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Asia/International Relations,Political Science CULTURE SOCIETY AND POLITICS IN CENTRAL ASIA AND INDIA N.N VOHRA(Ed.) 9788193838259 2024 PoD impression xxx + 304 pp 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. 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed.,Journalism AUDIO-VISUAL TEACHING: THE HOLISTIC THINKING RAJNI TANDON 9788175415133(HB) 9788175415140(PB) 2024 impression 148pp, First Published in 2011 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 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 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'.\n SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. DYNAMICS OF EDUCATIONAL THOUGHTS AND PRACTICES JAGANNATH MOHANTY 9788175415843(HB) 9788175415850(PB) 2024 impression xiv + 346 pp 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   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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. EARLY CHILDHOOD CARE AND EDUCATION: PRINCIPLES & PRACTICES J.C. AGGARWAL, S. GUPTA 9789388691109(HB) 9789388691116(PB) 2024 impression 258+xiii pp, 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   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 ].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  \n SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. EDUCATION FOR VALUES, ENVIRONMENT AND HUMAN RIGHTS J.C. AGGARWAL 9788175418936(HB) 9788175418943(PB) 2024 impression xii+ 340 pp, 2014 imp. 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   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.  \n 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 SHIPRA PUBLICATIONS 0.00
Political Science HINDUTVA: A CHALLENGE TO MULTI-CULTURAL DEMOCRACY C.P. BHAMBHRI 9788175411371 2024 impression pp viii+200 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. 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  \n 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  \n SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. ICT USE IN INDIAN EDUCATION P. SATYANARAYANA, LAKSHMI MANTHA, C. SESHARATNAM 9789388691390(HB) 9789388691406(PB) 2024 impression 176pp 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 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 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            \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 SHIPRA PUBLICATIONS 0.00
Political Science LAND AND CASTE POLITICS IN BIHAR R.K. BARIK 9788175413054(HB) 2024 impression xiv + 234 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. LEARNING AND TEACHING S.K. MANGAL, SHUBHRA MANGAL 9789386262424(HB) 9889386262431(PB) 2024 impression 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. PERSPECTIVES ON EDUCATION AND DEVELOPMENT: REVISITING EDUCATION COMMISSION AND AFTER VED PRAKASH, K BISWAL (ED.) 9788175414198 (HB) 9788175414204 (PB) 2024 impression xiv+721 pp, 2012 impression 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 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.  \n 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. SCHOOL MANAGEMENT S. GUPTA, J.C. AGGARWAL 9789386262738 (HB) 9789386262745 (PB) 2024 impression 221+x,  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 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 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 SHIPRA PUBLICATIONS 0.00
Political Science,Human Rights TERROR IN PUNJAB: NARRATIVES, KNOWLEDGE AND TRUTH RAM NARAYAN KUMAR 9789388691536 2024 impression First Published in 2008, pp 377+vi 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. YOGA EDUCATION: A TEXTBOOK KAMAKHYA KUMAR 9788175416222(HB) 9788175416239(PB) 2024 impression xii+176pp, First Published in 2012 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 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 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 SHIPRA PUBLICATIONS 0.00
General AMAZING WORLD OF HIMALAYAS AND ANTARCTICA: Coffee Table Book RASHMI AGRAWAL 9789391978686 2024 pp 89 0.00 2500.00 "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  \n 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. ANGER MANAGMENT SKILLS: LIVE WITHOUT ANGER PS BAWA 9789391978693(HB) 9789391978495(PB) 2024 pp 240 450.00 995.00 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   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 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\n SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. BASIC CONCEPTS AND IDEAS IN EDUCATION RAINU GUPTA, REENA SAROHA 9789391978365(HB) 9789391978372(PB) 2024 pp viii+308 395.00 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. EVALUATING SCIENCE TEXTBOOKS AT SECONDARY LEVEL: A STUDY IN ODISHA RASHMIREKHA DAS 9789391978921(HB) 978939198570(PB) 2024 pp 140 300.00 995.00 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. REIMAGINING INDIAN EDUCATION: ISSUES, PERSPECTIVES AND NEP 2020 AJIT MONDAL, (Ed.) 9789391978853(HB) 9789391978754(PB) 2024 15 x 22.5 cm pp xiv+258 595.00 1800.00   Preface 1. Nutrition and Education: Issues, Challenges and Opportunities for Holistic Development of Children/ 1 Madhumita Bandyopadhyay, Nassif Muhammed Ali, Anupam Gupta, Meenakshi Khandari, Anupriya Kholia Introduction / 1; The Study / 2; Methodology and Mechanism of Conducting Study / 2; Nutrition, Health and Quality of Life: An Overview of Literature / 3; Nutrition and Education / 5; Implementation Status of Schemes-- A National Picture / 8; Empirical Evidences from the Field / 10; Saksham Anganwadi and Poshan 2.0: An Overview of Literature / 14; Empirical Evidences from the Field / 17; Conclusion / 20 2. Exploring Access and Equity Concerns of Higher Education in India/ 25 Sangeeta Angom Introduction / 25; Understanding Access and Equity in Higher Education / 27; How to measure Access and Equity? / 28; Access to Higher Education / 28; Trend of Growth of Higher Education Institutions / 29; Gender Imbalances in Higher Education / 33; Social Group Inequalities / 35; Access and Equity Policies of India: Some Observations / 39; Concrete Action Plans for the Present and Future of Equity and Inclusion / 40; Suggested Implementation Strategy to Promote Equity / 42; Conclusion / 44 3. Using Web Technology in the 21st Century: Teaching-Learning Process/ 47 Partha Roy, Abhijit Guha Introduction / 47; Literature on Web Technology and Its Application in Teaching-Learning Process / 49; Result and Discussion / 51; Technology and Teaching-Learning Process in the 21st Century / 53; Web 1.0 and Its Application in Teaching-Learning Process / 54; Web 2.0 and Its Application in Teaching-Learning Process / 54; Web 3.0 and Its Application in Teaching-Learning Process / 56; Web 3.0 can make a difference in Education / 56; Conclusion / 58 4. Soft Skills in the 21st Century:Educational Needs and Practices/ 60 Swarup Chandi, Puja Sarkar (Bal) Introduction / 60; What are Soft Skills? / 62; Why Soft Skills are Important in the Era of the 21st Century? / 66; How to Nurture Soft Skills among the People? / 68; Concluding Remarks / 71 5. Towards a More Orderly Transition:Innovations in 21st Century Teaching Skills/ 75 Shnaoli Chakraborty Acharya Introduction / 75; Twenty-First-Century Learners: What are the Essential Skills to Learn? / 76; The Indian Context / 77; Desired Competencies of 21st Century Teacher / 81; Conclusion / 82 6. Curriculum Framework and Credit System for UG Programme and NEP 2020/ 85 Susanta Rajbanshi, Dr Swati Gupta Introduction / 85; Curriculum and Credit Framework for Undergraduate Programme (CCFUP) / 86; Awarding of Degree / 89; SWOC Analysis / 91; Conclusion / 92 7. A Holistic Perspective on Education: An Overview/ 95 Smritikana Ghosh Introduction / 95; Theoretical Foundation / 96; Characteristics of Holistic Education / 98; Guiding Principles of Holistic Education / 99; Advantages of Holistic Education / 100; Disadvantages of Holistic Education / 101; Model of Holistic Education / 101; Goal of Holistic Education / 103; Challenges of Holistic Education / 104; Four Holistic Education Pillars of Learning / 104; Implications of Holistic Education / 106; Methods of Holistic Education / 108; Conclusion / 109 8. Reflective Teaching Practice: From the Perspectives of National Professional Standard for Teachers (NPST)/ 112 Nilay Mondal, Khagendranath Chattopadhyay Introduction / 112; Conceptualising Reflective Teaching / 113; Types of Reflection / 113; Level of Reflection / 114; Classroom Activities that Promote Teacher Reflection / 115; Characteristics of a Reflective Teacher / 116; National Professional Standard for Teachers (NPST) / 116; NPST towards Reflective Practice / 117; Conclusion / 118 9. Holistic and Multidisciplinary Approach to Higher Education and NEP 2020/ 120 Basanti Mahanta, Bijan Sarkar Introduction / 120; Aims of Holistic and Multidisciplinary Education in the Light of NEP 2020 / 121; Key Concerns of Holistic and Multidisciplinary Education in the Context of NEP 2020 / 122; Learning Strategies for Holistic Development / 124; Benefits of Holistic Education / 125; Limitations of Holistic Education / 126; Conclusion / 127 10. Developing, Nourishing and Bolstering Skills through Envisaging NEP 2020/ 129 Parnab Ghosh Introduction / 129; Background and Genesis of Skill Development Programmes in India / 130; Prior Initiative and Perspective of Skill-based Education / 131; National Challenges for Youngsters / 132; Vision NEP 2020 and Mission-SkillDevelopment of the Nation / 132; Educational Reforms through New Education Policy / 133; NEP 2020 – A Pathway of Skill Development: The Perspectives / 137; Other Skill-Based Perspectives according to NEP 2020 / 138; Teacher Education / 138; Skill-based Research Education / 140; Larger Goals, Expectations and Initiatives on Vocational Education / 141; Technology and Education / 141; Artificial Intelligence-based Skill Development in Education Sector / 142; Enhancing Skills for Startup India / 143; Closing Remarks / 144 11. Learning Management System (LMS) in Education: An Overview/ 147 Azharuddin Molla, Rajab Ali Biswas Introduction / 147; What is Learning Management System? / 148; Common Features of Learning Management System / 150; Components of Learning Management System / 152; Historical Background of Learning Management System / 153; Most Popular Learning Management System / 155; Types of Learning Management System / 157; Implications of LMS in the Domain of Education / 158; Conclusion / 159 12. Policy Reforms in Teacher Education Envisaged by the NEP 2020: Prospects and Challenges/ 162 Ajit Mondal Introduction / 162; Mapping the Current Status of Teacher Education in India / 163; NEP 2020: Transforming Teacher Education / 166; Recognition and Promotion of Teachers / 169; Upgrading Working Conditions for Teachers / 169; CPD of Teachers, Teacher Educators and School Principals / 170; Professional Standards for Teachers / 171; Teachers’ Recruitment and Deployment / 171; Providing Quality Teachers in the School System / 172; Systematic Policy Reforms in TE and Role of Teachers at a Glance / 173; Challenges to Implementing the Policy Reforms Envisaged by the NEP 2020 / 174; Concluding Remarks / 176 13. Intellectual Property Rights (IPRs): NEP 2020 and Initiatives of UGC/ 178 Arindam Bhattacharyya, Aditi Ray Introduction / 178; Brief Description of Intellectual Property Rights / 179; National IPR Policy 2016 / 179; National Education Policy 2020 / 181; Vision of NEP 2020 on IPRs / 182; Mission of NEP 2020 for the Promotion of IPRs / 183; UGC’s Initiatives on Intellectual Property Rights (IPRs) / 184; Concluding Remarks / 186 14. Research and Publication Ethics in Social Sciences/ 188 Mousumi Boral Research Ethics / 188; Introduction / 188; Significance of Maintaining Ethical Standards in Social Science Research / 190; Exploring Ethical Issues Related to Data Collection in Social Science Research / 192; Informed Consent Process, Confidentiality and Privacy Concerns, and the Handling of Sensitive Information / 194; Need for Researchers to obtain Ethical Approval from Relevant Institutional Review Boards / 196; Integrity in Data Analysis and Reporting in Social Science Research / 198; Ethical Responsibilities of Researchers in Data Analysis and Reporting Findings / 200; Addressing Issues such as Selective Reporting, Data Manipulation, and Plagiarism / 202; Positivist and Non-positivist approaches related to Health Issues in Social Science Research / 203; Ethical Challenges Specific to Research Methods: Quantitative and Qualitative Methods / 204; Translating Ethics Concepts in Different Social Science Settings / 205; Research Ethics Governance / 205; Publication Ethics / 205; Introduction / 205; Reporting Ethics / 207; Ethical Dilemmas in Social Science Research / 209; Strategies to Combat the Ethical Dilemmas / 212; Conclusion / 213 15. Catalysing Research and Innovation in 21st Century Indian Higher Education/ 217 Neeru Snehi Impetus on Research in Higher Education / 217; Research: An Integral Function of Universities / 220; Research Capacity Building / 222; Way Forward / 229 16 Social Science Research: Theories, Paradigms and Methodologies/ 233 Ujjwal Kumar Halder Introduction / 233; Social Science Research / 233; Theories / 234; Paradigms / 235; Theories and Paradigms / 236; Theories and Paradigms in Social Science Research / 237; Significant Theories and Paradigms in Social Science Research / 238; Contribution of Theories and Paradigms in Social Science Research / 249; Contribution of Social Science Research in Developing Theories and Paradigms / 250; Methodologies of Social Science Research / 251; Conclusion / 253 Contributors 255 The volume ‘Reimagining Indian Education: Issues, Perspectives and NEP 2020’ has been developed in the backdrop of New Education Policy 2020 and developing trends in Indian education in the twenty first century. It captures in-depth analysis on holistic development of children from the lens of nutrition and education, access and equity concerns, web technology on teaching-learning, soft skills and innovations in teaching skills, FYUGP, reflective teaching practice, multidisciplinary approach to higher education, LMS in education, reforms in teacher education, UGC’s interventions on IPRs etc.\n Scholars from their field have contributed rich contents. Learners and researchers having interest in the subject may find the book useful.\n Dr. Ajit Mondal is an Assistant Professor, Department of Education, West Bengal State University, Kolkata. He has more than a decade teaching experience. Formerly he was associated with the Department of Education, Surendranath College for Women (University of Calcutta), Kolkata.\n Dr. Mondal is a prolific writer on education and has published more than thirty-five papers in peer-reviewed journals and authored five books. He has also to his credit fifteen edited volumes on different aspects of education.\n SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. RESEARCH AND PUBLICATION ETHICS: PRINCIPLES & PRACTICES NOUSHAD HUSAIN 9789391978662(HB) 9789391978501(PB) 2024 pp xii+347 595.00 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. 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 pp xviii+268 295.00 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       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 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  \n 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 SHIPRA PUBLICATIONS 0.00
Political Science,Social Work TRANSFORMATIVE CHANGE IN SOCIETY AND ADMINISTRATION: A PERSPECTIVE, DEVELOPMENT AND CHALLENGES T. GOPINATH, VIVEK TRIVEDI, RAJEEV KUMAR(Ed.) 9789391978983(HB) 9789391978525(PB) 2024 pp x+230 595.00 1600.00 Preface Acknowledgment   1. Indian Society: An Exploratory Journey/ 1 Rajeev Kumar and Roshni Devi Introduction / 1; Concept of Society / 1; Historical Roots of Indian Society / 2; Historical Perspective of Indian Society in Ancient Indian Society / 2; Historical Perspective of Indian Society in Medieval India / 4; Historical Perspective of Indian Society in Modern Era / 5; Demographic Profile of India / 7; Salient Features of India’s Demographic / 8; Key Characteristics of Indian Society / 8   2. Social Issues and Strategies Adopted in India: An Overview/ 16 Dr. K. Gopikala Introduction / 16; Concept of Social Problems / 17; Social Problems and Social Policy / 17; Understanding Social Issues in India / 18; Poverty Eradication Policy and Programmes in India / 21; Policy to Reducing Unemployment in India / 22; Gender Inequality in India / 23; Healthcare Challenges in India / 24; Environmental Degradation and Challenges in India / 26; Challenges in Dealing with Social Issues in India / 28; Policy Formulation for Social Development in India / 29   3. Social Development and Public Administration Where the Converge Matters/ 34 Dr. T. Gopinath Introduction / 34; Social Development / 34; Indicators of Social Development / 35; Relationship between Public Administration and Social Development in India / 35; Policies and Programmes for Social Development in India / 37; How the Government addresses the social issues in India / 54; Highlights of Social Development Programmes / 56   4. Participatory Governance and Administrative Structure in India/ 62 Prof. Inderjeet Singh Sodhi Introduction / 62; Evolution of the Indian Administrative System / 62; Structure of Administrative System in India / 63; Split System in Indian Administration / 64; Functions of the Indian Administrative System / 64; Features of the Indian Administrative System / 65; Issues in the Indian Administrative System / 66; Reforms in Indian Administrative Services / 66; Participatory Governance in India / 67; Concept of Participatory Governance / 67; Theoretical Foundations of Participatory Governance / 68; Evolutionary Journey of Participatory Governance in India / 69; Concept in the Indian Context / 70; Models of Participatory Governance in India / 71; Challenges and Opportunities in Participatory Governance in India / 73; Challenges / 73; Opportunities / 73   5. Decentralized Governance in Urban India Where Participation Matters: New Dawn on Decentralisation/ 76 John Felix Raj and Prabhat Kumar Datta Concept of Governance / 77; Historical Roots of the Practice of Participation / 78; Rise of Participatory Institutions / 78; Participatory Urban Governance in India / 79; New Dawn in Decentralization / 79; Situation in West Bengal / 80; Concluding Observations / 83   6. Social Work Profession in India: A Panoramic View/ 86 Dr. S. Kumaravel Introduction / 86; Background of Social Work in Western / 87; Genesis of Social Work in India / 88; Methods of Social Work / 89; National Association of Social Work in India / 92; Social Work in Indian Context — A Way Forward / 94   7. International Organizations and Interventional Mechanisms to Address Social Issues/ 96 Ripudaman Chopra Introduction / 96; United Nations Organizations: Catalysts for Social Change / 97; Regional Organizations: Engines of Social Progress / 100; International Institutions: Partners in Social Transformation / 103; International Associations and NGOs: Agents of Social Transformation / 104; Intervention Mechanisms / 107; Collaborative Approaches in Addressing Social Issues / 110; Collaborative Initiative to Fight AIDS, Tuberculosis, and Malaria Globally / 113; Challenges and Limitations in Addressing Social Issues / 115; Conclusion: Advancing Transformative Change through Collaborative Interventions / 117   8. Sustainable Development Goals and its Impact on Society and Social Development/ 120 Sumit Arora Introduction / 120; Background / 121; Understanding who is being left behind / 122; Reasons for being Left Behind / 122; The United Nations Sustainable Development Goals (SDGs) / 123; SDGs and Social Development / 125   9. An Understanding of Scheduled Caste in India/ 133 Sourabh Prakash Introduction / 133; Untouchable Castes and their Origins / 133; Scheduled Castes: Social Backgrounds / 134; Population of the Scheduled Castes in India / 135; List of Scheduled Castes / 136; Constitutional Provisions for the Scheduled Castes / 140; Reservation Policy for the Scheduled Castes / 142; Welfare Programmes and Schemes for Scheduled Castes / 143   10. An Understanding of Scheduled Tribes in India/ 154 Aman Sharma Introduction / 154; India: A Racial and Tribal Melting Pot / 154; Meaning of Tribe / 154; Definition of Scheduled Tribe / 154; Why the Name “Scheduled Tribes”? / 155; Choosing a Group of People as Scheduled Tribes / 155; Expansion of India’s Scheduled Tribes / 155; Classification of Tribes in India / 156; Should we support the transformation of tribal cultures or protect them? / 158; Particularly Vulnerable Tribal Groups / 159; National Commission for Scheduled Tribes / 159; Forest Rights Act 2006 / 160; Schemes for the Development of Scheduled Tribe / 161; Safeguards Provided by the Indian Constitution for Scheduled Tribes / 164   11. Human Rights: Theories, Development and Challenges in India/ 167 Varsha Gaur Theories and Background / 167; Human Rights in India: Development and Challenges / 169; Human Rights and Challenges / 170   12. Corporate Social Responsibility and Community Development: Opportunities and Challenges/ 174 Gurpreet Choudhary Introduction / 174; Theoretical Frameworks / 175; Corporate Social Responsibility Regulation in India / 177; Implementing CSR Initiatives to Address Various Challenges In India / 184; CSR Committees in Corporates / 185; Challenges / 186; Opportunities / 188; Suggestions / 189   13. Alternative Interventions/ 193 Dr. Umashankar Ganesan The Setting / 193; Who and What? / 193; More Legitimate – More Accountable / 195; Roles Played / 197; Not the Last Word / 201   14. Shared Future for Transformative Change in Society and Administration/ 202 Hitesh Kumar Gulati Organisation Level / 203; Community Level / 207; Climate Change Solutions for Sustainable Development / 208; Initiatives on Combatting COVID-19 by NGOs and Government at Chandigarh / 210   15. Social Welfare Administration and Future Needs/ 214 Dr. Vivek Trivedi Social Welfare / 214; Social Welfare Administration / 214; Nature / 216; Social Welfare Administration in India / 217; Objectives of Social Welfare Administration / 217; Types of Social Welfare Administration / 219; Principles of Social Welfare Administration / 220; Models of Social Welfare Administration / 221; Component of Social Work Administration / 222; ‘POSDCORB’ in Social Welfare Administration / 224; Future Aspects in Social Welfare Administration / 227 Editors 229 The book ‘Transformative Change in Society and Administration: Perspectives, Development, and Challenges’ comprises the different dimensions of society and administrative practices that strive to make social change through its policies and programmes to ensure the transformation and evolve social welfare administration. The book may be found useful by policy makers, students and researchers in public administration, and scholars having interest in the subject.\n Dr. T. Gopinath is Assistant Professor and Head, Department of Public Administration at Rajiv Gandhi National Institute of Youth Development (RGNIYD), Regional Centre, Chandigarh. His areas of specialization are Youth Development, Gender, Entrepreneurship, Life Skills Education, Good Governance, Public Service Delivery Mechanism etc.\n Dr. Vivek Trivedi is a Social Development Officer (SDO) in the Municipal Corporation, Chandigarh, and has a Doctorate in Social Work from Panjab University, Chandigarh. He founded the Association of Professional Social Workers and Development Practitioners (APSWDP) India in 2014.\n Rajeev Kumar is Assistant Professor, Department of Public Administration at Rajiv Gandhi National Institute of Youth Development, Regional Centre, Chandigarh. He specialized in areas of Local Governance, Environmental Governance, Disaster Management, and Citizen Centric Administration.\n SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. ADHIGAM KA AAKLAN S.K. MANGAL, SHUBHRA MANGAL 9789386262493(HB) 9789386262509(PB) 2023 impression x+196pp 250.00 795.00 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. ADMINISTRATION AND MANAGEMENT IN SCHOOL EDUCATION RAJVIR SINGH TYAGI 9789388691628(HB) 9789388691635(PB) 2023 impression First Published in 2009, x+238pp 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   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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. ADVANCED EDUCATIONAL PSYCHOLOGY K. P. Pandey, Amita Bharadwaj, Asha Pandey 9788175415706(HB) 97881754157139(PB) 2023 impression x+310 pp, First Published in 2010 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   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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. ASSESSMENT OF LEARNING S.K. MANGAL, SHUBHRA MANGAL 9789386262356(HB) 9789386262363(PB) 2023 impression x+150pp 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 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 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 SHIPRA PUBLICATIONS 0.00
Religion & Philosophy,Autobiography 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 Iii + 272 pp 995.00 1950.00 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 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 SHIPRA PUBLICATIONS 0.00
Political Science BLUEPRINT OF POLITICAL REFORMS SUBHASH C KASHYAP 9789388691567 2023 impression xii+316pp, First Published in 2003 0.00 2750.00 SHIPRA PUBLICATIONS 0.00
Education CHILDREN'S EDUCATION IN INDIA: FROM VEDIC TIMES TO 21ST CENTURY EVE S.P. AGRAWAL, MEENA USMANI 9788175410459 2023 impression First Published in India 2000, 544 pp 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   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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. 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 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.  \n 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. EDUCATION IN EMERGING INDIA: TEACHER'S ROLE IN SOCIETY S. GUPTA 9788175418950(HB) 9788175418967(PB) 2023 impression xii + 459pp, 2018 imp. 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. EDUCATION IN INDIA:DYNAMICS OF DEVELOPMENT: 2nd Impression MARMAR MUKHOPADHYAY AND MADHU PARHAR (Ed.) 9788175418493(HB) 9788175418509(PB) 2023 impression 344+viii 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 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.  \n 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. EDUCATION POLICY IN INDIA: 1992 AND REVIEW 2000 AND 2005 J.C. AGGARWAL 9788175418530(HB) 9788175418547(PB) 2023 impression viii+245pp, (3RD ED. IN 2009) 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. EDUCATIONAL REFORMS IN INDIA FOR THE 21st CENTURY J.C. AGGARWAL 9789386262707(HB) 2023 impression 228p 4th REV. ED. , Ist Published in 2000 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 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 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 SHIPRA PUBLICATIONS 0.00
Political Science ELECTION IN INDIA : 1952-96: Constituency Profiles, Results and Analysis Focussing Poll 1996 J.C. AGGARWAL, N.K. CHOWDHARY 9788185402826 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. GANIT SHIKSHAN: (HINDI) CHAMAN LAL BANGA, R.K. DIXIT 9788175416116(HB) 9788175416123(PB) 2023 impression 312pp 395.00 995.00 SHIPRA PUBLICATIONS 0.00
Literature/Language GHUBAR-E-KHATIR (SALLIES OF MIND) MAULANA ABUL KALAM AZAD 9789391978198(PB) 2023 impression 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. LEARNING DISABILITIES: TEACHING LEARNING STRATEGIES RASHMI AGRAWAL, BVLN RAO 9788175415683(HB) 2023 impression 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 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 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 SHIPRA PUBLICATIONS 0.00
Education 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. 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 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 SHIPRA PUBLICATIONS 0.00
Autobiography MY STRUGGLE FOR SELF-REALIZATION: AN AUTOBIOGRAPHY SWAMI SATCHIDANANDA GIRI 9788175417991(HB) 9788175418004(PB) 2023 impression 248pp 395.00 1250.00 “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 vi+252 pp\n SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. PEACE EDUCATION PRAVAT KUMAR DHAL 9788193838235(HB) 9788193838242(PB) 2023 impression pp 212 350.00 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. PRATIBHASHALIYON KI SIKSHA HANSRAJ PAL, MANJULATA SHARMA 9788175413337(HB) 2023 impression 152 0.00 750.00 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. RECENT DEVELOPMENTS AND TRENDS IN EDUCATION J.C. AGGARWAL 9789386262653(HB) 2023 impression 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) 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 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 SHIPRA PUBLICATIONS 0.00
Economics,Education,M.ed/B.ed./D.ed. RESEARCH METHODOLOGY AND APPLIED STATISTICS D N SANSANWAL 9789388691543(HB) 9789388691550(PB) 2023 impression 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. RESEARCH METHODOLOGY IN EDUCATION AND APPLICATION OF STATISTICS C. NASEEMA, V.K. JIBIN 9788175418912(HB) 9788175418929(PB) 2023 impression x + 234 pp, First Published in 2011 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. TEACHING OF URDU LANGUAGE OMAIR MANZAR 9788175414327 (HB) 9788175414433 (PB) 2023 impression xvi+190 pp, First Published in 2009 250.00 795.00 SHIPRA PUBLICATIONS 0.00
North-East India THE GARO TRIBAL RELIGION: BELIEFS AND PRACTICES PAULINUS R. MARAK 9788183640022 2023 impression 126pp 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed.,Religion & Philosophy 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  ‘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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. VALUE EDUCATION JAGDISH CHAND 9788183640138 (HB) 9788183640145 (PB) 2023 impression 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. ADVANCED SOCIOLOGICAL PERSPECTIVES ON EDUCATION SHYAMSUNDAR BAIRAGYA, SRIDIPA SINHA(ED.) 9789391978402(HB) 9789391978419(PB) 2023 pp xii+272 650.00 1950.00 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. 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)       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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. 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 pp x+142 295.00 850.00 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  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 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 SHIPRA PUBLICATIONS 0.00
Education DATA ANALYSIS USING SPSS D.N. SANSANWAL 9789391978396(HB) 9789391978389(PB) 2023 pp vi+354 950.00 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 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  \n 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. GUIDANCE AND COUNSELLING IN EDUCATION: A MODERN PERSPECTIVE RASHMI AGRAWAL 9789391978143(HB) 97891978136(PB) 2023 PP xii+224 450.00 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 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 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  \n SHIPRA PUBLICATIONS 0.00
Education ICT INTEGRATION IN EDUCATION: ISSUES, CHALLENGES AND PROSPECTS AERUM KHAN, NAHEED ZAHOOR, JASIM AHMAD(ED.) 9789391978204(HB) 9789391978211(PB) 2023 pp xvi+231 750.00 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 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 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 SHIPRA PUBLICATIONS 0.00
Political Science INTEGRAL HUMANISM: A DISTRICT PARADIGM OF DEVELOPMENT ASHOK GAJANAN MODAK 9789388691949(HB) 2023 pp x+274 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. PEDAGOGY OF COMMERCE RAINU GUPTA 9789391978129(HB) 9789391978129(PB) 2023 pp x+366 495.00 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 ; 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. PROSPECTIVE TEACHERS: APTITUDE, INTELLIGENCE AND MORALITY C. SIVA SANKAR 9789391978068(HB) 978391978075(PB) 2023 pp xii+164 395.00 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     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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. SCIENTIFIC BASIS OF INDIAN KNOWLEDGE SYSTEM SAROJ SHARMA(Ed.), BAL KRISHNA RAI & SUNITA JOSHI KATHURIA(Co Ed.) 9789391978464(HB) 2023 pp xii+196 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. TOWARDS INCLUSIVE EDUCATION: WITH SPECIAL REFERENCE TO NEP 2020 HARPREET KAUR, MANINDER KAUR, DEEPIKA KOHLI(Ed.) 9789391978259(HB) 9789391978266(PB) 2023 pp xvi+174 550.00 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed.,Religion & Philosophy UNDERSTANDING AND ADVANCING THE SELF ASHOK TYAGI 9789391978242(HB) 9789391978228(PB) 2023 pp x+150 350.00 995.00 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. CONTEMPORARY ISSUES IN EDUCATION: A PERSPECTIVE MOHAMMAD PARVEZ, MOHD. SHAKIR(ED.) 9789386262295(HB) 9789386262301(PB) 2022 impression pp. viii+272, First Published in 2017 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. CURRICULUM AND METHODS OF TEACHING H.S. SRIVASTAVA 9788175415560(HB) 9788175415577(PB) 2022 impression xii+332, reprint edition 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   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.  \n 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. CURRICULUM DEVELOPMENT: Practices & Perspectives S.K. PANDA, NIHARIKA PANDA 9789388691499(HB) 9789388691505(PB) 2022 impression 192pp 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 “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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. 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)   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  \n 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 SHIPRA PUBLICATIONS 0.00
North-East India DOCUMENTS ON NORTH EAST INDIA JAIDEEP SAIKIA 9788175415799 2022 impression xviii+308 pp 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. EDUCATION IN THE EMERGING INDIAN SOCIETY J.C. AGGARWAL 9788175414150(HB) 9789386262196(PB) 2022 impression 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)   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.  \n 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. EDUCATIONAL TECHNOLOGY MANAGEMENT AND EVALUATION RASHMI AGRAWAL 9789388691642 (HB) 9789388691659(PB) 2022 impression 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. GREAT PHILOSOPHERS AND THINKERS ON EDUCATION J.C. AGGARWAL, S. Gupta 9788175417335(HB) 9788175417342(PB) 2022 impression 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   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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. 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 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 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 SHIPRA PUBLICATIONS 0.00
Political Science,History/Culture HISTORY OF THE PARLIAMENT OF INDIA(6 Vols Set) SUBHASH C. KASHYAP 9789388691482(Set) 2022 impression First Published in 2000, 2863 pp 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. LEARNING AND TEACHING: A CONSTRUCTIVIST APPROACH NOUSHAD HUSAIN 9788175418578(HB) 9788175418585(PB) 2022 impression xiv+384pp 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   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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. PSYCHOLOGICAL PHILOSOPHICAL AND SOCIOLOGICAL FOUNDATIONS OF EDUCATION J.C. AGGARWAL 9788175418257 (HB) 9788175418264 (PB) 2022 impression xv+371 pp 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. QUALITY IN SCHOOL EDUCATION: SECONDARY EDUCATION AND EDUCATION BOARD MANJU NARULA 9788175412743(HB) 9788175412750(PB) 2022 impression xvi + 176pp, 2010 imp. 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   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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. TEACHER EDUCATION IN INDIA: CONTEMPORARY PROBLEMS AND PROSPECTS SESADEBA PANY, SANKAR PRASAD MOHANTY 9788175416826(hb) 2022 impression viii+248pp 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. TEACHING OF ENGLISH: SKILLS AND METHODS PARVEEN SHARMA 9788175415959(HB) 9788175415966(PB) 2022 impression viii+280pp 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   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 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 SHIPRA PUBLICATIONS 0.00
Political Science THE INDIAN STATE SINCE INDEPENDENCE : 70 YEARS C.P. BHAMBHRI 9789386262417 2022 impression 236pp  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 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 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.  \n   SHIPRA PUBLICATIONS 0.00
Political Science THE SPEAKER'S OFFICE SUBHASH C KASHYAP 9789386262882 2022 impression 303pp 0.00 2250.00 I Office of the Speaker, II Speaker of Lok Sabha, 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. Alternative Education: Philosophy, Curriculum and System Bindhu C M 9789391978297(HB) 9789391978303(PB) 2022 viii+132 pp 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      \n ‘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 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:\n SHIPRA PUBLICATIONS 0.00
Economics AMBEDKAR ON POPULATION POLICY: CONTEMPORARY RELEVANCE NITIN RAUT 9788175417151(HB) 9788175417168(PB) 2022 x+166pp 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 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 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 SHIPRA PUBLICATIONS 0.00
Political Science COMMUNAL RIOTS AFTER INDEPENDENCE: A COMPREHENSIVE ACCOUNT ASGHAR ALI ENGINEER 9789388691932 2022 263 pp 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 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 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 SHIPRA PUBLICATIONS 0.00
Education CORONAVIRUS AND EDUCATION: OPPORTUNITIES AND CHALLENGES HARPREET KAUR, MANINDER KAUR, DEEPIKA KOHLI(ED.) 9789391978150 (HB) 9789388691901 (PB) 2022 pp xvi+196 550.00 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 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 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 SHIPRA PUBLICATIONS 0.00
Political Science,Economics,Social Work Democratic Discourse of A Satrap Biju Patnaik Satya Prakash Dash 9788175418721 2022 237 pp 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             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  \n 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 SHIPRA PUBLICATIONS 0.00
Education DEVELOPMENTAL PROFILE OF INDIAN EDUCATION P. Satyanarayana, Lakshmi Mantha, C. Sesharatnam 9789388691918(HB) 9789388691925(PB) 2022 pp viii+220 450.00 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     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  \n 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. DYNAMICS OF WOMEN EDUCATION IN INDIA AJIT MONDAL, NEERU SNEHI(ED.) 9789391978273(HB) 9789391978280(PB) 2022 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   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 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.  \n 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 SHIPRA PUBLICATIONS 0.00
Religion & Philosophy,Autobiography FIJI: A Love Story: Memoirs of an Unconventional Diplomat Ajay Singh 9789391978358 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 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 SHIPRA PUBLICATIONS 0.00
Economics HANDBOOK OF LAND SURVEY IN INDIA ANANDHI, SNEHASIS MISHRA (Ed.) 9789391978051 2022 pp xviii+236 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 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 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 SHIPRA PUBLICATIONS 0.00
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 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  \n  \n  \n 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 SHIPRA PUBLICATIONS 0.00
Education 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   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  \n  \n  \n 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  \n 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. 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   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 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 SHIPRA PUBLICATIONS 0.00
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 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 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 SHIPRA PUBLICATIONS 0.00
North-East India TRADITIONAL NAGA VILLAGE SYSTEM AND ITS TRANSFORMATION A. NSHOGA 9788183640510 (HB) 2022 viii+327 pp 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 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 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 SHIPRA PUBLICATIONS 0.00
North-East India ASSAM-BHUTAN TRADE RELATIONS: 1865-1949 SMRITI DAS 9788183640044 2021 impression First Published in 2005, 110pp 0.00 650.00 PREFACE INTRODUCTION ASSAM-BHUTAN AND COLONIAL RULE SOCIO-ECONOMIC IMPACT CONCLUSION BIBLIOGRAPHY INDEX 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. DEVELOPMENT OF EDUCATION SYSTEM IN INDIA J.C. AGGARWAL 9788175416574(HB) 9788175416581(PB) 2021 impression x + 326pp, revised edition 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. EDUCATION OF THE GIFTED SUNITA SHARMA 9788175412958(HB) 9788175412965(PB) 2021 impression 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   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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. EDUCATIONAL VOCATIONAL GUIDANCE AND COUNSELLING: PRINCIPLES, TECHNIQUES AND PROGRAMMES RASHMI AGRAWAL 9788175413061(HB) 9788175413078(PB) 2021 impression 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 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?  \n 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 SHIPRA PUBLICATIONS 0.00
Political Science, ELECTIONS IN INDIA 1998: with Comparative Data Since 1952 J.C. AGGARWAL, N.K. CHOWDHARY 9788175410190 2021 impression 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 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 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 SHIPRA PUBLICATIONS 0.00
Human Rights,Social Work GENDER AND HUMAN RIGHTS: STATUS OF WOMEN WORKERS IN INDIA ANU SAKSENA 9788175411531 2021 impression viii + 220 pp, First Published in 2004 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   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.  \n 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'  \n SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. GENDER, SCHOOL AND SOCIETY Noushad Husain 9789386262936(HB) 9789386262943(PB) 2021 impression 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   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 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 SHIPRA PUBLICATIONS 0.00
Asia/International Relations,Political Science INDIA AND CENTRAL ASIA: CULTURAL, ECONOMIC AND POLITICAL LINKS SURENDRA GOPAL(Ed.) 9788175410725 2021 impression 216 pp, First Published in 2001 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. 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 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 SHIPRA PUBLICATIONS 0.00
Political Science LOKSABHA ELECTIONS 1999: LAST OF THE MILLENIUM J.C. AGGARWAL, N.K. CHOWDHARY 9788175410510 2021 impression xx+205pp 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 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 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 SHIPRA PUBLICATIONS 0.00
Political Science PARLIAMENTARY WIT AND HUMOUR SUBHASH C KASHYAP 9789388691680 2021 impression 230 pp, First Published in 1992 0.00 995.00 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed.,Social Work RESEARCH METHODS: CONCEPTS, PROCESS AND PRACTICES RASHMI AGRAWAL, BVLN RAO 9788175416741(HB) 9788175416758(PB) 2021 impression xx+308pp 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 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 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 SHIPRA PUBLICATIONS 0.00
Political Science FOUR DECADES IN PARLIAMENT : 3 Vols Set ATAL BIHARI VAJPAYEE 9788185402697 2021 Impression lvi + 1666 pp 4th Impression 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   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 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 SHIPRA PUBLICATIONS 0.00
Reference All About Meditation: Art and Science of Fulfillment and Euphoria Ashok Tyagi 9789388691857(HB) 9789388691864(PB) 2021 344pp 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 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 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 SHIPRA PUBLICATIONS 0.00
Asia/International Relations,Political Science, CRAFTING A NATIONAL SECURITY STRATEGY FOR INDIA PANKAJ K JHA, ZEUS H MENDEZ, SWATI L BATCHU, RAYAN V BHAGWAGAR 9789388691789 2021 pp x+142 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 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  \n Research Team: Dr. Pankaj K Jha, Zeus Hans Mendez,   Swati Lakshmi Batchu, Rayan V Bhagwagar\n 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  \n SHIPRA PUBLICATIONS 0.00
Education DISCOVERING EDUCATION AND SOCIETY: A GANDHIAN PERSPECTIVE PANKAJ DAS, ANITA VAIDYANATHAN (Ed.) 9789388691871 2021 140 pp 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. EDUCATIONAL TECHNOLOGY FOR TEACHERS: TECHNOLOGY INTEGRATED EDUCATION MARMAR MUKHOPADHYAY 9789391978006(HB) 9789391978013(PB) 2021 pp xxviii+586 950.00 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 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 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 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  \n 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 SHIPRA PUBLICATIONS 0.00
Asia/International Relations,Political Science, ENVISIONING INDIA'S ROLE IN THE INDO-PACIFIC PANKAJ K JHA, KRITIKA S KARMAKAR, JOSEPH PUNNEN, GRACE CHEEMA, MEDHA NIBHANUPUDI 9789388691741 2021 pp viii+74 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 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 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 SHIPRA PUBLICATIONS 0.00
Education FUNDAMENTALS OF ACADEMIC WRITING NOUSHAD HUSAIN 9789388691888(HB) 9789388691895(PB) 2021 xvi+336 pp 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. INCLUSION IN SCHOOLS : PERSPECTIVES AND POSSIBILITIES YUKTI SHARMA, HANEET GANDHI 9789388691574(HB) 9789388691826(PB) 2021 224 pp 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  \n 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  \n  \n  \n  \n 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. 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   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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. 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+214 495.00 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   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  \n 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  \n SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. Samajik Vigyan Shikshan: Prathmik Ster Per: Hindi Chitrrekha 9789388691581(hb) 9789388691598(pb) 2021 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)    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 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 SHIPRA PUBLICATIONS 0.00
Education SCHOOL STUDENTS AND SOCIAL MEDIA: INVOLEMENT AND IMPACT SUMANA PAUL 9789388691710 2021 PP 136 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   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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. TEACHING LEARNING ACCOUNTING: CONCEPTS AND PRINCIPLES SIDDHARTHA SARKAR 9789388691314(HB) 9789388691321(PB) 2021 viii+248 pp 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   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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. BASIC IDEAS IN EDUCATION J.C. AGGARWAL 9788175416673(HB) 9788175416680(PB) 2020 impression xii + 204 pp, First Published in 2001 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. 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. CHILD DEVELOPMENT AND PROCESS OF LEARNING J.C. AGGARWAL 9788175414785(HB) 9788175414792(PB) 2020 impression xiv + 225 pp, rev. ed., First Published in 2003 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   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 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 SHIPRA PUBLICATIONS 0.00
Education,Social Work DRUG ADDICTION IN SCHOOLS: MYTH OR REALITY RAJINDER M KALRA 9788175411201 2020 impression First Published in India in 2003, 196 pp 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. EDUCATION IN INDIA DURING BRITISH PERIOD JAGDISH CHAND 9788183640213(HB) 9788183640220(PB) 2020 impression vi+121 pp, 2009 impression 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   SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. EDUCATION, ENVIRONMENT AND SUSTAINABLE DEVELOPMENT M.K.SATAPATHY(ED.) 9788175413634(HB) 9788175413641(PB) 2020 impression xii+324 pp, 2010 IMP. 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed.,Literature/Language EMPOWERING COMMUNICATION SKILLS A.K. SINHA 9788175418141(HB) 2020 impression xiv+282pp 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     “….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 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 SHIPRA PUBLICATIONS 0.00
North-East India ETHNO-NARRATIVES: IDENTITY AND EXPERIENCE IN NORTH EAST INDIA SUKALPA BHATTACHARYA, RAJESH DEV(Ed) 9788183640107 2020 impression 208pp, First Published in 2006 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   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.  \n 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 SHIPRA PUBLICATIONS 0.00
Economics,Education,M.ed/B.ed./D.ed. 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 392+xii 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   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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. HEALTH AND PHYSICAL EDUCATION J.C. AGGARWAL 9788175416727(HB) 9788175412170(PB) 2020 impression 222+x pp (4TH EDITION), First Published in 2005 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. PARYAVARAN SHIKSHAN JAI SHREE 9788183640275 (HB) 9788183640282 (PB) 2020 impression 168+viii, 2014 revised edition 195.00 550.00 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. PRACHIN EVAM MADHYAKALEEN BHARAT MEIN SHIKSHA JAGDISH CHAND 9788183640299 (HB) 9788183640305(PB) 2020 impression 135+vi, First Published in India 2008 200.00 550.00 viii+135pp SHIPRA PUBLICATIONS 0.00
Asia/International Relations UNITED NATIONS: MULTILATERALISM AND INTERNATIONAL SECURITY C UDAY BHASKAR, K SANTHANAM, UTTAM K SINHA, TASNEEM MEENAI(ED) 9789388691352 2020 impression 616 + xxxii pp 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. CURRICULUM, PEDAGOGY AND EVALUATION H.S. SRIVASTAVA 9789388691338(HB) 9789388691345(PB) 2020 PP xiv+290 350.00 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed., EDUCATION, DEMOCRACY AND DEVELOPMENT: EQUITY AND INCLUSION N V VARGHESE, MADHUMITA BANDYOPADHYAY(ED.)-A NIEPA PUBLICATION 9789388691376(HB) 9789388691383(PB) 2020 xvi+311pp 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 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 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 SHIPRA PUBLICATIONS 0.00
Economics,Social Work, ESSAYS ON SOCIAL PROTECTION IN INDIA(Vol. 3): Glimpses and Analysis of Select Schemes R.K.A. Subrahmanya 9789386262851 2020 168 pp 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 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 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 SHIPRA PUBLICATIONS 0.00
Religion & Philosophy,Social Work JAIN COMMUNITY OF BUNDELKHAND: SOCIO-ECONOMIC AND CULTURAL CHANGE PRAKASH C. JAIN 9789388691413 2020 pp 172 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 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 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 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  \n SHIPRA PUBLICATIONS 0.00
North-East India Migration and Ethnicity in Northeast India M. Amarjeet Singh, H. Shukhdeba Sharma(Ed.) 9789388691369 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 SHIPRA PUBLICATIONS 0.00
Asia/International Relations, VIETNAM: A NEW MIDDLE POWER IN ASIA PANKAJ K JHA, TROUNG-THU DOAN, THI-HUE QUACH, TRONG-HUNG VU(Ed.) 9789388691512 2020 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   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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed.,Social Work LIFE SKILL EDUCATION AND CURRICULUM GRACIOUS THOMAS 9788175412989(HB) 9788175412538(PB) 2019 impressoin 272pp, rev. ed. 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   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 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 SHIPRA PUBLICATIONS 0.00
Political Science,Economics,History/Culture AMBEDKAR'S ROLE IN ECONOMIC PLANNING AND WATER POLICY SUKHADEO THORAT 9789388691246(HB) 9789386262899(PB) 2019 impression xii + 238 pp 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.   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 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.â€�\n SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. EDUCATION FOR DISABLED CHILDREN RASHMI AGRAWAL, BVLN RAO 9789388691123HB) 9789388691130(PB) 2019 impression 216+viii 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 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 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 SHIPRA PUBLICATIONS 0.00
Political Science,Economics,History/Culture GANDHI AND AMBEDKAR; A STUDY IN CONTRAST: 2nd Impression RAMASHRAY ROY 9788175418455(HB) 9789175418462(PB) 2019 Impression 256pp, First Published in 2006 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 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 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 SHIPRA PUBLICATIONS 0.00
North-East India,Human Rights HUMAN RIGHTS AND INSURGENCY: THE NORTH-EAST INDIA RANJU R. DHAMALA, SUKALPA BHATTACHARJEE(Ed.) 9788193838266 2019 impression 196 pp,  0.00 1250.00 Preface, Introduction, Conceptualising Human Rights, Insurgency and Polity, Insurgency, Human Rights: Towards a Counter Discourse 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 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 SHIPRA PUBLICATIONS 0.00
Journalism MEDIA AND ETHICS S.K. AGGARWAL 9789388691222 (HB) 9789388691239(PB) 2019 impression 216pp, revised edition 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 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 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 SHIPRA PUBLICATIONS 0.00
Political Science,North-East India,History/Culture NAGA SOCIETY: CONTINUITY AND CHANGE N. VENUH (Ed.) 9788175412071 2019 Impression 160 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 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  \n 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 : URL :  \n SHIPRA PUBLICATIONS 0.00
Education ORGANISATION AND PRACTICE OF MODERN INDIAN EDUCATION J.C. AGGARWAL 9789388691000 2019 impression xii + 211 pp, 2019 imp. 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed.,Unavailable Books PATHYACHARYA KAL, AAJ AUR KAL(HINDI: CURRICULUM YESTERDAY, TODAY & TOMARROW HANSRAJ PAL, RAJENDRA PAL 9789388691086(HB) 9789388691093(PB) 2019 impression x+260pp, 2009 imp 250.00 950.00 SHIPRA PUBLICATIONS 0.00
Political Science PERSPECTIVES ON THE CONSTITUTION SUBHASH C KASHYAP 9788193838297 2019 impression 316pp 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. PSYCHOLOGY OF LEARNING AND DEVELOPMENT J.C. AGGARWAL 9789386262004(HB) 9789386262011(PB) 2019 impression x+348pp, rev. ed. 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 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   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  \n 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 SHIPRA PUBLICATIONS 0.00
Political Science REVIEWING THE CONSTITUTION? SUBHASH C. KASHYAP, D.D. KHANNA, GERT W. KUECK (Ed.) 9789388691055(HB) 2019 Impression   viii + 408 pp, First Published in 2000    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. 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  \n 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. SAMEKIT VIDHYALAYA KE STHAPNA S.K. MANGAL, SHUBHRA MANGAL 9789386262394(HB) 9789386262400(PB) 2019 impression x+242 pp, First Published in India 2017 195.00 900.00 SHIPRA PUBLICATIONS 0.00
Political Science STATE POLITICS: NEW DIMENTIONS SUDHA PAI 9789388691024 2019 impression pp xii+284, First Published in 2000 0.00 2250.00 Preface, Abbreviation, State politics in the 1990s: an overview, Party system, Politics of ethnicity,Liberalisation, conclusion, index 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 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  \n SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. VIDHYALYA PRABHANDHAN: (SCHOOL MANAGEMENT) S. GUPTA, J.C. AGGARWAL 9788175414365 (HB) 9788175414372 (PB) 2019 impression xii+296 pp, 2009 imp. 260.00 950.00 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. BUSINESS COMMUNICATION SHOEB AHMAD 9789388691291(HB) 9789388692307(PB) 2019 pp 160 350.00 995.00 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   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 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 SHIPRA PUBLICATIONS 0.00
Education DISABILITY INCLUSION AND TEACHER EDUCATION: A HOLISTIC PERSPECTIVE SAILAJA CHENNAT, ALKA BEHARI 9789388691185(HB) 9789388691192(PB) 2019 PP 160  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   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 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  \n 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 SHIPRA PUBLICATIONS 0.00
Social Work 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  \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  \n  \n  \n  \n 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  \n  \n SHIPRA PUBLICATIONS 0.00
Economics,Social Work 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. 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 216 450.00 800.00 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 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 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  \n 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. GUIDANCE AND COUNSELLING: INCLUDING EXCEPTIONAL CHILDREN PREETI SINGH 9789388691161(HB) 9789385691178(PB) 2019 pp 184 200.00 850.00 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. MANAGEMENT EDUCATION IN INDIA: ISSUES AND CONCERNS P. SATYANARAYANA, LAKSHMI MANTHA, C. SESHARATNAM 9789388691253(HB) 9789388691260(PB) 2019 pp 200 350.00 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 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 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 SHIPRA PUBLICATIONS 0.00
Economics NITI AAYOG AND PLANNING COMMISSION: SOME REFLECTIONS K.D. SAKSENA 9789388691048 2019 pp x+174 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 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  \n SHIPRA PUBLICATIONS 0.00
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 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  \n SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. SHIKSHA ME ANUSANDHAN (Research in Education) RAJENDRA PAL SINGH, NOUSHAD HUSAIN 9789388691208(HB) 9789388691215(PB) 2019 pp 212 250.00 895.00 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed.,Social Work SOCIAL WORK EDUCATION IN INDIA: RETROSPECT AND PROSPECT RAMBABU BOTCHA 9789386262967(HB) 9788193838204(PB) 2019 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. TEACHER AND CHILD RIGHTS MRUNALINI TALLA 9789388691147(HB) 9789388691154(PB) 2019 pp 155 200.00 900.00 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  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 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  \n SHIPRA PUBLICATIONS 0.00
Religion & Philosophy 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,Social Work WELLNESS, SKILL DEVELOPMENT AND WOMEN EMPOWERMENT T. GOPINATH, SINDHU K.K(Ed.) 9788193838273(HB) 9788193838380(PB) 2019 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 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 SHIPRA PUBLICATIONS 0.00
Economics DEVELOPMENT OF BIHAR AND JHARKHAND: PROBLEMS AND PROSPECTS SHARAT KUMAR, PRAVEEN JHA 9789386262721 2018 reprint xvi + 378 pp 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed.,Reference ENCYCLOPEDIA OF EDUCATION: 6 VOLS. M.K. JAIN, J.C. AGGARWAL 9788193437964(SET) 2018 impression 1000 pp 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   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 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 SHIPRA PUBLICATIONS 0.00
Economics,Social Work GLOBALISATION, DEVELOPMENT AND CHILD RIGHTS KAILASH SATYARTHI, BUPINDER ZUTSHI (Ed) 9789386262905(HB) 2018 impression xii + 308 pp 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 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 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 SHIPRA PUBLICATIONS 0.00
Psychology,Social Work STREET CHILDREN:A SOCIO-PSYCHOLOGICAL STUDY RASHMI AGRAWAL 9789386262929 2018 impression 199 pp 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. 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. ACADEMIC WRITING, ANTI-PLAGIARISM AND CITATIONS VINOD KUMAR KANVARIA(ED.) 9789386262684(HB) 97893862622691(PB) 2018 xii+196 pp 0.00 850.00 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 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. ADHIGAM AVM SHIKSHAN S.K. MANGAL, SHUBHRA MANGAL 9789386262639(HB) 9789386262646(PB) 2018 pp xii+412 395.00 1500.00 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. BALYAKAL AVM VRIDHI UNMUKH BALAK: HINDI S.K. MANGAL, SHUBHRA MANGAL 9789386262530(HB) 9789386262547(PB) 2018 x+294 pages 250.00 995.00 SHIPRA PUBLICATIONS 0.00
Social Work BASIC SANITATION IN RURAL INDIA: ROAD MAP TO SWACHH BHARAT SUNDER RAM (Ed.) 9789386262752 2018 pp x+180 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 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  \n 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 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 SHIPRA PUBLICATIONS 0.00
Education,M.ed/B.ed./D.ed. CHILDHOOD AND GROWING UP S.K. MANGAL, SHUBHRA MANGAL 9789386262516(HB) 9789386262523(PB) 2018 pp x+224 295.00 900.00 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   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 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 SHIPRA PUBLICATIONS