Curriculum Vitae
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CF Item = Barcode Top - Note at Bottom Page 1 CF_ltem_One_BC5-Top-Sign Date 6/6/2002 Time 2:53:25 PM Login ret CF/RAD/USAA/DBOl/1998-01273 II Document Register Number [auto] CF/RAD/USAA/DB01/1998-01273 ExtRef: Document Series / Year/Numb CF/EXD/1988-2919/000 Document Record Title / Description Strategies for children for the 1990's; Executive Directive from James P. Grant, Executive Director. (CF/EXD/1988-2919) Date Created Date Registered Date Closed 6/13/1988 12/12/1997 Primary Contact Owner Location Records & Archive Management Unit =80669443 Home Location Records & Archive Management Unit =80669443 Current Location Records & Archive Management Unit =80669443 F1: In Out Internal, Rec or Conv copy Fd2: Language Orig Pub, Dist Lang Fd3:Doc Type or Format Container Record Container Record (Title) Nu1: Number of Pages Nu2: Document Year Nu3: Document Number 0 0 0 Full GCG Code Plan Number Record GCG File Plan Da1: Date Published Da2: Date Received Da3: Date Distributed Priority Record Type A03 Doc Item: CF/RAD Repository Worthy Org Series DOS File Name Electronic Details No Document Alt Bar code = RAMP-TRIM Record Number CF/RAD/USAA/DB01/1998-01273 Notes Executive Directive from James P. Grant, Executive Director. Electronic doc. to be scanned into TRIM (CF/EXD/1'988-291'9). Attachment I: Draft Recommendation submitted to the Executive Board by the chairperson of the drafting session on document E/ICEF/1988/WP. 1/Rev. 1. (E/ICEF/1988/CRP. 17, 27 April 1988); Attachment II: Draft Recommendation sub iktted to the Executive Board by the chairperson of the drafting session on document E/ICEF/1988/WP.5/Rev. -
51 Chapter 3: Research Methodology Within Broader Contours of Communication Studies, Media and Journalism Studies Is Developing
Chapter 3: Research Methodology Within broader contours of communication studies, media and journalism studies is developing rapidly. Many aspects of media from the impact of advanced technologies to emerging new practices of journalism are being probed by both the professionals and the academia. As stated earlier, media convergence and multimedia journalism have become central points of this growing research. Lot of work is carried out on these topics in USA and the European countries. As evident by the review of the existing scholarship, there is not much research on these trends in India. Especially, the research in regional language media settings in India is missing. This research 'Critical Study of Multimedia Journalism and Media Convergence in Indian Context' is an effort to fill this void. 3.1 Exploratory Research Design A research design is an outline for conducting a study and provides direction to it. It is considered as a blue print for collection, measurement and analysis of data for the research. Since there are many models of media convergence and practices of multimedia journalism are still evolving, this researcher has used the exploratory design for this study. Exploratory research is normally conducted to tackle new problems which may not have been clearly defined and the phenomena are still evolving. There is little or no significant research available related to them. This explores the research topic to varying levels of depth and helps to gain better understanding of the problem. Exploratory research may not offer conclusive solutions to the existing problems but it lays a foundation for future studies. This research on multimedia journalism and media convergence in Indian context will be valuable in this respect. -
Committee of Privileges
COMMITTEE OF PRIVILEGES (TENTH LOK SABHA) FOURTH REPORT (Laid on the Table on 1994) LOK SABHA SECRETARIAT NEW DELHI August, 1994ISravana, 1916 (Saka) L.B. en No. 101 Price: Rs. 251- C 1994 By LoK SABHA SECRETARIAT Published under Rule 382 of the Rules of Procedure and Conduct of Business in Lot Sabha (Seventh Edition) and Printed by Jainco Art India 1121. Sarva Priya Vihar. Hauz Khas New Delhi - llOO16. Corrigenda to the Founh Repon of the Committee of Privileges (Tenth Lok Sabha) Line For Read 3 such as such as may Footnote 1 18-7-1949 2-9-1949 7 exist on exist in (from bottom) 18 warrant all warrant. All 7 21 that what 13 6 has has been 14 2 representative representatives CONTENTS PAGE ]. Personnel of the Committee of Privileges ............................................ (iii) 2. Report ....................................................................................................... I 3. Orders of the Speaker on the Report ....................................................... 28 4. Minutes ................................................................................................... 31 5. Appendices .............................................................................................. 49 Page 2 2 3 4 PERSONNEL OF THE COMMITTEE OF PRIVILEGES (1991-92) Shri Shiv Charan Mathur - Chairmall MEMBERS 2. Shri Ram Narain Berwa 3. Shri Ram Sundar Das 4. Shri Santosh Kumar Gangwar "'5. Shri Syed Masudal Hossain 6. Shri Anna Joshi 7. Shri Venkata Krishna Reddy Kasu 8. Shri P.R. Kumaramangalam 9. Dr. Oebi Prosad Pal 10. Shri Uttamrao Pati! 11. Shri K. Ramamurthy 12. Shri Bhagwan Shankar Rawat 13. Shri Allola Indrakaran Reddy 14. Shri Tej Narayan Singh ...... 15. Prof. (Dr.) S.S. Yadav SECRETARIAT Shri J.P. Ratnesh Joint Secretary Shri S.C. Rastogi Deputy Secretary Shri V.K. Sharma Ullder Secretary Shri A.S. -
DR. CHITRA NAIK Recipient of the Award for Development and Welfare of Women and Children - 2002 Born: June 15, 1918
DR. CHITRA NAIK Recipient of the Award for Development and Welfare of Women and Children - 2002 Born: June 15, 1918 Educational Qualification: Bachelor of Arts (Hons.), Bachelor of Education, Doctor of Philosophy, Post- Doctoral Studies at Columbia University, New York. Ever since her academic days Dr. Chitra Naik has shown a commitment to the upliftment of women and children and also in Special Education Services required for delinquent and mentally handicapped children. She joined the Rural Institute (Shri Mouni Vidyapeeth) in the backward Bhudangad Taluka of Kolhapur District in Maharashtra. In 90 villages, she set up rural women informal co-operatives, Mahila Mandal and Balwadi, a Rural Health Clinic and social educational camps in Harijan (Dalit) locations. After her retirement, she took over as Director of Indian Institute of Education which was established to interlink education with development through field-level action and research. During this period, she organised 263 non formal education centres conducted in 110 villages of the drought prone areas of Pune district. 3237 girls were benefited. Similarly, in 70 villages in Shirur and Haveli talukas of Pune district, she established centres for training for women in home nursing, first aid, child and maternal health, home remedies, nutrition, sanitation, clean drinking water and overcoming superstitious health practices. This project covered nearly 2000 women learners, 800 youths and 2000 children. Dr. Naik has provided with the use of science and technology employment opportunities to a large number of household women in making fuel briquettes, tree plantation, provision of soak-pits, nutrition, nursing, analysis and treatment of mental ailments of women like depression, possession by spirits, hysteria and so on. -
Mass Comm Update
Department of Mass Communication Rashtrasant Tukadoji Maharaj Nagpur University Mahatma Jyotiba Phule Educational Campus, Amravati Road, Nagpur - 440033 Tel: (0712) 2500085, e-mail: [email protected] About the Department The media and entertainment industry in India, and indeed across the globe, is estimated to be the fastest growing among all other industries. Even as the new media continue to grow in leaps and bounds, the traditional print medium is not far behind. Very interesting, fulfilling and financially lucrative career options are available to young people in the field of Mass Communication. While the focus of Mass Communication education remains on Journalism, the other attractive career options that open up are in the areas of Advertising, Public Relations/ Corporate Communications and New Media (including Social Media). As for the entertainment industry, there are courses to train people in TV and Radio anchoring, reporting, editing, directing, shooting (camera persons) and such other specialized jobs for which skilled people are in great demand. History Rashtrasant Tukadoji Maharaj Nagpur University could well claim to be a pioneer in mass communication education in India, for offering the first structured and well-planned journalism course after the country won freedom in 1947. It was to the credit of Hislop college, Nagpur and its then Principal, the Late Dr.D G Moses, who established a full fledged Department of Journalism with the approval and encouragement of Nagpur University in 1952-53. Prof. K E Eapen was the first Indian scholar to be the head of the department. The begining was made with a diploma course in Journalism, which was later elevated to the degree level in the mid sixties. -
A Study of the Extent and Causes of Drop Outs in Primary Schools in Rural Maharashtra with Special Reference to Girl Drop-Outs
A STUDY OF THE EXTENT AND CAUSES OF DROP OUTS IN PRIMARY SCHOOLS IN RURAL MAHARASHTRA WITH SPECIAL REFERENCE TO GIRL DROP-OUTS Study Sponsored by Planning Commission, Govt. of India Conducted by Indian Institute of Education DECEMBER 2004 INDIAN INSTITUTE OF EDUCATION J. P. Naik Path, 128/2, Kothrud, Pune - 411 038 ] STUDY TEAM ] PROJECT DIRECTOR Dr. Ambika Jain, Professor, CES, IIE, Pune ] PROJECT ADVISER Dr. Chitra Naik, Chairperson, BoT, IIE, Pune ] RESEARCH ASSISTANT Shri. B.M. Naikare ] FIELD SUPERVISORS Shri. V. K. Chauhan Shri. Suresh R. Salunkhe Shri. Ramesh S. Tapkir ] STATISTICAL ASSISTANCE Shri. Prasanna Gavte Smt. Gauri Kulkarni Gavte ] ASSISTANCE Shri. Madhu Patil Shri. Tushar Nivangune Shri. Somesh Pande ] CONTENTS Chapters Page No. ] Preface ...............................................................................................................i ] Acknowledgement .......................................................................................... iii ] Executive Summary ........................................................................................ iv ] Chapter – 1 An Overview.........................................................................................................1 ] Chapter – 2 Primary Education in Maharashtra.....................................................................11 ] Chapter – 3 Schemes and Programmes for Primary Education in Maharashtra ...................21 ] Chapter – 4 Research Methodology ......................................................................................47 -
1 Jyotirmoy Thapliyal, Senior Staff Correspondent, the Tribune, Dehradun 2.Dhananjay Bijale, Senior Sub-Editor, Sakal, Pune 3
1 Jyotirmoy Thapliyal, senior staff correspondent, The Tribune, Dehradun 2.Dhananjay Bijale, senior sub-editor, Sakal, Pune 3. Vaishnavi Vitthal, reporter, NewsX, Bangalore 4.Anuradha Gupta, web journalist, Dainik Jagran, Kanpur 5. Ganesh Rawat, field reporter, Sahara Samay, Nainital 6.Gitesh Tripathi, correspondent, Aaj Tak, Almora 7. Abhishek Pandey, chief reporter, Sambad, Bhubaneswar 8. Vipin Gandhi, senior reporter, Dainik Bhaskar, Udaipur 9. Meena Menon, deputy editor, The Hindu, Mumbai 10. Sanat Chakraborty, editor, Grassroots Options, Shillong 11. Chandan Hayagunde, senior correspondent, The Indian Express, Pune 12. Soma Basu, correspondent, The Statesman, Kolkata 13. Bilina M, special correspondent, Mathrubhumi, Palakkad 14. Anil S, chief reporter, The New Indian Express, Kochi 15. Anupam Trivedi, special correspondent, Hindustan Times, Dehradun 16. Bijay Misra, correspondent, DD, Angul 17. P Naveen, chief state correspondent, DNA, Bhopal 18. Ketan Trivedi, senior correspondent, Chitralekha, Ahmedabad 19. Tikeshwar Patel, correspondent, Central Chronicle, Raipur 20. Vinodkumar Naik, input head, Suvarna TV, Bangalore 21. Ashis Senapati, district correspondent, The Times of India, Kendrapara 22. Appu Gapak, sub-editor, Arunachal Front, Itanagar 23. Shobha Roy, senior reporter, The Hindu Business Line, Kolkata 24. Anupama Kumari, senior correspondent, Tehelka, Ranchi 25. Saswati Mukherjee, principal correspondent, The Times of India, Bangalore 26. K Rajalakshmi, senior correspondent, Vijay Karnataka, Mangalore 27. Aruna Pappu, senior reporter, Andhra Jyothy, Vizag 28. Srinivas Ramanujam, principal correspondent, Times of India, Chennai 29. K A Shaji, bureau chief, The Times of India, Coimbatore 30. Raju Nayak, editor, Lokmat, Goa 31. Soumen Dutta, assistant editor, Aajkal, Kolkata 32. G Shaheed, chief of bureau, Mathrubhumi, Kochi 33. Bhoomika Kalam, special correspondent, Rajasthan Patrika, Indore 34. -
The Cultural Dimension of Education
THE CULTURAL DIMENSION OF EDUCATION www.ignca.gov.in THE CULTURAL DIMENSION OF EDUCATION Edited by BAIDYANATH SARASWATI 1998 xxii+258pp. col. illus., ISBN: 81-246-0101-1, Rs 700(HB) CONTENTS How can a sensibly worked-out system of education afford a Foreword (Kapila Vatsyayan) symbiosis between modernity Prologue (Chitra Naik) and wisdom tradition Addressing the vital question, the authors Introduction (Baidyanath Saraswati) here look afresh at the relevance of art in the age of 1. Gandhian Experiment of Primary Education:The Story of science/technocentrism, the role Taman Kanak-Kanak 'Gandhi' (Gedong Bagoes Oka) of education in promoting peace 2. Poverty and Education: The Samanwaya Ashram (Dwarko and concord, Gandhian system Sundrani) of basic education& and, finally, 3. Rural Context of Primary Education: Searching for the how far Indias national concerns Roots (Shakuntala Bapat & Suman Karandikar) are reflected in its national policy 4. The Bose Foundation School (Baidyanath on education. Saraswati, Shivashankar Dube& Ram Lakhan Maurya) 5. Ghadatar: An Enquiry into the Invisible Order (Haku Shah) As assemblage of 16 education- 6. My Experiments with Education (D. Patnaik) related essays, this volume is the outcome of a Conference on the Art as a Tool for Cultural Rejuvenation (Dinanath Pathy) 7. "Cultural Dimension of Education 8. Photography in Education (Ravi Chopra) and Ecology", held in New Delhi 9. Education for Value-Creation and Leadership: A Case Study of on 13-16 October 1995 as a part the Rangaprabhat Centre (N. Radhakrishnan) of the Unesco Chair activities (in 10. Education Through Art (Nita Mathur) the field of cultural development) 11. -
B.P. Sanjay: Journalism and Education in India Through The
JOURNALISM EDUCATION IN BRICS COMPARATIVE (?) CASE STUDY OF INDIA B.P. SANJAY IAMCR 2016 PRESENTATION FOR JRE SECTION COMPARATIVE APPROACH? There have been few attempts comparative studies. UNESCO’s report on Building Sustainable Centres of Excellence in Journalism Education; University Journalism Education: A global challenge, report to the Center for International Media Assistance; Journalism Education in MENA by Ibrahim Saleh; These are indicative and not exhaustive. The biggest problem and justifiably so is the issue of curriculum. The curriculum has been debated quite frequently on Journalism education within and without the context of higher education. Globally UNESCO’s model curricula raised this . Responses to this document have been positive and critical. Should this be, part of our comparative research in BRICS is another aspect we need to discuss? HIGHER EDUCATION FRAMEWORK WITHIN WHICH JOURNALISM…COURSES ARE OFFERED A TOTAL OF 310 UNIVERSITIES, INSTITUTES, COLLEGES WERE MAPPED DURING THIS STUDY USING A VARIETY OF SOURCES INCLUDING THE RESPECTIVE INSTITUTE WEBSITES AND THE AIU HANDBOOKS. THE VARIOUS TYPES OF COURSES THAT ARE OFFERED IN THESE UNIVERSITY DEPARTMENTS, COLLEGES AND INSTITUTES WAS ALSO REVIEWED. Institute/ University/ College Number Central University 25 State University 81 Private University 29 Distance Learning 54 Private Institutes 48 College affiliated to university 46 Deemed University 10 Media owned institute 11 TOTAL 310 Failure Of Communication India must face up to the rift between its newsrooms and classrooms USHA RAMAN notes in an article in December 2015 26.5 MILLION STUDENTS WERE ENROLLED LAST YEAR AND JOURNALISM COMES UNDER OTHERS CATEGORY SUCH AS PERFORMING ARTS ETC., AND ACROSS THESE DISCIPLINES THE ENROLMENT WAS 0.31 MILLION Others include Library and Information Science, Music, Performing / Visual Arts, Journalism & Mass Communication, Physical Education, Social Work, etc. -
July-Sept 2015 Pdf.Cdr
CHAPTER LOCAL MARATHI NEWSPAPERS iN NASIK A. OTHER NEWSPAPERS IN NASIK p.67 B.LOCAL NEWSPAPERS BEFORE INDEPENDENCE .71 C. LOCAL NEWSPAPERS AFTER INDEPENDENCE p.74 LOCAL MARATHI NEWSPAPERS IN NASIK In Nasik district, Nasik Vrita was the first newspaper started by Trimbak Han Kale in 1869 It used to publish on every Saturday Political & social news used to publish in it Readers puzzles were the mam feature of this news paper Nasik Samachar was the second news paper after Nasik Vrita It v^as launched by Han vishnu Sahastn Budhe in 1875 It was closed down in 1878 Hindu Mitra (1876), Lokseva were other news papers Newspapers from Pune, Mumbai inspired the journalist in Nasik to start news papers Fieedom struggle also gave the inspiration Many of the news papers at that time were running for social & political purpose National leaders like Mahatma Gandhi, Pandit Nehru, Lokmanya Tilak were the ideal of the news papers in Nasik Some newspapers were started for social awareness also 1* In 18th century, some journalist & social leaders starteo news papers in this distnct Ayrapjch (1887) from Nasik, Raghav Bhushan (1888) from Yewala, Nasik Vaibhav (1897) Yewla Vaibhav (1898), Satyamitra (1902) from Malegaon started m 18th century In Nasik Vaibhav great freedom fighter Vmayak Sawarkar wrote about Hindu culture which was published on editorial in two pa'"ts Lokseva started on 7th January 1897 form Nasik Vir Sawarkar also used to write in 't The strange thing about this news paper was that, it published a nevvs & Editional on Ganesh Shastn assuming -
Aapla Vartahar | Mumbai Choufer | Yashobhumi | Karnataka Malla
Punyanagari | Aapla Vartahar | Mumbai Choufer | Yashobhumi | Karnataka Malla Shree Ambika Printers & Publications • Our founder Shree Murlidhar Shingote started in late 50’s with the distribution of newspapers & in May 1994 we launched our first paper Mumbai Choufer under Shree Publication & then flourished to launch 4 more newspaper under Shree Ambika printers & publications. However, still we continued with our distribution business. • Punyanagari is the flagship publication of Shree Ambika Printer's & Publications and is the third largest read Marathi language newspaper in India and the No. 3 Marathi newspaper in Maharashtra state with 14 editions. • The Publications from the house has carved a niche for themselves, by providing its readers impartial news supported with factual research initiated by the management. • Other noteworthy title from the house is Yashobhumi - Hindi, Mumbai choufer – Marathi Tabloid , Aapla Varthaar - Marathi & Karnataka Malla – Kannada • Punyanagari has 14 editions & Mumbai Choufer has 4 editions across Maharashtra. Yashobhumi, Aapla Vartahar, Karnataka Malla has Mumbai edition. Editions Area covered Circulation Ahmadnagar Ahmednagar 109598 Aurangabad Aurangabad, Jalna 68456 Dhule Dhule, Nandurbar 54047 Jalgaon Jalgaon 27437 Kolhapur Kohlapur , Sangli , Ratnagiri , Sindhudurg 55731 Latur Latur, Beed, Osmanabad 175755 ( Marathi ( Marathi ( Marathi ) ) Nagpur, Bhandara, Gondiya, Chandrapur, Nagpur Gadchiroli, Vardha, Akola, Buldhana, 178425 Washim, Amrawati, Yawatmal Nanded Nanded, Parbhani & Hingoli 85286 -
(CBCS) Syllabus – 2018-19 F.Y.B.Com
Tilak Maharashtra Vidyapeeth, Pune B.Com. Regular & External Programme Semester Pattern (CBCS) Syllabus – 2018-19 F.Y.B.Com. I Semester Credit Score: 1) Core Subjects 3 credits 2) Complementary/ Electives 1 credits 3) Interdisciplinary 2 credit Complementary Subjects:- 1) Business Skills 2) Soft skills 3) Computational skills 4) NSS/ Sports BCOM-101- Environment (2 credits) Objectives: a) To understand the importance of environment b) To know the types of extent of environmental pollution c) To understand social issues arising out of environment. d) To know the types of manmade pollutions Unit 1: Environmental Pollution Unit 2: Social Issues and the Environment Unit 3:Human Pollution and Environment BCOM - 102 - Business Skill (1 credits) Objectives : 1. To know the different Business Skills 2. To get acquainted with the modern important commercial documents. 3. To know the advantages of using the technology. Unit 1) Practial on :- How to open Bank Saving Account (Students need to go to bank, learn the detailed procedure for opening saving bank account) Unit 2) Practical on :- How to link adhar card with Bank Unit 3) Practical on :- How to open and operate Internet Banking Unit 4) Practical on :- How to open and operate Mobile Banking Unit 5) Practical on :- How to use Google maps 1 BCOMSO – 103 - Soft Skills (1 credits) Objectives:- 1. To develop communication skills in the students. 2. To acquaint the students with various types of business letters so as to improve business correspondence. 3. To develop the art of Report writing. Unit