Thursday 18 December 2014
Result of Book Jacket Designing Inter-class Competitions For class VIII ABCD to XI ABC
Result of Book Jacket Designing Inter-class Competitions For class VIII ABCD to XI ABC
Result of Book Jacket Designing Inter-class Competitions
CLASS VIIABCD:
I SIDDHI VIIB
I SIDDHI VIIB
II PAYAL VIIB
CLASS VIII ABCD
I NEHA S VIIID
CLASS VIII ABCD
I NEHA S VIIID
II PRATIKSHA VIIIA
III SAKSHI VIIID
CLASS IX ABCD:
CLASS IX ABCD:
I a) AMIT IX D
b) BHUMIKA IX D
II a) JAYESH IX A
b) SNAJANA IX D
III a) KAJOL IX B
b) CHETANA IX B
CLASS X ABC
I T PURVA X B
II TRUPTI X C
III SURABHI XB
CLASS XI ABC
I PALLAVI XI C
II KAVYA XI B
III SNEHA XI C
Result of Book Mark Making Inter-class Competitions For class VI ABCD to VII ABCD
Result of Book Mark Making Inter-class Competitions For class VI ABCD to VII ABCD
Result of Book Mark Making Inter-class Competitions For class VI ABCD to VII ABC
CLASS VI ABCD:
I NANDINI VI A
I NANDINI VI A
II RITU VI C
III a) ABHILASHA VIA
b) MADHU VARMA VI B
CLASS VII ABCD:
I SWATI VIIC
II POOJA VIIB
III a) SANIKA VIIA
b) SIYA VII C
b) MADHU VARMA VI B
CLASS VII ABCD:
I SWATI VIIC
II POOJA VIIB
III a) SANIKA VIIA
b) SIYA VII C
RESULT OF BOOK REVIEW WRITING COMPETITION: CONDUCTED DURING NATIONAL LIBRARY WEEK
RESULT OF THE BOOK REVIEW WRITING COMPETITION AS FOLLOWS
CLASS VI ABCD:
1. NOOPUR VI B
2. SUSHIL VI D
3. NIDHI VI A
CLASS VII ABCD:
1. A) RIYA SHIBU VIIA
B) RIYA RANI VII C
2. A) ARINDHAM VII A
B) ANUM VII A
3. TEJAS VII D
CLASS VIII ABCD:
1. SHAMBHAVI VIII D
2. A) BHAGYASHRI VIII D
B) NEHA VIII D
3. A) OMKAR VIII A
B) B) AJIT VIII A
CLASS IX ABCD:
1. A) RAJVIDYA IX A
B) SHRADDHA IX A
2. VANDANA IX C
3. ABHINAV IX D
CLASS X ABCD:
1. VAISHNAVI X A
2. MANASI X C
3. ANGAD X C
CLASS XI ABC :
1. SHAMIMA XI B
2. SIMRA ALI XI B
3. SAMPADA XI B
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Wednesday 17 December 2014
CBSE launches online self-review tool for schools called Saransh
CBSE launches online self-review tool for schools called Saransh
The Central Board of Secondary Education (CBSE) has launched an online self-review tool for schools affiliated to the board called Saransh. CBSE says that this tool will allow schools to identity areas of improvement in students, teachers & curriculum and take necessary measures to implement change.
Schools need to use their Affiliation No and password used for standard IX-XII registration to log into Saransh. It’s currently available for standards IX to XII and provides a comprehensive overview of standard X performance since 2007 & standard XII performance since 2009 till the current academic session. It also provides schools with a view of overall and individual student’s performance in academic & extra-curricular activities.
The performance metrics are presented through numbers, charts and graphs. Schools can also compare their performance with other CBSE schools at an all-India level, regionally, state-wise and across school categories like government, private, Jawahar Navodaya Vidyalayas, Kendriya Vidyalayas & Central Tibetan Schools Administration.
CBSE also plans to extend this tool to parents enabling them to monitor their child’s performance along with the teachers.
Shaala Darpan: Earlier this year, the HRD Ministry had announced an initiative called Shaala Darpan to provide parents of students of government and government-aided schools access to updates regarding their child’s attendance, assignments, and achievements on their mobile phones. HRD Minister Smriti Irani had claimed that work on this had already begun and that they expect to introduce it in the next academic session.
CBSE’s e-learning resources: In July last year, CBSE had partnered with five international and national publishers to provide students with online resources for English, Science, Social Sciences and Mathematics, including over 4500 animated content, 80 hours of live lectures & 6 hours of digitized simulation material. Government schools affiliated to the board could access these materials for free, while public schools could access the content for Rs 2 per month for classes I to VIII and Rs 10 per month for secondary classes.
Source | http://www.medianama.com
Tuesday 26 August 2014
Podar International School to go digital from 2015, no more textbooks for students
Podar International School to go digital from 2015, no more textbooks for students
Three years ago, Podar International Schools having Cambridge International Examination (CIE) and International Baccalaureate (IB) boards started teaching students via iPads. However, from the next academic year, 2015-16, the institute has decided to start complete digital learning, where there will be e-textbooks, e-workbooks, e-notes, etc.
From October this year, the school will begin a pilot project on digital learning, for six months. Dr Vandana Lulla, principal of Podar International School, said, "During our pilot project, we will see if we are facing any issue in going completely digital. We take precautions against students using any other sites. The most important thing is that they will not have to bring their bags with many textbooks."
The digital learning will be initiated for standards III to XII students. Abdul Chaohan, an expert from EssaAcademy in the UK, will train teachers. Once the students get the device in school, they have to register it with the school, to enable the WiFi connection.
Vijay Mukhi, an IT expert, said, "There are pros and cons in introducing digital learning. Having complete digital learning will benefit students as no company sends any letter on paper, but make use of emails in sending any message or appointments. But a major drawback is when students from economically backward families come to such schools, they may not be able to afford such devices, which cost over Rs30,000. The school introducing such technology will have to make sure that when students are making use of such technology at home, there should be someone to help them. There are chances that students can copy from each other, the projects or homework as there is no handwriting involved. On the other hand, if a school is sending any email which bounces back, and child could not get, it will be child's words against the school."
Source | Daily News Analysis | 26 August 2014
Massive potential of online open courses
Massive potential of online open courses
They could make up for the lack quality teachers in India’s technical education
Massive Open Online Courses are barely two years old, yet over 150 top-tier universities are offering more than 500 such courses for students around the world. After Americans, Indians form the largest pool of students enrolled in these MOOCs.
These courses offer an alternative to lecture-driven classroom instruction by making custom digital content available online to students anytime, anywhere. The terms ‘open’ and ‘massive’ refer to the fact that anyone (literally) may take these courses, resulting in tens of thousands of students registering for them.
Work in progress
A semester-long course taught traditionally as, say, 40 hours of classroom instruction is broken into hundreds of media-rich modules spanning a few minutes each. Each module, together with a few follow-up exercises, helps a student understand a concept, a design, a result, and so on. Student responses to exercises are generally evaluated by back-end servers in real-time.
While the tools and platforms supported by service providers such as Coursera, edX and Udacity may be termed ‘version 1.0’, it is expected that MOOCs pedagogy will evolve over time. The motivation is not necessarily to replace existing classroom-based courses but to explore alternative models of course delivery.
It is unclear whether students are willing to pay for these courses unless they get certified on completion. In turn, universities may not issue certificates without a rigorous model of assessment, among other things. In these aspects MOOCs remain ‘works-in-progress’.
An approach that may be particularly relevant for India is one that is adopted by Georgia Tech for its Oonline MS in Computer Science programme launched in partnership with Udacity for fee-paying students. They will be eligible for award of the degree from Georgia Tech provided they successfully complete all evaluation components in the required courses.
MOOC-based courses offered to a closed group of enrolled students are referred to as SPOCs, or Small Private Online Courses. The one aspect of SPOCs that needs particular mention is that course components such as tests, quizzes or exams are proctored or invigilated. Additionally, a part of the course may involve classroom-based problem-solving sessions where students are assisted by teaching assistants.
The latter is referred to as the ‘blended’ form of course offering. We believe many more universities in India can take advantage of this new-found pedagogy to improve both scale and quality of education, while overcoming serious constraints resulting from faculty shortages.
Each state-wide technical university, for instance, affiliates a few hundred engineering colleges that offer programmes with a common syllabus and centrally administered examinations.
Suitable to India
The likes of Delhi University would hugely benefit from using SPOCs in a calibrated manner. The same pedagogy around SPOCs can be fruitfully adopted by the 3,400 polytechnics in India that serve over 20 lakh students.
Clearly, the creation of digital content (consisting of voice, video, text and animation) is a big challenge. Other than subject experts to guide the creation, we will need content developers who are well-versed with tools to create and string together instruction modules and exercises, and host them on a platform.
Fortunately, content needs to be created once, but updated periodically. One would, however, need several instructors to hand-hold students in problem-solving tutorials.
It is clear that in India there is a need to significantly expand opportunities for post-secondary education while simultaneously focusing on quality of instruction. Given that faculty is in short supply, we must resort to technology to fill existing gaps in quality.
A reluctance to adopt this changed pedagogy is because of resistance to change on the part of teachers and administrators.
One way out is to run courses simultaneously in two modes. Any decision to accelerate adoption or to wind down adoption of MOOCs must be based on the outcomes of these experiments.
Given the enormity of the task of increasing the gross enrolment ratio in India to 30 per cent by 2030, universities and regulators (UGC, AICTE and others) must collectively move forward in adopting this great development in education technology.
Source | Business Line | 26 August 2014
Wednesday 20 August 2014
Tuesday 19 August 2014
How to keep data out of hackers’ hands
How to keep data out of hackers’ hands
The numbers sound abstract: Hundreds of millions of email addresses and other types of personal identification found in the hands of Russian hackers. For people worried that they are caught in the mix, however, the discovery by Hold Security of a huge database of stolen data is very personal. But personal doesn’t mean helpless. There are common sense steps everyone can take to keep the impact of hackers to a minimum.
How do I know if my personal information was stolen?
Assume it is. The latest breach is huge, and similar attacks and smaller thefts are happening all the time. Hold Security is creating an online tool to allow consumers to see whether their records have been stolen, but they are not certain when it will be ready. At this point, it is wisest to improve your online security immediately.
Should I change my password?
The first step, as always, is to change passwords for sites that contain sensitive information like financial, health or credit card data. Do not use the same password across multiple sites.
How do I create stronger passwords?
Try a password manager like LastPass or Password Safe, which was created by security expert Bruce Schneier. These sites create a unique password for each website you visit and store them in a database protected by a master password that you create. That sounds dangerous, but password managers reduce the risk of reused passwords or those that are easy to decode.
If you must create your own passwords, make sure they are not based on dictionary words. Even a word obscured with symbols and numbers can be cracked relatively quickly. Schneier suggests creating an anagram from a sentence, and using symbols and numbers to make it more complicated.
For example, the sentence One time in class I ate some glue could become 1TiC!AsG. Create the strongest passwords for the sites that contain the most sensitive information and do not reuse them anywhere.
Are passwords enough?
Passwords are not enough. If a site offers additional security features like secondary or two-factor authentication, enable them. Then, when you enter your password, you’ll receive a message (usually a text) with a one-time code that you must enter before you can log in. Many bank sites and major sites like Google and Apple offer two-factor authentication. In some cases, the second authentication is required only if you’re logging in from a new computer.
How can I stop my information from being stolen in the first place?
Increasingly, you cannot. Regularly monitoring your financial records can help minimise the damage if someone gets your information. But only the companies storing your personal data are responsible for securing it. Consumers can slow down hackers and identity thieves, but corporate computer security and law enforcement are the biggest deterrents.
Source | Financial Express | 7 August 2014
C.S. Lakshmi | The her story This author and historian has spent the past 25 years archiving women’s lives and stories
C.S. Lakshmi | The her story
This author and historian has spent the past 25 years archiving women’s lives and stories
A key is thrown down to us from a window on the second floor. “Lock the door on your way up,” we’re told, as the curious face retreats. Ascending the stairs, we cross a room on the first floor which has rows of gleaming shelves—the sort one sees in a well-kept library—with its door invitingly left open. A board that declares this to be the Neera Desai Memorial library hangs serenely, bearing a photograph of the late feminist, credited for shaping women’s studies in India, reading a book. On the second floor, we meet the face at the window. Pooja Pandey, administration officer, holds her hand out for the key and offers to escort me to the top floor, where C.S. Lakshmi, the force behind the country’s first dedicated archives for women, sits.
A key is thrown down to us from a window on the second floor. “Lock the door on your way up,” we’re told, as the curious face retreats. Ascending the stairs, we cross a room on the first floor which has rows of gleaming shelves—the sort one sees in a well-kept library—with its door invitingly left open. A board that declares this to be the Neera Desai Memorial library hangs serenely, bearing a photograph of the late feminist, credited for shaping women’s studies in India, reading a book. On the second floor, we meet the face at the window. Pooja Pandey, administration officer, holds her hand out for the key and offers to escort me to the top floor, where C.S. Lakshmi, the force behind the country’s first dedicated archives for women, sits.
Twenty-five years on, Lakshmi’s biggest relief is that her organization, Sound and Picture Archives for Research on Women, or SPARROW, owns three floors in an apartment complex in a northern Mumbai suburb. Her struggle for freedom from oblivion has often found a worthy opponent in the city’s real estate. The trust was started by the renowned Tamil author, who writes under the pen name of Ambai, in her bedroom in 1988. As it grew bigger, and donations ebbed and wavered over the years, SPARROW moved several homes: a garage in Versova, a tiny flat in Andheri (East), another in Juhu. In 2008, however, it settled in Dahisar and the office was named, rather appropriately, The Nest.
Ambai’s migration, however, began many years before SPARROW. Born in Coimbatore and raised till the age of 7 in what was then Bombay before shifting to Bangalore, Ambai, now 69, completed her doctorate in American studies at New Delhi’s Indian School of International Studies (which merged with the Jawaharlal Nehru University around the time she attended it) and then thought of creating archives that would document and preserve stories of, and by, women.
Back then, explains Ambai, as the rain falls heavily on the leafy lane outside, there was a clan of women writers if one wanted to pursue women’s writings. But to understand their context, crucial documents such as journals, women’s magazines or private letters were not thought important. “Soft material, or non-official documents, was considered insignificant when it came to women’s writings and writings on women,” says Ambai, who admits that she was often dissuaded from pursuing a postdoctorate on women’s writings in India by peers or seniors. “All that is junk,” they would tell her.
Ambai, then in her 20s, had had it with the moralists. A year before she went to New Delhi, she had taught at a village school in Tamil Nadu (“I was a great Gandhian then,” she says), but was asked to leave. Not only did she fail to admonish a young student who wrote her classmate a letter pledging life-long allegiance, she also told her students about the importance of wearing undergarments. She refused to pray before an idol of the principal’s daughter that was erected in the school compound, where the assembly was held each morning.
In October 1967, Ambai reached the Capital. By then, she had become a published author, having written her first story at the age of 16 for a Tamil magazine. Earlier that year, she had written another piece called Siragugal Muriyum (Wings Get Broken), about a sensitive woman married to an insensitive man. To her dismay, none of the magazines she approached wanted the piece. She sought out an editor of a Tamil publication in New Delhi and asked him what was wrong with her story. She recalls that meeting well. “He came to the hostel I was staying at, and we spoke standing at the gate. He said there was nothing wrong with my story, but I had sent it to all the wrong magazines.”
“That’s when I began to think of why women write what they write,” she says.
A problem loomed: If no one thought writings about women were significant, then no one would make the effort to document them. Ambai realized that archives which preserved writings, pictorial representations, oral recordings and subsequently, videos of and regarding women, were the need of the hour. “Every woman has achieved something through acts of assertion. I don’t think there is any history that is not worth being seen and retrieved,” she says.
In 1974, Ambai completed her PhD and began teaching at a few colleges in New Delhi, including the all-women Miranda House. The same year, the first women’s studies centre was inaugurated in Mumbai’s Shreemati Nathibai Damodar Thackersey Women’s University, or SNDT. It was meant to happen: Ambai got in touch with the few assertive women behind that centre, who offered to support her project. These included Neera Desai, Vina Mazumdar, secretary of the first committee on the status of women in India (CSWI), which brought out the seminal report “Towards Equality” in 1974, and the indomitable feminist academician Maithreyi Krishnaraj.
Ambai says she resisted opening the archives as part of the university. “I wanted these archives to have complete autonomy. Else the university would have had something to say about what we should store and what we mustn’t.”
With 10-year funding from the Dutch organization Hivos, SPARROW began testing its wingspan. In 1997, it began to make video-documentations of women, and over the course of that year, conducted six visual history workshops with artists from cinema, theatre, sculpture, dance and traditional painting. By 2008, it had made 25 films. These included films on yesteryear actor, producer and distributor Pramila (born Esther Victoria Abraham), from whom they also took several black and white photographs of film stills and movie posters for the archives; photographer Homai Vyarawalla; and political activists such as Ima Thokchom Ramani Devi from Manipur and Jarjum Ete from Arunachal Pradesh.
In 2006, SPARROW held a five-day writers’ camp at Kashid, a few kilometres from Mumbai. Over 50 writers in 20 languages participated. SPARROW published the English translations of their writings, accompanied by author interviews, in a series starting 2008 with Hot Is The Moon, edited by poetArundhathi Subramaniam (the first volume comprised excerpts from interviews, stories and poems of writers in four languages—Tamil, Kannada, Konkani and Tulu).
The fourth volume, If The Roof Leaks, Let It Leak..., with poems and stories from Hindi, Santhali, Sindhi, Maithili, Punjabi and Dogri, has just been released.
Simultaneously, SPARROW has also maintained archives of books, newspaper clippings, cartoons and other pictorial representations, and advertisements filed assiduously under headings such as “Alcohol/Cigarettes”, “Condoms”, “Household” and “Textiles”, among other things. “We decided to focus on biographies and autobiographies, written by men and women, instead of theoretical books,” says Ambai.
Each shelf has a tiny muslin potli (pouch) that contains a home-brew (of camphor and spices) to keep away silverfish. Old, brittle texts are wrapped in handmade paper which, as librarian Sharmila Sontakke informs us, is desirable wrapping material. The first floor also houses two special rooms—an archival vault, with dehumidifiers and air conditioners, which contains beta tapes of the 25 films they have made, and another room (also equipped with an AC and a dehumidifier), with all the audio tapes of their oral history recordings of women.
“The activity of archiving needs to be objective,” says Ambai, when quizzed about whether she chooses to leave out stories or histories that don’t follow a feminist ideology. “It is not for me to judge. It is more important for me to know about their lives,” she says.
For Ambai, the act of archiving itself is a feminist intervention. And history, she knows, will remember that.
Source | Mint – The Wall Street Journal | 9 August 2014
Serials Solutions to Enable Full-Text Search of the HathiTrust Collection
Serials Solutions to Enable Full-Text Searc of the HathiTrust Collection
Source | http://www.techflash.com/
Regardsh of the HathiTrust Collection
Serials Solutions, a Seattle-based company that helps libraries manage services and resources through technology, announced today that it has partnered with HathiTrust to enable full-text searching of HathiTrust’s digitized works.
“We look at this agreement as the next level (in the library search experience),” said Michael Gersch, senior VP and general manager of Serials Solutions in an interview with TechFlash. “All the books available in the library just come to life now because you can search on the full text.”
HathiTrust was founded in 2008 by a community of research libraries looking to preserve the cultural record by curating and digitizing librarycollections. The agreement will open HathiTrust’s collection – currently 8.4 million volumes – to patrons at libraries using Serials Solutions’ Summon, a web-scale search service.
“It’s further transforming the search experience by taking the search from the physical space and into the digital space,” said Gersch. He used the example of a patron looking for a particular quote – say, “a rose by any other name would smell as sweet,” – but who couldn’t remember the author (Shakespeare). In the past, the patron would be limited by a traditional library search – author, title, keyword – but by accessing HathiTrust through Summon, they can search on the full text, he said.
Gersch sees the true value of the agreement as deepening the search experience for researchers in an academic setting. “The full text is what a lot of people want to search when doing deep research,” he said. “(Accessing HathiTrust) will really accelerate the process and allow people to do research and deep analysis in a much more efficient way."
Currently, Serials Solutions works primarily with libraries in the global academic world, though local clients include the UW, Seattle Pacific University, WSU and the Seattle library system. Those using Summon will be able to access HathiTrust’s collection by summer 2011.
Serials Solutions was created in 2000, “born from a librarian who saw the need to have solutions to help librarians deal with technology,” said Gersch. The company, which was acquired by ProQuest in 2004, created a suite of products to help libraries manage information and holdings.
18 months ago, the company launched Summon, a Saas search engine that offers a browsing experience similar to what users have become accustomed to with Bing and Google, said Gersch.
“It started making the library relevant again,” he said. Libraries can choose the information patrons can access, including that from the open web.
Gersch said he couldn’t disclose the financial impact of the deal, but said that over 200 customers use the Summon service.
For more, check out Bethany Overland's Q&A with Michael Gersch in the upcoming April 8th edition of the Puget Sound Business Journal.
Source | http://www.techflash.com/
Folger Library launches open-source digital Shakespeare
Folger Library launches open-source digital Shakespeare
Much ado about something: William Shakespeare has gone digital in a big way.
The Folger Shakespeare Library, home to the world's largest collection ofShakespeare materials, launched the Folger Digital Texts on Thursday. It's a set of authoritative Shakespeare plays available for free -- along with the source code. Noncommercial app builders, scholars and others can use the code to build their own Shakespeare-oriented projects.
That's pretty cool. The plays, of course, are in the public domain and have been available online for a long time. But the code makes things easier. The possibilities are vast: There might soon be a new generation of freeShakespeare-based games, or interactive stories, or literary mash-ups.
But I'll make a plea: no zombies, OK guys?
The plays included in the debut of the Folger Digital Texts are some ofShakespeare's greatest hits: "Hamlet," "Romeo and Juliet," "King Lear," "Macbeth," "Othello," "The Merchant of Venice," "The Taming of the Shrew," "The Tempest," "Twelfth Night," "Much Ado About Nothing" and "A Midsummer Night's Dream."
The others, along with Shakespeare's poetry, will be added in 2013.
A news release from the Folger Library explains, "Users can read the plays online, download PDFs for offline reading, search for keywords within a single play or the whole corpus, and navigate by act, scene, line, or the new Folger throughline numbers. Every word, space, and piece of punctuation has its own place online.... The full source code of the texts may be downloaded by researchers and developers at no cost for noncommercial use — a major time-saver for scholarly research, app development, and other projects. By sharing the coded text, the Folger hopes to significantly advance digital humanities research into the works ofShakespeare and other writers of his time."
The digital texts share pagination with the Folger Shakespeare Library print editions, which are widely used in American classrooms. So if you really want to make a "Romeo and Juliet and Zombies" for your ninth-grade English class, well, I guess I'm OK with that.
Source | http://www.latimes.com
Regards
UGC to frame guidelines for safety of students
UGC to frame guidelines for safety of students
CHENNAI: After recent incidents like the Beas river tragedy in Himachal Pradesh and the hacking of a female student in Delhi's Jawaharlal Nehru University, the University Grants Commission has asked all higher educational institutions to review safety measures on and off campus.
In an open letter to members of the public and heads of universities and colleges, UGC secretary Jaspal Sandhu asked them to send in suggestions to help the commission frame guidelines to ensure the safety of students.
The letter said, "The safety of students in and outside the campuses of higher educational institutions is a matter of paramount importance. Some incidents in the recent past have necessitated a review of the measures already in place in higher educational institutions for the safety of students."
The suggestions are expected to help an expert committee set up for the purpose by the commission to frame comprehensive guidelines for all institutions.The public and stakeholders, including parents, students and teachers, have been requested to give their suggestions on measures that need to be taken to ensure the safety of students on campus, in hostels, while commuting to and from campus as well as when they go on study tours, field visits, industrial visits or engage in adventure sports or other activities, with special focus on women students and students with special needs.
The recommendations will also include responsibilities that the various stakeholders, including students themselves, are willing to shoulder to ensure their well-being.
Source | Hindustan Times | 18 August 2014
Note | UGC Notice & Format for submission of suggestions is attached herewith
Regards
Monday 28 July 2014
KVPY EXAM FOR CLASS XI & XII
Click on the following link for newspaper advertisement about KVPY EXAM FOR CLASS XI & XII
KVPY EXAM FOR CLASS XI & XII: KV students of class XI & XII Please Have glance
1. Today is last date for the receipt of request for the hard copy of the application form by post.
2. Last date for the receipt of the completed application both online / hardcopy: 8th September, 2014
1. Today is last date for the receipt of request for the hard copy of the application form by post.
2. Last date for the receipt of the completed application both online / hardcopy: 8th September, 2014
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Online Quiz on Dr. B R Ambedkar on his 133rd Birth Anniversary on 14th April 2024
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