Bibliografias temáticas / Indian book for student

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Literatura científica selecionada sobre o tema "Indian book for student"

Autor: Grafiati

Publicado: 25 de julho de 2024

Última modificação: 31 de julho de 2024

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Artigos de revistas sobre o assunto "Indian book for student"

Bernard, Jennifer, e Krishna Bista. "International Student Experience in Australia". Journal of International Students 5, n.º 1 (1 de janeiro de 2015): 100. http://dx.doi.org/10.32674/jis.v5i1.447.

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This book introduces a theoretical framework and research tools for evaluating the experiences of international students from the Indian subcontinent as they adapt to one university in Australia. Gunawardena and Wilson focus on the importance of understanding and molding student services to each individual cultural group and meeting specific needs based on communication, learning style, personal preferences, and grade level. For example, some English language learners have been put in classes below their grade level because of their lack of competency in English (written and spoken).

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VIRK, HARDEV SINGH. "C.V. Raman's Student L.A. Ramdas - From Agricultural Meteorology to Discovery of Ramdas Layer". Journal of Agrometeorology 25, n.º 4 (30 de novembro de 2023): 616–18. http://dx.doi.org/10.54386/jam.v25i4.2393.

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Indian Physicist Dr C.V. Raman, the founder of the Raman Spectroscopy, is the only Indian who received Nobel Prize in Science. Raman trained almost 100 scientists in his laboratory who influenced the development of science and technology in India. Dr L A Ramdas was one of them who began his research career under Raman in the beginning of 1920s. Not only, he coined the term ‘Raman Effect’, but also studied the scattering of light in gases and vapours. The present book written by Dr Rajinder Singh, presents Ramdas’s work on light scattering in association with Raman, his venture in establishing a new field namely, Agricultural Meteorology, and subsequently the discovery of Ramdas Layer, named after him.

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Tshibaka, Ahoefa S. "Understanding International Students from Asia in American Universities: Learning and Living Globalization". Journal of International Students 8, n.º 4 (1 de outubro de 2018): 1941–43. http://dx.doi.org/10.32674/jis.v8i4.240.

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In this book, the editors suggest that the intensity of globalization is helping to reshape the American Education System. The reshaping of the American educational system is reflected in the number of students the United States accommodates from different parts of the world. With an international student count of 1.09 million; the United States is one of the primary destinations for international students in the world. Interestingly, Chinese, Indian, and South Korean students represent more than half (51%) of the overall number of international students in the United States. However, Asian students combined represent 64.3% of the overall number of international students in America, making them the dominant group of students (Ma & Garcia-Murillo, 2018, p. 1).

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Widyaningrum, Agnes. "CONVERSATIONAL IMPLICATURE APPLIED IN YOUNG LEARNER’S RUMPELSTILTSKIN". Dinamika Bahasa dan Budaya 13, n.º 2 (30 de outubro de 2018): 20–28. http://dx.doi.org/10.35315/bb.v13i2.6454.

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English children story book is written aimed at boosting their English reader’ proficiency as well as their performance in reading. This study is conducted to analyze the conversational implicature recognized in children story book. The object of the study is the story entitled Rumpelstiltskin published by Indian publisher. This study is conducted aimed at finding kinds of conversational implicature recognized in the Young Learner’s story book. Children story book written in English is published to help them learn English. English in Indonesia is as the first foreign language learnt while other countries within Asian continent have English as their second language. TEFL in Indonesia needs more time to make Indonesian students accustomed to use English in their daily conversation. Book is written in many genres and one of it is narrative. Narrative text type is commonly found in the story therefore the author used their imagination in order to help the readers build their own imagination. Building imagination is part of the activity to help children to be creative. The children are still on their growing period therefore they need many stimulus to help them gain more information stored in their brain. India is one of Asian’s country which English as their second language therefore Indian people speak English better than Indonesian. Though Indian as a country is similar to Indonesia in terms of population but they are more productive in using English. Indonesian people should learn from Indian people in using English since English language is used formally at public places including school. Indian authors are also more productive in writing and one of the writing that I analyze in this study is the children’s story belongs to Young Learner’s series. I chose Indian book because I believe that children’s reader will learn and understand English language easily. Keywords: reading, English story book, conversational implicature

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Agarwal, Vinti, e Sibaram Khara. "STUDENT PERCEPTION OF ONLINE LEARNING DURING COVID: FINDINGS FROM A INDIAN UNIVERSITY". International Journal of Engineering Technologies and Management Research 8, n.º 10 (14 de outubro de 2021): 16–32. http://dx.doi.org/10.29121/ijetmr.v8.i10.2021.1042.

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The pandemic threw student lives in disarray as they were forced to transition overnight to an online system of education for which they and the faculty were least prepared. In addition to the uncertainty relating to academic schedules, mode of examinations and evaluation patterns, students were forced to adapt to learning online without the facility of books, laboratories, libraries, computer systems and interactive classrooms. What was the perception of students regarding online learning as a result of this quick transition has been explored through a case of private university in Delhi-NCR region with an enrolment of 12000 students. The students were administered a survey with questions on the economic impact of the pandemic, ownership of digital devices, access to internet, and perception of online education. The 2463 student responses received indicated that perception of online learning was quite low even at the level of higher education despite the access to smartphones and internet. The factors scores relating to perception of quality of online education however were found to significantly vary across age, ownership of device and economic impact of covid.

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Kotasthane, Pranay. "Six Essential Questions in Indian Public Finance". Indian Public Policy Review 3, n.º 5 (Sep-Oct) (23 de setembro de 2022): 107–14. http://dx.doi.org/10.55763/ippr.2022.03.05.005.

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In his latest book, Dr. M Govinda Rao, one of India’s foremost public finance experts, distills the insights of the field of public finance for students, scholars, practitioners, and lay readers alike. Studies in Indian Public Finance is a must-read for anyone interested in Indian public policy.

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Hamid, Shahnaz. "Singhal Arvind and James W. Dearing (ed.). Communication of Innovations: A Journey with Everett Rogers. New Delhi: Sage Publications. 2006. 259 pages. Paperback. Indian Rs 360.00." Pakistan Development Review 45, n.º 3 (1 de setembro de 2006): 496–97. http://dx.doi.org/10.30541/v45i3pp.496-497.

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The book “Communication of Innovations” comprises of ten essays that focus and highlight the ideas and works of a highly renowned student and proponent of diffusion of innovations, communication networks, and social change—Everett Rogers. Each chapter of the book discusses different aspects of Rogers’s dynamic personality, his individual and remarkable ways of working and advancing in his field. This book presents introductory remarks to Everett Rogers’ personality. His beginnings in the field of communication of innovation, his focus on diffusion of innovation, his optimism, his main intellectual contribution, the combination of the diffusion of innovation models and the main purpose of writing this book to ‘honour the memory and contributions’ of Rogers is also elaborated.

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De Niyogi, Trisha, e Sushil S. Chaurasia. "Niyogi books: making a difference in the Indian book publishing industry". Emerald Emerging Markets Case Studies 7, n.º 1 (11 de janeiro de 2017): 1–23. http://dx.doi.org/10.1108/eemcs-06-2016-0107.

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Subject area Marketing strategy. Study level/applicability The course is well suited for MBA and Executive MBA class on Strategic Management, Marketing Strategy, Brand Management, Entrepreneurship, Innovation and Change in emerging economies. The case can also be taught to senior undergraduate students to explore the issues mentioned in the case as an integrative case for courses like Strategic Management and Marketing Strategy. Case overview Niyogi Books had positioned itself as an independent publishing house with a focus on the niche area of trade books. Due to the internet, digitalization and globalization the dynamics of the book publishing industry had changed considerably, and the company needed to think and reflect on its current position and future strategy. Niyogi Books had added new products and new markets along with other innovations to succeed in the business of publishing. But the way ahead for Niyogi Books was to innovate in light of fast-paced technological advancement. The company needed to balance the digitization of content as well as retailing with its existing print strategy. A related issue is the need to plan an innovative and cost-effective communication strategy to boost sales. Expected learning outcomes The learning outcomes are as follows: analyze the business environment of the publishing industry, realize the need for a branding strategy for small business and apply communication strategies single/multi-channel setting, understand the need of an organization to purposefully adapt an organization’s (self-) resource base (management capability to effectively coordinate and redeploy internal and external competences) and analyze the role of a growth strategy and how it can be used to devise a product/marketing strategy. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 11: Strategy.

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Yadav, Veerendra Singh, Vijay Kumar Singh e Sunil Kumar. "Comparative analysis of medical pharmacology books based on competency based undergraduate curriculum followed by MBBS student in Rani Durgavati Medical College, Banda". International Journal of Basic & Clinical Pharmacology 11, n.º 6 (27 de outubro de 2022): 559. http://dx.doi.org/10.18203/2319-2003.ijbcp20222650.

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Background: National Medical Commission (NMC) has implemented competency based undergraduate curriculum for training of new M.B.B.S. students. As per these curriculum authors of Medical Pharmacology books also changed their book content to fulfill the subject requirement.Methods: A systematic comparison of books carried out in department of pharmacology Rani Durgawati Medical College, Banda, Uttar Pradesh. There was comparison of 5 books of medical pharmacology of Indian author belongs to edition after 2019. The books included were Essentials of Medical Pharmacology (Jaypee Publication, 8th Edition, 2021), Medical Pharmacology (CBS Publishers And Distributors Pvt Ltd, 7th Edition, 2021), Pharmacology and Pharmacotherepeutics (Elsvier Publication, 26th Edition, 2021), Pharmacology for MBBS (Avichal Publication Company, 2nd edition, 2021) and Pharmacology for Medical Graduates (Elsvier Publication, 4th Edition, 2020). All the books were examined for the competencies described in the pharmacology syllabus. The table was prepared for the availability of topics according to the competencies of different section of syllabus. The chapter/page numbers mentioned in competency table were looked upon for the respective competencies and presence or absence of the topic was noted down.Results: All the books mainly covered competency given in the knowledge section of the syllabus. Few competencies in skill and communication sections were also covered in the text books.Conclusions: When all the five books were evaluated according to pharmacology competency in syllabus, none of the books covered whole pharmacology syllabus. This may be because authors considered the competency topics in skill and communication section as a part of practical or because many practical books or manuals are available in the market which covered topics in these sections.

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Narayan, Shyamala A. "C.D. Narasimhaiah: Teacher and Critic". Dialogue: A Journal Devoted to Literary Appreciation 17, n.º 1-2 (6 de novembro de 2020): 35–43. http://dx.doi.org/10.30949/dajdtla.v17i1-2.4.

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Professor C.D. Narasimhaiah was my teacher at the University of Mysore, for my M.A. (1966-68); he was also the supervisor for my Ph.D. (1968-71), so a personal perspective in this article is inevitable. The first part discusses his unique qualities as a teacher. He end eavoured to teach us to evaluate a piece of writing by examining the words on the page, never by the author's life or reputation. He had the capacity to convey his enthusiasm for the books and authors he loved. He took a personal interest in his students, and continued to mentor me even after I had obtained my Ph. D. The second half of the essay examines CDN's critiques of Indian English literature, ranging from his book review of K.R. Srinivasa Iyengar's Indian Writing in English(1962) to his Samvatsar Lecture (2003).

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Teses / dissertações sobre o assunto "Indian book for student"

McFadden, Erica Lynn. "Your worst nightmare--an Indian with a book literary empowerment for Native American students in the educational system /". Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/mcfadden/McFaddenE0505.pdf.

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GIPPLE, MATTHEW EDWARD. "PORTFOLIO REVIEW BOOK: STUDENT DIRECTED FUND". Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/190421.

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Fortuin, Kevin M. "American Indian High School Student Persistence and School Leaving: A Case Study of American Indian Student School Experiences". Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/265553.

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One method by which student success or failure is measured is whether or not students graduate or dropout. The current educational policy, No Child Left Behind Act of 2001, aims to close the achievement gap among different ethnic groups. Despite these goals, American Indian students have the highest dropout rate and lowest graduation rate in the country. For well over a century, federal educational policy has failed to meet the educational needs of American Indian students. This research project shows the need for perspectives to change in terms of "dropping out" and "graduating" in order to address and improve the success rates for Native American students in K-12 public schools. This thesis focuses on urban Native American student schooling experiences, calling for a need to avoid labeling students and for schools to place a greater emphasis on building positive interpersonal relationships with students and families.

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Shimek, Rhonda. "Racism, education and the American Indian student". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003shimekr.pdf.

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Sondhi, Gunjan. "Gendering international student mobility : an Indian case study". Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/46066/.

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This thesis explores the dialectical relationship between gender and international student mobility (ISM). The focus is on the experiences of Indian students across three space-time locations: before the students left India; while abroad in Toronto; and their return to New Delhi. The value of this research is two-fold. Firstly, my research helps to fill the lacuna in ISM research that examines the phenomenon through a gender optic. Secondly, there is increasing interest in Canada and other countries – evident in the media and government policy – in international students from India. The study is located at the nexus of gender and mobility scholarship; it adopts Gendered Geographies of Power as a foundational framework. The research employed a multi-sited, mixed-methods approach to data collection. The data collection in the field sites of Toronto, Canada and New Delhi, India consisted of in-depth semi-structured interviews and participant observations. An online survey was mounted for the duration of the fieldwork to gather data on the broader population of Indian students abroad. The results of this survey provide context for the discussion in three empirical chapters. The first of the three empirical chapters explores the impact of gender relations in shaping motivations to study abroad. The second chapter examines how relations of power in and across multiple spaces (re)shape the students‟ performances of gender identities in everyday life in Toronto. The final empirical chapter examines the students‟ experience of return mobility as they attempt to adapt to a different (but familiar) gender context again. My research contributes to the growing body of scholarship on ISM as well as that on gender and migration. By employing a gendered perspective, the indepth interviews as well as ethnographic research reveals the shifting subjectivities of the migrants as they simultaneously negotiate multiple ethnic and kinship interactions in their everyday lived experiences. Secondly, the online survey presents the gendered class configurations of the socio-economic background of the Indian international students. Lastly, the „return‟ experiences of the students are differentiated by gender: more women than men found it harder to (re)negotiate their gender-expected performances in New Delhi. Furthermore, the „return mobility‟ of men appears to be more permanent than the return mobility of women.

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Miranda, Camille. "The art of the picture book : an interpretation of Indian cultures". Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261331402.

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Avery, Quinn. "Student absenteeism: An American Indian/Native American community perspective". Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282330.

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Boloz and Lincoln (1983) conducted an intervention study concerning Native American student absences in the public schools in a rural setting. There is little known about Native American student absences in the public school in metropolitan areas. To address this issue, a qualitative study was conducted with the community members from an American Indian community in a metropolitan area. This community was chosen as a result of a pilot study that indicated there may be reasons for student absences not previously identified. The present research (a) documented the parents' and community members' understanding of student absenteeism in an American Indian community, (b) explored parents' and community members' values regarding school attendance in light of the values in the American Indian community, (c) examined the local district policy regarding absenteeism, (d) explored the congruence/incongruence of the local district policy with the family values in the American Indian community, and (e) explored collaborative problem solving directions the school district and community could consider. Nineteen people were interviewed. All had different positions within the community, including tribal administration, school personnel, parents and relatives of school children. Many interviewees functioned in more than one capacity such as tribal administrator and parent. Individual interviews and focus group sessions were analyzed using themes and categorical analysis to discern the community attitudes toward student absenteeism in the public schools. The study revealed that community members all valued education and school attendance. There were differences among people regarding their understanding of excused or unexcused absences. Parents and community members defined what they felt were responsibilities for themselves, school personnel, and tribal administration. School district policy defined student absences by using a coding system, yet parents and community members defined student absences in terms of family needs not district policy (e.g., there were many interpretations of what constituted illness). Parents and community members preferred to deal with school personnel on an individual basis although they expressed discomfort entering the schools. Several recommendations were made, based on parent and community member comments, for further dialogue among the parents, tribal administration, community members, school personnel, and district administration. Neither the American Indian community nor the school district were identified in this study to maintain anonymity for the American Indian people involved.

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O'Brien, Paula. "'Living the dream' : Indian postgraduate students and international student identity". Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/40241/.

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A decline in the number of international students studying in the UK is an issue currently facing UK universities. Competition has steadily increased amongst higher education providers with a greater number of students choosing to study in Australia and the United States. Within this context it is increasingly important for practitioners within the sector to focus more closely on the international student experience. Focus of my research: This research project contributes to the existing literature on the international student experience and moreover international student identity. Higher Education is seen as a site of identity construction for the individual. This research project provides an opportunity to explore the international student experiences of Indian postgraduate students within a new academic culture, their development of support networks, and their search for local employment whilst studying abroad. Identity is understood to be socially constructed; that is, as one’s sense of self and beliefs about one’s own social group as well as others are constructed through interactions in the broader social context such as education and work. This research project has been influenced by more recent developments within psychology and other disciplines which resist the notion of identity as a developmental and linear process. By adopting a social constructionist lens, identity formation is not necessarily considered as a linear phenomenon, emphasising instead the fluid and dynamic nature of identity amongst international students. Identity construction can be located at the individual, relational, organisational levels and moreover the wider society. Essentially identity is seen as constructed and enacted in everyday talk by the student, in their social interactions between themselves and others. Methodology: The research followed seven Indian international students who have undertaken taught postgraduate study abroad for the first time in a UK university and invites them to share their on-going ‘identity-work’ over a 12 month period. The ‘snowball sampling’ criteria included gender; nationality, age, full-time Masters’ students from the same student cohort, with a variation in previous educational background and work experience. Students gave their own individual accounts of their ‘identity-work’ abroad through semi-structured interviews. Within the interviews ‘talk’ is not just approached as an outward manifestation of identity but a site in which identities are constructed and taken up and performed. Identity positions can often be located within ‘interview talk’, and seen as a temporarily occupied coherent identity. This is not to say that identities are ‘just talk’ but that talk is understood as a continuum of meaningful life practices. The methodology employed facilitates the generation of a model of international student identity where identity is seen to emerge in everyday practices. The model encompasses four dimensions: Individual, Relational, Organisational and Societal. Key findings: The study found that study abroad is a site for identity construction. The individual accounts of their lived experience as international students revealed that identity is seen to be temporary and change over time, and Identity emerged in everyday practices both on and off-campus. Identity is drawn from four dimensions, individual, relational, organisational and societal. Societal is significant to the findings and illustrates where identity emerges off-campus during study abroad. The four dimensions of identity change over time and in importance depending on what is going on for the individual. Despite experiencing challenges the participants demonstrated resilience, independence and resourcefulness. Implications/significance of the research: The identity work of international students is acknowledged here as a complex and on-going process. These findings offer a rich understanding of the internationalisation of higher education from an individual perspective. Although some of the problems that students experience are referred to by other researchers, few actually conceptualise them in terms of identity. By conceptualising the international student experience in terms of ‘identity work’ we are able to gain further understanding to ways in which individuals and their environments interact in the social construction of identity formation. This research helps universities, support services and individuals to learn much more about the international student experience so as to more effectively develop the provisions they offer.

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Charles, Nicole Marie. "A Supplementary Book of Chinese Music for the Suzuki Flute Student". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275340340.

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Kanjookaran, Noble Paul. "Identification and analysis of risks faced by Indian student community in Australia". Thesis, KTH, Tillämpad maskinteknik (KTH Södertälje), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-215951.

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Livros sobre o assunto "Indian book for student"

McNutt, Nan. The spindle whorl: An activity book, ages 9-12. Seattle: Sasquatch Books, 1997.

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Trust, Achievement, ed. Student book. Worcester: The Achievement Trust, 2000.

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Willis, Avery T. Masterlife student edition: Student book. Nashville, TN: LifeWay Press, 1998.

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Klaus, Boehm, e Lees-Spalding Jenny, eds. The Student book. London: Macmillan Press, 1995.

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Abbs, Brian. Postcards: Student book. 2^a ed. White Plains, NY: Pearson Longman, 2009.

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Richards, Jack C. Springboard: Student book. New York: Oxford University Press, 1998.

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Neild, Mike. Business: Student book. London: Edexcel, 2010.

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Ancient India: Student Book. Core Knowledge Foundation, 2019.

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Pain Of Every Student. Amazon, 2023.

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Agile Mind and the Dana Center. Indiana Algebra II Student Activity Book. Agile Mind, 2022.

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Capítulos de livros sobre o assunto "Indian book for student"

Pachauri, Saroj, e Ash Pachauri. "Introduction: Context of the Book". In Health Dimensions of COVID-19 in India and Beyond, 1–23. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7385-6_1.

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AbstractOn January 30, 2020, India reported the first case of COVID-19 in Kerala. The index case was identified as a student returning from Wuhan. As of February 3, 2020, a total of three cases were confirmed in Kerala. However, after a month the number of cases in the country increased dramatically. On March 14, 2020, India reported its first two COVID-19-related deaths. India’s case fatality ratio remained constant at 3.2 percent until June 9, 2020, when it dropped to 2.8 percent. On March 11, 2020, when WHO declared COVID-19 as a pandemic, Indian authorities banned visas and non-essential travel from affected countries. Subsequently, all international passengers returning to India were required to go through a screening test.On March 25, 2020, the Government of India imposed a sudden complete national lockdown for 21 days. After imposition of the lockdown, the government released several guidelines on protection measures such as making wearing face masks compulsory in public places, social distancing, and avoiding mass gatherings.As on February 5, 2020, India had a testing capacity of only 11 laboratories for testing for COVID-19. But by June 12, 2020, it had ramped up its capacity to 885 laboratories that conducted more than 125 tests a day. However, India conducts remarkably fewer tests as compared to other countries.After detecting the first case of COVID-19 on January 30, 2020, India experienced a delayed growth in its test count. Subsequently, however, India recorded a constantly increasing daily incidence rate. By December 30, 2020, the number of cases in India was recorded at 10.2 million. The authors provide a preview of all the chapters in the book.

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Sivapalan, Shivajan, e Yasir Khan. "Indian Student Migration". In India Migration Report 2023, 1–27. London: Routledge India, 2024. http://dx.doi.org/10.4324/9781003490234-1.

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Schwartz, Richard. "Book overview". In The Student Mathematical Library, 1–18. Providence, Rhode Island: American Mathematical Society, 2011. http://dx.doi.org/10.1090/stml/060/01.

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Hayre, Christopher M., e Xiaoming Zheng. "Book Summary". In Research Methods for Student Radiographers, 183–84. New York: CRC Press, 2021. http://dx.doi.org/10.1201/9780367559311-12.

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Godfrey, Jeanne. "Introducing, defining and classifying". In The Student Phrase Book, 1–19. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29979-6_1.

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Godfrey, Jeanne. "Drawing your own conclusions, stating your own position and summarising your ideas". In The Student Phrase Book, 173–95. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29979-6_10.

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Godfrey, Jeanne. "Talking about aim and proposition". In The Student Phrase Book, 20–34. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29979-6_2.

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Godfrey, Jeanne. "Structure, time, sequence and frequency". In The Student Phrase Book, 35–48. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29979-6_3.

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Godfrey, Jeanne. "Methodology and method, findings, size, amount, level and proportion". In The Student Phrase Book, 49–66. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29979-6_4.

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Godfrey, Jeanne. "Movement and change, getting better or worse, allowing or preventing and eliminating". In The Student Phrase Book, 67–83. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29979-6_5.

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Trabalhos de conferências sobre o assunto "Indian book for student"

K., Praveena, e Deepa Pillai. "Immersive Learning Practices at SCMS School of Technology and Management, Kochi, India – A Case Study". In ACBSP Region 10 Annual Conference 2023. CamEd Business School, 2023. http://dx.doi.org/10.62458/camed/oar/acbsp/121-130.

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Immersive learning is defined as a method where the students are immersed into a learning process, where a feeling of getting immersed is created either by use of technology or by using narratives such as a book. Training industry states that immersive learning “places individuals in a learning interactive environment either physically or virtually to replicate possible scenarios or teach particular skills or techniques.” Engaging students in the classroom and making them learn is a biggest problem today. Dale (1969) pointed out that the retention among students is seen to be higher where they learn by doing things. Immersive learning helps students to get a feel of the topics taught. Of late, this concept of immersive and experiential learning has gained importance and more with the introduction of India’s National Educational Policy 2020. This method focuses on providing a real time experience to students with an enhanced learning. The objective of this case study is to investigate the teaching learning processes at SCMS School of Technology and Management (SSTM). Being under the university system it has certain limitations. This study tries to understand how SSTM bridges the gap that exists in the university curriculum to provide a holistic learning experience to the students of the Master of Business Administration (MBA) program. It tries to provide a glimpse of the immersive learning practices, strategies adopted and skills students acquire during their two years program at SSTM. This case study uses a qualitative research design. This is a single intrinsic study that focuses on immersive learning practices at SCMS School of Technology and Management. Although the study is qualitative it uses quantitative data to support and justify the study. Required data was collected from various documents such as course plans, program schedules, student reports, evaluation sheets, placement records, and feedback. Data was also collected through observations and in-depth study of relevant documents. Immersive learning practices at SSTM are uniquely crafted to provide students a greater learning experience. These practice have been found to improve the various skills of students thereby preparing them to take up managerial roles in organizations. These practices have helped the students in their holistic development, enabling them to be successful in the placements drive. Keywords: Immersive Learning, Experiential Learning, learning strategies

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Gibson, Robyn. "The student record book". In the 7th annual conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/544414.544477.

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"Program book". In 2017 IEEE 15th Student Conference on Research and Development (SCOReD). IEEE, 2017. http://dx.doi.org/10.1109/scored.2017.8305345.

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McKiel, Allen. "2011 Global Student E‐book Survey". In Charleston Conference. Against the Grain Press, LLC., 2012. http://dx.doi.org/10.5703/1288284314890.

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Subangkit, Yayan, e Subuh Anggoro. "Increasing Curiosity Character of Student Using Movable Book". In Proceedings of the 1st International Conference on Social Sciences, ICONESS 2021, 19 July 2021, Purwokerto, Central Java, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.19-7-2021.2312714.

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Binti Mohamad Jais, Nurul'Atifah, e Hazinah binti Kutty Mammi. "Malaysia EBC: Malaysia e-book club". In 2017 6th ICT International Student Project Conference (ICT-ISPC). IEEE, 2017. http://dx.doi.org/10.1109/ict-ispc.2017.8075324.

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Atmanand, M. A., R. Venkatesan, R. Sundar e Jagadeesh Kadiyam. "Indian national student AUV competition: A success story". In OCEANS 2015 - Genova. IEEE, 2015. http://dx.doi.org/10.1109/oceans-genova.2015.7271698.

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"Ronald V. Book Prize for Best Student Paper Award". In Twenty-Second Annual IEEE Conference on Computational Complexity (CCC'07). IEEE, 2007. http://dx.doi.org/10.1109/ccc.2007.29.

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Lorne, Frank, Jamel Vanderburg, Aanchal Sharma, Jaan Malik, Rishabh Neb, Kitti Sandhu, Siva Sateesh Pitchuka et al. "Establishing a Student-Community Book Club for Civic Engagement". In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002266.

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This paper articulates the reasons and the implementation steps for the forming of a student-community book club that aims to build small communities motivated by Raghuram Rajan’s 2019 book: The Third Pillar: How Markets and the States Leave the Community Behind. We believe humans and societies survive based on rational dialogues. A book club of this type can provide escape valves for individuals holding strong unbendable beliefs on how society should function, which has dichotomized America since 2016. Themes generated from books (fictions or non-fictions) contain scientific or humanistic views can encourage community network building of the type that will broaden people's view, rather than focus on specific disagreements. Disintegration of various factors, according to Rajan, is the crisis that communities all over the world are facing. Building communities have always been some historical endeavors, resulting often from wars and land grabbings. The urgent needs to do so now are due to technological changes. Technologies are disrupting the lifestyles in the world that can amplify as well as compromise disagreements. A web-ground co-development is necessarily for bringing out the goods while managing the bad of technologies.

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Shahlal, Syamimi Afiqah, Khairunesa Isa e Nurul Nazihah Awang Kechek. "Parenting Style and Its Influence on Student Discipline Problem and Student Happiness in Malaysia". In 1st Indian International Conference on Industrial Engineering and Operations Management. Michigan, USA: IEOM Society International, 2021. http://dx.doi.org/10.46254/in01.20210224.

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Relatórios de organizações sobre o assunto "Indian book for student"

Colley, D. L. Student manual, Book 2: Orientation to occupational safety compliance in DOE. Office of Scientific and Technical Information (OSTI), outubro de 1993. http://dx.doi.org/10.2172/10102847.

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Visaria, Sujata, Rajeev Dehejia, Melody Chao e Anirban Mukhopadhyay. Unintended Consequences of Rewards for Student Attendance: Results from a Field Experiment in Indian Classrooms. Cambridge, MA: National Bureau of Economic Research, agosto de 2016. http://dx.doi.org/10.3386/w22528.

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Rathod, R., M. Kumar, A. Mukherji, A. Sikka, K. K. Satapathy, A. Mishra, S. Goel e M. Khan. Resource book on springshed management in the Indian Himalayan Region: guidelines for policy makers and development practitioners. International Water Management Institute (IWMI); NITI Aayog, Government of India; Swiss Agency for Development and Cooperation (SDC), 2021. http://dx.doi.org/10.5337/2021.230.

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Sinke, Ida, e Mirjam Troost. Book of abstracts: life sciences: looking across disciplines : ELLS Scientific Student Conference, Wageningen University & Research, November 9th-10th, 2018. Wageningen: Wageningen University & Research, 2018. http://dx.doi.org/10.18174/461057.

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Surie, Aditi, Amlanjyoti Goswami, Amogh Arakali, Aromar Revi, Divya Ravindranath, Gautam Bhan, Geetika Anand Anand et al. Towards a New Urban Practice: The Urban Fellows Programme 2016-2022. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/9788195847303.

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In 2022, the Urban Fellows Programme at the Indian Institute for Human Settlements, Bengaluru, completed six years with 227 graduates. Collectively written by Faculty and sta at IIHS, Towards a New Urban Practice marks this moment as a point of Reflection. Using the programme as an archive, the book reflects on questions of contemporary urban knowledge, interdisciplinary and southern urban pedagogy, what it means to teach about and from practice, and how our thinking on pedagogy needs to be equally rooted in questions of institutional design, operations, admissions, and the political economy of employment for new urban practitioners.

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Muralidharan, Karthik, e Abhijeet Singh. Improving Public Sector Management at Scale? Experimental Evidence on School Governance in India. Research on Improving Systems of Education (RISE), novembro de 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/056.

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We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.

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Nalla, Vineetha, Nihal Ranjit, Yashodara Udupa, Mythili Madhavan, Jasmitha Arvind, Garima Jain e Teja Malladi. Afterwards – Graphic Narratives of Disaster Risk and Recovery from India (Volume Set). Indian Institute for Human Settlements, 2022. http://dx.doi.org/10.24943/9788195648573.

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Afterwards is an anthology of graphic narratives of disaster impacts and the process of recovery that follows. These stories were drawn from the testimonies of disaster-affected individuals, households, and communities documented from the Indian states of Odisha, Tamil Nadu, and Kerala. The book has been translated into the regional languages of these states – Odia, Tamil, and Malayalam. They communicate challenges related to housing resettlement, loss of livelihoods, and gender-based exclusion among others. At the heart of this anthology lies the idea of ‘representation’: how are disaster-affected people portrayed by the media, state actors, and official documents; how are their needs represented and how do these portrayals impact the lives of those at risk and shape their recovery?

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Panchenko, Liubov F., Tetiana A. Vakaliuk e Kateryna V. Vlasenko. Augmented reality books: concepts, typology, tools. [б. в.], novembro de 2020. http://dx.doi.org/10.31812/123456789/4414.

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The article discussed the usage of augmented reality books in educational process. The object of research is augmented reality books. The subject of the study is the concepts and classification of augmented reality books; digital story making tools that emphasize child-teacher co-operation; difficulties in augmented reality using. The methods of research are: the analysis of publications about the issue; the analysis of digital tools capabilities; systematization and generalization of research information. In the article the facet classification for augmented books is proposed; the main facets are: reality- virtuality continuum, type of augmented materials, device types, type of interaction, spatial space of book, book’s category. Content for a module of a specialty course about augmented reality books for the system of professional training and retraining for educators in postgraduate education is discussed. Some samples of tasks for educators are presented: audio augmented book about world’s books monuments; analysis augmented reality examples in the textbook of the New Ukrainian school (subject name, topic, didactic tasks, quality of implementation, directions of expansion etc.), search and analysis augmented books according to the professional interests of the educators; discussion how augmented reality can help to improve student motivation with accent to attention, relevance, confidence and satisfaction; group work about design and creation a fragment of own textbook with augmented reality.

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Mintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], julho de 2020. http://dx.doi.org/10.31812/123456789/3866.

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The article analyzes the results of the survey of 75 lecturers on using learning content management system (LCMS) Moodle in the educational process. It is defined that more than 75% of the respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to 3-year-work experience in Universities need methodic assistance. Textual e-learning resources are widely used in developed courses while video and audio are not used enough. LCMS Moodle is mostly used during exams or tests and student work, and using LCMS Moodle should be intensified in lectures, laboratory and practical classes. Among the most demanded resources are label, page, file, URL, book, assignment, attendance, glossary, quiz. Thus, the popularization of other resources is identified as one of the most important. An action plan how to improve LCMS Moodle usage: increasing the IT competencies of both teachers and students – planned long-term courses “IT in full-time (blended) learning”; seminars, consultations, (group and individual forms) both on general issues, and according to the specificity of the specialties; methodic handouts and recommendations; improving logistics; improving logistical support – ensuring constant access to the Internet, updating and equipping computer classrooms; creating of transparent, predictable and attractive for authors content of the regulatory framework.

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Datta, Sandip, e Geeta Kingdon. Class Size and Learning: Has India Spent Too Much on Reducing Class Size? Research on Improving Systems of Education (RISE), janeiro de 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/059.

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This paper examines the efficacy of class-size reductions as a strategy to improve pupils’ learning outcomes in India. It uses a credible identification strategy to address the endogeneity of class-size, by relating the difference in a student’s achievement score across subjects to the difference in his/her class size across subjects. Pupil fixed effects estimation shows a relationship between class size and student achievement which is roughly flat or non-decreasing for a large range of class sizes from 27 to 51, with a negative effect on learning outcomes occurring only after class size increases beyond 51 pupils. The class-size effect varies by gender and by subject-stream. The fact that up to a class-size of roughly 40 in science subjects and roughly 50 in non-science subjects, there is no reduction in pupil learning as class size increases, implies that there is no learning gain from reducing class size below 40 in science and below 50 in non-science. This has important policy implications for pupil teacher ratios (PTRs) and thus for teacher appointments in India, based on considerations of cost-effectiveness. When generalised, our findings suggest that India experienced a value-subtraction from spending on reducing class-sizes, and that the US$3.6 billion it spent in 2017-18 on the salaries of 0.4 million new teachers appointed between 2010 and 2017 was wasteful spending rather than an investment in improving learning. We show that India could save US$ 19.4 billion (Rupees 1,45,000 crore in Indian currency) per annum by increasing PTR from its current 22.8 to 40, without any reduction in pupil learning.

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