Education Notes For Assistant Professor Ugc Nta Net Exam
Download Education Notes For Assistant Professor Ugc Nta Net Exam PDF/ePub or read online books in Mobi eBooks. Click Download or Read Online button to get Education Notes For Assistant Professor Ugc Nta Net Exam book now. This website allows unlimited access to, at the time of writing, more than 1.5 million titles, including hundreds of thousands of titles in various foreign languages.
Education Notes for Assistant Professor UGC NTA NET Exam
Author: Mocktime Publication
language: en
Publisher: by Mocktime Publication
Release Date: 101-01-01
Syllabus: 1. Contribution of Indian Schools of philosophy (Sankhya Yoga, Vedanta, Buddhism, Jainism) with special reference to Vidya, Dayanand Darshan, and Islamic traditions towards educational aims and methods of acquiring valid knowledge; AND the Contribution of Western schools of thoughts (Idealism, Realism, Naturalism, Pragmatism, Marxism, Existentialism) and their contribution to Education with special reference to information, knowledge and wisdom. 2. Approaches to Sociology of Education (symbolic Interaction, Structural Functionalism and Conflict Theory); Concept and types of social Institutions and their functions (family, school and society); Concept of Social Movements, Theories of Social Movements (Relative Deprivation, Resource Mobilization, Political Process Theory and New Social Movement Theory). 3. Socialization and education- education and culture; Contribution of thinkers (Swami Vivekananda, Rabindranath Tagore, Mahatma Gandhi, Aurobindo, J.Krishnamurthy, Paulo Freire, Wollstonecraft, Nel Noddings and Savitribai Phule) to the development of educational thought for social change; National Values as enshrined in the Indian Constitution - Socialism, Secularism, justice, liberty, democracy, equality, freedom with special reference to education. 4. Committees and Commissions’ Contribution to Teacher Education: Secondary Education Commission (1953), Kothari Education Commission (1964-66), National Policy of Education (1986,1992), National Commission on Teachers (1999), National Curriculum Framework 2005, National Knowledge Commission (2007), Yashpal Committee Report (2009), National Curriculum Framework for Teacher Education (2009), Justice Verma Committee Report (2012). 5. Relationship between Policies and Education, Linkage between Educational Policy and National Development, Determinants of Educational Policy and Process of Policy formulation: Analysis of the existing situation, generation of policy options, evaluation of policy options, making the policy decision, planning of policy implementation, policy impact assessment and subsequent policy cycles. 6. Concept of Economics of Education: Cost Benefit Analysis Vs Cost Effective Analysis in Education, Economic returns to Higher Education Signaling Theory Vs Human Capital Theory, Concept of Educational Finance; Educational finance at Micro and Macro Levels, Concept of Budgeting. 7. Relationship Between Politics and Education, Perspectives of Politics of Education Liberal, Conservative and Critical, Approaches to understanding Politics (Behaviouralism, Theory of Systems Analysis and Theory of Rational Choice), Education for Political Development and Political Socialization. 8. Growth and Development: Concept and principles, Cognitive Processes and stages of Cognitive Development, Personality: Definitions and theories (Freud, Carl Rogers, Gordon Allport, Max Wertheimer, Kurt Koffka), Mental health and Mental hygiene. 9. Approaches to Intelligence from Unitary to Multiple: Concepts of Social intelligence, multiple intelligence, emotional intelligence; Theories of Intelligence by Sternberg, Gardner; Assessment of Intelligence; Concepts of Problem Solving, Critical thinking, Metacognition and Creativity. 10. Principles and Theories of learning: Behaviouristic, Cognitive and Social theories of learning, Factors affecting social learning, social competence, Concept of social cognition, understanding social relationship and socialization goals. 11. Guidance and Counselling: Nature, Principles and Need, Types of guidance (educational, vocational, personal, health and social & Directive, Non-directive and Eclectic), Approaches to counselling – Cognitive-Behavioural (Albert Ellis – REBT) & Humanistic, Personcentred Counselling (Carl Rogers) - Theories of Counselling (Behaviouristic, Rational, Emotive and Reality). 12. Meaning, Nature and Scope of Teacher Education; Types of Teacher Education Programs; The Structure of Teacher Education Curriculum and its Vision in Curriculum Documents of NCERT and NCTE at Elementary, Secondary and Higher Secondary Levels; Organization of Components of Pre-service Teacher Education Transactional Approaches (for foundation courses) Expository, Collaborative and Experiential learning. 13. Understanding Knowledge base of Teacher Education from the view point of Schulman, Deng and Luke & Habermas; Meaning of Reflective Teaching and Strategies for Promoting Reflective Teaching; Models of Teacher Education - Behaviouristic, Competency-based and Inquiry Oriented Teacher Education Models. 14. Concept, Need, Purpose and Scope of In-service Teacher Education; Organization and Modes of In-service Teacher Education; Agencies and Institutions of In-service Teacher Education at District, State and National Levels (SSA, RMSA, SCERT, NCERT, NCTE and UGC); Preliminary Consideration in Planning in-service teacher education programme (Purpose, Duration, Resources and Budget). 15. Concept of Profession and Professionalism; Teaching as a Profession; Professional Ethics of Teachers; Personal and Contextual factors affecting Teacher Development; ICT Integration, Quality Enhancement for Professionalization of Teacher Education; Innovation in Teacher Education. 16. Concept and Principles of Curriculum; Strategies of Curriculum Development; Stages in the Process of Curriculum development; Foundations of Curriculum Planning - Philosophical Bases (National, democratic), Sociological basis (socio cultural reconstruction), Psychological Bases (learner’s needs and interests); Bench marking and Role of National level Statutory Bodies - UGC, NCTE and University in Curriculum Development. 17. Models of Curriculum Design: Traditional and Contemporary Models (Academic / Discipline Based Model, Competency Based Model, Social Functions / Activities Model [social reconstruction], Individual Needs & Interests Model, Outcome Based Integrative Model, Intervention Model, C I P P Model (Context, Input, Process, Product Model)). 18. Instructional System, Instructional Media, Instructional Techniques and Material in enhancing curriculum Transaction; Approaches to Evaluation of Curriculum: Approaches to Curriculum and Instruction (Academic and Competency Based Approaches); Models of Curriculum Evaluation: Tyler’s Model, Stakes’ Model, Scriven’s Model, Kirkpatrick’s Model. 19. Meaning and types of Curriculum change; Factors affecting curriculum change; Approaches to curriculum change; Role of students, teachers and educational administrators in curriculum change and improvement; Scope of curriculum research and Types of Research in Curriculum Studies. 20. Meaning and Scope of Educational Research; Meaning and steps of Scientific Method, Characteristics of Scientific Method (Replicability, Precision, Falsifiability and Parsimony), Types of Scientific Method (Exploratory, Explanatory and Descriptive); Aims of research as a scientific activity: Problem-solving, Theory Building and Prediction. 21. Types of research (Fundamental, Applied and Action); Approaches to educational research (Quantitative and Qualitative); Designs in educational research (Descriptive, Experimental and Historical). 22. Variables: Meaning of Concepts, Constructs and Variables, Types of Variables (Independent, Dependent, Extraneous, Intervening and Moderator); Hypotheses - Concept, Sources, Types (Research, Directional, Non-directional, Null), Formulating Hypothesis, Characteristics of a good hypothesis; Steps of Writing a Research Proposal. 23. Concept of Universe and Sample, Characteristics of a good Sample, Techniques of Sampling (Probability and Non-probability Sampling); Tools of Research - Validity, Reliability and Standardisation of a Tool, Types of Tools (Rating scale, Attitude scale, Questionnaire, Aptitude test and Achievement Test, Inventory); Techniques of Research (Observation, Interview and Projective Techniques). 24. Types of Measurement Scale (Nominal, Ordinal, Interval and Ratio); Quantitative Data Analysis - Descriptive data analysis (Measures of central tendency, variability, fiduciary limits and graphical presentation of data), Testing of Hypothesis (Type I and Type II Errors), Levels of Significance, Power of a statistical test and effect size; Parametric Techniques, Non-Parametric Techniques, Conditions to be satisfied for using parametric techniques; Inferential data analysis; Use and Interpretation of statistical techniques: Correlation, t-test, z-test, ANOVA, chi-square (Equal Probability and Normal Probability Hypothesis). 25. Qualitative Data Analysis - Data Reduction and Classification, Analytical Induction and Constant Comparison, Concept of Triangulation; Qualitative Research Designs: Grounded Theory Designs (Types, characteristics, designs, Steps in conducting a GT research, Strengths and Weakness of GT), Narrative Research Designs (Meaning and key Characteristics, Steps in conducting NR design), Case Study (Meaning, Characteristics, Components of a CS design, Types of CS design, Steps of conducting a CS research, Strengths and weaknesses), Ethnography (Meaning, Characteristics, Underlying assumptions, Steps of conducting ethnographic research, Writing ethnographic account, Strengths and weaknesses), Mixed Method Designs: Characteristics, Types of MM designs (Triangulation, explanatory and exploratory designs), Steps in conducting a MM designs, Strengths and weakness of MM research. 26. Pedagogy, Pedagogical Analysis - Concept and Stages; Critical Pedagogy- Meaning, Need and its implications in Teacher Education; Organizing Teaching: Memory Level (Herbartian Model), Understanding Level (Morrison teaching Model), Reflective Level (Bigge and Hunt teaching Model); Concept of Andragogy in Education: Meaning, Principles, Competencies of Self-directed Learning, Theory of Andragogy (Malcolm Knowles), The Dynamic Model of Learner Autonomy. 27. Assessment – Meaning, nature, perspectives (assessment for Learning, assessment of learning and Assessment of Learning) - Types of Assessment (Placement, formative, diagnostic, summative); Relations between objectives and outcomes; Assessment of Cognitive (Anderson and Krathwohl), Affective (Krathwohl) and psychomotor domains (R.H. Dave) of learning. 28. Assessment in Pedagogy of Education including Feedback Devices: Meaning, Types, Criteria, Guidance as a Feedback Devices, Assessment of Portfolios, Reflective Journal, Field Engagement using Rubrics, Competency Based Evaluation, Assessment of Teacher Prepared ICT Resources; AND Assessment in Andragogy of Education including Interaction Analysis: Flanders’ Interaction analysis, Galloway’s system of interaction analysis (Recording of Classroom Events, Construction and Interpretation of Interaction Matrix), Criteria for teacher evaluation (Product, Process and Presage criteria), Rubrics for Self and Peer evaluation (Meaning, steps of construction). 29. Concept of Educational Technology (ET) as a Discipline: (Information Technology, Communication Technology & Information and Communication Technology (ICT) and Instructional Technology); Applications of Educational Technology in formal, non formal (Open and Distance Learning), informal and inclusive education systems; Overview of Behaviourist, Cognitive and Constructivist Theories and their implications to Instructional Design (Skinner, Piaget, Ausubel, Bruner, Vygotsky); Relationship between Learning Theories and Instructional Strategies (for large and small groups, formal and non formal groups ). 30. Systems Approach to Instructional Design; Models of Development of Instructional Design (ADDIE, ASSURE, Dick and Carey Model Mason’s); Gagne’s Nine Events of Instruction and Five E’s of Constructivism; Nine Elements of Constructivist Instructional Design; Application of Computers in Education: CAI, CAL, CBT, CML; Concept, Process of preparing ODLM; Concept of e learning, Approaches to e learning (Offline, Online, Synchronous, Asynchronous, Blended learning, mobile learning). 31. Emerging Trends in e learning: Social learning (concept , use of web 2.0 tools for learning, social networking sites, blogs, chats, video conferencing, discussion forum); Open Education Resources (Creative Common, Massive Open Online Courses; Concept and application); E Inclusion - Concept of E Inclusion, Application of Assistive technology in E learning; Quality of E Learning – Measuring quality of system: Information, System, Service, User Satisfaction and Net Benefits (D&M IS Success Model, 2003); Ethical Issues for E Learner and E Teacher - Teaching, Learning and Research. 32. Use of ICT in Evaluation, Administration and Research: E portfolios, ICT for Research - Online Repositories and Online Libraries, Online and Offline assessment tools (Online survey tools or test generators) – Concept and Development. 33. Educational Management and Administration – Meaning, Principles, Functions and importance; Institutional building; POSDCORB, CPM, PERT, Management as a system, SWOT analysis; Taylorism; Administration as a process, Administration as a bureaucracy; Human relations approach to Administration; Organisational compliance, Organinsational development, Organisational climate. 34. Leadership in Educational Administration: Meaning and Nature; Approaches to leadership: Trait, Transformational, Transactional, Value based, Cultural, Psychodynamic and Charismatic; Models of Leadership (Blake and Mouton’s Managerial Grid, Fiedler’s Contingency Model, Tri-dimensional Model, Hersey and Blanchard’s Model, Leader-Member Exchange Theory). 35. Concept of Quality and Quality in Education: Indian and International perspective; Evolution of Quality: Inspection, Quality Control, Quality Assurance, Total Quality Management (TQM), Six sigma; Quality Gurus: Walter Shewart, Edward Deming, C.K Pralhad. 36. Change Management: Meaning, Need for Planned change, Three- Step-Model of Change (Unfreezing, Moving, Refreezing); The Japanese Models of Change: Just-in-Time, Poka yoke; Cost of Quality: Appraisal Costs, Failure costs and Preventable costs, Cost Benefit Analysis, Cost Effective Analysis; Indian and International Quality Assurance Agencies: Objectives, Functions, Roles and Initiatives (National Assessment Accreditation Council [NAAC], Performance Indicators, Quality Council of India [QCI] , International Network for Quality Assurance Agencies in Higher Education [INQAAHE]). 37. Inclusive Education: Concept, Principles, Scope and Target Groups (Diverse learners; Including Marginalized group and Learners with Disabilities); Evolution of the Philosophy of Inclusive Education: Special, Integrated, Inclusive Education; Legal Provisions: Policies and Legislations (National Policy of Education (1986), Programme of Action of Action (1992), Persons with Disabilities Act (1995), National Policy of Disabilities (2006), National Curriculum Framework (2005), Concession and Facilities to Diverse Learners (Academic and Financial), Rehabilitation Council of India Act (1992), Inclusive Education under Sarva Shiksha Abhiyan (SSA), Features of UNCRPD (United Nations Convention on the Rights of Persons with Disabilities) and its Implication. 38. Concept of Impairment, Disability and Handicap; Classification of Disabilities based on ICF Model; Readiness of School and Models of Inclusion; Prevalence, Types, Characteristics and Educational Needs of Diverse learners’ Intellectual, Physical and Multiple Disabilities; Causes and prevention of disabilities; Identification of Diverse Learners for Inclusion; Educational Evaluation Methods, Techniques and Tools. 39. Planning and Management of Inclusive Classrooms: Infrastructure, Human Resource and Instructional Practices; Curriculum and Curricular Adaptations for Diverse Learners; Assistive and Adaptive Technology for Diverse learners: Product (Aids and Appliances) and Process (Individualized Education Plan, Remedial Teaching); Parent- Professional Partnership: Role of Parents, Peers, Professionals, Teachers, School. 40. Barriers and Facilitators in Inclusive Education: Attitude, Social and Educational; Current Status and Ethical Issues of inclusive education in India; Research Trends of Inclusive Education in India.
History Notes for Assistant Professor UGC NTA NET Exam
Author: Mocktime Publication
language: en
Publisher: by Mocktime Publication
Release Date: 101-01-01
Syllabus: 1. Food Science and Nutrition Fundamentals: Exploring food science and nutrition, the physical and chemical properties of food, and methods for both objective and subjective quality evaluation of foods. 2. Food Processing, Preservation, and Additives: Understanding the effects of cooking and processing techniques on nutritional components and other physical parameters, alongside food preservation principles and application, food pigments, and food additives. 3. Food Safety, Standards, and Service Perspectives: Covering food standards, microbiological safety of food, HACCP, food packaging, and the perspectives of food service including menu planning, food cost analysis, and new product development with a focus on nano technology. 4. Institutional Food Service Management and Research Ethics: Examining food service management of institutional level (hospital, educational institutions, social and special institutions), and introducing fundamental issues, concept, need relevance, scope and ethics in research. 5. Core Concepts in Nutrition and Dietetics: Delving into food groups, the balanced diet, food pyramid, macro and micro nutrition, the role of nutrients in the body, nutrient deficiencies, and requirements for Indians. 6. Applied Nutrition Across Lifespan and Special Conditions: Addressing public health nutrition, nutrition through life span (physiological changes, growth and development from conception to adolescence, nutritional needs and dietary guidelines for adequate nutrition through life cycle, nutrition concerns), community nutrition, sports nutrition, and nutrition in emergencies and disasters. 7. Nutritional Assessment, Intervention, and Therapeutic Nutrition: Focusing on nutritional assessment-methods and techniques, nutritional intervention (national nutrition policies and programmes, food and nutrition security), and clinical and therapeutic nutrition. 8. Diet Counseling, Management, and Research in Nutrition: Exploring diet counseling and management practices, and research methods including research designs, and the principles and purpose of research. 9. Textile Fundamentals: Fibres, Yarns, and Weaves: Introducing textile terminologies (fibre, yarn, weave, fabric etc.), the classification of fibers, yarns and weaves, Identification of fibres and weaves, and the manufacturing process of major natural and manmade fibres, their properties and their end uses. 10. Fabric Construction, Finishes, and Coloration Techniques: Examining different methods of fabric construction (woven, knitted and non woven fabrics, their properties and end uses); the classification, processing and purposes of textiles finishes; and various methods of dyeing and printing including block printing, tie and dye, batik, roller printing, screen printing, discharge, heat transfer printing and digitized printing. 11. Traditional Indian Textiles and Quality Control in Textiles: Studying traditional textiles of India (embroidered textiles, printed textiles, woven textiles, dyed textiles of various regions in India), including Identification on the basis of fibre content, technique, motif, colour and designed; and understanding Textile Testing and quality control, the need of testing, sampling method, techniques of testing fibres, yarn, fabrics and garments, including testing of colour-fastness, shrinkage, pilling and GSM of fabrics. 12. Textiles and Environment, Recent Developments, and Textile Research Methods: Addressing textile and environment concerns (banned dyes, eco-friendly textiles, contamination and effluent treatment, Eco-label and eco marks); recent developments in textiles and apparels (nano textiles, technical textiles, occupational clothing, zero waste designing, up cycling and recycling); and exploring research methods including types of research (descriptive, survey, historical, qualitative, quantitative, analytical and action research). 13. Apparel Design Foundations: Measurements and Manufacturing Tools: Covering body measurements (procedure, need, figure types and anthropometry) and the equipments and tools used for manufacturing garments, including advancements and attachments used for sewing machine, and types of machines used and their parts. 14. Design Application in Apparel and Fashion Dynamics: Applying elements and principles of design and its application to apparel, including Illustrations and parts of garments; and understanding Fashion (Terminologies, fashion cycle, fashion theories, fashion adoption, fashion forecasting and factors affecting fashion). 15. Pattern Making Techniques and Apparel Manufacturing Processes: Detailing pattern making (drafting, draping and flat pattern making techniques, pattern alteration and dart manipulation techniques); and outlining apparel manufacturing (terminology used, seams, techniques and machines used, process of fabric to apparel manufacture). 16. Apparel Quality, Care, Selection, and Research in Apparel: Focusing on Apparel Quality testing (Quality standards and specification, Quality parameters and defects of fabrics and garments), care and maintenance of clothing (principles of washing, laundry agents, storage techniques case labels and symbols), selection of clothing for different age groups and selection of fabrics for different end uses; and introducing research methods including hypothesis testing, its types and scope. 17. Core Principles of Management and Family Resource Application: Introducing Management (concept, approaches, management of time, energy, money, space, motivating factors, motivation theories, decision making); and outlining functions of management (planning, supervision, controlling, organizing, evaluation) in relation to family life cycle-stages, and the availability and use of resources. 18. Resource Classification, Conservation, and Natural Resource Management: Detailing Resources (classification, characteristics, factors affecting use), resource conservation, time management, work simplification techniques, classes of change, and fatigue and its management; and covering management of natural resources (land, forest, water, air), water harvesting, municipal solid waste management, the concept of sustainable development, and SDGs. 19. Financial Management and Human Resource Development: Addressing money management (family income, types, supplementation, budgeting, household accounts, family savings and investment, tax implications); and Human resource management (functions, need, human resource development challenges, functions, manpower planning, training need assessment, training methodologies, training evaluation). 20. Consumer Issues, Protection, Entrepreneurship, and Sampling Research: Defining the Consumer (definition, role, rights and responsibilities), consumer behavior, consumer problems, education and empowerment; Consumer protection (consumer organization, cooperatives, alternative redressal, standardization, standard marks, quality control, buying aids, consumer legislation); Entrepreneurship (concept, process, barriers, entrepreneurial motivation, challenges, enterprise setting, project planning and appraisal, enterprise management); and research methods focusing on sampling techniques, types of sampling, sampling procedures, including probability and non probability sampling. 21. Fundamentals of Design and Colour in Interior Spaces: Exploring design fundamentals (elements of art, principles of design, principles of composition); and understanding Colour (dimensions of colour, psychological effects of colour, colour schemes, and factors affecting use of colour) in interior design. 22. Space Planning, Housing Needs, and Building Regulations: Covering space planning and design (housing need and important, principles of planning spaces, types of house plans, economy in construction, planning for different income groups); and detailing building regulations (norms and standards, zoning, housing for special groups and areas, housing finance). 23. Housing, Environment, and Energy Efficiency in Buildings: Addressing housing and environment (building materials- impact on environment, green rating systems, energy efficiency in buildings, energy auditing, indices of indoor comfort); and understanding Energy as a resource (conventional and non- conventional sources, renewable /nonrenewable energy, energy management, national efforts on energy conservation). 24. Product Design, Ergonomics, Furnishings, and Data Collection Tool Research: Examining product design (design thinking process, diffusion and innovation, design communication, ergonomic considerations); Ergonomics (significance, scope, anthropometry, man, machine, environment relationship, factors affecting physiological cost of work, body mechanics, functional design of work place, time and motion study, energy studies); Furniture and furnishing (historical perspectives, architectural styles, contemporary tends, wall finishes, window and window treatments); and research methods including selection and preparation of tools for data collection (questionnaire, interview, observation, measuring scales, ranking and measurement), and ensuring reliability and validity of tools. 25. Principles of Growth, Development, and Foundational Theories: Outlining the principles of growth and development, care during pregnancy and pre-natal and neonatal development; and introducing key theories of human development and behavior. 26. Early Childhood Care, Education, and Developmental Influences: Focusing on early childhood care and education and activities to promote holistic development; and analyzing the influence of family, peers, school, community and culture on personality development. 27. Addressing Special Needs, At-Risk Children, and Lifespan Development Stages: Covering children and persons with special needs (care and support, special education, prevention of disabilities, rehabilitation); Children at risk (child labour, street children, children of destitute, orphans, child abuse and trafficking); Adolescence and youth (changes, challenges and programs to promote optimal development); Adulthood (characteristics, changing roles and responsibilities in early and middle adulthood); and Aging (physical and psychological changes and care needs). 28. Research Methodology in Human Development: Variables and Selection: Introducing research methods pertinent to child/human development, with a specific focus on understanding types of variables and their selection. 29. Dynamics of Marriage, Family Relationships, and Family Welfare: Exploring the dynamics of marriage and family relationships; and discussing family welfare (approaches, programmes and challenges, role in national development). 30. Family Challenges, Conflict Resolution, and Educational Support: Addressing domestic violence, marital disharmony, conflict, resolution of conflict; and covering parent education, positive parenting, and community education, alongside family disorganization and single parent families. 31. Family Studies in Crisis, Human Rights, Counseling, and Lifespan Well-being: Examining family studies (family in crisis, family therapy, initiatives for child development); Human rights, rights of children, rights of women, status of women, and gender roles; Guidance and counseling across life span and for care givers; and promoting health and well being across life span development. 32. Research in Family Studies: Data Handling and Statistical Analysis: Focusing on research methods relevant to family studies, including data collection and classification, coding, tabulation, and the application of inferential and descriptive statistics. 33. Communication Fundamentals, Processes, and Theories: Covering the basics of communication (nature, characteristics, functions, process, models, elements, principles, barriers, perception, persuasion and empathy, types of communication, levels (settings) of communication transactions, process of listening); and communication systems and communication theories (human interaction theories, mass communication theories, message design theories, communication systems, culture and communication). 34. Development Concepts and the Role of Communication in Development: Explaining the concept of development (theories, models, measurement and indicators of development); concept of development communication (models and approaches, diffusion and innovation, mass media, social marketing); and the role of communication in development (need and importance, development journalism, writing for development-print, radio, television and internet). 35. Key Concerns and Strategies in Development Communication: Addressing concerns of development communication (gender, health, environment, sustainability, human rights, population, literacy, rural and tribal development); and exploring advocacy and behavior change communication (concept, theories, models, approaches, application and challenges). 36. Media for Development, Relevant Organizations, and Data Analysis Research: Utilizing traditional, modern and new media for development (folk forms of songs, art, dance, theatre, puppetry, advertisement, cinema, ICTs for development-community radio, participatory video, social media and mobile phones); identifying Organisation/agencies/institutes working for development communication (international/ national/state and local); and research methods involving analysis of data through parametric and non parametric tests. 37. Extension Education: History, Principles, and Programme Management: Discussing historical perspectives of extension (genesis of extension education and extension systems in India and other countries, objectives of extension education and extension service, philosophy and principles of extension programme development); and detailing Programme management (need assessment, situation analysis, planning, organization, implementation, monitoring and evaluation). 38. Extension Methods, Materials, Curriculum, and Lifelong Education: Covering extension methods and materials (interpersonal, small and large group methods, audiovisual aids-need, importance, planning, classification, preparation and field testing, use and evaluation of audio-visual materials); Curriculum development and planning for extension education and development activities, using Bloom’s taxonomy of educational objectives and learning; and Non-Formal, adult and lifelong education (historical perspectives, concept, theories, approaches, scope, methods and materials used, challenges of implementation and evaluation, issues to be addressed). 39. Human Resource Development, Community Organization, and Participatory Approaches in Extension: Focusing on Training, skill development and capacity building for human resource development (methods of training, entrepreneurship development); Community development (perspectives, approaches, community organization, leadership, support structures for community development, Panchyati raj institutions, NGOs and community based organisations); and People’s participation and stakeholders’ perspectives, including Participatory Learning and Action (methods and techniques). 40. Development Programmes in India and Research Reporting in Extension: Surveying development programmes in India for urban, rural and tribal population groups (programmes for nutrition, health, education, wage and self employment, women’s development, skill development, sanitation and infrastructure); and research methods focused on scientific report writing, presentation of data, and its interpretation and discussion.
Indian Culture Notes for Assistant Professor UGC NTA NET Exam
Author: Mocktime Publication
language: en
Publisher: by Mocktime Publication
Release Date: 101-01-01
Syllabus: 1. Meaning and concepts of Culture: encompassing Traditional and Modern concepts, alongside Notions of Culture in textual tradition, and anthropological, archaeological, and sociological understanding of the term culture. 2. Elements of Culture, the concept of Indianness, the value system, and the fundamental relation between culture and civilization. 3. Historiography and approaches to the study of Indian Culture: including Stereotypes, Objectivity and Bias, and Imperialist, Nationalist, Marxist, and Subaltern perspectives; also covering the Heritage of India and the world’s debt to Indian Culture. 4. Archaeological Sources for the Study of Indian Culture: cultural remains, Monuments, Numismatics, and Epigraphy. 5. Literary sources and Oral traditions; Foreign Accounts; and Archival sources as means for the Study of Indian Culture. 6. Pre-historic Stone age cultures, detailing palaeolithic, mesolithic, and neolithic periods, and Protohistoric cultures, including the chalcolithic horizon. 7. Harappan Culture: addressing current debates on nomenclature and scripts, and detailing Town planning and architecture, art, social, religious, and economic life. 8. The evolution of India’s main language families. 9. Early Vedic and later Vedic ideas and institutions: covering social, religious, economic, political, and scientific aspects. 10. Post Vedic developments: including Religious Movements, the emergence of states, Shramana traditions (Buddhism, Jainism, Ajivikas, and other sects), and the Education system and centres like Taxila and Kashi. 11. Mauryan and Post-Mauryan Ideas and Institutions: examining Social, Religious, Economic, and Political structures; Ashoka’s Dhamma; and Scripts like Brahmi and Kharosthi. 12. The Impact of Foreign Invasions on India; and the development of Art and Architecture during the Mauryan and Post-Mauryan periods. 13. Literature of the Mauryan and Post-Mauryan period: featuring Arthasashtra, Manusmriti, Natyashastra, Panchatantra, Buddhacharit, and Saundarananda; alongside Scientific Achievements of Nagarjuna, Sushruta, and Charaka. 14. The Education System and Centres during Mauryan and Post-Mauryan times; the Sangam Age, focusing on its Society and Culture; and India's Contacts with the outside world. 15. Gupta and Post-Gupta Ideas and Institutions: exploring social, religious, philosophical, economic, and political dimensions. 16. Scientific Achievements (Mathematics, Astronomy, Metallurgy) and Art and Architecture (evolution of Temples, Paintings of Ajanta and Bagh) during the Gupta and Post-Gupta period. 17. Literature of the Gupta and Post-Gupta era: Kalidasa, Banabhatta, Bharavi, Magha, Bhavabhuti, Dandi; Canonical Texts such as Vishnu Dharmottara Purana; the Education system and centres like Nalanda and Valabhi; and Contacts with the outside world. 18. Early Medieval Society: Legacies of Classical ideas, emergence of new trends, Proliferation of castes, outcastes, Vishti (forced labour), Slavery, and the Position of women; Polity characterized by feudalism; and Economy marked by de-urbanization and an agrarian system. 19. Religion in the Early Medieval Period: Vedic-Puranic traditions, Shramana tradition, Tantra, Bhakti movements; Philosophical thoughts including Shaddarshana; notable Philosophers like Shankara and Ramanuja; and the Pilgrimmage tradition. 20. Art and Architecture in Early Medieval India, featuring Nagara, Dravida, Bhumija, and Vesara styles; Education system and centres such as Vikramashila and Nalanda; and Scientific achievements in Mathematics and Astronomy. 21. Literature of the Early Medieval Period: Kalhana’s Rajatarangini and Al-Birunis’ Kitabul Hind; India's Contacts with Islam; and Canonical texts like Samaranganasutradhara, Manasara, Bhuvanapradeepa, and Sadhanamala. 22. Delhi Sultanate - Ideas and Institutions: Political structures like Iqta and the impact of the new ruling class on society; Economic aspects including market reforms, growth of new urban centres, percolation of Islam in rural areas, resistance and acceptance, and the Extent of slavery. 23. Religion in the Sultanate Period: Acharya traditions, the Bhakti tradition featuring Kabir and Ravidas, and the emergence of Sufism, particularly the Chishti and Suhrawardy orders. 24. Art and Architecture during the Sultanate Period: emergence of the Sultanate school of architecture and paintings, regional styles, and various religious and secular structures; Literature encompassing Sanskrit, Persian, Regional languages, and the emergence of Hindawi (Amir Khusrau, Chandabardai); and the Education system. 25. Vijay Nagar Empire: its Ideas and Institutions, particularly the political system of Nayankara; its Art and Architecture, Literature, and Educational institutions. 26. Mughal Ideas and Institutions: Polity aspects such as Mansab and Jagir, and Watan Jagir; Economic systems like Zamindari and Zabt; and Society, including the Aristocracy, emergence of middle classes, labourers, Slaves, and the Position of Women. 27. Religion and Philosophy in the Mughal Period: the growth of Vaishnava Bhakti, Panthiesm, and Sufi traditions like Sulh-i kul and Naqshabandis; key religious figures including Gurunanaka, Chaitanya Mahaprabhu, Meerabai, Narayanabhatta, and Raghunandana. 28. Literature during the Mughal Period: development in Sanskrit, Persian, and vernacular languages, featuring Tulasidasa, Suradasa, Abdur Rahim Khan-i-khanan, Abdul Fazl, Faizi, Badauni, and Banarasidas (Ardhakathanaka); and the Translation of religious texts by Akbar and Dara-Shukoh. 29. Art and Architecture in the Mughal era: Emergence of Mughal Schools; Temples of Vrindavan such as Gobinda Deva and Keshava Das Temple; and Four Quarter Gardens; Education, including the introduction of new education curricullum from Akbar’s period onwards (Dars-inizami), and religious syncretism in coinage, miniatures, and structures. 30. Science and Technology during the Mughal Period: Introduction of mechanical devices, pindrum gearing, and the astrolabe; Sawai Jai Singh’s observatories; and the Arrival of Europeans (Portuguese, Spanish, Dutch, English, French) and their impact. 31. Emergence of successor states and their cultural developments in the Modern Period: Awadh, Hyderabad, Mysore, Marathas, and Rajputana. 32. The Impact of Western ideas and Indian responses: European studies of India, including the work of William Jones and the Asiatic Society, Fort William College, and the influence of Christian missionaries. 33. The Emergence and Development of the New Education System during the Modern Period. 34. The Indian Cultural Renaissance and Socio-Religious reform movements: focusing on Reformists such as the Brahama Samaja, Aligarh Movement, Ramakrishna Mission, and Theosophical Society. 35. Revivalist movements like the Wahabi and Arya Samaj Movement; alongside Dalit Movements and Sikh reform movements. 36. Administrative Measures undertaken in the Modern Period: specifically legislation concerning women, education, and social evils. 37. Literature in the Modern Period: the emergence of Shahr Ashob as a genre. 38. Prominent Urdu literary figures (Mirza Ghalib, Allama Iqbal) and Hindi literary figures (Bhartendu Harishchand, Prem Chand) of the Modern Period. 39. Key Bengali literary figures (Bankim Chandra Chatterjee, Rabindranath Tagore, Qazi Nazrul Islam) of the Modern Period. 40. Science and Technology in the Modern Period: the emergence of modern science and technology.