Nov 21, 2013

Comparison Among Traditional & Inclusion-Oriented alternatives

1.   The teacher is the instructional leader
1.   Collaborative teams share leadership
2.   Students learn from teachers and teachers solve the problems.
2.   Students and teachers learn from each other & solve problems together
3.   Students are purposely grouped by similar abilities
3.   Students are purposely grouped by differing abilities.
4.   Instruction is geared toward middle-achieving students
4.   Instruction is geared to match students at all levels of achievement.
5.   Instruction is often passive, competitive dialectic, and/or teacher-directed
5.   Instruction is active, creative and collaborative among members of the classroom community.
6.   Students are evaluate by common standards
6.   Students are evaluated by individually appropriate standards.

ResearchDiscourse Research Journal

ResearchDiscourse (An International Refereed Research Journal) Invites Research papers / Articles for there upcoming Supplementary Issue on WEAKER SECTION AND SOCIAL JUSTICE;PROBLEMS AND PROSPECTIVES (Last date of submission is 30.08.2014).
Journal Publication Month: -  March, June, September, December and One Supplement issue.
Fee Per Article: 
For Indian Rs. 1500
For foreign 5o$  (postage free)
Membership Fee:
Yearly - Rs. 3000  for individual
Rs. 4000 for institutional
Foreigner individual 300$
Foreigner Institutional- 400$
Note: Postage free. Author can take membership or pay per article fees. Author can choose only one option.
Contact Number:
Dr. Anish Kumar Verma : 09453025847, 08687778221
EMAIL: -,   or leave as comment

ISSN 2277-2014
Research papers based on new, intresting and original research work from Social Science, Technical Science and Modern Science, are invited from Researches, Professors and Writers for publication in Research Discourse international research journal (Quarterly). Research papers schould be critical and analytical of old and new studies in the related subjects, which promotes the knowledge of the study. Research papers should be rich of phylosophical ideas and developmental issues. Research papers will be sent to subject experts for review before publication, the publication of research papers will be final only after approval of subject experts.
Please keep in mind the following points at the time of sending your research papers:
  1. Research papers can be write either in Hindi or English.
  2. Research Paper should not be of more than 1700 words.
  3. Research paper on the International standard basis should be typed only on one side paper of size 8.5" x 11" in double spacing. A summary of research paper of 250 words must also be sent along with Research papers.
(a)    One copy of computer typed Research paper/Article along with C.D. should be sent to the Editor or E-mail on in word file.
(b)   Please use Kriti Dev 10 font size 13 for Hindi and Sanskrit language research paper and 'Times New Roman' font size 10 for English research papers.
  1. Please mention in brief the name of research methodology if adopted for preparing the research paper.
  2. If table, chart, graph etc. have been used for analysing the facts, they should be attached on proper places and take care while giving reference.
  3. The details of references should be attached on a separate paper in the last of the paper/article the standard farm is as follows:
(a)    In case of book, name of writer, year of publication name of book (high light), Volume no., name of the publisher with full address and concerning page number should be given.
For Example – Desai, A.R. 1979, "Pasent Struggle in India", Oxford University Press, New Delhi.
(b)   For research papers – Name of the writer , year of Publication, title of the paper (in double inverted coma), name of the research journal (high light), Volume, Number, Page Number should be given.
For example – Bajpayee, K.D. "Location of Pawa", Puratatva, Number 16, 1985-86, Indian Archaeological Society, New Delhi, page 40. If more than one reference has to be given for the same author in the same year after first reference following guidance should be used for all other references –
Bajapayee K.D. 1985-86.
(c)    Full detail should be given in the first reference. After first reference, 'Ibid', should be used for more than one but the same reference with the name of the author and year of publication of research article and books.
  1. For review of books published during last two years please send two copies of book.
  2. Please also send a article of unpublished research papers.
  3. The decision of the editor in regard to the selection of diagrams, graphs etc. will be final.
  4.  Writers/teachers/researchers are requested to contact, at least once, the editor on the mob ile phone number 9453025847 or 8687778221.
Dr. Anish Kumar Verma
B.28/70, Manas Mandir
Durgakund, Varanasi  -221005
Mob. – 08687778221/9453025847

Dr. Anish Kumar Verma : 09453025847, 08687778221

3.5 lakh SC students to get post-matric scholarship in 6 weeks

Around 3.5 lakh Scheduled Caste (SC) students studying in about 2,000 educational institutes of Punjab can now expect to get the post-matric scholarship under a centrally-sponsored scheme within the next six weeks.
Agarwal informed the division bench headed by chief justice Sanjay Kishan Kaul that the state government had received central assistance of Rs. 280.81 crore on November 6. As per the scheme, the state government is required to make the payment of scholarship into the bank accounts of the students/institutions through the online banking system.
After the state government's submissions, the court, while disposing of two public interest litigations, directed the state authorities to file the compliance report in January as to whether the amount had reached the students as per the scheme.
Taking a serious view of the facts, the high court, on the earlier date of hearing, had observed, "that the issue is being treated as a tennis ball being thrown from one court to another." The court had made it clear that if the matter was not sorted out, a joint secretary-rank officer of the central government would remain present in the court.
Central scheme
The petitions filed by the Association of Volunteers for Students' Rights (AVSR), Chandigarh, and Jaspal Singh had sought directions to the Punjab government to strictly implement the post-matric scholarship scheme.
The Centre had come out with the scheme, as per which SC students, whose parents' income does not exceed Rs. 2 lakh per annum, are eligible for scholarship after matriculation. The Centre's grant for the scheme cannot be utilised by the state government for any other purpose.
The state government had on July 11, 2007, issued directions to all educational institutions in the state that they would not charge fee and all non-refundable charges covered under the scheme from students. Rather, it is to be reimbursed from the state department of SC welfare.
However, the petitioners asserted that most of the educational institutes in the state, including universities, were charging fee from SC students covered under the scheme. In case any student fails to deposit the fee on the spot, the seat is filled with the next candidate on the waiting list, it was informed. The petitioners had also sought directions from the court to various universities to also advertise in their prospectus about the scheme so that eligible students could get its benefit.

Research on the teaching aspect of educational psychology

Research on the teaching aspect of educational psychology

a)      Educational psychology in the teaching of mathematics

b)      Research on moral psychology

c)       Research on differential psychology

d)      Comprehensive research linked to general educational reform

The development of educational psychology began with the introduction of theories from abroad. This was followed by a phase of testing, assimilation and thorough investigation, and finally by actual creative development. The results of research carried out in certain areas in conjunction with educational reforms are particularly salient. These results can be said to constitute a contribution to the worldwide development of educational psychology.

However, research does not yet cover a very wide range of fields and if a distinctively school of educational psychology is to be formed, much research still remains to be done regarding the influence of various internal and external factors on educational phenomena and the comprehensive application of research methodology and multi-factorial analysis. The theories generated by research findings need to be summarized and generalized, and traditional educational psychology must be tapped. Many specific issues in education require more through research.         

Looking back on how existing research and theories have influenced education and teaching, the need to train skilled people for the twenty-first century can be expected to produce some trends in educational psychology that will have a major impact on primary and secondary education and teaching methods.

The first of these trends is emphasis on the harmonious development of the whole personality. The acceptance of both cognitive psychology and humanist theories by educational psychologists illustrates the increasing awareness of educators of the need to consider the human being as an organic whole. In human psychology, it is impossible to separate knowledge, emotions, desires and actions. All of these things interact and promote one another. In both pure and applied research, the emphasis is on the patterns of the pupil’s cognitive development, including knowledge of knowledge, study tactics and study methods, as well as on the pupil’s motivations, emotions, moral character, etc. Such trends are influenced by contemporary developments in psychology and are also deeply influenced by society’s expectations for schools to train qualified people.

It is not enough for qualified people throughout the world to have knowledge and ability. If they are to meet future world challenges, it is even more important for them to have a sound moral character, a sympathetic heart, a sense of responsibility and a spirit of co-operation. Schools are therefore not merely places where knowledge is passed on. It is even more important that they enable pupils to learn the principles of conducting themselves in society- that they be places for ‘learning to learn’ and learning to be an upright human being.

The historic trends in the development of educational psychology, from educational philosophy to educational science to psychological science, inspired psychology historian Sir Cyril Burt to comment sadly in 1962 that, although psychology’s original objective was to study man, in the 100 years since it was given over to science, first the human soul was lost, then the human heart was lost and finally, he added, even human consciousness will completely disappear.

The second foreseeable trend is the evolution of a specifically system of educational psychology theories, combining international and indigenous elements. Where the international element is concerned, constant discrimination must be exercised in assimilating foreign theories and research methods which conform to scientific standards. Psychology is part of the spiritual wealth shared by all of mankind.

As for the indigenous element, psychology must develop in the direction of studying the native country, the native peoples and the native territory, in order to resolve the country’s own real, indigenous problems. If one looks at all of the different theories and factions in the history of psychology, one sees that all of them, to varying degrees, reflect the spirit of a time, a people and a place.

The third trend is the interpenetration of recent, development disciplines. This is a major feature and an important trend of modern science. The findings of research in various other disciplines have influenced the orientations of educational psychology research. For example, brain-research findings on the asymmetrical functioning of the two hemispheres of the cerebrum have revealed ways of developing the right brain so that the left and right hemispheres develop in a fully co-ordinated manner. These findings will have an impact on changes in teaching methods and classroom teaching models.

Trade mark - Meaning and Its type

       Trade mark – Definition

According to the  Sec. 2 (1) (Zb) of the Trade Marks Act,     1999 
  Trade mark as, a mark capable of being represented      graphically and which is capable of distinguishing the goods
 or services of one person from those of others and include shape of goods their packaging and combination of colours.
Trade mark must be a mark which includes a device, brand, heading, label, ticket name, signature, word, letter, numeral, shape of goods, packaging or combination of colours or any combination thereof.

Types of Trademarks

There are basically three types of trademarks they are

·                     Service Mark

·                     Collective Mark

·                     Certification Mark

·                     Well Known Mark

            All these types of Trademarks are equally important and promote activity as well as maintain the distinctiveness of the product.

Service Marks

            A service Mark is any word, name, symbol, device, or any combination used or intended to be used in commerce to identify and distinguish the services of one provider by others and to indicate the source of services. It is basically useful in distinguishing one service provider from the other. Service Marks do not cover physical goods but only the provision of services. Service marks are used to identify a service, as Trademarks are used for protection of goods Service Marks are used in a number of day to day services some examples of them are:-

·                     Management and investment services

·                     housing development services

·                     sponsorship

·                     Hotel and motel services

·                     Entertainment services rendered by individual, group or theatre.

Collective Marks

            A collective Mark is one used by members of a cooperative association, union or other collective group or other group or organisation to identify source the of goods or services. A collective mark means a mark which is utilised for goods and services with same characteristics which are to be traded by one or more person acting jointly or legal entity for differentiation with other goods or services of same kind.

Certification Marks

            A certificate is evidence or probative matter providing assurance that some act has or has not been done or some event occurred or some legal formality has been complied with.

            A certification Mark is a mark which indicates that certain qualities of goods or services in connection with which the mark are used is certified. A certification mark is thus defined in the Trademarks Act 1994, Section 50 as a mark indicating that the goods or services in connection with which it is used are certified by the proprietor of the mark in respect of origin, material, and mode of manufacture of goods or performance of services, quality, accuracy, or other characteristics.

Workshop - Remediation Strategies - Reading & Spelling

Workshop - Remediation Strategies - Reading & Spelling 
27th November 2013 
Register now !

Assistant Professor job at Shivaji College, Delhi

Welcome to Shivaji College




Website –

In partial modification of our previous advertisements dated 03.09.2013 in Hindustan Times, dated 05.09.2013 in NBT and dated 07.09.2013 in Employment News, Applications are invited on the prescribed Online application forms for the permanent posts of Assistant Professor in the following subjects in the pay Band - III of Rs. 15600-39100 with Academic Grade Pay Rs. 6000/- plus usual allowances as admissible under the rules of University of Delhi from time to time.
Last date : 21.12.13

Delhi University PVC Honoured with Literary Prize


दिल्ली विश्वविद्यालय के सम-कुलपति साहित्यिक पुरस्कार से सम्मानित।

केंद्रीय हिन्दी संस्थान (मानव संसाधन विकास मंत्रालय, भारत सरकार) ने हिन्दी के आलोचना - साहित्य में योगदान के लिए दिल्ली विश्वविद्यालय के सम-कुलपति प्रो. सुधीश पचौरी को सुब्रमण्यम भारती सम्मान प्रदान करने की घोषणा की है। प्रो. सुधीश पचौरी हिन्दी विभाग में प्रोफेसर हैं उन्होंने 60 से अधिक पुस्तकें लिखी हैं।

Delhi University PVC Honoured with Literary Prize

The Kendriya Hindi Sansthan, Ministry of Human Resource and Development, Government of India has honoured Delhi University Pro Vice Chancellor Professor Sudhish Pachauri with the Subramaniam Bharati Prize for his contributions to the Hindi literature in the field of literary criticism. Professor Pachauri holds the position of professor in the Department of Hindi. He is the author of more than 60 books.

IT Officer jobs at IBPS

Institute of Banking Personnel Selection


Job Details
Institute of Banking Personnel Selection (IBPS) invites applications for the follow posts

IT Officer (Scale-I)

Educational Qualifications:

4 year Engineering Degree in Computer Science/ Computer Applications/ Information Technology/ Electronics/ Electronics & Telecommunications/ Electronics & Communication/ Electronics & Instrumentation OR Post Graduate Degree in Electronics/ Electronics & Tele Communication/ Electronics & Communication/ Electronics & Instrumentation/ Computer Science/ Information Technology/ Computer Applications OR Graduate having passed DOEACC ‘B’ level

Last Date:  December 14, 2013


How To Apply:

Applications to this job are to be filled online. Please follow the link given below to apply ( or visit original job details page)

Download Official Notification:

Phone: 91-22-2968 7111
Fax: 91-22-2854 2076

Assistant Professor job in NCERT

National Council of Educational Research and Training

National Council of Educational Research and Training

Section Officer, Recruitment-I Section, Room No. 13, 5th Floor, ZH Block,

New Delhi - 110016


Post : Assistant Professor

Educational Requirements: Master’s Degree in Education with specialization in ET/ICT or Master’s Degree in Educational Technology with 55% marks or equivalent grade and NET

Experience Requirements: a) Experience in use of ICTs in teaching learning process, creation and/or maintenance of Web repositories, Development of Instructional Design for Multimedia programme/LOs and creation of database/MIS, etc. b) Experience of conducting research & evaluation in ET/ICT and use of SPSS c) Experience of developing and organizing training programme or courses in face-to-face, distance or online modes. d) Degree/Diploma in Computer applications


Pay Scale: Rs. 35,000 per month consolidated

Date of Interview: 25.11.2013

How To Apply: The eligible candidates are advised to report on 25.11.2013 at 9.30 a.m. in Room No. 229, IInd floor, CIET, NCERT for verification of original testimonials. Candidates not registering for the interview before 12.00 noon shall not be entertained.

Those who have already worked for more than two and half years in NCERT in any capacity are not eligible.


Note: Please bring your C.V. giving details of Academic qualifications, caste & experience etc. A photocopy of the caste certificate duly issued by the competent authority attested by a Gazetted Officer must be attached with C.V. The job may involve touring and stay in any part of the country for an extended duration.
No TA/DA will be paid for attending the interview. Ineligible candidates will not be interviewed.

Click here for full detail

Vacancies at Haryana Gramin Bank

Haryana Gramin Bank invites application from Indian citizens for filling vacant positions of Officer post in Junior Management (Scale-I) and Office Assistant (Multipurpose). Candidates who have been declare qualified at the Online CWE-II for RRBs conducted by IBPS during September /October 2013 are eligible to apply. Interested candidates are advised to fill Online application form on the HGB website latest by 06th December, 2013. After applying online, candidates must take the print out of application form and keep it for future use.


MBA Admission in Punjab University