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Problems and Prospects in Libraries of Kendriya Vidyalaya in Maharashtra and Goa State”
“PROBLEMS AND PROSPECTS IN LIBRARIES OF KENDRIYA VIDYALAYA IN MAHARASHTRA AND GOA STATE” SYNOPSIS SUBMITTED TO SWAMI RAMANAND TEERTH MARATHWADA UNIVERSITY, NANDED FOR THE AWARD OF THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE SUBJECT OF LIBRARY & INFORMATION SCIENCE UNDER THE FACULTY OF INTER-DISCIPLINARY STUDIES SUBMITTED BY MITESH A. HANWATE BLIS, M.Lib. Info.Sc, UGC-NET, MH-SET UNDER THE GUIDANCE OF DR. RAMESHWAR SURYABHANJI PAWAR (LIBRARIAN) M.Com.,M.Phil. M.Lib. Info.Sc, Ph.D. SHRIGURU BUDHI SWAMI COLLEGE, PURNA DIST. PARBHANI APRIL 2019 PROBLEMS AND PROSPECTS IN LIBRARIES OF KENDRIYA VIDYALAYA IN MAHARASHTRA AND GOA STATE 1) A brief resume of proposed work /problem. A quality school education is a vital part of school education. A schoolwithout a library is like an organism without its core. For students, the school library is an essential source of information and ideas, a place for learning and enquiry and for generation of thoughts and creation of new knowledge. Reading habit among students cannot be created in the absence of a good library. Without the reading habit, students cannot delve in the world of knowledge. It will affect the students‘thinking and intellectual development. In the absence of the school library, there will be no possibility to develop children‘s ability to learn beyond classroom learning. The school functions without proper school library create an information illiterate society. The precious spare time of Teachers at school will be wasted if the school does not have a library. Lack of the library in school hinders lifelong liking and longing for new knowledge. -
Education Code for Kendriya Vidyalayas
EDUCATION CODE FOR KENDRIYA VIDYALAYAS NIEPA DC D02754 KENDRIYA VIDYALAYA SANGATHAN (CENTRAL SCHOOLS ORGANIZATION) Bahadur Shah Zafar Marg New Delhi Printed in India by Kendriya Vidyalaya Sangathan (Central Schools Organization) Bahadur Shah Zafar Marg New Delhi © 1970 by Kendriya Vidyalaya Sangathan All rights reserved. No parts of this book may be reproduced in any form or by any means without permissions in writing form the Publisher. P o in t e d in I n d ia b y H i n d u s t a n P u b l is h i n g C o r p o r a t i o n 6.U.B J a w a h a r N a o a r . D e l h i -7. PREFACE The Scheme for the establishment of Central Schools was approved by the Government of India in 1962 and its implementation was started by the Ministry of Education in 1963, when 20 of the Regimental Schools, run by the Ministry of Defence, were taken over and converted into Central Schools. For the smooth administration of these Central Schools, it be came necessary to provide some Rules, Regulations, Instructions etc. There fore, it was decided that, to begin with, as a guide, provisions of the Delhi Education Code be followed in Central Schools (Kendriya Vidyalayas) and accordingly orders, instructions, and directions to Kendriya Vidyalayas had been issued from time to time on various matters connected with the administration of Kendriya Vidyalayas based largely on the provisions of the Delhi Education Code. Later, the Kendriya Vidyalaya Sangathan, an autonomous body, was set up by the Ministry of Education, and was registered as a Society in December, 1965. -
The Educational Status in Banjarawala Cluster of Dehradun (Uttarakhand)
Research Paper Economics Volume : 5 | Issue : 4 | April 2015 | ISSN - 2249-555X The Educational Status in Banjarawala Cluster of Dehradun (Uttarakhand) KEYWORDS education, primary, gender, social, teacher-student ratio Mrs Puja Rawat Research Scholar, Deptt. Of Economics, HNBGU ABSTRACT This paper analyses the educational development of Uttarakhand in general and cluster Banjarawala in particular ten years after the formation of the state in 2000. The micro study is based on secondary data collected at cluster level and throws light on the important educational indicators like school enrollment and gender and social fabric of the class and teacher-student ratio. INTRODUCTION district is divided into blocks which are further divided into Higher education has become a topic of discussion among clusters. Each cluster has eight to ten schools which are our policy makers only in the recent past. This is because coordinated by the cluster resource coordinator. The clus- universalisation of primary education itself was not a right ter Banjarawala of Raipur block of Dehradun district was before 2009. When higher education in India is studied chosen for carrying out the study. one comes across two major flaws one is the inability of our high education system to empower our youth and The secondary data for conducting the analysis was taken make them employable and other is the weak foundation from the reports which the Cluster Resource Coordina- of the students enrolled in higher education. This weaken- tor forwards to the Block Resource Coordinator. The table ing began right at the time when their basic education be- drawn below depicts the class wise student enrolment sta- gan. -
School Education in India – an Overview
LOK SABHA SECRETARIAT PARLIAMENT LIBRARY AND REFERENCE, RESEARCH, DOCUMENTATION AND INFORMATION SERVICE (LARRDIS) MEMBERS’ REFERENCE SERVICE REFERENCE NOTE . No. 24 /RN/Ref./August/2013 For the use of Members of Parliament Not for Publication School Education in India – An Overview .------------------------------------------------------------------------------------------------------- The reference material is for personal use of the Members in the discharge of their Parliamentary duties, and is not for publication. This Service is not to be quoted as the source of the information as it is based on the sources indicated at the end/in the text. This Service does not accept any responsibility for the accuracy or veracity of the information or views contained in the note/collection. Contents 1. Introduction 1 2. Indian School System 2 i) Elementary Education 3 ii) Secondary Education 3 3. Various Centrally Sponsored Schemes 4 4. Institutions in School Education 13 5. Enrolment in School Education 17 6. Expenditure on School Education 19 th 7. Achievement of 11 Plan in Education 21 th 8. 12 Five Year Plan : Targets 22 9. Conclusion 23 SCHOOL EDUCATION IN INDIA – An Overview 1. Introduction Education is the most important lever for social, economic and political transformation. A well-educated population, equipped with the relevant knowledge, attitudes and skills is essential for economic and social development in the twenty-first century. Education is the most potent tool for socio-economic mobility and a key instrument for building an equitable and just society. Education provides skills and competencies for economic well-being. Education strengthens democracy by imparting to citizens the tools needed to fully participate in the governance process. -
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Historical Development of Tourism Education in India: the Case of the Himalayan State of Uttarakhand
Research Paper Historical Development of Tourism Education in India: The Case of the Himalayan State of Uttarakhand S. C. Bagri Dean, School of Management, Tourism & Hoteliering Professor & Director, Centre for Mountain Tourism & Hospitality Studies H.N.B Garhwal University, Srinagar (Garhwal) Uttarakhand - 246174. INDIA A. Suresh Babu Assistant Professor, Department of Tourism & Travel Management Government Arts College, Ooty-643002 Tamil Nadu INDIA Abstract: Having acknowledged with prominent share in education sector both domestically and globally, the subcontinent of India is exploring possible opportunities in positioning itself as an admired educational destination. Incidentally with respect to tourism education, India does not shine and share maximum benefits as its counterparts in the other continents enjoy. The present paper is an attempt to showcase the roadblocks found in Indian tourism education with special emphasis on the mountainous Uttarakhand state. With its unsurpassed beauty the whole of the state is itself a tourism treasure and the need for tourism education have become imperative to develop and to promote the same. The study was based on primary and secondary data collected during December 2009-March 2010 in Garhwal Himalaya of the Uttarakhand state. Necessary statistical tests like ANOVA, Mann Whitney etc are employed to arrive out meaningful results. A structured questionnaire were used as an instrument for collecting primary data from students (150) & faculty members (50) and the review of journals, reports, information material serves the need of secondary data accordingly. The output elucidates the failure to concentrate on certain significant areas by educational service providers put the state and country much behind than its western counterparts. -
Biographical Resume of Professor Rana Pratap Singh
Biographical Resume of Professor Rana Pratap Singh RANA PRATAP SINGH Professor Dean, Academic Affairs Chairman, State Environmental Impact Assessment Authority, U.P. Former Dean, School for Environmental Sciences Former Dean I/C School for Management Studies Former Head, Department of Environmental Science Co-Ordinator, Centre for Industry Institution Partnership Program Babasaheb Bhimrao Ambedkar University(A Central University) Rae Bareilly Road, Lucknow-226025 (India) E-mail: [email protected]/ [email protected] Website: www.ranapratap.in; www.bbau.ac.in/des/faculty Brief Summary Vision and Mission: Considers education as most significant wealth for progress of the nation and a cutting edge tool for the development of contemporary knowledge based society. The education and research are known as most authentic tool to understand our problems and to resolved it. Personal Details: Born on 1st Feb., 1959 in a small village Prithvipur (presently in Kushinagar District of Uttar Pradesh, India), initially educated in village schools and graduated from St. Andrews College under the Gorakhpur University, Gorakhpur. I obtained a Ph.D. in Life Sciences at Devi Ahilya Vishwavidyalaya, Indore and started a career as university teacher in 1986 at Maharshi Dayanand University, Rohtak (Haryana, India) as Lecturer and Reader in Department of Biosciences, before he left to join BBA University, Lucknow, as Professor of Environmental Science in 2005. Present Residence: H.No.-247, Sector-II, Udyan-II, Eldeco, Rae Bareily Road Lucknow-226025, Phone:+91-9889121823/+91-9935688836 (M), Category-General Academic Qualification S. Degree Subject University/Institution Year % of No. marks 1. B.Sc Chemistry, Botony, Zoology Gorakhpur University, Gorakhpur 1977 53.3% 2. -
Environment Management Plan for Transmission Works Under Mini Loan
E-337 VOL. 2 ENVIRONMENT MANAGEMENT PLAN FOR Public Disclosure Authorized TRANSMISSION WORKS UNDER MINI LOAN PROJECT * Public Disclosure Authorized Public Disclosure Authorized SOCIAl. AND ENVIRONMENTAU.LCELL (PLANNING WING ) U.P. PC)W'1R CORPORATION LIMITE'D') Public Disclosure Authorized SHAKTI BHAWAN LUCKNOW 6 I CONTENTS 1. List of Abbreviations I 2. Executive Summary 2 - 7 3. List of Transmission Works against Pre APL Loan 8 - 9 4 400 KV Sub-station Muzaffamagar Package a) 400 KV Sub-station Muzaffarna2ar 10 b) 400 KV SC LILO Rishikesh - Muradna2ar line 11 ce 220 KV SC Lme from 400 KV S/S Muzaffarna2ar to 12 220 KV Sub-station Modipuram. d) 22(0 KV SC Line from 400 KV S/S Muzaffarnapar tn) 13 220 KV Sub-stationi Nw-a 5. 220 KV Sub-station Dadri Package a) 220 KV Sub-station Dadri 14 b) 220 KV D.C. Dadn (NTIPC)-NO[I)A Line 15 C) Tee off 220 KV Dadri (NTPC) - NOIDA TI Circuit 16 d) 132 KV S.C. Dadri - Sura pur Line 17 e) I.IIO of 132 KV BSR.- Industrial Area Si.C. IX 6. 220 KV Suh-station Alla1iahad CantL Package 220 KV Sub-station ( antt. Allahahad 19 7. 220 KV Sub-station Shatabdi Nagar. Meerut a) 220 KV Sub-station Shatabdi Nagar. Meerut 20 b) 220 KV Modipuram - Shatabdi Naear D.C. Line 21 C) 220 KV Sub-station Simbholi - Shatabdi NslagarS.C. Lme 22 d) 132 KV LILO tappmg of 132 KV Medical College 23 Panapur Line at Shatabdi Nagar 8. 220 K-V Deoria Sub-station Package a) 220 KV Sub-staiion Deoria 24 b) 9220KV Linie between 400 KV Sub-station Gorakhpi.r 25 and 22 0 KV Sub-stationi Deoria c) 132 KV Line from 220 KV Sub-station [)eoria to 26 132 KV Sub-station Deona 9. -
The State, Democracy and Social Movements
The Dynamics of Conflict and Peace in Contemporary South Asia This book engages with the concept, true value, and function of democracy in South Asia against the background of real social conditions for the promotion of peaceful development in the region. In the book, the issue of peaceful social development is defined as the con- ditions under which the maintenance of social order and social development is achieved – not by violent compulsion but through the negotiation of intentions or interests among members of society. The book assesses the issue of peaceful social development and demonstrates that the maintenance of such conditions for long periods is a necessary requirement for the political, economic, and cultural development of a society and state. Chapters argue that, through the post-colo- nial historical trajectory of South Asia, it has become commonly understood that democracy is the better, if not the best, political system and value for that purpose. Additionally, the book claims that, while democratization and the deepening of democracy have been broadly discussed in the region, the peace that democracy is supposed to promote has been in serious danger, especially in the 21st century. A timely survey and re-evaluation of democracy and peaceful development in South Asia, this book will be of interest to academics in the field of South Asian Studies, Peace and Conflict Studies and Asian Politics and Security. Minoru Mio is a professor and the director of the Department of Globalization and Humanities at the National Museum of Ethnology, Japan. He is one of the series editors of the Routledge New Horizons in South Asian Studies and has co-edited Cities in South Asia (with Crispin Bates, 2015), Human and International Security in India (with Crispin Bates and Akio Tanabe, 2015) and Rethinking Social Exclusion in India (with Abhijit Dasgupta, 2017), also pub- lished by Routledge. -
Head, Department of Neurosurgery
1 Full Bio-data in 106 Pages PROF. (DR.) RAJ KUMAR Head, Department of Neurosurgery Co-chairman, United Nation Affair (World Kabaddi Federation) Sanjay Gandhi Post Graduate Institute of Medical Sciences Raebareli Road, Lucknow Ex-In charge Apex Trauma Centre, SGPGIMS Ex-Vice Chancellor Uttar Pradesh University of Medical Sciences, Saifai, Etawah Ex-Director All India Institute of Medical Sciences Rishikesh, Uttarakhand, India 2021 2 DR. RAJ KUMAR B.Sc., M.B.B.S., M.S., M.Ch., Ph.D., M.R.C.S., F.R.C.S., F.A.M.S., F.N.S., M.A.M.S, M.N.A.Sc., F.A.S.E.T, D.Sc. Profile __________________________________________________________________________ Personal Details: OFFICIAL ADDRESS : HOD, Department of Neurosurgery Sanjay Gandhi Post Graduate Institute of Medical Sciences, Lucknow (UP)-226014, India Contact Numbers : 0522-249-4735,0522-249-4771 Email : [email protected] PERMANENT ADDRESS : A/82, Omaxe city, Saheed Path, Opposite Ramabai Chauki & Ambedkar University, Lucknow, Uttar Pradesh, India-226025 E-mail : [email protected], Website : www.profrajkumar.com PERSONAL INFORMATION Father’s Name : Late Sri Chhote Lal Date of Birth : 15th December, 1959 Place of Birth : Village- Paman, Kanpur (Dehat), UP, India Nationality : Indian Marital Status : Married 3 OBJECTIVES As Professor: 1. To achieve excellence in medical and super speciality of Neurosurgery. 2. To render quality medical training, medical research & quality patient care. 3. To enhance reputation of country by relevant research in medical field of Neurosciences. 4. To develop centers of excellence in medical field. 5. Social awareness in young doctors and bright minds for developing International standard of patient care and health care system. -
Baseline Report Writing
As seen from the graph above Govt. Agriculture Govt. Agriculture Livestock A majority of the youths (91%) in Kushinagar are unemployed; they are dependent on unskilled labor There are 1358 households in the old project area; District Maharajganj. In the project area: 100% of the Musahar Schemes 12 Schemes 6 1 jobs. The percentile was similar in Maharajganj when the project began. However, there have been youth Ÿ25% landless Musahar families have got Agriculture land allotted (181.98 acres) Livestock households have a broad 4 12% 2 6% 1% focused livelihood training programs during the past three years in Maharajganj making a considerable Ÿ 11 41% Musahar families benefited from Indira AwasYojana & Mahamaya AwasYojana “INCLUSIVE DEVELOPMENT 4% 2% number of youths engaged in skilled employment such as cycle repairing, radio & TV repairing, motor based livelihood strategy 11% Ÿ92 %Musahars families have job cards (MGNREGA) which includes agriculture, driving, mason jobs, plumber jobs, carpentry, etc., Moreover, 55 youths in Maharajganj have been Ÿ66% families linked with Public Distribution System (subsidized food and non-food items) of livestock rearing, physical Labor Labor supported with cycle rickshaws for employment on a gift chain basis, where they payback a certain 91 Ÿ28% families are getting cash benefits (€ 5/month) under Arthitk Graeeb Yojana labor and some income from 73 amount which is further used by the CBOs to support other Musahar youths. 73% 91% So far, 49% families have been supported by Government schemes in district Maharajganj. govt. schemes. Being landless Agriculture Agriculture Musahar CBOs level of advocacy, Group formation and member's knowledge MUSAHAR COMMUNITIES or having extremely marginal Livestock Livestock Advocacy Labor Maharajganj Labor Kushinagar The project has just been started in Kushinagar; hence the CBO formation & registration process is lands, the vast majority of the Govt. -
(118 Kvs of Uttar Pradesh) Sl.No. Name of Kendriya Vidyalay
Details of Kendriya Vidyalayas in Lucknow, Arga and Varanasi Region (118 KVs of Uttar Pradesh) Sl.No. Name of Kendriya Name of Kendriya Name of Kendriya Vidyalaya in Vidyalaya in Vidyalaya in Lucknow Region Agra Region Varanasi Region 1. BALRAMPUR ALIGARH ALLAHABAD IIIT AGRA CANTT NO.I ALLAHABAD, 2. BARABANKI (AFS) BAMRAULI ALLAHABAD, 3. BAREILLY (AFS) AGRA CANTT NO.II CHHEOKI AGRA CANTT NO.III 4. BAREILLY (ASC) ALLAHABAD, CRPF (BARRACK ROAD) ALLAHABAD, 5. BAREILLY (JRC) BABINA CANTT. MANAURI BAREILLY, AONLA 6. BABUGARH CANTT. ALLAHABAD, NAINI (IFFCO) BAREILLY, IZZAT ALLAHABAD, NEW 7. BULANDSHAHAR NAGAR (IVRI) CANTT BAREILLY, IZZAT ALLAHABAD, OLD 8. CRPF RAMPUR NAGAR (NER) CANTT, 9. DIBYAPUR (NTPC) DADRI (NTPC) AMHAT, SULTANPUR 10. FAIZABAD CANTT ETAH, DISTT. ETAH AZAMGARH ETAWA, DISTT. 11. FATEH GARH BALLIYA ETAWA HARDOI, DISTT. 12. GREATER NOIDA BASTI HARDOI CHERO SALEMPUR, 13. JAGDISHPUR (BHEL) HATHRAS DISTT. DEORIA 14. KANPUR (IIT) HAZARATPUR (OEF) CHITRAKOOT 15. KANPUR CANTT HINDON NO.I CHOPAN KANPUR 16. HINDON NO.II DEORIA RAKSHAVIHAR KANPUR, ARMAPUR GANGRANI, 17. JHANSI CANTT NO.1 NO.I (KALPI ROAD) DISTT.KUSHINAGAR KANPUR, ARMAPUR 18. JHANSI CANTT NO.2 GHAZIPUR NO.II KANPUR, CHAKERI 19. JHANSI CANTT NO.3 GONDA NO.I KANPUR, CHAKERI LALITPUR, DISTT. 20. GORAKHPUR NO.1 NO.II LALITPUR 21. KANPUR, CHAKERI MAHOBA, DISTT. GORAKHPUR NO.2 NO.III MABOBA (FCI) 22. KANPUR, OEF MATHURA (MRP) MANKAPUR (ITI) 23. LAKHIMPUR KHERI MATHURA BAAD MAU 24. LUCKNOW, (AMC) MATHURA CANTT MUGHAL SARAI 25. LUCKNOW, (IIM MEERUT, CANTT PHULPUR (IFFCO) CAMPUS) (DL) ALLAHABAD MEERUT, CANTT RIHAND NAGAR 26. LUCKNOW, (RDSO) (PL) (NTPC) MEERUT, CANTT SHAKTI NAGAR 27.