SYLLABUS
ON
BACHELOR OF ARTS & BACHELOR OF EDUCATION (VISUAL IMPARMENT) B.A. & B.Ed. (V.I.)
Rehabilitation Council of India (A Statutory Body under the Ministry of Social Justice and Empowerment) B-22, Qutub Institutional Area New Delhi-110016
E-mail: - [email protected]; [email protected] Wed site: - www.rehabcouncil.org
NATIONAL INSTITUTE FOR THE VISUALLY HANDICAPPED, DEHRADUN
DRAFT SYLLABUS FOR
B. A., B. ED. (V. I.)
PREAMBLE
Special Education of the visually impaired children began in India in the last two decades of the 19th Century. For almost 70 years blind children were taught by teachers who had no earlier exposure or training in the education of the visually impaired. It was in the early sixties that the Ministry of Education began developing Teacher Training Programmes on a regional basis.
Initially a composite course was offered. Subsequently the National Institute for the Visually Handicapped, Dehra Dun, one of whose important tasks is to promote manpower development, started separate courses at the Secondary and Primary levels. The Institute offers a Secondary level course of the duration of one year at four places in India. It also offer a one year course to Primary School Teachers of the Visually Impaired Children in eight places in the country.
The feedback the Institute received from various sources shows that the quality of teaching imparted to the visually impaired children needs much to be desired. Moreover, no research is being undertaken to evolve new strategies or refine existing ones. Complexity of the education of the visually impaired has, in the past two decades or so, increased with the coming of more low vision children who require very specialized attention. Moreover, with advances in medical sciences many children have additional problems including cerebral palsy, hearing impairment and other neurological disorders. Thus the need for imparting better and more detailed training to teachers of the visually impaired children has assumed added significance.
On reviewing the teacher training programmes in the country, the Institute found that N.C.E.R.T. had developed in its four Regional Institutes an integrated B. A., B. Ed I B. Sc., B. Ed. Degree courses. We felt that this pattern can, with advantage, be adopted by NIVH so that the student teacher has adequate exposure to the visually impaired children particularly those with associated disorders before he takes up teaching these children as a career.
We have, therefore, for the time being, developed a draft B. A., B. Ed Course of the duration of four years. Since some of our student-teachers will themselves be visually impaired and at present Science teaching facilities for the visually impaired are not well developed, we have decided to launch only B. A. B. Ed. Course. At an appropriate time, depending upon success of this experience, we may launch B. Sc., B. Ed course as well.
Since most books on visual impairment are currently available in English,. it has been decided to make English a compulsory subject in all the four years. The gradual shift in this policy may become necessary with more literature on visual impairment becomes available in Hindi and other regional languages.
In the syllabus we have endeavoured to include every possible aspect of the education of
1 the visually impaired children including strategies for teaching children with low vision, mentally retarded and slow learning visually impaired children, deaf-blind children and blind children with neurological disorders or learning disabilities.
The principle object of the Course is to afford to the student teacher an opportunity to equip himself for achieving quantum jump in improving quality of instruction to the visually impaired children. Such a course of action is in consonance with the declared policy of the Government to develop a ‘society for all’ and promote• inclusive education. Thus the student teacher will be prepared to develop child-centered approaches in his teaching in order to facilitate mainstreaming of the visually impaired child in every walk of the life.
2 ORDINACES RELATING TO EXAMINATIONS FOR THE DEGREE OF BACHELOR OF ARTS AND BACHELOR OF EDUCATION (VISUAL IMPAIRMENT)
1. The four-year degree course in Arts and Education provided by the National Institute for the Visually Handicapped, Dehra Dun (affiliated to the I-INB Garhwal University, Srinagar) shall lead to the degree of B. A., B. Ed. (V. I.) This degree course shall consist of four academic years, there being an examination at the end of each such year known as Part I, Part II, Part III and Part IV- respectively and shall lead to the degree of Bachelor of Arts and Bachelor of Education (Visual Impairment).
2. A candidate who has passed the intermediate Examination of the Board of High School and Intermediate Education, Uttar Pradesh or of an Indian University incorporated by any law for the time being in force, or any other examination recognised by the university as equivalent thereto shall be eligible for admission to B.A, B. Ed (V.1) Part I.
2. (a) A Candidate who, has pursued a regular course of study for one academic session at N.I.VH. shall be eligible to appear at the B.A., B.Ed (V.1.) Part I examination.
2. (b) A Candidate who, after passing the B. A, B. Ed. (V. I.) Part I examination of the Four year Degree Course has completed a regular course of study for one academic session at N.I.V.H. shall be eligible to appear at the B. A., B. Ed. (V. I) Part II examination.
2. (c) A Candidate who, after passing the B.A, B. Ed. (V. I. ) Part II examination, of the Four years Degree Course has completed a regular course of study for one academic session at N.I.V.H. shall be eligible to appear at the B.A B. Ed. (V. I.) Part III examination.
2. (d) A Candidate who, after passing the B.A, B. Ed. (V. I. ) Part III examination of the Four years Degree Course has completed a regular course of study for one academic session at N.I.VH. shall be eligible to appear at the B. A., B. Ed. (V. I.) Part IV examination.
3. A candidate will be considered to have regularly attended an academic session if he/she satisfies the following conditions:
(i) If he obtains a certificate of good conduct from the Head of his Department.
(ii) If he obtains a certificate that he has attended at least 75% of lectures/seminars/practical/practice teaching; etc. However, the Director of the Institute ‘may at its discretion condone up to 5% deficiency attendance on grounds of genuine illness or other extraordinary circumstances.
4. The examination shall consist of thcory l)~lPC~5 and viva-voce or/and practical - examination.
5. English language and literature shall be compulsory in all the Parts. The candidate must pass in English -for promotion to the next year.
3 6. A candidate must pass in one of the liberal arts subjects chosen by him for promotion to the next year. The choices are the following:
a) History/Archaeology & Culture - b) Economics c) Hindi Literature - d) Mathematics e) Political Science f) Psychology h) Philosophy i) Sanskrit j) Sociology
7. A subject of liberal art chosen by the candidate in B.A B. Ed. (V. I.) Part I shall I continue for. the next two years. No change will be, permitted in mid -course. All the courses pertaining to visual impairment and - education shall be compulsory in all the years.
8. Provided that a non—Hindi speaking candidate who has not studied Hindi at the High School level or at the Intermediate level and has also not offered Hindi as one of the subjects in B.A B. Ed. (V. I.) shall study General Hindi and will be expected to pass. However, the marks obtained by the candidate in this subject shall not be included in aggregate but the fact of his having passed in General Hindi shall be indicated in his degree but failure to pass in General Hindi shall not effect his results.
9. Each Liberal Art subject in B. A., B. Ed. (V. I.) Part I or B. A, B. Ed. (V. I.) Part II shall consist of two or three papers as the case may be and in B. A., B. Ed. (V. I.) Part III each Liberal subject shall consist of three papers. Each subject in General Education, - Visual Impairment and English shall consist of two papers, the details are specified in the syllabi.
10. Provided that in those subjects where lectures are supplemented by practicals there shall be a separate examination in practicals in each such subjects in each Part
11. In B.A, B. Ed. (V. I.) Part I and II, in order to pass the examination in Liberal Arts, the candidate should obtain a minimum of 40% in the chosen subjects. If a candidate fails to obtain this percentage but obtains an aggregate of 45% or more in the remaining subjects he shall be promoted to the next year but re-examined in the liberal arts subjects in the next years.
12. In B.A, B. Ed. (V. I.) Part I , II and III a candidate should pass in all the papers in English Language and Literature and obtain a minimum of 40% marks in each paper. But if he fails to do so he can be promoted to the next year if lie obtains an aggregate of 45% or more in the remaining subjects. But it will be compulsory for the candidate to pass in the next year in each of the papers in which he had-failed.
13. In a practical Liberal Arts subjects where there are three-theory papers- and a practical in each paper also, the practical shall be of 25 marks each. Where there are two theory papers and a practical, the theory paper shall be of 35 marks each and the practical of 30 marks. The candidate shall have to pass in theory and practical examination separately.
14. In B. A., B. Ed. (V. I.) Part III in a non-Practical subject each paper shall be of 50 marks and in a practical subject each Paper shall be of 35 marks and practical of 45 marks.
15. A candidate will be expected to pass in all papers concerning general education and Visual Impairment obtaining a, minimum of 40% marks in each Part. However, if a candidate in B. A., B. Ed. (V. I.) Parts I, II and III fails to obtain 40% marks in a given paper but
4 obtains 45% marks in the aggregate he shall be promoted to the next year. But no degree can be awarded until he passes the paper or papers in which he- had failed for which he will be given not more than three chances.
16. In B.A B. Ed. (V. I.) Part II and IV a candidate shall pass in all practical examinations on the Use of Special Equipment obtaining a minimum of 50% marks. However, if he fails to pass a particular examination but obtains an aggregate of 50% he -shall be promoted but no degree can be awarded till he has passed in the subjects he has failed and for this purpose he will be given a maximum of three chances.
17. Practice teaching will be an indispensable component of B.A B. Ed. (V. 1.) course. A Student Teacher will be expected to teach 75 lessons in Part III and 90 lessons in Part IV.
18. It will be compulsory for a candidate to obtain a minimum of 50% marks in practice teaching. No Degree shall be awarded until the candidate passes all examination in practice teaching. Three chances will be afforded to him for passing in the examination in which he has failed. But if he fails to pass no degree shall be awarded to him.
19. On the basis of marks of all the four examinations in Part I, II, III and IV a candidate who has obtained 40% marks and above but less then 60% in aggregate shall be declared pass. A candidate who secures between 60% and 70% shall be placed in the First Division and a candidate who has obtained more than 70% in the aggregate shall be deemed to have obtained a Distinction.
20. This ordinance can be amended from time to time by NIVH with the approval of the HNB Garhwal University, Srinagar without notice.
21. The practice teaching facilities may not always be available at the Institute, which, at its discretion may organise such training facilities at other places in the country. In those cases the cost will be borne by the Institute.
5 B. A., B. ED. (VISUAL IMPAIRMENT)
SCHEME OF EXAMINATION
PART I Subject Paper Name of the paper Max Duration No. Marks (Hours) English I Language 50 75 II Literature (Prose) 50 75
Liberal Arts I One of The Subjects Chosen** 50 75 II One of The Subjects Chosen** 50 75
Theory of Education I Aims of Education 50 75 II Philosophical and Sociological 50 75 Basis of Education
Introduction I Definitions and Etiology 50 75 II Policies Concerning Education 50 75 of the Visual Impairment
Practicals I Observation (Special and 100 200 Inclusive Schools) II Learning of Bharati Braille 100 200 600 1000
** Paper I and II should be in the same subject.
6 B.A., B.Ed. (Special Education) Scheme of Examination Part II Subject Paper Name of the paper Max Duration No. Marks (Hours) English I Language 50 75 II Literature (Poetry) 50 75
Liberal Arts I The Subjects Chosen in The 1st Year 50 75 II The Subject Chosen in The 1st year 50 75
Educational I Growth and Development 50 75 Psychology II Personality and Elementary Statistics 50 75
Implications I Educational Implications 50 75 of Visual Impairment II Psycho-social Implications 50 75
Practicals I Standard English Braille 100 200 II Revision of Bharati Braille 25 50 III Use of Special Equipment 50 100 IV Preparation of Teaching Aids 25 50 600 1000
7 B.A., B.Ed. (V.I) Scheme of Examination Part III Subject Paper Name of the paper Max Duration No. Marks (Hours) English I Language 50 75 II Literature (DRAMA) 50 75
Liberal Arts I The Subject Chosen In the First Two Year 50 75 II The Subject Chosen in the First Two Years 50 75 III The Subject Chosen In the First Two year 50 75
Methods of I General Subjects (any One –of Which One 50 75 Teaching Should be a Language) II Plus Curriculum 50 75
School I School Organization 50 75 Organisation II Educational Technology 50 75 and Educational Technology
Practicals I Practice Teaching (50 Lessons in Two 50 150 Subjects and 25 In Plus Curriculum) II Revision of Standard 50 English Braille 50 100 III O & M Training 50 100 IV Preparation of Teaching Aids 50 50 650 1075
8 B.A., B.Ed (V.I) Scheme of Examination
Part IV
Subject Paper Name of the paper Max Duration No. Marks (Hours) English I. Language (Viva Voce) 50 75 II Literature (Fiction) 50 75
Education of the I Models of Education 50 75 Visually II Education of Low Vision Children 50 75 Impaired
Special Groups I Education of Visually Impaired with 50 75 and Additional Disabilities Technological II Educational Technology for the Visually 50 75 Applications Impaired
Early I Early Education And Mass Education 50 75 Identification, Approaches Mass Education II Vocationalization of Education 50 75 Approaches and Vocationalization of Education
9 Subject Paper Name of the paper Max Duration No. Marks (Hours) Practicals I Practice Teaching (with Low Vision 50 75 Children – 50 Lessons) II Practice Teaching (children with One of 50 75 The Additional Disabilities – 40 Lessons) III Use of Special Equipment Including 100 100 Low Vision and Information Technology IV Organising Case Conference 50 100 V Demonstration of Ability in Braille And 50 100 O & M 700 1050
10 B. A., B. ED. (V. I.)
1st YEAR
ENGLISH
PAPER I – LANGUAGE
Time: 3 Hours Max. Marks: 50
Objectives:
1. To develop in the student a general understanding of English Grammar and -Syntax.
2. To develop in the student the ability to express his ideas in simple idiomatic English
Questions will be set from each Unit.
Unit I Nominal Group: Count Nouns, Mass Nouns, Proper Nouns. Modifiers of Nouns: Determiners, Ordinals, Epithets (Adjectives) Modifying Nouns-their ordering Pronouns: Wh-‘Words and ‘that’ Relative Pronouns-Defining & Non-defining
Unit II Verbal Group: Auxiliary Verbs, their sequence, Be, Have, Do as Main Verbs, Time and Tense Forms, Tense-Present & Past: Aspect-Perfective and Progressive.
Unit III Major Transformations: Voices-Active & Passive, Narration-Direct and Indirect
Unit IV (a) Spelling and Punctuation (b) Idiomatic Adjective and Noun Phrases and Verb Phrases
Unit V Paragraph writing/Expansion of ideas
Books recommended:
1. Bowley C.C. et al-English Grammar, ELBs (1968) 2. Leech, G and Svartvik, J. A. Communicative Grammar of English. 3. Quick, R & Greenbaum, S.A. Univ. Grammar of English Longman
11 PAPER II - LITERATURE
Time: 3 Hours Max. Marks: 50
Objectives:
1. To promote in the student comprehension of English prose.
2. To develop in the student-an appreciation of good English writing.
Prose (from Bacon to Modern times) — For detailed study.
Note: There shall be a compulsory question of reference to context and four others to be attempted.
Books recommended for critical study:
1. Hugh walker - The English Essays and Essayists
2. Church - Bacon
3. Charles Williams - Bacon
4. Courthope - Addison
5. Edmund Blunder - Lamb and his contemporaries
6. Birell - William Hazlitt
7. Herbert Read - English Prose Style
8. B. Dobree - Modern Prose Style.
12 ECONOMICS
PAPER I - ECONOMIC ANALYSIS
Time: 3 Hours Max. Marks: 50
Objectives:
To enable the student to understand analytical methods, consumer behaviour, production, marketing and other simple aspect~ of Economics.
Note: - Two questions are to be set from each unit and one question from each unit is compulsory to be attempted.
Unit I: - Basic concepts, nature and scope, positive and normative economics Pigou and Parreto.
Unit II: - Methods of analysis : equilibrium-stable and, unstable: Micro and Macro economics, statistics and dynan2ics, Micro Statistics and Micro dynamics. Macro statistics and Macro dynamics.
Unit III: - Theory of consumer behaviour-marginal utility- analysis, indifference curve analysis, revealed preference, Law of demand and elasticity of demand. Price. elasticity of demand and its measurement, Consumer surplus.
Unit IV: - Theory of production-concept of factors of production. Production function, laws of returns, returns to scale, isoproduct curves and its characteristic.
Unit V: - Theory of market —cost and revenue curves, characteristics of perfect competition, imperfect competition and monopoly market situations, determination of output and price under perfect, imperfect and monopoly. Price discrimination. -
Books recommended:
1. Micro Economics H.S. Agarwal
2. Modem EconomKic Theory K.K. Dewett
3. Arthshastra Ke Sidhant J.C. Panth
4. Suksham Arthshastra K.P. Jam
13
PAPER II- THEORY OF DISTRLBUTION, EMPLOYMENT AND PUBLIC FINANCE
Time: 3 Hours Max. Marks:50
Objectives-:
1. To develop in the student a broad understanding of the entire financial system including Taxation and the concept of National Income.
Note: – Two questions are to be set from each unit and one question from each unit is compulsory to be attempted
Unit I: - Concept of national income. Theories of Rent, Wages, Interest and Profit.
Unit II: - Theories of employment-classical, Keynesian and Gandhian approach. Types, causes and cures of unemployment.
Unit Ill: - Concept of public and private finance, Principle of maximum social advantage, role of public finance in mixed and planned economies. Sources of public income- tax and non tax revenues.
Unit IV: - Principles of taxation, kinds of taxes, Equity in Taxation, Benefit and ability to pay approaches, Shifting and incidence of burden of taxation, effects of taxation.
Unit V: - Public expenditure-type growth, effects and management. Public debts-types , methods of redemption and effects.
Books recommended:
1. Micro Economics - K.P. Jam 2. Macro Economics - M.L. Seth 3. Macro Economics - M.L. Jhingan 4. Arthshastra Ke Sidhant - J. C. Panth 5. Vyapak Arthshatra - Harish Chandra Sharma
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C. to 1200 A. D.) Time: 3 Hours Max. Marks:50 Objectives: To develop in the students a general appreciation of Indian History from 600 B. C. to 1200’A. D. Contents: 1. Political Condition of Northern India during 2. Buddhism and Jainism 3. Sixteen Mahajanapads 4. Nandas 5. Persian and Macedonian invasions 6. Mauryas 7. Sungas 8. Satavahanas 9. Indo- Greeks 10. Kushanas and Western Kshatrapas 11. Gupta Empire 12. Vakataka 13. Maukhari and Harshvardhana 14. Guriar Pratihar 15. Palas 16. Parmaras Chandelas 17. Cholas and Rashtrakutas 18. North India on the eve of Turkish invasion Books Recommended 1. Tripathi, R.S: Prachin Bharat Ka Itihas 2. Pandey, V.C: Prachin Bharat Ka Rajnitik Itihas Part I and II (Hindi) 3. Pandey, R. B.: Prachin Bharat (Hindi) 4. Ghosh, N. N.: Bharat Ka Prachin Itihas (Hindi or English) 5. Prakash Om: Prachin Bharat Ka Itihas (Hindi) 6. Mookerji R.K.: Prachin Bharat (Hindi) 7. Bhargava, P. L.: Prachin Bharat Ka Itihas (Hindi) 8. Raychaudhary, H. C.: Political History of India (Hind or English) 9. Thaper, Romila: Ancient India (HindilEnglish) 10. Majumdar, R.C.: Ancient India 11. Jha, D.N. and Shrimali K. M.: Prachin Bharat Ka Itihas 19 PAPER 11(A) - WORLD HISTORY (FROM 1789 A. D. TO 1870 A. D.) Time: 3 Hours Max. Marks: 50 Objectives: - To develop in the student reasonable familiarity with events in World History from 1789 A. D. to 1870 A. D. including the French revolution, the development of British Parliament, concept of equality in U.S.A., Opium wars, unification of Gennany and Italy and ending of isolation of Japan. Contents: 1. France on the eve of revolution. 2. Course, achievement on significance of the French Revolution 3. The Napoleonic era Rise of Napoleon, his reconstruction of France and Imperial Policy, his downfall. 4. Recreations and Revolution in Europe (1815-1848) (a) Congress System (b) Origin and effects of revolutions of 1830 and 1848. (c) Mettenich System 5. The Growth of Parliamentary democracy in England during 19~ Century. 6. The background and aftermath of the Civil war in U.S.A. 7. Background and effects of the “Opium” wars and the “opening” of China. 8. The end of Japan’s isolation and the background and effects of the maiji Restoration. 9. The course of National Unification in Germany. 10. The Course of national Unification in Italy. Books Recommended: 1. Burns: History of Western Civilization. 2. David Thompson: Europe since Napolean 3. Devendra Singh: Europe Ka Itihas(Part I) 4. E.M.Burns & R Ralph: World Civilizations 5. J.M. Roberts: The Pelican History of the world. 6. Hayes and Moon: World History (Part I) 7. Ketelbey: Hi story of Modem Times(Hindi/Engli sh) 8. Shailendra Panthri: Sudoor Purva Ka Itilias 9. Langsam, W.S.: The World Since 1919. 20 Paper 11 (B) - Archaeology Of India (From Indus Valley Civilization to 6th Century B. C.) Time: 3 Hours Max. Marks: 30 Objectives: To enable the student to understand the art & culture of India from Indus Valley Civilization to 6~ Century B. C. Theory will be supplemented by practical work particularly in identifying and plotting architectural and art patterns. Visually impaired students may, at the discretion of the Director, be allotted alternative 1practical work. Contents: Salient features of Indus Valley Civilization. Late Harappan Cultures in India,’ Chalcolithic Cultures of Central India and Rajasthan, Copper Hoards Culture, Painted grey ware culture and Northern Black Polished ware culture. Books Recommended: 1. Wheeler, Mortimar: The Civilization of Indus Valley and Beyond. 2. Allechin F.R. and Bridget: The Brith of Indian Civilization. 3. The Rise of Civilization in India and Pakistan. 4. Fairservis, W.A.: The Roots of Ancient India. 5. Thapliyal, K.K. & Shukla, S.P.: Sindhu Sabhyata(Hindi) 6. Agarwal D.P.: The Archaeology of India. 7. Tripathi Vibha: The Painted Grey ware-An Iron Age Culture of Northern India. 8. Agarwal D.P. Agarwal A.P.: Bhartiya Puratihasik Puratattva(Hindi) 9. Nautiyal K.P.: Protohistoric India Practicals Max. Marks: 20 1. Identification of Harappan building remains Pottery. Seals and symbols, copper and bronze objects. Sculptures and terracotta objects. 2. Plotting of Indus valley.sit~s in? th~ffiap. 3. Identification of Late Harappan Pottery. 4. Plotting of Late Harrappan sites in the map. 5. Identification of Chalcolithic Pottery of central India. 6. Identification of Painted Grey Ware and its associated wares. 7. Plotting of Painted Grey ware sites in the map. 8. Identification of Northern Black Polished Ware (NEP) and its associated wares. 21 M I AT HE NI AT! CS Paper I - Matrix, Trigonometry And Modern Algebra Time: 3 Hours Max. Marks: 33 Objectives: To develop in the students a broad understanding of mathematical concepts relating to Matrix, Trigonometry and modern Algebra. N.B. The candidate shall be required to attempt five questions out of ten, selecting at least one from each section. SECTION A Matrix: Special types of Matrices, Elementary Transformations, Inverse and Rank of a Matrix, Solutions of Simultaneous equations by Matrix Methods, characteristics value problem, characteristics Roots and Vectors, Cayley-Hamilton’s Theorem and Quadratic Forms (4 equations) SECTION B Trigonometry: Circular and Hyperbolic Functions of Complex quantities, Separation into real and imaginary parts of trigonometrically, exponential and logarithmic functions. Gregory’s Series Summation of Series including difference method (2 questions) SECTION C Modern Algebra: Groups, Sub-groups, Cosets, Lagrange’s Theorem, Permutation & Cyclic groups, . Order of an element, Cayley’s Theorem Notion of Isomorphism of groups, Definition & Examples of Rings, fields, Integral domain (4 questions) Books recommended: 1. First Course in abstract algebra : J.N. Kapoor 2. Matrix : Dr. G.C. Sharma 3. Trigonometry : S.L. Loni 4. Modern Algebra : J.N. Shamra 22 Paper – II Differential and Vector Calculus Time: 3 Hours Max. Marks: 33 Objectives: To develop in the student a broad understanding of mathematical concepts relating to differential and vector calculus. N.B. The candidate shall be required to attempt five questions out of ten, selecting atleast one from each section. Section – A Differential Calculus: Successive Differentiation, Maclaurin’s And Taylor’s Theorem Tangents and Normals, Polar Coordinates, Asympotoes, Curvature, Double points, Curve Tracing, Eavelopes, Evolutes, Indeterminate Forms. Partial Differentiation and Jacobians; Maxima and Minima of one and Two variables ( 6 Question) Section – B Vector Calculus: Products of three of four vectors. Vector differentiation and Integration. Gradient, Divergence and Curl. Simple Applications of Gauss, Stokes and Green’s Theorems (without proof ) ( 4 Question) Books Recommended 1. Differential Calculus : Dr. Gorakh Prasad 2. Vector Calculus : Dr. Chandrika Prasad Paper – III- Integral Calculus, Differential Equations and Algebra Time: 3 Hours Max. Marks. 34 Objectives To develop in the student a broad understanding of mathematical concepts relating to Integral Calculus, Differential equations and Algebra. N.B. The candidate shall be required to attempt five questions out of ten, selecting at least one from each section. Section – A 23 Integral Calculus:- Definite Integrals. Beta and Gamma Functions, Area, Length, Volume and surface. Differentiation and integration under the sign of integration. Multiple integrals. Dritchlet’s Theorem and Liouvilles extention and their application (5 question) Section – B Differential Equations: Differential equation of 1st order and 1s. Degree. Differential Equations of 1st order and not of 1st degree. Linear differential equations with constant coefficients. Homogenous Linear Differences Equations. Orthogonal Trajectories (3 questions) Section C Algebra: Theory of Convergence and Divergence of Series and products, Elementary Inequalities, inequalities of means, greatest value, Weirstars and Cauchy Schwartz inequality (2 Questions) Book Recommended 1. Integral Calculus : Dr. Gorakh Prasad 2. Differential Equation and Algebra : Dr. Chandrika Prasad. 24 Philosophy Paper- I- Indian Philosophy Time: - 3 Hours Max. Marks: 50 Objectives To acquaint the student with all major concepts in India philosophy including those of Jainism, Buddhism, Vadanta, Epistemology etc. Content 1. Common Characteristic of India Philosophy. 2. Basic tenets of carvaka Philosophy: Epistemology, metaphysics and Ethics. 3. Jainsism: Syadvada and Anekantavada. 4. Euddhism: Four Noble Truths, Pratityasamputada, Anatmavada, Theory Momentariness. 5. Samkhya: Purusa, Parkrti and Evolution, Satkaryavada 6. Yoga: Astang Yoga 7. Nyaya: Sources of Knowledge 8. Vaisesika: Vaisesika Categeries, Atomism. 9. Minasma: Swatah Pramanvavada. 10. Vdeanta: Brahman, World and Self according to Sankar and Ramanuja, Theory of Maya. Books Recommended 1. An Introduction to Philosophy – Dutta and Chatterjee 2. Outlines of Indian Philosophy- M. Hiriyana 3. A Critical Survey of Indian Philosophy – C.D. Sharma 4. Bharatiya Darshan – Nand Kishore Devraj (Hindi) 5. Bhartiya Darshan- Baldev Upadhyaksh (Hindi) 6. Bharatiya Darshan – Badrinath Singh ( Hindi) 25 Paper-Il Ethics Time: 3 Hrs Max. Marks: 50 Objectives: To acquaint the student with all major ethical theories including ethics of Geeta, Gandhi as well as the Principles of Pleasure and other modern theories. Contents: 1. Definition, nature, utility and scope of Ethics. 2. Object of moral judgment Motive and intention, conduct and character. 3. Moral concepts: Good and bad, right and wrong, freedom and Determinism, varnasram, Purusartha, Karma and Rebirth. 4. Moral Theories: a) Standard as Law: Theory of conscience (Butler), Theory of Kant. b) Standard as pleasure: Hedonism, Psychological and Ethical (Bentham and Mill). c) Standard as Perfection: Hegal and Bradley. d) Standard as value: Nature and kinds of value; Moksa as the highest value. 5. Ethics of the Gita-Nisharna Karma. 6. Gandhian Ethics. Books Recommended: 1. Manual of Ethics : Mackenize 2. Principles of Ethics : P.B. Chatterjee 3. Nitishastra Ke Mul Sidhanta : Ved Prakash Sharma 4. Nitishastra Ke Sidhanta : Dr. Hridya Nath Mishra 5. Nitishstra Ka Sarvekshan : Dr. Sangham Lal Pandey 6. Gandhi Darshan Mimansa : Dr. Ram Ji Singh 26 Political Science Paper I - Political Theory Time: 3 Hours Max. Marks: 50 Objectives: 1. To acquaint the student with Political theory. 2 To give him broad understanding of Democracy and Democratic Institutions including Political parties. Unit I: Political Science: Nature, Scope and methods, Relation with other Social Sciences. Unit II State, its nature, theories of the origin of State-the Divine Origin, Social Contract, Evolutionary and the Marxist theory. Unit III Law, Liberty, Equality Rights and Justice Unit-1V Individualism, Scientific Socialism and Democracy. Unit V Political Parties, Pressure Groups and Public opinion. Books Recommended: 1. Ashirvatham : Political Theory 2. Garner: Political Science and Government 3. Gilchrist: Introduction to Political Science. 4. Field: Political Theory. 5. Iqbal Narain: Rajnite Shastra Ke Siddanta. 6. Masaldan and Thakur: Rajniti Sha4ra Ke Siddanta. 7. Birkekshwar Prasad Singh: Rajniti Shastra Ke Siddhanta. 8. Pukh Raj Jam: Rajnite Sha.~ra Ke Siddharita. 9. A.C.Kapoor: Principles of Political Science. 27 Paper II - Modern Governments Time: 3 Hours Max. Marks: 50 Objectives: 1. To give the student a broad understanding of constitutional Governments. 2. To acquaint the student with major constitutions in the World including those of Britain, U.S.A., Switzerland, Russia & Peoples Republic of China. Unit I Constitution and Constitutional Governments. Parliamentary and Presidential Governments. Unitary and Federal Systems.. Separation of Powers. Unit II Constitution of the United Kingdom. Unit Ill Constitution of the United States of America. Unit IV Constitution of U. S. S. R. Unit V Constitution of Switzerland and the People’s Republic of China. Books Recommended: 1. Strong: Modem Political Constitutions 2. Ogg and Zink: Modem Foreign Governments. 3. Munro: Governments of Europe. 4. Ogg and Ray: Essentials of American Government 5. Rappard: The Government and Politics of the Soviet Union. 6. Barthwal: Modern Constitutions. 7. Iqbal Narain: VishwaKe Prarnukh Samvidhan. 28 Psychology Paper I - General and Experimental Psychology Time: 3 Hours Max. Marks: 35 Objectives: 1. To enable the student to understand the methods and concepts of experimental psychology. 2. To acquaint him with the process of perception, memory, learning and motivation. 3. To acquaint the students with the theories of Intelligence and its measurement. Unit A 1. Definition, Nature, Scope and Methods 2. Conceptual basis of Experimental Psychology: Psychological experiments, experimental problems, variables, hypothesis, design and report writing. Unit B 1. Psychophysical Methods, Concepts of threshold, methods of limits, constant stimuli and average error. 2. Perception: Definition, Gestalt principles of Perceptual organisation, illusions. Unit C 1. Learning: Types: Classical and Operant conditioning, Maze learning; Transfer of Training. 2. Memory: STM and LTM; methods and determinants forgetting. Unit D Motivation: Criteria, of motivated behaviour; Biological motives, their experimental studies; Motives and arousal; Acquired motives-achievement, affiliation and others Unit E Intelligence; Nature and Measurement. 29 Books Recommended: 1. General Psychology by C.T. Morgan 2. Psychology-Fundamentals of Adjustment by Munn 3. General Psychology by J.P. Guilford 4. Manovigyan ke Mool Adhar by Dr. R.K. Tandon 5. Samanya Manovigyan by Dr. S.S.Mathur 6. Samanya Manovigyan by Dr. D.N.Sinha & others 7. Adhunic Paryogic Manovigyan by Tripathi & others. 8. Experimental Psychology by Andreas, B.C. 30 Paper II — Psychopathology & Human Development Time: 3 Hours Max. N4arks: 35 Objectives: 1. To acquaint the student with important aspects of abnormal psychology including differences between neurosis and psychosis. 2. To acquaint the student with the causes of abnormal behaviour as well as the principles of emotional development. 3. Lectures will be supplemented by practical work. Visually impaired students may at the discretion of the Director of the Institute be assigned alternative practical work. Unit A 1. Concept of Normality and Abnormality 2. Concept of Development and growth. Unit B 1. Human Adjustment and Coping behaviour mental mechanisms, frustration and conflict. 2. General causes of abnormal behaviour. Unit C Neurosis: SymptomatolOgy.&. Dynamics-Conversions and Dissociative Hysteria,- hysterical neurosis, Anxiety. Phobia Obsessive-Compulsive neurosis. Unit D Psychosis: Symtomatology & Dynamics-Schizo Manic Depressive Psychosis, Paranoia. Unit E 1. Physical Development: Parental and postnatal Emotional and Social development- Stages and factor. 31 Practicals: Max. N4arks: 30 Any out of the given list as under: 1. Problem Solving 2. Effect of knowledge of Result on learning 3. Cutaneous perception of space-tactual localisation 4. Visual illusion or Auditory illusion 5. Colour Mixing or Colour contrast. 6. Bilateral transfer of training 7. Serial learning of meaningful & non meaningful materials 8. Mapping of sensory spots-Thermal and Pressure or mapping of Retinal colour zone. 9. Fluctuation of figure and ground in reversible configuration. 10. Repetition V/s active recitation of memorization or whole V/s part method of memorization. 11. Human Maze learning 12. Fluctuation or Division or Span of Attention 13. Two point limen by method of limits. Books Reconimended: 1. Vikasatmak Manovigyan by Dr. J. N. Lal 2. Developmental Psychology by Hurlock, E.B. 3. Psychology of Human Development by Scott. L.H,. 4. Fundamental of Child Development by Munsinger 5. Abnormal Psychology and Modern Life by Coleman, J.C. 6. Abnormal Psychology Approach-An Experimental Clinical by Davison, G.C. &NealsJ.M. (1978) 7. Abnormal Psychology by T.E.(1981) 8. Abnormal Psychology by Page, I.E. 9. Asamanya Manovigyan by Jaigopal Tripathi 10. Asamanya Manovigyan by Labh Singh & Tiwari 32 laLd`r izFke iz”u Ik= ukVd] vyadkj ,oa Nun 50 iw.kkZd ¼d½ ukVd % vfHkKku “kkdqUrye~ & fu.kZ; lkxj laLdj.k fo”ks’k & laLd`r O;k[;k@ izkd`r dh laLd`r & Nk;k ds fy;s ikap vad 30 vad ¼[k½ vyadkj% vuqizkl] ;ed] “ys’k]miek]:id]mRizs{kk]izrhd]fun”kZuk]n`’VkUr] vFkkZUrjU;kl]lUnsg]foHkkouk]fo”ks’kksfDr]vig~uqfr]fojks/kkHkkl~]O;frjsd A ¼x½ Nun% vuq’Vqi]vk;kZ]bUnzotk]oa”kLFk]olUr frydk]ekfyuh]eUnkdkUrk]f”k[kfj.kh] lknwZyfodhfMreq]lzX/kjk]Hkqtaxiz;kr A 33 f}rh; iz”u & Ik= lqxe ikB & O;kdj.k ,oe~ vuqokn iq.kZd 50 vad ¼d½ lqxe ikB 1- Hkr`Zgfj & uhfr”krde~ 10 vad 2- fo’.kq “kekZ & vijhf{krdkjGe~ 10 vad 3- bZ”kksifu’kn~ 05 vad ¼[k½ O;kdj.k 15 vad 1- ojnjktkpk;Z & y?kqfl)kUr dkSeqnh]laKk izdj.k]lfU/k izdj.k A 2- izR;; & rO;rq]vuhoj];rq .;rq].oqyq]r`p]Dr]Drorq]Drok]Y;iq] fdruq] rqequq] “kr` & “kkup]Y;qV]p ?kt~ A 3- rfg~nr & v.k~] erqi] Ro] ry] .;t] e;V] Vki] ghi A ¼x½ vuqokn 10 vad fgUnh ls laLd`r A lgk;d xzUFk & 1- vfHkKku “kkdqrye~ & Mk dfiy nso f}osnh 2- NkUnks·yadkj lkSjHk~ & Mk- jktsUnz feJ 3- dfiy nso f}osnh & jpukuqokn dkSeqnh 4- pdz/kkj ^gWal* & vuqokn pfunzdk 5- y?kq & fl)kUr dkSeqnh & Jh /kjkuUn “kkL=h d`r fgUnh O;k[;k A 34 Sociology Paper I - Elements Of Human Society Time: 3 Hours Max. Marks: 50 Objectives: To acquaint the students with the nature and revolution of various units in Society including groups and communities. 1. Society-Definition and types: Animal and Human 2. Society-Geography, Technology and Population 3. Groups-Primary and secondary; Formal and Informal 4. a) Social Norm b) Institution; Nature: Types-Economic(Division of labour) Political (Government) and Religion (church-sect). 5. Association Nature: Types-Trade Union state and Arya Samaj 6. Community-urban and Rural 7. Culture, society, personality, socialization 8. Status-Role-stratification; caste, class 9. Social control-conformity Deviance Books Recommended: 1. Inkles, Alex-What is sociology 2. Davis, Kingsley-Human Society, Hindi version translated by G.K. Agrawal 3. Johnson, H.M. Sociology-A systematic introduction Hindi version, by Yojesh Atal 4. Bierstedt, Rohert-The social order, Hindi Version by Gupta & Jetley. 5. Koemirs Samual Sociology An introduction to the Science of Society Hindi version by S.P. Jain. 35 Paper II-Sociology: Methods And Techniques Time: 3 Hours Max. Marks: 50 Objectives: To acquaint the student with basic methods of social investigation, Principles of Scientific enquiry and presentation of data in diagrammatic form. 1. What sociology is about? (a) Definition and subject matter of sociology (b) Sociology and other social Sciences, Anthropology, Psychology, Economics, Political Science (c) Sociology as a Science 2. Basic steps in scientific enquiry 3. Methods of studying social phenomenon-Historical comparative structural formal 4. Techniques of social investigation: Observation, case study mailed questionnaire, schedule and interview. 5. Diagrammatic Presentation of data: Bar Diagram Histogram, Pie-Diagram, graphs Books Recommended: 1. IndIes, Alix: What is sociology 2. Bottomore T.B.: Sociology (English/Hindi) 3. Goode & Hati: Methods is social Research 4. Peter Mann: Methods of sociological Inquiry 36 Theory of Education Paper I - Aims of Education Time: 3 Hours. Max. Marks:50 Objectives: The broad objectives will be to give the students the basic understanding of aims of Education including various agencies and promote an understanding of emotional and national integration. Contents: Unit 1: Education - Meaning, definitions, function and kinds. Unit 2: Agencies of Education — Formal and informal. Unit 3: Aims of Education - Aims of education as related to individual and society, various educational aims, suitable aims for democratic society like India. Unit 4: Education for developing intercultural & international understanding, emotional & national integration. Books recommended: 1. Principles of Education : N. R. Saxena 2. Shiksha Ke Sidhant (Hindi) : N.R. Saxena 3. Shiksha Ke Sidhant (Ilindi) : Raman Bihar Lal 4. Shiksha Ke Sidhanta (Hindi) : P. D. Pathak 37 Paper II— Philosophical Basis Of Education Time: 3 Hours Max. Marks: 50 Objectives: 1. To acquaint the student with various philosophical aspects of Education as well as the view points of important Indian personalities like Vivekanand, Gandhi; etc. 2. To discuss impact of new tendencies on Society. Contents: Unit 1: Philosophical basis of education naturalism, realism, idealism & Pragmatism —in the context of curriculum, method of teaching and discipline. Unit 2: The Philosophical view points of Vivekanand, Tagore, Aurovindo, Gandhi in relation of education. Unit 3: Impact of new tendencies of different aspects of education psychological, scientific and sociological, tendencies in education. Unit 4: Sociological basis of Education. a) The nature of Indian society — division into occupational & religious group & social classes etc. b) The impact of such society on the development of child. c) Factors leading to the socialization of the child & the role of teacher in this process. d) Education and social change. Books Recommended: 1. Shiksha Ke Darshnik & Samaj Shatreeya Adhar : N.R. Saxena 2. Shiksha Ke Darshnik & Samaj Shatreeya Adhyar : Raman Bihari Lal 3. Shiksha Darshan : Ramashakal Pandey 4. Principles of Education : R.S. Pandey 5. The Teachers & Education in Emerging Society : N.C.E.R.T 38 Introduction To Disability Paper I - Definitions And Etiology Time: 3 Hours Max. Marks: 50 Objectives: 1. To discuss in-depth the statutory and non-statutory definitions of various disabilities for the purpose of identification. 2. To acquaint the students with the causes of major disabilities in India. 3. To give the students a broad understanding of structure of Eye and Ear and the functions of various parts. 4. To give the student available data regarding the prevalence and incidence of various major disabilities. Contents: Unit I - Disability: a. General definition of disability b. Distinction between impairment, disability and handicap Unit II - Statutory definitions of: a) Blindness b) Low vision c) Hearing impairment d) Locomotor disability including Cerebral Palsy f) Mental retardation g) Mental illness (acting out & withdrawn behaviour) Unit III - Other Disabilities a) Specific learning disabilities - Dyslexia - Aphasia - Dysgraphia - Acalculia b) Autism c) Attention disorder & Hyper activity Unit IV. - Demography of each major disability Unit V - Anatomy & Physiology of a) Eye 39 b) Ear Unit VI - Behavioural Characteristics of: a. Visual impairment b. Hearing impairment c. Locomotor impairment d. Intellectual retardation at various levels e. Cerebral Palsy f. Emotionally disturbed children h) Autistic children Unit VII Causes: a. Global scenario of etiological factors b. Causes of the following in India: i. Visual impairment ii. Hearing impairment iii. Locomotor impairment including Cerebral Palsy iv. Mental retardation v. Specific Learning disabilities vi. Autism vii. Emotional disturbance Books recommended: Benson, G., & Turnbull, A (1986). Approaching Families from an Individualized Perspective. In R. H. Homer, L.M. Voeltzs, & H.D.B. Fredericks (Eds.), Education of Learners with Severe Handicaps. Exemplary Service Strategies, Baltimore: Paul H. Brookes. Bourgeault S.E. (1969), Glossary of Professional Terms, New York, AFB Bryan, T. & Bryan. J.H. (1975). Understanding Learning Disabilities. New York Alfred Publishing Co. Carrow- Woolfolk, E, (1985). Test of Auditory Comprehension of Language~ Revised Allen, TX: DLM Teaching Resources. Gabriel Farrel (1956) , The story of blindness, Cambridge, Harvard University Press. Rev. Rev. Thomas J. Carroll (1961), Blindness. Boston: Little Brown & Co. Yeadon A. & Grayson D. (1979), Living with Impaired Vision: An Introduction, AEB Inc., New York. 40 Paper II- Policies Concerning Education of The Visually Impaired Time: 3 Hours Max. Marks: 50 Objectives: 1. To acquaint the student with major legislative and Policy documents concerning the visually impaired including the persons with disability act 1995. 2. To acquaint the student with the role and functions of statutory and non-statutory bodies in the field of visual impairment. 3. To acquaint the student with concessions available to the visually impaired. Contents Unit I: Educational provisions of the Persons with Disability Act 1995 Unit II National Policy on Education 1986 Unit III Educational concessions available to the visually impaired Unit IV Special roles in the education of the visually impaired of the following: (a) Rehabilitation Council of India (b) NCERT/S CERT/MEPA NIVH (c) NIVH (d) National Voluntary agencies like NAB, AICB, NCB and other major (e) University Departments imparting B. Ed./M.Ed. in the education of the Visually impaired. Books recommended: Biklen, D. (Ed.) 1985) Achieving the Complete School: Strategies for Effective 41 Mainstreaming. New York: Columbia University. Ministry of Human Resource Development: National Policy of Education - 1986. Persons with Disabilities (Equal Opportunities, Protections of Rights and Full Participation) Act 1995. 42 B. A., B. ED. 2nd YEAR ENGLISH Paper I – Language Time: 3 Hours Max. Marks: 50 Objectives: 1. To advance the knowledge of the student of English grammar and increase his vocabulary. 2. To improve his expression of ideas in idiomatic English. Questions will be set from each Unit. Contents: Unit I (a) Adjectives and Adjective Phrases, Determinatives. (b) Adverbs and Adverb Phrases, Adverbs as modifiers, comparison and intensification. (c) Prepositions. Position of Prepositions. Place relations, Time relations, other relations. Unit II (a) Synonyms, Antonyms, Homonyms and Paranyms. (b) Indianisms and Common Errors(Intermedi ate level) Unit Ill Letter Writing: Personal and official letters, Applications, Circular letters Unit IV (a) Popular Idiom including Prepositional Phrases. (b) Popular English Proverbs Unit V Essay writing (Guided composition) Approximately 300-350 words. Books recommended: 1. Heaton, J.B. & Stocks, J.P.: Overseas Students Companion English Studies, E.L.B.S. 2. Heaton, J.B.: Using Preposition & Particles I.ongman. 3. Alexander, L.G.: Essay and Letter Writing, Longman 4. Spencer. D.H.: Guided Composition Exercises, Longman 5. Corder Pitt: Intermediate English Practice Books 6. Bowley, E.E., ethal: English Grammer, E.L.B.S. 43 7. Ouirk, R & Greenbaum, S. : A University Grammar of English, Longinan. 8. Huddleston, R.: Introduction to the Grammar of English, Cambridge. Paper—Il Poetry (For detailed study) Time: 3 Hours Max. Marks: 50 Objectives: To help the student to appreciate English Poetry and to test his knowledge by asking him questions with reference to the context. Note: There will be one compulsory reference to context question and four other critical questions to be attempted by the candidates. Books recommended for critical study: 1. Spurgeon - Shakespeare’s imagery and what it tells you 2. Grenden - Donne 3. David Daiches- Milton 4. Tillotson - The poetry of Pope 5. Edmund - Gray 6. GrahamHough - The Romantic Poets 7. Garrod -. Wordsworth and Keats 8. NeVilleRogers - Shelley 9. Chesterton - Browning 44 Economics Paper I - Money Banking And International Economics Time: 3 Hours Max. Marks: 50 Objectives: 1. To acquaint the student with all the ramifications of money, banking system. 2. To acquaint the student with international monetary institution, free trade and other international economical practices. Note: Two questions are to be set from each Unit and one question from each Unit is compulsory to be attempted. Contents: Unit I Definition, functions and importance of money in capitalistic, socialistic and mixed economy. Theory of value of money. Quantity theory-Fisher Cambridge and Friedman. Saving and investment approach. Unit II Measurement of value of money-Index numbers simple and weighted. Inflation: Causes, effects and control, deflation, reflation and stagflation, Indian money market-structure and functions. Unit III Working and functions of central and scheduled banks, cooperative banks and indigenous banks. Monetary control objectives and techniques. Unit IV Theory of comparative cost, principle of reciprocal demand. Balance of payment analysis. Rate of exchange. Determination, fluctuations and control. Unit V Free trade, protection and economic - development I.M.F. organisation & functioning. Concept of international -liquidity and S.D. Rs. Foreign trade of India-structure and directions. Books recommended: 1. Money Banking & International Trade ML. Seth 2. Money Banking & International Trade T.T. Sethi 3. Mudra Banking Harish Chandra Sharina 45 Paper II - Problems Of Indian Economy Time: 3Hours Max. Marks: 50 Objectives: - 1. To acquaint the student with the Structure of Indian Economy including problems of under development. 2. To acquaint the student with Agricultural Industrial Development and the Principles of Economics Planning. 3. To help the student understand the dynamics of Union movement and Labour Welfare. Note: Two questions are to be set from each Unit and one question from each Unit is compulsory to be attempted. Contents: Unit I Under development and growth, structure of Indian economy, national income of India, methods of measurement and sectoral distribution. Types and magnitudes of unemployment, Population-composition trends and problems. Unit II Economic planning-objectives, community, development and National extension service, Rural development I.R.D. TRYSEM, NREP & RLEGP. Unit III Problems of agriculture in India-Holdings and mechanisation, agricultural labour, agricultural marketing, agricultural credit, land reforms, cooperative and collective farming, Green revolution. Unit IV Industrial policy, industrial organisation-multinational public and private owned. Industrial classification, large scale, joint, small scale, village and cottage industries . Industrial production - trends and patterns. Unit V Trade unionism, indu~trial disputes, social seci.irity and labour welfare in India. Uttar Pradesh-Main features of economy, Regional balances and problems of balanced regional development and remedies. Books recommended: 1. Indian Economy : K.P.M. Sundram 2. Bhartiya Arthashastra : Mamoriya Jain 46 fgUnh lfgR; izFke iz”uiz= ukVd rFkk ,dkadh 50 vad 1- /kzqoLokfeuh ¼t;”kadj izlkn½ izlkn efUnj] xkso/kZu ljk;] okjk.klh 2- ikap ,dkadh ¼x vad foHkktu % & v& nksuks ikB~;iqLrdksa esa ls dqy feykdj rhu O;k[;k;sa djuh gksaxh] ¼7x3½ 21 vad ftuds fy;s fu/kkZfjr gSa A c& nksuks ikB~;iqLrdksa esa lacaf/kr dqy feykdj rhu vkykspukRed iz”u djus gksaxs ftuds fy;s dqy ¼7x3½ 21 vad fu/kkZfjr gSa A 3- fgUnh ukVd rFkk ,dkadh dk “kkL=h; ,oa fodklkRed v/;;u A ¼blls lacaf/kr ,d iz”u djuk gksxk ftlds fy;s 8 vad fu/kkZfjr gSa A½ lanHkZ xzUFk 1- fgUnh ukVd] Mk- cPpu flag 2- fgUnh ,dkadh dh f”kYi fof/k dk fodkl] Mk fl)kukFk dqekj 3- /kzqoLokfefu % fopkj vkSj fo”ys’k.k] Mk- xksfoUn pkrd 47 f}rh; iz”ui= vk/kqfud fgUnh dkO; 50 vad 1- vk/kqfud fgUnh dkO; ¼x 3- vk/kqfud fgUnh dfork dk izo`fÙkewyd ,oa fodklkRed ifjp; ,d iz”u 8 vad lgk;d iqLrdsa & 1- fgUnh ds vk/kqfud dfo Mk- }kfjdk izlkn lDlsuk fouksn iqLrd efUnj]vkxjk 2- vk/kqfud dfork dk ewY;kadu Mk- bUnzukFk enku 3- u;h dfork u, dfo fo”oEHkj ekuo 4- fgUnh ds vk/kqfud izfrfuf/k dfo Mk- Jh fuokl “kekZ ¼r{kf”kyk izdk”ku] fnYyh½ 5- ;qxpkj.k fnudj] lkfo=h flUgk 6- Hkokuh HkkbZ] la- izse”kadj j?kqoa”kh ¼ljyk izdk”ku]fnYyh½ 7- dkyt;h dfo] Hkouh izlkn feJ Mk- gfjeksgu ¼ok.kh izdk”ku]ubZ fnYyh&2½ 48 History Paper I - History of India (from 1206-1707 a. D.) (Excluding the History of Provincial Dynasties) Time: 3 Hours Max. Marks: 50 Objectives: To acquaint student with Historical development from 1206 to 1707 A. D. Contents 1. Causes of Success of Turks and the defeat of Rajputs 2. Foundation of The Delhi Sultanate: Qutubuddin Aibak, Iltutmish, Balban. 3. The Khiljis: Alauddin Khilji-Conquests: Revenue, Military reforms and Market Control. 4. The Tughlaqs:-Muhamad Bin Tughlaq’s Plans -Firoz Tughlaq’s reforms -Timur’s Invasion. 5. Lodis: Theory of Kingship of Sikandar Lodi. 6. Bhakti Movement and Sufism. 7. Babar’s Conquests; Humayun’s difficulties and causes of his failure; Shershan’s administrative reforms. 8. Akbar’s Religious and Rajput Policy; Mansabdari System, Revenue System 9. Nuriahan’s role in the politics of Jahangir’s reign Jahangir’s character and achievements. 10. Sahajahan-War of Succession among the Sons of Sahajahan. 11. Aurangzeb’s religious policy; Causes of his failure 12. Shivaji-Life., administration and estimate. 13. Salient fetures of Mughal Administration 14. Deccan Policy of the Mughal Emperors 15. Decline and Failure of the Mughal Empire. Book Recommended Ishwari Prasad : Medieval India ( English or Hindi) A.L. Srivastava : Delhi Sultanate (English or Hindi) A.L. Srivastava : The Mughal Empire (English or Hindi) M.Habib and K.A Nizami (ED) : Delhi Sultnate (English or Hindi) A.B. Panday : Poorva Madhya Kalin Bharat (Hindi or English) R.P. Tripathi : Madhya Kalin Bharat (Delhi University, Hindi Kriyanvayan Sansthan) C.Colin Davies : A Historical Atlas of Indian Peninsula (Oxford University Press) S.R. Sharma : The Cresent in India (English and Hindi) 49 Paper II (A) - World History (From 1871 to 1939 A.D.) Time: 3 Hours Max. Marks: 50 Objectives: 1. To acquaint the student with development in the world from 1871 to 1939. 2. To acquaint the student with major issues like World War I, Partition of Africa and other significant issues including causes of World War-II Contents. 1. France from 1871 to 1914 A.D 2. Germany from 1871 to 1914 A.D. 3. International Relations from 1871 to 1914 A.D. 4. Eastern Question: a. Berlin Congress b. Young Turk Movement c. Balkan Wars 5. Partition of Africa 6. Causes and Effects of the First World War 7. Background and course of the Russian Revaluation in 1917 A.D 8. Peace Conference of Paris. 9. The League of Nations – Its achievements and failures. 10. Rise of Totalitarian State in Russia, Germany and Itlay 11. Emergence of U.S.A, and Japan as World Power after the first World war 12. a. National awakening in China b. Development of the Communist Movement 13. Causes of the Second World war Books Recommended: W.C. Langsam : World Since 1919. Hayes and Moon : World History Hazen : Modem Europe Grant and : Europe in the Nineteenth and Twentieth 50 Century Dinananth Verma : Adhunik Vishwa Ka Itihas Ketalbey : Europe in Modem Times(Hindi\ English) V. C. Pandey : Europe Ka Itihas Part II Shailendra Panthri : Poorva Asia Ka Sankshipt Itihas. H.M.Vinacke : A History of the Far East Modem Times P.H. Clyde and B.F.Beer : The Far East E.M.Burns and R.Ralph : World Civilization 51 Paper II- (B) Historical Archaeology in India (From 6th Century B.C. to 12th Century A.D.) Time: 3Hours Max Marks: 30 Objectives: To help the students understand architectural and art development at Historical sights for 6th Century B.C. to 12th Century A.D. The theory paper will be supplemented by Practicals in identifying and plotting in architectural and art development. Visually impaired students may at the discretion of the Director of the Institute be allocated alternative practical work. Content: Aims and Scope of Archaeology-Stratigraphy. Pottery and antiquities Salient feature of the following historical sites Arikarnedu Brabmagiri, Sisupalgarh, Hastinapur, Kausan~bi, Taxila, Sanchi and Moradhwaj. Book Recommended B.B.Lal : “Sisupalgarh 1948 an early Historical fort in eastern India” Ancient India No. 51949 PP 62-105 Lal, B.B. : Excavations at Hastinapur and other Explorations 1950- 52” Ancient India’ No 10-11’ pp 4-151 Sharma G.R. : Excavations at Kausambi 1957-59, Allahabad 1960. Marhall John : Guide to Taxila Mitra Devala : Sanchi K.P. Nautiyal : “A Note on Excavation at Moradhwaj” Khanduri B.M. : Puratattva No. 10 Practicals: Max. Marks: 20 1. Identification of building remains pottery and other important material from Arikamedu. 2. Identification of Megalithic burials and Black-and-Red ware. 3. Identification of building remains pottery and other minor antiquities from Hastinapur. 4. Identification of building remains pottery and other important finds from Taxila. 5. Identification of building remains pottery and other minor antiquities from Moradhwaj. 6. Plotting in map of the sites mentioned in the syllabus. 52 7. Identification of Punch marked coins, Tribal coins (Kuninda and Yaudheya Coins) and Runmindai pillar inscription of Ashoka. Mathematics Paper I - Special Functions and Analytical Geometry of 3-D Time: 3 Hours Max Marks: 33 Objectives: To acquaint the student with the special functions and Analytical Geometry of 3 Dimensions. N.B. The candidate shall be required to attempt five questions out of ten, selecting at least one from each section. SECTION -A Special Functions: Legendre & Bessel’s functions.( 2 questions) SECTION-B Analytical Geometry of 3-D: System of Coordinates. Direction cosines and Projections. The Plane. The straight line, Skew lines, The Sphere, Cylinder and cone. Central Conicoids, Section of conicoids. Umblics. Confocal conicoids. Reduction of General Equations 0f2nd Degree Generating lines ( 8 questions). Books recommended: 1. Special Functions: Dr. P. P. Gupta 2. 3-D Co-ordinate Geometry: Dr. N. P. Singh 53 Paper II- Hydro-Statics And Statics Time: 3 Hours Max Marks: 33 Objectives: To acquaint the student with the Principles of Hydro-Statics and Fundamentals of Statics applicable in equilibrium. N.B. The candidate shall be required to attempt five questions out of ten, selecting at least one from each section. SECTION A Hydrostatics. Centre of Pressure. Pressure on Curved surfaces. Equilibrium of Floating Bodies (3 Questions) SECTION B Statics 1: Centre of Gravity. Virtual Work. Strings in Two Dimensions (3 questions) Statics II: Forces in three Dimensions. Conditions of Equilibrium Equation of Central Axis. Wrenches. Null lines and Null Planes. Stability of Equilibrium (4 questions). Books recommended: I. Hydro Statics: Dr. G.C. Sharma 2. Statics: S. L. Loni 54 Paper III - Differential Equations And Integral Transforms Time: 3 Hours Max. Marks: 34 Objectives: To acquaint the student with the differential Equations and Integral Transforms. N. B. The candidates shall be required to attempt five questions out often selecting at least one from each section. SECTION A Differential Equations: Linear Differential Equations of 2nd order with variable coefficients. Total and Simultaneous differential equations. Partial Differential Equations with constant coefficients. Charpit’s Method. Monge’s Method (6 questions). SECTION-B Integral Transforms: Laplace Transform Inverse Laplace Transform Simple applications of Laplace Transform to ordinary differential equations. Fourier Transform, its inverse and simple properties (4 questions) Books recommended: 1. Differential Equation: P. P. Gupta 2. Integral Transforms: P. P. Gupta 55 Philosophy Paper I - Western Philosophy Time: 3 Hours Max. Marks: 50 Objectives: To help the student understand the thinking of distinguished western Philosophers. 1. Descartes: Method of Philosophy, God, mind-body and self. 2. Spinoza: Substana, attribute and mode; parallelism. 3. Leibnitz: Monadology, Pre-established harmony. 4. Locke: Theory of substance, primary and secondary qualities, theory of knowledge. 5. Barkeley: Refutation of matter, essest percepii, Nature of God. 6. Hume: Scepticism, Refutation of causality, self and God. 7. Kant: Reconciliation of Rationalism and Empiricism; concept of space and time. 8. Hegel: Absolute and Evolution. Books Recommended: 1. Pashchatya Darshan : Chanradhar Sharma 2. Pashchatya Darshan . Badrinath Singh 3. Adhunik Darshan Kee Bhumika: Sangam Lal Panday 3. History of Western Philosophy: F. Tilly 4. Modern Philosophy . Falkenburg 5. A History of Western Philosophy: B. Russell 6. Problems of Philosophy: B. Russell 56 Paper 11(A) - Modern Logic Time: 3 Hours Max. Marks: 50 Objectives: To acquaint the student with the fundamentals of logic including the Scientific method of enquiry. 1. Nature of Logic and Language 2. Languages, its functions, information fallacies. 3. Definition, categorical propositions. 4. Immediate inference. 5. Existential import of propositions 6. Categorical syllogism Venn Diagram and their applications syllogistic inference: Rules and fallacies, inductive inference Analogy. 7. Casual Connections. 8. Mill’s methods of Experimental Enquiry 9. Science and Hypothesis. Books Recommended: Introduction of Logic: I.M. Copi Tarkshastra Ek Parichaya: Sangam Lal Pandey 57 OR Paper 11(13) Philosophy of Religion Time: 3 Hours Max. Marks: 50 Objectives: 1. To acquaint the student with the nature of religion, philosophy and their relationship. 2. To enable the student understand the unity of religion and parts of Liberation. Contents: 1. Definition, scope and utility of Philosophy of Religion. 2. Nature of Religion its necessity; its relation to Philosophy; Science and morality. 3. Religious consciousness. 4. Nature of Religions knowledge. 5. Concept of God: Proofs for its existence, God and Absolute, Relation between God and world. 6. Problem of Evil. 7. Concept of Immoratility. 8. Mysticism 9. Unity of religions according to Radharishnan and Bhagwandas. 10. The paths of Liberation: Bhakati and Karam, Jana. Books Recommended: 1. Philosophy of Religion: Edward 2. Dharm Darshan Parichaya: Hardya Narayan Mishra 3. Dharam Darshan: Yakub Masih 4. Dharam Darshan: Dr. Lakshmi Nidhi Sharma 5. Dharam Darshan: Harendera Prashad 6. Dharam Darshan: V. N. Singh 58 Political Science Paper I - Representative Political Thinkers Time: 3 Hours Max. Marks: 50 Objectives: To acquaint the student with the Political Philosophy of Indian and Foreigners Philosophers. Unit I Manu and Kautilya Unit II Plato and Aristotle. Unit Ill St. Thomas Aquinas, Marsiglio of Padua and Machiavelli. Unit IV Kari Mary and Gandhi Books Recommended: 1. Sabine : History of Political Theory 2. Dunning : A History of Political Theory, 4 Vols. 3. Gettel : History of Political Throught. 4. Verma V.P. : studies in Hindu Political Throught 5. Altekar : State and Government in Ancient India. 6. V.P. Venna : Modern Indian Political Though 7. V.P. Verma : Rajnitik Darshan Ka Itihas 8. Prabhu Dutt : Rajnitik Vicharon Ka Itihas Sharma 9. Tendulkar : The Mahatma. 59 Paper 11 — Indian National Movement (1885-1950) And The Indian Constitution Time: 3 Hours Max. Marks: 50 Objectives: To acquaint the student with the History of Indian National Movement and major features of Indian Constitution. Part I Indian National Movement. Unit I Birth and growth of Indian National Congress, the Liberals, the Extremists, the Revolutionaries. Unit II Non-Cooperation and Civil Disobedience Movements; Quit India Movement; Communalism in Indian Politics, its culmination in the partition of India; Cripps Mission, cabinet Mission and Mountbatten Plan. Part II Indian Constitution Unit 111 Salient features of the Indian Constitution, Fundamental Rights, Directive Principles of State Policy and Amendments. Unit IV Union Government-Executive, Legislature and the Judiciary. Unit V State Governments-Executive, Legislature and the Judiciary. Unit VI State Governments-Executive, Legislature and the Judiciary; Union-State relations. Books Recommended: 1. Pylee: India’s constitution. 2. Basu: An introduction to Indian constitution. 3. R.C. Mazumdar: History of Freedom Movement in India. 4. Pattabhi Sitaramaya: The History of Indian National Congress. 5. Gurumukli Nihal Singh: Bharat Ka Samvaidhaniktatha Rashtriya Vikas. 60 Psychology Paper I - Measurement and Statistics Time: 3 Hours Max. Marks: 35 Objectives: 1. To enable the student understand the concept of measurement and presentation of data in Graphic form. 2. To explain to the student the concept of ascertaining the level of confidence of the results obtained in testing a hypothesis. Unit A 1. Measurement, Nature of Psychological measurement. 2. Concepts of Psychological Tests: Characteristics of Good Psychological tests. Unit B 1. Preparation of Frequency distribution, Graphical presentation of data, Cumulative frequency graph 2. Measures of Central tendency. Unit C 1. Measures of variability-Q and SD 2. Percentile and Percentile ranks. Unit D 1. Correlation by rank-difference method. 2. Correlation by Pearson Pr6duct Moment method. Unit E 1. Significance of difference between means. 2. Normal distribution: Elementary principles, area under Normal Curve. Books Recommended: 1. Fundamental Statistics in Psychology & Education. By Guilford, J.P. 2. Statistics in Psychology & Education By Garrett, H.E. 3. Manovigyanic Sankhiki.by Lal, J.N. and Misra, G. 4. Sankhyaki ke Mul Tatwa by Dr. H.K.Kapil 5. Sankhiki ke Mul Adhar by Dr. Lahh Singh 61 Paper Il-Social Psychology Time: 3 Hours Max. Marks: 35 Objectives: 1. To acquaint the student with the entire process of a neonate coming an adult, group dynamics and other social trends. 2. To enable the student understand the nature of attitude and modification. 3. Theory will be supplemented by practical work in such areas as Measurement. Contents: Unit A 1. Nature, Scope and Methods 2. Individual and his socializations: Transformation of neonate into social adult, methods of enforcing group, norms, culture and personality. Unit B Motivation of behaviour: Social motives and their acquisition. Achievement motive Unit C Attitude and behaviour: Nature of attitudes, Attitudes and Beliers, Attitude formation, change and measurement. Unit D Group Dynamics: The nature of group behaviour, prejudice and conflict: leadership-its nature, kinds and functions. Unit E Mass Behaviour: Crowd, Rumour, Public Opinion Propaganda. 62 Practical Max Marks: 30 Section A-Test: Any 4 from this section 1. Verbal test of intelligence 2. Performance test of intelligence 3. Adjustment Inventory 4. Anxiety Scale 5. Interest Inventory 6. Introversion and Extroversion test 7. Mechanical Aptitude test 8. Study of Values or Attitude Section B-Experiments: Any 4 from this section 1. Pneumography 2. Muscular or Mental Fatigue 3. Motor Reaction Time-Simple 4. Speed and Accuracy. 5. Habit Interference -- 6. Measurement of level of Aspiration 7. Verbal conditioning. 8. Conflict Books Recommended: 1. Individual in Society by Kreech and Crutchfield. 2. Social Psychology by Secord:and Backman 3. Understanding Social Psychology By Worchel & Cooper (1976) 4. Psychology and Social Behaviour by Mc. David , J.W. & Herbert, 5. Samajik Manovigyan by Rastogi, GD. 6. Samaj Manovigyan by S.S. Mathur 7. Social Psychology through Experiments by Hemphry 63 laLd`r izFke iz”u & Ik= x|] Ik| ,oa O;kdj.k 50 iw.kZd ¼d½ x| & vfEcdknRr O;kl & f”kojkt fot; ¼izFke & f}rh; fu”okl½ 20 vad ¼[k½ Ik| & Hkkjfo& fdjkrktqZuh;e~ ¼izFke lxZ ½ 10 vad ¼laLd`r “yksd O;k[;k ds fy, ikWap vad fu/kkZfjr gS A½ ¼x½ ¼1½ O;kdj.k & “kCn:Ik flf) 10 vad ¼v½ iqfYayx & jke ¼c½ L=hfyax & jek ¼x½ uiqald fyax & Kku ¼2½ /kkrq:Ik flf) & 10 vad Hk~ ,oe~ l/k~ /kkrqvksa ds lHkh nl ydkjksa ds :Ik A “kCn:Ik ,oa /kkrq:Ik flf) y?kq fl)kUr & dkSeqnh ds vk/kkj ij A 64 f}rh; iz”u & Ik= osn mifu’kn~ ,oa oSfnd lkfgR; dk bfrgkl 50 iw.kkZd ¼d½ osn & ¼v½ _Xosn & v{k lwDr 10@34] vj.;kuh 10@146] laKku lwDr 10@161 ¼c½ vFkoZosn & i`Foh lwDr dk.M 12 ¼x½ ;tqosZn & f”koladYi lwDr vuqokn ,oa O;kdj.kkRe fVIi.kh visf{kr gS½ ¼[k½ mifu’kn~ & dBksifu’kn~ izFke v/;k; 10 vad ¼x½ oSfnd lkfgR; dk laf{kIr bfrgkl 10 vad ¼osnksa dk lkekU; ifjp; visf{kr gS A½ lgk;d iqLrdsa & 1- _d~ lwDr p;ue~ & izks- oh-ds-oekZ A 2- oSfnd lwDr ladyu& ikjl ukFk f}osnhA 3- oSfnd lwDr ladyu & osn izdk”k mik/;k; A 4- oSfnd lkfgR; dk bfrgkl & osn izdk”k mik/;k; A 5- oSfnd lkfgR; dk bfrgkl & d.kZ flag A 6- dBksifu’kn~ & oh-ds- oekZ A 7- y?kq fl)kUr dkSeqnh & Hkh /kjkuUn “kkL=h A 65 SOCIOLOGY Paper 1- Indian Social Institutions Time: 3 Flours Max. Marks: 50 Objectives: 1. To acquaint the student with the stratification of Indian Society and its Kingship system. 2. To explain the student the Indian Village Social System. Contents: 1. Introduction - unity and diversity & Indian Culture 2. Kinship system (a) Marriage - Hindu, Muslim, Tribal, Polyandry (b) Family; Nuclear, Extended, Joint Family: Family in urban and rural set-up 3. Indian Social stratification: (a) Caste- Nature and aspects (b) Caste-Hindu-Muslim (c) Caste and Tribe-Similarities and Differences (d) Verma, Caste and Tribe (e) Caste and Class 4. Indian Village society. (a) Village — Unity and Extensions. (b) Jaymani system — Traditional Bases and change (c) Panchayat-Caste, Village and Tribal (d) Caste, Kinship and Faction. Books Recommended: 1. Publication Division: Social Structure 2. Kapadia K.M: Marriage and Family in India (English/Hindi) 3. Ghurey G.S: Caste, class and occupation 4. Srimivas M N: Indian villages. 5. Leuirs, Oscar: Village life in Northern Indian. 6. Majumdur D N: Races and cultures in India 66 Paper – II- Social Change in India Time: 3 Hours Max Marks: 50 Objectives: - To explain to the student the dynamics of change- social and economic Content: - 1. Social Change – Concept, Factors and modes; Evaluation Progress, Development, Diffusion, Acculturation and Social Movement. 2. Urbanization and westernization. 3. Sanskritization and Westernization 4. Secularization and Social change 6. Planned Social Change. Book Recommended 1. Bottomore, T.B. : Sociology 2. Srinivas, M.N. : Social Change in Modern India 3. Wilbert, E. Moore : Social Change 4. Rose Arnald M : Sociology 5. Kuppuswamy B. : Social Change in India. 67 Educational Psychology Paper I- Growth and Development Time: 3 Hours Max Marks: 50 Objectives: 1. To develop in student teachers an understanding of the nature and process of growth and development in children and adolescents. 2. To help understand the creation of conducive environment in which the development and modification of desired behaviours take place 3. To enable the student teachers to understand the concept and process of learning with reference to school learning. 4. To develop in him the ability to apply the principles of psychology to classroom situations. Contents: 1. Psychology – Meaning, Definition & Nature, psychology of education, its nature, scope & importance for teachers. 2. Psychology of learning: Thorndike’s Theory of trial and error, Pavlov,s theory of conditioned response, Hull’s theory of Reinforcement, Kohler’s Theory of in-sight; appliance of these theories in class room situation 3. Psychology of Development – Principles of growth & development, intellectual, emotional & social development from infancy to adolescence. 4. Transfer of training- experiment in the transfer of training, implications for a teacher. 5. Psychology of Motivation – Principles of Motivation in a classroom situation. Books Recommended 1. Mani M.N.G. (1992). Concept Development of Blind Children. Coimbatore: Sri Ramakrishna Mission Vidyalaya Printing Prass. 2. William T. Lydon (1982 Concept development for visually handicapped children, AFB, New York) 3. Dr. S.P. Kulshretha : Educational Psychology 4. E.B. Hurlock : Psychology of Development 68 Paper- II— Personality And Elementary Statistics Time: 3 Hours Max. Marks: 50 Objectives: 1. To help the student to understand the concepts of personality and. intelligence and techniques of their assessment. 2. To help the student to understand creativity and mental health 3. To help the student to practice the use of basic statistical techniques applied in classroom situation. Section A 1. Personality factors affecting personality, its definition nature & techniques of assessment. 2. Creativity: (a) Nature & meaning of creativity. (b) Identification of creative students in the fields like academic, artistic, mechanical, scientific etc. (c) Educational provisions for creativity. 3. Intelligence- its measurement, types of intelligence tests and their application. 5. Mental Health of the child & teacher, effect of home & school , class room maladjustment, mental retardation, problem child, backward & delinquent child & teacher’s role in child’s adjustment. Section B Elementary statistics & their application for treatment of data in educational situations. Measures of central tendency, measures of variability & their calculations, Graphical representation of data, correlation by rank method & their uses. Note: One question on statistics will be compulsory. Books recommended 1. Statistics in Psychology and Education. : Garret I-I. E .(1966) 2. Personality : Stangner 3. Shiksha Evam Manovigyan Me Sankyaki ke Mooladhar: Dr Labh Siugh 69 Implications of visual impairment Paper I - educational implications Time: 3 Hours Max. Marks: 50 Objectives: 1. To acquaint the student with the limitations of Visual Impairment with reference to extent of impairment, concept development and learning 2. To help the student to understand media of reading, writing, computation and education placement. Contents: Unit - 1 Limitations of Visual impairment a) Total blindness b) Low vision c) Serious field construction d) Perceptual differences between sight, hearing, touch and olfactory senses Unit – II Limitations with reference to learning a) Formal learning b) Incidental learning c) Pear interaction Unit – III Concept development a) Nature of concepts b) Need for experience in building concepts d) Piaze’s theory of stimulation and invariant stages of intellectual development d) Bruner’s theory of intellectual development - - Unit – IV Media of reading, writing & Computation a) Braille b) Large print c) Magnifiers d) Projective devices f) Computation devices like Taylor frame, Abacus, Geometry Kit g) Speech Synthesizer Unit - V Educational Placement a) Principles and selective placement b) Available options 70 c) Criteria for choosing between various options d) Teacher as parent counselors Books recommended: Wright, B. (1983). Physical Disability — A Psychological Approach (end ed.) New York: Harper & Row. 71 Paper- II- Psycho-Social Implications Time- 3 Hours Max. Marks: - 50 Objectives: 1. To enable the student to understand the nature of prejudices, attitudes and modification of attitudes. 2. To enable the student to understand the implications of visual impairment in early childhood and in development of personality. Content: Unit – I Prejudice a. Nature of prejudice b. Historical development of Prejudice against visual disability c. Reaction of the visually impaired towards Prejudice. Unit- II Early childhood a. Impact of visual impaired children in the family b. Impact on mother child relationship c. Exploration of the environment through touch and hearing d. Reaction of parents and siblings of his exploration Unit- III Attitudes a. Parental attitudes b. Sibling attitudes c. Peer attitudes d. Societal attitudes Unit-IV Attitude modification a. Display of potential of visual impaired children b. Use of printed material c. Use of audio visual material d. Use of folk lore e. Counselling f. Others Unit-V Personality Development a. Effect of early blindness on personality development b. Effects of early adventitious blindness on personality development c. Effects of visual impairment on social interaction d. Effects of visual impairment on emotional development. e. Methods of stimulating visually impaired children. 72 Book Recommended Biship,V.E. (1971). Movement and Spatial Awareness in Blind children and youth Springfield, IL: Charless C.Thomas Cratty B.J & Sam T.A. (1968), The Body Image of Blind Children, AFB, New york. Cratty, B.J. (1971) Movement of spatial Awareness in Blind Children and youth Springfield, ILL Charless C.Thomas. Davidow, M.E. ( 1974), Social Competency, Louisville, KY: American Printing House for the Blind Lowenfeld, B.(Ed) (1973) The Visually Handicapped Child in School and Society New York, John Day Tuttle, D.(1984). Self-esteem and Adjusting with Blindness. Springfield. IL: Charless C.Thomas. 73 B.A., B.Ed. 3rd Year English Paper-I- Language Time: 3 Hours Max Marks: 50 Objectives: To advance the knowledge the student in English Grammar and Acquaint him the principles précis writing and free composition. Content: Unit-I a. Modals b. Non-Finite Verb Forms: Infinitives Gerunds and other- ‘ing’ forms of verbs c. Conjunctions and other Linkers d. Question – Tags, Anomalous Finites Unit-II Indianisma and Common Errors (Advance Level) Unit-III Foreign Word and Phrases Commonly used in English Unit-IV Precis Writing Unit-V Essay Writing (Free Composition) (Approximately 350 500 words) Book Recommended 1. Slannard Allen : Living English Structure (Longmans)\ 2. Pitt Corder : Intermediate English Practice Book 3. R.N.Arya : Common Errors in English 4. Ganguli & wood : General English 5. Margaret & Kumar : Examine your English 6. Heaton J.B. & Stock : Overseas Students’ Companion of English Studies (ELBS) 7. Alexander L.G. : Essay and Letter Writing 8. Quirk R. & Greendaum: A University Grammar of English 9. Praminnskas : Rapid Review of Engish Grammer 74 Paper-II- Drama (for Detailed Study) Time: 3 Hours Max Marks: 50 Objectives: - To acquaint the student with English Drama and to test his knowledge by putting questions with reference to the context. Contents: Section (A) – Twelfth Night – W. Shakespear Section (B) – Justice – J. Calsworthy. Note: - The question on passages for reference to context from both the plays will be compulsory. The candidates will have to attempt four more question, selecting two from each section. Books Recommended for critical study: - 1. A. Nicoll - The British Drama 2. Dowden - Shakespear’s mind and art 3. Wilson knight - The wheel of fire 4. Simpson - Studies in Ellzabethan drama 5. Barker - The preface to Shakespear 6. G.K. Chestgerton- The Problem Play 75 Economic Paper-I – Elementary Statistics Time: - 3 Hours Max Marks: - 50 Objectives: - To acquaint the students with the fundamentals of Elementary Statistics. Note: - Two Questions are to be set from each unit and one question from each unit is compulsory to be attempted. Unit-I Meaning, scope, importance and limitations of statistics collection and date-Primary and Secondary: Census and sampling methods. Unit-II Classification and Tabulation of data, construction of frequency tables, Graphical representation of a frequency distribution, Diagrammatic representation, Bar, Rectangular and Pie diagrams. Unit-III Measures of Central Tendency-Arithmetic Mean, Median, Mode, Geometric mean and harmonic Mean. Unit – IV Measures of Dispersion and Skewness-range, Quartile Deviation. Mean Deviation, Standard Deviation. Coefficient of variation, Karleparson’s and Bowley ‘s’ Coefficient of Skewness. Unit-V Correlation-simple Correlation and analysis of time series, components, measurement of trend by moving average method, Index numbers-meaning and Utility. Various types, preparation of price level and cost of living index numbers. Book Recommended 1. Elementary Statistics : Nagar 2. Statistical Methods : S.P.Gupta 3. Fundamental Statistics: D.N. Elhance 4. Sankyaki Ke Sidhanta : Shivpujan Sahaya 76 Paper – II- Indian Economic Planning and Policy Time: - 3 Hours Max Marks: -50 Objectives: - To acquaint the student with the principles of economic planning including the development of employment oriented Industrials. Note: - Two questions are to be set from each unit and one question from each unit is compulsory to be attempt. Unit-I Performance of Development Planning i. Objectives of development planning: Growth, Modernisation Self reliance and social justice. ii. Strategy of Development a. A minimum-over all growth, rate of growth b. Meeting important requirements c. Position of employment for all able bodies persons iii. Role of public sector: India’s mixed economy iv. Achievement and difficulties in India’s Plans. Unit-II Agriculture and Allied Achievement: - i. New Agricultural – Productive techniques, green revolution, Hybrid and HYY seeds, irrigation and pest control. ii. Trends in Agricultural production since 1951 to date yield per hectare of principal crops in India since 1951. iii. Supply of inputs and marketing of surplus. a. Supply of inputs credit, fertilizer, minor irrigations b. Marketing of surplus, storage, transportation iv. Broad basing of Agriculture, Animal husbandry, Horticulture, Social forestry, poultry farming, Sheep breeding, Goat rearing. Unit-III Rural Development & Poverty Alleviation: - i. Rural Poverty and Poverty line ii. Rural upliftment Programmes : IRDP & TRYSEM, NREP RLEGP and Antyodaya. 77 Unit - IV Development of Employment Oriented Industries: i. Possibilities: employment in industries and intensive agriculture. ii. Village & small self-industries: Employment updating of asset creation programme. iii. Main problems of village & small industries: Possibilities of improvement, marketing of surplus products, credit flow, technology and training, study of few village industries Khadi, Handicrafts, Small-scale industries: Ancillaries, Electronics, Chemicals, Agricultural pump sets, electrical motors, Growth of the services sector; development of village services, self-employed, TRYSEM etc. Unit-V Industrialization i. Objectives of Industrial Development a. Insured supply of wage goods, consumer articles. b. Minimization of the use of existing capacities. c. Development of industries for large domestic market and export potential. ii. A unified policy for large, medium and small industries, New Technology for large scale industries, small scale industries and fostering of entrepreneurship and general employment. iii. Dispersal of industries and industrial sickness. iv. Some new industries. v. Metallurgical, fertilizers, electronics, petro-chemials etc. Book Recommended 1. Agriculture Economics - B.P. Tyagi 2. Industrial Economics - C.B. Mamoria 3. Rural Development - I.C. Dhingra 4. Planning in India and Abroad - R.L. Goyal 78 Paper – III (A) – Rural Development Time: 3 Hours Max Marks: 50 Objectives: To acquaint the student with history of rural development, rural employment and poverty alleviation programmes. Note: Two questions are to be set from each Unit and one question from each Unit is compulsory to be attempted. Unit-I i. Brief History of Indian Rural Development ii. Meaning, concept, importance and role of Rural Development. iii. Gandhian concept of Rural Development-village self sufficiency, land utilization, role of village Panchayat, cooperatives, schools, Principle of circular constilation; decentralization-village industries and industries of national importance. Unit –II i. Approach of rural Development-Identification of the problems, Rural poverty- concept and meaning. Rural poverty, problems in measurement, Measures taken during plans in India to remove poverty. ii. Rural Demographic Structure, educational structure and occupational structure. Unit-III i. Rural employment programmes: Antyodaya; Integrated Rural Development Programme-Meaning & concept, indentification of beneficiaries, preparation of schemes to beneficiaries, preparation of schemes of beneficiaries, Credit of IRD Programme-through various agencies and institutions. ii. Trysem-Training of youths for self-employment: Concept, Meaning, Objectives. iii. National Rural Employment Programme-Meaning & Concept, Objectives, financing and problems. iv. Rural Landless employment Guarantee Programme-Meaning concept, objective, financing and constraints. 79 Unit -IV Strategy and Policies of Rural Development i. Decentralized Planning: Schems and Plans for house holds, village plan, Block plan, Regional plan, Action plan, - concept and relationship of plan in hiercy, importance and problems. ii. Three tier system of democratic decentralization Meaning, concept, present status, importance people’s participation. iii. System of Administration and monitoring of Rural Development programmes at various levels Training of officials and non-officials. iv. Problems of Development Agencies. Unit-V i. Coordination and Integration of various development agencies at various levels of administration-villages, Block, District and state. ii. Integration of various schemes and agencies. iii. Role of Cooperative in Rural Development iv. Role of Social Institutions in Rural Development Books Recommended: 1. Balwant Rai Mehta Committee Report 2. India’s Sixth and Seventh five Year Plans. 3. U.P.’s Sixth and Seventh Five Year Plans. 4. U.P. Government, Dept of Rural Development Integrated Development Dept, U.P. (1984-85 & 1985-86) 5. N.S. Bist: Bharat Main Gramin Vikas (1990) Or 80 Paper-III (B) – Regional Economics Time: - 3 Hours Max Marks – 50 Objectives: To acquaint the students with the fundamental of regional economics specially in the context of agriculture development and problem in U.P. Hill region. Note: - Two questions are to be set from each unit and one question from each unit is compulsory to be attempted. Unit-I i. Concepts and meaning: Economic Development, Economic growth and Economic progress, Region, Economic region, Regional Planning , Regional Development and growth. ii. Micro and Macro Regions, Block level, District Level and State Level planning. Unit-II i. Significance of Regional Economics, problems of regional development, strategy for regional development during plans. ii. Intra-Regional and Inter Regional disparities in U.P. and hill region of U.P., Pre requisite of regional economic development. iii. Human Resources: Dynamics of population, qualitative and quantitative characteristics. Unit-III i. Characteristics and main features of Hill economic of U.P. primary secondary and tertiary sectors. ii. Resources: Land, Forest, Water and Power Unit-IV Agriculture Development and Problems in U.P. Hill Region-Crop and crop rotations- farm size and growth of agriculture, causes of low productivity, scope of development, modernization of agriculture, Inputs Irrigation, fertilizers, HYV seeds, constraints inhibiting growth of agriculture, remedial measures, present policy changes for development-diversification of agriculture in Hill Region-Strategy for agriculture development and agriculture credit marketing. Unit-V i. Land use- Agriculture, Horticulture, Forests, pastures. ii. Soils and Soil, Conservation, Problems and Remedy. iii. Industrial development – cottage village and small scale industries in Hill Region – Problems and Remedies. 81 Book Recommended 1. State Plan of Uttar Pradesh: Sixth Seventh Plan and Approach to 7th plan 2. District and Divisional Plans and Kumaon & Garhwal Division. 3. Statistical Report of Kumanon and Garhwal Division 4. Statistical Report of Statistics and Economic Division, State Planning Institute U.P. Luckunow. 5. Annual and Five Year Plans of Hill Development Dept. U.P. Lucknow. 6. Reports of Regional Development, Section, State Planning Institute, Lucknow. 7. Statistical Reports of Hill Development Section, State Planning Institute, Lucknow. 8. Survey of Economic Theory (Three Vols.) Regional Economic-British Eco. Association. 9. N.S. Bist- Chhertia Arthashastra (1991) 82 fgUnh lkfgR; r`rh; o’kZ ds ikB~;dze ds vUrxZr izFke] f}rh; ,oa r`rh; rhu iz”u Ik= gksaxs A izR;sd iz”ui= % 50 vadksa dk gksxk A izFke iz”ui= % fgUnh Hkk’kk vkSj lkfgR; dk bfrgkl A f}rh; iz”ui= % leh{kk ds fofo/k :Ik vkSj lkfgR; dh fo/kk;sa r`rh; iz”ui= % fo”ks’k v/;;u ¼d½ Lokra=;ksRrj fgUnh x| lkfgR; vFkok ¼[k½ Lokra=;ksRrj fgUnh & dfork izFke iz”u Ik= fgUnh & Hkkx vkSj lkfgR; dk bfrgkl 50 vad ¼d½ fgUnh Hkk’kk 20 vad 20 vad 1- fgUnh Hkk’kk dk mn~Hkko vkSj fodkl 2- fgUnh dh izd`fr % Lo:Ik vkSj fofo/k :I 3- fgUnh dh izeq[k cksfy;ka 4- jk’VªHkk’kk ds lanHkZ esa fgUnh 5- nsoukxjh fyfi dk mn~Hko vkSj fodkl 6- nsoukxjh fyfi dh fo”ks’krk;sa ¼[k½ fgUnh lkfgR; dk bfrgkl 30 vad fofHkUu dkyksa ij vk/kkfjr iz”u iwNs tk;sxsa A vad foHkktu % ¼d½ Hkkx ls 20 vadksa ds nks iz”u vkSj ¼[k½ ls 30 vadksa ds rhu iz”u iwNs tk;sxsa A lgk;d xzUFk 83 1- fgUnh Hkk’kk] HkksykukFk frokjh 2- Hkk’kk vkSj fgUnh Hkk’kk] lrh”k dqekj oksgjk 3- fgUnh lkfgR;] ,d ifjp; f=Hkqou flag 4- fgUnh lkfgR; dk bfrgkl] jkepUnz “kqDy 5- Hkk’kk vkSj lekt] jkefoykl “kekZ 6- izkphu fyfi Hkk’kk] ia- xkSjh”kadj ghjkpUn vks{kk 84 f}rh; iz”ui= % leh{kk ds fofo/k :Ik vkSj lkfgR; dh fo/kk;sa 50 vad ¼d½ leh{kk ds fofo/k :Ik 20 vad lS)kfUrd]fu.kZ;kRed]rqyukRed]dykoknh]izHkkooknh] ekDlZoknh vkSj euksfo”ys’k.kkRed A ¼[k½ lkfgR; dh fo/kk;sa 30 vad egkdkO;][k.MkdkO;]ukVd],dkadh]miU;kl dgkuh] fuca/k]laLej.k]js[kkfp=]fjiksrkZu];k=ko`rkar]vkRedFkk] thouh vkSj lk{kkRdkj A vad foHkktu ¼d½ [k.M ls 20 vadksa ds nks iz”u rFkk ¼[k½ [k.M ls 30 vadksa ds rhu iz”u iwNs tk;saxs A lgk;d xzUFk 1- vk/kqfud lkfgR; dh izo`fÙk;ka Mk- ukeoj flag 2- ik”pkR; leh{kk dh :ijs[kk izrki ukjk;.k V.Mu 3- dko; ds :I xqykc jk; 4- fl)kUr vkSj v/;;u xqykc jk; 5- “kkL=h; leh{kk ds fl)kUr Hkkx 1]2 Mk- xksfoUn f=xq.kk;r 6- lkfgR; dh fofo/k fo/kk;sa Mk- “kf”k Hkw’k.k flagy 7- fgUnh ds c<+rs pj.k Mk- lqjs”k “kekZ 85 r`rh; iz”kui= fo”ks’k v/;;u 50 vad ¼d½ Lokra=;ksÙkj fgUnh x| lkfgR; 50 vad vFkok ¼[k½ Lokra=;ksÙkj fgUnh dfork 50 vad bl iz”ui= esa ijh{kkFkhZ dks mDr nks fodYiksa esa ls dksbZ ,d ysuk gksxk A ¼d½ Lokra=;ksÙkj fgUnh x| lkfgR; 50 vad ikB~; iqLrdsa 1- vkdk”k fdruk vuUr gS “kSys”k efV;kuh izdk”kd% foHkk izdk”ku] 50] pkgpUn]bykgkckn 2- vk/ks v/kwjs egksu jkds”k izdk”kd% jk/kk d`’.k izdk”ku] valkjh jksM]nfj;kxat]ubZ fnYyh 3- fucU/kkoyh izdk”k ukjk;.k izdk”kd% vkyksd b.MLVªht] bykgkckn mDr iqLrdksa esa ls 10 vadksa dh rhu O;k[;k;sa rFkk 32 vadksa ds pkj vkykspukRed iz”u iwNs tk;saxs A lgk;d xzUFk % 1- vk/kqfud ukVd dk elhgk eksgu jkds”k & Mk-xksfoUn pkrd 2- ukVddkj eksgu jkds”k & Mk-iq’ik caly 3- miU;kl dk f”kYi xksiky jke 4- fgUnh miU;kl Mk- jke nj”k feJ 5- fgUnh miU;klksa dh f”kYi fof/k dk fodkl Mk- lqjs”k flUgk 6- fgUnh miU;kl % f”kYi vkSj iz;ksx Mk- f=Hkqou flag 7- izfrfuf/k fgUnh fucU/kdkj Mk- gfj eksgu 86 ¼[k½ Lokra=;ksÙkj fgUnh dfork ikB~; iqLrdsa % 1- Hkwfetk j?kqohj “kj.k fe= 2- la”k; dh ,d jkr ujs”k esgrk 3- jke dh “kfDr iwtk fujkyk vad foHkktu mDr iqLrdksa esa ls 18 vadksa dh rhu O;k[;k;sa vkSj 32 vadksa ds pkj vkykspukRed iz”u iwNs tk;saxs A lgk;d xzUFk% 1- Nk;kokn Mk ukeoj flag 2- uo tkxj.k vkSj Nk;kokn egsUnz jk; 3- dzkfUrdkjh dfo fujkyk Mk- cPpu flag 4- fujkyk dh lkfgR; lk/kuk jkefoykl “kekZ 5- ujs”k esgrk dk dkO; izHkkdj “kekZ 87 History Paper-I – History of India (1708- 1857) Objectives: To acquaint the student with board historical development in India form 1708 to 1857 including the first revolt against British Raj. 1. Court Politics of Later Mughals (1907 – 1739) 2. Invasion of Nadir Shah-Causes & Effects. 3. Anglo –French Rivalry, Rise or British power in Bengal and the Dual Government-Clive and warren Hastings. 4. Reforms of Cornwallis 5. Wellesley- Subsidiary Alliance, Marathas and Mysore. 6. Lord Hastings-Maratha Policy, Nepal war. 7. William Bentinck-Reforms. 8. Afghan Policy-Lord Auckland and Lord Lytton. 9. Anglo-Sikh Relations-Ranjit Singh and The Two Sikh Wars. 10. Dalhousie-Annexations and Reforms. 11. Background Nature and Course of the Revolt of 1857. Book Recommended Satish Chandra : Uttar Mughal Kalin Bharat (English or Hindi) Thompson and Garrat : Rise and fulfillment of British rule in India. Robert P.C. and Spear: History of British India (English or Hindi) Dodwell : A Sketch of the History of India (1801 – 1905) M.S. Jain : Aadhunik Bharatvarsh Ka Itihas Mishra J.P. : Aashunik Bharatvarsh Ka Itihas A.C. Banerjee : The New History of Modern India ( English or Hindi) D.N. Shukla : Adhunik Bharat, Delhi University Pub. 88 Paper-II Social and Economic History of India (From Earliest Times of Modern Times) Time: 3 Hours Max Marks: 50 Objectives: To acquaint the student with major social and economic policies adopted in India from Vedic time to Modern age. 1. Social and economic condition of Northern India during: a. Indus Valley Civilization b. Vedic age c. Mauryan Period and its Cultural Achievements. d. Gupta age and its Cultural Achievements. 2. a. Varnashram b. Marriage c. Education System in ancient India 3. Social and Economic Condition during Sultanate period 4. Fiscal Policy of Delhi Sultans. 5. Social and Economic Condition during Mughal Period. 6. Fiscal Policy of Mughal rulers. 7. Cultural achievements under Mughal rule – Art, Architecture, Literature, Music 8. Social and Religious reforms of 19th Century. 9. Economic impact of British rule of India. 10. Main features of land revenue settlement during British rule. Book Recommended. 1. Social and Economic History of India : S.C.Raychoudhary 89 Paper III (A) History of National Awakening in India (A.D. 1858- 1947 A.D.) Time: 3 Hours Max Marks: - 50 Objectives: To acquaint the student with the causes of National Awakening and the History of Freedom movement. 1. Causes for the rise of Indian Nationalism 2. Administration of Lord Ripon and Lord Curzon. 3. Foundation of Indian National Congress-its Policy and programmes – (1885 – 1905) 4. Rise of the Revolutionary Movements. 5. Swadeshi and Home rule movements. 6. Gandhian Movements (a) Non-Cooperation (b) Civil Disobedience (c) Quit Indian. 7. Background and Features of the Government of India Act of 1919 and 1935 8. Aftermath of the Quit India Movement – Constitutional Proposals. 9. Advent of the Pakistan Idea and Partition of India. 10. Advent of Independence. 11. Peasant Movements in India (1919 1940) 12. Role of Tilak, Mahatam Gandhi,Gokhale, Nehru. Book Recommended 1. R.C. Majumdar (Ed) : Struggle of Freedom 2. Bipan Chandra and other : Freedom struggle 3. A.R. Desai : Social Background of Indian Nationalism 4. Ayodhya Singh : Bharat Ka Mukti Sangrram 5. Satya Rai (Ed) : Bharat Mein Rashtravada. 6. Grover and Yashpal : Outlines of Modern Indian History 7. Sumit Sarkar : Modern India (1885 – 1947) 8. Bipin Chandra and other : Bharat Mein Swadhinata Sangharsh, Delhi University Pub. 90 Paper III (B) – Ancient Indian Art and Architecture (From 6th Century B.C to 12th Century A.D.) Time: 3 Hours Max Marks: 30 Objectives: To acquaint the student with the forms of Architecture and Art in India From 6th Century B.C. to 12th Century A.D. Content: Art-Maurya, Sunga, Kushana Architecture-Origin and development of Stupa Architecture Bharahut, Sanchi Origin and development to Temple. Architecture: General Study of Temples of Deogarh, Konark, Khajuraho, Mahabalipuram and Tanjore. Book Recommended 1. Agarwal, V.S. : Indian Art (English or Hindi) and Gupta art. 2. Ray, Niharanjan : Maurya and Post Maurya Art. 3. Coomaraswamy A.K. : History of Indian and Indinesian Art. 4. Brown, Percy : Indian Architecture (Buddhist and Hindu) Practicals Max Marks: 20 91 Mathematics Paper-I- Real Analysis (70%) Convergence of Improper Integrals (30%) Time: 3 Hours Max Marks: 50 Objectives: To enable the student to understand the concepts of Real Analysis and Convergence of Improper Integrals and their applications. Note:- The candidates shall be required to attempt five questions out of ten, selecting at least one from each section. Section – A Real Analysis: Sequence Limit, Bounds, Functional limits, Cauchy’s & Heins Definitions of Continuity, Discontinuous functions, Types of Discontinuities, Properties of continuous and discontinuous functions. Differentiability Right and left hand derivatives, Darboux’s Theorem, Rolle’s theorem, Cauchy Mean Values Theorem, Lagrange’s Meann value theorem Geometrical Interpretation. Riemann integrability. Conditions of integrability, Uniqueness theorem, Some classes of R-Integrable. Theorems of R-integrabls, Fundamental theorem of integral calculus, Mean value Theorems of integral Calculus (8 Questions) Section –B Improper Integrals: Improper integrals, Singular points, Finite and infinite ranges, General Principle of covergence, Special Tests, Dritchlet’s and Abel’s Theorems, Covergence of some important improper integrals ( 2 questions.) Books Recommended 1. Real Analysis : Dr. Asha Rani Singhal 2. Convergence of improper integrals : A.R. Vashishtha 92 Paper-II – Dynamics of Particle (50%) and Rigid Bodies (50%) Time: 3 Hours Max Marks – 50 Objectives: - To enable the student to understand the Dynamics of Particle including motions and rigid bodies. Note: - The candidates shall be required to attempt five questions out of ten, selecting at least one from each section. Section –A Dynamics of Particle: Kinematics, Rectilinear Motion, Central Orbits, Constrained Motion on a Vertical circle and a cycloid Resisting Medium (5 Question). Section –B Dynamics of Rigid Bodies: Moments & Products of inertia. Principal axes, Memental Ellipsoid, Equi-momental Bodies, D’alembert’s Principle, Motion about fixed axis (5 questions). Book Recommended 1. Dynamics of Particle : S.L.Loni. 2. Rigid Bodies : Dr. R.K. Gupta 93 Paper III – Numerical Analysis Time: 3 Hours Max Marks – 50 Objectives:- To enable the student to understand Numerical Analysis. Note: - The candidates shall be required to attempt five questions out of ten, selecting at least one from each section. Section – A Finite difference, difference operators, shift operator, Interpolation with equal intervals, Newton-Gregory forward and backward formulae, Divided differences, Newtion’s Divided difference interpolation formulae, Lagrange’s interpolation formulae, Central Difference, interpolation formulae of Gauss forward and backward interpolation formulae Bessel’s interpolation formulae, Stirling’s interpolation formulae, Numerical differentiation and Numerical Integration, Trapeziodal rule, Simpson’s 1/3rd and 3/8th rule, Wedley’s rule (5 questions). Section – B Solution of ordinary differential equations, Picard’s Method, Euler’s method, Milne’s method, ranga;Kutta Method, Solution of Algebraic equations. Regula-Falsi method, interation method, Newton Raphson’s Method, Graeffe’s root squaring methods (3 questions) Section – C Difference equations, Homogeneous linear and non-linear difference equations, solution of linear equations with constant coefficients, generating functions techniques ( 2 questions) Books Recommended 1. Numerical Analysis : P.P.Gupta 94 Philosophy Paper-I – Contemporary Indian Philosophy Time: 3 Hours Max Marks – 35 Objectives: To acquaint the student with the Philosophy of Shir Aurobindo, Gandhi, Tagore, Radha Krishna and Roy. Unit – I Sri Aurobindo: Absolute, Super mind and Evolution. Unit-II M.K. Gandhi: Truth and Means of Truth realization Unit – III R.N. Tagor: Theism and Humanism. Unit-IV S.Radhakrishnan: Intellect and Intuition, Ultimate Realism. Unit-V M.N. Roy: Redical Humanism. Book Recommended 1. Contemporary India Philosophy (ed) buy Radhakrishnana and Muirhea. 2. Contemporary India Philosophy B.K. Lal 3. Life Divine (Relevant portions) Sri Aurobindo 4. Samkaleen Bhartiya Darshan 5. Samkaleen Bhartiya Darshan Lakshmi Saxena 6. Arvind Aur Bradley Ke Darshan Asit Kumar Sinha Mein Param Sat Ka Swarrom 7. Samkaleen Bhartiya Darshan V.S. Nakhney 8. Gandhi Darshan Meemanksha Dr. Ram Ji Singh 95 Paper-II – Comparative Religion Time: -3 Hours Max Marks – 35 Objectives: - To enable the student to make a comparative study of Hindusim, Buddhism and Jainism, Judoism and Christianity and Islam and Zoraastrianism Unit-I i. Comparative Religion: Its Nature scope and utility. ii. The problems of comparative religion, Universal religion Unit-II Hindusim: The nature of God, man and the world Sikhism. Unit-III Budhism & Jainism – Man, bondage and liberation. Unit-IV Judosim & Christianity: The Nature of God, Man and world Unit-V Islam & Zorastnianism The Nature of the God, man and world. Book Recommended 1. Comparative Religion : E. O. James 2. Comparative Religion : K.N.Tiwari 3. Comparative Religion : R.S. Srivastava 4. Religions of Man : Smith 5. Vishva Ke Pramukh Dharam : Dr. G.R.Singh 96 Paper-III (A) - Problems of Indian and Western Philosophy Time: 3 Hours Max Marks: 35 Objectives: To enables the student to understand problems of Indian and Western Philosophy Unit-I: Causation Unit – II Space and time Unit-III i. Intellect the Intuition ii. Reason and Revelation Unit-IV Theory of Error Unit-V a. Good and Evil b. Bondage and Liberation Book Recommended 1. Problems of Philosophy : Partic, G.T.W. 2. Living Issues in Philosophy : H.T.Trtus 3. Problems of Indian Philosophy : K.Raja 4. Eastern Religion Western Thought : Radhakrishnan 5. Darshan Kee Samsyayen : Dr. Shivnarayan Lal 6. Darshan Kee Mool Dharayan : Prof. Arjun Mishra OR 97 Paper III (B) - Social Philosophy Time: 3 Hours Max. Marks: 35 Objectives: To enable the student to understand various social Institutions as well as capitalism and other tenets propounded in the recent past. Unit I Nature and scope of Social Philosophy, its relation to political science, sociology and Ethics. Unit II (i) Individual and society, Individualism, collective Evolutionism (ii) Property- Capitalism, socialism and communism. Unit III: Social concepts: Tribe, Community, society, Nation, Theories of origin of society, theory of social contract, organic theory. Unit IV: (i) Family: Its types, functions. (ii) Marriage: different concepts and ideals, types of marriages, polygamy, polyandry and monogamy. Unit V (a) Religion: its place in society, essential unity in all religions. (b) Culture and civilization Books recommended: 1. Outlines of social Philosophy : J.S. Machkenzie 2. Samaj Darshan Kee Pranalee : Sangam Lal Pandey 3. Samaj Darshan : L.P.Singh 4. Samaj Darshan Ke Mool Tatva : Ram Ji Shing 5 Samal Darshan : Jagdish Sahaya Srivastva 98 POLITICAL SCIENCE Paper I - Fundamental Concepts In Political Science Time: 3 Hours . Max. Marks: 50 Objectives: To understand Fundamental concepts in Political Science like Bureaucracy, representation, Secularism , Non violence etc. -. Unit I Power, Bureaucracy. Unit II Representation; Political Socialisation; Political Participation-it is meaning and its types. Unit Ill Concept of Secular State, Welfare State and Nation State. Unit IV Terrorism, NOn-Violence. Unit V Political Elite, Political Culture-its meaning, scope and forms Books Recommended: 1. Hardwar Rai . Rajniti Shashtra Ke Nayan Ayam. 2. P.D. Sharma . Tulnatmak Rajniti 3. R.C.Aggarwal Rajniti Shastra Ka Parichaya. 4. A.C.Kapoor . Principles of Political Science. 5. S.P. Verma . Adhunik Rajnitik Siddant. 6. Sachida Nand Pandey: RajnitikSamaj Shastra Tatha Iske Ayam. 7. R.N.Gairola . Rajniti Shastra Ki Adharbhut Avadharanayan. 8. Ashirvadam : Politic4 Theory. 99 PAPER II- PUBLIC ADMINISTRATION Time: 3 Hours Max. Marks: 50 Objectives: To enable the student to understand the structure and functioning of Public Administration in India. Unit - I Meaning, Nature and scope of Public Administration, Public and Private Administration. Unit II Organisation-Formal and Informal organisation; Bases and different forms of organisation-Departmental Organisation, Public Corporation and Independent Regulatory Commissions, Line and Staff. Unit Ill Personal Administration-Recruitment Training, classification and compensation in U.K. and U.S.A. Unit – IV Financial Administration-Budget Formulation and Financial Control in U.K. and U.S.A. ~ Unit -V Role and Powers of District Magistrate, Organisation and functions of Municipal Boards, Municipal Corporations, Zila Parishads, Block committee and Village Panchayats. 100 Books Recommended: 1. Willoughby . Principles of Public Administration. 2. White . Introduction to Public Administration. 3. Dimmouck . Public Administration. 4. Pffiner Principles of Public Administration 5. Bhambri . Public Administration. 6. Sharma Principles of Public Administration. 7. Thakur . Lok Prashashan Ke Awashyak Tatwa 8. Mary . Elements of Public Administration. 9 I.N.Tiwari . Role and Functioning of Bureaucracy. 10 Han Durt Vedalankar: Lok Prashashan. 11. Awasthi Tatha Maheshwari: Lok Prashashan. 12. Panchayat Raj Acts of U.P. 13. Zila Parishad Act of U.P. 14. Chetkar Tha . Local Self Government in India. 15. Chowdhry and Sinha : England Mom Sthaniya Saashan. 16. M.P. Sharma . Local SelfGovernment in India. 101 Paper III - Theory of International Politics Time: 3 Hours Max. Marks: 50 Objectives: To help the -student understand International Political issues like Balance of Power, National States, Foreign Policy of non- alignment. Unit - I International Politics-definitions and approaches. Unit - Il Nation State System; National Interest-its meaning and scope. Unit - Ill Balance of Power-meaning, characteristics, historical evolution and present status; collective security. Unit - IV Foreign Policy-determinants of foreign policy, Diplomacy-meaning role and limitations; War-its meaning and causes. Unit - V Non-Alignment; Approaches to peace. Books Recommended: 1. Schuman: Interactional Politics 2. Palmerand Parkins :International Relations. 3. Morgenthau: Politics Among Nations. 4. Schwarzenger: Power Politics 5. Mahendra Kurnar: Theoretical aspects of international politics. 6. Vijaya Kumar Arora: Antarrashtriya Rajniti 7. D.C.Chaturvedi: Antarrashtriya Rajniti 102 Psychology Paper I - History And Systems Of Psychology Time: 3 Hours Max. Marks: 35 Objectives: To enable the student to understand and trace the historical development and Schools of Psychology. Unit - A Historical review of Ancient Period: 1. Psychological contribution of India in Vedic period Budhism, Sankhya and Yoga. 2. Psychology in Ancient Greek: Socrates, Plato and Aristotle. Unit - B Psychology in 17th Century: Dcartes, Spinoza, Leibnitz, Hobbs, Locke. Unit - C Early contribution of Experimental Psychology: Helmhotz, Weber, Fechaner, Wundt, Ebbingaus. Unit - D Contribution of Clinical Psychology: Pinel, Masmer, Sharcot, Genet. Unit - E Systems of Psychology: Structuralism, Functionalism Psycho-analysis, Behaviorism, Gestalt. Books Recommended: 1. System & Theories : Marx and Hillex 2. Systems & Theories of Psycholaoy Chaplin, J.P. & Karwie T.S. 3. Contemporary Schools of Psychology Woodxvorth, R.S. 4. Historical Roots of Contemporary Psychology: Wolman 5. Manovigyan Ke Sampradaya R.K.Ojha 6. Manovigyan Sampradaya aur Sidhant K.D. Sharma 103 Paper II- Psychology Of Personality Time: 3 Hours Max. Marks: 35 Objectives: To enable the student to understand various dynamics of personality as well as its measurement. Unit - A Nature and Concept: Field and Dimensions of Persons Unit - B Deterfninants of Personality: Biological, Socio-Cultural Unit -C Theories of Personality (1) Sheldon (2) Marry (3) Lewin (4) Cattle (5) Allport Unit D Measurement of Personality: (1) Rating Scale (2.) Personality Inventories (3) Projective Technique Unit - E Theories of Personality : (1) Beliefs, Attitude and Values (2) Stages of Personality Developments Books Recommended: 1. Personality: An interdisciplinary Approach : Thorpe 2. Theories of Personality : Hall & Lindzey (1978) 3. Personality : Luzarus, R.S. (1971) 4. Personality and Assessment : Mischel (1968) 5. Introduction to Personality : Mischel Walter (1981) 6. Psychology of Personality : Rose Stagner 104 Paper III - Applications Of Psychology Time: 3 Hours Max. Marks: 35 Objectives: 1. To enable the student to understand business applications of Psychology including its application to rehabilitation. 2. Theory lectures will be supplemented by practical work. Visually impaired students may, at the discretion of the Director of the Institute, be allocated such form of practical work as can be performed by them despite visual impairment. Unit - A The nature and areas of applications, limitations and restraints Unit - B Applications to Industry: Human factor in industry. Personnel selection. Job analysis, work and working environment, Man-machine relation, Equipment designing Fatigue and Monotony, Incentives, Accident & Safety, Group cohesiveness and leadership in industry, Group morale, Labour relations, Psychology of Advertisement Unit -C Applications to Guidance: Nature and aims of guidance, procedures of educational, vocational & personal guidance. Unit - D Applications to treatment and rehabilitation of mentally ill. Rehabilitative approaches, Community mental hygiene. Unit - E Application to Crime: Identification of Criminal behaviour, Personal and environmental factors in crime, Crime detection, Problems of testimony and witness, Role as punishment in crime, treatment and prevention of criminal behaviour-specially of drug addiction and delinquency. Practicals: Max. Marks: 30 Section A: Administration of Psychological Tests: Any One 1. MMPI, l6PF 2. TAT 3. Sentence Completion Section B: A long experiment or field study on 30 cases: under the supervision of some 105 teacher. Books Recommended: 1. Applied Psychology : Burt, E.H. 2. Applied Psychology : Brown, J.M. 3. An Introduction to Clinical Psychology : Berg, I.A. 4. Personal & Industrial Psychology : Ghiselli & Brown 5. Educational Psychology : Skinner, C.E. 6. Principles of Guidance : Jones, A.J. 106 laLd`r izFke iz”ui= laLd`r lkfgRl dk bfrgkl]laLd`fr ,oa fuca/k 50 vad ¼d½ laLd`r lkfgR; dk bfrgkl & 25 vad jkek;.k]egkHkkjr]dfo ,oa dkO;]v”o?kks’k]dkfynkl]Hkkjfo]Jhg’kZ] “kwnzd]HkoHkwfr]fo”kk[knRr]HkVV~ukjk;.k]fnM~tkx]d`’.kfeFk]n.Mh] lqcU/kq]ok.kHkVV~]vfEcdknRr O;kl]Hkr`Zgfj]t;nso]ia-jkt txUukFk] lksenso fo’.kq “kekZ]ukjk;.k if.Mr ,oa dYg.k A ¼[k½ laLd`fr & o.kkZJe]laLdkj]ifjokj]iq:’kkFkZ prq’V;Z izkphu f”k{kk ,oa f”k{k.k laLFkk,a 10 vad ¼x½ fuca/k & laLd`r esa fuca/k ¼nks i`’B½ 15 vad 107 lgk;d xzUFk & 1- laLd`r lkfgR; dk leh{kkRed bfrgkl dfiynso f}osnh 2- laLd`r lqdfo leh{kk vejukFk ik.Ms; 3- laLd`r dfo n”kZu Hkksyk “kadj O;kl 4- Hkkjrh; laLd`fr ds ewy rRo bUnqerh feJk 5- laLd`r fuca/k “krde~ dfiynso f}osnh 108 f}rh; iz”u & Ik= 50 vad dkO; ,oa dkO; “kkl= ¼d½ dkO; & Ik| ,oa x| 30 vad 1- dkfynkl& dqekj lEHkoe~ ¼izFke ,oa iape lxZ½ 2- ck.kHkV~V & “kqduklksins”k ¼dknEcjh½ ¼[k½ dkO; “kkL= dkO; nhfidk & dkO;& y{.k]dkO; Hksn] jl fu:i.k]egkdkO; & y{k.k] x| & dkO; y{k.k] ukV~;y{k.k ukVd A 109 r`rh; iz”u &Ik= vad 50 iq.kkZd Hkk’kk foKku ,oa O;kdj.k iz;ksx ¼d½ Hkk’kk foKku & 30 vad Hkk’kk dh ifjHkk’kk] Hkk’kk dh mRifRr]/ofu mPpkj.k]LFkku ,oa iz;Ru]vFkZfoKku Hkk’kk ifjokjksa dk lkekU; ifjp;]Hkkjrh; izeq[k fyfi;ksa dk laf{kIr bfrgkl ¼nsoukxjh czkgeh rFkk [kjks’Bh A½ ¼[k½ O;kdj.k 20 vad ¼1½ dkjd izdj.k ¼y?kq fl)kUr dkSeqnh½ ¼2½ O;kdj.kkRed “kqf)& dk;Z lgk;d iqLrdsa & 1- “kCn foe”kZ & dfiynso f}osnh 2- laLd`r O;kdj.k izosf”kdk & ckcw jke lDlsuk 3- Hkk’kk foKku& d.kZ flag 4- vuqiz;qDr O;kdj.k& e/kqlwnu feJ 5- y?kq fl)kUr dkSeqnh& Jh /kjkuUn “kkL=h lsrq ikB~;dze izFke iz”ui= ch-,-f}rh; o’kZ dk f}rh; iz”ui= gh lsrq ikB~;dze dk izFke iz”ui= gksxk A f}rh; iz”ui= ch-,- r`rh; o’kZ dk f}rh; iz”u&Ik= lsrq ikB~;dze dk f}rh; iz”ui= gksxk A r`rh; iz”ui= ch-,-r`rh; o’kZ dk r`rh; iz”u Ik= lsrq ikB~;dze dk r`rh; iz”u Ik= gksxk A 110 Sociology Paper I — Sociological Thought Time: 3 Hours Max Marks: 50 Objectives: To enable the student to understand distinguished thinkers. a. Auguste Comte: Positivism, Development of intellectual through b. Emile Durkheim: Social Fact, Division of Labour in Society c. Karl Marx: Origin and Development of Capitalism, Social class and class conflict. d. Max weber: Social Action, Protestant Ethics and Capitalism. Books Recommended 1. Bogardus, E.S. – The Development of Social Thought 2. Bridges John H- Illustration of Positivism 3. Comte, Auguste – Positive Philosophy and Positive Polity translated By H Martineau. 4. Emile Durkheim – The Rules of Sociological Method, Translated by Solovey and Mueller 5. Emil Durkheim- The Division of Labout, Translated by Joseph Ward Swaim 6. Karl Marx. Kas capital Three volumes. 7. Bottomore, T.B.- Karl Marx Selected writhings in Sociology and Social Philliphy 8. Barnes – An introduction the History and Snology 9. Max Weber- The Protestant Ethic and Spurt of Capitalism, Translated by Persons. 10. Max Weber- The theory of social and Economic organization, Translated by Henderson – Persons. 111 Paper II — Sociology of Rural Development Time: 3 Hours Max. Marks: 35 Objectives: To enable the student to understand rural Indian social structure impact of development programmes on rural societies. 1 Meaning and Scope o F Sociology of Rural Development 2 Village Communities in India: A Historical outline 3 Planned social change in rural India and its sociological implications. 4 Assasian social Structure and land reforms. 5 lmpact of Development Programmes on rural society Books Recommended 1. Desai, A R — Rural Sociology in India 2. Datla. Bhupcndra Nath — Dialectics of Land Economics 3 Dube, S C — India’s changing village 4 Hayes A W — Rural Sociology 5 Galpin C J — Rural Social Problems 6 Landis P11— Rural Life in Process 7 Majumdar D N 20 others (ED) rural Profiles S Malaviya II D — Land Reforms in India 9 Singh Yogendra — Social stratification and change in India. 112 Paper III - Social Anthropology Time: 3 Flours Max. Marks: 35 Objectives: To enable the student to understand the tribal social structure as well as their problems, welfare and culture. 1. Nature and scope of social Anthropology - 2. Concept of culture, and Growth of culture 3 Tribal social structure and social organisation a) Marriage b) Family c) Kinship system d) Economic system e) Political system 1) Tolemism g) Magic and Religion 4. Youth organisations 5. Tribal Problems and Schemes of Tribal welfare Books Recommended: 1. Beals, Ralph 2. Hoijer Henry : Social Anthropology 2. Evrns – Pritehard, E.E. : Social Anthropology 3. Majumdar, D.N. and Madan T N : An Introduction of Social Anthropology 4. Malinowski, B.M. Majie : Science and Religion 5. Hers Kovits, M.J. : Man and his work 6. Robert H.Lowie : Social Organisation 7. Piddington Ralph : An Introduction of Social Anthropology 8. Hoeble E.H. : Man in the Primitive World. 113 Methods Of Teaching Objectives: To acquaint the student with the latest methods of teaching the following subjects including teaching in multi grade schools. For each teaching subject 45 marks are allotted. Three questions are compulsory. Ordinary level course in any two of the following school subjects of which one should be a language: (1). Modern Indian language - Hindi (2). Modern Foreign language — English (3) Sanskrit, (4) mathematics (5) Economics (6) History (7) Civics. 1. Teaching of Hindi 1. Importance of mother-tongue in education, teaching of mother tongue as against the teaching of regional and foreign languages. 2. Analysis of factors in languages learning, language as a skill. 3. Formation of aims and objectives of teaching Hindi at junior and senior stages. 4. Phonetics of Hindi language, morphology and syntax. 5. First step in the teaching of Hindi, the advantages of structural approach a different stages: Prose, Poetry, rapid reading: Grammar, Composition and translation, application of modern methods in teaching and evaluating the effectiveness of methods. 6. The mechanics of teaching pronunciation, and intonation handwriting, spelling’ and correlation. 7. Use of audio-visual aids in the teaching of language. 8. A critical study of the prescribed text books in Hindi at junior and Senior levels with special reference to structure and vocabulary. 9. Application or evaluation approach in the teaching of I Hindi objective centred test in Hindi and their construction. 10. Diagnostic and roincdial teaching: application of action rcscarch methodology in the following areas: (a) Pronunciation (b) Spelling (c) Reading (d) Writing Books recommended: 1. Hindi Sikshan : Savitri Singh 2. Hindi Sikshan : R.S.Pandey 114 3. Hindi Sikshan : Raman Bihari 2. Teaching of English (i) Formulation of aims and objectives of teaching English at junior and senior stages and writing them out in terms of learning outcomes. (ii) Nature of English language with reference to structure and phonology, its importance in determining the objectives of teaching at different levels. (iii) Different methods of teaching English with special reference to direct method and structural approach. (iv) Teaching of Prose, Poetry, rapid reading, Grammar, Composition and translation for advanced students with reference to suitable instructional objectives. (v) Drills and exercises for different stages, their role in the formation of language habits with special reference to speaking writing and reading. (vi) Application of evaluation approach in teaching of English, steps to be followed for teaching and testing, construction of objective centered items. (vii) Planning experimental research projects for improving the following: a) Spelling (b) Pronunciation (c) Hand writing (d) Reading: Books recommended: 1. Essentials of English Teaching : R.K. Jam 2. Teaching of English : K.K. Bhatia 3. Teaching of English : P.S. Anand 115 116 3. Teaching of Sanskrit 1. The position of Sanskrit in the school curriculum: its literary, cultural and linguistics value its relation with modern Indian languages. A brief discussion of the important landmarks in the History of Sanskrit literature. 2. Objectives of teaching Sanskrit at Junior and senior stages, comparison with the objectives of teaching Hindi and English. 3. An evaluation of the curriculum and textbooks of Sanskrit. 4. Importance of phonetics in Sanskrit; study of symbols representing different sounds, study of alphabets, a comparison may be made with English sounds to know the accuracy. 5. Methods to teaching Sanskrit with regard to different forms at various stages teaching prose, poetry grammar compositions, translation; drama; rapid reading. 6. Oral work and conversation; recitation of passages from prose & poetry; their aims, methods of teaching of different classes. 7. Application of evaluation approach in the teaching of Sanskrit, constructing objective centered items in the teaching Sanskrit. 8. Use of action research methodology for improving the quality of teaching in Sanskrit planning and executing the action research project. Books recommended: 1 . Teaching of Sanskrit : Sita Ram Chaturvedi 2. Teaching of Sanskrit : R. S. Pandey 117 4. Teaching of Mathematics i. Nature and importance of Mathematics ii. Formulation of aims and objectives of teaching Mathematics and writing them out in terms of learning out comes. iii. Analysis of the contents of Mathematics, determination-teaching points. iv. Different approaches the teaching of Mathematics, method and their application in the achievement of objective. v. Teaching techniques for teaching arithmetic, algebra and Geometry to exceptional children, mentally gifted and mentally retarded, vi. Curriculum of Mathematics, principles of construction, evaluation of the curriculum. vii. Material equipment in Mathematics, library and teaching aids. viii. Text —books of Mathematics and their evaluation. ix. Evaluation, different techniques of evaluating achievements, construction of different kinds of items. x. Organisation of experimental projects in Mathematics. Practicals: Each student shall prepare one chart and Model for the subject. Books Recommended 1. Teaching of Mathematics : K.S.Siddhu 2. Ganit Sikshan : M.S. Rawat 3. Ganit Sikshan : P.K. Mehewri 4. Teaching of Modern Mathematics : S.M. Agarwal 118 5. Teaching of Economics i. The meaning and scope of Economics, a brief history of Economic thought. Significance and importance of Economic in the school curriculum ii. Formulating objectives of teaching Economics at different stages. iii. The presentation of Economics at different stages in School with particular reference to objectives of teaching learning experiences and methodology to he used. iv. Methods, techniques and aids in the teaching of Economics. v. A critical evaluation of the text—books and syllabus in Economics preparing an evaluation criteria for this. vi. Correlation of the teaching of Economics with other subjects. vii. Improving tools and visual aids for the teaching of Economics. viii. Application of evaluation approach in the teaching of Economics, construction of objective centered test items. ix. Using action research methodology for improving the quality of teaching in Economics: Planning action research projects on teaching Economics for secondary schools. Books Recommended: 1. Arthshastrta Sikshan : Rampal Singh 2. Arthshastra Sikshan : U.B. Saxena 119 6. Teaching of History i. Significance of History in the modem school curriculum modem approach toward the teaching of History for emotional and social integration; History of international understanding. ii. Formulating the objectives of teaching history at the junior and senior stages with special reference to desired behaviour change. iii. The teaching of current events in History, the syllabus and text books of History at the Junior and Senior stag; their critical analysis and evaluation. iv. Methods and techniques of teaching History with special reference to the following: a) Source method, (b) Question and answer method, progressive viz. Chronological treatments; their merits and demerits. (c) Studying of Chronology v. The equipment in the history teaching; the History room and role of History teacher. vi. The use of audio visual aids in History teaching. vii. Application evaluation approach in the teaching 6f History and their application. viii. Improving the quality of teaching in History through adoption of action research prescribed at Junior stages. Books Recommended: 1. Teaching of History : G.S. Ghatge 2. Itihas Sikshan : Satsangi 3. Itihas Sikshan : R.A. Sharma 120 7. Teaching of Civics i. Justification of the teaching of Civics as a separate in the school curriculum: propagation of social ideals teaching of Civics. ii. Formulating objectives of teaching Civics at different levels. iii. The syllabus of Civics; its scope and adequacy; an evaluation construction of a syllabus for Civics. Fixing up the contents to be prescribed as learning experience for different grades. iv. Methods, techniques and teaching of Civics to be discussed tinder the following heads; (a) The broad principles, (b) Their suitability of different content areas, (c) Application to be taken while using different method, techniques and aids, (d) Evaluation, discussing their merits and demerits. v) Text—books of Civics. 1 Io\v to construct the evaluation criteria for the appraisal of text— hook in Civics and its application principles involved in the selection of textbooks, an evaluation of the current textbooks of Civics. vi) Evaluation approach in the teaching of Civics, construction of objective based items in Civics. vii) Use of action research methodology for improving the quality of teaching of Civics; Planning and conducting action research project in teaching of civics fr developing Civics sense, qualities o democratic citizenship and patriotic feelings. Book Recommended 1. Nagrik Shastra Sikshan : Kamla Kshetri Books recommended for General Reading: Bishop, V.E (1977) Teaching the Visually Limited Child. Springfield, IL: Charless C. Thomas Botirgeault S.F. (1969), Glossary of Professional Terms, New York, AEB Dale, P. (1976). Language Development. New York: Holt Rinehart & Winston. Jangira , N .K., Mukhopadhyaya , M. Maui, M.N.G. & Roychoudary, (1988). Source Book for Teaching of Visually Disabled Children. New Delhi: NCERT Maui M.N.G. (1986), Source Book for Teachers of Visually Disabled Children. Coimbatore. 121 Paper II- Plus Curriculum Time: 3 hours Max. Marks: 50 Objectives: To acquaint the student with the special components required for developing specific skills in the visually impaired. Unit I Curriculum (a) Meaning and definition (b) Objectives (c) Principles of curriculum development Unit 11 Plus Curriculum (a) Concept (b) Need (c) Objectives Unit 111 Components of Plus Curriculum (a) Orientation and Mobility (b) Daily Living Skills (c) Integration Readiness (d) Sensory Training (e) Braille (1) Daily Living Aids (g) Recreation and Aesthetic Training Unit IV Methods of teaching of any two of the above components. Books recommended: Barrage Natalie (1983), Visual Handicaps and Learning, Exceptional Resources, Austin, Texas. Berthold Lowenfeld (1969), Blind Children learning to read, Spring-field, Charles, C. Thomas, Illinois, U.S.A. Nolon and Norris, Improvement of Tactual symbols for Blind Children. Susan Jay Spungin (1977), Competency Based Curriculum for Teachers of the Visually Handicapped, AFB, New York. 122 School Organisation and Educational Technology Paper I - School Organisation Time: 3 Hours Max. Marks: 50 Objectives: To enable the student to understand the organisation of a school specially with reference to inclusive special school for the visually impaired as well as to understand the role of various functionaries. Unit – I The School, its site, design of building with special reference to the needs of the blind and low vision including access characteristics; sanitation and ventilation. Unit II Education administrative set up at centre and a general understanding of how primary, Secondary and University education is being administered with special reference to the visually handicapped Unit III The Principal of the school, his administrative responsibilities and competencies expected of him/her, records of office, personal relationship, functions. Unit IV Organisation of the internal functions and programme of the school, time table, examination and evaluation. Unit V Organisation and administration of guidance programme in a school. Unit VI Roles of (a) Inspecting Officer (b) Teacher (c) Hostel staff (d) Other supportive staff Books recommended: 1. Secondary School Administration : S.K.Kochhar 2. Educational Administration : S.P.Sukhia 3. School Administration- : J.C. Aggarwal 123 Paper –II – Education Technology with Special Reference to the Visually Impaired Time: 3 Hours Max. Marks: 50 Objectives: 1. To enable the student to understand any particular various Strategies of teaching peer tutoring and other techniques needed in a rural settings. 2. Also to help the student to understand needs of visually impaired children in various urban and rural schools. 3. To acquaint him with the elementary principle of lesson planning and management of teaching and Learning . Unit- I Educational Technology— Meaning of education, Science and Technology, objectives of educational technology: (a) Behavioural Technology (b) Instructional or Teaching Technology Unit II Teaching — its meaning, difference between teaching, instruction and learning, maxims of teaching, characteristics of good teaching. Unit - Ill Strategies of teaching; meaning of strategies and tactics, Types Autocratic & democratic, General techniques of teaching, questioning, illustration, narration, story—telling, explanation, dramatization and observation. Unit - IV Managing Teaching Learning a. Planning, analysis, identification of objectives b. Organising of teaching. Selecting appropriate methods, techniques, subject matter and teaching aids c. Leading and teaching, principles of leading, motivation, activity, relating to life. d. Controlling of teaching Evaluation, importance, type-oral, written, continuous, etc. Unit -V Lesson planning: Meaning and importance Classification: micro, macro, written and unwritten 124 Unit - VI Specific technologies for the Visually impaired a) Text reading b) Braille terminals c) Talking Softwares d) Embossed graphics e) Enhanced print — variable print-light adjustment Book Recommended 1. Technology of Teaching : R.A.Sharma 2. Methods and Techniques of Teaching : S.K.Kochhar 3. Micro Teaching : B.K. Passi and S.P. Kulshrestha 4. Principles and Practice of Teaching : Adjai Robinson 125 B. A., II. ED. 4th YEAR English Paper – I – Viva -Voce. Time: 3 Hours Max. Marks: 50 Objectives: The object of the oral examination is to evaluate the ability of the student to express himself coherent and reasonably well produced English. The examinees thorough understanding of the course contents in English Language, Literature and Methodology as covered in the 4th Year of B.A., B.Ed shall be examined. A general awareness (an over view of the Course Content covered from the 1st year to the 3rd year of B.A, B.Ed shall also be the subject of evaluation. But specific, detailed or analytical question on the previous reading shall not be asked However, the basic purpose behind the Viva-Voce Exam is to evaluate the examinees capability of expressing themselves in coherent, reasonably well-produced language. Paper II — Fiction (Non Detailed Study) Time: 3 Hours Max. Marks: 50 Objectives: To enable the students to understand English Fiction. 1. Far from the Madding Crowd— Thomas I lardy 2. A Passage to India- E.M. Forster Note: No reference to context question will be set in this paper. The candidates ~vi II have to attempt in all five questions, selecting at least two from each book. Book Recommended For Critical Study 1. Walter Allen : The English Novel 2. David Cecil : Hardy: The Novelist 3. Ayneller Kettle- : Introduction to the English Novel 4. Drew : The English Novel 5. E.M. Forster : Aspects of the Novel 126 Education of the Visually Impaired Paper –I- Models of Education Time: 3 Hours Max. Marks: 50 Objectives: To enable I he student to understand the Implications of Integration and various models in vogue. Unit – I Historical Perspective a) India b) North America c) Europe d) East Asia Unit - II Integration a) NI caning of Integration b) Mainstreaming c) Inclusive education d) Normalisation e) Most appropriate environment Unit - Ill Models a) Resource room Model b) Itinerant teacher niodel c) Dual teacher mo(lel d) Teacher consultant ino(lel e) Partial integration Books recommended: Jangira, N.K. & Mani, M.N.G. (1991). Integrated Education of the Visually Handicapped, Management, Gurgaon: Academic Press. Josephin Stratton (1977), The Blind Child in the Regular Kindergarten, Charles C.Thomas, Publisher, Springfield, Illinios , U.S.A Mani M.N.G. (1985), Education of Visually Impaired in Normal Schools, Discussion Document, UNESCO Regional Plannning Seminar and workshop on Special Education, Sri Ramakrishna Mission Vidyalaya College of Education, Coimbatore- 641020 Mukhopadhyaya. S.Mani, M.N.G. Jangira. N.K. (1985) Adjustment Instructional Material and Methods for visually Impaired in Normal Schools, NCERT, New Delhi. 127 Paper — II- Education of Low Vision Children Time: 3 Hours Max. Marks: 50 Objectives: To acquaint the students with the methods of Educating and managing Children with Low vision, using modern optical and non optical aids UNIT - I Low Vision (a) Concept of Low vision (b) Distinction between legal blindness/low vision/partial sight UNIT - II Magnification (a) Concept (b) Types (c) Limitations UNIIT - III Devices (a) I land and Stand Magnifiers (b) Spectacle Magnifiers (c) Lighted and Unlighted Magnifiers (d) Projective devices — CCTV, 011 Projections (e) Conditions in which various devices can be used (f) Non - Optical aids UNIT - IV Print Reading (a) Enhanced Print (b) Variable Print (c) Colour Contrast UNIT - V Writing Devices (a) Felt & Reed Pens (b) Bulletin Typewriters (c) Enhancing letters in Computer UNIT - VI Class Room Characteristics & Management (a) Uniform Lighting (b) Natural Lighting (c) Adjustable desks (d) Selective Seating (e) Interactive Communication devices (I) Non-reflecting flooring, roofing, walls and curtains (g) Need for a special Board (h) Coping with the needs if Albinos and other light sensitive children (i) Class Room Adjustment in rural areas Books Recommended: 128 Hart, B.O. (1959). Educational and Health of the Partially Seeing Child. New York. Columbia University Press Special Groups and Technological Applications Paper – I Education of the Visually Impaired with Additional Disabilities Objectives: To acquaint the student teacher strategies adopted in teaching visually impaired children with concomitant disorders like deafness, intellectual retardation and specific learning difficulties. Unit- I Deaf 131 md Children Unit -II S low Learning Visually Impaired Children Unit- Ill Intellectually Retarded Visually Impaired Children Unit- IV Visually Impaired children with learning difficulties including difficulties in Braille learning Unit- V Low Vision children with severe field constrictions Unit -VI Visually impaired Children with severe attention disorders and hyper activity Books Recommended: 1. Exceptional Children: Chintamani Kar 2. On Bringing up Weak and Slow Learning Children: Anand P. Srivastava and Anil Srivastava 3. Introduction to Learning Disabilities: Daniel P. I Hallahan 4 Advances in Special Ed neat ion: Vol. 7 Part 13: Ennio Ciplani and Anthony F. Rotarori Handbook of Special Education: Research and Practice — Vol. 1, II, Ill and IV Edited by Margaret e. Wang, Merynard C Reyholds and Herbert J. Wlaberg. 129 Paper – II Educational Technology for the Visually Impaired Time: 3 Hours Max. Marks – 50 Objectives: To enable the student to understand the Historical Development of technology for the Visually Impaired including technology for O & M and domestic technology. Unit- I a. Historical Perspective b. Pre- Braille Reading Systems c. Braille d. Superiority of Braille over other systems e. Advent of development of various audio systems. f. Advent of the synthesize speech of the computer g. Text reading machines h. Talking Calculators / Weighting Machine / Balances i. Braille embossers j. Methods of producing graphics k. Use of Internet for enhanced print, speech out put and Braille Unit –II Mobility Devices a. Cane to leaser Cane b. Other electronic devices / sonic / video tactile. Unit-III Domestic Devices - over view Books Recommended 1. Foundation of Orientation & Mobility –Richard L. Welsh, Bruce B.Blash 2. Making Life more livable –lrving R.Dickman. 3. Handbook for Teachers of the Visually Handicapped-Published by NIVH 4. A Teachers’s Guide to the Special Educational needs of Blind and Visually Handicapped Children-Sally S. Mangold (Editor) 130 Early Identification, Mass Education Approaches and Vocationalization of Education Paper – I – Early Education and Mass Education Approaches Time: 3 Hours Max Marks: 50 Objectives: 1. To acquaint the student with the use of screening devices, parent counselling and community mobilization. 2. To acquaint the student with the concept and philosophy of CBR. Unit- I a. Screening Devices b. Obvious Characteristics of Visual Impairment c. Early Intervention d. Referrals e. Role of Teacher in early identification Unit-II Counselling – Parents, Head of School, and Community Leaders Unit-III Care at Home a. Role of Teacher in counseling parents b. Adjusting home environment to the needs of the visually impaired child. c. Mobilising parental support for meeting the special needs of visually impaired children at home. d. Recommending schools awareness programmes at home. Unit-IV a. Mobilising Community resources b. Developing educational linkages. Unit-V a. Concept of CBR b. Relevance of CBR in the Indian context’ c. Educational programmes in CBR d. Use of simple equipment in the rural context e. Concept of functional education and literacy Book Recommended Warren D.H. (1983), Blindness and Early Childhood Development, AFB, New York. 131 Paper-II - Vocationalization of Education Time: 3 Hours Max. Marks – 50 Objectives: To acquaint the student with the need for Vocationalization and with various vocational possibilities for the Visually Impaired. Unit-I a. Importance of developing manual dexterity b. Development of tactile / auditory / imagery c. Reaction time, its meaning ad application to vocational training Unit-II a. Teaching of traditional occupations b. Teaching of newer occupations like: Plastic Moulding, Compression Moulding, soap making, card board making etc. Unit-III Computer a. Training on multi media computers b. Programming c. Desk Top Publishing d. Teaching of Special wares like page makers, EXCEL, LOTUS Unit-IV Access- Information Science Technology including wage accessing of Internet, e- mail and other emerging technology. Book Recommended 1. Vocationalization of Education: An International Perspective: Edited by John Langlo and Kerin Lillis 2. Working with Lotus 123 by Hosseing Bidgoli Epilogue: It is important to bear in mind that inclusive education of visually impaired children is almost impossible without support services. CBR may be of little value to the visually impaired unless education becomes a strong component in CBR Programme. Without technology no education can be imparted to blind or low vision children. Therefore, an illustrative list of equipment is appended herwith. 132 Appendix Equipment 1. Braille Slate 2. Pocket Frames 3. Abacus 4. Taylor Frames 5. Arithmetic & Algebra Types 6. Geometry Kits 7. Mathematics Kit 8. Brailler 9. Electronic Perkins Brailler 10. Braille Embossers 11. Text Reading Machine 12. Multi Medic Computers 13. Talking Calculators 14. Talking Weighting Machine 15. Talking Note taking devices 16. Hand Magnifiers (Lighted) 17. Hand Magnifiers (Un-lighted) 18. Stand Magnifiers (Lighted) 19. Stand Magnifier (Un-Lighted) 20. Telescopic lenses ( Lighted and Un-lighted) 21. Spectacle Magnifier ( Lighted ) 22. Spectacle Magnifier (Un-Lighted) 23. Bulletin Typewriters 24. Variable Size photocopying machine 25. Vacuum Forming machine 26. CCTV (Coloured) 27. Over Head Projector 28. Slide Projector for disaplying enhanced print 29. TED 600 for embossing on Zinc Plates 30. White canes 31. Sonic Mobility devices 32. Vibro-tactile mobility devices 33. CD ROM & other auditory devices 34. Compressed speech devices 35. Accelerated speech devices 36. Raised maps 37. Embossed globes 38. Colour Detectors 39. Braillon Sheets 40. Interactive communication devices 41. Microwave Cooker 42. Adopted ovens 43. Bread Cutting Machines. DE 133