Friday, 19 May 2017

COMMUNITY LIVING CAMP

COMMUNITY LIVING CAMP
THIRD SEMESTER
 RECORD OF COMMUNITY  LIVING CAMP
15 MAY TO 19MAY 2017



 PROGRAMME SCHEDULE :


          FIRST DAY

           15/5/2017:
                          
  MORNING SESSION

10.00-11.00   :       INAUGURATION
11.00-11.30   ;       TEA BREAK
11.30-12.00   :       BASIC GROUP FORMATION

AFTER SESSION
12.00-1.00    :        TASK PRESENTATION: GROUP DISCUSSION
1.00-2.00      :        LUNCH
2.00-3.00      :        ENGLISH COMMUNICATION SKILL(SRI. LAL RAJ,  GOVT. H S S. KNJM)
3.00-5.00      :        GROUP DISCUSSION:COMMUNICATION SKILL
 5.00-7.00     :        TEA BREAK
5.00-6.00      :        MOKE PARLIAMENT




SECOND DAY

16/5/2017

MORNING SESSION
7.00-8.30    :         YOGA
8.30-9.00     :         PERSONAL TIME
9.00-9.30      :        BREAK FAST
9.30-12.00     :        ARTS AND AESTHETIC CLASS(Mrs.SARITHA  of dance ,music)
AFTERNOON SESSION
1.00-2.00      :        LUNCH
2.00-4.00      :        HEALTH AWARENESS PROGRAMME
4.30-5.15      :       TEA BREAK AND VISITORS TIME
5.15-6.00:MOKE PARLIAMENT



THIRD DAY

17/5/2017

MORNING SESSION
7.O0-8.30      :         YOGA
8.30-9.00      :         PERSONAL TIME
9.00-9.30       :        BREAK FAST
9.00-12.00     :       MUSIC AND ARTS CLASS(SARITHA)

AFTERNOON SESSION
1.00-2.00      :        LUNCH
2.00-4.00      :       CYBER CRIME (ADVACATE ASWIN E HAMLET)
4.00-4.45    :       TEA BREAK AND VISITORS TIME
4.15-5.30      :       MOKE PARLIAMENT


FOURTH DAY

18/5/2017

MORNING SESSION
7.00-8.30      :         YOGA
8.30-9.00      :         PERSONAL TIME
9.00-9.30       :        BREAK FAST
9.00-2.00     :      PHYSICAL EDUCATION(SPORTS DAY)
AFTERNOON SESSION
2.00-3.00      :        LUNCH
2.00-3.00      :        CLEANING
3.30-6.00      :      
6.30-9.30      :    COOKING
9.30-10.30-SUPPER  
10.30-12.30     :        CULTURAL TIME
12.30-1.30:PRAYER TIME

FIFTH DAY

19/5/2017

MORNING SESSION

5.30-6.00      :      PERSONAL TIME
6.00-6.45.     :        BREAK FAST
7.00    :         CLOSING CEREMONY.

Supw

 FLOWER VASE

Material:

50-75 ice cream sticks (approx)GlueDecorative material like sparklers, glass pieces, diamonds, plastic flowers etcColoured ribbonSketch pens, colours
Method:

1. Arrange the ice cream sticks in a square shape adjoining them at the corners with glue.

2. Add more sticks in the centre of the square too, making a design.

3. Now turn it the other side and decorate with colours, sparklers and decorative material of your choice.

4. Attach the ribbon on one corner making a loop that will help you hang it on the wall. You will have a decorated diamond shape.

5. You can either put it on your wall like that or add more squares with the help of other ice cream sticks, stuck vertically.

6. Add one or two more ice cream stick tiles to make a long wall hanging. But don’t increase it too much otherwise the sticks won’t be able to take the weight.

7. Decorate and hang on your wall to show off your kids art.Image via:


WALL HAN

YOGA

YOGA

NINE ASANAS

vPADMASANA




   The Padmasana or Lotus Position (Sanskrit: पद्मासन [pɐd̪mɑːs̪ɐn̪ɐ], IAST: padmāsana) is a cross-legged sitting asana originating in meditative practices of ancient India, in which the feet are placed on the opposing thighs. It is an established asana, commonly used for meditation, in the Yoga, Jain and Buddhist contemplative traditions. The asana is said to resemble a lotus, to encourage breathing properly through associated meditative practice, and to foster physical stability.
Shiva, the meditating ascetic God of Hinduism, Siddhartha Gautama, the founder of Buddhism, and the Tirthankaras (Teaching Gods) in Jainism have been depicted in the lotus position.

v  SUKHASANAS





                    The SUKHASANA (soo-kah-sah-nah)Sanskrit: सुखासन; IAST: Sukhāsana), Easy Pose, Decent Pose, or Pleasant Pose is an asana practised in yoga, buddhism and hinduism, similar to sitting in a simple cross-legged position. While opening the hips and lengthening the spine, the asana's relative ease on the knees makes it easier than siddhasana or padmasana for people with physical difficulties. Some schools do not consider it to be as effective for prolonged meditation sessions because it is easy to slump forward while sitting in it. For meditation, it is important that the spine be straight and aligned with the head and neck. But if the practitioner steadies the Sukhasana pose by putting pillows or blankets under the knees to create a steadiness, it may be easier to sit longer in Sukhasana for meditation without slumping forward. An additional blanket or pillow under the buttocks may also be beneficial and steadying. The 20th century Jnana Yoga guru Ramana Maharshi advocated it as suitable for attaining Enlightenment.

v  VAJRASANAS





                                   Vajrasana (/vədʒˈrɑːsᵻnᵻ/; IAST: vajrāsana), "vajra Pose", is a sitting asana in yoga. It is a kneeling position sitting on the heels. A person need not be sitting in an erect position to do it.

v  SHALABHASANA


      Salabhasana, Shalabhasana (Sanskrit: शलभासन; IAST: Śalabhāsana), LocustPose, or
 Grasshopper Pose[2] is an asana. 
      
v  BHUJANGASANAS




                           Bhujangasana (Sanskrit pronunciation: Sanskrit: भुजङ्गासन; IAST: Bhujaṅgāsana) or Cobra Pose is an asana.

v  YOGA MUDRASANA



                      Yoga Mudrasana is an Asana. It is translated as Yogic Seal Pose from Sanskrit.
                     The name of this pose comes from "yoga" meaning "to unite", "mudra" meaning "seal", and "asana" meaning "posture" or "seat"


v  DHANURASANAS





                  Dhanurasana (dah-noo-rah-sah-nah; Sanskrit: धनुरासन; IAST: Dhanurāsana), Bow Pose,[2] or sometimes Urdva Chakrasana (Upward Wheel Pose) is an asana.

v  NOUKASANAS





                         The pressure created on the intestines, liver, pancreas, kidneys and other abdominal organs improves their function. Tones the thigh, calf and abdominal muscles up to certain extent, stagnant blood is drained from the legs. Beneficial for hernia and kidney problems. Helps to improve balance and has a positive effect on the nervous system. Removes lethargy. Removes nervous tension. Gives freshness and vitality to the body. Reduces fat in the abdominal area.
      v  VRIKSHASANAS
                                                                           

                                      

                 Vrikshasana (vrik-shah-; Sanskrit: वृक्षासन; IAST: vṛkṣāsana) or Tree Poseis an asana.


Saturday, 6 May 2017

SUPW

Socially Useful Productive Work(SUPW)
Socially Useful Productive Work(SUPW)


Socially Useful Productive Work (SUPW) is a subject in Indian schools where students can choose from a number of vocational education activities - emand knitting, gardening, cooking, painting, carpentry and other crafts and hobbies, and clubbed community service for senior students (class IX onwards). Students learn to work as a team and to work with skill and deftness. It was introduced in 1978, by the Ministry of Education to promote Gandhian values and educational ideas of Mahatma Gandhi.While most private school barring a few have dispensed with the subject, it remains an ancillary, but mandatory part of course curriculum in schools affiliated to the Council for the Indian School Certificate Examinations (CISCE), which conducts two examinations in India: the Indian Certificate of Secondary Education (ICSE) and the Indian School Certificate (ISC). It is taught in some Central Board of Secondary Education (CBSE) schools, which includes Jawahar Navodaya Vidyalaya schools. Kendriya vidyalaya
has started Work education instead of SUPW. In addition to developing individual skills, SUPW aims to help develop among the students the habit to work as a community, encourage community thinking, increase awareness of scientific advancements and develop a scientific outlook. The training acquired in the classroom is expected to help students to solve day-to-day problems of the community.



SPIRAL FLOWER VASE


MATERIAL REQUIRED
1. ICE CREAM STICK
2. FEVICOL


TAKE 9 STICK AND ARRANGE AS GIVEN BELOW:


STEP 1 - PASTE 3 STICK IN TRIANGLE FORM……..(USING FEVICOL)







STEP 2-PASTE THE STICK ONE BY ONE AS DIRECTED IN THE PICTURE GIVEN BELOW………..
(USE FEVICOL IN ONE END OF THE STICK AND THE OTHER END LITTLE BELOW )……









STEP 3





STEP 4










STEP 5






CONTINUE THE STEP 2 TO 5 TO YOUR REQUIRED HEIGHT OF THE VASE……
AFTER FINISHING THE VASE WILL LOOK LIKE THIS … (TOP VIEW)





SPIRAL FLOWER VASE IS READY


Field trip sem 1

Chitharal Jain Temple
Chitharal Malai Kovil

Chitharal Jain Temple, Tamil Nadu

Location within Tamil Nadu
Basic information
Location Marthandam, Kanyakumari district, Tamil Nadu
Geographic coordinates 8.3321348°N 77.2381845°E
Affiliation Jainism
Country India
Date established 9th century
Temple(s) 2
The Chitharal Jain Monuments; also known as Chitharal Malai Kovil (literally Temple on the Hill), Chitharal Cave Temple or Bhagwathi Temple, Chitral; are situated on the Thiruchanattu Malai (Thiruchanattu hillocks) near Chitharal village, Kanyakumari district, Tamil Nadu, India. Chitharal hills are locally known as Chokkanthoongi Hills.[1]

Monuments


Jain Bas-relief
There are two monuments. The earlier rock-cut Jain structure of beads with inscriptions and drip-ledges is the earliest Jain monument in the southern most part of India which was from first century BC to sixth century AD.[2]

A natural cavern formed by overhanging rock has a bas-relief sculptures of Jain Tirthankaras which were carved in later phase. The relief of Parshwanatha and Padmavati is standing figures canopied by multi-hooded cobra and with attendant figures of Yaksha. The figures seated in ardha-padmasana pose in each niches with three tiered parasol is that of other Tirthankaras (possibly of all 24 Tithankaras). there are three standing figures of Tirthankara in on of the left corner. The central niche has a figure of Mahavira with three tiered parasol, chhatratrayi chaitya with a tree above it and attendant figures. There is an another female figure of Ambika in a niche next to it. It has attendant figures including two children and a lion mount. All major niches has flying figures of Vidyadharas or worshippers. Each of this figures has a short inscription below the seat mentioning a name of donor and place in Vatteluthu Tamil script. Based on these inscription, it is known that the site was under control of Jains at least till middle of thirteenth century.[2][3][4]

The temple monuments were likely built by Digambara Jains in the ninth century when the region was under influence of Jainism.[3] Jain influence in this region was due to the King Mahendravarman I (610-640).[1]

The monuments are reached by roughly hewn steps in rocks and the narrow entrance between them. On the top of the hill, there in a cave temple with mandapa, a varandah corridor and a balipeetham with a kitchen (madappalli) which is carved into a natural overhanging rock facing the west. It has three sanctums which houses the Tirthankara (possibly Mahavira) in middle, goddess in the right and Parshwanatha on the left. The gopuram of the central shrine is destroyed possibly due to lightning. The temple was built in medieval period. There is an another temple-like structure (Vimana) on the top of the hill which is reached by climbing few steps. There is a natural pond few steps downwards.[3][5][6][7] Around 13th century, the cave temple was converted into Hindu temple of Bhagavati.[3][1] It is known by the Tamil script inscription on the entrance of the mandapa dated to 475 KE (1300 AD) which says Narayanan, Tamil Appalla Varaiyan of Rajavallapuram in the Kil Vembanadu donated some money for the expense of Bhagavati temple.[4]

According to T. A. Gopinatha Rao who visited the monuments in 1920-21, the inscription on the southern side says a Jain priestess called Gunandagi- kurattigal, the disciple of Arattanemi - Bhatariyar of Peravakkudi, presented Bhatariyar of Tiruchchanam malai with a metallic lamp stand and a golden flower during the 28th year of reign of Vikramaditya Varaguna Pandya. It was a Jain training centre for both males and females in past. The inscription is in old Tamil script known as Vatteluthu.[3][4][2]

The Travancore Archaeological Series says that Tiruchcharanattu malai, the name of the hills, means the hill of the Charanas. Charanas means Jain ascetics which were living on the hills. The votive images on the rock with inscription under each of it names an asce



THRIPARAPPU

      Thriparappu water fall in kanyakumari falls in 300 feet long and consists of a rocky river bed.A small temple dedicated to lord siva is situated on the banks of the ruver.There are strong waterfall and fortification that surround the temple.



PADMANABHAPURAM PALACE

      Padmanabhapuram Palace (Malayalam: പത്മനാഭപുരം കൊട്ടാരം)is a Travancore -era palace located in Padmanabhapuram, Kanyakumari District, Tamil Nadu. It is owned and maintained by the Government Of Kerala.
Construction Edit

The palace was constructed around 1601 AD by Iravi Varma Kulasekhara Perumal who ruled Venad between 1592 and 1609. It is believed that the Thai Kottaram was built in 1550. The founder of modern Travancore, King Anizham Thirunal Marthanda Varma (1706–1758) who ruled Travancore from 1729 to 1758, rebuilt the palace in around 1750. King Marthaanda Varma dedicated the kingdom to his family deity Sree Padmanabha, a form of Lord Vishnu and ruled the kingdom as Padmanabha dasa or servant of Lord Padmanabha. Hence the name Padmanabhapuram or City of Lord Padmanabha. In the late 18th century, precisely in 1795 the capital of Travancore was shifted from here to Thiruvananthapuram, and the place lost its  former glory.

Unique Rooms Edit

The Padmanabhapuram Palace complex consists of several structures:

Mantrasala; the King's Council Chamber
Thai Kottaram; the Queen Mother's Palace, constructed before 1550
Nataksala; the Performance Hall
A four-storeyed mansion at the centre of the complex
Thekee Kottaram; the Southern Palace.


Council Chamber Edit
King’s Council chamber is the most beautiful part of the entire palace complex. It has windows, with coloured mica, which keep the heat and the dust away, and the interior of the council chamber remains cool and dark. Delicate and beautiful lattice work can be seen all over the council chamber.

The floor is also beautifully done, with a fine and perfect finish. The floor is dark and is made of a mixture of varied substances, including burnt coconut shells, egg white and so on. The remarkable aspect is that this particular floor finish and texture could not be duplicated in any other construction.





BOOK REVIEW MY EXPERIMENT WITH TRUTH

The Story of My Experiments with Truth
The Story of My Experiments with Truth

Cover page of 1993 reprint by Beacon Press.
Author Mohandas Karamchand Gandhi
Original title સત્યના પ્રયોગો અથવા આત્મકથા
Translator Mahadev Desai
Country India
Language Gujarati
Series None
ISBN 81-7229-008-X (India)
ISBN 0-8070-5909-9 (United States – authorised edition with forward by Sissela Bok, Beacon Press 1993 reprint)
ISBN 0-486-24593-4 (Dover Publications 1983 reprint of 1948 Public Affairs Press edition)
Original text
[[s:gu:સત્યના પ્રયોગો અથવા આત્મકથા|સત્યના પ્રયોગો અથવા આત્મકથા]] at Gujarati Wikisource
Translation The Story of My Experiments with Truth at Wikisource
The Story of My Experiments with Truth is the autobiography of Mohandas K. Gandhi, covering his life from early childhood through to 1921. It was written in weekly instalments and published in his journal Navjivan from 1925 to 1929. Its English translation also appeared in installments in his other journal Young India.[1] It was initiated at the insistence of Swami Anand and other close co-workers of Gandhi, who encouraged him to explain the background of his public campaigns. In 1999, the book was designated as one of the "100 Best Spiritual Books of the 20th Century" by a committee of global spiritual and religious authorities.[2]

Contents Edit

Translator's preface Edit
This section is written by Mahadev Desai who translated the book from Gujarati to English in 1940. In this preface Desai notes that the book was originally published in two volumes, the first in 1927 and second in 1929. He also mentions that the original was priced at ₹1 (1.6¢ US) and had a run of five editions by the time of the writing of his preface. 50,000 copies had been sold in Gujarati but since the English edition was expensive it prevented Indians from purchasing it. Desai notes the need to bring out a cheaper English version. He also mentions that the translation has been revised by an English scholar who did not want his name to be published. Chapters XXIX-XLIII of Part V were translated by Desai's friend and colleague Pyarelal.[3]

Introduction Edit
The introduction is written by Gandhi himself mentioning how he has resumed writing his autobiography at the insistence of Jeramdas, a fellow prisoner in Yerwada Central Jail with him. He mulls over the question a friend asked him about writing an autobiography, deeming it a Western practice, something "nobody does in the east".[1] Gandhi himself agrees that his thoughts might change later in life but the purpose of his story is just to narrate his experiments with truth in life.[3] He also says that through this book he wishes to narrate his spiritual and moral experiments rather than political.

Book review Karma yoga

Author Swami Vivekananda
Language English
Subject Philosophy
Publication date
1896
Karma Yoga (The Yoga of action) is an English book of Swami Vivekananda, the book was published in February 1896 from New York.[1][2] Swami Vivekananda delivered a number of lectures in his rented rooms at 228 W 39th Street in New York City from December in 1895 and January, 1896. In 1895-1895, friends and supporters of Swami Vivekananda hired a professional stenographer Joseph Josiah Goodwin (who later became a follower of Vivekananda). Goodwin recorded some of the lectures of Vivekananda, and those lectures were published as the book Karma Yoga in 1896.[3]

Theme Edit

The main topic of the book was Karma (work) and Karma Yoga. Swami Vivekananda discussed the concept of Karma in the Bhagavada Gita. Swami Vivekananda described Karma Yoga is a mental discipline that allows a person to carry out his/her duties as a service to the entire world, as a path to enlightenment.[4]

Book review wings of fire

Author A P J Abdul Kalam
Cover artist Photograph courtesy: The Week
Subject India journey to self-reliance in technology
Genre Autobiography
Publisher Universities Press
Publication date
1999
Media type Print (Paperback)
Pages 180 (paperback edition)
ISBN 81-7371-146-1 (paperback edition)
OCLC 41326410
LC Class Q143.A197 A3 1999
Wings of Fire: An Autobiography of APJ Abdul Kalam (1999), former President of India. It was written by Dr. Kalam and Arun Tiwari.[1] Kalam examines his early life, effort, hardship, fortitude, luck and chance that eventually led him to lead Indian space research, nuclear and missile programs. Kalam started his career, after graduating from Aerospace engineering at MIT (Chennai), India, at Hindustan Aeronautics Limited and was assigned to build a hovercraft prototype. Later he moved to ISRO and helped establish the Vikram Sarabhai Space Centre and pioneered the first space launch-vehicle program. During the 1990s and early 2000, Kalam moved to the DRDO to lead the Indian nuclear weapons program, with particular successes in thermonuclear weapons development culminating in the operation Smiling Buddha and an ICBM Agni (missile). Kalam died on 27 July 2015, during a speech at Indian Institute of Management in Shillong, Meghalaya.

Book review geetanjali

GITANJALI


Gitanjali title page
Author Rabindranath Tagore
Original title গীতাঞ্জলি
Country India
Language English, Bengali
Subject Devotion to God
Genre Poem
Publication date
1910
Published in English
1912
Gitanjali (Bengali: গীতাঞ্জলি) is a collection of poems by the Bengali poet Rabindranath Tagore. Tagore recivied the Nobel Prize for Literature, largely for the book. And is part of the Collection from the UNESCO of Representative Works.

INTRODUCTION

The original Bengali collection of 157 poems was published on August 14, 1910. The English Gitanjali or Song Offerings is a collection of 103 English poems of Tagore's own English translations of his Bengali poems first published in November 1912 by the India Society of London. It contained translations of 53 poems from the original Bengali Gitanjali, as well as 50 other poems which were from his drama Achalayatan and eight other books of poetry — mainly Gitimalya (17 poems), Naivedya (15 poems) and Kheya (11 poems).[1]

The translations were often radical, leaving out or altering large chunks of the poem and in one instance fusing two separate poems (song 95, which unifies songs 89,90 of Naivedya). The translations were undertaken prior to a visit to England in 1912, where the poems were extremely well received. In 1913, Tagore became the first non-European to win the Nobel Prize for Literature, largely for the English Gitanjali.[2]

The English Gitanjali became popular in the West, and was widely translated.[3] The word gitanjali is composed from "geet", song, and "anjali", offering, and thus means – "An offering of songs"; but the word for offering, anjali, has a strong devotional connotation, so the title may also be interpreted as "prayer offering of song".[3]

Gitanjali title page
Author Rabindranath Tagore
Original title গীতাঞ্জলি
Country India
Language English, Bengali
Subject Devotion to God
Genre Poem
Publication date
1910
Published in English
1912
Gitanjali (Bengali: গীতাঞ্জলি) is a collection of poems by the Bengali poet Rabindranath Tagore. Tagore recivied the Nobel Prize for Literature, largely for the book. And is part of the Collection from the UNESCO of Representative Works.

INTRODUCTION

The original Bengali collection of 157 poems was published on August 14, 1910. The English Gitanjali or Song Offerings is a collection of 103 English poems of Tagore's own English translations of his Bengali poems first published in November 1912 by the India Society of London. It contained translations of 53 poems from the original Bengali Gitanjali, as well as 50 other poems which were from his drama Achalayatan and eight other books of poetry — mainly Gitimalya (17 poems), Naivedya (15 poems) and Kheya (11 poems).[1]

The translations were often radical, leaving out or altering large chunks of the poem and in one instance fusing two separate poems (song 95, which unifies songs 89,90 of Naivedya). The translations were undertaken prior to a visit to England in 1912, where the poems were extremely well received. In 1913, Tagore became the first non-European to win the Nobel Prize for Literature, largely for the English Gitanjali.[2]

The English Gitanjali became popular in the West, and was widely translated.[3] The word gitanjali is composed from "geet", song, and "anjali", offering, and thus means – "An offering of songs"; but the word for offering, anjali, has a strong devotional connotation, so the title may also be interpreted as "prayer offering of song".[3]

Friday, 5 May 2017

Subject association sem 2

Greatest Freedom Fighters of India

INTRODUCTION

Presently the world’s largest democracy with the longest written constitution, India, has been a free and independent nation only since 1947. Earlier being visited by the Aryans, the Persians, Iranians, Parses and Mughals, India was invaded and looted by the Mongolians. Later french colonies were established and finally came the Britishers to rule over the country. India lived under the colonial rule- British Raj for nearly 200 years. After being ruled over by the British East India Company from 1600, the Sepoy mutiny, called The Indian Rebellion of 1857, began. This marked the initiation of the Indian Freedom Struggle. The struggle for freedom wasn’t demanded or fought for in a single day but it took 90 years for the country to regain its political independency and it was a mass based movement. Hundreds of freedom fighters campaigned against foreign domination and helped in getting the country freed from British, French and Portuguese rule. These are 12 greatest freedom fighters of all time to whom we owe this independent nation we are currently living in.

1.Bhagat Singh


Bhagat Singh is rightly considered to be the most influential revolutionary during the Independence movement for India. When we think of all the martyrs who gave away their life for the pride and honor of their motherland, we often remember “Shaheed” Bhagat Singh. From seeking revenge on Lala Lajpat Rai’s death and 1929 assembly bomb throwing incident to the 116 days fast in jail, Singh was not a believer in Gandhian ideology of Satyagraha and non-violence. At the age of 23 Singh was sentenced to death along with Rajguru and Sukhdev while all three of them kissed the rope, put it around their neck themselves and died for the sake of Bharat Mata. Singh’s death proved to be an awakening for the youth of the nation which got committed to make India the Independent India.

2. Mahatma Gandhi


The man whose picture we see every day on the currency of this country, the Father of the Nation, Mohandas Karamchand Gandhi was an iconic personality. His gave up everything to make India a free and independent country. Mahatma was a believer in non-violence and a man with very strong morals and values. His countless contributions to the country includes his efforts towards easing poverty, expanding women rights, ending untouchability and above all, bringing Swaraj- Self-rule. Gandhi led movement and campaigns like Dandi Salt March, Quit India Movement, Non Cooperation Movement, Satyagraha among many others. If it wasn’t for this old man, India would have continued to live under colonial rule for atleast a few more years.

3. Subhash Chandra Bose


Another great freedom fighter was Subhash Chandra Bose who was the founder of Indian National Army, more popularly known as “Azad Hind Fauj”. Subhash Chandra Bose was a believer in Swami Vivekananda’s teachings and had a patriotic zeal even as a student. During his days in Calcutta University, he had beat one of his British professors who made a racist remark over Indian students. Bose was a rebel and he joined the Indian National Congress and later became its president.

“Tum mujhe khoon do, main tumhe azadi dunga” (You give me blood, and I promise you freedom). These are the ever famous words said by Netaji in his speech which motivated a large number of Indians to take up intense and serious actions towards freeing their motherland from colonial powers.

4. Chandra Shekhar Azad


When it comes to remembering the powerful souls who gave away their life to see India getting independence Chandra Shekhar Azad is a sure name. One of the greatest freedom fighters and a revolutionary, Chandra Shekhar Azad was committed to free India by any means. First participating in Gandhi’s non cooperation movement, Azad later implemented the use of arms for the struggle of freedom. The unforgettable contributions by Azad include establishment of Hindustan Socialist Republic Association, mentoring and encouraging other young revolutionaries like Bhagat Singh and Sukhdev and establishment of Jhansi camp. Chandra Shekhar Azad loathed the British rule to such extent that he ended his life by shooting himself because he preferred dying with pride rather than by the hands of British police.


5. Jawahar Lal Nehru


The first Prime Minister of independent India Jawahar Lal Nehru hasn’t gained much recognition as a freedom fighter which he deserves. Born into a political family Jawahar Lal Nehru spent most of his educational years in England but then returned to India as the struggle for freedom had been on his mind for a long time. Nehru was a staunch Gandhian. He believed in Satyagraha and was keen on adapting the non-violent methods for the freedom struggle. Jawahar Lal Nehru actively took part in the non-cooperation movement in 1920 and then the Civil Disobedience Movement. The last days of freedom struggle saw vigorous campaigns by Nehru and ultimately he took the responsibility as a Prime Minister of India to build a new nation with a successful economy.

6. Rani Lakshmi Bai


The Indian struggle for freedom wasn’t just a man’s affair but thousands of women too fought with bravery to bring back this nation’s pride and Rani Lakshmi Bai’s name shines in the list. “Khoob ladi mardani wo to Jhansi wali Rani thi” (She fought a man’s war, she was Rani Lakshmi Bai of Jhansi). These words wonderfully talk about the bravery with which she fought the British army to save her reign over the Princely state of Jhansi. Rani Lakshmi Bai led her troop, the largest women army till date, and fought the battle against the British.

7. Dr. Rajendra Prasad


We remember Dr Rajendra Prasad as the first president of The Republic of India but he also played a great role in the freedom struggle of the country and is rightly referred to as the architect of Constitution of India. Dr Rajendra Prasad, a supporter of Mahatma Gandhi joined the Indian National Congress during the Independence movement and became a major leader from the region of Bihar. He was an active member of the Salt Satyagraha and Quit India Movement and was imprisoned by the British authorities during these movements.

8. Sardar Vallabhai Patel


A prominent leader of Indian National Congress, Sardar vallabhai Patel played a leading role in India’s struggle for independence. Vallabhai Patel took part in Satyagraha and while Mahatma Gandhi was in prison he led the Satyagraha in Nagpur. Sardar Vallabhai Patel also actively participated in Civil Disobedience Movement and Quit India Movement.

9. Bahadur Shah Zafar


The last Mughal Emperor of India Bahadur Shah Zafar was a great freedom fighter largely involved in the Indian Rebeliion of 1857. He was the leader of the Sepoys and led his army for the Sepoy mutiny against the East India Company. Seeing his rebellious activities Bahadur Shah Zafar was exiled to Rangoon which is now in Bangladesh.


10. Mangal Pandey


A soldier in the army of British East India Company, Mangal Pandey was one of the first freedom fighters of India. Pandey was a Sepoy who rose against the British rule during the Great Revolt of 1857. Mangal Pandey attacked his British officers, revolted against the greased cartridges being used by the British forces and played a pivotal role in the Barrack pore Unrest. Mangal Pandey fought with diligence for the freedom of this country and due to his rebelliousness he was hanged till death in 1857.

11. DR. babasaheb ambedkar


Responsible for the formulation of Indian constitution, Dr Babasaheb Ambedkar has played a tremendous role in shaping the modern India and transforming millions of oppressed people into dignified and responsible citizens of India. Dr Bhim Rao Ambedkar was born into a Dalit family which made him a victim of the caste system. He converted to Buddhism and also helped other low caste people to rise above the torture conducted towards them. Dr Ambedkar was an important part of the social revolution and was made the first Law Minister of India.
12. Sarojini Naidu


Remembered as the Nightingale of India, poet and social activist Sarojini Naidu made significant contributions during the independence struggle of India. Sarojini Naidu was the first woman to be elected as the governor of an Indian state and the Indian National Congress. She traveled across different states delivering speeches on social welfare and her poetry became the medium of sending out the message of independence.

Subject association activity sem 1


SUBJECT AREAS: social studies

CONCEPT: We all can work to reduce the amount of waste we produce.

OBJECTIVE: To help students to think of lifestyle changes that would produce less waste.

MATERIALS: table and chairs, garbage can, and old radio

KEYWORDS: reduce, reuse

PROCEDURE:
CAST
1) Mother - 42 years old, Mrs. Linda Green, Engineer
2) Father - 42 years old, Mr. Ken Green, Teacher
3) Teenager - 16 years old, Maria Green
4) Elementary school-age child - 8 years old, Joseph Green
5) Neighbor - Mrs Gray
6) Relative - Aunt Alice, from New Jersey
7) Grandparent - Grandma (or Grandpa) 70 years old
8) Dawn (Maria's friend) - 16 years old
9) Narrator

BACKGROUND INFORMATION

MOTHER: Mrs. Green works as an engineer. She works hard at her job because she wants her family to have things. She leaves home about 7 a.m. each day and returns about 6 p.m. She commutes to her job.

FATHER: Mr. Green works as a teacher. He leaves home about 7:30 a.m. and returns about 3:30 p.m. Then he starts to cook dinner and do other household chores.

MARIA: High School student. Very popular. Does well in school.

JOSEPH: Third grade student. Very interested in the environment, which he is now learning about in school.

GRANDMOTHER: Born in 1918. She has seen many changes. When she was born there was no TV or radio and almost no one owned a car.
THE PLAY

NARRATOR: The play begins with Mr. & Mrs. Green, Maria, and Joseph sitting around the table eating dinner.
MR. GREEN: What did you do in school today, Joseph?
JOSEPH: Well, we learned about garbage, Dad.
MR. GREEN: Garbage? Are you kidding? I don't think that's a subject for the dinner table, Joseph.
JOSEPH: Oh, but it is. Mrs. Driscoll says each person makes 3-4 pounds of garbage everyday. For homework she told us to make a list of some of the things in our garbage.
MARIA: I don't make four pounds of garbage a day.
JOSEPH: Mrs. Driscoll says teenagers make more than four pounds of garbage a day.
MARIA: I don't believe that. I'll bet you make more garbage than I do.
JOSEPH: Bet I don't.
MRS. GREEN: Why don't you have a contest to see who can make the least amount of garbage in a week?
JOSEPH: We could all do it.
JOSEPH: Could we Dad? Could we? I could write about it and get extra credit.
MR. GREEN: Well, OK, but just for a week.
MRS. GREEN: I suggest that instead of a contest we make it a family project. OK? Let's separate things that get thrown out from things that could be reduced, re-used, or recycled.
JOSEPH: That will reduce the amount of trash that goes to the landfill, Mom!
MRS. GREEN: Is everyone agreed?
EVERYONE: "OK"
NARRATOR: It's now a quarter to seven in the morning. Maria and Joseph are eating breakfast.
JOSEPH: Now remember, Maria, newspaper in one pile, then there are cans for deposit, no-deposit cans, bottles for deposit, no-deposit bottles, food scraps, plastic...
MARIA: I can't remember all that. Who cares about garbage anyway. I'm too busy.
JOSEPH: It's important, Maria. If we don't do something about the garbage, we're going to have serious problems.
MARIA: Like what?
JOSEPH: For one thing, we won't have any place to put it!
For another, it really hurts the water.
MARIA: That's not my problem. Is it?
MRS. GREEN: Hey kids - it's getting late. Joseph your lunch is on the counter.
JOSEPH: But Mom, you used plastic. Plastic is not recyclable.
MRS. GREEN: Joseph, what should we do?
JOSEPH: Maybe I'll save this clean plastic bag and re-use it tomorrow.

* * * * * * * * * * * * * * * * * * * * * *
NARRATOR: It is now evening. Grandmother, Aunt Alice (from New Jersey), and a neighbor have come to visit.
AUNT ALICE: I hear you folks are going on a garbage diet.
MRS. GREEN: Yes, but it's so much extra work.
GRANDMOTHER: Well, this might surprise you, but when I was a child we had no garbage at all.
MARIA: No garbage? How come Grandma?
GRANDMOTHER: Well, there was just about no plastic at all, and bottles and cans were pretty scarce too.
MRS. GREEN: What about spoiled leftovers or scraps? Who collected that?
GRANDMA: Well no one did. We just put it in a compost pile.
NEIGHBOR: I've got one of those. I just throw the food in a bin in the corner of my backyard. Then later, I put it on my flowers. Sure makes them grow.
MRS. GREEN: I don't want a smelly pile of food rotting in my backyard.
NEIGHBOR: It doesn't smell as long as someone remembers to "TURN" it with a shovel every month, or more often if you have time.
MARIA: But that's work!
GRANDMA: Well, Maria, most worthwhile things do involve some work. But the work has to be shared. For example, your parents work away from home all day so it might be up to the rest of you to help out.
NEIGHBOR: Here in our community recycling's easy. All you need are two pails. One for things that can be recycled, the other for things that cannot.
MARIA: But Grandma, what did you do with all the packages after the food was all gone?
GRANDMA: Well, there were almost no packages.
JOSEPH: You must have starved!
GRANDMA: It wasn't as easy to get food as it is now, but we managed.
MARIA: What did you do?
GRANDMA: Well, just about everyone grew a lot of food in the backyard. Then we cooked the food and stored them in special jars. That's called "canning." Just about everyone had a canning closet full of food which they hoped would last a long time. Potatoes, turnips, carrots, and sweet potatoes were kept in the basement. No plastic bags, no metal cans, no cardboard boxes.
MRS. GREEN: And no food in February.
GRANDMA: Oh, it rarely got that bad, but it's like anything else...there are advantages and disadvantages to having packages.
JOSEPH: Weren't there stores when you were young Grandma?
GRANDMA: Oh there were stores, but you had to bring your own container in which to take the food home. Or, the store gave you a container which you had to give back later.
AUNT ALICE: It seems to me that you people in cities have more garbage problems than in other places.
MRS. GREEN: That's because our drinking water is under the ground. When garbage is thrown out on the ground, any parts that dissolve can go into the water if not properly managed.
MARIA: But that means we can never throw anything out!
MRS. GREEN: That's not as hard as it sounds, Maria. Take that old radio you threw away this morning.
MARIA: Oh, that radio was broken, Mom.
GRANDMA: Yes, but I'll bet your school has a course in electricity.
MARIA: Why didn't I think of that? They could probably have fixed it. But I don't want that radio anyway.
GRANDMA: Yes, but there are people who don't have any radio at all. I'll bet they'd be happy to get a fixed-up old radio.
MARIA: How come you're so smart, Grandma?
JOSEPH: She's not smart, Maria. She's just old.
MR. GREEN: JOSEPH!
GRANDMA: Joseph is right. People learn by making mistakes. The older you are, the more mistakes you've made, and the more you've learned.
MR. GREEN: That's why we have recycling. It's as though everyone is saying, "we've made mistakes, but now we've learned." But even if we repair, recycle, and reduce, we still will have some garbage that will need to be incinerated or sent to a landfill.
GRANDMA: What have you learned, Ken?
MR. GREEN: I was afraid you were going to ask me that. I've learned that going on a garbage diet isn't easy.
JOSEPH: But it's important. Right, Dad?
MR. GREEN: Right, Joseph.
NEIGHBOR: It's not enough to talk about it. Everyone has to do something about it. Wouldn't it be great if every family went on a garbage diet?
MARIA: We would have the world's smallest garbage dump!
MRS. GREEN: And the cleanest water. Joseph has taught us that.
DOOR BELL RINGS...
MRS. GREEN: Maria, it's your friend, Dawn.
DAWN: Hi, Maria. Want to go to the mall?
MARIA: OK, Dawn, but first I have to go through my garbage pail.
DAWN: Your garbage pail????
MARIA: Yes. I want to find an old radio I threw out this morning.
DAWN: OK, but some people are weird.
MARIA: It's not weird. You want clean water, don't you?
DAWN: Well, s sure, I guess.
MARIA: Well it's not enough to talk about it. We have to do something

Thursday, 4 May 2017

Seminar sem2 theoritical base

SEMESTER 2 CURRICULUM AND RESOURCES IN DIGITAL ERA

    SEMINAR


TOPIC:

             CURRICULUM- CONCEPT, PRINCIPLES OF DESIGNING SOCIAL SCIENCE CURRICULUM


INTRODUCTION

                Social Sciences are the sources and store houses of scientific social knowledge. One of the major social goals it aims at is equipping children with learning experiences in the context of social relationships. As such familiarity with cultural norms, geographical settings, civic and political institutions with special reference to developmental changes in the cognitive domain has to be a major objective. Same is the case of the development of the affective domain interms of personal qualities, interests, attitudes and values. The social science curriculum is the most appropriate medium required for the purpose as such, every social science teacher has to get a clear and thorough knowledge of the importance, meaning, scope and nature of a good social science curriculum together with the principles for its develpment and transaction.


CURRICULUM

                         Curriculum is the crux of the whole educational process. Without curriculum, we cannot conceive any educational endeavour. School curriculum of a country, like its constitution reflects the ethos of that country.


DEFINITIONS OF CURRICULUM


                          Curriculum has been defined by different persons in different ways. Some base the definition on its narrow scope while others define it in a much broader sense. Let us now acquaint ourselves with some of the definitions of curriculum.


Curriculum is a tool in the hands of an artist (teacher) to mould his materials (pupils) according to his ideals (objectives) in his studio (school).

                                               - Aruther Cunningham


Curriculum embodies all the experiences which are utilized by the school to attain the aims of education.

                                               - Munore


Curriculum is the made up of everything that surrounds the learner in all his working hours.

                                               - H.L Laswell


Curriculum is that which the pupil is taught. It involves morethan the act of learning and quiet study. It involves occupations. Productions, achievement, exercise and activity.


PRINCIPLES OF DESIGNING SOCIAL SCIENCE CURRICULUM


The principle of child-centredness

The principle of community centredness

The principle of activity centredness

The principle of integration

Forward looking principle

Conservative principle

Renewal principle

Creative principle

Motivation principle

Maturity principle

The principle of preparation for life

The principle of elasticity and flexibility

The principle of comprehensiveness

The principle of balance

The principle of utility


CONCLUSION


                  Curriculum is the means of achieving the goals of education. It includes all those activities and environmental influences to which the student is exposed during his educational career which inturn results in deep rooted experiences for him : these experiences then help for the realisation of a variety of anticipated goals. Any curriculum, if it is to serve the purpose for which it is constructed must be based on sound foundations. As any system of education should be based on the philosophical, sociological, and psychological foundations.


SCHOOL INDUCTION

SCHOOL INDUCTION PROGRAMME

                                                                                                                                  


INTRODUCTION

MEETING WITH THE HEAD

HISTORY OF SCHOOL

DETAILS OF PHYSICAL FACILITIES

DETAILS OF PARA ACADEMIC ACTIVITIES

DETAILS OF TEACHING STAFF AND NON TEACHING STAFF

DETAILS OF ACADEMIC ACTIVITIES

SCHOOL STRUCTURE

MEETING WITH THE SUBJECT TEACHER

MEETING WITH THE STUDENTS

OBSERVATIONS

    Observation on first day

    Observation on second day

    Observation on third day

    Observation on fourth day

    Observation on fifth day

CONCLUSION

Micro teaching

MICRO TEACHING

    

        MICRO TEACHING


 INTRODUCTION

                   Micro teaching technique was first adopted at Standford university, USA in 1961 by Dwight.W.Allen and his workers and is now followed in many countries with modified and improved techniques. It is a training procedure for teacher preparation aimed at simplifying the complexities of the regular teaching process. Micro teaching is a scaled down sample of teaching in which ateacher teaches a small group of 5 to 10 pupils for a teacher to acquire new teaching skills and to refine old ones.


OBJECTIVES OF MICRO TEACHING


To enable teacher trainees to learn and assimilate new teaching skills under controlled conditions.

To enable teacher trainees to gain confidence in teaching, and to master a number of skills by dealing with a small group of pupils.

CHARACTERISTICS OF MICRO TEACHING


It is a scaled down teaching

It is less complex than regular teaching

It involves lesser number of students, usually 5 to 10.

It's duration is short- about 5 to 10 minutes.


MICRO TEACHING CYCLE






                  
















MICRO TEACHING SKILLS



Skill of introducing a lesson

Skill of stimulus variation

Skill of explaining

Skill of illustrating with examples

Skill of using black board

Skill of probing questions

Skill of questioning

Skill of reinforcement

                I have explained about the most important skills are;


skill of stimulus variation

skill of using black board

SKILL OF STIMULUS VARIATION


      Subject : Social science                                                          Class : 9

      Topic     : Family                                                                     Date  : 8/7/  2016


SKILL OF USING BLACK BOARD


      Subject : Social science                                                            Class :8

      Topic    : Water on Earth                                                         Date  :7/7/16

ART AND AESTHETIC SEM 2

SEMESTER 2- ART AND AESTHETIC

SEMESTER -2


ART & AESTHETIC




GLASS PAINTING





Painting on a slick surface such as a wine glass or vase requires glass paint and the knowledge of how to use it.Decide whether you prefer translucent or opaque paint, and do not mix glass paint from two manufacturers as the paints differ chemically. Choose a kit that includes bottles, paint brushes, and instructions to learn the craft. Use a glass paint marker pen for detailing and outlining. Practise often so you become a skilled glass painter tackling intricate designs.



THREAD PAINTING






Thread sketching and thread painting are both machine embroidery thread art techniques that allow you to personalize your fiber art with imagery. Thread drawing involves using the needle as a pencil, drawing with thread over the fabric to create what looks like a sketched image. Thread painting techniques is used to create dense machine stitching, using thread colors in close proximity to create lifelike images with shadows and highlights.



FABRIC PAINTING






Fabric painting is the application of specialized paints on fabric. Ideally tightly woven fabrics are perfect to paint on like cotton and silk. A lot of interesting effects can be got on fabric through different painting techniques like splattering / sponging, these techniques can be used on almost all fabric types without restrictions. Painting on fabric using a toothbrush also would give you a look that's different. Stenciling on fabric with the sponge dabbing technique, rollers can also be used. Various different shapes and sizes of designed stamps can be used depending on the fabric that needs to be painted. One stroke painting on fabric like a saree is very well accepted and done popularly amongst ardent hobbyist and artists. There are a lot of inspirations that can be got regarding fabric painting designs and patterns.

The consistencies of paints that are used for fabric painting are varied too. Runny and watered down paints are usually used to create a transparent effects, opaque paints are used to cover the fabric well, there are also puffy paints that give your work a relief raised look. While painting on fabric one should consider the final effect once it dries, at times the paint if strained tends to crack on fabric.

Pants, jackets, and shirts can all be painted, as can household items such as napkins and drapes. Items that need to be washed must be treated with additional care when they have been painted, as the paint may come off. Fabric painting is an excellent and versatile technique for decorating fabric items and can be used to give old clothes new style. Fabric painting designs can be explored on various garments to get your own style quotient.

ART AND AESTHETIC SEM 1

Art and arsthetic


Indian monuments are popular worldwide for its beauty. The monuments are the standing examples of stretching the horizon of human imagination and thoughts. The kings and emperors who ruled India had their own way of expressing their ideas in bricks, marble, stone and mortars. These monuments are centuries old and have been examples of philosophies in the world. There are few famous monuments that are damaged during wars between kingdoms and foreign invasion. Visiting these places today tells you a lot of history and t

·         TAJ MAHAL.

·         QUTAB MINAR.

·         MYSORE PALACE.

·         HAWA MAHAL.

·         GOLDEN TEMPLE



TAJ MAHAL







The Taj Mahal (/ˌtɑːdʒ məˈhɑːl/, more often /ˈtɑːʒ/;[3] meaning Crown of the Palace[4]) is an ivory-white marble mausoleum on the south bank of the Yamuna river in the Indian city of Agra. It was commissioned in 1632 by the Mughal emperor, Shah Jahan (reigned 1628–1658), to house the tomb of his favourite wife, Mumtaz Mahal. The tomb is the centrepiece of a 17-hectare (42-acre)[5]complex, which includes a mosque and a guest house, and is set in formal gardens bounded on three sides by a crenellated wall.

Construction of the mausoleum was essentially completed in 1643 but work continued on other phases of the project for another 10 years. The Taj Mahal complex is believed to have been completed in its entirety in 1653 at a cost estimated at the time to be around 32 million rupees, which in 2015 would be approximately 52.8 billion rupees (US$827 million). The construction project employed some 20,000 artisans under the guidance of a board of architects led by the court architect to the emperor, Ustad Ahmad Lahauri.


The Taj Mahal was designated as a UNESCO World Heritage Site in 1983 for being "the jewel of Muslim art in India and one of the universally admired masterpieces of the world's heritage". Described by Nobel laureate Rabindranath Tagore as "the tear-drop on the cheek of time", it is regarded by many as the best example of Mughal architecture and a symbol of India's rich history. The Taj Mahal attracts 7–8 million visitors a year. In 2007, it was declared a winner of the New7Wonders of the World (2000–2007) initiative.



QUTAB MINAR

               





Qutb Minar,[1][2] (also spelled Qutub Minar) at 73 metres, is world's tallest rubble masonry minaret. Qutb Minar, along with the ancient and medieval monuments surrounding it, form the Qutb complex, which is a UNESCO World Heritage Site.[2][3][3] The tower is located in the Mehrauli area of Delhi, India. The Minaret of Jam, a UNESCO World Heritage Site in western Afghanistan, is thought to have been a direct inspiration for the Qutb Minar in Delhi, which was also built by the Ghori (Mamluk) Dynasty. Made of red sandstone and marble, Qutb Minar is a 73-metres (240 feet) tall tapering tower with a diameter measuring 14.3 metres (47 feet) at the base and 2.7 metres (9 feet) at the peak.[4] Inside the tower, a circular staircase with 379 steps leads to the top.[5] Qutb Minar station is the closest station on the Delhi Metro.

In 1200 AD, Qutb al-Din Aibak, founder of the Delhi Sultanate, started construction of the Qutb Minar. In 1220, Aibak's successor and son-in-law Iltutmish added three storeys to the tower. In 1369, lightning struck the top storey, destroying it completely. So, Firoz Shah Tughlaq carried out restoration work replacing the damaged storey with two new storeys every year, made of red sandstone and white marble.[6][7]




MYSORE PALACE







The Palace of Mysore is a historical palace in the city of Mysore in Karnataka, southern India. It is the official residence and seat of the Wodeyars — the rulers of Mysore, the royal family of Mysore, who ruled the princely state from 1399 to 1950. The palace houses two durbar halls (ceremonial meeting halls of the royal court) and incorporates an array of courtyards, gardens, and buildings. The palace is in the central region of inner Mysore, facing the Chamundi Hills eastward.

Mysore is commonly described as the City of Palaces. There

VIDEO LESSON

semester 2 video lesson template

LESSON TEMPLATE   - 1

TOPIC 1: TSUNAMI



     Report

Name of the teacher : nimya


Name of the observer  :shiji v s


LESSON TEMPLATE   - 2


TOPIC 2 : FAMILY

Report

Name of the teacher : athira


Name of the observer : shiji v s






Criticism

CRITICISM

Criticism




 TOPIC

1.     Death of soil [ reeja ]

2.     Social groupand social control [ jini]

3.      GOVERNMENT [ stephy das]

4.     Budha  [ lekshmi]


5.   Ashoka and dhamma   [ chinju]




CRITICISM-2

Criticism




 TOPIC

1.     Eastern cities [ reeja ]

2.     Chinese civilization[ jini]

3.      President

 [ stephy das]

4.     Karshika purogathi  [ ancy]


5.   Medivel period cities  [ chinju]

Multiple choice sem 1,2,3





1.An Empowering school will promote which of the following qualities the most in its teachers ?



 Tendency to experiment

Memory

Disciplined aptitude

Cometitive aptitude

Ans:Competitive aptitude


2.In the context of education ,socialisation means ...........


Creating ones own social norms.

Respecting elders in society.

Adapting and adjusting to social environment

Always following social norms

Ans:Adapting and adjusting to social environment


3.Vygosky emphasized the significance of the role played by which  of the following factors in the learning of children ?

Hereditary

Moral

Physical

Social

Ans:Social


4.Which of the following is a domain of learning ?

Experiential

Affective

Professional

Spiritual

Ans:Affective


5.Socialization is a process by which children and adults learn from ?

Family

School

Peers

All of these



6.Oneof the basic principles of socialising individual is ;

Religion

Caste

Educational

Imitation

Ans:Educational


7.Which of the following characteristics s most essential to make you a good teacher?

Sympathy for students

Proficiency

Throughness of knowledge

Effective communication

Ans:Sympathy for student


8.Identify the main objective of teaching .

To give notes to students

To prepare students to pass the examination

To prepare students for job

To develop the thinking power of students

Ans:To develop the thinking power of students


9.With the frequent use of brain storming method the teachers develops.


Creativity

Intelligence

Perception

Memory

Ans:Intelligence


10.Who said this "child should be treated as child ?


Raussoue

Wechsler

Binet

Gangne

Ans:Wechsler


11.Who is the present governor of the Reserve Bank of India ?


Binnal jalan

D.Subha Rao

Reghuram Rajan

Y.Y.Reddy

Ans:Reghuram Rajan
12.Grama panchayats are not allowed to collect the ..........


Proffessional tax

Entertainment tax

Income tax

Buiding tax

Ans:Income tax


13.Which is the smallest Gramapanchayat in kerala ?


Valapattinam

Kumili

Munnar

Vattavada

Ans:Valapattinam


14.Concrete to abstract is one of .........


The principle of motivation

The maxims of teaching

The behavioural theories

The cognitive theories

Ans:The maxims of teaching


15.Who proposed the ideas of concept map?


Thomas koun

Joseph .D.Novak

Jerome ,S.Bruner

Max Werthiemer

Ans:Joseph .D.Novak


16.Who is the founder of Brain storming theory ?


Edward Beno

Hudson

Osborn

None of these

Ans:Osborn


17.Which of the following is the first step of a research ?


Preparing a research design

Formulating a research problem

Literature survey

Develpoment of hypothesis

Ans:Formulating a research problem


18.Multi Methodology is first used in which year ?


1854

1989

1889

1862

Ans:1989


19.Who developed experiencial learning theory?


John dewey

John fry

Jean piagent

Albert hunter

Ans:John fry


20.Which of the following is not included elements of experiencial learning ?


Concreate experience

Reflective reserve

Actual participation

Actual experimentation

Ans:Actual experimentation


21.Pedagogy  is the study of .........?


Learning  process

Education

Teaching method

Guiding students

Ans:Guiding students

22................refers  to the means of achieving the goal of education?


Syllabus

Curriculum

Learning experience

All

Ans:Curriculum

23.Which  of the  following  is accepted as most appropriate  teaching method  ?


Lecture method

Discussion method

Demonstration method

Narration method

Ans:Discussion method

24.Which  is the most effective  way in educational communication in class room?


Writing on blackboard

Lecturing

Visual

Audio -Visuals

Ans:Audio-Visual

25.Who established  the information networking institute?


21. Which among the following is not a component of meta cognition

                               a. Meta cognitive Knowledge

                               b. Meta Cognitive Understanding

                               c. Meta Cognitive regulation

                               d. Meta cognitive experience

                         Ans: Meta cognitive understanding

22. Using morethen one method of data collection or research is known as

                               a. Meta cognition

                               b. Multi research

                               c. Multimethodology

                               d. Multimedia

                          Ans: Multimethodology

23. Systematic collection of student's work and related materials is known as

                                a. Assignment

                                b. Assessment

                                c. Portfolio assessment

                                d. Project

                            Ans: Portfolio assessment

24. The word meta cognition was first used

                                 a. J.H.Flavell

                                 b. James.P.shaver

                                 c. Donald Oliver

                                 d. Albert Hunter

                             Ans: J.H.Flavel

25. ........... is a teaching learning process in which students are provided opportunities to use and

     extent their own knowledge by helping each other

                                 a. Peer assessment

                                 b. Peer tutoring

                                 c. Co-operative learning

                                 d. Collaberative learning

                             Ans: Peer tutoring
26. Digital integration of text, graphics, animation, audio, still images, and motion video is known as

                                 a. Multimethodology

                                 b. Multimedia

                                 c. Online learning

                                 d. Audio-visual aids

                             Ans: Multimedia

27. .............. refers to one's knowledge concerning one's own cognitive process or anything related to them

                                  a. Meta cognition

                                  b. Self study

                                  c. Self reflection

                                  d. Cognition

                              Ans: Meta cognition

28. Who popularized experiential learning?

                                   a. John Fry

                                   b. Graham

                                   c. Kolb

                                   d. Jean Armour

                               Ans: Kolb

29. Which are the two types of portfolio assessment?

                                    a. Holistic and analytic

                                    b. Process and product

                                    c. Empirical and critical

                                    d. Formal and informal

                                Ans: Process and product

30. Who developed experiential learning theory theory?

                                     a. John Fry

                                     b. Albert Hunter

                                     c. Graham

                                     d. Kolb

                                  Ans: John Fry

31. ............. enables students to become truly participated members of a society?

                                      a. Pedagogy

                                      b. Portfolio

                                      c. Critical pedagogy

                                      d. Multimedia

                                   Ans: Critical pedagogy

32. Who developed experiential learning?

                                       a. John Brewer and Albert Hunter

                                       b. John Dewey and Jean Piaget

                                       c. J.H.Flavell

                                       d. Kolb

                                    Ans: John Dewey and Jean Piaget

33. Which among the following is not an element of experiential learning classified by Kolb

                                        a. Concrete experience

                                        b. Reflective observation

                                        c. Active participation

                                        d. Active experimentation

                                     Ans: Active participation



34. Face to face instruction with computer mediated instruction is called?

                                         a. Blended learning

                                         b. Experiential learning

                                         c. Computer Assisted Instruction

                                         d. Active experimentation

                                      Ans: Blended learning

35. Who introduced Blended learning?

                                          a. Graham

                                          b. Jean Armour

                                          c. John Dewey

                                          d. Jean Piaget

                                      Ans: Graham

36. Which among the following is not an other name of blended learning

                                           a. Hybrid learning

                                           b. Technology Mediated Instruction

                                           c. Web enhanced instruction

                                           d. Contract learning

                                       Ans: Contract learning

37. ............ is defined as something studied by oneself without any kind of help?

                                            a. Collaborative lear

Day celebration


DAY CELEBRATION


TEACHERS DAY


In many countries, Teachers' Day is a special day for the appreciation of teachers, and may include celebrations to honour them for their special contributions in a particular field area, or the community in general. The date on which Teachers' Day is celebrated varies from country to country. Teachers' days in different countries are distinct from World Teachers' Day, which is celebrated on 5 October.

The idea of celebrating Teachers' Day took root in many countries during the 20th century; in most cases, they celebrate a local educator or an important milestone in education (for example, Argentina has commemorated Domingo Faustino Sarmiento's death on 11 September since 1915.while India has celebrated the birthday of Dr. Sarvepalli Radhakrishnan (5 September) since 1962, although Hindus, Jains and Buddhists have been honouring teachers by celebrating Guru Purnima for centuries.[ This is the primary reason why countries celebrate this day on different dates, unlike many other International Days.




INDEPENDENCE DAY

Independence Day, is annually observed on 15 August as a national holiday in India commemorating the nation's independence from the British Empire on 15 August 1947. India attained independence following an Independence Movement noted for largely nonviolent resistance and civil disobedience led by the Indian National Congress (INC). Independence coincided with the partition of India, in which the British Indian Empire was divided along religious lines into the Dominions of India and Pakistan; the partition was accompanied by violent riots and mass casualties, and the displacement of nearly 15 million people due to sectarian violence. On 15 August 1947, Jawaharlal Nehru, who had become the first Prime Minister of India that day, raised the Indian national flag above the Lahori Gate of the Red Fort in Delhi. On each subsequent Independence Day, the prime minister has raised the flag and given a speech.



The holiday is observed throughout India with flag-hoisting ceremonies, parades and cultural events.There is a national holiday and schools and government offices distribute sweets but no official work is done.[