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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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Harsh Mehta e Dr. Preeti Yadav. "Exploring the Role of Social and Digital Media Platforms in Enhancing Teaching and Learning Practices in Indian Schools". International Research Journal on Advanced Engineering and Management (IRJAEM) 2, n.º 01 (31 de janeiro de 2024): 20–26. http://dx.doi.org/10.47392/irjaem.2024.0005.i1.
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The purpose of this study is to investigate the influence of social and digital media platforms in improving teaching and learning practices in Indian schools. With the rapid growth of technology and the increasing distribution of internet access across the country, social and digital media platforms have emerged as powerful instruments with the potential to transform the educational environment. The benefits, constraints, and potential solutions for effectively leveraging these platforms to improve teaching and learning outcomes in Indian schools are examined in this study. The incorporation of social media platforms such as Facebook, Twitter, and Instagram allow teachers to develop virtual communities, facilitate communication, and engage students in dynamic discussions outside of the traditional classroom. These platforms facilitate cooperation, peer-to-peer learning, and the exchange of educational information. Furthermore, they allow teachers to deliver personalized feedback, monitor student progress, and assess learning outcomes in real-time, creating a more student-centered and inclusive learning environment. Digital media platforms, such as online learning management systems, educational apps, and interactive multimedia content, are critical for increasing access to quality education in remote locations and closing the digital divide. These platforms offer a plethora of instructional resources, ranging from e-books and videos to simulations and virtual reality experiences, all of which can help students better learn and retain complicated concepts. Furthermore, adaptive learning capabilities on digital media platforms adjust instructional content to individual students' requirements and learning styles, enabling personalized and self-paced learning experiences. However, integrating social and digital media platforms in Indian schools presents several problems.
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Kane, Jill A. "Sharing Teaching Ideas: A Book of Creative Geometry". Mathematics Teacher 92, n.º 9 (dezembro de 1999): 800–801. http://dx.doi.org/10.5951/mt.92.9.0800.
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Writing is an important part of the curriculum at Indian Hills High School. Students are encouraged to become good and effective writers by “writing across the curriculum.” Teachers are encouraged to have students write in mathematics and science classes, as well as in English classes. Writing in journals and creative-writing assignments allow students to sort out ideas, reinforce their understanding of concepts, or discover weaknesses in their understanding of concepts.
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Ashri, Dhananjay, e Bibhu P. Sahoo. "Open Book Examination and Higher Education During COVID-19: Case of University of Delhi". Journal of Educational Technology Systems 50, n.º 1 (26 de abril de 2021): 73–86. http://dx.doi.org/10.1177/0047239521013783.
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Coronavirus disease 19 (COVID-19) pandemic has shaken the higher education sector. Indian academic institutes are well acquainted with the traditional closed book examination; however, the pandemic has forced the institutes to resort to new methods to evaluate the students. Many academic units in India did not take the examination in the light of public health, but in the case of the University of Delhi, it decided to conduct an online open book examination (OBE). Therefore, in the present paper, we aim to evaluate the strength, weaknesses, opportunities, and challenges of conducting online OBE by referring to the vast literature available. We further extended our study by assessing the students’ performance in an OBE and closed book examination. The results unveiled that students tend to score higher marks in the case of an OBE set up compared to closed book examination.
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Veitch, Madeline. "Book Review: American Indian Culture: From Counting Coup to Wampum". Reference & User Services Quarterly 55, n.º 4 (1 de julho de 2016): 323. http://dx.doi.org/10.5860/rusq.55n4.323b.
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In his preface to American Indian Culture, Editor Bruce E. Johansen outlines a highly selective approach to documenting historical and contemporary expressions of Native American cultures. Aimed at upper level-high school students and college undergraduates, this work is framed not as an encyclopedic resource but as “an introduction to a large and rich field of study” focused on “the interface of tradition and change” across cultural expressions such as art, literature, music, and dance (xiii).
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David, Alun. "Sir William Jones, Biblical Orientalism and Indian Scholarship". Modern Asian Studies 30, n.º 1 (fevereiro de 1996): 173–84. http://dx.doi.org/10.1017/s0026749x00014128.
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For many students of late-eighteenth and nineteenth-century British intellectual and literary history, Sir William Jones (1746–94) has lately come to seem a figure of great significance for our understanding of the period. A notable if implicit claim for his importance is to be found in Jerome McGann's revisionist New Oxford Book of Romantic Period Verse (1993); A Hymn to Na'ra'yena (1785), Jones's translation from the Sanskrit, is symbolically placed as the anthology's first item. This essay will argue that Jones's Indian scholarship will be better understood in the light of its links with contemporary developments in biblical criticism.
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O’Neill, Timothy P. "Book review: Irish Days, Indian Memories; V.V. Giri and Indian Law Students at University College Dublin, 1913–16". Irish Economic and Social History 43, n.º 1 (dezembro de 2016): 148–50. http://dx.doi.org/10.1177/0332489316668607f.
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Nair, Gopakumar G. "A CLARION CALL TO ALL INDIANS TO FACILITATE INTENSE RESEARCH ON NATURAL PRODUCTS". INDIAN DRUGS 57, n.º 01 (28 de janeiro de 2020): 5–6. http://dx.doi.org/10.53879/id.57.01.p0005.
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More than 100 years before India was recognised as the “Generic Capital” or “Pharmacy of the World, India was acclaimed for the “Materia Medica” and the extensive research on natural products by Sir Col. Dr. Ram Nath Chopra, the father of Indian Pharmacology. In fact, Dr. M.L. Shroff got inspired from Sir R.N. Chopra and started the first Pharmacy course at Banaras Hindu University in 1932. Every student (even veterans) of Pharmacy should know that Drugs Act, 1940 (later renamed as Drugs and Cosmetics Act) as well as formal courses in Ayurveda, Siddha and Unani were started under his mentorship. DTAB (Drugs Technical Advisory Committee) was set up under his stewardship. The first edition of the Indian Pharmacopoeia (evolved from Indian pharmacopoeial list 1946) 1955 was published with his contributions. “We are reaping the fruits of the plant grown by their sown seeds. We should make the same available to our future generations” said the biographer, Roja Rani. Prof.Harkishan Singh in J.Young Pharm, 2009 (Vol.1/No.3) had profiled Dr.R.N. Chopra (which is reproduced herein). Later Dr. K.M. Nadkarni came out with “Indian Materia Medica” in two volumes in 1908 with Foreword by Dr. R.N. Chopra. These are extremely valuable reference books for further research in Indian Natural Products.
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Krishnan, Rajshekar. "The Bhagavad Gita as the Epitome of Indian Psychology vis-à-vis Modern psychology". Mind and Society 11, n.º 01 (30 de março de 2022): 62–66. http://dx.doi.org/10.56011/mind-mri-111-20228.
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The Indian tradition has always revered the Bhagavad Gita as a text of marvellous universality with the ability to throw light on many aspects of an individual’s life journey. Further, its importance is underscored by its preeminence as a source book of Indian Psychology. Indian Psychology is a modern appellation given to the extraction, compilation and consolidation, from Indian sources, of the principles of psychology based on the framework of concepts and categorisation of the western tradition of psychology. This article examines the deep insights into the human psyche as presented and intuited from the Bhagavad Gita and consolidates them into maxims. The examination of Indian Psychology is guided by Advaita Vedanta - which is one of the windows of interpreting the Bhagavad Gita. The generic and particular principles of Indian Psychology as seen through the lens of the Bhagavad Gita are then studied in apposition with the principles of modern psychology. This study yields an interesting set of observations about the common ground between the two disciplines: indicating what Indian Psychology could learn from Modern Psychology; and the unique insights that Indian Psychology offers which could contribute to a better understanding and handling of human existential crisis and its resolution through better informed existential quests. In an attempt to give a practical orientation, the article examines briefly the principles of Indian psychology that influenced the life of three national leaders who have publicly acknowledged their debt to the Bhagavad Gita, having been life-long students of the text viz. Lokamanya Tilak, Sri Aurobindo and Mahatma Gandhi. The uniqueness of their personality/leadership will be correlated to the Bhagavad Gita’s repository of the Principles of Indian Psychology.
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Sethupathi, Kumara. "The Social Hierarchy of India through the Lens of Capitalism from Aravind Adiga's "The White Tiger"". Shanlax International Journal of English 11, n.º 4 (1 de setembro de 2023): 31–34. http://dx.doi.org/10.34293/english.v11i4.6637.
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This research article will focus on the socioeconomic and political conditions of present India through the lens of Capitalism from the work of Aravind Adiga’s “The White Tiger”. The main character in this book comes from a lower social level and works intelligently to become well-known in society. With the help of the figure Balram Halwai, the postcolonial period of India’s class inequalities was depicted. The current approach of introducing equality in the social structure is required to address the capitalism issue in contemporary India. The social hierarchy needs to be eliminated from society. By elaborating on Indian philosophical notions of living, Aravind Adiga also included philosophical elements in this work. He also discussed the state of Indian education, which forced many low-income students to drop out in the middle of their studies to care for their families. Children who receive an Indian education also acquire incomplete knowledge. The social hierarchy and structure of postcolonial India are discussed in this article.
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Mukherji, Saradindu. "Book Review: Conor Mulvagh, Irish Days, Indian Memories. V. V. Giri and Indian Law Students at University College Dublin, 1913–16". Indian Historical Review 44, n.º 2 (dezembro de 2017): 344–46. http://dx.doi.org/10.1177/0376983617730231.
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Gunther, Vanessa. "Book Review: The Students of Sherman Indian School: Education and Native Identity Since 1892". Southern California Quarterly 96, n.º 4 (2014): 468–70. http://dx.doi.org/10.1525/scq.2014.96.4.468.
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Bajaj, Monisha. "Human Rights Education: Imaginative Possibilities for Creating Change". Teachers College Record: The Voice of Scholarship in Education 117, n.º 10 (outubro de 2015): 1–9. http://dx.doi.org/10.1177/016146811511701005.
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Background/Context Human rights education has proliferated in the past four decades and can be found in policy discussions, textbook reforms, and grassroots initiatives across the globe. This article specifically explores the role of creativity and imagination in human rights education (HRE) by focusing on a case study of one non-governmental (NGO) organization's program operating across India. Purpose/Objective This article argues that human rights education can and should be creative and innovative in its approaches to ensure access and sustainability of programs that seek to transform the learning experiences of marginalized students. Evidence from India contributes to the discussion of HRE by presenting teachers’ and students’ experiences with one particular human rights education program in India that incorporates an array of strategies to secure support and contextually-relevant curricula and pedagogy for poor children. Research questions that guided the larger study from which data are presented here included (a) How have differentiated motivations for, conceptualizations of, and initiatives towards HRE operated at the levels of policy, curriculum and pedagogy, and practice in India? (b) What impact has HRE had on Indian teachers and youth from diverse backgrounds who have participated in one NGO program? Research Design The larger study from which the data are drawn is a vertical case study utilizing primarily qualitative methods. Participants in the larger study included 118 human rights education teachers, 625 students, 80 staff and policy makers of human rights education, and 8 parents. Observations of teacher trainings included hundreds more participants. The majority of student respondents came from ‘tribal’ (indigenous) or Dalit (previously called “untouchable”) communities, both comprising the most marginalized sections of Indian society. Design and Methods This study was primarily qualitative and was carried out from August 2008 to August 2010 (13 months of fieldwork during that period). Semi-structured interviews were carried out with 118 teachers, 25 students, 8 parents, and 80 staff and officials of human rights education in India. 59 focus groups were carried out with an additional 600 students. Observations were also carried out of teacher trainings in human rights and human rights camps for students. Follow up data were collected on subsequent, but shorter, field visits from 2011-2013. Conclusions/Recommendations The study found the following: (a) Human rights education that is creative, contextualized, and engaging offers a meaningful opportunity for educators, families and students to critique and interrogate social inequalities. (b) Non-governmental organizations can provide a unique perspective on human rights education by drawing on diverse creative approaches if they are able to engage effectively with students, communities, educators and schools. (c) Research on human rights education must attend to how local communities, activists, artists and educators make meaning of normative frameworks (like human rights) in order to understand how creativity, imagination and innovation are engaged and ‘indigenized’ in productive and transformative ways. Further attention to creativity and imagination in human rights education can illuminate how HRE influences—and is mediated by—existing community realities and societal structures. I started learning about human rights in class six. I first thought they are giving us more of a burden with yet another subject and more books. But the teachers were so different after they started teaching human rights: human rights teachers talk nicely to us, they don't scold and beat us. They encouraged us to try new things and cultivate different talents like dance, poetry, drama, singing, and everything. Other subject teachers would just teach their subjects and they beat us also. They put the pressure of other people on us. But the human rights teachers release us from that. Through this course, I started writing poems about women's rights and children's issues and my human rights teacher encouraged me to send it to the newspaper when I was in class eight. They liked it and even published it! I had never ever thought something like that would happen. My grandmother can't read–she is a sweeper in someone's home–but I showed it to her in the newspaper and she was so happy. I kept writing poems and made a collection of 125 of them. My teacher encouraged me to put them together in a book and she raised money from teachers and got the publisher to give us a discounted rate. They are putting all the proceeds of the book sales in a bank account under my name so that I can go to college. I can't imagine what my life would be if this human rights class would not have been there. When I grow up, I would like to do a lot more in the field of human rights. —Fatima, 16-year-old human rights student in India1
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J MISHRA, Prof PRATIBHA. "Field Instruction with Integration and Implementation of Indigenous Social Work Education". Advances in Social Science and Culture 4, n.º 3 (29 de agosto de 2022): p80. http://dx.doi.org/10.22158/assc.v4n3p80.
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The purpose of field work is ... to clarify technical instruction. Just as the botanist goes into the fields to study plants and flowers to supplement his text book knowledge, and just as the geologist turns from a study of books to the study of rocks, so the social worker goes from the classroom to the appropriate field work activity, using the field work as a means of clarifying and adding point to the classroom instruction (Manshardt, 1985, p. 3).Field instruction, a crucial component of social work education, is recognised as an educational process to facilitate integrative and experiential learning. Though the pattern and organisation of social work practicum have some universality, the micro-based practice model adopted in the Indian context has led to inappropriately designed field education programmes producing students unsuited to meet the developmental need of the Indian society. Efforts made to restructure field instruction to prepare students for macro-based practice roles have been too slow to find their way into the educational programme of most of the schools of social work in India. Major problems such as scarcity of field placements, non-availability of qualified agency-based field instructors, inadequate linkage between classroom teaching and field realities, and poor faculty position still prevail. Crucial areas for change in field instruction are examined and alternative strategies are suggested in the light of the emerging socioeconomic concerns of the country and recent trends in the profession.
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Mitra, Ananya, e Gautam Mitra. "SWOT Analysis of E-Book Market in India – with Special Reference to Odisha Higher Education Sector". ECS Transactions 107, n.º 1 (24 de abril de 2022): 13451–58. http://dx.doi.org/10.1149/10701.13451ecst.
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Before Covid the launch of ‘Digital India’ program set the ground for competition in the field advance technology across India. The launch of 4G technologies made Indian telecom sector a booming market for advanced technology. With growing demand for technical education the demand for technically advanced educational goods also increased in India before 2020. During 2020 social distancing education became online. This increased the demand for digitalized educational goods by teachers working from home and students learning online. With pay cut, accompanied by low production both parties could not afford the rising price of digitalized educational goods. This paved way for search of less priced (or even free) yet qualitative digitalized educational goods like e-book. Post pandemic experts believe that the market for e-book is going to rise worldwide. Keeping this in mind the paper makes a modest attempt to critically appreciate the top e-book a market of the world visa vies India with special reference to Odisha.
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Misra, Sheelan. "Student Mobility Across the World and India". Global Business Review 13, n.º 3 (outubro de 2012): 465–80. http://dx.doi.org/10.1177/097215091201300308.
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In this era of educational marketing, education has become a commodity to be purchased by a consumer in order to build a skill set to be used in the market place and no more is it only recognized as the assets of skills, attitudes and values required for citizenship and effective participation in today’s society. Moreover, with the globalization phenomenon, which was always reflected in the education sector especially in India from olden times, has lead to the mobility of the students to the foreign countries either for quality or affordable education. Educational marketing can be defined as a planned and systematic two-way process of communication between an educational institution and its stakeholders designed to build morale, goodwill, understanding and support for that organization. The outcomes are usually goodwill, positive attitudes, respect, understanding and basic support. A developing country like India can use educational marketing as per its requirements. Therefore, this paper deals with two aspects in higher education in India. It tries to build a case for the need of decreasing outward student mobility and for more foreign students to be attracted to Indian higher education. To meet this purpose, the present study focuses light on the scenario of the higher education system worldwide and how economic globalization of higher education is shaping new horizons in the education sector. The present study details the statistics of student mobility world-wide and in India. The present study will also compare the composition and trends of exports of higher educational services by selected universities in Delhi, the capital and one of the metrocities of India. The present study is based upon the data collected from the Ministry of Education, Ministry of HRD, WTO publications, University Annual Reports and various journals and books published by the Association of Indian Universities (AIU) and the University Grants Commission (UGC).The three universities under study are the University of Delhi (DU), Jamia MiliaI slamia (JMI) and Indira Gandhi National Open University (IGNOU). These universities are involved in globalization by admitting foreign students. DU and JMI offer regular and distance education courses in India, therefore foreign students come to these universities and take admission and study, whereas IGNOU has a different modus operandi. It has the partner institutions (PIs) all over the world in different countries. Students from those countries get enrolled through the PIs and pursue courses from IGNOU as it offers only distance courses. These universities in New Delhi have been chosen as Delhi is the capital of India and has two functional universities acclaimed worldwide and one open university of international repute, in order to understand how the various modes attract the foreign students; and these being publicly funded universities, how much impetus has been put on internationalization of higher education despite all required infrastructure being available with them for conducting the courses effectively and efficiently.
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Hassan, Farooq. "Emergence of Religious Scholars of Usul al-Fiqh during Mughal-Ottoman Relations". Al-Wifaq 4, n.º 2 (31 de dezembro de 2021): 01–12. http://dx.doi.org/10.55603/alwifaq.v4i2.e1.
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Egypt and Hijaz (Makkah and Medina) became part of the Ottoman Empire during the reign of Saleem 1, (1512-20 AD), 9th Ottoman Sultan. Sultan Sulayman the Magnificent (r. 1520-66) ruled over an intercontinental empire spread Europe, Asia, and Africa. Historical records show that the Mughal Emperors (1526-1857) had relations with Ottomans on multifarious grounds, Humayun (d.1556), 2nd Mughal Emperor, had handed over an imperial letter, addressed to Sulayman, to the shipwrecked Ottoman Admiral Sidi Ali Reis, which acknowledging the sultan as the ‘Khalifa of highest qualities’ and ‘adorner of the throne of the khalifa’. Diplomatic Indian-Ottoman relations (1526-1923) provided breeding grounds for fresh ideas, free flow of information, and production of great works in Usul al-Fiqh by Indian Muslim scholars. A significant number of Indian scholars visited and lived in the Ottoman Central Lands, gained knowledge, came back, and shared this knowledge of Usul al-fiqh with local Shari’a scholars and students. Shaykh Ahmed, known as Mulla Jeevan, a Hanafi Indian scholar (d.1717), went to Hijaz and wrote a remarkable book (Nurul Anwar Sharh ul-Manar), which is still included as an essential part of the syllabus in almost all religious schools (madrasa) of sub-continent. This work is based on qualitative, historical, archival, and descriptive research that discusses the Indian-Ottoman shared legacy of Usul al-fiqh and contains the authors’ brief treaties in chronological order.
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Roy, Suparna, Labanya Ray Mukherjee e Prasenjit Bhattacharjee. "Women as Marginalized Beings: A Reflection on the Intersectionality of Marginalization within Indian Literary and Social Framework." Journal of Humanities and Social Sciences (JHASS) 5, n.º 1 (29 de abril de 2023): 49–53. http://dx.doi.org/10.36079/lamintang.jhass-0501.519.
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As Elizabeth J. Meyer wrote in the book Queering Straight Teachers Discourse and Identity in Education is that, “Queer theory goes beyond exploring aspects of gay and lesbian identity and experience. It questions taken-for granted assumptions about relationships, identity, gender, and sexual orientation. It seeks to explode rigid normalizing categories into possibilities that exist beyond the binaries of man/woman, masculine/feminine, student/teacher, and gay/straight” (Meyer, 1). Among these series of complexly designed network of marginalization, which is a branched and towered regime of oppression in Indian framework, so, I select Gender and Caste as that lens to depict the narratives of marginalized identity- women. The concept of “women” as Judith Butler defines in her famous work Gender Trouble 1990- “Women are the sex which is not “one”. Within…a phallogocentric language, women constitute the unrepresentable…women represent the sex that cannot be thought, a linguistic absence and opacity” (Butler, 13). The identity of a woman gets trapped between some supposed and created links, which therefore my paper will try to discern, by the application of queer post-structuralist feminist theory, in both few selected literary texts- Mahasweta Devi’s Rudali and Breast Stories, Chitra Banerjee Devakaruni’s Mistress of Spices, Vine of Desire, and Sister of My Heart, and social context- women as subject of politics within the rape culture.
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Khaiser, Fareed Kaleem, Amna Saad e Cordelia Mason. "SENTIMENT ANALYSIS OF STUDENTS’ FEEDBACK ON INSTITUTIONAL FACILITIES USING TEXT-BASED CLASSIFICATION AND NATURAL LANGUAGE PROCESSING (NLP)". Journal of Language and Communication 10, n.º 1 (31 de março de 2023): 101–11. http://dx.doi.org/10.47836/jlc.10.01.06.
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In this study, sentiment analysis, commonly referred to as opinion mining or emotional artificial intelligence (AI), is used to obtain student comments about institutional facilities. To ascertain whether an online text has a good, negative, or neutral emotional tone, it must first be analyzed. Natural Language Processing (NLP) includes the subfield of sentiment analysis, and NLP can be used to categorize and extract information with the aid of machine learning methods. Finding out if students are content with the amenities or services provided is important since, in an educational setting, they are consumers. This study of the resources and services that the libraries offer evaluated college students' perceptions of the books, audio CDs, and video CDs, the services provided by the library staff, and the personal computers that are made available to them as part of their facilities. In the current study, surveys were carried out to gather information and assess how well the needs of the students are addressed. On Kaggle.com, secondary data from a North Indian institution was used in the experiments. The research approach was sentiment analysis using a machine learning framework. The F1-score, a harmonic mean of precision and recall based on the attitudes evaluated by the algorithms, was calculated using a text-based classification method using Naive Bayes Multinomial and Support Vector machine learning algorithms. The findings offer views on how successfully library facilities are managed in the form of student sentiments.
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Kumar, Vikram, e Ramakrishnan Raman. "Social Media by Indian Universities – Does it convince or confuse International Students in University Choice?" International Journal of Higher Education 9, n.º 5 (21 de julho de 2020): 167. http://dx.doi.org/10.5430/ijhe.v9n5p167.
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The advent of information and communications technology has changed the way people and organisations function, communicate, transact, recruit, market business and services. To keep pace with the ever-changing business and marketing trends, organisations have integrated information, tools of communication & the boom of internet technology into their strategies.The education industry is no exception to this challenge. The primary goals in marketing University is to attract prospective students from across the globe. Increasing globalisation, aspiration, movement, ease of financial access is drawing students to apply for higher studies in Universities away from their country of residence. Many new-age studies of youth, teenagers and Gen Y overwhelmingly suggest that they are prolific users of the Internet and in particular social media applications. These factors have led to social media being heavily leveraged by universities to create interest and draw in applicants. Social media tools like Facebook, Instagram, LinkedIn, Quora, Google+, Youtube is integrated with the other traditional media viz print/broadcast media, exhibitions, educational trade fairs et al to reach students from various countries. Social Media plays dual power of attracting student applicants as well as helps engagement to create a loyal online community through sharing content which is found relevant and useful by the new young generation.This research paper examines the role of social media in helping international students choose university for higher studies in India. This study included in-depth interviews and a survey to include 183 students’ International students studying in 6 different cities in India.The research findings indicate that International Students increasingly use social media thus highlighting the role of social media in influencing international students’ choice of university . All in all, this study provides directions for universities to influence students innovatively and strategically. International students depend on social media for supplementary information to strengthen the information gathered through primary influencers like family, friends and alumni.With increasing media clutter it's absolutely essential to ensure media planning for use of social media sharp and appropriate media tools are selected to reach the students and thereby enable them to effectively use it for choice of University. Social media strategy through consumer generated word of mouth and influencer marketing to communicate the experience, safety, acceptance of diverse culture can be leveraged to help the students’ choice process.
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Sankar, Rohan. "Impact of National Education Policy 2020 on Teacher’s Diversity and Student Achievement". Journal of Development Economics and Management Research Studies 10, n.º 16 (2023): 249–56. http://dx.doi.org/10.53422/jdms.2023.101632.
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As Chanakya once said, "teachers are not ordinary; they are the ones who make a nation's foundation strong," which is even relevant today. In our culture, we say Mata, Pita, Guru, and Devam, where the Teacher is above god. Teachers are the reason that we are where we are; whatever we have achieved in life, it is because of the letters that were taught to us where the letters evolved into sentences, where sentences evolved into subjects, and where subjects evolved into specialization. A teacher's teaching from their subject knowledge and experience helps a student make decisions properly because he will avoid mistakes and, in turn, save time and move ahead. This study aims at focusing on the impact that NEP (National Education Policy) 2020 has created on the teacher’s diversity and its impact on student’s achievement before and after its implementation. The NEP 2020 was a much-needed change in the Indian education policy that focuses more on practical oriented teaching when compared to the present policy where students are thought methodically without any real time impact. This policy is more comprehensive not only teaching wise but the inclusion of teachers from various background and having a good experience in the particular subject and expertise in that industry, this is a boon for students since they will have access to industry specialist which will enhance their further knowledge and in turn can achieve many things by applying that knowledge to push himself in the market
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Mello, Layssa Gabriela Almeida e. Silva. "READING AND WRITING POEMS IN ENGLISH: COLLABORATIVE PRACTICES AT A BRAZILIAN PUBLIC SCHOOL". Trabalhos em Linguística Aplicada 58, n.º 3 (setembro de 2019): 1331–52. http://dx.doi.org/10.1590/010318135697715832019.
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ABSTRACT This study, presenting an experience with eighth-grade students at a Brazilian public school, in Goiânia, Goiás, shows students’ ability to collaboratively read and write poems in English. A poem was selected from the Indian-born, Canadian poet Rupi Kaur’s book The sun and her flowers (KAUR, 2017) to discuss and reflect on themes such as love and loss. Firstly, a theoretical reference on the importance of literary texts for English language teaching and the role of collaboration is presented to provide a theoretical basis for this pedagogical practice. The pre-reading, while-reading and post-reading activities are then described and the students’ written productions, based on Rupi Kaur’s poem, are also presented. Through these activities, students enhanced their lexical knowledge of the English language and their creativity, and also interacted with their colleagues to reflect on current issues.
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Khan, Shair Ali. "The English Translations of Panini’s Ashtadhyayi: A translational textual analysis". Traduction et Langues 20, n.º 1 (31 de agosto de 2021): 25–37. http://dx.doi.org/10.52919/translang.v20i1.302.
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The study aims to find out the reader-centred & author-centred translation of Ashtadhyayi of Panini, an Indian linguist of 5th century BC, who compiled the world oldest, shortest and ever first linguistic book in Sanskrit language focusing on all linguistic aspects, aiming at protecting the sounds of Vedas; the holy book of Hinduism. The linguistic importance of Sanskrit was firstly mentioned by William Jones during his famous address in India, whereas the linguistic phenomena were discussed by Ferdinand de Saussure in nineteenth century. The book is first translated into English in 1891by Sarisa Chandra Vasu with a large number of Sanskrit Words which gained a momentous fame in all the linguistic circles. Due to which Ashtadhyayi was studied widely by English professors and students illuminating their linguistic horizons by coining unique ambiguous precise 4000 rules under the name of ‘Sutra’. Just after this English translational creation of Ashtadhyayi a large number of translations were done by the native Hindu scholars and even by western Sanskritests. Therefore, a huge number of commentaries, studies and articles were written by European and native linguists and at the same time it was translated into other languages. The book and all its translations are available online. The purpose of this paper is to collect all the English translations of Ashtadhyayi throughout the history since 5th BC to the age of globalization and digitalization, then putting them into a translational categorization according to various kinds of translations finding out the most comprehensive and faithful translations among them and the types of translation strategies applied by the translators in translating this unique cryptic linguistic book.
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G, Shanmugam. "100 years of the Devine Teacher - Student relationship among the three Generations of Indian Geoscientists (1920s – 2020s): A remarkable Story of Knowledge transfer from T. N. Muthuswami Iyer “TNM” through A. Parthasarathy to G. Shanmugam and beyond". Journal of The Indian Association of Sedimentologists 1, n.º 1 (31 de dezembro de 2022): 2–40. http://dx.doi.org/10.51710/jias.v1i1.221.
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The divine teacher-student relationship that covers 100 years of knowledge transfer is the underpinning of this remarkable personal story. Importantly, this narrative is about an Indian genius and a geologic pioneer, Professor T. N. Muthuswami Iyer, known as TNM. The first generation (1920s-1960s) TNM began his teaching career as a crystallographer and a mineralogist at the University of Madras-Gundy Campus (Chennai) in 1924, and continued at the Presidency College (Madras), Sager University (Madhya Pradesh), and Annamalai University (Tamil Nadu). One of his early students at Presidency was A. Parthasarathy, who later studied at the Imperial College in London (UK) and earned his Ph.D. in Engineering Geology from the London University (UL) in 1954. The second generation (1940s-1980s) Prof. Parthasarathy became the Head of Applied Geology section in the Civil Engineering Department at the Indian Institute of Technology (IIT) Bombay in 1964. The third generation (1960s-2020s) G. Shanmugam earned his B.Sc. in Geology and Chemistry from Annamalai University with a First Class (1965) and started teaching science in a local high school in his hometown of Sirkazhi, Tamil Nadu. TNM, who was the Head of Geology at Annamalai University in 1965, motivated G. Shanmugam to quit his teaching job and pursue M.Sc. in Applied Geology at IIT Bombay. Shanmugam earned his M.Sc. in Applied Geology at IIT Bombay under the guidance of Prof. Parthasarathy. Education and training at IIT Bombay propelled Shanmugam to receive his second M.S. and Ph.D. degrees in the USA. His Ph.D. research under the guidance of Prof. Kenneth R. Walker at University of Tennessee on Ordovician tectonics and sedimentation in the Southern Appalachians led to securing a research position with Mobil Oil Company in Dallas, Texas in 1978. Because of his global research on multiple domains while at Mobil and as post-retirement consultant since 2000 for oil companies in India and China, Shanmugam has to his credit 382 published works that include three Elsevier books on process sedimentology and petroleum geology, with the first two books were translated into Chinese language. He has authored 6 invited Encyclopedia Chapters for Elsevier and McGraw Hill Book Companies and has delivered 89 lectures worldwide during 1980-2021 period. He won the top "Special Prize" from Springer Journal of Palaeogeography in 2020 for "Excellent Papers" based on Science Citation Index (SCI) of five articles published during 2012-2018. Shanmugam's efforts in knowledge transfer during the COVID-19 global pandemic included giving virtual lectures on Zoom, Google Meet, and WebEx platforms to academia (e.g., Royal Holloway, University of London, IIT Bombay, and Ohio University). Shanmugam organized 23 onsite workshops on "Deep-water sandstone petroleum reservoirs" worldwide, which included (1) the UK Government Department of Trade and Industry (DTI), Edinburgh, UK, (2) Reliance Industries Ltd., Kakinada, India, (3) Hardy Oil, Chennai, India, (4) Oil and Natural Gas Corporation (ONGC), Mumbai and Kajuraho, India, (5) Petrobras, Rio de Janeiro, Brazil, (6) Research Institute of Petroleum Exploration and Development (RIPED) of PetroChina, Beijing, China, and (7) China University of Petroleum, Qingdao, China. The T. N. Muthuswami - A. Parthasarathy - G. Shanmugam lineage, spanning over 100 years, is unique and phenomenal in knowledge transfer among geoscientists. On the economic front, TNM and his lineages contributed directly to the petroleum, atomic mineral, cement, gemstone, and geothermal energy industries, among many others. The acronym "TNM" for T. N. Muthuswami Iyer is just perfect for a Transformational, Neoteric and a Motivating teacher and a noble soul!
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Al-Rifai, Nada Yousuf. "Ahmad Shawqi and Educational Poetic Stories on the Tongues of the Animals". English Language and Literature Studies 5, n.º 4 (30 de novembro de 2015): 108. http://dx.doi.org/10.5539/ells.v5n4p108.
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<p>Ahmad Shawqi, the most famous Egyptian poet, used the animal world to narrate children stories. He began using this genre as a student in France to express his moral, national, and social desires and to awaken his fellow countrymen’s outrage against colonialism and its machinations. He narrated fifty-six tales, the first of which, entitled “Al-Deek Al-Hindi wa Al-Dajaj Al-Baladi” (The Indian Rooster and the Local Chicken), was published in the newspaper Al-Ahram in 1892. Shawqi’s tales were often written in the form of odes, following the rajaz rhythm, and using variable rhymes. They are easy to read, short, often educational, and can be easily memorized. Shawqi used the Holy Quran, books of proverbs, and Arabic wise sayings as his primary influences. Indeed, Shawqi’s tales are definitely Islamic in nature and tone.</p>
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Kumar Dhusia, Devendra. "Strategies for Preventing Plagiarism - A Case Study of Top Indian Universities". Global Journal of Enterprise Information System 9, n.º 2 (28 de junho de 2017): 84. http://dx.doi.org/10.18311/gjeis/2017/16191.
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Plagiarism is becoming a straw man. Always ceasing author, writer, artist, architects, programmers, students and other creative people for presenting their views in the form of research paper, article, book and in other forms. Writing a research paper scholarly in challenge for the researchers, who have threat that they may be proved plagiarized. Hence the area has come up as hot cake topic of discussion. In this research paper data is collected for selected Indian universities at Delhi and the result comes out is really shocking which make future of research in question mark? As the tools used to measures the plagiarism is still at infancy stage and the biggest acceptable tool for measuring research is turn tin which itself need repair as per demand of various researchers. Case of Melania Trump and Michella Obama and many other Great mighties since Shakespeare to Sarvapalli Radhakrishnan and including famous film makers, lyricist, higher education dignitaries and Vice Chancellors have been alleged of this crime. Plagiarism is measuring tool for academic corruption and dishonesty with breach of Journalistic ethics it is the "wrongful appropriation" and "stealing and publication" of another author's "language, thoughts, ideas, or expressions" and the demonstration of them as one's possess original work. As per Indian government law it is crime under copy right and intellectual property right including IT Act 2000 (Information Technology Act). Punishment is different in different country as per their legal laws. This Research paper proposes to discuss the various factors involved in plagiarism and researcher should know about it before writing something public. The intention behind this paper is to caution to new researchers and to provide suggestions to great scholars to make themselves safe from being plagiarized. Optimum uses of turn tin application and mistakes made by researchers are discussed in this research paper.
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Havemann, Catherine, Hyacinth R. C. Mason, Regina G. Russell, Alejandra Casillas, Mytien Nguyen, Dowin Boatright, Alexis Webber, Jon Andre Parilla, Abraham Gallegos e Tasha R. Wyatt. "Challenges Facing First-Generation College Graduates in Medical School". JAMA Network Open 6, n.º 12 (13 de dezembro de 2023): e2347528. http://dx.doi.org/10.1001/jamanetworkopen.2023.47528.
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ImportanceFirst-generation (FG) medical students remain underrepresented in medicine despite ongoing national efforts to increase diversity; understanding the challenges faced by this student population is essential to building holistic policies, practices, and learning environments that promote professional actualization. Although FG students have been extensively studied in the undergraduate literature, there is little research investigating how FG students experience medical education or opportunities for educators to intervene.ObjectiveTo explore challenges that FG students experience in undergraduate medical education and identify opportunities to improve foundational FG support.Design, Setting, and ParticipantsThis qualitative study was conducted using an online platform with 37 FG students enrolled in 27 US medical schools. An interprofessional team of medical educators and trainees conducted semistructured interviews from November 2021 through April 2022. Participants were recruited using a medical student listserv. Data were analyzed from April to November 2022.Main Outcomes and MeasuresAfter conducting a preliminary analysis using open coding, a codebook was created and used in a thematic analysis; the codebook used a combination of deductive and inductive coding.ResultsAmong the 37 students recruited for this study, 21 (56.8%) were female; 23 (62.2%) were in the clinical phase of training; 1 (2.7%) was American Indian or Alaska Native, 7 (18.9%) were Hispanic, Latino, or of Spanish origin, 8 (21.6%) were non-Hispanic Asian or Asian American, 9 (24.3%) were non-Hispanic Black or African American, and 23 (32.4%) were non-Hispanic White; mean (SD) age was 27.3 (2.8) years. Participants described 4 major themes: (1) isolation and exclusion related to being a newcomer to medicine; (2) difficulty with access to basic resources (eg, food, rent, transportation) as well as educational (eg, books); (3) overall lack of faculty or institutional support to address these challenges; and (4) a sense of needing to rely on grit and resilience to survive.Conclusions and RelevanceAlthough grit and resilience are desirable traits, results of this study suggest that FG medical students face increased adversity with inadequate institutional support, which forces them to excessively rely on grit and resilience as survival (rather than educational) strategies. By applying the holistic model often used in admissions to the postmatriculation educational process, targeted and flexible initiatives can be created for FG students so that all students, regardless of background, can achieve robust professional actualization.
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Sunkanna, A. "A Societal Analysis of Buddha in a Traffic Jam". IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 5, n.º 3 (17 de dezembro de 2016): 147. http://dx.doi.org/10.21013/jems.v5.n3.p2.
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<p><em>After a thorough watch of the film several times,<strong> Buddha in a Traffic Jam</strong> is considered to be an autobiographical film based on its writer & director Vivek Agnihotri's life. Based on true life incidents, its treatment is that of a new age political drama with a unique chapter wise approach to relevant topics leading to its climax. His storytelling format is like a book which takes off from prologue to epilogue and has chapters in between which are decently interesting. The film is an initiative by one of the top Business schools of the world, Indian School of Business, Hyderabad and this is the first Indian film ever based and shot in a B school. The script seems to have a forced irony and drama element to it which instantly puts one off.</em></p><p><em>Film explores how certain universities are brainwashing students to become intellectual terrorists. The film also takes on various themes of corruption, campus politics, moral policing, crony socialism and the aspirational India wiping it clean of its middlemen. It probes deep into the relevance of socialism and capitalism in a poverty and corruption ridden India seeking to become a superpower.</em></p>
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KRISHNAN, SNEHA. "Anxious Notes on College Life: The Gossipy Journals of Eleanor McDougall". Journal of the Royal Asiatic Society 27, n.º 4 (26 de setembro de 2017): 575–89. http://dx.doi.org/10.1017/s1356186317000293.
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AbstractThe educated woman and the college girl were, for the great part of the nineteenth and twentieth centuries in India, subjects of immense anxiety. In this article, I examine the gossipy narratives that a missionary educator in South India, Eleanor McDougall, wrote biannually for readers in America and Britain, whilst she was Principal of Women's Christian College (WCC) in erstwhile Madras, along with the book on her experience that she eventually published. In doing so, I locate the circulation of gossip in transnational circuits as a site where colonial anxieties about young Indian women as subjects of uplift came to be produced. For women like McDougall, the expression of urgent anxiety about young women's moral and social conditions served as a means to secure legitimacy for the work they did, and position themselves as important participants in a new discourse of philanthropically mediated development that emerged in the early twentieth century with the influx of American charitable capital into countries like India. At the same time, I show, in responding to her writing about them, that the Indian staff and students at WCC did not concur with colonial authority marks a site of refusal: suggesting the anxious boundaries of colonial knowledge production at a time when the surety of discourses of racial difference was beginning to unravel. In its study of McDougall's gossipy writing, this article therefore contributes to a complicated and non-linear understanding of emotions as a site of power and hierarchy.
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Susruth, Priyanka, e Rohini Purohit. "A BOOK REVIEW ON VEERASIMHA AVALOKAM- CLASSICAL TEXT ON MEDICAL ASTROLOGY". International Ayurvedic Medical Journal 8, n.º 9 (23 de setembro de 2020): 4541–43. http://dx.doi.org/10.46607/iamj3908092020.
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Medical astrology is an ancient medical system that associates various parts of the body, diseases, drugs as under the influence of the sun, moon and planets along with twelve astrological signs. Each of the astrological sign is associated with different parts of the human body. Since there are not much text available regarding Medical Astrology, Veerasimha Avalokanam is treatise meant for the Vaidyas for the astrological diagnosis and treat-ment. This text is not much popular across India. Actual text is in sanskrit language. Translations are available in Malayalam, Hindi and English. It is because of this that the translation of the work done by Sri. K Narayan is noteworthy. Though Veerasimhans treatise is titled as astrological diag-nosis and treatment, its mainly meant for daily use by Vaidyas and useful for all students of Indian traditional medicine as a reference book for both diagnosis and treatment .yet at the same time it can also be used very effectively used by all the astrol-ogers who are keen on diagnosing the diseases with planetary positions and then prescribe the Prayaschitha Karmas and directing to appropriate Siddha or Ayurveda doctor, for timely medications and treatment. Thus, Veerasimha Avalokanam is a treatise on medical astrology that collects, corre-lates and present quotes related to various diseases and their astrology, karma Vipaka, Prayaschittas and Ayurveda presents them in one place, truly a courageous lions’ efforts.
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Master, Sharad. "Correspondence between South African geologist Alex L. du Toit and Birbal Sahni concerning Gondwana Palaeobotany (1925–1944)". Journal of Palaeosciences 69 (10 de setembro de 2021): 119. http://dx.doi.org/10.54991/jop.2020.34.
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Birbal Sahni (1891-1949) was well known as the first Indian palaeobotanist, and he established the Institute that was named after him, now the Birbal Sahni Institute of Palaeosciences. Alexander L. du Toit (1878-1948) was the most famous South African geologist, known internationally for advocating the idea of Continental Drift, and for his work on Gondwana geology and palaeobotany. Du Toit was introduced to Sahni by Albert Seward, who was Sahni’s mentor at Cambridge University. They started a correspondence in 1925, involving the exchange of papers, books, and samples, which lasted at least until 1944. Du Toit and Sahni met in 1938 at the Indian Science Congress in Calcutta. Their preserved letters deal with the palaeobotany, correlations, and age of the Rajmahal beds, and later with the palynological investigations of Karoo Dwyka samples sent by du Toit to Sahni, which were worked on by D. D. Pant, who had been a student of Sahni. This correspondence reveals in detail just how these geoscientists involved with problems of Gondwana palaeogeography tackled these questions in spite of the long distances, and slow communications of the time. Information, especially that published in local journals, was disseminated by means of sending reprints, proof copies, and sometimes by handwritten lists of fossils. Although, initially, Sahni had obtained South African and Australian fossil material through the British Museum in London, he later obtained South African samples specially collected for him by du Toit. Samples were also exchanged between South Africa, England, India and Australia.
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Ashwal, L. D. "Wandering continents of the Indian Ocean". South African Journal of Geology 122, n.º 4 (1 de dezembro de 2019): 397–420. http://dx.doi.org/10.25131/sajg.122.0040.
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Abstract On the last page of his 1937 book “Our Wandering Continents” Alex Du Toit advised the geological community to develop the field of “comparative geology”, which he defined as “the study of continental fragments”. This is precisely the theme of this paper, which outlines my research activities for the past 28 years, on the continental fragments of the Indian Ocean. In the early 1990s, my colleagues and I were working in Madagascar, and we recognized the need to appreciate the excellent geological mapping (pioneered in the 1950s by Henri Besairie) in a more modern geodynamic context, by applying new ideas and analytical techniques, to a large and understudied piece of continental crust. One result of this work was the identification of a 700 to 800 Ma belt of plutons and volcanic equivalents, about 450 km long, which we suggested might represent an Andean-type arc, produced by Neoproterozoic subduction. We wondered if similar examples of this magmatic belt might be present elsewhere, and we began working in the Seychelles, where late Precambrian granites are exposed on about 40 of the >100 islands in the archipelago. Based on our new petrological, geochemical and geochronological measurements, we built a case that these ~750 Ma rocks also represent an Andean-type arc, coeval with and equivalent to the one present in Madagascar. By using similar types of approaches, we tracked this arc even further, into the Malani Igneous Province of Rajasthan, in northwest India. Our paleomagnetic data place these three entities adjacent to each other at ~750 Ma, and were positioned at the margins, rather than in the central parts of the Rodinia supercontinent, further supporting their formation in a subduction-related continental arc. A widespread view is that in the Neoproterozoic, Rodinia began to break apart, and the more familiar Gondwana supercontinent was assembled by Pan-African (~500 to 600 Ma) continental collisions, marked by the highly deformed and metamorphosed rocks of the East African Orogen. It was my mentor, Kevin Burke, who suggested that the present-day locations of Alkaline Rocks and Carbonatites (called “ARCs”) and their Deformed equivalents (called “DARCs”), might mark the outlines of two well-defined parts of the Wilson cycle. We can be confident that ARCs formed originally in intracontinental rift settings, and we postulated that DARCs represent suture zones, where vanished oceans have closed. We also found that the isotopic record of these events can be preserved in DARC minerals. In a nepheline syenite gneiss from Malawi, the U-Pb age of zircons is 730 Ma (marking the rifting of Rodinia), and that of monazites is 522 Ma (marking the collisional construction of Gondwana). A general outline of how and when Gondwana broke apart into the current configuration of continental entities, starting at about 165 Ma, has been known for some time, because this record is preserved in the magnetic properties of ocean-floor basalts, which can be precisely dated. A current topic of active research is the role that deep mantle plumes may have played in initiating, or assisting, continental fragmentation. I am part of a group of colleagues and students who are applying complementary datasets to understand how the Karoo (182 Ma), Etendeka (132 Ma), Marion (90 Ma) and Réunion (65 Ma) plumes influenced the break-up of Gondwana and the development of the Indian Ocean. Shortly after the impingement of the Karoo plume at 182 Ma, Gondwana fragmentation began as Madagascar + India + Antarctica separated from Africa, and drifted southward. Only after 90 Ma, when Madagascar was blanketed by lavas of the Marion plume, did India begin to rift, and rapidly drifted northward, assisted by the Marion and Deccan (65 Ma) plumes, eventually colliding with Asia to produce the Himalayas. It is interesting that a record of these plate kinematics is preserved in the large Permian – Eocene sedimentary basins of western Madagascar: transtensional pull-apart structures are dextral in Jurassic rocks (recording initial southward drift with respect to Africa), but change to sinistral in the Eocene, recording India’s northward drift. Our latest work has begun to reveal that small continental fragments are present in unexpected places. In the young (max. 9 Ma) plume-related, volcanic island of Mauritius, we found Precambrian zircons with ages between 660 and 3000 Ma, in beach sands and trachytic lavas. This can only mean that a fragment of ancient continent must exist beneath the young volcanoes there, and that the old zircons were picked up by ascending magmas on their way to surface eruption sites. We speculate, based on gravity inversion modelling, that continental fragments may also be present beneath the Nazareth, Saya de Malha and Chagos Banks, as well as the Maldives and Laccadives. These were once joined together in a microcontinent we called “Mauritia”, and became scattered across the Indian Ocean during Gondwana break-up, probably by mid-ocean ridge “jumps”. This work, widely reported in international news media, allows a more refined reconstruction of Gondwana, suggests that continental break-up is far more complex than previously perceived, and has important implications for regional geological correlations and exploration models. Our results, as interesting as they may be, are merely follow-ups that build upon the prescient and pioneering ideas of Alex Du Toit, whose legacy I appreciatively acknowledge.
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Ranchin, Andrey. "“INNUMERABLE DEPTH OF BOOKS”. DUSHECHKINA E.V. “THE AUSTERE JOY OF CONTEMPLATION”: ARTICLES ON RUSSIAN CULTURE, COMPILED AND EDITED BY E.A. BELOUSOVA. MOSCOW, NOVOE LITERATURNOE OBOZRENIE, 2022. 808 P." Lomonosov Journal of Philology, n.º 5, 2023 (23 de outubro de 2023): 193–98. http://dx.doi.org/10.55959/msu0130-0075-9-2023-47-05-16.
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The collection analyzes medieval Russian literature in its most diverse manifestations (The Tale of Bygone Years, the translated Legend of the Indian Kingdom, the message of Tsar Alexei Mikhailovich to the Metropolitan, the future Patriarch Nikon, etc.), poetry of the 18th century (above all odes by Lomonosov and the poem by N.A. Lvov Russian 1791), Russian literature of the 19th century (Tyutchev, Leskov, Saltykov-Shchedrin, Chekhov), works for children, children’s literature, the history of the New Year holiday in Russia, Russian anthroponymy, including literary. Research by E.V. Dushechkina is diverse, reflects the breadth of the author’s scientific interests, the desire to consider literary phenomena in a cultural context. Another distinctive feature of E.V. Dushechkina — invariable attention to ‘particulars’: to little-known works of the classics (for example, these are the stories by Leskov Waste Dancers and Offended before Christmas), to such marginal genres in comparison with ‘big’ literature as the Christmas story and the ‘dacha’ text. Among the grateful readers of this book, there will undoubtedly be philologists, and cultural historians, and school teachers, and students, and university professors.
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Viswanath, K., e Seemita Mohanty. "Tribal Folklore as ELT Material for First-Generation Learners". Advances in Language and Literary Studies 10, n.º 2 (30 de abril de 2019): 19. http://dx.doi.org/10.7575/aiac.alls.v.10n.2p.19.
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An important component of any ELT programme is the content. A course-book ensures that the required course content is presented in a uniform format for ready implementation. In most cases where English is taught as the second or foreign language, a course-book is ‘the only point of contact with the language’ for learners. Available research has established that appropriate language content motivates learners to acquire language skills. In the eastern Indian state of Odisha, that has a high tribal population, a government sponsored scheme named Anwesha exists, which aims at providing quality English medium education to underprivileged rural tribal children, in urban public schools. But it is widely observed that these first-generation tribal learners in the English Medium Instruction (EMI) system are being deprived of the desired results. Finding no motivation to study a foreign language with unfamiliar content, and facing unfair competition from city-bred privileged learners, many of them drop out midway. Tribal communities in India have a rich tradition of folklore but it has by and large remained oral and no serious attempts have been made to use it as material for ELT. A pilot-project with ELT material drawn from the local tribal-folklore, aimed at providing familiar course content, was conducted to encourage students to learn better. Improvements in compliance of the assigned classroom tasks were noticed and the familiar content did bring in an element of enthusiasm among the young learners. It is believed that the findings of this study will be helpful in contextualising ELT course content using materials from learners’ own folklore.
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Rajesh, Mudivedu Shroff, e Nandikotkur Padmaja. "Now I know Dorothy!" Acta Crystallographica Section A Foundations and Advances 70, a1 (5 de agosto de 2014): C1314. http://dx.doi.org/10.1107/s2053273314086859.
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"Our message is – dare I say – crystal clear," observed UNESCO Director-General Irina Bokova in her opening remarks at UNESCO headquarters in Paris on 20 January 2014. At exactly the same time some 6480.2 miles away in a school at Hyderabad, India echoed a message "Now I know Dorothy" this was an excited exclamation from hundreds of high school children. The occasion was an IYCr2014 outreach programme motivated and supported by the President of the International Union of Crystallography (IUCr) Professor Gautam R. Desiraju. The occasion was an IYCr2014 outreach programme that matched IYCr2014 goals and objectives. The project next moved to smaller places. To make IYCr2014 relevant specifically to young students in villages and small towns, it was thought that the student audience must be comprised from non-English medium schools. This prompted translating "Crystallography Matters!" from English to a widely spoken (60 million) South Indian language called Telugu. the next step was to prepare power point presentations in Telugu, prepare crystallography related simple multiple choice questions, quiz papers, buy chocolates to represent crystallization process in making chocolates, sugar candy (Kalkand) to show them real crystals so that students connect to the subject with ease. Then travel to schools and start with an introduction to what and why is IYCr, demonstrate uses of crystals with examples, tell them why we cannot use microscope to "see" the inside of crystals, lecture, demo interactive sessions and so on .The presentation involved introducing science behind crystallography, explaining how to grow crystals, relevance to everyday life with references to NaCl and other medical uses. Sessions end with taking questions, ask mass questions like who is Dorothy, poster readings, who is Bragg, valuations of quiz papers and distribution of prizes, chocolates and sugar candy. Finally Crystallography Matters! books are given to the students and copies to school libraries.
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Kumar, Gaurav, e Anjali Kaushik. "Turn it around – NBFC-IFC". Emerald Emerging Markets Case Studies 13, n.º 3 (26 de setembro de 2023): 1–45. http://dx.doi.org/10.1108/eemcs-12-2022-0535.
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Learning outcomes After studying and analysing this case, students would be able to evaluate and understand the importance and need of an infrastructure sector in a country, its inherent risks and scope of infrastructure investment and financing in India – National Infrastructure Pipeline and the important role of Non-Banking Finance Company’s (NBFC) vis-à-vis banks in infrastructure financing in India; critically analyse and recommend alternative decisions in a business problem situation using multi-criteria decision analysis, which is a tool used for business portfolio analysis; understand and evaluate the corporate portfolio management (CPM) tools used for an optimum portfolio mix to turn around companies; identify and suggest an optimum portfolio mix to turn around a finance company using CPM assessment applied to Pidun matrix; and recommend operational and strategic levers for successful turnaround implementation by using the integrated canvas on turnaround. Case overview/synopsis On 10 May 2020, in New Delhi, India, J. Ray took charge as a full-time director of an Indian Non-Banking Finance Company – Infrastructure Finance Company (NBFC-IFC). The NBFC-IFC of the Indian Government extended long-term financial assistance to infrastructure projects in India. During the financial year (FY) 2017–2018 till FY 2019–2020, the company suffered substantial losses to the tune of US$13.7bn, with profitability experiencing a notable decline – return on assets at a negligible 0.11% and return on equity of only 0.68%. The NBFC-IFC had a declining yield on advances at 7.05%, net interest margins (NIMs) of 2.08% against a high cost of borrowing at 7.66%, a declining loan book (by 4.35%) of US$336.27bn and a fast-deteriorating asset quality with highest ever non-performing assets (NPAs) at 19.70% of its loan book. Such financial parameters, compared with that of the industry average of banks and finance companies, meant that the NBFC-IFC Ray had taken over was fast bleeding and was on the brink of being declared a sick company. In comparison, private and other government players had profitable and much healthier financials, and Ray felt that there was a need for improvement. To make things worse, Ray got to know that the Indian Government was in the final stages of setting up a new development finance institution focused on long-term infrastructure financing in India. Ray realized the question was not only of the NBFC-IFC remaining relevant but also of its existence in the fast-evolving sector. Ray wondered what could his his integrated canvas be for a turnaround strategy that could include effective management of an optimal portfolio mix. With a healthy capital-to-risk (weighted) assets ratio of 30.85% and a satisfactorily improved net worth of US$103.1bn, in the given Reserve Bank of India regulatory provisions for the NBFC-IFC including restrictive exposure norms and NBFC-IFC’s operational mandate prescribed by the Indian Government, Ray had to shift the product and sectorial investment of the NBFC-IFC to reduce the NPAs, increase loan book size and improve the yield of advances and its NIM to effectively turn around the company’s profitability. Ray realized that he needed his team to evaluate and select a product and sector strategy for this change. Complexity academic level The present case of financing investment in infrastructure is interesting for implementation in developing economies because a lack of infrastructure is a common problem and there is a necessity of achieving a more developed infrastructure system to support accelerated economic growth in these countries. This case can be used in elective courses on corporate finance strategy and corporate portfolio management for infrastructure finance companies. This case can be taught in elective courses in post-graduate and MBA programs. This case can also be included in management development programs (MDP), executive MBA programs and executive-level courses that have subjects such as corporate finance strategy, corporate portfolio management and strategy management that focus on turnaround strategies including portfolio management for banks and finance companies. Supplementary materials Teaching notes are available for educators only. Subject code CSS 11: Strategy.
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Qasim, Syed Hasan, e Sudhansu Shekhar Pandey. "CONTENT ANALYSIS OF DIAGRAMMATIC REPRESENTATIONS IN UPPER PRIMARY SCIENCE TEXTBOOKS". International Journal of Research -GRANTHAALAYAH 5, n.º 7 (31 de julho de 2017): 474–79. http://dx.doi.org/10.29121/granthaalayah.v5.i7.2017.2155.
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The present study is an attempt to investigate content analysis of diagrammatic representations in upper primary science textbooks based on diagrammatic typology. The study analyzed the distribution of diagrams in different upper primary science book categories. The sample selected consists of a total number of nine 7th grade physics, chemistry and biology textbooks adopted in three Indian Certificate of Secondary Education (I.C.S.E) schools in the Allahabad, India. Content analysis in this research entails a systematic coding and categorizing of the diagrams, drawings, photos, charts and graphs appeared in upper primary school science textbooks. A great amount of diagrams have been used in the upper primary level of science teaching. On average, there are about 1.20 diagrams in physics, 0.80 diagrams in chemistry & 1.06 diagrams in biology textbooks used per page for the purposes of explaining, presenting or evaluating the scientific domain. The results confirmed that upper primary level of science education demands large quantity of diagrams to facilitate students learning. So content analysis of diagrammatic representations of science textbooks is recommended and teachers should adopt such diagrammatic strategies which increase the level of knowledge of learners. Teachers should teach students through different diagrammatic representations skills and to enhance their academic performance.
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Ahmed, Rafiq. "Syed Nawab Haider Naqvi. Development Economics: A New Paradigm, New Delhi: Sage Publications, 1993, 208 pages, Indian Rs 200.00." Pakistan Development Review 33, n.º 3 (1 de setembro de 1994): 297–99. http://dx.doi.org/10.30541/v33i3pp.297-299.
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With his well-known innovative intellectual skills, Syed Nawab Haider Naqvi has converted his several Presidential Addresses given at the Annual General Meetings of the Pakistan Society of Development Economists into a succinct and stimulating book. With its publication, Dr Naqvi has placed students of development economics in his debt for a lucid and systematic treatment of a subject which mainstream economists regard as a dying species, while the more knowledgeable ones, agreeing with Dr Naqvi, see it as very much alive though in need of revitalisation. Development economics, as a new paradigm or a distinct sub-discipline of economics, is only half-a-century old. The end of the Second World War saw the emergence of a new, independent but underdeveloped world with high expectations of quick prosperity. It was soon discovered, however, that mainstream economics was either neutral or unwilling to offer direct solutions to the serious problems that developing economies faced, particularly with regard to questions of alleviating widespread poverty and removing the abominably high income and wealth inequalities. It is against this background that development themes attracted the special attention of a large body of economists, who not only tried to analyse such themes theoretically with the help of the existing as well as new economic postulates but also offered vital remedies to solve the practical problems of under-development. In this way, development economics emerged as perhaps the best example of a synthesis between the positive and the normative aspects.
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Inderbir Kaur. "Acceptanceof Cloud Deployed Blended Learning Environment by Students inHigher Education Sector-A Literature Review". International Journal for Modern Trends in Science and Technology 6, n.º 10 (24 de novembro de 2020): 65–68. http://dx.doi.org/10.46501/ijmtst061012.
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In India, the education sector has been always attentive to adopt innovations and techniques in the teaching-learning process due to various challenges. But nowadays, academic institutions are becoming flexible in accepting the new teaching and learning techniques to satisfy the student sector which as cited as the most vital entity in the educational sector. New technologies, tools, and techniques are proving as a boom for innovative teaching and learning practices. One of the emerging teaching technique is Blended learning which is a process refers to “mixing of the different learning environment for educational transfer”. It combines the traditional face to face classroom method with online learning method supported by advanced technology and tools. Blended learning should be viewed not only as a temporal construct but also as a fundamental redesign model. Through this content, delivery becomes digital and online. Truly blended learning requires teachers should adopt the approach as guides and mentors and learning should go beyond the classroom walls. Blended learning is also known as Hybrid learning. Although, Indian Government is taking initiatives to implement a blending learning approach yet there is a need to access the behavioral aspect of the students to use this blending learning approach. Adopting a blended learning approach must start with a re-examination of the intended learning outcomes.The deployment of cloud in the blended learning process makes its existence more strong. This study is the review of literature selected to identify the need for blended learning deploy with cloud in the teaching-learning process in the Higher Education Sector.
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Paudel, Janardan. "Post-Traditional Higher Education of 21st Century: Strengthening Employment and Sustainable Development". Delhi Business Review 23, n.º 2 (2022): 1–8. http://dx.doi.org/10.51768/dbr.v23i2.232202201.
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Purpose: The goal of this study is to compare and contrast traditional higher education with contemporary 21st-century schooling. The significance of higher education for the current population and the state is also explored in this research study. This study also intends to demonstrate the link between employment and sustainable development and excellence, affordability, and accessibility in higher education. Design/Methodology/Approach: The design of this study is narrative inquiry, and it is conducted utilizing qualitative methods. The information is gathered through online interviews, document analysis from study books and journal papers, and email correspondence with some professors. This study looks at research on globalization, higher education, 21st-century higher education, the needs of modern learners, UNESCO and OECD papers, as well as Nepalese and Indian education policies. Findings: According to the study’s conclusions, higher education in the twenty-first century seeks out various theoretical and practical approaches. Higher education must be skill- and job-oriented in this age of globalization for the students’ long-term development and the stability of the state. All things considered, higher education in the twenty-first century has to emphasize creativity, innovation, and excellence. The three main pillars of higher education are excellence, affordability, and accessibility. Research Limitation: This study does not relate to quantitative technique and it does not show any numerical data. Most importantly, this research study is under the boundary of qualitative methods. The population is of some professors. Further inquiry is made through national and international research documents. Managerial Implications: The practical implications of this study are that it shows how 21st-century higher education needs to be developed and what the learners need at present. Originality/Value: This study maintains its originality which makes it a valuable study. It has not been published in any journals or book chapters.
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Murdiyanti, Rahmi, Sri Amintarti e Dharmono Dharmono. "The Validity Ethnobotany Book of Claoxylon indicum in the Bukit Tamiang Forest Area, Tanah Laut Regency". BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan 3, n.º 1 (26 de fevereiro de 2021): 23. http://dx.doi.org/10.20527/bino.v3i1.9754.
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The people of Kandangan Baru Village have traditional wisdom in utilizing plants. The plants are used as medicine or economic materials. One of them is Claoxylon indicum in the Bukit Tamiang Forest, Tanah Laut Regency which can be used as a value of local wisdom for the local community. The purpose of this study was to describe the validity of the ethnobotany scientific work of Indian geranium as supporting material for ethnobotany. This study uses a development research method with the Educational Design Research (EDR) model and formative evaluation of the Tessmer exam. Teaching materials are in the form of a Popular Scientific Book entitled The Ethnobotany Study of Claoxylon indicum Plants in the Bukit Tamiang Forest Area in the expert test by two validators with a score of 94.4% as well as the practicality of the content for the individual test (one to one) by 3 biology education students of FKIP ULM Banjarmasin who had passed the ethnobotany course had very good results with a score of 3.7.Abstrak Masyarakat Desa Kandangan Baru memiliki kearifan tradisional dalam memanfaatkan tumbuhan. Tumbuhan digunakan sebagai obat atau bahan ekonomi. Salah satunya adalah Claoxylon indicum di Hutan Bukit Tamiang Kabupaten Tanah Laut yang dapat dijadikan sebagai nilai kearifan lokal bagi masyarakat setempat. Tujuan penelitian ini adalah untuk mendeskripsikan validitas karya ilmiah etnobotani geranium India sebagai bahan pendukung etnobotani. Penelitian ini menggunakan metode penelitian pengembangan dengan model Educational Design Research (EDR) dan evaluasi formatif ujian Tessmer. Bahan ajar berupa Buku Ilmiah Populer yang berjudul Kajian Etnobotani Tumbuhan Claoxylon indicum di Kawasan Hutan Bukit Tamiang pada uji pakar oleh dua validator memiliki hasil validasi sangat valid dengan skor 94,4% serta hasil kepraktisan isi untuk uji perorangan (one to one) oleh 3 mahasiswa pendidikan biologi FKIP ULM Banjarmasin yang telah lulus mata kuliah etnobotani memiliki hasil sangat baik dengan skor 3,7.