Copyright www.examrace.comBarriers at the receiver The communication cycle may break down at the receiving end for some of these reasons: Lack of Interest. If a student does not have any interest in your class or subject he will not take care of what you are telling. Lack of Knowledge. If a student don't know the basics of a topic or subject, he/she is unable to understand the topic or subject if you will start at a higher level. Lack of Communication Skills. Those who have weak reading and listening skills make ineffective receivers. On the other hand, those who have a good professional vocabulary and who concentrate on listening, have less trouble hearing and interpreting good communication. Emotional Distractions. If emotions interfere with the creation and transmission of a message, they can also disrupt reception. If a student does not like his/her teacher receive a lesson from the teacher, he/she may have trouble even reading and listening the lesson objectively. He/she may read, not objectively, but to find fault. Student may misinterpret words and read negative impressions between the lines. Consequently, he/she is likely to misunderstand part or all of the report. Physical Distractions. If a classroom is full of bright lights, glare on computer screens, loud noises, or in an area of excessively hot or cold place, or physical ailments, those students will probably experience communication breakdowns on a regular basis.Read more at: http://www.examrace.com/UGC/UGC-Study-Material/Paper-I/Research-Teaching/Barriers-at-the-receiver.htmlCopyright www.examrace.com

Copyright www.examrace.comCharacteristics Of Research It is always directed towards the solution of a problem. It is always based on empirical or observable evidences. It involves precise observation and accurate description. Gives emphasis to the development of theories, principles and generalisations, which are very helpful accurate predictions regarding the unable under study. It is systematic, objective and logical.Read more at: http://www.examrace.com/UGC/UGC-Study-Material/Paper-I/Research-Teaching/Characteristics-Of-Research.htmlCopyright www.examrace.com

Copyright www.examrace.comPlan of Chapters Think about the plan of chapters and decide what is best for your research. Then make a list, in point form, of what will go in each chapter. Always represent the text of thesis in logical order. Make a plan for each chapter and section, the result will probably be clearer and easier to read. The different heading may be the following: Copyright Waiver: This gives the university library the right to publish your work. Declaration: This page declares that the thesis is your own work and is not taken from any other's work. Title Page: The format of this page may be Title/Author: A thesis submitted for the degree of Doctor of Philosophy in faculty of science in university on date. Abstract: This part is most important part of the thesis it is most widely page. It is best written towards the end. It should be self contained and contains a consise description of the problem (s) addressed. Your method of solving, result and conclusion. Acknowledgements: It is the thanks giving page to all the people who helped in the research or whose work you used'for your research. Table of content: Introduction starts from page 1, the earlier pages should have different numbering system. Introduction: This gives the details about the topic its importance. This must be very interesting. You should not bore the reader. Never overestimate the reader's familiarity with your topic. Literature Review: Where did the problem come from? what is already known about the problem? If you have been keeping up with the literature as you vowed to do three years ago, and if you have made notes about important papers over the year, then you have some good points for the review. Materials and Methods: This varies from thesis to thesis and may be absent in theoretical thesis. It explains the methods used for research. Theory Results and Discussion: The results and discussion are very-often combined in thesis. The division of results and Discussion material into chapters is usually best done according to subject matter. In most cases your result need discussion. What do they mean? How can they fit into existing body of knowledge? Are they consistent with present theories? Do they give new insight? Do they suggest new theories or mechanism? Conclusion: Generally abstract also contains conclusion in very brief form. A summary of conclusions may be put in point form after the result and discussion chapter. Reference and Appendices BibliographyRead more at: http://www.examrace.com/UGC/UGC-Study-Material/Paper-I/Research-Teaching/Plan-of-Chapters.htmlCopyright www.examrace.com

Copyright www.examrace.comSampling Sampling is the process of selecting units (e. g. people) from a population of interest so that by studying the sample we may fairly generalize our results back to the population from which they were chosen. A response is a specific measurement value that a sampling unit supplies. If you measure the entire population and calculate a value like a mean or average, it is called parameter of the population. The distribution of an infinite number of samples of the same size as the sample in your study is known as the sampling distribution. In sampling contexts, the standard error is called sampling error. Sampling error gives us some idea of the precision of our statistical estimate. A low sampling error means that we had relatively less variability or range in the sampling distribution. How do we calculate sampling error? on the standard deviation of our sample. The greater the sample standard deviation, the greater the standard error/the sampling error. The standard error is also related to the sample size. The greater your sample size, the smaller the standard error. Because the greater the sample size, the closer your sample is to the actual population itself. If you take a sample that consists of the entire population you actually have no sampling error because you don't have a sample, you have the entire population. In that case, the mean you estimate is the parameter. Probability sampling method It is any method of sampling that utilizes some form of random selection such as picking a name out of a hat, or choosing the short straw. The simplest form of random sampling is called simple random sampling. Simple random sampling is simple to accomplish and is easy to explain to others. Because simple random sampling is a fair way to select a sample, it is reasonable to generalize the results from the sample back to the population. Simple random sampling is not the most statistically efficient method of sampling and you may, just because of the luck of the draw, not get good representation of subgroups in a population. Stratified Random Sampling, also sometimes called proportional or quota random sampling, involves dividing your population into homogeneous subgroups and then taking a simple random sample in each subgroup. It assures that you will be able to represent not only the overall population, but also key subgroups of the population, especially small minority groups. Second, stratified random sampling will generally have more statistical precision than simple random sampling. This will only be true if the strata or groups are homogeneous. The problem with random sampling methods when we have to sample a population that's disbursed across a wide geographic region is that you will have to cover a lot of ground geographically in order to get to each of the units you sampled. It is for precisely this problem that cluster or area random sampling was invented. In cluster sampling, we follow these steps: divide population into clusters (usually along geographic boundaries) randomly sample clusters measure all units within sampled clusters Non-probability sampling The difference between nonprobability and probability sampling is that nonprobability sampling does not involve random selection and probability sampling does. We can divide nonprobability sampling methods into two broad types: Accidental or purposive. In accidental sampling, sample is chosen accidently and we have no evidence that they are representative of the populations we're interested in generalizing to and in many cases we would clearly suspect that they are not. e. g. College students in some psychological survey. In purposive sampling, we sample with a purpose in mind. We usually would have one or more specific predefined groups we are seeking. For instance, have you ever run into people in a mall or on the street who are carrying a clipboard and who are stopping various people and asking if they could interview them? Most likely they are conducting a purposive sample. Purposive sampling can be very useful for situations where you need to reach a targeted sample quickly and where sampling for proportionality is not the primary concern. With a purposive sample, you are likely to get the opinions of your target population, but you are also likely to overweight subgroups in your population that are more readily accessible. One of purposive sampling is quota sampling. In quota sampling, you select people nonrandomly according to some fixed quota. There are two types of quota sampling: Proportional and non proportional. In proportional quota sampling you want to represent the major characteristics of the population by sampling a proportional amount of each. e. g. Getting 40% females from a population of say 1000. Then there is snowball sampling. In snowball sampling, you begin by identifying someone who meets the criteria for inclusion in your study. You then ask them to recommend others who they may know who also meet the criteria. Research Design Research design provides the glue that holds the research project together. A design is used to structure the research, to show how all of the major parts of the research project the samples or groups, measures, treatments or programs, and methods of assignment work together to try to address the central research questions. Design can be either experimental or non-experimental. Data analysis is the last part of the research. In most social research the data analysis involves three major steps, done in roughly this order: Cleaning and organizing the data for analysis (Data Preparation) Describing the data (Descriptive Statistics) Testing Hypotheses and Models (Inferential Statistics) Data Preparation It involves checking or logging the data in; checking the data for accuracy; entering the data into the computer; transforming the data; and developing and documenting a database structure that integrates the various measures. Types of Statistics Descriptive Statistics are used to describe the basic features of the data in a study. They provide simple summaries about the sample and the measures. Together with simple graphics analysis, they form the basis of virtually every quantitative analysis of data. With descriptive statistics you are simply describing what is, what the data shows. Inferential Statistics investigate questions, models and hypotheses. In many cases, the conclusions from inferential statistics extend beyond the immediate data alone. For instance, we use inferential statistics to try to infer from the sample data what the population thinks. Or, we use inferential statistics to make judgments of the probability that an observed difference between groups is a dependable one or one that might have happened by chance in this study. Thus, we use inferential statistics to make inferences from our data to more general conditions; we use descriptive statistics simply to describe what's going on in our data.Read more at:http://www.examrace.com/UGC/UGC-Study-Material/Paper-I/Research-Teaching/Research-Sampling-and-Design.htmlCopyright www.examrace.comSubject MatterIt is also known as curriculum. Curriculum is a general overall plan of the content or specific material of instruction, that an educational institution should offer to the student by way of qualifying him for graduation or certification It is also a body of prescribed educational experience under an institutional supervision, designed to provide an individual with the best possible training and experience to fit him for the society of which he/she is a part, or to qualify him for a trade or profession. It is also defined as a subject matter, instructional materials, situations o~ experience that may, help to develop understanding, skills, appreciation and attitudes Curriculum should be logical, Psychological and according to the needs of the pupil and also the society. It should be objective in approach. Curriculum can be of two types:

1. Teacher oriented curriculum: In this type of curriculum the process of selection of materials content is based on the needs-of the instructor/teacher. The teacher is proficient in, his particular field and is considered superior.2. Child/student oriented curriculum: A curriculum in which the criteria for the selection and sequence of material, activities and experiences for any particular pupil are the needs, maturity, interests and experiential backgrounds of the individual child. In our country the NCERT is the main institution authorized for making curriculum. Every state has. His own curriculum making bodies known as SCERT. Some states follows the NCERT curriculum. All schools affiliated uses. This is the most important step of-teaching learning process. The CBSE boards generally follow NCERT curriculum. At higher _level every university make their own curriculum according to the guidelines of University Grant Commission which acts for the uniformity in curriculum at higher level in our country.

Copyright www.examrace.comTransmitting Barriers Such as if a teacher started saying something in a class of deafs verbally he will not be able to communicate properly to his students. Things that get in the way of message transmission are sometimes called noise. Communication may be difficult because of noise and some of these problems: Physical Distractions. A noisy classroom can destroy communication. If a notes or something on board is not formatted properly, or if it contains grammatical and spelling errors, the receiver may not be able to concentrate on. The message-because the physical appearance of the massage is sloppy and unprofessional. Conflicting Messages. Messages that cause a conflict in perception for the receiver may result in incomplete communication. For example if a teacher requests his pupil to answer some questions immediately without giving the students enough time to gather the proper information. Channel Barriers. If the sender chooses an inappropriate channel of communication, communication may not reach in a proper way.Read more at:http://www.examrace.com/UGC/UGC-Study-Material/Paper-I/Research-Teaching/Transmitting-Barriers.htmlCopyright www.examrace.com

Copyright www.examrace.comPaper It is an essay or dissertation read at a seminar or published in a journal It is a formal written composition intended to published, presented, or read aloud or a scholarly essay. Article: It is a nonfictional literacy, composition that forms an independent part of a publication, as of a newspaper or magazine. Workshop: A meeting at which a group engages in intensive discussion and activity on a particular subject or project. Seminar: A conference for discussion on training on a specific subject. Conference: A formal meeting for discussion or debate. Symposium: A meeting or conference for discussion of a topic, especially one in which the participants form an audience and make presentation. Dissertation or Thesis: Advancing a new point of view resulting from research; usually a requirement for an advanced academic degree.Read more at: Barriers Of Effective CommunicationBarriers at the sender: Encoding means creating and sending of massage. The process of selecting and organizing symbols to represent a message requires skill and knowledge. Obstacles listed below can interfere with an effective message.1. Lack of Sensitivity to Receiver. Sender must know the receiver's needs, status, knowledge of the subject, and language skills before creating and sending a massage as breakdown in communication may result when a message is not adapted to its receiver.2. Lack of Basic communication Skills. If the sender will not choose the precise words needed and arranging those words in a grammatically correct sentence then the receiver is less likely to understand the message.3. Insufficient Knowledge of the Subject. If the sender lacks specific information about something, the receiver will likely receive an unclear or mixed message.4. Information Overload. If a message is with too much information, then generally receiver may tend to put up a barrier because the amount of information is coming so fast that he/she may have difficulty in understanding of interpreting that information.5. Emotional Interference. An emotional sender cannot send its message in wellplanned manner. If someone is angry, hostile, resentful, joyful, or fearful, that person may be too preoccupied with emotions to receive the intended message.

Copyright www.examrace.comClassroom Interaction The classroom interaction between a student and a teacher is completely based on the climate created by teacher. He should be able to bring the bendiness of friendship with a definite degree of firmness. The interaction must be smooth and pleasant without any friction for a complete and fruitful teaching learning process. Normally, verbalisM'goes on in the name of teaching. Students are merely expected to listen to th~ explanation and lectures. This is known as direct teaching. The effectiveness of direct teaching has been questioned many times and it is found that this type of teaching is not very effective one. For effective teaching the active, participation of students IS very important. This participation IS done through the classroom interaction. This interaction consist of their explanations and lectures with students, suggestions, ideas concepts, and questions, etc. These activities of students make important for making teaching learning process effective, democratic and friendly. Interaction is required for the rectification of the drawbacks of direct teaching. This interactive teaching is known as indirect teaching. Through the interaction; the teacher analyses the-capacity and requirement of students and can bring subsequent changes in their behavior according to the requirement and can also change way of teaching. I One of the most important thing ill classroom interaction is the communication. Communication-will be learned in UNIT-IV in details.Read more at:http://www.examrace.com/UGC/UGC-Study-Material/Paper-I/Research-Teaching/Classroom-Interaction.htmlCopyright www.examrace.com

Copyright www.examrace.comQualities Of Teacher Context (Setting) Previously schools were not designed to successfully teach all students. Nowadays their motto have been changed. Their new motto is DO LEARN This setting is dynamic and flexible. This is changing in view-of making it beneficial to society rather than for an individual. Teaching is a process carried out in different steps. There are five main steps of teaching Preparation: This stage is required or-intended for the preparation of both the teacher and the students. The teacher prepare the student for a new topic or lesson in variety of ways. Presentation: At this stage the new lesson actually begins. The students know that what they are going to learn. The subject material should be carefully arranged by the teacher. He has to encourage the students to observe, compare and contrast the. Facts presented to them. This stage requires mental alertness from the students. The presentation rests in. The principle of selection of the area to be covered. It is not necessary for a-teacher to cover up all areas of the course of study. He. May leave some areas for students self-study. Comparison: In this section after presentation of subject matter. Generalization: This stage comes after the comparison and observation. Different types of conclusions can be drawn from comparison and generalization. These conclusions are systemized in a particular Application: At this stage the generalized facts are applied for variousRead more at:http://www.examrace.com/UGC/UGC-Study-Material/Paper-I/Research-Teaching/Qualities-Of-Teacher-Context-Setting.htmlCopyright www.examrace.com

Copyright www.examrace.comTypes of Research-Definitions Action research is a methodology that combines action and research to examine specific questions, issues or phenomena through observation and reflection, and deliberate intervention to improve practice. Applied research is research undertaken to solve practical problems rather than to acquire knowledge for knowledge sake. Basic research is experimental and theoretical work undertaken to acquire new knowledge without looking for long-term benefits other than the advancement of knowledge. Time is an important element of any research design. The most fundamental distinctions in research design nomenclature: Cross-sectional versus longitudinal studies. A cross-sectional study is one that takes place at a single point in time. In effect, we are taking a slice or cross-section of whatever it is we're observing or measuring. A longitudinal study is one that takes place over time--we have at least two (and often more) waves of measurement in a longitudinal design. A variable is any entity that can take on different values. Anything that can vary can be considered a variable. For instance, age can be considered a variable because age can take different values for different people or for the same person at different times. Similarly, country can be considered a variable because a person's country can be assigned a value. There is a distinction between an independent and dependent variable. In fact the independent variable is what you (or nature) manipulates--a treatment or program or cause. The dependent variable is what is affected by the independent variable--your effects or outcomes. For example, if you are studying the effects of a new educational program on student achievement, the program is the independent variable and your measures of achievement are the dependent ones. A hypothesis is a specific statement of prediction. It describes in concrete (rather than theoretical) terms what you expect will happen in your study. Not all studies have hypotheses. Sometimes a study is designed to be exploratory. Qualitative research is research undertaken to gain insights concerning attitudes, beliefs, motivations and behaviours of individuals to explore a social or human problem and include methods such as focus groups, in-depth interviews, observation research and case studies. Quantitative research is research concerned with the measurement of attitudes, behaviours and perceptions and includes interviewing methods such as telephone, intercept and door-to-door interviews as well as self-completion methods such as mail outs and online surveys.

Copyright www.examrace.comTypes of Research-Definitions Action research is a methodology that combines action and research to examine specific questions, issues or phenomena through observation and reflection, and deliberate intervention to improve practice. Applied research is research undertaken to solve practical problems rather than to acquire knowledge for knowledge sake. Basic research is experimental and theoretical work undertaken to acquire new knowledge without looking for long-term benefits other than the advancement of knowledge. Time is an important element of any research design. The most fundamental distinctions in research design nomenclature: Cross-sectional versus longitudinal studies. A cross-sectional study is one that takes place at a single point in time. In effect, we are taking a slice or cross-section of whatever it is we're observing or measuring. A longitudinal study is one that takes place over time--we have at least two (and often more) waves of measurement in a longitudinal design. A variable is any entity that can take on different values. Anything that can vary can be considered a variable. For instance, age can be considered a variable because age can take different values for different people or for the same person at different times. Similarly, country can be considered a variable because a person's country can be assigned a value. There is a distinction between an independent and dependent variable. In fact the independent variable is what you (or nature) manipulates--a treatment or program or cause. The dependent variable is what is affected by the independent variable--your effects or outcomes. For example, if you are studying the effects of a new educational program on student achievement, the program is the independent variable and your measures of achievement are the dependent ones. A hypothesis is a specific statement of prediction. It describes in concrete (rather than theoretical) terms what you expect will happen in your study. Not all studies have hypotheses. Sometimes a study is designed to be exploratory. Qualitative research is research undertaken to gain insights concerning attitudes, beliefs, motivations and behaviours of individuals to explore a social or human problem and include methods such as focus groups, in-depth interviews, observation research and case studies. Quantitative research is research concerned with the measurement of attitudes, behaviours and perceptions and includes interviewing methods such as telephone, intercept and door-to-door interviews as well as self-completion methods such as mail outs and online surveys. Three basic types of questions that research projects: Descriptive: When a study is designed primarily to describe what is going on or what exists. Public opinion polls that seek only to describe the proportion of people who hold various opinions are primarily descriptive in nature. For instance, if we want to know what percent of the population would vote for a BJP or Congress in the next election, we are simply interested in describing something. Relational: When a study is designed to look at the relationships between two or more variables. A public opinion poll that compares what proportion of males and females say they would vote for a BJP or Congress candidate in the next election is essentially studying the relationship between gender and voting preference. Causal: When a study is designed to determine whether one or more variables (e. g. a program or treatment variable) causes or affects one or more outcome variables. If we did a public opinion poll to try to determine whether a recent political advertising campaign changed voter preferences, we would essentially be studying whether the campaign (cause) changed the proportion of voters who would vote BJP or Congress (effect).

Copyright www.examrace.comTeaching Aptitude Teaching is a complex process which brings socially desirable behavioral change in a person. Teaching is a part of teaching-learning process. It is required to bring certain changes in a person according to the need of his society and environment in which he is living. Teaching is not an act as it is dynamic in nature so it is termed as process. It is also not a fundamental concept as it is greatly influenced by social and human factors. Teaching is both art and science. It is-an activity involving teacher and student with a view to the development of student. The main aim of teaching is to bring about socially desirable behavioural changes in the students and can be achieved only if teaching is effective and based on certain values or principles. Teaching is one of the main parts of the teaching-learning system. So effective teaching is mostly depending on the teacher. It is a common fact that a good teacher is born and not made. Training and research can make a good teacher better and a better teacher best. Teacher should follow various methods of teaching devised from time to time. A teacher encourages the practice of thinking among students. Teacher should give to the students the freedom and opportunity to express their ideas. Teaching is required to give education to the students. Education may be defined as the process of drawing out least in an individual. We can define education as the aggregate of all processes by means of which a person develops attributes, attitudes and other forms of behaviour of positive value in the society in which he lives We can also define it as the social process by which people are subjected to the influence of a selected and controlled environment, so that they may attain social competence and optimum individual development The complete process of education must contain four common factors Educator (teacher) Educand (Student) the subject matter the context (setting) Now, education is the process of developing some abilities in an individual. Though abilities are in born quality, it is also a fact that these can be nurtured and developed in an educand through various means by a n educator. Education must also be relevant and useful to the society in which educand has to live. Since every individual is unique in their own way, the educator has to adopt strategies and methods suitable to individual needs. Education is also productive. The educational productivity (rate of efficiency of work) can be classified as. Qualitative and quantitative. For better education both qualitative and quantitative productivity is required. Quality means here the excellence in the part of textbook, teachers students aids, facilities and other teaching aids where as quantity refers the number of teachers, institutions, professionals, etc. Education and teaching are interrelated. Education is a complex social cultural and ethical process designed in a social or cultural content. It is related with social structures, cultural environments, values, and ideas of people, society and government. All these factors are dynamic in nature. So teaching is also a dynamic process and its definition changes according to place and time. Morrison defines it as a disciplined social process in which teacher influences the behaviours of the less experienced pupil and helps him develop according to the needs and ideas of the society. Smith termed it as an organised system of worker. He/she must have proper guts to lead specific activities aimed to help the learner learn by an example at a superior level as he is the something. Leader of his pupil. He/she has to exercise An analytical approach makes it clear that any influence for bringing the. Desired neither of the definition fulfills the purpose modification in behaviour.Read more at:http://www.examrace.com/UGC/UGC-Study-Material/Paper-I/Research-Teaching/Teaching-Aptitude.htmlCopyright www.examrace.com

Copyright www.examrace.comTypes of Communication Intrapersonal Communication This means communicating within yourself. When you think, daydream, solve problems, and image, you a re in the realm of intrapersonal communication. Some investigators also include all physical feedback mechanisms, such as the sensations of hunger, pain, and pleasure in this area. Interpersonal Communication This form of communication describes the interact ions of two or more people. The most significant setting for interpersonal communication IS direct face-to-face communication between two persons. An interview, a conversation, and in climate communications come under this heading. It is more persuasive and int1uential than any other type of communication. For it involves, the in, terplay of words and gestures, the warmth of human closeness and in fact all the five senses. Feedback is the key word here. Feedback is instantaneous. Group Communication Group communication shares all these qualities, though in a much less measure. The larger the group the less personal and intimate is the possibility of exchange. In fact, as the group grows in size communication tends to become more and more of monologue, for participation becomes problematic. The degree of directness and intimacy, therefore, depends upon the size of the group, the place where it meets, as also the relationship of the members of the-group to one another, and to the group message. Mass Communication When a message needs help to get from its source to its destination, mass communication begins to function. Usually some form of medium-one meaning of which is between -is needed to connect the sender to receivers. These media and visibility to some people and points of views, whereas it mutes other voices and viewpoints. Thus mass communication affects our perceptions of issues, events, and people.Read more at:http://www.examrace.com/UGC/UGC-Study-Material/Paper-I/Research-Teaching/Types-of-Communication.htmlCopyright www.examrace.com

Copyright www.examrace.comCharacteristics of Good Teacher Teacher should be mentally and physically fit. Teacher should be keen in his work and should be enthusiastic and anxious to keep his knowledge fresh & update. He should possess patience and tolerance and try to study the difficulties and problem of students and try to solve them in a quiet and calm manner. He should have feelings of love and sympathy. He must not be superstitious about his students and class. He should be well dressed and well maintained. His voice should be sweet, polite and clear. His language should be understandable to the students. He must not give any false promise. He/she should have interest in his profession and the knowledge must be updated. He must not have any bad habits. Teacher must have a good communication skill and must be a master of his area or field of teaching. Teacher should be trained in various methods of teaching. He should know the child psychology. Teacher should be a good researcher. He should have a control over students-to maintain peace and order in class. Teaching should be pupil central rather than subject centres is given opportunity to compare two or more sets of facts. This enhance the understanding of lesson among students as they compare and observe different facts. Teacher should arose interest among students about the subject./order to give a generalised truth. Teacher must be fair in grading and marking. Teacher-should organize extra curricular activities for-better understanding of subject matter. Good interpersonal relationship should be maintained. Rewards and punishments should be given according to their behavior but usually punishment should be avoided. Teacher should use modern techniques, methods and gadgets in teaching for better understanding of subject matter. Teacher should evoke curiosity of the pupils by presenting the subject matter in an effective manner with clear explanation leading to better understanding of the matter. Teacher should arrange subject matter in a logical way. Teacher should make a lesson plan before presenting the lesson in the class Teacher should work as a leader in the class. Teacher should maintain a democratic atmosphere in the class so that every student will be able to put his doubt, questions and ideas with suggestion. Teacher should act as a role model for his students with his character and behaviour. He way follow the way of simple living and great thinking Teacher should inspire his pupil.

Copyright www.examrace.comA good definition of teaching The educand is deperident According to this analysis we can define variable of education whereas educator is teaching as a-tripolar process involving human independent variable. Social milieu is required or material source of teaching students and a for the direction of education. Education should set of organised activities designed and develop intellectual, moral, aesthetic, manipulated for bringing changes in the democratic, material and economic life to make behaviours of the taught our country a leading force. Hard work and Since teaching is a process and it is mental alertness should be the rest requisite of dynamic in nature so it changes its concept the educational training. According to time and place. It is a professional. The teacher has to provide intellectual and activity. Teaching can be analysed and. Social leadership. He is to follow a curriculum assessed. This analysis and assessment but his task is beyond this. He acts as an ideal provides feedback for further improvement in for his students. He has to follow the way of methods of teaching. Teaching is highly simple life with great thinking, His morale dominated by communication skill. It is should be high. He must be competent. His interactive process carried-with purpose and efficiency and enthusiasm is also very objectives, Teaching may have various forms as important. He must also possess some other formal, imformal, diiectional, lnstructional. Qualities as he is the pivot of educational formational; training, conditioning, talking: System. Such as Use of good means for good showing etc. All these words single handly can't ends, clear thinking no prejudice, ability of be synonym of teaching. Teaching is a much critical judgements at the right time, tolerance broader term, All these activities are parts of are all needed for a teacher. Teacher must be teaching at different level. Ready to impart to their students all Teaching has been analysed in several information geographical, historical, political ways for understanding it, for designing social practical and strategic and scientific. Teaching methods and materials with a view. To The complete educational process has four realism. Specific objectives making teaching important common factors more effective Teacher works to change the behaviour of Tell whether teaching is a process or students according to the need of the society. Act. He/she must also creates situation to increase Clearly indicates constitutional factors. The thinking capacity of mind of students. He Reveals objectives, and give education to the people. Education is a Say something about its organisational tripolar process involving educator, educant and structural aspect and social milieu. Basis of Modification This modification is based on teacher student subject matter feedbacks.

Copyright www.examrace.comResearch: Research is the systematic and objective analysis and recording of controlled observations that may lead to the development of generalisations principles or theories resulting in prediction and possibly ultimate control of events. Scientific research is a systematic and objective attempt to provide answers to certain questions. It is an essential and powerful tool in leading towards progress, A significant research leads to progress in some field of life. Research is born lout of human curiosity. Curiosity aroused to study movements, behaviour patterns etc. We can also define research as ideally, the careful unbiased investigation of a problem, based in so far as possible upon demonstrable facts and involving refined distinctions, interpretations and usually some generalisations Educational research is the study and investigation in the field of education or bearing upon educational problems. Since research is. a continuous problem solving approach to learning it aims and assists in achieving the goals through analysis and comprehensive-investigation. Also visit: CDSQuestions?Ask our ExpertsRead more at:http://www.examrace.com/UGC/UGC-Study-Material/Paper-I/Research-Teaching/Research-Aptitude.htmlCopyright www.examrace.com

Copyright www.examrace.comResearch: Research is the systematic and objective analysis and recording of controlled observations that may lead to the development of generalisations principles or theories resulting in prediction and possibly ultimate control of events. Scientific research is a systematic and objective attempt to provide answers to certain questions. It is an essential and powerful tool in leading towards progress, A significant research leads to progress in some field of life. Research is born lout of human curiosity. Curiosity aroused to study movements, behaviour patterns etc. We can also define research as ideally, the careful unbiased investigation of a problem, based in so far as possible upon demonstrable facts and involving refined distinctions, interpretations and usually some generalisations Educational research is the study and investigation in the field of education or bearing upon educational problems. Since research is. a continuous problem solving approach to learning it aims and assists in achieving the goals through analysis and comprehensive-investigation. Also visit: CDSQuestions?Ask our ExpertsRead more at:http://www.examrace.com/UGC/UGC-Study-Material/Paper-I/Research-Teaching/Research-Aptitude.htmlCopyright www.examrace.com

Copyright www.examrace.comThesis Thesis and its format: One of the most general format for thesis is given below. The list of contents and chapter are almost same for every subject university. In some cases one or two heading may be irrelevant or one or two more heading may be required. We can divide the whole thesis in four parts: Introduction Explanation of the topic- Details of research & its result Reference and appendices.Read more at:http://www.examrace.com/UGC/UGC-Study-Material/Paper-I/Research-Teaching/Thesis.htmlCopyright www.examrace.com

Copyright www.examrace.comTypes of Research There are many classifications of research. Some of the important classifications are: Exploratory and conclusive research: Exploratory or formulate research aims at probing into phenomenon to formulate a more precise research problem or to develop a hypothesis. While conclusive research tests these hypothesis. Developed through exploratory research and may suggest a new idea or a new opportunity. Fundamental or pure or basis research, applied research and action research: A fundamental research is the formal and systematic process where the researcher's aim is to. Develop a theory or a model by identifying all the important variables in the situation and by discovering broad generalisations and principles about these variables. Applied research, applies the theory or model developed theories but to test those existing theories in actual problem situations. Action research has recently been popular in the field of social psychology, industrial psychology and education. In action research, researcher focuses upon the immediate consequences and applications of a problem of a theory or a model. Historical research, descriptive research and experimental research: Historical research describes what was. The process involves investigation, recording, analyzing and interpreting the events of the past for the purpose of discovering generalizations that are helpful in understanding the past and the present and to a limited extent, in anticipating the future. Descriptive research describes records, analyzeS'and interprets the conditions that exist, practices that prevail, beliefs, points of views or attitudes that are held processes that are going in effects that are being felt, or trends that are developing. It involves some type of comparison or contrast and attempts to discover relationship between existing non-manipulated variables. It can be of various types, like survey studies, interrelationship studies casual comparative studies and development studies. Experimental research describes what will be when certain variables are carefully controlled or manipulated. The focus is on variable relationship. Deliberate manipulation is always a part of experimental method. Experimental research is the description and analysis of what will be, or what will occur, under carefully controlled conditions in which one factor is varied and the others are kept constant and can be repeated by another investigator, by the same investigator or another occasion with nearly identical results. Experimental and non-experimental research: This classification is based on the nature of research. An experimental research is one where the independent variables can be directly manipulated by, experimenter. It is further divided into two main types-Laboratory experiment and field experiment. A non experimental research is one where independent variables cannot be manipulated and therefore cannot be experimentally studied. A non experimental research can be divided into three main types-field, studies, expost factor research and survey research. Other important types Laboratory Experiment: It is the study of a problem in a situation in which some variables are manipulated and some are controlled in order to have an effect upon the dependent variable. The variables which are manipulated are known as independent variables and the variables which are controlled are known as extraneous or relevant variables. Thus in laboratory experiment the effect of manipulation of an independent variables upon the dependent variable is observed under controlled conditions. Field Experiments: It is a study carried out is a more or less realistic situation or field where the experimenter successfully manipulates one or more independent variables under the maximum possible controlled conditions. Field Study: It is a study which systematically discovers relations and interactions among variables in real life situations such as school, factory, community college etc. It field study the investigator depends upon the existing conditions of a field situation as well as upon the selection of subject for determining the relationship among variables. Expost Facto Study: In this the investigators attempt to trace an effect which has already occurred to its probable causes. The effect becomes the dependent variable and the probable causes become the independent variable. The investigator has no direct control over such variables. Survey Research: It is a technique where, the investigator or researcher studies the whole population with respect to certain sociological and psychological variables. Depending upon the ways of collecting data, survey research can be classified into different categories, namely, personal interview, main questionnaire, panel technique arid telephone survey.

Copyright www.examrace.comocational Courses Covered Under Apprentices Act 1961 Agriculture Poultry Production Fisheries/Fish Processing Dairying Sericulture Apiculture Floriculture Plant Protection Agricultural Ctiemicals Inland Fisheries Plantation Crops and Management Seed Production Technology Swine Production Vegetable Seed Production Medicinal and Aromatic Plant Industry Sheep and Goat Husbandry Repair and Maintenance of Power Driven Farm Machinery Veterinary Pharmacist-cum-Artificial Insemination Assistant Agro Based Food Industry (Animal based) Agro Based Food Industry (Crop based) Agro Based Food Industry (Feed based)Read more at:http://www.examrace.com/UGC/UGC-Study-Material/Paper-I/Higher-Education/Vocational-Courses-Covered-Under-Apprentices-Act-1961.htmlCopyright www.examrace.com

Copyright www.examrace.comHigher education Higher education is provided by: Universities-including agricultural universities and medical universities-divided into Central Universities, funded directly by the Ministry of Human Resources Development, and State Universities, set up and funded by various states. Deemed to be universities single-faculty, multi subjects institutions which enjoy the same academic status and privileges of a university Institutions of National Importance, university-level institutions funded by the central government. These include the Indian Institutes of Technology. Most universities belong to the affiliating and teaching type in which departments impart instruction at the postgraduate level and undertake research. Agricultural universities stress research and extension work. Finally, there are technological universities and ten open universities. There are also research institutions, administered by the Indian Council of Social Science Research, and research laboratories, as well as more than 10000 colleges. Most of which are affiliated to universities. Universities are governed by statutory bodies such as the Academic Council. The Senate/Court and the Executive Council Syndicate. Funding for State universities largely comes from the State governments and the University Grants Commission. Higher education falls mainly under its jurisdiction. The Association of Indian Universities (AIU) represents universi ties and has the responsibility for all matters within the higher ed ucation sector other than funding. Professional institutions are coordinated by different bodies. The All-India Council for Technical Education (AICTE), established in 1987, is responsible for the coordination of technica l and manage ment Educa ti on institutions. Bodies such as State Councils of Higher Education were established r ecently. Non-university level: On completion of Standard X, students may opt for Further secondary school studies leading to the Higher Secondary School Certificate Craftsman or apprenticeship courses offered in Industrial Training Institutes through the Craftman Training Scheme and Apprenticeship Scheme and leading to Trade Certificates or Entering a Polytechnic where they are offered one to three-year diploma courses in all subjects except Medicine. There are over 1200 Polytechnics in India. Although planned to train technicians, an increasing number now offer courses leading to degrees and even post-graduate diplomas and certificates. Access to courses for the Higher National Diploma (HND) requires Standard XII.

Copyright www.examrace.comInter University Centres Under Section 12 (ccc) of the UGC Act, the Commission has established the following Inter-University Centres to provide common facilities, service and programmes to Universities since heavy investment in infrastructure and inputs have made it beyond the reach of individual. Universities to obtain these facilities: Nuclear Science Centre. New Delhi: Accelerator oriented research for Astronomy and Astrophysics, Pune: State-of-the-art instrumentation for research in astronomy IUC for DAE facilities, Indore: Use of facilities of Department of Atomic Energy Information and Library Network (INFLIBNET), Ahmedabad: Networking of libraries through electronic media Consortium for Educational Communication (CEe), New Delhi: To disseminate Countrywide programme through television 216 National Assessment & Accreditation Council (NACC), Bangalore: To assess and accredit public & Private institutions of higher learning National Facilities UGC has also set up the following Centres as National facilities in selected Universities: Western Regional Instrumentation Centre, Bombay: Design and development of indigenous equipment and training to staff in instrumentation. Regional Instrumentation Centre, Indian Institute of Science, Bangalore: Design and development of indigenous equipment and training to staff in instrumentation. Chennai: Research and dissemination of knowledge and organization of training programme in crystal growth. M. S. T. Radar Centre SriVenkateswara Tirupati: Studies in atmospheric Dynamics to enable teachers to use MST Radar facility. Eastern Centre for Radio Astrophysics, Calcutta University: Research in Astrophysics Japal-Rangapur observatory, Osmania University. Hyderabad: Science Research Observatory Centre for Science Education & Communication, New Delhi: Popularization of Science

Copyright www.examrace.comUniversity level studies First stage: Bachelor: First degree generally require three years'fulltime study leading to Bachelor of Arts, Science and Commerce degrees. Entrance to & Honours course may require a higher pass mark in the higher secondary or pre-university examinations. An Honours degree does not generally involve longer study hut indicates greater specialization. In professional subjects: Courses last for four to five and a half years. The Bachelor of Laws (LLB) can either be taken as an integrated flrst degree course (five years) or as a two to three-year course taken as a second degree. Second stage: Master's Degree: A Master's Degree in Arts, Science and Commerce generally requires two years of study after a first degree. Most. Are cow-seworkbased without a thesis. The Indian Institutes of Technology offer three semester studies leading to ME, MSc (Engg) and MTech degrees. Master's courses in Engineering and Technology normally require two years study after a first professional degree. Candidates must qualify through the Graduate Aptitude Test in Engineering Colleges. I n Medicine and Surgery, the Master's degree takes two years after MBBS or BDS. The Master of Technology is awarded after a study period of three semesters. Students must complete a research project which usually takes one semester. The Master of Computer Applications (MCA) is awarded after three years study beyond the Bachelor's Degree. Third stage: Master of Philosophy, PhD: One and a half-year MPhil programmes are open to those who have completed their second stage postgraduate degree. It is a preparatory programme for doctoral level studies. Some universities admit MBBSIBE degree holders to PhD courses. The PhD programme involves two years'study beyond the MPhil or a minimum of three years study beyond the Master's degree and the submission of a thesis, as well as an oral examination. Fourth stage: DSc. DLit: The Doctor of Science (DSc) and the Doctor of Literature (Dlitt) degrees are awarded by some universities two to three years after the PhD for original contributions. Teacher education: Training of preprimary and primary/basic school teachers Teachers for lower primary classes (Standards I to V) are trained in Teacher Training Institutes (also called Junior Basic Training Institutes or Primary Teacher Colleges) attached to State departments of education. The course usually lasts for two years and leads to a Diploma or-a Teacher Training Certificate. Upper primary school teachers are trained in two years and the course leads to a Diploma. They must have passed the Higher Secondary School-Leaving Certificate. Training of secondary school teachers Teachers at lower secondary level (Standards IX and X) are graduates who have completed a one-year Bachelor of education at a college affiliated to a university. Teachers at the higher secondary level (Standards XI and XU) are postgraduates who have usually completed a Master's degree followed by a one-year Bachelor in Education. Four Regional Colleges of Education offer a combined four-year integrated programme leading to a Bachelor's degree. Training of higher education teachers Teachers at colleges of education must hold an M. Ed and a PhD. Studies for these are undertaken at a number of universities. Non-traditional studies: Distance higher education Since its inception in 1962 at the University of Delhi, distance education has grown considerably. There are now some sixty Institutes: Directorates of distance education attached to conventional universities and ten Open Universities, including Indira Gandhi National Open University-with over 150 regional centers throughout India. Distance education programmes cover about one hundred Degree or Diploma courses. Many conventional universities also offer correspondence courses, which are sometimes supplemented by contact classes. Lifelong higher education Universities and colleges offer adult and continuing education with assistance from the uac. Programmes include Population Education, Legal Literacy, Science Education and Technology Transfer. There are also evening colleges which provide courses at undergraduate level and, in some areas, postgraduate courses are also offered. Other forms of non-formal education Non-university level post-secondary education consists of one-year Certificate courses and two-to three-year Diploma courses in various technical and commercial fields. They are conducted by industrial training institutes and polytechnics administered through the state departments of technical education. National Bodies Administration & co-ordination: Responsible authorities: Ministry of Human Resources Development, Science and Technology Head: Arjun Singh Shastri Bhavan New Delhi 110001 Association of Indian Universities AIU House, 16 Kotla Marg, New Delhi 110002 University Grants Corrunission Bahadur Shah Zafar Marg, New Delhi 110002 Role of governing body: Coordinates the work of the universities; establishes equivalences of degrees; acts as a bureau of information; conducts research on university development.

Copyright www.examrace.comAcademic Qualification Framework Degree Structure There are three principle levels of qualifications within the higher education system in the country. These are: BacheloR'Undergraduate level Master's or Post-graduate level Doctoral or Pre-doctoral level Diploma courses are also available at the undergraduate and postgraduate level. At the undergraduate level, it varies between one to three years in length, postgraduate diplomas are normally awarded after one year's study. Bachelor's degree in arts, commerce and sciences is three years of education (after 12 years of school education). In some places there are honours and special courses available. These are not necessarily longer in duration but indicate greater depth of study. Bachelor degree in professional field of study in agriculture, dentistry, engineering, pharmacy, technology and veterinary medicine generally take four years, while architecture and medicine. It takes five and five and a half years respectively. There are other bachelor degrees in education, journalism and librarian-ship that are second degrees. Bachelor's degree in law can either be taken as an integrated degree lasting five years or three-year course as a second degree. Master's degree is normally of two-year I duration. It could be coursework based without t hesis or research a lone. Admission to postgraduate programmes in engineering and technology is done on the basis of Graduate Aptitude Test in Engineering or Combined Medical Test respectively. A pre-doctoral programme-Master of Philosophy (M. Phil) is taken after c; ompletion of the Master's Degree. This can either be completely research based or can include course work as well PhD is awarded two year after the MPhil or three years after the Master's degree. Students are expected to write a substantial thesis based on original research, generally takes longer.

Copyright www.examrace.comigher Education System In India India has one of the largest Higher Education System in the world. Main players in the higher education system in the country are: University Grants Commission (UGC) is responsible for coordination, determination and maintenance of standards, release of grants. Professional Councils are responsible for recognition of courses, promotion of professional institutions and providing grants to undergraduate programmes and various awards. The statutory professional councils are: All Inclia Council for Technical Education (AIeTE), Distance Education Council (DEC), Indian Council for Agriculture Research (lCAR), Bar Council of odis (BCI), National Council for Teacher Education (NCTE) Rehabilitation Council of India (ReI), Medical Council of India (MCr), Pharmacy Council of India (PCI), Indian Nursing Council (INC), Dentist Council of India (DCl), Central Council of Homeopathy (CCH), Central Council of Indian Medicine (CCIM) Central Government is responsible for major policy relating to higher education in the country. It provide grants to the use and establishes central universities in the country. The Central Government is also responsible for declaration of Educational Institutions as Deemed to be University on the recommendation of the UGC. Presently there are sixteen (16) Central Universities in the country. In pursuance of the Mizoram Accord, another Central University in the State. Of Mizoram is planned. There are 37 Institutions which have been declared as Deemed to be Universities by the Govt. Of India as per Section of the UGC Act, 1956. State Governments are responsible for establishment of State Universities and colleges, and provide plan grants for their deveIopment and non-plan grants for their maintenance. The coordination and cooperation between the Union and the States is brought about in the field of education through t. He Central Advisory Board of Education (CABE) Special Constitutional responsibility of the Central Government: Education is on the Concurrent list subject to Entry 66 in the Union List of the Constitution. This gives exclusive Legislative Power to the Central Govt. For co-ordination and determination of standards in Institutions of higher education or research and scientific and technical institutions.

Copyright www.examrace.comSchool education School education in India is a two-tier system, the first ten years covering general education followed by two years of senior secondary education. Primary education is divided into two stages: The first five years constitute the primary stage (Standards I-V) and the next three years, the upper primary stage or middle school (Standards VI-VIII). Secondary education usually lasts between two and four years. After two years, pupils who have completed ten years of education (Standard X) take the Secondary School Certificate. Pupils then enter higher secondary schools or Junior Colleges and complete a further two years of education (Standards XI and XTI). Courses focus on university preparation. Public examinations are held at the end of Standard IX either by individual states or by Central Boards and lead to the award of the Higher Secondary School Certificate (also called All India Senior School Certificate or Indian School Certificate or Pre-University Course). Vocational education is offered in two years at Higher and Technical Schools and lead to the Certificate of Vocational Education (CVE)

Copyright www.examrace.comNew Initiatives, Vocationalization At The 1st Degree Level In conformity with the National Policy on Education, 1986, a scheme to provide career orientation to education at the first degree level was launched in 1994 95. Under the scheme. a university I college could introduce one to three vocational courses in 35 identified subjects. Autonomous Colleges: 138 colleges have been functioning as autonomous colleges in eight states in the country. National Eligibility Test (NET) is being conducted by the UGC since 1989 for eligibility for lectureship. Around 50000 students appear for the test every year. Pass percentage is around 5%. Eight State Level Tests have been accredited at par with NET. System of Governance of Higher Education Institutions: The Universities are of various kinds: With a single faculty, or multi-faculties; teaching or affiliating, or teaching cum affiliating, single campus or multiple campus. Most of the Universities are affiliating universities. Which prescribe to the affiliated colleges the course of study, hold examinations and award degrees, while undergraduate and to some extent post, the colleges affiliated to them impart graduate instruction. Many of the university along with their affiliated colleges have grown rapidly to the extent of becoming uamanageable. Therefore, as per National Policy on Education, 1986, a scheme of autonomous colleges was promoted. In the autonomous colleges, whereas the degree continues to be awarded by the University, the name of the college is also included. The colleges develop and propose new courses of study to the university for approval. They are also fully responsible for con duct of examination. There are at present 126 autonomous colleges in the country. Focus of Ninth Plan: Thrust areas are: Measures for quality improvement and modernization of syllabi. Renewal of infrastructure, extra-budgetary resource mobilization and greater attention to issues in governance. Issues of access and relevance would receive attention. Conferment of grater autonomy to deserving colleges and professional upgradation of teachers through Academic Staff Colleges would be given priority. Emphasis is being placed on consolidation and optimal utilization of the existing infrastructure through institutional networking. Restructuring expansion. So as to only meet the demand of the unserved areas with a focus on women and under privileged sections. The Open University system, which has been growing in popularity and size. Is striving to diversify courses and offerings and gain wider acceptability by upgrading its quality. It would focus more sharply on the educational needs of women and rural society, as well as professional training of in-service employees.

Copyright www.examrace.comCentral Universities Indira Gandhi National Open University (IGNOU) Established in 1985 for introduction and promotion of Open University and distance education system. Major objectives include widening of access to higher education. IGNOU programmes telecast on Doordarshan Network six days a week. Its jurisdiction is through out the oountry. It can set up Study Centres outside the country. This was allowed vide amendment of the IGNOU Act in 1997. Distance Education Council (DEC) under IGNOU has the responsibility for coordination and maintenance of standards in open and distance education system in the country. University Of Hyderabad, Established in 1974 for post-graduate teaching and research, 20 Km from the City of Hyderabad on the Old Hyderabad-Bombay road. It has a City campus-The Golden Threshold-the residence ofthe late Sarojini Naidu. The University has Eight Schools of Studies and a Centre for Distance Education offering post-graduate diploma in five disciplines. University or Delhi, Established in February 1922 as a unitary and residential university. It has 14 faculties, 82 teaching departments and 78 colleges spread over national Capital Territory of Delhi. A new State University-Indraprashtha Vishwavidhlaya bas come up in Delhi as an affiliating University. Mahatma Gandhi Antarrashtriya Hindi Visbwavidyalaya, Wardha Mahatma Gandhi Antarrashtriya Hindi Vishwavidyalaya Act (at Wardha) was passed by the Parliament in December, 1996. It came into existence with effect from 29th December 1997. It has international cbaracter. Four schools proposed under this University. For the time being the University is operating from its temporary office at Delhi. Babasaheb Bhimrao Ambedkar University, Lucknow Established 8S a State University in 1994 at Lucknow, it was notified as a Central University on 10th January 1996. It aims to provide instructional and research facilities in new and frontier areas of learning. Has three schools and three centres (School of Ambedkar Studies, School for Information Science and Technology and School fo: Environmental studies and Centre for Rural Technology, Centre for Vocational Studies and Centre for Human Rights.). Pondicherry University Established in 1985 8S a teaching-cum affiliating university. It has jurisdiction over the Union Territory of Pondicherry and Andaman and Nicobar Islands. It also has a Community College. Affiliated institutions of which 13 are located in Pondicherry, 3 in Karaikal, 2 in Mahe. 1 in Yanam and 3 in Andaman & Nicobar Islands. Visva Bharati, Santiniketan It is an unitary teaching and residential University. Founded by Guru Rabindranath Tagore. Incorporated as a Central University by t. He Visva Bharati Act, 1951. Itsjurisdiction is restricted to the area known as Santiniketan in the District of Birbhum, West Bengal. It imparts education from the Primary School level to Post-Graduate and Doctorate levels. It has 12 institutes-8 at Santiniketan, 3 at Sriniketan and 1 at Kolkata. Rural Segment of the University (Sriniketan) created CAREER (Centre for Advanced Rural Education, Extenuation and Research) and CSV (Centre for Science in Villages). For creating facilities in the housing technology Nirman Bhawan (Building Centre) was established under the sponsorship of HUDCO. Millia lslamia, Jamia Nagar, New Delhi Functioned 8S a Deemed University since 1962. Acquired status of a Central University in December, 1988 by an Act. Of Parliament Imparts education from Nursery stage to p~st: Graduate & Doctorate levels. It has six Faculties and Eight Centres and Five Schools. AJ, Kidwai Mass Communication Research Centre (AJKMCRC) provided training at Post-graduate level in Mass Communication, producing educational material on different educational aspects/subjects for the UGC, INSAT Programme. Aligarh Muslim University, Aligarh Established in 1920 8S a fully residential Central University. It maintains four Hospitals, six Colleges (including Medical, Dental and Engineering Colleges), two Polytechnics and eight Schools. Offers six diploma courses exClusively for women. 18562 students (including school strength) were in rolls. Banaras Hindu University, Varanasi Came into existence in 1916 as a teaching and residential University. It consists of three Institutions-Institute of Medical Sciences, Institute of Technology and Institute of Agricultural Sciences. It has faculties with 121 academic departments and 4 inter-disciplinary schools. It maintains a constituent Mahila Mahavidyalaya and three School level institutions. 10000 Bedded Modern Ayurvedic Medicine Hospital. Jawahar La! Nehru University, New Delhi It came into existence in 1969. It is primarily concerned with Post-graduate Education and Research. It has 7 schools consisting of 24 Centres of Studies and a separate Centre for Bio-Technology. Maulana Azad National Urdu University The University Act was passed by the Parliament in 1997 and it came into existence on 9th January, 1998. Its Administrative Office has been set up at Hyderabad. It has Regional Officers at Delhi, Patna and Bangalore. Itsaim is to promote and develop Urdu language and to impart vocational and technical education in Urdu medium through conventional and distance education system. ASSAM University, Dorgakona, Assam Established as a teaching-cum-affiliating University on 21.1. 1994. Though the act was passed in 1989. It has Jurisdiction over the districts ofCachar, Karimganj, Karhi, anglong and Hailakandi in the State of Assam. Nagaland University, Kohima Established as a teaching-cum-affiliating University on 6.9. 1994. Though the act was passed in 1989. Its Headquarters is at Lumami, Nagaland. It. Has jurisdiction over the whole of the State of Nagaland. It has 39 colleges affiliated. It has campuses in Kohima, Lumami and Medsiphema (School of Agricultural Sciences and Rural Development-SASRD), 25 Departments and 4 Schools of Studies. Tezpur University, Nappam, Assam A non affiliating unitary Central University set up in 1994 under an Act of Parliament, Tezpur University Act, 1993. Its aims is to offer employment-oriented and inter-disciplinary courses, mostly at post-graduate level. It has 11 Departments under 4 schools of studies and 6 centres of Studies. North-Eastern Hill University, Shillong Established in 1973 at Shillong by an Act of Parliament. North Eastern Hill University Act, 1973. It has a Campus at Aizwal and a centre in Tura. Its jurisdiction is over the States of Meghalaya, Arunachal Pradesh and Mizoram. Its Headquarters at Shillong. Post-graduate Departments and four Centres of Studies under its six schools of studies and an under-graduate college. It has 58 Under graduate Colleges and 8 professional course colleges and North-Eastern Regional Institute of Science and Technology (NERJST) affiliated. It has a Regional Sophisticated Instrumentation Centre (RSIC).

Copyright www.examrace.comndian Education System Institution Types & Credentials Types of higher education institutions University Institute of Technology College Open University School leaving adult higher education Credentials Higher Secondary School Certificate Secondary School Certificate Diploma Bachelor's Degree Postgraduate Diploma Master's Degree Master of Philosophy Post-Master Degree Doctorate Doctor of Laws Doctor of Literature Doctor of Science Structure of education system Pre-higher education: Duration of compulsory education: Age of entry: 6 Age of exit: 14 Structure of school system: Primary Type of school providing this education: Lower Primary School (Standards I To V) Length of program in years: 5 Age level from: 6 to 11 Middle Type of school providing this education Middle School (Standards VI To VII) Length of program in years: 3 Age level from: 11 to 14 Secondary Type of school providing this education Secondary School (Standards IX To X) Length of program in years: 2 Age level from: 14 to 16 Certificate/diploma awarded: Secondary School Certificate Senior Secondary Type of school providing this education Higher Secondary School (Standards Xl To XlI) Length of program in years: 2 Age level from: 16 to 18 Certificate/diploma awarded: Higher Secondary School Certificate Vocational Secondary Type of school providing this education Secondary schools Length of program in years: 3 Age level from: 16 to 18 Certificate/diploma awarded: Higher Secondary School Certificate

Copyright www.examrace.comUniversity Grants Commission (UGC) Objective: The government established University Grants Commission (UGC) by an Act of Parliament in 1956. It discharges the Constitutional mandate of coordination determination, and maintenance of standards of teaching, examination and research in the field of University and Higher Education. UOC serves 8S a vita l link between the Union and State Governments and the institutions of higher learning. It monitors developments in the field of collegiate and university education; disburses grants to the universities and colleges: Advises Central and State Governments on the measures necessary for the improvement of university education; and frames regulations such as those on the minimum standards of instruction. Composition Commission comprises of the Chairperson, Vice-Chairperson and ten other members appointed by the Central Government. The Chairperson is selected from among persons who are not officers of the Central Government or any State Government. Of the ten members, two are from amongst the officers of the Central Government to represent it. Not less than four. Selected from among persons who are, at the time they are selected, shall be a teacher in the Universities. Others are selected from among eminent educationists, academics and experts in various fields. Chairperson is appointed for a term of 5 years or until the age of 65 years, whichever is earlier. Vice Chairperson is appointed for a term of 3 years or until the age of 65 years, whichever is earlier. The other members are appointed for a term of 3 years. The Chairperson. Vice-Chairperson and members can be appointed for a maximum of two terms. Funding UGC has no funds of its own. It receives both Plan and Non-Plan grants from the Central Government to carry out the responsibilities assigned to it by law. It allocates and disburses full maintenance and development grants to all Central Universities, Colleges affiliated to Delhi and Banaras Hindu Universities and some of the institutions accorded the status of Deemed to be Universities. State Universlties, Colleges and other institutions of higher education, receive support only from the Plan grant for development schemes. Besides, it provides financial assistance to Universities and colleges under various schemes or programmes for promoting relevance, quality and excellence as also promoting the role of social change by the Universities. Regional Offices Southern Regional Office: Andhra Pradesh, Kerala, Karnataka, Pondicherry, Tamil Nadu. Northern Regional Office: Jammu & Kashmir, Himachal Pradesh, Punjab, Haryana. Uttar Pradesh. Central Regional Office: Madhya Pradesh, Rajasthan. Eastern Regional Office: West Bengal, Bihar, Orissa, Sikkim. North Eastern Regional Office: Assam, Meghalaya, Manipur, Arunachal Pradesh, Tripura, Nagaland. Western Regional Office: Goa, Gujarat, Maharashtra.

Copyright www.examrace.comBarriers to Communication Barriers to communication also occur if the sender and receiver are not on the same wavelength This is as true in human communication as it is in radio transmission. In the jargon of communication, all barriers whatever their nature are clubbed under a common label noise it denotes not only atmospheric or channel disturbance, but all barriers that distort communications in any manner. Physical Barriers: Four main kinds of distractions act as physical barriers to the communication process. These are: The Competing Stimulus in the form of another conversation going on within hearing distance, or loud music or traffic noise in the background. Environmental Stress: A high temperature and humidity, poor ventilation, vibrations felt, a strong glare all can contribute to distortions in the sending and receiving of messages. Subjective Stress: Sleeplessness, ill health, the effects of drugs and mood variations give rise to forms of subjective 35 stress that often lead to great difficulties in listening and interpretation. Ignorance of the Medium: The various media for communication are: Oral, written, audio, visual and audiovisual. The use of a medium with which the communicators is not familiar would-turn the medium itself into a barrier. Psychological Barriers: Each of us has a certain frame of reference a kind of window through which we look out at the world, at people, and events and situations. A frame of reference is a system of standards and values, usually implicit, underlying and to some extent controlling aI! action, or the expression of arty belief, attitude or idea. No two individuals possess exactly similar frames of reference, even if they are identical twins. To a large extent our experiences, particularly our childhood experiences, and the cultural environment we have grown up in influence our frames of reference. Linguistics and Cultural Barriers: A language is the expression ofthe thoughts and experiences of people in terms of their cultural environment. When the same language is made use of in a different culture, it takes an another colour, another meaning. Mechanical Barriers: Mechanical barriers are those raised by the channels employed for interpersonal, group or mass communication. Channels become barrier when the message is interfered with by some disturbance, which increased the difficulty in reception or prevented some elements of the message reaching its destination or both. The absence of communication facilities too would be a mechanical barrier. This type of barrier includes any disturbance, which interferes with the fidelity of the physical transmission of the written, intentional-unintentional etc. One of the most common typology relates 0 the size of the social group or the number of people involved in the experience of communication. Such a typology ranges from the intrapersonal and interpersonal and transpersonal, to the group and the mass.

Copyright www.examrace.comCommunication Introduction Communication is one of the most general features of life. We cannot imagine life without it. Every living species have their own way of communication. We use different symbols, gestures, and other different means to communicate with each other. Communication is required not only to represent our ideas, views, Feeling but also to understand other people. Classroom communication is very important in teaching. It requires the attention from both sides i.e.. From the teacher as well as from the student. As, if a teacher explains a. Topic in a language which is not known to the students, his teaching will be unusable. He has to communicate in a way which is most acceptable to the students. Therefore. Communication may be defined as an exchange of ideas, facts, opinion or emotions by two or more people An important virtue to be developed by teacher is the promotion of competent communication skill. The teacher should be able to communicate in an effective manner by arranging the information emphatically and logically. It should enable children to understand and conceptualized their world. This is the essence of communication in teaching. The word Communication is originally derived from the Latin verb Communicare which means to make common. or to share It is also believed to have been based on a Latin word, communis which means to communicate and share, to impart a piece of information, a message, an idea or concept. It is a process, which includes transmission of information, ideas, emotions, skills, knowledge by using symbols, words, pictures, graphs, drawings, illustrations etc. The act of communication is referred as transmission Again, Communication is the process by which we understand and in turn try to be understood by others. It is dynamic, constantly changing and shifting in response to the overall situation. Therefore, communication can be defined as the interchange of thoughts or ideas The objective of communication is to motivate, inform, suggest, warn, order, change behaviour and establish better relation with others. Effective communication is a prerequisite for the attainment of objectives, more so in educational institutions. All teaching-learning process is carried through the process of communication. Generally, it seems that communication is a one way process. But we can see in our daily life that it is a two way process, as, communication is a system through which the messages are sent, and feedback are received. Communication is, therefore, the process of transferring a particular information or message from an information source to a desired, definite or a particular destination. One of the fundamentals of communication messages is perception. The effectiveness of communication is limited by the recipient's range of perception. Secondly, people perceive only what they expect and understand. Thirdly, communication makes a demand on the recipient, in terms of his emotional preference or rejection. Finally, communication is not to be focused with information. While information is logical, formal and impersonal, communication is perception. Communication of message takes place through spoken or written words, pictures and in many other similar forms. In oral communication, the transmitter is the voice box of the speaker. In telegraphy, it is the telegraphic key board (Morse key) which codes the message into dashes and dots. The receiver decodes the transmitted message in a form he can understand and comprehend. The receiver of the message may be the human ear, which converts sound waves into a comprehensible form which can be recognized by the human brain; a television receiver decodes the electromagnetic waves into recognizable visual representation. Similarly, the printed message can be deciphered by a receiver which can recognize and understand the language. Noted communication scholar, David K. Berlo, has stated that we look to the message (speech, manuscript, play, advertisement, etc.) in order to determine the communicative purpose The process of communication involves a procedure consisting of only a few steps. Berlo has suggested one model to properly comprehend the process which includes: A communication source or an encoder, A message, A channel, A decoder or a communication receiver or a destination. This is illustrated as under: The information source, decides to communicate and encodes a message, transmits it through a channel to the receiver, which is then decoded and acted upon. There are noises or distortions in between:

Copyright www.examrace.comDELNET was started at the India International Centre Library in January 1988 and was registered as a society in 1992. It was initially supported by the National Information System for Science and Technology (NISSAT), Department of Scientific and Industrial Reseach, Government of India. It was subsequently supported by the National Informatics Centre, Department of Information Technology, Ministry of Communications and Information Technology, Government of India and The Ministry of Culture, Government of India. DELNET has been established with the prime objective of promoting resource sharing among the libraries through the development of a network of libraries. It aims to collect, store, and disseminate information besides offering computerised services to users, to coordinate efforts for suitable collection development and also to reduce unnecessary duplication wherever possible. Main Objectives of DELNET To promote sharing of resources among the libraries by developing a network of libraries, by collecting, storing and disseminating information and by offering computerised services to the users To undertake scientific research in the area of Information Science and Technology, create new systems in the field, apply the results of research and publish them To offer technical guidance to the member-libraries on collecting, storing, sharing and disseminating information To coordinate efforts for suitable collection development and reduce unnecessary duplication wherever possible To establish/facilitate the establishment of referral and/or research centres, and maintain a central online union catalogue of books, serials and non-book materials of all the participating libraries To faciliate and promote delivery of documents manually or mechanically To develop specialised bibliographic database of books, serials and non-book materials To develop databases of projects, specialists and institutions To possess and maintain electronic and mechanical equipment for speedy communication of information and delivery of electronic mail To coordinate with other regional, national and international networks and libraries for exchange of information and documents

Copyright www.examrace.comEducation and Research Network (ERNET), India is an autonomous scientific society of Ministry of Communication & information technology (Govt. Of India). ERNET has made a significant contribution to the emergence of networking in the country. It practically brought the Internet to India and has built up national capabilities in the area of net-working, especially in protocol software engineering. It has not only succeeded in building a large network that provides various facilities to the intellectual segment of Indian society the research and education community, it has over the years become a trendsetter in the field of networking. ERNET is largest nationwide terrestrial and satellite network with point of presence located at the premiere educational and research institutions in major cities of the country. Focus of ERNET is not limited to just providing connectivity, but to meet the entire needs of the educational and research institutions by hosting and providing relevant information to their users. Research and Development and Training are integral parts of ERNET activities. The activities at ERNET India are organized around five technology focus areas: Beginning ERNET was initiated in 1986 by the Department of Electronics (DoE), with funding support from the Government of India and United Nations Development Program (UNDP), involving eight premier institutions as participating agencies NCST (National Centre for Software Technology) Bombay, IISc (Indian Institute of Science) Bangalore, five IITs (Indian Institutes of Technology) at Delhi, Bombay, Kanpur, Kharagpur and Madras, and the DoE, New Delhi. ERNET began as a multi protocol network with both the TCP/IP and the OSI-IP protocol stacks running over the leased-line portion of the backbone. Since 1995, however, almost all traffic is carried over TCP/IP. National Academic and Research Network Research and Development in the area of Data Communication and its Application Human Resource Development in the area of High-end Networking Educational Content Campus-wide High Speed Local Area Network History of ERNET ERNET started with Dial-up network in 1986 87. Initially UUCP mail was only service started by ERNET. First leased line of 9.6 kbit/s was installed in Jan' 1 between Delhi and Mumbai. ERNET was alloted Class B IP address 144.16. 0.0 by InterNIC in 1990. Subsequently Class C addresses were alloted to ERNET by APNIC. All IITs, IISc Bangalore, DOE Delhi and NCST Mumbai were connected by 9.6 kbit/s leased line by 1992. In 1992, 64 kbit/s Internet gateway link was commissioned from NCST Mumbai to UUNet in Virginia near Washington DC. In 1998 ERNET India was registered as Autonomous Society. In 1999 2000 new terrestrial high speed backbone was setup. In 2000 POP infrastructure was upgraded. Satellite WAN was setup in 1993. Today, 1100 institutes are ERNET users under different schemes. ERNET backbone ERNET backbone is a sophisticated link of terrestrial and satellite-based wide area networks. The satellite WAN, using VSAT technology. The VSAT network acts as an overlay for the terrestrial WAN by providing backup links between the backbone sites. International connectivity is achieved through gateways at New Delhi, Mumbai, Bangalore and Kolkata, with a total capacity of 6.64 Mb. Daily traffic over ERNET exceeds 20 GB. ERNET architecture is based on industry standard TCP/IP protocol. ERNET backbone is being enabled to support IPv 6

Copyright www.examrace.comInformation and Library Network (INFLIBNET) Centre is an Autonomous Inter-University Centre (IUC) of University Grants Commission Government of India, involved in creating infrastructure for sharing of library and