — Qualitative and Quantitative
Quantitative Evaluation Tools — Types and Description
– Oral Tests and Examination
– Practical Tests or Examinations
– Written Tests or Examinations
Planning and Preparation of an Achievement Test (Including Blue Print)
Qualitative Evaluative Tools: Types and Description
– Observation as a Tool for Qualitative Assessment
– Introspection as a Tool for Qualitative Assessment
– Projective Techniques as a Tool for Qualitative Evaluation
– Sociometry as a Tool for Qualitative Evaluation
Use of Evaluation Tools for Internal Assessment and Maintaining Cumulative Records
4. Statistics in Educational Evaluation
Meaning of Statistics
Need and Importance of Statistics in Educational Evaluation
5. Organisation and Graphical Presentation of Data
The Meaning of Term Data
Methods of Organising and Presenting Data
– Statistical Tables
– Frequency Distribution
– Graphical Representation of Ungrouped Data
– Pictographs or Pictograms.
– Bar Graphs or Bar Diagrams
– Circle Graph or Pie Diagrams.
– Line Graphs
– Graphical Presentation of Frequency Distribution (Grouped Data)
– Histogram
– Frequency Polygon
– Cumulative Frequency Curve or Graph
– Cumulative Percentage Frequency Curve or Ogive
6. Measures of Central Tendency, Percentiles and Percentile Rank
Introduction
Arithmetic Mean (M)
– Computation of Mean in the Case of Ungrouped Data
– Computation of Mean in the Case of Grouped Data
Median (Md)
Computation in the Case of Ungrouped Data.
Computation of Median in case of Grouped Data
Mode (M0)
– Computation of Mode: In the case of Ungrouped Data
– Computaton of Mode: In the case of Grouped Data
Percentiles and Percentile Ranks—Computation
7. Measures of Variability or Dispersion
Need of the Measures of Variability or Dispersion
Different Measures of Variability or Dispersion
Range (R)
Quartile Deviation (Q)
Average Deviation (AD)
– Computation of Average Deviation (AD) from Ungrouped Data
– Computation of Average Deviation from Grouped Data
Standard Deviation (SD)
– Computation of Standard Deviation (SD) from Ungrouped Data
– Computation of Standard Deviation from Grouped Data
– Computation of Standard Deviation from Grouped Data by Short-cut Method
8. Correlation
Introduction
Linear Correlation
Coefficient of Correlation
Computation of Coefficient of Correlation
– Rank Difference Method
– Product Moment Method
9. Normal Probability Curve (NPC)
What is Normal Distribution and Normal Probability Curve?
Characteristics and Properties of a Normal Curve
An Illustration of Concept of Normal Distribution and Curve
Uses and Application of Normal Probability Curve (NPC)
Skewness and Kurtosis
10. New Trends in Evaluation
Introduction
Grading System
Choice-based Credit System (CBCS)
Computer Based On-Line Examination
Open Book Examinations
Question Banks
On Demand Examination in Distance Education Mode of IGNOU
References and Suggested Readings
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Evaluation or Assessment of Learning is referred to as the controlling key of an entire teaching-learning process carried out in the schools. This book is intended to acquaint the teachers properly with all essentials about their task of carrying out from time to time the evaluation or assessment of the learning or performance of their students.\n
Beginning with throwing light on the concept of testing, measurement, assessment and evaluation, the book discusses all essentials about tools and techniques of evaluation, statistical methods and interpretation of scores as well as the emerging trends in the field of evaluation. The book is ideal for the content courses entitled as ‘Assessment of Learning’, ‘Assessment for Learning’ ‘Measurement and Evaluation’ of the Indian universities and teacher education institutions. \n
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Prof. S.K. Mangal (Ph.D. Education), former Principal, and Head of the Department of Postgraduate Studies, C.R. College of Education, Rohtak, Haryana, is a distinguished teacher, researcher and administrator who has devised several psychological tools including the Emotional Intelligence Inventory.\n
Professor Mangal is a prolific writer and has number of outstanding books in Education to his credit. His books are very popular among students and researchers. He has also published extensively in reputed journals.\n
Prof. Shubhra Mangal (Ph.D. Education) is the Principal, and Head of the Department of Postgraduate Studies, C.R.S. College of Education, Noida.\n
She has devised an Emotional Intelligence Inventory for the measurement of Emotional Intelligence of School Teachers. She has written a number of books in the field of Education, Psychology and Teacher Education. The areas of her research interest are Emotional Intelligence and Teacher Education.\n
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Religion & Philosophy,Autobiography |
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AUTOBIOGRAPHY OF AN INDIAN INDENTURED LABOURER: MUNSHI RAHMAN KHAN (1874-1972): JEEVAN PRAKASH |
KATHINKA SINHA-KERKHOFF, ELLEN BAL, ALOK DEO SINGH(TRASLATORS) |
9789391978044(HB) |
9789391978112(PB) |
2023 impression |
|
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Iii + 272 pp
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995.00 |
1950.00 |
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Rahman Khan (1874-1972), born in the village Bharkhari (Hamirpur, United Provinces), was 24 years old when he left for Paramaribo, the capital of Surinam (South America). At the age of 67, Rahman Khan, a practicing pathan Muslim, completed his autobiography entitled Jeevan Prakash in which he connects India, the land of his birth, with Surinam, the country in which he marries, is a contract labourer and later becomes a plantation overseer and a teacher in Hindi and Hinduism and gets five sons and two daughters.
There is almost no written information available that describes the lives of the first generation of Indian indentured labourers in Surinam. This translated autobiography, originally written in Devanagari, is therefore a unique source. This translation is accompanied by endnotes and a glossary.
Sinha-Kerkhoff and Ellen Bal have also added an introduction in which they place the autobiography in its Indian and Surinamese colonial contexts. The final outcome should interest labour historians and other social scientists as well as the common reader interested in colonial and subaltern history, transnational migration, diaspora and minority issues all well as issues of religion and communalism.
\n
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Kathinka Sinha-Kerkhoff (1964) is Director Research in the Asian Development Research Institute (ADRI), Ranchi, Jharkhand (India). She received her PhD degree in 1995 (cum laude) from the Centre of Asian Studies in Amsterdam (CASA) with her study on Girlhood in colonial Calcutta entitled Save Ourselves and the Girls! (Rotterdam: Extravert 1995). She has received several post-doctoral fellowships and published in academic journals and edited books. She is also co-editor of 'State, Society and Displaced People in South Asia' (Dhaka: The University Press Limited 2004) (along with Dr. Imtiaz Ahmed and Dr. Abhijit Dasgupta).
Ellen Bal (1967) is Assistant Professor in the Department of Social and Cultural Anthropology of the Vrije Universiteit of Amsterdam. She received
her PhD degree in 2000 from the Erasmus University Rotterdam with her study of ethnogenesis and group formation processes in South Asia, entitled They ask if we eat frogs. Social Boundaries, Ethnic Categorisation and the Garo
People of Bangladesh (Delft: Eburon 2000). Currently she is involved in a research project about the Indian diaspora in Surinam and the Netherlands,
and their backlinking to 'motherland' India, and works closely together with Dr. Kathinka Sinha-Kerkhoff
Alok Deo Singh (1967) is presently Monitoring and Research Coordinator with Alternative for India Development (AID), UK. Between 2001 and 2004 he worked along with Dr. Ellen Bal and Dr. Kathinka Sinha-Kerkhoff as a Project Officer in a Project on 'A Diaspora coming home? Overseas Indians re -establishing links with India'. supported by the Netherlands Foundation for Research in Tropical Countries (WOTRO), The Hague, The Netherlands. Related to this, Alok Deo Singh has carried out research in Mauritius, Surinam and in the Netherlands.\n
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Political Science |
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BLUEPRINT OF POLITICAL REFORMS |
SUBHASH C KASHYAP |
9789388691567 |
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2023 impression |
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xii+316pp, First Published in 2003
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0.00 |
2750.00 |
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SHIPRA PUBLICATIONS |
0.00 |
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Education |
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CHILDREN'S EDUCATION IN INDIA: FROM VEDIC TIMES TO 21ST CENTURY EVE |
S.P. AGRAWAL, MEENA USMANI |
9788175410459 |
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2023 impression |
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First Published in India 2000, 544 pp
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0.00 |
3950.00 |
Initiation, 50 Years of Educational Planning: Outlay and Expenditure, Documents: 1882 to 1999, Focal Points/Organisations Dealing with Questions Relating to Children's Developmental Issues, Appendices, Select Bibliography
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Focuses on the development of educational planning developments of children’s education since Independence. The book is useful for policy makers, administrators & the educators. The Book has also indicated the organisations which have dealt with the questions relating to children's developmental issues.\n
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S P Aggarwal was Director, National Social Science Documentation Centre, ICSSR, Government of India and Member Secretary Indian Association of Social Science Institutions. He was also the Vice Chairman of the Asia and Pacific Information Network in Social Science.
Meena Usmani has been associated with Centre for Women's Development Studies, New Delhi for the last eleven years. She has been actively involved with Centre's documentation and bibliographical activities. She did her M.Com. from Meerut University and M.L.I.Sc from Delhi University.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed. |
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DEVELOPMENT OF EDUCATIONAL SYSTEM IN INDIA: A SOURCE BOOK FOR TEACHER EDUCATORS AND TEACHERS-IN-TRAINING |
A.S. THAKUR, SANDEEP BERWAL |
9788175414259(HB) |
9788175414266(PB) |
2023 impression |
|
|
166+x
|
295.00 |
750.00 |
Preface
Introduction
Section-I
VEDIC-BUDDHIST-MEDIEVAL PERIODS
(Here and Hereafter)
1 Development of Education in the Vedic Period
Aims / 12; Institutions of Learning / 13; The Learners / 14; The Teachers / 15; The Curriculum / 16; Later Vedic Education / 16; Evaluation / 18; Conclusion / 19; Points to Remember / 19; Exercises / 20
2 Education in the Buddhist Period
Buddhist Philosophy / 21; Aims of Buddhist Education /22; Institutions of Learning / 23; The Pupils / 24; The Teachers / 25; The Curriculum / 25; Evaluation / 27;Contributions of Buddhist Education / 27; Limitations of Buddhist Education / 28; Conclusion / 28; Points to Remember / 29; Exercises / 29
3 Education During the Mediaeval Period
Muslim Education: Historical Background / 30; Objectives of Muslim Education / 31; The Learners / 32; The Teachers / 33; Institutions of Learning / 33; The Curriculum / 34; Evaluation / 34; Conclusion / 36; Points to Remember / 36; Exercises / 36
Section-II
COLONIAL PERIOD
(Hide and Seek)
4 Western Education: Macaulay's Minute, Bentinck's Resolution and Adam's Reports
Christian Missions / 39; The East India Company / 40; Initial British Concern / 40; Macaulay's Minute / 41; Bentinck's Resolution, 1853 / 44; Downward Filtration Policy of Education / 45; Adam's Reports on Education / 46; Conclusion / 49; Points to Remember / 49; Exercises / 49
5 The Wood's Despatch, 1854
The Despatch: Essence and Declaration / 50; Declaration in the Despatch / 51; Educational Objectives / 51; An Analysis of the Objectives / 51; Other Recommendations / 52; Indigenous Education / 52; Primary Education / 52; Secondary Education / 52; University Education / 53; Private Education Institutions / 53; Medium of Instruction / 54; Grants-in-Aid / 54; Teacher Training / 55; Women Education / 55; Mass Education /55;Religious Educaton/56; Vocational Education 56; Administration of Education / 56; Impact of the Despatch / 56; Evaluation / 57; Conclusion / 59; Points to Remember / 59; Exercises / 60
6 Lord Curzon's Education Policy
Curzon's Education Policy: The Background / 61; Indian University Commission, 1902 / 62; Recommendations / 63; Indian University Act (1904): Main Provision / 64; Education Policy, 1904 / 65; Evaluation of Curzon's Contribution / 67; Conclusion / 67; Points to Remember / 68; Exercises / 60
7 National Consciousness and National Education Movement
National Consciousness / 69; National Education Movement / 70; Impact of Movement / 70; Government Resolution on Educational Policy, 1913 / 71; Conclusion / 72; Points to Remember / 73; Exercises / 73
8 Indian Education Commission, 1882
Terms of Reference / 74; Specific Issues for Consideration / 75; Aims of the Commission / 75; Important Recommendations / 75; Evaluation of the Hunter Commission / 77; Conclusion / 78; Points to Remember / 79; Exercises / 79
9 Calcutta University Commission, 1917-1919
Terms of Reference / 81; Secondary Education / 82; Recommendations / 82; University Education / 82; Impact of the Commission / 83; Evaluation of the Commission / 84; Conclusion / 85; Points to Remember / 85; Exercises / 86
10 Wardha Scheme of Education, 1937
Foundation of Basic Education / 88; Salient Features of Wardha Scheme / 89; Curriculum of Basic Education / 91; Other Aspects / 92; Progress of Basic Education / 92; Evaluation / 93; Conclusion / 95; Points to Remember / 96; Exercises / 97
Section-III
INDEPENDENCE AND AFTER
(Hopes and Aspirations)
11 University Education Commission, 1948-49
Sargent Report / 101; Composition of the Education Commission / 102; Terms of Reference / 103; Recommendations / 104; Evaluation / 108; Conclusion / 109; Points to Remember / 110; Exercises / 110
12 Secondary Education Commissions, 1952-53
Membership / 111; Terms of Reference / 112; Findings / 112; Recommendations / 113; Evaluation / 118; Conclusion / 120; Points to Remember / 120; Exercises / 121
13 National Education Commission, 1964-66
Composition / 122; Terms of Reference / 122; Body of the Report / 123; Major Recommendations / 124; Lower Primary Stage (Class I-IV) / 126; Higher Primary Stage (Class V-VIII) / 127; Lower Secondary Stage (Class IX-X) / 127; Higher Secondary Stage (Class XI-XII) / 127; Evaluation / 131; Conclusion / 132; Points to Remember / 132; Exercises / 133
Section-IV
MODERN DEVELOPMENTS
(Facing Realities)
14 National Policy on Education, 1986
Need for a Policy / 137; National Policy on Education, 1986/ 138; Evaluation / 147; Conclusion / 148; Points to Remember / 149; Exercises / 149
15 Revised National Policy on Education and Programme of Action, 1992
Rammurti Committee / 150; Terms of Reference / 150; Janardhan Reddy Committee / 152; Main Themes / 153; Revised Policy and Programme of Action, 1992 / 153; The Yashpal Committee, 1992-93 / 156; Task before a Group / 157; Conclusion / 158; Points to Remember / 158; Exercises / 159
16 Development of Educational System in India: A Critique
Philosophical Positions / 160; Social Issues / 163; Political Scenario / 163; Economic Considerations / 164; Administrative Situation / 164; Conclusion / 164
Select Bibliography
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The book traces the development of education from the Vedic, Buddhist and mediaeval times to the present centuries. The educational developments during the colonial period have been analysed for their contributions and limitations. The impact of reports by commissions and committees in the post-independence era has been evaluated with a view to identifying the evolution of a system of education.
The book presents a panoramic view of education developments of centuries together. It is hoped that, in addition to the teachers-in-training, the book will appeal to all those interested in knowing about the stream of educational consciousness which has been flowing for over 5000 years.
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A.S. Thakur is a distinguished teacher, researcher and administrator. He has taught in universities overseas and in India and written over twenty books on various aspects of education, published by Indian and British publishers. He has been the chairman of committees on education of the adult and the gifted and nomadic children. He was the Dean of Education, University of Maidnguri, Nigeria. He has been actively involved in guiding the private enterprise in establishing colleges of Education in Himachal Pradesh.
Sandeep Berwal, lecturer in Directorate of Distance Education, Kurukshetra University, He has been contributing articles and research papers on problems of education in journals of repute. He is closely associated with programmes pertaining to rehabilitation and empowerment of the disabled. Providing guidance to UGC-NET/SLET aspirants has been a passion for him.\n
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EDUCATION IN EMERGING INDIA: TEACHER'S ROLE IN SOCIETY |
S. GUPTA |
9788175418950(HB) |
9788175418967(PB) |
2023 impression |
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xii + 459pp, 2018 imp.
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795.00 |
2500.00 |
Preface
1. Education : Nature and Meaning
Significance of Education / 1; Divergent Views on the Meaning of Education / 2; Views of Great Indian and Western thinkers on Education / 3; Analysis of Some Definitions of Education / 4; Nature of Education / 8; Broad and Narrow Meaning of Education / 10; Formal, Non-Formal and Informal Nature of Education: Their Comparison / 12; What Education is Not and What Education is / 15; Functions of Education / 16; Scope of Education / 17; Characteristics of the Process of Education / 17
2. Objectives of Education in Relation to Time and Place
Significance of Aims and Objectives in Education / 20; Aims and Objectives of Education: According to the State of Time and Place i.e., Society at a Particular Time and Place / 20; General Aims of Education / 23; Controversy Over Individual and Social Aims and Objectives in Education / 23; Individual Aim and Objective in Education / 24; Social Aim in Education / 25; Important Social Aims of Education Accepted by Democratic States / 27; Synthesis Between Individual and Social Aim of Education / 29; Sea Change in the Situation and in the Objectives of Education in India / 30; Functions and Directions of Education in India: Factors Influencing the Aims of Education in India / 32
3. Rousseau (1712-1778)
Brief Life Sketch of Rousseau / 35; Publications of Rousseau and Essence of His Writings / 35; Rousseau's Suicide / 35; Rousseau's Views on Educational Theory and Practices / 36; 'Emile': An Important Treatise on Education / 40; An Analysis of Rousseau's Views on Education / 41; Rousseau's Contribution to Education / 41
4. John Henrich Pestalozzi (1746-1827)
Brief Life Sketch of Pestalozzi / 43; Publications of Pestalozzi / 44; Main Educational Ideas and Practices Propounded by Pestalozzi / 45; 'Anschauung' of Pestalozzi / 46; Major Contributions of Pestalozzi / 47; Limitations of Pestalozzi's Educational Ideas and Practices / 48; Summing up / 48
5. John Dewey (1857-1950)
Brief Life Sketch of John Dewey / 49; Publications of John Dewey / 49; Dewey's Views on Various Aspects of Education / 50; Functions of the School: School Related to Social Life / 53; Laboratory School, University of Chicago / 54; Essence of John Dewey's Work: Contribution to Education / 55; Evaluation of Dewey's Work / 56
6. Bertrand Russell (1872-1970)
Brief Life Sketch of Russell / 58; Publications of Russell / 58; Basic Ideas of the Philosophy of Russell / 59; Logical Atomism of Russell / 59; Russell's Views on Education / 59; Beacon Hill School / 63; Russell's Scheme of Education / 63; Contribution of Russell to Education / 64; Evaluation of Russell's Contribution to Education / 64
7. Indian Thought and Its Contribution to Educational Practices
Meaning of Indian Thought / 65; Chief Sources of Indian Thought / 65; Vedic Thought / 65; Educational Implications of the Vedic Thought / 67; Philosophic Thought as Contained in the Upanishads / 68; Philosophical Thought of the Bhagwad Gita / 70; Educational Implications of Philosophic Thought of Gita / 73; Systems of Philosophy and Their Educational Implications / 73; Salient Features of Indian Thought and Implications / 78
8. Philosophy and Education: Significance of Studying Philosophy in Understanding Educational Practices and Problems
Philosophy is Old as Human Life: Significance of Philosophy / 82; Meaning and Definition of Philosophy / 82; Chief Characteristics of Philosophy / 84; Why Do We Need Philosophy? / 84; Scope of Philosophy: Different Areas of Philosophy / 85; Relationship Between Philosophy and Education: Their Interdependence / 87; All Great Philosophers as Great Educators / 88; Significance of Studying Philosophy in Understanding Educational Practices and Trends: Contribution of Philosophy to Education / 89; Teacher's Role and the Knowledge of Philosophy / 92
9. Realism with Reference to Aristotle and Jainism
Realism / 95; Meaning and Definition of Realism / 95; Basic Concepts of Realism / 95; Contribution of Realism to Education / 96; Limitations of Realism / 97; Main Forms of Realism / 97; Aristotle (384-322 B.C.) / 99; Aristotle's Philosophy of Realism and Its Implications / 100; Chief Features of Aristotle's Educational Philosophy and Practices / 101; Evaluation of Aristotle's Views / 103; Origin and Sources of Jain Philosophy / 103; Principal Tenets of Jainism / 104; Educational Implications of Jainism / 105; Jainism and Realism / 105
10.Naturalism with Reference to Rousseau and Rabindranath Tagore
Meaning of Naturalism / 106; Chief Characteristics of Naturalism / 106; Types of Naturalism / 107; Prominent Naturalist Philosophers / 107; Naturalists and Its Various Dimensions of Education (Implications of Naturalism in Education) / 107; Limitations of Naturalism in Education / 110; Contribution of Naturalism to Education / 110; Essence of Rousseau's Naturalism / 110; Rousseau's Naturalism in Edu-cation / 111; Rousseau's Naturalism and His Theory of Negative Education / 113; Limitations of Rousseau's Naturalism in Education / 114; Contribution of Rousseau to Education / 115; Brief Life Sketch of Tagore: Tagore a Multi-splendored Personality / 115; Tagore's Publications / 116; Tagore's Naturalism: Background of Tagore's Naturalism / 117; Chief Characteristics of Tagore's Naturalism in Education / 118; Tagore's Contribution to Education / 122
11. Idealism with Reference to Plato, Socrates and Advatia Philosophy
Meaning of Idealism / 123; Chief Exponents of Idealism / 123; Fundamental Principles of Idealism / 124; Idealism in Education / 124; Limitations and Weaknesses of Idealism / 128; Contribution of Idealism to Educational Theory and Practice / 128; Brief Life Sketch of Plato / 129; Plato's Publications / 130; Plato as an Idealist Philosopher / 130; Plato's Views on Different Dimensions of Education / 130; Plato's Dialectic / 133; Contribution of Plato to Educational Thought and Practices / 134; Brief Life Sketch of Socrates / 134; Socrates' Philosophy / 135; Socratic Method of Instruction: Dialectic Method / 135; Educational Implications of Socrates' Philosophy / 135; Shankara or Sankara Acharya (788-820 A.D.) / 136; Essence of Sankara's Philosophy: Advaitvad / 137; Educational Implications of Advaitvad / 138
12. Pragmatism with Reference to Dewey's Instrumentalism and Experimentalism
Meaning, Definition and Forms of Pragmatism / 139; Chief Promoters of Pragmatism in Modern Times / 140; Broad Features of Pragmatism in Education / 141; Limitations of Pragmatism / 143; Contribution of Pragmatism to Education / 143; Pragmatism with Reference to Dewey's Instrumentalism and Experimentalism / 144; Educational Implications of Instrumentalism / 145; Experimentalism / 145; Role of the Schools: Educational Implications / 147; Instructional Process and Dewey's Instrumentalism and Experimentalism: Contribution of Pragmatism / 147; Comparative Impact of Idealism, Naturalism and Pragmatism on Educational Theory and Practice / 148
13. Humanism: Historical, Scientific and Buddhism
Meaning of Humanism / 151; Factors that gave rise to Modern Humanism / 151; Chief Characteristics of Humanism / 152; Some Prominent Western and Indian Humanists / 153; Educational Implications of Humanism / 154; Historical Humanism / 155; Scientific Humanism / 155; Humanism of Buddhism or Buddhist Humanism / 157; Basic Tenets of Buddhist Philosophy / 158; Educational Implications of Buddhist Philosophy / 159
14. Child-Centred Education: Concept of a Learner with Reference to Giju Bhai
Meaning of Child-Centred Education / 160; Prominent Educators Who Stress Child-Centred Education / 160; Why Child-Centred Education? / 162; Implications of Child-Centred Education / 163; Role of the Teacher in Child-Centred Education / 163; Limitations of Child-Centred Education / 164; Child-Centred Education and Teacher-Centred Education / 165; Concept of the Learner With Reference to Gijubhai as Teacher Educator / 166; Brief Life Sketch of Gijubhai / 166; Bases of Gijubhai's Philosophy: Concept of the Learner / 166; Contribution of Gijubhai / 168
15. Mahatma Gandhi (1869-1948): Basic Tenets of Basic Education
Brief Life Sketch of Gandhiji / 169; Principal Features of Gandhiji's Philosophy of Life / 170; Factors that Influenced Gandhiji's Philosophy of Life and Philosophy of Education / 171; Thoughts of Gandhiji on Various Dimensions of Education in His Own Words / 171; Gandhiji's Philosophy: A Mix of Idealism, Pragmatism and Naturalism / 175; Gandhiji's Dissatisfaction with the Existing System of Education and Formulation of Basic Systems of Education / 179; Origin of Basic Education, (Nai Talem) Wardha Scheme or System of Education / 179; Curriculum of Basic Education as It Emerged in Due Course / 180; Tenets Merits of Basic Education/Chief Features / 181; Criticism of Basic Education / 183; Future of Basic Education and the Education Commission (1964-66) / 184
16. Gijubhai and 'World of Children' (1885-1939)
Gijubhai: A Great Pioneer in Pre-Primary Education in India / 186; Gijubhai's 'World of Children' / 186; Environment of the Bal Mandir (Children's School or Children's Temple or Children's World) / 187; Gijubhai as an Author / 188
17. Swami Vivekananda (1863-1902): Man-Making Education
Brief Life Sketch of Swami Vivekananda / 189; Principal Features of Swami Vivekananda's Philosophy / 190; Swami Vivekananda's Philosophy of Education / 190; Swami Vivekananda on Various Aspects of Education / 190; Contribution of Swami Vivekananda to Education: Relevance of His Views Today / 192; Concept of Man-Making Education / 192; Chief Elements of Man-Making Education / 193; Educational Implications of Man-Making Education / 193
18. Sri Aurobindo Ghose (1872-1950): Integral Education: Its Basic Principles and Stages
Brief Life Sketch of Sri Aurobindo / 199; Most Prominent Features of Aurobindo's Philosophy / 200; Sri Aurobindo's Main Ideas on Education / 200; National System of Education / 202; Contribution of Sri Aurobindo to Education / 203; Select Quotes of Sri Aurobindo on Education / 203; Meaning of Integral Education / 203; Two-fold Bases of Integrated Education / 204; Task of Integral Education / 205; Measures for Achieving the Ends of Integral Education / 206
19. Frederich August Froebel (1782-1852): The Play-Way Method
Brief Life Sketch of Froebel / 208; Froebel's Interest in Education / 208; Main Features of Froebel's Educational Philosophy and Principles / 209; Meaning, Objective and Environment of the Kindergarten / 211; Chief Characteristics of Kindergarten / 211; Meaning of Play-Way / 214; Principles of Play-Way Method / 214; Gifts, Occupations, Songs, Gestures and Construction in the Play-Way / 215; Play-Way Activities Based on Gifts and Educational Objectives: Some Examples / 216; Role of the Teacher / 216; Merits of Froebel's Play-Way Method / 217; Limitations of Froebel's Play-Way Method / 217; Froebel's Contribution to Educational Thought and Principles / 217
20. Maria Montessori (1870-1952): The Didactic Apparatus
Brief Life Sketch / 219; Origin of Children's House and Development of the Montessori Method / 219; Contact Between Mahatma Gandhi and Maria Montessori / 220; Essence of Montessori's Philosophy / 220; Publications of Madam Montessori / 221; Chief Features of Montessori's Educational Theory and Principles / 221; Children's House / 223; Meaning of Didactic Apparatus / 224; Didactic Apparatus / 225; Forms of Didactic Apparatus / 225; Details of the Didactic Apparatus and Its Application / 226; Evaluation of the Montessori Method and Didactic Apparatus / 228; Contribution of Maria Montessori to Educational thoughts and Practices / 229; Comparison Between Froebel and Montessori / 229
21. Indian Constitution: Directive Principles and Articles Relating to Education
The Constitution of India as a Guiding Force and Source of Inspiration / 231; Constitution of India at a Glance / 231; Chief Features of the Constitution of India / 232; Summary of the Salient Features of the Constitution of India / 239; Significance of the Directive Principles of State Policy / 240; Provisions of Articles contained in the Directive Principles of State Policy / 241; Nature of the Directive Principles of State Policy / 244; Implementation of the Directive Principles of State Policy / 244; Federal Structure of Indian State: Division of Responsibilities / 245; Articles in the Constitution Relating to Education / 246; Controversy on Putting Education in the Concurrent List / 248; National Policy on Education (1986 and as amended in 1992): Meaningful Partnership / 249
22. Secularism, Social Goals, Democracy and Socialist Pattern of Society
Secularism in the Indian Constitution / 250; Indian Concept of Secularism and a Secular State / 251; Constitutional Provisions and Secularism / 253; Educational Implications of Secularism / 254; Meaning of Social Goals / 254; Constitutional Provisions for the Achievement of Social Goals / 254; Meaning and Definition of Democracy / 255; Significance of Each Letter in the term Democracy: Values of Democracy / 256; Dimensions of Democracy / 258; Most Essential Elements of Democracy / 258; Relationship Between Democracy and Education / 259; Democracy in Education / 260; Meaning of a Socialist Pattern of Society / 264; Major Policy Provisions in the Constitution for the Development of a Socialist Pattern of Society / 264; Role of Education in Establishing a Socialist Pattern of Society / 265
23. National Integration and Emotional Integration: Economic Planning
Meaning of National and Emotional Integration / 267; Why National and Emotional Integration! Need for National and Emotional Integration / 267; Role of Education in Developing National Integration / 269; Appointment of the Emotional Integration Committee (1961) and Its Recommendations / 269; Major Recommendations of the Emotional Integration Committee / 269; Programmes Undertaken for Promoting National Integration / 273; Importance of Planning in Socio-Economic Development / 274; Socio-Economic Profile of India on the Eve of Independence. Harmful Consequences of the British Rule. Need for Planning / 275; Main Objectives of Planning in India / 276; Planning Machinery: Planning Commission / 277; Evaluation of Socio-Economic Achievement During Planning / 281; Objectives of Educational Planning in India / 285; Evaluation of Achievements in the Field of Education / 286
24. Sociological Basis of Education
Origin, Meaning and Definition of Sociology / 290; Meaning of Sociological Basis of Education: Educational Sociology / 291; Scope of Educational Sociology and Its Development / 292; Sociological Basis of Education: Importance of Educational Sociology: Contribution of Educational Sociology to Education / 293; Meaning of Society / 297; Relationships Between Individual and Individual / 298; Norms of the Society and Relationship Between Individual and Society / 299; Norms of the Existing Social Order and the Old Social Order / 300; Meaning of Liberal Education / 304; Merits of the Utilitarian Education / 305; Synthesis between Liberal Education and Utilitarian Education: Complete Living Education / 306; Role of Education in Economic Development: Views of Great Thinkers / 306; Ways and Means in Which Education Contributes to Economic Development / 307
25. Education and Social Change: Education and National Welfare, Education and Human Resource Development
Meaning of Social Change / 309; Causes/Factors of Social Change / 311; Process of Social Change / 312; Education as an Instrument of Social Change / 313; Inter-relationship between Education and Social Change / 315; Agencies of Education and Social Change / 316; School as a Social Institution and an Agent of Social Change and the Role of the Teacher / 316; Meaning of National Welfare / 320; National Development and national Welfare / 322; Meaning of Human Resource Development and Its Need / 322; Education Commission 1964-66 on the Importance of Manpower Development / 323; Estimates Involved in Human Resource Development or Manpower Planning / 324; Limitations of the Manpower or Human Development Approach / 325
26. National Integration, Cultural Heritage: Contribution of Different Religions, Religious Festivals
Meaning of National Integration / 327; Why National Integration? / 328; Hindrances and Obstacles in National Integration. / 328; Role of Education in National Integration / 329; Role of Teachers and Educational Institutions in Achieving National Integration Through Democratic Interaction / 329; Role of the Teachers in Promoting National Integration / 330; Rich Cultural Heritage of India / 332; Meaning of Culture and Cultural Heritage / 332; Chief Characteristics of Indian Cultural Heritage / 334; Major Influences in Indian Culture / 336; Cultural Heritage and Education / 337; Meaning of Religion and Tenets of Each Religion in Brief / 338; Integrative Influence of Religions on Cultural Values / 341; Philosophy of Celebration of Festivals and Description of Some Festivals / 346; A Comprehensive List of Indian Principal Festivals and Anniversaries / 348
27. Meaning of a New Social Order: Eradication of Illiteracy, Equality of Opportunity
Meaning of a New Social Order / 351; Social Order as Envisaged in Directive Principles of State Policy / 352; Illiteracy in India in the World Context / 353; Measures for Eradicating Illiteracy / 356; Promotion of Adult Education/Literacy in India / 359; Need for Social, Cultural and Economic Equality / 360; Measures for the Development of SCs and STs / 364; Progress Achieved in the Promotion of Education of SCs and STs in India Since Independence / 368; The Measures Contemplated for Education of SCs Include: / 369; Promotion of Education Among STs / 370; Other Backward Classes (OBCs) / 372
28. Education of the Disabled. Eliminating Gender Bias. Education of the Minorities
Meaning of the Disabled Persons and the Magnitude of the Issues / 375; National Policy on Education (1986 and 1992) on the Education of the Handicapped / 376; Meaning of Gender Bias and Its Indicators / 377; Role of Women / 381; Measures for the Uplift of Women and Removing Gender Bias / 382; Acts Passed in Independent India for the Welfare and Empowerment of Women / 385; Total Population of Minorities in India and Prominent Characteristics / 386; Specific Constitutional Provisions Regarding Cultural and Educational Rights of Minorities / 386; National Policy on Education (1986 and 1992) on Education of the Minorities / 386; National Commission for Minority Educational Institutions / 387
29. Distance Education - Green and Clean Society (Environmental Education)
Meaning of the Concept of Distance Education / 388; Objectives, Merits and Limitations of Distance Education / 389; Brief History of Distance Education in India / 391; Problems and Suggestions for Improvement of Distance Education / 392; Meaning of Green and Clean Society: Need for Such a Society / 392; Green Area in India and Measures for Preservation Protection and Promotion / 393; Major Steps Taken by the Government of India Towards a Green and Clean society / 395; Better Life and Environment / 396; Meaning and Type of Environment / 396; Pollution Control / 400; Meaning of Environmental Education / 401; Goals, Objectives and Guiding Principles of Environmental Education / 401; Curricular Patterns of Environmental Education / 402
30. Povertyless Society Through Planning: Population and Available Resources, New Programmes
Meaning of Poverty and Its Extent in the World and India / 404; Poverty in India in the World Context / 405; Need for Population Planning in India / 406; Population Planning / 409; Population Planning: National Population Policy of India and Its Chief Features / 410; Meaning of Population Education / 411; Objectives, Need and Importance of Population Education / 412; Population Education Programme / 413; Problems and Suggestions for Introducing Population Education / 415; Planning Resources / 417
31. Agencies of Education
Different Types of Agencies of Education / 423; Broad Classification of Agencies of Education / 424; No Watertight Division of Agencies of Education / 426; Family as an Agency of Education / 426; School as an Agency of Education / 428; Functions of the School in Behavioural Terms / 430; Community as an Agency of Education / 432; Mass Media As Agencies of Education / 433
32. Paramhansa Yogananda (1893-1952): Philosophy and Its Impact on Education
Brief Like Sketch of Shri Paramhansa / 439; Essence of Yogananda's Teachings and Philosophy / 439; Paramhansa Yogananda Kriya Yoga / 439; A True Yogi according to Parmahansa / 440; True Religion / 441; Paramhansa's Views on Education / 441; Education for Life / 442; Why Education for Life / 442; Knowing Four Tools which Relate us to Life / 443; Four Stages and Contents of Education / 443
Review Questions: Essay Type, Short Answer Type and Objective Type Questions
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The book attempts to analyse the role of education in bringing about a peaceful and silent revolution for ushering in an era of harmony, peace, progress and prosperity in India. Various emerging problems of education in India are discussed in their philosophical, sociological and global perspectives. The special focus of this publication is on the realization of the aspirations, ideals and values as enshrined in the constitution of India and the vital role of education in this task. Role of education in population planning, conservation, protection and promotion of environment, eradicating poverty and generation employment, and strengthening emotional and national integration is suitably highlighted.\n
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S. Gupta is Post Graduate from Delhi University, Delhi and has been associated with teaching since 1986. She has widely travelled abroad and participated in several seminars. She has co-authored two books with Sh. J.C. Aggarwal, a prolific writer.\n
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EDUCATION IN INDIA:DYNAMICS OF DEVELOPMENT: 2nd Impression |
MARMAR MUKHOPADHYAY AND MADHU PARHAR (Ed.) |
9788175418493(HB) |
9788175418509(PB) |
2023 impression |
|
|
344+viii
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795.00 |
2250.00 |
Indian Education since Independence: An Overview;Marmar Mukhopadhyay
Evolution of Policies in Education;Kailash Khanna
Universal Elementary Education of Satisfactory Quality: An Assesment of Our
Performance;Amarjeet Sinha
Adult Education in India after Independence: A Critical Historical Account;H.S. Bhola
Women's Education in Post-independent India;Manju Narula Gauri Srivastava
Secondary Education: The Victim of Perennial Neglect;Marmar Mukhopadhyay
Higher Education Story of the Past and Reconstituting the New;Sudhanshu Bhushan
Technical Education: Poised at a New Crossroad;C.R. Mitra
Education of Scheduled Castes and Scheduled Tribes;Sachchidananda
Education of Children with Disabilities in India;Sudesh Mukhopadhyay
Teacher Education;Madhu Parhar
Educational Technology;Marmar Mukhopadhyay
Media in Education;Madhu Parhar
Open and Distance Education ;Madhu Parhar and Marmar Mukhopadhyay
Financing of Education in India;J.L. Azad
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There was a massive turn of events in education in the late 1990s, particularly with the emergence of right wing BJP into power. We decided to take a fresh look at the dynamics of development of Indian education, based on our experience in Indian Education: Development since Independence.
Several major institutions like CABE, ACC etc. were adapted to suit political agenda of cultural nationalism during the NDA regime. There was no qualitative shift in the regime that succeeded. It resurrected CABE, but stuffed with 'one dimensional' intellectuals. Political and bureaucratic obedience was preferred over academic excellence for the leadership position in higher education institutions. School curriculum shuttled between the 'left' and 'right', leaving students' interest in the back burner. Anti-reservation agitation by the bright students, India's future, met with water cannons, 'lathis' and gunshots when traders' agitation met with 'tears' across party lines. A dangerous trend of 'utter politicalization' of education was set in motion. This dynamics needs to be captured.
This book comprises 15 chapters; a chapter each on to elementary education, adult education, education of scheduled castes and scheduled tribes, secondary education, higher education, technical education, women's education, inclusive education, educational technology, teacher education, media in education, open and distance education, and educational financing. These 13 chapters has been preceded by a chapter each on an overview of development of education since independence, and evolution of educational policies in India. Each chapter coming from distinguished specialist in the respective field adds additional value to the book.
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Professor Marmar Mukhopadhyay former Joint Director and Director (i/c) of NIEPA was involved in educational policy making planning implementing and evaluating at the highest level. He is an articulate author with several books to his credit including Total Quality Management Story of EDUSAT and Educational Technology: Knowledge Assessment. Dr. Madhu Parhar is Reader in Distance Education in STRIDE of Indira Gandhi National Open University New Delhi. An established researcher and author has contributed to several Indian and International Journals; her book Satellite in Education is the most comprehensive research treatise on the subject.\n
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Education,M.ed/B.ed./D.ed. |
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EDUCATION POLICY IN INDIA: 1992 AND REVIEW 2000 AND 2005 |
J.C. AGGARWAL |
9788175418530(HB) |
9788175418547(PB) |
2023 impression |
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viii+245pp, (3RD ED. IN 2009)
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550.00 |
1450.00 |
Preface
Glossary
Framing National Policy on Education in India
Revised National Policy on Education
Ramamurti Committee, 1990-Reviewing NPE, 1986
The CABE Committee Report, 1992
Committe on Committee
Current Developments in Education
Education of the SCs, STs and OBCs
Implementation and Monitoring of NPE
Major Initiatives Taken for the Implementation of Revised National Policy on Education 1992
Review of NPE, National Curriculum Framework for School Education 2000 and National Curriculum Framework 2005
Overview of Implementation of National Policy of Education
Appendix 1: Committee, Commissions, Policy Statements and other significant Documents on Education in India since Independence
Appendix 2: Towards EFA: The Quality Imperative: Mirrror of Equity
Appendix 3: Basic Indicators including Education
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Since the adoption of the 1968 policy of education, the most notable development has been the acceptance of a common structure of education throughout the country. The book focuses on the review of NPE 1986 in 1992 and the efforts made in the implementation of the NPE; and the modifications made.
While discussing the various dimensions of the NPE, attention is also given to the restructuring of the curriculum covering salient features of National Curriculum Framework for school education 2000 and National Curriculum Framework 2005.
It is hoped that the book may be a useful source of information for all sections, engaged in the revamping of the educational system in India.\n
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J.C. Aggarwal is a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration. He has worked at the grassroots level as a Post-graduate teacher, principal; plan evaluation officer and educational supervisor and administrator. He has also taught in a Post-graduate Teacher Training College. He is widely travelled and has written extensively on education and contemporary issues.\n
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0.00 |
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Education,M.ed/B.ed./D.ed. |
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EDUCATIONAL REFORMS IN INDIA FOR THE 21st CENTURY |
J.C. AGGARWAL |
9789386262707(HB) |
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2023 impression |
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|
228p 4th REV. ED. , Ist Published in 2000
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0.00 |
1500.00 |
Curriculum Defined.International Commission for the Twenty-first Century Teachers for the Twenty First Century. Comparative Curriculum Scenario. A brief History of Educational Reconstruction in India. Educational Reforms for the Twenty-first Century.Curriculum Reviews and Implementation in India. Salient Features of the National Curriculum Framework for School Education.A Critique of the NCERT Curriculum Framework. CBSE Curriculum and NCERT Framework
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Education is fundamental to our all round development, material and spiritual. There are moments in history when a new direction has to be given to it. That moment is today. Accordingly, the book provides an analytical view of the efforts made in India and abroad to revitalise education so as to meet the challenges of 21st century. The deficiencies have been pointed out and prag-matic remedies are discussed. Recommendations made by the International Commission on Education for the 21st Century, Views of Eminent Indian Educationists, Critique of NCERT National Curriculum Framework, Teacher’s Education, Multiple Dimensions of Curriculum and Evaluation, Comparative Global Educational Policies and comprehensive Bibliography of National level committee and commissions are the salient features of the book. Emphasis has been laid to pay special attention to the determination of our educational priorities on the basis of actual availability of our resources and also class room needs.\n
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J C Aggarwal, a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks. Delhi Administration has written extensively on Education. History and contemporary Affairs. Before joining Delhi Administration, he taught in a Post graduate Teachers Training College. His recent publications are Landmarks in the History of Modern Indian Education; Theory and Principles of Education; Essential of Educational Technology; Teaching of Commerce; A Practical Approach; Education Policy in India; Major Recommendations of the 1999 International Commission on Education for the 21st Century, and their implications; Education in India since 1991; Significant Documents; Development of Education in India Select Documents 1991; Significant Documents; Development of Education in India; Select Documents 1993-94; Educational Administration, Management and Supervision and Bharat Mei Nari Shiksha.\n
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Political Science |
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ELECTION IN INDIA : 1952-96: Constituency Profiles, Results and Analysis Focussing Poll 1996 |
J.C. AGGARWAL, N.K. CHOWDHARY |
9788185402826 |
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2023 impression |
|
|
314p
|
0.00 |
2000.00 |
Indian Parliament and Election Commission, First to Tenth Lok Sabha, Highlights of First Ten Elections, Political Parties in India, Election Manifestos 1996, State Assemblies, Prepoll Ups and Downs, Conduct of 1996 elections, 1996 Elections, 1996 Election Results at a Glance, Voting Patterns and Regionwise swings, Statewise Election Data, Constituencywise Lok Sabha Election Rules 1991-96, Religion Caste compostion, Reactions, Main events, 13 days to 13 Parties
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The 1996 General Elections, the biggest event ever witnessed by any country, to elect the 11th Lok Sabha were acomplished on 5th of June,1996. The election, with voters list of 590 milion involved the establishment of 8,25,000 polling boots, deployment of 50 lac of polling personnel and 1.75 lac of police force. The book attempts to provide encylopaedic information on all the eleven Lok Sabha Elections held so far with main focus on polls 1996.\n
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J C Aggarwal, a retired Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration, has written extensively on education and current problems. His publication include : Learning without Burden: An Analysis: Education Policy in India : Modern History of Jammu and Kashmir; Uttarakhand : Past and Present and Elections in India:12952-96. N K Chowdhry, has been writing on contemporary politics economics and political affairs for the last six years. He is a former Deputy Director of Education, Delhi Administration. He started with the book Ramjanambhoomi throughthe ages and has since authored a number of books including Elections in India (1952-1991); Assembly Elections 1991: Dunkel Proposals (2 Vols) ; Assembly Elections 1994-95 Elections in India : 1952-96: Elections in India : 1998 etc. Shri Chowdhry frequently contributes to newspapers and magazines on topics of professional and general interest.\n
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Education,M.ed/B.ed./D.ed. |
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GANIT SHIKSHAN: (HINDI) |
CHAMAN LAL BANGA, R.K. DIXIT |
9788175416116(HB) |
9788175416123(PB) |
2023 impression |
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312pp
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395.00 |
995.00 |
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SHIPRA PUBLICATIONS |
0.00 |
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Literature/Language |
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GHUBAR-E-KHATIR (SALLIES OF MIND) |
MAULANA ABUL KALAM AZAD |
9789391978198(PB) |
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2023 impression |
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xiv + 322 pp
|
995.00 |
0.00 |
Prime Mininster, Atal Bihari Vajpayee's Messege, Translator's Note-D.R. Goel, Introduction - Malik Ram, Foreword: 2 Feb 1946, Letter 1: 27 June 1945, Letter 2: 24 Aug 1945, Letter 3: 3 Sep 1945, Letter 4: 3 Aug 1942, Letter 5: 10 Aug 1942, Letter 6: 11 Aug 1942, Letter 7: 15 Aug 1942, Letter 8: 19 Aug 1942, Letter 9: 27 Aug 1942, Letter 10: 29 Aug 1942, Letter 11: 12 Oct 1942, Letter 12: 17 Oct 1942, Letter 13: 18 Oct 1942,
Letter 14: 5 Dec 1943, Letter 15: 17 Dec 1942, Letter 16: 7 Jan 1943, Letter 17: 9 Jan 1943, Letter 18: 2 March 1943, Letter 19: 17 March 1943,
Letter 20: 18 March 1943, Letter 21: 11 April 1943, Letter 22: 14 June 1943, Letter 23: 15 June 1943, Letter 24: 16 Sept 1943
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Ghubar-e-Khatir (Sallies of Mind) is the last of Maulana's writings and perhaps the most unique. Whereas his earlier writings whether journalistic or academic dealt with either religion or politics, here he takes leave of both the preoccupations and uses the solitude of political incarceration to give expression to his innermost thoughts on various phenomenon of life.
Not intended to be published when written but the published work shows that whoever persuaded the Maulana to allow publication deserves gratitude not only of his personal admirers but all those who care for flights of fancy rooted in erudition and close observation of human and natural phenomenon. The reflection on personal life provide a mine of information about his character which would prove highly valuable for a biographer; nowhere else the psyche of Maulana is revealed as intimately as here because it is a volume of uninhibited sallies of his mind. The account of his passage from an orthodox background to the wilderness of doubt and ultimate arrival at faith that transcends boundaries of sects provide enlightenment to the seekers of Truth and pave the way to respect for diversity. When he talks about his tea habit he throws a flood of light on the origin of the weed, its varieties as well as various tastes of tea drinkers. For him tea is not a substitute of wine but itself an intoxicating drink that transports him into the world of imagination where past, present and future merge into eternity.
There is rich stuff for lovers of plants and flowers and exceedingly rewarding information for those inclined towards music. His reaction to Aurangzeb's strong aversion to music would on the one hand warm the hearts of hedonists and on the other open the eyes of the kill-joys who think that pleasures and delights of the world of eye and ear are impious indulgence. All in all it is both delightful and instructive.
\n
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Maulana (Mohiuddin) Abul Kalam Azad, born in an Indian family at Mecca on 11 November 1888, rose to the front ranks of India's freedom struggle. He earned the respect of Gandhiji for his views on religion and politics that led to emphasis on communal unity as a necessary component of national independence. Maulana Azad started his career not as a religious or community leader but as a member of a revolutionary group. Later he was convinced of non-violence as a better instrument for political struggle and worked shoulder to shoulder with Gandhiji and Jawaharlal Nehru. Leaving the path of revolutionary violence he launched on journalism to create political awareness among Muslims who were at that time keeping aloof from national politics. According to him struggle for freedom was a religious obligation for Muslims. He played an important role in Indian National Congress of which he became president on two crucial junctures, first in 1923 when he saved its unity threatened by the controversy on council entry and later in 1940 when there was direct and final confrontation with the imperialist power.
In independent India he was Minister for Education in which capacity he promoted the setting up of various academic and cultural institutions. Apart from a politician Maulana was a writer with a distinct prose style marked by high level erudition and a poet's sensitivity to men and affairs. His Tarjaman-ul-Qur'an is one of the most authentic and intellectually stimulating interpretations of the fundamentals of Islam. Among his political writings Qaul-e-Faisal and India Wins freedom are significant as expressions of his views on politics.\n
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Education,M.ed/B.ed./D.ed. |
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LEARNING DISABILITIES: TEACHING LEARNING STRATEGIES |
RASHMI AGRAWAL, BVLN RAO |
9788175415683(HB) |
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2023 impression |
|
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First Published in 2010
|
0.00 |
850.00 |
Preface
1. Learning Disabilities with Reference to Dyslexia
2. Various Forms of Learning Disabilities
3. Researches and Theories on Learning Disability
4. Identification and Diagnosis of Learning Disabilities
5. Causes of Learning Disability
6. Impact of Learning Disabilities on Children
7. Specific Needs of Learning Disabled
8. Educational Problems of Learning Disabled Children
9. How to Teach Learning-disabled Children
10. Role of Parents, Schools and Community
11. How Teachers should Deal with Learning Disabled Children
12. Strategies for Teaching-Learning and Intervention
13. Innovations in Learning Disability
Annexures
I : List of Persons and Organisations Helping Disabled
II : Softwares that Help Learning Disabled
III : Learning Disabilities Checklist
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Students suffering from learning disorder require not only a change in strategy of teaching-learning process but also the attitude of the teachers and parents towards them. The book takes a comprehensive look at the learning disabilities.
It covers large range of topics such as definition of learning disabilities, various forms of learning disabilities, how a learning disabled child can be identified, causes of learning disabilities, impact of learning disabilities on children, the specific problems of learning disabled, their educational problems, etc.
The book is a practical guide in explaining, what are the teaching learning strategies that can be adopted to teach learning disabled. Parents, teachers and therapists would find it useful in dealing with the learning disabled children.\n
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Dr. Rashmi Agrawal is a Ph.D in Psychology from Lucknow University. She later specialized in Rehabilitation & Counselling from the University of California, USA. She has also done an International Course in Evaluation sponsored by World Bank. Dr. Agrawal has long experience of working in the field of Education, Employment and Other related disciplines. She has authored five books including Education for Disabled Children and number of papers in national and international conferences. At present she is working as Chief in the Institute of Applied Manpower Research, Planning Commission, New Delhi.
Banda Venkata Lakshmi Narasimha Rao retired from ISS in 1995. He served in the Ministry of Labour, GoI, in various capacities, Central Institute for Research and Training in Employment Services as Director, and in Planning Division as Dy. Advisor. He also worked with ILO on projects in Bangkok and Hanoi. He has presented/published papers on subjects like child labour, street children, employment of women.\n
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Education |
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MODERN INDIAN EDUCATION:HISTORY,DEVELOPMENT AND PROBLEMS |
J.C. AGGARWAL |
9789388691017(HB) |
9788175413320(PB) |
2023 impression |
|
|
xii + 236 pp, 4th Revised Edition Reprint
|
495.00 |
1450.00 |
An Overview of Development of Education in India . Pre- Primary/ Nursery Education.Primary/Elementary Education. Universalisation of Elementary Education. New Initiatives in Universalisation of Elementary Education. Wastage and Stagnation, Neighbourhood School, Recent Developments and Administration of Primary Education. Basic Education or Nai Talim or Wardha Scheme of Education. Secondary Education. Secondary Education and Its Relevance to Our Needs.Vocationalisation of Education at the Secondary Level. Higher Education : Committees and Commissions. Higher Education : Aims, Admissions, Student Unrest, Major Universities Governance. Adult Education. National Integration. Religious and Moral Education. Women’s Education. Social Service in Education. Diverse Issues.Organisational Set-up at Various Levels of Education. Survey of Education Commissions ,Committees and Other Documents Since Independence. Graphs and Figures.
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The book provides a meaningful survey of the development of education in India since 1800, with a focus on post independence period. It presents details of the strenuous efforts made to restructure the educational system so as to meet the aspirations and needs of the people of India. The picture, undoubtedly, is of both light and shade of some outstanding achievements as well as dismal failures. The publication draws its material from more than one hundred reports of the Committees and commissions and other educational documents. Comparative data on the development of education of a number of countries is incorporated so as to enable the reader to comprehend educational problems in a global perspective. The book responds to the needs of a wide range of potential readers. It can be used as a library volume to be consulted periodically by those seeking up to date and authentic information on various dimensions of Indian education.\n
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J C Aggarwal, a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration has written extensively on Education, History and contemporary affairs. Before Joining Delhi Administration, he taught in a Postgraduate Teacher Training College. His recent publications are: Educational Reforms in India – for the 21st Century; Landmarks in the History of Modern Indian Education; Essentials of Educational Technology.\n
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Autobiography |
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MY STRUGGLE FOR SELF-REALIZATION: AN AUTOBIOGRAPHY |
SWAMI SATCHIDANANDA GIRI |
9788175417991(HB) |
9788175418004(PB) |
2023 impression |
|
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248pp
|
395.00 |
1250.00 |
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“My Struggle for Self-Realization is the autobiography of Swami Satchidananda Giri. Swamiji was the direct disciple of Sri Sri Paramhansa Yoganandaji, founder of Yogoda Satsanga Society of India and Self-Realization Fellowship….\n
… does not read like one of the many autobiographies. It is something unique, something that touches the deeper chords of our very being. We are grateful to Swamiji for sharing His wealth of spiritual experience with us through this book.” ---Marmar Mukhopadhyay\n
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vi+252 pp\n
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0.00 |
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Education,M.ed/B.ed./D.ed. |
|
PEACE EDUCATION |
PRAVAT KUMAR DHAL |
9788193838235(HB) |
9788193838242(PB) |
2023 impression |
|
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pp 212
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350.00 |
1250.00 |
Preface
Abbreviations
1. Introduction
1.0 Introduction
1.1 Aims and Objectives
1.2 Meaning, Concept, Need and Significance
1.3 Barriers—Psychological, Cultural, Political and Socio-economical
1.4 Factors Responsible for Breaking Peace
1.5 Religion and Peace
1.6 Peace in Different Religions
1.7 Some Thoughts in Different Faiths
1.8 Interfaith/Inter-religious Dialogue
2. Empowerment for Peace
2.0 Background
2.1 Justice—Social, Political, Economic, Cultural and Religious
2.2 Equality—Egalitarianism, Education for All, Equal Opportunity
2.3 Women’s Empowerment for a Culture of Peace and Non-Violence
2.4 Citizenship—Socialism, Secularism and Democracy
2.5 Critical Thinking: Reasoning and Applying Wisdom and
Co-operation
2.6 Learning to be and Learning to Live Together
2.7 Global Peace Science (GPS)
3. Development Perspectives
3.1 Cognitive, Moral, Social Reasoning and Wisdom
3.2 Self-Development and Self-Identity
3.3 Controlling Bad Habits: Drug, Abuses, Theft, Indiscipline
3.4 Obedience to Law, Order and Ethics
3.5 Utilization of Moral Habits
3.6 Role of Education in Promoting Human Rights, Values, Peace and Development
4. Pedagogy of Peace
4.0 Introduction
4.1 Some Key Areas
4.2 Conflict Resolution
4.3 Brain Storming
4.4 Problem Solving Model
4.5 Activity Performance
4.6 Sri Aurovindo’s Integral View of Education for Peace and Harmony
4.7 Gandhiji’s Concept of Peace
5. Strategies for Peace
5.1 Emotional Integration: Rapprochement, Storytelling, Narration of Scenario with Zest
5.2 Understanding Background: Survey, Action Researches
5.3 Violence: Prevention and Intervention
5.4 Crisis Management
5.5 Negotiation, Persuasion, Co-existence
5.6 Peace Values
5.7 Peace Skills
6. Peace and Education
6.1 Education for Peace
6.2 Policy Perspectives
6.3 Peace Education in Different Stages
6.4 Peace in Teacher Education
6.5 Peace in School Setting
6.6 Family’s Role for Peace
6.7 Role of Media in Peace Building and Conflict Management
6.8 Spirituality and Peace
6.9 Assignments
6.10 Project Based Activities
Bibliography
Index
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While the beautiful Globe is booming with violence, terror, falsehood, obscurity and evil activities, in this moment the treatise ‘Peace Education’ is coined as a pedagogy meant for learners and teachers of teacher education programmes in India and abroad.It contains six chapters—Introduction, Empowerment for peace, Development perspectives, Pedagogy of peace, Strategies for peace, and Peace and Education. Various aspects of peace education are discussed in a lucid and comprehensive manner. Silence of mind, inward journey and to become conscious about her/himself are the pre-requisite criteria for establishing peace in human being. The fusion of matter and spirit is the core idea inherent within. Hope,it might help any reader to become conscious about her/himself, others, society and nation.\n
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Prof. Pravat Kumar Dhal (b. 1967), Education Scientist, is Professor and Head, Department of Education, Magadh University, Bodhgaya and has been serving in the field of education for the last twenty seven years. He has to his credit fiftyscientific papers and six books. He has wonawards as: World Harmony Gandhian Creator, Excellence in Higher Education of Asia, Fellow of the Rights, Leading Educationist of India, Bharat Excellence, Ambedkar Fellowship, Confederation of Education Excellence, Research Excellence and Good Leader etc.Prof. Dhal is the founder of MIRA and the Life Member of GHA, IAWEP, GERA, AIAER, IATE, IAAP, IFORE, HEF and EDC.\n
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Education,M.ed/B.ed./D.ed. |
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PHILOSOPHICAL AND SOCIOLOGICAL PERSPECTIVES ON EDUCATION |
J.C. AGGARWAL |
9788175417366(HB) |
9788175417373 (PB) |
2023 impression |
|
|
xii+244pp, 11th rev. ed.
|
350.00 |
1295.00 |
Philosophical Perspectives on Education (PART 1) : Meaning, Nature & Scope of Education; Aims of Education; Meaning, Nature & Scope of Philosophy: Philosophy & Education; Concept & Development of National System of Education; Sri Aurobindo Ghose(1872-1950); Swamy Vivekananda(1863-1902); Rabindranath Tagore(1861-1941); M.K. Gandhi (1869-1948); Zakir Hussain (1897-1969); Idealism; Naturalism; Pragmatism; Humanism: Comparative study of Idealism, Naturalism & Pragmatism; Practical Work: Diverse Issues Sociological Perspectives on Education(PART 11) : Meaning Concept & Importance of Educational Sociology; Sociological Bases of Education; Social Aims of Education; Contemporary Social System in India: Its Structure(Caste & Class); Guiding Principles of Indian Policy; Secularism; Socialism; Democracy; National Integration & Role of Teacher; Socialisation & Education; Social Change, Nature, Process, Causes & Effects; Education as a Means & Product of Social Change; Role of Education in Preservation of Cultural Heritage of India; Informal, Formal & Non-Formal Agencies; Role of Family, School, Community (NGOs) & State in Education; Constitutional Provisions Regarding Elementary Education; Girls Education; Problems, Issues & Remedies Regarding Child Labour; Problems, Issues & Remedies Regarding Children with Special Needs; Problems, Issues & Remedies Regarding Disadvantaged Sections; Practical Work: Diverse Issues
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The book discusses the philosophical and sociological perspectives of education in the context of Indian society. It analysis and interprets various educational theories in the light of needs of 21st century. The book suggests practical measures for fulfilling the objectives of secularism, socialism and democracy as envisaged in the Constitution of India. The role of different types of formal, informal and formal agencies of education in this regard is highlighted.\n
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J C Aggarwal, a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration has written extensively on Education, History and contemporary affairs. Before Joining Delhi Administration, he taught in a Postgraduate Teacher Training College. His recent publications are: Educational Reforms in India – for the 21st Century; Landmarks in the History of Modern Indian Education; Essentials of Educational Technology.\n
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0.00 |
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Education,M.ed/B.ed./D.ed. |
|
PRATIBHASHALIYON KI SIKSHA |
HANSRAJ PAL, MANJULATA SHARMA |
9788175413337(HB) |
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2023 impression |
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152
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0.00 |
750.00 |
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0.00 |
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Education,M.ed/B.ed./D.ed. |
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RECENT DEVELOPMENTS AND TRENDS IN EDUCATION |
J.C. AGGARWAL |
9789386262653(HB) |
|
2023 impression |
|
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xii+389pages
|
0.00 |
2800.00 |
Preface
1. Right to Education: Amendment in the Constitution (2002) Universalisation of Elementary Education
2. Education in the Tenth Five Year Plan (2002-2007)
3. Early Childhood Care and Education: Comparative Study of E-9 High Population Countries
4. Financial Estimates of the Expert Group for Making Elementary Education a Fundamental Right (1999)
5. Secondary Education for the Twenty-first Century
6. Education for Fundamental Duties: Verma Committee Report (1999)
7. Value Education: Chavan Committee Report (1999) Programme for Value Education
8. Teaching of Learning to Live Together
9. Inter-faith Values of Education for a Global Society
10. Human Rights Education
11. Education For Prevention of AIDS: AIDs Education Programme in Schools: Resources on AIDS Education
12. Education for the Prevention of Drug Abuse and Smoking
13. Environmental Education
14. Vocational Education: Exploring Vocational Education Reforms
15. Population Education: Action Framework
16. Education of the Children with Disabilities
17. Educational Rights of the Minorities Supreme Court Judgement (October 31 2002)
18. Education for Street and Working Children in India
19. Education and Challenges of Science and Technology
20. Adult Continuing and Non-formal Education
21. Empowerment of Women through Education and other Socio-economic Measures
22. Education and Guidance of Indian Adolescents
23. Correspondence Education Distance Education and Open Education
24. Teachers for the Twenty-First Century
25. Strategies for a University-Industry Cooperative Programming in Science Technology and Engineering in India
26. Quality Higher Education: Comparative Data on Select Countries
27. Education and Human Development Comparative Data on Select Countries
28. Quality Issues in Elementary Education
29. Universalisation of Secondary Education and Its Financing in India
30. Financing of Higher and Technical Education
31. Girls' Education and Common School System
32. Textbooks
33. Education of SC/ST Children and Special Needs Under Sarva Shiksha Abhiyan
34. Autonomy in Higher Education
35. Development of ECCE, Primary Education and Adult Education in India in Global Context
36. Reconstructing National Curriculum: National Currirulum Framework (NCF) 2005
37. Sachar Committee Report (2005-06)
38. Major Observations and Recommendations of the National Knowledge commission (2006)
39. S.S.A. Component: Major Observations and Recommendations (Draft) of the Working Group on Elementary Education and Adult Literacy for the 11th Plan
40. Teacher Education Component: Major Observation and Recommendations of the Working Group on elementary and Adult Literacy for the 11th Plan
41. Adult Literacy Component: Major Observation and Recommendations of the Working Group on Secondary and Vocational Education for the 11th Plan
42. Major Observations and Recommendations of the Working Group on Secondary and Vocational Education for the 11th Five Year Plan
43. Major Observation and Recommendations of the Working Group on Higher Education during the 11th Plan
44. Education in the 11th Five Year Plan (2007-2012)
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The role of education in meeting the emerging socio-economic challenges of the 21st century, especially in the context of ICT revolution, is the highlights of the book. It embraces in its orbit a multitude of issues from early childhood care to education for peace, 11th Five Year Plan with facts and figures which are suitably culled from authentic sources and annual reports.
Since most of the topics discussed form part of the teacher training modules, the book may prove useful to prospective and the serving teachers. Social Scientists engaged in research may also find valuable material in this volume.\n
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J.C. Aggarwal is a former Dy. Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration, Delhi. He worked at the grassroots level as a Post-graduate teacher, principal, plan evaluation officer and educational supervisor and administrator. He also taught in a PG Teacher Training College. He has widely traveled and written extensively on education.\n
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Economics,Education,M.ed/B.ed./D.ed. |
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RESEARCH METHODOLOGY AND APPLIED STATISTICS |
D N SANSANWAL |
9789388691543(HB) |
9789388691550(PB) |
2023 impression |
|
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312 pp
|
495.00 |
1600.00 |
Preface
1. Research: Concept, Types and Steps
Introduction; Research; Characteristics of Research; Difference among Discovery, Invention and Research; Types of Research; Steps of Research
2. Variables, Sources of Problem, Title and Objectives Writing
Introduction; Variable; Types of Variable; Sources of Problem; Points to be Kept in Mind While Selecting a Problem; Title Writing; Objectives Writing
3. Hypothesis
Introduction; Definition of Hypothesis; Basis and Forms of Hypothesis; Types of Hypothesis; Testing of Hypothesis; One Tailed Test and Two Tailed Test; Type I Error and Type II Error
4. Sampling
Introduction; Universe; Population; Sample; Frame; Sampling; Sampling Bias; Sampling Techniques; Sampling
Error; Sample Size
5. Tools/Instruments
Introduction; Characteristics of Tool/Instrument; Types of Tools; Difference Between Standardised and Non-Standardised Tools; Procedure of Development and Standardisation of Tool; Methods of Reliability; Methods of Validity; Norms; Non-
Standardised Tools; Observation Schedule; Interview Schedule;
Questionnaire
6. Historical Method
Introduction; Definition; Origin; Nature; Purposes of Historical Research; Characteristics of Historical Method; Advantage of Historical Method; Disadvantage of Historical Method; Sources of Information; Checking Credentials of Data; Steps of Historical Research
7. Experimental Method
Introduction; Experimental Design; Principle of Experimental Design; Characteristics of Experimental Method; Methods of Control; Internal Validity; External Validity; Differences among Different Types of Experimental Design; Pre-Experimental Designs; Quasi-Experimental Designs; True Experimental Designs
8. Basics of Statistics
Introduction; Definition of Parameter and Statistic; Difference between Statistic and Parameter; Difference between Parametric Statistics and Non-Parametric Statistics; Scales of Measurement
9. t–Test
Introduction; Other Names of t-Test; Assumptions Underlying
t-Test; When to Use t-Test
10. Correlated t-Test
Introduction; Alternative Name of Correlated t-Test; Assumptions Underlying Correlated t-Test; When to Use Correlated t-Test; How to Write Objective for Correlated t-Test; How to Formulate Hypothesis; Which Statistical Technique to Use for Analysing Data
11. Analysis of Variance
Introduction; Different Names of ANOVA; Assumptions Underlying ANOVA; When to Use
12. Analysis of Covariance
Introduction; Different Names of ANCOVA; Assumptions Underlying ANCOVA; When to Use
13. Correlation
Introduction; Difference between Correlation and Association; Different Methods of Computing Correlation and Association;Advantages of Correltion; Disadvantages of Correltion; Another
Name of Product Moment Correlation; When to Use
14. Partial Correlation
Introduction; Definition of Partial Correlation; Assumptions Underlying Partial Correlation; When to Use
15. Multiple Correlation
Introduction; Definition of Multiple Correlation; Assumptions Underlying Multiple Correlation; When to Use
16. Regression Analysis
Introduction; Assumptions of Linear Regression Analysis; When to Use
17. Chi-Square Test
Introduction; Assumptions of Chi-Square Test; Name of Inventor; Use of Chi-Square Goodness of Fit Test; Uses of Chi- Square Test; When to Use
18. Mann-Whitney U Test
Introduction; When to Use Mann-Whitney U Test; Assumptions of Mann-Whitney U Test
19. Writing of Thesis or Research Report
Introduction; Salient Features of Writing Research Report or Thesis; Chapter Writing; Bibliography; Appendix
Correct Answers
Index
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The development in all walks of life depends to a great extent on the quality of researches being conducted in different subjects and institutes. Researches are also being conducted for getting degree in the subjects of their specialization. To improve the quality of research, UGC has made a course work compulsory for all who intend to do research for getting Doctor of Philosophy in the subject and asked all universities and institutions to get the thesis uploaded on ‘Shodhganga’.\n
Meticulouslywritten by a learned and an experienced scholar, the bookcomprehensively covers various facets of research, even it tells the researcher how to write title, objectives, hypothesis-if applicable, etc. etc. which gives an edge to this volume. The book has been written in simple and lucid style giving examples and case studies for the benefit of postgraduate students, research fellows and teacher-educators.\n
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Prof. Dayanand Sansanwal is former Head and Dean, Department of Education, Devi Ahliya University, Indore. Besides teaching in Devi Ahliya University, he taught Business Research Methods and Quantitative Techniques at Indian Institute of Management (IIM), Indore and Business Research Methods at Indian Institute of Foreign Trade (IIFT), New Delhi. After his retirement in August 2008, he has conducted more than 190 Workshops on Research Methodology, Statistics and Use of SPSS in different colleges, institutes and universities in India.\n
Prof. Sansanwal’s original contributions include Value Discussion Model, Jerk Technology, Educational Clinics, Educational Pathology Centre, and Multiple Discriminant Type Item, and which earned him the best Teacher Award by All India Association of Teacher Educators. Besides these he has published 450 papers in Indian as well as Foreign Journals of repute. He is actively dedicated to the improvement of Quality of Research in India.\n
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Education,M.ed/B.ed./D.ed. |
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RESEARCH METHODOLOGY IN EDUCATION AND APPLICATION OF STATISTICS |
C. NASEEMA, V.K. JIBIN |
9788175418912(HB) |
9788175418929(PB) |
2023 impression |
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x + 234 pp, First Published in 2011
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450.00 |
1400.00 |
Preface v
SECTION A
I. Nature of Research, Knowledge and Enquiry
1.1 The Rise of Research in Education
1.2 What Constitutes Research?
1.3 Classification of Educational Research
1.4 Paradigms in Research
1.4.1 Positivism
1.4.2 Characteristics of Positivism
1.4.3 Positivism and Construction
1.4.4 Phenomenology
1.5 Scientific Method
II. Problem and its Sources
2.1 Selection of Problem
2.1.1 Sources for Identification of Problems
2.2 Criteria for Selecting Problem
2.3 Survey of Related Literature
III. Hypotheses
3.1 Hypothesis: A Starting Point
3.2 Purposes Served by Hypothesis
3.3 Characteristics of Good Hypothesis
3.4 Different Ways of Stating a Hypothesis
IV. Sampling
4.1 Reasons for Sampling
4.2 Principles of Sampling
4.3 Stages of Sampling
4.4 Methods of Sampling
4.4.1 Random Sampling
4.4.2 Stratified Sampling
4.4.3 Proportionate Stratified Random Sampling
4.4.4 Cluster Sampling
4.4.5 Incidental Sampling
4.4.6 Purposive Sampling
4.4.7 Systematic Sampling
4.4.8 Multi-Stage Sampling
4.4.9 Quota Sampling
4.4.10 Snowball Sampling
4.5 Sample Size
V. Tools and Techniques of Research
5.1 Questionnaire
5.2 Schedule
5.3 Checklist
5.4 Rating Scale
5.5 Score Card
5.6 Opinionnaire or Attitude Scale
5.6.1 Thurston's Technique
5.6.2 Likert Attitude Scale
5.6.3 Guidelines for Writing Attitude Statement (Ebel. 1989)
5.7 Sociometry
5.8 Criteria for a Good Measuring Tool
5.9 Observation
5.10 Interview
VI. Methods of Research
6.1 Variables
6.2 Experimental Research
6.3 Historical Research
6.4 Survey
6.5 Case Study
6.6 The Normative Survey Method
6.7 Content Analysis or Documentation Analysis
6.8 Correlation Method
6.9 Ethnography and Education
6.10 Action Research
6.11 Ex Post Facto Research
6.12 Phenomenology
6.13 Grounded Theory
6.14 Evaluation Research
VII. Qualitative and Quantitative Techniques
7.1 Qualitative and Quantitative Techniques
7.2 Objectivity in Qualitative Research
7.3 The Internet as an Object of Research
7.3.1 Preconditions of Qualitative Online Research
7.3.2 Transferring Qualitative Research and Methods to the Internet
7.3.3 Ways of Using Computers in Qualitative Research
7.3.4 Types of Software for Analyzing Qualitative Data
VIII. Research Reporting
8.1 Format of the Research Report
IX. Ethics in Social Research
9.1 Professional Practice and Ethical Standards
SECTION B
X. Statistics
10.1 What is Statistics?
10.2 Scales of Measurement
10.3 Frequency Distribution
10.4 Measures of Central Tendency
10.5 Measures of Dispersion
10.6 Percentile Ranks
10.7 Skewness
10.8 Kurtosis
10.9 Standard Scores
10.10 Normal Distribution
10.11 Degrees of Freedom
10.12 Correlation and Regression
XI. Inferential Statistics
11.1 Sampling
11.2 Method of Sampling
11.3 Sampling Distribution
11.4 Application of the Concept of Standard Error
11.5 Tests of Significance of Difference between Statistics
11.6 Analysis of Variance (ANOVA)
11.7 Chi-square (?2) Test
11.8. SPSS (Statistical Package for the Social Sciences)
Appendices
I: Standard Normal (Z) Table
II: Student's t Table
III: Right tail areas for the Chi-square Distribution
IV: F Distribution Critical Values
V: F Distribution critical values for P = 0.05
VI: Conversion of Pearson's r to Fischer's z
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Research in Education, as in other fields, is a research for knowledge. Knowledge of research methodology is essential for all those who either take an active role in the conduct of research or desire to keep themselves abreast of the new developments in education.
The book is directed to students taking a first course in educational research, typically given at the Masters' level as well as doctoral level. This will also help students faced with the necessity to complete a research project or paper without adequate training in research. Educators having the responsibility to evaluate programmes and study problems through research approach may be benefited by this book.\n
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Dr. C. Naseema, M.Sc., M.Ed., Ph.D.(Edn.), DDE., PGDHE., PGDCA, with more than seventeen years of teaching experience, is the Professor and Dean, Faculty of Education, University of Calicut. She has completed four major research projects aided by UGC, IIPA and SSA. She has visited Sweden, Zambia and Bangkok in connection with her project work on Child rights sponsored by SIDA, Sweden. Prof. Naseema has authored five books and has contributed papers to number of books and published/ presented many papers in journals of repute and conferences.
V. K. Jibin, M.A., M.Ed. is associated with the Department of Education, University of Calicut. He has published papers in Education in National and International journals and also presented papers in conferences.\n
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SHIKSHAN-ADHIGAM PRAKRIYA TATHA VISHISTH AWAYAKSHAKTAON VALE ADHIGAMKARTA: (TEACHING-LEARNING PROCESS AND LEARNERS WITH SPECIAL NEEDS) |
S. GUPTA, J.C. AGGARWAL |
9788175414952 (HB) |
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2023 impression |
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xii+180 pp
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0.00 |
800.00 |
hindi book
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hindi book\n
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hindi book\n
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Education,M.ed/B.ed./D.ed. |
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TEACHER EDUCATION TODAY: RESEARCHES SPEAK |
R.P. SINGH |
9788175415317(HB) |
9788175415324(PB) |
2023 impression |
|
|
xvi +278pp,
|
995.00 |
2500.00 |
Introduction
1. On Getting Open a B.Ed. College
Jagdeesh Chaudhary
2. Staffing in Self-financed Colleges
Kalpana Gupta
3. Teachers Training Model: A Theoretical Framework
Beena Shah
4. From Blackboard to the Wikis: Metamorphosis in InstructionalAids of Teaching
M. Vasundhra Saxena
5. Innovative Feed-Back Devices for Effective Practice Teachingin Teacher Education
Mridula Bhadouria, Rashmi Gore and Kirti Mishra
6. Differentiated Instructions
A.P. Sharma
7. Practice Teaching: How to Make it Effective
Umesh. T. Bagade, Vivek Arya and Alok Pachauri
8. On Preparing Curriculum for Effective Teachers
Sunita Sundriyal and B.R. Kukreti
9. Achievement in Social Studies Subject of ClassX: Hindi andEnglish Medium Students having Equal Intelligence andSocio-economic Background
Poonam Singh Kharwar
10. Quality without Infrastructural Facilities: A Miracle ofSelf-financing Teacher Education Institutions
Gaurav Singh
11. The New Generation Academicians: Facilitators, Not MerelyTeachers
V.N. Laturkar
12. Evaluation and Assessment: Evaluation Procedure inTeacher Education System
J.D. Singh
13. Evaluation: Quality Teaching and Practice
Anupam Bhardwaj
14. ICT in Classrooms: E-Content for an Effective TeachingLearning
F.L. Antony Gracious
15. E-Learning in Teacher Education: Future Prospects
Shubhra Mangal
16. E-Learning: The Promise of Online Education
K.C. Joshi
17. Impact of ICT in Education: The Role of the Teacher andTeacher Training
N.G. Ghosh
18. Therapeutic Effect of CBT and Traditional Method in Remediationof Articulation Problems of HI: A Comparative Study
Beena Shah and Tripti Khare
19. Online Courses for Teacher Educators: A Promising Dimension forIn-service Education
Arti Bhatnagar and Divya Sharma
20. Teachers Training through Distance Mode: Need to SustainQuality
Nalini Srivastava and Pratibha Rastogi
21. The Moga Teacher Training Institute
Manisha Minocha
22. A Framework for Assessment of Innovation in Teacher Education
Nidhi Agarwal, Monika Verma and Puneet
23. Effective Strategies for Educating Pre-College Hispanics andNative Americans
Surendra P. Singh
24. English Language Teaching in a Bilingual Context
Gunjan Chaturvedi
25. National Council of Teacher Education: The Apex Body NCTE:Its Paradoxes and Contradictions
Jitendra Sharma
26. Inviting Suggestions to do Nothing: Fooling People the NCTE Way
R.P. Singh
27. Future of NCTE: Can We Sell the Milch Cow?
C.P.S. Chauhan
28. NCTE: Boon or Bane
Somu Singh and Ranjeev Kumar
Annexure - Anand Sarup Committee Report
Contributors
Index
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Trained teachers have always been the first and firm choice of all societies. They all have shown their preferences for the type of teachers they wanted to have. Teachers can seldom be trained alike, as the content and methods of teacher training differ from country to country. It is teachers and good quality teachers at that who make all the difference in classroom instruction.
The book offers the picture of India's contemporary teacher education scenario. Having identified areas of research, teacher educators took up the challenge in the right earnest and came out with the ground reality behind current teacher education practices. The book would prove to be useful for research scholars, students and policy makers alike.\n
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R.P.Singh (born 30th June, 1932) retired from the NCERT where he was, at the time of retirement, Chairman, Education Research and Innovations Committee, a MHRD Committee to support educational research; Head Dept of Teacher Education and looked after all the Journals of the NCERT. A Senior Fulbright Fellow he holds his Masters and doctoral degrees from the University of London. He has been attached as a Senior ICCSR Fellow to Nehru Memorial and Museum Library and to JNU once each. His books have won him awards both in Education and History. He also prepared a Curriculum for the NCTE titled 'Teaching Teachers for a Knowledge Society'. Widely traveled he has worked on International Research projects mainly for the UNESCO.\n
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TEACHING OF URDU LANGUAGE |
OMAIR MANZAR |
9788175414327 (HB) |
9788175414433 (PB) |
2023 impression |
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xvi+190 pp, First Published in 2009
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250.00 |
795.00 |
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North-East India |
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THE GARO TRIBAL RELIGION: BELIEFS AND PRACTICES |
PAULINUS R. MARAK |
9788183640022 |
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2023 impression |
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126pp
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0.00 |
950.00 |
PREFACE, ACKNOWLEDGEMENT,
INTRODUCTION
NATURE OF THE GARO TRIBAL RELIGION
GARO DEITIES AND THEIR POWER AND FUNCTION
THE GARO PRIEST (KAMAL) AND THE CHIEF (NOKMA)
RELIGIOUS CEREMONIES IN CONNECTION WITH JHUMING
RELIGIOUS CONTENT IN FUNERAL CEREMONY
LIFE AFTER DEATH
CONCLUSION
BIBLIOGRAPHY
INDEX
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The book deals with the origin and migration of the Garos consisting of different tribal groups settled in Garo hills, their ancient animistic religious beliefs and practices, numerous deities, which control their life and must be appeased with rituals, ceremonies and animal sacrifices to ensure welfare of the tribe. They believe in life after death and perform intricate funeral ceremonies. Though majority of them have converted to Christianity yet many old festivals and cultural practices are retained.\n
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Paulinus R Marak is Lecturer in Department of Philosophy, Don Bosco College, Tura, West Garo Hills, Meghalaya. He was A Fellow of the Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata.\n
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Education,M.ed/B.ed./D.ed.,Religion & Philosophy |
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UNDERSTANDING THE SELF |
KULDEEP SINGH KATOCH, SUMAN KUMARI KATOCH |
9789386262073(HB) |
9789386262080(PB) |
2023 impression |
|
|
viii+180pp
|
250.00 |
800.00 |
Preface
Unit I
The Self and Human Values
1. Self-concept and Self-confidence
1.1 Self-Concept
l Definitions of Self-Concept
l Characteristics of Self-Concept Theory
l Factors affecting Self-Concept
l Components of Self-Concept
l How to Develop Self-Concept
1.2 Self-Confidence
l Sources of Self-Confidence
l Importance of Building Self-Confidence
l Ways of Improving Self-Confidence
2. Human Values and Classification
2.1 Concept of Values
l Definitions of Values
l Characteristics of Values
l Nature of Values
l Objectives of the Value Education
l Kinds of Values
2.2 Need and Importance of Values
2.3 Classification of Values
l General Classification
l Classification based on Indian Philosophy
l Classification according to Thinkers and Philosophers
l Classification according to Educational Agencies
3. Sources and Methods for Inculcation of Human Values
3.1 Sources of Values
l Constitution
l Religion
l Culture
3.2 Methods of Teaching Human Values
l Direct Approach
l Indirect Approach
l Integrated Approach
4. Role of Different Agencies in Promotion of Values
4.1 Role of Different Agencies in Promoting Values
l Family
l School
l Voluntary Action Promote Values
Unit II
Philosophy and Psychology of Yoga
5. Yoga Education
5.1 Concept of Yoga
l Meaning and Definition of Yoga
l Characteristics of Yoga
5.2 Historical Background of Yoga
5.3 Yoga Education
l Need and Significance of Yoga Education
l Objectives of Yoga Education
l Yoga’s Contribution in Human Development
6. Prakriti-Purusha-Ishwara
6.1 Concept of Prakriti-Purusha-Ishwara
l The Five Basic Truths
l Prakriti
l Purusha or the Self
l Ishwara/God/Vishesha—Evolution of the World
6.2 Relationship of Prakriti and Purusha with Sankhya
7. Ashtanga Yoga of Patanjali
7.1 Ashtang Yoga
l Yama (Restraint)
l Niyama (Culture)
l Asana (Comfortable Postures)
l Pranayama (Breath-Control)
l Pratyahara (Senses-Withdrawal)
l Dharana (Attention)
l Dhyana (Meditation)
l Samadhi (Super-Concentration)
8. Scientific and Therapeutic Basis of Yoga
8.1 Scientific Basis and Therapeutic Values of Yoga
8.2 Aspects of Yoga
l Philosophical aspects of Yoga
l Psychological aspects of Yoga
l Mental/Intellectual aspects of Yoga
l Spiritual aspects of Yoga
l Physical aspects of Yoga
8.3 Yoga Therapy and Five Koshas
8.4 Yogic Diet and its Impact on Health
l Division of Nutrition
l Principles of Yogic Diet
8.5 Asanas, Pranayama and Yogic Kriyas and their Effect to
Promote a Sound Health
l Asanas
l Pranayamas/Breathing Exercises/Techniques
l Kriyas
Unit III
Self-Identity
9. Knowing One’s True Potential
9.1 Self-Identity
9.2 Self-Esteem
9.3 Aspects of Development of the Inner Self
9.4 Self-Development Strategies
9.5 Personality: Determining a Distinctive Personality
9.6 Forms of Self-Expression—Personal/Social Constructs
9.7 Communication Skills
9.8 Self and Identity—Adult-Child Gaps
10. Peace, Progress and Harmony
10.1 Locus of Control
10.2 Stress Management
10.3 Techniques of Relaxation
10.4 Social Interaction and Group Influence
10.5 Methods of Conflict Resolutions
10.6 Yoga for Peace and Harmony
10.7 Breathing Exercises
10.8 Meditation
Unit IV
Role of Teacher in Developing Understanding of Self among Learners
11. Different Role of Teacher
11.1 Need of Values and Professional Ethics for Teachers
11.2 Role of Teacher as Facilitator and Partner in Well-being among Learners
11.3 Reflecting on one’s own Childhood and Adolescent Years of Growing-up
11.4 Facilitating Development of Awareness about Identity among Learners
11.5 Developing Skills of Effective Listening, Accepting, Positive Regard etc. as a Facilitator
Glossary
Bibliography
Revision Questions
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‘Self’ comprises of many sets and sub sets where deeper realization is essential for better clarity. Understanding self requires treading in a complex territory. Vedic systems link ‘Self’ with Jeevatma, the soul. The instrument available to awaken ‘self’ is the mind. Knowing the ‘self’ is a real test for our learnings and journey involved in exploring real self is tough but important.\n
This basic book on the subject is divided into four parts. The first part constitutes — Self-concept and Self-confidence, Human Values and its Classification, Sources and Methods for Inculcation of Human Values and Role of Different Agencies in Promotion of Values. The second part includes Yoga Education, Prakriti - Purusha - Ishwara, Ashtanga Yoga of Patanjali and Scientific and Therapeutic Basis of Yoga. The third part discusses knowing one’s true potential, peace, progress and harmony. And the fourth one is on the different role of teacher in developing ‘understanding of self’ among the learners. Illustrations/diagrams/pictures have been provided wherever needed for better understanding. The readers of the book may find it interesting and useful. \n
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Dr. Kuldeep Singh Katoch, Ph.D. in Education is presently teaching in Department of Education, ICDEOL, Himachal Pradesh University, Shimla. Before joining the university, he has more than twelve years teaching experience in MLSM PG College, Sundernagar, HP. He served as an expert member of various bodies, viz., NCTE, NIOS and UGC-NET examination. He has guided a number of Ph.D. and M.Phil. students. He has attended many national, international level seminars. He also has to his credit more than fifty research papers and research articles published in national and international peer reviewed journals.\n
\n
Dr. Suman Kumari Katoch holds Master’s Degrees in Physics, History and Education; M.Phil. and Ph.D. in Education, PG Diploma in Yoga Studies. She is presently teaching in MLSM PG College, Department of Education, Sundernagar, Himachal Pradesh. She has been teaching B.Ed. classes for the last thirteen years and during this period her main emphasis was on human values, human rights, environmental education and yoga education. She has also been guiding a number of researchers. She has attended many national, international seminars and her research papers have been published in many journals. \n
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VALUE EDUCATION |
JAGDISH CHAND |
9788183640138 (HB) |
9788183640145 (PB) |
2023 impression |
|
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vi+138 pp
|
295.00 |
750.00 |
Preface
1. Values: Concept, Nature and Classification of Values
2.Meaning and Need for Education of Human Values: Objectives of Education for Human Values
3.Five Universal Values and Their Sub-values as Listed by Gokak Committee
4.Value Development and Education: Approaches and Strategies
5.Sources of Values
6. Methods of Teaching Human Values: Direct, Indirect, Integrating Values with Curricular and Co-curricular Activities
7. Overview of Human Value Education
8.Documents on Human Values Education
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ADVANCED SOCIOLOGICAL PERSPECTIVES ON EDUCATION |
SHYAMSUNDAR BAIRAGYA, SRIDIPA SINHA(ED.) |
9789391978402(HB) |
9789391978419(PB) |
2023 |
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pp xii+272
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650.00 |
1950.00 |
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The book offers an exploration of education through a sociological lens. It presents a comprehensive analysis of the complex interplay between education and society.\n
The volume goes beyond the classroom, exploring the intersections of education with broader social realities. It draws attention on sociological concepts such as social change, social stratification, social organization, democracy and national integration, sociology and urbanization, gender, media and language.Through an incisive analysis of inequality, marginalization, and educational policies, which lead to transformative practices that promote equity and social justice.The book also focuses on Western and Indian thinkers who played a prominent role in social change and education in society.\n
Contributors of this book are academicians from diverse disciplines, and they are experts in their respective areas which makes it an essential resource for all interested readers and stakeholders.\n
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Dr. Shyamsundar Bairagya is an Associate Professor, Department of Education, Vinaya Bhavana, Visva Bharati. He served as Head and Professor in Education of the University of Gour Banga, Malda, West Bengal. He held the position of Registrar (A/C) and Officiating Vice Chancellor of the University of Gour Banga.Dr. Bairagyahas supervised seventeen Ph.D. scholars. He has to his credit more thaneighty papers in reputed journals and books. His thrust areas of teaching are Research Methodology, Educational Technology, Economics of Education, Educational Sociology and Environmental Education.\n
Dr. Sridipa Sinha is a Professor, Department of Education, University of Calcutta. She has more than 20 years of teaching and research experience and written a good number of research papers in her area of specialization with deep insight and has been involved in the study and analysis of the different facets and problems of modern education. Prof. Sinha has been the Principal Investigator of notable research projects funded by ICSSR and UGC.\n
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Education,M.ed/B.ed./D.ed. |
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BACHCHO KI DUNIYA: VIKAS AVM SHIKSHA: बच्चों की दुनिया: विकास एवम् शिक्षा |
NAMITA RANGANATHAN, BHARTI KAUSHIK |
9789391978433(HB) |
9789391978457(PB) |
2023 |
|
|
pp x+170
|
220.00 |
880.00 |
परिचय (Introduction)
1. बचपन कुछ महत्वपूर्ण दार्शनिक अनुस्थान (Childhood: Some Significant Philosophical Orientations)
जीन जैक्स रूसो 1; जॉन डीवी/ 2; जॉन हेनरिच पेस्टालोजी/ 5; फ्रेडरिक फ्रोबेल 7; मारिया मांटेसरी/ 10; रबिन्द्रनाथ टैगोर / 13; महात्मा गांधी 16; सारांश 19
2. शारीरिक विकास (Physical Development )
परिचय / 20; शारीरिक विकास का महत्व 21; बच्चों की वृद्धि विशेषतायें 21; शारीरिक रूप-रंग और रूढ़िवादी लिंग भूमिका / 24; शिक्षक की भूमिका / 28; सारांश/ 29
3. भावनात्मक विकास (Emotional Development)
परिचय 30; भावनाओं का विकास 30; बच्चों की भावनाओं का सामान्य क्रम / 32; बच्चों की भावनाओं की विशेषताएं / 33; भावनात्मक विकास को प्रभावित करने वाले कारक/ 35; बच्चों की भावनाओं के शैक्षणिक निहितार्थ 38; सारांश/ 41
4. सामाजिक विकास (Social Development)
परिचय 42; बच्चों के सामजिक विकास की प्रवृत्ति / 43; आरम्भिक प्राथमिक वर्षों में सामाजिक विशेषतायें: 6-9 वर्ष / 44; बाद के प्राथमिक वर्षों की सामाजिक विशेषताएँ: 9-12 वर्ष / 45; सामाजिक विकास और परिवार 47; विद्यालय और सामाजिक विकास / 51; समकक्ष समूह और सामाजिक विकास / 58; मीडिया (संचार के साधन) और सामाजिक विकास 54; मनो-सामाजिक विकास के सिद्धांत (एरिक-एरिक्सन) 55 सारांश/ 58
5. बौद्धिक विकास (Cognitive Development)
बच्चों की संज्ञानात्मक योग्यतायें 61; बच्चों की संज्ञानात्मक विशेषतायें 63, बच्चों की संज्ञानात्मक विशेषताओं के शैक्षणिक निष्कर्ष 67: ग्रामीण इलाकों और वंचित क्षेत्रों के बालकों की विशेष शैक्षणिक आवश्यकतायें 70; बच्चों के संज्ञानात्मक विकास के अन्य महत्वपूर्ण मुद्दे 72; संज्ञानात्मक विकास का सिद्धांत/ 75; बौद्धिक विकास की अवस्थाएँ / 77. बौद्धिक विकास की पिपाज़े की अवस्थाएँ / 78; वाइगोत्सकी का सामाजिक-सांस्कृतिक सिद्धांत/ 83; सारांश / 84
6. नैतिक विकास (Moral Development)
परिचय / 86; बच्चों में नैतिक वृद्धि 86; नैतिकता का विकास/ 88; नैतिक व्यवहार के घटक 91; नैतिक विकास के लिए शिक्षा/ 93. कोहलबर्ग का नैतिक विकास का सिद्धांत/ 100; सारांश / 103
7. 'स्व' का विकास (Development of Self)
परिचय/ 104; आत्म-अवधारणा का विकास / 105; बच्चों की आत्म- अवधारणा निर्माण में विद्यालय की भूमिका/ 112; सारांश/ 117
8. बच्चों की आवश्यकताएं (Children's Needs)
परिचय/ 119; बच्चों की आवश्यकताओं का वर्गीकरण/ 119; बच्चों की आवश्यकता पूर्ति में विद्यालय की भूमिका / 123; विद्यालय कार्यक्रम में आवश्यकता पूर्ति हेतु कुछ विशिष्ट सुझाव / 126; सारांश/ 128
9. बच्चों की रुचियाँ (Children's Interests)
परिचय / 129; रुचियों का विकास-कुछ निर्धारक कारक/ 130; बच्चों की रुचियों का निर्धारण/ 131; बच्चों की रुचियों के प्रकार / 132; विद्यालय की भूमिका / 135; सारांश/ 138
10. बच्चों के खेल (Children's Play)
परिचय/ 139; बच्चों के खेलों का वर्गीकरण/ 140; बच्चों के खेलों की विशेषतायें/ 142; खेल को प्रभावित करने वाले कारक / 142 खेल का महत्व/ 144; विद्यालय की भूमिका/ 146; सारांश/ 147
11. विविधता एवं समावेशी शिक्षा (Diversity and Inclusive Education)
परिचय / 148; विविधता की परिभाषा 149, राष्ट्रीय शिक्षा नीति 2020 / दिव्यांग जन अधिकार अधिनियम 2016 और समग्र शिक्षा में विविधता का चित्रण / 149; विद्यालय में विविधता / 151; समावेशी विद्यालय के निर्माण हेतु प्रस्तावित व्यूह रचनाएं/ 153
निष्कर्ष (Conclusion)
संदर्भ ग्रंथ (Bibliography)
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समयानुसार शिक्षा के क्षेत्र में बहुत से बदलावों के बावजूद जिस एक विषय ने सदा ही शिक्षक शिक्षा की पाठ्यचर्या में हमेशा अपना स्थान बनाए रखा है , वह है, बच्चों का विकास। बच्चों के विकास से संबंधित सभी आयामों जैसे कि शारीरिक विकास, भावनात्मक विकास, बौद्धिक विकास, नैतिक विकास, 'स्व ' का विकास, उनकी रुचियाँ एवं आवश्यकताओं, खेल, इत्यादि का वर्णन, इस पुस्तक में, सरल, पठनीय और रोचक शैली में किया गया है। बाल विकास की पुरानी, पर प्रासंगिक दार्शनिक अवधरणाओं, के साथ साथ, समकालीन विचारधाराओं और शिक्षा नीति २०२० के दिशा-निर्देशों पर भी सहजता पूर्वक विस्तार से चर्चा की गई है। तेजी से बदलते समाज में, बच्चों का जीवन भी प्रौद्योगिकी, सामाजिक मीडिया, एवं शैक्षिक तकनीक के प्रभाव से अछूता नहीं रहा है। प्रस्तुत पुस्तक में इन पहलुओं के प्रभाव एवं शिक्षा में इनके सदुपयोग हेतु भी सुझाव दिए गए हैं।\n
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प्रो. नमिता रंगनाथन वर्तमान में दिल्ली विश्वविद्यालय के शिक्षा विभाग में कार्यरत हैं और इसी संकाय की पूर्व प्रमुख और डीन रही हैं उनके पास शिक्षण एवं अनुसन्धान का 35 से अधिक वर्षों का अनुभव है।शैक्षिणिक क्षेत्र में उनकी रुचि के विषयों में मानव विकास अध्ययन, बचपन और किशोरावस्था के अध्ययन, मार्गदर्शन, परामर्श और मानसिक स्वास्थ्य शामिल हैं| वह एक ऐसी शिक्षाविद हैं जो हमेशा शिक्षा के क्षेत्र में अभ्यास एवं सिद्धांतों की बीच समजंस्यता स्थापित करने का समर्थन करती हैं।\n
डॉ. भारती, दिल्ली विश्वविद्यालय से शिक्षा में पीएचडी हैं और वर्तमान में वह केंद्रीय शैक्षिक प्रौद्योगिकी संस्थान (CIET), NCERT दिल्ली में एसोसिएट प्रोफेसर हैं । समावेशी शिक्षा के क्षेत्र में काम करने का इनका 22 साल से अधिक का अनुभव हैं । इन्होनें 20 से अधिक दीर्घकालिक और अल्पकालिक परियोजनाएं की है । इनकी हाल ही में समाप्त हुई परियोजनाएं हैं- PRASHAST आरपीडब्ल्यूडी अधिनियम 2016 द्वारा मान्यता प्राप्त 21 विकलांगता स्थितियों के लिए आरंभिक जांच सूचि ।\n
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BHARTIYA GYAN PARAMPARA: VIVIDH AAYAM: भारतीय ज्ञान परंपरा: विविध आयाम |
सरोज शर्मा (Ed.), बालकृष्ण राय और सुनीता जोशी कथूरिया(Co-ed.) |
9789391978334(HB) |
9789391978341(PB) |
2023 |
|
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pp x+142
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295.00 |
850.00 |
अनुक्रमणिका
संदेश प्रस्तावना
1. भारतीय ज्ञान व्यवस्था का क्रमिक उन्नयन / प्रो. सरोज शर्मा एवं डॉ. राम नारायण मीणा
2. भारतीय ज्ञान परंपरा की समकालीन शिक्षा प्रणाली में प्रासंगिकता / प्रो. (डॉ.) संतोष अरोरा
3. वैदिक शिक्षा प्रणाली के मुख्य अभिलक्षण / विकास आर्य
4. भारतीय परंपरा में भारत का 'स्व' और उसकी सांस्कृतिक चेतना / डॉ. प्रवीण कुमार तिवारी
5. स्वतः अध्ययन द्वारा प्रभावी विद्या प्राप्ति: स्वामी विवेकानंद के संदर्भ में / डॉ. रचना भाटिया एवं डॉ. चिन्मय कुमार घोष
6. भारतीय विद्या की परंपरा और वर्तमान में उसका व्यवहार्य स्वरूप / यशोधन वझे
7. भारतीय परंपरा में गंगा का स्वरूप : एक परिचय / डॉ. बालकृष्ण राय
8. यौगिक संस्कृति और हम / डॉ. पवन कुमार चौहान
9. भारतीय ज्ञान और पारंपरिक प्रथाओं का वैज्ञानिक परिप्रेक्ष्य / डॉ. सुनीता जोशी कथूरिया एवं प्रो. सरोज शर्मा
10. वैदिक गणित / पुनीत त्रिपाठी
11. भारतीय ज्ञान परंपरा और इंजीनियरिंग / डॉ. सरिता सोनी
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यह पुस्तक भारतीय ज्ञान परंपरा के विविध पक्षों को निरूपित करती है और इसमें विभिन्न क्षेत्रों के विद्वानों के लेखों का संकलन है। शिक्षा व्यवस्था के आलोक में यह विषय अत्यंत प्रासंगिक और विचारणीय है। परंपरा सातत्य का नाम है जिसे सुरक्षित रखकर मजबूत भविष्य की नींव रखी जा सकती है। राष्ट्रीय शिक्षा नीति ने भी सदियों की परंपरा को पुनर्जीवित करने और युगानुकूल प्रस्तुत करने पर विशेष बल दिया है। ज्ञान के असीम भंडार को जन-जन तक पहुंचाना और उसके साक्षात्कार द्वारा एक मूल्याधारित आदर्श समाज का निर्माण करना आज के परिदृश्य में एक महत्त्वपूर्ण सामाजिक दायित्व है । उसी दिशा में यह एक लघु प्रयास है। आशा हैं कि यह पुस्तक विद्यार्थियों, शोधार्थियों और सभी पाठकों के लिए उपयोगी होगी तथा विद्वत समाज के द्वारा इस कार्य की सराहना होगी । \n
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प्रो. सरोज शर्मा, अध्यक्ष
राष्ट्रीय मुक्त विद्यालयी शिक्षा संस्थान, नोएडा, भारत एम.एससी. (वनस्पति विज्ञान), एम.ए. (समाजशास्त्र), एम.एड., एम.बी.ए., एम.फिल. एवं पीएच.डी. (शिक्षा)
डॉ. बालकृष्ण राय, उप-निदेशक
राष्ट्रीय मुक्त विद्यालयी शिक्षा संस्थान एम.ए (हिंदी), एम.ए (जनसंचार), एम.फिल एवं पीएच.डी (हिंदी)
डॉ. सुनीता जोशी कथूरिया\n
सलाहकार (अनुसंधान एवं मूल्यांकन) राष्ट्रीय मुक्त विद्यालयी शिक्षा संस्थान एम.एससी (जीव विज्ञान), एम.ए. (मनोविज्ञान), एम.एड. एवं पीएच.डी (शिक्षा) \n
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Education |
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DATA ANALYSIS USING SPSS |
D.N. SANSANWAL |
9789391978396(HB) |
9789391978389(PB) |
2023 |
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pp vi+354
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950.00 |
2950.00 |
Preface
Introduction
Starting SPSS
Preparation for Entering Data
Data Entering
Data Editing
Inserting another variable between two variables
Use of Edit
Transferring Data from EXCEL sheet to SPSS
Using Descriptive Statistics
Checking Normal Distribution of Data
Use of One Sample t-Test
Independent Samples t-Test or t-Test
Paired Samples t-Test or Correlated t-Test
One Way Analysis of Variance (ANOVA)
Two Way ANOVA
Three Way ANOVA
One Way ANCOVA
Two Way ANCOVA
Three Way ANCOVA
Three Way ANCOVA
Correlation
Kendall’s Tau – b
Spearman Rho
Partial Correlation
Multiple Correlation
Regression Analysis
Factor Analysis
Chi-Square Goodness of Fit Test
Mann-Whitney U-Test
Kruskal-Wallis H Test
Median Test
Wilcoxon Singed Rank Test
Sign Test
McNemar Test
Friedman Analysis of Variance by Ranks
Kendall’s Coefficient of Concordance (W) or Kendall’s W
Cochran’s Q
Test – Retest Method of Reliability
Split-Half Method of Reliability
Cronback’s Alpha Method of Reliability
Parallel Form or Alternative Form or Equivalent Form
Contingency Coefficient
Phi Coefficient
Cramer’s V
Kendall’s Tau- c
Cochran’s and Mantel-Haenszel Statistics
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Researches are being conducted in different subjects. During research qualitative and quantitative data are collected. The collected data have to be analysed for arriving at the finding. Quantitative data are analysed with the help of statistical techniques. It can be analysed manually as well as with the help of software. Different available software are: Excel, SPSS, Stata, SAS, R, MATLAB, JMP, Python, etc. Majority of researchers use SPSS for analyzing the data. There are researchers who find it difficult to use SPSS. To facilitate the use of SPSS, “Data Analysis Using SPSS” manual has been developed. It is written in simple language and explains step by step use of SPSS. It has been tried out on large number of researchers all over India. Hope researchers as well as teachers from different fields will find it useful in analyzing the quantitative data and the quality of quantitative research may be improved. \n
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Prof. Dayanand Sansanwal retired as Head and Dean, Department of Education, Devi Ahliya University, Indore in August 2008. Besides teaching in Devi Ahliya University, he taught Business Research Methods and Quantitative Techniques at IIM, Indore and IIFT, New Delhi. After retirement, he has conducted about 190 Workshops and 1400 webinar lectures on Research Methodology, Statistics and Use of SPSS. His original contributions include Value Discussion Model, Jerk Technology, Educational Clinics, Educational Pathology Centre, and Multiple Discriminant Type Item. \n
Considering the original contribution of Prof. Sansanwal, he was given best Teacher Award by All India Association of Teacher Educators and also by Research India Foundation, Lifetime Achievement Award for Continuous Excellence in Teaching, Research, and Administration (2022). Besides these, he has published 450 papers in Indian as well as Foreign Journals of repute. Last but not the least he is still very active and dedicated to the improvement of Quality of Research in India.\n
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Education,M.ed/B.ed./D.ed. |
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DISASTER RISK REDUCTION: TEACHING ENVIRONMENTAL CONCERNS |
M. RAJENDRA NATH BABU, SANTHOSH KUMAR, BUNO LIEGISE, KUMAR RAKA, BALU I (Ed.) |
9789391978310(HB) |
9789391978327(PB) |
2023 |
|
|
pp138
|
495.00 |
950.00 |
Foreword/ 5
Preface/ 7
1. Managing the Impact of Disasters: Through Innovative Educational Practices/ 13
Anu G. S.
Introduction / 13; Defining the Concept of Disaster Management / 14; Disaster: Classification / 16; Impact of Disaster in various Spectrum of Life / 17; Disaster Risk Reduction / 19; Integration of Innovative Educational Practices on Disaster Management / 20; Moral Learning and Moral Intelligence / 20; Socio Emotional Learning and Emotional Intelligence / 22; Life Skill Education / 24; Conclusion / 24
2. Climate Change and Spread of Infectious Diseases: With Special Reference to Covid-19/ 27
Chhavi Bhalothia and Girima Nagda
Introduction / 27; Rise of Pandemics and Environmental Problems / 30; Role of Climatic Factors / 30; Loss of Biodiversity and its Effects / 31; Anthropogenic Activities and their Impact / 31; Role of Urbanization / 32; Bushmeat Trade and Consumption / 32; Conclusion / 33
3. Climate Change and Urban Life/ 39
Yannam Venkata Mallikarjuna Reddy and Shivdasini Singh Amin
Introduction / 39; Green House Gases / 39; Urbanisation / 41; Urbanisation in India / 42; Global Climate Change – Threats to Humankind / 44; Mitigation Measures / 45; Organisations Working on Urbanisation and Climate Change / 46; Conclusion / 47
4. Role of Disruptive Technology in Disaster Risk Management: Implications for Change in India/ 51
Deepika Chauhan and I. Muthuchamy
Introduction / 51; Artificial Intelligence (AI) / 52; Internet of Things / 54; Geological Information System (GIS) / 54; Street Lamps as Innovative Technology / 55; Information Communication Technology (ICT) / 55; Drone / 55; Big Data / 56; Emergency Communication Apps / 56; Recommendations / 57; Conclusion / 58
5. E-Waste – A Gradual National Crisis for India/ 61
Paramesh Roy, Eliwon Thiumai, and Maria Josephine Arokia Marie. S
Introduction / 61; What is Electronic Waste (E-Waste)? / 64; Scenario of E-Waste in India / 64; Environmental Concerns and Health Hazards / 67; Impact of E-Waste in India / 67; Future Recommendations for Indian Scenario / 69; Conclusion / 69
6. Awareness of Disaster Risk Reduction: Study of Higher Secondary Students at Tiruchirappalli/ 75
C. Hariharan
Introduction / 75; Review of Literature / 76; Materials and Methods / 76; Results / 78; Findings / 79; Conclusion / 82
7. Climate Change and Environmental Problems: Students’ Perception in Tiruchirappalli/ 85
R. Praveena and M. Mirunalini
Introduction / 85; Materials and Methods / 87; Conclusion / 89
8. Ecological Tribal World View: A Solution for Climate Resilience/ 91
Rakesh Kumar
Introduction / 91; Ecology and Society / 92; Climate Change / 94; Ecological Tribal World View / 95; Conclusion / 98; Suggestions / 99
9. Mainstreaming Child Centric Disaster Risk Reduction in Panchayati Raj Institutions/ 101
Balu I
Introduction / 101; Salient Features of 73rd Constitutional Amendment / 102; Children in Disasters / 102; Panchayati Raj Institutions and Child Centric Disaster Risk Reduction / 103; Mainstreaming CCDRR in Panchayati Raj Institutions / 103; Activities for Mainstreaming Child Centric DRR / 104; Process of Mainstreaming CCDRR Activities / 108; Strategies for Mainstreaming CCDRR in PRIs / 109; Way Forward / 110
10. Environmental Ethics and Teacher Competencies: High School Teachers’ Attitude towards Teaching Biodiversity/ 113
V. Mercy Jyothi and P. Renuka
Environmental Ethics Education / 113; Biodiversity as Theme in Environmental Education at Secondary School Level / 114; Competencies of a Science Teacher to Teach Biodiversity Component / 114; Classification of Competencies in Environmental Education / 115; Directions Given by the Supreme Court on Environmental Education / 116; The Study / 118; Analysis / 120; Conclusion / 121
11. Awareness towards Disaster Management: Study of Sagar University Students/ 123
Rama Verma, Ravi Vanguri and Chittibabu Putcha
Introduction / 123; Types and Causes of Disaster / 124; National Policy on Disaster Management, 2009 / 126; National Disaster Management Plan, 2016 / 126; Key National-level Decision-Making Bodies for Disaster Management / 127; International Agencies/Bodies for Disaster Management / 127; The Study / 127; Major Findings / 132; Conclusion / 133
Editors and Contributors 135
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Most of the world’s natural disasters occur in Asia and the Pacific. Environmental degradation, which is often a result of economic development and associated human settlement patterns that ignore appropriate resource management, can increase a country’s vulnerability to natural hazards and exacerbate the impacts. The main objective and focus of the book are to create awareness about and understanding of Climate Change, Disaster Risk Management, E-waste, Environmental Ethics, Disasters and Disaster Mitigation Measures. This book is useful for research scholars and students pursuing various and specialized courses on the subject.\n
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Dr. M. Rajendra Nath Babu is working as Assistant Professor in Department of Teacher Education, Nagaland University.\n
Prof. Santhosh Kumar is a disaster risk reduction, policy planning, and capacity development expert with 25 years of experience in different positions in the development planning and disaster risk reduction sector. \n
Prof. Buno Liegise is a Professor and Head, in the Department of Education, Nagaland University. She has over 25 years of teaching experience.\n
Dr. Kumar Raka is a Planning Specialist & Head of Department, Disaster Management Cell, Noida Authority. He has more than 12 years of professional experience in Disaster Management. \n
Dr. Balu I, a Disaster Risk Reduction, Development Management and Capacity Development Professional with 15 years of experience is working at National Institute of Disaster Management, Ministry of Home Affairs, Government of India.\n
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Education,M.ed/B.ed./D.ed. |
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GUIDANCE AND COUNSELLING IN EDUCATION: A MODERN PERSPECTIVE |
RASHMI AGRAWAL |
9789391978143(HB) |
97891978136(PB) |
2023 |
|
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PP xii+224
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450.00 |
1500.00 |
Preface/ v
List of Illustrations/ viii
1. National Education Policy 2020 and Role of Guidance and Counselling
Introduction/1; Indicative Features/2; National Education Policy 2020 and Guidance/3; Concept of Guidance/3; Need for Guidance/4; Objectives of Guidance/7; Principles of Guidance/8; Scope of Guidance/8
2. Foundations of Guidance/ 10
Sociological Foundation /10; Economic Foundation/11; Psychological Bases of Guidance/13; (d) Philosophical Bases of Guidance/14
3. Guidance at Various Levels of Education/ 15
Guidance at Foundational Level/15; Guidance at Preparatory and Middle Level /15; Guidance at Secondary Level/16
4. Types of Guidance/ 20
Educational Guidance/20; Vocational Guidance/24
5. Personal and Social Guidance/ 29
Health Guidance/31; Social and Emotional Guidance/31; Recreational Guidance/31; Ethical Guidance/32; Guidance and Utilization of Human Resources/32
6. Essential Guidance Services/ 34
Orientation Services/34; Individual Inventory Information Services/35; Pupil Information Inventory (A Sample)/40; Educational and Occupational Guidance Services/43; Group Guidance Services/43; Counselling Services/43; Support Services/44; Placement Services/44; Follow-up Services/45; Evaluation Services/45
7. Individual Guidance and Counselling/ 47
Objectives/48; Features of Counselling/48; Types of Counselling/49; Counselling and Psychotherapy – Two Different Concepts/61; Specific Skills Required in Counselling/65; Importance of Interview in Counselling/67; Process of Interviews in Counselling/68; Case Approach of Guidance /69
8. Group Guidance Programme/ 74
What is a Group? /74; Type of Groups/74; Formation of a Group for Guidance/75; What is Group Guidance?/75; Objectives of Group Guidance/76; Advantages of Group Guidance/76; Planning a Group Guidance Programme/79; Scope of Group Guidance Programme/80
9. Identifying Problems and Role of Guidance Personnel/ 81
Types of Problems of Students/81; Role of Guidance Personnel/85; Role and Functions of a Guidance Worker /87; Specific Functions of Guidance Counsellor in Personal Guidance/90; Characteristics of a Guidance Counsellor/91; Role of Career Master/93; Role of Psychologist/93; Role of Other Guidance Programme Personnel/93; School Resources/94; Community Resources of Guidance/96; Pupil Personnel Work/97
10. Techniques of Group Guidance/ 100
Group Discussions/100; Career Guidance Exhibitions/101; Class Talks/103; Career Conference/108; Field Visits/109; Guidance through Co-Curricular Activities/110; Role Play/113; Importance of Group Guidance in School/114
11. Importance of Self-Concept in Education and Role of Guidance/ 115
Meaning and Purpose of Self-Concept/115; Self-concept Theories/116; Development of Self-concept/117; Role of Guidance in Developing Healthy Self-concept/118
12. Guidance for Encouraging Creativity among Students/ 119
Introduction/119; Characteristics of Creativity/119; Developing Creativity among Children/120; Dos and Donts /121; /121; Role of Guidance in Developing Creativity/122; Guidance and Adjustment for Well-Being/122
13. Mental Health and Guidance of Children with Special Needs/ 125
Reasons for Academic Deficiency/125; Role of Guidance/126; Guidance and Mental Health/127; Definition—Mental Health/127; Types of Mental Disorders/127; Principles of Maintaining Mental Health/128; Taking Care of Children for Good Mental Health/129; Role of Guidance for Sound Mental Health/129; Guidance For Children With Special Needs/130
14. Types of Children with Special Needs/ 132
Children with Learning Disabilities /132; Mentally Retarded Children /133; Gifted Children/134; First-generation Learners /135; Children with Different Physical Abilities /135; Some Major Problems of Differently-abled/137; Identifying Children with Special Needs/138; Role of Guidance Worker/139
15. Appraisal of Students for Guidance: Psychological Tests/ 140
Psychological Tests/140; Objectives of Using Psychological Tests in a Guidance Programme/140; Classification of Tests/140; Characteristics of a Good Test/141; Standardisation of a Test/143; Statistical Concepts/145; Uses of Psychological Tests/146
16. Intelligence, Aptitude and Achievement Assessment/ 148
Intelligence Tests/148; Theories of Intelligence/148; Measurement of Intelligence/149; Emotional Intelligence/152; Aptitude Tests/154; Interests Tests/159; Achievement Tests/160
17. Personality Assessment/ 162
Theories of Personality/162; How to Measure Personality /165; How to Use Personality Tests in Guidance/169; Administration of Tests/169
18. Assessing Students without Using Tests/ 171
Self-Reporting Methods/171; Observational Method/173; Sociometric/176
19. Information Needs and Maintenance of Guidance Records/ 179
Records Needed/179; Principles in Developing a Guidance Record System/181; Kinds of Information Needed for Guidance/181; How to Collect Information/187
20. Organising Guidance Programme: Career Resource Centre/ 190
Financial Budget for Guidance/191; Features of a Good Guidance Programme/192; An Action Plan/195; Some Suggested Activities/196; Time Scheduling/198; Evaluation of Guidance Programme/198; Method of Collecting Information for Evaluation/200; Evaluation Technique/201; Some Success Indicators/201; Who should do the Evaluation?/202
21. Use of ICT in Guidance and Counselling/ 203
Introduction/203; Technology-driven Applications/204; Technology for Testing/207; Artificial Intelligence (AI) in Guidance and Counselling/207; Can Robots Deliver Counselling?/209
22. Emerging Trends in Counselling/ 210
Can Robots Deliver Counselling?/209; Contemporary Issues Impacting Demand for Counselling/210; Changing Profile of a Counsellor/215
23. Guidance for Entrepreneurship—Self-Employment/ 217
Importance of Self-Employment/217; Opportunities of Self-Employment in various sectors:/217; Traits Needed for Entrepreneurship/218; Barriers in promotion of self-employment/219; Role of Guidance Person in dealing with Barriers/219; Steps in Self- Employment Promotion:/219; Emerging Areas for self-employment: (indicative list)/221; Government Initiatives/222
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Increasing complexities in the lives and lifestyles of humanity have led to growing importance of guidance and counselling in all walks of life; particularly so in the field of educational and career choices, where the options for learning and employment have been ever-expanding. Personal -social problems with new dimensions are also coming up that require early identification and counselling for developing a healthy society.\n
The book not only explains various theories, processes and techniques relating to guidance and counselling issues but also provides ample examples, samples and emphasis on practical approach, which is suitable for self- learning and understanding. It also covers a wide spectrum of topics keeping the modern developments in the areas of availability of information, impacts of technological advances and other phenomena in focus. The book discusses the emerging trends and the changing role of career counsellor in the field.\n
Teachers, teacher-educators, pre-service teachers, parents and counselling professionals may find the book useful.\n
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Rashmi Agrawal, Doctorate in Psychology, from Lucknow University, did a post graduate diploma in Guidance and Counselling from NCERT, New Delhi and later specialised in rehabilitation and counselling from the University of California, USA.\n
Dr. Agrawal is a professional counsellor and has long experience of working as Guidance Counsellor in various schools of Delhi and a psychologist in the Aptitude Testing Centre attached to Delhi University. Later she held various other positions in Government of India and retired as Director from NILERD (Earlier IAMR), NITI Aayog.\n
Being interested on social issues she has taken up various assignments at national and international level and authored several books including Street Children; Gender Issues; Educational Technology; Research Methods and so on. Her vast professional experience is reflected in this book.\n
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Education |
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ICT INTEGRATION IN EDUCATION: ISSUES, CHALLENGES AND PROSPECTS |
AERUM KHAN, NAHEED ZAHOOR, JASIM AHMAD(ED.) |
9789391978204(HB) |
9789391978211(PB) |
2023 |
|
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pp xvi+231
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750.00 |
1800.00 |
Foreword, Acknowledgements, Introduction
1. Artificial Intelligence and Machine Learning Integration: Vision NEP - 2020 in School Education/1
Astha Saxena
2. Pre-requisites of Online Teaching: Challenges and Strategies Evolved
13 Anuradha Sekhri
3. Blended Learning in Teacher Education Institutions: Teacher Educators’ Perspective /20
Mouna Gupta and Mohd. Mamur Ali
4. ICT in Developing Capacities for School Teachers: A Review of DIKSHA Programme/ 28
Mona Sedwal
5. Disruptive Technologies in Education in the Post-Covid Era/ 34
Sajna Jaleel and Geethu T. G.
6. Blended Learning Approach as a Learning Pedagogy: The Post Covid-19/ 43
Imran Ansari
7. Students’ Experience and Feedback of Online Education/ 49
Khushnuda Bano and Jasim Ahmad
8. Measuring Digital Competence and Usage of Open Educational Resources: A Study on DIETs of Assam/ 56
Sunita Saikia and Yeasmin Sultana
9. SWAYAM MOOCs: Awareness and Motivation for E-learning – A Study/ 65
Majaz M. Siddiqi
10. Assistive Technology and ICT Enabled Inclusive Classroom/ 74
Aerum Khan
11. Online Digital Education during Covid-19 — Opportunities and Challenges: A Study of Delhi School Students/ 84
Dhanraj Singh Puri, Ali Asgar and Amit Kaur Puri
12. Prospects and Challenges in Online Education/ 91
Arnab Chowdhury and Jayanta Kumar Mete
13. Technology Based Experiential Learning and Perception of Pre-service Teachers/ 97
Nazia Hassan and Kartar Singh
14. Students’ Perception and Learning Experience: Online Learning during Covid-19 Pandemic/ 102
Trishala Bhaskar and V.K. Shanwal
15. Pros and Cons of Online Education at Secondary School Level during Covid-19: A Qualitative Research from Kashmir/ 110
Aasifa Akhter and Gawher Ahmed Bhat
16. Students’ Perspective of Online Classes: Comparative Study of Delhi Schools/ 115
Pavitra Rana and Sarita Kumari
17. Transition from Personal Interactions to Virtual Space: Combating the Issue of Research during Pandemic/ 126
Ishita Chugh and Sajjad Ahmad
18. Prospects and Challenges in Using e-Assessment in Distance Online Learning/ 137
Parvesh Kumari and Ali Asgar
19. Online Education – An Aid during the Covid-19: Pandemic and Beyond/ 145
Bushra Hussain and Mohd. Muzahir Ali
20. Impact of the Global Pandemic on Education in the North-eastern India/ 152
Nungsangyula Imchen and Manasi Sinha
21. National Education Policy 2020 Vision: Integration of Technological Interventions in Education System/ 160
Neha Jain and Anshula Dua
22. Integration of ICT in Teacher Education: Policy Perspective and Curriculum Concerns/ 169
Sonali Sambyal and Kiran
23. Education through ICT Initiatives: The Pandemic Period/ 180
Kiran Joshi
24. Online Pedagogy Adopted for Effective Teaching Learning 188 Priyanka Kumari and Ishrat Naaz 25. ICT in Education: Teaching Learning Resources and its Challenges/ 196
Amit Ahuja and Richi Pahuja
26. Prospects and Challenges for Students in Online Education: In Context of Covid-19 Pandemic/ 203
Saiful Alam
27. Online Education during Covid-19: Benefits and Challenges/ 209
Jyotika Kharbanda and Parul Khanna
28. Online Teaching — Experiences of Teacher Educators: Efficiency, Pedagogy Options and Learning Outcomes/ 216
Pooja Rani, Nishtha Verma and Anupam Kumar
Contributors/ 227
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This volume focuses on ICT integration in education and the chapters included are mostly research oriented and data based which were presented in JICE-2022. Use of ICT in Education, digitalization, artificial intelligence and virtual teaching-learning have been part of the syllabus of all programmes in education. The NEP-2020 also has the provision and full focus on this theme as the government is dedicated towards bringing digitalization in education through various programmes and schemes like SWAYAM Prabha, ARPIT, ePathshala, ePGPathshala, DIKSHA, MOOCs, etc. This book provides content and material for thought to teachers, researchers and students of education and should prove to be of immense help to all the learners and teachers of education.\n
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Dr Aerum Khan is Assistant Professor at Dept of TT & NFE (IASE), Faculty of Education, Jamia Millia Islamia, New Delhi.\n
Dr. Naheed Zahoor is Professor and Head, Department of Teacher Training and Non-formal Education (IASE), Jamia Millia Islamia. She is having an experience of around 30 years in teaching and research.\n
Dr. Jasim Ahmad is a Professor at the Institute of Advanced Studies in Education, Jamia Millia Islamia. He has a teaching and research experience of more than 21 years.\n
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Political Science |
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INTEGRAL HUMANISM: A DISTRICT PARADIGM OF DEVELOPMENT |
ASHOK GAJANAN MODAK |
9789388691949(HB) |
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2023 |
|
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pp x+274
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0.00 |
1250.00 |
Acknowledgement
1. Introduction
Pandit Deendayal’s India-centric Approach vs Mainstream Mania for Euro-centric Thinking / 2; Global Obeisance to Indian Philosophy / 4; Major Blocks to Our Healthy March / 6; Succinct Introduction / 11
2. Life and Mission of Pandit Deendayal Upadhyay 14
Pandit Deendayal Upadhyay as the R.S.S. Pracharak / 16; Economic Policy of Jana Sangh / 21; Pandit Deendayal Upadhyay: Builder of Bharatiya Jana Sangh / 23; Akhand Bharat / 24; Pandit Deendayal Upadhyay: Inimitable Ideal Organiser / 26; Pandit Deendayal Upadhyay and Organisation of Political Democracy / 27
Part - I
3. Pandit Deendayal Upadhyay and Mahatma Gandhi 35
Assessment of the Critique of the Presidential Remark / 36; Striking Similarities and Commonalities / 40; Holistic Indian Culture / 43; Present relevance of Deendayal and Gandhi / 48; Role of Culture in the Development Process / 48; Global Endorsement of Symbiotic Relationship / 49; Eco-Destructive Consumerism / 51; The debt we owe to Deendayal and Gandhi / 54; Elite Sponsored Line of Thinking during Immediate Post Freedom Years in India / 56 Contents
4. Pandit Deendayal and Dr. Ambedkar: 57
Two Architects of Modern India The Rationale behind this Essay / 59; Dr. Ambedkar’s Legacy / 62; Ideal Social Order / 62; Inclusive Discourse of the Emancipation of Dalits / 64; Reliance on the Institution of Dharma / 67; Faith in the Psychological Transformation of Society / 68; Deendayal Upadhyay’s Life-Mission and Vision / 70; Pandit Deendayal’s Pursuit of Justice and Equality / 71; Notable Commonalities Between Pandit Deendayal and Ambedkar / 73; Policies and Practices of the Narendra Modi Government / 77; Modi-Government’s Success in Assimilating Muslim / 82; Overall Assessment of the Government-Performance / 83; Modi-Government’s Unique Decisions and Schemes / 84; Pursuit of Social Justice / 85
5. Pandit Deendayal Upadhyay and Ram Manohar Lohia 90
Part - II
6. Integral Humanism: Unfoldment of Vivekananda’s Vision 110
7. Integral Humanism: A Quest for Swaraj in Ideas 130
Indian Political Scenario of Immediate Post-freedom Years / 131; Genesis and Growth of European Doctrines / 133; Let Indian Culture Shape our Development Path / 134; Indigenous Development Trajectory / 139; Man's Place in the Economy / 140
8. Gita-Rahasya: A Fountainhead of Integral Humanism 142
Survey of Pandit Deendayal’s Essays on Tilak / 143; Tilak’s Exposition of Gita-Dharma / 146; Tilak’s Disquisition and its Impact on Pandit Deendayal / 148; Tilak’s Legacy and Integral Humanism / 153
Part – III
9. Integral Humanism and Marxism: 159
Commonalities and Contrasts
Background / 160; Circumstances that Shaped Integral Humanism / 164; Circumstances Shaping Marxism / 168; Commonalities between Integral Humanism and Marxism / 170; Contrasts between Integral Humanism and Marxism / 175
10. Integral Humanism and Sustainable Development Goals 181
The Proud Inheritor of Indian Thinkers / 182; Aim of Integral Humanism / 182; UN Development Paradigm / 183; Poverty-Environment Nexus / 186; Caring for Future Generations 187; Relationship between HDR and Integral Humanism / 190; Indian Initiatives / 194
Part - IV
11. Uniqueness of Integral Humanism 200
Positive or Constructive Outlook / 203; Spiritual Tune / 205; Integral Approach / 207; Holistic Paradigm / 209; Emphasis on Psychological Transformation / 212; Reliance on ‘As Well As Ism’ in the Place of ‘Either Or Ism’ / 214; Implementation of Integral Humanism in Indian Economy / 220
12. Indian Nationalism from the Perspective of 228
Integral Humanism Unique Peculiarities of Indian Nation / 229; Geo-Cultural Nationalism of India / 232; What is Dharma? / 233; Attributes of Indian Nationalism / 234; Hinduism and Indian Nationalism / 234; Relevance of Indian Nationalism / 237
13. Contemporary World: Challenges and Integral Humanism 240
Present World Challenges / 241; Divine Tendencies of the Architects of Modern India / 251; USPs (Unique Selling Points) of Integral Humanism / 252; World Acclaim of Integral Humanism / 257; Unintentional Global Support to Integral Humanism / 260
14. Integral Humanism: A Timely Treatise 263
Introduction / 263; Elaboration of Events Pertaining to Integral Humanism / 263; Pandit Deendayal's Vision: India-Centric Approach / 267; Spiritual Tune / 268; Reliance on Dharma / 269; Constructive or Positive Perspective / 269; Cosmo-Centric Viewpoint / 270; Distinct Outlook about 'State' / 271; Integral Humanism and 'Nation' / 273; Do we not remember here Pandit Deendayal's elucidation of 'Chiti'? / 273
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Integral Humanism: A Distinct Paradigm of Development is a bunch of essays. Barring the first essay on the life and mission of Deendayal Upadhyay, other write-ups can be classified in certain groups. If the first group comprises papers which compare Deendayal Upadhyay with Mahatma Gandhi, Dr. Ram Manohar Lohia and Dr. Ambedkar, the second group elaborates how Pandit Deendayal Upadhyay took inspiration from Swami Vivekananda and Lokmanya Tilak. The third essay of the group compares and contrasts between Integral Humanism and Marxism. The last group of essays comprises papers which highlight certain themes such as Uniqueness of Integral Humanism, Contemporary World Challenges and Integral Humanism as well as Integral Humanism– A Timely Treatise. \n
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Prof. Ashok Modak is Chancellor, Guru Ghasidas Central University, Bilaspur, Chhattisgarh. Having done M.A first in Economics and later in Political Science, he did his Ph.D. in Soviet studies. Subsequently, he became Reader in the Centre for Soviet Studies of Mumbai University. From 1994 to 2006, Prof. Modak worked as Member of Legislative Council of Maharashtra. After the expiry of his membership of Legislative Council, University of Mumbai invited him to be an Adjunct Professor in the Centre for Central Eurasian Studies. From 2015 to 2020, the Government of India offered him national research professorship. Recipient of several awards including Best Parliamentarian Award, Prof. Modak has written 38 books and more than 200 research papers. He has done research in New Delhi, Moscow, The Hague, London and Dubrovnik in former Yugoslavia. \n
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Education,M.ed/B.ed./D.ed. |
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PEDAGOGY OF COMMERCE |
RAINU GUPTA |
9789391978129(HB) |
9789391978129(PB) |
2023 |
|
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pp x+366
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495.00 |
1950.00 |
Preface v ;
1. Understanding Commerce 1
Meaning of Commerce 1; Definitions of Commerce 2; Characteristics of Commerce 3; Components of Commerce 3; Nature of Commerce 5; Scope of Commerce 6; Limitations of Commerce 10; Place of Commerce in Secondary School Curriculum 10; Values of Teaching Commerce 13 ;
2. Understanding Business Studies and Accountancy 17
Meaning of Business Studies 17; Characteristics of Business Studies 18; Classification of Business Activities 18; Scope of Business Studies 20; Values of Business Study 22; Meaning of Accountancy 24; Definitions of Accounting 24; Characteristics of Accounting 25; Nature of Accountancy 26; Scope of Accountancy 28; Value of Accountancy/Accounting 29; Limitations of Accountancy 34 ;
3. Aims and Objectives of Teaching Commerce 36
Aims of Teaching 37; Objectives of Teaching 37; Aims of Teaching Commerce 38; Objectives of Teaching Commerce 41; Objectives of Teaching Accountancy 43; Objectives of Teaching Business Studies 45; Bloom’s Taxonomy of Objectives (1956) 46; Revised Bloom’s Taxonomy (2001) 49; Bloom’s Digital Taxonomy 51 ;
4. Writing Instructional Objectives in Behavioural Terms 58
Need of Writing Objectives in Behavioural Terms 59; Procedure for Writing Behavioural Objectives 60; Example of Revised Taxonomy by Anderson & Krathwohl 61; Example of Bloom’s Digital Taxonomy 62 ;
5. Curriculum and Textbook of Commerce 66
Meaning of Curriculum 67; Concepts Related to Curriculum 67; Characteristics of Curriculum 68; Difference between Syllabus and Curriculum 69; Importance of Curriculum 69; Bases of Curriculum Construction 70; Development of Curriculum in Commerce 70; Principles of Curriculum Construction 75; Critical Appraisal of Curriculum of Commerce 77; Suggestions for the Improvement of Curriculum 78; Commerce Textbook 80; Definitions 80; Characteristics of Textbook 80; Need and Importance 81; Qualities of a Good Textbook 82; Defects of Existing Textbook of Commerce 84; Criteria for the Evaluation of Textbook 85; Role of Library and Reference Books in Teaching of Commerce 87; Changing Role of Libraries 88; Contents of a Commerce Library 89 ;
6. Self Instructional Modules and Materials in Teaching Commerce 91
Individualized Self Instructional Modules 91; Forms of Individualized Self Instruction Module 92; Development in the Field of ICT and CAI 99; Group Directed Self Instructional Modules 104; Elements of Group Directed Instructions 104; Procedure/Steps of Group Directed Self Instructions 105; Self Instructional Material in Commerce 106; Meaning of Instructional Material 106; Need and Importance of Instructional Material 106; Criterion for the selection of Effective Instructional Material 108; Difficulties and Problems in the use of Instructional Material 109; Classification of Instructional Material 109; Use of Various Instructional Materials in Teaching and Learning of Commerce 112; Films 112; Television 114; Computers 115; Chart 119 ; Graphs 121; Model 122; Tables 124; Original Material 124; Internet 125; E-learning 127; Power Point Presentation 133 ;
7. Effective Skills and Methods of Teaching Commerce 137
Skills 137; Classification of Skills 138; Core Teaching Skills 140; Integration of Teaching Skills 155; Instructional Strategies and Methods 155; Instructional Strategy 157; Importance of Instructional Strategies 158; Instructional Method 159; Difference between Instructional Strategy and Method 160; Classification of Methods 162; Discussion Method 163; Project Method 169; Problem Solving Method 175; Socialized Recitation Method 179; Supervised Study Method 184; Lecture Method 189; Lecture cum Discussion Method 194; Role Playing Method 196; Selection of a Good Method/Strategy 200
8. Specific Approaches of Teaching Book-keeping 201
Principles of Teaching Book-keeping 201; Instructional Objectives of Book-keeping 201; Approaches of Teaching Book-keeping 202
9. Active Learning Strategies 206
Brainstorming 207; Collaborative Learning 208; Peer Teaching 209; Problem Based Learning (PBL) 209
10. Co-Curricular Activities in Commerce 214
Objectives of Co-curricular Activities 214; Type of Co-curricular Activities 215; Principles Underlying Organisation of Co-Curricular Activities 215; Need and Importance of Co-curricular Activities 217; Role and Organisation of Some Co-curricular Activities in Teaching of Commerce 219; Commerce Club 219; Debate 222; Field Trips or Excursion 224; Possible Field Trips 224; Follow Up Work for Field Trip 226; Importance of Field Trips 226
11. Commerce Teacher 228
Qualities of a Commerce Teacher 228; Role of the Teacher in Teaching Commerce 232
12. Construction of Tests in Commerce 234
Achievement Test 234; Item Analysis 245; Unit-Test 262
13. Pedagogical Analysis in Commerce 270
Aspects of Pedagogical Analysis 271; Utility of Pedagogical Analysis for Commerce Teachers 273; Content Analysis 277; Behavioural Objectives 278; Teaching Learning Activities 278; Evaluation 279
14. Assessment, Evaluation and Grading in Commerce 281
Concept of Assessment 281; Concept of Evaluation 284; Characteristics of Evaluation 287; Objectives/Purposes of Evaluation in Commerce 287; Need and Importance of Evaluation 288; Methods of Evaluation 289; Types of Evaluation 290; Tools and Techniques of Evaluation 305; Quantitative Techniques 305; Qualitative Techniques 313; Reflective Journal 319; Grading System 322
15. Lesson-Planning 330
Importance/Merits/Advantages of Lesson Planning 331; Precautions while Preparing the Lesson-Plan 331; Types of Lesson 332; Procedure in Planning the Lesson 332; Approaches to Lesson Planning 335 ; Bibliography ;
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Commerce is an important subject in the competitive economic world and to make India atam-nirbhar. Its teaching learning process should be dynamic to make it understandable.\n
Meticulously written, the book makes a comprehensive and critical exposition of all facets of pedagogy of commerce. It tells the student-teacher how to write objectives, prepare lesson plans, apply various techniques of assessment, preparation of achievement test etc. It has been written in simple and lucid style giving examples for the benefit of student–teachers, in-service teachers and teacher-educators.\n
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Dr Rainu Gupta having been in teaching profession for more than three decades as well as in administrative profession for nearly a decade, has written several books on education and guided Ph.D. scholars. Her original contribution includes development of rating scale for students’ evaluation of teaching effectiveness. Her experience reflects in her well accepted books by learners and teacher educators.\n
She has been associated with Sharda University as Dean and Hindu College of Education, Sonipat, as Principal. Currently she is working as Professor and Dean at Sanskriti University, Mathura. She has conducted many workshops and conferences on innovative teaching methodology and new trends in evaluation. She is actively dedicated to the improvement of teacher education.\n
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SHIPRA PUBLICATIONS |
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Education,M.ed/B.ed./D.ed. |
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PROSPECTIVE TEACHERS: APTITUDE, INTELLIGENCE AND MORALITY |
C. SIVA SANKAR |
9789391978068(HB) |
978391978075(PB) |
2023 |
|
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pp xii+164
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395.00 |
1250.00 |
Contents
List of Tables, Preface
1. Effectiveness of Teachers: Teaching Aptitude, Intellectual Level and Morality
Concept of Education; Concept of Teacher; Concept of Teacher Education; Pre-Service Teacher Education Programme; Concept of Teaching Aptitude; Concept of Intelligence; Concept of Morality; Relationship among Teaching Aptitude, Intellectual Level and Morality; Need of the Study; Objectives of the Study; Hypotheses; Scope of the Study
2. Studies on Teaching Aptitudes, Intelligence and Morality
Introduction; Studies on Teaching Aptitude; Studies on Intelligence; Studies on Morality; An Overview of the Studies Reviewed
3. Methodology: The Heart of Research
Introduction; Method Used; Selection of the Tools; Locale of the Study; Selection of the Sample; Data Collection; Scoring Procedure; Statistical Techniques
4. Inter-relationship between Teaching Aptitude, Intellectual Level and Morality: Results and Discussion
Introduction; Descriptive Analysis of Teaching Aptitude, Intellectual Level and Morality of Prospective Teachers; Influence of Gender, Age, Type of Locality, Type of Management, Educational Qualification, Type of Group, Methods of Teaching-I, Methods of Teaching-II, Community, Parental Income, Parental Education and Marital Status on the intellectual level of Prospective teachers.; Influence of Gender, Age, Type of Locality, Type of Management, Educational Qualification, Type of Group, Methods of Teaching-I, Methods of Teaching-II, Community, Parental Income, Parental Education and Marital Status on the morality of Prospective teachers.; Influence of Each Independent Variable on Dependent Variables as Whole; Correlation Among the Teaching Aptitude, Intellectual Level and Morality of Prospective Teachers; Stepwise Multiple Regression Analysis
5. Findings, Educational Implications and the Way Ahead
Findings of the Study; Educational Implications; Suggestions for Further Research
Bibliography
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In any profession, pursuit of excellence and code of ethics are essential elements. Pursuit of excellence is associated with intellectual ability. The code of ethics is connected to morality. But, in teaching profession, not only intelligence and morality are prominent ingredients but also aptitude in teaching is highly needed for quality education to the learners.\n
National Council of Teacher Education (NCTE) and All India Federation of Education and Administration (AIFEA) have emphasized that the teaching aptitude, intellectual level and morality are the most significant predictors of teacher effectiveness. professional commitment, professional efficacy, and professional ethics are reflective factors of teaching aptitude, intellectual level and morality of teachers in teaching learning process. Education for sustainability, learning to know, learning to do, learning to be and learning to live together are possible through aptitude, intelligence and morality of teachers. This book is a study of prospective teachers’ aptitude, intelligence and morality pragmatically with a view to direct their teaching behaviour towards continuous professional development with excellence.\n
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Dr. C. Siva Sankar is presently working as an Associate Professor, Department of Education, Rajiv Gandhi University, Arunachal Pradesh. Previously he worked as an Asst. Professor at NCERT (RIE), Bhopal. He has published more than forty research articles in Refereed, Peer Reviewed, Scopus Indexed, UGC-CARE listed journals and edited books at National and International level. He has successfully completed UGC-IR Projects under XII FYP. He has successfully guided four doctoral students and completed thirty Post Graduate Dissertations at NCERT (RIE), Bhopal, IGNOU and Rajiv Gandhi University, Itanagar. He has participated and presented papers at national and international seminars/conferences.\n
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Education,M.ed/B.ed./D.ed. |
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SCIENTIFIC BASIS OF INDIAN KNOWLEDGE SYSTEM |
SAROJ SHARMA(Ed.), BAL KRISHNA RAI & SUNITA JOSHI KATHURIA(Co Ed.) |
9789391978464(HB) |
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2023 |
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pp xii+196
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0.00 |
995.00 |
Foreword v
Preface vii
Indigenous Knowledge and Concerns in Education 1
Saroj Sharma and Sunita Joshi Kathuria
National Education Policy 2020 on Indian Traditional Knowledge / 6; Relevance of Integrating Indigenous Knowledge in the Curriculum / 8; Curriculum Concerns and Threats to Indigenous Knowledge / 12; Conclusion / 13
Integration of Indian Knowledge System in Educational Thought Process 17
Kumari Savita
Acquisition of Knowledge / 18; Knowledge based Education / 19; Importance of Knowledge based Education for Self / 20; Ancient Education and Modern Knowledge based Education in India / 21; Recommendations of National Education Policy 2020 for Knowledge based Education / 25; Conclusion / 26
Essentials of Ancient Indian Traditions for Value-Added Education 28
Avinash Barman
Ancient Indian Education System / 29; Education in Vedic Tradition / 30; Education in Buddhist Tradition / 35; Characteristics of Ancient Education / 38; Conclusion / 39
The Science of Happiness: A Perspective from the Bhagwad Gita 42
Sakshi Vermani Rishi
Introduction / 42; Studies on Happiness / 43; Research on Happiness at Work / 44; The Science of Happiness / 44; Psychology behind the Types of Happiness / 46; Ingredients of Happiness / 47; Happiness Perspective from the Bhagwad Gita / 47; External Happiness/Bliss / 48; Inner Happiness/Bliss / 49; Relationship between Happiness and Gunas / 50; Discussion / 51; Conclusion / 52
Artistic Self and Creative Duty in Innovative Teaching: Some Lessons from Buddhist-Indic Perspective 55
Pratik Sagar
Introduction / 55; Self-introspection as a Creative Function / 57; Lessons from the Past / 59; Creative Expression10 Based Interpretive Pedagogy (CEIP) / 63
Indian Traditional Medicare System 73
Saroj Sharma and Sunita Joshi Kathuria
Medicare Practices of Different Periods / 74; Introduction to the Indian Traditional Medicare System / 78; Ayurvedic Model of Curing and Healing / 79; Naturopathy Model of Curing and Healing / 81; Siddha Model of Curing and Healing / 82; Indian Traditional Medical System: Post-Independence Scenario / 83; Ancient is the New Modern: Relevance of Indian Traditional Medical Practices in Contemporary Times / 86; Conclusion / 89
Buddhist Educational System and its Peculiarities 92
Shubham Mahesh Gajbhiye
Features of Buddhist Education / 93; Differential Education / 95; Acharya (Guru) – Antevasi (Disciple) Relationship / 96; Medium of Education Employed in the Spread of Buddhism / 97; Conclusion / 100
Traditional Healing and Therapeutic Practices of India 102
Sunita Joshi Kathuria
Healing and Healing Models: An Introduction / 103; Indian Folk Healing Practices / 105; Indian Therapeutic Practices / 108; Findings of International Research on Traditional Medicare Practices / 121; Conclusion / 122
A New Kosmology: An Indic Enterprise 126
L. Anthony Savari Raj
Need for a New Kosmology / 126; Cosmology, Kosmology and Conflict of Cosmologies / 127; Cosmotheandric Kosmology / 130
Indian Temple and Vastu Shastra: A Perspective for Sustainable Architecture 134
Sunita Joshi Kathuria and Saroj Sharma
Introduction / 134; Architecture in Different Periods in India / 135; A Perspective from Ancient Indian Temples for Sustainable Architecture / 139; Vastu-Shastra / 143; Different Styles of Temple Architecture / 151; Influence of Religion on Architecture / 153; Conclusion and Discussion / 154
Relevance of Vaisheshika Sutra on Contemporary Environmental Issues 159
Ajay Kumar, J. P. Narayan and Aditi Agrawal
Introduction / 159; Conclusion / 166
Ancient Roots of the Modern Management and Leadership Practices 168
Saurabh Chandrashekharan
The Bhagavad Gita as Art and Science of Management / 168; Leadership Lessons / 171; Conclusion / 173
Journey of Inclusive Education in India: Then and Now 174
Jasmeet Kaur
Transition from Inclusion to Exclusion / 175; Transition from Exclusion to Integration / 176; Transition from Integration to Inclusion / 177; Milestones in India towards Inclusive Education / 179; Rights of Persons with Disabilities Act (RPWD) 2016 / 182; National Education Policy (NEP) 2020 / 185; Conclusion / 186; References / 187
Index 190
Editor and Contributors 194
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This book is based on the knowledge that has been cultivated through thousands of years in the field of ancient Indian science. It aspires to present ancient Indian cultural practices and the scientific knowledge to the new generation. It covers the majority of the key facets of the Indian knowledge system which outlines certain ideas of value system, education, art, healthcare and trades & commerce in Indian sub-continent. Also, the Pancha Kosha framework which has an ancient Indian origin and huge relevance in its ability to provide a holistic perspective on human existence is well discussed in this book. It includes subject matter like Science of Happiness as per Bhagwad Gita, indigenous knowledge, traditions for value added education, the shad-darshanas, a Buddhist-Indic perspective, traditional Medicare system and its relevance etc. The Ancient Indian Knowledge, its rich heritage, holistic approach, values-based teachings, timeless wisdom, and global significance will help in creating a more harmonious, sensitised and just society.\n
This book will act as a catalyst in various knowledge domains in creating awareness and developing appreciation towards Indian culture and knowledge among the Indians and global society.\n
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Prof. Saroj Sharma\n
Chairperson\n
National Institute of Open Schooling, Noida, India\n
M.Sc. (Botany), M.A. (Sociology), \n
M.Ed., M.B.A., M.Phil & Ph.D. (Education)\n
\n
Dr. Bal Krishna Rai\n
Deputy Director (Academic) \n
National Institute of Open Schooling\n
M.A. Hindi, M.A. (Mass Communication),\n
M.Phil & Ph.D. (Hindi)\n
\n
Dr. Sunita Joshi Kathuria\n
Consultant (Research & Evaluation)\n
M.Sc. (Biology), M.A. (Psychology),\n
M.Ed. & Ph.D. (Education)\n
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Education,M.ed/B.ed./D.ed. |
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TOWARDS INCLUSIVE EDUCATION: WITH SPECIAL REFERENCE TO NEP 2020 |
HARPREET KAUR, MANINDER KAUR, DEEPIKA KOHLI(Ed.) |
9789391978259(HB) |
9789391978266(PB) |
2023 |
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pp xvi+174
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550.00 |
1250.00 |
Message: S. Satyajit Singh Majithia v
Message: S. Rajinder Mohan Singh Chhina vii
Foreword: Dr. (Mrs.) Deepa Sikand Kauts ix Preface xi
1. Equity in National Education Policy 2020: Opportunities and Challenges/ Harpreet Kaur (Dr.)
Introduction / 1; Inclusive Education: NEP 2020 / 2; Challenges before NEP / 2; Recommendations / 4
2. National Education Policy 2020: A Roadmap to Inclusive Education /Maninder Kaur (Dr.) Introduction / 6; Vision of NEP 2020 / 6; Inclusive Education: Indian Context / 7; Equity and Inclusion in Higher Education / 8
3. A Roadmap to Inclusive Education Vis-a-Vis National Education Policy 2020 /Sonam Bansal (Dr.) 12
Introduction / 12; General Aspects of Roadmap to Inclusive Education vis-a-vis NEP 2020 / 13; National Education Policy 2020 – Goals / 16; Discussion / 17; Conclusion / 18
4. National Education Policy 2020: A Critical Assessment /ritu arora (Dr.)
Introduction / 20; What is it? A Vision Document, A Framework or A Detailed Programme of Action? / 20; Goals / 21; Roadmap / 22; Public Investment / 23; Conclusion / 23
5. Inclusive Education Vis-à-Vis National Education Policy 2020 26 /Neerja Gautam (Dr.)
Introduction / 26; An Overview of Inclusive Education in India / 27; Inclusive Education in National Education Policy 2020 / 29; Conclusion / 31
6. Inclusive Education in India: Policy Provisions and Challenges 33 /raminder Kaur
Introduction / 33; Conceptualizing Inclusive Education / 33; Importance of Inclusive Education / 34; History of Inclusive Education in India / 34; Policies and Legislative Framework / 35; Challenges to Inclusive Education / 38; Conclusion / 39
7. Inclusive Education: Challenges and Strategies 40 /Satinder Kaur (Dr.)
Introduction / 40; Inclusive Education / 41; Challenges of Inclusive Education / 42; Teaching Strategies for Inclusive Education / 43; Reforms in Curriculum / 44; Inclusive Classroom / 44
8. Enhancing Educational Opportunities for Differently Abled Students through Inclusive Education 45 /Vibha Chawla (Dr.)
Introduction / 45; Inclusive Instructional Practices / 46; Types of Barriers / 46; Strategies to be Adopted / 47; Paramount Points for Barrier-Free Inclusive Education / 47; UNICEF’S Work to Promote Inclusive Education / 48; Inclusion and Inclusive Practices in Education / 48; Techniques for Inclusive Classrooms / 49; Teaching Models for Inclusionary Practices / 49; Policy and Procedures / 50; Conclusion / 50
9. Inclusive Pedagogy for Inclusive School 52 /Madhuri Isave (Dr.)
Introduction / 52; Pedagogical Philosophy of Flexible Learning / 52; Best Practices for Inclusive School / 53; Present Status / 56; Conclusion / 57
10. Innovative Teaching Strategies for Inclusive Education 58 /Pooja Sharma
Introduction / 58; Innovative Pedagogical Strategies / 58; Pedagogical Strategies Addressing Learning Needs / 59; Innovative Teaching Strategies for Teaching in Inclusive Setting / 60; Conclusion / 63
11. Inclusive Education in India: Issues, Challenges and Prospects 65 /Anju Sharma And Pallavi Sharma
Introduction / 65; Issues and Challenges / 66; Challenges in Inclusive Set-up / 67; Prospects of Inclusive Education / 68; Conclusion / 69
12. Overcoming Exclusion through Inclusive Approaches in Education 70 /Anju Sharma
Introduction / 70; Need and Significance of the Implementation of Inclusion Policy / 70; Policy Guidelines on Inclusion in Education / 71; Approaches to Inclusive Education / 72; Goals of Multicultural Education / 74; Conclusion / 74
13. Challenges and Prospects in Inclusive Education 76 /Baljit Kaur (Dr.)
Introduction / 76; Problems of Inclusive Education in India / 77; School Leadership Training Programme / 79; Conclusion / 81
14. Inclusive Education: Various Classroom Strategies 83/ Triptjit Kaur Arora
Introduction / 83; Teaching Strategies / 83; Conclusion / 85
15. Inclusive Education: A Journey to Equitable Education 86/ Amandeep Kaur
Introduction / 86; What does Inclusion include? / 87; Barriers in Inclusive Education / 87; A Journey to Equitable Education / 87; Path of Inclusion: From Segregation to Empowerment / 88; Movements towards Inclusive Education in World / 89; Movements towards Inclusive Education in India / 90
16. Overcoming Exclusion through Inclusive Approaches in Education 92 /Jyotpreet Kaur (Dr.)
Introduction / 92; Inclusive Education Approaches / 94; Case Study / 95
17. Inclusion in Education: A Step towards Social Equity 98 /Rumita Arora (Dr.)
Introduction / 98; Role of School / 98; Inclusion and Mainstreaming / 98; Equity and Inclusion / 99; Planning of Inclusive Education / 100; Conclusion / 101
18. Inclusive Education — An Initiative towards Equality, Uniformity and Oneness of Mankind 102/ Sandeep Sharma (Dr.)
Introduction / 102; Inclusive Education — A New Definition and Broader Approach / 102; Discrimination in the Ancient Times — Need to Learn a Lesson From / 103; Disability does not Debar anyone from Achieving the Goals / 104; Paralympics — An Eye Opening Platform / 105; Perspective of National Education Policy 2020 / 105; Rights of Persons with Disability (RPWD) Act, 2016 / 106; Inclusive Education — Need of the Hour / 106; Conclusion / 107
19. Importance of Inclusive Education: Present Scenario in India 108 / Sharanjit Kaur (Dr.)
Introduction / 108; Meaning of Inclusive Education / 109; Seven Pillars of Support for Inclusive Education / 109; Importance of Inclusive Education / 111; Inclusive Education in India / 111; Conclusion / 112
20. Inclusive Education – Need and Elements 113 / Gurkirpal Singh (Dr.)
Introduction / 113; Current Scenario / 113; Key Principles of Inclusive Education / 113; Inclusive Education - National Education Policy 2020 / 114; Elements that Make Up Inclusive Education / 114; Disadvantage of Inclusive Education / 115; Models of Inclusive Education / 115; Inclusive Education Process / 115; Qualities of a Good Teacher in an Inclusive Setting / 115; Benefits of Inclusive Education / 116; Deterrents to Inclusive Education / 116; Inclusive Classroom / 116; Conclusion / 116
21. Effectiveness in Inclusive Education: Role of Teachers 118/ Avneet Kaur (Dr.)
Introduction / 118; Role of Teachers and Required Competencies in Inclusive Education / 119; Conclusion / 122
22. Inclusive Education: Changing Role and Responsibilities of Teachers 124/ Rama Kumari
Introduction / 124; Role of Teachers in Inclusive Education / 125; Challenges to Implement Inclusive Education in India / 127; Conclusion / 128
23. Teacher Education for Inclusion: National Perspective 129 / Ruchi Bhargava (Dr.)
Introduction / 129; Inclusive Education in Indian Context / 130; Role of Teachers in Inclusive Education / 132
24. Teacher Education for Inclusion: A European Perspective 135/ Manjinder Kaur (Dr.) And Navreet Kaur
Introduction / 135; Methodology / 136; Results and Discussion / 136; Conclusion / 139
25. Creating Space for Diverse Learners: Gurjit Kaur (Dr.) 141
Introduction / 141; Phase I: Creating Environment of Trust / 142; Phase II: Developing Personal Culture / 142; Phase III: Encountering Social Dominance and Social Justice / 143; Phase IV: Changing Instructional Practices / 143; Phase V: Remodeling the Entire School Community / 144; Concluding Remarks / 144
26. Challenges and Opportunities to Implement Inclusive Education: In Context of Persons with Disabilities 146 / Suman (Dr.)
Introduction / 146; Concept of Inclusive Education / 146; Effective Common Learning Environments / 147; Challenges for Inclusive Education / 147; Opportunities for Inclusive Education / 149; Conclusion / 151
27. Educating Special Learners: A Challenge 153 Jaspreet Kaur
Introduction / 153; Concept of Special Education / 154; Types of Special Learners / 155; Conclusion / 159
28. Expedition of Inclusion in Education 160 /Bindu Sharma (Dr.)
Introduction / 160; The Movement from Segregation towards Integration / 162; A Worldwide Movement towards Inclusive Education / 163; Benefits of Inclusion for Children with Disabilities / 165; Benefits of Inclusion for Children without Disabilities / 166; Conclusion / 167
29. Social Inclusion of Children with Special Needs in Rural Areas: Problems and Role of Education 168 / Hiranmoyee Medhi
Introduction / 168; Socialisation of Children / 169; Children with Special Needs / 169; Social Inclusion / 170; Advantages of Social Inclusion for Children with Special Needs / 171; Problem of Social Inclusion of Children with Special Needs in Rural Area / 171; Role of Education in Social Inclusion / 173; Conclusion / 17
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Education is the single greatest tool for achieving social justice and equality. Inclusive and equitable education – while indeed an essential goal in its all right – is also critical to achieve an inclusive and equitable society in which every citizen has the opportunity to dream, thrive and contribute to the nation. \n
In the volume, scholars emphasise that the education system must aim to benefit India’s children so that no child loses any opportunity to learn and excel because of circumstances of birth or background. \n
The book delves into key policy recommendations highlighted in National Education Policy 2020 in relation to Inclusive Education and learning disabilities and their implications with respect to infrastructure, learning environment, school and classroom practice, assessment and teacher professional development. \n
The book is relevant for teachers, teacher-educators, NGO professionals and other leaders engaged in working with differently abled children. It is also useful for working professionals who are concerned about issues of Inclusive Education and are keen to explore careers in the sector. \n
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Dr. Harpreet Kaur is Principal, Khalsa College of Education, Amritsar. She is M.A. (English), M.Ed., M.Phil., Ph.D. (Education). She has been teaching post-graduate and graduate classes for the last 32 years. She has to her credit more than 55 published research papers.\n
Dr. Maninder Kaur is Associate Professor, Khalsa College of Education, Amritsar. She is M.Sc. (Hons.) Economics, M.A. Philosophy, M.Ed., Ph.D. (Education). She has been teaching postgraduate and graduate classes for the last 25 years.\n
Dr. Deepika Kohli is Assistant Professor, Khalsa College of Education, Amritsar. She is M.Com., M.A. (Sociology), M.Ed., Ph.D. (Education). She has been teaching postgraduate and graduate classes for the last 14 years.\n
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UNDERSTANDING AND ADVANCING THE SELF |
ASHOK TYAGI |
9789391978242(HB) |
9789391978228(PB) |
2023 |
|
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pp x+150
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350.00 |
995.00 |
Introduction/ ix
Part I
1. Evolution of Self/ 3
Self and its Significance/ 3; Connecting with Self being a Difficult Choice/ 3; Process of Understanding Self in Brief/ 4; ‘Self’ not being Body or Mind/ 5; Probing How much We Know about Ourselves/ 8; Factors Affecting Evolution of Self: Family, School and Society/ 13; Benefits of Understanding Self/ 24
2. Understanding Peripheral Concepts/ 28
Key Terms and Concepts in Daily Life/ 28; Expressions Around Self/ 30
3. Awareness for Own Self/ 44
Myths Surrounding Self/ 44; Ego and its Working/ 54; Magnifying Awareness for Own Self/ 59; Ways to Sharpen Self-Awareness/ 61; Process of Awakening ‘Me’/ 63; Management of Thoughts/ 67
4. Pathways for Understanding Self/ 69
Suggested Pathways/ 69; Contemporary Tips for Shining Self/ 80
5. Self and Ancient Indian Philosophical Views/99
6. Yoga, Pranayam and Meditation: Traditional Tools and Techniques/ 103
A. Practicing Yoga/ 103; B. Practicing Pranayam Regularly/ 111; C. Practicing Meditation/ 113; Conclusions/ 122; Part II/ 123
Part II
7. Advanced Self: Its Philosophical Perspective/ 124
Advancing ‘self’ to ‘Self’/ 124; Understanding Atman, The True Self/ 125
8. Tools for Advancing Higher Self/ 127
9. Grasping Mind to Understand Self/ 139
Understanding the Mind/ 139; Understanding Segregations of Mind: Conscious, Subconscious and Unconscious/ 141; Understanding Emotional and Rational Mind/ 143; Exercising Control over Mind/ 144; The Ideal Situation/ 145
10. Understanding Self being Real Self-Realization/ 146
Bibliography/ 148
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The book highlights associated concepts of Self and factors contributing the formation of Self by explaining critical roles of family, teachers and other socio-cultural-religious factors. It unfolds ways and means to establish complete understanding of all critical issues involved in the journey while living normal life, juggling pressures of career, family and society at large.\n
The book spells out ways to sharpen vision for focusing on Self, know its reality, accept that reality as it exists, and finally making peace with that reality. It also lays out required ‘dos’ and ‘don’ts’ to be learnt and mastered to see the bright light. The reader is exposed as to how to make amend to all undesirable elements, one by one, so that the process of knowing self-fructify and deliver practical benefits.\n
This volume can be used by learners in multiple ways. It provides detailed course material as well as seeks to help the reader graduate to the level of practical self-realization.\n
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Ashok Tyagi (1960) gave up an immensely successful corporate career at the prime age of 51 to pursue superior aims of human life guided by Ancient Indian systems. His hands on understanding of religio-cultural nuances soon inspired him to pursue Spirituality in right earnest and on full time basis. His renunciation of blind-faith in traditions makes him a modern day thinker deep rooted in Universal values. He dedicates this shining insight, a result of over decade long endeavour, to the matured householders who have reached to the pinnacle of success in terms of current social norms and are dedicated to invest prime energy for something enduring and abiding.\n
Mr. Tyagi, a modern hermit, pursues Spiritual practices and intellectual vocation living in Surabaya, Indonesia with his wife Esha.\n
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CONTEMPORARY ISSUES IN EDUCATION: A PERSPECTIVE |
MOHAMMAD PARVEZ, MOHD. SHAKIR(ED.) |
9789386262295(HB) |
9789386262301(PB) |
2022 impression |
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pp. viii+272, First Published in 2017
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350.00 |
1450.00 |
Preface
1. Role of Teacher Education Institutions in a Knowledge Society/ Sajid Jamal
2. Rich Site Summary (RSS): The Technology to Revolutionize Higher Education/ Noushad Husain
3. Stress-Free Learning: Competitive to a Cooperative Learning/ Mohd Shakir
4. Stress Management: Nipping in the Bud/ Anjum Ahmed
5. TQM Practices in Teacher Education Institutions: A Review/ Nupur Sen and Seema Gupta
6. Re-Defining Quality: Role of Madrasa Education System/ K. Mohammed Basheer
7. Capacity Building of Muslim Minorities: Role of NIOS/ Mohammad Hanif Ahmad
8. Education to Achieve Sustainability/ Raisa Khan
9. Reforming Evaluation System in Higher Education/ Shaheen F., Khan and Reema Singh
10. Issues and Challenges for Higher Education in India/ Nasrin and Mandira
11. ICT in Higher Education/ K.C. Vashishtha and Pravendra Singh Birla
12. The Islamic Philosophy of Education/ Andleeb
13. Value Education as an Incumbent in Learner Progression/ Babitha Ann Joseph
14. Women Empowerment in India: A Case Study/ Ashok Mittal, Qamar Alam and Arifa Saleem
15. Impact of Women Education: Employment and Fertility:/ A Case Study of Infant Mortality in Gujarat/ Shamshad
16. Teacher in the Digital Age: Issues and Challenges/ Deepshikha Saxena
17. Concept Mapping: An Effective Teaching Practice: Approach in School/ Rasheed Ahmad
18. Anchored Instructional Approach: Critical Pedagogy to Enhance Critical Consciousness among Students/ P.K. Aruna and Muhammed Haris C.
19. Right to Education Act 2009: Implementing Issues and Challenges/ A. Suneera
20. Problems of Tribal Education in India/ Sumana Paul
21. Vocationalisation of Education/ Naseerali M.K.
22. Community Colleges in India: An Initiative to Reach the Needs of Community/ Naziya Hasan
23. Morphological and Syntactic Errors in English Language Secondary School Students of Kerala: An Analysis/ Noora Abdul Kader
References
Contributors
Index
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This volume, a collection of scholarly articles, is an in-depth study of contemporary issues in the field of education. It covers — role of teacher education in knowledge society; Rich Site Summary (RSS) technology to revolutionize higher education, stress-free learning; TQM practices; Madarsa education; capacity building of Muslim minorities; sustainable development; reforming evaluation system; issues and challenges of higher education; technology based higher education; educational philosophy of Islam; value education; women empowerment and education; accessibility of new technology to teachers; concept mapping; critical pedagogy; tribal education; community colleges etc. All hues and colours are visible in this diverse panorama. It is hoped that book would be useful for readers, researchers, scholars, policy makers and the stakeholders in education. \n
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Prof. Mohammad Parvez is presently Chairperson in the Department of Education, Aligarh Muslim University, Aligarh. He has published few books and more than 58 papers including the papers presented in the seminars. He has discharged many administrative, including responsibilities as Director, Centre of Continuing & Adult Education and Extension, AMU, Aligarh.\n
Dr Mohd Shakir is working as Assistant Professor in Department of Education of AMU, Aligarh. He has to his credit one book and more than 24 research papers published/presented in seminars. \n
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CURRICULUM AND METHODS OF TEACHING |
H.S. SRIVASTAVA |
9788175415560(HB) |
9788175415577(PB) |
2022 impression |
|
|
xii+332, reprint edition
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450.00 |
1500.00 |
Preface
PART I OUNDATIONS OF TEACHING AND LEARNING
Education for the Twenty First Century (UNESCO Report-Learning the Treasure Within)
From the Local Community to A World Society
From Social Cohesion to Democratic Participation
From Economic Growth to Human Development
The Four Cornerstones of Education
Life-long Education
From Basic Education to University
Teachers in Search of New Perspectives
Choices for Education: The Political Factor
The Perspectives of Indian Education
The Change
The Changed Purpose of Education
New Directions in the Content of Education
Curriculum Transaction
Learning Materials and Aids
Evaluation of Student Growth
Globalisation of Indian Education
Let Us Continue To Be Givers
National Goals
Aims of Education
The Theory and Principles of Learning
A Macro Overview
Principles of Learning
Motivation in Learning
Maturation and Learning
Conditioned Learning
Trial and Error
Insightful Learning
Learning by Imitation
Remembering and Forgetting
Transfer of Training
Optimising Learning
Curriculum: The Foundation of Teaching and Learning
Introduction
Basic Considerations
Derivation and Statement of Objectives
CAP Classification of Educational Objectives
Pupil Growth
Identification of the Courses of Study
Developing Curriculum for the Different Courses
Developing Curriculum Materials
Developing Evaluation Procedures and Materials
Curriculum Implementation
Curriculum Evaluation
Conclusion
Theoretical Paradigms of Educational Objectives
The Purpose of Objectives
A Snag in the Classification of Objective
The Eight-year Study Model
Taxonomy of Educational Objectives
Objectives of the Cognitive Domain (Blooms Model)
Objectives of the Affective Domain-Krathwohls Model
Objectives of the Psycho-motor Domain (Daves Model)
Interrelationship of Different Domains of Objectives
The Authors Contribution to the Taxonomies
The Practical Dimensions of Educational Objectives
The Sources of Educational Objectives
The Levels of Educational Objectives
The Statements of Educational Objectives
The Definition of Objectives
Managing Student Groups
Characteristics of Student Groups
Desired Characteristics of Teachers
The Responsibility of the Institution
Maintaining Discipline
Rewards and Punishments
Mock Parliaments and Courts
Conclusion
Enriched Teaching for Improved Learning
The Fundamental Foundation
Principles of Objective-Based Instruction
Methods of Teaching
Planning Enriched Objective-based Instruction
Nature and Purpose of Instructional Material
A Suggestive Format of a Teaching Unit
Conclusion
Objective-based Instruction
Continuous and Comprehensive Evaluation
Historical Overview
Dimensions of the Scheme
Operational Strategy
Salient Features of the Scheme
Evaluating Growth in Co-Scholastic Areas
Assessment in Scholastic Areas
Assessment of Health Status
Format of a CCE Certificate
Preparing Questions of Different Forms
Characteristics of Good Questions
Forms of Objective-Based Questions
Preparing Long Answer or Essay Type Questions
Preparing Short Answer Type Questions
Preparing Very Short Answer Type Questions
Preparing Objective Type (Multiple Choice) Questions
Setting Balanced Question Papers and Unit Tests
The Backdrop
Shortcomings of Traditional Question Papers and their Remediation
Steps of the Action Plan
Methods of Grading Pupil Performance
Emergence of the IDEA of Grading in India
Why Grading?
Grading and Concept of Pass and Fail and Award of Divisions
Methods of Awarding Grades
Grading in School Situations
Evaluating Teaching Effectiveness
The Need
Scope of Evaluation of Educational Practices
Purpose of Evaluating Educational Practices
Procedure of Evaluating Educational Practices
PREP Index and its Derivation
Use of Evaluation Data
Conclusion
Methodology of Evaluating Educational Practices (Graphical Presentation of steps)
PART II TECHNIQUES OF TEACHING
Some Conventional Teaching Techniques
Introduction
The Lecture Method
The Discussion Method
Demonstration
Observation
Problem-Solving Method
The Herbartian Steps
The Project Method
The Laboratory Method
Programmed Instruction
Assignments and Work at Home
Educational Aids (Supporting Teaching Material)
Edgar Dales Cone of Experience
Educational Field Trips and Excursions
Exhibitions
Some Unconventional Approaches to Teaching and Learning
Emancipation from Formal Education
Think-Tank Sessions
Seminars
Panel Discussions
Symposium
Library Research
Photo Language Session
Surveys
Participatory/Group/Team Learning
Action Research
PART III TEACHING OF SPECIFIC SUBJECTS
Teaching of the First Language
The Genesis of the First Language
Instructional Objectives of First Language and their Specifications
Approaches to the Teaching of First Language
Teaching of the Second Language
The Significant Significance of Second Language
Objectives of Teaching the Second Language
Teaching of Second Language
Teaching of Mathematics
Place of Mathematics in School Curriculum
Objectives of Teaching Mathematics at the Elementary Stage
Instructional Objectives of Mathematics at the Secondary and Senior Secondary Stages (Class IX and XII)
Methods of Teaching Mathematics at Different Stages
Senior Secondary Stage
Teaching of Environmental Studies
Concept of Environmental Studies
Content of Environmental Studies
Objectives of Teaching Environmental Studies
Objectives of Environmental Studies
Methods of Teaching Environmental Studies
Evaluation in Environmental Studies
Teaching of Social Studies
Place of Social Sciences in the School Curriculum
The Concept of Social Studies
Objectives of Teaching Social Studies
Methods of Teaching Social Studies
Teaching of History
The Genesis of History
Instructional Objectives of History
Methods of Teaching History
Teaching of Geography
The Concept and Scope of Geography
History of Geography
Instructional Objectives of Geography
Methods of Teaching Geography
Teaching of Civics/Citizenship Education
The Nature of Civics
The Spectrum of Courses in Civics
Instructional Objective of Civics
Methods of Teaching Civics
Practical Activities as the Soul of Civics Teaching
Teaching of Economics
The Importance of Economics
Instructional Objectives of Economics
Methods of Teaching Economics
Teaching of Integrated Science
The Nature and Scope of Integrated Science
Nature and Characteristics of Science
Correlational and Exact Sciences
Concept and Place of Science and Technology in School Curriculum
Methods of Teaching Integrated Science at Different Stages
Teaching of Physics
The Concept of Physics
Instructional Objectives of Physics
Methods of Teaching Physics
Teaching of Chemistry
The Concept of Chemistry
Instructional Objectives of Chemistry
The Focus in the Teaching of Chemistry
Methods of Teaching Chemistry
Teaching of Biology
The Nature of Biology
Instructional Objectives of Biology
Methods of Teaching Biology
The Focal Points in Teaching of Biology
Realising the Objectives of Teaching Biology
Ensuring Effective Communication of Subject-Matter
Use Appropriate Illustrations Appropriately
Teaching of Home Science
The Scope of Home Science
Instructional Objectives of Home Science
Methods of Teaching Home Science
Teaching of Art
Art in Life and in Education
Instructional Objectives of Drawing and Painting
Methods of Art Education
Teaching of Computer Science
Instructional Objectives of Computer Science
An Illustrative Outline of a Course on Computer Education
and Information Technology for the Secondary Stage
Methods of Teaching Computer Science
Using Questions for Teaching
Introduction
Some Examples
Methods of Teaching at the Senior Secondary Stage
National Curriculum Framework
National Curriculum Framework
Instructional Strategies at the Senior Secondary Stage
References
Index
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Curriculum and Methods of Teaching has teachers and teacher educators as its main target groups, and all of them are likely to find it a dependable and a faithful armpit companion.
The fundamental concepts covered in Section I lay the foundation, for the theory and practice of teaching and learning, Section II, attempts to supplement the conventional methods of teaching with unconventional strategies and Section III, focuses on approaches for consolidation and internalisation of learning in different subjects. These are aimed at the realisation of the targets of pupil growth in the Cognitive, Affective and Psycho-motor sectors of personality.
As a bold attempt at translating theories into practice and imparting concrete shape to nebulous abstractions, the book paves the way for gratifying success of all its clients.
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Prof. H.S. Srivastava is a living educational luminary who as a student of Dr. Benjamin S. Bloom carries his stamp and legacy.
Working in the areas of Curriculum, Evaluation and Talent Search, as Head of the Department and Dean at NCERT, he has made valuable contributions both nationally and internationally, witnessing his ideas implemented in his own lifetime.
He has been a UNESCO consultant at IIEP Paris and at UIE, Hamburg and a Professor at IDS, Brighton and University of Shanghai, Shanghai.
Prof. Srivastava is the author of numerous books and monographs. Some main of these are Examination Reforms in India (UNESCO, Paris 1979); Challenges in Educational Evaluation (Vikas, New Delhi 1989), Examination Manual (S. Chand, 2000); Manual for Schools (S. Chand 2002).
Prof. Srivastava has also been decorated by the Government of France with the title of 'Chevalier dans I'Ordre Palmes Acedemiques which is the French equivalent of the British Knighthood Sir.\n
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Education,M.ed/B.ed./D.ed. |
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CURRICULUM DEVELOPMENT: Practices & Perspectives |
S.K. PANDA, NIHARIKA PANDA |
9789388691499(HB) |
9789388691505(PB) |
2022 impression |
|
|
192pp
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220.00 |
995.00 |
Foreword
Preface
1. Concepts and Bases
1.1 Concept of Curriculum
1.2 Characteristics of Curriculum
1.3 Objectives of Curriculum
1.4 Components of Curriculum
1.5 Bases of Curriculum
2. Types of Curriculum
2.1 Subject Centered Curriculum
2.2 Learner Centered Curriculum
2.3 Community Centered Curriculum
2.4 Activity Centered Curriculum
2.5 Emerging Curriculum
2.6 Hidden Curriculum
2.7 Irrelevant Curriculum
2.8 Integrated Curriculum
2.9 Rigid and Flexible Curriculum
2.10 Differentiated and Undifferentiated Curriculum
2.11 Broad Fields Curriculum
2.12 Core Curriculum
3. Historical Growth of Curriculum
3.1 Historical Foundations of Curriculum in India
3.2 Modern Indian Educators and Their Contribution to Curriculum
3.3 Modern Trends in Curriculum Organization and Development
3.4 National Curriculum Framework (NCF) 2000
3.5 National Curriculum Framework (NCF) 2005
3.6 National Curriculum Framework for Teacher Education 2009
3.7 Constructivist Learning Approach
3.8 Open Educational Resources
4. Curriculum Planning and Development
4.1 Aims, Goals and Objectives
4.2 Selection of Content
x Curriculum Development
4.3 Dimensions of Curriculum Design
4.4 Sources of Curriculum Design
4.5 Principles of Curriculum Development
4.6 Process of Curriculum Development
4.7 Problems of Curriculum Load
4.8 Participation of Functionaries and Beneficiaries in Curriculum Development
4.9 Modes of Curriculum Transaction
5. Models of Curriculum Development
5.1 Technical/Scientific Models
5.2 Non-technical/Non-scientific Models
6. Theories and Approaches of Curriculum
6.1 Theories of Curriculum
6.2 Approaches to Curriculum
6.3 Curriculum Change
7. Curriculum Evaluation
7.0 Curriculum Evaluation
7.1 Approaches to Curriculum Evaluation
7.2 Needs of Curriculum Evaluation
7.3 Sources of Curriculum Evaluation
7.4 Guidelines for Curriculum Evaluation
7.5 Phases of Evaluation
7.6 Aspects of Evaluation
7.7 Criterion-referenced and Norm-referenced Evaluation
7.8 Choice Based Credit System
7.9 Tools and Techniques of Curriculum Evaluation
7.10 Models of Curriculum Evaluation
8. Selection and Organisation of Learning Experiences
8.1 Principles and Criteria for Developing Learning Experiences
8.2 Designing Integrated and Interdisciplinary Learning experiences
8.3 Infusion of Environment Related Knowledge and Concerns in All Subjects and Levels
8.4 Creation of Adequate room for Voicing Child’s thoughts, Curiosity and Creativity
8.5 Lifelong Perspectives in Learning
8.6 Remedial Teaching and Enrichment Programme
8.7 Teacher Effectiveness
Bibliography
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“Our attitude towards the curriculum has been influenced by a desire to assist children to acquire or develop the habits, skills, interests and sentiments which they will need both for their own well-being and for that of the people among whom they will live.”\n
This book provides a complete overview of Curriculum Development including the related approaches, theories and practices. It analyses the factors such as types, models, principles and process of change or revision involved in curriculum design. Focus lies on its process, including the phases and model designs. Useful insights into National Curriculum Framework and its utility towards integral education are dealt with. Written in simple and effective language, the book should be useful to all its users and readers.\n
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Dr. Sushanta Kumar Panda is associated with Post Graduate Department of Education, University of Jammu and has more than 13 years teaching experience. He has published several articles in various journals and presented paper in several National and International seminars and workshops in India and abroad.\n
Dr. Niharika Panda,associated with Post Graduate Department of Education, University of Jammu,has teaching experience of more than seven years. She has published several articles in various journals and presented paper in several National and International seminars and workshops in India.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed. |
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CURRICULUM DEVELOPMENT 2005: TOWARDS LEARNING WITHOUTH BURDEN AND QUALITY OF EDUCATION - An Evaluation |
J.C. AGGARWAL |
9788175412620(HB) |
9788175412637(PB) |
2022 impression |
|
|
173pp,
|
395.00 |
1250.00 |
Preface
1. Foreword, Executive Summary and Members-Curriculum 2005
2. Perspective
3. Learning and Knowledsge
4. Curricular Areas, School Stages and Assessment
5. School and Classroom Environment
6. Systemic Reforms and Epilogue
7. Overall Observations on the Document and the Need for the Try-out of the Proposed Curriculum
Appendices
1. 'Learning Without Burden' (1993) and Recommendation145 on it by the Group Appointed by MHRD
2. Central Advisory Board of Education (CABE): Its Functions161 and Constitution
3. Quality Education for Young People: UNESCO/ICE (2004)
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The book attempts to provide a brief but constructive and critical analysis of the observations and recommendations contained in National Curriculum Framework-2005, formulated by the steering committee set up by the Ministry of Human Resource Development, Government of India under the chairmanship of Prof. Yash Pal. Since the focus on educational reforms is in the light of the document 'Learning Without Burden' (1993), its main recommendations with their evaluation by the group constituted by the MHRD are incorporated for ready reference of the readers. The main characteristics of this publication is to provide a broad 'Framework' for the 'Try-Out' of the curriculum at the grass-roots level-an element missing in NFC 2005.
This work also incorporates the constitution and functions of the reconstituted Central Advisory Board of Education - CABE (2004) - The highest advisory body in education. On 'Quality Education', the main recommendations of UNESCO International Conference on Education held in September 2004, are also included to have a wider perspective.
It is hoped that the book should serve as a reliable companion to all those interested in the development of education.
Rs. 450
US$ 20
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J.C. Aggarwal is a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration. He has worked at the grassroots level as a Post-graduate teacher, principal; plan evaluation officer and educational supervisor and administrator. He has also taught in a Post-graduate Teacher Training College. He is widely traveled and has written extensively on education and contemporary issues.
S. Gupta is Post Graduate from Delhi University, Delhi and has been associated with teaching since 1986. She has widely travelled abroad and participated in several seminars. Her latest publication is Education in Emerging India - Teachers' Role in Society (Shipra, 2005).\n
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North-East India |
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DOCUMENTS ON NORTH EAST INDIA |
JAIDEEP SAIKIA |
9788175415799 |
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2022 impression |
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xviii+308 pp
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0.00 |
1600.00 |
Preface
Compiler's Note
List of Abbreviations
1. Treaty of Yandaboo
2. Foreigners Act
3. The Naga-Akbar Hydari Accord
4. Instrument of Accession [Tripura]
5. Manipur State Constitution Act
6. Manipur Merger Agreement
7. The Immigrants (Expulsion from Assam) Act
8. Sixth Schedule [Articles 244(2) and 275(1)]
9. The Armed Forces (Special Powers) Act
10. Naga Peoples' Convention and Government of India Agreement
11. Assam Official Language Act
12. Speech by Dr. S. Radhakrishnan, President of India (On the inauguration of the State of Nagaland)
13. Text of the Peace Mission's Proposals
14. The Unlawful Activities (Prevention) Act
15. North Eastern Areas (Reorganisation) Act
16. Text of the White Paper Issued by the Government of Nagaland
17. Nagaland Accord: The Shillong Agreement
18. Disturbed Areas (Special Courts) Act
19. The National Security Act
20. Policing in the North-East
21. The Illegal Migrants (Determination by Tribunals) Act
22. Terrorist Affected Areas (Special Courts) Act
23. Assam Accord (Memorandum of Settlement)
24. Mizoram Accord (Memorandum of Settlement)
25. Terrorist and Disruptive Activities (Prevention) Act
26. Memorandum of Understanding with Tripura National Volunteers
27. All Bodo Students' Union and Government of India(Memorandum of Settlement)
28. The SAARC Convention (Suppression of Terrorism) Act
29. Ceasefire Ground Rules between Government of India andthe National Socialist Council of Nagalim (Isaac-Muivah)
30. Scheme for Surrender-Cum-Rehabilitation of Militants in the North East
31. Illegal Migration into Assam
32. ISI Activities in Assam
33. Tripartite Talks to Review the Implementation of the Assam Accord: Report of the Ministry of Home Affairs, Government of India
34. Revised Ground Rules for Ceasefire between Government of India and NSCN-IM
35. Text of Cease-fire Ground Rules Agreed upon between the Government of India and the National Socialist Council of Nagaland-Khaplang (NSCN-K)
36. The Prevention of Terrorism Ordinance
37. The Prevention of Terrorism Act
38. The Arunachal Pradesh Control of Organised Crime Act, 2002
39. Memorandum of Settlement on Bodoland Territorial Council
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The volume provides an insight into certain select documents that have shaped North East India in a variety of ways, the perusal of which would aid scholarship that is appropriately beginning to study the enchanted frontiers. Beginning with the Treaty of Yandaboo signed between the British and the king of present-day Myanmar on 24 February 1826, the compilation showcases various accords, reports and agreements that have been scripted for the region, an expanse that is crucial not only for India's national security, but also to the spirit of unity in diversity that characterises its prowess. The book would be useful to research scholars, policy makers and readers having an interest in the region.\n
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Jaideep Saikia is a terrorism and security analyst and an expert on North East India. Saikia has published over two dozen academic papers in various national and international security journals and has written or edited eight books on security, counter-terrorism and strategy, including Terror Sans Frontiers: Islamist Militancy in North East India and Terrorism: Patterns of Internationalization. An alumni of the Rashtriya Indian Military College, Dehradun, St. Stephen's College, University of Delhi and the University of Illinois at Urbana Champaign, USA, the last of which was as a Ford Fellow, Saikia has also served the Governments of India and Assam in security advisorial capacities and was a member of the Indian delegation for Track II Dialogue with Bangladesh in 2007.\n
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Education,M.ed/B.ed./D.ed. |
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EDUCATION IN THE EMERGING INDIAN SOCIETY |
J.C. AGGARWAL |
9788175414150(HB) |
9789386262196(PB) |
2022 impression |
|
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472+xiv, rev. ed.,
|
495.00 |
1995.00 |
Preface
1. Philosophical Analysis of Basic Concept of Education
2. Education; Teaching; Instruction; Training and Indoctrination and Allied Terms
3. Types of Education: Formal; Informal and Non-formal Education
4. Philosophy-Knowledge
5. Educational Philosophy
6. Aims of Education; Curriculum; Methods of Teaching; Discipline and Teacher's Role (Influence of Idealism; Naturalism and pragmatism on Different Aspects of Education)
7. Educational Thoughts of Mahatma Gandhi: Impact on Education
8. Educational Thoughts of Rabindranath Tagore: Impact on Education
9. Educational Thoughts of Swami Vivekananda: Impact on Indian Education
10. Aims of Education in Contemporary Indian Society: Education for Values
11. Education for Modernisation
12. Education for Vocationalisation
13. Education for Health: Physical; Mental and Emotional
14. Democratic Outlook
15. Agencies of Education: Formal Agencies- School and State
16. Informal Agencies of Education (Home; Community; Peer Groups; Mass Media)
17. Home School Partnership: School- Community Collaboration
18. Structure of Indian Society: Class; Caste; Religion; Ethnicity and Language; Etc.
19. Concerns of Indian Society: Democracy
20. Social Justice and Equality
21. Human Rights
22. Secularism; Gender Equality and Social Cohesion
23. National Integration
24. Population Explosion
25. Environmental Degradation
26. Globalisation and Privatisation
27. Education and Social Change
28. Education and National Development
29. Role of Education in Economic Development
30. Futurology: Education in Future
31. Future Education in India
32. Future Teachers; Methods and Discipline
Appendix: Major Policy Making Educational Organisations (CABE; NCERT; NCTE; NUEPA; AICTE; UGC; SCERT)
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The book provides deep and penetrating analysis of socio-economic concerns in emerging India and the role of education in suitably meeting the challenges. All the emerging concerns are discussed in their constitutional, philosophical, sociological and global perspectives. Three chapters are devoted to the Futurology, future educational scenario and the role of the educational institutions etc. Role of education in secularism, socialism, democracy and national integration is highlighted thoroughly. The book may prove useful to students of education and teachers.
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J.C. Aggarwal is a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration, Delhi. He worked at the grassroots level as a Post-graduate teacher. Principal, plan evaluation officer and educational supervisor and administrator. He has also taught in a Post-graduate Teacher Training College. He is widely travelled and has written extensively on education and contemporary issues.
\n
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed. |
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EDUCATIONAL TECHNOLOGY MANAGEMENT AND EVALUATION |
RASHMI AGRAWAL |
9789388691642 (HB) |
9789388691659(PB) |
2022 impression |
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|
x+438 pp, Rev. ed.
First Published in 2009
|
750.00 |
2500.00 |
PART I: EDUCATIONAL TECHNOLOGY
TECHNOLOGY IN EDUCATION AND TECHNOLOGY OF EDUCATION
EDUCATIONAL TECHNOLOGY AND ALLIED CONCEPT
TRADITIONAL AND MODERN EDUCATIONAL TECHNOLOGY
USE OF STRATEGIES IN EDUCATIONAL TECHNOLOGY
MICRO TEACHING
FLLANDERS INTERACTION ANALYSIS
PRAGRAMMED LEARNING
TRY OUT AND VALIDATION
STAGES OF TEACHING
TEAM TEACHING
MANAGEMENT OF TEACHING
SYSTEMS APPROACH, TASK ANALYSIS AND LEVEL OF TEACHING
TEACHING MODELS
BEHAVIOURAL OBJECTIVES (BLOOM'STAXONOMY)
PSYCHOLOGICAL USES OF MODERN TECHNOLOGIES(MULTI-SENSORY INSTRUCTIONS)
PROJECTED AND NON-PROJECTED EDUCATIONAL AIDS
LANGUAGE LABORATORY
COMPUTERS IN EDUCATION
STRATEGIES AND TECHNIQUES OF TEACHING
INNOVATIVE TECHNIQUES OF TEACHING
ACTION RESEARCH AND TEACHING
COMMUNICATION
MANAGEMENT
MANAGEMENT OF SCHOOLS
MANAGEMENT OF CURICULUM
MANAGEMENT OF PHYSICAL RESOURCES IN SCHOOL
MANAGEMENT OF SCHOOL DISCIPLINE
PRINCIPAL AND MANAGEMENT OF HUMAN RESOURCESH
EVALUATION
DEVELOPMENT OF PERFORMANCE PROFILES OF INSTITUTIONS
EVALUATION INSTITUTIONAL PERFORMANCE
EVALUATION OF PUPILS
METHODS OF TEACHERS' EVALUATION
ACCOUNTABILITY IN SCHOOL EDUCATION
PROFESSIONAL NORMS AND ETHICS
PART IV: GUIDANCE SERVICES: GUIDANCE: CONCEPT & OBJECTIVES
TYPES OF GUIDANCE
PERSONAL AND SOCIAL GUIDANCE
ESSENTIAL GUIDANCE SERVICES
COUNSELLING
GUIDANCE PROGRAMME IN THE SCHOOLS
GLOSSARY
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Educational Technology is a field involved in the facilitation of human learning through the systematic identification, development, organization of a full range of learning resources, and through the management of these processes.... (AECT). Educational Technology has made education interesting, colourful and musical. It follows multi-faceted approach of teaching, which attracts children from all walks of life. The book is divided into four parts viz. Educational Technology, Management, Evaluation and certain aspects of Guidance Services in Schools. These four parts together meet the ultimate goal of education of overall development of children. Efforts have been made to include latest information on the subject and all the topics covered have been detailed in simple language. Practical examples are given to make the subject understandable. The book is useful for teachers and also for those who are aspiring to be teachers.\n
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Dr. Rashmi Agrawal is a Ph.D in Psychology from Lucknow University. She has a Post Graduate Diploma in Guidance & Counselling from NCERT, New Delhi. She later specialized in Rehabilitation & Counselling from the University of California, USA. She has a Post Graduate Diploma in Management. She has also done an International Course in Evaluation sponsored by World Bank.
Dr. Agrawal has long experience of working in the field of Education, Employment and Other related disciplines. Being deeply interested in Social Issues, she has done research work independently of her official assignments which resulted in a number of books such as Drug Abuse; Street Children; Gender Issues: A Road Map to Empowerment; Educational Vocational Guidance & Counselling; and Education for Disabled Children.
At present she is working as Chief in the Institute of Applied Manpower Research, Planning Commission, New Delhi.\n
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Education,M.ed/B.ed./D.ed. |
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GREAT PHILOSOPHERS AND THINKERS ON EDUCATION |
J.C. AGGARWAL, S. Gupta |
9788175417335(HB) |
9788175417342(PB) |
2022 impression |
|
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vi+282pp
|
350.00 |
1250.00 |
Preface
A.N. Whitehead (1861-1974)1
Abraham Lincoln (1809-1865)7
Abul Kalam Azad (1888-1958)9
Annie Besant (1847-1933)13
Aristotle (384-322 B.C.)
Aurobindo Ghose (1872-1950)
.A.P.J. Abdul Kalam (1931- )
B.R. Ambedkar37
Bal Gangadhar Tilak (1856-1920)
Bertrand Russell (1872-1970)
Confucius (551-479 B.C.)
Emile Durkheim (1858-1917)
Erasmus Desiderius (1467-1536)
Frederich August Froebel (1782-1852)
Gijubhai Badheka (1885-1939)
Gopal Krishan Gokhale (1866-1915)
Herbert Spencer (1820-1903)
Immanuel Kant (1724-1804)
Isaacs Susan (1895-1948)
Jan Amos Comenius (1592-1670)
Jawaharlal Nehru (1889-1964)
Jean Jacques Rousseau (1712-1778)
Jiddu Krishnamurti (1895-1986)
John Dewey (1857-1950)
John Henrich Pestalozzi (1746-1827)
K.G. Saiyidain (1904-1971)
Leo Tolstoy (1828-1910)
M.K. Gandhi (1869-1948)
Maria Montessori (1870-1952)
Marshall McLuhan (1971-1980)
Michel De Montaigne (1533-92)
Paramhansa Yogananda (1893-1952)
Paulo Freire (1922-1977)
Plato (427-347 B.C.)
Rabindranath Tagore (1861-1941)
Sarvepalli Radhakrishnan, Dr. (1888-1975)
Shankara (Sankara) Acharya (788-820 A.D.)
Socrates (469-399 B.C.)
Swami Dayananda (1825-1883)
Swami Vivekananda (1863-1902)
T.P. Nunn (1870-1944)
Tarabhai Modak (1892-1973)
Zakir Hussain (1897-1969)
Brief Notes: Western and Indian Educational Philosophers and Thinkers
Appendix
Thinkers on Education in UNESCO Series
Name Index
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The field of education has grown enormously. Thinkers on education from East and West continue to enrich the professional literature with their important contribution.
The book covers inspiring thoughts of celebrity philosophers and thinkers on education. It also includes their rich contribution to education as well as their published works. Brief-notes and Name-index of several other thinkers in the field added in the book further enhance its utility. The users may find this reference book useful.
Rs 550
US $ 20
\n
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J.C. Aggarwal is a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration. He worked at the grassroots level as a Post-graduate teacher, principal, plan evaluation officer and educational supervisor and administrator. He also taught in a Postgraduate Teacher Training College. He is widely travelled and has written extensively on education and contemporary issues.
S. Gupta is Post Graduate from Delhi University, Delhi and has been associated with teaching since 1986. She has widely travelled abroad and participated in several seminars. Her latest publication is Education in Emerging India - Teachers' Role in Society. She also has to her credit two co-authored books.\n
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Education,M.ed/B.ed./D.ed. |
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HIGHER EDUCATION IN EMERGING INDIA: Problems, Policies and Perspectives |
Abdul Salim. A (Ed.) |
9789386262783(HB) |
9789386262790(PB) |
2022 impression |
|
|
pp 240, First Published in 2018
|
395.00 |
1600.00 |
Foreword
Introduction
SECTION I
Higher Education in India: A Comparative Perspective
1. The Changing Landscape of Higher Education: An Analysis of Changes in Developing and Developed Countries
N.V. Varghese
2. Role of Government in Higher Education of Emerging Economies: A Case Study of Malaysia
Dato’ Morshidi Sirat
3. Structure and Pattern of Higher Education Courses in Singapore
N Varaprasad
4. Impact of Denationalisation and Globalisation on Science Education and Research in Developing Countries
Radhakrishna G Pillai
SECTION II
Policy Crisis in Indian Higher Education
5. Higher Education in the Context of Development
M. Kunhaman
6. Diversity and Discrimination in Higher Education Institutions in India: Case Study of Selected States
C. M. Malish and Nidhi S. Sabharwal
7. Autonomy and Accountability of Universities in India: A Critical Look at Policy since Independence
Aishna Sharma
SECTION III
Restructuring of Higher Education in India
8. Mode of Funding Higher Education and University Governance: A Critical Assessment of the Possibilities
Saumen Chattopadhyay
9. Are Our Universities Financially Sustainable? The Case of Four South Indian Universities
C. Krishnan
10. Government Withdrawal and Privatisation of Higher Education in Kerala
Rajan Varughese
11. Access and Equity: A Study on the Impact of Self-financing Colleges in Kerala
S. R. Sheeja
12. Gender Participation in Science, Technology, Engineering and Mathematics (STEM) Education:
Emerging Challenges to Innovation in India
P. J. Christabell and Rajeev B.
13. Quality Issues and Trends in Teacher Education: An Alternative Perspective
J. V. Asha
14. Higher Education and Labour Market in India: Missing Linkages
G. L. Arunjilal
15. Bridging the Industry — Academia Gap: The Way Ahead for Higher Education in Kerala
P. S. Deva Kumar
Contributors
Index
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Development of human resources is crucial for economic development of a country. Human resources can be developed by imparting skills and education. Higher education contributes to national development through dissemination of specialised knowledge and skills. India has one of the largest higher education systems in the world. However, India’s higher education sector faces several quantitative as well as qualitative challenges. The book basically addresses the problems, policies and perspectives of higher education sector in India.\n
Major themes covered in the book include policies and strategies adopted by both developing and developed economies for massification of higher education, impact of globalization on higher education, liberatory and transformative role of education, diversity and discrimination in higher education institutions, autonomy and accountability, university governance and funding, privatisation of higher education, gender inequalities, quality and excellence, and linkages between higher education and labour market. \n
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Prof. Abdul Salim A is currently Professor and Head of the Department of Economics, University of Kerala. He is also the Honorary Director of the Inter University Centre for Alternative Economics (IUCAE) of the University. He has taught at JamiaMilliaIslamia, New Delhi and various colleges in Kerala during a span of three decades. He has undertaken several research projects and successively guided many PhD scholars. He has authored a number of books and research papers in refereed journals. His books include ‘Educational Development in India: The Experience of Kerala Since 1800’ (Co-author Prof. P.R Gopinathan Nair) and ‘The Cost of Higher Education in India’.\n
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Political Science,History/Culture |
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HISTORY OF THE PARLIAMENT OF INDIA(6 Vols Set) |
SUBHASH C. KASHYAP |
9789388691482(Set) |
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2022 impression |
|
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First Published in 2000, 2863 pp
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0.00 |
18000.00 |
VOLUME 1
Foreword, Preface, Discovery of Parliament, , The Constituent assembly & the framing of the constitution, index
VOLUME 2
Foreword, Preface, Address, The provisional Parliament(1950-1952), The First Lok Sabha(1952-1957), The Second Lok Sabha(1957-1962), Index
VOLUME 3
Foreword, Preface, The third Lok Sabha (1962-1967), The fourth Lok Sabha (1967-1970)
VOLUME 4
The fifth Lok Sabha (1971-1977), The Sixth Lok Sabha (1977-1979)
VOLUME 5
Foreword, Preface, The Seventh Lok Sabha (1980-1984), The Eighth Lok Sabha (1985-1989), Index
VOLUME 6
Foreword, Preface, List of tables, The Ninth Lok Sabha (1989-1991), The Tenth Lok Sabha(1991-1996), Recap & summary up (half a century of parliament its changing faces & functions), The road ahead(need for parliamentary reforms renewing parliamentary institutions & procedures), Index. Errata
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These six volumes objectively trace and authoritatively narrate the fascinating story of representative parliamentary institutions in India and presents a History of the Parliament of India from the earliest beginning to Tenth Lok Sabha.\n
Dr. Shankar Dayal Sharma’s opinion, “… pains taking work which is useful addition….”; the Tribune (Review), “… a mine of information…should become a singular contribution in this field”; Journal of Legislative Studies, U.K. (Review), “very penetrating analysis…an epitome of knowledge in a field of sparse literature….” (First Published 1995)\n
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Dr. Subhash C Kashyap, Constitutional Law and Parliamentary Affairs specialist and author of many prestigious works, had his higher education and professional training at Allahabad, New Delhi. Washington, D C Dallas, Londonand Geneva. An experienced administrator, widely travelled over the world, he was intimately associated with Parliament for over 37 years, right from the first Lok Sabha of Nehru and Mavalankar days. He occupied one of the highest positions in the nation’s civil service as Secretary General of Lok Sabha.\n
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SHIPRA PUBLICATIONS |
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Education,M.ed/B.ed./D.ed. |
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LEARNING AND TEACHING: A CONSTRUCTIVIST APPROACH |
NOUSHAD HUSAIN |
9788175418578(HB) |
9788175418585(PB) |
2022 impression |
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xiv+384pp
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395.00 |
1500.00 |
Preface vii
1 Understanding Learning
Meaning of Learning; Definitions of Learning; Nature of Learning; Principles of Learning; Characteristics of Learning; Laws of Learning; Learning Curve; Factors that May Affect the Learning Process; Factors Associated with Learner that Affects Learning; Factors Associated with the Types of Learning Experiences that Affect Learning; Factors Associated with the Men and Material Resources that Affect Learning
2 Behaviourist Approach to Learning
Key Ideas of Behaviourism; Behaviourist Assumptions about Learning; Key Principles of Behaviourism; Behavioural Approaches to Learning; Strengths of Behaviourism; Weaknesses of Behaviourism; Implications of Behaviourism; Practical Implications of Behaviourism; Major Learning Theories Related to Behaviourism
3 Cognitivist Approach to Learning
Key Ideas of Cognitivism; Key Principles of Cognitivism; Strengths of Cognitivism; Weaknesses of Cognitivism; Application of Cognitivism; Educational Implications of Cognitivism; Major Learning Theories Related to Cognitivism
4 Constructivist Approach to Learning
What is Constructivism?; Defining Constructivism; Key Ideas of Constructivism; Assumptions of Constructivism; Guiding Principles of Constructivism; How Constructivism Impacts Learning; Components of Constructivism; Faces or Schools of Constructivism; Educational Implications of Constructivism; Strengths of Constructivism; Weaknesses of Constructivism; Application of Constructivism; Implications of Constructivism; Major Learning Theories Related to Constructivism
5 Child Growth and Development
Meaning of Growth and Development; Correlation between Growth and Development; Comparison between Growth and Development; Principles of Growth and Development; Meaning of Child Growth; Growth plates; Growth plates; Meaning of Child Development; Factors Influencing Growth and Development; The Developmental Process; Stages of Growth and Development; Developmental Tasks from Birth to Old Age
6 Individual Differences
Definition of Individual Differences; Types/Areas of Individual Differences; Role of Heredity in Generating Individual Differences; Role of Environment as Determinant of individual differences; Relative Importance of Heredity and Environment as determines of Individual Difference; Effective Ways for Teachers/Educators Dealing with Individual Difference; Individual Differences and Education
7 Transfer of Learning
Meaning of Transfer of Learning; Definitions of Transfer of Learning; Types of Transfer of Learning; Theories of Transfer of Learning; Educational Implications of Transfer of Learning
8 Development of Adolescent
Importance of Adolescence Period; Needs and Problems of Adolescence; Problems of Adolescents with Special Reference to Indian Context; Developmental Characteristics of Adolescence; Psychological Characteristics of Adolescence; Developmental Theories; Important Points for Adolescents; How can Parents Support Healthy Adolescent Development?; Piaget’s Theory of Cognitive Development; Erikson’s Theory of Psychosocial Development; Kohlberg’s Theory of Moral Development; Levels and Stages of Kohlberg’s Moral Development; Freud’s Psychosexual Development Theory; Chomsky’s Theory of Language Development; The Role of Teacher Regarding Language Development; Howard Gardner’s Multiple Intelligence (MI) Theory
9 Constructivist Learning
Principles of Constructivist Learning; Advantages of Constructivist Learning; Principles of Constructivist Course Design; Constructivist Learning Environments (CLEs); Constructivist Assumptions about Learning; Constructivist Learning Goals; Constructivist Conditions for Learning
10 Introduction to Reflection
Meaning of Reflection; The History of Reflection; Definition of Reflection; Dewey’s Criteria for Reflection; Schon’s Criteria for Reflection; Roger’s Criteria for Reflection; Reflection and Education; The Process of Reflection; Forms of Reflection; Benefits of Reflection; Reflective Practice Models (Models for Reflection); Kolb’s Learning Cycle (1984); The Four Stage Learning Cycle; Gibbs Reflective Cycle Model (1988); Reflecting on Students’ Work; Encouraging Reflection in Students
11 Learning In and Out of School in Diverse Environments
Life-Long, Life-Wide and Life-Deep Learning; Meaning of Out-of-School Learning; Principles of In and Out of School Learning; Learning Theories Supporting Outdoor Classroom Learning; Foci and Outcomes of Outdoor Learning; Personal and Social Benefits of Purposeful Educational Activities in the Outdoor Classroom; The Range and Effectiveness of Approaches to Outdoor Education; Approaches to Learning outside the Classroom; Methods of Learning Outside the Classroom/School; Planning for Learning outside the Classroom; Preparation of Learning outside the Classroom
12 Understanding Teaching
Meaning of Teaching; Teaching as a Tri-polar Process; Definitions of Teaching; Objectives of Teaching; Nature of Teaching; Important Aspects of Teaching; Functions of Teaching; What is Effective Teaching?; Principles of Teaching; Teaching as a Complex Task; Maxims of Teaching; Difference between Teaching, Learning, Instruction, Training and Conditioning; Relationship between Teaching and Learning
13 Variables of Teaching
Meaning of Variables; Types of Variables; Functions ofVariables
14 Phases of Teaching
Pre-Active Phase of Teaching; Interactive Phase of Teaching; Post-Active or Evaluation Phase of Teaching
15 Levels of Teaching
Memory Level of Teaching; Memory Level of Teaching; Understanding Level of Teaching; Reflective Level of Teaching
16 Models of Teaching
Meaning of Models of Teaching; Definitions of Models of Teaching; Peculiarities of Models of Teaching; Main Characteristics of Models of Teaching; Merits of Models of Teaching; Limitations of Models of Teaching; Functions of Models of Teaching; Types of Teaching Models; Classification of Models of Teaching; Components of a Teaching Model; Advance Organizer Model; Components of Advance Organizer Model; Concept Attainment Model; Inquiry Training Model or Richard Suchman Inquiry Model
17 Teaching Skills
Meaning of Teaching Skills; Nature of Teaching Skill; Components of Teaching Skills; Why Do We Need to Have Skills in Teaching; Types of Teaching Skills; Core Teaching Skills; Classification of Teaching Skills; Core Teaching Skills and their Components
18 Micro-Teaching
Origin and Development of Micro-Teaching; Meaning of Micro-Teaching; Definitions of Micro-Teaching; Objectives of Micro-Teaching; Nature of Micro-Teaching; Main Propositions/Assumptions of Micro-Teaching; Advantages of Micro-Teaching; Uses of Micro-Teaching; Disadvantages of Micro-Teaching; Phases of Micro-Teaching; Steps of Micro-Teaching; Micro-Teaching Cycle; Indian Model of Microteaching; Comparison between Micro-Teaching and Traditional Teaching
19 Practising Teaching Skills through Micro Teaching
Introducing a Lesson or Set Induction Skill; Components of Introducing a Lesson or Set Induction Skill; Micro-Lesson Plan; Questioning Skill; Stimulus Variation Skill; Components of Stimulus Variation Skill; Black Board Skill; Demonstration Skill; Reinforcement Skill; Probing Questioning Skill; Components of Probing Questioning Skill; Micro-Lesson Plan-2; Skill of Closure; Explaining Skill; Integration of Teaching Skills (Link Practice)
20 Traditional and Constructivist Lesson Planning
Types of Lesson Plans; Lesson Planning; Definition of Lesson Planning; Characteristics of Good Lesson Plan; Needs of Lesson Planning; Importance of Lesson Planning; Criteria of a Good Lesson Plan; Traditional Approaches to Lesson Planning; Difference between the Traditional (Behaviourist) and Constructivist Lesson Planning
21 Identification and Formulation of Teaching or InstructionalObjectives
Uses of Educational Objectives; Difference between Goal, Aims and Objectives; Meaning and Importance of Teaching Objectives; Types of Instructional Objectives; Taxonomy of Instructional Objectives; The Cognitive Dimension Process; Writing Objectives in Behavioural Terms
22 Modification of Teacher Behaviour and Analysis of ClassroomInteraction
Teaching or Teacher Behaviour; Modification of the Teaching or Teacher Behaviour; Techniques for the Modification of Teaching or Teacher Behaviour; Techniques to Observe the Classroom Interaction; Flinders’ Interaction Analysis Categories System (FIACS); Objectives of Flinders’ Interaction Analysis Category System; Assumptions of Flinders’ Interaction Analysis Category System; Meaning of Flinders’ Interaction Analysis Categories System (FIACS); Description of Flinders’ Interaction Analysis Categories System (FIACS); Procedure of Observation/Encoding Teaching Procedure; Rules for Observation/Rules for Recording or Decoding; Construction of Interaction Matrix; Interpreting the Interaction Matrix
23 Team Teaching
Meaning of Team Teaching; Characteristic of Team Teaching; Objectives of Team Teaching; Types of Team Teaching; Principles of Team Teaching; Procedure of Organizing the Team Teaching; Advantages of Team Teaching; Limitations of Team Teaching
24 Classroom Communication
Meaning of Communication; Definitions of Communication; Characteristics of Communication; Components or Elements of Communication; Principles of Communication; Types of Communication; Modes of Communication; Communication Process/Cycle; Factors Affecting Communication; Barriers of Communication; Achieving Effectiveness in the Classroom Communication
25 Measurement and Evaluation in Education
Meaning of Measurement; Definitions of Measurement; Educational Measurement; Meaning of Evaluation; Definitions of Evaluation; Characteristics of Evaluation; Need, Scope and Importance of Evaluation; Functions of Evaluation; Measurement; Difference between Measurement, Evaluation, Assessment and Test; Distinction between Measurement and Evaluation; Types of Evaluation; Difference between Formative Evaluation and Summative Evaluation; Objective Based and Competency Based Evaluation; Scholastic and Co-scholastic Evaluation; Criterion-Referenced and Norm-Referenced Evaluation; Continuous and Comprehensive Evaluation (CCE); Grading; Achievement Test
26 Pedagogy and Pedagogical Analysis
What is Pedagogy?; Definitions of Pedagogy; What is Pedagogical Analysis?; Defining Pedagogical Analysis; Operations Involved in the task of Pedagogical Analysis; Components of Pedagogical Analysis; Steps of Pedagogical Analysis; Advantages of Pedagogic Analysis; Pedagogy of the Oppressed; Meaning of Critical Pedagogy; Definitions of Critical Pedagogy; Banking System of Education; Problem Posing Education (PPE)/Dialogical Method; Culturally Relevant Pedagogy
27 Teacher’s Diary
Meaning of Teacher’s Diary; Need of Teacher’s Diary; Importance of Teacher’s Diary; Advantages of Teacher’s Diary; Reflective Teaching Diary
28 Constructivist Teaching
Constructivist Pedagogical Theory; Principles of Constructivism; Benefits of Constructivism; Meaning of Constructivist Teaching; Common Tenets of Constructivist Pedagogical Theory; Characteristics of Constructivist Teaching; Constructivism in the Classroom; Comparison between Traditional Classroom and Constructivist Classroom; Benefits of Constructivist Classroom; Constructivist Teaching Practices; Components of Constructivist Practice; Vygotsky’s Constructivist Approach; Role of a Constructivist Teacher; Role of the Constructivist Student; Suggestions for Teaching with the Constructivist Learning Theory
29 Multicultural Education
What is Multiculturalism?; Characteristics of Multicultural Education; Approaches of Multicultural Education; Approaches of Multicultural Teaching; Strategies of Multicultural Instruction; Multicultural Classroom; Culturally Responsive Teaching
30 Teaching as a Profession and Mission
Meaning of Profession; Definition of a Profession; Is Teaching a Profession?; Duties of a Teacher; Responsibilities of a Teacher; Role of the Constructivist Teacher; Teacher Roles
31 Learning Style vs Teaching Style
Meaning of Learning Style; Definitions of Learning Style; Types of Learning Styles; Teaching Style; Definitions of Teaching Style; Typologies of Teaching Style; Types of Teaching Styles; Matching Teachers’ Teaching Style with Learners’ Learning Style; Practical Strategies to Match Teaching Style with Learning Style; How a Teacher can Modify His Teaching Style according to Learners’ Learning Style
32 Information and Communication Technology (ICT)
Concept of ICT; Meaning of ICT; Definitions of ICT; Characteristics of ICT; Scope of ICT in Education; Advantages of ICT in Education; Examples of ICT-based Activities; Computers and the Internet Use for Teaching and Learning; Limitations ofICT
33 E-Learning and M-Learning
Electronic Learning or e-Learning; Meaning of E-Learning; Definitions of E-Learning; Features of E-Learning; Benefits of e-Learning; Disadvantages of E-Learning ; Mobile Learning or M-Learning; Meaning of Mobile Learning; Definitions of Mobile Learning; Challenges of Mobile Learning; Value of Mobile Learning; Benefits of Mobile Learning; Limitations of Mobile Learning
References
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All teaching is directed at learning and the learner is at the heart of teaching. Teachers should critically question the widespread belief that teaching is telling (informing/ demonstrating) and understand culturally responsive teaching approaches that support learning. The contemporary view of learning is defined as knowledge construction. Hence, teachers better understand how learning occurs, how learners construct knowledge, acquire skill and develop disciplined thinking processes and know how to use instructional strategies that promote student learning. Teachers should appreciate that each learner’s cognitive, linguistic, social, emotional and physical development influences learning and know how to make instructional decisions that build on learners’ strengths and needs.\n
This book is prepared to serve the educational purposes of students, teachers, teacher educators, student-teachers and parents for developing a better understanding about the different concepts related to learning and teaching. It offers a site for prospective teachers to reflect on and critique notions of learning and teaching that they have formed from their own experience and to move beyond them.\n
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Dr. Noushad Husain is Principal and Associate Professor in Maulana Azad National Urdu University, College of Teacher Education (CTE), Asansol (West Bengal). He is the author/editor of numerous books and books chapters, articles and professional papers on different aspects of Higher Education. He has worked extensively in the field of educational technology. He is actively involved in theory and practice of teaching and learning with new media. He has participated and presented numerous papers at several national and international seminars and conferences. He is actively engaged in research, training, consultancy and social service programmes.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed. |
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PSYCHOLOGICAL PHILOSOPHICAL AND SOCIOLOGICAL FOUNDATIONS OF EDUCATION |
J.C. AGGARWAL |
9788175418257 (HB) |
9788175418264 (PB) |
2022 impression |
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xv+371 pp
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395.00 |
1495.00 |
PREFACE
UNIT I EDUCATIONAL PSYCHOLOGY AS THE FOUNDATION OF EDUCATION
1. Meaning, Definition and Significance of Educational Psychology
Meaning and Definition of Educational Psychology / 1; Nature of Educational Psychology / 2; Scope of Educational Psychology / 2; Significance of Educational Psychology to Teachers / 4; Importance of Educational Psychology to Different Sections / 7; Importance of Educational Psychology to Parents / 7
2. Human Growth and Development: Significance, Characteristics and Principles/Stages-Educational Implications
Significance of Child Development / 9; Some Prominent Educators and Thinkers on the Development and Education of Children / 10; Meaning of Human Development / 11; Distinction Between Growth and Development / 11; Characteristics and Principles of Development / 13; Educational Implications of the Principles of Development / 15; Interrelationships and Interdependence of various Patterns of Development / 16; Different Stages of Development and Implications / 18
3. Heredity (Nature) and Environment (Nurture): Development and Educational Implications
Introduction / 21; Meaning of Heredity / 21; Principles of Heredity: How Heredity Operates / 21; Chart Showing the Contribution of Heredity On Personality Development / 22; Environment / 23; Hereditarians' Arguments and Studies / 23; Criticism of Hereditarians' Point of View / 24; Environmentalists' Point of view / 24; Some Studies on Environment / 25; Relative Contribution of Heredity and Environment on Growth and Development / 26; Influence of Heredity and Environment / 27; Educational Implications of the Role of Heredity and Environment / 28
4. Individual Differences: Types and Educational Implications
Significance of Individual Differences Among Children / 29; Types of Individual Differences / 30; Individual Differences: Readiness / 30; Educational Implications of Individual Differences / 31; Meeting Needs of Individual Differences: Teaching Strategies and Class-room Measures / 32; General Guidelines for Meeting Individual Differences / 32; Summing up / 33
5. Physical Development Pattern and Educational Implications
General Physical Development Pattern / 34; Characteristics of Physical Development Pattern and Needs of Children / 36; Growth and Development Rate, Growth and Development Curve: Characteristics and Stages / 37; Common Causes of Delayed Motor and Physical Development / 38; Factors Affecting The Pattern of Physical Growth and Development / 39; Summary: Important Characteristics of Physical Development Pattern / 39; Educational Implications of the Physical Development of the Children for the Teacher / 40; Organisation of Physical Development Programme / 40
6. Social Development Pattern and Educational Implications
Meaning of Social Development Pattern / 41; Characteristics of Social Development Pattern / 41; Social Development Pattern at various stages / 42; Factors Affecting the Social Development of the Child / 43; Hindrances in the Social Development of the Child / 44; Role of the School in the Social Development of the Child / 44; Teacher's Role in the Social Development of the Child / 45; Concluding Observations / 46
7. Emotional Development Pattern and Educational Implications
Significance of Emotional Development Pattern / 47; Meaning of Emotional development / 47; Chief Characteristics of Emotions / 48; Positive and Negative Effects of Emotions / 49; Understanding Emotions of Anger, Fear, Love and Jealousy / 50; Emotional Behaviour Pattern at Different Stages / 52; Classification of Emotional Pattern / 53; Comparison Between the Emotional Pattern of Childhood and Adulthood / 54; Factors at Home and School which Disturb the Emotional Development of Children / 54; Training, Sublimating and Modifying Emotions / 54; Role of the School and the Teacher in the Emotional Development of the Child / 55
8. Cognitive Development Pattern and Educational Implications: Piaget's Theory
Meaning of Cognitive or Mental or Intellectual Development / 58; Process of Cognitive Development Pattern / 58; Factors Affecting Cognitive Development Pattern / 60; Cognitive Development Curve / 61; Jean Piaget's Theory of Cognitive Development Pattern (Mental or Intellectual Development) / 63; Educational Implications of Piaget's Theory of Cognitive Development and the Role of the School and Teacher / 66
9. Adolescence: Meaning, Characteristics, Problems and 68 Educational Implications
Meaning and Definition of Adolescence / 68; General Characteristics of the Period of Adolescence / 69; Specific Needs of Adolescence with Special Reference to Indian Adolescents / 71; Physical Needs of the Adolescents and their Satisfaction / 72; Emotional Developmental Needs and their Satisfaction / 74; Educational Implications of Satisfying the Emotional and Psychological Needs of the Adolescents / 75; Social Development Needs of the Adolescents and their Satisfaction / 76; Intellectual/Mental Needs of the Adolescents and their Satisfaction / 78; Moral Development or Satisfaction of the Moral Needs of the Adolescents / 79; Major Interests, Goals and Values of Indian Adolescents / 80; Important Problems and Issues Involved in the Proper Development of Indian Adolescents / 81; Suggestive Measures for Meeting the Needs of Indian Adolescents / 83
10. Learning: Types and Factors of Learning
Meaning of Learning: Definition, Characteristics and Goals / 84; Major Domains of Learning / 85; Learning Process / 86; General Principles of Effective Learning / 90; Elements in the Teaching-Learning Process: Implications of Learning for the Classroom Teacher / 90; Kinds/Types of Learning: Prime and Concomitant Learning / 91; Making Learning effective: Role of the school and the teachers / 92
11. Motivation
Meaning of Motivation / 94; Process and Importance of Motivation / 97; Maslow's Need-Theory of Motivation / 98; Techniques of Enhancing Learner's Motivation / 102
12. Memory and Forgetting
Significance of Memory / 104; Meaning of Memory / 104; Definitions of Memory / 104; Memory System / 105; Kinds and types of memory / 106; Factors Contributing to Good Memory / 107; Signs of Good Memory / 108; Methods of Measurement of Retention / 109; General Characteristics of Children's Memory and Adult's Memory / 109; Economical Methods of Memorising / 110; The Whole Method and Part Method / 110; Forgetting / 114; Nature and Characteristics of Forgetting / 114; Curves of Forgetting / 114; Types of Forgetting / 115; Causes and Minimising Forgetfulness / 116
13. Intelligence
Meaning of Intelligence / 117; Operational Definition and Meaning of Intelligence / 119; Intelligence and Scholars of Ancient India / 119; Kinds of Intelligence and a Few Generalisations / 120; Development of Intelligence and Mental Testing / 120; Measurement of Intelligence / 122; Basic Concepts Involved in Intelligence and Intelligence Testing / 122; Classification of Individual on the Basis of I.Q. / 123; Important Uses of Intelligence Tests in Evaluation / 124
14. Personality
Complex Nature of Personality and Definitions of Personality / 127; Characteristics and Nature of Personality / 128; Behavioural Patterns of Personality / 129; Marks of Balanced Development of Personality / 129; Development of Personality: Biological and Socio-cultural Determinants / 130; Barriers in the Development of Integrated Personality / 133; Integration of Personality and the Role of the School / 133
15. Suggestive Guidelines for Teachers for the Optimum Development and Education of the Students
A to Z of Teaching Competencies and Skills Which Make Teaching-Learning Effective / 139
UNIT II PHILOSOPHICAL FOUNDATION OF EDUCATION
16. Basic Ideas in Education
Significance of Education / 140; Divergent Views on the Meaning of Education / 141; Etymological Meaning of Education / 141; Great Indian and Western thinkers on the Meaning of Education / 142; Analysis of Some Definitions of Education / 144; Functional and Operational Definition and Meaning of Education / 146; Sarcastic and Negative View of Education / 146; Nature of Education / 147; Retrospective and Prospective Nature of Education / 147; Chief Characteristics of the Nature of Education / 148; Broad and Narrow Meaning of Education / 148; What Education is Not and What Education is / 150; Functions of Education / 151; Characteristics of the Process of Education / 151; Why, Whom, Who, Where, What, How and When of Education / 152; Scope of Education / 153
17. Types of Education
Three Types of Education / 154; Formal Education / 154; Informal Education / 154; Non-Formal Education / 155; Non-Formal Education and National Policy on Education-NPE (1986 and Revised Policy 1992) / 156; Broad Comparison Between Formal and Non-Formal Education / 157; Comparison of Formal and Informal Education / 159; Comparison Among Formal, Informal and Non-Formal Education / 160; Examples of Different Types of Education / 162; Narrowing Down the Gap Between Different Types of Education / 162; A Balanced View / 162; Traditional education and modern education at a glance / 163; Emerging Concerns And Modern Education / 164; Child-Centred Education and Teacher-Centred Education / 164
18. Aims and Objectives of Education
Aims of education related to society / 166; Individual Aim and Social Aim in Education / 168; Priorities of Aims of Education in India / 170; Functions and Directions of Education in India / 172
19. Educational Philosophy
Significance of Philosophy / 175; Meaning and Definition of Philosophy / 175; Chief Characteristics of Philosophy / 177; Why Do We Need Philosophy? / 177; Scope of Philosophy: Different Areas of Philosophy / 178; Relationship Between Philosophy and Education: Their Interdependence / 178; All Great Philosophers as Great Educators / 179; Dependence of Philosophy on Education / 180; Dependence of Education on Philosophy / 180; Significance of Studying Philosophy in Understanding Educational Practices and Trends: Contribution of Philosophy to Education / 181; Significance of Philosophy to the Teacher / 184
20. Major Philosophies and Their Impact on Education
Idealism in Education: Idealism as the Oldest Philosophy / 186; Fundamental Principles of Idealism / 187; Idealism on Various Dimensions of Education / 188; Limitations and Weaknesses of Idealism / 191; Contribution of Idealism to Educational Theory and Practice / 191; Philosophy of Naturalism in Education: Meaning of Naturalism / 192; Chief Characteristics of Naturalism / 193; Naturalism and Its Various Dimensions of Education (Implications of Naturalism in Education) / 193; Limitations of Naturalism in Education / 196; Contribution of Naturalism to Education / 196; Pragmatism / 197; Broad Features of Pragmatism in Education / 199; Limitations of Pragmatism / 202; Contribution of Pragmatism to Education / 203; Comparative Impact of Idealism, Naturalism and Pragmatism on Educational Theory and Practice / 204
21. Rousseau (1712-1778)
A Brief Life Sketch / 207; Publications of Rousseau and Essence of His Writings / 207; Rousseau's Views on Educational Theory and Practices / 207; 'Emile': An Important Treatise on Education / 212; An Analysis of Rousseau's Views on Education / 212; Rousseau's Contribution to Education / 213
22. Dewey, John (1852-1959)
Brief Life Sketch of John Dewey / 214; Publications of John Dewey / 214; Philosophy of Pragmatism of Dewey / 215; Dewey's Views on Various Aspects of Education / 215; Functions of the School: School Related to Social Life / 219; Laboratory School, University of Chicago / 220; Essence of John Dewey's Work: Contribution to Education / 220; Evaluation of Dewey's Work / 221
23. Philosophical Thought in India and Its Contribution to Education
Rich Philosophical Heritage / 223; Chief Sources of Indian Philosophical Thought / 224; The Vedic Philosophical Thought / 224; Educational Implications of the Vedic Thought / 226; Philosophic Thought as Contained in the Upanishads / 227; Philosophical Thought of the Bhagwad Gita / 229; Educational Implications of Philosophic Thought of Gita / 231; Systems of Philosophy and Their Educational Implications / 232; Salient Features of Indian Thought and Implications / 236
24. Swami Vivekananda's Philosophy and Its Impact on Education
Brief Life Sketch of Swami Vivekananda / 240; Major Publications of Swami Vivekananda / 241; Principal Features of Swami Vivekananda's Philosophy / 241; Swami Vivekananda's Philosophy of Education / 241; Swami Vivekananda on Various Aspects of Education / 242; Contribution of Swami Vivekananda to Education: Relevance of His Views Today / 244
25. Rabindranath Tagore (1869-1941): Educational Philosophy and Its Impact
Brief Life Sketch / 245; Tagore's Publications / 245; Factors Influencing Tagore's Philosophy of Education / 246; Tagore's Views on Various Aspects of Education in his own words / 247; Concept of an Ideal School / 248; Visvabharati at Shantiniketan in Natural Surroundings / 249; Tagore's Contribution to Education / 251
26. Philosophical Thought of Gandhiji (1869-1948)
Brief Life Sketch of Gandhiji / 252; Gandhiji's Publications on Education / 252; Principal Features of Gandhiji's Philosophy of Life / 253; Factors that Influenced Gandhiji's Philosophy of Life and Philosophy of Education / 253; Thoughts of Gandhiji on Various Dimensions of Education in His Own Words / 254; Gandhiji's Dissatisfaction with the Existing System of Education and Formulation of Basic Systems of Education / 256; Origin of Basic education/ NaITalem /Wardha Scheme or System of Education / 257; Curriculum of Basic Education as It Emerged in Due Course / 257; Tenets/Merits of Basic Education/Chief Features / 258; Criticism of Basic Education / 260; Future of Basic Education and the Education Commission (1964-66) / 261; Summing up: The philosophy of Gandhiji and its Impact on Education / 262
27. Sri Aurobindo (1872-1950): Integral Education
Brief Life Sketch / 263; Select Quotes of Sri Aurobindo on Education / 264; Prominent Features of Aurobindo's Philosophy / 264; Sri Aurobindo's Main Ideas on Education / 264; National System of Education / 266; Integral Education / 267; Two-fold Bases of Integrated Education / 267; Task of Integral Education / 268; Measures for Achieving the Ends of Integral Education / 269; Contribution of Sri Aurobindo to Education / 270
UNIT III : SOCIOLOGICAL FOUNDATION OF EDUCATION
28. Educational Sociology
Meaning and Definition of sociology / 272; Meaning of Sociological Basis of Education: Educational Sociology / 273; Brief History of the Development of Educational Sociology / 274; Scope of Educational Sociology / 274; Importance of Educational Sociology: Contribution of Educational Sociology to Education / 275
29. Education as an Instrument of Social Change: Role of the School
Significant Features of Social Change and Elements / 281; Process of Social Change / 282; Causes/Factors of Social Change / 283; Barriers to Social Change / 284; Education and Social Change: Inter-relationship between Education and Social Change / 284; Educational Implications for bringing about Social Change in a Democratic Set up / 285; Education as an Instrument of Social Change / 285; Agencies of Education and Social Change / 287; School as a Social Institution and an Agent of Social Change and the role of the teacher / 287; Teacher as a Social Engineer and an Agent of Social Change / 290; Limitations of Education in Bringing about Changes / 291; Social Change and Education of the Masses / 292; Education of the Deprived Sections of the Society / 292
30. Education and National Development
Meaning of National Development / 293; Chief Characteristics of a Developing (Emerging) and a Developed (Industrialised) Society / 293; India's National Development Vis-à-vis World (Around 2007) / 294; Problems of National Development. / 295; Significant Role of Education in National Development / 295; Role of Education in Solving Problems of National Development / 296; Role of Education in Increasing Production / 296; Role of Education in the Modernisation of Indian Society / 296; Role of Education in Promoting Social and National Integration / 297; Role of Education in Developing Democratic Values / 297; Role of Education in Establishing a Socialistic Pattern of Society / 297; Role of Education in Developing Secular Outlook / 297; Role of Education in Promoting International Understanding / 297
31. Social Justice, Equality: Role of Education (Empowerment of SCs, STs, OBCs and Education)
Meaning of Social Justice and Equality / 298; Significance of Social Justice and Equality / 298; Impact of Socio-Economic Inequality on the Indian Democracy / 299; Causes of Social and Economic Inequality / 300; Three-fold Strategy for the Empowerment of SCs, STs and OBCs: Minimising Inequality / 300; Scheduled Castes and Scheduled Tribes: Social Justice and Equality / 302; Measures for the Development of SCs and STs / 305; Approach for Empowering Tribals / 306; Overall Strategies for the Development and Welfare of the SCs and STs / 307; Directions Contained in National Policy on Education (1986 and 1992) on the Education of the Scheduled Castes / 308; Measures Being Taken to Promote Education among SCs: Equalisation with Non SCs / 309; Role of the Teachers / 310; Other Backward Classes (OBCs) / 310; Gradual Increase in Literacy Rates Among SCs and STs / 313
32. Education for Secularism, Democracy and Socialism
Origin and Meaning of the Term Secularism / 315; Secularism in the Indian Constitution / 316; Indian Concept of Secularism and a Secular State / 318; Educational Implications of Secularism / 319; Democracy and Education / 320; Significance of Each Letter in the term Democracy: Values of Democracy / 321; Dimensions of Democracy / 322; Most Essential Elements of Democracy / 323; Relationship Between Democracy and Education / 323; Impact of Democracy in Education / 324; Functioning of the School on Democratic Principles and Promotion of Democratic Values in the Students / 325
33. Empowerment of Women: Role of Education
Gender Bias in General / 327; Gender Disparity in India / 327; Women's Welfare in Independent India / 329; Women's Welfare: Some Milestones / 331; Empowerment of Women / 333; Education for Women's Equality and Empowerment / 335
34. Value Education
Value Education-The only Basis of Establishing a Truly Democratic, Secular and Socialist Society / 338; Meaning of a 'Value' / 338; Classification of Values / 339; Alphabetical Classification of Values / 340; Traditional and Modern Values / 341; Education and Need for Inculcation of Values / 342; Value-Based Curriculum in India / 342; School Programme for Developing Values of Various Kinds / 343; Role of the Teacher / 343; Synthesis Between the Traditional Values and Modern Values: Synthesis Between Scientific, Secular and Spiritual Values / 343
35. Futurology: Education for the Future Society
Meaning and Origin of the Term Futurology / 345; Chief Characteristics of Futurology / 345; Subjects and Methods of Study of Futurology / 345; Education as a Field of Study in Futurology / 345; Key Factors in the Paradigm Shift in the Future Education / 346; Chief Characteristics of the Future Education / 347; UNESCO and Reforms in Education / 347; Future Scenario of Tensions and the Role of Education / 348; Secondary Education/School for the Future / 351
36. Future Education in India
Brief History of Attempts for Educational Reforms in India for the Future / 354; Pointers Towards Future Reforms in Education: Suggestive Models / 354; Prof. Malcolm S. Adiseshiah's Model / 354; Prof. S.V.C. Aiya's Model / 355; Future Scenario and Kirpal's Model of Future Education / 356; Future Schools and Classrooms of India / 357
37. Agencies of Education: School as an Agency of Education
Meaning and Significance of Agencies of Education / 363; Broad Classification of Agencies of Education - I / 364; Agencies of Education: Classification No. II / 365; Agencies of Education: Classification No. III / 365; Agencies of Education: Classification No. IV / 365; No Watertight Division of Agencies of Education / 366; Broad Comparison Between Formal and Non-Formal Education / 366; Importance of School as a Social Institution and a Formal Agency of Education: Select views / 367; Functions and Roles of the School in the Society / 368; Measures to be Taken by the School to Perform Its Functions / 369; Functions of the School in Behavioural Terms: Historical Letter of Abraham Lincoln to the Headmaster of his son's school / 370
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The volume provides not only a holistic view of various facets of education but also discuss the Futurology and the role of educational institutions in meeting the forthcoming challenges.
To provide a comprehensive overview of emerging concerns in the field of educator, inspiring and thought-provoking views of great thinkers of the East and the West are given in an easy-to-understand language, with a critical and meaningful analysis where needed. The role of the family, neighbourhood, community and the school in the optimum development and growth of the personality of the child is suitably highlighted.
The book offers practical suggestions in making the teaching-learning process lively, inspiring and effective. It will be a valuable addition for the libraries used by research scholars, teachers and students of the subjects dealt in the volume.\n
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J.C. Aggarwal is a former Dy. Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration, Delhi. He worked at the grassroots level as a Post-graduate teacher, principal, plan evaluation officer and educational supervisor and administrator. He also taught in a PG Teacher Training College. He has widely travelled and written extensively on education.\n
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Education,M.ed/B.ed./D.ed. |
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QUALITY IN SCHOOL EDUCATION: SECONDARY EDUCATION AND EDUCATION BOARD |
MANJU NARULA |
9788175412743(HB) |
9788175412750(PB) |
2022 impression |
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xvi + 176pp, 2010 imp.
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395.00 |
1250.00 |
Foreword
Preface
List of Tables and Figures
Abbreviations
Quality in School Education and Role of Education Board
Introduction ; Curriculum Planning and Development ; Instructional Mechanism; Evaluation and Assessment; Methodology; Sampling; Data Collection ; Data Analysis; Chapterisation
Perspective on Secondary School System
Introduction; United States of America; Japan; England and Wales; Iceland; France; Germany; Sweden; Ethiopia; Lesotho; Swaziland; Zambia; Russian Federation; South Korea; Thailand; China; Conclusions
Himachal Pradesh School Education Board
HP Board of School Education; Role and Functions of the Board; Thrust Areas of the Board; Financial Administration; Funding Pattern; Interaction with the Board Officials; Recommendations
Board of Secondary Education - Madhya Pradesh
Organisational Structure of Board; Functions of the Board; Decentralisation; Functions; Subject Combination Allowed for XII Examination; Examination Framework; Financial Management; Interaction with the Board Officials
School Education Boards in West Bengal
West Bengal Board of Secondary Education; West Bengal Council of Higher Secondary Education; West Bengal Board of Madrasah Education; Major Functions of the Board; Committees; Education System; Courses and Programmes; Expansion of Madrasah Education; Rabindra Mukta Vidhalaya (State Open School), Kolkata
Board of Secondary Education - Andhra Pradesh
Organisational Set-up; Functions of the Board; Academic Functions; Steps Taken in Context of Erosion of Social, Moral and Spiritual Values; Instructional Techniques; Paper Setting; Examination Centres; Major Examination Reforms; Students Performance; Sources of Income; Examination Fees; Interaction with Board Officials; Text-books Updation; Introduction of Life Skills Education; Status of Computerisation; Coordination and Linkage with All Educational Departments; Computerisation of Examination Result; Sharing of Examination Results; Announcement of Results; Capacity Building Programmes for Experienced Principals; Capacity Building Programmes for Newly Recruited Teachers; Preparation of Modules; Orientation Materials for Parents, Community Members; Recommendations
Quality Secondary Education for Global Competitiveness -Conclusions
Comparative Scenario of Secondary Education in Four States; Medium of Instruction; Decentralisation; Headquarters of Boards; Status and Composition of the Board; Function of the Board; Inspection of Schools; Curriculum Development; Vocational Education; Examination; Re-evaluation/Revaluation Facility; Supplementary Examination; Composite Curriculum; Pattern of Question Paper; Multi-Set Question Paper Method; Paper Setter; Non-detention system; Grace Marks; Continuous and Comprehensive Evaluation; Number of Chances Given for Clearing a Public Examination; Checking Unfair Means in Examinations; Financial Management; Information Technology Courses; Journal Published; Computerisation of Examination Results; Declaration of Results; Research Wing; Merit List; Conclusions; Recommendations
Bibliography
Index
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Over the years, the Boards of Secondary Education have undergone a process of functional change from being examination Boards to Secondary Education Boards and finally to Boards of School Education. This has resulted in many modifications in the working of the Boards. Even then, the Boards are facing many challenges.
The main challenge before the Boards are that there is a constant threat of knowledge getting obsolete day by day, on the other the requirement for updating the existing facilities remains a financial challenge. The Boards need to widen the sphere of their operations and increasingly support schools in undertaking innovative activities and in offering high quality education. They need to adopt several measures, for instance, concerning academic guidance and supervision, preparation of quality teaching-learning material, adoption of progressive modes of evaluating students' performance, training of teachers, principals and other personnel, and evaluation of the performance of schools affiliated to them. In addition, revolutionary advancements in communications technology have broken the national boundaries. As a consequence, globalization has created several avenues and possibilities for educational sector. Therefore, there is exigency to see how Boards of Secondary Education are prepared for facing these challenges. The Boards must think constantly about the ways and means to absorb the changes.
The present book deals with role of Boards in managing change and quality of Secondary Education in four states of India, i.e., Himachal Pradesh, Madhya Pradesh, West Bengal and Andhra Pradesh.\n
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Manju Narula, Ph. D. in Education, is working in NIEPA. She has been trained in educational planning and management from International Institute of Educational Planning, Paris. She is specialized in organizational issues in educational management, especially the multi-dimensional issue of institutional effectiveness. She has authored/edited four books and published several research papers and book chapters on critical issues of school education as well as of higher education.\n
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Education,M.ed/B.ed./D.ed. |
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TEACHER EDUCATION IN INDIA: CONTEMPORARY PROBLEMS AND PROSPECTS |
SESADEBA PANY, SANKAR PRASAD MOHANTY |
9788175416826(hb) |
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2022 impression |
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viii+248pp
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0.00 |
1250.00 |
Preface v
Out-of-School Children
The Moot Point/3; Out-of-School Children (OSC): Concept and Nature/3; Demographic Classification of Out-of-School Children/4; Early Mainstreaming Initiatives/5; Mid-day Meal Incentive/9
Government Initiatives
Non-Formal Education/11; Residential and Non-Residential Bridge Courses/12; Other Alternative Schemes/13; Alternative Centres for Children in Madarsas and Maktabs/13; Establishing and Running Human Development Centres (HDCs)/13; Select Case Studies/15; Right to Education Act/19; Problems in Implementation/20; Age-Appropriate Enrolment/21; Problem Areas-in-Specific/21
Inclusive Education and Mainstreaming
Inclusive Education: Government Legislation and Constitutional Provisions/24; Other Initiatives/26; Imminent Concerns/28; Challenges/29; Special Training for Out-of-School Children/29
Education for Integration
Integration/32; Dimensions of Integration/33; Integration Strategies/35; Teachers’ Role/37
Early Pedagogical Interventions and Exciting Activities
Special Provisions for Out-of-School Children/40; Pedagogic Interventions/40; Exciting Activities/46; Learning Alphabets/46; Understanding Colours/48; Understanding the Vocations/49; Understanding the Movement of Time Dial/63
Pedagogical Inputs at Elementary Stage
How do Children Learn?/65; Learner-Centred Pedagogy/66; Critical Pedagogy/67; Participatory Learning/68; Experiential Learning/69; Problem-Solving/69; Investigatory Approach/70; Concept Mapping/70; Social Inquiry Approach/70; Creative Writing/70; Peer Learning/71; Collaborative Learning/72; Cooperative Learning/72
Capacity Building and ICT Integration
Face-to-Face Programmes/73; Manuals and Handbooks for Teachers/76; Teacher Education through Distance Mode/76; Sarva Shiksha Abhiyan (SSA)/78; DEP-SSA Interventions/79; Exploring the Possibilities/81; Challenges/82; ICT Integration/83; Key Government Initiatives in a Nutshell/83; Mission 2007: Every Village, a Knowledge Centre/86; 2009: National Policy on ICT in School Education/86; Conclusion/87
Assessment and Evaluation
Pre-preparation for Assessment/88; Assessment for Learning (AfL)/90; Entry-level Assessment Profile of Out-of-School Children/92; Learning-Support Guidelines/92; Types of Assessment: I. Informal Assessment/93; Format of Anecdotal Records with Examples at Primary Level /95; Guidelines for Writing Anecdotal Records/98; II. Formal Modes of Evaluation of Learning of Out-of-School Children after Special Teaching/114; Relevance of Assessment Information/115; Conclusion/116
Innovative Practices in Teaching
Traditional Practices/117; Emerging Practices/121; IBW Potentials and Teacher Competence/123
Revamping Primary Schooling Initiatives in Action
The Segregation Syndrome/125; Recent Initiatives/130; Conclusion/132
Role of ICT in School Education
Backdrop/133; Challenges Galore/134; Promises and Prospects/136; Modalities/139
References
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The destiny of India is being shaped in her classrooms as appears in the introductory lines of the Kothari Commission unequivocally assumes the strategic role played by the teachers in national development. In view of this, the availability of well trained teachers has been the most important concern of the nation. The teacher education programme today needs a complete change with respect to the NCF 2005; NCFTE, 2009; and RTE, 2009. It is the right time to address on various problems of teacher education like inclusive education, inclusion of ICT, striking a balance between theory and practice, duration of teacher education course, public-private partnership, quality sustenance, role of different quality maintenance supervising agencies and evaluation criteria etc. We are to revitalize our teacher education programme in the context of these concerns for the creation of an egalitarian society. In view of these, the book reflects the vision of the teacher educators of India on various problems of teacher education since they are concerned with the system having valuable experiences. The policy makers, research scholars and pre-service & in-service teachers may find the book useful.\n
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Dr. Sesadeba Pany, having more than 15 years of teaching experience, serves as the Professor and Principal in Krishma Post Graduate College of Education affiliated to Himachal Pradesh University, Shimla. Dr Pany has published many research papers in different national and international reputed journals. His area of interest includes Teacher Education, Educational Philosophy and Educational Research. Sankar Prasad Mohanty is having more than 14 years of teaching experience, presently serves as a faculty in the Department of Education, Ravenshaw University, Cuttack. He has published more than twenty research papers and scholarly articles in different national and international journals; he is the author of the book ‘ICT Literacy of Under Graduates: Parental Education and Occupation bearing upon ICT Literacy’ (Lap Lambert, Germany). His specialization includes Teacher Education; Educational Assessment; Curriculum Development & Evaluation and Educational Research.\n
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Education,M.ed/B.ed./D.ed. |
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TEACHING OF ENGLISH: SKILLS AND METHODS |
PARVEEN SHARMA |
9788175415959(HB) |
9788175415966(PB) |
2022 impression |
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viii+280pp
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295.00 |
1250.00 |
1. NATURE OF LANGUAGE
Concept
Meaning of Language
Nature of Language
Varieties of Language
Points to Remember
2. IMPORTANCE OF LANGUAGE
The History of English Education in India
Importance of English Language
(1) English as a Language of Administration
(2) English as a Language of the Court
(3) English in Social Life
(4) English as a Language of Trade, Commerce and Industry
(5) English as a Link Language
(6) English as a Window on the Modern World
(7) English in Education
(8) English as a Library Language
(9) English as an International Language
(10) English in Communication
Conclusion
Points to Remember
3. FUNCTIONS OF LANGUAGE
1. Expressive Function
2. The Informative Function
3. Communicative Function
4. Directive Function
5. Interaction Function
6. Evolutionary Function
7. Preservation Function
Points to Remember
4. LINGUISTIC PRINCIPLES
1. Correct Language Standards
2. Principle of Selection and Gradation
3. Multiple Line of Approach
4. Structural Approach to Language Teaching
5. Principle of Imitation
6. Principle of Accuracy
7. Principle of Naturalness
8. Maintenance of Interest
9. Principle of Motivation
10. Principle of Habit-formation and Intensive Practice
11. Balanced Approach
Maxims of Teaching
Points to Remember
5. AIMS AND OBJECTIVES OF TEACHING ENGLISH
(a) Listening/To Understand Spoken English
(b) To Speak English
(c) To Read English
(d) To Write English
Aims of Teaching English at the Junior Level
Aims of Teaching English at the Senior Level
Some other Aims of Teaching English at the Senior Secondary Level
Difference between Aims and Objectives
Objectives of Teaching English
Characteristics of Good Objectives
Objectives at Junior Level
Points to Remember
6. STATING OBJECTIVES IN BEHAVIOURAL TERMS
Characteristics of Behavioural Objectives
Procedure for Writing Behavioural Objectives
Taxonomy of Educational Objectives
Bloom's Taxonomy of Instructional Objectives
Advantages
Procedure for Writing Behavioural Objectives
Taxonomy of Educational Objectives
Interrelationship between Different Domains
Methods of Writing Objectives in Behavioural Terms
Instructional Objectives and Recent Changes
Understanding Education
Relevance of Taxonomy of Objective
Principles for the Statement of Instructional Objectives
Methods of Writing Objectives in Behavioural Terms
4. NCERT Approach
Writing Behavioural Objectives for Teaching English
Prose
Poetry
Instructional Objectives in Behavioural Terms
Composition
Instructional Objectives
Points to Remember
7. TEACHING OF PROSE
Aims of Teaching Prose
What is Involved?
Understanding a Paragraph
Using a Text
How to teach a passage intensively?
Extensive Reading
How to Teach?
Points to Remember
8. TEACHING OF POETRY
Some Thoughts on Poetry
Should Poetry be a Classroom Teaching-Learning Subject?
Arguments Against
Difference between Prose and Poetry
How to Teach Poetry?
FPoints to Remember
9. TEACHING OF COMPOSITION
Aims of Teaching Composition
What is Required?
Types of Composition
Dangers of Starting Free Composition at Early Stages
Stages for Teaching Composition
A. Exercises in Guided/Controlled Composition
I. Skill Exercises
II. Language Exercises
III. Completion and Insertion
IV. Substitution Table
V. Reproduction of Exercises
VI. Mime
B. Exercises in Free composition
Task: Read the Following Description of Vaibhav's School
Correction of Composition
Points to Remember
10. TEACHING OF GRAMMAR
What is Grammar?
Why Study Grammar?
Types of Grammar
Approach to Teaching Grammar
Eclectic Approach
Suggestions for Successful Teaching of Grammar
Points to Remember
11. PEDAGOGICAL ANALYSIS: BASED ON UNIT ANALYSIS
What is a Unit?
Meaning of Unit Approach (Morrison Approach)
How to Plan Unit Method
Limitations of Unit Method
Fixing up Objectives for the Unit
Learning Experiences
Methods of Teaching
Teaching Aids
Evaluation
Scholastic Achievement
Non-Scholastic Achievement
Design of a Question Paper of a Unit Test
Blue Print
Model Pedagogical Lesson Plan Tables
FPoints to Remember
12. MICROTEACHING SKILLS
Meaning of Microteaching
Definitions of Microteaching
Characteristics of Microteaching
Steps in Microteaching
Principles of Microteaching
How many skills?
Questioning Skill
Purpose Behind Questioning
Aims of Questioning
Basic Principles
Explaining Skill
Some Considerations while Explaining
Illustration Skill
Importance of Illustration
Types of Illustrations
Stimulus Variation Skill
Components of Skill of Stimulus Variation
Micro Lesson Plan-I
Criteria of the Skill
Opening Statement
Observation Schedule Rating
Micro Lesson Plan-II
Criteria of the Skill
Opening Statement
Observation Schedule
Micro Lesson Plan-III
Criteria of the Skill
Opening Statement
Observation Schedule
Micro Lesson Plan-IV
Criteria of the Skill
Opening Statement
Observation Schedule
Points to Remember
13. MAJOR METHODS OF TEACHING
Meaning of Method
(a) Translation-cum-Grammar Method
Objectives of Translation Method
Principles of Translation Method
Characteristics of the Method
(b) Direct Method
Process
Essentials of Direct Method
Aim of Direct Method
Principles
(c) Bilingual Method
Principles of Bilingual Method
The Best Method?
Points to Remember
14. APPROACHES OF TEACHING ENGLISH
(A) Structural Approach
Meaning of Structural Approach
What is a Method?
What is an Approach?
What is a Technique?
Description of Structures
Structures are not Sentences
Basic Principles of Structural Approach
Objectives of Structural Approach
Features/Characteristics of Structural Approach
Multi-skill Approach
Selection of Structures
Gradation of Structures
Advantages of Structural Approach
Evaluation of the Structural Approach
(B) Situational Approach
Principles
Procedure
(C) Linguistic and Communicative Approach
'Communicative Competence'-A New Thinking
Theoretical Assumptions
Role of the Learners and Role of the Teacher
Pre-requisites of Linguistic Communicative Approach
Post Communicative Era: Changing Trends
Advantages of Communicative Approach
Conclusion
(D) Project Approach
At Junior Level
At Senior Level
Points to Remember
15. DEVELOPMENT OF LINGUISTIC SKILLS
Development of Linguistic skills
Development of Linguistic Skill of Listening
Listening as Stimulus
Characteristics of an effective oral skills lesson
Listening as input
Advantages of Oral Work
Suggestions for Good Oral Work
Importance of Drill in Listening and Speaking Practice
Types of Drills
(B) Development of Linguistic Skill of Speaking
Objectives of Teaching Speaking Skills
Learners' Activities
Role of the Teacher in a Speaking Class
What is R.P.?
Phonetics
Methods of Teaching English Pronunciation
Teaching Pronunciation
English Sound System
Consonant Sounds
Suggestions for Good Pronunciation
Voiced and Voiceless sounds
Phoneme
Syllable
Stress
Rhythm
Intonation
Types of Intonation
Fluency
Pause
(C) Development of Linguistic Skill of Reading
Reasons for Reading
Meaning of Reading
Mechanics of Reading
Characteristics of Reading
Different Stages in Reading
Methods of Teaching-Reading
Reading Problems
Suggestions for Improvement
(D) Development of the Linguistic Skill of Writing
What is Writing?
Aspects of Writing Skill
Mechanics of Writing
Characteristics of Good Handwriting
Choice of Script
How is Writing Different from Speech?
Creating a Natural Learning Environment for Writing
Process of Writing
2. Writing and Rewriting
Suggestions for Improving Handwriting
Writing Skills
English Spellings
Points to Remember
16. INSTRUCTIONAL MATERIAL
Importance of Instructional Material and Their Effective Use
Meaning of Audio-Visual Aids
Importance of Teaching Aids
Use of Audio-Visual Aids
Principles in the Use of Audio-Visual Aids
Use of the Following Teaching Aids
Various Types of Teaching Aids
Points to Remember
17. CO-CURRICULAR ACTIVITIES
Co-curricular Activities
Concept
1. Individual Outcomes
2. Social Outcomes
3. Civil and Ethical Outcomes
Importance
The Written Aspect: Wall Paper, Manuscripts and Magazines
1. Communicate Through Speech and Through Writing
Association of English Teachers
Dramatics or Dramatisation
Usefulness of language games
(i) Preparing a Word Dictionary
(ii) Movable Strips
(iii) Miscellaneous Games
Pairing
Write down as many suitable words as you can find to complete each of these phrases:
Expansion of vocabulary through association
Word Chains
Kin's Game
Language Activity
Dialogues Learning
Class Debates
Teacher's Role
Discussion
Teacher's Role
Think-Tank Sessions
Photo Language Session
Process
The Gains
The Picture File
Class Inquiry Office
Original Story Writing
Field Trips
English Club
The School Assembly
The House System
Interpreting
Resource Book for Speaking Activities
Points to Remember
18. BASIC PRINCIPLES OF TESTING ENGLISH
Basic Principles of Testing English, the difference between Measurement and Evaluation
Difference Between Measurement and Evaluation
Test
Examination
Evaluation
Measurement
Evaluation
Difference Between Measurement and Evaluation
Points to Remember
19. COMPREHENSIVE AND CONTINUOUS EVALUATION IN ENGLISH
Meaning of Continuous Evaluation
Characteristics of Continuous Evaluation
Evaluation in English
Observation Technique
Written Technique
Self Evaluation
Peer Evaluation
Record Keeping
Points to Remember
20. DIGITAL PORTFOLIO: USE OF ICT
Use of ICT
Competency
Use of ICT - A Challenge
How Does ICT Help Teachers
Some Examples
Word Processor
Database Management and Spreadsheet Applications
Multimedia Presentation
Using the World Wide Web
Radio
Mobile Communication
Use of Mobile Phones in Education
Against Mobile
Conclusion
Teacher's Role in Technology Integration
What Should Your Multimedia Based Lesson Plan Include?
What is Technology Planning?
Connect Your Classroom to a World of Learning
Framing Questions
How can We Make Learning More Meaningful for the Students?
Students Objectives/Learning Outcomes
Bloom's Taxonomy
Procedures
Prerequisite Skills
Materials and Resources
Student Support Materials
Concept of Scaffolding
FPoints to Remember
21. CHARACTERISTICS OF GOOD TEXT BOOK
Importance of English Textbooks
Characteristics of Good Textbook
FPoints to Remember
22. DEVELOPMENT OF GOOD TEST ITEMS IN ENGLISH (OBJECTIVE TYPE, SHORT ANSWER TYPE AND ESSAY TYPE)
Attributes of a Good Test
Characteristics of Good Test in English
Some Details about Questions
Simple Recall
B. Short Answers Type
C. Essay Type Test
Conclusion
Points to Remember
23. REMEDIAL AND ENRICHMENT CONTROL OF AURAL, ORAL, READING AND WRITING SKILLS
Remedial Teaching: Meaning
Objectives of Remedial Work
Who and How Much?
Errors in Reading
Miscues or Decoding Error
Vision Loss
Neurological Problems
Faulty Reading Habits
Errors of Language Learning
Contrastive Analysis and Error Analysis
Types of Faults
Some Major Sources of Errors
Speech Errors
Others
Errors in Writing
Common Mistakes
Remedial English
Organising Remedial Work
FPoints to Remember
24. PREPARATION OF AN ACHIEVEMENT TEST
Types of Achievement Test
Use of Achievement Test
Limitations of Achievement Tests
Preparation of Test
Characteristics of a Good Test in English
Steps of Test Conduction
Suggested Steps for Preparing a Blue Print
Summary
Points to Remember
25. LESSON PLANNING
Need of Lesson Planning
Herbertian Steps of Planning
Three Phases of Planning
Characteristics of a Good Lesson Plan
General Aims
Behavioural Objectives
General Teaching Aids
Previous Knowledge Assumed
Recapitulation
Home Work
General Aims
Behavioural Objectives
General Teaching Aids
Instructional Teaching Aids
General Aims
Behavioural Objectives
General Teaching Aids
Instructional Teaching Aids
Previous Knowledge Assumed
Recapitulation
Homework
General Aims
Behavioural Objectives
General Teaching Aids
Instructional Teaching Aids
Previous Knowledge Assumed
Recapitulation
Homework
General Aims
Behavioural Objectives
General Teaching Aids
Instructional Teaching Aids
Previous Knowledge Assumed
Another Pattern of Lession Plans
General Objectives
Specific Objectives
Teaching Aids
Previous Knowledge
General Objectives
Specific Objectives
Teaching Aids
General Objectives
Specific Objectives
Teaching Aids
General Objectives
Specific Objectives
Teaching Aids
Sample of Achievement Tests
GLOSSARY
BIBLIOGRAPHY
REVISION QUESTIONS
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With the increasing role of ICT in the changing society, knowledge of English language is becoming more and more important for development in the global family. Not being Mother-tongue, teaching-learning English has always been a challenging task.
Written in a simple, clear, and lucid language, the book describes the role of teachers in developing the linguistic skills among the learners. It highlights the importance of selecting appropriate teaching methods and techniques, and discusses the pedagogical aspects in detail. The book also provides in-depth analysis of remedial English. It has drawn the significance of various Co-curricular activities to learn English in an easy and effective manner.\n
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Dr. (Mrs) Parveen Sharma, having teaching experience in Education of more than 24 years, is Associate Professor at Hindu College of Education, Sonipat, Haryana. She has contributed numerous papers in reputed journal and edited volumes on Teacher Education, Curriculum Transaction, HIV/AIDS Education, Adolescence and Family Education. She has another book to her credit entitled Shiksha Manovigyan avam Manovegiyanic Prikshan (Shipra, 2010)\n
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Political Science |
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THE INDIAN STATE SINCE INDEPENDENCE : 70 YEARS |
C.P. BHAMBHRI |
9789386262417 |
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2022 impression |
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236pp
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0.00 |
1600.00 |
Acknowledgments
1. Seventy Years of Indian State (1947-2017): An Introduction
2. Global Capitalism and Peripheral Capitalist Democratic Nation-State Systems
3. The State in Contemporary India
4. Constitutional Democratic State of India: A Critique
5. Indian State, Social Classes and Secularism
6. Culture and Democracy: Will India Become a Hindu State?
7. The Indian State: Conflicts and Contradictions
8. Political System: Nature of Contradictions
9. Political Economy of the Indian State: 1991‑1996
10. New Economic Policy: Indian State and Bureaucracy
11. Globalization, Liberalization and Welfare State
12. Globalization, Market and the State
13. Globalization, Liberalization and Institutions for Governance in India
14. Grappling with Globalization
15. Political Economy: Pluses and Minuses
16. Is the Indian State Really Ruthless?
17. Years of Indian Democracy
18. Federalism in the Age of Globalisation
19. Perils of Regionalism
20. Naxalism and the Indian State
21. Hindutva and the Indian State
22. Indian Transition
23. Maoism: Responses of the State
24. Globalised Monopoly Capitalism and Indian Society and State
25. The Making of a Hindu State
26. The Making of Personality Cult
27. Explaining the Rise of Rightwing Social Forces in India
28. Fight the Attack on Constitutional Values
29. Communalisation of the State Apparatus Index
9789390000000
2017
236pp
0
1250
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Gradual evolution of the state of independent India has been divided into three inter-related phases: the nationalist leadership during Phase I (1947-1991) had made every effort to build a modern, democratic, secular, capitalist state of India; during Phase II (1991-2014), the ruling classes had abandoned the earlier independent path of capitalist development in favour of integration with transnational finance capital and also opted for American model of market-led capitalism. What are the explanations for these ‘shifts’ from Phase I to Phase II? The third phase beginning with 2014 has witnessed a complete break with the past and the ruling social forces are attempting to establish Hindu Ideological State guided by the doctrines of Brahmanical Hinduism. An effort has been made to explain this new development beginning with 2014. Chapters in the book have dealt with all these three phases of seventy years of the Indian state. \n
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C P Bhambhri, currently ‘Distinguished Scholar’ of Jawaharlal Nehru University, New Delhi, has been Professor and Dean of the School of Social Sciences. He also has been a Visiting Professor to McGill University, Canada and Dar-Es-Salaam University, Tanzania. He is a prolific writer who has published in international and national academic professional Journals and has also intervened through newspapers articles. He has to his credit more than 30 books.
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Political Science |
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THE SPEAKER'S OFFICE |
SUBHASH C KASHYAP |
9789386262882 |
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2022 impression |
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303pp
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0.00 |
2250.00 |
I Office of the Speaker, II Speaker of Lok Sabha,
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The book focuses on the election procedure, the role and functions, the debate on the appropriate relationship between the speaker and political parties, and the personalities and contributions as Speaker of the twelve Speakers of LokSabha. The book would be useful by parliamentarians and students and scholars in the fields of Parliamentary Political Science, Legislative Process and Legislative Management Studies.\n
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Dr. Subhash C Kashyap, Constitutional Law and Parliamentary Affairs specialist and author of many prestigious works, had his higher education and professional training at Allahabad, New Delhi. Washington, D C Dallas, Londonand Geneva. An experienced administrator, widely travelled over the world, he was intimately associated with Parliament for over 37 years, right from the first Lok Sabha of Nehru and Mavalankar days. He occupied one of the highest positions in the nation's civil service as Secretary General of Lok Sabha.\n
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SHIPRA PUBLICATIONS |
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Education,M.ed/B.ed./D.ed. |
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Alternative Education: Philosophy, Curriculum and System |
Bindhu C M |
9789391978297(HB) |
9789391978303(PB) |
2022 |
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viii+132 pp
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250.00 |
850.00 |
1. Alternative Education: Concept, Components and Approaches
Concept; Common Features among Alternative Education World Over; Need; Scope; Aims and Objectives of Alternative Education; Components of Alternative Education; Factors Leading to Alternative Education; Specific Populations in Alternative Education; Philosophical Bases of Alternative Education; Various Forms of Alternative Education; Alternative Education School Models; Key Aspects of Alternative Schools; Global Networks of Alternative Schools; Approaches of Alternative Education Programmes; Typology of Alternative Education; Strengths and Challenges of Alternative Education; Characteristics of High-quality Alternative Education Programmes
2. Agencies of Alternative Education
Governmental Agencies; Non-governmental Agencies; Individual and Corporate Agencies
3. Indian Educational Thinkers on Alternative Education
Mahatma Gandhi; Rabindranath Tagore; Vivekananda; Aurobindo; Jiddu Krishnamurthy; Gijubhai Bhadeka
4. Western Educational Thinkers on Alternative Education
Ivan D Illich; John Dewey; Bertrand Russell; Paulo Freiore; Pierre Bourdieu; N F S Grundtvig; Alexander Sutherland Neill; Everett Reimer; A N Whitehead
5. Curriculum in Alternative Education
Contents of Alternative Education Curriculum; Strategies of Alternative Education; Trends in Alternative Education; Functional Literacy; School Environment in Alternative Education
6. Evaluation in Alternative Education
Approaches of Evaluation; Perspectives of Evaluation; Components of Evaluation; Features of Effective Alternative Education Programme Evaluation; Evaluation Tools and Techniques in Alternative Education
7. Teachers of Alternative Education
Teacher Qualifications; Problems Faced by the Teachers
8. Alternative Education at Different Levels
Alternative Education for Out of School Children; Alternative Education at University Stage; Alternative Education for Adults; Alternative Education for Weaker Sections
9. Alternative Systems of Education
Open University; Open Schooling; National Institute of Open Schooling (NIOS); Modular Employable Skills (MES); Jan Shikshan Sansthans; Distance Education Council (DEC)
10. Non Formal Education and Recommendations of National Education Policies
Recommendations of NEP 1986; Programme for Adult Education; Policy, Targets and Implications for Strategy; Pre-requisite for the Eradication of Illiteracy; Reorganisations of the Existing Programmes; Adult Education and Development Programmes; Mass Functional Literacy Programmes; Continuing Education; Technical Resource System; Technology Mission of Eradication of Illiteracy; Management of National Programme of Adult Education (NPAE); Recommendation of National Education Policy 2020
11. Role of Mass Media in Alternative Education
Radio; Television; Print Media; Cinema; Folk Arts; Information and Communication Technology (ICT)
12. Select Alternative Schools: With Special Reference to Kerala
Kanavu; Sarang; Gothrathalam; Bibliography
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‘Alternative Education’ concept is a contemporary one and is a continuation of non-formal education and its branches. The subject matter related to Alternative Education is scattered. This book attempts to consolidate the needed information and focuses on getting a comprehensive idea about Alternative Education, its concept, philosophy, agencies involved, curriculum, systems of education etc. Thus the book conceptualise all the factors involved in Alternative Education. This book is suitable for learning Alternative Education for scholars, teacher educators and students of Education. \n
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Dr. Bindhu C M is a Professor in the Department of Education, University of Calicut, Kerala; Dean, Faculty of Education, Kannur University, Kerala and Director, Department of Life Long Leaning and Extention, Calicut University. She is an enthusiastic teacher and researcher in Education, she has 27 years of teaching experience. She has developed sixty-eight psycho- educational research tools. Her sixty-two research papers have been published in national and international journals of repute. She is the recipient of Innovative Researcher Award instituted by the Council for Teacher Education Foundation during the year 2020. Prof. Bindhu’s other books are: Instructional Learning strategies and Cognitive Entry Behaviour — An Experimental Analysis; and Mathrubashabodhanam — Pravanathakalum Reethikalum. \n
(Email ID: drbindhucm@gmail.com)\n
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Economics |
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AMBEDKAR ON POPULATION POLICY: CONTEMPORARY RELEVANCE |
NITIN RAUT |
9788175417151(HB) |
9788175417168(PB) |
2022 |
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x+166pp
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180.00 |
650.00 |
Foreword
Acknowledgements
1. Introduction
2. Population Theories
3. Dr. B.R. Ambedkar's Views on Birth Control
4. Impact of Population Growth on Economic and Social Development
5. Dr. Ambedkar s Views and Their Relevance in Modern Age
6. Summary and Conclusion
Appendix: On Measures for Birth-Control
Index
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Dr. Babasaheb Ambedkar contributed extensively to ameliorate various economic problems of the country. Further, what is creditable is that most of his writings relate to the pre-independence period and reflect not only unique freshness in terms of his ideas but also his deep insights into the problems. He approached and examined the economic issues with such foresight that his analysis and treatment of some of them is relevant even today
In 1936 itself he referred to the problem of over-population and identified it as a major cause of poverty in India. He was probably the only political leader in India, who had strongly advocated the measures for birth control.
The book focuses on the vision of Dr. Babasaheb Ambedkar to resolve the population problem, his views on birth-control measures and their relevance in modern age. Admirers of Dr. Babasaheb Ambedkar, researchers and students of population studies may find the book useful.\n
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Dr. Nitin Kashinath Raut (b. 1952, Nagpur), B.A.; B.Sc.; M.A.; PhD; F.P.M.; M.F.A. (Drama); Commercial Pilot; is a noted social and political activist. He has participated in many international seminars, study tours and conferences. He was selected for the award 'Man of the Year' in 2002 by the American Biographical Society. He was also awarded the 'Vijay Ratna Puraskar' by the All India Bhikkhu Sangha, Bodha Gaya, Bihar. He has written books and articles on the problem of Dalits. He is working as a Member of Dr. Babasaheb Ambedkar Source of Material committee. Presently, he is a Cabinet Minister in the Maharashtra Government.
One of the major turning points in Dr. Nitin Raut's life was his struggle to introduce and pass the "Maharashtra State Reservation Act - 2001" for reservation in promotion in services.
In the Year 2007, Dr Raut brought the non-official Bill of Buddhist Personal Law on the floor of Legislative Assembly. In 2012, a meeting was held under the chairmanship of Dr Nitin Raut and a Committee was constituted to draft the Bill for introduction in the State Assembly.\n
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SHIPRA PUBLICATIONS |
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Political Science |
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COMMUNAL RIOTS AFTER INDEPENDENCE: A COMPREHENSIVE ACCOUNT |
ASGHAR ALI ENGINEER |
9789388691932 |
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2022 |
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263 pp
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0.00 |
995.00 |
Preface
List of Tables
List of Graphs
Introducation
A Commentary on Communal Violence Communal Riots: 1952-2002 - An Account
Communal Riots: Statistics at a Glance
Index
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This book has documented the riots, which took place in India after independence. There is hardly any other credible work of this kind. Communal violence occurs very frequently in this country and yet much documentation has not been done. This is virtually the first book and is an out- come of real hard work and immense patience to find the data. It gives a comprehensive account of communal riots for a period of more than half a century with analytical tables, graphs and commentary etc. It may be found useful for scholars studying or researching in this field and the policy makers.\n
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Dr. Asghar Ali Engineer is a well-known Islamic scholar and a theologian. He has done valuable work on communal harmony. He has personally investigated all major riots in post-independence India and has published several works on study of these riots. He has been working for inter-religious harmony and was conferred D. Lit. by Calcutta University for his work on communal harmony. Dr. Engineer has also done lot of work on Islam and has published more than 45 books both written as well as edited, including, Islam in India - The Impact of Civilizations, Communal Challenge and Secular Response.\n
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SHIPRA PUBLICATIONS |
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Education |
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CORONAVIRUS AND EDUCATION: OPPORTUNITIES AND CHALLENGES |
HARPREET KAUR, MANINDER KAUR, DEEPIKA KOHLI(ED.) |
9789391978150 (HB) |
9789388691901 (PB) |
2022 |
|
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pp xvi+196
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550.00 |
1450.00 |
Message: S. Satyajit Singh Majithia
Message: S. Rajinder Mohan Singh Chhina
Foreword: Prof. Ramesh C Sharma
Prologue: Prof. Amit Kauts
Prologue: Prof. Deepa Sikand Kauts
Preface
1. Role of Digital Education During and After Covid-19
1. Blending Offline and Online Classes: A Silver Bullet in Covid Times / Harpreet Kaur
2. Online Education during Covid-19: Pros and Cons / Navdeep Kaur and Maninderpal Kaur
3. Role of Digital Education during and After Covid-19 / Ram Mehar
4. Role of Digital Education and Covid-19 / Sangita Sharma
5. Online Teaching during Covid-19: Pros and Cons/ Sharanjit Kaur
6. Covid-19: Highlighter for the Digital Divide in India / Avneet Kaur
7. Digitalisation of Teaching during Covid-19 Crisis / Jaspreet Kaur
8. Covid-19: Role of Digital Education/ Rajwinder Kaur
9. The Fun They Had: A Story from Textbook – Its Relevance during Covid-19 / Aiman Nafis and Vidyapati
10. Teaching-Learning during and after Covid-19 / Priyanka Aeri
11. Covid-19 and Digital Education: The New Normal / Anju Tyagi
12. Covid-19: An Opportunity to Introspect / Rumita Arora
2. Covid-19: An Opportunity to Introspect
13. Introspection to Excellence: An Opportunity During Covid-19 / Gurmanjit Kaur and Parwinderjit Kaur
14. Self-reliance during Lockdown / Satinder Kaur
3. Moral Responsibilities of Teachers During Pandemic
15. Responsibilities of Teachers during Pandemic / Surinder Kaur
16. Moral Responsibilities of Teachers during Pandemic / Vani Datt Sharma
17. Teachers and Moral Responsibilities: Covid-19 Pandemic Period / Jyotsna Sharma
4. Social Distancing vs Wellness and Mental Health of Youth
18. Minding the Mind to Combat with Covid-19 / Bindu Sharma
19. Social Behaviour Context of Covid-19: Lessons Learnt for Life Time / Mandeep Kaur Kochar and Jasdeep Kaur Sachdeva
20. Mental Wellness and Psycho-social Impact of Covid-19 on Students /Satnam Kaur Johal and Pawanpreet Kaur
21. Covid-19 and Mental Health of College Youth / Paramjit Singh
5. Future of Education After Lockdown
22. Future of Education: The Post Covid / Jyotpreet Kaur
23. Challenges and Opportunities in Education in Face of Covid-19 Pandemic / Sanjam Upadhyay and Davinder Singh Chhina
24. Challenges for e-learning in Public and Private Schools: Infrastructural Set-up, Teachers’ Empowerment, Parental Involvement and Children’s Health / Manjinder Kaur
6. Coronavirus and Ecological Learning
25. Impact of Covid-19 Crisis on Environment / Sandeep Sharma
26. Positive Impact of Covid-19 Crisis on Environment / Surjit Kaur
27. Impact of Covid-19 Lockdown on Ecosystem: Community and Environment / Rajbir Kaur and Satinder Kaur
28. Impact of Covid-19 Crisis on Environment / Sandeep Kaur
7. Impact of Lockdown on Creativity and Reading Habits
29. Covid-19: A Time to Nurture Creativity / Maninder Kaur
30. Impact of Lockdown on Reading Habits: A Psychological Perspective / Sharanjit Kaur
31. Change in Reading Habits during Covid-19 Lockdown / Gurleen Kaur and Mamta Rani
32. Impact of Lockdown on Creativity / Indu Sudhir 8. Covid-19 and its Future Repercussions
8. Covid-19 and its Future Repercussions
33. Self-reliance: A Key to Post-Pandemic Renaissance / Sunita Gupta and Vani Gupta
34. Issues, Challenges and Opportunities for Teachers during and Post Covid-19 / Kiran Walia
35. Covid-19: Ushering a New World / Surinder Kaur 9. Other Related Issues
9. Other Related Issue
36. Corona Pandemic and its Health Implications in Indian Population / Satinder Kaur and Rajbir Kaur
37. Impact of Covid-19 Pandemic on Children / Baljit Kaur
38. Preparing Children for Pandemic / Ramanpreet Kaur
39. Assessing Student’s Learning during the Lockdown / Vijay Laxmi Peer Reviewers
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Coronavirus (COVID-19) outbreak has led to a lockdown, transforming the century’s old chalk and talk method to one driven by technology. The disruption of education system worldwide has offered valuable lessons and has provided a unique opportunity to re-imagine education, curriculum and pedagogy.\n
The book ‘Coronavirus and Education: Opportunities and Challenges’ explores the educational issues faced during COVID-19. The papers contributed by the scholars have scrutinized the role of digital education, responsibility of teachers, wellness and mental health of youth, ecological learning, impact of lockdown on reading habits etc.\n
The book would provide a critical opportunity to learn more about the major underpinning large-scale transformative change, as is needed in many education systems around the world. The hope is that we can come out on the other side of this pandemic with more evidence and lessons learnt about how to expand the impact of social interventions and introduce new ways of working within our education systems to provide quality learning opportunities to all.\n
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Dr. Harpreet Kaur, Principal of Khalsa College of Education, Amritsar, is M.A. (English), M.Ed., M.Phil. and Ph.D. (Education). She has been teaching graduate and post-graduate classes for the last 30 years. She has to her credit more than 55 published research papers.\n
Dr. Maninder Kaur, Assistant Professor at Khalsa College of Education, Amritsar, Punjab, is M.Sc. (Hons.) Economics, M.A. Philosophy, M.Ed., PhD. (Education). She has been teaching postgraduate and graduate classes for the last 23 years.\n
Dr. Deepika Kohli is Assistant Professor at Khalsa College of Education, GT Road, Amritsar. She was awarded PhD. Degree by Panjab University Chandigarh. She has teaching and research experience of 12 years in teacher education institutions.\n
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Political Science,Economics,Social Work |
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Democratic Discourse of A Satrap Biju Patnaik |
Satya Prakash Dash |
9788175418721 |
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2022 |
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237 pp
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0.00 |
1500.00 |
Preface
Biju Patnaik: From Aviation to Politics
Emergency and Janata Party
Biju Patnaik as Union Minister
National Front Government 1989
United Front Coalition 1996
Political Issues
Freedom Struggle
Nation-Building
Democracy and Democratic Principles
Government
Administrative Issues
Police Administration
Federalism
Political Party
Opposition Politics
Congress Party
Indira Gandhi
Communal Politics
Rashtriya Swayamsevak Sangh (RSS)
International Relations and Politics
War Issue
Legislative Issue
Commission of Enquiry
Economic Issues
Economic Policy
Planning
Industry and Industrial Policy
Regionalism
Development of Odisha
Social Issues
Welfare State
Labour Welfare
Educational Development
Prohibition
Reservation
Social Justice
Corruption
Culture and Language
Naxalite
Citizens National Register
Socialism
The Odia Identity: Conclusion
References, Index
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Democratic Discourse of a Satrap: Biju Patnaik aptly describes the role of late legendary leader Biju Patnaik in Indian politics and Parliamentary debates. The book contains the verbatim discourses made by Biju Patnaik on various topical issues that has been mapped and clubbed together. It is a discourse of half a century of Indian politics with specific reference to Odisha. The books contain some facts that have never come to limelight earlier. The book is a must for any researcher interested in role of political leadership and their contributions. Lastly, it is a humble tribute to the social services rendered by legendary leader Biju Patnaik. \n
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Dr. Satya Prakash Dash is Head, Department of Political Science & Public Administration, Sambalpur University, Odisha. Earlier he had worked as a Fellow in Council for Social Development, New Delhi, and as Research Assistant in Odisha Legislative Assembly. He has visited China, Thailand and Sweden on different Fellowships. He has published research articles and two books and edited a book on Constitutional and Political Dynamics on the research articles of late Prof. Shreeram Chandra Dash, Former Professor, Utkal University, and Senior Advocate, Orissa High Court.\n
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Education |
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DEVELOPMENTAL PROFILE OF INDIAN EDUCATION |
P. Satyanarayana, Lakshmi Mantha, C. Sesharatnam |
9789388691918(HB) |
9789388691925(PB) |
2022 |
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pp viii+220
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450.00 |
1500.00 |
1. Education Policies in the Past
History of Policies; National Policies; 1968 Education Policy; Education Policy 1986; Committee for Evolution of a National Education Policy 2016
2. National Education Policy 2020
Important Suggestions Made in NEP 2020; Recommendations for Higher Education Level; Restructuring at Higher Education Level; National Accreditation Council; Higher Education Grants Council; General Education Council; Research Receives its Coveted Status; National Education Policy 2020 and Innovations; National Education Policy 2020 and Quality; Assessment, Accreditation and Quality; Employment vs Employability: India’s Dual Challenges; Bottlenecks in Employability; Probable Solutions for Employment Problems as Recommended by NEP 2020; Light but Tight Regulation; Public Expenditure; Way Forward; Criticisms of NEP 2020 as Cited in Social Media
3. National Transformation Vision
Role of the Students; Role of the Teachers (Faculty); Role of the Institutions; Transforming Higher Education Quality
4. Promotion and Expansion of Higher Education
Post-independence Scenario; Notable Commissions in Promoting and Expanding Higher Education;; Other Efforts by the Government to Enhance Higher Education; Achievements of Higher Education Plans and Schemes Enacted by the Government; Conclusion
5. Profile of Higher Education
Gross Enrolment Ratio in Higher Education; Gender Parity Index (GPI); College Density; Foreign Students; Indian Students Studying Abroad (Source UNESCO Institute for Statistics, 2016); World Class Higher Education Institutions in India; Institutions of Eminence; Public Institutions; State Universities; Private Institutions; Scenario of Indian Institutes of Higher Education
6. University Typology
Central Universities; State Universities; Private Universities; Establishing Research Universities; Establishing Navratna Universities; Vision World Class University; Global University Features
7. Internationalisation of Higher Education
Favourable Effects of Internationalisation; Earlier Efforts of Internationalisation in India; ICT and Internationalisation of Higher Education; Why We Must Internationalise Our Higher Education?; Obstacles to Studying in India; Possible Solutions/ Recommendations
8. Excellence in Higher Education
National Initiatives
9. Research Promotion Scenario
Sensitising Students on Sound Ethical Research Practices; Promoting Research Culture; Research Promotion in Universities; PhD Work in Universities; Quality in Qualitative Research; Council of Scientific and Industrial Research; Shanti Swarup Bhatnagar Prize for Science and Technology; Research Funding Agencies in India; Do’s and Don’ts of Social Research; Doctoral Research Programme; Kakodkar Committee Fixed a Target of 10,000 PhD Scholars a Year; Improving Quality of Research
10. Accreditation: Assessment of Quality Education
Accreditation; Vision and Mission of NACC; Attempts of Government to Enhance the Strength of Accreditation; Significant Changes in Accreditation in Indian Higher Education; Future Orientation; National Education Policy 2020 on Accreditation; Strategies for Implementation; Top Accreditation Council
11. Institutional Ranking
Academic Ranking of Higher Education Institutions; Purpose of Academic Ranking of Higher Education Institutions; Sources of Academic Ranking of Higher Education Institutions; Features of Different Ranking Systems; Rankings for Higher Education Institutions in India; National Institutional Ranking Framework (NIRF); Methodology of National Institutional Ranking Framework (NIRF); Types of Ranking Framework for Higher Education Institutions; Conclusion
12. ICT in Use
Use of Technology in the Education Sector; Edu Tech—The Future; EduTech—The Future of Indian Education; Technology – A Way Forward for Indian Education; Technology is Evolving; IT and ICT Initiatives by Indian government; Technology in Schools; Government Support to ICT in Education; Barriers in Technology Use; Initiatives for Quality Improvement; Other Quality Improvement
Initiatives
13. Employability of Educands
Employability Skills; Present Scenario of Unemployment; Reasons for Low Employability of Higher Educands in India; Measures to Adopt for Increasing Employability of Higher Educands
14. Environmental Education
Concept of Environmental Education; Key Concepts in Environment Education; Environment (Protection) Act; Status of
Environmental Education in India
15. Vocational Education and Training
Bases for Vocational Selection; Problems of Vocational Education in the Present Education System; What Needs to be Done?; National Education Policy 2020 — A Fresh Approach to Vocational Education; Role of Universities in Imparting Vocational Education and Training; Vocational Education and Training in India; Importance of Vocational Education and Training; Incorporating Vocational Education and Training within Mainstream by the University (NKC, 2008); Basics of Vocational Education Training; Major Challenges and Issues in Vocational Education and Training; Problem Areas in Present Vocational Education and Training System; Government Initiatives: National Vocational Qualification Framework; Recommendations regarding Vocational Education; Benefits of Vocational Training; Conclusion
16. Women Education Perspective
Importance of Women Education; National Policy on Education 1986; Women Empowerment; Factors of Gender Inequality in Higher Education; Blocks to Female Participation in Higher Education; Towards Gender Equality; High Priority to Gender Equality in National Policy on Education; Constitutional Position; Literacy Rate — Trends since Independence; Distance Education
17. Distance Education: Creation of Educational Opportunities
Who Offer Distance Education; Benefits of Distance Education; Aims and Objectives; Whom do the Distance Education Institutions Serve?; Distance Courses; Student Support Services; Use of Technology; Promotion, Coordination, and Maintenance of Standards; Research in Distance Education; Reforms in Distance Education; Effective Operation; Reforming Distance Education
18. Academia-Industry Interaction
Benefits of Industry-Academia Interaction; Recent Initiatives of CII in Industry-Academia Linkages; Suggested Modes of Industry-Academia Linkages
19. Commissions and Committees on Critical Issues
Expansion and Research; Reform and Improvement in Higher Education; NPE, 1986 and POA, 1992; Privatisation and Private Higher Education NPE, 1986 and POA, 1986
References
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Education has been a core necessity of individuals, social groups, nations and human society. Since the formation of Indian Republic, educational policies, plans and programmes unequivocally underscored the idea of education for all but in a vast, populous and diverse country having staggered socio-economic differences the execution of policies and plans has always been a challenge. The New Education Policy 2020 speaks to all aspects of education during our times and envisions a complete overhaul of education system with equity and inclusion. This book deals with several issues presently organised by different sectors of education and suggests measures to the challenges of the time. We all should come forward with plans for developing the qualitative educational institutes.\n
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Dr. P. Satyanarayana is a senior distance educator. Associated with planning and founding Dr. B.R. Ambedkar Open University and Indira Gandhi National Open University. Participated in many national and international conferences, seminars, workshops organised by ICDE, COL, AAOU, EADTU, UGC. Published books on Indian society, polity, administration, education etc. Contributes to journals on different dimensions of education. Widely travelled in America, Asia, Europe. Currently works as Overseas Educational Consultant to OKOS Communication Systems in the USA.\n
Dr. Lakshmi Mantha teaches English at University College of Engineering, Osmania University. Certified NLP, POSH, and GOAL trainer. She specialises in teaching Business communication. Member and Visiting Faculty to Management Institutes for Teaching Soft Skills and Communication Skills. Contributes to journals on education. Participates in conferences, seminars, discussions, workshops and round tables organised by national and international associations. Published books on various topics in social sciences.\n
Dr. C. Sesharatnam is a former Joint director at Dr. B.R. Ambedkar Open University. Worked in the areas of student support, course development, women's advancement, etc. Attended national and international seminars, workshops, conferences on Open Distance Education. Contributes to journals on educational development. Published books on Open Distance Education, widely travelled in Asia, America and Europe. Received “Best Teacher Award” from Andhra Pradesh Government.\n
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SHIPRA PUBLICATIONS |
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Education,M.ed/B.ed./D.ed. |
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DYNAMICS OF WOMEN EDUCATION IN INDIA |
AJIT MONDAL, NEERU SNEHI(ED.) |
9789391978273(HB) |
9789391978280(PB) |
2022 |
|
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x+290pp
|
550.00 |
1800.00 |
Contents
Foreword by Professor Najma Akhtar
Preface
1. Women Education: Meaning, Nature, Scope and Necessities / Ajit Mondal
Meaning of Women Education; Objectives of Women Education; Nature of Women Education; Scope of Women Education; Necessities of Women Education; The Way Forward; Concluding Remarks
2. Women Education through the Ages: Vedic, Brahmanic and Medieval Periods / Shampa Sarkar and Sourav Kumar Roy
Fundamentals of Ancient Indian Education; Education of Women in Pre-Vedic and Early Vedic Period; Vedic Period; Brahmanic Period; Buddhist Period; Medieval Period; Concluding Remarks
3. Women Education in India since Independence: A Policy Discourse in Retrospect and Prospect / Ajit Mondal
Literacy Rate – Trends since Independence; Government Policy and Interventions; Draft National Policy on Education, 1979; An Appraisal on Policy Discourse; Policy Shift: From Welfare to Development and Empowerment; The Ways Forward; Concluding Remarks
4. Universalisation of Elementary Education (UEE) for Girls / Md. Nijairul Islam
Girls’ Education: From Vedic Age till the Beginning of the British Raj; Girls’ Education during British India; Efforts for the Promotion of Girls’ Education; Concept of Elementary Education and Its Universalisation; Structure of Elementary Education in India; Importance of Girls’ Elementary Education; Policies, Committees, Commissions and the Constitution on Girls’ Elementary Education after Independence; Girls’ Elementary Education under the Five-Year Plans / 82; Special Schemes and Programmes for Promoting UEE of Girls; Current Scenario of Girls’ Education at Elementary Level; Barriers to Girls’ Access to Elementary Education; The Way Forward
5. Universalisation of Secondary Education (USE) for Girls/ Neeti Dutta
Status of Girls’ Secondary Education Since 1947; India’s Progressing towards Universalisation of Secondary Education for Girls; Benefits of Universalisation of Girls’ Education in India; Conclusion
6. Women Education and Development in Indian Context/ Madhumita Bandyopadhyay, Vaishali and Meenakshi Khandary
Women Education and Development: An International Perspectives; Contemporary Scenario of Women Development; Women Development in India; Research on Women Issues; Education of Girls and Women — Policy Orientation; Present Status of Women Education; Inter-state Disparities in Girls’ Attendance in Schools; Drop-out and Repetition; Status of Women Employment in Relation to Education; Conclusion
7. Gender Equality and Higher Education in India / Binayak Chanda
Understanding Gender Equality and Equity; Literacy Rate – Trends since Independence; Indian Higher Education: A Profile; Gender Equality in Higher Education – Trends; Factors of Gender Inequality in
Higher Education; Ways and Means towards Gender Equality; Implications, Suggestions and Conclusion
8. Gender Equality through Curriculum and Its Transaction / Abhishek Kumar Srivastava
Role of Curriculum in Education; Gender Inequality in Education; Gender Biasness in the Textbook and the Classroom; Ways of Ensuring Gender Equality through Curriculum and Its Transaction; Role of Teachers and Teachers’ Training in Ensuring Gender Equality; Conclusion
9. Rise of Women in Higher Education in India / Bharti Prakash and Shikha Mathur
Reasons Why Girls should Get Education; Preference of Studies: Important Differences between Men and Women Changes in the Provision of Higher Education; Recommendations for Promoting Women Participation in Higher Education; Conclusion
10. Women in Science Education and Research / Neeru Snehi
Science and Technology Education in India; Science and Technology Education at Tertiary Level—Statistics; Women’s Presence in Scientific Institutions; Science Education in Universities and Colleges—Science Policies; Other Significant Factors; Suggestions for Enhancing the Share of Women in Science
11. Education — A Catalyst for Women Empowerment/ Haseen Taj and Nandini N
Meaning of Empowerment and Women Empowerment; Need for Women Empowerment; How to Empower Women?; Empowerment and Education; Government Efforts; Government Schemes; Role of Education in Women Empowerment; Educational Equality; Education as a Solution to Empower Women; Constitutional Provisions and Policies in Supporting Women’s Empowerment; Impact of Education on Women’s Empowerment; Barriers to Women Education; Conclusion
12. Role of Indian Thinkers in Promoting Women Education:(With Special Reference to Raja Rammohun Roy and Iswar Chandra Vidyasagar) / Sakti Mandal and Sayantan Mandal
Raja Rammohun Roy; Iswar Chandra Vidyasagar; Jyotiba Govindarao Phule; Pandita Ramabai Saraswati; Dhondo Keshav Karve; E.V. Ramasamy, Periyar; Rokeya Sakhawat Hossain; Bhimrao Ramji Ambedkar; Conclusion
13. Promoting Women Education in India: Role of Raja Rammohun Roy / Arindam Bhattacharyya
Against Indian Caste System; Research Findings on the Social and Educational Contribution of Rammohun Roy; Contribution of Raja Rammohun Roy as an Educational Reformer; Impact of Rammohun’s Socio-Religious Reform on Women Education; Conclusion
14. Ishwar Chandra Vidyasagar: A Pioneer of Women Empowerment / Ujjwal Kumar Halder
Vidyasagar and Women Empowerment; Vidyasagar and Women Education; Vidyasagar and Child Marriages; Vidyasagar and Widow Marriage; Vidyasagar and Movement against Polygamy; Conclusion
15. Women Education and the Covid-19 Pandemic / Anup Baugh
Education in India: Where We Stand; Teaching-Learning under the Regime of the Covid-19; Gendered Digital Divide during the Covid-19; Violence against Women: The Current Framework; Mapping the Women’s Violence during the Covid-19; Gendered Digital Divide and Violence against Women: Emerging Barriers; The Way Forward; Concluding Remarks
16. Women Leadership and Higher Legal Education / Sonia B Nagarale
Scope of Legal Education; Expanding Frontlines of Higher Education for Women; Women in Higher Legal Education: An Analysis; Enrolment of Men and Women candidates at Ph.D., M.Phil & Post Graduate Level; Affirmative Action for Women in Higher Education; Trends in Legal Education of Women Post Independence to Modern Era; Backdrop of Higher Education in the Post-Independence Era; Detailed Study of Important Entries under List 1 — Union List of the Constitution of India (Higher Education); Rights of Women under the Constitution of India; Significance of Legal Education and Awareness for Women in Other Streams/Sectors of Higher Education; Representation of Women in Indian Judiciary; Affirmative Action in Lower Judiciary; Conclusion
Editors and Contributors
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Women education in India evolves through the ages – ancient to modern. Despite the varied attempts, the statistics for women's education leaves a lot to be desired. This book covers various issues related to women education – developmental discourse, gender equality through curriculum transaction, women empowerment, and leadership of women in nation building, women participation in science and research, role of Indian thinkers in promoting women education, women leadership in higher legal education etc. With its wide coverage, in-depth narration and reader’s friendly presentation, it should be a highly beneficial reference tool for education administrators, policy makers, teachers and students of education and women studies and stake holders in the subject. It has also essentials of serving the curricular needs of the students at UG and PG levels in Education under CBCS spread over the country.\n
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Dr. Ajit Mondal is Assistant Professor, at the Department of Education, West Bengal State University, Kolkata. He has published more than 32 research papers, authored three books and edited twelve books on different aspects of education.
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Prof. Neeru Snehi is with Department of Higher and Professional Education at National Institute of Educational Planning and Administration (NIEPA), New Delhi. Her areas of specialisation are Planning and Management of Higher Education.\n
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Religion & Philosophy,Autobiography |
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FIJI: A Love Story: Memoirs of an Unconventional Diplomat |
Ajay Singh |
9789391978358 |
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2022 |
|
|
177 pp
|
0.00 |
550.00 |
Foreword: Rt. Hon’ble Sir Anand Satyanand
Prologue: Mahavir Singh
Introduction
The Appointment
My Great Grandfather’s Tryst with Destiny
The Epic Battle: Padam Kaur’s Heroic Struggle for Justice
My Grand Father, Bere Singh in Fiji
My Father in His Father’s Land: Fiji
The First Lady and India House
My Days in Fiji - A Diplomatic Challenge
Ni Sa Moce Fiji (Goodbye Fiji): Mahavir Singh
Glossary of Terms
Photographs
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Ajay Singh (1950–2020) was educated at Modern School and St. Stephen’s College at Delhi and Canterbury University in New Zealand. He started his career in journalism with the Fiji Times and had a brief stint with Surya India, India Today and Morning Echo, a tabloid of the Hindustan Times Group in Delhi. He joined the All India Kisan Trust as its Managing Trustee in 1980 with Chaudhary Charan Singh as its Chairman. He entered politics in 1986 as Member of the Legislative Council in UP. He was elected Member of Parliament from Agra in 1989 and was Union Deputy Minister for Railways in the V P Singh-led Government. Subsequently, he headed several cultural and educational organisations as the chairman of their governing bodies. He served as India’s High Commissioner to Fiji Islands during 2005-07. Later he remained engaged in the community and social work and 2013 onwards was President of the All India Sarv Jat Mahasabha. \n
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Economics |
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HANDBOOK OF LAND SURVEY IN INDIA |
ANANDHI, SNEHASIS MISHRA (Ed.) |
9789391978051 |
|
2022 |
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pp xviii+236
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0.00 |
1250.00 |
Foreword by Srinivas R. Katikithala
A Message from the Editors
Acknowledgements
Abbreviations
1 Introduction: Land Survey in India
Anandhi, IAS and Snehasis Mishra
Introduction
History of Cadastral/ Revenue Survey in India
Objective of the Handbook
Definition of Different Terms with reference to Land Survey
2 Existing Practices of Land Surveying and Recording Systems in States
2.1 Andhra Pradesh
Siddharth Jain, IAS
Survey, Settlement and Land Records in Andhra Pradesh – An Overview
Necessity of Resurvey
Case study of the Pilot Project of Resurvey: Success, Challenges and Way Ahead
Resurvey Project Undertaken in Andhra Pradesh: Success, Challenges and Way Ahead
2.2 Assam
Indrajit Das and Manoranjan Ray
Brief History of Land Survey and Settlement in Assam
Evolution of Technology for Cadastral Survey
Procedure of Record Preparation
Maintenance of Field Map
Block Survey and Extension Survey
Resettlement Operation
Problems/Issues faced at the field level while conducting Traditional Survey Operations
Modern Land Survey Initiatives Taken
2.3 Bihar
Manoj Kumar Jha and Chandan Kumar
Background and Introduction
Establishment of Bihar Project Management Unit
Process of Special Land Survey
Various dimensions of the ongoing Bihar Special Survey and Settlement Programme
Shortcomings diagnosed and solution at various stages of Special Survey and Settlement Programme
2.4 Gujarat
Ashok Nada and Jani Jyotinkumar Prahladbhai
Introduction
Challenges and Problems Faced by following present survey system and during preparing of records
Learnings from Past, overcome the challenges and initiate Pilot Project on Modern Survey
Present Methodology of Survey and preparation of Survey Records
How Survey has been taking place
City Survey in Gujarat
Modernized Survey and preparation of accurate records: Overall Development, innovative actions and implementations of various policies
Policy Recommendations
Guidelines on Survey and Settlement
2.5 Haryana
Mohinder Kumar, IAS (Retd.)
Introduction
Guidelines regarding Land Survey in Haryana
Recent Practices on Resurvey
Problems/issues faced at field level by practising the current survey and land recording systems
Acts and Manuals for Survey and Settlement in Haryana
2.6 Karnataka
Dr. Ashok Sanganal
History of Land Survey in Karnataka
Current Practices of Land Surveying
Modern Surveying Practices Deployed in Karnataka
Initiatives taken on Land Survey and its related Services to the Citizens
Concluding Remarks
2.7. Kerala
Dr. Anishia Jayadev
A Brief History of Survey in Kerala
Revisional Survey in Kerala: why it was felt necessary
Existing Practices of Land Surveying and Recording Systems
Improvised Modern Techniques used for Land Survey in Kerala
Issues and Way Forward
The Way Forward
2.8. Madhya Pradesh
Ashutosh Tiwari
Introduction
Current Survey Methods (Adopted by the State Government)
Resurvey in Madhya Pradesh
New Initiative in the Field of Land Survey
The Way Forward
2.9. Maharashtra
Sham Khamkar
Introduction
Types of Surveys Carried out in Maharashtra
Existing Practices of Land Surveying and Recording Systems
Problems/ issues faced at field level by practising the Current Survey and Land Recording Systems
Any pilot/intervention undertaken in the past/present or any future plan: issues, challenges and learning from such interventions
Current Initiatives on Land Survey
2.10. Rajasthan
Dr. Shashi Jain and Krishna Singh Shekhawat
Land Survey System in Rajasthan
Recent History of Survey Operations in Rajasthan
Present System of Land Survey and Settlement Operations (Resurvey)
Case Study of Chomu Tehsil in District Jaipur
Success, Problems and Way Ahead in Land Survey in Rajasthan
2.11. Uttar Pradesh
Sunil Kumar Jha
Historical Background
Current Procedure of Land Survey
Difficulties and Solutions in the Current Process
Recent Initiatives of Land Survey in Uttar Pradesh (Survey by Drone - Svamitva Scheme)
Epilogue
2.12. West Bengal
Chittaranjan Das, IAS (Retd.)
Revenue Survey: A Brief Background
Survey for Preparation of Cadastral Mauza Maps
Revisional Survey
LR Survey and Settlement Operation
Methodology of Survey and Settlement Operations
Land Reforms Organization
Problems in Revisional Survey
Initiatives Taken for the Modernization in Survey and Mapping
3 Modern Methods of Land Surveying: Models and Technologies
Lt. Gen Girish Kumar, VSM (Retd.)
Introduction
Modern Technologies for Land Survey
Current Survey Technologies for Land Parcel Survey
Conclusion, Contributors
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The handbook develops a resource on land survey by bringing different state practices of land surveying and recording practices, rules, historical perspective and applications of modern survey techniques, which can be used as a guide for the field practitioners. This handbook includes 12 state chapters, covers almost all the major zones of India in north, south, east, west, centre and north-east. Each of state chapters covers their historical and contemporary land recording practices, deficiency and challenges of the existing system and future initiatives towards modern survey.\n
This handbook is a useful document for the practitioners to not only to understand the methods used for land survey in the state, but also helps to learn the intricacies of land survey mechanisms followed by the other states. For the convenience of the readers this handbook also discusses the modern methods of land surveying to understand the advantages and disadvantages of the modern techniques. \n
This handbook will help to recognize the genesis of land survey, its challenges that are faced by the respective state by following contemporary methods and invite attention to the practitioners to take measures to establish comprehensive-accurate-real-time land records by using modern land survey techniques\n
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About the Centre: B N Yugandhar Centre for Rural Studies (BNYCRS), since its establishment in the Lal Bahadur Shastri National Academy of Administration, Mussoorie in the year 1989, has emerged as a leading resource/ establishment for training of Officer Trainees (OTs) of the Indian Administrative Service (IAS) and policy recommendations. \n
Anandhi, IAS officer of 2007 batch, Rajasthan cadre. She is currently serving as Deputy Director (Sr.) in Lal Bahadur Shastri National Academy of Administration, Musoorie since December, 2020. She has studied B.A, LL.B from Delhi University. She has served as District Collector in Bundi, Sawai Madhopur, Rajsamand, Udaipur and Alwar districts and given Best Collector Award in 2019 for work in Udaipur. She has also served as Managing Director, Rajasthan State Cooperative Marketing Federation Ltd. (Rajfed) and education sector as SPD, RMSA respectively and done a stint in Secretariat as Joint Secretary, Finance Tax.\n
Snehasis Mishra is working as Assistant Professor, B.N. Yugandhar Centre for Rural Studies, Lal Bahadur Shastri National Academy of Administration, Mussoorie. He is associated with various teaching and training programmes of IAS Officials during their professional courses. He has written research papers and co-authored/edited state-report on Land Records practices and implementation of Digital Indian Land Records Modernization Programme. He has co-edited (with Dr. A.A.A. Faizi) book on Conclusive Land Titling (2015) and Journey Towards Land Titling in India (2017 with Dr. Varsha Ganguly). He has participated and organised Seminars on land records and land titling related issues. His areas of interests cover e-governance, land records management, land governance, survey and mapping.\n
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Education,M.ed/B.ed./D.ed. |
|
LIFE SKILL EDUCATION |
GOURAV MAHAJAN |
9789388691833(HB) |
9789388691840(PB) |
2022 |
|
|
157pp
|
180.00 |
850.00 |
Preface
1. Concept, Definition and Components of Life Skills
1.1 Introduction
1.2 History of Life Skills
1.3 Meaning and Concept of Life Skills
1.4 Definitions of Life Skills
1.5 Components of Life Skills
2. Types of Life Skills
2.1 Introduction
2.2 Social Skills
2.3 Thinking Skills
2.4 Emotional Skills
3. Role of Life Skills in Health Promotion
3.1 Introduction
3.2 Areas of Health and Life Skills Education
4. Need for Life Skill Education
4.1 Introduction
4.2 Need for Life Skills Based Education
5. Importance of Life Skills for Growing Minds
5.1 Introduction
5.2 Importance of Life Skills for the Adolescents
6. Areas of Application of Life Skills
6.1 Introduction
6.2 Application of Life Skills
7. Methods for Developing Life Skills
7.0 Introduction
7.1 Socratic Method
7.2 Inductive-Deductive Method
7.3 Problem-solving Method
7.4 Incidental Teaching
7.5 Project Method
7.6 Group Discussion Method
7.7 Extempore
8. Role of the Teacher in Promoting Life Skills
8.1 Introduction
8.2 Role of the Teacher in Promoting Life Skills
9. Techniques for Developing Life Skills
9.1 Introduction
9.2 Debate
9.3 Riddles and Puzzles
9.4 Seminar
9.5 Quiz
9.6 Brain-storming
9.7 Story Telling
9.8 Role Playing
9.9 Community Service
10. Well-being of an Individual
10.1 Introduction
10.2 Areas of Well-being
10.3 Factors affecting Well-being of an Individual
10.4 Role of Life Skills for Ensuring Well-being
11. Media Influence
11.1 Introduction
11.2 Types of Media Influence
11.3 Role of Life Skills in the Context of Media Influence
12. High Risk Behaviour Prevention
12.1 Introduction
12.2 Steps for Suicide Prevention
12.3 Life Skills and Suicide Prevention
13. Social Harmony
13.1 Introduction
13.2 Meaning of Social Harmony
13.3 Social Agencies and Social Harmony
13.4 Life Skills and Social Harmony
14. Communication: Process, Principles, Modes and Barriers
14.1 Introduction
14.2 Definitions of Communication
14.3 Process of Communication
14.4 Principles of Communication
14.5 Barriers of Communication
14.6 Types of Communication
15. Assessment of Life Skills
15.1 Introduction
15.2 Observation
15.3 Sociogram
15.4 Peer Assessment
Bibliography
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The knowledge of life skills is the need in today's stressful environment. For developing life-skills among the children, education and teachers have a key role to play. The young learners should be provided with the knowledge and skills needed to solve not only their immediate problems to live a peaceful, healthy and happy life, but also to face the real-life challenges in their adulthood with great ease and positivity.\n
This book covers the concept of life skills, information about basic life skills and the methods and techniques helpful for developing among students the basic life skills. The book will be helpful for the in-service teachers to make their students learn and acquire the basic life-skills. The teacher educators may also find it useful to enable the pre-service teachers acquaint the knowledge of life-skills so that they can transfer this knowledge to the students in their real classrooms.\n
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Dr. Gourav Mahajan, Ph. D in Education from Panjab University, Chandigarh, has more than fourteen years of teaching experience. Dr. Mahajan, the former Principal at Tagore College of Education for Women, Gurdaspur, is presently working as an Assistant Professor in Education at Government College, Dharamshala, Himachal Pradesh. He has presented papers in many National and International Seminars/Conferences and has two books to his credit. His area of specialisation is educational technology. \n
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Education |
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NATIONAL EDUCATION POLICY 2020: PAVING WAYS FOR TRANSFORMATIONAL REFORMS |
PANKAJ ARORA, HANEET GANDHI (ED.) |
9789391978181(HB) |
9789391978235(PB) |
2022 |
|
|
|
550.00 |
1600.00 |
Foreword by Professor M. Jagadesh Kumar
Message by Professor D.P. Singh
Message by Professor V. K. Malhotra
National Education Policy 2020: Charting its Uniqueness and Recommendations /Pankaj Arora
Language, Education and Language Policy of Education /C.K. Saluja
Creating and Maintaining the Honour of Teachers: A Profound Vision of NEP /Pawan Sinha
Children, Childhood and Education /Usha Sharma
School: A Site for Curriculum and Pedagogy /Haneet Gandhi
National Education Policy 2020: From the Lens of Inclusion /Yukti Sharma
Decentralisation of Schooling through School Complexes and Clusters /Kaushal Kishore and Chandan Shrivastava
Indianness in Education: Foundational Key for a Self-Reliant India /Pankaj Arora
Reading and Writing: A Strong Foundation for Literacy /Usha Sharma
Foundational Numeracy: A Quintessential Ingredient for a Developing Nation /Haneet Gandhi and Mansi Popli
Multidisciplinary Approach to Education: Effective Teaching-Learning Routines /Jyoti Sharma
Equity and Inclusion in Higher Education /Navleen Kaur
Nep 2020 Recommendations on Vocational Education: A Critical Analysis, and the Way Forward/ P.K. Misra
In Pursuits of Strengthening Academic Research /Pranita Gopal
Genesis, Current Status and Future of Higher Education In India /Anjali Bajpai
Structure and Paradigm of Indian Higher Education System /Geetika Datta
Rise and Future of Professional Education in India /Asheesh Srivastava
NEP’s Vision on Strengthening Adult Education and Lifelong Learning /Nisha Singh -
Governance and Leadership in Higher Education /Saroj Sharma and Akshita Bahuguna
Preparing for e-Education through Online and Digital Resources /Amit Kauts
Education for Sustainability: One of the Pillars of Quality Education /Seema Dhawan and Ashu Roulet
Abbreviations
Contributors
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Covering the expanse of the educative world, this book offers avenues to think afresh about education as envisioned in the National Education Policy 2020. NEP 2020 brought with itself a lot of challenges, possibilities and solutions which needs cognizance. Through this book, the readers will get opportunity to get acquainted to all themes of NEP as the chapters deliberate on Indianness of India's education and its language, art, culture and mathematics, science and technology, higher education and pre-primary education, teacher preparation and education, childhood and youth’s literacy, inclusive and holistic education, vocational and professional education, research and life-long learning, education through digital world. Every chapter of the book clarifies certain discipline-specific concepts, shares the historical journey and concludes with a note of recommendation, paving ways for the smooth implementation of the policy.\n
The authors who have contributed to this book possess profound knowledge of their subject. Their unique contemplations have provided a distinctive flavor to the book. The book will help the readers to form an informed opinion about the Indian education system and at the same time provide an understanding of its possibilities for future generation.\n
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Professor Pankaj Arora has been serving in CIE, University of Delhi for around twenty-four years. Presently he is working as Director, Institute of Life Long Learning, University of Delhi. He is serving UGC as Member of various Expert Committees with regard to implementation of NEP 2020 at National level.\n
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Professor Haneet Gandhi teaches in the Faculty of Education (CIE), University of Delhi. Her areas of specialisation are Mathematics Education, Quantitative Methods in Educational Research and Assessment for Learning.\n
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Education,M.ed/B.ed./D.ed. |
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SCIENCE EDUCATION: CONCEPTS AND PEDAGOGY |
CELENE JOSEPH, RESHMI K.S., PRASANTH MATHEW |
9789391978020(HB) |
9789391978037(PB) |
2022 |
|
|
x+388pp
|
595.00 |
2400.00 |
Preface v
1. Nature of Science
1.1 Science: Meaning and Definition
1.2 Nature of Science
1.3 Impact of Science and Technology on Society
1.4 Scientific Literacy/Scientific Capability
1.5 Implications of Nature of Science for the Science Teacher
2. Science and Scientists in History
2.1 Science in Ancient Period
2.2 Science in Dark Ages
2.3 Science in Middle Ages
2.4 Science in Modern Period
2.5 Science in Modern India
2.6 Famous Scientists and their Contributions to Physical Science
2.7 Famous Indian Scientists
3. Development of Science Education
3.1 Science Education in Ancient Times
3.2 Science Education in Modern Period
3.3 History of Science Teaching in India
3.4 Development of Science Education in India after Independence
3.5 National Curriculum Framework (2005)
3.6 Kerala Curriculum Framework (KCF) 2007
4. Scientific Method
4.1 Science and Philosophy
4.2 Modern Concept of Scientific Method
4.3 Scientific Method: Definition and Steps
4.4 Elements of Scientific Method: Logical and Technical Aspects
4.5 Scientific Method and Transfer of Training
4.6 Application of Scientific Method to the Teaching of Physical Sciences
5. Importance of Science in the School Curriculum
5.1 Values/Functions of Science Teaching
5.2 Developing Scientific Attitude
5.3 Training in Scientific Method
5.4 Integrating Life Skills in Science Teaching
6. Concept of Correlation in Science Teaching
6.1 Need and Significance of Correlation
6.2 Types of Correlation
6.3 Advantages of Correlation
6.4 Classification of Correlation
7. Aims and Objectives of Science Teaching
7.1 Concept of Aims in Teaching Science
7.2 Concept of Objectives in Teaching Science
7.3 Objective based Instruction and Evaluation
7.4 Taxonomy of Educational Objectives
7.5 NCERT Model of Classification of Objectives
7.6 Taxonomy of Science Teaching (Mc Cormack and Yager)
7.7 Integrated Taxonomy
7.8 Developing Scientific Capability: As the Objective of Science Education (SCCC, 1996)
8. Science Curriculum
8.1 Concept of Curriculum
8.2 Purposes of Curriculum
8.3 Foundations of Curriculum Development
8.4 Curriculum Development
8.5 Curriculum Organisation
8.6 Characteristics of Good Curriculum Organisation
8.7 Principles of Curriculum Organisation
8.8 Aspects of Curriculum Organisation
8.9 Hidden Curriculum
8.10 Curriculum Mapping
8.11 Curriculum Integration
8.12 Curricular Innovations in India and Abroad
8.13 Major Features of Present Day School Curriculum
9. Approaches to Science Teaching
9.1 Teacher Centred Vs. Student Centred Approaches
9.2 Process Vs. Product Approach
9.3 Inductive Vs. Deductive Approach
9.4 Integrated Approach
9.5 Conceptual Vs. Factual Approach
9.6 Inquiry and Discovery Approaches
9.7 Constructivist Approach
9.8 Issue based Approach
9.9 Critical Pedagogy
9.10 Self-Directed Learning
9.11 Cooperative Learning
9.12 Collaborative Learning
9.13 Homogeneous/Heterogeneous Grouping
9.14 Differentiated Instruction/Differential Teaching
9.15 Enrichment Programme to Talented Students
9.16 National Science Talent Search Scheme
10. Instructional Methods
10.1 Lecture Method
10.2 Direct Instruction
10.3 Demonstration Method
10.4 Lecture-Cum-Demonstration Method
10.5 Developmental Method
10.6 Laboratory Method
10.7 Heuristic Method
10.8 Project Method
10.9 Problem Solving Method
10.10 Assignment Method
10.11 Role Play
10.12 Historical/Biographical Method
10.13 Discussion Method
11. Teaching Techniques and Strategies
11.1 Brain Based Learning
11.2 Concept Mapping
11.3 Mind Map
11.4 Simulations
11.5 Analogies
11.6 Blended Learning
11.7 Problem-Based Learning (PBL)
11.8 Mnemonics
11.9 Graphic Organizers
11.10 Remedial Teaching
11.11 Questioning Techniques
11.12 Seminar Method
11.13 Web Conferencing
11.14 Webinar
11.15 Debates
11.16 Team Teaching
11.17 Individualized Instructional Techniques
12. Models of Teaching
12.1 Significant Characteristics of Models of Teaching
12.2 Functions of Models of Teaching
12.3 Assumptions of Models of Teaching
12.4 Basic Procedure for the Implementation of a Model (Components/Elements 283of a Model)
12.5 Families of Models of Teaching
13. Planning of Instruction
13.1 Year Plan
13.2 Unit Plan
13.3 Lesson Plan
13.4 Resource Unit
13.5 Sample Unit Plan
13.6 Sample Lesson Plan
14. Science Laboratories
14.1 Aims and Objectives of Science Laboratories
14.2 Advantages of Science Laboratories
14.3 Planning of Science Laboratory
14.4 Types of Science Laboratories
14.5 Laboratories for Higher Secondary Schools
14.6 Selection of Apparatus and Chemicals
14.7 Purchase of Apparatus
14.8 Maintenance of Apparatus
14.9 Registers in the Science Lab
14.10 First Aid in the Science Laboratory
14.11 Safety Measures and Precautions to be Taken in the Science Laboratory
15 Learning Resources in Science
15.1 Science Textbooks
15.2 Work Book for Pupils
15.3 Teacher’s Handbook (Guidebook)
15.4 Supplementary Readers
15.5 Reference Books
15.6 Educational CDs
15.7 Low Cost Science Materials/Improvised Apparatus
15.8 Science Library and its Organization
16. Evaluation in Science Teaching
16.1 Achievement Tests
16.2 Construction of a Good Achievement Test
16.3 Type of Test Items
16.4 Validity and Reliability to be Ensured for Achievement Test
17. Science Teacher : Qualities and Responsibilities
17.1 General Qualities of a Science Teacher
17.2 Duties and Responsibilities of a Science Teacher
17.3 Professional Development
17.4 Need for In-Service Training
17.5 Teacher Accountability: Need for Professionalism
17.6 Teacher Competencies
17.7 Teacher as a Facilitator
17.8 Teacher as a Social Resource
17.9 Teacher Research
References
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This book advances a sequential theoretical framework of science education in a comprehensive manner. It offers specific, distinct and clear explanation of the key concepts of science education.\n
The book addresses four distinct aspects of Science Education, viz. how Science Works, how to design Pedagogical Processes in Science Teaching, how to make use of Resources and how to assess progress in Science Learning. The book is also an attempt to attain Quality Education, the fourth goal of UNSDGs. \n
It is a perfect guideline and a reference material for Researchers, Teacher Educators and Student Teachers at the graduate and post graduate levels in science education.\n
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Dr (Sr) Celene Joseph is former Principal of St Thomas College of Teacher Education, Pala, affiliated to Mahatma Gandhi University, Kerala. She has twenty-seven years of teaching experience in Science Education. She has guided PhD researches and published books and articles nationally and internationally.\n
Dr Reshmi K.S. is working with Kerala University College of Teacher Education, Nedumangad, Trivandrum as Assistant Professor. She has eighteen years of teaching experience in Science Education and has published articles in Science Education.\n
Dr Prasanth Mathew, Assistant Professor of Physical Science & Vice Principal, PKM College of Education, Madampam, affiliated to Kannur University, Kerala, has teaching experience of twenty years. He is guiding PhD researches and has undertaken various research and extension projects of Central and State Government agencies. and has published International Articles.\n
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Asia/International Relations |
|
SOUTH CHINA SEA: CONTESTING NARRATIVES AND GLOBAL REALITIES |
PANKAJ K JHA(Ed.) |
9789391978167 |
|
2022 |
|
|
x+157pp
|
0.00 |
995.00 |
Abbreviations
Preface
1. South China Sea: Strategic Discourse / Pankaj K Jha
2. China’s Historical Narrative and Inherent Discrepancies / Pankaj K Jha
3. PCA Arbitration and China’s Position in the SCS / Zeus Hans Mendez
4. ASEAN Claimants to the SCS: Evaluating Policies and Positions / Kritika Karmakar
5. Non-Claimants and Taiwan: Response to SCS Dispute / Gitanjali Sinha Roy
6. China’s Militarisation and Aggressive Posture in SCS / Rayan Bhagwagar
7. Understanding Japan’s SCS Perspective / Gitanjali Sinha Roy
8. Exploring Energy, Fisheries and Seabed Minerals Potential / Sanghamitra Sarma
9. SCS and the Long Impending CoC: Will there be a Solution? / Pankaj K Jha
Conclusion
Bibliography
Contributors
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The book is an effort to bring about the contrasting narratives and the geostrategic compulsions faced by the claimant countries in South China Sea dispute. It also highlights the role played by major powers and discusses that why this dispute is going to get intense in future. The policies and positions of the countries related to the maritime disputes in South China Sea have been examined and the strategic discourse related to region is also addressed. The book highlights that military modernization, tensions between US and China, unexplored oil and gas deposits, and fisheries are critical components adding to hostilities in this region. \n
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Dr. Pankaj K Jha is Professor with Jindal School of International Affairs (JSIA) and is also Editor-in-Chief of the JSIA Journal. He is Director of Centre for Security Studies (CSS) at O P Jindal Global University and is Executive director of Centre for Security and Strategy Studies (CESCUBE). He teaches national, international security, terrorism and defence strategy to the postgraduate students. Dr. Pankaj Jha was Director (Research) with Indian Council of World Affairs for more than two and half years (2014-2017). He had worked as Deputy Director with National Security Council Secretariat (2012-2013) and was closely associated with national security apparatus in India.\n
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North-East India |
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TRADITIONAL NAGA VILLAGE SYSTEM AND ITS TRANSFORMATION |
A. NSHOGA |
9788183640510 (HB) |
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2022 |
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viii+327 pp
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0.00 |
2500.00 |
Preface
Chapter 1
Introduction
Chapter 2
Migration and Settlement of the Nagas
Chakhesang Migration; Lotha Migration; Angami Migration; Rengma Migration; Konyak Migration; Ao Migration; Khiamniungan Migration; Chang Migration; Sangtam Migration; Yimchungrü Migration; Zeliang Migration; Pochury Migration; Sema Migration; Phom Migration
Chapter 3
Origin of the Name Naga
Chapter 4
Formation of Traditional Naga Village
The village; Selection of traditional village; Location of the village; Village boundary demarcation; Nomenclature of the village; Village structure; Defence of the village; Village gate; Log-drum; Bachelor dormitory; Establishment of the village; Distribution and ownership of village land; Village planning; Naga architecture; Village khel; Recognition of a village; Public well; Village granary; Village foot-path; Village reserve forest; Village grave-yard; Sanitation of the village; Sovereignty of Naga village.
Chapter 5
Administration and Functions of the Village
The Chief; Powers and position of a chief; Naga polity; Village assembly; Function of village assembly; Executive function; Judicial function; Legislative function; Administrative function
Chapter 6
Traditional Naga Village Culture
Early Naga technology; Domestication of animal; Megalith culture; Tattoo; Feast of prestige; Naga festivals; Head-hunting, Disposal of the dead; Naga customary law; Dresses and ornaments
Chapter 7
Traditional Naga Beliefs
Chapter 8
Traditional Naga Village Economy
Jhum cultivation; Terrace cultivation; Trade and Commerce
Chapter 9
Transformation of the Naga Village
Factor of transformation: British annexation of Naga; Hills; Impact of British administration: Transport and Communica-tion; Introduction of modern education; Medical services; Advent of Christianity in the Naga Hills-The Impact of two World Wars: Transformation in social, economic and political life; religion; culture.
Chapter 10
Conclusion
Bibliography
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The Nagas, with a golden skin, black hair and slanting eyes, are classified as one of the Mongoloid stock and trans-migratory races in India. The Nagas were known for their rich cultural heritages, but their unique history remains unknown to the outside world owing to non exploitation of their cultural history.
The book, a comprehensive one based on oral tradition of fourteen major Naga tribal histories, brings out as to how traditional Naga village institutions were transformed into modernity through the contact of the Western Culture.
The book may be useful for research scholars and students of History and Anthropology and readers interested in the subjects dealt in.\n
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Dr A. Nshoga (b. 1968) obtained his Ph.D. from Nagaland University, Kohima and is presently teaching in Department of History and Archeology at Peren Government College, Peren, and before this assignment he was associated with Zunheboto Government College under the same University. He has contributed many articles in reputed journals and is the co-author of the book Martial Tradition of North-East India.\n
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North-East India |
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ASSAM-BHUTAN TRADE RELATIONS: 1865-1949 |
SMRITI DAS |
9788183640044 |
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2021 impression |
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First Published in 2005, 110pp
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0.00 |
650.00 |
PREFACE
INTRODUCTION
ASSAM-BHUTAN AND COLONIAL RULE
SOCIO-ECONOMIC IMPACT
CONCLUSION
BIBLIOGRAPHY
INDEX
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The book traces the history and character of mutual trade relations between Assam and Bhutan since the centuries long Ahom rule. It reveals that after 1865, during the colonial rule, Assam's local industry and crafts suffered due to unhealthy practices of British companies to promote their foreign made goods.
It discusses the strategic importance of the several Duars - the only gateways, travel, trade, social and political relations and the socio-economic impact.
The book may be a useful for all having interest in the subject.
\n
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Smriti Das is associated with Regional Institute Journalism and Mass Communi-cation, Handi Girls College, Guwahati, Assam and was a Fellow of the Maulana Abul Kalam Azad Institute of Asian Studies.\n
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Education,M.ed/B.ed./D.ed. |
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DEVELOPMENT OF EDUCATION SYSTEM IN INDIA |
J.C. AGGARWAL |
9788175416574(HB) |
9788175416581(PB) |
2021 impression |
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x + 326pp, revised edition
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595.00 |
1800.00 |
Unit I Education in Ancient and Medieval India
Education System in the Vedic Period
Introduction : Rich Educational Heritage of India; Periods of Ancient Indian Education; Sources of the Vedic Age Education : Vedic Literature; The Vedas; Significance of the Vedas as the Chief Source of Information; Philosophy of Life in the Vedic Age and Education; Significance of Education in Ancient India and Ultimate Objective; Main Features of the Vedic Education; Aims, Ideals and Objectives of Vedic Education; Education of Women; Teacher as Spiritual as Well as Intellectual Guide; Process of Instruction; Admission and Evaluation System; Autonomy of Educational Institutions; Studentship; Vocational and Professional Education; Curriculum; Evaluation of the Vedic System of Education
Later Vedic Education (1200 B.C. to 200 B.C.))
Main Source of Education During the Later Vedic Age; Upanishads; The Smritis; The Bhagwad Gita; Educational Implications; Main Features of the System of Education; Institutes of Learning; Eligibility for Higher Education; Women Education; Sanskrit as the Medium of Instruction; Teacher's Duties and Qualifications; Studentship; Convocation or Farewell Address; Curriculum : Subjects of Study; Process of Instruction; 'Yoga'; Universal Education; Most Prominent Scholars of the Later Vedic; The Gurukul System of Education; Sanskars (Ceremonies or Rituals) Associated with the System of Education in the Vedic Period; Comparison between the Educational Objectives in Vedic India and Modern India
The Buddhist Education
Introduction; Sources of Information About Buddhist Education; Philosophy of Buddhism and Teaching of Buddha; Basic Principles of the Philosophy of Education as based on the Philosophy of Buddhism; Main Features of Buddhist Education; Educational Implications of Buddhist Philosophy
Religion-Oriented Ancient Education: Institutes of Higher Learning in Vedic and Buddhist Period
Religion Environment and Education in Ancient India; Comparison Between Vedic/Brahmanical System of Education and Buddhist System of Education; Centres of Higher Learning/Universities in the Vedic and Buddhist Period;Important Centres of Learning (Temple Colleges) in South India;Seats of Higher Learning in India (other than Temple Colleges); Overview of Ancient Indian Education System
Unit II Education in Medieval India
Education in Medieval Period With Emphasis on Muslim Education\
Introduction; Chief Characteristics of Muslim Education; Chief Features of Primary and Elementary Muslim Education; Development of Muslim Education During the Rule of Various Dynasties and Rules; 'The Madrasahs' or 'Madrasas'; Centres of Learning of Muslim Education; A Critique of Muslim Education
Hindu System of Education During the Medieval Period
Introduction; Chief Features of Hindu System of Education in India during the Medieval Period; Higher Education in Medieval India; Concluded Observations
Unit III Education in India During the British Period
Macaulay's Minute (1835)
Brief Life Sketch of Macaulay (1830-1853); Essence of Macaulay's Minute; Circumstances Leading to Macaulay's Minute; Extracts from Macaulay's Views which became the Cornerstone of the System of Education in India; Appraisal of Macaulay's Minute : Was He the Torch Bearer or Evil Genius?; Acceptance of Macaulay's Minute and Lord William Bentinck's Resolution of March; Downward Filtration Theory of Education; Oriental - Anglicist or Occidental Controversy on the System of Education in India and Macaulay's Minute; Adam's Reports; Indigenous System of Education in India at the Beginning of the British Rule in India
Woods Despatch (1854) and Indian Education Commission (1882)
Nomenclature of Wood's Despatch; Circumstances Leading to Wood's Despatch; Essence of the Report : Policy Declaration; Main Recommendations/Policy Decisions; Merits of the Despatch; Demerits and Shortcomings of the Despatch; Impact of Wood's Despatch; Evaluation of the Despatch Views of Educationists; The Despatch - A Magna Charta of Education or Not
Lord Curzon's Educational Policy and National Education Movement
Arrogance of Lord Curzon : Curzon - the Most Hated Viceroy by the Indians; Chief Educational Events During Curzon's Period; Educational Conference (1901); Indian Universities Commission (1902); Indian Universities Act (1904); Government Resolution on Government Policy (1904); Measures for the Improvement of Education; Critical Evaluation of Lord Curzon's Contribution to Education
Growth of National Consciousness: National Education Movement
Introduction; Phases of National Education Movement; Mrs Annie Besant on National Education; Spread of National Education Movement; Sad End of the Movement; National Universities
Gokhale's Bill, Government Resolution on Education and Sadler Commission (1917-1919)
Gokhale's Efforts and Bill for Compulsory Primary Education (1910-12); Extracts from Gokhale's Resolution, 1910; Gokhale's Second Attempt (March 18, 1912); Impact of the Bill; Government Resolution on Education Policy (1913); Sadler Commission or Calcutta University Commission (1917-1919); Essential Features/Main Recommendations of the Sadler Commission; Evaluation of the Sadler Report : Fore-runner of the New Pattern of Education 10+2+3.
Government of India Act (1935) and Wardha Scheme of Education
Government of India Act (1935); Provisions in the Act for Education; Significance of the Act in the Context of Development of Education; The Wardha Scheme of Education (1937); Origin of the Scheme; Wardha Scheme of Education at a Glance; Evaluation of the Wardha Scheme of Education
Sargent Report (1944)
Nomenclature of the Sargent Report; Acceptance of the Basic System of Education; Chief Features and Major Recommendations of the Sargent Report; Targets
Overview of the System of Education During the British Rule
Introduction; Phases of Development of Education in India During the British Rule (1800-1947): Policy Documents and Committees and Commissions; Demerits/Limitations/Negative Effects of the System of Education During the British Period; Merits of the system of education
Unit IV: EDUCATION IN POST INDEPENDENCE ERA
University Education Commission (1947-48)
Appointment of the University Education Commission; Major Observations and Recommendations; Evaluation of the Recommendations of the Report of the University Education Commission
Secondary Education Commission (1952-53)
Appointment of the Secondary Education Commission; Major Recommendations of the Commission; Aims of Secondary Education; Significant and Structure of Secondary Education According to Secondary Education Commission; Curriculum at the Secondary Stage of Education According to the Secondary Education Commission; Diversification of Courses at the High and Higher Secondary Stage; Multipurpose or Multilateral Schools; Evaluation of Report and Its Impact
Education Commission (1964-66)
Introduction; Circumstances Leading to the Appointment of the Commission, Its Composition and Terms of Reference; Essence of the Report Needed Educational Revolution; Major Recommendations of the Kothari Commission; Qualitative and Quantitative Programme; Evaluation of the Commission and Its Recommendations; Implementation of the Recommendation of the Education Commission; National Structure of Education - Proposed by Kothari Commission; Education Commission on Curriculum Reform; Education Commission and Teachers; Education Commission and Three Language Formula; Miscellaneous Recommendations
National Policy on Education - NPE (1986) and Programme of Action (1986)
Need for Formation and Contents of the National Policy of Education; Formation of the NPE; Policy Indicators and Main Features of NPE; National Policy of Education and Early Childhood Education and Care (ELEC); Evaluation of the NPE; Implementation of the Policy : Programme of Action (1986); Main Schemes Launched as a Result of the Programme of Action (1986) in Pursuance of the NPE (1986); National Policy of Education and Reconstruction of Curriculum; Navodaya/Jawahar Vidyalayas (Pace-Setting Schools)
Modified National Policy of Education (1992)
Formulation of the National Policy on Education (1992); Major Original Provisions and Revised Policy Changes
UNIT V: Contemporary Educational Problems and Issues
Universalisation of Elementary Education (UEE)
Meaning of Universalisation of Elementary Education; Significance of UEE; Non-fulfilment of Constitutional Commitment to Universal Elementary Education; Progress in UEE since Independence; Causes and Problems for Non-fulfilment of Constitutional Provisions Regarding UEE; Measures for the Achievement of the Goal of UEE; New Initiatives in Universalisation of Elementary Education; Drop-outs at the Elementary Stage of Education - A Major Issue in UEE; Strategies for Universalisation of Elementary Education : Tenth Five Year Plan (2002-2007)
Women's Education
High Status and Widespread Education of Women in Ancient India; Importance of Women's Education; Progress of Women Education; Teachers; Slow but Encouraging Progress of Girls and Women Education; Measures for the Promotion of Women's Education; Committees and Commissions on Women Education; NPE (1986 and 1992) and Programme of Action (1992)
Distance Learning
Meaning of Distance Education and its Nomenclature; Chief Characteristics of Distance Education; Correspondence Education, Open Education, Formal Education and Distance Education; Main Objectives of Distance Education; Merits and Limitations of Distance Education; Brief History of Distance Education in India; Distance System of Education at Work; Open System of Education; Problems of Distance Education and Measures for Strengthening it; Summing Up; Some Well Known Open Universities of the World
National and Emotional Integration
Meaning of National and Emotional Integration; Why National and Emotional Integration : Need for National and Emotional Integration; consequences of Lack of National and Emotional Integration; Favourable Factors for National and Emotional Integration; Barriers to National and Emotional Integration; Role of Educational in Developing National Integration; Appointment of the Emotional Integration Committee (1961) and Its Recommendations; Programmes Undertaken for Promoting National Integration
Medium of Instruction
Importance of the Medium of Instruction; Mother-Tongue as the Medium of Instruction; Demerits, Limitations and Shortcomings of Foreign Medium of Instruction; Opposition to Hindi as Medium of Instruction Can there be a Uniform Medium of Education in India?; Documents on the Medium of Instruction; Present Position of Medium of Instruction : Popularity of English as the Medium of Instruction; Multilingual Education and UNESCO
Education of Weaker Sections
Meaning of Weaker Sections; Why Promotion of Education of the Weaker Section's Children?; Education of the Scheduled Castes; Present Status of the Education of SCs; Education of the Scheduled Tribes; Other Backward Classes (OBCs) and Their Education; Popularising Education Among the Weaker Sections
Adult Education
Meaning and Definition of Adult Education; Need for and Objectives of Adult Education; Major Efforts Made in India in the Field of Adult Education; National Literacy Mission - NLM (1988); NPE (1986 and Modified 1992) on the Scope of Adult Education; The Role of Schools and Universities in Adult Education; Role of Voluntary Organisations in Adult Education; Illiteracy and Its Eradication; Causes of Slow Progress in Adult Education and measures for the Expansion of Adult Education
Quality Control in Higher Education
Meaning of Quality Control in Education; Why Quality Control in Higher Education?; Main Factors Exercising Quality Control in Education; Administration and Management of Higher Education; Quality Higher Education - National Assessment and Accreditation Council (NAAC); Autonomy in Higher Education; Qualitative Improvement in Higher Education - NPE and Programme of Action; Qualitative Improvement Programmes for Higher Education in the Tenth Five Year Plan (-)
UNIT VI
Tables, Graphs and Figures
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The book includes a comprehensive survey and analysis of the development of Education system in India from the Vedic times to the modern times. The book is divided into six segments - Education in ancient India; Education in medieval India; Education in India during of the British period; Education in post Independence era; Contemporary educational problems and Issues; Educational Statistics, Graphs, and Figures.
The book may be useful to all those interested in the development of Education in India.
\n
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J.C. Aggarwal, a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration has written extensively on Education, History and contemporary affairs. Before joining Delhi Administration, he taught in a Post-graduate Teacher Training College.\n
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Education,M.ed/B.ed./D.ed. |
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EDUCATION OF THE GIFTED |
SUNITA SHARMA |
9788175412958(HB) |
9788175412965(PB) |
2021 impression |
|
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192 pp, 2021 imp.
|
295.00 |
1250.00 |
Preface
Intelligence and Problem Solving Intelligence
Description and Significance
Latest Theories of Intelligence
Perkins' Model
Sternberg's Triarchich Theory of Intelligence
Theory of Multiple Intelligences
Emotional Intelligence
Problem Solving
Giftedness
Nature and Significance
Types
Terminology
Myths About Gifted Children
Terman's Study
Criticism of Terman's study
Characteristics of the Gifted
Personal and Social
Physical
Family Background and Socio-Economic Status
Psychological
Adjustment
Educational
Gifted Underachievers
Identification
Criteria
Educating the Gifted
Historical Perspective
Acceleration
The Enrichment Triad Model
The Revolving Door Identification Model
Major Components of the Schoolwide Enrichment Model
Product Development Model
Autonomous Learner Model
Feldhusen and Kolloff's Three-Stage Model
Indian Scenario
National Talent Search Scheme
National Talent Promotion Scheme
Jawahar Navodaya Vidyalayas
Objectives
Parenting
Bibliography
Index
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Gifted children are the victims of the ills of our education system. They are not identified at the right stage which helps in killing their potential. The book emphasizes on the concept of giftedness, their characteristics, identification procedure and teaching strategies. Besides, efforts for nurturing the talent have also been discussed. This book is intended to help policy planners, teachers, educationists, school administrators and parents.\n
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Education,M.ed/B.ed./D.ed. |
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EDUCATIONAL VOCATIONAL GUIDANCE AND COUNSELLING: PRINCIPLES, TECHNIQUES AND PROGRAMMES |
RASHMI AGRAWAL |
9788175413061(HB) |
9788175413078(PB) |
2021 impression |
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x+284pp, rev. ed.
|
380.00 |
1295.00 |
Preface
List of Tables and Figures
Guidance-The Concept and Objectives
What is Guidance?
Need for Guidance
Objectives of Guidance
Principles of Guidance
Scope of Guidance
Guidance and Education
Foundations of Guidance
Sociological Foundation
Economic Foundation
Psychological Bases of Guidance
Philosophical Bases of Guidance
Types of Guidance
Educational Guidance
Vocational Guidance
Personal and Social Guidance
Objectives
Types of Problems of Students
Functions of the Guidance Worker
How to Identify Problems
Essential Guidance Services
Orientation Services
Pupil Information Services
Educational and Occupational Guidance Services
Group Guidance Services
Counselling Services
Support Services
Placement Services
Follow up Services
Evaluation Services
Group Guidance
Objectives
Advantages of Group Guidance
Planning a Group Guidance Programme
Scope of Group Guidance Programme
Techniques of Group Guidance
Individual Guidance (Counselling)
Objectives
Features of Counselling
Approaches to Counselling
Counselling and Psychotherapy
Importance of Interview in Counselling
How to Conduct Interviews in Counselling
Guidance and Conselling-The Distinction
Career Information
Specific Need for the Information
Objectives of Career Information
Sources of Information
How to Evaluate the Information
What Information should be Collected by a Guidance Worker?
Classification of Information
Preparation/Dissemination of Information
Type of Career Literature Available
Testing and Non-testing Techniques of Guidance
Testing Techniques (Psychological Tests)
Objectives of Using Psychological Tests in a Guidance Programme
Classification of Tests
Characteristics of a Good Test
Statistical Concepts
Uses of Psychological Tests
Types of Tests
Non-Testing Techniques of Guidance
Career Education Models
Emergence of Career Education
Objectives
Principles of Career Education
Career Education Models
Comparison of British and American Models
Limitations of the Models
Guidance Services in India
National Level Programmes
State Level
District Level
Institutional Level
Guidance Programme in the Schools Various Levels of Education
Information Needs
Guidance at Elementary School Level
Guidance at Middle and Secondary Level
Guidance at Senior Secondary Level
Role and Functions of Counsellor
Characteristics of a Counsellor
Establishment of Career Resource Center
The Budget for Guidance
Features of a Good Guidance Programme
Resources for Guidance and their Role in a Guidance Programme
An Action Plan
Time Scheduling
Career Choice and Vocational Development
Trait and Factor Theories
Developmental Theories
Chance Theories
Other Theories
Importance of Choosing a Career
Factors Influencing Choice of Careers
Mistakes in Choosing a Career
Job Analysis and Survey
Job Analysis
Survey Method
Guidance for Women
The Indian Scene
Objectives of Guidance for Women
How to Organise Guidance for Women
Guidance for Children with Special Needs
lTypes of Children with Special Needs
lSome Major Problems of Disabled
lHow to Identify Children with Special Needs
lRole of Guidance Worker
Evaluation of Guidance Programme
How to Collect Information
The Evaluation Technique
Some Success Indicators
Who Should do the Evaluation?
Employment and Skill Scenario in India
The Existing System of Skill Development
Problems in the Existing Training System
What is Needed
Self-employment Promotion
Characteristics of Self-employment
Traits Required
Barriers to Self-employment Promotion
How to Overcome Barriers
Steps in Self-employment Promotion
Some Emerging Areas in Rural Sector
Some Emerging Areas in Urban Sector
Annexure
I : Agencies Dealing with Psychological Tests
II : Agencies Publishing/Dealing with Career Literature
III : Websites Information
Bibliography
Index
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The book covers a wide spectrum of topics relating to counselling and guidance - concepts, principles and types of guidance and counselling, career information and its importance, psychological tests, non-testing techniques of guidance, resources needed to make the guidance a success, successful models of guidance, and so on. The subject is treated not purely from a theoretical perspective but also with a practical orientation. Examples provide insights into various facets of the subject and guidelines to those who want to be practitioners in the field.
It also includes material on emerging fields of employment, importance of self-employment, skill development in changing labour markets, specific problems of women in relation to education and employment - that would prove useful for a practicing counsellor.
Teachers, those who have to guide and counsel their students in matters relating to education, careers and personal problems, may find the book useful. The book provides answer to the questions like what to do in guidance, why and how to do?
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Dr. Rashmi Agrawal (b. 1956) is a Ph.D. in Psychology from Lucknow University. She did P.G. Diploma in Guidance and Counselling from NCERT, New Delhi and later specialized in rehabilitation and counselling from the University of California, USA.
Dr. Agrawal has a long experience of working as Guidance Counsellor in various schools of Delhi and as a practicing Psychologist in the Aptitude Testing Center attached to University of Delhi.
She has been deeply interested in social issues and has done research work independently of her official assignments. She authored three books relating to Drug Abuse, Street Children and Gender Issues, and has published/presented a number of technical papers.
She has held various positions in Government of India and is presently working as Chief and Head of the Gender and Child Studies Unit and also Training Unit of the Institute of Applied Manpower Research, Planning Commission, New Delhi.\n
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Political Science, |
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ELECTIONS IN INDIA 1998: with Comparative Data Since 1952 |
J.C. AGGARWAL, N.K. CHOWDHARY |
9788175410190 |
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2021 impression |
|
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298p
|
0.00 |
2000.00 |
Preface, List of Tables, Abbreviations, Democracy at work, Non congress governments, Jain commission & dissolution of eleventh lok sabha, Poll schedule, Splits & defections, The star wars & sonia factors, Surveys, opinion & exit polis, Lok sabha elections: 1952-1998 (Highlights), Election & judgements, Poll talk & action in the wrong, the twelfth round: results & their analysis, Political parties: manifestos & performance, Statewise elections results, Media & reactions, Atal Bihar Vajpayee: the national agenda & coalition government, Chronology of poll & post poll events
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The Lok Sabha Elections 1998 were the third in the series, necessitated as a consequence of the fall of non-congress Government at the Centre. Sonia Gandhi, had perhaps no option but to campaign for congress sensing Bharatiya Janata Party as enemy number one.
Bhartiya Janata Party had a chance of lifetime. A.B. Vajpayee seemed acceptable to the voters in general. The Strategy of alliances at States level paid rich dividends making BJP presence noticeable in the South and the East. The Janata Dal, which at one time had a nation wide spread is reduced to a single digit representation in the 12th Lok Sabha.
The present volume records all important events, constituency state wise results and reactions of 12th Lok Sabha with a comparative date of General Elections since 1952. It covers assembly elections also. The book should serve one and allas a reference manual.\n
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J C Aggarwal, a retired Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration, has written extensively on education and current problems. His publication include : Learning without Burden: An Analysis: Education Policy in India : Modern History of Jammu and Kashmir; Uttarakhand : Past and Present and Elections in India:12952-96. N K Chowdhry, has been writing on contemporary politics economics and political affairs for the last six years. He is a former Deputy Director of Education, Delhi Administration. He started with the book Ramjanambhoomi throughthe ages and has since authored a number of books including Elections in India (1952-1991); Assembly Elections 1991: Dunkel Proposals (2 Vols) ; Assembly Elections 1994-95 Elections in India : 1952-96: Elections in India : 1998 etc. Shri Chowdhry frequently contributes to newspapers and magazines on topics of professional and general interest.\n
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Human Rights,Social Work |
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GENDER AND HUMAN RIGHTS: STATUS OF WOMEN WORKERS IN INDIA |
ANU SAKSENA |
9788175411531 |
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2021 impression |
|
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viii + 220 pp, First Published in 2004
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0.00 |
1250.00 |
Acknowledgements,
Introduction,
Convention on Elimination of Discrimination against Women: An Analysis
Women Workers in India,
Women Wrokers in the Textile Industry,
State Action for Women Workers,
Women Workers: Strategies for Empowerment,
Annexures:
Convention on the Elimination of Discrimination against Women
State Parties to the Convention on the Elimination of Discrimination against Women
Optional Protocol to the Convention on the Elimination of Discrimination against Women
Retifications and Signatories to the Optional Protocol to the Convention on the Elimination of Discrimination against Women
Equal Remineration Act, 1976
Bibliography
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This book traces the emerging importance of women's rights in the human rights movement and examines the role of CEDAW in advancing the rights of women. The book analyses the position of women workers with special reference to India. It provides a macro picture of women workers in India. It also examines the nature and trends of women's employment in the textile mills of Mumbai and powerlooms of Bhiwandi, Thane. The book reviews the constitutional, statutory and developmental measures adopted by the Indian government in protecting the rights of women workers.
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Dr. Anu Saksena graduated from the Lady Shri Ram College, Delhi University, in 1990. She topped in M. A. (Political Science) in Madras Christian College in 1992. After a one-year stint as a journalist at 'The Independent', she taught Political Science at the Wilson College, University of Mumbai. She was awarded her Doctorate by the University of Mumbai in 1998. She worked as a Research Associate in the Department of Civics and Politics, University of Mumbai in 2002 - 2003.
Presently she teaches Political Science at the Rizvi Law College, Mumbai. She also delivers lectures at the Post Graduate diploma course on Human Rights conducted by the University of Mumbai. She is the author of the book titled 'Human Rights and Child Labour in Indian Industries'
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Education,M.ed/B.ed./D.ed. |
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GENDER, SCHOOL AND SOCIETY |
Noushad Husain |
9789386262936(HB) |
9789386262943(PB) |
2021 impression |
|
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pp xii+252 pg, First published in 2018
|
350.00 |
1400.00 |
Preface
IntroductIon to Gender
Concept and Meaning of Sex; Concept and Meaning of Gender; Difference between Sex and Gender; Fundamental Concepts of Gender
Gender, Sexuality and Sexual development Human Sexuality; Development of Sexuality; Stages of Psycho-sexual Development; Gender, Body Image and Role Models; Sites of Conflicts: Social and Emotional
Masculinity and femininity Characteristics/Traits of Masculinity/Femininity; What is Masculinity?; What is Femininity?
Patriarchy and matriarchy What is Patriarchy?; What is Matriarchy?; Difference between Patriarchy and Matriarchy; Patriarchal and Matriarchal Families; Living Examples of Matrilineal Societies in India
Social construction of Gender 32 Social Constructionism; Assumptions of Social Constructionism; Social Construction of Gender; Factors Responsible for the Social Construction of Gender; Causes of Social Construction of Gender during Development
Sex Typing, Sex Roles, Gender Roles, Gender Stereotypes and Gender Based Division and Valuation of Work: Sex Typing and Sex Roles : Sex Typing; Sex Roles; Some Sex Stereotyped Behaviours for Males and Females; Factors Influencing Sex Typing; Problems for Working Women in Community; Gender Roles : Meaning and Concept of Gender Roles; Characteristics of Gender Roles; Types of Gender Roles; Gender Roles and Relationships Matrix; Level of Analysis; Category of Analysis; Models of Gender Roles; Gender Roles in India; Gender Stereotypes : Female Gender Stereotypes; Male Gender Stereotypes; Four Basic Kinds of Gender Stereotypes; How can we Challenge Gender Stereotypes?; Influence of the Family on Gender x Gender, School and Society Typing; Gender Roles in Children of Gay and Lesbian Parents; Extra Familial Influences on Gender Roles; Gender Based Division and Valuation of Work : Gender-based Division of Labour; Exploring Attitudes towards Gender
Feminism Meaning and Definitions of Feminism; Objectives of Feminism; Approaches or Types of Feminism; Waves of Feminism; Feminism in India; Phases of Feminism in India
Women empowerment Definition and Conceptual Framework; Reasons for Women Empowerment; Characteristics of Women Empowerment; Importance of Women Empowerment; Major Issues Concerning Women Empowerment in India; Ways and Means of Achieving Women Empowerment; Government Initiatives for Women Empowerment in India; Legislative Measures for Safeguarding Women’s Interest; Constitutional Provisions for Empowering Women in India; Key Challenges for Women Empowerment in India
Gender Equality and Equity: In Relation with Caste, Class , Race, Religion, Region, Ethnicity and Disability 69 Gender Inequality; Gender Equality and Gender Equity; Caste and Gender Issues; Income, Class and Gender Issues; Race and Gender Issues; Religion and Gender Issues; Region and Gender Issues; Ethnicity and Gender Issues; Disability and Gender Issues
Changing Status of Women In India Women Education in Indian History; Social Reform and Muslim Women; Women’s Participation in the Freedom Movement; Women Social Reformers of India; Raja Rammohun Roy; Ishwar Chandra Vidyasagar; Swami Vivekananda; Sir Syed Ahmad Khan; Mahatma Jotiba Govindrao Phule; Swami Dayanand Saraswati; Gandhi and Women’s Rights; Nehru and Women’s Rights; Impact of the Reforms Movement
Issues and Concerns of Transgender Who are Transgender People?; Problems Faced by Transgender in India; Rights Granted under Indian Law to Transgender; India Court Recognizes Transgender People as Third Gender; Challenges for Education of Transgender; Strategies or Solutions for Transgender; India’s First Transgender School
Violence Against Women Meaning of Violence; Violence within Home; Violence Outside Home
Gender Equality and Constitutional Framework of India Constitutional Rights/Provisions to Ensure Dignity of Women; Legal Rights to Women; Parliamentary Provisions to Ensure Dignity of Women; Major Crimes against Women
Resolving issues Related to Women and Girl Child 121 Female Foeticide and Infanticide; Sex Ratio; Factors Affecting Overall Sex Ratio; Sexual Harassment of Women at Work Place; Honour Killing; Dowry; Child Marriage; Property Rights; Divorce; Widowhood; Identification of Sexual Abuse/Violence and Its Verbalization
Gender and Law Laws related to Rape; Laws related to Dowry; Laws related to Remarriage; Laws related to Divorce; Laws related to Property Inheritance; Laws Related to Trafficking; Indian Constitution; Women’s Reservation Bill; The Indian Constitution and Provisions for Women; Human Rights and Women’s Right; Legal Aspects related to Women; Declining Sex Ratio; Female Foeticide; Violence against Women; Domestic Violence Act; Sexual Harassment at Work Place Act; Indecent Representation of Women (Prohibition Act); Cybercrime; Sexual and Reproductive Health and Rights (SRHR); Sexual and Reproductive Health and Rights (SRHR); Gender Discrimination and Sexual and Reproductive Rights; SRHR and Violence against Women
Commissions and Committees On Girls Education University Education Commission or Radhakrishnan Commission (1948-49); National Committee on Women’s Education or Durgabai Deshmukh Committee (1958-1959); National Council of Women’s Education (1962); Bhaktavatsalam Committee (1963); Indian Education Commission or Kothari Commission (1964-1966); National Council for Women’s Education in its meeting held in 1968; National Policy on Education (1968); Status of Women in India (1974); Setting up of National Core Group; National Policy on Education (NPE) - 1986; Programme of Action (POA) - 1992; National Commission for Women (1992); National Perspective for Women’s Education (1998-2000); National Curriculum Framework for School Education (2000); National Policy for the Empowerment of Women in 2001; CABE Committee on Girls Education and Common School System (2005); Sarva Shiksha Abhiyan (SSA) - 2001-02; National Programme of Education for Girls at Elementary Levels (NPEGEL) - July 2003; Kasturba Gandhi Balika Vidyalaya (KGBV) - 2004; Right to Education (RTE) Act, 2009; Policy Initiatives (Including Current Laws) for the Recognition of the Concept of Transgender and Third Gender
Addressing Sexual Harassment and Violence: In Family, Neighbourhood and Other Formal and Informal Institutions Sexual Harassment against Women; Types of Sexual Harassment; Extensity of Sexual Harassment; Effects of Sexual Harassment; Steps to Address Sexual Harassment; Violence against Women; Institutions Redressing Sexual Harassment and Abuse xii Gender, School and Society
Schemes For Girls Education and Development Women Welfare and Empowerment Schemes of Government of India; Swadhar Greh; 2. Central Government Sponsored Schemes for Child Protection and Welfare
Gender and Society History and Current Scenario of Indian Women; Modern Indian Women’s Problems; Issues Related to Indian Women; Gender Roles in Society through Variety of Institutions
Gender, Power and Education Gender Identities and Socialization Practices; Socialization; Gender Socialization; Family and Gender Socialization; School and Gender Socialization; Other Formal and Informal Organizations and Gender Socialization
Gender and School Gender Bias; Gender Bias in Education; Gender Bias in School Enrollments; Gender Bias in Dropouts; Gender Bias in Household Responsibilities; Social Attitudes towards Girl’s Education; Value accorded to Women’s Education; Issues related to Gender in School; Perception of Safety at School, Home and Community Schools; Adult and Non-Formal Education for Women’s Development; Importance of Vocational Training and Income Generation for Women; Gender Equality
Gender Issues In Curriculum Curriculum and the Gender Question; Role of Curriculum in Reinforcing Gender Issues; Gender and the Hidden Curriculum; Aspects of Hidden Curriculum; Gender in Text and Context; Textbooks and Gender; Teacher as an Agent of Change
Gender and Mass Media Women as Depicted in Mass Media; Women in Cinema/Films; Portrayal of Women on Television; Portrayal of Women in Advertisements; Portrayal of Women in Print Media; Portrayal of Women on Internet; Impact of Mass Media on Women; Indecent Representation of Women (Prohibition) Act, 1987; Recommendations
Gender Sensitization Definitions of Gender Sensitization; Need for Gender Sensitization; Process of Gender Sensitization; Gender Sensitization Strategy; The Teacher as Facilitator; Need for Gender Sensitization in Schools; Strategies/Measures of Schools to Sensitize Gender; Role of Curriculum in Gender Sensitization; Role of Co-Curricular Activities in Gender Sensitization; Role of Community Based Activities; Role of Parents in Gender Sensitization; Role of Media
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This book is written specifically for defining the concepts of Gender, Feminism, Masculinity and Femininity, Patriarchy and Matriarchy, Women Empowerment, Gender Equity and Equality, Gender Sensitization, Gender and Mass Media, Sexual and Reproductive Health and Rights, Gender and School, Gender and Law etc.\n
The book includes findings of various research studies. This will help to view the situation from a critical perspective. Statistical data has been quoted wherever required so that students can observe trends and draw conclusions.\n
The book may serve the purpose of student-teachers, teachers, teacher-educators, researchers and policy makers.\n
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Dr. Noushad Husain is presently working as a Professor and Principal at Maulana Azad National Urdu University, College of Teacher Education, Asansol (W.B.). He has to his credit numerous articles and research papers in various reputed journals and authored numerous valuable books in the field of higher education.\n
Prof. Noushad is deeply involved in theory and practice of teaching and learning with new media. His areas of interests are: Educational Research, Measurement and Evaluation of Quality of Research, Educational Computing, ICT in Education, Web and Internet Technologies, Online Intellectual Communities, Group Collaboration and Knowledge Management. He is actively engaged in research, training, consultancy and social service programmes.\n
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Asia/International Relations,Political Science |
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INDIA AND CENTRAL ASIA: CULTURAL, ECONOMIC AND POLITICAL LINKS |
SURENDRA GOPAL(Ed.) |
9788175410725 |
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2021 impression |
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216 pp, First Published in 2001
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0.00 |
850.00 |
Preface. Abbreviations.Indians in Central Asia 16th and 17th Centuries. Indian Traders in Uzbekistan in the Eighteenth Century. Indians around the Pamir Plateau in the First Decade of the Nineteenth century : A view of Contemporary Russians. The Economic Relations between India and Central Asia in the 19th Century. >From the History of Indian Colony in Central Asia (2nd half of the xix Century – Beginning of the XX Century). India and Central Asia : Political Contacts from Colonial Period to Aftermath of the Socialist Revolution. An Essay on the Ethnography of a group of Indic Language Speaking Pariah (in the Hissar Valley). Bibliography. Index. Contributors.
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A regular flow of men and merchandise has been characteristic of the millennia old relations between India and Central Asia. Their inclusion in a common cultural complex evolved through their age old interaction has imparted strength to them for overcoming the political barriers. The present volume is an anthology of seven contributions by four scholars, two each from India and the former Soviet Union, throwing light on the multifaceted contacts between India and Central Asia from the 16th century to the early decades of the 20th century. The three essays by Surendra Gopal cover the gamut of these relations from 16th Century to the first decade of the 19th century focussing largely on Indian traders in Central Asia and Russianand Central Asian travellers to Kashmir and Panjab. In his two papers included in this volume Devendra Kaushik examines the economic relations between the two regions during the 19th century and reconstructs the history of their political contacts from the colonial period to the aftermath of the establishment of the Soviet rule. The other two contributions by Russian scholars, late G L Dmitriyev from Tashkent and late I M Oranskii from Leningrad (St. Petersburg), provide respectively socio-cultural profile of the Indian settlers in Central Asia from the latter half of the 19th century to early 20th century and information about an Indian ethnolinguistic group settled in parts of Tajikistan and Uzbekistan which still speaks an Indian dialect and observes several Indian customs.\n
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Surendra Gopal, retired Professor of History, Patna University, has published a series of articles on Indian diaspora in Iran, Russia and Central Asia from XVI Century to the XX century. He has also published a book and several research papers on India's maritime trade in medieval times.\n
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Political Science |
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LOKSABHA ELECTIONS 1999: LAST OF THE MILLENIUM |
J.C. AGGARWAL, N.K. CHOWDHARY |
9788175410510 |
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2021 impression |
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xx+205pp
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0.00 |
1500.00 |
Dissolution of the Twelfth Lok Sabha, Events and Manifestos, Issue- Campaign Trail, Poll Miscellany, Constituency-wise Results, Last Election of the Millennium, The Electoral System, The New Government, Views and News, Lok Sabha Elections (1952-1999), Chronology of Events, The Epilougue
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The book attempts to provide information, data and analysis of the 1999 Lok Sabha Elections which were marked by some unique features. It covers the circumstances necessitating elections to the 13th Lok Sabha, emergence of the National Democratic Alliance (NDA) and the near rout of the Congress Party the elections under the leadership of Sonia Gandhi who was projected as Prime Ministerial candidate and pitched against A.B. Vajpayee whose popularity had achieved new heights in the wake of Kargil victory. It also records all significant events of the elections campaign, constituency-wise detailed results, performance of the national and regional parties at the national regional and the state levels. The volume should be of interest to all interested in contemporary Indian politics.\n
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J C Aggarwal, a retired Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration, has written extensively on education and current problems. His publication include : Learning without Burden: An Analysis: Education Policy in India : Modern History of Jammu and Kashmir; Uttarakhand : Past and Present and Elections in India:12952-96. N K Chowdhry, has been writing on contemporary politics economics and political affairs for the last six years. He is a former Deputy Director of Education, Delhi Administration. He started with the book Ramjanambhoomi throughthe ages and has since authored a number of books including Elections in India (1952-1991); Assembly Elections 1991: Dunkel Proposals (2 Vols) ; Assembly Elections 1994-95 Elections in India : 1952-96: Elections in India : 1998 etc. Shri Chowdhry frequently contributes to newspapers and magazines on topics of professional and general interest.\n
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Political Science |
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PARLIAMENTARY WIT AND HUMOUR |
SUBHASH C KASHYAP |
9789388691680 |
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2021 impression |
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230 pp, First Published in 1992
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0.00 |
995.00 |
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Education,M.ed/B.ed./D.ed.,Social Work |
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RESEARCH METHODS: CONCEPTS, PROCESS AND PRACTICES |
RASHMI AGRAWAL, BVLN RAO |
9788175416741(HB) |
9788175416758(PB) |
2021 impression |
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xx+308pp
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695.00 |
2250.00 |
1. Research: The Concept
Science and Scientific Attitude
What is Research ?
Natural Science and Social Science Research
Characteristics of Social Research
Functions of Research
Application of Social Research in Study of Social Phenomena
Problems of Objectivity in Social Research
2. Types of Research
Basic Research
Applied Research
Historical Research
Empirical Research
Action Research
Evaluation Research
3. Research Process: An Overview
Steps in Research Process
4. Concept of Hypothesis
The definition
Hypothesis is not always Necessary
Sources of hypothesis
Characteristics of Good Hypothesis
Utility of Formulating Hypothesis (Importance)
Types of Hypothesis
Role of Hypothesis in Social Research
Hypothesis and Other Related Concepts
5. Concept of Variables and Scales of Measurement
Variables - Quantitative and Qualitative
Theory of Causality
Variables - Dependent and Independent
Extraneous Variables
Variables - Measurement Scales
Measurement of Variables - Concepts of Reliability and Validity
Difference between Validity and Reliability
6. Research Design: The Concept and Types
Concept and Importance of Research Design
Steps in Research Design
Types of Research, Objectives and Research Designs
Types of Research Approach and Types of Research Designs
Retrospective and Prospective Designs
Impact Assessment Research and Designs
Concept of Counterfactual
7. Data Collection and Sources
Basic Questions about Data Collection
Data Sources
Problems in use of Secondary Data
Quantitative and Qualitative Data
A Comparison of Quantitative and Qualitative Data
Primary Source
Techniques of Primary Data collection
Process of Data Collection-Steps
8. Techniques of Data Collection
Surveys
Case Study
Field Observation
Participatory Methods
Focus Group Discussions
Delphi Technique
9. Tools of Data Collection
Schedule and Questionnaire
Interviews
Questionnaire
Example: Matching the Objectives with Questionnaire Items
Ethics in Data Collection
Pilot Study
10. Sampling: Basic Concepts and Techniques
Concept of Population/Universe
Census and Sample
Sampling and non-sampling Errors
Issues to be Decided in a Sample Study
Sampling Frame
Sample Units And Notation
Parameters and Their Estimation
Bias, Consistency and Variance of Estimators
Sampling Design
Probability Sampling
Non-Probability Sampling
How many? - The Question of Sample Size
Considerations in Determining Sample Size
Interpenetrating Sub-samples
11. Data Process and Use of Social Statistics
Meaning of Social Statistics
Scope
Importance and Functions
Method
Limitations
Basics of Data Presentation and Data Processing
Editing of Data
How to Edit the Information
Classification of Data
Coding the Data
Tabulation and Preparation of Master Tables
Analysis
Frequency Distributions
Diagrammatic and Graphic Representation of Data
Frequency and Probability Distributions
Some important Theoretical Probability Distributions
12. Measures of Central Tendency, Dispersion
Concept of Average
Measures of Central Tendency
Relative Advantages and limitations
Measures of Dispersion
13. Linear Regression and Correlation
Correlation and Association
Scatter Diagram
The Concept of Correlation
Correlation Coefficient
Contingency Tables
Concept of Regression
Linear Regression (2 Variable Case)
Non-linear Situations
Multiple Regression
Multiple Correlation
Partial Correlation Coefficient
14. Testing of Hypothesis and Statistical Analysis
Testing of Hypothesis
'z' Test
't' Test
Chi-square Test (?2 Test)
15. Index Numbers and Time Series
Concept
Definition
Types of Index Numbers
Methods of Computing the Average Changes
Some Index Numbers Series in India
Construction of a Consumer Price Index
Uses of Index Numbers
Time Series
Uses of Time Series Analysis
Components of a Time Series
Basic Time Series Models
Methods of Time Series Analysis
16. Analysis and Interpretation of Data
Purpose of Data Analysis
Statistical Software Packages
Analysis of Qualitative Data
Computer Software for Qualitative Data Analysis
17. How to Write a Research Report and Research Abstract
Objectives of Report Writing
Types of Reports
Format of the Report
How to Evaluate the Report?
Characteristics of a Good Report
How to Write a Good Report?
Use of Visuals
Types of Visuals
How to Write Research Abstract
18. Preparation of Project Proposal
What is a Project?
Basic Features of a Project
How to Choose a Project?
Types of Projects
Phases of a Project
Formulation of a Project Proposal
Difference between a Research Proposal and a Project Proposal
Further Reading
Index
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Each of us is inherently curious about the things around and explores them in one’s own way. Some are more inquisitive while others are less so. When such exploration is done in a scientific and systematic manner with specific objectives it becomes research. Apart from an analytical mind, a systematic researcher needs to have in-depth knowledge of the concepts and practical techniques of organising and conducting research. This book is an attempt to enable an intending researcher to acquire such conceptual knowledge and its applications in practice by himself. Various concepts and procedures about research have been explained in detail with examples and in a language which can be understood easily.The book is a combination of theory and its application in practical situations. Examples have been given keeping in focus social research. It will be useful for those who want to be researchers, those who want to have an expertise in social research, students and those who want to know how to apply theory in the practical situations.\n
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Dr. Rashmi Agrawal is a Ph.D in Psychology from Lucknow University. She later specialized in Rehabilitation & Counselling from the University of California, USA. She has also done an International Course in Evaluation sponsored by The World Bank. Dr. Agrawal has long experience of research in the field of Education, Employment and other related areas. She has authored a number of books on topics of social relevance and number of papers presented in national and international conferences. At present she is working as Director in the Institute of Applied Manpower Research, Planning Commission, New Delhi. Banda Venkata Lakshmi Narasimha Rao retired from Indian Statistical Service in 1995. He served in the Ministry of Labour, GoI, in various capacities, Central Institute for Research and Training in Employment Services as Director, and in Planning Commission as Dy. Advisor. He also worked with ILO on projects in Bangkok and Hanoi. He has presented/published papers and books on subjects like child labour, street children, empowerment of women, education etc. At present he is associated with a number of organisations as statistical advisor.\n
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Political Science |
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FOUR DECADES IN PARLIAMENT : 3 Vols Set |
ATAL BIHARI VAJPAYEE |
9788185402697 |
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2021 Impression |
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lvi + 1666 pp 4th Impression
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0.00 |
9000.00 |
VOLUME 1:STATE OF THE NATIONS Contents, Recollect, National issues, No-confidence motions, Defence & security, Home affairs, Preventive detention, Centre-state relations,, Kashmir tangle, Assam & Punjab, Judiciary & fundamental rights, Elections,education, Language policy, Social problems, Religion, Other important issues, Tributes, Annexure: the best parliamentarian award, Index VOLUME 2: STATE OF THE ECONOMY Contents, Budget & Planning, Corruption in high places, Rising price & consequences, Taxation & Banking, Industry & working class, Food & Agriculture, Railway & transport, Index VOLUME 3: FOREIGN AFFAIRS Contents, International Situation, Neighbouring Countries, Super Power, West Asia, Other Countries, Miscellaneous, Index, Shri Atal Bihari Vajpayee: a Biographical Sketch
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It is gratifying that a leader of the eminence of Shri Atal Bihari Vajpayee had been shining on the Indian parliamentary firmament for more than four decades with all the glory and universal acclaim for his speeches in the Parliament of India. Whether in the Lok Sabha or in the Rajya Sabha, he kept his audience including his most virulent critics and even the non-Hindi knowing members spell bound by his forceful and inspiring speeches delivered in crisp pawky prose, with deadly squelches, hilarious one liners sparkling witticism and reasoned arguments on national and international issues. His approach was constructive and persuasive always emphasizing what was in the best national interest. Needless to say, his compelling interventions had influenced Government decisions on several occasions. His thoughts worked as a link between the past, the present and the future. He made India a major player in world politics.\n
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Atal Bihari Vajpayee (1924-2018) had been imbued with a nationalistic sprit from his childhood. He took part in the Quit India Movement and was imprisoned. He obtained his M.A. degree in Political Science from DAV College, Kanpur. He began his career as Editor of Hindi Rashtra Dharma, weekly Panchjanya, later daily Veer Arjun and Swadesh. Founder-member of Bharatiya Jana Sangh he was its President in 1966-67. After incarceration in Emergency (1975-77) he was co-founder of the Janata Party and was its President during 1980-86. He had been a Member of Parliament almost uninterruptedly since 1957. He was Leader of the Bharatiya Jana Sangh and BJP Parliamentary Parties during 1957-77, 1980-84 and 1986-91.\n
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Reference |
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All About Meditation: Art and Science of Fulfillment and Euphoria |
Ashok Tyagi |
9789388691857(HB) |
9789388691864(PB) |
2021 |
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344pp
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495.00 |
1400.00 |
Stage One
Curious Explorer
Crossing Over Preparatory Issues
Body or Mind not being Who We Are
Advancing Indisputable Acceptance
Practising Santosha: Contentment with Gratitude
Living in the Present Moment
Cultivating Art of Detachment
Crossing over Myths Surrounding Meditation
Role of Teachers in Meditation Journey
Obstructions and Hindrances for Meditation
Stage Two
The Beginner
Uplifting Moral Standards
Developing Positivity in Attitude
Magnifying Self-Awareness
Invigorate Willpower for Self-Control
Making Efforts for Unlocking Success in Meditation
Meditation Techniques and Practices
Mindfulness Meditation as most Recommended Practice
Stage Three
The Regular Meditator
Controlling Mental Distractions
Other General Practices for Improving Meditation
Embracing Mauna, the Voice of Silence
Concentration—Disciplining the Mind for Undivided
Attention
Crossing over Materialism
Stage Four
The Skilled Meditator
Regulating/Training the Mind
Transcending the Ego Beyond all Subjectivities
Challenging Frustrations/Obstacles for Advance Meditators
Raising Self-consciousness to Cosmic Consciousness
Bibliography
Index
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Every person aspiring for living a happy and fulfilling life, desiring to make it big and counted, should learn and practice meditation because sustained meditation fuels physical energy, and enhances mental focus. Meditation also brings in positivity, clarity, and confidence in self and Supreme, bringing all round benefits of transformational proportions.\n
This book lays out the entire exhilarating journey, in a simple style, explaining dos and don’ts, and deals with expected hurdles and twists expected on the way. It pre-warns against avoidable potholes, bumps and detours, thereby helps to maintain steady and unhindered progress. The book lucidly deals with concepts and doctrines. The entire spectrum is segmented under discernible stages to help practitioner navigate tracks with proficiency and deftness.\n
The book also contains in-depth commentaries about wide range of techniques available to every practitioner to test, try and use what works for them. In short, this book provides a bird’s eye view of entire meditation universe. Smooth transition from being enthusiast to a beginner; from being a casual experimenter to regular meditator; and from being a seeker to reach to expert in meditation, is indeed the unique feature differentiating this book from others.\n
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Ashok Tyagi (1960) gave up an immensely successful corporate career at the prime age of 51 to pursue superior aims of human life guided by Ancient Indian systems. His hands on understanding of religio-cultural nuances soon inspired him to pursue Spirituality in right earnest and on full time basis. His renunciation of blind-faith in traditions makes him a modern day thinker deep rooted in Universal values. He dedicates this shining insight, a result of over decade long endeavor, to the matured householders who have reached to the pinnacle of success in terms of current social norms and are dedicated to invest prime energy for something enduring and abiding.\n
Mr. Tyagi, a modern hermit, pursues Spiritual practices and intellectual vocation living in Surabaya, Indonesia with his wife Esha.\n
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0.00 |
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Asia/International Relations,Political Science, |
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CRAFTING A NATIONAL SECURITY STRATEGY FOR INDIA |
PANKAJ K JHA, ZEUS H MENDEZ, SWATI L BATCHU, RAYAN V BHAGWAGAR |
9789388691789 |
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2021 |
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pp x+142
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0.00 |
995.00 |
Introduction
1. Analysing Security Strategy Documents
2. India’s Strategic Environment
3. Internal Security Challenges
4. Modernisation of the Defence Forces
5. Defence Procurement
6. Police and Paramilitary Management
7. Integrated Information Networks
8. Space and Cyber Security
9. Psychological Warfare
10. Need for Intelligence Reforms
11. Using Futuristic Strategies
Conclusion
The Authors
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Advocating clarity, coherence and reform, this book draws focus to the need for a unified and comprehensive approach to India’s National Security. Not only has it become increasingly important that India’s potential security threats, both internal and external, are reviewed, but there is also a need to integrate strategies against non-traditional elements and challenges. In delving into such trends, the book provides recommendations on modernization, procurement, force management, de-radicalization, cyber security, space security, intelligence, psychological warfare, and strategic actions, among other essential factors. Reflecting on both threats and challenges emanating out of an increasingly complex and ever evolving geopolitical landscape, it argues for internal stability and external autonomy; calling for a National Security Strategy that is long-term, systematic, and consistent.\n
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Research Team: Dr. Pankaj K Jha, Zeus Hans Mendez, Swati Lakshmi Batchu, Rayan V Bhagwagar\n
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Dr. Pankaj K Jha is Associate Professor and Associate Dean of Research, as well as the Director for Centre for Security Studies at the Jindal School of International Affairs, O.P Jindal Global University. He was the Director (Research) with the Indian Council of World Affairs for more than two and half years. He also worked as Deputy Director with the National Security Council Secretariat (2012-2013) and was closely associated with the national security apparatus in India.\n
Mr. Zeus Hans Mendez is student at the Jindal School of International Affairs, Sonipat, and Centre Coordinator at the Centre for Security Studies, JSIA. His research has focused on topics of military modernization, insurgencies, deradicalization within the realm of Security and Strategic Studies with a specific interest in the Indo-Pacific region. He is also focused on understanding conflict resolution, and peacebuilding in active conflict environments. Additionally, he serves as Research Coordinator at the Centre for Middle East Studies and Research Assistant at the Centre for Security and Strategy Studies (CeSCube).\n
Ms. Swati Lakshmi Batchu is student of Jindal School of International Affairs, Sonipat, specializing in Peace and Conflict Studies and Research Assistant at the Centre for Security Studies. Her research interests include information warfare, space war-fare, para-military activity and insurgencies, and area studies. Additionally, she is also invested in studying international peace-keeping and peacebuilding, and systematic violence reduction in conflict areas. She is currently also working as Student Coordinator for the Centre for India-China Studies and Research Assistant for the Centre for Afghanistan studies.\n
Mr. Rayan V Bhagwagar is student of Jindal School of International Affairs, Sonipat and Research Assistant at the Centre for Security Studies. He is currently pursuing a Master of Art’s degree in Diplomacy, Law & Business, specialising in Defence & National Security Studies. His fields of interest lie in modern military history, strategic affairs, tactics, platforms and national security, with a keen eye on Chinese military development and the global initiative toward containing the threat\n
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Education,M.ed/B.ed./D.ed. |
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CURRICULUM DEVELOPMENT: CONCEPTS, PRINCIPLES AND PRACTICES |
TALMEEZ FATMA NAQVI, AFAQUE NADEEM KHAN |
9789388691765(HB) |
9789388691772(PB) |
2021 |
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244 pp
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295.00 |
950.00 |
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Education |
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DISCOVERING EDUCATION AND SOCIETY: A GANDHIAN PERSPECTIVE |
PANKAJ DAS, ANITA VAIDYANATHAN (Ed.) |
9789388691871 |
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2021 |
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140 pp
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0.00 |
850.00 |
Foreword
Preface
1. Nai Taleem: Gandhi’s Challenge to Hegemony/Anil Sadgopal
2. Education in Modern Indian Social Thought: Educational Ideas from Gandhi and Tagore’s Perspective/Arushi Kaushik
3. Revising Gandhi’s Idea of Nation and Nationalism: Relevance in Contemporary Education/Bhumika Rajdev and Anamica Sharma
4. Gandhi on Education and Social Transformation:The Odishan Way/Kamalakanta Roul
5. Non-violence, Education and Harmonious Society:A Strategic Approach to Heal Divided Communities/Amila Rupasinghe
6. Gandhi’s Philosophy and Human Rights Education/Anamika
7. Relevance of Gandhian Values in Today’s World/ Ali Haider
8. Sarvodaya: A Gandhian Approach to Upliftment of All/Lata Agarwal
9. Reading Mahatma Gandhi in Today’s Text/Sana Ahmed
10. Reading Gandhi through A Feminist Lens: A Gentle Patriarch or A Feminist Humanist / Anita Vaidyanathan
Contributors
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History hails the dynamic impact Mahatma Gandhi’s teachings and philosophy. His idea of nation was based on his concept of Basic Education, and through this, he intended to strengthen the indigenous education system. He emphasised on dignity of labour and innovative craft centred education. He iterated upon promotion of sarvodaya for rural and marginalised sections of society, women empowerment and communal harmony, which could only be achieved through education.\n
Gandhi’s ideology of Swaraj, Non-violence, Swadeshi and Sarvodaya has relevance even in the 21st century\n
The book discovers Gandhian ideologies, precepts and principles, thereby iterating its contemporaneity in every sphere of life. It looks at Gandhi in a unique way. The unique aspect of the book lies in the juxtaposition of the virtuous traits of the Mahatma along with his failings without indulging in a deprecatory tone.\n
This book will be of relevance to students, Gandhian scholars, policy makers and members of the academia.\n
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Dr. Pankaj Das, Assistant Professor in SOE, Sharda University, completed his Ph.D (Education) from CIE, University of Delhi. Before joining Sharda University, he had a couple of years of teaching experiences of B.Ed and B.El.Ed programmes at Delhi University. In recent years, Dr. Das has presented research papers at University of British Columbia, University of Japan, University of Sheffield, UK, University of Gothenburg, Sweden and University of Rotterdam, Netherlands.\n
Dr. Anita Vaidyanathan is an Education Consultant and teacher educator whose specialisation is in the area of English language teaching, English literature, Teacher Education, Mental Health Education, Gender and Women's Studies. She was associated with the Department of Education, Delhi University, Shyama Prasad Mukherji College and Sharda University as a teaching faculty.\n
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Education,M.ed/B.ed./D.ed. |
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EDUCATIONAL TECHNOLOGY FOR TEACHERS: TECHNOLOGY INTEGRATED EDUCATION |
MARMAR MUKHOPADHYAY |
9789391978006(HB) |
9789391978013(PB) |
2021 |
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pp xxviii+586
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950.00 |
3600.00 |
Contents Foreword, Preface, Acknowledgements, List of Tables, List of Figures, List of Boxes,
1 Inheritance of Pedagogy: Wisdom through the Ages
Introduction; Learning Outcomes; Concept Map; Evolution of Educational Technology ; Education and Pedagogy in Ancient Civilisations; Educational Principles; Preparing to Learn; Pedagogy; The Parting Commandments; Key Takeaways
2 Introduction to Educational Technology
Introduction; Learning Outcomes; Concept Map; The Concept and Definition of Educational Technology; Educational Technology: The Construct; Educational; Technology: Contributing Disciplines and the Professions; Objectives; Approaches to Educational Technology; Scope of Educational Technology; Types or Forms of Educational Technology; Contents of Educational Technology; Contemporary Developments in Educational Technology; Teacher and Educational Technology; Key Takeaways
3 Teacher: Understanding Self
Introduction; Learning Outcomes; Concept Map; A Difficult Job: Multiple Job Roles; The Occupation-Vocation[1]Profession-Passion Continuum; Employability Skills; Personal Presence; Introvert-Extrovert-Ambivert; Achievement Motivation; Interests; Locus of Control; Study Habits; Intelligence-Emotional Intelligence-Passion; Attitude towards Teaching, Subjects & Students; Language and Communication; Value Systems; Academic; Credibility; Will-do-Can-do; Innovation Proneness; Teacher: Integrating Technology; Key Takeaways
4 Science of Human Learning
Introduction; Learning Outcomes; Concept Map; What’s Learning?; Factors Affecting Learning Outcomes; Learning Sets; Learner Types: VARK Model; Types of Learning; Evidence of Learning: Learning Outcomes; Learning Theories: How We learn; Behaviourism; Cognitivism; Constructivism; Constructionism; Connectivism; Brain-based Learning; Other Learning; Theories; Key Takeaways
5 Taxonomies of Educational Objectives
Introduction; Learning Outcomes; Concept Map; Gagne’s Eight Conditions of Learning Hierarchy; David Merrill’s Component Display Theory (CDT); Biggs and Collis’ SOLO Taxonomy; Bloom’s Taxonomy; Bloom’s Taxonomy (Revised); Action Verbs; Revisiting Taxonomies; Eclectic Model of Taxonomy of Educational Objectives; Key Takeaways
6 Lesson Plan to Instructional Design
Introduction; Learning Outcomes; Concept Map; Lesson Plan; Herbart’s Six Stage Lesson Plan; Wiggins’ Understanding by Design (UbD) Model; A H T Glover’s Model; John Dewey’s Inquiry-based Lesson Plan; Rodger Bybee’s 5E Instructional Model; Instructional Design; Design; Instruction; Instructional Design; History of Instructional Designs; Instructional Design Models; ADDIE Model; Gagne’s Nine Events of Instruction; Dick and Carey Model; Merrill’s First Principles of Instruction; ASSURE Model; ARCS Model; Key Takeaways
7 Communication: Theories and Models
Introduction; Learning Outcomes; Concept Map; Theories of Communication; Models of Communication; Laswell’s Linear Model; Shannon[1]Weaver Model; Osgood and Schramm Model; Wesley and Maclean’s Model; Dance’s Helix Model; Gerbner’s General Model; Theodore Newcomb’s ABX Model; Other Models of Communication; Communication Model of the Digital Era; Key Takeaways
8 Communication Skills for Teachers
Introduction; Learning Outcomes; Concept Map From Communication Theories and Models; Verbal and Non-verbal Communication; Verbal Communication; Hierarchy of Communication; Presentational Communication; Conversational Communication; Non-verbal Communication; Classroom Communication; Written Communication; Barriers to Communication; Communication Training; Mass Communication in Education; Key Takeaways
9 Models of Teaching-Learning
Introduction; Learning Outcomes; Concept Map Models of Teaching; Joyce and Weil’s Models; Bruner’s Discovery Learning: Concept Attainment Model; Effects and Utility; Ausubel’s Meaningful Verbal Learning Theory: Advance Organizer Model; Group Investigation for Learning; McIlrath and Huitt (1995): Models of Teaching; Conceptual Systems Theory: Adapting to Individual Differences; Key Takeaways
10 Direct Instruction
Introduction; Learning Outcomes; Concept Map; Levels and Phases of Teaching; Standards of Effective Pedagogy; Direct Instruction; Fourteen Principles of Direct Instruction; Research; Key Takeaways
11 Interactive instruction
Introduction; Learning Outcomes; Concept Map; Interactive Instruction Defined; Taxonomy of Classroom Interaction; Interactive Instructional Techniques; Advantages and Challenges; Key Takeaways
12 Programmed Instruction
Introduction; Learning Outcomes; Concept Map; The Backdrop; Behaviourism; Classical Conditioning; Thorndike’s Laws of Learning; Operant Conditioning; Machines in Learning; Programmed Instruction; Linear Programming; Branching Programming; Post Programmed Instruction Movement: The Aftermath; Educational Video; Structured Lecture/ Presentation; Programmed Tutoring; Individualised Instruction; Key Takeaways
13 Self-Learning, Self-Regulated Learning and Differentiated Instruction Introduction;
Learning Outcomes; Concept Map; Self-Learning; Udang Experiments; Sugata Mitra’s SLIG; 5R Model of Self-Learning; Motivation and Self[1]Regulated Learning; Personalized System of Instruction; Differentiated Instruction; Differentiated Instruction Framework; Learning Outcomes; Content; Learning Material; Learning Process; Evidence of Learning; Learning Environment; Key Takeaways
14 Team Teaching
Introduction; Learning Outcomes; Concept Map; Team Teaching Defined; Team and Teaching; Teams: Nature and Composition; Team Teaching Models; Types/Approaches for Team Teaching; Technology-Enabled (Online) Team Teaching; Fourteen Step Planning and Implementing Team Teaching; Benefits and Challenges for Faculty; Benefits and Challenges for Students; Issue of Feasibility; Key Takeaways
15 Flipped Blended Learning Design
Introduction; Learning Outcomes; Concept Map; Flipped Blended Learning; Flipped Learning; Flipped Blended Learning Design Model; Creating Flipped Blended Learning Design; Key Takeaways
16 Models of Technology Integration in Classrooms
Introduction; Learning Outcomes; Concept Map; What is Technology Integration?; Why Technology Integration?; Benefits for Students; Models of Technology Integration; TPACK Model; SAMR (Substitution-Augmentation-Modification-Redefinition) Model; Florida’s Technology Integration Model (TIM); H A C K Model; TIEMM (Technology Integrated Education Model of Mukhopadhyay); Learning Tactics for Levels of Cognition; ICT Tools for Levels of Cognition; ICT Tools for Learning Tactics; Choice of ICT Tools for Technology Integration; ICT Tools-Learning Tactics-Levels of Cognition; Constructive Alignment; Advantages of TIEMM; Benefits for Teachers - why should teachers adopt TIL; Implementing Technology Integrated Education in Schools; Policy Vision; Professional Development of Teachers; Pedagogy; ICT Infrastructure; School Organisation; Key Takeaways
17 Online Education
Introduction; Learning Outcomes; Concept Map; Online Education and e-Learning; Why Online Education?; Types of Online Courses; Evolution of Online Education; Current Scenario; Future Prospects; Pedagogy of Online Education; Learner’s Experience: A Case Study; Research on Online Education; Indian Initiatives and Experiences; Sixteen Principles of Pedagogy for Online Education; Key Takeaways
18 Classroom Observation
Introduction; Learning Outcomes; Concept Map; Why Classroom Observation?; What does Research Say?; Classroom Observation Tools and Schedules; The Classroom Assessment Scoring System (CLASS); Framework for Teaching (FfT); The International Comparative Analysis of Learning and Teaching (ICALT); The International System for Teacher Observation and Feedback (ISTOF); Generic Dimensions of Teaching Quality (GDTQ); Mathematical Quality of Instruction (MQI); Parameters of Classroom Observation; Physical Environment; Mukhopadhyay’s Classroom Teaching Competence Scale (MCTCS); Key Takeaways
19 Classroom Interaction Analysis
Introduction; Learning Outcomes; Concept Map; Flanders’ Interaction Analysis Category System (FIACS); Reciprocal Category System (RCS); Equivalent Talk Category System (ETCS); Verbal Interaction Category System (VICS); Mukhopadhyay’s Classroom Observation Framework (MCOF); Key Takeaways
20 Technology Enabled Learning Assessment
Introduction; Learning Outcomes; Concept Map; Assessment Framework; Formative Assessments; Summative Assessment; Assessment of Metacognition; Domains of Learning; Constructive Alignment; Learning Outcomes; Unit/Chapter Outcomes; Course Outcomes; Programme Outcomes; Graduate Attributes; Associated Concepts; Learning Curve; Planning for Assessment: Blueprints; Tools and Techniques of Evaluation; Formative Assessment Tools; Technology[1]Enabled Learning Assessment; Key Takeaways
21 Educational Technology: What Research Says to Teachers
Introduction; Learning Outcomes; Concept Map Direct Instruction; Team Teaching or Co-teaching; Models of Teaching; Programmed Learning; Technology Integration in Classrooms; Self-Learning; PowerPoint Presentation; Smartboard; Audience Response System or Clickers; Video Aided Learning; Computer and Video Gaming; Mobile Phone; Blended Learning; Key Takeaways
22 Digital Skills for Teachers
Introduction; Learning Outcomes; Concept Map; ICT Skills for Teachers; ECDL List of Skills; Microsoft List of Skills; COL’s C-DELTA; Web Resources: Bloggers’ Lists; ICT Skills of Teachers: User Case Studies; Digital Skills of Teachers for e-Learning; ICT Skills of Education Providers; Digital Skills of Technology Integrators; Digital Skills for Technology Integrated Education; Key Takeaways
23 ICT Tools and New Technologies in Education
Introduction; Learning Outcomes; Concept Map; ICT Tools for Teachers; The Revolutionary Trio; Online Education; MOOCs: Massive Open Online Courses; Open Educational Resources (OER); Indian Digital Initiatives; Digital Initiatives in School Education; New Technologies in Education; Machine Learning (ML) and Artificial Intelligence (AI); Augmented Reality (AR) and Virtual Reality (VR); Blockchain Technology; Internet of Things or IoT; Cloud Computing; Handheld Computing Devices and Mobile Apps; Bite-Size Learning and Micro-Credentials and Badges; Adaptive Computer Testing; Game-based Learning; Learning Analytics; Key Takeaways
24 Pedagogy of Open and Distance Education
Introduction; Learning Outcomes; Concept Map; Concept of Open and Distance Education; Evolution of Open and Distance Education; Open and Distance Education: Global Trends; Indian Open and Distance Education; Generations of Open and Distance Education; Pedagogy of Open and Distance Education; Key Takeaways
25 Educational Technology and ICT in Education Policies
Introduction; Learning Outcomes; Concept Map; Educational Technology Policy Frameworks; Knowledge Ladder Model; UNESCO; United Nations Children’s Fund (UNICEF); Organisation for Economic Cooperation and Development (OECD); World Bank; Country Policies; Educational Technology in India’s NEP 2020; ICT in Education: Strategic Perspectives; Key Takeaways
26 Environment Building for Technology Integrated Education
Introduction; Learning Outcomes; Concept Map; Dynamics of Adoption of Technology Integrated Education; Environment Building for Technology Integration; Policy Vision; IT Infrastructure; Ensuring Technology Utilization; Collective Teacher Efficacy; Professional Development and Professional Learning; Digital Identity: Online Presence; Digital Leadership; Community of Learners; Strategic Plan; Expert Leadership; Gung Ho Spirit; Key Takeaways
Appendix, References, Index
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This book is authored during 2020 Pandemic-Lockdown when schools and colleges were closed, but education was open. Technology took charge and reached education to the doorsteps of students. Educational technology proved its point.\n
The book is presented in a unique way of looking at educational technology to help teachers integrate technology based on the scientific principles of learning. Focusing on millions of teachers already in service who didn’t have a course on educational technology and the young teachers in preservice teacher education programmes, the volume is constructed into four tiers. \n
The first tier comprises foundational learning—the Inheritance of Pedagogy; Introduction to Educational Technology; Understanding Self as A Teacher, The Science of Human Learning; Taxonomies of Educational Objectives; Communication Theories, Models and Practices, Instructional Design, etc. The second tier provides a profound learning experience on different pedagogical strategies, like Direct Instruction, Teaching Models, Programmed Instruction, Individualised Instruction, Differentiated Instruction, and Team Teaching. The third tier addresses technology integration in education with Flipped-Blended Learning Design, Online Education, Open and Distance Education, ICT Skills for Teachers, ICT Tools and New Technologies, and Models of Technology Integration in Education. The fourth tier deals with larger issues and implications, namely, What Research Says to Teachers, Comparative Policies and Strategy Frameworks for Educational Technology and Environment Building for Technology-Integrated Education.\n
The leading scholars have commended the book as ‘an unprecedented contribution to the education community’, ‘a handbook of educational technology’.\n
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Prof Marmar Mukhopadhyay, former Professor, NIEPA, and Chairman of NOS, New Delhi, is Chairman of Educational Technology and Management Academy (ETMA) in India. Starting his career as a teacher in his village, Udang High School, he served as a faculty member and in leadership positions in College, University and India’s prestigious Regional and National Institutions including, TTTI, NCERT, NIEPA, NOS. He was also Vice-President (Asia) of the ICDE (Oslo).\n
He has been involved in educational policymaking and planning as a member of various committees of the Ministry of Human Resource Development and the Planning Commission and ex-officio member of the CABE. He chaired the CABE Sub-Committee on the Universalization of Secondary Education. \n
Prof Mukhopadhyay continued to engage himself deeply with heads and teachers of rural and leading urban schools as a mentor for more than four decades.\n
He had several consulting assignments with ISRO, UNESCO, UNICEF, COL, British Council, USAID, and IT giants like IBM, Intel, Microsoft, Xerox, NIIT, etc.\n
While he practised technology integration in teaching, research, and consultancy assignments, he had the rare opportunity to view educational technology from the broad end of policymaking, human resources development, and the small end of a practitioner. His experience and learning are unique.\n
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Experts Speak\n
Professor Marmar Mukhopadhyay’s book makes an unprecedented contribution to the education community. It is unique and pathbreaking. It succeeds in bringing together in one and the same scholarly writing the historical evolution with the contemporary “state of affairs¨ in the scientific disciplines of pedagogy and didactics using both theoretical and pragmatic perspectives. It is neither coincidence nor luck for the educational community to have the privilege to appreciate this easy-reading and comprehensive book under the prevailing hardship situation of COVID-19 and its impact on education worldwide. Professor Marmar Mukhopadhyay has for years been known and appreciated by the education community worldwide, and India in particular, for his pioneering efforts, his tireless commitment, his scholarly pursuit, and his leadership for a more accessible and better quality of learning and teaching opportunities.\n
Professor Vinayagum Chinapah, \n
Stockholm University, Sweden \n
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Dr Marmar Mukhopadhyay has synthesized a wealth of experience and knowledge in Educational Technology for Teachers: Technology Enabled Learning. Building from Dr Mukhopadhyay's longstanding expertise in equity and quality outcomes, this is an accessible and advanced text for educating and inspiring "technology integrating teachers." The book is an excellent addition for new and practising teachers committed to lifelong and self-directed learning through educational technology.\n
Professors Stephen Petrina and Matiul Alam\n
The University of British Columbia, Canada\n
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Asia/International Relations,Political Science, |
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ENVISIONING INDIA'S ROLE IN THE INDO-PACIFIC |
PANKAJ K JHA, KRITIKA S KARMAKAR, JOSEPH PUNNEN, GRACE CHEEMA, MEDHA NIBHANUPUDI |
9789388691741 |
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2021 |
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pp viii+74
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0.00 |
595.00 |
Introduction
1. India’s Indo-Pacific Approach
• India and ASEAN • EAS (East Asia Summit) • Mekong-Ganga Cooperation (MGC) • Ayeyawady-Chao Phraya-Mekong Economic Cooperation Strategy (ACMECS) • Indian Ocean Rim Association (IORA) • Asia Europe Meeting
2. QUAD-Quadrilateral Security Dialogue • Quad Plus
3. Outlining India’s Role in the Indo-Pacific
4. India’s Policy Pronouncements on the Indo-Pacific Oceans Initiative (IPOI) at Regional Forums
5. India’s Foreign Policy Perspective • India- ASEAN Relations • Reflections of India’s Indo-Pacific Strategy at the Shangri-La Dialogue • The China Question- Potential partner in the Indo-Pacific? • Multilateral Mechanisms and related policies
6. Multilateral and Plurilateral Talks • India-Maldives-Sri Lanka Trilateral Maritime Security Cooperation Initiative • India-Australia-France Trilateral Dialogue • India’s Policies towards the Korean Peninsula, South China Sea and East China Sea
7. India’s Economic Engagements in the Indo-Pacific • India’s Trade Relations and key FTAs (Free Trade Agreements) in the Indo-Pacific • India’s Key Free Trade Agreements • Missed Opportunities? • India’s Military Exercises-Creating the Edifice
8. Recommendations and Proposals
References
The Authors
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Ever since the launch of India’s Look East policy in 1992, India has come a long way in terms of the changes directed towards its extended neighbourhood and also subscribed to the new concept of the Indo-Pacific. In recent years, the Indo-Pacific region has gained a great deal of international attention. This research study looks at the recent changes and strategies initiated by the Indian government towards the Indo-Pacific region, along with the various economic, multilateral and bilateral relations that could impact India’s policies in the future. It also looks into the various regional forums India is associated with and how India shapes its policies according to their actions. This volume may be useful to all the stake holders having interest in the region.\n
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Dr. Pankaj K Jha is Associate Professor and Associate Dean of Research, as well as the Director for Centre for Security Studies at the Jindal School of International Affairs, O.P. Jindal Global University. He was the Director (Research) with Indian Council of World Affairs for more than two and half years. He had worked as Deputy Director with National Security Council Secretariat (2012-2013) and was closely associated with national security apparatus in India.\n
Ms. Kritika Karmakar is Undergraduate student at O.P. Jindal Global University and Centre Coordinator at the Centre for Security Studies. She has worked on publications concerning terrorism, South China Sea dispute and the IndoPacific. Her research interests lie in the field of security and strategic studies, psychology and international relations.\n
Mr. Joseph Punnen, is currently pursuing an undergraduate degree in Global Affairs and is a Research Assistant at the Centre for Security Studies. His areas of research interests include various security issues across Asia and the Americas. He is also an avid follower of Global Politics, whilst working on a research paper based on Russia’s activities in the Arctic and its future.\n
Ms. Medha Mythili Nibhanupudi is Masters Student at O.P. Jindal Global University and was a Research Intern at Centre for Security Studies. Her research interest lies in the fields of non-traditional security issues such as energy security and humanitarian aid.\n
Ms. Grace Cheema is Masters Student at O.P. Jindal Global University and was a Research Intern at Centre for Security Studies. Her research interests vary from National Security Studies, Geo-economic studies, India-China Relations and International Relations.\n
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Education |
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FUNDAMENTALS OF ACADEMIC WRITING |
NOUSHAD HUSAIN |
9789388691888(HB) |
9789388691895(PB) |
2021 |
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xvi+336 pp
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395.00 |
1600.00 |
Concept and Principles of Academic Writing
Writing ; Academic Writing ; Meaning of Academic Writing ;Definitions ; Purpose of Academic Writing ; General Characteristicsof Academic Writing ; Characteristics of Academic Writing ;Key Terms of Academic Writing ; Features of Academic Writing ;Principles of Academic Writing ; Structure of Academic Writing ;Stages of the Academic Writing ; Heterogeneity of Academic Writing; Academic Disciplines and Disciplinary Domains ; Variation in Preferred Genres and Text Types ; Writing in Different AcademicDisciplines ; Check List for Academic Writing
2. Genres in Academic Writing
Definition of Genre ; Academic Genres ; Definitions of Academic Genres ; Function of Genre ; Purpose of Academic Genre ;Types of Genres ; Abstract ; Annotated Bibliography ;Article Review ; Blog ; Book Review ; Case Report ;Case Studies ; Critique ; Data Papers ; Document Analysis ;Encyclopaedia Article ; Essays ; Field Report ;Grant Proposals ; Laboratory Report ; Letters ;Literature Review ; Manifesto ; Policy Memo ;Position Paper ; Posters ; Reports ; Research Article (RA) ;Research Notes ; Research Proposal ; Review Articles ;Scholarly Article ; Supplemental Articles ;Textbooks ; Thesis
3. Structure of Academic Texts
Three-Part Essay Structure ; IMRAD Structure
4. Forms of Writing
Descriptive Writing ; Example of Descriptive Writing ; Narrative Writing ; Example of Narrative Writing ;Expository Writing ; Example of Expository Writing ; Persuasive/Argumentative Writing ; Example of Persuasive/Argumentative Writing /; Creative Writing ; Reflective Writing ; Example of Basic Reflective Writing ; Difference between Reflective Writing and Academic Writing ;Connection of Personal Experience to Specific Content in Reflective Writing ; Personal Writing ; Technical Writing ; ProductOriented Writing vs. Process Oriented Writing ; Difference between Process Oriented Writing and Product Oriented Writing ;Print Writing vs. Web Writing ; Print Writing ; Web Writing ;Difference between Print Writing and Web Writing ; Principles of Web Writing ; Features of Good Web Writing ; Critical Writing ;Activities of Critical Writing ; Academic vs Non-academic Writing ;Examples of Non-Academic Writing
5. Writing an Academic Essay
What is an Essay? ; Definitions of Essay ;Why to Write Essay ; Answering Questions: Parts of an Essay ;Structure of Essay ; Types of Essay ; Outline of Expository Essay ;Format of an Essay
6. Introduction and Conclusion
Introduction ; Purpose of Introduction ; Functions of an Introduction ; Structure of the Introduction ;Writing an Introduction ; Stages of an Introduction ;Sentence Types in Introduction Paragraphs ; Checklist for Introduction ; Conclusion ; Purpose of Conclusion ;Functions of Conclusion ; Writing a Conclusion ;Stages of Conclusion ; Sentence Types in Conclusion Paragraphs ;Checklist for Conclusion
7. Citation and Referencing
Citation ; What is Citing? ; What is a Citation? ;Parts of a Citation ; Citation: Why and When ; Why should I Cite my Sources? ; When should I Cite? ; What to Cite ;Are there Situations When I Do Not Have to Cite? ; Reference ;What is a Reference? ; What is Referencing? ; Why is Referencing Used in Academic Writing? ; Elements of a Reference ;What is a Reference List? ; What is a Bibliography? ; Why We Cite and Reference? ; Citations ; In-text Citation ;Rules of In-text Citing as per APA Style ; Difference between a Citation and a Reference ; Referencing Styles ; Types of Citing Referencing Styles ; Faculty-wise/Subject-wise List of Citing and Referencing Styles ; Rules of References as per APA Style
8. Quoting, Paraphrasing and Summarising Purpose of Quotations, Paraphrases and Summaries ; Quoting ;When to Use Quoting? ; How do I show what I am quoting? ;Advantages of Quoting ; Paraphrasing ; When to Use Paraphrasing? /; How do I Paraphrase? ; Advantages of Paraphrasing ;Types of Paraphrasing ; Strategies for Paraphrasing ;Summarising ; When to Use Summarising? ; How doI Summarise? ; Advantages of Summarising ; Difference between Paraphrasing and Summarising
9. Citing, Quoting, Paraphrasing and Summarising Authors
Citing Authors ; APA Author-date Referencing Style ; Reporting Words for Authors ; Steps for Citing ; Quoting Authors ;Types of Quotations ; Paraphrasing Authors ; Assessing your Paraphrase ; Steps for Paraphrasing ; Summarising Authors ;What is a Summary? ; What is Summarising? ; Assessing Your Summary ; Steps for Summarising
10. Rhetorical Modes in Academic Writing: Arguing and Discussing
What is Rhetoric? ; What is Mode? ; What are Rhetorical Modes? ; Types of Rhetorical Modes ; Argumentation and Persuasion ; Arguing and Discussing in Academic Writing ;What is Argument? ; Definition of Argument ; Types of Argument ; Parts of an Argument ; Models of Argument ;Classical Argument Model ; Rogerian Argument Model ;Approaches for Presenting an Argument ; Meaning of Discussion ;Comparison between Argument and Discussion
11. Academic Integrity
Meaning of Academic Integrity ; Definitions of Academic Integrity ;Pillars of Academic Integrity ; Principles of Academic Integrity ;How to Maintain Academic Integrity? ; Strategies for Acting with Integrity ; Promotion of Academic Integrity and Prevention of Plagiarism in Higher Educational Institutions—UGC Regulations, 8 ;Academic Misconduct ; Academic Dishonesty ; Causes of Academic Dishonesty ; How to Avoid Academic Dishonesty
12. Avoiding Plagiarism
What is Plagiarism? ; Definitions of Plagiarism ; Examples of Plagiarism ; Types of Plagiarism ; To Reference orNot to Reference ; Ways to Avoid Plagiarism ;Guidelines for Avoiding Plagiarism
13. Editing and Proofreading in Academic Writing
Editing ; Definitions of Editing ; Goals of Editing ;Criteria for Editing Text ; Benefits of Editing ; Types of Editing ;Levels of Editing ; Proofreading ; Definitions of Proofreading ;Aims of Proofreading ; Common Mistakes with Grammar and Language Related to Proofreading ; Common Errors related to Typography ;Difference between Editing and Proofreading
Annexture I: Elements of Academic Writing
Annexture II: Language Accuracy in Academic Writing
Bibliography
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This book provides guidelines, strategies and writing activities to help in developing academic writing skills and confidence among academic writers and researchers in expressing themselves in their writing. It provides an overview of the knowledge, skills and good working practices needed to craft plagiarism free writings in the ‘academic style’.\n
The book is divided into chapters and tasks, which can be referred to complete the different stages of academic writing task. A unique feature of the book is that different tasks, examples and figures have been used to clear the concepts and procedures related to academic writing. The book may be found useful by the researchers and all the stakeholders in education.\n
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Dr. Noushad Husain is Professor and Principal in Maulana Azad National Urdu University (MANUU), College of Teacher Education (CTE), Bhopal (Madhya Pradesh). He also served as Dean, School of Education and Training and HoD, Department of Education and Training, MANUU, Hyderabad. He has written extensively on different areas of Higher Education and is the author/editor of numerous books and chapters therein, articles and professional papers. Prof. Noushad has presented numerous papers in several national and international seminars and conferences and many of his research papers and articles have been published in various reputed journals. He is actively engaged in research, training, consultancy, and social service programmes.\n
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Education,M.ed/B.ed./D.ed. |
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INCLUSION IN SCHOOLS : PERSPECTIVES AND POSSIBILITIES |
YUKTI SHARMA, HANEET GANDHI |
9789388691574(HB) |
9789388691826(PB) |
2021 |
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224 pp
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495.00 |
1495.00 |
Foreword: Prof Namita Ranganathan
Preface
Unit I: Evolving Perspectives of Inclusive Pedagogy
1. Inclusive Education and NEP 2020/ Yukti Sharma
2. A Discourse on Teaching Strategies for Inclusive Classroom/ Ajit Mondal
3. Pedagogy for Diversity: A Pursuit of Inclusivity/ Gowramma
4. Looking into Language Classrooms: From the Lens of Inclusion/ Lata
Unit II: Inclusion within the School Environment
5. Taking Science to All: Pedagogic Considerations for Preparing Inclusive Science Teachers/ Md. Jawaid Hussain
6. Children with Special Needs (CWSN) in Regular Schools: Glorious Mess or a Social Good/ Quazi Ferdoushi Islam, Aejaz Masish and Najma Amin
7. Inclusion: Micro Changes for Macro Transformations in Education/ Supriya Singh
8. Touch-Vision: Multisensory Inclusive Education Platform for Children/ Ankita Gulati and M. Balakrishnan
9. Use of Inclusive Teaching Strategies/ Shalini Yadava and Sunita Kathuria
10. Resources for Inclusive Science Classroom/ Bharti and Pooja Tomar
Unit III: Emerging Perspectives of Inclusion
11. Inclusion: Meaning for an Ethnic Group/ Deepankar Sharma
12. Scattered Perspectives of Inclusion/ Usama Mehmood
13. Inclusive Education and Dalit/ Praveen Kumar
14. Inclusion and the Resource Question/ Sukanya Bose, Priyanta Ghosh and Arvind Sardana
Contributors
Index
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With the Human Rights perspective the idea of inclusion got impetus in the Indian education, particularly in schools. And with the emergence of the Rights Discourse stemming from the Right to Education Act and the Persons with Disabilities Act the need for inclusion has moved far beyond schools to society being the focal area. This is reflected in the ideational transition from inclusive education to social inclusion. The volume, containing contributions from various experts from different universities and organisations, focuses on this spirit and discusses strategies, experiments and practical aspects to actually do and ensure inclusion in schools.\n
The book answers several unanswered questions through research-based rationale. It is offered as a guiding book for creating inclusive schools where you are also urged to pave your own ideas in the welfare of your students. It may be very enriching for all students, scholars and teachers in the field of Education.\n
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Dr. Yukti Sharma, Ph.D, is a Teacher Educator in the Department of Education, University of Delhi. She has been engaged in the area of Inclusive Education, Science Education and Qualitative Methods of Educational Research for more than fifteen years. She has an additional charge as Academic Secretary at Institute of Lifelong Learning (ILLL), University of Delhi.\n
Dr. Haneet Gandhi, Ph.D, is a Teacher Educator in the Department of Education, University of Delhi, and is engaged in the area of Mathematics Education and Quantitative Methods of Educational Research for more than fifteen years. She had been the Co-convener in the Under-Graduate Curriculum Revision Committee, D.U. and also Deputy Dean, Admissions, University of Delhi.\n
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Education,M.ed/B.ed./D.ed. |
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INDIAN EDUCATION SINCE INDEPENDENCE: A CRITICAL STUDLY |
JAGDISH LAL AZAD |
9789388691604(HB) |
9789388691611 |
2021 |
|
|
pp. 293
|
450.00 |
2250.00 |
A Prayer
Foreword by Prof. G.D. Sharma ix
Acknowledgements
Introduction
Section 1
Agenda for Education in the Twenty First Century
1. School Education and Right to Education
Life Long Learning; Policy Framework; Progress of Education; Needed Reforms; Mental Hygiene of the Child; Meaning of Mental Hygiene; Its Neglect; Child’s Needs; Need for Security; Need for Adventure; A Few Suggestions; The Problem of Sex; Educational Backwardness Among Children; Distribution of Intelligence; Responsibility of the Teacher; Responsibility of the Parents; Right to Education Act 2009–10; Some Observations; No Detention Policy; Arguments against No Detention Policy; Conclusion
2. Higher Education: Progress and Perspectives 26
Quantitative Dimensions; Declining Growth Rates; Static Enrolment at the Post-graduate and Research Stages; Women Rising Proportionate Enrolment; Scheduled Castes Enrolment; Quality of Higher Education; Employment Potential of Higher Education; Restructuring University Level Courses; New Economic Policy 1991; Restructuring of Courses; Skill Development Courses; Role of Industrial and Commercial Houses; Conclusion
3. Changing Complexion of Higher Education
Impact of Emerging Socio-economic Dispensations on Higher Education; Implications for Education; Alternative Strategies; International Scenario; Implications of Privatisation; Marketisation of Education; The Way Out; Need for Autonomy; xiv Indian Education Since Independence Quality and Excellence in Higher Education; Management of Higher Education; Autonomy of Universities; Checks and Balances; Power of Purse; Not Isolation; Academic Freedom; Choice of Chancellors
Section 2
Educational Finance
4. Financing of Education in India
Significant Trends in Overall Educational Finance; Role of Centre and States in Educational Investment; Emerging Problems of Educational Finance; Resource Mobilisation – Need for and Modalities of; Conclusion
5. Financing of Secondary Education 75 Behaviour of Educational Finance—All India; School Education; Plan Outlays; Problems of Educational Finance; Rising Expenditure on Staff Salaries; Resource Mobilisation; Conclusion
6. Financing of Higher Education in India: Resource Mobilisation
Behaviour of Higher Education Finance – Overall Expenditure; Emerging Problems of University Finances; The New Education Policy 1986 (Review 1992); Resources Mobilisation; Institutional Proliferation; Academic Accountability; Conclusion; Privatise .... and Perish (?); The Resource Crunch; The Way Out; Redesigning of Economic Policies; Implications for Education; Alternative Strategies
7. Criteria Based Funding of Higher Education
Funding Mechanisms; British Experience; Modalities of Input Funding; Types of Costs; Some Problem Areas; Input Funding System based on Unit Costs
8. Financing of Higher Education: India and Great Britain — A Comparative Study
Indian and British Systems; University Development: Problems and Perspectives; Magnitudes of Financial Inputs; India and Britain; Educational Expenditure as a Proportion of GDP; Source of Finance; Relative Position of the Universities under Study; Financial Management; Funding Bodies; India; Britain; General Reactions to the New System; Some Significant Problems; Financial Support for Students; Precautions to be Taken by the Developing Countries; Student Fees; Mobilising Resources; Policy Implications; Resources Constraints; Financial Management
9. Researches in Educational Finance: Past, Present and Future
Brief Review; Equity-Efficiency Nexus; Efficiency in Education; Socio-Economic Status of Students; Financial Management; An Appraisal; The Future; Conclusion
Section 3
All About Teachers and Teacher Education
10. Mental Adjustment of an Indian Teacher Degree of Adjustment; Causes of Maladjustment; Conclusion
11. Professional Commitments and Accountability of Teachers
Foremost Problems; Role of Teacher; Teacher’s Commitment; Professional Accountability; Enhancing Teachers’ Accountability; Measuring Teachers Accountability; Role of Teacher’s Organisation; An Unforgettable Teacher
12. Teacher Education through Correspondence
Suggestions; Conclusion
13. Teacher Education through Distance Mode: A Comparative
Study of Financing of the Programme under Conventional and Distance Mode
Concept of Distance Education; Distance Teacher Education; Rationale for Teacher Education through Distance Mode; Expenditure on Teacher Education; Comparative Costs Effectiveness; Cost Analysis of Teacher Education through Distance Mode; Thus Spoke the Students; Main Conclusions and Recommendations
Section 4
Game Changers in Educational System
14. Globalisation and its Impact on Indian Education
Impact of Reforms; Impact of Globalisation on Education; Content of Education; Equity, Excellence Syndrome; Internationalisation of Education; Finance Related Reforms; Conclusion
15. NITI Aayog: Replacing the Planning Commission
Planning Commission: Role in Educational Development; Historical Perspective; Concept of Educational Planning; Machinery of Educational Planning; Planning Commission: Joint Responsibility Concept; Educational Management; NITI Aayog; Parameters of Effective Governance; Composition of the Aayog; Modus Operandi; Strategy of Development
16. Education in a Democracy: A Conceptual Framework
Education under Totalitarianism; Education under Democracy; Democracy and the Educator; Democracy and the Educand; Indian Conditions
Section 5
Missed Opportunities in the Educational System
(Lest We Forget)
17. Ravages of the Retrenchment Committee: Pre-Independence Period
Abolition of the Central Advisory Board of Education (CABE); Closing Down of the Delhi University
18. Basic Education: Post-Independence Period
The Demise of an Ideology; Gandhiji’s Educational Philosophy; Two Components; Gandhian Educational Philosophy Takes a Concrete Shape; The Virtual Abandonments of the Scheme
19. Multi-Purpose Schools
Need of Multipurpose Schools; Main Features of Multipurpose Schools
20. The Oases and the Desert: Major Universities – The Still
Born Proposal of the Education Commission (1964–66) Appendices: And the Life Goes On…. Some Interesting Events; A Personal Note
Post Script: National Policy on Education (NEP) 2020 268
Index
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The book gives a panoramic view of Indian Education in the post-independence period taking cognizance of certain developments of the pre-independence era. Besides giving progress and perspectives of the various sectors of education, it also discusses some of the developments that have impacted Indian education. It also examines the rationale of some schemes that were initially considered to be the raison d’etre of reform in Indian education but were subsequently allowed to fade out. The volume also includes RTE, financing of higher education and teacher education through distance mode and new Education Policy. Further, it examines NITI Aayog and Planning Commission’s role in education, the impact of globalisation on educational development; criteria based funding of education; education under a democratic set-up as also the role of education in promoting international understanding. In fact, the present situation of Indian Education has been built upon the edifice of the position in the past. The book would be found useful by all the stakeholders in education.\n
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Professor Jagdish Lal Azad (b. 1920) retired as Chief of Education Division, Planning Commission, with which he was associated for more than two decades. Thereafter, he worked as (Visiting) Professor of Economics of Education at various universities. He was also Senior Fellow (ICSSR) at NIEPA, as also Honorary Director of Planning Commission sponsored Research Projects at the JNU, New Delhi. He was also a Fellow at the University of York (England).\n
Prof. Azad has been closely associated with the academic programmes of bodies like UGC, NIEPA, NCERT and NCTE. He was also Chairman/Member of a number of Committees/Study Groups. He has written extensively on problems of Indian Education. His published works include 15 research-based studies, a large number of articles and reports brought out by national and international Journals as also fellow academicians/ researchers in their publications.\n
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PROFESSIONAL EDUCATION IN INDIA |
P. Satyanarayana, Lakshmi Mantha, C. Sesharatnam |
9789388691802(HB) |
9789388691819 |
2021 |
|
|
viii+178
|
295.00 |
995.00 |
1.Engineering Education
All India Council for Technical Education (AICTE) ; Major Committees ; UR Rao Committee Report ; Types of Engineering Institutions ; Major Challenges ; Aligning Ambitions with Capability ; Recommendations of Chairman and Members of the AICTE Committee for Preparing Short and Medium Term Perspectives ; World Bank Workshop ; Imperative Requirements ; Status of Engineering Colleges
2 Architectural Education
Brief History ; Celebration of Technology at Kharagpur ; Modernism at Baroda ; Decline and its Reasons ; Council of Architecture ; Critical Energy at Ahmedabad ; Required Changes ; Conclusion
3 Medical Education
Medical Education in Ancient India ; Present Medical Education ; A Sample Framework of Competency Based Medical Education (CBME) ; National Medical Commission (NMC) ; The Medical Advisory Council ; National Examination ; Autonomous Boards ; Contentious Issues Regarding National Medical Commission ; Scourge that Afflicts Medical Education ; Medical Colleges ; Recognition ; Admissions ; Undergraduate ; Postgraduate ; Foreign Nationals ; Courses Offered ; Other Health Care Courses in India ; Internship and Residency ; Postgraduate Specialisations ; Critical Shortcomings ; New Licensing Requirements: The National Exit Test ; New Medical Curriculum ; Discussion and Way Forward ; Traditional/Indigenous/Alternative Systems of Medicine in India
4 Pharmacy Education
Pharmacy Profession in the International Context ; Evolution ; Premier Institutes offering Post Graduate Courses in Pharmaceutical Sciences ; Critical Evaluation of Pharmacy Education ; Pharmacy Council of India (PCI) ; Pharmacy Courses ; Qualitative and Quantitative Paucity of Talent ; Going Forward
5 Nursing Education
Trends in Development ; British Period ; Post-Independence Period ; Recommendations of Various Committees Pertaining to Nursing Education ; Summary of Evolution ; Nursing Education ; Nursing Speciality and Area of Practice ; Challenges in Nursing Education in India ; Conclusion
6 Business Management Education
Time Line ; Present Structure ; Courses ; Overseeing Agencies ; Current Issues ; Top Business Schools in India ; AICTE approved Management Institutes (7-) ; Distance Teaching B-Schools ; Some of the Well-known Distance Teaching B-Schools in India ; Choosing B-School ; Challenges of B-Schools ; Overcoming Challenges ; Master of Business Administration (MBA) ; Different Types of MBA Courses ; Top Qualities of a Top MBA Student ; MBA Entrance Tests ; Way Forward ; New Skills Required for Future Managers
7 Hotel Management Education
Why to Choose Hotel Management as Career? ; When to Plan the Career? ; What after Hotel Management? ; Growth ; Eligibility ; Increasing Career Options ; Hotel Management Courses ; Hotel Management Entrance Examinations ; Top Bachelor of Hotel Management Colleges in India ; Annexure 1: Some Popular Colleges/Institutes Offering Hotel Management Courses
8 Legal Education
Aims of Legal Education ; Objectives of Legal Education ; Importance of Legal Education ; Factors that influence Legal Education in India ; Legal Education Institutions ; Academic Degrees ; Present Scenario of Legal Education in India ; Three Decades of Reforms: Outcomes Positive and Negative ; Measures to Improve Pedagogy and Methods of Teaching ; New Challenges to Legal Education in India ; Agencies Regulating Legal Education ; Commissions, Committees and Statutes
9 Agricultural Education
Emerging Challenges in Agriculture Sector ; Career Opportunities in Agriculture Science and Technology ; Evolution of Agricultural Education in India ; Agricultural Universities ; Deemed Universities ; Agricultural Universities ; Graduate Courses ; Practical Classes ; Extension ; Post-graduate Courses ; Reorienting Agricultural Education ; Achieving Excellence ; Current Agricultural Educational policy ; Need for a New National Agricultural Education
10 Teacher Education
Development ; Post-Independence Period ; Recent Innovations in Teacher Education ; National Council for Teacher Education ; Ministry of Human Resource Development (MHRD) ; Justice Verma Commission, 2 ; Reforms in Regulatory Framework ; National Institute of Teacher Education ; Different Teacher Education Programmes Offered by NCTE
11 Chartered Accountancy Education
Steps to Become a CA in India ; CA Foundation ; CA Intermediate ; Articleship Training ; CA Final ; What is a Chartered Accountancy Career? ; Skills Required ; Course and Eligibility ; Entrance Exams ; Where to Study? ; Job Profile ; Employment Opportunities ; Scope ; Institute of Chartered Accountants of India ; Members ; Associates and Fellows ; Practising Chartered Accountants ; Role of Chartered Accountants ; Council of the Institute ; Courses for Members ; Post-qualification courses ; Technical Standards
12 Journalism Education
Boom in Indian Media Market ; Journalism Education System ; Hurdles in the Education ; Redefining Course Curricula ; Career Opportunities ; Measures for Improving of Journalism Education ; Changes ; Common Modules in Communication and Journalism ; Some Journalism Schools in India
13 Fashion Designing Education
Post-Independence: Ethnic Revival and Bollywood Fashion ; 0s and Fashion Boom ; 10 Facts about the Fashion Industry ; Top Fashion Designing Colleges (8) ; Admission Process for the Top 20 Colleges ; Eligibility Criteria ; National Institute of Fashion Technology ; National Institute of Fashion Technology (NIFT) Embarks on a New Journey ; Top Colleges in India for Fashion Designing ; Top Colleges in Abroad for Fashion Designing
References
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Professional Education is a response to society’s demands for expert help provided by competent people. It educates the new generations of professionals, expanding the frontiers of knowledge and reaching out in service to the society. Professional education has been playing a crucial role in India's professional scenario for the past several years. There are various professional courses at different levels and of different duration and of different kinds in many disciplines. In India there are many types of professional education. In this book, all these types are critically discussed, and suggestions are made to enhance their quality and utility.\n
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Dr. P. Satyanarayana is a senior distance educator. Associated with planning and founding Dr. B R Ambedkar Open University and Indira Gandhi National Open University. Participated in many national and international conferences, seminars, workshops organised by ICDE, COL, AAOU, EADTU, UGC. Published books on Indian society, polity, administration, education etc., contributes to journals on different dimensions of education. Widely traveled in America, Asia, and Europe. Currently, Overseas Educational Consultant to OKOS Communication Systems in the USA.\n
\n
Dr. Lakshmi Mantha teaches English at University College of Engineering, Osmania University. Certified NLP, POSH, and GOAL trainer. She specializes in teaching Business Communication. Member and Visiting Faculty to Management Institutes for teaching Soft Skills and Communication skills. Contributes to Journals on Education. Participated in Conferences, Seminars, Discussions, Workshops and Round Tables organized by National and International Associations. Published books on various topics.\n
Dr. C. Sesharatnam is a former Joint director at Dr B R Ambedkar Open University. Worked in the areas of student support, course development, women's advancement, etc. Attended National and International Seminars, Workshops, Conferences on Open Distance Education. Contributes to journals on educational development. Published books on Open Distance Education. Widely travelled in Asia, America, and Europe. Received “Best Teacher Award” from Andhra Pradesh Government.\n
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Education,M.ed/B.ed./D.ed. |
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RASHTRIYA SHIKSHA NITI 2020: RACHNATMAK SUDHARO KI AUR: राष्ट्रीय शिक्षा नीति 2020: रचनात्मक सुधारो की ओर |
PANKAJ ARORA, USHA SHARMA (ED.) |
9789391978082(HB) |
9789391978099(PB) |
2021 |
|
|
pp xviii+214
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495.00 |
1250.00 |
Amukh : Professor M. Jagdish Kumar
Good Luck Message : Professor D. P. Singh
Good Luck : Professor V. K. Malhotra
1. National Education Policy 2020: A Overview
Pankaj Arora
2. Language, Education and Language Policy of Education
Chand Kiran Saluja
3. Enlightened Heritage: Indian Teachers
Pawan Sinha
4. Children, Childhood and Education
Usha Sharma
5. School: Laboratory of Curriculum and Pedagogy
Hanit Gandhi and Kanchan Sharma
6. Conch.... Inclusion In Education
Bharti and Manoj Kumar
7. Efficient Effective Governance through School Complex/Cluster
Sunita Singh
8. Indianization of India and Education
Pankaj Arora and Ramanand Pandey
9. Reading and Writing: The Solid Foundation of Education
Usha Sharma
10. The Foundation of Mathematical Life
Hanit Gandhi
11. Holistic and Multidisciplinary Education
Atul Kumar Shukla
12. Equitable Inclusion and Education
Kashyapi Awasthi & R. C. Patel
13. New Design of Vocational Education
Shirish Pal Singh and Shashi Ranjan
14. Quality Basis: Academic Research
Gyandev Mani Tripathi
15. Higher Education and Its Regulatory Mechanism
Gopal Krishna Thakur
16. Higher Education: Administration and Leadership_
Saroj Sharma and Sushma Kumari
17. Self-Reliant India and Professional Education
Rishabh Kumar Mishra
18. Learning for Life
Pankaj Arora & Vishwas
19. World of Communication and Education
Seema Dhawan and Mamta Aswal
Word-List
Author-Introduction
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We are happy that the book on"National Policy on Education-2020: towards constructive reforms"is in your hands. The arrival of the long awaited National Policy on education 2020 also brings with it a 'Pitara' of many possibilities, challenges and solutions that must be kept in mind. the most important thing about this policy document is that it has tried to preserve all the important points as a heritage. Efforts are also made to convert the deep thinking about school education and higher education in the National Policy on Education 2020 into 'Ground Reality'. the implementation of policy points is not only complex in itself, but it also expects that the thematic concepts be clearly understood. the entire chapter of the book presented explains, on the one hand, the thematic concepts related to education, gives a detailed account of its historical journey and on the other hand, analyses the recommendations of the national policy on education 2020. They also pave the way for implementation of policy recommendations after analysis.\n
The authorship of various chapters of the book is experienced subject matter experts, educationists in their respective fields of knowledge and the education world has always benefited from their scholarship. The way the nuances of the subject have been analysed by all the subject experts reveal the dimensions of re-thinking.\n
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Professor Pankaj arora has been teaching and researching at the Central Institute of Education,Delhi Dniversity for the last 24 years. at present, He is also taking over as director of the Institute of lifelong education,Delhi University.\n
Professor Usha Sharma, NCERT, New Delhi has about 19 years of spiritual life experience while teaching class I. She is the academic editor of children's magazine 'Spin Children' and research magazine 'Primary Teacher'. at present, she is also in charge of the National Literacy Centre cell, NCERT.\n
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Education,M.ed/B.ed./D.ed. |
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REFLECTIVE PRACTICES AND PROFESSIONAL DEVELOPMENT IN TEACHING |
SANDEEP KUMAR |
9789388691727(HB) |
9789388691734(PB) |
2021 |
|
|
pp viii+138
|
250.00 |
895.00 |
Preface
1. Introduction
2. Continuous Professional Development and Code of Conduct of Teaching Profession
3. Reflective Process: Practice and Philosophy
4. Reflection: Some Models and Perspectives
5. A Teacher’s Struggle
6. Knowing about Knowing
7. Knowledge Base for Continuous Professional Development
8. Reflective Practice: Process and Journal Writing
9. Diary Writing: A Tool for Professional Development
10. Continuous Professional Development through Teachers’ Research
11. Metacognition and Reflective Practices
12. Professional Development and the Learner Centered School: Paradigm Shifts in Professional Development
13. Reflective Teaching
14. Mentoring and Continuous Professional Development
15. Benefits and Challenges of Reflective Practices
References
Index
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Though there are many theories and perspectives to explain Continuous Professional Development (CPD), yet the question of product and process has always been a concern. This book provides enough space to develop a comprehensive and critical perspective about CPD with the help of various field-based studies. It may help teachers not only to change their perspectives and ideas towards teaching as a profession and their own professional growth, but also to make sense of what is knowledge, how children construct it and perceive others’ knowledge. Different issues related to theoretical and practical aspects of CPD are included. It provides a broad framework to deal with such issues within the school system.\n
The book may be an asset for the in-service teachers, pre-service teachers, teacher-educators and policy makers who wish to develop as a reflective practitioner.\n
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Dr. Sandeep Kumar is an Assistant Professor at Central Institute of Education (CIE), Department of Education, University of Delhi, Delhi, India. His research interest focuses on Psychology, Sociology, Research in Education, CPD and Human Rights Education. He has completed many projects, National and International, and presented many research papers in various national and international conferences. He has published various articles and books with renowned publication houses. He has been associated with NCERT, NCTE, KVS, Open University-United Kingdom and many other such well-known institutions.\n
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Education,M.ed/B.ed./D.ed. |
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Samajik Vigyan Shikshan: Prathmik Ster Per: Hindi |
Chitrrekha |
9789388691581(hb) |
9789388691598(pb) |
2021 |
|
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x+266pp
|
220.00 |
995.00 |
प्राथमिक स्तर पर सामाजिक विज्ञान सीखने के प्रतिफल(Learning Outcomes of Social Science at Elementary Stage) 1
सामाजिक विज्ञान : सीखने के प्रतिफल उच्च प्राथमिक स्तर पाठ्यचर्या सम्बन्धी अपेक्षाएँ
1.1 सीखने के प्रतिफल कक्षा -6 (सामाजिक विज्ञान) – एन. सी. ई. आर. टी.
1.2 सीखने के प्रतिफल कक्षा -7 (सामाजिक विज्ञान) – एन. सी. ई. आर. टी.
1.3 सीखने के प्रतिफल कक्षा -8 (सामाजिक विज्ञान) – एन. सी. ई. आर. टी.
2. सामाजिक अध्ययन का अर्थ एव प्रकृति(Meaning, Nature and Scope of Social Studies)
2.1 सामाजिक अध्ययन कामहत्व
2.2 सामाजिक अध्ययन शिक्षण की आवश्यकता
2.3 सामाजिक अध्ययन की प्रकृति
2.4 सामाजिक अध्ययन का क्षेत्र
2.5 भूगोल
2.6 इतिहास
2.7 नागरिक शास्त्र/ राजनीतिशास्त्र
2.8 सामाजिक अध्ययन व अन्य विद्यालयी विषयों में सम्बन्ध
2.9 सामाजिक अध्ययन व सामाजिक विज्ञान में अंतर
2.10 सामाजिक अध्ययन शिक्षण के लक्ष्य व उद्देश्य
2.11 राष्ट्रीय पाठ्यचर्या की रूपरेखा (2005) सामाजिक विज्ञान काशिक्षण राष्ट्रीय फोकस समूह के आधार पत्र के सामाजिक अध्ययन के उद्देश्य
2.12 सामाजिक अध्ययन शिक्षण में निहित मूल्य
3. सामाजिक अध्ययन पाठ्यचर्या(Curriculum of Social Studies)
3.1 पाठ्यचर्या व पाठ्यक्रम में अंतर
3.2 सामाजिक अध्ययन की पाठ्यचर्या निर्माण के उद्देश्य
3.3 सामाजिक अध्ययन पाठ्यचर्या संगठन एवं निर्माण के सिद्धान्त
3.4 सामाजिक अध्ययन पाठ्यचर्या के विकास व निर्माण के आधार
3.5 सामाजिक अध्ययन पाठ्यचर्या के उपागम
3.6 विषय केंद्रित उपागम : अर्थ विशेषताएँ एवं प्रकार
3.7 सामाजिक समस्या/मुद्दों पर केंद्रित उपागम
3.8 शिक्षार्थी केंद्रित उपागम
4. सामाजिक विज्ञान का शिक्षण : राष्ट्रीय फोकस समूह का आधार पत्र(एन.सी.ई आर.टी. 2005) (Teaching of Social Science: Position Paper National Focus Group)
4.1 सामाजिक विज्ञान सम्बन्धी प्रचलित धारणाएँ
4.2 विचारणीय मुद्दे
4.3 प्रस्तावित ज्ञान मीमांसीय ढ़ाँचा
4.4 सामाजिक विज्ञान का शिक्षण
4.5 शिक्षण के उपागम
5. सामाजिक अध्ययन पाठ्यचर्या का मूल्यांकन (Evaluation of Social Studies Curriculum)
5.1 पाठ्यचर्या मूल्यांकन की आवश्यकता एवं महत्व
5.2 पाठ्यचर्या मूल्यांकन में शामिल होने वाले पक्ष
5.3 सामाजिक अध्ययन पाठ्यचर्या मूल्यांकन के प्रकार
5.4 पाठ्यचर्या मूल्याकंन के चरण
6. इतिहास सम्बन्धी महत्त्वपूर्ण धारणाएँ एव विचार (Important Concepts and Concerns of History)
6.1 संस्कृति
6.2 भौतिक संस्कृति/सभ्यता
6.3 संस्कृतिएवं सभ्यता में अंतर
6.4 ऐतिहासिक विरासत
6.5 दिल्ली एक ऐतिहासिक व सांस्कृतिक विरासत का शहर
6.6 विरासत के संरक्षण की आवश्यकता
7. राजनीति शास्त्र से जुडी महत्त्वपूर्ण धारणाएँ एव विचार (Important Concepts and Concern of Political Science)
7.1 सरकार का गठन
7.2 संघ/ केंद्र सरकार
7.3 राज्य स्तर पर सरकार
7.4 स्थानीय स्तर पर सरकार
7.5 सामाजिक लक्ष्य
7.6 लोकतांत्रिक सरकार की विशेषताएँ
7.7 मौलिक अधिकार
7.8 मूल कर्त्तव्य
7.9 उदारीकरण, निजीकरण और वैश्वीकरण की आवश्यकता
8. भूगोल सम्बंधी महत्त्वपूर्ण धारणाएँ एव विचार(Important Concepts and Concerns of Geography)
8.1 मानसून एवं महासागरीय धाराएँ
8.2 अल नीनो
8.3 लानीनो
8.4 जलवायु
8.5 भौगोलिक कटिबंध
8.6 प्राकृतिक प्रदेश/क्षेत्र
8.7 संसाधन
8.8 सततपोषणीय विकास
8.9 पर्यावरणीयक्षरण
8.10 वैश्विक तापन
8.11 आपदा प्रबंधन की आवश्यकताएवं महत्व
9. अनुदेशी योजना (Instructional Planning)
9.1 अनुदेशी योजना
9.2 अनुदेशीय योजना के रूप
9.3 दैनिक पाठ योजना
9.4 रचनावादी पाठ योजना
9.6 इकाई योजनावपाठ योजना में अंतर
10. शिक्षण-अधिगम विधियाँ एव तकनीक (Teaching-Learning Methods and Techniques)
10.1 परियोजना विधि
10.2 कहानी कथन
10.3 प्रश्न पूछना (कौशल)
10.4 समस्या समाधान
10.5 सर्वेक्षण
10.6 खोज विधि / अंवेषण विधि
10.7 क्षेत्र कार्य/क्षेत्र भ्रमण /अध्ययन यात्रा
10.8 व्याख्यान विधि
10.9 प्रदर्शन/निदर्शन विधि
10.10 चर्चाविधि
10.11 संवाद
11. तात्कालिक (सम-सामयिक) घटनाओं की उपयोगिता (Need and Importance of Current Events)
12. सामुदायिक संसाधनों की सामाजिक अध्ययन शिक्षण में उपयोगिता (Utilizing Community Resources in Teaching of Social Studies)
13. सामाजिक विज्ञान के अध्यापक के गुण व बदलते समय में उसकी भूमिका(Social Science Teacher’s Qualities and Role in Changing Times)
राष्ट्रीय पाठ्यचर्या की रूपरेखा-2005 के अनुसार सामाजिक विज्ञान का शिक्षक
बदलते समय में एक सामाजिक अध्ययन के अध्यापक की भूमिका
14. शिक्षण-अधिगम सामग्री व शिक्षण उपकरणों की उपयोगिता एव महत्व(Teaching Learning Material, Devices and Tools for Effective Transaction)
14.1 शिक्षण अधिगम सामग्री के प्रकार
14.2 श्यामपट्ट
14.3 फलालैन बोर्ड
14.4 बुलेटिन बोर्ड
14.5 चार्ट
14.6 ग्राफ/ आरेख
14.7 काल रेखाएँ
14.8 फ्लैशकार्ड्स
14.9 मॉडल
14.10 मानचित्र
14.11 ग्लोब
14.12 मानचित्रावली
14.13 प्रदर्शनी
14.14 संग्रहालय
14.15 स्क्रेपबुक
14.16 चित्र
14.17 ओवर हैड प्रोजेक्टर
14.18 रेडियो
14.19 टेलीविजन
14.20 कम्प्यूटर
14.21 सामाजिक अध्ययन कक्ष की आवश्यकता एवं महत्व
14.22 सामाजिक अध्ययन पाठ्य पुस्तक की आवश्यकता, महत्व एवं विश्लेषण
15. आँकडो की आवश्यकता एव महत्व
(Need and Importance of Data)
15.1 आँकड़े/समंक
15.2 समंको की विशेषताएँ
15.3 आँकड़ेप्रयोगकरने की विधि/पद
15.4 इतिहास, भूगोल वराजनीतिशास्त्र के संदर्भमें आँकड़ों कामहत्व
15.5 समंको के प्रकार
15.6 प्राथमिक समंक वद्वितीयक समंक में अंतर
15.7 प्राथमिक सामग्री के संग्रह करने की विधियाँ
15.8 प्रश्नावली तैयार करना
15.9 द्वितीयक समंकों के स्त्रोत
16. अधिगमकर्ता का आकलन एवं मूलयांकन(Learner’s Assessment and Evaluation)
16.1 मूल्यांकन का अर्थ एवं परिभाषा
16.2 आंकलन
16.3 समाजिक अध्ययन में आकलन एवं मूल्यांकन की आवश्यकता
16.4 मूल्यांकन के प्रकार
16.5 निर्माणात्मक मूल्यांकन और संकलात्मक मूल्यांकन में अन्तर
16.5 सतत् एवं व्यापक मूल्यांकन का अर्थ एवं उपयोगिता
17. मूल्यांकन की तकनीकें व उपकरण(Evaluation Techniques)
17.2 सामाजिक अध्ययन में इस्तेमाल किये जाने वाले मूल्यांकन के उपकरण
17.3 शैक्षिक अर्थात संज्ञानात्मक क्षेत्र से जुड़ी कुशलताओं को मापने के लिये प्रयोग किये जाने वाले उपकरण (प्रश्न पत्र, उपलब्धि परीक्षण आदि)
17.4 सामाजिक अध्ययन में सह-शैक्षिक पक्ष का मूल्यांकन
17.5 अच्छेमूल्यांकन उपकरण की विशेषताएँ
18. सामाजिक विज्ञान में क्रियात्मक शोध(Action Research in Social Science)
18.1 शोध
18.2 क्रियात्मक शोध
18.3 क्रियात्मक शोधके सोपान
18.4 क्रियात्मक शोधके विभिन्न अभिकल्प
18.5 क्रियात्मक शोध रिपोर्ट
18.6 क्रियात्मक शोध सम्बन्धी उदाहरण
सन्दर्भ (References)
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सामाजिक विज्ञान, समाज से प्रत्यक्ष रूप से जुड़ा एक महत्वपूर्ण व्यावहारिक विषय है इसकी प्रकृति, विषय की गंभीरता एवं व्यापकता को देखते हुए यह विद्यालयी पाठ्यचर्या का एक अभिन्न अंग है। यह पाठ्यपुस्तक भावी अध्यापकों को सामाजिक विज्ञान पाठ्यचर्या, समाजिक विज्ञान शिक्षाशास्त्र के सिधांतो, विभिन्न उपागमों से अवगत कराने के साथ–साथ NCF 2005 और नई शिक्षा नीति (NEP 2020) में उल्लेखित सामाजिक विज्ञान पाठ्यचर्या से जुड़े विभिन्न मुख्य बिंदुओं, पहलुओं व संबंधित विशिष्ट क्षेत्रों की जानकारी देती है और वे इनका सही प्रकार से अनुप्रयोग करते हुए शिक्षण अधिगम के उद्देश्यों की प्राप्ति कर सकेंगे। यह पाठ्य पुस्तक सामाजिक विज्ञान के शिक्षार्थियों की आवश्यकता एवं उनके पाठ्यक्रम को ध्यान में रखकर सरल भाषा में लिखी गई है। आशा है कि यह पुस्तक शिक्षार्थियों और अध्यापकों के लिये उपयोगी सिद्ध होगी।\n
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डॉ. चित्ररेखा, अर्थशास्त्र, शिक्षाशास्त्र एवं मनोविज्ञान में परास्नातक है। आपने जामिया मिलिया इस्लामिया से शिक्षाशास्त्र में परास्नातक एवं पी. एच. डी की उपाधि प्राप्त की है। शिक्षा के क्षेत्र से लगभग पिछले 14 वर्षों से जुड़ी हुई हैं और पिछले एक दशक से SCERT/DIET दिल्ली में कार्यरत हैं। शिक्षा से जुड़े विभिन्न पहलुओं पर लगभग 20 से अधिक लेख/ शोध लेख लिखे व किये हैं जो कि NCERT की विभिन्न पत्रिकाओं व अॅन्तराष्ट्रीय स्तर पर प्रकाशित हुए हैं। डॉ. चित्ररेखा शिक्षा के क्षेत्र में रचनात्मकता, वैज्ञानिक दृष्टिकोण व क्रियात्मक अनुसंधानों को बढ़ावा देने में विश्वास रखती हैं। \n
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SHIPRA PUBLICATIONS |
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Education |
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SCHOOL STUDENTS AND SOCIAL MEDIA: INVOLEMENT AND IMPACT |
SUMANA PAUL |
9789388691710 |
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2021 |
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PP 136
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0.00 |
695.00 |
Preface
1. Introduction
2. Social Media: Meaning and Relevance
● Meaning
● Relevance
● An Overview of Traditional Media
● Most Common Social Platforms
3. Evolution of Mobile Phones to Smartphones
● Introduction
● Growth in Usage of Smartphone
● Use of Smartphones in India
4. Understanding of the Concept of Adolescence and their Exposure to Social Media
● Concept of Adolescence
● Definition of Adolescence
● Characteristics of Adolescence
● Pattern of Growth and Development during Adolescence
● Use of Social Platforms by Adolescent-Students
● Adolescents in the Present Scenario
● Adolescents and Academics
● Adolescents and Smartphones
● Dependency of Adolescents on Smartphone and its Effects
5. Impact of Social Media on Secondary School Students:
A Study ● Need and Importance
● Research Design
● Literature Review
● Media consumption Behaviour of Literates (10-year-Olds and Above)
● Reading Interests and Media Consumption Behaviour
● Analysis and Interpretation of Data
● Findings
● Major Findings regarding the Teacher’s Views
● Discussion
● Suggestions and Recommendations
6. Smart Phones and Academic Performance: A Study of Class XII Students
● Research Design
● Literature Review
● Analysis and Interpretation
● Major Findings
● Discussion
● Conclusion
Epilogue
References
Index
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Social Media has become an integral part of modern society. It is the use of web-based and mobile technologies to turn communication into interactive dialogue. In the twenty first century, when the students are highly influenced by social media, media plays a massive role in an individual’s life and their day to day activities. Television, mobile phones and internet are important variables in a person’s life; and many are dependent on theses to a large extent and their lives are, in some way or the other, controlled and dominated by social media both in a positive as well as in a negative manner.\n
This book brings to forefront the positive and negative impact of social media on the secondary school students who come under adolescence stage. It may help the adolescents who are the building blocks of tomorrow in developing the ability to think critically, creatively and independently about the use and abuse of social media which will brighten and shape their future. It may help teacher-educator in guiding and counselling the school students while using social media.\n
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Dr. Sumana Paul, teacher, researcher in social sciences and a social worker obtained her M. A., B. Ed. and Ph. D. degrees from the North-Eastern Hill University, Shillong. Having a teaching experience of 28 years, she is Head of the Department of Education, Women’s College, Shillong and associated with a number of academic institutions of high repute. Credited with authorship of six books and more than one hundred articles published in national and international journals and edited volumes. She has also coordinated a number of research projects, seminars, workshops and training programmes. She is an empanelled Research Reviewer at the International Institute of Asian Studies, the Netherlands.\n
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Education,M.ed/B.ed./D.ed. |
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TEACHING LEARNING ACCOUNTING: CONCEPTS AND PRINCIPLES |
SIDDHARTHA SARKAR |
9789388691314(HB) |
9789388691321(PB) |
2021 |
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viii+248 pp
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295.00 |
1250.00 |
Preface v
1. Accounting: Concept and Context
2. Financial Accounting
2.1 Journal and Ledger
2.2 Trial Balance
2.3 Bank Reconciliation Statement
2.4 Bad Debts and Provision for Bad and Doubtful Debts
2.5 Accounting for Depreciation
2.6 Financial Statement for Profit-Making Entities
2.7 Financial Statement for Non-Profit Seeking Entities
2.8 Single Entry System
2.9 Bills of Exchange
2.10 Sectional and Self-balancing System
2.11 Partnership Accounts
2.12 Company Accounts
2.13 Consignment Accounts
2.14 Joint Venture Accounts
2.15 Acquisition of Business by Company
2.16 Profit or Loss Prior to Incorporation
2.17 Amalgamation, Absorption and Reconstruction of Companies
2.18 Alternation and Reduction of Share Capital
2.19 Holding Companies
2.20 Valuation of Goodwill and Shares
2.21 Liquidation of Companies
2.22 Royalty Accounts
2.23 Hire Purchase Accounts
2.24 Sale on Return or Sale on Approval
2.25 Packages and Containers Accounts
2.26 Departmental Accounts viii Teaching and Learning Accounting: Concepts and Principles
2.27 Branch Accounts
2.28 Investment Accounts
2.29 Insurance Claims
2.30 Insolvency Accounts
2.31 Voyage Accounts
2.32 Double Account System
2.33 Accounts of Banking Companies
2.34 Accounts of Insurance Companies
2.35 Company Final Accounts
2.36 Accounting Standards
3. Cost Accounting
3.1 Cost Accounting Concept
3.2 Elements of Cost and Cost Sheet
3.3 Materials
3.4 Labour
3.5 Overheads
3.6 Job, Contract and Batch Costing
3.7 Process Costing
3.8 Operating or Service Costing
3.9 Cost Accounting Records
4. Management Accounting
4.1 Management Accounting Concept
4.2 Funds Flow Statement
4.3 Cash Flow Statement
4.4 Ratio Analysis
4.5 Working Capital Management
4.6 Marginal Costing and Break-Even Analysis
4.7 Standard Costing
4.8 Budgetary Control
4.9 Inflation Accounting
4.10 Management Decision
Index
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Accounting is necessary in any free-market, capitalist economic system. It’s equally necessary in a centrally controlled, socialist economic system. All economic activity requires information. The more developed the economic system, the more the system depends on information. Much of the information comes from the accounting systems used by the businesses, individuals, and other institutions in the economic system. This book is intended for the teacher-educators, students of undergraduate, graduate and professional courses who are interested in the real magic of debit and credit rather than accounting number-driven problem-solution. \n
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Dr. Siddhartha Sarkar (b.1973), PhD (Economics), PDF (The Netherlands and Hungary), CAF (London, UK), MISPCAN (USA) is Principal and Executive Head at A.C. College of Commerce, West Bengal, India and Founder and Director of Centre for Human Trafficking Research. He has previously been a Post Doctoral Fellow and Visiting Professor (2006) in University of Amsterdam, The Netherlands, a Senior Post Doctoral and Professorial Fellow (2010) in Thammasat University and Asian Institute of Technology, Thailand, Senior Post Doctoral Fellow and Visiting Professor (2011) in Corvinus University and Central European University, Hungary. He was also a Commonwealth Academic Fellow (2013-2014) in SOAS, University of London, London School of Economics and Political Science, Cambridge University, United Kingdom, and European Commission Erasmus Mundus Visiting Professor (2015) in University of Warsaw, Poland. Sarkar is nominated as a working committee member of the ‘National Institution for Transforming India’ (NITI Aayog), Government of India and the recipient of India Leadership Award 2018.\n
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Education,M.ed/B.ed./D.ed. |
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BASIC IDEAS IN EDUCATION |
J.C. AGGARWAL |
9788175416673(HB) |
9788175416680(PB) |
2020 impression |
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xii + 204 pp, First Published in 2001
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225.00 |
950.00 |
Education : Its Conceptual Development, Traditional and Modern. Educational Aims, Functions, Direction and Priorities in Indian Context. Basic Concepts : Teaching, Training, Learning, Inquiry and Education. Basic Assumptions about Human Nature. Education as a Dialogue . Knowledge and its Sources. Basic Concepts in the Sociology of Education : Socialisation, Equality, Authority. Knowledge and Ideology in Relation to Curriculum and Textbooks. Education and the Societal Context : Social Transformation/Change. Education in the Cultural Context. Education and Values. Education and the Modern Ethos : Modernization of Education. Education and Democracy. Education and the Challenges of Science and Technology. Curriculum : Basic Principles : Established and Innovative Practices. Curriculum Reconstruction in India. Rabindranath Tagore . Mahatma Gandhi. J.Krishnamurti. Rousseau.Paulo Freire. John Dewey. Great Educational Philosophers and Thinkers.
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The Book attempts to present penetrating and subtle thoughts of the masterminds on educational thoughts and practices in a simple way. It includes the vary thinking of Eastern educational philosophers from Yajna Valkya to Gandhi and of the Western from Socrates to Dewey. Besides providing a detailed analysis of the contribution of Tagore, Gandhi, Krishnamurthy, Rousseau, Freire and Dewey, it incorporates a brief life sketch, publications and essence of the work of eighty eight outstanding educators who have made a very significant contribution to educational principles and practices. The book includes informative and inspiring material with up to date facts figures and insights relevant to the emerging problems in a developing society. The book also throws light on issues like- why to educate? What to educate? How to educate?\n
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J C Aggarwal, a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration has written extensively on Education, History and contemporary affairs. Before Joining Delhi Administration, he taught in a Postgraduate Teacher Training College. His recent publications are: Educational Reforms in India – for the 21st Century; Landmarks in the History of Modern Indian Education; Essentials of Educational Technology.\n
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Education,M.ed/B.ed./D.ed. |
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CHILD DEVELOPMENT AND PROCESS OF LEARNING |
J.C. AGGARWAL |
9788175414785(HB) |
9788175414792(PB) |
2020 impression |
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xiv + 225 pp, rev. ed., First Published in 2003
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295.00 |
995.00 |
Section 1: Child Development & Process of Learning
Overview of Child Development: Introduction,The Progress of Nations Depend upon the Development of Their Children, Children's Perspective of Their Needs: A World Fit for Children, How Children Learn, Needs of a Child Cannot Wait, Development of Children: Two Historical Letters; One from Abraham lincoln and the other from Jawaharlal Nehru, Prominent Educators and Thinkers on the Development and Learning of Children, Constitutional Provisions Regarding Child's Development, National Policy for Children (1974) (Extracts), National Policy on Education-NPE 1986 and as modified 1992, UN and Its Organisations on Child Development, Definition of a child Child Development Significance Meaning and Its Relevance to the Teacher:Significance of Child Development; Meaning of Child Development; Development of the whole child; Goal of Child Development; Basic Needs and Child Development;Nature of Child Development; Scope of Child Development; Relevance of Child Development for the Teacher and Especially on Elementary Teacher in Understanding the Learner and His Behaviour. Approaches/Methods Used to Understand Learner's Behaviour: Variety of Approaches/Methods;Case Study Approach; Experimentation; Observation; Interview; Sociometry Growth and Development: Development, Growth and Maturation; Growth and Development compared; Characteristics and Principles of Development; Educational Implications of the Principles of Development; Stages of Development; Characteristics of Each Stage of Human Growth and Development; Significance of the Knowledge of the Growth and Development Processes to the Teachers; Growth Rate, Growth Curve: Characteristics and Stages; Developmental Needs of Children; Developmental Tasks Heredity (Nature) and Environment (Nurture): Introduction; Meaning of Heredity; Principles of Heredity: How Heredity Operates; Chart Showing the Contribution of Heredity on Personality Development; Environment; Hereditarians' Arguments and Studies; Criticism of Hereditarian's Point of View; Environmentalists' Point of view; Some Studies of Environment; Relative Contribution of Heredity and Environment on Growth and Development; Influence of Heredity and Environment Compound; Educational Implications of the Role of Heredity and Environment Common Play Activities of Childhood Their Role in Growth and Development: Introduction; Origin of the Term Play-Way; Definition and Meaning of Play-way; Main Characteristics of Play; Wrong Concepts About Play; Where Does the Child Play?; Forms of Free Play Activities; Principles of Play-Way; Play-Way Importance and Value; Play-way Activities, Spirit and Learning of Various Subjects and Experiences; Application of Play-way Attitudes and Different Methods of Teaching-Learning; Play-Way and Soft Pedagogy;Role of the Teacher; Concluding Remarks
Physical Development of Children: Importance of Physical Development; Meaning and dimensions of Physical Growth and Development; General Pattern of Physical Growth and Development; Anatomical Growth and Development; Growth and Development; Physical Characteristics and Needs of Children; Important General Characteristics of Child's Development; Common Causes of Delayed Motor and Physical Development; Factors Affecting Physical Growth and Development; Educational Implications of the Physical Development of the Children;Organisation of Physical Development Programme Motor Development: Meaning of Motor Development; Classification of Motor Skills of Childhood; Classification According to Fine Motor Skills and Gross Motor Skills; Motor Development Characteristics; Sex Difference in Motor Development Gradually, Coordination of Motor Skills with age increases; Principles of Motor Development; Process of Motor Development; Significance of Motor Development: Educational Implications; Guiding Motor Control and Development: Role of Teachers Cognitive Development: Piaget's Stages of Cognitive Development: Three Aspects of Behaviour; Meaning of Cognitive Development; Cognitive Development Process;Various Areas or Aspects of Mental Development; Factors Affecting intellectual or Cognitive Development; Jean Piaget's Theory of Cognitive Development (Mental or Intellectual Development); Cognitive Development at the Sensorimotor Stage (Birth to Two Years); Cognitive Development at the Pre-operational Stage (2-7 Years); Cognitive Development at the Concreate Operational Stage (7-11 Years); Cognitive Development at Formal Operations Stage (11-15 Years or Adulthood); Educational Implications of Piaget's Theory of Cognitive Development; Problems Related to Cognitive Development; Identification of Cognitive Learning Problem; Cognitive Organisational Skills of the Teacher for the Cognitive Development of the Learners; Suggestive Activities for Facilitating Cognitive Development Language Development: Meaning and Significance of Language Development: Language is the Vehicle for the transmission of Culture; Nature and Characteristics of Language Development; Sequence of Language Development; Increase in Vocabulary in Relation to Age; Kinds of Competence in Language; Order of Priority in the Teaching of Language; Some Speech Difficulties of Disorders; Problems of Language Development; Factors Affecting Language Development; Teacher-The Architect of Child's Language Development; Suggestive Guidelines for Improving Children's Comprehension; Activities for Developing Readiness and Writing; Activities for Developing Spoken and Written Language
Emotional Development: Significance of Emotional Development; Meaning of Emotions; Chief Characteristics of Emotions; Positive Effects of Emotions; Negative Effects of Emotion; Understanding Emotions of Anger, Fear, Love and Jealousy; Training, sublimating and Modifying Emotion; Factors at Home and at School which disturb the emotional Development of Children; Factors Influencing Emotional Development of Children; Role of the School and the Teacher in the Emotional Development of the Child Social Development: Meaning of Social Development; Definitions of Social development; Social Behaviour of the Child at Different Stages; Factors Affecting the Social Development of the Child; Role of the School in the Social Development of the Child; Teacher's Role in the Social Development of the Child Inter-Relationships and Interdependence of Various Aspects of Development Role of Family and Teacher: Significance of Inter-Relationships and Interdependence of Various Aspects of Development; Role of the Family in the Development of the Child; Role of the School in the Development of the Child; Classroom Climate and Teacher's Role in the Development of the Child Personality Development Habit Formation: Meaning of Personality; Complex Nature of Personality and Countless Definitions of Personality; Characteristics of Personality; Important Elements of Personality; Behavioural Patterns of Personality; Marks of Balanced Development Personality; Classification or Types of Personality; Determinants of personality; Role of the School and the Teacher in the Development of Integrated Personality of the child; Self Concept; Habit Formation
SECTION II
PROCESS OF CHILDREN'S LEARNING
Concept and Nature of Learning: Meaning and Definition of Learning; Nature and Characteristics of Learning; Aims, Objectives and Outcomes of Learning; Learning Process; Aspects of the Learning Process in the Class; Principles Laws of Learning and the Teacher Types of Learning: Several Classifications of Types of Learning; Major Domains of Learning; Educational Implications of Domains of Learning; Cognitive Domain and Educational Implications; Affective Domain of Learning Formation of Attitudes, Emotions and Values; Psychomotor Learning and Educational Implications
Determinants or Factors of Learning: Classification of Determinants of Learning; Factors Influencing Learning;The Child as a Learner; Subject Matter and Its Presentation as a Factor in Learner; Environment as a Factor in Learning; Teacher as the Inductor of Change and a Factor in Learning; Some Problems in the Field of Learning; Making Learning Affective: Role of the School and the Teachers; Learning and Maturation; Motivation in Learning
Mode of Learning: Theories of Learning; Thorndike's Theory or Mode of Learning by Trial and Error; Thorndike's Experiments; Characteristics of Trial and Error Theory; Laws of Learning Propounded by Thorndike; Educational Implications of Trial and Error Mode of Learning; Learning by Conditioning or Conditioning Mode of Learning; Meaning of Conditioning; Experiment conducted by Pavlov; Explanation of Conditioning; Experiment conducted by Watson; Principles of Conditioning which are Helpful in Learning; Application of Classical Conditioning to Learning; Mode of Learning by Insight; Meaning of the Mode of Learning by Insight; Experiments of KohlerL; Factor upon which Learning by Insight Depends; Educational Implications and the Role of the Teacher; Evaluation of Various Modes of Learning
Memory and Forgetting: Significance of Memory; Meaning of Memory; Definitions of Memory; Memory System; Kinds/Types of Memory; Factors Contributing to Good Memory; Signs of Good Memory; Methods of Measurement of Retention; General Characteristics of Children's Memory and Adult's Memory; Economical Methods of Memorising; Forgetting; Meaning of Forgetting; Nature and characteristics of Forgetting; Curves of Forgetting; Causes and Minimising Forgetfulness
Transfer of Learning: Meaning of Transfer of Learning; Definition and Nature of Transfer of Learning; Transfer of Training: Two Schools of Thought; Classification of Transfer Learning; Significance of Transfer of Learning; Areas of Transfer of Learning; Principles of Transfer of Learning; Implications of Transfer of Learning for Teaching-Learning Situations
Creativity: Meaning of Creativity; Nature of Creativity;Characteristics of Creative Personality; Creativity and Mental Abilities; Theories of Creativity; Factors which Hinder Creativity; Need for Creativity; Divergent Thinking and Creativity; Identification of Creativity or Measuring Creativity; Strategies for Developing and Fostering Creative Potential; Promotion of Creativity in the Home; Role of the School and the Teacher in Developing and Fostering Creativity.
Suggestive Guidelines for Teachers for Optimum Development and Learning of the Learners; General Guidelines; A to Z of Teaching Competencies and Skills which make Teaching-Learning Effective
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The book has been planned and prepared to prove a trustworthy friend and philosopher and to provide meaningful guidance to all those interested in the proper care and development of children. It is especially addressed to prospective teachers. It attempts to provide suitable answers to such challenging questions: How do children grow and develop? What are the various stages of development? What are the needs of a specific stage? What is the significance of providing a healthy environment? What role should the school and the family play in the optimum growth and development of children? All these questions are discussed in the Indian Context.
Where needed, text is supplemented by diagrams, experiments, illustrations and tables.
The book responds to the needs of a wide range of potential readers.
\n
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J C Aggarwal, a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration has written extensively on Education, History and contemporary affairs. Before Joining Delhi Administration, he taught in a Postgraduate Teacher Training College.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000157.jpg |
Education,Social Work |
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DRUG ADDICTION IN SCHOOLS: MYTH OR REALITY |
RAJINDER M KALRA |
9788175411201 |
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2020 impression |
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First Published in India in 2003, 196 pp
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0.00 |
995.00 |
Contents: Introduction: Drug Abuse -An International Scenario & Indian Perspective
Review of Literature,
Objectives and Methodology used in the study,
Data analysis
Discussion and interpretation of the data,
Suggested educational strategies for the prevention of drug abuse among pupils:
Psychic Drugs, Alcohol and you, Value clarification in the context of Drug Addiction,
Role of Teacherss, Parents and community Participation in the Drug Abuse Prevention among School Pupils
Conclusion
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In the demanding and degenerating world, many adolescents do not find easy to cope with curriculum, physical and emotional upheavals and life in general. The life sometime looks meaningless and one starts searching world, which is away from harsh realities of life. Spiritualism has been an integral part of Indian Society but indiscriminately imitating life styles of others, the youngsters are stripped of their spiritual strength, resulting into degradation of moral and human values. Shooting Galleries in developed countries are an indicator of helplessness of the authorities to effectively implement laws to combat illicit drug trafficking.
This study is an endeavour to look into the problems of drug addiction among school pupils in India with special reference to Delhi, Haryana and Chandigarh. It gives an overview of drug menace at International and National level.
The evil is spreading on an alarming scale in India. Parents can no longer sit back in the soothing comfort of being free from worrying about their wards getting hooked on drugs. The book focuses on role of community, teacher, school administration and preventive educational strategies in the school system. The book may be found useful for all that are concerned with the problem.\n
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Prof. Rajinder M Kalra got his Doctorate in Education and Masters in Education (Curriculum Consultant, Secondary) and Masters in Chemistry form U.S.A. & Canada. He has written several books, papers, and articles and won international recognition for his outstanding contributions in educational experimentation and innovations. He has been actively involved in Commonwealth, UNESCO, UNDP, UNICEF and World Bank assisted Projects.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/drug_addiction_final.jpg |
Education,M.ed/B.ed./D.ed. |
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EDUCATION IN INDIA DURING BRITISH PERIOD |
JAGDISH CHAND |
9788183640213(HB) |
9788183640220(PB) |
2020 impression |
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vi+121 pp, 2009 impression
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195.00 |
700.00 |
Preface
1.Macaulay's Minute (1835)
2.Woods Despatch (1854) and Indian Education Commission (1882)
3.Lord Curzon's Educational Policy and National Education Movement
4.Growth of National Consciousness: National Education Movement
5.Gokhale's Bill, Government Resolution on Education and Sadler Commission (1917-1919)
6.Government of India Act (1935) and Wardha Scheme of Education (1937)
7.Sargent Report (1944)
8.Overview of the System of Education During the British Rule
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Education,M.ed/B.ed./D.ed. |
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EDUCATION, ENVIRONMENT AND SUSTAINABLE DEVELOPMENT |
M.K.SATAPATHY(ED.) |
9788175413634(HB) |
9788175413641(PB) |
2020 impression |
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xii+324 pp, 2010 IMP.
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350.00 |
1250.00 |
Foreword
Preface
Man and Environment Human Dimension of Environmental Concerns and Sustainable Development-MK. Satapathy
Environmental Education Philosophy, Structure and Nature D. Dash and and M.K. Satapathy
Environmental and Ecological Programmes in Higher Education-J.G Ray
Perspectives of Environmental Education in College and University
Environment and Sustainable Development Concept, Model and Principles-Dipak De
Education for Sustainable Development: Issues and Concerns -MK. Satapathy and D. Dash
Education for Sustainable Development in the Context of Teacher Education Programme-MK. Satapathy and D. Dash.
Equity, Environmental Conservation and Sustainable Development-B.P. Sahu and P. Ghildayal
Need and Importance of Value Education for Environinental Conservation and Sustainable Development-MK. Satapathy and D. Dash
Biodiversity arid its Conservation Strategies 'for Sustainable Development-A.S. Dixit and MK. Satapathy
Women's Education, Environmental Sustainability and National. Development-K.K. Tiwari
Environment, Biodiversity, Conservation and Sustainable Development in the Perspective of Education-Nc. Datta
Understanding Microbes for Biosphere Sustainability-R. N Bisoyi
Role of Mass Media in Promoting Environmental Conservation and Sustainable Development -B.N Neelima
Ecological Concerns and Environment-friendly Agriculture-Shivadhar Singh
. Indigenous Technology, Eco-friendly Environment and Sustainable Agriculture-P.s. Sivakumar, M Nedunchezhiyan and R. C. Ray
Community Participation in Management of Forest Resources and Sustainable Development-N. Subba Rao.
. Women and Environment: The Gender Difference-Dipak De
. Community Awareness for Sustainable Development: A Case Study from Bhubaneswar-A.K. Patra and Paramita Pramanick
References and Bibliography Index
List of Contributors
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Education is considered to be a powerful tool for socio-economic development, environmental protection and improving the quality of life.
The book describes various issues and concerns of environment and sustainable development, starting with human dimension of environmental conservation and sustainable development to perspectives of environmental education at school and college level with emphasis on structural and philosophy of environmental education, models and principles of sustainable development, teacher education, value education, women education and gender issues in environmental sustainability. The current concern for conservation of natural resources especially biodiversity has been emphasized in the perspectives of education.
The book is an outstanding contribution supported with data, diagrams, flow charts and illustrations. It will be useful to students, teachers, academicians and researchers from the field of science as well as social science having interest in the fields of environmental education and sustainable development\n
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M.K. Satapathy is Professor and Head, Department of Education in Science, Mathematics & ICT in North-East Regional Institute of Education (NCERT), Shillong.
Dr. Satapathy worked as a Post-Doctoral Fellow at the International Rice Research Institute, Philippines on Sustainable Agriculture during 1991-93 and visited countries such as UK, Singapore, Thailand and Malaysia for attending conferences and workshops. Besides supervising a couple of students for Ph. D in Botany and Environmental Education, he has authored two books and published many research papers, reviews and popular articles in national and international journals of repute. Apart from sustainable agriculture, Prof. Satapathy has interest in educational innovations especially in science and environmental education in the country.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed.,Literature/Language |
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EMPOWERING COMMUNICATION SKILLS |
A.K. SINHA |
9788175418141(HB) |
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2020 impression |
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xiv+282pp
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0.00 |
1295.00 |
Preface
List of Tables
Introduction
Part I
Oral Communication
I. To Speak or Not to Speak 3
When Silence Communicates; Pause and Hesitation; Body Language; Culture-bound Gestures
II. Conversation: A Verbal Duel 9
Conversational Cues; Conversation Start; Turn Taking (AB, AB); Hedging; Diversionary Tactics; Vague Statement; Hedging Devices; Listener’s role; Cooperative Principles; Violation of the Maxims; Presupposition and Implication; Conversational Norms
III. Interview: A Calculated Verbal Duel
Formal Conversation; Interview by a Media Reporter; News Conference; Cross-Examination; Job Interviews: How to Approach Them; Samples of Mock Interviews (For Civil Services)
IV. Telecommunication and Electronic Media Skills
Conversation on Telephone; Telephone vs. Face to Face Conversation; Interview on Telephone; Mobile Phones; Television Interviewing; Video Conferencing
V. The Persuasive Presentation
Types of Presentation; Analysis of a Presentation; Question and Answers Sessions
VI. Speaking for Result (How to be Interesting and Intelligible)
Speech and Lecture; Guidelines: Outlining and Preparing a Speech; Types of Speech
VII. Role of Politeness in Effective Communication
Politeness in Language Use; Power and Solidarity between the interlocutors; Politeness in Telecommunication; Intercultural Communication in Contemporary India
VIII. Speaking Intelligible Indian English
The Significance of Intelligibility in Indian Context; The Sound System of Indian English (IE); Stress; Spelling and Pronunciation; Intonation; The Predictability of English Pronunciation
Part II
Written Communication
IX. How do Sentences Grow?
Generating Sentences; Essential Arguments; Additional Arguments; Complements; Parallelism; Generating Sentences with Expansion; Deletion; Coordinate Conjuncts; Expansion of a Verb Phrase; Expanding the Noun Phrase; Complex Sentences; Tensed and Tenseless Clauses; Participial Clauses; Inversion for Focus; Need for a Proper Word-Order; Dangling Modifiers; Pronominal Cohesion
X. How to Develop a Coherent Paragraph
Common and Coherant Theme in Paragraph; Structure of a Paragraph; Paragraph with no built-in Order
XI. Précis Writing
Goal of Précis Writing; Précis: Dos and Don’ts; Guidelines; Procedure for Précis-writing
XII. Comprehension, Summarising and Reporting
Comprehending Oral Communication; Comprehension of Written Materials; Summarising and Note-Taking
XIII. Arranging Paragraphs in an Essay
Link between Paragraphs; Structure of an Essay; The Narrative Essay; The Descriptive Essay; The Expository Essay; Length of an Opening Paragraph; Some Essential Strategies; The Argumentative Essay
XIV. Writing a Research Paper/Thesis
The Orientation of Research; Theoretical Paradigm; Choosing the Topic of Research; Writing a Thesis Proposal; Defending the Proposal; Collecting Material; Drafting and Revising One’s Own Writings; Formatting the Final Draft
XV. Communicating through E-mail
E-mail; Functions and Advantages over Telephone; Advantage over Letters; Structure of an E-mail; Variation in Style; The Main Body; Abbreviation; Graphology; Emoticons / Smileys; Internet Neologism
Part III
The Power of Correct Words and Phrases
XVI. Connecting Prefixes and Suffixes to Words
Use of Prefixes and Suffix to increase one’s vocabulary; Prefixes: The Drivers of Words; Negative Drivers which Reverse the Route; Antonyms; Prefixes Indicating Before, After and Beyond; Over-/Under as Antonyms; In, Out and In-between; Around and Again; Prefixes that Indicate Size; Prefixes that Indicate Number; Hidden, New and Incidental; Prefixes Denoting Rank; Auto- or Self-; Scientific and Technical Terms that are Attached like Prefixes; Prefixes that Change the Grammatical Category of Words; Suffixes that Shape the Word; Formation of Nouns; Formation of Adjectives; Formation of Verbs; Formation of Adverbs; Compound Word Formation; Reduplication; Blend/Brunch/Portmanteau Words
XVII. Reiterating the Old and Discovering the New
Some Foreign Phrases and Expressions in English; Some Indian Words in English; Some Modern Slangs; Invention of New Words
Phrasal Verbs
Phrasal Verbs in Colloquial English; Criterion to Define a Phrasal Verb; Characteristics of Phrasal Verbs; Some Frequently Used Phrasal Verbs
XIX. The Network of Words: Friends and Enemies
Synonyms: Similar Concepts; Synonymy: Friendly Communities of Words
(With Subtle Differences); A Family of Say Type Verbs in Use; Nouns; Adjectives; Adverbs; Antonyms: Words of the Enemy Camp; Antonyms; Morphologically unrelated Pair of Antonyms; Verbs of Converse Relation
XX. Revisiting Aspects of Grammar
Sentence Fragments; Run-on Sentences; Agreement; Structure of an NP; Some Common Errors in Indian English; Quantifier as Head of an NP; Compound Subjects; Nature of Conjoining; Agreement between a Pronoun and its Antecedent; Ambiguous Reference of Pronoun; Tense and Tense-Sequence; Simple Past vs. Present Perfect; Future Tense in Conditional Clauses; Past Tense in Conditional Clauses; The Subjunctive Mood; Present and Past Infinitives; Sequence of Tense; Word Order; Word-Order in Questions; Word-Order in Reported Speech; Exclamatory Sentences; Some Problem Areas in Indian English
XXI. Punctuating for Clarity
Punctuation Marks; Comma; Use of Semicolons; Use of Colons; Use of Dashes; Use of Parenthesis (i.e. a pair of round brackets); Brackets; Period (Full Stop); Note of Exclamation Mark; Use of Question Mark; Use of Ellipsis Dots; Use of Inverted Commas; Use of an Apostrophe; Use of a Hyphen; Use of Capital Letter; Use of Italics
References
Key to Exercises
Acknowledgements
Index
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“….Empowering communication Skills provides ample authoritative models from stellar Anglophone writers and cleverly conceived exercises that should help dedicated students improve their communicative competence. This is a book that will be useful not only to Indian students and professionals but also to their counterparts in the Kachruvian ‘outer Circle’ of English speakers, especially those who do not speak this foremost world lingua franca natively”. Prof. Salikoko S. Mufwene, University of Chicago\n
The book, written to meet the requirements of professional courses on communication skills and to get an edge in preparation for various competitive examinations and interviews, will surely empower its users with oral and written communication skills. Prof. Omkar Nath Koul, Formerly at the L B S Academy of Administration, Mussoorie\n
“….Empowering Communication Skills, grounded in a solid knowledge of the nature and structure of language in general and that of English in particular, without any doubt, helps in communicating effectively. It is built on examples of real life, conversational duels, interviews, aspects of grammatical cohesion and idea-level coherence in spoken and written texts….” Prof. Rama Kant Agnihotri (Retired), University of Delhi\n
This book focuses on various types of oral and written communication. It analyzes real examples with a view to finding realistic solutions and guidelines. It also highlights problem-areas in Indian English to make it internationally acceptable. This user-friendly book may prove useful to all — students, researchers, trainers, professionals and the common readers.\n
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Anjani Kumar Sinha (Ph.D. from University of Chicago), a former Professor and Head, Department of Linguistics, University of Delhi, taught at the University of Patna, Taiz and Sana’a (Yemen), University of Chicago, Michigan (Ann Arbor) and Osmania University, Hyderabad and University of Delhi. He has also been a Visiting Professor at the University of Hyderabad, NEHU (Shillong), Tribhuvan University, Kathmandu (Nepal), Aligarh Muslim University and Baroda University. Widely travelled, Prof. Sinha has contributed more than fifty research articles and written three books. \n
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SHIPRA PUBLICATIONS |
0.00 |
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North-East India |
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ETHNO-NARRATIVES: IDENTITY AND EXPERIENCE IN NORTH EAST INDIA |
SUKALPA BHATTACHARYA, RAJESH DEV(Ed) |
9788183640107 |
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2020 impression |
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208pp, First Published in 2006
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0.00 |
995.00 |
PREFACE
CONTRIBUTORS
INTRODUCTION: IDENTITY AND EXPERIENCE IN NORTH EAST INDIA
ETHNO NARRATIVES
GENDER AND POWER: WOMEN-CENTRED NARRATIVES FROM A-NAGA FOLKLORE-TEMSULA AO
THE SIGNIFYING DIMENSIONS OF THE FOLK: A STUDY OF KA TIEW LARUN - ESTHER SYIEM
DESCENT OF THE SEVEN HUTS: FOLK NARRATIVE AS STRUCTURE OF THE KHASI PNAR CONSCIOUSNESS - ABHIJIT CHOUDHURY
CONSTRUCTION OF ETHNIC NARRATICES
RESISTANCE IN VERSE - SAJAL NAG
NARRATIVES CLAIMS AND IDENTITY IMPASSE: THE EXPERIENCES OF THE NOWHERE PEOPLE - RAJESH DEV
WISDOM AND REASON: DECOLONIZING ETHNOGRAPHY IN NORTH EAST INDIA - PRASENJIT BISWAS
IDENTITY AND EXPERIENCE
REPRESENTATION OF GENDER: MARGINALITY IN THE VISUAL NARRATIVE OF M.H. BARBHUYAN - MOUSHUMI KANDALI
THE FAILED NARRATIVES OF NORTH EAST INDIA: SUJATA MIRI'S THE BROKEN CIRCLE - ZILKIA JANER
SYLHETI NARRATIVES: MEMORY TO IDENTITY - SUKALPA BHATTACHARJEE
NEGOTIATING FRONTIER SPACES: NARRATIVES AND THE IDEA OF A GOALPARIA IDENTITY - SANGHAMITRA MISRA
MYTHS, TRADITION AND IDENTITY: WOMEN IN KHASI MATRILINY - PATRICIA MUKHIM
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The specific ethno-narratives of various communities of North East India with a wide range of themes; starting from the construction of identities through folk and ethno-narratives to political and historical structuring of ethnic identities have been contributed by scholars, known both for their erudition and commitment, in this volume. Most of the articles have drawn upon a methodology of insiders and participant perspective in order to portray the experiential aspects of claims of community and identity. The book may be of the interest to those interested in the subject and in the North East India.
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Dr. Sukalpa Bhattacharjee teaches English at North Eastern Hill University, Shillong. She has lectured in various Universities of Europe and Asia. She has authored, Post-Colonial Literature: Essays on Gender, Theory and Genres and is one of the Editor-Contributor for Human Rights and Insurgency: The North-East India and contributed to Anthologies on Multi Ethnic Literatures of United States (MELUS), Literary Theory, Cultural Studies and journals on Postcolonial Studies.
Dr. Rajesh Dev teaches Political Science at Womens College, Shillong and is also currently visiting faculty at the Department of Law, North Eastern Hill University, Shillong. He has contributed essays to edited volumes and journals of repute and is a regular contributor to regional and national dailies\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000263.jpg |
Economics,Education,M.ed/B.ed./D.ed. |
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FINANCING OF SECONDARY EDUCATION IN INDIA: Grants-in-Aids Policies and Practices in States |
JANDHYALA B.G. TILAK(ed.) |
9788175413528(HB) |
9788175413535(PB) |
2020 impression |
|
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392+xii
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450.00 |
2500.00 |
Foreword
Preface
Abbreviations
Introduction
1. Andhra Pradesh: Financing of Secondary Education/ B. Shiva Reddy and K. Anji Reddy
2. Tamil Nadu: Grants-in-Aid for Secondary Education: Policies and Practices/ P. Duraisamy and Malathy Duraisamy
3. Kerala: Grants-in-Aid Policies and Practices in Secondary Education/ K.K. George, George Zachariah and N. Ajith Kumar
4. Karnataka: Public Financing of Secondary Education/ P.R. Panchamukhi, Sailabala Debi and V.B. Annigeri
5. Maharashtra: Grants-in-Aid in Secondary Education/ Sangita Kamdar
6. Gujarat: Financing of Secondary Education/ K.R Shah and Sarita Agrawal
7. Goa: Grants-in-Aid Policy and Practices/ Seema P. Rath
8. Delhi: Financing Pattern and Cost Structure in Secondary Schools/ Furqan Qamar
9. Bihar: Grants-in-Aid Policies and Practices in Secondary Education/ Sudhanshu Bhushan
10. Punjab: Financing of Secondary Education - Sources, Patterns and Emerging Issues/ Sucha Singh Gill, Sukhwinder Singh and Jaswinder Singh Brar
11. Uttar Pradesh: Financing of Secondary Education - Grants-in-Aid Policies and Practices/ Mohd. Muzammil
12. Orissa: Financing of Secondary Education/ Sailabala Debi
References and Bibliography
Editor and Contributors
Index
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Financing of Secondary Education in India presents rich and insightful analyses of the trends in financing of secondary education, analyses the pattern of financing of government schools, schools run by local bodies and private secondary schools and critically examines the grants-in-aid policies of governments in twelve major states in India. Consisting of state-level studies on Andhra Pradesh, Bihar, Delhi, Goa, Gujarat, Kerala, Karnataka, Maharashtra, Orissa, Punjab, Rajasthan and Tamil Nadu, prepared by renowned scholars in the area of Economics of Education in India, this timely publication coming in the backdrop of policy discussions on universalisation of secondary education, should be of considerable interest to all those who are interested in issues relating to financing of education in India in general and secondary education in particular..\n
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Jandhyala B.G. Tilak is Professor at the National University of Educational Planning and Administration, New Delhi.
Contributors
Sarita Agrawal § V.B. Annigeri § Sudhanshu Bhushan § J.S. Brar § Sailabala Debi § Malathy Duraisamy § P. Duraisamy § S.S. Gill § K.K. George § Sangita Kamdar § Ajith Kumar § M. Muzammil § P.R. Panchamukhi § Furqan Qamar § Seema Rath § Anji Reddy § K.R. Shah § Sukhvidenr Singh § B. Shiva Reddy § George Zachariah\n
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed. |
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HEALTH AND PHYSICAL EDUCATION |
J.C. AGGARWAL |
9788175416727(HB) |
9788175412170(PB) |
2020 impression |
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222+x pp (4TH EDITION), First Published in 2005
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250.00 |
950.00 |
CONCEPT OF HEALTH EDUCATION
Significance of Health, Relationship between Health and Socio-economic Development, Meaning and Concept of Health, Main Elements of Health or Characteristics of a Healthy Person, Community Health and Personal Health, Meaning of Health Education, Objectives of Health Education, Scope of Health Education, Health Education and Physical Education, Personal and Social Aspects of Health Education, General Aims and Objectives of Health Education in Schools, Specific Objectives. of Health Education at Different Stages
SCHOOL HEALTH PROGRAMME
Importance, Meaning and Concept, Objectives, Characteristics, Scope, Organisation of School Health Education Programme, Improvement of School Health Education Programme: Suggestive Guidelines
HEALTH INSTRUCTION
Meaning and Importance, Main Aims and Objectives, Types of Health Instruction, Role of the Teachers, Health Needs of Children and Health Instruction, Health Needs of the Child at the Primary Stage Health Instruction and Its Contents, Health Instruction at the Upper Primary Stage/Middle Stage and Contents (Classes VI to VIII), Health Instruction at the Secondary Stage and Syllabi (Class IX and X), Methods of Imparting Health Instruction
SCHOOL HEALTH SERVICES AND HEALTHFUL SCHOOL ENVIRONMENT
Importance of School Health Services, Agencies of School Health Services, Programme Components of School Health Services, Medical Inspection of the Students, School Health Service and the Rural Community, School Clinic or Dispensary, Junior Red Cross Society, First Aid, Healthful School Environment or Healthful School Living, Environmental Cleanliness and Preventing Illness! Diseases, Functions, Roles and Responsibilities of the Teachers
SAFETY EDUCATION
Meaning and Importance of Safety, Accidents and Need for Safety at Different Age groups, Measures for Minimising Accidents at Home and Schools, Common Accidents at Home, Common Accidents in School, Safety at Playground, School Transport Safety, Safe Drinking Water
POSTURES
Meaning and Importance of Proper Postures, Characteristics of Good Postures, Major Adverse Effects of Poor Postures, Causes of Poor Postures I, Identification of Common Postural Defects Among Children and Their Classification, General Remedial Measures for Proper Postures, Proper Postures in Various Situations, Specific Postural Defects and Physical Exercises for Improving Postures
FIRST AID-MEANING, SCOPE AND PRINCIPLES OF FIRST AID IN VARIOUS SITUATIONS
Meaning and Origin, The Scope of First Aid, Qualities of the First Aid, Basic Principles of Rendering First Aid or Managing the Accident, First Aid Box: Contents, First Aid for Different Types of Accidents, Needs, Emergencies
COMMON SPORTS INJURIES AND ROAD SAFETY RULES
Introduction, Types of Sports Injuries, Soft Tissue Injuries, Bone Injuries, Joint Injuries, Bandages, Road Safety Rules
CONCEPT OF PHYSICAL EDUCATION
Importance of Physical Education, Concept of Physical Education, Brief History of Physical Education, Aims and Objectives of Physical Education, Aims and Objectives of Physical Education at Different Stages
METHODS OF TEACHING PHYSICAL EDUCATION
Meaning, Objectives, Revolution in Methods of Teaching, Classification of Methods of Teaching, Supplementary Methods I, Whole or Part Method of Teaching-Learning, Demonstration
LESSON PLANNING
Meaning, Significance, Preparation of Lesson Plan, Presentation of a Lesson Plan
FOOD AND NUTRITION
Meaning and Functions of Food, Components of Food, Basic Food Groups, Food Groups According to their Functions and Sources, Classification of Foods According to their Origin, Nutrient Components of Food and their Importance
BALANCED DIET AND MALNUTRITION
Meaning of Balanced Diet, Recommended Balanced Diet by ICM, Balanced Diet: Calorie Requirements, Things to be Avoided in Diet, Principles of Diet Planning, Problems Caused by not Eating a Balanced Diet or Eating Well, Nutritional Value ofLocally Available Diet: Getting Better Food at Low Cost, Costly Food Items and their Substitutes, Food Exchange System, Malnutrition, Undernutrition, Overnutrition Unbalanced Diet and Specific Deficiency in Diet, Malnutrition, School Mid-day Meals
DIET DEFICIENCY DISEASES
Meaning of Diet Deficiency Diseases, Types of Deficiency Diseases, Protein-Energy Malnutrition (PEM) or Deficiency on Account of Lack of Protein/, Mineral Deficiency Diseases, Vitamin Deficiency Diseases, Healthy Eating Habits
COMMUNICABLE DISEASES
Meaning and Types of Diseases, Communicable Diseases and their Classification, Measures for the Prevention and Control of
Communicable Diseases, Cholera, Tuberculosis (T.B.), Whooping Cough, Malaria, Typhoid or Enteric Fever, Diarrhoea/, Intluenza(Flu), Jaundice (Hepatitis), Rabies (Hydrophobia)
PHYSICAL HEALTH EDUCATION: DIVERSE ISSUE
Physical Fitness and Its Components, Intramurals and Extramurals and their Organisation, Draw of Fixtures (Knock out and League Basis), Graphic Representation of Round Robin Schedule for Seven Teams I, Introduction of Operation Black Board (OB): Physical Education Kit (Equipment) and its Utilisation, Physiological Effects of Exercise, Exercise, Relaxation, Recreation and Regular Sleep, Physical Impairments of the Students and the Role of the School I, Common Ailments not Covered Earlier I, Summery: Description of Various Diseases, Evaluation in Health and Physical Education
YOGA EDUCATION AND HEALTH: NEEDS OF A CHILD
Meaning of Yoga, Main Features of Yoga, Stages of Yoga, General Guidelines for Practising Yoga Asanas, Brief Description of Each Asan with its Benefits, Health Needs of the Child and Yoga, Chart Showing Specific Need of the Child and the Asana Most Suited for the Satisfaction of the Need
PHYSICAL EDUCATION PROGRAMME
Meaning of Physical Education Programme, Principles of Selection of Activities and Programmes, Components of Physical Education Programme, Playground as the Cradle of Democracy: The Battle of Waterloo was Won on the Playgrounds of Eton, Principles of Organizing Games and Sports, Principles and Suggestions for the Promotion of Physical Education, Recommendations of Committees and Commissions on the Development of Physical Education Programme
AIDS, HIV, STD, Drug Abuse and Smoking: Prevention! Treatment and Control
Meaning and Causes of AIDS, HIV, and STD, Mode of Infection! Spread, Symptoms, How does One Get AIDS I, Prevention, Focus on the Control of Stigma and Discrimination: Role of Education, Why AIDS Education often Denied to Children and Young People, Ways to Overcome these Problems, Significant Statements on HIV, Drug Abuse: Harmful Effects and Plan for Achieving Schools without Drugs, Smoking, Prevention and Control
Mental Health and Sex Education
Importance of Mental Health, What Constitutes a Healthy Mind?, Need and Importance of Sex Education, Meaning of Sex Education, Aims and Objectives of Sex Education, Agencies of Sex Education, Role of Teachers and Parents in Sex Education, Guidelines for Imparting Sex Education in School, Methods of Imparting Sex Education, Suggestive Syllabus and Activities for Sex Education
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The book is designed to offer practical guidelines and suggestions keeping one healthy and strong. Basic and essential information on emerging topics like AIDS, Drugs, and sex education contained in this book should prove handy to the readers.
Recommendations of several Committees and Commissions on Health and Physical education find an important coverage in this volume. This book may be useful to students, teachers, educational planners and administrators.
US$ 20\n
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J.C. Aggarwal, a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration has written extensively on Education, History and contemporary affairs. Before joining Delhi Administration, he taught in a Post-graduate Teacher Training College.\n
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Education,M.ed/B.ed./D.ed. |
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PARYAVARAN SHIKSHAN |
JAI SHREE |
9788183640275 (HB) |
9788183640282 (PB) |
2020 impression |
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168+viii, 2014 revised edition
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195.00 |
550.00 |
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed. |
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PRACHIN EVAM MADHYAKALEEN BHARAT MEIN SHIKSHA |
JAGDISH CHAND |
9788183640299 (HB) |
9788183640305(PB) |
2020 impression |
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135+vi, First Published in India 2008
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200.00 |
550.00 |
viii+135pp
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SHIPRA PUBLICATIONS |
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Asia/International Relations |
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UNITED NATIONS: MULTILATERALISM AND INTERNATIONAL SECURITY |
C UDAY BHASKAR, K SANTHANAM, UTTAM K SINHA, TASNEEM MEENAI(ED) |
9789388691352 |
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2020 impression |
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616 + xxxii pp
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0.00 |
2500.00 |
List of Acronyms
Introduction
United Nations, Multilateralism and International Security:K.C. Pant
United Nations and the Changing Security Agenda
Louise Frechette
Relevance and Efficacy of the United Nations
George Fernandes
Current Challenges to Multilateralismand the United Nations
A View from Brazil
Celso Amorim
A Sri Lankan Perspective
Tyronne Fernando
A Russian Perspective
Yuri V. Fedotov
A Japanese Perspective
Yasushi Akashi
A European Perspective
Geoffrey Van Orden
India's Approach to Multilateralism
J.N. Dixit
Return to Multilateralism: The United States and the World
Stephen Schlesinger
Iraq War and World Order
Ramesh Thakur
World Strategic Order: Unipolar, Multipolar or Multilateral
Pascal Boniface
Conflict Resolution and Post-Conflict Management
Afghanistan at the Crossroads
Amin Saikal
Armed Action in Sri Lanka
Lakshman Kadirgamar
Conflict Resolution and Post-Conflict Management in Timor-Leste
Kamalesh Sharma
Conflict Resolution in Africa
Greg Mills
Recent Case Studies on Post-Conflict Management
Roger Moran
International Cooperation in Tackling Terrorism, Drugs and Organised Crime
Terrorism and Transnational Crime: An Indian Perspective
S.K. Datta
Terrorist Outlook for : The New Security Environment
Rohan Gunaratna
UN Convention against Organised Crime: Expectations and Dilemmas
Vincenzo Ruggiero
International Cooperation in Tackling Terrorism, Drugs and Organised Crime: The Asia-Pacific Experience
John McFarlane
International Cooperation in Tackling Terrorism:The Middle East
Ely Karmon
International Cooperation against Drug Trafficking in Central Asia
Niklas L.P. Swanström and Maral Madi
International Cooperation in Tackling Terrorism: A European Response
Hans-Georg Wieck
Security Cooperation in Central Asian Region: State-building Processes and External Influence
Anara Tabyshalieva and Erica Marat
United Nations and Weapons of Mass Destruction
A UN Perspective
Randy Rydell
An Indian Perspective
G. Balachandran
A Russian Perspective
Y. M. Kozhokin
The North Korean Nuclear Case
Haksoon Paik
UNMOVIC: Lessons and Legacy
Trevor Findlay and Ben Mines
UN Non-Proliferation Regimes: New Challenges and Responses
Han Hua
Prospects of Strengthening and Restructuring Multilateral Institutions and the United Nations
Strengthening and Restructuring Multilateral Institutions:A Perspective
B.S. Prakash
Crisis in Multilateralism: A Japanese Viewpoint
Kazutoshi Aikawa
Unilateralism versus Multilateralism: Challenges and Prospects
Ruan Zongze
Preemption or Partnership? The Future of International Security
Karl F. Inderfurth
Reform of the United Nations
V.S. Mani
Lessons of UN Global Conferences: A Restructured United Nations System for a Hegemonic World Order
Michael G. Schechter
Multilateralism and the Role of Small States
Barry Desker
Strengthening the UN: Futile Attempt orvFeasible Alternative?
Tobias Debiel
Annexure
Contributors
Index
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The Iraq war in 2003 raised fundamental questions on the practice of 'might is right' and the principle of cooperation and multilateralism in addressing perceived global security challenges. It also placed the United Nations at a critical juncture or, "a fork in the road" as referred to by UNSG Kolf Annan.
This book is a collection of high-quality papers presented by academicians, diplomats and UN officials who had deliberated on this issue in January 2004.
\n
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K Santhanam former Director of Institute for Defence Studies and Analyses, New Delhi. He superannuated from the Defence Research and Development Organisation as Chief Advisor (Technology). He was Scientific Advisor in the Ministry of External Affairs and a member of the National Security Advisory Board. He was conferred Padma Bhusan award in recognition of contributions to the Shakti-98 series of nuclear tests conducted in Pokhran in May 1998. He is a co-author of two books Jihadis in Jammu and Kashmir: A Portrait Gallery (Sage, 2003) and Iraq War 2003: Rise of the New Unilateralism (Ane Books, 2003). His coedited works include Asian Security and China, 2000-2010 (Shipra, 2004) and India and Central Asia: Advancing the Common Interest (Anamaya, 2004).
Tasneem Meenai was the Conference Coordinator for the 6th Asian Security Conference on "United Nations, Multilateralism and International Security" during her tenure at IDSA as Research Fellow. Her research areas include Multilateral Institutions and Conflict Resolution, and peace and security issues. She has obtained Masters degree in International Relations from the Australian National University as a Ford Foundation Scholar and from Jawaharlal Nehru University, New Delhi. She holds a Ph.D. in Political Science. She is currently serving as Reader at the Centre for Peace and Conflict Resolution, Jamia Millia Islamia. New Delhi. She is the co-author of the book Iraq War 2003: Rise of the NewUnilateralism.
C Uday Bhaskar is Officiating Director, Institute for Defence Studies and Analyses, New Delhi. He is counted among the leading defence analysts in India and has contributed over 50 research articles/papers to professional journals and books published in India and abroad. His articles have appeared in US Naval Institute Proceedings, Studies in Conflict and Terrorism and the Bulletin of Atomic Scientists and in books published by the US Naval War College and the Royal Navy Defence Studies. He recently edited Indo-German Dialogue: Quest for International Peace and Security. He is the editor of IDSA's journals Strategic Analysis and Strategic Digest and founder-editor of Quarterdeck and is on the editorial board of Journal for Indian Ocean Studies.
Uttam K Sinha obtained his Ph.D. degree from Jawaharlal Nehru University and is Associate Fellow at the Institute for Defence Studies and Analyses. A recipient of the Indo-Kuwait Dewan Award in 1995 and before joining the faculty at IDSA, he was in the editorial of The Pioneer. He is currently focusing on non-traditional aspects of security with particular attention to the role of military in environmental protection. He is co-author of the book Iraq War 2003: Rise of the New Unilateralism.\n
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Education,M.ed/B.ed./D.ed. |
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CURRICULUM, PEDAGOGY AND EVALUATION |
H.S. SRIVASTAVA |
9789388691338(HB) |
9789388691345(PB) |
2020 |
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PP xiv+290
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350.00 |
1500.00 |
Preface
Section I FOUNDATION OF CURRICULUM, PEDAGOGY AND EVALUATION
1. Education for the Twenty First Century (UNESCO Report— 1 Learning the Treasure Within)
Introduction
From the Local Community to A World Society
From Social Cohesion to Democratic Participation
From Economic Growth to Human Development
Four Cornerstones of Education
Life-long Education
From Basic Education to University
Teachers in Search of New Perspectives
Choices for Education: The Political Factor
2. Advancing Horizons of Indian Education
The Change
Changing Purposes of Education
New Directions in the Content of Education
Curriculum Transaction
Learning Materials
Evaluation of Student Growth
Globalisation of Indian Education
Let Us Continue to be Givers
National Goals
Aims of Education
3. Setting Educational Targets
Purpose of Objectives
A Snag in the Classification of Objectives
The Eight-year Study Model
Sources of Educational Objectives
Levels of Educational Objectives
Statements of Educational Objectives
Definition of Objectives
Taxonomies of Educational Objectives
Objectives of the Cognitive Domain (Bloom’s Model)
Some Other Taxonomies of the Cognitive Domain
Objectives of the Affective Domain—Krathwohl’s Model
Objectives of the Psycho-motor Domain—Dave’s Model
Interrelationship of Different Domains of Objectives
Some Examples of Manifestations of Different Areas of Growth
Taxonomy of Instuctional Objectives of Language and Literature—H.S. Srivastava’s Model
Salient Manifestations of the Objectives
Section II GENESIS OF CURRICULUM
4. Concept and Need of Curriculum
Types of Curriculum
Basic Considerations in Curriculum Construction
Derivation and Statement of Objectives
Curriculum Development a Collaborative Venture
Developing Curriculum Content and Materials
Developing Evaluation Procedures and Materials
Curriculum Transaction/Implementation
Curriculum Evaluation
5. Paradigms of Curriculum Development and Implementation
Overview
Purposes of Curriculum
Components of Curriculum
Collaborators in Curriculum Development
Instructional Objectives and the Curriculum
Steps of Curriculum Evolution
Uses of Curriculum
Developing Curriculum Content
Characteristics of Curriculum Transaction
Evaluation of Learner Attainments
6. Role of Curriculum and Curriculum Material in the Teaching-Learning Process
Student Work-Books
Role and Importance of Textbooks and Supplementary Books
Role of Text-books and Supplementary books
7. National Curriculum Frameworks and Their Conceptual Evolution
Historical Overview
National Curriculum Framework for School Education 2000:
Salient Features
National Curriculum Framework for School Education 2005:
Salient Features
8. Highlights of Right to Education Act 2009
Salient Provisions Right of Children to Free and Compulsory Education Act 2009
Section III BASICS OF PEDAGOGY
9. Phenomena of Learning
A Macro Overview
Principles of Learning
Motivation in Learning
Maturation and Learning
Conditioned Learning
Trial and Error
Insightful Learning
Learning by Imitation
Remembering and Forgetting
Transfer of Training
Optimising Learning
10. Process, Principles and Maxims of Teaching and Learning
Emergence of Concept of the Pedagogy
Fundamental Foundations
Principles of Objective-Based Instruction
Instructional Approaches
Planning Enriched Objective-Based Instruction
Nature and Purpose of Instructional Material
A Suggestive Format of an Instructional Unit
Conclusion
Objective-based Instruction: A Diagramatic Representation
11. Correlation between Teaching and Learning in the Classroom
12. The Lecture Method
Lecture Preparation
Lecture Presentation/Delivery
13. The Discussion Method
Purposes Served by Discussions
Teacher’s/Leader’s Role
Process of Discussions
Pre-requisites for Effective Discussions
14. Demonstration
Introduction
Demonstration as a Teaching Device
Preparation for Demonstration
Pre-requisites for Demonstration
Limitations of the Demonstration Method
15. Observation
Preparation for Making Observations
Process of Observation
16. Problem-Solving Method
Characteristics of a ‘Problem’
Approaches to Problem Solving
Steps of the Problem Solving Method
Problem Solving and Project Method
Merits and Limitations of Problem Solving Method
17. The Herbartian Steps
Historical Overview
Originally Proposed Steps
Subsequent Adaptations
Conclusion
18. Activity Method
Characteristics
Short Comings
19. Peer Tutoring
Characteristics/Advantages of Peer Tutoring
Shortfalls of Peer Tutoring
20. Joyful Learning
Advantages of Joyful Learning
Shortfalls of Joyful Learning
21. Interdisciplinary Teaching
Advantages of Interdisciplinary Teaching
Short Falls of Interdisciplinary Teaching
22. Project Method
Types of Projects
Principles Involved in the Project Method
Steps in the Project Method
Proposing and Purposing a Project
Planning the Project
Executing the Project
Evaluating the Project
Shortcomings of the Project Method
Conclusion
23. The Laboratory Method
Learning by Doing
Support Material for Laboratory Work
Types of Laboratory Methods
Process of Laboratory Work
Post Experiment Discussion
24. Programmed Instruction
Purpose of Programmed Instruction
Structure of Programmed Instruction
Operations of Programmed Instruction
Conclusion
25. Think-Tank Sessions
Connotation
Requirements
Physical Arrangements
Purpose
Process
Expected Gains
26. Seminars
Connotation
Requirements
Physical Arrangements
Operational Steps
Process
Expected Gains
27. Panel Discussions
Connotation
Physical Arrangements
Requirements
Process
Expected Gains
28. Symposium
Connotation
Physical Arrangement
Requirements
Process
Gains
29. Library Research
Connotation
Requirements
Process
Expected Gains
30. Photo Language Session
Connotation
Requirements
Process
Gains
31. Surveys
Connotation
Requirements
Physical (Seating) Arrangement
Process
Gains
32. Participatory/Group Learning
Introduction
Genesis of Participatory Learning
Prerequisites of the Approach of Participatory Learning
Process of Participatory Learning
Conclusion
33. Action Research
Concept
Designing of Steps
Operation of Action Research
34. Constructivism
Concept of Constructivism
Critical Estimate of Constructivism
Conclusion
Section IV EVALUATING PEOPLE PERFORMANCE
35. Concept of Evaluation
Concept of Evaluation
Process of Evaluation
Examination and Evaluation
Examination Reform
36. Purpose of Evaluation
Some Important Purposes of Educational Evaluation
Selection Tests
Class Promotions in Institutions
Promotion in Jobs
37. Preparing of Objective-based Questions of Different Forms
Characteristics of Good Questions
Forms of Objective-Based Questions
Preparing Long Answer or Essay Type Questions
Preparing Short Answer Type of Questions
Preparing Very Short Answer Type Questions
Preparing Objective Type (Multiple Choice) Questions
38. Written Examinations — Preparation of Balanced Question Papers
Backdrop
Shortcomings of Traditional Question Papers and their Remediation
Inadequate Content Coverage
Steps of the Action Plan
39. Oral and Practical Examinations
Oral Tests
Conducting Science Practical Examinations
Development of a New Pattern
Implementation of the Scheme
40. Grading Learner’s Performance
Emergence of the IDEA of Grading in India
Why Grading?
Grading and Concept of Pass and Fail and Award of Divisions
Methods of Awarding Grades
Grading in Institutional Examinations
41. School-based Evaluation
Historical Overview
Dimensions of the Scheme
Operational Strategy
Salient Features of the Scheme
Evaluating Growth in Co-Scholastic Areas
Assessment in Scholastic Areas
Assessment of Health Status
42. Anecdotal Record Forms
Purpose/Need
Characteristics
Method of Preservation and Use of Anecdotal Record Forms
43. Formats of Cumulative Record Cards and Pupil Records
Format
Pre-conditions for the Success of School Based Evaluation
Pupil Profiles
Educational Progress Record
44. Preparing Objective-Based Questions of Different Forms: Some Examples
Physical Dimensions of Questions
Some Examples of Objective-based Questions of Different Forms
Length of Free Response Questions
Characteristics of Good Questions
Rules for Framing Different Forms of Questions
Some Sample Multiple Choice Questions
Rules for Preparing Objective Type Questions other than the Multiple Choice Ones
45. Using Questions for Teaching
Introduction
Some Examples
46. Setting Balanced Question Papers and End of Topic Tests
Backdrop
Shortcomings of Traditional Question Papers and their Remediation
Steps of the Action Plan
47. Types of Tests and Test Characteristics
Achievement Tests
Diagnostic Tests
Psychological Tests
Recruitment Tests
Admission Tests
Test Characteristics
48. Some Ancilary Items: Teacher Diary, Field Trips, Organisation of Exhibitions
Teachers’ Diary
Organisation of Exhibitions
Educational Field Trips and Excursions
49. Evaluation of Projects Programmes and Teaching Proficiency
Preamble
Need
Scope of Evaluation of Educational Practices
Purpose of Evaluating Educational Practices
Methodology of Evaluating Educational Practices
PREP Index and its Derivation
Use of Evaluation Data
Conclusion
Methodology of Evaluating Educational Practices—Graphical Presentation of Steps
50. Inter-faith and Inter Cultural Values
Mechanics of Value Internalisation
Deliberations of the Leaders of Schools of Indian Educational Thought
Reflection
A Plan for the Treatment of Values
Love
International Quest for Identification of Interfaith Values
A Classification of Values
Love related Sentiments
References
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The common man, as also the professional educationalists often use the terms ‘Curriculum’, ‘Pedagogy’, and ‘Evaluation’ as stand-alone entities often without perception or appreciation of the linkages that establish the critical relationships among them. In fact, these linkages constitute the basic fabric of education and the genesis of its foundations.\n
Curriculum is the core source of the ramifications and manifestations of education, which it assumes from time to time, based on the basic purpose it is designed to realise.\n
Pedagogy is the strategy pressed into service for transacting the curriculum. It is commonly conceived as a compendium of educational methodologies for accomplishing the tasks for which it uses content and other support material.\n
Evaluation on the other hand, enables us to know about the degree and kind of assimilation of knowledge, acquisitions of personal and social qualities, development of interests, attitudes, values and proficiencies in out-door activities.\n
The curriculum and its transaction, therefore, have but to provide opportunities for growth, in respect of all the above attainments and facets of personalityand evaluation is to be fully utilised for not only judging the nature, quality and the quantum of the level of acquired growth, butmore so for further improving the same.\n
This in short is the genesis of the present work and it is hoped to serve the researchers and students of education in the pursuit of their objectives.\n
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Prof. H.S. Srivastava, an Educational Reformer and former Dean, National Council of Educational Research and Training (NCERT), New Delhi, studied at Universities of Agra, Delhi, Patna, of Chicago and Stockholm and as a student of Benjamin Bloom, Torsten Heusen, Helen Walker and John I Goodlad, he carries their stamp and legacy.\n
Working at the NCERT, New Delhi as also at the UNESCO Institute for Education HAMBURG, International Institute for Educational Planning PARIS, University of Sussex, BRIGHTON, University of Shanghai, SHANGHAI, he made valuable contributions.\n
One of his books, Examination Reforms in India was published by the UNESCO in 1978 in English, French and Spanish.\n
Prof. Srivastava has also been decorated by the Government of France, with the title of Chevalier dans I’Ordre des PalmesAcademiques for his service and contribution to education.\n
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Education,M.ed/B.ed./D.ed., |
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EDUCATION, DEMOCRACY AND DEVELOPMENT: EQUITY AND INCLUSION |
N V VARGHESE, MADHUMITA BANDYOPADHYAY(ED.)-A NIEPA PUBLICATION |
9789388691376(HB) |
9789388691383(PB) |
2020 |
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xvi+311pp
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450.00 |
1600.00 |
Preface; Acknowledgements; List of Abbreviations
1. Introduction/ N.V. Varghese and Madhumita Bandyopadhyay
Education and Democracy
2. South Africa’s Experiment with Democracy and Its Implications for Education: The Balance Sheet after 20 Years/ Crain Soudien
3. Building Peace and Democracy amidst Conflict and Violence: Lessons of Colombia’s Escuela Nueva Model/ Thomas F. Luschei
4. Painting Profiles of National Futures with Six Artful Brushes: Democracy, Development, Education, Inclusion, Equity and Sustainability/ H.S. Bhola
5. Education, Global Citizenship and Democracy in Post-2015 Landscapes/ Kenneth King
6. Democracy, Deprivation and Dispossession: Multiple Narratives of Democracy in North India/ Badri Narayan
II: Education and Development
7. Higher Education and Development in Africa/ Teboho Moja
8. The Sustainable Learning Paradigm: Global Case Studies to Inform and New Models to Guide 21st Century Development and Democracy/ Judith Parker
9. Vocational Education and the Challenge of Development in South Africa/ Volker Wedekind
10. The Employability of Tertiary-Level Graduates in India/ Santosh Mehrotra
11. Medical Education, Inclusiveness, Democracy and Development in Contemporary India/ Roger Jeffery
III Education and Equity
12. Realising Rights to Education: Is Privatising Educational Services Equitable, Democratic, Inclusive and Sustainable?/ Keith Lewin
13. Challenges of Inclusion: How are India’s Schools Faring?/ Praveen Jha, Satadru Sikdar and Pooja Parvati
14. Equity and Education in India: The Definitive Decade of the 1950s/S. Irfan Habib
15. Democratic Inequalities: The Dilemma of Elementary Education in India/ Vimala Ramachandran
IV: Right to Education
16. Politics of School Location in Post-Reform India:The Exclusion and Inequality/ R. Govinda and A. Mathew
17. Equity, Access and Quality in Basic Education: A Review/ Shireen Motala
18. Comparative Analysis of Large-Scale Policies on Universalisation of Elementary Education: Case Studies on Conditional Grants Scheme,Nigeria and Sarva Shiksha Abhiyan, India/ Radhika Iyengar, Angelique R. Mahal and Fatima Ahmad
19. Contemplating Democratic Education in a Migratory World/ Sandra J. Schmidt
20. Rights, Entitlements and Education Inclusion for Mobile Pastoralist Children in India/ Caroline Dyer
21. An Invisible Presence “On the Move”: The Subjective Constructions of High School Youth in a South African City/ Aslam Fataar
Contributors
Index
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It is commonly believed that democratic regimes follow egalitarian policies and they are less tolerant to inequalities in any form.The global experience in the past quarter of a century has shown a contrary trend of widening inequalities while increasing number of countries are brought under democratic regimes. Education is a source of economic growth and it can also be a source of inequalities if provisions for pursuing education are not equally distributed. Education is a fundamental right and its universal provision is a national priority and a social imperative. There is a need for countries to strictlyadhere to progressive policies to ensure equality of educational opportunity to progress towards an inclusive social development agenda. The bookprovides an insight into the issues related to the role of education in promoting democracy and sustaining egalitarian principles to move towards creating an inclusive society.\n
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N. V. Varghese is the Vice Chancellor, National Institute of Educational Planning and Administration (NIEPA) and also the Founding Director of CPRHE, NIEPA, New Delhi, India.\n
Madhumita Bandyopadhyay is Professor at the Department of School and Non-Formal Education, NIEPA, New Delhi, India\n
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Economics,Social Work, |
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ESSAYS ON SOCIAL PROTECTION IN INDIA(Vol. 3): Glimpses and Analysis of Select Schemes |
R.K.A. Subrahmanya |
9789386262851 |
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2020 |
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168 pp
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0.00 |
1200.00 |
1. Introduction: Social Security, Social Protection, Social Safety and 1
Social Protection Floors
● Philosophy of Social Security
● Social Protection
● Social Safety Net including Social Funds
● Social Protection Floors
● Unconditional Basic Income for all Indians
2. Financing Informal Sector for Social Protection
● National Rural Employment Guarantee Act (NREGA)
● Aam Admi Bima Yojana—Insurance Scheme for Rural Landless
Households
● National Health Insurance Scheme
● Bharat Nirman
● Sarva Shiksha Abhiyan
● Mid-day Meal Scheme
3. Social Security, that We can Afford
● Social Protection and Safety Net
● Social Protection Systems and Social Protection Floors
● Social Costs of Structural Adjustment
4. Social Audit: Definition, Objectives, Need and Disclosure of
Information
● Meaning and Definition of Social Audit
● Social Accounting and Social Audit
● Objectives of Social Audit
● Need for Social Audit
● Disclosure of Information during Social Audit
● Process of Social Audit
● People as Auditors
● Power of Social Audits
5. Ayushman Bharat: National Health Protection Scheme
● Implementation Strategy
● Major Impact
● Expenditure Involved
● Number of Beneficiaries
● States/Districts Covered
Annexure 1: Ayushman Bharat: Universal healthcare is coming, here’s
why those worries are mistaken
6. Social Security for the Unorganised Sector
● Promotional Measures
● Protective Measures
● Administrative Arrangements
● Welfare Fund
● Financial Arrangements
7. Social Security for the Workers of Various Sectors
● Rural and Agricultural Sector
● Beedi Workers
● Salt Workers
● Handloom Workers
● Fish Workers
● Brick Kiln Industry
● Construction Workers
8. Pension Schemes
● Farmers’ Pension Scheme
● Mega Pension Scheme
● National Pension System (NPS) Lite
● National Pension System
● Atal Pension Yojana
● Pradhan Mantri Shram Yogi Maandhan (PMSYM)
9. Pradhan Mantri Ujjwala Yojna (PMUY)
● Introduction
● Comments on the Scheme
10. Persons with Disabilities: Scheme to Promote Voluntary Action
● Objectives of the Scheme
● Profile of the Projects and Specific Objectives
11. States’ Social Security Scheme
● Odisha—Krushak Assistance for Livelihood and Income
Augmentation (KALIA) Yojana
● Kerala State: Kudumbasree—Participatory Poverty Reduction
● Telengana: Government Announces Rythu Bharosa Guidelines
12. Issues need to be addressed
● National Rural Drinking Water Programme
● Starvation Deaths
● Workers’ Education
● Electoral Bonds
● The Economy and the People
13. Facility of Fixed Term Employment for All Sectors
14. Freedom from Manual Scavenging
● Government Initiatives
● Self-Employment Scheme for Rehabilitation of Manual
Scavengers (SRMS)
● Problems being faced in Elimination of Manual Scavenging
● Roadmap
15. Legislation for Unorganised Workers
● Regulation of Employment
Annexure: Related Media Articles
Index
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The term social security is used both in a narrow and broader sense. In the narrow sense it refers to provision of insurance to retired or disabled people. But in its broader sense it refers to economic security given to people facing various types of risks. Social security in India reflects all the measures taken in the context of poverty reduction. It not only relates to income support but also addresses the whole gamut of anti-poverty policies and programmes including welfare programmes, community-based initiatives and actions taken by the government. \n
This volume provides a glimpse of various social security measures taken by Government of India in general and more specifically for various vulnerable and marginalised groups. Some schemes initiated by states also get a place in the book. It provides a bird’s eye view on how the social security schemes are funded.\n
The other two volumes have been brought out earlier and this third volume completes the length and breadth of the theme of social security. The three volumes would help in understanding the subject in totality.\n
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R. K. A. Subrahmanya (6 July 1926 - 26 April 2020) joined the Indian Audit and Accounts Service after passing the IAS and Central Services Combined Competitive Examination in 1950. He served as Accountant General in Assam, Odisha, Tamilnadu and Kerala.\n
He was appointed Addl. Secretary in the Union Ministry of Labour in 1979. He was Chairman of the Central Board of Trustees of the EPFO, the Standing Committee of the ESIC and the Central Board of Workers Education during his tenure at the Ministry of Labour. He represented the Government of India in the International Labour Conferences held in Geneva for four years. He was a member of a committee set up by the ILO for studying the future of social security in developing countries. He was a member of the Bureau of the International Social Security Association, for five years.\n
After retiring from service in 1984, he was Director General, Gandhi Labour Institute, Ahmedabad and was thereafter appointed as a Member of the A.P. Administrative Tribunal in Hyderabad.\n
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Religion & Philosophy,Social Work |
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JAIN COMMUNITY OF BUNDELKHAND: SOCIO-ECONOMIC AND CULTURAL CHANGE |
PRAKASH C. JAIN |
9789388691413 |
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2020 |
|
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pp 172
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0.00 |
950.00 |
Foreword
Preface
List of Tables
1. Introduction
Bundelkhand Region; Jains in India and in Bundelkhand; Research Problem; Survey of the Literature; Objectives of the Study; Rationale of the Study; Conceptual Framework; Hypotheses; Locale of the Study; Research Methodology
2. Bundelkhand and Its Jain Community
Bundelkhand Region; History of Bundelkhand: Medieval and Modern Periods; Demographic Profile; Economy of Bundelkhand; Migration; Castes in Bundelkhand; Status of Women; Jain Community of Bundelkhand; Jainism in Bundelkhand; Demographics; Economic Profile; Education and Occupational Structure; Socio-Political Contribution; Social Organisation; Sub- Sects and Castes; Kanji Swami Panth; Social and Religious Conservatism
3. Socio-economic Background of the Respondents
Gender; Age; Marital Status; Sect/Sub-Sect; Caste/Sub-Caste/ 44; Rural/Urban Background; Home Ownership; Agricultural Land Ownership; Urban Immigration; Educational Background; Occupation of Respondents; Income; Family Size; Gadgets Used at Home
4. Education and Occupational Changes
Jains’ Stake in Bundelkhand’s Economy; Education and Occupation of Respondents; Education and Occupational Mobility; Educational Aspirations for Children; Role of Jain Sanskrit Vidyalayas; Rise of Jain Pandits; Education and Employment of Women; Higher Education and Out-Migration from Bundelkhand; Jains in the Wider Society; Problems of Education and Employment; Minority Status to Jains; Benefits and Advantages of Minority Status; Problem of Disunity within the Jain Community
5. Social Structural Changes
Social Structural Changes; Kinship, Marriage and Family; Kinship; Name; Family; Marriage; Problems of Marriage in Bundelkhand; Social Stratification; Status of Women; Jain Associations; Jain NGOs of Bundelkhand; Inter-Ethnic Relations
6. Continuity and Change in Jain Way of Life
Jain Philosophy; Jain Metaphysics; Jain Ontology; Doctrine of Karma; Jain Epistemology; Jain Ethics; Code of Conduct for the Householders; Accessory Rules; Code of Conduct for Ascetics; Religious Orthodoxy; Kanji Swami Panth: A Challenge to Orthodoxy; Neo-Orthodoxy and Heterodoxy; Dincharya (Daily Routine); Diet and Dietary Regulations; Festivals and Pilgrimage; Life-Cycle Rituals
7. Summary and Conclusion
Appendices
1 . Some Prominent Bundelkhandis
2. List of Prominent Jain Pandits/Scholars from Bundelkhand
3. Jains of Bundelkhand in Literature
4. Major Bundelkhand Jain Tirth Kshetras
5. A List of Select Jain Sanskrit Vidyalayas
6. Martyrs and Freedom Fighters of Bundelkhand
7. Jain Monks and Nuns from Greater Bundelkhand
(With Year and Place of Birth)
8. Some Prominent Jains of Bundhelkhand
Bibliography
Index
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The book analyses the demographic, economic, educational, socio-cultural and religious changes in the Jain community of Bundelkhand that have occurred within the span of two-three generations. For centuries the Jains of Bundelkhand, mainly the followers ofTerapanth Digambar Jainism, have been involved in trade and commercial activities. Their socio-cultural attitude has been characterised by conservatism and religious orthodoxy. However, for the past few decades, mainly due to the impact of modern education this over-all situation has significantly been changing for the better. How, why and to what extent these changes have affected the contemporary Jain community of Bundelkhand is the main focus of this study.It also covers some eminent Jain personalities in different walks of life.It is argued that the economic, educational and occupational aspects of the community have changed relatively much faster than socio-cultural and religious aspects. The readers, scholars and all the stakeholders in the subject may find the book useful.\n
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Prof. Prakash C. Jain, Ph.D. (Sociology, Carleton University) is currently Project Director of Population and Sociological Studies at International School for Jain Studies, New Delhi. Prior to this he was a Senior Fellow of ICSSR (2013-15) and UGC-Emeritus Fellow (2015-17) at the Centre for Comparative Politics & Political Theory, School of International Studies, Jawaharlal Nehru University, New Delhi. Dr. Jain served JNU for over 25 years as Professor of West Asian Studies and has a number of books to his credit. His major publications in the field of Jain Studies include Jains in India and Abroad(2011) andStudies in Jain Population and Demography (2019).\n
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Some Opinions…\n
“Dr. Jain is not only a member of the Jain religious order but also a native of Bundelkhand, the area where he carried out his intensive fieldwork. … Although Dr. Jain’s work is on his own community, he is able to examine the facts of the Jain life with considerable objectivity. Because he knows fully well the theoretical constructs of objectivity and subjectivity, and that of reflexivity, he is able to handle his data well and produce a work of merit.”\n
Prof. Vinay K. Srivastava \n
Director, Anthropological Survey of India, Kolkata\n
Ex-Head,Deptt. of Anthropology, University of Delhi\n
\n
“Professor Jain should be complimented for undertaking the study of the Jain community about which very little sociological literature exists. (The Volume) brings at one place enormous material from a variety of sources.”\n
Prof. Yogesh Atal \n
Ex- Principal Director in Social Sciences, UNESCO\n
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North-East India |
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Migration and Ethnicity in Northeast India |
M. Amarjeet Singh, H. Shukhdeba Sharma(Ed.) |
9789388691369 |
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2020 |
|
|
x+178pp
|
0.00 |
900.00 |
Foreword
Preface
Introduction/ M. Amarjeet Singh and Dolly Limbu
Question of Citizenship: Difficulties and Hopes/ M. Amarjeet Singh
Understanding Push-Pull Factors of Migration from Bangladesh to Tripura: A Study on Sepahijala District/ Mrinal Kanti Deb and Arobindo Mahato
The People of Nowhere: Narratives of Bengali Settlers in Shillong/ Anamika Deb Roy
Between the Hills and the Valleys: A Search for ‘Nepali’ Identity in Manipur/ Dolly Limbu
Relations Beyond Boundaries/ Rita Chakma
Migration from Bihar to Assam and Sikkim/ Sneha Mishra
Youths Migration from ‘Paradise Unexplored’: An Indispensable Journey/ K.N. Tennyson
Migration from the Periphery: A Case Study of Manipuri Youth in Delhi/ Huidrom Renuka
Rethinking Higher Education in Northeast India/ Sangeeta Angom and M. Stelin Singh
Migration and Civil Society: An Assessment from Manipur/ Ningthoujam Rameshchandra
Why Inner Line Permit and Sixth Schedule?: A Discussion Drawn from Experiences in Jiribam District of Manipur/ Immanuel Zarzosang Varte
Inner Line Permit System: Battlelines in Manipur/ Dhiren A. Sadokpam
Contributors
Index
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Asia/International Relations, |
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VIETNAM: A NEW MIDDLE POWER IN ASIA |
PANKAJ K JHA, TROUNG-THU DOAN, THI-HUE QUACH, TRONG-HUNG VU(Ed.) |
9789388691512 |
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2020 |
|
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x+230pp
|
0.00 |
1500.00 |
Preface
Acknowledgements
1. Introduction/ Pankaj Jha and Thi-Hue Quach
2. Vietnam: Country, Society and Culture/ Thi-Dung Nguyen
3. Vietnamese History: A Background/ Trong-Hung Vu
4. Doi-Moi and Economic Reforms: A Road to Growth/ Le-Dung Phung
5. Political Reforms and Democracy Innovation in Vietnam/ Tuan-Thuy Nguyen
6. Vietnam’s Defense and Security Policy/ Truong-Thu Doan
7. Vietnam’s Ties with Superpowers and the European Union/ Thi-Hong-Hanh Nguyen
8. Comprehensive Strategic Partnership between Vietnam and India/ Van-Son Nguyen
9. Vietnam-China Neighbourhood Relations: From Past to the Present/ Thu-Ha Nguyen
10. Vietnam’s Relations with Laos, Cambodia and Thailand/ Thi-Hong-Mai Nguyen
11. The Relationship Between Vietnam and Regional and International Organizations/ Van-Huong Le and Thi-Hong-Hoa Vu
12. Vietnam’s Soft Power in International Relations/ Thi-Trang Le
13. Vietnam as a Middle Power: Does is Fulfill the Criteria?/ Thi-Hue Quach
Conclusion
Contributors
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The book encompasses the history of Vietnam as well as its economic growth and political discourse within the country. Vietnam emerged strongly after fighting three wars with global powers-France, the US and China, and has developed good relations with ASEAN members, European countries and even the US. While it is actively engaged in protecting its sovereign borders and islands in South China Sea, it has carved a place as the emerging middle power in Asia through its robust economic growth, political stability and progressive economic liberalization measures. This is further complemented by strategic partnerships, effective military modernization programme and proactive diplomacy in multilateral forums. The book advocates that Vietnam has fulfilled all criteria to be recognized as the middle power in Asia and its strategic location would act as a vantage point for Indo-Pacific discourse also.\n
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Dr. Pankaj Jha is Associate Professor with Jindal School of International Affairs (JSIA),O P Jindal Global University. He was Director (Research) with Indian Council of World Affairs, New Delhiand worked as Deputy Director with National Security Council Secretariat (2012-2013). He has more than 60 articles and two books to his credit.\n
Dr. Truong-Thu Doan is a Sr. Lecturer and Dy. Director of the Institute of Political Science (IPS) - Ho Chi Minh National Academy of Politics (HCMA). Since 2009, he has been working at the IPS as a Sr. Lecturer on Political Theories. Healso takes on courses at the USSH of Viet Nam National University (VNU). He has written more than 20 articles and authoredtwo books.\n
Researcher Thi-Hue Quach is a lecturer in the Institute of International Relations at HCMA. PhD student Quach Thi Hue has been working at Ho Chi Minh National Academy of Politics since 2015. She has more than 20 published articles and is a co-author of many books.\n
Dr. Trong-Hung Vu is a main lecturer in Historical Institute of Communist Party of Vietnam at the HCMA. He has been working at HCMAsince 2008. He has more than 100 published articles in Vietnam and the internationally. He has authored three books\n
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Education,M.ed/B.ed./D.ed.,Social Work |
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LIFE SKILL EDUCATION AND CURRICULUM |
GRACIOUS THOMAS |
9788175412989(HB) |
9788175412538(PB) |
2019 impressoin |
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272pp, rev. ed.
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250.00 |
1150.00 |
Acknowledgements
Preface
A Profile of HIV/AIDS
Role of Teachers in Life Skill Education
Global and National Scenario
Vulnerable Population
State Efforts in HIV Prevention
Strategies for Prevention and Control of HIV
Curriculum for Life Skill Education
Bibliography
Appendices
National AIDS Prevention and Control Policy
National Blood Policy
Glossary
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HIV/AIDS is not anything new to our young people. Over two decades of initiatives by world communities to contain the spread of the virus have not yielded encouraging results. The Indian Community has a rich value system. Any intervention to contain the spread of lifestyle diseases should be culture specific, academically sound and socially acceptable.
The book highlights the role of teachers and ToTs in imparting life skill education based on value system for the prevention and control of HIV/AIDS. Apart from evolving a viable plan of action, the author has also developed a curriculum that can be adapted by the education system in the country.
This volume will be of immense use to teachers, policy makers, NGOs, HIV and family counsellors and those involved in the fight against HIV/AIDS.\n
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Professor Gracious Thomas is Director of the School of Continuing Education at IGNOU, New Delhi. He is pioneer in introducing HIV/AIDS, Family Life Education and Social Work in Indian higher education system through distance learning mode. Dr. Thomas is advisor to the Indian Parliamentary Forum on HIV/AIDS. He is also Consultor to the Pontifical Council for Health Pastoral Care at Vatican. He has over sixty books to his credit - twelve authored and the rest edited by him.\n
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Political Science,Economics,History/Culture |
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AMBEDKAR'S ROLE IN ECONOMIC PLANNING AND WATER POLICY |
SUKHADEO THORAT |
9789388691246(HB) |
9789386262899(PB) |
2019 impression |
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xii + 238 pp
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495.00 |
1495.00 |
Preface, List of appendices, Background, Origin of water policy, Ambedkar's perspective on economic development, Influence on water policy, Creation of technical organisation, Damodar valley project: a bold step, Hirakund project, The sone river valley project, Electric power planning, Water and Indian constitution, Pioneering achievement, Appendices, Bibliography, Index.
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The Book develops a new insight into the evolution of Economic Planning and Water and Power Policy in India during the period immediately preceding independence. It Brings to light lesser known facts about the Central Government’s Water Policy and highlights the fact that the Post War Reconstruction Plan of 1942-1947 led to the initiation of Economic Planning in India. Similarly, the new water policy led to some basic decisions is related to he planned development of water resources in the country. The book analyzes Dr. Ambedkar’s views on Economic Development and Planning and relates how he left the stamp of his profound scholarship, scientific and humanistic approach on India'’ Post War Economic Plan and water and Power Policy. Given the on going discussion on the question of Inter State Water disputes and alternative ways of harnessing water resources in the country, the book will be of use to students of economic history, policy makers and to those interested in the study of Dr.Ambedkar.\n
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Dr. Sukhadeo Thorat is Professor Economics in the Centre for the study of Regional Development, School of Social Sciences, Jawaharlal Nehru University, New Delhi. He studied at Milind College of Arts (Aurangabad), Dr. Babasaheb Ambedkar Marathwada University (Aurangabad, Maharashtra), Jawaharlal Nehru University (Delhi) and Main School of economics, Warsaw (Poland). During 1980-1991, Dr. Thorat was a visiting fellow at lowa State University (Ames), centre for International and Comparative Studies (lowa City), and International Food Policy Research Institute (Washington DC. U.S.A.). He has contributed several research papers on Agricultural Development, Agrarian Structure, Poverty, the Economic ideas of Dr. Ambedkar and Casts and Economic Discrimination, and a book, “Technological Change and Regional Differentiation : An Analysis of Dry Farming.�\n
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Education,M.ed/B.ed./D.ed. |
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EDUCATION FOR DISABLED CHILDREN |
RASHMI AGRAWAL, BVLN RAO |
9789388691123HB) |
9789388691130(PB) |
2019 impression |
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216+viii
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295.00 |
995.00 |
Special Education: An Introduction
Definition of Exceptional Children;Historical Evolution of Education of the Disabled;Concepts of Impairment Disability and Handicap;Types of Disabilities;Degree of Disability;The Changing Terminology;Concepts of General Special Integrated and Inclusive Education;Concept of Education for All and Equal Opportunities of Education: A Differentiation;Objectives of Special Education;Need for Special Education
Incidence of Disabilities
Concepts of Prevalence and Incidence of Disabilities;Prevalence of Disabilities in the World;Incidence of Disability
Children with Mental Retardation
Categories of Mental Retardation;How to Identify Mentally Retarded;The Assessment;Causes of Mental Retardation;Preventive Measures;Disorders Relating to Mental Retardation;Helping the Mentally Retarded;Educating the Mentally Retarded;Instructions and Functional Strategy
Children with Hearing and Speech Impairment
Causes of Hearing Disability;Hearing Disability Speech and learning;Early Detection;Assessment;Identification of Hearing Impaired (Characteristics);Educating the Hearing Disabled;Glossary of terms used in Speech Pathology and Audiology
Children with Visual Impairments
Causes of Blindness;How to Identify a Visually Impaired Child;Colour Blindness;Prevention and Remedies for Visual Impairment;Tools Helpful for Visually Impaired;Dealing with Children with Visual Impairment;Education for the Visually Impaired;Pre-Requisites for Education of Visually Disabled;Teaching Plan
Orthopaedically Handicapped
Disorders related to Orthopaedic Handicap;Effects of Orthopaedic Impairments;Prevention;Characteristics;Measurement;Role of Teachers;How to Deal with Orthopaedic Children;Writing Aids
Learning Disabilities
Causes of Learning Disabilities;How to Identify Learning Disabled;Assessment of Learning Disability;Learning Disabilities and Attention Deficit Hyper-activity Disorder (ADHD);How to Deal With Learning Disabled Children;Pre-Requisites to Educate Learning-Disabled Child;Educating the Learning Disabled;Precautions for the Teachers
Adjustment Problems of Disabled and Coping Strategies
Some Specific Problems of Disabled;Role of the Family;Role of the School;Role of Community
Identification and Assessment of Children with Special Needs
Identification and Assessment;Need for Early identification;Process and Basis of Identification and Assessment;Formal Assessment;Role of Teachers in Identification and Assessment
Teaching Learning Strategies and Social Educational Provisions
Curriculum Adjustment and Adaptation;(B) Classroom Management;(C) Peer Tutoring;(D) Teaching Strategies;(E) Teaching and Social Perception Skills;An Appropriate Teaching Strategy
Integrated and Inclusive Education for the Disabled
Integrated Education;Inclusive Education;Specific Considerations in Mainstreaming of the Disabled:(A Plan of Action)
Policies and Programmes
Constitutional Obligations Universalisation of Elementary Education;Policies for Education of Persons with Disabilities;Integrated Education;Special Institutions for the Disabled;Facilities for the Education of the Disabled
Annexure
State-Wise Disabled Population by Type of Disability 2001
National Policy for Persons with Disabilities
Scheme of Integrated Education for the Disabled Children (As on 01.01.2004)
Guidelines for Evaluation of Various Disabilities
Special Devices
List of Audio Book Production Centre in India
List of Braille Presses in India
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Mainstreaming of the disabled is a must as countries cannot afford to waste the talents of a vast section of children just because they have some disability. There are instances where disabled children have excelled in various fields. This book provides an insight into the world of the disabled their needs their problems and ways to cope with them.
The concept of mainstreaming of disabled has gradually been taking root in the education system. While such a step is eminently desirable in the larger social perspective the teachers need to acquire special abilities to identify the out of the ordinary needs of the individual child develop among themselves appropriate management skills in a class comprising children of diverse levels of learning abilities use special equipment adopt special instructional methods and material adapt the normal educational curriculum to suit the situation and above all in displaying a humane approach in handling children with special needs.
This book attempts to provide detailed guidelines to teachers in identification and effective education of children with special needs in a normal school setting. It is hoped that the material included in the book will help the teachers develop a sense of awareness about the requirements of such children and in translating this awareness into effective methods of instruction. Specific illustrations have been included for curriculum modifications and teaching strategies to suit different types of disabilities. It is also expected that the book will be useful for normal as well as disabled children to understand each other and grow and learn together in a mutually beneficial manner.
The book also explains various concepts in the field of disabilities indicates the size of the problem and outlines various current policies and programmes in the field of special education.\n
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Dr. Rashmi Agrawal (b. 1956) is a Ph.D. in Psychology from Lucknow University. She did P.G. Diploma in Guidance and Counselling from NCERT New Delhi and later specialized in rehabilitation and counselling from the University of California USA.
She has been deeply interested in social issues and has done research work independently of her official assignments. She has authored four books entitled Drug Abuse: Socio-Psychological Perspectives and Intervention Strategies; Street Children; Gender Issues: A Road Map to Employment and Educational Vocational Guidance and Counselling; and has published/presented a number of technical papers.
She is presently working as Chief and Head of the Gender and Child Studies Unit and also Training Unit of the Institute of Applied Manpower Research Planning Commission New Delhi.
Banda Venkata Lakshmi Narasimha Rao (b. 1937) retired from Indian Statistical Services in 1995. He served in Ministry of Labour GOI in various capacities Central Institute for Research and Training in Employment Service as Director and in Planning Commission as Dy. Advisor. He also worked with ILO on projects in Bangkok and Hanoi. After retirement Rao has been consultant to organizations like NCAER NLI etc. He has presented/published many papers and co-authored a book with Dr. Rashmi Agrawal entitled Gender Issues: A Road Map to Employment.\n
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Political Science,Economics,History/Culture |
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GANDHI AND AMBEDKAR; A STUDY IN CONTRAST: 2nd Impression |
RAMASHRAY ROY |
9788175418455(HB) |
9789175418462(PB) |
2019 Impression |
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256pp, First Published in 2006
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395.00 |
995.00 |
Preface
Introduction
Strategies of Transformation
Chemistry of Confrontation
Ambedkar's World
Ambedkar's Ideals Revisited
Gandhi's Ideas about Man and His World
World-Views at WarThe Dalit Movement: Rift in the Legacy
Overview
Bibliography
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The book represents a radical departure from the genre of writings that deal with thought and works of M. K. Gandhi and B. R. Ambedkar, either singly or in a comparative framework, in a discursive manner or historically and chronologically. These two extremely important personalities left a deep and indelible imprint on the content and direction of Indian politics. However, these writings rarely delve deeper to identify the factors and forces that made them so central to politics in India at a crucial historical juncture and yet so apart.
The merit of the book lies in its exploration and exposition of the deeper factors and forces that entered into the formation of their basic philosophy on life and, emanating from it, their political activities. It traces the basic differences in the worldview, belief structure, and their perspectives on man and his world; it demonstrates how this fundamental difference made for their differential approach to the problem of untouchability, in particular, and other pragmatic aspects of man's existence, in general.
\n
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Prof. Ramashray Roy is an eminent political philosopher. He worked as a Senior Fellow and Director of the Centre for the Study of Developing Societies, Delhi. He was also the Director of the Indian Council of Social Science Research, New Delhi as well as its National Fellow and Fellow of the Indian Institute of Advance Study, Shimla.
Prof. Roy believes in breaking the artificial boundary around social science disciplines and projecting a holistic view on social and political problems. He has published more than two dozen books and over fifty articles in national and international journals. His publications include Dalit, Development and Democracy; Politics and Society; Politics and Beyond; Samskaras in India Tradition and Culture, Democracy in India: Form and Substance (SHIPRA). He is currently engaged in an interdisciplinary research focusing on the relationship between economics, democracy and, the state\n
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North-East India,Human Rights |
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HUMAN RIGHTS AND INSURGENCY: THE NORTH-EAST INDIA |
RANJU R. DHAMALA, SUKALPA BHATTACHARJEE(Ed.) |
9788193838266 |
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2019 impression |
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196 pp,
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0.00 |
1250.00 |
Preface, Introduction, Conceptualising Human Rights, Insurgency and Polity,
Insurgency, Human Rights: Towards a Counter Discourse
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The book makes a critical intervention in contemporary discourses on Human Rights and examines them in the context of insurgency, particularly in North-East India. occupy different positions centering round the conflict.An attempt has been made here to bring together a host of critical views from these various perspectives. This book would be immensely useful to scholars and social activists who are looking for a starting point for a dialogic encounter in a climate of confusion and unrest in NE India.\n
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Ranju R Dhamala is a professor of Political Science in Assam University, Silchar, Dr.Dharmala was a Reader in Political Science at the Centre for Himalaya studies, University of North Bengal. She had been the Director of the same Centre for three years. Sukalpa bhattacharjee is lecturer in the Department of English at GC College Silchar and Teacher Associate Fellow at the Inter University Center for Humanities, Indian Institute of Advanced Studies, Shimla.\n
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Journalism |
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MEDIA AND ETHICS |
S.K. AGGARWAL |
9789388691222 (HB) |
9789388691239(PB) |
2019 impression |
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216pp, revised edition
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295.00 |
1250.00 |
Preface to Second Edition
Foreword to First Edition
Preface to First Edition
1. Journalists and Ethics
Journalists and politicization-Mandal Commission and Press-Bofors issue and ethics-Difference of opinion between. The Hindu, Editors Kasturi and N. Ram-Ram holds Press Conference in Delhi-Kasturi clarifies his and-Ram suspended-Chitra resigns from Indian Express, raises ethical issues-St Kitts issue and Press role-Seema Mustafa raises questions of propriety I India Today and quits-Corporate war and Press ethics-Newspaper proprietors and politicians-Pressmen and industrialists-Journalists and privileges-Emergency and Press-Press Council's judgments on violations of ethics-Devi Lal abuses Arun Shourie, the latter reproduces the abuses-Press Council's judgment to avoid unpar liamentary language in newspapers-Right to reply and ethics.
2. Communal, Caste Pressures and Press Ethics
Communal divide-Ramjanmabhoomi-Babri Masjid issue and Press-Press Council Committee's report on Press coverage of Ayodhya incidents in 1990-Press Council guidelines on communal riots coverage-Anti-reservation stir in Gujarat (1987) and Press-Deccan Herald story and riots.
3. Right to Privacy and Ethics
What is right to privacy?-Right to privacy and the Indian Press-Pamella Bordes case and privacy-Dilshad, Sunday Observer controversy and privacy-Bombay nuns murder case and privacy-Press Council's judgement and guidelines on right to privacy-J.B. Patnaik, Illustrated Weekly and privacy-Defamation Bill (1987) and right to privacy-Second Indian Press Commission and right to privacy-Calcutt Committee and right to privacy in UK-Right to privacy in USA and other countries.
4. Electronic Media and Ethics
Electronic media and Blue Star operation coverage-Charles Sobhraj's escape from Tihar jail-Mrs Gandhi's assassination-Delhi bandh (1988)-Decision not to show telefilms like 'Rajiv India', 'New Delhi Times' and electronic media-Media Advisory Committee guidelines (1982)-Petition filed by Romesh Thapar (Seminar) in the Supreme Court against misuse of media by government (1987)-States complaint against bias-Indira Gandhi, Raji Gandhi and media-Inducation of K.K. Tewari as Union Minister for Information and Broadcasting during 1989 general elections-Gross misuse of media during Tewari's time-Distortion of Madhu Limaye's article and his protest to PM-Electronic media campaign against oposition leaders, particularly against V.P. Singh-Congress attempt to mussle print media-Chanda Committee report (1966)-Verghese Committee Report (1978)-Prasar Bharati Bill (1989)-Varadan Committee report (1991)-Cable TV invasion on India and its control-TV second channel license.
Index
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The Indian Press has played a creditable role in strengthening the unity and integrity of our country. In the 2009 general elections, the media to a great extent helped in the rejection of regional, caste and communal politics and in the elimination of criminals in politics. Remarkable role of the media can be cited to get justice for the aggrieved-Jessica Lal. Many successful sting operations have been carried out by the media-BMW.
On the flip side, the media is working under the influence of the market forces in planting stories on the news pages. There is a new concept of advertorials which is unethical. News is being increasingly sensationalised for commercial gain. The reporters sometimes have to face criminal charges (Uma Khurana's case). The action of throwing a shoe at Home Minister Chidambaram by a journalist was not only unethical but illegal. Such incidents do tarnish the image of the media.
The Editors Guild of India and the Press Council of India have raised questions on violation of journalistic ethics during the Gujarat riots and UP (Ram temple agitation) and on many other occasions. It is time for professional bodies of journalists to ponder over these issues and devise a code for restraint and regulation. A code from the government is unwelcome as it could stifle the media. The book deals with journalism ethics and may be found useful by the readers.\n
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S K Aggarwal (b.1938 ), a post graduate from University of Delhi in 1961, retired from The Economic Times as Deputy News Editor after a long stint with the Times group. A keen watcher of socio-economic and political events in India and abroad, he has written several articles in newspapers and periodicals. He has been delivering lectures on journalism in most of the colleges of the Delhi University. Besides this, he has also been teaching at The Times School of Journalism, YMCA, Pioneer School of Journalism. He was also one of the proud founders of the Amity School of Journalism and delivered lectures there.
He has widely travelled in India and abroad. He is a member of several professional bodies like the Forum of Financial Writers, Authors Guild of India and the Press Club of India. He has authored seven books, namely, Press at the Crossroads in India, Media Credbility, whither Indian Democracy, Handbook for Journalists and Editorial Excellence, Investigative Journalism. The last one, Stock Markets and Financial Journalism (1998, Shipra) was released by our worthy Prime Minister Dr Manmohan Singh.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Political Science,North-East India,History/Culture |
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NAGA SOCIETY: CONTINUITY AND CHANGE |
N. VENUH (Ed.) |
9788175412071 |
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2019 Impression |
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160
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0.00 |
700.00 |
Preface
Introduction
Change: The Law of Life: A.K. Ray
The Ao Village Organisation: Origin to Present Day: J. Lonkumer
Change and Continuity in Naga Customary Law: Akang Ao
Cultural Change Among the Nagas: Festivals and Dress: Anungla Aier
Working System of Ariju in Traditional Ao Society: A Socio-cultural Institution: Lanunungsangs
Beliefs and Practices: A Perspective Change: S. V. Babu
Change of Political Institution of Nag a Society: N. Venuh
Changes in Naga Work Culture: D. Kou/ie
Forces and Factors of Change in Naga Society: Kekhrie Yhome
Administrative and Social Factors: The Change in Naga Society: Charles Chasie
World View and Transformation: Akim Longchari
Contributors
Index
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The Nagas belong to multi ethnic groups and sub-groups, but with similarity in physical features and affinity in culture. Before the advent of the British to the Naga Hills, the Nagas were in a state of confinement as they followed the traditions of their forefathers in all socio-economic and political aspects. Though British administration brought changes in Naga society yet certain traits of traditional life and culture persisted.
The book focuses on the scenario of social and cultural change that is taking place in the Naga society today.
Contents -- Change- The Law of Life, The Ao Naga Village Organization, Change and Continuity in Naga Customary Law, Culture Change - Festivals and Dress, Working System of Ariju, Beliefs and Practices - A Perspective Change, Change of Political Institutions, Changes in Naga Work Culture, Forces and Factors of Change in Naga Society, Continuity and Change - World View and Transformation
Rs 400
US$ 25
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Dr. N. Venuh is a Reader and Head, Department of History and Archaeology, Nagaland University. He obtained his M. A./M. Phil from N.E. H. U, Shillong and his Ph.D. from Nagaland University, Kohima.
Maulana Abul Kalam Azad
Institute of Asian Studies
567- Diamond Harbour Road
Behala, Kolkata - 700 034.
Phone : +91-33-2468 1396
Fax : +91-33-2468 4634
Email : makaias@vsnl.net
URL : www.makaias.org
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000191.jpg |
Education |
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ORGANISATION AND PRACTICE OF MODERN INDIAN EDUCATION |
J.C. AGGARWAL |
9789388691000 |
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2019 impression |
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xii + 211 pp, 2019 imp.
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0.00 |
1400.00 |
Concept of School Organisation
The School Plan and Equipment
School Time-Table
Co-curricular Activities or Extra-curricular Activities
Self Government in Schools
Rewards and Punishments
Principal-Teacher-Pupil-Parent Relationship
Parent-Teacher Associations
School Records
Classification of Pupil Adjustment Classes
School Library and Reading Room
School Health Services
Common Ailments and Physical Defects of Children
Healthy Physical Life in the School
Funjctions and Responsibilities of Teachers
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It covers wide range of issues and themes relating to the organisation and practice of modern Indian education . It highlights the importance of giving a new dimension to the problems, like, Role of the Head, the Teachers and the Community in developing balanced and harmonious relationship in the schools so that the pupils develop ideals and values needed in an enlightened citizen of a democratic state.\n
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J C Aggarwal, a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration has written extensively on Education, History and Contemporary Affairs Before joining Delhi Administration, he taught in a Post-graduate Teacher Training College. His recent publications are : Basic ideas in Educational Psychology.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/Organisation__Practice_of_Modern_Indian_Final_Hb_for_Digital.jpg |
Education,M.ed/B.ed./D.ed.,Unavailable Books |
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PATHYACHARYA KAL, AAJ AUR KAL(HINDI: CURRICULUM YESTERDAY, TODAY & TOMARROW |
HANSRAJ PAL, RAJENDRA PAL |
9789388691086(HB) |
9789388691093(PB) |
2019 impression |
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x+260pp, 2009 imp
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250.00 |
950.00 |
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/Pathayacharya__.jpg |
Political Science |
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PERSPECTIVES ON THE CONSTITUTION |
SUBHASH C KASHYAP |
9788193838297 |
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2019 impression |
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316pp
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0.00 |
1900.00 |
Introduction, the Political System, Equality and Social Justice, Working of the Constitution, Institutional Structure & Relations, Reforms & Alternatives
Contributors: Karan Singh, BhishmaNarain Singh, Subhash C. Kashyap, Bindeshwar Pathak, P.P. Rao,VasudhaDhagamwar, Ramashray Roy, C.B. Muthamma, R.C. Dutt, Arvind Sharma, ShyamlaPappu, Rasheeduddin Khan, Govind Narain, Iqbal Narain, M. Wadhwani& S.N. Mishra, Kuldeep Mathur, P.M. Bakshi, J.S. Bali, K.B. Lall, M.N. Buch, Vasant Sathe, K.V. Krishna Rao, Amrik Singh, Sher Singh, Virender M. Trehan, G.R.S. Rao, Satish Saberwal, M.C. Shah
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At a time when the nation is passing through difficulties and our polity is under tremendous strain, the India International Centre has taken the initiative to analyse and examine a theme of great relevance to the current crisis. Eminent political scientists, educationists and public men have come together in this prestigious work to present their perspectives on the Constitution of India.\n
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Dr. Subhash C Kashyap, Constitutional Law and Parliamentary Affairs specialist and author of many prestigious works, had his higher education and professional training at Allahabad, New Delhi. Washington, D C Dallas, Londonand Geneva. An experienced administrator, widely travelled over the world, he was intimately associated with Parliament for over 37 years, right from the first Lok Sabha of Nehru and Mavalankar days. He occupied one of the highest positions in the nation’s civil service as Secretary General of Lok Sabha.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/Perspectives_on_The_Constitution___1.jpg |
Education,M.ed/B.ed./D.ed. |
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PSYCHOLOGY OF LEARNING AND DEVELOPMENT |
J.C. AGGARWAL |
9789386262004(HB) |
9789386262011(PB) |
2019 impression |
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x+348pp, rev. ed.
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395.00 |
1295.00 |
Unit I: Psychology and Educational Psychology (Nature of Psychology and Learners)
1. Psychology: Meaning, Nature, Methods and Scope meaning of Psychology ; Nature of Psychology; Psychology as Independent Discipline ;HistoricalDevelopment of psychology; Methods of Psychology; Scope of Psychology
2. Methods of Psychology and Educational Psychology Need for Methods of Psychology; Classification of the Methods of chology; The Clinical Method; Differential or Survey Method Statistical Method; Psycho-Analysis or Psycho-Analytic method ; Cross Sectional vs. Longitudinal Method ; Case Study :method ; Experimentation ; Interview Method ; Introspection method ; Observation Method ; Sociometry Method
3. Meaning, Scope, FunctionsSignificance of Educational Pychology M'eaning of Educational Psychology; Nature and Limitations of Eucational Psychology; Scope of Educational Psychology: Several Ways of Classification; ' When to Teach', 'What to Teach', and 'How to Teach' Questions of Educational Psychology ; Importance of Educational Psychology; Functions and Significance of Educational Psychology to Teachers ; Summing up
4. Stages of Human Development: Specific Stage Characteristics and Developmental Tasks Meaning of Human Development; Characteristics and Principles of Development ; Educational Implications of the Principles of Development; Interrelationships and Interdependence of various Patterns of Development; Stages of Development; Characteristics of Each Stage of Human Growth and Development and Educational Implications ; Significance of the Knowledge of the Growth and Development Process to the Teachers; Developmental Tasks at Various Stages; Guidelines for Parents and Teachers Relating to Developmental Tasks
Unit2 : Understanding The Learner: Stages of Human Development
5. Human Physical Development Pattern: Significance of Physical Development of Human Beings; Meaning and Dimensions of Physical Development Pattern ; General Pattern of Physical Development; Characteristics of Physical Development Pattern and Needs of Children ; Growth and Development Rate, Growth and Development Curve: Characteristics and Stages; Common Causes of Delayed Motor and Physical Development; Factors Affecting the Pattern of Physical Growth and Development; Educational Implications of the Physical Development Pattern of the Children for the Teacher ; Organisation of Physical Development Programme ; Summary: Important Characteristics of Physical Development Pattern
6. Human Social Development Pattern : Meaning of Human Social Development Pattern ; Characteristics of Social Developm!!nt Pattern ; Social Development Pattern of the Child at Different Stages ; Factors Affecting the Social Development of the Child ; Hindrances in the Social Development of the Child ; Role of the School in the Social Development of the Child ; Teacher's Role in the Social Development of the Child ; Concluding Observations
7. Human Emotional Development Pattern: Significance of Emotional Development Pattern ; Meaning of Emotions ; Chief Characteristics of Emotions ; Positive and Negative Effects of Emotions ; Unaerstanding Emotions of Anger, Fear, Love and Jealousy ; Emotional Behaviour Pattern at Different Stages ; Classification of Emotional Pattern ; Comparison Between the Emotional Pattern of Childhood and Adulthood ; Factors at Home and at School which Disturb the Emotional Development of Children ; Training, Sublimating and Modifying Emotions ; Role of the School and the Teacher in the Emotional Development of the Child
8. Human Cognitive Development Pattern: Meaning of Human Cognitive Development Pattern ; Process of Cognitive development Pattern ; Various Areas or Aspects of Cognitive or Mental Development Pattern ; Factors Affecting Cognitive Development Pattern ; Cognitive Development Curve ; Jean Piaget's Theory of Cognitive Development Pattern ; Educational Implications of Piaget's Theory of Cognitive Development and the Role of the School and Teacher
9. Characteristics, Needs and Problems of Adolescents: Meaning and Definition of Adolescence ; General Characteristics of the Period of Adolescence ; Specific Needs of Adolescence with Special Reference to Indian Adolescents ; Physical Needs of the Adolescents and their Satisfaction ; Emotional and Psychological Development Needs and their Satisfaction ; IntellectualMental Needs of the Adolescents and their Satisfaction ; Moral Development or Satisfaction of the Moral Needs of the Adole-scents ; Social Development Needs of the Adolescents and their Satisfaction
10. Adolescents, Sex Education: Problems, Worries, Fears and Development Tasks: Interrelatedness of Needs and Various Aspects of Development of Adolescents ; Classification of Problems of Adolescents ; Specific Problems and Worries of Adolescence ; Developmental Tasks for Adolescents and their Implications ; Pedagogic Practices for Developmental Tasks of Adolescents ; Developmental Tasks and Class and School Organisation ; Needs and Developmental Tasks of Indian Adolescent ; School Programme and Adjustment of Adolescents: Developmental Tasks and Needs. Role of Teachers ; Adolescent and Sex Education
11. Indian Adolescents: Needs, Aspirations, Interests, Attitudes and Self-Concepts Situational Analysis of Adolescents in India ; Changes in the Society Affecting Adolescence DevelopmenU ; Major Needs, Interests and Attitudes of Indian Adolescents ; Important Problems and Issues Involved in the Proper Development of Indian Adolescents ; Directions Helpful to Find Suitable Solutions to Adolescent's Problems ; Self-Concept and Educational Implications
12. Guidance and Counselling for Adolescents: Meaning and Need for Educational Vocational Guidance and Counselling Meaning of Guidance ; Nature and Characteristics of Guidance ; Aims, Functions and Kinds of Guidance ; Brief History of Guidance ; Educational Guidance: Meaning and Need ; Vocational Guidance: Meaning and Need ; Counselling and its Types: Role of the Counsellor
13. Organisation of Guidance and Counselling Services for Adolescents in Schools: Need for Guidance Services ; Scope of Educational, Vocational Guidance and Counselling for Adolescents ;, Aims, Purposes and Functions of Educational Guidance at the Secondary and Senior Secondary Stage of Schooling (Adolescence Stage) ; Aims, Purpose and Objectives of Vocational Guidance for the Adolescents ; Why Special Emphasis on Guidance at the HigherSenior Secondary Stage ; Guidance Programme in School: Scope ; Educational Vocational Guidance Process and Counselling ; Organisation of Guidance Services in a Senior Secondary School: Special Considerations ; Guidance Personnel; Functions of the Counsellor and Guidance Programme ; Methods of Educational and Vocational Guidance ; Facilities Required for Guidance ; Career Guidance: Need and Significance of Career Planning
Unit Ill: Learning and Motivation
14. Concept of Learning: Meaning, Nature and Process Meaning and Definitions of the Term Learning ; Nature and Characteristics of Learning ; Broad Aims, Objectives and Outcomes of Learning ; Types of Learning ; Major Domains and Main Areas of Learning ; Educational Implications of Domains of Learning ; Learning Process and Its Aspects
15. Factors of Learning: Personal and Environmental: Classification of Factors of Learning ; The Child as a Learner and Personal Factors Affecting Learning ; Subject Matter and its Presentations as a factor in learning ; Environment as a Factor in Learning ; Teacher as the Inductor of Change and a Factor in Learning ; Some Problems in the Field of Learning ; Making Learning Effective: Role of the School and the Teachers ; Learning and Maturation ; Heredity (Genetic) and Environment (Nurture) on Learning ; General Principles of effective Learning ; Summary
16. Nature, Types and Techniques of Enhancing Motivation: Meaning, Definition and Nature of Motivation ; Definition, Sources, Types and Nature and Characteristics of Motivation ; Process and Importance of Motivation ; Maslow's Need Hierarchy ; Merits .and Criticism of Maslow's Theory as Applied to Learning ; Techniques of Enhancing Learner's Motivation
17. Theories of Learning and their Educational Implications: Meaning, Significance and Classification of Theories of Learning ; Behaviourist Theories of Learning ; Thorndike's Theory of Learning ; Skinner's Theory of Operant Conditioning ; Gestalt Theory of Learning or Theory of Insight Learning ; Comparison of Thorndike's Theory and gestalt Theory ; Information Processing Theory of Learning by Gagne and Others ; Rogers and Maslow's Humanistic Theories of Learning
Unit IV: Intelligence
18. Intelligence: Meaning, Nature, Characteristics and Development: Meaning and Definition of Intelligence ; Intelligence and Scholars of Ancient India ; Operational Definition and Meaning of Intelligence ; Kinds of Intelligence and a Few Generali-sations ; Development of Intelligence and Mental Testing ; Measurement of Intelligence ; Basic Concepts Involved in intelligence and Intelligence Testing ; Classification of Individual on the Basis of I.Q..; Important Uses of Intelligence Tests in evaluation
19. Classification of Intelligence Tests and Theories of Intelligence: Classification of Intelligence Tests ; Intelligence Testing in India ; Description of Some Tests ; Theories of Intelligence ; Spearman's Two-Factor Theory f ; Thomdike's Multi factor Theory ; Thurstone's Group-Factor Theory ; Guilford's Theory of Structure of Intellect () or SI Theory of Intelligence ; Evaluation of the Theories of Intelligence Including S.I. Model and their Educational Implications
Unit V: Personality
20. Personality: Meaning, Nature, Development of Integrated Personality: Meaning, Definition and Nature of Personality ; Complex Nature of Personality and Definitions of Personality ; Characteristics and Nature of Personality ; Behavioural Patterns of Personality ; Marks of Balanced Development of Personality ; Classification or Types of Personality ; Development of Personality: Biological and Socio-cultural Determinants ; Barriers in the Development of Integrated Personality ; Integration of Personality and the Role of the School
21. Theories of Personality and Their Educational Implications: Need for Theories of Personality ; Classification of Theories of Personality ; Allport's Trait Approach Theory ; Raymond B. Cattell's Factor Analysis :Theory ; Psychoanalytic Theory of Sigmund Freud (-)
22. Exceptional Children, Their Education and Development: Meaning, Definition and Classification of Exceptional Children ; Broad Classification of Exceptional Children ; Need for the Education of Children with Special Needs or Exceptional Children ; Special Education ; Integration or Mainstreaming Approach.to the Education of the Exceptional Children ; Role of the Regular Teacher when Integrated System comes into Operation ; Necessary Equipment Needed for the Resource Room ; Comparative Study of Two Types of Programmes: Special and Integrated for the Education of the Handicapped ; Projects of Integrated Education for DisabledPhysically Handicapped Children
23. Children with Learning Disability (Dyslexia) and Other Problems: Children with Learning Disability ; Education of the under Achiever Children ; Education of the Backward Children ; Cognitive Differences and Cognitive Development
24. Individual Differences and Accommodating them in the Classroom Significance of Individual Differences in Teaching-learning ; Types of individual Differences ; Indivldua Dmerent_S: Readiness I .; Educational Implications of Individual Differences ; Meeting Needs of Individual Differences: Teaching Strategies and Class-room Measures ;General Guidelines for Meeting Individual Differences; Integrating Handicapped Children, Backward Children and Children with other Differences with the Mainstream
25.Learner Centred Techniques for Exceptional Children Introduction ; The Gifted Children ; Physically Handicapped Children ; Education of the Blind ; Children with Visual Impairments or Disability ; Children with Hearing and Speech Impairment ; Children with Orthopaedic and Locomotor ImpairmentDisability ; The Mentally Retarded Children and their Education
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The focus of the book is on the development and education of the adolescents, especially Indian adolescents - their anxieties, inspirations, issues and problems. Accordingly it highlights the imperative need to provide a stimulating educational environment and also offers workable suggestions to channelise their energies in such a manner that would contribute to their optimum all round development.
The book responds to the needs and interest of a wide range of potential readers and may find it useful.
US$ 35(HB); US$ 9(PB)
20th March 2004
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J.C. Aggarwal, a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Admin., has written extensively on Education, History and contemporary affairs. Before joining Delhi Administration, he taught in a Post-graduate Teacher Training College.
Mr. Aggarwal is a prolific writer and has written extensively on education and history.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Political Science |
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REVIEWING THE CONSTITUTION? |
SUBHASH C. KASHYAP, D.D. KHANNA, GERT W. KUECK (Ed.) |
9789388691055(HB) |
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2019 Impression |
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viii + 408 pp, First Published in 2000
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0.00 |
2500.00 |
Contributors - U.C. Agarwal, Prof. Balveer Arora,Dr. Emmanuel Balayer-Bouchet, Dr. Subhash C. Kashyap, Prof. James Manor, Dr. Ajay K. Mehra, Dr. Jayaprakash Narayan, Sh P.P. Rao,Dr Karan Singh, Prof K.C. Sivaramakrishnan, Dr. Chiharu Takenaka,Prof Dieter C. Umbach, Sh R.Ventataraman, Justice Verma, Dr. Yogendra Yadav.
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The book contains contribution s from some of the most outstanding Indian, German, French, British and Japanese constitutional experts. It should serve as a prologue or background document of immense value to any honest examination or review of the working of the Constitution.\n
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Dr. Subhash C Kashyap, Constitutional Law and Parliamentary Affairs specialist and author of many prestigious works, had his higher education and professional training at Allahabad, New Delhi. Washington, D C Dallas, Londonand Geneva. An experienced administrator, widely travelled over the world, he was intimately associated with Parliament for over 37 years, right from the first Lok Sabha of Nehru and Mavalankar days. He occupied one of the highest positions in the nation’s civil service as Secretary General of Lok Sabha
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/Reviewing_the_Constitution___B_002_2_1.jpg |
Education,M.ed/B.ed./D.ed. |
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SAMEKIT VIDHYALAYA KE STHAPNA |
S.K. MANGAL, SHUBHRA MANGAL |
9789386262394(HB) |
9789386262400(PB) |
2019 impression |
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x+242 pp, First Published in India 2017
|
195.00 |
900.00 |
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/Smakit_Vidyalya_Ki_Sthapna__SHIPRA.jpg |
Political Science |
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STATE POLITICS: NEW DIMENTIONS |
SUDHA PAI |
9789388691024 |
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2019 impression |
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pp xii+284, First Published in 2000
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0.00 |
2250.00 |
Preface, Abbreviation, State politics in the 1990s: an overview, Party system, Politics of ethnicity,Liberalisation, conclusion, index
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A significant feature of the 1990s has been the emergence of the Indian states as important players on the political scene. At independence although the constitution established a federal structure, the absence of strong regional forces in the constituent assembly a single written constitution, the overarcing position occupied by the dominant Congress party etc. led to the States playing a peripheral role. Today the States enjoy much greater autonomy from the Centre, regional parties are partners in national governance they have greater financial freedom and following liberalisation they can independently enter into negotiations with foreign countries for technological collaboration and aid. This volume analyses these developments and their impact upon politics in the Indian states. An underlying argument is that two long term processes democratisation and regionalisation of politics have been responsible leading to power gravitating from a single centre to many poles in the states. Part one discusses the transformation of the national party system from a one party dominant to a regionalised multi-party system. Part two and three focus upon the democratic upsurge and rise of new social identities in four states that have contributed to this shift. This has taken different forms, such as dalit assertion and emergence of the BSP in Uttar Pradesh, re-examination of dravidian identity by dalits in Tamil Nadu demands for a looser federation and recognition of Sikh identity in Punjab, assertion by OBCs and MBCs against upper/ middle caste domination, resurgence of upper caste Hindus due to Hindutva etc. In the economic arena, attempts by national Governments to introduce liberalisation, have created contradictions between the Centre and the State, affecting electoral politics at both levels, as well as agricultural patterns in the States as seen in the suicides by farmers. The concluding section provides an overview of the growth of the sub field of State Politics and discusses the importance of developing suitable frameworks for its study. (First published in 2000)\n
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Sudha Pai is an Associate Professor at the Centre for Political Studies, Jawaharlal Nehru University, New Delhi. Her earlier books are, Changing Agrarian Relations in Uttar Pradesh and Uttar Pradesh Agrarian Change and Electoral Politics. She is at present engaged in research on Dalit politics in Uttar Pradesh.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000051_1.jpg |
Education,M.ed/B.ed./D.ed. |
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VIDHYALYA PRABHANDHAN: (SCHOOL MANAGEMENT) |
S. GUPTA, J.C. AGGARWAL |
9788175414365 (HB) |
9788175414372 (PB) |
2019 impression |
|
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xii+296 pp, 2009 imp.
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260.00 |
950.00 |
|
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000367.jpg |
Education,M.ed/B.ed./D.ed. |
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BUSINESS COMMUNICATION |
SHOEB AHMAD |
9789388691291(HB) |
9789388692307(PB) |
2019 |
|
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pp 160
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350.00 |
995.00 |
Preface
1. Nature and Process of Communication
Introduction ; Defining of Communication; Role of Business Communication; Objectives of Communication; Features of Communication; Other Characteristics; Classification of Channels of Business Communication; Process of Communication; Barriers to Communication ; Surmounting Barriers to Communication; Feedback — Principles and Importance; Summary; Case Study; Review Questions;
2. Non-verbal Communication
Introduction; Definition; Importance of Non-verbal Communication; Characteristics of Non-verbal Communication; Functions of Non-verbal Communication; Types / Categories of Non-verbal Communication; Advantages of Learning Non-verbal Communication Skills; Techniques for Developing Non-verbal Communication; Interpreting Non-verbal Communication; Summary; Case Study; Review Questions;
3. Organisational Communication
Introduction; Importance of Communication in Management; Types of Communication; Formal Communication; Informal Communication; Functions of Managing; Managing and Communicating; Corporate Communication; Communication Training for Managers; Communication and the Line and Staff Management; Communication Structure in an Organisation; Summary; Case Study; Review Questions;
4. Listening
Definition; Listening Process; Benefits of Listening; Types of Listening; Guidelines for Effective Listening; Barriers to Effective Listening; Importance of Listening to Non-verbal Messages; Importance of Silence in Communication; Summary; Case Study; Review Questions;
5. Negotiation
Introduction; What is Negotiation?; Functions of Negotiation; Objectives of Negotiation; Characteristics of Negotiation; Importance of Negotiation; Steps in Negotiation; Approaches to Negotiations; Factors Affecting Negotiation; Preparation for Negotiation; Strategies in Negotiation; Ethical Issues in Negotiation; Summary; Case Study; Review Questions;
6. Speeches and Presentations
Making Presentations; Features of Good Presentation; Types of Presentation; Method / Technique of Presentation; Process of Presentation; Choosing a Method of Presentation; Analysing the Audience; Factors of Audience Analysis; Types of Audience; Techniques for Analysing the Audience; Non-verbal Dimensions of Presentations; Speeches for Commemorative Occasions; Types of Commemorative Speeches; Effective Presentation Strategies; Persuasive Speaking; Summary; Review Questions;
7. Report Writing
Features of Report Writing; Objectives of Report Writing; Steps of Report Writing; Types of Report; Structure of Reports; Essentials of a Good Report; Summary; Case Study Report Format; Review Questions;
8. Business Letters
Purpose of Business Letter; Structure of a Business Letter; Types of Business Letters; Drafting Letters Relating to Enquiries and Replies; Procedure of Drafting Letters relating to Enquiries and Replies; Kinds of Business-enquiry Letters; Summary; Case Study; Review Questions;
9. Orders and Replies
Letter of Order; Complaints and Claims ; Effective Business Correspondence; Forms of Correspondence; Summary; Case Study; Review Questions
10. CV / Resume’s and Interviews
Introduction; CV / Resume Writing; Steps for Designing a CV / Resume; Parts / Contents of a CV / Resume; Interview; Types of Interview; Summary; Case Studies; Review Questions;
11. Media and Investor Relations
Introduction; Mass Media; Types of Media; Definition of Print Media; Definition of Electronic Media; Comparison between Print Media and Electronic Media; Building Better Relations with Media; Investor Relation; Significance of Investor Relations; Need for IR Departments; Framework for Managing Investor Relations; Managing Government Relations; Crisis Communication; Summary; Case Study; Review Questions;
References
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This comprehensive book facilitates the users to develop skills while speaking and writing in official and formal positions. It is a simple, systematic and comprehensive approach to the principles, methods and techniques that are commonly used as to hold a clear concept of the subject. The book would assist learners at ease and allow for greater understanding of the subject matter. The objective behind the text is to cover the needs of the students of B.B.A, B.B.M, M.Com and MBA classes of Indian Universities. The book by an experienced teacher and scholar may be found useful by all having interest in the subject.\n
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Shoeb Ahmad is Ph.D in faculty of management, and MBA (HR) from Patna University with over 24 years of experience in research, teaching and industry. Presently, Dr. Ahmad is working as a professor and Principal, with Institute of Management Studies, P.G. Center, Hyderabad, India. He has published many papers in reputed refereed academic journals and has authored several books. Besides, he is member of different professional bodies and is frequent contributor to a number of journals over the years.\n
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Education |
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DISABILITY INCLUSION AND TEACHER EDUCATION: A HOLISTIC PERSPECTIVE |
SAILAJA CHENNAT, ALKA BEHARI |
9789388691185(HB) |
9789388691192(PB) |
2019 |
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PP 160
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350.00 |
995.00 |
Foreword
Preface
1. Understanding Disability and Inclusion
Sailaja Chennat
Inclusion as a Philosophy and Practice; Disability and Exclusion;
Societal Responses to People with Disability; Perspectives on and Approaches to Disability; Inclusive Education;
Perspective of the Book; How the Book is Useful
2. Rethinking Autism: Challenges and Strategies for Inclusion
Supriya Singh
Introduction; Nature of Autism; Types of Autism;
Understanding the Concerns of Children with Autism;
Challenges Faced by Children with Autism; Challenges faced by Family; Addressing the Challenges;
Attitude of Parents and Society; Use of Technology;
Learning Process for Children with Autism; Conclusion
3. Rethinking Hearing Impairment: Issues, Concerns and Inclusive Practice
Sangeeta Singh
Understanding Hearing Impairment; Intensity Level of Common Sounds;
Communication Needs of Children with Hearing Impairment (CwHI);
Approaches to Communicate with CwHI; Myths and Misconceptions about CwHI;
Behavioural Manifestations of CwHI; Screening and Assessment;
Inclusion of CwHI in Regular Classrooms; Suggestions for the Classroom; Conclusion
4. Intellectual Disability and Inclusionary Practice: The Way Forward
Kavita Ghosh
Causes of Intellectual Disability; Manifestation and Identification of Mild
and Moderate Intellectual Disability; Mild Intellectual Disability;
Moderate Intellectual Disability; Severe or Profound Intellectual Disability;
Misconceptions about Intellectual Disability;
Academic and Psycho-Social Adaptations by the Teacher;
Collaboration between Professionals and the Role of Parents; Conclusion
5. Locomotor Impairment: Perspectives and Concerns about Inclusion
Sailaja Chennat
Nature of Locomotor Impairment; Types of Locomotor Impairment;
Understanding the Concerns of Children with Locomotor Impairment (CwLI);
Challenges Faced by CwLI; Addressing the Challenges;
Attitude of Parents and Society; Assistive Devices; Conclusion
6. Specific Learning Disabilities: Issues and Solutions for Inclusion
Sumita Bhangu
Causes of Specific Learning Disability (SLD);
Behavioural Manifestations; Screening and Assessment;
Role of Parent-teacher Collaboration in the Inclusion of SLD; Challenges Ahead;
Conclusion
7. Visual Impairment and Inclusive Classrooms: Issues and Possibilities
Sangeeta Singh
Understanding Visual Impairment; Characteristics of Children with
Visual Impairment (CwVI); Behavioural Manifestations; Inclusion
of Children with Visual Impairment in Regular Classrooms; Use of
Assistive Devices; Conclusion
8. Teacher Education within the Ambit of Disability and Inclusion: A Reflection
Alka Behari
Summarising the Need and Basis for Teacher Preparation in the Context of Learners with Disabilities;
A Peep into History; Approaches for Teacher Preparation in the Context of Inclusion of Children with Disabilities;
Implications for the Curriculum of Pre-service Teacher Education;
Implications for Pedagogy; Success Stories from the Satya Special School;
Implications for Role, Place and Development of Teacher Educators; Conclusion
Contributors
Index
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The book ‘Disability, Inclusion and Teacher Education’ knits together disability, inclusive education and teacher education, all the three components, to present a holistic understanding of disability inclusion. The clearly stated perspective that disability is not a monolith and that inclusive education is not the option for all categories and degrees of disabilities contextualise the contents and ensure clear understanding. Inclusive classroom is envisaged to have children with mild to moderate degrees of disabilities duly recognising the significance of special schools in the continuum of educational settings for children with disabilities.\n
Six categories of disability are discussed individually, presenting a deep conceptual understanding, classroom transaction strategies and useful assistive devices under each. Both the academic and the psycho social needs of children and the corresponding classroom adaptations are presented to give a comprehensive picture of inclusive classrooms. Case narrations from the Indian context presented along with each category of disability illuminate the field realities and enhance the richness of the presentation. Implications for teacher education in accordance to the needs of children and roles of the teachers in an inclusive classroom are discussed.\n
The book is an innovative resource as it takes the reader on a reflective journey aimed at building a holistic perspective among teachers, students, teacher-educators and the practitioners in the field.\n
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Sailaja Chennat is Associate Professor and senior Faculty in the Department of Education, University of Delhi, teaching at B.Ed., M.Ed., M.Phil. and Ph.D. levels. Disability Studies and Inclusive Education have been her primary areas of interest in teaching and research apart from Research Methods and Teacher Education. An edited volume on E-Learning in Teacher Education: Experiences and EmergingIssues and recent publication titled Redefining Disability through Art are part of her academic contributions. She has authored units of ‘The Inclusive School’ of B.Ed curriculum of IGNOU and has been a core member and content editor of the RMSA module on Inclusive Education developed by NCERT.\n
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Dr. Alka Behari has been teaching courses in Teacher Education and Pedagogy at the B Ed, M Ed, M. Phil and Ph. D levels at the Department of Education (CIE), University of Delhi for the last thirty years. In 2018, she authored a Monograph titled, Striving for excellence in Higher Education: Unfolding the Pedagogic Dimensions, under the Internal Quality Assurance Cell (IQAC) of the Delhi University. Inclusive Education is the underlying philosophy that is integral to her Research and Teaching at the Department. \n
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Social Work |
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ESSAYS ON SOCIAL PROTECTION IN INDIA (VOL 2): AN OVERVIEW, CURRENT TRENDS, GOVERNANCE AND RETHINKING SOCIAL SECURITY |
R.K.A. SUBRAHMANYA |
9789386262844 |
|
2019 |
|
|
xvi+216 pp
|
0.00 |
1500.00 |
Forword
Social Protection—The Concept
Forms of Social Protection
Historical Perspective
International (Social Security) Standards
Development of Social Security in India
Social Security in India: An overview
Review of the National Social Assistance Programme
Social Security in the Changing Environment in India
Universalisation of Social Security in India
Role of ESIC in a System of Universal Health Care
Integration of Social Security Schemes and Organization
Current Trends in Social Security Systems
Issues of Governance in the Administration of Social Security in India
Rethinking Social Security in India: Issues for Discussion
Restructuring of the Cash Benefit
Paradigm Shift in the ESI Scheme
Universal Basic Income in India
Important Recommendations of the NCEUS on Legislation for Workers in the Unorganised Sector
Important Recommendations of the NCL on Social Security
Insurance Schemes Introduced by NDA Government (2014-2019)
Index
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\n
A sense of insecurity is inherent in human condition as man is exposed to various kinds of risks and dangers. Initially the dangers were perceived in the external environment by the threat posed by the natural phenomena. As civilization progressed man began to look upon his fellow beings as his enemies and to protect himself against them. Societies and States were formed and the institution of the army and the police came into being. As civilization progressed further social ills and economic dangers began to pose greater threat to human life. So social security was born to protect man against these risks.\n
This book consists of essays on measures in providing Social Protection India. The term ‘social protection’ should be understood to mean and include all public measures aimed at preventing deprivation and vulnerability to deprivation of chronic or temporary nature. It means social security in the broadest sense encompassing Food Security, Health Security, Employment Security, Income Security and other measures designed to protect against all forms of economic and social insecurity such as lack of assets, higher family size, illiteracy, malnutrition, very low access to housing, water supply and sanitation. It includes promotional measures such as employment programmes, provision of basic needs to the poor , primary education, basic health services, Public Distribution System, etc., which were described by the Government at one stage as the Basic Common Services as well as protective measures against contingent poverty caused by sickness, old age, unemployment, etc.\n
This book is concerned with the measures taken to provide human security in the broad sense as described in the Human Development Report, 1994. \n
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R. K. A. Subrahmanya joined the Indian Audit and Accounts Service after passing the IAS and Central Services Combined Competitive Examination in 1950. He was Accountant General in Assam Odisha, Tamilnadu and Kerala.\n
He was appointed Addl. Secretary in the Union Ministry of Labour in 1979. He was Chairman of the Central Board of Trustees of the EPFO, the Standing Committee of the ESIC and the Central Board of Workers Education for some time. He represented the Government of India in the International Labor Conferences held in Geneva for four years. He was a member of a committee set up by the ILO for studying the future of social security in developing countries. He was a member of the Bureau of the International Social Security Association, for full five years.\n
After retiring from service in 1984 he was Director General, Gandhi Labour Institute, Ahmedabad for some time before he was appointed as a Member of the A.P. Administrative Tribunal in Hyderabad. Shri Subrahmanya has been actively writing on the subject of his interest.\n
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Economics,Social Work |
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ESSAYS ON SOCIAL PROTECTION IN INDIA(VOL. 1): Including Social Security, Social Protection Floor, Social Safety Net and Social Audit |
R.K.A. SUBRAHMANYA |
9789386262837 |
|
2019 |
|
|
viii+208 pp
|
0.00 |
1500.00 |
Foreword
Preface
Food and Nutrition Security
Housing
Supply of Other Essential Commodities
Health Security
National Social Assistance Programme
Land Reforms
Mahatma Gandhi National Rural Employment Guarantee Act (MNREGA)
Water Supply
Sanitation
Social Protection of the Elderly
Social Protection Schemes of Women
Social Protection Schemes for Children
Social Protection of the Disabled
Social Protections Schemes for SCs/STs and OBCs
Social Security in the Context of Natural Disasters
Schemes for Protection of Labour against Unemployment
Index
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Social security is one of the basic human rights which is essential for the well-being of society. Every government has adopted programmes to ensure that the people generally are covered adequately by social security. The Government of India has been a pioneer in introducing social security measures for the protection of the people. Unfortunately these measures do not cover all the people and they do not provide adequate protection for all their needs.\n
It is in the nature of a work in progress being developed over a course of time. Some years ago the author had carried out an exercise called Stocktaking of Social Protection Schemes on behalf of the Social Security Association of India to assess the social security situation in the country. Since then there has been much progress. Coverage has increased and the quanta of benefits have also increased. The Modi Government which took office in the year 2014 has made several improvements apart from introducing new schemes. Yet it cannot be said that social security has been extended to all the people or that all the benefits required by the people are being provided.\n
It was therefore felt necessary to update the information contained in the stocktaking exercise and to identify areas where progress is yet to be achieved. Hence a fresh exercise in the form of another stocktaking has been undertaken in the volume. It is hoped that all the stake holders in the subject will find the book useful.\n
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R. K. A. Subrahmanya joined the Indian Audit and Accounts Service after passing the IAS and Central Services Combined Competitive Examination in 1950. He was Accountant General in Assam Odisha, Tamilnadu and Kerala.\n
He was appointed Addl. Secretary in the Union Ministry of Labour in 1979. He was Chairman of the Central Board of Trustees of the EPFO, the Standing Committee of the ESIC and the Central Board of Workers Education for some time. He represented the Government of India in the International Labor Conferences held in Geneva for four years. He was a member of a committee set up by the ILO for studying the future of social security in developing countries. He was a member of the Bureau of the International Social Security Association, for full five years.\n
After retiring from service in 1984 he was Director General, Gandhi Labour Institute, Ahmedabad for some time before he was appointed as a Member of the A.P. Administrative Tribunal in Hyderabad. Shri Subrahmanya has been actively writing on the subject of his interest.\n
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Education,M.ed/B.ed./D.ed. |
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GOVERNANCE AND MANAGEMENT OF EDUCATION IN INDIA: A Comparative Analysis of Structures, Processes and Systems |
K. SUJATHA, R.S. TYAGI |
9788193838211(HB) |
9788193838228(PB) |
2019 |
|
|
pp 216
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450.00 |
800.00 |
Foreword
Preface
List of Tables and Figures
Abbreviations
1. Introduction 1
Developments in Educational Governance
The Third Survey
The National Report
2. Administration of School Education in India
Structures and Functions
Administration and Management
Educational Administration in India
Educational Administration at National Level
Educational Administration at State Level
Structure and Function at State Level
Examples of Unified and Separate Education Department at
Secretariat Level
Structure and Functions at Directorate Level in States
Other Supporting Directorates and Autonomous Bodies in States
Linkages of Education Secretariat and Directorate with SSA
and RMSA
Structure of SSA and RMSA
Field-level Set-up of Educational Administration in States
Regional/Divisional Level Administration
District Level Administration
Block-level Administration
Cluster-Level Structure
Linkages with Local Bodies
Convergence and Coordination with SSA and RMSA at
District Level and with other Departments
Decision-Making Process
Stay Period of Education Secretaries
Major Issues
3. E-Governance in Educational Administration
Introduction
Recruitment, Selection, Posting and Transfers
Better Communication by G.Os and Circulars
Data Management for SSA, RMSA and Other Programmes
Financial Management
Major Issues
4. Teacher Management
Impact of Reforms in Education Administration
Changes in Recruitment and Selection Pattern
Changes in the Eligibility Conditions
Changes in Posting and Transfers
Recruitment and Selection
Posting and Transfer
Promotion and Career Advancement
Welfare Services for Teachers
Grievance Redressal and Litigation Cases
Role of Teachers’ Unions
Major Issues and Challenges
5. Inspection and Supervision
Present System of Inspection and Supervision in India
Parameters of School Assessment
Norms of Inspection and Supervision
Availability of Vehicles
Process of Supervision
Process of Academic Supervision
Number of Supervision in the Sample Survey in Different States
Inspection Report
Supervision by the Head of the Institution
Best Practices
Role of BRC and CRC in Monitoring and Supervision
Major Issues
6. Institutional Management
Type of Institutions and Their Management
Powers and Functions of Heads of Institutions
Norms of Establishment of Institutions
Process of Decision-making at the Institutional Level
Maintenance of Office Records
Number of Days the School Functions
Issues and Suggestions
7. Changes in Administration of School Education in India
during Last Two Decades
Traditional Educational Administration
Impact of Globalisation and Decentralisation
Impact of National Policy on Education and Jomtien Declaration
Emergence of Development Programmes
Increase in Accountability, Performance and Transparency
Sarva Shiksha Abhiyan as a Vehicle of RTE
E-governance in Educational Management
District as a Unit of Educational Governance
Block Education Office as a Unit of Educational Management
Cluster Resource Centre for Coordination of Educational Activities
Decentralisation of Educational Planning and Management
Strengthening of Educational Management Information Systems
Sustainable and Increased Investment in Basic Education
Changes in the Delivery Mechanism
Quality Improvement in Recruitment and Selection of Teachers
Management of Disadvantaged Groups
Convergence of Resources
Disaster Management in Schools
School Development Plan
Best Practices in Educational Administration
8. Major Issues and Future Directions in Administration of
School Education
Major Issues
Wither Governance of School Education
Lack of Accountability and Transparency
Parallel Management Structures
Management of Education by other Departments
Lack of Coordination and Convergence
Increased Workload of the Administrative Machinery
Inadequate Linkages with Local Bodies
Insufficient School Inspection and Supervision
Inadequate Teacher Management
Lack of Devolution of Powers
Litigation Cases
Inadequate Academic Management
Future Directions
Effective Governance of School Education
Indian Education Service
Reforms in Mainstream Educational Administration
Coordinated and Unified Approach in Management
Procedural Reforms in Teacher Management
School-based Supervision in Schools
Adequate Capacity Building of Education Officers
Strengthening Regulatory Mechanism
Institutional Management
Index
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The book is an outcome of a national study on educational administration in India. It presents comparative analysis of different aspects of governance and management of school education in different states in India, and comprises eight chapters with critical analysis of structure and functions of the systems of educational administration from state to school level. The book captures change adopted in administration and governance of school education due to policy reforms, innovations and national programmes initiated over the years particularly in teacher management, monitoring and supervision of school. It expounds adoption of information technology and E-governance resulting with paradigm shift in accountability, transparency and performance in education system. It also explicates the major issues which are still confronting with the educational administration and the future directions with intervention strategies to be adopted for the improvement of education system.\n
The book would be useful to academicians, educational planners and administrators, students and researchers and all those interested in the development of education.\n
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Dr. K. Sujatha is former Professor and Head, Department of Educational Administration in National Institute of Educational Planning and Administration, Delhi. Was Visiting Fellow, University of New England, Australia. Her research areas of work include Education of Indigenous Tribes, Educational Administration, Ashram Schools for Tribal Children, Management of Secondary Education, School Management, Joyful Learning, Private Tutoring, Education of Disadvantaged, Equity in Education, Educational Policy Analysis and Comparative Education. She has conducted several empirical research studies and authored number of books. In addition, she has published several research papers and articles in National and International Journals.\n
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Dr. R. S. Tyagi, formerly an Associate Professor in the Department of Educational Administration in the National Institute of Educational Planning and Administration specialises in organisational and management issues of educational administration. He has conducted several empirical research studies and published books on structure and functions of educational administration, school management, and school-based instructional supervision. He has presented papers in national and international seminars and conferences on education and published a number of research papers on different aspects of educational administration and management in various reputed national and international Journals.\n
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Education,M.ed/B.ed./D.ed. |
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GUIDANCE AND COUNSELLING: INCLUDING EXCEPTIONAL CHILDREN |
PREETI SINGH |
9789388691161(HB) |
9789385691178(PB) |
2019 |
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pp 184
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200.00 |
850.00 |
Preface
1. Guidance and Counselling: Meaning and Concept
Meaning and Concept of Guidance; Assumptions behind Guidance Programme; Basic Concept of Guidance Programme; Principles of Guidance; Principles of Guidance Services; Purpose and Scope of Guidance; Need for Guidance Programme; Essential Features of Guidance Programme; Principles of Organizing Guidance Services; Issues and Problems of Guidance
2. Spheres of Guidance: Educational, Vocational, and Personal-Social
Educational Guidance; Guidance and Curriculum; Rationale for Integration of Education, Guidance and Curriculum; Guidance and Curriculum—Separate Activities; Guidance Based Curriculum; Role of the Teacher in Guidance and Counselling; Vocational Guidance; Aspects of Vocational Guidance; Activities of Vocational/Career Guidance; Nature of Work; Terms Related toWork; Why do People Work?; Types of Work; Vocational Development; Factors Influencing Vocational Development;Theories of Career Development; Occupational Information; Personal-Social Guidance
3. Counselling: The Heart of Guidance Programme
Definitions of Counselling; Counselling—The Central Activity of Guidance Service; Characteristics of the Counselling Process;Purpose or Scope of Counselling; Counselling Skills and Characteristics of Good Counsellor; Counselling and Other Aspects of the Guidance Programme; Different Types of Counselling; Counselling and Psychotherapy
4. Counselling Approaches
Directive Approach; Non-directive Counselling; Eclectic Counselling
5. Individual Counselling
Individual Counselling Process; Individual Counselling Tools; Behavioural Counselling; Process of Behaviour Counselling;Techniques of Behavioural Counselling; Approaches of Psychotherapy for Dealing with Behavioural Problems
6. Group Guidance and Counselling
Concept and Meaning; Difference between Group Guidance and Group Counselling; Group Counselling; Group Counselling Process and Preparation; Preparation of Group Counsellor; Principles of Group Counselling; Aims of Group Counselling; Objectives of Group Counselling; Need for Group Counselling; General Functions of a Counsellor in a Group; Role of Counsellor in Group; Communication in Group Counselling; Dynamics of Group Counselling; Kind of Group Structure: Formal and Informal; Methods of Guidance and Counselling to Deal with Groups; Practical Considerations of Group Counselling; Advantages of Group Counselling; Disadvantages of Group Counselling; Points to Keep in Mind While Organizing Group Counselling; Problems addressed by Group Guidance
7. Psychological Testing
Psychological Tests; Need for Psychological Tests; Use of Psychological Testing in Counselling; Characteristics of Good Psychological Tests; Testing in Guidance and Counselling; Psychological Testing in a Guidance Programme; Uses of Psychological Testing in Guidance; Types of Psychological Tests/90; What these Tests Indicate? ; Limitations of Psychological Tests/92; Intelligence Testing; Intelligence Quotient; Measurement of Intelligence; Creativity; Difference between Creativity and Intelligence; Relationship between I.Q. and Creativity; Approaches to Assess Creativity—Tests Based on Them; AptitudeTesting; Difference between Aptitude, Skill, and Proficiency;Tests of Spatial Ability; Interest Testing; Personality Testing; Non-Standardized Methods of Testing
8. Appraisal in Guidance and Counselling
Nature of Appraisal; Meaning of Appraisal; Definition of Appraisal from Different Perspectives; Uses of Appraisal; Overview; Why Appraisal is Useful; How does Appraisal Benefit the Counsellees? ; Need for Appraisal in Guidance and Counselling; Different Concepts related to Appraisal; Standardized Techniques of Appraisal; Non-Standardized Tools and Techniques of Guidance
9. Guidance for Child Development
Teach Children How to Learn; Physical Development; Thinking Skills or Mental Activities; Social and Personal Development; Don’ts; Learning to Express their Feelings; Teach Them How to Deal with Feelings; Academic Readiness; Readiness for Reading; Readiness for Writing; Readiness for Arithmetic
10. Guidance for Exceptional Children: Gifted, Backwards, Underachievers, and Dull
Gifted Children; Slow Learning Children; Dull; Underachievers
11. Education of Exceptional Children: Problems and Measures
Deinstitutionalization; Mainstreaming; Integration; How can Mainstreaming and/or Integration be Achieved?; Measures in Special Education; Resource Room; Resource Teacher; Peer Tutoring; Programmed Instructions; Use of Microcomputer; Technology for the Disabled
12. Institutions for Exceptional Children
Mentally Retarded; Visually Handicapped; Speech and Hearing Problem; Orthopedically Handicapped; The All India Institute of Speech and Hearing, Mysore; National Council of Educational Research and Training (NCERT); Rehabilitation Council of India, New Delhi; National Institute for the Mentally Handicapped, Secunderabad; Karavalamban Kendra; National Institute for the Visually Handicapped, Dehradun; Model School for the Visually Handicapped; Ali Yavar Jung National Institute for the Hearing Handicapped, Mumbai (AYJNIHH) ; Thakur Hariprasad Institute of Research and Rehabilitation of the Mentally Handicapped, Hyderabad
13. Research and Innovations in Domain of Exceptional Children
Problem Issues; Special Instructional Strategies; Conducive Educational Environment; Research Strategy; ResearchDevelopments in Special Education; Methodology of Researchin Special Education; Suggestions for Future Research Areas
14. Mental Health and Adjustment
Mental Health; Mental Hygiene; Attitude towards Mental Patients; Prevention of Mental Disorders through Healthy Psychological Living and Self-Improvement; Mental Adjustment—Three Criteria; Counselling and Adjustment; Maladjustment; Defense Mechanisms
Bibliography
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The book focuses on almost all basic concepts related to different aspects of Guidance and Counselling. It explains importance of Psychological-tests and tools and their standardization process. New concepts like Appraisal, its need, importance and methods are explained keeping in mind present environment of schools and colleges. The book is useful for dealing both normal and exceptional children. Written in simple and lucid style, the book not only develops sound theoretical base but also enhance practical understanding of the subject.\n
The book may be useful for teacher educators, teachers, guidance-workers, counsellors, and learners.\n
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Dr Preeti Singh is a Gold Medalist at B.Ed, M.Ed level and Ph.D from Jamia Millia Islamia,Delhi.She has experience of teaching in school as well as teacher educator at B.Ed, M.Ed, M.Phil.(Education) in BanasthaliVidhyapeeth, Jaipur National University and Indira Gandhi National Open University. Presently she is working in DTT & NFE, I.A.S.E Jamia Millia Islamia, New Delhi, as Post-Doctoral Research Fellow, UGC.\n
She has presented several papers in National and International seminars,conferences and workshops and worked as committee member for designing courses and curriculum related to Education, and Guidance and Counseling.She has to her credit more than fifty publications in journals of repute, edited books and chapters in course material of universities.She has guided research scholars at Ph.D level. Her areas of interest are Guidance and Counselling, Language Development and Educational Psychology.\n
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Education,M.ed/B.ed./D.ed. |
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MANAGEMENT EDUCATION IN INDIA: ISSUES AND CONCERNS |
P. SATYANARAYANA, LAKSHMI MANTHA, C. SESHARATNAM |
9789388691253(HB) |
9789388691260(PB) |
2019 |
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pp 200
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350.00 |
1250.00 |
1. Importance of Management Education
2. Evolution of Management Education in India
3. Committees and Commissions
4. Business Schools
5. System of Total Quality Management Education (TQME)
6. Ranking
7. Master of Business Administration (MBA)
8. MBA Entrance Tests
9. Pedagogical Change
10. Employability
11. Aptitudes and Skills
12. Concerns
13. India Institutes of Management
14. Model Curriculum for MBA and PGDM
15. Distance Courses
16. Entrepreneurial Intention
17. Accreditation
18. Industry Interface
19. Globalization Impact
20. Research
21. Overseeing Organisation
22. UGC New Regulations
Appendices
1. Top Accreditation Councils in India
2. Universities, Colleges Institutes offering Management Courses through Distance, Correspondence and Open Learning Modes
3. Times Top B Schools
4. Top B – Schools in India-CSR (2018)
References
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India witnessed prolific growth in Management education in recent decades. An increasing number of questions are raised about mushrooming growth: available faculty, course content, relevance, effectiveness, institute-industry interface etc. Management education needs to be revitalised and reengineered to the expectations of all the key stakeholders such as students, faculty, society, industry, and government. A broad based consultation with stakeholders would help in developing a holistic framework for effective Management education. Fundamental issues to be tackled are faculty shortage, lack of accountability, absence of effective regulatory body, poor research, lack of pedagogical innovations, lesser industry-institute interface and lower employability of B-School products. It is time to collectively reflect and act so that we are ready for next wave of Management education.\n
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Dr. P. Satyanarayana is a senior distance educator. He is associated with planning and founding Dr. B.R. Ambedkar Open University and Indira Gandhi National Open University. He has participated in many national and international seminars and conferences and contributed to several journals on different dimensions of social sciences. He has published a number of books on open distance education. Currently he is Overseas Educational Consultant to OKOS Communication Systems in the USA.\n
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Dr. Lakshmi Mantha teaches English at Osmania University College of Engineering. She is a certified NLP trainer and specialist in Business Communication through distance mode and communication consultant to several organisations, she has participated in national and international seminars, workshops and conferences; contributed to journals on different dimensions of Open Learning. She has published books on different aspects of open distance education.\n
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Dr. Mrs. C. Sesharatnam is a former Joint Director of Dr. B.R. Ambedkar Open University. She has worked in the areas of student support, staff development, women’s development, course development, etc. She has attended national and international seminars, discussions and conferences and regularly contributes to journals on social development. She has a number of books to her credit. She received Best Teacher Award in the year 2002 from A.P. Government.\n
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Economics |
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NITI AAYOG AND PLANNING COMMISSION: SOME REFLECTIONS |
K.D. SAKSENA |
9789388691048 |
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2019 |
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pp x+174
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0.00 |
995.00 |
Preface
1. Abolition of Union Planning Commission and Advent of
2. Nehru’s Planning Model Vs. Modi’s Transformation Model
3. NITI Aayog: Their Agenda and Staff
4. Objectives of NITI Aayog
5. Shared Vision and Co-operative Federalism
6. Elimination of Poverty
7. Regional Planning and Special Development Programmes for Identified Backward Areas
8. Panchayati Raj Institutions and District Planning
9. Objectives and Achievements of NITI Aayog
10. An Empirical Analysis of Certain Aspects of Planned Development in India in the Last Four Decades
11. Planning Commission to NITI Aayog: Response to a RTI Query
12. Planning at the Village, District, State and Central Levels Envisaged in the Constitution
Annexures (1-19)
Index
|
The book analyses how the sixty-five year old Planning Commission had suddenly been abolished and replaced by National Institution for Transforming India Aayog (NITI Aayog) on 1 January 2015; and how has this institution been shaping in its initial four years.\n
The book discusses the ‘agenda’ and the objectives of NITI Aayog, and certain aspects of its functioning in its initial years.\n
An analysis of some basic information relating to the replacement of the Planning Commission by NITI Aayog obtained under the RTI Act has also been added. The readers may find the book useful.\n
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Keshava Dayal Saksena had throughout First Class academic career, topping in MA (Economics) in the Lucknow University in 1956-57. He won several academic distinctions: Gold Medals and Prizes. Won Ford Foundation Research Scholarship in the Delhi School of Economics in January 1958, which he availed as a Research Student there during 1958-61. Joined Indian Administrative Service on 01. 06. 1961. Held many senior positions in both the Government of Madhya Pradesh and the Central Government including the post of Secretary to Govt. of India, Ministry of Textiles and Member, Board for Industrial and Financial Reconstruction (BIFR).\n
The work done by him as Visiting Fellow, Queen Elizabeth House, Oxford during 1984-85 had been published as a book titled ‘Pricing Policy and Price Control in Developing Countries’ in 1986 by Frances Pinter (Publishers) Limited, London and Lynne Rienner Publishers Inc., Boulder, Colorado (USA) which had been widely reviewed and acclaimed.\n
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SHIPRA PUBLICATIONS |
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Education,General |
|
SCIENCE AND TECHNOLOGY IN INDIA: DEVELOPMENTAL PROFILE |
P. SATYANARAYANA, LAKSHMI MANTHA, C. SHESHARATNAM |
9789388691062(HB) |
9789388691079(PB) |
2019 |
|
|
pp176
|
450.00 |
995.00 |
Before Independence
After Independence
National Policies
Five-Year Plans
Infrastructure Creation
Defining Contributions
Achievements
Advancement and Enrichment
Research and Development
Landscape
Commitment
Recent Developments
Initiatives of NDA Government
Institutes of Technology
Institutes of Science
Engineering Education
Space Technology
Science Education
Science Communication
Scientific Temper
Technology in Education
Leading Scientists
Appendix: Institutions in the Field of Science and Technology
References
Index
|
India’s commitment to the use of Science and Technology in national development has been clearly articulated time and again in various policy documents right from the early years of Independence.\n
\n
The progress made by the country since then in attainment of the stated goals in policy and plan documents has been substantial. The Central and State governments, various public and private sector establishments are engaged in scientific research and technological development to take the nation on the path of rapid development, growth and prosperity.\n
\n
Scientific advances and technological progress are key drivers of innovation and economic growth. We are on the threshold of remarkable changes in Science, Technology and Innovation, which has got a key role in the development of knowledge-based society. But there is no room for complacency — for in this field only the sky is the limit. An useful reference book for all the stakeholders having interest in the subject and developmental profile of India.\n
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Dr. P. Satyanarayana is a senior distance educator. He is associated with planning and founding Dr. B.R. Ambedkar Open University and Indira Gandhi National Open University. He has participated in many national and international seminars and conferences and contributed to several journals on different dimensions of social sciences. He has published a number of books on open distance education. Currently he is Overseas Educational Consultant to OKOS Communication Systems in the USA.\n
\n
Dr. Lakshmi Mantha teaches English at Osmania University College of Engineering. She is a certified NLP trainer and specialist in Business Communication through distance mode and communication consultant to several organisations, she has participated in national and international seminars, workshops and conferences; contributed to journals on different dimensions of Open Learning. She has published books on different aspects of open distance education.\n
\n
Dr. Mrs. C. Sesharatnam is a former Joint Director of Dr. B.R. Ambedkar Open University. She has worked in the areas of student support, staff development, women’s development, course development, etc. She has attended national and international seminars, discussions and conferences and regularly contributes to journals on social development. She has a number of books to her credit. She received Best Teacher Award in the year 2002 from A.P. Government.\n
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Education,M.ed/B.ed./D.ed. |
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SHIKSHA ME ANUSANDHAN (Research in Education) |
RAJENDRA PAL SINGH, NOUSHAD HUSAIN |
9789388691208(HB) |
9789388691215(PB) |
2019 |
|
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pp 212
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250.00 |
895.00 |
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आदिकाल से ही मानव ने अपने चारों ओर विधमान परिस्थितियों और वातावरण को समझने का प्रयास किया है। जीवन को सहज बनाने के लिए मनुष्य ने अपनी आवश्यकताओं की पूर्ति हेतु नई खोज तथा आविष्कार किए है। इन्ही अनुकूल आवश्यकताओं की पूर्ति के वह निरन्तर जाने-अनजाने शोध या अनुसन्धान कार्यों में संलग्न रहा है। कालान्तर में इसकी एक निश्चित प्रविधि विकसित हो गई, जिसे शोध की संज्ञा दी जाने लगी।\n
\n
शोध हमारी संस्कृति का आधार है। इसलिए प्रत्येक व्यक्ति को शोध करने की विधियों का ज्ञान आवश्यक है। इसमें न केवल शोध की विधियों से परिचय कराया गया है बल्कि सर्व साधारण लोगों की इसमें रूचि उत्पन्न करने का प्रयास किया गया है। यह पुस्तक शिक्षा में अनुसंधान की प्रक्रिया से पाठकों का परिचय कराती है।\n
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प्रो. आर. पी. सिंह (1932-2015) राष्ट्रीय शैक्षिक अनुसंधान व प्रशिक्षण परिषद् (एनसीईआरटी)से सेवानिवृत्त हुए, उस समय वे मानव संसाधन विकास मंत्रालय की शैक्षिक अनुसंधान को बढ़ावा देने के लिए बनाई गई। शिक्षा अनुसंधान और नवाचार समिति के अध्यक्ष तथा शिक्षक शिक्षण विभाग के प्रमुख थे। वे एक सीनियर फुलब्राइट फेलो थे और उन्होंने लन्दन विश्वविद्यालय से अपनी मास्टर्स और डॉक्टरेट की उपाधि प्राप्त की थी। उन्हें अपनी पुस्तकों के लिए व शिक्षा और इतिहास दोनों क्षेत्रो में कई पुरस्कारों से सम्मानित किया गया।\n
\n
डॉ. नौशाद हुसैन, मौलाना आजाद नेशनल उर्दू यूनिवर्सिटी कॉलेज ऑफ़ टीचर एजुकेशन, आसनसोल (पश्चिम बंगाल) में प्राचार्य और एसोसिएट प्रोफेसर के पद पर कार्यरत है। उच्च शिक्षा के विभिन्न क्षेत्रों में आपकी कई पुस्तकें एवम् शोध—पत्र प्रकाशित हो चुके है।\n
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Education,M.ed/B.ed./D.ed.,Social Work |
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SOCIAL WORK EDUCATION IN INDIA: RETROSPECT AND PROSPECT |
RAMBABU BOTCHA |
9789386262967(HB) |
9788193838204(PB) |
2019 |
|
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pp 167
|
350.00 |
995.00 |
Preface
Acknowledgements
List of Tables and Figures
1. Social Work Education in India: An Overview
2. Reviewing the Studies Made and Methodology
3. Scenario of Social Work Education and Training in India
4. Practice and Training: Status and Gap
5. Status of Social Work Education through Open and Distance Learning in India
6. The Way Forward for Strengthening Social Work in India
Appendices
Questionnaire for Educators
Questionnaire for Practitioners in Social Work
Questionnaire for Educators in Open and Distance
Learning (ODL)
Bibliography
Index
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This book, an outcome of a national study on professional social work, gives a glimpse of eight decades of social work education and training in India. The educators, practitioners and institutions offering social work through open and distance learning were covered under the study. In this process, the author studied the past, understood the present and forecasted the future of social work education. This book gives an idea about the status of social work education in terms of strengths, weaknesses, opportunities and challenges. This book may be beneficial to the educators, practitioners, researchers and students of social work education within and outside the country.\n
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Dr.Rambabu Botcha, Assistant Professor in Social Work at the Rajiv Gandhi National Institute of Youth Development (RGNIYD), Sriperumbudur, Ministry of Youth Affairs and Sports, Government of India, received his Integrated M.Phil/Ph.D in Social Work from Indira Gandhi National Open University, New Delhi. He is the recipient of Young Achievement Award in Social Work for his outstanding performance in improving the quality of life of people living with HIV/AIDS. He holds the life membership of National Association of Professional Social Workers in India.\n
Dr. Botcha presented seven papers in International Conferences andtwenty papers in National Seminars/Conferences. He actively took part in organising half dozen national seminars/conferences and coordinated three National Seminars/Conferences at RGNIYD. He has also coordinated several training programmes on youth development across the country. There are twenty five publications in peer reviewed national/international journals/edited volumes and two books to his credit. Dr. Botcha actively contributed in developing MA in Social Work, MA in Social Innovation and Entrepreneurship and PG Diploma programs at RGNIYD.\n
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Education,M.ed/B.ed./D.ed. |
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TEACHER AND CHILD RIGHTS |
MRUNALINI TALLA |
9789388691147(HB) |
9789388691154(PB) |
2019 |
|
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pp 155
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200.00 |
900.00 |
Preface
List of Tables
1. Introduction
2. Insights on Child Rights
3. Design of the Study
4. Teachers Awareness on Child Rights: Classroom Practices
5. Children Perceptions on School Practices and Functioning
6. Existing Status, Facilities and Teacher Practices
7. How Far Schools are Child Friendly?
8. Module on Child Rights for Training Teachers: Create Awareness on CRC
9. Reflections, Concerns and Future
References
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The book entitled ‘Teacher and Child Rights’ is based on empirical study. Though it is a research based study, it is a unique in its kind. It is tried with a deep concern for children, their fate in the hands of adults especially the teachers and brings visibility to child rights practices. The concern and love and affection can transform young lives into a productive happy adult personality. There is always race for scores and grades and cut throat competition on one hand and utter negligence and hostile attitude of teachers towards the children on the other made a disaster to the existing system of education. The whole question of how children are treated is a major concern of every human being and the need to treat children as children with human concern and respect.\n
The book gives pertinent details to introspect oneself while dealing with children either on their own or other children at school or at home. This should facilitate to understand the concerns of basic rights of children at school and address them contextually as a proactive implementer and work for advocacy with a right spirit of creating child friendly schools with child rights protection. Any humanist or intellectual, students and teachers may find the book interesting to read and use as a reference.\n
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Mrunalini Talla is presently Professor and Dean, faculty of Education, Osmania University (OU) and also holding positions of Director, CITE, OU, Head Life-long education. She held positions as CBOS in education at Osmania, Mahatma Gandhi and Telangana Universities. She has 28 years of teaching and 20 years of research experience, produced fourteen PhDs.\n
Her areas of interest are Curriculum Development, Curriculum, Evaluation, Technology, Philosophy, Early childhood education, Yoga Education. She has authored –7, co-authored – 8 and edited – 8 books. She has to her credit 33 papers, presented at International and National level seminars and symposia. She has undertaken six national level projects sponsored by UGC, Aghakhan (AKIES), NGC, SERP, SSA, NIEPA.\n
Dr Talla is also engaged in continuous support to many institutions as a resource person, HRD, Osmania (all the orientation courses from 2005 till date), Urdu, University of Hyderabad and corporate schools and engineering and technology courses on pedagogy.\n
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Religion & Philosophy |
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THE CRESCENT IN CLOUDS: The Most Common Questions About Islam and Muslims Answered |
AKHTARUL WASEY |
9789388691277(HB) |
9789388691284(PB) |
2019 |
|
|
pp xviii+162
|
495.00 |
995.00 |
Foreword by Professor J.S. Rajput
Introduction by Professor Abdur Raheem Kidwai
Preface
Acknowledgement
1. Religious Questions
2. Social Questions
3. Political Questions
4. Economic Questions
5. Educational Questions
6. Miscellaneous Questions
Glossary
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The Crescent in Clouds provides a helpful overview of the Islamic faith and practices. This reader friendly book in form of the Q & A throws ample light on a wide range of issues, including some misconceptions about Islam and Muslims. It highlights the Islamic values which are deeply rooted in the ideals of tolerance, peaceful coexistence, love and sympathy for everyone. For decades Professor Akhtarul Wasey has scholarly projected the essence of Islamic teachings which is displayed well in this book.\n
All those interested in finding out about Islam, Muslims, their belief system, culture and traditions will find this work a mine of authentic information and scholarship.\n
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Professor Akhtarul Wasey, Padma Shree (b. 1951), President (Vice-Chancellor) of Maulana Azad University, Jodhpur, is a distinguished Islamic scholar, with 36 substantial books and 500 articles to his credit. Presently Professor Emeritus at the Department of Islamic Studies, Jamia Millia Islamia, New Delhi, he also served as Dean and Head of the Department earlier. In recognition of his sterling contributions, many prestigious awards, including Padma Shree and Makhdoom Quli Medal by the President of Turkmenistan have been conferred upon him. He has delivered lectures as a Fulbright Fellow in several US universities and across India. He is widely acclaimed for his specialisation in Sufism, minority issuesand higher education.\n
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Education,Social Work |
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WELLNESS, SKILL DEVELOPMENT AND WOMEN EMPOWERMENT |
T. GOPINATH, SINDHU K.K(Ed.) |
9788193838273(HB) |
9788193838380(PB) |
2019 |
|
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pp159
|
395.00 |
995.00 |
Contents
Preface
Introduction
SECTION I
1. Gender and Women Empowerment/ Amita Dahiya
2. Enforcement of Human Rights of Women Through Law: Problems and Perspectives/ J.K.L. Sujata
3. Life Skills Education for a Gender Just Society/ Amruthraj R.M.
4. Technical Education and Women Empowerment in India:Challenges, Changes and Choices/Navaneeta Rath and Subhra Mishra
SECTION II
5. Review on Strategic Concepts and Approaches on Gender Gap Analysis in Entrepreneurship Research/T. Poongodi Vijayakumar and S. Dhanalakshmi
6. Skill Development Programmes—A Way Towards Empowering Women in Rural Areas: A Myth or Reality/Sharmistha Bhattacharjee and I. Balu
7. Economic Status of Women Self-Help Groups: A Study of Vellore City/K.Gopikala, T. Gopinath and Sindhu K. K
8. Empowerment of Women Through Self-Help Group:Selected Villages of Madurai District/Punithavathi V. and Dhoble A.S.
9. Profile of Women Entrepreneurs—Selected Areas of Coimbatore:A Study/ T. Radha
10. Kudumbasree in Kannur—Women Empowerment through SHG:A Success Story/ Ashraf Pulikkamath and Priya T.
SECTION III
11. Stress among Women and its Coping Skills/ Jyothula Luciana Sandhya Rani
12. Obesity among Women: Prevalence and Causes/ C. Priyalatha
13. Debating Feminist Framework on Women Sexual Health and Indian Women Movement Experiences/ Sudha
14. Sexuality, Sexual Health and Women Wellness: Assessment of Sexual Health Issues of Women in Hyderabad City/ Sudha
15. Women Construction Workers—Challenges and Problems Faced: A Study of Chennai City/ G.P. Sudha
Contributors
Index
|
Women empowerment has its relevance for the world more than ever before calling for collective efforts and actions to promote the spirits within women. There are many individuals who don’t feel confident about expressing their opinions simply because they are women and their voices are ignored.\n
The book reviews on a range of topics to promote the advancement and diffusion of knowledge of women empowerment and wellness to support the fraternity of Gender equality by providing theoretical, methodological and empirical literature on women empowerment in various fields.\n
The volume is divided in three sections. The first one discusses sources and approaches giving priority to the gender equality facilitating women empowerment. The second section highlights recent approaches that supplement women with economic power—entrepreneurial skills and self-help groups. The third one explores women’s wellness including sexual health, asthe upliftment of women needs healthy family to bring a holistic development of the nation.\n
The book’s plot is woven with positive approaches that lead towards unleashing the power of women. It also prescribes suggestions as insights as researched by various experts, senior research scholars in respective fields.\n
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Dr. T. Gopinath, Assistant Professor and Head, Department of Gender Studies, Rajiv Gandhi National Institute of Youth Development (RGNIYD), Sriperumbudur, has a teaching experience of more than a decade. He has conducted several research studies in the field of Youth Development. Further he has developed training manuals on Youth in Social Harmony and National Unity, Youth for Gender Equality, Youth and Health. He is also an author of the book, ‘Women, Youth and Media Today (Ed.)’. He has conducted number of Training Programmes across the country, and programmes with SAARC, CIRDAP, CYP etc. Dr. Gopinath has been guiding Ph.D Research Scholars along with Teaching and Training programmes at RGNIYD. Also he serves as Public Relation Officer at RGNIYD.\n
Sindhu K.K is a Research Scholar, specialized in Life Skills Education, from Rajiv Gandhi National Institute of Youth Development. Her enormous exposure to field visits, research works and interaction with stake holders and experts has helped her to imbibe knowledge and understand contemporary issues of adolescents, youth and women. This triggered her as budding writer. She is also an author of the book ‘Women, Youth and Media Today (Ed.)’. She is also an active participant in youth exchange programmes. She had attended/presented several research papers in both National and International seminars and conferences.\n
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Economics |
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DEVELOPMENT OF BIHAR AND JHARKHAND: PROBLEMS AND PROSPECTS |
SHARAT KUMAR, PRAVEEN JHA |
9789386262721 |
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2018 reprint |
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xvi + 378 pp
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0.00 |
2400.00 |
Acknowledgements, Preface, Tables and annexures, Introduction, Development perspective, Agriculture and foresty, Industry and mines, Irrigation power and credit, Fiscal reform
|
The economic development of Bihar and Jharkhand concerns al as one tenth of India’s population resides here. Any progression or regression in this part of the country has a direct bearing on the well being of the country. There is over dependence on agriculture in the plains of Bihar and the average size of land holdings is very small. Forests in the plateau region of Jharkhand, on the other hand, have been an important source of livlihood for the tribal population and their fast depletion is a matter of concern. The volume take stock of the state of the economy of the region (states with one tenth of India’s population) as it puts together contributions from well-known observers of Bihar Economy. The book provides a rich blend of facts and analysis and is imbued with a sense of history and political economy. The contents are divided into Development Perspectives; Agriculture and Forestry; Industry and Mines; Irrigation, Power and Credit; and Fiscal Reforms.\n
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Dr. Sharat Kumar, an M.A. from Jawaharlal Nehru University, is currently Director in the Planning Commission. After teaching in Patna University and Ranchi University he joined the Indian Economic Service and has served Ministry of Water Resources, Ministry of Finance and Planning Commission (Government of India). He was also with the faculty of Economics at the LBSNAA, Mussoorie as a reader in Economics. He went to the Netheriands on a United Nations fellowship in 1994. He has written numerous articles in different economic journals and has published a book on ‘Mixed Economy and Liberalization’ (1992). Dr. Praveen Jha, an M.A. and Ph.D from Jawaharlal Nehru University is currently Asstt. Professor at the Centre of Economic Studies and Planning of the University (JNU). He was earlier with the faculty of Economics, St. Stephen’s College, Delhi University. He has also served the LBSNAA, Mussoorie as a visiting fellow. During the academic year 1999-2000, he was invited to teach at the University of Bremen, Germany. He has written numerous articles in different journals and has published a book on ‘Agriculture Labour in India’ (1997).\n
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Education,M.ed/B.ed./D.ed.,Reference |
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ENCYCLOPEDIA OF EDUCATION: 6 VOLS. |
M.K. JAIN, J.C. AGGARWAL |
9788193437964(SET) |
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2018 impression |
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1000 pp
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0.00 |
8800.00 |
Volume I
Editor's Note
UNIT I: Education in Ancient India
1 Education System in the Vedic Period
2 Later Vedic Education (1200 B.C. to 200 B.C.)
3 The Buddhist Education
4 Religion-Oriented Ancient Education: Institutes of Higher Learning in Vedic and Buddhist Period
UNIT II Education in Medieval India
5 Education in Medieval Period: With Emphasis on Muslim Education
6 Hindu System of Education During the Medieval Period
UNIT III Education in India During the British Period
7 Macaulay's Minute (1835)
8 Wood's Despatch (1854) and Indian Education Commission (1882)
9 Lord Curzon's Educational Policy and National Education Movement
10 Growth of National Consciousness: National Education Movement
11 Gokhale's Bill, Government Resolution on Education and Sadler Commission (1917-1919)
12 Government of India Act (1935) and Wardha Scheme of Education
13 Sargent Report (1944)
14 Overview of the System of Education During the British Rule
UNIT IV: EDUCATION IN POST INDEPENDENCE ERA
15 University Education Commission (1948-49)
16 Secondary Education Commission (1952-53)
17 Education Commission (1964-66)
18 National Policy on Education - NPE (1986) and Programme of Action (1986)
19 Modified National Policy of Education (1992)
UNIT V: Contemporary Educational Problems and Issues
20 Universalisation of Elementary Education (UEE)
21 Women's Education
22 Distance Learning
23 National and Emotional Integration
24 Medium of Instruction
25 Education of Weaker Sections
26 Adult Education
27 Quality Control in Higher Education
28 Secondary Education and Its Major Problems: Expansion and Vocationalisation
29 Development of Teacher Education in India
30 Growth and Development of Education in Himachal Pradesh: Problems and Priorities
UNIT VI : Educational Statistics
31 Statewise Comparative Development of Education in India
Index
Volume II
Editors' Note
1 Education : Nature and Meaning
2 Objectives of Education in Relation to Time and Place
3 Rousseau (1712-1778)
4 John Henrich Pestalozzi (1746-1827)
5 John Dewey (1857-1950)
6 Bertrand Russell (1872-1970)
7 Indian Thought and Its Contribution to Educational Practices
8 Philosophy and Education: Significance of Studying Philosophy in Understanding Educational Practices and Problems
9 Realism with Reference to Aristotle and Jainism
10 Naturalism with Reference to Rousseau and Rabindranath Tagore
11 Idealism with Reference to Plato, Socrates and Advatia Philosophy
12 Pragmatism with Reference to Dewey's Instrumentalism and Experimentalism
13 Humanism: Historical, Scientific and Buddhism
14 Child-Centred Education: Concept of a Learner with Reference to Giju Bhai
15 Mahatma Gandhi (1869-1948): Basic Tenets of Basic Education
16 Gijubhai and 'World of Children' (1885-1939)
17 Swami Vivekananda (1863-1902): Man-Making Education
18 Sri Aurobindo Ghose (1872-1950): Integral Education: Its Basic Principles and Stages
19 Frederich August Froebel (1782-1852): The Play-Way Method
20 Maria Montessori (1870-1952): The Didactic Apparatus
21 Indian Constitution: Directive Principles and Articles Relating to Education
22 Secularism, Social Goals, Democracy and Socialist Pattern of Society
23 National Integration and Emotional Integration: Economic Planning
24 Sociological Basis of Education
25 Education and Social Change: Education and National Welfare, Education and Human Resource Development
26 National Integration, Cultural Heritage: Contribution of Different Religions, Religious Festivals
27 Meaning of a New Social Order: Eradication of Illiteracy, Equality of Opportunity
28 Education of the Disabled. Eliminating Gender Bias. Education of the Minorities
29 Distance Education - Green and Clean Society (Environmental Education)
30 Povertyless Society Through Planning: Population and Available Resources, New Programmes
31 Agencies of Education
32 Paramhansa Yogananda (1893-1952): Philosophy and Its Impact on Education
Volume III
Foreward
Editor's Note
Preface
Acknowledgements
1 Introduction
2 Information Technology: Process, techniques and Application of Information
3 Programmed Learning: Towards Individualised Instruction for Insured Learning,
4 Flanders Interaction Analysis Category System: Behaviour Modification of Teachers
5 Microteaching: Training in Teaching Skills
6 Models of Teaching: Innovative Strategies for Learning Process Skills
7 Action Research: Improving teacher functions
8 Communication Process: Models, System and Classroom Practices
9 Teaching and Teacher Performance: Enhancement in Quality of Teaching
10 Media Interventions in Pedagogy: Media Support in Teaching
11 ICT Inputs in Teacher Education: Technology Support for Quality Instruction
Bibliography
Index
Volume IV
Editors' Note
Part One: Education for Values
1 Values: Concept, Nature and Classification of Values
2 Meaning and Need for Education of Human Values: Objectives of Education for Human Values
3 Five Universal Values and Their Sub-values as Listed by Gokak Committee
4 Value Development and Education: Approaches and Strategies
5 Sources of Values
6 Methods of Teaching Human Values: Direct, Indirect, Integrating Values with Curricular and Co-curricular Activities
7 Overview of Human Value Education
8 Documents on Human Values Education
Part Two: Education for Environment
9 Meaning of Environment and Environmental Concerns
10 Meaning, Aims, Objectives, Scope and Principles of Environmental Education
11 Objectives and Curriculum of Environmental Education (EE) at the School Stage
12 Environmental Pollution: Types, Causes and Remedies
13 Environmental Hazards: Global and Local Causes and Effects
14 Role of School in Environmental Conservation and Sustainable Development
Part Three: Education for Human Rights
15 Human Rights: Concept, Universal Declaration of Human Rights
16 Educational Implications of Human Rights
17 Human Rights and Indian Constitutional Provisions
18 Human Rights Education at Secondary Level: Curriculum and Activities
19 Enforcement of Human Rights
20 Mechanism in Schools for the Protection of Human Rights: NGOs, Press and Media
Quiz on Human Rights Education (With Answers)
Appendix 1: Human Rights Council
Appendix 2: Recent UN Reports on Climate Change and Global Warming
Index
Volume V
Editors' Note
Unit I: Nature of Psychology and Learners
(Psychology and Educational Psychology)
1 Psychology Meaning, Nature, Methods and Scope
2 Methods of Psychology and Educational Psychology
3 Meaning, Scope, Functions/Significance of Educational Psychology
4 Stages of Human Development: Specific Stage Characteristics and Developmental Tasks
5 Human Physical Development Pattern
6 Human Social Development Pattern
7 Human Emotional Development Pattern
8 Human Cognitive Development Pattern
9 Characteristics, Needs and Problems of Adolescents
10 Adolescents, Sex Education: Problems, Worries, Fears and Development Tasks
11 Indian Adolescents: Needs, Aspirations, Interests, Attitudes and Self-Concepts
12 Guidance and Counselling for Adolescents: Meaning and Need for Educational Vocational Guidance and Counselling
13 Organisation of Guidance and Counselling Services for Adolescents in Schools
Unit Il: Learning and Motivation
14 Concept of Learning: Meaning, Nature and Process
15 Factors of Learning: Personal and Environmental
16 Nature, Types and Techniques of Enhancing Motivation
17 Theories of Learning and their Educational Implications
Unit III: Intelligence
18 Intelligence: Meaning, Nature, Characteristics and Development
19 Classification of Intelligence Tests and Theories of Intelligence
Unit IV: Personality
20 Personality: Meaning, Nature, Development of Integrated Personality
21 Theories of Personality and Their Educational Implications
Unit V: Exceptional Childrens
22 Exceptional Children, Their Education and Development
23 Children with Learning Disability (Dyslexia) and Other Problems
24 Individual Differences and Accommodating them in the Classroom
25 Learner Centred Techniques for Exceptional Children
26 Mental Hygiene and Delinquency
27 Memory and Forgetting
28 Assessment of Personality
Unit VI: Educational Statistics
29 Statistics: Meaning and Uses: Tabulation of Data Central Concepts
30 Central Tendency: Mean, Median and Modes. Uses
31 Measurement of Variability: Standard and Mean Deviation
32 Correlation: Rank Difference, Normal Curve
Index
Volume VI
Editors' Note
Preface
List of Tables and Figures
1 Guidance-The Concept and Objectives
2 Foundations of Guidance
3 Types of Guidance
4 Personal and Social Guidance
5 Essential Guidance Services
6 Group Guidance
7 Individual Guidance (Counselling)
8 Career Information
9 Testing and Non-testing Techniques of Guidance
10 Career Education Models
11 Guidance Services in India
12 Guidance Programme in the Schools Various Levels of Education
13 Career Choice and Vocational Development
14 Job Analysis and Survey
15 Guidance for Women
16 Guidance for Children with Special Needs
17 Evaluation of Guidance Programme
18 Employment and Skill Scenario in India
19 Self-employment Promotion
Annexure
I: Agencies Dealing with Psychological Tests
II: Agencies Publishing/Dealing with Career Literature
III: Websites Information
Bibliography
Index
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Education is deeply rooted in Indian culture. It was wide spread in ancient India. Though there has been phenomenal expansion of education after independence yet many are deprived of education even elementary. Sincere efforts for better infrastructure as well as quality education are being made by all those with a stake in education in India.
Many countries of world is looking towards Indian teachers to take up jobs in their countries it is hoped that the advantage shall be taken by the aspiring community. This Encyclopedia of Education has been specifically designed for the colleges of education teachers and pre-service teachers focusing the knowledge of basic subjects emphasized by UGC or the state agencies for quality tutors. This set of six volumes may be found useful by the readers research scholars and professionals.\n
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M.K. Jain is former Director Planning Commission Government of India New Delhi. He widely travelled world over has been associated with several national and international library associations and honoured with several awards. He has to his credit more than a dozen of books.
J.C. Aggarwal is a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks Delhi Administration Delhi. He worked at the grassroots level as a Post-graduate teacher principal plan evaluation officer and educational supervisor and administrator. He also taught in a PG Teacher Training College. He has widely travelled and written extensively on education.\n
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Economics,Social Work |
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GLOBALISATION, DEVELOPMENT AND CHILD RIGHTS |
KAILASH SATYARTHI, BUPINDER ZUTSHI (Ed) |
9789386262905(HB) |
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2018 impression |
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xii + 308 pp
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0.00 |
2400.00 |
Preface
Introduction
PART I: CONCEPTS, ISSUES AND VULNERABILITY DIMENSIONS
Child Labour: The Effects of Public Concern and Neo-liberal Policies
GK Lieten
Childhood Conditions in India-Related Issues
Nilotpal Basu
Globalisation, Development and Child Work
DR Karthikeyan
Development, Destitution and Child Labour Vulnerability in India
Kailash Satyarthi
Globalisation, Marketization and the Poor in India
Arun Kumar
Child Labour and the Law
Zafar M Shahid Siddiqui
Insight into Issues of Development and Destitution and Intervention Strategies for Eradication of Child-Labour
Triloknath Mishra
PART II: AGRARIAN CRISIS AND CHILD RIGHTS VIOLATIONS
Agrarian Policies, Agrarian Crisis and Child Rights
Abhijit Sen
Food Needs Food for Thought: Starving Children Under Globalisation
Manish K Jha
Agrarian Crisis in the Context of Globalisation
K Loganathan
Disease of Hunger-Death Trap for Children: A Case Study of Sone-Bhadra District, Uttar Pradesh
Roma, Ajay Patnaik and Vibha Vohra
PART III: DISPLACEMENTS AND VULNERABILITY
Development, Destitution and Displacement Scenario in India
BK Roy Burman
Development, Displacement: A Case Study of Displaced from Tehri Dam
Aparna Srivastava
Displacement and its Impact on Children in Urban Informal Sector
Helen R Sekar
Displacement and Child Rights Issues: A Case Study of Jabhua in Madhya Pradesh
R Vidyasagar and K Suman Chandra
PART IV: TRAFFICKING AND SEXUAL EXPLOITATION OF CHILDREN
Paedophilia and Sexual Abuse in Goa
Venicis Cardoso
Children from the World of Trafficking: Raid, Rescue and Rehabilitation in India
Mondira Dutta
Commercial Exploitation of Child Work and Risk: A Study in an Urban Slum in Bhubaneswar
Asima Jena
PART V: INFORMALISATION OF EMPLOYMENT AND CHILD LABOUR LINKAGES MESO AND MICRO EXPERIENCES
The Girl Child in Tribal Society and Globalisation: A Study in Andhra Pradesh
CS Murty and S Subrahmanyam
Globalisation and Child Labour Linkages in India: A Case Study of Carpet and the Garment/ Apparel Industry
Bupinder Zutshi
Child Labour and Child Work - Definition, Incidence and Mitigation
Nidhi Sadana and SK Thorat
Development Destitution: Impact on Child Labour in Uttar Pradesh
Ramakant Rai
PART VI: CHILD LABOUR ERADICATION-FIELD BASED EXPERIENCES
Child Labour Eradication Field Experience of Bachpan Bachao Andolan and SACCS
Narayan Singh Rao
Strategies for Universalisation of Elementary Education
R Venkat Reddy
Quality Institutional Care and Alternatives for Children
MM Vidyarthi and Ratna Saxena
Notes and References
Contributors
Index
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Globalization and Structural Adjustment Programmes not only reinforces greater integration in the world economy but is a veneration of the market as the only mediator of efficiency and growth. It has resulted in renunciation of the state responsibility towards the welfare of its citizens. Evidence shows that along with new opportunities, globalisation has led to marginalisation of the poorest and has enhanced inequality and economic insecurity among the poor. The impact of globalization and economic reforms is particularly significant in a diverse and plural country like India, where different communities are placed in a social hierarchy with iniquitous access to production and other assets. Reduction in the social sector services like health, education, other subsidies for poverty alleviation programmes and the introduction of user fees has strong links with the increase in child labour and school dropout rates.
The book analyses the concepts, issues and dimensions of the processes of globalization and liberalization particularly on child right violation. It examines the vulnerability in agricultural crises, displacements, human trafficking and informalisation of employment among marginalized communities. Several empirical evidences have been enunciated, linking the structural adjustment programmes with the increasing trends in child labour and school dropout rates. Finally the book highlights success stories in the field of child labour prevention and eradication as adopted by NGOs and other civil society organizations.
\n
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Kailash Satyarthi, the Founder-Chairperson of Bachpan Bachao Andolan/ South Asian Coalition on Child Servitude and chairperson of Global March against child labour is also the President of Global Campaign for Education and Chairman of International Center on Child Labor and Education' Washington, D.C. A member of the high level group by UNESCO on 'Education for All', he is actively involved in several boards and Committees of various national and International Organizations. He is a recipient of several prestigious international awards including the 'Raoul Wallenberg Human Rights Award', U.S.A. (2002), and the 'Aachener International Peace Prize', Germany (1994).
He has been honoured by the Former US President Bill Clinton in Washington in 1995 for featuring in Kerry Kennedy's Book 'Speak Truth to Power', where his life and work features among the top 50 human rights defenders in the world including Nobel Laureates Archbishop Desmond Tutu, Elie Wessel, His Holiness the Dalai Lama, and several others.
Bupinder Zutshi, Ph.D. is currently teaching at the Centre for the Study of Regional Development, Jawaharlal. Nehru University, New Delhi. With more than 25 years of teaching experience, he has widely published books and articles in national and international journals of repute. Among his publications the major ones include 'Education for Street Children' (UNESCO), India and 'Seeking to Bridge the Divide' (International Bureau of Education, Geneva). He has completed several research projects in the areas of trafficking, non-formal education, child labour and disabled population. Majority of his works have been sponsored by the international, national and non-governmental organizations.\n
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Psychology,Social Work |
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STREET CHILDREN:A SOCIO-PSYCHOLOGICAL STUDY |
RASHMI AGRAWAL |
9789386262929 |
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2018 impression |
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199 pp
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0.00 |
1600.00 |
Street Children : Who are they? Why are they on the Streets? Every Child has a Right to ...? Emotions and Street Children. Sufferings of Street Children. Truths : Hard and Soft. Frustration, Aggression and Ego. Intelligence and Street Children. Have We Done Enough? A Review of Existing Rehabilitation Programmes. We all can help. Annexures. Bibliography. Index.
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Infants lying naked on heaps of stones children looking for fragments of food from dumps, children huddling up at night on the pavements Trying to cover themselves with a piece of dirty cloth during chilly nights children cleaning utensils often bigger in size than themselves with tiny hands, these are only some descriptions associated with street children, devoid of the comforts and security of home and parental care. Are these children different from their peers in normal homes? Have they failed the society or is it the other way round? What are their dreams and potentialities? The book examines how living on streets affects the various personality components of these children. It reviews the scope for their rehabilitation and integration in mainstream. Backed by psychological test and socio- psychological data collected through a number of personal interview and other sources, the book provides a glimpse into the world of street children so different yet so similar.\n
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Dr. Rashmi Aggarwal, Deputy Director, Ministry of Labour, Govt. of India, obtained her Ph.D degree in Psychology from Lucknow University, Lucknow. Widely travelled all over Europe and USA. She had the opportunities to interact with individuals as well as social institutions working on the problems of street children. At the San Francisco University, she attended specialised courses in the field of rehabilitation programmes. Dr. Agarwal’s first book ‘Drug Abuse Socio-psychological Perspectives and Intervention Strategies’ was well received. This book is a result of her intensive study and research on street and working children.\n
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Education,M.ed/B.ed./D.ed. |
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ACADEMIC WRITING, ANTI-PLAGIARISM AND CITATIONS |
VINOD KUMAR KANVARIA(ED.) |
9789386262684(HB) |
97893862622691(PB) |
2018 |
|
|
xii+196 pp
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250.00 |
850.00 |
Preface
Acknowledgements
1. ABC of Academic Writing: A master key for the beginners
Vinod Kumar Kanvaria
Introduction; What Makes Academic Writing Unique?; Why Do We Need Academic Writing Citations?; Citing What?; Some Important Basic Concepts; Process, Evidence and Documentation of Academic Writing; Various Writing Tasks; Tips for Academic Writing; Precautions in Academic Writing; Code of Ethics for Academic Writing; Implications; Future of Academic Writing; Some Activities; Note from the Field
2. Academic Writing: A brief introduction 16
A.B. Saxena
Academic Writing; Essential Characteristics; Journalistic Writing, Creative Writing and Academic Writing; Writing Academic Write-up
3. Insight on Academic Writing 23
Pooja Gupta
Introduction; Some Commonly Used Referencing Styles; Guidelines for Academic Writing
4. Effectiveness of Pedagogical Exercises Based on Academic Writing 33
Kartikeswar Behera
Introduction; Operational Definition of Academic Writing; Scope of Academic Writing; Delimitation of the Present Study; Methodology; About Academic Writing; Steps Followed for Academic Writing; Extension of Writing Activities; Task Types on Writing; Additional Tips to Improve Writing Skills in English; Results
5. Plagiarism—A Major Concern in Academic Writing 47
Bharti Nagpal
Introduction; Academic Writing; Characteristics of Academic Writing; Elements of Academic Writing; Difference between Academic Writing, Journalistic Writing and Creative Writing; Different Types of Plagiarism; Common Misconceptions about Plagiarism; Different Ways of Avoiding Plagiarism; Relation between Plagiarism and Citation; Differences between Plagiarism and Copyright Infringement; Discussion and Analysis
6. Effective Academic Writing and Elaborating its Paradoxes 60
Manju Gera and Ruchi Arora
Introduction; Exploring the Paradoxes of Academic Writing; Tips for Better Academic Writing; Checklist and Strategy to Start and Creatively Engage with Academic Writing; Advancing the Writing; Motivation to Write; Narratives from the Field; Common Types of College Writing Assignments; Picking and Limiting a Writing Topic; Three Characteristics of Effective Academic Writing; Effective Academic Writing
7. Standard Academic Writings to Avoid Plagiarism 73
Manju Gupta
Introduction; Significance of the Specific Editorial Style; Importance of APA Style in Qualitative Researches; Why are Citations Needed?; Differences between References, Citations and Bibliography Skill of Expression and Communication as Manuscript (Basic Skill of Academic Writing); Skill of Typing and Setting the Format in APA Style; Skill of Literature Review: A Key Academic Writing Skill; When to Review the Literature; Skill of Exploration: How to Identify Relevant Resources; Skill of Collection Relevant Material and Keeping a Record; Skill of Writing References in APA Style; Discussion
8. Introduction to Academic Writing in English for Beginners 84
Khalida Akhtar
Introduction to Academic Writing in English for Beginners; Different Kinds of Academic Writings by Students in Colleges/Universities; Note Taking While Reading; Writing the Article Abstract; Citation; Referencing; Writing a Book Review; Writing Ph.D. Thesis / Dissertation
9. Reflections of Students through Written Expressions: An assessment of affective learning 93
Vandana Chaudhary and Sanjay Kumar
Introduction; Objective of the Study; Hypothesis;Methodology; / Limitations; Findings
10. Academic Writing and Issues Pertaining to Plagiarism 105
Kiran Rani
Introduction; Issue of Originality and Creativity in Academic Writing; Plagiarism: Its Meaning and Beyond; Causes of Plagiarism and Suggestions for its Avoidance; Notes from the Field; Conclusion: Moving Towards Solutions
11. Plagiarism—Ways and Means to Avoid It
Pargat Singh
Concept of Plagiarism; Definitions of Plagiarism; Forms of Plagiarism; Ways and Means to Avoid Plagiarism
12. Need to Discuss Plagiarism
Payal Yadav
Introduction; Plagiarism and Related Issues; Some Instances of Plagiarism from Indian Academia; Laws or Policies Related to Plagiarism in Some Other Countries; Some Remedies to Reduce Plagiarism
13. Inculcating Academic Integrity amongst Students
Reyaz Hashmi
Introduction; Historical Background; What Constitute Plagiarism and What Not; Educating the Beginner; Teaching to Write Unique; Teaching Citation Skill; Understanding the Citation Sources; Writing Style
14. Plagiarism in Academic Writing: A preliminary study
Geeta Rai
Introduction; Literature Review; Rationale of the Present Study; Research Methodology; Data Analysis and Results
15. Documentation and Citation Process of Academic Writing
Akash Ranjan
Introduction; Citation Rule; Causes for Documentation and Citation; Frequently Asked Questions; Citation Styles (MLA, APA, SBL, etc.) Vary according to the Discipline; Citation Process of the Academic Writing; General APA Guidelines; Major Paper Sections; Title of Our Paper; Types of APA Papers; Literature Review; Experimental Report; Other Papers
16. Citation—Means to Prevent Plagiarism
Nishi Gupta
Introduction; Types of Citation; Purpose of Citation; Citation Systems; Citation Styles; How to Cite External Sources; What to Cite and What Not to; Misconceptions with Citation; Narratives/Instances from the Field viii
Academic Writing, Anti-Plagiarism and Citations
17. Comparison of Three Citation Styles—APA, MLA and CMS
Pooja
Introduction; What is Documentation?; What Needs to be Documented?; What is Citation?; Citation Styles; Style Guide; Comparison among the APA, MLA and CMS Styles
18. An Analysis of Citations used in Ph.D. Theses of University of Delhi: Trend of common errors
Diksha Kukreja
Introduction; Literature Review; Objectives; Significance of the Study; Method; Results, Discussions and Analysis; Suggestions and Recommendations; Limitations of the Study; Scope for Further Research
Contributors
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The book is an endeavour to look into practices meant for academics, researchers and professionals in the field of research and academic writing. The specific focus is on academic writing, anti-plagiarism, copyright issues, citation and documentation. These practices are presented in the form of conceptual basis, perceptions and narratives from the field. Some of the practices are being used by the academia, which have been found to be very useful and fruitful while some others are suggested under the need of the hour. Academic writers encounter problems while dealing with concepts in academic writing, anti-plagiarism, copyright issues, citation and documentation. This book is not only a directional and fruitful document to answer the problems but it also serves as a handbook for academic writing.\n
All the practitioners including learners, researchers, authors, academic professionals, viz. pre-service teachers, in-service teachers and teacher educators, and other stakeholders may find the volume useful to make their academic writing and citation skills better and one level higher than the existing one.\n
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Vinod Kumar Kanvaria is currently associated with Department of Education, University of Delhi, Delhi (India). He has a teaching and research experience of more than 15 years from Secondary School to University level, including Govt. of NCT of Delhi, NCERT and University of Delhi. His research interest areas are educational technology, ICT in and for education, academic writing, and pedagogy of mathematics.\n
He has presented a number of research papers in national and international seminars and conferences, his numbers of research papers have been published in the national and international journals. His several single authored and edited books have been published by LAP, Germany, VDM, Germany, Create Space, USA, GBO, New Delhi, VLMS, New Delhi and SPH, New Delhi, etc.\n
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Education,M.ed/B.ed./D.ed. |
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ADHIGAM AVM SHIKSHAN |
S.K. MANGAL, SHUBHRA MANGAL |
9789386262639(HB) |
9789386262646(PB) |
2018 |
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pp xii+412
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395.00 |
1500.00 |
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0.00 |
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Education,M.ed/B.ed./D.ed. |
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BALYAKAL AVM VRIDHI UNMUKH BALAK: HINDI |
S.K. MANGAL, SHUBHRA MANGAL |
9789386262530(HB) |
9789386262547(PB) |
2018 |
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x+294 pages
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250.00 |
995.00 |
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Social Work |
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BASIC SANITATION IN RURAL INDIA: ROAD MAP TO SWACHH BHARAT |
SUNDER RAM (Ed.) |
9789386262752 |
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2018 |
|
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pp x+180
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0.00 |
995.00 |
Preface
Introduction
Rural sanitation in India: Agenda for Swachh Bharat
D. Sundar Ram
1. Sulabh’s Road Map for Rural Sanitation
Technological interventions for Swachh Bharat
Bindeshwar Pathak
2. Water and Sanitation
The role of decentralised institutions in Andhra Pradesh and Telangana States
M.Gopinath Reddy and K.S. Babu
3. Sustainable Sanitation Practices in Rural India
Need for people’s participation
S. K. Pachauri
4. Role of Panchayats in Rural Sanitation Karnataka State
(Special monitoring report on outcomes and performance)
Jos Chathukulam
5. Further Decentralisation of Management of Drinking Water in Karnataka
Perspective and problems
Veerashekharappa
6. Renovating Culture and Social Norms for Total Sanitation in India
V. Ragupathy and A. Dheivaprakash
7. Initiatives for a Sustainable Solid Waste Management System
Reality check with Mudichur village panchayat, Tamil Nadu
K. Gireesan
8. Sanitation in Kerala
The status
M.K. Ravindranathan
9. Provision of Basic Sanitation in Rural Karnataka
Achievements and challenges
Narayana Billava and Arunkumar R Kulkarni
10. Sanitation and Social Change in Developing Societies
A study with special reference to India
S.S. Sreekumar
11. Need of Changing the Mindset of Youth Road Map for Swachh Bharat
Venkatrao Y. Ghorpade
12. Status of Rural Sanitation in India
A synoptic view
P. Hiranniya Kalesh
13. Sanitation Status in Government Schools of Rajasthan
(The case studies of Rajsamand, Bhilwada and Ajmer)
Basant Kumar
Index
Contributors
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Basic sanitation to the people of rural India is one of the important issues on which the debate has been going-on for the last 30 years in India without arriving any concrete solutions for clean India. To accelerate the efforts to achieve universal sanitation coverage and to put focus on sanitation, the Prime Minister Modi launched the Swachh Bharat Mission (SBM) on 2nd October, 2014.\n
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The book presents a vivid picture of the rural sanitation and its implementation strategies from the perspective of the rural people under the new dispensation of Swachh Bharat Abhiyan. It is in this context that the book focuses on the need to carry out a futuristic introspection of rural sanitation in the context of to achieve a ‘Clean India’ by 2019. The contribution made by distinguished social workers, researchers, NGO functionaries and administrators identify emerging challenges and suggest the ways and means to evolve a mechanism for a healthy India and clean India with active participation of Panchayati Raj Institutions in rural India.\n
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Dr. D. Sundar Ram, Founder and Director of Academy of Grassroots Studies and Research of India (AGRASRI), Tirupati. He has taught Political Science and Public Administration disciplines at Sri Venkateswara University, Tirupati and Acharya Nagarjuna University Affiliated College, Narasaraopet, Guntur District of Andhra Pradesh, as UGC Research Associate and Reader and Head, PG Department of Public Administration.\n
He is a prolific writer, author, researcher and analyst. He has written extensively on Indian governance and polity, parliamentary studies, electoral reforms, democratic decentralisation, federalism, good governance and state politics, with over 27 books, 153 research papers and 32 talks in All India Radio to his credit. As founder of AGRASRI, he has organised a large number of national conferences, seminars, workshops, round-table meetings, symposia, guest lectures and capacity building and training programmes.\n
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Education,M.ed/B.ed./D.ed. |
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CHILDHOOD AND GROWING UP |
S.K. MANGAL, SHUBHRA MANGAL |
9789386262516(HB) |
9789386262523(PB) |
2018 |
|
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pp x+224
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295.00 |
900.00 |
Preface
1. Growth and Development: Concept and Principles
Introduction
The Concept of Growth and Development
– Growth and Development — Meaning and Distinction
– Distinguishing Growth and Development from the Term Maturation
– Various Aspects or Dimensions of Growth and Development
General Principles of Growth and Development
Educational Implications of the Principles of Growth and Development
2. Stages of Growth and Development
Meaning of Stages of Growth and Development
Stage of Infancy
Stage of Childhood
Stage of Adolescence
3. Theories of Growth and Development
Introduction
Piaget’s Theory of Cognitive Development
Erickson’s Theory of Psycho-social Development
Kohlberg’s Theory of Moral Development
Freud’s Theory of Psycho-sexual Development
4. Physical and Motor Development
Children’s Physical Development
Children’s Motor Development
Role Parents and Teachers in Providing Opportunities of Physical-Motor Development
5. Emotional Development
Introduction
What are Emotions?
Kinds of Emotions
Emotional Development During Different Stages of Development
Factors Influencing Emotional Development
What can the teachers do in bringing Balanced Emotional Development of Children?
6. Social Development
What is Social Development?
Social Development during Different Stages of Development
Factors Affecting Social Development
The Place of Gender Roles in One’s Social Development
7. Childhood in the Context of Poverty, Globalization and Adult
Culture
Introduction
What is Childhood?
Childhood in the Context of Poverty
Childhood in the Context of Globalization
Childhood in the Context of Adult Culture
Similarities and Diversities within the Stage of Childhood
8. Socialisation — Concept and Agencies
What is Socialization?
Agencies of Socialisation — Meaning and Types
Role of Different Agencies in Child Development
– Role of Family
– Role of Peers in Child Development
– Role of School in Child Development
Social, Economic and Cultural Differences in Socialization and its
Implication for Inclusion
9. Counselling of Children in Specific Stressful Conditions
Introduction
Separation of Parents
Loss of Parents in Armed Conflicts etc.
Survivors of Child Abuse
10. Protection of Child Rights
Introduction
Role and Contribution of UNICEF
Role and Contribution of WHO
Role and Contribution of National Commission for Protection of
Child Right
Role and Contribution of National Human Rights Commission
Role and Contribution of Child Helplines
Role and Contribution of NGOs
11. Child Obesity — Causes and Remedies
What is Obesity?
Identification and Diagnosis of Obesity among Children
Ill Effects of Obesity
Causes related to Obesity
Prevention and Treatment of Obesity
12. Equity Issues and Inclusion
The Concept of Equity and Equality in Education
Equity and Inclusion of Diverse Children (Differently abled, Street
children and Other Marginalized Groups)
Schemes and Programs of GOI for Gender Equity and Equality in Education
References and Suggested Readings
Review Questions
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Beginning with the concept and principles of growth and development, the book provides a detailed account of various theories of growth and development. While providing a useful discussion on the various aspects of children's growth and development like physical, motor, emotional and social development, the book emphasizes on the role of socialization agencies like family, peers and school relationships. It addresses a number of childhood issues and concerns like separation or loss of parents, child obesity, child abuse, protection of child rights, gender equity and equality; and also inclusion of differently abled, street children and marginalized ones. The book may be found useful by students, researchers and all the stakeholders in the subject.\n
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Prof. S.K. Mangal (Ph.D. Education), former Principal, and Head of the Department of Postgraduate Studies, C.R. College of Education, Rohtak, Haryana, is a distinguished teacher, researcher and administrator who has devised several psychological tools including the Emotional Intelligence Inventory.\n
Professor Mangal is a prolific writer and has number of outstanding books in Education to his credit. His books are very popular among students and researchers. He has also published extensively in reputed journals.\n
\n
Prof. Shubhra Mangal (Ph.D. Education) is the Principal, and Head of the Department of Postgraduate Studies, C.R.S. College of Education, Noida.\n
She has devised an Emotional Intelligence Inventory for the measurement of Emotional Intelligence of School Teachers. She has written a number of books in the field of Education, Psychology and Teacher Education. The areas of her research interest are Emotional Intelligence and Teacher Education.\n
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Education,M.ed/B.ed./D.ed. |
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OPEN DISTANCE EDUCATION IN INDIA |
P. SATYANARAYANA, C. SESHARATNAM |
9789386262769(HB) |
9789386262776(PB) |
2018 |
|
|
pp vi+214
|
495.00 |
995.00 |
Introduction
Evolution
Objectives
Organisation
Courses
Student Enrolment and Dropout
Instructional System
Student Assignments
Self Instructional Material
Use of Technology
Exposure to New Technological Initiatives
Student Support
Staff Development
System Evaluation
Framework for Ranking
Survey of Research
Promotion and Coordination
Need for National Policy
Weaknesses and Deficiencies of Distance Education System
Regulating Standards
Status of Indian State Open Universities
Reforming the ODL System in India: Recommendations
National Conference Recommendations
University Grants Commission (Open and Distance Learning) Regulations, 2017
Appendices
List of Distance Education Institutions
Open Universities
Subjects in which Distance Courses are Offered
References
Index
|
Open distance education (ODE) has been spreading in India in diverse ways. ODE has been reaching the unreached, the physically, economically, socially and geographically disadvantaged sections of people. It brings about a paradigm shift in teaching-learning process.\n
Since its beginning in 1962 at Delhi University, open distance education has resulted in the establishment of one national open university, sixteen state open universities and over two hundred distance learningcentres in conventional universities spread across India. More than four million students are enrolled in open distance education programmes and account for about 22 percent of total enrolment in higher education.\n
Until recentlyODE system was governed by Distance Education Council (DEC) setup by IGNOU in 1991,which was criticized for its inaction, apathy and lack of effective mechanism to monitor enforcement norms. This led to the takeover of open distance education regulatory functions by UGC and in 2017 UGC issued detailed regulations for the governance of open distance education system in India.\n
The volume will useful to all the stakeholders in open distance learning.\n
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P. Satyanarayana,a senior distance educator,was associated with planning and founding Dr.B.R. Ambedkar Open University and Indira Gandhi National Open University. He participated in many national and international seminars and conferences. He contributed to several journals and has to his credit many books. Currently,he is Overseas Educational Consultant to OKOS Communication Systems in USA.\n
C. Sesharatnam is a former Joint Director of Dr.B.R. Ambedker Open University. She worked in the areas of student support, staff development, women’s development, course development etc.; and has attended national and international seminars andconferences.She has been contributing to journals on ODL and has to her credit many books. She also received Best Teacher Award from A.P. Government.\n
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Education,M.ed/B.ed./D.ed. |
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PATHYAKRAM SHIKSHAN SHASHTRA AVM MULYANKAN |
SUMAN LATA, H.L. KHATRI |
9789386262585(HB) |
9789386262592(PB) |
2018 |
|
|
viii+200 pages
|
180.00 |
795.00 |
|
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed. |
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PEDAGOGY OF ENGLISH LANGUAGE |
PARVEEN SHARMA |
9788175416987(HB) |
9788175416994(PB) |
2018 |
|
|
pp xii+338
|
295.00 |
1200.00 |
Preface
1. Nature of Language
Concept ; Meaning of Language ; Nature of Language ; Varieties of Language
2. Importance of Language
The History of English Education in India ; Importance of English Language ; Future of English in India
3. Functions of Language
Expressive Function ; The Informative Function ; Communicative Function ; Directive Function ; Interaction Function ; Evolutionary Function ; Preservation Function
4. Linguistic Principles
Correct Language Standards ; Principle of Selection and Gradation ; Multiple Line of Approach ; Structural Approach to Language Teaching ; Principle of Imitation ; Principle of Accuracy ; Principle of Naturalness ; Maintenance of Interest ; Principle of Motivation ; Principle of Habit-formation and Intensive Practice ; Balanced Approach
Maxims of Teaching
5. Aims and Objectives of Teaching English
To Understand Spoken English ; To Speak English ; To Read English ; To Write English ; Aims of Teaching English at the Junior Level ; Aims of Teaching English at the Senior Level ; Some other Aims of Teaching English at the Senior Secondary Level ; Difference between Aims and Objectives ; Objectives of Teaching English ; Characteristics of Good Objectives ; Objectives at Junior Level
6. Stating Objectives in Behavioural Terms
Characteristics of Behavioural Objectives ; Procedure for Writing Behavioural Objectives ; Taxonomy of Educational Objectives ; Bloom’s Taxonomy of Instructional Objectives ; Interrelationship between Different Domains ; Methods of Writing Objectives in Behavioural Terms ; Instructional Objectives and Recent Changes ; Understanding Education ; Relevance of Taxonomy of Objective ; Principles for the Statement of Instructional Objectives ; Methods of Writing Objectives in Behavioural Terms ; NCERT Approach ; Writing Behavioural Objectives for Teaching English
7. Philosophical, Social and Psychological Bases of Language Learning
Psychological Basis of Language Learning ; Linguistic Basis of Language Learning ; Social Basis of Language Learning ; Philosophical Bases of Language Learning
8. Teaching of Prose
Aims of Teaching Prose ; Specific Aims ; What is Involved? ; Understanding a Paragraph ; Using a Text ; How to Teach a Passage Intensively? ; Extensive Reading ;
9. Teaching of Poetry
Some Thoughts on Poetry ; Should Poetry be a Classroom Teaching-Learning Subject? ; Difference between Prose and Poetry ; How to Teach Poetry? ;
10. Teaching of Composition
Aims of Teaching Composition ; What is Required? ; Types of Composition ; Stages for Teaching Composition ; Exercises in Controlled/Guided Composition ; Exercises in Free composition ; Correction of Composition
11. Teaching of Grammar
What is Grammar? ; Why Study Grammar? ; Types of Grammar ; Approach to Teaching Grammar ; Eclectic Approach ; Suggestions for Successful Teaching of Grammar
12. Pedagogical Analysis: Based on Unit Analysis
What is Analysis? ; What is a Unit? ; Meaning of Unit Approach (Morrison Approach) ; How to Plan Unit Method ; Limitations of Unit Method ; Fixing up Objectives for the Unit ; Learning Experiences ; Methods of Teaching ; Teaching Aids ; Evaluation ; Design of a Question Paper of a Unit Test ; Blue Print ; Model Pedagogical Lesson-Plan Tables ;
13. Microteaching Skills
Meaning of Microteaching ; Definitions of Microteaching
Characteristics of Microteaching ; Steps in Microteaching
Principles of Microteaching ; How many Skills?
Questioning Skill ; Explaining Skill ; Illustration Skill
Stimulus Variation Skill
Micro Lesson Plan—I ; Micro Lesson Plan—II ; Micro Lesson Plan—III ; Micro Lesson Plan—IV
14. Major Methods of Teaching
Meaning of Method ; Translation-cum-Grammar Method ; Direct Method ; Bilingual Method ; Audio Lingual Method of English ; The Best Method? ;
15. Approaches of Teaching English
Structural Approach ; Situational Approach ; Linguistic and Communicative Approach ; Project Approach
At Junior Level ; At Senior Level
Inductive-Deductive Approach ; Whole Language Approach Learning by Imitation and Whole Method ; Constructivist Approach to Learning ; Multilingual Approach to Language Teaching
16. Development of Linguistic Skills
Development of Linguistic Skills ; Development of Linguistic Skill of Listening
Listening as Stimulus ; Characteristics of an effective Oral Skills Lesson ; Listening as Input ; Advantages of Oral Work ; Suggestions for Good Oral Work ; Importance of Drill in Listening and Speaking Practice ; Types of Drills
Development of Linguistic Skill of Speaking
Objectives of Teaching Speaking Skills ; Learners’ Activities ; Role of the Teacher in a Speaking Class
What is R.P.? ; Phonetics ; Methods of Teaching English Pronunciation ; Teaching Pronunciation ; English Sound System ; Consonant Sounds ; Suggestions for Good Pronunciation ; Voiced and Voiceless Sounds ; Basic Components of Speech
Development of Linguistic Skill of Reading
Reasons for Reading ; Meaning of Reading ; Mechanics of Reading ; Characteristics of ReadingDifferent Stages in Reading ; Methods of Teaching-Reading ; Reading Problems ; Suggestions for Improvement
Development of the Linguistic Skill of Writing
What is Writing? ; Aspects of Writing Skill ; Mechanics of Writing ; Characteristics of Good Handwriting ; Choice of Script ; How is Writing Different from Speech? ; Creating a Natural Learning Environment for Writing ; Process of Writing ; Suggestions for Improving Handwriting ; Writing Skills ; English Spellings ; Writing Skills: Activities ; Writing Skills: Study Skills ; Reference Skills
17. Instructional Material
Importance of Instructional Material and Their Effective Use ; Meaning of Audio-Visual Aids ; Importance of Teaching Aids ; Use of Audio-Visual Aids ; Principles in the Use of Audio-Visual Aids ; Use of the Following Teaching Aids
Various Types of Teaching Aids
18. Co-curricular Activities
Concept ; Importance ; The Written Aspect:Wall Paper, Manuscripts and Magazines ; Association of English Teachers ; Dramatics or Dramatisation ; Usefulness of language games ; Language Activity ; Class Debates ; Discussion ; Think-Tank Sessions ; Photo Language Session ; The Picture File ; Class Inquiry Office ; Original Story Writing ; Field Trips ; English Club ; The School Assembly ; The House System ; Interpreting ; Resource Book for Speaking Activities
19. Basic Principles of Testing English
General Principles of Testing English ; Test ; Examination ; Measurement ; Evaluation ; Difference between Measurement and Evaluation
20. Comprehensive and Continuous Evaluation in English
Meaning of Continuous Evaluation ; Characteristics of Continuous Evaluation ; Advantages of Continuous Evaluation ; Continuous Evaluation and Techniques of Assessment ; Evaluation in English ; Self Assessment and Peer Assessment ; Using Portfolio for Subjective Assessment ; Cloze Test ; Group Evaluation ; Using Assessment Rubrics ; Record Keeping ; Limitations of Comprehensive and Continuous Evaluation
21. Digital Portfolio: Use of ICT
Use of ICT ; Competency ; Use of ICT— A Challenge ; How Does ICT Help Teachers ; Word Processor ; Database Management and Spreadsheet Applications ; Multimedia Presentation ; Using the World Wide Web ; Radio ; Mobile Communication ; Teacher’s Role in Technology Integration ; What Should Your Multimedia Based Lesson Plan Include? / Bloom’s Taxonomy ; Concept of Scaffolding
22. Characteristics of Good Text Book
Importance of English Textbooks ; Characteristics of Good Textbooks
23. Development of Good Test Items in English (Objective
Type, Short Answer Type and Essay Type)
Attributes of a Good Test ; Characteristics of Good Test in English ; Some Details about Questions
24. Remedial and Enrichment Control of Aural, Oral, Reading
and Writing Skills
Remedial Teaching: Meaning ; Objectives of Remedial Work ; Who and How Much? ; Errors in Reading ; Errors of Language Learning ; Some Major Sources of Errors ; Speech Errors ; Errors in Writing ; Common Mistakes ; Remedial English
25. Preparation of an Achievement Test
Meaning of Achievement Test ; Types of Achievement Test ; Use of Achievement Test ; Limitations of Achievement Tests ; Preparation of Test ; Characteristics of a Good Test in English ; Steps in Test Conducting
26. Lesson Planning
Need of Lesson Planning ; Herbertian Steps of Planning ; Three Phases of Planning ; Characteristics of a Good Lesson Plan ; Sample of Achievement Tests
Glossary
Bibliography
Revision Questions
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English hasundoubtedly become a Global Language. With the increasing role of ICT in the changing society, a vital contact with English language has become a fundamental necessity. Not being Mother-tongue, teaching-learning English has always been a challenging task.\n
Written in a simple, clear and lucid language, the book describes the role of teachers in developing the linguistic skills among the learners. The issues of linguistic variations and regional differences have been discussed deeply in the book. It highlights the importance of selecting appropriate teaching methods and techniques, and discusses the pedagogical aspects in detail. The book also provides in-depth analysis of remedial English. It has drawn the significance of various co-curricular activities to learn English in an easy and effective manner. The book may be found as an effective text-book for the students of Education.\n
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Dr. (Mrs) Parveen Sharma, Associate Professor in Hindu College of Education, Sonepat(Haryana) has over 31 years teaching experience in Education. She has also worked as Principal at RLS College of Education Sidhrawali, Gurgaon, Haryana for a year. She is a prolific writer and has to her credit many booklets of IGNOU and books on Education. She has contributed widely to journals of National and International level.She has been associated with designing courses in ‘Teaching of English’ and ‘Contemporary India and Education’.\n
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Education,M.ed/B.ed./D.ed. |
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PEDAGOGY OF POLITICAL SCIENCE |
PANKAJ ARORA |
9789386262660(HB) |
9789386262677(PB) |
2018 |
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|
xiv+150 pp
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295.00 |
750.00 |
Foreword
Preface
1. Exploring the Science of Society
Social Science under the Influence of Natural Science
Origin and Growth of Social Science
How Scientific the Social Science is?
Social Science in 20th Century
Behaviorism and Social Sciences
Social Sciences in India
2. Political Science as a Discipline of Knowledge
Meaning and Nature of Political Science
Science or Art
What is the true scope of Political Science?
New Meaning of Political Science
Interdisciplinary Nature of Political Science
Relationship of Political Science with other Social Science Subjects
Integrated Approach to Teach Political Science
Aims and Objectives of Teaching Political Science at Secondary/ Senior Secondary School Level in India
Objectives of Teaching various Streams of Political Science
Evolution and Growth of Political Science
Growth of Political Science in India
Political Science as a School Subject
Students’ Understanding of the Subject of Political Science
3. Teaching-Learning Approaches and Methods in Political Science
Teaching Approaches of Teaching-Learning Political Science
• Inductive Approach • Deductive Approach • Constructivist Approach • Interdisciplinary Approach
Methods and Techniques of Teaching Political Science
Traditional Methods
• Lecture Method • Story-telling Method • Question-Answer Method • Textbook Method
Contemporary Methods of Teaching-learning Political Science
• Discussion Method • Debate as a Method of Teaching • Panel Discussion • Project Method • Field Research, Visits to Institution of Government Bodies • Problem Solving Method • Source Method • Dramatization Method • Mass Media Method • Case Study Method • Community Resources • Comparative Method • Reflective Enquiry • Report Writing • Observation Method • Empirical Method
Unit Plan and Lesson Plan
4. Political Science and Teacher Education
Teaching of Political Science
Growth of a Reflective Political Science Teacher
Preparation/Teacher Education of Political Science Teacher
Views of Teachers
5. Critical Pedagogy, Inclusive and Democratic Classroom for Political Science
Implications of Critical Pedagogy for Political Science
Indigenous/Red Pedagogy
Democratic Classroom Environment
Encouraging Positive Adolescent Growth
6. Evaluation and Assessment in Political Science
Meaning, Nature and Need of Evaluation
Techniques of Evaluation in Social Science — Political Science
Evaluation and Assessment
Formative Assessment • Summative Assessment
Continuous and Comprehensive Evaluation (CCE)
Assessment Modes
• Self-Assessment • Peer Assessment • Learners’ Profile • Open Text book Assessment (OTBA)
Annexure 1
Bibliography
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Children should be encouraged and given the space to make connections between what they learn inside as well as outside the school. Their experiences outside the school also help in honing their capacities, learning abilities, and expanding their knowledge base which further enhances the learning process.\n
Political Science is a significant subject, which gives opportunity to the students to relate nation’s political system with that of what is written in theory. It enables them to become more active and responsible citizens. As we live in a diverse society, teaching-learning of Political Science helps students to understand that equality is a value and a right. It provides the opportunity to build in the students a critical and informed way of looking at their contemporary world.\n
If, what the teacher teaches is completely divorced from the learner’s socio- cultural context then the learner is not able to relate with what is being taught and is thereby not able to understand properly. Learners recognize meanings from their socio cultural contexts, develop attitudes, begin to understand and interpret phenomena in their own ways,based on personal experiences.\n
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Dr. Pankaj Arora, Associate Professor, has been serving in the Department of Education [CIE], University of Delhi for 20 years now. Dr. Arora hasauthored numerous articles and presented research papers in various national and international conferences. He has to his credit three books—Sex Education in schools published in English, Hindi & Gujarati; Profiling the need of Sex and Safety Education: A Special case of working children;and Democratic Classroom: Need, Significance and Implications for Social Science.\n
His areas of specialization include Pedagogy of Political Science, Adolescence Education, Social Science Education, Education,Youth and Democracy, Citizenship Education.\n
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Education,M.ed/B.ed./D.ed. |
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PEDAGOGY OF SCIENCE: at Secondary Level |
Baiju K Nath |
9789386262813(HB) |
9789386262820(HB) |
2018 |
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pp viii+216
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295.00 |
850.00 |
Contents
UNIT 1
Learner at Secondary Level - Psychological Considerations
Chapter 1: Stages of Cognitive Development
Cognitive Development — Important Considerations by Piaget; Four Stages of Cognitive Development; Cognitive Development — Implications to Class Room Learning; Vygotsky’s Postulates on Learner and Learning
Chapter 2: Learner’s Characteristics
Important Characteristics of Learners at Secondary Level; Unique Characteristics of Secondary Level Pupils — Early Adolescence; Exceptional Children; Learning Disabilities
Chapter 3: Teaching the Learner
Needs of the Learner; Selecting Suitable Teaching Strategies
UNIT 2
Planning for Teaching Science at Secondary Level
Chapter 4: Long Term Planning and Unit Planning
Long Term Planning
Meaning; Components of a Long term Plan; Steps in Long Term Planning; Use of Long Term Planning; A Format of Long term Plan
Unit Planning
Meaning; Components of a Unit Plan; Structure of Unit Plan; Model Unit Plan
Chapter 5: Lesson Planning
Meaning; Components of a Lesson Plan; Steps in Lesson Planning; Lesson Plan — An Illustration
UNIT 3
Pedagogical Analysis of Secondary Level Science
Chapter 6: Principles of Pedagogical Analysis
Meaning; Principles of Pedagogical AnalysisChapter 7: Illustrations of Pedagogical Analysis
Chemical Co-ordination in Plants; Environmental Pollution
UNIT 4
Instructional Strategies in Science
Chapter 8: Concept Attainment Model
Concept Attainment Model; Model of Teaching; Thinking Strategies; Application; Effects; Types of Concept Attainment Model
Chapter 9: Advance Organizer Model
Meaning; Types; Advance Organizer Model of Teaching; Application of the Model; Effects of the Model
Chapter 10 : Biological Science Inquiry Model
Meaning of Inquiry; How to Develop Inquiry Attitude; Model of Teaching; Application of the Model; Effects of the Model
Chapter 11 : Cognitive Growth Model
Meaning of Cognitive Growth; Principles of Teaching;
Model of Teaching
Chapter 12: Group Investigation Model
Meaning; Basic Concepts of Group Investigation; Model of Teaching; Application of the Model; Effects of the Model
Chapter 13 : Mastery Learning
Mastery Learning Strategy; Teaching Strategy;
Steps in Mastery Learning; Illustration of Mastery Learning
UNIT 5
Media and Materials for Teaching Science
Chapter 14 : Laboratory
Aims and Objectives of Science laboratory; Science Laboratory — Features; Designing Science Laboratory; Safety Precautions in a Science Laboratory; Management of Science Laboratory
Chapter 15: Learning Aids
Concept; Types of Learning Aids; Improvisation of Learning Aids; Effective Utilization of Learning Aids
Chapter 16: Accessory Learning Aids
Meaning; Science Museum; Herbarium; Aquarium; Terrarium; Green House
Chapter 17 : Community Resources
Concept of Community Resources; Major Community Resources; Scope of Community Resources in Teaching Science; Model Schedule to Utilise Community Resources
Chapter 18: Extended Curricular Activities
Meaning; Important Extended Curricular Activities; Science Club; Science Exhibition; Science Quiz; Field Trips; Science Projects
Chapter 19: Resource Unit
Components of Resource Unit; Steps in Developing a Resource Unit; Illustrative Model of a Resource Unit
UNIT 6
Strategies of Evaluation in Science
Chapter 20 : Meaning of Evaluation
Concept of Evaluation; Why Evaluation; What is to be Evaluated; How to Evaluate; Types of Tests; Minimum Levels of Learning; Internal Assessment
Chapter 21: Test Construction
Phases of Testing; Types of Test Items; Selection Type Item Formats; Planning for Testing; Preparing Test Question Paper
Chapter 22: Self Reporting Techniques
Concept; Inventories; Questionnaire; Opinionnaire; Check List
Chapter 23 : Observational Techniques
Observational Checklist; Rating Scales; Anecdotal Records; Situational Tests
Chapter 24: Miscellaneous Techniques
Analysis of Records and Documents; Interview; Illustrative Interview Schedule; Sociometry; Sociogram; Other Techniques
Chapter 25: Case Study
Concept of Case Study; Identification of a Case; Steps in a Case Study; Essentials Aspects of a Case Study; Case Study — An Illustration
Chapter 26: Scoring and Grading
Scoring
Concept; Steps in Scoring; Planning for Scoring
Grading
Meaning; Bases of Grading; Procedure of Grading
Chapter 27 : Diagnostic Testing and Remedial Teaching
Diagnostic Testing
Meaning of Diagnostic Testing; Planning and Developing a Diagnostic Test; Preparation of Diagnostic Chart and Diagnosing Weaknesses
Remedial Teaching
Meaning of Remedial Teaching; Organising Remedial Teaching
Chapter 28: Self Evaluation
Self Evaluation Concept; Purpose of Self Evaluation; Methods of Self Evaluation
UNIT 7
Classroom Management
Chapter 29: Aspects of Class Room Management
Meaning; Discipline and Classroom Management; Characteristics of Teacher and Classroom Management; Classroom Climate and Class room Management
Chapter 30: Problems in Classroom Management
Indiscipline — Meaning; Causes of Indiscipline; Overcoming the Causes of Indiscipline
Chapter 31: Procedure of Classroom Management
Guidelines for Better Classroom Management;
Discipline Developing Activities; Criteria for Selecting Discipline Developing Activities
References
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Science education has gained more significance in the present day context due the remarkable progress in the field of science and technology. Development of pedagogy hasalso been taking place along with these advancements.\n
Latest vision on pedagogy directs learning as a continuous, comprehensive, and life long process. Secondary level is so crucial in the life of alearner as the future of any nation depend on the strength of educational foundation at secondary level. So as to ensure mastery learning of Science at secondary stage, this book provides in-depth knowledge with suitable examples and simple description the characteristics of a secondary level learner, basics of learning, planning for teaching learning process, instructional strategies for science, tools and techniques for evaluation, classroom management etc. The book will be of immense use for pre-service and in-service teachers.\n
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Dr Baiju K Nathis associated with Department of Education, University of Calicut, Kerala. He has nearly 27 years teaching experience of Scienceat various levels — secondary, senior secondary, college of secondary teacher education and in the university department.He has to his credit 65 research papers in reputed international and national journals. His Ph.D., was on the in-service training of secondary level biology teachers.\n
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Economics,North-East India |
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ROAD CONNECTIVITY AND DEVELOPMENT IN RURAL MIZORAM |
LIANHMINGTHANGA |
9788193437971(HB) |
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2018 |
|
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140 pages
|
0.00 |
750.00 |
Preface
List of Tables and Figure
List of Abbreviations
Chapter 1: Introduction
Overview
Overview of Existing Literature
Current Situation of Road Connectivity in India
Need for the Study
Rural Roads in Mizoram
Methodology
Chapter 2: Situational Profile of Connectivity in India
Introduction
Connectivity Infrastructure and Socio-Economic Development Across the States of India
Road Connectivity Scenario in Mizoram
Chapter 3: Existing Status of Rural Road Connectivity and Economic Development in Mizoram
Introduction
Classification of Villages
Road Connectivity and Rural Development in Mizoram
Chapter 4: Impact of Road Connectivity on Rural Development: An Empirical Analysis
Introduction
Testing the Difference in Performances
Relationship Between Road Connectivity and Rural Development – A Regression Model 98
8 Road Connectivity and Development in Rural Mizoram
Chapter 5: Conclusion
Introduction
General Trend of Road Connectivity and Economic Development
Analytical Results of the Impact of Road Connectivity on Rural Development
Conclusion and Recommendations
Bibliography
Index
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Connectivity, which includes communication networks, electric connections, health infrastructure, educational infrastructure, transport facilities, etc.,is one of the most important pre-requisite for an economy.Among them, roads areconsidered to be the most fundamental connectivity because of its affordability within the community. It can be stated as a key component ofdevelopment, especially for the rural areas.\n
Mizoram is a land-locked state and so, road transport continues to be the principal means of communication for most community, business, and personal purposes.This book is a study of how investments in the construction of roads and its resultant connectivity influences the development of an economy, and what the pattern of relationship is between road connectivity and development, taking the villages of Mizoram as a case.The analysis was undertaken by adopting various road connectivity parameters which were tested against identified development variablesof demography, employment, agriculture development, and availability of social infrastructures. Itwas found that road connectivity do lead to development in several fields.Itmoves people away from unsustainable shifting cultivation to more sustainable agriculture practices like plantation and horticulture, and wet rice cultivation.Moreover, it has favourable effects on the demographic and employment patterns of the villagers. The book may be found useful by all the stakeholders in the subject. \n
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Lianhmingthanga(PhD in Economics) is presently associated with the Department of Economics, Mizoram University, Mizoram. He has published a number of research papers in several journals, and is involved in numerous research projects.\n
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Education,M.ed/B.ed./D.ed. |
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SKILL DEVELOPMENT IN INDIA: ASPIRATIONS AND ACHIEVEMENTS |
P. SATYANARAYANA |
9789386262608(HB) |
9789386262615(PB) |
2018 |
|
|
pp vi+190
|
195.00 |
795.00 |
1. Introduction
2. Skill Development Ecosystem
3. Need to Re-engineer the Skill Ecosystem
4. Skills Structure
5. Skills Journey
6. National Skills Development Strategy
7. National Skill Development Mission
8. Vision for National Skill Development Initiative
9. National Policy for Skill Development—2015
10. Skill India to Go Far
11. Skill Assessment: Policy, Practice and Capacity
12. Skill Development for Unorganised Sector
13. CII Initiatives
14. A Common Framework for Skills Development
15. Demand and Supply Dynamics
16. Quality and Relevance
17. Equity and Access
18. Public-Private Partnership
19. Sector Skill Councils
20. Issues in Skill Development and Training
21. Skill Development Challenges
22. Chief Ministers on Skill Development
23. Training and Skills Development in the East Asian Newly Industrialised Countries
24. Engagement with Other Countries
25. International Context: Best Practices in Skill Development
Appendix 1. Skill Development and Training Programmes of Central Government
Appendix 2. Key Skill Development Schemes for Various Target Groups
Appendix 3. Standardized Courses of Skill India Programme
References
Index
|
‘Skill’ and ‘Knowledge’ are the driving forces of economic growth and social development for any country. Skill India is an initiative of Indian Government, launched to empower the youth with skill sets which make them more employable and productive in their work environments.\n
Skill India brings a lot of advantages and opportunities for young Indians. The skill ecosystem is seeing some great reforms and policy interventions and is reinvigorating and reenergizing the country’s workforce.\n
National Policies on Skill Development aim at creating a workforce empowered with improved skills, knowledge and internationally reorganized qualification to gain access to decent employment and ensure India’s competitiveness in the dynamic Global Labour Market. They aim at increase in productivity of workforce both in the organized and the unorganized sectors, seeking increased participation of youth, women, and marginalised sections, and to synergise efforts of various sectors and reform the present systems.\n
The success of a nation depends on the success of its youth and skill India is certain to bring a lot of advantage and opportunities for the young Indians.\n
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Dr. P. Satyanarayana is a senior distance educator. He was associated with the planning and founding of Dr. B. R. Ambedkar Open University and Indira Gandhi National Open University. He worked as consultant to several distance teaching Institutions. He participated in many national and international seminars and conferences organized by COL, ICDE, AAOU, UGC, EADTU, AADE, IDEA. He widely travelled in Asia, America and Europe. He contributed to several journals on different dimensions of ODL. His English books include Distance Education: What? Why? How?; Distance Education: Origin, Growth and Development; and Open Universities: Modern Educational Innovations. His Telugu books in Political Science and Public Administration are used as reference works by Telugu medium UG and PG students. He is the founder President of Open Learning Promotion Society. Currently he is Overseas Educational Consultant to OKOS Communication Systems in USA.\n
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Asia/International Relations |
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TAHRIR SQUARE MOVEMENT IN EGYPT: A PERSPECTIVE |
SUHITA SAHA |
9789386262578 |
|
2018 |
|
|
pp 110
|
0.00 |
550.00 |
Preface
Introduction
History and Evolution of the Movement in Egypt
Examining the Nature of Social Movement in the Context of Egypt
Role of Social Media in the Uprising of Egypt
Conclusion
Bibliography
Index
|
The chain of protests in the Arab World has changed the socio-political scenario in this region from Tunisia to Syria. Egypt has always been an important factor in West Asian politics, starting from the Nasser era. When the chain of uprisingscaused Egypt to topple the regime led by Hosni Mubarak, it raised many pertinent issues about the nature of the movement with special reference to the role of media.\n
This book seeks to study the nature of this movement in Egypt, and, in the process, also throws light on how the media and the idea of freedom have shaped this understanding.\n
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Suhita Saha was a researcher in MaulanaAbulKalam Azad Institute of Asian Studies (MAKAIAS), Kolkata. Her research interest lies in the field of West Asia, Security Studies, and International Relations.\n
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SHIPRA PUBLICATIONS |
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http://www.shiprapublication.com/images/book/thumbimgs/Tahrir_Square_Movement_in_Egypt___1_002.jpg |
Education,M.ed/B.ed./D.ed. |
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TEACHING OF COMMERCE |
RAINU GUPTA |
9788175416062 (HB) |
9788175416079(PB) |
2018 |
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viii+389 pp, 2nd Revised Ed., 2014 reprint
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350.00 |
1400.00 |
Preface to the Second Revised Edition iii
1. Meaning, Nature and Scope of Commerce
Introduction
Meaning of Commerce
Definitions of Commerce
Characteristics of Commerce
Components of Commerce
Nature of Commerce
Scope of Commerce
Limitations of Commerce
2. Meaning, Nature and Scope of Business Studies and Accountancy
Meaning of Business Studies
Characteristics of Business Studies
Classification of Business Activities
Scope of Business Studies
Meaning of Accountancy
Definitions of Accounting
Characteristics of Accounting
Nature of Accountancy
Scope of Accountancy
Limitations of Accountancy
3. Place of Commerce in Secondary School Curriculum
4. Aims, Objectives and Values of Teaching Commerce
Aims of Teaching
Objectives of Teaching
Aims of Teaching Commerce
Objectives of Teaching Commerce
Objectives of Teaching Accountancy
Objectives of Business Studies
Importance of Accountancy
Importance of Business Studies
Values of Teaching Commerce
5. Bloom’s Taxonomy of Objectives
Cognitive Domain
Affective Domain
Psychomotor Domain
6. Writing Instructional Objectives in Behavioural Terms
Defining Objectives
Writing Defined Objectives in Behavioural Terms
7. Curriculum of Commerce
Meaning of Curriculum
Concepts Related to Curriculum
Characteristics of Curriculum
Difference between Syllabus and Curriculum
Importance of Curriculum
Bases of Curriculum Construction
Development of Curriculum in Commerce
Principles of Curriculum Construction
Critical Appraisal of Curriculum of Commerce
Suggestions for the Improvement of Curriculum
8. Commerce Text Book
Definitions
Characteristics of Text Book
Need and Importance
Qualities of a Good Text Book
Defects of Existing Text-Book of Commerce
Criteria for the Evaluation of Text-Books
Role of Library and Reference Books in Teaching of Commerce
Changing Role of Libraries
Contents of a Commerce Library
9. Self Instructional Modules in Teaching Commerce
Individualized Self Instructional Modules
Forms of Individualized self Instruction Module
Group Directed Self Instructional Modules
Elements of Group Directed Instructions
Procedure/Steps of Group Directed Self Instructions
10. Self Instructional Material in Commerce
Meaning of Instructional Material
Need and Importance of Instructional Material
Criterion for the selection of Effective Instructional Material
Difficulties and Problems in the use of Instructional Material
Classification of Instructional Material
Projected Material
Non-projected Material
Use of Various Instructional Materials in Teaching and Learning of Commerce
Films
Television
Computers
Chart
Graphs
Model
Tables
Original Material
Internet
11. Instructional Strategies and Methods of Teaching Commerce
Instructional Strategy
Importance of Instructional Strategies
Instructional Method
Difference between Instructional Strategy and Method
Classification of Methods
Discussion Method
Project method
Problem solving method
Socialized Recitation Method
Supervised Study Method
Lecture Method
Lecture Cum Discussion Method
Role Playing Method
Selection of a Good Method / Strategy
12. Specific Approaches of Teaching Book-keeping
Principles of Teaching Book-keeping
Instructional Objectives of Book-keeping
Approaches of Teaching Book-keeping
13. Skills in Teaching Commerce
Classification of Skills
Skill of Reinforcement
Skill of Probing Questions
Skill of Explaining
Skill of Illustration With Examples
Skill of Stimulus Variation
Skill of Classroom Management
14. Commerce Teacher
Qualities of a Commerce Teacher
Role of the Teacher in Teaching Commerce
15. Co-Curricular Activities
Objectives of Co-curricular Activities
Type of Co-curricular Activities
Principles Underlying Organisation of Co-Curricular Activities
Need and Importance of Co-curricular Activities
Role and Organisation of Some Co-curricular Activities in Teaching of Commerce
Commerce Club
Debate
Field Trips or Excursion
16. Evaluation in Commerce
Meaning of Evaluation
Definition
Characteristics of Evaluation
Objectives/Purposes of Evaluation in Commerce
Need and Importance of Evaluation
Methods of Evaluation
Types of Evaluation
Tools and Techniques of Evaluation
Quantitative Techniques
1. Essay Type Tests
2. Objective Type Test
3. Short Answer Type Test
Qualitative Techniques
1. Observation
2. Diagnostic Test
3. Cumulative Records
17. Achievement Test
Definition
Characteristics of Achievement Test
Purposes of Achievement Test
Uses of Achievement Test
Scope/Areas of Achievement Tests
Types of Achievement Test
Difference Between Standardised and Teacher Made Achievement Test
Construction/Preparation of Achievement Tests
Coverage of Assessment Objectives
Coverage of Prescribed Syllabus
Pre-requisites of a Question Paper
Time to be Allowed for Answering Questions
Allotment of Marks to Question Paper and Questions within a Test
Developing the Design of an Achievement Test
Editing or Formatting of the Achievement Test
Examples of Achievement Test
18. Item Analysis
Meaning of Item Analysis
Purpose or Need of Item Analysis
Methods of Item Analysis
Relation between Difficulty Level and Discrimination Power of an Item
Factors Influencing the Discrimination Power and Difficulty Level
Criteria for Item Selection and Rejection
Problems of Item Analysis
19. Unit-Test
Meaning of Unit Test
Construction of a Unit-test
Preparation of Blue-print
Preparation of Questions
Editing of Questions
Consolidation of Questions or Final Drafting
Preparation of Marking Scheme
Writing Instructions for Examinees
20. Content and Its Pedagogical Analysis
Aspects of Pedagogical Analysis
Utility of Pedagogical Analysis for Commerce Teachers
Definition
Types of Banks
Double Entry System
21. Lesson-Planning
Importance\Merits\Advantages of Lesson Planning
Precautions while Preparing the Lesson-Plan
Types of Lesson
Procedure in Planning the Lesson
Approaches to Lesson Planning
Bibliography
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Commerce is an important subject in this ever increasing competitive world. And if its teaching-learning is dynamic, the growth of nation may be faster.
The book is essentially learner oriented and makes a comprehensive and critical exposition of all facets of teaching commerce. It offers practical suggestions for making the teaching learning process effective, inspirational and interesting. It is hoped that this book should be of considerable interest to the teachers, teacher educators and curriculum planners.\n
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Dr Rainu Gupta started her career as a lecturer in M.D.S.D. Girls College, Ambala City in 1979 and thereafter worked in different institutions, and presently teaching at Hindu College of Education, Sonepat, Haryana. She has been guiding research scholars in education for several years and has published many research papers and books on education.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000407.jpg |
Human Rights,Journalism |
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TELEVISION ADVERTISING ETHICS AND HUMAN RIGHTS |
JUHI P. PATHAK |
9789386262714 |
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2018 |
|
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pp xii+168
|
0.00 |
1500.00 |
Preface, Acknowledgement
I. Concept and History of Advertising
II. Advertising Ethics: An Overview
III. Advertising Vis-A-Vis Child Rights: Advertisements through Unclad Babies
IV. Advertising Vis-A-Vis Right to Privacy of Women: Portrayal of Child Delivery
V. Advertising Vis-A-Vis Human Rights: Lasciviousness
VI. Advertising Vis-A-Vis Human Rights: Colour Discrimination
VII. Peace and Communal Harmony: Advertising Vis-A-Vis Human Rights
VIII. Portrayal of Peace and Harmony Between Nations: Advertising Vis-A-Vis Human Rights
IX. Advertising Vis-A-Vis LGBT’s Human Rights
X. Conclusion
Annexures
I. The Code for Self-Regulation in Advertising
II. Details of IPC Sections 153A, 295 & 295A
III. Programme and Advertising Codes
IV. List of Laws, Rules and Regulations that Deal with Advertisements
Bibliography
Websites
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‘Ethics in Television advertising’ as well as ‘Human Rights’ are both the most talked about topics of the present day. This book deals with the various areas of human rights in context of TV advertisements thereby exposing the lacunae in Indian legal system that fails to comprehensively cater to the ethical aspects of Indian Television Advertising scenario.\n
The book reflects both the positive (ethical) and negative (unethical) portrayals of important issues relating to human rights concentrating on areas of child rights, privacy of women, portrayal of lasciviousness, LGBT, colour discrimination as well as peace and communal harmony.\n
This study is timely; as the society needs to be made aware of the influence of television advertisements, both ethical and unethical on them. It is about time that an attempt be made to evaluate the social implications of inappropriate television advertisements. The book caters to the need of the hour of conducting a study that can define what advertising ethics is and to define the ethical boundaries of the advertisers. The book reiterates the fact that ‘the ethical area is the only area of liberty’. The book may be found useful by students, researchers and scholars in the field of journalism and advertising as well as corporate world and policy-makers. \n
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Dr. Juhi P. Pathak (1989), a Ph.D from Gauhati University, Assam, is an Assistant Professor in Amity School of Communication, Amity University, Mumbai. She is a graduate from SIES, University of Mumbai, Mumbai and Post-graduate from Institute for Media Management and Communication Studies, New Delhi.\n
Before joining Amity University (Mumbai) in September 2017, she taught at Amity University (Noida), Gauhati University (GU) and IDOL (GU).\n
Dr. Pathak has to her credit a book, ‘Introduction to Media Laws and Ethics’ (Shipra Publications, 2014) which earned her the title of ‘Youngest Textbook Author in Legal Subject’ (Age 24) by the World Records (India).\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/Television_Advertising_Ethics_and_Human_Rights___OK.jpg |
Political Science,History/Culture |
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THE INDUS CIVILISATION AND LATER |
Madhusudan Mishra |
9788175418905 |
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2018 |
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pp 120
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0.00 |
750.00 |
Preface
1. Introduction
2. The Biology and Psychology of the Human Speech
3. The Field Symbols of the Indus Texts
4. Two-Pronged Result of an Endeavour
5. The Purpose Behind the Indus Texts
6. Linguistic Archaeology
7. Winding of Straws
8. Sheep Breeding
9. A Water-Channel for Irrigation
10. The Fertilising Waters
11. In a Dental Clinic
12. Dadhikra ‘The Divine Horse’
13. The Old Age
14. The Pre-Vedic vanad ‘fire’ and ram ‘ash’
15. A Canal
16. The Sky is Qualified by the Sound
17. Fruits from the Garden
18. A Hole on the Wall – A Symbolic Statement
19. sas ‘to be lazy’
20. aha ‘said’
21. The Sign for Cha
22. saks ‘to be strong’
23. The Milk is Hygienic
24. And Smell Through Nose
25. gha na
26. Text no. 1623/2847
27. The Earliest Text Reinterpreted
28. The Seven Rivers of the Punjab
29. Some Sacrificial Formulas
30. The acc. pl. gas
31. From the Indus Valley to Europe
32. The Rgveda X-106
33. Origins of Speech (RV 10,71)
34. The Words of the Indus Culture in the Atharvaveda
35. Nistha
36. Epilogue
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/indus_civilisation.jpg |
Political Science |
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UNDERSTANDING INDIAN POLITICS |
C.P. BHAMBHRI |
9789386262868(HB) |
9789386262875(PB) |
2018 |
|
|
276pp
|
800.00 |
1800.00 |
Preface Acknowledgements PART I 1. Jawaharlal Nehru: The Foundational Phase 2. Indira Gandhi: The Consolidational Phase 3. Congress: Rajiv Gandhi 4. V.P. Singh: Messiah of Mandal Politics 5. P.V. Narasimha Rao 6. Atal Bihari Vajpayee 7. The United Progressive Alliance Government: 2004-2009 8. Congress Coalition and Government: 2009-2014 9. Anna Hazare’s Movement 10. Modi Government PART II 11. Explaining Indian State: 1947-2017 12. Imperialism-led Globalization 13. Explaining Coalition Politics 14. Explaining Bharatiya Janata Party and Hindutva Index
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The focus of this book is to describe all major political developments of India of the last seventy years and the narrative of politics has been around Prime Ministers beginning with Jawaharlal Nehru [1947-1964] to Narendra Modi [2014-]. The specificity of this volume is to understand politics by keeping in sharp focus “continuities and changes” during seventy years of Independent India. Explanations have been attempted to understand special developments in Indian politics like globalization, Hindutva and coalition governments.\n
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C P Bhambhri, currently ‘Distinguished Scholar’ of Jawaharlal Nehru University, New Delhi, has been Professor and Dean of the School of Social Sciences. He also has been a Visiting Professor to McGill University, Canada and Dar-Es-Salaam University, Tanzania. He is a prolific writer who has published in international and national academic professional Journals and has also intervened through newspapers articles. He has to his credit more than thirty books.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/Understanding_Indian_Politics___Final_1.jpg |
Education,M.ed/B.ed./D.ed. |
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Vidhyalaya Netritv Avm Prabandhan |
Suman Lata, H.L. Khatri |
9789386262981(HB) |
9789386262998(PB) |
2018 |
|
|
|
160.00 |
750.00 |
विद्यालय संगठन,
विद्यालय प्रबन्धन,
समग्र गुणवत्ता प्रबन्ध,
विद्यालय शिक्षा का प्रबन्धन, संघर्ष प्रबन्धन,
तनाव प्रबन्धन, समय प्रबन्धन,
वृतिक आचार संहिता,
जवाबदेही,
कक्षा प्रबन्धन,
अनुशासन, नेतृत्व,
दल गठन,
सम्प्रेषण,
संस्थागत योजना,
विभिन्न गतिविधियों का नियोजन,
विद्यालय सूचना प्रबन्धन प्रणाली,
विद्यालय प्रबन्ध समिति,
समुदाय-सहभागिता,
सन्दर्भ, अभ्यास प्रश्न
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/Vidhyalaya_Netratav_avm_Prabandhan___3.jpg |
Education,Journalism,Social Work |
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WOMEN, YOUTH AND MEDIA TODAY |
T. Gopinath, Sindhu K.K (Ed.) |
9789386262950(HB) |
9789386262974(PB) |
2018 |
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pp 151
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350.00 |
995.00 |
Preface
Acknowledgements
Introduction
SECTION I
Gender and Media
Gender Perspective of Media: Analytical Study
Vasudhaa Sridharan and S. Sasikala
Way and Style of Life of Women Projected in Media
Aarshi Jahan
Changing Paradigms—Harbingers of Change: Studying the Gender Issue Through select Hindi Films
Runoo Ravi
Portrayal of Women in Media: Especially in Advertisements—A Study
T. Murugavel
Wounded Women and Disfigured Earth: An Eco-feministic Study of the Novel by Bama: Sangati
R. Dharani
Gendered Democracy of Feminine Liberation in Mesgun Zerai’s Play: A Village Dream
Prafull D. Kulkarni
Gender Construct in History of Cinema
T. Gopinath, Sindhu K. K and Gopikala K
Portrayal of Women Sex Workers in Hindi Cinema
Preeti
Marketing Motherhood: An Evolutionary Analysis of Mother Image in Television Advertisements
Jithu T V
SECTION II
Social Networking:
New Medium for Women Empowerment
Removing Taboos and Roadblocks but Many More Miles to Go: Social Media and Women Empowerment
Oliver Thomas
Information Communication Technology and Women Empowerment
Beulah Rachel Rajarathnamani
Social Media—New Medium of Women’s Voice and Empowerment
Ayesha Uzma and Sudeshna Mukherjee
Social Media in Empowering Women
Debarati Dhar
SECTION III
Contemporary Experiences of Youth in Mass Media
Betraying Youth with Beauty Portrayals: Role of Advertisements
Sathya. P
Impact of Media on Youth Culture
G. Natarajan
Challenges Posed by Video Gaming
I. Arul Aram and N. Bhuvana
Media and Youth Health
S. Valarmathi Priyaa
Glorifying Suicides in Media
R. Kannamma
Possibilities of Transgression and Reproduction of Patriarchy in Social Media: An Interpretative Study among Selected Girls of Kerala and their Face book Pages
Roopa Hari and R. Kumaran
Contributors
Index
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This book is an experience of analyzing the relationship between gender and media with special reference to women and youth. Gender is a social construct and media plays a vital role in it. As such, this book focuses on the three dimensions—women, youth and media in terms of pushing and pulling factors for promotion of gender equality. It portrays the impact of media upon level of participation, influence over women and their status.\n
The media are undoubtedly omnipresent in the lives of contemporary youth who are dynamic in nature and ICT offers them a whole wide experience and knowledge. However, this book also expresses the other side of the coin, media and its disadvantages such as inappropriate contents information overload etc. It concludes saying that it is important to acknowledge the positives and drawbacks of media. This compendium of papers, contributed by scholars from various fields of expertise, may be found useful by all the stakeholders in these subjects.\n
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Dr. T. Gopinath, Assistant Professor and Head, Department of Gender Studies, Rajiv Gandhi National Institute of Youth Development (RGNIYD), Sriperumbudur, has a teaching experience of more than a decade. He has conducted several research studies in the field of Youth Development. Further he has developed training manuals on Youth in Social Harmony and National Unity, Youth for Gender Equality, Youth and Health. He has conducted number of Training Programmes across the country, and programmes with SAARC, CIRDAP, CYP etc. Dr. Gopinath has been guiding Ph.D Research Scholars along with Teaching and Training programmes at RGNIYD. Also he serves as Public Relation Officer at RGNIYD.\n
Sindhu K.K is a Research Scholar, specialized in Life Skills Education, from Rajiv Gandhi National Institute of Youth Development, Sriperumbudur. Her experiences from field visits, research works, and interaction with stake holders and experts have helped her to imbibe knowledge and triggered her as budding writer starting with few articles and research papers. She had attended/presented several research papers in both national and international seminars and conferences. \n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/WOMEN_YOUTH_and_MEDIA_TODAY__Final_HB.jpg |
Education,M.ed/B.ed./D.ed. |
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BASIC IDEAS IN EDUCATIONAL PSYCHOLOGY |
J.C. AGGARWAL |
9788175418837(HB) |
9788175418844(PB) |
2017 impression |
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xii + 239 pp
|
295.00 |
1250.00 |
Meaning, Scope and Significance of Educational Psychology. General Ptrinciples of Growth and Development Growth Curve. Characteristics of Adolescence. Present Society : Problems, Worries, Anxieties of and Fears of Adolescence. Interests, Goals and Values of Indian Adolescents. Developmental Tasks of Adolescence and their Implications. Guidance and Counselling for Proper Development of Adolescent’s Personality. Learning Concept and Process : Primary and Concomitant Learning. Domains of Learning, their Characteristics and Educational Implications. Behaviouristic, Cognitive and Humanistic Perspectives to Learning Process. Factors Affecting Learning: Individual Differences. Social Factors Affecting Learning.School Factors Affecting Learning. Exceptional Children:Educational Provisions. Curriculum, Methods of Teaching and Assessment. Education of Physically Handicapped Children. Measurement, Evaluation and Assessment. Types of Evaluation. Tools for Evaluation. Characteristics of a Good Tool of Evaluation. Standardized Tests and Teacher – Made Tests. Construction of Achievement Tests. Elementary Concepts on Averages, Deviations, Normal , Distribution and Correlation. Statistical Analysis : Tabulation and Graphical Presentations of Scores. Uses and Calculation of Mean, Median, Percentiles and Standard Deviation. Appendix.
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Book attempts to provide a meaningful explanation of issues, like why to study educational psychology?, what is its utility to the prospective as well as in-service teachers?, what is its role in making education child oriented? All these issues are explained by incorporating the views of great educational psychologists in a simple way.\n
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J C Aggarwal, a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration has written extensively on Education, History and contemporary affairs. Before joining Delhi Administration, he taught in a Postgraduate Teacher Training College. His recent publications : Basic Ideas in Education, Modern Indian Education: History, Development, and Problems: Educational Reforms in India – for the 21st century.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Political Science |
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COALITION POLITICS IN INDIA |
C.P. BHAMBHRI |
9788175415393 |
|
2017 impression |
|
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188+viiipp
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0.00 |
995.00 |
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The Congress-led coalition government at the Centre has tried to grapple with extremely complex domestic and foreign policy questions. The first task of the Congress-led coalition was to keep government-in-power by winning over the consent and approval of its multiple and diverse coalitional partners. Its second task was to handle difficult foreign policy issues with the United States of America especially with reference to Nuclear-Deal for peaceful energy purposes. The coalition government was involved in a great struggle to build domestic national consensus on India-United States relationship in general and on Nuclear Deal in particular. Third, the coalition government was engaged in continuous negotiations with state governments and regional parties for pushing all-India programmes without disturbing delicate centre-state relations in a federal system. This study is focused on the description of multiple issues faced by coalition government-in-power at the centre and many questions about the actual functioning of parties, institutions and actual role of leaders of coalition have been raised and answered.\n
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C P Bhambhri, currently 'Distiguished Scholar' of Jawaharlal Nehru University, New Delhi, has been Professor and Dean of the School of Social Sciences. He also has been a Visiting Professor to McGill University, Canada and Dar-Es-Salaam University, Tanzania. He is a prolific writer who has published in international and national academic professional Journals and has also intervened through newspapers articles.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/COALITION_POLITICS.jpg |
Journalism |
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INTRODUCTION TO MEDIA LAWS AND ETHICS |
JUHI P. PATHAK |
9788175417519(HB) |
9788175417526(PB) |
2017 impression |
|
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312pp
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450.00 |
1295.00 |
Preface
Acknowledgements
Unit 1: Constitutional Provisions,Press Freedom and Law
History of Press Laws in the Pre and Post-Independence India
Pre-Independence Period; Post-Independence Period; Media Laws of the UK and USA; Conclusion
Fundamental Rights and Duties
Necessity of Fundamental Rights; Characteristics of Fundamental Rights; Classification; Limitations of the Fundamental Rights; Importance of Fundamental Rights; Amendment of the Fundamental Rights
Freedom of Speech and Expression and the Freedom of Press
Development of Meaning of the Freedom of the Press; Need for Freedom of the Press; Freedom of Press in India; Judgements that Reinforced the Freedom of Press; Contents of the Freedom of the Press; The Freedom of Press vs Defamation; The Freedom of Press vs Right to Privacy; The Freedom of Press vs Right to Fair Trial; Extra Legal Restraint
Directive Principles of State Policy
Meaning and Objectives of the Directive Principles of the State Policy; Differences between Fundamental Rights and Directive Principles; The Directive Principles of State Policy; Constitutional Significance of the Directive Principles of State Policy; Criticism
Emergency Provisions and their Effect on Press Freedom
National Emergency; Emergency due to Breakdown of the Constitutional Machinery in a State; Financial Emergency; Emergency Provisions and its Effect on Freedom of the Press; Conclusion
Amendment of the Constitution
Amending Process of the Indian Constitution
Public Interest Litigation
Contempt of Court
Pre-Independence Law; The Promise of the Constitution; Constitutionality of the Act; Principles Common in Article 129 and Article 215; Media and the Contempt of Court; Case Studies; ‘Truth’ as Defence; Debate on Contentious Issue of Contempt of Court; Conclusion
Official Secrets Act, 1923
Preamble of the Act; Salient Features of the Act; Case Studies; Court Redefines ‘Official Secret’, Relief to Scribe; Official Secrets Act vs Right to Information; Conclusion
Right to Information (RTI)
Introduction; History of RTI in India; Salient Features of the Act; Conclusion
Right to Privacy
Media and the Right to Privacy; Case Studies; The Right to Privacy and Norms of Journalistic Conduct; The Right to Privacy and Freedom of Speech and Expression; Conclusion
Unit 2: Media Laws
Civil and Criminal Law of Defamation
Introduction; The Criminal Law of Defamation
Indian Penal Code, 1860
(Sections 124A, 153A, 153B, 292, 293)
History of the Indian Penal Code; Constitutionality of Section 124A; Case Studies; Criticism of the Indian Penal Code
Criminal Procedure Code, 1973
(Sections 93, 95, 96, 108, 144,196, 327)
History of the Criminal Procedure Code 1973; Case Studies; From Liquor Shops to BPOs; Riotous Situations
Intellectual Property Rights
Intellectual Property; Significance of Intellectual Property Rights; Indian Laws on Intellectual Property Rights; Ethics of IPR
Copyright Act, 1957
Scope; Salient Features of the Act; Conclusion
Unit 3: Electronic Media Laws
Prasar Bharati Act, 1990
Historical Background; The Prasar Bharati Act, 1990; Salient Features of the Act; Aftermath of the Act
Cable TV Network Regulation Act, 1995
Statement of Objects and Reasons; Salient Features of the Act; Present Scenario
The Cinematography Act, 1952
Historical Background; Salient Features of the Act; Conclusion
Information Technology Act, 2000
Salient Features of the IT Act, 2000; Penalties and Adjudication; Conclusion
Convergence Laws
Main Objectives; Demerits
Unit 4: Media Councils and Commissions
Press Commissions
First Press Commission; The Second Press Commission; Recommendations
The Press Council/Media Council
The Press Council of India; Press Council of 1979
Working Journalists and Other Newspaper Employees(Conditions of Service) and Miscellaneous Provisions Act,1955
Introduction; Salient Features of the Act; IJU’S Demands to Amend the Working Journalist Act
Unit 5: Media Codes and Ethics
Advertising Standards Council of India (ASCI)
The Code for Self-Regulation in Advertising Purpose; Declaration of Fundamental Principles; Responsibility for the Observance of this Code; The Code and the Law; Definitions; Standards of Conduct; Conclusion
Parliamentary PrivilegesArticle 105, 193, 194 and 361A of Constitution
Guidelines for Parliamentary Coverage(Geeta Mukherjee Committee’s Report)
Coverage of Parliament in All India Radio and Doordarshan Broadcast; Guidelines for Coverage of Parliamentary Proceedings by Air and Doordarshan; Sansad Samachar and Today in Parliament; Norms for Coverage of Today in Parliament and Sansad Samachar; Coverage of Parliamentary Proceedings over Doordarshan
Air Code for Election Coverage
Guidelines for Covereage of Elections by Akashvani and Doordarshan; Coverage of News and General Information
Doordarshan Commercial Code
Code for Commercial Advertising on Doordarshan; Introduction; The Code; Procedure for the Enforcement of the Code; Conclusion
Press Council of India’s Norms of Journalistic Conduct
Norms of Journalistic Conduct (Edition 2005); Principles and Ethics
Unit 6: Sting Operation and Ethics
Sting Operation
Introduction; Laws Governing Sting Operation; Admissibility of the Tapes of Sting Operation admissible as Evidence in a Court of Law; Laws in Other Countries regarding Sting Operations; Undercover Journalism; To sting or not to sting?; The Significance of Sting Operations; The Hazards of Sting Operations; Journalist’s Views on the Ethics of Sting Operations; Court Judgments on Sting Operations; Judiciary Validates Sting Operations; Disadvantages of the Validity of Sting Operations
Code of Ethics on Sting Operations
Press Council of India – Norms of Journalistic Conduct; News Broadcasters Association; Sting Operations and Ethics—Some Opinions; Conclusion
Bibliography
Index
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Media Laws are not a set of laws that are applied only in the field of media. These laws are nothing but the ordinary legislations of our country, India but their application in the profession of journalism gives them the unique identity as ‘Media Laws’. This book provides an insight to the important legal and ethical aspects that a journalist, media professional or a student of journalism is ought to know. It tries to provide its readers with a lucid explanation of our complicated laws and further grasps their attention with relevant examples and arguments. The book not only comprehensively deals with the salient features of each legal or ethical aspect but also compares it with other supplementary, complimentary or contradictory laws, including Sting Operation, thereby questioning its validity and importance in the present context.\n
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Dr. Juhi P. Pathak (b. 1989), a graduate from SIES, University of Mumbai, Mumbai and Post-graduate from Institute for Media Management and Communication Studies, New Delhi, has received various awards and certificates of merit from various educational institutions for her academic excellence. She has presented research papers in various national conferences; and her articles have been published in national and international journals and books. Presently, she is teaching 'Media Laws and Ethics' and 'Journalism' in the M.A. in Mass Communication programme in the Department of Communication and Journalism and also in the Institute of Distance and Open Learning, Gauhati University. \n
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Education,M.ed/B.ed./D.ed. |
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MICRO TEACHING: TECHNIQUE AND PRACTICE |
JESSIE S. MODI |
9788175415362(HB) |
9788175415379(PB) |
2017 impression |
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164pp
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240.00 |
850.00 |
preface
AknowIedements
1. Micro-teaching
Meaning and Concept
Phases of Microteaching
Process/Steps of Microteaching
Preparing the Class to Use Microteaching
Selecting the Unit, Teaching and Feedback
Teaching in a Regular Class/Regular Period
Advantages
Disadvantage
2. Teaching Skills
Meaning and its Importance in Teaching
Different Teaching Skills
Components of the Skills
3. Review of Related Literature
4. Planning Micro-lessons for Micro-teaching
Planning a Micro-lesson
Objectives
5. Questioning Skill
Planning micro-lessons (Teaching Process Plan) for Microteaching
Marking and Feedback
Feedback and Implications
Re-planning and Re-teaching
Marking and Re-feedback
Discussion and Implications of each marking and Re-feedback
Implication for
Teacher, class of student teachers
6. Activity Planning
A Micro-lesson for the skills based on
1. Explanation Skill 2. Audio-visual aids Skill
3. Stimulus Variation Skill 4. Reinforcement Skill
References
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Religion & Philosophy |
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ALL ABOUT SPIRITUALITY: PRACTICAL WAY FOR SELF REALISATION |
ASHOK TYAGI |
9789386262257(HB) |
9789386262264(PB) |
2017 |
|
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pp. xii+426
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650.00 |
1600.00 |
Preface
Introduction
Part I
Happiness: The Most Plausible Human Desire
Background
Happiness: The Default Setting for Every Human
Happiness can’t be Bought or Acquired; Happiness as a Roadblock to Creativity; Understanding Real Happiness; Levels of Happiness; Transient vs Enduring Happiness; Happiness and Misconceptions
Peace and Tranquility: Foundation for Happiness
Understanding Internal Peace; Impact of Peace on Thoughts; Plight of Modern Day Karma Yogis
Ashta Aishwarya
Personal Achievements; Obtaining Right Wisdom and Knowledge /35; Wellbeing of Spouse, Children, and Immediate Family; Sound Physical and Mental Health; Money and Material Wealth; Company of Real Friends; Security, Safety, and Freedom; Pursuing Passions; Important Takeaways
Decoding Critical Quotients and their Link to Happiness
Physical Intelligence (PQ); Intellectual Quotient (IQ); Emotional Intelligence (EQ); Spiritual Intelligence (SQ); Conclusion
Emotions — Unique Interrelation of Body and Mind
Emotions Explained; Working of Emotions; Emotions and Medical Solutions; Comments on Major Emotions
Contemporary Tools for a Fulfilled Life
Contemporary Tools; Training the Mind before Regulating its Working; Restrain Selfish Motives; Access Your Compassion and Gentleness; Holding on Morality and Ethics with Rock solid Firmness; Investing Energy in Relationships, Duties and Purpose; Simplifying Life by Shunning Complications
Ancient Indian Tools for a Fulfilled Life
Ancient Indian System being more than Hindu, Buddhist or Jain Systems; Ancient Social Structures Designed for Fulfillment; Life Divided in Four Stages – Ashram Vyavastha; Society Divided in Four Classes – Varna Vyavastha; Life Dedicated for Four Aims – Purushartha
Human Happiness and Role Play by Religions
Exploring Real Purpose of Life
Modern-day Dilemma and Aim of Human Life; Seeing through the Immediate; Overcoming Fear of Death; True Realization of Real Purpose of Life
Part II
Developing Understanding of Spirituality
Spirituality, General Understanding
When is Someone Ready for the Spiritual Quest?; Laying the Foundation for Spiritual Seeking; When to Initiate Spiritual Seeking
Spirituality v/s Common Concepts in Life
Spirituality vis-à-vis Religions; Spirituality vis-à-vis Morality and Ethics; Spirituality vis-à-vis Materialism; Spirituality vis-à-vis Sex; Spirituality vis-à-vis Career or Occupation; Spirituality vis-à-vis Family Life; Spirituality vis-à-vis Physical Health; Spirituality vis-à-vis Pains and Pleasures; Spirituality vis-à-vis Sciences; Spirituality vis-à-vis Self-improvement; Spirituality vis-à-vis Popular Yoga; Conclusions from Comparisons
Interpreting Signs of Spiritual Awakening
The Need for Seeking being the Real Call of the Day
Part III
Spiritual Evolution and Practice
Stages of Pre-Spiritual Evolution
Pre Contemplation; Serious Contemplation; Initiating Preparations; Action Initiation; Operational Stage; Initial Success
Spirituality vis-à-vis Traditional Concepts
Religions and Spirituality; Buddhist Spirituality; Christian Spirituality; Islamic Spirituality; Hinduism and Spirituality; Quintessential Spirituality being the Essence of Hinduism; Devotion and Spirituality
Samkhya: The Philosophical Connect ofSpirituality
Yoga: The Science of Practising SpiritualityY
The Raja Yoga; Yoga and Spirituality
Meditation: The Art of Practising Spirituality
Meditation and Its Modern Uses; Meditation: What it is Not;
Preparing the Mind for Proper Meditation; Techniques for Practising Meditation; Practical Tips for Effective Meditation
Part IV
Understanding Self before Self Realisation
Understanding Self: The Foundation for Spirituality
Definitions of Self; Classifying Self; Physical and Mental Self (Ego); Observing or Witnessing Self; Role of Human Mind as Only Instrument; Barriers to Self-awareness; Practising Self-Awareness; Steps Suggested for Sharpening Self-awareness; Practical Tips for Enhancing Self-awareness; Emotions and Rational Minds – Part of Awareness
Finding Real Truth Using Self-awareness
Clear Truth Necessitating Clear Eye and Willing Mind; How to Move Away from Ready-made Truth; Relative Truth or Absolute Truth; Difference between Guided and Self-explored Truth; Role of Scriptures in Seeking Truth; Finding Truth – Fighting Your Fire, Alone; Practical Tools for Seeking Truth
Tools for Spiritual Practice
“Dama” – Self Restraint; “Dana” – Self Sacrifice; “Daya” – Compassion for All; “Aacharan” – Cementing Ethical and Moral Behaviour; “Samvedna” – Empathy
Practising Practical Spirituality
Spending Time in Solitude; Focus on Breath; Daily Sadhana; Practising Yoga, Pranayam and other Absorbing Activities; Reading… but with Patience, Attention and Gratitude ; Aligning with Interest Groups; Stepping out of the Comfort Zones; Practising Renunciation, the Art of Willful Sacrifice; Invigorating ‘Sankalpa’, Determined Willpower; Purifying Ethical and Moral Self; Getting Habitual of Sinking all Known Systems/Methods; Ending Duality of ‘Observer’ and ‘Observed’; Stopping Passing Judgement on Every Issue; Going Beyond Others Tell, Write or Speak; Accepting Realities of Life; Suspending Mourning the Past or Restlessness for Future; Discontinuing Comparisons with All Others; Listening More and Speaking Less; Relying Only on Self-Experienced Truth
Spiritual Realization
Stages of Spiritual Realization; Majority of Populace Happily Ignorant; Stages of Spiritual Realisation
The Theoritical Aspects of Self-Realization
Soul’s Surrender, the Key for Traditional Self-realization; Traditions of Self-realization; “Nirvana”, the Buddhist Self-realization; “Moksha”, the Vedic Self-realization
Understanding Real and Practical Self-realization
Fallacy in Traditional Approach to Self-realization; True Realization being Similar to Death
Annexure: Questions and Answers
Bibliography
Index
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Each one of us desires and works hard to lead a happy and blissful life. Happiness is quintessentially to be learned and earned the right way with own efforts without dependence on external world of objects and people.\n
At later stage in life, however, the very desire shifts for something substantial, the essence of humanity, the seeking of Spirituality. Interestingly most of the modern day people wish salvation and bliss without letting go all they have got. On the contrary, world of attachments and Spirituality are diametrically opposite to each other. The perfect roadmap, clear purpose and right tools help navigate through the thin dividing line. Since it is like travelling through an unknown path less travelled, tons of commitment and practice become essential.\n
One is to learn multiple practices and methods available besides unlearning many things existing. The journey involves enhancing self-awareness, seeking self-realized truth and striving hard to enhance fundamental human virtues like morality, ethics, compassion and empathy. Both Yoga and Meditation need be mastered for continuing right practicing over years and years.\n
This book addresses the hurdles involved and provides a practical path in a hand holding manner. It provides a new perspective on Spirituality sans traditional philosophies and explanations. It is a travelogue for every curious and genuine seeker who refuses to settle for a life filled with ignorance about self, others and this visual world.\n
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Ashok Tyagi (1960) gave up an immensely successful corporate career at the prime age of 51 to pursue superior aims of human life guided by Ancient Indian systems. His hands on understanding of religio-cultural nuances soon inspired him to pursue Spirituality in right earnest and on full time basis. His renunciation of blind-faith in traditions makes him a modern day thinker deep rooted in Universal values. He dedicates this shining insight, a result of over decade long endeavor, to the matured householders who have reached to the pinnacle of success in terms of current social norms and are dedicated to invest prime energy for something enduring and abiding.\n
Mr. Tyagi, a modern hermit, pursues Spiritual practices and intellectual vocation living in Surabaya, Indonesia with his wife Esha.\n
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Education,M.ed/B.ed./D.ed.,Unavailable Books |
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BAL VIKAS |
SUMAN LATA, H.L. KHATRI |
9789386262332(HB) |
9789386262349(PB) |
2017 |
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230pp
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180.00 |
750.00 |
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Education,M.ed/B.ed./D.ed. |
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BEING AN EFFECTIVE TEACHER: ROLE OF PSYCHOLOGICAL DIMENSIONS |
KAMALPREET KAUR TOOR |
9789386262097(HB) |
9789386262103(PB) |
2017 |
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pp xiv+178
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250.00 |
1250.00 |
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This book deals with psychological dimensionality of teacher effectiveness in terms of intellectual and creative attributes i.e. general intelligence, social intelligence, emotional intelligence and creativity of secondary school teachers. Human characteristics of the teacher’s emotional and creative skills play a significant role in being an effective teacher. In order to achieve high goals and expectations of education in the present era, the interventions for inclusion and development of social cum emotional intelligence skills in teacher preparation programmes are needed.\n
Further, development of the creative thinking abilities is the most fundamental educational objective. In a workplace dealing with dissemination of education where success is dependent upon team work, collaboration and good interpersonal relationships, the importance of emotional intelligence, is to be emphasized.\n
The book elaborates on enhancing teacher effectiveness as there is need to prepare professional and humane teachers.\n
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Dr. Kamalpreet Kaur Toor holds Ph.D. in Education from Punjabi University, Patiala, Punjab. Presently, she is working as UGC-Post Doctorate Fellow and pursuing her research in the field of elementary education. She has to her credit twenty published research papers and a number of conference/ seminar presentations along with participation in research-cum-teacher training workshops.\n
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Education,M.ed/B.ed./D.ed. |
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CONTEMPORARY INDIA AND EDUCATION |
NOUSHAD HUSAIN |
9789386262448(HB) |
9789386262455(PB) |
2017 |
|
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xvi+416pp
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350.00 |
1950.00 |
Preface
Part I: Contemporary India
1. Structure, Types and Features of Indian Society
Social Structure of Indian Society; Features/ Distinct Characteristics of Social Structure of Indian Society; Structure of Indian Societies; Tribal Society; Agrarian Society; Industrial Society; Post-Industrial Society
2. Education and Contemporary Indian Society
Meaning and Definition of Indian Society; Meaning and Definition of Emerging Indian Society; Principles of Indian Democracy; Forms of Indian Society; Relationship between Society and Education; Impact of Society on Education; Impact of Education on Society
3. Education and Social Stratification
Concept of Social Stratification; Meanings of Social Stratification; Definitions of Social Stratification; Origin of Stratification; Forms and Functions of Stratification; Urban Growth and Urbanization; Industrialization and Environment; Globalization; Education and Modernization; Modernization of Indian Tradition; Digitalization; Economic Liberalization; Stratification in Indian Society; Forms of Stratification; Principles of Social Stratification; Features of Social Stratification; Causes of Social Stratification; Types or Categories of Social Stratification; Problems Caused by Stratification; Social Stratification and Equality of Educational Opportunities; Problems Concerning Equality of Opportunities in Education
Part II: Educational Provisions in the Constitution of India
4. The Constitution of India
Preamble of Indian Constitution; Components of the Preamble; Key Word in the Preamble; Basics of Indian Constitution; Salient Features of Indian Constitution
5. Fundamental Rights and Fundamental Duties
Meaning of Fundamental Rights; Importance of Fundamental Rights; Features of Fundamental Rights; Fundamental Rights (Articles 14-18, 19‑22, 23-24, 25-28, 29-30, 32); Types of Fundamental Rights; Right to Equality (Articles 14-18); Right to Freedom (Articles 19-22); Right against Exploitation (Articles 23-24); Right to Freedom of Religion (Articles 25-28); Cultural and Educational Rights (Articles 29-30); Right to Constitutional Remedies (Article 32); Meaning of Fundamental Duties; Importance of Fundamental Duties; Difference between Fundamental Right and Directive Principles of State Policy; List of Fundamental Duties
6. Directive Principles of State Policy in the Indian Constitution
Definition of Directive Principles of State Policy; Meaning of Directive Principles of State Policy; Features of Directive Principles of State Policy; Significance of Directional Principles of State Policy; Classification of Directive Principles of State Policy; Directive Principles of State Policy; Directive Principles of State Policy (DPSP): Part IV (Articles 36-51); Relationship between Fundamental Rights, Directive Principles and Fundamental Duties
7. Federalism in India
Legislative Powers; Nature of Indian Federation; Federal Features of the Indian Constitution
8. Educational Provisions in the Constitution of India
Goals of Educations Envisaged in the Constitution; Constitutional Provisions Regarding Education in India; Provision of Compulsory and Free Education for Children Up to 14 Years of Age; Child Care and Provision of Education for Infants from Birth to 6 Years of Age; Special Provision for Education of Children of Weaker classes – Scheduled Castes and Scheduled Tribes; Provision of Higher Education and Research Centres of National Importance by Union Government; Special Provision with Respect to Educational Grants for the Benefit of Angelo-Indian Community; Education of Languages of National Importance; The Persons with Disabilities Act; The Union List; State List; Concurrent List; Reservation in Education; National Values as Enshrined in the Constitution and their Educational Implications; List I: List of Union Subjects; List II: List of State Subjects; List III: List of Concurrent Subjects
9. Role of Central, State and Local Bodies in Providing Education in India
Centre-State Relationship; State List (66 Subjects); Concurrent List (47 Subjects); Language Issues; Part XVII (Official Language: Chapter I–Language of the Union); Part XVII (Chapter II – Regional Languages); Part XVII (Chapter III – Language of the Supreme, High Courts etc.); Part XVII (Chapter IV – Special Directives); Role of Central Government and State Government in Promoting Education in India; Role of Central Government; Role of State Governments in Educational Financing; Role of Local Bodies in Educational Financing
10. CABE Committee on Decentralized Management of Education: Veerappa Committee—1993
Members of the Committee; Background; Terms of Reference of the Committee; Guidelines; Recommendations of the Committee; Decentralization in India; Decentralized Education Governance in India; Panchayati Raj System; The 73rd Constitutional Amendment 1992; The 74th Constitutional Amendment 1992
11. Aims of Education
Concept of Aims of Education; Nature of the Aims of Education; Sources of Aims of Education: Educational Aims as Derived from the Constitution of India; Provisions of Indian Constitution influencing educational aims of the society; Aims of Indian Education System; National Policy on Education—1986 and Aims of Education; NPE and Aims of Education; National Curriculum Framework (NCF) – 2005 and Aims of Education
12. Secularism, Social Goals, Democracy, Socialist Pattern of Society and Education
Secularism
Secularism in the Indian Constitution; Origin and Derivation of the Word Secularism; Indian Concept of Secularism and a Secular State; Secular Outlook or Characteristics of a Secular Minded Individual; Constitutional Provisions and Secularism; Characteristics of the Secular State of India; Educational Implications of Secularism;
Social Goals
Meaning of Social Goals; Constitutional Provisions for the Achievement of Social Goals;
Democracy
Meaning and Definition of Democracy; Definition of Democracy; Significance of Each Letter in the Term Democracy: Values of Democracy; Chief Characteristics of Democracy in a Broader Sense; Conditions/Requisites for the Successful Working of Democracy; Relationship between Democracy and Education; Importance of Education in Democracy; Significant Implications of Democracy in Education /103; Democracy in Education; Measures for Educating and Training the Students for Democracy; Role of the School and Teacher in Developing Democratic Values in Students;
Social Pattern of Society
Meaning of a Socialist Pattern of Society; Features of Indian Concept of a Socialist Society (‘Sarvodaya Samaj’); Policy Provisions in the Constitution for the Development of a Socialist Society; Role of Education in Establishing a Socialist Pattern of Society; Steps Taken by the Government for Establishing a Socialist Pattern of Society
Part III: Indian Educational Reformation in the Pre-Independence Period
13. Macaulay’s Minutes—1835
Macaulay’s Minutes; Points of Controversy on the Interpretation of Charter Act of 1813 and the National System of Education and Macaulay’s Role; Observations Made by Macaulay; Macaulay’s Arguments in Favour of Introducing English System of Education in India; Downward Filtration Theory of Education; Macaulay Contribution to Indian Education; Merits of Macaulay Minutes; Demerits of Macaulay Minutes
14. Wood’s Despatch—1854
Aims and Objectives of Educational Policy; Recommendations of Wood’s Despatch; Main Highlights of Wood’s Despatch; Merits of Wood’s Despatch; Demerits of Wood’s Despatch
15. Hunter Commission on Education—1882
Hunter Commission on Education, 1882; Aims of Hunter Commission; Recommendations of Hunter Commission on the Development of Primary Education; Summary of Recommendations of Hunter Commission
16. Sergeant Report of Education—1944
Sergeant Report of Education—1944; Formation of the Committee; Proposal of the Committee as a National System of Education; Suggestions of the Sargent Committee
17. Basic Education
Historical Background of Basic Education; Meaning and Philosophy of Basic Education; Principles of Wardha Scheme; Main Features of Wardha Scheme of Education; Curriculum of Basic Education; Merits of Basic Education; Demerits or Causes of Failure of Basic Education
18. Nai Talim
Meaning and Concept of Nai Talim; Pedagogy of Nai Talim; Features of Nai Talim
Part IV: Indian Education Reformation in Post Independence Period
19. Secondary Education Commission—(1952-53) (Mudaliar Commission)
Background and Appointment of the Secondary Education Commission; Terms of Reference; Method of Enquiry; Report of the Commission; Defects of the Existing System; Recommendations on the Aims of Secondary Education; Re-organization of Secondary Education; Curriculum in Secondary School; Curriculum of Different Stages of Secondary Schools
20. Kothari Commission—1964-66 (Education Commission)
Education Commission (Kothari Commission) – 1964-66; Need for Appointment of Commission; Goals and Objectives of the Commission; Recommendations of Education Commission (Kothari Commission); Features of Kothari Commission; Evaluation of the Indian Education Commission
21. National Policy on Education—1968
National Policy on Education—1968; Declaration of the Policy; Principles to Promote the Development of Education in India; Summary of National Policy on Education—1968
22. National Policy on Education—1986
National Policy on Education-1986; Salient Features of National Policy on Education—1986
23. National Programme of Action—1992
Recommendations of National Programmes of Action (PoA)—1992; Main Highlights of National Policy on Education (1986) and Its POA (1992)
24. Right to Education Act—2009
History of Right to Education Act; Right to Education (RTE) Act—2009; Definition of RTE Act—2009; Main Features of the RTE ACT
25. National Knowledge Commission (NKC)
Members of the National Knowledge Commission; Terms of Reference of the National Knowledge Commission; Objectives of National Knowledge Commission; Organization National Knowledge Commission; Methodology of National Knowledge Commission; Recommendations of National Knowledge Commission; Suggestions and Recommendations of NKC Covering the Different Aspects of School Education
Part V: Policy Frameworks for the Development of Education in India
26. Socio-Cultural Considerations in Education
Socio-Cultural Considerations in Education; Philosophical Considerations in Education; Psychological Considerations in Education
27. Common School System (CSS)
Definition of Common School System; Concept and Meaning of Common School System; Principles of Common School System; Characteristics of Common School System; Features of Common School System; Problems in Implementation of Common School System; Obstacle to the Establishment of a Common School System
28. National System of Education in India
National System of Education in India; The Essence and Role of Education; Base of National System of Education; Strength of Education System; A Meaningful Partnership
29. Language Policy of India
What is a Language Policy?; The Need of Language Policy; Language Policy of India; The Three Language Formula; Education Policy and the Language Policy; Eighth Schedule to the Constitution; Language Provisions in the Constitution
30. Learning without Burden Yash Pal Committee (1993)
Terms of Reference of the Committee; Recommendations of Yash Pal Committee
31. Justice Verma Commission (2012)
Composition of the Commission; Terms of Reference (ToRs); Recommendations of the Justice Verma Commission; General Recommendations
32. Pandit Madan Mohan Malviya National Mission on Teachers and Teaching
Goals of PMMMNMTT; Mission Strategies; Outcomes of the Mission; Deliverables; Components; Component 1: 30 Schools of Education; Component 2: Centres of Excellence in Science and Mathematics Education (5 Nos.); Component 3: Teaching Learning Centres (25 Nos.); Component 4: Faculty Development Centres (20 Nos.); Component-5: Inter-University Centre for Teachers Education (IUCTE) (2 Nos.); Component 6: Innovations, Awards and Teaching Resource Grant, including workshops and seminars; Component 7: Subject Networks for Curricular Renewal and Reforms; Component 8: National Resource Centre for Education/Higher Education Academy; Component 9: Centres of Academic Leadership and Education Management (5 Nos.)
Part VI: Government Policies on Education
33. Sarva Shiksha Abhiyan (SSA)
History of Sarva Shiksha Abhiyan; Meaning of Sarva Shiksha Abhiyan; Sarva Shiksha Abhiyan as a Framework and as a Programme; Aims of SSA; Objectives of SSA; Features of SSA; Broad Strategies Central to SSA Programme; Norms for Interventions under SSA
34. Rashtriya Madhyamik Shiksha Abhiyan (RMSA)
Rashtriya Madhyamik Shiksha Abhiyan (RMSA); Objectives of RMSA; Physical Facilities Provided Under RMSA; Quality Interventions Provided Under RMSA; Equity Interventions Provided in RMSA; Implementation Mechanism of RMSA; Activities taken up under RMSA
35. Mid-Day Meal Scheme (MDMS)
Meal Provisions; Objectives of Mid Day Meal / Scheme; Rationale of Mid Day Meal Scheme; Mid-Day Meal Rules, 2015 under National Food Security Act, 2013
36. National Policy on ICT in School Education
Vision, Mission and Policy Goals; What is ICT?; Information and Communication Technology in School Education
37. National Curriculum Framework (NCF)—2005
Meaning of NCF—2005; Summary of NCF—2005; Main Features of NCF-2005
38. National Curriculum Framework for Teacher Education (NCFTE) – 2009
Meaning of NCFTE—2009; History of NCFTE–2009; Objectives of NCFTE–2009; Summary of NCFTE–2009; Main Features of NCFTE–2009
39. National Repository of Open Educational Resources (NROER)
National Repository of Open Educational Resources (NROER); Mission of NROER; Objectives of NROER; Features of NROER; Organization of Repository; Content on the Repository; Who can contribute for the Repository?; What can be contributed?; Copyright Issues
40. Mahila Samakhya Programme
Parameters of Mahila Samakhya Programme; Philosophies and Principles of Mahila Samakhya Programme; Aim of Mahila Samakhya Programme; Objectives of Mahila Samakhya Programme; Features of Mahila Samakhya Programme
41. Scheme to Provide Quality Education in Madrasas (SPQEM)
Objectives of SPQEM; Eligibility for SPQEM; Financial Assistance for Spqem; Features of SPQEM; Objectives of SPQEM
42. Educational Schemes for Girls, SC, ST and Marginalized Group
Part VII: Monitoring Agencies of Indian Education
43. Monitoring Agencies
University Grants Commission (UGC)
National Assessment and Accreditation Council (Naac)
National University for Educational Planning and Administration (NUEPA)
National Council for Teacher Education (NCTE)
National Council of Educational Research and Training (NCERT)
Indira Gandhi National Open University (IGNOU)
Institute of Advanced Studies in Education (IASEs)
State Council of Educational Research and Training (SCERT)
Central Institute of Educational Technology (CIET)
Colleges of Teacher Education (CTEs)
District Institutes of Education and Training (DIET)
Part VIII: Contemporary Indian Education
44. Effects of Liberalization, Privatization, Globalization, Industrialization, Urbanization, Modernization and Internationalization on Education
Liberalisation; Privatisation; Privatization of Education; Globalisation; Globalization and Education; Industrialization; Urbanization; Modernization; Internationalization of Education; Response to Liberalization, Privatization and Globalization (LPG) Process; Implications of Lpg on Education
45. Equalization and Universalization of Elementary and Secondary Education
Universalization of Elementary Education (UEE)
Meaning of Universalization of Elementary Education; Why Elementary Education; Constitutional, Legal and National Statements for UEE; Meaning of Universalization of Elementary Education; Process of Universalisation of Elementary Education; Stages of Universalisation of Elementary Education; Importance of Universalization of Elementary Education; Problems/Issues of Universalisation of Elementary Education; Strategies for Achieving Universalization of Elementary Education
Universalization of Secondary Education
Historical View of Universalization of Secondary Education; Guiding Principles of Universal Secondary Education; Aims and objectives of Universal Secondary Education; Recommendations about Universalization of Secondary Education
46. Equality and Equity in Education
Meaning of Equality and Equity in Education; Equality and Equity in Education and the Constitution of India; Need and Importance of Equality and Equity in Education; Achieving Equality and Equity in Education; Equality and Equity in Education as Suggested by Kothari Commission; Equality and Equity in Nation Policy of Education (1986)
Part IX: Issues and Concerns in Education
47. Equality of Educational Opportunities
What is Equality of Educational Opportunity?; What is Inequality?; What is Equality?; Need/Importance of Equalization of Educational Opportunities; Problems of Equality of Educational Opportunities; Causes of Inequality in Respect of Educational Opportunities; Promoting Equality of Educational Opportunities in India; Constitutional Provisions for Equality of Educational Opportunities; Measures to be taken for Equalization of Educational Opportunities; Provisions Made in NPE-1986; Equality of Educational Opportunities for Scheduled Castes and Scheduled Tribes; Equality of Educational Opportunities for Women; Equality of Educational Opportunities for Disabled Children; Equality of Educational Opportunities for Minorities
48. Inequality in Education
Aspects of Inequality; Educational Inequality; What is Inequality of Education?; Causes of Inequality in Education; Probable Solutions of Inequality in Education
49. Discrimination in Education
What is Discrimination?; Types of Discrimination; Forms of Discrimination; Causes of Discrimination in Education; Solutions of Discrimination in Education; Preventing Discrimination; How to Avoid Discrimination?
50. Marginalization in Education
Defining Marginalization; Nature of Marginalization; Types of Marginalization; Causes of Marginalization; Marginalized Groups; Education of the Marginalized in the Indian Context; Measures for Education of the Marginalized; Gender Inequality; Inclusive Settings; Multicultural Education; Role of Education in Addressing the Needs of Marginalized Groups in Indian Society: SC/ST/OBC/EBC/NT, Women, Transgender, Rural and Remote Region; Provisions and Schemes for Education of the Marginalized; Solutions of Marginalization in Education
References
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Education is not merely pedagogy i.e. science of teaching but much more than that as it is influenced by many historical, cultural, economic, political and sociological factors in every country. So, teachers need to understand the inter-relationship between education and these factors. The teachers are also required to understand the role of education as an intervention tool for desired changes in the country and also to appreciate the influence of social set-up on education in which it operates.\n
This book should serve the educational purposes of students, teachers, teacher educators, student-teachers, parents etc. for developing a better understanding about the different concepts related to contemporary India and education. It offers a site for prospective teachers and researchers to engage with studies on Indian society and education, acquire conceptual tools of sociological analysis, and hands on experience of engaging with diverse communities, children and schools.\n
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Prof. Noushad Husain, Principal in Maulana Azad National Urdu University, College of Teacher Education, Asansol (West Bengal), is the author/editor of numerous books and books’ chapters, articles and professional papers on different aspects of Higher Education. He has been working extensively in the field of educational technology. He is actively involved in theory and practice of teaching and learning with new media. His research interest areas are – Research Methodology, Web and Internet Technologies, ICT in Education, Content Knowledge, Reflective Thinking, E-learning, Web-Based Learning; Computer-Assisted Teaching Environments, Pedagogical Approaches to Teaching and Differentiated Instruction. He is actively engaged in research, training, consultancy and social service programme.\n
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Education,M.ed/B.ed./D.ed. |
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CREATING AN INCLUSIVE SCHOOL |
S.K. MANGAL, SHUBHRA MANGAL |
9789386262370(HB) |
9789386262387(PB) |
2017 |
|
|
x+188 pp
|
180.00 |
995.00 |
1. Forms of Inclusion and Exclusion in Indian Education
What is Exclusion?
Types of Exclusion
Exclusion with Respect to Gender
Exclusion with Respect to Caste
Exclusion with Respect to Locale
Exclusion with Respect to Disability
Exclusion with respect to Socio-economic status
Exclusion with respect to Language
2. Inclusive Education: Meaning, Historical Development and Benefits
Historical Development of Inclusive Education
Inclusive Education — Meaning and Nature
Philosophical and Social Basis of Inclusive Education
Benefits or Advantages of Inclusive Education
3. Historical Perspective to Disability and Inclusion
Introduction
Global Scenario
The Indian Scenario
4. Disabilities: Concept, Types, Characteristics and Identification of the Educational Needs and Learning Problems
Disabilities — Meaning and Concept
Children with Impairment or Disabilities—Classification, Types and Characteristics
Special Needs of Children with Disabilities
Special Educational Needs and Learning Problems of the different types of Disabled Children and Their Redressal
5. Assistive and Adaptive Technologies in Inclusive Setup
What is Assistive Technology?
Objectives of Assistive Technology in Inclusive Setup
Assistive Technology and Adaptive Technology
Assistive and Adaptive Technologies (AT) for Varying Types of Disabled or Differently Abled Students in the Inclusive Setup
6. Adaptation and Accommodation according to Various Disabilities
Introduction
Adaptations and Accommodation in Instructional Objectives
Adaptations and Accommodation in Curriculum
Adaptations in Co-curricular Activities
7. Educational Provision for the Disabled in International Declaration and Conventions
Introduction
Salamanca Statement and Framework of Action, 1994
Educational Provisions in UN Convention on the Rights of Persons with Disabilities (UNCRPD), 2006
8. Educational Provisions for the Disabled in Acts and Policies
Introduction
Education of the Disabled in NPE, 1968
Education of the Disabled in NPE, 1986
Education for Disabled in POA (1992)
Education of the Students with Disabilities in PWD ACT, 1995
Education and Welfare of the Children with Disabilities in RCI Act, 1992
Education of the Children with Disability in Right to Education Act, 2009
Education of the Children with Disability in National Policy for Persons with Disabilities, 2006
9. Organisation and Management of an Inclusive School
Concept of an Inclusive School
Organisation and Management of an Inclusive School for its Proper Functioning
– Working for the Proper Infrastructure and Accessibility
– Developing Awareness and Positive Attitude towards Disability
– Building Proper Human Resources
– Building Appropriate Material Resources
– Adoption of Whole School Approach
Addressing Inequality and Diversity in the Classroom–Pedagogical and Curriculum Concerns
– Pedagogy Concerns
– Curriculum Concerns
Addressing Inequality Related to Gender in the School
– Measures involving Curriculum Inputs
– Text Books as a means of Achieving Gender Equality
– Student-teacher Interactions as a means of achieving Gender Equality
10. Support Services available in an Inclusive School
Introduction
Support Services available through External Specialized Agencies
Support Services available through Parental Cooperation and Community Involvement
Support Services Provided by Professionals and Experts
– Role of Special Education Teacher
– Role of Guidance and Counselling Personnel
– Role of Specialized Therapists
– Role of Audiologist cum Speech Therapist
– The Role of a Physiotherapist
– The Role of an Occupational Therapist
11. Making Learning More Meaningful to the Differently Abled
Introduction
Use of Strategies Helpful in Differentiating Content
Use of Strategies Helpful in Curricular Adaptation
Resorting to Proper Lesson Planning
Use of Appropriate Teaching-Learning Material (TLM)
12. Pedagogical Strategies in Inclusive Set up
What are Pedagogical or Teaching Strategies?
Peer Tutoring
Cooperative Learning
Multisensory Teaching
Social Learning
Buddy System
Reflective Teaching
13. Continuous and Comprehensive Evaluation: Concept and Implications to Facilitate Inclusion
What is Continuous and Comprehensive Evaluation or CCE?
Implications of CCE to Facilitate Inclusion
Provision for Facilitating Differently Abled in Examinations (As Available in CBSE and ICSE)
References
Review Questions
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Creating an inclusive school for providing inclusive education to the diverse learners of our diverse society is becoming quite necessary for our nation. This book focusses on providing the needed knowledge to the ‘would-be-teachers’ for establishing and managing an inclusive school.\n
Beginning with throwing light on the concept and need of providing inclusive education in our schools, it discusses all essentials about the nature and type of disabilities and differently-abled children along with the available educational provisions for them in terms of policies and legal frameworks. Thereafter, it discusses the essentials of equipping a school to function as an inclusive school in terms of material and human resources including the needed support services. The book also discusses pedagogical strategies and inclusive practices to be applied in an inclusive school.\n
With all its wide coverage and readers’ friendly presentation, it has enough potential to serve the curricular needs of its users in universities and teacher education institutions spread over the country. \n
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Prof. S.K. Mangal (Ph.D. Education), former Principal, and Head of the Department of Postgraduate Studies, C.R. College of Education, Rohtak, Haryana, is a distinguished teacher, researcher and administrator who has devised several psychological tools including the Emotional Intelligence Inventory.\n
Professor Mangal is a prolific writer and has number of outstanding books in Education to his credit. His books are very popular among students and researchers. He has also published extensively in reputed journals.\n
Prof. Shubhra Mangal (Ph.D. Education) is the Principal, and Head of the Department of Postgraduate Studies, C.R.S. College of Education, Noida.\n
She has devised an Emotional Intelligence Inventory for the measurement of Emotional Intelligence of School Teachers. She has written a number of books in the field of Education, Psychology and Teacher Education. The areas of her research interest are Emotional Intelligence and Teacher Education.\n
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SHIPRA PUBLICATIONS |
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Education,M.ed/B.ed./D.ed. |
|
CURRICULUM AND INSTRUCTIONAL DESIGNING |
H.S. SRIVASTAVA |
9789386262318(HB) |
9789386262325(PB) |
2017 |
|
|
296pp
|
350.00 |
1495.00 |
Preface v
Section I
Foundations of Instructional Designing
1. Education in the 21st Century—Learning the Treasure Within
(Report of UNESCO’s International Commission on Education)
1.1 Introduction
1.2 Education: The Necessary Utopia
1.3 Directions to Move Towards
2. Our Changing Environment and Ethos
2.1 The Over-riding Concept of Change
2.2 Life-long Education
2.3 Knowledge v/s Competence
2.4 Holistic Development
2.5 Distance Education
2.6 Demystifying Technology
2.7 Comprehensive Evaluation of Educational Gains
2.8 Vision About Learners
3. An Overview of a Futuristic Perspectives of Education
3.1 The Changed Purpose of Education
3.2 New Directions in the Content of Education
3.3 Curriculum Transaction
3.4 Learning Materials and Aids
3.5 Evaluation of Learner Growth
3.6 Globalisation of Indian Education
3.7 Let Us Continue To Be Givers
3.8 National Goals
3.9 Aims of Education
4. Curriculum: The Anvil of Instructional Designs
4.1 Introduction
4.2 Basic Considerations
4.3 Derivation and Statement of Objectives
4.4 Curriculum Development a Collaborative Venture
4.5 The Types of Educational Curricula
4.6 Developing Curriculum Content and Materials
4.7 Developing Evaluation Procedures and Materials
4.8 Curriculum Transaction Implementation
4.9 Curriculum Evaluation
4.10 Conclusion
5. Generic Facets of Educational Objectives
5.1 The Purpose of Objectives
5.2 A Snag in the Classification of Objectives
5.3 The Eight-year Study Model
5.4 The Sources of Educational Objectives
5.5 The Levels of Educational Objectives
5.6 The Statements of Educational Objectives
5.7 The Definition of Objectives
5.8 Taxonomies of Educational Objectives
5.9 Objectives of the Cognitive Domain (Bloom’s Model)
5.10 Some Other Taxonomies of the Cognitive Domain
5.11 Objectives of the Affective Domain—Krathwohl’s Model
5.12 Objectives of the Psycho-motor Domain (Dave’s Model)
5.13 Interrelationship of Different Domains of Objectives
5.14 Some Examples of Manifestations of Different Areas of Growth
5.15 The Author’s Contribution to the Taxonomies
5.16 Taxonomy of Instuctional objectives of language and literature (H.S. Srivastava’s Model)
5.17 Salient Manifestations of the Objectives
Section II
The Learning and Teaching Process
6. The Process of Learning
6.1 A Macro Overview
6.2 Principles of Learning
6.3 Motivation in Learning
6.4 Maturation and Learning
6.5 Conditioned Learning
6.6 Trial and Error
6.7 Insightful Learning
6.8 Learning by Imitation
6.9 Remembering and Forgetting
6.10 Transfer of Training
6.11 Optimising Learning
7. Energising Instruction
7.1 The Fundamental Foundations
7.2 Principles of Objective-Based Instruction
7.3 Instructional Approaches
7.4 Planning Enriched Objective-Based Instruction
7.5 Nature and Purpose of Instructional Material
7.6 A Suggestive Format of an Instructional Unit
7.7 Conclusion
7.9 Objective-based Instruction: A Diagramatic Representation
8. The Concept of ‘Prep Index’—An Approach for Quantifying Qualitative Outcomes of Education (Example: Evaluation of Instructional Effectiveness)
8.1 The Need
8.2 Scope of Evaluation of Educational Practices
8.3 Purpose of Evaluating Educational Practices
8.4 Methodology of Evaluating Educational Practices
8.5 PREP Index and its Derivation
8.6 Use of Evaluation Data
8.7 Conclusion
8.8 Methodology of Evaluating Educational Practices—Graphical Presentation of Steps
9. Determining and Designing Course Contents
9.1 Steps in the Development of Course Contents
9.2 Manifestation of Course Content
9.3 Instructional Considerations for Detailing Contents
9.4 Treatment of Different Aspects of Content
9.5 Salient Features of Course Content
9.6 Distance Education – A Gap-Filling Mode
9.7 Warding Off Conceptual Confusions
10. Some Insights into Curriculum Transaction
10.1 A Operational Definition of Education
10.2 Challenges of Education
10.3 Vocational Facet of Education
10.4 Types of Interaction in Teaching and Learning
10.5 Life Management Skills
10.6 Goals of Instructional Methodologies
11. Using Questions for Teaching [Some Examples Related to
School Education]
11.1 Introduction
11.2 English
11.3 Physics
11.4 Chemistry
11.5 Biology
11.6 History
11.7 Geography
Section III
Some Conventional Instructional Methodologies
Introduction
12. The Lecture Method
12.1 Lecture Preparation
12.2 Lecture Presentation/Delivery
13. The Discussion Method
13.1 Purposes Served by Discussions
13.2 Teacher’s/Leader’s Role
13.3 The Process of Discussions
13.4 Pre-requisites for Effective Discussions
14. Demonstration
14.1 Introduction
14.2 Demonstration as a Teaching Device
14.3 Preparation for Demonstration
14.4 Pre-requisites for Demonstration
14.5 Limitations of the Demonstration Method
15. Observation
15.1 Preparation for Making Observations
15.2 Process of Observation
15.3 Observation of Individuals
16. Problem-Solving Method
16.1 Characteristics of a ‘Problem’
16.2 Approaches to Problem Solving
16.3 Steps of the Problem Solving Method
16.4 Problem Solving and Project Method
16.5 Merits and Limitations of Problem Solving Method
17. The Herbartian Steps
17.1 Historical Overview
17.2 The Originally Proposed Steps
17.3 The Subsequent Adaptations
17.4 Conclusion
Section IV
Some Unconventional Instructional Methodologies
Introduction
18. The Project Method
18.1 Types of Projects
18.2 Principles Involved in the Project Method
18.3 Steps in the Project Method
18.4 Shortcomings of the Project Method
18.5 Conclusion
19. The Laboratory Method
19.1 Learning by Doing
19.2 Support Material for Laboratory Work
19.3 Types of Laboratory Methods
19.4 Process of Laboratory Work
19.5 Post Experiment Discussion
20. Programmed Instruction
20.1 The Purpose of Programmed Instruction
20.2 The Structure of Programmed Instruction
20.3 The Operations of Programmed Instruction
20.4 Conclusion
21. Think-Tank Sessions
21.1 Connotation
21.2 Requirements
21.3 Physical Arrangements
21.4 Purpose
21.5 The Process
21.6 Expected Gains
22. Seminars
22.1 Connotation
22.2 Requirements
22.3 Physical Arrangements
22.4 Operational Steps
22.5 Process
22.6 Expected Gains
23. Panel Discussions
23.1 Connotation
23.2 Physical Arrangements
23.3 Requirements
23.4 Process
23.5 Expected Gains
24. Symposium
24.1 Connotation
24.2 Physical Arrangement
24.3 Requirements
24.4 Process
24.5 Gains
25. Library Research
25.1 Connotation
25.2 Requirements
25.3 Process
25.4 Expected Gains
26. Photo Language Session
26.1 Connotation
26.2 Requirements
26.3 Process
26.4 The Gains
27. Surveys
21.1 Connotation
27.2 Requirements
27.3 Physical (Seating) Arrangement
27.4 Process
27.5 Gains
28. Participatory/Group Learning
28.1 Introduction
28.2 The Genesis of Participatory Learning
28.3 Prerequisites of the Approach of Participatory Learning
28.4 The Process of Participatory Learning
28.5 Conclusion
29. Action Research
29.1 The Concept
29.2 Designing of Steps
29.3 Operation of Action Research
Section V
Ict in Instructional Designing
30. ICT in Instructional Designing and Curriculum Implementation
30.1 Introduction
30.2 Evolution of Computers
30.3 Computer Aided Instruction
30.4 Strategies of CAI
30.5 Purposes Served of by CAI
30.6 Components of CAI
30.7 Salient Attributes of CAI
30.8 Programmed Instruction
30.9 The Garbs of CAI
30.10 Dividends of CAI
Section VI
Some Ancillary Teaching-Learning Facets/Situations
31. Assignments and Work at Home
31.1 Assignments for Consolidation of Learning Exercises
31.2 Characteristics of Assignments
31.3 Steps in Assignments
31.4 Work at Home
32. Organisation of Exhibitions
32.1 Introduction
32.2 Basic Principles of Organising Exhibitions
32.3 Characteristics of Exhibits
33. Educational Field Trips and Excursions
33.1 Introduction
33.2 Purpose of Organising Field Trips
33.3 Organisational Steps
33.4 Post-Trip Exercises
Section VII
Instructional Aids and Support Material
34. Instructional Aids and Support Material
34.1 The Genesis of Instructional Material and Aids
34.2 Utilisation of all Senses for Learning Arise
34.3 Purpose of Instructional Aids
34.4 Types of Teaching Aids
34.5 Situations for the Use of Instructional Aids
35. Edgar Dale’s Cone of Experience
Section VIII
Evaluating Learning Outcomes
36. The Meaning of Educational Evaluation
36.1 Examinations and Evaluation
36.2 An operational explanation of Evaluation
37. Purpose of Evaluation
37.1 Some Important Purposes of Educational Evaluation
37.2 Selection Tests
37.3 Class Promotions in Institutions
37.4 Promotion in Jobs
38. Evaluation of Attainments in Abilities and Proficiencies
39. Preparing of Objective-based Questions of Different Forms
39.1 Characteristics of Good Questions
39.2 Forms of Objective-Based Questions
39.3 Preparing Long Answer or Essay Type Questions
39.4 Preparing Short Answer Type of Questions
39.5 Preparing Very Short Answer Type Questions
39.6 Preparing Objective Type (Multiple Choice) Questions
40. Written Examinations — Preparation of Balanced Question
Papers
40.1 The Backdrop
40.2 Shortcomings of Traditional Question Papers and their Remediation
40.3 Steps of the Action Plan
40.4 Format of a Design of A Question Paper/Test
41. Oral and Practical Examinations
41.1 Oral Tests
41.2 Conducting Science Practical Examinations
41.3 Development of a New Pattern
41.4 Implementation of the Scheme
42. Grading Learner’s Performance
42.1 Emergence of the IDEA of Grading in India
42.2 Why Grading?
42.3 Grading and Concept of Pass and Fail and Award of Divisions
42.4 Methods of Awarding Grades
42.5 Grading in Institutional Examinations
Section IX
Curriculum Evaluation
43. Curriculum Evaluation
43.1 Preamble
43.2 Evaluation of Curriculum Components
43.3 Evaluation of Curriculum at Different Stages/Steps of Curriculum Development
43.4 Steps of Procedure of Curriculum Evaluation
43.5 Use of Prep Index in Curriculum Evaluation
Appendix 1: Some Explanatory Definitions of Curriculum
References
Index
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Curriculum and Instructional Designing is a book which effortlessly enables the educational practitioners to travel from the nebulous theoretical postulates of curriculum to the ground realities of their implementation. It deliberately endeavours to avoid jargons by presenting their meanings and implications with examples from life. This is likely help not just in learning concepts but in internalising them with a sense of gratification.\n
Covering Objectives in all the three domain of human development, content inits diverse manifestations, methodology in both conventional and unconventional facets, support material in its various forms and formats and Educational Evaluation as an empowered instrument for fulfilling its obligations, the book,it is hoped,should become an arm-pit companion of teachers at the university and school levels and of specialised institutes run by the corporate bodies. The teachers and students of teacher training institutions may also find the book of special value in learning terse concepts in simple ways. \n
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Prof. H.S. Srivastava, an Educational Reformer and former Dean, National Council of Educational Research and Training (NCERT), New Delhi, studied at Universities of Agra, Delhi, Patna, of Chicago and Stockholm and as a student of Benjamin Bloom, Torsten Heusen, Helen Walker and John I Goodlad, he carries their stamp and legacy.\n
Working at the NCERT, New Delhi as also at the UNESCO Institute for Education HAMBURG, International Institute for Educational Planning PARIS, University of Sussex, BRIGHTON,University of Shanghai,SHANGHAI he made valuable contributions.\n
One of his books, Examination Reforms in India was published by the UNESCO in 1978 in English, French and Spanish.\n
Prof. Srivastava has also been decorated by the Government of France, with the title of Chevalier dansI’Ordre des PalmesAcademiques for his service and contribution to education.\n
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Education,M.ed/B.ed./D.ed. |
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DOCTRINES OF GREAT EDUCATORS |
A.S. THAKUR |
9788175418684(HB) |
9788175418691(PB) |
2017 |
|
|
xii+244pp
|
250.00 |
1250.00 |
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It begins with the Greeks, who are known for their liberal education. Then, it reviews practical education of the Romans, spiritual education of the Christians, humanism of the renaissance and the naturalistic tendencies of the eighteenth century, which antiquated in the twentieth century. Eclectic tendencies are the hallmark of the modern times. One common feature of the Indian thinkers is the emphasis on holistic education, with emphasis on spiritual aspect of it. Leading ideas have been presented and evaluated for their relevance. The lucid style with summary enhances the worth of the book for students of education and the common readers. \n
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Professor A.S. Thakur, a teacher, researcher and administrator, was the Dean of Education in the University of Maiduguri, Nigeria. He has to his credit more than 30 books on education. He also guided research scholars. Prof. Thakur has been actively involved in steering private colleges of education in Himachal Pradesh. \n
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Education,M.ed/B.ed./D.ed. |
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EDUCATION AND EMPOWERING BACKWARD MINORITIES |
A. BASHEER |
9789386262219(HB) |
9789386262226(PB) |
2017 |
|
|
pp. xiv+138
|
180.00 |
850.00 |
Foreword
Acknowledgements
Abbreviation
1 Introduction
2. Education and its Role in Society
Education in Islam
Gandhian Education
Functions of Education
Education and Human Development
Education and Human Capital Development
Negative Effects of Education
Consequences of Lack of Education
3. Empowerment: The Concept and Dimensions—Theoretical Perspectives
Empowerment and Exercise of Power
Empowerment and Leadership
Community Empowerment
Strategies of Empowerment
Empowerment through Education
Empowerment through Organisation
Empowering Minority Communities
Issues in Empowerment of Minorities
4. Education Policy of Kerala
Global Context in Respect of Provision of Education
Constitutional Provisions Regarding Education in India
Right to Education
National Education Policy
Inclusive Education
Universal Education
Government Strategy to Promote Education.
Privatisation of Education: Neo-liberal Influence
Privatisation of Education
Rationale for Privatisation
Cost Recovery
Kerala Education Profile
Public Education in Kerala
Privatisation Galore in Kerala
Court Facilitates Freedom of the Private Sector
Asymmetrical System
5. Socio-Economic Profile and Educational Status Muslim Community in Kerala
Status of Muslims in Kerala: Factors Responsible for their
Educational Backwardness
Asymmetry in Education Attainment
6. Privatisation of Education and Empowerment: Experience of the Muslim Community in Kerala
Privatisation of Education and Empowerment of the Backward Muslim Community in Kerala
Access and Equity Problems
Scope of Private Sector Education as a Tool of Empowerment
Reducing Socio-economic Gap
Improvement in Economic Status
Quality Decline in Education
The Community Advancing Towards Progress and Empowerment
Capacity to Self-Determine Lives
Preference for Private Institutions
Findings
Suggestions
Index
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Education is a significant arena that is affected by policy changes. Private provision of education along market principles that advocate profit rather than broader aims of education, a subject of debate for long, raises concerns regarding equity and quality. Private education institutions, although serve the poor also, are said to be businesses.\n
This workprobes the question of education in such ambience empowering the backward minorities, focusing on the Muslim community, and how it enables them to exercise control over their lives and well- being- the empowering element. It seeks to place empowerment at the centre of education policies and programmes. It also focuses on the question of educated individuals also taking responsibility for the progress of their community.\n
This book would be a stimulating and inspiring contribution worthy of attention and interest to academics, researchers, public policy makers, bureaucrats/education administrators, political leaders and social activists. It would also influence public perception of the role of education and education problems, and enable them to identify appropriate education needs oriented towards human empowerment.\n
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Dr. A. Basheer taught Political Science for more than 30 years at University of Kerala and major Government Colleges under various universities of Kerala. He is a relentless and serious researcher. He was Associate Editor of the “Journal of Polity and Society” published from University of Kerala. He has published a number of research articles in reputed journals and research papers in edited books, and presented research papers in national and international seminars and workshops.\n
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"I have read the first half of your book with pleasure and agreement and hope to finish it soon. It takes more time than on eould expect from its size. If you beliefe that i could do something ot facilitate publication in other countries or draw attention to it in your own country, do not hesitate to let me know. With the expression of my appreciation and thanks."\n
Albert Einstein\n
To Amlan Datta, on reading his book: "For Democracy"1953\n
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Education,M.ed/B.ed./D.ed. |
|
EDUCATION OF THE MARGINALISED: INCLUDING THE EXCLUDED |
INDRAJEET DUTTA(ED.) |
9789386262028(HB) |
9789386262035(PB) |
2017 |
|
|
pp x+198
|
220.00 |
995.00 |
|
This book deals with the educational status of the different social groups like scheduled castes and tribes, differently abled children, minorities, women, third gender, refugees etc. who have a long history of educational exclusion. It discusses how educational inclusion have taken place during all these years due to the affirmative actions taken by the government in the form of policies and programmes.\n
The role and responsibilities of teachers and the strategies adopted by them in the classroom for educational inclusion are in focus. The book provides a reader a synoptic view about educational inclusion of these social groups. It may be found useful by all the stake holders in the subject. \n
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Dr. Indrajeet Dutta, having more than thirteen years of teaching experience, is presently associated with Maulana Azad National Urdu University, College of Teacher Education, Bhopal. \n
Dr. Dutta has given extension lectures in various colleges. He has chaired sessions at national seminars and presented thirty five papers in international and national seminars. He has to his credit more than three dozens of research papers and chapters in reputed journals and books. \n
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ESSENTIALS OF ENGLISH LANGUAGE TEACHING |
A.K. SINHA |
978817541875 (HB) |
9788175418769(PB) |
2017 |
|
|
xviii+374pp
|
395.00 |
1600.00 |
Acknowledgements
Introduction
Unit I. Background Perspective
1. Nature and Role of Language
Language—Tool of Human Communication; Verbal Vs. Non-verbal Communication; Sign Language; Human Language vs. Animal Communication; Language and Dialects; Languages and Script; Language and Society; Language and Identity; Language and Nationality; Language and Power; Language and Gender
2. Multilingualism and Language Teaching in Schools
Multilingualism: Its nature and scope; Multilingualism as a Resource and a Strategy ; Multilingualism and Curriculum Transaction; Patterns in United States of America and Canada ; Bilingualism in Border Areas of Indian States ; Hierarchical Status of Indian Languages; Home Language and School Language; Language as a School Subject and as a Medium of Instruction; Centrality of Language in Curriculum; Qualities and Competence of Teachers in Multilingual Classrooms
3. Expansion of English as a World Language
The Knowledge of a Language; The Knowledge of Two or More Languages; Expansion of English as the Mother Tongue; English as a Second Language; English as a Foreign Language; Varieties of English; Globalisation of English; English as the Official Language
4. Factors that Influence Second/Foreign Language Learning
Personal Perspective; Aptitude and Intelligence; Attitude and Motivation; Needs; Social Perspective; The Influence of the Second Language; Teacher; Peer Group; The School Environment
Unit 2
5. English in Colonial and Independent India: Constitutional Positions and Policies
The Colonial Era; The Post-Independence Era; Constituent Assembly Debate on Language; Place of Languages in Indian Constitution; University Education Commission (1948-1444); Programme of Action (POA) 1992; National Curriculum Framework (2005)
Unit 3. Language Teaching: An Overview
6. Western and Indian Perspectives on Second Language Acquisition
Philosophical Perspective; Psychological Perspective; Cognitive Approach of Noam Chomsky; Cognitive Psychology
(Developmental Psycholinguistics); The Critical Period Hypothesis; Nature-Nurture Controversy; Internal Factors; Jean Piaget’s Developmental Approach; Functionalism of Lev Semenovich Vygotsky; Connectionism; Sociological Approach; Variationist Approach; Gender Bias and Feminist Approach; Pragmatic Approach; Modern Indian Thinkers on Education and Language Teaching
7. Teaching English as a Second Language: Various Methods
System, Method, Approach, Strategy, Design and Technique; Teaching a Second Language in Ancient India; Teaching English to Immigrants in the UK; Miller’s Book on Teaching English to Bengalis; Grammar-Translation Method; The Rational Movement; The Mastery System; The Reform Movement; Natural Method; The Direct Method; The Audio-lingual Method; The Audio-visual Method; The Structural Approach; The Situational Approach; Bilingualism and the Growth of West’s New Method; The Cognitive Transformational Method; Communicative Competence Approach; Discourse Analysis; Socio-cultural Approach; The Total Physical Response (TPR) Approach; The Silent Way; The Programmed Instruction (PI); Suggestopedia; Immersion Language Teaching; Content and Language Integrated Learning (CLIL); The Whole Language Approach; The Task-Based Approach; Key Issues; Bilingual vs. Monolingual Approach
Unit 4
8. The Linguistic System
Features of language; Structures of Language; Language as a Rule-governed Behaviour; Linguistic Variability; The pedagogical Implication of Variation; Variation in Indian English; Linguistic System; The Organisation of Sounds; Universal Grammar; From Sound to Meaning
Unit 5. Developing Language Skills
9. Perspective on Teaching Grammar
Prescriptive Grammar; Descriptive Grammar; Table showing Identical Structures; Generative Grammar; Various Ways of Expressing the Same Thought; Some Topics that Need to be Focussed; Question Formation; Agreement between Subject and Verb; Verb Phrase; Grammar in Context; Word Order; Teaching Grammar to the Learners of English as L2; How to Handle the Teaching of Grammar
10. Contrastive Analysis: Structural and Generative Approaches
11. Error Analysis
The Structuralist Approach; The Generative-Transformational Approach; Global and Local Errors; Modern Usage; Interlanguage; Fossilization
12. Helping Learners to Enrich Their Vocabulary
Vocabulary; Various Types of VocabularY; What Vocabulary to Learn; Synonyms; Antonyms; Derivations; Appropriate Collocational Links; Phrasal Verbs; One Word for a Long Expression; Word Meaning; Homophones; Ways to Increase One’s Vocabulary; Furniture; Understanding the Meaning of Words; Encyclopaedia; Use of Cards; Archaic Words
13. Teaching Listening: Issues and Strategies
Listening in a Normal Environment; Types of Listening; Process of Listening; Improving Listening Skills for English as a Second Language; Prominence of a Syllable in a Word; The Purpose of Listening; Listening Strategies; Methods Adopted by Teachers; Factors that Affect Listening; Role of Language Laboratory; Measures to Improve Listening; Training to Listen in a Graded Manner; Listening Problems of School Children; Radio and Television Programmes; Significance of Listening; Do’s and Dont’s on Listening
14. Teaching Spoken English
Speaking Casual/Formal English; Speaking English as a Second Language in the Classroom Environment; Correct Pronunciation; Consonants; Vowels; Prominence and Stress; Intonation; Coordination of Listening and Speaking; Sentences as the Starting Point of Speaking-Listening Activity; Stages of Development of Speaking Ability
15. Exploring Reading: Processes and Strategies
Process and Strategies; Learning to Read the Mother tongue; Reading the Second Language ; Letter-Sound Correlation in English Consonants; Reading for Comprehension; Reading Speed; First Language Versus Second Language Reading; Role of Vocabulary in Reading Development; Three Approaches to Reading; Improving Reading Speed; Reading Strategies; How to Speed Up Reading?; Processing Sentences; Cultural Predictability; Stages of Development of Reading Habit; Goals of Story Telling; Stages of Growth in Literary Appreciation; Intensive Reading; Written Evaluation
16. The Dynamics of Writing
Speaking vs. Writing; Spelling and Pronunciation; Use of Dictionary; Steps in the Growth of Writing Skill; Writing a Piece of Composition; Writing Strategies; Main Approaches; Letter-Writing; Book Review; Dialogue; Speeches; Diary; Transactional Writings; Advertisements; Charts and Diagrams; Good and Bad Composition; Difference between the Composition of L1 and L2 Writers of English
Unit 6. Language, Literature and Aesthetics
17. Different Creative Forms of Language
What is Literature?, Literature in the School Curriculum; Need for Literature in the School Curriculum; Objectives of Studying Literature; Literature and Media; Creative Writings; Conveying Shared Experiences; Relevance of the Text; The Speaker and the Situation; Attitude; Theme/Thesis; Structure and Texture; Plot; Modes of Literature; Translation as a Creative Activity; Literal Translation; Translation by V.K. Kiernan; Translation by David Matthews; Sarvat Rahman’s Translation; Need for Translation; Variety of English Literature; Contemporary Creative Writings in Indian English: Poetry; Fiction; Drama; Miscellaneous Literature; English Translation of Contemporary Indian Literature
18. Understanding Different Forms of Literature
(i) Poetry; Rhyme and Rhythm; Sound in Poetry; Imagery; Narrative; Plot; Presenting the Theme; (II) Fiction; The Study of Short Story; Method of Presentation; (iii) The Study of Drama; The Scope of Drama; Discourse: Turn-Taking; Dialogues and Cooperative Principles of Conversation; The Style of Dialogue; Classroom Presentation; (iv) Other Literary Forms; Autobiographical Pieces; Travelogue; Hobby; Popular Culture; Other Topics; Effective and Critical Thinking; How a Hypothesis is made; Evaluative Writings; Arguments: Inductive or Deductive; Defective Arguments; Non-literary Writings
Unit 7. Syllabus and Textual Materials
19. Development and Analysis of Syllabus and Textual Materials
Curriculum and Syllabus; Connecting the Knowledge of English to the World Outside; Curriculum Procedure; Textbook Materials; Learner-Chosen Texts; Multilingualism in the English Class
20. Development of Textual Material: Planning the Teaching of English
Unit Planning; Specific Objectives; Sequential Planning; Planning Communicative English Teaching; Lesson Planning: Samples; Planning the Reading of a Poem; Planning the Reading of a fiction; Planning the Reading of a Drama; Planning the Reading of a Supplementary Lesson; Planning the Learning of Grammar; Planning Paragraph-Writing
Unit 8. Planning Learning and Teaching
21. Dramatization and Other Modes of Language Representation
Choral Reading; Saying and Doing; Dialogue; Dramatization; Puppets, Marionettes, Pantomimes and Shadow Plays; Felt Board and Felt Cutouts; Reading a Text; Intensive (Close) Reading; Extensive (Wide) Reading; Comprehensible Input; Expanding Vocabulary; Quiz; Charts, Graphs and Maps
22. Audio-Visual Aids
Flash Cards; Charts; Handouts; Cartoons; Pictures; Slides; Phonograph Records; Tape Recorder; Radio; Motion Picture; Television; Language Laboratory; Computer; Mobile; Information and Computer Technology (ICT); Corpus Linguistics
Unit 9
23. Language Assessment: Its Role and Importance
Purpose of Language Testing; Aptitude Test; Placement Test; Formative Test; Achievement Test; Summative Evaluation; Diagnostic Test; Proficiency Test; Reliability; Validity; Typology of Test Formats; Cloze Test; Integrative vs. Discrete Items tests; Other Means of Assessment; Comprehensive and Continuous Evaluation (CCE); Rating or Evaluation; Outcome-based Assessment; Situation in India; Remedial Work; Feedback
Glossary of Terms
References
Name Index
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This book offers a comprehensive account of various aspects of the teachings of English as a second/foreign language in India and abroad. It explains how the knowledge of English is a must in a globalized world. India needs English to communicate internally across linguistically organized states. English is essential for higher studies in science, technology and even humanities and social studies. It is imperative to recognize the centrality of English ‘in the curriculum’ and in the training of teachers- trainees.\n
The book gives a balanced account of various approaches – psychological, philosophical and linguistic – to make the trainees aware of teaching methods – structural and developmental (generative). It shows the subtle difference between the approaches of Noam Chomsky, Piaget and Vygotsky and prefers an eclectic approach. It explores how urgent is fundaments of four language skills—listening, speaking, reading and writing and points out how they can be fruitfully used not only while reading literature but also non-literary texts. It argues why personal and institutional needs of the trainees must be kept in view. While teaching these skills; teachers should use the most recent teaching aids—manual as well as mechanical (electronic). The teacher-trainees must be aware of the new principles of lesson planning and evaluation of the achievement of the trainers. The book includes their models to enable them to appreciate the practical steps they are supposed to have.\n
The book may be useful for students, teachers, teacher-educators and researchers in the subject.\n
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Anjani Kumar Sinha, (Ph.D. from University of Chicago) is a former Professor and Head of Department of Linguistics at the University of Delhi. He was trained in ELT at the CIE (now English and Foreign Languages University), Hyderabad. He has a wide range experience of teaching English as a second /foreign language in various Universities in India and Yemen as a Visiting Professor and has published several papers in India and abroad. His recent publications are Empowering Communication Skills (Shipra, 2015) and Elementary English Teaching (Shipra, 2016). \n
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Education,M.ed/B.ed./D.ed. |
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HIGHER EDUCATION IN CONTEMPORARY INDIA: POLICIES, PRACTICES AND PERSPECTIVES |
P. SATYANARAYANA |
9789386262110(HB) |
9789386262127(PB) |
2017 |
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pp viii+258
|
295.00 |
995.00 |
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India’s higher education system is the world’s third largest in terms of students, next to China and the United States. India educates approximately eleven per cent of its youth in higher education. India is remarkably transforming its higher education landscape. Yet, the country lacks the critical mass in higher education. The overall scenario does not match with the global quality standards. Hence there is enough justification for increased assessment of the quality of country’s educational institutions.\n
This book evaluates the different dimensions of India’s higher education system. It begins with the glimpses of education in ancient, medieval and colonial times followed by national educational policies adopted in independent India. Issues and concerns of different forms of higher education such as Medical education, Engineering education, Management education, Teacher education, Distance education, etc. are also highlighted.\n
Important facets of higher education such as accreditation, regulation, privatization, financing, technology use, linkage with industry, internationalization, research are also critically commented.\n
Critical appraisals by important Committees Commissions appointed by governments are given at appropriate places. RUSA, latest development in education is also explained. The book serves the purpose of a critical appraisal of higher education in India today.\n
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Dr. P. Satyanarayana is a senior distance educator. He was associated with the planning and founding of Dr. B. R. Ambedkar Open University and Indira Gandhi National Open University. He worked as consultant to several distance teaching Institutions. He participated in many national and international seminars and conferences organized by COL, ICDE, AAOU, UGC, EADTU, AADE, IDEA. He widely travelled in Asia, America and Europe. He contributed to several journals on different dimensions of ODL. His English books include Distance Education: What? Why? How?; Distance Education: Origin, Growth and Development; and Open Universities: Modern Educational Innovations. His Telugu books in Political Science and Public Administration are used as reference works by Telugu medium UG and PG students. He is the founder President of Open Learning Promotion Society. Currently he is Overseas Educational Consultant to OKOS Communication Systems in USA.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed. |
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HOLISTIC EDUCATION AND YOGA |
NEELAM SHARMA |
9789386262233(HB) |
9789386262240(PB) |
2017 |
|
|
158pp
|
180.00 |
695.00 |
Foreword
Preface
List of Tables and Figures
1. Holistic Education
Meaning of Holistic Education
Ancient Indian View of Holistic Education
Modern Indian View of Holistic Education
Western View of Holistic Education
Purposes of Holistic Education
Need of Holistic Education
Human Personality: A Treasure Within
Scheme of Education
Role of a Teacher
2. Yoga—An Overview
Meaning of Yoga
History of Yoga
Pre Vedic
Vedic
Pre Classical Yoga
Classical Yoga—Patanjali’s Yoga Sutras
Post Classical Yoga
Yoga in Modern Era
Types of Yoga
Focusing the Mental Energy with Mantra
Brain Activity during Meditation
Physiological and Psychological Benefits of
Meditation
3. Yoga and Holistic Development
Domains of Human Personality and Yoga
Physical Health and Yoga
Mental Well-being and Yoga
Intellectual Development and Yoga
Social Adjustability and Yoga
Emotional Maturity and Yoga
Moral Upliftment and Yoga
Spiritual Growth and Yoga
4. Stress among Students and Yoga
Concept of Stress
Meaning of Stress
Stressors—The Activators of Stress
Reactions of Stress
Research Studies and Surveys showing Students
under Stress
5. Yoga and Academic Performance
Meaning of Academic Achievement and Performance
Attributes of Academic Performance
6. Yoga: A Way to Holistic Education
Tools
Procedure
Design of the Study
Preparation of a Value Orientation Programme and
a Yoga Module
Findings of the Study
Educational Implications
Bibliography
Index
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A super structure having the combination of body, mind and spirit is called a human being. Education is incomplete if the growth of these three aspects is not done in a right proportion. Neglecting one sphere of human personality and promoting the other produces the persons who are like ‘half cooked food’ which always disturbs the digestive system of the consumer. The relevance of ‘intelligence quotient’ and ‘emotional quotient’ has been realized by our education system but the concept of ‘spiritual quotient’ is still waiting for its consideration in the practical sense. Even after the completion of higher studies, student leaves the formal educational institution with good mental growth but he feels himself shallow at his spiritual level. This book focusses on the role of Yoga for holistic education which may assist the learners to become fearless and courageous to make the society a peaceful and happy place to live in.\n
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Dr. Neelam Sharma is working in the field of education for the last twenty years. She has published various research and thematic papers in different national and international journals. She has a keen interest in exploring the children with different abilities. She guides most of her research students in the field of special education. Dr. Sharma, currently, is Assistant Professor in Ramgarhia College of Education, Phagwara, Punjab.\n
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Education,M.ed/B.ed./D.ed.,Human Rights |
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HUMAN RIGHTS EDUCATION: THEORY AND PRACTICE |
C.NASEEMA |
9788175413917(HB) |
9788175413924(PB) |
2017 |
|
|
214+x
|
295.00 |
995.00 |
Foreword
Preface
1. Introduction
Human Rights-Meaning
Rights and Duties
General Conditions Underlying the Idea of Human Rights
Human Rights Guaranteed in Main International Treaties
2. Human Rights in Indian Condition br>Indian Constitution and Human Rights br>Constitutional Provisions of Human Rights br>Implementation of Human Rights in India br>Agencies Promoted Human Rights Implementation in India
National Human Rights Commission .
State Human Rights Commissions
Human Rights Courts
The National Commission for Women
3. Human Rights Education
Need for Human Rights Education
Framework of Educational Policies in India
Human Rights Education in India: Elementary Level, Primary Level, Secondary
Level, Higher Secondary Level
Methods of Teaching Human Rights
Implementation of Human Rights Education
4. Human Rights Education in Practice
Model Lessons-English
Model Lessons-Hindi
Model Lessons-Other Subjects
Human Rights-New Trends (Annexure)
Right to Environment
Rights of the Child
Right to Development
Intellectual Property Rights
Consumer Rights
Right to Information
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The human rights education can help both- to reduce human rights violations and contribute to building free and peaceful societies. Human rights should be a subject to all levels of education.
The book presents an overview of the human rights, and implementation and Pedagogical aspects of Human Rights Education. It also deals specifically with methods and activities the teachers can use in classrooms for teaching human rights and the role of the teacher. The pedagogical aspect of Human rights education focussed in this book is a product of a series of workshops conducted on Human Rights education for the preparation of Modules for incorporating Human Rights Education in the school curriculum.\n
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Dr. C. Naseema, M.Sc (Physics); M.Ed; Ph.D (Edn); PGDHE; DDE; PGDCA is the Head, Department of Education, University of Calicut and Dean, Faculty of Education, University of Calicut and Kannur University in Kerala State.
She has more than sixteen years of teaching experience. She has authored four books and has contributed papers to number of books as well as in many national and international journals.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Asia/International Relations |
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INDIA AND TURKMENISTAN: CORPORATION FOR PEACE AND DEVELOPMENT IN THE SILK ROAD REGION |
MANU MITTAL, MONA AGNIHOTRI |
9788175418820 |
|
2017 |
|
|
xxii+138pp
|
0.00 |
800.00 |
Foreword
Preface
Acknowledgements
Introduction
Politics, Neutrality and Peace
1. Silk Road Region: Turkmenistan and India
Manu Mittal
2. Turkmenistan’s Neutrality Status and its Contribution to Peace and Development
Nirmala Joshi
3. History of Neutrality and its Current Application
Amangeldi Rahmanov
4. India and Turkmenistan: Way Ahead
Mohammed Afzal
5. Neutrality and Peace: Turkmen-Indian Success in Bilateral Relationship
A.A. Burynow
6. Turkmenistan Celebrates 2015: The Year of Neutrality and Peace
R.N. Anil
7. Neutrality of Turkmenistan and Historical Origin of Turkmen‑Indian Relations
Rahmanberdi Godarov
Transport Corridor and Regional Cooperation
8. Energy and Transit Routes: India and Turkmenistan
Sanjay Deshpande
9. Revival of Silk Route: Turkmenistan’s Involvement in Development of Transport Corridors and Regional Cooperation
Nivedita Das Kundu
Culture, History and Philosophy
10. Cultural Heritage of Turkmenistan
Durdymyrat Kuleyev
11. Sufism: The Mystic Path of Peace
Meeta Narain
12. Message of Brotherhood and Fellow Feeling in Magtymguly’s Poetry
Akhtarul Wasey
13. Revisiting the Principle of Neutrality and Peace through the Discourse of Magtymguly Pyragy
Naseem Ahmad Shah
14. Rituals and Traditions of India and Turkmenistan:A Descriptive Study (Birth, Wedding and Death Ceremonies)
Mona Agnihotri
15. Khamsas of Nizami Ganjavi and Amir Khusrau: A Comparative Study
Sharif Husain Qasemi
Region
16. Afghanistan 2014: Challenges and Prospects
B.K. Sharma
Contributors
Index
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India and Turkmenistan, regions of the fabled Silk Road form an extended neighborhoodbound by common cultural, linguistic and historical destinies. \n
In the century of a rising Asia, both India and Turkmenistanhold strategic geo-political significance. While India is a regional power with an increasing global influence, Turkmenistan is a key connector to Central Asia. The recently inaugurated Kazakhstan-Turkmenistan-Iran rail links, Shanghai CooperationOrganisation, Connect Central Asia Policy, Turkmenistan-Afghanistan-Pakistan-India (TAPI) pipeline and many other projects represent ambitions of regional cohesion for economic prosperity and stability.\n
In a unique region of incredible diversity, there is plenty that holds India and Turkmenistan together; including the foundations that define their outlook to the world. While Turkmenistan completes twenty-one years of adoption of its policy of Positive Neutrality and Peace, India has historically been a key proponent of the Non-Aligned Movement and expresses its intent to pursue a doctrine of peace essential to its vision of 'vasudhaiva kutumbakam' i.e. the world as one family. \n
There remains a large scope for cultural study, as well as people to people contact to strengthen mutual understanding between the two countries. This book is an effort to collect thoughts of experts on the India-Turkmenistan relations. \n
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Prof. Manu Mittal, a philologist, has been teaching at the Centre for Russian Studies, School of Language, Literature & Cultural Studies, Jawaharlal Nehru University, New Delhi, for the last thirty three years.Her current areas of work and research include India-Central Asia links and interactions, and the Indian connection to the fabled Silk Route. She has travelled widely in India, Central Asia, Russia, the East, Europe and USA looking for commonalities and links. The Indian Council for Cultural Relations has invited her to travel and deliver a series of lectures in the Central Asian States on Indian-Central Asian links and other themes. She has authored many books and contributed many papers in different seminars in India and abroad.\n
Mona Agnihotri, a research scholar at Centre of Russian Studies, School of Language, Literature and Culture Studies, Jawaharlal Nehru University, New Delhi, teaches Russian. She is a researcher in the field of cultural and linguistic connections between India, Russia and countries of Silk Road. She has presented various papers in conferences on Silk Road, particularly on the countries of Central Asia. \n
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Economics |
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JOURNEY TOWARDS LAND TITLING IN INDIA |
VARSHA GANGULY, SNEHASIS MISHRA(Ed.) |
9788175418714 |
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2017 |
|
|
xvi+208pp
|
0.00 |
650.00 |
Foreword
Acknowledgements
List of Tables/Figures
List of Abbreviations
1. Introduction: Journey Towards Land Titling in India 1
Varsha Ganguly and Snehasis Mishra
2. Critique of The Land Titling Bill, 2011: Bihar Experience
C. Ashokvardhan
3. Some Implications of The Land Titling Bill, 2011 for Common Lands, Forest Lands and Marginalised Sections
S. Gopalkrishnan
4. Towards Conclusive Land Title in India: A Critique
Pradeep Nayak
5. Adapting the Torrens Conclusive Titling System in India: Debatable Issues and Way Forward
Rita Sinha
6. Leveraging Land Titling for Economic Empowerment
Charanjit Singh
7. Principles and Practices of Land Titling: Kerala Experience
Sajith Babu
8. Achieving Prompt Affordable Suitable Quality Land Records System: West Bengal Experience
P. K. Pramanik
9. Land Titling Question in India: Behavioural Economics Perspective
Naseer Mohamed Jaffer
10. National Land Records Modernisation Programme (NLRMP): Role of Modern Technology and Survey of India
U.N. Mishra and Virendra Dutt
11. Policy Recommendations on Draft Land Titling Bill, 2011
12. Country Experiences on Land Titling: A Compilation
Snehasis Mishra
Glossary
Contributors
Index
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The edited volume is one of the pioneering publications on land titling. Land symbolises wealth, social identity and status, and power. Land title is a security; however, at present it is a ‘presumptive title’.With increasing land acquisition and improper land titling, the major issues faced by the administration are land grabbing, corruption, dispute and other land related conflicts.So it is a matter of high importance for the state as well as the society and citizens of India.\n
Some unfinished agenda of Indian state, such as redistribution land, survey & settlement of forest lands, Government lands, use of wastelands, etc. also demand conclusive land titling. How do we move forward towards ‘conclusive titling’ from ‘presumptive title’ is a central query of this Volume. Neo-liberal state introduced National Land Record Modernisation Programme (NLRMP) in 2008, which incorporates a component of guaranteeing conclusive land titling. Implementation, outcome and impact of NLRMP are varied across different States of India, which has intensified debate on land titling. Various options are available and need to be debated in the context of conclusive land titling, such as whether enacting a law, expediting implementation of NLRMP, adopting Torrens System and suitable modern technology for Survey/Resurvey, Registration, citizen-centric services, integration between different components, etc. This book covers all possible policy and political issues regarding land titling so that the ‘journey towards land titling’ is smoothened and strengthened.\n
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Dr VarshaGanguly, Former Professor at Centre for Rural Studies, Lal Bahadur Shastri national Academy of Administration, Mussoorie. Her work as researcher, teacher and a trained communicator is largely on development and social issues. Her published works include 14 books, several research articles in national and international academic journals and in Gujarati magazines. These published works have explored less trodden paths on situation of the marginalised communities in India. She worked as editor of academic journals–Studies in Humanities and Social Sciences (2008 and 2011) and she was managing editor of international journal–Journal of Land and Rural Studies. While working with change agents, rights and social justice, people’s movements, land question, process of marginalisation, policy framing and change, and Gujarat are the major areas of her interests.\n
\n
Snehasis Mishra is currently Technical Consultant, Centre for Rural Studies, Lal Bahadur Shastri National Academy of Administration, Mussoorie. He has written research papers and co-authored state-report on Land Records practices and implementation of NLRMP. He has co-edited a bookentitles Conclusive Land Titling (2015). He has participated and organised seminars on land records and land titling related issues. His areas of interests cover e-governance, land records management, watershed management.\n
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Education,M.ed/B.ed./D.ed. |
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MEASUREMENT, EVALUATION AND ASSESSMENT FOR LEARNING |
RAINU GUPTA |
9789386262271(HB) |
9789386262288(PB) |
2017 |
|
|
xii+432pp
|
395.00 |
1600.00 |
Preface
1. Concept of Evaluation
Meaning of Evaluation; Definition; Characteristics of Evaluation; Objectives/Purposes of Evaluation; Need and Importance of Evaluation; Process of Evaluation
2. Measurement and Assessment Process
Measurement
Meaning and Definition of Measurement; Errors of Measurement; Essentials of Measurement; Functions of Measurement; Measuring Variables; Methods of Measurement; Tests for Measurement; Problems and Limitations of Measurement
Assessment
Characteristics of an Effective Comprehensive Assessment; Types of Assessment; Basic Principles of Assessment; Purposes of Assessment; Functions of Assessment; Techniques of Assessment; Classification of Assessment Techniques; Inter relationships between Measurement, Assessment and Evaluation in Education
3. Scales of Measurement
Nominal Scale; Ordinal Scale; The Interval Scale; Ratio Scale
4. Evaluation and Instructional Objectives
Taxonomy of Instructional Objectives; Role of Objectives in Testing
5. Types of Evaluation
Formative Evaluation; Summative Evaluation; Process Evaluation; Product Evaluation; Oral Evaluation; Written Evaluation; Performance Evaluation; Continuous and Comprehensive Evaluation
6. Tools and Techniques of Evaluation
Testing Techniques
Tools in Testing
Subjective Tools; Objective Tools
Testing Tools
Essay Type Tests; Objective Type Test; Short Answer Type Test; Oral Tests; Diagnostic Test
Non-Testing Tools
Observation; Inquiry Techniques; Projective Techniques; Tests; Introspection/Self-Assessment; Relevance of Tools and Techniques of Learning Outcomes
7. Norm Referenced and Criterion Referenced Test
Norm-Referenced Test; Criterion-Referenced Test; Differences between Norm-Referenced Test and Criterion- Referenced Test; Common Characteristics of NRM and CRM
8. Characteristics of Measuring Instrument
Primary Characteristics; Secondary Characteristics; Reliability; Validity; Objectivity; Usability
Norms
Need for Norms; Types of Norms
9. Planning and Preparation of Test
Planning the Test; Preparing the Preliminary Draft; Pilot Study of the Test or Trying Out the Preliminary Draft; Preparing the Final Draft of the Test
10. Writing Test Items
Meaning of Item; Characteristics of an Item; Essay Type Items; Objective Type Items; Interpretive Items;
11. Item Analysis
Meaning of Item Analysis; Purpose or Need of Item Analysis; Methods of Item Analysis; Relation between Difficulty Level and Discrimination Power
of an Item; Factors Influencing the Discrimination Power and Difficulty
Level; Criteria for Item Selection and Rejection; Item Analysis in Criterion Referenced Tests or Mastery Test; Problems of Item Analysis;
12. Achievement Test
13.Measurement of Aptitude
Definition; Characteristics of Aptitude; Types of Aptitude Tests; Uses/Importance of Aptitude; Designing and Developing Aptitude Tests;
14.Measurement of Intelligence
Definitions of Intelligence; Classification of Intelligence; Types of Intelligence Tests; Some Important Tests for Measuring Intelligence; Stanford Binet Intelligence Test; Binet-Simon Scale (1908); Binet-Simon Scale (1911); Jerman’s Standard Binet Scale (1916); Stanford-Binet Scale (1937); Stanford-Binet (1960); Binet Scale (1986); Wechsler Intelligence Scale; Culture-Fair Intelligence Test; Indian Intelligence Test;
15. Measurement of Attitude
Meaning; Definition; Characteristics; Role of Attitude and Interest in Learning; Measurement; Method of Equal Appearing Intervals; Method of Summated Ratings; Method of Cumulative Ratings; Interpretation of Attitude Scores;
16. Measurement of Interests and Skills
Concept and Definition of Interest; Characteristics of Interest; Types of Interest; Techniques of Measuring Interests and Skills; Basic considerations for Assessment of Interest; Interest Inventories and their Interpretations; Measurement of Skills;
17. Question Bank
Need of Question Bank; Development of Question Bank; Functions of question bank; Advantages of question bank;
18. Use of Computers in Evaluation
Computer assisted Delivery of tests; Objective Tests; Structured Questions; Construction of Tests/Question Paper; Recording and Analysis of Results; Final Scores vs. other Information; Electronic Scoring Tools; Security Considerations; Electronic Support as a Tool in the Evaluation Process;
19. Internal Assessment
Need and Importance; Limitations of Internal Assessment; Problems of Internal Assessment; Fundamentals of Internal assessment; Steps in the Development of a Comprehensive School
Evaluation Programme;
20. National Curriculum Framework-2005: Vision of Assessment for Learning
Assessing Learners; Assessment on the Course of Teaching; Curricular Areas that Cannot be ‘Tested for Marks’; Design and Conduct of Assessment; Self-assessment and Feedback; Areas that require Fresh Thinking; Assessment at Different Stages;
21. New Trends in Examination System
Grading System; Semester System; Credit-System; Examination on Demand; Online Examination; Open Book Examination;
22. Teacher as Facilitator
Role of Teacher as Facilitator;
23. Statistical Methods in Measurement
Concept of Statistics; Meaning of Statistics; Statistics in the Sense of Numerical Data; Statistics as a Science; Statistics as an Art; Statistics as a Method of Research; Nature of Statistics; Divisions of Statistics; Statistics on the basis of type of data; Statistics on the basis of function or utility; Importance/Uses of Statistics in Assessment and Evaluation; Terms Used in Statistics; Statistical Method; Population and Sample; Variables and Constraints; Classification; Organisation; Graphic Representation of Data; Diagrammatic Presentation of Data; One-dimensional Diagrams; Two Dimensional Diagrams; Pie Diagrams; Three dimensional-diagrams; Pictographs and Cartographs; Measures of Averages (Central Tendencies); Types of Averages; Arithmetic Mean; Median; Mode; Relationship between Mean, Median and Mode; Measures of Dispersion or Variation; Relation between Various Measures of Dispersion; Measures of Relative Position; Measures of Relationship; Normal Probability Curve (NPC); Analysis of Variance (ANOVA);
24. Interpretation of Test Scores and Methods of Feedback
Statistical Concepts; Methods to Provide Feedback to Students; Types of Feedback; Appendices; Bibliography; Revision Questions
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The present book ‘Measurement, Evaluation and Assessment of Learning’ is a comprehensive work. The focus is on making educational and mental measurement more valid and reliable and using the evidences for improving pupils' achievements, instructional effectiveness and validation of the teaching-learning process.\n
The book would enable the pupil teachers and other clientele to understand the concept, principles, processes and tools of evaluation and develop skills in constructing criterion referenced tests, achievements tests, etc. to collect valid and reliable data.\n
On account of its practical approach, the book may be useful for in-service teachers, teacher educators, student teachers, educational administrators and planners. \n
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Dr. Rainu Gupta Professor, Sharda University, has devoted more than 30 years of her professional work in the field of statistics, research, measurement and evaluation. Besides teaching; she is actively engaged in guiding M.Phil, Ph.D (Education) students in several projects and thesis. She has authored many books in Education, published papers in reputed educational journals, presented articles and research papers in many conferences and contributed in faculty development programmes.\n
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Asia/International Relations,Journalism |
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MEDIA AND FOREIGN POLICY IN INDIA |
SHUBHA SINGH |
9789386262462 |
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2017 |
|
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pp x+105
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0.00 |
750.00 |
Preface
Chapter 1
Setting the Agenda
Priming and Framing the Story
The CNN Effect
Manufacturing Consent
Conflicting Theories
Conclusion
Chapter 2
Foreign Policy and Diplomacy
Links between Media and Foreign Policy
Media as Participant
Public Diplomacy
Conclusion
Chapter 3
Growth of Indian Media
Television, Social and Digital Media
Conclusion
Chapter 4
The Indian Media Experience
Indian Media and Foreign Policy
Conclusion
Chapter 5
Kargil Conflict
Hijack to Kandahar
Conclusion
Chapter 6
Diplomacy in the Time of Television
Face to Face Along the Border
Sharm al Sheikh Statement
Media’s Peace Initiative
Conclusion
Chapter 7
Television Sets the Agenda
India-Australia Ties
Conclusion
Chapter 8
Information Deficit in India-China Ties
India-China Border Issue
Neighbours and Rivals
Conclusion
Chapter 9
Politics, Media and Neighbours: Nepal
Myanmar Operation
Sri Lanka
Bangladesh
Conclusion
Chapter 10
Indo-US Nuclear Co-operation
Diplomatic Altercation
Conclusion
Chapter11
Studio Debates on Indian Television
India-Pakistan Bilateral Dialogue
Conclusion
Chapter 12
Conclusion
Bibliography
Index
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The 24-hour news cycle and vastly expanded media space in India, with multiple regional and national newspapers, and a plethora of television channels and news websites has increased the impact of the media in everyday life. The media helps shape public opinion, and since most governments and the political leadership seek public approval, it creates the impression of a highly influential media. \n
Anyone watching prime time television debates in India would be led to believe that the media has a considerable influence on government policies, including its foreign policy.\n
This book explores the links between the media, diplomacy and foreign policy. It examines the interface between the media and the foreign policy establishment in India and its influence, if any, on foreign policy and its implementation. \n
|
Shubha Singh is a columnist and author. She has worked with two leading Indian newspapers. She has travelled widely and has been writing a weekly column on foreign affairs for more than two decades; the column has appeared in English, Hindi and Telugu language newspapers. She was awarded the Chameli Devi Jain Award for the best woman journalist for her “perceptive and analytical writing on foreign affairs.” She has a special interest in the Indian Diaspora and has written three books on the subject titled - Fiji: A Precarious Coalition, Overseas Indians: The Global Family, and Journeys of Discovery: Ancestral Searches in India. She has also co-edited a book of essays by award-winning women journalists titled Making News, Breaking News, Her Own Way.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed. |
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PSYCHOLOGICAL PERSPECTIVES OF EDUCATION: ELEMENTARY LEVEL |
B.K. PAL, NEERA SADH |
9789386262066(HB) |
9789386262059(PB) |
2017 |
|
|
viii+174pp
|
195.00 |
700.00 |
Preface
1. Understanding Learning
1.0 Definitions
1.1 Nature of Learning
1.2 The Process of Learning
1.3 Importance of Learning
1.4 Principle (Laws) of Learning
1.5 Subordinate/Secondary Laws of Learning
1.6 Trial and Error Theory of Learning
1.7 Classical Conditioning
1.8 Operant Conditioning
1.9 Insight Theory of Learning or Gestalt Theory of Learning
1.10 Concepts and Nature of Intelligence
1.11 Convergent Thinking
1.12 Divergent Thinking
1.13 Multiple Intelligence
2. Determinants and Process of Learning
2.0 Need
2.1 Types of Need
2.2 Interest
2.3 Attitude
2.4 Motivation
2.5 Memory
2.6 Forgetting
2.7 Transfer of Learning
3. Language Learning
3.0 Language
3.1 Language Acquisition
3.2 Language Learning
3.3 Language Development: Concept and Stages
3.4 Functions of Language in Real Life and Inside the
Classroom
3.5 Learning Language and Learning through Language
3.6 Teacher’s Influence on Child’s Language Development
4. Guidance and Counselling
4.1 Meaning of Guidance
4.2 Nature of Guidance
4.3 Basic Assumption of Guidance
4.4 Functions of Guidance
4.5 Need of Guidance
4.6 Areas of Guidance: Educational, Vocational, Personal and Social
4.7 Individual and Group Guidance Techniques
4.8 Counselling
4.9 Characteristics of Counselling
4.10 Difference between Guidance and Counselling
4.11 Techniques of Counselling
4.12 Maintenance of Student’s Records
4.13 Cumulative Record
4.14 Anecdotal Record
4.15 Aggression
4.16 Bullying
4.17 Substance Abuse
4.18 Delinquency
4.19 Truancy
4.20 Guidance Services in School
4.21 Role of Counsellor in Establishing Guidance Services
5. Inclusive Education
5.0 History of Special Schools
5.1 Concept of Special Education
5.2 Inclusive Education
5.3 Principles of Inclusive Education
5.4 Gifted Children
5.5 Left Handers
5.6 Slow Learners
5.7 First Generation Learners
5.8 Under Achievers
5.9 Creativity and Its Development
5.10 Children with Disability
5.11 Impact of Impairment on Children’s Development
5.12 Prejudice and Discrimination against Learner with Special Needs
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“Educational psychology is the science of education; it helps the teacher to understand the development of his pupil, range and limits of their capacities, the processes by which they learn their social responsibilities.” E. A. Peel\n
This book focuses on the basic understanding of various aspects of Education and Psychology and these aspects are—\n
Understanding Learning,
Determinants and Process of Learning,
Language Learning,
Guidance & Counselling, and
Inclusive Education.
It makes content relevant, precise, sufficient and orderly mannered. The language used is easy, simple and understandable. Each unit contain relevant content with proper heading and subheadings, it also incorporate concerned figures and educational implications of all the topics.\n
The book may be useful for students of Education, Pre-service and In-service teachers and the trainers.\n
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Dr.B.K.Pal(Ph.D.’s in Psychology and in Education) started his career from NCERT and is presently working with SCERT, New Delhi as a Senior Lecturer (IFIIC). He has been providing his input to the field of Teacher Education, Educational Psychology and Research in Education and Psychology since 1998.\n
Dr. Pal is fully conversant and experienced in Educational Psychology, Child Development, Psychological Perspectives of Education, Process of Children Learning, Psychological Assessment, Measurement & Evaluation, Educational Vocational Guidance & Counselling, Education of Children with Special Needs and Teacher Education. He has also got published a number of articles and research papers in various journals. He has to his credit number of books in Psychology and Education.\n
Neera Sadh, having more than ten years of teaching experience in the field of Teacher Education, is presently working as Lecturer with a Delhi Administration institute of Education. She has to her credit articles, research papers published in various referred Journals at National level on various issues of Education and Pedagogy.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/Psychological_Perspectives_of_Education1.jpg |
Education,M.ed/B.ed./D.ed. |
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PSYCHOLOGY OF LEARNER, LEARNING AND DEVELOPMENT |
AJAYA KUMAR PENTHOI |
9788175418776(HB) |
9788175418783(PB) |
2017 |
|
|
xii+276pp
|
295.00 |
995.00 |
Preface
1. Understanding Educational Psychology
Introduction
Concept of Educational Psychology
Types of Psychology
Meaning of Educational Psychology
Scope of Educational Psychology
Applications of Educational Psychology in the field of
Education
2. Methods Used in Educational Psychology
Classification of Methods
3. Schools of Psychology
Structuralism
Functionalism
Behaviourism
Psychoanalysis
Gestalt School
Hormic School
4. Human Body System and Psychology
Introduction
Meaning of Human Body
Meaning of Mind
Nervous System and Mind
The Glands and Human Behaviour
Educational Implications
5. Human Growth and Development
Introduction
Meaning of Growth and Development
Difference between Growth and Development
Principles of Development
Factors Determining Growth and Development
6. Dimensions of Human Development
Stages of Human Development
Dimensions of Human Development
7. Adolescence Growth and Development
Introduction
Meaning and Definitions of Adolescence
Characteristics of Physical Growth and Development during Adolescence Period
Characteristics of Mental Development during Adolescence Period
Characteristics of Emotional Development during Adolescence Period
Characteristics of Social Development during Adolescence Period
Characteristics of Moral Development during Adolescence period
Needs of Adolescents
Problems of Adolescents
Development of Self-Concept and Self-Identity in Adolescents
Self-Identity and Social Identity
Educational Implications of the Study of Adolescence development
8. Theories of Human Development
Concept of Development
Theories of Human Development
Gender Difference and Development
9. Individual Differences
Meaning of Individual Difference
Types of Individual Differences
Areas/Fields of Individual Differences
Causes of Individual Differences
Measurement of Individual Differences
Educational Implications
10. Personality
Introduction
Meaning of Personality
Factors Influencing Personality
Theories of Personality
Assessment of Personality
Problems in Personality Measurement
Applications of Personality Tests
11. Mental Health and Adjustment
Meaning of Mental Health
Characteristics of Mentally healthy persons
Factors Affecting the Mental Health of Persons
Mental Health and Adjustment
Maladjustment
Causes of Maladjustment
Adjustment Mechanism
Mental Disorders and Mental Health
Mental Health in School
Factors Effecting Mental of Teachers
Measures to improve mental health of Teachers
12. Thinking and Reasoning Ability
Meaning of Thinking
Meaning of Reasoning
Characteristics of Thinking
Requisites of Thinking
Forms of Thinking
Factors Influencing Thinking
Conditions for Development of Thinking
Piaget’s Views on Development of Thinking:
Bruner’s Views on Development of Thinking
Educational Implications of the study of Thinking and
Reasoning
13. Problem Solving Ability
Introduction
Meaning and Definitions
Approaches/Methods of Problem Solving
Steps Followed for Problem Solving
Conditions Influencing Problem Solving Behaviour
Techniques to Develop Problem Solving Abilities in Children
14. Learning, Learning Process and Development
Introduction
Meaning of Learning
Definitions of Learning
Functions of Learning
Nature of Learning
Types of Learning
Principles of Learning
Methods/Processes of Learning
Factors affecting Learning
Educational Implication
15. Theories of Learning
Classification of Learning Theories
Discussion of Different Theories of Learning
16. Approaches to Learning and Instruction
B.S. Bloom’s Mastery Learning
Gagne’s Hierarchy of Learning
Ausubel’s Views on Learning
17. Perspectives of Learning
Introduction
Behavioural Perspectives of Learning
Cognitive Perspectives of Learning
Developmental Perspectives of Learning
Socio-cultural Perspective of Learning
Constructive Perspectives of Learning
18. Learning as Information Processing
Information processing approach
Stages of Information Processing
Robert Gagne’s model of Information Processing
Phases of an act of learning
19. Intelligence
Introduction
Meaning and Definitions of Intelligence
Nature of Intelligence
Types of Intelligence
Theories of Intelligence
Educational Implications of Intelligence Theories
Measurement of Intelligence
Intelligent Quotient (IQ)
20. Creativity
Introduction
Meaning and Definitions
Nature of Creativity
Stages of creativity Development
Characteristics of Creative Thinking
Theories of Creativity
Measurement of Creativity
Educational Implications
21. Anxiety
Meaning of Anxiety
Anxiety Disorders
Types of Anxiety Disorders
Symptoms of Anxiety Disorder
Diagnosis and Treatment
Educational Implication
Curiosity
22. Attention and Learning
Meaning of Attention
Theories of Attention
Effects of Attention
Types of Attention
Factors Influencing Attention
Span of Attention
Attention Fluctuation
Division of Attention
Sustained Attention
Attention Distraction
Attention and Interest
Attention and Learning
23. Interest and Learning
Introduction
Meaning of Interest
Types of Interest
Relation and Synthesis between Attention and interest
Synthesis between Interest and Learning
Techniques of arousing interest in the Learners
24. Emotion and Developmenmt
Introduction
Meaning and Definitions of Emotion
Difference between Instincts and Emotions
Kinds of emotions
Important Emotions Generally displayed
Nature of Emotions
Reflections of Emotion on Body and bodily Changes
Emotions and Emotional maturity
Theories of Emotions
25. Emotional Intelligence
Meaning of Emotional Intelligence
Attributes of Emotional Intelligence
Components of Emotional Intelligence (EI)
Impact/Implication of Emotional intelligence
Strategies for Developing Emotional Intelligence
Measurement of Emotional Intelligence
Relationship between Intelligence and Emotional Intelligence
26. Motivation and Learning
Meaning of Motivation
Types of Motivation
Theories of Motivation
Factors Affecting Motivation
Techniques of Motivation
Motivation and Learning
27. Memory and Forgetting
Introduction
Meaning of Memory
Forgetting
Theories of Retention and forgetting
Mechanism to build good Memory in the learners
28. Transfer of Learning/Training
Introduction
Meaning of Transfer of Learning
Types of Transfer of learning/training
Theories of Transfer of Training
Factors influencing transfer of learning or training
Teacher’s Role in promoting Transfer of learning or training
29. Culture, Learning and Development
Introduction
Meaning of Culture
Cultural Shaping
Cultural Transmission
Cultural diversity and learning
Class room as a Social Group
Types of Class-room Groups
Group Dynamics
Class-room climate
Teacher-Leader in the Class-room
Teacher effectiveness
Teaching skills
Teacher’s Role perception in the Class-room
30. Exceptional Children: Their Learning and Development
Introduction
Meaning of Exceptional children
Types of Exceptional Children
Identification of exceptional children
Dealing with exceptional Children in the class-room and
helping them to learn
References
Possible Questions
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This book places and configures its contents material vividly in a lucid and simple language giving a wide range of coverage to various aspects relating to the field of Educational Psychology of almost all universities of the country inconformity to the present Uniform Curriculum Structure of NCTE regulation—2014. The book should cater the academic needs of learners. It may also be useful for In-service-teachers Teacher-Educators, Research Scholars and Readers having interest in the subject.\n
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Dr. Ajaya Kumar Penthoi, Ph.D. in Education from Utkal University, Odisha in 2006, has been carrying his teaching profession for the last twenty-one years. Dr. Penthoi is presently associated with Eastern Dooars B.Ed. Training College, affiliated to West Bengal University of Teacher Training, Education Planning and Administration, Kolkata as an Associate Professor in Education. He has to his credit many research papers and articles published in national and international journals. His areas of interest include Adult and Non-Formal Education, Population Education and Special Education.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Economics,Reference,Social Work |
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SELECTED WORKS OF PROF. AMLAN DATTA(5 VOLS SET) |
B.B. DUTTA, SANDIP DAS (ED.) |
9789386262189(Set) |
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2017 |
|
|
1813pp
|
0.00 |
9000.00 |
VOL 1: Selected Works of Prof. Amlan Datta: Development Challenges and Responses
VOL 2: Selected Works of Prof. Amlan Datta: Development Challenges and Responses
VOL 3: Selected Works of Prof. Amlan Datta: For Democracy
VOL 4: Selected Works of Prof. Amlan Datta: In Defence of Freedom
VOL 5: Selected Works of Prof. Amlan Datta: For a Quiet Revolution
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The writing of Prof. Amlan Datta deserve serious attention of students, teachers, researchers and intellectuals alike given his status as an economist amongst philosophers and a philosopher amongst economicsts. His time tested thoughts will surely inspire the coming generation and shape their lives in the individual, socio-economic and political spheres. With this conviction serving as our inspiration, we present this compilation of his works as a tribute to this prophet of democracy-led development.\n
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Prof. Amlan Datta was a many sided genius. He was an outstanding economist, a legendary teacher and an independent thinker with an intellectual philosophy that guided him to fields of study other than economics. In his long and productive career, he displayed remarkable consistency without being swayed by the waves of ideas, ideologies and events that influenced the social psyche of the day. Displaying great personal courage and an unflinching loyalty to truth, he lived the values he cherished-making him a man far larger than a mere intellectual. Such a man belongs not only to the present but becomes indisputably a precursor of what lies in the womb of the future. Though he found proximity to the ideas of the great scholars of his time, he continuously struggled to create something new that could address the ills of the day. As an economist, he took a great interest in history of economic thought and development economics for the obvious reasons that they not only relate to productivity and growth but also to distributive justice and the intimate relationship between man and his environment.\n
Dr. B.B. Dutta is an economist, student of Amlan Datta and former Member of Parliament(Rajyasabha)\n
Sandip Das taught philosophy and presently the visiting professor of the institute of Gandhin Studies at Wardha.\n
Swapan Mazumdar is former Director of Rabindra Bhawan, Visva Bharati, Santiniketan.\n
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"I have read the first half of your book with pleasure and agreement and hope to finish it soon. It takes more time than one would expect from its size. If you believe that I could do something to facilitate publication in other countries or draw attention to it in your own country, do not hesitate to let me know. With the expression of my appreciation and thanks."\n
Albert Einstein\n
To Amlan Datta, on reading his book: "For Democracy"1953\n
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SHIPRA PUBLICATIONS |
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Education |
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SHIKSHA KE MANOVEGYANIK PARIPEKSHYA(PRATHMIK STAR PER) |
SUMAN LATA, S.L. KHATRI |
9789386262554(HB) |
9789386262561(PB) |
2017 |
|
|
|
200.00 |
900.00 |
|
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed. |
|
STATISTICS IN EDUCATION |
C. NASEEMA |
9789386262479(HB) |
9789386262486(PB) |
2017 |
|
|
xiv+181 pp
|
250.00 |
1200.00 |
Foreword Preface 1. Statistics in Education 1.1. Introduction 1.2 Stages of the Research Process 1.3 Why You Study Statistics in Educational Research? 1.4 Descriptive Statistics 1.5 Inferential Statistics 1.6 Measurement In Education/Psychology 1.7 Characteristics of Scales of Measurement 1.8 Frequency Distribution 1.9 Graphical Representation of Frequency Distribution 2. Measures of Central Tendency 2.1 Arithmetic Mean 2.2 Median 2.3 Mode 2.4 The Range 2.5 Variance (s2) and the Standard Deviation (s) 2.6 Quartile Deviation 2.7 Average or Mean Deviation 2.8 Percentile Ranks 2.9 Derived Scores 3. Normal Distribution 3.1 What are Normal Distributions? 3.2 Why are Normal Distributions Important? 3.3 The Standard Normal Distribution 3.4 Applications of the Normal Probability Curve 3.5 Skewness 3.6 Kurtosis 3.7 Introduction to the t-Distribution 3.8 Comparison of Normal Distribution and Students’ t-distribution 3.9 Degrees of Freedom 4. Correlation 4.1 Correlation–An indication of Direction 4.2 Nature of the Relationship 4.3 Direction of the Relationship 4.4 Strength of the Relationship 4.5 Pearson’s Product-Moment Coefficient of Correlation 4.6 Bivariant Frequency Distribution 4.7 Interpretation of Pearson’s r 4.8 Spearman’s Coefficient of Correlation-r 5. Regression 5.1 Regression Equations and Regression Coefficients 5.2 Relation of Regression to Correlation 5.3 Standard Error of Estimate 6. Multiple Regression Theory and Analysis 6.1 Basic Ideas 6.2 Example with Two Independent Variables 6.3 Regression Graph 6.4 Assumptions behind Multiple Regression 6.5 Multiple Regression, Discriminant Analysis and Canonical Correlation 6.6 Canonical Correlation 7. Inferential Statistics 7.1 Sampling 7.2 Method of Sampling 7.3 Sampling Distribution 7.4 Application of the Concept of Standard Error 8. Tests of Significance of Difference Between Statistics 8.1 Levels of Significance 8.2 Errors in Hypothesis Testing 9. Analysis of Variance (ANOVA) 9.1 Conditions/Basic Assumptions of ANOVA 9.2 Computing ANOVA 9.3 One-Way ANOVA 9.4 Summary of ANOVA 10. Non-Parametric Tests 10.1 Why Nonparametric Statistical Tests? 10.2 Examples of Nonparametric Statistical Tests 10.3 Advantages of Non-parametric Statistics 10.4 Disadvantages of Non-parametric Tests 10.5 Chi-square (c2) Test 10.6 Mann–Whitney U-test 10.7 Sign-Rank Test 11. Introduction to Statistical Package for Social Sciences 11.1 SPSS Menu and Toolbars 11.2 Data View 11.3 Working with the Data Editor 11.4 SPSS Viewer 11.5 Importing and Exporting Data 11.6 Guidelines for Creating Data Sets 11.7 Guidelines for Reporting Results References Appendices
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This book presents the basic statistical concepts required for researchers and students ineducation, descriptive statistics, and advanced inferential statistics in a simple manner.Itmay be helpful to the learners in master’s level as well as doctoral level. It offers anintegral approach to the study of statistics placing due emphasis on theory and applicationof computational procedures in Statistics related to Educational research.\n
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Prof (Dr) C. Naseema with more than twenty-one years of teaching experience is the Dean, Faculty of Education and the Director, School of Education of University of Calicut. She has completed four Major research projects aided by UGC, IIPA, and SSA. She has visited many foreign countries in association with her project work. She has authored 8 books and contributed papers to reputed books and journals.
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SHIPRA PUBLICATIONS |
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Education,M.ed/B.ed./D.ed.,Psychology |
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TEACHING PSYCHOLOGY: CONCEPTS AND PEDAGOGIC STRATEGIES |
NAMITA RANGANATHAN, VISHKHA KUMAR, VIKAS BANIWAL, RASHMI MALHOTRA, ANSHU CHAUDHARY |
9788175418875(HB) |
97881754188 (PB) |
2017 |
|
|
xiv+246pp
|
295.00 |
1250.00 |
Preface
Introduction
Section-I
Development of Psychology: An Overview
Some Reflections on Psychology Textbooks; Psychology: Science or Social Science?; The Interdisciplinary Nature of Psychology; Nature of Knowledge in the Texts: Selection and Representation; Adequacy of School Textbooks as Preparation for Higher Education in Psychology; Pedagogical Directions in Textbooks; Revisiting the History of Psychology; Contemporary Developments in Psychology; Pedagogy in the Psychology Classroom; Understanding the Nature of Learner; The Psychology Teacher: Important Considerations; Methods and Strategies for Teaching Psychology; Lecture Method; Group-work; Experiments; Project-Based Learning or Problem Solving; T-Groups, Encounter Groups, and Sharing Groups; Role Play; Questioning as a Pedagogical Technique; Use of ICT in the Classroom; Assessment and Evaluation; The Framework for this Resource Book
Section-II
Activities
The Nature of Psychology
Introduction; Nature of Psychology: Subject Matter and Definition; Dispelling Myths and Misconceptions about Psychology; Identity of Psychology as a Discipline; Psychology as an Applied Discipline and its Key Branches; Evolution of Psychology; Psychology and Everyday life; Human Wholeness in Psychology
Methods of Enquiry in Psychology
Introduction; Understanding Psychological Research; Goals of Psychological Inquiry; Steps for Conducing Psychological Research; Simulated Experiment; Experimental Method; Observation; Correlational Research; Survey Method: Design, Standardization and Utility; Case Study; Ethics of Research; Recent Trends
Sensation and Perception
Introduction; Drawing the Relation between Sensation, Attention and Perception; Visual and Auditory Sensations; ‘Absolute Threshold’ and ‘Differential Threshold’; Attentional Processes; Span of Attention; Alertness and Concentration; Focus and Fringe; Selective Attention and Internal and External Factors Affecting Attention; Filtering by Selective Attention; Processing Approaches in Perception; Perceiver’s Significance; Perception of Space, Depth and Distance; Illusions; Recent Trends
Human Memory
Introduction; Nature of Memory; Long Term Memory; Maintenance Rehearsal and Elaborative Rehearsal; Memory System; Memory as a Reconstructive Process; Iconic and Echoic Memory; Chunking; Types of Long Term Memory; Concept; The Hierarchical Network Model; Examples; Recent Trends
Thinking
Introduction; Definition of Thinking; Definition of Thinking; Building Blocks of Thought; Understanding Concepts; Problem Solving; Creative Thinking; Characteristics of Creative Thinking; Language and Thought; Recent Trends
Motivation and Emotion
Introduction; Nature of Motivation; Biological and Psychosocial Motives; Psychosocial Motives; Frustration; Nature of Emotions; Physiological and Cognitive bases of Emotions; Expression of Emotions; Managing Emotions; Recent Trends
Learning and Cognition
Introduction; Nature of Learning; Difference between Habituation and Learning; Difference between Learning and Reflex; Classical Conditioning; Operant Conditioning; Imitation and Observational Learning; Category Clustering; Concept Learning; Sociocultural Theory of Lev Vygotsky; Recent Trends
Human Development
Introduction; Meaning of Development; Life-Span Perspective of Development; My Story; The Context of Development: Urie Bronfenbrenner; Stages of Development; The Pre Natal Stage; Infancy; Childhood; Adolescence; Summarising the Stages of Development; Role of Culture; Recent Trends
Individual Differences and Human Intelligence
Introduction; Individual Differences; Introducing Intelligence and Psychometrics; Howard Gardner’s theory of Multiple Intelligence; Multiple Intelligences; Debates related to Intelligence; Sternberg’s Triarchic Theory of Intelligence; Emotional Intelligence; Culture and Intelligence; Recent Trends
Attitudes, Social Cognition and Pro Social Behaviour
Introduction; Nature of Attitude: ABC Model of Attitude; Attitude-Behaviour Relationship and Cognitive Dissonance; Attitude Change and Persuasion; Advertising and Persuasion; Stereotypes, Prejudices, and Discrimination; Gender Stereotypes in Advertisements; Attribution of Responsibility; Biases in Attribution; Impression Formation- Primacy Effect; Role of Central Traits in Impression Formation; Pro-social Behaviour-Replicating the Bystander’s Effect; Some Concepts for Advanced Learners
Social Influence and Group Processes
Introduction; Defining groups; Social Loafing; Group Polarization; Deindividuation; Conformity; Compliance: ‘Foot in the door’ and ‘Door in the face’ techniques; Obedience; Social Identity and Biases; Intergroup Cooperation and Competition; Prisoner’s Dilemma; Some Concepts for Advanced Learners
Self and Personality
Introduction; Introduction to Self and Personality; Self as an Object and Subject; Self-Esteem and Self-Efficacy; Self-Regulation; Nature of Personality; Trait Approach; Trait Approach; Psychodynamic Approach; Introduction to the Psychodynamic Approach; Id, Ego, Superego and Defence Mechanisms; Levels of Consciousness; Self Actualisation; Social Cognitive Approach; Erik Erikson’s Theory of Psychosocial Development; Search for Identity; Different Approaches to the Study of Personality: Analysis of a Case Study; Assessment; Recent Developments
Psychological Disorders
Introduction; Concept of Abnormality; Differentiating Abnormal from Normal; Factors Underlying Psychological Disorders; Psychological Disorders; Case Presentation; Research; Discussing Media Representation of Psychological Disorders; Recent Trends
Therapeutic Approaches
Introduction; Therapeutic Relationship; Multiple Approaches to Therapy; Psychodynamic Therapy; Behaviour Therapy; Behaviour Modification Therapy; Factors contributing to Healing; Alternative Therapies; Case Analysis from Multiple Perspectives; Rehabilitation of the Mentally Ill; Recent Trends
Developing Psychological Skills
Introduction; Observation Skills: “Check it out for 30 seconds”; Participant Observation; Communication Skills: The Drawing Task; Communication Skills: Chinese Whisper; Communication Skills: Active Listening and Paraphrasing; Communication Skills: Non-verbal Communication and Mixed Messages; Interviewing Skills; Counselling Skills: Empathy; Counselling Skills: Role play and Feedback; Stress Management: Defining Stress and identifying its causes; Stress Management: Identifying the Stressors; Stress Management: Managing Stress
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The book is an innovative resource for teachers engaging with beginning learners of psychology at both the school and undergraduate level. It provides references, exercises, and experiential activities for engaging students in the classroom and beyond to bring about the joy of learning psychology.
The book also serves the crucial purpose of building a critical perspective towards the discipline of psychology, its emergence and current standing vis-à-vis other disciplines in social sciences. It harmonises concepts with appropriate pedagogic strategies and provides opportunities for building of a better theory-practice interface. It is rooted in the assumption that students are repositories of experiences, previous learnings, and everyday knowledge systems, which need to be tapped and factored into the teaching-learning process.
The book also attempts to initiate a self-reflective engagement of psychology teachers with the changing nature of the discipline. For this, it provides an evolutionary story of the discipline, and resources aimed at updating teachers’ knowledge.
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Professor Namita Ranganathan has been teaching courses in Psychology in the Department of Education, University of Delhi, since the last 31 years. She is currently Dean of the Faculty of Education.
Ms. Vishakha Kumar taught Psychology at Delhi Public School R. K. Puram. She is currently a UGC Senior Research Fellow, pursuing research in the Department of Education, University of Delhi.
Dr. Vikas Baniwal teaches at School of Education Studies, Ambedkar University Delhi. His teaching and research interests include studies in Psychology and Philosophy.
Ms. Rashmi Malhotra taught Psychology in Springdales, Sardar Patel Vidyalaya, and Vasant Valley School Delhi. She is currently working as a life skills trainerand has developed training manuals for various NGOs.
Ms. Anshu Chaudhary teaches at the Department of Psychology, Indraprastha College for Women, University of Delhi. Her research interests are in Organizational Behaviour, Social Psychology, and Gender Studies.
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Social Work |
|
WORKING WITH ELDERLY |
K.P. SINGH |
9788175418899(HB) |
|
2017 |
|
|
160pp
|
0.00 |
900.00 |
Preface
Abbreviations
Introduction
1. Caring for the Elderly Using Social Work Intervention
Defining the Aged; Biological Ageing; Psychological Ageing; Social Ageing; Demography of Ageing Population; Elderly Care; Policies and Legislations for Elderly Care; Need for Social Work Intervention
2. Agencies and Approaches
Objectives; Reviewing the Literature; Research Design, Approach and The Study Area; Data Collection
3. Caring for the Elderly: Using a Pre Intervention Assessment
Demographic and Socio-Economic Characteristics; Basic Amenities; Government Pension; Living Arrangements; Physical Health; Mental Health; Support System
4. Social Work Intervention
Values; Purpose and Goals; Sanctions; Knowledge; The Intervention Repertoire; Context for Social Work Intervention; Implementation of Social Work Intervention; Intervention Strategies Applied; Impact of Social Work Intervention
5. Learning from Individual Case Studies
Case Studies; Global Observation
6. Working with Elderly
Findings; Basic Necessities; Physical and Mental Health; Support System, Elder Abuse and Neglect; Recommendations
Bibliography
Index
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Sociology of aging is the final phase of an individual’s life, where an elderly confronts many difficulties with regard to their physical condition, mental health, and support system. The challenges of aging of course require intervention. One of the interventions that can support wellbeing of the aging population is the profession of social work. This book designs the interventions intended to assist the elderly clients in alleviating problems impeding their wellbeing. The book reveals that social work intervention has a significant role in improving the quality of life and well-being of Indian elderly— it plays a vital role in the care of the aged and improved the existing condition of the elderly. The volume may be found useful by students and researchers of Social Work.\n
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Dr. Kaushalendra Pratap Singh is an Assistant Professor in the Department of Social Work at Rajiv Gandhi University (A Central University), Itanagar, Arunachal Pradesh. He is the recipient of Young Innovator Award by Asian Association of Open Universities (AAOU) at Japan. He has to his credit several published research papers and articles in national and international journals and contributed chapters in edited books as well. He also keeps presenting papers in national and international conferences/ seminars etc.\n
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Education,M.ed/B.ed./D.ed.,Psychology |
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CHILDHOOD AND GROWING UP: THEORY AND PRACTICE |
NOUSHAD HUSAIN |
9788175418608(HB) |
9788175418615(PB) |
2016 |
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xiv+410pp
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395.00 |
1350.00 |
Preface vii
1 Introduction to Psychology
What is Psychology?; Definitions of Psychology; Nature of Psychology; Scope of Psychology; Branches/Fields of Psychology; Basic Psychological Process
2 Educational Psychology and its Methods
Meaning of Educational Psychology; Definitions of Educational Psychology; Nature of Educational Psychology; Scope of Educational Psychology; Characteristics of Educational Psychology; Methods of Educational Psychology; Introspection Method; Observation Method; Interview Method; Experimental Method; Case Study Method; Clinical Method
3 Child Growth and Development
Meaning of Growth and Development; Correlation between Growth and Development; Comparison between Growth and Development; Principles of Growth and Development; Meaning of Child Growth; Meaning of Child Development; Factors Influencing Growth and Development; The Developmental Process; Stages of Growth and Development
4 Heredity and Environment
What is Heredity?; What is Environment?; Causes of Individual Differences; Controversy of Nature (Heredity) versus Nurture (Environment)
5 Individual Differences
Definition of Individual Differences; Types/Areas of Individual Differences; Role of Heredity in Generating Individual Differences; Role of Environment as Determinant of individual differences; Relative Importance of Heredity and Environment as determines of Individual Difference; Effective Ways for Teachers/Educators Dealing with Individual Difference; ; Individual Differences and Education
6 Development of Adolescent
Importance of Adolescence Period; Needs and Problems of Adolescence; Problems of Adolescents with Special Reference to Indian Context; Developmental Characteristics of Adolescence; Psychological Characteristics of Adolescence; Developmental Theories; Important Points for Adolescents; How can Teachers and Parents Support Healthy Adolescent Development?
7 Motor Development
Definitions of Motor Development; Patterns of Crawling and Creeping; Sections of Motor Development; Why Should We Know about Motor Development?; Stages of Motor Development; Motor Development and Education
8 Intellectual or Cognitive Development
Meaning of Cognitive Development; Definitions of Cognitive Development; Characteristics of Cognitive Development; Cognitive Developmental Occur During Adolescence; What Encourages Healthy Cognitive Development During Adolescence?; Theories of Cognitive Development; Educational Implications of Different Stages of Cognitive Development; Educational Implications of Piaget’s Stages of Cognitive Development Theory; Bruner’s Theory of Intellectual Development; Vygotsky’s View of Knowledge Construction; Educational Implications of Intellectual Development
9 Language Development
Meaning and Significance of Language Development; Definitions of Language Development; System of Language Rules or Levels of Linguistic Structure; Stages of Language Acquisition; Sequence of Language Development; Stages of Language Development; Chomsky’s Theory of Language Development; The Role of Teacher Regarding Language Development
10 Moral and Psychosocial Development
Meaning of Moral Development; Definition of Moral Development; Kohlberg’s Theory of Moral Development; Erikson’s Theory of Psychosocial Development
11 Emotional Development
Definitions of Emotions; Definition of Instinct; Classification of Instinct; Components of Emotions; Characteristics of Emotions; Meaning of Emotional Development; Characteristics of Emotions at Various Stages of Development; Factors Influencing Emotional Development; The Characteristics of an Emotionally Matured Person; Educational Implications of Instincts; Educational Implications of Emotion; Role of the School and the Teacher in Emotional Development of the Child
12 Social Development
Meaning of Social Development; Concept of Social Development; Characteristics of Social Development; Aspects of Social Development; Stages of Social Development; Factors Related to Social Development of Adolescents; Factors Influencing Social Development of the Children; Key Points for Supporting Children’s Social Development; Role of the Teacher in the Social Development of the Child; Educational Implications of Social Development
13 Parenting Styles or Child Rearing Practices
Meaning of Parenting or Child Rearing; Definitions of Child Rearing; Meaning of Parenting Practice or Child Rearing Practices; Meaning of Parenting or Child Rearing Skills; Parenting or Child Rearing Styles; Types of Parenting Styles or Child Rearing Practices; Factors that Affect Parenting Decisions; Role of Teachers, Parents and Family in Child Rearing
14 Methods to Understand Children’s and Adolescent’s Behaviour
Reflective Journal; Portfolio; Interview Method; Naturalistic Observation; Narrative
15 Learning
Meaning of Learning; Definitions of Learning; Nature of Learning; Principles of Learning; Characteristics of Learning; Laws of Learning; Learning Curve; Factors that May Affect the Learning Process; Factors Associated with Learner that Affects Learning; Factors Associated with the Types of Learning Experiences that Affects Learning; Factors Associated with the Men and Material Resources that Affects Learning
16 Behaviourism Perspective of Learning
Key Ideas of Behaviourism; Behaviourist Assumptions about Learning; Key Principles of Behaviourism; Behavioural Approaches to Learning; Strengths of Behaviourism; Weaknesses of Behaviourism; Implications of Behaviourism; Practical Implications of Behaviourism
17 Cognitivism Perspective of Learning
Key Ideas of Cognitivism; Key Principles of Cognitivism; Practical Implications of Cognitivism for Educators; Strengths of Cognitivism; Weaknesses of Cognitivism; Application of Cognitivism; Educational Implications of Cognitivism
18 Constructivism Perspective of Learning
What is Constructivism?; Defining Constructivism; Key Ideas of Constructivism; Assumptions of Constructivism; Guiding Principles of Constructivism; How Constructivism Impacts Learning; Components of Constructivism; Faces or Schools of Constructivism; Educational Implications of Constructivism; Strengths of Constructivism; Weaknesses of Constructivism; Application of Constructivism; Implications of Constructivism
19 Humanism Perspective of Learning
Assumptions of Humanistic Psychologists; Principles of Humanistic Education; Humanistic Approach to Learning; Carl Rogers, Freedom to Learn (1994); Roger’s Principles of Learning; Self Actualization; Carl Rogers’s Theory of Personality; Carl Rogers’s Person-Centered Theory or Person Centered Therapy (PCT) or Person Centered Approach
20 Theories of Learning
Thorndike’s Trial-and-Error Learning Theory; Skinner’s Operant Conditioning Learning Theory; What is Operant Conditioning?; Pavlov’s Classical Conditioning Theory of Learning; Robert Gagne’s Theory of Learning; Hull’s Systematic Behaviour Learning Theory or Drive Reduction Learning Theory; Kurt Lewin’s Field Theory of Learning; Tolman’s Sign Theory of Learning; Kohler’s Insight Learning Theory; Gestalt Laws of Learning; Guthrie’s Contiguity Theory or One Trial Learning; Hebb’s Neurophysiological Theory of Learning; Albert Bandura’s Social Learning Theory or Observational; Learning Theory or Learning by Imitation Situated Learning Theory
21 Transfer of Learning
Introduction; Meaning of Transfer of Learning; Definitions of Transfer of Learning; Types of Transfer of Learning; Theories of Transfer of Learning; Educational Implications of Transfer of Learning
22 Motivation
Meaning of Motivation; Defining Motivation; Definitions of Motivation; Types of Motives; Categories of Motivation; Strategies to Motivate Students; Classroom Implications of Theory of Motivation; Theories of Motivation
23 Bruner’s Discovery Learning
Meaning of Discovery Learning; Main Idea of the Discovery Learning Theory; Methods of Discovery Learning; Advantages of Discovery Learning; Disadvantages of Discovery Learning; Planning a Discovery Learning Experience; Teacher’s Role in Discovery Learning; Student’s Role in Discovery Learning; Educational Implications of Bruner’s Discovery Learning
24 Children in Marginalized Environment
Meaning of Marginalization; Types of Marginalization; The Factors or Contributors to Marginalization; The Consequences or Impacts of Marginalization; Role of Teacher in a Marginalized Learning Environment Setting
25 Deprivation and Deprived Children
Meaning and Nature of Deprivation; Types of Deprivation; Meaning of Deprived Children; Childhood in the Context of Poverty; Suggestion to Minimize the Effects of Poverty on Childhood; Children in the Context of Globalization; Children Living in Slum Areas; Measures for Improvement in Deprived Students; Socially Deprived Girls; Children Separated from Parents
26 Thinking
Concept of Thinking; Definitions of Thinking; Characteristics of Thinking; Attributes of Good Thinkers; Types of Thinking; The Creative Process; Tools or Instruments of Thinking
27 Concept Formation
Meaning of Concepts; Defining Concept; Definitions of Concepts; Nature of Concept; Types of Concepts; Types of Concepts According to Bruner; Concept Formation; Process of Concept Formation; Levels of Concept Formation; Piaget’s Cognitive Development; Cognitive Structure; Bruner’s Constructivist Theory; Bruner’s Model of Concept Learning; Implications of Bruner’s Model of Concept Learning
28 Decision Making
Meaning of Decision Making; Definitions of Decision Making; Modern Techniques for Making Programmed Decisions; Importance of Decision Making; Limitations of Decision Making
29 Intelligence
Meaning of Intelligence; Definitions of Intelligence; Nature of Intelligence; Characteristics of Intelligence; Theories of Intelligence; Factor Theories of Intelligence; Cognitive Theories of Intelligence; The Concept of CA, MA, BA and IQ; Distribution of Intelligence; Measurement of Intelligence; Verbal and Non-verbal Intelligence Tests; Uses of Intelligence Tests
30 Personality
What is Personality?; Definitions of Personality; Features and Characteristics of Personality; Factors of Personality; Types of Personality; Factors Influencing or Affecting Personality; Assessment of Personality of an Individual; Role of Teacher in Personality Development of Children
31 Creativity
Meaning of Creativity; Definitions of Creativity; Nature of Creativity; Characteristics of Creativity; Dimensions or Elements of Creativity; Stages of Creative Thinking; Creativity as a Product; Creativity as a Process; Characteristics of a Creative Person; Techniques for Fostering Creativity; Role of Teacher in Fostering Student’s Creativity; Educational Implications of Creativity; Measurement of Creativity; Torrance Tests of Creative Thinking
32 Impact of Media on Growing Children and Adolescents
Meaning of Media; Meaning Media or Mass-Media; Classification of Mass Media; Importance of Mass Media; Impact of Mass Media on Growing Children and Adolescents; Deconstruction of Significant Events that Media Highlights and Creates
33 Mental Health and Mental Hygiene
Meaning of Mental Health; Mental Ill-Health; Mental Illness; Difference between Mental Healthy and Mental Unhealthy; Definitions of Mental Health; Characteristics of Mental Health; Importance of Mental Health; Indicators/Signs of Poor Mental Health; Factors Affecting Mental Health; Meaning of Mental Hygiene; Definitions of Mental Hygiene; Objectives of Mental Hygiene; Functions of Mental Hygiene; Principles of Mental Hygiene; Mental Hygiene Strategies for Good Mental Health; Limitations of Mental Hygiene
34 Life Skills and ARSH Skills
What is a Skill?; What are Life Skills?; Understanding Life Skills; Key Life Skills; Who Needs Life Skills?; How Life Skills are Imparted; Methods for Life Skills; Life Skills Education; Benefits of Life Skills Education; Adolescent Reproductive and Sexual Health (ARSH); ARSH Skills; Education in ARSH Skills; Types of ARSH Skills; Skills for Teachers Related to ARSH; Skills for Students
35 Stress and Its Management
Meaning of Stress; Definitions of Stress; Categories of Stress; Types of Stress; Symptoms of Stress; Causes of Stress; Effects of Stress; Coping with Stress; Stress Management; The 4 As Technique for Reducing or Coping with Stress
36 Games and Group Dynamics
Meaning of Game; Definitions of Game; Meaning of Group Dynamics; Educational Implications of Group Dynamics; Meaning of Conflict; Five Styles of Conflict Resolution; Meaning of Negotiation; Levels of Negotiation; Benefits of Teaching Conflict Resolution to Young Children; Steps in Resolving Conflicts through Negotiation; Conflict Resolution through Negotiation
37 Play and Child Development
Meaning of Play; Definitions of Play; Types of Plays; Characteristics of Play; Play and Children; Play andChild Development; Functions of Play in Child’s Growth and Development
References
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This book offers an introduction to the study of childhood, child development and adolescence. It aims to develop understanding about children of different age groups from diverse socio-economic and cultural backgrounds. The main focus of this book is to enable students, teachers, teacher-educators, student-teachers and parents to arrive at an understanding of how different socio-political realities construct different childhoods, within children’s lived contexts: family, schools, neighbourhoods and community. The book deals with the concepts of childhood to adolescence and also defines the numerous aspects of child growth and development. It describes the principles, facts and details of personality development and discusses the related theories as constructed in different social-economic and cultural settings. The book may be useful for all having interest in the subject.\n
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Dr. Noushad Husain is Principal and Associate Professor in Maulana Azad National Urdu University, College of Teacher Education (CTE), Asansol (West Bengal). He is the author/editor of numerous books and books chapters, articles and professional papers on different aspects of Higher Education. He has worked extensively in the field of educational technology. He is actively involved in theory and practice of teaching and learning with new media. He has participated and presented numerous papers at several and international seminars and conferences. He is actively engaged in research, training, consultancy and social service programmes.\n
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Education,M.ed/B.ed./D.ed. |
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COGNITIVE SCIENCE AND PEDAGOGY |
N.B. BISWAS, KRISHNA KALITA |
9788175418646(HB) |
9788175418653(PB) |
2016 |
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viii+207pp
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280.00 |
995.00 |
Preface v
1 Cognitive Science
Historical Review of Cognitive Science; Concept of Cognitive Science; Branches of Cognitive Science; Components of Cognitive Science; Cognitive Science as a Field of Study
2 Pedagogy
Brief History of Pedagogy; Concept of Pedagogy; Relationship between Cognitive Science and Pedagogy
3 Cognitive Science as a Field of Study
Foundation of Cognitive Science; Concept of Epistemology; History of Cognitive Science; Relationship between Epistemology and Pedagogy
4 Cognitive Science in Indian Perspective
Indian Philosophy; Cognitive Science in Indian Philosophy; Cognitive Science in Vedic Philosophy; Cognitive Science in Buddhist Philosophy; Cognitive Science in Jain Philosophy; Cognitive Science in Samkhya Philosophy; Cognitive Science in Nyaya-Vaisesika Philosophy; Cognitive Science in Yoga Philosophy; Cognitive Science in Mimansa Philosophy; Indian Cognitive Science in Modern Perspective
5 Cognitive Science and Education
Learning; Learning in Cognitive Science; Learning in Education; Cognitive Processes Underlying Learning; Theories of Learning;
Problem Solving; Problem Solving in Cognitive Science; Problem Solving in Education; Cognitive Mechanisms in Problem Solving; Strategies of Problem Solving; Approaches to Problem Solving; Information Processing Theory; Pedagogical Implications of Problem Solving
Creativity; Creativity in Cognitive Science; Creativity in Education; Nature of the Creative Process; Theories/Models of Creativity; Taylor’s Level Theory of Creativity; Freud’s Psychoanalytic Theory of Creativity; Arieti’s Theory of Creativity; Finke’s Theory of Creative Cognition and Geneplore Model; Amabile’s Model; Pedagogical Implications of Creativity
Intelligence; Intelligence in Cognitive Science; Intelligence in Education; Theories of Intelligence; Pedagogical Implications of Intelligence
Attention in Cognitive Science; Attention in Education; Cognitive Basis of Attention; Historical Development of Theories of Attention; Models or Theories of Attention
6 Emerging Issues in Cognitive Science and Classroom
Issues Related to Learning; Issues Related to Problem Solving; Issues Related to Creativity; Issues Related to Intelligence; Issues Related to Attention; Brief Analysis of the Issues in Cognitive Science
7 Research Trends in Cognitive Science: The Educational Aspects
Future Implications of the Researches /187
Bibliography
Index
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This book translates the Cognitive Science into Pedagogical perspectives. The whole endeavor is an interdisciplinary approach to the field of psychology and education. It is an innovative effort to bring out a synthesis of many disciplines into an umbrella of Cognitive Science and Pedagogy.\n
The book may be useful to the students of Cognitive Science and Pedagogy. It should also help the researcher scholars in the field of Psychology, Education and Pedagogy. \n
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Dr. Nikunja Behari Biswas, having more than 28 years teaching experience, is a Professor and Dean, School of Education, Assam University, Silchar. He has to his credit many research publications and attended many conferences globally. Dr. Biswas remains in close association with institutions of national importance like CASE, NCTE, NUEPA, NCERT etc. through his academic performances. Dr. Biswas was an Associate fellow of Indian Institute of advanced Study, Shimla. His major fields of studies are Philosophy of Education, Curriculum studies and Teacher education.\n
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Dr. Krishna Kalita is an Assistant Professor in the Department of Education, Mahapurusha Srimanta Sankaradeva Viswavidyalaya, Nagaon, Assam.\n
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Social Work |
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CONTEMPORARY METHODS OF SOCIAL WORK |
GRACIOUS THOMAS(Ed.) |
9788175418318 |
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2016 |
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xii+192pp
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0.00 |
995.00 |
Preface
1. Relevance of Contemporary Methods of Social Work
Gracious Thomas
Definition; Methods of Professional Social Work; Contemporary Methods; Conclusion
2. Advocacy
Asutosh Pradhan
Advocacy – Nature and Meaning; Evolution and Scope of Advocacy in Social Work; ‘Advocacy Action’ and ‘Advocacy Work’; Purpose of Advocacy; Beneficiaries of Advocacy Work; ‘Advocacy Work’ as a Method of Social Work; How ‘Advocacy Work’ is different from ‘Self-advocacy’; Role of Advocacy Organisations; Why should Advocacy Work be considered as Social Work Method?; The Selective Use of Social Work Methods; Types of Advocacy; Assumptions of ‘Advocacy Work’; Objectives of Advocacy Work; Strategies in Advocacy Work; Principles of Advocacy Work; Skills in Advocacy Work; Challenges in Advocacy Work; Conclusion
3. Models and Phases in Advocacy
Asutosh Pradhan
Models of Advocacy; Levels of Advocacy Action; Phases in Advocacy Work; Conclusion
4. Advocacy and its Relation to other Methods of Social Work
Asutosh Pradhan
The Selective use of Social Work Methods; Social Casework and Advocacy; Social Group Work and Advocacy; Community Organisation and Advocacy; Social Action and Advocacy; Social Work Administration and Advocacy; Social Work Research and Advocacy; Awareness Campaign and Advocacy; Strengths-based Method and Advocacy; Networking and Advocacy; Public Interest Litigation (PIL) and Advocacy; Resource Mobilization and Advocacy; Conclusion
5. Awareness Campaign
Archana Kaushik
Awareness Campaign and Awareness Raising; Awareness Campaign as a Method of Social Work in Indian Context; Salient Features of Awareness Campaign Method; Factors Affecting Awareness Campaign in Social Work; Models of Awareness Campaign; Principles of Awareness-Campaign; Process Involved in Awareness Campaign Method; Conclusion
6. Awareness Campaign and its Relation to other Methods of
Social Work
Archana Kaushik
Social Casework; Social Group Work; Community Organization; Social Action; Social Welfare Administration; Social Work Research; Advocacy; Networking; Public Interest Litigation (PIL); Resource Mobilization; Strengths Based Practice; Conclusion
7. Resource Mobilization
Sheeba Joseph
Definition; Classification of Resources; Classification of Resources; Aspects of Resource Mobilisation; Challenges to Resource Mobilization; Resource Mobilization Approach; Elements to Strengthen Resource Mobilisation; Steps Involved in Resource Mobilisation Plan; Principles of Resource Mobilization; Conclusion
8. Resource Mobilization and its Relation with Other Methods of Social Work
Sheeba Joseph
Social Case Work and Resource Mobilization; Social Group Work and Resource Mobilization; Community Organization and Resource Mobilization; Social Welfare Administration and Resource Mobilisation; Social Action and Resource Mobilization; Social Work Research and Resource Mobilization; Networking and Resource Mobilization; Awareness Campaign and Resource Mobilization; PIL and Resource Mobilization; Advocacy and Resource Mobilization; Strengths Based Practice Method and Resource Mobilization; Conclusion
9. Public Interest Litigation (PIL)
P.D. Mathew
PIL and Social Work; Meaning of PIL; Origin of PIL; Nature of PIL; Essentials of PIL; Constitutional Provisions; New Interpretations of ‘Locus Standi’; Persons Disqualified to File PIL; Issues Related to PIL; Examples of PIL; Procedure to File PIL; Steps to be Followed While Filing PIL; PIL and Role of Social Worker; Conclusion
10. Public Interest Litigation and its Relation with Other Methods
of Social Work
N. Ramya
Social Case Work; Group Work; Community Organisation; Social Action; Social Welfare Administration; Social Work Research; Resource Mobilization; Networking; Strengths Based Method; Awareness Campaign; Advocacy; Conclusion; References
11. Networking
Nita Kumari and Rafat Aara
Definition; Importance of Networking in Social Work; Objectives; Essentials of Networking; Functions of a Network Method; Types of Network; Networking as a Method of Social Work in the Indian Context; Social Work and Social Networks; Approaches and Models of Networking in Social Work; Conclusion
12. Networking and its Relation with Other Methods of Social
Work
Nita Kumari
Social Case Work and Networking; Social Group Work and Networking; Community Organization and Networking; Social Welfare Administration and Networking; Social Action and Networking; Social Work Research and Networking; Advocacy and Networking; Awareness Campaigns and Networking; Resource Mobilization and Networking; Public Interest Litigation (PIL) and Networking; Strengths based Practice and Networking; Conclusion
13. Strengths Based Practice Method
Aneesh Kurian
Development of Strengths Based Method; Strengths Based Practice as a Method of Social Work Practice; The Principles of Strengths Perspective; Features of Strengths Based Practice; Strengths Based Practice and Values of Social Work; Implication of Strengths Based Method; Conclusion
14. Strengths Based Practice and its Relation with Other Methods
of Social Work
Aneesh Kurian
Social Case Work; Social Group Work; Community Organization; Social Action; Social Welfare Administration; Social Work Research; Public Interest Litigation (PIL); Resource Mobilization; Networking; Awareness Campaign; Advocacy; Conclusion
Contributors
Index
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Schools of Social Work across the globe usually teach six methods of social work as primary and secondary methods although several other methods are being practiced by the professionals depending upon the nations and the main target population. This book includes additional six methods which are popular among many social work practitioners particularly in India. \n
This book is expected to bring about a positive change in social work practice by expanding the space/strengths of social work profession. The six contemporary methods discussed in the book are—advocacy, awareness campaign, resource mobilization, public interest litigation, networking, and strengths based practice method. Each of these contemporary methods is meticulously discussed with the intention of facilitating learners, practitioners and academics. The book is an outcome of the effort made by social work faculty from some of the prominent schools of social work in India. This book will be of immense use to social work teachers, students, practitioners, NGO functionaries and policy framers.\n
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Dr. Gracious Thomas is professor and founder Director of the School of Social Work at Indira Gandhi National Open University (IGNOU), New Delhi. During his over three decades of teaching, research, and practice of Social Work and extension activities he held important academic and administrative positions such as professor, NABARD Chair at Bhubaneswar and Director of two schools and the National Centre for Disability Studies at IGNOU for over twelve years. He has more than seven hundred publications to his credit apart from about eighty educational video programmes. Some of his major contributions to professional social work include the launching of nine programmes of study in social work through Open and Distance Learning from Certificate to Doctoral Degree and the drafting of the Code of Ethics for social workers. \n
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Asia/International Relations |
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CROSS-BORDER TERRORISM: FOCUS ON PAKISTAN |
JAYANTA KUMAR RAY |
9788175418424(HB) |
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2016 |
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xviii+294pp
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0.00 |
995.00 |
Preface
Acknowledgement
Abbreviations
Introduction
Paving the Way to 9/11
From 9/11 to 5/1
Passage to 2014
Literature on Islam
Concluding Observations
Index
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This book traces the emergence of Pakistan as a fountainhead of international terrorrism, another name for worldwide jihad. There were at least two major foundations of the jihadi mindset of Pakistani leaders. One was Wahabism/Salafism, journeying from Saudi Arabia to Pakistan--along with abundant money. The other major foundation of the jihadi mindset was the way the campaign for Partition of British India was conducted by the future leaders of Pakistan. This hatred could easily metamorphose after Partition into a jihad not only against resident Hindus (or Christians) after the birth of Pakistan, but also against other Pakistanis: East Pakistanis (who seceded to form the independent state of Bangladesh in 1971); Ahmadis and Shias inside Pakistan, who have been the targets of jihad by the dominant sect of Sunni Muslims.\n
The book then focuses on the failures of the United States, which contributed vitally to the occurrence of 9/11, and on the subsequent War on Terror till the end of 2014. The United States has treated Pakistan as the principal ally in this War, and the book highlights the duplicitous conduct of Pakistani leaders, who have deceived all parties--the United States, Afghanistan, India and the entire world. The book also explores the feasibility of non-military solutions to Pakistan-based transnational terrorism, which is cross-border terrorism for India. \n
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Jayanta Kumar Ray is currently National Research Professor, Ministry of Human Resource Development, Government of India, and Honorary Professor of Institute of Foreign Policy Studies as also of the Department of History at Calcutta University. Some of his previous assignments were: Chairman/Director, Maulana Abul Kalam Azad Institute of Asian Studies, Ministry of Culture, Government of India, Kolkata; National Fellow, Indian Council of Social Science Research, New Delhi. He was the first Indian scholar to publish research studies on modern Indonesia, Thailand and East Pakistan, and to write a book in defence of acquisition of a limited nuclear deterrent by India. His writings on civil-military relations, politician-civil servant relations and internal colonialism in ex-colonial countries have attracted a good deal of praise.\n
His publications include: India’s Foreign Relations, 1947-2007 (2011); India: In Search of Good Governance (2001); Portraits of Thai Politics (1972); Democracy and Nationalism on Trial: A study of East Pakistan (1968); Security in the Missile Age (1967); and Transfer of Power in Indonesia 1942-49 (1967). \n
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Economics |
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ECONOMICS OF DRAMATIC THEATRES: THE IMPACT OF TECHNOLOGICALLY MEDIATED DRAMA ON THEATRICAL PERFORMANCES |
K.V. JOSEPH |
9788175418790 |
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2016 |
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xii+164pp
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0.00 |
695.00 |
Preface v
List of Tables xi
1 Introduction
2 Evolution of Dramatic Theatres over the Years
3 Entry of Technologically Mediated Drama of Culture Industry
4 Dramatic Tradition of India and Its Pattern of Development in Malayalam
5 Production Units, Costs and Returns of Stage Drama
6 Career of Artists in Different Forms of Drama
7 Significance of Audience and their Behavioural Pattern in Drama
8 Policy Options for the Survival of Dramatic Theatres
9 Summary and Conclusions
Bibliography
Index
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Theatrical drama, one of the oldest and perhaps the most popular form of art, becomes both an economic as well as an artistic activity, since material means and cultural genres coalesce with one another in it. Inevitably, cost of production and its recoupment enter in the picture as concomitant variables. Support from the patrons of various categories, the latest being audiences who pay ticket fare was the way out. The entry of technologically mediated drama like motion pictures and tele-serials has eroded the support base of theatrical drama. Nevertheless, it remains alive and kicking. How drama manages to face the onslaught of technologically mediated drama and should drama deserve protection form inter-alia are the main issues uncovered in the book. \n
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Dr. K. V. Joseph, an authority on cultural economics, has authored Economics of Film Industry, Economics of Culture Industry: Television in India, Culture and Industrial Development, Migration and Economic Development, Keralites on the Move: A Historical Study of Migration, Nazarani Mappilamar: Sampathyathnangalum Kudiyettangalum (Mal) etc. He, the Winner of Raja Sir Ramaswamy medal of the University of Madras, was professor, St Xavier’s college, Thumba, and Member, Kerala Public Expenditure Review Committee. He was awarded Senior Fellowships by the Ministry of Culture, Government of India, ICSSR and ICHR.\n
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Education |
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EDUCATION IN INDIA AFTER INDEPENDENCE |
JAGDISH CHAND |
9788183641050(HB) |
9788183641067(PB) |
2016 |
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192+viii, 2016 reprint edition
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250.00 |
895.00 |
Preface
1.University Education Commission (1947-48)
2.Secondary Education Commission (1952-53)
3.Education Commission (1964-66)
4.National Policy on Education - NPE (1986) and Programme of Action (1986)
5.Modified National Policy of Education (1992)
6.Universalisation of Elementary Education (UEE)
7.Women's Education
8.Distance Learning
9.National and Emotional Integration
10.Medium of Instruction
11.Education of Weaker Sections
12.Adult Education
13.Quality Control in Higher Education
14.Secondary Education and Its major Problems: Expansion and Vocationalisation
15.Development of Teacher Education in India
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Education,M.ed/B.ed./D.ed. |
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EDUCATIONAL PHILOSOPHY OF MAHATMA GANDHI AND VINOBA BHAVE |
L.M. BHOLE |
9788175418806(HB) |
9788175418813(PB) |
2016 |
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vi+186pp
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260.00 |
995.00 |
Acknowledgements
1. Introduction
2. Life and Work Profile of Mahatma Gandhi and Vinoba Bhave
3. Educational System in India during Vedic, Buddhist, and Islamic Periods
4. Modern Indian Educational System
5. Lessons from Experiments and Experiences in Education by Gandhi-Vinoba in South Africa and India
6. General Educational Philosophy of Mahatma Gandhi and Vinoba Bhave
7. Nai Talim
8. Educational Revolution through Acharyakul
9. Gandhi and Vinoba on Students and Teachers
10. Towards New Education or Nai Talim
Appendix: Thoughts-Grains
Glossary
Select References
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This is a book on an important subject, namely, education. In spite of realization of its importance, except during ancient India, the state of education world over has remained by and large unsatisfactory, worrisome and moribund. The crisis in education has contributed to the crisis of survival of mankind. The various scholars have explored the field of education in order to develop appropriate philosophy of education, so that it ceases to be a negative factor, and it becomes a positive factor in the life of mankind. Mahatma Gandhi and Vinoba Bhave occupy a top-most position in this matter. They, as ‘educationists par excellence’, have contributed utmost to revolutionize the global education. This book studies and aims at explaining the philosophy of education of Gandhiji and Vinobaji.\n
The revolutionary educational system widely known as ‘Nai Talim’ or Basic Education or ‘Nitya Nai Talim’; the revolutionary concept of Acharyakul; the wise counsel given by Gandhi-Vinoba to students and Teachers, vedic role of teachers are discussed in this book. G-V educational paradigm would help in creating a religious-spiritual social order in all the countries of the world in the near future. \n
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Laxman Madhao Bhole (b. 20-08-1943) is a retired Professor of Economics. After obtaining his M.A. and Ph.D., he joined Sydenham College of Economics and Commerce, Mumbai and taught there for two years (1971-73). Thereafter he joined HSS Department, IIT Bombay and taught and researched there for 32 years (1973-2005).\n
Prof. Bhole was awarded Maharashtra Government Open Merit Scholarship for four years; Ford Foundation Scholarship for two years; UGC scholarship for four years; and Italian Government scholarship for six months to study at the Institute of Planning and Development, Naples. He has to his credit more than 135 research papers/articles and seven books, including books on Gandhi—Essays in Gandhian Socio-Economic Thought, Collected Papers in Gandhian Thought, and Gandhi’s Hind Swaraj.\n
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Education,M.ed/B.ed./D.ed. |
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EDUCATIONAL TECHNOLOGY: Pedagogy and ICT Integration Across the Curriculum |
SUMAN LATA, H.L. KHATRI |
9788175418189(HB) |
9788175418196(PB) |
2016 |
|
|
x+246pp
|
200.00 |
950.00 |
Preface
1. Computer
1.0 What is Computer?
1.1 Development of Computers
1.2 Generations of Computer
1.3 Classification of Computers
1.4 Computer System
1.5 Relationship between Hardware and Software
1.6 Difference between Software and Hardware
1.7 Human-Ware
1.8 Peripheral Devices
2. Storage Media
2.0 Introduction
2.1 Primary Memory or Primary Storage
2.2 Secondary Memory (Secondary or Auxiliary Storage or Backing Storage)
2.3 Human Ware
3. Computer Skills
3.0 Introduction
3.1 MS Word
3.2 MS Power Point
3.3 MS Paint
3.4 Notepad
3.5 MS Excel
4. Internet
4.0 Introduction
4.1 Uses of Internet
4.2 Internet as a Source of Learning
4.3 Disadvantages of the Internet
4.4 Practical Hands on Experience
5. Educational Technology
5.1 Meaning and Concept
5.2 Functions of Educational Technology
5.3 Types of Educational Technology
5.4 Scope of Educational Technology
5.5 Aspects of Educational Technology
6. Technology of Education and Technology in Education
6.0 Introduction
6.1 Educational Technology in Teaching and Learning
6.2 Role of Educational Technology in Teaching and Learning
7. System Approach
7.0 Meaning and Concept
7.1 Types of System
7.2 System Approach
7.3 Steps Involved in the System Approach
7.4 Education System
7.5 System Approach to Education
8. ICT and E-Learning
8.0 Meaning and Concept of ICT
8.1 E-Learning—Meaning and Concept
8.2 Nature and Characteristics of E-Learning
8.3 Promotion and Organization of E-Learning in Our Educational Institutions 99
8.4 Advantages of E-Learning
8.5 Limitations of E-Learning
9. Communication
9.0 Meaning and Concept of Communication
9.1 Communication Process/Cycle
9.2 Communication Situations
9.3 Principles of Effective Communication
10. Modes of Communication
10.0 Modes of Communication
10.1 Different Media of Communication
10.2 Edgar Dale’s Cone of Experiences
10.3 Classroom Communication
11. Communication Technology
11.0 Telephone
11.1 Mobile Phone
11.2 Electronic Mail (E-Mail)
11.3 Chatting
11.4 Instant Messaging (IM)
12. Types of Technology and its Integration
12.0 Audio
12.1 Audio-Visual
12.2 Multimedia
12.3 Mass Media
12.4 Interactive Video
12.5 Webcast
12.6 Educational Audio/Video Script Writing and Production
12.7 Selection and Integration of Technology in Classroom
Teaching
13. Educational Radio, Television and Display Board
13.1 Radio
13.2 Internet Radio
13.3 Podcast
13.4 Television
13.5 Closed Circuit Television (CCTV)
13.6 IPTV (Internet Protocol Television)
13.7 Display Board
13.8 Blackboard
13.9 Flannel Board
13.10 Peg Board
13.11 Whiteboard
13.12 Interactive Whiteboard
14. Projected Aids and Audio-Visual Recording
14.1 Over Head Projector (OHP)
14.2 Visualizer/Document Camera
14.3 Multi Media Projector
14.4 Digital Still Camera
14.5 Digital Video Camera
15. Conferencing and Technologies for Inclusive Classroom
15.1 Teleconferencing
15.2 Web Conferencing
15.3 Video Conferencing
15.4 Adaptive and Assistive Technologies for Inclusive Classroom
16. Micro-Teaching
16.0 Concept and Meaning of Micro-Teaching
16.1 Characteristices of Micro-Teaching
16.2 Advantages of Micro-Teaching
16.3 Assumptions of Micro-Teaching
16.4 Comparison between Micro Teaching and Traditional
Teaching
16.5 Principles Underlying Micro-Teaching
16.6 Steps or Procedure in Micro-Teaching
16.7 Skills of Teaching
17. Simulated Teaching and Programmed Learning
17.0 Meaning and Concept of Simulation
17.1 Steps of Simulated Teaching
17.2 Reasons for the Use of Simulation Teaching
17.3 Programmed Learning—Meaning and Concept
17.4 Principles of Programmed Learning
17.5 Characteristics of Programmed Learning
17.6 Objectives of Programmed Learning
17.7 Type or Styles of Programmed Learning
17.8 Learner Controlled Instruction (LCI)
18. Computer Assisted Instruction (CAI) and Virtual Classroom
18.0 Meaning and Concept
18.1 Basic Assumptions
18.2 Characteristics of Computer Assisted Instruction
18.3 Types of Computer Assisted Instruction
18.4 Virtual Classroom—Meaning and Concept
18.5 Advantages of Virtual Classroom
18.6 Disadvantages of Virtual Classroom
19. Uses of ICT in Teaching
19.0 Introduction
19.1 Use of ICT in Teaching Different Subjects
19.2 Role of Educational Technology in Continuous and Comprehensive Evaluation (CCE)
References
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Use of technology has permeated all areas of knowledge, and education is no exception. Teachers using technology frequently to support learning in their classrooms report more benefits to student learning, engagement and skills than teachers who spend lesser time in using technology to support learning. This book focuses on the modern trends and innovations in Educational Technology to equip the teacher trainees and in-service teachers with the necessary skills in this area. The key features of the book are – thecoverage is quite comprehensive and elaborate catering to the need of the students; and the concepts given are illustrated with of figures and examples to make the reader comprehend the subject better.The book may be useful for students of education, in-service teachers, teacher educators and trainers.\n
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Dr. Suman Lata, Ph. D. (Education), M.Ed., and M.Sc. (Geography), has more than 11 years of teaching experience in the field of education. She did her M. Phil. (Education) and P.G.D.C.A. from Algappa University. She had qualified UGC- NET (Education)Examand Haryana STET (Social Science). Dr. Lata, a scholar, passed her M.Sc. (Geography) with third position in Kurukshetra University, has to her credit several research papers/articles and books on education.\n
Dr. H.L. Khatri obtained his Ph.D.from JamiaMilliaIslamia, New Delhi, and M.P.E.S., P.G.D.P.Ed., B.Sc. (PE) from the IGIPESS, University of Delhi. He did his M.Phil.(Physical Education) and M.A. (Education) from Kurukshetra Universityand P.G.D.S.M, from Algappa University. He has to his creditseveral research papers/articles and books on Health & Physical Education and Education. Dr. Khatri has more than 16 years teaching experience in the field of education/teacher education. \n
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Education,M.ed/B.ed./D.ed. |
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ELEMENTARY ENGLISH TEACHING: A SOURCE BOOK FOR TEACHER EDUCATORS |
A.K. SINHA |
9788175418479(HB) |
9788175418486(PB) |
2016 |
|
|
viii+208pp
|
220.00 |
950.00 |
Unit I English Language in Primary School Curriculum
Knowledge of Language
Language: Unique to Human Beings; Experiments with the Children of Primates; Innateness Hypothesis; Language Development of a Child; The Mother Tongue; The Second Language; Characteristics of a Language; Knowledge of a Language; Definition of Language
The Importance of Teaching English at the Primary Level inIndia
Academic Need; Job-Oriented Needs; Needed for Interstate Communication; Introducing the Teaching of English from Class I; Importance of Teaching English; Implications of the Recommendation; A Move towards Bilingual Education; The French Immersion Programme in Canada; Monolingual vs Bilingual Education; Experiment at Central Institute of Indian Languages; Bilingualism in India; The Critical Period Hypothesis; Neurological Evidence
The Place of English in Primary School Curriculum
Bilingual Medium of Instruction; Learning the Four Skills; Steps in Language Learning; Skill Development Activities; Objectives—Converse and Express; Various Modes of Reading; Reading for Listening Comprehension; Importance of Fulfilling the Objectives; All Skills Equally Essential
Nature and Characteristics of the English Language
Spread of English; Inner and Outer Circles of Speakers of English; English in the Post-colonial Era; Rich Vocabulary; Extension of Meaning of Existing Words; Liberal Borrowing; Idiomatic Use; Synonyms and Antonyms; Varieties of English; Need for a Uniform Standard; English as a Lingua Franca; Modern Usage; The Changing Syntax of English
Need for Creating an Environment to Learn English
New Textbooks; Experience of an American Child in Hyderabad; Teaching Aids; Dramatization; Puppets and Marionettes; Use of Mass Media; Illustrations and Charts; Pattern Practice
Creativity and Innovation: Expectation from the EnglishLanguage Teacher
The Facilitator of the Child’s Growth; Teaching through Interaction; Experience the Needs of the Learner; Creative Teaching; Awareness of English Vowels; Awareness of English Consonants; Knowledge of Syntax; Need for Careful Planning; Qualities of a Good Teacher
Unit II Language Skills
Listening and Speaking
To Listen vs To Hear; Development of Speaking and Listening Skills in the Child’s Mothertongue; Bilingual Environment; The Beginners of Three Types; Listening; Types of Listening; Purpose of Listening; Listening for Gist; Listening for Specific Details; Listening Environment in the Classroom; Objectives of Getting Trained to Listen; Objectives of Learning to Speak; Factors Affecting Listening and Speaking; Listening to English Sounds; Identification of Sounds; Sound Contrast and Phonetic Drills for Speaking Distinctly; Consonants; Consonant Clusters; Stress; Intonation; Rhythmic Pattern; Modulation of Voice; Skill Development Activity; Practice in Sound Contrast; Exposure to Nursery Rhymes; From Listening to Speaking; Main Objectives
Unit III Language Skills: Reading and Writing
Reading
Meaning of Reading; Learning to Read the Mothertongue; Reading in the Second Language; Letter-Sound Correlation of English Consonants; Vowels; Word Recognition; Spelling Games; Chain Spelling; Drills and Dictation; Vocabulary and Reading Development; Guessing the Meaning; Three Approaches to Reading; Reading English in Indian Context; Improving Reading Speed; Reading Strategies
Writing
Writing Skill; Steps in the Growth of Writing Skills; Learning to Write; Copying Familiar Texts; Spelling; Punctuation Marks; Dictation; Controlled Composition; Paragraph Writing; Free Composition; Creative Writing; Strategy for Writing Free Composition
Teaching Grammar
Sentences; Types of Sentences; Basic/Simple Sentences; Formation of Various Kinds of Sentences; Clauses; Agreement Rules; Pronouns; Case Forms of Pronouns; Reflexive Pronouns; Demonstrative Pronouns; Determiners; Adjective; Comparison of Adjectives; Verbs; Verb Forms; Tense Forms; Present Tense; Tense Usage; The Subjunctive Mood; Finite and Non-finite Verbs; Passive Forms of Verbs; Negative Sentences; Interrogative Sentences; Shifts in Verb Forms; Indirect Speech; Preposition and Prepositional Phrases; Word Order; Order of Adjectives in an Adjectival Phrase (AP)
Unit IVLesson Planning and Material Development
Lesson Planning
Objectives of Micro1-Lesson Planning; Priorities in Lesson Planning; Telling a Story; Unit Planning; Steps in Planning a Unit; Components of a Good Plan; Presentation of a Lesson Plan; Specific Objectives; Introduction; Presentation; Contrast
Approaches to the Teaching of English
Psychological Approaches; Behaviourist Approach; Developmental Approach; Connectionist Approach; Prototype Theory; Sociological Approach; Malinowaski-Firth; Sapir-Whorf Hypothesis; Language Deficit Hypothesis; Charles C Fries; Communicative Competence; Discourse Analysis
Methods of Teaching English and Developing Skills
Bilingual Method; Grammar—Translation Method; Present Indicative; John Miller’s Bilingual Conversational Texts; The Mastery System; Michigan Oral Approach; The Audiolingual Method; The Cognitive-Developmental Method; Developing the Four Skills; Bilingual or monolingual Method?
Developing Material Aids for Language Teaching
Dramatization in Grade I Classroom; Dialogues; Puppets and Marionettes; Songs and Choral Readings; Comic Posters; Cartoons; Flash Cards; Charts; Pictures; Language Laboratory; Information and Computing Technology (ICT); Computer Assisted Language Learning (CALL); Mobile Assisted Language Learning (MALL); Multimedia Approach
Unit VAssessment and Evaluation
Assessment of Learners
Assessment/Achievement Test; Summative Test; Diagnostic Test; Assessment of Listening Ability; Assessment of Speaking Ability; Assessment of Reading Ability; Assessment of Writing Ability; Types of Test; Evaluating the Child’s Growth; Portfolios; Errors or Interlanguage; Self-evaluation; Comprehensive and Continuous Evaluation (CCE); Remedial Measures
Unit VI: Practicum
Practicum
Lesson Plan (for class I or II): Lesson 1; Recognition of Sounds; Teaching Aids needed; Previous knowledge assumed; Introduction; Presentation; Lesson Plan‑ 2 (for class III); Listening Comprehension; Presentation; Lesson Plan 3; Reading; The Butterfly; Post-reading; Lesson Plan 4 for Class IV; Writing; Practicum; Word Games; Chain Spelling (Antakshari); Anagrams: Rearrangement of sounds of words; Opposites (Antonyms); Words Defined; Scrambling; Scrabble
Glossary
References
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Teaching English to the children of elementary schools is a challenging task, specially when English is going to be not only a subject with its own contents, but also the medium through which at least one other subject is to be taught from class III (or so) in all non-English medium schools in India. It demands close attention to the skills of listening and speaking so that students could interact in the class. The book pays special attention to the ways of improving one’s pronunciations and the skills of listening to others. It includes:\n
-Lessons on all the four skills with guidance on planning them.\n
-Vocabulary building through word games and other devices.\n
-Simplified explanations for correct grammatical usage.\n
-Innovating methods to make the class more student-friendly and inter-active\n
It discusses various approaches to and methods of teaching English and encourages teacher-educators to be eclectic. \n
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Anjani Kumar Sinha (Ph.D. from University of Chicago) is a former Professor and Head, Department of Linguistics, University of Delhi. He also taught English in Patna University, Taiz and Sanna University (Yemen), and Linguistics at Chicago, Osmania and Delhi universities. He has been Visiting Professor at several universities and published research articles in India and abroad. His recent publications are Enhancing Communication Skills and Pedagogy of Teaching English Language in India.\n
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Religion & Philosophy,Autobiography |
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FROM DARK DUNGEONS TO DAZZLING DAWN: A LIFE-LONG STRUGGLE WITH THE CHURCH HIERARCHY(AN AUTOBIOGRAPHY) |
REV. ABRAHAM VELLAMTHADATHIL |
9788175418134(HB) |
9788175418370(PB) |
2016 |
|
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xxiv+326pp
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495.00 |
995.00 |
Foreword
An Appreciation
Message
Preface
Introduction
My Early Memories
The Sunday School-Instilled Religious Spirituality
My Early Education
At the Petit Seminary
The Major Seminary: Struggles and Hurdles Faced
My Four-Year Course of Philosophy
The Spirituality in the ‘Home of Love’
My Four-Year Course of Theology
My Ordination and the First Mass
The Rite Mania: My First ‘NO’
Break Off from O.S.H.: My Second ‘NO’
As a Diocesan Priest
P.G. Studies in the Karnataka University
The Second, Even Fiercer, Phase of Struggle
The Direct Payment…Rocks the Diocese
1968-1975: A Period of Ideological Fermentation
Decision to Get Married
Vindictive Spirit Unleashed
The Catholic Vindictive Grip Tightened
From Frying Pan to Fire
The Third Phase: Dungeon Darker and Narrower
My First Legal Move
The Final Battle to Work out ‘The Agenda’
The Denouement through the Courts
From Dark Dungeons to Dazzling Dawn
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“̶ the poignant yet fascinating story of oppression uncivilized, inhuman and unchristian treatment—the sordid and melodramatic vindictive torture Fr. Abraham had to face—an unusual story like a page from the Arabian Nights—must be read by every Christian priest and of course by every layman”. Padmabhushan Dr.M. V. Pylee\n
“—author’s memoirs depicting in brilliant colours the story of his barbarous victimization by oppressive and power-addict hierarchs, and of his triumph as glorious victor—an excellent crime-thriller exposing the filthy interiors of the pyramidal ecclesiastical structures—capable of captivating the readers and keeping them spell-bound till the end—the truth-missiles launched by the author will hit at the intended targets, namely the bunkers of spiritual terrorists and religious tyrants—”. Rev. Dr. James Gurudas, CMI\n
\n
The Cross of Jesus’ Discipleship – the vertical relationship with the Moral Imperative: Truth, Justice and Love and the horizontal relationship with the universal human fraternity – now stands distorted into a symbol of suffering and buried under weird dogma-ridden ritualistic stuff, the author thought. “Who are you to think when we are here?” was the ominous threat of the ‘jure divino’ infallible church hierarchy. There started the author’s struggle.\n
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A Christian priest for the last fifty three years, with Master's in Philosophy and Master's in Theology from the Jnanadeepam Papal Vidhyapeed, Pune and Master's in English Literature from Karnataka University, Dharwar. After forty four years of teaching in colleges under Kerala and M.G. Universities, retired as Professor of English and Principal. Contributed several articles on Political, Social, Educational and Religious matters in National Periodicals like South Asia Politics, Indian Currents etc. \n
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Education,M.ed/B.ed./D.ed. |
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HIGHER EDUCATION IN GLOBALIZED ERA: AN INDIAN EXPERIENCE |
TAMANNA KHAN |
9788175418073(HB) |
9788175418080(PB) |
2016 |
|
|
xiv+218pp
|
200.00 |
950.00 |
Acknowledgement
List of Tables
List of Figures
List of Abbreviations
1. Introduction
Higher Education: Context and Significance; Globalization: Conceptual Framework; Globalization Vs. Internationalization; Globalization and Higher Education; Statement of the Problem; The Study
2. Review of Literature
Definition of Higher Education; Importance of Higher Education; Growth of Higher Education; Globalization and Higher Education; Privatisation of Higher Education; International Student Mobility; Expenditure on Higher Education; Problems of the Indian Higher Education System; Reforms in Indian Higher Education System
3. Growth of Higher Education in India: An Overview
Growth of Higher Education in India; Structure and Types of Institutions in Higher Education; Statistical Growth of Higher Education in India; Role of Private Sector in Higher Education in India
4. GATS and Trade in Higher Education Services
Trade in Services; The General Agreement on Trade in Services (GATS); The Principal Elements and Rules of GATS; Educational Services; Educational Categories and Modes of Trade; Trade Barriers in Educational Services; GATS Commitment for Trade in Education Services; India and Higher Education Under GATS
5. Globalization and Trade in Higher Education Services in
India: Consumption Abroad
Trade in Higher Education Services in India; Mode-Wise Trade in Higher Education Services; Mode 1: Cross-Border Supply; Mode 2: Consumption Abroad; Mode 3: Commercial Presence; Mode 4: Presence of Natural Persons
6. Financing Higher Education in India in the Era of
Globalization
Trends in Public Financing of Education in Developed and Developing Countries; Components of Expenditure in India; Public Expenditure on Education in India; Sources of Funds for Higher Education in India; Government Expenditure on Higher Education as a Share of GDP in India; Trends in Plan and Non-Plan Expenditure on Higher Education in India; Trend Analysis of Intra-Sectoral Allocation of Resources in Education Sector in Five Year Plans in India; Trends of Public Expenditure on Higher Education in India; Role of Centre and State in Financing Higher Education in India; Public Expenditure on Higher Education Among Selected States in India; Per Student Public Expenditure on Higher Education in India; Factors for the Deceleration in the Growth of Public Expenditure on Higher Education in India; Globalization and Its Impact on Expenditure on Higher Education in India; Data Sources and Methodology; Empirical Results and Discussion
7. Conclusion and Suggestions
Bibliography
Index
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This book gives a holistic view of Indian higher education in the pre and post globalized era and analyses its growth in the post globalized era. It discusses how the globalization has a significant effect on the changing pattern of education, and increasing enrolment in professional and technical education. Since as services sector got prominent place in the Indian economy, the effect of globalization on educational trade and its impact on financing of higher education has been analysed in great detail which may have some policy implications. The book may be useful for students of education and economics, research scholars, policy makers and stake holders in higher education in India.\n
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Dr. Tamanna Khan, M.A. Gold Medallist and Ph. D in Economics from Aligarh Muslim University, is currently working as a Research Fellow in the Centre for WTO Studies, Indian Institute of Foreign Trade, New Delhi. Her areas of research interest are Economic Development and Economics of Education particularly higher education. She has to her credit six research papers, including four on higher education, published in national and international journals of repute. \n
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INDIAN EDUCATION IN TIMES OF GLOBAL CHANGE |
J.S. RAJPUT |
9788175418516(HB) |
9788175418523(PB) |
2016 |
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xii+292pp,
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295.00 |
1450.00 |
Preface v
1 Education Policy Formulation: The Decade Ahead
Context; The Basics; Elementary Education; Secondary Education; Higher Education; Vocational Education; Value Education; Technical and Management Education; Education of Special Groups; Alternative Schooling and Adult Literacy; Teacher Education; Examination Systems and Assessment Procedures; Educational Management; Non-negotiable in Education; Additional Inputs
2 Gandhian Perceptions on Education: Contemporary Relevance
Context; The Basics; Skill Development; The ‘Heart’ in Learning; Man-making Education; Challenges Ahead
3 Curriculum Concerns
Curriculum for Growth and Survival; Equality, Human Dignity and Justice; Curriculum Development and Transaction; Curriculum for Quality-in-demand Education; Envisioning the Second Decade; Specific Inputs; Evaluation and Managing the Curriculum Change
4 Teaching of Fundamental Duties to Students and Citizens
Role of Education; Role of Teachers; Curriculum Concerns; Role of Professional Groups; The Action Points
5 Application of Swami Vivekananda’s Teachings in the Present Education System
Tasks before Educational Institutions; Major Educational Concerns; Action Points
6 Basic Essentials of Education in Ancient India
Education Liberates; Education Prepares; Social Context; Pedagogy and Evaluation; Resource Mobilization; The Focal Point; Contemporary Context
7 Medium of Instruction in Initial Years
8 Emerging Perspectives before Teachers
Quality in Education; The System; Teacher Task; Conclusion
9 Harnessing the Education Systems: For Comprehensive Learning
Learning to Live Together with Values; The Canvas of Education; The Current trends
10 Philosophy in Education and the New School Classroom
The Philosophy; New Pedagogy; The Gap; The Curriculum Aspect
11 Millennium Development Goals: Achieving Universal Primary Education—The Road Travelled by India so Far
Elementary Education in India; Initiatives in Elementary Education; Conclusion
12 Education for Gender Equality
Emergence of Policies and Perspectives; Violence against Women; Interpreting Differences; Strategies for Empowerment through Education
13 Human Rights, Education and the Marginalised Groups
Indian Context; The Current Scenario; Equality of Opportunity; Girl Child and Women; Schedule Castes/Schedule Tribes and Dalits; Minorities; Towards Universality of Human Rights; What can be Done?; Conclusions
14 Policy Perceptions on Value Education: Continuity of Imperatives and Implications
Education in the New Millennium
15 Role of Education in Peace Process: Combating Terrorism through Creation of Awareness and Educating People
Education, Tensions and Sins; In Schools and Colleges; From Violence to Peace; Task Ahead
16 Union State Relations in Education: Some Experiential Reflections
Consultation Mechanism; General Planning Systems; Current Exemplars: Centre and States; Centre and Central Institutions; For the Future
17 Globalisation: The Context of Education
From the Global Discourse; Globalisation Issues that Confront Education; Diversity; The Common Cause; Learning Essentials; National Identity, Rights, and Responsibilities; Not by ICT Alone; Action Points
18 Academic Excellence and Institutional Leadership
Contemporary Concerns; Concerns over Quality
Index
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Education, the indispensable human asset, confronts unprecedented pace of change in every sector of human activity. It must assimilate national aspirations and, simultaneously prepare the young for a globalized world that offers varied opportunities. While national systems must evolve as ‘rooted to culture’, these must seriously remain committed to progress; new ideas, new knowledge and new technologies. New education must impart awareness and impacts of global changes, challenges and concerns. It must assimilate the import of cross-cultural movements and interactions, and development of new seemingly heterogeneous communities. A symphony of the universal values and differing cultural values is to be achieved as that alone would ensure a humane global society. Education is obligated to strengthen democratic values and create an urge for lifelong learning and skill acquisition. Extensive intellectual and analytical efforts are needed to develop new age education systems.\n
When massive total transformation is envisaged in a developing nation known for its diversities, issues of resources, infrastructure, teachers and their preparation, curriculum development, teaching learning materials, new pedagogy and emerging technological support systems deserve serious attention from all sides. People expect education to respond to the concerns of social justice, equity, equality, value inculcation and character formation, gender concerns, environmental degradation and climate change, human rights, fundamental duties, and such other elements that strengthen the process of total personality development during the sensitive years of growing up. Every child must internalize genuine appreciation for otherness; respect for religions other than his own, respect for the language, traditions and cultural practices of his peers. Only with adequate focus on these aspects, India can march successfully on the path of progress and development.\n
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Prof. J.S. Rajput, Padma Shri, served as the Principal, of the Regional Institute of Education, (NCERT) Bhopal (1977-88), Joint Educational Adviser (Joint Secretary), Ministry of Human Resource Development, Government of India (1989-94), Chairman, National Council for Teacher Education, NCTE, (1994-99) and the Director of the NCERT (1999-2004). During 1990-92, he also served as the Chairperson of the National Bal Bhawan Society of India. He has consistently contributed through his research papers, books and articles ranging from research journals to national dailies.\n
Prof. Rajput strongly and actively pleads for the regeneration of the ‘culture of acceptance of otherness’, and the need for value inculcation through education in his writings and lectures. He was one of the members of the Committee for Evolution of the New National Education Policy (NEP) in 2015-16\n
UNESCO awarded him the Prestigious Jan Amos Comenius Medal for outstanding contributions in research and innovations. He has also been awarded Maharshi Ved Vyas National Award by the Government of Madhya Pradesh for lifelong contributions in Education.\n
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INFORMATION AND COMMUNICATION TECHNOLOGY BASED TEACHING AND LEARNING(Urdu) |
Noushad Husain |
9788175418851(HB) |
9788175418868(PB) |
2016 |
|
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pp 296
|
250.00 |
950.00 |
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SHIPRA PUBLICATIONS |
0.00 |
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Autobiography |
|
JOURNEY OF FAITH: MAULANA ABDUL MAJID DARYABADI |
AKHTARUL WASEY, ABDUR RAHEEM KIDWAI |
9788175417984 |
|
2016 |
|
|
|
0.00 |
800.00 |
I
Life
Chapter 1
Daryabadi’s family background and era
Chapter 2
Daryabadi’s early life
Chapter 3
Daryabadi’s college and university education
Chapter 4
Daryabadi’s quest for truth: His wandering into error and his return to Islam
Chapter 5
Daryabadi’s mentors: Akbar Allahabadi, Allama Shibli, Maulana Muhammad Ali Jawhar and Maulana Ashraf Ali Thanwi.
Chapter 6
Daryabadi’s family life and demise
Chapter 7
Daryabadi’s mission and message
II
Works
Chapter 8
English Translation of the Quran: Issues and Problems
Abdul Majid Daryabadi
Chapter 9
Tafsir (the Quran exegesis) in Modern Times: Pre-requisites and Challenges
Abdul Majid Daryabadi
Chapter 10
Jesus and Mary in the Quran
Abdul Majid Daryabadi
Chapter 11
Maulana Daryabadi as a Quranic Scholar
Syed Abul Hasan Ali Nadvi
Chapter 12
Maulana Daryabadi’s contribution to Quranic and Islamic Studies
Abdur Raheem Kidwai
Bibliography
Contributors
|
This book focusses on the life and contributions of a leading Indian Muslim scholar, Abdul Majid Daryabadi (1892-1977). It provides insights also in the Muslim intellectual and cultural history of India in early 20th Century. Daryabadi’s forte was the Quranic studies (Tafsir), which is highlighted in this work.\n
|
Prof. Akhtarul Wasey, Padma Shri is Commissioner for Linguistic Minorities in India. He is former Dean, Faculty of Humanities and Languages, Head Department of Islamic Studies and the Honorary Director, Zakir Husain Institute of Islamic Studies at JamiaMiliaIslamia, New Delhi. He was also the editor of four scholarly journals published by the same Institute. Prof. Wasey has travelled widely and his writings are translated into Arabic, Persian and French languages.\n
\n
Abdur Raheem Kidwaiis Professor of English and Director, UGC Human Resource Development Centre at Aligarh Muslim University is the author of several books on Islam and the Quran, including What is in the Quran? andTranslating the Untranslatable: A Critical Study of 60 English Translations of the Quran.\n
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Education,M.ed/B.ed./D.ed. |
|
KNOWLEDGE TRANSFER FOR QUALITY EDUCATION |
RAJARSHI ROY |
9788175418622(HB) |
9788175418639(PB) |
2016 |
|
|
xii+303pp
|
295.00 |
1500.00 |
Foreword
Preface
Section A
Teacher, Pedagogy-System and Curriculum
The Teacher
Learning: Psychology and Principles
Glimpse of Pedagogy and Curriculum
Section B
Instruction
Instructional Objectives
Instructional Strategies and Instructional Methods
Designing Classroom Instructional Plan
Section C
Learning Styles, Motivation and Communication
Learning Styles
Principles of Motivation and Motivating Students in Classroom
Principles of Communication and its’ Application in Classroom
Section D
Skill-sets for Teaching and Instructional Media
Overview of Instructional Media
Principles of Visual Media Design
Teaching Skills
Development of Teaching Skill
Section E
Measurement, Evaluation and Measuring Devices
Basics of Measurement, Evaluation and Allied Devices
Questions: Types and Characteristics
Skill Evaluation
Instructional Plan for Laboratory
Section F
Psychopedagogy and Teaching
Interface of Psychology, Education and Guidance
Psychopedagogy for Guiding Adolescent Students
Psycho-pedagogical Tests and Inventories in Career Guidancevis-a-vis Emotional Intelligence
Bibliography
Index
|
This book explores the strategies and tactics of knowledge-transfer for quality education, which starts with identifying the elements of knowledge, may be it factual or procedural. It deals with pertinent issues like Teacher and associated changed roles vis-à-vis manpower characteristics in the changing scenario and changed educational perspectives of teachers in the rapidly changing paradigm along with necessary traits to enhance their effectiveness and ethical vitalities amidst of marketization of education.\n
The volume thrives to ‘uncover’ the content relating to ‘wh’ of pedagogy, the systems approach thereof, ideals of the profession, the process of Instruction, impact of Learning-style, Motivation and Communication, required skill-sets for Teaching and Instructional media, apart from basics of Measurement and Psychopedagogy for the teachers of the present and future.\n
The book is expected to familiarize the readers with the essentials of teaching, some of which are usually not being taught in the traditional teacher-education programmes in India.\n
|
Rajarshi Roy is Professor and presently Head of the Department of Education at Vinaya Bhavana of Visva-Bharati, Santiniketan and prior to this, he served as the Head of the Department of Education at National Institute of Technical Teachers’ Training and Research, Kolkata and also as a member of faculty of the Department of Education of Sir Ashutosh Mukhyopadhyaya School of Educational Sciences at Assam University, Silchar.\n
Professor Roy is actively associated with Educational and Policy Research for the development of the oppressed. His specific contribution is in the arena of Ethnopedagogy. Roy also contributed in the arena of Environmental Education and socio-educational studies for the improvement of man-standard and life-quality of the population at crisis, apart from Education for Sustainable Development (ESD), Pedagogy of Engineering Education and Indigenous Technology. Professor Roy has to his credit more than hundred publications of International and National repute. \n
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Economics,North-East India |
|
MARKETING OF AGRICULTURE AND ALLIED COMMODITIES IN NORTH-EAST INDIA |
JAMES L.T. THANGA |
9788183641074 |
|
2016 |
|
|
128pp
|
0.00 |
495.00 |
Preface
Abbreviations
List of Tables and Figures
1 Introduction
2 Institutional Set Up of Agriculture Marketing in Mizoram
3 Marketing of Home grown Produce Outside the State
4 Marketing of Agriculture and Allied Products in theLocal Market
5 General Conclusions
Bibliography
Index
|
Agriculture occupies animportant place in the economy of North-East India.More than half of the total workforce is engagedin it. A serious constraint for agricultural development is itsunfavourable topography and geographical isolation from mainland, India, which leadsto lack of communication infrastructures. This has reduced market access by the farmers for their produce.As such, the scenario of agriculture marketing in most of the states is generallyunorganised in nature wherenetworks of intermediaries are at work. Consequently, limited market access remainsto bethe main hurdle for agriculture development.\n
The book focusses on the existing marketing system of agriculture and allied products in the region, takingthe state of Mizoram as a case. It presents an overview of the marketing institutions, stakeholders, and value chains of the agriculture and allied products in Mizoram. The book may enhance the decision making processthat enables the emergence of organised and more efficient marketing intervention policy in the region.\n
|
Dr. James L.T. Thanga is teaching Economics in Mizoram University. He has authored two books, Consumer Behaviour in North East India and Rural Land Use Plan for New Land Use Policy in Mizoram. In addition, he has completed a number of research projects andhaspublished multiple papers in different journals. \n
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SHIPRA PUBLICATIONS |
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Political Science,History/Culture |
|
MOMIN MOVEMENT AND ANSARI COMMUNITY: A SAGA OF STRUGGLE AND SACRIFICE DURING INDIA'S FREEDOM MOVEMENT |
KHURSHID ANWAR ARFI |
9788175418400(HB) |
9788175418592(PB) |
2016 |
|
|
x+166pp
|
350.00 |
650.00 |
Foreword / vii
Words from Author
Introduction
Sense of Patriotism
Evil of Caste System
Arab Ancestry of Ansaris
Farangi Mahal Ansaris
Momin Movement
Shah Bano Case
|
It presents a unique and inspiring story how the Momin-Ansari community could gather courage out of conviction to fight against the social evils that plagued the Muslim society for long.\n
It is a beautiful narration of the events of Momin-Ansari community’s fight against the communal politics of Muslim league and its firm stand against demand of Pakistan.\n
The book also includes a fascinating story of the ancestors of a branch of Momin-Ansaris who, centuries ago, started their journey from Yemen (Jordan) to Yasreb (Madina) to Qustuntunia (Constantinipul) to Istanbul to Herat and finally to India.\n
|
Khurshid Anwar Arfi(b. 20 January, 1934)started his Journalistic career in 1957 with an Urdu daily and held responsibilities of editor, “Sada-e-Hind” Weekly in 1962; editor, ‘Al-Momin’, New-Delhi; columnist in ‘Awaam’ and ‘Nai Duniya’, New Delhi; wrote ‘Maktoob-e-Bharat’ in Daily ‘Mashrique’, Lahore; as its correspondent; editor, ‘Moamlaat’ fortnightly pictorial news magazine, New-Delhi; columnist in ‘Mosawaat’, London. He is one of the founders of All India Urdu Editor’s Conference at Patna; and honored with national award on Urdu journalism sponsored by Bihar Urdu Academy.\n
He has authored many books in English and Urdu, his publications include ‘Dr. Jagannath Mishra’ (1993); ‘Gujarat—ABlot on the Nation’ (2002), ‘Safar Wasila-e-Zafar’ (2005); ‘India—ANation in Turmoil’(2011); ‘Hindustan Inteshar Ke Bhanwar Mein’ (2012).His forthcoming books are ‘Momin Tahreek Aur Momin-Ansar’; and ‘Naqoosh-e-Hayat’, an autobiography.\n
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Political Science,Social Work |
|
MUSLIM WOMEN IN POLITICAL PROCESS IN INDIA |
ZENAB BANU |
9788175418165(HB) |
|
2016 |
|
|
xvi+192pp
|
0.00 |
800.00 |
Foreword by Prof CP Bhambhri
Preface
Abbreviations
List of Table
Women in Political Process: Theoretical Thrust Status and Political Participation of Muslim Women inIslamic Countries Muslim Political Representation and Participation inIndian Government and Politics Political Status of Muslim Women in India Participation of Muslim Women in Rajasthan Governmentand Politics Why Poor Political Participation of Muslim Women? Main Streaming of Muslim Women: Ways for BetterParticipation Bibliography Index
|
The emerging picture of Muslim women’s political participation in formal politics in India is overall similar as women in general that there has been a marked increase in their voting turnout and election campaigning but women continue to be under-represented in legislative bodies both at the national and state level, in political party rank and chain of command. Women representation in Indian Parliament is 10.8 per cent only which is below the world average of 20 per cent. India ranks at position 109 out of 190 countries of the list of women representations in Parliament. Afghanistan and Pakistan are above India. \n
|
Zenab Banu is a Professor (Emeritus) in the Department of Political Science, Mohan Lal Shukhadia University, Udaipur, Rajasthan. Being herself a woman and member of minority group, she specialises in the studies of the politics of communalism and women. She has written authoritatively on communal tensions and problems of Muslim and tribal women.\n
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Education,M.ed/B.ed./D.ed. |
|
OPEN UNIVERSITIES: MODERN EDUCATIONAL INNOVATIONS |
P. SATYANARAYANA, LAKSHMI MANTHA, EMMANUEL DK MEDURI |
9788175418431(HB) |
9788175418448(PB) |
2016 |
|
|
vi+248pp
|
250.00 |
895.00 |
Journey of Open Universities
Genesis and Growth of Open Universities
Profiles of Popular Open Universities
Allama Iqbal Open University, Pakistan
Arab Open University, Kuwait
Athabasca University, Canada
Bangladesh Open University, Bangladesh
Fern Universitat, Germany
Indira Gandhi National Open University, India
Korea National Open University, Korea
National Open University of Nigeria
National University of Distance Education, Spain
Open University of China
Open University of Hong Kong
Open University of Japan
Open University of Malaysia
Open Universiteit Netherland
Open University of Srilanka
Open University of United Kingdom
Sukhothai Thammathirat Open University, Thailand
University of South Africa
Universitas Terbuka: Indonesia
National Open University of Taiwan
Key Areas of Open Universities
Technology
Quality Assurance
Leadership
Evaluation
Distance Education Research
Annexure: Open Universities
References
Index
|
Open Universities have revolutionised lifelong learning in many countries. They are inspired by democratisation, growing demand for tertiary education, technology advancements well suited to mass education and the human resources needs of modern societies.\n
Open Universities have played a pioneering role as they established a form of studying that had never been seen in the world.\n
Open Universities have been a great success, by several indicators, in countries where they have been established. They have evidence of high quality instruction.\n
Open Universities probably will go down in the history books as one of the most important educational innovations of the contemporary times. They instilled hope and made it a reality; they have helped to preserve national cultures and introduced progress; and they have popular national resources.\n
This book gives the genesis and growth, profiles and key areas of Open Universities in different countries of the world.\n
|
Dr. P. Satyanarayana,a senior distance educator,was associated with the founding of Dr. B .R. Ambedkar Open University and Indira Gandhi National Open University (IGNOU). He was a consultant to several distance teaching universities; participated in national and international conferences and seminars; andcontributed to national and international journals on open distance education. He has to his credit books on different dimensions of distance teaching universities. Now, he is Overseas Educational Consultant to OKOS Communications systems in USA.\n
Dr. Lakshmi Manthateaches English at Osmania University Engineering College. She is a certified NLP trainer. She specialised in teaching Business Communication through distance mode and is Communication consultant to several organizations. She has participated in national and international conferences, seminars and workshops; and contributed to journals on different dimensions of higher distance education and open learning systems.\n
\n
Dr. EmmanuelDK Meduri is a Professor of Management at TKR Engineering College, Hyderabad. He specialised in Management of ICT in Distance Education and earlier represented Global University in Distance Education (Rome) in South Asia. Participated in national and international conferences and seminars. His works include Indian Management Education Practices and Perspectives, E-Learning wave in India, Globalisation of Education. \n
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Asia/International Relations |
|
PERSPECTIVES ON NEPAL: RECENT HISTORY AND INDO-NEPAL RELATIONS |
DEB MUKHARJI |
9788175418660 |
|
2016 |
|
|
pp xviii+198
|
0.00 |
750.00 |
Acknowledgements
Introduction
1 The End of a Royal Line
2 Political Developments 1990-2001
3 Political Developments 2001- 2013
4 The Federalism Debate
5 The Hrithik Roshan Affair
6 India and Nepal
Conclusion
Annexures
Treaty of “Peace and Friendship” between the Government of India and the Government of Nepal, 31 July, 1950
Letter from the Ambassador of India to the Prime Minister of Nepal Kathmandu, Dated the 31st July 1950
-Point Demand of the Maoists Submitted to the Government in 1996
Nepal Prime Minister Sher Bahadur Deuba’s Address to the Nation after Declaring the State of Emergency, November 28, 2001
Proclamation to the Nation by King Gyanendra on February 1, 2005
-Point Understanding between seven political parties and the Communist Party of Nepal (Maoist) on November 22, 2005
King Gyanendra’s Speech, February 1, 2006
King Gyanendra’s Proclamation, April 24, 2006
-Points Ceasefire Code of Conduct Signed between the Government of Nepal and CPN (Maoist) on May 25, 2006
The Eight-Point SPA-Maoist Agreement FollowingSummit Talks between the Two Sides at the Prime Minister’s Residence at Baluwatar on June 16, 2006
Six-Point Agreement between SPA and Maoists on November 7, 2006
Comprehensive Peace Accord held between Government of Nepal and CPN (Maoist) on November 21, 2006
Agreement on Monitoring of Management of Arms and Armies on November 28, 2006
May 28, 2008 Declaration of Republic by the House of Representatives
The 7-Point Agreement on the future of the PLA
Index
|
The past three decades have been momentous in the life of Nepal. From the attenuated democracy of the 90s, still under the shadow of the palace, Nepal has emerged as a republic and sought to give itself a long-denied constitution. The people have gone through untold sufferings during the ten years of Maoist insurgency and have lived through the trauma of the palace massacre by a demented prince. A determined effort by a monarch to reverse the wheels of history has been thwarted, literally, by the people’s will in jana andolan II. In an unique achievement, armed insurgents have been persuaded to join democratic politics.\n
Indo-Nepal relations have usually featured prominently in the political discourse in Nepal, not always resonating positively despite the many ties that exist between the two countries. Propinquity may have bred complacence. As Nepal emerges into a new awakening and sense of identity, it may be necessary for both countries to assess if a new shape can be given to bilateral relations, moving away from the past individual-centric approach. This issue has been sought to be addressed.\n
Perspectives on Nepal seeks to recount the history of Nepal as it has unfolded since the 1990s, and the challenges that remain before the polity.\n
|
Deb Mukharji was a member of the Indian Foreign Service from 1964 to 2001, serving in various capacities in Indian Missions in Switzerland, Pakistan, Germany and Bangladesh, besides at headquarters on several assignments, including a deputation to the Department of Economic Affairs. He is an alumnus of the National Defence College.\n
He also served as Consul General, San Francisco (1983-1986), High Commissioner to Nigeria (1986-1989), High Commissioner to Bangladesh (1995-2000) and Ambassador to Nepal (2000-2001).\n
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Literature/Language |
|
PREDICATES AND THEIR ARGUMENTS: A Comparative Study of the Application of Theta Theory in Urdu-Hindi and English |
Shamim Fatma |
9788175418356 |
|
2016 |
|
|
160pp
|
0.00 |
550.00 |
|
This book offers a comparative study and assignment of theta roles in Urdu-Hindi and English from the point of view of Chomsky (1981, 1995). It highlights the similarity and difference between the languages with a view to the application of theta roles in the challenging areas of Natural Language Processing such as Semantic Analysis, Semantic Role Labeling, Word-Sense Disambiguation, Anaphora Detection and Sentiment Analysis. This comprehensive book may also be useful in language teaching in so far as the well-formed sentences of English are concerned.\n
|
Dr. Shamim Fatma did her M.A. and Ph.D in Linguistics from Aligarh Muslim University. After completing her Ph.D, she worked as a linguist at Indian Institute of Information Technology, Allahabad, under the Project “English to Indian Languages Machine Translation”. Presently she is working as an Assistant Professor at the Department of Computational Linguistics, Mahatma Gandhi Antarrashtriya Hindi Vishwavidyalaya, Wardha. \n
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0.00 |
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Asia/International Relations |
|
RE-ENVISAGING WEST ASIA: LOOKING BEYOND THE ARAB UPRISINGS |
PRIYA SINGH |
9788175418707 |
|
2016 |
|
|
xxx+290pp
|
0.00 |
995.00 |
Introduction vii
In the Presence of Absence: The Arab Uprisings
Deen Sharp
The Arab Spring and the Palestinians: From the War inSyria to Operation Protective Edge
Harel Chorev
Israel-Palestine: Revisiting the Bi‑National State
Priya Singh
Islamic Geographies of Resistance: The Islamic Factor in Regional Geopolitical Strategy of Iran
Deepika Saraswat
Of Islam and Other Things: The Drivers and Rhetoric in Iranian Politics
Kingshuk Chatterjee
The Iranian Nuclear Issue: Contending Narratives,Emerging Dynamics and the Road Ahead
Sujata Ashwarya Cheema
The Rise of Contentious Politics in Turkey after theArab Spring
Alper Y Dede
The Changing Dynamics of Turkey’s Relations with Israel:The Arab Spring and its Aftermath
Mujib Alam
Hizbullah’s Axis and Turkey
Joseph Alagha
The Divergent Trajectories of Arab Dignity Revolts:Egypt and Tunisia
Mustapha Kamel Al-Sayyid
The Tunisian Spring and the Egyptian Winter
Paul Rivlin
Contentious Politics, Economic Crisis and RegimeChange in Egypt
Nadine Sika
Political Islam in Egypt after Morsi
Konrad Pêdziwiatr
Russia and the Middle East after the Arab Spring
Nikolay A Kozhanov
Contributors
Index
|
In the aftermath of the Arab uprisings, there have been constant attempts at rethinking or reimagining the region. However, this is not the first time that a re-envisaging of West Asia or the Middle East and North Africa (MENA) is taking place. The construction and deconstruction of the region has been a recurrent feature and the region as a concept is a comparatively modern as well as an unsteady construction. The Arab uprisings (2010) inducted a period of contentious politics, which has restructured the landscape of regional politics and defied the presumptions and conjectures that have dominated the literature on the comparative politics of the Middle East.\n
The passion in the early months of 2011 has long since given way to an extended, tenacious political tussle. It is far too soon to propose any decisive deductions about the eventual results of the Arab uprisings. The revolutionary moment continues to unravel. While there are reservations about the likelihood of the evolution of a truly revolutionary notion of freedom as one explores the threats and opportunities in an ever-changing political landscape, nevertheless the Arab uprisings of 2010 have set forth a plethora of queries pertaining to the region and beyond. The chapters in this volume explore the multiple and multi-layered dimensionsand potentialramifications of the uprisings, which took the world by surprise. \n
|
Priya Singh has been Fellow at the Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata. Her area of specialisation is Israel in particular with an interest in West Asia in general. She has authored, edited and co-edited publications on Israel and West Asia. She can be contacted at priyasingh70@gmail.com\n
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Education,M.ed/B.ed./D.ed. |
|
SCHOOL PLANNING AND MANAGEMENT: A DEMOCRATIC APPROACH |
T.K.D. NAIR |
9788175418387(HB) |
9788175418394(PB) |
2016 |
|
|
176pp 2016 imp.
|
220.00 |
850.00 |
Preface; Foreword;
Introduction: The Background - What Education does to the Learner - What History Tells- Attempts for Involvement of the Community - Aims of Education in a Democracy - Democracy a Product of Education-Welfare Society-Organisation Administration in a Democracy.
Equality of Educational Opportunities: Education for All-Where to Begin? - Weaker Sections-Higher Education - Opportunity Costs - Pre-School Education -Community Participation Accountability - Universalisation of Primary Education - Some Problems--Fundamental Right.
Demand on the Administrator: Role of the Administrator-Pressures on Administration-Ambivalent Administrator--Training of Educational Administrators - -Administrators of Primary Schools - Decision Making - Demand of Democracy.
Planning: Need for planning - Meaning of Planning and Management at Micro level. Need for community support Institutional Management-Some Organisational Changes--Planning from Below - Community Participation Sources of Support - DIETs and CETs Parallel Management. Some Innovations in Educational Management -Supervision by Correspondence - Institutional Planning.
Supervision: Special Case of Schools - The Concept of Supervision-Traditional Supervision Modem Supervision - Management in Action -Sources of Supervision-School Community Relationship a Support Base -PRS and school supervision DIETs and School Supervision - DPEP and Supervision - Techniques of Supervision - Some Innovations
Inspection By Post: Purpose of Inspection- Pre-requisites for Effective Inspection - Specific Objectives - Prevailing Practices Follow up Actions- Extent of Coverage Insuring Utility--Inspection by Post Advantages of the proposal procedural Changes Needed - Preparations.
Group Rapport In Education Teaching Vs Learning -Personalised system of learning - Rapport Based Learning--Revolution in Classroom Management -Preventive Approach.
Extra and Co-Curricular Activities
Conclusion: Educational Management of Tomorrow Qualities of an Educational Manager-Manager - A Change Agent - Some Suggestions for Further Inquiry.
Bibliography
Appendix
|
This volume is addressed to all concerned with education, namely, policy makers, administrators, supervisors, teachers, students and the community at large. The conviction that democracy and education has many things in common and are reciprocally obliged to provide mutual support, was at the bottom of inspiration for attempting on this work.
It is hoped that the book will provide some useful material for those who opt to study education as a discipline. It can, it is hoped, serve as a source material for teacher educators and educational administrators. Those who are engaged in educational research may also find it useful.
\n
|
Prof. T.K.D. Nair (1926), M.A., M.Ed., LL.B, has considerably long experience as teacher, teacher educator, trainer of educational managers and also as a researcher in the field. During the later part of his career, he was the faculty of The National Institute of Educational Planning and Administration (NIEPA), New Delhi. Subsequent to his retirement, he was engaged as a consultant in Educational Consultants (India) Ltd. (Ed. CIL).
Apart from almost all States and Union Territories in India he had the occasion to visit Thailand representing India at a Regional Conference on Educational Management held at Bangkok in 1984. He co-authored a book A School Inspection System by NIEPA.
ISBN : 81-7541-162-7\n
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Education,M.ed/B.ed./D.ed. |
|
SHIKSHA AUR SAMAJ(HINDI) |
SUMAN LATA, H.L. KHATRI |
9788175418295(HB) |
9788175418301(PB) |
2016 |
|
|
208pp
2022 ,4th Impression(PB)
|
200.00 |
750.00 |
|
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0.00 |
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Education,M.ed/B.ed./D.ed. |
|
SOCIO-PHILOSOPHICAL PERSPECTIVES OF EDUCATION |
J.C. AGGARWAL, NOUSHAD HUSAIN |
9788175418738(HB) |
9788175418745(PB) |
2016 |
|
|
x+230pp
|
180.00 |
1050.00 |
Preface iii
1 Meaning, Nature and Scope of Education
Significance of Education; Meaning of Education; Wider and Narrow Meaning of Education; What Education is Not; Nature of Education; Scope of Education; Functions of Education; Main Dimensions/Elements of the Process of Education; Meaning of Formal, Non-formal and Informal Education (Forms or Types of Education); Important Definitions of Education; Best Definition of Education; Four Pillars of Education: Education for the Twenty-first Century
2 Aims of Education
Why Aims of Education? or Significance of Aims of Education; Factors Affecting Aims of Education; General Aims of Education; Individual Aim and Social Aim of Education; Character Development Aim of Education and Vocational Aim of Education; Aim of Education in India through the Ages; Immediate and Ultimate Aims of Education; Principles and General Objectives of Education
3 Informal, Formal and Non-Formal Agencies of Education and Social Change
Need for Different Types of Agencies of Education; Broad Classifications of Agencies of Education; No Watertight Division of Agencies of Education; Broad Comparison Between Formal and Non-Formal Agencies of Education; Mass Media as Agencies of Education; Radio as Agency of Education; Television as an Educational Medium; Peer Group and Education
4 Role of the Family, School, Community, NGOs and State in Education and Social Change
Role of the Family in Education; School As an Agency of Education; Functions of the School in Behavioural Terms: Historical Letter of Abraham Lincoln (1809-1865), 16th President of the US (1861-1863), to the Headmaster of the School in which his son was studying; Community as an Agency of Education; Interaction Between the Community and the School; Non-Governmental Organisations (NGOs) and Education; Policy Statements on the Role of NGOs; Role of the State in Education
5 Meaning, Nature, Functions and Scope of Philosophy:Philosophy and Education
Significance of philosophy; Meaning and Nature of Philosophy; Why do we need philosophy; Scope of Philosophy; Importance of Philosophy; Functions of Philosophy; Relationship between Philosophy and Education; Contribution of philosophy to Education
6 Idealism
Meaning of Idealism; Chief Exponents of Idealism; Main Principles of Idealism; Idealism and Various Aspects of Education; Limitations and Weaknesses of Idealism in Education; Contribution of Idealism to Educational Theory and Practice; Summing up
7 Naturalism
Meaning of Naturalism; Chief Characteristics of Naturalism; Prominent Naturalist Philosophers; / Naturalism and Its Various Dimensions in Education; Negative Education according to Rousseau — A Prominent naturalist; Limitations of Naturalism in Education; Contribution of Naturalism to Education
8 Pragmatism
Meaning of Pragmatism; Fundamental Principles of Pragmatism; Broad Features of Pragmatism in Education; Limitations of Pragmatism; Contribution of Pragmatism to Education
9 Humanism: Comparative Study of Idealism, Naturalism and Pragmatism
Meaning of Humanism; Principles of Humanism; Humanism and Modification of Human Nature; Humanism and Democracy; Educational Implications of Humanism; Humanism and Curriculum; Comparative Impact of Idealism, Naturalism and Pragmatism on Educational Theory and Practice
10 MK Gandhi (1869-1948)
Brief Life Sketch; Gandhiji’s Educational Experiments; Gandhiji’s Publications on Education; Principal Features of Gandhiji’s Philosophy of life; Factors that Influenced Gandhiji’s Philosophy of Life and Philosophy of Education; Gandhiji’s Views on Different Aspects of Education; Gandhiji as an Idealist, Naturalist and Pragmatic Educationist; Criticism of Gandhian Approach to Education; Contribution and Relevance of Gandhiji’s Views on Education in Modern Times
11 Rabindranath Tagore (1861-1941)
Brief Life Sketch; Tagore’s Philosophy of Life; Educational Philosophy of Tagore; Tagore’s Views on Different Aspects of Education; An Ideal School; Educational Institutes started by Tagore; Visvabharati (World University); Contribution of Tagore to Education
12 Swami Vivekananda (1863-1902)
Brief Life Sketch and Work of Swami Vivekananda; Principal Features of Swami Vivekananda’s Philosophy; Swami Vivekananda’s Philosophy of Education; Swami Vivekanand on Various Aspects of Education; Contribution of Swami Vivekananda to Education: Relevance of his views Today
13 Jiddu Krishnamurthy (1895-1986)
Educational Philosophy of Jiddu Krishnamurthy; Aims of Education According to Jiddu Krishnamurthy; Shortcomings of the Prevailing System of Education; / Characteristics of Integral Learning; Methods of Teaching According to Krishnamurthy; Role of Teacher According to Jiddu Krishnamurthy; The Qualities of a True Teacher according to Jiddu Krishnamurthy; Jiddu Krishnamurthy’s Concept of an Ideal School; / Krishnamurthy’s Contribution to Education
14 Gijubhai Badheka (1885-1939)
Life Sketch of Gijubhai Badheka; Metaphysics of Gijubhai’s Philosophy; Epistemology and Logic of GijuBhai’s Philosophy; Axilogy and Ethics of Gijubhai’s Philosophy; Real Education; Experimentation – Key to Change; Philosophical Base of Gijubhai; Educational Principles of Gijubhai Badheka (Essence of Bal Mandir); Environment of the Bal Mandir (Children’s School or Children’s Temple or Children’s World); Diwa Swapna; 1 Learning Method; Games; Teacher; Student; Teaching of Language and Other Subjects
15 Dr Maria Montessori (1870-1952)
Works by or About Dr Maria Montessori; Educational Philosophy of Maria Montessori; Montessori Education; Montessori Method; High Quality Education; Multi-Age Grouping; Prepared Environment; Teachers’ Role; Sensitive Periods of Learning; Absorbent Mind; The Child; Montessori Classrooms; Montessori Infant, Toddler and Pre-School Programmes; Merits of Montessori Method; Limitations of Montessori Method
16 Frobel (1782-1852)
Life Profile; Published Works of Frobel; Frobel’s Philosophy of Education; Educational Principles; Kindergarten; Frobel’s Influence on Modern Education; Limitations of Frobel’s Philosophy
17 Meaning, Concept and Importance of Sociology
Meaning and Concept of Sociology; Definitions of Sociology; Nature of Sociology; Importance of Sociology; Relationship between Sociology and Education
18 Socialisation and Education
Meaning of Socialisation; Definitions of Socialisation; Process of Socialisation; Stages in Socialisation; Importance and Objective of Socialisation; Main Characteristics of the Process of Socialisation; Agencies or Factors Leading to the Socialisation of Child; Factors Resisting Socialisation of the Child; Education and Socialisation; Difficult Task of Socialisation of the Child; Role of the School in the Socialisation of the Child: Important Programmes of Socialisation; Role of the Teacher in the Socialisation of the Child; Suggestion for Proper Socialisation of the Students
19 Contemporary Society and Child Rearing Practices
Contemporary Society and Child Rearing Practices; Meaning of Child Rearing Practices; What is a Family?; Child Rearing Practices in Single-Parent Family; Child Rearing Practices in Working-Parents Family; Child Rearing Practices in Nuclear Family; Child Rearing Practices in Joint Family; Children Rearing in Orphanages; Type of Family and Quality of Parenting; Socialisation and Child Rearing
20 Social Diversity and Socialisation: Caste, Class, Social Mobility, Literacy, Poverty, Region, Language
Meaning of Diversity; Meaning of Social Diversity; Meaning of Socialization; Social Diversity and Socialization; Social Diversity and Socialisation — Caste, Class, Social Mobility, Literacy, Poverty, Religion, Region, Language; Factors Responsible for the Variation in the Socialization Process
21 Role of Education to Promote Inclusion in Schools and Society
What is Inclusion?; Why Inclusion?; Inclusion in Education; Inclusive Education; Definition of Inclusive Education; The Benefits of Inclusive Education; Common Practices in Inclusive Classrooms
22 Education and Culture
Concept and Meaning of Culture; Meaning and Definitions of Culture; Kinds of Culture; Functions of Culture; Types of Culture; Education and Culture; Impact of Culture on Education; Influence of Education on Culture; Education and Racial Prejudices and Antagonism; Human Culture as a Whole; Function of School; Inter-cultural Understanding; Education of Culture and for Culture; Flux in the Traditional Culture; Realisation of Common Culture by Human Beings; Meaning of Cultural Differences; Cultural Differences and Its Influence on Education
23 Composite Culture, Multiculturalism and Education
Composite Culture; Multiculturalism
24 Role of Education in the Preservation of Cultural Heritage of India
Rich Cultural Heritage of India; Meaning of Cultural Heritage; Chief Characteristics of Indian Cultural Heritage; Composite Cultural Heritage of India; Cultural Heritage and Education
25 Social Change: Nature, Process, Causes and Effects
Meaning of Social Change; Nature and Characteristics of Social Change; Factors of Social Change; Process of Social Change; Causes/Factors of Social Change; Effects of Social Changes; Teacher as an Agent of Social Change
26 Education as a Means and Product of Social Change
Education as a Means of Social Change; Broad Areas of Social Change and transformation through Education; Functions of Education in Social Change; Equality of Opportunity in Education and Social Change; Agencies of Education and Social Change; Limitations of Education in Bringing About Changes; Teacher as an Agent of Social Change; Education as a Product of Social Change; Interdependent Role of Education and Social Change; Factors which Influence Social Change in India; Social Awareness; How to Develop Social Awareness
27 Human Rights and Education
Meaning of Human Rights; Need of Human Rights; Characteristics of Human Rights; Importance of Human Rights; Categories of Human Rights; Meaning of Human Rights Education; Need to Ensure Human Rights Education; The Universal Declaration of Human Rights (1948); UN Convention on the Rights of the Child (UNCRC)- 1989; National Commission for Protection of Child Rights (NCPCR)
28 Value Education
Meaning and Concept of Values; Definitions of Values; Meaning of Value Education; Objectives of Value Education; Types of Values; Need for Value Education; Importance of Value Education; Sources of Value Education; Role of the Teacher in Development of Moral and Social Values; Inculcation of Values through Curricular Activities; Inculcation of Values through Co-curricular Activities and Community Services
29 Education for Peace
Meaning of Education for Peace; Aims of Education for Peace; Key Pedagogical Principles of Peace Education; Importance of Education for Peace; / Values and Attitudes of Education for Peace; Education for Peace across the Curriculum
Suggested Practicum
References
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This book introduces the sociological and philosophical perspectives on education with a view to initiate inquiries and discussions on significant facets, themes and questions regarding education in India, that is, how education is both the means and product of social change, how multiculturalism and the concept of composite culture have impacted educational policies and how the movements of human rights education and children’s rights have reshaped the content and processes of education. It suggests practical measures for fulfilling the objectives of secularism, socialism and democracy as envisaged in Constitution of India. The role of different types of formal, informal and non-formal agencies of education in this regard is highlighted. Suitable quotes of great thinkers on education enrich the subject matter. The subject matter of the book is explained in a simple and easy language. \n
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J.C. Aggarwal was a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration, Delhi. He worked at the grassroots level as a Post-graduate teacher, principal, plan evaluation officer and educational supervisor and administrator. He also taught in a Post-graduateTeacherTrainingCollege. He travelled widely and wrote extensively on education.\n
Dr. Noushad Husain is Principal and Associate Professor in Maulana Azad National Urdu University, College of Teacher Education, Asansol (West Bengal). He is the author/editor of numerous books and books chapters, articles and professional papers on different aspects of Higher Education. He has worked extensively in the field of educational technology. He is actively involved in theory and practice of teaching and learning with new media. He is keenly engaged in research, training, consultancy and social service programmes.\n
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Economics,North-East India |
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SUSTAINABLE LAND USE INITIATIVES IN MIZORAM: A STUDY OF NEW LAND USE POLICY |
JAMES L.T. THANGA |
9789386262042 |
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2016 |
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xx+164pp
|
0.00 |
750.00 |
Acknowledgements
List of Abbreviations
List of Tables and Figures
Location Maps
1. Introduction
2 Dynamics of Land Tenure System
2.1. Introduction
2.2. Land Tenure System in the Traditional Mizo Society
2.3. Institutional Change in Land Tenure System
2.4. Transition from Jhum to Settled Cultivation
2.5. Land Use Change in Mizoram
2.6. Concluding Notes
3. Emergence of Land Use Policies
3.1. Introduction
3.2. Garden Colony
3.3. Concept of NLUP
3.4. Implementation of NLUP during 1984-87
3.5. Physical and Financial Achievement of NLUP (1984-87)
3.6. Critical Evaluation of NLUP (1984-1987)
3.7. Jhum Control Project
3.8. Conclusion
4. Revival of Nlup in Mizoram in 1991
4.1. Introduction
4.2. Operational Guidelines and Procedure
4.3. Main and Subsidiary Trades under NLUP
4.4. Progress of the Implementation
4.5. Analysis of Sectoral Distribution of Beneficiaries
4.6. Assessment of NLUP (1991-97)
4.7. Concluding Observations
5. Mizoram Intodelhna Project (Project for Self-Sufficiency in Mizoram)
5.1. Introduction
5.2. Main Objectives of the Programme
5.3. Targeted Families
5.4. Authorities of the Programme
5.5. Programme Modalities
5.6. Progress of the Implementation
5.7. Notes of Evaluation
6. Comprehensive New Land Use Policy, 2011: An Outline of
the Implementation Framework
6.1. Introduction
6.2. Objectives and Target Groups
6.3. Funding Pattern of NLUP
6.4. Financial and Physical Targets for Various Activities
6.5. Organisational Structures of Project Management
6.6. Selection of Beneficiaries and Allocation of Trades
6.7. Delivery of Assistance
6.8. Approach to Land Use Planning
6.9. Marketing Policy
6.10. Project Monitoring
6.11. Concluding Note
7. Progress and Achievement of NLUP 2011
7.1. Introduction
7.2. Component Wise Fund Allocation
7.3. Financial Achievement
7.4. Physical Achievement
7.5. NLUP Convergence Scheme
7.6. Input Supply Chain under NLUP
7.7. Infrastructure Development under NLUP
7.8. Captive Farming
7.9. Collaboration with UN Agencies
7.10. Concluding Note
8. Review of NLUP 2011
8.1. Background
8.2. Macroeconomic View
8.3. Beneficiary Performances
8.4. Critical Gaps in Project Implementation
8.5. The Way Forward
References
Index
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Mizoram, one of the hill states of India, is an agrarian economy where majority of the population practice shifting or jhum cultivation since the time of their forefathers. With the changing requirements of the growing population, jhum cultivation became devastating in nature, causing drastic decline in crop yield, loss of forest wealth, soil fertility, and biodiversity. It also causes environmental degradation. The need to develop alternative and sustainable form of land utilisation that could replace shifting cultivation was felt by the elites since the 1950s.\n
With the installation of a democratic system of administration in the state after Independence, different governments have shown earnest attempts to wean away the unsustainable practice of shifting cultivation by introducing more sustainable systems of land utilisation and alternative livelihood activities. The major initiatives introduced were Garden Colony, New Land Use Policy, Jhum Control Project, and Mizoram Intodelhna Project. Of these initiatives, the New Land Use Policy occupies a unique place because it had been implemented three times by the same party under the same leadership, while the coverage and expenditures were also significantly larger than the other projects.\n
The various land use initiatives were successful in many respects in achieving their main objectives. However, the practice of shifting cultivation persists even today. Therefore, it is necessary to examine the various dimensions of these policies, their areas of achievements, and also the areas where they had failed. This book is a study of the several initiatives of the Government of Mizoram that aimed at the emergence of sustainable land use practices, with greater emphasis given to the case of NLUP.\n
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Dr. James L.T. Thanga, a young scholar teaching Economics in Mizoram University, has completed several research projects, and had published a number of research papers in different journals. He has three books to his credit, Consumer Behaviour in North East India, Rural Land Use Plan for New Land Use Policy in Mizoram, and Marketing of Agriculture and Allied Commodities in North East India. Dr. Thanga is also involved in several state level committees. Currently, he is an Expert Member of the State Planning Board, and a Member of NLUP Implementing Board and Expert Group of State Account Statistics, Government of Mizoram. \n
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Education,M.ed/B.ed./D.ed. |
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ELEMENTARY GUIDANCE AND COUNSELLING |
RASHMI AGRAWAL |
8175413395 (HB) |
8175413340(PB) |
2015(re-run) |
|
|
viii+191pp, rev. ed.
|
140.00 |
850.00 |
Preface
Guidance: The concept and need
What is Guidance?
Need for Guidance
Objectives of Guidance
Principles of Guidance
Scope of Guidance
Guidance and Education
Guidance and Counselling
Areas Requiring Guidance at Primary Level
Educational Guidance
Vocational Guidance
Personal and Social Guidance
Types of Problems of Students
Functions of the Guidance Worker
How to Identify Problems
Group Guidance: Concept and Techniques
Group
Group Guidance
Individual Guidance (Counselling) Concept and Technique
Objectives
Features of Counselling
Approaches to Counselling
Counselling and Psychotherapy
Specific Skills Required in Counselling
Importance of Interview in Counselling
How to Conduct Interviews in Counselling
Testing and Non-testing Techniques of Guidance
Testing Techniques (Psychological Tests)
Objectives of Using Psychological Tests in a Guidance Programme
Classification of Tests
Characteristics of a Good Test
Non-Testing Techniques of Guidance
Guidance of Children with Special Needs
Types of Children with Special Needs
Some Major Problems of Disabled
How to Identify Children with Special Needs
Role of Guidance Worker
Role of Teacher in Dealing with Children with Special Needs
Curriculum Adjustment and Adaptation
Components of Curriculum Adaptation
Classroom Management
Teaching Strategies
Guidance Services in School
Orientation Services
Pupil Information Services
Inventory Services
Educational and Occupational Guidance Services
Group Guidance Services
Counselling Services
Support Services
Placement Services
Follow-up Services
Maintenance of Records
Records Needed
Role of Counsellor in Schools
Characteristics of a Counsellor
Establishment of Career Resource Center by Counsellor
The Budget for Guidance to be Prepared by Counsellor
Planning of a Good Guidance Programme by Counsellor
Resources a Guidance Counsellor must know
Practical Work
Annexure I : Websites Information
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This book is intended as a theoretical and practical guide to deal with the educational, personal, and social and other adjustment problems of children in school. The book is helpful for teachers, parents, counsellors, students and others, who are interested in knowing about the concepts, approaches, procedures, and techniques of guidance and counselling. This book is extremely useful for self- learning.\n
|
Rashmi Agrawal has done Ph.d in Psychology from Lucknow University and specialisation in Guidance and Counselling from India and U.S.A.
She is Chief & Head of Gender and Child Studies and Training Institute of Applied Manpower Research, Delhi\n
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed. |
|
RIGHT TO EDUCATION AND REVITALIZING EDUCATION |
J.C. AGGARWAL, S. GUPTA |
9788175418271(HB) |
9788175418288(PB) |
2015 re-run |
|
|
209pp
|
295.00 |
800.00 |
Preface br>1 . A Brief History of Education Reforms in India
2 . Sarva Shiksha Abhiyan
3 . The Rights of Children to Free and Compulsory Education Act, 2009 (35 of 2009): Elementary Education
4 . School Education: 'Report to the Nation'- National Knowledge Commission 2006-2009
5 . Secondary Education; Universalizing Opportunity: World Bank Report 2009
6 . National Knowledge Commission (2006) Major Observations and Recommendations
7 . Renovation and Rejuvenation of Higher Education: Prof. Yash Pal Committee Report
8 . Grading System
9 . Follow up Action on Continuous and Comprehensive Evaluation by Central Board of Secondary Education (CBSE)
10 . Overview of Development and Recent Initiatives in Education
11 . Essential Points Relating to Education Reforms and Implementation of the Act in the Present Scenario
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The book presents a brief, but meaningful description and analysis of the following contemporary problems of education:
A Brief History of Education Reforms of India.
Sarva Shiksha Abhiyan.
The Rights of Children to Free and Compulsory Education Act, 2009.
School Education: "Reports to the Nation", National Knowledge Commission (2006-2009).
Secondary Education: Universalizing Opportunity, World Bank Report, 2009.
Observation and Recommendation of National Knowledge Commission on Higher Education and Vocational Education.
Yash pal Committee Report on Renovation and Rejuvenation of Higher Education (2009).
Grading System.
Continuous and Comprehension Evaluation.
Overview of Development and Recent Developments in Education.
The publication also provides unconventional and practical, but without major financial implications, suggestions for planning and implementation educational reforms.\n
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J.C. Aggarwal was a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration, Delhi. He worked at the grassroots level as a Post-graduate teacher, principal, plan evaluation officer and educational supervisor and administrator. He also taught in a Post-graduate Teacher Training College. He travelled widely and wrote extensively on education.
S. Gupta is Post Graduate from Delhi University, Delhi and has been associated with teaching for the last more than twenty years. She has widely travelled and participated in several school programmes. She has authored books on education.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed. |
|
TEACHING OF MATHEMATICS |
CHAMAN LAL BANGA |
9788175416130(HB) |
9788175416147(PB) |
2015 impression |
|
|
xii+284pp
|
350.00 |
1250.00 |
Preface
SECTION I
1. Meaning, Nature and the Scope of Mathematics
Introduction/1; Definitions of Mathematics/1; Meaning of Mathematics/2; Nature of Mathematics/3; Elements/5; Axioms or Postulates, Propositions and Theorems/5; Scope of Mathematics/11; Basic Mathematics/11; Applied Mathematics/11; Modern Mathematics/12
2. History of Mathematics
Introduction/16; History of Metric System/19; The Babylonians/20; Writing and Base 60 System /20; Multiplication and Division /20; Pythagorean Triples and Problems/20; Egyptians and Romans/21; Number System/21; Egyptians and Romans/21; Multiplication/21; The Notation System /21; Contribution to Mathematics by India/22; Zero and the Place-Value Notation /22; Vedic Mathematics and Arithmetical Operations/24; Geometry of the Sulba Sutras /25; Jaina Contribution to Fundamentals of Numbers /26; The Anonymous Bakshali Manuscript/26; Astronomy/27; Classical Contribution to Indeterminate Equations and Algebra /27; Indian Trigonometry/29; Kerala Contribution to Infinite Series and Calculus/30; Modern Contribution/30
3. Contribution of Indian Mathematicians (Bhaskaracharya, Aryabhatta, Lilavati, Ramanujan)
Bhaskaracharya II/34; Lilavati (A Book on Arithmetic)/36; Bhaskara's Contributions to Mathematics - An Overview/39; Preliminary Concept of Mathematical Analysis /39; Arithmetic/40; Definitions/40; Algebra /40; Positive and Negative numbers/41; Trigonometry/41; Calculus /41; Astronomy /42; Aryabhatta Ist/43; Aryabhatta's Contribution to Mathematics/44; Aryabhatiya/44; Place Value System and Zero/45; Pi (p) as Irrational/45; Mensuration and Trigonometry/46; From "ardha-jya" to "sine"/46; Indeterminate Equations/46; Astronomy/47; Motions of the Solar System/47; Eclipses/48; Sidereal Periods/48; Legacy/48; Aryabhatta Numeration/49; Its Basis/50; Srinivasa Ramanujan/50; Life Sketch/50; Contacting English Mathematicians/52; Contribution of Ramanujan to Mathematics/53
4. Contributions of Euclid, Pythagoras, Rene Descartes
Euclid/56; The Elements/56; Other Works /57; Pythagoras/61; Life Sketch/61; Musical theories and investigations/62; Quotations by Pythagoras/62; Rene Descartes/63; Life Sketch/64; Philosophical Work/65; Mathematical Legacy/65; Descartes' Greatest Contribution to Mathematics /66; Descartes Observations in Detail/66
5. Educational Values of Mathematics
6. Aims and Objectives of Teaching Mathematics in Terms of Instruction and Behaviour
What is Aim or Goal?/75; What an Objective is?/75; Examples of Aims/76; Difference between Aims and Objectives/76; Classification of Aims of Teaching of Mathematics/77; Educational Objectives/77; General Aims of Teaching Mathematics/78; Taxonomy of Instructional Objectives/78; Behavioural Objectives/79; Taxonomy of Educational Objectives/79; Need for Writing Objectives in Behavioural Terms/79; Methods of Writing Objectives in Behavioural Terms/79; Robert Mager's Approach/79; A List of Associated Action Verbs for the Cognitive Domain/82; List of Action Verbs for Affective Domain/82; List of Action Verbs for Psychomotor Objectives/82; Objectives at the Entire School Stage/83; Knowledge and Understanding Objectives/83; Skill Objectives/83; Application Objectives/83; Attitude Objectives/84; Appreciation and Interest Objectives/84; Objectives of Mathematics at the Secondary Stage/84; Formulation of Objectives/85; Writing Objectives in Behavioural Terms/86; Creativity Objectives/87; Different Methods of Writing Objectives in Behavioural Terms/87
7. Relation of Mathematics with Other Subjects
The Relation of Mathematics with Other Subjects/90; Relation of Mathematics with Physical and Biological Sciences/90; Relation between Mathematics and Physics/90; Relation between Mathematics and Chemistry/91; Relation between Mathematics and Biology/91; Relation between Mathematics and Engineering/92; Relation between Mathematics and Agriculture/93; Relation between Mathematics and Social Sciences/93; Relation between Mathematics and Economics/93; Relation between Mathematics and Psychology/94; Relation between Mathematics and Philosophy/95; Relation between Mathematics and Logic/96; Relation between Mathematics and Geography/96; Relation between Mathematics and History/97; Relation between Mathematics and Fine Arts/97; Relation between Mathematics and Drawing/97; Relation between Mathematics and Languages/97; 16. Relation between Mathematics and Commerce/98
8. Mathematics in School Curriculum and in Everyday Life
Mathematics in Everyday Life/99
SECTION II
9. Methods of Teaching Mathematics
What is Method?/102; Lecture Method /103; Demonstration Method/104; Inductive-Deductive Method/104; Inductive Method/104; Deductive Method/108; Analytic-Synthetic Method/109; Synthetic Method/112; Laboratory Method/115; Project Method/118; Lecture-cum-Demonstration Method /120; Heuristic Method/120; Problem-Solving Method/122
10. Curriculum in Mathematics
Rationale of Curriculum Development/126; Meaning of Curriculum/126; Definition of Curriculum/127; Principles of Curriculum Construction in Mathematics/127; Need for Planning of Curriculum in Mathematics/132; Preparing the Syllabi according to the Age Groups of Children/132; The Dynamic Approach to Curriculum/132; The Teacher's Concern in Curriculum Development/132; Objectives of Curriculum/133; Organisation of Curriculum/133; Place of Learning Experiences in the Mathematics Curriculum/134; Basis of Curriculum Development in Mathematics/134; Existing Syllabi of Mathematics/138; Primary Level/138; High and Higher Secondary Level/138; Critical Evaluation of a Syllabus/141; Suggestions for Improvement in the Existing Mathematics Curriculum/143; Critical Study of Mathematics/143; Syllabus of 10+2 Class (CBSE/PSEB)/143; Conclusion/147
11. Mathematics Library and Laboratory
Mathematics Library/149; Need and Importance of Mathematics Library/149; Library Facilities in the School/150; Need of a Separate Mathematics Library/151; How to Use Mathematics Library/151; Material for Mathematics Library/152; Mathematics Laboratory/154; Need and Importance of Mathematics Laboratory/154; Equipment of the Mathematical Laboratory/155; Summary of Effective Use of Blackboard Writing/156
12. Mathematics Club
Need and Importance of Mathematics Club/161; Organisation of Mathematics Club/162; Office Bearers of Mathematics Club/162; Activity of the Club/163
SECTION III
13. Unit Plan and Lesson Plan in Mathematics
Unit Planning/165; Definitions of Unit Plan/165; Types of Unit Plan/165; James Michael Suggests Two Basic Types of Unit Plan/165; Major and Minor Units of Teaching/166; Teaching Unit Plan: Guidelines/166; Elements of a Unit Plan/167; Morrison's Steps in Unit Planning/167; Essential Characteristics of Unit Plan/167; Merits of a Teaching Unit Plan/168; Limitations of Unit Plan/168; Principles Involved in Unit Planning/168; Example of Unit Plan/168; A Sample Unit Plan/169; Steps of a Unit Plan/170; Lesson Planning /171; Definitions of Lesson Plan/171; Need and Importance of Lesson Plan/171; Principles of Lesson Planning/172; Another Classification of Principles of Lesson Planning/172; Levels of Lesson Planning/172; Types of Lessons/172; Types/172; Features of a Lesson Plan/172; Different Approaches of a Lesson Plan/172; Herbertian Steps of Lesson Planning/173; The Project Approach of Lesson Planning/174; Morrison's Approach of Lesson Planning/174; Characteristics of a Good Lesson Plan/174; Demerits of Lesson Plan/175; Sample Lesson Plan/175
14. Teaching Aids in Mathematics
Meaning of Teaching Aids/179; Definition of Teaching Aids/179; Place of Teaching Aids in Mathematics/180; Need of Teaching Aids in Mathematics/180; Importance of Teaching Aids/180; Suggestions for Effective Use of Teaching Aids/181; Effective Use of Teaching Aids/181; Principles of the Teaching Aids/183; Classification of Teaching Aids/184; Important Characteristics of Audio-Visual Aids/185; Important Teaching Aids Used in Teaching-Learning Process/185
15. Mathematics Teacher
Qualities and Characteristics of a Mathematics Teacher/192; Qualities in a Mathematics Teacher/193
SECTION IV
16. Techniques of Teaching
Techniques of Teaching Mathematics/196; Self-Study/196; Drill Work /197; Supervised Study /199; Home Work/201; Oral Work/203; Written Work/204; Group Work or Group Study/204; Review/205
17. Textbooks of Mathematics
Meaning of Textbook/207; Need and Importance of Textbook/207; Importance for the Teachers/207; Importance for the Students/208; Importance for Maintaining Uniformity of Standard/208; Characteristics of a Good Textbook/209
18. Teaching of Modern Mathematics
Understanding Modern Mathematics/212; Essentials of Modern Mathematics/212; Objectives of Teaching Modern Mathematics/212; Understanding Modern Mathematics/212; Classification of Sets/215; Venn Diagram /218
19. Gifted and Backwards Children in Mathematics (Enhancement Programmes)
Gifted Children/220; Definition of Giftedness/220; Identification of Gifted in Children in Mathematics/220; Enrichment Programme for Gifted Students/221; Suggestions for Teaching the Gifted Children/221; Backward Child/222; Meaning /222; Causes of Backwardness/222; Remedies for Overcoming Backwardness/225; Backward Students in Mathematics/226; Identification of Backward Students/226
SECTION V
20. Evaluation in Mathematics
Evaluation-Meaning/228; Principles of Evaluation/228; Definitions of Evaluation/229; Purpose of Student Evaluation/229; Evaluation Process/230; Comprehensive Evaluation /231; Purposes of Evaluation in Mathematics/231; What is the difference between Examination and Evaluation/231; Procedure for Test Construction/231; Planning the Test/232; Purposes of Educational Tests/232; Types of Tests/233; Tools and Techniques of Evaluation/233; Testing Procedure/234; Self-reporting Tests/234; Observational Tests/234; Projective Tests/234; Characteristics of Good Evaluation Programme/234; Situations of Evaluation/235; Preparation of Evaluation Programme/235
21. Teaching of Mathematics - Shortcomings and Remedial Measures
Defects and Possible Remedies/237
22. Creating and Maintaining Interest in Mathematics
Tree of Knowledge/241
SECTION VI
23. Teaching of Arithmetic
Aims of Teaching Arithmetic/246; Major Objectives of Teaching Arithmetic/247; General Rules for Teaching of Arithmetic/247; Methods of Arithmetic Teaching/247; Teaching of Some Important Topics in Arithmetic/247
24. Teaching of Algebra
Objectives of Teaching Algebra/257; Importance of Teaching Algebra/257; How to Introduce Algebra to the Students/258; Methods of Teaching of Algebra/258; Teaching of Different Topics of Algebra/259; Teaching of Addition in Algebra /259; Teaching of Substraction in Algebra/259; Teaching of Multiplication in Algebra/260; Teaching of Division in Algebra /260; Teaching of linear equations/261; Teaching of Factorization of Algebraic Expressions/261; Teaching of Linear Equations in Two Variables/262; Teaching of Method of Completing the Square/263; Method of quadratic formula /263
25. Teaching of Geometry
Stages of Teaching Geometry/265; Types of Geometry/265; Demonstrative Geometry /265; Practical Geometry /266; Historical Background of Geometry/266; Aspects of Teaching of Geometry/266; Need and Importance of Teaching Geometry/266; Different Stages of Teaching Geometry/267; Objectives of Geometry Teaching/267; Teaching of Some Important Geometrical Topics/267
26. Teaching of Trigonometry
Method of Approach/271; Trigonometric Formulas and Relationships/271; Teaching the Functions of Special Angles/272; Functions of the General Angles/273; The Trigonometric Ratio/273; Teaching of Solution of Triangle/274; Fundamental Identities Used in Trigonometry/276
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Mathematics, the science of calculation and logical reasoning, has played a decisive role in building up every civilization. Mathematics, like every thing else that man has created, exists to fulfill not only certain needs and desires but also helps in faster development in this digital age. So it also occupies an important place in the curriculum. The book written in simple language may be found useful by its users.\n
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Chaman Lal Banga, M.A., M.Ed., NET & J.R.F. (Education) has been associated with teaching profession for the last seven years. He taught to B.Ed. students in Himachal Pradesh and is presently working with Department of Education, Government of Himachal Pradesh at Chamba, HP.\n
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Unavailable Books |
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AADARSH AACHAR SANHITA: NIRVACHAN SANDARBH PUSTIKA |
K.C. SAHA |
9788175417908 |
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2015 |
|
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200.00 |
0.00 |
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/9788175417908.jpg |
Political Science,Religion & Philosophy,History/Culture |
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ALL ABOUT HINDUISM: FROM VEDAS TO DEVAS AND PAST TO PRESENT |
ASHOK TYAGI |
9788175417960(HB) |
9788175417977(PB) |
2015 |
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|
xxiv+368pp
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495.00 |
1250.00 |
Preface
Glossary
Hinduism: An Introduction
Social Structure during Early Vedic Period
The Vedas: A Great Human Heritage
Rig-Veda
Other Three Vedas
The Brahmanas
Upanishads: The Philosophical Treatises
Contributing to the Theology of Ancient Hinduism
Traditions of Shramana
Harappan Civilization and Vedic India: Two Sidesof the Same Coin
Interesting Findings
Major Break-Through
Unique Hindu Doctrines
Reincarnation
Karma-Samsara
Accumulated Karma as the Cause of Reincarnation
Life Divided in Four Stages
Society Divided in Four Classes
Sadachar (Critical Virtues)
Sanskrit: The Language of Hinduism
The Tree of Languages
Stages of Sanskrit: Excellence Refined
Sanskrit’s Literary Treasure: Broad Classification
Sanskrit’s Relation with Hindi
Emergence of Buddhism
The Basic Four Truths Doctrine by Buddha
Noble Eight-Fold Path
Meditation Teachings by Buddha
Personality Described
Selected Clauses from Dhammapada
Concept of Nirvana in Buddhism
Concept of Boddhisattva
Branches of Buddhism
Buddhism and Hinduism
Jainism
Teachings of Mahavira
Hinduism during Mauryan Empire
Resurrection of Classical Hinduism
Comments on Major Shastras
Dharma Shastra
Artha Shastra
Kama Shastra
The Mahabharata and Ramayana
Historical Perspective of the Period of theirCompositions
Mahabharata
Ramayana
Bhagvad Gita and Its Teachings
Emergence of Caste System in Hinduism
Golden Period of Indian Civilisation
Yoga: The Spiritual Connect of Hinduism
The Raja Yoga
Steps to Achieve Final Goal
Karma Yoga (The Yoga of Action)
Bhakti Yoga (The Yoga of Devotion)
Gyan Yoga (The Yoga of Knowledge)
Composition of Puranas
Historical Perspective at the Time of Writings ofPuranas
Socio-Cultural Background
Numbers and Classifications
Language and Content
Hinduism Goes Out of Hands of Brahmins
Shiva and Vishnu Calling Shots
Sects of Hinduism
Shaivism
Vaishnavism
Shaktism
Tantraism
Brahamanism
Purusharthas in Hinduism
Very First Aim of Life—Dharma
Second Aim of Life—Artha
Third Aim of Life—Kama
Final Aim of Human Life—Moksha
Beginning of Murti Puja (Idol Worship)
Evolution of Temples and Allied Practices
Forms and Types of Hindu Temples
Major Temples of India
North Indian Temples and Foreign Aggressors
Daily Rituals, Rites, Yajnas and Japas
Vedic Fire Ceremonies
Daily Rituals
Sanskaras (Sacraments)
Regular Jap (Chanting) of “Aum”
Outward Symbols in Hinduism
Indian Philosophies
Categorisation of Indian Philosophical Schools
Sankhya Philosophy
Yoga Philosophy
Nyaya (Logical Reasoning) Philosophy
Vaisheshika Philosophy
Mimamsa (Critical Inquiry) Philosophy
Vedanta Philosophy
Charvaka Philosophy
Ajivika Philosophy
Buddhist Philosophy
Jain Philosophy
Emergence of Islam from Arabia
Pre-Islamic Arabia
The Qur’an as a Piece of Fine Literature
Islam’s Attitude Towards Other Religions
Violence and Islam
Condition of Women in Islam
Sects in Islam
Sunnah, Hadith and Shariah
Adi Shankaracharya: The Scriptor of ModernHinduism
Akharas and Naga Sadhus
Other Elements of Later Hinduism
Forms of Gods
Murti Puja (Idol Worship)
Importance of Cow
Triads of Hinduism
Ancient India: Advancements in Sciences
Position of Women: From Ancient India to Present
Hinduism under Delhi Sultanate
Bhakti Movement in Hinduism
Hinduism under Mughal Period
Women under Mughals
Religious Fusion around this Time
Social Evils Manifesting in Medieval India
Hinduism Under British Raj
Social Significance of Britishers Arriving in India at Different Periods
The Great Indian Rebellion of 1857
Social Reform Movements of 19th Century
Main Social and Religious Organisation during Raj
Hinduism and Independent India
Global Spread of Hinduism
Sanatan Dharma: The Real Hinduism
Challenges Being Faced by Hinduism
Apathy in Education
Lack of Public Debates about its Character
Resurrection of Intellectual Discussions
Focus on Whole rather at its Parts
Need for Combining Hinduism with Ayurveda, Vedanta and Astrology
Forcing Support from Governments
Promote Unity among all its Practitioners
Not to Shy Away from its Superiority
Promote its Unity on Collective Basis
Need for Shunning Caste and Creed differentiations
Extend Protection to Weak and Suppressed
Future of Hinduism
Bibliography
Index
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This book, meant for the present generation interested in understanding Hinduism, covers its entire history of 5000 years in a capsule form. It endeavours to expose its readers to the great Indian heritage of Vedas, Upanishads, Epics and Puranas. At the same time, it touches upon critical doctrines, philosophies and other components that make Hinduism a ‘Way of Life’, different from other home grown and prophetic religions of our time.\n
The book raises the curtain from several popular myths surrounding our epics and the scientific advancement claims during ancient India. It also raises the veil from key issues, such as humanity/divinity of lord Rama and Krishna, Aryans and their arrival in India, the Saraswati River and its disappearance, period of the composition of Vedas, etc.\n
Hinduism is considerably greater than the way of worshipping associated with it. Needless to add, it is a great heritage that has made universal and timeless global contributions for enlightening and sustaining the entire humanity.\n
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Ashok Tyagi (1960), Chartered Accountant, brings a world-view rooted in pragmatism of an immensely successful corporate Chief Executive. His hands-on understanding of religio-cultural nuances evolved out of studies for several belief systems being practiced the world over. The essential goodness of human beings versus existential need of religion helped him pursue his drive to re-visit Hinduism, the religion of his birth. His renunciation of blind-faith makes him a present day thinker of Indian roots. He dedicates this lucid insight to the children and the curious.\n
Mr. Tyagi, a modern hermit, pursues intellectual vocation living in Surabaya, Indonesia with his wife Esha.\n
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Asia/International Relations |
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CHINA AND WTO: ISSUES AND CHALLENGES IN TEXTILES AND TELCOMMUNICATIONS |
ANIL K. KANUNGO |
9788175417946 |
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2015 |
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198+xpp
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0.00 |
750.00 |
Preface
Abbreviations
1.Introduction
The Context
Importance of China’s Entry into the WTO
World Economy’s Importance for China
Review of Literature
Scope and Research Methodology
2.China in the WTO: Theory and Praxis
Conceptualizing Interdependence and Sectoral Approach
Theoretical Understanding of Interdependence and Sectoral
Approach
Sectoral Approach
Praxis of Interdependence and Sectoral Approach by China
3.China in the WTO: Process of Accession
Barriers China Faced to Enter the WTO
Process of Accession
4.China’s Textiles Sector: Performance and Challenges
Textiles Sector in Pre-Entry Stage
Textiles Sector After Its Entry into the WTO
Challenges and Future Prospects
5.China’s Telecommunications Sector and Its Implications
Overview of Structural and Institutional Policy Changes in the
Telecommunications Sector in Its Accession to the WTO
Telecommunications Sector in China Since 2001
Implications of Services Commitments on China
6.Conclusion
Bibliography
Index
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China’s accession to the WTO was a turning point in world economy. A relatively closed economy of the eighties and nineties was promised to be an open one in early 21st century by formally joining the WTO in 2001. The political and economic course that China followed soon after in terms of openness and reforms began to question the purpose, motive and intent of the Central leadership. Is China really open today? Has it fulfilled all its WTO commitments to become one of the most open economies in the world? Such questions are currently raising doubts among scholars, researchers and corporates as to how China will behave in the foreseeable future and, what world economy can expect.\n
Two important sectors—Textiles and Telecommunications—have been extensively studied. In spite of violating the commitments of WTO in Telecommunications sector, the sector has emerged as the fastest growing in the world. The book elucidates how China’s manufacturing sector such as Textiles has received ‘State Patronage’, whereas services sector like Telecommunications is less paced out. The book employs an interesting mix of theories of interdependence and sectoral approach as the framework to examine the study.\n
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Dr. Anil K Kanungo is currently Professor, Lal Bahadur Shastri Institute of Management (LBSIM), New Delhi, India. He teaches global business environment, WTO, macroeconomics. Earlier, he worked at Indian Institute of Foreign Trade (IIFT), New Delhi for nearly two decades, where he taught international trade and business, conducted research in areas of WTO, China’s economy and trade. He was also the Editor for the journal Foreign Trade Review. Prior to that, he taught at Indira Gandhi National Open University, New Delhi.\n
Dr. Kanungo has about 25 years of teaching, research and consultancy experience. He has undertaken consultancy projects for ICRIER, UNESCAP. He has also undertaken research projects for the Department of Commerce, Government of India. He has presented research papers in various international conferences held in USA, Australia, Germany, Turkey, Japan, China, Hong Kong, etc. He has a number of publications to his credit. He obtained M. Phil and Ph. D degrees from Jawaharlal Nehru University, New Delhi. \n
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Education,M.ed/B.ed./D.ed. |
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COMPUTER VIGYAN SHIKSHAN-SHASHTRA(Pedagogy of Computer Science) |
NOUSHAD HUSAIN |
9788175418035(HB) |
9788175418042(PB) |
2015 |
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x+262pp
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295.00 |
895.00 |
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/Computer_Vigayaan_2.jpg |
Education,M.ed/B.ed./D.ed. |
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DISTANCE EDUCATION: ORIGIN, GROWTH AND DEVELOPMENT |
P. SATYANARAYANA, C. SESHARATNAM, EMMANUEL DK MEDURI |
9788175418103(HB) |
9788175418110(PB) |
2015 |
|
|
xii+220pp
|
295.00 |
1250.00 |
Introduction
1. Distance Education: Origin and Development
Concept of Distance Education/1; Comparison with Face-to-Face (Conventional) Education/2; Development of Distance Education/3; Definition of Distance Education/11; A Comprehensive Definition of Distance Education/13; Terminological Variety/13; Components of Distance Education System/19; Support to Distance Education/20; Use of Distance Education/20
2. Theoretical Basis of Distance Education
Theories of Autonomy and Independence/23; Theory of Industrialization/26; Theories of Interaction and Communication/27; A Synthesis of Existing Theories-Hilary Perraton/32
3. Models of Distance Education
The Systems Model of Distance Education/36; The Holistic Model of Distance Education/37; The Transactional Model of Distance Education/37
4. Distance Education Policies
5. Classification of Distance Education Institutions
Classification of Distance Teaching Institutions by Otto Peters, El-Bushra, Neil, Keegan and Rumble/44; Types of Distance Education Institutions/47; Advantages of Autonomous Distance Teaching Universities (DTUs)/47
6. Distance Teaching Universities
History/51; Establishment of UK Open University/52; Why Distance Teaching Universities?/54; Aims and Objectives of Some Distance Teaching Universities/55
7. Organizational Structure of Distance Education Systems
8. Distance Education Programmes
Considerations for Distance Education Programmes/68; Types of Distance Education Programmes/68; Achieving Success from Distance Programmes/70; Preparation of Distance Courses/71; Models of Course Development/72; Course Maintenance and Renewal/76; Evaluation of Distance Education Programmes/76
9. Distance Students
Kinds of Drop Outs/81; Drop Outs in Some Distance Systems/81; Why Drop Out?/82; Types of Drop Outs in UK Open University/83; Contributory Factors for Drop Out/84; Extra Curricular Concerns/87; Courses Concerns/87
10. Instructional System in Distance Education
Instructional Systems of some Distance Teaching Universities/90
11. Self Instructional Material
Conventional Class Room Teaching/94; Nature of SIM/95; Functions of SIM/95; Special Features of SIM/96; Learning Activeness/97; Developing Self Instructional Material/98; Main Body of the Unit/101; Evaluation of Self Instructional Material/105; Review of Self Instructional Material/106
12. Student Assignments
Importance of Assignments/107; Functions and Purposes of Assignment/108; Types of Assignments/109; Preparing Assignments/109; Ways in which Tutors Teach through their Written Comments on Assignments/110; Types of Tutor Comments/111; Assignment Turn Around Time/111; Students’ Perspective of Correspondence Tuition/112; Monitoring of Assignments/113; Nature of Monitoring Comments/114
13. Student Support Services
Problems of Distance Learners/116; Composition of Student Support Services/118; British Open University Model of Student Support/119; Should Support Services be Mandatory for Students?/120; Information Support/120; Guidance Support/121; Tutorial Support/122; Counselling Support/124; Library Support/125; Students as a Supporting Service/127; Regional Centres and Study Centres/128; Student Support Charter/130
14. Staff Development
Need for Staff Development/132; Changing Roles of Distance Education Personnel/134; Categories of Staff in Distance Systems/134; Tasks and Training Needs of Staff/134; Skills Required by Staff/139; Strategies for Staff Development/140; Pre-Service Face to Face and Distance Education/Training Programmes on Distance Education/142; Causes of Failure of Staff Development/143; Evaluating Staff Development/143
15. Technologies for Distance Education
Upto 1980: Types of Technologies/145; From 1980: Types of Technologies/146; Media and Technology/146; Generations of Distance Education/147; Models of Delivery/147; Distance Teaching Institutions use Variety of Technology/148; Audio and Video Technologies/149; Selection of Technology/161; Selection of Valid Media Mix/162; Criteria for the Use of Technology/162; Twelve Golden Rules of Use of Technology/162
16. Quality Assurance in Distance Education
Quality Assurance Considerations/165; Criteria to Assist Quality Assurance Efforts/166; Accreditation/167; Quality as a Culture/168
17. Accreditation of Distance Education
Institutional Accreditation/171
18. Leadership in Distance Education
Leadership Styles in Asian Open Universities/174; Characteristics which Undermine Leadership/175; Emerging Distance Education Leaders/176
19. Evaluating Distance Education Systems
Gooler’s Criteria/179; Four Point Criteria of Keegan and Rumble/180; Other Criteria/181; Performance Indicators/182
20. Distance Education Research
COL’s Policy on Research/189; Separate Centres for Promotion of Research/190; Subjects for Research/191
21. Some Developments and Trends
Globalisation of Distance Education/193; Mobile Learning (M-Learning)/195; Massive Open Online Courses (MOOCS)/199; Open Educational Resources (OER)/201
Annexure: Organizations, Associations and Journals of Distance Education
References
Index
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Distance Education is a great educational innovation of modern period. It created enormous opportunities for the expansion of educational opportunities particularly at the higher education level.\n
Distance education holds key to an educational revolution that will see access expanded, quality enhanced and cost reduced. Distance education has been playing several key roles in a modern education system. Distance education has been growing fast, in marvelously diverse fashion, around the world. Yet, many students, teachers and adults are not familiar with the dynamics of distance education. This book serves the purpose of familiarizing such students, teachers and adult learners with the origin and spread of distance education: When it began? Where it began? And how it began? Theories and Models of distance education, types and structures of distance education institutions, distance courses are also described in this book. It benefits all those who wish to know what, why and how of distance education and like to be benefitted by the newly emerging technology enabled education.\n
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Dr. P. Satyanarayana worked as a Consultant to Educational Consultants India Limited for IGNOU Establishment Project. He was also associated with preparation of the Feasibility Study of COL. As the first Regional Director of IGNOU he set up varied learner support services in different parts of the country. His works include Open and Distance Education Research, Distance Education: Practices and Perspectives, Indian Open University System etc. He widely travelled and participated in several national and international seminars and workshops. He contributed to several distance education journals.\n
\n
Dr. C. Sesharatnam was a Joint Director at Dr. B.R. Ambedkar Open University. She prepared course material, set up learner support centers and organized staff training programmes. She travelled widely and attended world conferences organized by ICDE, AAIOU and ACSDE. Her works include Distance Education in USA, Distance Education Research: Indian Contributions and Women in Distance Education.\n
\n
Dr. Emmanuel DK Meduri is Professor of Management at TKR Engineering College, Hyderabad. He represents Global Universities in Distance Education, Rome in India. He specialized in Management of ICT in Distance Education. He participated in several national and international conferences. His works include E-Learning Wave in India, Technology Mediated Distance Education etc. \n
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Economics |
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E-SERVICE QUALITY AND ATTITUDE TOWARD ONLINE SHOPPING IN DEVELOPING COUNTRIES: Study of Malaysia and Saudi Arabia |
Mohammad Sulaman Alnasser, Rabiul Islam, Ahmad Bashawir Abdul Ghani |
9788175418233(HB) |
9788175418363(PB) |
2015 |
|
|
xii+208pp
|
550.00 |
1095.00 |
Preface
List of Figures and Tables
1. Introduction 1
Electronic Commerce; Importance of Online Shopping; Online Shopping in Malaysia and Saudi Arabia; Problem Statement; Research Objectives; Significance of the Study
2. Literature Review
Introduction; Attitude Towards Behaviour; Culture in Online Shopping; Electronic Service Quality; Risk in Online Shopping; Trust; Research on Trust
3 Conceptual Framework
Underpinning Theory; Conceptual Framework; Formulation of Hypotheses
4. Research Methodology
Introduction; Research Design; Population and Sampling; Data Collection Method; Instrument Development; Selection of Measurements Instruments; Pilot Test; Data Analysis; Ethical Considerations
5. Analysis and Presentation of Findings
The Sample; Data Analyses; Description of Constructs; Goodness of Measures; Hypothesis Testing; Summary
6 Research Summary and Discussion
Summary of Findings; Qualitative Analysis; Study Implications; Study Limitations; Implications for Further Research; Conclusion
References
Index
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This book is designed to fill the gap in the existing body of knowledge regarding attitudes and differences in electronic service quality perception between two different geographical and cultural countries—Malaysia and Saudi Arabia, regarding online shopping. Specifically, it extends previous effort done in an online shopping context by providing evidence that high service quality increases consumers’ trust perception, which in turn results in favorable attitude toward online shopping, with risk perception moderating the impact on consumer’s trust. The book indicates differences between Saudis and Malaysians in e-service quality perception. Also attitude toward online shopping is affected by e-service quality perception, but it had mediated effects through trust. However perceived risk moderates the relationship between e-service quality and trust. The book provides practical suggestions for managers on how to develop consumer trust online and enhance purchase attitude even when customers have high risk perception. The book may be useful for e-commerce players, managers and researchers having interest in the subject.\n
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Dr. Mohammad Sulaman Alnasser is a Researcher at University Utara Malaysia. His main area of expertise is the e-service quality. He has to his credit number of published articles in a wide range of various journals. His areas of interest are international trade, marketing, import-export performance, e-service quality, etc.\n
Dr. Rabiul Islam is a Senior Lecturer in the Department of Economics at University Utara Malaysia. He was Post-Doctoral Fellow in Institute for Environment and Development, UKM. His main area of expertise is the application of Global Forest Products Model. His articles have been published in a wide range of journals. He is interested in doing research in international trade, trade and environment, tourism, migration, water, poverty and food security, urban agriculture, sustainable development, climatic hazards, and green economics, quality management.\n
Dr. Ahmad Bashawir Abdul Ghani, Associate Professor and currently the Dean, School of International Studies, College of Law, Government and International Studies at University Utara Malaysia, has been teaching international business for 15 years and supervised about 10 business research projects. He has also published in a wide range of international, Australian and New Zealand journals. In addition, he has spoken at conferences throughout the world on matters dealing with international business management. Prior to joining University Utara Malaysia, he previously worked in a number of public and private sector organizations in Malaysia and abroad, where he was involved in economic, strategic and business research projects spanning most sectors of the economy. \n
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Education,M.ed/B.ed./D.ed. |
|
EDUCATION, GENDER STEREOTYPING AND DEVELOPMENT |
ASIS KUMAR DANDAPAT |
9788175417847(HB) |
9788175417854(PB) |
2015 |
|
|
|
220.00 |
995.00 |
Acknowledgements
1.Introduction
Relevance of Higher Education/1; Education and Women’s Empowerment/2; Socio Legal-Framework: Constitutional and Legislation on Education of Women/5; Women and the Five Year Plans/10; Status of Women in India/17; The Study/22; Research Questions/23
2.Gender Stereotyping and Higher Education: Review
of Literature
Gender Equality in Higher Education/24; Women Empowerment/41; Gender Stereotyping/53; Gender and Economic Growth/64; Conclusion/68
3.Research Methodology
Sources of Data/71; Instruments/71; Procedure/72; Analysis of Data/73
4.Higher Education Across Gender and Development: Analysis and Interpretation of Data
5.Conclusions
Comprehensive Bibliography
Index
|
Education remains a potent and dynamic instrument for national development and social transformation, and internationally accepted a key development index. Over the years, India has expressed commitment to education with special emphasis on female education. However, the gender gap is said to be widen as girls move up the formal education ladder. Why the situation persists despite efforts by governments, international organizations and NGOs to boost female education over the years? It appears that the real issues have not been appropriately addressed. One area that seems to have not been well explored is the issue of gender stereotyping. The book points to this and other range of issues that interplay to affect female access to education. It may be useful for students and research scholars having interest in higher education and gender studies.\n
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Dr. Asis Kumar Dandapat is an Assistant Professor in V.T.T. College, Midnapur and Chairperson, Board of Studies in Education, Vidyasagar University, Midnapur. He passed his Masters’ in Economics from Visva-Bharati, Santiniketan with First class First and did M. Phil. (Economics), M.Ed., and Ph.D. (Education) from University of Calcutta. He has the experience of teaching in I.C.V. Polytechnic, Jhargram (Government of West Bengal), Midnapur College, Vidyasagar University and Visva-Bharati. He has to his credit several articles in national and international journals. \n
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158+xpp\n
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed. |
|
ENRICHING PRIMARY SCHOOLING IN INDIA |
L.C. SINGH, MEENU DEV |
9788175417823(HB) |
9788175417830(PB) |
2015 |
|
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viii+144pp
|
200.00 |
800.00 |
Preface v
Out-of-School Children
The Moot Point/3; Out-of-School Children (OSC): Concept and Nature/3; Demographic Classification of Out-of-School Children/4; Early Mainstreaming Initiatives/5; Mid-day Meal Incentive/9
Government Initiatives
Non-Formal Education/11; Residential and Non-Residential Bridge Courses/12; Other Alternative Schemes/13; Alternative Centres for Children in Madarsas and Maktabs/13; Establishing and Running Human Development Centres (HDCs)/13; Select Case Studies/15; Right to Education Act/19; Problems in Implementation/20; Age-Appropriate Enrolment/21; Problem Areas-in-Specific/21
Inclusive Education and Mainstreaming
Inclusive Education: Government Legislation and Constitutional Provisions/24; Other Initiatives/26; Imminent Concerns/28; Challenges/29; Special Training for Out-of-School Children/29
Education for Integration
Integration/32; Dimensions of Integration/33; Integration Strategies/35; Teachers’ Role/37
Early Pedagogical Interventions and Exciting Activities
Special Provisions for Out-of-School Children/40; Pedagogic Interventions/40; Exciting Activities/46; Learning Alphabets/46; Understanding Colours/48; Understanding the Vocations/49; Understanding the Movement of Time Dial/63
Pedagogical Inputs at Elementary Stage
How do Children Learn?/65; Learner-Centred Pedagogy/66; Critical Pedagogy/67; Participatory Learning/68; Experiential Learning/69; Problem-Solving/69; Investigatory Approach/70; Concept Mapping/70; Social Inquiry Approach/70; Creative Writing/70; Peer Learning/71; Collaborative Learning/72; Cooperative Learning/72
Capacity Building and ICT Integration
Face-to-Face Programmes/73; Manuals and Handbooks for Teachers/76; Teacher Education through Distance Mode/76; Sarva Shiksha Abhiyan (SSA)/78; DEP-SSA Interventions/79; Exploring the Possibilities/81; Challenges/82; ICT Integration/83; Key Government Initiatives in a Nutshell/83; Mission 2007: Every Village, a Knowledge Centre/86; 2009: National Policy on ICT in School Education/86; Conclusion/87
Assessment and Evaluation
Pre-preparation for Assessment/88; Assessment for Learning (AfL)/90; Entry-level Assessment Profile of Out-of-School Children/92; Learning-Support Guidelines/92; Types of Assessment: I. Informal Assessment/93; Format of Anecdotal Records with Examples at Primary Level /95; Guidelines for Writing Anecdotal Records/98; II. Formal Modes of Evaluation of Learning of Out-of-School Children after Special Teaching/114; Relevance of Assessment Information/115; Conclusion/116
Innovative Practices in Teaching
Traditional Practices/117; Emerging Practices/121; IBW Potentials and Teacher Competence/123
Revamping Primary Schooling Initiatives in Action
The Segregation Syndrome/125; Recent Initiatives/130; Conclusion/132
Role of ICT in School Education
Backdrop/133; Challenges Galore/134; Promises and Prospects/136; Modalities/139
References
|
This book aims at innovative informal learning experiences to approach the cause of education for all in its own typical ways. It addresses the gravity of the problem of out-of-school children and drop-outs, and putting them back on track and mainstreaming them through individual as well as collective efforts with an overall objective of improving the quality of primary schooling and raising the quality of life of every individual as a productive citizen. This book may be found useful by stakeholders involved in in-service teacher education.\n
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Prof. L. C. Singh (b. 1930), former Professor of Education, Department of Teacher Education, NCERT served the Council for 30 years with a distinguished career duly rewarded by an added responsibility as incharge of the NCTE (non-statutory). He has been associated with NCTE (statutory) over the years in various capacities. He worked as Sr. Academic Consultant in IGNOU and NIOS. He also joined Jamia Millia Islamia, New Delhi as Visiting Professor (UGC). Prof. Singh has published a number of books, research papers and monographs.\n
\n
Dr. Meenu Dev, Ph.D. (Education), has more than 14 years of experience of teaching, including elementary and secondary teacher training programmes. She has been associated with Jamia Millia Islamia as lecturer-cum-coordinator, and IGNOU as Programme Officer (SSA). She has administrative and academic experience of in-service and pre-service teacher education through distance mode. She has published several articles and research papers and attended many national level seminars, conferences and workshops to keep up her academic and professional acumen intact and growing.\n
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Asia/International Relations |
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EVOLVING DYNAMICS OF THE INDIAN OCEAN: PROSPECTS AND THE WAY FORWARD |
VIJAY SAKHUJA, RAGHAVENDRA MISHRA(ED.) |
9788175417939 |
|
2015 |
|
|
xxii+202pp
|
0.00 |
750.00 |
Foreword
Message
Abbreviations
Introduction
Contours of Strategic Turbulence: View from Northeast Asia/ Hideaki Kaneda
Strategic Importance of Small Islands for the Asian Drivers/ Linganaden Murday
Turbulence and Strategic Competition in the Indian Ocean/ Zhu Cuiping
Beyond the String of Pearls: China and the Changing Balance of Power in the Indian Ocean/ David Brewster
Causes and Effects of Maritime Strategic Competition in the Indian Ocean: A Geoeconomic Perspective/ Nazery Khalid
Implications of the Maritime Security Challenges in the Indian Ocean for Iran’s Naval Strategy and Capabilities/ Saideh Lotfian
Strategic Competition in the Indian Ocean in the Long Time Frame/ Kwa Chong Guan
New Sources of Strategic Turbulences in the 21st Century/ Antoine Beaussant
Roles of Major Players in the Indian Ocean: A MyanmarPerspective/ U Win Thein
Strategic Competition in the Indian Ocean Region: A Test Case for Sri Lanka/ YN Jayarathna
The Indian Ocean Nexus and Balancing Competitive Strategic Pressures in the Southern Oceans: South African Perspective/ Francis A Kornegay,Jr.
Emerging Realpolitik in the Indian Ocean/ Rear Admiral (Retd.) K Raja Menon
Indian Ocean Rim Association (IORA): An Examination of Inclusive Mechanism of Cooperation in the Indian Ocean/ Ferdi Syamsir Ishak
Security Architecture for the Indian Ocean: The Role of Confidence Building Measures/ Captain Justin Jones
Securing Our Future: The Importance of Maritime Security in the Successful Implementation of ‘Blue Economy’ Concept/ Winslow Waven William
Managing Strategic Change in the Indo-Pacific/ Hemant Krishan Singh
Maritime Security Challenges and Potential Opportunities for Cooperation in the Indo‑Pacific/ Ngo Thanh Tung
Concluding Thoughts/ Pradeep Kaushiva
Contributors
Index
|
The continental-maritime character of the Indian Ocean region presents a fascinating tapestry of history, culture, geography, ethnicity and political structures. The region is also an important oceanic space with political, economic and security imperatives for the global community. The challenges and interests of the stakeholders in this region are unique and their perspectives converge or diverge on different thematic issues. These complexities have and would continue to shape the strategic dynamics in the Indian Ocean.\n
This volume explores the various strategic dimensions of the Indian Ocean with the aim of evolving an inclusive and cooperative architecture that is tailored to the shared needs, aspirations and interests of the stakeholder community. \n
|
Dr Vijay Sakhuja is Director, National Maritime Foundation (NMF). He is also a visiting Senior Fellow at the Institute of Southeast Asian Studies (ISEAS), Singapore and before joining NMF, he was Director (Research) at the Indian Council of World Affairs (ICWA), New Delhi. \n
Commander Raghavendra Mishra is a Research Fellow at the National Maritime Foundation. He is a serving naval aircrew and an Anti-Submarine Warfare specialist, currently pursuing his doctoral studies from Jawaharlal Nehru University, New Delhi. \n
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Asia/International Relations |
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INDIA AND SOUTH EAST ASIA: STATES, BORDERS AND CULTURE |
ARPITA BASU ROY, SUBHADEEP BHATTACHARYA(ed.) |
9788175417922 |
|
2015 |
|
|
x+204pp
|
0.00 |
750.00 |
Acknowledgments
Introduction
States and Borders
Ethno-Religious Diversity and National Unity:A Comparative Study of Indonesia and Myanmar/ Rabindra Sen
The Security Community Experience in Southeast AsiaLessons for South Asia/ Ishani Naskar
The Maritime Border Dispute of South China Sea:Factors Impeding Solution/ Subhadeep Bhattacharya
Linkages: Tradition and Culture
Re-imagining Insular Southeast Asia through Traditional Works/ Huy`nh Thanh Loan
Understanding of Buddhism-Hinduism and Promotion of Indian Studies in India and Abroad: The Missed Opportunity in Indian Foreign Policy/ Swapna Bhattacharya (Chakraborti)
Some Features of Tantrism in Vietnam/ Nguyen Ngoc Quynh
India and Vietnam
India and Vietnam: The Historical Strategic Friendship in Asian Domain
Tridib Chakraborti
Vietnam-India Economic Relations from a Geo‑political Perspective
Ngo Xuan Binh and Ngo Minh Duc
Urban Environmental Pollution in India and Vietnam:A Comparative Study/ Nguyen Thi Ngoc
Appraisal of Indira Gandhi’s Religiosity: A Vietnamese Perspective/ Le Thi Hang Nga
Contributors
Index
|
Indian engagement with the Southeast Asian region extends beyond recent conceptualisations to periods when connectivity was defined not just in strategic but also in cultural terms. Close cultural interaction between India and Southeast Asia began in prehistoric times and continued until the beginning of colonial rule. And in the new millennium, India is trying its best to reconnect with the region with its "Look East" policy, and to strengthen its engagement by Acting East. It is undeniable that India views the region as a crucial partner today and there are vital concerns that both regions share. But contemporary concerns should not overshadow the broader issues that have been important to both regions through the ages. \n
\n
The current volume looks at different issues and perceptions of the region. Issues like borders, security, disputes are analysed alongside issues like religion, culture and traditions. Some retrospectives essays also attempt to question lost opportunities in Indian foreign policy and prescribe how India should look at the region. India's connection and engagement with the region has therefore been analysed and re-imagined. An interesting feature of this book is that it is an attempt by scholars in Kolkata and Hanoi to bring together their ideas and research on states, borders and religion.\n
|
Arpita Basu Roy is a Fellow at theMaulanaAbulKalam Azad Institute of Asian Studies (MAKAIAS), Kolkata and an expert in International Relations. She is a PhD in International relations from Jadavpur University and has been the Pavate Wrangler Fellow at Cambridge University in 2010. She works on issues related to security, gender, population movements and political transition in the South Asian region. Her research areasare Afghanistan, Indian foreign policy and discourses on security, including human security.\n
\n
Subhadeep Bhattacharya is a Fellow at the MaulanaAbulKalam Azad Institute of Asian Studies (MAKAIAS), Kolkata and a PhD. candidate at the Department of History, University of Calcutta. He has been working on India's relations with Southeast Asia, geopolitics, defence and security inSoutheast Asia.The Asia Pacific region is his field of interest. \n
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Education,M.ed/B.ed./D.ed. |
|
INDIAN EDUCATION: A DEVELOPMENTAL DISCOURSE |
MARMAR MUKHOPADHYAY, MADHU PARHAR(ED.) |
9788175417809(HB) |
9788175417816(PB) |
2015 |
|
|
|
350.00 |
1250.00 |
Preface
1. Indian Education: Where have we Arrived? Where are we to Go? Marmar Mukhopadhyay
Elementary Education
2. Elementary Education in India: Status, Progress and Prospects: Arun C. Mehta and Sunita Chugh
3. The Right of Children to Free and Compulsory Education (RTE)Act, 2009: A Step towards Right Direction: Sumanjeet Singh
4. Right to Elementary Education: Focus on Equity and Equality: Snehlata Verma and S.K. Das
Secondary Education
5. Secondary Education: Policies, Strategies and Development Challenges: K. Biswal
6. Secondary Education: From Neglect to Universalization: Marmar Mukhopadhyay and Sweta Singh
7. Revamping Student Assessment: A Paradigm Shift from Cognitiveto Holistic Assessment: Haseen Taj
Higher Education
8. Higher Education: Story of the Past and Reconstituting the New: Sudhanshu Bhushan
9. Global Trends in Reforms in Higher Education: N.V. Varghese
10. Open and Distance Education : Madhu Parhar
Teacher Education
11. Reforms in Teacher Education: Sherwin M. Sungoh
12. Implementing the National Curricular Framework for Teacher Education 2010: A Strategic Approach: Sweta Singh
Education for Inclusion
13. Adult Education in India after Independence: Between Recent Pastand Imagined Future: H.S. Bhola
14. Education of Persons with Disabilities: Sudesh Mukhopadhyay
15. Women’s Education in Post‑Independent India: Manju Narula and Gauri Srivastava
16. Empowerment of Junior Youth Programmes in India: A Study byBaha’i Educators; A.K. Merchant
ICT in Education
17. ICT Policy and Missions in Education: Shakila Shamsu
Case Study
18. Educational Reforms in Gujarat: A Versatile Venture: Rajendrasinh Jadeja and Nishant Joshi
References and Bibliography
Contributors
Index
|
So far as education is concerned, India has come a long way since independence, especially after inheriting 81per cent illiterate population with skeletal institutional framework and wide spread poverty. With massive expansion at all levels of education, India has significantly advanced access to education for vary large mass of people. With several schemes and programmes for the educationally deprived people in the country coupled with enlarged institutional network, she has enhanced equity. Quality continues to be a serious concern in mass education though there are islands of quality that match global standards. In such an arduous journey through the difficult terrains of educational development, there is a need to count the milestones – where have we arrived, and how far to go.\n
The book presents a Developmental Discourse on Indian Education. Chapters, contributed by distinguished scholars, cover discourses on elementary, secondary, higher and distance education. With an expanded concept of inclusion, the book also deals with adult education, education of the disabled, women’s education and training of youth. It also brings in discourses on ICT in Education and a case study on educational reforms initiatives in Gujarat.\n
Only one of its kind, this book would be useful for the students, researchers and teachers of education, all those who have abiding interest in education; and policy makers and planners who would need to understand evolution of Indian education to give shape to the future policies and programmes to make India move ahead.\n
\n
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Prof. Marmar Mukhopadhyay, Chairman, Educational Technology and Management Academy. Gurgaon. Former Joint Director and Director (i/c) of NUEPA, Prof. Mukhopadhyay was involved in educational policy making, planning, implementing and evaluating at the highest level. \n
Prof. Madhu Parhar is Professor of Distance Education at Staff Training and Research Institute of Distance Education, Indira Gandhi National Open University, New Delhi.\n
Contributors:\n
Bhola, Prof. H.S.; Bhushan, Prof. Sudhanshu; Biswal; Prof. K.; Chugh, Dr. Sunita; Das, Prof. S.K.; Jadeja, Prof. R.P.; Joshi, Sri Nishant; Mehta, Prof. Arun C; Merchant, Dr. A.K.; Mukhopadhyay, Prof. Marmar; Mukhopadhyay, Prof. Sudesh; Narula; Dr. Manju; Parhar, Prof. Madhu; Samsu, Dr. Shakila; Singh, Dr. Sweta; Singh, Dr. Sumanjeet; Srivastava, Prof. Gauri; Prof. Sungoh, Sherwin M.; Taj, Prof. Haseen; Varghese, Prof. N. V; Verma, Dr. Snehlata. \n
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Economics |
|
INTEREST RATES IN INDIA: TOWARDS HARMONY |
G. GIRIDHAR PRABHU |
9788175418059(HB) |
9788175418066(PB) |
2015 |
|
|
pp 392
|
550.00 |
1400.00 |
Preface
Abbreviations
Introduction
PART 1
Interest Rates 1992 – 2010
Anomalies, Aberrations and Distortions
1. Call Money
2. Small Savings and Market Rates
3. Open Market Operation in Government Securities
4. Interest Rates and Nbfcs
5. Effecting Savings on Interest Payments of the
Government of India
6. Transition of Primary Debt Issue from Rbi to
Government
7. Evolution of an Interest Rate Structure for India
8. Interest Rates and Exchange Rate Premia
9. Financial System and Multiple Interest Rates
10. Interest Rate, State Governments and Market
11. Immediate Positions
12. Action from the Reserve Bank of India
13. Forex Volatility and Interest Rates
14. Government of India: Debt Issue Calendar a Golden
Opportunity
15. Open Market Operations
16. Interest Rate Decontrol in a Free Market Environment
17. Alignment of Bank Deposit Interest Rates: Analysis
and Case for Regulation
18. Prime Lending Rate
19. Monetary and Credit Policy Current Imperatives
20. Savings Bank Rate
Part 2
Interest Rates 2011 - 2014
Towards Harmony
21. Bank Rate
22. Interest Rate Regulation of Bank Deposits and Loans
23. Scope for Reduction in Interest Rates on Central
Government Borrowings in the Near Term
24. Interest Rate Subsidies and Subvention
25. Management of Capital and Institution Building
Epilogue
Annexures
Notes to Annexures
I.Research Topics
II.On Inflation
III.Open Market Operation
IV.Budget at a Glance
V.Receipts
VI.Receipts Budget, 2014-2015
VII.Receipts Budget, 2014-2015
VIII.Receipts Budget 2014 -2015
IX.Deposit Rates of Commercial Banks
X.World Interest Rates
XI.India’s External Debt
XII.Acknowledgements
Index
|
This book addresses the evolution of an interest rate structure in India from the controlled era prior to 1991 to the gradual transition to market oriented rates. The anomalies, distortions and aberrations from time to time got addressed simultaneous to the outcome of the expansion of the economy. Some areas are still open to corrections and corrective actions. Subsidies in interest rates give rise to economic inefficiency. The large scale capital flows in the world into India and outflows could affect interest rates. Concerns at the large outgo of interest payments of Government of India and State Governments have been highlighted with possible remedies.\n
Sound regulation is a pre-requisite for a modern financial sector. Building of new institutions and strengthening existing ones will give rise to a robust financial sector. India's position as one of the five largest economies in the world for the rest of this century needs to be consolidated. Liberalism answers to the requirements of a market economy. Education, organisation and self-discipline are the only missing ingredients in the presence of ample resources.\n
Harmony is an expectation as well as a result of orchestration of all players in a financial market. Integration of India with the world on India's terms is the main theme. The book is for the earnest in authority to see policy into practice and for the intelligent observer who can balance opposites.\n
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G Giridhar Prabhu (b. 1957) graduated in Commerce from St Aloysius College in Mangalore under the University of Mysore. Resident of Mangalore, Karnataka, he owns and manages cashew manufacturing units at two locations, Urban Mangalore and Rural Maharashtra which are credited with over 50 firsts in the cashew industry in India and the world. Engaged in small and now medium enterprise he has vast experience in business, industry and public life. He has been active in trade associations and was the President of Kanara Chamber of Commerce and Industry in Mangalore and actively promoted infrastructure, large Industry, the Mangalore SEZ and trade and commerce of the region. He has been Vice Chairman of the Cashew Export Council of India and President of the Karnataka Cashew Manufacturers Association.\n
A specialist in cashew, Mr. Prabhu has been a member of the Indian Cashewnut Development Council and Member, National Steering Committee on Cashew, under the Ministry of Agriculture. He has a passion for management and economics and is currently Chairman of the Economic Research Centre, Mangalore founded by Liberal Economist, Late Prof B R Shenoy. He is married to Archana and has three daughters Achala, Amitha and Anuja.\n
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xvi+376 pp\n
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Economics |
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INTERNATIONAL MARKETING STRATEGY AND EXPORT PERFORMANCE: With Special Reference to Malaysia |
Saad Dubayyan Alshammari, Rabiul Islam, Ahmad Bashawir Abdul Ghani |
9788175418226 |
|
2015 |
|
|
x+146pp
|
0.00 |
750.00 |
Preface
1. Introduction
Background; Problem Statement; Research Objectives; Research Contribution; Scope
2. Literature Review
Overview of International Marketing Strategy; Export Marketing Strategy; Determinants of the Degree of Adaptation of Export Marketing Strategy; Key Determinants and Research Hypothesis; Empirical Results; Export Performance; Malaysia and Exporting Activities; Malaysian Exports; Research Framework
3. Research Methodology
Research Design; Research Instrument; Data Collection Procedures; Variables and Construct; Population and Sampling; Data Analysis
4. Data Analysis and Findings
Introduction; Response Rate; Descriptive Statistics;
Instrument Reliability and Validity; Hypotheses Testing;
Results of Structural Model
5. Discussion and Conclusions
Overview of Findings and Discussion; The Impact of Marketing Mix on the Export Performance of Malaysian Export Companies; General Discussion of Findings; Implications of the Study; Study Limitations; Recommendations; Recommendations for Future Research
References
Index
|
The book investigates the impact of the antecedent factors on the performance of exporting companies in Malaysia through the mediating influence of marketing mix adaptation. For the relationship between the antecedent factors and the export performance through the mediating influence of the marketing mix, the book explores that the marketing mix does mediate this link in some factors. It discusses the impact of marketing mix strategies on the export performance of Malaysian exporting firms. The book concludes with some recommendations that can be of a great use to the Malaysian exporting firms. Managers, researchers and policy makers may find the book useful.\n
|
Saad Dubayyan Alshammari holds a PhD from University Utara Malaysia. He is a Researcher at University Utara Malaysia. His main area of expertise is the international marketing and export performance. His articles have been published in a wide range of various journals. His research interests are international trade, marketing, import-export performance, tourism, migration etc.\n
Dr. Rabiul Islam is a Senior Lecturer in the Department of Economics at University Utara Malaysia. He was Post-Doctoral Fellow in Institute for Environment and Development, UKM. His main area of expertise is the application of Global Forest Products Model. His articles have been published in a wide range of journals. He is interested in doing research in international trade, trade and environment, tourism, migration, water, poverty and food security, urban agriculture, sustainable development, climatic hazards, and green economics, quality management.\n
Dr. Ahmad Bashawir Abdul Ghani, Associate Professor and currently the Dean School of International Studies, College of Law, Government and International Studies at University Utara Malaysia, has been teaching international business for 15 years and supervised about 10 business research projects. He has also published in a wide range of international, Australian and New Zealand journals. In addition, he has spoken at conferences throughout the world on matters dealing with international business management. Prior to joining University Utara Malaysia, he has previously worked in a number of public and private sector organizations in Malaysia and abroad, where he has been involved in economic, strategic and business research projects spanning most sectors of the economy. \n
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Religion & Philosophy |
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ISLAM AND CHRISTIANITY: MUTUAL CHALLENGES AND UNDERSTANDING |
AKHTARUL WASEY(ED.) |
9788175418097 |
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2015 |
|
|
240pp
|
0.00 |
950.00 |
Editor’s Note
1. Christianity and Islam: Mutual Challenges
Hans Zirker’s Recent Work on Islam
2. Can Christians and Muslims Pray Together?
3. Muhammad—Prophet for Christians Also?
4. The Ethical and Political Dimensions of Dialogue
5. Dialogue and Religious Truth Claims in Christianity
and Islam
6. Catholic Teachings on Interreligious Dialogue:
Analysis of Some Recent Official Documents, with
Special Reference to Christian-Muslim Relations
7. Who is Christ for Me—In the Context of Encountering
Muslims and Studying Islam?
8. Mosque and Church: Their Contribution to Inter‑
Religious Harmony and Reconciliation
9. Christian-Muslim Relations in India: A Critical Survey
10. Mission and Dialogue: The Example of Islam
Appendix: Interview with Prof. Troll
Index
|
This scholarly book, containing select writings, engages proactively with Muslims and diverse themes in Christian-Muslim relations in India and elsewhere. It points out that Christians and Muslims can live together in peace and contribute to justice inspired harmony only if they both remain faithful to their moral obligation to give reasonable account of their faith to others. In other words, Christians and Muslims should remain faithful to 'mission' and 'd'awa' respectively. The book affirms that any effort for mutual relationship between Muslims and Christians that does not give sufficient attention to the 'witness-dimension' of their faiths is bound to be either superficial or ephemeral.\n
|
Prof. Christian W. Troll (b.1937, Berlin), studied philosophy and theology at the Universities of Bonn and Tübingen. During his further studies at the School of Oriental and African Studies, University of London, he travelled widely to meet Muslims in Iran, Pakistan and India.\n
From 1976 – 1988 Prof. Troll taught Islam and Christian-Muslim relations at Vidyajyoti Institute of Religious Studies, New Delhi. He also taught at the Centre for the Study of Islam and Christian-Muslim Relations in Birmingham and was professor from 1993-1999 at the Pontifical Oriental Institute, Rome. He has been for many years member of the Sub-Commission for Religious Relations with Muslims of the Catholic Church and member of the Commission of the German Bishops’ Conference for Interreligious Dialogue.\n
Prof. Akhtarul Wasey, Padma Shri is Commissioner for Linguistic Minorities in India. He is former Dean, Faculty of Humanities and Languages, Head Department of Islamic Studies and the Honorary Director, Zakir Husain Institute of Islamic Studies at Jamia Milia Islamia, New Delhi. He was also the editor of four scholarly journals published by the same Institute. Prof. Wasey has travelled widely and his writings are translated into Arabic, Persian and French languages. \n
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Psychology |
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LIVE WITHOUT ANGER: NEW APPROACH TO ANGER MANAGEMENT BASED ON LIFESHASTRA & 3P CONCEPTS |
PS BAWA |
9788175417533 (HB) |
9788175417540 (PB) |
2015 |
|
|
240pp
|
395.00 |
850.00 |
LifeShastra & 3P Concept
Preface
1) Defining and Understanding Anger
What is Anger?
How it affects your body?
Physiology of Anger
2) Hinduism on Anger
Introduction
Teachings of Bhagavad Gita on Anger
Essence from Doctrines of Bhagavad Gita
Yoga Sutras: Commentary by Swami Vivekananda
Forms of Yoga: Karma, Bhakti, Raja, Jnana
Road to Success
Swami Sivananda’s Commentary on Anger
Is there Righteous Anger?
Meditation and Power of Gayatri Mantra
3) Buddhism on Anger
Buddha Bhashita Discourses
Nawagata and Ways to Control Anger
Leading Bodhisattva’s Way of Life: Shantideva
Challenge of Patience
Quotes from the Dhammapada
Teachings of the MettaSutta
4) Sikhism on Anger
Teachings of the Gurus
Dangers of being Self-Centered
5) Jainism on Anger
Concept of Kashaya
Doctrine of Karma
6) Islam on Anger
Sermons from the Holy Quran and Hadith
Teachings on Anger Management
7) Christianity on Anger
Introduction
Dealing with Uncontrolled Temper
New Testament on Anger
Practical Steps to Conquer Anger
8) Food and Yoga Asanas
Food for Thought
Yoga Asanas
9) Power of Music
Stages of Sound
Influence of Music over Mind and Body
Psychology behind Kirtan Bhakti
10) Greco-Roman Philosophies on Anger
Plato
Aristotle
Marcus Aurelius, Epictetus and Seneca
11) Chinese and Japanese Philosophies
Confucius
Lao Tzu
Musashi Miyamoto
12) Practical Wisdom on Anger
Chanakya (Arth Shastra)
Hitopdesha by Pandit Narayana
Thirukkural
Sun Tzu
13) Principles and Practices of Psychology on Anger
Social Concept of Masculinity
Why do Men Get Angry?
Women’s Anger and Aggression?
Why do Women Get Angry?
Angry Youth
When Do You Require Anger Management Treatment?
Basic Principles of Psychological Therapy
Do Anger Management Therapies Work?
Self Help Package to Handle Anger
14) Modern Science behind Aggression and Violence
Understanding Aggression
Genetics and Aggression: Is It Inheritable?
Development and Anger
Domestic / Intimate Partner Violence
Life Courses or Trajectory of Aggression
Aggression in Childhood: Causes
Aggression in Adults: Causes
Treatment of Aggression
Self Help Package to Handle Aggression
15) Seeking Professional Help
Medical Health Professional / Psychiatry
Clinical Psychologist
Preparing for Your Doctor’s Appointment
Basic Questions to Ask Your Doctor
16) Conclusion
|
Anger is a severe disturbance in our consciousness. Most people don’t like getting angry but end up losing their temper far too often. Secondly, there is this nagging feeling that it is them or other people in their lives who are creating situations that drive them mad i.e. in whom does the problem lie? Thirdly, for how long can this go on? And fourthly, what is the solution?\n
Book tries to explain the mental and physical effects of anger. The book has been written in the format of 3P Concept: Physicality, Philosophy and Practicality, it focuses on the essence of various religions and teachings of various philosophies behind it and lastly the practical solutions they offer.\n
|
Dr. PS Bawa is a Senior Neurosurgeon (Brain and Spine Specialist) based in Delhi. He did his M.B.B.S in 1984 from Maulana Azad Medical College, Delhi and Post-Graduation in Surgery (M.S) in 1988. He then completed his Super-specialization (M.Ch) in Neurosurgery from G.B. Pant Hospital, Delhi in 1993. Dr. Bawa further specialized in Spine and Rehabilitation from Princess Royal Spine Injuries Unit, Sheffield–one of the largest centers in the UK. He is one of the very few Neurosurgeons in Asia to have done specialization in such a challenging field.\n
He is a pioneer of Endoscopic (Keyhole) Spine Surgery in India, which has today revolutionized the treatment of Disc Prolapse / Sciatica.\n
He has been Chairman of many International Conferences and an active keynote speaker at various forums. In 2004, Dr. Bawa was honored with the prestigious Delhi Ratna (Jewel of Delhi) award by the All India Association of Intellectuals.\n
(For Details log on to www.drpsbawa.com)\n
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Political Science |
|
MODEL CODE OF CONDUCT HANDBOOK ELECTIONS IN INDIA |
K C SAHA |
98788175417915(PB) |
|
2015 |
|
|
xii+156pp
|
200.00 |
0.00 |
Preface
1. Model Code of Conduct and its Applicability
1. What is Model Code?
2. Coming into force of Model Code
3. Violations of Model Code
2. Requisition of Officers and Staff for Election andRequisition of Vehicles
1. Authorities required to make available staff
2. Deployment of Home guards/Forest guards/Ex-Servicemen
3. Women polling personnel
4. Officers and Staff whose Services cannot be Requisitioned
5. Classification of Presiding Officers and Polling Officers
6. Randomisation of Polling Personnel
7. Involvement of Government Officials in political activities
8. Disciplinary functions of the Election Commission
9. Compensation in the Event of Death or Injury to Polling Personnel
10. Observers
11. Requisition of Vehicles
12. Compensation for Private Vehicles Requisitioned in Caseof Accident, Loss or Damage
13. Transfer/Posting of Officials
1. Officials Connected with Revision of Electoral Rolls
2. Officials Connected with Conduct of Election
3. Censured and Debarred Officials
4. Appointments, Service Matters and Promotions
1. Appointments/Service matters 2. Promotions
5. Finalization of Tenders, Procurement of Stores, Settlementof Sairats etc./Implementation of Development Schemes/Relief Work/Welfare Measures
1. Finalization of Tenders, Procurement of Stores, Settlement of Sairats etc.
2. Implementation of Developmental Schemes
3. Relief Measures 4. Welfare measures
6. Other Administrative Measures
1. Declaration of Holiday on the Poll Day
2. Prohibitory Orders
3. Arms Licence
4. Security for Candidates
5. Declaration of Dry Day
6. Free Passes
7. Ban on Video Conferencing
8. Mobile Phones to Sector Magistrates
9. Certified Copy of Electoral Roll
10. Election Fund
11. Videography of Activities of Candidates
12. Maximum Number of Persons and Vehicles at the Timeof Filing of Nomination
13. Additional Administrative Measures
14. Scrutiny of Nomination
7. Party in Power
1. General Conduct
2. Visit of Ministers
3. Use of Government Guest Houses, Dak Bunglows
4. Republic Day and Independence Day
5. Security to Ministers
6. Expenses from the State Exchequer
7. Discretionary Grants of Ministers
8. Announcements and Laying of Foundation Stones by Ministers
9. Participation in Celebrations and Issuance of Messages
8. Affidavits to be Filed Along with Nomination Papers
9. Oath at the Time of Filing of Nomination
1. Oath at the Time of Filing of Nomination 2. Deletion of Name of Absconders From the Electoral Roll
10. Campaigning/Telecast and Broadcast
1. Norms for Campaigning
2. Printing of Pamphlets and Posters
3. Defacement of Property
4. Use of Official Vehicles
5. Vehicles for Campaigning
6. Use of aircrafts and helicopters
7. Election Meetings
8. Use of Loud Speakers
9. Telecast and Broadcasts by Recognized Political Parties through Doordarshan and All India Radio
10. Code for Telecasts and Broadcasts
11. Opinion Polls
12. Advertisement on Television Channel and/or CableNetwork
13. Campaigning through bulk SMS
14. Campaigning through Social Media
15. Paid news
11. Poll Day and Counting Day
1. General Conduct of Candidates and Political Parties
2. Election Booth
3. Identity Slips
4. Election Agents, Polling Agents and Counting Agents
5. Use of Mobile Phone in Polling Booths and CountingCentres
6. Carrying of Arms
7. Security of Special Protection Group (SPG) ProtecteesInside the Polling Booth
8. Entry into Polling Stations
9. Passes to NGOs and Human Right Organisations
10. Movement of Vehicles on the Poll Day
11. Use of Helicopter on the Polling and Counting Days
12. Restriction on the Movement of Political FunctionaryProvided with Security
12. Election Expenses of Candidates/Political Parties
1. Election Expenses of Candidates
2. Election Expenses of Political Parties Date-Wise Index of Letters/Orders of the Commission List of Annexures
|
Free and fair elections are the foundations in any democracy. It is necessary that political parties, candidates and others observe certain norms so that electors are able to exercise their franchise freely. Under the direction of the Election Commission of India these norms have evolved over the years into a Model Code. This handbook covering the various provisions of the Code comprehensively may help political parties, candidates, and others to have a clear understanding of the scope of these provisions.\n
|
K.C. Saha is a retired officer of the Indian Administrative Service of Bihar Cadre. He worked as the Principal Secretary in the Election Commission of India for five years from 1987 to 1992. He has also worked as the Chief Electoral Officer in the State of Bihar from 1996 to 1997 and again from 2004 to 2005. At present the author is working as the Chairman of Bihar Public Service Commission.\n
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Political Science |
|
NARENDRA MODI: AN INTERPRETATION : POLITICS AND GOVERNANCE |
C.P. BHAMBHRI |
9788175418172(HB) |
|
2015 |
|
|
104pp
|
0.00 |
550.00 |
Preface 1. Interpreting Narendra Modi 2. Election Verdict: 2014 3. Lack of Ideology Responsible for AAP Implosion 4. Two Agendas: One Modi 5. Politics RSS Plays 6. Modi—The End Game of Autonomy 7. Ideological Politics of BJP in Power 8. Saffronization of Education 9. Cooperative Federalism: Reality or Myth? 10. Modi on Minority Issues 11. Robber Capitalists of India 12. Govermentalization of Yoga 13. Narendra Modi: The Chief of Misgovernance 14. A Year of Opposition Index
|
Prime Minister Narendra Modi has rigorously implemented his “political-ideological” project of laying down the firm foundations of Vedic-Brahamanical “Hindu Nationhood” and the Government has exercised power to pursue political policies of Hindu Rashtriya Swayamsevak Sangh. Mohan Bhagwat, the Hindu RSS supremo, has publically stated that Modi is our loyal swayam-Sevak and he is successfully pursuing the goal of establishing an India i.e. Hindi, Hindu and Hindustan.\n
|
C P Bhambhri, currently ‘Distiguished Scholar’ of Jawaharlal Nehru University, New Delhi, has been Professor and Dean of the School of Social Sciences. He also has been a Visiting Professor to McGill University, Canada and Dar-Es-Salaam University, Tanzania. He is a prolific writer who has published in international and national academic professional Journals and has also intervened through newspapers articles. He has to his credit more than 30 books.\n
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Education,M.ed/B.ed./D.ed. |
|
PROFESSIONALIZATION OF TEACHERS AND INSTITUTIONS |
RICHARD HAY |
9788175418011(HB) |
9788175418028(PB) |
2015 |
|
|
|
250.00 |
1250.00 |
Foreword
Preface
Acknowledgements
Part I
1.The Art of Teaching
Introduction / 3; Rationale / 8; Education and Teaching / 11; The Mechanics of Teaching / 15; Teaching is an Art / 21
2.The Professional Touch
Teachers have to be Resourceful / 27; The Empowered Teacher makes a Big Difference / 32
3.Use of Modern Aids and Equipment
PowerPoint Presentation / 37; Video Clips and Recordings / 37; Overhead Projectors / 38; Flipcharts / 39
4.Motivation—The Key to Success
Status of the Teacher / 48; Emotion and Teaching / 48
5.Teacher Empowerment
Introduction / 51; Journal Writing / 54; 12 C’s of an Empowered Teacher / 55; The Common Barriers to Empowerment / 55; A Checklist for Administration to Facilitate Teacher Empowerment/56; Personal Enablers / 57; The Five Big Dimensions of Personality and Effectiveness of a Teacher / 57; Teachers must Rise to the Occasion / 58; Environmental Challenges Affecting Teachers / 60; Principles of Positive Change / 62; How Successful are You as a Teacher? / 62; Major Reasons for Resistance to Change / 63
6.Learning, Performance Appraisal and Feedback
Findings related to Research on Learning / 66; Teachers’ Duties to Improve Learning / 67; Practices Leading to Effective Learning / 67; Results of Good Teaching / 68; Complimentary Principles of Learning for Teachers / 70; Relevance of Feedback and SWOT (Strengths, Weaknesses, Opportunities, Threats): An Analysis of the Self-Evaluation Process / 74; Peer Observation and Other Practices in Evaluation / 75; Reflective Teaching / 76; Performance Appraisal/ 78; Criteria for Performance Appraisal / 79; Performance as a Teacher / 79; Parents’ Feedback and Perception of the Standard of the Institution / 80; Areas of Interest and Concerns / 80; Importance of Feedback / 81; Evaluation of Teachers / 83
7.Challenges in the Classroom
Handling the Heterogeneous Group / 85; Attending to the Basic Needs of Students / 87; Significance of Discipline and the Teacher’s Duty to Enforce Discipline / 89; Teacher, the Constant Motivator/90; Enhancing Professional Competence of Teachers in Classroom Management / 91
8.Methods of Teaching
The Lecture Method / 92; Individualized Teaching Method / 97; Buzz Group Method / 97; Brainstorming Method / 98; Case Study Method / 99; Role Play Method / 101; In-Basket Exercises Method/ 101; Seminars Method / 102; Group Discussion Method / 103; Programmed Instruction Method / 104
9.Effective Communication
Main Components of the Communication Process / 108; Major Barriers in Communication in the Classrooms / 109; Making Learning Possible / 110; Need for Constant Assessment of Reactions of the Learner / 111; Efficacy of Communication and Planning in Teaching / 112; Simple to the Complex Principle Makes Communication in Teaching Effective / 113; Eye Contact and Communication / 113; Tips for Effective Use of the White/Black Board / 113
10.Qualities of a Good Teacher and His Role in the Academia
Characteristics of a Good Teacher / 116; Ethics of Teaching / 117; Ethical Standards of a Teacher / 117; The Real Teacher Mesmerizes / 118; Interpersonal Skills of a Teacher / 118; Interpersonal Skills of a Teacher / 118; Major Reasons for the Failure of Teachers / 119; Seven Steps to Enhance the Quality of Teaching / 120; Good Preparation is the Key to Success / 122; New Roles of Teachers /122; Building Trust / 125; Benefits of Teacher Involvement / 125; Need for Effective Teacher Involvement / 125; Importance of Meetings in Educational Institutions / 126
11.Use of Technology in Higher Education
Introduction / 128; Advantages of Internet-Enabled Teaching / 130
Part II
12.Reforms in Institutions of Higher Education and their Ranking
Need for Timely Reforms in Education / 141; Internationalization of Higher Education / 143; The Ranking of Institutions / 157; Documentation: A Key Factor / 163
13.Benchmarking and Good Practices to Follow
Benchmarking: A Critical Factor / 169; Orientation is Essential / 173; Encourage Students to Form Study Groups / 174; Maintain Academic Honesty / 174; Be Approachable / 175; Working Portfolios for Teachers / 176; Writing Letters of Recommendation for Students /176; Bridging the Gap between Academia and Industry / 177; Importance of Extension Services in Educational Institutions / 179; Aim of Organizing Extension Services Programmes / 179; Potentials of Extension Service Programmes / 180; A Variety of Projects to be Undertaken / 181
14.Accreditation—Challenges and Problems
Importance of Accreditation of Educational Institutions / 182; Important Criteria / 182; Relevance of Quality Assurance Cells in Educational Institutions / 189
15.Strengthening Work Culture
Importance of Organizational Culture in Educational Institutions / 193; Role of Culture in the Institutions / 194; Steps for Effective Organizational Change / 197; Key Factors that Decide the Educational Environment of an Institution / 197
16.Major Concerns of Education Institutions
Student-Teacher Ratio / 200; The Teacher-Student Relationship / 201; Stability of Tenure of Personnel / 201; Leadership / 202; A Conflict between the Staff and Teachers / 205; Need for In-Service Training for Teachers in the Higher Education Institutions / 206; The Academic Staff College / 209; Effective Teacher Recognition Programmes / 209
17.Enhancing Quality Education (Conclusion)
Our Gratitude to Teachers / 211; The New Learning Environment / 212; Higher Education in a State of Flux / 215; Relevance of Quality Enhancement in the Emerging Education Scenario / 218
References
Index
|
The greatest strength and potential of any educational institution lie with the teachers and administrators who shape the destiny of the institution. This book reveals the potentials, benefits and scope of professionalizing teachers and institutions. It addresses many of the presenting issues faced by an educational institution and provides important insights into the art of teaching and administration as the author believes that unless we come to grips with the problems faced by higher education, it cannot support economic regeneration at the local, regional and national levels.\n
This book is expected to serve as a new pathway to quality enhancement in the teaching and administrative realm. The book is designed in such a way to foster the teachers and administrators to deliver their best by furthering their scholarship and acumen and thereby enabling them to facilitate transformation based on the objectives, the vision and mission of the institution.\n
|
Prof. Richard Hay (B. 1952, Tellicherry, son of Sh. R W M Hay, Perth, Scotland) is educated at the University of Calicut, and joined the Department of Collegiate Education, Kerala in 1976 and served as lecturer, head of department, professor and principal at ten renowned institutions in India and abroad. He played key a role in founding two educational institutions.\n
A conscientious teacher of 36 years standing, Prof. Hay distinguished himself in his academic and administrative work and won laurels for his commitment to quality education.\n
Known for his devotion to liberal values, humanism and conservation, he is a strong advocate of training for teachers and accreditation for educational institutions at all levels. He is well-travelled, and a keen observer of benchmarks of excellence in the educational institutions which he visited.\n
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xviii+246pp\n
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0.00 |
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Education,M.ed/B.ed./D.ed.,North-East India |
|
RETHINKING EDUCATION IN THE HILLS OF NORTHEAST INDIA |
A.S. YARUINGAM, A.C. KHARINGPAM |
9788175417878(HB) |
9788175417885(PB) |
2015 |
|
|
viii+192pp
|
160.00 |
695.00 |
Preface v
1. Introduction: A.S. Yaruingam
2. Pettigrew’s Children: History of Print Culture of TangkhulLanguage/ A.S. Shimreiwung
3. Colonial Ideology and the Early 20th Century Texts: An Overview of Hegemony in the School Texts of Manipur/ A.C. Kharingpam
4. Bankruptcy of Education: Ideology and Literature in theContext of Tangkhul Society/ Yuimirin Kapai
5. Traditional Knowledge, Social-cultural Practices and Modern Education/ Tuisem Ngakang
6. Curricula and Education System of Manipur State/ Ringkahao Horam
7. Tangkhul-Naga Grammar: A Study of Word Formation/ Victor Ahum
8. Social Enquiry of Educational Scenario: The Mapithel (Pesii) Range of Ukhrul District, Manipur/ Mes Jajo, Lucy Jajo and Maheishang Awungshi
9. Education and Spirituality in the Present Context/ R. Wonkhuimi
10. Women Education and its Potential of Harnessing Sustainable Handloom Industry in Northeast/ Lucy Jajo Shimray
11. Right to Education (RTE) Act 2009: Its Relevancein Manipur/ Thothuingam Shinglai
12. Education and Identity Formation: Some Reflections on the History of the Nagas of Chandel District(With Special Reference to the Monsang Nagas)/W. Somie Monsang
13. Traditional Forest Management through Indigenous Knowledge and Practices in Northeast India: A Case Study in Tangkhul Community, Manipur/ Franky Varah and T. Shimrah
Contributors
|
Education had been a vital agent of bringing about change in the hill districts of Manipur during the first part of the 20th century. Realising the important role played by education in improving the living conditions of the people, today, people in the region yearn for education.\n
Due to the deterioration of government schools, the growing private schools have put unbearable financial hardships on the parents, who make every effort to send their wards to such schools. This could have been avoided with some appropriate measures by the government to improve school education. Moreover, there are several areas of education in the hills of Manipur, which needs serious attention to meet the challenges of the changing time. The book deals with these issues and aims to encourage a rethinking of the education system in the region.\n
The book may be useful for the government policy makers, researchers as well as other professionals engaged in the field of education, particularly in the hills of Northeast India.\n
|
Dr. A. S. Yaruingam teaches African Sociology in Delhi University. Currently, he is also heading the Department of African Studies. His main areas of research are sociology of religion, sociology of Africa, diaspora, culture and international relations. Apart from his academic interest, Dr. Yaruingam has keen interest in education for the underdeveloped societies. \n
A. C. Kharingpam is Asst. Professor Jamia Millia Islamia, New Delhi. Currently, he is also the Asst. proctor and Honorary Asst. Coordinator, University Foreign affairs of the University. \n
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Education,Social Work |
|
SOCIAL WORK EDUCATION AND PRACTICE ENGAGEMENT |
SANJAI BHATT, SURESH PATHARE |
9788175417571(HB) |
9788175417953(PB) |
2015 |
|
|
xvi+272pp
|
395.00 |
1150.00 |
Preface v
Section I-Social Work Education
Social Work in India/ H. Y. Siddiqui
From Social Service Administration to Anti Oppressive SocialWork: A Critique of ‘Professional Social Work’ /Vidya Rao
Social Work Education in India: Transition from Westernizationto Indigenization/ Suresh Pathare
Social Work Education through Distance Learning in India:A Reality/ Gracious Thomas
Bridging Gaps in Professional Social Work Education in India/ Teddy Andrews J.
Development of Social Work as a Profession in India: Challenges Faced by the Social Work Fraternity/ Kaivalya T. Desai
Social Work Education: Educating for Social Change/ Namita Jainer
Field Work Practicum in Social Work Education/ Atul Pratap Singh
Section II -Social Work Practice Engagement
Strengths Perspectives in Social Work Practice in Mental Health/ Abraham Francis
Spiritually Sensitive Social Work: An Emerging Model of Practice/ Jaimon Varghese
Signature Pedagogy in Social Work & PsychologicalWell-Being of Social Work Trainees: An Evidenced-Based Evaluatory Process/ J. Harini Christopher
NADA Protocol for Protection, Treatment and Recovery:A Social Worker’s Perspective/ Suneel Vatsyayan, Ajay Vats and V. Vindhya
Recovery Oriented Services (Roses) for Persons with Psychiatric Disability: NIMHANS Experience/ Faseela Jaleel, B. P. Nirmala and Jagadisha Thirthalli
Globalization and NGO Response to HIV/AIDS: Concerns forSocial Work Practice/ Tarun Bikash Sukai
Foreign Aid, Voluntary Sector and Social Work Practice in India/ Subhashree Sanyal
Management and Service Delivery of Civil SocietyOrganisations: A Study/ Jitendra Kumar Misra
Identity and Marginalization: A Case of Gujjar and BakkarwalCommunity of Jammu and Kashmir/ Iqball Majeed Bhat
Sexual Behaviour of Urban Gay Men in Mizoram: Concerns forRisk Behaviour/ Zothankimiralte and Kalpana Sarathy
Decent Work for Home-based Workers in India: Implications for Social Work/ Shivani Chauhan Barooah
References
Contributors
Index
|
Social work education and practice have evolved much beyond their traditional boundaries as they have transcended into multivariate issues with a rights based frame of intervention.The present volume is a diverse set and subsumes within itself an array of themes, all of which have a significant potential to inform and impact social work education and practice.The select papers relate to various aspects of social work education andpractice engagementthereby reflecting the nature, trends and challenges.Besides critically presenting social work education and profession fromthe welfare to the rights based paradigm, the book has also added a newer social work practice domainsof spirituality, strength based practice, work with LGBT, marginalized communities and decent work.\n
|
Sanjai Bhatt is a Professor of Social Work at the Delhi School of Social Work, University of Delhi. He is proactive social work educator, researcher and activist. He has authored/edited five books, contributed a dozen book chapters and around 80 research papers on various themes. He acted as Organizing Secretary of the first Indian Social Work Congress 2013.\n
Suresh Pathare is Director of Institute of Social Work and Research, CSRD, Ahmednagar. He has served as Faculty of Social Work at Delhi University, School of Rural Development at Tata Institute of Social Sciences, Mumbai and School of Social Work, IGNOU, New Delhi. He has conducted a dozen research projects, published research papers and attended number of national and international seminars and conferences. He completed Post-doctoral from University of North Carolina, Chapel Hill, USA. He is Secretary of National Association of Professional Social Workers in India.\n
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Economics |
|
TEAMWORK QUALITY AND NEW PRODUCT DEVELOPMENT CYCLE TIME |
TURKI ABDULLAH ALANAZI, RABIUL ISLAM, AHMAD BASHAWIR ABDUL GHANI |
9788175418240 |
|
2015 |
|
|
x+198pp
|
0.00 |
995.00 |
Preface
1. Introduction
Introduction; Statement of the Problem; Research Objectives; Significance of the Study; Scope of Study; Operational Definition
2. Literature Review
Introduction; Teamwork Quality; New Product Development; Internal Market Orientation; Environmental Moderator; Theoretical Underpinnings; Resource-Based View Theory
3. Theoretical Framework and Hypotheses Development
Theoretical Framework; Hypotheses Development
4. Methodology
Research Design; Unit of Analysis; Sampling Procedure; Measurements of Variables; Questionnaire Design; Data Collection Procedure; Data Analysis
5. Analysis and Results
Introduction; Demographic Profile of Participants; Survey Pre-tests and Validation; Study Variable Descriptive; Assessment of PLS-SEM Path Model Results; Measurement Model; Structural Model; Summary of the Hypotheses Testing
6. Discussion and Conclusions
Overview of Findings and Discussion; Summary of Findings; Implications of Study; Study Limitations; Recommendations for Future Research; Conclusion
References
Index
|
The impact of teamwork quality on new product development cycle time through the mediation of internal market orientation in the telecommunication industry in Saudi Arabia is discussed and investigated in this book. It considered environmental turbulence as a moderator in the relationship between teamwork quality and NPD cycle time. The book explores how the high teamwork quality and internal market orientation could decrease the time taken in producing new products or services. It suggests that managers should facilitate an environment conducive to teamwork. It also provides a theoretical understanding of how teamwork qualities drive new product development cycle time. The book may be useful to managers, researchers and students international trade and marketing.\n
|
Turki Abdullah Alanazi holds a PhD in University Utara Malaysia. He is a Researcher at University Utara Malaysia. His main area of expertise is the teamwork quality. His articles have been published in a wide range of various journals. His research area includes international trade, marketing, import-export performance, tourism, migration, teamwork quality, new product development etc.\n
\n
Dr. Rabiul Islam is a Senior Lecturer in the Department of Economics at University Utara Malaysia. He was Post-Doctoral Fellow in Institute for Environment and Development, UKM. His main area of expertise is the application of Global Forest Products Model. His articles have been published in a wide range of journals. He is interested in doing research in international trade, trade and environment, tourism, migration, water, poverty and food security, urban agriculture, sustainable development, climatic hazards, and green economics, quality management.\n
\n
Dr. Ahmad Bashawir Abdul Ghani, Associate Professor and currently the Dean School of International Studies, College of Law, Government and International Studies at University Utara Malaysia, has been teaching international business for 15 years and supervised about 10 business research projects. He has also published in a wide range of international, Australian and New Zealand journals. In addition, he has spoken at conferences throughout the world on matters dealing with international business management. Prior to joining University Utara Malaysia, he has previously worked in a number of public and private sector organizations in Malaysia and abroad, where he has been involved in economic, strategic and business research projects spanning most sectors of the economy.\n
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Economics |
|
TOTAL QUALITY MANAGEMENT PRACTICES AND MUNICIPALITIES PERFORMANCE IN DEVELOPING COUNTRIES: Study of Egypt, Jordan, Quatar, Saudi Arabia and Turkey |
ABDULLAH SULAMAN ALNASSER, RABIUL ISLAM, AHMAD BASHAWIR ABDUL GHANI |
9788175418202(HB) |
|
2015 |
|
|
viii+223pp
|
0.00 |
995.00 |
Preface
1. Introduction
Background
Problem Statement
Objectives
Significance of the Research
Scope
2. Literature Review
Introduction
Egypt
Jordan
Qatar
Saudi Arabia
Turkey
Organizational Performance
Total Quality Management
Culture
Underpinning Theory
3. Theoretical Framework
Theoretical Framework of the Study
Hypothesis Development
National Culture as a Moderating Variable
4. Research Methodology
Population and Sampling Design
Performance as a Dependent Variable
Soft Total Quality Management as Independent Variable
Hard Total Quality Management as Independent Variables
National Culture Dimensions as Moderator Variables
Pilot of the Study
5. Results and Discussion of the Study
Overview of Data Collected
Reliability
Exploratory Factor Analysis
Regression Analysis
Hypothesis Testing
Summary of Research Achievements
6. Research Conclusion
Summary
Implications for Research
Limitations
Recommendations for Future Research
References
Index
|
This book investigates the effect of national culture on the relationships between soft total quality management, hard total quality management and, the organizational performance in the municipalities of developing countries viz Egypt, Jordan, Qatar, Saudi Arabia, and Turkey. It integrates many theories such as the contingency theory, organizational change theory, and the congruence model, to study the effect of national culture on successful strategy implementation. The book reveals how Soft TQM and Hard TQM are significant predictors of organizational performance. The book may be useful for researchers and policy makers having interest in the subject.\n
\n
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Abdullah Sulaman Alnasser holds a PhD in University Utara Malaysia. He is a Researcher at University Utara Malaysia. His main area of expertise is total quality management practices. His articles have been published in a wide range of various journals. His areas of interest in doing research are international trade, marketing, import-export performance, tourism, migration, quality management.\n
Dr. Rabiul Islam is a Senior Lecturer in the Department of Economics at University Utara Malaysia. He was Post-Doctoral Fellow in Institute for Environment and Development, UKM. His main area of expertise is the application of Global Forest Products Model. His articles have been published in a wide range of journals. He is interested in doing research in international trade, trade and environment, tourism, migration, water, poverty and food security, urban agriculture, sustainable development, climatic hazards, and green economics, quality management.\n
Dr. Ahmad Bashawir Abdul Ghani, Associate Professor and currently the Dean School of International Studies, College of Law, Government and International Studies at University Utara Malaysia, has been teaching international business for 15 years and supervised about 10 business research projects. He has also published in a wide range of international, Australian and New Zealand journals. In addition, he has spoken at conferences throughout the world on matters dealing with international business management. Prior to joining University Utara Malaysia, he has previously worked in a number of public and private sector organizations in Malaysia and abroad, where he has been involved in economic, strategic and business research projects spanning most sectors of the economy. \n
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Social Work |
|
YOUTH DEVELOPMENT: EMERGING PERSPECTIVES |
UDAYA MAHADEVAN, HENRY ROZARIO, K. GREESAN, RAMBABU BOTCHA(Ed.) |
9788175418219 |
|
2015 |
|
|
xvi+254pp
|
0.00 |
950.00 |
Foreword
Preface
1. Addressing Attitudinal Gap as Precedence to Bridging Skill Gap: 1 Moving Forward to Enhance Employability of Indian Youth
Koteswara Raju Penmetsa
2. Youth Action in the Vanishing Cultural Space: A Journey of 8 Retrogressions and Realizations
Vinod Nambiar
3. Youth Unemployment in India: Challenges and Solutions
Bairagari Suresh
4. How Far Skill Development Education and Training become
the Veritable Tool for Youth Empowerment
M. Satyanarayana, K. Satish Kumar and M.V.V. Ramanjaneyulu
5. Youth Programmes in India: A Critical Review
Malaya Pradhan and Rita Mishra
6. Employment Opportunities for Youth through Rural Self-
Employment Training Institute: Nandurbar District,
Maharashtra
Sachin Ghansham Borase and Nitin Wasudeo Tayade
7. Effectiveness of Continuous and Comprehensive Evaluation Scheme in Preparing Young Learners for School-to-Work Transition: An Analysis
Nidhi Srivastava
8. Social Skills on Perceived Employability among Rural Youth: Coimbatore District
A. Velayudhan and V. Palanisamy
9. Lack of Motivation for Higher Education Among Girls/
Adolescents from Underprivileged Sections of Society:
The Perceived Causal Factors
Satyananda
. Creating a Productive Youth Workforce: The Hurdles
K. Suneetha, R. Prasad and Ch. Durga Bhavani
. Prevention of Youth Suicide Attempts at High Risk Group:
Social Support and Social Work Intervention
A. Kusuma
12. Sexual Harassment Against Female Youth: Vissakoderu Block, 93 Andhra Pradesh
Ch. Hymavathi and N. Sreerama Murty
13. Menstrual Hygiene Practices among Rural and Urban
Adolescent School Girls: Tiruppatur, Vellore District,
Tamil Nadu
Latha Munuswamy and Sangeetha Balasubramaniam
14. Cricket for Peace: An Effort by Youth: Reducing Hatred and Bringing Harmony in Halol, Gujarat
Rita Mishra
15. The Rich Exploits of a Demographic Dividend: Way Forward
for a Youth Centric Nation Building
Rambabu Botcha
16. Community Based Organizations and Community Engagement
of Youth: Jalgaon District, North Maharastra
Bharat Dasharath Khandagale
17. Youth Volunteering Strategy (YVS) for Promotion of Social
Values and Community Engagement through National Service Scheme
Anitha A.
18. Youth in Panchayat Decision Making: A Case from Odisha
Janmejay Sahu
19. State of the Adivasi Youth of Insurrection in Central and
Eastern India: Implications for the Empowerment of Youth
Nayakara Veeresha
20. Youth Empowerment through NSS Programme: Kongu Arts
and Science College, Erode
P. Annadurai
21. Youth Alliance: Inculcating Transformational Leadership
Prakhar Bhartiya and Shefali Bajpai
22. The Way Forward for Youth Development in India—Equality
as Love: An Experiential Learning at Prantakatha
Bappaditya Mukherjee
23. Caste as Anxiety and a Source of Frustration Amongst the
Youth: Reflecting on another Paradox in an already
Paradoxical Situation
Kavya Nirman
24. Reframing Slums through Young People: A Key to Community Development
Praveen Varghese Thomas and Sonny Jose
25. Empowerment of Socially and Economically Disadvantaged Youth in India: The RGNIYD’s Initiatives
S. Lalitha
26. Deep Self Awareness and Self-Development: A Way Forward to Promote Youth Entrepreneurship
Ajay Pandit
27. Mobile Learning: The Future of Young Learners
M. Suresh Kumar
28. Kap Study on Functionaries of ICDs Involved in the Rajiv Gandhi Scheme for Empowerment of Adolescent Girls
(SABLA): Chennai, Tamil Nadu
Sindhu K.K. and Joseph Thiyagarajan
Contributors
Index
|
Today, India is a young nation with 605 million people below the age of 25 which means that for the coming 40 years India will have a youthful, dynamic and productive workforce when the rest of the world, including USA, Japan, and China would be aging. By 2020, India will have 116 million workers in age bracket of 20 to 24 years, as compared to China's 94 million. The next four decades will mark development in the country by using full potential of the youth in India.\n
\n
This volume includes select papers by experts in their field of Youth Development, on broad themes covering Education, Skill Development, Health and Healthy Life Style, engagement in Community Participation, Governance and Social Justice. And it may be useful for students, educators, policy makers, researchers and practitioners in the field of youth development and empowerment.\n
|
Dr. Udaya Mahadevan was the Head of the Post-Graduate Training and Research Department of Social Work at Loyola College, Chennai. She was awarded the UGC Emeritus Fellowship in Social Work 2011-13. Currently, she is Consultant and Adjunct Faculty, Rajiv Gandhi National Institute of Youth Development.\n
Dr. J. Henry Rozario is an Associate Professor and Head of the Department at the Post Graduate & Research Department of Social Work, Sacred Heart College, (Autonomous), Vellore Dt, Tamil Nadu. He is an international expert on Youth Affairs and Development.\n
Dr. K Gireesan is the Faculty Head, Department of Local Governance at Rajiv Gandhi National Institute of Youth Development. As a national evaluator, he has been involved in carrying out monitoring, evaluation and impact assessment studies for the Government of India.\n
Rambabu Botcha is an Assistant Professor in the Department of Youth Empowerment and Social Engineering at the Rajiv Gandhi National Institute of Youth Development. He has eighteen publications in national and international journals. \n
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Social Work |
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YOUTH IN CONFLICT: CHALLENGES AND PROSPECTS |
BILAL BHATT, AIJAZZ ASHRAF |
9788175418127 |
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2015 |
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xiv+166pp
|
0.00 |
750.00 |
Preface
Acknowledgements
List of Tables
List of Figures
Abbreviations
1. Introduction 1
Conceptualizing Youth; Growing Up: The Relevance of Age and the Concept of Youth; Social Process; Popular Conceptions
2. Aspirations and Challenges of Youth
Youth as a Problem; Rethinking Youth; Youth in India; Contemporary Youth in Jammu and Kashmir
3. Locating Youth in Kashmir
Theoretical Models/Perspectives on Social Problems; Using the Theoretical Perspectives; Constructing Social Problems; Youth in Kashmir
4. Analytical Perspective
Relevance and Significance; Objectives; Politics and Government; Tourism; Culture; Education; Policy and Programme Environment; Study Phases; Study Instruments; Study Design and Sample Size; Recruitment, Training and Fieldwork; Ethical Considerations; Data Processing
5. Youth and Life Course in Kashmir
Demographic Sketch; Age and Sex Composition of Population; Education and Opportunity; Family, Friends and Community Life; Employment and Unemployment; Media Exposure; Youth and Mobile Phones; Youth and Socialization; Peer Group Networks and Interaction; Family, Parental Education and Occupation; Sex, Gender and Youth; Knowledge of Sexual and Reproductive Health Matters; Youth, Love Affairs and Romantic Relations; Sexual Exploitation and Youth; Marriage and Youth; Health, Substance/Drug Use and Well Being
6. Conflict, Youth and Governance
Youth, Civil Society and Political Engagement; Socio-Psychological Impact of Conflict on Youth; Socio-Economic Impact of Conflict on Youth; Leisure, Conflict and Youth; Tourism, Sports and Youth; Youth, State and Governance
7. Conclusion and Policy Implications
Bibliography
Index
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Youth bulge can be a challenge because it can lead to conflict and violence. It can also work as an opportunity, depending on the size and trajectory of the bulge and on a society’s reaction to it. This anthology lays out the underlying framework of youth bulges and discusses the ways in which such a demographic phenomenon can work to the advantage or disadvantage of a society. This book identifies key transitions experienced by youth and examines their perceptions and attitudes regarding the experiences in violent conflict situations in Kashmir and the possible role of the youth to improve collective understanding and capacity to work for peace and development. \n
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Dr Bilal Bhat holds a doctorate degree in sociology from the University of Kashmir. He was awarded Post-Doctorate Research Fellowships by the UGC and ICSSR, New Delhi. In addition to his books Rehabilitation of Child Labour: Problems and Prospects and Cotton Cultivation and Child Labour in Post-Soviet Uzbekistan,Dr Bhat has to his credit number of research articles on Kashmir, Central and South Asia published in various reputable national and international journals. His scholarly interests include social stratification, human rights, conflict resolution, social change and social development. He presently works as assistant professor of research.\n
\n
Aijaz Ashraf is Assistant Professor at the Department of Political Science, University of Kashmir. He has been a fellow at ‘Study of US Institute’, USA. He has completed number of research studies sponsored by UGC, ICSSR and CSDS, New Delhi. His research has been published in reputed national and International journals.He has participated in number of national and international conferences. Besides Kashmir Conflict he has written copiously on many contemporary political issues.\n
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Education,M.ed/B.ed./D.ed. |
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BHARAT ME SHIKSHA VYAVASTHA KA VIKAS |
J.C. AGGARWAL |
9788175413351(HB) |
9788175413368(PB) |
2014 impression |
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pp xiv+370
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395.00 |
995.00 |
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Education,M.ed/B.ed./D.ed. |
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COMMITTEES AND COMMISSIONS: ELEMENTARY EDUCATION SELECT DOCUMENTS |
M.K. JAIN |
9788175413795(HB) |
9788175413801(PB) |
2014 impression |
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vi+265 pp, 2010 imp.
|
250.00 |
1250.00 |
Preface
1. Development of Education During the British Rule:
Policy Documents
o The Charter Act of 1813
oMacaulay's Minute on Education 1835
oIndian Education Commission (Hunter Commission) 1882-83
oResolution of Govemment on Educational Policy 1904
oGopal Krishna Gokhale's Resolution 1910 and Elementary Education
Bill 1911
oGovernment Resolution on Education Policy 1913
oLala Lajpat Rai's Exposition 1918
oHartog Committee 1928
oGovernment ofIndiaAct 1935
oAbbot and Woods Report 1937
oFirst Congress of National Education (Wardha) 1937
oPost-war Educational Development in India (Sargent Report) 1944
oCABE Report-the Post-war Educational Development in India 1944
2. Development of Elementary Education: Independence to 1967
oFourteenth CABE Meeting 13-15 January 1948
oCommittee on the Ways and Means of Financing Educational
Development 1948-50
oCommittee on the Relationship between State Governments and
Local Bodies in the Administration of Primary Education 1951 .
oAssessment Committee on Basic Education 1955
oBasic Education Standing Committee of Cenral Advisory Board of
Education 1957
oFirst All India Educational Survey 1957
oNational Seminar on Orientation of Elementary Schools Towards the
Basic Pattern 1959
oTwenty-eight CABE Meeting-I 6-17 January 1961 New Delhi
oCommittee on the Pre-Primary Education in Mysore State 1961
oThirty-first CABE Meeting-II-12 October 1964 Bangalore
o Education _ommission 1964-66 (Kothari Commission)
o Second All India Educational Survey 1965
o Committee of Members of Parliament to Prepare Draft of Statement on National Policy on Education 1967
3. 1968 to 1985: Select Documents
oNational Policy on Education 1968
oNational Seminar _n Primary and Work-Oriented Education
(International Education Year) 1970
oStudy Group to Prepare Programme of Action for Development of the
Pre -School Child 1972.
oThird All India Educational Survey 1973
oNational Policy for Children 1974
oIshwarbhai Patel Review Committee 1977
oDraft National Policy on Education 1979
oNational Plan of Action for International Year of The Child 1979
oRevised 20-Point Programme 1982
oConference of Education Secretaries January 1983
oCentral Advisory Board of Education 39th Session June 6-7 1983 . oNational Commission on Teachers-I Chattopadhaya Commission
1983-85
oNCERT on Curriculum Load 1983-85
oStatus Report on Challenge of Education 1985
oChallenge of Action: A Policy Perspective. 1985
4. Commissions and Documents on Elementary Education:1986-1996
o National Policy on Education 1986
o Programme of Action for Implementation ofNPE 1986
o Innovations in Education 1986
o Fifth All India Educational Survey 1986-89
o National Curriculum for Elementary and Secondary Education:
A Framework 1988
o Education for All by 2000 1990
o Committee to Review the National Policy on Education (1986)
1990-91
o Central Advisory Board of Education 46th Session 1991
o Central Advisory Board of Education Working Group on Elementary Education 1991
o Committee on Minimum Levels of Learning (MLL) at Primary
Stage 1991
oCommittee to Review NPE (1986) and Report of the Committee to Review theNPE(I990-91)1991
o National Plan of Action 1992159
o National Plan of Action for the SAARC Decade of Girl Child 1991-2000
AD 1992163
oRevised National Policy on Education 1992166
oProgramme of Action on National Policy on Education 1992169
o National Advisory Committee on Learning without Burden 1992-93 oCABE Committee on Decentralised Management of Education 1993 197 . oGroup to Examine the Recommendations of the National Advisory
Committee on Learning without Burden 1993
o Sixth All India Educational Survey 1995
o Synergy Sub-Group on Primary Education and Literacy 1995
o Committee of Education Ministers on Making Elementary Education a
Fundamental Right 1997
oEducation Commission 1964-66 (Kothari Commission) Government of
India 1966
5. Elementary Education: 1997 Onwards
oNinth Five Year Plan 1997-2001 . Tenth Five Year Plan 2002-2007
o National Curriculum Framework for School Education (2000)
NCERT
o The Constitution (Eighty-Sixth Amendment) Act 2002
o "National Curriculum Framework 2005" NCERT (2005)
o CABE Committee on "Free and Compulsory Education Bill and other
Issues Related to Elementary. Education (2004-05)"
o National Knowledge Commission June 8 2005
o Sachar Committee Report 2006
o Conference of State Education Ministers April I I 2007
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Education,M.ed/B.ed./D.ed. |
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EDUCATION OF THE MASSES: A QUEST FOR PEDAGOGY |
VETUKURI P.S.RAJU |
9788175413559(HB) |
9788175413566(PB) |
2014 impression |
|
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166
|
200.00 |
850.00 |
Preface
List of Abbreviations
1. The Quest
Introduction
Education of the Masses
The Planning Process
Pedagogy Teacher Training and Capacity
Development for Quality Improvement . Census Profiles
Disparities - Educational Surveys
Challenges of Elementary Education
2. Educational Disparities at Elementary Level: In Support of the Quest
State-Specific Evidence
The Andhra Pradesh Evidence
International Evidence
Determinants of Discrimination
3. Pedagogy in Practice: Educational Disparities in Andhra Pradesh
Literacy Profile
District Profile
Case Study of District Disparities
Disparities in the Case Study Mandal
Malikipuram Mandal Case Study
Conclusion
4. Schools as Centres for Joyful Learning
Outcome of the Quest
Indomitable Problem
Determinants of Disparities
Case-study outcomes
Implications
Suggestions
Bibliography
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Education being an essential investment in the development of human resources is quite vital to the nation building process. In this regard quality has been one of the major concerns of education across all levels. With the globalisation of economy demand for quality education has become all the more prominent. Presently different sections of the society in any part of the world do not have an equal access to education especially in the developing and under-developed countries so much so that inequality in the distribution of earnings and inequality in access to education form an unabated vicious circle forcing every nation to set the clock right.
The book addresses elementary education with special reference to Universalisation of Elementary Education (UEE) and quality concerns in terms of pedagogical quests. Implementation of UEE programme depends upon a holistic planning and management strategies instrumentalities as well as methods of strategic implementation in schools. The book also attempts to make an empirical research on the basis of case study of Andhra Pradesh and reflects determinants of disparities along with implications and suggestions. It presents the perspectives of UEE vis-Ã -vis the emerging educational innovations and practices.
Research scholars policy makers and in-service teachers may find the book useful.\n
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Dr. Vetukuri P.S. Raju is Assistant Professor at National University of Educational Planning and Administration (NUEPA). He is Ph.D. in Education Master of Education and Master of Commerce. He did International Diploma in Educational Planning and Administration from IIEP UNESCO France.
He has to his credit empirical research studies on equity issues in education a number of research papers presented in national and international conferences and articles published in journals and books.
Dr. Raju has deep interest in educational problems of the disadvantage groups at gross-root level.\n
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Education,M.ed/B.ed./D.ed. |
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ANCIENT INDIAN EDUCATION: A PLEA FOR REINTRODUCTION AS A LIBERATING EDUCATION FROM THE DECANDENCE OF OUR TIME |
MARMAR MUKHOPADHYAY(Ed) |
9788175411777(hb) |
9788175411791 (pb) |
2014 |
|
|
xvi + 105 pp, 2014 Impression
|
195.00 |
595.00 |
A Presentation
Social Decadence of our Times
Brahmacharyashram
Yajnas: Reaching out to God like Satature
Renunciation
Student: The Disciple
Modern Life Habits: The Contrast
Reorganizing Education
The Three Pillars
In Conclusion
Epilogue: Ancient and Modern Indian Education: The Verge
US$ 25
|
There are several outstanding books on Ancient Indian Education by Altekar, Das, Keay, Mookerjee that competently documented the System of Ancient Indian Education in all its details. A critical analysis of the Ancient Indian Education System from the angle of its relevance and applicability in modern times, however, was missing. This book meaningfully fills that void. It provides a rational and critical analysis of the Ancient Indian Education System and identify such dimensions that are applicable in modern times. Author, as a teacher and headmaster of a village high school, actually practised much of what he professed here.
This is not a dry intellectual exercise; it is based on author's experiments, experience and concerns. Author was significantly concerned about the social decadence of our times. His basic contention, in this book, is that certain aspects of ancient Indian education are still relevant and practiceable, and can arrest the social decadence.
Originally, this was not authored as a book. It was penned out of sheer enthusiasm of the author to inspire his son, a postgraduate student of education in the late 1960s. Author's son decided to share this treasure with others. Scholars and students of the education system of India will find this book enlightening.
20.12.03\n
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Late Sri Nrisinha Prasad Mukhopadhyay was a lifelong learner and the founding headmaster of Udang High School in 1933. An erudite scholar and an exemplary classroom teacher, he not only enlightened and transformed the life of his students, but also transformed the entire rural community. With Distinction in Arts from Calcutta University in early 1920s, indeed a rare distinction those days, then job market would welcome him with open arms; he had all the choices within the teaching profession from the most prestigious schools in Calcutta to such rural corners. He chose rural society out of his conviction to be able to serve those 'who need most' his variety of talents of scholarship, commitment and conscience. He conducted his life with meticulous care to keep it clean to be able to meet the standards ordained by the Divine.
Editor
Professor Marmar Mukhopadhyay, son of the author, is currently Joint Director of NIEPA and former Chairman of National Open School and Former Vice President (Asia) of International Council of Distance Education. A reputed management scientist and trainer, he undertakes speaking assignments. He has contributed several titles on education including Education for a Global Society: the Interfaith Dimensions, Secondary Education: Challenge Ahead, Governance of School Education in India, Total Quality Management in Education, Optimising Human Learning, Indian Education: Development since Independence, etc. One of his forthcoming title is Educational Technology: Knowledge Assessment.\n
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Education,M.ed/B.ed./D.ed. |
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BHARAT MEIN PRARAMBHIK SHIKSHA SWATANTRATA SE PURV TATHA PASCHAT |
S. GUPTA, J.C. AGGARWAL |
9788175414808 (HB) |
9788175414815 (PB) |
2014 |
|
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xiv+261 pp, 2014 impression
|
295.00 |
695.00 |
hindi book
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hindi book\n
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hindi book\n
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0.00 |
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Education,M.ed/B.ed./D.ed. |
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BRITISH KALEEN BHARATIYA SHIKSHA |
JAGDISH CHAND |
9788183641012(HB) |
9788183641029 (PB) |
2014 |
|
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vi+106 pp, 2014 impression
|
200.00 |
595.00 |
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0.00 |
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Asia/International Relations |
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CHANGE IN MYANMAR |
Rajiv K. Bhatia, Vijay Sakhuja, Vikash Ranjan (Edited) |
9788175417588 |
|
2014 |
|
|
xx+180pp
|
0.00 |
750.00 |
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Myanmar stands at the cusp of a major political and economic transformation. The change would provide space and opportunity to the Myanmar society, people and external actors to engage in the process. Myanmar’s role as ASEAN chair in 2014 is also significant.\n
Still, there are many challenges ahead, like national reconciliation among various ethnic and political groups; socio-economic development challenges; and the role of the military in civil administration. The most crucial test for Myanmar would be the 2015 elections. How Myanmar will deal with all these complex challenges needs to be watched closely.\n
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Ambassador Rajiv K. Bhatia is the Director General, Indian Council of World Affairs (ICWA), New Delhi. A career diplomat, he has served India with distinction for over thirty-seven years. He was India’s ambassador/high commissioner to four countries— Kenya, Myanmar, Mexico and South Africa.\n
Dr. Vijay Sakhuja is the Director (Research), Indian Council of World Affairs, New Delhi. He is also a Visiting Senior Research Fellow at the Institute of Southeast Asian Studies (ISEAS), Singapore, since 2006.\n
Dr. Vikash Ranjan is a Research Fellow at the Indian Council of World Affairs. He is a recipient of Junior Research Fellowship by University Grants Commission and Japanese Government’s Monbukagakusho Scholarship\n
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Political Science |
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COALITION GOVERNMENT AND POLITICS : UPA-II TO 2014 LOK SABHA ELECTIONS |
C.P. BHAMBHRI |
9788175416925(HB) |
|
2014 |
|
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280pp
|
0.00 |
995.00 |
Preface ; Introduction; Coalition Politics; Congress Coalition and Government Congress Party; Politics State; Politics and Elections Caste; Politics Regionalists; Coalition and Governance Issues; Corruption and Coalition; Anna Hazare’s Movement; Aam Aadmi Party; Foreign Policy and UPA-II; BJP in Opposition; Elections 2014 and Modi in Government; Index
|
The Manmohan Singh-led Coalition government at the Centre from 2009 to 2014 has been clinically analysed by focusing attention on its domestic and foreign policies. The yardstick of performance and non-performance of a Government-in-power has been applied here and such a stock taking is undertaken in this study.\n
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C P Bhambhri, currently 'Distiguished Scholar' of Jawaharlal Nehru University, New Delhi, has been Professor and Dean of the School of Social Sciences. He also has been a Visiting Professor to McGill University, Canada and Dar-Es-Salaam University, Tanzania. Prof. Bhambhri is a prolific writer who has published in international and national academic professional Journals and has also intervened through newspapers articles. He has to his credit more than 30 books.\n
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Political Science,Economics,History/Culture |
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CULTURE, PEOPLE AND POWER: INDIA AND GLOBALIZED WORLD |
AMITABH MATTOO, HEERAMAN TIWARI |
9788175417137(HB) |
9788175417359(PB) |
2014 |
|
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xvi+206pg
|
250.00 |
750.00 |
Message by Suresh K. Goel
Introduction
PART I POWER OF CULTURE
1. The Soft Power of India
Shashi Tharoor
2. India's Soft Power : Culture and Beyond
Jean-Luc Racine
3. Gandhi's Global Influence
David Cortright
4. India's Soft Power in a Globalized World
T.V. Paul
PART II PEOPLE AND LITERATURE
5. Indian Themes, Indian Values: The RÊmÊyaÓa and the Civilization of Southern Asia and Beyond
R.P. Goldman
6. Rethinking India's Past
Johannes Bronkhorst
7. The Changing India: Dynamism of Ancient Indian Culture
Patrick Olivelle
PART III ART AND CULTURE
8. Indian Culture in a Globalized World
Muzaffar Ali
9. Notes from Afar: Sanskrit Literature and the Western Operatic Canon
Sally Sutherland Goldman
10. The Sufi Shaikhs and the Formation of the Early Mughal Regime
Muzaffar Alam
11. Epic Identity and Humanism in Ancient India: A Refined Idea in a Rough World?
Heeraman Tiwari
Notes on Contributors
Index
|
Culture, People and Power deals with a rich tradition of India which has in its long history attracted the world through its cultural wealth and literary heritage. Power of India for its natural wealth could be another story to tell in many a volume. But scholars who have contributed to this volume are focusing mainly on India cultural, intellectual, literary and political relations with the external world for over half a millennia. If the Mughal emperors were trying to reason with Indian intellectual heritage by learning and translating Sanskrit into Persian ancient India literary and legal classics the European and American intellectuals in the 16th, 17th and 18th centuries were impressed by India's epic tradition and sophistication of ancient Indian dance, drama and theatre. India's linguistic richness and philological advances, too, had a considerable impact on the world. The independent India and the leaders who shaped its destiny in the second half of the twentieth century have drawn much on India rich heritage to foster relations with and have fruitfully intervened in the international affairs of the modern world. The essays in this volume analyse India past and present by citing decisions, documents and incidents and also suggest how India can continue to influence the world in future through its, what Joseph Nye would like to call, Soft Power.\n
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Indian Council For Cultural Relations: Maulana Abul Kalam Azad, the first Education Minister of independent India, founded the Indian Council for Cultural Relations (ICCR) on 9th April 1950.
The objectives of the Council are to participate in the formulation and implementation of policies and programmes relating to India external cultural relations; to foster and strengthen cultural relations and mutual understanding between India and other countries; to promote cultural exchanges with other countries and peoples; to establish and develop relations with national and international organizations in the field of culture; and to take such measures as may be required to further these objectives.
The ICCR is about a communion of cultures, a creative dialogue with other nations. To facilitate this interaction with world cultures, the Council strives to articulate and demonstrate the diversity and richness of the cultures of India, both in and with other countries of the world.
The Council prides itself on being a pre-eminent institution engaged in cultural diplomacy and the sponsor of intellectual exchanges between India and partner countries. It is the Council resolve to continue to symbolize India great cultural and educational efflorescence in the years to come.
Indian Council for Cultural Relations
Azad Bhawan, Indraprastha Estate
New Delhi - 110002
Website: www.iccrindia.net\n
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Asia/International Relations, |
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DELHI DIALOGUE V : INDIA-ASEAN: VISION FOR PARTNERSHIP AND PROSPERITY |
RAJIV K. BHATIA, VIJAY SAKHUJA, ASIF SHUJA |
9788175417298 |
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2014 |
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xxx+250pp
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0.00 |
1800.00 |
na
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This book, originating from the proceedings of the Delhi Dialogue V, seeks to highlight India's increasing engagement with ASEAN countries and explores the agenda for consolidation of their relationship in the coming years. It draws from the knowledge and insights from political and economic leaders, officials, academics and opinion-makers of India and ASEAN countries to find out ways to intensify and broaden political, strategic, economic and civil society interaction between the two regions. In the wake of Delhi Dialogue being mentioned in the Vision Statement issued at India-ASEAN Commemorative Summit in December 2012, this book holds particular importance. It also assesses and incorporates issues and perspectives which emerged from this Summit to help identify areas of greater engagement between India and ASEAN countries. It is hoped that this volume will make a significant contribution towards the ever expanding scholarship on India-ASEAN relationship.\n
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Rajiv K. Bhatia is the Director General, Indian Council of World Affairs (ICWA), New Delhi. A career diplomat, he has served India with distinction for over thirty-seven years. He was India's ambassador/high commissioner in four countries - Kenya, Myanmar, Mexico and South Africa. Known for his intellectual inclinations, Mr. Bhatia enjoys writing and speaking on a wide range of foreign policy-related issues.
Vijay Sakhuja is Director (Research), Indian Council of World Affairs, New Delhi. He has also been Visiting Senior Research Fellow at the Institute of Southeast Asian Studies (ISEAS), Singapore, since 2006. A former Indian Navy officer, Dr. Sakhuja received his Ph.D. from the Jawaharlal Nehru University in New Delhi. His research areas include politico-strategic developments in the Indian Ocean, Asia-Pacific security, climate change and Arctic security, and maritime and naval developments.
Asif Shuja is Research Fellow, Indian Council of World Affairs, New Delhi. Dr. Shuja has done his Ph.D. from School of International Studies, Jawaharlal Nehru University, New Delhi. He has widely published his research papers in journals pertaining to his area of interests. He has also co-edited along with Rajiv K. Bhatia and Vijay Sakhuja the Delhi Dialogue IV volume India and ASEAN: Partners for Peace, Progress and Stability.\n
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Economics,North-East India, |
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ECOTOURISM IN NORTH EAST INDIA |
MAILA LAMA |
9788183641043 |
|
2014 |
|
|
124pp
|
0.00 |
600.00 |
Foreword
Acknowledgements
Introduction
Economic Valuation of Environmental Goods: Review of Literature
Socio-Economic Profile of the Tourists
Tourism Growth and Structure of Tourist Demand
Estimation of the Recreational and Ecotourism Value
Environmental Impacts of Tourism Development
Conclusion and Policy Implications
Annexure: The Model
References
|
This book examines how ecotourism development can help ecologically rich areas to combine economic progress and conservation of natural environment. It focuses on estimating the ecotourism and recreational value of natural environment in Arunachal Pradesh. It explores tourism growth and structure of tourists demand in the region and assesses the potential negative impacts of tourism on its fragile environment. The book discussed how unplanned and inappropriate development can lead to huge loss of natural resources. With proper policy and planning of ecotourism, North East India can usher in a socially acceptable, environmentally sustainable development path. The book may be valuable and useful to environmentalists, research scholars, students of tourism and the policy makers.\n
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Dr. Maila Lama is an Assistant Professor in the Rajiv Gandhi University, Itanagar, Arunachal Pradesh. He did M.A in Economics and Ph. D from the same university. He has to his credit number of research papers in Journals and edited volumes. He is actively engaged in research activities. He has a special interest in tourism economics, environmental economics, agricultural economics and public economics.\n
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Education,M.ed/B.ed./D.ed. |
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EDUCATION FOR A GLOBAL SOCIETY: INTER-FAITH DIMENSIONS |
MARMAR MUKHOPADHYAY(Ed) |
9788175411487(HB) |
9788175411593(PB) |
2014 |
|
|
x+204 pp (4th EDITION), 2014 reprint
|
250.00 |
995.00 |
Foreword; Preface;
Inter-faith Values for Education for a Global Society: Karan Singh;
Educatedness for the Global Society: Marmar Mukhopadhyq;
Inter-faith Education for a Humane Global Order: Sushee/a Bhan;
Gandhian Perspective on Education: KD.Gangrade;
Education for a Global Society: Baha'i View: Zena Sorabjee;
Inter-faith Education for an Ever-advancing Global Society; A.K Merchant;
A Scientific Vision of Education for a Global Society: Sampooran Singh;
Global Unity in Ancient Indian Education: Shashi Tiwari;
Values in the Context of School Education in India: J.S. Rqjput;
Value Education for Global Society: Contribution of Bharatiya Vidya Bhavan: J. Veeraraghavan;
School Curriculum for Global Peace: JIVA Experience: Steven Paul Rudolph;
Value Orientation of Teachers: Bodhpriya ]aibharli;
Inter-faith and Education in DAV School: G.P. Chopra;
Role of Universities in Fostering a Harmonious Global Society: K. Mathews;
Multi-cultures in Education and Collaborative Inter-faith Educational Programmes:
Bhu Dev Sharma; National Integration through Education: Ezekiel Isaac Malekar;
Inter-faith Education for a Global Society: Neelam Mehta;
Holistic Thinking for Global Society: Rajni Tandon; Contributors
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The twentieth Century was a century of paradoxes characterised by great scientific discoveries coupled with colossus human destruction. When the information and communication technology brought world closer to one another into a global village, the competitive faiths pulled them apart from each other. Inter-faith has never been such a crying concern than ever before.
The Temple of Understanding undertook to bring together scholars on one platform to discuss, debate and disseminate inter-faith messages for education for a global society and hence this volume which puts together selected 18 papers.
This is the first Indian book on the subject. It brings together a wide range of well considered views in different aspects of education focusing on the global context from context from interfaith strand. Hope that this book will be well received by the alert audience world over.
\n
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Prof. Marmar Mukhopadhyay, Joint Director of National Institute of Educational Planning and Administration (NIEPA), New Delhi was convener of the Interfaith Consultation on Education for Global Society. He has written extensively on several areas in education. His contemporary research interest is on philosophic issues like ethics and values, interfaith dimensions of education, educatedness. Some of his major recent books are Total Quality Management in Education, Indian Education: Development since Independence, Governance of School Education in India, Secondary Education: The Challenges Ahead.\n
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Education,M.ed/B.ed./D.ed.,Human Rights |
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EDUCATION FOR HUMAN RIGHTS |
JAGDISH CHAND |
9788183640176 (HB) |
9788183640183(PB) |
2014 |
|
|
139+iv
|
195.00 |
750.00 |
Preface
1.Human Rights: Concept, Universal Declaration of Human Rights
2.Educational Implications of Human Rights
3.Human Rights and Indian Constitutional Provisions
4. Human Rights Education at Secondary Level: Curriculum and Activities
5.Enforcement of Human Rights
6. Mechanism in Schools for the Protection of Human Rights: NGOs, Press and Media
7. Quiz on Human Rights Education (With Answers)
Appendix 1: Human Rights Council
Appendix 2: Recent UN Reports on Climate Change and Global Warming
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0.00 |
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Education,M.ed/B.ed./D.ed. |
|
EDUCATION FOR SUSTAINABLE DEVELOPMENT |
RAJARSHI ROY (ED.) |
9788175417434(HB) |
9788175417441(PB) |
2014 |
|
|
x+166pp
|
200.00 |
995.00 |
Preface v
1. An Ecosystemic Approach to Improve Educational Systems
Alberto Arenas
2. Science, Technology and Teaching: Sensitivity forSustainability and Non-Violation
Jayanti Basu
3. The Changing Face of Human Resource Management inEducation for the Sustainable Development in the Era of Globalisation
Yazali Josephine
4. Education for Sustainable Development: An ApproachTowards Future World
Sanat K. Ghosh
5. Education System in Pakistan and Sustainable HumanResource Development
Hafeez-Ur-Rehmanchaudhry, M. Saifullah Chaudhry andMd. Amjad Kavesh
6. Sustainable Education and the Global Politics
Dharmarakshit Gautam
7. Rethinking Sustainable Development: Inclusion of Social Dimensions to Sustainability
Sreekala Edannur
8. Science Education and Sustainable Development
M.N. Bapat
9. Education and Sustainable Development: An Exploration ofthe Linkages
Saumen Chattopadhyay and Emon Nandi
10. Developing Sustainable Consciousness: Problem of Teacher Education
Debdulal Dutta Roy
11. Strategies in Higher Education for Sustainable Development:Some Approaches
Sima Pal
Contributors
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Amidst of rapid technological development in every walk of life, including the sphere of Education, the essence of 'Education for Sustainable Development' in Indian context is yet to be defined. However, many dimensions of thoughts are quite prominent, which centers round the concept of 'Education' and 'Sustainable Development'. The present volume is an attempt to encompass the essence of Education in one hand, and Sustainable Development on other, within a common frame. It is expected the combined thinking on 'Education and sustainable development' will stimulate the thinking of contemporary academics and will extend a vista of new 'area of interest'.\n
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Prof. Rajarshi Roy is actively associated with Educational and Policy research for the development of the oppressed. His specific contribution is in the arena of Ethno-pedagogy, Environmental Education and socio-educational studies for the life-improvement of the population at crisis, apart from Pedagogy of Engineering Education and Indigenous Technology. Dr. Roy possesses to his credit more than hundred publications of international and national repute. Presently he is Professor of Education in Vinaya-Bhavana (Faculty of Education), Visva-Bharati, Santiniketan.\n
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0.00 |
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Education,M.ed/B.ed./D.ed.,Religion & Philosophy |
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EDUCATION OF MUSLIMS: ISLAMIC PERSPECTIVE OF KNOWLEDGE AND EDUCATION-INDIAN CONTEXT |
J.S. RAJPUT(ED.) |
9788175417328(HB) |
9788175417458(PB) |
2014 |
|
|
xviii+412pp
|
550.00 |
1995.00 |
Foreword
Acknowledgements
Editor’s Note
The Context: Educational Concerns before the MuslimCommunity in India/ J.S. Rajput
Spirit of Islam/ Akhtarul Wasey
Spirituality in Islam/ Farida Khanam
Education of Muslim Children in India: Reality and Challenges/ Aejaz Masih and Arshad Ikram Ahmad
The Qur’anic Approach to Dissemination of Knowledge/ Shakeel Ahmad
Knowledge Pursuit in Islam/ Mohammad Fahim Akhtar Nadvi
Madrasas: Origin and Growth(With Special Reference to South Asia)/ Waris Mateen Mazhari
Madrasas: Contemporay Relevance/ Mujaffar Alam
Teacher-Learner Characteristics: Islamic Perspective/ Anis Ahmad Khan
The Cultivation of Knowledge and Learning in Islam (With Special Reference to the Education of MuslimWomen)/ Zeenat Shaukat Ali
Islamic Interpretation of Secularism and its Link to Education/ Ishtiyaque Danish
Dini Education and Secular Education/ Iqtidar Mohammad Khan
Islamic Contribution to Science and Technology:An Overview/ Abdul Ali
Sufi Shrines and Education of Muslims in India(With Special Reference to Dargah Khwaja Gaisu Daraz Banda Nawaz, Gulbargah)/ Mohammad Arshad Abad
Education and Human Values: An Islamic Perspective/ Khwaja Iftikhar Ahmed
Incorporating Environmental Education in Islamic Education: The Need of the Hour/ M. Aslam Parvaiz
Contributors
Index
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Muslims are the inheritors of a glorious legacy that greatly values education and knowledge that resulted in great intellectual contributions in every sphere of human quest for knowledge and wisdom. Islam has contributed effectively to the human evolution and the march ahead of the human civilizations. In the current times of universal communication, global connectivity and intensive interaction of civilizations, the true image of Islam remains distant and obscure even to enlightened citizens from other faiths and civilizations globally. This awareness and acquaintance gap must be filled and filled early through genuine initiatives and elaborations. The great traditions of dedicated intellectual pursuits to establish the symphony of revealed knowledge and the acquired knowledge appears to have slowed down due to various factors. In a globalized world that intends to move ahead towards a knowledge society, Muslims, as also intellectuals from other faiths, need to delve deep into identifying the causes that have resulted in an all-pervasive decline in education and in knowledge pursuit. They need to work out corrective measures that would rejuvenate the intellectual tradition of quest for knowledge in full flow and thus contribute to social cohesion and religious amity which are the pre-requisites for the survival of the planet earth. This volume is an output of such an initiative and may be useful for policy-makers, scholars and readers having interest in the subject.\n
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Professor J. S. Rajput has held several assignments which include Professor in NCERT, Principal of the Regional Institute of Education Bhopal, Joint Educational Adviser, Ministry of Human Resource Development, Government of India; Chairman, National Council for Teacher Education, and the Director of the NCERT. He has published research papers in Physics and also in several specialized areas of education, guided doctoral level researches and has authored several books. He is known for guiding in preparation of good-quality materials for teachers and teacher educators. UNESCO awarded him the Prestigious Jan Amos Comenius Medal for outstanding contributions in research and innovations. He has also been awarded Maharshi Ved Vyas National Award by the Government of Madhya Pradesh for lifelong contributions in Education.\n
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Education,M.ed/B.ed./D.ed. |
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EDUCATION OF THE SCHEDULED CASTE PEOPLE: NAMASUDRAS OF WEST BENGAL |
N.B. BISWAS, N.R. ROY |
9788175417175(HB) |
9788175417182(PB) |
2014 |
|
|
viii+166pp
|
200.00 |
850.00 |
Preface v
I. Educational Scenario of Scheduled Castes of India
II. Scheduled Castes in West Bengal
III. Scheduled Castes Education in India and Literature
IV. Research Approach
V. Participation of Scheduled Castes in Education
VI. Problems, Prospects and Suggestions
Bibliography
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The Scheduled Caste groups, comprising 16.20 per cent to the total population of the country, are backward in respect to their socio-economic conditions, education, political and in other aspects from the very beginning of the Indian history. This book gives the descriptions about the present status of the scheduled caste people's education in India as well as in West Bengal.
The book explores the problems being faced by Namasudra students at their secondary level of education with possible solutions for their better participation in education. The readers, researchers, policy makers and stake holders in Scheduled Caste people education may find the book useful.\n
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Prof. Nikunja Behari Biswas, having teaching experience of 30 years, is presently working as Professor in the Department of Education and is also the Dean of A. M. School of Educational Sciences, Assam University, Silchar.
Dr Nil Ratan Roy, Doctorate in Education from Assam University Silchar, has teaching experience of about 10 years and a vast experience of interdisciplinary research. Presently, he is teaching as an Assistant Professor in Education in Assam University, Silchar.\n
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Education,M.ed/B.ed./D.ed. |
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EDUCATIONAL TECHNOLOGY: KNOWLEDGE ASSESSMENT |
MARMAR MUKHOPADHYAY(Ed) |
9788175411807(HB) |
9788175411814(PB) |
2014 |
|
|
196pp,
|
250.00 |
995.00 |
Preface;
Evolution of Educational Technology: Marmar Mukhopadhyay
The Concept of Educational Technology; History of Educational Technology; Educational Technology: Contributing Disciplines; Evolution of Conceptual Contents; Systems Approach ; Instructional Design; Classroom Instruction; Individualized Instruction; Audiovisual Instruction; Conclusion
Instructional Systems Design:Charles M. Reigeluth and B.J. Beatty
What is Instructional Systems Design?; New Demands on Instructional Theory; Promising Types of Theories; Universal Principles of Instruction; Implementing ISD: Limitations and Opportunities; Systemic Problems and Incompatibilities; Obstacles to Implementation; Leverage Points and Catalysts; Technology-Enabled or Enhanced Instruction; New Assessment Systems; Design Theory-Easier to Use; Into the Future; Knowledge Manage-ment; Formative Research to Create Design Theory; Conclusion
Communication in Education: Ingrid Day
The Fundamental is People
Multichannel Learning: Steven Anzalone Multichannel Learning: Unpacking the Definition; Substance and Flow in the Learning Environment; Connections and the Learning Environment; Distinguishing between Connectors and Learning Channels; Channeling and Educational Purpose; Programmes with Principles; Multichannel Learning: A Framework for Practice; Conclusion
Interactive Video Conferencing for Instruction: David A. Tiedemann Definition and Technology of Interactive Video Conferencing; Barriers to Adopting Video Conferencing in Education; Video Conferencing Effectiveness; Educational Video Conferencing Case Histories; Research Examples; Teaching Examples; Future
Online Education: Alison A. Carr-Chellman Online Education on the Rise; Quality and Content; Efficiency; Who owns it?; Time and System Implications; Conclusion
Educational Technologies, Open Learning and Optimizing Learning: Colin Latchem and Allan Herrmann From Correspondence Education to Open Learning; Educational Technologies; Sustaining Technology and Disruptive Technology; Educational Technologies and Open Learning in Asia; Future Trends and Needs; The Challenges for Asian Institutions; An Afterword
Strategies for Evaluating Technology in Education and Training: Wellesley R. Foshay and D. William Quinn What Should We Evaluate?; What are the Effects of Technology?; Evaluation Designs; Experimental and Quasi-Experimental Designs; Case Study Designs; Return on Investment; Measurement Strategies; Learning Outcome Measures; Conclusion
Beyond Educational Technology: Marmar Mukhopadhyay
Revisiting Education; Human Beings: Interfaith Knowledge; Four Planes of Living; Learning: The Treasure Within; Educational Technology: Thus Far ; Conclusion
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World-wide, research evidence indicates wide gap between learning potential and learning outcome; underachievement in education has been a significant concern. To alleviate the situation, educational technology has been seen as the most important tool for optimizing human learning.
There are breathtaking developments the understanding of human learning as well as in ICT ushering in a paradigm shift in educational technology. Equally true is the increasing gap between the knowledge creation and knowledge utilization resulting into loss of significant opportunities for optimizing human learning. This gap is likely to increase further. This book for the first time documents current knowledge vis-Ã -vis selected aspects of educational technology, the state of the art of knowledge utilization, and the gaps, and projects into the future for assessing likely impact on teaching learning process.
The book covers a wide range of issues like evolution of educational technology, instructional systems design, communication, Online education, Multi-channel learning, Video Conferencing, Open and Distance Education, evaluation of educational technology, and Beyond Educational Technology with contributions from best of the experts in the world.
The book is addressed to the educational policy makers, planners, educational managers as well as teachers. I hope my readers will found the book as useful as I wanted it to be.
9th Feb 2004
\n
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Prof. Marmar Mukhopadhyay, a specialist in educational technology and educational management is currently Joint Director of National Institute of Educational Planning and Administration in New Delhi. He was elected Vice-President (Asia) of International Council of Distance Education for the term 1995-99; He chaired National Open School of India for a full term.
His contemporary interest is in Quality Management in Education; he offers expert workshops on quality management based on his landmark work, Total Quality Management in Education that has been rendered in several Indian languages like Hindi, Gujarati, Marathi, Tamil, Kannada, Bengali, Urdu, etc.
He has made significant contribution to educational literature in the form of papers, articles and addresses to international and Indian forums. Some of his recent books are: Education for a Global Society: Interfaith Dimensions, Value Development among College Youth, Secondary Education: Challenges Ahead, Education India: The Next Millennium, Governance of School Education in India, Open and Distance Education, Indian Education: Development since Independence.
His contact id:
mmukhopadhyay@niepa.org
marmar@vsnl.com\n
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Economics |
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ENTREPRENEURIAL DYNAMICS OF THE INDIAN DIASPORA IN UNITED ARAB EMIRATES |
MILI SARKAR |
9788175417144 |
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2014 |
|
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viii+176pp
|
0.00 |
650.00 |
Acknowledgements
1. Introduction
2. History of United Arab Emirates
3. Indo-UAE Bilateral Commercial Relations
4. Indian Diaspora in the UAE
5. Indian Entrepreneurs in the UAE
6. Fieldwork Analysis and Findings
7. Policy Recommendation
8. Role Models: Case Studies
Bibliography
Index
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Globalisation has brought the world much closer, resulting in widespread migration between countries, and the Indian population is of no exception. The long-term commercial relations between India and the United Arab Emirates have motivated many Indians to move to the UAE.
The focus of the book centers on Indian diaspora of the UAE and their entrepreneurial activities. It highlights the crucial role they played in setting up joint ventures, promoting FDI, facilitating exports, and mobilising human resources from India. As 'incipient diaspora', Indians in the UAE's contributions towards both their home and host countries are immense. This book discusses how they are an asset to both countries and how their potential can be utilised towards the reduction of poverty, social inequalities, and regional disparities. The diasporas-reader, research-scholars and policy makers may find the book useful.\n
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Dr Mili Sarkar completed her master's degree from the University of Calcutta and holds a PhD degree from Jadavpur University, Kolkata, India. She worked with various institutions in India starting her teaching career from New Alipore College, Kolkata. She is currently working as a lecturer at the Mahatma Gandhi University, off-campus college, Abu Dhabi. She delivers lectures on entrepreneurship in the UAE for the Professional Enrichment Programme at the New York Institute of Technology, Abu Dhabi Campus, also.
Mili has lived in the United Arab Emirates for more than twenty eight years and hence to her, UAE is her homeland. Being a part of the Indian Diaspora along with interest in economics and business gave her critical first hand experiences to accurately represent the struggles and the successes of the Indian entrepreneurs in the UAE.\n
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Education,M.ed/B.ed./D.ed. |
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ENVIRONMENTAL EDUCATION |
JAGDISH CHAND |
9788183640985 (HB) |
9788183640992 (PB) |
2014 |
|
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vi+142 pp, 2014 impression
|
220.00 |
695.00 |
Preface
1.Meaning of Environment and Environmental Concerns
2. Meaning, Aims, Objectives, Scope and Principles of Environmental Education
3. Objectives and Curriculum of Environmental Education at the School Stage
4. Environmental Pollution: Types, Causes and Remedies
5. Environmental Hazards: Global and Local Causes and Effects
6. Role of School in Environmental Conservation and Sustainable Development
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Education,M.ed/B.ed./D.ed. |
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ENVIRONMENTAL EDUCATION(in urdu) |
SAJID JAMAL, MOHD. MOSHAHID |
9788175417304(HB) |
9788175417311(PB) |
2014 |
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xiv+242pp
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250.00 |
750.00 |
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Religion & Philosophy |
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FEMINISM, MODERNITY AND HARMONY IN ISLAM: ASGHAR ALI ENGINEER AND HIS WRITINGS |
AKHTARUL WASEY(ED.) |
9788175417502 |
|
2014 |
|
|
256pp
|
0.00 |
880.00 |
Preface v
Introduction xi
Writings on Asghar Ali Engineer
1. Asghar Ali Engineer: My Teacher, My Friend: Irfan Engineer
2. Asghar Ali Engineer: A True Embodiment of Secular Spirit: Fazlur Rahman
3. A Scholar, A Teacher and A True Guide: Qutub Jahan Kidwai
Writings by Asghar Ali Engineer
4. Constructing the Civilizational Pillars of Islam
5. Islam as Religion and Islam as History
6. Islam and Doctrines of Peace and Non-Violence
7. Koran and Other Religions
8. On Sufi Approach to Islam
9. Love in Sufi Poetry
10. Religious Diversity and Tolerance in Islam
11. Salafishm (Wahabism) and Sufism: Is There a Real Conflict?
12. Is Islam Compatible with Democracy and Modernity?
13. A Critical Look at Koranic Verses on War and Violence
14. Islam, Democracy and Violence
15. Hindu-Muslim Unity through Religion?
16. Democracy, Elections and Minorities in India
17. Modernity, Its Discontent and Religion
18. Islam and the West—What Muslims should Do?
19. Islam, Globalization and Challenges
20. Maulana Azad and His Concept of Wahdat-E-Deen
21. On Kufr, Jihad, Cow-Slaughter and Dar Al-Harb
22. Islam, Women and Gender Justice
23. Koran, Hadith and Women
24. Issues in Islamic Feminism
25. Violence Against Women and Religion
26. Internal Struggle for Power—The Sunnis Versus Shi’as
27. Identity in a Multi-Religious Society
28. The Opening Chapter of Koran: An Ecological Interpretation
29. And Now Hindu Terrorists?
30. Islam and HIV/AIDS
Index
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This book is a short collection of selected writings on various issues espoused by Asghar Ali Engineer who was a genius scholar and intellectual activist. The book highlights the struggle of a person who made "Muslim social and religious reforms" his life mission and who really bore the brunt of committing himself to this endeavour. This book contains series of articles by Asghar Ali Engineer illuminating numerous shades of his thoughts and ideas on Islamic teachings. The book can be described as a crisp and bracing snapshot of the work and life of Asghar Ali Engineer. This collection is also a repository of Islamic philosophy and how it has to be applied in today's changing world. One of the great strength of the book is the multidimensional aspect of Islam dealt with in this eclectic collection.\n
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Prof. Akhtarul Wasey, Padma Shri is Commissioner for Linguistic Minorities in India. He is former Dean, Faculty of Humanities and Languages, Head, Department of Islamic Studies and the Honorary Director, Zakir Husain Institute of Islamic Studies and was also the editor of four scholarly quarterly journals, Islam and the Modern Age (English), Islam aur Asr-e-Jadeed (Urdu), Jamia (Monthly) and Islam aur Adhunik Yug (Hindi) published by Zakir Husain Institute of Islamic Studies, Jamia Millia Islamia, New Delhi. He has to his credit 36 publications and more than 500 articles in English, Hindi and Urdu. His writings are also translated into Arabic, Persian and French languages. Prof. Wasey was selected for the Award of Fullbright Fellowship (Interfaith Community Action Program) in the year 2008. He has been invited to many academic and semi-academic tours abroad, including programmes organised/sponsored by UNICEF, UNDP, UNAIDS, UNFP, UNHRC and OIC, Muslim World League, Makkah, Nahdatul Ulema and Mohammadiah, Indonesia.\n
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Social Work |
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GOING GREEN: WOMEN AND GRASSROOTS ENVIRONMENTALISM |
NEERA AGNIMITRA |
9788175417380 |
|
2014 |
|
|
xiv+232pp
|
0.00 |
800.00 |
Preface
List of Tables
List of Figures
Introduction
Environment and Environmental Discourse; Concepts of Participation and Development; Community/Peoples’ Participation; The Idea of Participatory Development; Concept of Sustainability; People’s Participation in Environmental Conservation and Management; Women and Environment
Methodological Parameters of Engagement with the Field
Objectives; Research Design; Operational Definitions; Relevance of the Study; Dimensions of Coverage; Sampling Frame; Data Collection; Interview; Focus Group Discussion
The Landscape: Ecology and People
The Area; The People of Bhilangana; Women in Bhilangana
State of the Environment and Environmental Action
The State of the Environment; Environmental Policies, Legislations and Programmes; Analysis of Legal Frame-work; Programmes of Environmental Protection and Promotion
People and their Environment: Awareness and Interrelationships
The Respondents: Their Background; People’s Awareness about the Environment
People’s Participation: Forms, Nature, Levels and Methods
Forms of Participation; Nature of Participation; Regularity of Participation; Duration of Participation; Level of Participation; Methods of Securing Participation
Women and their Participation
Women’s Participation: Nature and Forms; Nature of Participation; Scope of Participation; Regularity of Participation; Duration of Participation; Level of Participation
People’s Perception about their Participation
Factors Promoting/Hindering Participation; Factors Promoting/Hindering Women’s Participation; Impact of Participation; Suggestions for Future Environmental Initiatives; Suggestions for Enhancement of People’s Participation
The Way Forward
Suggestions and Recommendations; Scope for Social Work Intervention
Appendices
I Interview Schedule
II Scale for Measurement of Level of Participation
Select Bibliography
Index
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The book is based on an ethnographic study on grassroots environmental action being undertaken by the people of the Garhwal Himalayan region. The fragile and bountiful ecosystem of the region, which has been home to the celebrated Chipko Movement, is increasingly confronting a contradiction between the claims of environment and development within the neoliberal context of contemporary times.
Covering an extensive spatial context, the book aims at drawing upon the discourse of peoples' participation in the protection and regeneration of their environment. A special focus of the book is on the issues, dimensions and nuances pertaining to women's interface with the environment, both as protectors and managers of the natural resources that form the core of their subsistence. The research work Being trans- disciplinary, this book shall be an important reference for students of social work, women's studies, sociology, anthropology and environmental studies. It shall also provide valuable rallying points and basis for action by the innumerable individuals and groups, who are struggling to save the environment from degradation and decimation.\n
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Dr. Neera Agnimitra is an Associate Professor at the Delhi School of Social Work, University of Delhi. She has been teaching the courses on 'Environment and Social Work', 'Community Work' and 'Social Work and Disaster Management' at the University. She has also been actively contributing to grassroots action in the domain of environment and community development for the last twenty five years. Through her continuous engagement with women and youth groups in Uttarakhand, Rajasthan and Bihar, and her writings and lectures delivered at several national and international conferences, she has contributed immensely to the acceptance of human ecology and disaster management as integral areas of social work education and practice. She is associated with a number of community based organisations and national and international non-governmental organisations and has played a pivotal role in the disaster relief and rehabilitation engagements of the University of Delhi, having a rich experience and expertise in this domain.\n
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M.ed/B.ed./D.ed. |
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HANDBOOK OF M.Ed. ENTRANCE |
CHAMAN LAL BANGA |
9788183640961 (PB) |
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2014 |
|
|
vii+248 pp
|
260.00 |
0.00 |
Education in Emerging Indian Society; Development of Learner and Teaching Learning Process; Development of Educational System in India; Essentials of Education Technology; Education for Values, Environment and Human Rights; School Management; Information and Communication Technology; Practice Questions
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Psychology |
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HOPE IN DEFEATING DEPRESSION |
DR. ANDAL N. |
9788175417045(HB) |
9788175417052(PB) |
2014 |
|
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240pp
|
295.00 |
850.00 |
Foreword vii
Acknowledgements ix
Introduction
I. Echoes of Depression
What is Depression?
Depression through the Ages
Depressive Thoughts
Major Depression
Well Being and Good Health
Adolescence Depression
Teenage Depression
Childhood Depression and Family Functioning
Depression Based on Family History
Depression Based on Age
II. Symptoms of Depression
Symptoms in Women
Symptoms in General
Symptoms in Adolescence Depression
Symptoms in Teenage Depression
Symptoms of Bipolar Disorder Depression
Insomnia
Symptoms in Children’s Depression
Symptoms in Elderly People
The World of Blame
Why Me?
Depression—Its Friends and Foes
III. Causes for Depression
Psychological Factors
Physical Factors
Social Factors
Early Experience in Childhood
Life Experience
Depression that Starts from Events
Depression that Comes from Within
Evolution and Depression
Factors that are Co-Related with Depression
Chemical Imbalances in the Body and Depression
Traumatic Stress and Depression
Negative Thoughts and Depression
Advanced Technology of the Modern World
IV. Faces of Depression
Major Depressive Disorder or Unipolar Depression—Clinical Depression
Adjustment Depression Disorder (ADD)
Postpartum Depression (PPD)
Seasonal Affective Disorder—Phototherapy (SAD)
Atypical Depression
Bipolar Depression
Catatonic Depression
Schizo Affective Depression
Dysthymic Depression
Double Depression
Anxiety Depression
Melancholic Depression
Psychotic Depression
Teen Depression
Endogenous Depression
Minor Depression
Treatment for Depression
Part-A
Psychotherapy and the Quest of Happiness
General Treatment
Bridging the Gap of Depression
Barriers to Treatment
General Information about Treatment
Hope from Alternative Treatment for Depression
Lifestyle Modifications/Changes
You are not Alone
Counseling
Depression Counseling can be the Source of Much Hope
Interpersonal Communication
Counseling and Counselor
What is Counseling
Need for Counseling
Cognitive Behavioural Therapy (CBT)
Positive Imagery
Using Time Projection
Doing Mental Rehearsals
Psychotherapy
Perceived by Different Authors
Freud: Father of Modern Psychotherapy
Goals and Objectives of Psychotherapy
Psychoanalytic Psychotherapy Process
Interpersonal Therapy
Logotherapy
Hypnotherapy
Ericksonian Hypnotherapy
Cognitive Behavioural Hypnotherapy
Hope Therapy (HT)
Hope in Depression
Treatment for Depressive Thinking
Worthlessness Thinking
Treatment for Worthlessness
Helplessness Feelings
Hopeless Thinking and Optimism
Dealing with Emotional Stress Depression
What is Stress?
Anxiety and Depression
Panic and Depression
Trauma and Depression
Anger and Depression
Guilt and Depression
Part-B
Designing and Planning for Positives
Defeating Some Kinds of Depression
Change Negative Attitude to Positive Attitude
Gearing Positive Thoughts
A Five-Phase Process to Defeat Depression
Awareness
Action
Accommodation
Acceptance
Actualisation
Coping with Depressive Sensation
Fighting with Depression
Plan to Defeat Depression
Medications (Anti-Depressants)
Electro Convulsive Therapy (ECT)
Yoga Therapy (YT)
Some Simple Therapies Help to Reduce Depression
Laughter Therapy (LT)
Music Therapy (MT)
Self-Help
Bibliotherapy
Living with Depression
A Healing Heart and Mind
Penury and Depression
Helping One to Come Out of the Quicksand
St. John’s Wort Therapy
Some Chronic Diseases and Depression
Depression as a Symptom of Physical Illness
Backpain and Depression
Heart Disease and Depression
Signs and Symptoms of Depression
Osteoporosis and Depression
Stroke and Depression
Vascular Depression
Prevalence of Depression
Clinical Assessment
Differential Diagnosis
Prevention
Can Late Life Depression be Prevented?
Management
Epilogue
Manual for Conducting Counseling and
Strategy for Treatment
I: How to Conduct Counseling
II: Verbatim Report
III: Strategic Treatment Plan
Glossary
Bibliography
Index
|
Depression is afflicting the population in epidemic proportion and impairing the quality of life of millions. The entire book is structured intelligently to make the matter readable, useful and interesting. It initially describes the causes, the various types, features of depression and how it grips its victims. It then presents valuable information about tried and tested tools for combating depression elaborating on various modalities of treatment that are available and the ways in which therapies help in gaining control over the disorder. This book instils hope, the pathfinder, in the possibility of successfully overcoming depression. The book will be valuable to lay readers, healers and the caregivers.\n
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Dr. Mrs Andal Narayanan, an alumnus of the Queen Mary's College, Chennai and PhD from the University of Bombay, acquired an MS in Psychotherapy and Counseling from the Institute of Counseling and Management Studies, Mumbai. Having an extensive experience as a practising consultant in counselling, she could acquire the skills and knowledge to treat her patients fairly successfully and bring out more than four books on varied interdisciplinary subjects like Communication theories, the role of interpersonal communication in the treatment of mental health disorders etc. She has had extensive exposure to seminars and workshops on communication studies.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed. |
|
ICT IN EDUCATION: PERSPECTIVES ON OPEN DISTANCE LEARNING |
SITANSU S. JENA, KULDEEP AGARWAL, SUKANTA K. MAHAPATRA (ED.) |
9788175417250(HB) |
9788175417267(PB) |
2014 |
|
|
x+182pp
|
250.00 |
700.00 |
Foreword
1. Introduction
Sitansu S. Jena, Kuldeep Agarwal and Sukanta K. Mahapatra
2. ICT Enabled Open and Distance Education for 21st Century
Nityananda Pradhan
3. Challenges of Opens Schools and the Development of Satellite Campuses: Increasing Access and Improving Quality of Instructional Delivery in Teacher Training Institutions in Belize
Priscilla Brown-Lopez
4. Transforming Formal Learning through Social Media:A Study to Increase Learners Retention
Sabina Yeasmin
5. Distant Learners: ICT Tools for Mathematics Evaluation
Vinod Kumar Kanvaria
6. Exploring ICT and Platforms for E Learning with K-7 Learners in a Progressive School: A Seedbed for a Prospective Open High School Programme
Juliet Aleta R Villanueva
7. A Study on E-Learning for Bangladesh: Challenges and Opportunities
Khan Ferdousour Rahman
8. Virtual Schools and Open Schools: A Perspective from Europe on Asia
Paul Bacsich
9. Productive Knowledge Sharing in Open Virtual Learning Environment through Enhanced Social Presence: A Logical Analysis
J.N. Baliya
10. Use of Mobile Phone Technology in Promoting Tutor-Learner Interaction in Open Schooling
Cherla Raja Mouli
11. Schooling the Mobile Generation: A Critical Review of the Role Mobile Technology in Open Schooling for Education for All
Sambhu Sankar Deep
12. Role of Information and Communication Technology and Multimedia in Learner Support Services and Delivery System: A Case Study of National Institute of Open Schooling (NIOS)
D.B. Negi and Joginder Yadav
13. Emerging Technologies in Open and Distance Education: New Horizons for Women
Ritu Bakshi
Contributors
Index
|
The advances in the field of Information and Communication Technology (ICT), as well as its infrastructure, have transformed the education system significantly in recent years. But its potentiality is still need to be explored fully to bring quality and productive outcomes in education. Contextualising the delivery of the learning resources to empower the learners and unfolding of their capabilities are the need of the hour. Accordingly, various dimensions of Information and Communication Technology are discussed in this volume with the hope that readers will learn more about the theory and practice of ICT in the field of education. It is true that there are knotty challenges that exist in the education system, but there are also a number of innovations and successful practices that need to be shared and utilised to combat the challenges and bring quality in education. The present volume offers a possibility in this direction and will be useful for Teachers, Teacher Educators, Distance Educators, ICT Experts, Researchers and the Policy Makers.\n
|
Dr. Sitansu S. Jena is the Chairman, National Institute of Open Schooling (NIOS), India. He is also Chairperson of the National Consortium for Open Schooling, India. He also had the distinction as the founding Chairperson of Commonwealth Open Schooling Association (COMOSA). Dr. Jena has been a faculty member of the School of Education, also as Project Director, Sarva Shiksha Abhiyan at Indira Gandhi National Open University (IGNOU), New Delhi, India. He also worked as Dean, School of Distance Learning, Narsee Munji Institute of Management Studies, Mumbai. Dr. Jena has earned significant expertise in the field of open distance learning (ODL) by working more than two and half decades in this area and more specifically in relation to curriculum development, continuing professional development, student support services, use of ICT and leadership in ODL.
Dr. Kuldeep Agarwal is Director (Academic), NIOS. He has a long experience of working in the field of Education, including ODL (Open and Distance Learning). He is Treasurer of the Commonwealth Open Schooling Association (COMOSA). Dr. Agarwal is a recipient of the prestigious Endeavour Executive Award 2008 of the Australian Government.
Sukanta K. Mahapatra is Academic Officer (Sociology) in National Institute of Open Schooling. His areas of interest include Marginalization, Education and Open Schooling.\n
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Asia/International Relations |
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INDIA AND CENTRAL ASIA: EXPLORING NEW HORIZONS FOR COOPERATION |
RAJIV K. BHATIA, MERUYERT ABUSSEITOVA, LAURA YEREKESHEVA, ATHAR ZAFAR(ED.) |
9788175417861 |
|
2014 |
|
|
xxxviii+384pp
|
0.00 |
1400.00 |
Foreword
List of Contributors
Message
Reflections
Perspective
Ambassador’s Note
Remarks
A View from the Desk
Introduction
Part I
India-Central Asia and the Regional and International Developments
1. India-Central Asia and International Milieu: Prospects forEconomic Engagement/ Hari Vasudevan
2. Transport Corridors from South Asia to Central Asia:Post-2014 Scenario/ Sultan Akimbekov
3. India’s Geopolitical Interests in Central Asia and Economic Diplomacy/ Mavlanov Ibragim
4. India’s New Policy Thrust in Central Asia/ Paramjit S Sahai
5. Globalization: Central Asia and Economic Security/ Aksana Panzabekova
6. India and SCO: Current State of Cooperation and Development Prospects/ Marufjon Abdurahmonov
7. Energy Security in the Caspian Central Asian Region/ Leila Muzaparova
Part II
India-Central Asia: Enhancing Cooperation
8. Indian and Central Asian Perspectives on Regional Security/ Nirmala Joshi
9. India’s Economic Interests in Central Asia and Kazakhstan/ Kuldip Singh
10. India-Central Asia Energy Partnership: Trends and Future Outlook/ Ajay Patnaik
11. India and Central Asia: Trade Prospects/ Pradeep Agrawal and Seema Sangita
12. India-Central Asia: Connectivity Issues/ R.S. Yadav
13. Commercial and Economic Linkages between Central Asia and India: Perspective From Kazakhstan/ Gulnara Bekmagambetova
14. Central Asian Countries and Trans-boundary River Basins:Energy Security and Water Resources Management/ Tulegen Sarsembekov
15. Regional Interactions: South Asia and Central Asia/
Yelena I. Rudenko
Part III
India-Central Asia: Bilateral Relations
16. Trade Potentials Between India and Kazakhstan: An Overview/ Vijay Laxmi and Gurinder Kaur
17. Technological Development of Kazakhstan: Drawing Lessons from India/ Farhad Dnishev
18.Transportation Linkages between Kazakhstan and India/ Dudar Zhakenov
19. India-Kazakhstan: Socio-Economic Engagements/ Punit Gaur
20. Kazakhstan-India Cooperation: Regional Transport and Logistics System Security/ Rafik Tairov
21. Cultural Relations between Tajikistan and India/ Habibullo Rajabov
22. Configuring India in Kazakhstan’s Foreign Policy/ Kuralay Baizakova
23. Education in India and Central Asia: Building Bridges/ Cholpon Turdalieva and Aizhamal Marat
Part IV
Papers in Russian Language
24. К вопросу об открытии транспортных коридоров из
Южной в Центральную Азию после 2014 года/ Султан Акимбеков
25. Трансформация геополитических интересов Индии в
Центральной Азии в экономическую дипломатию/ Ибрагим Мавланов
26. Сотрудничество Индии и ШОС: состояние и перспективы
развития/ Маруфджон Абдурахмонов
27. Транспортное обеспечение торгово-экономических связей
стран Центральной Азии и Индии: взгляд из Казахстана/ Гульнара Бекмагамбетова
28. Перспективы казахстанско-индийского сотрудничества в
сфере развития и обеспечения безопасности транспортно-логистической системы региона/ Рафик Таиров
29. Перспективные направления сотрудничества Казахстана и
Индии в контексте совершенствования глобальной финансовой архитектуры/ Владимир Додонов
30. Приоритеты экономического сотрудничества Индии с
государствами Центральной Азии/ Алишер Расулев
31. Нефтегазовый комплекс Прикаспийского региона:
проблемы межстранового экономического взаимодействия/ Олег Егоров
32. Эволюция роли Индии во внешней политике Казахстана/ Куралай Байзакова
33. Сравнительная оценка уровня конкурентоспособности
туристской сферы Казахстана и Индии/ Галымжан Дуйсен
34. Технологическое развитие Казахстана в контексте опыта
Индии/ Фархад Днишев
35. Вопросы транспортных коммуникаций между Казахстаном
и Индией/ Дудар Жакенов
Index
|
Kazakhstan, Kyrgyz Republic, Tajikistan, Turkmenistan and Uzbekistan, the five Central Asian republics in India’s extended neighbourhood, have achieved significant political, economic and cultural development since their independence in early 1990s.\n
Rich historical past, availability of huge energy resources, more than two decades of relative peace, gradual opening of economies and centrality of the region in inter and intra-continental transportation and communication links have made Central Asia an area of great interest for scholars, businesses, travellers as well as regional and extra-regional countries.\n
In the changing regional and international dynamics, India is increasingly seen by Central Asian countries as a friend and partner in economic development, primarily due to the historical linkages between the two and immense soft power enjoyed by India among the people in the region.\n
The complementarities of South Asia and Central Asia necessitate deeper engagements between the countries of the two fast developing regions. On the other hand, the situation in Afghanistan, in view of the drawdown of international forces, requires greater convergence among regional neighbours to stabilize the country economically and politically. \n
|
Ambassador Rajiv K. Bhatia is the Director General of Indian Council of World Affairs (ICWA), New Delhi, since June 2012. As a career diplomat, he served India with distinction for over thirty-seven years. He was India’s Ambassador/High Commissioner in Kenya, Myanmar, Mexico and South Africa. He has published over 125 articles on international affairs in India’s national dailies, journals and periodicals\n
\n
Professor Meruyert Khuatovna Abusseitova has been the Director of the Institute of Oriental Studies, Almaty, Kazakhstan, for more than 15 years. Currently, she is Head of the Department of Oriental Sources Studies, History and Culture; and Chairperson of UNESCO Chair “Science and Spirituality”. She has authored 10 books and more than 200 articles.\n
Dr. Laura Gibratovna Yerekesheva is Deputy Director and Head Department of Central and South Asian Studies, Institute of Oriental Studies, Almaty, Kazakhstan. She is also UNESCO Chair Coordinator, Kazakhstan. Dr. Laura Yerekesheva is author and co-editor of three books and more than 60 research articles.\n
\n
Dr. Athar Zafar is Research Fellow at Indian Council of World Affairs, New Delhi. He has contributed chapters to books and presented papers on Central Asia and Afghanistan at national and international seminars. He has visited the region several times and his knowledge of Persian and Tajiki helps in firsthand access to the original sources from the region. \n
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INDIA AND RUSSIA: DEEPENNING THE STRATEGIC PARTNERSHIP |
RAJIV K. BHATIA, VIJAY SAKHUJA, INDRANI TALUKDAR(ED.) |
9788175417212 |
|
2014 |
|
|
158pp
|
0.00 |
550.00 |
Preface
Contributors
Introduction
SECTION I
India-Russia: Bilateral Relationship
1. India-Russia Relations: Looking Ahead
Nandan Unnikrishnan
2. New Contours of India-Russia Special and PrivilegedStrategic Partnership
Vinay Shukla
3. Post-2014 Afghanistan: Possible Areas of India-Russia Cooperation
Gulshan Sachdeva
4. Russia and the Asia-Pacific
Baladas Ghoshal
5. Russia-India Strategic Partnership: Multilateral Fora and Global Political and Economic Governance
Shamma Jain
6. India Russia Defence Cooperation
Vijay Sakhuja
SECTION II
Perceptions on Regional Issues
7. Central Asia: A Platform for India-Russia Cooperation
Angira Sen Sarma
8. India and Russia: Redefining Engagement in theAsia-Pacific
Pankaj Jha
9. Russia and Pakistan Relationship: Engagement after Estrangement
Indrani Talukdar
Appendices
I. PMs Statement to the Media after the 14th India-Russia Annual Summit
II. Press Statement following Russian-Indian Talks
III. Joint Statement of the 14th India-Russia AnnualSummit: Deepening the Strategic Partnership forGlobal Peace and Stability
Index
|
On April 2013, Russia and India celebrated the sixty-sixth year of diplomatic relations between them. The relationship between these two countries is accoladed as a strategic partnership which is 'special and privileged', and 'time-tested'. The Russians rank India very high, only next to the US and China. They believe that the three countries - US, China and India - will mould the world politics.
The partnership between India and Russia is a 'natural phenomenon' and its significance lies in mutual trust and commonality of views. A strong element of continuity is present in the bilateral relationship in the backdrop of an emerging multi-polar world, despite some lost opportunities due to some strains between India and Russia. New nuances have appeared between India and Russia over a period of time. Efforts are needed to focus the countries energy in strengthening the relationship to 'meet its optimal potential' by capitalising in the opportunities the world order is offering.
The volume focuses on the many facets of the bilateral relationship between India and Russia and their approach towards the international system. This compilation of papers highlights the high points as well as the low points of this strategic partnership. It evinces the congruence of India and Russia's national interests and explores other areas for collaboration. It also highlights the overtones in the bilateral relations such as the problems in the defence arena and Russia's bolstering relationship with Pakistan.\n
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Rajiv K. Bhatia is the Director General, Indian Council of World Affairs (ICWA), New Delhi. A career diplomat, he has served India with distinction for over thirty-seven years. He was India's ambassador/high commissioner in four countries - Kenya, Myanmar, Mexico and South Africa. Known for his intellectual inclinations, Mr. Bhatia enjoys writing and speaking on a wide range of foreign policy-related issues.
Dr. Vijay Sakhuja is the Director (Research), Indian Council of World Affairs, New Delhi. He is also a Visiting Senior Research Fellow at the Institute of Southeast Asian Studies (ISEAS), Singapore, since 2006.
Dr. Indrani Talukdar is Research Fellow at the Indian Council of World Affairs (ICWA), New Delhi. She also worked as Research Associate at the Centre for Air Power Studies, New Delhi and Research Assistant at Foundation for National Security Research, New Delhi.\n
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North-East India |
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INDIGENOUS KNOWLEDGE AND RESOURCE MANAGEMENT: PERSPECTIVES OF A TRIBE IN NORTHEAST INDIA |
JUMYIR BASAR |
9788183640978 |
|
2014 |
|
|
128pp
|
0.00 |
550.00 |
Preface
List of Appendix and List of Charts
List of Plates
Abbreviations
I. Introduction
II. Contours of Resource Use
III. Galo World-view and Resource Use
IV. Indigenous Technical Knowledge in Resource Use: Changing Perspectives
V. Findings and Analysis
VI. Summary and Conclusions
Glossary of Terms
Bibliography
Plates
Index
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This work critically examines the linkages between the IKS and contemporary development practices, with the Galo tribe of Arunachal Pradesh in Northeast India as a case study. Essentially, the context explored in the book relates to the status and sustenance of IKS in relation to a market-led development process from a theoretical perspective, drawing on empirical evidence. The work is an interdisciplinary enquiry into critical areas emerging from the connections between IKS and development interventions in tribal communities, which have further bearing on policies and programmes. It will undoubtedly be useful to scholars, academics, planners, bureaucrats, NGO activists and other development practitioners interested in the dynamics of people-centred development emerging from the relations between indigenous knowledge and development strategies.\n
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Jumyir Basar, M.A. (Anthropology), Ph.D (Tribal Studies) from Rajiv Gandhi University, Itanagar, Arunachal Pradesh, is faculty at Arunachal Institute of Tribal Studies of the same University. Basar is also an Associate at IUC, Indian Institute of Advanced Study; Shimla, besides being member of many professional bodies. She is actively involved in NGO and women's movements of the State. Her research interest includes IKS, social exclusion, women's issues and development interventions. She has conducted field studies among various tribes, namely Nyishi, Wancho and Birhor. She has presented more than 25 papers in national and international seminars in the country and abroad. She has co-edited three volumes on the themes of marginalised identity and interventions for tribal development in the context of globalisation.\n
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Social Work |
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INTRODUCTION TO SOCIAL ADMINISTRATION |
R.B.S. VERMA |
9788175417410(HB) |
9788175417427(PB) |
2014 |
|
|
296pp
|
220.00 |
995.00 |
Preface
1. Social Welfare: An Introduction
Social Welfare: Conceptual Analysis; Meaning and Definitions of Social Welfare; Conception of Welfare; Approaches to the Study of Welfare; Models of Welfare; The Term Social Welfare; Definitions of Social Welfare; Basic Features of the Term Social Welfare; Objectives of Social Welfare; Functions of Social Welfare; Concepts Related to Social Welfare
2. Administration: An Introduction
Administration: Conceptual Analysis; Meaning of Administration; Definitions of Administration; Administration, Management and Organisation: The Problem of Terminology; Administration: Types; Evolution of Administration in Social Work; Approaches to Administration
3. Social Administration: Conceptual Analysis
Definitions of Social Administration; Characteristics of Social Administration; Definitions of Social Welfare Administration; Definitions of Social Work Administration; Appropriateness of Term of Social Administration in Usage; Difference Between Social Administration and Public Welfare Administration; Difference Between Social Administration and Business Administration; Nature of Social Administration (Social Welfare Administration); Skills in Administration in Social Administration; Management Tasks in Social Administration (Social Welfare Administration); Management Activities in Social Administration (Social Welfare Administration); Common Attributes of Social Administration (Social Welfare Administration); Philosophy of Social Administration/ Social Welfare Administration; Basic Principles of Social Administration/ Social Welfare Administration
4. Social Policy
Evolution Before Twentieth Century; Evolution After Twentieth Century; Indian Scenario; The Concept of Social Policy; Social Welfare Administration and Socio-Economic Development; Models of Social Policy; Objectives of Social Policy; Functions of Social Policy; Scope of Social Policy; Principles of Social Policy; Similarities and Dissimilarities between Social and Economic Policy
5. Planning and Decision Making
Meaning; Planning Process; Process of Decision Making
6. Organising
Importance of Organisation; Meaning of Organisation; Approaches Explaining the Meaning of Organisation; Elements of Organisation; Bases of Organisation; Benefits of Organising; Theories of Organisation; Types of Organisations and Organisational Structures; Factors Determine the Structure of Organisation; Authority; Span of Control; Delegation and Decentralisation
7. Staffing
Functions of Top Level; Functions of Middle Level; Functions of Lower Level; Importance and Need of Staffing; Logic of Staffing in Social Administration (Social Welfare Administration); Appraisal and Development of Staff; General Problems of Staff; Problems of Staff in Welfare and Development Sector; Recruitment and Selection Process; Personnel Policy of Organisation; Policy Formulation; Orientation; Motivation; Training; Terms and Conditions of Service; Promotion; Personnel Records; Personnel Evaluation
8. Directing
Meaning of Directing; Characteristics; Features of Effective Directing; Giving Orders; Methods of Ensuring Compliance of Orders; Leadership; Leadership Style; Communication; Motivation; Transactional Analysis (TA); Supervision; Human Relations in Social Welfare/ Development Agencies
9. Budgeting
Meaning of Budget; Definitions; Elements of Budget; Types of Budget; Formulating Budgets; Principles of Budgeting; Functions of Budget; Problems of Budgeting
10. Controlling and Project Formulation
Meaning; Characteristics; Need of Control; Type of Control; Steps Involved in Controlling Process; Characteristics of Good Control System; Controlling as the Linking Pin of Principles of Administration; Project Formulation; Meaning Project Formulation; Aim of Project Formulation; Stages of Project Formulation; Project Management; Project Evaluation
11. Administration in Government and Voluntary Agencies
Social Welfare/Service Agency; Common Characteristics of Social Welfare/ Service/Work Agencies; Classification of Agencies; Voluntary Agency in Social Welfare; Evolution of Voluntary Organisation; Role of Voluntary Agency in Social Welfare/ social Development; Administrative Structure of Voluntary Agencies; Commitment of Administrative Personnel; Policy Formulation in Voluntary Organisation; Policy Formulation in Government Agencies; Fund Raising; Community Chest; Public Relations; Problems of Voluntary Agency
12. Administration of Important Organisations
Social Welfare Department at the Centre ; Subjects Allocated to Two Departments; Administrative Organisation; Divisions of Ministry of Social Justice and Empowerment; Social Welfare Administration at State Level; National Commission for Scheduled Castes and Scheduled Tribes; National Commission for Scheduled Castes; Organisational Structure of the Commission; National Commission for Scheduled Tribes; National Commission for Scheduled Tribes; Functions and Responsibilities of Commission; Duties and Responsibilities of Officials and Members of Commission; National Institute of Social Defence; National Institute of Public Cooperation and Child Development (NIPCCD); Administration of Central Social Welfare Board (CSWB)
Bibliography
Index
|
This book consists of a detailed analysis of the terms social welfare, administration and social administration regarding their conceptual classification, models, approaches, functions etc. followed by detailed description and analysis of different dimensions of social administration i.e. social policy, planning and decision making, organizing, staffing, directing, budgeting, controlling, and project formulation. The book also encompasses administration in government as well as in voluntary organizations and administration of important organizations related to social administration. Thus, the book incorporates every aspects of social administration making the book useful to students, educators, practitioners, administrators, policymakers and researchers.\n
|
Prof. R.B.S. Verma, Principal, Udaipur School of Social Work, Udaipur (Rajasthan), Ex-Professor and Head, Department of Social Work, Lucknow University, Ex-Professor and Head, Department of Social Work, Jain Vishwa Bharati (D) University, Ladnun (Rajasthan), Ex-Director, J.K. Institute of Sociology and Human Relations, Lucknow University, Lucknow is a senior teacher, researcher, extension worker and Educational administrator. As a teacher and researcher, he has an experience of 43 years and published twenty three books, forty-six articles and research papers of which ten papers presented in international seminars, completed twenty eight Research Projects, supervised one D. Lit. and fifty four Ph.Ds; and organized two dozen seminars. He has received prestigious Indira Gandhi National Social Service Award which is given by Ministry of Youth Affairs and Sports, Government of India, New Delhi.\n
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Education,M.ed/B.ed./D.ed. |
|
LITERACY AND ADULT EDUCATION: SELECT READING |
A. MATHEW, JANDHYALA B.G. TILAK (ED.) |
9788175417069(HB) |
9788175417076(PB) |
2014 |
|
|
x+428pp
|
495.00 |
1900.00 |
Foreword
R. Govinda
Preface
1. Adult Education: Indian Perception in an Evolutionary Perspective
A. Mathew and Jandhyala B.G. Tilak
PART I: ADULT EDUCATION IN HISTORICAL CONTEXT
2. Indian Adult Education in the Context of Global Scenario:A Critical and Comparative Appreciation
A. Mathew
3. Literacy and the Concept of Adult Education: Colonial Contextand the National Quest
Joseph Bara
4. Eradicating Illiteracy as a Tool for Poverty Alleviation and Rural Transformation in Tanzania
Suleman Sumra
5. Literacy Development in Asia: Problems and Prospects
R. Govinda
PART II: ANALYSIS OF LITERACY IN INDIA
6. India's Literacy Panorama
Mahendra K. Premi
7. Growth and Regional Inequality in Literacy in India
Jandhyala B.G. Tilak
8. Impact of Primary Education on Literacy: An Analysis of Census2001 Preliminary Data
Arun C. Mehta
9. Trends and Determinants of Rural Literacy among ScheduledCaste Population: A State Level Analysis
A. Narayanamoorthy and B.N. Kamble
10. Inter-Household and Gender Equity, Efficiency and theMeasurement of Literacy
S. Subramanian
11. A Decomposition Model of Growth of Literacy in India
Shri Prakash, Tarujyoti Buragohain and Abha Gupta
PART III: ECONOMIC ASPECTS OF LITERACY
12. Economic Benefits of Adult Literacy Interventions
John Cameron and Stuart Cameron
13. Is Functional Literacy a Prerequisite for Entering the LabourMarket?: An Analysis of the Determinants of Adult Literacyand Earnings in Ghana
Niels-Hugo Blunch and Dorte Verner
PART IV: LITERACY AND GENDER
14. Literacy and Gender: When Research and Policy Collide
Nelly P. Stromquist
15. Gender Issues in Literacy Education
Ila Patel and Anita Dighe
16. The Role of Adult Education in Reducing Class and GenderDisparities
Anita Dighe
PART V: LITERACY CAMPAIGNS IN INDIA
17. Total Literacy Campaigns in India: A Study of Their Organisationand Cost-Effectiveness
N.V. Varghese
18. Total Literacy and Continuing Education in Kerala
P. Gopinadhan Pillai
19. Grassroots View of Total Literacy Campaign: Petachua Village in Durg District Madhya Pradesh
A. Mathew
20. Mopping the Floor and Closing the Taps: Linkages between TotalLiteracy Campaign and Elementary Education
Vinod Raina
21. Sustaining Literacy in a Non-Literacy Milieu: PLC Experiences Warrant Change in Policy and Perception
A. Mathew
22. Evaluating Literacy Campaigns: Issues and Prospects
Nitya Rao and R. Govinda
Contributors
Index
|
Literacy and adult education have always been held up at conceptual and policy levels with very lofty ideals in national development and in creation of an equitable society. Several developing countries, including India, had experimented and are still experimenting with different approaches and models of providing literary, some successfully and some not so successfully. However, literacy and adult education have not been on the priority list of social science research community, or on the priority policy agenda of the governments in many developing countries. As a result, a scholarly critique of the concepts, theories, and the programmes relating to literacy and adult education, has been scanty and scattered.
The volume, based mainly on the writings on literacy and adult education during the last two and half decades, seeks to fill this void by bringing together scholarly research writings on a range of related themes, covering both conceptual and theoretical dimensions as well as experiments at the field level.
\n
|
A. Mathew is Fellow at National University of Educational Planning and Administration, New Delhi. He also served on the faculty of National Institute of Adult Education. He worked with UNDP and UNESCO for a year as Resource Person and Moderator of Education Community and served as Consultant to UNESCO for many projects and studies on literacy and adult education. He did his M.Phil., and Ph.D. in Education from Jawaharlal Nehru University. His areas of interest, work, research and publications include history and policy dimensions of education and the literacy movement. He conducted detailed study of the literacy movement in at least a dozen districts in different states, some of which were published in Leading the Way: New Initiatives in Adult Education, edited with Vandana Jena, former DG (NLM).
Jandhyala B G Tilak is Professor at the National University of Educational Planning and Administration. Doctorate from the Delhi School of Economics, Tilak taught in the University of Delhi and in the Indian Institute of Education, and as a Visiting Professor University of Virginia, Hiroshima University, and Sri Sathya Sai Institute of Higher Learning, besides working on the research staff of the World Bank. Recipient of Swami Pranavananda Saraswati award of the UGC and Dr Malcolm Adiseshiah award, Dr Tilak has published extensively in the area of education and development, including a dozen books and more than 250 research papers. Dr Tilak was the President of the Comparative Education Society of India. He is also the Editor of the Journal of Educational Planning and Administration.\n
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Education,M.ed/B.ed./D.ed. |
|
MULYA SHIKSHAN |
JAI SHREE |
9788183640251 (HB) |
9788183640268 (PB) |
2014 |
|
|
viii+165 pp, 2014 impression
|
200.00 |
550.00 |
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000327.jpg |
Social Work |
|
MUSLIM WOMEN IN KERALA: TRADITION VS. MODERNITY |
K.K.N. KURUP, E. ISMAIL |
9788175417557 |
|
2014 |
|
|
xx+216pp
|
0.00 |
750.00 |
Preface
Introduction
Women in Islam: A Conceptual Analysis
Muslim Women in the Indian Context: A Cross Cultural Critique
Muslim Women in Kerala: Life Culture and Value
Gender and the Reform: Making of a Social Change
Purdah: An Urge for Identity
Tradition vs. Modernity: The Question of Equality and Empowerment
In Retrospect
Appendices
I Questionnaire
II Notes on Imams, Interpreters and Reformers
Glossary
Select Bibliography
Index
|
Muslim women in Kerala form a heterogeneous cultural group with their own vertical and horizontal divisions, following the traditional Islamic law in terms of traditional and customary cultural traits. Inspite of these dichotomous divisions found in the life of Muslim women in Kerala, an additional element of a Pan-Islamic core has also been seen in recent years. This book, while it aims to understand the dynamics of Shariah with regard to Muslim women, also examines various mechanisms through which they can be integrated into the socio-economic ethos of a multi-cultural and pluralistic society like that of Kerala. The book proposes a re-evaluation of the existing law prevalent among them and a re-reading of the tenets available in the Quran and Sunnah to review the laws in accordance with the human rights and privileges possible in a democratic system. In this connection it demands the urgent attention of intellectuals, religious scholars and activists. It also aspires to throw fresh light on sensitive contemporary issues like "to veil or not to veil" and the "gender crisis" that mark the threshold of modernity and social mobility. An attempt has been made to do a conceptual analysis of the rights of women in Islam and the question of equality and empowerment in the social life of Kerala.\n
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Dr.K.K.N.Kurup, Former Vice Chancellor,Calicut University,Former Director General, Centre for Heritage Studies, Cochin, is currently Director General, Ma'din Academia for Research and International Studies. He was Professor and Head of the Department of History in Calicut and Mangalore universities. He has published more than twenty five research works in English and Malayalam. Email:kknkurupmird@gmail.com
Prof. E. Ismail is Formerly Professor and Head, Department of History, Sir Syed College, Kannur University and Faculty, Centre for West Asian Studies, University of Calicut. He has authored more than seven research-oriented volumes on History, Culture, Resistance Movements, and Contemporary Studies. He is a specialist in Islamics and West Asia studies.
Email:ismail_mahe@yahoo.co.in\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/9788175417557.jpg |
Education,M.ed/B.ed./D.ed. |
|
OPEN AND DISTANCE LEARNING: EQUITY AND ACCESS |
SITANSU S. JENA, KULDEEP AGARWAL, SUKANTA K. MAHAPATRA (ED.) |
9788175417236(HB) |
9788175417243(PB) |
2014 |
|
|
xii+148pp
|
195.00 |
600.00 |
Foreword
Abbreviations
1. Introduction
Sitansu S. Jena, Kuldeep Agarwal andSukanta Kumar Mahapatra
2. Educational Development of Marginalized Communitiesthrough Open Schooling in India: A Case Study of NIOS in India
Sukanta Kumar Mahapatra
3. The Role of SSC Programme of Open School towards Education for All in Bangladesh: A Study on Learners Experience
A.K.M. Iftekhar Khalid
4. Open Schooling for Female Education and Empowerment in Bangladesh: Scope, Practices and Challenges
Sadia Afroze Sultana and Mostafa Azad Kamal
5. Education of the Tribal Children through Open Schooling:Special Reference to Odisha
Pankaj Deep
6. Role of Distance Education in the Context of Universalization of Secondary Education in India
Prakash Kumar Pradhan Mohapatra
7. Enduring Issues in Business Education: A Case for Societal Needs Based Systemic Reforms
Geetika Dutta
8. Streamlining Female School Dropouts through DistanceEducation in Bangladesh
Sabina Yeasmin, Md. Mizanoor Rahman and Santosh Panda
9. Disability-Equity and Access to Education: Capitalizing through Open Schooling
Amitav Mishra
10. Education for All: Reaching the Unreached through NIOS
Ajit Kumar Bohet
11. The Role of Open Schools in Expanding Access to Education and Meeting the EFA Goals: The Case of Zambia
Victor Muyatwa
12. Progress and Problems in Achieving Goal of Education for All in Nepal: A Review of Literature
Amarendra Mishra
Contributors
Index
|
Achieving Millennium Development goals is central to achieving Education for All. Societies and States in various parts of the world, particularly in developing countries, adopt several policies and strategies for achieving the primary goals of achieving equity, quality and access in education. But still wide inequality exists among different sections of society. There are hard-to-reach groups in society such as minorities, backward classes, physically challenged persons and women who are still not been able to access school education in spite of many programmes being devised to benefit them from formal education system. In this context, open schooling, as a viable tool has been playing a vital role in providing access for the disadvantaged sections of society.
The present volume focuses on Equity and Access in Education, particularly in open schooling. It throws light on how different disadvantaged groups face multiple challenges with regard to accessibility to formal education system. The book explains how open schooling system as a whole helps in tackling the educational problems related to equity and access in education. This volume will be useful particularly for Teachers, Teacher Educators, Distance Educators, Curriculum Designers, Researchers, Educational Planners, Policy Makers and the Administrators.\n
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Dr. Sitanshu S. Jena is the Chairman, National Institute of Open Schooling (NIOS), India. He is also Chairperson of the National Consortium for Open Schooling, India. He also had the distinction as the founding Chairperson of the Commonwealth Open Schooling Association (COMOSA). Dr. Jena has been a faculty member of the School of Education, as also Director, Sarva Shiksha Abhiyan at Indira Gandhi National Open University (IGNOU), New Delhi, India. He also worked as Dean, School of Distance Learning, Narsee Munji Institute of Management Studies, Mumbai. Dr. Jena has earned significant expertise in the field of open distance learning(ODL) by working more than two and half decades in this area and more specifically in relation to curriculum development, continuing professional development, student support services, use of ICT and leadership in ODL.
Dr. Kuldeep Agarwal is Director (Academic), NIOS. He has a long experience of working in the field of Education, including ODL (Open and Distance Learning). He is Treasurer of the Commonwealth Open Schooling Association (COMOSA). Dr. Agarwal is a recipient of the prestigious Endeavour Executive Award 2008 of the Australian Government.
Sukanta K. Mahapatra is Academic Officer (Sociology) in National Institute of Open Schooling. His areas of interest include Marginalization, Education and Open Schooling.\n
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http://www.shiprapublication.com/images/book/thumbimgs/000539.jpg |
Education |
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PATCHARYA AUR SHIKSHAN KI VIDIYA |
H.S. SRIVASTAVA |
9788175415003(HB) |
9788175415010(PB) |
2014 |
|
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384, 2nd Rev. Ed., 2014 impression
|
360.00 |
950.00 |
HINDI BOOK
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HINDI BOOK\n
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HINDI BOOK\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/IMG_20220204_WA0015.jpg |
Education,M.ed/B.ed./D.ed. |
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PEDAGOGY OF COMPUTER: MAKING EFFECTIVE LEARNING DESIGNS |
NOUSHAD HUSAIN |
9788175417472(HB) |
9788175417489(PB) |
2014 |
|
|
xiv+258pp
|
395.00 |
1250.00 |
Preface
Introduction
History of Computers in Education
A Confluence of Changes
Four Ages of Human History
Mind Tools
Development of the Computer
Computers in Education
First Steps towards Automated Instruction
Beginning of the Computers in Education: The 1950’s
Prophets and Pioneers: The 1960’s
New Insights and Wider Application in the 1970’s
In 1980’s Computer becomes an Integral Part of Instructional Process
The Effectiveness of Computer-based Education
Artificial Intelligence and Education
Generative and Intelligent CAI
Goals for Computer Technology in Education
Goals for Computer Technology in Education
Goals for Teacher Technology Education
Computers and Pedagogy
Definition of Pedagogy
Pedagogical Thinking
Pedagogical Thinking about the Use of Computers in Education
Schools of Thought on How People Learn
The Pedagogies Derived from Learning Theories
Mapping Pedagogies and Technologies
Behaviourist Pedagogy
Rewards and Punishments
Classical Conditioning
Operant Conditioning
Major Contributors to the Behavioral Movement and their Contributions
Implications of Behaviorism on Instructional Design
Behaviourist Pedagogy and Instructional Design
Behavioural Objectives Movement
Teaching Machines and Programmed Instruction Movement
Individualized Approaches to Instruction
Computer Assisted Instruction (CAI)
System Approach to Instruction
Cognitivist Pedagogy
Cognitivism
Basic Tenets of Cognitivism
Cognitivist Classrooms
Major Contributors to the Cognitive Movement and their Contributions
Implications of Cognitivism on Instructional Design
Cognitivist Pedagogy and Instructional Design
Gagne’s Nine Events of Instruction
Anderson’s Intelligent Tutors
Clancey’s Intelligent Tutoring Environments
Qualitative Mental Models
Reciprocal Teaching
Schoenfeld’s Mathematics Teaching
Cognitive Flexibility Hypertexts
Learning through Design Activities: Computer Tools
Learning Coaches and Cognitive Apprenticeship
ADDIE Model
ASSURE Model
Reigeluth’s Elaboration Theory
Merrill’s Component Display Theory
Instructional Transaction Theory (ITT)
Scandura’s Structural Learning Theory
Constructivist Pedagogy
Cognitive Constructivism and Social Constructivism
Why Constructivism is Important?
Accommodation and Assimilation
Major Contributors to the Constructivism Movement andtheir Contributions
Implications of Constructivism on Instructional Design
Constructivist Pedagogy and Instructional Design
Anchored Instruction
Case-based Reasoning
Cognitive Flexibility Theory
Jonassen’s Constructivist Learning Environments (CLE)
Problem-based Learning (PBL)
Situated Learning Theory
Social Learning Theory
Transformative Learning (TL)
Connectivist Pedagogy
Limitations of Traditional Learning Theories
What is Connectivism
Is Connectivism a Learning Theory?
Major Ideas of Connectivism
Principles of Connectivism
Implications of Connectivism on Instructional Design
Connectivist Pedagogical Approach
Consideration for Pedagogic Activities
Connectivist Pedagogy and Instructional Design(Ecologies Design)
Learning Ecologies
Principles of Connectivist Instructional Designs
Computers and Models of Instructional Designs
Curriculum Theory
Instructional Design
Definitions of Instructional Design
Objectives of Instructional Design
Assumptions Underlying Instructional Design
Types of Evaluations in Instructional Design
Instructional System
Instructional Technology
Role of Instructional Design
Models of Instructional Design
Roles of Computer for Instructional Purposes
Learning Environment
Help Tool
Object
Instrument
Computer as Learning Environment
Computer as Help Tool
Computer as an Object
Computer as an Instrument
Models of Computer Use in Education
Classification of Models of Computer use in Teaching-Learning Process
Classification by Software Type: Tutor, Tool, Tutee
Classification by Educational Paradigm
Classification by Learning Situations
Classification by Impulses to Learn
Classification by Subject
Classification by Use
Classification by Role
Classification by Computer as a Tool
Computers and Higher Order Thinking Skills
The Complex Process of Learning through Computers
What are Higher-Order Thinking and Critical/Creative/Constructive Thinking?
Instructional Elements for Fostering Higher-Order Thinkingin the Classroom
Questions that Invite Higher-Order Thinking
Questioning for Quality Thinking at Each Level of Bloom’s Taxonomy
Higher Order Thinking Skills Model (HOTSM)
Model for Use of Computers for Higher Order ThinkingSkills (HOTS)
Computer Aided Laboratory Experimentation
Goals of Laboratory Experimentation
Current Laboratory Practices
Computers in the Laboratory
Coordinator for Computer Aided Instruction Laboratory
Main Duties of the Computer Aided Instruction Laboratory Coordinator
Minimum Qualifications of the CAI Laboratory Coordinator
Computer Lab Related Activities
Person Related Activities
13 Computer Assisted Assessment
Computer-Assisted Assessment (CAA)
What is CAA?
Types of CAA
Use of CAA
Limitations of CAA
Objective Tests
Types of Questions Used in Objective Tests
Parts of an Objective Test Question
Pedagogical Issues Related to Objective Type Tests
Advantages of Objective Type Tests
What Types of Learning can be Tested Using Objective Tests?
Question Banks
Subjective Testing
Optical Mark Readers
Implementing Tests
Security in Testing Students
Feedback
Guessing
Assessment of Students’ Abilities in Co-operative and Collaborative Learning Environment
Methods for Assessment
Computer Classroom
Types of Activity Programmes
Methods for Use
The Classroom-Based Computer
The Laboratory-Based Computer Set-Up
Advantages and Disadvantages of Computer Assistance
The Teacher’s Role in Relation to the Integration of theComputer into the System
Classroom Dynamics
Computers and Changing Roles of Teachers and Learners
New Roles of Teachers
Kinds of Supports that the Learners Needs from the Teachers
Teacher’s Status
Teacher’s Roles
The Teacher and the Learning Process
Creating an Educative Situation
How Teacher Can Support Co-operative and Collaborative Learning?
New Roles of the Learners
References
|
Research indicates that the benefits of computer technology integration do not happen in miraculous way simply because the technology is provided and computer technology can be effective in the classroom only if teachers are knowledgeable of the computer technology as well as how to use this available technology to meet the desired and required educational goals.
This book serves the purposes of students, teachers, pupil-teachers and teacher educators for developing a better understanding about the role and use of computers in teaching and learning. It focuses on pedagogical aspect of computers in education. The book presents the specification for a learning design toolkit, which uses a model of pedagogical approaches as basis for developing effective learning design plans and illustrates its use. Unique feature of the book is that it explains four types of computer pedagogies-behaviourist, cognitivist, constructivist and connectivist.
\n
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Dr. Noushad Husain is presently working as an Associate Professor in Maulana Azad National Urdu University, College of Teacher Education, Asansol (WB). He has to his credit many published articles and research papers in various reputed journals in the field of education. He has authored four books on ICT and education. He is increasingly involved in theory and practice of teaching and learning with new media. He has participated and presented many papers at several national and international seminars and conferences. He is actively engaged in research, training, consultancy and social service programs.\n
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0.00 |
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Education,M.ed/B.ed./D.ed. |
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QUALITY IN SCHOOL EDUCATION: ISSUES AND CONCERNS |
SITANSU S. JENA, KULDEEP AGARWAL, SUKANTA K. MAHAPATRA (ED.) |
9788175417274(HB) |
9788175417281(PB) |
2014 |
|
|
viii+202pp
|
250.00 |
950.00 |
Foreword v
. Introduction
Sitansu Sekhar Jena, Kuldeep Agarwal andSukanta Kumar Mahapatra
. Making Learning Contextualized: A Step Towards Quality Education
Sutapa Bose
. Life Skills for Enhancing Excellence in Education and Life Long Learning
Asheema Singh
. Tutor Marked Assignments: An Effective Strategy
Bal Krishna Rai
. Novel Learners and Flexible Education Delivery: NIOS is the Key
Saumya Rajan
. Capacity Building of Primary School Teachers: Experiences from Himachal Pradesh
Garima Sharma and Priti Joshi
. Integration of Academic and Vocational Education in Tanzania: The Experience of the Institute of Adult Education
Rashid Chuachua and Fidelice Mafumiko
. Challenges for Open Schooling to Meet Quality Education in India
Kartar Singh
. Towards Positioning a Paradigm for Partnership amongdifferent Stakeholders: Promotion of Rashtriya MadhyamikSiksha Abhiyan in Jharkhand
Shilpi Kumari
. Academic Support to Distance Learner: Development of an Eclectic Model
Anupama Bhargava
. Quality Audits in Distance Learning: Experiences of Regional Centre Managers in Botswana
Godson Gatsha
. Effective Monitoring and Management in the Context of Quality School Education through Open Schooling
S.K. Panda
. Monitoring of Quality Assurance in Open School
Meera Subramanian
. Achieving Education for All: Learner Support Services in Open and Distance Learning
Mohammad Mamunur Rashid
. Home Schooling: An Alternative Mode of Distance Education
Kuldip Kaur
Contributors
Index
|
In this era of Globalization, when the role of education in sustainable development is emphasized, providing quality and relevant education to all stakeholders is not only important, but essential. Therefore, there is a need to redesign the curricula and teaching-learning processes in vogue to bring in quality in consonance with today's globalised economy and society.
The book covers many important issues such as Curriculum Design, Learner Support Services, Delivery Mechanism, ICT & Multimedia, Capacity Building, Monitoring and Evaluation, etc. Detailed insights on various facets of quality in open distance learning, drawing experiences from different parts of the world, are discussed in the book. This volume will be useful particularly for Teachers, Teacher Educators, Distance Educators, Curriculum Designers, Researchers, Educational Planners, Policy Makers and the Administrators.\n
|
Dr. Sitanshu S. Jena is the Chairman, National Institute of Open Schooling (NIOS), India. He is also Chairperson of the National Consortium for Open Schooling, India. He also had the distinction as the founding Chairperson of the Commonwealth Open Schooling Association (COMOSA). Dr. Jena has been a faculty member of the School of Education, as also Director, Sarva Shiksha Abhiyan at Indira Gandhi National Open University(IGNOU), New Delhi, India. He also worked as Dean, School of Distance Learning, Narsee Munji Institute of Management Studies, Mumbai. Dr. Jena has earned significant expertise in the field of open distance learning(ODL) by working more than two and half decades in this area and more specifically in relation to curriculum development, continuing professional development, student support services, use of ICT and leadership in ODL.
Dr. Kuldeep Agarwal is Director (Academic), NIOS. He has a long experience of working in the field of Education, including ODL (Open and Distance Learning). He is Treasurer of the Commonwealth Open Schooling Association (COMOSA). Dr. Agarwal is a recipient of the prestigious Endeavour Executive Award 2008 of the Australian Government.
Sukanta K. Mahapatra is Academic Officer (Sociology) in National Institute of Open Schooling. His areas of interest include Marginalization, Education and Open Schooling.\n
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Education,M.ed/B.ed./D.ed.,Social Work |
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REPRODUCTIVE HEALTH EDUCATION: ADOLESCENTS KNOWLEDGE, PERCEPTION AND PROGRAMMES |
MANJU GOEL |
9788175417397(HB) |
9788175417403(PB) |
2014 |
|
|
x+142pp
|
195.00 |
650.00 |
Preface
Acknowledgements
Introduction
Reproductive Health Status of Adolescents in India; Theoretical Perspectives; Adolescence Teachable Moments; Scientific Background; Rationale of the Study; Relevance to Social Work Practice; Objectives; Methodology; Field Work: Process; Processing, Analysis and Interpretation of Data
Reproductive Health Education for Adolescents: An Appraisal
The Scope; Knowledge and Perception of Adolescents regarding Reproductive Health Issues; Age at Marriage; Adolescent Pregnancy and its Consequences; Substance Abuse; Overview of Literature Appraised;
National Policies and Programmes: A Brief Analysis
National Policies related to Reproductive Health of the Adolescents; National Programmes related to Reproductive Health of the Adolescents; Prerana; Conclusion
Adolescents, Parents, and Teachers—Profiles
Demographic Characteristics of Adolescents in India; Adolescent Students; Parents; Teachers; Conclusion
Knowledge and Perception of Adolescents on ReproductiveHealth Issues
Process of Growing Up; Process of Growing up in Boys; Process of Growing up in Girls; Knowledge and Perception on Pregnancy; Knowledge and Perception on Abortion; Knowledge and Perception on Contraceptives; Sexual Behaviour; Sexual abuse/Harassment; Knowledge and Perception about Sexually Transmitted Infections (STIs); Knowledge and Perception about HIV/AIDS; Substance Abuse: Myths and Misconception related to Substance Abuse; Conclusion
Need of Imparting Reproductive Health Education: Opinion
Reproductive Health Needs of the Adolescents; School’s Responsibility for Holistic Growth and Development; Necessity to Impart Reproductive Health Education; An Appropriate Class from which Reproductive Health Education Should be Started; Reproductive Health Issues to be Included in Reproductive Health Education; Appropriate Methods for Discussing Reproductive Health Issues; Appropriate Source of Information; Reaction, when Adolescents ask Information; Need to Make Parents and Teachers Aware of their Role; Concluding Remarks by Parents and Teachers; Conclusion
Way Forward
Social Work Interventions
References
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This book is an attempt to respect and care about one's basic needs contributing to healthy body and mind. Learning about reproductive and sexual health is a lifelong process and a fundamental part of every person's socialization. But parents, teachers and other socializing agents are often unprepared or unwilling to provide information on reproductive health to adolescents, and to discuss sex-related matters with them. In this context, it is imperative that adolescents should have access to accurate, accessible and age-appropriate information and education about their reproductive health. It is widely accepted that the adolescents physical, cognitive, and emotional development occurs within social institutions, including family, friends, and school. Therefore, understanding the nature of development necessitates understanding the social contexts in which it occurs. For adolescents, families, peers, and schools constitute the most important cultural contexts in which development unfolds. Reproductive health education requires the teachers and parents' participation so that they could help adolescents build more relevant ones. Thus the present publication aims at looking for the representations of adolescents', teachers' and parents' in providing reproductive health education.\n
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Dr. Manju Goel is an Assistant Professor, Department of Social Work, Aditi Mahavidyalaya, University of Delhi. She has published several articles in journal of repute and prepared many study modules for M.A. Social Work for Indira Gandhi National Open University and Utkal University. She is associated with Global Fund to Fight AIDS, TB, and Malaria: Round-7. She is also connected with many non-governmental organizations as a resource person and training the grass root level workers on Life Skills Education.\n
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Education,M.ed/B.ed./D.ed. |
|
RIGHT TO EDUCATION: RETROSPECT AND PROSPECTS |
NOUSHAD HUSAIN |
9788175416277(HB) |
9788175416284(PB) |
2014 |
|
|
xvi+287pp
|
295.00 |
1250.00 |
Acknowledgements
Introduction
Human Rights and the Implementation of Right to Education Act in Indian Context: Challenges and Remedies/ Noushad Husain
The Right to Education: Some Historical Landmarks/ Noushad Husain
The Right to Education: The Indian Constitutional Perspective/ Noushad Husain
The Right to Education: A Conceptual Framework/ Naushad Husain
The Right to Education Act: A Stepping Stone towards Visionary Developed India/ Wadudul Haque Siddique
Towards a Progressive Nation: The Role of RTE Act/ Jeena K.G.
The RTE Implementation: Some Problems and Concerns/ Charu Saini
The Right to Education Act 2009: Critical Gaps and Challengesin Its Implementation/ Vanita Chopra, Aarti Bhatnagar and Sonal Chabra
The Right to Education and the Common School System/ Akthar Parveen
Facets of RTE in Teachers’ Perception and Its Impact on the Self Concept of Students Enrolled in Unaided Schools under the RTE Act/ Talmeez Fatma Naqvi
Responsibilities of Teacher Education Institutions for PreparingEffective Teachers for Implementing the Right to Education (RTE) Act/ Sajid Jamal
The Perception of Teachers: An Important Factor in Determining the Success of RTE/ Manju Negi, Sonal Chabra and Ravneet Gaur
The Right to Education and Scheduled Castes and Scheduled Tribes: Surveying the Landscape from Below/ Talmeez Fatma Naqvi
A Study of the Awareness of Elementary Teachers towards the RTE Act, 2009/ Shabana Ashraf
Making the Right to Education Meaningful: The 4As Framework/ Noushad Husain
The Inclusion of Diverse Learners: Issues and Challenges/ D. Venkateshwarlu
The Right to Education and Children with Disability: From Social Exclusion to Social Inclusion through Inclusive Education/ Indrajeet Dutta
Attitude of Society towards HIV/AIDS Impacting Child Education/ G.K. Tripathi
The Right to Education: Some Critical Issues/ Neeti Dutta
The Role of ICTs in Achieving Universal Primary Education/ Noushad Husain
A Rights Based Approach to Education/ Noushad Husain and Afaque Nadeem Khan
The Right to Education: Financial Implications/ Shobhit Wadhwa and Sucheta Arora Wadhwa
Annexure
IThe Progress of RTE Act, 2009
Contributors
|
The role of education in facilitating social and economic progress is well recognized. Education is both a human right in itself and a means for realizing and promoting other human rights. The children have the Right to Education because it is education that sharpens their innate abilities and converts them into responsible citizens. It is therefore, necessary that the parents and the society should protect the child with utmost care. The recently enacted Right to Education (RTE) Act, 2009 in India is an important step and defining event in that direction. As a consequence of the implementation of this Act, a paradigm shift in the education system is imminent in the days to come. It is essential for the society to understand the nature and the direction of this shift. Parents, teachers, civil society organizations, NGOs, Panchayati Raj institutions, local government bodies etc. all need to understand their duties, roles and responsibilities as envisaged in the Act. The volume is aimed to generate large scale awareness on the Right to Education Act, leading to rise of opinions, discussions, debates and the formulation of a constructive discourse on the same. It presents field stories of actual implementation of the Act, the experiences and difficulties faced.\n
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Dr. Noushad Husain is presently working as an Associate Professor in Maulana Azad National Urdu University, College of Teacher Education, Bhopal (M P). He is increasingly involved in theory and practice of teaching and learning with new media. His areas of interests are: Educational Computing, ICT in Education, Research Methodology, Web and Internet Technologies, Online Intellectual Communities, Group Collaboration and Knowledge Management. He has participated and presented many papers at several national and international seminars and conferences. He has published many articles and research papers in various reputed journals in the field of Education. He is also the author of many important books in the field of education. He is actively engaged in research, training, consultancy and social service programmes.\n
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0.00 |
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Education,M.ed/B.ed./D.ed. |
|
SHIKSHA DARSHAN: EK ADHYAN |
J.C. AGGARWAL, P. BHOLA |
9788175415164(HB) |
9788175415171(PB) |
2014 |
|
|
xi +233pp, 2014 reprint
|
250.00 |
595.00 |
|
|
|
|
SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000434.jpg |
Education,M.ed/B.ed./D.ed. |
|
SHIKSHAK EVAM GYANVAN SAMAAJ: (TEACHER AND KNOWLEDGE SOCIETY) |
RAJENDRA PAL SINGH, LATA CHANDOLA |
9788175414334(HB) |
9788175414341(PB) |
2014 |
|
|
172pp, 2014 reprint edition
|
200.00 |
550.00 |
hindi book
|
hindi book\n
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hindi book\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000377.jpg |
Political Science,Economics,History/Culture, |
|
SILK ROUTE: THE UNDYING ROMANCE |
KRISHAN GOPAL TYAGI |
9788175416949 |
|
2014 |
|
|
xx+204pp
|
0.00 |
410.00 |
Foreword
Preface
Acknowledgements
List of Tables
List of Figures
1. The Silk Route: History-34
The Old Silk Route
Alignment of the Silk Route
History of Silk
Great Silk Route: Formation and Development
Silk Route under the Han Empire (206BC–200AD)
Silk Route during the Tang Dynasty (618 AD–907 AD)
Spread of Buddhism along the Silk Route
Kushans and the Silk Route
Trade along the Silk Route
Markets for Silk and its Supply in Eurasia
China
Central Asia
India
Persia
Byzantium
2. Decline of the Silk Route-55
Downfall of the Tang Dynasty
Chaos of Five Dynasties
Coming of Islam in Central Asia
Spread of Islam in China
Collapse of the Mongol Empire
Opening of the Sea Route
Start of Maritime Trade through Astrakhan
3. Independence of Central Asian Republics and the Revival of Silk Route
Central Asian Economies
Kazakhistan
Kyrgyzstan
Uzbekistan
Tajikistan
Turkmenistan
Revival of the Silk Route in Independent Central Asia
Interests of the Central Asian Republics in the Revival of the Silk Route
Economic Interest
Political Interest
Necessity
Revival of the Trans-Siberian Railway
Extension of Karakorum Highway to Silk Route
Silk Route versus Oil Route
Caspian Pipeline Construction Route
Tengiz–Baku–Ceyhan Route
Turkmenistan–Afghanistan–Pakistan Route
Kazakhstan–Turkmenistan–Iran Route
Uzbek–Kazakh–China–Japan Pipeline
Tengiz–Kumkol–Pavlodar–Chimkent Pipeline
The Eurasian Corridor
Problems and Prospects of the Restoration of OldSilk Route
Problems
Prospects
4. Role of External Powers in Silk Route Revival-134
Role of China
Russia’s Role
Interests of Japan
Role of Iran
Role of Turkey
Role of Pakistan
Karakorum Highway as a Branch of New Silk Route
Construction of Gwadar Port
EU’s Policy and Action for New Silk Route
Role of the USA in the Revival of Silk Route
World Bank and UNESCO Support
5. Eurasian Land Bridge and Its Implications-162
A Factor of Promotion in Relationship
Destroying the Drug Route
Grand Design for Peace and Development
Promoting India–China–Russia: Tripartite Cooperation
New Silk Route as a Factor in Energy Security for India and China
Factor in Modernization of Central Asia
Land Bridge for Global Trade
Implications of the Eurasian Land Bridge
Present Situation: Prospects from the Trans-Siberian Railway
Sakhalin Rail Tunnel
Development of the Tumen Region
Transport Corridor Europe–Caucasus–Asia (TRACECA) Project
New Silk Road Initiative Between Xinjiang and Eurasia
North-South Corridor for International Transport
— The Caucasus Route
— The Central Asian Route
— The Caspian Sea Route
Reopening the Traditional Silk Route through the Nathula Pass
New Horizons About the Revival of the Silk Route
Annexure I: Silk Road Chronology
Bibliography
Index
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This book reveals about the Silk Route which is an iconic in World History. It conjures up a hazy image of a caravan of camels laden with silk on a dusty desert track, reaching from China to Rome. The reality of its history and its revival is romantic and interesting as revealed in the book. This effort at tracing the interconnections of the diverse participants in the trans-continental Silk Route exchange demonstrates that the world had been linked through economic and ideological forces long before the modern age.\n
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Dr. Krishan Gopal Tyagi writes frequently for academia on a gamut of the issues concerning History of India. With Doctorate from JNU his research covers the broad canvas of the Silk Route, culture, trade and religions. He presently teaches History in Ram Lal Anand College, University of Delhi, Delhi.\n
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Social Work |
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SOCIAL WORK RESPONSE TO ENVIRONMENT AND DISASTERS |
SANJAY BHATT, NEERA AGNIMITRA(ED.) |
9788175417465 |
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2014 |
|
|
xiv+218pp
|
0.00 |
850.00 |
Preface
Abbreviations
Contextualizing the Environment in Social Work Pedagogy
An Environmental Perspective to Intervention/ Sanjai Bhatt and Neera Agnimitra
Disaster Risk Reduction
A Gender Perspective/ Santosh Kumar
Climate Change and Disaster
Need for a Human Rights Based Approach to Disaster Reduction and Sustainable Development/ Ajay Jha and Sharad Joshi
The Trajectory of Disaster Response
From Relief to Resilience/ Neera Agnimitra
Protected Area and People
Exploring the Role of Social Work Practice/ Digvijoy Phukan and Vinay Kumar
Post-Structural Possibilities in Green Social Work
A Brief Review of Literature/ Varun Sharma and Neera Agnimitra
Community as the Key for Disaster Recovery
A Case of Long Term Intervention in Kanyakumari District/ Subhasis Bhadra
Social Work and Human Animal Conflict
Opportunities for Interdisciplinary Practice/ Mayuri Gogoi
Disaster Management
An Emerging Field in Social Work Education/ Aruna Gajbhiye and Ravindra Gajbhiye
Exploring the Climate Change Discourse in India through the Lens of Social Work Practice
Vinay Kumar and Digvijoy Phukan
Social Work Education and Practice in Climate Change Adaptation
Realities and Gaps/ Nivedita Mishra Thapliyal
UDAI: A Social Work Response to Managing the Aftermath of a Disaster
Sanjai Bhatt
The Contributors
Index
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Human Ecology and Disaster Management have emerged as significant domains for social work and the last two decades have witnessed an intense engagement of social work academicians and practitioners with both of them. Their inclusion in the syllabi of all the major schools of social work highlights the contemporary relevance of these two fields to social work practice, and the immense potential that they proffer by way of employment opportunities to social work graduates.
This book brings together the experiences of social work academicians and field practitioners working on themes encompassed within these realms. By adding to the theoretical understanding of the issues of disaster management, climate change and human ecology from the perspective of social work, the book shall be of interest to social work academicians, practitioners and research scholars. The experiences and practice models suggested herein shall enrich the knowledge of the professionals in the field. The book shall also assist the students of social work to comprehend the relevant concepts and establish meaningful engagement with practice.\n
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Sanjai Bhatt is a Professor of Social Work at the Delhi School of Social Work, University of Delhi. He is proactive social work educator, researcher and activist. He has presented papers and has written extensively on climate change and social work, and possesses a rich experience of mobilising the participation of University students and faculty in multiple disaster responses. He is the President of the National Association of Professional Social Workers in India (NAPSWI) and the Organizing Secretary of the 1st Indian Social Work Congress 2013, held in Delhi.
Neera Agnimitra is an Associate Professor of Social Work at the Delhi School of Social Work, University of Delhi. Her academic interest areas are community practice, human ecology and disaster management. She is a prolific writer, researcher and a field activist. She has contributed immensely to the acceptance of human ecology and disaster management as areas of social work practice. She was the Joint Organizing Secretary of the 1st Indian Social Work Congress, 2013 held in Delhi.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Asia/International Relations,Social Work |
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STREET CHILDREN OF MONGOLIA: A PERSPECTIVE |
MAQSOODA S. SARFI |
9788175417229 |
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2014 |
|
|
xii+108 coloured pages
|
0.00 |
600.00 |
Foreword
Preface
Conceptualization of the Problem
Mongolian Dominant Features
Street Children, Underlying Factors
Measure for Rehabilitation
Recommendations
Bibliography
References
Glossary
Index
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Disintegration of Soviet Union not only led to the phenomenal socio-economic changes in the erstwhile USSR, but its aftershocks have rippled across whole East European satellite states also. Likewise, the entire Mongol social milieu underwent a transitional phase. Economic instability and transition to market economy brought with it financial insecurity which led to alcoholism, abuse and abandonment of children.\n
The book provides a glimpse on the impact of this social structure transformation focusing especially on street children who are the result of this change. In recent times, the Mongolian government, which the help of international and domestic NGOs and the mining sector has played a significant role in controlling this social phenomenon, produces substantial positive results. The scholars, readers and policy planners having interest in the region may find the book useful.\n
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Maqsooda S. Sarfi, Ph.D. in Mongolian Contemporary History, is an active scholar in the field and has quite a number of publications on Mongolia at her hand. Born and brought up in Kashmir, India. Dr. Sarfi is presently a citizen of Japan and runs business, which gives her exposure to wider sections of Japanese and Indian societies. Besides running business in Japan, she is also a social activist and has received Governor’s Award for her cultural and social work.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed. |
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SWATANTRA BHARAT MEIN SHIKSHA KA VIKAS |
JAGDISH CHAND |
9788183640336 (HB) |
9788183640343 (PB) |
2014 |
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228+viii pp, 2014 impression
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220.00 |
550.00 |
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000317.jpg |
Political Science,North-East India,History/Culture |
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THE SILCHAR LANGUAGE MOVEMENT AND 19TH MAY 1961: A PERSONAL RESPONSE |
SOHELI MIRZA |
9788175417564 |
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2014 |
|
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vi+136pp
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0.00 |
550.00 |
Journal Nineteen May
Fourteen Thirty Five Hours
Sahid of Nineteen May
Gandhi Ghat
The Role of Hailakadi and Karimgonj
Commission on Nineteen May
Bengalees or Muslims?
Tears for Mongla
Alms
Relevant Data Source
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Written with passionate involvement and a strong interest in the subject matter, this subjective look at the 'language movement' of Silchar, Assam, and the events of 19 May 1961 in particular, traces the occurrences in some detail, drawing on personal interactions and fieldwork to revisit an important cultural and political development of its time. The Bengali Language Movement in Barak ValleyAssam was a protest against the decision of the Government of Assam to make Assamese the only official language of the state even though a large percentage of the population was Bengali speaking. The main incident, in which 11 people were killed by State police, took place on 19 May 1961.\n
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Soheli Mirza, whose full name is Mirza Fahmida Azim Soheli, was born on 5 January 1965 at Rarikhal village in Bikrampur, Bangladesh. After graduating from Government Titumir College and Eden College under Dhaka University, she started her professional career as a journalist. She has travelled quite extensively in Myanmar and India in the course of her work.\n
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SHIPRA PUBLICATIONS |
0.00 |
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North-East India |
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TRIBALS OF MANIPUR AND MODERNISATION |
SALAM IRENE, GINNEICHING SIMTE, THENKHOGIN HAOKIP |
9788183640954 |
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2014 |
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x+193pp
|
0.00 |
650.00 |
Preface
Introduction
One
The Coming of Christianity and Its Role in Modernisation
Two
Culture, Mission and Contextualization
Three
The Impact of Modern Education
Four
The Emergence of the Middle Class Assertion of Ethnic Identity
Five
The Effects of Globalisation
Conclusion
Bibliography
Index
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This book examines the impact of modernisation on the tribals of Manipur with the Nagas and the Kukis. The twin forces of modernisation were undoubtedly Western education and Christianity, introduced under British colonial rule in Manipur from 1891. The ready acceptance of Western education and Christianity came through the agency of the Christian missionaries. They effected such a drastic change in the lives of the people that it catapulted the tribals from the old world to the new. While retaining many of the traditional elements of their customs and practices they simultaneously embraced a new way of life. This book will be of interest to all scholars and researchers interested in north-eastern India.\n
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Salam Irene is Professor and Head, Department of History, Manipur University. She has travelled extensively and presented papers at many international conferences. She has a number of papers published and has also authored two books.
Ginneiching Simte is a research scholar in Manipur University.
Thenkhogin Haokip is a research scholar in Assam University, Silchar.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000536.jpg |
Education,M.ed/B.ed./D.ed. |
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UDIYAMAAN BHARATIYA SAMAAJ MEIN SHIKSHA |
S. GUPTA, J.C. AGGARWAL |
9788175413931 (HB) |
9788175413948 (PB) |
2014 |
|
|
576+xvi, 2014- 2nd impression
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450.00 |
1600.00 |
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000333.jpg |
Political Science |
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WEST BENGAL IN PRESPECTIVE: POLITICS AND GOVERNANCE |
AMIYA K. CHAUDHURI |
9788175417496(HB) |
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2014 |
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280pp
|
0.00 |
950.00 |
Acknowledgements; Abbreviations; List of Tables; Introduction;
Historically Remarkable but Politically aTortuous Decade (1937-1946) Politics, Governance,
Industrial Scenario of a Problem
State Electoral Politics: West Bengal Coalition Politics: Making of Coalition Politics of Trinamool Congress and Formation of a New Coalition: A Real Threat to Dislodge the Left Front
Conclusion, Endnotes, Select Bibliography, Index
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This study of West Bengal since the Partition in 1947 is not a theoretical discourse on politics intertwined with socio-cultural issues and political economy. The present study is a historical narrative and a modest attempt to trace the historico-political process of a truncated state over the last sixty-four years.There are various stages of development to this history. From 1947 to 1966 there was a dominant party i.e. Congress rule, which electorally reappeared in 1972. During the intervening period the idea of a United Front of the Left parties was experimented with. Finally, the Left Front of the same parties ruled the state for 34 years from 1977 till May 20, 2011. Electorally the Left Front coalition seemed to be a permanent fixture but was demolished in 2011 by the Trinamool Congress led by Mamata Banerjee. Over this period, the unique electoral process in the state, its mode of politics and the ensuing process of governance came to play a significant role, as traced in this book\n
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Dr. Amiya K. Chaudhuri is a former Professor of Political Science. His research and teaching career in colleges and Universities spans more than four decades. . He has to his credit several research volumes, both in English and Bengali, and has contributed widely to books and journals both in India and abroad. Dr. Chaudhuri is a regular feature and post-edits writer in Bengali dailies and magazines.\n
MAKAIAS - Publications\n
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SHIPRA PUBLICATIONS |
0.00 |
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North-East India,Social Work |
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WOMEN OF MANIPUR: AN ALTERNATIVE PERSPECTIVE |
SALAM IRENE |
9788183641036 |
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2014 |
|
|
160pp
|
0.00 |
700.00 |
Preface
One: Introduction
Two: Women’s Status: Internal Contradictions, Role of Women
Three: Vulnerability of Women: Its Causes
Four: Violence against Women: Is Endemic and Escalating
Five: Conclusion
Index
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It is widely believed that women in Manipur not only enjoy a high status, are accorded esteem and respect, participate actively in public life, contribute greatly to the economy, take a leading role in cultural and religious practices and festival. All the above facts are truisms, yet the status of Manipur women is riddled by internal contradictions apparent from the escalating rise of violence against women both at home and outside. The book analyzes some of these internal contradictions relating to women's status, conditions, opportunities and threats and to suggest a few measures towards a way forward because one quality common to all Manipur Women is Resilience and Courage.\n
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Salam Irene is Professor and Head of the Department of History, Manipur University. For more than three decades she has been actively engaged in teaching and research at the postgraduate level and has produced several Ph. D. scholars. She has authored a number of books and written several papers, and travelled extensively all over the world, presented papers at various International Conference. She has also collaborated on International Projects like 'Resilience Amongst Youth' - Dalhousie University Canada, 'The Inter relationships between drugs and socio-economic development' - Melbourne, Australia and 'The Manual for Reducing Drug Related Harm in Asia' - The Centre for Harm Reduction, Macfarlane Burnett Centre for Medical Research Australia and Asian Harm Reduction Network, Chiangmai, Thailand. She has also completed a project on 'Muslim Women in Manipur' for the National Commission of Women. New Delhi and another one published by Shipra is 'Tribals of Manipur and Modernisation' for MAKAIAS, Kolkata.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Asia/International Relations |
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Agrarian Reforms in Post-Communist Uzbekistan |
Tareak A. Rather |
9788175416765 |
|
2013 |
|
|
144pp
|
0.00 |
550.00 |
Preface; List of Tables and Graphs; Abbreviations; Glossary; 1. Introduction; Traditional Uzbek Society; Role of Agriculture in Uzbek Economy; Land Tenure System before Russian Revolution; Soviet Legacy; Central Asian Resources and Cotton Monoculture; Uzbekistan at the Dawn of Independence; Uzbekistan at Present; Agriculture and Development; Institutional Constraint, Land Reforms and Free Market; Household Plots a Major Source of Sustenance; Description of the Universe; 2. Agriculture in Uzbekistan: Historical Insights; Tsarist Agrarian Policies; Russian Revolution and its impact on Uzbek; Agriculture; Irrigation and Water Resources; Demerits of Extensive Path; Political Elite and Cotton Economy; Agriculture: The Largest Sector of Economy inUzbekistan; 3.Agrarian Transformation in Uzbekistan; Agriculture the Main Stay of Rural Population; From State Farms to Leasing-in; Big Farmers Winning Out; Lack of Community Development Programmes; Lack of Political Will: A Major Hindrance; Rationale against Privatization; Inequality and Social Stratification in Uzbekistan; Challenges in Agrarian Reforms of Uzbekistan; Emigration the Way Around; 4.Conclusion and Suggestions; Soviet Legacy; Absence of Democratic Institutions; Water Sharing with Other States Needs to be Addressed; Environmental Concerns; Suggestions; Bibliography; Index;
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Though agrarian reforms have, throughout, condensed the socio-economic disparity prevailing in different societies and helped to bring considerable change in social structures. Some notable changes did occur in the agrarian systems of Post-Communist Central Asian states too but so far as the socio-economic change in the rural Central Asia is concerned, it has not really made any meaningful mark. After the collapse of Soviet Union and in its backdrop the emergence of independent states of Central Asia had made experts envision bloom of the agricultural economies but nothing much of this sort happened, it rather worsened as there was no Central Command System in place. Analysing the reforms that took place during the last two decades in Uzbekistan, these have not changed the destiny of the rural masses. The most fruitful agricultural crop of Uzbekistan has been cotton, generating major foreign currency. The government continues to be the owner of the land and did not allow its privatisation, though it has been leased out to those who are economically and politically well placed. Consequently a large number of population migrated mainly to Russian federation and Kazakhstan to earn their livelihood. The migration of working population in its turn brought about considerable changes in the social institutions of the land. The book focuses on the direction and socio-economic impact of agrarian reforms introduced immediately after the independence of Uzbekistan. Policy makers and scholars having interest in Central Asia may find the volume useful.\n
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Dr. Tareak Ahmed Rather is an Associate Professor (Sociology) at Centre of Central Asian studies, University of Kashmir. His research papers have been published in national as well as international journals of repute. His book Yoke to Wheel was well received in the academic circles across the country. Dr. Tareak has travelled extensively to Europe and Central Asia, and has been visiting fellow at department of Sociological studies, University of Sheffield, U.K. and Academy of Sciences, Tashkent Uzbekistan.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000521.jpg |
Education,M.ed/B.ed./D.ed.,Social Work |
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COMMUNITY PARTICIPATION IN SCHOOL EDUCATION |
D.P. SINGH |
9788175416697(HB) |
9788175416703(PB) |
2013 |
|
|
188pp
|
250.00 |
995.00 |
Preface ; Acknowledgements; Abbreviations; 1. Community Participation: Meaning and Milestones ; 2. Decentralised Management of Schools: Some Important Government Initiatives; 3. Voices from the Field: India and Across ; 4. Triumphs and Trails: Evidences from Some Selected States; 5. The Manifesto of Participatory Management of Schools in Punjab; 6. The Vehicles of Community Participation: Structure, Functions and Functionaries; 7. Village Education Development Committees: Slithering towards the Sunshine; 8. Witnessing the Present for Capturing the Future ; Bibliography; Index;
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Community participation is recognized as a crucial aspect of the school education in India. The on-going Sarva Shiksha Abhiyan strives to achieve community participation through Village Education Committees with specific mandate that include enhancing enrolment and retention, micro planning and school management, fiscal responsibility and accountability for bringing improvement in the quality of education in elementary schools. The Village Education Committee have been put in place as the effective mechanism for keeping the people closer to the quality issues of elementary education in government schools. The Right to Education Act (RTE) 2009 also recognizes the role of local governance in school education. Formation of School Management Committee is mandatory under RTE for every school to monitor and oversee its working, and to plan and facilitate its overall development with representation of parents, teachers and community and local authority members. Therefore, it has become immensely important to know how far these committees have been able to achieve their goals. What are the views of the people about these bodies? What problems and constraints do these committees face? What can be the mechanisms by which the functioning of Village Education Committees/ School Management Committees can be strengthened? The efforts are made in the volume to answer these questions and it can serve as a reference material for all stakeholders in the field of school education.\n
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Dr. D.P. Singh is a Professor and Head of the Department of Social Work at Punjabi University, Patiala. He has published more than fifty research papers and articles in various journals and magazines of repute besides presenting papers in about sixty seminars and conferences in India and abroad. Prof. Singh is also associated with the Global Fund to Fight AIDS, TB and Malaria-Round 7 and credited to have carried out seven evaluative studies of the UGC and the Government of Punjab. He is the author/editor of five books. His areas of interest are Gender Studies and Industrial Social Work. Dr. Ritu Mor did her Masters in Education followed by the Doctorate in Education from Punjabi University, Patiala. Apart from having published several research articles, she has presented papers in more than half a dozen National and International conferences and seminars. br>\n
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed. |
|
Comparative Education with Special Reference to Elementary Education |
C. NASEEMA, V.K. JIBIN |
9788175416901(HB) |
9788175417021(PB) |
2013 |
|
|
viii+152pp
|
250.00 |
850.00 |
Preface; 1. Elementary Education in India; Introduction / 1; National Policies of Education / 6; Important Projects / 10; Sarva Shiksha Abhiyan Movement of Education for All / 12; Sarva Shiksha Abhiyan as a Framework and as a Programme / 15; Rashtriya Madhyamik Shiksha Abhiyan (RMSA) / 23; Right to Education Act / 25; Pre-School Education / 30; Girls’ Education / 34; Special Schemes for Girls / 35; Children with Special Needs / 38; Curriculum and Evaluation / 41; Comprehensive and Continuous Evaluation / 42; Teachers and Teacher Training / 44; National Curriculum Framework / 48; 2. Elementary EducationInternational Scenario  ; Introduction / 50; Goals and Purposes of Elementary Education / 52; Education in Developing CountriesCertain Problems / 55; 3. Elementary Education in Asia; Afghanistan / 63; China / 65; Pakistan / 67; Sri Lanka / 68; United Arab Emirates / 71; Iran / 73; Indonesia / 74; Israel / 77; Japan / 78; Russia / 79; 4. Elementary Education in Europe; Belgium / 83; Denmark / 85; France / 86; Germany / 88; Republic of Ireland / 91; Norway / 93; Sweden / 95; Switzerland / 99; United Kingdom / 101; Northern Ireland / 105; Scotland / 106; Wales / 107; 5. Elementary Education in Africa; EGYPT / 116; Ethiopia / 120; Kenya / 122; Nigeria / 125; Uganda / 127; Malawi / 128; 6. Elementary Education in Australia   134; Australia / 132; New Zealand / 134; 7. Elementary Education in Latin America  ; Argentina / 138; Brazil / 140; 8. Elementary Education in North America; United States / 143; Canada / 149; Mexico / 151
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The book is about the elementary education in Asian and African countries, as a comparison of nature of elementary education in India and some of the countries under different continents Europe, Australia, Latin America, and North America. The book aims to present overview of the systems adopted and different aspects of elementary education. The book should contribute to the policy makers while framing curricula at school level. It is hoped that this book may be useful to the students, teachers, prospective teachers and teacher educators and all others who are concerned with elementary education.\n
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Prof. (Dr.) C. Naseema, M.Sc. (Physics); M. Ed.; Ph.D (Edn.); PGDHE: DDE: PGDCA; DCRCSM (Sweden) is the Professor and former Head, Department of Education, University of Calicut, Kerala and former Dean, Faculty of Education, University of Calicut and former Dean, Kannur University, Kerala. She has more than 20 years of teaching experience in Education and carried out many research studies related to the field. She has completed five major research projects funded by UGC, IIPA, and Kerala State Government. She has authored eight books and contributed to nine books and has published more than thirty papers in National and International journals. V. K. Jibin, M.A (Pol. Sc.), M.A. (Socio), M. Ed. was a Senior Research Fellow of UGC working in the field of elementary education. He has completed his study on Sarva Shiksha Abhiyan programmes. Presently he is working as Assistant Professor in Sree Narayana College of Teacher Education, Chelannur, Kerala. He authored one book and contributed to six books in education. He has to his credit many published papers in National and International journals and has presented papers in several conferences.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed. |
|
COMPUTER ASSISTED LANGUAGE LEARNING |
PRANITA GOPAL |
9788175416840 |
9788175416857(PB) |
2013 |
|
|
172pp
|
250.00 |
850.00 |
Preface; Acknowledgements; 1. CALL An Interdisciplinary Perspective; CALL: An Interdisciplinary Field; Applied Linguistics; Artificial Intelligence (AI); Cognitive Psychology; Computational Linguistics; Educational Psychology; Educational Technology; Human Computer Interaction; Instructional Design; Language Teaching Methodology; Linguistics; Natural Language Processing; Programmed Instruction; Psycholinguistics; Second Language Acquisition (SLA); Sociolinguistics; 2. Learning Theories and CALL; Behaviourism; Cognitivism; Constructivism; 3. Language Teaching Methodology and CALL; Approaches and Methods of Language Teaching; The Grammar Translation Method; 4. Instructional Design and CALL; Instructional Design; Instructional Design Theories; Dick and Carey Model; Gagne’s Conditions of Learning; John Keller’s ARCS Model of Motivation; Role of Instructional Design in developing CALL environments ; 5. Multimedia Learning Principles and CALL Design; Multimedia Learning Principles; Three Views of Multimedia; Two Goals of Multimedia Learning:; A Cognitive Theory of Multimedia Learning; Three Assumptions of a Cognitive Theory of Multimedia Learning ; The Principles of Multimedia Learning; What do multimedia principles tell CALL designers?; 6. Display Design Factors and CALL; Design Principles; Display Design in Computer Assisted Language Learning ; So in order to design a User-friendly CALL Interface it is essential that ; 7. Why should CALL be Used?; 8. Elements of the CALL Software; Introduction to the CALL Software; Learner Control; The Information in the CALL Software; Help Options; Exit Options; 9. Types of CALL Software ; 10. Developing CALL Software; Who can develop CALL software?; Stages in Developing the CALL Software; 11. Evaluating CALL Software; Glossary of Terms; References
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Language classrooms are very challenging learning environments, both for the teacher and the student. The teacher tries to cope with the multiple competencies of the language learners, while the student tries to cope with the nuances of a new language. Computers in the language classroom can be an aid to the teacher and the student alike. Learning to maximize the potential of using computers in the language classroom is an area of study in itself—Computer Assisted Language Learning (CALL). As an interdisciplinary subject Computer Assisted Language Learning aims to assist the teachers in developing computer based language learning modules that would assist their students. The book focuses on various theoretical constructs that come together when we study about CALL; and how we do conceptualize, plan and design a CALL module for our own language classroom. The book may be used by anyone who is interested in conceptualizing, planning and developing their own computer assisted language learning modules for their classrooms.\n
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Dr. Pranita Gopal has been a learner and a class- facilitator involved in English Language Teaching and Computers in Education courses at pre-service teacher education level for almost a decade. She possess a sound knowledge of integrating technology into the teaching learning process and has worked as a consultant for schools to improve the classroom dynamics and implementing CCE activities in the English language classroom. As a researcher she is interested in the synergy of language learning, pedagogy and technology. email: pg110010@gmail.com\n
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SHIPRA PUBLICATIONS |
0.00 |
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Political Science |
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Democratizing the Police : Indian Scenario |
G.R.S. Rao |
9788175416819(HB) |
|
2013 |
|
|
xii+210pp
|
0.00 |
650.00 |
Foreword; Preface; Acknowledgements; List of Illustrations; 1. State of Democracy: India at 60; 2. Security Scenario: Red Alert-A Constant; 3. Police at the Cross Roads: Stress and Stain; 4. Policy Reform: Dimensions: Dynamics: Directions; 5. Challenges of Change: Strategic Initiatives; Annexure : Code of Behaviour for Police Officers, 1960; Notes and References;
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Democratization, however logical and laudable, in historical terms, involves the challenge of facing and containing anti-democratic forces, both internal and external, within the framework of democratic ethic. Freedom, in its first flush, has also an in-built self destructive tendency like a flashflood, of disturbing the ground conditions, generating indiscipline and turbulence in any society in pursuit of democratization leading to, as is being witnessed all over, the phenomenon of violent democracies a contradiction. In the newly emerging democracies, police organizations that had their origins during colonial times, subserving the alien kings and interests of emperors were designed to maintain status quo. They tend to continue to exude the same colonial ethos. In India, the democratic political process that has turned partisan and malignant, has not yet taken up the agenda and process of transformation of democratizing the police. The agenda, if any, in real terms, has been painfully slow, halting and not comprehensive. The book is all about what, why and how of transformation of the Police as a sine qua non for the police to be able to aid, protect and promote the democratic character of the nation.\n
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Prof. GRS Rao is a student of sociology of law and development. His doctoral work (1975) has been commended as a pioneering effort in the field of sociology of law in India. As a Chair Professor in Public Policy at the Administrative Staff College of India, and Director of the Rajaji International Institute of Public Affairs and Administration, Prof. Raos professional work, inter-alia, encompassed Management Development, (a series of national workshops in public policy management for senior IAS and IPS administrators, and Ministers from all the States of India); Research (communal, caste, regional conflict; Technology Missions et al); and, Management Consulting (reorganization of CRPF, Left Wing Extremism et al). Dr. Rao has been invited to chair sessions and to present papers at several international and global conferences. Presently he is Chairperson of Centre for Public Policy and Social Development, and of the Academy of Gandhian Studies.\n
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Education,M.ed/B.ed./D.ed.,North-East India |
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EDUCATION IN NORTH-EAST INDIA |
N.B BISWAS |
9788175414099 (HB) |
9788175414105(PB) |
2013 |
|
|
184pp, 2013 impression
|
250.00 |
895.00 |
Foreword, Preface, Development of Education: an overview, Education in Arunachal Pradesh: a historical review, Development of school education, higher education, teacher education, Adult, non-formal, vocational and technical education, Women education, Educational management, Panchayati raj and educational planning: prospects and problems
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Western Missionaries, proselytization being their main objective, have been the pioneers of progress in the field of education.. The work, with special reference to Arunachal Pradesh, is comprehensive one to acquaint the readers not only the modern period education but also of the ancient times. An useful study for the development of education in the region.\n
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Dr. Nikunja Behari Biswas is a Reader in the Department of Education, Assam University, Silcher. Dr. Biswas had earlier worked in Arunachal University, Itanagar. He has contributed numerous articles.\n
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Education,M.ed/B.ed./D.ed. |
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ELEMENTARY EDUCATION AND CHILD RIGHTS |
C. NASEEMA, V.K. JIBIN |
9788175417083(HB) |
97881175417090(PB) |
2013 |
|
|
viii+240pg
|
295.00 |
1250.00 |
Preface v
I
CHILD RIGHTS AND EDUCATION
1. Introduction
Short history; Geneva Declaration; Features of Children's Rights; Rights Guaranteed by Conventions; Elementary Education - An Essential Right; Applications of CRC in Education
II
EXPERIENCES FROM THE FIELD
India
2. Elementary Education in India: Some Emerging Issues
C.P.S. Chauhan
3. Action Research Strategy for Teacher Educators in Elementary Education
K.P. Pandey
4. In-Service Teacher Education Programme and Its Effectiveness at Elementary Level
R.G. Kothari and Jignesh B. Patel
5. Stress and Burnout among Primary School Teachers
K.S. Misra
6. Awareness of Primary and Secondary Teacher Towards ChildRights-A Comparative Study
Magre Sunita Vithalrao
7. Elementary Education: Maladies and Remedial Measures
P.N. Muthiah
Other Countries
8. Implementing CRC Norms in Schools: Supporting Actors and Structures Needed
Per Wickenberg
9. In the Best Interest of the Child: Change Agents' Efforts to Reduce Drop-Out in Malawi
Ulf Leo
10. Challenges of Transforming an African into a Child Rights Change Agent: Some Reflections
Anthony Mugagga Muwagga
11. Elementary Education in Malawi
Grace Kafulatira Mulima
12. Elementary School English Teaching in Multilingual Context: Implementation in Indonesian Rural Classrooms
Ngasbun Egar, Rahmawati Sukmaningrum and Siti Musarokah
III
CHILD RIGHTS IN DIFFERENT COUNTRIES
13. Child Rights in India
14. Child Rights in Asia
15. Child Rights in Africa
16. Child Rights in Europe
17. Child Rights and United States
Appendix I: UN Convention on the Rights of the Child (CRC)
Contributors
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Children's rights in education need to be seen as inclusive and comprehensive and hence it is important that these be addressed in the context of the Convention on the Rights of the Child. Respect for children as human beings means that they are no longer perceived as mere objects of protection but as subjects and bearers of human rights like all human beings. Great efforts are being made to offer children the best possible formative conditions, both within the family and in the community. The book covers important aspects of child rights, Convention on the Rights of the Child, education as a child right, experiences of eminent personalities from Asia, Europe and Africa regarding elementary education and an overview of child rights in the continents.
The book may be a major contribution to the researchers and organizations working in the field of child rights and education.\n
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Prof. (Dr.) C. Naseema, M.Sc. (Physics); M.Ed.; Ph.D (Edn); PGDHE: DDE: PGDCA; DCRCSM (Sweden) is the Professor and Former Head , Department of Education, University of Calicut, Kerala and former Dean, Faculty of Education, University of Calicut and former Dean, Kannur University , Kerala. She has been working in the field of Human rights and Child rights for about 10 years and carried out project works in the field. She has more than 20years of Teaching experience in Education and carried out many research studies related to the field. She has completed 5 Major Research Projects funded by UGC, IIPA, and Kerala State Government.
She has authored 9 books, contributed to 9 books and has published more than 40 papers in National and International journals.
Dr. V.K. Jibin, M.A. (Pol Sc.), M.A.(Socio), M.Ed. and Ph. D (Education) worked as a Senior Research Fellow of UGC in the field of Elementary education. Presently he is working as Assistant Professor in Sree Narayana College of Teacher Education, Chelannur. He authored two books and contributed to 6 books in education. He has published 12 papers in National and International journals and presented 10 papers in International conferences.\n
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Education,M.ed/B.ed./D.ed.,Reference |
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ENCYCLOPEDIA OF EDUCATIONAL TECHNOLOGY AND ICT( 5 VOLS) |
RASHMI AGRAWAL, NOUSHAD HUSAIN |
9788183640886(SET) |
|
2013 |
|
|
|
0.00 |
4950.00 |
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Information and communication technology, or ICT for short, is an integration of electronic processing of information and telecommunications and finds applications in diverse fields today. ICT in education includes all such technologies being used to enhance the effectiveness of the teaching–learning processes. It deals with the practical aspects of education technology. Revolutionary transformation in educational scenario due to developments and advances in ICT has made educational technology and computer education integral components of all the teacher education programmes. Effective integration of ICT content with pedagogy has become a primary need for training of teachers as it can provide more flexible and effective ways for professional development of teachers, improve pre-service and in-service teacher training. This set comprising volumes dealing with various aspects of educational technology, would be a useful reference tool in libraries for its users and readers having interest in ICT and education.\n
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Dr. Rashmi Agrawal is working as Director in the Institute of Applied Manpower Research, Planning Commission, New Delhi. Dr. Agrawal has long experience of research in the field of Education, Employment and allied areas. She has to her credit a number of books on topics of education and social relevance and number of papers presented in national and international conferences. Dr. Noushad Husain, having over 13 years teaching and research experience, is presently working as an Associate Professor in Maulana Azad National Urdu University, College of Teacher Education, Bhopal. His research interests include Online Collaborative Learning, Instructional Material Development, ITS, the intersection of Theory, Pedagogy and Digital Tools in Teaching and Learning Environment, ICT in Teachers’ Professional Development and Research Methodology. He has presented many papers in national and international conferences.\n
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Education,M.ed/B.ed./D.ed. |
|
ENGLISH LANGUAGE TEACHING: AN ANNOTATED BIBLIOGRAPHY |
SYEDAH FAWZIA NADEEM |
9788175416772(HB) |
9788175416789(PB) |
2013 |
|
|
165pp
|
250.00 |
700.00 |
Preface vii
List of Figures xi
Introduction
I. Introduction to Tradition of Yoga
Yoga: Its Meaning and Importance
History of Yoga
Schools of Yoga
Bhakti Yoga
Karma Yoga
II. Introduction to Hath Yoga
III. Introduction to Patanjal Yoga
Concept of Chitta and its Modifications: Chitta Vritti
Introduction to Patanjal Yoga
Astanga Yoga
IV. Introduction to Human Body and Mind
Skeletal System
Muscular System
Digestive System
Respiratory System
Circulatory System
Skin
Nervous System
Excretory (Urinary) System
Reproductive System
Endocrine System
Effect of Yogic Practices on Human Body
Human Mind and Role of Yoga in Mental Health
V. Yoga and Health Care
Concept of Health and Disease in Yoga
Yogic Practices for Common Man
Yogic Management of Common Disorders
VI. Role of Yoga for Healthy Lifestyle
Healthy Life Style and its Importance in Healthy living
Yoga and Healthy Lifestyle
VII. Yoga and Education
Role of Yoga in Education
Role of Yoga towards Personality Development
VIII. Methods of Teaching Yoga
Teaching Methodology in Yoga
Evaluation in Yoga Teaching
IX. Yoga Practices
Common Instructions for the Practice
Preparatory Practices
Surya Namaskar
Meditative, Cultural and Relaxation ?sana
Pranayama Practice
Satkarma Practice
Practice Leading to Meditation
Special Relaxation Technique: Yoga Nidr?
Index
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English in India enjoys a place of prestige among the masses. In many schools it is the medium of instruction; it is also taught as the second and, in some places, the third language. The main purpose of teaching and learning English is to enable learners to use language with ease and comfort. It is important to understand the attitude of trainers, teachers and linguists towards English Language to know the trends in English Language Teaching. The present situation of English language teaching demands strengthening teacher training, broadening the vision of English teachers towards teaching, to create opportunity for language learning among learners which will enable them to use language confidently, accurately and effectively. The book may be useful for researchers, teachers and teacher educators of ESL and ELT.\n
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Dr. Syedah Fawzia Nadeem is an Associate Professor in the Department of Teacher Training and Non-Formal Education, IASE, Jamia Millia Islamia, New Delhi. She has been involved in teaching of English to pre-service teacher education students. Prior to that she was a lecturer in the Department of Educational Studies, Jamia Millia Islamia, New Delhi. She has to her credit a book and published articles in national journals of repute. She has also contributed in developing the learning materials for various distance education institutions.\n
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Economics |
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GANDHI'S HIND SWARAJ: A NEW PARADIGM, AGENDA AND PROGRAMME |
L.M. BHOLE |
9788175417007 |
|
2013 |
|
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x+198pp
|
0.00 |
650.00 |
Introduction
I. India under British Rule
II. Conditions in England and Europe in the 19th Century
III. Gandhi - The Man
IV. Hind Swaraj: Some Facts
V. Meaning of Hind and Swaraj
VI. Civilization and Swaraj
VII. Towards Swaraj through Counter-Civilization and Counter-Culture
VIII. Hind Swaraj on Some Important Themes in Global Discourse
. Post-Nationalism in Hind Swaraj
. Environmental and Ecological Crisis and Hind Swaraj
. Hind Swaraj on Railways and Other Means of Transport and Communication (The Question of Speed)
. Hind Swaraj on Machinery (Technology), Industry, and Science
. Hind Swaraj on Education
. Hind Swaraj on Religion and Communalism in India
. Hind Swaraj on the System of Justice
. Hind Swaraj on Medical or Health System
. Gandhiji on Economic Development
. Hind Swaraj and Pandit Jawaharlal Nehru
IX. Swaraj Sutre or the Gist of Hind Swaraj
X. Hind Swaraj: Utopia, Relevance and Action Programme?
XI. A Three-Stringed (Tri-Sutri) Programme for Swaraj
XII. Post-Gandhi Hind Swaraj
XIII. Summary and Conclusions
References
Index
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Education,M.ed/B.ed./D.ed. |
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GLOBALIZATION AND VOICES FROM INDIAN PRACTITIONERS |
AMNA MIRZA |
9788175417106(HB) |
9788175417113(PB) |
2013 |
|
|
xiv+152pg
|
220.00 |
550.00 |
Acknowledgments
Introduction
1. The New Indian Political Milieu
Ashok Tanwar
2. The Changing Face of the Steel Framework
S. M. Khan
3. Globalization and the Legal Profession in India
Simar Suri
4. Redundant Laws, Dynamic Times: An Analysis of Globalization and its impact on the Indian Legal Education System
Supreet Gill Sidhu
5. The No-Profit World in Market Times
Shilpa Sonal
6. Innovative Learning Towards Skills
Seema Kaushal
7.st Century Workforce Challenges
Sandeep Jajodia
8. Amidst the Cure and Curse
Dr. Sujay Shad
9. Globalized World : A Boon for Media Literacy
Vedabhyas Kundu
10. Contemporary Indian Art Scenario: An Overview
Archana B Sapra
11. Global Flavours in the Culinary World
Neeraj Tyagi
12. Global Context and Challenges for Atithi Devo Bhavah
Rachna Sharma
13. Globalization, Cultural Heritage and TravelIndustry: Scope of Developing New Tourist Attractions
Dr. Abhimanyu Singh Arha
14. A Crisis of Politics and Development Satisficing:Flirting with Disaster in Vizhinjam
Cyriac Kodath
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The book is a collection of essays from practitioners of various disciplines- Politics, Bureaucracy, Health, Education, Law, Corporate, NGOs, Art & Culture, Cuisines, Development Policy & Ecology, amongst others- to factor in an interface from actual working reality juxtaposed with that of an academic perspective.\n
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Dr. Amna Mirza is an alumnus of prestigious educational institutions like Delhi Public School (Mathura Road), St. Stephens' college (Bachelors' Degree), Hindu College (Masters' Degree) , United Business Institutes- Belgium, (Master of Business Administration), University of Delhi (Doctorate Degree).
She has been a meritorious student with first class grades throughout with several prestigious scholarships like Vinod Dikshit Memorial Award for significant academic distinctions, UFJ award for outstanding record, St. Stephen's College Centenary Medal for character combined with learning, Karan Singh Medal and Prof.C.J.Chako prize for securing highest marks in University Examination at Masters' Degree Programme, Godfrey-Philips & Meow radio station 'Golden Ovary Award'.
Her academic interests took her to University of Fribourg, Switzerland, University of Duisburg Essen (Germany), amongst others. A voracious reader, a regular observer and writer of political affairs, an avid traveller, assistant professor, with research interests in International Political Economy, Globalisation, and Indian Politics. She is also the author of the book 'Global Times, Federal Concerns'.\n
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Education,M.ed/B.ed./D.ed. |
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GREAT INDIAN THINKERS ON EDUCATION |
JAGDISH CHAND |
9788183640916(HB) |
9788183640923(PB) |
2013 |
|
|
viii+166pp, 2013 impression
|
295.00 |
595.00 |
1 Shankara (Sankara) Acharya (788-820 A.D.)
2 Swami Dayananda (1825-1883)
3 B.R. Ambedkar (1851-1956)
4 Bal Gangadhar Tilak (1856-1920)
5 Rabindranath Tagore (1861-1941)
6 Swami Vivekananda (1863-1902)
7 Gopal Krishan Gokhale (1866-1915)
8 M.K. Gandhi (1869-1948)
9 Aurobindo Ghose (1872-1950)
10 Gijubhai Badheka (1885-1939)
11 Abul Kalam Azad (1888-1958)
12 Sarvepalli Radhakrishnan (Dr.) (1888-1975)
13 Jawaharlal Nehru (1889-1964)
14 Tarabhai Modak (1892-1973)
15 Paramhansa Yogananda (1893-1952)
16 Jiddu Krishnamurti (1895-1986)
17 Zakir Hussain (1897-1969)
18 K.G. Saiyidain (1904-1971)
19 A.P.J. Abdul Kalam (1931- )
20 Brief Notes
(i) Banerjee, Gooro Dass (1844-1918)
(ii) Kabir, Humayun (1906-1969)
(iii) Karve, Dhondo K. (1858-1962)
(iv) Khan, Syyid Ahman(1817-1898)
(v) Lajpat Rai (Lala) (1865-1928)
(vi) Malviya, Madan Mohan (1861-1946)
(vii) Mukherjee, Satish Chandra (1865-1949)
(viii) Naik, J.P.(1907-1981)
(ix) (Raja) Roy, Rammohun (1772-1833)
(x) Sen, Keshub Chander (1838-1884)
(xi) (Swami) Shraddhananda (1857-1926)
(xii) Vidhya Sagar, Ishwarchandra (1821-1892)
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Asia/International Relations, |
|
India-Vietnam: Agenda for Strengthening Partnership |
Rajiv K. Bhatia, Vijay Sakhuja, Vikash Ranjan (Edited) |
9788175417038 |
|
2013 |
|
|
xxv+228pp
|
0.00 |
750.00 |
Foreword v; Message ix; Message xi; The Contributors xvii; Abbreviations xix; Introduction xxiii; Section I; Evolving India-Vietnam Strategic Partnership; 1. Evolving India-Vietnam Relations; Shantanu Chakrabarti ; 2. Milestones in Vietnam-India Strategic Partnership, 1972-2012; Tran Viet Phuong; Section II; Economic Relations: Trade, Investments and Cooperation in Conventional and Non-Conventional Sources of Energy; 3. Four Decades of India Vietnam Economic and Commercial Relations and the Way Forward; Shantanu Srivastava; 4. Strengthening India-Vietnam Trade and Investment Relations in the Current Global Financial Crisis; Vikash Ranjan; 5. VietnamIndia Economic and Trade Cooperation; Ly Quoc Hung; 6. Prospects for India-Vietnam Economic Relations; Nguyen Van Lich; 7. India-Vietnam Energy Cooperation; Lydia Powell; 8. Conventional and Non-Conventional Sources of Energy in India; Jesudas Bell; 9. Peaceful Utilisation of Atomic Energy in Vietnam and Scope for Vietnam-India Cooperation; Hoang Anh Tuan; Section III; Evolving Security Architecture in the Asia-Pacific Region: Political, Security and Defence Co-operation; 10. Rising India-Vietnam Ties in the Emerging Security Architecture of the Asia-Pacific Region; Tridib Chakraborti; 11. Evolving Asia-Pacific Security Architecture; Nguyen Nam Duong; 12. India-Vietnam Strategic Partnership: Political and Security Cooperation; Vijay Sakhuja; 13. Evaluation of Vietnam-India Defence Cooperation; Nguyen Hong Quan; Section IV; Development of a Knowledge Economy: Cooperation in IT, Science and Technology and Related Fields; 14. India-Vietnam Relations: Enhanced Cooperation in IT, Science and Technology; K. Raja Reddy; 15. Indias Potential in Science and Technology: Scope for Cooperation; Pham Hoang Ha; 16. ICT Industry in Vietnam: Opportunities for Cooperation with India; Tran Quy Nam; Section V; Tracing Civilisational Links and Potential for Tourism; 17. India and Vietnam: Cultural Contacts Through Buddhism; Do Thu Ha; 18. Vietnam Tourism: Potential and Perspective; Tran Phong Binh; Index
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Capitalising on shared civilizational links in the form of Buddhist lineage, Cham kingdom, and anti-colonial movements, India-Vietnam relations are increasingly exuding confidence, boosted by high economic growth; political, security and defence cooperation; scientific and technological capacity building; enhanced cultural contacts and near identical outlook on global, regional and bilateral issues. Increasing interactions translated into the signing of the Strategic Partnership Agreement between the two countries in 2007. The year 2012 has special significance. It was celebrated as the ‘Year of Friendship’ in India and Vietnam; it marked the 5th anniversary of the Strategic Partnership and 40th anniversary of the establishment of diplomatic relations. The year was also celebrated as the 20th year of India's Dialogue Partnership with ASEAN. This book explores issues of convergence and points to vistas for future cooperation between India and Vietnam.\n
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Rajiv K. Bhatia is the Director General, Indian Council of World Affairs (ICWA), New Delhi. A career diplomat, he has served India with distinction for over thirty-seven years. He was India’s ambassador/high commissioner in four countries Kenya, Myanmar, Mexico and South Africa. Known for his intellectual inclinations, Mr. Bhatia enjoys writing and speaking on a wide range of foreign policy-related issues. Dr. Vijay Sakhuja is the Director (Research), Indian Council of World Affairs, New Delhi. He is also a Visiting Senior Research Fellow at the Institute of Southeast Asian Studies (ISEAS), Singapore, since 2006. Dr. Vikash Ranjan is a Research Fellow at the Indian Council of World Affairs. He is a recipient of Junior Research Fellowship by University Grants Commission and Japanese Government’s Monbukagakusho Scholarship.\n
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Asia/International Relations, |
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Indo-US Relations: Dimensions and Emerging Trends |
Mohammed Badrul Alam |
9788175416710 |
|
2013 |
|
|
238pp
|
0.00 |
750.00 |
Foreword v; Preface ix; Acknowledgements xiii; 1. Indo-US Relations during the First Decade of the 21st Century: An Evaluation; Mohammed Badrul Alam; 2. India-USA Relationship: From Estrangement to Engagement; B.V. Muralidhar and M.Vishnu Prakash; 3. Indo-US Defence Relations: Challenges and Prospects; Uma Purushothaman; 4. Indo-US Civil Nuclear Deal: Heralding a New Era in Indo-US Relations; Muzaffar Ahemad Ganaie; 5. Environmental Security in Indian Ocean Region: US Policy in Parlance and Practice; Narottam Gaan; 6. Indo-US Relations Beyond the Nuclear Deal: A Study of Bilateral Strategic Cooperation; Reyaz Ahmad Ganaie; 7. ‘Model Minority’: A Study of the Indian Diaspora in the United States; Mohammed Badrul Alam; 8. Non-Alignment to Emerging Defence Co-operation; Monish Tourangbam; 9. India-United States Cooperation for Rebuilding Afghanistan; Akhilesh Kumar Tiwari; 10. Terrorism as a Factor in Indo-US Relations and Role of Pakistan: A Recent Study; Amulya K. Tripathy; 11. Terrorism as Catalyst: Changing Dynamics of Indo-US Counter?Terror Cooperation; Rajendra Kumar Pandey; 12. India-USA Engagement and Partnership for Democratic Development in 21st Century: Scope and Limitations; Kaustav Padmapati; 13. India-US Strategic Partnership and the Challenges of Enhanced Cooperation; Biswajit Mohapatra; 14. Indo-US Relations and the Role of Indian Diaspora; Mukesh Bagoria; 15. United States-Pakistan Ties: A Troubled Relationship?; M.J. Vinod; Contributors; Index;
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The book discusses and analyzes Indo-US relations and its wider ramifications for South Asia and beyond. Through an in-depth analysis and overview of available scholarly materials, the book attempts to make a compelling case by going behind the various facets of Indo-US relations. The book deals with important issues and nuances of this relationship between the United States, the oldest democracy and lone super power in the Post-Cold War era and India, the largest and most vibrant democracy which is determined to emerge as one of the upper tier countries. The book is likely to generate immense scholarly debate on issues related to Indo-US relations while discussing broad parameters on the complexities and dynamics of the bilateral relationship.\n
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Dr. Mohammed Badrul Alam has been Professor at the Department of Political Science, Jamia Millia Islamia University, New Delhi, since 2006. He has taught for over a two decades in the United States, Japan and India at various educational institutions. Dr. Alam is the author of several books including, Constructing South Asian Nuclear Discourse (2007), as well as numerous articles, monographs and books reviews published in international journals. He is a recipient of number of prestigious awards including Fulbright Fellowship, Shastri Canadian Foreign Ministry Award, DAAD Fellowship, Salzburg Global Fellowship, Baden-Wuerttemberg Fellowship, Visiting Scholar at East-West Center, etc. His research interests include: US-India relations, nuclear issues in South Asia and the study of Indian elections.\n
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Asia/International Relations, |
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INSIDE AFRICA: CONTEMPORARY PERSPECTIVES |
A.S. YARUINGAM, RASHMI KAPOOR(ED.) |
9788175417120 |
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2013 |
|
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xii+300pg
|
0.00 |
995.00 |
Acknowledgements
Introduction
PART I: POLITICS AND SOCIETY
1. Of Big Men and Big Ideas: Can Nepads APRM Make a Difference?
Ian Taylor
2. Revisiting African Development Strategies in the New Millennium: From the LPA to NEPAD
Kyu Deug Hwang
3. Understanding China-Africa Relations
K. Mathews
4. Political Participation of Women in South Sudan
Shubhra Parmar
PART II ECONOMY AND SOCIETY
5. Regional Economic Governance in Africa
Ian Taylor
6. Growth and Poverty Reduction in Africa: Political Economy Challenges
Alemayehu Geda and Addis Yimer
7. Occupational Health and Safety Framework in the Global Era: A Study of Labour Brokers in the City of Durban
Ivan Niranjan and Sultan Khan
8. Financial Constraints to Small and Medium Enterprises in Africa
Sudhir Kapoor
PART III: SOCIETY AND CULTURE
9. Modernizing Process of Religious Identities in African Societies
A.S. Yaruingam
10. Rising Africa and India Role in Strengthening Education Sector
Suresh Kumar
11. Climate Change and Agriculture in Ethiopia
Tribhuwan Prasad
12. Gender and Agriculture in Africa
Rashmi Kapoor
13. Islam and Africa: From Stereotypes to Knowledge
Pushpraj Singh
Contributors
Index
|
The rise of Africa on the global stage has triggered different nature of myriad problems and concerns different from the past. These problems require a new perspective of understanding and mechanism to tackle with. The book has attempted to deal with some of the issues and suggestions. It is hoped that people who are concerned with African issues will find the book useful.\n
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Dr. A.S. Yaruingam is Head of Department of African Studies and Coordinator for Centre for African Studies, University of Delhi, Delhi. He has been teaching African Sociology for the last 15 years. He taught in Addis Ababa University for three and half years on the UNDP sponsored project. He has written several research papers on various social and cultural issues.
Dr. Rashmi Kapoor is teaching Swahili language in the Department of African Studies, University of Delhi, Delhi. Her research interests include African Sociology, Swahili language and Diaspora studies.\n
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Education,M.ed/B.ed./D.ed. |
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INTELLIGENT TUTORING SYSTEM: CHANGING ROLE OF ICT IN EDUCATION |
NOUSHAD HUSAIN |
9788175416864(HB) |
9788175416871(PB) |
2013 |
|
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xiv+367pp
|
295.00 |
1600.00 |
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Education of today is faced by challenges and innovations. The key area where innovations are pronounced is Instructional Methodology. It becomes necessary for the teachers and educators to incorporate new trends and methodologies in instructional methodology. One such aspect that came into existence is Intelligent Tutorial System (ITS). The introduction of Artificial Intelligence techniques and Expert Systems technology to CAI systems gave rise to Intelligent Tutoring Systems (ITS). ITS can model the learner’s understanding of a topic and adapt the instruction accordingly. An ITS is a learning system that is capable to analyze learners knowledge from their performances on exercises or tests so that the system can provide appropriate learning contents to individual learner. The present book provides an in-depth understanding about Artificial Intelligence (AI), Expert Systems, Intelligent Tutoring System (ITS), Learning Theories supporting to ITS, Architecture of different types of Intelligent Tutorial System, Development of ITS, Collaborative Inquiry Tutors, ITS based Mobile Learning and Online Learning and several other issues concerning ITS. It discusses the pedagogical aspects in detail and focuses on the role of educators and teachers in developing the ITS-based learning environment for the learners. \n
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Dr. Noushad Husain is presently working as an Associate Professor in Maulana Azad National Urdu University, College of Teacher Education (CTE), Bhopal. He has over 13 years teaching and research experience in various educational institutions. He has published many research papers and articles in various reputed journals in the field of education. His main research interests are Web and Internet Technologies, Social Aspects of e-Communication, Online Collaborative Learning, Instructional Material Development, Intelligent Tutoring System (ITS), the intersection of Theory, Pedagogy and Digital Tools in Teaching and Learning Environment, ICT in Teachers’ Professional Development and Research Methodology. He has participated and presented many papers at several national and international seminars and conferences. He also attended several workshops related to various aspects of education. He is actively engaged in research, training, consultancy and social service programs. He handled subjects like Computer Education, Methodology of Teaching Computer Science, Methodology of Teaching Mathematics, Research Methodology and Educational Technology.\n
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Education,M.ed/B.ed./D.ed. |
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Internationalization of Higher Education |
Loknath Mishra(Ed.) |
9788175416888(HB) |
9788175416895(PB) |
2013 |
|
|
xvi+263pp
|
295.00 |
1250.00 |
Foreword
Preface
List of Abbreviations xiii
Part I
Internationalization of Higher Education
1. Internationalization of Higher Education: Global Trends
Kartar Singh
2. Internationalization of Higher Education in India: Emerging Trends and Strategies
Faiza Altaf
3. Future Scenario of Internationalization of Higher Education
L. Mishra
4. Increasing and Widening Access to Higher Education in India
B.N. Kamble
5. Impact of Globalization on Higher Education
Zakiya Rafat
6. Internationalization of Higher Education:An Action on Call
Peeyush Kamal
7. Internationalization of Indian Higher Education:The Need of Time
Brajesh Kumar Shukla and Tulika
8. Internationalization of Higher Education: Preparation Policy, Implementation and Recognition
Rakesh Kumar Keshari
9. Internationalizing the Higher Education Curriculum
Shalini Rajput and L. Mishra
10. Internationalization of Higher Education: Banaras Hindu University, Varanasi
Savita Gupta, Vidhi Singh and Kawendra Kumar
11. Internationalization and Turkish Higher Education System
Osman Titrek
PART II: Higher Education: Issues and Challenges
12. Problems and Issues in Higher Education
Ankur Gupta, Naushaba Parveen and J. S. Verma
13. Higher Education: Issues and Challenges
Fauzia Khan
14. The Feasibility and Fallacies of Internationalization of Higher Education in India
Bipasha Sinha
15. Contemporary Issues and Trends in Higher Education
Jasim Ahmad
16. Tertiary Education in India: Challenges for Privatization
Gyanendra Kumar Rout
PART IIIQuality in Higher Education
17. TQM for Quality Enhancement in Higher Education
Fauzia Khan and Gaurav Singh Bafila
18. Quality Management in Higher Education: Issues and Practices
Mohammad Yusoof
19. Quality Concerns in Higher Education in India
Ajit Kumar Bohet
20. Quality Enhancement in Higher Education: A Global Perspective
Dheeraj Kumar Pandey and Lokpati Tripathi
21. Improving Quality in Higher Education
C.S. Shukla
22. Enhancing Quality in Higher Education
Shyamasree Sur
23. Ameliorating Quality in Higher Education
Rajesh Agarwal
24. Relationship between TQM in Education and Leadership Qualitiesof Teachers and Administrators
Deepti Rani Chaudhary
25. Prospects of Internationalization of Higher Education, Estimable Assessment and Evaluation: Panacea for Quality Education
Ismat Jahan Siddique
26. Promoting Quality in Higher Education
Megha Juyal and Mithilesh Topal
27. Legacy of Indian Education and Human Development: Rethinking the Ideals of Higher Learning in Global Context
Mohammad Shaheer Siddiqui
28. Quality Accreditation of Education in Odisha: The Impact Factor of NAAC
S.K. Swain and Biswajet Ray
29. Changing Trends on Governance of Higher Education - Collegiate Education
Buela Johnson
Contributors
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Internationalization is undergoing constant changes as it is being influenced by external and internal social, economic, political and academic factors. Internationalization of higher education has many important roles to play. Its dimensions include knowledge transfer, international education and research, border-crossing communication and discourse. The volume explores the meaning, concept and different forms of internationalization of higher education; and discusses the issues and challenges ahead. The focus is on the TQM in higher education. The book may be helpful to the students, researchers, teachers and policy makers who are actively engaged in higher education.\n
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Dr. L. Mishra is the Principal of Vivek College of Education, Bijnor, India. He specializes in Teacher Education, Peace Education, Higher Education, and Teaching of Mathematics. His interest in qualitative research on Adult Education for tribes culminated in a Ph.D thesis at the Utkal University of Orissa, India, in 2007. Dr. Mishra has published 13 books from Germany, USA and Cambridge of UK. Dr. Mishra is an editorial board member of The Journal of Education, Scientific Academic Publishing (USA) and chief editor of the International Journal of Education and Research (IJER) and International Journal of Peace Education and Development (IJPED).\n
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Economics, |
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LABOUR LAWS IN INDIA: A NEW PERSPECTIVE |
R.K.A. Subrahmanya |
9788175416956 |
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2013 |
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x+261pp
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0.00 |
850.00 |
Foreword v
Preface vii
I. Labour Laws in India
II. Rationale of Labour Laws
III. Reform of Labour Laws
IV. Labour Law Enforcement
V. Major Issues Concerning Labour
VI. Globalisation and its Impact on Labour
VII. Problems of Unorganised Labour
VIII. Legislation for Unorganised Workers
IX. Labour Management Issues in the Third World
X. Industrial Relations
XI. Working Class Movement
XII. Trade Unions
XIII. Workers' Participation in Management
XIV. Wages and Incomes Policy: The Indian Experience
XV. Workers Education
Index
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The book discusses some issues relating to labour such as the framework of the laws, industrial relations, wages and incomes and workers education, etc. The basic theme of the book relating to the labour laws is that although there is a multiplicity of labour laws in India yet these do not come up to international standards. The remedy is not to enact more laws but to replace them by a basic law covering all workers and protecting their basic rights. The frame work of a basic law is also given. As regards industrial relations, it pleads for a cooperative and participatory approach in place of the prevalent adversarial relationship based on conflict of interests. It also discusses the various issues relating to the fixation and revision of wages at the minimum level and at levels above the minimum and the problems of regulating incomes and prices. The volume advocates the need for education of workers especially in the rural and unorganized sector to make them aware of their rights and liabilities, and to enable them to participate in management effectively and to contribute to the national policies of family planning, productivity, etc., by adopting the laboratory method. The book may be useful for policy makers, students and scholars of Labour Economics and Labour laws.\n
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Sri R.K.A. Subrahmanya, a post graduate in economics joined the Indian Audit and Accounts Service in 1950. He was appointed Addl. Secretary in the Union Ministry of Labour in 1979 where he was mainly concerned with labour welfare, social security and wages. He represented the GoI in the International Labour Conferences held in Geneva for four years out of which he was elected as Chairman of Conference Committees, including the one on Social Dimensions of Industrialisation in three consecutive years. He was a member of a committee set up by the ILO for studying the future of social security in developing countries. He was a member of the International Social Security Association for full five years. He was also appointed as a Member of the A.P. Administrative Tribunal in Hyderabad. He was the founder Secretary General of the Social Security Association of India for nearly twenty years. He was the Coordinator of the Research Project called Simplification Rationalisation and Consolidation of Labour Laws and was largely responsible for the production of the book India Labour Code 1994. His two volume book on Law on Employment has been published by Lexis Nexis Butterworths. Sri Subrahmanya was the Chairman of the Study Group on Social Security set up by the National Commission on Labour. He was awarded a Medal of Merit for his contribution to the cause of social security by the International Social Security Association in the year 2000. [ssanantha@yahoo.com]\n
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Asia/International Relations, |
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PAKHTUNISTAN: A FACTOR BETWEEN PAKISTAN AND AFGHANISTAN |
SUDHIR KUMAR SINGH |
9788175416185 |
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2013 |
|
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xii+204pp
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0.00 |
595.00 |
Preface; Acknowledgements; Introduction ; Ethno-Geographical Factor ; Historical Perspectives ; Emergence of Pakistan and Pakhtunistan Issue ; Pak-Afghan Discord ; Soviet Intervention and its Impact on Pakhtunistan ; The Mujahideen and Taliban Period ; International Response to Pakhtunistan Issue ; Bibliography ; Index;
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The age-old idea of Pakhtunistan has remained alive over the centuries. The Durand Line drawn in 1893 merged a portion of Afghanistan with the British Empire; it was named NWFP. Even after Partition, NWFP remained volatile for Pakistan. In the 1946 elections in British India, the Muslim League was defeated in NWFP by the Frontier Gandhi Khan Abdul Ghaffar Khan, leader of the Congress Party in NWFP. Although, through a plebiscite, NWFP was merged with Pakistan, Afghanistan, always reluctant to accept the Durand Line, challenged this, and the demand for Pakhtunistan has remained a contentious issue. The prevailing ethnic turmoil in Pakistan and Afghanistan in the 21st century has kept alive the possibility of the formation of Pakhtunistan. This book explores this complex issue in detail.\n
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Dr. Sudhir Kumar Singh writes frequently for both academia and media on a gamut of issues concerning Pakistan and Afghanistan. With a PhD from School of International Politics, Jawaharlal Nehru University, his research covers the broad canvas of foreign policy. He presently teaches Political Science in Dyal Singh College, University of Delhi.\n
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North-East India |
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Periphery within Periphery: A Challenge towards an Integrated Manipur |
Ch. Rupachandra Singh |
9788183640909 |
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2013 |
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152pp
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0.00 |
495.00 |
Preface; Abbreviation; I. Introduction; II. Common Origin; III. Expansion Movement; IV. Demanding Homeland; V. Self-Determination; VI. Conclusion; Appendices; Select Bibliography; Index ;
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India’s North East region is one of the most volatile parts in the South and South East Asian region. Inhabited by more than two hundred ethnic minorities, the region has a geo-strategic significance for its locations, almost bordering with Bhutan, China, Myanmar and Bangladesh. The state of the region like Manipur having the history of an Asiatic domain for centuries remains abrupt to its political history. Coming up of post-modernity and to ensemble with the changing time and circumstances, different ethnic groups inhabited here since time immemorial had begun to pursue their interest along the ethnic lines. So more than six decades of independence within the fold of largest democracy in the world, Manipur now comes out to be a periphery. The complex situation of this little paradise where it witnessed civilisational intercourse for more than 2000 years have become a breeding ground for multifaceted issues & challenges. This book highlights some of the issues by exploring its glorious past to lay out an amicable solution for an integrated composite Manipur. It may also be helpful to policy makers, academicians and young researchers to analyses where century of misrule, ignorance and insensitivity of the whole issues have leads towards conundrums.\n
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Dr. Ch. Rupachandra (b.1978) did his Ph.D from Manipur University. Earlier he was associated with Centre for Manipur Studies (CMS), Manipur University as Post Ph. D Fellow. He is teaching Political Science at Kamakhya Pemton College, Hiyangthang. During the past few years, he has been analysing on various issues of India’s North East. His other area of interest includes Political Economy, Peace &Conflict, South East Asian studies etc.\n
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Education,M.ed/B.ed./D.ed. |
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PLANNED TEACHING AND PROFESSIONAL DEVELOPMENT |
Talmeez Fatma Naqvi |
9788175416468(HB) |
9788175416475(PB) |
2013 |
|
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xvi+248pp
|
250.00 |
995.00 |
Preface
Acknowledgements
I. Teaching Practice: Concept, Objectives and Suggestions
1.1. What is Practice Teaching
1.2. What Necessitates Practice Teaching
1.3. Teaching and Training Objectives
1.4. Stages in Practice Teaching
1.5. Supervision and Evaluation of Teaching Practice
1.6. Participation in Other Works of School
1.7. Community Experiences
1.8. Work Education
1.9. Value Education
1.10. Present Status of Teaching Practice and Need for Improvement
II. Developing Lesson Plan
2.0. Lesson Planning
2.1. What is a Lesson Plan?
2.2. Why Planning is Important
2.3. Principles of Lesson-Planning
2.4. Lesson Plan Guidelines
2.5. Steps to Developing a Quality Lesson Plan
2.6. Developing a Lesson Plan
2.7. A Well Developed Lesson Plan
2.8. Guidelines for (Making and) Evaluating a Developed Lesson Plan
2.9. Common Mistakes in Writing Lesson Plans
2.10. Constructivist Lesson Planning
2.11. Constructivist Learning Design and Lesson Plan Format
III. Designing Learning Objectives
3.1. The Task of Designing Appropriate Learning Objectives
3.2. Learning Objectives
3.3. Teaching and Instructional Objectives
3.4. Learning Objectives and Measurable Outcomes
3.5. Learning Objectives of Your Course
3.6. Writing Learning Objectives
3.7. Writing Knowledge Objectives
3.8. Writing Skills Objectives
3.9. Writing Attitude Objectives
3.10. Assessing Learning Objectives
3.11. Recommendations for Writing Goals and Objectives
IV. Using Teaching Aids
4.1. Meaning of Teaching Aids
4.2. Importance of Teaching Aids in Teaching Learning Process
4.3. Learning Modalities
4.4. Types of Teaching Aids
4.5. Technology-Enhanced Learning (TEL)
4.6. Teaching Aids for Visually Challenged
V. Transacting Lesson Plan: Appropriate Teaching Methods and Techniques
5.1. Essentials of Ideal Teaching
5.2. The Importance of Selecting Appropriate Instructional Methods
5.3. Learning Outcomes and Learning Experiences
5.4. Learning Theories
5.5. Learner Centred Approach
5.6. Requisites of Effective Teaching
5.7. Principles of Effective Teaching
5.8. Specific Methods
5.9. Techniques for Ensuring Student Participation
5.10. Techniques for Skill Teaching
5.11. Techniques for Pooling Thoughts and Ideas
5.12. Memory Reinforcement Techniques
5.13. Techniques for Balancing Participation
VI. Educational Evaluation
6.1. Measurement, Assessment, and Evaluation in Education
6.2. The Evaluation
6.3. Alternative Assessment, Performance Assessment and Authentic Evaluation/Assessments
6.4. Standards for Assessment
6.5. Types of Evaluation
6.6. Techniques of Evaluation-Assessment
6.7. Bloom's Taxonomy of Educational Objectives (Categories of Questions)
6.8. Constructivist Assessment
6.9. What should we do with the Information from our Evaluation/Assessment?
VII. Reflecting Back: Learning from Experience
7.1. Self-Evaluation
7.2. Self Reflection
Appendices
(A): Lesson Planning (Based on Constructivist Approach)
(B): E Model Science Lesson
: Lesson Plan
: What can you do on the first day of class? What should you do?
: Things You can do in Your Teaching Practice
Bibliography
Index
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Lesson planning and planned way of teaching with the requirements of internship and in-service teachers’ professional development are focussed in the book. It provides in-depth guidance on planning lessons across the curriculum and realistic ideas as are rooted in prominent research works ranging from developing planning strategies to creative suggestions for a wide range of classroom activities. The book discusses self-assessment of aims, the rationale of objectives and the limitations of learning objectives. It delineates various Learning Theories besides relevant skills, techniques and methods along with planning for reflective and active learning. Principle and ways of self-evaluation through self-reflection for taking stock of teachers’ own weaknesses and strengths for ensuring improvement and continuity in the much-needed quality of self-learning are emphasised. The book is a focused resource material for professional growth of career teachers and a great orientation for up-coming and new teachers. It gives educational institutions a kick-start into the 21st century in that it attempts to contextualise and align teaching content and styles with future needs.\n
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Dr. Talmeez Fatma Naqvi, doctorate from Jamia Millia Islamia is associated with Maulana Azad National Urdu University and teaching at Bhopal College of Education of the University. Her book Teachers in Classroom: The Perceptual Roadblocks (Shipra Publications, 2010) has been well received in the academic world. Dr. Naqvi has participated in a number of national and international level seminars, and contributed about a dozen scholarly essays which have appeared in journals, national and international and edited works. Besides, she has worked on a number of research projects in the Department of Psychology, I.A.S.E. (Jamia Millia Islamia), Institute of Applied Manpower Research and N.C.E.R.T. Delhi.\n
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Education,M.ed/B.ed./D.ed. |
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POPULATION EDUCATION |
J.C. AGGARWAL |
9788175414624(HB) |
9788175414631(PB) |
2013 |
|
|
xii + 353 pp
|
350.00 |
1450.00 |
Concepts of Population Education; Needs & Importance of Population Education; Objectives of Population Education; Population Situation in India; Population Situation in Developed & Developing Countries: With Special Reference to India; Key Statements about Population; Their Impact on Country’s Development & Need for Population Education; National Policy on Education (NPE) & Population Education; Growing Population: Need & Importance of Population Education in India; Implementation of Population Education Programme: Role of Variour Agencies; Strategies for Transacting Population Education Curriculum; Population Education Curriculum at Various Levels ( Including Elementary); Teaching Methodology of Population Education; Population Education & Teachers; Small Family Norm Significance & Societal Level; Interrelation Between Population Growth & Quality of Life; Resource Generation & Impact of Population Growth; Sex Education for Population Control & Quality of Life; Population Growth & Economic & Human Development in India; Population Education Programme in India History & Development; Population Education & Environment Education; Population Control & Family Planning in India; History & Development; Reproductive Health; Population Control: Education & Empowerment of Women; National Population Policy (2000 A.D.); India’s Population, Progress, & Human Development: An Overview; World Population, Environment, Development & Poverty; Evaluation in Population Education; Population Dynamics: Distribution and Density; Popolation Composition: Age, Sex, Rural and Urban; Fertility, Mortality and Migration; World Population: Trends and Its Economic, Social, Political and Educational Implications; Malthusian Theory of Population; Mass Media and Audio-Visual Aids in Population Education; Practical Work: Chart, Curves, Graphs & Maps Related to Population Education,; Appendix: National Environment Policy 2006
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The population growth rate has affected the quality of life of the people. The citizens, while in educational institutions, should understand various issues related to the population problem.
This book covers the need to study population dynamics and its utility to prospective educators. Sex education, family planning and their relation with the population are discussed. It highlights the fact that population growth and economic-cum-human development of a country act and react to each other and in this race the latter is always the loser. Facts and figures of Census of India 2001 and Population Policy of India 2001 have been analysed.
The book should be useful to several sections of the society interested in population dynamics and development on account of its wide coverage and update data.\n
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J. C. Aggarwal is a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration, Delhi. He worked at the grassroots level as a Post-graduate teacher, principal, plan evaluation officer, and educational supervisor and administrator. He has also taught in a Post-graduate Teacher Training College. He is widely travelled and has written extensively on education and contemporary issues.\n
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Education |
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SCORING MORE MARKS IN BOARD EXAMINATIONS |
H.S. SRIVASTAVA |
8183640125(PB) |
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2013 |
|
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72+vi, revised. edition
|
80.00 |
0.00 |
1. Why this Monograph?
2. Core to inculcate for facing examinations
3. Tackling different forms of questions
4. Tackling question papers/tests
5. Attaining better success in practical examinations
6. Examiners general observations
7. Statements of students about performance shortfalls
8. Physical fitness during examination preparation
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Education,M.ed/B.ed./D.ed. |
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SECONDARY EDUCATION AND MANAGEMENT |
J.C. AGGARWAL, S. GUPTA |
9788175416963(HB) |
9788175416970(PB) |
2013 |
|
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xv+319 pp (2nd Ed. in 2008), 2013 impression
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350.00 |
1450.00 |
Preface
UNIT I: DEVELOPMENT OF SECONDARY EDUCATION IN INDIA
1. Nomenclature of Secondary Education and the Characteristics of Learners at this Stage
1.1 Nomenclature of Secondary Education/School-World Overview
1.2 Nomenclature of Secondary Education/Secondary School in India
1.3 Characteristics of the Secondary Stage
1.4 Central Advisory Board of Education (CABE) Committee 2004-2005 on the Characteristics of Secondary Education
2. Significant Developments in Secondary Education in India During the Pre-Independence Period
2.1 Important Documents and Policy Decisions Having Bearing on Secondary Education
2.2 Charter Act of 18 I3
2.3 Macaulay's Minute of 1835: Macaulay as the Architect of the British System of Education in India
2.4 Lord William Bentinck's Resolution (March 7, 1835)
2.5 Formulation of the Education Policy in India
2.6 Lord Harding's Proclamation (1844)
2.7 The Despatch of 1854 and It Impact on Secondary Education
2.8 The Hunter Commission (1882) and Its Impact on Secondary Education
2.9 The University Commission of 1902 and Its Impact on Secondary Education
2.10 National Education Movement and National Council of Education (1906)
2.11 The Calcutta University Commission or the Sadler Commission of 1917 and Its Impact on Secondary Education
2.12 The Hartog committee 1929 and Its Impact on Secondary Education
2. I3 The Sapru Committee of 1934 and Its Impact on Secondary Education
2.14 The Abbot-Wood Report (1936-37) and Its Impact on Secondary Education
2.15 The Sargent Report 1944 and Its Impact on Secondary Education
2.16 Expansion of Secondary Education
2.17 An Overview of the System of Secondary Education in India During the British Period
3. Secondary Education Commission (1952-53)
3.1Pattern of Education Including Secondary Education as It Existed at the Time of the Appointment of the Secondary Education Commission
3.2 Background to the Appointment of the Secondary Education Commission (1952-53)
3.3 Appointment of the Secondary Education Commission (1952-53)
3.4 Terms of Reference
3.5 Functioning of the Commission
3.6 Major Recommendations of the Commission
3.7 Evaluation of the Report and Its Impact
3.8 Impact of the Report of the Secondary Education Commission
3.9 Secondary Education Commission on the Construction of the Curriculum at the Higher Secondary Stage
3.10 Secondary Education Commission on Different Types of Secondary Schools Including Multipurpose Schools
4. Indian Education Commission or Kothari Commission (196466) on Secondary Education
4.1 Background of the Appointment of the Education Commission
4.2 Composition of the Kothari Commission
4.3 Terms of Reference
4.4 Essence of the Report -Needed Educational Revolution
4.5 Important Issues in Secondary Education (Classes VIII-XII)
4.6 National Structure of Education-Proposed by Kothari Commission
4.7 Education Commission on Curriculum Reform
4.8 Religious Education and Secular Education
4.9 Education Commission and Teachers
4.10 Common School System
4.11 Equalisation of Opportunities
4.12 Vocationalisation at the Higher Secondary Stage
4.13 Implementation of the Recommendations of the Education Commission
5. NPE (1986), Ramamurti Committee (1990-91) and Programme of Action (1992)
5.1 Secondary Education and National Policy on Education (1986)
5.2 Need for the Formulation of NPE (1986)
5.3 Process for the Formation of the NPE
5.4 Salient Features of NPE
5.5 NPE on Secondary Education
5.6 Pace-Setting Schools
5.7 Vocationalisation
5.8 Reorienting the Content and Process of Education (Part 8)
5.9 National Policy on Education, 1986: Programme of Action (POA) (1986)
5.10 Evaluation and Observations on NPE 1986 and Programme of Action 1986
5.11 Committee for Review or Ramamurti Committee on National Policy on Education, 1986
5.12 Observations on the Report
5.13 Revised National Policy on Education (1992)
5.14 NPE and Programme of Action 1992
5.15 Observations and Implementation of the Programme of Action
6. Constitutional Obligations Related to Education (With Special Reference to Secondary Education)
6.1 Education in the Concurrent List
6.2 Various Constitutional Provisions Relating to Education
6.3 Educational Administration at the National Level
6.4 A Meaningful Partnership
6.5 Constitutional Provisions and Designed Changes in Secondary Education
UNIT II : SECONDARY EDUCATION IN INDIA PROBLEMS AND ISSUES
7. General Aims of Secondary Education
7.1 Significance of Secondary Education and Needs of India
7.2 Secondary Education Commission on Aims of Secondary Education in India
7.3 Aims of Secondary Education arid Education Commission (1964- 6)
7.4 Aims of Secondary Education According to Ishwar Bhai Patel ommittee (1977)
7.5 Aims of Secondary Education as Stipulated in the National ommittee on Higher Secondary Education or +2 Committee or Adiseshiah Committee (1977-78)
7.6 Aims of Secondary Education According to NPE, 1986
7.7 Aims as Formulated by the International Commission for the wenty-First Century (1993-96)
7.8 Aims of Secondary Education in Behavioural or Functional or Operational Terms
7.9 Broad Aims of Education Including Secondary Education as Visualised in the National Curriculum Framework 2005 (NCERT)
7.10 Summing Up the Aims of Secondary Education
8. Quality of Secondary Education
8.1 Meaning of Quality in Secondary Education
8.2 Quality of Secondary Education in Terms of Aims
8.3 Improving the Quality of Secondary Education
9.Qualitative Expansion and Universalisation of Secondary Education: Financing in India
9.1 Reasons for Expansion of Secondary Education
9.2 Observations and Recommendations of the CABE Committee on Universalisation of Secondary Education (2004-05)
9.3 Financial Projections
10. Secondary Education for the Twenty-First Century
10.1 UNESCO International Expert Meeting (2001)
10.2 Executive Summary of the Consensus of the UNESCO International Expert Meeting
10.3 General and Selective (Vocational) Education
10.4 Cognitive and Behavioural Outcomes
10.5 Other themes identified by the meeting that Secondary Education is, or will be, facing in achieving its new objectives and functions included:
10.6 Resources and/or Strategies Needed to Respond to the New Objectives and Functions of Secondary Education and to Manage the Themes or Dilemmas
11. Secondary Education Curriculum
11.1 Curriculum Construction Framework
11.2 Mechanism of Curriculum Development in India
11.3 Brief History of Curriculum Reforms in India
11.4 National Curriculum for Elementary and Secondary Education (1988)
11.5 NCERT 'National Curriculum Framework for School Education' (2000)
11.6 National Curriculum Framework (2005)
11.7 Evaluation of the National Curriculum Framework for School Education
11.8 CBSE Scheme of Studies
12. Methods of Teaching
12.1 Need for Dynamic Methods of Teaching
12.2 Meaning of Teaching Method
12.3 Objectives and Characteristics of Good Methods of Teaching
12.4 Classification of Methods of Teaching
12.5 Brief Description of Methods of Teaching
12.6 Important Methods of Teaching
12.7 Relative Merits and Limitations of Teaching Methods
12.8 Inductive and Deductive Methods of Teaching
12.9 Analytical-Synthetic Method
12.10 Problem solving Method of Teaching
13. Human and Physical Resources
13.1 Concept and Meaning of Human and Physical Resources
13.2 Human Resources
13.3 Norms for Post Fixation
13.4 Norms for Human and Physical Resources for Secondary School (Classes IX and X) Recommended by Central Advisory Board of Education Committee (CABE Committee), Department of Education, Ministry of Human Resources Development, Government of India (2004-2005)
13.5 School Plant
13.6 Selection of School Site or Place
13.7 Higher Secondary School Buildings: Area Requirements for Different Rooms/Purposes
13.8 Types of Building Design of School (Generally Applicable to a Government school)
13.9 Secondary School Laboratories
13.10 The Playground as the Uncovered School
13.11 National Policies on Education (1986 1992): School Infrastructure
14. Administration of Secondary Education
14.1 Vital Role of the State Government in Secondary Education
14.2 State Level Educational Bodies in the Field of Secondary and Higher Secondary Education or Relating to Secondary and Higher Secondary Schools
14.3 School Boards of Education
14.4 State Council of Educational Research and Training
14.5 Administration of the School and Education Code
14.6 The Head of the Secondary School
14.7 Important Management Roles
14.8 Duties and Responsibilities of the Head of the School
14.9 Delegation of Authority/Power
14.10 Accountability in School Education: Importance, Need and Meaning
15. Evaluation
15.1 Meaning of Evaluation
15.2 Triangle of Objectives, Learning Experience and Evaluation
15.3 Purposes of Evaluation
15.4 Total Scheme of Comprehensive Evaluation
15.5 Evaluation Devices or Tools
15.6 Continuous and Comprehensive Evaluation (CEE)
15.7 Main Types of Evaluation
15.8 Summative Evaluation
15.9 Formative Evaluation
15.10 Criterion-Referenced Test or Criterion Reference Evaluation
15.11 Norm-Referenced Test (NRT) or Nonn-Referenced Evaluation
15.12 Diagnostic Evaluation
15.13 Traditional System of External and Internal Examinations
15.14 Reforms in the System of Examinations
15.15 Design of the Question Papers (Secondary/Senior Secondary)
15.16 Grading Scheme of the Central Board of Secondary Education (CBSE, Delhi)
15.17 Cumulative Record Card
15.18 Characteristics of a Cumulative Record
16. Vocationalisation of Education'at the Secondary Level
16.1 Meaning of Vocationalisation of Education
16.2 Need for Vocational Education at the Secondary Stage
16.3 Major Steps Taken in Vocationalisation of Education
16.4 Targets Set and Achieved in NPE, 1986 and 1992
16.5 Slow Progress and Problems of Vocationalisation
16.6 Suggestions for Accelerating Vocationalisation of Secondary Education
17. Distance Education and Open Learning
17.1 Nomenclature of Distance Education and Learning
17.2 Meaning of Distance Education
17.3 Correspondence Education, Open Learning, Formal Education and Distance Education
17.4 Chief Characteristics of Distance Education
17.5 Main Objectives of Distance Education
17.6 Merits and Limitations of Distance Education
17.7 Brief History of Distance Education in India
17.8 Distance System of Education at Work
17.9 National Institute of Open Schooling (NIOS)
17.10 Objectives
17.11 Courses Offered
17.12 Examination System
17.13 Public Examination/Scheme of Examination
18. Teacher Education at Secondary Level: Pre-Service and In-Service
18.1 Meaning of Teacher Education
18.2 Need and Significance of Teacher Education
18.3 Objectives of Secondary Teacher Education and Higher Secondary Teacher Education
18.4 Types of Teacher Education and Institutions
18.5 State of Teacher Education in India: Shortcomings
18.6 Revitalising and Modernisation of Pre-Service Teacher Education
18.7 In-Service Education of Teachers
18.8 National Council for Teacher Education (NCTE)
UNIT III : SPECIFIC ISSUES AT THE SECONDARY LEVEL
19. Moral Education
19.1 Introduction
19.2 Need for Moral Education
19.3 Definition and Meaning of Moral Values
19.4 Development of Moral Values
19.5 Moral-oriented Thoughts from Religious Scriptures
19.6 Illustrative List of Programmes and Moral Values Inculcation
19.7 Role of the Teacher in the Promotion of Moral Values Among Students
19.8 Summing Up
20. Women's Education
20.1 Importance of Women's Education
20.2 Progress of Women's Education in India
20.3 Wide Gap Between Girls' Education and Boys' Education
20.4 Measures for the Promotion of Girls' and women Education
20.5 Committees and Commissions on Women's Education
20.6 Differentiation of Curricula for Boys and Girls
20.7 Co-Education at the Secondary Stage
20.8 Empowerment of Women: Equality and Education
20.9 NPE and Education of Girls
21. Study of Secondary Education System in USA, UK, Germany and Japan
21.1 Secondary Education System in USA
21.2 Secondary School as the Key Stone
20.3 Objectives of Secondary Education
21.4 Salient Features of Secondary Education
21.5 Curriculum
21.6 Beyond the Curriculum
21.7 Vocational Education
21.8 Problems at the Secondary Stage of Education in the USA
21.9 Secondary Education System in the UK
21.10 Secondary Education in England and Wales: Chief Features
21.11 Grammar Schools
21.12 Secondary Education in Germany
21.13 Secondary Education in Japan
21.14 Comprehensive Schools
21.l5 Public Schools
UNIT IV: SCHOOL MANAGEMENT
22. Concept of School Management: Characteristics and Scope
22.1 Meaning of the Concept School Management
22.2 Characteristics of School Management
22.3 Objectives of School Management
22.4 Main Function of School Management
22.5 Scope of School Management: 5 M's
22.6 School Management Process
22.7 Principles of Efficient School Management
22.8 Flexibility and Not Rigidity in School Management: Management Good Servant but a Bad Master
22.9 Changing Concept, Functions and Scope of School Management: Factors Affecting School Management
22.10 Autocratic and Democratic School Management
22.11 Chief characteristics of a Well Managed School
23. Management of Human and Material Resources: Role of the Head of the School
23.1 The Authoritarian Manager and the Democratic Manager
23.2 Concept of Human-Oriented Management and Leadership
23.3 The Head of the School and Human Relations Including Relations with the Staff
23.4 Staff Meetings
23.5 Managing Human Relations with Students Parents and the Community
23.6 Significance of Each Letter of the word 'Headmaster': Qualities of the Head of the school
23.7 Managing Material Resources
23.8 Meaning of Physical Resources
23.9 Principles of Managing Material Resources
23.10 Management of School Finances
23.11 Major Characteristics or Qualities of the Head of the School for the Management of Human Resources and Material Resources
24. School Time-Table
24.1 Concept of School Time-table
24.2 Significance of the School Time-table: Spark Plug of the School
24.3 Types or Forms of a School Time-table
24.4 Principles of School Time-table Construction
24.5 Problems in the Construction of the Time-table
24.6 Tyranny of the School Time-table and Modem Protests: Flexibility of Time-table
25. Classroom Management: Role of the Teacher
25.1 Meaning and Concept of Classroom Management
25.2 Significance of Classroom Management
25.3 Importance of the Classroom as a Social Group
25.4 Four-Fold Process of Class-Room Management
25.5 Principles of Classroom Management
25.6 Influencing Factors of Classroom Management
25.7 Important Elements in the Classroom Management
25.8 Techniques of Classroom Management
25.9 Class Discipline: Code of Behaviour
25.10 Instructional Input
25.11 Instructional Input and Teaching Skills
25.12 Discipline (School Discipline and Class Discipline)
25.13 Manifold Roles of the Teacher
25.14 Characteristics and Qualities of an Effective Teacher
25.17 Summing up the Characteristics of an Effective Teacher
25.18 'A' to 'Z' of Effective Teacher and Effective Classroom Management and Instruction
25.19 Social Management and Classroom Management
26. Maintenance of School Records
26.1 Indispensability of School Records
26.2 Need of School Records
26.3 Need of School Records for the School Management, Classroom Teachers and Pupils
25.4 Maintenance and Essential Requisites of School Records
26.5 Mode of Keeping Records
26.6 Broad Classification or Type of School Records
26.7 Description of Some Important Records
26.8 Specimen of School Records
27. Organising School Library
27.1 Importance of the School Library: Library as the Hub and Centre of School Life
27.2 Important Functions of a School Library
27.3 State of School Libraries in India
27.4 Main Characteristics of a Well Managed School Library
27.5 Encouraging Students to Make the Best Use of School Library
27.6 Central or Class Library
27.7 Role of the Teachers in Encouraging Students to Use Library
28. Organisation of Co-Curricular Activities
28.1 Concept of Co-curricular Activities
28.2 Types of Co-curricular Activities
28.3 Importance of Co-Curricular Activities
28.4 Principles of Organising Co-curricular Activities
28.5 Role of a Teacher in Co-curricular Activities
28.6 Causes of Lack of Due Interest among the Students in the Co-curricular Programme
28.7 Causes of the Lack of Interest among Teachers in Organising Co-curricular Activities
28.8 Limitations of a Co-curricular Programme
27.9 Description of Various Co-curricular Activities
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This is one of the few books dealing exclusively with Secondary education. It provides an extensive as well as an in-depth analysis of all important issues and problems relating to secondary education. The period covered in this book is since 1813 however focus is on the contemporary period. The volume is organized on three themes namely Development of Secondary Education in India Issues and Problems and School Management and it takes note of financial aspect also.
It highlights the often forgotten element that secondary education is the terminal stage for the majority of the population in India and as such it should receive priority over other stages of education.
The book may be an essential reading for a wide range of potential readers having interest in the subject.\n
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J.C. Aggarwal is a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks Delhi Administration Delhi. He worked at the grassroots level as a Post-graduate teacher principal plan evaluation officer and educational supervisor and administrator. He also taught in a Post-graduate Teacher Training College. He is widely traveled and has written extensively on education and contemporary issues.
S Gupta is Post Graduate from Delhi University Delhi and has been associated with teaching for the last twenty years. She has widely travelled and participated in several school programmes. She has authored a book entitled Education in Emerging India and co-authored three books.\n
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0.00 |
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Education,M.ed/B.ed./D.ed. |
|
SHIKSHA MANOVYAN AVM MANOVEGYANIK PARIKSHAN |
PRAVEEN SHARMA |
9788175415188(HB) |
9788175415195 |
2013 |
|
|
251pp, 2013 imp.
|
250.00 |
550.00 |
|
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/9788175415195.jpg |
Education |
|
SHIKSHAN KE SIDDHANTH TATHA VIDHIYAN |
J.C. AGGARWAL |
9788175414549 (HB) |
9788175414556 (PB) |
2013 |
|
|
296 pp
|
295.00 |
695.00 |
hindi book
|
hindi book\n
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hindi book\n
|
|
SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000387.jpg |
Education |
|
WESTERN EDUCATIONAL PHILOSOPHERS |
JAGDISH CHAND |
9788183640930(HB) |
978183640947 (PB) |
2013 |
|
|
vi+162 pp
|
200.00 |
595.00 |
Preface
1 Confucius (551-479 B.C.)
2 Socrates (469-399 B.C.)
3 Plato (427-347 B.C.)
4 Aristotle (384-322 B.C.)
5 Erasmus Desiderius (1467-1536)
6 Michel De Montaigne (1533-92)
7 Jan Amos Comenius (1592-1670)
8 Jean Jacques Rousseau (1712-1778)
9 Immanuel Kant (1724-1804)
10 John Henrich Pestalozzi (1746-1827)
11 Frederich August Froebel (1782-1852)
12 Abraham Lincoln (1809-1865)
13 Herbert Spencer (1820-1903)
14 Leo Tolstoy (1828-1910)
15 Annie Besant (1847-1933)
16 John Dewey (1859-1952)
17 Emile Durkheim (1858-1917)
18 A.N. Whitehead (1861-1974)
19 T.P. Nunn (1870-1944)
20 Maria Montessori (1870-1952)
21 Bertrand Russell (1872-1970)
22 Isaacs Susan (1895-1948)
23 Paulo Freire (1922-1977)
24 Marshall McLuhan (1971-1980)
25 Brief Notes
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0.00 |
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Asia/International Relations, |
|
BANGLADESH SINCE 1952 LANGUAGE MOVEMENT |
ABANTI ADHIKARI |
978-81-7541-597-3 |
|
2012 |
|
|
viii+ 182pp
|
0.00 |
550.00 |
Acknowledgements
1. Introduction
2. Muslim Community in Bangladesh
3. Historiography on the Partition of Bengal
4. Islam and Islamic Fundamentalism in Bangladesh
5. 7-71: Birth of a Nation
6. The War of Independence (1971)
7. Politics and Religion in Bangladesh, 1972-75
8. Religious Currents and Cross-Currents, 1975-90
9. Minority Sects in Bangladesh
10. March Towards Islamization, 1991-2004
Select Bibliography
Index
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It is a scholarly analysis of political and religious history of Bangladesh from 1952 to 2004. The book may be found useful by researchers, archivists and readers having interest in South Asia.\n
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Abanti Adhikari, the Head of the Department of History, Narasinha Dutta College, Howrah, is a Project Fellow, Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata. She has to her credit several articles published in English and Bengali on the history of Bangladesh.\n
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Asia/International Relations |
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BUDDHISM IN ASIA: TRADITIONS AND IMAGERIES |
ANITA SENGUPTA, SUCHANDANA CHATTERJEE, S. BHATTACHARYA |
9788175416406 |
|
2012 |
|
|
112 pp
|
0.00 |
495.00 |
Introduction
1. Buddhism in Kalmyk Republic: Traditions and Revitalization
Baatr Kitinov
2. Nikolai Roerich and the Myth of Shambhala: The Lure of Utopic Imagination
Rashmi Doraiswamy
3. Nicholas Roerich-A Quest and Legacy
Manju Kak
4. Tibetan Buddhist Monks and Monasteries in Contemporary Buryatiya
Tsymhzhit P. Vanchikova
5. Situating Pilgrimage: Evaluating the Role of Myanmar Monasteries in South Asia
Swapna Bhattacharya (Chakraborti)
6. Orthodox Christianity and Buddhism: From Confrontation to Cooperation?
Olga V. Buraeva
List of Contributors
|
The volume aims to bring together a gamut of ideas about Buddhist traditions and imageries across the trans-Himalayan Buddhist space. It also focuses on varied experiences in Buddhist monastic landscapes and pilgrimage destinations in Asiatic Russia, South Asia and South East Asia. The articles not only reflect the sentiments of Eurasian scholars regarding a Buddhist space but also diverse opinions across that space.\n
|
Suchandana Chatterjee, Fellow at Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata
Anita Sengupta, Fellow at Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata
Susmita Bhattacharya, Fellow at Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata\n
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed. |
|
CHILD SCHOOLING IN INDIA |
PANKAJ DAS |
9788175416482(HB) |
9788175416499(PB) |
2012 |
|
|
x+172pp
|
295.00 |
995.00 |
1. Engagement of Critical Literacy and Pedagogy of Social Liberation: An Agenda in Schooling India/ Pankaj Das
2. Scheduled Tribe Children in Primary Schools: A Socio-Political Perspective/ Sambit Kumar Padhi
3. Lived Experiences of Tribal Children in the Classroom: An Insight from a Middle School in Jharkhand / Abhineet Kala Lakra
4. Inclusive Education of Children with Special Needs in Schools of Delhi: A Critique/ Sailaja Chennat
5. Teachers: Imperative Factor for Child Schooling at Elementary Level/ Jyotsna Ashok Amin and R.C. Patel
6. Purposes of School Social Work and Primary Education in India/ Ashish Agnihotri and Swati Bist
7. Schooling of Slum Children: A Case Study of NGO Run Schools in Delhi/ Pankaj Das and Shilpi Bhaskar
8. Child Schooling in India: The North-East India Perspectives/ Rupashree Paul and Bornita Purkayastha
9. Female Dropouts in Primary Education: A Case Study on Santhals of Odisha/ Sipra Sagarika
10. Schools as Spaces for Addressing Child Sexual Abuse/ Vertika Chowdhary
11. Education, Gender, Access and Participation to Elementary
Education: Bundelkhand Region of Uttar Pradesh/ Manju Narula
12. Child Rights and Educational Access/Prabuddh Kumar Mishra and Mary Bini. A
13. Investigating the Role of Community Participation in Elementary Schools: Dang District, Gujarat/ Priti Chaudhari
Contributors
|
The schooling of the child gives a broader picture canvassing the child's social-cultural milieu, psychological and emotional experiences and lived experiences of classrooms learning. where the education of the child is being shaped and reshaped for becoming a good future citizen. It connects the relationship between private domain and public domain of individual and transforms the individual child to social child. The child entry in formal institutions is a critical stage but it becomes more critical and complex when it is interwoven with caste, class, religion, region, gender and other socio- economic factors which provide an all together different experiences for the child. The book highlights the different experiences and dimensions of the child schooling It may be useful to the researchers, teachers an of education,\n
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Pankaj Das is a NCERT Doctoral Fellow at CIE, Department of Education, University of Delhi. He has more th publications to his credit in research journals. volumes. He also authored a book entitled Rsential led Dropout in Elementary Education. His areas of specialization are sociological understanding of girls' dropping out, education lisadvantaged, classroom processes and practices.\n
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0.00 |
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Political Science |
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CONGRESS-LED COALITION GOVERNMENT : CRISIS TO CRISIS |
C.P. BHAMBHRI |
9788175416246(HB) |
97881754163(PB) |
2012 |
|
|
x+242pp
|
295.00 |
650.00 |
Preface Introduction
SECTION I NATION AND STATES POLITICS
Not Just a Question of Rhetoric Politics of Social Sectarianism PA’s Drought of Governance Judicial Independence is Crucial National Security State Missing the Mark The Worrisome Babu-Neta Nexus Politics of Tokenism Uniformly Bad across States Beyond Caste-Based Identity Politics How not to Solve a Problem Social Inclusion: A Wasted Year Enter Coalition Compromise, Exit Ideology PA-II: Searching for Direction Case Census and its Implications Do-gooders Step into Government's Shoes Negotiations could help End Insurgency Congress has Betrayed its Ideals Why Democrats should Worry Deviant Regionalism Swamps UPA Through CWG We Fail Gandhi In Pursuit of Good Governance Playing the Messiah of the Dispossessed Manmohan Singh must Clarify Stand to Party Congress Non-ideological Pragmatism Faith and Belief cannot be Given Veto Power Over Rule of Law Bihar on Trial All in the Name of Public Service Trouble Piles up for Embattled Congress Institutionalisation of Corruption Future Bleak for Both National Parties Meaning of the Verdict Politics Beyond Stalled Parliament Reaping the Fruits of Economic Growth Convergence of Ideas Needed to Fight Maoists Corruption Impacts Governance India under UPA is Facing Serious Governance Deficit Judicial Activism can Prove Harmful but Gloating will not Help Maoists Bereft of Marxist Ideology Unravelling Coalitions Alliances of Convenience, not Ideology Voters are Conscious of Their Rights Political Funding: Need vs. Greed but isn't the Constitution Supreme? New Challenges for Communists Is it New Satyagrah or Mobicracy Trivialising the Nation's Political Process Isn’t Corruption Endemic to all Democracies? The Greatest Mess since Partition Uncertain Politics Ahead Challenges Facing the Congress The Claws of the Lotus Lovers Challenges Facing Indian Democracy Complexity of Indian Electoral Mood Identity and Competitive Electoral Politics No Socialism in the Preamble? It Means Abandoning Ideals of Equality Politics Beyond Parties Spreading Canards in the Name of Fighting Corruption Potential of Mass Movements
SECTION II FOREIGN POLICY Soft PM's Soft Stand on TerrorAd-Hocism as Foreign PolicyGungi Gudiya who Took on Uncle SamA Shared Destiny: India, China can Rise by Working Together India-China: Cold Peace Public Relations Exercise Worrisome US Policy Look Beyond American Kaylan is a better bet than Gilani Needed, a Foreign Policy Review Asian Century: Cooperation or Conflict? Why UPA2 must Revise Talks Strategy Kashmir: Victim of Vested Interests LoC as De Jure Border is a Possible Solution The Dualism Obama Represents it’s Time to Emerge out of America's Shadow Checkmating China Needs Serious Engagement Need to Scrutinise India's Foreign Policy New Strategic Realities Emerging in Asia PA has Failed on Foreign Policy Front Index
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The Congress-led UPA government had actively pursued its agenda of governance from 2004 to 2009, but during its second phase, from 2009 to 2011, it seems to have lost its will to govern and has been engaged only in fire fighting. The study reveals that domestic and foreign policies of the government show its lack of direction. Explanations have been offered for the lacklustre and agendaless performance of the government. The focus is on the causes of 'crisis of governance' since 2009.\n
|
C P Bhambhri, currently 'Distiguished Scholar' of Jawaharlal Nehru University, New Delhi, has been Professor and Dean of the School of Social Sciences. He also has been a Visiting Professor to McGill University, Canada and Dar-Es-Salaam University, Tanzania. He is a prolific writer who has published in international and national academic professional Journals and has also intervened through newspapers articles.\n
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Economics,Social Work |
|
DOMESTIC WOMAN-WORKERS IN INDIA |
SEEPANA PRAKASAM |
978-81-7541594-2 |
|
2012 |
|
|
200pp
|
0.00 |
550.00 |
Preface
List of Tables and Figures
Acronyms
I. Introduction
II. Review of Literature
III. Distressed Labour Migration
IV. Urban Poverty in India
V. Profiles of Chandigarh
VI. Living Conditions of Female Domestics
VII. Live-in and Live-out Domestics
VIII. Prospects, Problems and Policy Implications
IX. Decent Work for Female Domestics
Appendices
A: Case Studies
B: Schedule
Bibliography
Index
|
Domestic work, largely performed by woman labourers in urban areas, is becoming a major and growing activity not only in developing countries but also in industrialized world. Majority of domestic workers are migrants and belong to ethnic minority communities. Their working conditions are disgusting with long working hours, low pay and absence of social security. The volume discusses the magnitude of informal sector and urban poverty in India; and studies the living conditions, problems and prospects of live-in and live-out domestic woman workers in a city.\n
|
Dr. S. Prakasam is working as Assistant Professor of Economics in the Post Graduate Education Department of Chandigarh Administration. He did his Ph.D. in Demography/ Labour Economics from Andhra University, Visakhapatnam.
Dr. Prakasam has presented papers in more than 25 national and international conferences and his research papers have been published in national journals. He has to his credit three books-Migrant Labour in India: Issues and Concerns, Facts of Indian Economy in the Competitive World, and Dynamics of Rural Poverty in India.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed. |
|
EDUCATION AMONG SCHEDULED CASTE: PRIVATIZATION AND ENROLMENT PERSPECTIVES IN HIGHER EDUCATION |
DHARMA RAKSHIT GAUTAM |
9788175416543(HB) |
9788175416550(PB) |
2012 |
|
|
152pg
|
200.00 |
850.00 |
Preface
I. Educational Scenario of Scheduled Castes of India
II. Scheduled Castes in West Bengal
III. Scheduled Castes Education in India and Literature
IV. Research Approach
V. Participation of Scheduled Castes in Education
VI. Problems, Prospects and Suggestions
Bibliography
|
Educational exclusion of the scheduled castes since the ages has made higher education for them (in particular) as a 'merit' good. Inducing privatization to higher education could sacrifice the vulnerable interests of scheduled caste students. Arguments supporting phenomenon of privatization are based on providing economic efficiency and therefore growth. However stark social realities of India make the system impervious to channel any element associated with inclusive growth.
The book deals with the issue of privatization of Indian higher education while analyzing the various texts and policies. Further the situation of scheduled caste students has been located through analysis of their enrolment trend after the formal beginning of privatization in 1991. It also discusses the gender disparity within the scheduled caste group. Readers having interest in the subject may find the book useful\n
|
Dharma Rakshit Gautam is a doctoral scholar at National University of Educational Planning and Administration (NUEPA), New Delhi. His learning has traversed from Hans Raj College of Delhi University to Jawaharlal Nehru University, New Delhi. Research experience at NUEPA is utilized to conduct study on privatization of higher education as a social issue and also a matter of economic concern. He is engaged in exploring the area of social exclusion at higher education.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed. |
|
EDUCATION FOR MENTAL HEALTH: RETHINKING ISSUES IN GUIDANCE AND COUNSELLING |
NAMITA RANGANATHAN (Ed.) |
9788175416444(HB) |
9788175416451(PB) |
2012 |
|
|
viii+264pp
|
295.00 |
1500.00 |
Preface
Introduction
1. Stress and Burnout: Promoting Resilience Among School Teachers
Ambika Bhatia
2. Mental Health Concerns of School Children: A Psycho-Educational Perspective
Anita Vaidyanathan
3. Understanding Children's Play at Pre-Primary Level: A Psychosocial Perspective
Anshika Gupta
4. Locating Children's Well-Being in National Policies on Mental Health and Education
Dinkar Saxena
5. Psychological Stress: The Experience of the Science Student
Gagandeep Bajaj
6. Adolescence in India: Issues and Concerns
Kavita Vasudev
7. School Life Experiences of Children with Learning Disabilities as Reflected in their Classroom Interaction and Social Adjustment in Schools
Ravneet Kaur
8. Deconstructing Harry Potter: A Psycho-Educational Perspective
Shefali Srivastava
9. Towards Better Interpersonal Relationships during Adolescence: A Life Skills Approach
Shivani Arora
10. Stress Management: A Life Skills Approach
Sujata Lakhani
11. Gender Issues in Mental Health
Toolika Wadhwa
12. Exploring the Gender and Class Contours of Adolescent Identity
Vandana Siddharth Grover
13. Lifting the Veil off a Dark Childhood Secret: A Study of Child Sexual Abuse
Vertika Chowdhary
14. Development of Self and Identity through Schooling Processes: A Case Study of Mirambika
Vikas Beniwal
On a Concluding Note…
Contributors
|
The book is an anthology of fourteen research articles and perspective papers in the discipline of mental health. It aims to dispel the misconception that issues of mental health are clinical in nature and are only relevant to the discipline of psychology. The articles attempt to connect the practice of Mental Health to everyday life and not restrict Guidance, Counselling and Psychotherapy to clinical settings. A strong introduction and some conclusive ideas for educators have been woven in to this end. After reading the book, the reader will be able to construct a more expansive notion about what guidance and counseling are and understand how they naturally constitute the core of Education for Mental Health. The book re-defines guidance and counseling and concludes by presenting a framework to schools for organizing mental health services. It is hoped that the anthology will make informative and insightful reading for all those interested in children, education and society.\n
|
Namita Ranganathan is a Professor at the Central Institute of Education, Department of Education, University of Delhi. She has been teaching courses in Educational Psychology, Personality Studies, Child and Adolescent Development and Education for Mental Health at the B.Ed, M.Ed, M.Phil and PhD levels since the last twenty five years. She is a Consultant to different National bodies, Voluntary Agencies and Non-Governmental Agencies. She conducts a number of workshops in schools on different dimensions of understanding and knowing children and adolescents, training teachers to be counselors and sensitizing different stakeholder groups to issues related to emotional well being. The spectrum of her published writings include a book, research papers, chapters in books, training modules and action programmes for field implementation.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed. |
|
EDUCATION IN EMERGING INDIAN SOCIETY(in urdu) |
SAJID JAMAL, ABDUL RAHEEM |
9788175416338(HB) |
9788175416345(PB) |
2012 |
|
|
xxv+302pp
|
250.00 |
750.00 |
|
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000506.jpg |
Education,M.ed/B.ed./D.ed. |
|
EDUCATION IN WEST BENGAL: LOOKING BEYOND SCHOOLS |
SEBAK KUMAR JANA |
9788175416291(HB) |
9788175416307(PB) |
2012 |
|
|
xvi+164pp
|
200.00 |
850.00 |
Foreword
Preface
List of Tables and Figures
Abbreviations
I. Perspectives on Higher Education in India
Introduction
Growth of the Higher Education in India
Policies and Recommendations in Higher Education in India
UGC Schemes
Issues in Higher Education in India
State-wise Facts about Higher Education Development in India
2. Higher Education in West Bengal: Trends and Patterns
Pattern and Growth of the Higher Education Institutions
Universities and National Institutes
General Degree Education
District Level Analysis of Higher Education in West Bengal
The Comparative Position of West Bengal in Higher Education with the Other States in India
Expenditure Pattern of Higher Education in West Bengal
Areas of Concern in Higher Education in West Bengal
3. Quality of Higher Education in West Bengal
NAAC Weights
West Bengal in NAAC Assessment
Rural Urban Disparity in Quality in Higher Education in West Bengal
Grade-wise Disparity in Quality in Higher Education in West Bengal:
Ordered Logit Estimation Result: Factors Affecting the Grades of Colleges
4. Higher Education in West Bengal: A Case Study on Vidyasagar University
Enrolment in Colleges under Vidyasagar University
Results of the Colleges
Fee Structure and Budget of the Colleges
Co-Curricular Activities: NSS Activities and Sports in Colleges
Some Primary Survey Results on Facilities in Colleges
Some Results from Primary Survey: Opinion of Students
Achievements and Problem Areas as Identified by Some Colleges
Efficiency Analysis of Colleges under Vidyasagar University
5. Conclusion
References
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Higher education plays a very crucial role in an economy by providing knowledge workers in industry and services. The state of West Bengal has a great legacy of higher education in India. The book searches for the present condition of higher education in the state by looking into some important parameters in higher education like quality, expenditure pattern, nature of enrolment etc. The book also attempts to find the major areas of concern in the higher education sector with particular reference to the state of West Bengal.\n
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Dr. Sebak Kumar Jana is Reader at the Department of Economics with Rural Development, Vidyasagar University in West Bengal. Dr. Jana was graduated from Presidency College, Kolkata and obtained M.Sc. degree in Economics from University of Calcutta. He obtained M.Phil. and Ph.D. degree in Economics from Jadavpur University, Kolkata. His area of research includes environmental and resource economics and economics of education. He has publications in both national and international journals. He has also been associated with national and international research projects.\n
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Education,M.ed/B.ed./D.ed. |
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ELEMENTARY EDUCATIONAL TECHNOLOGY |
J.C. AGGARWAL, S. Gupta |
8175413573(HB) |
9788175413581(PB) |
2012 |
|
|
152+viii, rev. ed., 2014 reprint
|
130.00 |
750.00 |
Preface
UNIT I
CONCEPT OF EDUCATIONAL TECHNOLOGY
Meaning Need and Scope of Educational Technology
Difference Between 'Technology of Education' and 'Technology in Education'
UNIT II
BASICS OF TECHNOLOGY
Relationship Between Teaching and Learning
Variables of Teaching
Principles of Teaching
UNIT III
TECHNIQUES OF TEACHING
Teaching Skills: Micro-Teaching
Development of Specific Teaching Skills
Programmed Learning
Simulated Teaching
Team-Teaching
Computer Aided Instruction (CAI)
TV Transmission: Educational Television (ETV)
UNIT IV
COMMUNICATION
Concept of Communication
Modes of Communication: Audio Visual and Audio-Visual Aids
Edgar Dale's Cone of Experience and Principles
of Effective Communication
|
Advancements in Information and Communication Technology (ICT) have influenced almost all the dimensions of education and at all levels. Consequently a new discipline 'Educational Technology' has emerged recently. In this book an attempt is made to analyze the impact of technology on the theory and practices of teaching and learning.
The focus of this publication is on four broad themes - concept of educational technology including 'Technology of Education' and 'Technology in Education' role of educational technology in teaching and learning recent innovations in education as a result of the use of technology in education and lastly the new modes of communication in education. Wherever needed the text is illustrated with appropriate charts figures and diagrams for making it more meaningful and appealing.\n
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J.C. Aggarwal is a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks Delhi Administration Delhi. He worked at the grassroots level as a Teacher Principal Plan Evaluation Officer and Educational Supervisor and Administrator. He also taught in a PG Teacher Training College. He is widely travelled and has written extensively on education.
S Gupta is Post Graduate from Delhi University Delhi and has been associated with teaching for the last twenty years. She has widely travelled in India and abroad and has participated in several school programmes. She has authored a widely acclaimed book entitled Education in Emerging India and co-authored two books viz School Management and Great Philosophers and Thinkers on Education.\n
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Education,M.ed/B.ed./D.ed.,Reference |
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ENCYCLOPEDIA OF ELEMENTARY EDUCATION: 7 Vols Set |
J.C. AGGARWAL, S. GUPTA |
9788183640824 |
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2012 |
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0.00 |
5500.00 |
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The state shall Endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education to all children until they complete the age of 14 years.
Constitutional mandate 1950
"It shall be ensured that free and compulsory education of satisfactory quality is provided to all children up to 14 years of age before we enter the twenty first century."
National Policy of Education 1986
"Every child/citizen of this country has a right to free education till he completes the age of fourteen years."
Unnikrishnan Judgment 1993
The constitutional provision of universal elementary education has been a salient feature of national policy since independence. A number of schemes and programmes were launched in pursuance of the emphasis embodied in the NPE, 1986 and the POA, 1992. Elementary Education is must; social justice and equity are by themselves a strong argument for providing basic education for all. It is an established fact that basic education improves the level of human well-being and significantly contributes to economic growth.
A number of schemes and programmes have been launched at all levels to ensure free and compulsory education for all children up to the age of 14 years including District Primary Education Programme and Teacher Education. The set of seven volumes has been carved out for pre-service teachers with the hope that this may be useful to acquaint them with the elementary subjects.\n
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S Gupta is Post Graduate from Delhi University Delhi and has been associated with teaching for the last twenty years. She has widely travelled and participated in several school programmes. She has authored a book entitled Education in Emerging India and co-authored two books with Sh. J C Aggarwal.\n
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Asia/International Relations |
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EURASIA TWENTY YEARS AFTER |
ANITA SENGUPTA, SUCHANDANA CHATTERJEE, S. BHATTACHARYA |
9788175416390 |
|
2012 |
|
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616pp
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0.00 |
1650.00 |
Introduction: Perspectives on Twenty Years Afterix
Legacies and Images of the Soviet and 'Post Soviet'
1. Mythological Aftermath of the Post-Soviet Era
Oleg A. Donskikh
2. Mythmaking versus Forgetting in the Context of Post-Soviet Ethnic History in the Republic of Buryatiya, late 1980s-Early 2000s
Vsevolod Bashkuev
3. Soviet Deportation Policy of Nomadic Population in 1920-1930: The Case of Kyrgyzstan
Zuhra Altymyshova
4. The Soviet Republics in the Post-Soviet Space: Buryatiya in Search of Sovereignty
Marina N. Baldano, Svetlana V. Baldano
History and Historiography
5. Twenty Years After: New Histories Emerging
Isenbike Togan
6. Tibet in Soviet Studies
Tatiana Shaumian
7. Tools for Epiphany in New Histories in Central Asia: Sudden Revelation but Gradual Change in History Textbooks
Büþra Ersanlý
8. From Soviet Historiography to National Historiography: Continuities and Discontinuities in Azerbaijani Historiography
Y. Emre Gürbüz
9. The New Edition of the History of Siberia: Reviewing and Summarizing Trends in Contemporary Siberian Historiography
Denis Ananyev
Societies in Motion
10. Civil Society in Uzbekistan: Continuity and Innovation
Shirin Akiner
11. Between the State and Society: Position of Mahallas in Uzbekistan
Timur Dadabaev
12. Kinship Relations in Kyrgyzstan Following the Transition Period: The Case of Küntuu Village
Ãlhan Ãahin
13. Urbanization and the Process of Cultural Change in Kyrgyzstan194
Kishimjan Eshenkulova
14. Young People's Quest for Affordable Housing in Tashkent: The Transformation of Housing in Independent Uzbekistan
Hikoyat Salimova
15. Identity of Ukrainians: A Historical Perspective
Preeti Das
16. Political Islam in Central Asia: The Case of the Tajik Islamic Renaissance Party
Pinar Akcali
17. Terror, Islam and Imperatives of Reconciliation in Eurasia
P.L. Dash
18. The Role of Uzbek Islamic Extremists in the Civil Wars of Tajikistan, Afghanistan and Pakistan
Michael Fredholm
19. No Iron Curtain Against the South: Jihadi Influence in the Post-Soviet Space and its Potential for Conflict
Didier Chaudet
20. Islam in Post-Soviet Russia, its Resurgence and Impact with Reference to Chechnya
Debidatta Aurobinda Mahapatra
21. Politicization of Religion in the Context of Ethno Cultural Revival in Buryatiya
Darima Amogolonova
Institutions and Structures
22. Central Asian States: Alternative Models of Economic Development339
R.G. Gidadhubli
23. Dialectics of Transition in Central Asia: Kyrgyzstan's Move to Parliamentary Democracy
Ajay Kumar Patnaik
24. Challenges of Institutional Transformation in Central Asia: Perspective from Uzbekistan
Mirzokhid Rakhimov
25. From a Union to a Region: The South Caucasus between Similarities and Differences
Marilisa Lorusso
Cultural Representations
26. The New Holidays in Buryatiya, or New Life to the Old Calendar Holidays
Olga V. Buraeva
27. Dynamics of Transition: Films from Central Asia
Rashmi Doraiswamy
28. The "Fall" of the Soviet Union and the "Fall" of the Socialist Realist Literary Canon
Ranjana Saxena
29. The Musical Life of Post-Soviet Turkmenistan
Shakhym Gullyev
30. Musical Culture of Uzbekistan after Independence
Dilorom Karomat and Nigora Khasanova
Neighbourhoods
31. Gaps in the Fence: Negotiating Grassroots Relations in the Sino-Soviet Borderlands (1983-1993)
Sören Urbansky
32. Extra-Legal Practices of Natural Resource Management in the Russian Far East
Natalia P. Ryzhova
33. Looking beyond Geographic Neighbours: Post-Soviet Mongolia's "Third Neighbour" Policy
Sharad K. Soni
34. Mongolia in the Post-Soviet Space
V.B. Bazarov
35. The Legacy of the Ottoman Diplomacy in Central Asia and the Parallels with Modern Turkey
Roza Abdykulova
36. Central Eurasia: Relevance for India from Geopolitical and Economic Perspectives
Nivedita Das Kundu
Migration Patterns
37. Overcoming the "New Borders": Labour Migrants from Central Asia to Russia
Viktor I. Dyatlov
38. Demographic Transition in North Asia: Paradoxes of History
Vladimir A. Isupov
39. Migration Processes in the Post-Soviet Space (Russia and Central Asian Region)
Sayan Darzhaev
40. Age and Gender Structure of the Population of the Countries of Asia: General and Specific
Yana A. Kuznetsova
Contributors
Index
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The volume focuses on Eurasia during the last two decades, which mark both the disintegration of the Soviet Union and the appearance of fifteen new independent states in the global arena. On the one hand, twenty years of the collapse of the Soviet Union generated debates over the causes and consequences of the collapse. On the other hand, there have been discussions on what the last two decades meant for the emerging states, the individual and the community. The ways in which the newly independent states perceive themselves-i.e. as sovereign entities or as cosmopolitan spaces with pan-Iranian/pan-Turkic/pan-Mongol linkages sharing several pasts-have also been re-evaluated. Similarly, the rhetoric invoking national sovereignty, both in terms of its continuities and discontinuities, is being reassessed in several ways. Here, one needs to take note of the fact that the memory of the Soviet past remains vivid within the region. The volume explores how experiences of independence have been both similar and dissimilar for the former Soviet republics. It addresses the ways in which relationships and identities have been reconfigured, structures have been institutionalized, while issues like ethnicity still remain important. The wide gamut of impressions about Eurasia in the volume indicates sensitivities about this region. It also reflects the visibility of this region in international affairs.\n
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Anita Sengupta, Fellow at Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata.
Suchandana Chatterjee, Fellow at Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata.
Susmita Bhattacharya, Fellow at Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata.\n
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Literature/Language |
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FOLKTALES FROM THE LAND OF MAHABHARATA |
JAI NARAIN KAUSHIK |
9788175414501(HB) |
9788175414518(PB) |
2012 |
|
|
viii+176pp
|
160.00 |
300.00 |
1. A False-witness Family
2. Chiranjivi: The Temple Priest
3. Seeing is Unbelieving
4. A Foster-Son and Cotton-Seed
5. A Sweeper and the Queen
6. A Pitcher with Two Bellies
7. Samsu Teli
8. A Backbiter Wolf
9. Unwanted Guest
10. Baau: the Jester
11. Tribehead's Judgement
12. Hansa and Sandal Trees
13. Teku the Swindler
14. A Hookah Addict and Yamadutas
15. A Thug became Kotwal
16. The Quacks
17. Brave-Braver-Bravest
18. The Crusader Badshah and Wise Wazir
19. Can a Bullock Deliver a Colt
20. Badlu versus Aayaa Raam-Gaya Raam
21. Gyani, Dhyani and Rambai
22. Cunning Kirori
23. The Green Parrot
24. Four Takas Advice
25. Kurukshetra: The Ideal Battle Field
26. Disguised Chandaal
27. Sita Samadhi
28. Lakshmi and Tota
29. Mahadeva-Parvati and Ganga Snan
30. Bhartrihari
31. Eunches: The Looters
32. For Whom to Pray
33. A Daana and The Caged Parrot
34. Whose Wife is She
35. Kalavati Versus Kamlapati
36. Ramlu a Dhapaan
37. Teku: The Third Partner
38. Dhanvati Redeems Husband
39. Tailless Serpent
40. Rajhans and Beena
41. Sweat Soaked Quilt
42. A Long Bearded Woman
43. Mother's Debt-Unpaid
44. A Merchant and a Goldsmith
45. Cunning Musaddi
46. Chhailu, Chalti and Bhola
47. Karan and Vikram
48. A Buffalo-Owner
49. Amar-Naam
50. Chakra and Khapra
51. Yama Doot and Manmauji
52. Harnandi
53. Suicidal Act
54. Imperishable Donation
55. A Clever Jester
56. Ill Words Invite Trouble
57. A Mortgaged Prince
58. Pawan Weds Anjna
59. Repaying in One's Own Coin
60. Haryali Teej
61. Ranga and Ranghar
Glossary
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Education,M.ed/B.ed./D.ed. |
|
GLOBALISATION & CHALLENGES FOR EDUCATION: FOCUS ON EQUITY & EQUALITY |
NUEPA (ED.) |
9788175416031(HB) |
9788175416048(PB) |
2012 |
|
|
796 pp,
|
495.00 |
1995.00 |
Preface, Basic education: making it work for the poor experiences from South, Local knowledge & human develoopment in globalisation of education, Qualifications in a global market: deepening the divide? The global & local challenges in formal basic schooling in Post-Apartheid South Aferica, The dynamics of education & training in Vietnam: the contradictory effects of globalisation in terms of inequality, Enterpreneurship education as a means of eradicating unemployment among individuals with disabilities, Community college: a democratic response to globalisation providing equity & equal opportunity, Globalised education & human development: a risk analysis, Globalisation & educational challenges Tamil Nadu experience,,Competition as an outcome of globalisation: its effect on Urban secondary school boys, Globalisation & impact on human: development with a focus on education , Globalisation: the threat perceptions to equality of educational opportunities, Globalisation & impact of human development & education, Globalisation & human development,Globalisation & gender equity, Learning for sustainable development, Globalisation & inequalities in educational development in India: focus on Andhra Pradesh, Multiple inequalities of globalisation and what to o about them, Equity & financing education, Digital divine & its impact on education & employment, Structural predicaments and digital divide: how real in South Asia? Meeting the challanges of globalisation through information technology, Implications of Globalisation for knowledge Management Education and learning, Globalisaton and Its impact on Human Development and Education, Digital Divide and Education YCMOU Experience, Digital Divide and Globalisation of Education, Digital Divide and Education, Utilisation of Computers and Internet facilities by postgraduate students in Universities of Kerala, From Digital Divide to Digital opportunities, Digital Education for All: Need of the Hour, The digital Globalisation of Higher Education, Digital Divide and Education: some issues, Impact of Globalisation on Engineering Education, A study report on the Digital Divide towards education, Equal opportunities in the Information Technology Sector, Reality or myth: A case study, Globalisation and National Policy: Institute-level Responses in Education, Globalisation: its impact on Education, A new conceptual Framework for the evaluation of thought in the area of Educational design and development within the context of Globalisation and its emerging intra Sectoral inqualities, Implications of Globalisation for University Reforms: Concern for quality and Equality, Globalisation: Perspectives on policy and strategies for equitable management of school and mass education in India, Globalisation versus socialization: Some Epistemology issues in Higher Education, A New WTO Paradigm: Equity and Equality in Higher Education, Globalisation and its implications to strengthen Education, Education and Human Development: the impact of Globalisation, Challenges of Globalisation on Engineering Education in India, Globalisation and Impact on Human Development and Education, Globalisation and Intra Sectoral Inequalities in Education, Business Behaviour in Indian Higher Education System and its Impact on Equality, Financing Education in India in the Macro Economic Reform Period: Focus on Inter-Sectoral Allocation of Resources
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Globalisation has created serious economic crisis also in many developing countries and this made lethal changes as far as the state provisions of education are concerned. The ongoing changes due to globalisation provide a context to reconsider the challenges, find the opportunities and devise changes needed to foster development. In particular, to avoid the discrepancy created by the new information technology, and other aspects of the processes of globalisation. It is imperative to find what has been effective to the fight against the new challenges of education specially, poverty is the main hurdle for the education development. The reforms in this era should be equity driven.
The book deals with national and international issues of Globalisation and its impact on social, economic, intersectoral inequalities and Digital Divide.
NIEPA felt it is worthwhile venture to compile key papers of the International Conference in a pre-conference book form for the referral benefit to policy makers and planners, researchers and students.
\n
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National Institute of Educational Planning and Administration (NIEPA) is a national institute in educational planning and administration in South Asia.
An autonomous organisation registered under Societies Registration Act of 1860, it is fully funded and sponsored by the Government of India. With specialization in policy, planning and management in education, NIEPA is the professional wing of the Government of India. Here, at NIEPA, the prime concerns are with capacity building in educational policy, planning and management through research, training, consultancy and dissemination.
NIEPA's origin can be traced to UNESCO Regional Center for Educational Planners and Administrators in 1961-62; in 1965, it was renamed as Asian Institute of Educational Planning and Administration. On the completion of the 10-year contract with UNESCO, the Government of India took it over and renamed the Institute as National Staff College for Educational Planners and Administrators in 1970. Subsequently the institute was renamed as National Institute of Educational Planning and Administration (NIEPA) in 1979 emphasizing on research besides staff development.
www.niepa.org
\n
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General |
|
GRANDPA'S BIG BAG OF TALES |
JADU SAHA (ED. & TR.) |
9788175416628 |
|
2012 |
|
|
32pp
|
60.00 |
0.00 |
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0.00 |
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Asia/International Relations |
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INDO-RUSSIAN RELATIONS 1917-1947: SELECT ARCHIVES OF THE FORMER SOVIET UNION (AN INVENTORY) |
PURABI ROY, SOBHANLAL DATTA GUPTA, HARI VASUDEVAN |
9788175416055 |
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2012 |
|
|
140pp
|
0.00 |
550.00 |
Introduction
List of Fonds and Inventories
Russian State Archive of the Economy
Rossiiskii Gosudarstvennyi Arkhiv Ekonomiki
State Archieve of the Russian Federation
Gosudarstvennyi Arkhiv Rossiiskoi Federatsii
Ministry of External Affairs
Ministerstvo Inostrannykh Del
Archives of Academy of Sciences, USSR, St. Petersburg
Arkhiv Akademii Nauk
Central Archives of the October Revolution, St. Petersburg Tsentral,nyi Arkhiv Oktrriabskoi Revolutisii
|
This Inventory provides a listing of the Soviet archives concerning India's relations with the USSR during 1917-1947. The Inventory goes beyond the standard publication of this type, which contains a list of collections and inventories of files. The Inventory provides a detailed account of individual files and their contents. In this respect, the volume contains raw material for researchers which is not normally available in inventories. No equivalent publication exists, nor any equivalent archival guide in any archive or library in the USSR or India.
The Inventory covers a number of archives in the Moscow-St. Petersburg area, although the bulk of the material is from the Russian Archive for Social and Political History located in Moscow. This is the archive that houses the main archives of the Communist International and the Central Committee of the Communist Party of the Soviet Union. A range of other archives figure in the listing. These include the State Archive of the Russian Federation and the Archives of the Russian Ministry of External Affairs as well as a range of other archival collections.\n
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Prof. Purabi Roy is Retired Professor, Department of International Relations, Jadavpur University, Kolkata. Prof. Roy has been a Fellow of the Asiatic Society, Kolkata, and a Project Fellow of the Maulana Abul Kalam Institute of Asian Studies. She has written extensively on the activities of Subhas Chandra Bose and his initiatives during the Second World War and Indo-Russian relations.
Prof. Sobhanlal Datta Gupta is Retired Professor, Department of Political Science, Calcutta University. Prof. Datta Gupta has been a Fellow of the Asiatic Society, Kolkata and has written extensively on India and the Comintern.
Prof. Hari Vasudevan is Professor, Department of History, Calcutta University. He is a specialist on Russian History, Russian politics and Indo-Russian relations.\n
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Asia/International Relations |
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INTERNATIONAL INTERVENTION IN AFGHANISTAN: MOTIVES AND APPROACHES |
ARPITA BASU ROY, BINODA KR. MISHRA, ALIVA MISHRA |
9788175416567 |
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2012 |
|
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xxiv+294pp
|
0.00 |
795.00 |
Introduction
Arpita Basu Roy
Debating International Intervention in Afghanistan
1. Debating the Question of International Intervention: The Afghanistan Context
Binoda Kumar Mishra
2. International Community in Afghanistan: From a Stalemate to a Definition of Success
Shanthie Mariet D'Souza
3. International Intervention in Afghanistan 2001-2011: Social Dimensions and Consequences
Vladimir Boyko
4. Rethinking International Intervention in Afghanistan
Aunohita Mojumdar
Military Withdrawal: Scenarios and US Strategies
5. Military Withdrawal: Prospective Scenarios for Afghanistan and the Region
Maqsudul Hasan Nuri
6. Military Withdrawal: Prospective Scenario for the Region
Shahmahmood Miakhel
7. American Military Strategy in Afghanistan: The Surge and Beyond
Jagmohan Meher
Dimensions of State and Nation-building
8. Nation-building in post-2001 Afghanistan: Role of the International Community
Jamal Rahman
9. State-building and the Continuation of Warlordism in Afghanistan
Zubair Popalzai
10. International and Regional Contributions to Afghan Reconstruction
Gulshan Sachdeva
11. Processes of Policymaking Leading to Strategies for State Building: The Case of Afghanistan
Sayed Mohammad Shah
The Government and the Taliban
12. Improvement of Governance and Rule of Law in Afghanistan
Abdul Rahman Ulfat Mahmoodi
13. Complicated Aspects of War in Afghanistan
Sanaullah Tasal
14. Pakistan's Strategic Interest in Afghanistan
Savita Pande
15. Afghanistan: The Peace Process and the Role of the Quetta Shura
Mariam Safi
16. Negotiating with the Afghan Taliban: Paving the Way to Peace or Civil War?
Vishal Chandra
Regional Concerns
17. Central Asia as a New Transit Way for NATO to Afghanistan
Vafo Niyatbekov
18. Problems and Perspectives in Countering Militant Threats in Afghanistan: Their Impact on Neighbours
Oybek Makhmudov
19. Indian Interests and Strategic Stakes in Afghanistan
Anwesha Ghosh
20. Afghanistan's Thirty Years War: End Game in Kabul?
Krishnan Srinivasan
Contributors
Index
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Did the international intervention in Afghanistan in 2001 lead to the creation of unrealistic expectations on the part of the Afghan peoples? What were the negative effects of the use of force? These are some of the urgent questions that this volume seeks to answer. It questions the rationale for occupation by the intervening power. How and to what extent is this intervention plagued by problems of will and capacity? The issue of humanitarian intervention has the potential to divide international institutions such as the UN and damage their credibility. The volume also questions what kind of scenario is likely to develop, both within Afghanistan and in the region, in the case of withdrawal of international forces.
The volume has developed out of an international seminar organised by Maulana Abul Kalam Azad Institute of Asian Studies in collaboration with Indian Council of World Affairs, aiming to bring together the perspectives of academicians, UN officials, journalists and military personnel.\n
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Arpita Basu Roy is a Fellow at the Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata. She was the recipient of the 10th Wrangler Pavate Fellowship in International Studies (2010) and was a Visiting Fellow at the Department of Politics and International Studies, University of Cambridge. She is a PhD from the Department of International Relations, Jadavpur University, Kolkata.
Binoda Kumar Mishra is a Fellow at the Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata and PhD in Disarmament Studies from Jawaharlal Nehru University, New Delhi. He is also the Secretary General of a civilian initiative to promote sub-regional cooperation between India and China namely, Kolkata to Kunming (K2K) Forum.
Aliva Mishra was Fellow at Indian Council of World Affairs (ICWA). She has done her PhD and MPhil from the Department of South Asian Studies, Jawaharlal Nehru University, New Delhi and is presently Assistant Professor at Jamia Millia Islamia.\n
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Religion & Philosophy |
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JOURNEYS OF DISCOVERY: ANCESTRAL SEARCHES IN INDIA |
SHUBHA SINGH |
9788175416383 |
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2012 |
|
|
150pp
|
0.00 |
495.00 |
Introduction,
Migration, Indenture, Dislocation, Identity Starting a Genealogical Search,
Ancestral Search in India
High Profile Searches: Basdeo Panday,Bharrat Jagdeo,
Navin Ramgoolam Girmitiya Stories from the Pacific: Rajendra Prasad,
Satish Rai Stories from the Caribbean: Parmanand Singh, Ashwini Kumar, Sita, Vishnu Bisram
Conclusion: Search Facilities in India
|
A plaintive request for advice on how to trace ancestral origins from an overseas Indian led to the writing of Journeys of Discovery. Whether presidents, prime ministers, professionals or small farmers, Indians settled abroad share a similar desire to trace their origins and connect with India. For some it is a passionate search for an identity, but the absence of a strong genealogical tradition in India makes tracing the old roots a difficult task.
The book relates the intensely human stories of overseas Indians who have traced their ancestral homes in India. These are journeys into the past following the unwritten narratives of the great Indian diaspora, poignant accounts of a brutal dislocation, the struggles and the eventual triumph over circumstances. Author has deftly intertwined the compelling narratives of the relocations and the journeys with practical advice on how to carry out the searches to make an engrossing book.\n
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Shubha Singh is a columnist and author. She has worked with two leading Indian newspapers and now writes a weekly column on foreign affairs. She was awarded the Chameli Devi Jain Award for the best woman journalist for her "perceptive and analytical writing on foreign affairs." She has a special interest in the Indian diaspora and has travelled to regions with a large population of people of Indian origin. In 2001 she wrote a critically acclaimed book titled Fiji: A Precarious Coalition, her second book, Overseas Indians - The Global Family published in 2005 gave an overview of the Indian diaspora.\n
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Education,M.ed/B.ed./D.ed. |
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LEADERSHIP FOR INSTITUTION BUILDING IN EDUCATION |
MARMAR MUKHOPADHYAY |
9788175416505(HB) |
9788175416512(PB) |
2012 |
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xii+268pp
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295.00 |
1250.00 |
Preface to the Third Edition
Preface to the Second Edition
Preface to the First Edition
1. Institution Building
2. Leadership in Education
CASE STUDIES
Schools
3. School as Instrument of Social Change: Udang High School
4. Courage of Conviction: Shreyas High School
5. Building Castle from the Rubbles: Bharatiya Vidya Bhavan
6. Waking up the Sleeping Giant: National Open School of India
7. Back on Rail: Case of a Kendriya Vidyalaya
8. Brick by Brick to the Top: DAV Public School, Gurgaon
Colleges
9. Repositioning an Institution: Ramakrishna Mission Vidyamandira, Belur
10. Transfusing Fresh Life: Mrinalini Devi Mahavidyalay
11. Grammar Book Style: Smt. Parvatibai Chowgule College
12. Towards Campus Diversity: Jai Hind College
Regional and National Institutions, and University
13. Life Saving: Centre of Advanced Studies in Education
14. Riding the Tide: Technical Teachers Training Institute, Bhopal
15. Self-Regulation, the Key to Institution Building: Indian Institute of Management, Ahmedabad
16. Leadership Seamless: National Institute of Educational Planning and Administration
17. A New Model of Private University: Kathmandu University
LESSONS LEARNT
18. Ethics of Leadership
19. Leadership for Institution Building: Indian Model
20. Epilogue: Graduation in Leadership
References
Index
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North-East India |
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PERSPECTIVES ON NORTH EAST INDIA: TRADITION AND MODERNITY IN ARUNACHAL PRADESH |
SANJAY PULIPAKA, R. BHATTACHARYA, S.K. CHAUDHURI (ED.) |
9788183640893 |
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2012 |
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vi+234pp
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0.00 |
700.00 |
Introduction: Sanjay Pulipaka
1. External Policy Issues of Arunachal Pradesh
Krishnan Srinivasan
2. Arunachal Pradesh: Issues of Modernity and Tradition
Tamo Mibang
3. Between Tradition and Modernity: The Horizon of Anthropology
Annada C. Bhagabati
4. Issues of Modernity, Identity, and Women of Arunachal Pradesh
Sucheta Sen Chaudhuri
5. A Study on Gender Discrimination in Education among Nyishi Tribe of Doimukh Circle of Arunachal Pradesh
Philip Mody and Teshi Sohang
6. Negotiating Modernisation: Challenges and Response inArunachal Pradesh
Tajen Dabi
7. Igus of Arunachal Pradesh: Relocating Indigenous Healing Tradition of a Frontier Tribe of India
Sarit K. Chaudhuri
8. Tibetan Buddhism as a Culture and Way of Life: Focus on the Indian Buddhists Living in the Borders with Tibet
Jayanti Alam
9. Identity, Language and Cultural Transformation: Strategies for Consolidation
Moji Riba
10. Post-colonial Indian State and Indigenous Knowledge Systems in Arunachal Pradesh: A Case Study of the Built Environment
Jagdish Lal Dawar
11. Development and Cultural Change: Dilemma of Arunachal Pradesh
Mrinal Kanti Chakma
12. Institutions, Identities and the Economy: Understanding Economic Transformation in Arunachal Pradesh
Deepak K. Mishra
13. Problems of Technological Modernization and Industrialization in Arunachal Pradesh
N.C. Roy
14. Patterns of Employment in Arunachal Pradesh: Implications for Inclusive Development
Vandana Upadhyay
15. Tourism Development in Northeast India: A Study in Arunachal Pradesh
Maila Lama and Amitava Mitra
Contributors
Index
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Arunachal Pradesh, often referred to as the ‘land of the dawn-lit mountains’, is the largest state (83,743 sq km) in Northeast India. In the past few decades Arunachal Pradesh has witnessed many shifts in the social, political and economic realm from significant changes in agricultural production to consistent efforts to usher in development and industrialization and strengthen market mechanisms. There has been a quantum jump in the number of educational institutions such as schools, along with increased access to university education. Today, the state apparatus with its multiple organizations, agencies and processes, is a major player in Arunachal Pradesh. Many representative institutions and processes have taken strong root in the state. This is not to suggest that traditional modes of interactions, relations and institutions have completed disappeared. On the contrary, the ‘old’ and the ‘new’ have been negotiating with, contesting against, and altering each other. This volume, with contributions from senior policy-makers, established academicians, leading members of civil society and research scholars, makes a modest effort to understand such multiple negotiations. The papers in this volume reflect on a wide range of issues such as external policy, mapping the contours of modernization, transition in institutions, development strategies, employment challenges and educational policies. For people interested in understanding Arunachal Pradesh, this volume would be a valuable resource. br>\n
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Sanjay Pulipaka is currently a Fellow at the Maulana Abul Kalam Azad Institute of Asian Studies (MAKAIAS), Kolkata. A former Fulbright Fellow, he was a Pavate Visiting Fellow at University of Cambridge. His areas of interest include political transitions, conflict transformation, Indian politics and international politics. Sanjay also has extensive work experience in the realm of strengthening democracy at the grass-roots and in political and governance reforms. Rakhee Bhattacharya is currently a fellow at Rajiv Gandhi Institute for Contemporary Studies, Rajiv Gandhi Foundation, New Delhi. She is working on various economic challenges of contemporary India. Prior to this, she has worked at other institutes across the country, including MAKAIAS, and was Endeavour post-doctoral fellow in Australia. She also taught at under-graduate and post-graduate levels as senior lecturer and visiting faculty. Her research areas are development, poverty, regional economies and conflicts. She has worked on many such issues in India’s Northeast and authored ‘Development Disparities in Northeast India’. Apart from this, she has edited a number of volumes and has published several articles in both national and internal journals. Sarit K. Chaudhuri is Professor of Anthropology in the Department of Anthropology, Rajiv Gandhi University, Arunachal Pradesh. For the past 21 years he has been working among the tribes of Northeast India on issues of religion, art, identity, and transformation. He was a Post-Doc Fellow at SOAS, UK, for two years and has published eight books as well as numerous research papers in journals and books.\n
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Asia/International Relations |
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PERSPECTIVES ON WEST ASIA: THE EVOLVING GEOPOLITICAL DISCOURSES |
PRIYA SINGH, SUSMITA BHATTACHARYA |
9788175416376 |
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2012 |
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x + 254pp |
0.00 |
750.00 |
Preface Israel-PalestineThe Transformation of the Arab-Israeli ConflictMustapha Kamel Al SayyidBi-Nationalism: Towards Alternative Model for the Future Solution of the Palestinian-Israeli ConflictAs'ad Ghanem The Empowering of the Israeli Extreme Right: The Rise-Up of the 'Yisrael Beiteinu' PartyMohanad Mustafa West AsiaWest Asia as an Area Study: An Imperative of Our TimeGulshan DietlThe United States and West AsiaMichael C. HudsonSouth Asia, West Asia, and the Centre: Edge Dialectics of Modern Islamic NetworkingItzchak WeismannPolitics of Resistance in the GCC States: A Theoretical FrameworkSima BaidyaThe "Tehran" Factor in West Asia: Doomed to Destabilise?Kingshuk Chatterjee India and West AsiaIndia, Iran and the "US Factor"Sujata Ashwarya CheemaThe Impact of Domestic Politics on India's Attitudes towards Israel and JewsNavras Jaat AafreediIndia's Historical and Cultural Relations with the Arab WorldA.K. PashaContributorsIndex |
There are competing definitions of the region called West Asia/Middle East. The region remains an indeterminate area, with no defined frontiers. There is no widely agreed upon definition of the area and the concept has never been neutral or value free. The contours of the region have actually altered in accordance with the shifting strategic interests of the changing dominant powers. The difficulty in defining the region is one aspect of the varied problems relating to the West Asian region, the other critical intrinsic concerns being the perceived escalating security dilemma with the rise of HAMAS, Hezbollah and Iran, and the persisting Israeli-Palestinian predicament that continues to play a critical role in all questions pertaining to the region. This volume, which is in the nature of a collection of insightful and interesting essays by eminent scholars from within the region and without, attempts to delve into various aspects revolving around the aforementioned three significant issues: the contemporary construction of the expanse categorized as West Asia, the element of securitization of the region, and its alternative perceptions, with a special mention of the Indian perception. The essays in the book have been classified into three broad sections. The first section deals with the Israel-Palestine Question, considered to be the primary cause of contention in the region. The second section contends with the larger West Asian Space, enquiring into perspectives in the regional and global sense. The concluding section explores the deep-rooted links between India and West Asia. |
Priya Singh is a Fellow at the Maulana Abul Kalam Azad Institute of Asian Studies, KolkataSusmita Bhattacharya is a Fellow at the Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata |
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Education,M.ed/B.ed./D.ed. |
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PHYSICAL SCIENCE EDUCATION: NATURE AND SCOPE |
C.NASEEMA |
9788175416352(HB) |
9788175416369(PB) |
2012 |
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240pp
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295.00 |
995.00 |
1. Science Teaching
1.1. What is Science?
1.2. Nature of Science
1.3. Goal of Science
1.4. Implications of Scientific Philosophy for Teaching Science
1.5. Need for Scientific Literacy
1.6. Definitions of Science
1.7. Science as a Process
1.8. Science - Both a Process and a Product
1.9. Aims of Teaching Physical Science
1.10. Instructional Objectives of Teaching Science
1.11. Principles of Curriculum Construction
1.12. Method of Teaching Science as Inquiry
2. Product and Process of Science
2.1. Product of Science
2.2. Process of Science
2.3. Scientific Method
2.4. Elements of Scientific Method
2.5. Transfer of Training and the Scientific Method
2.6. Science as an Attitude
3. Aims and Objectives of Teaching Physical Science
3.1. Difference between Aims and Objectives
3.2. Objective Based Instruction
3.3. Taxonomy of Instructional Objectives
3.4. Major Categories in the Cognitive Domain
3.5. Major Categories in the Affective Domain
3.6. Major Categories under Psychomotor Domain
3.7. Specific Objectives
4. Providing Learning Experiences in Science
4.1. Nature of Learning
4.2. Principles of Learning
4.3. Interest in Learning
4.4. Motivation and Learning
4.5. Individualization in Learning
4.6. Concretization in Learning
4.7. Problems arising from Heterogeneous Classrooms
4.8. Differential Teaching
4.9. Remedial Teaching
5. Different Approaches in Science Teaching
5.1. Enquiry and Discovery Approaches
5.2. Inductive and Deductive Approaches
5.3. Conceptual vs. Factual Approach
5.4. Inter-disciplinary Approach
6. Innovative Practices
6.1. Programmed Instruction
6.2. Computer Assisted Instruction
6.3. Mathetics
6.4. Team Teaching
6.5. Simulation
6.6. Micro-teaching
7. Theories of Learning: Contribution to Science Education
7.1. Learning Theories - An Overview
7.2. Principles of Learning
7.3. Learning Styles
7.4. Piaget's Theory and its Educational Implications
7.5. Bruner's Theory: Learning by Discovery
7.6. Gagne's Learning Theory
7.7. Ausubel's Theory: Expository Teaching
7.8. Vygotsky and Social Cognition
8. Curriculum Organization
8.1. Definition
8.2. Concept of Curriculum Organization
8.3. Factors Affecting Curriculum Organization
8.4. Organizing the Material
8.5. Individual Difference and Science Curricula
8.6. Text Books
8.7. Guide Book for Teachers
9. Constructivism
9.1. Constructivist Learning Intervention
9.2. Role of the Instructor
9.3. Collaboration among Learners
9.4. Constructivist Approach of Generating Knowledge
9.5. Teacher Initiated Learning vs Student Initiated Learning
9.6. Learning from Experienc
10. Methods of Teaching
10.1. Lecture Method
10.2. Demonstration Method
10.3. Individual Laboratory Method
10.4. Historical or Biographical Method
10.5. Heuristic Method
10.6. Problem Method
10.7. The Developmental Method
10.8. Dalton Plan
10.9. Assignment Method
10.10. Supervised Study
10.11. Cooperative Learning
10.12. Collaborative Learning
11. Evaluation in Science Teaching
11.1. Concept of Evaluation
11.2. Types of Evaluation-Formative and Summative
11.3. Achievement Test
11.4. Construction of an Achievement Test
11.5. Qualities of a Good Test
11.6. Diagnostic Test
12. Co-curricular Activities
12.1. Science Laboratories
12.2. Improvised Articles or Home made Apparatus
12.3. Science Club
12.4. Science Teacher
12.5. Science Exhibitions and Fairs
13. Creativity in Science Classrooms
13.1. Meaning of Creativity
13.2. Classroom Teaching and Creativity
13.3. Measurement of Creativity
13.4. Values in Science Education
13.5. Value Education
14. E-Learning
14.1. Theoretical Foundation
14.2. The Technology of E-Learning
14.3. Benefits of E-Learning
14.4. Web Based Learning
14.5. Teaching and Learning through WEB
14.6. Flexible Interaction
14.7. Flexible Exploration
14.8. Learning to Learn Online
14.9. Interactive Learning
14.10. Adaptive Learning Systems
15. Environmental Education
15.1. Goals of Environmental Education
15.2. History
15.3. Objectives of Environmental Education
15.4. Need for Environmental Education
15.5. Strategies for Effective Environmental Education
15.6. Co-curricular Activities to promote Environmental Awareness
15.7. Different Approaches of Environmental Education
15.8. Techniques for Evaluation and Monitoring
15.9. Environmental Movements in India
15.10 Role of Environmental Education in the Indian Context
Bibliography
Index
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Science has direct as well as indirect relationship with man and his environment and we value science for its practical advantages in our daily life.
The content of the book reflects a detailed discussion on the theory and practice of Physical Science as it deals with Science teaching, Process and Product aspects of Science, Objective based instruction, learning experiences in Science and, different approaches in Science teaching. Also, Innovative practices, Theories of learning - contribution to Science education, Curriculum organization etc. are covered in a simplified and detailed manner. Constructivism, Methods of teaching, Evaluation in science teaching, Co-curricular activities, Creativity in Science classrooms, E-learning and Environmental Education are also detailed. The book may be useful to the physical science teachers and prospective teachers, scholars and the readers having interest in the subject.\n
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Prof. C. Naseema, M.Sc. (Physics); M.Ed.; Ph.D (Edn); PGDHE: DDE: PGDCA; DCRCSM (Sweden) is the Professor and Former Head, Department of Education, University of Calicut, Kerala and Dean, Faculty of Education, University of Calicut and former Dean, Kannur University , Kerala. She has more than eighteen years of teaching experience in Physical Science Education and carried out many research studies related to the field. She has completed five major Research Projects funded by UGC; Indian Institute of Public Administration, New Delhi; and Kerala State Government.
She has authored seven books and contributed to six books. Prof. Naseema has to her credit more than thirty papers published in National and International journals. She has presented papers in many National and International conferences in India and abroad.\n
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Social Work |
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POLITICS OF INDEBTEDNESS OF INDIGENOUS PEOPLE: STUDY OF PURULIA DISTRICT |
BINODA KUMAR MISHRA |
9788175416413 |
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2012 |
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viii+180pp
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0.00 |
550.00 |
ACKNOWLEDGEMENTS
INTRODUCTION
I. COMMUNITIES OF PURULIA: IDENTIFYING THE INDIGENOUS PEOPLE / 10
II. SOCIO-ECONOMIC PROFILE OF THE NATIVES / 25
III. POLITICS OF INDEBTEDNESS / 37
IV. INTERVENTIONS: POLITICS OF DEVELOPMENT / 75
V. ECONOMIC, SOCIO-POLITICAL CONFLICT WITHIN THE DISTRICT THE CONTEMPORARY SCENARIO / 100
BIBLIOGRAPHY / 124
Appendices
1. Final Report of Shri Arup Das, Hon'ble District Judge Purulia, 2000
2. Affidavit of the Chief Secretary to the Government of West Bengal, 2002 and Five Continuous Pages from the List of Land Allocation to the Tribals
3. List of Pending Cases Lodged by the Tribals during 2005
4. Copies of Repeated Pleading for Restoration of Tribal Land Encroached by the Administration
Index
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This book about the condition of indebtedness among the tribals, the indigenous communities of Purulia, will be useful for research scholars and policy makers. A combination of the authors observations while working as a teacher in an educational institution and months of subsequent field work in the district conducted during 2008, it delves into the reasons why politics (defined as the process of allocation of values) has not been successful in ameliorating indebtedness amongst the tribals. It brings to the fore how inward migrants to the region occupied a privileged position in the local socio-economic and political system of the district and assumed the role of agents for the allocating of values (politics) aimed at making a dent in the indebtedness of the tribals, which resulted in establishing an exploitative pattern putting the tribals at the mercy of these inward migrants. Various government schemes including the land reforms have been found to be lopsided and to the disadvantage of the tribals.\n
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Dr. Binoda Kumar Mishra is a Fellow of Maulana Abul Kalam Azad Institute of Asian Studies (MAKAIAS), Kolkata. Prior to his stint at MAKAIAS, he served as a lecturer in Political Science at Panchakot Mahavidyalaya, Purulia. He is a Ph.D in International Relations from Jawaharlal Nehru University, New Delhi and his academic interests include traditional and non-traditional security studies, India-China relations, developmental studies and diaspora studies.
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Education,M.ed/B.ed./D.ed. |
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RESEARCH AND STATISTICS IN SOCIAL SICENCES(INCLUDING EDUCATION): MCQ FOR ADVANCED LEARNERS |
S.K. TYAGI, SHANTI TEJWANI, KAUSHALYA KHATRI |
9788175416529(HB) |
9788175416536(PB) |
2012 |
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80PP
|
120.00 |
595.00 |
Preface
MCQ
Answer Key
Explanatory note
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Political Science |
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SAFFRON REGIME: IDEOLOGY LIBERAL INTELLIGENTSIA AND FEAR |
R.K. BARIK |
978815416086 |
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2012 |
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x+200pp
|
0.00 |
550.00 |
Preface / viiAbbreviations / Introduction / Political Theory of Indian Democracy / Hindutva as an Ideology / Theory and Practice of Hindutva / Nature of Vajpayee Regime / Restriction of Individual Liberty: Cases of Banning of Books and Films / Fear in Riots / Conclusion / Bibliography / Index /
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Liberal democracy in India has got strengthened because of a well written Indian Constitution. There is a threat from the Hindutva hard-line forces to liberal democracy in India but their actions are more of an aberration. The Indian State needs to strengthen itself in order to provide security to minority communities who have been experiencing fear. These saffron forces have threatened the rights of individual artists and writers by misusing the laws of the state. Here the state must rework these laws, henceforth, the laws can not be misused by these forces\n
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Radhakanta Barik, teaches in Indian Institute of Public Administration, New Delhi as Professor in Public administration and Political Science. He has written two books-Politics of the JP Movement and Land and Caste Politics in Bihar which received a critical acclaim. He writes on politics, sociology, culture and public administration. Many of his articles have got published in various journals and periodicals. He is a story writer in Oriya\n
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Education,M.ed/B.ed./D.ed. |
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SCHOOL EDUCATION UNDER LOCAL SELF-GOVERNANCE |
YAZALI JOSEPHINE |
9788175416420(HB) |
9788175416437(PB) |
2012 |
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180pp
|
250.00 |
850.00 |
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Education,M.ed/B.ed./D.ed. |
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TEACHING AND TESTING: SCIENCE PROCESS SKILLS |
K.P. SURESH, CELENE JOSEPH |
9788175416314(HB) |
9788175416321(PB) |
2012 |
|
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220pp
|
250.00 |
995.00 |
Preface v
I. Nature of Science
Science as Process or Product
'Science' as Making Sense of the World
Definition of Science
The Nature of Science
Science: A Body of Knowledge
Science: A Method of Inquiry, A Way of Investigation
Scientific Thinking and Critical Thinking
Relationship between Process and Products of Science
Science: An Attitude towards Life, A Way of Thinking
Scientific Literacy
The Role of Science Teacher in Promoting Scientific Literacy
Conclusion
II. Major Curricular Innovations Focused on Science Process
Physical Science Study Committee (PSSC)
Science: A Process Approach (SAPA)
Conceptually Oriented Programme in Elementary Science (COPES)
Minnesota Mathematics and Science Teaching Project (MINNEMAST)
Tennessee Science Curriculum Framework (TSCF)
Tennessee's Four Components of Science Education
Elementary Science Study (ESS)
Elementary-School Science Project (ESSP)
Science Curriculum Improvement Study (SCIS)
Unified Science and Mathematics for Elementary Schools (USMES)
Scientific Thinking (Scottish Education Department Curriculum)
Nuffield Science Curriculum Project
Warwick Science Process
Assessment of Performance Unit (APU)
Science in Process
Conclusion
III. Scientific Method
Scientific Method and its Meaning
Some Elements of Scientific Method
Mill's Canons of Induction
Analogy
Analysis and Synthesis
Hypothesis
Collection of Facts and Data
Observation
Experiment
Scientific Method and Transfer of Training
Application of Scientific Method to the Teaching of Science
Conclusion
IV. Science Process Skills
Emergence of Science as a Process
Significance of Process Skills in Science Teaching
Definition of Process Outcomes
Process vs Product Approach
Science as Problem Solving
Taxonomical Approaches in Defining Educational Objectives
Bloom's Taxonomy of Educational Objectives
Gagne's Hierarchy of Learning Types
Nedelsky's Competence: Ability Classification in Science Learning
Classification in Terms of Science Process Skills
The AAAS Classification of Science Process Skills
Klopfer's Classification of Outcomes in Science
Process of Science (Nay, Marshal and others)
Andrew's Classification (1980)
UNESCO Approach Relating to Process Outcomes
Shepardson's Identification of Science Processes
Process Models
Carin and Sund's Model (1970)
Wilson's Model (1974)
Piaget's Model of Intellectual Development (1963)
Hierarchical Nature of Science Process Skills
Conclusion
V. Studies on Process Skills
Research Studies Focussed Focussing on Science Process Skills
Conclusion
VI. Teaching of Science Process Skills
Strategies and Sample Lesson Plans for Developing Science Process Skills
Constructivist Teaching Strategy
Lesson Plans
Lesson Plan Based on Constructivist Approach
Lesson Plan Based on Cognitive Apprenticeship Model
Lesson Plan Based on Cognitive Apprenticeship Model
Lesson Plan Using Concept Attainment Model
Lesson Plan Based on Inquiry Training Model
Lesson Plan Based on 7E Learning Cycle
Lesson Plan Based on Goal Based Scenario Model
Lesson Plan Using Problem Based Learning Strategy
VII. Testing of Science Process Skills
Direct and Indirect Assessment
Techniques for Performance Based Assessment
Science Journals
Inquiry Reports
Investigation Reports
Test of Process Outcomes in Physics
Test of Process Outcomes in Physics
References
Index
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Science can be viewed as an attitude towards life. The acquisition of scientific attitude is one of the most important aims of science teaching and learning. But the extent to which the teaching of science and the learning of the subject is effective in imparting training of skills and acquisition of science processes is in question.
Today, with the emerging trends in science education, processes are given more emphasis, curricula are framed and text books are rewritten with a view to develop science process skills. There is a shift in emphasis from the teaching of science content to that of helping students develop competence in the science process.
The book provides an introduction to the basic concepts of science processes and the process involved in the teaching of science education. Science processes are intellectual skills used in collecting and analysing the data to solve problems. In all modern educational systems, science education is imparted through actual scientific activities - experimentation and organisation of first-hand knowledge obtained through experimentation.
The book may provide mind-altering and practical suggestions for those interested in the field of science education, and for researchers, teacher educators and curriculum developers.\n
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Dr. K.P. Suresh is the Director, School of Pedagogical Sciences, Kannur University, Kerala. His qualifications include MA (Psychology), MA (Sociology), MA (Political Science), M.Ed and Ph.D in Education. He is member, Board of Studies in Education (PG), Mahatma Gandhi University, Kottayam and Kannur University. He has got seventeen years of post graduate teaching and research experience. His areas of interest are Research methods, Techniques of evaluation and Test construction and Science education. He has presented research papers in various international and national conferences and seminars. He has written several research papers and chapters in edited books.
Dr. (Sr.) Celene Joseph, Associate Professor is teaching Physical Science at St. Thomas College of Teacher Education, Pala, affiliated to Mahatma Gandhi University, Kottayam, Kerala. Her qualification includes MSc. (Physics), M.Ed and Ph.D. in Education. She has got eighteen years of teaching experience in secondary level teacher education and thirteen years of research experience. Sr. Celene has written several research papers and chapters in books. She has written a book on "Constructivist Approach: Theory and Practice". Sr. Celene's interest includes teacher education, science education, educational research and statistical analysis and tools and test construction.\n
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Education,M.ed/B.ed./D.ed. |
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TEACHING LEARNING POLITICAL THOUGHTS |
ARUN KUMAR GUPTA |
9788185416161(HB) |
9788175416208(PB) |
2012 |
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x+182pp
|
140.00 |
795.00 |
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0.00 |
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Political Science |
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THE CONTEMPORARY CARIBBEAN: ISSUES & CHALLENGES |
P. SINGH, M. R. IZARALI |
9788175416598(HB) |
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2012 |
|
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pp xxvi+439
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0.00 |
1250.00 |
Foreword by Honourable Winston Dookeran vii; Acknowledgements xiii; Introduction xv; Priti Singh; 1. How Many Caribbeans in 2020: Vulnerable? Resilient? Informal? and/or Illegal?; Timothy M. Shaw; 2. The West in the Caribbean; W. Andy Knight; 3. India-Caribbean Relations with Emphasis on Trade and Commerce between India and Trinidad and Tobago; Satnarine Balkaransingh; 4. An Overview of Sino-Caribbean Relations; Wang Guo-An and Nan Yang; 5. The Emerging Economies and Caribbean Development: The Case of Guyana’s Megaprojects; Kalowatie Deonandan; 6. Primacy of Politics in Development and Poverty:  Reduction in the Caribbean; Priti Singh; 7. Caribbean Embassies: Bridging the Gap between the Caribbean Diaspora and the Home Country as Part of an Initiative to Stimulate Growth and Development in the Region ; Samantha C. Joseph, Martin Franklin and Roger Hosein; 8. The Push and Pull Factors of Migration: Why Jamaican Professionals are Leaving Jamaica ; Natasha C. Parkins; 9. Indian Migration to the Caribbean: Reflections on the Formation of Ethnic Identity ; Satya R. Pattnayak; 10. Bling, Brands and Hypersexuality: Globalization and Cultural Constructions of Caribbean Masculinities and Femininities ; Rhoda Reddock; 11. Olympics, Athletics and Building Social Cohesion in the CARICOM; Roger Hosein, Jeetendra Khadan and Nicholas Paul; 12. Social-Psychological Dimensions of Caribbean Family Life: Sustainable Human Development; Jaipaul L. Roopnarine and Ambika Krishnakumar; 13. Forging a New Ontology of Familial Care in the Caribbean; Linden Lewis; 14. Between Café and Cigarillos: Notes towards mapping the research trajectory and the intellectual legacy of Fernando Ortiz through a study of his select works ; David Gómez Arredondo and Hari Nair; 15. The Haitian Challenge to Regional Security: Predicaments of a Failed State ; Aparajita Gangopadhyay; 16. Crime and Justice in the Caribbean: The Case of Trinidad and Tobago ; Ramesh Deosaran; 17. Crime, Violence, and the Global Proliferation of Terrorism: A Descriptive Overview of the Caribbean; M. Raymond Izarali; Bibliography; Contributors
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The book is a collection of rich, insightful analyses by a team of distinguished scholars from around the world providing valuable international, comparative and interdisciplinary perspectives on the most salient issues and challenges of the Caribbean. Conceptualized along the lines of four interrelated rubrics notably, the Caribbean in the international system, economic development and politics, socio-cultural issues, and crime and security in the region the book brings to light emerging themes that are vitally in need of attention in order to position the region on proper coordinates for a progressive and informed future. Some key questions addressed are: How vital is the Caribbean in global affairs today? What is the role of China, India, and the West, respectively, in the Caribbean? What are the social dynamics of ethnic identity for people of East Indian descent in the Caribbean? How has globalization impacted on gender identities/relations? What role do crime and violence play in the contemporary Caribbean? Certainly, the book is of value to under- and post-graduate students of the social sciences, humanities and area studies, not only to get a glimpse but also to gain newer insights on the Caribbean. It will also appeal to the general reader seeking fresh perspectives and updates on the different dimensions and issues of the region.
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Dr. Priti Singh is Assistant Professor in the School of International Studies, Jawaharlal Nehru University, New Delhi. Dr. Singh teaches courses on foreign policies and political economy of Latin America and the Caribbean countries. Her areas of interest are development, policy and governance of indigenous peoples. Dr. M. Raymond Izarali is a philosopher and Assistant Professor in the Department of Criminology at the Brantford campus of Wilfrid Laurier University in Canada. Dr. Izarali is also a founding Fellow and the director of the Tshepo Institute for the Study of Contemporary Africa at the same institution. He specializes in the areas of international crime and justice, globalization, and human rights theory.\n
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Asia/International Relations |
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TOWARDS A NEW ASIAN ORDER |
ALI AHMED, JAGANNATH P. PANDA, PRASHANT K SINGH |
978-81-7541-615-4 |
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2012 |
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402pp
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Foreword by N.S. Sisodia v
A New Asian Order for the Asian Century
A.K. Antony
Introduction: Super Asia
Section One IN THEORY
1. Patterns of Conflict and Stability in the Asian Region from a Long-term Perspective
William R. Thompson
2. A Necessary Ghost Hunt? West European Integration in East Asian Regionalism Studies
Zhang Zhenjiang
3. Globalisation and the Rise of Asia: Regional Cooperation to Sustain Economic Stability in Asia
Niklas Swanström
Section Two RISING CHINA
4. The Rise of China, the Rise of India, and the Changing Geopolitics of Asia: Contending Perspectives on India-China Relations
Vincent Wei-cheng Wang
5. The United States, the Rise of China, and US-Indian Relations
Robert J. Art
6. Challenges of Rising China: A New Cold War or Neo- Imperialism?
Masako Ikegami
7. Realist and Pragmatic Elements in China's Grand Strategy: Assessment of China's Relations with Japan, Taiwan and India
Mumin Chen
Section Three REGIONAL SNAPSHOTS
8. Russia and Geopolitics of East Asia
Alexander Lukin
9. Iranian-American Relations and the Future Security Architecture in Western Asia
Arshin Adib-Moghaddam
10. Security for Western Asia: Building a Cooperation Framework among Turkey, Iran and the Arabs
Paul Salem
11. The East Asia Summit and the Regional Security Architecture
Joseph Chinyong Liow
Section Four WIDENING THE SECURITY AMBIT
12. Technology, Security and State Development in East Asia and India
Tai Ming Cheung
13. Energy Security and Asian Regional Architecture
Xia Liping
14. Towards an Architecture of a Global Disasters Management Regime: A Road Map
Yaacov Y.I. Vertzberger
15. The Geopolitics of Himalayan-Tibetan Glacier Melt
Syed Iqbal Hasnain
16. Himalayan Hydrology and Hydropolitics
Uttam Kumar Sinha
Section Five CLOSER HOME
17. US Policy towards South Asia
Sumit Ganguly
18. Indo-Pak Relations and the Balance of Emotions
Prakash Menon
19. How is India Managing its Asian Challenge?
Arvind Gupta
An Indian View on a Changing Asia
Shivshankar Menon
Contributors
Index
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The volume contains contributions by leading Asian analysts and Asia watchers on the theme of prospects for Asian integration. It discusses regionalism at the continental level and investigates overarching trends. It focuses on Asia's 'rise' and the key factors shaping the Asian regional order. The volume also provides valuable perspectives on Asia's sub-regions. Another salient feature of this volume is its coverage of increasingly significant non-traditional issues in the Asian context.\n
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Ali Ahmed is Research Fellow at the Institute for Defence Studies and Analyses, New Delhi.
Dr Jagannath P. Panda is Research Fellow at the Institute for Defence Studies and Analyses, New Delhi.
Dr Prashant K. Singh is Associate Fellow at the Institute for Defence Studies and Analyses, New Delhi.\n
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Asia/International Relations,Economics |
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WTO AND SOUTH ASIA |
ANSHUMAN GUPTA |
9788175416260 |
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2012 |
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184pp |
0.00 |
595.00 |
Preface IntroductionThe Uruguay Round of NegotiationsFrom the South Asian Countries' PerspectivesDoha Meet and South AsiaChina's Entry in WTOImplications for South AsiaCancun FiascoImplications for WTO and South AsiaConclusionAnnexuresII.World Trade Organization Ministerial ConferenceII.Cancun Conference Ends Without ConsensusBibliography |
The book highlights the beneficial character of opening up economies under the multilateral institution of WTO rather than leaving countries to forge economic cooperation bilaterally and under regional trading blocs (RTBs), which give an edge to the developed countries over their developing and least-developed counterparts, including the South Asian ones. At the same time, it analyses each agreement of the Uruguay Round from South Asian perspectives, attempts to find out gaps in agreements and gives suggestions to plug them. It also attempts to critically study the issues of the subsequent Meets including the Seattle, Doha, Cancun and Geneva Meets, bringing out reasons of the failure of the Seattle and Cancun Meets. The book also analyses the changed scenario after China joining WTO along with underscoring China's achievements and problems on the economic front. Finally, it recommends some measures for the South Asian countries to secure more equitable gains from the ongoing process of integration of economies of the world under the aegis of WTO. Rs 450US$ 30 |
Dr. Anshuman Gupta acquired his Ph. D. degree in "International Trade and Finance" from Jawaharlal Nehru University, New Delhi. He was a Project Fellow at Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata. Over the years, he has published a number articles in reputed national dailies and journals. Having had a brief stint initially as a Economic Journalist in a financial magazine, he worked with the "Associated Chambers of Commerce and Industry of India (ASSOCHAM)", New Delhi, as an Economist. Currently, he is teaching in the Debub University , Ethiopia, under the World Bank project. His earlier works SAARC: SAPTA to SAFTA and Indo-Russian Economic Ties were received well. |
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North-East India |
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A JOURNEY THROUGH THE STILWELL ROAD |
RAKHEE BHATTACHARYA, BINODA K MISHRA |
9788183640749 |
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2011 |
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viii+ 160pp |
0.00 |
550.00 |
AcknowledgementIntroduction: Rakhee BhattacharyaStilwell Road: A Historical RetrospectD. NathThe Lost Trail: The Stilwell Road in Historical and Contemporary ScenariosLipi GhoshIndia-China Relations: No Need to Over Hype the Connectivity FactorD.S. RajanThe North-East in India's Look East: A Focus on Connectivity and Development in the RegionSoma GhosalDo We Need to Reopen the Stilwell Road?Lt. Gen. J.R. Mukherjee (Retd.)The Stillwell Road and India's Look East PolicyE.N. RammohanConnectivity and Economic Potential of Stilwell RoadPradip HazarikaPART IIPhoto Essay on 'The Journey through the Stilwell RoadDilip BanerjeeContributorsIndex |
The eight north eastern states that constitute the borderland of India have been the victims of geography, history and politics. It is a landlocked region in South Asia like Nepal and Bhutan and had traditional cultural and trading links with the neighbouring countries of Southeast Asia. But the normal connectivity with their natural allies were seriously disrupted due to the chequered history of the region full of internecine skirmishes and conflicts jeopardising trade and people to people exchanges and shrinking their economic space. Reopening, re-visioning and reconstructing various routes can restore the lost connections and open up multiple economic prospects for the entire region. Stilwell Road is one such route, which was built for military purpose during the World War II to connect India's North-East, Myanmar and China's southwest. It became neglected over time. But the idea to reopen this lost trail has rejuvenated various enthusiastic groups, who have visions for a better future of this region through better connectivity. The book is premised on the belief that North-East India's economic prosperity can be realised through an open door policy. The prospect of reopening the lost trail that connects three nations together can give a boost to the process. But there are also issues connected with security sensitivity which are especially important in the present day context and many other dimensions that have been explored in the volume, fittingly explained through a number of photographs captured by a team of three scholars, who made a month long journey through this lost trail, and had a first hand experience about the people, the road, the trade and the day-to-day life of three nations, India, China and Myanmar, which were once connected through this historical road. |
Rakhee Bhattacharya is an economist and fellow in Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata, India. Her area of interest is India's North-East, and is presently working on security and development issues of North-East India. She is a former Australian Endeavour Post Doctoral Fellow. Her articles and publications encompass the areas of development, disparity, poverty, regional economies, conflicts and economy of insurgency. She has published her book on 'Development Disparities in North-East India' and edited many other volumes. Binoda Kumar Mishra is a Fellow at Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata, India. His research interests include traditional and non-traditional security issues in South Asia; India's external relationship with special reference to China; developmental politics; and diaspora studies. |
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Education,M.ed/B.ed./D.ed. |
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BHARTIYA MADHYAMIK SHIKSHA KA 21V SHATABDI ME DIVYA DARSHAN: (HINDI) |
J.C. AGGARWAL, S. GUPTA |
9788175415768(HB) |
9788175415775(PB) |
2011 |
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xii + 308 pg, 2014 impression
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295.00 |
1250.00 |
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Asia/International Relations |
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COMMUNITIES, INSTITUTIONS AND 'TRANSITION' IN POST-1991 EURASIA |
SUCHANDANA CHATTERJEE, ANITA SENGUPTA(Ed.) |
9788175415881 |
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2011 |
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xvi+494pp
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0.00 |
1600.00 |
Introduction ix
Part 1 Trends and Debates on Transition
1. Triple Transition in Post-Soviet Eurasia
P.L. Dash
2. Conceptual Transformation of East Siberia’s Geographical Space during the Transition Period, late 1980s–early 2000s
Vsevolod Bashkuev
3. Inner Asia: Glimpses of a Cosmopolitan Space
Suchandana Chatterjee
4. Ideological Debates in the Context of Transition: A Case Study of Kyrgyzstan
Asel Murzakulova
5. Typology of Russian Transition Periods
V.A. Lamin
6. The ‘Frontier’ Revisited—Trends in Siberian Historiography
Denis Anan’ev
Part 2 Institutions in Transition
7. Pre-Soviet, Soviet, and Post-Soviet Central Asia: The Case of Uzbekistan
Farkhod Tolipov
8. Pre and Post-Soviet: The Role of Rigid Social Forms
Oleg A. Donskikh
9. The ‘Turkish Model’ and the Turkic World
Anita Sengupta
10. National Culture in the Context of Globalization
Abdurahim Juraev
11. Central Eurasia: The Paradigm Shift and Power Configurations
Debidutta Aurobinda Mohapatra
Part 3 Economies and Politics in Transition
12. Economic Crisis in Russia and Central Asia: Causes and Consequences
R.G. Gidadhubli
13. Convergence between Economics of Transition and Development Economics in Post-1991 Eurasia
Gulshan Sachdeva
14. Evaluation of the Competitiveness of North-South Transport Corridor
Vladimir Yu Malov
15. Informal Cross Border Exchanges: Reaction to Institutional Transition (Russian-Chinese Border Case)
Natalia Ryzhova
16. Logics of Semi-presidentialism and Post-communist Politics
Kimitaka Matsuzato
17. Democratic Transition and Development in Post-Soviet Central Asian Communities
Habibollah Abolhassan Shirazi
18. Post-1991 Mongolia: A Paradigm of Peaceful Democratic Transition
Sharad K. Soni
Part 4 Communities and Ethnicities in Transition
19. Ethnic and Religious Identity in the Borderland of Cultures
O.V. Buraeva
20. Kiryar in Khorog: An Ethnography of the Changes and Continuities in ‘Community Social Capital’ from Socialist to Post-Socialist Tajikistan
Fayaz Noormohamed
21. Social and Economic Changes in the Transition: The Case of Suusamir Valley in Kyrgyzstan
Ilhan Sahin
22. The Interaction of Ethnocultural and Ethnopolitical Processes in Russia during the 1990s: A Case Study of the All-Buryat Association for the Development of Culture
Marina N. Baldano
23. Buryat National Idea: Continuity and/or Discontinuity of Tradition
Svetlana Baldano
24. “Ethnic Markets” of the Post-Soviet Era: The Mechanism of Supply, Institution and Social Organism
V.I. Dyatlov
25. Business Culture of Chinese Traders in Pre-Revolutionary Russia Through the Eyes of Russian Contemporaries
E.V. Dyatlova
26. Indian Business and Businessmen in Russia: A Perspective on International Migration in the late 20th Century
Hari Vasudevan
Part 5 Religion and Culture in Transition
27. Turkish Islamic Movements and their Contribution to the Islamic Revival of Central Asia
Bayram Balci
28. Buddhism and Contemporary Religious Processes in Post-socialist Mongolia
Tsymzhit Vanchikova
29. The Cult of Saints within Siberian Islam: Anthropological Approach to Studying of Pre-Soviet Tradition and Post-Soviet Transitions
Alexandr Seleznev and Irina Selezneva
30. Tajikistan: Challenge of Religious Extremism in the Post Soviet Period
Nirmala Joshi
31. Dynamics of Transition: Films from Central Asia
Rashmi Doraiswamy
32. Linguistic Transformations in the Post-Soviet Space of Central Asia During the Transition Period
Maria I. Gritsko
Contributors
List of Russian Translations
Index
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Since Soviet disintegration, there have been varied perceptions about Eurasia's transition. Initially, attention was focused on the changes that became obvious in politics and society and people's orientation towards change. Gradually, there was a re-appraisal of the transformation that occurred, and attempts were made to identify the genesis of change in the Soviet era. Post-Soviet thinking metamorphosed into a realistic appraisal of the continuities rather than the discontinuities of the two periods. It is this duality of transition that has been focused upon in the book Communities, Institutions and Transition in post-1991 Eurasia. The contributions in the volume convey the central theme that transition in Eurasia is a continuing and expanding discourse about space and identity.\n
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Dr. Suchandana Chatterjee, Fellow, Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata.
Dr. Anita Sengupta, Fellow, Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata.\n
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Asia/International Relations,Human Rights |
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CONFLICT RESOLUTION, HUMAN RIGHTS AND DEMOCRACY |
DD KHANNA, GERT W KUECK(ED) |
9788175411258 |
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2011 |
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viii + 299 pp, Ist Published in 2003
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0.00 |
995.00 |
Preface, Introduction, The Indian Perspective, Democracy Human rights & Conflict Resolutions, Democracy & Co-existence of Civilisations, Emerging threats to democracy, Democracy as Global Entitlement, Human rights revolution, The role of United Nations, Human rights & Terrorism, Conflict Resolution: the contribution of democracy and human rights, Conflict resolution as a pre-requisite for gegional cooperation & development,External inputs in conflict generation & conflict resolution, Human rights & Genetic revolution.
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It is necessary to discuss fundamental changes in human society today and increasing need for new approaches concerning issues of the proper functioning of democracy, respect for human rights and dignity, peace, security, development and social studies.
The book contains contributions of some of the outstanding scholars and thinkers on Human Rights and Conflict Resolution and its association with Democracy. An in-depth analysis of the needs of the future and the imperatives of democracy and suggestions pertaining to ways and means of promoting democratic culture; minimal conditions that the politics of the country must meet in order to make political democracy functional are focussed. The book should be useful to all dealing with the subject.
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Prof D. D. Khanna, former Professor and Head, Department of Defence and Strategic Studies, University of Allahabad is currently Director, Society for Peace, Security and Development Studies, Allahabad. He has authored and edited several books and contributed to journals on security and development problems related to South Asian countries.
Prof. Gert W. Kueck is the Resident Representative of the Konrad Adenauer Foundation (Germany) to India. He specialised in international and developmental economics and political affairs. He has a vast experience in academic and practical activities across the globe. Professor Kueck participated actively in several international conferences, many of them within the framework of the United Nations. He has authored books and contributed to journals, particularly on problems related to North-South and South-South relations.\n
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Asia/International Relations |
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CONTEMPORARY BUDDHISM: COMPARATIVE STUDIES ON EURASIA AND SOUTH ASIA |
SUCHANDANA CHATTERJEE, ANITA SENGUPTA(Ed.) |
9788175415867 |
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2011 |
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112 pg |
0.00 |
450.00 |
Preface1. Challenges before Buddhism: The Way AheadP. Stobdan2. Buddhist Church in the Socio-Cultural Space of the Russian Society V. M. Mitypov3. Buddhist Religious Organizations of Russia (On certain problems related to their formation) S.P. Nesterkin 4. Buddhism in the Baikal Region (Based on the Sociological Research Materials) G.E. Manzanov5. Buddhist Civilization in Caspian Region: The Indian Heritage Baatr Kitinov6. Buddhism: Ethno-Cultural Roots and Identity Aspects of the ChakmasMrinal Kanti ChakmaContributorsList of Russian TranslationsIndex |
In the recent past, there has been growing interest in Buddhism and the extension of Buddhist studies to the realm of culture and international relations. The northern reach of Buddhism is a subject that has assumed recent focus in scholarly circles in India and Russia. The book addresses Buddhist linkages across the Himalayan region, taking into consideration Buddhism as a tradition in India and Siberia and as a way of life among the Chakmas in India and the textual representations of the Buddhist heritage in India. It not only discusses Buddhism as a spiritual force but also analyses the Buddhist legacy and the transnational aspect of Buddhism in Asia. The volume integrates some of these ideas about Buddhism as a cultural and philosophical domain. |
Dr. Suchandana Chatterjee, Fellow, Maulana Abul Kalam Azad Institute of Asian Studied, Kolkata.Dr. Anita Sengupta, Fellow, Maulana Abul Kalam Azad Institute of Asian Studied, Kolkata. |
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Social Work |
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CONTEMPORARY INDIAN SOCIETY: ISSUES AND PERSPECTIVES |
RAJA REDDY KALLURI |
9788175415898(HB) |
9788175416017(PB) |
2011 |
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pp 342
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300.00 |
950.00 |
Acknowledgements, Introduction
Section-A: TRIBES AND THEIR DEVELOPMENT
1. Tribes and Their Contemporary Identity/ S. Sumathi/13
2. Adavi (Forest) in Some Adivasi Cultures in Andhra Pradesh/ V. Gangadharam, T. Babji Reddy and T Chandrika/28
3. Tribes of Jharkhand: Culture and Development Prabhat K. Singh and A. K. Haldar/57
4. Transformation of Tribal Economy: A Case Study from Karnataka/N. Ningaiah/65
5. Tribal Development Strategies in India: An Anthropological Dialogue/M.P. Damodaran, S. Sumathi and P. Govinda Reddy/74
6. Dravidian Kinship Systems: The Significance of Chenchu and Yanadi Kinship Organization/N. Sudhakar Rao
Section-B: ANTHROPOLOGY OF HEALTH AND NUTRITION/88
7. Research Methods for Nutritional Anthropology S.C. Jhansi/111
8. Social Construction and Portrayal of Cancer: A Study in Media Anthropology/Reetinder Kaur and A. K. Sinha/125
9. Reproductive Health Care Practices among the Primitive Tribes in Nilgiri Hills of Tamil Nadu /T. Subramanyam Naidu and G. Palanisamy/136
10. Traditional Concept of Health and Medical Practices among the Tribes of Bastar/ B.M. Mukherjee/154
11. Food Security for Tribal People: A Study on Targeted Public Distribution System in the State of Orissa Pradip K. Bhowmick/150
Section-C: CONTEMPORARY ISSUES
12. Self Help Groups and Microfinance: A Study with Reference to Scheduled Tribes in Andhra Pradesh/K. Raja Reddy and C.S. Reddy/173
13. Women Self Help Groups and Utilization of Loans: A Case Study/N. Padmaja/187
14. Institutional Failure and Farmers' Suicide in Andhra Pradesh S. Vijaya Kumar/192
15. Provisions of Convention on the Rights of the Child in the Context of an Eastern Indian City: A Critical Assessment/Nibedita Nath and Deepak Kumar Behera/206
16. Schooling and Change in Tribal Areas: A Case of Andhra Pradesh/221/K. Sujatha
17. Development of Self Learning Material in Distance Education 249/G. Ananda
18. Socio-Economic Development of Dalits in Gujarat Manubhai Makwana/265
19. Role of NGOs in the Welfare of Special Children/Marri Padmaja/ 278
20. Sex and Gender Differentiation among the Saoras of Andhra Pradesh/M. Suryanarayana/283/
21. Dynamics of Displaced Populations of Somasila Irrigation Project in Andhra Pradesh/M. Mohan
22. Contemporary Issues in Development, Displacement and Rehabilitation/G.V. Ramana/ 289
23. Brief Notes on Research Projects Undertaken by Prof. P. Sudhakara Reddy/K. Raja Reddy/308
List of Contributors/335
Index/337
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The scholarly contributions by eminent scholars from Anthropology and Sociology of various universities, research and professional institutes of India cover various facets of Indian Society-tribal cultures, ide Identity, transformation, indebtedness and developmental strategies. The writings focused much on millennium develop- ment goals.\n
The contributions, such as self help group movement, farmers' suicides, slums, educational issues, dalits, gender issues, displacement and rehabilitation are dealt under the sections-Tribals and their Development, Anthropology of Health and Nutrition, and Contemporary Issues. The volume provides valuable understanding on development aspects and contemporary issues of the Indian Society.\n
The contents of the book may be useful to the anthropologists, sociologists administrators, planners, NGOs and other development professionals in teaching, research, planning, decision making, designing and implementation of various development initiatives.\n
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Dr. Raja Reddy Kalluri, an Associate Vice President for Research & Advocacy Team in APMAS, an NGO in Hyderabad, is a trained anthropologist engaged in developmental research. Dr. Reddy has to his credit six books and several research articles in various journals and edited volumes, His research publications on SHG move- ment, Microfinance and Livelihoods are widely appreciated.\n
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Political Science |
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DALIT, POLITICS AND LITERATURE |
PRADEEP K. SHARMA |
9788175415980(HB) |
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2011 |
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188pp
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0.00 |
650.00 |
Preface Introduction Political Consciousness and Literary Expression Literary Expression; Idealism; Positivism; Formalism; Structuralism; Sociological Literary Criticism; Marxist School; Placing Hindi Dalit Literature Dalit Consciousness and Movement Meaning of the term 'Movement'; Brief History of Dalit Movement; Dalit Literature and Aesthetics Premchand to Mannu Bhandari: Critical Analysis Kafan (1936): Premchand; Godan (1936): Premchand; Dharati Dhan Na Apana (1972): Jagdish Chandra; Nachyo Bahut Gopal (1978): Amrit Lal Nagar; Mahabhoj (1979): Mannu Bhandari Mohan Dass Naimishray to Recent Writings Towards Empowerment Apne Apne Pinjare (1995): Mohan Dass Naimishray; Socio-economic Context; Cultural Context; Political Context/; Kranti Shesh Hai (1995): Lalchand 'Rahi'; Suno Brahaman (1996): Malkhan Singh; Joothan (1997): Om Prakash Balmiki; Socio-political Context; Gunga Nahin Tha Main (1997): Jai Prakash Kardam; Harry Kab Aayega (1999): Suraj Pal Chauhan Dalit Politics and Literature: Future Trends Annexure Bibliography Index
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The Dalit movements in India have occupied significant place in the history of social movements as well as in the discourse of social sciences. These movements have addressed numerous issues that facilitate to understand and analyse Indian polity.\n
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Dr. Pradeep K. Sharma teaches at the Centre of Political Studies, Jawaharlal Nehru University, New Delhi. He did his M. Phil and Ph. D. from the same university. Dr. Sharma has contributed articles to International Review of Sociology and other journals of repute. He has also participated actively in several national and international seminars, workshops and symposia. He is also associated with grassroots activism in India on land and livelihood rights.\n
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Asia/International Relations |
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DEMOGRAPHY AND MIGRATION IN ASIA: ISSUES AND TRENDS |
ANITA SEN GUPTA, SUCHANDANA CHATTERJEE |
9788175415874 |
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2011 |
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176pp |
0.00 |
550.00 |
1. New Tendencies in East Asian GeopoliticsB.V. Bazarov and N.I. Atanov2. Migration and its Consequences for Assam: With Special Reference to Illegal Immigration from Bangladesh Homeswar Goswami3. Implications of Regional Migration for the East and North East of India Jayanta Kumar Ray4. Migration in Post-Soviet Central Asia: Problems and Perspectives Gulnara Mendikulova5. Migration: Impact on Asiatic RussiaP.L. Dash6. Migration as a "Factor of Vulnerability" for Central Asian Integration Kamilla Sheryazdanova7. Migration and Gender Issue: The Experience of Post-Soviet Tajikistan Nandini Bhattacharya8. Kazakhstan: The Challenges of Ethnic Repatriation and Labour Migration Bhavna DaveContributorsList of Russian TranslationIndex |
Migration trends in Eurasia and South Asia reflect a common feature--dominant communities are engaged in multi-level competition as well as collaboration. These trends are analysed in both short-term and long-term historical perspectives and the locales of settlement have been emphasised. The profile of the migrant has also assumed great prominence. Elaborating about the patterns of migration in Siberia, Central Asia and India, scholars in the volume have discussed related issues on these aspects and diverse migrant experiences. The volume not only deals with migration as a specimen but also as a tool of interdisciplinary research. Demography, another related aspect of migration and the dispersal of population across the Asiatic borderlands is another focus. The intricacies in the Russian Far East have been compared with those of eastern and north-eastern regions of India. |
Dr. Anita Sengupta, Fellow, Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata.Dr. Suchandana Chatterjee, Fellow, Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata. |
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Education,M.ed/B.ed./D.ed. |
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DEVELOPMENT OF SECONDARY EDUCATION IN INDIA: ACCESS, PARTICIPATION, DELIVERY MECHANISM AND FINANCING |
K. SUJATHA, P. GEETHA RANI |
9788175415911(HB) |
9788175415935(PB) |
2011 |
|
|
x+230pp
|
350.00 |
1250.00 |
Foreword v
Preface vii
1. Introduction
2. Educational Expansion and Participation: Access and Coverage in Secondary Education
3. Role of Government and Private Sector in Secondary Education: Extent of Privatisation
4. Gender and Social Equity Perspective in Secondary Education
5. Financing Secondary Education in India
Index
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The book examines the development of secondary education encompassing different aspects like access, participation, the trends in expansion, delivery mechanism-role of government and private providers, gender and equity perspectives and financing of secondary education in India. One of the unique features of this book includes analysis of different aspects of secondary education in a comparative perspective at all India, inter-state, inter-district and that of the case study schools. Further the present study examines extensively development of secondary education in four states i.e., Andhra Pradesh, Kerala, Maharashtra and Uttar Pradesh which are at varying levels of educational and economic development.\n
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Dr. K. Sujatha is Professor and Head of Department of Comparative Education and International Cooperation, NUEPA, specializes on education of disadvantaged and comparative education. She authored six books including two by IIEP/ UNESCO, Paris and several research papers and articles published in national and international journals. She has conducted several empirical research studies on education of disadvantaged, scheduled tribes and secondary education.
Dr. P. Geetha Rani, Associate Professor, Department of Educational Finances, NUEPA specializes in the area of Economics and Financing of Education. She has authored several research papers published in national and international journals and conducted few empirical research studies.\n
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0.00 |
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Education,M.ed/B.ed./D.ed. |
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EDUCATION, POLITY AND SOCIETY: A STUDY OF EDUCATION AND DEMOCRATIC CONSCIOUSNESS |
EHSANUL HAQ |
8185402965(HB) |
8175411562(PB) |
2011 |
|
|
184 pp, 2nd Impression
|
250.00 |
995.00 |
Preaface, Introduction, Education, Democratic Structure and Process, Emerging Political Consciousness, Education and National Reconstruction, Imparting Democracy as a system of values, Polictical Consciousness of School teachers, Sources of Political Attitude Formation of the Citizens im making, Education, Family size and the consciousness for power, education caste and Political Mobilization, Education, Polity and Society, Plicy Implications.
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The study of education-polity relationship is a new and neglected area of research, particularly in India. With an inter-disciplinary comparative approach in view, the study focuses on the role of mainly, the formal education in providing input supports to the system of polity. It provides supports by making individual learners, politically aware and conscious; politically knowledgeable, critical and committed; politically knowledgeable, critical and comitted; politically active and participant. These are the basic political requirements of any democratic system to survive.\n
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Ehsanul Haq is an Associate Professor at the Centre for the Study of Social Systems, School of Social Sciences, Jawaharlal Nehru University, New Delhi. He is M.A. from Aligarh Muslim University, and M.Phil and Ph.D from Jawaharlal Nehru University. His main area of specialization is Sociology of Education.\n
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Education,M.ed/B.ed./D.ed. |
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EDUCATIONAL TECHNOLOGY IN THE CHANGING SOCIETY |
RAJARSHI ROY (ED.) |
97881754215997(HB) |
|
2011 |
|
|
xii+307pp
|
0.00 |
1400.00 |
PART I: EDUCATIONAL TECHNOLOGY AS KNOWLEDGE BASE
PART II: EDUCATIONAL TECHNOLOGY AND TEACHER
PART III: EDUCATIONAL TECHNOLOGY AND ITS USE IN ACADEMIA
PART IV: SOCIAL PERSPECTIVES ON EDUCATIONAL TECHNOLOGY
CONTRIBUTORS
INDEX
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Educational technology is just not the mechanization of educational process, rather it emphasizes over 'techniques of teaching', 'methodology, following which teaching takes place', and 'the task of teaching' together forming the bases of learning. These come under the purview of learning technology. Therefore all these techniques, methods and teaching come under the purview of 'educational technology'.
Different schools of thoughts and disciplines are engaged in developing the system of education and thereby for betterment of human society. Now-a-days good many instructional designs are in use in varying educational setups. These are the contribution of educational technology. Training psychology, cybernetic psychology and system analysis are the few examples in this context.
The volume, divided into four parts viz Educational Technology as Knowledge Base; Educational Technology and Teacher; Educational Technology and its Use in Academia; and Social Perspectives of Educational Technology, accords contribution from the scholars globally, discusses the pertinent themes and concept, centering round the area, covering the dimensions 'theory' and 'practices' in changing society, which is expected to update the changing concept pertaining to educational technology.\n
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Rajarshi Roy, a postgraduate in Education and Sociology and Doctorate in Education, is actively associated with Educational and Policy research for the development of the oppressed. His specific contribution is in the arena of Ethno pedagogy, Environmental Education and socio-educational studies for the life-improvement of the population at crisis, apart from Pedagogy of Engineering Education and Indigenous Technology. Dr. Roy believes in participatory research through observation and introspection. He possesses to his credit more than four dozens of papers in various journals of international and national repute. He was offered with Professorship in a University-PG department of Education in 2008. Presently he is associated with National Institute of Technical Teachers' Training & Research, Kolkata (Under Ministry of Human Resource Development, Government of India).\n
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Political Science |
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EMERGENCY, CONSTITUTION AND DEMOCRACY : AN INDIAN EXPERIENCE |
N.M. GHATATE |
9788175415782 |
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2011 |
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viii+256pp
|
0.00 |
700.00 |
PREFACE
CHAPTER ONE : INTRODUCTION
CHAPTER TWO : EMERGENCY PROVISIONS OF THE CONSTITUTION
CHAPTER THREE : EMERGENCY IN OPERATION
CHAPTER FOUR : CONDITIONS OF DETENTION
CHAPTER FIVE : MARTIAL LAW
CHAPTER SIX : THE 44TH CONSTITUTIONAL AMENDMENT
CHAPTER SEVEN : PREVENTIVE DETENTION
CHAPTER EIGHT : CONCLUSION APPENDICES I : RELEVANT PROVISIONS OF THE CONSTITUTIONAL AMENDMENTS AND PREVENTIVE DETENTION ACTS: MISA AND COFEPOSA II : DELHI JUDGES LISTEN TO WORLD JUDGMENTS ON HUMAN RIGHTS, THE TIMES (LONDON), FEBRUARY 17, 1976 III : EDITORIAL IN THE NEW YORK TIMES APRIL 30, 1976 IV : ANALYSIS: JUDGMENTS OF DELHI AND BOMBAY HIGH COURTSIndex
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The book is a critical expose of emergency provisions of the Constitution, the Constitution Assembly Debates and India's experience in dealing with emergency situation. There have been three emergencies in the last six decades on the ground of grave threat to the sovereignty of India. Every time they were prolonged beyond the conditions for their imposition ceased to exist and preventive detention laws were employed to silence opposition.\n
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Dr. N.M. Ghatate is a Senior Advocate of the Supreme Court of India. He was also the former Vice-Chairman of the Law Commission of India. He did his M.A. and Ph.D. in International Relations from the School of International Studies, The American University, Washington D.C. He was also lecturer of International Relations and Organisations in the USA and India; and participated in several seminars in India and abroad.\n
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Asia/International Relations, |
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EURO-ASIA AT THE CROSSROADS: GEOPOLITICS, IDENTITIES AND DIALOGUES |
JYARKI KAKONEN, SANJAY CHATURVEDI, ANITA SENGUPTA(ED.) |
9788175416000 |
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2011 |
|
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viii+236pp |
0.00 |
700.00 |
Acknowledgements v IntroductionJyrki Kakonen and Sanjay Chaturvedi1. On the Metageography of Euro-AsiaPekka Korhonen2. Euro-Asia: Cartographic Representations and ImaginationsRudolf Wastl3. The Geopolitics of Domination and the Clash of Imaginations in Central Eurasia: Continuity and Change Sanjay Chaturvedi4. Geostrategic Perspectives on Eurasia: Towards Multilateralism in Central Asia Anita Sengupta5. Turkey's Search for Identity: A Eurasian and Islamic CountryAyla Göl6. September 11, the Colour Revolutions and the Birth of Sovereign Democracy Daragh McDowell7. Region as a Space of Interacting AutonomiesRanabir Samaddar8. The Paradox of Cosmopolitan-Eurocentrism in the Rise the WestJohn M. Hobson9. The EU in the Eurasian Space: An Alternative to the USA?Jyrki Kakonen10. Conceiving the Project of Eurasia through EU-India CooperationRajen Harshe ConclusionSanjay Chaturvedi and Jyrki KakonenBibliographyContributorsIndex |
The volume is a critical enquiry into the ways in which space is imagined, represented as well as resisted in geopolitical struggles and in everyday life. It attempts this enquiry through a number of articles that examines these issues in Europe and Asia and touches upon the intricate interplay between the 'geo-economics of hope' and the 'geopolitics of fear'. The insertion of a hyphen between 'Euro' and 'Asia' underlines the importance of differentiating the concept from the overwhelmingly military strategic connotation of the term 'Eurasia' or Eurasia as a geo-strategic space. A hyphenated relationship between Europe and Asia underlines the necessity of understanding Euro-Asia as pre-dominantly a socio-economic as well as political-cultural space of continental proportions. This is also a reminder that both 'Asia' and 'Europe' are highly heterogeneous places sharing the same continent. The central argument of the book is that at the dawn of the 21st century the continent of Euro-Asia finds itself at crossroads, a historic juncture from where various alternative futures are possible. Consequently, wide-ranging alternative imaginations of the identities of places and peoples inhabiting and sharing this vast and diverse continent are also possible. Underlying the contention is the assumption that in the absence of such alternative visualizations of Euro-Asian dialogues anchored in the politics of autonomy and aiming at social transformation, gender justice and ecological-human security may not be possible. |
Jyrki Kakonen is Jean Monnet Professor, Tallinn University, Emeritus Professor, University of Tampere and Former director of Jean Monnet European Centre of Excellence, University of Tampere, Finland.Sanjay Chaturvedi is Professor of Political Science and Honorary Director, Centre for the Study of Mid-West and Central Asia, Panjab University, Chandigarh.Anita Sengupta is Fellow, Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata. |
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Human Rights,Social Work |
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HUMAN RIGHTS AND CHILD LABOUR IN INDIAN INDUSTRIES |
ANU SAKSENA |
9788175415904 |
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2011 |
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viii + 214 pp, 3rd impression
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0.00 |
700.00 |
Preface
Introduction
Child Labour and Human Rights
Child labour in India
Child Labour in Select Indian Industries
National Legislation and Action Against Child Labour in India
Children-- Focus of Development
Annexures: I-IV
Bibliography
Index
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The book examines the phenomenon of child labour and how its continued practice amounts to a violation of human rights. It traces the emerging importance of children’s rights within the framework of promotion of human rights and examines international action against child labour. The book analyses the nature, causes and consequences of child labour with special reference to India. A comprehensive analysis of the prevalence of child labour in select Indian Industries, where children are employed in large numbers, is also undertaken. The book reviews the constitutional, statutory and developmental measures adopted by the Indian government to deal with the problem of child labour and assesses India’s performance in protecting the rights of the child. A comprehensive analysis of the prevalence of child labour in select Indian Industries. It examines the violation of human rights and assesses India’s performance in protecting the rights of the child.\n
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Dr. Anu Saksena graduated from the Lady Shri Ram College, Delhi Univ, in 1990. She topped in M.A. (Political Science) in Madras Christian College in 1992. After a one year stint as a Journalist at ‘The Independent’, she taught Political Science at the Wilson College, University of Bombay. She was awarded her Doctorate by the University of Bombay.\n
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Education,M.ed/B.ed./D.ed. |
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INNOVATION IN INDIAN EDUCATION SYSTEM |
KALIKA YADAV, H.K. KHANDAI, ANSHU MATHUR |
9788175415744(HB) |
9788175415751(PB) |
2011 |
|
|
x+238 pp
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280.00 |
1250.00 |
Foreword
Preface
1. Shared Learning-A Vital Approach for Teachers Education in India
B.K. Passi, Hemant Kumar Khandai and Anshu Mathur
2. Changes and Challenges of Teacher Education:Issues Ahead for Quality
U.C. Vashistha and Hemanta Kumar Khandai
3. Role of Continuing Education and Extension in Globalisation Era under University System of Higher Education
Kalika Yadav and Hemant Kumar Khandai
4. Right to Education Bill: An Awaited Drizzling
Hemant Kumar Khandai
5. Innovation in Teacher Education
Poonam Singh Kharwar
6. Restructuring of Higher Education for Universalisation: Social Perspectives
Baiju K. Nath
7. Interpretation and Reporting of Test Results: Marks vs. Grades
Nityananda Pradhan
8. Shared Learning through ICT in Teachers Education:Vision T 20
Hemant Kumar Khandai and Anshu Mathur
9. ICT in Education: Efficacy and Reluctance
Smriti Bhosle
10. Total Quality Management in Teacher Education: Role of a Teacher Educator
Gaurav Singh
11. The Changing Trend in Psycho pedagogy
Anjum Ahmed
12. Brain Based Learning: Pedagogical Implications
Noushad Husain
13. Quality in Educational Research: The Policy Implications
D.R. Kapoor
14. Achieving First Goal of Education for all, Dakar Framework of Action, 2000: Cross State Public Initiatives
D.D. Pandey
15. Strategic Transformation of Business Education:The Mentor's Vision
Mrs. Vani N. Laturkar
16. Quality Concerns in Higher Education
Geetika Agarwal
17. Taxonomy of Interactive Domain of Educational Objectives
S.S. Chaugule
18. An Achievement to a Challenge in Open Distance Education: A Case Study-YCM Open University
Mrs. Rucha Gujar
19. Female Literacy in India: A Long Road Ahead
Lokanath Mishra
20. Role of Facilitators in a Total Literacy Programme for Women: An Analysis of Jyothirgamaya Programme
C. Naseema and V.K. Jibin
21. Developing an Interdisciplinary Concept for Sustainable Global Milieu
Hemant Kumar Khandai and Shabnam Khan
22. Lifelong Learning in Indian Higher Education: Challenges in Current Global Scenario
Hemant Kumar Khandai and Anshu Mathur
23. Corrective Approaches for Sustainable Extension Education Services in Rural India
Hemant Kumar Khandai and Anshu Mathur
Contributors
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Future of any country lies in the classrooms and the talent being churned out from the Indian education system has the capability to match the best globally.
The book provides an extensive as well as in-depth analysis of the various innovations in education system. In the present social system, globalization demands compulsive use of new methods and technology and we necessitate with passion a learning environment to match with global needs as learning and sharing the knowledge to widen it, is the only way to go forward. We need to stimulate learning culture by promoting innovations in our system because the advancement in system yields rich dividends in future. The book is designed as a road map for innovations and to indicate the barriers of the desired path. Original and innovative thoughts may be found useful for the future of Indian education system in every aspect.\n
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Prof. Kalika Yadav, Director, Department of Continuing Education and Extension Barkatullah University, Bhopal, is also coordinator of 'Equality Cell' and coaching of SC, ST, OBC and Minority at University. He has worked lot in field of education and extension and has several published papers and articles in national and international level to his credit.
Dr. Hemant Khandai (M.A, M. Phil, Ph.D., PG Diploma in HRM) worked globally in half dozen of countries. He has an outstanding work experience in the field of education & extension. He has to his credit three books, several research papers and field works. He is editor of "National Journal of Research in Education and Extension" (NJREE). He has been awarded "Shiksha Ratna" award for his excellence.
Ms. Anshu Mathur is an Assistant Professor, Bhopal School of Social Sciences, Bhopal. She has published several papers and articles in various national and international platforms.\n
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Literature/Language,Religion & Philosophy |
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LOVE AND WISDOM: TOWARDS A NEW PHILOSOPHY OF LIFE |
W. JULIAN KORAB-KARPOWICZ |
9788175414532 |
|
2011 |
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|
xviii+126pp |
0.00 |
300.00 |
Foreword / viiPreface / xiiThe Wisdom of Love / 1Logos and Wonder / 13Rethinking Philosophy / 19Knowing Beyond Science / 37Democracy and Politics of the Soul / 47Power and Justice in International Reations / 59In Defense of International Order / 76On Freedom from Hate / 96Righteousness of Life / 116All is One / 124 |
Cultures, religions, ideologies, nationalities, particular interests: they all divide us. Let us find a common ground. This is life itself. In this collection of essays, the author develops a new philosophy of life, which he claims actually has a long tradition. It goes back to some ancient Western thinkers, such as the Milesians, Heraclitus, Empedocles and Plato, for whom philosophy presupposes an affective engagement with the world and not merely its theoretical description or explanation. This classical tradition has been challenged by ideas of modernity, particularly by the idea that modern scientific knowledge is the highest form of human knowledge. However, as the author argues, this idea is questionable. In his view, scientific knowledge is merely a partial knowledge. Science looks at the world indifferently as if it were an object, an "It", but in fact the world is not that. Love, an affective engagement, and not indifference, is the way to full knowledge. Furthermore, it is love that fosters life and brings all things into unity. Love and life are thus closely connected. Life is the central concept around which humanity can unite, forming a unity in diversity. The author believes that global solidarity among human beings can be achieved if there is a growing common understanding of what is right for life. |
W. Julian Korab-Karpowicz is Associate Professor of Philosophy at the Anglo-American University of Prague. He has received his doctorate from the University of Oxford and published widely in political philosophy, ethics and international relations. He is the author of A History of Political Philosophy: From Thucydides to Locke. |
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Education,M.ed/B.ed./D.ed. |
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MANAGEMENT OF SECONDARY EDUCATION IN INDIA |
K. SUJATHA, P. GEETHA RANI |
9788175415010(HB) |
9788175415034(PB) |
2011 |
|
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x+252pp
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295.00 |
1250.00 |
Foreword v
Preface vii
1. Introduction
2. Infrastructural Provisions: Size and Nature
3. Internal Efficiency of Secondary Education
4. Private Tuition at Secondary Level: Trends and Troubles
5. Planning and Management of Textbooks and Public Examination
6. Administration and Management of the Secondary Education
7. Management of Teachers
Index
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Access to schooling is a pre-condition for educational progress but not a sufficient condition. Adequate infrastructure facilities and effective management are equally important to translate the efforts into educational progress. The book examines availability of infrastructure facilities for secondary schools, besides looking at extent of transition, drop-outs and retention. It also examines performance of students in public examinations and the extent and nature of private tuition. A range of management aspects of secondary education including administrative structures, inspection and supervision, planning and management of curriculum and textbooks, and teacher management are elucidated.
One of the unique features of the book is the critical analysis of secondary education management from the all India level to that of the case study schools providing a comparative picture of different states with a focus on four sample states i.e., Andhra Pradesh, Kerala, Maharashtra and Uttar Pradesh which are at varying levels of educational and economic development. The book should be of considerable interest to all having interest in issues relating to management of secondary education, policy planners, researchers and students of education.\n
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Dr. K. Sujatha is Professor and Head of Department of Comparative Education and International Cooperation, NUEPA, specializes on education of disadvantaged and comparative education. She authored six books including two by IIEP/UNESCO, Paris and several research papers and articles published in national and international journals. She has conducted several empirical research studies on education of disadvantaged, scheduled tribes and secondary education.
Dr. P. Geetha Rani, Associate Professor, Department of Educational Finances, NUEPA specializes in the area of Economics and Financing of Education. She has authored several research papers published in national and international journals and conducted few empirical research studies.
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Religion & Philosophy |
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OM: Our Cosmic Connection |
MEERA PRAKASH |
9788175415201(HB) |
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2011 |
|
|
166pp
|
0.00 |
495.00 |
Author's Note
Invocation
OM - Some Commentaries
From Sri Shankaracharya Discourses/ 13; From the Gospel of Sri Ramakrishna/ 14; The meaning of OM (According to Swami Vivekananda)/ 15; What scriptures say about OM/ 15; Special Commentary by Dr. S. Sundaram/ 17; by Meera Prakash/ 20
Introduction
The Story of Lord Kartikeya
OM - God becomes a Student
Om is Sound
Pranava Shabda/ 31; Vibration and Resonance/ 32; Frequency/ 33; Pattern and Rhythm/ 35; Naad - Music/ 36; Ahat and Anahat Naad/ 39; Nadis/ 40; Articulation and Knowledge/ 41; Speech - Name/ 43; Hearing OM/ 46
Om is Space
Visible Universe - the sky (Akasha)/ 47; Invisible Dark Matter/ 48; Microcosm/Macrocosm (Atom, Adam, Adham)/ 50; Presence (Existence)/ 51; Essence (Cause)/ 52; Perception (Inference)/ 54; Inner Space/ 55; Center/ 56; Expansion and Fullness/ 58
Om is Air
Prana - The Living Self/ 60; Life's Breath - Vital Force (the animating principle)/ 61; Spirit - psyche - mind/ 62; Soham/ 63
Om is Energy
Fusion/ 64; Potential/ 65; Active Principle (Mover and the moved)/ 66; Pure Energy/ 68; Complementary Forces/ 69;
Opposing forces (Duality - Action and Reaction)/ 70; Everything and Nothing/ 71
Om is Light
Manifestation of the Universe/ 73; Separation/ 75; Effulgence/ 76; Intelligence/ 77; Chords of Consciousness, Knowledge and Bliss/ 78; Thought/ 80; Wakeful, Dream, Sleep, and Turiya (Enlightened) State/ 81
Om is Water
Acceptance/ 85; OM is Nature/ 87; Purpose/ 88; Birth, Development, Multiplication, Nourishment and Dissolution/89/ Sound Waves under Water/ 90
Om is Earth
Working Universe/ 92; Causal, Karmic Regularity/ 94; The Senses/ 95; Survival/ 97; Limitedness /98
Om is Time
Temporal Reality/ 100; OM is Trinity/ 101; Stages - Avasthas/ 103; Duality - Relativity/ 105; Birth - Rebirth, Death/ 106; Providence and Free will/ 108; Destiny, Luck, Chance/ 109; Memory/ 111; Change, Chaos, Irregularity, Speed/ 112
Om is Timelessness
Unchangeable/ 114; Four states of Divine Consciousness/ 117; Eternity/ 119; Narayana - the Resting Place/ 120; Shunya, Void, Emptiness/ 121; The Four States of the Universe/ 123
Om is Revelation
Enlightenment/ 131; That art Thou - One and Many/ 133; The Soul is Brahman - Seat of Consciousness/ 136; Pure Consciousness is Brahman - Mental Peace/ 138; Cessation of Hatred/ 139; Well being/ 142; Spirituality/ 144; Equipment/ 146; Sadhana (Practice)/ 147; Meditation/ 148; Prayer/ 150; I am Brahman - Salvation/ 151; Sat Chit Anand/ 153; Shivom/154
Om is Singularity
Non existence - Unmoving Principle/ 158; Radiant Energy/ 160; OM Tat Sat/ 162; Singularity/ 165
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Social Work |
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PERSPECTIVES OF SOCIAL SECURITY |
R.K.A. Subrahmanya, L.D. Mishra, B.M. Som |
9788175415515 |
|
2011 |
|
|
viii+216pp
|
0.00 |
550.00 |
Preface
Introduction
1. Social Security in the Context of the New Economic Policy
Manmohan Singh
2. Contribution of Social Security in the Emerging Economic Scenario
Pranab Mukherjee
3. Social Clauses - International Trade Agreement
Ms. Josephine Karavasil
4. Social Security in India in the Historical Context
Justice Rama Jois
5. Introduction to Social Security
Lionel P. Massum
6. Social Security for Workers in the Unorganised Sector
L.D. Mishra
Sahdev K. Wadhawan
Har Mander Singh
D.C. Gupta
7. Social Security for the Unorganised Sector
Wouter van Ginniken
8. STEP Programme
Ms. Tsushima
9. State Support for Children in Poor Households as a Measure of Development: The Experience of South Africa
Ms. Francie Lund
10. Coverage of Contingencies under Formal Social Security Schemes and the Needs of Women Workers in the Informal Sector
John Woodall
11. Global Crisis in Social Security
Dalmer D. Hoskins
12. The Role of NHRC in Ensuring the Fulfillment of the Right to Social Security
Justice Sh. J.S. Verma
13. Social Security for Migrant Workers
Jan Breman
14. Social Security and the Right to Food
Jean Dreze
15. Revamping of ESI Scheme
Ajay Dua
Sanat Mehta
R.K.A. Subrahmanya
Parduman Singh
P.D. Shenoy
16. Democracy and Employment Guarantee
Aruna Roy
17. Social Security Development in Asia and the Pacific
Corazon S. De La Paz
18. Pension Reform in India - A Social Security need
D. Swaroop
19. Corporate Social Responsibility
A.K. Balyan
Social Security Association of India - A Profile
List of Abbreviations
Index
|
There are broadly two views about the object of social security-one, the scope of social security is limited to maintenance of one's income against loss or diminution due to the occurrence of a contingency; second, the object of social security is broader to enable a person to attain a decent standard of life and also be able to maintain it. It is said that in the Indian context, social security policies and strategies would need to be addressed as a part of anti-poverty policies and that social security should include income support through promotional measures such as, employment promotion, food subsidy and child nutrition, as well as income maintenance through protective measures such as, public assistance for old-age, maternity disability and death .
This volume is based on lectures delivered by several experts, national and international, eminent in their own domain on the various aspects of social security representing both the streams of thought. It provides a framework for further research and studies in the field of social security. The book may be useful for policy makers and researchers in the field of social security, women workers, labour in unorganized sector and public health.\n
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R. K. A. Subrahmanya, IAAS (1951), retired as Addl. Secretary in the Union Ministry of Labour in 1984, former Director General, Gandhi Labour Institute, Ahmadabad, ex-Member of the A.P. Administrative Tribunal and is a member of the National Labour Law Association. He is credited with the production of the book entitled, India: Labour Code, 1994. He is the founder Secretary General of Social Security Association of India. He was awarded a Medal of Merit for his contribution to the cause of social security by the International Social Security Association, Geneva, in the year 2000.
Dr. L. D. Mishra, IAS (1964), a distinguished administrator, retired as Union Labour Secretary and had held several key appointments both at the Centre as well as in the State of Orissa. Presently, he is Special Rapporteur to National Human Rights Commission. Dr. Mishra is one of the founders of Social Security Association of India.
B. N. Som, IPS (1964), retired as Secretary to Government of India and then Vice-Chairman, CAT. He had a distinctive civil service career followed by an eminent judicial assignment. He is credited with conceptualisation of Employees Pension Scheme, 1995. He set up National Academy for Training and Research in Social Security in1993. He has been a member of the PF Central Board of Trustees and ESIC. He is currently the Secretary General of Social Security Association of India.\n
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Asia/International Relations |
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RECONSTRUCTING AFGHANISTAN: PROSPECTS AND LIMITATIONS |
ARPITA BASU ROY, BINOD KR MISHRA |
9788175415485 |
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2011 |
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xviii+286pp
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0.00 |
800.00 |
Introduction
Section I Conflict and Peace-Building in Afghanistan:The Experience So Far
1. Thinking of Security in the Shadow of Conflict
Binoda Kumar Mishra
2. Challenges and Dilemmas of Reconstruction and Institution- Building: Social, Economic and Political Factors
Shahmahmood Miakhel
3. State-Building and Stabilization in Afghanistan-Design Constraints to Effectiveness
Shakti Sinha
4. Indigenisation of Afghan Reconstruction
Jamal Rehman
5. Challenges of Peace-Building in Afghanistan
Sanaullah Tasal
6. The Geo-Political Dynamics of Afghanistan and the American
Strategic Perspective
Sanjeev Bhadauria
7. America's Coming War in Afghanistan: The "Bloody" Iraq Model
Jagmohan Meher
Section II Regional Approaches to Peace in Afghanistan
8. Developing a Regional Approach to Development and Security in Afghanistan
Gulshan Sachdeva
9. Role and Relevance of the Region in Afghanistan
Aunohita Mojumdar
10. Idea and Politics of 'Reconciliation' with the Taliban in Afghanistan
Vishal Chandra
11. Empowering Grassroots through Capacity Building Measures:
Indian Initiatives in Afghanistan
Mondira Dutta
12. The Afghan Cauldron Beyond Kabul
P.L. Dash
13. Afghanistan: A Security Challenge for Eurasia
Sreemati Ganguli
Section III Mitigating War Effects Through Development Interventions
14. Development Interventions in Afghanistan
Abdul Rahman Ulfat Mahmoodi
15. Ownership of Policy-Making in an Aid-Dependent Country: Formulation of Afghanistan National Development Strategy (ANDS): A Case Study
Sayed Muhammad Shah
16. Mitigating War Effects and Promoting Peace-building through an Effective Education System in Afghanistan: Pitfalls and Development
Alef Shah Zadran
17. The Involvement of Jirga System and Role of Community based Councils in Reconstruction of Afghanistan
Farhat Akram
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The volume focuses on how domestically-driven processes can be designed to work in Afghanistan and similar contexts, starting with the attributes of such an approach of 'Afghanization'; why some programmes worked and others did not during the 2001-08 period; and suggest some ways forward. The discussions revolve around the themes such as peace-building in post-conflict contexts, challenges and dilemmas of reconstruction and institution-building, progress and pitfalls of the reconstruction and state-building (2001-08), mitigating war effects through development interventions, regional approaches to peace and a grass-roots approach to capacity building in Afghanistan. The book may be useful for research scholars, policy makers and the readers having interest in South Asia.
\n
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Arpita Basu Roy is a PhD from the Department of International Relations, Jadavpur University, Kolkata and Fellow at the Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata. She has also been a Visiting Fellow at the Department of Politics and International Studies (POLIS), University of Cambridge. She is the recipient of the 10th Wrangler Pavate Fellowship for International Studies (2010).
She has authored two books entitled Contemporary Afghanistan: Conflict and Peace-building and Afghanistan: Towards A Viable State.
Binoda Kumar Mishra is a PhD in Disarmament Studies from Jawaharlal Nehru University, New Delhi and is a Fellow at the Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata, an autonomous research Institute under the Ministry of Culture, Government of India. He is the coordinator of a civilian initiative to promote sub-regional cooperation between India and China namely, Kolkata to Kunming (K2K) Forum.\n
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Social Work |
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REHABILITATION OF CHILD LABOUR: PROBLEMS AND PROSPECTS |
BILAL BHAT |
9788175415812 |
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2011 |
|
|
xii+196pp
|
0.00 |
650.00 |
Preface
List of Abbreviations
1. Introduction
Concept of Child Labour/2; General Definitions/4; A Brief History of Child Labour/6; Child Labour at the Global Level/8; Trends in Children's Work/10; Sectoral Distribution of Children's Work/10; Human Rights Perspective and Legal Framework of Child Labour/13; Convention on the Rights of the Child/13; World Conference on Human Rights/13; Constitutional Safeguards in India/17; Legal Measures for Protection of Child Labour/18; Education and Child Labour/19; Child Labour and School Achievement/21; Child Labour and Gender/23; Culture of Exploiting Women and Female Children/26; Globalization and Child Labour/27; Globalization and Decrease in Child Labour/28; Globalization and Increase in Child Labour/29
2. Child Labour in India
Nature of Child Labour in India/41; Causes of Child Labour/42; Bonded Child Labour in India/42; Magnitude of Child Labour in India/45; The Census 2001 Reports/50; Child Labour and Kashmir/51; The Census 2001 Reports/53; Statement of the Problem/55
3. Literature Review
Studies on Child Labour/58; Global Level Studies/59; National Level Studies/63; Child Labour Studies in Kashmir/67; Book Review/71
4. Wider Theoretical Frame on Child Labour
The Labour Market Perspective/103; The Human Capital Perspective/103; The Social Responsibility Perspective/104; The Child-Centered Perspective/105; Theory of Inequality, Productivity, and Child Labour/105; Karl Marx/106; Theoretical Explanations of Child Abuse/106; Theoretical Models/Perspectives on Social Problems/109; Using the Theoretical Perspectives/114; Constructing Social Problems/115
5. Research Methodology
The Problem/118; Definition of the Terms Used/121; Magnitude of the Problem/121; Objectives of the Study/122; Hypotheses/123; Universe/123; Sampling/124; Tools of Data Collection/125; Collection and Analysis of Data/126; Limitations/126
6. Child Labour in Kashmir
Age and Sex Composition/128; Religion/129; Educational Information/130; Family Background/132; Occupation of Parents/132; Education of Parents/134; Occupation of Child Labourers/134; Place of Work/135; Working Hours/135; Duration of Present Job/136; Interest in Work/136; Wages/137; Loan Locations/140; Working Conditions/140; Health Conditions/141; Space/144; Lunch and Tea Facilities/145; Holidays/145; Overtime Work/146; Rest Intervals/147; Children's Behaviour about Nature of Work and Satisfaction with the Behaviour of Employer/148; Reaction of Family Members about Economic Contribution/150; Number of Employees Working at the Work Place/150; Child Labour Laws/151; Other Working Child/Children in the Family/152; Satisfaction with Present Life Circumstances/153; Foreseeing Future/153; Child Labour and Human Rights/154; Knowledge of Children's Rights/157; Parents/Guardians and Employers Perception about Child Labour, its Conditions and Consequences/159; Personal Information of the Parents/Guardians/161; Number of Children Studying and Working in the Family/163; The Work in which Children are Engaged/164; Nature of Work/164; Reason for Sending Children to Work/165; Contribution of Children to Family Income/166; Facilities at the Working Centre/Unit/167; Satisfaction with Facilities/168; Wage Conditions/169; Criteria for Determining Wages/169; Collection of Wages and Payment of Wages/170; Fulfillment of Basic Needs at Home/170; Receiving an Advance Payment or Loan/170; Labour and Career/171; Awareness about child Labour Laws/172; Abolition of Child Labour/173; Views about the Abolition of Child Labour/173; Sending Children to School/174; Role of Community in the Elimination of Child Labour/174; Role of Employers in the Elimination of Child Labour/175; Role of Governmental and Non-governmental Organizations/176; NGO's Initiative/176; Focused Cases/177
7. Conclusions and Suggestions
Bibliography
Index
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In gauging the nature and degree of the social wickedness of child labour, it is indispensable to take into account the character of the jobs on which the children are betrothed, the dangers to which they are exposed and the opportunities of development which they have been denied.
The book delineates in the socio-economic perspective the various dimensions of the institution of child labour in general and in the Indian context in particular. A debate is generated around the wider conceptual framework and meaning of this inhuman institution. A statistical treatment is also given with periodical breakup for the generation of valued reasons from global to Indian scenario. The whole study is twigged to the rehabilitation of child labourers in different sectors of the economy and its problems and prospects.
The book is about the various sociological variables stirring the nuances of child labour in Kashmir. A very professional and technical methodology is utilized in divulging the destructive dimensions of this institution violating the rights of the children. Arguments are structured around education, family, health, human rights, NGOs role, legal dimensions etc. with special focus on interventions. The book is a momentous contribution to the parsimonious literature on the subject and may interest sociologists, economists, social workers, policy makers and planners, and development activists.\n
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Bilal Bhat is a Scholar of Sociology from the University of Kashmir. He has to his credit number of articles related to different themes and published in various national and international journals of repute in USA, Russia, Slovakia, Uzbekistan, Kenya, Nigeria, Korea, India, etc. He has also carried out field work in various regions of Tashkent, Samarkand, Bukhara, Khiva, Andhijan, Namangan, Fergana in Uzbekistan, Kashmir and India on different themes.\n
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Education,M.ed/B.ed./D.ed. |
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SATELLITE IN EDUCATION |
MADHU PARHAR |
8175412674(HB) |
9788175412682(PB) |
2011 |
|
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176pp, rev. ed.
|
250.00 |
695.00 |
Foreword
Acknowledgements
History of Satellite
Committees, Policies and Plans
Educational Broadcast: Television
Interactive Television
Educational Satellite: International Experiences
Research in Educational Media
Introduction to EDUSAT
References and Bibliography
Index
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Knowledge in satellite based education are strewn all over the world including India. This book is the maiden effort in constructing a critical knowledge base on satellite based education by bringing together the bits and bytes of relevant knowledge. It covers history of satellite, policies and programmes on educational technology in general and satellite based education in particular, educational broadcast, interactive television, international experience, and research in educational media, and a brief introduction to EDUSAT .
Authored by a competent professional with years of experience in research in educational media, and open and distance education, this book is a unique contribution to the professional literature in this field. Students of educational media - teachers, researchers, educational policymakers, planners and managers - may benefit from this book.\n
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Dr. Madhu Parhar, Reader in STRIDE in IGNOU, New Delhi, is a specialist researcher in educational technology and media. She has made significant contribution to the professional literature in this field. Her papers have appeared, among others in British Journal of Educational Technology, IJOL, Media and Technology for Human Resource Development, etc. Among her major contributions are Open and Distance Education, Indian Education: Development since Independence, Education India: The Next Millennium, etc.\n
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Education,M.ed/B.ed./D.ed. |
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SCHOOL ADMINISTRATION, SUPERVISION AND ORGANISATION |
JAGANNATH MOHANTY |
9788175415607(HB) |
9788175415591(PB) |
2011 |
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|
viii+200 pp
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250.00 |
950.00 |
Preface
1. Meaning, Nature, Scope and Objectives of School Administration, Inspection and Supervision
2. Role, Functions and Techniques of Supervision
3. Objectives, Principles, Organisation and Planning of Supervision
4. Evaluation of Supervision and Inspection
5. The School and Its Components
6 . The School Plant
7. The School Activities
8 . School Complex
9. Institutional Planning
10. The Headmaster
11. The Inspecting Officers
12. The Supervisor and His Relationship with Others
13. The School-Community Relationship and Managing Committee
14. Teacher-Parents Association and Voluntary Organisations
15. School Organisation-School Plant and Building
16. Role of Headmasters and Teachers
17. Organisation of Curricular and Co-curricular Activities
References
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The book by an eminent Indian scholar covers wide areas of school administration, supervision and organization. The language of the book is simple and easy to understand. This work would be found useful by pre and in-service teachers and research scholars.\n
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Prof. Jagannath Mohanty, an eminent scholar, had his higher education and training twice from UK, first under Commonwealth Trng. Bursaries Scheme and second time under Commonwealth Education Fellowship. He is a former Professor of Education and Director, Academic Staff College, Utkal University, Bhubneshwar. Dr. Mohanty, Emeritus Fellow - UGC, and a prolific writer in English as well as Uriya, has been decorated with many national and state awards.\n
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Education,M.ed/B.ed./D.ed. |
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SCHOOL BASED ASSESSMENT: THEORY INTO PRACTICE |
PRITAM SINGH |
9788175415720(HB) |
9788175415737(PB) |
2011 |
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xii+216pg
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250.00 |
995.00 |
Preface
1. Historical Perspective of Internal Assessment
1.1 Assessment Practices upto the 20th Century
1.2 Development in Pre-independence India
1.3 Making School Based Assessment more Valid?
1.4 Understanding Role of Assessment Objectives
1.5 Specification of Learning Objectives
2. Contemporary Concepts in Educational Evaluation
2.1 Tripartite Classification of Terms
2.2 Basic Principles of Educational Evaluation
2.3 Basic Characteristics of Evaluation
2.4 Steps Involved in Process of Evaluation
2.5 Providing Feedback and Needed Correctives
3. Philosophy Underlying School Based Assessment
3.1 Faith and Conviction in Teachers' Competence
3.2 Concern for Holistic Assessment and Formative Evaluation
3.3 Concern for Competency Based Criterion-Referenced Testing
3.4 Concern for Diagnostic Testing and Remedial Instruction
3.5 School Based Assessment-A Total School Concept
3.6 Conceptualisation of Belief and Practice of S.B.A.
4. Intended Objectives of School Based Assessment
4.1 Cognizance of Intended Learning Outcomes
4.2 Ensuring Acceptability of S.B.A. by Stake Holders of Reform
4.3 Gathering more Valid And Comprehensive Evidences About Students' Holistic Development
4.4 Making Assessment more Democratic and Learner Friendly
4.5 Improving Pedagogical Value of Measurement
4.6 Ensuring Equity and Excellence in Testing
5. Key Concepts Underlying School Based Assessment
5.1 Public Acceptability of the Scheme
5.2 Continuity and Comprehensiveness of Assessment
5.3 Developmental, Standard Setting and Attainment Targeted
5.4 Quality of Measurement Tools and Techniques and Meaningful Reporting
5.5 Adaptability and Flexibility in Assessment
5.6 Meaningful Reporting of Students' Performance
5.7 Accountability of Practioners
5.8 Cost Effectiveness and Time Targetted Implementation
6. School Based Assessment: International Scenario
6.1 Towards Democratic Evaluation
6.2 Towards Competency Based Attainment Targeting
6.3 Towards Holistic Criterion Referenced Assessment
6.4 Ensuring Inter-School Comparability of Learners' Assessment
6.5 Towards Quality Assurance System
6.6 Towards Mix of Internal and External Assessment
7. Conceptual Map of School Based Assessment
7.1 Philosophy and Paradigm of Assessment
7.2 Assessment Components and Modes of Assessment
7.3 Methodology of Grading, Summarization and Reporting
7.4 Managing the School Based Assessment Efficiently
8. Suggested Model of School Based Assessment
8.1 Need for Growth Oriented Model of Assessment
8.2 Frame Factors for School Based Assessment
8.3 Adopting Quality Control Measures
8.4 Using Relevant Techniques and Tools of Assessment
8.5 Methodology of Grading and Data Processing
8.6 Judgmenting, Decision Taking and Reporting
9. Operational Strategy for Effective Implementation of S.B.A.
9.1 Adopting Democratic Mode of Evaluation
9.2 Planned Introduction and Follow-up of S.B.A.
9.3 Motivating and Empowering the Teachers
9.4 Logistic for Minimizing Subjectivity in Assessment
9.5 Providing Research and Other Support Services
9.6 Proper Monitoring, Evaluation and Supervision
9.7 Ensuring Autonomy, Transparency and Accountability
10. Promoting Quality of Education Through School Based Assessment
10.1 Stating Success Indicators in Observable Terms
10.2 Adopting Sustainable Strategy of Implementation
10.3 Using Reflective, Formative and Summative Evaluation
10.4 Undertaking Diagnostic Testing and Remedial Instruction
10.5 Applying Quality Control Measures forgetter Assessment
10.6 Using Evaluation as Feedback Device for Improving Teaching Learning Process
11. Undertaking Institutional Self-Evaluation (I.S.E.)
11.1 Nature, Purpose and Scope of I.S.E.
11.2 Assessment Components in Institutional Self-Evaluation
11.3 Pluralistic Approaches for Data Collection and Processing
11.4 Undertaking Humanistic Illuminative Evaluation
11.5 Using Institutional Self-evaluation for Improving Schools' Learning Environment
12. Providing Research and Other Support Services
12.1 Nature, Purpose and Scope of Research in S.B.A.
12.3 Providing Support Material for Encouraging Teachers for Studies
12.4 Determining Interests and Attitudes of Students for Better Teaching
12.5 Development and Assessment of Positive Attitudes
12.6 Using Research Based outcomes to Improve S.B.A.
13. Where Do We Fail in School Based Assessment?
13.1 Inconsistency in Belief and Practice of S.B.A.
13.2 Unrealistic Planning and Inadequate Preparation
13.3 Ineffective Implementation Strategy
13.4 Unplanned Introduction of Reform
13.5 Insufficient Support Services
13.6 Unrealistic Summative Evaluation
14. Crucial Emerging Practical Issues
14.1 How Best to Make Scheme Acceptable?
14.2 How Best to Minimise Teachers' Subjectivity in Assessment?
14.3 How Best to Moderate Teachers' Assessment?
14.4 How Best to Ensure Inter-school Comparability of Assessment Standards?
14.5 How Best to Combine Internal and External Assessment?
14.6 How Best to Ensure Transparency Autonomy and Accountability of Teachers?
References
Index
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This book describes not only the theory of assessment and evaluation but also how best to put that theory into practice by the classroom teachers. Keeping in view the emergent emphasis on holistic development vis-Ã -vis assessment of learners', the book provided the practical guidelines to make learners' assessment more flexible, competency based, continuous, comprehensive, cooperative and participative. Growth oriented model is suggested for internal assessment. For effective implementation strategy of this model it was considered necessary to take cognizance of historical perspective of earlier attempts made, understand contemporary concepts in evaluation, philosophy underlying, intended objectives and conceptual map of school based assessment keeping in view the international scenario. Besides discussion of the usable tools and techniques of evaluation during formative and summative evaluation, for improving the measurement value of assessment emphasis on improving pedagogical value is given for improving learners' performance for which role of action research and other support services are recommended. Institutional Self-evaluation to improve the learning environments and crucial emerging issues are highlighted.
The book may serve as a practical guide for in-service teachers, pupil teachers, distant learners and academic staff of examination boards and other educational agencies for effective implementation of continuous and comprehensive assessment in schools.\n
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This book describes not only the theory of assessment and evaluation but also how best to put that theory into practice by the classroom teachers. Keeping in view the emergent emphasis on holistic development vis-a-vis assessment of learners', the book provided the practical guidelines to make learners' assessment more flexible, competency based, continuous, comprehensive, cooperative and participative. Growth oriented model is suggested for internal assessment. Besides discussion of the usable tools and techniques of evaluation during formative and summative evaluation, for improving the measurement value of assessment emphasis on improving pedagogical value is given for improving learners' performance for which role of action research and other support services are recommended. Institutional Self-evaluation to improve the learning environments and crucial emerging issues are highlighted. The book would serve as a practical guide for in-service teachers, pupil teachers, distant learners and academic staff of examination boards and other educational agencies for effective implementation of continuous and comprehensive assessment in schools.
Dr. Pritam Singh, former Professor and Head, Department of Measurement and Evaluation of N.C.E.R.T, has rich professional experience of 40 years in the field of education. He specialised in Curriculum Development and Evaluation from London University as a Common Wealth Fellow. He has been actively engaged in organising training courses in evaluation for teachers, examiners and paper setters of various examination boards in India, besides UNESCO UNICEF fellows from various countries. After retirement, he served as Professor Research and then as Advisor Educational Assessment at Mauritius Examination Syndicate for four years. Dr. Singh has to his credit about 100 papers, monographs and other assessment related conceptual material besides about 10 Consultancy Mission Reports related to UNESCO Assignments on testing, curriculum and examination reform.\n
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Education,M.ed/B.ed./D.ed. |
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SHIKSHA KE AADHAR |
J.C. AGGARWAL, S. GUPTA |
9788175413832 (HB) |
9788175413849 (PB) |
2011 |
|
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399+xvi, rev. ed.
|
0.00 |
995.00 |
hindi book
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hindi book\n
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hindi book\n
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Education,M.ed/B.ed./D.ed. |
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TEACHING LEARNING BASICS OF ELECTRONIC MEDIA |
JAHANGIR KHAN |
8175413034(HB) |
8175413042(PB) |
2011 |
|
|
152pp, rev. ed.
|
200.00 |
695.00 |
Preface
Evolution and Growth of the Electronic Media
Television News
The Language of Audio-Visual Communication
Camera Techniques
Scripting for Television
Interviews
Camera Images
Lighting
Sound
The Edit Suite
Glossary
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Television has its own specific language. It creates fictional and non-fictional stories. For a television programme, a story starts with a script but it has to be turned into moving images and sounds in order to make sense to the audience.
There are more than 100 TV channels not only to entertain audience but to keep them update in their spheres of interest. And 'News' is the world's largest and fastest selling 'product'.
The present book provides a comprehensive picture of script writing, TV news/interview, light used for shooting and editing of the news story and documentary. The book may be useful for media, TV professionals and students of mass communication
\n
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Prof. Jahangir Khan currently teaches at Amity University. He is a former Director (Media and Mass Communication) of JIMS Delhi. Prof. Khan has also been associated with BITV (TVI) and TV Today.
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Education,M.ed/B.ed./D.ed. |
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TEACHING OF SCIENCE: FOR PRIMARY AND SECONDARY PRE AND IN-SERVICE TEACHERS |
RAJINDER M KALRA |
9788175413597(HB) |
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2011 |
|
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200pp 3RD ED. IN 2007
|
0.00 |
995.00 |
Introduction to Science
What is Science?;Nature of Learning Science; Pillars of Science Teaching;Goals of Science Programme;
Teaching Learning Environment at the ElementaryLevel in the Developing Countries
Three Important Elements in Elementary Teaching; Competencies to be Developed;Recent Developments in Elementary Education in India;Minimum Levels of Learning; In-service Training of Teachers;Conclusion
Curriculum Development in Science Education-Based on Competence Approach
Curriculum Developments in Science Education;International Perspective;Curriculum Developments in Science Education in India-An Overview; Minimum Levels of Learning
Teaching of Science at the Elementary Level-Based on Competency Approach
Components of "Open Competence" Approach; Teaching Learning Strategies in the Open Competence
Approach
Recent Approaches to Teaching Learning Science
Environmental Education-An Introspection; Science Values and Applications to Daily Life Environment;Philosophy and Aims of Science Teaching; Science Teaching with a Focus on Values and Daily Life Environment
Development of Exemplar Science Teaching Learning Materials
Environmental Studies Units;Village Pond;Exemplary Unit; Statement of General Objectives;Specific Objectives;General Suggestions to the Teacher; Heat and Energy Change;Chemistry in Home and in Farming;Maintaining Good Health
Environmental Studies and Integrated Science Teaching Activities and Projects
Suggested Environmental Studies Projects at the Elementary Level; Integrated Approach to Science Education Activities at the Elementary Level in Action
Motivational Devices in Science Teaching Learning
Science Fair;Improvisation of Apparatuses for Teaching of Science;Academic Games in Science Teaching;Academic Games in Chemistry Teaching
Development of Scientific Temper
Scientific Temper-What is it?; How do we Inculcate Scientific Temper?;Ingredients of Scientific Temper
Elementary School Science-Psychological Basis of Learning
Learning-An Acquisition of Knowledge; Retention and Forgetting;Transfer of Training
Evaluating Science Education-Based on Environmental and Integrated Approach
Status of Evaluation and Examination System in India-An Introspection;Examinations and the Threat of Failure;Contract Method and Elementary Science Education
Classroom Research in Science Education-Action Research
Classroom Research in Ancient and Modern India; Definition of Classroom Research;Criticism of Classroom Research;How to start Classroom Research?
Summary and Assignments
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The most important contribution of the elementary or secondary school teacher is his/her ability to make interpretations innovations invent his/her own study units. Meaningful science education for pre-service and in-service teachers is imperative to develop study units in this direction. And qualitative rather than quantitative aspect of in-service orientation programmes is crucial.
The book emphasises on new approaches effective planning monitoring and evaluation of pre and in-service programmes to reflect upon development of desired competencies in teaching and minimum levels of learning which a pupil must acquire at the primary level. It focuses on development of exemplar science teaching learning materials; integrated science teaching activities and projects; motivational devices in science teaching and learning; classroom research etc. The book may be useful to all interested in the subject.\n
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Prof. Rajinder M. Kalra is former Dean (Academic) NIE Prof. and Head Department of Educational Measurement & Evaluation NCERT. He got his Doctorate and Masters' in Education and Masters' in Chemistry from USA and Canada.
He has written several books and articles and won international recognition for his contributions in educational experimentation and innovations. He was honoured by the Canadian Teachers Federation Ottawa (Hilroy Fellowship) NSTA Washington STAR Awards and Chemical Institute of Canada Award Ottawa.
Dr. Kalra has been actively involved in Commonwealth UNESCO UNDP UNICEF and World Bank assisted Projects. He has been appointed as a visiting Professor in Canada and USA. He is Professor Emeritus International Institute of Adult and Life Long Education Delhi.\n
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Economics |
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THE REAL EMPLOYEE SATISFACTION: CAPABLE YOUNG PEOPLE QUIT THEIR JOBS WITHIN THREE YEARS |
YASUNARI KUNO |
9788175415928 |
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2011 |
|
|
182pp
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0.00 |
450.00 |
Introduction
1. Reasons that young people who quit their jobs within three years should not be withheld
2. What is the prescription most effective for reducing job changes within three years? How to become the next leader
3. Budgets and objectives are bulky waste if not achieved
4. What are the indispensable pre-requisites for corporate growth?
5. Employees refuse the results-based system
6. Organizational Objectives vs. Individual Objectives
7. Qualitative Objectives vs. Quantitative Objectives
8. What is Motivation?
9. Call for Mind Innovation
10. The Day when One becomes a True Leader
Column: An employee's comment that saved the management crisis
Epilogue: "Shuhari"
My Personal Theory: The tortoise lives ten thousand years.
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In recent years, more than 30 per cent of new recruits quit their jobs within three years, while at the same time, mid-career personnel tended to change jobs frequently. There is an urgent need, therefore, for companies, to thoroughly analyze the reasons for early job changes to contrive a new management approach for devising long-term recruitment strategies.
Many enterprises are beginning to recognize the significance of Employees' Satisfaction. Today, young employees are not interested in managerial jobs, but seek specialized careers. They think that being a manager requires many responsibilities with little reward, whereas a specialist can use his/her own discretion with fewer burdens. However, without managers of high caliber, there will be no corporate growth.
Unless the questions "Why do we work?", "What is our raison d'etre?" and "What is job satisfaction?" are fully answered, salary means "compensation for pain" for employees. Teaching a better way of life to employees will help the corporate managers cultivating employees capable of taking on leadership roles in the future.
This book is designed for use in employee training. Author strongly recommends face to face discussion between employer and employee on each topic of the book which will positively lead to the discovery of new raison d'etre or an approach to work.\n
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Yasunari Kuno (b. 1965) is majored in Economics and Graduated from Shiga University. PricewaterhouseCoopers, in Japan, was served from 1990 to 1998.
He is the Managing Director of Yasunari Kuno Certified Accounting Firm; Managing Director of Tokyo Consulting Firm Private Limited in India; CEO of Tokyo Consulting Firm Corporation in Tokyo; Member of the Japanese Institute of Certified Public Accountants; Chartered Member of the Securities Analysts Association of Japan; Locations of office are Japan, China, Hong Kong, Thailand and India.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Education,M.ed/B.ed./D.ed.,Social Work |
|
ADOLESCENCE AND FAMILY LIFE EDUCATION |
N. NAGARAJAN |
9788175415270(HB) |
9788175415287(PB) |
2010 |
|
|
200pp
|
250.00 |
850.00 |
Acknowledgement
list of Tables and Figures
PART I
Adolescence, Marriage and Family Life: Introduction
Development and Family Life Education for Youth Global Studies: A Review
Adolescents Reproductive Health Education: Research Methodology
The Data Speak: Analysis and Interpretation
I. Adolescence Development Process
II. Family Life Education (Marriage, Pregnancy, Child Birth & Contraceptives)
Ill. Sexuality
IV. Sexually Transmitted Diseases (STDS)
V. HIV/ AIDS
Better Life Skill Education: Conclusion
PART II
LEARNING MODULES
Introduction
I Adolescence: Process of Growing Up
II. Family Life Education:Marriage, Pregnancy, Child Birth and Contraceptives
III. Sexually Trasmitted diseases(STDs)
IV. HIV/AIDS
Bibliography
Index
|
Adolescents are placed at continuing risk by their limited access to information on reproductive physiology, pregnancy and contraception, STDs and HIV/AIDS, and their physical health related issues. These can endanger not only their physical health but also create long-term emotional, economic and social improvement.
It is in this context that the need for educational response at the school and college level is strongly felt to provide scientific knowledge about the various components of reproductive and sexual health and enable the adolescents to cope with the problems of this transitional phase.
The book focuses on various aspects concerning to Adolescence and Family Life Education which will make the readers not only aware of the need of adolescents but also respond to the their issues.
There are four self-learning units as (a) Adolescence: Process of growing up, (b) Human Conception and Contraceptives, (c) Sexually Transmitted Diseases (STDs) and, (d) HIV/AIDS, which have been developed to give adequate knowledge and right direction to the college Adolescents in leading their adolescent life meaningfully.
The book may serve as a guide source for curriculum framers, policy makers, educational administrators, teacher educators, scholars, students and social service activists. General readers will also find the book encouraging and inspiring.
\n
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Dr. N. Nagarajan (1958) hails from village Othiyathur, Villupuram District, Tamilnadu. He took his Ph.D degree (1991) in Adnragogy (Adult Education) from University of Madras, Chennai. Presently, he is working as Associate Professor in Department of Adult and Continuing Education, University of Madras.
His areas of special interest are Adult and Continuing Education, Population Education and Environmental Education. He has contributed many research papers to reputed journals like Indian Journal of Adult Education, Indian Journal of Population Education, Third Concept (New Delhi), Education Review (Chennai), Journal of Educational Research and Extension (Coimbatore), Progress in Education (Ahemadabad) and also to various National and International Seminars and Conferences.\n
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Education,M.ed/B.ed./D.ed. |
|
COMPUTER ASSISTED LEARNING: THEORY AND APPLICATION |
NOUSHAD HUSAIN |
978-81-7541-542-3(HB) |
9788175415430(PB) |
2010 |
|
|
xvi + 280pp
|
350.00 |
1400.00 |
1. Computer Assisted Instruction
Computer Assisted Instruction and Learning Issues
Computer Assisted Instruction (CAI)
Computer Assisted Learning (CAL)
Computer Based Training (CBT)
Computer Assisted Instruction vs. Computer Based Training
Knowledge Transfer vs. Knowledge Retention
CBT Developer Team
Components of Effective Computer-Based Training
Advantages of Computer Based Training (CBT)
Computer Managed Instruction (CMI)
The Role of CMI in Promoting Individualized Instruction
CMI: Diagnostic Testing
CMI: Decision Making
CMI: Record Keeping
2. Computer-Assisted Learning (CAL)
Technology and Education
Computers and Individualized Instruction
Computers and Instructions
Computers in Education
Advantages of Computers in Educations
Characteristics of CAI System
Computer in the Classroom
Striking Potentials of CAI
Striking Potentials of CAL
Advantages of CAL
3. CAI/CAL Related Research Findings
Researches Related with CAI/CAL
CAI and Different Student Populations
CAI and Different Curricular Areas
Why Students Like CAI
CAI/CAL Related Meta Analyses
The Use of 'Effect Size' in CAI Related Research Studies
4. Computers in Education: Myths and Realities
Technology in Education
Skepticism about Introducing the Computer into Education
Accepting and Overcoming the Skeptic Outlook
General Benefits of Programming in Education
Basic Objections to Computerized Education
Advantages of CAL
Organization
Disadvantages of Computer Assisted Learning (CAL)
Good and Bad Practices in CAL Software Development
Challenges for the Teachers
Teacher Roles in Computer Enriched Classrooms
5. Computer Based Tutorials
Structure of the Tutorial Courseware
Rationale behind the Computer-Based Tutorials
Classification of Computer-Based Tutorials
Formats of Computer Based Tutorials
Intelligent Tutorials
Multimedia Tutorials
Evaluating Tutorials
Instructional Factors Relevant to Tutorial Instruction
Classroom Applications of Tutorial Programmes: Some Examples
6. Computer Based Drill and Practice
The Drill and Practice: An Activity Type Programme
Assumptions of Computer-Based Drill and Practice Programme
Advantages of Computerized Drills
Functions of Drill and Practice Programme
Characteristics of Drill and Practice Programme
How to Make Computerized Drill and Practice Effective?
Design Aspects of Drill and Practice Programme
Classroom Applications of Drill and Practice Programmes
7. Computer Based Simulation
Computer Based Instructional Simulations
Definitions of Computer Based Instructional Simulations
Simulation Components
Learning with Computer Simulations
Educational Aims of Computer Simulations
Simulations versus Practical
Types of Computer Simulations
Computer-based Simulations and Learning Situations
Factors in Computer Simulations
Sequencing of the Simulation
Advantages of Computer Simulations
Limitations of Computer Based Simulations
Guidelines for Designing Computer Simulations
Evaluating Simulations
Simulation and Learning Models
Computer Simulation in Educational Context
Classroom Applications of Simulation Programmes
8 Computer Based Instructional Games
Computer Based Instructional Games
Educational Computer Games: Definitions
Difference Between Simulations and Games
Games in Instruction
Structure of the Games
Conclusion
Why Playing Games on Computers
Types of Computer Based Games
Types of Computer-based Instructional Games
Advantages of Gaming in Learning
Classroom Applications of Computer Based Instructional Games
9. Development of CAL Courseware
Strategies for Developing Courseware
Steps for Developing Courseware (Educational Software)
Disciplines Required for the Development of Courseware in Organizational Approach
Courseware Development Models
Courseware Lifecycle Model
Educational Multimedia Courseware Team
10. Tools and Aids for Courseware Development
Courseware Development Tools
Existing Authoring Technologies and Tools
Some Commercially Available Authoring Tools
Authorware and its Use in Courseware Development
Main Elements Composing the Developer Interface
11. Interactive Multimedia Authoring Environment
Multimedia
Interactivity
Authoring
Definitions
Capabilities
Requirements
Why Different Authoring Paradigms?
Main Elements of Multimedia Authoring Environment
Suggestions to Build a Multimedia Application through Authoring Tool
Intelligent Authoring System
Taxonomy of Authoring Systems
Functional Modules of the Authoring System
12. Evaluation of Educational Software
Evaluation Model
Criteria for Software Evaluation
Educational Software Evaluation Form (ESEF)
13. User Interface Design
What is a "User Interface?"
The Phases of Evolution of User Interfaces
General Principles of User Interface
User Interface Design: Tips and Techniques
Designing the User Interface
Pedagogical Issues of the User Interface
Criteria for the Selection of User Interface Design
14. Hardware and Software Requirements for CAI
Hardware Requirements for CAI
Software Requirements of CAI
Selection Criteria for Hardware Acquisition
Selection Criteria for Software Acquisition
Software Evaluation Form/Instrument
Bibliography
Index
|
Computer technology can catalyze the paradigmatic shift in both content and pedagogy that is at the heart of education reform in the 21st century. Computer-supported education can promote the acquisition of the knowledge and skills that will empower students for lifelong learning. Computer Assisted Learning (CAL) is based on the principles of constructivism. In modern age, it is a very challenging job of the teachers to use computer for student learning. Thus the book is written in a simple, clear and lucid language keeping in view the needs of students and teachers of all disciplines as well as pupil-teachers and teacher educators.
The book provides in-depth analysis of the issues CAI, CAL, CBT, CMI, development and evaluation of courseware, tools and techniques of the development of software. It highlights some important CAL methods such as-Tutorial, Drill-and-Practice, Simulation & Gaming. It discusses the pedagogical aspects in detail and focuses on the role of teachers in developing the computer-based learning environment for the learners.
The book may be found useful to prepare both, the teachers and the students, for computer-supported education.\n
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Dr. Noushad Husain is presently working as an Associate Professor in Maulana Azad National Urdu University, College of Teacher Education, Bhopal. He has published many articles and research papers in various reputed journals in the field of education. His areas of interest are: Educational Computing, Computer Assisted Learning, Intelligent Tutoring System, Information and Communication Technology in Education and Research Methodology. He has participated and presented many papers at several national and international seminars and conferences. He is actively engaged in research, training, consultancy and social service programs. He has been handling subjects like Computer Education, Methodology of Teaching Computer Science, Methodology of Teaching Mathematics and Educational Technology.\n
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Economics,North-East India |
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CONSUMER BEHAVIOUR IN NORTH EAST INDIA |
JAMES L.T. THANGA |
9788183640732 |
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2010 |
|
|
166 pp |
0.00 |
550.00 |
Preface List of Tables1. Introduction2. Review of Literature3. General Pattern of Consumer Expenditure in North-Eastern India4. Estimates of Expenditure Elasticities in Mizoram5. Comparative Analysis of Rural and Urban Consumption Behaviour6. Major Findings and ConclusionBibliographyIndex |
Consumer expenditure is a good measure of standard of living of the people. An increase in total per capita consumer expenditure at constant prices becomes the good indicator of the improvement of standard of living. The book analyzes consumer behaviour, in the allocation of resources to various goods and services, in North East India with special reference to Mizoram. Engel's Law has been taken as underpinning theoretical assumption as declining share of food as consumer's expenditure rises. Various consumption items are classified into necessities and luxuries by estimating their respective expenditure elasticities. The book examines the consumption behaviour of the people in various income classes. In another context, it also examines rural-urban disparities in consumption behaviour. The book may be useful for research scholars, students of economics and management, and the policy makers. |
Dr. James L.T. Thanga, born (1978) at Chiahpui, a remote village of Mizoram, is associated with Department of Economics, Mizoram University. He was awarded a Ph.D Degree in 2008. He has published a number of research articles, and presented a number of papers in seminar/workshops. |
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Economics, |
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CONTEMPORARY POLITICS AND CHANGING ECONOMY OF BIHAR |
AMIYA K. CHAUDHURI |
9788175415263 |
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2010 |
|
|
xx+ 244pp |
0.00 |
695.00 |
Preface List of Tables and Figure Abbreviations 1 Introduction 2 Geographical Location, Demographic and Cultural Attributes Classification of Land Profiles of the Districts-Demographic, Socio-Economic 3 Governance and Performance: Political Economy of Development 4 The Government, Coalition Making or Alliances: Political Profiles in Perspective Alliances of Political Parties or Coalition Making Legislative Strength of the Successive Governments and Caste Profiles of the Political Executive in Perspective (1952 95) 5 Conclusion Index |
Bihar is a typical example of a backward political economy although it has the potential enough to be one of the front runners if the political management is given priority over the casteist political brinkmanship. It is abysmally underdeveloped having the largest share of illiterate and under-fed poor people living in subhuman habitats. Political Parties here are out to exploit the caste and communal factors around to pursue their brand of politics at the cost of the development of the state. This study attempts to focus on this neglected issue of Bihar politics as far as possible. The children of the early 1990s are grown up voters now. They are being conscious of their identity as also the class dynamics that was prevented to be unleashed so long. People are beginning to be disgruntled with the lack of roads, agro-based industries and electricity that prevented development and thus job creation in the state. It is doubtful whether the ruling parties would be able to rise to the occasion in the casteist landholder dominated state. The book attempts to address this problem. If the political economy is unattended for further long any combination of political forces that come to power would fail Bihar again. Old ideas in pragmatic shape are to be tried to contain the explosion of expectations of the newly conscious people particularly the younger lot. To explore methods for changing the economy of development in Bihar constitutes one of the objectives of the book. It may be useful for scholars, researchers and policy makers having interest in political economy of the state. |
Dr. Amiya K. Chaudhuri taught Political Science in different Colleges and was a Post Graduate Guest Faculty in the Department of Political Science, Calcutta University. Presently he is engaged as a Fellow in Maulana Abul Kalam Azad Institute of Asian Studies. Apart from completing a few projects of the ICSSR and UPIASI he has written three books, several Chapters in edited volumes and more than two dozen papers in referred Journals. He is a prolific feature writer in language dailies and news magazines. |
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Education,M.ed/B.ed./D.ed.,Psychology |
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COUNSELING AND PSYCHOTHERAPY: HEALING AND HAPPINESS THROUGH MEETINGS |
ANDAL. N |
9788175415461(hb) |
|
2010 |
|
|
viii + 264pp
|
0.00 |
1250.00 |
Foreword
Acknowledgements
Introduction
1. Bridge between Counselor and Counselee Communication
(a) General Definitions by Several Authors
(b) Interpersonal Communication
Counseling and Counselor
(a) Historical Origin of Counseling
(b) What is Counseling?
(c) Need for Counseling
(d) Goals and Objectives of Counseling
(e) Counseling Process
Counselor
Counselor as a Person
Counselor and Counselee Relationship
Collection of Data
Test Battery
2. Psychoanalytic Psychotherapy
Literature on Psychotherapy-Perceived by Different Authors
(a) Psychoanalytic Perspective
(b) Freud is the 'Father of Modern Psychotherapy'
Goals and Objectives of Psychotherapy
Psychoanalytic Psychotherapy-Process
Techniques of Psychoanalytic Therapy
(a) The Theory of Unconscious
(b) Free Association
(c) Transference
(d) Dreams
(e) Defense Mechanism
(f) Clinical Techniques
Psychotherapeutic Devices
(a) Catharsis
(b) Hypnosis
(c) Persuasion
(d) Re-Education
(e) Re-Construction
(f) Suggestions
Specialised Tools of Psychotherapeutic Devices
(a) Art Therapy-Free Painting
(b) Nondirective Therapy
(c) Occupational Therapy
(d) Play and Release Therapy
Psychotherapy Versus Counseling
The Art of Healing Through Meetings
Test-Battery
Preventive Measures
3. Abnormal Behavior
Causes of Abnormal Behavior
Kinds of Abnormal Behavior
(a) Psycho Neurosis
(b) Phobic Reaction
(c) Obsessive Compulsive Neurosis
(d) Depression-Depressive Disorder
Labeling
Tests
Treatment of Abnormal Behavior
4. Psychological Therapies0
Client Centerd Therapy (CCT)
Cognitive Behavior Therapy (CBT)
Existential Therapy (ET)
Logotherapy
Family Therapy (FT)
Gestalt Therapy
Group Therapy (GT)
Art Therapy Group
Various forms of Groups
(a) T-Groups
(b) Encounter Group
(c) Marathon Groups
(d) Psychodrama
Rational Emotive Therapy (RET)
Reality Therapy (RT)
Transactional Analysis (TA)
Case Studies
5. Behavior Therapy
Behavior Therapy
Assertive Training
Aversion Therapy
Contingency Management Procedures
Extinction Procedures
Modeling Procedures
Operant Conditioning
Shaping
Systematic Desensitisation (SD)
Cognitive Behavior Therapy
6. Career and Vocational Counseling
What is Student Counseling?
Educational and Vocational Guidance
Educational Counseling
Vocational Guidance
Career Counseling
Epilogue
Appendices: Kinds of Phobias
Glossary
Bibiliography
Index
|
It is universally acknowledged that human existence revolves around three basic laws-the inevitability of change, the importance of perception over reality, and the resurrection inherent in hope. This book mainly carries these undercurrent themes while emphasising the inescapable role played by inter personal communication in bringing relief and happiness to troubled minds.
The book delves deep into the mass of research that have been done and the theories around the various kinds of aberration of individual personality traits and the therapies which provide relief and bring back mental equilibrium and presents these in a form of compendium, which can be used as a reference book for practitioners, students in counseling and psychiatry and all the others who are interested in healing fevered minds, especially without medication but with only a one-to-one form of meetings.
We in India are no strangers to the effect of counseling, when our oldest known mythological epic `Mahabharata' contains the Baghwat Gita which has become a global model in counseling at times of one's greatest depression. The book lays great store on this aspect of counseling and hope it fulfils a greatly felt need.\n
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Dr Andal N, an alumnus of the Queen Mary's College, Chennai, secured her PhD in Sociology of Mass Communication from the University of Bombay. During her extensive interaction with people of various lands she realised the importance of inter personal communication and its relation to mental health. It was this experience which resulted in her interest in healing troubled minds. She obtained her MS in Psychotherapy and Counseling from the Institute for Psychotherapy and Management Sciences, Mumbai and is also a Member of the Association of Professional Psychologists, Chennai, and a Member of the Association of Counseling and Psychotherapy. Currently she is a practising Counseling Consultant, based in Thane, Maharashtra.
She has traveled extensively and had represented India in the Global Conference in Montreal in 1984 in the capacity of Programme Executive at the International Council of Social Welfare (Asia and West Pacific). She has worked in another Mumbai based NGO- Rural Communes for a number of years. She had participated in SAARC meetings held at Anand, Ahmedabad dealing with Rural Development.
She has attended many seminars, workshops and conferences and presented a variety of papers on diverse subjects on sociological themes. The author has three published books to her credit. This is her fourth book.\n
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Asia/International Relations, |
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DEMOCRACY AND DEMOCATIZATION IN THE GULF |
GULSHAN DIETL |
9788175415638(HB) |
9788175415645(PB) |
2010 |
|
|
xiv + 310pp
|
300.00 |
895.00 |
Introduction
Part 1 Democracy and Democratization
1. Democratization: Some Theoretical and Methodological 1 Considerations
Hussein Solomon
2. "Modern States or Family Enterprises?" Some Theoretical Reflections on Democratization and State Formation in the Gulf Region
Dietrich Jung
3. Democratization in the Greater/Broader Middle East and the Gulf
Gulshan Dietl
4. The Dynamics of Change in the Arab Gulf
Rushda Siddiqui
Part 2 Media and the Market
5. Media and Democratization in the Gulf Cooperation Council Countries
Omair Anas
6. New Market Spaces and Challenges to the State Sovereignty in the Arab Gulf Region
M.H. Ilias
Part 3 Saudi Arabia: Opposition and Human Rights in a Liberalizing Autocracy
7. Democratization in Saudi Arabia
Jajati K. Pattnaik
8. Saudi Arabia: Transition to a Liberalized Autocracy?
Ajish Joy
9. Gradualism in Saudi Arabian Reforms and the Role of Opposition
Stanly Johny
10. Human Rights Reforms in Saudi Arabia: Recent Developments
Prasanta Kumar Pradhan
11. Political Discourses among Iranian Women since the Islamic Revolution
Beryl Anand
Part 4 Iran and Iraq: Ethnicity and Gender, Economy and Occupation
12. Flicker of Democracy in Iran? Assessing Freedom of Press under Khatami
Sujata Ashwarya Cheema
13. Subsidies in Iran: Impediments to Democratic Experience
Sameena Hameed
14. Democratizing Iraq: Parliamentary Election January 2005
Angela Gangmei
15. Democratic Experiment in Iraqi Kurdistan, 1991-2003
LungthuiYang Riamei
Part 5 Kuwait, Oman, Bahrain, Qatar and the UAE
16. Trajectory of Political Democracy in Kuwait
Anwar Alam
17. Building Representative Institutions in a Traditional Society: The Political Reform Process in Oman
Shelly Johny
18. Political Reforms in Bahrain: Initiative from Above
Rajiv Kumar
19. Democratic Reforms in Qatar
Basir Ahmed and Marshal Gao
20. US Initiative of Political Liberalization and Democracy in UAE: A Myth
Syeeda Khatoon
Contributors
Index
|
Democracy is a process that goes on continuously in various places, at varied paces, all over the world. Today, the US-sponsored exercise in democracy promotion has been suspended and the banner of democracy has been folded and shelved. The political evolution in the Gulf, like anywhere else, predates democratization from afar and has continued todate. The book lays down theoretical contexts of the concept and assesses the state of democratic experiments in the Gulf States\n
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Professor Gulshan Dietl is at the School of International Studies, Jawaharlal Nehru University, New Delhi.\n
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Education,M.ed/B.ed./D.ed. |
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DIALOGUE WITH TEACHER EDUCATORS: TEACHING CONTENTS, MODES AND ITS NATURE |
R.P. SINGH |
9788175414914(HB) |
9788175414921(PB) |
2010 |
|
|
x + 284pp
|
0.00 |
1450.00 |
Preface
Part 1 The Issues: Researched
1. An Object Lesson on Colonial India: The Language Policy
2. Caste and Education
3. Educational Backwardness and the Indian Muslims:
A Critique of Causal Relationship
4. Educating the Girl Child: A Lesson for Teacher Education
5. Quality Assurance in Educational Research:
A Quest for Possibility
6. Tech-Savvy Teachers: Enter 21st Century
7. Education as an Institutionalized Network
Part 2 Technology in Indian Classrooms
8. Technology in India Classroom-Introduction
9. Countrywide Classrooms-A Teaching Alternative: Stepping into Knowledge Society
10. The International Scenario: The ETV- The World Experience
11. The Indian Initiative
12. The Media Centres-EMRCs and the AVRCs: Activating Support Systems
13. Packaging Knowledge-Quality in Quantity: Developing Insights
14. The ETV in Higher Education: Reviews Within and Without
15. Looking Ahead: From a Vision to a Mission
Part 3 The Nature of Teaching
16. The Nature of Teaching-Introduction
17. Towards a Philosophy of Teaching
18. Conditions for Teaching
19. Conditions of Teaching: Goal-Setting
20. Teaching: An Analysis
Bibliography
Index
|
The present book is different from all others on the subject in as much as it deals with the description of the content of teaching, presents a brief history of the developments in teaching modes and lastly describes the activity called 'Teaching' itself. None of the part is on the all too familiar lines. For instance, when the book deals with the content of teaching in Part 1; it tries to correct and update the content of the present day teaching of a problem For instance, it questions the common assumption that if Macaulay had not come or written his Minutes the teaching of English language would not have become either compulsory or popular. The book argues that it is not so. The underlying principles a popular language follows are: (a) 'the language of the ruler is the language of the ruled too' and (b) "that language is more acceptable to people, which gives them their bread and butter". It is a realty which needs no Macaulay to get identified with. Part 2 of the book deals with the developments in educational technology and a reality which poses a challenge to teacher education; and Part 3 deals with the Nature of Teaching-a terse subject.
The book may be useful for the teacher educators and policy makers.\n
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R. P. Singh (b. 1930)-A former Senior Fulbright Fellow, and a Senior ICSSR fellow attached to the Nehru Memorial Museum and Library, earned his master's and doctoral degrees from the University of London. Retired from the NCERT as Head, Department of Teacher Education and also as Chairman, Educational Research and Innovations Committee, Dr. Singh is a recipient of many honours and awards. A prolific writer and an avid reader, he feels concerned about the problems teacher education is currently facing. He recently authored the National Curriculum Framework for the NCTE. His books and papers have been published both in India and abroad. His best-known books in the area of teacher education are: The Indian Teacher, Teachers in India, Teacher Education in Turmoil etc. He is the founder President of All India Association of Teacher Educators.\n
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Economics, |
|
ECONOMICS OF CULTURE INDUSTRY: TELEVISION IN INDIA |
K.V. JOSEPH |
9788175415652 |
|
2010 |
|
|
|
0.00 |
595.00 |
Foreword
Preface
List of Tables
1. Introduction
2. From Culture to Culture Industry
What is Meant by Culture / ; Evolution of Culture as a Commodity / ; From Culture Industry to Cultural Industries / ; Implications / ; Distinctive Features of the Industry / ; Complexion of the Industry / ; Television as a Constituent Unit of the Culture Industry /
3. Growth of TV as an Industry
Beginnings of TV / ; Introduction of Colour TV / ; Video Tape / ; Cable Television / ; Satellite Link with TV / ; Organization of TV / ; TV and Cultural Production / ; Sports / ; News / ; Challenges to TV /
4. Television in India
Arrival of Television / ; The Era of Developments / ; Beginnings of Cable / ; Entry of Private Channels / ; Public Broadcasting / ; Distribution of the Channels / ; Competition among the Channels / ; Penetration of TV / ; Distribution of TV Receivers in Various Parts of India / ; Economic Significance of Television Industry / ; Contribution to the Economy in Terms of Employment and Output /
5. Programmes: The Product Mix of Television Industry
Changing Complexion of Programme Mix in India / ; Contents of the Programmes /
6. How TV Markets its Products
Organization of Production Units / ; Programme Maker / ; Cable and Satellite / ; Marketing in Television / ; Advertiser / ; Audience / ; Nature of Competition in Television Industry / ; Business Practices / ; Sources of Income / ; Earnings of Different Channels in India /
7. Artistic Labour Market in the Television Industry
Different Kinds of Labour in the Culture Industry / ; Artistic Labour / ; Conditions of Service / ; Remuneration to the Artists /
8. Audience Response to Television Programmes: An Empirical Analysis
Position of Audience in the Television Industry / ; Field Study in Kerala / ; Profile of the Respondents and their Viewing Habits / ; Viewing Habits of the Respondents / ; Preference to Programmes / ; Impact of Television / ; Social Relationship and Involvement in Social Activities / ; Reading Habit / ; Advertisement and Consumption Habits / ; Impact on Food Habits / ; Television as a Source of News / ; Television as an Entertainer /
9. Policy Options in Television Industry
TV the One Eyed Monster / ; Audience View on Control and Regulation / ; How to Bell the Cat / ; Unlimited Entry of Channels /
Summary and Conclusions
Bibliography
Index
|
Television, the magic box, which occupies a prominent place in the living rooms, entertains people practically all the twenty-four hours of the day through its programmes. By providing employment to millions of people and generating substantial volume of income, it has grown as a major economic activity in almost all the countries including India, since its invention during the middle of twentieth century. As an activity, it finds a place within the contours of culture industry in which cultural genres and economic norms are fused together by technology. Television resorts to a dual product marketing system, by which it manages to supply its products to the audience invariably as a free good and earn a substantial volume of income by selling its air time to the advertisers. The book may evoke keen interest not only among the researchers, but also those associated with TV Industry and policy making.\n
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K.V. Joseph is a scholar of repute who has written Economics of Film Industry in India, Migration and Economic Development of Kerala, Economics of Indian Cinema, Culture and Industrial Development: the Indian Experience, Keralites on the Move, Nazaranikalude Sampathika yathangal (Mal) and many research papers and articles. The winner of the prestigious Raja Sir Ramaswamy medal from the University of Madras, Dr. Joseph was Professor of Economics, in St. Xavier's College, Thumba, Trivandrum. He was a Senior Fellow of the ICSSR during 1993-95 and also of the ICHR during1996-98.\n
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Education,M.ed/B.ed./D.ed. |
|
EDUCATION IN THE 21ST CENTURY: LOOKING BEYOND UNIVERSITY |
ASHA GUPTA |
9788175414068(HB) |
9788175414181(PB) |
2010 |
|
|
319+xix
|
350.00 |
1600.00 |
Foreword
Preface
Acknowledgements
1. Emerging Trends in Higher Education
Shifts in Paradigm / 1, From Globalism to Globalization / 4, The Rise of For-profit / 9, The Crisis in Higher Education / 11, Higher Education at the Crossroad / 14, The Challenges Ahead / 17, Universities: Reproductive or Transformative? / 21
2. The Idea of a University: Then and Now
Rise in the Importance of Higher Education / 27, From Ancient Civilization to Post-modern Era / 29, Knowledge for the Sake of Knowledge / 31, Intellectual Virtues / 34, University as a Community / 35, From University to Multiversity, 37, Social Responsibility of the Universities / 47, Finding a Place Under the Global World / 48
3. Issues at Stake
The Context / 52, Globalization versus Internationalization / 54, Academic Freedom versus Accountability / 57, Equity versus Accessibility / 64, 'Brain Drain' versus 'Brain Gain' / 69, Universities versus Multiversities / 71, Consumers versus Citizens / 74, Western versus Non-western Paradigm / 77
4.Whither Higher Education in India?
The Current Scenario / 79, The Legacy / 82, From Ancient Civilization to a Hub of Outsourcing / 83, The Structure Defined / 85, Self-financing Colleges / 89, Deemed to be University / 93, Surge in Private Higher Education / 95, Shifting the Burden on the Household / 98, The Inherent Contradictions / 101, Under Utilization or Under Performance? / 104, Gender Gaps in Higher Education / 107, Lack of National Vision or Direction / 108, Limited Role of Educational Consultants / 113, Highly Politicized / 115, Status of Research in India / 117, Judicialization of Higher Education / 119, Some Recommendations / 125
5. Can Privatization Help?
Shifts in Paradigm / 129, What is Privatization? / 134, The Case for Privatization / 138, Forms of Privatization / 139, The Case Against Privatization / 149, Why Privatization? / 154, How 'Private' is Privatization? / 162, Impediments to Privatization / 164
6. Private Initiatives in Higher Education
Paradigm Shifts in Public-private Divide / 169, International Trends / 179, The Indian Scenario / 188, Issues at Stake/ 196, Blurring of the Public-private Divides / 203, Alternative to Public or Private Colleges:
The Community Colleges / 204
7. Vocationalization of Higher Education
Neo-liberalism and Vocationalization / 211, The Legacy / 216, The Big Debate / 220, Why Vocational Education and Training? / 223, Emerging Trends / 227, Bridging the Gap / 232, Future of Vocationalization / 235
8. Role of Technology in Higher Education
Enabling Role of Technology / 239, General Education and Information Technology / 245, Impact of Technology on Learning / 247, Is ICT Responsible for Internationalization of Higher Education? / 249, Does Technology in Education Enhance the Digital Divide? / 256, Towards Non-spatial and Asynchronous Learning / 261
9. Looking Beyond Universities
Universities at the Crossroad / 264, Universities as Catalysts / 267, Commercialization of Higher Education / 271, Anytime Anywhere Education / 274, Valuing Everyday Learning / 277, Ethics of Outside Funding / 283, Future of Universities and Universities in Future / 285
Bibliography and References
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Whereas the impact of globalization on politics, economy, society and culture are well-studied and well-researched, it is difficult to visualize and conceptualize the changes occurring at the powerknowledge realm. The book is an attempt to look beyond the traditional concept of a university to be able to grasp not only the drastic changes taking place at higher education systems worldwide but it also traces the causes and consequences of the same. Earlier the universities acted as the handmaids of the nation state but today they are required to promote global ethos transcending cultural and linguistic differences beyond the nation state. Today the focus is more on outputs, performances and public accountability rather than on inputs, academic freedom and solidarity. The author delves deeper into the very idea of university, latest trends, issues at stake, rise of private and non-state stakeholders, role of technology, emphasis on vocational skills, status of higher education in India, etc. She makes a precaution against some of the underpinnings behind the de-contextualization and de-territorialization moves by the economic and political hegemons in the name of higher education reforms.\n
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Asha Gupta, Director at the Directorate of Hindi Medium Implementation, University of Delhi, has been a former principal of Bharati College. She has been a recipient of a gold medal, two silver medals, National Merit Scholarship, Shastri Indo-Canadian, Norwegian and Friedrich Ebert Stiftung Research Fellowship. She is a political economist by training with keen interests in research on higher education in India and abroad. Dr. Gupta has been a UGC Career Awardee in Humanities and the Convener of IPSA RC 44 on Military Rule and Democratization. She has been associated with many national and international bodies, such as, International Studies Association and World Federation of Mental Health. Her books include: Beyond Privatization: A Global Perspective; Changing Perspectives of the Welfare State: the Issue of Privatization; Towards Privatization: Lessons From The UK, East Germany and India; Socialism in Theory and Practice: Narendra Deva's Contribution; Military Rule and Democratization (edited) and Private Higher Education: Global Trends and Indian Perspectives (co-Edited). She is a PROPHE Affiliate and Salzburg Seminar alumni.\n
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Education,M.ed/B.ed./D.ed. |
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EDUCATIONAL TRENDS AND DEVELOPMENT AMONG MUSLIMS OF INDIA: (WITH SPECIAL REFERENCE TO BIHAR AND JHARKHAND) |
MUKHTAR AHMAD MAKKI |
9788175415553(PB) |
9788175415546(HB) |
2010 |
|
|
xiv +208pp
|
260.00 |
900.00 |
Foreword
Acknowledgements
List of Tables
Introduction
1. Education among Muslims of Bihar and Jharkhand: A Brief Historical Development (Turk-Afghan, Mughal and British Period: 1206-1947)
2. The State of Education among Muslims of Bihar and Jharkhand
3. Socio-Economic Status Scale of Muslims
4. The Concept of Minorities and Situation of Indian Muslims
5. Educational Backwardness of Muslims: Explanation and Causes
6. Action Programme for Educational Development among Muslims: Conclusions and Suggestions
Appendices
I Prime Minister's 15 Point Programme on Welfare of Minorities (1984)
II Extract from New Education Policy and Programme of Actions (1986)
III Educational Rights of Minorities:Supreme Court Judgement (2002)
IV The National Commission for Minority Educational Institutions Act, 2004
V Prime Minister's New 15-point Programme for the Welfare of Minorities (2006)
VI Sachar Committee on Social Economic and Educational Status of Indian Muslim 2005-06
VII Status of Implementation of the Follow-up Action on the Recommendations(Sachar Committee)
VIII Plan of Action on Sachar Committee's Recommendations, 2008
Glossary
Bibliography
Index
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The book gives the reader a bird's eye view of trends and development of education among Muslims during the Muslim rule and the British Period. It then not only discusses the post-independence education status of Bihari Muslims vis-a-vis other communities but also goes in depth into the causes for the educational backwardness of Indian Muslims.
It critically examines various action programmes initiated and makes suggestions for educational development among Muslims. The book may be a useful literature on the subject to all interested in development of Indian Muslims.\n
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Dr. Mukhtar Ahmad Makki is M.A. M.Ed. from AMU, Aligarh and Ph.D (Education) from Ranchi University, Ranchi. He has been associated with teaching profession for the last thirty years. Presently, he is Head, Faculty of Education, Karim City College, Jamshedpur. He has authored more than ten books in Urdu and his number of articles has been published in national and international journals\n
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Asia/International Relations |
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ENVIRONMENTAL SECURITY: NEW CHALLENGES AND ROLE OF MILITARY |
P.K. GAUTAM |
9788175415249 |
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2010 |
|
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166pp, IDSA, New Delhi |
0.00 |
495.00 |
Preface Acknowledgement 1. Introduction: War, Preparation for War and Ecology 2. Ecological Task Force (ETF) and Ecological Institutions of the Indian Army: An Overview Introduction ETF in Brief The Armed Forces 3. The Desert Region Introduction Desertification Greening Pastoralists Visit to 128 Infantry Battalion (TA) Ecological Ecological Issues that may Impact Security The Clash of State with Settled Farmers Border, Border Fencing and Wildlife Preservation Conclusions 4. The Kumaon Region: Pithoragarh, Almora and Ranikhet Brief History Uniqueness of the Region Conclusion 5. Himachal Pradesh and Punjab 133 Infantry Battalion The Dogra Regiment (TA) Ecological Challenges and Area-specific Issues Sutlej Watershed from Tattapani till Khab (Near the Sino-Indian Border Short of Shipki La) Eastern Rivers of the Indus Basin, the Punjab and Beas Watershed Beas Watershed The Contemporary Punjab-Malwa and Manjha 6. North-East India Broad Overview of Ecology of Arunachal Pradesh Threats to Biodiversity Visit to the Sino-Indian Border in Siang Districts of Arunachal Pradesh: Ecological Aspects Visit to the LAC View Point 2073 to Observe the Siang Analysis and Policy Relevance Environmental Issues in Some Parts of North-East India Some Local issues of Border Trade Inland Water Transport and Ferries 7. Identifying Threats, Challenges and Opportunities Emerging Ecological Threats An Emerging Role for ETF Formal Training Raising of a Centre of Excellence and Expansion National Cadet Corps Vector-borne Diseases Water Hyacinth Political Economy of Rag-pickers Reclaiming Returns from the Kyoto Protocol CDM An Expanded ETF Some Ecological Issues for Consideration Conclusion 8. Environmental Agenda for the Military and for Military-to-Military Cooperation Environmental Agenda for the Military Maritime Neighbours 9. Conclusions Index |
Theoretical knowledge, long serving field experience in remote and ecological fragile areas, a continuous study of environmental literature, effort to come to an understanding of environment security by way of participation in various debates, and fieldwork specific to study ecology has helped shape this book. The book gives an overview of the Ecological Task Forces and institutions of the army. The Thar desert, Kumaon hills, Himachal Pradesh, Punjab and the Northesast have been used as case studies. The aim of this work has been to study and assess the activities being undertaken by the military in ecological conservation. In doing so, fresh insights and perspectives are formed on issues not only of environment but also how people relate their lives to nature in a rapidly urbanising and industrialising India. In the light of the findings of this research, policy measures on some environmental issues have also been suggested which include new role of the military and military to military cooperation. Besides the defence services, the book will be of use to organs of the government dealing with ecological matters, universities, institutes researching on environmental security, concerned citizens and scholars. |
P.K. Gautam is a former officer of the Indian Army. He held the Defence Research and Development Organization, D. S. Kothari chair at the United Service Institution of India from 2001 to 2002 on environmental security. His research was published as Environmental Security: Internal and External Dimensions and Response (2003). In August 2005 he joined the Institute for Defence Studies and Analyses as a Research Fellow. Till 2008 he worked on the military and the environment. His present interests are climate change, water security, Himalayan ecology, Buddhism, Tibet, military matters like composition of the army and trends in warfare. Some of his other books are National Security: A Primer (2004), Operation Bangladesh (2007), Composition and Regimental System of the Indian Army: Continuity and Change (2008) and Time History in and Around Devlali (2009). He has also contributed chapters in IDSA Working Group Report Security Implications of Climate Change for India (2009). |
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Asia/International Relations |
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EURASIAN PERSPECTIVES: IN SEARCH OF ALTERNATIVES |
ANITA SEN GUPTA, SUCHANDANA CHATTERJEE |
9788175415584 |
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2010 |
|
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xii + 322pp |
0.00 |
895.00 |
Preface 1. Endangered Heartland: Russian Central Asia between Domestic and External Geopolitics Vladimir Boyko2. Towards a New Paradigm of International Relations: The Implications of Central Asian Geopolitics Farkhod F. Tolipov3. Virtual Regionalism and Protective Integration in Central Asia Roy Allison4. Eurasian Doctrine of Kazakhstan: Historical, Social and Political Parametres Sattar F. Mazhitov5. Central Asia, Siberia and Asian Russia: Theoretical Approaches and Methodological Reappraisals of Connotations and Terminology Evgeny Vodichev6. The Roles of Small Regions in Intercultural Relations and Conflicts: The Bökey Horde, Gorno-Badakhshan and Abkhazia1 Uyama Tomohiko7. Authority as Accomplishment: Intergenerational Dynamics in Talas, Northern Kyrgyzstan1 Judith Beyer8. Muslim Travelers from Russia to the Ottoman Empire: Some thoughts on a Research Agenda Norihiro Naganawa9. Creation of the Composite Draft of the Buryat Heroic Epic 'Geser' in the Context of the Project of Nation Building Marina N. Baldano10. A Passage from India: Rahul Sankrityayana's Intercultural Quests Jeta Sankrityayana11. Linguistic Security during the Period of Acceleration of Economic and Socio-cultural Globalisation and Self-identification of Nationalities Maria Gritsko12. The Role of Language in Forming Modern Society in Kazakhstan Anna Yessengaliyeva13. Language Socialisation and the Benefits of Bilingualism Today S.A. Meiramova14. Tajikistan in a Changing Eurasia: Reorientation?Dr. Muzaffar Olimov and Dr. Saodat Olimova15. Post-Soviet Migration of Mongolian-Kazakhs to Kazakhstan Sharad K. Soni16. New Russian 'Middle East Concept' in EurasiaP.L. Dash17.Energy: : The New Vector in Alliances in EurasiaSreemati Ganguli18. Central Asia and Caucasus: New ParadigmsAbdolmajid Eskandari19. Competing Geopolitical Interests and Conflicts in the Caucasus Ajay Patnaik20. Central Asia: Challenges of Regional and International CooperationMirzokhid Rakhimov21. Problems of Regional Organisations in Countering Non-traditional Threats in Central Asian Countries and its Neighbours Oybek N. MakhmudovContributorsIndex |
The book attempts to address problems associated with resuscitation of the Eurasian paradigm, which has resulted in renewed debates and discussions about a space that though imagined as a 'heartland' has tended to be represented as a periphery. There have been reappraisals about culture and identity that relate not only to the present but also re-contextualizes the past. There is increasing recognition of the need for new methodological terminologies that take note of these alternative perspectives in the present context. The book presents an opportunity not only for reflecting and reviewing existing ideas but also reformulating and conjoining them in ways that better reflect the reality of the region. |
Anita Sengupta is Fellow, Maulana Abul Kalam Azad Institute of Asian StudiesSuchandana Chatterjee is Fellow, Maulana Abul Kalam Azad Institute of Asian Studies. |
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Religion & Philosophy |
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GEETA GYANESHWARI |
RAMAKANT LAKSHMAN RAO PITLE, DINESH KUMAR TREHAN |
9788175415522(HB) |
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2010 |
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xxiv + 292pp
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0.00 |
300.00 |
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Literature/Language |
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JOSEPH CONRAD: HIS MIND AND WORK |
KAUSAR EQUBAL |
9788175415157 |
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2010 |
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x +140 pp |
0.00 |
400.00 |
PrefaceIntroductionPolitical PhilosophyManner of ExpressionSea-Novels: Critical Analysis1. Lord Jim2. Heart of Darkness3. The Secret Sharer4. The Nigger of the Narcissus5. Nostromo6. The Shadow LineImpressionism in ConradConradian VoiceBibliography |
Joseph Conrad, a Polish-born British novelist, is regarded as one of the greatest writers. He wrote stories and novels which depicted the heroism of faith before the imperatives of duty, social responsibility and honour. Conrad drew upon his experiences serving in the French and later the British Merchant Navy to create novels and short stories that reflected aspects of a worldwide experience and at the same time plumbing the depths of the human soul. The book evaluates the mind and art of Conrad through a close examination of the relationship between the individual and the world around him. It aims at looking into Conrad's intrinsic faith in the values of fidelity and solidarity as essential moral attributes of an individual. It appreciates Conrad's greatest characteristic-the fascination of vivid expressiveness and zest, of his deeply affectionate heart, and his far-ranging subtle mind. The book also critically analyses his novels- Lord Jim, Heart of Darkness, The Secret Sharer, The Nigger of the Narcissus, Nostromo, The Shadow Line. |
Dr Kausar Equbal, Associate Professor of English at D. N. Government College, Itanagar, has been teaching English language and literature for over two decades in Government colleges of Arunachal Pradesh. He has to his credit many articles and over fifty radio talks. He visited various colleges and universities in U.A.E. to share academic views. His field of interest is ELT and linguistics. |
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Economics, |
|
LEADING COMPANIES OF INDIA INC |
CENTRAL PUBLIC SECTOR ENTERPRISES |
9788175415348 |
|
2010 |
|
|
pp 428
|
0.00 |
995.00 |
Part I
From Buildup to Breakthrough
1. Steel Authority of India Limited (SAIL)
Managing Business Challenges
2. Oil and Natural Gas Corporation Limited (ONGC)
Meeting Ever Growing Demand
3. Bharat Heavy Electricals Limited (BHEL)
Powering Progress, Brightening Lives
4. Hindustan Aeronautics Limited (HAL)
In Pursuit of Excellence
Part II
Serving Macro-Economic Objectives
5. Indian Oil Corporation Limited (IOCL)
Humble beginning to an Oil Giant
6. Coal India Limited (CIL)
Meeting Pan India demand for Coal
7. National Thermal Power Corporation Limited (NTPC)
Powering India's Growth
8. State Trading Corporation (STC)
Taking Business Beyond Boundaries
Part III
Connecting India, Connecting People
9. Bharat Sanchar Nigam Limited (BSNL)
From a Departmental Undertaking to a Public Sector Enterprise
10. Power Grid Corporation of India Limited (POWERGRID)
Power Supply Across Regions
11. Container Corporation of India Limited (CONCOR)
Country Wide Logistics Chain
12. National Film Development Corporation Ltd. (NFDC)
Promoting Indian Culture through the Cinemas
Part IV
Companies of the Future
13. Nuclear Power Corporation of India Limited (NPCIL)
Meeting Electricity Needs of the Country
14. Antrix Corporation Ltd. (ACL)
Making Impossible-Possible
15. Bharat Electronics Limited (BEL)
In Pursuit of Excellence
16. Artificial Limbs Manufacturing Corporation of India (ALIMCO)
Dedicated to Empower the Disabled
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The case study approach adopted for the select Central Public Enterprises (CPSEs) in this book captures the high and low points in their respective journeys, the impact of the paradigm shift in Government policy on their performance and the distinct corporate strategies adopted by each of them to face the market challenges.
The CPSE stocks, in the recent global downturn in the capital market, held their ground and outperformed the rest. The forty one CPSEs whose stocks are traded on the stock exchanges, claimed as high as twenty per cent share in the total market capitalization on the Mumbai Stock Exchange. There is an increased interest in the CPSEs as creators of wealth and as engines of growth.
The title of the book rightly signifies the important place of CPSEs in the Indian economy. The book will go a long way in creating a new perception about the CPSEs. It is an indispensable book for mangers, academics, student and policy planners.\n
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The Department of Public Enterprises is the nodal agency in the Government of India for all the Central Public Sector Enterprises (CPSEs). It assists the Government in Policy formulation pertaining to CPSEs and also lays down policy guidelines on performance improvement, personnel management and related areas of these enterprises. In fulfilling its role, it associated itself with other Ministries and organizations including the management institutes in the country\n
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North-East India,Religion & Philosophy |
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MEITEI CALENDER |
Sanasam Amal Singh |
9788183640725 |
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2010 |
|
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127pp
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0.00 |
395.00 |
1. Introduction
2. Naming of the Months
3. Sharoi Khangba
4. Yaosang (Holi)
5. Lai Keithel Kaba
6. Ancestor Worship of Moirang Clan
7. Kongba Leithong Phatpa
8. Cheiraoba
9. Ancestor-Worship of KhumanClan
10. Ancestor-Worship of Khaba Nganba Clan
11. Ancestor-Worship of Ningthouja Clan
12. Pakhangba Chenghongba
13. Koorak Lamtaiba
14. The Role of Male and Female in the Ritual Process
15. Changing Trends in the Ritual Life of the Meiteis
Appendices
Incantation
Apoklon
Declaration of the Outgoing Cheithaba
Declaration of the Incoming Cheithaba
Meigi Tengtha
Sana Lamok
. Anam Athou Laison
. Naheirol
. Ahonglon
Index
|
Every region and religion has a custom-made calendar that reflects the diversity of culture and tradition it represents. A very distinctive feature of the traditional Meitei society of Manipur is that it has a periodic series of rites and ceremonies based on ancient religious traditions concerning almost every month of the Meitei calendar year. The book focuses on the naming of the months as well as the rites and rituals being performed in these twelve months i.e. a calendar year by Meities community who converted into Vaishnavism, The book may be found useful by scholars, researchers and readers having interest in the subject and the region\n
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Sanasam Amal Singh is a Project-Fellow with Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata\n
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Education,M.ed/B.ed./D.ed. |
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PERSPECTIVES IN SOCIAL FOUNDATIONS OF EDUCATION |
K.P. PANDEY |
9788175415294(HB) |
9788175415300(PB) |
2010 |
|
|
xii + 352pp
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0.00 |
1450.00 |
Preface
SECTION 1
1. Relation of Philosophy with Education1
What is the Ambit of a Philosophical Enquiry?/1; Critical Functions of Philosophy/2; Differentiating Philosophy from Science/3; What is the Ambit of Education?/4; Relation of Philosophy with Education/4; Branches of Philosophy and their Relevance for Education/5; Metaphysics: What is Real?/6; As Everett W. Hall rightly says:/6; Basic Theories of Metaphysics/6; Relevance of Metaphysics for Education/8; Epistemology: What is True?/8; Different Approaches of Arriving at Knowledge/9; Divisions of Knowledge/9; Relevance of Epistemology for Education/10; Axiology: What is Good?/10; Basic Theories of Axiology/10; Types of Values/11; Relevance of Axiology for Education/12; Aesthetics: What is Beautiful?/12; Two Theories of Aesthetics/12; Relevance of Aesthetics for Education/13; Logic: What is Correct Thinking?/13; Basic Divisions of Logic/13; Deductive Logic/13; Inductive Logic/14; Dialectic Reasoning/14; Pragmatic Pattern of Reasoning/15; Relevance of Logic for Education/15; Modern Philosophies of Education/15
2. Idealism
Idealism in the West/19; The Indian Idealism/20; Basic Postulates of Idealism/21; Educational Implications of Idealism/23; Idealist Metaphysics, Human Nature and Education/23; Idealist Epistemology and Education/23; Idealist Values and Education/24; Idealism and the Aims of Education/25; Idealism and Curriculum/25; Idealism and Teaching-Learning Strategy/26; Idealism and Discipline/26; Idealism and Evaluation/27; Criticism of Idealism/27; Summary/28
3. Realism
How it Arose?/29; The Forms of Realism/29; Basic Postulates of Realism/30; Realist Metaphysics and Education/31; Realist Epistemology and Education/32; Realist Axiology and Education/32; Realist and the Aims of Education/33; Realism and Curriculum/33; Realism and Teaching-Learning Strategy/34; Realism and Evaluation/35; Criticism of Realism/35; Summary/36
4. Naturalism
Types of Naturalism/38; Basic Postulates of Naturalism/39; Implications of Naturalism for Education/40; Naturalism and Aims of Education/40; Naturalism and Curriculum/40; Naturalism and Teaching-Learning Strategy/41; Naturalism and Evaluation/41; Criticism of Naturalism/41; Summary/42
5. Perennialism
The Background/43; Basic Postulates of Perennialism/43; The Basic Principles of Perinnialism for Education/44; Perennialism and Aims Education/45; Perennialism and Curriculum/45; Perennialism and Teaching-Learning Strategy/46; Perennialism and Discipline/46; Perennialism and Evaluation/46; Criticisms of Perennialism/46; Summary/47
6. Pragmatism
The Context/49; Basic Postulates of Pragmatism/51; Educational Implication of Pragmatism/53; Pragmatism and Educational Aims/53; Pragmatism and Curriculum/54; Pragmatism and Teaching-Learning Strategy/55; Pragmatism and Discipline/55; Pragmatism and Evaluation/56; Criticisms of Pragmatism/56; Summary/57
7. Positive Relativism
What Does Positive Relativism Mean?/59; Basic Postulates of Positive Relativism/60; Summary/61
8. Progressivism: Essentialism and Reconstructionism
Essentialism and Reconstructionism/62; The Basic Principles of Progressivism/62; Summing up/63; Essentialism/63; The Premises of Essentialism/63; Reconstructionism/64; Summary/65
9. Existentialism
Basic Postulates of Existentialism/66; Implications of Existentialism for Education/68; Existentialism and Aims of Education/68; Existentialism and Curriculum/69; Existentialism and Teaching-Learning Strategy/69; Existentialism and Discipline/70; Existentialism and Evaluation/71; Criticism of Existentialism/71; Summary/71
10. Perspectives from Indian Philosophy: Different Schools and their Educational Implications
Different Schools and their Educational Implications/73
11. Philosophical Basis of Formal, Non-formal and Informal Education in a System's Approach
Defining the Three Forms of Educational Arrangement/95; Formal Education/96; Philosophical Basis/96; Non-Formal Education/97; Philosophical Basis/98; Informal Education/98; Philosophical Basis/99; Summary/103
12. Formal, Non-Formal and Informal Educational Opportunities:Some New Trends
Philosophical Bases/104; Concept and Connotation/106; Correspondence or Distance Education/107; World Movement/108; Imperatives and Modalities/109; Teacher-Pupil Contact Programme/109; Distance Lessons or Study Material/110; Faculty and Resource Persons/110; Note-Taking/110; Library Facilities/111; Study-Boosters/111; Mass Media Approach/111; The Prospects/111; Philosophy and Objectives/112; Features/113; Clientele/113; Potentialities/114; Summary/115
13. Aims and Ideals of Education: Individual, Social, Democraticand Totalitarian
Individual, Social, Democratic and Totalitarian/116; Exposition and Analysis/116; Summary/123
14. The Concept of Freedom and Discipline
Freedom from Restraint/125; Freedom to Choose/125; The Other Freedom/128; The Concept of Discipline/129; Discipline: Incentives and Sanctions/130; The Transcending of Freedom and Authority/131; Summary/132
15. Freedom and Authority: As Viewed by Philosophers
Russell's View/133; The Conceptual Analysis of Freedom and Authority/137; Harry Schofields View/137; The Concept 'Authority'/138; Authority: Responsibility: Freedom/139; Freedom at a Price/140; Authority and Freedom/140; Summary/141
SECTION 2
16. Sociology of Education: Education as a Sub-system of the Social System
Education as a Sub-system of the Social System/144; Sociology as a Science/144; Sociology of Education/145; The Social System/147; Functional Sub-systems/149; Structural Sub-systems/149; Education in the Sociological Perspective/153; Education as a Sub-System of the Social System/154; Summary/156
17. Education and Social Change
Dynamics of Society/158; Postulates of Social Change/158; Determinants of Change/160; Role of Education/161; Social Progress/162; Social Mobility/164; Education and Social Control/165; Social Change in India/166; Political/166; Socio-Cultural/167; Economy/170; Ideological Change/171; Education Faces a Challenge/171; Summary/172
18. Education, Social Stratification and Mobility
Literary Education in the Past/175; Growth of Modern Educational Opportunities/176; Inequality in Educational Opportunities/178; Education and Social Mobility/182; Summary/185
19. Equality of Educational Opportunity
Backdrop/189; Concept and Connotation in Particular/190; Determinants of Equality/190; The Indian Scene/191; Achievement in Post-Independence Era/193; An Important Issue: Where is the "Best" in Equalitarianism?/194; Solution of the Dilemma and the Dichotomy/195; Summary/195
20. Equality of Educational Opportunity: The Concept in General
The Concept/197; Overview of the Problem Before 1947/198; The Constitutional Position/200; The International Obligation/201; The National Concern for Equality of Educational Opportunity/201; The National Policy/202; Equality Versus Excellence/204; Emerging Problems and their Solutions/205; Summary/206
21. The Concept of De-Schooled Society and Hidden Curriculum
The Background/207; The Characteristic Features or the Concept "De-schooling"/207; The Goals of the Alternative Educational Strategies/212; Summary/213
22. Open Learning
The Open Learning Phenomenon-The Trend/214; Relationship to Independent Study/219; The Implications of the Open Learning Trend for Independent Study/222; Summary/230
23. Concept of De-schooled Society: Hidden Curriculum and Open Learning
The Context/231; Rhetoric of De-Schoolers/232; Anachronism/233; Hidden Curriculum/234; Their Concept of Education/234; De-Schoolers' Alternatives to Present "Schools"/236; Open Learning/237; Million Dollar Question/237; Summary/238
24. Some Misconceptions in Ivan Illich's Concept of Deschooling
Institutionalisation/239; Compulsoriness/240; Distinction Between Hidden Curriculum and Overt Curriculum/243; Hidden Curriculum/244; Overt Curriculum/247; Summary/251
SECTION 3
25. Economics of Education
What is Economics of Education?/252; Education and Economic Order/253; Education and Economic Growth-Some Quantitative Dimensions/254; Human Capital/257; Education as an Investment/258; Private Returns to Investment in Education/258; The Concept of Opportunity Cost/259; Some Significant Case Studies/261; Intangible Benefits/261; Limitations of the Concept/262; Educational Finance/263; Educational Investment/263; Sources of Finance/265; Internal and External Efficiency of Education/265; Education and New Technology/266; Summary/267
26. Education, Employment and Manpower: Needs of the Country
The Context/268; Magnitude of Educated Unemployment/269; Educational, Political, Social and Economic Implications of Educated Unemployment/270; Improving Educational System/271; Manpower Planning/274; Manpower Planning in India: A Historical Perspective/274; Scope and Objectives Manpower Planning/275; Manpower Planning Approach to Education/276; Role of the Universities in Man Power Planning/277; Some Limitations/278; Summary/279
27. Principles and Techniques of Educational Planning
Educational Planning: A Historical Retrospect/280; Principles of Educational Planning/281; Procedures of Formulating Educational Plans/283; Techniques of Educational Planning/285; Planning Techniques: An Assessment/288; Constraints to Educational Planning in India/288; Summary/293
28. Education in the Context of Eleventh Plan Period: Focusand Concerns
Elementary Education and Literacy/295; Elementary Education in the Tenth Plan/296; Universal Access/296; Universal Enrolment/297; Universal Retention/299; Universal Achievement and Equity/301; Outlay and Expenditure in SSA in the Tenth Plan/303; Sectoral Expenditure Under SSA/303; Kasturba Gandhi Balika Vidyalaya Scheme (KGBVS)/304; District Primary Education Programme (DPEP)/304; Mahila Samakhya (MS)/304; Mid-Day Meal Scheme (MDMS)/305; Eleventh Plan: Goals, Targets, and Strategies in Elementary Education/305; Eleventh Plan Targets for Elementary Education/307; Quality Improvement in SSA/307; Disadvantaged Groups/308; Pre-school Education (PSE)/309; Madarsas/Maktabs/310; KGBV and DPEP/310; Mid-Day Meal Scheme (MDMS)/310; MDMS: Action Points/310; Mahila Samakhya (MS)/311; Literacy and Adult Education: Performance in Tenth Plan/311; TLC and PLP/312; Continuing Education Programme (CEP)/312; Jan Shikshan Sansthan (JSS)/312; Major Weaknesses in Adult Education Programmes/312; Adult Education and Literacy: Goals, Targets, and Strategies for the Eleventh Plan/313; Revamped Strategy of NLM in Eleventh Plan/313; Secondary Education and Vocational Education (VE)/314; Secondary Education: Review of Performance in the Tenth Plan/314; Quality Improvement in Schools/316; National Curriculum Framework (NCF)/316; Secondary Education: Goals, Targets, and Strategies for the Eleventh Plan/317; Teacher Education/318; Vocational Education: Review of Performance in Tenth Plan/320; Vocational Education: Strategy and Targets in the Eleventh Plan/321; Higher and Technical Education/322; Higher Education: Review of the Tenth Plan/323; Private Institutions/324; Grant to Colleges/Universities/324; Central Universities (CU)/324; UGC/325; The National Accreditation Assessment Council (NAAC)/325; ASCs/325; ICT/325; Autonomous Status/326; Science Education/326; All India Council for Technical Education (AICTE)/326; National Board of Accreditation (NBA)/326; Higher Education: Targets and Strategies in Eleventh Plan/326; Autonomy and Accountability in Higher Educational Institutions/327; Autonomy has Three Inter-Related Dimensions/327; Quantitative Expansion/328; Inclusive Education/328; Quality Improvement/329; New CU/329; Supporting State Universities and Colleges/330; Correcting Regional Imbalances: Establishing 370 New Degree Colleges/330; Initiatives for Inclusive Education in States/330; Technical Education/331; Tenth Plan Performance/332; Technical Education: Goals and Targets in Eleventh Plan/333; Schemes for Expansion and Upgradation/333; Oversight Committee (OSC)/333; Fees in Higher Education, Scholarships, Fellowships, and Loan Schemes/334; Reforms in Apex Regulatory Institutions of Higher Education/334; National Mission in Education Through ICT/335; National Knowledge Network and Connected Digital Campuses for Plunging into Knowledge Cyberspace/335; Polytechnics/336; Distance Learning/337; Language and Book Promotion/338; Summary/338; References/342
Bibliography and References
Index
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'Social Foundations of Education' as a discipline needs to be adequately develop in the form of a stimulating set of courses to the students or scholars enrolled in Department of Teacher Education. The three important ingredients-Philosophy of Education, Sociology of Education and Economics of Education offer a suitable perspective to pursue a meaningful scheme of reflection in this area. The book systematically presents the concepts and issues pertaining to these issues with a view to building new perspectives for understanding and evaluating educational programmes which are in vogue. There are exemplifications galore and throughout the book Indian case references predominate so as to suitably orient the readers and practitioners in the field of teacher education for quality thrusts in their pursuits.\n
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Prof. K.P. Pandey, a brilliant scholar, is a former Professor of Education cum Director, International Center for Distance Learning, Shimla. He has held various positions of eminence including that of Vice Chancellor, Mahatma Gandhi Kashi Vidyapeeth, Varanasi, Head & Dean, Department of Education, Kashi Vidyapeeth, Varanasi, Emeritus Professor UGC, CCS University, Meerut, Consultant & Chief Editor of Anveshika of NCTE, and has been an active member of various national level committees. He has been a member of the Research Advisory Committee of MHRD, Govt. of India and has headed various research teams in the state of U.P.
He has been decorated with several awards - national and international for his outstanding contribution and excellence in education including Life Time Achievement Award of National Council of Teacher Education (NCTE, 2005), Shiksha Sudha Nidhi Award of Rajsthan Vidyapith (2005), Shiksha Bharti Purskar of All India Achievers Foundation (March 2009) and Life Time Achievement Award for Education Excellence (June 2009) of International Achievers Conference.
Currently he is working as Director, SHEPA, Varanasi.\n
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SHIPRA PUBLICATIONS |
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http://www.shiprapublication.com/images/book/thumbimgs/000441.jpg |
Education,M.ed/B.ed./D.ed. |
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PHILOSOPHICAL FOUNDATIONS OF EDUCATION |
JAGDISH CHAND |
9788183640602(HB). 9788183640619(PB) |
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2010 |
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197pp
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220.00 |
750.00 |
1. Basic Ideas in Education
Significance of Education; Divergent Views on the Meaning of Education; Etymological Meaning of Education; Great Indian and Western thinkers on the Meaning of Education; Analysis of Some Definitions of Education; Functional and Operational Definition and Meaning of Education; Sarcastic and Negative View of Education; Nature of Education; Retrospective and Prospective Nature of Education /147; Chief Characteristics of the Nature of Education; Broad and Narrow Meaning of Education; What Education is Not and What Education is; Functions of Education; Characteristics of the Process of Education; Why, Whom, Who, Where, What, How and When of Education; Scope of Education
2. Types of Education
Three Types of Education; Formal Education; Informal Education; Non-Formal Education; Non-Formal Education and National Policy on Education-NPE (1986 and Revised Policy 1992); Broad Comparison Between Formal and Non-Formal Education; Comparison of Formal and Informal Education; Comparison Among Formal, Informal and Non-Formal Education; Examples of Different Types of Education; Narrowing Down the Gap Between Different Types of Education; A Balanced View; Traditional education and modern education at a glance; Emerging Concerns And Modern Education; Child-Centred Education and Teacher-Centred Education
3. Aims and Objectives of Education
Aims of education related to society; Individual Aim and Social Aim in Education; Priorities of Aims of Education in India; Functions and Directions of Education in India
4. Educational Philosophy
Significance of Philosophy ; Meaning and Definition of Philosophy; Chief Characteristics of Philosophy; Why Do We Need Philosophy?; Scope of Philosophy: Different Areas of Philosophy; Relationship Between Philosophy and Education: Their Interdependence; All Great Philosophers as Great Educators; Dependence of Philosophy on Education; Dependence of Education on Philosophy; Significance of Studying Philosophy in Understanding Educational Practices and Trends: Contribution of Philosophy to Education; Significance of Philosophy to the Teacher
5. Major Philosophies and Their Impact on Education
Idealism in Education: Idealism as the Oldest Philosophy; Fundamental Principles of Idealism; Idealism on Various Dimensions of Education; Limitations and Weaknesses of Idealism; Contribution of Idealism to Educational Theory and Practice; Philosophy of Naturalism in Education: Meaning of Naturalism; Chief Characteristics of Naturalism; Naturalism and Its Various Dimensions of Education (Implications of Naturalism in Education); Limitations of Naturalism in Education; Contribution of Naturalism to Education; Pragmatism; Broad Features of Pragmatism in Education; Limitations of Pragmatism; Contribution of Pragmatism to Education; Comparative Impact of Idealism, Naturalism and Pragmatism on Educational Theory and Practice
6. Rousseau (1712-1778)
A Brief Life Sketch; Publications of Rousseau and Essence of His Writings; Rousseau's Views on Educational Theory and Practices; 'Emile': An Important Treatise on Education; An Analysis of Rousseau's Views on Education; Rousseau's Contribution to Education
7. Dewey, John (1852-1959)
Brief Life Sketch of John Dewey; Publications of John Dewey; Philosophy of Pragmatism of Dewey; Dewey's Views on Various Aspects of Education; Functions of the School: School Related to Social Life; Laboratory School, University of Chicago; Essence of John Dewey's Work: Contribution to Education; Evaluation of Dewey's Work
8. Philosophical Thought in India and Its Contribution to Education
Rich Philosophical Heritage; Chief Sources of Indian Philosophical Thought; The Vedic Philosophical Thought; Educational Implications of the Vedic Thought; Philosophic Thought as Contained in the Upanishads; Philosophical Thought of the Bhagwad Gita; Educational Implications of Philosophic Thought of Gita; Systems of Philosophy and Their Educational Implications; Salient Features of Indian Thought and Implications
9. Swami Vivekananda's Philosophy and Its Impact on Education
Brief Life Sketch of Swami Vivekananda; Major Publications of Swami Vivekananda; Principal Features of Swami Vivekananda's Philosophy; Swami Vivekananda's Philosophy of Education; Swami Vivekananda on Various Aspects of Education; Contribution of Swami Vivekananda to Education: Relevance of His Views Today
10. Rabindranath Tagore (1869-1941): Educational Philosophy and Its Impact
Brief Life Sketch; Tagore's Publications; Factors Influencing Tagore's Philosophy of Education; Tagore's Views on Various Aspects of Education in his own words; Concept of an Ideal School; Visvabharati at Shantiniketan in Natural Surroundings; Tagore's Contribution to Education
11. Philosophical Thought of Gandhiji (1869-1948)
Brief Life Sketch of Gandhiji; Gandhiji's Publications on Education; Principal Features of Gandhiji's Philosophy of Life; Factors that Influenced Gandhiji's Philosophy of Life and Philosophy of Education; Thoughts of Gandhiji on Various Dimensions of Education in His Own Words; Gandhiji's Dissatisfaction with the Existing System of Education and Formulation of Basic Systems of Education; Origin of Basic education/ NaITalem /Wardha Scheme or System of Education; Curriculum of Basic Education as It Emerged in Due Course; Tenets/Merits of Basic Education/Chief Features; Criticism of Basic Education; Future of Basic Education and the Education Commission (1964-66); Summing up: The philosophy of Gandhiji and its Impact on Education
12. Sri Aurobindo (1872-1950): Integral Education
Brief Life Sketch; Select Quotes of Sri Aurobindo on Education; Prominent Features of Aurobindo's Philosophy; Sri Aurobindo's Main Ideas on Education; National System of Education; Integral Education; Two-fold Bases of Integrated Education; Task of Integral Education; Measures for Achieving the Ends of Integral Education; Contribution of Sri Aurobindo to Education
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Education,M.ed/B.ed./D.ed. |
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PRINCIPLES AND PRACTICES OF TEACHING OF CIVICS & CITIZENSHIP EDUCATION |
J.C. AGGARWAL |
9788175414976(HB) |
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2010 |
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xvi +358pp
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0.00 |
1400.00 |
Preface
1. Meaning, Importance and Place of Civics in the School Curriculum
1.1 Meaning of Civics
1.2 Importance of Civics
1.3 Brief History of Civics
1.4 Place of Civics in School Curriculum
1.5 Values of Teaching Civics
1.6 Scope of Civics
1.7 A Brief History of the Place of Civics in the School Curriculum in India: An Attempt
1.8 Diminishing Place of Civics as a Separate Subject in Curriculum but more Importance to Its Contents
2. Objectives of Teaching Civics
2.1 Broad Categories of Objectives of Teaching Civics
2.2 General Objectives of Teaching Civics
2.3 Specific Objectives of Teaching Civics
2.4 Development of Understanding
2.5 Development of Skills and Abilities
2.6 Development of Attitudes
2.7 Objectives of Teaching Civics for Classes III to V
2.8 Objectives of Civics in Classes VI to VIII
2.9 Objectives of Civics in Classes IX and X
2.10 New Developments and Their Implications for Teaching of Civics in India
2.11 Instructional Objectives of Civics
3. Correlation of Civics with Other Social Sciences
3.1 Knowledge is One Whole
3.2 Meaning of Correlation
3.3 Different Types of Correlation
3.4 Political Science and Civics
3.5 Civics and History
3.6 Civics and Economics
3.7 Civics and Sociology
3.8 Civics and Ethics
3.9 Civics and Psychology
3.10 Social Studies as an Integrated Subject and Not History,
Geography and Civics
4. Curriculum and Principles of Curriculum Construction
4.1 Meaning of Curriculum
4.2 Definitions of Curriculum
4.3 Significance and Need for the Curriculum
4.4 National Growth and Curriculum
4.5 Issues and Questions Involved in Curriculum Construction and Implementation
4.6 Basic Principles of Curriculum Construction
5. Organisation of Curriculum in Civics
5.1 Approaches of Organisation of Curriculum
5.2 Unit Approach
5.3 Concentric Approach
5.4 Topical Approach
6. Curriculum of Civics at Different Levels
6.1 NCERT Curriculum (1976)
6.2 Curriculum Approach at the Primary Stages
6.3 Curriculum Approach at the Middle and High School Stage
6.4 Environmental Studies and Social Sciences
6.5 Objectives of Teaching Civics in Middle Classes
6.6 Curriculum Approach to Civics in Middle Classes
6.7 CBSC Syllabi and Courses in Civics for Classes IX and X
7. Civics Curriculum Suggested by Review Committee (1977)
7.1 Background of the Appointment to the Review Committee
7.2 Recommendations of the Committee Regarding Curriculum,Text-books and Methods of Teaching
7.3 Class VI-Our Civic Life
7.4 Class VII-Our Constitution
7.5 Class VIII-Independent: India: Achievements and Challenges
7.6 Classes IX and X
7.7 Critical Analysis of the Curriculum as Suggested by the Ishwarbhai Patel Committee (1977)
8. Curriculum of Civics at Different Levels
8.1 Curriculum of Civics at the Middle School Level
8.2 Main Objectives of Curriculum of Civics at the Middle School Level
8.3 Curriculum of Civics for Class VI
8.4 Curriculum of Civics for Class VII
8.4 Curriculum of Civics for Class VIII
9. Curriculum in Political Science in Classes IX and X as Suggested by NCERT and CBSE (2008)
9.1 NCERT Curriculum
9.2 Rationale of Introducing Social Studies
9.3 Objectives of Social Studies
9.4 Class IX Democratic Politics I
9.5 Class X: Democratic Politics II
9.6 Contents Relating to Civics in the Social Sciences as Outlines by CBSE (Class IX and X)
9.7 Evaluation of Curriculum
9. Methods of Teaching Civics
9.1 Significance of Dynamic and Progressive Methods of Teaching
9.2 Historical Development of Methodology
9.3 Chief Features of Good Methods of Teaching
9.4 Flexibility and Research in the Use of Methods
9.5 Classification of Methods of Teaching Civics
9.6 The Balance Sheet of the Methods
9.7 Learning by Doing (Activity Method)
9.8 Learning by Play
9.10 Learning by Experience
9.11 Learning by Self-education
9.12 Merits of Learning by Doing Activity Methods
10. Project Method and Source Method
10.1 Meaning, Origin and Significance of Project Method
10.2 Definition of the Project Method
10.3 Main Principles of the Project Method
10.4 Different types of projects
10.5 Various steps in a project
10.6 Essentials of good project
10.7 Merits of Project Method
10.8 Demerits, Limitations and Difficulties
10.9 Project Method and Normal Classroom Teaching: Role of the Teacher
10.10 Project Village Survey
10.11 Source Method
10.12 Meaning of Source Method of Teaching Social Studies
10.13 Uses of Source Method
10.14 Steps to be Followed in Source Method
10.15 Limitations of the Source Method
10.16 How to Make Source Method Effective?
11. Problem Solving-Deductive and Inductive Methods
11.1 Meaning and Significance of Problem Solving
11.2 Steps in Problem-Solving
11.3 Teacher's Role in Problem-Solving
11.4 Deductive and Inductive Methods
11.5 Deductive and Inductive Method Compared
11.6 A Few Illustrations of Problems
12. Socialised Recitation and Supervised Study
12.1 Meaning and Significance of Socialised Recitation
12.2 Why Socialised Recitation?
12.3 Objectives of Socialised Techniques
12.4 Various Forms of Socialised Techniques
12.5 Merits of Socialised Techniques
12.6 How to make socialised recitation effective?
12.7 What Socialised Classroom Technique Should Not Be?
12.8 Demerits of Socialised Recitation
12.9 Supervised Study
12.10 Meaning and Significance of Supervised Study
12.11 Limitations of Supervised Study
12.12 Supervised Study and Socialised Recitation
12.13 Participation of Students
12.14 Comparison Between Formal Teaching and Socialised Classroom Recitation
13. Lecture Method, Text-book Method and Heuristic Method
13.1 Lecture Method
13.2 Significance of Lecture Method
13.3 Merits of the Lecture Method
13.4 Limitations of the Lecture Method
13.5 Making Lecture Method Effective and Inspirational
13.6 Text-book Method
13.7 Heuristic Method
13.8 Meaning of Heuristic Method
13.9 Aim of the Heuristic Method
13.10 Principles or Psychological Basis of Heuristic Method
13.11 Procedure in the Heuristic Method
13.12 Place of the Teacher in the Heuristic Method
13.13 Use of Heuristic Method in Different Subjects
13.14 Merits of the Heuristic Method
13.15 Demerits, Difficulties and Limitations of Heuristic Method
14. Assignments, Home Work and Dictating Notes Methods
14.1 Assignments
14.2 Significance of an Assignment
14.3 Type of Assignment
14.4 Essentials of an Assignment
14.5 Difficulty in the Preparation of a Good Assignment
14.6 Suggested Assignment Procedure
14.7 Home Assignment or Home Work
14.8 Purposes of Home Task
14.9 Types of Home Work
14.10 Disadvantages and Objections
14.11 Principles of Assigning Home Work
14.12 Methods of Correction
14.3 Dictating Notes
15. Dalton Plan and Discussion Method
15.1 Dalton or Laboratory Method
15.2 Origin and Significance of Dalton Plan
15.3 Principles Underlying the Dalton Plan
15.4 How the Plan Works?
15.5 Duties of a Teacher
15.6 Merits of the Plan
15.7 Limitations and Difficulties
15.8 Discussion Method
15.9 Meaning and Significance of Discussion Method
15.10 Essential Elements or Constituents of Discussion
15.11 Merits of Discussion
15.12 Limitations of Discussion
15.13 Organisation of Discussion
15.14 Panel Discussion
16. Play-Way in Education
16.1 Origin, Definition, Meaning and Principles of Play-Way
16.2 Application of Play-Way Attitudes
16.3 Play-Way Spirit and Teaching of Various Subjects and Experiences
16.4 Play-Way and Soft Pedagogy
17. General Principles, Maxims and Techniques of Teaching
17.1 General Principles of Teaching
17.2 Maxims of Teaching
17.3 Techniques of Teaching
17.4 Description
17.5 Dramatisation
17.6 Explanation
17.7 Narration
17.8 Excursion and Field Work
17.9 Story Telling
18. Questioning and Answering
18.1 Significance of Questioning
18.2 Purposes of Questions
18.3 Classification of Questions
18.4 Levels of Classroom Questions
18.5 Skills In Questioning
18.6 Characteristics of Good Questioning
18.7 The Teacher's Attitude to Pupils' Questions
18.8 Skill in Answering
18.9 Skill of Probing Questions
19. Audio-Visual Aids in the Teaching of Civics
19.1 Meaning of Audio-Visual Aids
19.2 Brief History of the Use of Audio-visual Aids
19.3 Psychology or Using Teaching Aids/Audio-Visual Aids
19.4 Significance and Uses of Audio-Visual Aids
19.5 Characteristics of Good Teaching Technological Aids
19.6 Principles in the Use of Teaching Technological Aids
19.7 Problems in the Use of Teaching Technological Aids
19.8 Future of the use of Teaching Technological Aids
19.9 Classification of Teaching Aids
20. Description and Preparation of Audio-Visual Aids
20.1 Significance of Radio as an Educational Aids
20.2 Tape Recorder
20.3 Visual Aids: Overhead Projector, Slide Projector, Maps, Charts, Models, Flash Cards, Display Board Diagrams
20.4 Three Dimensional Aids
20.5 Flash Cards
20.6 Display Boards
20.7 Diagrams
20.8 Audio-Visual Aids: Television
20.9 Educational Films
20.10 Edgar Dale's Cone of Experience
20.11 Blackboard
20.12 Pictures
Scrap Books
21. Lesson Planning in Civics
21.1 Importance of Lesson Planning in Civics
21.2 Meaning and Definition of Lesson Planning
21.3 Functions of Lesson Planning
21.4 Lesson Planning-Old and New
21.5 Merits/Advantages of Lesson Planning
21.6 General Principles and Steps in Planning a Good Lesson Plan
21.7 Essentials of a Good Lesson Plan
21.8 Approaches to Lesson Planning
21.9 Herbartian Approach
21.10 Gloverian Approach
21.1 Morrison's Approach or Unit Approach
21.12 Limitations of Bloom's Evaluation Approach
21.13 RCEM Approach
21.14 Summary
22. Civics Text-book and Supplementary Material
22.1 Indispensability of Text-books
22.2 Text-book Not the End and Be-all of Education
22.3 Meaning of a Text-book
22.4 Main Functions of a Text-book
22.5 Demerits of Text-books
22.6 How to Use Text-books
22.7 Can We Do Away With Text-books
22.8 Main Characteristics of Civics Text-books
22.9 Recommendations of the Ishwarbhai Patel Committee (1977-78) on Text-books
22.10 Supplementary Material
23.11 Guidelines for the Use of Supplementary Materials
23. Civics Room and Museum
23.1 Need for Special Room or Laboratory
23.2 Equipment of the Room
23.3 Museum
23.4 Field Work or Survey
24. Civics Teacher and His Qualities
24.1 Important Role of the Teacher of Civics
24.2 Role of the Civics Teacher in the School
24.3 Eight C's of an Effective Civic Teacher
24.4 Essentials of a Civics Teacher
24.5 Nine Special Qualities of a Civics Teacher
24.5 Self-Appraisal by Civics Teacher
25. Utilising Community Resources and Current Affairs in Civics
25.1 Significance of Community Resources
25.2 Methods of Utilising Community Resources
25.3 Taking the School to the Community
25.4 Bringing the Community to the School
25.5 Role of a Teacher in Enlisting Parent-Teacher Cooperation and Utilising Community Resources
25.6 Significance of Current Affairs
25.7 Meaning of Current Affairs
25.8 Main Objectives of Teaching-Learning of Current Affairs
25.9 Scope of Current Affairs
25.10 Nature of Current Affairs
25.11 Illustrations of Current Affairs
25.12 Role of the Teacher
25.13 Controversial Topics and Civics Teachers
25.14 Some Suggestive Activities for the Teaching of Current Events
26. Role of Teaching of Civics in Emotional and National Integration
26.1 Meaning of National and Emotional Integration
26.2 Why National and Emotional Integration! Need for National and Emotional Integration
26.3 Consequences of Lack of National and Emotional Integration
26.4 Favourable Factors for National and Emotional Integration
26.5 Barriers to National and Emotional Integration
26.6 Role of Education in Developing National Integration
26.7 Emotional Integration Committee (1961) on the Role of Civics and Social Studies in Emotional Integration
27. Salient Features of Indian Constitution
27.1 The Constitution of India as a Guiding Force and Source of Inspiration
27.2 Constitution of India at a Glance
27.3 Chief Features of the Constitution of India
27.4 Summary of the Salient Features of the Constitution of India
28. Citizenship-Fundamental Rights and Duties
28.1 Meaning of a Citizen
28.2 Citizen and an Alien
28.3 Constitutional Provisions in India
28.4 Two Types of Citizenship
28.5 Indian Citizenship Act 1955
28.6 Fundamental Rights
28.7 Meaning of Rights
28.8 Characteristics or Essential Elements of Rights
28.9 Fundamental Rights
28.10 Need and Importance of Fundamental Rights
28.11 Situations under which Fundamental Freedoms are Curtailed
28.12 Main Features of the Fundamental Rights
28.13 Duties
28.14 Fundamental Duties of Citizens
28.15 Importance of Incorporating the Fundamental Duties
28.16 Interrelationship of Rights and Duties
28.17 Teaching of Civics for Citizenship
29. Human Rights
29.1 Meaning of Human Rights
29.2 Need for Human Rights
29.3 Immediate Circumstances Leading to the Universal Declaration of Human Rights (December 10, 1948)
29.4 Broad Classification of Human Rights
29.5 Brief History
29.6 A Holistic View of Human Rights
29.7 UN and Promotion and Protection of Human Rights
29.8 Human Rights in India
29.9 Fundamental Rights Similar to the UN Human Rights in the Constitution of India
29.10 National Human Rights Commission in India
29.11 Education for Human Rights
29.12 Educational Objectives of the Teaching of Human Rights
29.13 Aims and Objectives of Human Rights and Education
29.14 Methods of Teaching Human Rights
29.15 Role of the Teacher in Promoting Human Rights
30. Organisation of Youth Parliament in Schools
30.1 Objectives
30.2 Guidelines for the Organisation of Youth Parliament
31. Examination and Evaluation in Civics
31.1 Significance, Functions, Limitations and Suggestions Regarding Examinations
31.2 Objective Type or New Type Tests and Comparison with Essay-Type Examinations
31.3 Definitions and Meaning of Evaluation
31.4 Aims, Needs and Significance of Evaluation
31.5 Main Functions of Evaluation
31.6 Chief Characteristics of Evaluation
31.7 Comprehensive and Continuous Evaluation
31.8 Short-Answer Type Test or Questions
31.9 Definition and Meaning of Objective Tests/Questions
31.10 Merits of Objective Type Tests
31.11 Limitations
31.12 Principles of Construction of New Type of Tests
31.13 Characteristics and Comparison of the Old and New Type Tests
31.14 Grading and Recording Test Results
31.15 Principles of Preparing Essay-Type and Objective Type Test Paper
31.16 Concluding Observations
31.17 Illustration of Different Types of Questions
32. Bloom's Approach to Evaluation: Writing Instructional Objective Type Test Items
32.1 Meaning of Bloom's Taxonomy of Educational Objectives
32.2 Major Categories in the Cognitive Domain of the Taxonomy of Educational Objective (Bloom 1956):
32.2 Instructional Objectives of Civics
32.3 Instructional Objectives of Acquisition of Knowledge
32.4 Developing Understanding
32.5 Developing Skills
32.6 Developing Interests
32.7 Developing Attitudes of an Enlightened and Intelligent Citizen
33. Illustrative Lesson Plans
Introduction
Lesson Plan No. 1
Lesson Plan No. 2
Lesson Plan No. 3
Lesson Plan No. 4
Lesson Plan No. 5
Lesson Plan No. 6
Lesson Plan No. 7
Lesson Plan No. 8
Lesson Plan No. 9
Lesson Plan No. 10
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The book highlights one of the most important objectives of education i.e. inculcation and promotion of qualities of good citizenship which is of great significance in the building of a great democratic nation.
For sometime now the subject of Civics which is an important instrument in inculcating values of an enlightened citizenship has been losing ground in utility and the interest, it once commanded. The book is an attempt at instilling interest again in the teaching and learning of the subject. A perusal of the educational literature indicates that there is a great paucity of standard books on the subject and the present volume may fulfill the gap.
The book offers important principals and practical measures of promoting citizenship education.
The publication which focuses on the ideals, values and forces shaping the society, is especially designed to equip the perspective teacher as well as teacher-in-service with maximum information, knowledge and the wisdom to guide the would be citizens.
On account of wide coverage of the subject matter the book should prove useful to all those who are interested in promoting qualities of citizenship.
\n
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J.C. Aggarwal, was a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration, Delhi. He worked at the grassroots level as a Post-graduate teacher, principal, plan evaluation officer and educational supervisor and administrator. He also taught in a Post-graduate Teacher Training College. He travelled widely and wrote extensively on education.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000436.jpg |
Education,M.ed/B.ed./D.ed. |
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PSYCHOLOGICAL FOUNDATIONS OF EDUCATION |
JAGDISH CHAND |
9788183640626(HB) |
9788183640633(PB) |
2010 |
|
|
190pp
|
200.00 |
795.00 |
1. Meaning, Definition and Significance of Educational Psychology
Meaning and Definition of Educational Psychology / 1; Nature of Educational Psychology / 2; Scope of Educational Psychology / 2; Significance of Educational Psychology to Teachers / 4; Importance of Educational Psychology to Different Sections / 7; Importance of Educational Psychology to Parents / 7
2. Human Growth and Development: Significance, Characteristics and Principles/Stages-Educational Implications
Significance of Child Development / 9; Some Prominent Educators and Thinkers on the Development and Education of Children / 10; Meaning of Human Development / 11; Distinction Between Growth and Development / 11; Characteristics and Principles of Development / 13; Educational Implications of the Principles of Development / 15; Interrelationships and Interdependence of various Patterns of Development / 16; Different Stages of Development and Implications / 18
3. Heredity (Nature) and Environment (Nurture): Development and Educational Implications
Introduction / 21; Meaning of Heredity / 21; Principles of Heredity: How Heredity Operates / 21; Chart Showing the Contribution of Heredity On Personality Development / 22; Environment / 23; Hereditarians' Arguments and Studies / 23; Criticism of Hereditarians' Point of View / 24; Environmentalists' Point of view / 24; Some Studies on Environment / 25; Relative Contribution of Heredity and Environment on Growth and Development / 26; Influence of Heredity and Environment / 27; Educational Implications of the Role of Heredity and Environment / 28
4. Individual Differences: Types and Educational Implications
Significance of Individual Differences Among Children / 29; Types of Individual Differences / 30; Individual Differences: Readiness / 30; Educational Implications of Individual Differences / 31; Meeting Needs of Individual Differences: Teaching Strategies and Class-room Measures / 32; General Guidelines for Meeting Individual Differences / 32; Summing up / 33
5. Physical Development Pattern and Educational Implications
General Physical Development Pattern / 34; Characteristics of Physical Development Pattern and Needs of Children / 36; Growth and Development Rate, Growth and Development Curve: Characteristics and Stages / 37; Common Causes of Delayed Motor and Physical Development / 38; Factors Affecting The Pattern of Physical Growth and Development / 39; Summary: Important Characteristics of Physical Development Pattern / 39; Educational Implications of the Physical Development of the Children for the Teacher / 40; Organisation of Physical Development Programme / 40
6. Social Development Pattern and Educational Implications
Meaning of Social Development Pattern / 41; Characteristics of Social Development Pattern / 41; Social Development Pattern at various stages / 42; Factors Affecting the Social Development of the Child / 43; Hindrances in the Social Development of the Child / 44; Role of the School in the Social Development of the Child / 44; Teacher's Role in the Social Development of the Child / 45; Concluding Observations / 46
7. Emotional Development Pattern and Educational Implications
Significance of Emotional Development Pattern / 47; Meaning of Emotional development / 47; Chief Characteristics of Emotions / 48; Positive and Negative Effects of Emotions / 49; Understanding Emotions of Anger, Fear, Love and Jealousy / 50; Emotional Behaviour Pattern at Different Stages / 52; Classification of Emotional Pattern / 53; Comparison Between the Emotional Pattern of Childhood and Adulthood / 54; Factors at Home and School which Disturb the Emotional Development of Children / 54; Training, Sublimating and Modifying Emotions / 54; Role of the School and the Teacher in the Emotional Development of the Child / 55
8. Cognitive Development Pattern and Educational Implications: Piaget's Theory
Meaning of Cognitive or Mental or Intellectual Development / 58; Process of Cognitive Development Pattern / 58; Factors Affecting Cognitive Development Pattern / 60; Cognitive Development Curve / 61; Jean Piaget's Theory of Cognitive Development Pattern (Mental or Intellectual Development) / 63; Educational Implications of Piaget's Theory of Cognitive Development and the Role of the School and Teacher / 66
9. Adolescence: Meaning, Characteristics, Problems and 68 Educational Implications
Meaning and Definition of Adolescence / 68; General Characteristics of the Period of Adolescence / 69; Specific Needs of Adolescence with Special Reference to Indian Adolescents / 71; Physical Needs of the Adolescents and their Satisfaction / 72; Emotional Developmental Needs and their Satisfaction / 74; Educational Implications of Satisfying the Emotional and Psychological Needs of the Adolescents / 75; Social Development Needs of the Adolescents and their Satisfaction / 76; Intellectual/Mental Needs of the Adolescents and their Satisfaction / 78; Moral Development or Satisfaction of the Moral Needs of the Adolescents / 79; Major Interests, Goals and Values of Indian Adolescents / 80; Important Problems and Issues Involved in the Proper Development of Indian Adolescents / 81; Suggestive Measures for Meeting the Needs of Indian Adolescents / 83
10. Learning: Types and Factors of Learning
Meaning of Learning: Definition, Characteristics and Goals / 84; Major Domains of Learning / 85; Learning Process / 86; General Principles of Effective Learning / 90; Elements in the Teaching-Learning Process: Implications of Learning for the Classroom Teacher / 90; Kinds/Types of Learning: Prime and Concomitant Learning / 91; Making Learning effective: Role of the school and the teachers / 92
11. Motivation
Meaning of Motivation / 94; Process and Importance of Motivation / 97; Maslow's Need-Theory of Motivation / 98; Techniques of Enhancing Learner's Motivation / 102
12. Memory and Forgetting
Significance of Memory / 104; Meaning of Memory / 104; Definitions of Memory / 104; Memory System / 105; Kinds and types of memory / 106; Factors Contributing to Good Memory / 107; Signs of Good Memory / 108; Methods of Measurement of Retention / 109; General Characteristics of Children's Memory and Adult's Memory / 109; Economical Methods of Memorising / 110; The Whole Method and Part Method / 110; Forgetting / 114; Nature and Characteristics of Forgetting / 114; Curves of Forgetting / 114; Types of Forgetting / 115; Causes and Minimising Forgetfulness / 116
13. Intelligence
Meaning of Intelligence / 117; Operational Definition and Meaning of Intelligence / 119; Intelligence and Scholars of Ancient India / 119; Kinds of Intelligence and a Few Generalisations / 120; Development of Intelligence and Mental Testing / 120; Measurement of Intelligence / 122; Basic Concepts Involved in Intelligence and Intelligence Testing / 122; Classification of Individual on the Basis of I.Q. / 123; Important Uses of Intelligence Tests in Evaluation / 124
14. Personality
Complex Nature of Personality and Definitions of Personality / 127; Characteristics and Nature of Personality / 128; Behavioural Patterns of Personality / 129; Marks of Balanced Development of Personality / 129; Development of Personality: Biological and Socio-cultural Determinants / 130; Barriers in the Development of Integrated Personality / 133; Integration of Personality and the Role of the School / 133
15. Suggestive Guidelines for Teachers for the Optimum Development and Education of the Students
A to Z of Teaching Competencies and Skills Which Make Teaching-Learning Effective / 139
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General |
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PUBLIC LIBRARIES IN THE KNOWLEDGE SOCIETY: AN INDIAN EXPERIENCE |
S.M. DHAWAN, R.K. BHATT, J.L. SARDANA, M.K. JAIN |
9788175415256(HB) |
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2010 |
|
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viii+217pp
|
0.00 |
550.00 |
Public Libraries in Knowledge Society
Role of Public Libraries in Building the knowledge Society
Krishann Gopal
Role of Public Libraries in the Emerging Knowledge Society in
Challenging Change in India
M P Singh
Government Knowledge Centre: A Model for Public Libraries
Geeta G. Gadhavi
Library Innovation for the Knowledge Society
Kirsten Drotner
Public Library Development
Road Map for Development of Public Libraries in India
A.C.. Tikekar
Connecting School and Public Libraries: Need of the Hour
Moorttimatee Samantaray
Public Libraries in Delhi: A Historical Study
R.K. Bhatt and Manish Kumar
Rote of RRRLF in Development of Public Libraries
Role of Raja RaminohUn Roy Library Foundation in Improving
Knowledge Base in Rural India
M. Sankara Reddy
Public Library Legislation
Public Library Legislation in India: Need, Evaluation and
Impacts of the Existing Acts
Velaga Venkatappaiah
Adull Education and Public Libraries in Punjab
M.P. Satja and Kiran Kathuria
Library Legislation In India: An Overview
Narendra K. Bar
Public Library Roles
Rural Public Libraries as Community and Communication
Information Centres: Towards Sustainable Livelihoods
Pradip Kumar Upadhyay
Public Libraries as Social Institution: A Discussion
P R. Goswami
Public Library and Its Role in the Modem Society as
a Community Information Service
Devendra Kumar, Rajkumar Singh and Krishna Kumar
ICT in Public Libraries
Using ICT Tools for Public Empowerment: Wishful Role for
Public Library System in India
Usha Mujoo Munshi
Application of ICT in Public Library Services
B.N. Singh
Public Library Services
University Oriented Electronic Information Services and
Their Suitability in the Public Library Context
Bharati Paliwal
Public Library Services for Children in the Digital Environment
Manpreet Kaur Sohal, Prabhjeet Kaur and P K. Walia
Public Library Management Issues
Training of In-Service Manpower in Public Libraries:
Issues and Strategies
Sewa Singh
Total Quality Management in Public Libraries
Mange Ram, Rajbir Singh and Satish Yadav
Marketing of LIS Products and Services of the Public Libraries in India
UC. Sharma and R.K Bhatt
Collection Development in Delhi Public Library System
P K. Walia, Esmat Momeni and Monika Gupta
Public Library System and Services in North Eastern India
Public Library System and Services in North East India
Ibohal Singh and N. Giridhari Singh
List of Contributors
Index
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For long public libraries are known to have been meeting the educational, informational needs of the society. However, in the context of emerging era of knowledge society, the public libraries have arrived at a critical moment in their services. The volume debates the current and emerging roles of public libraries, evaluates their strengths and weaknesses as well as of the public library system in order to ascertain their potential to provide digital techniques, services and facilities to meet the challenges of knowledge society of 21st century. This scholarly volume should be of special interest to teaching and academic community in library and information science, professionals and policy makers associated with information dissemination and management.\n
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Dr. S. M. Dhawan is former Scientist F & Head Library and Information Services, National Physical Laboratory, New Delhi.
Dr. R. K. Bhatt is Reader & Head, Department of Library and Information Science, University of Delhi, Delhi.
Prof. J. L. Sardana is former Head, Department of Library and Information Science, University of Delhi, Delhi.
M. K. Jain is former Director (Library and Documentation), Planning Commission, Government of India, New Delhi.\n
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Asia/International Relations, |
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SHANGHAI COOPERATION ORGANISATION: EURASIAN SECURITY THROUGH COOPERATION |
L.C. KUMAR |
9788175415805 |
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2010 |
|
|
198 pp |
0.00 |
595.00 |
ContentsPreface/5One Emergence of a Regional Security System in Eurasia:A Historical Perspective/9Two The Shanghai Five Mechanism: A Precursor toShanghai Cooperation Organisation/29Three The Legal and Organizational Structure ofthe Shanghai Cooperation Organisation/43FourShanghai Cooperation Organisation:Retrospect and Prospect/75Appendices/111Bibliography/188Index/194 |
The book is a pioneering work of the origin growth and development of the Shanghai Cooperation Organisation (SCO), the youngest of all security organizations covering the largest territory of the world inhabited by more than one third of its population by an Indian author. It highlights the open and inclusive character of the SCO, its conformity with the principles of the UN Charter and international law as also its significant contribution to the development of atmosphere conducive to peace and security in the region by advancing economic cooperation among neighbours in and around the vast Eurasian continent. The SCO is viewed in the book as a continuation of the Nehruvian concept of areas of peace and peaceful co-existence affirmed by India and China through international agreements and the Bandung Conference. While dwelling at length on the desirability of Indian participation in the organization, the book also discusses the SCO's achievements in counter-acting the non-traditional threat to security in the region. |
L.C. Kumar has his M.A. degree in History from Delhi University and Ph.D. from the School of International Studies of the Jawaharlal Nehru University, New Delhi. He started his career in the Indian Council of World Affairs in 1963. He also served in the former Institute of Russian Studies (now Centre of Russian Studies) for four years before joining the Centre of Russian & Central Asian Studies of the School of International Studies of the JNU. He has widely travelled to Russia and several former Central Asian Republics. He served as an expert in the field of Documentation and Information service in prestigious institutions in Iraq for over two years. He is the author of The Soviet Union and European Security and Indian view of Soviet Russia. He also has several articles and a regular feature entitled 'Documentation on USSR' to his credit. |
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SHIPRA PUBLICATIONS |
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Education,M.ed/B.ed./D.ed. |
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SHEKSHIK TAKNIKI |
J.C. AGGARWAL, S. GUPTA |
9788175415065(HB) |
9788175415072(PB) |
2010 |
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xvi +296pp, 2014 impression
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295.00 |
750.00 |
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000435.jpg |
Education,M.ed/B.ed./D.ed. |
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SHIKSHA KE MANOVEGYANIK ADHAR |
JAGDISH CHAND, SUMAN GUPTA |
9788183640664(HB) |
9788183640671(PB) |
2010 |
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124pp, 2014 reprint edition
|
195.00 |
395.00 |
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000438.jpg |
Education,M.ed/B.ed./D.ed. |
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SHIKSHA KE SIDDHANT AVM SHIKSHAN VIDHIA |
JAGDISH CHAND, SUMAN GUPTA |
9788183640701(HB) |
9788183640718(PB) |
2010 |
|
|
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220.00 |
595.00 |
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000440.jpg |
Education,M.ed/B.ed./D.ed. |
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SOCIOLOGICAL FOUNDATIONS OF EDUCATION |
JAGDISH CHAND |
9788183640640(HB) |
9788183640657(PB) |
2010 |
|
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152pp
|
195.00 |
695.00 |
1. Educational Sociology
Meaning and Definition of sociology; Meaning of Sociological Basis of Education: Educational Sociology; Brief History of the Development of Educational Sociology; Scope of Educational Sociology; Importance of Educational Sociology: Contribution of Educational Sociology to Education
2. Education as an Instrument of Social Change: Role of the School
Significant Features of Social Change and Elements; Process of Social Change; Causes/Factors of Social Change; Barriers to Social Change; Education and Social Change: Inter-relationship between Education and Social Change; Educational Implications for bringing about Social Change in a Democratic Set up; Education as an Instrument of Social Change; Agencies of Education and Social Change; School as a Social Institution and an Agent of Social Change and the role of the teacher; Teacher as a Social Engineer and an Agent of Social Change; Limitations of Education in Bringing about Changes; Social Change and Education of the Masses; Education of the Deprived Sections of the Society
3.Education and National Development
Meaning of National Development; Chief Characteristics of a Developing (Emerging) and a Developed (Industrialised) Society; India's National Development Vis-Ã -vis World (Around 2007); Problems of National Development.; Significant Role of Education in National Development; Role of Education in Solving Problems of National Development; Role of Education in Increasing Production; Role of Education in the Modernisation of Indian Society; Role of Education in Promoting Social and National Integration; Role of Education in Developing Democratic Values; Role of Education in Establishing a Socialistic Pattern of Society; Role of Education in Developing Secular Outlook; Role of Education in Promoting International Understanding
4. Social Justice, Equality: Role of Education (Empowerment of SCs, STs, OBCs and Education)
Meaning of Social Justice and Equality; Significance of Social Justice and Equality; Impact of Socio-Economic Inequality on the Indian Democracy; Causes of Social and Economic Inequality; Three-fold Strategy for the Empowerment of SCs, STs and OBCs: Minimising Inequality; Scheduled Castes and Scheduled Tribes: Social Justice and Equality; Measures for the Development of SCs and STs; Approach for Empowering Tribals; Overall Strategies for the Development and Welfare of the SCs and STs; Directions Contained in National Policy on Education (1986 and 1992) on the Education of the Scheduled Castes; Measures Being Taken to Promote Education among SCs: Equalisation with Non SCs; Role of the Teachers; Other Backward Classes (OBCs); Gradual Increase in Literacy Rates Among SCs and STs
5. Education for Secularism, Democracy and Socialism
Origin and Meaning of the Term Secularism; Secularism in the Indian Constitution; Indian Concept of Secularism and a Secular State; Educational Implications of Secularism; Democracy and Education; Significance of Each Letter in the term Democracy: Values of Democracy; Dimensions of Democracy; Most Essential Elements of Democracy; Relationship Between Democracy and Education; Impact of Democracy in Education; Functioning of the School on Democratic Principles and Promotion of Democratic Values in the Students
6. Empowerment of Women: Role of Education
Gender Bias in General; Gender Disparity in India; Women's Welfare in Independent India; Women's Welfare: Some Milestones; Empowerment of Women; Education for Women's Equality and Empowerment
7. Value Education
Value Education-The only Basis of Establishing a Truly Democratic, Secular and Socialist Society; Meaning of a 'Value'; Classification of Values; Alphabetical Classification of Values; Traditional and Modern Values; Education and Need for Inculcation of Values; Value-Based Curriculum in India; School Programme for Developing Values of Various Kinds; Role of the Teacher; Synthesis Between the Traditional Values and Modern Values: Synthesis Between Scientific, Secular and Spiritual Values
8. Futurology: Education for the Future Society
Meaning and Origin of the Term Futurology; Chief Characteristics of Futurology; Subjects and Methods of Study of Futurology; Education as a Field of Study in Futurology; Key Factors in the Paradigm Shift in the Future Education; Chief Characteristics of the Future Education; UNESCO and Reforms in Education; Future Scenario of Tensions and the Role of Education; Secondary Education/School for the Future
9. Future Education in India
Brief History of Attempts for Educational Reforms in India for the Future; Pointers Towards Future Reforms in Education: Suggestive Models; Prof. Malcolm S. Adiseshiah's Model; Prof. S.V.C. Aiya's Model; Future Scenario and Kirpal's Model of Future Education; Future Schools and Classrooms of India
10. Agencies of Education: School as an Agency of Education
Meaning and Significance of Agencies of Education; Broad Classification of Agencies of Education - I; Agencies of Education: Classification No. II; Agencies of Education: Classification No. III; Agencies of Education: Classification No. IV; No Watertight Division of Agencies of Education; Broad Comparison Between Formal and Non-Formal Education; Importance of School as a Social Institution and a Formal Agency of Education: Select views; Functions and Roles of the School in the Society; Measures to be Taken by the School to Perform Its Functions; Functions of the School in Behavioural Terms: Historical Letter of Abraham Lincoln to the Headmaster of his son's school
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Religion & Philosophy |
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SPY NET-WORK IN MAHABHARATA |
RAMENDRA NARAYAN SANYAL |
9788175414679(HB) |
9788175415492(PB) |
2010 |
|
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xiv+178pp |
150.00 |
495.00 |
PrefaceThe Events ChronologyIntroductionMahabharata and the Spy Net-workA MessageGlossaryWho's WhoThe Places: Then and Now |
The book is a critical appraisal of the events in the Mahabharata as also of the acts and policies of the principal characters and others with special emphasis on the role of secret agents. The kings and the wise men of those days were fully conversant with the importance of the timely information to thwart the evil designs of the enemies. Secret agents were described as the eyes and ears of the rulers.During the devastating 18-day Mahabharata war, collection of intelligence took different twists and turns. The emissaries and the secret agents of both the sides, Pandavas and Kauravas, were specially activated during the period of war preparations to collect information on war tactics and strategies of the rivals. And the Pandavas managed to hoodwink the Kauravas on many occasions. Krishna, a brilliant war strategist, raised a band of reliable agents of his own who directly reported to him on various subjects. A well organised intelligence service is required even more today. The book highlights details on secret agents, their training from this great epic, it may be an informative and interesting reading for all |
Ramendra Narayan Sanyal (1926), former Joint Director, Intelligence Bureau, Government of India is recipient of President's Police Medal for Distinguished Service, and Police Medal for Meritorious Service and Police (Special Duty) Medal, Manipur. Mr Sanyal, an officer of the Indian Police Service retired in 1984 and engaged himself in studies on Security Management and conducted training sessions for senior officials. He has to his credit four books in Bengli language and many articles on security subjects in different newspapers and journals. |
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Education,M.ed/B.ed./D.ed. |
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TEACHERS IN CLASSROOM |
Talmeez Fatma Naqvi |
9788175415669(HB) |
9788175415676(PB) |
2010 |
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|
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180.00 |
995.00 |
Foreword
Preface
1. An Introduction to Framing Issues
Role of Teacher
Teachers-Quality Characteristics
Perception
Teacher Perception and Its Implications
Understanding 'Teacher's Perception
Studying Impact of Teacher Perception-Connections and Ambiguity
Statement of the Problem
Value Orientation
Will to Learn
Intelligence
2. Dimensions of Teacher Perception: Determinants, Dichotomies and Linkages
Self-Fulfilling Prophecy
Linkages between Teacher Perception and Students' Abilities/Expectancy
Determinants of Teacher Perception
Perceptual Dichotomy
Overview
Methodology
3. Perspective and Paradigm: Exploring Teachers' Perception
Value Orientation
Will to Learn
Teachers' Perception of Students' Intelligence Level
4. Perceptions in Action: Teachers in Classrooms
Classroom Transactions
Children Participation
Teacher Pupil Interaction
5. Problem, Perspective and Prospect
Perception Formation
Impact of Perception
Attitude and Expectations
Behavioural Exposition
Quality of Teaching
Segment-Specific Teaching-Learning
High Expectations and Matching Quality of Teaching
Caste-class and Ethnicity
Universalisation of Elementary Education
Refocusing
6. Devising Strategies
Socio-Economic Mould
Teacher-Pupil Disconnect
Resultant Vicious Circle
Thinking a Solution
Multicultural Education
The Role of Teacher Beliefs in the Diverse Classroom
Method of Teaching
Re-constructivist Approach
A Re-look at the Teacher Education Programmes
Self Reflection
Inter Professional Education
Bibliography
Index
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The issue of teachers' perception and its impact upon students is of vast significance in the highly stratified as also complicated Indian society which leaves vast room for the formation and operation of perceptions emanating from caste-class-community based determinants of unscientific description. The author has found the predominant majority of teachers have poor perception of, unfavourable attitudes towards and low expectations from the students coming from poor and disadvantaged groups/ families, and its impact on them is devastating.
The book critically analysis three aspects of teachers' perception of the low SES children's exhibited behaviour: the Value Orientation, Will to learn, and Intelligence; and teachers' consequential behaviour towards them in the classroom and presents equally critical views on the operative determinants of the status of education of such children.
Grounded in theoretical framework the book makes appreciable use of studies both national and international. It makes a strong plea and presents relevant inputs for reforming teacher education. The work is of considerable significance for teacher educators in particular and other teachers in general, the planners and policy makers.\n
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Dr. Talmeez Fatma Naqvi did her graduation in arts and education, and post-graduation (Psychology) from Ruhelkhand University, obtained her master's degree in education and took her Ph.D. degrees from Jamia Millia Islamia. Before joining the Maulana Azad National Urdu University, she served in the Institute of Applied Manpower Research (Planning Commission, Government of India), Teachers' Training Unit of the Institute of Vocational Studies and N.C.E.R.T. New Delhi. At present she is serving as Assistant Professor and posted at Bhopal College of Education of the MANUU.
Dr. Naqvi has participated in a number of national and international level seminars. She has contributed more than half a dozen articles and research essays which have appeared in international journal and edited works.\n
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Education,M.ed/B.ed./D.ed. |
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VANIJYA SHIKSHAN |
HANSRAJ PAL, MANJULATA SHARMA |
9788175415614(HB) |
9788175415621(PB) |
2010 |
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vi +250pp
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250.00 |
650.00 |
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Education,M.ed/B.ed./D.ed. |
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VIDHYALAYA SANGTHAN |
JAGDISH CHAND, SUMAN GUPTA |
9788183640688(HB) |
9788183640695(PB) |
2010 |
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146pp, 2014 reprint edition
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195.00 |
395.00 |
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0.00 |
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Education,M.ed/B.ed./D.ed.,Social Work |
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WOMEN AND REPRODUCTIVE HEALTH: AN EDUCATIONAL INSIGHT INTHE NEW MILLENNIUM |
S.C. JHANSI |
9788175415409(HB) |
8175415416(PB) |
2010 |
|
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366+x
|
350.00 |
1600.00 |
1.Female Reproductive System
2.Women, Reproductive Health and International Human Rights
3Reproductive Health: A Global and Regional Priority
4Meeting the Reproductive Health: Needs of Women with HIV
5Rights to Sexual and Reproductive Health: The ICPD and the Convention on the Elimination of All Forms of Discrimination against Women
6Managing Reproductive Health Services with a Gender
Perspective: Guidelines for Programme Managers
7.eproductive, Child and Women's Health: WHO's Activities
in the Western Pacific Region
8.A Human Rights Approach to Promoting and Protecting
Reproductive and Sexual Health Rights: The Role of Treaty
Bodies, United Nations Agencies and NGO Partnerships
9.Benefits of Investing in Sexual and Reproductive Health and
Rights
10.The Impact of Family Planning and Reproductive Health on
Women's Lives
11.Delivering Reproductive Health Promises Through Integrated Services
12.Strategies for Effective Family Planning Programmes
13.Male Involvement in Family Planning Selected Programme
Initiatives in Africa
14.Outreach Reproductive Health Programmes for Young Adults
15.Capacity Building in Reproductive Health Programmes-Few Experiences
16.New Reproductive Health Focus
17.Fertility Regulation and Reproductive Health in the Millennium Development Goals
18.Considerations in Selecting Birth/Fertility Regulation Methods
19.Post-ICPD Progress in the Reproductive Health: Case Study
from the Pacific
20.Integration of Reproductive Health Components:
Important Considerations and Selected Initiatives
21.Reproductive Health in Policy and Practice:
Case Studies from Brazil, India, Morocco, and Uganda
22.Components of Reproductive Health Programmes
23.The World After the Beijing and Cairo Conferences
24.Fact Sheet on Women and Reproductive Health
Appendices
1.Key Concepts, Definitions and Glossary of Terms
2.Male Responsibility for Reproductive Health
3.Rights Based Approach to Women's Health
4.Women, Empowerment and Health
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Women's reproductive health covers diseases and conditions that affect the female reproductive system. It includes symptoms, diagnosis, treatment, and prevention of women's reproductive health issues. The international community has witnessed increased focus on reproductive health issues, especially during post-ICPD regime.
The modern era of rights that can be applied to women's health may be said to have started with the adoption of the United Nations Charter in 1946. The present publication deals with relevant issues pertaining to women's reproductive health. The book may be useful to:
Women's health and rights educators and advocates;
Health service providers, including, midwives, family planning providers and associations, and counselors;
Health policymakers, ministries and health departments, including heads of maternal and child health, family planning, STIs/HIV/AIDS;
National and international professional associations;
NGOs and other civil society organizations focusing on health, population, development and human rights;
Social science researchers and scientists;
Academics and their students in demography and public health;
Post-graduate education and training courses on sexual and reproductive health.
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Dr. S. C. Jhansi is associated with the Department of Continuing and Adult Education and Extension Work, S. N. D. T. Women's University, Mumbai, in the capacity of Assistant Director. Dr. Jhansi is recipient of Government of India Fellowship & Smt. Jayshreeben Raizi Prize. She has guided several research projects, and has offered consultancy services to governmental and non-governmental bodies in various capacities. She has authored over 30 research papers and books for national and international journals and presented papers at international conferences.
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Education,M.ed/B.ed./D.ed. |
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STORY OF EDUSAT |
MARMAR MUKHOPADHYAY |
9788175413107(HB) |
9788175413115(PB) |
2009 impression |
|
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112pp, 2009 imp.
|
195.00 |
600.00 |
Preface
Before EDUSAT
Conceptualizing EDUSAT
Developments So Far
Major Issues
Lessons for Management
Appendices
Space for Education: Progress in Partnership
EDUSAT: All You Wanted to Know
|
EDUSAT is an important promise in the life of Indian nation. Conceptualized sometime in 2001 or earlier in ISRO, it surfaced in 2002 with the document Educating the Nation: the Need for a Dedicated Satellite, authorship credited to Prof. Mukhopadhyay.
EDUSAT was launched on 20th September, 2004, four months ahead of schedule. The ground network is yet to be ready, and hence utilization of EDUSAT is still an open question. The story is woven around precursors to EDUSAT, concept of EDUSAT, development so far, major issues, and lessons for management.
Author has been involved in designing satellite based education in the National Action Plan even before EDUSAT, and at all stages of development of EDUSAT. There is no better person who can authentically narrate the story of EDUSAT. It needs to be read to understand the complexity of technology, pedagogy, human dynamics and management.\n
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Professor Marmar Mukhopadhyay, an eminent educational thinker, has written extensively in educational management, educational technology, and open and distance education. A few of his important contributions are Total Quality Management in Education, Leadership for Institution Building in Education, Optimizing Human Learning, Yearbooks of Educational Technology, Open Schooling: Selected Experiences, etc.\n
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Asia/International Relations,Economics, |
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ASIATIC RUSSIA: PARTNERSHIPS AND COMMUNITIES IN EURASIA |
SUCHANDANA CHATTERJEE, ANITA SENGUPTA, SUSMITA BHATTACHARYA (ED.) |
9788175414877 (HB) |
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2009 |
|
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xvi+302 pp |
0.00 |
800.00 |
IntroductionH. S. Vasudevan1. An Identity for Siberia-Madhavan K. Palat2. Conceptualizing Eurasian Geopolitics: Debates and Discourses on the 'Heartland'-Anita Sengupta3. The Integration of Asiatic Russia: The Historical Experience and Today's Problems-V. V. Alekseev4. Northern Asia and North America in Terms of Colonial Administration (XVII-XVIII c. )-Denis Anan'ev5. Siberia as a Part of the Russian Empire: Economic Development State Interest andPrivate Capital- A. K. Kirillov6. Siberian Regionalists on the Place of the Region in Civilisational Development of Eurasia-M. V. Shilovskii7. Siberian Studies: Re-examining a Distant Domain-Suchandana Chatterjee8. Islam in Siberia: Historical and Anthropological Aspects-Stéphane A. Dudoignon9. Rasputin's The Fire and Perestroika- Rashmi Doraiswamy10. The Siberian Republic of Tuva: Linkages with Mongolia- Sharad K. Soni11. Buryatia and Russia: Interaction and Linkages-K. Warikoo12. Siberia: India's New Cultural Imperatives- P. Stobdan13. Siberia as Integral Part of Russia in the Era of Globalisation-Felix N. Yurlov14. Imagining a Russia Minus Siberia: Issues and Implications-P. L. Dash15. Russia's Policy Towards the Asia-Pacific Region in the Post-Cold War Era-Sreemati Ganguli16. Asiatic Vector of Soviet Economic Policy- E. T. Artemov17. The Asian Part of Russia: New Step of Industrial Development-V. Yu. Malov18. Transborder Character of Transport Communications-V. A. Lamin19. International Transport Corridors of Eurasia: Socio-Economic and Geopolitical Dimension-M. N. Baldano20. Siberia: The Emerging Energy Frontier-Sudha Mahalingam21. Harnessing Siberia's Power of Natural Resources-Jatinder Khanna22. Siberia: Scenarios of Colonisation and the Demographic Landscape-N. N. Ablazhei E. G. Vodichev23. Chinese Migrants and Migrantophobia in Contemporary Russia: Stereotypes and Mechanisms of Their Formation-Viktor. I. Dyatlov24. The Transborder Regions of Siberia and East Asia: The Problems of Regional Paradiplomacy -Boris V. Bazarov25. Strategic Significance of Siberia for Russia -Ajay Patnaik26. Russia and the Changing Geopolitics of Central Asia: Situating the Kyrgyz Republic-Ruby RoyList of ContributorsList of Russian TranslationsIndex |
The volume, a collection of articles contributed by scholars from Russia and India, explores various perspectives about Russia's role in Asia. It attempts to integrate views about the Eurasian region and to examine a range of opinions about Siberia as a new field of study within Eurasia. The policy makers and scholars having interest in the region may find the book useful. |
Suchandana Chatterjee, Fellow, Maulana Abul Kalam Azad Institute of Asian Studies, KolkataAnita Sengupta, Fellow, Maulana Abul Kalam Azad Institute of Asian Studies, KolkataSusmita Bhattacharya, Fellow, Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata |
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Literature/Language |
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BENEDICT SPINOZA: AN APPRECIATION |
CHITTA RANJAN DAS |
9788175414723 (HB) |
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2009 |
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xx+160 pp
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0.00 |
495.00 |
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Spinoza is an unacknowledged father of modern man who traversed many difficult paths of questioning and creativity. He challenged us to go beyond dogma and despair. There is a world-wide revival of Spinoza now as our friend and fellow traveler as we are searching for new ways of self, social and planetary renewal. Benedict Spinoza: An Appreciation by Chitta Ranjan Das who, like Spinoza, is a meditative thinker and experimenter, is an outstanding contribution to our contemporary dialogue with Spinoza and search for a new humane future. It presents a lucid exposition of Spinoza's philosophy as well as his exemplary life. It also discusses Spinoza's work along with philosophers and sages in both Western and Eastern traditions. The book is a remarkable example of creative philosophical engagement embodying pearls of wisdom and invitations for transformative action. It will be of interest to students of philosophy, literature, social sciences and all seeking souls all around the world.\n
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Chitta Ranjan Das based in Bhubaneswar, Orissa, India is an educator, writer and thinker and has now written and translated more than two hundred books on different aspects of our collective human journey and strivings for transformations. Some of his books are: Jeevana Vidyalaya [The School of Life], Sukara O Sorcrates [Socrates and the Pig], Purna Ekatara Yoga [Towards A Yoga of Fuller Unity], Sataku Sata Ma [Truly A Mother], Bira Yodha Kari [Being a Heroic Warrior], Letters from the Forest, A Glimpse into Oriya Literature, Kristen Kold: A Revolutionary in Education and A Pioneer of Danish Folk High School Movement, and Manaku Stiri Besa Kari [Making Our Mind a Woman]. Now in his mid-eighties, Das continues his creative strivings in literature, education and social transformation.\n
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Asia/International Relations, |
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CHANGING WORLD ORDER: INDIA, EU AND US - A TRIALOGUE |
B.KRISHNAMURTHY, GEETHA GANAPATHY- DORE |
9788175415355 |
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2009 |
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352pp
|
0.00 |
950.00 |
Contents
Changing World Order
Prefacev
Introduction
SECTION I
EU-Democratic Experiments and Experiences
1.United States, India and France: Three Different Political Regimes br>for One Common Conception of Democracy
Robert Etien
2.European Union in the 21st Century World: A Successful Example
of Regional Organization
Pierre-Yves Monjal
3.Policy of Access to European Union Documents: The End of
Opacity
Claudine Moutardier
4.It's Fun to Comply with the Foreign Corrupt Practices Act
Charles Reiplinger
5.The European Union in Poland
Hugo-Bernard Pouillaude
6Implementation of EU Policies: Remarks on the Exercise of
Economic Competences by the Union
Pierre-Yves Monjal
SECTION II
Institutional and Constitutional Questions
7.The Referendum on the Treaty Establishing a Constitution for
Europe: The Constitutionalisation of Europe despite the "Non"
to a Treaty
Julien Sterck
8.The European Union and its Issue with Democracy: A Closer
Look at the Irish Rejection of the Lisbon Treaty
Patrick B. Griffin
SECTION III
External Relations
9.European Common Foreign and Security Policy: In Perception
and in Action
B. Krishnamurthy
10.A Brave New World: German-American Relations in
the 21st Century
Scott Erb
SECTION IV
Post-colonial Approach
11.The Construction of the Union of India and the European Union:
A Comparative Perspective
Geetha Ganapathy-Doré
12.Comparison of Indian Muslims and Muslims Living in
the European Union Countries
Shazia Aziz-Wülbers
13.Is the Union for the Mediterranean a Postcolonial Political Contract?
Geetha Ganapathy-Doré
SECTION V
Human Rights
14.Thou Shouldst be Living at this Hour! Milton as a Champion of
Human Rights
P. Marudanayagam
15.Redefining the European Balance between Sovereignty and
Human Rights in Kosovo
Iver B. Neumann
Epilogue
16.India, EU and US: A Trialogue
B. Krishnamurthy
Contributors
Index337
|
Moving beyond the antimonies of empire and decolonization, superpowers and Cold War, uni- and multi-polar worlds, mature and emerging nations, the study of international relations today consists in finding a new paradigm for 21st century world order. Not ignoring the clash of civilizations and the specter of a morphed Anglophone Empire haunting the field after what has been described the 'End of History', the essays presented in this volume and written by scholars working in Indian and European universities in an inter and multi-disciplinary perspective offer a picture of the strategic realignments and the reconfiguration of power actually taking place under the combined pressure of the economic, financial, cultural and technological forces of globalization, international terrorism and climate change. They underscore the necessity for a trialogue among India, EU and US to ensure democratic regimes and the hope for peace, however fragile and provisional it may be.\n
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Dr. B. Krishnamurthy is Associate Professor of International Studies in the Department of Politics and International Studies, Pondicherry University. He has published four books and over forty research articles in the area of Indo-French Relations, European integration and European Human Rights Regime.
Dr. Geetha Ganapathy-Doré is Associate Professor of English at the Law, Political and Social Sciences faculty of the University of Paris 13. A specialist in postcolonial studies, she is the co-author of English for EU Law.
\n
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Asia/International Relations, |
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CONTEMPORARY ISSUES IN SOUTH ASIA: DOCUMENTS |
MEDHA BISHT (ED.) |
9788175414990 (HB) |
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2009 |
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viii+446 pp |
0.00 |
995.00 |
ForewordAFGHANISTAN1. Corruption in Afghanistan2. Bilateral Relations with India3. Bilateral Relations with Iran4. Bilateral Relations with Pakistan5. Bilateral Relations with United States of America6. International DocumentsBANGLADESH7. Internal Developments8. Bilateral Relations wi th IndiaBHUTAN9. Bilateral Relations with India10. Resettlement of Bhutanese RefugeesMALDIVES11. Bilateral Relations with India12. Bilateral Relations with China13. International DocumentsNEPAL14. Bilateral Relations with India15. Bilateral Relations with China16. International DocumentsPAKISTAN17. Bilateral Relations with India18. Bilateral Relations with Afghanistan19. Bilateral Relations with China20. Bilateral Relations with United Kingdom21. Bilateral Relations with United States of America22. International Documents23. MiscellaneousSRI LANKA24. Internal Developments25. Bilateral Relations with India26. International Documents27. MiscellaneousSAARC AND BIMSTEC 28. Select Speeches, Joint Statements and DeclarationsList of Documents |
The volume highlights various contemporary issues confronting the SAARC countries in the 21st century and draws attention to internal political developments and diplomatic engagements of various South Asian countries at the bilateral, regional and international level. The book is an indispensable compendium of primary documents collated by scholars of the South Asia Cluster at the Institute for Defence Studies & Analyses. It seeks to provide substantive reference material for policy-makers, researchers, diplomats and students of South Asian Studies. |
Medha Bisht is a Researcher with the South Asia Cluster, the Institute for Defence Studies and Analyses. She has worked on issues of conflict and negotiations. In 2008, she attended a course on Peace Research, University of Oslo, Norway. |
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Asia/International Relations, |
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CULTURAL DIVERSITY, GOVERNANCE AND POLICY: INDIA-AUSTRALIA |
D.GOPAL, ALAN MAYNE (ED.) |
9788175414761 (HB) |
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2009 |
|
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xiv+338 pp
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0.00 |
895.00 |
Preface
Introduction
1. Building the Australia-India Relationship- Bruce Bennett
2. Plural Cultures, Monolithic Structures- Kapila Vatsyayan
3. The Homogenised Other: Cultural Diversity and Social Inequality- Alan Mayne
4. Deliberative Democracy and Modern Pluralism- Subrata Mukherjee
5. 'A long and winding road'. From Cultural Homogeneity to a Multicultural Society: An Analysis of Inclusion and Exclusion in Australia- David Roberts
6. Limits of Multiculturalism in a Liberal Polity: Need for a Shared Identity-Sushila Ramaswamy
7. "Australia is a Multicultural Community -you'll feel at home":Cultural Diversity and the Promotion of Australia Internationally- Andrew Hassam
8. Accommodation of Cultural Diversity in India: Reflections on Past and Present- Abdulrahim P. Vijapur
9. Gandhian Ideas on Cultural Diversity and Unity in India- Sailaja Gullapalli
10. Multiculturalism: Australian and Indian Approach-Sonu Trivedi
11. Post Colonial Formation, Paradigm Consolidation and Economic Marginalization- S. Ram Vemuri
12. Dalits and Indigenous Australians: Affirmative Actions and Existing Realities- Swaraj Basu
13. Exploring a Critical Tradition in Communications Research: A Cultural Discourse- Amita Singh
14. Education and Empowerment: Dalits and the Demand for Modern Education in Colonial India- Shashi Bhushan Upadhyay
15. Recent Developments in Indian Migration to Australia (with Special Reference to Academics)- Graeme Hugo and Gouranga Lal Dasvarma
16. Cultural Diversity in the Australian Classroom and the Experience of Arab-Muslim Students- Sally Percival Wood
17. Working Australia Efficiency and Equity- Liz Hall
18. North-East India's Cultural Diversity: Trends of Unrest and Marginalization- Sudhir Jacob George
19. Socio-economic Inequities of Tribal Communities in India- Priti Singh
20. Reinventing Australian Identity-D. Gopal
21. Identity and Rights of the Diaspora in the Post-colonial Era- R. Narayanan
22. Understanding Cultural Diversity: Reflections from the Americas- Satya R. Pattnayak
Contributors
Index
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In recent years, issues pertaining to cultural diversity and ethnic identity have become important sites of academic concern and intense policy debate. However, current discourses purported to devise appropriate policy measures for the co-existence of plurality of ethnic and culture diversities are yet to result on concerted action. Towards building a consensus on the vital importance of cultural diversity, the volume offers illuminating commentaries and incisive critiques by distinguished scholars and specialists from India and Australia.\n
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D. Gopal, Professor of Political Science and International Relations, School of Social Sciences, Indira Gandhi National Open University is the coordinator of Australian Studies at IGNOU. He received a Ph.D. form Jawaharlal Nehru University, New Delhi and training in Distance Education at the Institute of Education, University of London, UK. He was a Visiting fellow at UK Open University, Milton Keynes. His recent publications include Australia in the Emerging Global Order; Globalisation and Regional Security: India and Australia; India and Australia: Issues and Opportunities; Politics of Globalisation; India -Australia Relation: Convergences and Divergences.
Currently, the University of South Australia has appointed Dr. Gopal as adjunct Professor at the Hawke Research Institute for Sustainable Societies, Adelaide, Australia.
Alan Mayne holds a Research SA Chair at the University of South Australia, where he is Professor of Social History and Social Policy in the Hawke Research Institute for Sustainable Societies. He received a Ph.D. from the Australian National University in 1980, and worked until 2005 at the University of Melbourne. He is currently a Visiting Professorial Fellow in the centre for the Study of Law and Governance at Jawaharlal Nehru University. His Publications, include Fever; Squalor & Vice; The Imagined Slum;, The Archaeology of Urban Landscapes (with Tim Murray); Hill End: An Historic Australian Goldfields Landscape; Eureka: Reappraising an Australian Legend; Beyond the Black Stump: Histories of outback Australia and Building the Village: A History of Australia' Bendigo Bank.\n
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Asia/International Relations,Religion & Philosophy |
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DIASPORA AND BELIEF: GLOBALISATION, RELIGION AND IDENTITY IN POSTCOLONIAL ASIA |
JOHN CLAMMER |
9788175414358 (HB) |
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2009 |
|
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251 pp
|
0.00 |
695.00 |
Foreward
Acknowledgments
Part One: Religion and Globalisation in Postcolonial Asia: Globalisation, Secularisation and Identity
1. The Culture(s) of Globalisation: Religion, Identity and Citizenship
2. Cultural Studies and the Cultural Politics of Asian Religion
3. Asia in Europe's Imaginary: Disciplinary Knowledges and the (Mis) Representation of Cultures
4. After Orientalism: Postcolonialism, Culture and Globalisation
Part Two: Japan and the Globalisation of Religion in Southeast Asia
5. Changing Worlds: Transnationalism and the Flow of Religious Symbols and Beliefs
6. The Local, The Regional and the Global: Soka Gakkai and the Spread of Japanese Religious Cultures in Southeast Asia
7. Gobalisation, New Religions and the Contemporary Re-Imagining of Japanese Identity
8. Globalization and Citizenship in Japan: New Identity Politics in a Post-Bubble Economy
Part Three: Postcolonial Reconstruction of Religion
9. The Politics of Religious Memory: Confucianism and Reinvention of Patriarchy
10. The Crisis of Asian Modernity: Buddhism, Development and Postcolonial Theory in the Thought of Sulak Sivaraksa
Part Four: Religion and Popular Culture
11. Religion, Popular Culture and Cultural Communication in Contemporary Asia
Bibliography
Index
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In the burgeoning study of globalization the study of religion has been sorely neglected. Yet despite the inroads of modernization, the societies of South, Southeast and East Asia remain deeply permeated by religion. Issues of identity, cultural politics and citizenship are all fundamentally influenced by religious affiliation. This volume explores the relationship between globalization and religion in contemporary post-colonial Asia - a situation in which new found political and cultural autonomy, far from leading to the widespread secularization predicted by many a generation ago, has stimulated the flourishing of both traditional and new forms of religious expression. This study examines the interplay between history, the contemporary consumer capitalism and its attendant forms of popular culture that are making inroads all over Asia, and the deeply held religious beliefs and institutional memberships on which many national, regional and local identities still fundamentally depend and which set up the complex social, cultural and personal negotiations and revisionings that arise when tradition meets globalization. In a world of increasing religious polarization signaled by the putative "clash of civilizations", the exploration of these dynamics is empirically and politically important and also holds many implications for the field of cultural studies as a whole, East and West.\n
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Dr. John Clammer is Adviser to the Rector and Director of International Courses at the United Nations University, Tokyo. Previously he was Professor of Comparative Sociology and Graduate Professor of Asian Studies at Sophia University, Tokyo and he has been a visiting professor at universities in England, Australia, Germany, Korea, Japan, Singapore and Argentina. He has published extensively in the fields of cultural sociology, development sociology and the sociology of religion, with a focus on Japan and Southeast Asia and has an ongoing interest in the dialogue between social theory and Asian realities.\n
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Education,M.ed/B.ed./D.ed. |
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DISTANCE OPEN LEARNING: CHALLENGES TO DEVELOPING COUNTRIES |
P. RENGA RAMANUJAM |
9788175415225(HB) |
9788175415232(PB) |
2009 |
|
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168 pp
|
160.00 |
850.00 |
Preface, acknowledgements, Distance education in 21st century: implications for developing countries, Technology in distance education: potential, access and actual use, Sharing of resources: a necessity for distance education institutions in process of globalisation, Organisational structures and work culture of distance education institutions, Indira Gandhi National Open University and Distance education in India, an appraisal, Bibliography.
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Distance and Open Learning has been practised by more than 1300 institutions in 130 countries offering 70,000 odd courses to nearly 90 million students. Though the potential of distance and open learning offers the possibilities to institutions in the developing world to bring in educational reforms, the practising of it is checkmated by various factors and the cultural environment which still encourages teaching rather than self-learning. The implications of all these are discussed in the book by Prof. Ramanujam, the authority on the subject.\n
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Dr. P R Ramanujam is Professor of Distance Education, and Director in the Staff Training and Research Institute of Distance Education (STRIDE) at the Indira Gandhi National Open University (IGNOU), New Delhi. He earned his Ph. D from the Central Institute of English and Foreign Languages (CIEFL) Hyderabad, India.\n
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Education,M.ed/B.ed./D.ed. |
|
EDUCATION FOR RURAL DEVELOPMENT |
D.P. NAYAR |
9788175414488 (HB) |
9788175414563 (PB) |
2009 |
|
|
256 pp
|
180.00 |
1250.00 |
Acknowledgemensts
Introduction
Chapter 1
Dynamics of Rural Development
Development Trends and their Likely Outcome, Poverty and Inequality, Regional Disparities, Population Explosion, Rural Employment, Nutrition, Human Resources Development, Agriculture, Energy, Rural Electrification, Science and Technology, Administrative Innovations
Chapter 2
Preferred Future
Rural Society in Transition, Preferred Future, Central Aim, Economic Order, Political Order, Cultural Dimension, Educational Support, Strategies of Development, Conclusion
Chapter 3
Educational Imperatives Processes, Programmes and Structures : School Education and Non-formal Education
Methodological Imperative, Problem-Centred and Life-Centred Education, Activity-Centred Education, Production-Centred Education, Creating a Scientific Temper, Teaching the Cooperative and Democratic Way of Life, Development of Personality Traits and Leadership Qualities, Major Issues and the Content Imperatives, Energy, Ecological Balance, Population Explosion, Transfer of Technology, Building of Community Cohesion, Linking School Education to Rural Development, Pre-school Education, Elementary Education, Health, Agriculture, Cooperation, Education and Employment, Secondary Education
Chapter 4
Higher Education
University Education, Over-all Constraints and Required Strategies, Location, Integration of Theory and Practice, Coordination, Clear Reiteration of the University's Responsibility, Improving General Atmosphere, Overall Programmes: Some Significant Beginnings, National Service, Continuing Education, Adult Education and Extension Work, University Involvement in Eco-development, Restructuring of Courses and Reorientation of Methodology, Specific Categories: Present Position and Further Recommendations, General Universities, Agricultural Universities, Technical Institutions, College (Arts, Science and Commerce), Engineering Colleges and Polytechnics, Conclusions
Chapter 5
Non-Formal Education and Rural Development
Objectives, Suggested Criteria, Present Position: A Critical Analysis, Heavy almost sole preoccupation with literacy, Lack of a sense of direction; a consistent approach, Absence of Effective Implementation Machinery, Centrally framed and directed programmes, Lessons from Successful Experiments, An Effective Strategy
Chapter 6
Challenges of Implementation
Basic Education, Education and Community Development, Rural Institutes, National Adult Education Programme (NAEP), Causes of Failure of NAEP, Lessons of the Past: Problems and Remedies, Political Factor, Technical Factor, Structural Reorientation, Central Level, Planning Commission, Ministry of Human Resource Development (M/HRD), State Level, District and Sub-District Level, Coordination
Chapter 7
Conclusions
Introduction, Perspective and Priority, Educational Imperatives, Implementation Challenge, Political Factor, Technical and Administrative Factor, Central Level, State Level, District and Sub-District Level
Index
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The primary focus of this book is to identify the various dimensions of the role that education should play, as an instrument of socio-economic transformation and reconstruction of the rural communities, commensurate with their predominant share in India's population and their contribution - socio-economic, political and cultural - to the development of the country. The book highlights the vital role that education plays in the development process. The questions that the author discusses in this context are: what should be the type of education, which will meet the engaging challenges? How can it be introduced and operated in the present situation? What has been our experience in the past? What orientation is required for the future? These and host of similar problems are sought to be discussed in the Study.
The study has been divided into three parts: 1. The Dynamics of Rural Development; 2. The Educational Imperatives, Processes, Programmes and Structures; and 3. The Implementation Challenges.
The first part - is devoted to the study of forces operating in rural areas; the extent to which and the manner in which they could be manipulated to obtain the 'Preferred Future' - the future, to which the entire process of planning should be directed.
The second part - Educational Imperatives forms the main theme of the study. The main thrust of the study is to identify the manner in which the processes, programmes and structures of the educational system should be modified to meet the diverse needs of rural development. This part, divided into three main chapters: school education, higher education and non-formal education, analyses the present status of educational development at various levels, the deficiencies that have afflicted the system and how they can be modified/restructured to make them important contributory factors to the development process relating to rural areas.
The third part - the Implementation Challenges discusses the role of education as an instrument of socio-economic change; the needed modifications in the existing policies - both academic and administrative - and the challenges for our management capabilities. The management challenges have been analysed down to the village level.
It is hoped that the study will be of interest to all those concerned with education - teachers, administrators and planners by giving them a synoptic view of educational development in the post-independence period. It will also be able to highlight the significance of education as a process of socio-economic development, and cultural regeneration, particularly of the rural areas, which have so far not been given the priority that they rightly deserve. Any further delay in achieving this goal will be counter-productive.\n
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Professor Dev Prakash Nayar (1918 - 2005) was educated at the Central Model School and Government College, Lahore. He took his Master's degree in English from the Punjab University in 1938. In 1944, he joined Gandhiji and got interested in his experiments about the revolutionary concept of basic education (Nayee Talim). He taught at the Sevagram Basic School and the Post-Graduate Training College (1944-46). In 1947, he joined Gandhi ji in Noakhali and subsequently in Bihar and had the privilege of closely observing non-violence in action. At the time of the assassination of Gandhi ji, he was in-charge of his work in Bihar, while Gandhi ji had to move to Delhi.
In, 1949, he joined the Ministry of Education and subsequently moved on to the Planning Commission in 1950, where he took charge of the Education Division. He retired in 1976 as Adviser In-charge of Education and Social Welfare. For the next three years, he was Consultant to the National Staff College of Educational Planners and Administrators (Now a Deemed to be University). During 1979-80, he was visiting Professor for Educational Planning and Administration at the Punjab University, Chandigarh. From 1980 to 1986, he was Senior Fellow with the Indian Councils of Social Science Research and Historical Research and conducted two studies on various aspects of Indian Education.
Professor Nayar has written extensively on problems of Indian Education. He has published, besides about 100 papers/articles in Indian and foreign journals, three research studies: Ideas on Social Education; Our Plans and Projects and the Educational System of Japan. His monumental research work, which is field based, is 'Towards a National System of Education, (1989)'. For this study financial assistance was provided by the Indian Council of Historical Research. Professor Nayar also participated in national and international seminars/workshops/expert groups and conferences relating to education.\n
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Education,M.ed/B.ed./D.ed. |
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EDUCATION IN ANCIENT AND MEDIEVAL INDIA |
JAGDISH CHAND |
9788183640190 (HB) |
9788183640206 (PB) |
2009 |
|
|
vi+137, 2014 impression
|
195.00 |
750.00 |
Preface
1.Education System in the Vedic Period
2.Later Vedic Education (1200 B.C. to 200 B.C.))
3.The Buddhist Education
4.Religion-Oriented Ancient Education: Institutes of Higher Learning in Vedic and Buddhist Period
5.Education in Medieval Period With Emphasis on Muslim Education
6.Hindu System of Education During the Medieval Period
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Education,M.ed/B.ed./D.ed. |
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EDUCATIONAL TECHNOLOGY: TOWARDS BETTER TEACHER PERFORMANCE |
SURENDER S. DAHIYA |
9788175412118(HB) |
9788175412125(PB) |
2009 |
|
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xiv+253pp, 2009 imp.
|
280.00 |
1250.00 |
Educational Technology: Introduction; Concept and Meaning, Activities of an Educational Technologist, Use of Appropriate Technology, Social Component; Information Technology: Process techniques and Application of Information, Information Technology and Computers, Computer, Input, Output, Data Storage, Operating System, Graphical User Interface, Computer Viruses, Internet, E-mail, FTP, HTTP, WWW, Browsers, E-Commerce, Computer Networks, Network Topologies; Programmed Learning: Towards Individualised Instruction for Insured Learning, Development of a Programme; Flanders Interaction Analysis Category System: Behaviour Modification of Teachers, Teacher Behaviour, The Ten Categories System of Interaction Analysis; Microteaching: Training in Teaching Skills: Concept and Nature, Steps, Implementation, Microteaching Cycle, Microteaching in Simulation Situations, Microteaching and Teaching Skills, Core Teaching Skills, Indian Model of Microteaching; Models of Teaching: Innovative Strategies for Learning Process Skills, Emergence, Families of Models, Basic Procedures for Implementation of a Model, Choosing a Model-Instructional and Nurturant Effects, Basic Teaching Model, Concept Attainment Model, Inquiry Training Model, Mastery Learning Model, Relevance of Teaching Models in Designing of Educational Technology Material; Action Research: Improving teacher functions, Introduction, Research, Action Research, Preparing an Action Research Report, Areas of Concern for Improvement; Communication Process: Models, System and Classroom Practices, Modes of Communication, Features, Communication Process, Models, Barriers, Factors Affecting Communication, Communication Systems, Effective Communication in Classroom; Teaching and Teacher Performance: Enhancement in Quality of Teaching, Teaching Profession, Modalities, Phases of Teaching, Teaching at Different Levels, Principles, Teacher Performance, Performance Areas; Media Interventions in Pedagogy: Media Support in Teaching, Introduction, Reinstating Piety of the Profession, Broadening the Base of Pedagogy, Exploring Key Pedagogy, Media Intervention for Quality Schooling; ICT Inputs in Teacher Education: Technology Support for Quality Instruction Four Fundamental Questions, How does ICT Help Educators/Teachers? Affordable ICTs Equipped Classroom, The Changing Face of the Classroom; Bibliography
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Educational Technology is the application of techniques and processes for systematic design of learning experiences through instructional organisation and strategies. The focussed emphasis is on problem oriented approach to design instruction and its application and not on use of individual media only. The book covers important areas like communication, teaching action research, media intervention in pedagogy, programmed learning, techniques of modification of teacher behaviour etc. It also presents detailed discussion on information and communication technologies and its effective integration in teacher education. The book may be useful for all, having interest in the subject.
US$30\n
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Dr. Surender S. Dahiya is presently working as Head, ICT Centre, C. R. College of Education, Rohtak. He is M.Sc. (Computer Sc., Mathematics), MCA, M.Ed., Ph. D. (Education). He has the experience of teaching graduate and post-graduate classes.
He has, to his credit, many research papers and articles published in journals of repute. He has authored a book entitled Developing Creativity through Mastery Learning and co-authored another book entitled Mastery Learning to Enhance Creativity.\n
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Education,M.ed/B.ed./D.ed. |
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ENGINEERING EDUCATION: Perspectives, Issues and Concerns |
RAJARSHI ROY |
9788175415041(HB) |
9788175415058 |
2009 |
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xvi + 471 pp
|
550.00 |
1450.00 |
Redefining Engineering Education
1.Humanizing Engineering Education for the Twenty First Century br>Josef Rojter
2.Engineering Education: Finding the Meaning
Mariana Ruiz Morales
3.Collaborative Writing Tools in Engineering Education: Challenges for Knowledge Management and Sharing
João Batista Bottentuit Junior and Clara Pereira Coutinho
4.Design and Production Engineering: Some Moving Frontiers of the Engineering Education in Brazil
Beany Guimarães Monteiro and Roberto Bartholo
5.The Contribution of Socrates Thematic Networks to Mutual Recognition of Engineering Study Programmes Across Europe
Claudio Borri, Elisa Guberti and Francesco Maffioli
6.Technology and Education for Human Resource Development in Asia-Pacific
Anjana Paira and Rajarshi Roy
Part II
Innovative Approaches in Engineering Education
7.Classroom Usage of Science Fiction to Enhance Engineering Education: Thoughts and Techniques
A.E. Segall
8.Improving Teaching and Learning Process through Computational Resources: New Approach
Edson Pedro Ferlin, Nestor Saavedra and Valfredo Pilla Jr.
9.Using Theory of Change and Team Teaching to Evaluate and Improve Teaching Practice in a Control Engineering Department: A Case Study
J.A. Rossiter, L. Gray and G. Diercks-O'Brien
10.Understanding Effective Models of Audio Feedback
Andrew Middleton and Anne Nortcliffe
11.Mediation in and Out of Class for Fostering Teaching and Learning Basic Sciences in Engineering
J.B. Lopes, C. Viegas and J.P. Cravino
12.Formative Situation: A Framework for Fostering Teaching and Learning Basic Sciences in Engineering
J.B. Lopes, J.P. Cravino, C. Viegas and C.M. Marques
13.Discovery Based Classroom Projects with Auvs and Rovs
Rustam Stolkin, Richard Sheryll and Liesl Hotaling
14.Study Branches Innovation at the Faculty of Mechanical Engineering
Milada Hlaváèková, Petr Horyl and Dagmar Juchelková
Part III
Organizational Climate and ICT in
Engineering Education
15.In Search of the Academic and Organizational Change in Spanish Universities
Mónica Edwards and Luis M. Sánchez-Ruiz
16.Quality Evaluation of the Engineering Education in Brazil: The Method Applied at the Polytechnic School of the University of São Paulo
Giuliano Olguin, Haydée Svab, Ana CecÃlia Pontes Rodrigues and
CecÃlia Carmen Cunha Pontes
17.A New Way to Teach Mathematics in Engineering: New Challenges, New Approaches
Alonso Félix, RodrÃguez Gerardo and Villa, AgustÃn De La
18.Clients in Student Software Engineering Projects
Juha Taina
19.Learning Process Evolution Enhanced by ICT and Educational Technology: Universitat De Valècia Case Study and Open and Collaborative Software Experiences
P. Moreno Clari, V. Cerverón Lleó, DarÃo Roig and AgustÃn López
20.Enhancing Teaching and Facilitating Learning Using ICT
Shyamal Majumdar
Part IV
Revisiting Curricula and Allied Issues in
Engineering Education
21.Pre-Engineering Degree Programmes in USA: An Investigation br>Xin-Ran Duan
22.Engineering Undergraduates - Development Communication Skills in English: An Analysis of the Structural and Interactional Aspects of Teleconferences in the Ideels Telematics Simulation Project
Penny Macdonald and David Perry
23.Transitional Changes as Driver for Reengineering Curricula for Electrical Engineering Education in Serbia: Case of the Autonomy Province of Vojvodina
Djuro Kutlaèa and Vojin Šenk
24.Engineering Education: From European to Polish Perspective
Lidia Zakowska
25.Spiral Curriculum to Facilitate Student Learning and Development
M.L. Wolfe, T. Wildman, K. Mallikarjunan, V.K. Lohani
and J. Connor
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Irrespective of discipline and trade-boundaries, pedagogy of engineering-education demands specialty in most of the cases. Teachers' style of teaching [rather to assist students in the process of learning] accords influence of sequels of factors and variables. A bulk of empirical studies across national boundaries proved that engineering education possesses direct causal-effect relationship with the economic development, which further influence the gestalt development of any nation.
Engineering education in the globalized perspective undergoing metamorphic changes in changing paradigms and India has an opportunity to share the experience of the advanced nations and thereby, through juxtaposition, can adopt appropriate policies for strengthening the existing system of engineering education, best suits for national situations and interest.
The studies into engineering education have resulted in producing many educational benchmarks and yet not addressing the core issues of dissatisfaction.
The book addresses such pertinent issues for the engineering practitioners, engineering educators, educational planners and the cross section of the population, concerned with engineering education across globe for the development in its true sense.\n
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Rajarshi Roy, a postgraduate in Education and Sociology and Doctorate in Education, is actively associated with Educational and Policy research for the development of the oppressed. His specific contribution is in the arena of Ethnopedagogy, Environmental Education and socioeducational studies for the life-improvement of the population at crisis, apart from Pedagogy of Engineering Education and Indigenous Technology. Dr. Roy believes in participatory research through observation and introspection. He possess to his credit more than four dozens of papers in various journals of international and national repute. He was offered with Professorship in a University-PG department of Education in 2008. Presently he is associated with National Institute of Technical Teachers' Training & Research, Kolkata (Under Ministry of Human Resource Development, Government of India).\n
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Asia/International Relations,Economics |
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ENVISIONING A NEW SOUTH ASIA |
T. NIRMALA DEVI, ADLURI SUBRAMANYAM RAJU (ED.) |
9788175414464(HB) |
9788175414471(PB) |
2009 |
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xii+251 pp
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295.00 |
695.00 |
Foreword by Amb. Sumith Nakandala, Sri Lankan Ambassador to Nepal
Acknowledgements
Introduction
T. Nirmala Devi and Adluri Subramanyam Raju
PART I South Asia: Connecting to a Globalized World
1. South Asia: Connecting to a Globalized World- I.P. Khosla
Colonial Policy / 8; The Forces of History / 9; Measures to Globalize: Removing Trade Barriers / 12; Measures to Globalize: Transport / 13; Trade and Growth / 14; The Asian Level / 15; The South Asian Context / 16; SAARC and Transport Integration / 17; The SRMTS /18; Conclusion / 22
2. Space and Regional Cooperation: The SAARC Story - Shibashis Chatterjee and Sulagna Maitra
Security Community, Regionalism and Geo-politics of Space / 28; Liberalism, Free Trade and Regionalism / 35; Community, Space and Regionalism / 39; Conclusion / 44
3. New Horizons in South Asia: A Focus on Indo-Pak Relations 47
Gopalji Malviya
Current Initiatives / 49; CSBM - A Dim Hope / 51; Role of Democracy and Civil Society / 52; Conclusion / 53
4. The Peace Process: Challenges and Prospects - Noman Sattar
India-Pakistan Context / 56; SAARC and Regional Politics / 57; Post-9/11 South Asia / 60; Conclusion / 62
5. Conflict Resolution in South Asia in an Age of Globalization -Rajpal Budania
The Notion of International Conflict in South Asia / 65; The Post-Cold War and Globalization Dynamics / 66; Regional Integration and Conflict Resolution / 69; Reflections on Indo-Pakistan Conflict / 71; Managing the Arms Race and the Nuclear Issue / 75; Interests of Extra-regional Powers / 79; Conclusion / 81
PART II Human Security
6. Human Security in South Asia: The Varied Dimensions- T. Nirmala Devi
Introduction / 90; Social Infrastructure in South Asia / 93; Priorities in Public expenditure / 101; India's role in Economic Security of South Asia / 103; Conclusion / 105
7. Peace, Neighbourly Diplomacy and Poverty Reduction for Building a New South Asia- Som P Pudasaini
Conflict Resolution and Peace Building / 109; Good Neighbourly Diplomacy / 113; Poverty Reduction / 116; Conclusion / 119
8. Human Security in South Asia: Some Observations - Adluri Subramanyam Raju
Fishermen Insecurity in South Asia / 124; Terrorism in South Asia / 127; Energy Security in South Asia / 128; Conclusion / 130
9. Human Security: An Indian Perspective- Nalini Kant Jha
The Post-Cold War Discourse on National Security / 133; Ensuring Peace and National Security: Ancient Indian Perspective / 134; Maintaining International Peace and Security: Traditional Indian Thinking / 135; The Contemporary Vision of Peace and Security / 137; Striking a Balance between Idealism and Realism / 139
PART III Non-Traditional Security and Other Core Issues
10. From Traditional to Non-traditional Security - M.J. Vinod
Ethnic, Linguistic and Religious Pluralism and Security / 145; Environment and Security / 146; Energy and Security / 147; Water and Security / 148; Narcotics and Arms Peddling Networks and Security / 150; Impact of Globalization on Security / 151; Governance and Security / 152; Conclusion / 152
11. Regional Integration in South Asia: From Discord to Free Trade- J. Laxmi Narasimha Rao
From Here to Where / 165; Infrastructure and Transit Network / 170; Competitive Economies / 171; Market Access / 172; Customs and Procedures / 173; Services Sector / 174; Tourism / 174; A Common Regional Identity / 175; Conclusion / 176
12. Towards Building a South Asian Union - Syed Ali Mujtaba
Is there a South Asia? / 181; Who Needs a South Asian Union? / 182; Why do we need a South Asian Union? / 182; What would we gain from the South Asian Union? / 182; What are the road blocks for a South Asian Union? / 183; What are the launch pads for a South Asian Union? / 184; How do we progress for a common South Asian Union? / 184; Could SAARC be the vehicle for South Asian Union? / 185; What should be the future agenda of South Asian Union? / 186; What are the prospects of a South Asian Union? / 187; Conclusion / 188
13. Ethnicity and the Operation of Social Processes in the South Asian Societies- V. Sreemannarayana Murthy
The Origins of the term Ethnicity / 190; Social processes in India / 191; Sri Lanka / 192; Maldives / 195; Pakistan / 195; Bhutan / 197; Bangladesh / 197; Nepal / 198; Conclusion / 199
PART IV SAARC - CHINA, ASEAN and BIMSTEC
14. China's Interactions with South Asia: New Beginnings - Srikanth Kondapalli
China and India / 204; China and Pakistan / 207; China and Bangladesh / 208; China and Nepal / 210; China and Sri Lanka / 211; China and Bhutan / 213; China and Maldives / 213; Conclusion / 214
15. Prospects of India's Partnership with ASEAN and BIMSTEC for the Development of Landlocked Northeast India -A. Lakshmana Chetty
NER and its Integration with Rest of India / 220; Early attitude of Government of India towards NER / 221; NER and the Look East Policy / 221; India's Economic Interaction with Regional Groupings ASEAN / 223; BIMSTEC / 224; Kunming Initiative / 226; Mekong-Ganga Cooperation (MGC) / 227; Factors Impeding NER's Development / 229; Disturbing Security Scenario / 229; Closure of Borders / 230; Lack of Good Governance /230; Hostile attitude of Bangladesh / 231; Conclusion / 232
16. Strengthen BIMSTEC to Revitalize SAARC- Y. Yagama Reddy
Conceptualization of Region-Forming Factors / 236; Geology, River Systems and Landforms / 237; Climatic Semblance / 238; Coastal Plains / 239; Agricultural Pattern: Both Semblance and Complementarity / 240; Inherent Complementarity and Imminent Cooperation / 240; Northeast Region of India as the Fulcrum of BIMSTEC / 241; Percolation of SAARC Bickerings into BIMSTEC / 242; Much Needed fillip to BIMSTEC for Revitalization SAARC / 243
Contributors
Index
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South Asia is one of the very few regions in the world with geographical contiguity as well as linguistic and cultural homogeneity. The region, inhabited by more than one-fifth of global population, is afflicted by a number of social, political and economic problems compounded by political mistrust and suspicion. The South Asian states are plagued by inter-state conflicts over boundaries. In addition, there is a sharp increase in unemployment, poverty, epidemics, drug trafficking, and environmental degradation etc. in the region which have internal and external dimensions. All these issues pose a far more serious and immediate challenge to the region.
The South Asian region has potential to acquire a momentum of its own, leading to the total transformation of the region in the near future. The member states have to set aside their disputes, in order to improve their economic and trade relations. They have to realize that it is high time to shift their focus from the security of the borders to regional cooperation.
The paper contributors in the volume- diplomats, academia and media - not only focused on the problems being faced by the South Asian countries; but also suggested the amicable solutions to overcome these problems and the possible ways to reconstruct a new South Asia. Thus, the main focus of the volume is to probe into various mechanisms to be adopted to make the South Asian region free from conflicts and enhance economic cooperation amongst the states, thereby improving the welfare of the people. While analyzing the conflicts and misunderstandings between/ among the countries in the region, the volume tries to underline the issues related to human development, traditional and non traditional security and the role of external powers in the peace process of South Asia.\n
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Prof. T. Nirmala Devi is Director of the Centre for SAARC Studies, Andhra University, Visakhapatnam. She has been working on South Asian studies for over two decades. She was a Baden-Wurttemberg Fellow at the South Asia Institute, University of Hedelberg, Germany. She authored three books; edited one book,; and co-edited two books. She has six reports on South Asia and seventy research papers, covering issues of gender, demography and international economics.
Dr. Adluri Subramanyam Raju is Associate Professor of Political Science in the Centre for SAARC Studies, Andhra University, Visakhapatnam. He was a Salzburg Seminar Fellow (2006) and the recipient of the Mahbub Ul Haq Award (RCSS, Colombo, 2003); Scholar of Peace Award (WISCOMP, New Delhi, 2002) and Kodikara Award (RCSS, Colombo, 1998). He authored three books; co-authored one book; and edited four books.\n
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Education,M.ed/B.ed./D.ed. |
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GLOBALISATION, EDUCATION AND OPEN DISTANCE LEARNING |
P.R. RAMANUJAM(Ed) |
9788175412729(HB) |
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2009 |
|
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x +254 pp, 2009 imp.
|
0.00 |
650.00 |
Preface
Introduction
Open Distance Learning in India: A Brief History
PR Ramanujam
Open Distance Education in the Anglophone Caribbean
Badri N Koul
Open Distance Learning in Africa
CR Pillai
Open Distance Learning, Development and the Commonwealth
John S Daniel
Higher Education Through E-Learning Global Challenges
Gajaraj Dhanarajan
Visions of Learner Autonomy
Otto Peters
Quality Assurance in ODL: From Cottage Industry into
the Main Stream
Fred Lockwood
Learning from, in and with Technology
Sanjaya Mishra
Internet Browsing Through Community Radio
I Arul Aram
The Will to Learn: Tutor's Role
Paul Kawachi
A Successful ODL Accounting Course
Danny SN Wong & Theodore TY Chen
Technology, Pedagogy, and Quality in Open Distance Learning
PR Ramanujam
Contributors
Index
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Globalisation has affected every aspect of the modern world .Education is one of the fields that have been constantly undergoing drastic changes under its impact. With the increasing use of Information and Communication Technology (ICT), Education and Open Distance Learning have become truly global. The impact of the process of educational globalization has been varied in the different regions of the globe. In this book educational leaders and experts have contributed to the ongoing debate. They have presented their views and perspectives based on international experiences. The primary concerns of the contributors are equity, equality and quality educational services to be offered to learners of different age groups with different cultural and academic orientations across the continents of Asia, Africa, Europe and the Caribbean region.\n
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Asia/International Relations,Economics |
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INDIA'S FOREIGN POLICY: CONTEMPORARY TRENDS |
R.S. YADAV, SURESH DHANDA (ED.) |
9788175414747 (HB) |
9788175414754 (pb) |
2009 |
|
|
viii+280 pp |
350.00 |
800.00 |
PrefaceIntroductionI. GLOBAL ORDER1. Indian Foreign Policy: Challenges and Opportunities in the New Millenium- Devendra Kaushik2. Changing Dynamics of India's Foreign Policy- R.S. YadavII. POWER CENTRES3. Paradigm Shift in Indo-US Relations: Problems and Prospects- Chintamani Mahapatra4. India-Russia Strategic Partnership- R.S. YadavIII. NEIGHBOURHOOD5. Changing Security Paradigm and India-China Relations- Roop Singh Bareth6. India-Pakistan Imbroglio- Savita Pande7. Border Management and India's Relations with Myanmar -Udai Bhanu SinghIV. REGIONAL UNDERSTANDING8. India's Extended Neighbourhood- Baljit Singh9. India and the European Union- Rajendra K. Jain10. India and Central Asia- Ashok Kumar11. India and SAARC- Suman SharmaV. SECURITY CHALLENGES12. India's Response to Terrorism in the Post - 9/11- Kulwant Kaur13. India's Security Concerns- Rajpal Budania14. India's Nuclear Policy- Suresh Dhanda15. India's Kashmir Policy- Ajay Singh ManhasVI. NON-CONVENTIONAL AFFAIRS16. India's Energy Security Policy- R.S. Yadav17. India's Foreign Economic Policy- Anand P. Mavalankar18. India's Response to Environmental Concerns- Anand Mathur19. India's Refugee Policy- Ram Niwas BeniwalBibliographyContributors Index |
Domestic and external determinants of India's foreign policy, during the last two decades, have undergone significant transformations. These have led to reorientation in India's world view and its relations with other nation states. Magnitude of these changes has been so vast that it has resulted in paradigm shift in India's foreign policy.The volume provides theoretical understanding of the emerging world order, and also reveals about the operational dynamics of such change in the new millennium. India's interactions with global power centers, neighbours, extended neighbourhood and regions and institutions have also been examined. India's security concerns in the post-nuclear status period have been evaluated vis-à-vis conventional and non-conventional threats. Even issues like energy security and economic policies are given ample space visualizing the contemporary global economic developments. New concerns in the form of international terrorism, environment and refugees have been incorporated to provide a holistic picture of changing contours of India's foreign policy. The book may be beneficial for students, teachers, diplomats, policy makers, as well as, common readers engaged in understanding the current discourse on India's foreign policy moorings. |
Dr. R. S. Yadav is Professor and Chairman, Department of Political Science, Kurukshetra University, Kurukshetra. He is also Director, Gandhian Study Center and Director, MGAIS Coaching Institute of the University. He has been Director, UGC-Academic Staff College, Kurukshetra University from 2003-2005. He has to his credit four books. He has contributed 55 research papers in reputed national and international journals and edited volumes. He is on the editorial board of Contemporary Central Asia; Journal of Gandhian Studies; and, Shodharthy. He is on the Board of Studies and member academic bodies of number of UniversitiesDr. Suresh Dhanda is Head, Department of Political Science, S.A. Jain (PG) College, Ambala, Kurukshetra University, Kurukshetra. He has to his credit number of research papers published in reputed journals and edited books. His forth coming book is - Nuclear Politics in South Asia. |
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Education,M.ed/B.ed./D.ed. |
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INDIAN CONSTITUTION AND EDUCATION |
N.K. CHOWDHRY |
9788175414686 (HB) |
9788175414693 (PB) |
2009 |
|
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ix+190 pp
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250.00 |
850.00 |
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Asia/International Relations |
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INDIGENOUS IDENTITY AND ACTIVISM |
PRITI SINGH (ED.) |
9788175414884 (HB) |
|
2009 |
|
|
viii+229 pp |
0.00 |
550.00 |
Acknowledgements1. Introduction: Studying Indigenous Identity and Activism; Priti Singh2. The Return of the Native: The Indigenous Challenge in Latin America; Rodolfo Stavenhagen3. Identity, Indigenous Insurrections and 'A Different Equality'; Carlos Montemayor4. Crisis and Reinvention: The Redefinition of Indigenous Identities in Contemporary Mexico; Federico Navarrete Linares5. Contemporary Indigenous Politics in Brazil: Three Modes of Indigenous Political Performance; João Pacheco de Oliveira6. Indigenous Identity and Activism in Brazil After the Federal Constitution of 1988; Stephen G. Baines7. Assimilation Agendas of the State: What Space Remains for Aboriginal Law and Culture?; Irene Watson8. Fear and Outrage: The 'Problem', the Politics, and the National Emergency in Australia; Peter Gale9. Changing Patterns of Language Socialization in Inuit Homes; Martha B. Crago, Betsy Annahatak and Lizzie Ningiuruvik10. Borders and Aboriginal Identity Construction in Canada: Everyday, Cultural, Legal, and Political Activisms; Margery Fee11. Indigenizing Human Rights: First Nations, Self-Determination, and Cultural Identity; Ashwani K. PeetushBibliographyContributorsIndex |
Recent decades have witnessed an efflorescence of identity construction and activism of indigenous peoples throughout the world. In the process, a multiplicity of indigenous actors has emerged with new discourses and strategies seeking transformative changes to their inherent rights and representation. In their complex projects of self-affirmation to overcome political and economic marginalisation, the indigenous peoples are deploying culture as an important resource. No doubt, the resultant indigenous activism and the manner in which it is played out vary from country to country.Indigenous Identity and Activism captures the broad contours of the resurgent indigenous movements in select countries-Australia, Brazil, Canada and Mexico. Renowned scholars on the subject offer their insightful reflections on the ways in which the activists and the movements have created a space for promoting indigenous cultural reproduction and identity reconstruction. |
Dr. Priti Singh is Assistant Professor in the Centre for Canadian, US and Latin American Studies, School of International Studies, Jawaharlal Nehru University, New Delhi. Besides a book titled Governance of Indigenous Peoples in Latin America (2002), she has published a number of short monographs. Recipient of Australia India Council's Senior Fellowship (2003), and Shastri Indo-Canadian Institute's Canadian Studies Faculty Research Fellowship (2008) she had been engaged in research on indigenous communities. Dr. Singh is Member, Editorial Advisory Board for Thesis Eleven: Critical Theory and Historical Sociology (Sage: London, Delhi, Thousand Oaks, Ca.) and Member, Editorial Board, Australian Perspectives, La Trobe University, Melbourne, Australia. |
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Asia/International Relations |
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INDO- RUSSIAN RELATIONS: THE MAKING OF A RELATIONSHIP: 1992-2002 |
SREEMATI GANGULI |
9788175414945 |
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2009 |
|
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274+xi |
0.00 |
795.00 |
Contents-Indo Russian RelationsPrefaceIntroduction1.Indo-Soviet Relations: The Background2.Economic Dimensions of Indo-Russian Relations3.Towards A Strategic Partnership4.Central Asia: The Meeting Ground5.Conclusion : Making of a RelationshipAnnexure A:Moscow Declaration on the Protection of the Interests of Pluralistic States br>Annexure B:Declaration on Further Development and Intensification of Cooperation Between theRepublic of India and the Russian FederationAnnexure CIndo-Russian Strategic Partnership for Enhanced CooperationAnnexure D:37th Munich Conference on Security PolicyAnnexure E:Moscow Declaration between India and the Russian Federation on International TerrorismAnnexure F:Delhi Declaration on Further Consolidation of Strategic Partnership between the Republic of India and the Russian Federation |
The book deals with the evolution of relations between India and the Russian Federation during the first decade after the disintegration of the Soviet Union in the context of the changed global configuration of powers in the post-Cold War era as well as of the reduced stature of Russia, in view of the political and economic processes of transition it has to undergo during the decade. The study of Indo-Soviet relations serves as the background to analyze the factors of continuity and change in the new relationship. The book covers the economic and strategic aspects of the bilateral relationship as also focuses on the Central Asian region that has become the new meeting ground of common interests of both India and Russia. |
Sreemati Ganguli, a Fellow in Maulana Abul Kalam Azad Institute of Asian Studies, did Ph.D. from Jadavpur University, Kolkata. Her areas of research interests are Russian foreign policy, the energy politics as well as the geopolitics involved in and around the Eurasian region in the post-Cold War era. She presented Papers in international seminars in India as also in Bishkek, Almaty and Novosibirsk. |
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Economics |
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MID-YEAR REVIEW OF THE INDIAN ECONOMY 2008-2009: CHALLENGES OF SUSTAINING DYNAMISM IN THE CONTEXT OF GLOBAL FINANCIAL CRISIS |
NAGESH KUMAR |
9788175415102 (HB) |
|
2009 |
|
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xiii+80 pp |
0.00 |
395.00 |
Preface AcknowledgementsList of Charts and FiguresList of Boxes and Tables1. Introduction2. Deteriorating External Economic Environment3. Long Term Trends in the Macroeconomic Performance of the Indian Economy: Outlook for 2008/09 and Beyond4. Quality of Growth and the Role of Infrastructure Development5. Prices and Fiscal Balance6. Trade and Balance of Payments7. Capital Flows and Their Impact8. Policy Responses to Meet the Challenges9. Comments on the Review by the Discussants10. References |
This year's Mid-Year Review of the Indian Economy is undertaken against the backdrop of the most serious financial crisis the world economy has faced since the Great Depression of the 1930s.The author examines the outlook for 2008/09 and beyond for the Indian economy in the context of the deteriorating external environment. He also discusses important issues of quality of growth, policy challenges in respect of inflation and fiscal consolidation, trade and balance of payments, capital flows and their quality, among others, ending with policy lessons to moderate the impact of the crisis on the Indian economy and to turn the challenges into opportunities. The author argues that the time has come for taking bold steps to revive the growth momentum. India should seize the moment before it is too late. It should deepen further its engagement with East Asian countries in view of their emergence as the growth locomotives and centres of gravity of the world economy, to build an Asian integrated market and community. There are real opportunities for India for financial cooperation with the Asian countries. |
Dr Nagesh Kumar is Director-General of Research and Information System for Developing Countries, New Delhi. A PhD in Economics from the Delhi School of Economics, Dr Kumar has been on the faculty of RIS since 1985. During 1993-98, Dr Kumar served on the faculty of the United Nations University-Institute for New Technologies (UNU/INTECH now UNU-MERIT), Maastricht, the Netherlands, and directed its research programme on Globalization, FDI and technology transfers in developing countries. He has also served as a consultant to the World Bank, Asian Development Bank, UNDP, UNCTAD, UNIDO, UN-ESCAP, ILO, the Commonwealth Secretariat, the Commission on Intellectual Property Rights, among other organizations. Dr Kumar has been appointed by the Government of India as member of the board of directors of the Export-Import Bank of India. He also serves on the Governing Boards of the International Centre for Trade and Sustainable Development (ICTSD), Geneva; the South Asia Centre for Policy Studies (SACEPS), Kathmandu; and the Institute of Studies in Industrial Development, New Delhi, besides a number of government committees and expert groups. He is the Recipient of the Exim Bank of India's first International Trade Research Award in 1989 and a GDN Medal for best research awarded by the World Bank and the Japanese Government in 2000. |
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Social Work |
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NEW HORIZONS OF CRITICAL THEORY: COLLECTIVE LEARNING AND TRIPLE CONTINGENCY |
PIET STRYDOM |
9788175414495 (HB) |
9788175414822 (PB) |
2009 |
|
|
xliii+332 pp
|
350.00 |
850.00 |
Foreword
Preface and Acknowledgements
Introduction
Part I- Collective Learning
1. Collective Learning: Habermas's Concessions and Their Theoretical Implications
Problems in Habermas's Learning Theory; Habermas's Concessions to His Critics; The Implications for Habermas's Position; Conclusion
2. The Ontogenetic Fallacy: The Immanent Critique of Habermas's Developmental- Logical Theory of Evolution
The Starting-point; The Critique; The Response; The Outlook
3. Sociocultural Evolution or the Social Evolution of Practical Reason: Eder's Critique of Habermas
Eder's Radical Turn; The Theoretical Context; Characterisation of Habermas's Theory; Critique of Habermas
4. Critical Theory and the New Social Movements: A Conflict of Interpretations
Habermas's Theoretical Framework in Question; The Immanent Critique of Habermas's Theory of Social Movements; Pointers toward a New Critical Theoretical Approach to Social Movements; Conflicting Interpretations of the New Social Movements
5. Contemporary Social Evolutionary Theory: A New European Rapprochement
Three European Strands of Social Evolutionary Theory; Theoretical Dynamics and Theoretical Core: Toward Convergence; In Lieu of a Conclusion: The New European Rapprochement
Part II- Triple Contingency
6. Triple Contingency: The Theoretical Problem of the Public in Communication Societies
The Public as Constitutive Element of Communication Societies; From Double to Triple Contingency; The Third Point of View: Within or Beyond Society? ; Legitimationism or Constructivism?
7. The Problem of Triple Contingency in Habermas
Habermas's Appropriation and Use of Double; Contingency; Triple Contingency in Habermas
8. Contingency: A Critique of Niklas Luhmann
Appropriation of the Theorem; Abortive Development of Double Contingency; Triple Contingency; Luhmann beyond Double Contingency?
9. Resonance: Triggering a Dormant Dimension of the Public Sphere
Resonance and the Communicative Form of Society; Concepts of Resonance; Resonance Structures of the Public Sphere; Theoretical Significance and Research Potential of the Concept of Resonance
10. Intersubjectivity-Interactionist or Discursive?
Reflections on Habermas's Critique of Brandom
Habermas's Critique of Brandom; Habermas's Corrective Proposal; Critique of Habermas
Part III-Applications: Social Movements, Responsibility, Risk, Cosmopolitanism
11. The Construction of Collective Identity: The South African Liberation Movement as a Collective Learning Process, 1882-1987
The Collective Learning Approach; Reconstruction of the Collective Identity of the South
African Liberation Movement
12. Contemporary Approaches to Collective Identity: A Critical Assessment
Preliminary Outline of Contemporary Approaches; Theory of Collective Identity Construction and Formation
13. The Challenge of Responsibility for Sociology
From Individual to Co-Responsibility; Responsibility as New Master Frame; Societal Semantics, Master Frames and Enabling Structures
14. Risk Communication: World Creation through Collective Learning under Complex Contingent
Conditions; Complexity Conditions of Risk Communication; Risk Communication as Learning under Contingent Conditions; The Normative Problem of Risk Communication
15. Cosmopolitanism, Globalization and Learning: Reflections on Delanty's Theory of Cosmopolitanism
Cosmopolitanism and Learning; Globalization and Cosmopolitanism; Globalization and Learning
Notes
References
Index
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New Horizons of Critical Theory is unique in tracing a central process of immanent criticism and rethinking of critical theory over the past two decades. Although starting from Jürgen Habermas' communicative turn in critical theory, it follows an alternative interpretation which is made possible by the introduction of a more specific social scientific rather than philosophical mode of reasoning. Its contribution lies in articulating the concepts of collective learning and triple contingency (the threefold structure of communication) and bringing them to bear on a range of concerns of contemporary relevance. The critical theory approach to collective identity, social movements, public communication or discourse, the role of the public in communication societies, the construction of society, and evolution is clarified and also applied to the South African liberation movement, the discourse about environmental responsibility, world creation through risk communication, and the models of cosmopolitanism guiding the learning processes generating the emerging global society. In a series of tightly argued essays, the volume demonstrates central shifts in horizon which inform contemporary critical theory, in part by engaging critically with the work of scholars such as Jürgen Habermas, Karl-Otto Apel, Talcott Parsons, Niklas Luhmann, Axel Honneth, Klaus Eder, Thomas McCarthy, Bernhard Giesen, Tom Burns, and Gerard Delanty\n
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Piet Strydom, an Apartheid émigré who has been described as 'someone with unusual credentials and theoretical imagination, an author little constrained by convention', teaches in the Department of Sociology, University College Cork, Ireland. His publications include Discourse and Knowledge (2000), Risk, Environment and Society (2002), and Philosophies of Social Science (2003, edited and introduced with Gerard Delanty). Most recently, he edited a special issue of the European Journal of Social Theory (10/3, 2007) on the theme of 'Social Theory after the Cognitive Revolution' and wrote on 'Philosophies of the Social Sciences' for the UNESCO Encyclopedia of Life Support Systems (EOLSS).\n
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Religion & Philosophy,Social Work |
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PASTORALISM AND THE TRIBESMAN OF MOUNTAIN: THE ARUNG ZET SA OF KANAOR |
RAGHUBIR SINGH PIRTA |
9788175414402 (HB) |
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2009 |
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xxi+258 pp
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0.00 |
695.00 |
Foreword by H.C. Negi (I.R.S.)
Preface
Acknowledgements
List of Boxes, Figures and Tables
1. Global and Regional Scenarios
Cognitive and Social Responses/3; Scenarios of Pastoralism in Himachal Pradesh/9; Livestock Development and Research/15; New Perspectives on astoral Life/22
2.The Himalayan Dilemma
Of Greater and Little Traditions/28; Pastoral Identities/32; Appraisal of Human Competence/38; Paradigms of Study/44
3. Harmony and Conflict Over Resource Use
Changing Biosphere and Noosphere of Himalayas/55; Case Study 1: Nako Village, A Cultural Heritage/59; Case Study 2: Dark Night in the Sutlej Valley/61; Harvest of Sheep and Goats/65; Pastures: Harmony and Conflict/75; Survival of Migratory Trails/84
4. Resilience of Social Bonds
Explanation and Generalization of Behaviour/96; Formation of Bonds/100; Testing Bonds/106; Affection in Primates/110; Songs of Love and Misery/115; Unsafe Environment for Pastoralists/126
5. Lessons from Naturalistic Life
Uncertain Knowledge/133; Evolution of Values/140; The Greater Knowledge/144; For Common Good/157
6. Life of Arung Zet Sa: The Pastoralists of Kanaor
7. Biological Aspects of Pastoralism
Taxonomy/185; Behavioural Taxonomy/187; Reproduction and Lamb or Kid Rearing/189; Health and Diseases/195; Biotechnology/200
8. Traditional Institutions of Pastoral Well-being
Village Deities/206; Three Himalayan Villages/214
Epilogue
References
Index
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In the Decade of Behaviour 2000-2010, the book explores the life and profession of a western Himalayan pastoral community, the arung zet sa of Kanaor, catering the essential needs of society such as milk, clothes, and meat. It visualizes a happier world for these marginalised sections of the society and sets a new qualitative trend, a synthesis of the reverent man-nature relationship rooted in the Indian ethos and the modern understanding of animal behaviour. This challenge has various dimensions ranging from material to non-material, which touches socio-ecology, indigenous technology, animal husbandry, evolutionary psychology, and spiritualism.\n
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Professor Raghubir Singh Pirta, a psychologist with special interest in animal behaviour and ecology, teaches at the Himachal Pradesh University, Shimla. He has been associated with the pioneer environmental movements in the Himalayas, the Chipko Movement and the Save Himalaya Movement. The Gandhian social workers engaged in these movements infused in Dr. Pirta a deep sense of humanistic approach. But his theoretical insights refined in several brief sojourns to the Center for Ecological Sciences, I.I.Sc. Bangalore. Dr. Pirta began his studies on the naturalistic behaviour of monkeys in the nineteen seventies, and later expanded it to sheep and goats. During the course of these researches he had first hand encounters with the grassroots social issues involving man and nature, which is exemplified in his recent book Ecology and Human Well-being: Nature and Society in Himachal Pradesh (Shipra Publications).\n
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Literature/Language |
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RABINDRANATH TAGORE: PRAYERS FROM THE HEART |
JADU SAHA (ED. & TR.) |
9788175414525 (HB) |
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2009 |
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xiv+122 pp |
0.00 |
195.00 |
EDITED PRAYERSYou have made me endless *Where the mind is *This is my prayer *Have you not heard *Let all the strains *Deliverance is not for me *Day after day, O Lord *In one salutation to You *At midnight the would-be ascetic *I live in this little world *I have learnt the simple meaning *I have scaled the peak *Let me not pray to be sheltered *Accept me, my Lord *My eyes have lost their sleep *Stand before my eyes *Let the earth and the water *Age after age You, O Lord *I ask for a moment's indulgence *I am only here to sing You songs *I am only waiting for love *Let only that little be left *The night is nearly spent *I had gone a-begging *Yes, I know, this is nothing *The same stream of life *It is He, the innermost one *Your gifts to us mortals *If it is not my portion to meet *On many an idle day *Time is endless in Your hands *When I give up the helm *Your speech is simple *Make me Your cup *I have seen You *When I stand before You *Hold your faith firm *If love be denied me *Sailing through the night *Comrade of the road *I know not how You sing *Pluck this little flower *O fool, to try to carry yourself *The time that my journey takes *I must launch my boat *By all means they who love me *When it was day they came *I know not from what distant time *Torpor is upon your heart *I will meet one day *Cheerless is the day *Those who walk on the path * On that night when the storm *No guest had come *Lead me in the centre *I came to your shore *Let honour come to me *Let this be my last word TRANSLATED PRAYERSIn this world there is sorrow *If ever the door of my heart *With hatred the world *I will give up all my ohter prides *Your eyes in the sun *Light is the burden *In my journey on this road *O Helmsman, in Your boat *Manifest Your presence *When I see the world *As far as I gaze *In this clamorous world *Forgive my weariness *Your are my Lord, my Beloved *My eyes see You not *Though I know You not *Beyond life and beyond its end * Should Your love shine *I know that one day *I know you as my God *I will utter Your name *I have come to You, my Master *When You command me *I have had my invitation *When life is hard *O You the consummation *When I used to play *You always stand alone *The song I came to sing *He came and sat by my side *There was a time when I was *This is my delight *You came down *Light, my light *I am like the remnant *No more noisy, loud words *I know that the day will come *I know that at the dim end *Just because You have come *Much have You give to me *Infinite wealth is not yours *I know that this life *My king was unknown to me *When the weariness *I have met You *My heart always wants *You were hidden deep *O You, the soul of my soul *I have your vision at times *I hear Your footsteps *Empty handed I roamAlphabetical Listing of First Words in EnglishIndex of First Words in Bengali |
It was such prayer poems as are in this small book that moved the Nobel Committee to award the Nobel Prize to Tagore in 1913. W. B. Yeats was so overwhelmed by the strength of such simple prayers that he wrote: "I have carried the manuscript of these translations (Tagore's own), about with me for days, reading in railway trains, or on the top of omnibuses and in restaurants, and I have often had to close it lest some stranger would see how much it moved me. These lyrics - - - display in their thought a world I have dreamed of all my life long. The work of a supreme culture, they yet appear as much the growth of the common soil as the grass and the rushes." Albert Einstein said, "Human beings, vegetables, or cosmic dust ---we all dance to a mysterious tune, intoned in the distance by an invisible piper."Tagore addressed these prayers to that invisible piper who was his Lord, Beloved and Friend. |
Dr. Jadu Saha, a scientist by education and training is a former Senior Executive in the Government of Canada. After his retirement as a Director General he began his literary career in 2001. His poems in English were published in American anthologies and his short stories in Bengali in magazines in the US. His poetry book, Whispers of Silence was published by Poetica Press, Canada, in 2001. Since then Shipra Publications, Delhi have published five books of English translations of Rabindranath Tagore's songs, poems, short stories and writings for children (2001 -2003), Prabal, translation of a novel by Sarasibala Basu in 2004 and Saratchandra Chattopadhayay's Three Classics stories in 2007. Katha, New Delhi, published a translation of Selected Short Stories by Suchitra Bhattacharya in 2005. |
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Asia/International Relations, |
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SAUDI ARABIAN LABOUR MARKET: SOCIO-LEGAL STATUS OF MIGRANTS |
SURYA K ROY |
9788175414044 (HB) |
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2009 |
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viii+236 pp |
0.00 |
650.00 |
Migration: History and AnalysisThe Saudi Labour Market: History, Characteristic Features and TrendsThe Saudi Legal System and the Labour CodeSaudi Labour Laws and International StandardsThe Indian Legal System- Legal Protection to an Indian WorkerHistoricism of Migration and Trends for the FutureEpilogueIndex |
For several Asian countries, and several million Asian migrant workers, the Middle-Eastern interlude has revived their economic fortunes in a dramatic fashion. SaithHuman migration would not cease but type of migration may change. The book traces the history of migration in Middle East countries, and suggests discrimination in the Saudi Arabian labour market. It critically discusses the Home and Host countries' laws, International Laws and Conventions and their implementation. It focuses on Socio, Economic and Legal status of Indian migrants to Saudi and the future trends. The book may be useful for research scholars, general readers and policy makers. |
Dr. Surya K Roy obtained his LLM from the University of Warwick and Ph D from the University of Burdwan, West Bengal. |
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Education,M.ed/B.ed./D.ed. |
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SHIKSHA MANOVIGYAN |
J.C. AGGARWAL |
9788175414853 (HB) |
9788175414860 (PB) |
2009 |
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2014 imp.
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295.00 |
750.00 |
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Asia/International Relations,,Economics,North-East India |
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SIKKIM'S TRYST WITH NATHULA: WHAT AWAITS INDIA'S EAST AND NORTHEAST? |
JAYANTA KUMAR RAY, RAKHEE BHATTACHARYA (ED.) |
9788183640503 (HB) |
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2009 |
|
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xxiii+199 pp
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0.00 |
595.00 |
Foreword
Krishnan Srinivasan
Preface
Jayanta Kumar Ray, Rakhee Bhattacharya and Kausik Bandyopadhyay
Acknowledgements
List of Tables
Introduction
1. Sikkim: Politics and Good Governance in Development Perspective- Amiya K. Chaudhuri
2. Economic Achievements and Future Challenges of Sikkim- P.D. Rai
3. Realities of Reopening: The State Government's Perspective of Nathu La- M.G. Kiran
4. Indo-China Border Trade through Nathu La: Prospects for Growth and Investment in Sikkim- K. Elumalai
5. Looking at Nathu La through the Security Prism- Binoda K. Mishra
6. Travel and Tourism: Economic and Cultural Ties and Buoyancy- Renzino Lepcha
7. Linkages across Borders: Implications for North East India - Shubhrajeet Konwer
8. Teesta Eco-Region and Bio-Resources: an Awaited Future - J.P. Tamang
9. Linkages between East India's Tea Industry and the Development of Sikkim: Dimensions, Challenges and Prospects- Sohel Firdos
Epilogue - Rakhee Bhattacharya
Documents, Speeches and Reports
1. Documents signed between India and China during Prime Minister Atal Bihari Vajpayee's visit to China, 23 June 2003
2. Agreed Minutes of the meeting to operationalise border trade through Nathu La with Attachment I, II & III, 17-20 June 2006
3. Summing up Remarks on the Nathu La Trade Route Report Presentation by Nathu La Trade Study Group led by Prof. Mahendra P. Lama, 17 June 2005
4. Address to the Media on the Reopening of Nathu La Trade Route by Shri Pawan Chamling, 25 June 2006
5. Speech by Shri Pawan Chamling on the Historic Occasion of the Reopening of Nathu La Trade Route between Sikkim (India) and Tibet Autonomous Region (China) at Nathu La on 6 July 2006
6. Speech of Shri Pawan Chamling at the Inauguration of Trade Mart at Sherathang, 6 July 2006
7. Shri Pawan Chamling's Speech at the International Tourism Bourse, Berlin, 9 March 2006
8. First anniversary of the reopening of Indo-China Border Trade through Nathu La completes one year - A report
9. Sikkim Investors' Meet - A report
10. Sikkim: Economic Development
Map - The Old Silk Route
Photographs
List of Contributors
Index
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The book deals with the issues concerning Sikkim's development in the wider context of the prospects of trade relationship between India and China through Nathu La. It offers insights and observations for a comprehensive analysis of the economic, political, social and cultural dynamics of development of Sikkim in the wider perspective of Northeast India-Southwest China cooperation, and their trade and security implications.
The volume aims to prove that Nathu La can provide a lesson that borders should become the meeting point for people to exchange and share transnational ideas, wealth and culture for a better world, rather than dividing them on narrower political and strategic visions. The volume is expected to draw attention to, and generate interest beyond Sikkim to other Northeastern states, which also have been suffering from various unlawful and unwanted activities from their closed borders with their neighbouring nations for a very long period of time. The book may be of use to policy planners and to those having interest in the region.\n
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Jayanta Kumar Ray, a founder member of the Maulana Abul Kalam Azad Institute of Asian Studies, is presently the Chairman of its Executive Council. Some of his previous assignments were: Centenary Professor of International Relations and Director of Centre for South and South-East Asian Studies, University of Calcutta; Professor of Behaviourial Sciences, Indian Institute of Public Administration, New Delhi; Senior Research Associate, Institute for Defense Studies and Analysis, New Delhi. He has to his credit a number of important publications in the field of public and international affairs.
Rakhee Bhattacharya, an economist by profession, is currently a Fellow with the Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata. She is also an Endeavour Post Doctoral Research Fellow in the School of International Studies in the University of South Australia. She is the co-editor of Northeast India: Administrative Reforms and Economic Development. Her publications encompass the areas of development, disparity, poverty, regional economies and economy of insurgency.
Kausik Bandyopadhyay is a Senior Lecturer in History in North Bengal University, and a Fellow of the Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata. He is the author of Playing Off the Field: Explorations in the History of Sport ; co-author of Goalless: The Story of a Unique Footballing Nation; and co-editor of Fringe Nations in World Soccer.\n
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Education,M.ed/B.ed./D.ed. |
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TEACHING OF ARABIC LANGUAGE |
SUHAIB ALAM |
9788175414440 (HB) |
9788175414457 (PB) |
2009 |
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224 pp
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220.00 |
895.00 |
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Asia/International Relations,Economics, |
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TERRORISM IN SOUTH ASIA: IMPACT ON DEVELOPMENT AND DEMOCRATIC PROCESS |
SRIDHAR K. KHATRI, GERT W. KUECK(ED.) |
9788175411494 |
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2009 |
|
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xii + 484 pp |
0.00 |
1500.00 |
Preface, . Introduction - Sridhar K KhatriPart I: Economic and Political Costs of Terrorism:A Global Perspective- Global Terrorism: Trends and Response - Georg Witschel; - Costs of Terrorism and Deadly Conflict: Who Should Care, and Why Should They Care? - John M Richardson Jr; Part II: Economic Cost of Terrorism in South Asia: National Perspectives- Economic Cost of Terrorism in South Asia: The Case.of Bangladesh-A. K M. Atiqur Rahman; - The Maoist Movement in Nepal: The Economic Implications - Mahendra P. Lama; - Economic Costs of Civil Unrest in South Asia: Nepal's Experience- Suman K Sharma; - Terrorism, Development and Democracy: The Case of Pakistan - Akmal Hussain; - Managing the Sri Lankan Economy at a Time of Terrorism and War - Saman KelegamaPart III: Impact of Terrorism on Democratic Development in South Asia: National Perspectives- Impact of Terrorism on Development and the Democratic Process: Bangladesh's Perspective - Matiur Rahman; - The Effects of Terrorism on Indian Democracy - Kanti Bajpai; - Perspectives on Terrorism: Democratic and International Development - L P. Khosla;-. The Spectre of Terror and its Impact on the Democratic Process in Nepal - Lok Raj Baral;- Impact of Terrorism on Democratic Development inSouth Asia: Pakistan's Perspective - Ijaz Hussain;-. Reflections on the Secessionist Insurrection in Sri Lanka: Consequences for Sri Lanka, and Lessons for the International Community Jagath P. Senaratne;- Discussant: Ayesha Siddiqa-Agha; - Discussant: Dhruba KumarPart IV: Political and Economic Consequences of Terrorism in Sri Lanka and the Road to Peace- The Peace Process in Sri Lanka: How Difficult, How Different? - P. SaravanamuttuPart V: Political Consequences of Terrorism on Interstate Relations- Terrorism and Interstate Relations in South Asia - S. D. Muni;- Political Consequences of Terrorism on Interstate Relations - Pervaiz Iqbal Cheema; - Contemporary Terrorism and the State, Non-State, and the Interstate: Newer Drinks, Newer Bottles ImtiazAhmed;Part VI: Combating Terrorism through Cooperation- Developing a Cooperative Framework for Dealing with Terrorism - Kumar Rupesinghe; -Combating Terrorism: Devising Cooperative Countermeasures - P. R. Chari;- Security Organization for South Asia (SOSA): Mechanism for Conflict Resolution in South Asia - NiazA. Naik;- Part VII: Conclusions- Work that Needs to be Done on Terrorism: Conclusions - Muchkund Dubey |
Following the terrorist attacks in New York and Washington, D.C. on 11 September 2001, South Asia emerged as the epicentre of the war against terrorism, with the involvement of the American and coalition forces against Al Qaeda in Afghanistan. The development brought into focus not only the spectre posed by the threat of global terrorism, but also the dangers which terrorism poses within and among the countries of the region.In South Asia, there is a consensus that terrorism has a negative impact on economic development, but the assessment differs significantly depending on the experience of individual countries. There is, therefore, a need to develop a common methodology to calculate the costs of conflicts which should be able to demonstrate, among other things, that conflicts are responsible for the economic ills of countries. Such an exercise would be incomplete without a better understanding of the economy of terrorism, including the sources and methods of its financing and its economic networking. Similarly, there is also a consensus in the region that terrorism undermines and weakens the democratic structure of countries, but it is not yet fully clear how that is done. Most papers in the present volume have attempted to address both the causes and consequences of terrorism, and strongly underscore the need for case-by-case study of individual terrorist groups to see how they have impacted on the state structure |
Prof. Sridhar K Khatri is Executive Director of the Regional Centre for Strategic Studies, Colombo, Sri Lanka. Formerly, he was, Executive Director, Institute of Foreign Affairs, Kathmandu, Nepal, and Professor, Department of Political Science, Tribhuvan University, Kathmandu. Prof. Khatri has degrees from City College of New York and School of International Affairs, Columbia University, New York, and was a visiting scholar at the London School of Economics in 1989-90. Some of his edited volumes include: Regional Security in South Asia (Kathmandu: Centre for Nepal and Asian Studies, 1987); Political Parties and The Parliamentary Process in Nepal: A Study of the Transitional Phase (Kathmandu: POLSAN, 1992); Energy Policy: National and Regional Implications (Kathmandu: CASAC, 2002). Co-edited volumes include; The Second Parliamentary Elections: A Study of the Emerging Democratic Process in Nepal (Kathmandu: IIDS, 1993) and South Asia 2010: Challenges and Opportunities (New Delhi: Manohar, 2002). Prof. Gert W. Kueck is the Resident Representative of the Konrad Adenauer Foundation, an independent non profit-making German association, to India since 1993. Being a student of developmental economics and political science, he achieved some knowledge in the field of oriental studies too. After he graduated with a PhD in economics, he stated an impressive academic career teaching international trade and economic relations with special reference to Afro-Asian and Latin American countries. Several times and for many years, he was able to enrich his academic experience by various practical activities, mainly as an advisor to big companies and in the framework of the United Nations system. He has participated actively in a great number of important conferences at the multinational level and has authored a number of books as well as contributed to scientific journals. |
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North-East India |
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THE MAJULI ISLAND: SOCIETY, ECONOMY AND CULTURE |
D. NATH |
9788183640565 (HB) |
9788183640596 (PB) |
2009 |
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xvi+383 pp
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495.00 |
995.00 |
Forward
Preface
Abbreviations
INTRODUCTION
Geography
Vaishnavism
Population
Economy
Location and Extent
Antiquity
Tracing the Geographical Background
Ecology and Environment
SOCIETY
Caste-Class Divisions
Food
Dresses and Wears of the People
Position of Women
Health and Family Planning
Flood and Majuli
Erosion in Majuli: Some Implications
Decades Back?A Winter In Majuli
Religion
Education and Literature
ECONOMY Agriculture, Occupation and Crafts
Land System
Agriculture
Craft and Industries
Labour
Employment as Occupation
Development of Communication System
Urban Growth and Emergence of New Trends in Economy
SATRAS OF MAJULI The Neo Vaishnavite Institutions and Practices
Early History
Classification of Satras
Inmate of the Satras: From Traditionalism to Modernism
Satra and Society
Perfomaing Art in Satra
Fine Arts in the Satras
Satras?Internal Changes
Satra and Women
CULTURAL LIFE Religious Festivals and Secular Celebrations
Palnam
Ras Lila
Janmastami
Guru Tithis
Phalgutsav/Phakuwa/Dual Yatra
Barsik Bhaona-Sabah/Bar Sabha
Bihu
Ali-Aye-Lrigang
MAJULI IN THE STATE POLITY
Earliest Times to 20th Century
Majuli in Tradition and History: Earliest Times to 1228
Majuli in Historical Times: 1228-1769
Majuli in the Moamariya Revolt: 1769-1805
Majuli During The Burmese Rule
Majuli in the Colonial Period (1826-1947)
Post-Independence Majuli
EPILOGUE
Majuli ? Past and Present
APPENDICES
1. Gaon Panchayatwise Village List And Population Figure of Majuli, 2001
2. Decennial Growth of Population in Majuli, 1901-2001
3. List of Revenue Bils in Majuli
4. Medical and Health Facilities in Majuli
5. Road and Bridge Records of Majuli
6. Market Growth in the Ratanpur Nayabazar Area, 2005 (A Survey)
7. List of the Satras of Majuli (Past and Present)
8. Annual Cultural Programme of the Satras
9. List of Select Manuscripts Preserved in a few Satras of Majuli
10. List of Freedom Fighters in Majuli
11. Memorandum submitted by the Auniatiya Satradhikara to His Excellency Andrew
Gourlay Clow, The Commissioner of Assam
12. Table Showing Women's Literary Rate, 2004-2005
13. Photo Copy of the Letter of Pitambardeva Goswami to Dehiram Nath (Ms.), Dated 13
Kartik, 1883 Saka
14. Open Letter to Sri Jawaharlal Nehru, Prime Minister of India, From Pitambar Deva
Goswami
15. A Cover Page from the Asam Bilasinee (12th Issue, 5th Year, March, 1876)
16. A Part from the Leaflet titled Kartipakshya, Janasadharan aru Eke Pathar Pathik
Guru Sakalar Ocharat Mor Antarar Bhav Nivedan, 18 Bohag, 1878 Sak (used in the
present work as Confession) by Pitambardeva Goswami, Satradhikara of Garamura
Satra.
Bibliography
Glossary
Index
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The book is a critical historical and sociological account of the famous river-island Majuli created centuries ago by the river Brahmaputra. Separated from the mainland society of Assam being encompassed all around by a large water body of that great river, the island nurtures a typical traditional social and culture systems that crystallized since the Middle Ages when the rulers of Assam made it a land of the Vaishnava preachers and founded there, on their behalf, grand religious institutions called Satra. In the 20th century, especially in the post colonial period, geography and society of the island, its institutional structure and social stratifications have been significantly impacted upon by the forces of change created mainly by modernization, demographic change and globalization. The work looks at the evolution of the society in the island and its value systems during the last few centuries, and its response to the forces of changes in the modern times.\n
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Dr.D.Nath is presently holding the prestidgious Shri Shri Aniruddhadeva Chair Professorship in the Department of History, Dibrugarh University. Known for his work on the medieval history of Assam, Dr. Nath has to his credit a number of acclaimed research works in form of both books and articles on polity, society and culture of the Brahmaputra valley. He has also edited the work Opening of the Stilwell Road-Prospects and Problems. Dr. Nath is currently working on religion and religious societies in Assam with special reference to the Vaishnava movement and its institutions.\n
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Education,M.ed/B.ed./D.ed. |
|
VALUE ORIENTED EDUCATION IN SCHOOLS |
RAJINDER M KALRA |
8175411147(HB) |
9788175411586(PB) |
2009 |
|
|
155 pp 3RD EDITION IN 2006, 2009 impression
|
200.00 |
795.00 |
Preface, Acknowledgements, Inculcation of Human values in the school system, Assessing values: strategies and methods, Process used to develop and evaluate curriculum materials with a focus on values, Research in education based on values for developing countries, Values as a basis for curriculum construction, Implementing the concept of values as a basis for curriculum development-recommendations, Education in human values: certain practical initiatives, Evaluation in value education, Human rights Education, Bibliography
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Values concept is directly related to student growth and development, which needs to be emphasized. This book is an attempt to achieve this objective. It deals with the theoretical as well as the practical aspect of inculcating human values among students in the school system and it also focuses on values clarification among students in the school system and it also focuses on values clarification among students, process used to develop and evaluate curriculum materials, process used for assessing values, curriculum construction and research.\n
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Prof. Rajinder M Kalra got his Doctorate in Education and Masters in Education (Curriculum Consultant, Secondary) and Masters in Chemistry form U.S.A. & Canada. He has written several books, papers, and articles and won international recognition for his outstanding contributions in educational experimentation and innovations. He has been actively involved in Commonwealth, UNESCO, UNDP, UNICEF and World Bank assisted Projects.\n
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Political Science |
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WIN WIN BAHUJAN SAMAJ PARTY: MUCH BEYOND UTTAR PRADESH |
PRAFUL SHAKYA |
9788175414396 (HB) |
|
2009 |
|
|
165 pp
|
0.00 |
450.00 |
Acknowledgements Overview of "Under Class" 1. Pledge to Nurture the Mindset 2. Era of Pragmatic Politics 3. Political Ascendancy 4. Kanshiram Effect 5. Mayawati-The Real Hard Task Master 6. The Part of Celebration: The Open Invitation 7. Bahujan Samaj Party's Pan India Dream 8. The Magic of Unity 9. Tame the Caste Violence Within 10. Pretentiously Yours 11. Different Stroke: The BSP Since 19842 12. The Power of being in the Power 13. The Interpreters, Sermonizers and Contradictions: Bharatiya Janata Party and Congress 14. The BSP in the Context of Social Engineering The book is an endeavor of tracing the trajectory of Bahujan Samajwadi Party (BSP) from a petty regional party to a national party and emerged as a potent threat to two major National parties.Praful Shakya is an engineer by qualification as well as profession. He also had a brief sojourn as a journalist for Maharashtra Herald (currently Sakal Times) and Times of India, Pune Edition.
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The book is an endeavor of tracing the trajectory of Bahujan Samajwadi Party (BSP) from a petty regional party to a national party and emerged as a potent threat to two major National parties.\n
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Praful Shakya is an engineer by qualification as well as profession. He also had a brief sojourn as a journalist for Maharashtra Herald (currently Sakal Times) and Times of India, Pune Edition.\n
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Education,M.ed/B.ed./D.ed.,Social Work |
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WOMEN EDUCATION AND DEVELOPMENT: PERSPECTIVES, ISSUES AND CONCERNS |
RAJARSHI ROY (ED.) |
9788175414594 (HB) |
9788175414600(PB) |
2009 |
|
|
xii+212 pp, 2014 imp.
|
160.00 |
1250.00 |
Preface
List of Tables and Figures
1. Universal Women's Education in India- KARUBAKI DATTA
2. Women, Higher Education and Change A Critical Pedagogy For Women- DZINTRA ILIÅ KO
3. Relevance of Exclusive Women's Colleges: Their Mandate- JAYA INDERSEN
4. Women and Higher Education in India- KAUSAR WIZARAT AND VIJAY VRAT ARYA
5. Gender Intervention The Factor Influencing Participation of Tribes in Higher Education- ANJANA PAIRA AND RAJARSHI ROY
6. Bridging the Gender Gulf in Education for Women Empowerment in India- SHOBANA NELASCO AND JUNOFY ANTO ROZARINA
7. Women in Assam: Conflict, Human Development and Decentralization- SUJATA DUTTA HAZARIKA
8. Being A Female Industrial Engineer: A Portuguese Case- CELINA P. LEÃO, CARINA PIMENTEL AND CRISTINA S. RODRIGUES
9. Domestic Violence: A Violation of Human Rights of Women- VIBHUTI PATEL
10. Development of Women's Education in Bangladesh- SAMINA SULTANA, KHANDOKER MAHMUDUR RAHMAN AND RUBA RUMMANA
11. Attitude Towards School Infrastructure Among Girls of Primary Schools: A Survey in West Bengal- DEBDULAL DUTTA ROY AND AMRITA PANDA
12. Women Development Through Tech-voc Education A Case Study In Overseas Teacher's Perspective- S. RENUKADEVI
13. Education and Empowerment of Women An Issue For India- DULAL MUKHOPADHYAYA
Contributors
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Development is the immediate concern, however difficult to achieve ignoring the participation of all for whom it is proposed. In the gendered society like ours, gaps are prominent in favour of males in almost all indices of development, which are actually the resultant of gender-role-stereotyping, often disseminated through formal education and thereby arrange 'gender-creation'.
The volume deals with issues of education, keeping women in its central position to explore the intervening factors and their influence causing status-injury of and intellectual misrecognition for the women as also social impacts of education irrespective of culture, which hinder their development.\n
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Rajarshi Roy, a postgraduate in Education and Sociology and doctorate in Education, is actively associated with Educational and Policy research for the development of oppressed. His specific contribution is in the area of Ethnopedagogy and socio-educational studies for the life-improvement of the population at crisis. Dr. Roy believes in participatory research through observation and introspection. Presently he is associated with a National Research-cum-Training Institute located in Kolkata, under Ministry of Human Resource Development, Government of India, which is dealing with restricted sphere of Education.\n
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Education |
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A REVOLUTIONARY IN EDUCATION KRISTEN KOLD: A PIONEER OF DANISH FOLK HIGH SCHOOL MOVEMENT |
CHITTA RANJAN DAS |
9788175413993 (HB) |
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2008 |
|
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148+vii
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0.00 |
595.00 |
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Folk High schools in Denmark emerged in the middle of the 19th century and provided a space for learning and self-development to seeking souls, especially for the farmers. The folk high school movement drew inspiration from Grundtvig, a pastor, poet and a visionary. Kristen Kold who came from a humble background pioneered the folk high schools which inspired many people's movements including the Danish cooperative movements. These quickly spread to other Scandinavian societies also. Over the years it has spread to other parts of the world and it is now part of an alternative global heritage of learning, self-cultivation and social transformation.
This path-breaking book presents perhaps the first ever biography of this revolutionary in education outside the Scandinavian languages. It will be of interest to all seeking souls who are strivings for new pathways of co-learning and social transformations.\n
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Chitta Ranjan Das based in Bhubaneswar, Orissa, India is an educator, writer and thinker and has now written more than two hundred books on different aspects of our collective human journey and strivings for transformations. Now in his mid-80s, Das continues his creative strivings in literature, education and social transformations.
Ananta Kumar Giri who is on the faculty of the Madras Institute of Development Studies, Chennai shares this journey and continues his work on new horizons of co-learning, mutual flourishing and new paths of cosmopolitan realizations.\n
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Education,M.ed/B.ed./D.ed. |
|
ADHIGAM NIRYOGYON KI SHIKSHA |
HANSRAJ PAL, ASHA PAL |
9788175413894 (HB) |
9788175413900 (PB) |
2008 |
|
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116pp, 2014 imp.
|
195.00 |
595.00 |
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Education,M.ed/B.ed./D.ed. |
|
BEYOND CURRICULUM, PEDAGOGY AND TEACHER TRAINING FOR ENVIRONMENTAL EDUCATION |
RAJARSHI ROY |
9788175414013 (HB) |
9788175414020 (PB) |
2008 |
|
|
238+viii, 2010 imp
|
295.00 |
1250.00 |
Preface
1. Environmental Concerns in the Vedas: A Lesson in Ancient Indian History-R P. Singh
2. Environmental Education and Beyond: Implications for Teachers''Training- Dzintra Ilisko
3. Industrial Safety, Public Health and Environment: A Prospective Educational Profile-S.C Santra, S.Kar and A.C. Samal
4. How Shall I Explore My Environment? : A Physicist's View- M.N. Bapat
5. Teaching Environmental Education: The Multiple Intelligences Approach-Mridula Ranade
6. Environmental Awareness Among Students: A Survey- Rajarshi Roy and Anjana Paira
7. Technology-Rich Environments in Teacher Education- Nili More and Ida Heilweil
8. Environmental Education for a Sustainable Future- Maganlal S. Molia
9. Some Pedagogical Issues on Environmental Education in India-Sanat Kumar Ghosh
10. Environment Education: An Indian Perspectiv-Faisal Zia Siddiqui and Tauseef Z. Siddiqui
11. Tending of Diversity through a Robust Core Curriculum: Gender, Socio-economic Status and Ethnicity as
Components of Environment-Bruce Joyce, Marilyn Hrycauk, Walter Hrycauk and
Emits Calhoun
12. Environmental Education through Mass Communication:Potentialities and Opportunities- Abihijit Bora
13. Trend of Doctoral Research on Environmental Education in Indian Academia- Rajarshi Roy and Anjana Paira
Bibliography and References
Contributors
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In search of sustainability, importance of environment, need for its preservation and protection thereof is now a day felt by the most intelligent species of the planate. Knowledge about environment and its preservation is already in hand in consonance with development of science and technology. The critical responsibility is therefore to evolve appropriate strategies and tactics to disseminate such pertinent information among the masses in general and among the young generation in particular, and thereby to enable them to develop a concern about the environment. However, teachers of the day, who act as a pivot of knowledge-dissemination system, yet to be equipped with the strategies and tactics of developing concerns for environmental education among the students. This is possible following integration between 'ongoing subject of studies' and 'developing concerns about the environment'. The present volume is an attempt in the direction, which address such issues from varied pertinent angles to equip our teachers of varied levels of formal educational institutions. The volume, includes issues that addresses the need of integrating knowledge of the past and present for protection of the environment, need for evolving a disciplinary approach for environmental education, integration of environmental knowledge of the past and present, implications of teachers' training in environmental education, prospective educational profile for environment and safety, innovative approaches of teaching environmental education, exploration of trend of doctoral level research in environmental education and related curricular and pedagogical issues.\n
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Dr. Rajarshi Roy [b. 1972], a practitioner of Education is currently Assistant Professor of Education of National Institute of Technical Teachers' Training & Research [NITTTR], Kolkata. His areas of interest zoomed over pedagogy for development, environmental education, indigenous technology for the life improvement of the population at crisis. Apart, he offers courses on teachers' burnout and stress management.
\n
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Asia/International Relations, |
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CHALLENGES AND DILEMMAS OF STATE-BUILDING IN AFGANISTAN: REPORT OF A STURY TRIP TO KABUL |
ARPITA BASU ROY (ED.) |
9788175414648 (PB) |
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2008 |
|
|
xii+132pp
|
425.00 |
0.00 |
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This volume is an outcome of a study trip undertaken by a team of researchers of the Maulana Abul Kalam Azad Institute of Asian Studies (MAKAIAS) to Kabul, in pursuit of research queries related to state-building in post-2001 Afghanistan. This study trip had a two-fold focus: to study the process of political, economic and social transition in Afghanistan and to explore the possibilities of constructive academic engagement between MAKAIAS and Afghan Institutes. It is a combination of a report and research papers of the team members and Afghan scholars an also contains important information on institutions and organisations in Kabul. Conceived to be an analysis of the challenges and dilemmas of state-building in contemporary Afghanistan this is also intended to be a guide to Afghan Studies.\n
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Arpita Basu Roy is Fellow at the Maulana ABul Kalam Azad Institute of Asian Studies (MAKAIAS), Kolkata. She has been working on Central and South Asia, with Afghanistan being the area of her specific interest since 2000. She has contributed several articles on population movement, gender issues, problems of transitional politics and regional cooperation to several research journals and edited books She has been an invited speaker at various national and international seminars and has visited Afghanistan twice. She is also the author of Afghanistan: Toward a Viable State (Delhi and London: Hope India Publications and Greenwich Millennium Press Ltd, 2002).\n
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Asia/International Relations,Economics, |
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CHANGING JAPAN: OPPORTUNITIES AND CHALLENGES FOR INDIA |
SANJANA JOSHI |
9788175412347 (HB) |
|
2008 |
|
|
221+xviii |
0.00 |
650.00 |
Introduction1. The Japan-U.S. Alliance2. Japan-China Relations3. Japan's Maritime Security Perspectives4. Japan and the United Nations5. Japan's Participation in the Global War Against Terrorism6. Japan's Nuclear Policy7. Future ProspectsAppendicesIndia-Japan Fact SheetJoint Statement Towards India-Japan Strategic and Global PartnershipJoint Statement India-Japan Partnership in a New Asian Era: Strategic Orientation of India-Japan Global PartnershipIndex |
The book assesses the trajectory of Japan's international relations since the end of the Cold War and highlights the required focal points in India's interaction with Japan as a global and strategic partner. 'India-Japan Global and Strategic Partnership' cannot be analyzed in isolation from the dynamics of contemporary international relations. The fundamental question that needs to be answered is - what is driving Japan's recent attempts to raise bilateral relations to a higher level and impart stronger political, economic and strategic dimensions to bilateral relations with India? The focus of the book is on a critical appraisal of five issues - Reform of United Nations, Disarmament, Rise of China, SLOC protection, and Cooperation against International Terrorism. |
Sanjana Joshi is a Fellow with the Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata, since last five years. She has been working on Japan related issues from an Indian perspective for over ten years. From August 2000 to July 2001 she was Japan Foundation Research Fellow and was affiliated with the University of Tokyo. Her work has been published regularly in various academic journals and newspapers. |
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Asia/International Relations, |
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COMPOSITION AND REGIMENTAL SYSTEM OF THE INDIAN ARMY: CONTINUITY AND CHANGE |
P.K. GAUTAM |
9788175414242 (HB) |
|
2008 |
|
|
90+xii |
0.00 |
350.00 |
AcknowledgementsPrefaceList of Tables and BoxesChapter 1 The Re-emphasis of the Human FactorChapter 2 Evolution of the Indian Armed ForcesChapter 3 Nature and Character of War and Combat-Effectiveness Chapter 4 Why Soldiers Fight and the Regimental System Chapter 5 The Present Structure and ArrangementChapter 6 Examination of the Pros and Cons of the Present System Chapter 7 Policy Implications Appendix: Recruiting ZonesIndex |
The Indian Armed Forces are intimately linked to Indian society. Their role in national integration is a fascinating inquiry. The book traces the historic evolution of the Indian Armed Forces and then relates it to the extant composition and regimental system of the Indian Army.This sociological study of the military includes insights into the inherent strengths of the army. It explores and explains the central ideas and motivations for a battle-tested military and combat effectiveness. It shows that 'class' based units have an important role to play. This book will add an important perspective to the limited literature on core issues of democratisation, citizenship and military effectiveness. |
Col. P. K. Gautam (Retd) is a Research Fellow at the Institute for Defence Studies and Analyses (IDSA), New Delhi since August 2005. He was commissioned in the Regiment of Artillery in 1970. Col. Gautam was a gun position officer with 24 Medium Regiment comprising Sikh troops in the 1971 Indo-Pakistan war in Bangladesh and also an observation post officer with the infantry. A Staff College and Long Gunnery Staff Course graduate, he has been an instructor twice at the School of Artillery. His last assignment was in the Faculty of Studies at the School of Artillery, from where he took premature retirement in 2000. He is the author of three books, Environmental Security (2003), National Security: A Primer (2004), and Operation Bangladesh (2007). His articles on military history, nuclear strategy, military and naval strategy, military sociology and environment have featured in a number of national and international journals, and books. He was on the editorial staff at the United Service Institution of India from 2002 to mid-2005. |
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Asia/International Relations,,,Political Science |
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CULTURES AND SOCIETIES IN TRANSITION: INDIA, RUSSIA AND OTHER CIS COUNTRIES |
MANU MITTAL (ED.) |
9788175414174(HB) |
|
2008 |
|
|
330+xiv |
0.00 |
750.00 |
ForewordPrefaceAcknowledgements1. The Voyage of Socio-Cultural Evolution in India and the CIS Manu Mittal 2. The Process of Cultural Transition in RussiaSankar Basu3. "New Currents in Russian Poetry" Mikhail Epstein's After the Future Abhai Maurya4. Impact of Social Transition on Russian National IdentityA.V. Yegorova5. Mass Media and National Identity in Multi-Cultural Society of Russia In Search of a Balance between Toleration and Freedom of Expression Veronica V. Usacheva 6. Three Centuries in Cultural Transition of the Kazak Society Güljanat Kurmangaliyeva Ercilasun7. Indo-Persian Literary Culture and Central Asia Through Iranian Perspective S.A. Hasan8. Society and Culture in the Twenty-First Century Role of Science and Religion in Development Mahnaz Merchant9. Impact of Globalization on Culture One World Culture Neelmani Upadhyay10. Psychological Aspects of Cultures and Societies in Transition N.K. Sharma11. Globalization and National Culture DevelopmentZarrin Abdukhalik-Zade12. The Origin of the Cult of Fertility Central Asian and Indian Rock Art Debal Dasgupta and Vishwas H. Sonawane13. Women's Liberation LiberalizedRitoo M. Jerath14. The Russian Economy in the Post-Soviet PeriodMeeta Narain15. Indo-Russian Bilateral Relations in 21st Century A Brief Report A. Rajeshwar Raju16. The Dilemma of Ethnicity and Territoriality in Present Day Russia Ranjana Banerjee17. Transformation of the Silk Road Concept With Reference to Kyrgyzstan - India Relations Indira Musaeva18. The Kyrgyz Revolution Before and After Konuralp Ercilasun19. Cultural Revivalism in Present UzbekistanTashmirza Khalmirzaev 20. Functional Specificity of Oriental International Lexicon (OIL) in the Languages of Central Asia and India Azad N. Shamatov and Sirajuddin S. Nurmatov21. On the Reflection of Some New Scientific and Cultural Notions in Indian Life by Means of Modern Hindi Mahira Nasirova22. Resurgence of Hindi in the Wake of GlobalizationGajendra S. Chauhan23. Problems of Single Mother Two Different Approaches J.P. Dimri and A. Charumati Ramdas24. Contemporary Russian Plays A New Experience Nasar Shakeel RoomiNote: Chapter no 25 to Chapter no 37 are in Russian language Chapter no 38 & 39 are in HindiList of Contributors |
As political, economic and social changes sweep across the globe, the term globalization acquires a meaning much beyond geopolitics and economics to include the globalization of culture. While societies attempt to reconcile their ancient as well as new cultural identities they silently and sometimes turbulently witness a state of dynamic flux unleasing powerful forces of further socio-cultural transition.India reflects a multitude of cultures both traditional and modern, that often blend, sometimes co-exist, at other times clash and at times fuse to give new meaning, form and expression in arts, language and culture.While contemporary Russian social and cultural trends break from the Soviet past, the newly independent States of the CIS in their assertion of national identities are distancing themselves from Russian language, literature, art forms and cultural heroes by either reviving lost traditions or attempting to find new cultural voices.These social and cultural transitions and transformations and the cultural history in the making in India and the CIS, need a close study. This book is a collection of critiques and essays by leading experts from diverse backgrounds from India, Russia and other CIS countries and brings together their insights and views on the rapid socio-cultural transition that these countries are passing through. |
Manu Mittal is a philologist who after her postgraduate education at the Peoples' Friendship University, Moscow, returning to India obtained MA in English and PhD in psycholinguistics. In 1985 she joined the Centre of Russian Studies, School of Language, Literature and Culture Studies, Jawaharlal Nehru University, New Delhi, where, she is currently an Associate Professor.She has researched, published as well as lectured in Indian and Russian Universities on various aspects of Russian language, literature and culture. She has also traveled widely looking for Indian-Central Asian links and the Indian connection to the Silk Routes. Her other books are in the Soul's Twilight: Remembering F.I. Tyutchev, and Beyond the Silk Route Indian and Central Asian Links through the Ages a revised and illustrated edition of which is to be released soon.Besides academics, she volunteers time with Caring Foundation, an NGO committed to health, education, and community empowerment. |
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Economics,North-East India |
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DEVELOPMENT DYNAMICS IN NORTH-EAST INDIA |
JAYANTA KUMAR RAY, RAKHEE BHATTACHARYA (ED.) |
9788183640466 (HB) |
|
2008 |
|
|
xiv+376
|
0.00 |
995.00 |
Preface
Acknowledgement
List of Table
Introduction
SECTION I: POLITICAL DYNAMICS OF NORTH EAST INDIA
1. Looking at Contemporary Governance in North East India * Abhijit Choudhury
2. Pangs of Proximity: India's North East and Her Eastern Neighbours * Ishani Naskar
3. North East India Planning in the Winds of Change * Toki Blah
SECTION II: NORTH EAST INDIA'S ECONOMY: DEVELOPMENT BOTTLENECKS
4. Challenges of Natural Disasters * Shyamananda Bhattacharjee
5. Development of Infrastructure in Mizoram: Problems and Prospects * James L.T. Thanga
6. The Dynamics of Economic Change and Good Governance: Issues of Development * T.C. Nunga
7. Regional Structure: Income and Growth in India's North East * Rakhee Bhattacharya
SECTION III: NORTH EAST INDIA'S ECONOMY: REVIVAL STRATEGY
8. Rethinking Development Paradigms: Issues and Perspectives * Vanlalchhawna
9. Towards a Professional Identity: Soccer as a Career Option in Contemporary Manipur * Kausik Bandyapadhaya
10. An Exploration into the Possibility of Economic Development through India's Look East Policy: A Mizo Perspective * L.H. Rawsea
SECTION IV: CONFLICTS IN NORTH EAST INDIA: HINDERING DEVELOPMENT
11. Conflict and Insurgency: Historical Perspective; Threat to Security and Development * Lt. Gen. J.R. Mukherjee
12. Challenging the Nation-State: Secessionism and Insurgency * Sajal Nag
SECTION V: ROLE OF INSTITUTIONS AND MEDIA IN NORTH EAST INDIA'S DEVELOPMENT
13. Religion and Colonial Politics: Assam Myanmar and Buddhism * Swapna Bhattacharya (Chakarborti)
14. Mizoram and the Role of the Presbyterian Denomination * Margaret L. Pachuau
15. Challenges before the Media * Subir Bhaumik
16. Educational Indicators of Human Development: An Analysis * Lalhmasai Chuaungo
17. Female Work Participation Rate in Mizoram: An Analysis from Development Perspectives * Lalhriatpuii
Contributors
Index
|
Northeast India, once perceived as a 'paradise', has now become a 'problem' in perpetuity due to its badly managed economy and an absolute lack of political vision. Side by side, words like 'alienation', 'exploitation' and 'insecurity' are being 'used' across the region to instigate the dangerous problem of insurgency. This has kept the region continuously in a state of flux devoid of political or economic stability so crucial for any meaningful development, negating the effects of whatever little economic development has taken place in the region. Centre's continuous development initiatives under the Special Category Status releases huge amount of development funds without creating necessary credit absorption capacity in the economy and consequently has remained unsuccessful in delivering the results woefully dismal have been the half hearted attempts made by the different State Governments in the region from time to time in the name of development. Most of these efforts were directed only towards extracting more assistance and more grants from the Centre. The book revisits these failed initiatives and re-examine the crucial areas while searching for an alternative.
The volume focuses on an integrated approach towards inter-related issues in the entire region with 'development' as the pivotal and overarching factor. The collection of seventeen articles are, categorized into five broad sub-sections, extending from political dynamism to economic intricacies, social conflicts and the role of institutions which gives us an opportunity to come across the thoughts of scholars to trace the roots of and connections between, the problems that plague this region and eventually to forge a common strategy to address the issue of backwardness of this region.\n
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Prof. Jayanta Kumar Ray, a founder member of the Maulana Abul Kalam Azad Institute of Asian studies, is the Chairman of its Executive Council. Some of his previous assignments were: Centenary Professor of International Relations and Director of Centre for South and South-East Asian Studies, University of Calcutta; Professor of Behavioural Sciences, Indian Institute of Public Administration, New Delhi; Senior Research Associate, Institute for Defence Studies and Analyses, New Delhi. He has to his credit a number of important publications in the field of public and international affairs.
Dr. Rakhee Bhattacharya, an economist by profession, is a Fellow with the Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata. Her teaching affiliation was with Shillong College, Shillong. She worked earlier with the National Council of Applied Economic Research, New Delhi, Asian Development Research Institute in Patna, and Institute of Social Studies Trust, New Delhi, and published several research articles in the areas of development, disparity, poverty, regional economies and economy of insurgency.\n
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Asia/International Relations,,,Political Science |
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DUELING ISMS: SOVIET AND REGIONAL IDENTITY IN CENTRAL ASIA |
NANDINI BHATTACHARYA |
9788175413702(HB) |
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2008 |
|
|
291+xvi |
0.00 |
400.00 |
ForewordPreface1. Introduction 2. Socialism and Nationalism3. Political Evolution and Economic Experience: Central Asia under the Soviet Rule4. Religion: The Determining Factor in Central Asian Identity5. Role of Language in the Identity: Formation of Central Asia6. Role of Ethnic Factors in the Development of Multi- Layered Identities in Central Asia7. Perestroika, Glasnost and the Change in Central Asia8. Quest for Identity Continues-Conclusion Bibliography Endnotes Index |
Marxist ideology and ethnic identities are usually counterpoised in the mainstream literature. No where has the mutual dynamics and interactions between these two forces been more profound and innovative than in the Soviet Central Asia. This book offers a lucid explanation of this volatile and little understood phenomenon. Duelling Isms concerns the events of post-Soviet Central Asia and on the inter-ethnic relations in the Eurasian region, where initially after the Soviet disintegration there was a nationalising impulse that threatened the internal harmony of the multi-ethnic societies. The book shows how the Soviet Union tried to accommodate national, ethnic, religious, linguistic and regional identities as long as they did not clash with Soviet identity. The work reveals the mechanisms through which the Soviet system even encouraged some of these identities such as the linguistic identity of the Tajiks, though these identities had their relative spheres of influences and were subservient to the larger Soviet identity. The book draws attention to the difficulties involved in consolidating national identities in the post-Soviet period. Given the centrality of ethnic and Islamist impulses of contemporary times, the book is sure to raise curiosity for any one interested in the history and sociology of Soviet Central Asia. |
Dr. Nandini Bhattacharya teaches in Calcutta Girls' College and is an avid researcher. Her publications have appeared in a number of reputed journals and she has contributed book chapters to several edited volumes. She has completed a UGC Minor Research Project on Central Asia is presently associated with research on memory and partition history. |
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000350.jpg |
Economics |
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ECONOMIC REFORMS: THE INDIAN EXPERIENCE |
K.D. SAKSENA |
9788175414143(HB) |
8175412941(PB) |
2008 |
|
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536 + xxii pp (3RD ED.) |
350.00 |
1650.00 |
PrefaceLIST OF TABLESECONOMIC REFORMS: CONCEPT, CONTENTS AND CONSEQUENCES - AN OVERVIEW;Concept and Contents of Economic Reforms, An Empirical Analysis of the Consequences of Economic Reforms, Some Gains and Losses of Economic Reforms Summarily Stated-The Balance Sheet, Some Other Significant TrendsGROWTH OF GDP, STRUCTURE OF GDP, AVAILABILITY AND EMPLOYMENT: GDP and GDP Per Capita, Economic Performance of India and Other Selected Countries, Demographic Trends in India and Other Selected Countries, Structure of GDP, Structure of GDP in Selected Countries, . Structure of GDP in Agriculture, Forestry and Fishing Sector . Structure of GDP in the Industry Sector, Structure of GDP in the Service Sector, Production and Availability, EmploymentPROGRESS OF PRIVATISATION AND GROWTH OF THE PUBLIC SECTOR: Progress of Privatisation, Public Sector, Some ConclusionsHUMAN DEVELOPMENT, POVERTY AUEVIATION AND REDUCTION IN INEQUALITIES: GDP Growth, Human Development and Poverty Reduction, Human Development, Human Poverty, Inequalities, Gender InequalitySAVINGS, CAPITAL FORMATION AND FOREIGN INVESTMENT: Role of Savings in a Developing Economy, Growth of Domestic Savings (GDS), Growth of Capital Formation, Growth of Savings-Investment Gap, Growth of Foreign Investment in India, Foreign Direct Investment in India and Other Countries, Foreign Investment's Contribution to Total Capital Formation in India, Savings, Investments and Real GDP GrowthGROWTH OF AGRICULTUREGDP and Capital Formation in Agriculture, . Area Under Cultivation, . Agricultural Production, Agricultural Productivity, Availability and Use of Agricultural Inputs, Agricultural Credit, Agricultural Exports, Terms of Trade Between Agricultural and Non-Agricultural Sectors, Agricultural Subsidies and Public Investment in Agriculture, Some Broad Conclusions and Action PointsFOODGRAINS POLICYBroad Objectives of Foodgrains Policy, Measures to Operationalise the Foodgrains Procurement and Distribution Policy, Some Undesirable Consequences of the Operational Measures, Growth of Availability, Procurement, Distribution and Stocks of Foodgrains, Minimum Support Prices, Economic Costs of Procurement and Public Distribution ofFoodgrains, Some Suggested AlternativesGROWTH OF INDUSTRYGDP and Capital Formation in Industry, Industrial Production, Performance of SS I Sector, Exports of Manufactured Goods, Reasons for Deceleration ofIndustrial Growth in the Decade of Refonns, Need for Reorientation ofIndustrial PolicyGROWTH OF RESOURCE MOBILIZATION BY CENTRAL AND STATE GOVERNMENTSMobilization of Total Revenue: Tax and Non- Tax, Tax Revenues, Non-Tax Revenues, . Resources Transferred from the Centre to the States' , Capital Receipts, Some Conclusions and SuggestionsGROWTH OF EXPENDITURE BY CENTRAL AND STATE GOVERNMENTSRevenue and Capital Expenditure, Non-Developmental and Developmental Expenditure , Government Expenditure (Centre and States Combined)in Selected Sectors, Major Components of Non-Developmental Revenue Expenditure, Subsidies, Some Significant Points Emerging from the AnalysisDEFICIT FINANCING BY THE GOVERNMENTConcepts of Deficit Financing, Rationale for Relating All Deficits to GDP, Sustainable Deficit Financing, Concepts of Fiscal Responsibility and Debt Management, Some Fallacies Relating to Deficit Financing, Gross Fiscal Deficit, GDP, Capital Formation, Inflation, Current AIC Deficit and Debt Indicators-Empirical Evidence of Relationships, Growth of Centre's Overall Budgetary Surplus/Deficit and Its, Financing, Growth of Deficits, Growth of Receipts and Payments of Interest, Growth of Total Expenditure and Fiscal Deficit, Growth of Financing Pattern of Centre's Gross Fiscal Deficit . Growth of Financing Pattern of States' Fiscal Deficit, Some Indicators of Fiscal Discipline, Some Important Points Emerging from the AnalysisINDIA'S EXTERNAL AND INTERNAL DEBTS AND OTHER LIABILITIESGrowth of Volume, Structure and Sustainability of External Debt, Growth of External Assistance, Growth of Intemal Debt and Other Internal Liabilities of the Centre, Growth of States' Debt, Growth of Domestic Liabilities of the Centre and the States CombinedGROWTH OF FOREIGN TRADE AND STRUCTURE OF PRINCIPAL EXPORTS AND IMPORTSIndia's Principal Exports, Technology Intensity of India's Exports, Contribution of Foreign Investment Companies to India's Exports, Exports of Selected Agricultural and Allied Products, Quantities Exported of Selected Agricultural and Allied Products, Exports of Selected Manufactured Goods, India's Share in World Export of Selected Commodities, Principal Imports, Oil Exports and Oil importsBALANCE OF PAYMENTS AND GROWTH OF FOREIGN EXCHANGE RESERVES Current Account Balance, Current Account Deficits and Fiscal Deficits, Some Fallacies About Current Account Deficit, Sustainable Level of Current Account Deficits, Growth of Invisible, Impact of Oil Imports on Foreign Trade Deficit, Growth of Capital Receipts, India's Overall Balance of Payments and Monetary Movements, Growth of India's Foreign Exchange Reserves, Adequacy of Foreign Exchange Reserves, Capital Account ConvertibilityINFLATION AND THE PURSUIT OF PRICE STABILITYInflation and GDP and Employment Growth, Measurement of Inflation in India, Behaviour of Wholesale Prices, Behaviour of Consumer Prices, Inflation Rate and Growth of GDP, Employment and Related VariablesINDIA AND CHINA: LESSONS FROM CHINESE ECONOMIC REFORMSLimited Validity of Comparison, Meaning and Contents of Economic Reforms, Salient Features of Economic Refonns in China and A Comparison with Indian Situation, Performance of Indian and Chinese Economies: A Comparison . Some Lessons from the Chinese Experience, Catching up with ChinaINTER-STATE DEVELOPMENT DISPARITIES. Net State Domestic Product, Poverty and Human Development, Structure of State Domestic Product (SDP), Labour Productivity in the States, Population, Density of Population and Urbanisation in the States, Changes in Total Fertility Rates and Couple Protection Rates, Foodgrains Production in the States, Employment and Unemployment, infrastructure-Road Connectivity and Electricity Consumption in the States., Basic Health Facilities, Households with Safe Drinking Water, Pucca Houses and Toilet Facility, Literacy and Schools in the StatesINTER-STATE RURAL AND URBAN DEVELOPMENT DISPARITIESPoverty Levels, Consumption Levels, Human Development Index (HDI) and Human Poverty, Index (HDI), Growth of Literacy, Growth of Basic Amenities, Health Related Indicators, Employment and Unemployment, Road Connectivity At Village Level,INTER-STATE GENDER DISPARITIES IN DEVELOPMENTGender Inequality Indicators, Literacy and School Education, Longevity and Sex Ratio, Employment and Unemployment RatesPATTERNS O(PUBLIC EXPENDITURE IN THE CENTRE AND THE STATESPlan and Non-Plan Expenditure, Revenue and Capital Expenditure, Capital Content of Plan and Non-Plan Public Expenditure, Changes in the Composition of Public Expenditure, Public Expenditure on Education and Health, Sectoral Composition of Actual Plan ExpenditureAPPENDICESStatement on Industrial Policy, National Agriculture Policy Index |
It analyses the performance of the Indian economy during a decade of wide ranging economic reforms, which commenced in mid-1991, as compared to its behaviour in the eighties when some piecemeal measures of liberalization had been taken. Starting with an overview, the book comprehensively covers important aspects like GDP and Employment Growth, Human Development, Poverty Alleviation, Privatization, Savings and Investment (including foreign investment), Agriculture, Industry, Resource Mobilisation by the Government, Public Expenditure, Deficit Financing, External Debt, Foreign Trade, Balance of Payments and Behaviour of Prices. A comparative study of economic growth in India and China during the reforms period has been made to draw some lessons from the Chinese experience. Inter-state disparities in development (including rural and urban and gender disparities), and inter-state variations in public expenditure patterns and their implications, have also been analysed. The entire study is based primarily on empirical evidence relating to two decades, the eighties and the nineties, collected from various authoritative national and international sources. Rs 1200US$ 45 |
Keshava Dayal Saksena topped in M.A. (Economics), Lucknow University in 1957. Throughout first class, he won several academic distinctions. Was Ford Foundation Research Scholar, Delhi School of Economics/Institute of Economic Growth, Delhi from January 1958 to May 1961. Joined Indian Administrative Service on June 1, 1961. Held several senior positions in both the Central and State Governments including Adviser, Planning Commission, Secretary to Govt. of India, Ministry of Textiles and Member, BIFR. Was Economic Planner, Bhutan in 1989 on a UNDP assignment.Work done by Saksena as Visiting Fellow, Queen Elizabeth House, Oxford, during 1984-85, published in the form of a book 'Pricing Policies and Price Control in Developing Countries' in 1986 simultaneously by Frances Pinter (Publishers), London and Lynne Rienner Publishers Inc., Colorado, USA, was widely acclaimed. Subsequently, Shipra Publications published 'Environmental Planning, Policies and Programmes in India', a book written by him under an Author's Contract with the FAO of United Nations, in 1993 and another book 'Dynamics of India's Textile Economy' in 2002. |
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SHIPRA PUBLICATIONS |
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http://www.shiprapublication.com/images/book/thumbimgs/000201.jpg |
Political Science,Education,M.ed/B.ed./D.ed.,Religion & Philosophy,History/Culture |
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EDUCATION GANDHI AND MAN: SELECT WRITINGS KHWAJA GHULAMUS SAIYYADAIN |
AKHTARUL WASEY, FARHAT EHSAS(ed.) |
9788175413870(HB) |
9788175413887(PB) |
2008 |
|
|
218+x
|
160.00 |
850.00 |
Preface
Acknowledgement
1. New Challenges to Education
2. The Relevance of Gandhi to Social Reconstruction with Special Reference to Education
3. Gandhi's Concept of Culture
4. Gandhi's Concept of Religion
5. Gandhi's Lovable Personality
6. Quest for the Good Life
7. The Concept of Man
8. Maulana Azad as I Knew Him
9. A Great Indian Poet-Iqbal
10. The Challenge of Badshah Khan
11. New Tasks before Jamia Millia Islamia
12. Aligarh Muslim University: A Retrospect and a Prospect
Biographical Sketch of Khwaja Ghulamus Saiyyadain
Index
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...The task of education is the task of training good men and women with a quality of goodness...
...He (Mahatma Gandhi) not only meant all that he said and wrote but for him a thought in the morning was a deed by nightfall, so far it was humanly possible...
Khwaja Ghulamus Saiyyadain was a traditional man but in a more rewarding sense of the term. He inherited all the good values of the social, cultural and religious ethos that the Indo-Islamic civilization offered to a sensitive and intelligent human being. But he did not remain confined to these illuminating effects of the tradition but used them to further enlighten his mental horizons whereas he enriched his mind with modern knowledge. His Writings shall be found useful by the readers.\n
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Prof. Akhtarul Wasey is teaching Islamic Studies at Jamia Millia Islamia and is also Honorary Director of Zakir Husain Institute of Islamic Studies, Jamia Millia Islamia, New Delhi.
Farhat Ehsas is also associated With the Zakir Husain Institute of Islamic Studies. He is an acclaimed poet and writer.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000344.jpg |
Education,Literature/Language,Religion & Philosophy |
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EDUCATION, LITERATURE AND ISLAM: WRITINGS BY MOHAMMAD MUJEEB |
AKHTARUL WASEY, FARHAT EHSAS(ed.) |
9788175413955(HB) |
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2008 |
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314+xiv
|
0.00 |
1500.00 |
Preface
Introduction
1. Speaking for Myself
2. My Schooldays
3. Right and Wrong in Education
4. Textbooks: New Ideals and Responsibilities
5. Education and Traditional Values
6. Culture
7. Conscience
8. When the World is Too Much with Us
9. Secularism
10. Sufism in India
11. Indo-Iranian Synthesis in Literature
12. The Perso Arabic Script
13. Amir Khusrau
14. Ghalib: The Poetic Tradition
15. Ghalib as Poet
16. Iqbal
17. Umrao Jan Ada
18. What Shakespeare Means to Me
19. Glories of Indian Art
20. The Red Fort
21. The Qutub Complex as a Social Document
22. The Status of the Individual Conscience in Islam
23. Freedom and Obligation: The Islamic View
24. Islamic Influence on Indian Society
25. The Indian Muslims after Independence
26. Gandhi and the Muslim Masses
27. Guru Nanak Through Muslim Eyes
28. The Discovery of India
29. Approach to the Study of Medieval Indian History
30. The Meaning of Indian History
31. The Middle Ages (ad 900-1450)
32. The Religious World-State (ad 200-900)
33. A Century of Revolutions (1750 1850)
34. Profiles of Some Great Cultures
Index
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....Education has become a process of transmission and reception, and the more smooth-working the machinery, the more satisfactory the results. Consider the rich variety of methods...
.... Nature appears in few symbols-spring, rose, poppy, valley, mountain, shore, wave, stream, sun, moon, light, shade, darkness, thorn, wasteland. There are archetypes of lover and beloved, mythical....
Prof. Mujeeb was one of the most brilliant stars of the firmament of new ideas that the group led by Dr. Zakir Husain spread out over the Jamia Millia Islamia, which was both the birth-ground of a new educational philosophy and practice and a battle-ground of new ideas necessary to lead the Indian Muslim into a future of intellectual and spiritual freedom, a happy balance of faith and rationalism and a constructive synthesis of core Islamic and Indian civilizational values. This book represents all the shades and hues of the astonishingly diverse intellectual and academic expressions and achievements that Prof. Mujeeb was known for.
\n
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Prof. Akhtarul Wasey is teaching Islamic Studies at Jamia Millia Islamia and is also Honorary Director of Zakir Husain Institute of Islamic Studies, Jamia Millia Islamia, New Delhi.
Farhat Ehsas is also associated with the Zakir Husain Institute of Islamic Studies. He is an acclaimed poet and writer.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000343.jpg |
Economics, |
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EMPOWERING PUBLIC SECTOR ENTERPRISES IN INDIA |
DEPT. OF PUBLIC ENTERPRISES, MINISTRY OF HEAVY INDUSTRIES AND PUBLIC ENTERPRISES |
9788175413719(HB) |
|
2008 |
|
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223+xxxi
|
0.00 |
550.00 |
Foreword
Acknowledgement
Introduction
Part I
INAUGURAL SESSION
Inaugural Address
Hon'ble Dr. Manmohan Singh
Prime Minister of India
Keynote Address
Hon'ble Shri Santosh Mohan Dev
Minister of Heavy Industries & Public Enterprises
Welcome Address
R.C. Panda
Secretary, Ministry of Heavy Industries & Public Enterprises
Vote of Thanks
S. Behuria
Chairman, SCOPE
PART II
TECHNICAL SESSION
Special Address
Hon'ble Shri Jairam Ramesh
Minister of State for Commerce
Empowering PSEs for Growth
Mrityunjay Athreya
A Road Map to Success: The Story of NBCC
Arup Roy Choudhary
India Oil's Vision and Mission
V.C. Agrawal
Corporate Governance: A Public Sector Perspective
G. Ojha
Unshackling the Indian Public Sector
V.K. Agarwal
Central Public Sector Enterprises: Challenges Ahead
R. C. Panda
PART III
REPORT OF AD HOC GROUP OF EXPERTS
Report of Ad Hoc Group of Experts on Empowerment of Central Public Sector Enterprises
Appendix 1
Appendix 2
References
Index
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The public sector enterprises in India have an important role to play during the Eleventh Five Year Plan and in the increasingly globalised world. The book addresses some of the burning issues before these enterprises such as diversification competition autonomy and corporate governance. The book an outcome of 'Proceedings of Chief Executives Conference on Public Sector Enterprises' is indispensable for academics public sector managers and policy planners.\n
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SHIPRA PUBLICATIONS |
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http://www.shiprapublication.com/images/book/thumbimgs/9788175413719.jpg |
Asia/International Relations,Economics, |
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INDIA-AUSTRALIA RELATIONS: CONVERGENCES AND DIVERGENCES |
D. GOPAL(Ed.) |
9788175414112(HB) |
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2008 |
|
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384+viii |
0.00 |
950.00 |
Preface1. Introduction D. Gopal2. Conspicuous Hospitality: Cultivating a New Racial Etiquette in Australia, 1930-1960 David Walker3. The Process of Positive 'Native Title' Determination in Australia: Leading to a 'Negative Title'? Priti Singh4. Benign Whiteness in Australian Race Relations Auriol Weigold5. Indians in Fiji in the Nineteenth Century: An International Communication Perspective Peter Putnis6. State and Citizenship in the Asia-Pacific: A Case Study of Japan and Australia Varalaxmi Naik7. Minority Women and Forced Migrations: A Comparative Study of Flight and Settlement Experiences of Women Refugees in India and Australia Ruchira Ganguly-Scrase and Roberta Julian8. Culture and Security: A Lost Opportunity? Greg Battye9. Compassion and Fear-Convergence and Divergence: Politics and the Media Peter Gale10. Glimpses of India: A Military Dekko Susan Cowan11. Whose Nation? Understanding Nationalism in India and Australia Swaraj Basu12. Structural Economic Reforms of Australia and India: Prospects for Bilateral Linkages D. Gopal13. Small Business Enterprises: A Comparative Overview of India and Australia Sailaja Gullapalli14. India-Australia Relations: Pattern of Alternation between Convergences and Divergences Y. Yagama Reddy15. Australia-India Relations During the Howard Era Rupakjyoti Borah16. Economic Reforms in India and Australia: Challenges Ahead Jasbir Singh17. Across the Ocean: Catching the ICT Trail Amita Singh18. The Politics of Rising Expectations: Middle Class Experiences of Economic Restructuring in India and Australia Timothy J. Scrase and John Robinson19. Reflections on India-Australia-USA Strategic Triangle Chintamani Mahapatra20. Combating International Terrorism Post-9/11: Responses of Australia, India and Japan Rajesh Kapur21. India-Australia Strategic Relations in the Post 9/11 World Tej Pratap Singh22. Energy Security and the Indian Ocean Region: Constructing an Indian Ocean Energy Community Dennis Rumley and Sanjay Chaturvedi23. Energy Resource Management: Experience and Prospects of Australia and India Nabeel Ajmal Mancheri24. Australia and India: Indian Ocean Security Vanlaltluangi Aruna Ruth25. Non-Traditional Challenges to Indian Ocean Security: Prospects for India-Australia Co-operation S. Utham Kumar Jamadhagni and S. I. Humayun26. India and Australia in United Nations Peacekeeping Operations: Convergence and Divergences Yeshi ChoedonIndexContributors |
Currently witnessed developments in India-Australia bilateral relations are engaging the attention of scholars on both sides of the Indian Ocean. This book includes the contribution made by leading scholars from both India and Australia having bearing on the political economic and security realities of the emerging global order. Not only do they critically examine the evolving of the dynamics of the India-Australia relations but offer insightful analysis on the future trajectory of the bilateral relations highlighting the undercurrents of divergence and convergence in the policy orientations and overtures of the two countries.Purported not only to sustain the currently ongoing meaningful scholarly exchanges the volume provides the much-needed useful perspectives to the policy makers of both countries marking yet another milestone in the growing mutuality interests between the scholars from both sides of the Indian Ocean |
D. Gopal is Professor in Political Science and Programme Co-ordinator of Australian Studies at the School of Social Sciences Indira Gandhi National Open University. A scholar in International Relations Prof. Gopal has travelled Australia and delivered lectures in several universities in Australia. He has to his credit several of his published works in scholarly journals books and edited volumes. |
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SHIPRA PUBLICATIONS |
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http://www.shiprapublication.com/images/book/thumbimgs/000337.jpg |
Asia/International Relations,Religion & Philosophy |
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ISLAMIC RESPONSE TO CONTEMPORARY CHALLENGES |
AKHTARUL WASEY |
9788175413979(HB) |
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2008 |
|
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200pp
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0.00 |
550.00 |
Acknowledgement
Introduction
1. Islam, the West and Muslims
2. The Real Face of Islam: Liberal or Conservative
3. World Peace and Islam
4. Islam and Violence
5. Islam and Co-existence in a Pluralistic Society
6. Islam and Science
7. Citizenship and Minority Issues: A Quranic Perspective
8. Islam and Minority Rights
9. Muslim-Non-muslim Relations: Principles and Application
10. Islam and Religious Pluralism
11. Islamic Model for Social Harmony
12. Social Justice and Gender Equality
13. Islamic Education for the Development of Nation's Welfare: Bridging the Gap Between Developed and Developing Countries
14. Significance of Muslim Media in the Context of Misinformation about Islam
15. Islamic Teachings: Maternal Health and Adolescent Reproductive Health Issues
16. Islam, Universality, Physical Health and Wholesomeness of Life
17. Arab Islamic Civilization: Past and Future- An Indian Perspective
18. Islamic Law: The Ultimate Answer to Contemporary Questions
Index
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This book deals with some vital contemporary questions and doubts about the role and character of Islam which, in its extreme form, has taken the shape of what Huntington has called the 'Clash of Civilisations'. Huntington has wrongly pitted Islam against the Western civilization whereas the author has proved that Islam stands for dialogue and cooperation.
The author has shown through documentary evidences how false and prejudiced are the allegations currently leveled against Islam. Unlike many traditional defenders of Islam, he has not indulged in counter-accusations. Instead, he has holds the rulers of Islamic countries guilty, for their conduct is contrary to the basic teachings and principles of Islam as enunciated by the Prophet (PBUH).
The book deals with such vital topics as the Islamic attitude towards non-Muslims and minorities, pluralism and coexistence, gender justice, public health and, above all media and communication. It projects true image of Islam.
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Prof. Akhtarul Wasey is teaching Islamic Studies at Jamia Millia Islamia and is also Honorary Director of Zakir Husain Institute of Islamic Studies, Jamia Millia Islamia, New Delhi.\n
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SHIPRA PUBLICATIONS |
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Asia/International Relations |
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MARITIME FORCES IN PURSUIT OF NATIONAL SECURITY: POLICY IMPERATIVES FOR INDIA |
GURPREET S KHURANA |
9788175414303 (HB) |
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2008 |
|
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142+xvi |
0.00 |
395.00 |
PrefaceList of MapsList of PhotographsAbbreviationsINTRODUCTIONHistorical BackdropCurrent Geo-Strategic SettingINDIA'S MARITIME INTERESTSMaritime ZonesIsland TerritoriesOverseas TradeStrategic ImportsStability in the Indian Ocean RegionOTHER STAKEHOLDERS IN THE INDIAN OCEANRegional LittoralsExtra-regional PowersINDIA'S SECURITY CONCERNSMilitary ConflictsMilitary Confrontations Short of WarSecurity of Sea-lines/Strategic ImportsMaritime 'Disorder' at SeaINDIA'S POLICY IMPERATIVESThe Three Broad ImperativesMission-based Imperatives: Review & RecommendationsCONCLUSIONIndex |
The growing interest of nations in the ocean-realm has become discernable in recent years, leading to an increased significance of maritime security. This is particularly relevant to India, whose vital stakes are expanding beyond its terrestrial confines. How has this increased the responsibility of Indian maritime forces? Can we expect these forces to satiate national-security interests beyond maritime affairs? What approach and capabilities are needed for this? As an attempt to answer these questions, this book is intended for a 'wide-spectrum' readership; ranging from a layman but a keen observer of national/ global events that affect him, and who seeks an association with India's growing eminence; to the academics and Indian policy makers. |
Commander Gurpreet S Khurana was commissioned into the Indian Navy in 1988 and is a Missile Warfare specialist. He has held appointments of Missile Officer of corvettes, Commanding Officer of Torpedo Recovery Vessel, Staff Officer to Vice Chief of Naval Staff and Deputy Director Naval Intelligence. In 2002, he commissioned INS Tarmugli (Fast Attack Craft based at Port Blair) as its first Commanding Officer. He joined IDSA as Research Fellow in 2003. His research interests include maritime security/ strategic issues in the Indo-Pacific region and armed forces doctrines. He is presently involved in the study of the Chinese naval strategy and modernisation. |
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SHIPRA PUBLICATIONS |
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http://www.shiprapublication.com/images/book/thumbimgs/000363.jpg |
Economics |
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MID-YEAR REVIEW OF THE INDIAN ECONOMY 2007-2008 |
RAJIV KUMAR |
9788175414273 (HB) |
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2008 |
|
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96 pp |
0.00 |
395.00 |
PrefaceList of TablesList of ChartsIntroduction Global ContextReal Sector PerformanceGrowth Forecasts 2007-08Balance of PaymentsFiscal SceneEmploymentConclusionsComments on the Review by the DiscussantsReferenceAppendixTables |
The Mid-Year Review of the Indian Economy projects a mild slowdown of the economy to 9.2 per cent GDP growth in 2007-08 from 9.4 per cent in 2006-07 and a likely further slowdown in 2008-09. The author finds the economy on the limits of its potential growth and advocates structural reforms to raise its potential growth rate.While the economy has followed the unconventional path of services overtaking industry, there is some evidence of the resurgence of the industrial sector in the 2000s. Further liberalization of the industrial sector is necessary for boosting industrial growth with large employment generation.It is forecast that while the current account deficit is projected to rise to 1.6 per cent of GDP in 2007-08, net capital flows will reach an unsustainable level of US$ 104 billion (8.9 per cent of GDP). This will put further pressure on the rupee and push India towards being afflicted by the 'Dutch disease'. Urgent and even unconventional measures are required to limit capital flows.There is a possibility of the central government not reaching the fiscal deficit target of 3.3 per cent of GDP in 2007-08. Fiscal deficit including the off-budget liabilities remains very high and debt levels high by international standards and even by our own standards in the mid-1990s. The review advocates measures for reducing the stock of public debt by sale of public assets. |
Rajiv Kumar is Director and Chief Executive since February 2006 of the Indian Council for Research on International Economic Relations (ICRIER). He is also a Member of the National Security Advisory Board since August 2006 and a Member, Telecom Regulatory Authority of India since January 2007.From August 2004 to January 2006, Dr. Rajiv Kumar was Chief Economist with Confederation of Indian Industry. He had worked with ADB, Manila for over 10 years as the Principal Regional Economist for Central Asia. He was Economic Adviser in the Ministry of Finance, Government of India from 1991-95, and Senior Consultant with the Bureau of Industrial Costs and Projects, Ministry of Industry from 1989 to 1991. He was Professor at Indian Institute of Foreign Trade from 1987-89, teaching Competitive Strategy and Micro Economics. He worked as Senior Fellow with ICRIER in 1982-87.Dr. Rajiv Kumar holds a D.Phil. in Economics (1982) from Oxford University and Ph.D. in Economics (1978) from Lucknow University. He has several books and publications to his credit and contributes regularly to newspapers and journals.Mathew Joseph is Senior Consultant in ICRIER since February 2007.Karan Singh is Consultant at ICRIER.Manjeeta Singh is Research Assistant in ICRIER. |
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000354.jpg |
Education,M.ed/B.ed./D.ed.,Human Rights |
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MULYA, PARYAVARAN AUR MANAV ADHIKAR KI SHIKSHA: IInd EDITION |
JAI SHREE |
9788175413375 (HB) |
9788175413382 (PB) |
2008 |
|
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294+x, 2009 imp.
|
295.00 |
950.00 |
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000318.jpg |
Economics, |
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NEW PUBLIC MANAGEMENT IN INDIA: PROBLEMS AND PERSPECTIVES |
R.N. PRASAD, C. LALKIMA, SRINIBAS PATHI, LALRINTLUANGA, LALNEIHZOVI, M. LAKSHMI |
9788175414051(HB) |
|
2008 |
|
|
218+iv |
0.00 |
550.00 |
Preface1. Responsive Administration: India's Version Of New Public Management ARVIND K. SHARMA2. Application Of New Public Management In Local Government ASHOK SHARMA3. Applicability And Sustainability Of New Public Management INDRERJEET SINGH SODHI4. New Public Management NOORJAHAN BAVA5. New Public Management: Public Administration In Turmoil MOHIT BHATTACHARYA6. Implementation Of New Public Management: Problems And Prospects R.K. SAPRU AND P.M. BORA7. Understanding New Public Management In Contemporary Times R.N. PRASAD8. New Public Administration Vs. New Public Management S.P. VERMA9. Ethical Concerns In Public Administration RAMESH K. ARORA10. New Public Management And The Developing Societies SRINIBAS PATHI11. New Public Management V. BHASKARA RAO12. The Trauma Of Contemporary Public Administration MOHIT BHATTACHARYA13. Role Of Government In Changing Economic Scenario In India: New Public Management Approach NEELIMA DESHMUKHContributorsIndex |
The volume highlights a number of responsible factors, making a conventional Public Administration fail in delivering goods and services efficiently, effectively and economically. It discusses various reasons for the emergence of the New Public Management (NPM), an alternative model of the centralized governance which emphasizes less, better, efficient, effective, responsive accountable governance, downsizing of bureaucracy and reorganization of Government. The globalization of economy with increasing competition is also an important cause for the growth of this alternative model (NPM) called manageralism, market based public administration/reinventing government which is based on economics and private management. It also discusses the infeasibility of the implementation of the NPM in India due to the bureaucratic-politician self-aggrandizement at the expense of public interest besides other significant factors. Policy makers, research scholars and students of public administration may find the useful. |
Prof. R. N. Prasad former Head of the Department of Public Administration and Dean School of Social Sciences, Mizoram (central) University, Aizawl has taught Public Administration and Political Science well over three decades. He is a prolific writer and devoted researcher.C. Lalkima has been professor, former Head, Department of Public Administration and Dean School of Social Sciences, Mizoram University, Aizawl.Srinibas Pathi is Reader in the Department of Public Administration Mizoram University, Aizawl.Lalrintluanga is lecturer (SLG), Lalneihzovi and M. Lakshmi are lecturers in the Department of Public Admn. Mizoram University, Aizawl. |
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Asia/International Relations, |
|
PAKISTAN: ENGAGEMENT OF THE EXTREMES |
ASHUTOSH MISRA |
9788175414310 (HB) |
|
2008 |
|
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178+xxi |
0.00 |
450.00 |
PrefaceAcknowledgementsAbbreviationsIntroductionI. The First Extreme: Military's Rise and Rule in PakistanMilitary's Entry into Politics / 13; Military's Tactical Retreat (1988-93) / 18; Failings of the 'Democrats': Military's Favourite Theme (1993-99) / 19; The Fourth Blow (1999) / 20; The Drivers for Military Intervention /21; Military's Modus Operandi / 32; Military's Corporate Muscle / 38; Conclusion / 43II. The Second Extreme: Rise and Rumblings of the Islamists2002 General Elections / 48; Unity of the MMA / 49; Military-ISI-Ulema Linkage / 51; Marginalisation of PPPP and PML-N / 53; 9/11 and the Anti-US Sentiments / 53; Drive Against Madaris / 54; MMA's Political Sagacity and Unity / 55; Committed Cadres and Network / 56; Ideological Bankruptcy of Disjointed Mainstream Parties / 57; MMA's Provincial Strategy / 58; Peoples' Antipathy to General Musharraf's April Referendum / 60; Conclusion / 61III. MMA and Islamisation: Extreme MeasuresGloves Off Post-Election / 67; Enforcement of Sharia / 68; Hisbah Bill / 68; Legal System / 71; Status of Women / 72; Hudood Ordinance / 73; Registration of Madaris / 77; Passport Controversy over Religion Column / 78; Islamic Banking and Interest-Free Economy / 79; Land Reforms / 80; Educational Reforms / 81; Curbs on Non-Governmental Organizations (NGOs) / 82; Stoking Anti-US and Anti-West Sentiments / 83; Conclusion / 85IV. Military-MMA Alliance: Marriage of ConvenienceLegal Framework Order (LFO) 2002 / 93; Vote of Confidence in the National Assembly / 96; Twin Hats / 96; National Security Council (NSC) / 98; Local Governments / 100; Differences Over FATA Operations / 102; Locking Horns Over Balochistan Operations / 104; Conclusion / 109V. Military and the Jihadis: Friends Turned Foes?Islam-Military Linkage Rationale: Professional or Ideological? / 119; General Muhammad Aziz Khan / 122; Lieutenant General Mehmud Ahmed / 123; Lieutenant General Hamid Gul / 124; Hand in Glove: Army/ISI-Jihadi Relations / 125; JKLF-ISI Linkage / 126; Army-ISI-Taliban Linkage / 126; Army-Taliban: Kunduz Evacuation / 127; Ahmed al-Khadir Episode: ISI's Role / 128; Omar Saeed Sheikh and Daniel Pearl Kidnapping / 128; The Recoil Effect: Army-Jihadis Connivance / 130; Musharraf under Islamists' Influence / 133; The Necessary Evil? / 134; Chasing Al-Qaida, Ignoring the Taliban / 136; Conclusion / 138ConclusionAppendicesI : Party Positions in National Assembly (As of June 2004)II : Party Positions in the Senate (As of February 2003)III : Major Party Positions in the Provincial Assemblies (As of January 2003)IV : The MMA ManifestoReferencesIndex |
Since Pakistan's birth in 1947 while Islam's role in state-building and identity creation has not been fully delineated and defined, the Military and civilian regimes however have impressively exploited its mass appeal to garner public support and political legitimacy. As a result Islamists have seen a steady rise as a third political force, culminating in Muttahida Majlis-e-Amal's rise to power in North West Frontier Province in 2002. It was unprecedented but not unexpected, as this book argues. The democratic opposition had accused Gen. Pervez Musharraf of establishing this partnership during his presidential referendum in 2002 in which the Military establishment had mobilised several extremist groups to campaign and organise meetings across Pakistan. Such a partnership has thrived time and again accruing political dividends to both sides and at times even at the expense of country's own security and political stability. The book traces the relationship between the Military and Islamists, herein referred to as the two extremes and examines various measures and acts that resulted since it evolved in 2002. It explains the dynamics of Military-Islamists partnership under Musharraf and how it differed in substance and intent from what featured under Gen. Zia ul Haq. This book is not only about their mutual trust but mistrust as well and illustrates the perils of such an engagement for Pakistan's own stability and security that Musharraf overlooked in his blind pursuit for power. It is a study that helps understand many events and developments that have rocked Pakistan recently. |
Dr. Ashutosh Misra is Research Fellow, Griffith Asia Institute (GAI) and Associate Investigator, Centre of Excellence in Policing and Security (CEPS), Australia. He has extensively written on Pakistan in books, journals and newspapers and holds a PhD on Indo-Pak relations from the Jawaharlal Nehru University, New Delhi. |
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Education,M.ed/B.ed./D.ed. |
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PRATHMIK STER PER SHIKSHAK KE KARYA |
RENU GUPTA, URMILA GOYAL |
9788175414570 (HB) |
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2008 |
|
|
240 pp
|
0.00 |
750.00 |
hindi book
|
hindi book\n
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hindi book\n
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Literature/Language |
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SARATCHANDRA CHATTOPADHYAY POINTING THE PATH: (PATHA NIRDESH) |
JADU SAHA (TRANSLATED BY) |
9788183640374(PB) |
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2008 |
|
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48+xiii
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60.00 |
0.00 |
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Literature/Language |
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SARATCHANDRA CHATTOPADHYAY'S BINDU'S SON: (BINDUR CHHELE) |
JADU SAHA (TRANSLATED BY) |
9788183640381(PB) |
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2008 |
|
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64+xiv
|
60.00 |
0.00 |
|
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000356.jpg |
Literature/Language |
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SARATCHANDRA CHATTOPADHYAY'S THE NEW ARRANGEMENT: (NABA BIDHAN) |
JADU SAHA (TRANSLATED BY) |
9788183640367(PB) |
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2008 |
|
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72+xiii
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60.00 |
0.00 |
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SHIPRA PUBLICATIONS |
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http://www.shiprapublication.com/images/book/thumbimgs/000358.jpg |
Literature/Language |
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SARATCHANDRA CHATTOPADHYAY'S THREE CLASSICS: THE NEW ARRANGEMENT, POINTING THE PATH, BINDU'S SON |
JADU SAHA |
9788175414037(HB) |
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2008 |
|
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184+xv
|
0.00 |
450.00 |
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Three Saratchandra Chattopadhyay's classic stories translated from the original Bengali in easy to read English are presented in this book. The best loved and most popular Immortal Wordsmith of Bengal wrote these stories in his inimitable style.
\n
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Dr. Jadu Saha is a scientist by education and training but he was a Senior Executive for the most part of his working life. After his retirement from the Canadian Civil Service as a Director General he began his literary career in 2001. His poems in English have been published in American anthologies and his short stories in Bengali in magazines in the US. His own poetry book Whispers of Silence was published by Poetica Press Canada in 2001. Since then Dr. Saha has published five books of English translations of Rabindranath Tagore's songs poems short stories and writings for children. He also published translation of Prabal a novel by Sarasibala Basu and translation of Selected Short Stories by Suchitra Bhattacharya. All these translations except the last one were published by Shipra Publications.\n
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Education,M.ed/B.ed./D.ed. |
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TEACHING AND INCULCATING A HEALTHY LIFE STYLE AMONG STUDENTS: PREVENTION OF HIV/AIDS |
RAJINDER M KALRA, RAKESH MEHTA, S KALRA |
9788175412057(HB) |
9788175412064(PB) |
2008 |
|
|
176 pp (3rd. Ed.)
|
150.00 |
795.00 |
Foreword,
Message,
Acknowledgements, Preface,
Introduction - Healthy Life Style - What Is It?
Sex Education in Schools - An International Perspective -What Asia Can Learn From Europe And Western Hemisphere? Sex Education in Sweden, United States, United Kingdom, Asia and Adolescents, Sex and tradition, Conclusion.
Cultural Heritage And Sexual Behaviour
Abstinence from sexual Indulgence, Mahatma Gandhi and Sexual Abstinence, Sex sublimating to sprituality, Some common beliefs regarding semen, Modern culture & Sexual abstinence, Status of Pre-marital sex among adolescents in India, Other sexual behaviour patterns in India, Male & Female he created them, Chestity, Offences against chastity, Chastity and Homosexuality Chastity, Teenage Sex: Yes or No, Real Love, Safe Sex, How safe are Contraceptives? Purification of the Heart, Contents and Strategies of Sex Education
Adolescents and AIDS
Basic Information about AIDS, Measuring the number of CD, HIV Infection and Illnesses, A Few Pointers, Females are more AIDS Prone, Preventing AIDS through Love/Sex as a Human Value,
Inculcation of Human Values amongst Student
Values in the School System, Character Formation and Assessment of Values, Does it have to be either Choice? How does one accomplish this task? Real Love, Curriculum Development and Evaluation in Healthy Life Style Education, Curriculum: What is it? Organisation of a Sex Education Programme, Practical Strategies for Developing a Unit, Evaluation, Evaluation in Sex Education,
Teaching-Learning Strategies I":Discussion Method Values Continuum, Lecture Method, Brain Storming, Discovery /Enquiry Method , Fill-up the Blank Statements, Expert's Advice Column, Audio-Visual Aids Method, Specialist Speaker, Project Method - Case-Study, Role Playing, Question Cards, Popular Songs, Poems (Music),
Teaching Healthy Life Style
Sexual Health - What is it? Sexual Health in Schools. Physical/Emotional Changes in Adolescence . Talking About Healthy Life Style in Indian Schools, Correlation of Sexual Learning with School Subjects . Basic Information about STDs,
Integrated Approach to Healthy Life Style
Education Instructions, Correlation with School Subjects Sex education and Teaching of Hindi sex Education and Social Sciences,
Awareness and Involvement of Community (Introducing Healthy Life Style Education in Rural Schools)
Role of Community Power Structure Strategies for Change, Local Advisory Committee(LAC), Advantages of LAC, Purpose of LACs, Types of LACs, Organization of LACs, Selection of the LAC Members, Committee's Membership, Qualifications for LAC Members, Selection of Officials, Suggestions, Conclusion,
Meaningful Healthy Life Style Education to the Adolescents: Guidelines for Teachers
Compatible Relationships with Students, Teacher as a Guide, Some Practical Strategies, Sex Education - Responsibility of each and every School Teacher, Integrated Approach to Teaching and Learning Situation in Sex Education, Conclusion ,
Annexures
|
Adolescents are the future nation builders and inculcating healthy life style among these youngsters is very timely. The book attempts to provide a holistic approach about Sex Education based on cultural heritage. It deals with the theoretical as well as practical aspects on the subject and focuses on sex education at secondary level, cultural heritage and sexual behaviour, values, curriculum development & evaluation, teaching-learning strategies, rural schools, guidelines for teachers etc. The alarming statistics regarding AIDS/HIV make it imperative for introduction of healthy life style education in school curriculum. Having made an exhaustive review of the role of sex education in various Western countries, authors in this book have emphasised fostering of Healthy Life Style among students for prevention of AIDS not only in India but also in Asia.\n
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Prof. Rajinder Mohan Kalra is Emeritus Professor, International Institute of Adult and Life Long Education (India) and former Dean (Academic), Professor and Head, Department of Measurement and Evaluation, National Institute of Education (NCERT). He has been advisor/ consultant/Project Director in International Educational Organizations (UN/World Bank). He has authored numerous books with a foreword from Rev. Mother Teresa and His Holiness Dalai Lama.
Dr. Rakesh K. Mehta (MD; FRCPC; FACP) is chief Haematology/ Oncology, VA Hudson Valley Hospital New York. He is also faculty member of New York Medical College, Valhalla, New York. He is an internationally respected member of medical fraternity and is interested in health education of adolescents in India.
Mrs. S. Kalra is co-author of a book entitled AIDS and Adolescents - A New Generation at Risk. She has worked with disadvantaged sections of the society and has several years of experience working with students having intellectual and emotional problems.\n
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North-East India, |
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TRADITIONAL CRAFTS OF ASSAM: DEVELOPMENT DYNAMICS THROUGH TOURISTIC MARKETING |
MRINMOY K SARMA |
9788183640480 (HB) |
|
2008 |
|
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200
|
0.00 |
595.00 |
Acknowledgements
List of Maps and Photographic Plates
Introduction
1 Tourism and Attractions in Assam
2 Craft and Tourism
3 Major Tribes of Assam
4 Objectives and Methodology
5 Handicrafts and Assam
6 Huge Potential (Conclusion)
Bibliography
Index
|
Crafts are the one of the earliest expressions of human creativity. People have been using crafts for making their daily lives comfortable by producing crafts for utilitarian purposes, and to express their creativity by carving certain exotic and aesthetic materials. In both the cases the artisans have to work with their bare hands with minimal use of machines. The life in villages, specially those of the women folk, is greatly influenced by the craft works. This is more prominent in the third world countries where rapid urbanization and capital orientation have resulted in marginalisation of the rural citizens.
This book deals with the rich culture of crafts of Assam and discusses the global experiences of throwing the crafts making regions open to the tourists and tourism, who are often regarded as the high flying patrons of such exotic products. It focuses on the traditional hubs of the crafts with two important maps on general craft and textile crafts respectively. As a pathfinder in the field, the book will be useful to those who visit North-east India for craft tourism purposes, the researches and the policy makers for the development of the region.\n
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Dr Mrinmoy K Sarma is Reader in Business Administration at Tezpur University, Assam with an industrial-cum-teaching experience of more than 15 years. He serves as guest faculty in Asian institute of Technology, Bangkok. He holds considerable knowledge on the tourism scenario of the North East India and represented North East Council in TAAI conference in 2004.
He has contributed to the academics in the form of several research publications in International and National peer reviewed journals and completed assignments as Resource Persons in reputed international and national conferences/ workshops. His interest in tourism management has opened a wide vista on cultural dimensions of economics of tourism in developing countries. He has guided several M. Phil. and doctoral students also.\n
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Political Science |
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TRAINING FOR ELECTED PANCHAYATI RAJ REPRESENTATIVES |
R.K. TIWARI |
9788175414129(HB) |
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2008 |
|
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192pp
|
0.00 |
495.00 |
Foreword , Preface, List of Tables
1 Introduction
2 Local Representative Institutions Democracy and Political Education
3Training of Elected Panchayati Raj Representatives: 1959-2006
4 Determining Training Needs and Designing the Programmes
5 Training of Panchayati Raj Elected Representatives: Organisation and Management Perspective
6 A Policy PerspectiveIndex
Foreword br>PrefaceList of Tables1 Introduction2 Local Representative Institutions Democracy and Political Education3Training of Elected Panchayati Raj Representatives: 1959-20064 Determining Training Needs and Designing the Programmes5 Training of Panchayati Raj Elected Representatives: Organisation and Management Perspective6 A Policy PerspectiveIndex
|
The book provides an account of the importance of training for the successful working of Panchayati Raj Institutions and highlights the issues concerning local government, democracy and political education.\n
|
R.K. Tiwari was formerly Professor of Public Administration at the Indian Institute of Public Administration, New Delhi. He had also served - as a Senior Consultant at the Centre for Public Policy and Governance, Institute of Applied Manpower Research, Delhi. His publications include: Rural Employment Programmes in India: The Implementation Process, 1990 and Co-edited -Landmarks in Indian Administration, 2007; Democracy and Public Administration, 2006; Economic Reforms in India : Pro - Poor Dimensions, 2006; Issues and Themes in Indian Administration, 2005; Jawaharlal Nehru and Public Administration, 2004; Democracy Governance & Globalization, 2004; Pursuit of Institutional Excellence 2004; Restructuring Government, 1998; Indian Administration: The Changing Scenario, 1995; and Managing Poverty Alleviation: Insights From The Field, all published by IIPA, New Delhi, 1988.\n
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Asia/International Relations, |
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CONTEMPORARY SAUDI ARABIA AND THE EMERGING INDO-SAUDI RELATIONS |
GULSHAN DIETL, GIRIJESH PANT, A.K.PASHA, P.C.JAIN |
9788175413726 (HB) |
9788175413733 (PB) |
2007 |
|
|
188+xii |
200.00 |
450.00 |
Introduction ? Gulshan Dietl1. The Political Dynamics of Saudi Arabia and the Challenge of Reform-Talmiz Ahmad2. State and Oppositions in Saudi Arabia Emerging Trends- nwar Alam3. Saudi Arabia from Oil Kingdom to Market-Girijesh Pant4. Population and Society in Saudi Arabia-Prakash C. Jain5. Iranian Nuclear Programme Saudi Concerns and Responses-Gulshan Dietl6. Saudi Arabia and the US Contextualizing an Uneasy Relationship in the Post-II September Phase-Bansidhar Pradhan7. Indo-Saudi Relations: Past and Emerging Challenges-A.K. Pasha8. New Trends in Indo-Saudi Economic Relations-Javed Ahmad KhanAppendicesI: Saudi Arabia: Basic Law of GovernmentII: Delhi Declaration, Signed by King Abdullah bin AbdulazizAl Saud of the Kingdom of Saudi Arabia and Prime Minister Dr. Manmohan Singh of IndiaContributorsIndex |
Saudi Arabia is a unique country at least in three specific details. One it possesses more than a quarter of the global oil reserves has been the largest oil producer for over half a century and is the only producer with a spare production capacity today. Two the holiest Islamic shrines are located in Makkah and Medina placing the country in the epicentre of the Muslim sacred space. Three it is one of the last surviving ruling monarchies and the only one that has named the country after its own family name.Saudi Arabia is worth a scrutiny. The political economic and social situation in the country its foreign policy and Indo-Saudi relations are focused in this book. The authors with different perspectives and on different Subjects have coalesced to put together a volume that is a serious and well-rounded treatment of the theme. |
Gulshan Dietl is a Professor and the Director the Gulf Studies Programme at Jawaharlal Nehru University New Delhi.Girijesh Pant is a Professor and Chairperson in Centre of West Asian and African Studies at Jawaharlal Nehru University.A K Pasha is Professor Gulf Studies CWAAS School of International Studies Jawaharlal Nehru University. Prakash C. Jain is on the faculty of the School of International Studies Jawaharlal Nehru University. |
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Education,M.ed/B.ed./D.ed. |
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ECOLOGICAL SECURITY: THE FOUNDATION OF SUSTAINABLE DEVELOPMENT |
SAMAR SINGH(ED) |
8175413212(HB) |
8175413441(PB) |
2007 |
|
|
xiv+210 pp
|
160.00 |
995.00 |
Preface
Introduction
Ecological Security,Issues and Challenges
Amrita Patel
Faiths and Ecological Security
Karan Singh
Dimensions of Ecological Security
L.M. Singhvi
Governance for Ecological Security
Ashok Khosla
Policy and Planning for Ecological Security
Shekhar Singh
Gender and Ecological Security
Vandana Shiva
Livelihoods and Ecological Security
N.C. Saxena
Lifestyles and Ecological Security
R. Rajamani
The Earth Charter and Ecological Security
Kamla Chowdhry
Human Rights and Ecological Security
J.S. Verma
Globalization and Ecological Security
Jairam Ramesh
Ecological Security: Backbone of National Food Security
M. S. Swaminathan
Political Process and Ecological Security
Najma Heptulla
Education and Ecological Security
Erach Bharucha
Institutional Framework for Ecological Security
Dilip K. Biswas
Natural Resource Management and Ecological Security
P.S. Ramakrishnan
Media for Ecological Security
N. Bhaskara Rao
Accounting for Ecological Security
R.K. Pachauri
Contributors
|
The basis and raison d'être of the concept of Ecological Security lies in the linking of two substantive words 'ecology' and 'security', connoting an ecological condition in safe-keeping, firmly fastened and guaranteed against minimum loss or damage. Ecology is the science concerned with the relationships among and between organisms and all aspects-living as well as non-living-of their environment. Security stands for that which is safe, sure and guaranteed.
This volume contains papers based on in-depth studies by eminent persons on different aspects of a wide ranging, complex and contemporary subject. The book is an essential reading for all those who are concerned about securing a firm and sound foundation for sustainable development.\n
|
Samar Singh was a member of the Indian Administrative Service (1962-2000). He held several senior positions in Madhya Pradesh, his cadre state, and with the Government of India, where he worked first in the Ministry of Agriculture and then in the Ministry of Environment & Forests. Thereafter, for seven years, he was on deputation as the Secretary-General of the World Wide Fund for Nature-India (WWF-India), the country's largest conservation NGO, and retired in June 2000 at the level of Secretary to the Government of India.
A recipient of the 'Order of the Golden Ark', an international award for exceptional work done in the field of nature conservation, he has authored many books, among which are Conserving India's Natural Heritage (1987), World Charter for Nature (2000), Religion and Conservation (2000) and Maintenance of Public Order (2004).
Presently, he is the President of WPA-India, the Samarpan Foundation and the Tourism & Wildlife Society of India and is associated with several other conservation bodies, including the Foundation for Ecological Security.\n
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Social Work |
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ECOLOGY AND HUMAN WELL-BEING: NATURE AND SOCIETY IN HIMACHAL PRADESH |
RAGHUBIR SINGH PIRTA |
9788175413542(HB) |
|
2007 |
|
|
xii+196pp
|
0.00 |
495.00 |
Preface
Life and its Support System
Ecology and Sustainability
Water Forest and Land
Diversity of Views
Evolution of Cooperation
Native Wisdom
Institution of Deity
Future Agenda
Appendix 1:Moratorium on Commercial Felling of Trees
in the Himalayas
Appendix 2:Declaration of the Save Himalaya Movement
Appendix 3:National Parks and Sanctuaries in
Himachal Pradesh
Appendix 4:List of Some of the Plants Eaten by the Rhesus
Monkey (R) and Hanuman Langur (L) in
Himachal Pradesh
|
Ecology needs contributions from a number of scholarly fields. Following an inter-disciplinary approach the book raises global and local issues about the great challenge that humanity faces - to combine the marginal society's needs for survival and security. Human well-being lies in the cognitive revolution where ecology and culture co-evolve.
In this lucidly written book one encounters the fundamental evolutionary dilemma: the emergence of cooperative relationships in a fierce competitive scenario. And to resolve it the book argues on the biological and cultural evolution of cooperation drawing evidence from the social structures of monkeys men and deities. It fashions an integrative view of human well-being where material and non-material coalesces.
The book denies negative relationship of poverty and environment not as social chauvinism but for singular materialistic notions of human well-being. Though Himachal Pradesh is a model of social harmony and development for the other Himalayan states there is an apprehension that the gigantic interventions may cause disruptions in these socio-cultural processes. For evolutionary psychologists and biologists the volume is a rich source of novel hypotheses; it may also serve a useful reference book for all the social scientists pursuing environmental issues.
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Prof. Raghubir Singh Pirta teaches psychology at the Himachal Pradesh University Shimla. Soon after his college education at Dehra Dun he began ethological studies on the social life of monkeys in various parts of India where he had first hand encounters with the grassroots social issues involving man and animal.
The theoretical understanding of Dr. Pirta refined in several brief sojourns to the Center for Ecological Sciences I.I.Sc. Bangalore however it is with the Chipko activists in the Himalayas that he imbibed the deep humane spirit about nature. These wide-ranging experiences make him feel at home with the grassroots and global issues.
\n
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Education,M.ed/B.ed./D.ed. |
|
EDUCATION CHILD LABOUR AND NGOs |
PRACHI SHIRUR, SRINIVAS SHIRUR |
9788175413474(HB) |
|
2007 |
|
|
x+ 200 pp, 2010 imp.
|
0.00 |
995.00 |
Child Labour: Nature of the Problem, Towards an Understanding of Non-Governmental Organisations
Non-Governmental Organisations in India
Educational and Other Strategies of Non-Governmental Organisations
Bandhua Mukti Morcha: A Case Study
NGO-Salaam Baalak Trust: Shelter and Education
Restoring Child Rights: Summary and Recommendations
|
The problem of child labour is not new and much more needs to be done to abolish child labour. Education is an essential tool to not only eradicate child labour but also ensure better childhood of these tiny working hands. In this effort grass root NGOs can play a pivotal role. Many NGOs like Bandhua Mukti Morcha Salam Balak Trust etc are not only rescuing the working children and providing shelter to them but are also looking after their educational needs. The book focuses on the problem of child labour with case study methodology and suggests the measures to deal with the problem. Policy makers researchers and students of economics sociology and education may find the book useful.
\n
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Dr. Prachi Shirur did her post graduation from Delhi School of Economics and Ph.D from Jawaharlal Nehru University New Delhi. She is presently a member of senior editorial staff of CSDMS. She has also worked in CARE as research manager. She has done Research Projects on Child Labour and Empowerment of Women in both governmental and non-governmental organizations. She has contributed articles on social and current issues in various publications and authored a book entitled Child Labour: A Sociological Study.
Dr. Srinivas Shirur is a faculty in IILM Delhi and is also looking after its Ph.D programme in collaboration with Jamia Hamdard University. He has earned his Ph.D from Dept. of Business Studies Jamia Millia Islamia New Delhi. He has done his M.A (Economics) from Osmania University and MBA in finance from Punjab Technical University. He was awarded JRF by UGC to pursue his doctorate. He has taught in Institutes like FORE GGSIP University and Jamia Millia Islamia. Dr. Srinivas Shirur has written four books on topics relating to Strategy and Economics. Around 30 of his articles have been published in reputed journals. He has presented five papers in national and international level conferences.\n
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Education,M.ed/B.ed./D.ed. |
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ETHNO-PEDAGOGY: EDUCATION OF TRIBES, TEACHERS' TRAINING AND JUXTAPOSITION OF STATUS |
RAJARSHI ROY (ED.) |
8175413182(HB) |
9788175413191(PB) |
2007 |
|
|
xii+251pp, 2009 imp.
|
295.00 |
995.00 |
Preface
Introduction
PART I
Tribe Teacher and Education
Education of the Tribes: A Glimpse
Educational Research: An Anthropological Approach
Research Trends in Tribal Education
Method to Study the Teachers from Tribal Denomination
PART II
Status of Tribe Teachers
Empirical Observations
Profession Experience and Job Satisfaction
Education Training and Constraints
Linguistic Religions and Family Status
Economic Status
Socio Political Status
Perception Towards Changing Cultural Pattern
Association among Status Components
Problems Faced by Tribe Teachers
PART III
Psychography of Tribe Teachers
Status of Tribe Teachers: The Socio-Economic Dimension
Psychographic Status of Tribe Teachers:
The Attitudinal Dimension
Comparative Status of Tribe Teachers in Terms of Level
of Creativity
PART IV
Post Script
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The book is an interesting and a serious attempt to explore the problem of tribal-education in India. It attempts to juxtapose two different and too different well-defined and recognized dimensions of education viz. Teacher Education and Tribal Education within a common frame.
The volume is based on an axiom evolved way back to 1971 which holds that tribal education is best possible and can be a successful venture provided the tribe students be taught by the teachers from their own denomination. Fact reveals status of tribe teachers in Indian scenario is till unknown. An attempt to conglomerate achieved status and ascribed status of tribe teachers through ethno-pedagogic model is observed in the volume which may appear somewhat uncommon to the reader. The work recognizes the need to integrate anthropology especially the social-anthropology with that of education for better achievement of educational goals as emitted by a welfare nation-state like ours.
A thorough survey of tribal education scenario in the country is made analyzed the problems rigorously critically reviewed the recommendations of the various commissions and committees on the subject and finally enumerated the results of field based study.\n
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Dr. Rajarshi Roy (b.1972) is Assistant Professor in National Institute of Technical Teacher Training and Research [NITTTR] Kolkata. He also served as a member of faculty in the P.G. Department of Education in a central university in Northeast India.
Being a postgraduate in Sociology and Education his area of interest is zoomed over social anthropology of education. He aims to explore the developmental strategies of vulnerable groups and is much focused over indigenous technology for their life improvement.
Dr. Roy has to his credit more than three dozens of papers in various national and international journals of repute. He was also associated to the Department of Continuing Education and presently associated with Curriculum Development Center of his present Institute.\n
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Asia/International Relations |
|
GLOBALISATION AND REGIONAL SECURITY: INDIA AND AUSTRALIA |
DENNIS RUMLEY, D. GOPAL(ED) |
9788175413276 |
|
2007 |
|
|
viii+264
|
0.00 |
595.00 |
Preface
1. Introduction
Globalisation, Security and the Asia-Pacific Region
2. The Economics of Globalisation New Challenges and Opportunities: Suparna Karmakar
3. Domestic Factors in the Process of Globalisation: The Australian Experience: Kamal Nayan Kabra
4. Globalisation and National Security Threats in the Post-Cold War Asia-Pacific: Sharad Joshi
5. Asia-Pacific Security in the Age of Globalisation Singapore's 54 Perspective: Pankaj Kumar Jha
Perspectives on Indian Security
6. Post-Cold War South Asia: Geopolitics and Crisis: Pushpita Das
7. Indias Security Concerns: Post-9/11 Era: D. Gopal
8. Indias Look East Policy: Factoring ASEAN and Australia as Partners: Vivian Louis Forbes
Perspectives on Australian Security
9. Australia Regional Security Challenges: A Geopolitical 133 Perspective: Dennis Rumley
10. East Asian Regionalism and Australia: H.S. Prabhakar
11. Combating Terrorism: Australia's Approach: Anthony Bergin
Globalisation, Regional Security and India-Australia Relations
12. Australia as a Factor in India-ASEAN Relations: Ganganath Jha
13. Information Technology and the Prospects for Indo-Australia 207 Bilateral Relations: Madhu Bala
14. India and Australia: Partners for Peace and Prosperity: Chintamani Mahapatra
15. Globalisation and the New Security Agenda: Developing a Regional Paradigm: Dennis Rumley and D. Gopal
Index
Contributors
|
Geopolitical realities of the 21st century in the aftermath of the Cold War and the currently evolving process of globalisation require construction of a 'new' security paradigm designed to meet the emerging regional security challenges of most countries across the world.
br>Keeping this in focus, the book seeks to highlight the increasing mutuality of regional security interests of India and Australia consequent upon emerging global order and the ensuing regional debate over the changing nature of security and the principal directions a new regional security agenda might take as well as the ways in which India and Australia might play a role in the construction of a new regional security paradigm.\n
|
Denis Rumley is currently Adjunct Professor, Edith Cowan University and Associate Professor in the School of Social and Cultural Studies at the University of Western Australia in Perth. He has published widely but mainly in the interdisciplinary areas of geopolitics, international relations and other policy-related areas in political geography.
br>He has contributed many papers and his major publications, including co-edited volumes are The Geopolitics of Australia's Regional Relations; The Geography of Border Landscapes; Global Geopolitical Change and the Asia-Pacific; India and Australia: Issues and Opportunities; Geopolitical Orientations, Regionalism and Security in the Indian Ocean, Energy Security and the Indian Ocean Region; Australia's Arc of Instability: The Political and Cultural Dynamics of Regional Security.
D. Gopal is a Professor in Political Science, School of Social Sciences, Indira Gandhi National Open University, New Delhi. He, a scholar in International Relations, is a Programme Coordinator, Australian Studies. He is serving on Academic and Research Committees of several universities in the country.
Prof. Gopal obtained his Ph. D from Jawaharlal Nehru University, New Delhi. He also received training in Distance Education in the Institute of Education, University of London, and has been Visiting Fellow at UK Open University, Milton Keynes. Among several of his research publications, includes co-edited with Dennis Rumley, Australia in the Emerging Global Order and India and Australia: Issues an Opportunities; co-authored with V.T. Patil Politics of Globalisation.\n
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Political Science |
|
INDIAN BUREAUCRACY : MALADIES AND REMEDIES |
HAR SWARUP SINGH |
9788175413764(HB) |
|
2007 |
|
|
144pp
|
0.00 |
395.00 |
Preface
1 Introduction
2 In Defense of Bureaucracy
3 Lack of Specialization in Civil Services
4 Establish Additional Technical/Specialized Services
5 Make Bureaucracy Less Insular
6 Induct More Outsiders into the Foreign Service
7 Banish Elitism from Bureaucracy
8 Introduce Greater Accountability in Civil Services
9 End Job Reservations10 Government's Proposed Reforms
11 Summary and ConclusionsEndnotesAppendixPress Release ? October 8 2004: A Rare Look at Bureaucracies: A Lecture Series with Gravitas and Shared Personal Experiences Role of Bureaucracies in Economic Development and Foreign Affairs
Index
|
India's governance structure a throwback to the Raj days has to meet the challenges of lifting hundreds of millions of people out of poverty and empowering them' as citizens of a democratic polity.\n
|
Ambassador Har Swarup Singh obtained a Ph.D. degree from North Carolina State University. He had a long and rewarding career in economic research including positions at Delhi School of Economics NCAER as a Director in the U. N. system and also as Deputy Executive Director at the International Cotton Advisory Committee Washington DC.\n
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Economics |
|
MID- YEAR REVIEW OF THE ECONOMY 2006-2007: INIDA AT A STRUCTURAL BREAK |
SURJIT S. BHALLA |
8175413697(HB) |
|
2007 |
|
|
122 |
0.00 |
395.00 |
Preface; List of Tables; Introduction and Overview; Agriculture Growth in India 1950-2006;Performance of Indian Industry 1960-2006; Investment Rate and the Sustainability of Growth; Infrastructure-A Bottleneck?; Solving the Savings-Investment Puzzle; India's Public Finances; Interest Rates; Inflation and its Implications for Monetary Policy; Indian Economic Growth: 1950-2006;Social Sector Performance; Indian Equity Markets; Conclusions; Comments on the Review by the Discussants; References |
The book presents evidence on the determinants of economic growth in India. There are two major puzzles about the Indian economy: first, why was there so little acceleration in GDP growth despite wide ranging economic reforms introduced in the two-year period 1991 to 1993. Second, what has caused the acceleration in economic growth since 2003. In addition, the book provides evidence to document that savings, investments, and GDP growth in India reveal unambiguous signs of a structural break and hence rejects the hypothesis that 8 per cent plus GDP growth in India is unsustainable. |
Dr. Surjit S. Bhalla is Managing Director of Oxus Research and Investments a New Delhi-based economic research asset management and emerging-markets advisory firm. He taught at the Delhi School of Economics and worked at the Rand Corporation the Brookings Institution and at both the research and treasury departments of the World Bank. He has also worked at Goldman Sachs and Deutsche Bank.Dr. Surjit Bhalla holds a Ph.D. in Economics from Princeton. He is author of Imagine There's No Country: Poverty Inequality and Growth in the Era of Globalization (2002) and has just finished Second Among Equals: The Middle Class Kingdoms of India and China forthcoming Peterson Institute for International Economics (2007). He has been a member of several Government of India committees on economic policy most recently the committee on Capital Account Convertibility. He is on the board of India's largest think tank (NCAER) on the board of Gargi College Delhi University and is an appointed member of the National Statistical Commission of India. His first book Between the Wickets: The Who and Why of the Best in Cricket published in 1987 developed a model for evaluating performance in sports. |
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Economics,North-East India |
|
NORTHEAST INDIA: DEVELOPMENT, COMMUNALISM AND INSURGENCY |
RAMASHRAY ROY, SUJATA MIRI, SANDHYA GOSWAMI |
9788183640114(HB) |
|
2007 |
|
|
213+x
|
0.00 |
495.00 |
Preface
Chapter One
A Theoretical Perspective
Chapter Two
Socio-Political Antecedents of Insurgency
Chapter Three
A Peep into the People's Mind: Assam and Meghalya
Chapter Four
Meghalaya: The Crucible of Politics
Chapter Five
As People View Their World
Chapter Six
Assam: The Cauldron of Insurgency
Chapter Seven
Assam: As People See Their World
Chapter Eight
Overview
Index
|
Northeast India: Development, Communalism, and Insurgency represents a pioneer effort in understanding the linkage among the phenomena of development, communalism, and insurgency. Heretofore insurgency has been viewed as pathology of body politic, a prime instance of the breakdown of law and order and a challenge to the legitimate centralized political authority. The present book argues against this partisan view and underlines the fact that to treat it as a problem of law and order is to turn a blind eye to the causes which, when ignored for long, lead to political violence and insurgency.
The cause of insurgency lies in the frustrated aspirations of the people with distinct socio-cultural identities by tardy development; this paves the way for the politicization of traditional socio-cultural referents of identity-formation; this, in turn, paves the way for intense political agitation which eventually graduates into political violence and insurgency if the smouldering discontent is not pacified. The root of insurgency lies in unsatisfied political demands that are considered by the agitators as Iegitimate.
This is the causal path that Development, Communalism and Insurgency traces in the Northeast, although the theoretical paradigm developed in this study has universal applicability. While developing this theoretical paradigm, the book also focuses on some important aspects of political life and relations in Assam and Meghalaya, the two foci of this study, and probes into the subjective world of the people in these two states.
The combination of these dimensions, the theoretical and the pragmatic has made this study a landmark in the study of the linkage among development, communalism, and insurgency.\n
|
Ramashray Roy is currently a visiting Fellow at G. B. Pant Social Science Institute Allahabad. He has also been the director of Centre for the Study of Developing Societies Delhi. He has been associated also with Indian Institute of Advanced Study Shimla; he has been a UGC National Professor National
Fellow of the Indian Council of Social Science Research New Delhiand a Fellow of the Indian Council of Historical Research New Delhi. He is Recipient of Pt. Jawaharlal Nehru National Award Government of Madhya Pradesh. He has written widely on such subjects as Political Parties Bureaucracy Development Gandhian Thought Vedic Philosophy etc.
Sujata Miri was a professor of philosophy at the North Eastern Hill University (NEHU). She has many books and articles to her credit and is also an accomplished painter and writer. She has held several positions during her professorship and has been visiting fellow to several institutions of repute.
Sandhya Goswami is a professor and chairperson in the Department of Political Science. Guwahati University Guwahati Assam. She did her M.A. an M.Phil. Degrees from Jawaharlal Nehru University New Delhi and PH.D. from Gauhati University. She has authored Language Politics in Assam; she has also published several research papers in prominent journals and edited books.\n
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Economics |
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PERSPECTIVES ON A GROWTH-ORIENTED HILL ECONOMY HIMACHAL PRADESH |
L.R.SHARMA |
9788175413436(HB) |
|
2007 |
|
|
xiii+300pp
|
0.00 |
995.00 |
Preface
Introduction
Strategies for Sustainable Development of Agriculture
and Horticulture
RANVEER SINGH
Modern Manufacturing Sector: Status and Suggestions
MEENAKSHI SOODAN AND KAMINI SARNA
Village Industries: Growth and Revitalization Policy
Measures
SATISH K. SHARMA
Tourism and Development
RAVINDER N. BATTA
Need and Measures for Strengthening and Diversifying
Rural Sector
AJAY SHARMA
Himachal's Tribal Economy
H.S. PARMAR
Upgradation of Physical Infrastructure
A.K. TIWARI
Fiscal Measures for Fiscal Health
N.K. SHARDA
Strategies for Poverty Alleviation and Employment
Generation
DALIP S. THAKUR
Human Resources-An Appraisal and Action Plan
N.S. BIST
Status of Human Development and its Promotion for
Economic Growth
BASU SOOD
|
The hill State Himachal Pradesh has made tremendous progress since Independence in terms of several indicators of development particularly those relating to education and health.
The perspectives of the contributors of different chapters of this book bring out the opportunities that abundantly exist for accelerating economic growth of the State so as to lift it to the near-top rank in the matter of all-round development. After all faster economic growth is instrumental in generating much bigger volume of wealth income employment etc. and thus helps in improving the quality of life eradicating poverty and contributing to further social sector development. For that the book argues that a potential synergy already exists between social and economic development only if the state government acts as a real facilitator of over-all development.
The policy makers researchers and students of economics may find the book useful.\n
|
Dr. L.R. Sharma retired more than a decade ago as Professor and Chairman Deptt. of Economics H.P. University Shimla. During the period of his service he was appointed by the UNDP as one of the consultants to draft the first Human Development Report of Himachal Pradesh. Presently Dr. Sharma is acting as an Honorary Consultant in the Institute of Integrated Himalayan Studies (a UGC Centre of Excellence) H.P. University Shimla. He has to his credit nearly two dozen articles in reputed journals and two books viz. The Economy of Himachal Pradesh and Quality of Life in the Himalayan Region.\n
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Autobiography |
|
PURSUING IDEALISM THROUGH CIVIL SERVICE: MEMORIES OF AN ADMINISTRATOR AND A TRAINER |
P.R. DUBHASHI |
9788175412910(HB) |
|
2007 |
|
|
vi + 314pp
|
0.00 |
700.00 |
1. Prologue 2. Choice of the Administrative Career 3. Training at Metcalfe House: Grooming of an Administrator 4. Joining the Cadre - Practical Training at Banglore 5. Subdivision Officer - Davangere - My First Charge: Igniting the Spark of Community Development 6. SDO Pandavpura (1957-58): Giving Relief to Tenants 7. Deputy commissioner, Raichur 1958-59 - administering a backward, droughtprone area 8. Deputy Development commissioner and Director (Youth): Combining Sacreteriat Work and Field Supervision 9. Brief Interlude at Mussorie 10. At London School of Economics (1962-63) 11. New Delhi - In the Central Ministry (1963-65) 12. Founding Director, Vaikunth Mehta National Institute of Cooperative Management (1967-71) 13. Secretary to Government of Karnataka: Dealing with Mountain of Files and Many Ministers 14. Administrator, Malaprabha and Ghataprabha Project (1971-72) 15. Divisional Commissioner Belgaum (1974-77) 16. Joint Secretary in the Department of Cooperation (1977-78) 17. Establishment Officer (1978-80) 18. Additional Secretary, Ministry of Agriculture (1980-81) 19. Director, IIPA 20. Secretary (Coordination) Cabinet Secretariat (1986-88) 21. Epilogue
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The book is a rich treasure of administrative experience relating to a whole range of development programmes taken up in the early years of post-independent India. The successive chapters of the book dealing with different assignments are administrative case studies, which are as interesting as they are instructive. Successful implementation of development programmes has many dimensions – programme planning, organization building, coordination between different agencies, human resource development etc. But even more important than these technical aspects are the character of administration and attitudes, which the civil servants bring to bear on their work. Is administration people-oriented? Do the civil servants have a sense of dedication and idealism? If these were missing, the goals of good governance would remain elusive. The book hopefully may provide the needed corrective to governance. All those who are interested in better administrative performance would find\n
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Dr. P. R. Dubhashi had his career in the Indian Administrative Service over a span of thirty-five years. He has been an administrator with a difference. In addition to administrative assignments at all levels, he has headed four national institutions of training and research and has been a Vice-Chancellor of Goa University. He has authored several articles and books, which have been well reviewed. He has also served as Chairman or Member of several expert committees. He has visited several countries of the world and has served as a consultant to international agencies on development projects in different Asian countries.
\n
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Economics |
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TEA OF HIMACHAL PRADESH |
RAM GOPAL SUD |
9788175413498 (HB) |
|
2007 |
|
|
132pp
|
0.00 |
395.00 |
Historical Background
Research and Development: Agrotechnique Management
and Extension
Research and Development: Nutrients Quality
and Breeding
Research Gaps
Identification of Areas of Short-term and Long-term
Research
Policy Implications
Action Plan
|
The tea of Himachal Pradesh popularly known as 'Kangra tea' needs no introduction among the tea connoisseurs due to its distinct aromatic characteristic. The book is about the history of beginning of tea its glorious past and present status. It also delves into the developments that have been made so far as a result of research and extension accomplishments and Government initiatives to sustain the tea industry of Himachal Pradesh. The book also brings to fore the challenges that Kangra tea is facing due to opening up of the World trade and suggests remedial measures. Tea industry is a potential resource of income generation and employment. This book acquaints the reader with the ongoing efforts of the Centre and State Governments to promote the tea industry of the state in order to improve the socio-economic status of its people.\n
|
Prof. Ram Gopal Sud is Head Department of Chemistry & Biochemistry Chaudhary Sarwan Kumar Himachal Pradesh Krishi Vishvavidyalaya (CSKHPKV) Palampur. He is M. Sc. Gold Medalist and Ph.D (Chemistry) from Himachal Pradesh University Shimla where he also served for a year. During his teaching and research experience of 30 years he contributed 45 papers in journals of repute guided seven students for doctorate degree and organized trainings on Intellectual Property Rights (IPRs) and the World Trade Organization (WTO).
Dr Sud's research work pertaining to Kangra Tea: Evaluation of quality nutrient status polyphenol profile and non-conventional teas has found application in improving the quality of Kangra tea.\n
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Political Science,History/Culture |
|
THE INDIAN STATE AND POLITICAL PROCESS |
C.P. BHAMBHRI |
9788175413740(HB) |
9788175413751(PB) |
2007 |
|
|
vii+360pp
|
395.00 |
1250.00 |
Preface;Introduction;Jawaharlal Nehru: The Foundational Phase;Indira Gandhi: The Consolidational Phase Congress: Rajiv to Sonia;Bharatiya Janata Party;The United Progressive Alliance Government;The Indian State
|
An attempt has been made to analyse the story of many Indias which co-exist within One Indian State and they also participate in democratic-electoral process at the national regional and local levels from Kashmir to Kanaykumari. Further the analytical exercise undertaken in this volume tries to link the external and internal dimensions of the Indian State and democratic political process because dialectics of a society cannot be analyzed and explained by isolating it from other societies around the world. The Grand Transition of India and its social dialectics have been explained by linking the negative and the positive developments of the last sixty years i.e. from Jawaharlal Nehru to Sonia Gandhi phase of politics. The main focus of the study is to 'demystify' the contradictory reality of democratic capitalist state of India.
The volume will be of interest to literary scholars historians and the general readers interested in Indian polity.\n
|
C P Bhambhri currently 'Distiguished Scholar' of Jawaharlal Nehru University New Delhi has been Professor and Dean of the School of Social Sciences. He also has been a Visiting Professor to McGill University Canada and Dar-Es-Salaam University Tanzania. He is a prolific writer who has published in international and national academic professional Journals and has also intervened through newspapers articles.\n
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Economics |
|
WAR ON POVERTY: ROLE OF THE PRIVILEGED PEOPLE |
S. C. AGGARWAL |
9788175413788 |
|
2007 |
|
|
135 pp |
0.00 |
350.00 |
PrefacePART-IPoverty-Some FactsSome Frank AdmissionsReasons of PovertyHow can Poverty be Removed?PART-IIAn appeal to Film MakersAn appeal to Television ProgrammersAn appeal to InterviewersAn appeal to TV Channel OwnersPART-IIIRemoving Poverty-Role of an EditorRole of Chartered AccountantsRole of TeachersRole of Economists-Some QueriesRole of Intellectuals-Some QuestionsPART-IVAn appeal to Manufacturers/MNCsAn appeal to Metropolitan City DwellersAn appeal to Trustees/Traders/BusinessmenAn appeal to Members of ClI, FICCI, PHDCCI, IMC,ASSOCHAM and other industrial organisationsAn appeal to NRlsAn appeal to Ex-studentsTask before Trusts, FoundationsPART-VAn appeal to the Hon'ble Prime MinisterAchieving GDP Growth Rate of more than 7%Removing poverty through the Income Tax ActRemoving poverty by Experienced Decision MakersImplementing Experts' Suggestions in a VillagePART-VIThink about your VillageMake your Village free from povertyIdentify the Problems of your Ancestral VillageServe your VillageServe your SchoolProvide Low Cost Health FacilitiesSave your Village from Dangerous Diseases through Public AwarenessSolve one or two Problems of the VillageRenovate all Village Assets and build new onesMake your Village free from problems-How?Start your own schemes for the welfare of the people of your VillageBenefits of taking care of your VillagePART-VIIDeveloping Directors' VillagesDeveloping Villages by Air TravellersSet Up Poverty Eradication Bank to Develop VillagesSources of the Poverty Eradication BankGuide State Governments to Develop VillagesDeveloping Villages through Door DarshanSet up Poverty Cell in Prime Minister/Finance inister OfficeMy Humble Prayer..................... |
What needs to done by the privileged individuals to eradicate poverty from their native villages is focussed in this book. These individuals, from any walk of life, if make a determined attack on poverty, can change the life style of weaker and poorer segments of population. The author has discussed the innovative and practical strategies to tackle the problem of poverty through people’s participation. The book should be useful to all those who are really concerned and worried for the poor. |
The AuthorS. C Aggarwal born on 1 January 1946 in a Haryana village has been an IRS officer in the income tax department.Mr Aggarwal has been taking keen interest in rural development and other social activities. He is the founder member of 'Poverty Trust Ballabhgarh' and authored a book India without Black Money. |
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Literature/Language,Reference |
|
A HISTORICAL VEDIC GRAMMAR(Hindi) |
MADHUSUDAN MISHRA |
9788175413092 |
|
2006 |
|
|
128pp
|
0.00 |
495.00 |
|
|
|
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0.00 |
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Literature/Language,Reference |
|
A SANSKRIT GRAMMAR FOR BEGINNERS (Hindi) |
MADHUSUDAN MISHRA |
9788175413085(PB) |
|
2006 |
|
|
88 pp, 2014 reprint
|
95.00 |
0.00 |
|
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0.00 |
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Literature/Language |
|
A SANTHALI GRAMMAR |
MADHUSUDAN MISHRA |
9788175412859 |
|
2006 |
|
|
86pp
|
0.00 |
495.00 |
Preface
Introduction
The Sounds of Santhali
The Relationship of Words
The Verbal Forms
Participles
Derivative Verbs
An Outline of Syntax
Appedices
An outline of the Grammar of Bihari Dialects, Hindi and Tamil
|
Santhali is one of the Bihari dialects, but it, has been wrongly classed as the Austric language.
This grammar is based on the actually spoken sentences of the Santhal people recorded by P. B. Bodding in his Santhal dictionary. The students, researchers and scholars having interest in languages may find this book useful.\n
|
Dr. Madhusudan Mishra (1933), M. A., Ph. D. is a former Dy. Director of Rashtriya Sanskrit Sansthan, Delhi. He taught Sanskrit in Goenka College, Sitamarhi, Bihar and Frankfurt University, Germany. He knows all the stages of Indo-Aryan from Vedic to Hindi. He has authored eighteen books. His present interest is Indus language and civilization.\n
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Human Rights |
|
CRITICAL READINGS IN HUMAN RIGHTS AND PEACE |
RAM NARAYAN KUMAR, SONIA MULLER-RAPPARD(SAFHR) |
9788175413245 |
|
2006 |
|
|
xviii + 326pp
|
0.00 |
995.00 |
Foreword
Preface
Introduction
Basic Concepts of Human Rights, Society and the State
Citizenship: Its Hierarchies, Ambivalences and Exclusions
Conflicts and the Politics of Peace in South Asia
The War on Terror and the Challenges to Democracy and Human Rights from the Emergent World Order
Of Nations and States
Rights-Based Approach to Development
Globalization and Human Rights
The Issues of Conflict in Nepal
Conflicts of History and Humanism in South Asia
Universal Rights, Cultural Sensitivity, and Engagement with Religion
The Human Rights Discourse: Flaws, Weaknesses and Problems
The War on Terror, Islam and Wahabi Fundamentalism
Index
Contributors
|
Talking and teaching human rights and peace not only require strong convictions but also the capacity to question and verify their logical foundations as well as their potential to prevail over the equations of power within the world of reality.
It is a book that mingles zeal for social transformation with a critical intellectual rigour that is resolute in interrogating the philosophical foundations of human rights; their political histories and their future under the new challenges attending on the emergent world-order.
The implications of the pedagogical method the book follows are, indeed, far reaching. Students of Human Rights, research scholars and policy makers may find the book useful.
ISBN: 81-7541-324-7\n
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Ram Narayan Kumar, Director of the South Asian Orientation Course in Human Rights and Peace Studies, SAFHR, has been involved with human rights, democracy and peace issues since 1975 when he was imprisoned for 19 months for his vocal opposition to Emergency (June 1975 to March 1977). Kumar has authored several books on human rights, conflict and peace issues.
Sonia Muller-Rappard is a jurist currently with the Office of the UN High Commissioner for Human Rights, Nepal Office. She did her LLM at the School of Oriental and African Studies, University of London, and has since worked with Partners for Law in Development in Delhi, the European Commission in Brussels and with SAFHR's HRPS programme.
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Economics,Religion & Philosophy |
|
KERALITES ON THE MOVE |
K.V. JOSEPH |
9788175412781 |
|
2006 |
|
|
180
|
0.00 |
550.00 |
Preface;
List of Tables;
Introduction;
Beginning of the Process of Migration;
Migration to foreign Lands;
Trends in Internal Migration since 1920;
Profile of the Migrants;
Malayalee Sattlers in other Parts of India;
Summary & Conclusion;
Bibliography;
Index
|
Malayalees, the inhabitants of Kerala, who could make a name for themselves since they started to stir out of their village moorings from the closing decades of nineteenth century, can in a sense be called a globalised community by virtue of their presence in almost all parts of the world.
The book, a pioneering study on the migratory movements of Keralites, gives a vivid account of the process of migration of Keralites from the very beginning with an array of facts and figures collected from divergent sources. The presentation of outward migration of Keralites within the framework of migration in India makes the book all the more attractive.
The book will be a valuable source of information not only to the hundreds of thousands of Malayalees but also to the academics and the readers alike from far and wide.\n
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K.V. Joseph, formerly Professor of Economics, St. Xavier's College, Thumba, Trivandrum and the author of Economics of Film Industry in India, Migration and Economic Development of Kerala, Economics of Indian Cinema and Culture and Industrial Development: The Indian Experience, is a scholar of repute with a large number of research publications to his credit. Winner of the prestigious Raja Sir Ramaswamy Medal from the University of Madras, Dr. Joseph is currently doing research on Economics of Culture Industry with Reference to Television in India.\n
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Political Science |
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MAULANA AZAD AND INDIAN POLITY |
SURENDER BHUTANI |
8175412402(HB) |
|
2006 |
|
|
148pp
|
0.00 |
495.00 |
Preface;Azad's Life; Secularism and Religion; Maulana's Mission: First Expression; Khilafat Movement and Gandhian Path; From Theory to Practice; Maulana's Dream Project for Nationalist Politics;In the forefront of National Politics; Tragedy and Triumph; Index
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Maulana Abul Kalam Azad was one of the three leading personalities that lead India to freedom. This book has presented his ideas which have made signal contribution to India becoming a sovereign, secular, democratic republic. Younger generations of India need to recall all these ideas to understand progress of the country.\n
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Prof. Surender Bhutani (b.1943) is working, at present, as Visiting Professor to the Polish Academy of Science, Warsaw. He was associated with the Institute for Defence Studies and Analyses, Arab Cultural Centre, New Delhi, Warsaw University and St Antony's College, Oxford. He has written seven books on the Arab World and then Soviet Union, apart from 60 research papers on different aspects of international politics.\n
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Economics |
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MID-YEAR REVIEW OF THE INDIAN ECONOMY 2005-2006 |
M.GOVINDA RAO |
8175412976 |
|
2006 |
|
|
202pp |
0.00 |
450.00 |
PrefaceList of TablesIntroductionMacroeconomic Dimensions and ProspectsFiscal Imbalances and Consolidation AttemptsTax System Reform in India: Achievements and ChallengesPublic Expenditure Policy: Trends and Reform IssuesRegional Policies, Resource Flows and Regional Equity in IndiaIn ConclusionReferencesComments on the Review by the DiscussantsAnnexure |
The mid-year review of the Indian economy for 2005-2006 presents the economic scenario with cautious optimism. The return to buoyant performance of the manufacturing sector, the continuing buoyancy of the services sector, the sharp increase in the savings rate and the creditable performance of exports present an optimistic picture of the Indian economy. Despite the severe fiscal imbalance, sharply increasing oil prices and a poor political climate for reforms, the economy has registered a growth of over 8 per cent in the first half of the current year.The high performance of the economy consecutively for three years despite several constraints has given the impression that the economy has reached a higher growth trajectory. Such an assessment, however, would be premature and the review highlights several risks which have dragged the economy such as the continuing fiscal imbalance, infrastructure bottlenecks, perverse incentives and governance problems. Nevertheless, achieving 8 per cent growth during the Eleventh Plan is within the realm of feasibility, but that is possible only if the pace of reforms is accelerated. Restoration of fiscal balance, improving infrastructure, addressing labour laws, small scale industry dereservation, improving the efficiency of the financial sector, creating an enabling environment for investment and productivity increase in agriculture and addressing the problems of lagging regions are some of the measures needed for sustained high growth. |
Dr. M. Govinda Rao is the Director, National Institute of Public Finance and Policy, New Delhi, India. He is also a Member, Economic Advisory Council to the Prime Minister. His past positions include Director, Institute for Social and Economic Change, Bangalore (1998-2002) and Fellow, Research School of Pacific and Asian Studies, Australian National University, Australia (1995-98). Dr Govinda Rao has a number of additional advisory roles. These include, Member, International Advisory Panel on Governance, UNDP Regional Office, Chairman. Chairman, Expert Group on Taxation of Services (2000-01); Chairman, Technical Experts Committee on VAT. He is also a Member of the Taxation Policy Group in the Initiative for Policy Dialogue (led by Prof. Joseph Stiglitz). Dr Rao's research interests include public finance and fiscal policy, fiscal federalism and state and local finance. He has published technical articles extensively in a number of reputed journals besides 12 books and monographs on various aspects of Public Finance. His recent books include, Political Economy of Federalism in India, Oxford University Press, 2005, Sustainable Fiscal Policy for India: An International Perspective (edited with Peter Heller), Oxford University Press, (2005) and Poverty, Development and Fiscal Policy, Oxford University Press, 2002 (Paperback, 2004). |
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Literature/Language |
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QUIXOTIC ENCOUNTERS: INDIAN RESPONSE TO THE KNIGHT FROM SPAIN |
SHYAMA PRASAD GANGULY(Ed) |
9788175413122 |
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2006 |
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xx + 162pp
|
0.00 |
600.00 |
Foreword: Rafael Conde de Saro(Ambassador of Spain)
Preface
Contributors
The Most Well Known Character in World Literature
Sunil Gangopadhyay
Don Quijote in the Oriental Perspective
Susnigdha Dey
Returning to Quixote
Meenakshi Mukherjee
The Natyashashtra and the Quixote on the Understanding of Fiction
Preeti Pant
The Non-reception of Don Quijote in 19th Century Bengal: Literary Interrogations of Romance and Nationalism
Kavita Panjabi
El Quijote in India:
Some Transcultural Considerations
Shyama Prasad Ganguly
Reading Don Quixote through Translation
Vibha Maurya
Marathi Literature's Response to Cervates' Don Quixote: G.A. Kulkarni's Yatrik
Rajendra Dengle
Don Quixote and the Bengali Reception
Ujjal Kumar Majumdar
Punjabi Response to Don Quixote
Tejwant Singh Gill
Tamil Response to Cervantes and Don Quixote
G. Subramanian
Cervantes and the Religions of the Mediterranean
Minni Sawhney
Encounters with Don Quixote
Dileep Jhaveri
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This book studies how the most widely known, translated and read novel in the world, Don Quijote, written in two parts in 1605 and 1615 by the Spanish writer Miguel de CERVANTES Saavedra, has been received in India. Although the masterpiece is well known amongst the educated in this country, there has never been an attempt to examine the nature of its popularity. Here, for the first time some very eminent writers and intellectuals have engaged themselves in offering their personal response as well as studying the immortal work's impact in the literatures of different languages in India. In that sense, this pioneering book is a welcome contribution to the extraordinary literature existing on the subject and its author worldwide. The book is not only a fitting tribute from India on the occasion of the completion of 400 years of the novel, so enthusiastically celebrated all over the world, but also fulfills the long felt need to provide a foundation for more systematic studies on the subject in this country, without ignoring the Indian component.
Rs 450
US$ 20\n
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Professor S.P.Ganguly, has been engaged in teaching and research in Spanish and Latin American studies at the Jawaharlal Nehru University, New Delhi, for about three decades. Earlier he taught economics in two colleges at the University of Delhi for ten years. His interests range from Indo-Hispanic inter-cultural themes to Latin American economic and cultural processes. Author of a number of books and essays, his research on the reception of Tagore in Spain is considered a significant contribution. He has also worked on the theme of 'Dependencia' theory in Latin America. More recently he has coauthored two bilingual anthologies on Spanish and Latin American poetry. He is also closely associated with theatre.
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Political Science,History/Culture |
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THE EARLY INDUS CIVILISATION: HUNTING TO FARMING |
MADHUSUDAN MISHRA |
9788175412866 |
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2006 |
|
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120pp
|
0.00 |
295.00 |
Preface
Introduction
A Long Dry Season
The Drying Summer
The Coming Hot Summer
The Sun Stroke
Plenty of Rain after the Hot Summer
It will Rain
The Arrival of the Rains
The Fertilising Waters
A Torrential Rain in the Evening
The Thunder and Lightning
The Chilly Winter
The Wealth of Nature
The Harmful Aspects of Nature
The Weather Forecast
The Fire Discovered
Fire and Water
The Indus Weaponry
The Snake Bites
A Serpent-killer Invented
The Cow Domesticated
Domestication of Horses
The Hoof of a Horse is Dangerous
Founding a Village
The Perils of the Village Life
The 'rags' of the Rustic Dialects
The Watchman
A Dog as a Guard
The Wheeled Carts Invented
The Flour - mill Invented
Fodder for the Domesticated Cattle
The Man Builds His House
The Beginning of Pottery
A Happy Home
The Oil - lamp
The Cattle - breeding
The Village- Well
The Agricultural Started
Lavatory System
Storing Waters
The Reservoir of Waters
The Perennial Waters from the Mountain
The Soma- juice
To Look Inward and to See with Eyes
The Generation of Light
There is Life After Death
The Vedic Carsani
An Engineer : nisara
The Transition of Thought
At Rbhus of the RV
The Vedic rata - and rati
The Big Gap between the Indus and Vedic Culture
A Dry Reservoir of Waters
The Origin of the Savitri - stanza
Conclusion
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The Indus culture was the first human culture on the earth and, that is why, what has been presented to us through inscriptions is just its infancy. The inscriptions say that they had moved from hunting to farming. They founded villages and constructed houses. The useful animals had begun to be domesticated and the heaths were cleared off from harmful creatures for human habitation,.
The book highlights the evolution of human civilization. Readers and scholars may find the book useful.\n
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Dr. Madhusudan Mishra (1933), M. A., Ph. D. is a former Dy. Director of Rashtriya Sanskrit Sansthan, Delhi. He taught Sanskrit in Goenka College, Sitamarhi, Bihar and Frankfurt University, Germany. He knows all the stages of Indo-Aryan from Vedic to Hindi. He has authored eighteen books. His present interest is Indus language and civilization.\n
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Literature/Language,Reference |
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THE UR-SANSKRIT |
MADHUSUDAN MISHRA |
9788175412842 |
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2006 |
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66pp
|
0.00 |
195.00 |
Preface;
Introduction;
The Origin of the Ur-Sanskrit;
Isolating Stage;
Agglutinative Stage;
Inflexional Stage;
The Later Languages;
Appendices
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For more than a hundred years, the Sanskrit language has been erroneously associated with her hypothetical parents.
This book discovers the real parents of Sanskrit in the ruins of her own parental house, buried for millenniums but still breathing, now also able to give a first-hand account of themselves. It is the story of how a human being began speaking in human voice.\n
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Dr. Madhusudan Mishra (1933), M. A., Ph. D. is a former Dy. Director of Rashtriya Sanskrit Sansthan, Delhi. He taught Sanskrit in Goenka College, Sitamarhi, Bihar and Frankfurt University, Germany. He knows all the stages of Indo-Aryan from Vedic to Hindi. He has authored eighteen books. His present interest is Indus language and civilization.\n
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Literature/Language |
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TWENTIETH CENTURY TELUGU POETRY |
SYAMALA KALLURY |
9788175412934 |
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2006 |
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200pp
|
0.00 |
600.00 |
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The book aims at fulfilling the long felt need of translating Telugu poetry into English, covering all the important trends that Telugu poetry witnessed during the last century. Poets in Andhra region have always marched along with the times and have written on issues relating to human behaviour and survival. This collection makes a modest effort to bring the talent of the poets of this region to the national mainstream.
The human concerns and questions that challenged our troubled world in this era of globalization was very much the concern of the poets writing today. Aimed at providing a useful reference tool for researchers, it is also hoped that this will provide the necessary basis for the comparative study of literatures produced in India.
Poetry in India has a loyal readership thogh not a wide one. This book, the originals published in Telugu under the title Chaitanya Dehali by NBT (2002), is a tribute to the lovers of poetry who kept up their interest, thereby keeping this genre alive for posterity, against all odds.\n
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Dr. Syamala Kallury teaches English at Indian Institute of Technology, Delhi. A bilingual writer and translator, she won Katha Award for translation in 1988 and the prestigious Jyeshtha Literary Award for Translation in 2001.
Her writings include Symbolism in the Poetry of Sri Aurobindo,(1988) Bhava Vihangalu, a translation of Tagore's Stray Birds (1988), a Telugu poetry collection Chaitanya Dehali (2002)and Telugu Short Stories: Women's Writing: An Inner Voyage (1930-2000).Swagathalu, her poetry anthology in Telugu is currently under publication.\n
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Literature/Language |
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WAR TALES AND OTHER STORIES |
ROMESH PANDEY |
88175412801 |
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2006 |
|
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198pp |
195.00 |
0.00 |
PrefaceThe DeserterPardonHot KakaIt is an OrderVeer JeeMilestone ZeroKing & the DevilClay GodSand DuneDecoration Piece |
The story-book is based on life experiences over a period of long service, three major wars and anti-insurgency. The stories are the reflections of events. Dangers and adversity bring out the starkest of truth and emotions, the relevance of which is everlasting and is capable of making joyous reading for many. |
Romesh Pandey is a widely travelled Army Officer. He has working knowledge of many Indian languages and his favourite subject is ethology. All this is amply reflected in his writings. His published books are Short Stories from Uttranchal and a Novella - The Runaways. Another set of books ready to be published are, Terminal Years of Hill Kingdom and Short Stories from Uttranchal -II.Pandey took to writing as a hobby in 1996 after the death of his wife. He retired in 1978 and lives lonely life in a simple dwelling at Dehradun. |
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North-East India |
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ADIVASIS AND THE CULTURE OF ASSAM |
HARKA BAHADUR CHHETRI |
9788183640084 |
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2005 |
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156pp
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0.00 |
495.00 |
ACKNOWLEDGEMENT,
INTRODUCTION,
ADIVASIS IN ASSAM,
TRADITIONAL BELIEFS AND OUTLOOK
VILLAGE LIFE AND THE TEA-GARDEN LIFE
LITERARY WORLD
MIXED CULTURE OF INDIA
DEVELOPMENT PROGRAMMES
BIBLIOGRAPHY
INDEX
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The study covers the historical identity of Adivasis (Santhals) since pre-historic period and their role in forming the composite culture of Assam. It discusses the literary and cultural aspects development of the Santhals.
The book may be found useful by researchers and students in the area.
\n
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Dr. Harka Bahadur Chhetri is associated with Department of Hindi, Bongaigaon College, Bongaigaon, Assam and was Fellow of the Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata.\n
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Asia/International Relations |
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ASIA ANNUAL 2004 |
MAHAVIR SINGH(Ed.) |
8175412305 |
|
2005 |
|
|
354+x pp |
0.00 |
995.00 |
IntroductionIndian Revolutionaries as Metaphor in Modern Uzbek Literature Timur KocaogluRussia's New Perspective on Asia: An Assessment Glerii Shirokov & Andrei VolodinIndia-Russia-China: Triangle to Transform the Present World Order Devendra KaushikXinjiang: Prospects for a Peaceful Future S. FrederickStarr"India and China: A Changing Relationship V.P. DuttChanges in Security and Cooperation Situation in Asian Region: Advantage and Disadvantage FactorsDu YanlingMultipolarization and Security Structure of Asia-Pacific Region Li XinweiPromoting Establishment of Fair and Equitable New International Political and Economic OrderAn Yuejun & Su ZuhuiCentral Asian Cooperation: The Possibilities of Development of Regional Integration ProcessesM. Chanachev Integrating the Economy of Kazakhstan into World Economy: Ways and MechanismsB.K. KazbekovEconomic Problems of the Processing of Hydrocarbon Resources O.I. EgorovCollection of Manuscripts on the History of India - A Note: Ponds of the Institute of Oriental Studies, Academy of Sciences, Republic of UzbekistanB. ObidovThe Challenge of Radical Islam to Democratisation in Central AsiaNalin Kumar MohapatraLooking at the Past Through the Prism of the Present: Analysis of the Ethnic Conflict in Sri LankaV. SuryanarayanNegotiating Peace in Sri Lanka: Dynamics and Implications Karori SinghThe East Asian 'Tigers' in the Light of Russian and Latin American ExperienceVictor KrassilchtchikovASEAN + 3 and GMS: Case Studies of Regional Integration Kosum SaichanJapan's Growing Role in Asian Maritime Security: An Indian PerspectiveSanjana JoshiMongolia-China Relations: Post-Cold War ScenarioSharad K. SoniAfghan Women in Transition: A Critical AppraisalArpita Busu RoyIndia-China Trade Through the Stilwell RoadH.N. DasDocumentsI. The Republic of India and the Islamic Republic of Iran "The New Delhi Declaration", 25 January 2003Contents11. Kuala Lumpur Declaration on Continuing the Revitalisation of the Non-Aligned Movement, 25 February 2003Ill. Joint Declaration of the Russian Federation and the People's Republic of China, the Kremlin Moscow, 27 May 2003IV. Declaration of the Heads of the States Participating in the Shanghai Cooperation Organization, 30 May 2003V. Declaration on Principles for Relations and Comprehensive Cooperation Between the Republic of India and the People's Republic of China, 23 June 2003VI. Joint Declaration on the Promotion of Tripartite Cooperation among the People's Republic of China, Japan and the Republic of Korea Bali, Indonesia, 7 October 2003VII. Declaration of ASEAN Concord 11 (Bali Concord 11), 7 October 2003VIII. ASEAN-India Joint Declaration for Cooperation to Comoat International TerrorismIX. Joint Declaration by India and South Africa on the occasion of the State visit to India by H.E. Mr. Thabo M. Mbeki, President of South Africa, 16 October 2003X. Joint Declaration of the Republic of India and the Russian Federation on Global Challenges and Threats to World Security and Stability, 13 November 2003XI. Joint Declaration on friendship and cooperation between the Republic of India and the Republic of Tajikistan, 14 November 2003XII. Security Council Adopts Resolution Endorsing Road Map Leading Towards Two-State Resolution of Israeli-Palestinian ConflictContributors |
The Asia Annual is the cross-disciplinary Journal of the Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata. The current volume, the fifth in succession, contains twentyone well-researched articles, authored by eminent scholars from India and abroad, are devoted to security and cooperation in Asia and the Asia-Pacific region, new International political and economic order, multi-polarisation, bilateral relations between India and China, new Russian perspective on Asia, possibilities for trilateral cooperation between India, Russia and China, and prospects for a peaceful future of Xinjiang. Central Asia remains in the focus of the current issue also. Scholars and policy-makers may find the issue useful. "it provides a useful overview of the geopolitics of several Asian countries and regions" The Sunday Statesman (Review of 2002 Issue)"Asia Annual 2003 is a good reference tool" The HinduRs.650 US$ 65 |
Prof. Mahavir Singh, is Director, Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata.Maulana Abul Kalam Azad Institute of Asian Studies567- Diamond Harbour RoadBehala, Kolkata - 700 034.Phone : +91-33-2468 1396Fax : +91-33-2468 4634Email : makaias@vsnl.net |
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Asia/International Relations |
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ASIA ANNUAL 2005 |
MAHAVIR SINGH(Ed.) |
8175412992 |
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2005 |
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240 pp |
0.00 |
995.00 |
India's Partition in Historical Perspective: Bimal Prasad;Introduction; India U.S. Politico-Security Relations: An Emerging Strategic Partnership in the 21st Century: P.M. Kamath; Etnopsycological Problems of Communication: Aimaganbetova O.H., Abdrahmanov M.M.; Russia Belongs to Neither the East Nor the West: Natalia A. Narochnitskaia,Comparing Perceptions of National Security Environment of China and India:: M.A. Jiali; Peculiarities of Ethnic Identity in the Republic of Kazakhstan; Central Asia Through the Prism of Geopolitics; Kurganbaeva A. Kh Movkebaeva G.A.; Mapping Security of Central Asia A Non-Traditional Threat Perspective: Nalin Kumar Mohapatra; Siberia and the Russian Far East A re-examination of Russian 'peripheries’: Suchandana Chatterjee; Japan and the United Nations: Sanjana Joshi; Political Economy of Asian State Systems: CP Bhambhri;Halford Mackinder that the "Grand Chessboard" From Geopolitical Imagination to Global Strategy: Anita Sengupta; Documents |
Asia Annual is a cross-disciplinary Journal of the Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata and this sixth volume of the series contains eleven well-researched articles authored by eminent scholars from India and abroad. The focus of contents is on India's Partition; Political economy of the Asian states; India-Russia-China Trilateral cooperation; Emerging strategic partnership between India and the United States of America; Ethnic issue affecting Kazakhstan and other Central Asian states; Security of Central Asia; Siberian region in the policy making of Russia; and Japan's policy towards United Nations. These are some of the highlights of this volume. It is hoped that the contents of the present volume will evoke interest among all sections of our readership both at the level of experts and general readers. |
Prof. Mahavir Singh is Director, Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata. |
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North-East India |
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BANGLADESHI IMMIGRANTS IN MEGHALAYA |
SENGJRANG N. SANGMA |
9788183640008 |
|
2005 |
|
|
124pp
|
0.00 |
750.00 |
PREFACE
INTRODUCTION
LAND AND THE PEOPLE
RELIEF OPERATION
CROSS BORDER MOVEMENT-CAUSES
REHABILITATION AND RECLAMATION
THE IMPACTS OF THE CROSS BORDER MOVEMENT
APPENDIX
BIBLIOGRAPHY
INDEX
|
The problem of Bangladeshi immigrants has adversely impacted on socio-economic and political conditions in India.
The book focuses on unauthorized human movement from Bangladesh to Garo Hills, Meghalya in 1964 and then in 1971. Causes for migration, Relief camps, rehabilitation and reclamation of displaced persons from across the border, and impact of these immigrants on the region are discussed and analysed.
The book may be found useful by the policy makers and scholars having interest in the region.
\n
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Segjrang N. Sangma is a Lecturer in Williamnagar College, Department of Garo, East Garo Hills, Meghalaya. He was a Fellow of the Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata.\n
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Asia/International Relations |
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BUILDING A NEW ASIA |
MAHAVIR SINGH(Ed.) |
9788175412415 |
|
2005 |
|
|
xviii+349 pp
|
0.00 |
1100.00 |
Introduction
1.Building a New Asian Security System through Regional Cooperation
Renewal of Bandung Spirit
Devendra Kaushik
2. Security and Cooperation in Asia Favourable Conditions and Adverse Factors
Du Yanling
3. New Asia: Development and Globalisation
Felix N. Yurlov
4. Imperialism - The Building of a New Asia
C.P. Bhambhri
5.A Preliminary Analysis of the Development of the Asian Regional
Economic Cooperation
Xu Yongquan
6. Strategic Triangle of China, India and Russia Ideal and Reality
Zhou Yuyun
7.Russia-India-China: Strategic Cooperation and a Pan Asian Order
R.R. Subramanian
8.Russia-India-China Cooperation: The Shaping of a Notion in Russian Foreign Policy
Hari Vasudevan
9.Stabilizing Asia: Regional and Global Challenges
R.R. Sharma
10. Status Quo or Big Leap Forward: Domestic Constraints and Civil Society in Contemporary Asia
Saradindu Mukherji
11. Reflections on India's Cultural Relations with South-East Asia
V. Suryanarayan
12. Central Asian and South Asian Cooperation Potential to be Used and Utilized
F.G. Teshabaev
13. No Alternative to Collaboration and Cooperation Between Countries
Surat Mirkasymov
14.Indo-Central Asians Relations and a New Asia
Surendra Gopal
15.South Asia and Pan-Asian Cooperation
D.R. Goyal
16. Eurasia Calling: Significance of Cooperation in a Changing World
P.L. Dash
17.India-Russia Strategic Partnership: Implications for Common Security of Asia
R.S. Yadav
18.Asian Powers and Central Asian Security
Ajay Patnaik
19.Regional Cooperation in Central Asia
Vasundhara Mohan
20.The Main Factors that Influence the Security of the Middle East After the Iraqi War
Zhang Jianwei
21.The Al Qaeda Threat to Southeast Asian Security: Problems and Prospects
S.P. Singh
22.Changing Dynamics of Regionalism in Southeast Asia
Shankari Sundararaman
23. Russia and the Asian Giants: The Problems and the Prospects of Cooperation (Energy Sphere)
Sergei Lounev
24. Interaction and Confidence-Building Measures in Asia: An Asian Forum
Meena Singh Roy
25. Japan and Asia
Sanjana Joshi
26.Problems of National Security of Kyrgyzstan in Modern Situation
Ainur Elebaeva
27.Mongolia's Security Concerns in the Post-Cold War Period
Sharad K. Soni
28.Regional Experiences in Solving Water Resources Problems in Tajikistan
I. Sh. Normatov
29.India and Asia: The Administrational Linkages for Security and Development
Hoshiar Singh
30.About Roots of Religious and Political Extremism and Dissemination of Terrorism
Askar Shomanov
31.From Shanghai Five to Shanghai Cooperation Organisation:
An Emerging Mechanism of Regional Security in Eurasia
Nalin Kumar Mohapatra
Contributors
Index
|
The contributions contained in the volume examine and discuss the problems and prospects of building a new Asia through cooperation in the field of security and development at both regional and Pan-Asian levels. Besides, delineating the contours of the changing dynamics of regionalism and regional cooperation in the various regions of the vast Asian continent, an abode for more than half of humankind, representing a wide spectrum of religio-cultural and ethnic diversity, the contributors also highlight the urgency of overcoming this diversity through joint efforts for development and ensuring security through non-military means in the spirit of the historic Bandung conference.
The book also draws attention towards the need for ushering in a multi-polar world to successfully meet the challenges of globalisation through intensified cooperation among the Asian states at all levels -bilateral, trilateral and multilateral. Notwith- standing, the heavy odds the contributors drawn from India and a number of Asian and Eurasian countries look forward to a vibrant and dynamic new Asia emerging out of the post-cold war era.
Rs 750
US$ 35\n
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Mahavir Singh, born (1955) at Jiwad, Bharatpur (Rajasthsan), did his graduation and post-graduation from the University of Rajasthan, Jaipur and obtained his M.Phil. and Ph.D. degrees from the School of International Studies, Jawaharlal Nehru University, New Delhi. After having worked with the National Archives at New Delhi briefly, he served Pondicherry University, Pondicherry, as Reader (1990-98) and Professor of History (1998-2000) before joining as Director, Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata in January 2001. A recipient of Commonwealth Senior Academic Staff Fellowship, he was a tVisiting Fellow at the University College London (UCL) in U K during 1995-96.
He has a number of publications to his credit including Soviet View of Indian National Congress (1991); Indians Abroad (2003), co-edited with Prof. S. D. Singh (Brisbane, Australia); Eurasian Vision, Felicitation Volume in Honour of Prof. Devendra Kaushik (2003), co-edited with Prof. Victor Krassilchtchikov (Moscow, Russia); India and Tajikistan: Revitalising a Traditional Friendship (2003) and has also edited four issues of MAKAIAS journal Asia Annual besides contributing several articles to other books and journals.\n
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Asia/International Relations,Political Science |
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CENTRAL ASIA - PRE-HISTORIC TO PRE-MODERN TIMES (2 VOLS): English Translation of Taziki: Pre-Ancient, Ancient and Medieval History |
B.G. GAFUROV |
9788175412460 |
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2005 |
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1000pp
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0.00 |
6000.00 |
VOLUME 1
Introduction
PART I
The Primitive Community System and its Decline on the Territory of Central Asia
The Primitive Communities in Central Asia
1 Paleolith Pre-Tribal Society
Emergence of Tribal Society - Monuments of Lower Paleolith - Monuments of the Middle Paleolith - Monuments of the Upper Paleolith - Characteristics of Paleolithic Society
2. Mesolith and Neolith Age
Mesolithic Monuments - Neolithic Monuments - Earliest Rock Paintings
3. The Bronze Age
Transition to the Patriarchal Tribe - Productive Forces - Historico-cultural Regions of Central Asia - Social System
4. Ethnic Composition of Population of Central Asia in the Bronze Epoch - The Aryan Problem
Indo-Iranian Community - The Aryans - The Ways of Settlement of Indo-Iranian Tribes and the Central Asian Archaeological Complexes
Eastern Iranian Tribes of Central Asia at the Dawn of Early Class Society (Ninth to Mid-Sixth Century B.C.)
1.Archaeological Materials of Early Iron Age
Metallurgy of Iron - Settlements
2.Central Asian Society In Early Iron Age
"Avesta" as a Historical Source - Avesta on Central Asian Society - Problem of Formation of Ancient States - Zoroastrianism
PART II
The Ancestors of the Tajiks in the Epoch of Development of Slave - Owning Relations
Central Asia in the State of Achaemenid
1. Political History of Central Asia in 6th - Beginning of 5th Century B.C.
Emergence of the Achaemenid State - The conquests of Kir II in Central Asia - Kir and Tomiris. Rout of Achaemenid Troops - Uprisings against Achaemenids during the reign of Darius I
2. Central Asian Society in V-IV Centuries B.C.
Central Asia as Part of the Achaemenid State - The Socio-economic System, Culture and Religion in Sogd, Khwarezm and Bactria in VI-V Centuries B.C.
3.Central Asia and Iran during the Achaemenid Period
Peoples of Central Asia in the Struggle against Graeco-Macedonian Conquerors
1. Campaign of Alexander of Macedonia in the East
The Rise of Macedonia - Destruction of the Achaemenid State - Struggle at the Approaches of Central Asia
2. Struggle of the Central Asian Peoples against the Graeco-Macedonian Forces
Military Forces and the Art of War of the Central Asian Peoples - Military Operations in Central Asian Inter-River Region - The Uprising of 329-327 B.C. - Collapse of the Empire of Alexander of Macedonia and Results of Macedonian Conquest
Graeco-Bactria and Parthia in III-II Centuries B.C.
1.Central Asia in the Seleucid State
2 The Graeco-Bactrian and Parthian State
Early History of Parthia and Graeco-Bactria - The Struggle against Seleucid Expansion - Blossoming of the Graeco-Bactrian Kingdom
3. The Internal System, Economy and Culture of Central Asia in Third - Second Centuries B.C.
The Graeco - Bactrian Kingdom - The Parthian Kingdom - The Other Regions of Central Asia
Central Asia in the Kushan Period
1.Parthia, Graeco-Bactria and the Nomads. Early History of Yueh-Chih
The Nomads and Parthia - The Problem of Origin of Yüeh-Chih - Assault on Graeco-Bactria
2. Central Asia in II-I Centuries B.C.
Bactria and Sogd - The Ancient Fargana state of Dawan - Northern Regions and Peoples - Parthia - The Victory Over Rome
3.The Kushan Kingdom
The Early Period of Kushan Kingdom - Problem of Kushan Chronology - Territorial Annexations - The Coinage Reform of Kadfiz II - Kanishka and Prosperity of the Kushan Kingdom - The Fall of the Kushan Kingdom. The Kushans and The Sasanids
4. Central Asian Cities and Settlements in Kushan Times - Northern Bactria
Sogd, Fargana, Chach and Khwarezm
5. Economy of Central Asia in the Kushan Period
Agriculture, Irrigation - Construction Works and Handicrafts - Foreign and Domestic Trade
6. Culture and Religion of Kushan Central Asia
Old Relics of Written Language - Religious Beliefs - Art
Socio-Economic System of Ancient Central Asia
1. Historiography of the Problem of Slave-owning Socio-Economic Structure of Ancient Central Asia
2. Contemporary View About the Socio-Economic System of Ancient Central Asia
Social and Property Differentiation - Structure of Central Asian Society at the End of I Millennium B.C. - Early I Millennium B.C.
PART III
Emergence of Feudal Relations in Central Asia
Tribes and Peoples of Central Asia in IV-VI Centuries A.D.
1. Political History
The Sasanid Kingdom - Kidarits - Hionits - Ephtalites
2. Problems of Ethnic History
Class Struggle - The Ephtalite Society - The Mazdak Movement
Peoples of Central Asia in VI-Beginning of VIII Century
1. The Main Events of Political History
Class Struggle - the Turk Kaganate and the Expansion of its Power over Central Asia - Turks and Ephtalites - Turk-Sasanid Conflict Economy and Politics - Mutual Relations of Turk Kaganate with Local Rulers Central Asian-Turk Synthesis - The Abrui Movement
2. Tokharistan in VI and Beginning of VIII Century
Data in the sources on the condition in Tokharistan in 6th and beginning of 8th century - The Political History - Irrigation-Agriculture - Handicrafts and Trade - Construction Work. Architecture - Painting - Sculpture, Wood Carving and other Arts - Religion
3. Sogd in VI-VII Centuries
General Account - Suan-tszan and Khoi Chao on Sogd - Political History - Irrigation Agriculture - Handicrafts and Trade - The Colonial Activities of the Sogdians - The Discovery of the Castle on Mug Hill and Excavations of Ancient Panjikent - Samarkand, Varaksha and other Urban Settlements - Construction Works - Paintings - Sculpture, Music and Dance - Sogdian Script and Literature - Religious Beliefs
4. Other Regions of Central Asia
Ustrushan - Fargana
5. Socio-Economic System : The Establishment of Feudal Relations
Abbreviations
Plates
Index
VOLUME 2
Introduction
PART I
Central Asia in the Period of Development and Consolidation of the Feudal System
The Peoples of Central Asia in the Arab Caliphate3
1. The Fall of The Sasanid State
Arabs on the Eve of Islam - The Emergence of Islam - Destruction of Sasanid State
2. The Conquest of Maverannahr (The First Period)
The Political Parcelling up of Maverannahr in the Middle of VII Century - The Arrival of Arab forces on the Frontiers of Central Asia - The first raids on Maverannahr - The Struggle of the Sogdians, Tokharistan and other Peoples of Central Asia against the Conquerors - Defence of Samarkand - The Coalition of Sogd, Chach, Fargana and the Turks
3. The Conquest of Maverannahr by the Arabs (Second Period)
Condition of Peoples of Central Asia - The Struggle of Sogdians, Farganians and Turks in 720-722 A.D. - Khuttalyan in Struggle with Conquerors
4. Consequences of the Incorporation of Central Asia in the Arab Caliphate
5. Role of Central Asian Peoples in the Struggle between the Omeiyads and the Abbasids
Opposition Groups in the Caliphate - The Movement of Abu Muslim - The Uprising of Sumbad Mag and the Movement of Mukanna
Completion of the Process of Formation of the Tajik People and Its Statehood: The States of Takhirids, Saffarids and Samanids (9th-10th Centuries)
1. Political History of 9th-10th Centuries
The Strengthening of Local Feudal Aristocracy - The Takhirids (821-873 A.D.) - The Saffarids (873-903 A.D.) - Formation of the Samanid State - The State System and Organisation of the Ruling Apparatus - Feudal Internecine Wars and Weakening of the State of the Samanids - Karakhanid conquest
2. Economy, Material Culture and Socio-Economic Relations
Agriculture - Mining and Metallurgy - Production of Glass and Ceramics - Other Forms of Handicraft Production - Building and architecture - Trade and Money Circulation - Bukhara - The Capital of the Samanid State - The Institutions of Feudal Grants and Conditional land Ownership - Feudal rent, condition of the peasantry and the people's movements - The Completion of the Process of Formation of the Tajik People
3. Science and Literature in the IX-X Centuries
First Written Works in the Tajik Language (Dari, Farsi Dari) - Development of Fiction Literature - Science
The Tajik People 11th-Early 13th c. State of the Gaznavids, Karakhanids, Gaurids and the Khwarezm Shahs
1. Political History
Unsuccessful Struggle of Abu Ibrahim for Restoration of the Power of the Samanids - The Tajiks in the State of the Gaznavids - Seljuks and the Collapse of the State of the Gaznavids - The State of the Gurids - Seljukids and Nizam al-Mulk - The Ismailite Movement - Karakhanids - Karakhanids and Karakitais - Khwarezm and the State of the Seljukids - The Uprising of Sanjar - The Conquest of the State of the Karakhanids by Mohammed Khwarezm Shah
2. Economy and Socio-Economic Relations
Ikta and Conditional Land Ownership in the 11th-12th Centuries - Land Ownership and the Peasantry - The Cities of Central Asia in 11th-12th Centuries - The Crafts in the 11th-12th Centuries - Money Circulation
3. Culture in the 11th-13th Centuries
Construction, Architecture and Applied Crafts - Literature and Sciences in the 11th-12th and Beginning of the 13th Centuries - The Spread of Sufism and its Influence on Tajik-Persian Literature
Tajik People in the Chengezid State
1. The Mongol Conquest
Economy of Central Asia under the Mongols - The Invasion of Central Asia by the Hordes of Chengez Khan - The Heroic Defence of Khojent - Timur-Malik - Further Conquests of Chengez Khan in Central Asia - Economic Life after the Mongol Conquest - The Uprising of Mahmud Tarabi - The Internal Policy of Munke-kaan and the Merchant-ruler Masud-bek - Monetary Reform of Masud-bek; Partial Rehabilitation of Urban Life and Trade - Central Asia in the First Half of the 14th Century
2. Socio-Economic Relations in Central Asia Under the Mongols
The Categories of Landownership - Suirgal - The Category of Peasants The Question of Serfdom and Slavery - The Condition of Craftsmen
3. The Culture of the Peoples of Central Asia during the Mongol Period
Architecture, Applied Crafts and Art - Literature and Science in the 13th-middle of 14th Century
Tajik People in the State of Timur and the Timurids
1. Political History, Popular Movements
Timur and his First Steps Towards Power - The Movement of Sarbedars - The Seizure of Power by Timur in Maverrannahr and His Further Conquests - The Dynastic Struggle Among the Timurids - The Rule of Ulug Bek - The Assassination of Ulug Bek - The Feudal Strifes
2. The Economy, Socio-Economic Relations
The General Condition of the Economy and the Exploitation of the Peasantry - The Categories of Feudal Property in Land. "Suiurgal" in the 15th Century - Trade - City and Crafts
3. Culture
Construction and Architecture - Monumental Painting and Miniature - Science and Literature at the end of 14-15th Centuries
PART II
Tajik People During the Later Period of Feudalism in Central Asia
Life of Tajik People in the State of Sheibanids (16th Century)
1. Political History
Conquest of the State of Timurids, Internal Policy of Sheibani Khan - The Struggle between Sheibani Khan and Babur - Central Asia in the First Half of the 16th Century - Feudal Internecine Wars, Abdallah II and "Unification of Principalities"
2. Socio-Economic Relations
Landownership and Use - Crafts, Internal Trade and Money Circulation - External Trade, Diplomatic Relations
3. The Problem of Ethno-Genesis of the Uzbek People
4. Material and Spiritual Culture
Construction and Architecture - Tajik Fiction and Historical Literature in 16th Century
Tajik People in the State of Janids (17th-First Half of 18th Century)
1. Political History
Feudal Internecine Wars in 17th Century - Growing Feudal Break up: Internal Policy of Ubeidallah Khan
2. Socio-Economic Relations
State of Economy. Land Rent. Taxes in Cities - Concentration of Land-ownership in the Hands of the Feudals - Popular Movement - Crafts, Trade and Monetary Turn-over
3.Material and Spiritual Culture
Architecture and Art - The Tajik Fiction and Historical Chronicles in the 17th-beginning of 18th century
Abbreviations
Plates
Index
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This work is the English version, published for the first time, of the second edition of the two-volume magnum opus of well-known Soviet Tajik orientalist B.G. Gafurov, brought out in 1989 from Dushanbe in Russian language. The first Russian edition which was published in 1972 from Moscow was followed by Tajik and Persian (in Arabic script) editions as also in the Polish language translated from Russian.
Though titled Tazhiki, Gafurov's work is, in fact, a well-researched comprehensive historical account of the march of the peoples (not just the Tajiks) living on the compact territory of Central Asia from times pre-historic to the threshold of the modern age. Creatively developing upon the foundations laid by outstanding Soviet scholars - V.V. Bartold, A.A.Semenov and M.S. Andreev of the 20s and A.Iu.Yakubovskii of the 30s of the previous century, Gafurov's work makes use of a plethora of historical sources of the most varied character to work out on the basis of his own research on Tajik history, as also the researches by a host of Soviet scholars in the post-war period, an inter-disciplinary framework for understanding the history and culture of the closely linked Central Asian peoples bound by age old civilisational ties with India, Iran, Afghanistan, China and Russia.
Some of the problems analysed in the book are level of development of culture and economy of Central Asia, ties with the neighbouring countries, the Aryan problem, cultural synthesis between Central Asian, Iranian, Indian and Hellenic cultures, chronology and culture of the Kushans, besides history and culture of Tokharistan and Sogd. The Marxist approach of the author is reflected in his emphasis on issues related to economic development and social transformation and the popular struggles against foreign invaders and indigenous oppressors and tyrants.
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Babajan Gafurovich Gafurov (1908-1977) - eminent scholar statesman, leading Soviet Tajik scholar, member of the Academy of Sciences of the USSR and Tajik SSR and several foreign scientific and cultural societies. Gafurov began his career as a journalist in Tajikistan after completing his higher education in Moscow. He became Propaganda and Agitation Secretary of the Central Committee of the Communist Party of Tajikistan in 1941 and was elevated to the position of First Secretary in 1946. He continued to hold this office until 1956 when he was appointed Director of the USSR Academy of Sciences Institute of Oriental Studies in Moscow following the 20th Party Congress of the CPSU. His tenure as Director of this prestigious Soviet Institute lasted till his death in Dushanbe in 1977.
Inspite of his pre-occupation with higher politics, Gafurov continued his active interest in historical research. In 1941 he was awarded a Ph.D. degree by the Moscow Institute of History on the topic "History of the Ismaili Sect from the beginning of the 19th century to the First World War". Gafurov got his D.Sc. degree on his work "A Short History of the Tajik People" in 1947. Gafurov was a member of the board of editors for the five volume collective work "History of the Tajik People" published in 1963-1965. Gafurov was member of the Central Committee of the Communist Party of the Soviet Union from 1952 to 1961 and an elected deputy of the USSR Supreme Soviet from 1946 to 1970. He was decorated with the "Order of Lenin" four times. The Republic of Tajikistan posthumously awarded him the highest honour of "Hero of Tajikistan" in the post-Soviet period. A city in the Republic is named after him.\n
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Asia/International Relations |
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CENTRAL ASIA SINCE INDEPENDENCE |
K. WARIKOO, MAHAVIR SINGH (ED) |
9788175411647 |
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2005 |
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x + 356 pp
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0.00 |
1100.00 |
Preface
Central Asia Since Ozodi: An Appraisal
Devendra Kaushik
Neutral Turkmenistan: Ten Years of Indeppendence
Ondjik Musayev
Kyrgyzstan's Struggle for Democracy and Stability
Rafij Abazov
State-Building in Kazakhstan: Review of a Decade's Experience
Ajay Patnaik
Foreign Policy of the Republic of Kazakhstan
Bulat Sultanov
Central Asia: Managing Inter-Ethnic Relations
P.L. Dash
Central Asian Republics' Quest for Security in the Post-Soviet Period
Mohammad Monir Alam
Afghanistan and Central Asian Republics 1991-1996
K Warikoo
Uzbek-Indian Relations
Fatih Teshabaev
India-Uzbekistan Relations during the 1990s and Future Prospects
Shri Prakash
Central Asia-Iran Relations
S.P. Singh
Tajikistan and the Afgan Cauldron
Sheel K. Asopa
Politics and Society in Tajikistan in the Aftermath of the Civil War
Suchandana Chatterjee
Regional Coopration in Central Asia: Some Perspectives
M.N. Sabirov
Region, Regionalization, Regionalism: The "Myth" of Tsentralnaya Aziia Revisited
Anita Sengupta
Economic Integration in Central Asia: Problem and Prospects
Leila Muzaparova
USA - Caspian - Central Asia Region: New Realities
Laura Yerekesheva
Caspian Region: The Unending Conflicts
R.G. Gidadhubli
Steady Socio-Economic Growth in Uzbekistan
A. Gafurov, A. Urinov
Structural Changes in the Economy and Policy of Uzbekistan
A. Gafurov, D. Hakimov, A. Urinov
Tajikistan: Problems of Social Development
Kh. Umarov, J. Makhmadshoev
Ecology and Development in Central Asia
Shodimurod Dustoboev
Contributors
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The disintegration of former USSR and the subsequent emergence of independent Central Asian Republics, changed the balance of power in this region. Due to its geographical proximity to China, Russia, West Asia and South Asia, this region emerged as a distinct geopolitical entity stimulating global attention and interest. These Republics which passed through a delicate stage of transformation into a new political, social and economic order, have successfully completed their transition into sovereign independent statehood. Ethnic complexities in Central Asia, ethno-religious resurgence and adverse impact of Afghanistan crisis, cross-border terrorism, bloody civil war in Tajikistan, problems of nation building, transition to market economy, infrastructure development, democratization, competition for pipeline routes and energy resources have been the key issues in post-Soviet Central Asia.
The study presents an integrated view of the momentous changes taking place in the five Central Asian Republics since their independence. Whole range of issues related to the experience of these Republics in their nation-building, democratization, economic development, regional cooperation, building of bilateral and multi-lateral relationships, impact of Afghanistan crisis over the developments in Central Asia etc. have been analysed in depth. The book not only consolidates the Indian scholarly contributions in the field of Central Asian studies, but also provides the Central Asian perspectives as presented by the scholars from Tajikistan, Uzbekistan, Turkmenistan, Kyrgyzstan and Kazakhstan.
Rs 695
US$ 40\n
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Prof. K. Warikoo is Director, Central Asian Studies Programme, School of International Studies, Jawaharlal Nehru University, New Delhi. He is the Secretary General (Hon'y) of Himalayan Research and Cultural Foundation, and Founder Editor, Himalayan and Central Asian Studies, a quarterly journal published since 1997. He has more than half a dozen publications to his credit.
Prof. Mahavir Singh is Director, Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata. He has a number of publications to his credit and has also edited issues of MAKAIAS journal Asia Annual.
Maulana Abul Kalam Azad
Institue of Asian Studies
567, Diamond Harbour Road,
Behala, Kolkata - 700 034
Phone : +91-33-2468 1396
Telefax : +91-33-2468 4634
E-Mail : makaias@vsnl.net
ISBN : 81-7541-164-0
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Asia/International Relations,North-East India |
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CROSSING THE FRONTIERS OF CONFLICT IN THE NORTH EAST AND JAMMU & KASHMIR: FROM REAL POLITIK TO IDEAL POLITIK |
LT. GEN. V.K. NAYAR, PVSM, SM(RETD.) |
9788175412187 |
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2005 |
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xii + 312 pp
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995.00 |
Foreword, Preface, Acknowledgement,
PART 1: The North-Eat Imbroglio
Geography and Historical Perspective
Mosaic of the North-East
Facets of Turmoil
The Way Forward
PART II: Jammu & Kashmir Roots fo Discord
Historical Perspective & Geopolitical Dyanamics
Multiplex Dimensions of Turmoil
Movement for Azadi, Militacy, Proxy War and its Islamic Agenda and War on Global Terrorism
The Way Ahead
PART III:
Drugs & arms Linkages: Its cross Border Nexus and Internal Security
Index
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Since independence internal dissent has increasingly manifested in violence, conflict and terrorism. Conflicts in the North East and the proxy war in Jammu & Kashmir on our frontiers pose a serious challenge to India's security. The core of the problems rests on domestic roots with external influence and spread of arms and drugs aggravating the situation. Deteriorating political ethos, fermenting religious and ethnic divide and lack of responsive and effective governance has further worsened the situation.
The North East and Jammu and Kashmir with their distinctive features need to be addressed separately. The study examines the historical perspective, geopolitical dynamics and contemporary experience of the people in the socio-political, cultural and economic spheres in these areas. The search for a solution goes beyond the physical boundaries of the conflict for it to be lasting and holistic. The author suggests a way forward. The book may be of interest to all, interested in the subject as well as the regions.
Rs 650
US$ 35\n
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Lt. Gen. V. K. Nayar was commissioned in the Army in 1951; he is a M.Sc. in Defence Studies from the Madras University.
Lt. Gen. Nayar participated in the Sino-Indian War, the Indo-Pak Wars and Counter Insurgency Operations in Mizoram, Manipur and Nagaland. He served as Additional Director General of Military Operation before taking over a corps in Punjab. He was the GOC-in-C Western Command (1987-1989).
He was the Governor of Manipur and Nagaland and was also a member of Government of India's Task Force on Internal Security. Apart from problems of law and order, he has handled politico-social problems of the States of North East, Jammu & Kashmir and Punjab.
He is the author of books, Threat from Within (1992) and Low Intensity Conflicts in India (2000). Presently, he is with the Centre for Policy Research, New Delhi and a trustee of the Centre for North-East Studies and Policy Research.\n
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Asia/International Relations |
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DIALOGUE AND UNDERSTANDING: CENTRAL ASIA AND INDIA |
SURENDRA GOPAL |
9788175412378 |
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2005 |
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x + 194 pp
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650.00 |
Preface
Acknowledgement
Indian in Central Asia
The First Two Decades of the Trentieth Century
Indian Freedom-fighters in Tashkent: 1917-1922
Contesting Ideologies: Nationalism, Pan Islamism and Marxism
A Little Known Chapter
Indians in Central Asia from Mid-1920s to 1940s
Intellectual Encounters
Central Asians and Indian Studies 1950s to 1991
The Role of Indo-Central Asian Relations in Making a New Asia
Bibliography
Index
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The book is a narrative of Indo-Central Asian contacts from November 1917 Revolution in Russia to 2002 i.e a decade following the emergence of sovereign independent nations in Central Asia.
After an initial spurt, the relations were virtually snapped but were restored after Stalin's death when Indo-Russian friendship prospered under Khrushchev. The new relationship, guided by the Soviet government was mostly diplomatic and cultural.
The birth of sovereign independent nations in Central Asia necessitated redefining and restructuring of Indo-Central Asian relations. They have become multi-dimensional and mutually satisfying.
The book is useful for researchers and general readers interested in independent India's relationship with its neighbours.
Rs 450
US$ 25\n
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Surendra Gopal, Professor of History (retired), Patna University, has been working on Central Asian history from XVI Century onwards with special reference to Indian migration there for about two decades.
He has published several articles on medieval Indian diaspora. He also edited a book entitled India and Central Asia: Cultural, Economic and Political Links (Shipra, 2001).
Maulana Abul Kalam Azad
Institute of Asian Studies
567- Diamond Harbour Road
Behala, Kolkata - 700 034.
Phone : +91-33-2468 1396
Fax : +91-33-2468 4634
Email : makaias@vsnl.net\n
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North-East India |
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EARLY HOMO SAPIENS AND THEIR MIGRATION |
CH. BUDHI SINGH |
9788183640091 |
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2005 |
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120pp
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495.00 |
PREFACE
THE EARLY HOMO SAPIENS
SENOIS AND SEKOIS
NEGROIDS AND AUSTRALOIDS
FRISIANS AND MONGOLOIDS
MEDITERRANEANS
NORDIC AND ARYANS
TURKS
DRAVADIANS
PALEO SIBERIAN AND NEO SIBERIAN
BULGARIANS
ENDNOTES
INDEX
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The book is a narrative on early Homo Sapiens. This anthropological study explores the migration of Homo Sapiens - Aryans, Nordic, Turks, Dravadians, , Senios, Sekois, Negroids, Australoids, Frisians, Paleo Siberians, Neo Siberians etc. Scholars and students of Anthropology and Ancient history may find the book useful.
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Ch. Budhi Singh is a former Professor from the Department of Anthropology, Manipur University, Imphal. He was a Fellow of the Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata.\n
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North-East India |
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ENVIRONMENTAL HISTORY OF NAGA HILLS 1881-1947 |
PUSHPANJOLI DEORI |
8183640079 |
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2005 |
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140pp
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495.00 |
ACKNOWLEDGEMENT
INTRODUCTION
NAGAS AND FOREST BEFORE COLONIZATION
EVOLUTION OF COLONIAL DISCOURSE ON DEFORESTATION AND CLIMATIC CHANGE
COLONIAL CONSERVATIONISM: SHIFTING CULTIVATION AND SOIL EROSION
CONSTITUTION OF STATE FORESTS IN ASSAM
CONCLUSION
APPENDICES
BIBLIOGRAPHY
INDEX
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The issues of the environmental history of Naga Hills including physical nature of the region, the terrain, soil and climate, natural vegetation and relationship of the forest and the Nagas.
The effective administration in this region was introduced only in 1881. Development of colonial discourses about nature's risk and the control of natural resources; and indigenous responses to the changing patterns of environmental control under colonialism are critically examined. The book also reveals the motive and role of colonial state behind steps taken for conservation and forest regulations.
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Pushpanjoli Deori is associated with Department of Historic & Archeology, Nagaland University, Kohima, Nagaland and was Fellow of the Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata.\n
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Asia/International Relations |
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FOREIGN POLICY MAKING IN ISREAL: DOMESTIC INFLUENCES |
PRIYA SINGH |
9788175412422 |
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2005 |
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viii+ 332 pp
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0.00 |
995.00 |
Preface
1.Domestic Influences on Foreign Policy Making:
A Theoretical Framework
2. The Domestic Determinants of Israeli Foreign Policy
3. Peace as a Process
4. Domestic Determinants of Israeli Foreign Policy:
The Israeli-Palestinian Peace Process from the Declaration of Principles to the Road Map
5.Conclusion
Appendices
1.U.N. Security Council Resolution 242 November 22, 1967
2.U.N. Security Council Resolution 338 October 22, 1973
3.U.N. Security Council Resolution 1397, March 12, 2002
4.Declaration of Principles on Interim Self-government Arrangements September 13, 1993
5. The Wye River Memorandum October 23, 1998
Trilateral Statement on the Middle East Peace Summit at
Camp David July 25, 2000
7.Report of the Sharm El-sheikh Fact-finding Committee, April 30, 2001
8.A Performance-Based Roadmap to a Permanent Two-state Solution to the Israeli-Palestinian Conflict
Index
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There are conflicting opinions regarding the understanding of a country's foreign policy. One viewpoint which is now commonly shared by most foreign policy experts is that foreign policy is not an independent variable and as such is conditioned by several factors. Among the multiple determinants of foreign policy, the domestic factors are considered to be especially important. While it is universally accepted that a State's external behavior is, definitely, conditioned by the international environment, it is equally true that the goals, contents and conduct of that behaviour are also to a significant extent shaped by the domestic context out of which it arises.
The book seeks to explore the relationship between domestic and foreign politics in Israel, with special reference to the Middle East Peace Process.
Rs 750
US$ 35\n
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Priya Singh is a Project Fellow in the Maulana Azad Institute of Asian Studies, Kolkata. She has worked on issues relating to the problems of security in West Asia with special reference to the foreign policy and leadership aspects of Israel. Some of her articles have been published in the Institute's journal, Asia Annual.
Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata\n
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Economics |
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FUNDING WINDOWS AND RESEARCH IN INDIA |
SHARAT KUMAR, MINNIE MATHEW |
8175412208 |
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2005 |
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170+xiv pp
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0.00 |
550.00 |
Preface,
acknowledgment,
List of tables,
List of Grants-in-aid of Government of India,
Fellowship available to Indian Students and Scholars,
Introduction: Objectives and Structure of the book
BASICS OF RESEARCH: Knowledge: Sensible and Intelligible, Propositions and Concepts, Logic and Research, Research and Hypothesis, Theory and Assumptions, Classiffication of Research, Submitting a Research Proposal
POLICY FOR RESEARCH PROMOTION: Policy Initiatives for R & D, Fiscal Incentives for Scientific Research, Venture Capital and R & D, Foreign Direct Investment and R & D, Institutions of Higher Learning and Research
DISSEMINATION OF RESEARCH: Extension Services, Training Policy for the Civil Services, Refresher Courses for University Education, Intellectual Property Right, Libraries and Research
FUNDING WINDOWS FOR RESEARCH: Mininstry of Human Resources Development, Mininstry of Science and Technology, Ministry of Health and Family Welfare, Ministry of Agriculture, Ministry of Environment and Forests, Ministry of Rural Development, Planning Commission
FUTURE OF RESEARCH IN INDIA: Prospects of Scientific Research, Prospects of Socio-Economic Research
Conclusion
Appendices
Bibliography
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Research in post independent India can be divided into two phases. While the first phase was characterized by the criticality of 'self sufficiency' in the field of technology development for rapid industrial and agricultural growth, the second phase is the outcome of post 1990 'economic liberalization' and the need to build 'global competitiveness'. The latter phase calls for strengthening the research infrastructure in the form of libraries, laboratories and institutions of higher learning.
The book reviews the Government policy towards research with emphasis on several new initiatives taken by the Government. It also examines the future prospects of research in the light of the significant step up in investment in research activity by the private sector in recent years.
The focus of the book, moreover, is on sponsored research encompassing both physical and social sciences. The book provides an anthology of various funding windows' offering fellowship and other research grants, within India and abroad. The book has been written, keeping in view, the interests of young students keen on pursuing research. The chapter on 'Basics of Research' discusses briefly the approach to research, its relationship to knowledge, research as a means of discovery and its limitations.
It is an indispensable book for students, scholars and policy formulators.
US$ 18\n
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Dr. Sharat Kumar, an M.A. from Jawaharlal Nehru University, and Ph.D. from Patna University, is currently Director in the Planning Commission.
After a brief stint in teaching at Patna and Ranchi University, he joined the Indian Economic Service and has served the Ministry of Finance and Ministry of Water Resources. He was also with the faculty of Economics at the L.B.S.N.A.A., Mussorie, between 1992-95.
He has been associated with the exercise of plan formulation for the Eighth, Ninth and Tenth Five Year Plans. He has written articles in various journals and has to his credit, two books in the area of Development Economics. He went to the Netherlands on a United Nation fellowship in 1994 and participated in the United Nation's Commission on Economic Development in New York in 2001.
Dr. Minnie Mathew, head of the Programme Unit for World Food Programme in India, is a Ph.D. in Nutrition, having worked within the UN System in different capacities.
She is also a facilitator for the United Nation's Development Action Framework (UNDAF). She has to her credit the innovative project - "Community Entrepreneurship for Production of Complementary Food in Jhabua (Madhya Pradesh)."
This has become a model for building entrepreneurship skills, for managing small scale production. This initiative fetched her the International Women's Day Award in 1999.
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Political Science |
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INDIAN POLITICS: 2001-2004: POLITICAL PROCESS AND CHANGE OF GOVERNMENT |
C.P. BHAMBHRI |
9788175412151(HB) |
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2005 |
|
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216 pp
|
0.00 |
550.00 |
Introduction Parties and Politics Hindutva-BJP/l6 - communalisation of the State Apparatus/16; Defender ofDemocracy/18; Hindu Joint Family/20; Signals from Gujarat/22; Is Hinduism Facing a Crisis?/24; Gathering Storm/ 26;Congress-29; Congress Democracy?/29; Goodbye Consensus, Hello Conflict: BJP verses Congress/31; Foreign Policy/34; Handle US with Care/34; Look Back, Bush/37; Foreign Policy/40; Politics ofGroups!42; When Government Betrays Trust 42; Socialism has met with an Inglorious End/44 NDA in Government BJP/47-Violent Society/47; Quest for Stability/49; Open theatre/ 52; Perils of Media Politics/54; Sangh Parivar in Government/56; Beginning of the End ofHindutva/59; Politics ofCorruption/60; Freeze Ayodhya, Now and Forever/62; NDA's hara-kiri/65; The Politics of Social Change/66; Cry, the Beloved Democracy/69; Football Politics/72; Congress/74-Challenged Congress/74; Challenges 2003/76; Clash of the Political Titans!79; Bottlenecks in Coalitions/81 ; Funding Democracy /83; up's War of All Against AIV84; States Conundrum/87; Are We Ready for Judge Dread?/ 89; ShadesofViolence/92; History's Use and Abuse/94; Congress versus Congress/95; A Lawless Culturel98; Assam: No Smoke Without Firell 00; Foreign Policy/l02-American Hegemony/1 02; Two can Play in Unipolar World/I 05; Value as Commodity/l 08; Towards a Multipolar World?/11 0; Can SAARC beat the Zeaots?/ 113; No Role Model/116; Who's Betting on Uncle Sam?/118; Terrorism or Iraqi Nationalism?/121; NAM and the New World Order/124; War for Profits/127; Prisoners of History/128; Imperatives of Harmony/13l; Selling Secrets/133; Beware of America/135; Socialists/B8; Backward Caste Socialist?/138 Pre-Election Politics Queenly Contestant/141; Parivar versus Dynasty/143; Frag-mented Politicsll46; Media and Vajpayee/148; Elusive Principles/152; Employees and Elections /153; Election Eve Concessions/ 154; Against the Windl155; Multi-faceted Regional Barons/l58; Covering up Failures/159; The Muslim Question/161; Veil of Coalitionsll62; Perils of Media Politicsl165 Elections 2004: Voters Verdict and Governance Election Calculus/I 68; Nobody Needs Pollsters/170; The Myth of Regional Politicsll72; Redefining India/173; Open Question?/ 176; Multi-faceted Voter/178; Competing Ideologies/180; Accept Sonia?/183; Politics ofContradictions/184; Miles to Go/I 86; Left will not Wreck/188; Pulls and Pressures in UP A/190; Oppose the Occupiersl192; Atal Versus Sangh - Is It True?/194; United Progressive AIIiance?/196; Sonia's Upward Joumey/199; Mid-course Correction/20 1; The Right Step/203; Issue of Nationalism/ 205; Collapse of National Politics/208; Firm Yet FraiI/209 Index
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The book covers major issues of 2001 to 2004, like contest of political parties, personalities, ideologies and politics. The narrative deals with the NDA (The National Democratic Alliance) and the UPA (United Progressive Alliance). The Lok Sabha elections of 2004 have been described in a focused manner to convey a message that Hindutva is down but not out of the reckoning. The book may be of interest to all interested in the Indian polity.\n
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Professor C. P. Bhambhri currently 'Distiguished Scholar' of Jawaharlal Nehru University, New Delhi, has been Professor and Dean of the School of Social Sciences. He also has been a Visiting Professor to McGill University, Canada and Dar-Es-Salaam University, Tanzania. He is a prolific writer who has published in international and national academic professional Journals and has also intervened through newspapers articles.\n
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Industry & Commerce |
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INDIAN SYSTEM OF MANAGEMENT |
SAGAR AGRAWAL, ANKUR AGRAWAL |
9788175412392(HB) |
8175411848(PB) |
2005 |
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94 pp
|
0.00 |
195.00 |
Preface
Introduction
Vedic System of Management
Lord Krishna's System of Management
Self-centred System of Managment of Ravana
Quber System of Management
Management System of Lord Shankar
Bhagirath's Sacrificial Model of Management
Regulatory Management of Manu-Chanakya
Mughal and British system of Management
The Gandhian System of Management
Narayanamurthy Model of Modern Indian Management
Epilogue
Endnotes
Bibliography
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The work co-relates the rich Indian cultural thoughts with those of the present management concepts. It starts from the Vedic system, age of Puranas, the British and to the modern Indian thoughts up to Narayan Murthi's system of management. The thoughts have been placed in very lucid and interesting manner.
The concept of the Indian System of management is be very effective for the Indian managers.
The book may be useful for the students, researchers and managers who would like to peep into the basic Indian system.
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Sagar Agrawal is B.Tech in Computer Science and Information Technology from IET Ruhelkhand University, Bareilly, UP. Presently he is working with M/s Infosys Technologies Ltd. He has written 3 books in Hindi entitled 'Dadi ki Kahaniya', 'Cybre Vidhi' & 'Hamara Paryavaran'.
Ankur Agrawal is a B.Tech (Manufacturing-Science & Engineering) from IIT Kharagpur and is doing MBA from ISB Hyderabad. He has worked for 4 years as Asstt. Manager, OSD to the President, Business Analyst, and Secretary to CEO in M/S Jindal United Steel In-Corporation, USA, Baytown, Texas, USA. He has published jointly two books entitled 'Dadi ki Kahaniya' & 'Bureaucracy to Bureaucrazy' in English.\n
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North-East India |
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INDIGENOUS INDUSTRIES OF ASSAM: RETROSPECT AND PROSPECT |
PRIYAM GOSWAMI |
9788183640053 |
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2005 |
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144pp
|
0.00 |
495.00 |
PREFACE, INTRODUCTION
SECTION I: HISTORICAL BACKGROUND OF INDIGENOUS INDUSTRIES OF ASSAM
SILK, COTTON, HANDLOOM INDUSTRY, RHEA AND JUTE, LAC, GOLD WASHING AND JEWELLERY MAKING, METAL WORK, TIMBER, POTTERY AND EARTHENWARE, BONES-TUSKS-HORNS-HIDES AND FURS, BAMBOO AND CANE, MASKS DOMESTIC ECONOMY-A VIEW
SECTION II: PROSPECTS OF INDIGENOUS INDUSTRIES
SERICULTURE, HANDLOOM AND TEXTILE INDUSTRY, CANE AND BAMBOO, HORTICULTURE, FLORICULTURE, MASKS, MISCELLANEOUS, RESOURCE MOBILISATION, CONCLUSION
INDEX
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The book provides a historical background of the indigenous crafts and industries of the region and discusses the prospects of sericulture, handloom, cane and bamboo, horticulture, floriculture, masks industries in national and international market. It not only analyses the causes of stagnation but also suggest probable remedies.
The book may be useful for policy makers and students of management & economics.
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Prof. Priyam Goswami is Head of the Department of History, Gauhati University, Guwahati, Assam and was a Fellow of Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata.\n
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Asia/International Relations |
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INDO-FRENCH RELATIONS: PROSPECTS AND PERSPECTIVES |
B. KRISHNAMURTHY |
9788175412145 |
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2005 |
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234+x pp
|
0.00 |
750.00 |
Preface
Introduction
The Problem of French India
Treaty of Cession of May 28, 1956- An Analysis
Indian Response to the Freedom Struggle in the French Colonial Empire in Asia and Africa
Liberation of Goa- The French Response
France and the Indian Defence Preparedness
Indo-French Relations- Pakistan Factor
French Response to Terrorism in the Indian Sub-Continent
Nuclear-Cooperation
Science and Technology Cooperation
Indo-French Cultural Ties
Economic Relations
Quest for a Multipolar World
Appendices
Bibliography
Index
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The book makes an earnest effort to study the Indo-French relations in the context of the perceived role of both the countries in the international politics, during the course of the Cold as well as the post-Cold War era. France's relationship with India is studied in the present work within the purview of its foreign policy in general and of its Asiatic policy in particular. The volume goes to the root of the problem and traces the historical background of the issues that are being discussed, so as to find out the answer: Why France or India behaved so, in a given situation? While Part I of the book deals with the problematic phase of decolonisation, Part II elaborates cooperation between the two countries in the political, strategic, economic, cultural, scientific and technical spheres, which turned out to be complimentary and mutually beneficial. To be precise, the present work highlights the conscious and continuous efforts of both the powers on the plan to achieve a new multipolar world order, which will be just, harmonious and a more safer and peaceful place to live in.
US$ 30\n
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Dr. B. Krishnamurthy took his Degree of Doctor of Philosophy in History as well as P.G.Diploma in French from the Maharaja Sayajirao University of Baroda, Vadodara. His post-doctoral work is on the Freedom Movement in the French Settlements in India and he has a book in Tamil on this subject to his credit. Dr.Krishnamurthy has contributed numerous research papers and articles to edited volumes and reputed journals, on Indo-French Relations, French Foreign Policy, European Integration and the European Human Rights Regime. He is currently Reader in the School of International Studies and Coordinator incharge of the Centre for Nehru Studies, Pondicherry University, Pondicherry.\n
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Economics, |
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INDUSTRIALIZATION, ECONOMIC REFORMS AND REGIONAL DEVELOPMENT: ESSAYS IN HONOUR OF PROFESSOR ASHOK K. MATHUR |
SUKHADEO THORAT, JAYA PRAKASH PRADHAN, VINOJ ABRAHAM(Ed) |
8175412100 |
|
2005 |
|
|
320 pp
|
0.00 |
700.00 |
Preface
Introduction, Professor Ashok Mathur and His Academic Contributions Sukhadeo Thorat, Jaya Prakash Pradhan and Vinoj Abraham
PART I REGIONAL DISPARITY IN INDIA
India's Development Experience A Regional Analysis: Rajarshi Majumder
Inter-State Disparities in Economic Development Special Reference to North-eastern States: Homeswar Goswami, Jayanta Kr. Gogoi
Some Aspects of Regional Manufacturing Disparity in India 1961-974: Satya Prasad Padhi
Productivity in the Informal Manufacturing Sector Regional Patterns and Policy Issues: Dipa Mukherjee
PART 11: LABOUR AND EMPLOYMENT IN INDIA
Employment in Small and Tiny Enterprises Post-Reform Trends and Dimensions: Partha Pratim Sahu
Information Technology and Labour Market in India Structure and Issues: Vinoj Abraham
Women Workers and Informal Sector: Nikhila Menon Nandakumar
PART III: ECONOMIC REFORMS AND GLOBALIZATION
Macro Economic Adjustment, Stabilization and Sustainable Growth Looking Back and to the Future: M.R. Aggarwal
Bank Reforms: Intermediation Efficiency and Labour An Econometric Exercise: Subhas K.Basu
Globalization and Development Some Issues and Empirical Facts: Shahid Ashraf, Somesh K. Mathur
PART IV: SOFTWARE INDUSTRY
India Advantage in Software A Reality Analysis: K.G. Radhakrishnan
PART V: GENDER AND GROWTH
Women's Status and Economic Growth An Analysis of Indian States: Jaya Prakash Pradhan 0 Vinoj Abraham
Main Publications / Research Contributions of Ashok K. Mathur
Contributors
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This book covers a wide array of topics that have acquired relevance in the context of liberalization of the Indian economy. Issues confronting the economy such as widening regional disparity, informalisation and feminization of workforce, gender disparity and economic growth are brought to the focus. It presents a comprehensive picture of these traditional development issues, looking at their trends, identifying the casual factors and suggesting suitable policy measures.
Further, the book also explores possibilities offered by economic reforms, globalization and the emergence of knowledge based sectors like Information Technology. It may be useful for academicians, policy makers, students and any reader interested in Indian economic issues.
Rs 700
US$ 35\n
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Sukhadeo Thorat is presently professor of Economics, Center for the Study of Regional Development, School of Social Sciences, Jawaharlal Nehru University, New Delhi and Director, Indian Institute of Dalit Studies, New Delhi.
Jaya Prakash Pradhan is Assistant Professor at Gujarat Institute of Development Research, Ahmedabad. He had worked at Research and Information System for the Non-Aligned and Other Developing Countries and IIPA, New Delhi.
Vinoj Abraham is Research Scholar at the Centre for the Study of Regional Development, Jawaharlal Nehru University, New Delhi. He had worked as Research associate at V.V. Giri National Labour Institute. He has published articles in national journals, and has co-authored a book.\n
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Economics |
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MID-YEAR REVIEW OF THE INDIAN EONOMY 2004-2005 |
SAUMITRA CHAUDHURI |
8175412275 |
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2005 |
|
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148 pp |
0.00 |
395.00 |
PrefaceList of TablesThe Global Context: Economic Growth, Monetary Conditions, Politics and Petroleum Prices 1The Indian Economy: Prospects for Accelerating Growth, Savings, Investment, Inflation and External Payments FrontPerformance of Different Sectors: Agriculture, Industry, Inflation and Commodity Composition of Trade and its DirectionFinances: Government Finances, Money, Credit and Capital MarketsComments on the Review by the Discussants |
The mid-year Review of the Indian economy for the current year gives a holistic picture of the Indian economy, its prospects in 2004-2005 and the international trends that influence it.In ascertaining the outlook for economic growth, explicit cognizance is taken of the fast growing and more stable trajectory of growth of the non-agricultural sector, quite separately and distinct from what happens to agriculture. A stronger performance in manufacturing and other industrial sectors is predicted as well as a continuation of the expanding trends in other parts of the services sector. Estimated GDP growth is placed at 6.3 per cent. The focus, however, is more on the important role of management of economic policy. The present government is seen as facing a most favourable political situation for successfully implementing its programme for economic reform, as the challenges from the traditional opposition are weak.Rs. 395US$ 20 |
Saumitra Chaudhuri studied economics at Jawaharlal Nehru University and worked for several years in various departments of government that were entrusted with setting prices, tariffs and issuing industrial licences; to that extent has had first hand experience of the control system prevalent in the eighties. He worked with State Bank of India and Steel Authority in a period that the system began its early forays into taking cognisance of market signals and started entertaining the idea of competition. For more than a decade he has been Economic Advisor with ICRA Ltd. a full service credit rating agency, an assignment which has been enriching in terms of gaining an understanding of both corporate and public finance, and of their dynamics. He is the Executive Editor of ICRA's quarterly publication, Money & Finance, and writes extensively in the print media. |
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Asia/International Relations,Religion & Philosophy |
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OVERSEAS INDIANS: THE GLOBAL FAMILY |
SHUBHA SINGH |
8175412259 |
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2005 |
|
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223+viii
|
0.00 |
750.00 |
Preface
Indians Abroad
The Chinese Experience
The Indenture System
Indians in the Caribbean
Indians Majorities
In the Neighbourhood
The African Experience
Recent Migrants
In the gulf Region
Dual Citizenship
Identity and Assimilation
Politics and Diaspora
The Diaspora's Influence
Policy of Engagement
Maintaining the Bonds: Conclusion
Select Bibliography
Index
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The rise of a prosperous, confident overseas Indian community since the late 1980s has changed the image of the pravasi (overseas) community in India. Overseas Indians have become visible internationally as many of them have reached heights of success, finding a place in the lists of international leaders in their areas of expertise.
The Indian diaspora is formed of numerous layers and segments that correspond to the time of migration, the place of origin in India and the country of settlement. Overseas Indians are descendants of migrants who went to Malaysia, Sri Lanka and other South East Asian countries, and as indentured workers travelled to Trinidad and Tobago, Mauritius, Suriname, South Africa and Fiji. They are first generation migrants to Britain, Canada, America and other countries around the world. In each country where they settled, migrant Indians had a different experience as they strove to create an economic and political space for themselves in the host society.
A successful, prosperous and politically influential diaspora is an asset to India, acting as a vibrant bridge between two countries and adding vigour to their bilateral relations. Both India and the diaspora have something to gain from the connection, in real as well as intangible terms. The majority of the diaspora looks for cultural sustenance, to connect their children to India, the ancestral land from which they draw their ethnic identity.
Author has brought her experience and familiarity with overseas Indian communities to emphasise the need to infuse a common diasporic identity within the various segments of the overseas community with the aim of building the overseas communities into a well-networked international presence around the globe.
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Shubha Singh is a journalist and has worked with two leading Indian newspapers for over two decades. It is her family's connection with Fiji Islands spanning four generations (her great grandparents went to Fiji in 1885) that has kept alive her interest in the Indian diaspora. She has lived and worked in Fiji in the 1970s when her father, Bhagwan Singh was posted as India's High Commissioner to Fiji. She has travelled extensively as a journalist, taking special interest in regions that have large settlements of overseas Indians, such as Mauritius, South Africa, the Caribbean, USA, Britain, Australia, New Zealand and the South Pacific. The May 2000 coup in Fiji led her to undertake a closer analysis of the reasons why multi-racial governments in Fiji had been overthrown twice within 13 years. In 2001 she wrote a critically acclaimed book titled Fiji: A Precarious Coalition. She has also produced a 54-minute documentary film titled Crosscurrents: A Fijian Travelogue.
Shubha Singh was awarded the Chameli Devi Award for best woman journalist in 1995 for her "perceptive and analytical writing on foreign affairs". She was the fellow of Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata. She is now a columnist, writing on foreign affairs and politics for two Indian newspapers.
Maulana Abul Kalam Azad Institute of Asian Studies
567, Diamond Harbour Road,
Behala, Kolkata - 700034
Email makaias@vsnl.net
URL www. Makaias.org
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Asia/International Relations, |
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PANCHSHEEL: RETROSPECT AND PROSPECT |
MAHAVIR SINGH(Ed.) |
8175412925 |
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2005 |
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viii +152pp |
0.00 |
395.00 |
ContributorsIntroductionRenewing Panchsheel for Ushering an Asian Century without WarsDevendra KaushikThe Relevance of Panchsheel in the Current International SituationVP DuttAssertion of National Sovereignty to CompradorismCP BhambhriChina-India: Peaceful Rise and Peaceful Coexistence in AsiaZhang GuihongPanchsheel-A Conceptual Profile of Security in AsiaRR SharmaPanchsheel and Strengthening Sino-Indian Relations in the Contemporary SituationK WarikooIndo-China and the World (1954-1958): Panchsheel comes into Conflict with Imperialist IntriguesV SuryanarayanFifty Years of Panchsheel and India-China RelationsSheel K AsopaChanging Chinese Perceptions of India: A Historical and Political PerspectiveSreemati ChakrabartiThe Significance of Panchsheel in China's Foreign Policy FrameworkMadhu BhallaIndex |
Panchsheel - the five principles of peaceful co-existence - caught the imagination of the people not only in Asia but the world when an intense ideological conflict was fanned through pursuit of the Cold War. Panchsheel is the light that leads nations 'through the engulfinging gloom' for euthanasia prone warring and mutually suspicious nations.Scholars have made their contribution in this book, hailing Panchsheel as the updated version of 'Tamso-ma-jyotir gamya' - from darkness to light. It needs no testimonial. It is the time that United Nations Organization adopts it as the 'Preamble' of U.N.O.Rs 395US$ 20 |
Prof. Mahavir Singh is Director, Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata. He has a number of publications to his credit and has also edited issues of MAKAIAS journal Asia Annual.Maulana Abul Kalam Azad Institute of Asian StudiesKolkata. |
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North-East India |
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RESERVATION POLICY AND OBC MOVEMENT IN ASSAM |
TROILUKYA GOGOI |
818364001X |
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2005 |
|
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120pp
|
0.00 |
495.00 |
ACKNOWLEDGEMENT, ABBREVIATION, INTRODUCTION, RESERVATION POLICY IN RETROSPECT, GROWTH OF ALL ASSAM OBC ASSOCATION: THE MOVEMENT ONE, INTEREST ARTICULATION AND POLITICAL MOBILIZATION: THE MOVEMENT TWO, ECONOMIC CONDITION LINKED RESERVATION POLICY: CONCLUSION, BIBLIOGRAPHY, INDEX
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The book deals with the issue of under-representation of the socio-economically deprived and backward castes and classes in the spheres of education, employment, administration, commerce and political institutions and the resultant policies of the Government to appoint commissions to identify the various categories of such people, their recommendations and policies adopted by the Governments for reservations for them in these areas in proportion to their respective shares in the population. It deals with the build up specifically of organizations of Other Backward Classes and political mobilization of the people in the region since Independence in the struggle for their interest.
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Troilukya Gogoi is teaching in the Department of Political Science, Dibrugarh University, Dibrugarh Assam. He was a Fellow of the Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata.\n
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Asia/International Relations |
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RUSSIA, CHINA AND MULTILATERALISM IN CENTRAL ASIA |
ANITA SENGUPTA |
9788175412354 |
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2005 |
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xxv +243 pp
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0.00 |
495.00 |
Preface
Russia in Central Asia
The Ongoing Debate
China, Central Asia and the Re-emergence of "Turkestan"
Russia-China-United States
Three "Bilateral Relations" in Central Asia
Regional Alignments in Central Asia
The Emergence of a "New" Dialogue?
Epilogue
Selected Bibliography
Index
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It was assumed that the post 9/11 era would herald a transformation in Central Asian security structures where existing multilateral arrangements with Russia and China would be bypassed in favour of bilateral arrangements with the United States. This would entail a change in the positions of Russia and China as significant partners in multilateral arrangements within the region.
The book examines Russian and Chinese interactions over the Central Asian region and the effect of the US presence on this interaction. It begins with an examination of Russian and Chinese positions in Central Asia and then goes on to examine Russo-Sino-US interaction. As an extension of this it examines the positions of transnational organizations in the region. It concludes with an examination of the South Asia and particularly the Indian position in the shaping of an alternative multilateral strategic dialogue for the region. The book argues that co-operation and multilateralism seem to be the watchwords of diplomacy for Eurasian powers in the region and calls for a new look at the nature of the emerging multilateralism in the region.
Rs 495
US$ 25\n
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Dr. Anita Sengupta is Fellow at the Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata. She is the author of The Formation of the Uzbek Nation-State: A Study in Transition, Lanham, Boulder, New York, Toronto, Oxford: Lexington Books, 2003 and Frontiers into Borders: The Transformation of Identities in Central Asia, Delhi and London: Hope India Publications and Greenwich Millennium Press Ltd., 2002.
Maulana Abul Kalam Azad
Institute of Asian Studies
567- Diamond Harbour Road
Behala, Kolkata - 700 034.
Phone : +91-33-2468 1396
Fax : +91-33-2468 4634
Email : makaias@vsnl.net\n
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Education,M.ed/B.ed./D.ed. |
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SCHOOL RESOURCE PLANNING AND MANAGEMENT |
YAZALI JOSEPHINE |
9788175412552(HB) |
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2005 |
|
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175 pp, 2010 imp
|
0.00 |
850.00 |
Preface
Introduction
Cost and Efficiency in Schools
Importance of Case Study
Relation of Monetary and Non-Monetary Inputs with Output of School System
Case Study - Findings and Suggestions
Using Modern Techniques of Management for School Development
Bibliography
Annexures
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The book highlights the relation between cost and efficiency in the school system under different managements viz. Government, Unaided and Aided run-schools. How the better planning and management of limited resources can improve the performance in the system has been discussed with the support of a case study of few schools. The book argues that better performance of any school can not be attributed to financial resources alone there are several non-monetary factors also.
In this book efforts are made to guard against the myth that without abundant funds for facilities, schools can not deliver the quality; and resource abundance is also no guarantee for school effectiveness. It is in this sense resources planning and management in schools play vital role.
The book may be found useful by heads and the management of schools, and the policy makers.
US$ 20
\n
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Dr. Yazali Josephine is associated with National Institute Educational Planning & Administration (NIEPA), New Delhi. She is Ph.D. from Jawaharlal Nehru University, New Delhi. Professionally trained in Educational Planning and Adminis-tration from IIEP (UNESCO), Paris, Dr.Josephine obtained her Post Graduate Diploma in Developmental Administration from International University for Cooperation, Rome, Italy.
Dr. Josephine published several research articles and presented many research papers in the national and international organisations like UNESCO, Oxford etc. Currently, she is working in the areas of School Planning, School Effectiveness and Globalisation- Gender, Education and Poverty.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000233.jpg |
Social Work |
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SOCIAL SECURITY FOR ELDERLY |
R.K.A. Subrahmanya |
8175412194 |
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2005 |
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202 + v pp
|
0.00 |
650.00 |
Preface
1. Introduction
R.KA.Subrahmanya
2. Emerging Indian Ageing Scenario
Dr. lrudaya Rajan
3. Wrinkled Face of Passing Years
John Woodall
4. Recent Developments in Old-age Invalidity and Survivors' Insurance
General Secretary, ISSA, Geneva
5. Social Security for elderly in Asia and the Pacific
Dr. Hector Inductivo
6. Elderly in Asian Countries and Social Security
R.KA.Subrahmanya
7. Social Security for the elderly in India
R.KA.Subrahmanya
8. Current Issues in Pension Reform
Prof Mukul G.Asher
9. Legislated and other Benefit Plans: An assessment and suggestions for improvement
Nalin Thakore
10. New Challenges and Opportunities in the merging Scenario for Pension Market
H.O..Sonig
11. Health Security for the Elderly
Dr. A.K. Khokar
12. Psychological Security for Older Persons in India
Dr. lndira Jai Prakash
13. Select Presentations and Discussion
14. Conclusion
R. KA.Subrahmanya
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000209.jpg |
Political Science |
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SONIA IN POWER: UPA GOVERNMENT: 2004-06 |
C.P. BHAMBHRI |
9788175413283(HB) |
|
2005 |
|
|
viii+276pp
|
0.00 |
900.00 |
Preface
1. Introduction
2.Sonias Congress and Manmohans UPA Government Sonia: Miles to Go; Whither sonia congress; Sonia must intervene; Manmohans Active Voice; A Prescription for the Doctor; Do We Have a Prime Minister? Officially the Weakest? Congress Search for Direction; Politics of Continuity; In The DNA of UPA; Make India A Strong and Egalitarian Nation; The Relevance of Indira Gandhi; Party of Gate-Crashers; More and More of the Same; Need to practice secularism in letter and spirit; Discordant Orchestra; Congress on tight red leash
3.Supporting Parties, Left and Politics Party of Poopers: Political Adventurists; Towards An Alternative; Chasing A Chimera? Coalition and Confusion; Point of Departure; Politics of Tired Front; Hammer and Tongs: Left Means Business; Red Sunrise, Saffron Sunset; Squabbling Secularists; An Inherently Weak Coalition ; Friends at the Centre, Foes in the States: ASSEMBLY ELECTIONS; Caution: Left Hand Drive; A Meaningful Verdict
4.Bharatiya Janata Party, Hindutva and Allied Parties What Is The BJPs Political Future? Keep Religion Private; Priests and Politics; Hindutva vs. Secularism; NDAs Same-Side Goal; Why the Parivar Hates Nehru; Historically False Definition; The BJP is Hardly Eligible for the Moral High Ground; Riots and Wrongs; Secularise State Apparatus; RSS is the Only Reality; Whither BJP]
5.Caste Politics and Reservation Reservation and Casteism; Limits of Caste Politics; Left and Caste Politics; UPs Caste Cauldron is Boiling; Whither Caste Politics; Not Minorityism but Just Enrichment; The Divide and Rule Game Goes On
6.Political Parties and Issues before the Nation Explosive and Burning; Callousness towards Naxalism; Restructuring Bureaucracy; Revolution and Crime: Agrarian Discontent; Elections, Parties and Democracy; Is The EC Always Right? Party Behaviour and Misbehaviour; Independents Day: Show Them The Door; Seven Sisters Parliament; Federalism at Crossroads; Federation and Coalition; Ties of Convenience; The Tug of War in Bihar; A Judgement Misunderstood; Politics Alone Can Tackle Naxalism; An Uncaring Society; Towards Soap-Box Politics; Democracy Disgraced; Banish Illiteracy; Governance and Accountability; Into and Already Stuck; Secularism: Zig Zag Process; The National as Local
7.The Foreign Policy of India and US192 Kerry, by George: Vote for Civilised World; Tread with Caution in Bushland; Outsiders are Meddling; Enter, 'King George-II; Scaling Down the Summit; Rice Menu not Nice for India; Between the Lines: Journey for Peace; Six Tete-A-Tetes or A Dialogue of Seven? For Love of Uncle Sam; Bandung to Jakarta; Americas Kiss of Death; Symbols of National Power; The US is Best Avoided; Age of Silent Consensus; Nuclear India Immobilised; Iraq, America and Natwar; Probe Ram Naiks "Business" Delegation Too; Letting America Call the Shots; A Nation Divided on Foreign Policy; A Surrender of Sovereignty; Bush has 'Left us in a Tizzy; Imperialist Truths ; India and the United States; Mortgaging Indias Sovereignty; India-US Strategic Relations
8.India, Pakistan and Kashmir Engage Pakistan Seriously; Take Musharraf Seriousl; Shedding Kashmir Fixation; Valley of Contradictions Index
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The author has discussed and analysed complex problems faced by the United Progressive Alliance government at the Centre. Sonia Gandhi-led Congress party has not only managed a coalition government at the Centre, it has also been engaged in tackling complex domestic and foreign policy issues while in government. It is an analytical-cum-evaluative study of UPA-in-Government around the issues of party politics, centre-state relations, domestic and foreign policies.
\n
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Professor C. P. Bhambhri currently 'Distiguished Scholar' of Jawaharlal Nehru University, New Delhi, has been Professor and Dean of the School of Social Sciences. He also has been a Visiting Professor to McGill University, Canada and Dar-Es-Salaam University, Tanzania. He is a prolific writer who has published in international and national academic professional Journals and has also intervened through newspapers articles.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000279_1.jpg |
North-East India |
|
STUDENTS' POLITICS IN ASSAM |
MONUJ PHUKAN |
8183640060 |
|
2005 |
|
|
112pp
|
0.00 |
495.00 |
PREFACE,
INTRODUCTION,
ATASU: GENESIS AND DEVELOPMENT
ATASU: DECLARED OBJECTIVES AND ORGANISATION STRUCTURE
ATASU: MOVEMENT FOR INTEREST ARTICULATION AND COMMUNITY DEVELOPMENT
CONCLUSION
BIBLIOGRAPHY
INDEX
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000270.jpg |
Political Science,History/Culture |
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THE EXPLORATION OF URI SECTOR: KASHMIR VALLEY |
F.A. LONE |
9788175412224 |
|
2005 |
|
|
192pp
|
0.00 |
450.00 |
Foreword
Preface
Acknowledgement
List of Tables
List of Maps
List of Photographs
Introduction
Uri in History
Village Description
Wild Life in Uri
Forest Wealth of Uri Sector
Geology, Soil and Mineral Wealth
Flora of Uri Sector
Herbal Wealth and Health Care
Herbalists of Uri Sector
Agro Horticultural Scenario
Important Shrines
Tourist and Mountaineering Spots
Scope for the Development of Industrial Sector in Uri
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The book is based on exhaustive exploration of Uri sector that constitutes one of the important border areas of the Kashmir valley. It covers the description of the region and its socio-cultural diversity.
A detailed account of the historical importance of Uri sector, its forest wealth, wild life, mineral resources, herbalists, herbal wealth and health care, phyto-diversity and agro-horticultural scenario constitute the capital theme of the book.
The book also documents the valuable information of some Muslim, Hindu and Sikh shrines of the area. The tables and maps given lucidly reveal the location of some exemplary magnificent scenic spots and mountaineering sites. The author suggests some novel ideas for the scope of eco-friendly industrial development.
The book may be useful to all, interested in the region of Kashmir Valley.\n
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Dr. F. A. Lone is M. Sc. (Gold Medalist) and Ph.D from Aligarh University, Aligarh. Presently, he is Asstt. Professor cum Jr. Scientist in the Divison of Environmental Sciences, Shere-Kashmir University of Agriculture, Science and Technology, Srinagar.
Dr. Lone is an active member of several scientific organizations in India and has published many research papers in reputed journals.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000274.jpg |
Political Science,North-East India |
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TRADITIONAL RELIGIOUS SYSTEMS OF THE RENGMA NAGAS |
KENILO KATH |
9788183640039 |
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2005 |
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148pp
|
0.00 |
495.00 |
PREFACE
ORIGIN, MIGRATION AND DISPERSAL
ANCESTOR RELIGION
ANIMAL HUNTING
BIRTH AND DEATH CEREMONIES
MARRIAGE AND DIVORCE
MEDICINE MAN
FEAST OF MERIT
FESTIVAL: NGADA OR AKHU FESTIVAL
FOLK TALES
REFERENCES
INDEX
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The book deals with the origin and migration of Rengma Nagas, the tribes, now settled in the North-East region of India, their ancestral animistic religious beliefs, faiths and ceremonies, social, economic and cultural practices, feasts which continue to be practiced by the community. It also includes some folk tales.\n
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Kenilo Kath is Research Fellow of the Department of History and Archeology, Nagaland University, Kohima, Nagaland and was a Fellow of the Maulana Abul Kalam Azad Institute of Asian Studies.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000269.jpg |
General |
|
TSUNAMI: THE BIGGEST BANE |
SUVASISH MUKHOPADHYAY |
8175412313(HB) |
8175412364(PB) |
2005 |
|
|
140 pp
|
150.00 |
350.00 |
Introduction to Tsunami
The Theory of Plate Tectonics
Alfred Wegener's model
Robert S. Dietz and Harry H. Hess' Model.
The J. Tuzo Wilson model
A Combination of all the models.
Geographic Locations and factors influencing Tsunamis
Volcanoes
Earthquakes
Meteor Impact
Under Sea Landslides
Predictions of Earthquake and Volcanic eruption
Predictions of Indian scientists about Tsunami based on astronomy
The lost city of Atlantis and Mythology
Indian Ocean Earthquake Causing Tsunami 2004 - Some Details
Tribes of Andaman and Nicobar Islands
Tsunami Signals and Protection Measures.
Most Devastating Tsunamis --- An Account
Refrences
Suvashish Mukhopadhyay is an Engineering faculty with specialization in Hydraulics and Fluid Mechanics
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This book provides quick but meaningful information about occurrence and mechanism of Tsunami - a series of waves and nature's most deadly phenomenon. Tsunami, a newly coined word for a common man, shook eleven countries of the world on December 26, 2004 with its exceptional strength.
All the factors - volcanic eruption, earthquake, meteor impact and the undersea land slides which may give birth to devastating Tsunami are explained in a lucid manner. Ideas about the prediction of earthquake, volcanic eruption, Indian scientists prediction Tsunami based on their astronomical calculations, warning signals and protective measures etc. are discussed, and recent Indonesian Tsunami is focussed in the book.
The book may be found useful by the readers.
Rs 350
US$ 20\n
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Suvshish Mukhopadhyay (b.1963), M.E., is a mentor of Fluid Mechanics and Hydraulics in the Pune Institute of Engineering and Technology, Pune. He obtained his B.E. Civil degree from the National Institute of Technology, Durgapur in 1986 and obtained M.E. Hydraulics from the B.E. College, Shibpur in 1989. He has to his credit numbers of technical papers, articles and two books. At present he is a member of the International Commission for Large Dams. He is a member of the Board of Studies for Civil Engineering in the University of Pune, Pune.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000215.jpg |
Asia/International Relations |
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WEST ASIA AND INDIA: CHANGING PERSPECTIVES |
FARAH NAAZ |
9788175412095 |
|
2005 |
|
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184 pp
|
0.00 |
600.00 |
Preface
Introduction
lndia and the Gulf: Economic Issues
Background
Economic Issues
Conclusions
Indo-Iranian Relations 1947-2000
Nasser Factor
Islam and Pakistan as Factors"
Pakistan-Iran relations
lndo-Arab Relations
The Post-Cold War Situation
Conclusions,
Indo-Iranian Relations: Vital Factors in the 1990
Energy
Afghanistan,
Central Asia
Kashmir Issue
Conclusions
India - Saudi Arabia Relations
Saudi- Pakistan ties
Economic Relations
Joint Ventures and Technical Cooperation
Indian Expatriates in Saudi Arabia
Conclusions"
Indo-Israel Relations: An Evolutionary Perspective
Areas of Cooperation
Conclusions
Indo-Israel Cooperation: Agriculture, Trade and Culture
Cooperation in Agriculture
Trade and Economy
Cultural Cooperation
The Jews in India
Cooperation in Tourism
Conclusion
Indo-Israel Military Cooperation
Indian Defence Industry
Israeli Military Industrial Complex
Military Cooperation
Areas of Cooperation
Nuclear Issue
US Factor
Conclusion
Security in the Gulf
The Post-Gulf War Scenario
South Asia
Soviet Withdrawal and the Continued War in Afghanistan
Future of Central Asia
Energy Security
Iran-UAE Dispute Over Islands
Arms Race
Resolving the Security Dilemma
Conclusions
The United States and the Israeli-Palestinian Talks
The Israeli-Palestinian Track: Later Developments
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West Asian region has been important to the whole world and is a coveted region due to its oil wealth as well as strategic location. India also has major interests in the region.
The book attempts to trace India's relations with countries of the region. With the change in international environment in 1990s, how the relations from security and economic point of view between the two became all the more important, are highlighted. The other issues, security in the Gulf region and Israel-Palestinian problem are also discussed in the book.
Based on well researched articles, the book may be found useful by those interested in West Asian region and India's relations with the countries in the region.
Rs 450
US$ 20
\n
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Dr. Farah Naaz teaches at Jamia Millia Islamia, in the Department of Political Science. She completed her Ph.D. from Jawaharlal Nehru University, New Delhi. She had been associated with Institute for Defence Studies and Analyses, New Delhi from 1998 to 2002, as an Associate Fellow.
She has written extensively on West Asia, particularly India's relations with the countries of the region. She has published two monographs on "Israel-Palestinian Relations: Road to Peace" and "India - Israel Relations." Her articles have been published in academic journals.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000207.jpg |
Asia/International Relations |
|
ASIAN SECURITY AND CHINA 2000-2010 |
K SANTHANAM, SRIKANTH KONDAPALLI (Ed.) |
9788175411678 |
|
2004 |
|
|
xxvi+606 pp
|
0.00 |
1900.00 |
Contents: Foreword, Acknowledgements, Preface, List of tables, List of figures, Introduction,
Perspective Plan for Steel,
Steel Industy: a global perspective,
Steel Industry: the indian scence,
Preface, Acronyms, Asian Security: Long-term Trends and Implications: Yashwant Sinha, Asian Security and China: George Fernandes
Overview of Asian Security from Different Perspectives
Overview of Asian Security: A Perspective from India: C.V. Ranganathan, New Challenges, New Approaches: Unconventional Security and International Security Cooperation: Xu Jian, The United States, India and Asian Security: Robert D. Blackwill, Recent Security Initiatives in Asia: Satish Kumar
Economic Reforms
China's Economic Reform: Past Achievements, Present Problems and Future Trends: Liu Shucheng and Chang Xin, The Microelectronics Industry in China: K. Santhanam and K. Neelakantan
China's Military Modernisation
China's Strategic Outlook: A Case Study of Japan and India: Michael Pillsbury, China and Information Warfare: Signals Intelligence, Electronic Warfare and Cyber-Warfare: Desmond Ball, Challenges for Taiwan Security: Arthur S. Ding, China's Missile Modernisation and Space Warfare Plans: Richard D. Fisher Jr., China's Military Capabilities in 2000-2010: Srikanth Kondapalli
North and South East Asia
China's Post-Cold War Relations with the Korean Peninsula: A Testing Ground for Its Power and Prosperity: Taeho Kim, Northeast Asian Security and Taiwan: Parris H. Chang, Mongolian-Chinese Bilateral Relations: New Decade and New Agenda: Tsedendamba Batbayar, China and South-East Asia: Security Aspects: Amitav Acharya, Political Economy of China and Interactions with South-East Asia: Challenge or Opportunity for South-East Asia?: Kusuma Snitwongse, Sino-Vietnamese Relations: Ramses Amer
Southern Asia
India-China Interactions: K.N. Ramachandran, China and South Asia: Han Hua, China's Policy toward South Asia: A Bangladesh Perspective: Md. Abdul Mannan, China and Pakistan in a Changing World: Samina Yasmeen, Nepal and China: Searching for Substance: Dhruba Kumar, Bangladesh-China Relations: An Overview: Shaheen Afroze
Central Asia
Central Asia and China Relations: Implications for India: P. Stobdan, Kyrgyz-Chinese Relations: Zamira Karabaeva, Kyrgyz-Chinese Relations: Border Dispute as a Factor: Marat Chanachev, Tajik-Chinese Relations: Iskander K Assadoullaev, Uzbek-Chinese Relations: Problems and Perspectives: Rakhimjon K. Kadirov
West Asia
Forced Landing: Sino-Israeli Security Relations in the Early 2000s: Yitzhak Schichor, China and Current International Security Environment: An Iranian Perspective: Ahmad Sadeghi
Non-Asian Countries
U.S.-China Relations: Better Now, But Will It Last?: Harry Harding, Russia and China in Asia: Mikhail L. Titarenko, The China Policy of the European Union: Valérie Niquet
Non-Military Challenges
China's Energy Security: Geopolitical Implications for Asia and Beyond: Mehmet Ögütçü, Energy Security Strategies of China and India: A Comparison: Sudha Mahalingam, Seek Jihad as far as China: Ahmad Lutfi, Terrorism and Asia: An Update: B. Raman, China's Response to the Global Campaign on Terrorism: Fang Jinying, Responses to Chinese Rule in Xinjiang: Patterns of Cooperation and Opposition: Dru C. Gladney, Ethnic Changes in Occupied Tibet: Consequences for South Asian Security: Vijay Kranti, China's Environmental Policies: Zheng Yuxin
List of Contributors
Index
US$ 80
|
The recent rise in China's economic, technological and military fields and its changing policy formulations, have implications on how China interacts with other countries. This subject has attracted the attention of several Asian and non-Asian countries for its impact on different aspects of Asian security.
This book is a collection of 43 articles from well-known scholars and officials from about 20 countries, They reflect on major aspects of Asian security, China's modernisation efforts, and its interactions with different countries in Asia and major powers during 2000-2010. They also cover non-military security challenges during this period. These high-quality papers would be a valuable resource and a ready research reckoner for China scholars and policy makers around the world.
18th Jan 2004
\n
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K. Santhanam is Director of IDSA. He superannuated from the Defence R&D Organisation as Chief Advisor (Technology). He was Scientific Advisor in the Ministry of External Affairs and a member of the National Security Advisory Board. He was conferred the Padma Bhushan award by the Government in recognition of contributions to the Shakti-98 series of nuclear tests conducted in Pokhran in May 1998. He co-authored two books and is the editor of IDSA's journal, Strategic Analysis.
Dr Srikanth Kondapalli has been a research faculty member of IDSA for about a decade. He has published two books and a monograph on China and is currently writing a book on Chinese Air Force. He has M. Phil. and Ph.D. in Chinese studies and was a post-doctoral Visiting Fellow at People's University in Beijing. He learnt Chinese language at Beijing during his stay there from 1996 to 1998.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000174.jpg |
Asia/International Relations |
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BANGLADESH: A FRAGILE DEMOCRACY |
SREERADHA DATTA |
9788175411654 |
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2004 |
|
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184 pp
|
0.00 |
600.00 |
Preface,
Introduction
National Identity: Religion versus Culture
Islamisation & Dangers of Extremism
Conclusion
Election Politics: The Legitimacy Debate
Coalition Politics & Political Opportunism,
Electoral Mechanism,
Coalition Politics,
Elections 2001,
Electoral Trends
Faltering Democracy: the Teething Problems
Clash of Personalities,
Political Irresponsibility,
Caretakes Government,
Erosion of Parliament,
Executive over-reach,
Weakening Social Cohesion
The Minorities: Hindus and Chakmas
Sense of insecurity,
Influx into India,
Political Rivalries,
Islamisation of Bangladesh,
Structural Handicaps,
Implications,
The Chakma Problem,
Background, Chakma Influxes,
The Chakma Problem,
Prelude to the Accord,
The Accord,
Evaluation of the Accord
Indo-Bangladesh Relations: Impediments for Improvement
Trade,
Borders,
Ganges
Water Sharing,
Migration,
Insurgency,
Al-Quidaa Controversy,
Gas Politics
Prognosis : Islamisation, Lack of Democratic Culture
Bibliography, Index
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The decade long democratic experiment in Bangladesh has its ups and downs. The transparent electoral process administered through a neutral caretaker government and the smooth transfer of power has not improved internal instability and political maturity. Without ignoring the democratic accomplishments since 1991, "Bangladesh: A Fragile Democracy" seeks to highlight the turbulence sweeping through this new nation. The book argues that the highly personalised nature of Bangladesh politics and the personal animosity between Begum Khaleda and Sheikh Hasina have weakened the democratisation process. Moreover, the resurgence of Islam as the primordial identity of Bangladesh and the wave of violence against minorities as well as the rise of religious extremism, pose a serious challenge to the consolidation of democracy in Bangladesh.
\n
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Dr Sreeradha Datta is an Associate Fellow with IDSA. She has a Ph D in International Organisation, from Jawaharlal Nehru University, New Delhi. Her areas of specialisation have been India's Northeast and Bangladesh.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000195.jpg |
General |
|
CARBON AND CARBON MATERIALS: NEW TRENDS |
G.N. MATHUR, V.S. TRIPATHI, T.L. DHAMI, O.P. BAHL(Ed) |
8175411945 |
|
2004 |
|
|
viii + 466 pp
|
0.00 |
2200.00 |
Introduction
Activated carbon adsorption and environmental cleanup
Activated carbon fibres from polyaramid fibres, microporosity characterisation
Characterisation of carbon materials: Changing scenario
Activated Carbon
Fibre and Composites
Raw material and products
Nanotubes and materials
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000186.jpg |
Asia/International Relations,North-East India |
|
CROSS-BORDER MIGRATION: MIZORAM |
SANGKIMA(ED) |
9788175411753 |
|
2004 |
|
|
128pp
|
0.00 |
495.00 |
Introduction;
The Coming and Settlement of Chakmas;
Riang in Mizoram: Settlement and its Impact;
Settlement of Gorkhas;
Myanmarese in Mizoram since the beginning of the Twentieth Century A.D. to the Present;
Impact of Chakma Settlement on Mizoram;
Impact of Mynmarese Settlement;
Index;
Contributors
|
The book is a complete work in the field of the study of infiltration of foreigners to Mizoram. Its focus is on the forces and factors which have encouraged the infil-trators to enter into the State.
Coming and settlement of Chakmas, Riangs, Gorkhas and Myanmarese and the impact on Mizoram are discussed in the volume. The book may be found useful for those who have interest in the subject and the region.
7th Feb 2004
US$ 35
\n
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Dr. Sangkima (b.1952), obtained Ph.D degree from the Gauhati University (1986), is the Principal of Aizawl West College, Aizwal, Mizoram.
A founder member of Mizo History Association (1980), Dr. Sangkima, Secretary of the Association since 1987, has been editing its journal entitled - Historical Journal Mizoram. Besides his first book MIZOS : Society And Social Change (1992) he has published a number of research papers on Mizo.
Maulana Abul Kalam Azad
Institute of Asian Studies
567- Diamond Harbour Road
Behala, Kolkata - 700 034.
Phone : +91-33-2468 1396
Fax : +91-33-2468 4634
Email : makaias@vsnl.net
URL : www.makaias.org
\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000178.jpg |
Political Science |
|
DALIT POLICIES, POLITICS AND PARLIAMENT |
NARENDER KUMAR |
9788175411524 |
|
2004 |
|
|
pp 216
|
0.00 |
495.00 |
Preface, Abbreviations; List of Tables; Introduction;Genesis of Dalit Policy Paradigm: Reports of the Commissioner and National Commission for SC/STsDiscrimination, Reservation and Globalisation: ReportsIn Perspectives: Discussion on Reports of the Commissioner and National Commission for SC/STsOutput Policy: A Look in to the Parliamentary InterventionsThe Question Hour: Participation, Representation and Policy Output Voices in the Lok Sabha: A Socio-Political Profile of the MPs Conclusion Appendices Bibliography
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Dalits form one of the most disadvantaged and poorest social category in India. In recent times, they have emerged as a leading protest group against subordination based on societal beliefs and customs. The book explores the construction of Dalits in political leadership arena and its role in policy formulation in Parliament for Dalit masses. The author argues that despite political representation in Lok Sabha and other constitutional safeguards for more than half a century, Dalits remain at the mercy of the State. And those managing the State apparatus either do not formulate the necessary policies and if formulate, do not adopt effective measures to get the policies implemented. Members of Parliament primarily adopt a mild reformist agenda and not the radical one that could lead to a considerable transformation in the existential realities of Dalit masses at large.\n
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Dr. Narender Kumar got Doctorate from the Centre for Political Studies, Jawaharlal Nehru University, Delhi. Presently, he is teaching at Motilal Nehru College, University of Delhi. He has contributed various articles and research papers in journals of repute and authored a book Scheduled Castes and Panchayat Elections in Haryana.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000160_1.jpg |
Literature/Language |
|
FOLK TALES FROM HARYANA |
JAI NARAIN KAUSHIK |
9788175411265(HB) |
|
2004 |
|
|
80 pp
|
0.00 |
195.00 |
Moonga and Motha,
The Farmer and the Cock
Camel and Jackal
Sparrow and a Little Crow
Buffalow and the Sparrow
Two Sparrow
Little Mouse and the Sparrow
Weaver Bird and the Elephants
Illiterate Dogs
The Warlike and Lion-killer Foxes
The Clod and the Leaf
A Never Lasting Story
The Weaver Sparrow and a Monkey
Drip-Drop and a Lion
A Crazy Crow
Revengeful Animals
Lioness Married to a Jackal
The Revengeful Fox
Worker Sparrow and Shirker Crow
A Wise Donkey and a Foolish Lion
US$ 15
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Folk literature and folk culture are being eclipsed by ever expanding Industrial culture. It is high time to save and preserve them, as they are our ancestral heritage' and Folk tales are backbones of that philosophy.
The present collection reflects beliefs, disbeliefs, dogmas, imagination and culture of Haryana, a rich State in North India. Most of these stories are related to birds and animals. Entertainment, enjoyment and development of imagination are the aims of these stories. It is hoped that readers will welcome the book.
18th Jan 2004\n
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Dr. Jai Narain Kaushik, Ex-Director, Haryana Sahitya Akademy, an eminent writer and educationist is a non-official member of Hindi Salahakar Samiti of the Ministry of Parliamentary Affairs. He has been honoured by a number of academic bodies and by the President of India for his outstanding contribution in the field of education. Some of his books have won National Awards. Out of four dozen books to his credit, one dozen books are for children.\n
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Social Work |
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GENDER ISSUES: A ROAD MAP TO EMPOWERMENT |
RASHMI AGRAWAL, BVLN RAO |
9788175411708(HB) |
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2004 |
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xvi + 286 pp
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0.00 |
900.00 |
Preface
I Profess...
Introduction
Towards Empowerment of Women
Empowerment Programmes
Women in India
Social Orientation and Sex Segregation of Employment
Women in Decision Making
Towards Empowerment
Annexure: Women's Access to the Right to Vote and to Stand for Elections: World Chrology; Women in Parliament 1945-1995; Convention on the Elimination of All Forms of Discrimination against Women; National Policy for the Empowerment of Women(2001)
Bibliography
Index
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I am' and 'I can', but I wish that you also wish that you want to walk with me on the soft and hard terrain of life and recognize that 'I am 'and 'I can'.
Female, half of the world's population, is a neglected lot. It is the nations' misfortune that they are deprived of the benefits of the talents of half of their populations. In India, more than in most other places, women are perceived as 'second sex', dependent on men. It is a tragedy that not only men, but most of the women themselves hold the same view, not necessarily because they are indeed dependent on men but because they are taught to think so. How is the change in the mindsets that is required to be brought about?
Even after decades of efforts at the national and international levels to make women join the mainstream of development, the situation has not improved to the desired extent. Why? What additional interventions are required and what corrections are needed in the on-going strategies? The book examines some of these issues. It also provides in detail the results of a study conducted on women establishing that when given an opportunity, women can excel assuming leadership and managerial functions. It peeps into depths of the problem and calls for a change in the social orientations process of men and women.
The book argues that women should come forward to help themselves instead of waiting Micawber-like for someone to turn up to do that for which facilitation in their personality development is a pre-requisite.
US$ 40
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Dr. Rashmi Agrawal (b. 1956) is a Ph D. in Psychology from Lucknow University. After holding various positions in the Ministry of Labour, Government of India, her present assignment is as Chief and Head of the Gender and Child Studies Unit in the Institute of Applied Manpower Research, New Delhi. Deeply interested in social issues, Dr. Agrawal has done research work independently in addition to her official assignments and authored two books-Drug Abuse and Street Children (Shipra). She has also published/presented a number of technical papers on diverse subjects.
B V L N Rao, (b.1937), retired from Indian Statistical Service in 1995. Having done his Master's degree in Mathematics from Andhra University, he completed a three-year Advanced Statistician's Course from the Indian Statistical Institute, Kolkata. He served in the Ministry of Labour, Government of India in various capacities, Central Institute for Research and Training in Employment Service as Director, Planning Commission as Deputy Advisor. He also worked with the International Labour Office. After retirement from the Government of India, Rao has been a consultant to National Council of Applied Economic Research, V.V.Giri National Labour Institute and has been associated with a number of other organizations in various projects. He has presented /published a number of papers on subjects like child labour, street children, labour laws, employment of women.
(25 SEPTEMBER, 2003)
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Economics |
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INDIA 2025: SOCIAL, ECONOMIC AND POLITICAL STABILITY |
R.K. SINHA(Ed) |
9788175412033(HB) |
9788175413306(PB) |
2004 |
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xvi + 528 pp
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350.00 |
1800.00 |
Foreword
Acknowledgements
List oTables
Introduction
R.K. Sinha
Social Stability ; Economic Stability ; Political Stability
Demography
P.N. Mari Bhat
Projection Assumptions; Projection Results for All-India; Demo-graphic Bonus: When and Where?; Urbanisation; Conclusion
Education
R. V. V. Ayyar and Suman Sachdeva
Elementary Education; Adult Literacy; Secondary Education; Higher Education; Vocational Education; Technical Education; Allocation and Expenditure on Education; Policies and Programmes; National Policy on Education; Policy Framework; A Critique ; Optimal Requirement versus Realistic Scenario
Health Care
R. Srinivasan
Key Linkages in Health; Forecasting in Health Sector; Available Health Forecasts; Future of State Provided Health Care; Key Achievements in Health; Components Influencing Health Care; Unfinished Burden of Communicable Diseases; Maternal and Perinatal Deaths; Child Health and. Nutrition; Unfinished Agenda-Non Communicable Diseases and Injuries; Health Infrastructure in the Public Sector; Health Financing Issues; Health Perceptions and Plural Systems; Impact of Reforms and Disparities; Emerging Scenario; Health Indicators; Socio Economic Indicators; Demographic Indicators
External Security
K. Subrahmanyam
The Nuclear Factor; The Neighbours; Terrorism and Proxy War; India and International Status Quo; The Threat Within; The China Factor; Security Management
Internal Secnrity
V.K Nayar
South Asia Ill; Socio-political Milieu; Trans-border Migration; Electoral Politics; The China Factor; The Pakistan Factor; Drug Trafficking; Jammu and Kashmir; Northeast; Extremism; War against Global Terrorism; Scenario-2025
Likely Levels of Violence
Vijay Karan
A Map of Violence in India
Urbanisation
K.c. Sivaramakrishnan and B.N. Singh
Urbanisation Trends; Spatial Manifestation of Urban Growth; Impact of Urbanisation; Urban Housing; Likely Areas of Tension and Conflict; Structures of Governance; Future Scenario; Private Sector Participation; Conflicts
Macro Economic Projections
B.B. Bhattacharya and Sabyasachi Kar
Growth in the Last Three Decades; The Tenth Plan Targets; Determinants of Economic Growth; Sources of Growth in the Indian Economy; A Macro-Model for the Indian Economy; 'Business As Usual' Forecasts for the Tenth Plan Period; Alternative Scenario Forecasts for the Tenth Plan Period; Implications for Growth Oriented Policies; Conclusion
Agriculture
LP. Abrol
Agriculture Sub-sectors; Horticulture; Animal Husbandry and Fisheries; Sustainability Concerns; Changing Land-use and Future of Agriculture; Agriculture in the Changing Global Scenario; Extension Strategies; Technological Needs and Future Agriculture
Industry
Subeer Gokarn
Trends and Discontinuities; The Dynamics of Age Distribution; Implications for the Pattern ofIndustrial Activity; Trade; technology; Cross-Country Comparisons; Structural and Policy constraints and Recent Performance
External Trade Sector
Charan D. Wadhwa
Focus Areas; The Country Coverage; The Coverage of Regional ading Blocs (RTBs); Building Alternative Scenarios; Some uor Global Economic and Financial Developments; Highlights of World Scan Model for Global Projections; Trends and Projections for Global Trade and India's Exports and Imports; Methodology of Scenario Building for Projections; Trends in the Commodity Composition of India's Trade and Projections; Trends in India's Commodity Exports; Projections; Trends in India's Commodity Imports; Projections for India's Commodity Imports; Trends and Projections in India's Direction ofTrade; Formulation of Strategic Trade Policy for India up to 2025
Infrastructure Services
S. Sundar and Kaushik Deb
Infrastructure Sectors; Infrastructure Investments in India; Energy Sectors; Policy Trends; Demand Projections for 2025; Scenario Analysis; Policy Trends; Demand Projections; Scenario Analysis; Transport; Telecommunications; Investments Required
Technology
P.V. lndiresan
Issues; Importance of Technology; The East-Asian Model; Culture as an Impedance to Technology Development; Technical Education; Science and Technology Entrepreneur Parks; Motivating Scientists; Managing Technology; India's Technology Prospects for Year 2025; Fundamental Limits to Prediction ; Expected Economic Scenario in 2025; The Technology Situation; Two Scenarios; Technology Policy Statement; Technology Status in Year ; Objectives for Technology Policy; Vision for Technology Policy; Action Points for Realizing the Vision
Environment
R.K. Pachauri, Shaleen Singhal and Harpreet Singh Kandra
Growing Environmental Concerns: Compulsions of Economic Development; Projections for Integrated air Pollution Loads: BAD Scenario; Water ; Projections for Water Requirements-BAU Scenario; Projections for Water Pollution Loads - BAD Scenario; Solid Waste Management; Projections Related to Municipal Solid Waste (MSW) - BAD Scenario; Strategies and Future Directions; Alternative Scenario-Air Quality; Strategies for Water Rcsource Management and Controlling Water Pollution; Strategies for Solid Waste Management; Managing Industrial Waste; Strategies for Mitigating Land Degradation; Strategies for Preserving Biodiversity; Policies for Successful Environmental Management
Regional Disparities
N.J. Kurian
Historical Trends; Recent Trends; Demographic and Social Characteristics; Income and Property; Resource Transfer from the Centre to the States; Pattern of Private Investment; Intra- State Disparities; Profile of Regional Disparities for Different Growth Scenarios; Impact on Political, Social and Economic Stability; Policy Initiatives for Balanced Regional Growth
Employment
Shaiilendra Sharma
Factors in the Long Term; Age Structure of Population; Characteristics of Labour Force; Structure of Economy; Patterns of Labour Migration; Labour Force Participation Rates by Sex and Age, 1983 to 1999-00; Profile of Persons having Some Marketable Skill by Type of Skill Prosessed-1993-94; Proportion Vocationally Trained Among the Youth in Labour Force-International Comparison; Output, Employment & Productivity of Organised, Unorganised and Public Sector
Nature of Political Power
Kuldeep Mathur
The Congress Party and its Decline; The Democratic Upsurge; Planning for Economic Development; Indian Bureaucracy and Administrative Reform; Parliament and its Diminished Role; The Resurgence of Non-Governmental Organisations; The Emerging Scenario
Likely Political Coalitions
Mahesh Rangarajan
The Early Legacy; The Search for a Dominant Partner; Coalitions:
The Price of Stability; The Challenges Ahead; Future Scenarios
Political Parties
Sudha Pai
Parties in the Period of Confrontation; Parties in a Period of Moderation
Conclusions and Policy Recommendations
R.K. Sinha
Index
Contributors
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The dawn of the new millennium provided the right opportunity to us at the Centre for Policy Research to reflec back on the achievements and failures after independence, and also to look forward to assess where the country possibly would be by 2025, given the inherent constraints.
This book is the product of such an endeavour and is an attempt at unraveling the future contours of the country's social, economic and political stability.
It is not an attempt at trend analysis, nor is it crystal gazing. It reflects the perceptions of the best minds on respective subject areas who took a hard look at the unfolding scenarios. In essence, it encapsulates almost a life's expertise of the chapter writers.
Looking at the future is fraught with imponderables and risk. An element of uncertainty is natural. However, when the best minds are at work, one can be reasonably sure of the broad contours.
Indian and global policy makers and students of social, economic and political should find the book useful.
6th August 2004
US$ 50\n
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R.K. Sinha belonged to the Indian Administrative Service. He held many important assignments during his career and retired as Secretary to Government of India in the Ministry of Industry. Thereafter, he was appointed as Member, Public Enterprises Selection Board. He is deeply interested in economics and public-policy. He has been on the Boards of many companies as well as on the Boards of Governors of IIMs at Kolkata, Ahmedabad and Kozhikode. Mr. Sinha is currently Visiting Professor at the Centre for Policy Research\n
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Asia/International Relations,Political Science |
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INDIA AND AUSTRALASIA: HISTORY, CULTURE AND SOCIETY |
N.N VOHRA(Ed.) |
8175411686 |
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2004 |
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xvi + 408 |
0.00 |
1295.00 |
Preface: N. N. VohraIntroduction : Dr. Karan SinghAustralasia: From a Conceptual Past to a Conceivable Future: Donald DenoonIndia and the Pacific Islands : Ron CrocombeIndia-Australasia: An Indo-Fijian Perspective : Satyendra P. NandanMulticulturalism in Australia and India: T. K. OommenIndia and Australasia: From Speculation to Knowledge: K. S. SinghGlobalisation and the Emerging Trends of Embodied And Disembodied Mobility of Kbowledge from India and Australasia : Binod KhadriaIndia's Rediscovery of the Pacific : Shubha PardeshiIndia and the South Pacific: Some Thoughts on Emerging Relations : Muktesh PardeshiIndia's Engagement with Pacific Islands Forum: Problems and Prospects : K. Raja ReddyWhite Australia is No More: Australian Multiculturalism Yesterday and Today: Marika ViczianyNeither Indian nor Australian? Contemporary Indian Migration to Sydney: John ConnellProblem of Minorities and Nation-building: A Theoretical Paradigm : Rajinder Singh ChauhanThe Legal System in the Pacific: An Overview : V. S. ManiThe Challenge to Democracy in Melanesia : Ronald J.MayA Pacific 'Arc of Crisis'? Conflict and Conflict-Resolution in Oceania : Greg FryEthnic Tensions, Statehood, and Conflict in the South Pacific: Roderic AlleyReflecting the Past, Moving Forward: In Search of a Fijian Identity : Larry ThomasNegotiating Identities in a Multicultural Society: A Case Study of Indian Diaspora in Australia: D. Gopal and Priti SinghLeast Developing Countries of South Pacific: Future in a Globalised Economy and Unipolar World : Binayak RayPapua New Guinea in the Asia Pacific Region : Past, Present and Future : Rose KekedoImagining the South Pacific: Indian Construction of the Region : Man Mohini KaulAustralian Mainland Press: On Bali Post-October 12 : Auriol WeigoldAustralia-Indonesia Relations: Withstanding the Tests of East Timor and Bali : Shankari SundararamanContributors |
Despite its colonial connotations the word 'Australasia' aptly describes the region of Australia, New Zealand and the twenty-two island states of the South Pacific. Although, in the past, this region may have been viewed as remote and distant, geographically as well as strategically, it is now rightly considered to be an important part of the Asia-Pacific region. Traditionally, Australasia has not been a focal point of India's foreign policy, the past interactions having been mainly restricted to Fiji, because of the Indian diaspora, and to Australia and New Zealand. However, in the fast changing global environment, India is on the threshold of playing a constructive role in the economic development of the South Pacific countries, and in building vibrant linkages, especially with the South Pacific societies. In this volume scholars from India and Australasia discuss, through case studies, the management of policies relating to immigration and multiculturalism; sources of social cleavages and conflicts, and so on. The issues discussed are particularly relevant in the context of multi-racial Australasia, where the consequences of social conflict are adding to the burden of the already economically poor 'micro states', whose societies have traditionally been divisive rather than homogeneous.1st November 2003US$ 60 |
N. N. Vohra was a member of the Indian Administrative Service (1959-94), borne on the Punjab cadre. During his tenure with the Government of India, he successively served as Secretary Defence Production, Defence Secretary and Home Secretary. After retirement he worked as Director, India International Centre (1995-97, 1998-2003). Was recalled to serve as Principal Secretary to the Prime Minister of India (1997-98). Has been Member of the National Security Advisory Board (1998-2001); Chairman, Committee to Review Functioning of IDSA (1999-2001); Chairman, National Task Force on Internal Security (2000); Chairman, Military History Review Committee (2001-02); Co-Chairman, India-EU Round Table (2001-). Writes and speaks on issues relating to security and governance. Presently engaged as Government of India's Interlocutor on Jammu and Kashmir. |
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Human Rights |
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ISLAMIC CONCEPTS OF HUMAN RIGHTS |
SUHAIB ALAM SIDDIQUI(Edited and Translated) |
9788175411951 |
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2004 |
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149 pp
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0.00 |
480.00 |
Editor's Note
Islam and Basic Necessities
Equality in Islam
Essential Needs
Physical Protection
Public Rights and Duties
The Judicial System in Islam
Accountability System
Islamic Declaration on Human Rights
Misunderstanding of Human Rights in Islam
Annexures
I. Organisation of the Islamic Conference (58th Session) Statements on Human Rights
II. OIC symposium on Human Rights in Islam
III. Council of the League of Arab States, Arab Charter on Human Rights, September 15, 1994
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Islam does not seek to restrict human rights or privileges to the geographical limits. Islam has laid down some universal fundamental rights. Islam has laid down some universal fundamental rights for humanity as a whole. Every human being is thereby related to all become one community of brotherhood, as per Islam.
According to the address of the Prophet (PBUH) on the occasion of the Farewell Hajj, 'human blood is sacred in any case and cannot be spilled without justification. It is not permissible to oppress women, children, old people, the sick or the wounded. Women's honour and chastity are to be respected under all circumstances'. Human rights in Islam mean that Allah has granted these rights.
The charter and resolutions of United Nations are adopted from the Human Rights of Islam also. The book deals with all the fundamental aspects and misunderstanding of Human Rights of Islam. And this rich work by an eminent Arabic scholar may be a useful addition to the literature.
US$ 25
20th March 2004\n
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Abdur Rahman Assheha is a well-known writer and an eminent scholar of the Arab World.
Suhaib Alam Siddiqui is a Research Scholar, Jamia Millia Islamia, New Delhi.\n
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Economics |
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MID-YEAR REVIEW OF THE INDIAN ECONOMY 2003-2004 |
SUMAN K BERY AND RESEARCH TEAM NCAER |
8175411880 |
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2004 |
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152 pp |
0.00 |
295.00 |
PrefaceList of TablesAn Overview: Suman K Bery, Sunil K. SinhaAgriculture: Anil SharmaIndustry: Sunil K SinhaExternal Sector: Rajesh Chadha, Devender Pratap, Pooja SharmaMoney and Capital Market: Kanhaiya SinghPrices: Sanjib Pohit, Sowmya SrinivasanPublic Finance: Devendra Kumar PantMacroeconomic Outlook: Devendra Kumar Pant, Anushree Sinha, Rachna SharmaComments on the Review by the DiscussantsContributorsUS$ 25 |
The India International Centre's annual Mid-Year Review of the Indian Economy is strategically timed to permit analysis of trends in the current fiscal year before budget preparations for the next year get underway. This year's Review comes at a time when both the Indian and the world economic scenario look distinctly more upbeat than a year ago.The Indian economy is among the few large economies witnessing reasonable growth. As the Review shows, the GDP, after recording a growth of 4.3 per cent in 2002-03, grew at 5.7 per cent in the first quarter of 2003-04. The Manufacturing component of GDP grew at 6.4 per cent and the Services component at 7.4 per cent. With uniform and good rainfall, and with Agriculture and Services being the major drivers of growth, the GDP is expected to grow at 7.13 per cent in 2003-04.Although it is clear that economic recovery is underway, the important questions are how durable the recovery is likely to be and what policy action can be taken in order to increase its longevity. The analysis presented in this Review suggests that the recovery reflects primarily domestic rather than international factors, although the international financial environment may have been crucial in facilitating economic reactivation.18 JAN 2004 |
Suman K. Bery is Director General of the National Council of Applied Economic Research, New Delhi, since January 2001.Prior to this assignment, he was at the World Bank as the Lead Economist for Brazil, and also Division Chief at the former Economic Development Institute (now the World Bank Institute) with an active programme in China; Secretary to the Bank's Research Committee. He has done work on Latin America, specifically on Argentina, Uruguay, Paraguay, Ecuador and Peru, and country work on Iran, Yugoslavia, Tanzania and Jamaica. Between 1992 and 1994 he held the position of Special Consultant to the Governor of the Reserve Bank of India. His publications include papers on Indian financial sector reforms; reforms of public sector banks; banking crises in Latin America and the political economy of economic reforms in developing countries. |
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Asia/International Relations |
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MODERN EGYPT: CULTURE, RELIGION AND POLITICS |
ZOHURUL BARI (Ed) |
9788175411760 |
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2004 |
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219 pp
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0.00 |
550.00 |
Acknowledgment
Introduction: Zohurul Bari
Political Parties and State Politics:
The New Wafd Party of Egypt: Zaheer M. Qureshi
The State and Society in Mubarak's Egypt: Ankush B. Sawant
Globalization and Pulls of Regionalism:
Liberalization, Islamic Movements and Democracy in Contemporary Egypt: Anwar Alam
Regionalism and Egypts' Quest for Mediterranean Cooperation: Muhammad Azhar
Perspectives in Culture:
Debate Over the Future of Culture in Egypt: Zohurul Bari
Women Writing in Egypt: Ismat Mehdi
Religios and Social Reforms:
Salafism of Shaykh Muhammad ' Abduh: Zohurul Bari
Reform of Muhammad Rashid Rida - A View of his Writings in Al-Manar: Manzar Alam
Concerns of Literature:
Egyptian Society in Modern Poetry - From French Occupation to English Rule:
Muhammad Rashid Nadvi & Mirza Nehal Ahmad Baig
Religious Deviations and Cultural Themes in Modern Arabic Literature of Egypt: Muhammad Salahuddin Umari
India-Egypt Cultural Relations:
Indo-Egyptian Cultural Relations Relations Restrospect and Prospect: A.K. Pasha
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The book is primarily concerned with the emerging world views within the country, its potentials to rise as a political power, and also as an inspiring force socially and culturally among its neighbouring Islamic societies. Moreover it tries to bring these developments into focus by examining them within the framework of Egypt's own historical experiences.
The issues raised by the scholar contributors to this volume deal with situations prevalent in Egypt under Western impact. Such issues as social concerns of modern Arabic literature in Egypt, demonstrative ability of Egyptian feminism, bases of Egyptian nationalism, whether it is Arab-centric or Euro-centric, religious and social reforms, nature of State and the status of democratic values, linkage between democracy and economic liberalization, the Egyptian willingness for Mediterranean cooperation, and Indo-Egyptian cultural proximity through history, have drawn particular attention.
The book may be useful for researchers, scholars and policymakers in the area.
2nd Dec 2003
Rs. 550
US$ 40
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Dr. Zohurul Bari is an Associate Professor in the Centre of Arabic and African Studies, School of Language, Literature and Culture Studies, Jawaharlal Nehru University, New Delhi. His doctoral work is on a subject related to early evolution of Islamic jurisprudence (fiqh). He has travelled widely in Egypt and elsewhere in the Arab world and has published his research works on a variety of subjects related to developments in West Asia, more specifically on Islamic resurgence in Egypt and other neighbouring areas.
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Literature/Language |
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PRABAL: A NOVEL BY SARASIBALA BASU |
JADU SAHA |
8175411980 |
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2004 |
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xx + 184 pp |
0.00 |
295.00 |
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Sarasibala Basu (1886-1929) belonged to the generation of writers of the Bengali renaissance period, along with Rabindranath and Saratchandra, though she was born almost a generation later. In her short lifespan and despite all kinds of adverse circumstancea she made a big impact on Bengali literature. Sarasibala wrote passionately and eloquently about the social issues and the world around her.In Prabal, we see a society in transition. Rural areas are alienated from urban areas. Widow marriage causes a storm in a rural town but does not raise a ripple in Calcutta. Anglicised Bengali Babus and memshahebs look like crows in their western garb but they want to sing like Koels. They are armchair critics of social ills but are unwilling to do anything to change them. But Sarasibala does. With her pen --- sometimes in sarcasm, and other times in narration and in the plot of Prabal --- she finds the real cause of social ills and suggests remedies. But in doing so, her style of story telling doesn't become weak or dry lecturing. Sarasibala's views and her social values are no less relevant today. She wrote more than twenty novels, many short stories and poems and all of them were published in the prestigious periodicals of the day, including, Bharatbarsha, Prabasi, Manashi, and Marmabani. "In these days of widespread movement for equality of women there a is need for re-evaluation of a book like Prabal. This book is very valuable in the context of changing human values and Bengali society today." --- Padmasri Nabanita Deb-SenRs. 295US$ 15 |
Dr. Jadu Saha, after his retirement from the Canadian Civil Service as a Director General began his literary career in 2001. His poems in English have been published in American anthologies and his short stories in Bengali in magazines in the US. His first poetry book, Whispers of Silence was published in Canada in 2001 and his other translated books include Songs of Rabindranath Tagore, The Flute: Selected Poems of Rabindranath Tagore, Rabindranath Tagore - Writings for Children, Rabindranath Tagore - Portraits of Women: Selected Short Stories, Rabindranath Tagore - Images of Women: Selected Poems (Shipra Publications, Delhi). |
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Literature/Language |
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RABINDRANATH TAGORE: IMAGES OF WOMEN: SELECTED POEMS |
JADU SAHA |
9788175411968 |
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2004 |
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142pp
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0.00 |
450.00 |
Acknowledgement
Introduction
Manasi/She who is in the mind (1890)
Woman's Statesment
The Multicoloured (1896)
In the night and in the Morning
Urbashi
Chaitra Harvest (1896)
Fancied by the mind
Woman
Beloved
Stories (1900)
Requital
Dedication (1914)
No. 43
Wild Geese (1916)
No. 23
The Runway (1918)
Indelible Mark
Emancipation
Deliverance
Indian Butter Tree (1929)
The Strong
Postscript (1932)
Basket of Shredded Papers
Postscript (1932)
Ordinary Woman
Satire (1935)
Modern Woman
She Who is Dark (1936)
The Flute Player
Recovery (1941)
No. 23
Last Writing (1941)
No. 15
Chitrangada (1936)
I am Chitranganda
Notes
Index
Key to Transliteration
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Rabindranath Tagore is known outside Bengal mainly as the poet of Gitanjali and has been stereotyped in the West as a mystic poet for the deeply spiritual poems in his Nobel Prize winning book. But the principal driving force of his poetry was humanism. Image of women in his poetry is one aspect of this humanism, and is focused in the book.
The women's liberation and the phrase "gender equality" was not in the English vocabulary when these poems were written. Nor did women had the right to vote in many 'first world countries.'
We hear Tagore's voice speaking about women in the first phase of his poetry up to 1914. In the second phase we hear mostly women's voice, muted in a man's world, finding expression in the poems.
Tagore was a lyric poet. The flow of his poems has an abundance of rushes of rhythm and playfulness with words. His language is musical, resonant and layered. His choice of words and their arrangement are precise. These translations come close to the rich texture and sound of Tagore's poetry and they would please or move the reader.
US$ 18
11th January 2004\n
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Dr. Jadu Saha, after his retirement from the Canadian Civil Service as a Director General began his literary career in 2001. His poems in English have been published in American anthologies and his short stories in Bengali in magazines in the US. His first poetry book, Whispers of Silence was published in Canada in 2001 and his other translated books include Songs of Rabindranath Tagore, The Flute: Selected Poems of Rabindranath Tagore, Rabindranath Tagore - Writings for Children, Rabindranath Tagore - Portraits of Women: Selected Short Stories (Shipra Publications, Delhi).
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RABINDRANATH TAGORE: PORTRAITS OF WOMEN: SELECTED SHORT STORIES |
JADU SAHA |
9788175411975 |
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2004 |
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184pp
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600.00 |
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Rabindranath Tagore: Selected Writings for Children |
Jadu Saha(Translated) |
8175411821 |
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2004 |
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450.00 |
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Asia/International Relations |
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RUSSIA CHINA RELATIONS: RELEVANCE FOR INDIA |
JYOTSNA BAKSHI |
9788175411899 |
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2004 |
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xvi + 318 pp
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0.00 |
995.00 |
Acknowledgement
Preface
The Soviet Legacy
The Yeltsin Years
President Putin's Russia and China
The Boundary Agreement
The Military-Technical Cooperation
Russia and China in Central Asia: Partnership or Rivarly?
Conclusion
Appendices
I. Text of Shanghai Five Agreement, (April 26, 1996)
II. Treaty of Neighbourliness, Friendship and Cooperation between the Russian Federation and the People's Republic of China (July 16, 2001)
III. Declaration by the heads of the Member States of the Shanghai Cooperation Organization (June 7, 2002)
Bibliography
Index
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The relations between Russia and China - one of the largest state in the world from point of view of territory and the other from point of view of population - have always impacted on the course of the global and regional geopolitics. No wonder, the course of Sino-Soviet relations has always evoked keen interest in the major capitals of the world. From the Indian perspectives, the study of Sino-Russian relations and their implications for India is of particular importance. India, Russia and China are the three largest countries of the Eurasian continent. Moscow-Beijing relationship at any given point of time - whether cooperative or antagonistic - has always tended to have profound implications for Indian policy towards both.
The narrative of Russia China relations in the present book focuses on the contemporary post-Soviet period. Beset by numerous domestic problems and external challenges, new Russia has sought to follow a 'balanced' policy towards the West as well as the East in a bid to create a conductive environment for the economic and military revival of the country. Indeed, both Moscow and Beijing have sought to improve their bilateral ties in the post-Cold War period without constraining the freedom of the sides in the pursuit of a flexible, multi-vector policy.
The central thrust as well as intricacies and nuances of Russia-China discourse are viewed in this volume against canvas of the regional and world geopolitics. The relevance for India is analysed and interwoven in the narrative.
US$ 55
20th March 2004\n
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Dr. Jyotsna Bakshi, a Research Fellow at the IDSA from August 1997 to April 2002, specializes in Russia and Central Asia. The Indian Council of Social Sciences Research awarded her Doctoral Fellowship for Ph.D. She has taught Political Science to Post-Graduate classes for a number of years. She has also done post-doctoral research work at the Centre for the Study of Geopolitics, Panjab University, Chandigarh . Currently she is working as ICCR Visiting Associate Professor at Osh State University, Osh, Kyrgyzstan.
She has published many research papers and articles on the subject besides a book Russia and India from Ideology to Geopolitics\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000185.jpg |
Political Science,Literature/Language,Religion & Philosophy |
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THE INDUS ARYANS AND THE VEDIC CULTURE |
MADHUSUDAN MISHRA |
9788175411579 |
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2004 |
|
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152 pp
|
0.00 |
450.00 |
Preface
Introduction
The Linguistic Darwinism and the Indus Inscriptions
The Indus Language at the Grassroot of the Indian Society
The Indus Inscriptions do speak Now
From Language to Culture
The Dating of the Linguistic Material
Language-type and Their Proper Scripts
The Objective Bases of Decipherment
On the Gradual Decipherment of the Indus Script
On the Chronology of the Indus Script
A Phonetic Analysis of the Indus Syllabary
The Phonetic Arithmetic of the Indus Numeral Signs
The Field-symbols of the Indus Texts
The Symbolism of the Indus Inscriptions
On the Absence of 'Horse' on the Indus Seals
The Urban and the Pastoral Cultures
The Main Food of the Indus People
Sri Aurobindo: on the Common Origin of the Indian Languages
The Evolutionary Syntax in Indus-sanskrit
Some Texts
How a Man Began Speaking
US$ 40
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The Saint Kabir had once bluntly said: You say what you have read in books; I say what I have seen with my eyes.
I have also seen a human speech evolving before my mind's eye.
The Indus language, originating on the banks of the river Sarasvati, before it was named as such, proceeding from the isolating stage, branched in V-shape at the agglutinative stage, one arm reaching the inflexional stage and the other dwarfed at the first knot splitting in two-fold ways, ultimately emerged as the socalled ARYAN languages of the north, the DRAVIDIAN languages of the south, and the MUNDA languages of the center in India.
The Aryan branch did not remain confined to India, but proceeded westward and reached Europe through Iran and central Asia, branching as Centum and Satem groups.
The Chronology of the Vedic, Greek and Hittite languages has to be drastically reversed, pushing the Rigveda several millenniums earlier.
20.12.03\n
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Madhusudan Mishra
M.A., Ph.d., Diploma in Applied Linguistics\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000170.jpg |
Literature/Language |
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THE RUNAWAYS: A NOVEL |
ROMESH PANDEY |
817541183X |
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2004 |
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163pp |
0.00 |
195.00 |
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For bold young spirits run away is an adventure, an act to face and feel life from close quarters. First flight of birds from their nests, after having got wings, is a great experience and it will be wrong to call the birds run away after their first flight. If a girl does so then questions arise are: Does she enjoy her life? What does she gain or lose by running away? How does she fight out the problems faced? Answers to all these questions, and much more are in the novel.Rs 195 US$ 12 |
Romesh Pandey is a retired army officer. He is widely traveled, has read many books, has a special interest in ethology, knows many Indian languages and a bagful of war experiences from 1953 to 1979. He has to his credit a book entitled Short Stories from Uttaranchal (Shipra, 2004) and his second set of ten short stories pertaining to Army life and other stories. |
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000190.jpg |
Social Work |
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TINY HANDS IN UNORGANISED SECTOR: TOWARDS ELIMINATION OF CHILD LABOUR |
S.N. MISHRA, SWETA MISHRA |
9788175411746 |
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2004 |
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192 pp
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0.00 |
600.00 |
Preface,
List of Tables
List of Abbreviations
Introduction,
Child Labour in India,
ILO's and UNICEF's Concern for the Child,
Government and NGO's Concern for Child Labour,
Child Labour in Delhi,
Tiny Hands at Work,
Field Notes and Recommendation,
Bibliography,
Annexure: Questionnaire for Working Children
Index
6th October 2003
US$ 30
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The use of concept exploitation for defining child labour creates practical problem because exploitation as a concept be given a precise objective meaning. It depends upon the interpretation of the investigator and for him the extreme limits of work done by a child may be called exploitation. As a matter of fact, children who should be in schools are engaged in work either as a child labourer or may be called street children. In short, child labour may be defined as when the business of wage earning or of participation in self or family support conflicts directly or indirectly with the business of growth and education, the result is child labour.
In spite of tall talks about the eradication of child labour, the fact is that the tiny hands contribute major portion of production in unorganized sector. Due to the circumstances they are under fed, addict of intoxicants and far from parental care. The present study also empirically examines in some searching questions. The book suggests some legislative and practical measures to eradicate the child labour.
The book may be useful for sociologists, policy planners, NGOs, social workers and other organizations working towards the eradication of child labour.
US$ 30
\n
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S. N. Mishra (b.1942) is Professor at the Indian Institute of Public Administration, New Delhi. Before coming to Delhi (1980), Professor Mishra taught post-graduate students of Political Science at Magadh University, Bodh Gaya for sixteen years. A prolific writer, devoted researcher and Professor for the last two decades, he has to his credit about two dozen books and more than two hundred research papers. His academic interest areas are Public Administration, Indian Political System and Rural Development.
Sweta Mishra (M.A., M.Phil., Ph.D) a young, energetic and committed researcher, is presently teaching at Shyama Prasad Mukherji College, University of Delhi, Delhi. She has to her credit five books and more than two dozen research papers. Her areas of specialisation are Public Administration, Indian Political System and Women Empowerment.
(25 september 2003)\n
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SHIPRA PUBLICATIONS |
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http://www.shiprapublication.com/images/book/thumbimgs/000164.jpg |
Asia/International Relations |
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ASIA ANNUAL 2003 |
MAHAVIR SINGH(Ed.) |
817541166X |
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2003 |
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viii+264 pp |
0.00 |
995.00 |
IntroductionThe Gita in Urdu: Rafiq ZakariaThe One and the Many: The Dialogue Among Cultures: Helga Zepp-LaRoucheThe Second Bush War and the Aftermath: Some issues of International Law: V.S. ManiBases, Not Places: The Indian Ocean Littoral States and the Rise of New Strategic Bases: Donald L. BarlinChina: Periphery and Strategy: Zhao GanchengChina's Diplomacy: Seeking Benefits and Avoiding Harm Amid Changing International Relations: Yu HongjunThe Eurasian Perspective of an Emerging Asian Security Structure: A New Vista for India-China Strategic Cooperation: Devendra KaushikCentral Asia: The Region in focus role for India: Poonam MannDevelopment trends in Kyrgyzstan: Suchandana ChatterjeeRussia in Eurasia: The Ongoing Debates: Anita SenguptaIndia, Pakistan and the United States: Jayanta Kumar RayThe Pakistan Army: its perks and privileges: G. ParthasarathyIndia's look east policy: A historical Overview: S. D. MuniGauging the Pulse of freedom: Indian slaves, Manumission, and Maritime Maroonage in Colonial Mauritius, c. 1728-1820: Satteeanund Peerthum & Satyendra PeerthumVietnam's Development Strategy and Japan's "Intellectual Contribution": Manabu ShimizuIndia's Development as Knowledge society: K. VenkatasubramanianDomestic Conflict in Nepal: Origin, Challenges and Prospects: Nalini Kant JhaReflections on Moscow's Post-Soviet Foreign Policy: Arun MohantyAsia Events 2002DocumentsContributorsUS$ 55 |
The current volume, which is the fourth in succession, contains nineteen well-researched articles on important aspects of on-going developments in the various Asian countries in the socio-political, economic and cultural themes, as well as issues related to regional cooperation and security and Indian diaspora, by eminent scholars from India and Abroad. The Asia Annual is the cross-disciplinary Journal of the Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata, a centre for research and learning with focus on social, cultural, economic and political/ administrative developments in Asia, from the middle of the nineteenth century onwards with special emphasis on their links with India and on the life and works of Maulana Azad. Besides, a summary of events for the year 2002 and the text of important documents are added in the issue for the ready reference of the readers. Scholars and policy-makers may find the issue useful. "...it provides a useful overview of the geopolitics of several Asian countries and regions" The Sunday Statesman (Review of 2002 Issue)18th Jan 2004 |
Prof. Mahavir Singh, is Director, Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata. |
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Political Science |
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COMMUNAL CHALLENGE AND SECULAR RESPONSE |
ASGHAR ALI ENGINEER |
9788175411333 |
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2003 |
|
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pp xiv+274
|
0.00 |
550.00 |
Introduction ,Democracy and its Problems in Developing Countries, Communalism and Communal Violence Communalism and Communal Violence-1998, Communalism and Communal Violence-1999, Communal Riots-2000, The Politics of Arrest of Bal Thackeray, Srikrishna Commission Report-Will it be implemented?, Kanpur Riots-A Wake Up Call, Punishing Guilty Police Officers in Mumbai Riots, Malegaon Riots-A New Era of Violence?, A Brief Survey of Communal Situation in the Post Babri-Demolition Period, Communal Riots-2001, BJP's Riot-Free India, Gujarat-An Area of Darkness, Role of Police in Gujarat Carnage, Communal Violence and Role of Civil SocietyComposite Culture, Secularism and Communal Harmony Composite Culture-Celebration of Indian Unity, Demeaning Secularism, On Inter-Religious and Intercultural Dialogue, Twentyfirst Century, Religion and Peace, Nation-State, Religion and Identity, The Congress, Secularism and Minorities, Islam and Secularism, Nationalism, Communalism and Twentieth Century, Vajpayee's Statements and Medieval History, Plurality or Polarity?, All is not lost in Gujarat, Gujarat Carnage-Implications for SecularismBJP, The Sangh Parivar and the Minorities Media and Minorities, India, Minorities and Twentyfirst Century, The BJP and its Roots in Gujarat, The BJP and its Twenty Years, The BJP and the Muslim Factor, The RSS-An Evaluation from the Minority Perspective, Hindutva, Nationalism and Violence, Defeat of BJP is Defeat of Communalism, Minorities can not be at the Mercy of RSSThe Indian Muslims Indian Muslims and Education, Muslims and Education, Social Reforms and Political Odds, Muslims, Modernity and Change, Separate Muslim Party Not Needed, Islam and Muslims in India- Problems of Identity and Existence, Muslim Middle Class and its Role, Indian Muslims, Fifty Years in Independent India-An Evaluation, Myths about Muslims and the Gujarat CarnageMuslim Women and the Muslim Personal Law Muslim Women's Maintenance-Some New Judgements, Women and Personal Law in Iran, Women's Rights and Personal Law Board, Muslim Women and Far Reaching Changes in Bangladesh, Can Veil be Enforced?Kashmir Violence in Kashmir and Democratic Rights, Kashmir-Can Autonomy be a Solution?, Kashmir Opts for PeacePakistan and Indo-Pakistan Relations The Pakistani Textbooks and Hatred against India, The Problematique of Nation-Building on South Asia-The Case of Pakistan, Pakistan, its Polity and Viability, Indo-Pak Relations Soaring High, Is Confederation in South Asia Possible?The Islamic World Iran between Liberalism and Orthodoxy, Religion and Politics in Indonesia Indonesia-A Country in Turmoil, Attack on World Trade Centre and its Implications, Clash of Terrors?, A New Approach for Islamic World NeededIndex
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Ours is a bewilderingly diverse country and balanced approach to complex religious and minority issues is a must for a balanced polity and communal peace.\n
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Dr. Asghar Ali Engineer is a well-known Islamic scholar and a theologian. He has done valuable work on communal harmony. He has personally investigated all major riots in post-independence India and has published several works on study of these riots. He has been working for inter-religous harmony and was conferred D.Lit. by Calcutta University for his work on communal harmony.\n
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Asia/International Relations,Political Science |
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HISTORY, CULTURE AND SOCIETY IN INDIA AND WEST ASIA |
N.N VOHRA(Ed.) |
8175411236 |
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2003 |
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xiv + 294 pp |
0.00 |
950.00 |
Contents Preface : NN Vohra; A Message; Introduction: Karan Singh; Conceptualising India-West Asia Relations: The Macro-Historical Perspective:AK. Ramakrishnan; Kuwait and India: Historical, Cultural and Social Bonds Raska Al-Sabah; Afro-Asian Relations: The Sudanese Perspective Jaffar Mirghani Ahmed; Contemporary Indo-Sudanese Relations Hassan Mekki; Indo-Arab Relationship: The Syrian Perspective Waiel S. H. Awwad ; Yemen and India: Development of Historical Relationships Salek Ali Basurrah; Egypt: A Link between India and the Mediterranean Mostafa El-Abbadi ; India and West Asia: Sharing History and Future Challenges Abdulaziz Othman Altwaijri ; India and the Arab World: Retrospect and Prospects Faisal Odeh Al-Rfou'h ; Personal Reflections on Indo-Arab Relations Rafiq Zakaria ; Enduring Relationships: Maritime Contacts in the Western Indian Ocean Himanshu Prabha Ray ; Cultural Implications of Trades between South Asia, the Gulf and Mesopotamia in the Bronze Age Shereen Ratnagar ; Arabian Gulf During the British Era: The Impact of India Abdulla Elmadani; India and West Asia Relations: The Changing Economic Matrix Girijesh Pant ; Population Dynamics in West Asia and North Africa Prakash C. Jain ; Minorities in the Middle East: An Inquiry P.R Kumaraswamy ; Globalisation and Literature Sadik J. Al.Azm; Exploring Composite Culture in India Neera Chandhoke ; Sanskrit's Legacy to the Arab Intellectual Heritage Abdul Ali; Indo-Arab Cultural Relations: Glimpses of Medieval Arabic Texts Abdul Bari ; South India and the Gulf: Trade and Diplomacy During the Late Eighteenth Century AK. Pasha ; Medieval West Asian Critical Appreciation of India M.A Saleem Khan ; India-West Asia Interaction Akhtarul Wasey ; Unitary Histories, Epistemological Divides: A Summing Up Gulshan Dietl ; |
Proud inheritors of historic legacies, India and West Asia have been friends and neighbours since the dawn of civilisation. With the advent of Islam the Arab-Indian contacts were further strengthened. It was the Arabs who attempted the first written history of India and drew its maps. They learnt a great deal from Indian science and medicine and spread it across the world, notably the so-called Arabic numerals and the concept of zero, thereby introducing India to the West. Both the regions suffered common experiences of oppression and exploitation under colonialism. Today, the issues of distributive justice, gender and human rights, civil society, environment and education have become the common concerns. Solutions to contemporary problems cannot be founded in universalistic formulas and beliefs in linear progress. Systematic initiatives need to be launched to secure unity without disturbing diversity; the history of Indian and West Asian relations provides valuable examples for making such efforts. Prominent Indian and West Asian scholars, academics and policy makers came together in the course of a two-day seminar to reflect on these issues, share experiences and search for solutions that transcend divisive mindsets. |
N. N. Vohra was a member of the Indian Administrative Service (1959-94), borne on the Punjab cadre. With the Government of India, he successively served as Secretary Defence Production, Defence Secretary and Home Secretary. After retirement he has been serving as Director, India International Centre (1995-97, 1998-). Was recalled to serve as Principal Secretary to the Prime Minister of India (1997-98). Member of the National Security Advisory Board (1998-2001); Chairman, Committee to Review Functioning of IDSA (1999-2001); Chairman, National Task Force on Internal Security (2000); Chairman, Military History Review Committee (2001-02); Co-Chairman, India-EU Round Table (2001-). Has been writing on issues relating to security and governance. |
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SHIPRA PUBLICATIONS |
0.00 |
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Asia/International Relations |
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INDONESIA: SOCIETY AND POLITICS |
GANGANATH JHA |
9788175411517 |
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2003 |
|
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x +181 pp
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0.00 |
600.00 |
Preface,
Introduction: Threats to the Republic, Human Rights,
Indonesian Society: Population Density of Indonesia per Sq. Km. 1930-1980,Indonesian Muslims, Indonesian Customs, Transmigration;
Religion in Indonesia: Muslim Community, Islamic Resurgence Ethnic Scenario in Indonesia East Timor, Aceh, Ambon, Iran Jaya, OPM Structure
Politics in Indonesia: Nationalist Movement, Sukarno Period, Suharto Period,
Terrorism-Blast in Bali
Conclusion,
Appendix, Bibliography
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This is the modest attempt towards understanding the intricacies of Indonesian society and politics. Indonesia is witnessing transition from authoritarianism to democracy. Political culture is changing and multi-party system have emerged. Democratic institutions are evolving. The government policies are rapidly evolved to cope with growing economic and security challenges. However, the threat of instability looms large because of ethnic and socio-economic divergences. Radical Islamic and Christian organisations are vocal against each other and some terror groups are active. There is a growing demand to declare Islam as the state religion and dilute the secular framework of the 1945 constitution. Dual role of the armed forces are abolished but their influence on national politics remain substantial. Political parties are solely interested in power and they don't want to take a clear stand against religious fanatics. All these issues have been analysed in the book to make it relevant for all those engaged in teaching and research of the subject.
\n
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Dr. Ganganath Jha, an alumnus of Southeast Asian Studies, Jawaharlal Nehru Univesity, New Delhi, has been working as a faculty member in the department for the last 25 years.
Dr. Jha has been contributing articles in reputed journals and edited volumes. A number of articles in Indonesian Quarterly (Jakarta), Contemporary Southeast Asia (Singapore), International Studies, India Quarterly and Strategic Analysis are well appreciated. Some of his books, Foreign Policy of Thailand (1978), Southeast Asia (1988) are widely reviewed. He has widely travelled in Southeast Asia, Holland and China and writes on the subject from his personal experiences.
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Economics |
|
MID YEAR REVIEW OF THE INDIAN ECONOMY 2002-2003 |
SUMAN K. BERY, N N VOHRA (ED) |
8175411368 |
|
2003 |
|
|
156 pp |
0.00 |
250.00 |
Preface, List of Tables, List of Abbreviations, The setting and overview, Agriculture, Industry, External Sector, Public Finance, Macroeconomic Outlook, Comments on the Review made by the discussants, References, Contributors. |
The present Mid- Year Review of the Indian Economy is strategically timed to provide a critical analysis of trends in the current fiscal year before budget preparations for the next year get underway. It attempts to analyse the economy's present cyclical positin against the background of performance over the last decades.The medium term projections provide a real GDP growth of 6 per cent, well below the target for the Tenth Five-Year Plan. The forecast for the current year places overall real GDP growth at 4.8 per cent with the major contributions coming from services and Industry. At the macro level, it points to a slow down in investment growth and the need for reviving the investment climate. At the sectoral level the unsatisfactory performace of Agriculture in the 1990s has come as a disappointment since, with a more liberalised trade policy environment, it was expected to benefit prositively.A mixture of good and bad news, this Review assesses the prospects for the Indian economy for 2002-03 and presents a medium-term view on growth. The forecasts are based on the macroeconomic models developed by the NCAER. |
N N Vohra, was a member of the Indian Administrative Service (1959-94), borne on the Punjab cadre. With the Government of India, he successively served as Secretary Defence Production, Defence Secretary and Home Secretary. On retirement he took over as Director, India International Centre (1995-97, 1998). In 1997 he was recalled to serve as Principal Secretary to the Prime Minister of India (1997-98). Member of the National Security Advisory Board (1998-2001), Chairman, National Task Force on Internal Security (2000) and C0-Chariman of the India-EU Round Table, has been writing on issues relating to security and good governance. |
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Literature/Language |
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MOTHER TERESA: SAINT OF THE INDIAN CROSSROADS AND OTHER VIGNETTES |
R.K. RAJU |
8175411430 |
|
2003 |
|
|
123 pp |
0.00 |
225.00 |
Contents: Foreword, A Day in Mother's LifeMother Terasa: Saint of the Indian Crossroads;A bitter-sweet FreedomDiamond are ForeverI and My BambiWhere the Winged Creation are cared forBeware! Friendly LeopardDeadlineDebt of Gratitude to the World CupRailway Coach in a Delhi GardenThe Agra Khan's GiftThe Name's Bond, With a Licence to WriteBlending Western Thought and Indian ValuesDay when all eyes were on "Loknayak"1996--A very different election: credit to Mr. T.N. SeshanNameless Wonders!Everest MuseumA mission for Sivaji GanesanMr. "Time Off"Meeting Shirley MaclaineThe Journalistic BugLeh: A Do or Die MissionLast moments of Elizabeth Brunner Epilogue |
" ....What we have in fact is good, strong and old fashioned stories, and all the better for that. RK Raju is a journalist with all the skills…. His subjects range from the saintly, apolitical, Mother Teresa to the agnostic Jawaharlal Nehru, from the polished writer Ruskin Bond to the rustic film star…."Sir Mark TullySays in the Foreword |
R. K. Raju. a respected and reputed member of the journalistic fraternity, has handled with distinction wide ranging portfolios, which took him all over the world, in his long tenure at The Statesman since early June, 1959 as a reporter, chief reporter and special representative. His contribution to journalism, literature and broadcasting displays a sensitive and perspective mind as he records life and events with professional dynamism. |
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Political Science,Religion & Philosophy,History/Culture |
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SAMASKARAS IN INDIAN TRADITION AND CULTURE |
RAMASHRAY ROY |
9788175411401 |
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2003 |
|
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212 pp
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0.00 |
650.00 |
Preface
Abbreviations
Society as Cosmion
The substance of Society
Society and Samskara
The Significance of Samskaras
Dharmaa, Morality and Samskaras
Marriage as Samskara
Marriage -- The Question of Genealogical Suitability
Marriage Rituals -- Shastriya and Laukika
Overview
Index
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In explaining the meaning and relevance of Samskaras, the book presents a fine blending of the traditional and modern systems of knowledge construction. While explaining the meaning and relevance of samskaras, the books digs deeper into the Vedic cosmogony to uncover the real import of samskaras and their relationship with culture and its inspiration from the Vedic srishtividya. It demonstrates the significance of samskaras for man and his world. The author marshals well chiselled arguments for demonstrating the substantive import of society as a cosmion, that is, a small replica of the cosmos and the crucial role of samskaras in preserving the character of society as a cosmion.
The books makes a unique and durable contribution to the body of literature dealing with samskaras. It is a valuable reading for both social scientists and traditional scholars who seek to understand the nature of Hindu social system.
4th October 2003
US$ 35
\n
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Prof. Ramashray Roy is an eminent political philosopher who has, through his numerous writings, opened new vistas not only in different areas of social sciences but also in Vedic studies. Trained as a Political Scientist, Dr. Roy turned gradually to exploring deeper philosophical questions and their relevance today for man's existence and modes of knowledge construction.
He has published more than two dozen books and over fifty articles in Journals in India and outside. He worked as a Senior Fellow as well as director of the Centre for the Study of Developing Societies, Delhi, Director of the Indian Council of Social Science Research, New Delhi as well as its National Fellow and Fellow of the Indian Institute of Advance Study, Shimla. He is currently the Fellow of the Indian Council of Historical Research, New Delhi. He has also taught in a few American Universities such as, University of Texas, Austin, University of California, Los Angeles, etc. He is one of the recipients of Pandit Jawaharlal Nehru National Award of the Madhya Pradesh Government in Social Sciences.
At present, he is the Chairman of the Centre for the Study of Indian Traditions, Madhubani (Bihar) where he is seeking to build a bridge between the traditional and modern knowledge systems.
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0.00 |
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Asia/International Relations |
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THE FEDERAL EXPERIENCE: INDIA AND RUSSIA |
RAMASHRAY ROY |
9788175411299 |
|
2003 |
|
|
viii + 203
|
0.00 |
650.00 |
Acknowledgments
Introduction: Ramashray Roy
Federalism: The Indian Experience: Ramashray Roy
Constitutional Foundations of Indian Federalism: Theory and Practice: Ravindra Nath Pal
Centre-State Economic Relations: The Indian Experience: P.N. Mehrotra
Finance Commission and Distribution of Resources: Vinod K. Mehta
Federalizing Process and Social Interest Groups in India: Pradip Kumar Bose
Empowerment of Weaker Sections: P.G. Jogdand
Federalism: The Russian Experience: K.N. .Jehangir
Form and Substance of Federalism in Russia: Zafar Imam
Ethnic Composition of the Russian Federation Population: MS. Gill
Formation of Russian Federation: New Challenges: S. Valentei
Federalism of Power and Power of Federalism: Mikhail Guboglo
The Development of the Federal Relations and the Practice of the Constitutional Court in Russian Federation Vassilieva Tatiana
Local Self-Government as an Issue of Constitutionalism Liudmila Laapteva
Contributors
|
The Federal Experience: India and Russia is the outcome of joint venture of Indian and Russian scholars who joined together to have a fresh look at the experience of federalism in India and post-Soviet Russia.This fresh look has yielded and intellectually exciting and pragramatically salubrious result. The central themes of the book are defined by two important facets of federalism, i.e., federalism as a political arrangement and federalism as a source which releases certain political forces that affect its functioning.
Scholars participating in this venture were convinced that the character of federalism can not be explained in purely political terms. It is necessary therefore to cast the net wider in order to apprehend the true character of federalism. Political forces themselves are the product of socio-cultural composition of the population, economic structure and the constitutional expressions of intentio- populi. Different papers reflect this perspective and explore a character federalism in the context of inter-action of these large factors and trace the variegated impact of this inter-action on functioning of federalism. It is this intellectual perspective that lands this book a distinctive quality.
4th October 2003
Rs. 450
US$ 40\n
|
Prof. Ramashray Roy is an eminent political philosopher who has, through his numerous writings, opened new vistas not only in different areas of social sciences but also in Vedic studies. Prof. Roy worked as a Senior Fellow as well as Director of the Centre for the Study of Developing Societies, Delhi, Director of the Indian Council of Social Science Research, New Delhi as well as its National Fellow and Fellow of the Indian Institute of Advance Study, Shimla. He is currently the Fellow of the Indian Council of Historical Research, New Delhi.
He has published more than two dozen books and over fifty articles in Journals in India and outside. His publications include Dalit, Development and Democracy; Politics and Society; Politics and Beyond; Sanskaras in India Tradition and Culture (SHIPRA).\n
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Literature/Language |
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THE FLUTE: SELECTED POEMS OF RABINDRANATH TAGORE |
JADU SAHA |
8175411449(HB) |
8175411457(PB) |
2003 |
|
|
xii + 276 pp
|
0.00 |
850.00 |
Acknowledgement, Introduction,Evening songs(1882),Morning Songs(1883), Picture & song (1883), Sharps & Flats(1886), She who is in the mind(1890), The Golden Boat (1894), The Multi-Coloured (1896), Chaitra Harvest (1898), Particles(1899), The Flitting one(1900), Imagination(1900), Offerings to god(1900), Remembering (1903), The Child (1903), The Ferry (1906), Song Offering (1910), Garland of Songs (1914), Harvest of Songs (1914), Dedications ( 1914), Wild Geese (1914), The Runaway (1918), The Child Bholanath (1922), Musical Raga for the Evening (1925), Mahua (1929), The End (1932), Postscript (1932), She who is many coloured (1932), The last Octave (1935), Plate made from leaves (1936), She who is dark (1936), The Borderland (1938), On the sick bed (1940), The Newly Born (1940), Recovery(1941), On my Birthday (1941), Last Writtings (1941), Glossary, Index, Key to transliteration
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People around the world know Rabindranath Tagore (1861-1941), India's Nobel Prize winning poet, as the poet of Gitanjali, in which he wrote about spiritual matters and about his Lord, beloved and friend and thus as mystic. He was far from it. No Indian poet since Kalidas wrote so much about man and Nature.
European poetry is mainly about man and Nature whereas Indian poetry is primarily about devotion to God. The principal driving force of Tagore's poetry was his humanism. He paid his greatest homage to man and not to Nature or even to God. In this respect Tagore's poetry is close to the western mind and surprisingly divergent from the main flow of Indian poetry.
Whatever in this world touched Tagore's heart he gave artistic and skilful expression to it, not by analytical reasoning or from any particular ideology, but from his innermost feelings. This he did in an unending variety and innovative poetical style.
Tagore's genius as a great literary figure and thinker of the twentieth century remains undiscovered by people within and outside India because only a fraction of his works has been translated even sixty years after his death.
This book presents Tagore's poems from his very early years to his last poem, written a week before his death. This is the first time that Tagore's poems have been translated into English, following the rhyming scheme of the original poems in Bengali. The poems are arranged chronologically and with a review of Tagore's poetry as it moved through different periods and unfolded his genius in its full glory.
\n
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Dr. Jadu Saha, after his retirement from the Canadian Civil Service as a Director General began his literary career in 2001. His poems in English have been published in American anthologies and his short stories in Bengali in magazines in the US. His first poetry book, Whispers of Silence was published in Canada in 2001 and his second book, Songs of Rabindranath Tagore was published by Shipra Publications, Delhi, in 2002. This is Dr. Saha's third poetry book.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000124.jpg |
Political Science,Literature/Language,Religion & Philosophy,History/Culture |
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THE RGVEDA IN THE INDUS INSCRIPTION |
MADHUSUDAN MISHRA |
9788175411425 |
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2003 |
|
|
167 pp
|
0.00 |
450.00 |
Contents:
Preface, Introduction
On the reading of the Indus Signs
Signs distinguished form the graphic variants
The Ur-Mahesvarasutras
The Indus syllabary
Some phonetic rules
The verbs of the isolating Indus
Indus, the earliest human speech
A linguistic history of India
The pre-Indo-European
The reduplicated Verbal forms
Texts
Beyond the texts
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If the archaelogical finds do not decide, if the astronomical facts are not to be believed, at least the language of the Indus inscription, ultimately transiting into the Vedic language, decisively proves the continuity of the Indian civilisation from the beginning of the human history.
The archaelogy is blind, it cannot see with its own eyes. The language of the Indus inscriptions was dump; but it has began to speak now. Let us listen to what it says. If we turn a deaf ear to it, we do not become wiser\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000147.jpg |
Asia/International Relations |
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US NATIONAL SECURITY: STRUGGLE FOR SUPREMACY IN POLICY MAKING: 1969-1989 |
P.M. KAMATH |
9788175411302 |
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2003 |
|
|
x + 222 pp
|
0.00 |
750.00 |
Contents Acknowledgements, Introduction: Policy-making in Closed and Open Politics Models: Inevitability Conflicts?
National Security Policy-Making: President and His Advisers; President Needs Advice; Cabinet versus NSC; Development and Growth of the NSC; Triad of National Security Policy Advice; Secretary of State; Secretary of Defence; National Security Adviser; Origin and Growth of the Office; Role Evaluation; Decline of the NSC
Nixon: Kissinger from the Beginning to the End : Rogers; Kissinger; NSC Structure and Kissinger's Role in it; Kissinger's Dominance; Policy Conflicts; China Initiative; China in the UN; Polo II and Rogers; Nixon's visit to China; Bangladesh War;
Ford: Non-Competitive Model under Scowcroft: Closed Politics under Nixon-Kissinger Discredited; Kissinger in Dual Role; Scowcroft as National Security Adviser; James Schlesinger; Mayaguez Crisis; Decision-Making; Roles Analysed
Carter: Vance or Brzezinski? Brzezinski; Anti-Kissingerisrn; Brzezinski's NSC Staff; Brzezinski Asserts after Uncertain Beginning/IDS; Normalisation of Relations with China; Brzezinski goes to China; Iranian Hostage Crisis; Asylum to the Shah; Military Rescue Mission: Planning and Execution; Enter Muskie
Reagan: Who is in Charge? Secretary of State; First Year: Uncertain Mandate; President was Shot; Power without Trust; Allen: Powerless Adviser; Weinberger; Edwin Meese III; William J. Casey NSC set-up under Reagan; Crisis Management? Conflict Analysed; El Salvador; AWACS to Saudis; Clark replaces Allen; Clark vs. Haig; Soviet Pipeline Project; Israeli Attack on Lebanon; George Schultz
Struggle for Supremacy: Causes, Consequences; Openness; NSA' s Proximity to the President; Adviser's Expertise; President's Distrust of Bureaucracy; Congressional Role; Media; Executive Privilege; NSC-State Structure; Foreign Government; Consequences; State Department Living Burial; Kissinger and the State; State Department under Vance-Brzezinski Feud. Uncertain Greatness; Centralisation; Make State the main adviser on Foreign Policy; National Security Adviser as a Co-ordinator; Vice-President as National Security Adviser; Whither NSC?
Post Script: National Security Policy-Making The Case of Iran-Contra Affairs; Nature of the Case: Lid Opens; Contras Case; Boland Amendment; The Show Must Go On; Operational Mechanism; Iran Initiative/l Secret Mission to Teheran; Iran-Contra: Inseparable Linkages; Actors in the Covert Drama; Robert McFarlane; Poindexter; Oliver North; North's Testimony; Financial Wrong doing Poindexter Trial; An Analysis of Role of Different Officials George P. Shultz; Caspar Weinberger; Edwin Meese III William Casey; George Bush; President Reagan; Democratic Cover-up; Reagan's Involvement; Laws violated; Misuse of Trust; Congressional Role Index
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Ever since John. F. Kennedy became President in 1961 there has been a phenomenal growth of tensions between President's Secretary of State and his National Security Adviser. Secretaries of State have come to rely on their constitutional and institutional status to claim their primacy, while National Security Advisers have been driven by their tremendous influence drawn from being President's additional eyes, ears and brain in making of national security policy. Their proximity to President and expertise in national security has been their additional assets.
This book reveals that under the presidencies of Richard Nixon, Jimmy Carter and Ronald Reagan tensions turned into a struggle for supremacy in policy making. The author discusses in-depth causes for the struggle and suggests certain remedial steps. He draws heavily from his personal interviews with the policy makers of the time.
This work would be interest to those who shape Indian foreign policy, and to all those interested in American security policy.
\n
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P. M. Kamath retired Professor of Politics, University of Bombay, is an authority on national security and security policy making in the US and India. He worked in the School of Advanced International Studies, Johns Hopkins University (1976-77) and Georgetown University (1982-83) on Fulbright fellowships and worked on Iran - Contra affair in the Brookings Institution and taught in Florida International University in 1987. He is a recipient of numerous awards and fellowships from India and abroad. He visited Germany, Britain and France to understand their national security policy making. Currently he is the Hon. Director, VPMs Centre for International Affairs, Mumbai.
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SHIPRA PUBLICATIONS |
0.00 |
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Literature/Language |
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A TREASURY OF SANSKRIT POETRY: IN ENGLISH TRANSLATION |
A.N.D. HAKSAR |
9788175411166 |
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2002 |
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|
xxviii + 203 pp
|
0.00 |
900.00 |
Foreword, Acknowledgements, Introduction, The Vedas, The Upanishads, Vyasa, Valmiki, Asvaghosha, Bhasa, Hala, Sudraka, Vishnu Sarma, Kalidasa, Syamilaka, Subandhu, Bharavi, Magha, Bhartrihari, Dharmakirti, Visakhandatta, Bana, Divakara, Amaru, Dandin, Kumaradasa, Bhatta Narayana, Sankara, Yasovarman, Saraha, Ravigupta, Kouhala, Govinda, Bhavabhuti, Vidya, Damodaragupta, Murari, Sila Bhattarika, Asaga, Vikatanitamba, Vallana, Abhinanda, Narayana, Damodaramisra, Rajasekhara, Kshemisvara, Siddha, Ananta, Kalasaka, Bhojya Deva, Atula, Kshemendra, Somadeva, Bilhana, Dhanesvara, Jayadeva, Haribhatta, Manovinoda, Nayachandra Suri, Rupa Gosvamin, Jagannatha, Nilakantha Dikshita, Anonymous verses from anthologies, other anonymous verses, A Seasonal anthology, Poerty from inscriptions, Appendix
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This is a comprehensive anthology of Sanskrit poetry in the best English translations available. The first ever of its kind, it brings together excerpts form a full range of original works, translated by over forty distinguished writers including poets and scholars, savants and seers, and two winners of the Nobel prize for literature.
Drawing form sacred as well as classic and folk literature, this collection features a wide variety of poetry in translation. It includes nature hymns and mystic utterances; epic narratives and love lyrics; songs and reflections on the human condition; verses devotional and philosophic, heroic and tragic, erotic and satiric; courtly epigrams and inscriptions, and simple poems form the countryside.
English translations from Sanskrit have a history of over two centuries. The finest of these renderings have been compiled in this volume by a well-known Sanskritist to present the ancient language's poetic splendour, not through learned discourse, but by letting the poetry speak for itself.\n
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A.N.D. Haksar is a long time student of Sanskrit literature, some works of which he has translated into English prose as well as verse. A career diplomat for many years, he served as Indian High Commissioner to Kenya and the Seychelles, Ambassador to Protugal and Yugoslavia, Dean of the Foreign Service Institute and President of the Program.\n
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SHIPRA PUBLICATIONS |
0.00 |
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General |
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ADVANCES IN CARBON AND CARBON MATERIALS |
O.P. BAHL, T.L. DHAMI, L.M. MANOCHA |
8175411031 |
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2002 |
|
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438 pp
|
0.00 |
1700.00 |
Activated Carbons, Adsorption and Surface Science. Carbon Fibres and Composites. Nano-tubes and their Applictions. Pitches .Special Carbons
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Over the last few decades carbon has acquired a central position amongst the galaxy of materials. This has been made possible primarily because of the availability of carbon fibers, carbon/ carbon composites and lately of carbon nanotubes. Carbon in special/ specific forms is a sought after material, be it Defense, Aerospace, Thermal management or even Biomedical.\n
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Dr. O P Bahl (MSc, PhD, F N A Sc.) is one of the leading technologists, in the area of Carbon, of the country under whose leadership nine vital technologies pertaining to Carbon Products have been developed thus putting India on the world map of Carbon.
T L Dhami (MSc, PhD) is a senior scientist in Carbon Technology Unit, NPL, New Delhi. His research interests include co-relation between processing parameters and overall performance of fiber-reinforced composites, including carbon-carbon composites, activated carbons and other advanced carbon products.
Prof . L M Manocha (MSc., PhD) is head of the Department of Materials Science at Sardar Patel University, Vallabh Vidyanagar. He is one of the leading carbon technologists of the country, has successfully completed 12 National/ International research projects on carbon fibers, composites and solid carbons.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Asia/International Relations |
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ASIA ANNUAL 2002 |
MAHAVIR SINGH(Ed.) |
8175411228 |
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2002 |
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viii + 252pp |
0.00 |
995.00 |
Introduction, Krishna Menon and India league, Sino-Indian relations: prospects for cooperation? A thought on some strategic measures regarding BCIM free trade area and Regional economic Cooperation, Fifty years of India-Japan relations, The policy of the United States towards Asia, Searching for a moderate alternative: the Philippine experience in 1980s, National security issues in South Asia: perceptions and perspectives, Asian balance of power: Role of nuclear weapons, Enduring freedom in Afghanistan: challenges ahead for the US, Looking ahead in Afghanistan, Issues and factors in Musharraf's India Policy, The Unresolved issues of Jerusalem, The role and status of women in contemporary Iran, Regional cooperation in managing scarce resources: possibilities for energy cooperation between India and Bangladesh, Insurgency, the arms-drugs nexus and India's north-east, Central Asia: Geopolitical fall-out of 11th September, The Nationalism of Maulana Abul Kalam Azad, Asian Events 2001, DocumentsContributors.Suhash Chakravarty, Waheguru Pal Singh Sidhu, Zhou Zhao, Sanjana Joshi, Mary Burdman and Mark Burdman, Armado Malay Jr, Archna Upadhyay, RR Subramanian, Mahendra Ved, Shubha Singh, Savita Pandey, Priya Singh, Muhammad Tasjuddin, Vandana Upadhyay, Soma Ghoshal, Devendra Kaushik, Hiranmay Karlekar |
The Asia Annual is the cross-disciplinary Journal of Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata. The Institute is a centre for research and learning with focus on social, cultural, economic and political/administrative developments in Asia, from the middle of the 19th century onwards with special emphasis on their links with India and on the life and works of Maulana Abul Kalam Azad. The current issue, which is third in succession, contains 17 well-researched articles on important aspects of on-going developments in the various Asian countries in the socio-political, economic and cultural themes, as well as issues related to regional co-operation and security, by eminent scholars. Besides, a summary of events for the year 2001 and the text of important documents are added for the ready reference of the reader. |
: Prof. Mahavir Singh, editor of Asia Annual 2002 is Presently Director, Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata. |
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000125.jpg |
Political Science,Economics, |
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GANDHIAN PERSPECTIVE ON INDUSTRIAL RELATIONS: A STUDY OF TEXTILE LABOUR ASSOCIATION, AHMEDABAD, 1918-48 |
S.K. GOEL |
8175411198 |
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2002 |
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viii + 252 pp
|
0.00 |
800.00 |
Ahmedabad: A Centre of trade, Commerce and Industry, Labour and Trade Unionism in Ahmedabad, Gandhi's Theory of Industrial Relations and Trade Unionism, Gandhi's Contact with Industrial Labour: Formation of Textile Labour Association, Application of Gandhian Principles of Industrial Relations and working of the Textile Labour Association, Gandhian Experiment in Industrial Relations and Working of the Textile Labour Association, Conclusion.
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The present volume examines in depth, the Gandhian theory of industrial relation and trades unionism vis-à-vis its application by the Textile Labour Association (TLA) of Ahmedabad, Gujarat. It also traces the emergence of textile industry and the growth of labour and trade unionism in Ahmedabad and focuses on the Gandhian ideology and methods in resolving capital labour issues and problems.\n
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Dr. S K Goel is at present working at the Indian Institute of Advanced Study, Shimla.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000129.jpg |
Social Work |
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HUMAN AGEING: STUDY OF RURAL WOMEN IN ANDHRA PRADESH |
M. HIMABINDU |
8175411007 |
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2002 |
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192 pp
|
0.00 |
600.00 |
Introduction, Aged Rural Women-Profile, Aged Women and Inter-personal Relations, The Problems and Care-Services, Conclusion.
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This is the age of aging, demographically it is understood due to low fertility and mortality. Ageing population are more in developing countries and rural areas, and old population is more in developed and urban areas because of advanced Medicare. The demographic transition effectively transforms the various regions of countries from mature societies to ageing societies.\n
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Dr M Himabindu secured first class in M.A., M.Phil and completed her Ph.D. degree 1988 from Department of Social Anthropology, Andhra University, Visakhapatnam, Andhra Pradesh. She was associated with tow projects viz. "Girl-Child" and "The Family-1991" of Center for Women Studies, Andhra University.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000126.jpg |
Social Work |
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IN THE NAME OF CHILD LABOUR: ERADICATION AND EVALUATION PROGRAMME |
BUPINDER ZUTSHI, MONDIRA DUTTA, SUDESH NANGIA |
9788175410930 |
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2002 |
|
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224 pp
|
0.00 |
650.00 |
Preface, Introduction, Child labour-concept, Magnitude and Issues, Child Labour Eradication, Carpet Weaving Area-Demographic, Economic and Social Profile, Carpet Manufacturing- Growth, Structure and Working Conditions, Non-Formal Education Centers-Profile, Non-Formal Education Centers Performance Levels, Evaluation & Assessment of Local NGO's, Conclusion, Bibliography, Annexure.
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Based on extensive field work with a focus on children who are retrieved from carpet industry and admitted to the non-formal schools, the book evaluates the programme of non-formal education and the progress made by the children released from the industry their status of health and nutrition, education, skill development, employment orientation and training in such schools. It also provides an account of the magnitude of efforts made by the Government and NGOs and the field observations with recommendations, which are of practical significance\n
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Dr. Bupinder Zutshi is currently visiting faculty at Centre for the Study of Regional Development, Jawaharlal Nehru University, New Delhi. He has been teaching at the postgraduate and research level since the last 22years at Kashmir University. His fields of interest include child labour, gender studies, population issues, regional development and development impact analysis. He has published several research articles in journals of repute. He has completed several research projects sponsored by UNESCO, National Human Rights Commission and ICSSR.
Dr. Mondira Dutta has more than twenty years of teaching experience at the post graduate and research level. She has taught in the University of Kashmir, the Kamala Nehru College Delhi University and is currently teaching as visiting faculty in Jawaharlal Nehru University since the last five years.
Dr. Sudesh Nangia is a Professor in the Centre for the Study of Regional Development, Jawaharlal Nehru University, New Delhi. She has been working on various dimensions of the child including demographic, health and nutrition, child labour, child education for more than two decades. Her study on ‘Child workers in carpet weaving industry in J&K is a pioneer work. She has published many books to her credit.\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000105.jpg |
Asia/International Relations |
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INDIA AND EAST ASIA: CULTURE & SOCIETY |
N.N VOHRA(Ed.) |
8175411066 |
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2002 |
|
|
viii + 202 pp
|
0.00 |
650.00 |
Introduction. India and Asia : Parallels and Transmissions. In Search of an Asian Commonality. Feudalism in China and India : A Comparative Study. New Evidence on Wang Xuance’s Missions to India. China’s Tradition of Research on India. India and China : The Beyond and the Within. Re-Discovering Cultural Heritage through Studies on Local Religion. Legacies of Liberation in India and China. Revisiting Civilisational Dialogue between India and China. Cultural Globalisation and Localisation in Taiwan. The Worlds of Japanese Culture. India in Japanese Literature.The Ramayana in Japan. Growing Indo-Mongolian Relations in Recent Years. Literary Exchanges Between Mongolia and India. The Heritage of Folk Painting in India and Korea. Tagore’s Quatrain on Korea : Context and Beyond. Select Oral Presentations. Contributors.
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The mutually beneficial impact flowing from the close and interactions between Asian cultures is a glorious chapter in the history of mankind. The millennial Asian Civilisations neither believe that history ends nor that future life is predisposed towards clashes of civilisations. As more and more Asians lift their lives from levels of survival, they acquire the economic freedom to think, reflect and rediscover their cultural heritage. There is a growing consciousness that their societies, like those in the west have a rich social cultural and philosophical legacy that they can resuscitate and use to evolve their own modernising societies. In an increasingly golbalising world, and the heightened pressures for greater uniformity, it is essential to nurture, revere and support the culture of Asian countries. This volume brings together discussions on these themes between Indian and East Asian scholars, who share cultural affinities and certain Asian values. It will benefit scholars of Asian studies, academics, policy makers and all those who wish to contribute to the revitalisation of a shared heritage.\n
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N N Vohra was a member of the Indian Administrative Service (1959-94), borne on the Punjab cadre. With the Government of India, he successively served as Secretary Defence Production, Defence Secretary and Home Secretary. On retirement he took over as Director, India International Centre (1995-97-98). In 1997 he was recalled to serve as Principal Secretary to the Prime Minister of India (1997-98). Member of the National Security Advisory Board (1998-2001) and Chairman, National Task Force on Internal Security (2000); has been writing on issue relating to security and good governmance.\n
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SHIPRA PUBLICATIONS |
0.00 |
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Political Science,History/Culture |
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ISLAM IN INDIA: THE IMPACT OF CIVILIZATIONS |
ASGHAR ALI ENGINEER |
9788175411159 |
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2002 |
|
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175 pp
|
0.00 |
550.00 |
Foreword, Introduction, The role of Ibn Battuta in Writting the History of India, India's interface with Islam, Slavery & kingship among the Indian Gentry in the late 18th century, Indo-Islamic cultural interface, Sufi tradition & its impact on religious thought, Two textual paradigms of nationalism in the middle period thought of Maulana Azad, Indian response to Islam, Islamic approaches to nationhood and nation building, A synthesis of Indo-islamic culture and the role of muslim women, India's contribution to development of islamic sciences, India's contribution to arabic literature, Index, Contributors.
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This book contains erudite essays by noted scholars in Islam from various countries. Islam in India has richly contributed to its culture and civilization. There is no area in which Islam's impact has not been felt in India. From architecture to music to painting to historiography Muslims have left their imprint in every field. The renowned scholars in respective fields have contributed their essays to this volume.
The readers will immensely benefit from reading this volume about impact of Islam on Indian culture, whether they are scholars or lay readers, they will benefit from study of this volume.\n
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Dr.Asghar Ali Engineer is a well known Islamic scholar and a theologian. He was trained in Islamic theology, tafsir (commentary) on Qur'an, Hadith and Islamic jurisprudence. He has done lot of work on Islam and has published more than 45 books both written as well as edited.
Dr. Engineer has also done valuable work on communal harmony. He has personally investigated all major riots in post-independence India and has published several works on study of these riots. He has been working for inter-religous harmony and was conferred D.Lit. by Calcutta University for his work on communal harmony\n
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000140.jpg |
Economics |
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MID-YEAR REVIEW OF THE INDIAN ECOMOMY 2001 -2002 |
B.B. BHATTACHARYA , N. R. BHANUMURTHY |
8175411088 |
|
2002 |
|
|
128pPp |
0.00 |
250.00 |
Preface, List of tables, Introduction, Production, Investment and employment, Behaviour of prices, Money, credit and interest, Fiscal balance, External sector performance, Causes of industrial recession, The capital market turmoil, Global recession, war and contagion effects, Macroeconomic forecasts, Conclusions, Comments made by the discussants on the review, appendix |
Book- Analysis the behaviour of all major macroeconomic variable and identifies three major issues for critical evaluation: Industrial recession, capital market collapse,global recession and war and its contagion effect on the Indian economy. The Review concludes further slowdown and increase in the GDP growth rate can be brought about only by improving the productivity of both labour and capital |
B B Bhattacharya is a Director, Institute of Economic Growth. His specialization includes Macroeconomics, Monetary Economics, Public Finance, Development Economics, International Finance and Macro Economic modeling and forecasting. He has published seven books and more than fifty technical papers on these subjects in well-known journals in India and abroad. A leading expert on macro econometric forecasting in India, he served as the Honorary Secretary and Vice President of the Indian Econometric Society. Currently he is the Charmin of the Committee for Review of Capital Formation in Indian Agriculture and the Vice President of the Indian Association for Research in National Income and wealth. His views on economic and public policies are widely quoted in India and abroad. N R Bhanumurthy is a faculty member in the Development Planning Centre, Institute of Economic Growth. His specialization includes International Money and Finance and Macro-Econometric modeling and forecasting.N N Vohra, was a member of the Indian Administrative Service (1959-94), borne on the Punjab cadre. With the Government of India, he successively served as Secretary Defence Production, Defence Secretary and Home Secretary. On retirement he took over as Director, India International Centre (1995-97, 1998). In 1997 he was recalled to serve as Principal Secretary to the Prime Minister of India (1997-98). Member of the National Security Advisory Board (1998-2001), Chairman, National Task Force on Internal Security (2000) and C0-Chariman of the India-EU Round Table, has been writing on issues relating to security and good governance. |
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SHIPRA PUBLICATIONS |
0.00 |
http://www.shiprapublication.com/images/book/thumbimgs/000118.jpg |
Asia/International Relations |
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MONGOLIA - RUSSIA RELATIONS: KIAKHTA TO VLADIVOSTOK |
SHARAT K .SONI |
817541104X |
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2002 |
|
|
|
0.00 |
900.00 |
Contents - Perface, Histrorical Perspective, Soviet Russia and Mongolia's Independence Movement, Pan-Mongolism : Russia and Soviet Response, Political Ties, Military Linkages, Economic Dependence, Soviet Impact on Mongolia's Society and Culture, Vladivstok Initiative and Mongolia in the Post cold war Era. |
Sandwiched between Russia and China, Mongolia has the distinction of sharing the largest chain of frontiers between these two powerful neighbors. Mongolia's geostrategic and landlocked position attracted both the Tsarist/Soviet Russia and China to influence the socio-economic and political history as well as international relations of Mongolia. Finally it was the Treaty of Kiakhta (1728) which fixed the Russo-Mongolian (then part of China) frontier. However, the whole span of nineteenth century saw Russians strengthening their position in Mongolia. With the Tsarist Russian support Mongolia declared its independence from China in 1911 and later with Soviet Russia's support established the Mongolian People's government in 1921. Since then Mongolia found itself totally dependent on the former Soviet Union on all fronts - political, military, economic and cultural domains. It was Gorbachev's Viadivostok initiative of 1986 that marked the beginning of a new era in Mongolia's contemporary political history. The book analyses not only the historical roots of Mongolia-Russia relations but examines in detail the extent and pattern of the whole gamut of their relations both during the Tsarist Russian as well as the Soviet period. While dealing with the rise of Pan-Mongolism the book throws fresh light on Tsarist Russian and Soviet diplomatic maneuvers to prevent the emergence of a United Mongolia. The Book also delves into the aftermath of the Viadivostok initiative, the evergence of new geo-political situation, its impact on Mongolia's domestic and foreign pollicies, and new trends in the Russo- Mongolian relations in the post-cold war era. |
Dr. Sharad K Soni obtained his M.Phil and Ph.D degrees from the School of International Studies, Jawaharlal Nehru University, New Delhi. He has specialised in Mongolian Studies and has written extensively on this area. His publications include Reign of Terror in Mongolia, 1920-90 (Co-author) (New Delhi,1992) Mongolia between China and Russia, An Historical Overview (MAKAIAS, Calcutta, 2000): and several research papers on Mongolia and Central Asia. Presently, a project fellow at the Maulana Abul Kalam Azad Institute of Asian Studies, Kolkata, Dr. Soni has participated and presented papers in various national and international seminars including International Congress of Monologists (1995). Besides, he is Assistant Editor of Himalayan and Central Asian Studies, a quarterly journal, since its very inception in 1997. |
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0.00 |
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Asia/International Relations,Economics |
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SAARC: SAPTA TO SAFTA |
ANSHUMAN GUPTA |
9788175411074 |
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2002 |
|
|
136 pp
|
0.00 |
700.00 |
Contents - Introduction, Regional Cooperation under SAARC (1985- 95), Regionalism versus Multilaterism, Anatomy of SAARC Preferential Trade Agreement , SAPTA: A Balance Sheet, Conclusion
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The book explores the potentialities of economic cooperation among the countries of the South Asian region under the aegis of South Asian Association of Regional Cooperation (SAARC). It underscores the imperatives of forging a successful Regional Trading Bloc (RTB) in the region in view of the increasing trend in favour of such groupings the world over. It examines at length whether the regionalism and multilateralism under World Trade Organisation (WTO) are complementary to each other or contradictory. It critically studies the progress made so far in carrying out the work of opening up the economies under SAARC Preferential Trading Arrangement (SAPTA) and the time and work required to upgrade it into South Asian Free Trade area (SAFTA). It also draws a comparison between the regional trading blocs among the developed countries, like EU, NAFTA etc., and in South Asia, comprising the developing and least developed countries, in terms of trade cooperation. Finally, it attempts to are recommend some measures to step up economic cooperation among the members countries.\n
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Dr. Anshuman Gupta, acquired his Ph.D Degree in International Trade and Finance, from Jawaharlal Nehru University, New Delhi. Over the years, he has published a number of articles in reputed national dailies and journals. Having had a brief stint initially as an Economic Journalist in a financial magazine, he worked with the 'Associated Chambers of Commerce and Industry of India (ASSOCHAM)', New Delhi, as an Economist. Currently, he is associated with Apeejay Institute of Management and Information Technology as a Senior Assistant Professor.\n
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Asia/International Relations |
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ASIA ANNUAL 2001 |
MAHAVIR SINGH(Ed.) |
8175410957 |
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2001 |
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x + 302 pp |
0.00 |
995.00 |
Introduction; The Islamic, The Pre- Islamic and the Modernist in Central Asian Religion; On India's Problems of Rule and Realities of Globalisation; Mongolia and the Soviet Union: A study of Political Relations(1921-1990); Fundamentalism in Bangladesh (1975-1990); 'Mahalgaloi' and Fragmentation of Tajik Society during the Tajik Civil War (1990-92); Governance in Bangladesh: Institutions and Processes; A Search for Identity: Crises of 'Nationalism' in the north-east India; Modernisation in Afganistan (1880-1901): Futile Experiments?; Pakistan's Involvement with Taliban; Pakistan's Fourth Military Regime; Long, Long War in Srilanka; Towards a Civil Society Resilence, Good Governance and Peace in South Asia: The Case of Bangladesh; Nuclear Factor in Sino-Indian Relations; The Question of Indonesian Unity; Russia and the Tajik Civil War; Asian Events 2000;Documents: US-India Relations - A Vision for 21st Century, Valadamir Putin's Visit to India (October,2000), The Shanghai Five Declaration (July,2000) |
Central Asian region, Afganistan, Iran, Pakistan, Srilanka, Mangolia and India and a wide range of issues pertaining to geo-politics of the region, socio-cultural contacts to globalisation are covered in this second issue of Asia Annual.Besides fifteen well researched articles by specialists of the respective areas, a summary of events for the year 2000 and the text of three important declarations of the year are added for the ready reference of the readers. |
Mahavir Singh is presently Director of MAKAIAS. He obtained his M.Phil and Ph.D degrees from the School of International Studies, JNU, New Delhi. He was Professor of History, at the Pondicherry University, Pondicherry where he was responsible for the Centre for Archival Studies and was also Coordinator for the UGC Centre for Nehruvian Studies. He is member of a number of professional bodies like International Records Management Trust, London, Indian History Congress and Indian Association for Canadian Studies. A recipient of the Commonwealth Sr. Academic Staff Fellowship of the Commonwealth Commission in the UK, he was visiting fellow at the University College, London for academic year 1995-96. He had travelled extensively in the UK and had attended conferences and visited archival organisations in France, the Netherlands, Belgium, Russia, Canada and Nepal. He has two books and a number of research papers published in national and international journals to his credit. |
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Economics, |
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HUMAN WELL-BEING: SOCIO-ECONOMIC INDICATORS: A GLOBAL STUDY |
KRISHNA MAZUMDAR |
8175410752 |
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2001 |
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160 pp |
0.00 |
800.00 |
Human Well-Being. Indicators,Sample and Data. Classification of Countries. Measuring Well-being of the countries. Pairwise Comparisons of Human Well-Beings of the Countries. Level of Development of a Country. Inter-Country Inter-Temporal Income Elasticities of Selected Social Indicators of life. Causal Relation Between Human Well-Being and Economic Growth. Inter-Country Inequality in Social Indicators of Development . Concluding Remarks |
The paradigm of development has shifted from Per Capita Gross National Product (PCGNP) or Per Capita Gross Domestic Product (PCGDP) to Human Well-being. It has also been admitted broadly that PCGNP does not automatically transform into human well being. In fact the second half of the 20th century will go down in human history as the period when mankind severally and together to improve the conditions of living and quality of life of its members organised within different national borders. The period began with political independence for many of these countries which were still under colonial rule and was followed by the increased concern about how the successor national governments were succeeding in improving the lot of their populace. PCGNP or PCGDP was used by the national and international policy makers to measure the national well being. But the experience of the 1950s and 1960s, when a large number of the Third World countries achieved the overall UN growth targets but the levels of living of the masses of people remained for the most part unchanged, signalled that something was wrong with the narrow definition of development and consequently, a clamor for dethronement of PCGNP or PCGDP as a measure of development was arisen among the economists and policy makers and they began to search an alternative yard stick to measure national well-being. This study offers an inter temporal cross country analysis of human well being over a period 1960-94. |
Dr. (Mrs.) Krishna Mazumdar obtained her Masters degree and Ph.D. from the University of Calcutta and joined Indian Statistical Institute, Calcutta in 1980. At present she is an Associate Professor in the Economic Research Unit of Indian Statistical Institute, Calcutta. |
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Economics |
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MID-YEAR REVIEW OF THE INDIAN ECONOMY 2000-2001 |
B.B.BHATTACHARYA |
8175410841 |
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2001 |
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128 pp |
0.00 |
250.00 |
Preface, List of tables, Introduction, Revision of production and price indices, Production behaviour, Saving and investment, Behaviour of prices, Fiscal balance, Balance of payments, Money, credit and interest rate, Forecasts in the short and medium run, Conclusions and policy implications, appendices. |
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B B Bhattacharya is a Director, Institute of Economic Growth. His specialization includes Macroeconomics, Monetary Economics, Public Finance, Development Economics, International Finance and Macro Economic modeling and forecasting. He has published seven books and more than fifty technical papers on these subjects in well-known journals in India and abroad. A leading expert on macro econometric forecasting in India, he served as the Honorary Secretary and Vice President of the Indian Econometric Society. Currently he is the Charmin of the Committee for Review of Capital Formation in Indian Agriculture and the Vice President of the Indian Association for Research in National Income and wealth. His views on economic and public policies are widely quoted in India and abroad. N N Vohra, was a member of the Indian Administrative Service (1959-94), borne on the Punjab cadre. With the Government of India, he successively served as Secretary Defence Production, Defence Secretary and Home Secretary. On retirement he took over as Director, India International Centre (1995-97, 1998). In 1997 he was recalled to serve as Principal Secretary to the Prime Minister of India (1997-98). Member of the National Security Advisory Board (1998-2001), Chairman, National Task Force on Internal Security (2000) and C0-Chariman of the India-EU Round Table, has been writing on issues relating to security and good governance. |
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Literature/Language,Religion & Philosophy |
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THE EARTH HAS NO CORNERS: FELICITATION VOLUME ON THE 70TH BIRTHDAY OF DR. KARAN SINGH |
K.L. NANDAN (Ed.) |
8175410884 |
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2001 |
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320 pp |
0.00 |
1100.00 |
Contents: A Universal man, Dr Karan Singh: an integrated man of value system, The Raja-Rishi in our midst, Forgiveness or use of force: which is superior?, Dr Karan Singh: a personality rich in cultural heritage, Kahlil Gibran: the poet of culture of peace, the flow of civilisation, Evolution of human consciousness & language, Question for a new millennium, Watching the wheel whirl across time & space, Kashmir: yesterday today tomarrow, Common good & good governance, The genius of France India forum, Wonderfully diverse & distinguished man, He was called tiger by Jawahar lal Nehru, A lifetime of compassionate vision, Culture of peace & buddhism, Sustaining development in the developing countries, I knew him as a poet, Human survival: the responsibility of science & religion, the dynamics of leadership & clarity of his vision, Is mutual understanding possible between the western and indian culture, The absolute & urgent need for porper earth government, Cosmic puzzles & speculations, Politics religion & interculturality, The world in transition 'being' in the 'making', Truly a prince among men, West must relearn spiritual knowledge from the orient, Kanchi Kashmir & Sri Karan Singh, Dr. Karan Singh's contribution to interfaith dialogue, A gentleman scholar, A call for dialogue: among civilizations & faith traditions, Dr Karan singh & Human security, A tribune form down under, Experimental studies of psychological effects of medicine, Culture development & democracy, ..and thus speaks Dr Karan SinghContributors - A . P.J Abdul Kalam,T.R. Anantharaman, Chaturvedi Badrinath, Mrs Saraia Birla, Suheil Bushrui,Lokesh Chandra, D.P. Chattopadhyaya, Chungliang AI Huang,Manoj Das, P.N. Dhar, O.P. Dwivedi, Jean Francois-Ponecet, John Kenneth Galbraith, M.Y.Ghorpade, Vaclav Havel, Daisaku lkeda,T.N. Khoshoo, P.Lal, Ervin Laszio, Clovis Maksoud, Vidya Nivas Mishra, Robert Muller . Jayant V. Narlikar, R. Panikkar. Aster Patel Syed Mir Qasim,kathleen Raine ,Jagatguru Sri Sankaracharya, H.H.Sri Swami Satchidananda, K.Natwar singh. L.M Singhvi, M.S Swaminathan,Sir Moti Tikaram, Roger Walsh, Ponna Wignaraja, Dr, Karan Singh |
The book is a felicitation volume to mark the 70th birthday of India’s “ Universal Man”, the poet prince philosopher politician, Dr. Karan Singh, but it is much more than that. His personality and concerns have been used as a mirror by distinguished world celebrities to investigate the roots and traditions of mankind and look to its future. That makes The Earth Has No Corners a rare anthology of the deep though and vision of some of the greatest of living scientists, scholars and thinkers. They are men and women who have participated in shaping the attitudes and perceptions of the 20th century and are still active in the 21st century with their penetrative vision and creative imagination. Science, religion, technology, humanism, interfaith and intercultural aspirations of mankind, all converge in this single volume, which is like a testament of humanism and universalism for our age. Those who have joined in this exercise, inspired by the charm and magnetism of the most unusual Indian of our times, itself reads like a golden roll of intellectual celebrities. |
Scientists like Dr.APJ Abdul Kalam, Dr. Jayant Narlikar and Dr. MS Swaminathan; saints and sages like the Ssankaracharya of Kanchi and Swami Satchidananda; environmental scientists like Dr. T N Khoshoo; thinkers like Dr. Ponna Wignaraja, Dr. L M Singhvi, Prof Vidya Nivas Mishra, Dr. Lokesh Chandra and Prof P N Dhar, are among the eminent Indians whose voice and vision have enriched this anthology. The world thinkers who have joined include titans of the 20th century like President Vaclav Havel of the Czech Republic, Prof Ervin Laszlo, Prof J K Galbraith, Prof Suheil Bushrui, Dr. Daisaku Lkeda, Prof Roger Walsh and Dr. Robert Muller, to name a few. Together this forms a fascinating collage of thought and inspirations which will be widely read in India and around the world. |
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General |
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ADVANCES IN CARBON MATERIALS |
O.P. BAHL, T.L. DHAMI (Ed.) |
8175410574 |
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2000 |
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viii + 306 pp
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0.00 |
1200.00 |
Activated Carbons, Adsorption and Surface Science.Carbon Fibres and Composites. Nano-tubes and their Applications. Pitches. Special Carbons.
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Over the last few decades carbon has acquired a central position amongst the galaxy of materials. This has been made possible primarily because of the availability of carbon fibers, carbon/ carbon composites and lately of carbon nanotubes. Carbon in special/ specific forms is a sought after material, be it Defense, Aerospace, Thermal management or even Biomedical.\n
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Dr. O P Bahl (MSc, PhD, F N A Sc.) is one of the leading technologists, in the area of Carbon, of the country under whose leadership nine vital technologies pertaining to Carbon Products have been developed thus putting India on the world map of Carbon. T L Dhami (MSc, PhD) is a senior scientist in Carbon Technology Unit, NPL, New Delhi. His research interests include co-relation between processing parameters and overall performance of fiber-reinforced composites, including carbon-carbon composites, activated carbons and other advanced carbon products. Prof . L M Manocha (MSc., PhD) is head of the Department of Materials Science at Sardar Patel University, Vallabh Vidyanagar. He is one of the leading carbon technologists of the country, has successfully completed 12 National/ International research projects on carbon fibers, composites and solid carbons.\n
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Asia/International Relations |
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ASIA ANNUAL 2000 |
J.K. RAY(Ed.) |
8175410620 |
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2000 |
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x + 254 pp
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0.00 |
995.00 |
Introduction, Maulana Azad: the great integrator, scholar and visionary; Manumission and imperialist & Imperialist designs in Central Asia, Indians in Central Asia in the 19th century, Geopolitics or geoculture: redefining Pan-Turkism in Central Asia context, Shared identities: Iran and Tajikistan, The future of demographic out-flow from Bangladesh, Classes and communities in Quit India Movement, The economic and intellectual origins of movements of protest in east Pakistan (1947-1971), The rise of Taliban in Afghanistan, Afghan Refugee, China: domestic development and foreign policy in Asia with special reference to India, Eurasian cooperation, New geopolitics of Central Asia: Russia, China and India, Globalization and Revitalization of silk routes, The role of ASEAN regional forum in Asia-Pacific Security, India and Iran, Nuclearization of the Sub-continent, Asian events 1999, Index, Contributors.
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The Asia Annual is the cross –disciplinary Journal of the Maulana Abul Kalam Azad Institute of Asian Studies, Calcutta. The Institute is a centre for research and learning with focus on social , cultural, economic and political/ administrative developments in Asia, from the middle of ninetieth centuryon wards with special emphasis on their links with Indian and on works of Maulana Abul Kalam Azad. These remain the principal foci of the Journal. It seeks to explore the complex interconnections between cultural and socio economic structure of society and provides a critical dialogue around questions of ethnicity, nationalism and related themes like identity politics. This book focuses on a range of such issues and includes a summary of Asian events for 1999.\n
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Dr Jayanta Kumar Ray, a founder member of the Maulana Abul Kalam Azad Institute of Asian Studies, is presently the Vice Chairman of its Executive Council and Honorary Director.\n
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General |
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BASICS OF SATELLITE COMMUNICATION: 2nd Impression |
O.P.N. CALLA, KALI SHANKER |
8185402884 |
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2000 |
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102 pp
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0.00 |
395.00 |
Introduction, Evolution of Satellite Communication, Constructional Features, Calculating the Orbital Parameters, Earth Station, Frequency Selection, Launching of Communication Satellites, Transmission of Television Signals, International Regional & Domestic Satellite Communication, Indian National Satellite System (INSAT), Applications of Stellite Communication, Growing Trends in Business Communications, Future Trends of Satellite Communication.
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Satellite communication is the most efficient technique of communication invented in this century. To understand this technique, one must be conceptually clear about various aspects of satellite communication. Basics of Satellite Communication has been specially written to provide the understanding of the subject. The book has dealt with various aspects of satellite communication, orbits, satellite ground stations, constructional and launching aspect of satellites, international, regional and domestic SATCOM systems and applications of satellite communication in a simple and popular language.\n
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O P N Calla, M.E. is a former deputy Director at ISRO's Space Applications Centre at Ahmedabad. His contribution in the development of Indian Satellites Bhaskara-I and II and in various SATCOM projects with ATS-6, Symphonie, APPLE Stationer, INTELSAT and INSAT satellites is noteable. He held key positions in many projects. He is a great pioneer in the field of millimeter wave technology & has published more than 200 papers and wrote books in Hindi on space Sciences.\n
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Literature/Language |
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FRANK MOORHOUSE: THE WRITER AS AN ARTIST |
PRADEEP TRIKHA |
9788175410473 |
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2000 |
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141 pp
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0.00 |
495.00 |
Acknowledgments.Foreword. Introduction Discontinuous Narratives Isolation and Loneliness.Author's Search for Medium . Mysteries of Life. Conclusion
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Frank Moohouse is one of the most adroit writers of short fiction in Australia. He joined the main stream of writers in early 1970s. He had his stories published in journals like Southerly, Westerly, Meanjin and Overland from 1957 onwards. The present study analyzes his collections of stories written between 1969 and 1988, it is marked with keen insights, systematic organisation of material and wide range of background reading. Moorhouseis a social chronicler of Australian Society, has established a new school of short story as reaction to Lawsonian School. The stories have their setting in the inner sub urban alternative society of Sydney.\n
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Pradeep Trikha, born in New Delhi, was educated at Ghaziabad. Worked for M.Phil in English Literature (which included a dissertation on The Narrative Poetry of Thomas Hardy), at the University of Rajasthan, Jaipur and also worked on The Short Fiction of Frank Moorhouse for Ph.D. He has been teaching and conducting research at the department of English, Dayanand Saraswati University, Ajmer. He also pursued his passion for traditional Rajathani paintings and landscapes as and when he got time.\n
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Economics |
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SLUM IN A METROPOLIS: THE LIVING ENVIRONMENT |
SUDESH NANGIA , SUKHADEO THORAT |
9788175410534 |
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2000 |
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155 pp
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0.00 |
550.00 |
Preface, List of Tables, Introduction, Slums and squatter settlements: sailent features, Social and Demographic profile, Squatter migration, Economic condition, Housing and household amenities, Overview, Annexture, Select Bibliography, Index
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Slum in the Metropolis the Living Environment covers the multidimensional profile of the urban poor. The book provides an in-depth analysis of social and economic conditions of the people living in a squatter settlement with surrounding middle and high income residential areas in South Delhi. On one hand, it examines the quality of people, in terms of their socio-economic status. On the other hand, it highlight the deficiencies of the living environment, in terms of basic infrastructural facilities and housing conditions. A thorough probe into the life of people living under such environment is bound to follow with a set of recommendations for improvement in the quality of life and living which are contained in the overview and conclusion.\n
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Dr. Sudesh Nangia (M.A. LL.B., Ph.D.) is currently a Professor in the Centre for the Study of Regional Development, JNU, New Delhi. She has been working on ‘Urban slums’ for more than two decades now. She has been the pioneer in advocating environmental improvement of urban slums (so long as the slums stay) to give them a human face.
Dr. Sukhadeo Thorat is Professor Economics in the Centre for the Study of Regional Development, School of Social Sciences, JNU, New Delhi. During 1989-1991, Dr. Thorat was a visiting fellow at lowa State University (Ames}. Centre for International and Comparative Studies (lowa City), and International Food Policy Research Institute.\n
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Literature/Language |
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A POLICE CASE AND OTHER STORIES |
A.K. SINHA |
8175410418 |
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1999 |
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165 pp |
0.00 |
495.00 |
Authors note, A police case, It happened one day, The tamarind tree, The fisherman, An undecided case, A funeral, A peculiar man, The strike, Degeneration, The drum-beater, The death of a clerk, Dust, heat and a pallid moon |
Police profession brings a person face-to-face with a variety of hitherto unseen aspects of life and nature. This collection of heart touching as well as nice warn feeling stories, is also basedon the experiences of the author, who has been in Indian Police service for over a quarter century. |
Anil Kumar Sinha is a Mechanical Engineer from Patna University, Patna and holder of Degree in Law from Delhi University, Delhi. Born in smalll village in Patna District (Bihar) he was schooled at various small towns and spent five years in Patna University for his higher studies. A professional policman for twenty six years, he served mostly in Delhi and also in Pondicherry and Arunachal Pradesh in between. |
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Literature/Language |
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EMINENT ENGLISH LETTER WRITERS XVIII CENTURY |
B.N. VERMA |
8175410337 |
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1999 |
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152 pp
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0.00 |
380.00 |
Acknowledgement .Introduction.The Art of Letter-Writing. Lady Mary Wortley Montagu.Lord Chesterfield. Horace Walpole. Thomas Gray. Alexander Pope and Samuel Johnson. William Cowper. Bibliography.
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Eminent English Letter Writers XVIII Century is a valuable work for creating an awareness of the less known works of the well known literary luminaries of the century. The letters of Lady Mary Wartley Montague, Lord Chesterfield, Horace Walole, Thomas Gray, Samuel Johnson, Pope and William Cowper are like a prism reflecting the different facets of the personalities of the authors as well as the latent literary artist in them. As a letter is the soul of a writer according to Samuel Johnson we can easily peep in the innermost recesses of their heart and mind and have the joyof possessing some of the secrets which would have otherwise not seen the light of the day.\n
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B N Verma(1928) took his B.A. and M.A.Degree from Allahabad University in 194 and 1948, respectively. As teaching profession was his choice, from day one, he kept joining a few institutions as a teacher. In 1958 he joined Town Degree college, Ballia as a Lecturer in the Department of English and in 1961 moved to Dayanand Vedic Post-Graduate College, Orai at Jalaun then affiliated to Agra University. He took his Ph.D Degree from Agra University in 1966. His first published work as co-author is The Bullets and the Ballots.\n
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Literature/Language |
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JOHN STEINBECK: A STUDY OF HIS FICTIONAL WOMEN |
SUSHMA ARYA |
8175410428 |
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1999 |
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208 pp
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0.00 |
600.00 |
Foreword. Acknowledgments. Steinbeck and His Critics. Domestic Women : Mothers. Domestic Women : Wives and Daughters. Fallen Women. Working Women. Conclusion
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The book should be a valuable contribution to the critical heritage on the novels and short stories of the leading American novelists during the period between the two World Wars. Staying clear of the post modernist controversies about the function of criticism, the book offers insightful analysisof the novelists major fictional narratives. Showing how the American writer shares in his view of women several limitations of the society of which he himself was a product the book brings out as well various radical ideas which the writer seems to hold much ahead of his times. One of the strong points of this study of Steinbecdk is its objective treatment of the author and his work treating both from the disinterested standpoint of the Arnoldian critic.\n
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Sushma Arya is a senior teacher in English studies. With Ph. D from Kurukshetra University, she has taught at the University as Reader for three years. Serving at present the Post Graduate Department of English at D.A.V. College for Girls, Yamuna Nagar (Haryana), she continues to guide research at M.Phil and Ph.D.Levels. Very recently she culled selective English essays written down the centuries and successfully edited the collection under the heading Wisdom. The book has since been prescribed as part of the syllabi for T.D.C.PartII students both in M.D.University, Rohtak and Kurukshetra University, Kurukshetra.\n
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Journalism |
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STOCK MARKET AND FINANCIAL JOURNALISM |
S.K. AGGARWAL |
9788175410121 |
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1998 |
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viii + 215 pp
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0.00 |
650.00 |
Preface, Stock market terminology, Economic terms, History of stock exchanges, Comparison between Bombay Stock Exchange and National Stock Exchange, Over the counter exchange of India (OTCEI), Price rigging, Mutual funds, Securities and exchanges Board of India and its performance, Development of Financial Journalism, Economic Reporting
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Today, financial journalism has taken the centrestage. Economic decision making is decentralised to the extent that it has never been before. This has made economic coverage an all the more sensitive affair. The Indian economy was liberalised in 1991 and its doors ere thrown open to multinational corporations. Consequently, a large number of tie-ups with foreign companies were witnessed. This led to the emergence and growth of more economic newspapers and periodicals. Even the existing ones expanded. They changed their newsprint, design and presentation. The general newspapers started devoting more pages to cover various aspects of the economy. The electronic media stared telecasting special programmes on industry, stock markets and exchange rates. These changes required a certain degree of specialisaiton. This brought in people with MBA and CA qualifications to analyse trends in stock markets, mutual funds, NBFCs and various segments of the industry. Handout journalism is being replaced by hard analysis. The thrust now is to provide people with genuine information. The new developments have opened up opportunities for journalists. Increasing number of journalists today are joining financial journalism. The book deals at length with stock markets, Sebi, UTI, other mutual funds, OTCEI, their achievements and failures so that not only journalism students, but also students who are doing MBA can benefit from it.\n
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S K Aggarwal, (b. of Arts 1938), received his Master degree in Political Science from the University of Delhi in 1961. A keen watcher of political and socio economic events in India and abroad, he has written several articles in newspapers and periodicals. He has been delivering lectures on journalism in some of the colleges of the Delhi University and other media centres. He has widely travelled in India and abroad. Currently, Aggarwal is working as a Deputy News Editor in The Economic Times, New Delhi. He has already authored six books, namely, press at the Crossroads in India, Media Credibility, Whither Indian Democracy?, Handbook for Journalists and Editorial Excellence, Investigative Journalism and Media and Ethics.\n
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Economics |
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GLOBALISATION AND DIMENSIONS OF MANAGEMENT IN INDIA |
ATMANAND |
8185402930 |
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1997 |
|
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viii + 312 pp |
0.00 |
950.00 |
Foreword, Acknowledgement, Introduction, Intents and implications of new economic policy, Globalisation, Economic Libralisation, social transformation and human values, New economic policy, A perspective on financial restructuring in India, National stock exchange: Re-engineering of securities markets, Recent trends in primary markets: an overview, Some quaint facets of management, Strategic management and managing innovation: Indian challenge, Emerging trends in marketing, New dimensions in personnel management, Information management policy framework in India, Towards a power policy in a liberalised economy, In search of a mother: Missing motherland in liberalsed economy, Globalisation Management and human values, Economic liberalisation and employment, Liberalisation and management education in India, Economic liberalisation and management of information, Economic liberalisation and environmental management, Globalisation of television and Doordarshan: challenges and opportunities, Economic liberalisation and rural development, Agribusiness in a liberalised rural environment, Management of foodgrain production in India, Irrigation management for agricultural development in India, Privatisation of PSUs in India, Learning by doing, Annexure, Contributors. |
As India makes its foray on to the playfield of global competitiveness, the various sectors of its economy try to assess the impact of golbalisation in their own context looking at various dimensions of manageent, it is possible to draw out a competitive situation scenario as the management opens upto global players and analyse the implications for management opens upto global players and analyse the implications for management of the economy and market. It is hoped that the present book will be of immense use for the government, policy makers, institutes of research, managers, management and training institutes and the academicians and researchers. |
Dr. Atmanand is Associate Professor of Economics at the Institute of Management Technology, Ghaziabad. He is also a member of the State Finance commission, Government of Bihar. A post Graduate of economics and Master of Philosophy from Jawaharlal Nehru University, New delhi (1981,1984), he was awarded Ph.D Degree from Patna University, Patna. |
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Psychology,Social Work |
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DRUG ABUSE: SOCIO-PSYCHOLOGICAL PERSPECTIVES AND INTERVENTION STRATEGIES |
RASHMI AGRAWAL |
9788185402642 |
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1995 |
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xvi + 205 pp
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700.00 |
Introduction . Drug Menace- The Indian Scene. India in the Drugs Conduit. Drug Trafficking - The World Scene.Commonly Used Drugs - Their use and Effects. Socio-economic Factors influencing Drug Abuse. Psychological Correlates of Drug Abuse. Prevention of Drug Abuse. Treatment of Drug Addicts.Psychology of Relapse . Life Skill Training Through Self-Help Techniques. Drug Abuse Control - Practical Difficulties. Drug-related Behaviours. Self-esteem Structure of Drug-abusers. Emergng Vulnerable Groups. Myths and False Beliefs. Towards a Drug-Free India. Bibliography.
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Drug Abuse has acquired transnational dimensions. It is also a billion- dollar industry. While some governments connive at their territory being used as a drug supplier or for transit, others find themselves helpless against politically and financially strong mafias. The book analyses the problems that arise as drugs gain social acceptability. While discussing the individual and social damage being caused by the use of drugs, the book suggests preventive measures and also therapeutic strategies. The book is based on the author’s experiences in India, European countries and USA. There are case profiles from India and conclusions drawn from these investigations. The focus all through is on the psychological aspects of the problem while equal importance has been given to the social dimensions. It has a special relevance for those who want to come out of the drugs trap through self effort aided by other institutional supports.\n
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Dr. Rashmi Aggarwal, a Ph. D in Psychology from Lucknow University, has vast experience of dealing with persons of varying age groups and with problems relating to maladjustments and emotional disturbances. She launched many new projects in the field of drug abuse. Dr. Aggarwal is currently working as a Deputy Director with the Ministry of Labour, Government of Inida.\n
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