Due to time constraints, I have streamlined all my blogs to one common point.
Kindly therefore bookmark and visit,
http://www.clicksandwrites.blogspot.com/
Regards,
Ramesh Menon
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Showing posts with label 00 - Information. Show all posts
Showing posts with label 00 - Information. Show all posts
Saturday, August 14, 2010
Ramesh Menon's Clicks and Writes
Due to time constraints, I have streamlined all my blogs to one common point.
Kindly therefore bookmark and visit,
http://www.clicksandwrites.blogspot.com/
Regards,
Ramesh Menon
Saturday, January 23, 2010
44 Universities Lost Deemed Status List of De-recognised Deemed Universities
44 Universities Lost Deemed Status List of De-recognised Deemed Universities
Government told the Supreme Court that it decided to De-recognise 44 Deemed Universities in the country on charges that they were being run as an organizations, owned or controlled by one family, rather than on academic considerations.
The task force has recommended that the 44 deemed universities which are to be de-recognised “should revert status quo ante as an affiliated college of the state university of jurisdiction so that students would be able to complete their ongoing courses and obtain degree from the affiliating university.
According to the Centre, most of the 44 erring deemed universities were offering post-graduate and undergraduate courses that are “fragmented with concocted nomenclatures” and seats “disporortionately” increased beyond the actual intake capacity.
List of de recognized Deemed Universities
Christ College, Bangalore
Vignan’s Foundation for Science, Technology and Research, Guntur, Andhra Pradesh
Lingaya’s University, Faridabad
St Peter’s Institute of Higher Education and Research, Chennai
Noorul Islam Centre for Higher Education, Kanyakumari
Jaypee Institute of Information Technology, Noida
Shobhit Institute of Engineering and Technology, Meerut
Sumandeep Vidyapeet, Vadodara, Gujarat
Sri Devraj Urs Academy of Higher Education and Reserch, Kolar, Karnataka
Yenepoya University, Mangalore
BLDE University, Bijapur, Karnataka
Krishna Institute of Medical Sciences, Satara, Maharashtra
D Y Patil Medical College, Kolhapur, Maharashtra
Meenakshi Academy of Higher Education and Research, Chennai
Chettinad Academy of Research and Education, Kanchipuram
HIHT University, Dehradun
Santosh University, Ghaziabad
Maharshi Markandeshwar University, Ambala, Haryana
Manav Rachna International University, Faridabad
Sri Siddhartha Academy of Higher Education, Tumkur, Karnataka
Jain University, Bangalore
Tilak Maharashtra Vidyapeeth, Pune
Siksha “O” Anusandha, Bhubaneswar
Janardan Rai Nagar, Udaipur, Rajasthan
Institute of Advanced Studies in Education of Gandhi Vidya Mandir, Sardarshahr, Rajasthan
Mody Institute of Technology, Sikar, Rajasthan
Dr MGR Educational and Research Institute, Chennai
Saveetha Institute of Medical and Technical Sciences, Chennai
Kalasalingam Academy of Research and Education, Virdhunagar, Tamil Nadu
Periryar Maniammai Institute of Science and Technology, Thanjavur
Academy of Maritime Education and Training, Chennai
Vel’s Institute of Science, Technology and Advanced Studies, Chennai
Karpagam Academy of Higher Education, Coimbatore
Vel Tech Rangaraja Dr Sagunthal R&D Institute of Science, Chennai
Gurukul Kangri, Haridwar
Grapich Era University, Dehradun
Nehru Gram Bharati Vishwavidyalaya, Allahabad
Sri Balaji Vidyapeeth, Puducherry
Vinayaka Mission’s Research Foundation, Salem, Tamil Nadu
Bharath Institute of Higher Education And Research, Chennai
Ponnaiya Ramajayam Institute of Science and Technology, Thanjavur, Tamil Nadu
Nava Nalanda Mahavira, Nalanda, Bihar
Rajiv Gandhi National Institute of Youth Development, Sriperumbudur, Tamil Nadu
National Museum, Institute of the History of Art Conservation and Musicology, Janpath, New Delhi
Government told the Supreme Court that it decided to De-recognise 44 Deemed Universities in the country on charges that they were being run as an organizations, owned or controlled by one family, rather than on academic considerations.
The task force has recommended that the 44 deemed universities which are to be de-recognised “should revert status quo ante as an affiliated college of the state university of jurisdiction so that students would be able to complete their ongoing courses and obtain degree from the affiliating university.
According to the Centre, most of the 44 erring deemed universities were offering post-graduate and undergraduate courses that are “fragmented with concocted nomenclatures” and seats “disporortionately” increased beyond the actual intake capacity.
List of de recognized Deemed Universities
Christ College, Bangalore
Vignan’s Foundation for Science, Technology and Research, Guntur, Andhra Pradesh
Lingaya’s University, Faridabad
St Peter’s Institute of Higher Education and Research, Chennai
Noorul Islam Centre for Higher Education, Kanyakumari
Jaypee Institute of Information Technology, Noida
Shobhit Institute of Engineering and Technology, Meerut
Sumandeep Vidyapeet, Vadodara, Gujarat
Sri Devraj Urs Academy of Higher Education and Reserch, Kolar, Karnataka
Yenepoya University, Mangalore
BLDE University, Bijapur, Karnataka
Krishna Institute of Medical Sciences, Satara, Maharashtra
D Y Patil Medical College, Kolhapur, Maharashtra
Meenakshi Academy of Higher Education and Research, Chennai
Chettinad Academy of Research and Education, Kanchipuram
HIHT University, Dehradun
Santosh University, Ghaziabad
Maharshi Markandeshwar University, Ambala, Haryana
Manav Rachna International University, Faridabad
Sri Siddhartha Academy of Higher Education, Tumkur, Karnataka
Jain University, Bangalore
Tilak Maharashtra Vidyapeeth, Pune
Siksha “O” Anusandha, Bhubaneswar
Janardan Rai Nagar, Udaipur, Rajasthan
Institute of Advanced Studies in Education of Gandhi Vidya Mandir, Sardarshahr, Rajasthan
Mody Institute of Technology, Sikar, Rajasthan
Dr MGR Educational and Research Institute, Chennai
Saveetha Institute of Medical and Technical Sciences, Chennai
Kalasalingam Academy of Research and Education, Virdhunagar, Tamil Nadu
Periryar Maniammai Institute of Science and Technology, Thanjavur
Academy of Maritime Education and Training, Chennai
Vel’s Institute of Science, Technology and Advanced Studies, Chennai
Karpagam Academy of Higher Education, Coimbatore
Vel Tech Rangaraja Dr Sagunthal R&D Institute of Science, Chennai
Gurukul Kangri, Haridwar
Grapich Era University, Dehradun
Nehru Gram Bharati Vishwavidyalaya, Allahabad
Sri Balaji Vidyapeeth, Puducherry
Vinayaka Mission’s Research Foundation, Salem, Tamil Nadu
Bharath Institute of Higher Education And Research, Chennai
Ponnaiya Ramajayam Institute of Science and Technology, Thanjavur, Tamil Nadu
Nava Nalanda Mahavira, Nalanda, Bihar
Rajiv Gandhi National Institute of Youth Development, Sriperumbudur, Tamil Nadu
National Museum, Institute of the History of Art Conservation and Musicology, Janpath, New Delhi
Karnataka cancelled recognition of 35 colleges, List of blacklisted institutions
Karnataka cancelled recognition of 35 colleges, List of blacklisted institutions
Please click here to read this article
The Blacklisting story continues… After centre decided to de-recognise 44 deemed universities, now it’s the turn of Karnataka Govt. On Friday, the state government said about 35 colleges will be closed for functioning without approval. This includes six that function with foreign collaboration
The decision follows the findings of a probe by a committee constituted by the department of higher education to track illegal colleges in Karnataka. “Despite being served two notices, none of the 35 colleges has replied,’’ higher education minister Arvind Limbavali said on Friday.
Strangely, the state government does not have the information on how many students will be affected, nor about alternative arrangements for them to continue their studies.
“If the students give us representation, we will think of it (alternative arrangements). I don’t know how students join such institutions without inquiring about their background,” Limbavali said.
The List of De Recognised Colleges
1) Academy of Business Management, Tourism and Research, Garabhavipalya, Bangalore.
2) Agasthya College of Management Studies, Mangalore
3) Amity Global Business School, Koramangala, Bangalore.
4) Asia Graduate School of Business, Jubilee Hills, Hyderabad.
5) Bangalore Institute of Aeronautical Engineering, Nagarbhavi, Bangalore.
6) Bangalore Management Academy, Marathahalli, Bangalore.
7) Cygmax Institute of Management Studies, J.P. Nagar, Bangalore
8) Established with foreign collaboration:
9) I.T.M Institute of Hotel Management, Off Bannerghatta Road, Bangalore.
10) ICFAI Institute of Science and Technology, Off Bannerghatta Road, Bangalore.
11) IIJT Finance, M.G.Road, Bangalore. (Centres at Malleswaram and Tumkur)
12) INC, J.P. Nagar (Nine centres in Karnataka and one in Goa)
13) Indian Business Academy, Kanakapura Main Road, Bangalore.
14) Indian Institute of Aeronautical and Marine Engineering, Padmanabhanagar, Bangalore.
15) Institute of Business Management and Research, Hosur Main Road, Bangalore.
16) Institute of Business Management and Technology, Banashankari, Bangalore.
17) Institute of Engineering Science and Technology, Shivabasavanagar, Belgaum.
18) Institute of Finance and International Management, Bangalore
19) International School of Business and Media, Marathahalli, Bangalore.
20) Kirloskar Institute of Advanced Management Studies, Harihar.
21) M.P. Birla Institute of Management, Race Course Road, Bangalore
22) M.S. Ramaiah School of Advanced Studies, Bangalore
23) Magnus School of Business, J.P. Nagar, Bangalore (Centres at Mysore)
24) MATS School of Business and IT, J.P. Nagar, Bangalore.
25) Mentoris School of Management, Jayanagar, Bangalore.
26) N.I.F.E, Shivajinagar, Bangalore (Centres at Jayanagar and Rajajinagar)
27) Nitte Institute of Catering Studies, Kankanady, Mangalore
28) Presidency College of Hotel Management, Airport Road, Bangalore.
29) Siddhartha Institute of Aeronautical Engineering and Information Technology, Kempapura, Bangalore
30) Sikkim Manipal University, Airport Road, Bangalore.
31) Srusti Info System, Vijayanagar, Bangalore.
32) St Mary’s College, Near ESI Hospital, Indiranagar, Bangalore.
33) TASMAC , Hosur Main Road, Bangalore.
34) TASMAC, Basavangudi, Bangalore
35) VIMAS (Vasavi Institute of Management and Advanced Studies) Banashankari, Bangalore
36) W.L.C. College of India, Dickenson Road, Bangalore
Please click here to read this article
The Blacklisting story continues… After centre decided to de-recognise 44 deemed universities, now it’s the turn of Karnataka Govt. On Friday, the state government said about 35 colleges will be closed for functioning without approval. This includes six that function with foreign collaboration
The decision follows the findings of a probe by a committee constituted by the department of higher education to track illegal colleges in Karnataka. “Despite being served two notices, none of the 35 colleges has replied,’’ higher education minister Arvind Limbavali said on Friday.
Strangely, the state government does not have the information on how many students will be affected, nor about alternative arrangements for them to continue their studies.
“If the students give us representation, we will think of it (alternative arrangements). I don’t know how students join such institutions without inquiring about their background,” Limbavali said.
The List of De Recognised Colleges
1) Academy of Business Management, Tourism and Research, Garabhavipalya, Bangalore.
2) Agasthya College of Management Studies, Mangalore
3) Amity Global Business School, Koramangala, Bangalore.
4) Asia Graduate School of Business, Jubilee Hills, Hyderabad.
5) Bangalore Institute of Aeronautical Engineering, Nagarbhavi, Bangalore.
6) Bangalore Management Academy, Marathahalli, Bangalore.
7) Cygmax Institute of Management Studies, J.P. Nagar, Bangalore
8) Established with foreign collaboration:
9) I.T.M Institute of Hotel Management, Off Bannerghatta Road, Bangalore.
10) ICFAI Institute of Science and Technology, Off Bannerghatta Road, Bangalore.
11) IIJT Finance, M.G.Road, Bangalore. (Centres at Malleswaram and Tumkur)
12) INC, J.P. Nagar (Nine centres in Karnataka and one in Goa)
13) Indian Business Academy, Kanakapura Main Road, Bangalore.
14) Indian Institute of Aeronautical and Marine Engineering, Padmanabhanagar, Bangalore.
15) Institute of Business Management and Research, Hosur Main Road, Bangalore.
16) Institute of Business Management and Technology, Banashankari, Bangalore.
17) Institute of Engineering Science and Technology, Shivabasavanagar, Belgaum.
18) Institute of Finance and International Management, Bangalore
19) International School of Business and Media, Marathahalli, Bangalore.
20) Kirloskar Institute of Advanced Management Studies, Harihar.
21) M.P. Birla Institute of Management, Race Course Road, Bangalore
22) M.S. Ramaiah School of Advanced Studies, Bangalore
23) Magnus School of Business, J.P. Nagar, Bangalore (Centres at Mysore)
24) MATS School of Business and IT, J.P. Nagar, Bangalore.
25) Mentoris School of Management, Jayanagar, Bangalore.
26) N.I.F.E, Shivajinagar, Bangalore (Centres at Jayanagar and Rajajinagar)
27) Nitte Institute of Catering Studies, Kankanady, Mangalore
28) Presidency College of Hotel Management, Airport Road, Bangalore.
29) Siddhartha Institute of Aeronautical Engineering and Information Technology, Kempapura, Bangalore
30) Sikkim Manipal University, Airport Road, Bangalore.
31) Srusti Info System, Vijayanagar, Bangalore.
32) St Mary’s College, Near ESI Hospital, Indiranagar, Bangalore.
33) TASMAC , Hosur Main Road, Bangalore.
34) TASMAC, Basavangudi, Bangalore
35) VIMAS (Vasavi Institute of Management and Advanced Studies) Banashankari, Bangalore
36) W.L.C. College of India, Dickenson Road, Bangalore
Wednesday, October 21, 2009
Reserve Bank of India (RBI) Young Scholars Award Scheme
Reserve Bank of India (RBI) Young Scholars Award Scheme
To encourage learning about the Reserve Bank of India (RBI) among the youth of the country, the RBI conducts a major awareness and sensitization exercise on the role of the Reserve Bank and the banking system across the country. This exercise, the ‘RBI Young Scholars Award Scheme’, exposes youngsters to an actual banking and financial environment and inculcates a sense of pride in the selected ones of having had the opportunity to associate themselves with a prestigious organisation, the central bank of the country.
1. Eligibility: (A) Educational Qualification: All students across India who have completed 10 + 2 years of formal education or its equivalent from recognized institutions/boards in 2009 or before and are currently pursuing their undergraduate studies. However, those having enrolled for or having acquired degree(s) higher than graduation will not be eligible. Candidates who have qualified and worked at RBI as a Young Scholar in any of the previous years are not eligible to apply.
(B) Age : Candidates should be of age 18 years or more but less than 23 years as on September 1, 2009.
2. Number of Seats: A maximum of 150 young scholars would be awarded scholarship by the RBI every year under the scheme. Out of these, a maximum of 50 candidates will be selected through a test conducted in English medium. The rest, up to a maximum number of 100 shall be selected on regional basis through a test conducted in vernacular medium.
3. Entrance Examination: The entrance exam will be conducted in English, Hindi and 11 other regional languages. The regional languages will be Assamese, Bengali, Gujarati, Kannada, Malayalam, Marathi, Oriya, Punjabi, Tamil, Telugu and Urdu. The exam will be held at around 100 different locations spread all across the country. The List of Centres is given in this notification.
4. Examination Pattern and Syllabus : The examination will be of objective type with multiple choices for answers. The paper will be of approximately 90 minutes duration and will have questions related to role and functioning of the RBI, the trend of banking industry in India and general economic and financial environment of the country.
5. How to prepare for the Exam: Candidates willing to appear for the exam may take help of the material available on RBI Website www.rbi.org.in/youngscholars and www.rbi.org.in/commonman.aspx . The latest issue of RBI’s Annual Report and the Report on Trends & Progress of Banking will form part of the syllabus.
6. Placements and Project Assignment: The selected All India candidates and the Regional Candidates will be placed at the nearest Regional Office designated for the purpose, depending on the size of the office. The selected candidates will be required to work within the RBI on projects/assignments allocated to them by the respective Regional Director of RBI. They will be expected to complete the same in a reasonable time, subject to a maximum of 3 calendar months.
7. Stipend: During their stint with the RBI, they will be paid a consolidated monthly stipend of Rs.7500/- per head. For broken periods, the amount will be calculated on a pro rata basis.
8. Accommodation: During their stay with the RBI, the selected scholars who do not have a place to reside at the centre of placement will be assisted with accommodation for the duration of their project.
9. How to Apply: Candidates willing to apply for the scholarship may apply in the prescribed application form available on http://www.rbi.org.in/youngscholars.aspx either on line or offline. There is no fee for application or examination.
(A) Guidelines for Online Application
Candidates should have a valid email ID.Go to the website and follow the instructions.
After applying online, the registered candidates should obtain a system generated printout of the registered information and sign at the appropriate place. A recent photograph should be pasted on the print-out and sent along with attested copies of the certificate on the address given below :
Project CoordinatorRBI Young Scholars Award SchemeProject No. 8709,Post Box No: 7632Malad (W),Mumbai- 400 064.
(B) Guidelines for filling Application Offline
Go to the website www.rbi.org.in/youngscholars
Download the application form for off-line mode.
Fill the form completely and paste your photograph at the appropriate place, sign at appropriate space and attach attested copies of all the relevant documents.
Project CoordinatorRBI Young Scholars Award SchemeProject No. 8709,Post Box No: 7632Malad (W),Mumbai- 400 064.
All applications – sent online or offline – should be sent to the given address by ordinary post only.Superscribe the envelope ‘Application for the RBI Young Scholars Award Scheme 2009-10′.
10. Last Date for Receipt of Application
The application and/or print-outs of application made online should reach the address mentioned above before October 21, 2009 by ordinary post. For the candidates staying abroad and for those posting print-out from Andaman & Nicobar Islands, Lakshadweep, Minicoy Islands, Assam, Meghalaya, Arunachal Pradesh, Mizoram, Manipur, Nagaland, Tripura, Sikkim, Ladakh Division of J & K State, Lahaul and Spiti District and Pangi Sub-Division of Chamba District of Himachal Pradesh, the last date for receipt of Print-out will be October 28, 2009. A print-out received after the last date will not be entertained.
The Reserve Bank of India/Institute of Banking Personnel Selection (IBPS) will not be responsible for any loss of application/print-out in transit or for rejection of application print-out because of non-receipt of print-out on or before the stipulated date.
Monday, September 28, 2009
Sunday, July 12, 2009
Career options after Plus 2
Career options after Plus 2
Career options were always available after 10plus2, what was not available was the information regarding them. But today unavailability of information just seems as an excuse. So, if you are bothered by which career option will be best suitable to you then you have arrived at the right place. The picture given below beautifully depicts the career path one need to follow to reach out to your dream destination.
Career options were always available after 10plus2, what was not available was the information regarding them. But today unavailability of information just seems as an excuse. So, if you are bothered by which career option will be best suitable to you then you have arrived at the right place. The picture given below beautifully depicts the career path one need to follow to reach out to your dream destination.
To know more about a particular career option
1. Google it.
2. Search in Wikipedia.
4. Visit and read regularly Education plus section of Team 1 blogs
5. http://webindia123.com/career/options/career.htm
6. Follow your heart.
Do send this image to your friends. Even recommend your school to paste it on the notice board. A great help, isn't it?
Source: Students-learn
Saturday, June 13, 2009
Medical and Engineering coaching classes in UAE
Medical and Engineering coaching classes in UAE
Engineering-Medical entrance coaching classes for students in UAE XIth standard batch - admission in progress. Do not miss to give your children an opportunity to enhance their educational skills with a professional touch to approach the competitive exams.
Engineering-Medical entrance coaching classes for students in UAE XIth standard batch - admission in progress. Do not miss to give your children an opportunity to enhance their educational skills with a professional touch to approach the competitive exams.
Tuesday, May 19, 2009
CBSE Class 12 Results on May 22
CBSE Class 12 Results on May 22
(IANS)20 May 2009
NEW DELHI — The Class 12 results of the Central Board of Secondary Education (CBSE) will be declared on May 22, officials said on Tuesday.
The board exam results will be uploaded on the CBSE web site www.cbse.nic.in at 10am on Thursday, said CBSE public relation officer Rama Sharma.
However, the results of Ajmer, Chennai and Panchkula regions shall be declared on Wednesday.
Students can get the results on their e-mail addresses by registering themselves on websites: www.results.nic.in and www.cbseresults.nic.in
The schools can also get their entire results by registering on these websites and giving their school code and e-mail address, said Sharma.
The individual results can also be checked on the web sites: mtnldelhi.in and bol.net.in
The CBSE would also be providing the results through Interactive Voice Response System (IVRS) on MTNL telephone number — (0091-11) 28127030.
(IANS)20 May 2009
NEW DELHI — The Class 12 results of the Central Board of Secondary Education (CBSE) will be declared on May 22, officials said on Tuesday.
The board exam results will be uploaded on the CBSE web site www.cbse.nic.in at 10am on Thursday, said CBSE public relation officer Rama Sharma.
However, the results of Ajmer, Chennai and Panchkula regions shall be declared on Wednesday.
Students can get the results on their e-mail addresses by registering themselves on websites: www.results.nic.in and www.cbseresults.nic.in
The schools can also get their entire results by registering on these websites and giving their school code and e-mail address, said Sharma.
The individual results can also be checked on the web sites: mtnldelhi.in and bol.net.in
The CBSE would also be providing the results through Interactive Voice Response System (IVRS) on MTNL telephone number — (0091-11) 28127030.
Tuesday, May 12, 2009
Join cbseplus google group and start getting notes in pdf
Dear Students,
Notes and solved question papers are getting ready. Since they are in pdf format, you are kindly requested join cbseplus google group to receive them as updates. Write to cbseplus@gmail.com to include you in the mail list.
Regards,
Ramesh Menon
Notes and solved question papers are getting ready. Since they are in pdf format, you are kindly requested join cbseplus google group to receive them as updates. Write to cbseplus@gmail.com to include you in the mail list.
Regards,
Ramesh Menon
Sunday, April 19, 2009
How To Prepare Effectively For Examinations Part 2
How To Prepare Effectively For Examinations Part 2
Examinations are a part of our education system. No matter how much we know, we will be judged by what we have written in examinations. That’s why it is necessary to understand the writing style and pattern for getting good marks. All the hard workers may not get fruitful results. We need to plan our study and analyse the examination pattern, marking scheme and the subject content. Here are some tips that will help the students to prepare well for examinations.
Do:
1. Count the number of subjects you have and the number of days left for the exams to start.
2. Give a certain amount of time for each subject, giving more time to your weaker subjects.
3. Set aside some time for mathematics everyday. Solve similar type of problems over and over again.
4. Study two-three subjects everyday to avoid monotony and boredom. However, if you prefer finishing your revision subject wise, that is entirely up to you.
5. Make a timetable and try to stick to it. The timetable must be practical and adjustable.
6. Give yourself a break every hour so. Walk about a bit, stretch, Do a light exercise. Get back to your table. You can take a little amount of normal water in between. This will keep you fresh and he will be able to sit for longer time.
7. Don’t slouch. A bad posture can be very tiring as it puts undue strain on your muscles.
8. Have a proper study table if you can. Your chair should be placed properly. The height of chair and study table should be in proper ratio.
9. Eat your meals at regular times. Take more salads and fresh leafy vegetables.
10. Get enough sleep. Your body is young and growing. Give it enough rest for at least seven hours.
11. Get up early. Your mind will be fresh and absorb information and it is really the best time to study.
12. Keep the radio and TV set aside from your life till examinations are over. There is time enough after the exams to watch your favourite programmes.
13. We disciplined and strict with yourself.
Don’t:
1. Don’t study your favourite subjects at the cost of others.
2. Don’t jump from tropic to topic. Cover each topic thoroughly before you go onto the next one.
3. Don’t d have endless cup of coffee. They don’t do you any good at all.
In the examination hall-here are some tips:
1. Read the paper thoroughly before you start to answer.
2. Be sure you understand the question properly.
3. Keep 10 minutes for revising your answer sheet. Divide the rest of the time between the questions to be answered.
4. If you are not able to complete your answers within that time, leave it for the time being and go onto the next question. Come back to that later if you have few minutes spared.
5. Answer first the questions that are easy for you and go back to the hard ones later.
Answer all the questions required to be answered by you, even if answer some of them only partially.
6. Do not leave out any question, particularly if it is a compulsory question. You will be denying yourself that set of marks straightway. A partial attempt will at least in was you partial marks.
Source:
http://onlineteachers.co.in/archives/how-to-prepare-effectively-for-examinations-part-2/
Examinations are a part of our education system. No matter how much we know, we will be judged by what we have written in examinations. That’s why it is necessary to understand the writing style and pattern for getting good marks. All the hard workers may not get fruitful results. We need to plan our study and analyse the examination pattern, marking scheme and the subject content. Here are some tips that will help the students to prepare well for examinations.
Do:
1. Count the number of subjects you have and the number of days left for the exams to start.
2. Give a certain amount of time for each subject, giving more time to your weaker subjects.
3. Set aside some time for mathematics everyday. Solve similar type of problems over and over again.
4. Study two-three subjects everyday to avoid monotony and boredom. However, if you prefer finishing your revision subject wise, that is entirely up to you.
5. Make a timetable and try to stick to it. The timetable must be practical and adjustable.
6. Give yourself a break every hour so. Walk about a bit, stretch, Do a light exercise. Get back to your table. You can take a little amount of normal water in between. This will keep you fresh and he will be able to sit for longer time.
7. Don’t slouch. A bad posture can be very tiring as it puts undue strain on your muscles.
8. Have a proper study table if you can. Your chair should be placed properly. The height of chair and study table should be in proper ratio.
9. Eat your meals at regular times. Take more salads and fresh leafy vegetables.
10. Get enough sleep. Your body is young and growing. Give it enough rest for at least seven hours.
11. Get up early. Your mind will be fresh and absorb information and it is really the best time to study.
12. Keep the radio and TV set aside from your life till examinations are over. There is time enough after the exams to watch your favourite programmes.
13. We disciplined and strict with yourself.
Don’t:
1. Don’t study your favourite subjects at the cost of others.
2. Don’t jump from tropic to topic. Cover each topic thoroughly before you go onto the next one.
3. Don’t d have endless cup of coffee. They don’t do you any good at all.
In the examination hall-here are some tips:
1. Read the paper thoroughly before you start to answer.
2. Be sure you understand the question properly.
3. Keep 10 minutes for revising your answer sheet. Divide the rest of the time between the questions to be answered.
4. If you are not able to complete your answers within that time, leave it for the time being and go onto the next question. Come back to that later if you have few minutes spared.
5. Answer first the questions that are easy for you and go back to the hard ones later.
Answer all the questions required to be answered by you, even if answer some of them only partially.
6. Do not leave out any question, particularly if it is a compulsory question. You will be denying yourself that set of marks straightway. A partial attempt will at least in was you partial marks.
Source:
http://onlineteachers.co.in/archives/how-to-prepare-effectively-for-examinations-part-2/
How To Prepare Effectively For Examinations Part 1
How To Prepare Effectively For Examinations Part 1
Examinations serve several purposes, the foremost of which is to inform the examiner regarding the amount of knowledge possessed by the student. In discovering this, two methods may be employed; first, to test whether or not the student knows certain things, plainly a reproductive exercise; second, to see how well the student can apply his knowledge. But this is not the only function of an examination. It also shows the student how much he knows or does not know. Again the examination often serves as an incentive to harder work on the part of the student, for if one knows there will be an examination in a subject, one usually studies with greater zeal than when an examination is not expected. Lastly, an examination may help the student to link up facts in new ways, and to see them in new relationships. In this aspect, you readily see that examinations constitute a valuable device in learning.
But students are not very patient in philosophizing about the purpose of examinations, declaring that if examinations are a necessary part of the educational process, they wish some advice that will enable them to pass examinations easily and with credit to themselves. So we shall turn our attention to the practical problems of passing examinations.
Here are some tips on how to study for examinations:
1. Some students seem to think that they can slight their work throughout a course, and by vigorous cramming at the end make up for slighted work and pass the examination. This is an extremely dangerous attitude to take.
2. An advantage of cramming is that at such a time, one usually works at a high plane of efficiency; the task of reviewing in a few hours the work of an entire course is so huge that the attention is closely concentrated, impressions are made vividly, and the entire mentality is tuned up so that facts are well impressed, coordinated and retained. These advantages are not all present in the more leisurely learning of a course, so we see that cramming may be regarded as a useful device in learning.
3. The facts should not be seized upon singly but should be regarded in the light of their different relations with each other. Suppose, for example, you are reviewing for an examination in mediaeval history. The important events may be studied according to countries, studying one country at a time, but that is not sufficient; the events occurring during one period in one country should be correlated with those occurring in another country at the same time. Likewise the movements in the field of science and discovery should be correlated with movements in the fields of literature, religion and political control. Tabulate the events in chronological order and compare the different series of events with each other. In this way the facts will be seen in new relations and will be more firmly impressed so that you can use them in answering a great variety of questions.
Now some tips for students in examination hall:
1. Having made preparation of the subject-matter of the examination, the next step is to prepare yourself physically for the trying ordeal, for it is well known that the mind acts more ably under physically healthful conditions. Go to the examination-room with your body rested after a good night’s sleep. Eat sparingly before the examination, for mental processes are likely to be clogged if too heavy food is taken.
2. Having reached the examination-room, there are a number of considerations that are requisite for success. Some of the advice here given may seem to be superfluous but if you had ever corrected examination papers you would see the need of it all. Let your first step consist of a preliminary survey of the examination questions; read them all over slowly and thoughtfully in order to discover the extent of the task set before you. A striking thing is accomplished by this preliminary reading of the questions. It seems as though during the examination period the knowledge relating to the different questions assembles itself, and while you are focusing your attention upon the answer to one question, the answers to the other questions are formulating themselves in your mind. It is a semi-conscious operation, akin to the “unconscious learning” discussed in the chapter on memory. In order to take advantage of it, it is necessary to have the questions associations will form and will come to the surface when you reach the particular questions.
3. During the examination when some of these associations come into consciousness ahead of time, it is often wise to digress from the question in hand long enough to jot them down. By all means preserve them, for if you do not write them down they may leave you and be lost. Sometimes very brilliant ideas come in flashes, and inasmuch as they are so fleeting, it is wise to grasp them and fix them while they are fresh.
4. In writing the examination, be sure you read every question carefully. Each question has a definite point; look for it, and do not start answering until you are sure you have found it. Discover the implications of each question; canvass its possible interpretations, and if it is at all ambiguous seek light from the instructor if he is willing to make any further comment.
5. It is well to have scratch paper handy and make outlines for your answers to long questions. It is a good plan, also, when dealing with long questions, to watch the time carefully, for there is danger that you will spend too much time upon some question to the detriment of others equally important, though shorter.
6. One error which students often commit in taking examinations is to waste time in dreaming. As they come upon a difficult question they sit back and wait for the answer to come to them. This is the wrong plan. The secret of freedom of ideas lies in activity. Therefore, at such times, keep active, so that the associative processes will operate freely. Instead of idly waiting for flashes of inspiration, begin to write. You may not be able to write directly upon the point at issue, but you can write something about it, and as you begin to explore and to express your meager fund of knowledge, one idea will call up another and soon the correct answer will appear.
7. After you have prepared yourself to the extent of your ability, you should maintain toward the examination an attitude of confidence. Believe firmly that you will pass the examination. Make strong suggestions to yourself, affirming positively that you have the requisite amount of information and the ability to express it coherently and forcefully. Fortified by the consciousness of faithful application throughout the work of a course, reinforced by a thorough, well-planned review, and with a firm conviction in the strength of your own powers, you may approach your examinations with comparative ease and with good chances of passing them creditably.
Source:www.onlineteachers.co.in
http://onlineteachers.co.in/archives/how-to-prepare-effectively-for-examinations-part-1/
Examinations serve several purposes, the foremost of which is to inform the examiner regarding the amount of knowledge possessed by the student. In discovering this, two methods may be employed; first, to test whether or not the student knows certain things, plainly a reproductive exercise; second, to see how well the student can apply his knowledge. But this is not the only function of an examination. It also shows the student how much he knows or does not know. Again the examination often serves as an incentive to harder work on the part of the student, for if one knows there will be an examination in a subject, one usually studies with greater zeal than when an examination is not expected. Lastly, an examination may help the student to link up facts in new ways, and to see them in new relationships. In this aspect, you readily see that examinations constitute a valuable device in learning.
But students are not very patient in philosophizing about the purpose of examinations, declaring that if examinations are a necessary part of the educational process, they wish some advice that will enable them to pass examinations easily and with credit to themselves. So we shall turn our attention to the practical problems of passing examinations.
Here are some tips on how to study for examinations:
1. Some students seem to think that they can slight their work throughout a course, and by vigorous cramming at the end make up for slighted work and pass the examination. This is an extremely dangerous attitude to take.
2. An advantage of cramming is that at such a time, one usually works at a high plane of efficiency; the task of reviewing in a few hours the work of an entire course is so huge that the attention is closely concentrated, impressions are made vividly, and the entire mentality is tuned up so that facts are well impressed, coordinated and retained. These advantages are not all present in the more leisurely learning of a course, so we see that cramming may be regarded as a useful device in learning.
3. The facts should not be seized upon singly but should be regarded in the light of their different relations with each other. Suppose, for example, you are reviewing for an examination in mediaeval history. The important events may be studied according to countries, studying one country at a time, but that is not sufficient; the events occurring during one period in one country should be correlated with those occurring in another country at the same time. Likewise the movements in the field of science and discovery should be correlated with movements in the fields of literature, religion and political control. Tabulate the events in chronological order and compare the different series of events with each other. In this way the facts will be seen in new relations and will be more firmly impressed so that you can use them in answering a great variety of questions.
Now some tips for students in examination hall:
1. Having made preparation of the subject-matter of the examination, the next step is to prepare yourself physically for the trying ordeal, for it is well known that the mind acts more ably under physically healthful conditions. Go to the examination-room with your body rested after a good night’s sleep. Eat sparingly before the examination, for mental processes are likely to be clogged if too heavy food is taken.
2. Having reached the examination-room, there are a number of considerations that are requisite for success. Some of the advice here given may seem to be superfluous but if you had ever corrected examination papers you would see the need of it all. Let your first step consist of a preliminary survey of the examination questions; read them all over slowly and thoughtfully in order to discover the extent of the task set before you. A striking thing is accomplished by this preliminary reading of the questions. It seems as though during the examination period the knowledge relating to the different questions assembles itself, and while you are focusing your attention upon the answer to one question, the answers to the other questions are formulating themselves in your mind. It is a semi-conscious operation, akin to the “unconscious learning” discussed in the chapter on memory. In order to take advantage of it, it is necessary to have the questions associations will form and will come to the surface when you reach the particular questions.
3. During the examination when some of these associations come into consciousness ahead of time, it is often wise to digress from the question in hand long enough to jot them down. By all means preserve them, for if you do not write them down they may leave you and be lost. Sometimes very brilliant ideas come in flashes, and inasmuch as they are so fleeting, it is wise to grasp them and fix them while they are fresh.
4. In writing the examination, be sure you read every question carefully. Each question has a definite point; look for it, and do not start answering until you are sure you have found it. Discover the implications of each question; canvass its possible interpretations, and if it is at all ambiguous seek light from the instructor if he is willing to make any further comment.
5. It is well to have scratch paper handy and make outlines for your answers to long questions. It is a good plan, also, when dealing with long questions, to watch the time carefully, for there is danger that you will spend too much time upon some question to the detriment of others equally important, though shorter.
6. One error which students often commit in taking examinations is to waste time in dreaming. As they come upon a difficult question they sit back and wait for the answer to come to them. This is the wrong plan. The secret of freedom of ideas lies in activity. Therefore, at such times, keep active, so that the associative processes will operate freely. Instead of idly waiting for flashes of inspiration, begin to write. You may not be able to write directly upon the point at issue, but you can write something about it, and as you begin to explore and to express your meager fund of knowledge, one idea will call up another and soon the correct answer will appear.
7. After you have prepared yourself to the extent of your ability, you should maintain toward the examination an attitude of confidence. Believe firmly that you will pass the examination. Make strong suggestions to yourself, affirming positively that you have the requisite amount of information and the ability to express it coherently and forcefully. Fortified by the consciousness of faithful application throughout the work of a course, reinforced by a thorough, well-planned review, and with a firm conviction in the strength of your own powers, you may approach your examinations with comparative ease and with good chances of passing them creditably.
Source:www.onlineteachers.co.in
http://onlineteachers.co.in/archives/how-to-prepare-effectively-for-examinations-part-1/
Study Planner for CBSE Boarders
This is for all those students who are preparing for their exams and working hard to touch the sky. Dear students! Only hard work is not enough, the more important thing is to plan it in a systematic way. Here is a solution for all your anxieties.
This is a planner which you could modify as per your own individual schedule.
http://onlineteachers.co.in/modules.php?name=Downloads&d_op=viewdownload&cid=44
This is a planner which you could modify as per your own individual schedule.
http://onlineteachers.co.in/modules.php?name=Downloads&d_op=viewdownload&cid=44
Friday, April 17, 2009
Please join cbse google group
Dear Students, teachers, parents,
cbse google group has been created with a view to share notes, question banks and other useful informations in pdf format for the benefit of students.
Kindly join the cbse google group by submitting your email at the link provided on the left side of this site.
Thanks and regards,
Ramesh Menon
cbse google group has been created with a view to share notes, question banks and other useful informations in pdf format for the benefit of students.
Kindly join the cbse google group by submitting your email at the link provided on the left side of this site.
Thanks and regards,
Ramesh Menon
Saturday, April 11, 2009
Objectives of learning ENGLISH (Core) under CBSE Curriculum
Objectives of learning ENGLISH (Core) under CBSE Curriculum
Background
Students are expected to have acquired a reasonable degree of language proficiency in English by the time they come to class XI, and the course will aim, essentially, at promoting the higher-order language skills.
For a large number of students, the higher secondary stage will be a preparation for the university, where a fairly high degree of proficiency in English may be required. But for another large group, the higher secondary stage may be a preparation for entry into the world of work. The Core Course should cater to both groups by promoting the language skills required for academic study as well as the language skills required for the workplace.
Objectives
The general objectives at this stage are:
· to listen to and comprehend live as well as recorded oral presentations on a variety of topics,
· to develop greater confidence and proficiency in the use of language skills necessary for social and academic purposes.
· to participate in group discussions/interviews, making short oral presentations on given topics.
· to perceive the overall meaning and organisation of the text (i.e., the relationships of the different “chunks” in the text to each other).
· to identify the central/main point and supporting details, etc.
· to build communicative competence in various registers of English.
· to promote advanced language skills with an aim to develop the skills of reasoning, drawing inferences, etc. through meaningful activities.
· to translate texts from mother tongue (s) into english and vice versa.
· to develop ability and knowledge required in order to engage in independent reflection and enquiry.
· to develop the capacity to appreciate literary use of English and also use English creatively and imaginatively.
At the end of this stage learners will be able to do the following:
· read and comprehend extended texts ( prescribed and non-prescribed) in the following
· genres: fiction, science fiction, drama, poetry, biography, autobiography, travel and sports literature, etc.
· text-based writing (i.e., writing in response to questions or tasks based on prescribed or unseen texts)
· understand and respond to lectures, speeches, etc.
· write expository/argumentative essays of 250-500 words, explaining or developing a topic, arguing a case, etc.
· write formal/informal letters and applications for different purposes.
· write items related to the workplace (minutes, memoranda, notices, summaries reports;
· filling up of forms, preparing CVs, e-mail messages, etc.).
· taking/making notes from reference materials, recorded talks etc.
Language Items
The Core Course should draw upon the language items suggested for classes IX-X and delve deeper into their usage and functions. Particular attention may, however, given to the following areas of grammar:
· the uses of different tense forms for different kinds of narration (e.g. media commentaries, reports, programmes, etc.
· the use of passive forms in scientific and innovative writings
· converting one kind of sentence/clause into a different kind of structure as well as other items to exemplify stylistic variations in different discourses
· modal auxiliaries - uses based on semantic considerations.
Methods and Techniques
The techniques used for teaching should promote habits of self-learning and reduce dependence on the teacher. In general, we recommend a multi-skill, learner-centred, activity based approach, of which there can be many variations. The core classroom activity is likely to be that of silent reading of prescribed/selected texts for comprehension, which can lead to other forms of language learning activities such as role play, dramatization, group discussion, writing, etc. although many such activities could be carried out without the preliminary use of textual material. It is important that students be trained to read independently and intelligently, interacting actively with texts, with the use of reference materials (dictionaries, thesauruses, etc.) where necessary. Some pre-reading activity will generally be required, and the course
books should suggest suitable activities, leaving teachers free to devise other activities when desired. So also, the reading of texts should be followed by post reading activities. It is important to remember that every text can generate different readings. Students should be encouraged to interpret texts in different ways.
Group and pair activities can be resorted to when desired, but many useful language activities can be carried out individually.
In general, teachers should encourage students to interact actively with texts and with each other. Oral activity (group discussion, etc.) should be encouraged.
Background
Students are expected to have acquired a reasonable degree of language proficiency in English by the time they come to class XI, and the course will aim, essentially, at promoting the higher-order language skills.
For a large number of students, the higher secondary stage will be a preparation for the university, where a fairly high degree of proficiency in English may be required. But for another large group, the higher secondary stage may be a preparation for entry into the world of work. The Core Course should cater to both groups by promoting the language skills required for academic study as well as the language skills required for the workplace.
Objectives
The general objectives at this stage are:
· to listen to and comprehend live as well as recorded oral presentations on a variety of topics,
· to develop greater confidence and proficiency in the use of language skills necessary for social and academic purposes.
· to participate in group discussions/interviews, making short oral presentations on given topics.
· to perceive the overall meaning and organisation of the text (i.e., the relationships of the different “chunks” in the text to each other).
· to identify the central/main point and supporting details, etc.
· to build communicative competence in various registers of English.
· to promote advanced language skills with an aim to develop the skills of reasoning, drawing inferences, etc. through meaningful activities.
· to translate texts from mother tongue (s) into english and vice versa.
· to develop ability and knowledge required in order to engage in independent reflection and enquiry.
· to develop the capacity to appreciate literary use of English and also use English creatively and imaginatively.
At the end of this stage learners will be able to do the following:
· read and comprehend extended texts ( prescribed and non-prescribed) in the following
· genres: fiction, science fiction, drama, poetry, biography, autobiography, travel and sports literature, etc.
· text-based writing (i.e., writing in response to questions or tasks based on prescribed or unseen texts)
· understand and respond to lectures, speeches, etc.
· write expository/argumentative essays of 250-500 words, explaining or developing a topic, arguing a case, etc.
· write formal/informal letters and applications for different purposes.
· write items related to the workplace (minutes, memoranda, notices, summaries reports;
· filling up of forms, preparing CVs, e-mail messages, etc.).
· taking/making notes from reference materials, recorded talks etc.
Language Items
The Core Course should draw upon the language items suggested for classes IX-X and delve deeper into their usage and functions. Particular attention may, however, given to the following areas of grammar:
· the uses of different tense forms for different kinds of narration (e.g. media commentaries, reports, programmes, etc.
· the use of passive forms in scientific and innovative writings
· converting one kind of sentence/clause into a different kind of structure as well as other items to exemplify stylistic variations in different discourses
· modal auxiliaries - uses based on semantic considerations.
Methods and Techniques
The techniques used for teaching should promote habits of self-learning and reduce dependence on the teacher. In general, we recommend a multi-skill, learner-centred, activity based approach, of which there can be many variations. The core classroom activity is likely to be that of silent reading of prescribed/selected texts for comprehension, which can lead to other forms of language learning activities such as role play, dramatization, group discussion, writing, etc. although many such activities could be carried out without the preliminary use of textual material. It is important that students be trained to read independently and intelligently, interacting actively with texts, with the use of reference materials (dictionaries, thesauruses, etc.) where necessary. Some pre-reading activity will generally be required, and the course
books should suggest suitable activities, leaving teachers free to devise other activities when desired. So also, the reading of texts should be followed by post reading activities. It is important to remember that every text can generate different readings. Students should be encouraged to interpret texts in different ways.
Group and pair activities can be resorted to when desired, but many useful language activities can be carried out individually.
In general, teachers should encourage students to interact actively with texts and with each other. Oral activity (group discussion, etc.) should be encouraged.
Objectives of learning BIOLOGY under CBSE Curriculum
Objectives of learning BIOLOGY under CBSE Curriculum
The present syllabus reinforces the ideas introduced in the lower classes while the students learn
new concepts besides getting an exposure to contemporary areas of the subject. The syllabus also aims at emphasizing the underlying principles that are common to both animals and plants as well as highlighting the relationships of biology with other areas of knowledge. The format of the syllabus allows a simple, clear, consequential flow of concepts without any jarring jumps. The syllabus also stresses the connection of the study of Biology to real life problems, use of biological discoveries/innovations in everyday life - in environment, nature, medicine, health and agriculture. The updated syllabus also focuses on reducing the curriculum load while ensuring that ample opportunities and scope for learning and appreciating basic concepts of the subject continues to be available within its framework.
The prescribed syllabus is expected to:
· promote understanding of basic principles of biology
· learning of emerging knowledge and its relevance to individual and society
· encourage rational/specific attitude to issues related to population, environment and development
· enhance awareness about environmental issues and problems and the appropriate solutions
· create awareness amongst the learners about variations amongst the living and developing respect for the diversities and to appreciate that the most complex biological phenomenon are also built on essentially simple processes.
It is expected that the students would get an exposure to various branches of Biology in the syllabus in a more contextual and friendly manner as they study its various units.
The present syllabus reinforces the ideas introduced in the lower classes while the students learn
new concepts besides getting an exposure to contemporary areas of the subject. The syllabus also aims at emphasizing the underlying principles that are common to both animals and plants as well as highlighting the relationships of biology with other areas of knowledge. The format of the syllabus allows a simple, clear, consequential flow of concepts without any jarring jumps. The syllabus also stresses the connection of the study of Biology to real life problems, use of biological discoveries/innovations in everyday life - in environment, nature, medicine, health and agriculture. The updated syllabus also focuses on reducing the curriculum load while ensuring that ample opportunities and scope for learning and appreciating basic concepts of the subject continues to be available within its framework.
The prescribed syllabus is expected to:
· promote understanding of basic principles of biology
· learning of emerging knowledge and its relevance to individual and society
· encourage rational/specific attitude to issues related to population, environment and development
· enhance awareness about environmental issues and problems and the appropriate solutions
· create awareness amongst the learners about variations amongst the living and developing respect for the diversities and to appreciate that the most complex biological phenomenon are also built on essentially simple processes.
It is expected that the students would get an exposure to various branches of Biology in the syllabus in a more contextual and friendly manner as they study its various units.
Objectives of learning CHEMISTRY under CBSE Curriculum
Objectives of learning CHEMISTRY under CBSE Curriculum
Rationale
Higher Secondary is the most crucial stage of school education because at this juncture specialized discipline based, content-oriented courses are introduced. Students reach this stage after 10 years of general education and opt for Chemistry with a purpose of pursuing their career in basic sciences or professional courses like medicine, engineering, technology and study courses in applied areas of science and technology at tertiary level. Therefore, there is a need to provide learners with sufficient conceptual background of Chemistry, which will make them competent to meet the challenges of academic and professional courses after the higher secondary stage.
The new and updated curriculum is based on disciplinary approach with rigour and depth taking care that the syllabus is not heavy and at the same time it is comparable to the international level. The knowledge related to the subject of Chemistry has undergone tremendous changes during the past one decade. Many new areas like synthetic materials, bio-molecules, natural resources, industrial chemistry are coming in a big way and deserve to be an integral part of chemistry syllabus at senior secondary stage At international level, new formulations and nomenclature of elements and compounds, symbols and units of physical quantities floated by scientific bodies like IUPAC and CGPM are of immense importance and need to be incorporated in the updated syllabus. The revised syllabus takes care of all these aspects. Greater emphasis has been laid on use of new nomenclature, symbols and formulations, teaching of fundamental concepts, applications of concepts in chemistry to industry/ technology, logical sequencing of units, removal of obsolete content and repetition etc.
OBJECTIVES
The broad objectives of teaching Chemistry at Senior Secondary Stage are to help the learners:
· to promote understanding of basic facts and concepts in chemistry while retaining the excitement of chemistry.
· to make students capable of studying chemistry in academic and professional courses (such as medicine, engineering, technology) at tertiary level.
· to expose the students to various emerging new areas of chemistry and apprise
· them with their relevance in their future studies and their application in various spheres of chemical sciences and technology.
· to equip students to face various changes related to health, nutrition, environment, population, weather, industries and agriculture.
· to develop problem solving skills in students.
· to expose the students to different processes used in industries and their technological applications.
· to apprise students with interface of chemistry with other disciplines of science such as physics, biology, geology, engineering etc.
· to acquaint students with different aspects of chemistry used in daily life.
· to develop an interest in students to study chemistry as a discipline.
Rationale
Higher Secondary is the most crucial stage of school education because at this juncture specialized discipline based, content-oriented courses are introduced. Students reach this stage after 10 years of general education and opt for Chemistry with a purpose of pursuing their career in basic sciences or professional courses like medicine, engineering, technology and study courses in applied areas of science and technology at tertiary level. Therefore, there is a need to provide learners with sufficient conceptual background of Chemistry, which will make them competent to meet the challenges of academic and professional courses after the higher secondary stage.
The new and updated curriculum is based on disciplinary approach with rigour and depth taking care that the syllabus is not heavy and at the same time it is comparable to the international level. The knowledge related to the subject of Chemistry has undergone tremendous changes during the past one decade. Many new areas like synthetic materials, bio-molecules, natural resources, industrial chemistry are coming in a big way and deserve to be an integral part of chemistry syllabus at senior secondary stage At international level, new formulations and nomenclature of elements and compounds, symbols and units of physical quantities floated by scientific bodies like IUPAC and CGPM are of immense importance and need to be incorporated in the updated syllabus. The revised syllabus takes care of all these aspects. Greater emphasis has been laid on use of new nomenclature, symbols and formulations, teaching of fundamental concepts, applications of concepts in chemistry to industry/ technology, logical sequencing of units, removal of obsolete content and repetition etc.
OBJECTIVES
The broad objectives of teaching Chemistry at Senior Secondary Stage are to help the learners:
· to promote understanding of basic facts and concepts in chemistry while retaining the excitement of chemistry.
· to make students capable of studying chemistry in academic and professional courses (such as medicine, engineering, technology) at tertiary level.
· to expose the students to various emerging new areas of chemistry and apprise
· them with their relevance in their future studies and their application in various spheres of chemical sciences and technology.
· to equip students to face various changes related to health, nutrition, environment, population, weather, industries and agriculture.
· to develop problem solving skills in students.
· to expose the students to different processes used in industries and their technological applications.
· to apprise students with interface of chemistry with other disciplines of science such as physics, biology, geology, engineering etc.
· to acquaint students with different aspects of chemistry used in daily life.
· to develop an interest in students to study chemistry as a discipline.
Objectives of learning MATHEMATICS under CBSE Curriculum
Objectives of learning MATHEMATICS under CBSE Curriculum
The Syllabus in the subject of Mathematics has undergone changes from time to time in accordance with growth of the subject and emerging needs of the society. Senior Secondary stage is a launching stage from where the students go either for higher academic education in Mathematics or for professional courses like engineering, physical and Bioscience, commerce or computer applications. The present revised syllabus has been designed in accordance with National Curriculum Frame work 2005 and as per guidelines given in Focus Group on Teaching of Mathematics 2005 which is to meet the emerging needs of all categories of students.
Motivating the topics from real life situations and other subject areas, greater emphasis has been laid on application of various concepts.
Objectives
The broad objectives of teaching Mathematics at senior school stage intend to help the pupil:
· to acquire knowledge and critical understanding, particularly by way of motivation and visualization, of basic concepts, terms, principles, symbols and mastery of underlying processes and skills.
· to feel the flow of reasons while proving a result or solving a problem.
· to apply the knowledge and skills acquired to solve problems and wherever possible, by more than one method.
· to develop positive attitude to think, analyze and articulate logically.
· to develop interest in the subject by participating in related competitions.
· to acquaint students with different aspects of mathematics used in daily life.
· to develop an interest in students to study mathematics as a discipline.
· to develop awareness of the need for national integration, protection of environment, observance of small family norms, removal of social barriers, elimination of sex biases.
· to develop reverence and respect towards great Mathematicians for their contributions
to the field of Mathematics.
The Syllabus in the subject of Mathematics has undergone changes from time to time in accordance with growth of the subject and emerging needs of the society. Senior Secondary stage is a launching stage from where the students go either for higher academic education in Mathematics or for professional courses like engineering, physical and Bioscience, commerce or computer applications. The present revised syllabus has been designed in accordance with National Curriculum Frame work 2005 and as per guidelines given in Focus Group on Teaching of Mathematics 2005 which is to meet the emerging needs of all categories of students.
Motivating the topics from real life situations and other subject areas, greater emphasis has been laid on application of various concepts.
Objectives
The broad objectives of teaching Mathematics at senior school stage intend to help the pupil:
· to acquire knowledge and critical understanding, particularly by way of motivation and visualization, of basic concepts, terms, principles, symbols and mastery of underlying processes and skills.
· to feel the flow of reasons while proving a result or solving a problem.
· to apply the knowledge and skills acquired to solve problems and wherever possible, by more than one method.
· to develop positive attitude to think, analyze and articulate logically.
· to develop interest in the subject by participating in related competitions.
· to acquaint students with different aspects of mathematics used in daily life.
· to develop an interest in students to study mathematics as a discipline.
· to develop awareness of the need for national integration, protection of environment, observance of small family norms, removal of social barriers, elimination of sex biases.
· to develop reverence and respect towards great Mathematicians for their contributions
to the field of Mathematics.
Objectives of learning PHYSICS under the CBSE Curriculum
Objectives of learning PHYSICS under the CBSE Curriculum
Senior Secondary stage of school education is a stage of transition from general
education to discipline-based focus on curriculum. The present updated syllabus keeps in view the rigour and depth of disciplinary approach as well as the comprehension level of learners. Due care has also been taken that the syllabus is not heavy and is at the same time, comparable to the international standards.
Salient features of the syllabus include:
· Emphasis on basic conceptual understanding of the content.
· Emphasis on use of SI units, symbols, nomenclature of physical quantities and formulations as per international standards.
· Providing logical sequencing of units of the subject matter and proper placement of concepts with their linkage for better learning.
· Reducing the curriculum load by eliminating overlapping of concepts/ content within the discipline and other disciplines.
· Promotion of process-skills, problem-solving abilities and applications of Physics concepts.
Besides, the syllabus also attempts to:
· Strengthen the concepts developed at the secondary stage to provide firm foundation for further learning in the subject.
· expose the learners to different processes used in Physics-related industrial and technological applications.
· develop process-skills and experimental, observational, manipulative, decision making and investigatory skills in the learners.
· promote problem solving abilities and creative thinking in learners.
· develop conceptual competence in the learners and make them realize and appreciate the interface of Physics with other disciplines.
Wednesday, April 1, 2009
Welcome to the world of Plus education
Welcome to cbseplus and the world of Plus education
Dear students, parents and teachers,
It is my belief that in every difficult situation their lies an opportunity. A chance happening and the challenges ahead due to it lead to the birth of this blogspot. I dedicate it to the untiring, diligent and dedicated efforts of all CBSE Plus students, their teachers and parents. The objective currently is to make a head start now with the old question papers and answers of previous years. Concurrently, there will be attempts to create links with other sites that has the same initiatives. At the same path, there will be also links to various educational programmes which are looked up on to after Plus education.
I thank in advance the e-learning divisions of IGNOU, BITS PILANI and most of all CBSE for their guidance, motivation and support to this new initiative. Plans and coordinated efforts will be effectively channelled to create an efficient e-learning point for students to visit and get inspired to come up with sterling performances in education, career and life ahead.
I invite all teachers, students and administrators who would like to expand this objective and contribute collectively to SHARE the knowledge pool to write to me at team1dubai@gmail.com.
It is a great challenge and offering sincere pranams to all my gurus, I begin and dedicate my effort to the student and teaching community.
Please promote, participate and continue to support as usual.
God Bless,
Ramesh Menon
Wednesday, 01 April 2009
Dear students, parents and teachers,
It is my belief that in every difficult situation their lies an opportunity. A chance happening and the challenges ahead due to it lead to the birth of this blogspot. I dedicate it to the untiring, diligent and dedicated efforts of all CBSE Plus students, their teachers and parents. The objective currently is to make a head start now with the old question papers and answers of previous years. Concurrently, there will be attempts to create links with other sites that has the same initiatives. At the same path, there will be also links to various educational programmes which are looked up on to after Plus education.
I thank in advance the e-learning divisions of IGNOU, BITS PILANI and most of all CBSE for their guidance, motivation and support to this new initiative. Plans and coordinated efforts will be effectively channelled to create an efficient e-learning point for students to visit and get inspired to come up with sterling performances in education, career and life ahead.
I invite all teachers, students and administrators who would like to expand this objective and contribute collectively to SHARE the knowledge pool to write to me at team1dubai@gmail.com.
It is a great challenge and offering sincere pranams to all my gurus, I begin and dedicate my effort to the student and teaching community.
Please promote, participate and continue to support as usual.
God Bless,
Ramesh Menon
Wednesday, 01 April 2009
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