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Sunday, September 30, 2012

Mass Communication in India

This section deals with mass communication education in India, its scope and career prospects and list of various institutes offering mass communication courses.  The term Mass Communication, which was coined in 1920, is referred to the process of delivering and transferring of messages and news to a large group of people using different forms of media like newspapers, radio, internet and television.
Mass Communication Courses
Mass Communication is taught in various colleges and universities in India. It is also known by various names like communication studies, media studies, communication science, and communication arts and media science. While colleges and universities offer a 3 –year Bachelor’s and 2-year Master’s degree in Mass Communication, many institutes offer diploma and certificate programs in specialized fields like journalism, event management, advertising and marketing, and public relations. These diploma and certificate courses can vary from 3-6 months or even a year. Mass Communication has become such a popular stream of education in India today that distance education courses in mass communication have also picked up in a big way. IGNOU is one of the leading distance education universities to offer mass communication courses. 

Mass Communication Careers

The study of mass communication encompasses the academic study of various means of communication. Specialized courses in mass communication offer students an in-depth knowledge and functioning of various media like television, radio and the internet. Successful completion of mass communication  courses open a plethora of opportunities for students in various fields of advertising, journalism, public relations, event management, broadcast journalism, internet and radio.

 Mass Communication Institutes

Mass Communication has become an important stream of study. Many institutes offering specialized courses in Mass Communication have come up. Some of the top Mass Communication Institutes in India are IIMC Delhi, MICA Ahmedabad, Symbiosis Pune, and Xavier Institute of Communication, Mumbai. 

Why should one go for a course in media and communication when one has endless list of courses to choose from? What is there in it that makes it different from others? These are the questions that are often asked.

 Mass Communication Institutes in India
DelhiHaryanaHimachal PradeshJammu KashmirPunjab
RajasthanUttaranchalChandigarhAndhra PradeshHyderabad
TamilnaduChennaiKarnatakaBangaloreKerala
PondicherryBiharOrissaKolkataWest Bengal
AhmedabadGujaratMumbaiMaharashtraPune
AssamTripuraMeghalayaChhattisgarhJharkhand
Arunachal PradeshMadhya PradeshUttar Pradesh

Mass Communication Careers

A decade back, mass communication classes used to had only a handful number of students but now scenario has changed immensely. The vast job opportunities thrown by it in different areas like Newspapers, journals, advertising firms, radio, production houses, publication houses and Television are enough to fascinate any student towards taking up this course vis-à-vis others. Apart from number of jobs, the challenge, creative satisfaction and good remuneration package that these jobs are some of the other factors for the students to move towards it. Plus, if one wants name and fame this is the best field. By taking up professions like Radio Jockeys or Anchors one can shot to fame instantly.

Mass communication course encompasses various streams. From advertising to Journalism to Public Relations, a student can opt for any field he likes.



Mass Communication Careers
A student who takes up Mass Communication has number of career options before him. He/she can opt as a Copy writer if he wants to go into Advertising, a Journalist if he has a nose for news and Public Relations officer if he wants to be the image builder of the company. After completing their course in mass communication one can work as a copywriter, advertising professional, journalist, news anchor and a PR Officer. Though the nature of their work varies widely, most of them have to work in tight deadlines. 
'News' for instance cannot be taken lightly and put off for another day as it would become stale and won’t sell. A journalist has to rush whenever any news breaks in. He has a 24-hour job. A copywriter too has to meet the deadlines. Anybody planning to enter this field must prepare himself to work in odd hours. Like other fields where the working hours are generally found to be between 9am and 5pm, in the media field one has to work in shifts. Though there are some positions in the media where one is required to contribute fixed eight hours of work during the day time, but such jobs are very few. In a nutshell, the field of media is quite interesting and rewarding but at the same time it demands lots of time, energy and hard work from one. So if you have the passion to defeat deadlines and ready to work as it comes to you at any time of the day, you are the right person this industry is looking for. Various mass communication related careers and the nature of their work are described below:Journalist :
A Journalist’s work is basically to collect the news and file it at the end of the day. But gathering news is not easy as it seems. In order to get the news, a Journalist has to win the confidence of the people. His day starts with going to the office and then checking with his sources about the happenings around. If he has some news, he goes to the field to cover it. After the news is collected, a journalist is required to come back to the office and write it for the reader. A journalist usually gets free at 9 in the evening (every organization has own timings) but he can be again sent to field in case any news breaks out.
Television and online journalism has taken off in the last 5 years only while radio is still a popular source of news in remote-villages. A student who wants to be a journalist should have a keen interest in current affairs. He should have an inquisitive mind and should have the ability of going along well with the people. Patience is another quality which is looked after in a good Journalist. 
if u want more details means click here :

Friday, September 28, 2012

The National Programme on Technology Enhanced Learning


Objectives
The broad aim of the project NPTEL is to  facilitate the competitiveness of Indian
industry in the global markets through improving the quality and reach of
engineering education. The operational objective of NPTEL is to make high quality
learning material available to students of engineering institutions across the country
by exploiting the advances in information and communication technology. The target
group for this project consists of students and faculty of institutions offering .

NATIONAL PROGRAM ME ON TECHNOLOGY ENHANCED LEARNING FOR STUDENTS

NPTEL provides E-learning through online Web and Video courses in Engineering, Science and humanities streams. The mission of NPTEL is to enhance the quality of Engineering education in the country by providing free online course ware.

IIT-Kanpur barred from taking foreign donations

The union ministry of home affairs (MHA) has barred Indian Institute of Technology (IIT)-Kanpur from accepting foreign donations, citing the premier institute's laid-back attitude in submitting documents supporting the usage of foreign funds, an official said.

The institute has been barred under the provisions of Foreign Contribution Registration Act (FCRA), 2010, with immediate effect, informed sources said.

The prime objective of the act is to "regulate the acceptance and utilisation of foreign contribution and foreign hospitality by persons and associations working in the important areas of national life".

While IIT-K authorities refused to react to the development "at this point", MHA has officially put the institute's name in the list of organisations whose FCRA registration has been cancelled.

In the list for 2011-12, which carries 4,139 such institutions, 72 are from Uttar Pradesh.

MHA officials said the move to scrap the FCRA registration was "necessitated" after these top educational institutions failed to "submit satisfactory supporting documents of the fund usage".

"The IIT-Kanpur has been very lethargic in supporting the usage of these donations in their annual receipts and hence we were forced to act in such a manner," an official said.

Besides IIT-K, FCRA registration of eight other premier institutions in the country, including Jamia Milia Islamia and Jawaharlal Nehru University (JNU), has also been scrapped.

While no official communique was received by the institute, officials said they have been "sounded on the matter".

"We are aware about the matter... We are positive that this decision would not, in any way, hamper our growth," a faculty member said, adding that the Comptroller and Auditor General (CAG) audits the financial transactions of IIT-K.

However, a senior faculty member admitted that the decision "would certainly create a lot of problems".

"For many researches and other activities, foreign funding by our alumni is very crucial. MHA's decision will hit us for sure," he added.

Another IIT-K professor said that last year the institute was exempted from suchrequirements as pressed by the government on the ground that the CAG was a "competent authority" thus foreign funding could not be stopped.

"Why did they bail everyone earlier and why are they hounding us now," the professor asked.

IIT-K, one of the foremost institutes in the country for higher education, receives generous grants from its alumni and overseas organisations for research and other activities.

According to MHA officials, IIT-K (FCRA registration No.R-136530050) received foreign funding amounting to about Rs.6 crore in the previous financial year.

In 2010-11, the institute's planning and resource generation department received a donation of Rs.4.08 crore from 772 donors of which 501 were domestic donors while 271 donors were from foreign countries, official said.

Single Entrance Exam for IITs to be held in two parts

With a view to reducing the burden, in terms of time, finances and the stress caused in scheduling and preparing for multiple entranceexaminations, on both, the students and parents, the Council of Indian Institutes of Technology (IITs) had, in its meeting on 14.09.2011, endorsed 'in-principle' the proposal of a Common Entrance Examination for admission to undergraduate programmes in Engineering.
Based on the discussions held amongst the various stakeholders, including those from the IIT system, it has been decided to hold a Joint Entrance Examination from the year 2013 for admission to the undergraduate programmes in engineering in two parts, JEE-MAIN and JEE-ADVANCED. 
Only the top 1,50,000 candidates (including all categories) based on the performance in JEE-MAIN will qualify to appear in the JEE Advanced examination. Admission to IITs will be based only on category-wise All Indian Rank (AIR) in JEE-ADVANCED, subject to condition that such candidates are in the top 20 percentile of successfulcandidates in Class XII examination conducted by their Boards in applicable categories. 
Admission to NITs will be based on 40% weightage for performance in Class XII Board marks normalized on percentile basis and the remainder 60% weightage would be given for performance in JEE-MAIN and a combined AIR would be decided accordingly.

This information was given by the Minister of State for Human Resource Development

Thursday, September 27, 2012

Importance of science for cute students.

Whats is science?
                         why does the sun appear only in the day time ? why do the stars glow only at night? why do plants grow towards the sunlight even when they are kept in a room?

No Indian institute in world’s top 200 universities


No Indian institute in world’s top 200 universities
There was little reason for India to smile when the prestigious QS World University Rankings were announced recently. No Indian institute figured in the world’s top 200 universities of the list of 700 that were ranked under the scheme.
For the first time, America's prestigious Massachusetts Institute of Technology grabbed the top slot from UK's Cambridge University in a list of world university rankings for 2011-2012. However, four of the six top slots in a global university “league table” by QS World University Rankings were occupied by the UK universities.
With MIT leading the list, Cambridge University slipped to the second spot and Harvard still down to the third rank.
University College, London (UCL), Oxford and Imperial took the fourth, fifth and sixth places respectively. The seventh place was awarded to Yale University, followed by University of Chicago, Princeton University and the tenth position to California Institute of Technology.
The QS World University Rankings is a ranking of the world’s top 700 universities by Quacquarelli Symonds using a method that has published annually since 2004.
The QS rankings were originally published in collaboration with Times Higher Education from 2004 to 2009 as the Times Higher Education-QS World University Rankings. In 2010, Times Higher Education and QS ended their collaboration. QS assumed sole publication of the existing methodology, while Times Higher Education created a new ranking methodology with Thomson Reuters, published as Times Higher Education World University Rankings.
The QS rankings rate the world's top 400 universities, evaluating each institution's strengths in research, teaching, the employability of its graduates and international outlook. While India is yet to secure a place in the top 200, other Asian countries such as China, Japan, Singapore, Hong Kong and Taiwan sit comfortably among the top 100 of the rankings table, led by University of Hong Kong (22) and University of Tokyo (25).
“If we are serious about staying on top, the government must concentrate investment where it will have the most impact — in our world-class research-intensive universities,” director general of the Russell Group of research-based universities Dr. Wendy Piatt said.
In 2010, the Indian Institute of Delhi was ranked 202 in the list but it has fallen to 218th this time. Similarly, IIT-Bombay (was 187, now 225); IIT-Madras (was 262, now 281); IIT-Kanpur ( 249, 306); IIT-Kharagpur (311, 341); IIT-Roorkee (428, 438) and IIT-Guwahati (501, 563). The other universities have followed suit – University of Delhi (was 371, now 398); University of Mumbai (493, 578); University of Calcutta (506, 649) and University of Pune (578, 661).
India has scored very badly on quality research and fall in all the universities’ academic reputation. The employer reputation of IIT-Bombay, IIT-Kanpur, IIT-Kharagpur, IIT-Guwahati and universities of Mumbai, Calcutta and Pune has slid backwards too. For the academic and employer ratings, inputs from as many as 33,000 academics and 16,785 employers from more than 130 countries were taken by QS, the largest surveys of their kind ever conducted.

B.Ed entrance examination postponed to 21st Oct 2012


Tamil Nadu Open university B.Ed entrance examination date postponed to 21st Oct 12 from 14th Oct 2012.

Wednesday, September 26, 2012

student education of knowledge

In India, students are required to pre-select a course of study before entering college. As students pursue college courses in specific fields like engineering, law, accounting, literature, economics or fashion design, they gain disciplinary understanding. However, a college education can be more rounded and meaningful if it also involves hands-on practicum training, in the form of internships in organisations that engage directly with the world.

Some fields, like medicine and accounting, already require students to serve as interns before they are conferred a degree. This concept of “doing while you learn” can also be extended to other disciplines and fields as internships have multiple benefits for students and employers alike.
When students opt to do internships that relate directly to their field of study, they get a sense of what working in a particular domain entails. By dealing with real-world problems they may gain a deeper insight and a fresh perspective on what they are learning in college.
Thus, a student of political science may intern at a firm that deals with political forecasting and polls; a psychology student may assist in a school for special children or work in the human resources department of a company; a student of literature may spend time after college hours in a publisher’s office poring over manuscripts. While the work initially given to an intern may not be the most challenging, the student can feel the pulse of the organisation. Further, the intern can interact with people who are immersed in the field to see what career trajectory he/she should take. The intern can also benefit vastly from observing how experienced colleagues deal with ambiguity, make decisions, create and execute plans, and communicate a broader vision.
The larger purpose
Further, students need not restrict themselves to doing internships within their chosen fields, especially if they are unsure of their opted course of study. Thus, a student of business management may want to explore territories beyond conventional corporate jobs if he feels that business may not engage him fully or provide a larger purpose that he strives for. By doing internships in various non-governmental organisations, he may decide that he wants to dedicate his life to promoting human rights. Of course, his business education is not wasted as he can employ some of those skill-sets in his new vocation.
Even if a student is sure of his career choice, he may benefit from working in diverse organisations. Creative solutions and products are likely to emerge when there is cross-fertilization between fields. Thus, an engineering student may decide to volunteer at an NGO that distributes prosthetic limbs to handicapped persons. As he gets to examine different prosthetics, the student may get a novel idea of how to improve the design of an artificial leg. While his engineering background was what gave him the design insight, the idea would not have occurred to him without his volunteering efforts. By doing internships in diverse settings, students may make similar serendipitous discoveries.
First-hand experience
Even though some internships may offer a modest honorarium, students should not focus on the monetary aspect at this stage but on the invaluable experience that can steer them towards the most appropriate career choice. Internships provide first-hand experience on what it is like to work in a laboratory, pharmaceutical company, hotel, hospital, special school or art gallery. While some organisations offer formal internship programmes with online applications, others may not have structured programmes in place. Thus, students may take the initiative to approach organisations they are interested in. In many instances, an internship paves the way for a job in the same organisation.
Finally, organisations also stand to gain by taking interns. While employers have to invest in training initially, they also get access to a pool of likely applicants. Further, by observing interns on the job, employers can gauge which interns are likely to fit into the organisation. Thus, students should take their internships seriously.


The International Education Journal


The Australian and New Zealand Comparative and International Education Society (ANZCIES) is the authorising agency that sponsors and produces the International Education Journal: Comparative Perspectives. The IEJ, as it is more commonly referred to, is recognised as an international scholarly journal in comparative and international education. It reports on developments in the field of education (primary, secondary, tertiary, and life-long) and showcases issues related to educational policy, planning, and practice.
The IEJ welcomes manuscript submissions that are:
  • of importance to educational policy, planning and practice;
  • theoretical and/or practice-based; and
  • cross-disciplinary, integrating education with academic disciplines such as anthropology, demography, economics, history, law, linguistics, philosophy, political science, psychology, and sociology
Preference is given to research that is comparative and/or international in nature.
The IEJ is published bi-annually. Annual subscriptions are offered at nominal rates for the latest issues, but if you become an active member of ANZCIES, your IEJ subscription becomes automatic. Subscribers and ANZCIES members receive two issues once accounts are activated. For further information, please contact Laura Perry, ANZCIES Secretary/Treasurer, L.Perry@murdoch.edu.au

California Council on Teacher Education


                                 California Council on Teacher Education
Founded in 1945, the California Council on the Education of Teachers (now the California Council on Teacher Education as of July 2001) is a non-profit organization devoted to stimulating the improvement of the pre-service and in-service education of teachers and administrators. The Council attends to this general goal with the support of a community of teacher educators, drawn from diverse constituencies, who seek to be informed, reflective, and active regarding significant research, sound practice, and current public educational issues.
Membership in the California Council on Teacher Education can be either institutional or individual. Colleges and universities with credential programs, professional organizations with interests in the preparation of teachers, school districts and public agencies in the field of education, and individuals involved in or concerned about the field are encouraged to join. Membership entitles one to participation in semi-annual spring and fall conferences, subscription to Teacher Education Quarterly and Issues in Teacher Education, newsletters on timely issues, an informal network for sharing sound practices in teacher education, and involvement in annual awards and recognitions in the field.
The semi-annual conferences of the California Council on Teacher Education, rotated each year between sites in northern and southern California, feature significant themes in the field of education, highlight prominent speakers, afford opportunities for presentation of research and discussion of promising practices, and consider current and future policy issues in the field.
For information about or membership in the California Council on Teacher Education, please contact:
Alan H. Jones
Executive Secretary
California Council on Teacher Education
Caddo Gap Press
3145 Geary Boulevard, PMB 275
San Francisco, California 94118
telephone: 415/666-3012
fax: 415/666-3552
emailcaddogap@aol.com
websitehttp://www.ccte.org 

Teacher Education Quarterly

Teacher Education Quarterly is a peer-reviewed journal dedicated to advancing knowledge and research on the work of teacher education researchers and practitioners.  We seek manuscripts that link research to practices, with an eye toward improving pre-service and in-service teacher education.  Preference is given to well-designed research studies that seek to advance knowledge in the field.
This system permits the editorial team to keep the submission and review process as efficient as possible.  Our user-friendly, online manuscript submission and review system also offers authors the option to track the review process of manuscripts in real time.  The welcome page provides information about the kinds of manuscripts we seek and the criteria we use in our review of manuscripts.

Teacher Education Quarterly has moved to an all-electronic submission process. Please see the Submission Guidelines tab above for further information. To submit a manuscript see the tab Submit Manuscript on the left. The site will guide authors through the electronic submission process. Once an author has submitted a manuscript, the Editor assigns readers, asking for an evaluation of how well the manuscript might fit in the journal with respect to the following criteria:
1. Significance of the work for teacher education;
2. Conceptual framework of the work and the literature reviewed
3. The appropriateness and thoroughness of the methodology - research questions and description of the data
collection and analysis;
4. Findings and conclusions, with connections to the relevant literature
5. Clear writing appropriate for a wide audience, following Teacher Education Quarterly guidelines
Among the topics well-suited for the Teacher Education Quarterly are:
* Preparation of teachers in a standards-based era
* Reform in teacher education
* Teacher education for meeting the needs of diverse ethnic and language populations
* Innovative approaches to teacher education
* Assessment of teacher pedagogical knowledge and abilities; high stakes testing and accountability
* Teacher education and digital technology
* Teacher education in the arts; art-based approaches to teacher education
* Supervision in teacher education
* Teacher education and critical pedagogy
* Narrative research in teacher education
* Inquiry-oriented teacher education
* Recruitment and retention of underrepresented teachers and teacher educators
* Teacher education in global contexts
Teacher Education Quarterly does not consider manuscripts that address instrument development, program evaluations, and personal experiences teaching a course for teachers.
Teacher Education Quarterly is a publication of the California Council on Teacher Education.

Tuesday, September 25, 2012

A School is Designed for the Teaching of Students

School is Teaching of Students
A school is an institution designed for the teaching of students (or "pupils") under the direction of teachers. Most countries have systems of formal education, which is commonly compulsory. In these systems, students progress through a series of schools. The names for these schools vary by country (discussed in the Regional section below), but generally include primary school for young children and secondary school for teenagers who have completed primary education. An institution where higher education is taught, is commonly called a university college or university. In addition to these core schools, students in a given country may also attend schools before and after primary and secondary education. Kindergarten or pre-school provide some schooling to very young children (typically ages 3–5). University, vocational school, college or seminary may be available after secondary school. A school may also be dedicated to one particular field, such as a school of economics or a school of dance. Alternative schools may provide nontraditional curriculum and methods. There are also non-government schools, called private schools. Private schools may be required when the government does not supply adequate, or special education. Other private schools can also be religious, such as Christian schools, hawzas, yeshivas, and others; or schools that have a higher standard of education or seek to foster other personal achievements. Schools for adults include institutions of corporate training, Military education and training and business schools. In homeschooling and online schools, teaching and learning take place outside of a traditional school building.