Category Sub Category Book Title Author ISBN (HB) ISBN (PB) Year Weight Size Bibliography Price (PB) Price (HB) Contents About The Book About The Author Additional Info Publisher Discount Image Url
Education,M.Ed/B.Ed./DIET/ETT ADHIGAM KA AAKLAN S.K. MANGAL, SHUBHRA MANGAL 9789386262493(HB) 9789386262509(PB) 2023 impression x+196pp 250.00 795.00 SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Adhigam_Ka_Aakalan___SHIPRA.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/advanced_edu_psy.jpg
Diaspora Studies,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 http://www.shiprapublication.com/images/book/thumbimgs/Autobiography_of_Munshi_Rahman_Khan1___6X9___B2.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/edu_in_emerging_inda.jpg
Education,M.Ed/B.Ed./DIET/ETT GANIT SHIKSHAN: (HINDI) CHAMAN LAL BANGA, R.K. DIXIT 9788175416116(HB) 9788175416123(PB) 2023 impression 312pp 395.00 995.00 SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/000479.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/sallies_of_mind.jpg
Education,Social Work 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 http://www.shiprapublication.com/images/book/thumbimgs/Modern_Indian_Education_Final_HB_for_Digital.jpg
Autobiography MY STRUGGLE FOR SELF-REALIZATION: AN AUTOBIOGRAPHY SWAMI SATCHIDANANDA GIRI 9788175417991(HB) 9788175418004(PB) 2023 impression 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 http://www.shiprapublication.com/images/book/thumbimgs/9788175418004.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/9788175417373.jpg
Education,M.Ed/B.Ed./DIET/ETT PRATIBHASHALIYON KI SIKSHA HANSRAJ PAL, MANJULATA SHARMA 9788175413337(HB) 2023 impression 152 0.00 750.00 SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/000304.jpg
Education,M.Ed/B.Ed./DIET/ETT SHEKSHIK EVAM VYAVSAYIK NIRDESHAN: (PRATHMIK STER PER) RASHMI AGRAWAL 9788175414075(HB) 9788175414082(PB) 2023 impression x+220 pp 850.00 350.00 SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/shekshik_avm_vyavsayik_nirdeshan.jpg
Education,M.Ed/B.Ed./DIET/ETT SHIKSHAN-ADHIGAM PRAKRIYA TATHA VISHISTH AWAYAKSHAKTAON VALE ADHIGAMKARTA: (TEACHING-LEARNING PROCESS AND LEARNERS WITH SPECIAL NEEDS) S. GUPTA, J.C. AGGARWAL 9788175414952 (HB) 2023 impression xii+180 pp 0.00 800.00 hindi book hindi book\n hindi book\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/shikshan_adhigam_prkirya_avm_vishisht.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/Prospective_Teachers___Final.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/000275.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/000235.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/Documents_on_North_East_India.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/9788175417335.jpg
Education,M.Ed/B.Ed./DIET/ETT QUALITY IN SCHOOL EDUCATION: SECONDARY EDUCATION AND EDUCATION BOARD MANJU NARULA 9788175412743(HB) 9788175412750(PB) 2022 impression xvi + 176pp, 2010 imp. 295.00 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 http://www.shiprapublication.com/images/book/thumbimgs/QUALITY_IN_SCHOOL_ED.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/Teacher_Education_in_India___HB.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/000461.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/The_Indian_State_Since_Independence___FINAL_2_1.jpg
Political Science THE SPEAKER'S OFFICE SUBHASH C KASHYAP 9789386262882 2022 impression 302pp 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 http://www.shiprapublication.com/images/book/thumbimgs/000044_1.jpg
Education,M.Ed/B.Ed./DIET/ETT 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: drbindhucm@gmail.com)\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Alternative_Education___B.jpg
Political Science COMMUNAL RIOTS AFTER INDEPENDENCE: A COMPREHENSIVE ACCOUNT ASGHAR ALI ENGINEER 9789388691932 2022 250 pg 995.00 0.00 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 http://www.shiprapublication.com/images/book/thumbimgs/communal_riots.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/Coronavirus_and_Education_PB_Final.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/biju_patnaik.jpeg
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 http://www.shiprapublication.com/images/book/thumbimgs/dev_profile_of_indian_educn.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/Dynamics_of_Women_Education.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/fiji.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/Handbook_on_Land_Surveys__FINAL.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/Life_Skills_Education___PB.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/NATIONAL_EDUCATION_POLICY.jpg
Education,M.Ed/B.Ed./DIET/ETT SCIENCE EDUCATION: CONCEPTS AND PEDAGOGY CELENE JOSEPH, RESHMI K.S., PRASANTH MATHEW 9789391978020(HB) 9789391978037(PB) 2022 x+388pp 450.00 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 http://www.shiprapublication.com/images/book/thumbimgs/Science_Education__.jpg
Asia/International relations, SOUTH CHINA SEA: CONTESTING NARRATIVES AND GLOBAL REALITIES PANKAJ K JHA(Ed.) 9789391978167 2022 x+158pp 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 http://www.shiprapublication.com/images/book/thumbimgs/South_China_Sea.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/000394.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/000265.jpg
Education,M.Ed/B.Ed./DIET/ETT DEVELOPMENT OF EDUCATION SYSTEM IN INDIA J.C. AGGARWAL 9788175416574(HB) 9788175416581(PB) 2021 impression x + 326pp, revised edition 495.00 1495.00 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 http://www.shiprapublication.com/images/book/thumbimgs/000182.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/000256.jpg
Education,M.Ed/B.Ed./DIET/ETT EDUCATIONAL TECHNOLOGY MANAGEMENT AND EVALUATION RASHMI AGRAWAL 9789388691642 (HB) 9789388691659(PB) 2021 impression x+438 pp, Rev. ed. First Published in 2009 750.00 2250.00 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 http://www.shiprapublication.com/images/book/thumbimgs/000379.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/000276.jpg
Political Science ELECTION IN INDIA : 1952-96: Constituency Profiles, Results and Analysis Focussing Poll 1996 J.C. AGGARWAL, N.K. CHOWDHARY 9788185402826 2021 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 http://www.shiprapublication.com/images/book/thumbimgs/Elections_in_India_1952_1996___title_HB.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/Elections_in_India_1998___title_HB.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/000162.jpg
Education,M.Ed/B.Ed./DIET/ETT GENDER, SCHOOL AND SOCIETY Noushad Husain 9789386262936(HB) 9789386262943(PB) 2021 impression pp xii+252 pg, First published in 2018 250.00 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 http://www.shiprapublication.com/images/book/thumbimgs/Gender_School_and_Society_HB.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/000009.jpg
Education,M.Ed/B.Ed./DIET/ETT LEARNING AND TEACHING: A CONSTRUCTIVIST APPROACH NOUSHAD HUSAIN 9788175418578(HB) 9788175418585(PB) 2021 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 http://www.shiprapublication.com/images/book/thumbimgs/Learning_and_Teaching.jpg
Political Science LOKSABHA ELECTIONS 1999: LAST OF THE MILLENIUM J.C. AGGARWAL, N.K. CHOWDHARY 9788175410510 2021 impression xx+217pp 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 http://www.shiprapublication.com/images/book/thumbimgs/Lok_Sabha_Elections_1999_title_HB_1.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/Parliamentary_WIT__Humour___Paster_Final.jpg
Education,M.Ed/B.Ed./DIET/ETT PSYCHOLOGICAL PHILOSOPHICAL AND SOCIOLOGICAL FOUNDATIONS OF EDUCATION J.C. AGGARWAL 9788175418257 (HB) 9788175418264 (PB) 2021 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 http://www.shiprapublication.com/images/book/thumbimgs/PSY_PHIL_SOCI_FOUND_OF_EDUCN.jpg
Education,M.Ed/B.Ed./DIET/ETT RESEARCH METHODS: CONCEPTS, PROCESS AND PRACTICES RASHMI AGRAWAL, BVLN RAO 9788175416741(HB) 9788175416758(PB) 2021 impression xx+308pp 450.00 1600.00 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 http://www.shiprapublication.com/images/book/thumbimgs/000510.jpg
Reference All About Meditation: Art and Science of Fulfillment and Euphoria Ashok Tyagi 9789388691857(HB) 9789388691864(PB) 2021 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 http://www.shiprapublication.com/images/book/thumbimgs/ALL_ABOUT_MEDITATION.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/Crafting_a_National_Security_Strategy_for_India___Final_PB3_002.jpg
Education,M.Ed/B.Ed./DIET/ETT CURRICULUM DEVELOPMENT: CONCEPTS, PRINCIPLES AND PRACTICES TALMEEZ FATMA NAQVI, AFAQUE NADEEM KHAN 9789388691765(HB) 9789388691772(PB) 2021 244 pp 295.00 950.00 SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Curriculum_Dev_Urdu_title.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/Discovering_Education_and_Society___Pastor_Final_8.jpg
Education,M.Ed/B.Ed./DIET/ETT EDUCATIONAL TECHNOLOGY FOR TEACHERS: TECHNOLOGY INTEGRATED EDUCATION MARMAR MUKHOPADHYAY 9789391978006(HB) 9789391978013(PB) 2021 pp xxviii+586 595.00 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 http://www.shiprapublication.com/images/book/thumbimgs/Educational_Technology_for_Teachers.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/Envisioning_Indias_Role_in_the_Indo_Pacific___Final_PB_002.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/Fundamentals_of_Academic_Writing___Final_HB_for_Digital_Print.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/Inclusion_in_Schools.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/Indian_Education_Since_Independence___.jpg
North-East India Migration and Ethnicity in Northeast India M. Amarjeet Singh, H. Shukhdeba Sharma(Ed.) 9789388691369 2021 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 http://www.shiprapublication.com/images/book/thumbimgs/Migration_and_Ethnicity_in_NE.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/Professional_Education_in_India___1.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/Rastriya_Shiksha_Niti_2020___HINDI.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/Cover_Reflective_Prac_and_Prof_Dev_in_Teaching_2_002.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/Samajik_Vigyan_Shikshan___HB.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/School_Students_and_Social_Media___HB_Final.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/Teaching_and_Learning_Accounting___Final_2.jpg
Education,M.Ed/B.Ed./DIET/ETT ADMINISTRATION AND MANAGEMENT IN SCHOOL EDUCATION RAJVIR SINGH TYAGI 9789388691628(HB) 9789388691635(PB) 2020 impression First Published in 2009, x+238pp 395.00 1400.00 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 http://www.shiprapublication.com/images/book/thumbimgs/000425.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/Basic_Ideas_in_Education.jpg
Political Science, BLUEPRINT OF POLITICAL REFORMS SUBHASH C KASHYAP 9789388691567 2020 impression x+316pp, First Published in 2003 0.00 1950.00 SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Blue_Print_of_Political__Reforms.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/000157.jpg
Education CHILDREN'S EDUCATION IN INDIA: FROM VEDIC TIMES TO 21ST CENTURY EVE S.P. AGRAWAL, MEENA USMANI 9788175410459 2020 impression First Published in India 2000, 544 pp 0.00 2950.00 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 http://www.shiprapublication.com/images/book/thumbimgs/children_education_in_india.jpg
Education 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 http://www.shiprapublication.com/images/book/thumbimgs/drug_addiction_final.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/000316.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/000315.jpg
Education,M.Ed/B.Ed./DIET/ETT EDUCATIONAL REFORMS IN INDIA FOR THE 21st CENTURY J.C. AGGARWAL 9789386262707(HB) 2020 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 http://www.shiprapublication.com/images/book/thumbimgs/000020.jpg
Education,M.Ed/B.Ed./DIET/ETT,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 http://www.shiprapublication.com/images/book/thumbimgs/empowering_comm_skill.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/000263.jpg
Economics,Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/000348.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/9788175416727.jpg
Political Science,History/Culture HISTORY OF THE PARLIAMENT OF INDIA(6 Vols Set) SUBHASH C. KASHYAP 9789388691482(Set) 2020 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 http://www.shiprapublication.com/images/book/thumbimgs/History_of_Parliament.jpg
Education,M.Ed/B.Ed./DIET/ETT LEARNING DISABILITIES: TEACHING LEARNING STRATEGIES RASHMI AGRAWAL, BVLN RAO 9788175415683(HB) 2020 impression First Published in 2010 0.00 595.00 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 http://www.shiprapublication.com/images/book/thumbimgs/000446.jpg
Education,M.Ed/B.Ed./DIET/ETT PARYAVARAN SHIKSHAN JAI SHREE 9788183640275 (HB) 9788183640282 (PB) 2020 impression 168+viii, 2014 revised edition 195.00 550.00 SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/000320.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/000329.jpg
Human Rights TERROR IN PUNJAB: NARRATIVES, KNOWLEDGE AND TRUTH RAM NARAYAN KUMAR 9789388691536 2020 impression First Published in 2008, pp 377+vi 0.00 1950.00 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 http://www.shiprapublication.com/images/book/thumbimgs/000349.jpg
Education,M.Ed/B.Ed./DIET/ETT CURRICULUM DEVELOPMENT: Practices & Perspectives S.K. PANDA, NIHARIKA PANDA 9789388691499(HB) 9789388691505(PB) 2020 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 http://www.shiprapublication.com/images/book/thumbimgs/Curriculum_Development___panda.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/Curriculum_Pedagogy_and_Evaluation.jpg
Education,M.Ed/B.Ed./DIET/ETT, 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 http://www.shiprapublication.com/images/book/thumbimgs/Education_Democracy_and_Development___Final_HB.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/Essays_on_Social_Protection_in_India_Vol_I_1.jpg
Education,M.Ed/B.Ed./DIET/ETT, ICT USE IN INDIAN EDUCATION P. SATYANARAYANA, LAKSHMI MANTHA, C. SESHARATNAM 9789388691390(HB) 9789388691406(PB) 2020 176pp 250.00 995.00 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 http://www.shiprapublication.com/images/book/thumbimgs/ICT_Use_in_Indian_Education___Final_HB.jpg
Literature/Language, 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 http://www.shiprapublication.com/images/book/thumbimgs/JAIN_COMMUNITY.jpg
Economics,Education,M.Ed/B.Ed./DIET/ETT RESEARCH METHODOLOGY AND APPLIED STATISTICS D N SANSANWAL 9789388691543(HB) 9789388691550(PB) 2020 312 pp 495.00 1250.00 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 http://www.shiprapublication.com/images/book/thumbimgs/Research_Methodology_and_Applied_Statistics___Final_PB.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/Vietnam_A_new_middle_power_in_East_Asia___Final.jpg
Education,M.Ed/B.Ed./DIET/ETT,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 http://www.shiprapublication.com/images/book/thumbimgs/Life_Skill_Education.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/Ambedkars_Role_Final_HB.jpg
Asia/International relations,Political Science, CULTURE,SOCIETY AND POLITICS IN CENTRAL ASIA AND INDIA N.N VOHRA(Ed.) 9788193838259 2019 impression xxx + 304 pp 0.00 1250.00 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 http://www.shiprapublication.com/images/book/thumbimgs/CULTURE.jpg
Education,M.Ed/B.Ed./DIET/ETT EARLY CHILDHOOD CARE AND EDUCATION: PRINCIPLES & PRACTICES J.C. AGGARWAL, S. GUPTA 9789388691109(HB) 9789388691116(PB) 2019 impression 258+xiii pp, 295.00 1050.00 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 http://www.shiprapublication.com/images/book/thumbimgs/Early_Childhood_Care_and_Edu.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/000305.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/GANDHI_AND_AMBEDKAR.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/human_right_insurgency.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/Media_and_Ethics.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/Organisation__Practice_of_Modern_Indian_Final_Hb_for_Digital.jpg
Education,M.Ed/B.Ed./DIET/ETT,Social Work 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 http://www.shiprapublication.com/images/book/thumbimgs/Pathayacharya__.jpg
Political Science PERSPECTIVES ON THE CONSTITUTION SUBHASH C KASHYAP 9788193838297 2019 impression 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 http://www.shiprapublication.com/images/book/thumbimgs/Perspectives_on_The_Constitution___1.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 Approach.to the Education of the Exceptional Children ; Role of the Regular Teacher when Integrated System comes into Operation ; Necessary Equipment Needed for the Resource Room ; Comparative Study of Two Types of Programmes: Special and Integrated for the Education of the Handicapped ; Projects of Integrated Education for DisabledPhysically Handicapped Children 23. Children with Learning Disability (Dyslexia) and Other Problems: Children with Learning Disability ; Education of the under Achiever Children ; Education of the Backward Children ; Cognitive Differences and Cognitive Development 24. Individual Differences and Accommodating them in the Classroom Significance of Individual Differences in Teaching-learning ; Types of individual Differences ; Indivldua Dmerent_S: Readiness I .; Educational Implications of Individual Differences ; Meeting Needs of Individual Differences: Teaching Strategies and Class-room Measures ;General Guidelines for Meeting Individual Differences; Integrating Handicapped Children, Backward Children and Children with other Differences with the Mainstream 25.Learner Centred Techniques for Exceptional Children Introduction ; The Gifted Children ; Physically Handicapped Children ; Education of the Blind ; Children with Visual Impairments or Disability ; Children with Hearing and Speech Impairment ; Children with Orthopaedic and Locomotor ImpairmentDisability ; The Mentally Retarded Children and their Education   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 http://www.shiprapublication.com/images/book/thumbimgs/PSYCHOLOGY_OF_LEARNING_PB_2_Colour_Final_2.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/Reviewing_the_Constitution___B_002_2_1.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/Smakit_Vidyalya_Ki_Sthapna__SHIPRA.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/000051_1.jpg
Asia/International relations UNITED NATIONS: MULTILATERALISM AND INTERNATIONAL SECURITY C UDAY BHASKAR, K SANTHANAM, UTTAM K SINHA, TASNEEM MEENAI(ED) 9789388691352 2019 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 http://www.shiprapublication.com/images/book/thumbimgs/000214.jpg
Education,M.Ed/B.Ed./DIET/ETT BUSINESS COMMUNICATION SHOEB AHMAD 9789388691291(HB) 9789388692307(PB) 2019 pp 160 195.00 995.00 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 http://www.shiprapublication.com/images/book/thumbimgs/Business_Communication___1_2.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/Disability_Inclusion_and_Teacher_Education___Final_HB.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/Disability_Inclusion_and_Teacher_Education___Final_HB.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/Essays_on_Social_Protection_in_India_Vol_I.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 216 250.00 800.00 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 http://www.shiprapublication.com/images/book/thumbimgs/Governance_and_Management_of__Edu_in_India__.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/Guidance_and_Counselling.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/Management_Education_in_India___Final_HB.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/NITI_Aayog__Planning_Commission___A.jpg
Education,M.Ed/B.Ed./DIET/ETT PEACE EDUCATION PRAVAT KUMAR DHAL 9788193838235(HB) 9788193838242(PB) 2019 pp 212 250.00 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 http://www.shiprapublication.com/images/book/thumbimgs/Peace_Education___Final_HB.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/Science_and_Technology_in_India.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/shiksha_me_anusandhan.jpg
Education,M.Ed/B.Ed./DIET/ETT,Social Work SOCIAL WORK EDUCATION IN INDIA: RETROSPECT AND PROSPECT RAMBABU BOTCHA 97886262967(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 http://www.shiprapublication.com/images/book/thumbimgs/Social_Work_Education_in_India___1.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/Teacher_and_Child_Rights___Final_HB.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/The_Crescent_in_Clouds_011.jpg
Education WELLNESS, SKILL DEVELOPMENT AND WOMEN EMPOWERMENT T. GOPINATH, SINDHU K.K(Ed.) 9788193838273 2019 pp159 0.00 995.00 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 http://www.shiprapublication.com/images/book/thumbimgs/Wellness_Skill_Deve.jpg
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 http://www.shiprapublication.com/images/book/thumbimgs/Development_of_Bihar__Jharkhand___Royal_Size.jpg
Education,M.Ed/B.Ed./DIET/ETT EDUCATION FOR VALUES, ENVIRONMENT AND HUMAN RIGHTS J.C. AGGARWAL 9788175418936(HB) 9788175418943(PB) 2018 impression xii+ 340 pp, 2014 imp. 295.00 1400.00 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 http://www.shiprapublication.com/images/book/thumbimgs/000216.jpg
Education,M.Ed/B.Ed./DIET/ETT,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 http://www.shiprapublication.com/images/book/thumbimgs/000346.jpg
Economics 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 http://www.shiprapublication.com/images/book/thumbimgs/000237.jpg
Education,M.Ed/B.Ed./DIET/ETT RECENT DEVELOPMENTS AND TRENDS IN EDUCATION J.C. AGGARWAL 9789386262653(HB) 2018 impression xii+389pages 0.00 1800.00 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 http://www.shiprapublication.com/images/book/thumbimgs/Recent_Developments__Trends_in_Education___Final.jpg
Education,M.Ed/B.Ed./DIET/ETT RESEARCH METHODOLOGY IN EDUCATION AND APPLICATION OF STATISTICS C. NASEEMA, V.K. JIBIN 9788175418912(HB) 9788175418929(PB) 2018 impression x + 234 pp, First Published in 2011 450.00 950.00 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 http://www.shiprapublication.com/images/book/thumbimgs/000460.jpg
Education,M.Ed/B.Ed./DIET/ETT SCHOOL MANAGEMENT S. GUPTA, J.C. AGGARWAL 9789386262738 (HB) 9789386262745 (PB) 2018 impression 221+x,  250.00 950.00 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 http://www.shiprapublication.com/images/book/thumbimgs/000284.jpg
Psychology 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 http://www.shiprapublication.com/images/book/thumbimgs/000106.jpg
Education,M.Ed/B.Ed./DIET/ETT ACADEMIC WRITING, ANTI-PLAGIARISM AND CITATIONS VINOD KUMAR KANVARIA(ED.) 9789386262684(HB) 97893862622691(PB) 2018 xii+196 pp 250.00 850.00 Preface Acknowledgements 1. ABC of Academic Writing: A master key for the beginners Vinod Kumar Kanvaria Introduction; What Makes Academic Writing Unique?; Why Do We Need Academic Writing Citations?; Citing What?; Some Important Basic Concepts; Process, Evidence and Documentation of Academic Writing; Various Writing Tasks; Tips for Academic Writing; Precautions in Academic Writing; Code of Ethics for Academic Writing; Implications; Future of Academic Writing; Some Activities; Note from the Field   2. Academic Writing: A brief introduction 16 A.B. Saxena Academic Writing; Essential Characteristics; Journalistic Writing, Creative Writing and Academic Writing; Writing Academic Write-up   3. Insight on Academic Writing 23 Pooja Gupta Introduction; Some Commonly Used Referencing Styles; Guidelines for Academic Writing   4. Effectiveness of Pedagogical Exercises Based on Academic Writing 33 Kartikeswar Behera  Introduction; Operational Definition of Academic Writing; Scope of Academic Writing; Delimitation of the Present Study; Methodology; About Academic Writing; Steps Followed for Academic Writing; Extension of Writing Activities; Task Types on Writing; Additional Tips to Improve Writing Skills in English; Results 5. Plagiarism—A Major Concern in Academic Writing 47 Bharti Nagpal Introduction; Academic Writing; Characteristics of Academic Writing; Elements of Academic Writing; Difference between Academic Writing, Journalistic Writing and Creative Writing; Different Types of Plagiarism; Common Misconceptions about Plagiarism; Different Ways of Avoiding Plagiarism; Relation between Plagiarism and Citation; Differences between Plagiarism and Copyright Infringement; Discussion and Analysis   6. Effective Academic Writing and Elaborating its Paradoxes 60 Manju Gera and Ruchi Arora Introduction; Exploring the Paradoxes of Academic Writing; Tips for Better Academic Writing; Checklist and Strategy to Start and Creatively Engage with Academic Writing; Advancing the Writing; Motivation to Write; Narratives from the Field; Common Types of College Writing Assignments; Picking and Limiting a Writing Topic; Three Characteristics of Effective Academic Writing; Effective Academic Writing   7. Standard Academic Writings to Avoid Plagiarism 73 Manju Gupta Introduction; Significance of the Specific Editorial Style; Importance of APA Style in Qualitative Researches; Why are Citations Needed?; Differences between References, Citations and Bibliography  Skill of Expression and Communication as Manuscript (Basic Skill of Academic Writing); Skill of Typing and Setting the Format in APA Style; Skill of Literature Review: A Key Academic Writing Skill; When to Review the Literature; Skill of Exploration: How to Identify Relevant Resources; Skill of Collection Relevant Material and Keeping a Record; Skill of Writing References in APA Style; Discussion   8. Introduction to Academic Writing in English for Beginners 84 Khalida Akhtar Introduction to Academic Writing in English for Beginners; Different Kinds of Academic Writings by Students in Colleges/Universities; Note Taking While Reading; Writing the Article Abstract; Citation; Referencing; Writing a Book Review; Writing Ph.D. Thesis / Dissertation   9. Reflections of Students through Written Expressions: An assessment of affective learning 93 Vandana Chaudhary and Sanjay Kumar Introduction; Objective of the Study; Hypothesis;Methodology; / Limitations; Findings 10. Academic Writing and Issues Pertaining to Plagiarism 105 Kiran Rani Introduction; Issue of Originality and Creativity in Academic Writing; Plagiarism: Its Meaning and Beyond; Causes of Plagiarism and Suggestions for its Avoidance; Notes from the Field; Conclusion: Moving Towards Solutions 11. Plagiarism—Ways and Means to Avoid It Pargat Singh Concept of Plagiarism; Definitions of Plagiarism; Forms of Plagiarism; Ways and Means to Avoid Plagiarism 12. Need to Discuss Plagiarism Payal Yadav Introduction; Plagiarism and Related Issues; Some Instances of Plagiarism from Indian Academia; Laws or Policies Related to Plagiarism in Some Other Countries; Some Remedies to Reduce Plagiarism 13. Inculcating Academic Integrity amongst Students Reyaz Hashmi Introduction; Historical Background; What Constitute Plagiarism and What Not; Educating the Beginner; Teaching to Write Unique; Teaching Citation Skill; Understanding the Citation Sources; Writing Style 14. Plagiarism in Academic Writing: A preliminary study Geeta Rai Introduction; Literature Review; Rationale of the Present Study; Research Methodology; Data Analysis and Results 15. Documentation and Citation Process of Academic Writing Akash Ranjan Introduction; Citation Rule; Causes for Documentation and Citation; Frequently Asked Questions; Citation Styles (MLA, APA, SBL, etc.) Vary according to the Discipline; Citation Process of the Academic Writing; General APA Guidelines; Major Paper Sections; Title of Our Paper; Types of APA Papers; Literature Review; Experimental Report; Other Papers 16. Citation—Means to Prevent Plagiarism Nishi Gupta Introduction; Types of Citation; Purpose of Citation; Citation Systems; Citation Styles; How to Cite External Sources; What to Cite and What Not to; Misconceptions with Citation; Narratives/Instances from the Field viii Academic Writing, Anti-Plagiarism and Citations 17. Comparison of Three Citation Styles—APA, MLA and CMS Pooja Introduction; What is Documentation?; What Needs to be Documented?; What is Citation?; Citation Styles; Style Guide; Comparison among the APA, MLA and CMS Styles 18. An Analysis of Citations used in Ph.D. Theses of University of Delhi: Trend of common errors Diksha Kukreja Introduction; Literature Review; Objectives; Significance of the Study; Method; Results, Discussions and Analysis; Suggestions and Recommendations; Limitations of the Study; Scope for Further Research Contributors 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 http://www.shiprapublication.com/images/book/thumbimgs/Academic_Writing_Anti_Plagi.jpg
Education,M.Ed/B.Ed./DIET/ETT ADHIGAM AVM SHIKSHAN S.K. MANGAL, SHUBHRA MANGAL 9789386262639(HB) 9789386262646(PB) 2018 pp xii+412 395.00 1500.00 SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Adhigum_avm_Shikshan___Final_HB.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 http://www.shiprapublication.com/images/book/thumbimgs/BALYAKAL_AVM_VRIDHI_UNMUKH_BALAK.jpg
Economics 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 http://www.shiprapublication.com/images/book/thumbimgs/Basic_Sanitation_in_Rural_India___FINAL.jpg
Education,M.Ed/B.Ed./DIET/ETT 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 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Childhood_and_Growing_Up___Final_HB.jpg
Education,M.Ed/B.Ed./DIET/ETT HIGHER EDUCATION IN EMERGING INDIA: Problems, Policies and Perspectives Abdul Salim. A (Ed.) 9789386262783(HB) 9789386262790(PB) 2018 pp 240 395.00 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 http://www.shiprapublication.com/images/book/thumbimgs/Higher_Education_in_EMERGING_INDIA.jpg
Education,M.Ed/B.Ed./DIET/ETT OPEN DISTANCE EDUCATION IN INDIA P. SATYANARAYANA, C. SESHARATNAM 9789386262769(HB) 9789386262776(PB) 2018 pp vi+214 295.00 995.00 Introduction Evolution Objectives Organisation Courses Student Enrolment and Dropout Instructional System Student Assignments Self Instructional Material Use of Technology Exposure to New Technological Initiatives Student Support Staff Development System Evaluation Framework for Ranking Survey of Research Promotion and Coordination Need for National Policy Weaknesses and Deficiencies of Distance Education System Regulating Standards Status of Indian State Open Universities Reforming the ODL System in India: Recommendations National Conference Recommendations University Grants Commission (Open and Distance Learning) Regulations, 2017   Appendices List of Distance Education Institutions Open Universities Subjects in which Distance Courses are Offered   References Index   Open distance education (ODE) has been spreading in India in diverse ways. ODE has been reaching the unreached, the physically, economically, socially and geographically disadvantaged sections of people. It brings about a paradigm shift in teaching-learning process.\n Since its beginning in 1962 at Delhi University, open distance education has resulted in the establishment of one national open university, sixteen state open universities and over two hundred distance learningcentres in conventional universities spread across India. More than four million students are enrolled in open distance education programmes and account for about 22 percent of total enrolment in higher education.\n Until recentlyODE system was governed by Distance Education Council (DEC) setup by IGNOU in 1991,which was criticized for its inaction, apathy and lack of effective mechanism to monitor enforcement norms. This led to the takeover of open distance education regulatory functions by UGC and in 2017 UGC issued detailed regulations for the governance of open distance education system in India.\n The volume will useful to all the stakeholders in open distance learning.\n P. Satyanarayana,a senior distance educator,was associated with planning and founding Dr.B.R. Ambedkar Open University and Indira Gandhi National Open University. He participated in many national and international seminars and conferences.  He contributed to several journals and has to his credit many books. Currently,he is Overseas Educational Consultant to OKOS Communication Systems in USA.\n C. Sesharatnam is a former Joint Director of Dr.B.R. Ambedker Open University. She worked in the areas of student support, staff development, women’s development, course development etc.; and has attended national and international seminars andconferences.She has been contributing to journals on ODL and has to her credit many books. She also received Best Teacher Award from A.P. Government.\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Distance_Education_in_India___Final_2.jpg
Education,M.Ed/B.Ed./DIET/ETT PATHYAKRAM SHIKSHAN SHASHTRA AVM MULYANKAN SUMAN LATA, H.L. KHATRI 9789386262585(HB) 9789386262592(PB) 2018 viii+200 pages 180.00 795.00 SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Pathyakaram_Shikshansashtra___Final_2_Colour.jpg
Education,M.Ed/B.Ed./DIET/ETT PEDAGOGY OF ENGLISH LANGUAGE PARVEEN SHARMA 9788175416987(HB) 9788175416994(PB) 2018 pp xii+338 295.00 1200.00 Preface 1.     Nature of Language Concept ; Meaning of Language ; Nature of Language ; Varieties of Language 2.     Importance of Language The History of English Education in India ; Importance of English Language ; Future of English in India 3.     Functions of Language Expressive Function ; The Informative Function ; Communicative Function ; Directive Function ; Interaction Function ; Evolutionary Function ; Preservation Function 4.     Linguistic Principles Correct Language Standards ; Principle of Selection and Gradation ; Multiple Line of Approach ; Structural Approach to Language Teaching ; Principle of Imitation ; Principle of Accuracy ; Principle of Naturalness ; Maintenance of Interest ; Principle of Motivation ; Principle of Habit-formation and Intensive Practice ; Balanced Approach Maxims of Teaching 5.     Aims and Objectives of Teaching English To Understand Spoken English ; To Speak English ; To Read English ; To Write English ; Aims of Teaching English at the Junior Level ; Aims of Teaching English at the Senior Level ; Some other Aims of Teaching English at the Senior Secondary Level ; Difference between Aims and Objectives ; Objectives of Teaching English ; Characteristics of Good Objectives ; Objectives at Junior Level 6.     Stating Objectives in Behavioural Terms Characteristics of Behavioural Objectives ; Procedure for Writing Behavioural Objectives ; Taxonomy of Educational Objectives ; Bloom’s Taxonomy of Instructional Objectives ; Interrelationship between Different Domains ; Methods of Writing Objectives in Behavioural Terms ; Instructional Objectives and Recent Changes ; Understanding Education ; Relevance of Taxonomy of Objective ; Principles for the Statement of Instructional Objectives ; Methods of Writing Objectives in Behavioural Terms ; NCERT Approach ; Writing Behavioural Objectives for Teaching English 7.     Philosophical, Social and Psychological Bases of Language Learning Psychological Basis of Language Learning ; Linguistic Basis of Language Learning ; Social Basis of Language Learning ; Philosophical Bases of Language Learning 8.     Teaching of Prose Aims of Teaching Prose ; Specific Aims ; What is Involved? ; Understanding a Paragraph ; Using a Text ; How to Teach a Passage Intensively? ; Extensive Reading ; 9.     Teaching of Poetry Some Thoughts on Poetry ; Should Poetry be a Classroom Teaching-Learning Subject? ; Difference between Prose and Poetry ; How to Teach Poetry? ; 10.  Teaching of Composition Aims of Teaching Composition ; What is Required? ; Types of Composition ; Stages for Teaching Composition ; Exercises in Controlled/Guided Composition ; Exercises in Free composition ; Correction of Composition 11.  Teaching of Grammar What is Grammar? ; Why Study Grammar? ; Types of Grammar ; Approach to Teaching Grammar ; Eclectic Approach ; Suggestions for Successful Teaching of Grammar 12.  Pedagogical Analysis: Based on Unit Analysis What is Analysis? ; What is a Unit? ; Meaning of Unit Approach (Morrison Approach) ; How to Plan Unit Method ; Limitations of Unit Method ; Fixing up Objectives for the Unit ; Learning Experiences ; Methods of Teaching ; Teaching Aids ; Evaluation ; Design of a Question Paper of a Unit Test ; Blue Print ; Model Pedagogical Lesson-Plan Tables ; 13.  Microteaching Skills Meaning of Microteaching ; Definitions of Microteaching Characteristics of Microteaching ; Steps in Microteaching Principles of Microteaching ; How many Skills? Questioning Skill ; Explaining Skill ; Illustration Skill Stimulus Variation Skill Micro Lesson Plan—I ; Micro Lesson Plan—II ; Micro Lesson Plan—III ; Micro Lesson Plan—IV 14.  Major Methods of Teaching Meaning of Method ; Translation-cum-Grammar Method ; Direct Method ; Bilingual Method ; Audio Lingual Method of English ; The Best Method? ; 15.  Approaches of Teaching English Structural Approach ; Situational Approach ; Linguistic and Communicative Approach ; Project Approach At Junior Level ; At Senior Level Inductive-Deductive Approach ; Whole Language Approach Learning by Imitation and Whole Method ; Constructivist Approach to Learning ; Multilingual Approach to Language Teaching 16.  Development of Linguistic Skills Development of Linguistic Skills ; Development of Linguistic Skill of Listening Listening as Stimulus ; Characteristics of an effective Oral Skills Lesson ; Listening as Input ; Advantages of Oral Work ; Suggestions for Good Oral Work ; Importance of Drill in Listening and Speaking Practice ; Types of Drills Development of Linguistic Skill of Speaking Objectives of Teaching Speaking Skills ; Learners’ Activities ; Role of the Teacher in a Speaking Class What is R.P.? ; Phonetics ; Methods of Teaching English Pronunciation ; Teaching Pronunciation ; English Sound System ; Consonant Sounds ; Suggestions for Good Pronunciation ; Voiced and Voiceless Sounds ; Basic Components of Speech Development of Linguistic Skill of Reading Reasons for Reading ; Meaning of Reading ; Mechanics of Reading ; Characteristics of ReadingDifferent Stages in Reading ; Methods of Teaching-Reading ; Reading Problems ; Suggestions for Improvement Development of the Linguistic Skill of Writing What is Writing? ; Aspects of Writing Skill ; Mechanics of Writing ; Characteristics of Good Handwriting ; Choice of Script ; How is Writing Different from Speech? ; Creating a Natural Learning Environment for Writing ; Process of Writing ; Suggestions for Improving Handwriting ; Writing Skills ; English Spellings ; Writing Skills: Activities ; Writing Skills: Study Skills ; Reference Skills 17.  Instructional Material Importance of Instructional Material and Their Effective Use ; Meaning of Audio-Visual Aids ; Importance of Teaching Aids ; Use of Audio-Visual Aids ; Principles in the Use of Audio-Visual Aids ; Use of the Following Teaching Aids Various Types of Teaching Aids 18.  Co-curricular Activities Concept ; Importance ; The Written Aspect:Wall Paper, Manuscripts and Magazines ; Association of English Teachers ; Dramatics or Dramatisation ; Usefulness of language games ; Language Activity ; Class Debates ; Discussion ; Think-Tank Sessions ; Photo Language Session ; The Picture File ; Class Inquiry Office ; Original Story Writing ; Field Trips ; English Club ; The School Assembly ; The House System ; Interpreting ; Resource Book for Speaking Activities 19.  Basic Principles of Testing English General Principles of Testing English ; Test  ; Examination ; Measurement ; Evaluation ; Difference between Measurement and Evaluation 20.  Comprehensive and Continuous Evaluation in English Meaning of Continuous Evaluation ; Characteristics of Continuous Evaluation ; Advantages of Continuous Evaluation ; Continuous Evaluation and Techniques of Assessment ; Evaluation in English ; Self Assessment and Peer Assessment ; Using Portfolio for Subjective Assessment ; Cloze Test  ; Group Evaluation ; Using Assessment Rubrics ; Record Keeping ; Limitations of Comprehensive and Continuous Evaluation 21.  Digital Portfolio: Use of ICT Use of ICT ; Competency ; Use of ICT— A Challenge ; How Does ICT Help Teachers ; Word Processor ; Database Management and Spreadsheet Applications ; Multimedia Presentation ; Using the World Wide Web ; Radio ; Mobile Communication ; Teacher’s Role in Technology Integration ; What Should Your Multimedia Based Lesson Plan Include?  / Bloom’s Taxonomy ; Concept of Scaffolding 22.  Characteristics of Good Text Book Importance of English Textbooks ; Characteristics of Good Textbooks 23.  Development of Good Test Items in English (Objective Type, Short Answer Type and Essay Type) Attributes of a Good Test ; Characteristics of Good Test in English ; Some Details about Questions 24.  Remedial and Enrichment Control of Aural, Oral, Reading and Writing Skills Remedial Teaching: Meaning ; Objectives of Remedial Work ; Who and How Much? ; Errors in Reading ; Errors of Language Learning ; Some Major Sources of Errors ; Speech Errors ; Errors in Writing ; Common Mistakes ; Remedial English 25.  Preparation of an Achievement Test Meaning of Achievement Test ; Types of Achievement Test ; Use of Achievement Test ; Limitations of Achievement Tests ; Preparation of Test ; Characteristics of a Good Test in English ; Steps in Test Conducting 26.  Lesson Planning Need of Lesson Planning ; Herbertian Steps of Planning ; Three Phases of Planning ; Characteristics of a Good Lesson Plan ; Sample of Achievement Tests Glossary Bibliography Revision Questions English hasundoubtedly become a Global Language. With the increasing role of ICT in the changing society, a vital contact with English language has become a fundamental necessity. Not being Mother-tongue, teaching-learning English has always been a challenging task.\n Written in a simple, clear and lucid language, the book describes the role of teachers in developing the linguistic skills among the learners. The issues of linguistic variations and regional differences have been discussed deeply in the book. It highlights the importance of selecting appropriate teaching methods and techniques, and discusses the pedagogical aspects in detail. The book also provides in-depth analysis of remedial English. It has drawn the significance of various co-curricular activities to learn English in an easy and effective manner. The book may be found as an effective text-book for the students of Education.\n Dr. (Mrs) Parveen Sharma, Associate Professor in Hindu College of Education, Sonepat(Haryana) has over 31 years teaching experience in Education. She has also worked as Principal at RLS College of Education Sidhrawali, Gurgaon, Haryana for a year. She is a prolific writer and has to her credit many booklets of IGNOU and books on Education. She has contributed widely to journals of National and International level.She has been associated with designing courses in ‘Teaching of English’ and ‘Contemporary India and Education’.\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/pedagogy_of_english_language.jpg
Education,M.Ed/B.Ed./DIET/ETT PEDAGOGY OF POLITICAL SCIENCE PANKAJ ARORA 9789386262660(HB) 9789386262677(PB) 2018 xiv+150 pp 195.00 750.00 Foreword Preface 1. Exploring the Science of Society Social Science under the Influence of Natural Science Origin and Growth of Social Science How Scientific the Social Science is? Social Science in 20th Century Behaviorism and Social Sciences Social Sciences in India 2. Political Science as a Discipline of Knowledge Meaning and Nature of Political Science Science or Art What is the true scope of Political Science? New Meaning of Political Science Interdisciplinary Nature of Political Science Relationship of Political Science with other Social Science Subjects Integrated Approach to Teach Political Science Aims and Objectives of Teaching Political Science at Secondary/ Senior Secondary School Level in India Objectives of Teaching various Streams of Political Science Evolution and Growth of Political Science Growth of Political Science in India Political Science as a School Subject Students’ Understanding of the Subject of Political Science 3. Teaching-Learning Approaches and Methods in Political Science   Teaching Approaches of Teaching-Learning Political Science • Inductive Approach  • Deductive Approach • Constructivist Approach  • Interdisciplinary Approach   Methods and Techniques of Teaching Political Science Traditional Methods • Lecture Method  • Story-telling Method • Question-Answer Method  • Textbook Method Contemporary Methods of Teaching-learning Political Science • Discussion Method  • Debate as a Method of Teaching • Panel Discussion  • Project Method • Field Research, Visits to Institution of Government Bodies • Problem Solving Method  • Source Method • Dramatization Method  • Mass Media Method • Case Study Method  • Community Resources • Comparative Method  • Reflective Enquiry • Report Writing  • Observation Method  • Empirical Method Unit Plan and Lesson Plan 4. Political Science and Teacher Education Teaching of Political Science Growth of a Reflective Political Science Teacher Preparation/Teacher Education of Political Science Teacher Views of Teachers 5. Critical Pedagogy, Inclusive and Democratic Classroom for Political Science Implications of Critical Pedagogy for Political Science Indigenous/Red Pedagogy Democratic Classroom Environment Encouraging Positive Adolescent Growth 6. Evaluation and Assessment in Political Science Meaning, Nature and Need of Evaluation Techniques of Evaluation in Social Science — Political Science Evaluation and Assessment Formative Assessment  • Summative Assessment Continuous and Comprehensive Evaluation (CCE) Assessment Modes • Self-Assessment  • Peer Assessment  • Learners’ Profile • Open Text book Assessment (OTBA) Annexure 1 Bibliography Children should be encouraged and given the space to make connections between what they learn inside as well as outside the school. Their experiences outside the school also help in honing their capacities, learning abilities, and expanding their knowledge base which further enhances the learning process.\n Political Science is a significant subject, which gives opportunity to the students to relate nation’s political system with that of what is written in theory. It enables them to become more active and responsible citizens. As we live in a diverse society, teaching-learning of Political Science helps students to understand that equality is a value and a right. It provides the opportunity to build in the students a critical and informed way of looking at their contemporary world.\n If, what the teacher teaches is completely divorced from the learner’s socio- cultural context then the learner is not able to relate with what is being taught and is thereby not able to understand properly. Learners recognize meanings from their socio cultural contexts, develop attitudes, begin to understand and interpret phenomena in their own ways,based on personal experiences.\n Dr. Pankaj Arora, Associate Professor, has been serving in the Department of Education [CIE], University of Delhi for 20 years now. Dr. Arora hasauthored numerous articles and presented research papers in various national and international conferences. He has to his credit three books—Sex Education in schools published in English, Hindi & Gujarati; Profiling the need of Sex and Safety Education: A Special case of working children;and Democratic Classroom: Need, Significance and Implications for Social Science.\n His areas of specialization include Pedagogy of Political Science, Adolescence Education, Social Science Education, Education,Youth and Democracy, Citizenship Education.\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Pedagogy_of_Political_Science____2_3.jpg
Education,M.Ed/B.Ed./DIET/ETT PEDAGOGY OF SCIENCE: at Secondary Level Baiju K Nath 9789386262813(HB) 9789386262820(HB) 2018 pp viii+216 295.00 850.00 Contents UNIT 1 Learner at Secondary Level - Psychological Considerations Chapter 1: Stages of Cognitive Development Cognitive Development — Important Considerations by Piaget; Four Stages of Cognitive Development; Cognitive Development — Implications to Class Room Learning; Vygotsky’s Postulates on Learner and Learning Chapter 2: Learner’s Characteristics Important Characteristics of Learners at Secondary Level; Unique Characteristics of Secondary Level Pupils — Early Adolescence; Exceptional Children; Learning Disabilities Chapter 3: Teaching the Learner Needs of the Learner; Selecting Suitable Teaching Strategies   UNIT 2 Planning for Teaching Science at Secondary Level Chapter 4: Long Term Planning and Unit Planning Long Term Planning Meaning; Components of a Long term Plan; Steps in Long Term Planning; Use of Long Term Planning; A Format of Long term Plan Unit Planning Meaning; Components of a Unit Plan; Structure of Unit Plan; Model Unit Plan Chapter 5: Lesson Planning Meaning; Components of a Lesson Plan; Steps in Lesson Planning; Lesson Plan — An Illustration   UNIT 3 Pedagogical Analysis of Secondary Level Science Chapter 6: Principles of Pedagogical Analysis Meaning; Principles of Pedagogical AnalysisChapter 7: Illustrations of Pedagogical Analysis Chemical Co-ordination in Plants; Environmental Pollution   UNIT 4 Instructional Strategies in Science Chapter 8: Concept Attainment Model Concept Attainment Model; Model of Teaching; Thinking Strategies; Application; Effects; Types of Concept Attainment Model Chapter 9: Advance Organizer Model Meaning; Types; Advance Organizer Model of Teaching; Application of the Model; Effects of the Model Chapter 10 : Biological Science Inquiry Model Meaning of Inquiry; How to Develop Inquiry Attitude;  Model of Teaching; Application of the Model; Effects of the Model Chapter 11 : Cognitive Growth Model Meaning of Cognitive Growth; Principles of Teaching; Model of Teaching Chapter 12: Group Investigation Model Meaning; Basic Concepts of Group Investigation; Model of Teaching; Application of the Model; Effects of the Model Chapter 13 : Mastery Learning Mastery Learning Strategy; Teaching Strategy; Steps in Mastery Learning; Illustration of Mastery Learning UNIT 5 Media and Materials for Teaching Science Chapter 14 : Laboratory Aims and Objectives of Science laboratory; Science Laboratory — Features; Designing Science Laboratory; Safety Precautions in a Science Laboratory; Management of Science Laboratory Chapter 15: Learning Aids Concept; Types of Learning Aids; Improvisation of Learning Aids; Effective Utilization of Learning Aids Chapter 16: Accessory Learning Aids Meaning; Science Museum; Herbarium; Aquarium; Terrarium; Green House Chapter 17 : Community Resources Concept of Community Resources; Major Community Resources; Scope of Community Resources in Teaching Science; Model Schedule to Utilise Community Resources Chapter 18: Extended Curricular Activities Meaning; Important Extended Curricular Activities; Science Club; Science Exhibition; Science Quiz; Field Trips; Science Projects Chapter 19: Resource Unit Components of Resource Unit; Steps in Developing a Resource Unit; Illustrative Model of a Resource Unit   UNIT 6 Strategies of Evaluation in Science Chapter 20 : Meaning of Evaluation Concept of Evaluation; Why Evaluation; What is to be Evaluated; How to Evaluate; Types of Tests; Minimum Levels of Learning; Internal Assessment Chapter 21: Test Construction Phases of Testing; Types of Test Items; Selection Type Item Formats; Planning for Testing; Preparing Test Question Paper Chapter 22: Self Reporting Techniques Concept; Inventories; Questionnaire; Opinionnaire; Check List Chapter 23 : Observational Techniques Observational Checklist; Rating Scales; Anecdotal Records; Situational Tests Chapter 24: Miscellaneous Techniques Analysis of Records and Documents; Interview; Illustrative Interview Schedule; Sociometry; Sociogram; Other Techniques Chapter 25: Case Study Concept of Case Study; Identification of a Case; Steps in a Case Study; Essentials Aspects of a Case Study; Case Study — An Illustration Chapter 26: Scoring and Grading Scoring Concept; Steps in Scoring; Planning for Scoring Grading Meaning; Bases of Grading; Procedure of Grading Chapter 27 : Diagnostic Testing and Remedial Teaching Diagnostic Testing Meaning of Diagnostic Testing; Planning and Developing a Diagnostic Test; Preparation of Diagnostic Chart and Diagnosing Weaknesses Remedial Teaching Meaning of Remedial Teaching; Organising Remedial Teaching Chapter 28: Self Evaluation Self Evaluation Concept; Purpose of Self Evaluation; Methods of Self Evaluation   UNIT 7 Classroom Management Chapter 29: Aspects of Class Room Management Meaning; Discipline and Classroom Management; Characteristics of Teacher and Classroom Management; Classroom Climate and Class room Management Chapter 30: Problems in Classroom Management Indiscipline — Meaning; Causes of Indiscipline; Overcoming the Causes of Indiscipline Chapter 31: Procedure of Classroom Management Guidelines for Better Classroom Management; Discipline Developing Activities; Criteria for Selecting Discipline Developing Activities   References   Science education has gained more significance in the present day context due the remarkable progress in the field of science and technology. Development of pedagogy hasalso been taking place along with these advancements.\n Latest vision on pedagogy directs learning as a continuous, comprehensive, and life long process. Secondary level is so crucial in the life of alearner as the future of any nation depend on the strength of educational foundation at secondary level. So as to ensure mastery learning of Science at secondary stage, this book provides in-depth knowledge with suitable examples and simple description the characteristics of a secondary level learner, basics of learning, planning for teaching learning process, instructional strategies for science,  tools and techniques for evaluation, classroom management etc. The book will be of immense use for pre-service and in-service teachers.\n Dr Baiju K Nathis associated with Department of Education, University of Calicut, Kerala. He has nearly 27 years teaching experience of Scienceat various levels — secondary, senior secondary, college of secondary teacher education and in the university department.He has to his credit 65 research papers in reputed international and national journals. His Ph.D., was on the in-service training of secondary level biology teachers.\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Pedagogy_of_Science.jpg
Economics,North-East India ROAD CONNECTIVITY AND DEVELOPMENT IN RURAL MIZORAM LIANHMINGTHANGA 9788193437971(HB) 2018 140 pages 0.00 750.00 Preface List of Tables and Figure List of Abbreviations Chapter 1: Introduction Overview Overview of Existing Literature Current Situation of Road Connectivity in India Need for the Study Rural Roads in Mizoram Methodology Chapter 2: Situational Profile of Connectivity in India Introduction Connectivity Infrastructure and Socio-Economic Development Across the States of India Road Connectivity Scenario in Mizoram Chapter 3: Existing Status of Rural Road Connectivity and Economic Development in Mizoram Introduction Classification of Villages Road Connectivity and Rural Development in Mizoram Chapter 4: Impact of Road Connectivity on Rural Development: An Empirical Analysis Introduction Testing the Difference in Performances Relationship Between Road Connectivity and Rural Development – A Regression Model 98   8 Road Connectivity and Development in Rural Mizoram Chapter 5: Conclusion Introduction General Trend of Road Connectivity and Economic Development Analytical Results of the Impact of Road Connectivity on Rural Development Conclusion and Recommendations Bibliography Index Connectivity, which includes communication networks, electric connections, health infrastructure, educational infrastructure, transport facilities, etc.,is one of the most important pre-requisite for an economy.Among them, roads areconsidered to be the most fundamental connectivity because of its affordability within the community. It can be stated as a key component ofdevelopment, especially for the rural areas.\n Mizoram is a land-locked state and so, road transport continues to be the principal means of communication for most community, business, and personal purposes.This book is a study of how investments in the construction of roads and its resultant connectivity influences the development of an economy, and what the pattern of relationship is between road connectivity and development, taking the villages of Mizoram as a case.The analysis was undertaken by adopting various road connectivity parameters which were tested against identified development variablesof demography, employment, agriculture development, and availability of social infrastructures. Itwas found that road connectivity do lead to development in several fields.Itmoves people away from unsustainable shifting cultivation to more sustainable agriculture practices like plantation and horticulture, and wet rice cultivation.Moreover, it has favourable effects on the demographic and employment patterns of the villagers. The book may be found useful by all the stakeholders in the subject. \n Lianhmingthanga(PhD in Economics) is presently associated with the Department of Economics, Mizoram University, Mizoram. He has published a number of research papers in several journals, and is involved in numerous research projects.\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Road_Connectivity.jpg
Education,M.Ed/B.Ed./DIET/ETT SKILL DEVELOPMENT IN INDIA: ASPIRATIONS AND ACHIEVEMENTS P. SATYANARAYANA 9789386262608(HB) 9789386262615(PB) 2018 pp vi+190 195.00 795.00 1. Introduction 2. Skill Development Ecosystem 3. Need to Re-engineer the Skill Ecosystem 4. Skills Structure 5. Skills Journey 6. National Skills Development Strategy 7. National Skill Development Mission 8. Vision for National Skill Development Initiative 9. National Policy for Skill Development—2015 10. Skill India to Go Far 11. Skill Assessment: Policy, Practice and Capacity 12. Skill Development for Unorganised Sector 13. CII Initiatives 14. A Common Framework for Skills Development 15. Demand and Supply Dynamics 16. Quality and Relevance 17. Equity and Access 18. Public-Private Partnership 19. Sector Skill Councils 20. Issues in Skill Development and Training 21. Skill Development Challenges 22. Chief Ministers on Skill Development 23. Training and Skills Development in the East Asian Newly Industrialised Countries 24. Engagement with Other Countries 25. International Context: Best Practices in Skill Development Appendix 1. Skill Development and Training Programmes of Central Government Appendix 2. Key Skill Development Schemes for Various Target Groups Appendix 3. Standardized Courses of Skill India Programme References Index ‘Skill’ and ‘Knowledge’ are the driving forces of economic growth and social development for any country. Skill India is an initiative of Indian Government, launched to empower the youth with skill sets which make them more employable and productive in their work environments.\n Skill India brings a lot of advantages and opportunities for young Indians. The skill ecosystem is seeing some great reforms and policy interventions and is reinvigorating and reenergizing the country’s workforce.\n National Policies on Skill Development aim at creating a workforce empowered with improved skills, knowledge and internationally reorganized qualification to gain access to decent employment and ensure India’s competitiveness in the dynamic Global Labour Market. They aim at increase in productivity of workforce both in the organized and the unorganized sectors, seeking increased participation of youth, women, and marginalised sections, and to synergise efforts of various sectors and reform the present systems.\n The success of a nation depends on the success of its youth and skill India is certain to bring a lot of advantage and opportunities for the young Indians.\n Dr. P. Satyanarayana is a senior distance educator. He was associated with the planning and founding of Dr. B. R.  Ambedkar Open University and Indira Gandhi National Open University. He worked as consultant to several distance teaching Institutions. He participated in many national and international seminars and conferences organized by COL, ICDE, AAOU, UGC, EADTU, AADE, IDEA. He widely travelled in Asia, America and Europe. He contributed to several journals on different dimensions of ODL. His English books include Distance Education: What? Why? How?; Distance Education: Origin, Growth and Development; and Open Universities: Modern Educational Innovations. His Telugu books in Political Science and Public Administration are used as reference works by Telugu medium UG and PG students. He is the founder President of Open Learning Promotion Society. Currently he is Overseas Educational Consultant to OKOS Communication Systems in USA.\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Skill_Development_of_India__A.jpg
Asia/International relations TAHRIR SQUARE MOVEMENT IN EGYPT: A PERSPECTIVE SUHITA SAHA 9789386262578 2018 pp 110 0.00 550.00 Preface Introduction History and Evolution of the Movement in Egypt Examining the Nature of Social Movement in the Context of Egypt Role of Social Media in the Uprising of Egypt Conclusion Bibliography Index The chain of protests in the Arab World has changed the socio-political scenario in this region from Tunisia to Syria. Egypt has always been an important factor in West Asian politics, starting from the Nasser era. When the chain of uprisingscaused Egypt to topple the regime led by Hosni Mubarak, it raised many pertinent issues about the nature of the movement with special reference to the role of media.\n This book seeks to study the nature of this movement in Egypt, and, in the process, also throws light on how the media and the idea of freedom have shaped this understanding.\n Suhita Saha was a researcher in MaulanaAbulKalam Azad Institute of Asian Studies (MAKAIAS), Kolkata. Her research interest lies in the field of West Asia, Security Studies, and International Relations.\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Tahrir_Square_Movement_in_Egypt___1_002.jpg
Education,M.Ed/B.Ed./DIET/ETT TEACHING OF COMMERCE RAINU GUPTA 9788175416062 (HB) 9788175416079(PB) 2018 viii+389 pp, 2nd Revised Ed., 2014 reprint 350.00 1400.00 Preface to the Second Revised Edition  iii 1.  Meaning, Nature and Scope of Commerce Introduction Meaning of Commerce Definitions of Commerce  Characteristics of Commerce Components of Commerce Nature of Commerce Scope of Commerce Limitations of Commerce 2.  Meaning, Nature and Scope of Business Studies and Accountancy Meaning of Business Studies Characteristics of Business Studies Classification of Business Activities Scope of Business Studies Meaning of Accountancy Definitions of Accounting Characteristics of Accounting Nature of Accountancy Scope of Accountancy Limitations of Accountancy 3.  Place of Commerce in Secondary School Curriculum 4.  Aims, Objectives and Values of  Teaching Commerce Aims of Teaching Objectives of Teaching Aims of Teaching Commerce Objectives of Teaching Commerce Objectives of Teaching Accountancy Objectives of Business Studies Importance of Accountancy Importance of Business Studies Values of Teaching Commerce 5.  Bloom’s Taxonomy of Objectives Cognitive Domain Affective Domain Psychomotor Domain 6.  Writing Instructional Objectives in Behavioural Terms Defining Objectives Writing Defined Objectives in Behavioural Terms 7.  Curriculum of Commerce Meaning of Curriculum Concepts Related to Curriculum Characteristics of Curriculum Difference between Syllabus and Curriculum Importance of Curriculum Bases of Curriculum Construction Development of Curriculum in Commerce Principles of Curriculum Construction Critical Appraisal of Curriculum of Commerce Suggestions for the Improvement of Curriculum 8.  Commerce Text Book Definitions Characteristics of Text Book Need and Importance Qualities of a Good Text Book Defects of Existing Text-Book of Commerce Criteria for the Evaluation of Text-Books Role of Library and Reference Books in Teaching of Commerce Changing Role of Libraries Contents of a Commerce Library 9.  Self Instructional Modules in Teaching Commerce Individualized Self Instructional Modules Forms of Individualized self Instruction Module Group Directed Self Instructional Modules Elements of Group Directed Instructions Procedure/Steps of Group Directed Self Instructions 10.  Self Instructional Material in Commerce Meaning of Instructional Material Need and Importance of Instructional Material Criterion for the selection of Effective Instructional Material Difficulties and Problems in the use of Instructional Material Classification of Instructional Material Projected Material Non-projected Material Use of Various Instructional Materials in Teaching and Learning of Commerce Films Television Computers Chart Graphs Model Tables Original Material Internet 11.  Instructional Strategies and Methods of Teaching Commerce Instructional Strategy Importance of Instructional Strategies Instructional Method Difference between Instructional Strategy and Method Classification of Methods Discussion Method Project method Problem  solving  method Socialized Recitation Method Supervised Study Method Lecture Method Lecture Cum Discussion Method Role Playing Method Selection of a Good Method / Strategy 12.  Specific Approaches of Teaching Book-keeping Principles of Teaching Book-keeping Instructional Objectives of Book-keeping Approaches of Teaching Book-keeping 13.  Skills in Teaching Commerce Classification of Skills Skill of Reinforcement Skill of Probing Questions Skill of Explaining Skill of Illustration With Examples Skill of Stimulus Variation Skill of Classroom Management 14.  Commerce Teacher Qualities of a Commerce Teacher Role of the Teacher in Teaching Commerce 15.  Co-Curricular Activities Objectives of Co-curricular Activities Type of Co-curricular Activities Principles Underlying Organisation of Co-Curricular Activities Need and Importance of Co-curricular Activities Role and Organisation of Some Co-curricular Activities in Teaching of Commerce Commerce Club Debate Field Trips or Excursion 16.  Evaluation in Commerce Meaning of Evaluation Definition Characteristics of Evaluation Objectives/Purposes of Evaluation in Commerce Need and Importance of Evaluation Methods of Evaluation Types of Evaluation Tools and Techniques of Evaluation Quantitative Techniques 1. Essay Type Tests 2. Objective Type Test 3. Short Answer Type Test Qualitative Techniques 1. Observation 2. Diagnostic Test 3. Cumulative Records 17.  Achievement Test Definition Characteristics of Achievement Test Purposes of Achievement Test Uses of Achievement Test Scope/Areas of Achievement Tests Types of Achievement Test Difference Between Standardised and Teacher Made Achievement Test Construction/Preparation of Achievement Tests Coverage of Assessment Objectives Coverage of Prescribed Syllabus Pre-requisites of a Question Paper Time to be Allowed for  Answering Questions Allotment of Marks to Question Paper and Questions within a Test Developing the Design of an Achievement Test Editing or Formatting of the Achievement Test Examples of Achievement Test 18.  Item Analysis Meaning of Item Analysis Purpose or Need of Item Analysis Methods of Item Analysis Relation between Difficulty Level and Discrimination Power of an Item Factors Influencing the Discrimination Power and Difficulty Level Criteria for Item Selection and Rejection Problems of Item Analysis 19.  Unit-Test Meaning of Unit Test Construction of a Unit-test Preparation of Blue-print Preparation of Questions Editing of Questions Consolidation of Questions or Final Drafting Preparation of Marking Scheme Writing Instructions for Examinees 20.  Content and Its Pedagogical Analysis Aspects of Pedagogical Analysis Utility of Pedagogical Analysis for Commerce Teachers Definition Types of Banks Double Entry System 21.  Lesson-Planning Importance\Merits\Advantages of Lesson Planning Precautions while Preparing the Lesson-Plan Types of Lesson Procedure in Planning the Lesson Approaches to Lesson Planning Bibliography Commerce is an important subject in this ever increasing competitive world. And if its teaching-learning is dynamic, the growth of nation may be faster. The book is essentially learner oriented and makes a comprehensive and critical exposition of all facets of teaching commerce. It offers practical suggestions for making the teaching learning process effective, inspirational and interesting. It is hoped that this book should be of considerable interest to the teachers, teacher educators and curriculum planners.\n Dr Rainu Gupta started her career as a lecturer in M.D.S.D. Girls College, Ambala City in 1979 and thereafter worked in different institutions, and presently teaching at Hindu College of Education, Sonepat, Haryana. She has been guiding research scholars in education for several years and has published many research papers and books on education.\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/000407.jpg
Human Rights,Journalism, TELEVISION ADVERTISING ETHICS AND HUMAN RIGHTS JUHI P. PATHAK 9789386262714 2018 pp xii+168 0.00 900.00 Preface, Acknowledgement I. Concept and History of Advertising II. Advertising Ethics: An Overview III. Advertising Vis-A-Vis Child Rights: Advertisements through Unclad Babies IV. Advertising Vis-A-Vis Right to Privacy of Women: Portrayal of Child Delivery V. Advertising Vis-A-Vis Human Rights: Lasciviousness VI. Advertising Vis-A-Vis Human Rights: Colour Discrimination VII. Peace and Communal Harmony: Advertising Vis-A-Vis Human Rights VIII. Portrayal of Peace and Harmony Between Nations: Advertising Vis-A-Vis Human Rights IX. Advertising Vis-A-Vis LGBT’s Human Rights X. Conclusion Annexures I. The Code for Self-Regulation in Advertising II. Details of IPC Sections 153A, 295 & 295A III. Programme and Advertising Codes IV. List of Laws, Rules and Regulations that Deal with Advertisements Bibliography Websites   ‘Ethics in Television advertising’ as well as ‘Human Rights’ are both the most talked about topics of the present day. This book deals with the various areas of human rights in context of TV advertisements thereby exposing the lacunae in Indian legal system that fails to comprehensively cater to the ethical aspects of Indian Television Advertising scenario.\n The book reflects both the positive (ethical) and negative (unethical) portrayals of important issues relating to human rights concentrating on areas of child rights, privacy of women, portrayal of lasciviousness, LGBT, colour discrimination as well as peace and communal harmony.\n This study is timely; as the society needs to be made aware of the influence of television advertisements, both ethical and unethical on them. It is about time that an attempt be made to evaluate the social implications of inappropriate television advertisements. The book caters to the need of the hour of conducting a study that can define what advertising ethics is and to define the ethical boundaries of the advertisers. The book reiterates the fact that ‘the ethical area is the only area of liberty’. The book may be found useful by students, researchers and scholars in the field of journalism and advertising as well as corporate world and policy-makers.  \n Dr. Juhi P. Pathak (1989), a Ph.D from Gauhati University, Assam, is an Assistant Professor in Amity School of Communication, Amity University, Mumbai. She is a graduate from SIES, University of Mumbai, Mumbai and Post-graduate from Institute for Media Management and Communication Studies, New Delhi.\n Before joining Amity University (Mumbai) in September 2017, she taught at Amity University (Noida), Gauhati University (GU) and IDOL (GU).\n Dr. Pathak has to her credit a book, ‘Introduction to Media Laws and Ethics’ (Shipra Publications, 2014) which earned her the title of ‘Youngest Textbook Author in Legal Subject’ (Age 24) by the World Records (India).\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Television_Advertising_Ethics_and_Human_Rights___OK.jpg
Political Science,History/Culture THE INDUS CIVILISATION AND LATER Madhusudan Mishra 9788175418905 2018 pp 120 0.00 750.00 Preface 1. Introduction 2. The Biology and Psychology of the Human Speech 3. The Field Symbols of the Indus Texts 4. Two-Pronged Result of an Endeavour 5. The Purpose Behind the Indus Texts 6. Linguistic Archaeology 7. Winding of Straws 8. Sheep Breeding 9. A Water-Channel for Irrigation 10. The Fertilising Waters 11. In a Dental Clinic 12. Dadhikra ‘The Divine Horse’ 13. The Old Age 14. The Pre-Vedic vanad ‘fire’ and ram ‘ash’ 15. A Canal 16. The Sky is Qualified by the Sound 17. Fruits from the Garden 18. A Hole on the Wall – A Symbolic Statement 19. sas ‘to be lazy’ 20. aha ‘said’ 21. The Sign for Cha 22. saks ‘to be strong’ 23. The Milk is Hygienic 24. And Smell Through Nose 25. gha na 26. Text no. 1623/2847 27. The Earliest Text Reinterpreted 28. The Seven Rivers of the Punjab 29. Some Sacrificial Formulas 30. The acc. pl. gas 31. From the Indus Valley to Europe 32. The Rgveda X-106 33. Origins of Speech (RV 10,71) 34. The Words of the Indus Culture in the Atharvaveda 35. Nistha 36. Epilogue     SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/indus_civilisation.jpg
Political Science UNDERSTANDING INDIAN POLITICS C.P. BHAMBHRI 9789386262868(HB) 9789386262875(PB) 2018 276pp    800.00 1800.00   Preface Acknowledgements PART I 1. Jawaharlal Nehru: The Foundational Phase 2. Indira Gandhi: The Consolidational Phase 3. Congress: Rajiv Gandhi 4. V.P. Singh: Messiah of Mandal Politics 5. P.V. Narasimha Rao 6. Atal Bihari Vajpayee 7. The United Progressive Alliance Government: 2004-2009 8. Congress Coalition and Government: 2009-2014 9. Anna Hazare’s Movement 10. Modi Government PART II 11. Explaining Indian State: 1947-2017 12. Imperialism-led Globalization 13. Explaining Coalition Politics 14. Explaining Bharatiya Janata Party and Hindutva Index  The focus of this book is to describe all major political developments of India of the last seventy years and the narrative of politics has been around Prime Ministers beginning with Jawaharlal Nehru [1947-1964] to Narendra Modi [2014-]. The specificity of this volume is to understand politics by keeping in sharp focus “continuities and changes” during seventy years of Independent India. Explanations have been attempted to understand special developments in Indian politics like globalization, Hindutva and coalition governments.\n C P Bhambhri, currently ‘Distinguished Scholar’ of Jawaharlal Nehru University, New Delhi, has been Professor and Dean of the School of Social Sciences. He also has been a Visiting Professor to McGill University, Canada and Dar-Es-Salaam University, Tanzania. He is a prolific writer who has published in international and national academic professional Journals and has also intervened through newspapers articles. He has to his credit more than thirty books.\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Understanding_Indian_Politics___Final_1.jpg
Education,M.Ed/B.Ed./DIET/ETT Vidhyalaya Netritv Avm Prabandhan Suman Lata, H.L. Khatri 9789386262981(HB) 9789386262998(PB) 2018 160.00 750.00  विद्यालय संगठन, विद्यालय प्रबन्धन, समग्र गुणवत्ता प्रबन्ध, विद्यालय शिक्षा का प्रबन्धन, संघर्ष प्रबन्धन, तनाव प्रबन्धन, समय प्रबन्धन, वृतिक आचार संहिता, जवाबदेही, कक्षा प्रबन्धन, अनुशासन, नेतृत्व, दल गठन, सम्प्रेषण, संस्थागत योजना, विभिन्न गतिविधियों का नियोजन, विद्यालय सूचना प्रबन्धन प्रणाली, विद्यालय प्रबन्ध समिति, समुदाय-सहभागिता, सन्दर्भ, अभ्यास प्रश्न SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Vidhyalaya_Netratav_avm_Prabandhan___3.jpg
Education,Journalism WOMEN, YOUTH AND MEDIA TODAY T. Gopinath, Sindhu K.K (Ed.) 9789386262950(HB) 9789386262974(PB) 2018 pp 151 350.00 995.00 Preface Acknowledgements Introduction SECTION I Gender and Media Gender Perspective of Media: Analytical Study Vasudhaa Sridharan and S. Sasikala Way and Style of Life of Women Projected in Media Aarshi Jahan Changing Paradigms—Harbingers of Change: Studying the Gender Issue Through select Hindi Films Runoo Ravi Portrayal of Women in Media: Especially in Advertisements—A Study T. Murugavel Wounded Women and Disfigured Earth: An Eco-feministic Study of the Novel by Bama: Sangati R. Dharani Gendered Democracy of Feminine Liberation in Mesgun Zerai’s Play: A Village Dream Prafull D. Kulkarni Gender Construct in History of Cinema T. Gopinath, Sindhu K. K and Gopikala K Portrayal of Women Sex Workers in Hindi Cinema Preeti Marketing Motherhood: An Evolutionary Analysis of Mother Image in Television Advertisements Jithu T V SECTION II Social Networking: New Medium for Women Empowerment Removing Taboos and Roadblocks but Many More Miles to Go: Social Media and Women Empowerment Oliver Thomas Information Communication Technology and Women Empowerment Beulah Rachel Rajarathnamani Social Media—New Medium of Women’s Voice and Empowerment Ayesha Uzma and Sudeshna Mukherjee Social Media in Empowering Women Debarati Dhar SECTION III Contemporary Experiences of Youth in Mass Media Betraying Youth with Beauty Portrayals: Role of Advertisements Sathya. P Impact of Media on Youth Culture G. Natarajan Challenges Posed by Video Gaming I. Arul Aram and N. Bhuvana Media and Youth Health S. Valarmathi Priyaa Glorifying Suicides in Media R. Kannamma Possibilities of Transgression and Reproduction of Patriarchy in Social Media: An Interpretative Study among Selected Girls of Kerala and their Face book Pages Roopa Hari and R. Kumaran Contributors Index This book is an experience of analyzing the relationship between gender and media with special reference to women and youth. Gender is a social construct and media plays a vital role in it. As such, this book focuses on the three dimensions—women, youth and media in terms of pushing and pulling factors for promotion of gender equality. It portrays the impact of media upon level of participation, influence over women and their status.\n The media are undoubtedly omnipresent in the lives of contemporary youth who are dynamic in nature and ICT offers them a whole wide experience and knowledge. However, this book also expresses the other side of the coin, media and its disadvantages such as inappropriate contents information overload etc. It concludes saying that it is important to acknowledge the positives and drawbacks of media. This compendium of papers, contributed by scholars from various fields of expertise, may be found useful by all the stakeholders in these subjects.\n Dr. T. Gopinath, Assistant Professor and Head, Department of Gender Studies, Rajiv Gandhi National Institute of Youth Development (RGNIYD), Sriperumbudur, has a teaching experience of more than a decade. He has conducted several research studies in the field of Youth Development. Further he has developed training manuals on Youth in Social Harmony and National Unity, Youth for Gender Equality, Youth and Health. He has conducted number of Training Programmes across the country, and programmes with SAARC, CIRDAP, CYP etc. Dr. Gopinath has been guiding Ph.D Research Scholars along with Teaching and Training programmes at RGNIYD. Also he serves as Public Relation Officer at RGNIYD.\n Sindhu K.K is a Research Scholar, specialized in Life Skills Education, from Rajiv Gandhi National Institute of Youth Development, Sriperumbudur. Her experiences from field visits, research works, and interaction with stake holders and experts have helped her to imbibe knowledge and triggered her as budding writer starting with few articles and research papers. She had attended/presented several research papers in both national and international seminars and conferences. \n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/WOMEN_YOUTH_and_MEDIA_TODAY__Final_HB.jpg
Education,M.Ed/B.Ed./DIET/ETT BASIC IDEAS IN EDUCATIONAL PSYCHOLOGY J.C. AGGARWAL 9788175418837(HB) 9788175418844(PB) 2017 impression xii + 239 pp  295.00 1250.00 Meaning, Scope and Significance of Educational Psychology. General Ptrinciples of Growth and Development Growth Curve. Characteristics of Adolescence. Present Society : Problems, Worries, Anxieties of and Fears of Adolescence. Interests, Goals and Values of Indian Adolescents. Developmental Tasks of Adolescence and their Implications. Guidance and Counselling for Proper Development of Adolescent’s Personality. Learning Concept and Process : Primary and Concomitant Learning. Domains of Learning, their Characteristics and Educational Implications. Behaviouristic, Cognitive and Humanistic Perspectives to Learning Process. Factors Affecting Learning: Individual Differences. Social Factors Affecting Learning.School Factors Affecting Learning. Exceptional Children:Educational Provisions. Curriculum, Methods of Teaching and Assessment. Education of Physically Handicapped Children. Measurement, Evaluation and Assessment. Types of Evaluation. Tools for Evaluation. Characteristics of a Good Tool of Evaluation. Standardized Tests and Teacher – Made Tests. Construction of Achievement Tests. Elementary Concepts on Averages, Deviations, Normal , Distribution and Correlation. Statistical Analysis : Tabulation and Graphical Presentations of Scores. Uses and Calculation of Mean, Median, Percentiles and Standard Deviation. Appendix. Book attempts to provide a meaningful explanation of issues, like why to study educational psychology?, what is its utility to the prospective as well as in-service teachers?, what is its role in making education child oriented? All these issues are explained by incorporating the views of great educational psychologists in a simple way.\n J C Aggarwal, a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration has written extensively on Education, History and contemporary affairs. Before joining Delhi Administration, he taught in a Postgraduate Teacher Training College. His recent publications : Basic Ideas in Education, Modern Indian Education: History, Development, and Problems: Educational Reforms in India – for the 21st century.\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Basic_Ideas_in_Educational_Psychology___3.jpg
Political Science COALITION POLITICS IN INDIA C.P. BHAMBHRI 9788175415393 2017 impression 188+viiipp 0.00 795.00 The Congress-led coalition government at the Centre has tried to grapple with extremely complex domestic and foreign policy questions. The first task of the Congress-led coalition was to keep government-in-power by winning over the consent and approval of its multiple and diverse coalitional partners. Its second task was to handle difficult foreign policy issues with the United States of America especially with reference to Nuclear-Deal for peaceful energy purposes. The coalition government was involved in a great struggle to build domestic national consensus on India-United States relationship in general and on Nuclear Deal in particular. Third, the coalition government was engaged in continuous negotiations with state governments and regional parties for pushing all-India programmes without disturbing delicate centre-state relations in a federal system. This study is focused on the description of multiple issues faced by coalition government-in-power at the centre and many questions about the actual functioning of parties, institutions and actual role of leaders of coalition have been raised and answered.\n C P Bhambhri, currently 'Distiguished Scholar' of Jawaharlal Nehru University, New Delhi, has been Professor and Dean of the School of Social Sciences. He also has been a Visiting Professor to McGill University, Canada and Dar-Es-Salaam University, Tanzania. He is a prolific writer who has published in international and national academic professional Journals and has also intervened through newspapers articles.\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/COALITION_POLITICS.jpg
Education,M.Ed/B.Ed./DIET/ETT EDUCATION IN THE EMERGING INDIAN SOCIETY J.C. AGGARWAL 9788175414150(HB) 9789386262196(PB) 2017 impression 472+xiv, rev. ed., 2013 reprint 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 http://www.shiprapublication.com/images/book/thumbimgs/000339.jpg
Political Science HINDUTVA: A CHALLENGE TO MULTI-CULTURAL DEMOCRACY* C.P. BHAMBHRI 8175411376 2017 impression pp viii+200 0.00 795.00 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 http://www.shiprapublication.com/images/book/thumbimgs/000138_1.jpg
Journalism INTRODUCTION TO MEDIA LAWS AND ETHICS JUHI P. PATHAK 9788175417519(HB) 9788175417526(PB) 2017 impression 312pp 350.00 995.00 Preface  Acknowledgements  Unit 1: Constitutional Provisions,Press Freedom and Law History of Press Laws in the Pre and Post-Independence India Pre-Independence Period; Post-Independence Period; Media Laws of the UK and USA; Conclusion Fundamental Rights and Duties Necessity of Fundamental Rights; Characteristics of Fundamental Rights; Classification; Limitations of the Fundamental Rights; Importance of Fundamental Rights; Amendment of the Fundamental Rights Freedom of Speech and Expression and the Freedom of Press Development of Meaning of the Freedom of the Press; Need for Freedom of the Press; Freedom of Press in India; Judgements that Reinforced the Freedom of Press; Contents of the Freedom of the Press; The Freedom of Press vs Defamation; The Freedom of Press vs Right to Privacy; The Freedom of Press vs Right to Fair Trial; Extra Legal Restraint Directive Principles of State Policy Meaning and Objectives of the Directive Principles of the State Policy; Differences between Fundamental Rights and Directive Principles; The Directive Principles of State Policy; Constitutional Significance of the Directive Principles of State Policy; Criticism Emergency Provisions and their Effect on Press Freedom National Emergency; Emergency due to Breakdown of the Constitutional Machinery in a State; Financial Emergency; Emergency Provisions and its Effect on Freedom of the Press; Conclusion Amendment of the Constitution Amending Process of the Indian Constitution Public Interest Litigation Contempt of Court Pre-Independence Law; The Promise of the Constitution; Constitutionality of the Act; Principles Common in Article 129 and Article 215; Media and the Contempt of Court; Case Studies; ‘Truth’ as Defence; Debate on Contentious Issue of Contempt of Court; Conclusion Official Secrets Act, 1923 Preamble of the Act; Salient Features of the Act; Case Studies; Court Redefines ‘Official Secret’, Relief to Scribe; Official Secrets Act vs Right to Information; Conclusion Right to Information (RTI) Introduction; History of RTI in India; Salient Features of the Act; Conclusion Right to Privacy Media and the Right to Privacy; Case Studies; The Right to Privacy and Norms of Journalistic Conduct; The Right to Privacy and Freedom of Speech and Expression; Conclusion Unit 2: Media Laws Civil and Criminal Law of Defamation Introduction; The Criminal Law of Defamation Indian Penal Code, 1860 (Sections 124A, 153A, 153B, 292, 293) History of the Indian Penal Code; Constitutionality of Section 124A; Case Studies; Criticism of the Indian Penal Code Criminal Procedure Code, 1973 (Sections 93, 95, 96, 108, 144,196, 327) History of the Criminal Procedure Code 1973; Case Studies; From Liquor Shops to BPOs; Riotous Situations Intellectual Property Rights Intellectual Property; Significance of Intellectual Property Rights; Indian Laws on Intellectual Property Rights; Ethics of IPR Copyright Act, 1957 Scope; Salient Features of the Act; Conclusion Unit 3: Electronic Media Laws Prasar Bharati Act, 1990 Historical Background; The Prasar Bharati Act, 1990; Salient Features of the Act; Aftermath of the Act Cable TV Network Regulation Act, 1995 Statement of Objects and Reasons; Salient Features of the Act; Present Scenario The Cinematography Act, 1952 Historical Background; Salient Features of the Act; Conclusion Information Technology Act, 2000 Salient Features of the IT Act, 2000; Penalties and Adjudication; Conclusion Convergence Laws Main Objectives; Demerits Unit 4: Media Councils and Commissions Press Commissions First Press Commission; The Second Press Commission; Recommendations The Press Council/Media Council The Press Council of India; Press Council of 1979 Working Journalists and Other Newspaper Employees(Conditions of Service) and Miscellaneous Provisions Act,1955 Introduction; Salient Features of the Act; IJU’S Demands to Amend the Working Journalist Act Unit 5: Media Codes and Ethics Advertising Standards Council of India (ASCI) The Code for Self-Regulation in Advertising Purpose; Declaration of Fundamental Principles; Responsibility for the Observance of this Code; The Code and the Law; Definitions; Standards of Conduct; Conclusion Parliamentary PrivilegesArticle 105, 193, 194 and 361A of Constitution Guidelines for Parliamentary Coverage(Geeta Mukherjee Committee’s Report) Coverage of Parliament in All India Radio and Doordarshan Broadcast; Guidelines for Coverage of Parliamentary Proceedings by Air and Doordarshan; Sansad Samachar and Today in Parliament; Norms for Coverage of Today in Parliament and Sansad Samachar; Coverage of Parliamentary Proceedings over Doordarshan Air Code for Election Coverage Guidelines for Covereage of Elections by Akashvani and Doordarshan; Coverage of News and General Information Doordarshan Commercial Code Code for Commercial Advertising on Doordarshan; Introduction; The Code; Procedure for the Enforcement of the Code; Conclusion Press Council of India’s Norms of Journalistic Conduct Norms of Journalistic Conduct (Edition 2005); Principles and Ethics Unit 6: Sting Operation and Ethics Sting Operation Introduction; Laws Governing Sting Operation; Admissibility of the Tapes of Sting Operation admissible as Evidence in a Court of Law; Laws in Other Countries regarding Sting Operations; Undercover Journalism; To sting or not to sting?; The Significance of Sting Operations; The Hazards of Sting Operations; Journalist’s Views on the Ethics of Sting Operations; Court Judgments on Sting Operations; Judiciary Validates Sting Operations; Disadvantages of the Validity of Sting Operations Code of Ethics on Sting Operations Press Council of India – Norms of Journalistic Conduct; News Broadcasters Association; Sting Operations and Ethics—Some Opinions; Conclusion   Bibliography Index   Media Laws are not a set of laws that are applied only in the field of media. These laws are nothing but the ordinary legislations of our country, India but their application in the profession of journalism gives them the unique identity as ‘Media Laws’. This book provides an insight to the important legal and ethical aspects that a journalist, media professional or a student of journalism is ought to know. It tries to provide its readers with a lucid explanation of our complicated laws and further grasps their attention with relevant examples and arguments. The book not only comprehensively deals with the salient features of each legal or ethical aspect but also compares it with other supplementary, complimentary or contradictory laws, including Sting Operation, thereby questioning its validity and importance in the present context.\n Dr. Juhi P. Pathak (b. 1989), a graduate from SIES, University of Mumbai, Mumbai and Post-graduate from Institute for Media Management and Communication Studies, New Delhi, has received various awards and certificates of merit from various educational institutions for her academic excellence. She has presented research papers in various national conferences; and her articles have been published in national and international journals and books. Presently, she is teaching 'Media Laws and Ethics' and 'Journalism' in the M.A. in Mass Communication programme in the Department of Communication and Journalism and also in the Institute of Distance and Open Learning, Gauhati University. \n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/9788175417519.jpg
Education,M.Ed/B.Ed./DIET/ETT,Social Work MAPAN ANKLAN EVAM MULYANKAN: MEASUREMENT/ASSESMENT AND EVALUATION HANSRAJ PAL, MANJULATA SHARMA 9788175414389(HB) 9788175414617 (PB) 2017 impression viii+246 pp 195.00 850.00 SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/000382.jpg
Education,M.Ed/B.Ed./DIET/ETT MICRO TEACHING: TECHNIQUE AND PRACTICE JESSIE S. MODI 9788175415362(HB) 9788175415379(PB) 2017 impression 164pp 240.00 850.00 preface AknowIedements 1. Micro-teaching Meaning and Concept Phases of Microteaching Process/Steps of Microteaching Preparing the Class to Use Microteaching Selecting the Unit, Teaching and Feedback Teaching in a Regular Class/Regular Period Advantages Disadvantage 2. Teaching Skills Meaning and its Importance in Teaching Different Teaching Skills Components of the Skills 3. Review of Related Literature 4. Planning Micro-lessons for Micro-teaching Planning a Micro-lesson Objectives 5. Questioning Skill Planning micro-lessons (Teaching Process Plan) for Microteaching Marking and Feedback Feedback and Implications Re-planning and Re-teaching Marking and Re-feedback Discussion and Implications of each marking and Re-feedback Implication for Teacher, class of student teachers 6. Activity Planning A Micro-lesson for the skills based on 1. Explanation Skill 2. Audio-visual aids Skill 3. Stimulus Variation Skill 4. Reinforcement Skill References   SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/000420.jpg
Religion & Philosophy ALL ABOUT SPIRITUALITY: PRACTICAL WAY FOR SELF REALISATION ASHOK TYAGI 9789386262257(HB) 9789386262264(PB) 2017 pp. xii+426 650.00 1600.00 Preface                                                                                                                Introduction Part I Happiness: The Most Plausible Human Desire Background Happiness: The Default Setting for Every Human Happiness can’t be Bought or Acquired; Happiness as a Roadblock to Creativity; Understanding Real Happiness; Levels of Happiness; Transient vs Enduring Happiness; Happiness and Misconceptions Peace and Tranquility: Foundation for Happiness Understanding Internal Peace; Impact of Peace on Thoughts; Plight of Modern Day Karma Yogis Ashta Aishwarya Personal Achievements; Obtaining Right Wisdom and Knowledge /35; Wellbeing of Spouse, Children, and Immediate Family; Sound Physical and Mental Health; Money and Material Wealth; Company of Real Friends; Security, Safety, and Freedom; Pursuing Passions; Important Takeaways Decoding Critical Quotients and their Link to Happiness Physical Intelligence (PQ); Intellectual Quotient (IQ); Emotional Intelligence (EQ); Spiritual Intelligence (SQ); Conclusion Emotions — Unique Interrelation of Body and Mind Emotions Explained; Working of Emotions; Emotions and Medical Solutions; Comments on Major Emotions Contemporary Tools for a Fulfilled Life Contemporary Tools; Training the Mind before Regulating its Working; Restrain Selfish Motives; Access Your Compassion and Gentleness; Holding on Morality and Ethics with Rock solid Firmness; Investing Energy in Relationships, Duties and Purpose; Simplifying Life by Shunning Complications Ancient Indian Tools for a Fulfilled Life Ancient Indian System being more than Hindu, Buddhist or Jain Systems; Ancient Social Structures Designed for Fulfillment;  Life Divided in Four Stages – Ashram Vyavastha; Society Divided in Four Classes – Varna Vyavastha; Life Dedicated for Four Aims – Purushartha      Human Happiness and Role Play by Religions Exploring Real Purpose of Life Modern-day Dilemma and Aim of Human Life; Seeing through the Immediate; Overcoming Fear of Death; True Realization of Real Purpose of Life Part II Developing Understanding of Spirituality Spirituality, General Understanding When is Someone Ready for the Spiritual Quest?; Laying the Foundation for Spiritual Seeking; When to Initiate Spiritual Seeking Spirituality v/s Common Concepts in Life Spirituality vis-à-vis Religions; Spirituality vis-à-vis Morality and Ethics; Spirituality vis-à-vis Materialism; Spirituality vis-à-vis Sex; Spirituality vis-à-vis Career or Occupation; Spirituality vis-à-vis Family Life; Spirituality vis-à-vis Physical Health; Spirituality vis-à-vis Pains and Pleasures; Spirituality vis-à-vis Sciences; Spirituality vis-à-vis Self-improvement; Spirituality vis-à-vis Popular Yoga; Conclusions from Comparisons Interpreting Signs of Spiritual Awakening The Need for Seeking being the Real Call of the Day Part III Spiritual Evolution and Practice Stages of Pre-Spiritual Evolution Pre Contemplation; Serious Contemplation; Initiating Preparations; Action Initiation; Operational Stage; Initial Success Spirituality vis-à-vis Traditional Concepts Religions and Spirituality; Buddhist Spirituality; Christian Spirituality; Islamic Spirituality; Hinduism and Spirituality; Quintessential Spirituality being the Essence of Hinduism; Devotion and Spirituality Samkhya: The Philosophical Connect ofSpirituality                                                                                                  Yoga: The Science of Practising SpiritualityY The Raja Yoga; Yoga and Spirituality Meditation: The Art of Practising Spirituality Meditation and Its Modern Uses; Meditation: What it is Not; Preparing the Mind for Proper Meditation; Techniques for Practising Meditation; Practical Tips for Effective Meditation Part IV Understanding Self before Self Realisation Understanding Self: The Foundation for Spirituality Definitions of Self; Classifying Self; Physical and Mental Self (Ego); Observing or Witnessing Self; Role of Human Mind as Only Instrument; Barriers to Self-awareness; Practising Self-Awareness; Steps Suggested for Sharpening Self-awareness; Practical Tips for Enhancing Self-awareness; Emotions and Rational Minds – Part of Awareness Finding Real Truth Using Self-awareness Clear Truth Necessitating Clear Eye and Willing Mind; How to Move Away from Ready-made Truth; Relative Truth or Absolute Truth; Difference between Guided and Self-explored Truth; Role of Scriptures in Seeking Truth; Finding Truth – Fighting Your Fire, Alone; Practical Tools for Seeking Truth Tools for Spiritual Practice “Dama” – Self Restraint; “Dana” – Self Sacrifice; “Daya” – Compassion for All; “Aacharan” – Cementing Ethical and Moral Behaviour; “Samvedna” – Empathy Practising Practical Spirituality Spending Time in Solitude; Focus on Breath; Daily Sadhana; Practising Yoga, Pranayam and other Absorbing Activities; Reading… but with Patience, Attention and Gratitude ; Aligning with Interest Groups; Stepping out of the Comfort Zones; Practising Renunciation, the Art of Willful Sacrifice; Invigorating ‘Sankalpa’, Determined Willpower; Purifying Ethical and Moral Self; Getting Habitual of Sinking all Known Systems/Methods; Ending Duality of ‘Observer’ and ‘Observed’; Stopping Passing Judgement on Every Issue; Going Beyond Others Tell, Write or Speak; Accepting Realities of Life; Suspending Mourning the Past or Restlessness for Future; Discontinuing Comparisons with All Others; Listening More and Speaking Less; Relying Only on Self-Experienced Truth  Spiritual Realization Stages of Spiritual Realization; Majority of Populace Happily Ignorant; Stages of Spiritual Realisation The Theoritical Aspects of Self-Realization Soul’s Surrender, the Key for Traditional Self-realization; Traditions of Self-realization; “Nirvana”, the Buddhist Self-realization; “Moksha”, the Vedic Self-realization Understanding Real and Practical Self-realization Fallacy in Traditional Approach to Self-realization; True Realization being Similar to Death Annexure: Questions and Answers Bibliography Index Each one of us desires and works hard to lead a happy and blissful life. Happiness is quintessentially to be learned and earned the right way with own efforts without dependence on external world of objects and people.\n At later stage in life, however, the very desire shifts for something substantial, the essence of humanity, the seeking of Spirituality. Interestingly most of the modern day people wish salvation and bliss without letting go all they have got. On the contrary, world of attachments and Spirituality are diametrically opposite to each other. The perfect roadmap, clear purpose and right tools help navigate through the thin dividing line. Since it is like travelling through an unknown path less travelled, tons of commitment and practice become essential.\n One is to learn multiple practices and methods available besides unlearning many things existing. The journey involves enhancing self-awareness, seeking self-realized truth and striving hard to enhance fundamental human virtues like morality, ethics, compassion and empathy. Both Yoga and Meditation need be mastered for continuing right practicing over years and years.\n This book addresses the hurdles involved and provides a practical path in a hand holding manner. It provides a new perspective on Spirituality sans traditional philosophies and explanations. It is a travelogue for every curious and genuine seeker who refuses to settle for a life filled with ignorance about self, others and this visual world.\n 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 http://www.shiprapublication.com/images/book/thumbimgs/all_about_spirituality.jpg
Education,M.Ed/B.Ed./DIET/ETT ASSESSMENT OF LEARNING S.K. MANGAL, SHUBHRA MANGAL 9789386262356(HB) 9789386262363(PB) 2017 x+150pp 160.00 650.00 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 http://www.shiprapublication.com/images/book/thumbimgs/Assessment_of_Learning___SHIPRA.jpg
Education,M.Ed/B.Ed./DIET/ETT,Social Work BAL VIKAS SUMAN LATA, H.L. KHATRI 9789386262332(HB) 9789386262349(PB) 2017 230pp 180.00 750.00 SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Baal_Vikas___Final_HB.jpg
Education,M.Ed/B.Ed./DIET/ETT BEING AN EFFECTIVE TEACHER: ROLE OF PSYCHOLOGICAL DIMENSIONS KAMALPREET KAUR TOOR 9789386262097(HB) 9789386262103(PB) 2017 pp xiv+178 250.00 1250.00 This book deals with psychological dimensionality of teacher effectiveness in terms of intellectual and creative attributes i.e. general intelligence, social intelligence, emotional intelligence and creativity of secondary school teachers. Human characteristics of the teacher’s emotional and creative skills play a significant role in being an effective teacher. In order to achieve high goals and expectations of education in the present era, the interventions for inclusion and development of social cum emotional intelligence skills in teacher preparation programmes are needed.\n Further, development of the creative thinking abilities is the most fundamental educational objective. In a workplace dealing with dissemination of education where success is dependent upon team work, collaboration and good interpersonal relationships, the importance of emotional intelligence, is to be emphasized.\n The book elaborates on enhancing teacher effectiveness as there is need to prepare professional and humane teachers.\n Dr. Kamalpreet Kaur Toor holds Ph.D. in Education from Punjabi University, Patiala, Punjab. Presently, she is working as UGC-Post Doctorate Fellow and pursuing her research in the field of elementary education. She has to her credit twenty published research papers and a number of conference/ seminar presentations along with participation in research-cum-teacher training workshops.\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Being_an_Effective_Teacher__SMALL.jpg
Education,M.Ed/B.Ed./DIET/ETT CONTEMPORARY INDIA AND EDUCATION NOUSHAD HUSAIN 9789386262448(HB) 9789386262455(PB) 2017 xvi+416pp 350.00 1950.00 Preface Part I: Contemporary India 1.   Structure, Types and Features of Indian Society Social Structure of Indian Society; Features/ Distinct Characteristics of Social Structure of Indian Society; Structure of Indian Societies; Tribal Society; Agrarian Society; Industrial Society; Post-Industrial Society 2.   Education and Contemporary Indian Society Meaning and Definition of Indian Society; Meaning and Definition of Emerging Indian Society; Principles of Indian Democracy; Forms of Indian Society; Relationship between Society and Education; Impact of Society on Education; Impact of Education on Society 3.   Education and Social Stratification Concept of Social Stratification; Meanings of Social Stratification; Definitions of Social Stratification; Origin of Stratification; Forms and Functions of Stratification; Urban Growth and Urbanization; Industrialization and Environment; Globalization; Education and Modernization; Modernization of Indian Tradition; Digitalization; Economic Liberalization; Stratification in Indian Society; Forms of Stratification; Principles of Social Stratification; Features of Social Stratification; Causes of Social Stratification; Types or Categories of Social Stratification; Problems Caused by Stratification; Social Stratification and Equality of Educational Opportunities; Problems Concerning Equality of Opportunities in Education Part II: Educational Provisions in the Constitution of India 4.   The Constitution of India Preamble of Indian Constitution; Components of the Preamble; Key Word in the Preamble; Basics of Indian Constitution; Salient Features of Indian Constitution 5.   Fundamental Rights and Fundamental Duties Meaning of Fundamental Rights; Importance of Fundamental Rights; Features of Fundamental Rights; Fundamental Rights (Articles 14-18, 19‑22, 23-24, 25-28, 29-30, 32); Types of Fundamental Rights; Right to Equality (Articles 14-18); Right to Freedom (Articles 19-22); Right against Exploitation (Articles 23-24); Right to Freedom of Religion (Articles 25-28); Cultural and Educational Rights (Articles 29-30); Right to Constitutional Remedies (Article 32); Meaning of Fundamental Duties; Importance of Fundamental Duties; Difference between Fundamental Right and Directive Principles of State Policy; List of Fundamental Duties 6.   Directive Principles of State Policy in the Indian Constitution Definition of Directive Principles of State Policy; Meaning of Directive Principles of State Policy; Features of Directive Principles of State Policy; Significance of Directional Principles of State Policy; Classification of Directive Principles of State Policy; Directive Principles of State Policy; Directive Principles of State Policy (DPSP): Part IV (Articles 36-51); Relationship between Fundamental Rights, Directive Principles and Fundamental Duties 7.   Federalism in India Legislative Powers; Nature of Indian Federation; Federal Features of the Indian Constitution 8.   Educational Provisions in the Constitution of India Goals of Educations Envisaged in the Constitution; Constitutional Provisions Regarding Education in India; Provision of Compulsory and Free Education for Children Up to 14 Years of Age; Child Care and Provision of Education for Infants from Birth to 6 Years of Age; Special Provision for Education of Children of Weaker classes – Scheduled Castes and Scheduled Tribes; Provision of Higher Education and Research Centres of National Importance by Union Government; Special Provision with Respect to Educational Grants for the Benefit of Angelo-Indian Community; Education of Languages of National Importance; The Persons with Disabilities Act; The Union List; State List; Concurrent List; Reservation in Education; National Values as Enshrined in the Constitution and their Educational Implications; List I: List of Union Subjects; List II: List of State Subjects; List III: List of Concurrent Subjects 9.   Role of Central, State and Local Bodies in Providing Education in India Centre-State Relationship; State List (66 Subjects); Concurrent List (47 Subjects); Language Issues; Part XVII (Official Language: Chapter I–Language of the Union); Part XVII (Chapter II – Regional Languages); Part XVII (Chapter III – Language of the Supreme, High Courts etc.); Part XVII (Chapter IV – Special Directives); Role of Central Government and State Government in Promoting Education in India; Role of Central Government; Role of State Governments in Educational Financing; Role of Local Bodies in Educational Financing 10.   CABE Committee on Decentralized Management of Education: Veerappa Committee—1993 Members of the Committee; Background; Terms of Reference of the Committee; Guidelines; Recommendations of the Committee; Decentralization in India; Decentralized Education Governance in India; Panchayati Raj System; The 73rd Constitutional Amendment 1992; The 74th Constitutional Amendment 1992 11.   Aims of Education Concept of Aims of Education; Nature of the Aims of Education; Sources of Aims of Education: Educational Aims as Derived from the Constitution of India; Provisions of Indian Constitution influencing educational aims of the society; Aims of Indian Education System; National Policy on Education—1986 and Aims of Education; NPE and Aims of Education; National Curriculum Framework (NCF) – 2005 and Aims of Education 12.   Secularism, Social Goals, Democracy, Socialist Pattern of Society and Education    Secularism Secularism in the Indian Constitution; Origin and Derivation of the Word Secularism; Indian Concept of Secularism and a Secular State; Secular Outlook or Characteristics of a Secular Minded Individual; Constitutional Provisions and Secularism; Characteristics of the Secular State of India; Educational Implications of Secularism;    Social Goals Meaning of Social Goals; Constitutional Provisions for the Achievement of Social Goals;    Democracy Meaning and Definition of Democracy; Definition of Democracy; Significance of Each Letter in the Term Democracy: Values of Democracy; Chief Characteristics of Democracy in a Broader Sense; Conditions/Requisites for the Successful Working of Democracy; Relationship between Democracy and Education; Importance of Education in Democracy; Significant Implications of Democracy in Education /103; Democracy in Education; Measures for Educating and Training the Students for Democracy; Role of the School and Teacher in Developing Democratic Values in Students;    Social Pattern of Society Meaning of a Socialist Pattern of Society; Features of Indian Concept of a Socialist Society (‘Sarvodaya Samaj’); Policy Provisions in the Constitution for the Development of a Socialist Society; Role of Education in Establishing a Socialist Pattern of Society; Steps Taken by the Government for Establishing a Socialist Pattern of Society Part III: Indian Educational Reformation in the Pre-Independence Period 13.   Macaulay’s Minutes—1835 Macaulay’s Minutes; Points of Controversy on the Interpretation of Charter Act of 1813 and the National System of Education and Macaulay’s Role; Observations Made by Macaulay; Macaulay’s Arguments in Favour of Introducing English System of Education in India; Downward Filtration Theory of Education; Macaulay Contribution to Indian Education; Merits of Macaulay Minutes; Demerits of Macaulay Minutes 14.   Wood’s Despatch—1854 Aims and Objectives of Educational Policy; Recommendations of Wood’s Despatch; Main Highlights of Wood’s Despatch; Merits of Wood’s Despatch; Demerits of Wood’s Despatch 15.   Hunter Commission on Education—1882 Hunter Commission on Education, 1882; Aims of Hunter Commission; Recommendations of Hunter Commission on the Development of Primary Education; Summary of Recommendations of Hunter Commission 16.   Sergeant Report of Education—1944 Sergeant Report of Education—1944; Formation of the Committee; Proposal of the Committee as a National System of Education; Suggestions of the Sargent Committee 17.   Basic Education Historical Background of Basic Education; Meaning and Philosophy of Basic Education; Principles of Wardha Scheme; Main Features of Wardha Scheme of Education; Curriculum of Basic Education; Merits of Basic Education; Demerits or Causes of Failure of Basic Education 18.   Nai Talim Meaning and Concept of Nai Talim; Pedagogy of Nai Talim; Features of Nai Talim Part IV: Indian Education Reformation in Post Independence Period 19.   Secondary Education Commission—(1952-53)  (Mudaliar Commission) Background and Appointment of the Secondary Education Commission; Terms of Reference; Method of Enquiry; Report of the Commission; Defects of the Existing System; Recommendations on the Aims of Secondary Education; Re-organization of Secondary Education; Curriculum in Secondary School; Curriculum of Different Stages of Secondary Schools 20.   Kothari Commission—1964-66 (Education Commission) Education Commission (Kothari Commission) – 1964-66; Need for Appointment of Commission; Goals and Objectives of the Commission; Recommendations of Education Commission (Kothari Commission); Features of Kothari Commission; Evaluation of the Indian Education Commission 21.   National Policy on Education—1968 National Policy on Education—1968; Declaration of the Policy; Principles to Promote the Development of Education in India; Summary of National Policy on Education—1968 22.   National Policy on Education—1986 National Policy on Education-1986; Salient Features of National Policy on Education—1986 23.   National Programme of Action—1992 Recommendations of National Programmes of Action (PoA)—1992; Main Highlights of National Policy on Education (1986) and Its POA (1992) 24.   Right to Education Act—2009 History of Right to Education Act; Right to Education (RTE) Act—2009; Definition of RTE Act—2009; Main Features of the RTE ACT 25.   National Knowledge Commission (NKC) Members of the National Knowledge Commission; Terms of Reference of the National Knowledge Commission; Objectives of National Knowledge Commission; Organization National Knowledge Commission; Methodology of National Knowledge Commission; Recommendations of National Knowledge Commission; Suggestions and Recommendations of NKC Covering the Different Aspects of School Education Part V: Policy Frameworks for the Development of Education in India 26.   Socio-Cultural Considerations in Education Socio-Cultural Considerations in Education; Philosophical Considerations in Education; Psychological Considerations in Education 27.   Common School System (CSS) Definition of Common School System; Concept and Meaning of Common School System; Principles of Common School System; Characteristics of Common School System; Features of Common School System; Problems in Implementation of Common School System; Obstacle to the Establishment of a Common School System 28.   National System of Education in India National System of Education in India; The Essence and Role of Education; Base of National System of Education; Strength of Education System; A Meaningful Partnership 29.   Language Policy of India What is a Language Policy?; The Need of Language Policy; Language Policy of India; The Three Language Formula; Education Policy and the Language Policy; Eighth Schedule to the Constitution; Language Provisions in the Constitution 30.   Learning without Burden Yash Pal Committee (1993) Terms of Reference of the Committee; Recommendations of Yash Pal Committee 31.   Justice Verma Commission (2012) Composition of the Commission; Terms of Reference (ToRs); Recommendations of the Justice Verma Commission; General Recommendations 32.   Pandit Madan Mohan Malviya National Mission on Teachers and Teaching Goals of PMMMNMTT; Mission Strategies; Outcomes of the Mission; Deliverables; Components; Component 1: 30 Schools of Education; Component 2: Centres of Excellence in Science and Mathematics Education (5 Nos.); Component 3: Teaching Learning Centres (25 Nos.); Component 4: Faculty Development Centres (20 Nos.); Component-5: Inter-University Centre for Teachers Education (IUCTE) (2 Nos.); Component 6: Innovations, Awards and Teaching Resource Grant, including workshops and seminars; Component 7: Subject Networks for Curricular Renewal and Reforms; Component 8: National Resource Centre for Education/Higher Education Academy; Component 9: Centres of Academic Leadership and Education Management (5 Nos.) Part VI: Government Policies on Education 33.   Sarva Shiksha Abhiyan (SSA) History of Sarva Shiksha Abhiyan; Meaning of Sarva Shiksha Abhiyan; Sarva Shiksha Abhiyan as a Framework and as a Programme; Aims of SSA; Objectives of SSA; Features of SSA; Broad Strategies Central to SSA Programme; Norms for Interventions under SSA 34.   Rashtriya Madhyamik Shiksha Abhiyan (RMSA) Rashtriya Madhyamik Shiksha Abhiyan (RMSA); Objectives of RMSA; Physical Facilities Provided Under RMSA; Quality Interventions Provided Under RMSA; Equity Interventions Provided in RMSA; Implementation Mechanism of RMSA; Activities taken up under RMSA 35.   Mid-Day Meal Scheme (MDMS) Meal Provisions; Objectives of Mid Day Meal / Scheme; Rationale of Mid Day Meal Scheme; Mid-Day Meal Rules, 2015 under National Food Security Act, 2013 36.   National Policy on ICT in School Education Vision, Mission and Policy Goals; What is ICT?; Information and Communication Technology in School Education 37.   National Curriculum Framework (NCF)—2005 Meaning of NCF—2005; Summary of NCF—2005; Main Features of NCF-2005 38.   National Curriculum Framework for Teacher Education (NCFTE) – 2009 Meaning of NCFTE—2009; History of NCFTE–2009; Objectives of NCFTE–2009; Summary of NCFTE–2009; Main Features of NCFTE–2009 39.   National Repository of Open Educational Resources (NROER) National Repository of Open Educational Resources (NROER); Mission of NROER; Objectives of NROER; Features of NROER; Organization of Repository; Content on the Repository; Who can contribute for the Repository?; What can be contributed?; Copyright Issues 40.   Mahila Samakhya Programme Parameters of Mahila Samakhya Programme; Philosophies and Principles of Mahila Samakhya Programme; Aim of Mahila Samakhya Programme; Objectives of Mahila Samakhya Programme; Features of Mahila Samakhya Programme 41.   Scheme to Provide Quality Education in Madrasas (SPQEM) Objectives of SPQEM; Eligibility for SPQEM; Financial Assistance for Spqem; Features of SPQEM; Objectives of SPQEM 42.   Educational Schemes for Girls, SC, ST and Marginalized Group Part VII: Monitoring Agencies of Indian Education 43.   Monitoring Agencies    University Grants Commission (UGC)    National Assessment and Accreditation Council (Naac)    National University for Educational Planning and Administration (NUEPA)    National Council for Teacher Education (NCTE)    National Council of Educational Research and Training (NCERT)    Indira Gandhi National Open University (IGNOU)    Institute of Advanced Studies in Education (IASEs)    State Council of Educational Research and Training (SCERT)    Central Institute of Educational Technology (CIET)    Colleges of Teacher Education (CTEs)    District Institutes of Education and Training (DIET) Part VIII: Contemporary Indian Education 44.   Effects of Liberalization, Privatization, Globalization, Industrialization, Urbanization, Modernization and Internationalization on Education Liberalisation; Privatisation; Privatization of Education; Globalisation; Globalization and Education; Industrialization; Urbanization; Modernization; Internationalization of Education; Response to Liberalization, Privatization and Globalization (LPG) Process; Implications of Lpg on Education 45.   Equalization and Universalization of Elementary and Secondary Education    Universalization of Elementary Education (UEE) Meaning of Universalization of Elementary Education; Why Elementary Education; Constitutional, Legal and National Statements for UEE; Meaning of Universalization of Elementary Education; Process of Universalisation of Elementary Education; Stages of Universalisation of Elementary Education; Importance of Universalization of Elementary Education; Problems/Issues of Universalisation of Elementary Education; Strategies for Achieving Universalization of Elementary Education    Universalization of Secondary Education Historical View of Universalization of Secondary Education; Guiding Principles of Universal Secondary Education; Aims and objectives of Universal Secondary Education; Recommendations about Universalization of Secondary Education 46.   Equality and Equity in Education Meaning of Equality and Equity in Education; Equality and Equity in Education and the Constitution of India; Need and Importance of Equality and Equity in Education; Achieving Equality and Equity in Education; Equality and Equity in Education as Suggested by Kothari Commission; Equality and Equity in Nation Policy of Education (1986) Part IX: Issues and Concerns in Education 47.   Equality of Educational Opportunities What is Equality of Educational Opportunity?; What is Inequality?; What is Equality?; Need/Importance of Equalization of Educational Opportunities; Problems of Equality of Educational Opportunities; Causes of Inequality in Respect of Educational Opportunities; Promoting Equality of Educational Opportunities in India; Constitutional Provisions for Equality of Educational Opportunities; Measures to be taken for Equalization of Educational Opportunities; Provisions Made in NPE-1986; Equality of Educational Opportunities for Scheduled Castes and Scheduled Tribes; Equality of Educational Opportunities for Women; Equality of Educational Opportunities for Disabled Children; Equality of Educational Opportunities for Minorities 48.   Inequality in Education Aspects of Inequality; Educational Inequality; What is Inequality of Education?; Causes of Inequality in Education; Probable Solutions of Inequality in Education 49.   Discrimination in Education What is Discrimination?; Types of Discrimination; Forms of Discrimination; Causes of Discrimination in Education; Solutions of Discrimination in Education; Preventing Discrimination; How to Avoid Discrimination? 50.   Marginalization in Education Defining Marginalization; Nature of Marginalization; Types of Marginalization; Causes of Marginalization; Marginalized Groups; Education of the Marginalized in the Indian Context; Measures for Education of the Marginalized; Gender Inequality; Inclusive Settings; Multicultural Education; Role of Education in Addressing the Needs of Marginalized Groups in Indian Society: SC/ST/OBC/EBC/NT, Women, Transgender, Rural and Remote Region; Provisions and Schemes for Education of the Marginalized; Solutions of Marginalization in Education References    Education is not merely pedagogy i.e. science of teaching but much more than that as it is influenced by many historical, cultural, economic, political and sociological factors in every country.  So, teachers need to understand the inter-relationship between education and these factors. The teachers are also required to understand the role of education as an intervention tool for desired changes in the country and also to appreciate the influence of social set-up on education in which it operates.\n This book should serve the educational purposes of students, teachers, teacher educators, student-teachers, parents etc. for developing a better understanding about the different concepts related to contemporary India and education. It offers a site for prospective teachers and researchers to engage with studies on Indian society and education, acquire conceptual tools of sociological analysis, and hands on experience of engaging with diverse communities, children and schools.\n Prof.  Noushad Husain, Principal in Maulana Azad National Urdu University, College of Teacher Education, Asansol (West Bengal), is the author/editor of numerous books and books’ chapters, articles and professional papers on different aspects of Higher Education. He has been working extensively in the field of educational technology. He is actively involved in theory and practice of teaching and learning with new media. His research interest areas are – Research Methodology, Web and Internet Technologies, ICT in Education, Content Knowledge, Reflective Thinking, E-learning, Web-Based Learning; Computer-Assisted Teaching Environments, Pedagogical Approaches to Teaching and Differentiated Instruction. He is actively engaged in research, training, consultancy and social service programme.\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/cover_Contem_India_and_Educ_New___SHIPRA.jpg
Education,M.Ed/B.Ed./DIET/ETT CONTEMPORARY ISSUES IN EDUCATION: A PERSPECTIVE MOHAMMAD PARVEZ, MOHD. SHAKIR(ED.) 9789386262295(HB) 9789386262301(PB) 2017 pp. viii+272 350.00 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 http://www.shiprapublication.com/images/book/thumbimgs/contemporary_issue_in_edu.jpg
Education,M.Ed/B.Ed./DIET/ETT CREATING AN INCLUSIVE SCHOOL S.K. MANGAL, SHUBHRA MANGAL 9789386262370(HB) 9789386262387(PB) 2017 x+188 pp 180.00 995.00 1.   Forms of Inclusion and Exclusion in Indian Education What is Exclusion? Types of Exclusion Exclusion with Respect to Gender Exclusion with Respect to Caste Exclusion with Respect to Locale Exclusion with Respect to Disability Exclusion with respect to Socio-economic status Exclusion with respect to Language 2.   Inclusive Education: Meaning, Historical Development and Benefits Historical Development of Inclusive Education Inclusive Education — Meaning and Nature Philosophical and Social Basis of Inclusive Education Benefits or Advantages of Inclusive Education 3.   Historical Perspective to Disability and Inclusion Introduction Global Scenario The Indian Scenario 4.   Disabilities: Concept, Types, Characteristics and Identification of the Educational Needs and Learning Problems Disabilities — Meaning and Concept Children with Impairment or Disabilities—Classification, Types and Characteristics Special Needs of Children with Disabilities Special Educational Needs and Learning Problems of the different types of Disabled Children and Their Redressal 5.   Assistive and Adaptive Technologies in Inclusive Setup What is Assistive Technology? Objectives of Assistive Technology in Inclusive Setup Assistive Technology and Adaptive Technology Assistive and Adaptive Technologies (AT) for Varying Types of Disabled or Differently Abled Students in the Inclusive Setup 6.   Adaptation and Accommodation according to Various Disabilities Introduction Adaptations and Accommodation in Instructional Objectives Adaptations and Accommodation in Curriculum Adaptations in Co-curricular Activities 7.   Educational Provision for the Disabled in International Declaration and Conventions Introduction Salamanca Statement and Framework of Action, 1994 Educational Provisions in UN Convention on the Rights of Persons with Disabilities (UNCRPD), 2006 8.   Educational Provisions for the Disabled in Acts and Policies Introduction Education of the Disabled in NPE, 1968 Education of the Disabled in NPE, 1986 Education for Disabled in POA (1992) Education of the Students with Disabilities in PWD ACT, 1995 Education and Welfare of the Children with Disabilities in RCI Act, 1992 Education of the Children with Disability in Right to Education Act, 2009 Education of the Children with Disability in National Policy for Persons with Disabilities, 2006 9.   Organisation and Management of an Inclusive School Concept of an Inclusive School Organisation and Management of an Inclusive School for its Proper Functioning –   Working for the Proper Infrastructure and Accessibility –   Developing Awareness and Positive Attitude towards Disability –   Building Proper Human Resources –   Building Appropriate Material Resources –   Adoption of Whole School Approach Addressing Inequality and Diversity in the Classroom–Pedagogical and Curriculum Concerns –   Pedagogy Concerns –   Curriculum Concerns Addressing Inequality Related to Gender in the School –   Measures involving Curriculum Inputs –   Text Books as a means of Achieving Gender Equality –   Student-teacher Interactions as a means of achieving Gender Equality 10.   Support Services available in an Inclusive School Introduction Support Services available through External Specialized Agencies Support Services available through Parental Cooperation and Community Involvement Support Services Provided by Professionals and Experts –   Role of Special Education Teacher –   Role of Guidance and Counselling Personnel –   Role of Specialized Therapists –   Role of Audiologist cum Speech Therapist –   The Role of a Physiotherapist –   The Role of an Occupational Therapist 11.   Making Learning More Meaningful to the Differently Abled Introduction Use of Strategies Helpful in Differentiating Content Use of Strategies Helpful in Curricular Adaptation Resorting to Proper Lesson Planning Use of Appropriate Teaching-Learning Material (TLM) 12.   Pedagogical Strategies in Inclusive Set up What are Pedagogical or Teaching Strategies? Peer Tutoring Cooperative Learning Multisensory Teaching Social Learning Buddy System Reflective Teaching 13.   Continuous and Comprehensive Evaluation: Concept and Implications to Facilitate Inclusion What is Continuous and Comprehensive Evaluation or CCE? Implications of CCE to Facilitate Inclusion Provision for Facilitating Differently Abled in Examinations (As Available in CBSE and ICSE)   References Review Questions Creating an inclusive school for providing inclusive education to the diverse learners of our diverse society is becoming quite necessary for our nation. This book focusses on providing the needed knowledge to the ‘would-be-teachers’ for establishing and managing an inclusive school.\n Beginning with throwing light on the concept and need of providing inclusive education in our schools, it discusses all essentials about the nature and type of disabilities and differently-abled children along with the available educational provisions for them in terms of policies and legal frameworks. Thereafter, it discusses the essentials of equipping a school to function as an inclusive school in terms of material and human resources including the needed support services. The book also discusses pedagogical strategies and inclusive practices to be applied in an inclusive school.\n With all its wide coverage and readers’ friendly presentation, it has enough potential to serve the curricular needs of its users in universities and teacher education institutions spread over the country. \n 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 http://www.shiprapublication.com/images/book/thumbimgs/Creating_an_Inclusive_School__SHIPRA.jpg
Education,M.Ed/B.Ed./DIET/ETT CURRICULUM AND INSTRUCTIONAL DESIGNING H.S. SRIVASTAVA 9789386262318(HB) 9789386262325(PB) 2017 296pp 350.00 1495.00 Preface                                                                                                                        v Section I Foundations of Instructional Designing 1.     Education in the 21st Century—Learning the Treasure Within (Report of UNESCO’s International Commission on Education) 1.1    Introduction 1.2    Education: The Necessary Utopia 1.3    Directions to Move Towards 2.     Our Changing Environment and Ethos 2.1    The Over-riding Concept of Change 2.2    Life-long Education 2.3    Knowledge v/s Competence 2.4    Holistic Development 2.5    Distance Education 2.6    Demystifying Technology 2.7    Comprehensive Evaluation of Educational Gains 2.8    Vision About Learners 3.     An Overview of a Futuristic Perspectives of Education 3.1    The Changed Purpose of Education 3.2    New Directions in the Content of Education 3.3    Curriculum Transaction 3.4    Learning Materials and Aids 3.5    Evaluation of Learner Growth 3.6    Globalisation of Indian Education 3.7    Let Us Continue To Be Givers 3.8    National Goals 3.9    Aims of Education 4.     Curriculum: The Anvil of Instructional Designs 4.1    Introduction 4.2    Basic Considerations 4.3    Derivation and Statement of Objectives 4.4    Curriculum Development a Collaborative Venture 4.5    The Types of Educational Curricula 4.6    Developing Curriculum Content and Materials 4.7    Developing Evaluation Procedures and Materials 4.8    Curriculum Transaction Implementation 4.9    Curriculum Evaluation 4.10  Conclusion 5.     Generic Facets of Educational Objectives 5.1    The Purpose of Objectives 5.2    A Snag in the Classification of Objectives 5.3    The Eight-year Study Model 5.4    The Sources of Educational Objectives 5.5    The Levels of Educational Objectives 5.6    The Statements of Educational Objectives 5.7    The Definition of Objectives 5.8    Taxonomies of Educational Objectives 5.9    Objectives of the Cognitive Domain (Bloom’s Model) 5.10  Some Other Taxonomies of the Cognitive Domain 5.11  Objectives of the Affective Domain—Krathwohl’s Model 5.12  Objectives of the Psycho-motor Domain (Dave’s Model) 5.13  Interrelationship of  Different Domains of Objectives 5.14  Some Examples of Manifestations of Different Areas of Growth 5.15  The Author’s Contribution to the Taxonomies 5.16  Taxonomy of Instuctional objectives of language and literature (H.S. Srivastava’s Model) 5.17  Salient Manifestations of the Objectives Section II The Learning and Teaching Process 6.     The Process of Learning 6.1    A Macro Overview 6.2    Principles of Learning 6.3    Motivation in Learning 6.4    Maturation and Learning 6.5    Conditioned Learning 6.6    Trial and Error 6.7    Insightful Learning 6.8    Learning by Imitation 6.9    Remembering and Forgetting 6.10  Transfer of Training 6.11  Optimising Learning 7.     Energising Instruction 7.1    The Fundamental Foundations 7.2    Principles of Objective-Based Instruction 7.3    Instructional Approaches 7.4    Planning Enriched Objective-Based Instruction 7.5    Nature and Purpose of Instructional Material 7.6    A Suggestive Format of an Instructional Unit 7.7    Conclusion 7.9    Objective-based Instruction: A Diagramatic Representation 8.     The Concept of ‘Prep Index’—An Approach for Quantifying Qualitative Outcomes of Education (Example: Evaluation of Instructional Effectiveness) 8.1    The Need 8.2    Scope of Evaluation of Educational Practices 8.3    Purpose of Evaluating Educational Practices 8.4    Methodology of Evaluating Educational Practices 8.5    PREP Index and its Derivation 8.6    Use of Evaluation Data 8.7    Conclusion 8.8    Methodology of Evaluating Educational Practices—Graphical Presentation of Steps 9.     Determining and Designing Course Contents 9.1    Steps in the Development of Course Contents 9.2    Manifestation of Course Content 9.3    Instructional Considerations for Detailing Contents 9.4    Treatment of Different Aspects of Content 9.5    Salient Features of Course Content 9.6    Distance Education – A Gap-Filling Mode 9.7    Warding Off Conceptual Confusions 10.  Some Insights into Curriculum Transaction 10.1  A Operational Definition of Education 10.2  Challenges of Education 10.3  Vocational Facet of Education 10.4  Types of Interaction in Teaching and Learning 10.5  Life Management Skills 10.6  Goals of Instructional Methodologies 11.  Using Questions for Teaching [Some Examples Related to School Education] 11.1  Introduction 11.2  English 11.3  Physics 11.4  Chemistry 11.5  Biology 11.6  History 11.7  Geography Section III Some Conventional Instructional Methodologies Introduction 12.  The Lecture Method 12.1  Lecture Preparation 12.2  Lecture Presentation/Delivery 13.  The Discussion Method 13.1  Purposes Served by Discussions 13.2  Teacher’s/Leader’s Role 13.3  The Process of Discussions 13.4  Pre-requisites for Effective Discussions 14.  Demonstration 14.1  Introduction 14.2  Demonstration as a Teaching Device 14.3  Preparation for Demonstration 14.4  Pre-requisites for Demonstration 14.5  Limitations of the Demonstration Method 15.  Observation 15.1  Preparation for Making Observations 15.2  Process of Observation 15.3  Observation of Individuals 16.  Problem-Solving Method 16.1  Characteristics of a ‘Problem’ 16.2  Approaches to Problem Solving 16.3  Steps of the Problem Solving Method 16.4  Problem Solving and Project Method 16.5  Merits and Limitations of Problem Solving Method 17.  The Herbartian Steps 17.1  Historical Overview 17.2  The Originally Proposed Steps 17.3  The Subsequent Adaptations 17.4  Conclusion Section IV Some Unconventional Instructional Methodologies Introduction 18.  The Project Method 18.1  Types of Projects 18.2  Principles Involved in the Project Method 18.3  Steps in the Project Method 18.4  Shortcomings of the Project Method 18.5  Conclusion 19.  The Laboratory Method 19.1  Learning by Doing 19.2  Support Material for Laboratory Work 19.3  Types of Laboratory Methods 19.4  Process of Laboratory Work 19.5  Post Experiment Discussion 20.  Programmed Instruction 20.1  The Purpose of Programmed Instruction 20.2  The Structure of Programmed Instruction 20.3  The Operations of Programmed Instruction 20.4  Conclusion 21.  Think-Tank Sessions 21.1  Connotation 21.2  Requirements 21.3  Physical Arrangements 21.4  Purpose 21.5  The Process 21.6  Expected Gains 22.  Seminars 22.1  Connotation 22.2  Requirements 22.3  Physical Arrangements 22.4  Operational Steps 22.5  Process 22.6  Expected Gains 23.  Panel Discussions 23.1  Connotation 23.2  Physical Arrangements 23.3  Requirements 23.4  Process 23.5  Expected Gains 24.  Symposium 24.1  Connotation 24.2  Physical Arrangement 24.3  Requirements 24.4  Process 24.5  Gains 25.  Library Research 25.1  Connotation 25.2  Requirements 25.3  Process 25.4  Expected Gains 26.  Photo Language Session 26.1  Connotation 26.2  Requirements 26.3  Process 26.4  The Gains 27.  Surveys 21.1  Connotation 27.2  Requirements 27.3  Physical (Seating) Arrangement 27.4  Process 27.5  Gains 28.  Participatory/Group Learning 28.1  Introduction 28.2  The Genesis of Participatory Learning 28.3  Prerequisites of the Approach of Participatory Learning 28.4  The Process of Participatory Learning 28.5  Conclusion 29.  Action Research 29.1  The Concept 29.2  Designing of Steps 29.3  Operation of Action Research Section V Ict in Instructional Designing 30.  ICT in Instructional Designing and Curriculum Implementation 30.1  Introduction 30.2  Evolution of Computers 30.3  Computer Aided Instruction 30.4  Strategies of CAI 30.5  Purposes Served of by CAI 30.6  Components of CAI 30.7  Salient Attributes of CAI 30.8  Programmed Instruction 30.9  The Garbs of CAI 30.10                                                                                          Dividends of CAI Section VI Some Ancillary Teaching-Learning Facets/Situations 31.  Assignments and Work at Home 31.1  Assignments for Consolidation of Learning Exercises 31.2  Characteristics of Assignments 31.3  Steps in Assignments 31.4  Work at Home 32.  Organisation of Exhibitions 32.1  Introduction 32.2  Basic Principles of Organising Exhibitions 32.3  Characteristics of Exhibits 33.  Educational Field Trips and Excursions 33.1  Introduction 33.2  Purpose of Organising Field Trips 33.3  Organisational Steps 33.4  Post-Trip Exercises Section VII Instructional Aids and Support Material 34.  Instructional Aids and Support Material 34.1  The Genesis of Instructional Material and Aids 34.2  Utilisation of all Senses for Learning Arise 34.3  Purpose of Instructional Aids 34.4  Types of Teaching Aids 34.5  Situations for the Use of Instructional Aids 35.  Edgar Dale’s Cone of Experience Section VIII Evaluating Learning Outcomes 36.  The Meaning of Educational Evaluation 36.1  Examinations and Evaluation 36.2  An operational explanation of Evaluation 37.  Purpose of Evaluation 37.1  Some Important Purposes of Educational Evaluation 37.2  Selection Tests 37.3  Class Promotions in Institutions 37.4  Promotion in Jobs 38.  Evaluation of Attainments in Abilities and Proficiencies 39.  Preparing of Objective-based Questions of Different Forms 39.1  Characteristics of Good Questions 39.2  Forms of Objective-Based Questions 39.3  Preparing Long Answer or Essay Type Questions 39.4  Preparing Short Answer Type of Questions 39.5  Preparing Very Short Answer Type Questions 39.6  Preparing Objective Type (Multiple Choice) Questions 40.  Written Examinations — Preparation of Balanced Question Papers 40.1  The Backdrop 40.2  Shortcomings of Traditional Question Papers and their Remediation 40.3  Steps of the Action Plan 40.4  Format of a Design of A Question Paper/Test 41.  Oral and Practical Examinations 41.1  Oral Tests 41.2  Conducting Science Practical Examinations 41.3  Development of a New Pattern 41.4  Implementation of the Scheme 42.  Grading Learner’s Performance 42.1  Emergence of the IDEA of Grading in India 42.2  Why Grading? 42.3  Grading and Concept of Pass and Fail and Award of Divisions 42.4  Methods of Awarding Grades 42.5  Grading in Institutional Examinations Section IX Curriculum Evaluation 43.  Curriculum Evaluation 43.1  Preamble 43.2  Evaluation of Curriculum Components 43.3  Evaluation of Curriculum at Different Stages/Steps of Curriculum Development 43.4  Steps of Procedure of Curriculum Evaluation 43.5  Use of Prep Index in Curriculum Evaluation Appendix 1: Some Explanatory Definitions of Curriculum References Index Curriculum and Instructional Designing is a book which effortlessly enables the educational practitioners to travel from the nebulous theoretical postulates of curriculum to the ground realities of their implementation. It deliberately endeavours to avoid jargons by presenting their meanings and implications with examples from life. This is likely help not just in learning concepts but in internalising them with a sense of gratification.\n Covering Objectives in all the three domain of human development, content inits diverse manifestations, methodology in both conventional and unconventional facets, support material in its various forms and formats and Educational Evaluation as an empowered instrument for fulfilling its obligations, the book,it is hoped,should become an arm-pit companion of teachers at the university and school levels and of specialised institutes run by the corporate bodies. The teachers and students of teacher training institutions may also find the book of special value in learning terse concepts in simple ways. \n Prof. H.S. Srivastava, an Educational Reformer and former Dean, National Council of Educational Research and Training (NCERT), New Delhi, studied at Universities of Agra, Delhi, Patna, of Chicago and Stockholm and as a student of Benjamin Bloom, Torsten Heusen, Helen Walker and John I Goodlad, he carries their stamp and legacy.\n Working at the NCERT, New Delhi as also at the UNESCO Institute for Education HAMBURG, International Institute for Educational Planning PARIS, University of Sussex, BRIGHTON,University of Shanghai,SHANGHAI he made valuable contributions.\n One of his books, Examination Reforms in India was published by the UNESCO in 1978 in English, French and Spanish.\n Prof. Srivastava has also been decorated by the Government of France, with the title of Chevalier dansI’Ordre des PalmesAcademiques for his service and contribution to education.\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Curr_and_inst_Des___2_2.jpg
Education,M.Ed/B.Ed./DIET/ETT DOCTRINES OF GREAT EDUCATORS A.S. THAKUR 9788175418684(HB) 9788175418691(PB) 2017 xii+244pp 250.00 1250.00 It begins with the Greeks, who are known for their liberal education. Then, it reviews practical education of the Romans, spiritual education of the Christians, humanism of the renaissance and the naturalistic tendencies of the eighteenth century, which antiquated in the twentieth century. Eclectic tendencies are the hallmark of the modern times. One common feature of the Indian thinkers is the emphasis on holistic education, with emphasis on spiritual aspect of it. Leading ideas have been presented and evaluated for their relevance. The lucid style with summary enhances the worth of the book for students of education and the common readers. \n Professor A.S. Thakur, a teacher, researcher and administrator, was the Dean of Education in the University of Maiduguri, Nigeria.  He has to his credit more than 30 books on education. He also guided research scholars. Prof. Thakur has been actively involved in steering private colleges of education in Himachal Pradesh. \n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/DOCTRINES_OF_GREAT_EDUCATORS.jpg
Education,M.Ed/B.Ed./DIET/ETT EDUCATION AND EMPOWERING BACKWARD MINORITIES A. BASHEER 9789386262219(HB) 9789386262226(PB) 2017 pp. xiv+138 180.00 850.00 Foreword Acknowledgements Abbreviation 1      Introduction 2.     Education and its Role in Society Education in Islam Gandhian Education Functions of Education Education and Human Development Education and Human Capital Development Negative Effects of Education Consequences of Lack of Education 3.     Empowerment: The Concept and Dimensions—Theoretical Perspectives Empowerment and Exercise of Power Empowerment and Leadership Community Empowerment Strategies of Empowerment Empowerment through Education Empowerment through Organisation Empowering Minority Communities Issues in Empowerment of Minorities 4.     Education Policy of Kerala Global Context in Respect of Provision of Education Constitutional Provisions Regarding Education in India Right to Education National Education Policy Inclusive Education Universal Education Government Strategy to Promote Education. Privatisation of Education: Neo-liberal Influence Privatisation of Education Rationale for Privatisation Cost Recovery Kerala Education Profile Public Education in Kerala Privatisation Galore in Kerala Court Facilitates Freedom of the Private Sector Asymmetrical System 5.     Socio-Economic Profile and Educational Status Muslim Community in Kerala Status of Muslims in Kerala: Factors Responsible for their Educational Backwardness Asymmetry in Education Attainment 6.     Privatisation of Education and Empowerment: Experience of the Muslim Community in Kerala Privatisation of Education and Empowerment of the Backward Muslim Community in Kerala Access and Equity Problems Scope of Private Sector Education as a Tool of Empowerment Reducing Socio-economic Gap Improvement in Economic Status Quality Decline in Education The Community Advancing Towards Progress and Empowerment Capacity to Self-Determine Lives Preference for Private Institutions Findings Suggestions Index Education is a significant arena that is affected by policy changes. Private provision of education along market principles that advocate profit rather than broader aims of education, a subject of debate for long, raises concerns regarding equity and quality. Private education institutions, although serve the poor also, are said to be businesses.\n  This workprobes the question of education in such ambience empowering the backward minorities, focusing on the Muslim community, and how it enables them to exercise control over their lives and well- being- the empowering element. It seeks to place empowerment at the centre of education policies and programmes. It also focuses on the question of educated individuals also taking responsibility for the progress of their community.\n This book would be a stimulating and inspiring contribution worthy of attention and interest to academics, researchers, public policy makers, bureaucrats/education administrators, political leaders and social activists. It would also influence public perception of the role of education and education problems, and enable them to identify appropriate education needs oriented towards human empowerment.\n Dr. A. Basheer taught Political Science for more than 30 years at University of Kerala and major Government Colleges under various universities of Kerala. He is a relentless and serious researcher. He was Associate Editor of the “Journal of Polity and Society” published from University of Kerala. He has published a number of research articles in reputed journals and research papers in edited books, and presented research papers in national and international seminars and workshops.\n "I have read the first half of your book with pleasure and agreement and hope to finish it soon. It takes more time than on eould expect from its size. If you beliefe that i could do something ot facilitate publication in other countries or draw attention to it in your own country, do not hesitate to let me know. With the expression of my appreciation and thanks."\n Albert Einstein\n To Amlan Datta, on reading his book: "For Democracy"1953\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Education_and_Empowering_Backward_Minorities.jpg
Education,M.Ed/B.Ed./DIET/ETT EDUCATION OF THE MARGINALISED: INCLUDING THE EXCLUDED INDRAJEET DUTTA(ED.) 9789386262028(HB) 9789386262035(PB) 2017 pp x+198 220.00 995.00 This book deals with the educational status of the different social groups like scheduled castes and tribes, differently abled children, minorities, women, third gender, refugees etc. who have a long history of educational exclusion. It discusses how educational inclusion have taken place during all these years due to the affirmative actions taken by the government in the form of policies and programmes.\n The role and responsibilities of teachers and the strategies adopted by them in the classroom for educational inclusion are in focus. The book provides a reader a synoptic view about educational inclusion of these social groups. It may be found useful by all the stake holders in the subject.   \n Dr. Indrajeet Dutta, having more than thirteen years of teaching experience, is presently associated with Maulana Azad National Urdu University, College of Teacher Education, Bhopal.  \n Dr. Dutta has given extension lectures in various colleges. He has chaired sessions at national seminars and presented thirty five papers in international and national seminars. He has to his credit more than three dozens of research papers and chapters in reputed journals and books. \n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Education_of_Marginalised___Final_HB.jpg
Education,M.Ed/B.Ed./DIET/ETT ESSENTIALS OF ENGLISH LANGUAGE TEACHING A.K. SINHA 978817541875 (HB) 9788175418769(PB) 2017 xviii+374pp 395.00 1600.00 Acknowledgements Introduction Unit I. Background Perspective 1.     Nature and Role of Language Language—Tool of Human Communication; Verbal Vs. Non-verbal Communication; Sign Language; Human Language vs. Animal Communication; Language and Dialects; Languages and Script; Language and Society; Language and Identity; Language and Nationality; Language and Power; Language and Gender 2.     Multilingualism and Language Teaching in Schools Multilingualism: Its nature and scope; Multilingualism as a Resource and a Strategy  ; Multilingualism and Curriculum Transaction; Patterns in United States of America and Canada ; Bilingualism in Border Areas of Indian States ; Hierarchical Status of Indian Languages; Home Language and School Language; Language as a School Subject and as a Medium of Instruction; Centrality of Language in Curriculum; Qualities and Competence of Teachers in Multilingual Classrooms 3.     Expansion of English as a World Language The Knowledge of a Language; The Knowledge of Two or More Languages; Expansion of English as the Mother Tongue; English as a Second Language; English as a Foreign Language; Varieties of English; Globalisation of English; English as the Official Language 4.     Factors that Influence Second/Foreign Language Learning Personal Perspective; Aptitude and Intelligence; Attitude and Motivation; Needs; Social Perspective; The Influence of the Second Language; Teacher; Peer Group; The School Environment Unit 2 5.     English in Colonial and Independent India: Constitutional Positions and Policies The Colonial Era; The Post-Independence Era; Constituent Assembly Debate on Language; Place of Languages in Indian Constitution; University Education Commission (1948-1444); Programme of Action (POA) 1992; National Curriculum Framework (2005) Unit 3. Language Teaching: An Overview 6.     Western and Indian Perspectives on Second Language Acquisition Philosophical Perspective; Psychological Perspective; Cognitive Approach of Noam Chomsky; Cognitive Psychology (Developmental Psycholinguistics); The Critical Period Hypothesis; Nature-Nurture Controversy; Internal Factors; Jean Piaget’s Developmental Approach; Functionalism of Lev Semenovich Vygotsky; Connectionism; Sociological Approach; Variationist Approach; Gender Bias and Feminist Approach; Pragmatic Approach; Modern Indian Thinkers on Education and Language Teaching 7.     Teaching English as a Second Language: Various Methods System, Method, Approach, Strategy, Design and Technique; Teaching a Second Language in Ancient India; Teaching English to Immigrants in the UK; Miller’s Book on Teaching English to Bengalis; Grammar-Translation Method; The Rational Movement; The Mastery System; The Reform Movement; Natural Method; The Direct Method; The Audio-lingual Method; The Audio-visual Method; The Structural Approach; The Situational Approach; Bilingualism and the Growth of West’s New Method; The Cognitive Transformational Method; Communicative Competence Approach; Discourse Analysis; Socio-cultural Approach; The Total Physical Response (TPR) Approach; The Silent Way; The Programmed Instruction (PI); Suggestopedia; Immersion Language Teaching; Content and Language Integrated Learning (CLIL); The Whole Language Approach; The Task-Based Approach; Key Issues; Bilingual vs. Monolingual Approach Unit 4 8.     The Linguistic System Features of language; Structures of Language; Language as a Rule-governed Behaviour; Linguistic Variability; The pedagogical Implication of Variation; Variation in Indian English; Linguistic System; The Organisation of Sounds; Universal Grammar; From Sound to Meaning Unit 5. Developing Language Skills 9.     Perspective on Teaching Grammar Prescriptive Grammar; Descriptive Grammar; Table showing Identical Structures; Generative Grammar; Various Ways of Expressing the Same Thought; Some Topics that Need to be Focussed; Question Formation; Agreement between Subject and Verb; Verb Phrase; Grammar in Context; Word Order; Teaching Grammar to the Learners of English as L2; How to Handle the Teaching of Grammar 10.  Contrastive Analysis: Structural and Generative Approaches 11.  Error Analysis The Structuralist Approach; The Generative-Transformational Approach; Global and Local Errors; Modern Usage; Interlanguage; Fossilization 12.  Helping Learners to Enrich Their Vocabulary Vocabulary; Various Types of VocabularY; What Vocabulary to Learn; Synonyms; Antonyms; Derivations; Appropriate Collocational Links; Phrasal Verbs; One Word for a Long Expression; Word Meaning; Homophones; Ways to Increase One’s Vocabulary; Furniture; Understanding the Meaning of Words; Encyclopaedia; Use of Cards; Archaic Words 13.  Teaching Listening: Issues and Strategies Listening in a Normal Environment; Types of Listening; Process of Listening; Improving Listening Skills for English as a Second Language; Prominence of a Syllable in a Word; The Purpose of Listening; Listening Strategies; Methods Adopted by Teachers; Factors that Affect Listening; Role of Language Laboratory; Measures to Improve Listening; Training to Listen in a Graded Manner; Listening Problems of School Children; Radio and Television Programmes; Significance of Listening; Do’s and Dont’s on Listening 14.  Teaching Spoken English Speaking Casual/Formal English; Speaking English as a Second Language in the Classroom Environment; Correct Pronunciation; Consonants; Vowels; Prominence and Stress; Intonation; Coordination of Listening and Speaking; Sentences as the Starting Point of Speaking-Listening Activity; Stages of Development of Speaking Ability 15.  Exploring Reading: Processes and Strategies Process and Strategies; Learning to Read the Mother tongue; Reading the Second Language ; Letter-Sound Correlation in English Consonants; Reading for Comprehension; Reading Speed; First Language Versus Second Language Reading; Role of Vocabulary in Reading Development; Three Approaches to Reading; Improving Reading Speed; Reading Strategies; How to Speed Up Reading?; Processing Sentences; Cultural Predictability; Stages of Development of Reading Habit; Goals of Story Telling; Stages of Growth in Literary Appreciation; Intensive Reading; Written Evaluation 16.  The Dynamics of Writing Speaking vs. Writing; Spelling and Pronunciation; Use of Dictionary; Steps in the Growth of Writing Skill; Writing a Piece of Composition; Writing Strategies; Main Approaches; Letter-Writing; Book Review; Dialogue; Speeches; Diary; Transactional Writings; Advertisements; Charts and Diagrams; Good and Bad Composition; Difference between the Composition of L1 and L2 Writers of English Unit 6. Language, Literature and Aesthetics 17.  Different Creative Forms of Language What is Literature?, Literature in the School Curriculum; Need for Literature in the School Curriculum; Objectives of Studying Literature; Literature and Media; Creative Writings; Conveying Shared Experiences; Relevance of the Text; The Speaker and the Situation; Attitude; Theme/Thesis; Structure and Texture; Plot; Modes of Literature; Translation as a Creative Activity; Literal Translation; Translation by V.K. Kiernan; Translation by David Matthews; Sarvat Rahman’s Translation; Need for Translation; Variety of English Literature; Contemporary Creative Writings in Indian English: Poetry; Fiction; Drama; Miscellaneous Literature; English Translation of Contemporary Indian Literature 18.  Understanding Different Forms of Literature (i) Poetry; Rhyme and Rhythm; Sound in Poetry; Imagery; Narrative; Plot; Presenting the Theme; (II) Fiction; The Study of Short Story; Method of Presentation; (iii) The Study of Drama; The Scope of Drama; Discourse: Turn-Taking; Dialogues and Cooperative Principles of Conversation; The Style of Dialogue; Classroom Presentation; (iv) Other Literary Forms; Autobiographical Pieces; Travelogue; Hobby; Popular Culture; Other Topics; Effective and Critical Thinking; How a Hypothesis is made; Evaluative Writings; Arguments: Inductive or Deductive; Defective Arguments; Non-literary Writings Unit 7. Syllabus and Textual Materials 19.  Development and Analysis of Syllabus and Textual Materials Curriculum and Syllabus; Connecting the Knowledge of English to the World Outside; Curriculum Procedure; Textbook Materials; Learner-Chosen Texts; Multilingualism in the English Class 20.  Development of Textual Material: Planning the Teaching of English Unit Planning; Specific Objectives; Sequential Planning; Planning Communicative English Teaching; Lesson Planning: Samples; Planning the Reading of a Poem; Planning the Reading of a fiction; Planning the Reading of a Drama; Planning the Reading of a Supplementary Lesson; Planning the Learning of Grammar; Planning Paragraph-Writing Unit 8. Planning Learning and Teaching 21.  Dramatization and Other Modes of Language Representation Choral Reading; Saying and Doing; Dialogue; Dramatization; Puppets, Marionettes, Pantomimes and Shadow Plays; Felt Board and Felt Cutouts;  Reading a Text; Intensive (Close) Reading; Extensive (Wide) Reading; Comprehensible Input; Expanding Vocabulary; Quiz; Charts, Graphs and Maps 22.  Audio-Visual Aids Flash Cards; Charts; Handouts; Cartoons; Pictures; Slides; Phonograph Records; Tape Recorder; Radio; Motion Picture; Television; Language Laboratory; Computer; Mobile; Information and Computer Technology (ICT); Corpus Linguistics Unit 9 23.  Language Assessment: Its Role and Importance Purpose of Language Testing; Aptitude Test; Placement Test; Formative Test; Achievement Test; Summative Evaluation; Diagnostic Test; Proficiency Test; Reliability; Validity; Typology of Test Formats; Cloze Test; Integrative vs. Discrete Items tests; Other Means of Assessment; Comprehensive and Continuous Evaluation (CCE); Rating or Evaluation; Outcome-based Assessment; Situation in India; Remedial Work; Feedback Glossary of Terms References Name Index This book offers a comprehensive account of various aspects of the teachings of English as a second/foreign language in India and abroad. It explains how the knowledge of English is a must in a globalized world. India needs English to communicate internally across linguistically organized states. English is essential for higher studies in science, technology and even humanities and social studies. It is imperative to recognize the centrality of English ‘in the curriculum’ and in the training of teachers- trainees.\n The book gives a balanced account of various approaches – psychological, philosophical and linguistic – to make the trainees aware of teaching methods – structural and developmental (generative). It shows the subtle difference between the approaches of Noam Chomsky, Piaget and Vygotsky and prefers an eclectic approach. It explores how urgent is fundaments of four language skills—listening, speaking, reading and writing and points out how they can be fruitfully used not only while reading literature but also non-literary texts. It argues why personal and institutional needs of the trainees must be kept in view. While teaching these skills; teachers should use the most recent teaching aids—manual as well as mechanical (electronic). The teacher-trainees must be aware of the new principles of lesson planning and evaluation of the achievement of the trainers. The book includes their models to enable them to appreciate the practical steps they are supposed to have.\n The book may be useful for students, teachers, teacher-educators and researchers in the subject.\n Anjani Kumar Sinha, (Ph.D. from University of Chicago) is a former Professor and Head of Department of Linguistics at the University of Delhi. He was trained in ELT at the CIE (now English and Foreign Languages University), Hyderabad. He has a wide range experience of teaching English as a second /foreign language in various Universities in India and Yemen as a Visiting Professor and has published several papers in India and abroad. His recent publications are Empowering Communication Skills (Shipra, 2015) and Elementary English Teaching (Shipra, 2016). \n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/cover_Essentials_of_Eng_Lang_Revised_3.jpg
Education,M.Ed/B.Ed./DIET/ETT HIGHER EDUCATION IN CONTEMPORARY INDIA: POLICIES, PRACTICES AND PERSPECTIVES P. SATYANARAYANA 9789386262110(HB) 9789386262127(PB) 2017 pp viii+258 295.00 995.00 India’s higher education system is the world’s third largest in terms of students, next to China and the United States. India educates approximately eleven per cent of its youth in higher education. India is remarkably transforming its higher education landscape. Yet, the country lacks the critical mass in higher education. The overall scenario does not match with the global quality standards. Hence there is enough justification for increased assessment of the quality of country’s educational institutions.\n This book evaluates the different dimensions of India’s higher education system. It begins with the glimpses of education in ancient, medieval and colonial times followed by national educational policies adopted in independent India. Issues and concerns of different forms of higher education such as Medical education, Engineering education, Management education, Teacher education, Distance education, etc. are also highlighted.\n Important facets of higher education such as accreditation, regulation, privatization, financing, technology use, linkage with industry, internationalization, research are also critically commented.\n Critical appraisals by important Committees Commissions appointed by governments are given at appropriate places. RUSA, latest development in education is also explained. The book serves the purpose of a critical appraisal of higher education in India today.\n Dr. P. Satyanarayana is a senior distance educator. He was associated with the planning and founding of Dr. B. R.  Ambedkar Open University and Indira Gandhi National Open University. He worked as consultant to several distance teaching Institutions. He participated in many national and international seminars and conferences organized by COL, ICDE, AAOU, UGC, EADTU, AADE, IDEA. He widely travelled in Asia, America and Europe. He contributed to several journals on different dimensions of ODL. His English books include Distance Education: What? Why? How?; Distance Education: Origin, Growth and Development; and Open Universities: Modern Educational Innovations. His Telugu books in Political Science and Public Administration are used as reference works by Telugu medium UG and PG students. He is the founder President of Open Learning Promotion Society. Currently he is Overseas Educational Consultant to OKOS Communication Systems in USA.\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Higher_Education_in_Cotemporary_India___HB_Final.jpg
Education,M.Ed/B.Ed./DIET/ETT HOLISTIC EDUCATION AND YOGA NEELAM SHARMA 9789386262233(HB) 9789386262240(PB) 2017 158pp 180.00 695.00 Foreword Preface List of Tables and Figures 1.     Holistic Education Meaning of Holistic Education Ancient Indian View of Holistic Education Modern Indian View of Holistic Education Western View of Holistic Education Purposes of Holistic Education Need of Holistic Education Human Personality: A Treasure Within Scheme of Education Role of a Teacher 2.     Yoga—An Overview Meaning of Yoga History of Yoga Pre Vedic Vedic Pre Classical Yoga Classical Yoga—Patanjali’s Yoga Sutras Post Classical Yoga Yoga in Modern Era Types of Yoga Focusing the Mental Energy with Mantra Brain Activity during Meditation Physiological and Psychological Benefits of Meditation 3.     Yoga and Holistic Development Domains of Human Personality and Yoga Physical Health and Yoga Mental Well-being and Yoga Intellectual Development and Yoga Social Adjustability and Yoga Emotional Maturity and Yoga Moral Upliftment and Yoga Spiritual Growth and Yoga 4.     Stress among Students and Yoga Concept of Stress Meaning of Stress Stressors—The Activators of Stress Reactions of Stress Research Studies and Surveys showing Students under Stress 5.     Yoga and Academic Performance Meaning of Academic Achievement and Performance Attributes of Academic Performance 6.     Yoga: A Way to Holistic Education Tools Procedure Design of the Study Preparation of a Value Orientation Programme and a Yoga Module Findings of the Study Educational Implications   Bibliography Index A super structure having the combination of body, mind and spirit is called a human being. Education is incomplete if the growth of these three aspects is not done in a right proportion. Neglecting one sphere of human personality and promoting the other produces the persons who are like ‘half cooked food’ which always disturbs the digestive system of the consumer. The relevance of ‘intelligence quotient’ and ‘emotional quotient’ has been realized by our education system but the concept of ‘spiritual quotient’ is still waiting for its consideration in the practical sense. Even after the completion of higher studies, student leaves the formal educational institution with good mental growth but he feels himself shallow at his spiritual level. This book focusses on the role of Yoga for holistic education which may assist the learners to become fearless and courageous to make the society a peaceful and happy place to live in.\n Dr. Neelam Sharma is working in the field of education for the last twenty years. She has published various research and thematic papers in different national and international journals. She has a keen interest in exploring the children with different abilities. She guides most of her research students in the field of special education. Dr. Sharma, currently,  is Assistant Professor in Ramgarhia College of Education, Phagwara, Punjab.\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Holistic_Education_and_Yoga___Final_Option_3.jpg
Education,M.Ed/B.Ed./DIET/ETT,Human Rights HUMAN RIGHTS EDUCATION: THEORY AND PRACTICE C.NASEEMA 9788175413917(HB) 9788175413924(PB) 2017 214+x 295.00 995.00 Foreword Preface 1. Introduction Human Rights-Meaning Rights and Duties General Conditions Underlying the Idea of Human Rights Human Rights Guaranteed in Main International Treaties 2. Human Rights in Indian Condition    br>Indian Constitution and Human Rights    br>Constitutional Provisions of Human Rights    br>Implementation of Human Rights in India    br>Agencies Promoted Human Rights Implementation in India National Human Rights Commission    . State Human Rights Commissions Human Rights Courts The National Commission for Women 3. Human Rights Education Need for Human Rights Education Framework of Educational Policies in India Human Rights Education in India: Elementary Level, Primary Level, Secondary Level, Higher Secondary Level Methods of Teaching Human Rights Implementation of Human Rights Education 4. Human Rights Education in Practice Model Lessons-English Model Lessons-Hindi Model Lessons-Other Subjects Human Rights-New Trends (Annexure) Right to Environment Rights of the Child Right to Development Intellectual Property Rights Consumer Rights Right to Information The human rights education can help both- to reduce human rights violations and contribute to building free and peaceful societies. Human rights should be a subject to all levels of education. The book presents an overview of the human rights, and implementation and Pedagogical aspects of Human Rights Education. It also deals specifically with methods and activities the teachers can use in classrooms for teaching human rights and the role of the teacher. The pedagogical aspect of Human rights education focussed in this book is a product of a series of workshops conducted on Human Rights education for the preparation of Modules for incorporating Human Rights Education in the school curriculum.\n Dr. C. Naseema, M.Sc (Physics); M.Ed; Ph.D (Edn); PGDHE; DDE; PGDCA is the Head, Department of Education, University of Calicut and Dean, Faculty of Education, University of Calicut and Kannur University in Kerala State. She has more than sixteen years of teaching experience. She has authored four books and has contributed papers to number of books as well as in many national and international journals.\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/000334.jpg
Asia/International relations INDIA AND TURKMENISTAN: CORPORATION FOR PEACE AND DEVELOPMENT IN THE SILK ROAD REGION MANU MITTAL, MONA AGNIHOTRI 9788175418820 2017 xxii+138pp 0.00 800.00 Foreword  Preface  Acknowledgements  Introduction  Politics, Neutrality and Peace 1.  Silk Road Region: Turkmenistan and India  Manu Mittal 2.  Turkmenistan’s Neutrality Status and its Contribution to Peace and Development Nirmala Joshi 3.  History of Neutrality and its Current Application Amangeldi Rahmanov 4.  India and Turkmenistan: Way Ahead Mohammed Afzal 5.  Neutrality and Peace: Turkmen-Indian Success in  Bilateral Relationship A.A. Burynow 6.  Turkmenistan Celebrates 2015: The Year of Neutrality and  Peace R.N. Anil 7.  Neutrality of Turkmenistan and Historical Origin of Turkmen‑Indian Relations Rahmanberdi Godarov Transport Corridor and Regional Cooperation 8.  Energy and Transit Routes: India and Turkmenistan Sanjay Deshpande 9.  Revival of Silk Route: Turkmenistan’s Involvement in  Development of Transport Corridors and Regional Cooperation Nivedita Das Kundu Culture, History and Philosophy 10.  Cultural Heritage of Turkmenistan Durdymyrat Kuleyev 11.  Sufism: The Mystic Path of Peace Meeta Narain 12.  Message of Brotherhood and Fellow Feeling in Magtymguly’s Poetry Akhtarul Wasey 13.  Revisiting the Principle of Neutrality and Peace through the Discourse of Magtymguly Pyragy Naseem Ahmad Shah 14.  Rituals and Traditions of India and Turkmenistan:A Descriptive Study (Birth, Wedding and Death Ceremonies) Mona Agnihotri 15.  Khamsas of Nizami Ganjavi and Amir Khusrau: A Comparative Study Sharif Husain Qasemi Region 16.  Afghanistan 2014: Challenges and Prospects B.K. Sharma Contributors Index   India and Turkmenistan, regions of the fabled Silk Road form an extended neighborhoodbound by common cultural, linguistic and historical destinies. \n In the century of a rising Asia, both India and Turkmenistanhold strategic geo-political significance. While India is a regional power with an increasing global influence, Turkmenistan is a key connector to Central Asia. The recently inaugurated Kazakhstan-Turkmenistan-Iran rail links, Shanghai CooperationOrganisation, Connect Central Asia Policy, Turkmenistan-Afghanistan-Pakistan-India (TAPI) pipeline and many other projects represent ambitions of regional cohesion for economic prosperity and stability.\n In a unique region of incredible diversity, there is plenty that holds India and Turkmenistan together; including the foundations that define their outlook to the world. While Turkmenistan completes twenty-one years of adoption of its policy of Positive Neutrality and Peace, India has historically been a key proponent of the Non-Aligned Movement and expresses its intent to pursue a doctrine of peace essential to its vision of 'vasudhaiva kutumbakam' i.e. the world as one family. \n There remains a large scope for cultural study, as well as people to people contact to strengthen mutual understanding between the two countries. This book is an effort to collect thoughts of experts on the India-Turkmenistan relations. \n Prof. Manu Mittal, a philologist, has been teaching at the Centre for Russian Studies, School of Language, Literature & Cultural Studies, Jawaharlal Nehru University, New Delhi, for the last thirty three years.Her current areas of work and research include India-Central Asia links and interactions, and the Indian connection to the fabled Silk Route.  She has travelled widely in India, Central Asia, Russia, the East, Europe and USA looking for commonalities and links. The Indian Council for Cultural Relations has invited her to travel and deliver a series of lectures in the Central Asian States on Indian-Central Asian links and other themes. She has authored many books and contributed many papers in different seminars in India and abroad.\n Mona Agnihotri, a research scholar at Centre of Russian Studies, School of Language, Literature and Culture Studies, Jawaharlal Nehru University, New Delhi, teaches Russian. She is a researcher in the field of cultural and linguistic connections between India, Russia and countries of Silk Road.  She has presented various papers in conferences on Silk Road, particularly on the countries of Central Asia. \n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/India_and_Turkmenistan___Final_4.jpg
Economics JOURNEY TOWARDS LAND TITLING IN INDIA VARSHA GANGULY, SNEHASIS MISHRA(Ed.) 9788175418714 2017 xvi+208pp 0.00 650.00 Foreword  Acknowledgements  List of Tables/Figures  List of Abbreviations    1.  Introduction: Journey Towards Land Titling in India  1 Varsha Ganguly and Snehasis Mishra   2.  Critique of The Land Titling Bill, 2011: Bihar Experience C. Ashokvardhan   3.  Some Implications of The Land Titling Bill, 2011 for Common Lands, Forest Lands and Marginalised Sections  S. Gopalkrishnan   4.  Towards Conclusive Land Title in India: A Critique Pradeep Nayak   5.  Adapting the Torrens Conclusive Titling System in India: Debatable Issues and Way Forward  Rita Sinha   6.  Leveraging Land Titling for Economic Empowerment Charanjit Singh   7.  Principles and Practices of Land Titling: Kerala Experience Sajith Babu   8.  Achieving Prompt Affordable Suitable Quality Land Records System: West Bengal Experience  P. K. Pramanik   9.  Land Titling Question in India: Behavioural Economics Perspective Naseer Mohamed Jaffer 10.  National Land Records Modernisation Programme (NLRMP): Role of Modern Technology and Survey of India U.N. Mishra and Virendra Dutt 11.  Policy Recommendations on Draft Land Titling Bill, 2011  12.  Country Experiences on Land Titling: A Compilation Snehasis Mishra Glossary Contributors Index The edited volume is one of the pioneering publications on land titling. Land symbolises wealth, social identity and status, and power. Land title is a security; however, at present it is a ‘presumptive title’.With increasing land acquisition and improper land titling, the major issues faced by the administration are  land grabbing, corruption, dispute and other land related conflicts.So it is a matter of high importance for the state as well as the society and citizens of India.\n Some unfinished agenda of Indian state, such as redistribution land, survey & settlement of forest lands, Government lands, use of wastelands, etc. also demand conclusive land titling. How do we move forward towards ‘conclusive titling’ from ‘presumptive title’ is a central query of this Volume. Neo-liberal state introduced National Land Record Modernisation Programme (NLRMP) in 2008, which incorporates a component of guaranteeing conclusive land titling. Implementation, outcome and impact of NLRMP are varied across different States of India, which has intensified debate on land titling. Various options are available and need to be debated in the context of conclusive land titling, such as whether enacting a law, expediting implementation of NLRMP, adopting Torrens System and suitable modern technology for Survey/Resurvey, Registration, citizen-centric services, integration between different components, etc. This book covers all possible policy and political issues regarding land titling so that the ‘journey towards land titling’ is smoothened and strengthened.\n Dr VarshaGanguly, Former Professor at Centre for Rural Studies, Lal Bahadur Shastri national Academy of Administration, Mussoorie. Her work as researcher, teacher and a trained communicator is largely on development and social issues. Her published works include 14 books, several research articles in national and international academic journals and in Gujarati magazines. These published works have explored less trodden paths on situation of the marginalised communities in India. She worked as editor of academic journals–Studies in Humanities and Social Sciences (2008 and 2011) and she was managing editor of international journal–Journal of Land and Rural Studies. While working with change agents, rights and social justice, people’s movements, land question, process of marginalisation, policy framing and change, and Gujarat are the major areas of her interests.\n  \n Snehasis Mishra is currently Technical Consultant, Centre for Rural Studies, Lal Bahadur Shastri National Academy of Administration, Mussoorie. He has written research papers and co-authored state-report on Land Records practices and implementation of NLRMP. He has co-edited a bookentitles Conclusive Land Titling (2015). He has participated and organised seminars on land records and land titling related issues. His areas of interests cover e-governance, land records management, watershed management.\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Journey_towards_Land_Titling_in_India___OK1.jpg
Education,M.Ed/B.Ed./DIET/ETT LEARNING AND TEACHING S.K. MANGAL, SHUBHRA MANGAL 9789386262424(HB) 9889386262431(PB) 2017 350.00 1400.00 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 http://www.shiprapublication.com/images/book/thumbimgs/Learning___Teaching___SHIPRA.jpg
Education,M.Ed/B.Ed./DIET/ETT MEASUREMENT, EVALUATION AND ASSESSMENT FOR LEARNING RAINU GUPTA 9789386262271(HB) 9789386262288(PB) 2017 xii+432pp 395.00 1600.00 Preface 1.     Concept of Evaluation  Meaning of Evaluation;  Definition;  Characteristics of Evaluation; Objectives/Purposes of Evaluation;  Need and Importance of Evaluation;  Process of Evaluation 2.     Measurement and Assessment Process  Measurement  Meaning and Definition of Measurement;  Errors of Measurement;  Essentials of Measurement;  Functions of Measurement;  Measuring Variables;  Methods of Measurement;  Tests for Measurement;  Problems and Limitations of Measurement  Assessment  Characteristics of an Effective Comprehensive Assessment;  Types of Assessment;  Basic Principles of Assessment;  Purposes of Assessment;  Functions of Assessment; Techniques of Assessment;  Classification of Assessment Techniques;  Inter relationships between Measurement, Assessment and Evaluation in Education 3.     Scales of Measurement  Nominal Scale;  Ordinal Scale;  The Interval Scale;  Ratio Scale 4.     Evaluation and Instructional Objectives  Taxonomy of Instructional Objectives;  Role of Objectives in Testing 5.     Types of Evaluation  Formative Evaluation; Summative Evaluation;  Process Evaluation;  Product Evaluation;  Oral Evaluation;  Written Evaluation;  Performance Evaluation;  Continuous and Comprehensive Evaluation 6.     Tools and Techniques of Evaluation  Testing Techniques  Tools in Testing  Subjective Tools;  Objective Tools  Testing Tools  Essay Type Tests;  Objective Type Test;  Short Answer Type Test;  Oral Tests;  Diagnostic Test Non-Testing Tools  Observation;  Inquiry Techniques;  Projective Techniques;  Tests; Introspection/Self-Assessment;  Relevance of Tools and Techniques of Learning Outcomes 7.     Norm Referenced and Criterion Referenced Test  Norm-Referenced Test;  Criterion-Referenced Test;  Differences between Norm-Referenced Test and Criterion- Referenced Test;  Common Characteristics of NRM and CRM 8.     Characteristics of Measuring Instrument  Primary Characteristics;  Secondary Characteristics;  Reliability;  Validity;  Objectivity;  Usability  Norms  Need for Norms;  Types of Norms 9.     Planning and Preparation of Test  Planning the Test;  Preparing the Preliminary Draft;  Pilot Study of the Test or Trying Out the Preliminary Draft;  Preparing the Final Draft of the Test 10.  Writing Test Items Meaning of Item; Characteristics of an Item; Essay Type Items; Objective Type Items; Interpretive Items; 11.  Item Analysis Meaning of Item Analysis; Purpose or Need of Item Analysis; Methods of Item Analysis; Relation between Difficulty Level and Discrimination Power of an Item; Factors Influencing the Discrimination Power and Difficulty Level; Criteria for Item Selection and Rejection; Item Analysis in Criterion Referenced Tests or Mastery Test; Problems of Item Analysis; 12.  Achievement Test   13.Measurement of Aptitude Definition; Characteristics of Aptitude; Types of Aptitude Tests; Uses/Importance of Aptitude; Designing and Developing Aptitude Tests; 14.Measurement of Intelligence Definitions of Intelligence; Classification of Intelligence; Types of Intelligence Tests; Some Important Tests for Measuring Intelligence; Stanford Binet Intelligence Test; Binet-Simon Scale (1908); Binet-Simon Scale (1911); Jerman’s Standard Binet Scale (1916); Stanford-Binet Scale (1937); Stanford-Binet (1960); Binet Scale (1986); Wechsler Intelligence Scale; Culture-Fair Intelligence Test; Indian Intelligence Test; 15. Measurement of Attitude Meaning; Definition; Characteristics; Role of Attitude and Interest in Learning; Measurement; Method of Equal Appearing Intervals; Method of Summated Ratings; Method of Cumulative Ratings; Interpretation of Attitude Scores; 16.  Measurement of Interests and Skills Concept and Definition of Interest; Characteristics of Interest; Types of Interest; Techniques of Measuring Interests and Skills; Basic considerations for Assessment of Interest; Interest Inventories and their Interpretations; Measurement of Skills; 17. Question Bank  Need of Question Bank; Development of Question Bank; Functions of question bank; Advantages of question bank; 18. Use of Computers in Evaluation Computer assisted Delivery of tests; Objective Tests; Structured Questions; Construction of Tests/Question Paper; Recording and Analysis of Results; Final Scores vs. other Information; Electronic Scoring Tools; Security Considerations; Electronic Support as a Tool in the Evaluation Process; 19.  Internal Assessment Need and Importance; Limitations of Internal Assessment; Problems of Internal Assessment; Fundamentals of Internal assessment; Steps in the Development of a Comprehensive School Evaluation Programme; 20.  National Curriculum Framework-2005: Vision of Assessment for Learning Assessing Learners; Assessment on the Course of Teaching; Curricular Areas that Cannot be ‘Tested for Marks’; Design and Conduct of Assessment; Self-assessment and Feedback; Areas that require Fresh Thinking; Assessment at Different Stages; 21.          New Trends in Examination System Grading System; Semester System; Credit-System; Examination on Demand; Online Examination; Open Book Examination; 22. Teacher as Facilitator Role of Teacher as Facilitator; 23. Statistical Methods in Measurement Concept of Statistics; Meaning of Statistics; Statistics in the Sense of Numerical Data; Statistics as a Science; Statistics as an Art; Statistics as a Method of Research; Nature of Statistics; Divisions of Statistics; Statistics on the basis of type of data; Statistics on the basis of function or utility; Importance/Uses of Statistics in Assessment and Evaluation; Terms Used in Statistics; Statistical Method; Population and Sample; Variables and Constraints; Classification; Organisation; Graphic Representation of Data; Diagrammatic Presentation of Data; One-dimensional Diagrams; Two Dimensional Diagrams; Pie Diagrams; Three dimensional-diagrams; Pictographs and Cartographs; Measures of Averages (Central Tendencies); Types of Averages; Arithmetic Mean; Median; Mode; Relationship between Mean, Median and Mode; Measures of Dispersion or Variation; Relation between Various Measures of Dispersion; Measures of Relative Position; Measures of Relationship; Normal Probability Curve (NPC); Analysis of Variance (ANOVA); 24. Interpretation of Test Scores and Methods of Feedback Statistical Concepts; Methods to Provide Feedback to Students; Types of Feedback; Appendices; Bibliography; Revision Questions   The present book ‘Measurement, Evaluation and Assessment of Learning’ is a comprehensive work. The focus is on making educational and mental measurement more valid and reliable and using the evidences for improving pupils' achievements, instructional effectiveness and validation of the teaching-learning process.\n The book would enable the pupil teachers and other clientele to understand the concept, principles, processes and tools of evaluation and develop skills in constructing criterion referenced tests, achievements tests, etc. to collect valid and reliable data.\n On account of its practical approach, the book may be useful for in-service teachers, teacher educators, student teachers, educational administrators and planners. \n Dr. Rainu Gupta Professor, Sharda University, has devoted more than 30 years of her professional work in the field of statistics, research, measurement and evaluation. Besides teaching; she is actively engaged in guiding M.Phil, Ph.D (Education) students in several projects and thesis. She has authored many books in Education, published papers in reputed educational journals, presented articles and research papers in many conferences and contributed in faculty development programmes.\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Measurement_Evaluation_and_Assessment_for_Learning___HB_Final.jpg
Asia/International relations,Journalism MEDIA AND FOREIGN POLICY IN INDIA SHUBHA SINGH 9789386262462 2017 pp x+105 0.00 750.00 Preface   Chapter 1  Setting the Agenda  Priming and Framing the Story  The CNN Effect  Manufacturing Consent  Conflicting Theories  Conclusion   Chapter 2  Foreign Policy and Diplomacy  Links between Media and Foreign Policy  Media as Participant  Public Diplomacy  Conclusion   Chapter 3  Growth of Indian Media  Television, Social and Digital Media  Conclusion   Chapter 4  The Indian Media Experience  Indian Media and Foreign Policy  Conclusion   Chapter 5  Kargil Conflict  Hijack to Kandahar  Conclusion   Chapter 6  Diplomacy in the Time of Television  Face to Face Along the Border  Sharm al Sheikh Statement  Media’s Peace Initiative  Conclusion   Chapter 7  Television Sets the Agenda  India-Australia Ties  Conclusion   Chapter 8  Information Deficit in India-China Ties  India-China Border Issue  Neighbours and Rivals  Conclusion   Chapter 9  Politics, Media and Neighbours: Nepal  Myanmar Operation  Sri Lanka  Bangladesh  Conclusion   Chapter 10  Indo-US Nuclear Co-operation  Diplomatic Altercation  Conclusion   Chapter11  Studio Debates on Indian Television  India-Pakistan Bilateral Dialogue  Conclusion   Chapter 12  Conclusion   Bibliography Index   The 24-hour news cycle and vastly expanded media space in India, with multiple regional and national newspapers, and a plethora of television channels and news websites has increased the impact of the media in everyday life. The media helps shape public opinion, and since most governments and the political leadership seek public approval, it creates the impression of a highly influential media. \n Anyone watching prime time television debates in India would be led to believe that the media has a considerable influence on government policies, including its foreign policy.\n This book explores the links between the media, diplomacy and foreign policy. It examines the interface between the media and the foreign policy establishment in India and its influence, if any, on foreign policy and its implementation. \n Shubha Singh is a columnist and author. She has worked with two leading Indian newspapers.   She has travelled widely and has been writing a weekly column on foreign affairs for more than two decades; the column has appeared in English, Hindi and Telugu language newspapers. She was awarded the Chameli Devi Jain Award for the best woman journalist for her “perceptive and analytical writing on foreign affairs.” She has a special interest in the Indian Diaspora and has written three books on the subject titled - Fiji: A Precarious Coalition, Overseas Indians: The Global Family, and Journeys of Discovery: Ancestral Searches in India. She has also co-edited a book of essays by award-winning women journalists titled Making News, Breaking News, Her Own Way.\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Media_and_Foreign_Policy_in_India___Final_2.jpg
Education,M.Ed/B.Ed./DIET/ETT PSYCHOLOGICAL PERSPECTIVES OF EDUCATION: ELEMENTARY LEVEL B.K. PAL, NEERA SADH 9789386262066(HB) 9789386262059(PB) 2017 viii+174pp 195.00 700.00 Preface  1.  Understanding Learning  1.0  Definitions  1.1  Nature of Learning  1.2  The Process of Learning  1.3  Importance of Learning  1.4  Principle (Laws) of Learning  1.5  Subordinate/Secondary Laws of Learning  1.6  Trial and Error Theory of Learning 1.7  Classical Conditioning 1.8  Operant Conditioning 1.9  Insight Theory of Learning or Gestalt Theory of Learning 1.10  Concepts and Nature of Intelligence 1.11  Convergent Thinking 1.12  Divergent Thinking 1.13  Multiple Intelligence 2.  Determinants and Process of Learning 2.0  Need 2.1  Types of Need 2.2  Interest 2.3  Attitude 2.4  Motivation 2.5  Memory 2.6  Forgetting 2.7  Transfer of Learning 3.  Language Learning 3.0  Language 3.1  Language Acquisition 3.2  Language Learning 3.3  Language Development: Concept and Stages 3.4  Functions of Language in Real Life and Inside the Classroom 3.5  Learning Language and Learning through Language 3.6  Teacher’s Influence on Child’s Language Development 4.  Guidance and Counselling 4.1  Meaning of Guidance 4.2  Nature of Guidance 4.3  Basic Assumption of Guidance 4.4  Functions of Guidance 4.5  Need of Guidance 4.6  Areas of Guidance: Educational, Vocational, Personal and Social 4.7  Individual and Group Guidance Techniques 4.8  Counselling 4.9  Characteristics of Counselling 4.10  Difference between Guidance and Counselling 4.11  Techniques of Counselling 4.12  Maintenance of Student’s Records 4.13  Cumulative Record 4.14  Anecdotal Record 4.15  Aggression 4.16  Bullying 4.17  Substance Abuse 4.18  Delinquency 4.19  Truancy 4.20  Guidance Services in School 4.21  Role of Counsellor in Establishing Guidance Services 5.  Inclusive Education 5.0  History of Special Schools 5.1  Concept of Special Education 5.2  Inclusive Education 5.3  Principles of Inclusive Education 5.4  Gifted Children 5.5  Left Handers 5.6  Slow Learners 5.7  First Generation Learners 5.8  Under Achievers 5.9  Creativity and Its Development 5.10  Children with Disability 5.11  Impact of Impairment on Children’s Development               5.12  Prejudice and Discrimination against Learner with Special Needs “Educational psychology is the science of education; it helps the teacher to understand the development of his pupil, range and limits of their capacities, the processes by which they learn their social responsibilities.”   E. A. Peel\n This book focuses on the basic understanding of various aspects of Education and Psychology and these aspects are—\n Understanding  Learning, Determinants and Process of Learning, Language Learning, Guidance & Counselling, and Inclusive Education. It makes content relevant, precise, sufficient and orderly mannered. The language used is easy, simple and understandable. Each unit contain relevant content with proper heading and subheadings, it also incorporate concerned figures and educational implications of all the topics.\n The book may be useful for students of Education, Pre-service and In-service teachers and the trainers.\n Dr.B.K.Pal(Ph.D.’s in Psychology and in Education) started his career from NCERT and is presently working with SCERT, New Delhi as a Senior Lecturer (IFIIC). He has been providing his input to the field of Teacher Education, Educational Psychology and Research in Education and Psychology since 1998.\n Dr. Pal is fully conversant and experienced in Educational Psychology, Child Development, Psychological Perspectives of Education, Process of Children Learning, Psychological Assessment, Measurement & Evaluation, Educational Vocational Guidance & Counselling, Education of Children with Special Needs and Teacher Education. He has also got published a number of articles and research papers in various journals. He has to his credit number of books in Psychology and Education.\n Neera Sadh, having more than ten years of teaching experience in the field of Teacher Education, is presently working as Lecturer with a Delhi Administration institute of Education. She has to her credit articles, research papers published in various referred Journals at National level on various issues of Education and Pedagogy.\n  \n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Psychological_Perspectives_of_Education1.jpg
Education,M.Ed/B.Ed./DIET/ETT PSYCHOLOGY OF LEARNER, LEARNING AND DEVELOPMENT AJAYA KUMAR PENTHOI 9788175418776(HB) 9788175418783(PB) 2017 xii+276pp 295.00 995.00 Preface  1.  Understanding Educational Psychology  Introduction  Concept of Educational Psychology  Types of Psychology  Meaning of Educational Psychology  Scope of Educational Psychology  Applications of Educational Psychology in the field of  Education 2.  Methods Used in Educational Psychology Classification of Methods 3.  Schools of Psychology Structuralism Functionalism Behaviourism Psychoanalysis Gestalt School Hormic School 4.  Human Body System and Psychology Introduction Meaning of Human Body Meaning of Mind Nervous System and Mind The Glands and Human Behaviour Educational Implications 5.  Human Growth and Development Introduction Meaning of Growth and Development Difference between Growth and Development Principles of Development Factors Determining Growth and Development 6.  Dimensions of Human Development Stages of Human Development Dimensions of Human Development 7.  Adolescence Growth and Development Introduction Meaning and Definitions of Adolescence Characteristics of Physical Growth and Development during Adolescence Period Characteristics of Mental Development during Adolescence Period Characteristics of Emotional Development during Adolescence Period Characteristics of Social Development during Adolescence Period Characteristics of Moral Development during Adolescence period Needs of Adolescents Problems of Adolescents Development of Self-Concept and Self-Identity in Adolescents Self-Identity and Social Identity Educational Implications of the Study of Adolescence development 8.  Theories of Human Development Concept of Development Theories of Human Development Gender Difference and Development 9.  Individual Differences Meaning of Individual Difference Types of Individual Differences Areas/Fields of Individual Differences Causes of Individual Differences Measurement of Individual Differences Educational Implications 10.  Personality Introduction Meaning of Personality Factors Influencing Personality Theories of Personality Assessment of Personality Problems in Personality Measurement Applications of Personality Tests 11.  Mental Health and Adjustment Meaning of Mental Health Characteristics of Mentally healthy persons Factors Affecting the Mental Health of Persons Mental Health and Adjustment Maladjustment Causes of Maladjustment Adjustment Mechanism Mental Disorders and Mental Health Mental Health in School Factors Effecting Mental of Teachers Measures to improve mental health of Teachers 12.  Thinking and Reasoning Ability Meaning of Thinking Meaning of Reasoning Characteristics of Thinking Requisites of Thinking Forms of Thinking Factors Influencing Thinking Conditions for Development of Thinking Piaget’s Views on Development of Thinking: Bruner’s Views on Development of Thinking Educational Implications of the study of Thinking and Reasoning 13.  Problem Solving Ability Introduction Meaning and Definitions Approaches/Methods of Problem Solving Steps Followed for Problem Solving Conditions Influencing Problem Solving Behaviour Techniques to Develop Problem Solving Abilities in Children 14.  Learning, Learning Process and Development Introduction Meaning of Learning Definitions of Learning Functions of Learning Nature of Learning Types of Learning Principles of Learning Methods/Processes of Learning Factors affecting Learning Educational Implication 15.  Theories of Learning Classification of Learning Theories Discussion of Different Theories of Learning 16.  Approaches to Learning and Instruction B.S. Bloom’s Mastery Learning Gagne’s Hierarchy of Learning Ausubel’s Views on Learning 17.  Perspectives of Learning Introduction Behavioural Perspectives of Learning Cognitive Perspectives of Learning Developmental Perspectives of Learning Socio-cultural Perspective of Learning Constructive Perspectives of Learning 18.  Learning as Information Processing Information processing approach Stages of Information Processing Robert Gagne’s model of Information Processing Phases of an act of learning 19.  Intelligence Introduction Meaning and Definitions of Intelligence Nature of Intelligence Types of Intelligence Theories of Intelligence Educational Implications of Intelligence Theories Measurement of Intelligence Intelligent Quotient (IQ) 20.  Creativity Introduction Meaning and Definitions Nature of Creativity Stages of creativity Development Characteristics of Creative Thinking Theories of Creativity Measurement of Creativity Educational Implications 21.  Anxiety Meaning of Anxiety Anxiety Disorders Types of Anxiety Disorders Symptoms of Anxiety Disorder Diagnosis and Treatment Educational Implication Curiosity 22.  Attention and Learning Meaning of Attention Theories of Attention Effects of Attention Types of Attention Factors Influencing Attention Span of Attention Attention Fluctuation Division of Attention Sustained Attention Attention Distraction Attention and Interest Attention and Learning 23.  Interest and Learning Introduction Meaning of Interest Types of Interest Relation and Synthesis between Attention and interest Synthesis between Interest and Learning Techniques of arousing interest in the Learners 24.  Emotion and Developmenmt Introduction Meaning and Definitions of Emotion Difference between Instincts and Emotions Kinds of emotions Important Emotions Generally displayed Nature of Emotions Reflections of Emotion on Body and bodily Changes Emotions and Emotional maturity Theories of Emotions 25.  Emotional Intelligence Meaning of Emotional Intelligence Attributes of Emotional Intelligence Components of Emotional Intelligence (EI) Impact/Implication of Emotional intelligence Strategies for Developing Emotional Intelligence Measurement of Emotional Intelligence Relationship between Intelligence and Emotional Intelligence 26.  Motivation and Learning Meaning of Motivation Types of Motivation Theories of Motivation Factors Affecting Motivation Techniques of Motivation Motivation and Learning 27.  Memory and Forgetting Introduction Meaning of Memory Forgetting Theories of Retention and forgetting Mechanism to build good Memory in the learners 28.  Transfer of Learning/Training Introduction Meaning of Transfer of Learning Types of Transfer of learning/training Theories of Transfer of Training Factors influencing transfer of learning or training Teacher’s Role in promoting Transfer of learning or training 29.  Culture, Learning and Development Introduction Meaning of Culture Cultural Shaping Cultural Transmission Cultural diversity and learning Class room as a Social Group Types of Class-room Groups Group Dynamics Class-room climate Teacher-Leader in the Class-room Teacher effectiveness Teaching skills Teacher’s Role perception in the Class-room 30.  Exceptional Children: Their Learning and Development Introduction Meaning of Exceptional children Types of Exceptional Children Identification of exceptional children Dealing with exceptional Children in the class-room and helping them to learn References Possible Questions This book places and configures its contents material vividly in a lucid and simple language giving a wide range of coverage to various aspects relating to the field of Educational Psychology of almost all universities of the country inconformity to the present Uniform Curriculum Structure of NCTE regulation—2014. The book should cater the academic needs of learners. It may also be useful for In-service-teachers Teacher-Educators, Research Scholars and Readers having interest in the subject.\n Dr. Ajaya Kumar Penthoi, Ph.D. in Education from Utkal University, Odisha in 2006, has been carrying his teaching profession for the last twenty-one years. Dr. Penthoi is presently associated with Eastern Dooars B.Ed. Training College, affiliated to West Bengal University of Teacher Training, Education Planning and Administration, Kolkata as an Associate Professor in Education. He has to his credit many research papers and articles published in national and international journals. His areas of interest include Adult and Non-Formal Education, Population Education and Special Education.\n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Psychology_of_Learner_Learning__Deve.jpg
Economics,Reference SELECTED WORKS OF PROF. AMLAN DATTA(5 VOLS SET) B.B. DUTTA, SANDIP DAS (ED.) 9789386262189(Set) 2017 1813pp 0.00 9000.00 VOL 1: Selected Works of Prof. Amlan Datta: Development Challenges and Responses VOL 2: Selected Works of Prof. Amlan Datta: Development Challenges and Responses VOL 3: Selected Works of Prof. Amlan Datta: For Democracy VOL 4: Selected Works of Prof. Amlan Datta: In Defence of Freedom VOL 5: Selected Works of Prof. Amlan Datta: For a Quiet Revolution The writing of Prof. Amlan Datta deserve serious attention of students, teachers, researchers and intellectuals alike given his status as an economist amongst philosophers and a philosopher amongst economicsts. His time tested thoughts will surely inspire the coming generation  and shape their lives in the individual, socio-economic and political spheres. With this conviction serving as our inspiration, we  present this compilation of his works as a tribute to this prophet of democracy-led development.\n Prof. Amlan Datta was a many sided genius. He was an outstanding economist, a legendary teacher and an independent thinker with an intellectual philosophy that guided him to fields of study other than economics. In his long and productive career, he displayed remarkable consistency without being swayed by the waves of ideas, ideologies and events that influenced the social psyche of the day. Displaying great personal courage and an unflinching loyalty to truth, he lived the values he cherished-making him a man far larger than a mere intellectual. Such a man belongs not only to the present but becomes indisputably a precursor of what lies in the womb of the future. Though he found proximity to the ideas of the great scholars of his time, he continuously struggled to create something new that could address the ills of the day. As an economist, he took a great interest in history of economic thought and development economics for the obvious reasons that they not only relate to productivity and growth but also to distributive justice and the intimate relationship between man and his environment.\n Dr. B.B. Dutta is an economist, student of Amlan Datta and former Member of Parliament(Rajyasabha)\n Sandip Das taught philosophy and presently the visiting professor of the institute of Gandhin Studies at Wardha.\n Swapan Mazumdar is former Director of Rabindra Bhawan, Visva Bharati, Santiniketan.\n "I have read the first half of your book with pleasure and agreement and hope to finish it soon. It takes more time than one would expect from its size. If you believe that I could do something to facilitate publication in other countries or draw attention to it in your own country, do not hesitate to let me know. With the expression of my appreciation and thanks."\n Albert Einstein\n To Amlan Datta, on reading his book: "For Democracy"1953\n  \n  \n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Amlan_Dattas_5_Volumes___Final_Vol_5.jpg
Education SHIKSHA KE MANOVEGYANIK PARIPEKSHYA(PRATHMIK STAR PER) SUMAN LATA, S.L. KHATRI 9789386262554(HB) 9789386262561(PB) 2017 200.00 900.00 SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/SHIKSHA_KE_MANOVEGYANKI_PARIKEKSHYA.jpg
Education,M.Ed/B.Ed./DIET/ETT STATISTICS IN EDUCATION C. NASEEMA 9789386262479(HB) 9789386262486(PB) 2017 xiv+181 pp   250.00 1200.00 Foreword   Preface   1.   Statistics in Education 1.1.   Introduction 1.2   Stages of the Research Process 1.3   Why You Study Statistics in Educational Research? 1.4   Descriptive Statistics 1.5   Inferential Statistics 1.6   Measurement In Education/Psychology 1.7   Characteristics of Scales of Measurement 1.8   Frequency Distribution 1.9   Graphical Representation of Frequency Distribution 2.   Measures of Central Tendency 2.1   Arithmetic Mean 2.2   Median 2.3   Mode 2.4   The Range 2.5   Variance (s2) and the Standard Deviation (s) 2.6   Quartile Deviation 2.7   Average or Mean Deviation 2.8   Percentile Ranks 2.9   Derived Scores 3.   Normal Distribution 3.1   What are Normal Distributions? 3.2   Why are Normal Distributions Important? 3.3   The Standard Normal Distribution 3.4   Applications of the Normal Probability Curve 3.5   Skewness 3.6   Kurtosis 3.7   Introduction to the t-Distribution 3.8   Comparison of Normal Distribution and Students’ t-distribution 3.9   Degrees of Freedom 4.   Correlation 4.1   Correlation–An indication of Direction 4.2   Nature of the Relationship 4.3   Direction of the Relationship 4.4   Strength of the Relationship 4.5   Pearson’s Product-Moment Coefficient of Correlation 4.6   Bivariant Frequency Distribution 4.7   Interpretation of Pearson’s r 4.8   Spearman’s Coefficient of Correlation-r 5.   Regression 5.1   Regression Equations and Regression Coefficients 5.2   Relation of Regression to Correlation 5.3   Standard Error of Estimate 6.   Multiple Regression Theory and Analysis 6.1   Basic Ideas 6.2   Example with Two Independent Variables 6.3   Regression Graph 6.4   Assumptions behind Multiple Regression 6.5   Multiple Regression, Discriminant Analysis and Canonical Correlation 6.6   Canonical Correlation 7.   Inferential Statistics 7.1   Sampling 7.2   Method of Sampling 7.3   Sampling Distribution 7.4   Application of the Concept of Standard Error 8.   Tests of Significance of Difference Between Statistics 8.1   Levels of Significance 8.2   Errors in Hypothesis Testing 9.   Analysis of Variance (ANOVA) 9.1   Conditions/Basic Assumptions of ANOVA 9.2   Computing ANOVA 9.3   One-Way ANOVA 9.4   Summary of ANOVA 10.   Non-Parametric Tests 10.1   Why Nonparametric Statistical Tests? 10.2   Examples of Nonparametric Statistical Tests 10.3   Advantages of Non-parametric Statistics 10.4   Disadvantages of Non-parametric Tests 10.5   Chi-square (c2) Test 10.6   Mann–Whitney U-test 10.7   Sign-Rank Test 11.   Introduction to Statistical Package for Social Sciences 11.1   SPSS Menu and Toolbars 11.2   Data View 11.3   Working with the Data Editor 11.4   SPSS Viewer 11.5   Importing and Exporting Data 11.6   Guidelines for Creating Data Sets 11.7   Guidelines for Reporting Results References Appendices This book presents the basic statistical concepts required for researchers and students ineducation, descriptive statistics, and advanced inferential statistics in a simple manner.Itmay be helpful to the learners in master’s level as well as doctoral level. It offers anintegral approach to the study of statistics placing due emphasis on theory and applicationof computational procedures in Statistics related to Educational research.\n  \n Prof (Dr) C. Naseema with more than twenty-one years of teaching experience is the Dean, Faculty of Education and the Director, School of Education of University of Calicut. She has completed four Major research projects aided by UGC, IIPA, and SSA. She has visited many foreign countries in association with her project work. She has authored 8 books and contributed papers to reputed books and journals.  \n SHIPRA PUBLICATIONS 0.00 http://www.shiprapublication.com/images/book/thumbimgs/Statistics_in_Education___SHIPRA_1.jpg
Education,M.Ed/B.Ed./DIET/ETT,Psychology TEACHING PSYCHOLOGY: CONCEPTS AND PEDAGOGIC STRATEGIES NAMITA RANGANATHAN, VISHKHA KUMAR, VIKAS BANIWAL, RASHMI MALHOTRA, ANSHU CHAUDHARY 9788175418875(HB) 97881754188 (PB) 2017 xiv+246pp 295.00 1250.00 Preface Introduction Section-I Development of Psychology: An Overview Some Reflections on Psychology Textbooks; Psychology: Science or Social Science?; The Interdisciplinary Nature of Psychology; Nature of Knowledge in the Texts: Selection and Representation; Adequacy of School Textbooks as Preparation for Higher Education in Psychology; Pedagogical Directions in Textbooks; Revisiting the History of Psychology; Contemporary Developments in Psychology; Pedagogy in the Psychology Classroom; Understanding the Nature of Learner; The Psychology Teacher: Important Considerations; Methods and Strategies for Teaching Psychology; Lecture Method; Group-work; Experiments; Project-Based Learning or Problem Solving; T-Groups, Encounter Groups, and Sharing Groups; Role Play; Questioning as a Pedagogical Technique; Use of ICT in the Classroom; Assessment and Evaluation; The Framework for this Resource Book Section-II Activities The Nature of Psychology Introduction; Nature of Psychology: Subject Matter and Definition; Dispelling Myths and Misconceptions about Psychology; Identity of Psychology as a Discipline; Psychology as an Applied Discipline and its Key Branches; Evolution of Psychology; Psychology and Everyday life; Human Wholeness in Psychology Methods of Enquiry in Psychology  Introduction; Understanding Psychological Research; Goals of Psychological Inquiry; Steps for Conducing Psychological Research; Simulated Experiment; Experimental Method; Observation; Correlational Research; Survey Method: Design, Standardization and Utility; Case Study; Ethics of Research; Recent Trends Sensation and Perception  Introduction; Drawing the Relation between Sensation, Attention and Perception; Visual and Auditory Sensations;  ‘Absolute Threshold’ and ‘Differential Threshold’; Attentional Processes; Span of Attention; Alertness and Concentration; Focus and Fringe; Selective Attention and Internal and External Factors Affecting Attention; Filtering by Selective Attention; Processing Approaches in Perception; Perceiver’s Significance; Perception of Space, Depth and Distance; Illusions; Recent Trends Human Memory  Introduction; Nature of Memory; Long Term Memory; Maintenance Rehearsal and Elaborative Rehearsal; Memory System; Memory as a Reconstructive Process; Iconic and Echoic Memory; Chunking; Types of Long Term Memory; Concept; The Hierarchical Network Model; Examples; Recent Trends Thinking  Introduction; Definition of Thinking; Definition of Thinking; Building Blocks of Thought; Understanding Concepts; Problem Solving; Creative Thinking; Characteristics of Creative Thinking; Language and Thought; Recent Trends Motivation and Emotion  Introduction; Nature of Motivation; Biological and Psychosocial Motives; Psychosocial Motives; Frustration; Nature of Emotions; Physiological and Cognitive bases of Emotions; Expression of Emotions; Managing Emotions; Recent Trends Learning and Cognition  Introduction; Nature of Learning; Difference between Habituation and Learning; Difference between Learning and Reflex; Classical Conditioning; Operant Conditioning; Imitation and Observational Learning; Category Clustering; Concept Learning; Sociocultural Theory of Lev Vygotsky; Recent Trends Human Development  Introduction; Meaning of Development; Life-Span Perspective of Development; My Story; The Context of Development: Urie Bronfenbrenner; Stages of Development; The Pre Natal Stage; Infancy; Childhood; Adolescence; Summarising the Stages of Development; Role of Culture; Recent Trends Individual Differences and Human Intelligence  Introduction; Individual Differences; Introducing Intelligence and Psychometrics; Howard Gardner’s theory of Multiple Intelligence; Multiple Intelligences; Debates related to Intelligence; Sternberg’s Triarchic Theory of Intelligence; Emotional Intelligence; Culture and Intelligence; Recent Trends Attitudes, Social Cognition and Pro Social Behaviour  Introduction; Nature of Attitude: ABC Model of Attitude; Attitude-Behaviour Relationship and Cognitive Dissonance; Attitude Change and Persuasion; Advertising and Persuasion; Stereotypes, Prejudices, and Discrimination; Gende