What is Composite Affiliation given by the CBSE New Delhi?
Affiliation Bye-Laws 2018 mentioned clearly on page number (9/69) section 2.7.under the heading “Composite Affiliation” that affiliation in respect of all categories of schools will be composite affiliation only. It will be mandatory for the school to run all the classes starting from the classes and up to the level for which affiliation has been granted.
The school may be granted composite affiliation for the following classes:
2.9.1. Class-1st to Class- 8th (All Schools)
2.9.2 Class-1st to Class- 10th (All Schools)
2.9.3 Class-1st to Class- 12th (All Schools)
2.9.4 Class-6th to Class- 8th (All Schools)
2.9.5 Class-6th to Class- 10th (All Schools)
2.9.6 Class -6th to Class 12th (All Schools)
2.9.7 Class 9th to Class 10th (Innovative Schools only)
2.9.8 Class 9th to Class 12th (Innovative Schools only)
How to overcome fear simple and effective ideas to change our life
Afraid people ask!
How it will happen?
Valiant people ask!
How it will not happen?
That brings a big difference
Fear gives a clear indication and invitation for you, win me otherwise I will ensure your defeat……Would you like to be defeated by fear or ——–Will you defeat fear with your great valor?
Valiant and scared men are frightened in same intensity. Frightened man is trapped with his fear and valiant man takes a courageous step forward to win over the fearful situation. Read more—————————————————
Paridhi – a baby girl – 18 months old –enjoying bathing in the Ganga River –fearless- wanted to bath all alone
We always expect medicinal and magical effect to solve behavioral and attitudinal problems of students. Students are human being. Human beings possess millions of observable and non-observable traits. Generally, educator becomes judgmental rather than an alert and minute observer. Every single act of student will not come under misbehaviour. A wise educator perceives different human traits on different layers and find out the logical solutions of students’ misbehaviour. We need not worry to create Utopian Society. We deal with smart kids (technological smart if not academical smart). We always need to handle these smart kids with care, love and affection. Never ever leave a space for a student to form a negative outlook for you. Always keep open interaction with students to form a positive attitude towards learning, academic, peers and school. We should always try to repeat and remind the essence of good behaviour. The desired changes in the students’ behaviour will be observed ——-time—-time —–time ———will be there —-keep patience –remind—-repeat——–keep doing proper effort—— — Rajeev Ranjan
Teachers conduct several activities in the classroom for promoting different life skills among students. Teachers give instructions for completing the tasks. These are designed tasks for you from all core subjects. You have to read the questions and decide that which skills will be developed through this activity i.e. creativity, explorative, problem solving etc—-.
More than one skill can be developed through one particular question, so mention all probable skills—————————–
Read the questions carefully. Which skills will be developed through this question? Teacher needs to identify different skills. First do yourself —check your answer on 2nd page………..
Write ten lines on “If I were a bird”.——————————————————————————————————————————————————————
Draw increasing/decreasing shapes of the moon.————————————————————————————————————————————————-
What happens if (a) there is no fire (b) there is no wheel ————————————————————————————————————————————–
Prepare a list of 10 activities where you have to take help from others. ———————————————————————————————————————
Write correct sentences from these incorrect sentences —————————————————————————————————————————————-
Creating Dialogues, taking clues from the chapter” How the Dog Find in New Master” creates dialogues between man and dog, when the dogs meet him. ——————————————————————————————————————————————————————————————————————–
Angle formation :- Take circle cut outs , fold them and make crease to make following angles (90 degree), (45 deg), (60Deg), (180Deg) —————————————————————————————————————————————————————————————————————————————-
Whole Numbers: Cartoon Making (Interdisciplinary activity of fine arts). Take A-4 size coloured sheet. Make Cartoon of first 10 numbers. (i.e. Yellow-Smallest Number, Red-Greatest Number )——————————————————————————————————————————————————————————————————————————————————————————
Components of Food:- Activity( Staying Healthy and Cheaper Way)-Search internet/any other source and find out easily available local cheaper alternative food items that could be included in diet to make it whole some and easily affordable. Eg. Expensive dry fruits and nuts can be replaced by groundnuts and chestnuts. Task 2.-Make displayed cards on coloured sheet and put them on class boards. Task 3- Values based – inform your maid, sweeper and other helping hands about these foods that keeps you healthy. ——————————————————————————————————————————————————————————————————————————————————————————————————————————————————————
Ashoka the Emperor who gave up war, Activity (Designing a national symbol for India), Material Required (A4 Size Sheets), 1. students to design a national symbols for their country India. They will write also slogans under it. 2. Look at the lion symbols and explains what the original symbols had and why?——————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————–
Incheon Declaration and SDG4 – Education 2030 Framework for Action
Sustainable Development Goal 4
Vision, rationale and principles
The Education for All (EFA)
Extract and Summary
UNESCO is the United Nations Educational, Scientific and Cultural Organization. It seeks to build peace through international cooperation in Education, the Sciences and Culture. UNESCO’s programmes contribute to the achievement of the Sustainable Development Goals defined in Agenda 2030, adopted by the UN General Assembly in 2015. (https://en.unesco.org)
The Education 2030 Framework for Action was adopted by 184 UNESCO Member States on 4 November 2015 in Paris. Our vision is to transform lives through education, recognizing the important role of education as a main driver of development.
‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’
It is inspired by a humanistic vision of education and development based on human rights and dignity; social justice; inclusion;protection;cultural,linguistic and ethnic diversity; and shared responsibility and accountability.
Importance of Education in 21st Century World Citizen
Education is a public good, a fundamental human right and a basis for guaranteeing the realization of other rights.
Education is essential for peace, tolerance, human fulfillment and sustainable development.
Education is the key for achieving full employment and poverty eradication.
Education facilitates intercultural dialogue and fosters respect for cultural, religious and linguistic diversity, which are vital for achieving social cohesion and justice.(P 26)
Education promotes mutual understanding, tolerance, friendship and peace.( P 28)
Education Key Roles-
Eradicating poverty– Education helps people obtain decent work, raises their incomes and generates productivity gains that fuel economic development.
Gender equality- Education is the most powerful means of achieving gender equality, of enabling girls and women to fully participate socially and politically, and of empowering them economically.
Healthy Society- Education saves the lives of millions of mothers and children, helps prevent and contain disease, and is an essential element of efforts to reduce malnutrition.
Fulfill needs of persons with disabilities- Education promotes the inclusion of persons with disabilities. It is also fundamentally protective for children, young people and adults whose lives have been devastated by crisis and conflict, and provides them with the tools to rebuild their lives and communities.
What is quality education?
Quality education fosters creativity and knowledge, and ensures the acquisition of the foundational skills of literacy and numeracy as well as analytical, problem solving and other high-level cognitive,
Quality education fosters interpersonal and social skills. It also develops the skills, values and attitudes that enable citizens to lead healthy and fulfilled lives, make informed decisions, and respond to local and global challenges through education for sustainable development (ESD) and global citizenship education (GCED).
Education and Educated World Citizen
Statements of the Heads of the WEF 2015 Convening Agencies
Education is the key to a better life for every child and the foundation of every strong society – but far too many children are still being left behind. To realize all our development goals, we need every child in school and learning.
Anthony Lake, Executive Director, UNICEF
In our world, knowledge is power, and education empowers. It is an indispensable part of the development equation. It has intrinsic value – extending far beyond the economic – to empower people to determine their own destiny. That is why the opportunity to be educated is central to advancing human development.
Helen Clark, UNDP Administrator
Together we must promote and protect every person’s right to education, and ensure that quality education reaches all, and instils values of peace, justice, human rights and gender equality.
Babatunde Osotimehin, UNFPA Executive Director
Vision, rationale and principles
Education transforms the lives of individuals, communities and societies, leaving no one behind.
Humanistic vision of education and development, based on the principles of human rights and dignity, social justice, peace, inclusion and protection, as well as cultural, linguistic and ethnic diversity and shared responsibility and accountability.( P 24)
Features of SDG4-Education 2030
SDG4-Education 2030 agenda is embedded in its holistic and humanistic vision. Education is a fundamental human right and an enabling right.
Goal 4 is comprehensive-
SDG4-Education 2030 focuses on increased and expanded access, inclusion and equity, quality and learning outcomes at all levels, within a lifelong learning approach.
SDG4-Education 2030 agenda is that it is universal and is owned by the entire world, developed and developing countries alike.
Urgent need to focus on SDG4-Education 2030
To provide early childhood care and education to ensure children’s long term development, learning and health
To ensure that all children, youth and adults are learning and acquire relevant skills, including proficiency in literacy
To develop (for children, youth and adults) throughout life the flexible skills and competencies they need to live and work in a more secure, sustainable, interdependent, knowledge-based and technology-driven world
To ensure that all individuals acquire a solid foundation of knowledge, develop creative and critical thinking and collaborative skills, and build curiosity, courage and resilience
To develop education systems that are more resilient and responsive in the face of conflict, social unrest and natural hazards – and to ensure that education is maintained during emergency, conflict and post-conflict situations (P 27)
Education for all:-access to inclusive, equitable quality education and lifelong learning opportunities
The new education agenda’s focus on inclusion and equity – giving everyone an equal opportunity, and leaving no one behind signals another lesson: the need for increased efforts especially aimed at reaching those marginalized or in vulnerable situations.
All people, irrespective of sex, age, race, colour, ethnicity, language, religion, political or other opinion, national or social origin, property or birth, as well as persons with disabilities, migrants, indigenous peoples, and children and youth, especially those in vulnerable situations or other status, should have access to inclusive, equitable quality education and lifelong learning opportunities. (P 25)
United Nations agencies & other agencies
The United Nations Children’s Fund (UNICEF)
The United Nations Development Programme (UNDP),
The United Nations Population Fund (UNFPA)
The Office of the United Nations High Commissioner for Refugees (UNHCR)
UN Women and the World Bank; the Global Partnership for Education (GPE);
The Organisation for Economic Co-operation and Development (OECD);
Education International (EI); the Global Campaign for Education (GCE)
The Africa Network Campaign on Education For All (ANCEFA)
The Asia South Pacific Association for Basic and Adult Education (ASPBAE)
National Early Childhood Care and Education (ECCE) Policy
NATIONAL EARLY CHILDHOOD
CARE AND EDUCATION (ECCE)
Birth to 6 Years
Extract and Summary of ‘Foundation of Early Care and Learning’ (Section–I)
Learning is an active, interactive and life long process. A wise educator respect children’s unique social, linguistic, cultural background and diversity. Children differ in their strengths and capabilities. A wise educator promotes child’s individual strengths. In fact, the first six years of life are the critical years of human life since the rate of development in these years is more rapid than at any other stage of development. (ECCE, Introduction)
Early Childhood Care and Education (ECCE) encompass the inseparable elements of care, health, nutrition, play and early learning within a protective and enabling environment. (P 5)
Vision for an Indian Child
The National ECCE Policy visualizes nurturance and promotion of holistic development and active learning capacity of all children below 6 years of age by promoting free,universal,inclusive, equitable, joyful and contextualized opportunities for laying foundation and attaining full potential. (P 6) Early childhood care and education programmes should be based on an understanding of the patterns of development and learning that define the essential nature of childhood. (P 10) (ECCE) curriculum framework views children as happy, healthy and confident; each child with unique identity, grounded in their individual strengths and capacities; and with respect for their unique social, linguistic, and cultural heritage and diversity.
Purpose of this framework:-
To promote quality and excellence in early childhood care and education by providing guidelines for child care and early educational practices
To support to early years professionals, service providers, ECCE teachers/caregivers, communities and state governments in providing rich early stimulation and learning experiences for children from birth to pre- primary years (P 4)
To facilitate optimum development of the child’s full potential and lay the foundation for all round development and lifelong learning (P 10)
Broad objectives of the Early Childhood Care and Education programme are to:
• Ensure each child is valued, respected, feels safe and secure and develops a positive self
• Enable a sound foundation for physical and motor development of each child- as per each
• Imbibe good nutrition routines, health habits, hygiene practices and self help skills
• Enable children for effective communication and foster both receptive and expressive
• Promote development and integration of the senses
• Stimulate intellectual curiosity and develop conceptual understanding of the world around by
providing opportunities to explore, investigate and experiment
• Enhance development of pro-social skills, social competence and emotional well being
• Develop sense of aesthetic appreciation and stimulate creative learning processes.
• Imbibe culturally and developmentally appropriate behaviour and core human values of respect and love for fellow human beings.
• Enable a smooth transition from home to ECCE centre to formal schooling
• Enhance scope for overall personality development
National Early Childhood Care and Education (ECCE) Policy (P 10)
Language Concern at the Early Childhood Care and Education programme
Language plays an important role in communication, exchange of information, development of reading skills, reading with comprehension, and, in later years, academic success. (P 14)
The medium of interaction in the ECCE centre should be home language or mother tongue. It is important to encourage different languages for expression by children in the ECCE centres. Children should be encouraged to be proficient in their mother tongue/ home language first and then the formal school language (regional language or English) should be introduced. However teaching through child’s mother tongue/ home language, is internationally recognised as the most appropriate way of working with children in the early years of concept formation. However, it is crucial that when the school language (which may be regional language or English) is introduced, the ECCE teachers/ caregivers must continue to convey a positive attitude about children’s first language (mother tongue/ home language).
Points to be remembered:-
Children learn well in mother tongue or home language
Provide exposure to school language (regional/English)
Aware school community to importance of language in child learning
Should a teacher use mother tongue /home language or English in the classroom for better learning? (P 15)
Language should be learnt by processes in the following order: ‘Listen–speak–read–write.’
In early years focus should on listening and speaking as the major activities in the classroom.
Teacher should learn and use some words of children home language.
Teacher should encourage children to express in their own language.
Developing a better understanding is more important than use of language in a multilingual classroom.
How will a teacher fulfill the challenges of different kinds of learners (multiage grouping) in the classroom? (P 17)
ECCE teachers and caregivers would use the concept of ‘differentiation’ to meet the varying needs of their learners. An ECCE Teacher / Caregiver may approach differentiation by (1) content—what the child needs to learn or how the child will get access to the information; (2) process—activities in which the child engages in order to make sense of or master the content; (3) products—culminating projects that enable the child to rehearse, apply, and extend what he or she has learned in a topic; and (4) learning environment—the way the classroom/ ECCE centre works and feels. Research also indicates that the development of brain is influenced not only by health, nutrition and quality of care but also the quality of psycho-social environment the child is exposed to in these early years.
Purvanchal University, Jaunpur conducted PUCRET examination on 24 August 2018.
We can see question pattern of English Subject.
Purvanchal University, Jaunpur renamed as Veer Bahadur Singh Purvanchal University in the honour of late Shri Veer Bahadur Singh, former Chief Minister of the state, was established on 2nd October 1987 as an affiliating university under U.P. state university act 1973. Continuous qualitative and quantitative growth, excellence in academic and administrative activities, transparent and efficient academic administration have been some of the distinct characteristics on the basis of which the university emerged as one among the leading universities. Started with the 68 affiliated colleges, the university now has widened it’s spectrum of activities with 367 affiliated graduate and post-graduate colleges and students enrollment of nearly three lacs and eighty thousand in 5 Districts of Eastern Uttar Pradesh.
PUCRET (Phd) Entrance Test 2018 – English Question Paper
Celebration of 15th August Good Morning Jay Hind Jay Bharat! I wish you a happy ——– Independence Day. 15th August is the great and glorious day in Indian history. We will celebrate——th Independence Day of Hindustan. At first I pay my respect, greetings and homage to all those who laid their lives for the country’s independence. I also pay my deep respects to the crores of citizens of India on the pious occasion of India’s independence, and recall all those martyrs who had sacrificed their lives in India’s struggle for freedom. In fact, I feel proud of the duty, devotion, and the sacrifices of the all the security forces of the country, who protect Mother India.
The day of independence is a festival when we take a solemn pledge of working for the welfare of mother India. This National festival inspires us to resolve ourselves to lead a life where our character gets refined further, to dedicate ourselves to the nation. Our each & every activity should be linked to the interest of the nation. Moreover, this festival of freedom can be a festival of inspiration to take India to newer heights. The achievement we celebrate today is a step ahead, an opening of opportunity, to the greater victories and achievements that await us. Freedom and power bring responsibility. So we have to labor and to work, and work hard, to give reality to our dreams. In fact, everyone should promise to self that I will educate myself and educate others.
I will keep myself and my surrounding neat and clean. I will be true to myself and my nation. I will save water and plant more trees for future generation. I will respect everyone without making any differences of caste and creed. I will respect my father, mother and elders in society. At this pious moment we take the pledge of dedication to India and her people and to the world citizen.
“We walk together, we move together, we think together, we resolve together and together we take this country forward”. Bharat mata ki jai, Jai Hind, Vande Mataram
MBBS (Bachelor of Medicine and Bachelor of Surgery)
“It looks like a dream come to true. I have never thought of grabbing AIR-1 rank but I was hopeful to be placed among top 10. AIIMS examination was quite easy for me as compared to NEET,” Eliza Bansal AIR 1 (2018) from Lehragaga, Sangrur Punjab said with bundles of joy. To get admission in (AIIMS) All India Institute of Medical Sciences is certainly proud moment for student, guardian, society and state. This is in fact, great dream of millions of Indian students to get admission in AIIMS for doing MBBS (Bachelor of Medicine and Bachelor of Surgery) course.
All India Institute of Medical Sciences (AIIMS) is the most prestigious educational institutes in India. AIIMS New Delhi is known as Institutes of National Importance by the All India Institute of Medical Sciences Act, 1956. AIIMS official website (https://www.aiimsexams.org/) mentioned ‘aims and objective’ as, “By virtue of this Act, the Institute awards its own medical degrees and other academic distinctions. The degrees awarded by the Institute under the All India Institute of Medical Sciences Act are recognized medical qualifications for the purpose of the Indian Medical Council Act and notwithstanding anything contained therein, are deemed to be included in the first schedule of that Act, entitling the holders to the same privileges as those attached to the equivalent awards from the recognized Universities of India.”
All India Institute of Medical Sciences (AIIMS) conducts entrance exam for taking admission into MBBS (Bachelor of Medicine and Bachelor of Surgery) course at AIIMS New Delhi, Patna, Bhopal, Jodhpur, Bhubaneshwar, Rishikesh, Raipur, Guntur (Andhra Pradesh) and Nagpur (Maharashtra).
Kindly Click Both Links for Knowing AIIMS 2018 Result for Taking Admission in MBBS Course
Quality to qualify an entrance examination lies in aspiring candidate’s nature of working hard. S/he works hard, practice more and believes in himself. S/he keeps trying for the better outcome. We could not find any magic other than having positive attitude for consistently working hard.
Ramneek (AIR 2, 2018), who is from Punjab’s Bhatinda, said she owed her success to her hard work and regular studies. She said she prepared notes regularly, cleared doubts from faculties and focused on National Council of Educational Research and Training (NCERT) books. (Hindustan Times). Result of hard work can be felt in Ramneek attitude to excel in academics. She not only secured 97.6% in class 12th board exam but also brought laurels by securing AIR 10 in NEET 2018.
Mehak Arora (AIR 3, 2018) had secured AIR 31 in NEET as well. “I would put in six to seven hours of self-study. I suggest that all those preparing for these exams should stay focused but at the same time, must not take any stress,” Mehak said.( Indian Express)
Individual uniqueness lies in handling difficult tasks in own style. A number of toppers who secured 1 to 10 ranks at national level in NEET, JEE advanced and 12th class board examination endorsed that they did not use mobile phone so much and hardly operated social account. They were not active on any social media account. In fact, everyone has only 24 hours in a day. Students have to attend school, and coaching. They have to do self study for completing other academic works.
Amitabh Chauhan (AIR 5, 2018) had earlier secured the 34th rank in the National Eligibility cum Entrance Test (NEET). He shared his secret behind this gala success with national newspaper Indian Express. He said, “I am happy. Two years of hard work has paid off. AIIMS Delhi was my goal,” he said, adding that he put in around 10 to 12 hours of study every day and giving up on using a Smartphone as he often got “jealous” over his friends’ lives on social media, something he hoped to continue as he liked to live in the “real world”. All India Topper Eliza Bansal accepted the fact to keep herself away from social media platform. She said “In two years, I have not used any mobile phone and not even have account on any social media site.”
Hard work, self study, command on basic key concepts, thorough revision of complete syllabus, solving previous years question paper and practicing mock test regularly are ultimate ways for qualifying any difficult entrance test on national level. As Eliza Bansal endorsed that she had given thorough revision to her syllabus and concentrated in clearing basic concepts. Continuously working hard for qualifying an entrance examination is sole quality of an aspiring candidate. S/he works hard, practice more and believes in himself. S/he keeps trying for the better outcome.