Discourse Analysis (8 hrs)



Course Title: Curriculum Practices Course No. Ed 521 Nature of course: TheoreticalLevel: M. Ed. Credit Hours: 3Semester: Second Teaching Hours: 48 1.Course Description This is a core course designed for M. Ed. programme. This course aims to equip students with deeper knowledge and understanding of various conceptions of curriculum, theoretical base for managing curriculum development, standards movement of curriculum, as well as models of curriculum development. Besides, this course aims at providing theoretical knowledge regarding curriculum dissemination and implementation as well as curriculum dissemination and implementation practices in Nepal. 2.General Objectives The general objectives of this course are as follows: To provide in-depth knowledge on definitional issues of curriculum. To familiarize students with curriculum management and development process.To acquaint students with the standard based curriculum. To enable the students in analyzing various curriculum development models. To acquaint students with different models of curriculum dissemination. To familiarize students with the curriculum dissemination and implementation practices in Nepal. 3.Specific Objectives and Contents Specific Objectives Critically examine the definitional issues of curriculum. Define curriculum as a system Illustrate the model of curriculum as a system. Unit I: Conceptualizing Curriculum Definitional issues of curriculumCurriculum as subjects and subject matter Curriculum as experiencesCurriculum as objectives Curriculum as a plan System view of curriculum Curriculum as a system Model of the curriculum as a system Explain the foundations of curriculum planning. Describe the process of managing curriculum development. Critically examine the classification of goals and objectives.Exemplify each aspect of needs assessment. Illustrate each stage of curriculum management plans. Unit II: Managing Curriculum Development Foundations of curriculum planning Social forces Treatment of knowledgeHuman growth and development Learning as a process TechnologyManaging curriculum development Establishing a philosophy Formulating goals Classifying goals and objectives Using objectives to order learning Assessing needs and aspects of needs assessmentStages of curriculum management plans - Analysis stage, Design stage, Implementation stage, and Evaluation stageDefine standards-based curriculum and describe its origin, importance, and advantages and disadvantagesExplain the roles played by standards in teaching-learning-assessment process Explain how standards work in school. Describe the process of managing standards-based education. Explain the role of technology in standards-based curriculum Illustrate the process of balancing standards- based curriculum.Unit III: The Standards-Based Curriculum 3.1 Concept, origin, importance, and advantages and disadvantages of standards-based education3.2 Roles played by standards in teaching-learning-assessment process 3.3 How standards works in school 3.4 Managing standards-based education 3.5 Role of technology 3.6 Balancing standards- based curriculumDefine model and show the continuum of curriculum modelCritically examine the rational, cyclical, and dynamic models of curriculum development.Unit IV: Curriculum Development Models 4.1 Concept of model 4.2 Continuum of curriculum model 4.3 Representative curriculum models4.3.1 Rational modelsRalph Tyler model Hilda Taba model Strengths and weaknesses of rational modelCyclical models Wheeler’s modelAudrey and Howard Nichole’s model Strengths and weaknesses of cyclical modelDynamic models Decker Walker’s modelMalcolm Skibeck's modelStrengths and weaknesses of dynamic modelExplain the concept of curriculum dissemination. Describe the models of curriculum dissemination. Illustrate the concept of curriculum implementation. Examine the relationship of implementation to planning.Explain the factors related to effective curriculum implementation. Explain the theory and models of change.Unit V: Dissemination and Implementation of Curriculum Concept of curriculum dissemination 5.2 Models of curriculum dissemination 5.2.1 Schon's models5.2.2 Havelock's model5.3 Concept of implementation of curriculum5.4 Relationship of implementation to planning 5.5 Role of incrementalism, communication and supports in effective curriculum implementation 5.6 Theory of change 5.6.1 Resistance to curriculum change 5.6.2 Receptivity to curriculum change 5.6.3 Models of curriculum change Overcoming resistance to change model Organizational change model Identify the curriculum structure in terms of school education structure of Nepal. Analyze the curricular issues and challenges of Nepal. Explain the principles of curriculum development in Nepal. Examine the curriculum development process in Nepal. Describe the curriculum implementation practices and issues of Nepal. Unit VI: Curriculum Development and Implementation Practices in Nepal Structure of school education Curriculum structure of school education Curricular issues and challenges of Nepal Principles of curriculum development in NepalCurriculum development process in NepalCurriculum dissemination practices and issues of Nepal Curriculum implementation practices and issues of Nepal Note: The figures in the parenthesis indicate the approximate teaching hours for the respective units. 4.Instructional Techniques 4.1 General Techniques Lecture with discussionDemonstration Home assignment and self study 4.2 Specific Instructional Techniques UnitActivity and Instructional TechniquesIDivide the students into 5 groups Let each group of students study (a) Curriculum as subjects and subject matter, (b) Curriculum as experiences, (c) Curriculum as objectives, (d) Curriculum as a plan, (e) Curriculum as a system Let the groups prepare 2/3 page report Report presentation in the classroom followed by discussionIIDivide the students into 5 groups Let each group of students study various aspects of Foundations of curriculum planning : (a) Social forces, (b) Treatment of knowledge, (c) Human growth and development, (d) Learning as a process, and (e) TechnologyLet the groups prepare 2/3 page report Report presentation in the classroom followed by discussionIIIDivide the students into 6 groups Let each groups of students study curriculum development modelsRalph Tyler model Hilda Taba model Wheeler’s modelAudrey and Howard Nichole’s model Decker Walker’s modelMalcolm Skibeck's modelLet each group of students prepare the report Report presentation in the classroom followed by discussionVIDivide the students into 6 groups Let each groups of students study the various aspects of curriculum development and implementation practices of Nepal Curriculum structure of school education Curricular issues and challenges of Nepal Curriculum dissemination practices and issues of Nepal Principles of curriculum development in NepalCurriculum development process in NepalCurriculum implementation practices and issues of Nepal Let each group of students prepare the reportpresentation in the classroom followed by discussion5.Evaluation 5.1 Internal Evaluation 40% Internal Evaluation will be conducted by course teacher based on following activities. Attendance and participation 10 points First assignment/book review/written assignment/quizzes 10 points Second assignment/paper writing and or presentation 10 points Third assessment/ written test (1 or two)10 pointsTotal 40 points 5.2 External Evaluation (Final Examination) 60%Examination Division , office of the Dean, Faculty of Education will conduct final examination at the end of semester. 1) Objective type question (Multiple choice 10x1)10 points 2) Short answer questions (6 questions x 5 points)30 points 3) Long answer questions (2 questions x 10 points)20 points Total 60 pointsRecommended Books and ReferencesRecommended BooksKelly, A. V. (2004). The curriculum theory and practice. London: Sage Publication. (For unit V)Ornstein, A. C. & Hunkins, F. (1993). Curriculum foundation, principles and theory, 2nd ed. Boston: Allyn and Bacon. (For units IV and V) Print, M. (1993). Curriculum development and design. 2nd ed. St. Leonards: Allen & Unwin Pvt. Ltd. (For units IV and V)Saylor, J. G. & Alexander, W. M. (1974). Planning curriculum for schools. New York: Holt, Rinehart and Wonston, Inc. (For unit I) Snyder, J. F. B. & Karen Z. (1985). Curriculum implementation. Columbia: Columbia University. (For unit V) Wiles, J. W. & Bondi, J. C. (2011). Curriculum development a guide to practice. 8th ed. New Jersy: Pearson. (For units I, II and III)Zais, R. S. (1976). Curriculum principles and foundations. New York: Harper & Row Publishers. (For units I and IV) CDC (2007). National curriculum framework for school education in Nepal. Bhaktapur: Ministry of Education and Sports. (For unit VI) ReferencesSowell, E. J. (1996). Curriculum & integrative introduction. New Jersy: Merill an Imprint of Prentice Hall. Taba, H. (1962). Curriculum development theory and practice. New York: Harcourt, Brace & World, Inc.Course Title: Education and Development Nature of course: Theory Course No. Ed. 522 Credit Hours: 3 Level: M. Ed.Teaching Hours: 48 hoursSemester: SecondCourse DescriptionThis course is the core and compulsory designed especially for Master’s Degree students. It intends to develop a comprehensive knowledge about education and different aspects of development and their impetus in education. It also intends to make the students familiar with different aspects of development such as societal, economic, cultural, modern trends in education, open learning system and global trends and efforts of educational development.Course objectives To acquaint the students with the concept of development and its relation with educationTo assist the students in understanding the dimensions of education and developmentTo assist the students to elaborate different perspectives of education such as sociological, economic, cultural, in relation to their development perspectives.To assist the students to understand development efforts of the government in education through national periodic plansTo explain how education can intervene for different development efforts (national and international efforts)To acquaint the students with Global initiatives in education and their relation with the development of education in the country.Specific Objectives and ContentsSpecific ObjectivesContentsClarify the concept of education and developmentstate the contribution of education to economic growthElaborate the relationship between education and development in different perspectives like declining dependency rates, slowing population growth, avoidance of social and environment stress and spreading economic development of the countryUnit I: Concept of Education and Development 10Concept of development and educationContribution of education to economic growthApproach (correlation approach, The residual approach, Economic returns to education)Growth effects on educationRelating education with development Declining dependency rates Slowing population growth Avoidance of social and environment stressSpreading economic development of the countryState three dimensions of education and development (pedagogical, economic and socio-cultural) Discuss different dimensions of education in Nepalese contextUnit II: Dimensions of Education and Development 10Pedagogical dimensionsEducation and teacher developmentTeacher development in Nepalese contextUnderstanding students Socio-cultural factors affecting students' learningEconomic dimensions2.2.1 Human resource development2.2.2 Education and economic growth 2.2.3 Cost and financing in educationSocio-cultural perspectives in education 2.3.1 Society and education system2.3.2 Education as a changing system2.3.3 Urban-rural perspectives in education and development2.3.4 Multi-cultural perspective in education and developmentState the concept investment in educationDiscuss the role of education for building sustainable developmentUnit III: Education for building Sustainable Development 10Investment in educationMaintaining environmental assetsEnsuring approaches to sustainable development in education labor and service deliveryAvoiding inflationClarify the concept and types of educational planningDiscuss the approaches to educational planningElaborate the access and equity analysis in educationReview education planning in NepalUnit IV Education and development plans 12Concepts and types of education planningApproaches to education planning Social demand approachManpower approachCost benefit approachSocial justice approachAccess and equity analysis in educationReview of education planning in NepalClarify the concept of rights to development, education and healthDiscuss the concept of human rights and peace educationState international conventions for education developmentelaborate the concepts of open and distance education, continuous and lifelong education and education for broadening opportunitiesUnit V: Global Trends in Education 6 Concept of rights to development Rights to education and health Human rights and peace educationInternational conventions for education developmentOpen and distance educationContinuous education and lifelong educationEducation for broadening opportunitiesNote: The figures in the parenthesis indicate the approximate teaching hours for the respective units. Instructional TechniquesThe instructional techniques for this course are divided into two groups. First group consists of general instructional techniques applicable to most of the units. The second group consists of specific instructional techniques applicable to specific units.General Instruction TechniquesLecture with illustrationDiscussionQuestion answerSpecific Instruction Techniques: Teachers can manage specific instructional activities. Some model activities are presented as followsUnitActivity and Instructional TechniquesIIIndividual or group of students will be assigned to study on various Dimensions of Education and Development and prepare report.Paper will be presented in the classroom for discussion. IVReview of Education Planning in Nepal in groups Prepare reports and present the reports in the classroomVStudents will study and analyze the Global Trends in Education. They will prepare report and present in the classroom for discussion. 5.1 Internal Evaluation 40% Internal Evaluation will be conducted by course teacher based on following activities. Attendance 5 points Participation in learning activities 5 points First assignment10 points Mid-term assignment10 pointsClass-test10 pointsTotal 40 points 5.2 External Evaluation (Final Examination) 60%Examination Division, office of the Dean, Faculty of Education will conduct final examination at the end of semester. 1) Objective type question (Multiple choice 10x1)10 points 2) Short answer questions (6 questions x 6 points)30 points 3) Long answer questions (2 questions x 12 points)30 points Total 60 pointsRecommended Books and ReferencesBanks, James A. (2005). Cultural diversity and education: Foundations, curriculum and teaching. New York: Pearson Education Inc. (Unit II)Blaug,M. (ed.). (1968). Economics of Education: Selected reading, Vol.1. Middlesex, UK: Penguin Books. (Unit III)Boydell, Tom & Leary, Malcolm (1998). Identifying training needs. Hyderabad, India: Universities Press Ltd. Centre for Development and Human Right. (2004). The rights to development : A Primer. New Delhi: SAGE Publication. Chakrabarti, Mohit: Teacher education: Modern trends. New Delhi: Kanishka Publishers, Distributors. (Unit II)Combs, P and Jacques Hallak. (1987). Cost Analysis in Education: A Tools for Policy and Planning. London: The Johns Hopkins University Press. (Unit II)Development and the Next Generation” , World Development Report, 2007Dikshit, HP et al. (2002).Access and equity: Challenges for open and distance learning. New Delhi: KOGAN PAGE.(Unit IV)Gupta, KR. (2011). Advanced Economics of Development. New Delhi:ATLANTIC Publishers and Distributors (Unit I)Gupta, KR. (2011). Advanced Economics of Development. New Delhi:ATLANTIC Publishers and Distributors (Unit II)Gupta, KR. (2011). Advanced Economics of Development. New Delhi:ATLANTIC Publishers and Distributors ( Unit IV)Hammond, L. D. & Bransford. J. (2005) (Eds). Preparing teachers for a changing world: What teachers should learn and be able to do. United States of America: JOSSEY-BASS. (Unit II)Hinzen, Heribert (Ed) (2006). Adult education and development. Bonn: Institute for International Zusammenarbeit/German Adult Education Association (DVV).John’s, W. and Hanson at al. (1966). Education and the Development of the Nations. Bombay: The Times of India Press. (Unit II)John’s, W. and Hanson at al. (1966). Education and the Development of the Nations. Bombay: The Times of India Press.(Unit II)Malassis, Louis (1976). The rural world education and development. London: Croom Helm London and The UNESCO Press ,Natarajan, S. (1990). Introduction to economics of education. New Delhi: Sterling Publishing Pvt. Ltd.Quereshi, Muniruddin, Education for all in the New Millennium”, Anmol Publication, 2004Rao, V.K. (1999). Trends in Education. Delhi: Rajat Publications.(Unit-V)Reddy, V. Venugopal and S. Manjulika (2000). The World of Open and Distance Learning. New Delhi: Viva Books Pvt. Ltd.( Unit-V)Todaro, P. Michael.(1993). Economic development in the third world. Hyderabad: Orient Longman Ltd.(Unit II)UNESCO (1998). Teachers and Teaching in a Changing World. UNESCO World Education Report. The author.UNESCO (2002). Information and communication technologies in teacher education: A planning guide. Paris: Division of Higher Education, UNESCO.Veer, Udai: “Modern Education for New Generation”, Anmol Publication pvt. Ltd 2004World Development Report 2003-2007, The World BankCourse Title: Linguistics in Application Nature of the course: TheoryCourse No: Eng. Ed. 525Credit hours: 3Level: M. Ed.Teaching hours: 48Semester: SecondCourse descriptionThis course makes an attempt in exploring the basic ideas of applied linguistics acquainting the learners with the key issues in it so as to prepare them for continuing their studies in this field. It aims to meet the needs of those wishing to apply linguistics in various professional fields; focusing upon the central aspects of the discipline and it also aims to develop learners' basic knowledge and skills in these areas. The first unit deals with a basic understanding of applied linguistics and the development of the discipline along with the research trends and applications of linguistics to language teaching. The second unit is about World Englishes, implication of the global spread of English for ELT, English as a lingua franca and the historical context of English in relation to the Nepalese context. Likewise, unit three deals with contrastive and error analysis. Unit four, is about the various intercultural approaches and its practice in ELT. The last unit deals with the various approaches and interpretations of critical pedagogy in language learning.General objectives of the course:to acquaint the students with the basic concepts, scope, development and research trends of applied linguistics.to provide insights on the role of linguistics in language teaching.to give learners the basic concepts of World Englishes, and English as a lingua franca and enable them to evaluate the implications of the global spread of English for ELT, to make the students able to carry out studies on contrastive analysis and error analysis.to familiarise the students with the application of the intercultural approach in language teaching.to help students evaluate the role of critical pedagogy in ELT with reference to the context of Nepal. 3. Course OutlinesSpecific objectivesContentsIntroduce applied linguistics in terms of its definition, scope and development.Demonstrate an understanding of Applied Linguistics and its related fields of studyEnumerate the professional discourse of applied linguistics along with the research trends in the discipline. Survey and analyze how applied linguistics is related to other areas of language studies.Explain the application of linguistics in language teaching. Unit 1: Introducing applied linguistics (10 hrs)Defining applied linguisticsVarious views on applied linguisticsDevelopment and scope of applied linguisticsApplied Linguistics and related fields of studyAnthropological linguistics, Ethnolinguistics,Psycholinguistics, Sociolinguistics, NeurolinguisticsLanguage pathologyClinical linguisticsForensic linguistics Mathematical linguistics, Translation and interpretation, Contrastive analysis Error analysis, Stylistics,LiteracyDiscourse analysis, Pragmatics, Lexicography, Corpus linguistics, Language Teaching, Second language acquisition (SLA) Language policy and planning Language teacher education Bilingualism / Multilingualism Language testing and CALLApplied linguistics as professional discourseApplication of linguistics in language teachingResearch approaches in applied linguisticsResearch practices in applied linguistics in Nepal.Describe the spread and role of English in centre and periphery countries. Analyse the debate of the native vs. non-native Englishes, world Englishes and English as a lingua franca. Analyse the role of the English language in the context of Nepal.Define new Englishes and their model of teaching. Unit 2: World Englishes (9 hrs)2.1. Spread of English: Inner, expanding and outer circle or centre and periphery2.2. Implication of the global spread of English for ELT2.3. Models for non-native Englishes2.4. Debate on Native vs. non-native speaker of English2.5. English as a Lingua Franca (ELF): Definition, Rationale, Critique2.6. Historical context of English(es) in Asia and Nepal2.7. New Englishes and teaching models (Ferguson, 2006) 2.7.1 Sociolinguistic context of the global use of English 2.7.2 Defining New Englishes2.7.3 The genesis of New Englishes2.7.4 New Englishes and models for teaching Introduce CA and EA in terms of their definition, historical development, theoretical assumptions and role in language teaching. Carry out small-scale projects on various issues of CA and EA. Unit 3. Contrastive analysis and error analysis (10 hrs)3.1. Contrastive analysis3.1.1. Defining contrastive analysis3. 1.2. Historical perspectives3.1.3. Assumptions3.1.4. Role of CA in language teaching3.1.5. Project work3.2. Error analysis 3.2.1. Definition and Delimitation3.2.2. The Scope of Error Analysis3.2.3. Defining 'Error' 3.2.4. The Description of Errors3.2.5. Levels of Error3.2.6. Diagnosing Error3.2.7. Error Gravity and Error Evaluation3.2.8. Error Correction3.2.9. Project work Show the relationship between culture and language.Define what intercultural approach and intercultural communication are.Evaluate the implementation of intercultural approach in language teaching Analyse the role of ethnography in the study of language. Discuss the role of culture in ELT. Explain the issue of appropriating methodology in ELT.Describe the role of popular culture in ELT.Unit 4. Culture in Language Teaching and Learning (10 hrs)4.1 Relationship between language and culture:Jiang’s study 4.2 Introduction to intercultural approach(what and why)4.3 Implementing intercultural approach (how)4.4 Culture in ESL and EFL classroom: Menard- Warwick’s study4.5 Culture in ELT: Sowden’s study 4.6 Second language learning and culture: Rubenfeld et al’s study 4. 7 Appropriating methodology 4.7.1 Learning about the classroom 4.7.2 The prerequisites of an appropriate methodology 4.7.3 Becoming-appropriate classroom methodology 4.7.4 Achieving appropriate methodology 4.8 Critical multiculturalism 4.9 Popular culture: Murray’s study4.10 Stereotypes in Intercultural communication (Holliday's study)Define and interpret critical pedagogy and explain its role in language learning and teaching. Enumerate the role of critical educator in critical pedagogy. Analyze discourse of the politics and pedagogy of the English language with the focus on appropriating methods in the local context.Explain the role of critical pedagogy in teaching and learning of English in the context of Nepal.Unit 5. Critical Pedagogies and Language Learning (9 hrs)5.1. Critical pedagogy 5.1.1 Introduction 5.1.2 Various Interpretations 5.1.3 Implication for language teaching 5.2 Critical educator 5.3 The politics and pedagogy of appropriating discourses of ELT 5.3.1 Ideologies of English 5.3.2 The ‘third way’ 5.3.3 Language debates 5.3.4 Pedagogy of appropriation: theorising appropriation and developing appropriate methods.5.4 The relevance of second language critical pedagogy (Crooks’ Study)5.5. Critical Pedagogy in Nepalese Perspectives4. Instructional Techniques4.1 General techniquesLecture DiscussionPresentationExplorationExplanations and illustrationsDemonstrationSelf-studyAssignmentsGroup and pair works 4.2 Specific techniquesProject work: Units III, Presentation: Units I, II, III, IV, and VGroup and Individual assignments Units II, III, IV 5. Evaluation 5.1. Internal Evaluation 40%Internal evaluation will be conducted by course teacher based on the following activities:Attendance 5 pointsParticipation in learning activities 5 pointsFirst assignment/midterm exam 10 pointsSecond assignment 10 pointsThird assignment/assessment 10 points 5.2 External Evaluation (Final Examination) 60%Prescribed Books: Canagarajah, S. (1999).Resisting linguistic imperialism in English teaching. Oxford: OUP. (Unit V- pp.173-193)Corbett, J. (2003). An Intercultural approach to English language teaching.Clevend: Multilingual Matters. (Unit IV- pp.31-46, 191-204)Ferguson, G. (2006). Language planning and education. Edinburgh: Edinburgh UP. (Unit I & II -pp.110-171)Crookes, G. (2010). The practicality and relevance of second language critical pedagogy in language teaching in Language teaching Journal Vol:43,03 (Unit V- pp.333-348)Holliday, A. (1994). Appropriate methodology and social context. Cambridge: CUP. (Unit IV- pp.160-177)Hunston, s. & Oakey, D. (Eds.) (2010). Introducing applied linguistics. New York: Routledge (Unit I & IV) (pp. 132-144)James, C. (1980). Contrastive analysis. London: Longman. (Unit III- pp.1-27)James, C. (1998). Errors in language learning and use: Exploring error analysis. London: Longman. (Unit III)Jiang, W. (2000).The relationship between culture and language.ELT Journal Volume 54/4, 328-334. (Unit IV)Kachru, B. (1992). The other tongue. Chicago: University of Illinois Press. (Unit II)Kachru, B.B. (2006). Asian Englishes beyond the canon. Hongkong: HUP(Unit II- pp.7-27)Kachru,B.B, Kachru, Y. & Nelson, C.L. (Eds.) (2006). The handbook of world Englishes. NewYork: Blackwell Publishing (Unit II- pp.130-144)Kaplan, R. B. (Eds.). (2002). The Oxford handbook of applied linguistics. Oxford: OUP. (Unit I- pp.3-23)Kirkpatrick, A. (Ed.) (2010). The routledge handbook of world Englishes. New York, Routledge (Unit II- pp. 471-488, 673-689)Kumaravadivelu, B. (2001). Toward a post method pedagogy.TESOL Quarterly, 35/4, 537-560. (Unit IV)Menard-warwick, J. (2009) Co-Constructing Representations of Culture in ESL and EFL Classrooms: Discursive Faultlines in Chile and California. The Modern Language Journal, 93, i, 30–45. (Unit IV)Murray, G. (2008). Pop Culture and Language Learning: Learners’ Stories Informing EFL. Innovation in Language Learning and Teaching Vol. 2, No. 1, 2-17.( Unit IV)Norton, B. and Toohey, K. (Eds.) (1997).Critical pedagogies and language learning. Cambridge: CUP. (Unit V- pp.1-18, 271-290)Pennycook, A. (1994). Cultural politics of English as an international language. London: Longman. (UnitV- pp.295-321)Rampton, M. B. H. (1990). Displacing native speaker: expertise, affiliation and inheritance.ELT Journal, vol. 44/2, 97-101. (Unit II)Rubenfel, S. (2006). Second Language Learning and Cultural Representations: Beyond Competence and Identity. Language Learning 56:4, 609–632. (Unit IV)Schmitt, N. (2002). Applied linguistics. London: Arnold. (Unit I)Simpson, J. (Ed.) (2011). The Routledge Handbook of applied linguistics.270 Madison Avenue, New York, Routledge (Unit I, II and IV) Sowden, C. (2007). Culture and the ‘good teacher’ in the English Language classroom. ELT Journal Volume 61/4, 304-310. (Unit IV)ReferencesByram, M. (Eds.).(2004). Routledge encyclopaedia in language teaching and learning. London:Routledge. Johnson, K. and Johnson, H. (Eds.).(1999). Encyclopaedia dictionary of applied linguistics. Blackwell:Blackwell Publishing. Lyons, J. (2002). Language and linguistics.Kundli, India: CUPPhilipson, R. ( 2007). Linguistic imperialism.New Delhi: OUP.Philipson, R. (2009). Linguistic imperialism continued. hyderabad: Orient BlackSwan.Course Title: Language, Society and PowerCredit Hours: 3Course No. Eng.Ed. 526Teaching hours: 48Nature of the course: TheoreticalSemester: III1. Course descriptionThis course aims at exposing the students to the sound theoretical and empirical knowledge on language, society, and power and also encourage them to engage in sociolinguistic research. The course comprises five units. The first unit deals with some major concepts related to language and society. The second unit is on language and power with special focus on linguistic imperialism. The third unit exposes the students to the issues of language planning, policy and literacy. The fourth unit is about various factors related to language and culture. The last unit makes an overview of various sociolinguistic researches in different parts of the world and it also engages the students to carry out small scale sociolinguistic research in the local context.2. General objectivesGeneral Objectives of this course are as follows:a) To familiarize the students with some fundamental factors of language and societyb) To make them aware of the interface between language and powerc)To acquaint them with various issues of language planning, policy , and literacyd)To familiarize them with the major concepts of interaction between language and culturee) To enable them to carry out sociolinguistic research in the local context3. Course contentsSpecific ObjectivesContents- Introduce the relation between language and society- Define language variation- Discuss bilingualism and multilingualism: making reference to diglossia and code-switching- Define and describe speech communities - Discuss the concepts pidgins and creoles, their features and the processesUnit I:Interaction between Language and Society Sociolinguistics: Introduction and scopelanguage variation: dialects, registers Speech communities Bilingualism and multilingualismDefinition and descriptionDegree of bilingualismDiglossia and bilingualismCode mixing and code switching: Definition and typesThe sociolinguistic composition of multilingual countriesSocietal multilingualismPidgins and creoles: pidginization and creolizationVernacular language, standard language, and standardizationLanguage and gender - Describe the relation between language and power- Describe and analyse various factors related to linguistic imperialism-State how imperialism is spreading over all spheres of social life- Analyze the relation between power and society, language and media, and language and politics-Clarify the concept of linguistic human rights and also show its significance Unit II: Language and power 2.1 Language and power: accommodation and resistance2.2 Globalization: language, power and identity2.3 Power and society2.4 Language and politics2.5 Language and the media2.6 Linguistic Imperialism 2.6.1 The sociology of language 2.6.2 English in core and periphery 2.6.3 Linguistic Imperialism and linguicism 2.6.4 Cultural imperialism in science, the media and education 2.6.5 The state, hegemony and ELT 2.6.5Language spread and promotion: Promotion of English 2.6.6 Linguistic human rights- Define language planning and policy and describe different types of language planning- Discuss different goals of language planning and also describe the role of language in education planning- describe the relation between literacy and language planning and discuss various issues to these conceptsUnit III: Issues in language planning and literacy3.1 introduction to language planning and policy3.2 Corpus, status and language acquisition planning3.3 Explicit vs implicit language planning3.4 Goals of language planning 3.4.1 Language goals 3.4.2 Political goals 3.4.3 Economic goals3.5 Language in education planning 3.5.1 Issues of professional responsibility 3.5.2Language policies and practices in institutional contexts3.6 Language maintenance, language shift and language death 3.6.1 Mother-tongue maintenance and second language learning3.7 Literacy and language planning 3.7.1 Introduction and nature of literacy 3.7.2 Literacy and language selection 3.7.3 Literacy and language planning activities 3.7.4 Literacy and language planning contexts- Identify different issues and dimensions in the relation between language and culture-Explain the concept of ethnography of communication and identify different associated factors - Explain speech acts and show the implications for the learner, teacher and classroom- Discuss the issues like words and culture, and solidarity and politenessUnit IV: Language and Culture 4.1 The ethnography of communication 4.1.1 Patterns and functions of communication 4.1.2 Speech community 4.1.3 language and culture 4.1.4 Communicative competence 4.1.4 Doing the ethnography of communication 4.1.4.1 Units of analysis 4.1.4.2 The act of analysis 4.1.5 Findings and Implications to language teaching4.2 Speech acts 4.2.1 Definition and historical overview: Austin and Searle 4.2.2 Empirical validation of speech act sets 4.2.3 Socio-cultural and sociolinguistic abilities 4.2.4 Selecting the appropriate speech act strategy 4.2.5 Methods for collecting speech act data 4.2.6 Implications for the language teacher, the learner, and the language classroom4.3 Words and culture4.4 Solidarity and politeness- Discuss and overview the global trends in sociolinguistic research- Develop critical and analytical mindset on sociolinguistic research- Carry out small scale sociolinguistic research in the local contextUnit V: Global trends in sociolinguistic research5.1 Sociolinguistics in the United States of America ( Kirk Hazen's study)5.2 Sociolinguistics in South Asia ( Dasgupta and Sardesai 's observation) 5.3 Sociolinguistic research in China ( Minglang Zhou's study)5.4 Sociolinguistics in Australia (Peter Collins' research)5.5 Sociolinguistics in South Africa: a critical overview of current research (Rajend Mesthrie's observation)5.6 Sociolinguistics in the British Isles ( Stuart-Smith and Haddican's observation)5.7 Sociolinguistics research in Nepal4. Instructional approach4.1 General techniques- Lecture and discussion- Seminar- Exercises- Guided study- Tutorial- Self study- Project work4.2 Specific instructional techniquesUnitActivity and instructional techniquesTeaching Hours(48)Unit IReflective writing on the issues of Language and Society, Instructor- guided self study, open class discussion8Unit IIInstructor guided seminar paper, open class discussion, presentation, analytical debate on the role of language and power10Unit IIILecturer and discussion, presentation, reflective writing on language planning and literacy; project work10Unit IVProject work, practical analysis of language in relation to culture, reflective writing 10Unit VMini research on a particular area of sociolinguistics in local context105. Evaluation5.1 Internal Evaluation 40%Internal Evaluation will be conducted by course teacher based on the following activities:1. Attendance5 points2. Participation in learning activities5 points3. First assignment/assessment10 points4. Second assignment/assessment 10 points5. Third assignment//midterm exam 10 pointsTotal40 points5.2 External Evaluation ( Final Examination) 60%Examination Division Office of the Dean, Faculty of Education will conduct final examination at the end of the semester.1. Objective type question (MCQ 10 X1 ) =10 points2. Short answer questions ( 5 questions x 6 points) =30 points3. Long answer questions (2 questions x 10 points)=20 pointsTotal=60 points6. Recommeded books and References6.1 Recommended booksBall, M.J. (Ed. ). (2010.).The Routledge Handbook of Sociolinguistics Around the World. London and New York: Routledge (Unit V)Craith, M.N. (Ed.) (2007) . Language, Power and Identity Politics. New York: Palgrave Macmillan (Unit III)Holmes, J. (2008). An Introduction to Sociolinguistics. London: Longman . (Unit I, II, III and IV)Liddicoat, A.J. (Ed.) (2007). Language planning and Policy: Issues in Language Planning and Literacy. Great Britain: Multilingual Matters Ltd. (Unit III)Mckay, S. L. & Hornberger (Eds.) (2009). Sociolinguistics and Language Teaching. Cambridge: Cambridge University Press. (Unit I, II, III and IV)Phillipson, R. (2007). Linguistic Imperialism. Oxford: Oxford University Press (Unit II)Romaine, S. (1989). Bilingualism. Oxford: Blackwell (Unit I)Thomas, L & Wareing, S. (Eds.) (2005). Language, Society and Power: An introduction. London and New York: Routledge (Unit I & II)Wardhaugh, R. (2012). An Introduction to Sociolinguistics. Oxford: Blackwell. (Unit I, II, III and IV)6.2 ReferencesBayley, R. & Lucas, C. (2007). Sociolinguistic Variation: Theories, Methods, and Applications. Cambridge: Cambridge University PressCrystal, D. (2009). Language Death. New Delhi: Cambridge University PressCummins, J. & Swain, M (Eds.) (1986). Bilingualism in Education. London and New York: LongmanCummins, J. (2000). Language, Power and Pedagogy: Bilingual Children at Crossfire.Coulmas, F. (Ed.).1998.The Handbook of Sociolinguistics.Blackwell Publishing.Blackwell Reference Online.28 December 2007 , J.W., Lewis, M.P. , Regmi, D.R., Yadava, Y.P. (Eds.). (2012). Ethnologue: Languages of Nepal. Kathmandu: SIL International Nepal & Central Department of Linguistics, TU Grace, S. & Gravestock, P. (2009).Inclusion and Diversity: Meeting the Demands of Students. London and New York: RoutledgeHudson, R.A. (1996). Sociolinguistics. Cambridge: Cambridge University PressJourdan, C. & Tuite, K. (Eds.) (2006). Language, Culture and Society. Cambridge: Cambridge University PressKachru, B. (1992). The Other Tongue: English across Cultures. Urbana: University of Illinois PressMcColl Millar, R. (2005). Language, Nation and Power: An Introduction. New York: Palgrave MacmillanOmoniyi, T. and Fishman, J.F (2006). Explorations in the Sociology of Language and Religion. Amsterdam, The Netharlands: John Benjamins Publishing Co. Rai, N.K. & Rai, V.S. (2003). Language Issues in Nepal. In Gurung, D.B. (Ed.) Nepal Tomorrow: Voices and Visions. Kathmandu: Koselee Prakashan, pp 493- 526Tollefson, J.W. (1991). Planning Language, Planning Inequality: New York: LongmanCourse Title: Critical Discourse Analysis (CDA) Nature of Course: TheoreticalCode No.: Eng Ed. 527Credit Hours: 3Semester: SecondTeaching Hour: 481. Course DescriptionThis course aims at equipping the students with the knowledge and skills of analysing discourse in different social contexts critically. This course is organized into four units. The first unit introduces the basic concepts of discourse analysis along with its relation to ideology and its discursive structure. The second unit of the course reviews the history, principles, objectives, role of analyst and engages students in discussions about how CDA differs from discourse analysis. The third unit deals with the commonly used methodologies for critical discourse analysis. The fourth unit that is the application of critical discourse analysis provides the students with opportunity to analyze different types of discourses critically. 2. General Course ObjectivesThe general objectives of the course are as follows: To acquaint the students with the basic concepts of discourse analysis. To familiarize the students with the history, principles, aims common topics and concerns of CDA and engage in discussions about how CDA differs from discourse analysis. To familiarize the students with different approaches and methodologies used in the field of CDA.?To enable the students to analyze different discourses analytically. 3. Specific Objectives and ContentsSpecific ObjectivesContentsDefine discourse analysis from different perspectives. Show relationship between discourse and ideologyDiscuss the nature of discursive structure.Discourse Analysis (8 hrs)1.1 An Introduction1.1.1 Cultural theory/critical theory/literary theory1.1.2 Linguistics1.1.3 Social psychology/critical discourse analysis1.1.4 Cultural theory and models of discourse1.1.5 Michael Foucault and discourse1.1.6 Literature as a Discourse1.2 Discourse and Ideology1.2.1 Ideology and truth1.2.2 The subject1.2.3 Economic determinants of discourse1.2.4 Language discourse and ideology1.3 Discourse Structure1.3.1.The episteme1.3.2 The statement1.3.3 Discourse/discourses1.3.4 The archive1.3.5 Exclusion within discourse1.3.6 Circulation of discourses Give an account of CDA.Review history, agenda, aims principles and aspects of CDA Evaluate the role of critical discourse pare and contrast CDA and DA.Discuss the application of CDA in EFL classroom as well as in social science research. Critical Discourse Analysis (CDA) (10 hrs)2.1 Introduction of CDA 2.2 History of CDA2.2 Agenda of CDA2.4 Aims and goals of CDA2.5 Principles of CDA2.6 Aspects of CDA2.7 Role of a critical discourse analyst2.8 Differences between CDA and DA2.9 Critical Discourse Analysis as a method of social scientific research2.10 Critical discourse analysis in EFL classroom.Describe different theoretical and methodological aspects of CDA.Make application the framework for CDA and apply it in their own Define and distinguish different approaches to CDA. Approaches and Methods to CDA Research (15 hrs)3.1 Theoretical and methodological aspects of CDA3.2 Methods of CDA3.3 Framework for CDA3.4 Approaches to CDA 3.4.1 Historical approach 3.4.2 Multidisciplinary approach 3.4.3 Transdisciplinary approach 3.4.4 Feminist approach 3.4.5 Colonial and postcolonial approach 3.4.6 Dialectical-relational approach 3.4.7 Marxist approach 3.4.8 Interrdisciplinary approach 3.4.9 Multimodal Social Semiotic approachMake critical reading different discourse genres such as legal, bureaucratic, business, media, discourses.Make critical analysis of written as well as oral discourse. Application of Critical Discourse Analysis (15 hrs)4.1 CDA of legal discourse4.2 CD of bureaucratic discourse 4.3 CDA of narratives of recovery from psychiatric disabilities4.5 CDA of business media discourse4.6 CDA of newspaper discourse4.7 CDA of press conference4.8 CDA of children's literature 4.9 CDA of classroom discourse4.10 Analyzing print text4.11. Analyzing oral text4. Instructional approach 4.1 General Techniques Lecture and discussionReading, discussing, writing and sharing (ReDWiS)DemonstrationExplanation and illustrationSelf-study 4.2 Specific Instructional TechniquesUnit Activities and Instructional Techniques Unit One Reading, discussion and reflective writing Unit Two Instructor-guided self-study, group discussion and classroom presentation, reflective writing Unit Three Self-study, instructor-guided-reading, discussion, comparison and presentation(Different articles are prescribed for each of these sub-units, and teaching should be based on them.) Unit Four Individual/pair/ group work: Critical Discourse Analysis of Sample Texts and Presentation of findings, Project work: The students will apply CDA to varieties of texts as practical activities(Different articles are prescribed for each of these subunits, and teaching should be based on them)5. Evaluation 5.1 Internal Evaluation 40%Internal evaluation will be conducted by course teacher based on following activities: Attendance 5 Points Participation in learning activities 5 pointsFirst assignment/midterm exam 10 pointsSecond assignment/assessment (1 or two) 10 points Second assignment/assessment (1 or two) 10 points Total 40 points 5.2 External Evaluation (Final Examination) 60%Examination Section, Office of the Dean, Faculty of Education will conduct final examination at the end of the semester. Objective type question (Multiple choice 11 × 1 = 10 pointsShort answer questions(5 questions × 7 points ) = 30 points Long answer questions (2 questions × 12) = 20 points Total 60 points 6. Sample AssignmentsAssignment 1: Define critical discourse analysis from different perspectives and describe its role in society. (1500 word)Assignment 2: Analyse a discourse of your choice by using one of the approaches discussed in unit three. (2000 words)Assignment 3: Analyse any of the genres of discourses discussed in unit four by using any one of the approaches discussed in unit three. (2000 words)7. Prescribed TextsBhatia, A. (2009). Critical discourse analysis of political press conference. Discourse and Society, 17(2), 173-203. (Unit IV)Cots, J. M. (2006). Teaching ‘with an attitude’: Critical discourse analysis in EFL teaching. ELT Journal, 60/4, 336-345Fairclough, N. (2005). Critical discourse analysis in transdisciplinary research. In Chilton, Wodak, R. & Chilton P A new agenda in critical discourse analysis (pp. 53-70) London: John Benjamin Publishing Company. ------------------- (2010). Critical discourse analysis (Second Edition ). London: Pearson. (Unit I, II, III, IV)Figueiredo, D. d.C. (2004). Representations of rape in the discourse of legal decisions. In Young, L. Harrison, C, Systemic functional linguistics and critical discourse analysis (pp. 217-230). New York: Continuum. (unit IV)Hakam, J. (2009). The `cartoons controversy': A critical discourse analysis of English-language Arab newspaper discourse. Discourse Society, 20(1), 33-57. (Unit IV)Koller, V. (2005). Critical discourse analysis and social discourse. Discourse & Society, 16(2), 199-224.Kumarvadivelu, B. (1999). Critical Classroom Discurse Analysis. TESOL Quarterly, 33(3), 453-484. (Unit IV)Locke, T. (2005). Critical discourse analysis. London: Continuum. (Unit IV)Lynne, Y & Claire. H. (2004). Bureaucratic discourse: Writing in the'comfort zone'. In Lyne, Y. & Clare, H. Young, Systemic linguistics and critical discourse analysis (pp. 231-246). New York: Continuum. (Unit IV)Mancini, M. A. & Rogers, R. (n.d). Narratives of recovery from serious psychiatric disabilities: A critical discourse analysis. Critical Approaches to Discourse Analysis across Disciplines 1 (2), 35-50Mills, S. (2004). Discourse analysis. London : Routledge. (Unit I)Norris, S. (2004). Multimodal discourse analysis: A conceptual framework. In: P. Le Vine & R. Scollon (Eds.), Discourse and technology. Multimodal discourse analysis (pp. 101-115). Washington, D.C: Georgetown University Press. (Unit IV)Rodgers, R. (2011). An introducation to critical discourse analysis in education . New York : Routledge. (Units I, II, III, IV)Rogers, R & Christian, J. (2007). What would I say? A critical discourse analysis of the construction of race in children's literature. Race Ethnicity and Education, 10 (1), 21,46.Scollon, P. L. (2004). Discourse and technology: Multimodal discourse analysis. (P. L. Sollon, Ed.) Washington: Georgetown University Press. (Unit IV)Sheyholislami, J. Dijk, T. A. (1993). Principles of critical discourse analysis. Discourse & Society, 4(2), 249-283. (Unit II)-------------------- (1995). Aims of critical discourse analysis. Japanese Discourse, 1, 17-27. (Unit I)Wodak, R. and Mayer, M. (2001). Methods of critical discourse analysis. London: Sage Publication. (Unit III)Woodak, R. (n.d.). Aspects of critical discourse analysis. ((Unit III)Young, C. H. (2004). Bureaucratic discourse: Writing in the'comfort zone'. In C. H. Young, Systemic linguistics and critical discourse analysis (pp. 231-246). New York: Continuum. (Unit IV)References Caldas-Coulthard, C.R & Coulthard, M. (1996). Texts and practices: Readings in critical discourse analysis. London: RoutledgeFairclough, N. (1995). Critical discourse analysis: The critical study of language. London: Longman.Foucault, M. (1971). The archaeology of knowledge and the iscqurse on language. (A. M. Smith, Trans.) New York: Pantheon Books. (Unit I)Gee, J. P. (1999). An introduction to discourse analysis: Theory and method. London: RoutledgeHakam, J. (2009). The `cartoons controversy': A critical discourse analysis of English-language Arab newspaper discourse. Discourse Society, 20(1), 33-57. (Unit IV), T.V. (2008). Discourse and practice: New Tools for Critical Discourse Analysis. Oxford University: Oxford.Pennycock, A. (2001). Critical applied linguistics: A critical introduction. London: Lawrence Erlbaum Associates, Inc.Richardson, J. E. (2007). Analysing newspaper: An approach from critical discourse analysis. New York : Palgrave Macmillan. (Unit IV)Salkie, R.(1995). Discourse analysis. Routledge: London.Weiss, G. & Wodak, R.(eds) (2003). Critical discourse analysis: Theory and interdisciplinarity. London: Palrave Mcmillan.Woodak, R. & Chilton, P.(2005). A new agenda in (Critical) discourse analysis. Armsterdem: John Benjamin Publishing Company.Wooffitt, R.(2005). Conversational analysis and discourse analysis. London: Sage publication. Course title: Readings in English Part-- I Course No.: Eng.Ed. 528Nature of the course: Theoretical Level: M.Ed.Credit Hours: 3 Semester: II Teaching Hours: 481. Course Description Readings in English Part-I is an advanced level reading course which builds on Interdisciplinary Readings (Eng Ed 517) of the first semester. The course has eight units. It consists of Advanced Academic Texts, which are organized under various themes, namely Education, Literature, Art and Culture, Contemporary Issues, Human Conditions, while Literary Texts organized under major genres of literature. Both types of texts expose the students to content knowledge and strengthen their linguistic resources useful for communication to the wider readership. The course presents the best of authentic academic and literary texts by the prominent authors from diverse geo-cultural and political backgrounds. The course seeks to explore the cross-disciplinary links and their relevance to the contemporary world. 2. General Objectives The course aims at helping students/teachers to enter into a world of varied reading materials within the given themes and genres. The goal is achieved by reading authentic materials extensively and by producing their analysis and interpretation. The course also aims at integrating the threads of these two skills – Reading and Writing back up by Critical Thinking. The reading dimension expects the students to process knowledge and linguistic resources while the writing calls for the manipulation of these resources for the production of their own knowledge. At the end the students will be enabled to access a wide variety of materials on their own and write creatively and critically on a variety of topics. Given these general objective, the students will be able to enter into the contemporary world of art—film, music, translations related to the books, so that they can develop skills of appreciating the contemporary literary art form expressed in different ways,develop their taste through interdisciplinary media so that this serves as motivation for language learningdevelop their ideas about elevated and formal styles and use the same in reading and (creative) writing skills,to critically observe literary and non-literary texts prescribed for different levels of academic (teaching) institutions,find out and employ in their own writings the literary devices like symbols, metaphors, similes, alliteration, allusion, allegories etc. 3. Contents OutlinesSpecific ObjectivesContentsTeaching Hours (48)To analyze the concept of education from various perspectives To present their own thoughts on and attitudes towards global educationtradition,To link education with world peaceTo compare and contrast different points of views and argue for the one suitable to the Nepalese contextUnit One: On Education What Is Wrong With Our System of Education? by George Bernard ShawEssay on Education by Arthur Lee Jacobson Education and World Peace by J. Krishnamurti Education is Not Filling of Pail But Lighting of a Fire by G. R Bhattarai3 hrs To explore different types of literary texts written by world renown writers To show interconnections between, literature, art and cultureTo present great works in the summary formTo employ the prescribed texts as models for their own writingTo survey the present condition of Nepalese art and literature Unit Two: On Literature, Art and Culture 5.Literature and History by Gunter Grass 6. An Interview with Aldus Huxley 7.Freedom to Write by Orhan Pamuk from 8. No Celebrity Supernova Burned Brighter than Michael Jackson at the Peak of his Career 9.The Mnemonic Function of the Painted Image by Alison M Gingeras 4 hrs To discuss the contemporary issues from multiple perspectivesTo explore more issues such as child rights, animal rights, violence in movies, etc based on their reading, observation and experience. Unit Three: On Contemporary Issues10.Four Phases of Diaspora Studies by Robin Cohen 11.The Progress of Democracy12.To Be Continued Gunter Grass 13.Cultural Differences and Cultural Diversities 14.The Pedagogy of Literature, by Lawrence Venuti 15. Definition of Ecocriticism by Cheryll Glotefelty 4 hrs To appreciate through their writing how people are honored for noble causesTo explore the features of the high elevated language used in the formal setting.To write a short biography of the national figures they have chosen. Unit Four : On Human Conditions 16.54th Annual Emmy Awards by Oprah Winfrey 17.Martin Luther King's Famous Speech by Indira Gandhi 18.To Cambridge's Women by Virginia Woolf 19.The Beautiful and the Ugly by Aung San Suu Kyi 20.Work and its Secret by Swami Vivekananda 21.Before Thorns of Death Khalil Gibran 22.Preface to American Prometheus by Kai Bird and Martin J. Sherwin 4 hrs To discern the different perspectives presented by the writers through their essays.To compare and contrast styles of different writers.To find out elements of essay and produce expository, narrative, argumentative and reflective essays.Unit Five: Literary Essays23. The Lost Childhood by Graham Green 24.Stranger in the Village by James Baldwin 25.What there is to see at the zoo by Marianne More 26. To Err is Human by Lewis Thomas 27. A Day in Samoa by Margaret Mead28. Shooting an Elephant by George Orwell29. The Medusa and the Snail by Lewis Thomas5 hoursTo appreciate the contexts and styles of story writing art.To analyze the major aspects of life focused in the storiesTo evaluate the importance of translation in literatureTo find out different themes of storyTo employ the major elements of story to write their own short stories. Unit Six: Short Fiction 30.The Guest by Albert Camus 31.And of Clay Are We Created Isabel Allende 32.The Swimmer by John Cheever 33.The Dog of Titwal by Saadat Hasan Munto34.White Nights by Dostoevsky 35. Dear Life by Alice Munro 36.The Bet by Anton Chekhov6 hrs To find out all literary devices used in poetry.To compare poems from different continents in terms of themes and styles. To analyze and interpret poems from linguistic, thematic and cultural perspectives.Unit Seven: Poetry37.Neither Out far Nor in Deep Robert Frost 38.Lady Lazarus by Sylvia Plath 39.Anthem by W H Auden 40.Phenomenal Woman by Maya Angelou41. If you Forget Me by Pablo Neruda or Don’t Go far Off 42.The Road Not Taken by Robert Frost 43.Television by Roald Dahal 44.Daffodils by William Wordsworth 45.First Love by John Clare 46.Nirvana by Edmond gore Alexander Holmes 47.My Africa, Unite to Rewrite Her Story by Chuma Okonkyo48.The Stork Tower by Wang Jhihuan10 hrsTo work on the elements of novel.To compare the prescribed novels in terms of their settings, themes, language and styles To analyze diasporic elements in Half a Life.To survey the African cultural and language flavor in Things Fall ApartTo compare the translation with its original form and practice translating excerpts from the novels.Unit Eight: Long Fiction 49.Hitler and the Jews—Chapter One50.Jonathan Livingstone Seagull by Richard Bach 51.Half a Life by V. S. Naipaul 52.One Hundred Years of Solitude by Gabriel G. Marquez 53.Things Fall Apart by Chinua Achebe 54.God of Small Things by Arundhati Roy55. Animal Farm by George Orwell12 hrs4. Instructional Approaches:4.1 General Instructional Techniques Lecture and discussion Read, discuss, write and share (ReDWis)DemonstrationBook discussion club (Single-Title discussion, Multiple-title discussion, Critic-led discussion) Explanation and illustrationInstructor-guided self-study 4.2 Specific Instructional TechniquesUnit Activities and Instructional Techniques Teaching Hours (48)Unit One Mini-survey, Expository and Argumentative Writing 4Unit Two Project Work 4Unit Three Reflective Creative Writing 5Unit Four Argumentation 4Unit Five Writing Reflective Essays4Unit Six Writing Reminiscences and Memoirs 6Unit Seven Textual AnalysisCritical Analysis 10Unit Eight Review and Critical ReviewCompare and Contrast 125. Evaluation5.1 Internal Evaluation 40%Internal evaluation will be conducted by course teacher based on following activities: Attendance 5 points Participation in learning activities 5 pointsFirst assignment/midterm exam 10 pointsSecond assignment/assessment (1 or two) 10 pointsThird assignment/assessment 10 Total 40 points Note: First assignment/assessment might be mid-term exam + assignment or book review or article review or first term paper on specific issue/topic, midterm exam or unit test and quiz etc. according to nature of curse. Second assignment/assessment might be project work, case study, seminar, survey/field study and individual/group report writing, term paper based on secondary data or review of literature or documents etc. First and second assignment/assessment may include one or two types of assessment. For instance, one home assignment/book/article review + midterm exam or only mid-term exam. In the second assessment may include only one project work/term paper or two type of assignment according to nature of the course. 5.2 External Evaluation (Final Examination) 60%Examination Division, Office of the Dean, Faculty of Education will conduct final examination at the end of the semester. 1. Objective type question (Multiple choice 11 × 1) = 10 points2. Short answer questions (5 questions × 7 points) = 30 points 3. Long answer questions (2 questions × 12) = 20 points Total 60 points Recommended books and reading materials A Miscellany of Advanced Reading Materials. Ed. Bhattarai, G. R. et. al. (for Unit 1 to Unit 7, for Unit 8 following fictions are prescribed )Hitler and the Jews by B. P. Koirala (Chapter One) Jonathan Livingstone Seagull by Richard BachHalf a Life by V. S. Naipaul One Hundred Years of Solitude by Gabriel Garcia Marquez Things Fall Apart by Chinua AchebeGod of Small Things by Arundhati RoyAnimal Farm by George Orwell kf7\of+z zLif{s M g]kfnL sljtf sfJo qm]=cf= M #kf7\of+z ;+Vof M g]kf=lz= %@%kf7\of+z k|s[lt M ;}4flGts tx M Pd=P8= ;q M bf];|f]hDdf kf73G6L M $* != kf7of+z kl/roof] kf7\of+z lzIffzf:q ;?\sfo cGtu{t ;]d]:6/ k|0ffnLdf cfwfl/t g]kfnL lzIff ljifodf :gftsf]Q/ -Pd=P8=_ ljlzi6Ls/0f ug{ rfxg] ljBfyL{x?sf nflu tof/ ul/Psf] xf] . o; kf7\of+zdf sljtf l;4fGt / g]kfnL sljtfsf] ljsf;qmd, lgwf{l/t sljx?sf km'6s/ sljtf / uLt uhnx?, k|ltlglw sljx?sf v08sfJo, gf6\osfJo / dxfsfJox? /x]sf 5g\ . @= ;fwf/0f p2]Zo o; kf7\of+zsf ;fwf/0f p2]Zox? lgDgfg';f/ /x]sf 5g\ Mk"jL{o–kfZrfTo dfGotfsf cfwf/df km'6s/ sljtf, v08sfJo / dxfsfJosf] ;}4flGts kl/ro lbg] g]kfnL sljtf, v08sfJo, gf6\osfJo / dxfsfJosf] ljsf;qmd, k|d'v df]8 tyf d"n k|j[lQx?sf] kl/ro k|bfg ug{] lgwf{l/t sljsf sljtfTds k|j[lQ tyf ltgsf sljtfsf] ljleGg b[li6sf]0fn] ljj]rgf ug{ ;Sg] Ifdtfsf] ljsf; ug{] lgwf{l/t sfJosf/x?sf sfJofTds k|j[lQ tyf ltgsf v08sfJo, gf6\osfJo / dxfsfJosf] ljleGg b[li6sf]0fn] ljj]rgf ug{ ;Sg] Ifdtfsf] clej[l4 ug{] plNnlvt sljtf–sfJoleqsf ljlzi6 k?\lStx?sf] JofVof–ljZn]if0f ug{ ;Ifd t'Nofpg] . #= ljlzi6 p2]Zo tyf kf7\oljifo ljlzi6 p2]Zokf7\oljifosljtfsf] :j?k lgwf{/0f ug{ sljtfsf] kl/efiff atfpg sljtfsf tTjx? 5'6\ofpg sljtfsf k|sf/x?sf] j0f{g ug{ g]kfnL sljtfsf] ljsf;qmdsf k|d'v df]8, pkdf]8, wf/f–pkwf/f / ltgsf k|j[lQsf] /]vf?\sg ug{PsfO Ps M sljtf l;4fGt / g]kfnL sljtfsf] ljsf;qmd -$_!=!sljtfsf :j?ksf] lgwf{/0f !=@ sljtfsf] kl/efiff* !=# sljtfsf tTjx? * !=$ sljtfsf k|sf/*!=% g]kfnL sljtfsf] ljsf;qmdsf k|d'v df]8, pkdf]8, wf/f–pkwf/f / ltgsf k|j[lQx?sf] /]vf?\sg lgwf{l/t sljx?sf d'Vo k|j[lQ lgwf{/0f ug{ lgwf{l/t sljtf, uLt / uhnsf] k7g, af]w / cf:jfbg ug{, lgwf{l/t sljtf, uLt / uhnx?sf] tTjut ljZn]if0f ug{, lgwf{l/t sljtf, uLt / uhnsf ljlzi6 k?\lStsf] JofVof ug{PsfO b'O{ M lgwf{l/t sljx?sf sljtf, uLt / uhnx? -!$_@=! n]vgfy kf}8\ofn M jof]j[4 sf]OnLsf] lanf}gf@=@ nIdLk|;fb b]jsf]6f M Hj/zdgf k|s[lt @=# dfwjk|;fb l3ld/] M sfnLu08sL @=$ uf]kfnk|;fb l/dfn M === k|lt -#_ @=% df]xg sf]O/fnf M d ;DemG5' @=^ j}/fuL sfOFnf M kj{t @=& e"lk z]/rg M d]/f] b]z @=* zLtljGb' M xfdL a]gfdLx? *@=( /Tg zdz]/ yfkf M cfFv}df /ft unL *@=!) s[i0fxl/ a/fn M km"n*@=!! a"b /fgf M ;'gem}+ xhf/ rf]l6*@=!@ uf]kLs[i0f k|;fO{ M /ft 9n]sf] lyPg*@=!# plNnlvt sljtf, uLt / uhnsf ljlzi6 k?\lQmsf] JofVof*v08sfJosf] ;}4flGts :j?ksf] kl/ro lbg, v08sfJosf tTjx?sf] j0f{g ug{ v08sfJosf k|sf/sf] juL{s/0f ug{gf6\osfJosf :j?k 7Dofpg gf6\osfJosf tTjx?sf] jofg ug{gf6\osfJosf k|sf/ pNn]v ug{dxfsfJosf] ;}4flGts :j?k :ki6 kfg{, k"jL{o / kfZrfTo dxfsfJo dfGotfsf] rrf{ ug{, dxfsfJosf cfwf/e"t tTj atfpg PsfO ltg M v08sfJo, gf6\osfJo / dxfsfJosf] ;}4flGts :j?k -!)_#=! v08sfJosf] ;}4flGts :j?k#=@ v08sfJosf tTjx?#=# v08sfJosf k|sf/x?#=$ gf6\osfJosf] :j?k #=% gf6\osfJosf tTjx? #=^ gf6\osfJosf k|sf/x?#=& dxfsfJosf] ;}4flGts :j?k #=* k"jL{o / kfZrfTo dxfsfJo dfGotf #=( dxfsfJosf cfwf/e"t tTjx?g]kfnL v08sfJosf] ljsf;qmdsf] ?k/]vf k|:t't ug{, g]kfnL gf6\osfJosf] ljsf;sf] rrf{ ug{,v08sfJosf/ l;l4r/0f >]i7sf] kl/ro / k|j[lQ 7Dofpg v08sfJo tTj -syfgs, rl/q, kl/j]z, p2]Zo, ?G?ljwfg / efiffz}nL_sf b[li6n] …pj{zL? v08sfJosf] cWoog ug{gf6\osfJosf/ dfwj l3ld/]sf] kl/ro / k|j[lQ 7Dofpg gf6\osfJo tTj -syfgs, rl/q, kl/j]z, p2]Zo, ?G?ljwfg, efiffz}nL, ;+jfb / d~rgLotf_sf b[li6n] …cZjTyfdf? gf6\osfJosf] cWoog ug{plNnlvt v08sfJo / gf6\osfJosf ljlzi6 k?\lQmsf] JofVof ug{ .cWofo rf/ M pj{zL v08sfJo / cZjTyfdf gf6\osfJosf] cWoog -!)_$=! g]kfnL v08sfJosf] ljsf;qmd$=@ g]kfnL gf6\osfJosf] ljsf;qmd$=# v08sfJosf/ l;l4r/0f >]i7 / …pj{zL? v08sfJo$=#=! v08sfJosf/ l;l4r/0f >]i7sf] kl/ro / k|j[lQ$=#=@ v08sfJo tTjsf cfwf/df …pj{zL? v08sfJosf] cWoog $=$ gf6\osfJosf/ dfwj l3ld/] / …cZjTyfdf? gf6\osfJo$=$=! gf6\osfJosf/ dfwj l3ld/]sf] kl/ro / k|j[lQ $=$=@ gf6\osfJo tTjsf b[li6n] …cZjTyfdf? gf6\osfJosf] cWoog$=% plNnlvt v08sfJo / gf6\osfJosf ljlzi6 k?\lQmsf] JofVof*g]kfnL dxfsfJosf] ljsf;qmdsf] ?k/]vf k|:t't ug{ .dxfslj nIdLk|;fb b]jsf]6fsf] kl/ro / dxfsfJofTds k|j[lQx?sf] ljj]rgf ug{, …zfs'Gtn? dxfsfJosf] cWoog, cf:jfbg / tTjut ljZn]if0f ug{, …zfs'Gtn? dxfsfJosf !–# ;u{ leqsf ljlzi6 k?\lStsf] JofVof ug{ . PsfO kfFr M dxfslj nIdLk|;fb b]jsf]6f / pgsf] ‘zfs'Gtn dxfsfJosf] ljj]rgf -!)_%=! g]kfnL dxfsfJosf] ljsf;qmd%=@ dxfslj nIdLk|;fb b]jsf]6fsf] kl/ro / k|j[lQ %=# ljleGg sf]0faf6 …zfs'Gtn? dxfsfJosf] cWoog %=#=! syfj:t' %=#=@ rl/q %=#=# kl/j]z %=#=$ p2]Zo %=#=% efiffz}nL %=$ pQm dxfsfJosf !–# ;u{sf ljlzi6 k?\lQmsf] JofVof* $= lzIf0f k|ljlw o; kf7\of+zsf] cWoog cWofkgsf qmddf k|of]u x'g] lzIf0f k|ljlwnfO{ b'O{ efudf juL{s/0f ul/Psf] 5 . clwsf+z kf7\oj:t'x? cWofkg ug{ k|of]u ul/g] lzIf0f k|ljlw ;fwf/0f lzIf0f k|ljlwdf /flvPsf 5g\ eg] s'g} lglZrt PsfOcGtu{tsf kf7\oj:t' cWofkg ug{ k|of]u ul/g] lzIf0f k|ljlwnfO{ ljlzi6 lzIf0f k|ljlw cGtu{t /flvPsf] 5 .$=! ;fwf/0f lzIf0fk|ljlw k|To]s PsfOdf cfjZostfcg';f/ JofVofg, k|Zgf]Q/, 5nkmn tyf k|:t'tLs/0f ljlwsf] pkof]u ul/g] 5 . PsfOsf] k|s[ltcg'?k kf7\ok':ts, ;xfos k':ts, ;Gbe{ k':ts, kf7kq, tflnsf / cf/]vx?sf] pkof]u ul/g] 5 . $=@ ljlzi6 lzIf0fk|ljlw PsfO Psdf ;}4flGts ;fdu|Lsf] ljZn]if0fsf nflu JofVofg / 5nkmn ljlwsf] pkof]u ul/g]5 . PsfO b'O{df JofVofg, 5nkmn / k|:t'tLs/0f ljlwsf] pkof]u ul/g]5 . PsfO ltgdf JofVofg, 5nkmn / k|:t'tLs/0f ljlw cjnDag ul/g]5 . PsfO rf/df JolQmut / ;fd"lxs ?kdf sfo{kq n]vg / sIff k|:t'lt ug{ nufOg]5 . PsfO kfFrdf JofVofgsf cltl/St ;fd"lxs sfo{kq n]vg / k|:t'lt ug{ nufOg]5 . PsfO Ps sljtfsf] kl/efiff* sljtfsf tTjx? * sljtfsf k|sf/*k|fof]lus sfo{snfkJolQmut sIff k|:t'ltJolQmut sIff k|:t'ltJolQmut sIff k|:t'ltPsfO b'O{ zLtljGb' M xfdL a]gfdLx? */Tg zdz]/ yfkf M cfFv}df /ft unL *s[i0fxl/ a/fn M km"n*a"b /fgf M ;'gem}+ xhf/ rf]l6*uf]kLs[i0f k|;fO{ M /ft 9n]sf] lyPg*plNnlvt sljtf, uLt / uhnsf ljlzi6 k?\lQmsf] JofVof*JolQmut sIff k|:t'ltJolQmut sIff k|:t'ltJolQmut sIff k|:t'ltJolQmut sIff k|:t'ltJolQmut sIff k|:t'ltJolQmut sIff k|:t'ltcWofo rf/ pj{zL v08sfJo / cZjTyfdf gf6\osfJo*;d"xut cWoogkq n]vg PsfO kfFr zfs'Gtn dxfsfJosf !–# ;u{sf ljlzi6 k?\lQmsf] JofVof* kl/of]hgf sfo{k|fof]lus sfo{snfk cGtu{t dfly ljleGg PsfOsf pkzLif{sdf tf/f -*_ lrGx?f/f ;+s]t ul/Psf ;fdu|Lsf ;fy;fy} kf7\oqmd leq ;dfj]z ePsf c? ;fdu|Lx?nfO{ klg lzIfsn] cfjZostfcg';f/ JolQmut tyf ;fd"lxs sIffsfo{ Pjd\ kl/of]hgf sfo{, uf]i7Lkq n]vg, k|:t'lt / l6Kk0fL h:tf sfo{snfkx? u/fpg' cfjZos 7flgPsf] 5 . %= d"Nof?\sg k|lqmof o; kf7\of+zsf] d"Nof?\sg k|lqmof b'O{ k|s[ltsf] x'g]5 M -!_ cfGtl/s d"Nof?\sg -@_ afXo d"Nof?\sg -!_cfGtl/s d"Nof?\sg cfGtl/s d"Nof?\sgsf nflu $)? c?\sef/ 5'6\ofOPsf] 5 . pQm d"Nof?\sgsf nflu lglb{i6 k|fof]lus sfo{cGtu{t /xL ljifo lzIfsn] lgDg cfwf/x? cjnDag ug{'kg{] 5 M -s_pkl:ylt – % c?\s -v_lzIf0f l;sfOdf ;xeflutf – % c?\s -u_klxnf] cfGtl/s k/LIff – !) c?\s -3_bf];|f] cfGtl/s k/LIff – !) c?\s-?_t];|f] cfGtl/s k/LIff – !) c?\s klxnf] cfGtl/s k/LIffsf nflu ljifo lzIfsn] lgDglnlvt sfo{x? ug{ nufpg] 5g\M cWoogkq n]vg, k':ts ;dLIff, n]v k'g/fjnf]sg, s'g} ljifo zLif{s s]lGb|t cWoog kq tof/L, cfGtl/s k/LIff, PsfO k/LIff, 1fg÷k|ltef k/LIf0f cflb . bf];|f] cfGtl/s k/LIffsf nflu ljifo lzIfsn] lgDglnlvt sfo{x? ug{ nufpg] 5g\ M kl/of]hgf sfo{, cj:yf÷36gf cWoog, uf]i7L, If]qsfo{, JolQmut jf ;d"xut k|ltj]bg n]vg, l?tLo ;|f]t ;fdu|Ldf cfwfl/t cWoogkq n]vg, k"jf{Woog, k'g/fjnf]sg / clen]vLs/0f cflb . t];|f] cfGtl/s k/LIffsf nflu cfGtl/s ;'wf/ k/LIffsf ?kdf ^) k"0ff{?\ssf] k/LIff lnO{ To;nfO{ !) c?\sdf ?kfGt/ ul/g]5 . pko{'Qm klxnf], bf];|f], t];|f] cfGtl/s k/LIff dWo] b'O{j6f lnlvt k/LIffdf ljBfyL{x? clgjfo{ ?kdf ;dfj]z x'g'kg{] 5 . @=afXo d"Nof?\sg afXo d"Nof?\sgsf nflu ^)? c?\sef/ 5'6\ofOPsf] 5 . pQm d"Nof?\sgsf nflu lq=lj= lzIffzf:q ;?\sfo, 8Lgsf] sfof{no?f/f ;qfGtdf k/LIff lnOg] 5 . ;f] k/LIffdf ;f]lwg] k|Zgsf] k|s[lt, 9fFrf / To;sf] c?\sef/ lgDgfg';f/ x'g] 5 M k|Zgsf] k|s[lt;f]lwg] k|Zg ;?\VofpQ/ lbg'kg{] k|Zg ;?\Vofk|ltk|Zg 5'6\ofOPsf] c?\sk"0ff{?\s;d"x …s? M ax'j}slNks k|Zg1010110;d"x …v? M 5f]6f] pQ/ cfpg] k|Zg*66530;d"x …u? M nfdf] pQ/ cfpg] k|Zg221020* ;k|;?\u JofVof ug{ lbOg] k|Zgdf ;|f]t ;Gbe{ ;dfj]z ul/g] 5 .pkl:ylt / sIff ;xeflutf -s_;]d]:6/ k|0ffnLdf *) k|ltzt pkl:ylt clgjfo{ x'g]5 . () k|ltzt;Dd pkl:ylt x'g] ljBfyL{nfO{ $ c?\s / () eGbf dfly pkl:yt x'g] ljBfyL{nfO{ % c?\s k|bfg ul/g]5 . -v_sIff ;xeflutfsf] % c?\s dWo] ;DalGwt ljifo lzIfsn] ljBfyL{sf]]] sIff sfo{snfksf] d"Nof?\sg u/L c?\s k|bfg ug{]5g\ . ^= l;kmfl/; ul/Psf k':ts tyf ;Gbe{ ;fdu|Lx?kf7\ok':tsl3ld/], dfwj -@)%#_, cZjTyfdf, sf7df8f}+ M g]=/f=k|=k|= -PsfO $ sf nflu_ . b]jsf]6f, nIdLk|;fb, -@)$$_, zfs'Gtn, nlntk'/ M ;femf k|sfzg -PsfO % sf nflu_ . a"Fb /fgf -@)^$_, rNb} 5 lhGbuL, sf7df8f}+ M cgfdd08nL -PsfO @ sf nflu_ . zLtljGb' -@)%(_, cf:yf? cf] d]/L lk|of, sf7df8f}+ M ljj]s l;h{gzLn k|sfzg -PsfO @ sf nflu_ . z]/rg, e"kL -@)%*_, 3'Dg] d]rdfly cGwf] dfG5], nlntk'/ M ;femf k|sfzg -PsfO @ sf nflu_ . >]i7, l;l4r/0f -@)!*_, pj{zL, nlntk'/ M ;femf k|sfzg -PsfO $ sf nflu_ . ;Gbe{;fdfu|Lcj:yL, dxfb]j -@)^$_, cfw'lgs g]kfnL dxfsfJo / v08sfJosf] ljdz{, sf7df8f}+ M OG6]n]SRo'cn a's Kofn]; . uf}td, s[i0f, -@)^)_, b]jsf]6fsf k|aGw sfJo, sf7df8f}+ M ljBfyL{ k':ts e08f/ .hf]zL, s'df/axfb'/ -@)%@_, dxfslj b]jsf]6f / pgsf dxfsfJo, nlntk'/ M ;femf k|sfzg . lqkf7L, jf;'b]j -@)#@_, g]kfnL sljtfsf] l;+xfjnf]sg, nlntk'/ M ;femf k|sfzg . lqkf7L, jf;'b]j / cGo, ;Dkf=-@)$^_, g]kfnL sljtf efu–$, nlntk'/ M ;femf k|sfzg . g]=/f=k|=k|=, -@)%%_, g]kfnL ;flxTosf]z, sf7df8f}+ . k/fh'nL, 7fs'/k|;fb -@)$%_, g]kfnL ;flxTosf] kl/qmdf, sf7df8f}+ M g]kfnL ljBf k|sfzg . k|wfg, s[i0frGb|l;+x, ;Dkf= -@)$$_, ;femf ;dfnf]rgf, nlntk'/ M ;femf k|sfzg . k|;fO{+, uf]kLs[i0f -@)^&_, /ft 9n]sf] lyPg, sf7df8f}+ M cGt/f{li6?o g]kfnL ;flxTo ;dfh .aGw', r"8fdl0f -@)#^_, b]jsf]6f, nlntk'/ M ;femf k|sfzg . a/fn, s[i0fxl/, km"n rnlrqaf6 . e08f/L, kf/;dl0f -@)^#_, sfJoljj]rgf, sf7df8f}+ M ljBfyL{ k':ts e08f/ . e08f/L, kf/;dl0f / dfwjk|;fb kf}8]n, ;Dkf=-@)^%_, g]kfnL sljtf / sfJo, sf7df8f}+ M ljBfyL{ k':ts e08f/ . n'OF6]n, vu]Gb|k|;fb -@)^)_, sljtf l;4fGt / g]kfnL sljtfsf] Oltxf;, sf7df8f}+ M g]=/f=k|=k|= . zdf{, tf/fgfy, ;Dkf=-@)$)_, ;d;fdlos ;femf sljtf, nlntk'/ M ;femf k|sfzg .zdf{, df]xg/fh / bof/fd >]i7 -@)$^_, g]kfnL ;flxTosf] ;+lIfKt Oltxf;, nlntk'/ M ;femf k|sfzg . zdf{, ljGb' -@)^@_, uLltgf6\o k/Dk/fdf /fi6?slj l3ld/], sf7df8f}+ M cS;kmf]8{ OG6/g];gn klAns];g .zdf{, ;'s'd -@)^$_, g]kfnL efiff ;flxTodf cfGbf]ng, sf7df8f}+ M Ps]8]dL a's ;]G6/ . ;'j]bL, cle, ;Dkf= -@)%%_, ;dsfnLg g]kfnL sljtf, sf7df8f}+ M g]=/f=k|=k|= . kf7\of+z zLif{s M cfw'lgs g]kfnL lgaGw / ;dfnf]rgf qm]=cf= M #kf7\of+z ;?\Vof M g]kf=lz= %@^kf7\of+z k|s[lt M ;}4flGts tx M Pd= P8=;]d]:6/ M bf];|f]hDdf kf73G6L M $*!= kf7\of+z kl/roof] kf7\of+z lzIffzf:q ;?\sfo cGtu{t ;]d]:6/ k|0ffnLdf cfwfl/t g]kfnL lzIff ljifodf :gftsf]Q/ -Pd=P8=_ ljlzi6Ls/0f ug{ rfxg] ljBfyL{x?sf] nflu tof/ ul/Psf] xf] . o;df b'O{ k|sf/sf kf7\of+zx? /x]sf 5g\ M cfw'lgs g]kfnL lgaGw / g]kfnL ;dfnf]rgf . cfw'lgs g]kfnL lgaGwcGtu{t lgaGwsf] kl/efiff / :j?k, lgaGwsf k|sf/, lgaGwsf tTj, lgaGwsf] cGo ljwf;Fusf] ;DaGw, g]kfnL lgaGwsf] ljsf;sf k|d'v df]8 tyf k|j[lQx?, k|d'v lgaGwsf/ / ltgsf k|ltlglw lgaGwsf] hfgsf/L, k|d'v g]kfnL lgofqfsf/ / ltgsf k|ltlglw lgaGwsf] cWoog tyf xf:oJo?\Uosf] ;}4flGts kl/ro Pjd\ k|ltlglw xf:oJo?\Uo lgaGwsf/sf lgaGwx? ;dfj]z ul/Psf 5g\ . To;}u/L g]kfnL ;dfnf]rgfcGtu{t ;dfnf]rgfsf] kl/efiff / :j?k, g]kfnL ;dfnf]rgfsf] ljsf;qmd, k|ltlglw g]kfnL ;dfnf]rgfsf k|d'v k|j[lQ / pQ/jtL{ g]kfnL ;dfnf]rgf;Fu ;DalGwt ;fdu|L /flvPsf] 5 . @= ;fwf/0f p2]Zo o; kf7\of+zsf ;fwf/0f p2]Zo lgDgfg';f/ /x]sf 5g\ MlgaGwsf] ;}4flGts kl/ro lbg], k|d'v cfw'lgs lgaGwsf/ / ltgsf k|ltlglw lgaGwsf] ljZn]if0f ug{ ;Sg] Ifdtf clej[l4 ug{],k|d'v g]kfnL lgofqfsf/ / ltgsf lgaGwaf/] ljz]if hfgsf/L k|bfg ug{], g]kfnL xf:oJo?\Uo lgaGwsf] kl/ro / k|j[lQsf] ljj]rgf ug{ ;Ifd t'Nofpg], g]kfnL ;dfnf]rgfsf] ljsf;qmd / k|j[lQ lgwf{/0f ug{ ;Ifd t'Nofpg], k|d'v g]kfnL ;dfnf]rs / ltgsf ;dfnf]rgfTds k|j[lQsf] lg?k0f ug{ ;Sg] ;'emsf] ljsf; ug{] .#= ljlzi6 p2]Zo tyf kf7\oljifo ljlzi6 p2]Zokf7\oljifolgaGwsf] Jo'TklQ / cy{ atfpg lgagwsf] kl/efiff lbg lgaGwsf] :j?kaf/] rrf{ ug{lgaGwsf k|sf/x? pNn]v ug{ lgaGwsf tTjx? atfpg lgaGwsf] cGo ljwf;Fu t'ngf ug{, cfw'lgs g]kfnL lgaGwsf] ljsf;qmd, df]8 / wf/fut k|j[lQ, ljz]iftf / pknlAwsf] d"Nof?\sg ug{, pQ/jtL{ cfw'lgs g]kfnL lgaGwsf] k|of]u / k|j[lQ pNn]v ug{ PsfO Ps M lgaGw l;4fGt -^_!=! lgaGwsf] Jo'TklQ / cy{ !=@ lgaGwsf] kl/efiff !=# lgaGwsf] :j?k !=$ lgaGwsf k|sf/* !=% lgaGwsf tTjx? * !=^ lgaGw / ;flxTosf cGo ljwf -syf, hLjgL / Psf?\sL_* !=& cfw'lgs g]kfnL lgaGwsf] ljsf;qmd, df]8 / wf/fut k|j[lQ, ljz]iftf, pknlAw / d"Nof?\sg !=&=! k|f/lDes k|of; / p7fg !=&=@ k|d'v df]8 / wf/fut k|j[lQ÷ljz]iftf !=* pQ/jtL{ cfw'lgs g]kfnL lgaGwsf] k|of]u / k|j[lQlglb{i6 lgaGwsf/ -afns[i0f ;d, nIdLk|;fb b]jsf]6f, z?\s/ nfld5fg], s[i0frGb| l;+x k|wfg, df]bgfy k|l>t, dfwjk|;fb kf]v/]n / zf/bf zdf{_ sf] kl/ro lbg lglb{i6 lgagwsf/sf k|d'v k|j[lQ / of]ubfgsf] rrf{ ug{ lgaGw tTjsf b[li6n] lglb{i6 lgaGw -afns[i0f ;d, nIdLk|;fb b]jsf]6f, z?\s/ nfld5fg], s[i0frGb| l;+x k|wfg, df]bgfy k|l>t, dfwjk|;fb kf]v/]n / zf/bf zdf{_ sf] ljj]rgf ug{ lglb{i6 lgaGwsf ljlzi6 k?\lStsf] JofVof ug{PsfO b'O{ M k|d'v cfw'lgs lgaGwsf/ / ltgsf k|ltlglw lgaGw -!)_@=! lglb{i6 lgaGwsf/sf] kl/ro @=@ lglb{i6 lgaGwsf/sf d'Vo k|j[lQ / of]ubfg @=# lgaGw tTjsf b[li6n] lglb{i6 lgaGwsf] ljj]rgf @=$ k|ltlglw lgaGwsf/ / ltgsf lgaGwx?@=$=! nIdLk|;fb b]jsf]6f M sNkgf @=$=@ z?\s/ nfld5fg] M PA:6?ofS6 lrGtg Kofh @=$=# s[i0frGb| l;+x k|wfg M uf}td a'4sf] lr7L czf]ssf gfddf @=$=$ df]bgfy k|l>t M d[To';Fu hDsfe]6* @=$=% dfwjk|;fb kf]v/]n M j?0fsf] /ut* @=$=^ zf/bf zdf{ M ljrf/b]lv lglj{rf/;Dd* @=% lglb{i6 lgaGwsf ljlzi6 k?\lStsf] JofVof*lgofqfsf] ;fdfGo kl/ro lbg lgofqfsf] kl/efiff atfpg lgofqfsf] :j?k pNn]v ug{lgofqfsf tTjx?sf] ljj]rgf ug{ lgofqfsf k|sf/x? klxrfg ug{ lgofqfd"ns g]kfnL lgaGwsf] ljsf;k|lqmof, r/0f ljefhg / ltgsf d'Vo k|j[lQx? lg?k0f ug{ k|d'v lgofqfsf/ -tf/fgfy zdf{, b]jLrGb| >]i7, o'j/fh gofF3/]_ sf] ;?\lIfKt kl/ro lbg, lglb{i6 lgofqfsf/sf k|j[lQut d'Vo ljz]iftfx? pNn]v ug{, lglb{i6 lgofqfx? -kftfndf lanfpg] /f]u, Oltxf;sf] kbrfk, _ sf] tTjut cfwf/df ljj]rgf ug{ lglb{i6 lgofqf /rgfsf ljlzi6 k?\lStsf] JofVof ug{ PsfO ltg M k|d'v g]kfnL lgofqfsf/ / ltgsf lgaGw -(_#=! lgofqfsf] kl/ro #=@ lgofqfsf] kl/efiff #=# lgofqfsf] :j?k #=$ lgofqfsf tTjx? #=% lgofqfsf k|sf/x? #=^ lgofqfd"ns g]kfnL lgaGwsf] ljsf; k|lqmof, r/0f ljefhg / ltgsf d'Vo k|j[lQ #=& k|d'v lgofqfsf/sf] ;?\lIfKt kl/ro #=* lgofqfsf/sf k|j[lQut d'Vo ljz]iftf #=( lglb{i6 lgofqfsf] tTjut cfwf/df ljj]rgf #=!) lglb{i6 lgaGwsf/sf s[ltx? #=!)=! tf/fgfy zdf{ M kftfndf lanfpg] /f]u #=!)=@ b]jLrGb| >]i7 M Oltxf;sf] kbrfk* #=!)=# 3gZofd /fhsl0f{sf/ M#=!! lglb{i6 lgofqf /rgfsf] ljlzi6 k?\lStsf] JofVof ug{ *xf:oJo?\Josf] kl/ro lbg, xf:oJo?\Josf] kl/efiff atfpg xf:oJo?\Josf] :j?k pNn]v ug{ xf:oJo?\Josf tTjx?sf] ljj]rgf ug{ xf:oJo?\Josf k|sf/x? atfpg xf:oJo?\Jo g]kfnL lgaGwsf] ljsf; k|lqmof, r/0f ljefhg / ltgsf d'Vo k|j[lQx?sf] d"Nof?\sg ug{lglb{i6 xf:oJo?\Josf/ -s]zj/fh lkF8fnL, e}/j cof{n, df]xg/fh zdf{, _ sf] kl/ro lbg lglb{i6 xf:oJo?\Josf/sf k|j[lQut ljz]iftfx?sf] ljj]rgf ug{ lglb{i6 xf:oJo?\Jo /rgfsf] tTjut cfwf/df ljj]rgf ug{, lglb{i6 xf:oJo?\Jo lgaGwsf ljlzi6 k?\lStx?sf] JofVof ug{ . PsfO rf/ M g]kfnL xf:oJo?\Uo lgaGwsf cWoog -(_$=! xf:oJo?\Uosf] kl/ro$=@ xf:oJo?\Uosf] kl/efiff $=# xf:oJo?\Uosf] :j?k$=$ xf:oJo?\Uosf tTjx?* $=% xf:oJo?\Uosf k|sf/x?* $=^ xf:oJo?\Uo g]kfnL lgaGwsf] ljsf;k|lqmof, r/0f ljefhg / ltgsf d'Vo k|j[lQ $=& lglb{i6 k|d'v xf:oJo?\Uosf/sf] ;?\lIfKt kl/ro $=* lglb{i6 xf:oJo?\Uosf/sf k|j[lQut ljz]iftf* $=( lglb{i6 xf:oJo?\Uo lgaGwsf] tTjut cfwf/df ljj]rgf $=!) lglb{i6 xf:oJo?\UofTds lgaGwsf/sf k|d'v lgaGw $=!)=! s]zj/fh lkF8fnL M odk'/Lsf] ofqf $=!)=@ e}/j cof{n M c;gsf] 8anL $=!)=# df]xg/fh zdf{ M ;'gf}nf] laxfgL* $=!! lgwf{l/t xf:oJo?\UofTds lgaGwsf ljlzi6 k?\lStsf] JofVof* ;dfnf]rgfsf] kl/ro lbg;dfnf]rgfsf] kl/efiff atfpg;dfnf]rgfsf] :j?k pNn]v ug{g]kfnL ;dfnf]rgfsf] ljsf;qmd, k|d'v df]8 / k|j[lQsf] ;dLIff ug{vf]hk/s g]kfnL ;dfnf]rgf, k|f/De, ljsf;, k|d'v JolQmTj / ltgsf pklnAwsf] rrf{ ug{k|ultjfbL g]kfnL ;dfnf]rgfsf] p7fg, lj:tf/ / k|d'v JolQmTj Pjd\ d"n k|j[lQsf] rrf{ ug{pQ/jtL{ g]kfnL ;dfnf]rgfsf k|d'v wf/f, kIf / k|j[lQsf] ;dLIff ug{PsfO kfFr M g]kfnL ;dfnf]rgfsf] ljsf;qmd / k|j[lQ -^_%=!;dfnf]rgfsf] kl/ro %=@;dfnf]rgfsf] kl/efiff*%=#;dfnf]rgfsf] :j?k*%=$g]kfnL ;dfnf]rgfsf] ljsf;qmd, k|d'v df]8 / k|j[lQ%=%vf]hk/s g]kfnL ;dfnf]rgf, k|f/De, ljsf;, k|d'v JolQmTj / ltgsf pklnAw*%=^k|ultjfbL g]kfnL ;dfnf]rgfsf] p7fg, lj:tf/ / k|d'v JolQmTj Pjd\ d"n k|j[lQ*%=&pQ/jtL{ g]kfnL ;dfnf]rgfsf k|d'v wf/f, kIf / k|j[lQ*k|d'v g]kfnL ;dfnf]rs / ltgsf ;dfnf]rgfTds k|j[lQx?sf] rrf{ ug{PsfO 5 Mk|d'v g]kfnL ;dfnf]rs / ltgsf ;dfnf]rgfTds k|j[lQx? -*_^=!afa'/fd cfrfo{*^=@ob'gfy vgfn^=#/fds[i0f zdf{^=$O{Zj/ a/fn^=%s[i0frGb| l;+x k|wfg^=^OGb|axfb'/ /fO{^=&tf/fgfy zdf{*^=*s]zjk|;fb pkfWofo*^=(df]xg/fh zdf{^=!)jf;'b]j lqkf7L$= lzIf0f k|ljlw o; kf7\of+zsf] cWoog cWofkgsf qmddf k|of]u x'g] lzIf0f k|ljlwnfO{ b'O{ efudf juL{s/0f ul/Psf] 5 . clwsf+z kf7\oj:t'x? cWofkg ug{ k|of]u ul/g] lzIf0f k|ljlw ;fwf/0f lzIf0f k|ljlwdf /flvPsf 5g\ eg] s'g} lglZrt PsfOcGtu{tsf kf7\oj:t' cWofkg ug{ k|of]u ul/g] lzIf0f k|ljlwnfO{ ljlzi6 lzIf0f k|ljlw cGtu{t /flvPsf] 5 .$=! ;fwf/0f lzIf0fk|ljlw k|To]s PsfOdf cfjZostfcg';f/ JofVofg, k|Zgf]Q/, 5nkmn tyf k|:t'tLs/0f ljlwsf] pkof]u ul/g] 5 . PsfOsf] k|s[ltcg'?k kf7\ok':ts, ;xfos k':ts, ;Gbe{ k':ts, kf7kq, tflnsf / cf/]vx?sf] pkof]u ul/g] 5 . $=@ ljlzi6 lzIf0fk|ljlw PsfO Psdf sIff k|:t'lt / JofVofg ljlwsf] k|of]u ul/g]5 . PsfO b'O{df JofVofg, 5nkmn / k|:t'tLs/0f ljlwsf] pkof]u ul/g] 5 . PsfO ltgdf JofVofg, 5nkmn / k|:t'tLs/0f ljlw cjnDag ul/g] 5 .PsfO rf/df JolQmut / ;fd"lxs ?kdf sfo{kq n]vg / k|:t'lt ug{ nufOg] 5 . PsfO kfFrdf ;}4flGts k|:t'lt / sIffut cEof; u/fOg]5 . PsfO 5df JolQmut tyf ;fd'lxs sfo{df ljBfyL{x?nfO{ k|f]T;flxt ul/g] 5 . PsfO Ps lgaGwsf k|sf/* lgaGwsf t?jx? * lgaGw / ;flxTosf cGo ljwf -syf, hLjgL / Psf?\sL_* k|fof]lus sfo{snfkJolQmut sIff k|:t'ltJolQmut sIff k|:t'lt;fd"lxs cWoog kq n]vg / sIff k|:t'ltPsfO b'O{ df]bgfy k|l>t M d[To';Fu hDsfe]6* dfwjk|;fb kf]v/]n M j?0fsf] /ut* zf/bf zdf{ M ljrf/b]lv lglj{rf/;Dd* lglb{i6 lgaGwsf ljlzi6 k?\lStsf] JofVof*JolQmut sIff k|:t'lt;fd"lxs cWoogkq n]vg;fd"lxs cWoog kq n]vgkl/of]hgf sfo{PsfO ltg b]jLrGb| >]i7 M Oltxf;sf] kbrfk* lglb{i6 lgofqf /rgfsf] ljlzi6 k?\lStsf] JofVof ug{ *JolQmut tyf ;fd"lxs sIff k|:t'ltJolQmut sIff k|:t'ltPsfO rf/ xf:oJo?\Uosf t?jx?* xf:oJo?\Uosf k|sf/x?* lglb{i6 xf:oJo?\Uosf/sf k|j[lQut ljz]iftf* df]xg/fh zdf{ M ;'gf}nf] laxfgL* lgwf{l/t xf:oJo?\UofTds lgaGwsf ljlzi6 k?\lStsf] JofVof* JolQmut sIff k|:t'ltJolQmut sIff k|:t'ltkl/of]hgf sfo{u[xsfo{ tyf sIff k|:t'ltJolQmut sIff k|:t'ltPsfO kfFr ;dfnf]rgfsf] kl/efiff*;dfnf]rgfsf] :j?k*g]kfnL ;dfnf]rgfsf] ljsf;qmd, k|d'v df]8 / k|j[lQvf]hk/s g]kfnL ;dfnf]rgf, k|f/De, ljsf;, k|d'v JolQmTj / ltgsf pklnAw*k|ultjfbL g]kfnL ;dfnf]rgfsf] p7fg, lj:tf/ / k|d'v JolQmTj Pjd\ d"n k|j[lQ*pQ/jtL{ g]kfnL ;dfnf]rgfsf k|d'v wf/f, kIf / k|j[lQ*JolQmut sIff k|:t'ltJolQmut sIff k|:t'lt;fd"lxs cWoog kq n]vg / k|:t'lt;fd"lxs cWoog kq n]vg / k|:t'ltkl/of]hgf sfo{uf]i7Lkq n]vg, k|:t'lt / l6Kk0fLPsfO 5 afa'/fd cfrfo{*tf/fgfy zdf{*s]zjk|;fb pkfWofo*JolQmut sIff k|:t'ltJolQmut sIff k|:t'lt;fd"lxs cWoog kq n]vgk|fof]lus sfo{snfk cGtu{t dfly ljleGg PsfOsf pkzLif{sdf tf/f -*_ lrGx lbO{ ;+s]t ul/Psf ;fdu|Lsf ;fy;fy} kf7\oqmd leq ;dfj]z ePsf c? ;fdu|Lx?nfO{ klg lzIfsn] cfjZostfcg';f/ JolQmut tyf ;fd"lxs sIffsfo{ Pjd\ kl/of]hgf sfo{, uf]i7Lkq n]vg, k|:t'lt / l6Kk0fL h:tf sfo{snfkx? u/fpg' cfjZos 7flgPsf] 5 . %= d"Nof?\sg k|lqmof o; kf7\of+zsf] d"Nof?\sg k|lqmof b'O{ k|s[ltsf] x'g]5 M -!_ cfGtl/s d"Nof?\sg -@_ afXo d"Nof?\sg -!_cfGtl/s d"Nof?\sg cfGtl/s d"Nof?\sgsf nflu $)? c?\sef/ 5'6\ofOPsf] 5 . pQm d"Nof?\sgsf nflu lglb{i6 k|fof]lus sfo{cGtu{t /xL ljifo lzIfsn] lgDg cfwf/x? cjnDag ug{'kg{] 5 M -s_pkl:ylt – % c?\s -v_lzIf0f l;sfOdf ;xeflutf – % c?\s -u_klxnf] cfGtl/s k/LIff – !) c?\s -3_bf];|f] cfGtl/s k/LIff – !) c?\s-?_t];|f] cfGtl/s k/LIff – !) c?\s klxnf] cfGtl/s k/LIffsf nflu ljifo lzIfsn] lgDglnlvt sfo{x? ug{ nufpg] 5g\M cWoogkq n]vg, k':ts ;dLIff, n]v k'g/fjnf]sg, s'g} ljifo zLif{s s]lGb|t cWoog kq tof/L, cfGtl/s k/LIff, PsfO k/LIff, 1fg÷k|ltef k/LIf0f cflb . bf];|f] cfGtl/s k/LIffsf nflu ljifo lzIfsn] lgDglnlvt sfo{x? ug{ nufpg] 5g\ M kl/of]hgf sfo{, cj:yf÷36gf cWoog, uf]i7L, If]qsfo{, JolQmut jf ;d"xut k|ltj]bg n]vg, l?tLo ;|f]t ;fdu|Ldf cfwfl/t cWoogkq n]vg, k"jf{Woog, k'g/fjnf]sg / clen]vLs/0f cflb . t];|f] cfGtl/s k/LIffsf nflu cfGtl/s ;'wf/ k/LIffsf ?kdf ^) k"0ff{?\ssf] k/LIff lnO{ To;nfO{ !) c?\sdf ?kfGt/ ul/g]5 . pko{'Qm klxnf], bf];|f], t];|f] cfGtl/s k/LIff dWo] b'O{j6f lnlvt k/LIffdf ljBfyL{x? clgjfo{ ?kdf ;dfj]z x'g'kg{] 5 . @=afXo d"Nof?\sg afXo d"Nof?\sgsf nflu ^)? c?\sef/ 5'6\ofOPsf] 5 . pQm d"Nof?\sgsf nflu lq=lj= lzIffzf:q ;?\sfo, 8Lgsf] sfof{no?f/f ;qfGtdf k/LIff lnOg] 5 . ;f] k/LIffdf ;f]lwg] k|Zgsf] k|s[lt, 9fFrf / To;sf] c?\sef/ lgDgfg';f/ x'g] 5 M k|Zgsf] k|s[lt;f]lwg] k|Zg ;?\VofpQ/ lbg'kg{] k|Zg ;?\Vofk|ltk|Zg 5'6\ofOPsf] c?\sk"0ff{?\s;d"x …s? M ax'j}slNks k|Zg1010110;d"x …v? M 5f]6f] pQ/ cfpg] k|Zg*66530;d"x …u? M nfdf] pQ/ cfpg] k|Zg221020* ;k|;?\u JofVof ug{ lbOg] k|Zgdf ;|f]t ;Gbe{ ;dfj]z ul/g] 5 .pkl:ylt / sIff ;xeflutf -s_;]d]:6/ k|0ffnLdf *) k|ltzt pkl:ylt clgjfo{ x'g]5 . () k|ltzt;Dd pkl:ylt x'g] ljBfyL{nfO{ $ c?\s / () eGbf dfly pkl:yt x'g] ljBfyL{nfO{ % c?\s k|bfg ul/g]5 . -v_sIff ;xeflutfsf] % c?\s dWo] ;DalGwt ljifo lzIfsn] ljBfyL{sf]]] sIff sfo{snfksf] d"Nof?\sg u/L c?\s k|bfg ug{]5g\ . l;kmfl/; ul/Psf kf7\ok':ts / ;Gbe{ ;fdu|Lkf7\ok':tscof{n, e}/j, hoe'F8L, nlntk'/ M ;femf k|sfzg . cof{n, e}/j -;Dkf=_, ;femf lgaGw, nlntk'/ M ;femf k|sfzg . vgfn, ob'gfy -@)$(_, ;dfnf]rgfsf] l;4fGt -kfrf}+=;+=_ nlntk'/ M ;femf k|sfzg .b]jsf]6f, nIdLk|;fb, nIdL lgaGw;?\u|x, nlntk'/ M ;femf k|sfzg . gofF3/], o'j/fh, cgfd kxf8df kmgkmgL, nlntk'/ M ;femf k|sfzg .kf]v/]n, afns[i0f, ;femf lgaGw, nlntk'/ M ;femf k|sfzg .lk+8fnL, s]zj/fh, k|ltlglw g]kfnL xf:oJo?\Uo lgaGw, sf7df8f}+ M ljj]szLn k|sfzg k|f=ln= . k|wfg, s[i0frGb|l;+x, kfOnf M cfutdf 6]s]/, nlntk'/ M ;femf k|sfzg .nfld5fg], z?\s/, PA:6?ofS6 lrGtg Kofh, nlntk'/ M ;femf k|sfzg .>]i7, b]jLrGb|, x'Dnf af]N5 dfg;/f]j/df, nlntk'/ M ;femf k|sfzg . ;Gbe{ ;fdu|Lclwsf/L, /ljnfn -@)%!_, g]kfnL ;dfnf]rgfsf] ?k/]vf -k|=;+=_, kf]v/f M n]sfnL k|sfzg .clwsf/L, /ljnfn -@)%^_, k|ultjfbL g]kfnL ;dfnf]rgf -k|=;+=_, kf]v/f M n]sfnL k|sfzg .clwsf/L, /fdnfn, g]kfnL lgaGw ofqf, bflh{ln? M g]kfnL ;flxTo ;~rlosf . cf]emf, /fdgfy, nIdLk|;fb b]jsf]6fsf] lgaGwsfl/tf, sf7df8f}+ M lkgfsn klAns];g . cf]emf, /fdgfy, z?\s/ nfld5fg]sf] lgaGwsfl/tf, sf7df8f}+ M kfn'jf k|sfzg . cf]emf, /fdgfy, Jo?\Uo l;4fGt M k/Dk/f / k|j[lQ, sf7df8f}+ M jf?\do k|sfzg u[x . sF8]n, 3gZofd -@)%%_, g]kfnL ;dfnf]rgf -k|=;+=_, nlntk'/ M ;femf k|sfzg .If]qL, zflGt, -@)$(_, g]kfnL ;dfnf]rgf;flxTodf /fds[i0f zdf{sf] of]ubfg, l;lSsd M lqg]q OG6/g]zgn k|sfzg .vgfn, ob'gfy -@)$(_, ;flxlTos rrf{ -bf];|f] ;+=_, nlntk'/ M ;femf k|sfzg .k|wfg, s[i0frGb|l;+x -;Dkf_ -@)%@_, ;femf ;dfnf]rgf -rf}yf] ;++=_, nlntk'/ M ;femf k|sfzg .k|;fO{+, g/]Gb|/fh -@)%%_, g]kfnL ;flxTosf k|d'v ;dfnf]rs -k|=;+=_, sf7df8f}+ M Pstf k|sfzg .kf]v/]n, s]zj/fh, g]kfnL ;dfnf]rgf, sf7df8f}+ M ========================================= . a/fn, O{Zj/ -;Dkf_ -@)#(_, ‰ofnaf6 -t[=;+=_, sf7df8f}+ M ;femf k|sfzg .a/fn, O{Zj/ -;Dkf=_, ;okqL, nlntk'/ M ;femf k|sfzg . e08f/L, kf/;dl0f / cGo, -@)^(_, ;flxTozf:q / g]kfnL ;dfnf]rgf, sf7df8f}+ M ljBfyL{ k':ts e08f/ .n'O6]n, g/gfy, rDrf lrGtg -xf:oJo?\Uo ;?\u|x_, sf7df8f}+ M h'Fuf k|sfzg . zdf{, tf/fgfy -@)#$_, efg'eQmb]lv t];|f] cfofd;Dd - l?=;+=_, ;femf k|sfzg, sf7df8f .zdf{, df]xg/fh, ;'gf}nf] laxfgL -lgaGw;?\u|x_, sf7df8f}+ M /Tg k':ts e08f/ . ;'j]bL, /fh]Gb| -@)^#_, g]kfnL ;dfnf]rgf M k/Dk/f / k|j[lQ, e"ldsf k|sfzg, jf/f0f;L .kf7\of+z zLif{s M eflifs k/LIf0f qm]=cf= M #kf7\of+z ;+Vof M g]kf=lz= %@&k"0ff{?\s M ^)kf7\of+z k|s[lt M ;}4flGts pQL0ff{?\s M #)tx M Pd=P8= k|ltxKtf kf73G6L M #;]d]:6/ M bf];|f] hDdf kf73G6L M $*!= kf7?f+z kl/rok|:t't kf7?f+z lzIffzf:qdf ‘g]kfnL lzIff’ ljifo lnP/ b'O{ a;]{ :gfts, ltg a;]{ :gfts, rf/ a;]{ :gfts, Ps a;]{ :gfts jf ;f] ;/xsf] tx pTtL0f{ u/L :gftsf]Tt/ lzIff -Pd=P8=_ sfo{qmd cGtu{t d'Vo ljifo ‘g]kfnL lzIff’ df ljlzi6Ls/0f ug{ rfxg] ljb?fyL{x?sf nflu tof/ kfl/Psf] xf] . o; kf7?f+zdf eflifs k/LIf0fsf ;}b\wflGts cjwf/0ff, dfGotf / wf/, eflifs k/LIf0fsf o'lSt / ;fwg, eflifs k/LIf0f of]hgf tyf eflifs k|Zg lgdf{0f / ljZn]if0fsf ljljw kIfx?sf] ;}b\wflGts / k|fof]lus ;'em ljsf; ug]{ b[li6sf]0f /flvPsf] 5 . o;af6 ljb?fyL{x?df g]kfnL efiff lzIf0fsf ;Gbe{df eflifs k/LIf0fsf] ;f]b\b]Zok"0f{ pkof]u Ifdtf j[b\lw x'g] ck]Iff ul/Psf] 5 .@= ;fwf/0f pb\b]Zoo; kf7?f+zsf] cWoog kl5 ljb?fyL{x? lgDg lnlvt ;fwf/0f pb\b]Zox? xfl;n ug{ ;Ifd x'g] 5g\ Meflifs k/LIf0fsf] ;}b\wflGts cjwf/0ff JoSt ug{eflifs k/LIf0fsf P]ltxfl;s dfGotf / wf/, eflifs k/LIf0fsf u'0f, kZr dfh{g k|efj / g]kfnL eflifs k/LIf0f kl/kf6Lsf] j0f{g ug{ eflifs k/LIf0fsf o'lSt / ;fwgx?sf] ?k/]vf atfpgeflifs k/LIf0f of]hgf / ;fwgx?sf] lgdf{0f / sfof{Gjog k|lqmof pNn]v ug{eflifs k|Zg lgdf{0f / ljZn]if0fsf ;}b\wflGts cfwf/x? klxNofO{ ljleGg k/LIf0f k|of]hg cg';f/sf ;fwg tyf k|Zg lgdf{0f / ljZn]if0fsf] cEof; ug{ .#= ljlzi6 pb\b]Zo / kf7? ljifo j:t'sf] ljj/0f ljlzi6 pb\b]Zokf7?j:t'sf] ljj/0feflifs k/LIf0fsf] kl/ro lbgeflifs k/LIf0fsf k|of]hgx? pNn]v ug{eflifs k/LIf0fsf l;b\wfGtx?sf] JofVof ug{eflifs k/LIf0fsf] k|s[lt cfsng ug{eflifs k/LIf0fsf k|sf/ ljefhg ug{eflifs k/LIf0f eflifs d"Nof?\sgsf] cGt/ ;DaGw b]vfpgk/LIf0f pb\b]Zosf If]q / eflifs k/LIf0fsf ;Ldf lgwf{/0f ug{ .PsfO Ps Meflifs k/LIf0fsf] ;}b\wflGts cjwf/0ff -!)_!=! eflifs k/LIf0fsf] kl/ro!=@ eflifs k/LIf0fsf] k|of]hg!=#eflifs k/LIf0fsf l;b\wfGt!=$eflifs k/LIf0fsf] k|s[lt!=%eflifs k/LIf0fsf k|sf/!=^eflifs k/LIf0f / eflifs d"Nof?\sg !=&k/LIf0f pb\b]Zosf If]q / eflifs k/LIf0fsf ;Ldf [eflifs k/LIf0fsf] P]ltxfl;s ;Gbe{ phfu/ ug{eflifs k/LIf0fsf P]ltxfl;s dfGotf / wf/x?sf] JofVof ug{ eflifs k/LIf0fsf] jt{dfg l:ylt cfsng ug{g]kfnL lzIf0fsf ;Gbe{df eflifs k/LIf0f kl/kf6Lsf] lr/kmf/ ug{eflifs k/LIf0fsf u'0fx?sf] ;6Ls zAblrq ptfg{ eflifs k/LIf0fdf kZr dfh{g k|efjsf] kl/ro lbO{ kmfObfhgs kZr dfh{g k|efjsf pkfox? cf}FNofpg . PsfO b'O{ Meflifs k/LIf0fsf P]ltxfl;s wf/, g]kfnL kl/kf6L, eflifs k/LIf0fsf u'0f / kZr dfh{g k|efj -(_@=!eflifs k/LIf0fsf] P]ltxfl;s ;Gbe{@=@eflifs k/LIf0fsf dfGotf / wf/@=@=!k/Dk/fjfbL÷k"j{ k[ysLs[t kb\wlt@=@=@k[ysLs[t kb\wlt@=@=#PsLs[t kb\wlt@=@=$dgf]efiff j}1flgs kb\wlt@=@=%;fdflhs efiff j}1flgs kb\wlt@=@=^k|sfof{Tds kb\wlt@=@=&;Dk|]if0ffTds kb\wlt@=#eflifs k/LIf0fsf] jt{dfg l:ylt@=$g]kfnL lzIf0fsf ;Gbe{df eflifs k/LIf0f kl/kf6L@=%eflifs k/LIf0fsf u'0f@=%=!j}wtf M cfs[ltut, ljifout, ;djtL{, /rgfTds, cg'dfgfTds, dfgb08fTds@=%=@ljZj;gLotf@=%=#Jofjxfl/stf@=%=$lje]bsfl/tf@=^eflifs k/LIf0fdf kZr dfh{g -Backwash/ Washback_ k|efj@=^=!kZr dfh{g k|efjsf] kl/ro@=^=@kmfObfhgs kZr dfh{g k|efjsf pkfox? eflifs k/LIf0fdf :t/o'St k/LIf0f o'lStsf] kl/ro lbglzIfs lgld{t k/LIf0f o'lStsf] kl/ro lbgeflifs k/LIf0fsf ljljw ;fwg, ;Gbe{ / ;|f]t ;fdu|Lx?sf] kl/rofTds vfsf tof/ ug{ .PsfO ltg Meflifs k/LIf0fsf o'lSt / ;fwgx? -!)_#=!:t/o'St k/LIff#=@lzIfs lgld{t k/LIff#=#eflifs k/LIf0fsf ;fwg, ;Gbe{ / ;|f]t ;fdu|Lx?#=#=!df}lvs k/LIff#=#=@lnlvt k/LIff#=#=#k|of]ufTds k/LIff M >j0f, syg÷ df}lvs cleJolSt, k7g, n]vg / PsLs[t l;ksf k|of]uk/s ;Gbe{ / ;|f]t ;fdu|Lx?? ko{j]If0fsf ;fwgx? -hfFr;"rL / >]0fL dfks_eflifs k/LIf0f of]hgf tyf ljlzi6Ls/0f tflnsfsf] lgdf{0f k|lqmof pNn]v ug{k/LIf0f ;fwg / ;fdu|Lx?sf] lgdf{0f k|lqmof atfpgk/LIf0f ;fwg / ;fdu|Lx?sf] kl/is/0f k|lqmof JoSt ug{k/LIf0f k|zf;g / ;fdu|L ;?\sng k|lqmof pNn]v ug{k/LIf0f c?\sg jf dfkg ljlw / k|ljlwx?sf] ?k/]vf lgwf{/0f ug{clGtd d"Nof?\sg / glthf lgwf{/0f k|lqmof cf}FNofpgk/LIf0faf6 k|fKt d"Nof?\sgLo ;"rgfsf] z}Ifl0fs pkof]lutf b;f{pgeflifs k/LIf0f / efiff lzIf0fsf] ;DaGw b]vfpg .PsfO rf/ Mefiff k/LIf0f of]hgf / ;fwgx?sf] lgdf{0f / sfof{Gjog -!)_$=!eflifs k/LIf0f of]hgf / ljlzi6Ls/0f tflnsfsf] lgdf{0f$=@k/LIf0f ;fwg tyf ;fdu|Lx?sf] lgdf{0f$=#k"j{ k/LIf0f, ljZn]if0f tyf k/LIf0f ;fwg / ;fdu|Lx?sf] kl/is/0f$=$k/LIf0f k|zf;g / ;fdu|L ;?\sng$=%k/LIf0f c?\sg jf dfkg ljlw, k|ljlw / ltgsf] k|of]u$=%=!a'Fbfut c?\s dfkg$=%=@k|Zgut c?\s dfkg$=%=#;d"xut c?\s dfkg$=%=$ax' k/LIfsb\jf/f c?\s dfkg$=%=%c?\sg jf dfkgsf s]xL yk wf/0ff / k|ljlw$=^clGtd d"Nof?\sg / glthf lgwf{/0f$=&k/LIf0faf6 k|fKt d"Nof?\sgLo ;"rgfsf] z}Ifl0fs pkof]u$=*eflifs k/LIf0f / efiff lzIf0f eflifs k|Zg lgdf{0f / ljZn]if0fsf] kl/ro lbgeflifs k|Zgsf k|sf/ / k|s[ltsf] ?k/]vf atfpgk/LIf0f cfwf/ / c?\sg dfkg ljlwx?sf] ?k/]vf j0f{g ug{k|Zg lgdf{0fsf qmdab\w r/0fx?sf] kl/rofTds k|:t'lt lbgk/LIf0f k|zf;g / sfof{Gjog k|lqmof pNn]v ug{eflifs k|Zg lgdf{0f / ljZn]if0fsf cfwf/x? :ki6 kfg{s'g} vf; sIff÷txdf s]lGb|t eP/ ljlzi6Ls/0f tflnsfsf cfwf/df ljljw k/LIf0f ;fwg tyf k|Zg lgdf{0f / ljZn]if0f ug{ .PsfO kfFr M eflifs k|Zg lgdf{0f / ljZn]if0f -(_%=!eflifs k|Zg lgdf{0f / ljZn]ifsf] kl/ro%=@eflifs k|Zgsf k|sf/%=@=!ljifout M lgaGwfTds / ;+lIfKt pTt/fTds%=@=@j:t'ut M ax' j}slNks, vfnL 7fpF eg]{, l7s a]l7s 5'6\6?fpg], hf]8f ldnfpg]%=@=#Snf]h / ;L k|Zg%=#k/LIf0f cfwf/ / c?\sg÷dfkg ljlw lgdf{0f%=$k|Zg lgdf{0fsf r/0f M k|Zg of]hgf, k|Zg n]vg, k"j{ k/LIf0f, dfgsLs/0f%=%k/LIf0f k|zf;g / sfof{Gjog%=^eflifs k|Zg lgdf{0f / ljZn]if0fsf cfwf/%=^=!tYof?\s zf:qLo cfwf/%=^=@;}b\wflGts cfwf/ %=^=@=!af?o cfwf/ M lgb]{zg, c?\s ljefhg / ;do lgwf{/0f, k|:t'lt cg'qmd÷:t/0f, k|Zgsf] :j?k / efiff%=^=@=@cfGtl/s cfwf/ M kf7?qmd cg'?ktf, eflifs kIfx?sf] ;+of]hg / ;Gt'ng, k|Zgdf x'g' kg]{ u'0f, k|Zgsf ljljw kIf / efiff%=&sIff jf tx ljz]ifsf k/LIf0f of]hgf, ;fwg / ;fdu|L tyf k|Zg lgdf{0f / ljZn]if0f cEof; $= lzIf0f k|ljlw o; kf7\of+zsf] cWoog cWofkgsf qmddf k|of]u x'g] lzIf0f k|ljlwnfO{ b'O{ efudf juL{s/0f ul/Psf] 5 . clwsf+z kf7\oj:t'x? cWofkg ug{ k|of]u ul/g] lzIf0f k|ljlw ;fwf/0f lzIf0f k|ljlwdf /flvPsf 5g\ eg] s'g} lglZrt PsfOcGtu{tsf kf7\oj:t' cWofkg ug{ k|of]u ul/g] lzIf0f k|ljlwnfO{ ljlzi6 lzIf0f k|ljlw cGtu{t /flvPsf] 5 .$=! ;fwf/0f lzIf0fk|ljlw k|To]s PsfOdf cfjZostfcg';f/ JofVofg, k|Zgf]Q/, 5nkmn tyf k|:t'tLs/0f ljlwsf] pkof]u ul/g] 5 . PsfOsf] k|s[ltcg'?k kf7\ok':ts, ;xfos k':ts, ;Gbe{ k':ts, kf7kq, tflnsf / cf/]vx?sf] pkof]u ul/g] 5 . $=@ ljlzi6 lzIf0fk|ljlw PsfO Psdf ;}4flGts ;fdu|Lsf] ljZn]if0fsf nflu JofVofg / 5nkmn ljlwsf] pkof]u ul/g] 5 . PsfO b'O{df JofVofg, 5nkmn / k|:t'tLs/0f ljlwsf] pkof]u ul/g] 5 . PsfO ltgdf JofVofg, 5nkmn / k|:t'tLs/0f ljlw cjnDag ul/g] 5 ;fy} cfjZostf cg';f/ cf/]v tyf tflnsfsf] pkof]u ul/g] 5 . PsfO rf/df JolQmut / ;fd"lxs ?kdf sfo{kq n]vg / k|:t'lt ug{ nufOg] 5 . %= d"Nof?\sg k|lqmof o; kf7\of+zsf] d"Nof?\sg k|lqmof b'O{ k|s[ltsf] x'g]5 M -!_ cfGtl/s d"Nof?\sg -@_ afXo d"Nof?\sg -!_cfGtl/s d"Nof?\sg cfGtl/s d"Nof?\sgsf nflu $)? c?\sef/ 5'6\ofOPsf] 5 . pQm d"Nof?\sgsf nflu lglb{i6 k|fof]lus sfo{cGtu{t /xL ljifo lzIfsn] lgDg cfwf/x? cjnDag ug{'kg{] 5 M -s_pkl:ylt – % c?\s -v_lzIf0f l;sfOdf ;xeflutf – % c?\s -u_klxnf] cfGtl/s k/LIff – !) c?\s -3_bf];|f] cfGtl/s k/LIff – !) c?\s-?_t];|f] cfGtl/s k/LIff – !) c?\s klxnf] cfGtl/s k/LIffsf nflu ljifo lzIfsn] lgDglnlvt sfo{x? ug{ nufpg] 5g\M cWoogkq n]vg, k':ts ;dLIff, n]v k'g/fjnf]sg, s'g} ljifo zLif{s s]lGb|t cWoog kq tof/L, cfGtl/s k/LIff, PsfO k/LIff, 1fg÷k|ltef k/LIf0f cflb . bf];|f] cfGtl/s k/LIffsf nflu ljifo lzIfsn] lgDglnlvt sfo{x? ug{ nufpg] 5g\ M kl/of]hgf sfo{, cj:yf÷36gf cWoog, uf]i7L, If]qsfo{, JolQmut jf ;d"xut k|ltj]bg n]vg, l?tLo ;|f]t ;fdu|Ldf cfwfl/t cWoogkq n]vg, k"jf{Woog, k'g/fjnf]sg / clen]vLs/0f cflb . t];|f] cfGtl/s k/LIffsf nflu cfGtl/s ;'wf/ k/LIffsf ?kdf ^) k"0ff{?\ssf] k/LIff lnO{ To;nfO{ !) c?\sdf ?kfGt/ ul/g]5 . pko{'Qm klxnf], bf];|f], t];|f] cfGtl/s k/LIff dWo] b'O{j6f lnlvt k/LIffdf ljBfyL{x? clgjfo{ ?kdf ;dfj]z x'g'kg{] 5 . @=afXo d"Nof?\sg afXo d"Nof?\sgsf nflu ^)? c?\sef/ 5'6\ofOPsf] 5 . pQm d"Nof?\sgsf nflu lq=lj= lzIffzf:q ;?\sfo, 8Lgsf] sfof{no?f/f ;qfGtdf k/LIff lnOg] 5 . ;f] k/LIffdf ;f]lwg] k|Zgsf] k|s[lt, 9fFrf / To;sf] c?\sef/ lgDgfg';f/ x'g] 5 M k|Zgsf] k|s[lt;f]lwg] k|Zg ;?\VofpQ/ lbg'kg{] k|Zg ;?\Vofk|ltk|Zg 5'6\ofOPsf] c?\sk"0ff{?\s;d"x …s? M ax'j}slNks k|Zg1010110;d"x …v? M 5f]6f] pQ/ cfpg] k|Zg*66530;d"x …u? M nfdf] pQ/ cfpg] k|Zg221020* ;k|;?\u JofVof ug{ lbOg] k|Zgdf ;|f]t ;Gbe{ ;dfj]z ul/g] 5 .pkl:ylt / sIff ;xeflutf -s_;]d]:6/ k|0ffnLdf *) k|ltzt pkl:ylt clgjfo{ x'g]5 . () k|ltzt;Dd pkl:ylt x'g] ljBfyL{nfO{ $ c?\s / () eGbf dfly pkl:yt x'g] ljBfyL{nfO{ % c?\s k|bfg ul/g]5 . -v_sIff ;xeflutfsf] % c?\s dWo] ;DalGwt ljifo lzIfsn] ljBfyL{sf]]] sIff sfo{snfksf] d"Nof?\sg u/L c?\s k|bfg ug{]5g\ . ;Gbe{ ;fdu|Lclwsf/L, x]df?\u /fh -@)^&_, g]kfnL efiff lzIf0f, sf7df8f}F M ljb?fyL{ k':ts e08f/ .=================== / cGo -@)%%_, g]kfnL efiff lzIf0f -k|fylds lzIfs tflnd, lzIfs :jfWoog ;fdu|L_, eStk'/ M z}lIfs hgzlSt ljsf; s]Gb| .=================== / s]bf/ k|;fb zdf{ -@)%%_, k|f/lDes g]kfnL lzIf0f, sf7df8f}F M ljb?fyL{ k':ts e08f/ .cG8/lxn, lgs -;g\ !((@__, 6]l:6? :kf]s]g Nof?\Uj]h, SoflDa|h M SoflDa|h o'lgel;{6L k|]; . P8;{g, h]= rfN;{ PG8 cb;{ -;g\ !(*&_, l/Eo'h ckm O?\ln; Nof?\Uj]h k|f]lkm;]G;L 6]:6\;\, jfl;?6g 8L=;L= M 6];f]n (TESOL) .*================== -;g\ !((%_, Nof?\Uj]h 6]:6 sG:6?S;g PG8 OefNo'P;g, SoflDa|h M SoflDa|h o'lgel;{6L k|]; . =============== PG8 a|]g gy{ -;g\ !((@_, Nof?\Uj]h 6]l:6? Og b gfOlG6h M b sDo'lgs]l6e n];]hL, sf7df8f}F M DoflSdng klAn;;{ lnld6]8, df]8g{ O?lUn; klAns];g Og P;f]l;o;g ljy b la|l6; sfplG;n .sfHSn/ 8ANo' PG8 cf/= P8]Ndg -;g\ @)))_, b k|]lS6; ckm km/]g Nof?\Uj]h l6lr?, nG8g M 8]le8 kmN6g .sf]x]g, P= -;g\ !(($_, l6lr? Nof?\Uj]h Plaln6L Og b Snf;?d, /f]n]O{ M Go'a/L xfp; klAn;;{ O?\s .vlgof tLy{/fh -;g\ @))%_, OUhfldg];g km/ OGx]G:8 nlg{?, nlnt k'/ M ldn]lgod klAns];g k|fOe]6 lnld6]8lu/L, /fdflzif -;g\@))$_, ?b 6]l:6?\ ckm l/l8?,? of]? EjfO;]h -OPn6L y8{ ef]n'd M %–!%_, sf7df8f}F M g]N6f -NELTA) .*u'Kt, /d]z rGb| -;g\ !(&$_, lzIffd] dfkg cf}/ d"Nof?\sg, cfu/f M nIdL gf/fo0f cu|jfn k':ts k|sfzg . hf]zL, /fwfs[i0f -@)%*_, d"Nof?\sg k|ljlw -k|fylds lzIfs ;]jfsfnLg tflnd kf7?qmd_,eStk'/ M z}lIfs hgzlSt ljsf; s]Gb| .9sfn, zflGt k|;fb -@)^@_, g]kfnL efiff lzIf0f M kl/ro / k|of]u, sf7df8f}F M dgsfdgf a'S; PG8 :6];g/L .kf}8]n, dfwj k|;fb -@)%@_, lhNnf :t/Lo k/LIff @)%! df pkof]u ul/Psf sIff * sf] g]kfnL efiffsf k|Zgx?sf] ljZn]if0f, g]kfnL efifflzIff ljefu, ljZj ljb?fno SofDk; sLlt{k'/df k|:t't Pd=P8= zf]wkq .======================== -@)^^_, k|fylds txdf g]kfnL eflifs l;kx?sf] k|of]ufTds d"Nof?\sg k|ljlwsf] cWoog, lq=lj=lj= lzIffzf:q ;?\sfo, l8gsf] sfof{no, sLlt{k'/df k|:t't ljb?f jfl/lw zf]w k|aGw .========================= -@)^&_, eflifs d"Nof?\sg, sf7df8f}F M ljb?fyL{ k':ts e08f/ -;a} PsfOsf nflu M k':tsdf ePsf d"Nof?\sgsf ;Gbe{x?nfO{ k/LIf0fsf ;Gbe{x?l;t ;dfof]hg u/L cWoog ug'{ kg]{ 5_ .An'd, aL -;g\ !(&@_, 6]S;f]gf]dL ckm Ph's];g cAh]lS6E;, nG8g M n?Dofg .Nof8f], /a6{ -;g\ !(^!_, Nof?\Uj]h 6]l:6?, nG8g M n?Dofg .jL/, ;L=h]= -;g\ !((#_, cG8/:6?flG8? PG8 8]Enlk? Nof?\Uj]h 6]:6;, x]dn x]Dkl:68 M k|;]G6fOn xn .zdf{, s]bf/ k|;fb / dfwj k|;fb kf}8]n -@)^&_, g]kfnL efiff / ;flxTo lzIf0f, sf7df8f}F M ljb?fyL{ k':ts e08f/ .=========================== -@)^*_, g]kfnL efiff lzIf0fsf ;Gbe{x?, sf7df8f}F M ljb?fyL{ k':ts e08f/ .>]i7, uh]Gb| dfg -@)#$_, k/LIff / d"Nof?\sg, sf7df8f}F M lq=lj=lj= lzIffzf:q cWoog ;+:yfg / o'lg;]kmsf] ;+o'St k|fof]hg .?o'h]h, cy{/ -;g\ !((%_, 6]l:6? km/ Nof?\Uj]h l6r;{, SoflDa|h M SoflDa|h o'lgel;{6L k|]; .?o'h]h, P= PG8 6L= kf]6{/ -;Dkf=_ -;g\ !(*#_, s/]G6 8]Enkd]G6 Og Nof?\Uj]h 6]l:6?, nG8g M Ps]8]lds k|]; .kf7\of+z zLif{s M ;fdflhs tyf dgf]efifflj1fg qm]=cf= M #kf7\of+z ;+Vof M g]kf=lz= %@*k"0ff{?\s M ^)kf7\of+z k|s[lt M ;}4flGts pQL0ff{?\s M #)tx M Pd=P8= k|ltxKtf kf73G6L M #;]d]:6/ M bf];|f]hDdf kf73G6L M $*!= kf7of+z kl/rok|:t't kf7\of+z lqe'jg ljZjljBfno lzIffzf:q ;?\sfo cGtu{t ;]d]:6/ k|0ffnLdf cfwfl/t ltg a;{] :gftsf]Q/ -Pd=P8=_ txdf cWoog ug{] ljBfyL{x?sf nflu tof/ kfl/Psf] xf] . o; kf7\of+zdf ;fdflhs efifflj1fg / dgf]efifflj1fgl;t ;Da4 ;}4flGts cfwf/sf :ki6 kfg{] ck]Iff /flvPsf] 5 . of] kf7\of+z v08 …s? / v08 …v? u/L b'O{ efudf ljeflht 5 . v08 …s? cGtu{t ;fdflhs efifflj1fgl;t ;Da4 kf7\oj:t' / v08 …v? cGtu{t dgf]efifflj1fgl;t ;Da4 kf7\oj:t' /x]sf 5g\ . @= ;fwf/0f p2]Zo o; kf7\of+zsf ;fwf/0f p2]Zox? lgDgfg';f/ /x]sf 5g\ M;fdflhs efifflj1fgsf] kl/rolbg] eflifs e]bsf] juL{s/0f ug{ ;Sg] Ifdtfsf] ljsf; ug{] efiffgLlt / of]hgfljifos ljljw kIfsf] aofg ug{ hfgsf/L k|bfg ug{] g]kfnL efiffsf] ef}uf]lns / ;fdflhs l:yltsf af/]df rrf{ ug{] ;fdflhs efifflj1fg / efifflzIf0fsf larsf] ;DaGw :ki6 kfg{] dgf]efifflj1fgsf] cjwf/0ff :ki6 kfg{ ;Sg] Ifdtfsf] 1fg / l;k cfh{g ug{] afnefiff ljsf;sf l;4fGtsf ;fk]Iftfdf rD:sL / lkofh]sf l;4fGtsf] pkof]u ug{ ;Sg] t'Nofpg] afnefiff ljsf;sf r/0f / kIfsf] j}lzi6\o s]nfpg] efiff cfh{gsf k|fSsNkgfsf] j0f{g ug{ ;Ifd agfpg] efiff l;sfOsf k|d'v l;4fGtx?sf af/]df :ki6 wf/0ff agfpg ;Sg] Ifdtf clej[l4 ug{] #= ljlzi6 p2]Zo tyf kf7\oljifoljlzi6 p2]Zokf7\oljifov08 s M ;fdflhs efifflj1fg ;fdflhs efifflj1fgsf] kl/ro lbO{ If]q lgwf{/0f ug{,efifflj1fg / ;fdflhs efifflj1fgsf] ;DaGw :ki6 kfg{, jStf / eflifs ;d'bfosf] ;DaGw cf}+Nofpg, eflifs ;d'bfo lgwf{/0fsf cfwf/x? 5'6\ofpg, efiff / ;dfhsf] cjwf/0ff :ki6 kfg{, ;lk/ xf]k{sf] cg'sNkgf;DaGwL wf/0ff k|:t't ug{, eflifs cjnDag, :jLs/0f / ckIfdnfO{ lrgfpg, ;dfhsf] k|s[ltcg's"n eflifs k|efj b]vfpg, efiffsf] ;Dk|]if0ffTds ;fdYo{ / ;Dk|]if0ffTds c;dy{tfsf] cjwf/0ff k|:t't ug{, eflifs ;j{]If0f k4ltsf] kl/ro lbg .PsfO Ps M ;fdflhs efifflj1fg -^_!=! ;fdflhs efifflj1fgsf] kl/ro / If]q !=@ efifflj1fg / ;fdflhs efifflj1fg !=# jStf / eflifs ;d'bfo !=$ eflifs ;d'bfo lgwf{/0fsf cfwf/x? !=% efiff / ;dfh !=^ ;lkm/ xf]km{sf] cg'sNkgf !=& eflifs cjnDag, :jLs/0f / ckIfd !=* ;dfhsf] k|s[lt / To;df efiffsf] k|efj !=( efiffsf] ;Dk|]if0ffTds ;fdYo{ / ;Dk|]if0ffTds c;dy{tf !=!) efiff ;j{]If0f k4lt eflifs e]bsf] kl/ro lbO{ juL{s/0f ug{] cfwf/x? 7Dofpg efiff, eflifsf / JolSt efiffsf] leGgtf klxrfg ug{, eflifs lgwf{/0fsf cfwf/x? 5'6\ofpg, efiffsf If]qLo / ;fdflhs e]b klxrfgsf cfwf/x? s]nfpg efiffsf sfn, ljifo, k|;?, dfWod h:tf e]bx?sf] rrf{ ug{ /fi6?efiff, :yfgLo efiff / ljb]zL efiff larsf] cGt/ s]nfpg, l?eflifstf ÷ax'eflifstfsf] kl/ro lbO{ o;sf] k|s[lt / k|sf/ 5'6\ofpg efiff?}t, sf]8ld>0f / sf]8 kl/jt{gsf] cjwf/0ff :ki6 kfg{, lklhg / qm]cf]nsf] kl/ro lbO{ ltgsf] cGt/ 5'6\ofpg . PsfO b'O{ M eflifs e]b -^_@=! eflifs e]b / juL{s/0fsf cfwf/x? @=@ efiff, eflifsf / JolSt efiff@=# eflifsf lgwf{/0fsf cfwf/x?@=$ efiffsf If]qLo / ;fdflhs e]b@=% efiffsf cGo e]b @=%=! sfn @=%=@ ljifo @=%=# k|;?@=%=$ dfWod @=^ /fi6?efiff, :yfgLo efiff / ljb]zL efiff @=& l?eflifstf÷ax'eflifstfsf k|s[lt / k|sf/ @=* efiff?}t, sf]8ld>0f / sf]8 kl/jt{g @=( lklhg / qm]cf]n efiffgLlt / of]hgfsf] kl/ro lbg efiff of]hgfsf cfjZostfsf] j0f{g ug{ k|of]hgsf cfwf/df efiffx?sf] k|s[lt lgwf{/0f ug{ efiffof]hgfsf k|d'v ;d:of :ki6 kfg{, efiffof]hgfsf :t/ut / :j?kut k|sf/sf] rrf{ ug{ efiffof]hgfsf k|d'v kIfsf] j0f{g ug{ g]kfnL efiffsf] dfgsLs/0f k|lqmof cf}+Nofpg efiffsf] cfw'lgsLs/0f k|lqmofsf] rrf{ u/L To;df ;d:of s]nfpg g]kfnL efiffsf] cfw'lgsLs/0f k|lqmof pNn]v ug{ g]kfnL efiffsf] ef}uf]lns / ;fdflhs l:yltsf] j0f{g ug{, g]kfnsf] ljut / jt{dfgsf] efiffgLlt ;DaGwL b[li6sf]0f k|:t't ug{ ;Dks{, dfWod, lzIff, ;~rf/–k|ljlw Pjd\ k|zf;lgs If]qdf g]kfnL efiffsf] e"ldsf cf}+Nofpg efiffgLlt;DaGwL cfof]u tyf ;'emfj ;ldltsf d'Vo cjwf/0ff k|:t't ug{ PsfO ltg M efiffgLlt, of]hgf / g]kfnsf] eflifs l:ylt -^_#=! efiffgLlt / of]hgf #=@ efiffof]hgfsf] cfjZostf #=# k|of]hgsf cfwf/df efiffx? #=#=! k|wfg #=#=@ ;Dk"/s #=#=# ;xfos #=#=$ ;dt'No #=#=% kl/k"/s #=$ efiffof]hgfsf k|d'v ;d:of #=% efiffof]hgfsf k|d'v k|sf/ #=%=! :t/ut #=%=@ :j?kut #=^ efiffof]hgfsf k|d'v kIf #=^=! 5gf]6 #=^=@ sf]8Ls/0f #=^=# dfgsLs/0f #=^=$ lj:t/0f #=& g]kfnL efiffsf] dfgsLs/0f k|lqmof #=* efiffsf] cfw'lgsLs/0f k|lqmofsf ;d:of #=( g]kfnL efiffsf] cfw'lgsLs/0f #=!) g]kfnL efiffsf] ef}uf]lns / ;fdflhs l:ylt #=!! g]kfnsf] efiffgLlt M ljut / jt{dfg #=!@ ;Dks{, dfWod, lzIff, ;~rf/ k|ljlw Pjd\ k|zf;lgs If]qdf g]kfnL efiffsf] e"ldsf #=!# cfof]u tyf ;'emfj ;ldlt d'Vo cjwf/0ff;fdflhs efifflj1fg / efifflzIf0fsf] ;DaGw :ki6 kfg{, efiff lzIf0fdf ;fdflhs efifflj1fgsf] pkof]lutf s]nfpg, ;fdflhs efifflj1fgsf] z}Ifl0fs dx?j klxNofpg PsfO rf/ M ;fdflhs efifflj1fg / efifflzIf0f -^_$=! ;fdflhs efifflj1fg / efiff lzIf0fsf] ;DaGw $=@ efiff lzIf0fdf ;fdflhs efifflj1fgsf] pkof]lutf $=# ;fdflhs efifflj1fgsf] z}Ifl0fs dx?j v08 v M dgf]efifflj1fgdgf]efifflj1fgsf] kl/ro lbO{ o;sf] If]q klxNofpg, dgf]efifflj1fgsf] ljsf;qmdsf] rrf{ ug{ efiff / dl:tis larsf] cjwf/0ffsf] cGt;{Dagw s]nfpg . PsfO kfFr M dgf]efifflj1fg -^_%=! dgf]efifflj1fgsf] kl/ro / If]q %=@ dgf]efifflj1fgsf] ljsf;qmd %=# efiff / dl:tissf] cGt;{DaGw %=#=! >Job[ZofTds k|lqmof %=#=@ pRrfo{ n]VofTds k|lqmof %=# sf]8Ls/0f / ljsf]8Ls/0f %=$ dfgjefiff / k|f0fL ;Dk|]if0f afnefiffljsf;sf ;Gbe{df rD:sLsf l;4fGt;DaGwL b[li6sf]0f;Fu kl/lt x'g, afnefiff ljsf;df lkofh]sf l;4fGtsf] rrf{ ug{, efiffljsf; / ;+1fgfTds ljsf;sf] pNn]v ug{, rD:sL / lkofh]sf efiffljsf;;DaGwL l;4fGtsf] t'ngf ug{, afnefiff ljsf;sf r/0fx? / ltgsf ljz]iftfx?sf] j0f{g ug{, afnefiff ljsf;sf ljleGg kIfsf] ljsf;sf ;DaGwdf kl/lrt x'g, PsfO 5 M afnefiff ljsf;sf l;4fGt -^_^=! afnefiff ljsf;sf rD:sLsf] l;4fGt^=!=! efiffk|flKt k|lqmof ^=!=@ efiffk|flKt ;+oGq ^=!=# ;fdYo{ / ;[hgzLntf ^=@ afnefiff ljsf;df lkofh]sf] l;4fGt ^=@=! cfTds]Gb|L af]nL ^=@=@ efiffaf/] lkofh]sf] b[li6sf]0f ^=# efiffljsf; / ;+1fgfTds ljsf; ^=$ rD:sL / lkofh]sf efiff ljsf;;DaGwL l;4fgtsf] t'ngf ^=% afnefiffljsf;sf r/0fx? / ltgsf ljz]iftf ^=%=! k|f/lDes r/0f ^=%=@ pQ/jtL{ r/0f ^=^ afnefiff ljsf;sf kIfx? ^=^=! WjGofTds ^=^=@ cfbfgfTds / k|bfgfTds ^=^=# zAbfy{ / zAbe08f/ ^=^=$ Jofs/0fftds / ;?\sygfTds efiffk|flKt / cfh{gdf leGgtf 5'6\ofpg efiff cfh{gsf ljleGg k|fSsNkgfsf] pNn]v ug{ qm\of;gsf cg'sNkgfsf] cWofkg zf:qLo pkof]lutf b;f{pg PsfO ;ft M efiff cfh{gsf k|fSsNkgfx? -^_&=! efiffk|flKt / cfh{g&=@ ;flu{s cg'qmd k|fSsNkgf &=# dlg6/ k|fSsNkgf &=$ cg'k|ljli6 k|fSsNkgf &=% k|efjL lkmN6/ k|fSsNkgf &=^ efiffk|flKt ;DaGwdf ;+qmd0f sfnLg cg'sNkgf &=& qm\of;gsf cg'sNkgfsf] cWofkg zf:qLo pkof]lutf efiffl;sfOsf Jojxf/jfbL / dgf]jfbL l;4fGtsf] kl/ro lbg, Jojxf/jfbL / dgf]jfbL l;4fGtlar leGgtf cf}+Nofpg dgf]efifflj1fg / efifflzIf0flarsf] pkof]lutf cf}+Nofpg PsfO cf7 M efiffl;sfOsf k|d'v l;4fGt -^_*=! Jojxf/jfbL l;4fGt *=@ dgf]jfbL l;4fGt *=# Jojxf/jfbL / dgf]jfbL l;4fGtsf larsf] t'ngf *=$ dgf]efiff lj1fg / efifflzIf0f *=% efifflzIf0fdf dgf]efifflj1fgsf] pkof]lutf $= lzIf0f k|ljlw o; kf7\of+zsf] cWoog cWofkgsf qmddf k|of]u x'g] lzIf0f k|ljlwnfO{ b'O{ efudf juL{s/0f ul/Psf] 5 . clwsf+z kf7\oj:t'x? cWofkg ug{ k|of]u ul/g] lzIf0f k|ljlw ;fwf/0f lzIf0f k|ljlwdf /flvPsf 5g\ eg] s'g} lglZrt PsfOcGtu{tsf kf7\oj:t' cWofkg ug{ k|of]u ul/g] lzIf0f k|ljlwnfO{ ljlzi6 lzIf0f k|ljlw cGtu{t /flvPsf] 5 .$=! ;fwf/0f lzIf0fk|ljlw k|To]s PsfOdf cfjZostfcg';f/ JofVofg, k|Zgf]Q/, 5nkmn tyf k|:t'tLs/0f ljlwsf] pkof]u ul/g]5 . PsfOsf] k|s[ltcg'?k kf7\ok':ts, ;xfos k':ts, ;Gbe{ k':ts, kf7kq, tflnsf / cf/]vx?sf] pkof]u ul/g]5 . %= d"Nof?\sg k|lqmof o; kf7\of+zsf] d"Nof?\sg k|lqmof b'O{ k|s[ltsf] x'g]5 M -!_ cfGtl/s d"Nof?\sg -@_ afXo d"Nof?\sg -!_cfGtl/s d"Nof?\sg cfGtl/s d"Nof?\sgsf nflu $)? c?\sef/ 5'6\ofOPsf] 5 . pQm d"Nof?\sgsf nflu lglb{i6 k|fof]lus sfo{cGtu{t /xL ljifo lzIfsn] lgDg cfwf/x? cjnDag ug{'kg{] 5 M -s_pkl:ylt – % c?\s -v_lzIf0f l;sfOdf ;xeflutf – % c?\s -u_klxnf] cfGtl/s k/LIff – !) c?\s -3_bf];|f] cfGtl/s k/LIff – !) c?\s-?_t];|f] cfGtl/s k/LIff – !) c?\s klxnf] cfGtl/s k/LIffsf nflu ljifo lzIfsn] lgDglnlvt sfo{x? ug{ nufpg] 5g\M cWoogkq n]vg, k':ts ;dLIff, n]v k'g/fjnf]sg, s'g} ljifo zLif{s s]lGb|t cWoog kq tof/L, cfGtl/s k/LIff, PsfO k/LIff, 1fg÷k|ltef k/LIf0f cflb . bf];|f] cfGtl/s k/LIffsf nflu ljifo lzIfsn] lgDglnlvt sfo{x? ug{ nufpg] 5g\ M kl/of]hgf sfo{, cj:yf÷36gf cWoog, uf]i7L, If]qsfo{, JolQmut jf ;d"xut k|ltj]bg n]vg, l?tLo ;|f]t ;fdu|Ldf cfwfl/t cWoogkq n]vg, k"jf{Woog, k'g/fjnf]sg / clen]vLs/0f cflb . t];|f] cfGtl/s k/LIffsf nflu cfGtl/s ;'wf/ k/LIffsf ?kdf ^) k"0ff{?\ssf] k/LIff lnO{ To;nfO{ !) c?\sdf ?kfGt/ ul/g]5 . pko{'Qm klxnf], bf];|f], t];|f] cfGtl/s k/LIff dWo] b'O{j6f lnlvt k/LIffdf ljBfyL{x? clgjfo{ ?kdf ;dfj]z x'g'kg{] 5 . @=afXo d"Nof?\sg afXo d"Nof?\sgsf nflu ^)? c?\sef/ 5'6\ofOPsf] 5 . pQm d"Nof?\sgsf nflu lq=lj= lzIffzf:q ;?\sfo, 8Lgsf] sfof{no?f/f ;qfGtdf k/LIff lnOg] 5 . ;f] k/LIffdf ;f]lwg] k|Zgsf] k|s[lt, 9fFrf / To;sf] c?\sef/ lgDgfg';f/ x'g] 5 M k|Zgsf] k|s[lt;f]lwg] k|Zg ;?\VofpQ/ lbg'kg{] k|Zg ;?\Vofk|ltk|Zg 5'6\ofOPsf] c?\sk"0ff{?\s;d"x …s? M ax'j}slNks k|Zg1010110;d"x …v? M 5f]6f] pQ/ cfpg] k|Zg*66530;d"x …u? M nfdf] pQ/ cfpg] k|Zg221020* ;k|;?\u JofVof ug{ lbOg] k|Zgdf ;|f]t ;Gbe{ ;dfj]z ul/g] 5 .pkl:ylt / sIff ;xeflutf -s_;]d]:6/ k|0ffnLdf *) k|ltzt pkl:ylt clgjfo{ x'g]5 . () k|ltzt;Dd pkl:ylt x'g] ljBfyL{nfO{ $ c?\s / () eGbf dfly pkl:yt x'g] ljBfyL{nfO{ % c?\s k|bfg ul/g]5 . -v_sIff ;xeflutfsf] % c?\s dWo] ;DalGwt ljifo lzIfsn] ljBfyL{sf]]] sIff sfo{snfksf] d"Nof?\sg u/L c?\s k|bfg ug{]5g\ . ^= l;kmfl/; ul/Psf k':tsx? tyf ;Gbe{ ;fdu|Lx?kf7\ok':tsclwsf/L, x]df?/fh -@)%^_, ;fdflhs / k|fof]lus efifflj1fg, sf7df8f}+ M /Tg k':ts e08f/ . Pln;g h]= Plnc6 -;g\ !((@_, rfON8 Nof?\Uj]h, Go'of]s{ M SoflDa|h o'lgel;{6L k|]; . e08f/L, kf/;dl0f -@)^%_, ;fdflhs tyf dgf]efifflj1fg, sf7df8f}+ M ljBfyL{ k':ts e08f/ . ;Gbe{;fdu|Lu'/fufO{+, l8NnLk|;fb / kf]v/]n, e]if/fh -;g\ @))%_, ;fOsf] lnl?\Ujl:6S; PG8 ;f]l;of] ln?\lUjl:6S;, sf7df8f}+ M h'lk6/ klAn;;{ . l3ld/], jf;'b]j -@)^%_, ;dfh efifflj1fg, sf7df8f}+ M jf?\do k|sfzg tyf cg';Gwfg s]Gb| . Course Title: Recent Trends in Educational Planning and ManagementCourse No: Ed. PM. 525Nature of course: TheoreticalLevel: M.Ed. Credit hours: 3 Credit Hours Semester: SecondTeaching hours: 48 hours Course DescriptionThis course acquaints the students with recent trends and developments that have shaped educational planning and management in the beginning of the third millennium. Its aim is to help the students to be familiar with the changes that have occurred over the years and relate them to the present day planning and management practices. It further intends to place the students on a new footing of trends that give meaning to this discipline along the changed context of the world.2. General objectives of the course The general objectives of the course are as follows:to be familiar with the dynamics of educational planning and management as used in everyday life.to make the students conversant with recent management - planning perspectives and practicesto be familiar with effective planning and management indicators.to identify the agents of planning for change management.to acquaint the students with the trends of educational planning and management.3. Course OutlinesSpecific ObjectivesContentsState the concept, knowledge and use of macro - micro planning and management dimension.Explain physical, virtual and social learning environment.Enumerate planning as a process for diversity and change.Unit One: Educational planning and management dynamics (8) The macro-micro planning and management dimensionPlanning for learning environment: Physical learning environmentVirtual learning environmentSocial learning environment (inclusion) Planning for diversity and changeState the perspective of planning, programming, budgeting system.Explain management by objectives and zero based budgeting systemIdentify the features of strategic and total quality management Explore the need of re- engineering management.Unit Two: Management and planning perspectives (10)Planning, Programming, Budgeting System (PPBS)Management By Objectives (MBO)Zero-Based Budgeting (ZBB)Strategic Management (SM)Total Quality Management (TQM)Re-Engineering Management (REM)Identify effective planning-management indicatorsExplain the use of these indicators for effective planning and management Identify strategies to increase co-operation with industry and business in educational planning and management.Identify strategies to restructure departments into cost effective centers and merge institutions for economy of scale and avoiding duplication.Explore net working system of institutions.Unit Three: Effective planning-management indicators (10)Reduction of unit costsIntensive Staff Development ProgramsIncreased-co-operation with industry and businessRestructuring of departments into cost effective centers Merging institutions for economy of scale and reducing working of institutions.Explain the concept of changing institutions into learning organizationsAssess the need of training for individual and organizations Identify the relation between change institutions and ministriesIdentify effective change strategies Explore the need of objective assessment and accountability for change managementUnit Four: Planning for change management (10)Changing institutions into learning organizationsTraining individual vs. training organizations Change institutions: Ministries' relationship with change-organizationsEffective change strategies:Environment/Culture of changeCultural transformationChange period: initiation, implementation and institutionalizationObjective assessment and accountabilityExplain and relate the GDP, GNH, Glocalization and evolutionary-devolutionary approaches to educational planning and managementFind out ways to use research and development in planning and management.Explain the concept and use of QAA in educational planning and management. Unit Five: Trend setters of educational planning and management (10)The Gross National Product (GNP) approach to planning.The Gross National Happiness (GN H) approach to planning.The Glocalization approach to planning The evolutionary-devolutionary approach to planning and managementResearch and development in planning and management: Macro-leadership and micro- management to planning. Use of Quality Assurance and Accreditation (QAA) system. Note: The figures in the parenthesis indicate approximate hours allotted to each unit. Students’ activities, normally, will include planning and preparation of appropriate tools/measures for information/content collection, report preparation, report presentation and discussion.4. Instructional Techniques: A combination of general and specific techniques of instruction will be used to deliver the course. A brief of these techniques follows:General Techniques: As this course is descriptive in nature with theoretical references, the teacher is suggested to apply techniques of engaging the students in a number of ways ranging from issue- based discussion to paper based presentation in the classroom. References to the existing practices of educational planning and management with a focus on their implications should be brought out into the classroom by assigning the groups of students to do small scale investigation into the assigned components of the course.Specific Instructional TechniquesUnit Activity and instructional techniquesUnit Require each group of students to present the review reports before the class. Initiate discussion on the presentation followed by conclusion from the teacher. Unit Ask the students to read and review the book to come up with answers on: …………………………The students in groups prepare the review for discussion in the class followed by critical observation from the teacher.Unit For overall sub units arrange a visit of the class to an educational institution/organization to observe and study it from the perspective of change, it has brought over the decade in its planning approach. Require the students under the guidance of the teacher to see into the organization its shift in terms of: The teacher can use lecture, seminar, classroom exercise, and guided individual study, tutorial support on the difficult content, independent study, and project work as specific instructional techniques. Types of learning activities that the teacher is expected to facilitate will range from ensuring attendance to lectures, performing specific assignments, writing papers, initiating independent and private study, reading and reviewing books, journals and papers, learning how to give constructive criticism, peer group study to issue based discussion in the classroom.5. Evaluation: Evaluation of students’ performance is done on two-way system of internal and external evaluation. Internal evaluation will take the form of formative assessment of students’ performance, grades on which will be added to the grades of external evaluation. External evaluation will be of summative nature.Internal Evaluation - 40%Internal evaluation will be based on the following criteria:Oral examination, seminar/workshop/conference presentation, written essay and examination (unit tests), quizzes, paper-pencil/ test will take the form of continuous assessment. The course teacher based on the following activities will conduct internal evaluation:Attendance 5 pointsParticipation in learning activities5 pointsFirst assignment/midterm exam 10 points Second assignment/assessment 10 points Third assignment/assessment10 points __________________________________________________________Total40 pointsExternal Evaluation (Final Examination) - 60%Examination Division, Faculty of Education, Office of the Dean, will conduct external (final) evaluation at the end of the semester with a focus on the following types of questions:Objective type questions (Multiple choice items 10x1) -10 pointsShort answer questions (6 questions x5 points) -30 pointsLong answer questions ( 2 questions x 10 points)-20 points____________________________________________________________Total60 points6. Recommended books and reading materialsAccreditation and quality assurance in vocational education and training: Selected European approaches (2009). Luxembourg: Publications Office of the European Union. Available at: Manzoor Arain and Syed Awas Ahmad Tipa (2007). Emerging trends in management education in international business schools. In Education research and review. Vol.2 (2).pp.325-331. Available online at http:// .Kenneth R. Stevenson (2002, September). Ten educational trends shaping school planning and design. Department of Educational Leadership and Policies, College of Education. Carolina: University of South Carolina.Laudon, Kenneth C. and Laudon, Jane, P. (2007). Management Information System. New Delhi: Prentice Hall Pvt. Learning to Think Spatially: GIS as a Support System in the K-12 Curriculum (2006). Committee on the Support for the Thinking Spatially: The Incorporation of Geographic Information Science Across, Committee on Geography, National Research Council. Available at: OECD (2007). Higher Education Facilities: Issues and Trends. PEPB Exchange Quality Assurance and Accreditation: A glossary of basic terms and definitions (2007).Compiled by: Lazr VLSCEANU, LauraGR?NBERG, and DanP?RLEA: Bucharest ISSN 1609-7548The Challenge of quality for the higher education administrative professional (2002). ACHEA Conference University Grants Commission Nepal (2008). Quality Assurance and Accreditation Guidelines, QAA Unit, Sanothimi, Bhaktapur.Course Title: Theory and practices of Non Formal Education Nature of the course: TheoreticalCourse No.: 526Credit hours: 3Level: MEd (E.P.M.)Teaching hours: 48Semester: IICourse DescriptionTheory and practices of Non Formal Education (NFE) aims at orienting about conceptual basis and modes of education that do not necessarily subscribe to the traditional mainstream education to the Master degree (M.Ed.) students. It intends to provide knowledge about the way NFE is approached in different settings. While doing so students will be oriented about theoretical bases of different learning approaches. Another significant feature of the course is introduction to lifelong learning. Therefore this course encourages students to gain a broader knowledge about NFE to ensure equitable quality education for all, particularly for adults. General objectives The general objectives of this course are as follows:To enable students to explore indigenous practices of education To enable students to explain different learning contexts and their significance in people's life. To make students knowledgeable about concepts and practices of NFE To help students understand and explain the link between different modes of education To enable students to gain knowledge about NFE and lifelong learning and their contribution to country's education development. To familiarize students with NFE as practiced in Nepal and other countries. Course OutlinesSpecific ObjectivesContentsTeaching hrs (48)Explore the indigenous education practices Explain how education is fragmented into different streams and how they converse with and complement each other. Explore and understand different streams of learning as embedded in indigenous education practices. Understand and explain significance of different streams of learning.Unit: I Human Learning Contexts Genealogy of NFE education (apprenticeship/situated, cultural/indigenous teaching learning as practiced in different socio religious contexts where practical as well theoretical knowledge and skills were imparted, etc. E.g. Vedic education and Hindu's different Kuls' education; Buddhist's monastery education; Islamic education including Madarasa education; and practices in ethnic groups, e.g. Kirat, education). Streaming of learning situations (Formal education, NFE, informal/ incidental education). Significance of different learning situations in life. Interaction among different streams of education8Explain the application of different perspectives in NFE Unit II: Conceptual premises of NFE 2.1 NFE informed by different perspectives (Critical, Structural functional, Dualism, Modernism, Postmodernism)5Explain different modalities of NFE linking them with corresponding conceptual premises and the philosophers who advocated those modalities. Explain the ways that different modalities of NFE contribute to social change keeping in view the relevant conceptual foundations. Unit III: NFE modalities, and Social Change NFE modalitiesConscientizationSarvodayaRural and human resource development Folk SchoolsCommunity developmentExpectations and changes brought by different modalities Linking Nepali genealogical practices of NFE with conceptual premises and NFE modalities with 8Explain how the boundary of NFE has expanded over the years. Explain the development of concept and practice of NFE in Nepal.Map out the link between formal, NFE and informal education through equivalency certificate; standardized test; flexible formal education institutes and bridge courses Compare NFE programme of Nepal with that of selected Asian countries.Explain the issues and challenges often faced by NFE.Unit IV: NFE: Approaches and ExperiencesExpansion of NFE (adult literacy, alternative education programs, Open and Distance Learning, community education, Open Education Resource, etc.) with special reference to Nepal.Historical Development of the practices of NFE in Nepal (content, pedagogy, management/organization, etc.)Oral learning and its institutionalization processSkill training and its cultural institutionalization Bridges and ladders: Equivalency program NFE in some Asian countries: Afghanistan, Bangladesh, China, India, Sri Lanka, Pakistan. Issues and challenges in NFE12Explain different conceptual modalities of adult literacy Explore the potential of literacy through ICT Identify benefits of adult literacyExplain the concept, practices and importance of lifelong learning Explain the link between literacy and LLL Explore approaches and use of lifelong in education system. Unit V: Adult education and Lifelong Learning (LLL)Adult literacy: understanding literacy (integrated, isolated, autonomous, ideological, etc.)Potential of literacy through ICT.Benefits of NFE & literacy (human, political, cultural, social and economic) Evolution of LLL concept and practices LLL practices around the world- developing countries and developed countries.LLL vis a vis Life wide learning.Potential ways to create lifelong learning for Nepal15Instructional Techniques: Two types of instructional techniques- general and specific will be used to deliver the course. Specific techniques include lecture, and classroom discussion. General techniques are briefly descried below. 4.1 Lecture and tutorial support on the difficult content, and assignment can be used as specific instructional techniques by the teacher. Types of learning activities that the teacher is expected to facilitate will range from ensuring attendance to lectures, performing specific assignments, writing papers, initiating independent private study, reading and reviewing books, journals and papers, learning how to give constructive criticism, and peer group study.Evaluation: Evaluation of students’ performance is done on two-way system of internal and external evaluation. Internal evaluation will take the form of formative assessment of students’ performance, grades on which will be added to the grades of external evaluation.Internal Evaluation - 40%Internal evaluation will be based on the following criteria:Oral examination, seminar/workshop/conference presentation, written essay and examination (unit tests), quizzes, paper-pencil/ test will take the form of continuous assessment. Internal evaluation will be conducted by the course teacher based on the following activities:Attendance 5 pointsParticipation in learning activities 5 pointsFirst assignment/midterm exam 10 points Second assignment/assessment (1 or two) 10 pointsAssignment10 points_________________________________________________________________________Total40 pointsExternal Evaluation (Final Examination) - 60%External evaluation will be conducted by Examination Division of the Dean’s office, Faculty of Education as final or end of semester examination with a focus on the following types of questions:Objective type questions (Multiple choice items 10x1) -10 pointsShort answer questions (6questions x 5points) -30 pointsLong answer questions (2 questions x 10 points) -20 points_______________________________________________________________Total60 points6. Recommended readingsA T Ariyaratne (2000). Application of Gandhian and Buddhist principles of non-violence to combat fanaticism. Presented at Nuremberg Forum, 26 September 2000. Available online at: evrel.ewf.uni-erlangen.de/pesc/R2000.htmlAbdul, R. A. & Abiddin, A.Z. (2007). The evaluation of non-formal programmes in rural areas: Implications on adult education in Malaysia. Journal of International Management Studies 14 August 2007 pages 14-21.Acharya, S. (2004). Democracy, gender equality and women’s literacy: Experience from Nepal. Kathmandu: UNESCO.Akpan, C.P. (2008). Enhancing quality in open and distance education through effective utilization of information and communication technology (ICT) in Nigeria. A paper presented at the 2nd African Council for Distance Education (ACDE) Conference and General Assembly 8-11 July, 2008. Lagos, Nigeria.Andrews, K. (n.d.). Making education a Priority: Alternative approaches. Resisting racism: The Black supplementary school movement. Retrieved from: Berg, H.V.D. & Jiggins, J. (2007). Investing in farmers-the impacts of farmer field schools in relation to integrated pest management. World Development Vol. 35, No. 4, pp. 663–686.Blackburn, J. (2000). Understanding Paulo Freire: Reflections on the origins, concepts, and possible pitfalls of his educational approach. Community development journal Vol 35 No. 1 January 2000, pp. 3-15.Brennan, B. (1997). Reconceptualizing non-formal education. International journal of lifelong education, Vol 16, no. 3 (May-June 1997), 185-200.Choules, K. (2007). Social change education: Context matters. Adult Education quarterly, vol. 57 no. 2, February 2007, pages: 159-176.Christine, G. & Karen, V. (2008). Access to education with online learning and open educational resources: Can they close the gap? Journal of Asynchronous Learning Networks, Volume 12: Issue 1. Available online at: , W.J. (1995). A tutorial on situated learning.? Proceedings of the international conference on computers and education (Taiwan)?Self, J. (Ed.) Charlottesville, VA: AACE. 49-70, 1995. Available online at: ?, R. W., Dhanarajan, G. & Reju, S.A. (2009). Recurring issues encountered by distance educators in developing and emerging nations. International Review of Research in Open and Distance Learning Volume 10, Number 1. February – 2009. Available online at: Corrine, M. W. & Jennifer, A. S. (2007). Literacy for what? Literacy for whom? The politics of literacy education and neocolonialism in UNESCO- and World Bank–sponsored literacy programs. Adult Education Quarterly, Vol. 57 No. 4, August 2007 275-292.Creed, C. & Perraton, H. (2001). The Development and Future of Distance Education Programmes in the Nine High-Population Countries Principal. Paris: UNESCO.Daniel, A. W. (2004). Literacy (ies), Culture(s) and Development(s): The Ethnographic Challenge. A multi-volume book review essay. READING RESEARCH QUARTERLY, 2004 (Vol 39, Issue 2).David?Stein. Situated Learning in Adult Education. ERIC Digest.? Available online at: , A. & Lucia, F. (2005). Writing the wrongs. International benchmarks on adult literacy. Action aid international and global education campaign.Davis, J. Daniel., Kanwar, A. & Stamenka, T, U. (2008). The right to education: A model for making higher education equally accessible to all on the basis of merit. Asian Journal of Distance Education. Vol. 6, no 2, pp 5 – 11. Available online at: , A. (2008). Women’s empowerment at the local levels (WELL) - a study undertaken in the state of Uttarakhand. Available online at: SiteCollectionDocuments/WELL-scan-Uttarakhand.pdfDOL Cooperative (2006). Independent final evaluation of brighter futures program: Combating child trafficking through education in Nepal. Kathmandu: World Education. Available online at: ilab/programs/ocft/tcp/BFPPhaseII-report2.pdfDolores, F. (UD). Andragogy and technology: Integrating adult learning?theory as we teach with technology. Available online at: , V.?(2002). Distance learning: Promises, problems & possibilities. Online Journal of Distance Learning Administration, Volume V, Number III, Fall 2002. Available at: , P. (UD). Non-formal education in Thailand. Available online at: irfol.ac.uk/publications/pdfs/nonformaledthailand.pdfEtllng, A. (1993). What is nonformal education? Journal of agricultural education. Winter 1993. European Union ( ). Key competences for lifelong learning. European reference framework. Luxembourg: Office for Official Publications of the European CommunitiesEvans, D.R. (1981). The planning of nonformal education (Chapter 2: NFE: its origin and its meaning) Paris: IIEP/ UNESCO. Felicia, I. O. & Chiaka, O. (UD). Open distance learning (ODL) as a mechanism for sustainable female education in Nigeria. Available online at: emasa.co.za/files/full/Ofoegbu&Chika.Distance.pdfFelicity, B. (2002). Wider community impact of open and distance education. Paper delivered at the Pan Commonwealth Conference, Durban, July 2002.Findsen, B. (2007). Freirean philosophy and pedagogy in the adult education context: The case of older adults’ learning. Studies in Philosophy and Education (2007) 26:545–559.Formal versus non formal education. Available online at: , J. (2005). Understanding literacy: A concept paper. Background paper prepared for the Education for All Global Monitoring Report 2006 Literacy for Life. UNESCO. Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum. [Available at book stores]Freire, P. (1985). The politics of education. Massachusetts: Bergin & Garvey. [Available at book stores]Freire, P. (1994). Education for critical consciousness. New York: Continuum. [Available at book stores]Freire, P. (1994). Pedagogy of hope. New York: Continuum. [Available at book stores]Gender equality in adult education (editorial). International Journal of Educational Development 26 (2006) 135–139.Gender issues in nonformal education and training. This is available online at: of the Sarvodaya Strategic Plan 2005 – 2010. Available online at: , R. & Koul, B.N. (2007). Open schooling for secondary & higher secondary education: Costs and effectiveness in India and Namibia. Vancouver: Commonwealth of Learning. Available online at: .../Open_Schooling_Secondary_Higher_Education_071707.pdfGreville, R. (2000). The globalization of open and flexible learning: Considerations for Planners and Managers. Online Journal of Distance Learning Administration, Volume III, Number III, Winter 2000. Available at: , R. (2001). E-education - Whose benefits, whose costs? (Inaugural Lecture, Wednesday, 28 February 2001). Available online at: iec.ac.uk/resources/e_education_costs.pdfHager. (1998). Lifelong education: From conflict to consensus? Studies in Philosophy and Education 17: 323-332, 1998. Hallak, J. (1990). Investing in the future. Setting educational priorities in the developing world. (Chapter 10: Beyond The school systems: Priorities in Managing NFE programs). Paris: IIEP/ UNESCO and Oxford: Pergamon. Hoppers. (2006). Non formal education and basic education reform: A conceptual review. Paris: UNESCO/International Institute of education planning.Horsman, J. (1996). Literacy and gender. Canada: Author. and non-formal education, colonialism and development. Available online at: Insung, J. (2007). Changing Faces of Open and Distance Learning in Asia. (Editorial-Regional focus). International Review of Research in Open and Distance Learning, Volume 8, Number 1. Available online at: Institute of Education Planning (IIEP), (2006). Non- formal. In Access and inclusion. In planning education in emergencies and reconstruction (page-1-16). Paris: UNESCO. Available online at: iiep.fileadmin/user_upload/.../Chapter12.pdfIvan I. (UD). A Special supplement: Education without school: How it can be done. Available online at I. (UD). A Constitution for Cultural Revolution. Available online at: I. (UD). Deschooling society. Available online at: I. (UD). Tools for conviviality. Available online at: , T. (1999). Fifth Generation Distance Education. 19th ICDE world conference on open learning and distance education, Vienna, June 20-24, 1999Jay, R. (2004). Rethinking models of literacy provision for the 21st century. Available online at: knowledgetree..au/edition05/download/Jay.pdfJo, B. (2001). Distance education for refugees: the IEC experience (Paper for the NGO Education forum, 18 July 2001). Jose, L.G. G. (1992). Open and non-formal; education: New paths for education in a new Europe. Comparative Education Vol. 28 No. 1 Pp. 83-89.Joseph, P. F. &Hartwell, A. (2008). Planning for successful alternative schooling: A possible route to education for all. Paris: IIEP/ UNESCO.Joseph, W. N. & Lydiah, L. M. (2009). The implications of Nyerere’s theory of education to contemporary education in Kenya. Educational Research and Review Vol. 4 (4), pp. 111-116, April 2009. Available online at Kahler, D. (2000). Linking nonformal education to development: NGO experiences: During the education for all decade. World Education. Available online at: , D. &Prasant, K. (2002. Popular education and improved material and cultural prospect for Kondh Adivasis in India. Adult Education and Development. 2002 No. 58 Pp. 223-232.Karsten, A. (2006). Philip Coombs describes non-formal education – in 1968. Available online at: , P. (2008). Building Social Capital through Distance Education in Asia. Asian Journal of Distance Education, 2008 vol. 6, no 1, pp 15 – 26. Available online at: , S. (1981). Comparative and sociological perspectives on Third world development and education. 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W., Helen, N. & Jite, E.(UD). Theater of the oppressed as an instructional practice. In C. Kosnik et al. (eds.). Making a difference in teacher education through self-study, 131–146.Popular education. An introduction to practice plus an annotated booklist. Available online at: Ralf, St. C. (2002). Andragogy revisited: Theory for the 21st century? ERIC NO. 19. Ratnapala, N. (n.d.). SARVODAYA. Collected Works 1. Available online at: , N. (n.d.). SARVODAYA. Collected Works 2. Available online at: Reardon, P. (n.d.). Paulo Freire and popular education. Learning for social change. Conservative thinkers need not apply! Available online at: , N. (2003). Issues and challenges for non formal education. A case study of Indira Gandhi national open university (IGNOU) with reference to J&K State. Turkish Online Journal of Distance Education-TOJDE October 2003, Volume: 4 Number: 4. Available online at: , C. L. & Elizabeth, M. (2008). Distance Learning as a Tool for Poverty Reduction and Economic Development: A Focus on China and Mexico. Journal of Science Education and Technology, Vol. 17, No. 2, April 2008.Richard, E. (2005). Contexts, boundary objects and hybrid spaces: Theorising learning in lifelong learning. Paper presented at the 35th Annual SCUTREA Conference July 5-July 7, 2005, University of Sussex, England, UK.Richard, S. (2000). (Ed.). Case Studies of Non-Formal Education by Distance and Open Learning. Available online at: ?, A.P. (2005). The benefits of literacy (human, cultural, social, political, economic). Background paper prepared for the Education for All Global Monitoring Report 2006 Literacy for Life. UNESCO. Robinson, A.P. (2005). The social benefits of literacy. Background paper prepared for the Education for All Global Monitoring Report 2006 Literacy for Life. UNESCO. Robinson, A.P. (2009). Changing discourses: Literacy and development in Nepal. International Journal of Educational Development 30 (2010) 136–144Rogers, A. (2004). Looking again at non-formal and informal education - towards a new paradigm. Available online at: , A. (2014). Skills development and literacy: some ethnographic challenges to policy and practice. Centre for Applied Research in Education [CARE]. Norwich: School of Education and Lifelong Learning, University of East Anglia. Available online at:, G. P. & Gregory, L. (1974). Strategies for nonformal education. Sociological Review, Vol. 39, No. 4, August 1974, pp. 475-491.Rosa, M. T. (1999). The million Paulo Freires. Adult Education and Development. No. 53. 1999.Rosa, M. T. (2006). Literacy and lifelong learning: The linkages. This document was prepared by association for the development of education in Africa for its Biennial meeting (Libreville, Gabon, March 27-31, 2006). Available online at: .../literacy_and_lifelong_learning.pdf Rosati, F.C. & Lyon, S. (2006). Non-Formal education approaches for child labourers: An issue paper. Working Paper. UCW-Project and University of Rome “Tor Vergata”.Ross, K. (1984). Popular theatre and nonformal education in the third world: Five strands of experience. International Review of Education - lnternationale Zeitschrift ffir Erziehungswissenschaft -Revue Internationale de Pddagogie XXX (1984), 265-288.Sally, D. B. (2008). ICT-based Distance Education in South Asia (Technical Evaluation Report). The International Review of Research in Open and Distance Learning,?Vol 9, No 3 (2008). Available online at: , U. (1996). Literacy and social change: From a women's perspective Mi Shiknar: I will learn. Proceedings of the 1996 World conference on literacy. Literacy online PDFs/ilprocus.pdfSARVODAYA. Development Model. Available online at: (2013). Proceedings of the policy forum on "lifelong learning-policy and vision". Hanoi: 47th SEAMEO Council Conference. Retrieved from: , R. & Mirjam, S. (2009). Non-formal education: a major educational force in the postmodern era. Cambridge Journal of Education, Volume 39, Issue 2 June 2009, pages 257 – 273.Siltragool, W. (2007). Thailand non-formal education. (Country profile prepared for the Education for All global monitoring report 2008. Education for All by 2015: will we make it? UNESCO. Simeroth, J., Butler, S., Kung, H.C. & Morrison, J. (2003).A Cross Sectional Review of Theory and Research in Distance Education. Online Journal of Distance Learning Administration, Volume VI, Number II, Summer 2003. Available at: , A. (n.d.). The contribution of alternative education. Retrieved from: . (2007). ‘Formal’ versus ‘non-formal’ basic education: prioritising alternative approaches in fragile states. A paper presented at the Oxford International Conference on Education and Development, September 2007.Smith. M. K. (2002). Malcolm Knowles, informal adult education, self-direction and andragogy.? Available online at: , K. (2002). Lifelong Learning for a Modern Learning Society in C. Medel-A?onuevo (Ed.), Integrating lifelong learning perspectives. (pp. 29-36). Hamburg: UNESCO Institute for Education. Retrieved from: education/uie/pdf/uiestud36.pdfStephen, L. (1991). Principles of adult learning. Available online at: , M.C. (2006). Informal adult learning and everyday literacy practices. Journal of adolescent & adult literacy 49: 6 march 2006, pages 500-509.The death of postmodernism and beyond. Available online at: The promise of lifelong learning. AGEING HORIZONS, Issue No 8. OXFORD INSTITUTE OF AGEING. Available online at: ageing.ox.ac.uk/The World Bank (2003). Lifelong learning in the global knowledge economy: Challenges for developing countries. Washington, D.C.: Author.Thomas, J. L. (1984). Liberation, development, and rural nonformal education. Anthropology & Education Quarterly, Vol. 15, No. 1, Special Anniversary Issue: Highlights from the Past (spring, 1984), pp. 80-93. Tiffany, Z. I. (2008). Micro franchising micro learning centers: A sustainable model for expanding the right to education in developing countries? Journal of Asynchronous Learning Networks, Volume 12: Issue 1 February 2008. Available online at: , D. (1996). The Use of Distance Education in Non-formal Education. Available online at: , R. M. (2002). Learning in North, Education for All in the South in C. Medel-A?onuevo (ED), Integrating lifelong learning perspectives. (pp. 3-12). Hamburg: UNESCO Institute for Education. Retrieved from: education/uie/pdf/uiestud36.pdfTorres, R. M. (2011). Lifelong learning: Moving beyond Education for All (EFA) in J. Yang and R. Valdés-Cotera (Eds.), Conceptual evolution and policy developments in lifelong learning (pp. 40-50). Hamburg: UNESCO Institute for Lifelong Learning. Retrieved from: , R.M. (2006). Literacy and lifelong learning: The linkages. Retrieved from: Institute for Lifelong Learning (2014). Harnessing the potential of ICTs for literacy teaching and learning. Hamburg: Author.UNESCO Kathmandu. (2006). Community empowerment through community learning centers in mid and far western regions of Nepal. Kathmandu: Author. Available at UNESCO library, UNESCO Country Office Kathmandu.UNESCO (2005). Literacy for life. EFA Global monitoring report 2006. Paris: Author.Valdés-Cotera, R. & Yang, J. (Eds.) (2011). Conceptual evolution and policy developments in lifelong learning. Hamburg: UNESCO Institute of Lifelong Learning.Victoria, J. M. & Watkins, K. E. (2001). Informal and incidental learning. New Directions for Adult and Continuing Education, no. 89, Spring 2001. Zhang, X. & Hung, S. (2007). Integration of the High-tech and Low-tech in Distance Teacher Training in China: An insight from the Case of Jiangsu Radio and Television University. International Review of Research in Open and Distance Learning, Volume 8, Number 1. Available online at: {, ;'zg -;g\ @)!$_ hLkgko{Gt l;sfOdf ;fIf/tfsf] dxTj . lzIff ljefu ;fgf]l7dL?f/f cfiff9 @%–@^, @)&! df ;+rflnt "Post 2015 Education Agenda" gfds sfo{zfnfsf] lglDt tof/ kfl/Psf] n]v .cfrfo{, ;'zg? 9sfn, x]d/fh? lg/f}nf, af}w/fh? bfxfn, bQfqo / sf]O/fnf, rknf -@)^(_ . cgf}krfl/s lzIffM l;?fGt / cEof; . sf7df08f}+M;gnfO6\ klAn;;{ Course title: Educational Management Information System (EMIS) Corse No.: Ed. PM 527 Nature of the course: Theory Level: M.Ed. Credit hours: 3 Semester: Second Teaching hours: 48 Course Description This course is designed for those students who intend to be program personnel or practitioners of education management information system (EMIS). It aims to help the students develop the knowledge and skills which are necessary to formulate and implement EMIS trends. Students are encouraged throughout the course to consult libraries, education related institutes, relevant we-sites and participate in classroom discussion. This course is related with and its planning. Various aspects of EMIS development as latest concept of management information system MIS, EMIS system indicators of education system, EMIS in Nepalese education system.General Objective To enable the students in exploring the philosophical premises that shaped & reshaped EMIS.To provide the students with the concept of management information system.TO make the student's familiar with the linkage between EMIS and educational development.To acquaint the students with different forms & trends of EMIS.To enhance the capacity of the students in exploring different indicators of education system.To make students knowledgeable about EMIS in Nepalese education system.To make the students familiar with different networks of EMIS.Course OutlineSpecific Objective ContentsUnit: One Concepts of Management Information System (MIS) (10 hrs.)Define & describe the basic concept of management information system MIS along with its attributes of information system.Define, analysis & design of an information systemExplain the process analysis with exampleDescribe the contemporary approaches of the information system.Describe the future of MISExplain the challenges of information system.Describe improving educational quality through better use of informationImpact of information system on human resource management.1.1Basic concept of MIS1.2Attributes of information system1.3Analysis & design of an information system1.4 Process analysis of MIS 1.5Contemporary approaches to information system1.6Future of MIS1.7The challenges of information system.1.8Improving educational quality through better use of information 1.9Impact of information HRM.Unit: TwoEducational Management Information System (EMIS) (15 hours)Define & describe the concept of EMIS Describe components, structure & objectives of EMISExplain the step of EMISState the relation between school education & EMISExplain the use of EMIS in educational management with example & practiceDescribe school management information system as types, quality, dimensions, use and importance.2.1 Concept of EMIS2.2 Component of EMIS2.3 Structure of EMIS2.4 Objectives of EMIS2.5Steps of EMIS2.6Relation between School Education & EMIS2.7Use of EMIS in educational management2.8 School management information system2.8.1Types of information2.8.2 Information quality2.8.3 Dimensions of information 2.8.4Identification and use of information2.8.5Importance of Information for school improvement. Unit: ThreeIndicators of Education System (10 hours)Define & explain the basic concept of indicator Analyze the objectives, characteristics & limitations of good indicatorExplain the difference of quantitative VS qualitative indicators. Explain input, process, output & outcome indicator with example.Explain efficiency based indicatorExplain the difference of internal & external efficiency of education systemExplain the indicators of educational system of SSRP, EFA, OECD3.1 Basic concept of indicator3.2Objectives, characteristics & limitations of good indicator3.3Quantitative Vs qualitative indicators. Input, process, output & outcome indicator system3.5 Efficiency based indicator3.6Internal & external efficiency of education system3.7 Indicators of education system3.7.1School sector reform program (SSRP)3.7.2 Education for all (EFA)3.7.2Organization of education corporation development (OECD)Unit: FourEMIS in the context of Nepalese Education System (6 hours)Explain the system, process & use of EMIS in T.U.Explain the system, process & use of EMIS in DOEExplain the system, process & use of student SMIS, CMIS, school MIS, CMIS, SKKDescribe critical analysis of EMIS.4.1Process & use of EMS in Trivhuvan University (TU)4.2Process & use of EMIS in department of education (DOE)4.4Process & use EMIS in school management information system (SMIS), 4.5Community management information system (CMIS) 4.6Student Management information system (SMIS)4.7EMIS of Shichhak Kitab Khana (SKK)4.8Critical analysis of EMISUnit: FiveSpatial Learning for school mapping (6 hours)To find out the location based information.To introduction the location based information. To give the concept of map.To give the concept of digital data.Descried and use of spatial learning for school mapping5.1 Location based information5.2 Global positioning system5.3 Map reading 5.3.1 Introduction to map 5.3.2 Map data/layers5.4 Introduction to Spatial Digital data 5.4.1 Google earth map 5.4.2 School database5.5 Use of Spatial learning for school mappingUnit: SixNetwork of EMIS (7 hours)Explorer the social network of NepalAnalysis and use of the organizational network of Nepalese institutional6.1 Social Network6.1.1 National daily newspaper.6.1.2 Education journals.61.3 Research paper6.2 Organizational and Network6.2.1UGC6.2.2 MoE6.2.3CTEVT6.2.4 NCED6.2.5 CERID6.2.6 CDC6.2.7 ERU6.3 Electronic Network6.3.1 Twitter, Facebook,You tube6.3.2 InternetNote: The figures in the parenthesis indicate approximate hours allotted to each unit. Students’ activities, normally, will include planning and preparation of appropriate tools/measures for information/content collection, report preparation, report presentation and discussion.4. Instructional Techniques: A combination of general and specific techniques of instruction will be used to deliver the course. A brief of these techniques follows:General Techniques: As this course is descriptive in nature with theoretical references, the teacher is suggested to apply techniques of engaging the students in a number of ways ranging from issues based discussion to paper based presentation in the classroom. References to the existing practices of educational planning with a focus on the disadvantaged should be brought out into the classroom by assigning the groups of students to do small scales investigation into the assigned components of the course.Specific Instructional TechniquesThe teacher can use lecture, seminar, classroom exercise, and guided individual study, tutorial support on the difficult content, independent study, and project work as specific instructional techniques. Types of learning activities that the teacher is expected to facilitate will range from ensuring attendance to lectures, performing specigfic assinments, writing papers, initiating independent and private study, reading and reviewing books, journals and papers, learning how to give constructive criticism, peer group study to issue based discussion in the classroom.5. Evaluation: Evaluation of students’ performance is done on two-way system of internal and external evaluation. Internal evaluation will be taken the form of formative assessment of students’ performance, grades on which will be added to the grades of external evaluation.Internal Evaluation - 40%Internal evaluation will be based on the following criteria:Oral examination, seminar/workshop/conference presentation, written essay and examination (unit tests), quizzes, paper-pencil/ test will take the form of continuous assessment. The course teacher based on the following activities will be conducted internal evaluation:Attendance 5 pointsParticipation in learning activities5 pointsFirst assignment/midterm exam 10 points Second assignment/assessment (1 or two) 10 points Third assignment/assessment10 points __________________________________________________________Total40 pointsExternal Evaluation (Final Examination) - 60%Examination Division, Office of the Dean, will be conducted external evaluation; Faculty of Education will conduct final examination at the end of semester with a focus on the following types of questions:Objective type questions (Multiple choice items 10x1) -10 pointsShort answer questions (6 questions x5 points) -30 pointsLong answer questions ( 2 questions x 10 points)-20 points____________________________________________________________Total60 pointsRecommended BooksChapman, David W. & Lars O. Mahick (1993). From data to action: Information systems in educational planning. Paris: Pergamon Press. Education at a glance OECD Indicators a guide through the 1996 OECD IndicatorsGoyal, D.P. (2007). Management information system. New Delhi: Macmillan India Ltd.Jawadekar (2008). Management Information System. New Delhi: Tata MC Graw-Hill Publishing Company Ltd,Laudon K.C., Laudon J.P. & Rajanish Dass (2010). Management Information System. Delhi: PEARSON.Laudon, K.C. and Laudon, J.P. (). Management Information system new approaches to organization and technology. New Delhi: Prentice hall of India Pvt.Laudon, K.C. and Laudon, J.P. (2007). Management Information system. New Dlhi: Prentice Hall of India Pvt.NCED (2063). Teacher Management Information System TMIS. Sanothimi: Author. Sadagopan S.(2007). Management Information System. New Delhi: Pretice Hall of India Pvt. Ltd.Thapa, Bijaya Kumar & others (2058). Management Information System & Human Resource Management. Kathmandu: Bidhyarthi Pustak Bhandar.Tribhuwan University (2011-2013). T.U. Today. Kirtipur: Author. Chapman, David, W. Lars, O. Mahlck (2010). Improving educational quality through better use of information. France: UNESCO/IIEP.UNESCO (2000). Using Indicators in Planning basic education: Methodological aspects & technical tools modules I-IV. Paris: Author. UNESCO (2003). Education Mangement information system and the formulation of education for all. Plan ofr action, 2003-2015. Tajikistan: UNESCO Almaty Cluster office and MoE.UNESCO (2006). Data collection and education management information system. Paris: Author.Wako, Tegegn Nuresu (2003). Educational Management Information System NESIS. Paris: UNESCO.Windhan D.M.(1998). Indicators of educational effectiveness & efficiency. New York: IIEP The National Academies (2006). Learning to Think spatially. National Research Council.Joseph K. Berry (2013). Beyond Mapping III. BASIS Press.Course Title: Educational Resource Management Nature of the course: TheoreticalCourse No.: 528Credit hours: 3Level: M.EdTeaching hours: 48Semester: SecondCourse DescriptionEducational Resource Management I is the first of 2 courses on educational resource management. Educational Resource Management course II, which will focus on financial resource management will be offered in the third semester. This course (I) aims at providing general knowledge about educational resource management to Master degree (M.Ed.) students. It intends to orient the students about theoretical bases of educational resources and their management by relating them to some established practices. Contents of both the courses are primarily dealt in reference to school education. Educational resource management as an applied discipline supports effective and efficient implementation of the plans and programs. Therefore this course encourages students to have a broader conceptual clarity about the importance of effective resource management to make the education system efficient and thereby ensure equitable quality education. General objectives The general objectives of this course are as follows:To make students knowledgeable about the human, learning/educational and physical resource needs in education system. To make students knowledgeable about the community resources for teaching learning purposes. To make students understand concepts and principles of the management and utilization of different resources in education. To familiarize students with the resource projection approaches. Course OutlinesSpecific objectivesContentsElaborate the concept and principles of resources in general and in the context of educationExplain the characteristics of human, physical, learning and community resourcesExplain the importance of resources in achieving educational goals and objectives. Unit One: Introduction to Resources (10 hrs)Necessity of Resources in education Introduction to human resource Introduction to physical resourceIntroduction to learning resourcesIntroduction to community resource management Explain the theoretical and practical bases of human resource development. Explain the principles of HRD. Analyze education as a supplier of human resource. Explain how equity can be ensured in HRMUnit Two: Human Resource Development (HRD) System (7 hrs)2.1 Concept and principles of HRD2.2 HRD mechanism and its organization2.3 Education as a supplier of human resource 2.4 Ensuring equity in Human Resource Management (HRM)2.5 HRM in education in Nepal Explain human resource planning with specific reference to education service delivery Explain the functioning of resource projection models used in education sector.Unit Three: Resource Projection (8 hrs)Human Resource Planning (HRP)3.1.1 Introduction to HRP3.1.2 HRP process?3.1.3 HRP for education service delivery3.2 Determining the human resource requirement 3. 2.1 Simulation models: Analysis and Projection Model (ANPRO), Education Policy & Strategy Simulation Model (EPSSim)Assess school physical resources in general.Explore linkage across physical resource management, learning environment and curriculumExplain how physical facility management can contribute to or impede quality learning environmentUnit Four: Physical resource management (4 hrs)School physical resourcesRelation between physical facilities and learning environmentRelation between physical facilities and local and national curriculum Physical facility development trend and its link with teaching learning environment in Nepali school system.Identify different types of learning resources and their management for the enhancement of teaching learning practicesExplain how learning resource management can contribute to quality learning environmentIdentify explain open educationa/learning resources Unit Four: Learning resource management (4 hrs)4.1 Different learning resources4.2 Selection and use of learning resources for the purpose of teaching learning 4.3 Open educational/learning resources Identify the resources available in the community and their capabilities to contribute to teaching learning. Explain how different types of resources available in the community can best be utilized for teaching learning enhancement.Unit Five: Community resource management (5 hrs)5.1 Economic, political, cultural and human capabilities of the community5.2 Effective use of community as teaching learning resource 5.2.1 Connecting the curriculum to the real world5.2.2 Community as a teacher5.2.3 Community as an object of research5.3 Community resource utilization to enhance teaching learning in Nepal and other countries (Japan, Sri Lanka, United States of UK) Explore and analyze the educational resource management in the context of Nepali school system.Explore and analyze the educational resource management in the context of some selected countries. Unit Six: Educational resource management in Nepal and elsewhere (project work) (10 hrs) 6.1 Types of teaching force in Nepal6.2 Implications of different types of teachers in teaching practices in Nepal6.3 Public-private partnership6.4 HR management in Institutional schools and its implication in school outcomes in Nepal6.5 HR management in Community schools and its implication in school outcomes in Nepal6.6 Physical resource management and utilization in Nepali school system6.7 Learning resource management and utilization in Nepali school system6.8 School community partnership for enhanced teaching learning practices in Nepal and in other countries (Japan, Sri Lanka, United States of America and UK)6.9 Use of learning resources in classroom practices in Nepal and other countries (Japan, Sri Lanka, United States of America and UK)Instructional Techniques: Two types of instructional techniques- general and specific will be used to deliver the course. These techniques are briefly descried below. General Techniques:As this course is descriptive in nature with theoretical references, the teacher is suggested to apply techniques of engaging the students in a number of ways ranging from issue based discussion to paper based presentation in the classroom. References to the existing practices of educational resource management should be brought in by assigning the groups of students to do small scale investigation into the assigned components of the course. Be sure that students make presentations on the given assignments in the classroom and the classroom is participatory and interactive.Specific TechniquesUnit Six: Educational resource management in Nepal and elsewhere Unit Six: Educational resource management in Nepal and elsewhere (project work) The students are required to work in groups for different sub-units of this unit. Divide the class into manageable groups of students and assign them sub units for preparing briefs on the given topics. Require them to present the briefs before the class followed by discussion and feedback input from the teacher and peers. The teacher can use this as one of the forms of internal assessment in order to grade students’ performance. Provide the students with resource materials so that they can read them before preparing the briefs for presentation in the class.Other unitsOther Units: In addition to lecture method students will be engaged in two types of activities under the direct supervision and guidance of the teacher. The first type of activity requires students to work in pairs to review and present given topics from any given topics from the unit. Pair work is to be presented before the class for sharing purpose followed by feedback from the teacher and fellow students.Another part of the assignment involves independent review and classroom presentation of any given topics from the course. In both cases, the teacher is required to provide the students with needed resources, and a close supervisory assistance to prepare and present the assignments. However students are also expected to do research on the assigned topics and areas. The teacher can use this as one of the forms of internal assessment in order to grade students’ performance.Lecture, seminar, class work, guided and independent study, tutorial support on the difficult content, and project work can be used as specific instructional techniques by the teacher. Types of learning activities that the teacher is expected to facilitate will range from ensuring attendance to lectures, performing specific assignments, writing papers, initiating independent private study, reading and reviewing books, journals and papers, learning how to give constructive criticism, and peer group study.Evaluation: Evaluation of students’ performance is done on two-way system of internal and external evaluation. Internal evaluation will take the form of formative assessment of students’ performance, grades on which will be added to the grades of external evaluation.Internal Evaluation - 40%Internal evaluation will be based on the following criteria:Oral examination, seminar/workshop/conference presentation, written essay and examination (unit tests), quizzes, paper-pencil/ test will take the form of continuous assessment. Internal evaluation will be conducted by the course teacher based on the following activities:Attendance 5 pointsParticipation in learning activities 7 pointsFirst assignment/midterm exam 14 points Second assignment/assessment (1 or two) 14 points_________________________________________________________________________Total40 pointsExternal Evaluation (Final Examination) - 60%External evaluation will be conducted by Examination Division of the Dean’s office, Faculty of Education as final or end of semester examination with a focus on the following types of questions:Objective type questions (Multiple choice items 10x1) -10 pointsShort answer questions (5 questions x 6 points) -30 pointsLong answer questions (2 questions x 10 points) -20 points_______________________________________________________________Total60 pointsRecommended readings Agabi, C. (2010). Prudential approach to resource management in Nigerian education: A theoretical perspective. International Journal of Scientific Research in Education. Vol. 3, no. 2, pp. 94-106. Retrieved from: , H. J. (2008). Human Resource Management. McGraw-Hill: New Delhi.Bevans, K. B., Fitzpatrick, LA., Sanchez, B. M., Rilley, A. W. & Forrest, C. (2010). Physical education resources, class management, and student physical activity levels: A structure-process-outcome approach to evaluating physical education effectiveness. Journal of School Health, Vol. 80, No. 12, pp. 553-580.Decenzo, D. A. and Robbins, S. P. (2012). Human Resource Management. Wiley: India.Department of Education and Children’s Services. (2004). Choosing and using teaching and learning materials. Guidelines for preschools and schools. The State of South Australia: Author. Retrieved from: of Education South Africa (2000). Lead & manage organizational systems, physical & financial resources. Retrieved from: , G. and Varkkey, B. (2009). Human Resource Management. Pearson: New Delhi.Egypt AnPro-Model: Principal features and structure of the Model. Retrieved from: Southwest Consortium for the Improvement of Mathematics and Science Teaching (1996). Using community resources to enhance Mathematics and Science education. Retrieved from: , F., (n.d.). Using learning resources to enhance teaching and learning. Retrieved from: Program Presentation: Physical resources and facilities. Retrieved from: , T. J., Lasley II, T. J. & Mahoney, J. W. (2007). Data Driven Decisions and School Leadership. Pearson.? Margaret Holtschlag, M. (2001). Using community resources to the fullest. Retrieved from: Institute-UNESCO (2007). Session 12: Simulation Model as a Planning Tool. Retrieved from: Institute–UNESCO Bangkok (2007). Projecting Resources Needed. Retrieved from: Institute-UNESCO course on Education Decentralization (2007). Introduction to the Analysis and Projection Model. The ANPRO – Model. Retrieved from: Institute-UNESCO course on Education Decentralization (2007).Practical Use of ANPRO Model. Retrieved from: Regional Educational Laboratory (2005). Classroom to Community and back. Using culturally responsive, standards-based teaching to strengthen family and community partnerships and increase student achievement. Retrieved from: , A. R. (2011). ?Strategic Management of Human Capital in Education: Improving Instructional Practice and Student Learning in Schools.? Routledge.O'Sullivan, F. (2000). From Bursar to School Business Manager: Reengineering Leadership for Resource Management (School Leadership & Management).Rebore, R. W. (2014). Human Resources Administration in Education (10th Edition). Pearson.Tuomi, I. (2006). Open Educational Resources: What they are and why do they matter. Report prepared for the OECD. Retrieved from: , J. T. (2007).?Human Resource Leadership for Effective Schools (5th Edition). Pearson.Smith, R. (2008). Human Resources Administration: A School Based Perspective (4th edition). Routledge.Street Law, Inc. (2012). Effective Use of Community Resource People. Retrieved from: , S. J. (2011). Professional Development Book Bundle: Professional Development: What Works (2nd edition).?Routledge. sfk\mn], afz'b]j? clwsf/L, gf/fo0f / yfkf, tf/f axfb'/ -@)^*_ . lzIffdf dfgj ;+zfwg / Aoa:yfkg . ;g\nfO6 klAns];gM sf7df08' .Course Title: Health Promoting SchoolsCourse No.: H.Ed. 525Nature of course: Theory Level: M.Ed.Credit hours: 3 Semester: IITeaching Hours: 481. Course DescriptionSchools are an important setting for both education and health aspects of the people related to it. A health promoting school is one that works in a way which demonstrates a whole school commitment to improving and protecting the health and well-being of the school community. It is one that constantly strengthens its capacity as a healthy setting for living, learning and working.This course is designed to provide students with an understanding of health promoting school as a setting based concept of school health program. It deals with school health programme, development of school policies and environment, curriculum materials, health services and cooperation and evaluation techniques of health promoting school.2. General ObjectivesThe general objectives of this course are as follows:To help the students conceptualize health promoting school as an approach to improve health at school setting and identify other models of school health program. To make the students familiar with the importance of healthy school policy and promotive environment in creating health promoting school. To help students develop on understanding of teaching and learning in curriculum as a key part of health promoting school. To enable the students to comprehend the importance of staff’s health in health promoting school. To make the students familiar with the methods of establishing community links.To provide the students with knowledge of methods of providing health services in the school. To make the students able to figure out the importance, process and methods of evaluating interventions in health promoting school. 3. Objectives and ContentsSpecific ObjectivesContentsIdentify the development of school health programs as a result of relationship between education, health and health sectors.Describe the concept and components of health promoting school, Describe framework of comprehensive school health program, child friendly school and focusing resources in effective school health. Unit I: Introduction to Health Promoting School (6)Education and health, and health sector relationshipSchool health program- concept, development and importanceEvolution of Health promoting school(HPS)- concept and aimsPrinciples and components of HPSOther models of SHPComprehensive school health programChild friendly schoolFRESH approachDescribe school health policy as a foremost requisite of developing health promoting school. Identify the conceptual framework for developing school health policy.Explain the concept and importance of school’s physical and social environment in health promoting school. Plan and design appropriate elements for a physically and socially healthy school. Describe management aspects of school food services for students and its roles in healthful school environmentUnit II: School Health Policy and Environment (10)Developing School Health PolicyConcept and NeedCriteria for a School Health PolicyConceptual Framework for Developing a School Health PolicyCreating Health Promotive Environment in SchoolThe School’s Physical Environment- Concept, Importance and ElementsThe School’s Social Environment- Concept, Importance and elementsCreating healthful school nutrition environment in school: Managing school food services (midday meal and tiffin) and its roles in healthful school environmentDescribe the health education provided through formal and informal methods.Plan for health instructionExplain the types of health instructionDevelop action competenciesEvaluate health instructionAnalyze the role of staff’s health and competences in health promotion in school.Identify healthy lifestyles among students and staff to be developed by health education and teaching and learning activities. Describe management aspects of school food services for students and staffUnit III: Teaching Learning Activities for Health Promotion (16)Student’s individual health skills and action competencesHealth education through formal and informal methodsPlanning for health instructionTypes of health instructionDeveloping action competencies throughstudents' participation, empowerment and decision making Evaluation of health instruction School Staff’s health and competencesHealth Role Modelling by staff/teachersOccupational health hazards of school staffHealth promotion activities for school staffTeacher education for health promotionPromotion of healthy lifestyles among students and staffInvolvement in physical exercises, sports, Yoga and extra-curricular activitiesHealthy food habits, sanitation and hygiene behaviorsManaging stressPreventing substance abuseExplain the importance and aspects of health services provided to the school children.Elucidate the ways of providing health service to the school childrenIllustrate the importance of team work and school community cooperationDiscuss the importance and the ways of health programme through school-community anize school community joint health programme. Unit IV: Organization of School Health Service and Community Cooperation (10)Health ServicesNeed and importance of school health servicesAppraisal Health ServicesPreventive Health ServicesRemedial Health ServicesHealth Services to Students with Special NeedsMental Health ServicesCommunity LinksImportance of Teamwork and School-Community CooperationInvolving Parents and Community in School Involving School in CommunityOrganizing Joint ProgramsDescribe the meaning, components and process of evaluation of health promoting school.Identify the types and levels of evaluation in school health Explain models and designs of evaluation used in HPSDevelop the tools and techniques for the evaluation of health promoting school. Unit V: Evaluation of Health Promoting School (6)Evaluating HPS- Concept, components and ProcessTypes of Evaluation in School HealthModels and design of HPS evaluationEvaluation Tools and Techniques(Note: The figures in the parenthesis indicate the approximate periods for the perspective units)4. Instructional TechniquesThe instructional techniques for this course are divided into two groups. The first group consists of general instructional techniques applicable to most of the units. The second group consists of proposed specific instructional techniques applicable to specific units.4.1 General Instructional TechniquesLectureDiscussionsDemonstration4.2 Specific Instructional TechniquesUnit I: Students are given to do review of literature related to articles of SHP,CSHP, HPS, CFS, etc. and group discussion will be done in classroom.Unit II: Students will be given to visit at least one separate school and they will observe the environment of school and make a separate report with suggestions for improving school environment for healthful living.Unit III: Guest lecture will be organized in some subunits and students are given to brain storming putting some critical questions by guest lecturer or class teacher in related topics. Unit IV and V: Group work will be given in different topics and the groups will present their reports in classroom in their respective topics.5. Recommended BooksAllensworth, D. et al. (Editors) (1997).Schools health: Our nation's investment.Anderson, C.L. (1972). School health practice. St.Louis: The CV Mosby Company. (For Units II, III and IV)Barnekow, V., Bujis, G., Clift, S., Jensen, B.B., Paulus, P., Rivett, D.,& Young, I. (2006).Health-promoting schools: a resource for developing indicators. _________ : International Planning Committee of the European Network of Health Promoting Schools. /ENHPS. (For Unit I)Denman, S., Moon, A., Parson, C., &Stears, D. (2004). Health Promotion School in Action: Policy, research and practices. New York: Taylor and Francis Group (For Unit I)Gray, G., Young, I.,&Barnekow, V. (2006).Developing a health-promoting school.A practical resource for developing effective partnerships in schoolhealth, based on the experience of the European Network of HealthPromoting Schools. _________ : International Planning Committee of the European Network of Health Promoting Schools. /ENHPS(For Units I, II, III, IV and V).Jenne, F.H. (1976). Turner’s school health and health education (7thed.). Saint Louis: The CV Mosby Company (For Units II, III and IV). Meeks, L. et al. (2003). Comprehensive school health education:totally awesome strategies for teaching health. New York: Mc. Graw–Hill. (For Unit II and III)Redican, K.J., Olsen. L. K., &Baffi, C.R. (1986). Organization of school health program. New York: Macmillan Publishing Company. (For Unit III)Naidoo, J.,& Wills, J. (2009). Foundations for health promotion (3rd ed.). Edinburgh: Elsevier Limited.(For Units I and V)World Health Organization Expert Committee on Comprehensive School Health Education and Promotion. (1997). Promoting health through schools (WHO technical report series; 870). Geneva: Author. (For Unit I, II, III and IV)Young, I. (2005). Health promotion in school-historical perspective.Promotion and Education, 12(3-4), p. 112-117.(For Unit I)ReferencesBudhathoki, C.B. &Wagle, B. (2068 BS).School health programme management.Kathmandu: Pinnacle Publication. Katz, J., Peberdy, A., & Douglas, J. (2000).Promoting health: knowledge and practice (2nded.). London: The Open University.Maharjan, S.S.,&Khanal, S.P. (2068 BS).School health programme management. Kathmandu: Sunlight Publication .World Health Organization.(2009). Milestones in health promotion; Statements from global conferences.Geneva: Author.Whitman, C.V., &Aldinger, C.E (Eds.) (2009).Case studies in Global school health promotion. From research to practice. Newton MA: Education Development Center, Inc. Course Title: Nutrition EducationNature of Course: TheoreticalCourse No. : H.Ed. 526Credit Hour: 3Level: M.Ed.Teaching Hours: 48Semester:Second Course DescriptionThis course deals with the fundamental issues of nutrition and nutrition education. Students will gain deeper understanding on nutrition requirement for different age groups and determinants of food choices and food habits. It examines nutrition education including emerging education models for promoting healthy eating and an active lifestyle. Emphasis is given on a stepwise procedure for designing nutrition education. Focus of this course is designing and implementing theory based nutrition education in school and community by linking theory, research and practices. The students will learn about the impact of marketing and communication on the food and lifestyle choices that are made by consumers.General ObjectivesGeneral objectives of this course are to: Impart knowledge on fundamental concepts of nutrition and malnutritionEnhance students' understanding of nutrition requirement and diet management during different phases of lifespanFamiliarize students with determinants of food choices and food habitsMake students able to carry out nutrition survey and assessment in community and school Make students able to conceptualize and apply educational and health behavior theories in promoting healthy eating behaviour.Enable students to design nutrition education programme following stepwise procedure and applying theories and models relevant to nutrition educationImpart knowledge and skills required for implementing nutrition education in school and communityEnhance the students' capacity for developing nutrition education materials that are appropriately targeted for an audience in terms of gender, ethnicity, demographics, etc.Improve critical thinking and problem solving skills about nutritionSpecific Objectives and ContentsSpecific ObjectivesContentsConceptualize food and nutritionExamine global perspective on food and nutritionDescribe biological and social functions of foods and nutritionClassify and explain functions, digestions and sources of carbohydrate, protein, fats and vitaminsDiscuss daily requirement of different nutrientsExplain body water requirement and water balance systems in human bodyIllustrate digestion, absorption and utilization of nutrients in human bodyDiscuss principles of healthy diet planning and managementPlan healthy diet for a family and school children using diet planning principles and proceduresUnit I: Introduction to Human Nutrition (10) Concept and global perspective on food and nutritionBiological and social functions of food and nutritionReview of Classification, functions and sources of Carbohydrate, Protein and Fats, mineral and vitaminsDaily requirement of carbohydrate, protein, fats, vitamin and mineralsBody water requirement and water balance systemsDigestion, absorption and utilization of nutrients in human bodyDiet planning principles and proceduresPoint out importance of food and nutrition in different phase of lifespanExplain nutrition requirement for women during pregnancy and lactationDiscus nutrition requirement for infant children and adolescentsDiscuss nutrition requirements for adults and aging peopleAnalyze determinants of food choices and dietary habitsExplain dietary habits of Nepalese people living in Mountain, Hill and TeraiDiscuss the roles of information circulated through news paper, TV and radio food choicesExplains roles of nutrition education changing dietary habitsExplore the situation of consumer awareness of healthy/nutritious foods and healthy eatingAnalyze consumer awareness of food labeling and junk/fast food calorie information, and food adulterationExplain the health effects of pesticide use in foods and vegetablesExplain consumer rights and Consumer Protection Acts of NepalUnit II: Nutrition and Dietary Habits (10)Importance of nutrition during lifespanNutrition during pregnancy and lactationNutrition in infancy, childhood and adolescentNutrition for adults and elderly peopleDeterminants of food choices and dietary habitsFood related determinantsPersons related determinantsSocio-cultural determinantsEconomic determinantsEnvironmental determinantsRoles of Media and information in food choicesRoles of nutrition education changing dietary habitsNutrition and consumer healthConsumer awareness of healthy/nutritious foods and healthy eatingConsumer awareness of fool labeling and junk food/fast-food calorie information, and food adulteration and pesticide /chemical use in foodsConsumer Rights and Consumer Protection ActConceptualize malnutrition and under-nutritionDiscuss determinants of malnutrition in NepalExplain nutrition assessment methods and proceduresDiscuss the needs of nutrition surveillance in nutrition education programmeDescribe procedure of nutrition survey in community and schoolsIllustrate the situation of hunger and malnutritionExplain situation food production and food security in NepalIllustrate the situation malnutrition and nutritional deficiency diseases in NepalDiscuss the needs of community rehabilitation center for severely malnourished childrenUnit III: Nutrition Assessment and Surveillance (10)Concept of malnutrition and under-nutritionDeterminants of malnutrition in NepalMethods of assessment of nutritional status: anthropometric measurement, Body Mass Index (BMI) and, Growth ChartNutritional surveillance and nutrition survey in nutrition education programmeSituation of Hunger and malnutrition in Nepal and world.Food security in NepalMalnutrition, obesity problems and nutritional deficiency diseases in NepalRehabilitation of severely malnourished childrenDescribe basic concepts of nutrition educationExplore different views of nutrition educationDiscuss needs and scope of nutrition educationIdentify setting for nutrition educationExplore challenges of nutrition education in the least developed country like NepalExplain link between theory, research and programme planningIllustrate stepwise procedure for designing nutrition educationAnalyze strong and weak points of nutrition policy and strategies of NepalWrite an overview nutrition programmes in Nepal including multi-sectoral interventionUnit IV: Nutrition Education, Policy and Planning (8)Concept of nutrition educationDifferent views of nutrition educationNeeds and scope of nutrition educationSettings for nutrition educationChallenges of nutrition education in the least developed country like NepalLink between theory, research and programme planningStepwise procedure for designing/planning nutrition educationNutrition Policy and strategies of NepalNutrition Programmes in Nepal Mulitsectoral Nutrition Interventions in NepalDescribe need for developing printed materials, visual and audio-visual aids in nutrition educationPrepare guidelines for developing and using teaching and supportive materialsExplain basic communication modelsExplore different learning styles than can be used in nutrition educationDiscuss process of implementing teaching and learning in groupsExplain procedures of oral presentation and workshop in the process of implementing nutrition educationDiscuss how to work with diverse cultural groups in the process of implementing nutrition educationExplain nutrition educators as change agent in the societyExplore the situation of local and national nutrition education programmeIllustrate the procedure of evaluating nutrition educationUnit V: Implementing Nutrition Education Programme (10)Developing printed materials, visual and audio-visual aids in nutrition educationGuidelines for developing and using teaching and supportive materialsBasic communication modelUnderstanding learning stylesImplementing teaching and learning in groupsOral presentations and workshopsMass media and social marketingNutrition education in online/distance modeWorking with children, adolescent, youth and adultsWorking diverse cultural groupsNutrition educators as change agent in the societyLocal and national nutrition education programmeEthics in nutrition educationEvaluation of nutrition education programmeInstructional TechniquesGeneral Techniques The instructional techniques for this course are divided into two groups. The first group consists of general instructional techniques applicable to most of the units. The second group consists of specific instructional techniques applicable to specific units.Lectures/Mini-lecturesDiscussionsDemonstrationsPresentationsGuest speeches Library visits and web surfing Home assignments4.2 Specific Instructional TechniquesUnitActivity and instructional techniques 1Each student will be assigned to review and prepare note on classification, functions and sources of carbohydrate, protein, fat, vitamin and mineral. Teacher will select some students to take class on given topic of nutrition. 2Students will be divided into several groups and each group will be assigned to read relevant books and articles on one of topics such as nutrition requirement for pregnant mothers, infants, child, adolescent, adult and aging people. Then leader of each group will present their notes on given topics in class.3Each student will be asked to identify and collect relevant books, articles and research reports on situation of nutritional status and food security, and prepare a short paper on situation of nutrition in Nepal by review the relevant documents. A few students present their paper in class. Students will be divided into several groups for group exercise on calculation of hypothetical anthropometric data using Gomez and Water low formula. Each group will work on group and present result of analysis in classroom.4Group work on designing nutrition education programme. Students will be divided into four groups and each group will design nutrition education programme using theory and stepwise proceduresThe same group will collect nutrition policy and programme documents and prepare a paper by analyzing them. Leader of each group will present analysis of the policy documents in class5Students will be divided into several groups: Each will develop at least two teaching-learning materials required for conducting nutrition education. Each group also prepares session for conducting nutrition education using materials and specific techniques.EvaluationInternal Evaluation 40%Internal evaluation will be conducted by course teacher based on following activities:Attendance5 Participation in learning activities5First assessment10Second assessment10 Third assessment10 Total 40 External Evaluation (Final Examination) 60% Examination Division, office of the Dean, Faculty of Education will conduct final examination at the end of semester. Objective type question (Multiple choice 10 x 1ponts) 10 Short answer questions (6 questions x 5 points) 30 pointsLong answer questions (2 questions x 10 points) 20 pointsTotal 60 points Recommended Books Contento, I.R. (2007). Nutrition education. Linking research, theory, and practice: Sudbury MA: Jones and Bartlett Publishers. (For I, IV and V)Holli, B.B., and Calabrese, R.J. (2003). Communication and Education Skills for Dietetic Professionals (4th Ed.). London: Williams and Wilkins (For unit V)Mudambi, S.R. & Rajagopal, M.V. (2007). Fundamental of foods, nutrition and diet therapy. New Delhi: New Age International Publishers. (For unit I)Nix, S. (2009). William's Basic Nutrition and Diet Therapy. Noida, UP India: Elsevier, a divsion of Reed Elsevier India Private Limited. (For unit I and II)Nutrition Society (Ed.) (2009). Introduction to human nutrition. Oxford: Wiley- Blackwell (For unit I and II)Spark. A. (2007). Nutrition in public health. Principles, policies and practices. New York: CRC Press, Taylor and Francis Group. (For Unit III and VI)Wiseman, G. (2002). Nutrition and Health. London: Taylor and Francis (For Unit II)WHO (1988). A guide to nutritional assessment. (For unit III)ReferencesEastwood, M. (2003). Principles of human nutrition. Oxford: Blackwell Science. Ministry of Health (2004). National nutrition policy and strategies of Nepal. Kathmandu: Nutrition Section, Department of Health ServicesNutrition Society (Ed.) (2009). Introduction to human nutrition. Oxford: Wiley- Blackwell (For unit I and II)Semba, R.D., & Bloem, M.W. (2008). Nutrition and health in developing countries. Human Press.Semba, R.D., & Bloem, M.W. (2008). Nutrition and health in developing countries. Human PressUNICEF and World Bank (2013). Multi-sectoral nutrition programme in Nepal.Course Title: Community HealthNature of Course: TheoreticalCourse No. : H.Ed. 527Credit Hour: 3Semester :Second Teaching Hours: 48 Course DescriptionThis course is designed to provide an overview of community/public health and some of its main components. It is particularly directed towards health problems in developing countries including Nepal. It also deals with environmental health, community-based health intervention, mental health, drug abuses and health care systems. This course emphasizes the importance of creating and applying an evidence base to finding solutions to the health problems facing populations.General ObjectivesGeneral objectives of this course are to:Introduce students about fundamental concepts, functions, scope, history and determinants of community healthFamiliarize students scopes and principles of environmental healthEnlighten students about different types of waste, waste management, pollutions, climate change and their impact on human health, and Equip students with knowledge and understanding of community health inverventionDevelop deeper understanding of issues and community health intervention of mental health problems and substances abuseMake students able to illustrate organizational structure of health care systems of NepalAcquaint students with community/public health programme of NepalSpecific Objectives and ContentsSpecific ObjectivesContentsExplain contrasting concepts of community health, public health, social medicine, preventive medicine and community medicineExplore and illustrate scope, aims and functions of community and public healthOutline a brief public health history in the western worldIllustrate public health history of Nepal, India and ChinaDescribe concepts of burden of diseases and quality of lifeExamine community health problems of Nepal with national level dataAnalyse situation of global burden of diseases using DALY approach including the burden of disease in NepalUnit I: Introduction to community health (10)Concept of community health, public health, preventive and social medicineScope, aims and functions of community/public healthA brief history of community and public health including Nepal, India and ChinaCommunity health problems in NepalGlobal burden of Burden of diseases and Disability Adjusted Life Year (DALY)Conceptualize ecology and environment, Describe concept , principles and approaches of environmental healthConceptualize environmental hazards and explain health problems due to biological hazardsExplain short terms and long-term health effects of pesticide hazardsExplain effects of ionizing and non-ionizing radiation on human healthConceptualize sanitation and hygiene and principles and approaches of total sanitationAnalyze situation of solid waste production and management practices in urban areasDiscuss water supply and sanitation strategies and plan of NepalExplain key factors related to global warming and climate changeDescribe consequences and effects of climate change on human healthExplain cause and effects of occupational diseases such as pneumoconiosis, cancer, lead poisoning and occupational hazards of agricultural workersExplain the concept of ergonomics and symptoms of work related musculoskelatal disorderUnit II: Environmental Health and sanitation (12)Concept of ecology and environmentPrinciples and approaches of environment health Environmental hazards- biological hazards and human healthChemical hazards: pesticides and human healthPhysical hazards: Ionizing and Non-Ionizing radiation and its effect on healthPrinciples and approaches of total sanitation and hygiene Water supply and sanitation strategies and plan of NepalSolid waste management methods and practices in urban and semi-urban areasGlobal warming and climate changeConsequences of climate change on human healthOccupational health and diseases: Pneumoconiosis, lead poisoning, occupational cancer and occupational hazards of agricultural workers and health protection of workersErgonomics and work related musculoskelatal disorderDescribe concept and needs of improving health in community settingDiscuss community based intervention and community health strategies for improving pre-natal, perinatal and neonatal healthAnalyze the situation of community based Integrated Management of Childhood Illness in NepalState instrumental needs of elders and explore community services provided to them Explain social network approach and community based HIV prevention interventionDiscuss community involvement in tuberculosis care and preventionAnalyze strengths and weakness of community based prevention of vector born diseasesExplore and discuss the situation of public awareness and prevention strategies of emerging infectious diseases such as avian influenza, swine flu and EHFUnit III: Community Based Health Intervention (9)Concept and needs of community based intervention for improving health in communityCommunity based intervention and community health strategies for improving pre-natal, perinatal and neonatal health Community based Integrated Management of Childhood Illness (IMCI)Health Profile and instrumental needs of eldersCommunity care services of elderly peopleSocial network approach and community based HIV prevention interventionCommunity involvement in tuberculosis care and preventionCommunity based prevention of vector borne diseasesPublic awareness and prevention of emerging infectious diseases: avian influenza, swine flu and Ebola Haemorhagic Fever (EHF)Prevention strategies of emerging infectious diseasesDescribe concepts and scope of mental healthClassify mental disorder into different groups and explain causes of mental disorders and illnessIllustrate statistical and social indicators of mental illnessDiscuss stress as a major contemporary mental health problemsExplain techniques of managing stress, depression and anxiety at personal, family and community levelDiscuss need of community mental health careConceptualize substance and drug abuse and explain factors leading to alcohol, tobacco and drug useDiscussion prevention and control measures of drug abuseUnit IV: Community Mental Health and Substance Abuse (9)Concepts and scope of mental healthClassification, origin and causes of mental disordersStatistical and social indicators of mental illnessStress: a contemporary mental health problemsManagement of stress, depression and anxiety and community Mental health careConcept and types of substance and drug abuseFactors that contribute to alcohol, tobacco and drug abuse Government policies, programme and law for prevention of drug abuse and consumption of alcohol and tobaccoPrevention and control of substance abuseCommunity Based Rehabilitation of drug usersGovernment policies, programs and laws on controlling tobacco, alcohol and drugsIllustrate the concepts of health systems and health care systemsWrite brief history of health care systems in NepalDescribe different types of health care systems in NepalSketch and illustrate organizational structure of health services in NepalWrite an overview of various public health programmes such as malaria and kala-zar control, tuberculosis control, leprosy control, goitre control, Diarrhea and ARI control, safe-motherhood, expanded immunization programme and FCHV programmeDiscuss principles of primary health careAnalyze dimensions of comprehensive and selective PHCExplore the roles of primary health care in community health developmentDiscuss political nature of health and health care systemAnalyze state responsibility and welfare principles in community healthAnalyze aims and issues of health sector reforms and decentralization of health services in developing countriesUnit V: Health Care Systems (8)5.1 Concept of health systems and health care systems5.2 Brief history of health care systems in Nepal 5.3 Types of health care systems in Nepal5.4 Organizational structure of health services at various level5.5 Health policies and plans of Nepal5.6 Health Insurance, Free Health Care Policy and Services in Nepal5.7 An overview of various public health programmes in terms of objectives and activities: Malaria, Kala-zar control, tuberculosis control, Leprosy control, Goitre control, Diarrhea and ARI control, HIV/AIDS and STD Control, FP/MCH, Safe motherhood, Expanded Immunization Programme5.8 Principles and approaches of primary health care 5.9 Roles of primary health care in community health5.10 Political nature of health and health care5.11Crisis in state responsibility and welfare principles in community health5.12 Health sector reform and decentralization in developing countriesInstructional TechniquesGeneral Techniques The instructional techniques for this course are divided into two groups. The first group consists of general instructional techniques applicable to most of the units. The second group consists of specific instructional techniques applicable to specific units.LecturesDiscussionsDemonstrationsPresentationsGuest speeches Library visits and web surfing Home assignments4.2 Specific Instructional TechniquesUnitActivity and instructional techniques 1Each student will be asked to read relevant books and articles related to concept and evolution of community health and prepare a short paper on the history of community health of India, Nepal and ChinaStudents will be divided into four groups: First group will prepare notes and present on situation of environmental health and sanitation of Nepal. Second group will prepare notes and present on Diarrhea and ARI problems of Nepal. Third groups will present on TB, HIV/AIDS and Vector Borne Diseases of Nepal. Fourth group will present worm infestation and hunger and malnutrition problems of Nepal2Each student will be asked to write a short paper with data and references on health impact/hazards of water, air, land and pesticide pollutions. Field visit and presentation: Teacher and student will visit the municipality and its solid waste management practices. Students will observe solid waste management practices and interact with staff involved in solid waste management. Based on field visit group leader of each group will present key points observed in the field.3Students will be divided into four to five groups. Each group will collect relevant articles and books and review them, and write a group paper on community based intervention such as community based intervention to improve pre-natal, perintal and neonatal health, HIV/AIDS prevention, Tuberculosis and malaria, elderly health care. Talk programme will be organized and guest speakers will deliver their speech on avian influenza, swine flu and Ebola Haemorhagic fever.4Self study and individual assignment: Each students will be assigned to read and prepare a paper on classification, cause, symptoms and prevention of mental illness and disoderGuest speaker will be invited to speak on mental health problem of NepalTeacher and student will visit drug rehabilitation center and explore issues related to it 5Students will be divided into several groups and each group will visit relevant programme unit of Ministry of Health such Child Health Division, Leprosy Division, Immunization programme, STD and HIV Control, Tuberculosis Control, Safe motherhood and collect relevant data and information and prepare a short paper on these programme. Each group will present their paper in classroom.EvaluationInternal Evaluation 40%Internal evaluation will be conducted by course teacher based on following activities:Attendance5 pointsParticipation in learning activities5 pointsFist assignments. Review of epidemiologic studies10 pointsSecond assignment: Mid-term exam10 pointsThird assignment: Write term paper on epidemiology and preventive strategies of major communicable diseases in Nepal10 pointsTotal 40 points External Evaluation (Final Examination) 60% Examination Division, office of the Dean, Faculty of Education will conduct final examination at the end of semester. Objective type question (Multiple choice 10 x 1ponts) 10 pointsShort answer questions (6 questions x 5 points) 30 pointsLong answer questions (2 questions x 10 points) 20 pointsTotal 60 points Recommended books and articlesBhutta, Z.A., Darmstadt, C.L. Hasaan, B.S. & Haws, R.A. (2005). Community-Based Interventions for Improving Perinatal and Neonatal Health Outcomes in Developing Countries: A Review of the Evidence. Pediatric, Vol. 115, No. 2. (For Unit III)Cassels, A. (1995). Health Sector Reform: key issues in less developed countries. Journal of International Development, 7(3), 329-347.DoHS (2013). Annual report of health services. Ministry of Health and Population, Department of Health Services.Frumkin, H. (2010). Environmental health: From global to local (Second Edition). San Francisco: Jossey-Bass. (Unit II)GoN (2011). Sanitation and Hygiene Master Plan, Nepal. (For Unit II)Jiloha, R.C. (2008). Tobacco use, health and behavior. New Dehli: New Age International Publisher. (For Unit IV).McKenzie, J.F., Pinger, R.R. &Kotecki, J.E (2005). An introduction to community health ( 5th Edition) Boston: Allyn and Bacon. (For unit I, II, III and IV).Ministry of Health (2004). Nepal health sector programme-implementation plan, 2004-2009. (For unit V)Nandha, B., &Krishnamuoorthy, K. (2010). Impact of education on community based vector control in hastening the process of elimination of lymphatic failariasis in Tamil Naud, South India. Health Education Research, Park, K. (2012). Park’s Textbook of Preventive and Social Medicine. Jabalpur, India: M/S Banarsidas Bhanot (For Unit I, II, IV)Smith, B.C. (1997). Decentralization of health care in developing countries. Organizational option. Public Administration and Development, 17, 399-412. (For unit V)Susman, S., & Ames, S.L. (2008). Drug abuse, concept and cessation. New York: Cambridge University Press. (For Unit IV)Trikett, E.J., & Pequegnat, W. (2005). Community intervention and AIDS. Oxford: Oxford University Press. (For Unit III)Wallace, R.B., Kohatsu, N., & Last, J.M. (2008). Public health and preventive medicine. New York: McGraw Hill. (For Unit II and IV)Walsh, J. And Warren, K. (1979). Selective Primary Health Care: An Interim Strategy for Disease Control in Developing Countries. New England Journal of Medicine, Vol. 301, No. 18. (Unit V)WHO (2013). Community based dengue vector control. ADB and WHO (For Unit III)Reference Bassett, W.H. (1999). Clay's handbook of environmental health. London: Taylor and Francis GroupCastello, J. & Haggart, M. (2003 ). Public Health and Society. New York: Palgrave MacMillanEhiri, J. (2009 ). Maternal and child health: Global challenges, policies and programme. New York: Springer .Guttmacher, S., Kelly, P.J., & Ruiz-Janecko, Y. (2010). Community-based health interventions. Principles and application. San Francisco: Jossey-Bass Jones, L. J. (1994). The social context of health and health work. New York: Palgrave. Healey, B.J., & Walker, K.T. (2009). Introduction to occupational health in public health practice. San Francisco: Jossey-Bass Lopez, A.D. et al. (2006). Global burden of disease and risk factors. New York: World BankTchobanglous, G., &Kreith, F. (2002).Handbook of solid waste management. New York: McGrahill Companies. Tulchinsky, T.H, & Varavikova, E. A. (2009). The new public health (Second Edition). San Diago, California: Elsevier Academic Press .Kar, K. & Robert, C. (2008). Handbook on community led total sanitation (CLTS). UK: Institute of Development Studies.Course Title: Community Organizing for Health Education Course No. : H.Ed. 528Nature of course: Theory and Practical Level: M.Ed. Credit hour: 3 Semester: Second Teaching Hours: 80 Course DescriptionsThis course is designed to develop a broader understanding of community structure, community organization, community participation and community development, and group process for community health education among students. It equips students with practical knowledge and skills in organizing community, doing survey, analyzing community health needs and problems, writing report of community organization and planning action program for community health education and promotion. General objectivesTo familiarize the students community structure and interactionTo gain in-depth understanding in group dynamic and group process To provide a better understanding of process, approach and methods of community organization.To acquaint students with principles, approaches and process of community developmentTo develop the skills required for data analysis and interpretation of survey data. To build transferable knowledge and skills on organizing community, building team and community coalition, mobilizing and utilizing available resources for community health promotion.Specific Objectives and ContentsSpecific ObjectivesContentsCompare concept of community with societyDiscuss different types of community interaction.Explain community power structure and source of powerDescribe concept, elements and principles of group dynamicsAnalyze group structure and roles of group dynamics in community organization.Discuss the process of group formation in community and schoolUnit I: Community Interaction and Group Dynamics (14) Concept and structure of community and societyTypes of community interactionCommunity power structure and its sourcesConcept of group dynamicsElements and principles of group dynamicsGroup structure: types and rolesGroup communication models and processFormation of group in community and schoolsConcept, types and qualities of leadershipRoles and responsibilities of leaders for community organizationConceptualize community organization and community building Discuss philosophy and principles of community organizationExplain the aims and objective community organization in health educationDiscuss different conceptual models of community organizationExplains basic steps of community organizationExplains the Dunhman' method of community organizationExplains the Participatory Rural Appraisal (PRA) tools for community participationExplain the process and continuum of community developmentIdentify the community capacity for developmentDiscuss the importance of social capital, social network, coalition and partnership in developmentDiscuss the method of community health need assessmentDiscuss the components of project cyclesPrepare detailed action plan in the process if project planningUnit II: Principles and methods of community organization (18)Concept of community organization, community building and community coalitionPhilosophy, principles and aims of community organizationTheoretical/conceptual models of community organizationBasic steps/process of community organization.Methods and tools of community organization and community participation (PRA)Principles, Approaches and process of community developmentSocial capital, social network, coalition and partnership for community developmentConcepts of community needs and methods of community health need assessmentMethods and procedure of community surveyConcept of project ad project cycleSteps and components of action program planning Develop brief proposal to conduct community health survey and community organization.Develop survey and need assessment tools to collect data.Collect data/ information by using survey tools and other methods. Analyze & interpret the data with appropriate processes. Identify and prioritize the community needsPrepare action plan, formation of council/groups and organize action program in community based on identified health needs.Develop report of community organization for health education and health promotion.Unit III : Project Work on Community Organization for Health Education (48)Planning for community survey and organization for health educationPreparation of survey and need assessment toolsConducting a field study for gathering essential dataData processing and analysisDissemination of survey results in community and preparing action plan based on identified needs through participatory approachFormation of community health council and group for implementation action program/community health education programmeDeveloping report of community organization for health educationInstructional TechniquesGeneral Techniques The instructional techniques for this course are divided into two groups. The first group consists of general instructional techniques applicable to most of the units. The second group consists of specific instructional techniques applicable to specific units.LecturesDiscussionsDemonstrationsField visitPresentationsGuest speeches Library visits and web surfing Home assignments4.2 Specific Instructional TechniquesUnitActivity and instructional techniques 1Each student will be asked to read relevant books and articles related to structure of community and community power structure. Some students will present their notes in class and after presentation there will be interaction among students.Role play: Class will be divided into three groups and each group play different roles such as negative roles and positive roles, group building role, group maintenance roles. After playing roles of different groups, there will be discussion among students. Likewise there will brain storming and buzz session on group communication and community leadership.2Class will be divided into several groups comprising 4-6 members in each groups and each group will collect books, articles and documents related to philosophy, principles and approaches of community organization from different sources. They will read and prepare notes for presentation on assigned topic. Each group will present their notes in class. After presentation there will be discussion among the students.Role play/Rehearsal: Role play and rehearsal exercises will be organized on social mapping, wealth ranking, capacity mapping, transect walk, timeline and group discussion. Likewise, there will be rehearsal on interview and focused group discussion technique. After role play and rehearsal, there will be question-answer and interaction among students. 3Project work on community survey and community organization: Class divided into several groups comprising 7-10 students in each groups. Each group will conduct ocular survey for site selection. Each group will prepare detailed proposal with data collection tools. After having prepared the proposal, each group will mobilized to the community for collecting the required data. After data collection, student will analyze data in group and prepare summary of findings for presentation. Again each group organize community assembly and present key findings of the survey to the community. After presentation, community health council/organization will be formed. Study teams and members of community health council sit together and prepare action plan for organizing community health education and development programme at the community level. Upon completion of field level activities, each group will prepare a complete report of community survey and community organization for health education and submit it to the Department of Health Education of the concerned campus. EvaluationInternal Evaluation 40%Internal evaluation will be conducted by course teacher based on following activities:Attendance5 Participation in learning activities5 Fist assignments. 10 Third assignment: Project work on community organization12Total 40 External Evaluation (Final Examination) 60% (Theory 40 and Practical 20)Examination Division, office of the Dean, Faculty of Education will conduct final examination at the end of semester. Objective type question (Multiple choice 10 x 1ponts) 10 Short answer questions (6 questions x 5 points) 30 Practical examination (External) 20Total 60 points 6. Recommended booksButterfoss, F.D. (2007). Coalition and partnership in community health. San Francisco: Jossey-Bass.(For unit II)Frank, F., & Smith, A. (1999). The community development handbook: A tool for build community capacity. Hull, Quebec: Human Resource Development Canada (For Unit II)Harris, T.E. & Sherblom, J. C. (2008). Small group and team communication. Boston: Pearson (For Unit I)Loue, S. (2003). Community health advocacy. New York: Kluwer Academic Publishers (For unit II)Minkler, M. (2004). Community organizing and community building for health. San Francisco: Jossey-Bass. (For units II)Mikkelsen, B. (1995). Methods for development work and research: A guide for practitioners. New Delhi: Sage Publications. (For units II)McKenzie, J.F., Pinger, R.R. & Kotecki, J.E (2005). An introduction to community health (5th Edition) Boston: Allyn and Bacon. (For unit II)Ross, M.G. (1967). Community organization: theory, principles & practice. New York: Harper & Raw Publications. (For units II)Payne, J. (1999). Researching health needs: community based approach. London: Sage Publication.(For units II)Course Title: Population and DevelopmentCourse No. : Pop. Ed. 525Nature of course: TheoryLevel: M. Ed. Credit hours: 3 Semester: IITeaching hours: 48Course DescriptionThis course is designed to provide the students with knowledge and skills about the activities of population and development issues with reference to Nepal. .Specifically, this course intends to provide the prospective teachers with critical knowledge on population and development activities. General Objectives of the CourseThe general objectives of this course are as follows:To enable the students on acquiring knowledge on the population development.To develop the understanding about the basic issues in development.To make the students familiar with the concept of population and economic development. To make the students familiar with the process of population and sustainable developmentTo enable the students in understanding the global issues of population and development.Specific Objective and ContentsSpecific ObjectivesContentsDiscuss on meaning and impact of development.Analyze the Indicators of developmentDiscuss the policiesDescribe the scope of development.Explain the current populationstatus.Unit- IConcept of development 101.1 Meaning and importance1.2 Indicators of development (Basic needs, HDI and PQLI)1.3Policies on population development( Education, employment, health and housing) 1.4Scope of development (GDP, GNP and PPP) 1.5Current population status among developed and developing countriesExplain the rapid population growth.Discuss the inequality of development.Describe gender issues in development and social inclusion and exclusionAnalyze the human and child rightsUnit- II Basic issues in development (10)2.1 Rapid population growth (Causes and consequences) 2.2 Inequality of development 2.3 Gender issues in development 2.4Social inclusion and exclusion2.5 Human and child rightsExplain meaningand importance of economic development.Discusseconomic development and economic growthExplain the linkage among poverty, unemployment and income Describe the Lewis modelUnit- III Population and Economic Development 103.1 Meaning and importance of economic development3.2 Economic development and economic growth3.3Population growth and economic development3.4 Linkage among poverty, unemployment and income 3.5 Lewis model on economics of labour transfer and rural-urban migrationExplain meaning and importance Discuss population pressure on natural resourcesDescribe world Summit on sustainable development, 2002.Explain eco-tourismDescribe the role of GOs, NGOs and INGOsUnit- IV Population and sustainable development 104.1 Meaning and importance 4.2 Population pressure on natural resources 4.3World Summit on sustainable development, 20024.4Eco-tourism with special reference to Nepal4.5 Role of GOs, NGOs and INGOs in sustainable developmentExplain meaning and importance of globalizationDiscuss on major global issues in populationDescribe the global policies on population Analyze the demographic impact of globalizationUnit- V Globalization and Population development 85.1 Meaning and importance of globalization 5.2 Major global issues in population and development 5.3Global policies on population development5.4Demographic impact of globalizationNote: The figure in the parenthesis indicate the approximate periods for the perspective units4. Instructional TechniquesThe instructional techniques for this course are divided into two groups. The first group consists of general instructional techniques applicable to most of the units. The second group consists of proposed specific instructional techniques applicable to specific units.4.1 General Instructional Techniques Lecture and computing practices Participatory approachesGuest lecturers and resource personsReview of books, data sheet, research report international publication.Group work, report writing, seminar and presentation 4.2. Specific Instructional Techniques UnitsExamples of Activities and Instructional TechniquesIReview of books, population monograph, statistical year books, international publication, survey reports etc and discuss on them. Conducting group work, report writing and presenting through seminar.IIReview of books, population monograph, statistical year books, ICPD reports, Beijing report, survey reports etc and discuss on them. Conducting group work, report writing and presenting through seminar.IIIReview of books, population monograph, statistical year books, National planning reports, survey reports etc and discuss on them. Conducting group work, report writing and presenting through seminar.IVReview of books, population monograph, statistical year books, National planning reports, survey reports etc and discuss on them. Conducting group work, report writing and presenting through seminar.VReview of books, statistical year books international publication, survey reports etc and discuss on them. Conducting group work, report writing and presenting through seminar.5.Evaluation Internal Evaluation 40%Internal evaluation will be conducted by subject teachers based on following aspects:S.NParticularPoints1Attendance52Participation in learning activities53First assessment:Article review/ book review/ open book test/ unit test etc104Second assessment:Midterm test105Third assessment: Project work/case study/field/study/survey/seminar/workshop10Total405.2 External Examination (Final Examination) 60%Examination Section, Office of the Dean, Faculty of Education will conduct final examination at the end of semester.S.NTypes of questionPoints1Objective type question(multiple choice 10x1)102Short answer questions (6 questions x 5 points)303Long answer questions (2 questions x 10 points)20Total60Recommended Books/MaterialsJhingan, M.L. (1997). Economics of development and planning. India: Konark Publication PVT. Ltd ( For Unit- II- III)NPC (2007) Three year interim plan (2006/07 - 2009/10) Kathmandu Author.( For Unit- I-II)NPC (2010) Nepal Millennium Development Goals Progress Report, Kathmandu Author.( For Unit- I-II)Report of the Fourth World Conference (1995).Beijing, China.( For Unit-II)Report of the International Conference on Population and Development (1994). Cairo, Egypt.( For Unit-II)UN (2011) Human Development Report: New York: Author( For Unit- I-V)World Bank.(2007). World development report. Washington: ( For Unit- II-IV)ReferencesCBS (2013), Population National Report- Central Bureau of Statistics, Kathmandu.Dahal, M. K. &Dev, R. D. (1998).Environment and sustainable development, issues in Nepalese perspective. Kathmandu: NEFAS. KathamanduMoHP (2013), Annual Population Report of Nepal, Kathmandu Author.UNESCO (2004). Planning Human Resources: Methods, experience and practices Paris: Author Course title: Quality of Life EducationCourse No: Pop. Ed - 526Nature of course: Theory Level: M. EdCredit hours: 3Semester: IITeaching hours: 48-------------------------------------------------------------------------------------------------------------------Course descriptionThis course is designed for the students of Master in Population Education second semester. It aims to equip the students with the advanced knowledge of Quality Life Education. It intends to acquaint the prospective teachers with the factors affecting quality of life, plans and policies to enhance quality of life, level of quality life in Nepal, neighbouring countries and developed world. It also aims to equip the students with the skill of measuring quality of life as well as empirical study in quality life dimensions.General objectives: The general objectives of this course are as follows:To develop knowledge regarding quality life educationTo equip the students with deeper understanding on demographic, economic, social, environmental and political factors affecting quality of lifeTo enable the students with the capability of analysing population policies criticallyTo enhance the students with skill of quality life measurement and empirical studies on related issuesSpecific objectives and contentsDefine quality life through material and non-material viewsDiscuss the importance and policy for quality of lifeUnit I: Introduction to Quality of Life (3)Concept and Definition: Physical, mental and spiritual (material and non-material)Importance of Quality of Life educationFramework of policy dimension for Quality of LifeExplain the human well-being and happinessIllustrate the demographic, economic, social, political and environmental factors affecting quality of lifeDescribe importance of food habit, nutrition and its components and personal hygiene in raising quality of lifeUnit II: Factors affecting Quality of Life (20)2.1 Factors contributing to human well-being and happiness: perception of happiness, dimension of human needs (Maslow)2.1.1 Demographic factors: Size of population, Age sex composition, Ageing, Morbidity, Dependency burden, Population growth rate2.2 Economic factors: Economic Growth (National Income-GNP and NNP) and Technological Development, Occupation, Employment, Per-capita Income, Natural Resources2.3 Social factors: Education, Social security, Women Empowerment, Preservation and Promotion of Cultural heritage2.4 Environmental factors: Resource utilization and sustainability, Effects of pollution: Air, Water, Solid waste, Cultural and Noise2.5 Food habit and Nutrition: Energy needs, Calorie intake, Components of nutrition (Carbohydrate, Protein, Fat, Minerals and vitamin, Water)2.6 Personal hygiene and sanitation2.7 Political factors: Population policy, Family welfare, Good governance and human rightsMeasure and rank quality of life using various techniquesUnit III: Measures of Quality of Life (6) Real National IncomePer capita Real Income (PCI): Purchasing Power Parity (PPP)Basic needs approachPhysical Quality Life index (PQLI)Human Development Index (HDI)Gender Empowerment Measures (GEM): Gender Inequality Index (GDI) Human Poverty Index (HPI): Multi-dimensional Poverty Index(MDPI)Gross Happiness IndexEvaluate the policies of Nepal Government to raise quality of lifeIdentify the Government programmes related to food security, housing & clothing, education health and women empowermentUnit IV: Plans and Policies to raise Quality of Life (10)4.1 Plans and Policies of Nepal Government to enhance Quality of Life (Current Plan and Policies)4.1.1 Food Security, housing and clothing related policies and programs4.1.2 Education, health and women empowerment policies and programsCompare the levels of living in Nepal and neighbouring countries India and China in terms of poverty, inequality and inclusion- exclusion, demonstration effects Describe the level of quality life in Developed countriesUnit V: Quality of Life in Developed and Developing countries (5)5.1 Levels of living: Level of quality life in Nepal, India and China5.2 Absolute poverty: Extent and magnitude5.3 Inequality5.4 Inclusion and exclusion5.5 Demonstration effects5.6 Level of quality life in Developed countriesPerform community study related to community issues.Make Empirical studies and community visit on different community issues. Unit VI: Empirical Study (4) Field study on contemporary issues: Community/ field visit, selection of topic related to quality of life issues, planning for field study, data collection, use of measures of quality of life, data analysis, report writing and presentation (Contemporary issues: fooding , clothing, housing condition, nutritional status, ageing care, child labour and human trafficking and other related topics)Note: The figures in the parentheses indicate the approximate hours for the respective units.Instructional Techniques4.1 General TechniquesVarieties of techniques/methods can be applied for this course. The general methods applicable to this course include lecture, question answer, discussion, demonstration, class assignment, workshop, case study, paper writing and presentation.4.2 Specific TechniquesUnitActivities and instructional techniques IDefine quality life lecture on physical, mental and spiritual concept of quality lifeDiscussion and drawing conclusion relating to the importance of the study of quality of life IILecture on factors affecting quality of lifeGroup division and assignment on different factors and sub factors affecting quality of life, paper writing and presentation by each group, floor discussion and summarization Exhibition of related materialsIIIWorkshop on Collection of related data processing and use of different measures eg. PQLI, PCI, RNI, HDI, HPI and Gross Happiness IndexRanking countries, regions and districts in order of different indicatorsIVLecture and question answer Reference and data sheet study, note making and distributionVStudy of economic survey, economic plans and development plans of different periods regarding the policies and programmes of Nepal Government to raise quality of lifeVICase study on Child labour, poverty and human trafficking EvaluationInternal Evaluation Forty percent of total marks are allotted to internal evaluation. Internal evaluation will be conducted by course teacher based on the following activities:1.Attendance 5 pointsClassroom activities5 points2.First assignment10 points3Second assignment (Practical)50% evaluated internally and 50% Externally10 points4.Third assignment10 pointsTotal40 pointsExternal Evaluation (Final Examination) Examination Division of the office of the Dean, Faculty of Education will conduct final examination at the end of semester. Sixty percent of the marks are allotted to the final examination. The types and number of questions to be included in the final examination are as follows:1.Objective type question (Multiple choice: 10 questions x1 point)10 points2.Short answer questions (6 questions x 5 points) 30 points3.Long answer questions (2 questions x 10 points) 20 pointsTotal60 pointsRecommended Books CDC, TU (1993). Population and quality of life. TU, Kirtipur, Nepal (Unit III)Dhakal, S. (2070) Gunastariya jivan. Kathmandu: Ratnapustak Bhandar (Unit V)Gnyawali, D. (2067) Population education principles and philosophy. Kirtipur: Sunlight Publications. Chapter V, pp 157-180 (Unit II)Janasankhya sikshya, rastriyas sroat pustak (1985). Sikshyasasthra Adhyan Sansthan, Dean ko karyalaya, Sanothimi Bhaktapur, Nepal (Unit I chapters)K.C, Balkumar; Population and Development in Nepal, pp195-201Sanchez, C. Ancheta (1983). Population education. Metro Manila: National Books store, Chapters 11 and 12 (Unit II)Sharma, R.C (1988). Population, resources, environment and quality of life. New Delhi: Dhanpal Rai and Sons, Nai sarak (Unit II )Sinha, B.C and Sinha. (2005). Principles of demography. New Delhi: Mayur Paper books. pp 426-450 (Unit III chapters)Thrillwall, A.P. (2004) Growth and development with special reference to developing dconomies (7th edition) Palgrave (Macmillan) pp 51-58 (Unit III)Todaro, Michael P. and Smith, Stephen C(2014); Economic development (10th edition). Pearson Publication (Unit I)Todaro, Michael P. and Smith, Stephen, C.(2014) Economic development. (10th edition) Pearson Publication, pp233-238 (Unit IV )bridge.ids.ac.uk/reports/re 40c.pdf (Unit III) (Unit III )ReferencesDhakal Somnath and Devkota Balram (2070) Adharbhut janasankhya sikshya Kathmandu: Ratna Pustak bhandar.Neupane, I. P. (2063), Gunastariya jivan. Kathmandu: Taleju PrakashanFAO (1978). The state of food and agriculture, Vol. I, RomeHuman Development Report (2013). The rise of the south humanpProgress in diversew word. UNDP (Latest series) UNESCO (1975) Population: quality of life theme-population education in Asia: a source book. Bangkok.UNESCO (1982). Population change, food, nutrition and health. Bangkok Course Title: Indirect Techniques for Population AnalysisCourse No. : 527Nature of course: TheoryLevel: M. Ed. Credit hours: 3 Semester: IITeaching hours: 48.1. Course DescriptionThis course is designed to acquaint the students with the analysis of population data. Specifically, this course intends to provide the students with the advance indirect demographic measures and techniques with reference to model life tables, stable population, nuptiality models and models of fertility, mortality and migration. 2. General Objectives of the CourseThe general objectives of this course are as follows:To make the students familiar with the knowledge and skills on major indirect techniquesTo enable the students in applying indirect techniques in demographic estimation.To make the students able to compute and interpret demographic rates and ratios.To enable the students in utilizing demographic data in different situation.3. Specific Objectives and ContentsSpecific ObjectivesContentsExplain the meaning and concept of indirect techniques. Analyze the use of indirect techniquesExplain the need, importance and limitation of indirect techniques.Unit I. Introduction to Indirect Techniques 8 1.1 Concept of indirect techniques1.2 Need and importance of indirect techniques1.3 Uses of indirect techniques 1.4 Limitations of indirect techniquesDescribe the concept of selected demographic models.Explain model stable population.Describe nuptiality models in demographic analysis.Unit II. Demographic Models 9 2.1 Models of life table 2.1.1 UN model of life tables 2.1.2 UN model of life tables for developing countries2.2 Model stable population2.3 Nuptiality modelsDescribe the concept of Coale and Trussel methods for fertility estimation.Explain the P/F ratio techniques for fertility estimation.Analyze the own children method for fertility estimation.Explain the children ever born by duration of marriage.Describe reverse survival method for fertility estimation.Unit III. Techniques for estimating fertility 12 3.1 Coale and Trussel methods 3.2 The P/F ratio method for hypothetical cohort 3.3 The own children method 3.4 Estimation of fertility from information on children ever born by duration of marriage 3.5 Estimation of birth rates by reverse survival of the population under age 10Explain Brass method for estimating child mortality Explain Trussel method for estimating child mortality Explain the techniques of child mortality rate by duration of marriage.Explain the Preston and Coale method of estimating adult mortality.Explain the Brass growth balance method of estimating adult mortality.Unit IV. Techniques for Estimating Mortality 12 4.1 Estimating Brass methods of child mortality rates using data classified by age.4.2 Estimating Trussel methods of child mortality rates using data classified by age.4.3 Estimating child mortality rates using data classified by duration of marriage 4.4 Preston and Coale method of estimating adult mortality from information on the distribution of deaths by age 4.5 Brass growth balance method of estimating adult mortality from information on the distribution of deaths by ageList out various methods of measuring pute vital registration method for measuring migration rates by applying various methods. Describe survival ratio, life table survival and census survival method.Unit V. Techniques for Measuring Migration 7 5.1 Vital registration method 5.2 Survival ratio method5.3 Life table survival method5.4 Census survival method4. Instructional TechniquesThe instructional techniques for this course are divided into two groups. The first group consists of general instructional techniques applicable to most of the units. The second group consists of proposed specific instructional techniques applicable to specific units.4.1 General Instructional Techniques Lecture and computing practices Participatory approachesGuest lecturers and resource personsReview of books, data sheet, monograph, research report etc.Group work, report writing, seminar and presentation 4.2. Specific Instructional Techniques UnitsExamples of Activities and Instructional TechniquesIThe students will assigned to consult UN Manual X and Method and Materials of Demography and prepare a brief note on the concept, need and importance of indirect techniques in demography.IIThe students will be asked to prepare notes on demographic models. Various demographic models will be discussed and the techniques/steps of computing them will be explained. Examples of different region will be introduced.IIIVarious techniques for estimating fertility rates will be discussed. The necessary data available from censuses and DHS will be used. Resource person will be used in estimating fertility and demographic rates. IVThe techniques of estimating child mortality rates using data classified by age will be discussed. Similarly, child mortality rates using data classified by duration of marriage will be estimated. The techniques of estimating adult mortality rates from information on the distribution of deaths by age will be explained with examples.VVarious methods for measuring migration by vital registration method, survival ratio method, life table survival method and census survival method will be used. The Student will be assigned some problems on measuring migration and asked them to present in class.5. Evaluation Internal Evaluation 40%Internal evaluation will be conducted by subject teachers based on following aspects:S.NParticularPoints1Attendance52Participation in learning activities53First assessment:Article review/ book review/ open book test/ unit test etc104Second assessment: Midterm test105Third assessment: Project work/case study/field/study/survey/seminar/workshop10Total405.2 External Examination (Final Examination) 60%Examination Section, Office of the Dean, Faculty of Education will conduct final examination at the end of semester.S.NTypes of questionPoints1Objective type question (multiple choice 10x1)102Short answer questions (6 questions x 5 points)303Long answer questions (2 questions x 10 points)20Total60Recommended Books/Materials Barclay, G.W. (1953) Techniques of population analysis. New work: Wiley (for Unit I-V).Mishra, B.D. (1981). An introduction to the study of population, New Delhi: South Asian Publisher. (For units I-V)PRB. (1998). Population hand book. Washington D.C.: Population Reference Bureau. (for Unit I-V)Ross, J.A. (ed.) (1992). International encyclopedia of population, vol. I and II.New York : Free Press (for Unit I-V)Shryock, H. S. et al. ((1973). The methods and materials of demography (condensed version) Washington D.C.: Government Printing Office (Unit I-V)Singh, M. L. & Syami, S.B. (1999). An introduction to mathematical demography. Kathmandu:UN. (1983). Indirect techniques for demographic estimation (Manual X)., New York: United Nations. (for Unit I-V)ReferencesAdhikari, M.R. (2069). Demographic Analysis II, Indirect techniques. Kathmandu: Pinnacle Publication.G.C., Bishnu (2068). Demographic analysis II, indirect techniques. Kathmandu: Sunlight Publication.Paudel, B. (2069). Demographic analysis II,indirect techniques. Kathmandu: Intellectual Book Palace.Course Title: Population Planning and ManagementCourse No. : 528Nature of course: TheoryLevel: M. Ed. Credit hours: 3 Semester: IITeaching hours: 481. Course DescriptionThis course is designed to acquaint the students with knowledge and skills about the activities of population policies, planning and management issues with reference to Nepal. Specifically, this course intends to provide the prospective teachers with critical knowledge on population policies, program, planning and management. 2. General Objectives of the CourseThe general objectives of this course are as follows:To enable the students on acquiring knowledge on the population policies, planning and management.To develop the understanding about the global population policies and program. To make the students familiar with the concept of population planning.To make the students familiar with the process of population management.To enable the students in understanding the basic approach of population management.3.Specific Objective and Contents Specific ObjectivesContentsDiscuss on population policiesAnalyze the ICPD, 1994Analyze the Beijing, 1995Discuss the MDGsDescribe the replacement level Explain the types of population policies.Unit- I Major Population Policies and programs 101.1 Beginning of the population policies and programs 1.2 Population policies by CPD, 1994 1.3 Population policies by Beijing, 1995 1.4Millennium development goals1.5Goals of replacement level by the year 20171.6Types of population policiesExplain the meaning, definition and characteristics of population policy.Discuss the current periodic plan in Nepal.Describe the PPP in Nepal.Unit- II Population Policies and programs in Nepal 102.1 Concept and evolution of population policies in Nepal2.2 Characteristics of population policy 2.3 Population policy and program by current periodic plan in Nepal 2.4 Population prospective plan (PPP)Explain meaning, definition and importance of population planning Discuss different sectors of planningExplain the planning to promote the population.Describe the family planning in Nepal.Unit- III Population Planning in Nepal 103.1 Concept of population planning 3.2 Need and importance of population planning3.3Different sectors of planning (Health, education, employment, and occupation) 3.4 Planning to promote the population of different ages and sexes3.5 Family planning program in NepalList out the various approaches of managementDescribe the main approaches of population management.Unit- IV Basic Approaches of Population Management 84.1 Population change approach4.2 Training approach4.3Motivational and incentives approach 4.4Human resource development approach4.5 Integration approachExplain concept of population management Discuss evolution and importance of population management Describe the role of different organization.Analyze the problems and challenges in population managementUnit- V Population Management in Nepal 10 5.1 Concept of population management 5.2 Need and importance of population management5.3Evolution of population management in Nepal5.4Role of different organization in population management5.5 Problems, issues and challenges in population management4. Instructional TechniquesThe instructional techniques for this course are divided into two groups. The first group consists of general instructional techniques applicable to most of the units. The second group consists of proposed specific instructional techniques applicable to specific units.4.1 General Instructional Techniques Lecture and computing practices Participatory approachesGuest lecturers and resource personsReview of books, data sheet, monograph, research report etc.Group work, report writing, seminar and presentation 4.2. Specific Instructional Techniques UnitsExamples of Activities and Instructional TechniquesIReview of books, population monograph, statistical year books, National planning reports, survey reports etc and discuss on them. Conducting group work, report writing and presenting through seminar.IIReview of books, population monograph, statistical year books, ICPD reports, Beijing report, MDG report and PPP report, survey reports etc and discuss on them. Conducting group work, report writing and presenting through seminar.IIIReview of books, population monograph, statistical year books, National planning reports, survey reports etc and discuss on them. Conducting group work, report writing and presenting through seminar.IVReview of books, population monograph, statistical year books, National planning reports, survey reports etc and discuss on them. Conducting group work, report writing and presenting through seminar.VReview of books, population monograph, statistical year books, National planning reports, survey reports etc and discuss on them. Conducting group work, report writing and presenting through seminar.5. Evaluation Internal Evaluation 40%Internal evaluation will be conducted by subject teachers based on following aspects:S.NParticularPoints1Attendance52Participation in learning activities53First assessment:Article review/ book review/ open book test/ unit test etc104Second assessment: Midterm test105Third assessment: Project work/case study/field/study/survey/seminar/workshop10Total405.2 External Examination (Final Examination) 60%Examination Section, Office of the Dean, Faculty of Education will conduct final examination at the end of semester.S.NTypes of questionPoints1Objective type question (multiple choice 10x1)102Short answer questions (6 questions x 5 points)303Long answer questions (2 questions x 10 points)20Total60Recommended Books/MaterialsAdhikari, D.R. (2008) Human resources management text and cases. Kathmandu: Buddha Academic ( For Unit- IV- V)Agrawal, G.R. (2014) Human resources management in Nepal. M.K. Publisher and Distribution, Ktm ( For Unit- IV- V)Jhingan, M.L. (1997). Economics of development and planning. India: Konark Publication PVT. Ltd ( For Unit- II- III)Millennium Development goals. (2002). UNDP, NPC/HMG, Nepal. ( For Unit- II)NPC (2007) Three year interim plan (2006/07 - 2009/10) Kathmandu Author. ( For Unit- I-II)NPC (2010). Nepal millennium development goals progress report. Kathmandu: Author. (For Unit- I-II)Report of the fourth world conference (1995). Beijing, China. ( For Unit-II)Report of the international conference on population and development (1994). Cairo, Egypt. (For Unit-II)UN (2011). Human development report: New York: Author (For Unit- I-V)ReferencesCBS (2013), Population National Report- Central Bureau of Statistics, Kathmandu.MoHP (2013), Annual Population Report of Nepal, Kathmandu Author.UNESCO (2004). Planning Human Resources: Methods, experience and practices Paris: Author Course Title: Curriculum Theory Course No.: CE. Ed 525Nature of course: Theoretical Level: M. Ed. Credit Hours: 3Semester: Second Teaching Hours: 48Course DescriptionThis is a specialization course in curriculum and evaluation designed for M. Ed. Programme. This course aims to equip students with deeper knowledge and theoretical understanding of curriculum phenomena. This course deals with theorizing curriculum and theorizing curriculum development, gender and curriculum, postmodernism and curriculum and curriculum in 21st century. General ObjectivesThe general objectives of this course are as follows: To make the students aware of nature of theory, curriculum theory and alternative theoretical and practical approaches in making curricular decisions. To acquaint the students with the different variables that lead to disagreement in theorizing curricular phenomena.To enable students to draw implication of nature of theory, curriculum theory and alternative theoretical concerns and practical approaches in making curricular decisions. Enabling the students participate in aims-talk.To make students able to analyze Nepalese school curriculum from different theoretical perspectives.Specific objectives and contentSpecific objectivesContentsElucidate the meaning of theory and curriculum theoryIllustrate the sources of curriculum theory.Sketch the process of building theory. Unit 1: Meaning and nature of curriculum theory (5hours) Concepts and nature of curriculum theory The function of curriculum theory Sources bases of curriculum theory Theory buildingPresent different orientations of curriculum theorizers Illustrate different curriculum theorizing Present argument for / against different orientations of curriculum theorizing Explain different types of curriculum theorizing.Argue for / against alternative approaches of theorizingUnit 2: Theorizing in curriculum field ( 10 hours)2.1 Theorizing curriculumStructure-oriented theorists Value- oriented theoristsContent-oriented theoristsProcess -oriented theorists2.2 Theorizing curriculum development Prescriptive theorizingDescriptive theorizingCritical-exploratory theorizingPortray curriculum as political textShow the relation of politics with the curriculumPresent reproduction theory and resistance theory as concern for curriculum theory.Unit 3: Politics and curriculum (5 hours)3.1 Curriculum as political3.2 Reproduction theory and resistance theory3.3 Pedagogy and practiceExplain the relationship between gender and curriculumExamine curriculum from gender perspective.Give an account of historical background of curriculum from gender perspective. Unit 4: Gender and curriculum (5 hours)4.1 Prevailing gender system4.2 Gender analysis and feminist pedagogy4.3 Feminist critiques of schooling4.4 Gender analysis and male identityCharacterize the modernism, structuralism, against postmodernism, post structuralism, and deconstructionSketch out the link between Post modernism and schooling Unit 5: Postmodernism and the curriculum (5 hours) 5.1 Modernism, structuralism5.2 Post –structuralism5.3 Deconstructionism 5.4 Post modernism and schooling 5.5 Post modernism and the curriculumArgue on the knowledge of most worth.Present arguments for and against pare the aims in early and current educational thought.Assess educational aimsUnit 6: Curriculum and aims (5 hours)6.1 Knowledge of most worth6.2 Aims-talk and its purpose6.3 Aims in early educational thoughts6.4 The missing dimensions today6.5 Reviving aims talkExamine the pattern of changes that impact skill demands.Delineate the knowledge and skills needed to cope with the changesUnit 7: Curriculum for the 21st century (10 hours)7.1 Changes coming in the world that impact skill demands - Automation - Globalization - Workplace change - Personal risks and responsibility7.2 Knowledge and skills needed to cope with the changes - Educational attainment - Fundamental knowledge and skills - Practical literacy - Broader competenciesNote: The figures in the parenthesis indicate the approximate teaching hours for the respective units. 4. Instructional Techniques 4.1 General Techniques Lecture with discussionDemonstration Home assignment and self study 4.2 Specific Instructional Techniques UnitActivity and Instructional TechniquesIIStudents will identify different camps of theorizers.The students will present their view/ paper for discussion in the class.VThe students will be assigned to write a paper on the nature and impact of postmodern thinking on Nepalese society and school. They will present paper on the need to be emphasized in Nepalese school education and curriculum.VIIStudents will be assigned to explore and prepare report on the nature of Changes that have impact on skills demand.The students will study the different skills needed to cope with the changes.Report will be presented for discussion.5.Evaluation 5.1 Internal Evaluation 40% Internal Evaluation will be conducted by course teacher based on following activities. Attendance and participation 10 points First assignment/book review/written assignment/quizzes 10 points Second assignment/paper writing and or presentation 10 points Third assessment/ written test (1 or two)10 pointsTotal 40 points External Evaluation (Final Examination) 60%Examination Division , office of the Dean, Faculty of Education will conduct final examination at the end of semester. 1) Objective type question (Multiple choice 10x1)10 points 2) Short answer questions (6 questions x 5 points)30 points 3) Long answer questions (2 questions x 10 points)20 points Total 60 points6. Recommended books Broudy, H. S. (1982). What knowledge is of most worth? In Educational Leadership published by the Association and Supervision and curriculum Development (For Unit 6)Dealors report (1996) Learning: the treasure within. Report to UNESCO of the international commission on education for the twenty- first century (For Units 4 and 6)Glathorn, A.A. (2005) Curriculum leadership. Glenview, IL: Scott, Foreman (Unit 2)Jerald, C. D. (July 2009) Defining 21st century education The Center for Public Education (For Unit 7)Marsh, C. J. (2004) Key concepts for understanding curriculum (Third edition). London and New York: Routledge Falmer, Taylor &Francis Group (2, 3,4, and 5,)Noddings, Nel (2009) The aims of education. In David J. Flinders and Stephen J. hornton edited The Curriculum Studies Reader (Third edition) (p-425-438) New York and London: Routledge, Tayler & Francis Group (For unit 6)Ornstein, A. C. and Hunkins, F. P. (2004) Curriculum: foundations, principles and issues (Fourth edition). New York: Pearson (for Unit 1)Pinar, W. F. , Reynolds, W. M., Slattery, P. and Taubman, P. M. (1995) Understanding curriculum: an introduction to the study of historical and contemporary curriculum discourse. New Work: Peter Lang (for Units 3, 4, 5 and 7) Course Title: Test Theory Course No. CE. Ed 526 Nature of course: Theoretical Level: M. Ed. Credit Hours: 3Semester: Second Teaching Hours: 48 1.Course Description This is a specialization course designed for M. Ed. programme. This course aims to equip students with deeper knowledge and understanding of various concepts and process of test development. It covers the issues related to testing along with the concept of classical and modern test theories. This course also covers the practice and use of both classical and modern test theories and acquaints the students about different models of modern test theory. 2.General ObjectivesTrace the historical development of test theory and process of creating measurement instrument. Introduce the various issues in test and testing. Acquaint with classical test theory and (CTT) modern test theory. Undertake item analysis with respect to CTT and item response theory (IRT).Present items and test graphically (ICC and TCC) and analyze them.3. Specific Objectives and Contents Specific ObjectivesContentsDefine test and measurementTrace historical development of test and measurement in briefClassify testDiscuss the process of creating a measurement instrumentElaborate and discuss issues of test/testingUnit 1: Introduction to test (6) Concept of measurement and testHistorical development of measurement and testGeneral classification of testThe Process of Creating a Measurement InstrumentIssues in test/testingDescribe concept of classical test theory and its importance.Elaborate theory of true and error scores and calculate it. Explain the relationship among true score, observed score and error scores.Describe item analysis procedures and do the calculations. Elaborate on ramifications and limitations of classical test theory assumptions.Unit 2: Classical Test Theory (16)Concept and assumptions of classical test theoryTheory of true and error scoresThe true score and parallel testsThe observed score and errorThe true score and reliabilityThe true score and the validity coefficientError of measurement and reliability of a test in classical test theory Calculating true scoreItem analysis within classical test theoryItem difficultyClassical indices for item discriminationEstimation of item discriminating powerConnection of item discrimination and difficultyRamifications and limitations of classical test theory Describe concept of modern test theory and its assumptions.Elaborate latent ability and its importance in IRT.Describe models in modern test theory and their uses.Estimate item parameters and examinee's ability. Describe the strength and limitations of modern test theory. Make comparison between CTT and IRT. Unit 3: Modern test theory (16)Concept and assumptions of modern test theoryLatent ability and Item Response TheoryModels in modern test theoryOne-Parameter Logistic ModelTwo-Parameter Logistic ModelThree-Parameter Logistic ModelEstimating Item Parameters Estimating an Examinee's abilityStrength and limitations of modern test theoryComparison between classical and modern test theory – Similarities and differencesAnalyse the logical shapes of item characteristic curve.Discuss ICC and TCC on the basis of their graphical presentation.Define/describe theoretically acceptable items.Identify pathological ICCsIdentify and use item parameter.Discuss and utilize TCC. Unit 4: Graphical Diagnosis of Items and Test (10)Logical item characteristic curve Graphical diagnosis with an IRT program Theoretically acceptable items Pathological ICCsGuidelines for Interpreting Item Parameter ValuesThe Test Characteristic CurveNote: The figures in the parenthesis indicate the approximate teaching hours for the respective units. 4.Instructional Techniques 4.1 General Techniques Lecture with discussionDemonstration Home assignment and self study 4.2 Specific Instructional Techniques UnitActivity and Instructional TechniquesIIPractice on estimating true and error scores and validity coefficientsPractice on item analysis within classical test theory IIIDivide the students into 3 groups Let the groups of students study Models in modern test theory - One-Parameter Logistic Model, Two-Parameter Logistic Model, and Three-Parameter Logistic Model (Kline, 2005 and Mets?muuronen, 2012) linking with the sub-unit of this unitLet the groups of students prepare the reportReport presentation in the classroom followed by discussionIVDivide the students into 6 groups Let the groups of students study Graphical Diagnosis of Items and Test - Graphical diagnosis with an IRT program Logical item characteristic curve Theoretically acceptable items Pathological ICCs Guidelines for Interpreting Item Parameter Values The Test Characteristic CurveLet the groups of students prepare the report on the basis of (Mets?muuronen, 2012) Report presentation in the classroom followed by discussion5.Evaluation 5.1 Internal Evaluation 40% Internal Evaluation will be conducted by course teacher based on following activities. Attendance and participation 10 points First assignment/book review/written assignment/quizzes 10 points Second assignment/paper writing and or presentation 10 points Third assessment/ written test (1 or two)10 pointsTotal 40 points 5.2 External Evaluation (Final Examination) 60%Examination Division , office of the Dean, Faculty of Education will conduct final examination at the end of semester. 1) Objective type question (Multiple choice 10x1)10 points 2) Short answer questions (6 questions x 5 points)30 points 3) Long answer questions (2 questions x 10 points)20 points Total 60 pointsRecommended Books and ReferencesRecommended BooksBaker, Frank B. (2001). The basics of item response theory 2nd edition. USA: ERIC Clearinghouse on Assessment and Evaluation (For Unit II & III)Kline, Theresa J. B. (2005). Psychological testing. New Delhi: Vistaar Publications, (For Unit II & III) Greene, H.A., Jorgensen, A.N. and Gerberich, JR. (2008). Measurement and evaluation in the secondary school. India: Surjeet Publications. (For Unit I)Gregory, R. J. (2005). Psychological testing: history, principles and applications, 4th edition. New Delhi: Pearson Education (For Unit I)Linn R. L. and Gronlund N. E. (2000). Measurement and assessment in teaching, 8th edition. Singapore: Pearson Education Inc. (For Unit I) Mets?muuronen, J. Handbook of Basics of Research Methods in Human Sciences. (5th ed.) Researchers? edition, e-book series. Ltd International Methelp Oy (For Unit I to IV)ReferencesAnastasi, Anne. (1976). Psychological testing, 3rd edition. New York: McMillan Publishing Company Inc.Garrett H. E. and Woodworth R. S. (1965). Statistics in psychology and education, 3rd edition. Bombay: Bikas, Feller and Simons Pvt. Ltd. Ebel L.R. and Frisbie D.A. (1991). Essentials of educational measurement, 5th edition. New Delhi: Prentice Hall of India Pvt. Ltd.Kubiszyn, T and Borich, G. (2003). Educational testing and measurement, 7th edition, Singapore: John Wiley and Sons Pte. Ltd. Nunnaly J. C. (1981). Psychometric theory 2nd edition. New Delhi: McGraw Hill Publishing Company Ltd. Course Title: Test DevelopmentNature of course: Practical Course No.: 527Credit Hours: 3 Level: M. Ed. Teaching Hours: 48 hoursSemester: Second1.Course Description This is a specialization course of M.Ed. designed for the students specializing in Curriculum and Evaluation. This is a practical course covering the process of test development. It covers major considerations for developing a test to measure specific traits and standardization process. 2.General ObjectivesAfter the completion of this course, the students will be able toUndertake the preparatory work for the development of a test such as writing the objective of the test, preparing test specification and preparing specification chart. Carry out analysis of the items.Assemble the items to prepare a test. Judge the technical quality of the test.Prepare a test with test manual and administration manual. 3.Specific Objectives and Contents Specific ObjectivesContentsDefine the trait to be covered in operational termWrite behavioral objectives of the test Identify content of the test Develop a specification chart for item writingUse the specification chart for item writingUnit 1: Preparatory work for test preparation (8) Defining the trait to be measuredWriting test objectives Specifying content to be coveredPreparation of specification chartWriting test items base on the specification chart. Select a representative sample for item analysisAdministration of items for its analysisAnalyze the item for item difficulty, discrimination, homogeneity and power of distractersUnit 2: Administration of the test for item analysis (15)Determining population and sample for item analysisTry out of the items Analyzing items for Item difficultyDiscrimination indexHomogeneity of the itemsPower of distractersSelect items for the final form of a testWrite instruction in relation to its duration, mark division with the indirection for answeringAdministration of the test for judging its reliability and validityCross validate its reliability and validityEstablish percentile and standard score normsPrepare the final form of the test. Unit 3: Establishment of technical qualities of the test (15)Assembling items in the form of a testWriting instruction for examineesEstablishment of reliability and validity of the test with cross validationDetermining normsPercentile normStandard score normFinalizing the testPrepare test manual including its introduction, process of standardization and technical qualities.Prepare a manual for uniform administration for the testUnit 4: Preparation of the manual for the test (10)Preparing test manualPreparing administration manual Note: The figures in the parenthesis indicate the approximate teaching hours for the respective units. 4.Instructional Techniques 4.1 General Techniques Lecture with discussionDemonstration Home assignment and self study 4.2 Specific Instructional Techniques UnitActivity and Instructional TechniquesILet the students select trait for which test is to be prepared Require them explore the definitions of trait from literature and select the definition which is to be used for test preparation. Let them write operational definition of trait and require them to write objectives based on this definition. Let them specify the content in the case of an achievement test and prepared a specification chart. Involve them in writing test items based on objectives/specification chartIIInvolve the students in determination of population and sample for item analysisLet them in trying out of the items Involve them in analyzing items for item difficulty, discrimination index, homogeneity of the items and power of distractersIIILet them assemble items in the form of a test and write instruction for examineesInvolve them in the establishment of reliability and validity of the test with cross validation and determination of different types of normsIVAsk the student to prepare test manual and administration manual 5.Evaluation 5.1 Internal Evaluation 40% Internal Evaluation will be conducted by course teacher based on following activities. Attendance and participation 10 points First assignment/book review/written assignment/quizzes 10 points Second assignment/paper writing and or presentation 10 points Third assessment/ written test (1 or two)10 pointsTotal 40 points 5.2 External Evaluation (Final Examination) 60%Examination Division , office of the Dean, Faculty of Education will conduct final examination at the end of semester. 1) Objective type question (Multiple choice 10x1)10 points 2) Short answer questions (6 questions x 5 points)30 points 3) Long answer questions (2 questions x 10 points)20 points Total 60 points6. ReferencesEbel L.R. and Frisbie D.A. (1991). Essentials of educational measurement, 5th edition. New Delhi: Prentice Hall of India Pvt. Ltd.Garrett H. E. and Woodworth R. S. (1965). Statistics in psychology and education, 3rd edition. Bombay: Bikas, Feller and Simons Pvt. Ltd. Greene, H.A., Jorgensen, A.N. and Gerberich, JR. (2008). Measurement and evaluation in the secondary school. India: Surjeet Publications Kline, Theresa J. B. (2005). Psychological testing. New Delhi: Vistaar Publications, Linn R. L. and Gronlund N. E. (2000). Measurement and assessment in teaching, 8th edition. Singapore: Pearson Education Inc. Mangal S. K. (1987) Statistics in psychology and education. New Delhi: Tata McGraw Hill Publishing CompanyMets?muuronen, J. Handbook of basics of research methods in human sciences. (5th ed.) Researchers? edition, e-book series. Ltd International Methelp OyMinium E.W., King B.M. and Bear. (2001). Statistical reasoning in psychology and education 3rd edition. New York: John Willey and Sons IncCourse Title: Curriculum Evaluation and Researchature of course: TheoreticalCourse No.: CE. Ed. 528Credit Hours: 3 Level: M. Ed. Teaching Hours: 48 hoursSemester: Second 1. Course DescriptionThis course is designed for the students of Master of Education specializing in Curriculum and Evaluation. This course aims to develop knowledge on curriculum evaluation and research. There are two parts in this course. The first part deals with models, aspects and forms of curriculum evaluation with evaluation criteria, designs and tools. The second part is about historical background, dimension and trends of curriculum research. This course intends to shape the perspectives of students towards the new trends of curriculum evaluation and research. 2. General Objectives To acquaint the students with the concept, nature and facets of curriculum evaluation.To develop students' knowledge and perspectives on different curriculum evaluation approaches and models.To familiarize the students with the evaluative aspects of different forms of curriculum.To develop competencies among students in selecting and developing relevant and appropriate instruments and strategies for curriculum evaluation. To provide students with concepts, dimensions and trends of curriculum research. To enable students to design and conduct evaluation and research activities on curricular issues.3. Course content Part I: Curriculum evaluationSpecific Objectives ContentsState the meaning of curriculum evaluation Sketch the emergence of curriculum evaluation as a scientific disciplineDifferentiate natures of curriculum evaluationDescribe different facets of curriculum evaluationIdentify minimum evaluation requirements Unit: I Concept of Curriculum Evaluation (7 periods)Meaning and definition of curriculum evaluationEmergence of curriculum evaluation as a scientific disciplineNature of curriculum evaluation1.3.1.Model type 1.3.2.Eclectic Facets of curriculum evaluation 1.4.1.The developmental stages of curriculum1.4.2.The aspects or entities to be evaluated 1.4.3.Curriculum evaluation criteria 1.4.4.Types of evaluation data 1.4.5. Mode of data summary1.4.6.Role of curriculum evaluationMinimum evaluation requirementsDescribe different approaches to curriculum evaluationExplain curriculum product evaluation models Discuss different curriculum program evaluation modelsUnit: II Curriculum Evaluation Approaches and Models (6 periods)2.1. Curriculum evaluation approaches 2.1.1.Scientific-positivist approach2.1.2.Humanistic-naturalistic approach2.2. Meaning and categories of curriculum evaluation models2.2.1. Curriculum product evaluation models Evaluation based on external criteriaEvaluation based on outcome data 2.2.2.Curriculum program evaluation models Measurement of outcome-oriented evaluation Research and methodology oriented evaluation Value-oriented evaluation Decision making-oriented evaluation User oriented evaluationElucidate the meaning of written curriculum evaluationExplain the aspects of evaluation of written curriculumDelineate criteria for evaluating a written curriculum. Develop criteria for evaluating different aspects of a written curriculumUnit: III Evaluation of Written Curriculum (6 periods)3.1. Conceptualizing written curriculum 3.2.Aspects and criteria of written curriculum evaluation 3.2.1. Evaluation of objectives 3.2.2. Evaluation of contents3.2.3. Evaluation of teaching and learning strategies3.2.4. Evaluation of curricular materials: curricular guide, textbook, workbook Explain the meaning of implemented curriculum evaluationJustify the need for quality assurancePortray the process of quality assurance and its continuityDescribe the process of evaluating taught curriculum both as planned and in transaction Unit: IV Evaluation of Implemented Curriculum (6 periods)4.1. Concept of implemented curriculum 4.2. Need for quality assurance4.3. Process of quality assurance4.4. Criteria for evaluating taught curriculum as planned 4.5. Criteria for evaluating taught curriculum in transaction Clarify expert judgment as evaluation dataIdentify the context for observation techniques Describe different test and scales in curriculum evaluationIllustrate teachers, parents, community and students as data sourcesUnit: V Curriculum Evaluation Instruments (10 periods)5.1. Expert judgments as evaluation data5.1.1.Context for the use of expert judgment5.1.2. Means and ways for expert judgment5.2.Observational techniques5.2.1. Context for the use of observational data5.2.2.Types of observational data5.3. Tests and scales in curriculum evaluation5.3.1.Nature of information to be collected 5.3.2.Types of tests and scales5.4. Teachers parents, community and students as data sources5.4.1. Perceived needs 5.4.2. Acceptance5.4.3. Evidence of student learningPart II: Curriculum ResearchSpecific Objectives ContentsDescribe the concept of curriculum researchCompare curriculum evaluation and curriculum researchClarify the dimensions of curriculum researchDescribe the trends in curriculum researchUnit VI: Conceptualizing Curriculum Research (7 periods)6.1. Concept of curriculum research 6.2. Similarity and differences between curriculum evaluation and research 6.3. Dimensions of curriculum research 6.3.1. Quasi- fundamental research6.3.2. Policy-related curriculum research6.3.3. Curriculum analysis 6.3.4. Curriculum evaluation 6.4. Trends in curriculum researchExplain the concept of applied researchDescribe the concept, forms and procedures of action researchIdentity the role of teacher as a researcherUnit VII : Research in Curriculum Development (6 periods)7.1. Concept of applied research 7.2. Concept of action research7.2.1.Curriculum design, Implementation and action research7.2.2.Forms of action research: scientific, practical-collaborative; critical 7.3.Procedure for action research7.4.Teacher as a researcherNote: The figures in the parenthesis indicate the approximate teaching hours for the respective units. 4.Instructional Techniques 4.1 General Techniques Lecture with discussionDemonstration Home assignment and self study 4.2 Specific Instructional Techniques UnitActivity and Instructional TechniquesIIAsk student to identify theme/area/topic related to curriculum they would prefer and develop concept note for its evaluation using one of the curriculum program evaluation model.Class presentation and discussionThis can be given to five groups as group workIIIAsk students to evaluate one of the selected curriculum or curricular material individually or in group Share individual or group work in the class Using 2 plus 2 strategy ask students to comment on others workIVAsk students to observe at least 3 classes during teaching learning in the school individually/pair/groupStudents prepare and share their notes, comments and suggestion based on ‘evaluating taught curriculum as planned’ or ‘evaluating taught curriculum in transaction’ using given criteriaVAsk students to choose one of the instruments they would use in curriculum evaluationAsk them reason for choosing the instrument and their plan to use itVIIAsk students to prepare notes on how they would apply action research as a teacher to improve one of the enduring issue/problem related to curriculum or curriculum transaction5.Evaluation 5.1 Internal Evaluation 40% Internal Evaluation will be conducted by course teacher based on following activities. Attendance and participation 10 points First assignment/book review/written assignment/quizzes 10 points Second assignment/paper writing and or presentation 10 points Third assessment/ written test (1 or two)10 pointsTotal 40 points 5.2 External Evaluation (Final Examination) 60%Examination Division , office of the Dean, Faculty of Education will conduct final examination at the end of semester. 1) Objective type question (Multiple choice 10x1)10 points 2) Short answer questions (6 questions x 5 points)30 points 3) Long answer questions (2 questions x 10 points)20 points Total 60 points5. Recommended books Biswas, N. B. ( 1999). Curriculum studies: A model for SAARC countries. Delhi: Indian Publishers & Distributors. (For Units I, II, III, VI & VII)Lewy, A.(ed) (1977). Handbook of curriculum evaluation. Paris: UNESCO/IIEP (For Units I, II, III, IV & V)Marsh, C. J. and Willis, G. (1999). Curriculum: Alternative approaches, ongoing issues. New Jersey: Prentice-Hall. (For Units I & VII)Ornstein, A. C. and Hunkins, F. P. (2004). Curriculum: Foundations, principles and issues. Bostn: Pearson Education. (For Units I &II)Pinar, W. F., Reynolds, W. F., Slattery,P. & Taubman, P. M. (1996). Understanding curriculum: An introduction to the study of historical contemporary curriculum discourses. New York: Peter Lang Publishing. (For Units II & VII)Riding, P. , Fowell, S. & Levy, P. (1995). An action research approach to curriculum development. Information Research 1, Retrieved from: ( For Unit VII)Sharma, P. (2009). Curriculum research. New Delhi: A.P. H. Publishing Corporation. (For Units VI &VII)Stenhouse, L (1975). An introduction to curriculum research and development. Great Britain: Heinemann Educational. (For Units VI &VII)Worthen, B. R. & Sanders, J. R. (1987). Educational evaluation: Alternative approaches and practical guidelines. New York: Longman. (For)Course title:- Exercise Physiology and Sports Medicine Course No:- P. Ed. 525Level:- M.Ed.Semester:- II Nature of course:- Theory Credit hour:- 3 Working hour:-48 hrs1. Course descriptionThis course has been designed with a purpose to equip students with the basic and advanced concept, knowledge and approaches of sports medicine and exercise physiology. Prevention of sports injuries, balanced diet for athletes and doping in sports are the key issues and aspects of sports medicine which intend to develop necessary knowledge and skills of sports medicine among the prospective students. The purpose of this aspects and areas of exercise physiology, effects of exercise on different types of muscles and human body systems as well as the relation between exercise and human health are dealt with2. General ObjectivesThe general objectives of this course are as follows. To enable students to discuss the meaning, objectives needs and importance of sports medicine in sports field.To make the students capable to take prevention and handle sports injuries in the field of sports.To make the students a capable to plan balanced diet for athletes and aware of doping in sports.To make students familiar with the concept, importance and objectives of expertise physiology.To enable students to analyze the muscular structures and functions.To make the students able to analyze the effects of exercise on different human body systems.To build capacity in the students to analyze the relationship between exercises and human health.3. Specific Objectives and ContentsSpecific ObjectivesContentsDefine exercise physiologyExplain the need and importance of exercise of physiology.Analyse the role of exercise physiology in human living and health.Illustrate the use of exercise to develop and entertain fitness. Unit- I Exercise physiology (5)1.1 Concept and definition of exercise physiology.1.2 Need and importance of exercise physiology.1.3 Role of exercise physiology in human living and health1.4 Fitness and exercise Illustrate types of skeleton muscles.Analyse the structures of skeleton muscles.Discuss types of muscles contraction.Explain contractile process of muscles.Describe sliding Filament theory in relation to energy release. Unit- II Muscular structure and Functions in human movement; (7)2.1 Types and structures of skeletal muscles2.2 Types of muscular contraction during contractile process.2.3 Sliding Filament theory in relation to energy release.Explain the effects of exercise in respiratory system.Discuss the effects of exercise in circulatory system.Describe the effects of exercise in stele to muscular system.Illustrate the effects of exercise in excreto-digestive system. Unit- III Effects of exercise in human body systems; (8)3.1 Effects on respiratory system3.2 Effects on circulatory system3.3 Effects on skeleto-muscular system3.4 Effects on excreto-digestive system3.5 Oxygen debt and recovery processHighlight the role of exercise in relation to immunity and longevity.Explain the relation of exercise and activeness of a personDescribe the effects of exercise in controlling body fat, hypertension and sugar level in human body. Illustrate the role of exercise in different unusual environment. Unit- IV Exercise and human health (5)4.1 Exercise in relation to immunity longevity and activeness4.1 Exercise in controlling body fat, hypertension and sugar level4.3 Exercise under unusual environment e.g. Heat, Altitude, convalescence and aquatic temperature Discuss the meaning and definition of sports medicine Explain the needs and importance of sports medicine.Discuses the objective of sports medicine. Analyze and describe the scopes of sports medicine.Illustrate the brief history of sports medicine.Discuss the use of sports medicine in the field of sports.Unit-V Sports Medicine (5)5.1 Meaning and definition of sports medicine.5.2 Needs importance and objectives of sports medicine.5.3 Scopes of sports medicine.5.4 Brief history of sports medicine5.5 Use of sports medicine in sports field.Describe the meaning and importance of sports safety education.Illustrate the needs and objectives of sports safety.Explain the mechanism of common sports injuries and their preventive measures.Discuss the causes, symptoms preventive measures of sports injuries.Demonstrate the process of first aid treatment for different types of sports injuries.Delineate the needs and importance of personal hygiene in sports.Unit- VI Prevention of Sports injuries (10) 6.1 Meaning and importance of safety education in sports.6.2 Needs and objectives of sports safety.6.3 Mechanism of common sports injuries and preventive measures.6.4 Causes, Symptoms, Preventive Measures and first aid treatment of following sports injuries:- sprain, abrasion, bruises, cramps, shim-splints, dislocation, fractures, shock Drowning, cutes,6.5 Need and importance of personal hygiene in sports.Discuss the concept and importance of balanced diet for athletes.Analyze the requirement of different nutrient elements for athletes.Clarify the concept of glycogen loading, dehydration and rehydration in sports.Plan pre- competition and competition diet for athletes.Explain the concept and intention of doping in sports.Differentiate and clarify the use, misuse and abuse of different drugs in sports.Highlight the harmful effects of different drugs in the health of athletes.Discuss the concept of blood doping in sports field and its hazards in the health of athletes.Explain and analyze the laws and punishment for doping in sports. Unit- VII Balanced diet for athletes (8)7.1. Diet for athletes7.1.1 Concept and importance of balanced diet for athletes.7.1.2 Requirement of diet for athletes a. Carbohydrate, fats, protein, minerals, vitamin, water.b. Glycogen loading, dehydration, rehydration. c. Planning of pre-competition and competition diet for athletes.7.2 Doping in Sports7.2.1 Concept and intention of doping sorts.7.2.2 Use, misuse, and abuse of different drugs in competitive sports.7.2.3 Effects of drugs in the health of athletes.7.2.4 Blood doping and its hazards in health of athletes.7.2.5 Laws and punishment for doping in sports.4.General Teaching Techniques and MethodsDiscussion, Interaction, Participatory approach, project work, Group work, Seminar, Workshop, Guest lecture, Lecture, Demonstration, Presentation, Library work.UnitActivity and instructional techniquesIThe students will be given group assignment to prepare a report and preset in the class on the role of human living, health and exercise for keeping fit themselves. IIThe students will be given reading materials in groups and they will take notes and review about the types and structures of musclesGroup works will be given to the students on the types of muscular contraction and present in the class.Multi-media will be used to interact the Sliding Filament Theory.IIIThe floor will be open to discuss and collect the on the effects/opinion of exercise in cardio-respiratory system during the class time.Group Assignment will be given to the students to collect the effects on skelet-muscular and excreto-digestive systems and present in the class turn by turn.IVThe teacher will present the outcome of exercise in immunity power longevity and active life, the floor will be open to discuss in controlling body fat, hypertension and sugar level.Reading materials will be given to the students and collect the points for presentation in group relating exercise in unusual environment as heat, altitude, convalescence and water activity.VThe student will be given some reading materials in groups and they will take note and review the introductory parts.The students will discuss and interact on the meaning, definition, needs, importance and objectives of sports medicine through participatory approach.The students will be given group assignment on preparing and presenting brief history, scopes and use of sports medicine in sports field and present their works turn by turn in the class.VIThe students will discuss on the meaning ad importance of safely education in sports on the basis of previous knowledge.The students will conduct a question and answer session in the class to clarify the needs and objectives of sports safety.The teacher will present the mechanism of common sports injuries and preventive measures in the class and keep the floor open for discussion and question-answer session to clarify the main theme of the subject matter.The students will be given individual assignments on different sports injuries. They will prepare their assignments incorporating causes, symptoms, preventive measures and first aid treatment and present in the class.There will be a interaction and discussion in the needs and importance of personal hygiene in sports. VIIThere will be a group discussion on the concept and importance of balanced diet for athletes.The students will be divided into different groups and given group works on the requirements of diets for various sports, and they will present their works in the class.The teacher will present paper on glycogen loading dehydration and rehydration and answer the questions of the students.The students will do project works in groups to plan pre-competition and competition diets for athletes.The students will be given reading materials, review these materials and prepare notes on different aspects of doping, its types and affects on the health of the athletes and present their papers turn by turn in the class. At the end, the teacher will summarize the papers presented by all students, make comments to improve their presentation.5.EvaluationInternal evaluation-40%Internal evaluation will be conducted by subject teachers based on following activities:SNActivitiesPoints1Attendance52Participation in learning activities53Class presentation 104Tournament organisation105Notebook keeping10Total405.2 External Examination (Final Examination)-60%Examination Division, Office of the Dean, Faculty of Education will appoint an external examiner to conduct practical examination at the end of the semester.SNTypes of questionPoints1Performance in particular games (Any two)402Written test103Oral test10Total60Recommended booksBarrow, Harold M. (1977). Man and movement: Principles of physical Education Philadelphia: Lea and Febiger (Unit II and III).Karpovich, peter V. and Sinning, Wayne E (1976) Physiology of muscular Activity, Philadelphia: W. B. Saunders coy (Unit I, III and IV).Lamb, David R. (1984) Physiology of exercise: Responses and Adaptations Newyork: Memillan Pub. co (Unit I, III and IV).Mirken, G. and Hoffman, M. (1978). The sports medicine book. Boston: Little Brown and company (Unit Iv, V and VI). ReferenceEriksso, B.O. and friends, (1990). Sports medicine, health and medication Lodon: Gunness Publishing Ltd.Pande, P.K. (1989). Know how sports medicine. Jalandhar: A.P. Publishers.Baruwal, H. B. and friends (2013). Sports science and games Kathmandu: Pinacal Publishers. Sherchan, L. (2013). Sports science and games. Kirtipur: Quest Publication. Frost, Robert (2002). Applied kinesiology. California: North Atalantic Books. Tenenbaum, G. and Elkund, R. (Ed) (2007). A handbook of sports psychology (3rd ed). New Jersey: John Wiley & Sons, Inc.Course title:- Training, Coaching and OfficiatingCourse No:- P. Ed. 526Level:- M.Ed.Semester:- IINature of course:- Theory Credit hour:- 3 Working hour:-48 hrs1.Course Description This course is designed to give students the advanced knowledge, ideas and strategies of training, coaching and officiating in sport. It is intended to acquaint students with underlying rules, methods and strategies of training and scientific principles applied to different sports training. This course also aims to orient students with basic and advanced principles and strategies of training coaching, and officiating in sport field.2.General objectiveThe general objectives of this course are as follows;To enable the students to explain various training methods and conduct training in different sports as per rules and scientific principles of training applied in different groups.To develop the advanced knowledge, skills and strategies of coaching in students and build capacity to conduct coaching programmes in different sports by applying various scientific principles.To build capacity and develop skills of officiating among prospective teachers and make them able to do officiating duty in different sports competitions.3.Specific Objective and ContentsSpecific Objective ContentsDiscuss the meaning, objective importance and characteristics of sport training.Explain the principles of training, structured and process of training.Discuss the meaning, factors and judgment of load.Explain the relation of load and recovery, means recovery and tackle of overload.Discuss the meaning, importance and methods of conditioning training.Explain the methods of training of motor components.Prepare conditioning programme and plan training programme.Select the players by applying criteria of selection.Unit I: Sport Training (18)1.1 Importance and characteristics of sport training1.1.1 Principles of sport training1.1.2 Training structure, process and sport per2formance1.1.3 means and methods of sport training1.2 Training load and Recovery1.2.1 Meaning and factor, of load 1.2.2 Judgment of load1.2.3 Symptoms of fatigue1.2.4 Relation between load and recovery 1.2.5 Factors affecting pace Means of recovery1.2.6 Causes, symptoms and tackling of overload1.3 Different methods of conditioning 1.3.1 Importance of conditioning training1.3.2 Continuous method, interval method, repetition method1.3.3 Circuit training, fartlek training, altitude training, isometric-isotonic training and plyometrics training.1.4 Training for the following Motor components1.4.1 Strength 1.4.2 Speed1.4.3 Endurance1.4.4 Flexibility 1.4.5 Coordination1.5 Periodisation 1.5.1 Concept of Periodisation1.5.2 Principles of Planning1.5.3 Planning of training programme in sports1.5.4 Factors to be considered in planning and training programme in sports.1.5.5 Talent identification and development plan in sports.Explains the meaning and objective of coaching in sports.Analysis the needs and importance of coaching.Discuss the basic principles of coaching.State the characteristics of coaching.Periodise the coaching programme and plan themDiscuss the meaning definition of a coach.Present logical explanation on the needs and importance of a coach in sport.Differentiate and describe the different qualities of a coach.Explain professional training and education for a coach.Describe different duties and responsibilities of a coach in sports.Analyze the problem of coaching in Nepal and present solution to overcome the problems.Unit- II Coaching in sports (18)2.1 Concept, Objectives and needs of coaching in sports.2.2 Basic Principles of coaching2.3 Characteristics of coaching2.4 Periodisation of coaching2.5 Planning of coaching2.6 Meaning definition, needs and importance of a coach.2.7 Qualities of a good coach 2.7.1Education qualities 2.7.2Professional qualities2.7.3 Moral/ ethical qualities2.7.4 Social qualities2.8 Professional training and education of the coach2.9 Duties and responsibility of the coach2.9.1 Pre game duties2.9.2 On- game duties2.9.3 Post -game duties2.10 Problem of coaching in Nepal and its solutionUnit-III Officiating in sports (12)To discuss the meaning and objectives of officiatingTo explain the need and importance of officiatingTo apply the principles of officiating in real game situationTo explain the qualities and duties of a referee and umpireTo analyses and discuss the standards of officiatingTo identify the supporting factors of officiating3.1Meaning and objectives of Officiating 3.2 Need and importance of officiating3.3 General principles of officiating3.4 Qualities and duties of an official (Referee or Umpire)3.5 Essential ingredients of officiating3.6 Improving the standards of officiating3.7 Supporting factors of officiating3.8 Officials and their responsibilities in major games and athletic events 4.General instruction TechniquesFollowing general instruction techniques will be used to deal with all units and contents given in the course:Discussion Question and answer Interaction Project workIndividual study Guest lectureParticipatory approach Group work and presentation Lecture4.1Specific instruction techniquesUnitActivity and instruction techniquesIThe students will be divided into different groups; they will work together, discuss and present their assignments.The students will organize seminar on the topic given by, prepare paper and present in the class.The students will be divided into various groups, work in groups and present turn by turn in the class. IIThe student will be given study materials and they will review discuss and present the meaning objective, needs and importance of coaching in sports.The students will be divided into several groups and given assignment on basic principle of coaching, characteristics of coaching and periodisation of coaching.The student will individually plan the coaching schedule and programme in different sports.The Subject teacher will manage a guest lecture to clarify the meaning, definition, needs and importance of a coach and also to present the qualities of a good coach in the class.The students will organise an interaction and question answer session to share the views on professional training and education of a coach.The students will be given project works to prepare and present the material on duties and responsibility of the coach.A seminar will be organised and the students will present paper on problems of coaching in Nepal and its solution and question and answer session will be conducted.IIIThe student's will be given materials to present in their groups.The students will be given assignment to prepare the notes on principle of officiating and qualities/duties of officials.The students will organize seminar on the title given by teacher, prepare paper and present in class.The students will be divided into various groups, work in groups and present turn by turn in the class.The students will organize workshop on the title.The student will be given different titles. They will be demonstrated one by one through projector.5.EvaluationInternal evaluation-40%Internal evaluation will be conducted by subject teachers based on following activities:SNActivitiesPoints1Attendance52Participation in learning activities53Class presentation 104Tournament organisation105Notebook keeping10Total405.2 External Examination (Final Examination)-60%Examination Division, Office of the Dean, Faculty of Education will appoint an external examiner to conduct practical examination at the end of the semester.SNTypes of questionPoints1Performance in particular games (Any two)402Written test103Oral test10Total606.Recommended BooksBucher, C.A. (2009). Foundations o physical education. New Delhi: Surjeet Publications (Unit I). Sharma, P.D. (1991). Officiating and Coaching. Jalandhar: A.P. Publishers (Unit II and III).Singh, H.(1995). Science of sports training. New Delhi: DVS Publications (Unit I, II and III).ReferenceArnheim D.D. and William, E.P. (1993). Principles of athletic training.St. Louis: Mostly year book.Thompson, P.J. (1991). Introduction to Coaching theory Monaco: International Amateur Athletic Federation (IAAF).Vaniak, A.K. and Kahleon D.S.(2005). Officiating and coaching in physical Education. New Delhi: Friends Publication.Baruwal, H.B. and friends () sports training and evalution in physical education. Kathmandu: Pinacal Publication.Sherchan, L.(2013). Sport training and evatution in physical education. kirtipur, Kathmandu: Quest Publication.Goal, R.G. and Veena Goel (1990). Encyclopedia of Sports and Games. New Delhi: Vokas publishing House Pvt.Ltd. Vanik, A. and singh D.(1991) Officiating and Coaching in Physical Education, Ludhiana: Prakash Brothers Pub. Course title: Racket Games and Field GamesCourse No.: P.Ed. 527Nature of course: Practical Level: M.Ed.Credit hour: 3Semester: 3rd Teaching hour: 96 1.Course Description This course is designed to develop advanced skills and apply game strategies in Badminton or table tennis and KhoKho or Kabaddi. This course also intends to impart practical experiences by applying related principles in those games. The students have to choose any two games (One from racket games and one from field games) from this course where they are required to develop specific notes on their respective games. The main intention of this course is to apply advanced skills, strategies, scientific principles and laws in their respective fields so that the students will be able to demonstrate skills properly, apply related strategies and laws in game situation. It also intends to provide officiating experiences on their respective games. 2.General Objectives: The general objectives of this course are as follow: To provide the knowledge on the historical development of Badminton or Table Tennis and KhoKho or Kabaddi. To make the students familiar with the required skills in Badminton or Table Tennis and KhoKho or Kabaddi.To acquaint competitive strategies and laws in their respective games. To enable the students in officiating Badminton or Table Tennis and Kho Kho or Kabaddi.3.Course OutlinePart One: Racket GamesSpecific ObjectivesContentsExplain the historical development of badminton gameDemonstrate different strokes in badminton.Apply different coaching strategies of badminton game.Officiate badminton anise badminton tournament.Unit I.Badminton (48)Introduction and history of badminton gameBasic skills of badmintonGrip and stance; Stance (low, high, drive and flick)Receive (forehand and backhand); Foot work (walking step and stretching step) Strokes (underhand and overhead) Clear and dropsSingle's and double's play.Coaching strategies in badmintonRule, regulation and officiatingOrganisation of badminton tournamentExplain the historical development of table tennis game.Demonstrate different strokes in table tennis.Plan different strategies for coaching table tennis. Officiate table tennis anise table tennis tournament.Unit II. Table Tennis (48)Introduction and history of table tennis gameBasic skills of table tennisGrip (shake hand and pen holder)Service (sidespin and backspin) Receive (stance and foot work in single's and double's) Strokes (forehand and backhand counter attack, drive, chop, push and half volley). Single's and Double's playCoaching strategies in table tennisRules regulations and officiatingOrganisation of table tennis tournament Part Two: Field GamesExplain the historical development of Kabaddi game.Demonstrate different skills of Kabaddi.Plan and apply different strategies for coaching Kabaddi. Officiate Kabaddi anise Kabaddi tournament.Unit III : Kabaddi (48) Historical development of KabaddiSkills of KabaddiRaiding (Cant, toe touch, kicking) Fielding (Holding, Trapping and defending)Rules and regulations of Kabaddi gameTraining and coaching strategies in Kabaddi Officiating Kabaddi gameOrganisation of Kabaddi tournamentExplain the historical development of Kho Kho game.Demonstrate different skills of kho kho.Plan and apply different strategies for coaching Kho Kho. Officiate Kho Kho anise Kho Kho tournament.Unit IV : Kho Kho (48) 4.1Brief history of Kho Kho4.2Skills of Kho Kho4.2.1 Running (Dodging, chain and Ring play) 2.2.2 Chasing (Sitting on the square, Kho giving, standing from the square, direction taking and team work) 4.3 Teaching/coaching techniques in Kho Kho 4.4Rules and Regulations4.5 Officiating practice 4.6Organisation of Kho Kho tournament 4.Instructional TechniquesThe instructional techniques for this course are divided into two groups. The first group consists of general instructional techniques applicable to most of the units. The second group consists of proposed specific instructional techniques applicable to specific units or sub units or content.4.1 General Instruction Techniques Lecture, Demonstration, Drill, Group Work, Project work and Presentation. 4.2 Specific Instructional TechniquesUnitActivity and Instructional TechniquesIThe teacher will explain the history of badminton game and demonstrate all the skills required in badminton, the students will observe and participate in the activities along with teacher. The students will also practice the skills as required.Students will be asked to present the rules and regulations of badminton.Students will be asked to organise badminton tournament so that they can practice officiating.IIThe teacher will explain the history of table tennis and demonstrate all the skills required in table tennis, the students will observe and participate in the activities along with teacher. The students will also practice the skills as required.Students will be asked to present the rules and regulations of table tennis.Students will be asked to organise table tennis tournament so that they can practice officiating.IIIThe teacher will explain the history of Kabaddi and demonstrate all the skills required in Kabaddi, the students will observe and participate in the activities along with teacher. The students will also practice the skills as required.Students will be asked to present the rules and regulations of Kabaddi.Students will be asked to organise Kabaddi tournament so that they can practice officiating.IVThe teacher will explain the history of KHO and demonstrate all the skills required in Kho Kho, the students will observe and participate in the activities along with teacher. Students will be asked to present the rules and regulations of Kho Kho.Students will be asked to organise Kho Kho tournament so that they can practice officiating.5. EvaluationInternal evaluation-40%Internal evaluation will be conducted by subject teachers based on the following activities:SNActivitiesPoints1Attendance52Participation in learning activities53Performance 104Tournament organisation105Notebook keeping10Total405.2 External Examination (Final Examination)-60%Examination Division, Office of the Dean, Faculty of Education will appoint an external examiner to conduct practical examination at the end of the semester.SNTypes of questionPoints1Performance in particular games (Any two)402Oral test20Total606.References Ballou, R. B. ((1988). Teaching badminton. Delhi: Surjeet Publication. (Unit I)Goel, R. G. and Goel, Veena (1990). Encyclopaedia of sports and games. New Delhi: Vikas Publishing House Pvt. Ltd. (Unit I - IV)Jha, Ashok Kumar (2003). Lay-out of games and sports. Kathmandu: Ratna Pustak Bhandar. (Unit I - IVKho–Kho. Jalandhar: AP Publishers. (Unit IV)Parker, D.(Nd). Take up table tennis. New Delhi: Learners Press. (Unit II)Parker. D. & David, H. (1996). Play the game table tennis. London: Bland ford. (Unit II)Rao, E. P. (1994). Modern coaching in Kabaddi. Delhi: DVS Publication. (Unit III)Singh, B. (1981). Rules and skills of games and sports. New Delhi: Pankaj Publication. (Unit I – IV) YMCA (1981). Rules of games and sports. New Delhi: YMCA Pub. House. (Unit I – IV) Course title: Management of Games and SportsCourse No.: P.Ed. 528Nature of course: TheoryLevel: M.Ed.Credit Hour: 3 Semester: Second Teaching Hour: 48Pass Marks: 50%1.Course Description: This course is designed to develop knowledge on administration, management, and supervision in games and sports. It also seeks to provide practical experience to the students about the administrative and supervisory techniques. 2.General ObjectivesThe general objectives of this course are as follows: Describe the concept of administration and supervision in physical education. Discuss the principles of administration and supervision in physical education. List the functions, qualities of administrators and supervisors. 3. Specific Objectives and ContentsSpecific ObjectivesContentsDescribe the concept and scope of administration and management in games and sports. List the administrative duties of physical education administrator Describe the importance of administrative leadership in games and sportsUnit - I Administration and Management process (9)1.1 Definition and importance of administration and management in games and sports 1.2 The scope of administrative management1.3 The process of administration 1.4.1 Administrative leadership Qualifications of a good administratorTraining of administratorsDiscuss the administrative theories applied in games and sportsExplain the guiding principles of administrative organisation. Explain the guiding principles of administrative organisation.Prepare an organisation chart of the personnel's of university, campuses and departments.Unit-II Administrative Theory (9) 2.1 Important of administrative theories for games and sports2.2 Traditional theories versus modern theories of administration in physical education. 2.3 Guiding principles of administrative organisation 2.4 Organisation chart of personnel's of University, Faculty of Education Campuses and Departments. Describe the facilities, equipment and supplies required to run a physical education programme. List the sources of expenditure areas in physical education Explain the importance of human resource management in games and sportsUnit- III Management of Games and Sports (9) 3.1 Facility Management Facilities, equipment and suppliesCare and maintenance of equipment and supplies3.2 Fiscal Management Income resources Expenditure areas3.3 Human Resource Management3.3.1 Coaches, trainers and teachersDescribe the concept of supervision in physical education and games.Explain the aims, objectives and principles of supervision Discuss the current situation of supervision in Nepal.Clarify the concept of clinical supervisionUnit-IV Concept of Supervision in Physical Education and games (9)4.1 Meaning, importance, and scope of supervision in physical education and games4.2 Characteristics of supervision 4,3 Principles of supervision4.4 Aims and objectives of supervision4.5 Types of supervision4.6 Existing situation of supervision in physical education in Nepal. 4.7 Concept of clinical supervision4.8 Process and steps of clinical supervisionDescribe the role and functions of a supervisor. List the qualities of a good supervisorDescribe how the supervisor is trained.Unit-V The Supervisory Role (6) 5.1 The role and functions of a supervisor5.2 Qualities of a good supervisor5. 3 Training of supervisorsDescribe the methods of supervision in physical education Conduct different methods of supervision in games and sports Unit-VI Methods of Supervision (6) 6.1 Visitation 6.2 Conference 6.3 Demonstration 6.4 Bulletins display6.5 Other methods (Workshop, clinic, in-service training) 4.Instructional TechniquesThe instructional techniques for this course are divided into two groups. The first group consists of general instructional techniques applicable to most of the units. The second group consists of proposed specific instructional techniques applicable to specific units or sub units or content4.1 General Instruction TechniquesLecture, Group Work, Project work, Demonstration, Question-answer. 4.2 Specific Instruction TechniquesUnitActivity and Instructional TechniquesIThe students will be asked to find reading materials on the introduction of management in games and sports and let them discuss about the meaning, scope and importance of management in games and sportsIIThe students will organize seminar on the topic given by, prepare paper and present in the class.The students will organize workshop on the title offered by and conduct workshop.The students will be asked to prepare an organisation chart of University and Department's personnel.IIIThe students will conduct a survey on available games and sports facilities within the campus arena to suggest the maximum utilization of the available facilities.The students will be asked to discuss the process of developing human resources for games and sports in Nepal.IVThe students will be asked to review books to find the concept of supervision in physical education and games.They will also be asked to discuss about the current situation of supervision in physical education and games in Nepal. VStudents will be asked to discuss on how the supervisors are trained in Nepal in the field of physical education and games. VIStudents will be asked to organize workshops, seminars in some assigned topics.5.EvaluationInternal Evaluation 40%Internal evaluation will be conducted by subject teachers based on following aspects:SNParticularPoints1Attendance52Participation in learning activities53First assessment: Article review/ book review/ open book test/ unit test etc104Second assessment: Midterm test105Third assessment: Project work/survey/seminar/workshop/presentation10Total405.2 External Examination (Final Examination) 60%Examination Section, Office of the Dean, Faculty of Education will conduct final examination at the end of semester.S.NTypes of questionPoints1Objective type question (Multiple choice 10x1 point)102Short answer questions (6 questions x 5 points)303Long answer questions (2 questions x 10 points)20Total606Recommended BooksBucher. C.A. (1979). Administration of physical education and athletics programme. St. Louis: The C.V. Mosby Company. Bucher. C.A. et al (2014). Management of physical education and sport (13th ed). New York: McGraw-Hill Voltmer, Edward F. and Others. (1979). The organisation and administration of physical education. New Jersey: Prentice Hall. Inc.7.ReferenceP. and J. W. Refrik. Intramural Recreational Sports: Programming and Administration. New York: John wisely and Sons. Sports+And+Management?Course Title: Macro EconomicsCourse No. : Eco.Edu. 525Nature of course: TheoryLevel: M. Ed. Credit hours: 3 Semester: II Teaching hours: 48 hoursCourse DescriptionThis course is designed for the economics education at master level. It contains theory as well as the application of macro economics. At first, the course deals with the basic concepts of macro economics. Then it proceeds with national income accounting system from theory to its application, classical theory of income and employment, Keynesian economics of income determination, supply of and demand for money and the rate of interest. Finally, it includes the IS-LM Framework under fixed price level and the relationship between inflation and unemployment rate.The general objectives The general objectives of this course are as follows.To enable the students in analyzing national accounting. To enable the students in reviewing the classical theory of income and employment. To make the students able in analyzing the Keynesian economics of income determination.To make the students able to explaining the IS-LM framework under fixed price level, the supply and demand for money and the rate of interest.To enable the students to explain the relationship between inflation and unemployment rate.Course OutlinesSpecific ObjectivesContentsDiscuss the basic concepts of macro economics, such as, Variable, parameters, statics, dynamics, stock, flows, economic model, equilibrium and disequilibrium Explain the methods of macro economic analysis.Unit I : Basic Concepts of Macro Economics (4) 1.1 Key concepts 1.2.1 Variables 1.2.2 Parameters 1.2.3 Statics 1.2.4 Dynamics 1.2.5 Stocks 1.2.6 Flows 1.2.7 Economic model 1.2.8 Equilibrium and disequilibrium1.2. Methods of macro economic analysisDescribe the meaning of the concepts of national accounting.Explain the concepts/use of national accounting with calculation of GDP, GNP, NNP and NIShow the measurements of national accounting through expenditure, income and value added approach.Describe the difficulties in measuring the national accounting Evaluate the national accounting system of Nepal.Draw inference between the concept of national product and national welfare.Unit II: National Accounting (10)2.1 Concepts of national accounting-NI,NNP,GNP and GDP, and meaning of constant -current prices and GDP deflator2.2 Importance/use of national accounting, 2.3 Measurement of national accounting- the expenditure, income and value added approachDifficulties in measuring the national accountNational accounting system in NepalNational product and national welfareDescribe the assumptions of Says law of marketExplain the classical theory of income and employment.Describe the quantity theory of money and indicate its relation with the price level.Show diagrammatically the income determination in two sector model including multiplier.Explain diagrammatically the income determination in three sector model including multiplier.Illustrate diagrammatically the income determination in four sector model including multiplier.Unit III: Theories of Income and Employment (19) 3.1. Classical theory of income and employment 3.1.1. Says law of market3.1.2. Quantity theory of money and the price level 3.2. Keynesian model of income determination 3.2.1. Income determination in two sector model including multiplier 3.2.2. Consumption spending and consumption function3.2.3. Determination of the equilibrium level of income and output3.2.4. Shifts in the aggregate spending function and the multiplier equation3.3. Income determination in three sector model including multiplier3.3.1. Fiscal policy3.3.2. First fiscal model-net taxes and government purchases; and the multiplier equations3.3.3. Second fiscal model-gross taxes, government purchases and transfer payments; and the multiplier equations3.3.4 Third fiscal model-gross tax receipts as a function of income, government purchases and transfer payments; and the multiplier equations3.3.5. Fiscal models and the full employment level of income 3.4. Income determination in four sector model and the multiplier3.4.1 The import function3.4.2 The equilibrium level of income3.4.3 The foreign trade multiplier and changes in the level of incomeAnalyze the measures of the supply of money and types of demand for money.Explain the equilibrium rate of interest.Unit IV : The Supply of and Demand for Money and the Rate of Interest (7)The supply of money demand for money 5.3.The equilibrium interest rateDescribe the equilibrium in goods market.Describe the equilibrium in money market.Explain the relationship between inflation and the unemployment rate.Unit V: The IS-LM under Fixed Price Level and Unemployment (8) Equilibrium in the goods marketEquilibrium in the money marketInflation and Unemployment : the Phillips curveNote: The figures in the parentheses indicate the approximate periods for the respective units.4. Instructional Techniques The instructional techniques for this course are divided into two categories. The first category consists of general instructional techniques applicable to most of the units. The second category consists of specific instructional techniques applicable to specific units.4.1 General TechniquesLecture and illustrationDiscussion 4.2 Specific Instructional Techniques Unit I: Review of materials on basic concepts by the students and group presentation Unit II: Project work on accounting system of Nepal Unit V & V I: Guest lecture on national accounting and monetary system of Nepal to prepare for oral test5.Evaluation5.1.Internal Evaluation 40%Internal evaluation will be conducted by course teacher based on following activities:Attendance5 pointsParticipation in learning activities 5 pointsFirst assessment10 pointsSecond assessment/ mid-term examination 10 pointsThird assessment10 pointsTotal 40 points5.2.External Evaluation (Final Examination) 60% Examination Division, office of the Dean, Faculty of Education will conduct final examination at the end of each semester. Objective type question (Multiple choice 10*1) 10 pointsShort answer questions (6 questions x 5 points) 30 pointsLong answer questions (2 questions x 10 points) 20 pointsTotal 60 points 6. Recommended books and References Recommended booksRecommended booksShapiro, E. (2014), Macro economic analysis. (Fifth Edition). Delhi: Galgotia Publications Pvt. Ltd. (For units I to VI) Keynes, J. M. (1961). The general theory of employment, interest and money. New York (For units IV) Diulio, E. (2013). Macro Economics (International edition). Singapore(For units I to VI) Shiwakoti, D. & Poudel, M. (2067). Economic Analysis. Kathmandu: Pinnacle Publication. (For units I to VI) Branson, W.H. (2012). Macro Economics (Third Edition), New Delhi: Affiliated East West Press Private Limited.Vaish, M.C. (2013). Macro Economic Theory (14th Edition). New Delhi: Vikash Publishing House.Central Bureau of Statistics (1976/77). Manual on national income account of Nepal. Kathmandu: National Planning Commission Secretariat. (For unit II) United Nations, (2003). Studies in methods series F, No 85, Hand book of national accounting National accounts :A practical introduction. New York : United Nations, Department of Economic Social Affairs, Statistics Division. (For unit II) ReferencesAckley, G. (2007). Macro economic theory. Delhi: Surjeet Publication.Eugene D.(1997).Macro economics. Singapore: McGraw-HILL,Schaum’s Outline SeriesLavacic, R. (1978). Macro economics. London: Macmillan.Robinson, L. (1937). An essay on the nature and significance of economic science. London: Ministry of Finance (1976/77). Ecoonomic survey of current fiscal year. Kathmandu: Ministry of Finance.Souza D'Souza (2013). Macro Economics. Delhi: PEARSON.Dornbusch, R., Fischer, S. and Startz, R. (2012). Macro Economics (Tenth Edition), New Delhi: McGraw Hill Education (India), Private Limited.Course Title: Mathematics for Economics EducationCourse No. : Eco. Ed. 526 Nature of course: TheoryLevel: M. Ed. Credit hours: 3 Semester: Second Teaching- hours: 48 hours Course DescriptionThis course is designed for Economics Education at M.Ed. level. It includes the application of matrix and determinants, application of differentiation, application of integration, differential equation, difference equation, and linear programming. The general objectives of the courseThe general objectives of this course are as follows:To make the students familiar with the application of matrix and determinants including solution of simultaneous equation; determinants method, inverse matrix method and Gaussian elimination method.To enable the students in reviewing and applying differentiation in quantitative techniques.To enable the students in evaluating and determining the application of integration, solving the differential equation and difference equation.To make the students able in formulating and solving the linear programming.Course OutlinesSpecific Objectives and ContentsSpecific ObjectivesContentsSolve the simultaneous equations by using Cramer’s rule, inverse matrix method and Gaussian elimination method.Convert the given verbal problems related to economic market in simultaneous equations and solve by using above methods.Unit I: Matrix and Determinants (4) Solution of simultaneous equation (up to three variables )Determinants method(Cramer’s rule)Inverse Matrix method Gaussian elimination method (row equivalent matrix method) 1.4 Application of Matrix and determinants in economics (market and national income matrix) To calculate partial derivatives up to three variables.To solve the optimization of the given problem by using Lagrange’s multiplier.To define homogeneous functions.To verify the properties of linearly homogeneous functions.To define and verify the properties of Cobb-Douglas production function.Use Euler’s theorem for Cobb-Douglas production function.To find the elasticity of substitutionUnit II: Differentiation and Application of Derivatives in Economics (20) Review of technique of differentiationPartial and total derivativesOptimization problems (up to three variables)Optimization with equality constraints (Lagrange-multiplier method)Economic applicationUtility maximizationDemand analysisLeast cost combination of inputsLinearly homogeneous functions (Euler’s theorem)Cob-Douglas production functionElasticity of substitution (Constant Elasticity of Substitution (C.E.S) functions) To evaluate the definite integral and its economic application.To find the area under the given curve.To determine the consumer’s and producer’s surplus.Unit III: Integration and Application (6) Definite integral and its economic applicationArea under the curveConsumer’s surplus and producer’s surplusDetermine the order and degree of differential equation Solve the 1st order differential equation in variable separation form, homogeneous form and linear equation form.Solve the homogeneous linear difference equation with constant coefficient, linear 1st order difference equation, and linear 2nd order difference equation with constant coefficient.Unit IV: Differential and Difference Equation (12) Order and degreeSolution of differential equationsVariable separation formHomogeneous differential equations Linear differential equation of first order4.5. Operators4.6. Solution of difference equations4.7. Homogeneous liner equation with constant coefficient4.8. Linear first and second order difference equation with constant coefficientDefine Linear Programming Problems (L.P.P.) constraint, objective functionFormulate LPP problemsSolve LPP by graphic methodSolve LPP by simplex and duality method Unit V: Linear Programming (6) Concept of inequalityMeaning of LPPConstraintsObjective functionsMathematical formulation of LPPGraphic method to solve LPP (up to two variables only)Note: The figures in the parentheses indicate the approximate periods for the respective units4. Instructional Techniques4.1General TechniquesThe instructional techniques for this course are divided into two groups. First group consists of general instructional techniques applicable to most of the units. The second group consists of specific instructional techniques applicable to specific units.Lecture methodProblem solving method Question-answer4.2 Specific Instructional TechniquesUnitActivities and Instructional TechniquesI & IIProject workIIIProject work and DemonstrationIV & VProblem solvingNote: Specific Instructional Techniques may or may not require for each of the unit mentioned in course outline5. Evaluation Scheme5.1 Internal Evaluation 40%Internal evaluation will be conducted by course teacher based on following activities:S.N.Nature of QuestionsPoints1.Attendance52.Participation in learning activities53.First assessment104.Second assessment10 5.Final assessment10Total 405.2 External Evaluation (Final Examination) 60 %Examination Division, Dean Office, Faculty of Education will conduct final examination at the end of semester.S.N.Nature of QuestionsNumber of QuestionsPoints1.Objective type question (Multiple choice)1o× 1102.Short answer questions (6 questions × 5 points)6× 5303.Long answer questions (2 questions × 10 points)2×1020Total18606. Recommended books Mehata, B. C. and G. M. Madnani (2006). Mathematics for economist. New Delhi: Sultan Chand and Sons (For Unit I).Chiang, A. C. (1988). Fundamental methods of mathematical economics. Auckland: McGraw Hill Book Company (For Unit II).Allen, R. G. D. (1989). Mathematical analysis for economics. London: MacMillan Ltd (For Unit III).Yamane, T. (2000). Mathematics for Economists, (Second edition). New Delhi: Prentice-Hall of India (For Unit IV) Chiang, A. C. (1988). Fundamental methods of mathematical economics. Auckland: McGraw Hill Book Company (For Unit V). ReferencesArchibald & Lipsey, (1994). An introduction to mathematical treatment of economics, (Third edition). Delhi: All India Traveller Bookseller.Fryer, M. J. (1978). An introduction to linear programming and matrix game theory. London: Edward Arnold Ltd.Kothari, C. R. (1990). Quantitative technique (Third edition). New Delhi: Vikash Publishing House (Pvt.) Ltd.Monga, G. S. (1975). Mathematics and statistics for economics. New Delhi: Vikash Publishing House.Course Title: Money Banking and FinanceCourse No. Eco. Ed. 527 Nature of course: TheoreticalLevel: M. Ed. Credit Hours: 3 Semester: Second Total periods: 481. Course Description This course is designed to provide a thorough understanding of the concepts of money, banking, and financial system/markets. This course may help the students to examine not only the origins and nature of money, but also the different theories of money, interest rate, inflation, development of banking system, functions of central bank and commercial bank, money market and capital markets and the foreign exchange market, exchange rate and exchange control. 2. General Objectives The general objectives of this course are as follows: 1. To introduce the concepts of money. 2. Explain the theories of demand for and supply of money, interest rate and inflation. 3. To provide the students with a deeper understanding of the function and growth of financial institutions focusing to role of central bank, commercial bank and monetary policy.4. To orient the students with financial management regarding financial system and market, financial planning and capital structure, financial investment - statements analysis, financial institutions and their management.5. To make the students familiar with the analysis of foreign exchange and exchange control. 3. Specific Objectives and Contents Search the evolution of moneyDescribe the functions of moneyClassify the forms of moneyExplain the value of moneyUnit: I. Concept of Money (4 THrs)Evolution of moneyFunctions of moneyForms of moneyValue of moneyAnalyze the classical, quantity, Keynesian and portfolio theory of demand for money.Point out the Components and Measures of money supply, factors affecting money supply and show the effect of money supply on high powered money and money multiplier.Explain the relation of interest rate with demand for and supply of money and distinguish between real and nominal interest rate.Assess the relevancy of Phillips Curve about the potential tradeoff between unemployment and inflation. Explain the causes, measurement and consequences of inflation. Unit: II. Theories of money (12 THrs)2.1. Demand for money: Quantity theory, Keynesian theory and Portfolio theory of Demand for Money.2.2. Money Supply: Components and Measures of money supply, factors affecting money supply, high powered money and money multiplier.2.3. Money and Interest rates: Real and Nominal Interest Rate, relevancy of Taylor rule 2.4. Inflation: Causes, measurement and consequences of inflation 2.5. Relevancy of Phillips Curve about the potential tradeoff between unemployment and inflation.Explain the functions and objectives of central bank, instruments of credit control.Describe the Functions of commercial banks and pre-requisites of a sound commercial banking systemPresent a brief review of the measures taken in Nepal to liberalize the financial system. Analyze objectives, targets, tools and limitations of monetary policy with reference to Nepal Rastra Bank in light of monetary and financial stability.Examine the role of non-banking financial institutions in NepalEvaluate the role of Nepal Rastra Bank as a regulatory authority.Unit:III. Functions & Growth of Financial Institutions in Nepal (14 THrs)3.1. Functions and objectives of central bank, instruments of credit control. 3.2. Functions of commercial banks and pre-requisites of a sound commercial banking system. 3.3. A brief review of the measures under taken in Nepal to liberalize the financial system. 3.4. Monetary Policy: Objectives, targets, tools and limitations of monetary policy. 3.5. Regulatory roles of Nepal Rastra Bank with monetary and financial stability.3.6. Role of non-banking financial institutions in Nepal – mutual funds, insurance company, investment companies. Explain different forms of market under the financial system.Describe the financial planning and capital structure management.Present the various techniques of financial investment analysis including capital budgeting, cost of capital, portfolio analysis and selection.Prepare a model of financial statements analysis Examine the financial sector reforms in Nepal.Unit:IV. Financial System and Management (10Hrs)4.1. Financial system and market: Capital market, money market, securities market, market indexes, bond valuation, financial derivatives Instruments.4.2. Financial planning and capital structure management.4.3. Financial investment analysis: Capital budgeting; Cost of capital, Portfolio analysis.4.4. Financial statements and their analysis - Analysis of financial statements, Financial forecasting, Ratio analysis for measuring performance.4.5. Financial institutions– Financial sector reforms in Nepal.Introduce the foreign exchange market and provide the concept of foreign exchange rate, spot exchange rate and forward exchange rates. Explain the determination of fixed & flexible exchange rate.Analyze the role of hedging in the determination of exchange rates in terms of Euro-Dollar market Highlight the rules, regulations, procedures and tools of exchange control.Unit:V Foreign Exchange (8Hrs)5.1. Foreign exchange market: foreign exchange rate, concept of spot exchange rate and forward exchange rates. 5.2. Determination of exchange rates; fixed & flexible exchange rate. 5.3. Role of hedging in the determination of exchange rates with example of Euro-Dollar market 5.4. Exchange control; rules, regulations, procedures and tools of exchange control.4. Instructional Techniques4.1General TechniquesThe instructional techniques for this course are divided into two groups. First group consists of general instructional techniques applicable to most of the units. The second group consists of specific instructional techniques applicable to specific units.Lecture methodProblem solving method Question-answer4.2 Specific Instructional TechniquesUnitActivities and Instructional TechniquesI & IIProject workIII & IVProject work and DemonstrationVProblem solvingNote: Specific Instructional Techniques may or may not require for each of the unit mentioned in course outline5. Evaluation Scheme5.1 Internal Evaluation 40%Internal evaluation will be conducted by course teacher based on following activities:S.N.Nature of QuestionsPoints1.Attendance52.Participation in learning activities53.First assessment104.Second assessment10 5.Final assessment10Total405.2 External Evaluation (Final Examination) 60 %Examination Division, Dean Office, Faculty of Education will conduct final examination at the end of semester.S.N.Nature of QuestionsNumber of QuestionsPoints1.Objective type question (Multiple choice)1o× 1102.Short answer questions (6 questions × 5 points)6× 5303.Long answer questions (2 questions × 10 points)2×1020Total18606. Reading Materials6.1 Recomended Books: Gupta, S.B. Monetary Economics, 2010, S. Chand & Co. Ltd. New Delhi.(For Unit I, II, III and V)Geoffrey Crowther,1948, An outline of money, MacMillan Company, London. (For Unit I)R. S. Sayers, 1967, Modern Banking, Oxford University Press, New Delhi.( For Unit III)R. R. Paul, 2011, Monetary Economics, 9th revised edition, Kalyani publisher, New Delhi.(For Unit I, II, III and V)Frederic S. Mishkin, 2012, Economics of Money, Banking, and Financial Markets, 10th edition, Prentice Hall. (For Unit I, II, III, IV and V)6.2 References:M. L. Jhingan, Monetary Economics, 2011, 7th edition, Vrinda publications P. Ltd.New Delhi. S.Mitra, Money & Banking, Random House, New York. Chandler, L.V. The Economics of Money and Banking, Harper & Row, New York. Milton Friedman, 1970, The counter-revolution in monetary theory, institute of economic affairs, occasional paper, London.Subrata Ghatak, 1983, Monetary economics in developing countries, MacMillan press, London.Nepal Rastra Bank, 2014, Monetary policy for fiscal year 2014/015, Nepal Rastra Bank, Kathmandu, Nepal.Ministry of Finance, Government of Nepal, 2014, Economic Survey and Budget speech.Nepal Rastra Bank, 2007, Inflation analysis and price division, Nepal Rastra Bank, Kathmandu, Nepal.Course Title: Education Finance Course No: Eco. Ed. 528 Nature of the Course: Theory Credit hrs: 3Level: M.Ed. Total period: 48 Semester: Second Course descriptionThis course is designed to impart knowledge of contribution of education to economic growth and the economic aspect of educational cost and financing system. It is intended to develop acquaintance with human capital, demand for education, cost benefit analysis, job training, and educational finance, efficiency of education and education and employment.2. General objectives Explain the concept and indicators of human capital/resources and show the relationship between human resource and economics of education;Analyze the contribution of education to economic growth;Describe the consumption and investment demand for education;Discuss the cost-benefit and cost effectiveness analysis in terms of private and social rate of return;Compute the efficiency of educational system;Explain the investment on in the job training, general training and specific training;Familiarise method of educational finance; and Establish the link between education and unemployment in special reference to SAARC Countries.3. Specific Objectives and ContentsExplain the concept of human capital/resources.Show the relationship between human resource development and economics of education.State the indicators of human resource development.Unit: I Human Capital/Resource (5) Concept of human capital/resourcesRelationship between human resource development and economics of educationIndicators of human resource developmentExplain the contribution of education to economic growthCompare the national and international income with literacy rate Show the relationship between national and international income and education of labour force.Show the relationship between production function, educational productivity and quality of labour.Unit: II Contribution of Education to Economic Growth (5) 2.1 Contribution of Education to Economic Growth2.2 Comparison between national and international income and literacy rate 2.3 Comparison between national and international income and education of labour force 2.4 Production Function, Educational Productivity and quality of labourDiscuss the consumption demand for educationDiscuss the investment for education, and Describe the social and private demand for education.Unit: III Demand for Education (5)3.1 Consumption Demand for Education 3.2 Investment Demand for Education3.3 Social and Private Demand for Education.Explain the concept and purpose of cost benefit analysisExplain the investment demand and investment criteriaExplain the relationship between the educational costs and returnsDiscuss the concept of private rate of return with demand for education.Explain the social rate of return with Socio-economic Context of Education and cost benefit analysisCompute the private and social rate of return.Describe the investment in on the job training, General training and specific training.Unit IV: Cost-Benefit Analysis (11)4.1 Concept and purpose of Cost Benefit Analysis and Cost Effectiveness Analysis4.2 Private Rates of Returns 4.2.1 Investment Demand and Investment Criteria4.2.2 Educational Costs and Returns4.2.3 Private Rates of Returns and Demand for Education4.3 Social Rates of Returns 3.3.1 Social Returns and Cost Benefit Analysis3.3.2 Socio-economic Context of Education4.4 Computation of Private and Social Rates of Returns4.5 Investment in on the job training, General training and specific trainingExplain the measurement of internal and external efficiencyExplain the Concept of cost recovery and cost sharing in educationCompute the unit and cycle costsExplain the opportunity cost of education.Unit: V Efficiency of Education System (7)5.1 Measurement of Internal and External Efficiency5.2 Concept of Cost Recovery and Cost Sharing in Education5.3 Concept, Types and Measurement of Unit and Cycle Costs5.4 Opportunity Cost of EducationExplain the concept, criteria and sources of education financeExplain the various Methods of financing in education.Analyze the financing of education in Nepal in primary, secondary, higher level of education.Unit VI: Education Finance (10)6.1 Concept, criteria and sources of Education Finance6.2 Methods of Educational Finance6.2.1 Grant System6.2.2 Loan System (Student Loan System in Higher Education - Nepal, India, China and USA)6.2.3 Voucher System6.3 Financing at Primary, Secondary and Higher Level of Education in NepalState the relation of education with unemployment.Show the relationship between unemployment and poverty.Explain the nature and extent of unemployment of SAARC region and its solution.Unit: VII: Education and Unemployment (5) Relation of education and unemploymentEducational Labour MarketYouth Unemployment and EducationNature and extent of unemployment of SAARC region and its solution4. Instructional Techniques The instructional techniques of this course are divided in two parts as follows: Lecture and illustrationDiscussionProject workInquire MethodSeminar Question-Answer5. Evaluation SchemeFormative and summative both types evaluation will be used. In formative student will be evaluated on the basis of regularity and disciplined manner in the classroom and as well as the classroom participation and other practical activities. In summative evaluation office of the controller of examination Tribhuvan University will conduct final examination at the end of the semester to evaluate student’s performance .the examination will contain fifty full marks of that an examinee must secure twenty marks to pass the course. The types, number and marks of the subjective and objective questions will be as follows.Subjective and objective questionsTypes of QuestionsTotal questions to be askedNo. of questions to the answered and marks allocatedTotal MarksGroup A: (Multiple choice items)10 questions10×110Group B: Short question 6 questions 6×530Group C:Long answer question 2 questions 2×1020Total 60 marksRecommended Reading Materials:Monk, D. H. (1990). Educational Finance an Economic Approach. New York: McGrow-Hill Publishing Company (For Unit Five and Six).Creedy J. (1985). The Economics of Higher Education: Analysis of Taxes Versos Fees. London: Edward Elgar Publishing Limited (For Unit Five).Blaug, M.(1972). Economics of Education (volume I). Baltimore: English Language Books society and Penguin Books (For Unit Three).Carnoy, M. (1995). International Encyclopaedia of Economics of Education (second edition), New York: Pergamon Elsevier Science Ltd (For Unit One, Four and Six).Woodhall, M. (1990). Student Loan in Higher Education (Western Europe and the USA). Paris: United Nations Educational, Scientific and Cultural Organization (For Unit Six).Woodhall, M. (1991). Student Loan in Higher Education (Asia). Paris: United Nations Educational, Scientific and Cultural Organization (For Unit Six).Sheehan, J. (1973. The Economics of Education. London: George Allen and Unwin Ltd. (For Unit Two and Three).Johnes, J. (2004). Efficiency Measurement (Internal Handbook on the Economics of Education, Edited by Geraint Johnes and Jill Johnes), London: Edward Elgar Publishing Limited (For Unit Seven).Psacharopoulos, G. and Patrinos A. (2004). Human Capital and Rates of Return (Internal Handbook on the Economics of Education, Edited by Geraint Johnes and Jill Johenes). London: Edward Elgar Publishing Limited (For Unit Three).Johnes, G. and Johnes, J. (2004). Internal Handbook on the Economics of Education. London: Edward Elgar Publishing Limited (For Unit One, Three, Six and Seven).References Reading Materials Card, D. (1999). The Causal Effect of Education on Earnings (Handbook of Labour Economics, Volume 3, Eidited by O. Ashenfelter and D. Card). London: Elsevier Science Ltd.Hanushek, E. A. and Wobmann, L. (2007). Education Quality and Economic Growth. Washington DC: The International Bank for Reconstruction and Development / The World BankWhalen, M. M. (2004). The Economics of Higher Education. New York: Cornell University.Palfreyman, D. (2004). The Economics of Higher Education. UK: Oxford Centre for Higher Education Policies Studies.Woodhall, M. (ed.) (1990). Student Loans in Higher Education: Western Europe and the USA. Educational Forum Series No.1. Paris: UNESCO International Institute for Educational Planning.Woodhall, M. (ed.) (1991a). Student Loans in Higher Education: Asia. Educational Forum Series No.2. Paris: UNESCO International Institute for Educational Planning.Woodhall, M. (ed.) (1991b). Student Loans in Higher Education: English-speaking Africa. Educational Forum Series No.3. Paris: UNESCO International Institute for Educational Planning.Woodhall, M. (ed.) (1993). Student Loans in Higher Education: Latin America and the Caribbean. Educational Forum Series No.4. Paris: UNESCO International Institute for Educational Planning.Ziderman, A. (2004). Policy Options for Student Loan Schemes: Lessons from Five Asian Case Studies. Paris: UNESCO International Institute for Educational Planning and Bangkok: UNESCO Asia and Pacific Regional Bureau for Education.Bray, M. (1996b). Counting the Full Cost: Parental and Community Financing of Education in East Asia. Washington DC: The World Bank in collaboration with UNICEF.Bray, M. (1999a). The Private Costs of Public Schooling: Household and Community Financing of Primary Education in Cambodia. Paris: UNESCO International Institute for Educational Planning in collaboration with UNICEF.Harbinson, F. and Myers, C. A. (1964). Education, Manpower and Economic growth: Strategies of human resource development. New York: McGrow-Hill Service in International Development and Book Company.Chattopadhyay, S. (2012). Education and Economics (Disciplinary Evaluation and Policy Discourse). New Delhi: Oxford University Press (for unit second and four).Sheehan, J. (1973). The Economics of Education. London: George Allen & Unwin Ltd.Metha, A. C. (2012). Indicators of Educational Development with Focus on Elementary Education: Concept and Definitions (ORSM Unit). New Delhi: National Institute of Educational Planning and Administration.Metha, Arun C. (2010). Projection of Population, Enrolment and Teacher (ORSM Unit). New Delhi: National Institute of Educational Planning and Administration.History of Travel and Tourism in NepalCourse No: Hist. Ed. 525Nature of course: Theoretical Level: M. Ed Credit hours: 3 Semester: II Teaching Hours: 48 Course DescriptionThis course is a specialization course in History Education. It aims to give a vivid picture of the history of travel and Tourism with global and Nepali context. The course intends to provide theoretical knowledge through both regular classroom teaching and practical activities.2. General ObjectivesThe general objectives of this course are as follows:To Introduce the Tourism and Tourists.To provide the History of Tourism.To provide the students with the knowledge of the Nature of Tourism. To acquaint the students with the Tourism Trade.To provide a better understanding of the Tourism Education in NepalSpecific Objectives and ContentSpecific ObjectivesContentsDescribe the concept and nature of Tourism Determine the Scope of TourismEvaluate the Significance of TourismDefine the meaning of TouristsDifferentiate the Types of TouristsClassify the different types of Tourism in NepalExplain Relation between tourism and TouristsEvaluate the Impact of Tourism Unit I: Introduction of Tourism and Tourist (18)Concept and nature of TourismScope of TourismSignification of TourismMeaning of TouristsTypes of Tourists-Holiday Tourists-Religious Tourists-Business tourist-Cultural tourists-Adventure Tourists-Medical Treatment Tourist-Sports TouristClassification of Tourism-Adventure Tourism-Agriculture Tourism-Archaic Tourism-Dark Tourism-Eco Tourism-Drug Tourism-Extreme Tourism-Sex Tourism-Cultural Tourism-Health or Medical Tourism-Space Tourism-Sport Tourism-Business Tourism-Museum Tourism-Historical TourismRelation between tourism and TouristsImpact of Tourism in SocietyDescribe the History of World TourismExplain the History of Tourism in NepalUnit II: History of Tourism (3)History of World TourismHistory of Tourism in NepalDescribe the Nature of Tourism In NepalUnit III: Nature of Tourism (4)Nature of Tourism In Nepal-Trekking-Mountaineering-Wild Life Watching-Sight scene-Pilgrimage TourismIntroduce the Tourism Trade Describe the Tourism Trade Activities in NepalUnit IV: Tourism Trade (10)Introduction of Tourism Trade Tourism Trade Activities in Nepal-Tourists Class Hotels-Travel agencies-Trekking agencies-Nepal Mountaineering Association-Rafting Agencies-Wild Life Parks of GovernmentMake Planning for TourismKnow the Co-ordination in PlanningIdentify Planning processDescribe Tourist Demand and SupplyExplain the Importance of Tourism PlanningUnit V: Tourism Planning and Development (5)Planning for TourismCo-ordination in PlanningPlanning processTourist Demand and SupplyImportance of Tourism PlanningDefine the concept of Tourism EducationDescribe Tourism Education in NepalDescribe relation Tourism Education and Private SectorsUnit VI: Tourism Education (8)Concept of Tourism EducationTourism Education in NepalTourism Education and Private SectorsNot: The figures within parenthesis indicate the approximate teaching hour affected respective unit.Instructional TechniquesGeneral techniquesThe theory classes depend on lectures, question answer, group discussion and group work in the class room.Specific Instructional TechniquesUnitsActivities and Instructional Techniques Unit I : Introduction of Tourism and Tourist Field visit and group discussion Unit II: History of TourismSeminar, individual report writing, Group discussion and presentationUnit III : Nature of Tourism Group report, SeminarUnit IV: Tourism Trade Case study, book reviewUnit V: Tourism Planning and Development Project Work, Term paper Unit VI: Tourism EducationGroup report, SeminarEvaluationInternal Evaluation 40% Internal evaluation will be conducted by course teacher based on following activitiesAttendance 5 pointsParticipation in Learning activities 5 pointsFirst assignment 10 pointsSecond assignment (Midterm exam) assessment 10 pointsThird assignment/ assessment 10 points Total 40 pointsExternal Evaluation (final examination) 60% Examination Division, Office of the Dean, Faculty of Education will conduct the final examination at the end of the semester. The types and number of questions to be included in the final paper are as follows.Objective type question (multiple choice 10x1 point) 10 pointsShort answer question (6 questions x5 points) 30 points Long answer questions (2 questions x 10 points) 20 pointsTotal 60 pointsRecommended Books and reading materials (Including relevant published articles in national and international journals)Recommended BooksAgrawal, Manoj Kumar and Rudra prasad Upadhyaya, Tourism and Economic Development in Nepal, new Delhi: Northern Book Centre, 2006. (Unit I-VI)Bhatiya, A.K, Tourim Development, Principles and Practice, Delhi: Sterling Publishers Pvt. Ltd. 1997. (Unit I-VI)Dhungel, Ramesh, Economics of Tourism in Nepal, Kathmandu: Kathmandu Development Research and Communication Group, Nepal, 1981. (Unit I-VI)Dwiwedi, PK, Museum in Nepal, Kathmandu: Niva Publication, 1996. (Unit I-VI)Ghimire, Ananda, Teavel and Tourism- an Introduction, (4th ed.), Kathmandu: Ekata Books, 2004. (Unit I-VI)Khatiwada, Som Prasad & Dahal, Kamala, Nepal Ko Sanskritik Paryetan, Kathmandu: M.K. Publishers and distributors, 2070. (Unit I-VI)Pradhan, IK, Travel and Tourism in Perspective, Kathmandu: Nepal Research Centre, 1972. (Unit I-VI)Rakesh Ram dayal, Pilgrimage Tourism in Nepal, Kathmandu: safari Nepal, 2001. (Unit I-VI)Satyal, Yajna Raj, Tourism in Nepal, New Delhi: Adroit Publishers, 1999. (Unit I-VI)Shrestha Hari Prasad, Tourism in Nepal- Marketing Challenges, New Delhi: Nirala Publication, 2000. (Unit I-VI)ReferencesBista, Dor Bahadur, the People of Nepal, Kathmandu: Ratana Pustak Bhandar, 2039.Bryden, J.M., Toursm and Development, Cambridge: Cambridge University Press, 1973.Burkart, AJ, and Mediks, Tourism: Past, Present and Future, London: Heinemann, 1976.Goeldner, Charles R and J.R. Brent Ritchie, Principles, Practice and Philosophy of Tourism, New Jersey: John Willey & Sons, 2003.Joshi, Satyamohan, Nepali Chadprava, Kathmandu: Royal Nepal Academy, 2039.Kotler, Phillip and et al, Marketing for hospitality and Tourism, Delhi: Pearson Education, 2005.Kuwar, RR, Tourism and Development, Kathmandu: Laxmi Kuwar, 1997.Swain, Sampad K., and J.M. Mishra, Tourism Principles and Practices, New Delhi: Oxford Universiy Press, 2012.Seth, Pran Nath & Bhat, Shushma Seth, an Introduction toTravel and Tourism, New Delhi: Sterling Publishers Pvt.Ltd. 1994.Stephen, Bezrukchka, A guide to Trreking in Nepal, Nepal: Sahayogi Press Kathmandu, 1986.Thapa, Netra B., A Short History of Nepal, Kathmandu: Ratna Pustak Bhandar.Trekking in Nepal, Kathmandu: Nepal Tourism Board, 2000.Course Title: Socio-cultural History of NepalCourse No: Hist. Ed. 526 Nature of course: Theory Level: M. Ed. Credit hours: 3 Credit HoursSemester: Second Teaching Hours: 48 hours Course DescriptionThis course is designed to specialize in History Education. It aims to give a vivid picture of Nepali society and culture. The course includes the nature of Nepali society and culture, Life-style, education system, social behavior and costumes, social purifications, trends of social evils, religious situation, Nepali costumes and festivals from Lichhavavi period to Modern period of Nepal.2. General ObjectivesThe general objectives of this course are as follows:To make the students familiar with the nature of Nepali society and culture.To provide a deeper understanding of the Life-style of Nepali society.To provide the students with the knowledge of the education system in Nepal.To acquaint the students about social behavior and costumes of Nepal.To enable the students in analyzing the social purifications in Nepal. To provide a better understanding of the trends of social evils in Nepal.To acquaint the students with the religious institutions, religious situation Nepal.To acquaint the student with the Nepali festivals.3. Course Out lineUnitSpecific ObjectivesContent1The students be able toDescribe about the nature of pre-Lichhavi period society of NepalExplain the Lichhavi period society in NepalState the Medieval period society of NepalDiscuss the modern period society of NepalUnit I: Nature of Nepali society (5)Pre-lichhavi period Lichhavi periodMedieval period1.4 Modern Period2Explain the family management in Nepal.Describe the village and urban settlement in Nepal.Acquaint the Nepali costumes Unit II: Nepali Life Style (5)2.1 Family Management2.2. Village and Urban settlement2.3. Nepali Costumes3Acquaint traditional Education system of NepalAcquaint modern education system in NepalAnalyze the impact of western education in NepalUnit III: Education System in Nepal (5)3.1. Traditional Education3.2. Modern education3.3. Impact of western education in Nepal4Acquaint about the feeding and drinkingTrace the entertainment system in NepalNotice about the clothes and ornament in Nepali cultureAcquaint Goshthies and Guthies in Nepal Analyze the social status of women in Nepali societyUnit IV: Social behavior (10)4.1. Food and drinks4.2. Entertainment4.3. Clothes and ornaments4.4 Gosthi and Guthies in Nepal4.5. Status of women in Nepali societyDiscuss the Sati system in NepalNotice the slavery system in NepalAcquaint Child marriageTrace polygamy in NepalAcquaint Chaupadi in Western NepalAcquaint Devaki system in western NepalDiscuss on woman trafficking in NepalAcquaint Kamalari system in NepalDiscuss on dowry system Notice witchcraft practice in NepalUnit V: Social Evils in Nepal (8)6.1 Sati system6.2. Slavery system6.3, Child marriage6.4. Polygamy6.5. Chhaupadi system6.6. Dewaki System6.7. Woman Trafficking6.8. Kamlari System6.9. Dowry System6.10. Witchcrafts PracticeAcquaint Shaivism in NepalKnow Bashnavism in NepalKnow Buddhisim in NepalUnit VI: Religious situation (4)7.1. Shaivism7.2. Bashnavism7.3. BuddhismAcquaint Dashain festival in NepalAcquaint Tihar festival in NepalAcquaint Holi festival in NepalAcquaint Tij festival in NepalAcquaint Maha Shivaratri festival in NepalAcquaint Gaijatra festival in NepalAcquaint Janai Purnima in NepalAcquaint Lohochhar Prava festival in NepalAcquaint Chhath festival in NepalAcquaint Maghi festival in NepalAcquaint Buddha Jayanti festival in NepalAcquaint Sakela Udhaunli, Ubhaunli festival in NepalAcquaint Christamas festival in NepalAcquaint Ramjan, Bakar Ed, Idul Fitra festival in NepalAcquaint Gurunanak Jayanti festival in NepalUnit VII: Nepali Festivals (12)7.1. Dashain7.2. Tihar7.3. Holi7.4. Tij7.5. Maha Shivaratri7.6. Gai Jatra7.7. Janai Purnima7.8. Lohochhar Prava7.9. Chhath7.10. Maghi7.11. Buddha Jayanti7.12. Sakela Udhaunli, Ubhaunli7.13. Christmas7.14. Ramjan, Bakar Ed, Idul Fitra 7.15, Gurunanak Jayanti4. Instructional Techniques4.1 General techniquesThe theory classes depend on lectures, question answer, group discussion and group work in the class room.Specific Instructional TechniquesUnitsActivities and Instructional Techniques Unit I : Nature of Nepali societyGroup Discussion, Paper PresentationUnit II: Nepali Life Style Seminar, individual report writing, Group discussion and presentationUnit III : Education System in Nepal Home assignment, group reportUnit IV: Social behavior and costumes Case study, book review, unit testUnit V: Trends of social evils in Nepal Case study, Home assignment, book reviewUnit VI: Religious situationPanel Discussion, SeminarUnit VII: Nepali festivalsHome assignment, Term Paper Presentation5. Evaluation5.1 Internal Evaluation 40%Internal evaluation will be conducted by course teacher based on following activitiesAttendance 5 pointsParticipation in Learning activities 5 pointsFirst assignment/ midterm exam 10 pointsSecond assignment/assessment (one or two)10 pointThird assignment/assessment (one or two)10 point Total 40 points5.2 External Evaluation (final examination) 70%Examination Division, Office of the Dean, Faculty of Education will conduct the final examination at the end of the semester (proposed)Objective type question (multiple choice 10x1 point) 10 pointsShort answer question (6 questions x5 points) 30 points Long answer questions (2 questions x 10 points) 20 pointsTotal 60 points6. Recommended BooksEnglishAnderson, Mary M (1971), Festivals of Nepal, London: George Allen and Unwin. Unit VIIIBrown, Kerry(Ed) (1983), The Essential Teaching of Hinduism, London: Brookmount House. Unit VIGautam, Rajesh and Magar Thapa, Ashok K.(1994), Tribal Ethnography of Nepal,Vol. II Book, Delhi: Faith India. Unit IVLocke, S.J. John K. (1975), Rato Matsyendranath of Patan and Bungamati, Kirtipur: Institute of Nepal and Asian Studies, Tribhuvan University. Unit VIIIRakesh, Ram Dayal (1990), Folk Culture of Nepal: an analytical Study, Jayapur: Nirala Publishing. Unit VII, VIIIRegmi, Jagadish Chandra (1988), A Glossary of Himalyan Buddhism, Jayapur: Nirala Publishing. Unit VIThapa, Krishna Bahadur (1985), Main Aspect of Social, Economic and Administrative History of Modern Nepal, Kathmandu: Mrs. Ambika Thapa kalikasthan Ghattekulo. Thapa, Krishna Bahadur (1985), Women and Social Change in Nepal (1951-1960), Kathmandu: Mrs. Ambika Thapa. Unit VIIUnit I-VIIIVaidhya, T.R., Manadhar, Tri Ratna, Joshi, Shankar Lal (1993), Social History of Nepal, New Delhi: Anmol Publications. Unit I-VIIINepaliAcharya, Cheto Nath Sharma (2045 B.S.), Hamra Chad Prava Haru, Kathmandu: Sanatan Dharma Sewa Samiti. Unit V, VII, VIIIBaral, Basu (2044 B.S.), Hundu Samajik Sangam Ko Prarup, Kathmandu: Sajha Prakashan.Unit I-VIIIBjracharya, Punyaratna (2043 B.S.), Hamro Chad Prava, Kathmandu: Ratna Pustak Bhandar.Unit VIIIBudhathoki, Chandra Bikram (2039 B.S.), Jayasthi Malla Ko Sudhar, Pulchok: Sajha Prakshan. Unit IIMaududi, Maulana, Saiyemad Abul Aala (2056 B.S.), Islam Darshan, Kathmandu: All Hera Education Society. Uint VIIISharma Janak lal (2049 B.S.), Hamro Samaj : Ek Addhyan, Kathmandu: Dittiya Sanskaran. Sajha Prakashan. Unit I-VIIITandan govinda (2052 B.S.), Nepal Ma Guthi Byabastha, Kathmandu: Nepal Addhyan Samuha. Unit VIIUpadhyaya, Shri Ram Prasad (2069), Nepal Ko Samajik, Arthik Tatha Prashasanik Itihas, Kathmandu: Ratna Pustak Bhandar. Unit I-VIIIReferencesBhandari, Dhundi Raj (2027 B.S.), Nepal Ko Alochanatmak Itihas, Baranasi: Babu Madhav Prasad Sharma. Gautam, Rajesh (2043 B.S.), Rana Kalin Nepal Ko Ek Jhalak: Prashasnik, Samajik Thata Shaikshik Itihas, Katmandu: Rantna Pustak Bhandar.Jawanli, Surya Bikram (2034 B.S.), Itihas Ka Kura, Kathmandu: Rajkiya Pragyan Pratishthan.Kirkpatrik, Colones (1975), An account of the Kingdom of Nepal, New Delhi: Asian Publishing Service. Panta, Dinesh Raj (2038 B.S.), Nepal Ko Itihas Ka Kehi Pana, Kathmandu: Shaja Prakashan.Sharma, Balchandra (2033 B.S.), Nepal Ko Iaitihasik Rup Rekha, Baranasi: Tritiya Sanskaran. Babu Madhav Prasad Sharma. Course title: International Relations of Nepal Course No: Hist. Ed. 527 Nature of course: Theory Level: M. Ed Credit hours: 3 Credit hours Semester: Second Teaching Hours: 48 Hours Course Description The theoretical course is to specialize on International Relation of Nepal (Pre-historic to 1990). It gives the emphasis on the historical relation with five countries along with UN and SAARC. It gives the glimpse of Nepal's relation with India, British India and China from the pre-historic period to 1990. Along with this after the dawn democracy in 1951, Nepal started new diplomatic relations with Britain, USA and Japan too. It also deals relation with UNO, SAARC and non-alignment policy of Nepal.General ObjectivesThe general objectives of this course are as follows: Familiarize students with the historic international relation of Nepal and other five countries UN and SAARC to provide in depth knowledge on development relation of five countries up to 1990.Given the analytical knowledge on diplomatic relation; political relation; people to people relation in different period/Era and economic relation. Provide the students better understanding of foreign relation of Nepal (pre-historic to 1990 A.D.)3.Course OutlinesS.N.Specific ObjectivesContentPeriod1Discuss the concept, meaning/ definition scope and international relation historyAnalyze political relation with India and China. Assess the economic (trade and commerce) relation with India and China. Explain religious relation with India and China. Unit -I : Background (8)1.1Concept, meaning , definition, scope and history of international relations in the context of Nepal1.2 Political relation with India and China. 1.3Economic (trade & commerce) relation with India and China. 1.4 Religions relation with India and China. 2Analyze the relation with British India 1868-1947 from political prospective Describe treaty of 1923 A.D. Unit-II : Nepal's relation with British India (6)2.1Relation with British India from 1868-1947 from political perspective.2.2 Treaty of 1923 A.D. 4Assess the commercial relation with TibetExplain the quinquinquiel mission to China Analyze Nepal Tibet war 1854- 56 and Treaty State the young husband missionUnit- III : Relation with China and Tibet from 1868-1950 v (6)3.1 Commercial relation with Tibet 3.2 Quin Quinquinel Mission to China 3.3 Nepal Tibet war 1854-56 and Treaty 3.4 Young Husband Mission State the Nepal and India treaty1950Analyze the treaty of extradition1953Describe the trade and transittreaty 1960Identity renewal problem of thetreaty and trade and transit 1960in 1989-90Unit- IV : Nepal India Relation 1950-1990 (8) 4.1 Nepal and India treaty 19504.2 Treaty of extradition 19534.3 Trade and transit treaty 19604.4 Renewal problem of the treaty of trade and transit 1960 in 1989-906Discuss the historical relation ofNepal and JapanExplain the relation of Nepaland JapanAnalyze the People to peoplerelation of Japan and NepalUnit-V: Historical Relation Between Nepal and Japan (6)5.1 Historical relation of Nepal and Japan in different dimension5.2 Cultural relation of Nepal and Japan5.3 People to people relation of Japan and Nepal 7Discuss the relation with U.K.Discuss the relation with U.S.A.Unit- VI: Historical Relation of Nepal's with UK, USA. (6)6.1 Relation with U.K.6.2 Relation with U.S.A. 7Describe the importance of the relation of Nepal and UNOAnalyze the importance of non- alignment policy of SAARCDiscuss about UNO and Nepal Unit: VII Importance UNO, SAARC and of nonalignment policy (8) 7.1 Nepal and UNO. 7.2 Nepal and SAARC7.3 Non-alignment policy of NepalInstructional TechniquesGeneral techniquesThe theory classes depend on lectures, and question answer, group discussion and group presentation work and oral test in the class room.Specific Instructional TechniquesUnitsActivities/work and Instructional Techniques Unit I : Background of international relationLecture /Group discussion, Unit II: Closed neighbour (India) relationsHome assignment and group presentationUnit III : Closed neighbour (China) relations Home assignment and group presentationUnit IV: Nepal and Japan relations in different sectors Individual Report writing, group discussionUnit V: Nepal and United Kingdom relationsTerm paper and presentationUnit VI: Nepal and USA relations Group Discussions and paper presentUnit VII: Nepal and SAARC relations, UNO and Nepal Case studyEvaluationInternal Evaluation 30%Internal evaluation will be conducted by course teacher based on following activitiesAttendance 5 pointsParticipation in Learning activities 5 pointsFirst assignment/ midterm exam 10 pointsSecond assignment/assessment (one or two)10 pointsThird assignment/assessment 10 points Total 40 pointsExternal Evaluation (final examination) 60%Examination Division, Office of the Dean, Faculty of Education will conduct the final examination at the end of the semester (proposed)Objective type question (multiple choice 10 x1 point) 10 pointsShort answer question (6 questions x5 points) 30 points Long answer questions (2 questions x 10 points) 20 pointsTotal 60 pointsRecommended Books and reading materials (Including relevant published articles in national and international journals)Carlsnaes (2005). Handbook of International Relations. SAGE Publication. Cassels (1996). Ideology and International relations in the Modern World. Routledge.Christian, Reus-Smit and Duncan Snidal (eds.) (2008). The Oxford Handbook of International Relation. Oxford University Press. Martin Griffiths & Terry O' Callaghan (2004). Key Concepts in International Relations. Routledge.Paul R. Viotti & Mark V. Kauppi (2008). International Relations and World Politics. Prentice Hall.Poudel, Ghynendra (2070). Nepal ko kutnitik itihas. Sunlight Publication, Kirtipur.Upadhyaya, Shreeeram Prasad (1992). Nepal ko Samajik Aarthik tatha Prasasanik Itihas. Upadhyaya, Shreeram Prasad (1992). Indo Nepal Trade Relation: A Historical Analysis of Nepal's Trade with the British India. Nirala Publication, Jaipur.Course Title: History of Modern China (1911-1960)Course No: Hist. Ed- 528 Nature of course: Theory Level: M. Ed. Credit hours: 3 Credit HoursSemester: Second Teaching Hours: 48 hoursCourse DescriptionThis course is designed to specialize in history education. This course aims to give vivid picture of modern Chinese history after 1911, i.e. from the end of the monarchy and establishment of republic in China. This course includes the problems faced by republic China internally and externally. Japanese ambition in China and the world war first and the China policy to enter the war, rise of communism, Mao Tse Tung and the establishment of People's Republic China.General ObjectivesThe general objectives of this course are as follows.To provide the student with the background knowledge of china before the revolution of 1911. To provide indepth knowledge of the rise, growth and struggle between the major political parties like Kuomintang party, Chinese Communist party and Anfu party.To enable the students in critically analyze the political conditions of China after 1911 to 1926 i.e. the period of warlordism. To make the students familiar with the causes for China to join world war I and Japanese encroachment in China.To acquaint the students with the contribution of Mao-Tse-Tung and Chinese Communist party to establish communism in ChinaTo make the students familiar with the success of Chinese Communist Prty to establish People's Republic in China.Specific Objectives and ContentS.NSpecific objectivesContents1Explain the causes of the fail of Quing dynastyCritically examin the Revolution of 1911Unit I: Background of the Republic of Chinese History (5) Causes of the fall of Quing dynasty Revolution of 19112Discuss the situation for the formation of Kuomintang partyAnalyze the causes of the reorganization KMTDiscuss the causes for the origin of CCPExplain the causes of Anfu Party came into northern expeditionExplain the northern expedition and evaluate KMT-CCPUnit II: Rise and Growth of Major Political parties in republic Chian (10)2.1. Formation of Kuomintang Party (KMT)2.2. Reorganization of KMT2.3. Origin of Chinese Communist Party (CCP)2.4. Formation of Anfu Party2.5. Northern expedition of KMT-CCP To discuss the dissolution of National AssemblyState the ambition of Yuan-Shih-KaiExplain Li-Yuan-Hung as PresidentCritically analyze the influence of warlodism in ChinaUnit III:Era of Militarism in China (warlordism) (5) Dissolution of national Assembly Ambition of Yuan-Shih-KaiLi-Yuan-Hung as a presidentInfluence of warlordism in China4State the causes of China to join the world war IDiscuss the steps taken by Japan to fulfill her ambition in ChianaCritically analyze the negative and positive aspects of twenty one demandsEvaluate the May 4th MovementExplain the works of Paris Peace ConferenceDescribe the Five Power TreatyUnit IV: China and World War I (10) 4.1. Causes of China to join the world war I 4.2. Japanese ambition in China 4.3. Twenty one demands 4.4. May 4th Movement 4.5. Paris peace conference 4.6. The Five Power Treaty 5Describe the early years of Mao-Tse-Tung.Explain the importance of May 30th movement.State the causes of foundation of Red Army.Explain how long March strengthens the communists' popularity.State the causes and effects of Peasants Movement.Unit V: Mao-Tse-Tung and the Growth of Communism in China (10) 5.1. Early years of Mao-Tse-Tung 5.2. May 30th Movement 5.3. Foundation of the Red Army 5.4. The Long march 5.5. The Peasant Movement6Explain the civil war in ChinaIdentify the role of U.S.A. in ChinaState the causes of KMT failure and CCP success in ChinaEvaluat the Cultural RevolutionUnit VI: Establishment of People's Republic of China (8) 6.1. Civil war in China 6.2. Role of U.S.A. 6.3. Causes of KMT failure and CCP success in China 6.4. The Cultural RevolutionNot: The figures within parenthesis indicate the approximate teaching hour affected respective unit.Instructional TechniquesGeneral techniquesThe theory classes depend on lectures, question answer, group discussion and group work in the class room.Specific Instructional TechniquesUnitsActivities and Instructional Techniques Unit I : Background of the Republic of Chinese History Group discussion Unit II: Rise and Growth of Major Political parties in Republic ChinaSeminar, individual report writing, Group discussion and presentationUnit III : Era Military in China (Warlodism) Group report, SeminarUnit IV: China and World war ICase study, book reviewUnit V: Mao-Tse-Tung and the Growth of Communism in ChinaProject Work, Term paper Unit VI: Establishment of people's Republic of ChinaCase study, book reviewEvaluationInternal Evaluation 40% Internal evaluation will be conducted by course teacher based on following activitiesAttendance 5 pointsParticipation in Learning activities 5 pointsFirst assignment 10 pointsSecond assignment (Midterm exam) assessment 10 pointsThird assignment/ assessment 10 points Total 40 pointsExternal Evaluation (final examination) 60% Examination Division, Office of the Dean, Faculty of Education will conduct the final examination at the end of the semester. The types and number of questions to be included in the final paper are as follows.Objective type question (multiple choice 10x1 point) 10 pointsShort answer question (6 questions x5 points) 30 points Long answer questions (2 questions x 10 points) 20 pointsTotal 60 pointsRecommended Books and reading materials (Including relevant published articles in national and international journals)Chen. J (1967). Mao and the Chinese Revolution. New York: University Press. Unit VIClyde, H.P. and Beer F.B.(1971). The Far East: A History of Western Impact and Eastern Response 1830-1970 (Fifth ed.). New Jersey:Printice Hall Inc-Englewood Cliff. Unit I-VIFair Bank, J.K. Reischaure, E.O. and Craig, A.M. (1972). East Asia Tradition and Transformatio. …….: Modern Asia Edition. Unit I-VIKaiming S. (1995). Modern China A Tropical History 1840-1983. Beijing: New World Press. Unit I-VIS.Kumar and Jain S. (1976). Far East in Modern Times. Delhi: S Chand and Company. Unit I-VIShouyi. B (ed) (1982). An outline History of China. Beijing: Foreign Language Press. Unit II-VVinaeke, H.M. (1978). A History of Far East in Modern Times. New Delhi: Kalyani Publisher. Unit I-VIReference BooksJean, M. and Bergene, M. (1986). China from the Upium War to 1911 revolution. Translated from the French by Anne, Desteeray. Delhi: Khosla Publishin House.Robinson, T.W. (ed.) (1971). The Curtural Revolution in China. California: Berkely University of California Press.Wilson, D. (1971). The long March. New York: New York Aaron.Course title: Climatology and Climate ChangeCourse No: Geo. Ed. 525Nature of course: TheoryLevel: M EdCredit hours: 3Semester: SecondTeaching hours: 48-------------------------------------------------------------------------------------------------------------------Course descriptionThis course has been designed for master level second semester students to equip them with the knowledge and skill of climate and climate change. It also intends to acquaint the prospective teacher with structure, process and thermodynamic characteristics of atmosphere. It helps to understand the climate change and its impact on human being, economic activities and other environmental factors.General objectives The general objectives of this course are as follows:To equip the students with advanced knowledge of climateTo acquaint the students with composition, process and atmospheric dynamicsTo make the students with the deeper understanding on solar energy, its vertical and horizontal distribution and the mechanism of pressure changeTo enable the students with understanding of atmospheric circulation, weather disturbances and hydrodynamics of atmosphereTo enhance the learner with different types of climate To familiarize students with global climate change, its impacts and mitigation measures To develop skills for preparation of materials for teaching climatology Specific objectives and contentsDefine climatology and explain its scopeIdentify sub-fields of climatologyExplain the nature and origin of atmosphereDescribe composition of the atmosphereExplain vertical thermal structure of the atmosphereUnit I: Climate and Atmosphere (6)Definition and scope of climatologySub-fields of climatologyNature and origin of atmosphereComposition of the atmosphereVertical structure of the atmosphereDefine heat and temperatureExplain radiation and heat budgetDescribe variability of insolationExplain horizontal and vertical distribution of temperatureUnit II: Energy and Temperature (6)Heat and TemperatureRadiation and heat budgetVariability of insolationHorizontal and vertical distribution of temperature Describe atmospheric pressure and its circulation Define wind and explain affecting factors and direction Explain different types of windExplain upper level waves and jet streamsDescribe air masses and frontsExplain flow perturbations in the middle and lower latitudesMention process of coolingDescribe formation processes, types and characteristics of cloudsExplain process, forms and distribution of precipitation Unit III: Atmospheric Motion and Moisture(14) Atmospheric pressure and its circulationWind- affecting factors, direction and forcesTypes of wind- trade wind, local winds and monsoonUpper level waves and jet streamsAir masses and FrontsAtmospheric electricity, optical and acoustical phenomenaFlow perturbations in the middle and lower latitudes- cyclones, thunderstorms, tornadoes hurricanesEarth energy balanceAir-sea-land interaction Advection of heat and water vapour, El Nino, La Nina, and the southern oscillation (ENSO)Process of coolingClouds: formation, types and characteristics Precipitation: Process, forms and distribution Describe approaches to climatic classificationExplain the climatic classification of Koppen and ThornwaiteIntroduce major climatic regions of the worldUnit IV: Classification of Climate (6)Approaches to climate classification Classification of climateKoppen's classificationThornwaite's classificationMajor climatic regions -tropical, sub-tropical, temperate, tundra and polar regionsDescribe climate variability and climate changeDiscuss global warmingExplain the indicators of climate changeExplain causes of climate changeDescribe general scenario of regional and local climate change Explain the impacts of climate change Explain adaptations and mitigation measure for reducing adverse impacts of climate change Unit V: Climate Change: Concepts, Impacts and Adaptations (12)Climate variability and climate changeGlobal warmingIndicators of climate change Causes of climate change (Natural and man-made)Scenario of regional and local climate changeImpact of climate change- Mountain cryosphere and hydrology, Agriculture, Hydropower, Tourism, Animal health and OthersAdaptations and mitigations measuresIdentify methods for teaching climatology for school and college levelCollect climate related materials and data Prepare and present weather maps, charts and diagramsUnit VI: Methods and materials for Climatology and Climate Change (4)Methods of teaching climatology Collection of climate related materials and dataPreparation and presentation of weather maps, charts and diagrams Instructional Techniques4.1 General TechniquesVarieties of techniques/methods can be applied for this course. The general methods applicable to this course include lecture, demonstration, question answer, discussion, class assignment and presentation.4.2 Specific TechniquesUnitActivities and instructional techniques IDefine climatology and explain its scope and sub-fields showing diagrams and charts. Describe nature, composition and structure of atmosphere providing local examples. IIDiscussion and presentation of recorded data to show spatial variation in insolation and air temperature from locally available data. IIIAnalyse recorded data of wind speed and precipitation. Differentiate forms of precipitation through field observation (rain, snow, hailstone etc.) and describe their characteristics. Differentiate periodic winds and their characteristics providing local example.IVIdentify different types of climate as classified by Thornwaite and Koppen and show their distribution on world map and make clear about spatial variation in climates.VDescribe general scenario of climate change presenting long-term available temperature and precipitation data of local area. Presentation of paper by the student collecting and analysing long-term temperature and precipitation data. Visit some local area to observe natural hazards and measures adapted to mitigate the climate induced hazards. VIPrepare and present weather map, charts and diagrams and also show trend of temperature data collecting recorded temperature data. EvaluationInternal Evaluation Forty percent of total marks are allotted to internal evaluation. Internal evaluation will be conducted by course teacher based on the following activities:1.Attendance 5 pointsClassroom activities5 points2.First assignment10 points3Second assignment10 points4.Third assignment10 pointsTotal40 pointsExternal Evaluation (Final Examination) Examination Division of the office of the Dean, Faculty of Education will conduct final examination at the end of semester. Sixty percent of the marks are allotted to the final examination. The types and number of questions to be included in the final examination are as follows:1.Objective type question (Multiple choice: 10 questions x1 point)10 points2.Short answer questions (6 questions x 5 points) 30 points3.Long answer questions (2 questions x 10 points) 20 pointsTotal60 pointsRecommended Books and Reading MaterialsRecommended BooksCritchfield, H. J. (1987). General climatology. New Delhi: Prentice Hall. (Chapter 1 for Units I, Chapter 2 for Unit II, Chapter 3, 4, and 5 for Unit III, Chapter 6 for Unit IV)Chunzai Wang and Others, (2012). El Ni?o and Southern Oscillation (ENSO): A Review, retrieved from (Unit III)IPCC (1996). Climate change 1995- Impacts, adaptations and mitigation of climate change: Scientific-Technical analysis, USA: Cambridge University Press. (Unit V)Lal, D. S. (1992). Climatology. Allahabad: C.S.Jain for Chaitanya Publishing House. (Unit I, II, III and IV)National Climatic Data Center, (nd) Global Climate Change Indicators, (Unit V)ReferencesBarry, R. G. & Chorely, R.J. (1976). Atmosphere, weather and climate. London: Methuen & Company. Ltd.Crowe, P. R. (1971). Concepts in climatology. New York: St. Martin's Press Inc.Stringer, E.T. (1972). Foundation of climatology. San Francisco: W. H. Freeman and Company Publishers. Trewartha, G.T. & Horn, L. H. (1980). An introduction to climate (5th ed). New York: McGraw Hill Book Company.UNFPA. (1991). The state of world population. New York: United Nations Population Fund.Course title: Applied Statistics for Geographical ResearchCourse No: Geo. Ed. 526Nature of course: TheoryLevel: M EdCredit hours: 3Semester: SecondTeaching hours: 48------------------------------------------------------------------------------------------------------------------Course DescriptionThis course is designed to provide knowledge and develop skills of applied statistics for students of master level of geography education. This course aims to enable students to use different statistical techniques for drawing summary and making inferences or conclusions form statistical data. This is a practice-based theoretical course.General ObjectivesThis course intends to:enable students explaining importance of statistical techniques in geographical data analysis, familiarize and enable students to develop skills for calculation and use of descriptive statistics for geographical data analysis, introduce probability and explain its importance in geographical research,develop skills using statistics for qualitative data analysis,introduce Statistical Packages for Social Sciences (SPSS) for processing and analysis of geographical data, and hypothesis testing, andfamiliarize students with methods and materials essential for teaching statistics. Specific Objectives and ContentsSpecific objectivesContent detailsIntroduce statisticsexplain the importance of statistical techniques in geographical research differentiate quantitative and qualitative statistics using geographical data analysisUnit I: Statistics in Geographical data analysis (3)Introduction of statisticsStatistics in geographical research Statistics for quantitative and qualitative data analysis analyze spatial data using nearest neighbor techniqueapply quadrat measures to identify patterns of spatial distribution,analyze network data apply Lorenz curve and Gini coefficient for spatial data analysisUnit II: Descriptive Spatial Statistics (12) Nearest neighbor analysisQuadrat measuresNetwork measuresLorenz curve and Gini coefficientintroduce probability, explain common rules of probabilityshow preliminary numerical relationships, explain characteristics of normal distribution.Unit III: Probability Distribution (4) Introduction of probability Common rules Preliminary numerical relationshipsTheoretical distribution- Normal distributionDevelop skills of correlation analysisanalyze data through linear regression analysisanalyze time series data through regression analysis Unit IV: Correlation and Regression (6) 4.1 Correlation 4.2 Regression4.3 Regression with time series dataexplain approaches and processes qualitative data analysisanalyze qualitative data using frequency table, and bar graph and pie chart use category statistics for data analysisUnit V: Statistics for qualitative data analysis (5)Approaches and process of qualitative data analysisFrequency distribution Bar graph and Pie chartCategorical statisticsintroduce SPSS, develop skill using SPSS for geographical data processing analyze univariate, bivariate and multivariate datatest of hypothesis using SPSSUnit VI: Application of SPSS (15) 6.1 Introduction of SPSS6.2 Application of SPSS Data processing Data analysis- univariate, bivariate and multivariate analysis Test of hypothesis- Chi square, t, z and F testidentify methods and materials for teaching statistics collect materials and make presentation Unit VII. Methods and Materials for Teaching Statistics (3)Methods for teaching statistics Collection of materials and presentationInstructional Techniques 4.1 General TechniquesVarieties of techniques/methods can be applied for this course. The general methods applicable to this course include lecture, problem solving, question answer, demonstration, class assignment and presentation.4.2 Specific TechniquesUnitActivities and instructional techniques IIntroduce statistics and highlight importance for both qualitative and quantitative analysis focusing geographical data.IIFamiliarize descriptive spatial statistics presenting and solving relevant problems in the class. Make repeated exercise and presentation in the class. IIIIntroduce probability, common rules and relationship and familiarize probability distribution presenting characteristics of normal curve through class presentation and discussion.IVDevelop skills in using simple correlation as well as regression with time series data through class presentation. VDemonstration, class presentation, discussion and students' participation for qualitative data analysis. Exercise and assignment for construction of frequency table, bar graphs and pie charts. VIDemonstration and exercise to operate SPSS program and analysis of geographical data through repeated exercise. Test of hypothesis using different statistics through repeated exercise in the class and student's presentation.VIIIdentification of methods and collection of resources/materials and student's presentation EvaluationInternal Evaluation Forty percent of total marks are allotted to internal evaluation. Internal evaluation will be conducted by course teacher based on the following activities:1.Attendance 5 points2.Classroom activities5 points3.First assignment10 points4.Second assignment10 points5.Third assignment10 pointsTotal40 pointsExternal Evaluation (Final Examination) Examination Division of the office of the Dean, Faculty of Education will conduct final examination at the end of semester. Sixty percent of the marks are allotted to the final examination. The types and number of questions to be included in the final examination are as follows:1.Objective type question (Multiple choice: 10 questions x1 point)10 points2.Short answer questions (6 questions x 5 points) 30 points3.Long answer questions (2 questions x 10 points) 20 pointsTotal60 pointsRecommended Books and Reading MaterialsRecommended BooksAnalysis of categorical data, (nd) retrieved from (Unit V)DataStep Development (2004). SPSS Step-by-Step Tutorial: Part 1, retrieved from SPSSTutorial_1.Pdf. (Unit VI).DataStep Development (2004). SPSS Step-by-Step Tutorial: Part 2, retrieved from SPSSTutorial_2.Pdf. (Unit VI).Gupta, S. P., (1987). Statistical Methods. New Delhi: Sultan Chand and Sons (Chapter11 and 14 for Unit IV). Pal Saroj K., (1982). Statistical Techniques: A Basic Approach to Geography. New Delhi: Tata Mc Graw-Hill Publishing Company Limited. (Chapter 5 for Unit III)Qualitative data R Tutorial, (nd) retrieved from (Unit V)Rijal, S. P. (2012). Statistical Techniques: A Geographical Context, Kathmandu: Rhino Publication Pvt. Ltd (Chapter 1 for Unit 1, Chapter 2 for Unit II, Chapter 3 for Unit III, and Chapter 4 for Unit IV).ReferencesDaniel Wayne W. and Terrel, James C. (1987). Business Statistics: Basic Concepts and Methodology. Bostan: Houghton Mifflin Company. Richard L. Scheaffer, (nd), Categorical data analysis, retrieved from , Robert H., (1976). Problems for Geographical Analysis. Kathmandu: Tribhuvan University. Tailor, Peter J., (1977). Quantitative Methods in Geography: An Introduction to Spatial Analysis. USA: Houghton Mifflin CompanyYeates, Maurice (1974). An Introduction of Quantitative Analysis in Human Geography. New York: Mc Graw-Hill Company. Course title: Geographic Information Systems (GIS) and Remote Sensing (RS)Course No: Geo. Ed. 527Nature of course: Theory (2) Practical (1)Level: M.Ed. Credit hours: 3Semester: SecondTeaching hours: 32 (Th)+ 48 (Pr) = 80 Course DescriptionThis course is designed to provide students the knowledge of Geographic Information System (GIS) and Remote Sensing (RS). It deals with the fundamental concepts of GIS, data entry, GIS database management, analysis and output design as well as fundamental concept of RS, different types of sensor sensing systems, images and techniques of image interpretation and mapping. It provides knowledge on handling digital database. In addition, it also helps students to develop the teaching aids with the help of using GIS and RS software in school and college levels. After this course, students will be able to handle spatial data of the real world to solve the geographical problems independently by using Personal Computer (PC) based GIS, Remote Sensing and Global Positioning System software and devices. General ObjectivesGeneral objectives of the course are to: enable the students on understanding fundamental concept of GIS to handle spatial information of the real world with specific focus to education related application (i.e. school mapping)familiarize the students on handling GIS software enable the students understanding of fundamental principles of remote sensing data acquisition systems from the air and the space, acquaint the students about imageries, and its application in mapping geographical featuresenable the students on pattern recognition of image data, enable the students on integration of GPS data with GIS and RS on school mapping purposes.familiarize students with methods and materials essential for teaching GIS and RS. Specific Objectives and Contents (Theory)Specific objectives ContentsDefine GISIntroduce components of GISOverview of GI concepts, technology and applicationProvide concept of spatial thinking with focus to school mapping Unit I: Fundamentals of Geographic Information System (GIS) (4)Meaning and definition Components of GISHistory, development of GIS and applicationSpatial thinking, learning and need identification Introduce GIS DataIdentification of sources of GIS DataFamiliarize with structure of GIS data and data model Introduce the process/es of data acquisition, storing and managementUnit II: Geographical data, types and characteristics (5)2.1 Concept of geographical data, types and nature2.2 sources of geographical data – maps, imageries, GPS, field survey, 2.3 Data structures and models2.4 Data acquisition, storing and management Provide the concept/s of spatial problemsIntroduce geographical analysisintegrate GPS data on school mapping purposeIntroduce the dissemination process and their requirements for decision support Unit III: Spatial data handling (8)3.1 Identification of spatial agendas and issues on education3.2 handling discrete (positional, linear, areal) and continuous (surface, raster grid cells) geographical analysis3.3 Handling data for school mapping (GPS location and field record) 3.4 Output design and dissemination process of geographical analysisDefine Remote SensingOverview of Remote Sensing technology and its developmentIntroduce Electro Magnetic Energy/Electro Magnetic Radiation and its interaction with atmosphere and matterIntroduce the sensor and sensing systemUnit IV: Fundamentals of Remote Sensing (4)4.1 Meaning and definition4.2 History and development of Remote Sensing4.3 Electro Magnetic Energy/Electro Magnetic Radiation and theories4.4 EMR Interaction in the Atmosphere4.5 Sensors and sensing systemsIntroduce pattern recognition of imageriesProve knowledge on image classification Give ideas to integrate ancillary data in image classificationUnit V: Data/Information acquisition from the remote sensing imageries (8)Spectral pattern recognition – visual, digitalUnsupervised and supervised classificationAncillary data and their usePrepare lab work for working environment (establish hardware and software in the laboratory)Input spatial data Manage spatial data Handle geo-processing toolsWork with satellite imageRecognize pattern Process digital image Prepare maps for change detectionprepare school mapWork on cartographic layoutUnit VI: Practical Application of GIS, Remote Sensing and GPS (16)Placing hardware, selection of software for the GIS and Remote Sensing work,Selection of base maps and layers, geo-referencing of raw data and vectorization of the layersBuilding concept on Spatial Reference System (SRS),Operation of geo-processing tools for spatial data - clip, select, proximity, overlayImage download and rectificationVisual work with image data –Visual classification of the objects, identification of land cover/use, mapping land cover/useWork with Digital Numbers (DN Values) - digital classification of the objects, identification of land cover/use, unsupervised and supervised classification,Integration of GIS, RS and GPS and preparation of school mapping Map elements and composition, dissemination School mapping exerciseidentify methods and materials for teaching GIS and RSprepare the materialscollect materials and make presentation Unit VII. Methods and Materials for Teaching GIS and RS (3)Methods for teaching GIS and RSPreparation of materials/aids (visual/audiovisual)Collection of materials and presentationNote: The figures within the parenthesis indicate the approximate teaching hours related to respective unit Instructional Techniques4.1 General TechniquesBoth theoretical and practical techniques/methods can be applied for this course. The general techniques/ methods applicable to this course include lecture, question answer, discussion, observation, class assignment and presentation as well as software based practical exercises.4.2 Specific TechniquesUnitActivities and instructional techniques IProvide theoretical concepts of the subject through local examplesIIGive ideas on GIS based on visual aids, Google Earth Maps and ModelsIIIProvide knowledge about data handling systems through the local examples and software based techniquesIVProvide fundamental concepts of remote sensing with the help of graphic display and illustrationsVGive ideas based on illustration of the imageries and maps VIGive knowledge through the handling of handheld Global Positioning System (GPS) and recording of position (latitude, longitude and elevation) of geographical objects in local areaAn intensive practical exercise of both GIS and Remote Sensing software: GPS device handling and application, ArcGIS software, and one of the image processing (Open General License) software will be used.VIIMap reading exercise to understand the different types of maps i.e. general, thematic, google earth, imageries, An intensive practical exercise of both GIS and Remote Sensing software: GPS device handling and application, ArcGIS software, and one of the image processing (Open General License) software will be used. Evaluation 5.1 Internal Evaluation Forty percent of total marks are allotted to internal evaluation. Internal evaluation will be conducted by course teacher based on the following activities:1.Attendance 5 pointsClassroom activities5 points2.First assignment10 points3Second assignment10 points4.Third assignment10 pointsTotal40 points5.2 External Evaluation (Final Examination) Examination Division, office of the Dean, Faculty of Education will conduct final examination at the end of semester. Sixty percent of the marks are allotted to the final examination. However, the course contains both theory and practical, the final examination covers 40 percent theory (written examination) and 20 percent practical (Laboratory work). Both modes of examination need to pass independently, but percentage will be counted together. The types and number of questions to be included in the final paper are as follows:1.Objective type question (Multiple choice 10x1 point)10 points2.Subjective questions (6 questions x 5 points) 30 pointsTotal40 points5.3 Evaluation Scheme for external examination20 pointsExamination (Written, Viva-voce, Observation) 15Construction of teaching learning resources using computer skills / models and charts construction/ collection of materials/ Field report and Record book 5Students need to acquire minimum pass mark in each component (5.1, 5.2 and 5.3) individually for the completion of the course. Recommended Books and Reading MaterialsRecommended BooksAronoff, S. 1989. Geographic Information System: A Management Perspective. Ottawa: WDL Publishers (Unit I, II, and III)Burrough, P.A., 1986. Principles of Geographic Information Systems for Land Resource Assessment. Oxford: Clarendon Press (Unit I, II, and III)ICIMOD, 2001. GIS for Beginners, Kathmandu: ICIMOD. (Unit I, II, III and VI)Lillesand, Thomas M. and Kiefer, Ralph W., 1987. Remote Sensing and Image Interpretation. 2nd Edition. New York. John Wiley and Sons (Unit IV, V)National Research Council, 2006, Learning to Think Spatially: GIS as a Support System in the K-12 Curriculum, (Committee on the Support for the Thinking Spatially: The Incorporation of Geographic Information Science Across the K-12 Curriculum, Committee on Geography). National Academies Press online (Unit I) Poudel, Krishna P., 2010 Geographic Information Science and Technology: Building Concepts in Nepalese Perspectives. Kathmandu: Nepal GIS Society. (Unit I, II and III)_Poudel, Krishna P., 2011. :yfgLo ljsf;df ef}uf]lns ;"rgf k|0ffnL (Geographic Information Systems in Local Development) Kathmandu: Nepal GIS Society ((Unit I, II , III and VII)Reference BooksAvery, Thomas Eugene, Berlin, Graydon Lennis, 1985. Fundamentals of Remote Sensing and Airphoto Interpretation. NewYork, Macmillan Publishing Company Chrisman, N., 1997. Exploring Geographic Information Systems. New York: John Wiley and Sons, IncDeMers, M. N., 1997. Fundamentals of Geographic Information Systems. New York: John Wiley and Sons, IncDonna J. Peuquet and Marble F. Duane (eds.) 1990. Introductory Reading in GISs. New York. Taylor and Francis. ERDAS, 2003. Leica Geosystem, GIS and Mapping LCC. ERDAS Field GuideTM. Atlanta.ESRI, 2005. ArcGIS? 9.x, Getting Started With ArcGIS?. Redland: ESRIGIS Nepal bulletin of Nepal GIS Society, Jawalakhel Lalitpur,GIS Newsletter of National Planning Commission Secretariat, Singhdurbar, Kathmandu, Nepal,ICIMOD 2001. GIS for Beginners MENRIS, ICIMOD Publications,; ; (GIS portal). title: Geography of Resource ManagementCourse No.: Geo. Ed. 528Nature of course: TheoreticalLevel: M. Ed.Credit hours: 3Semester: SecondTeaching hours: 48 Course DescriptionThis course is designed to provide the students with the advanced knowledge of geography of resource management. It deals with the fundamental concepts of resource, types of resource, approaches, resources bases, people and resources relationship and management practices. It provides knowledge on resource management in global as well as in local with reference to Nepal. In addition, it also helps students to develop the teaching geography of resource management in school and college levels.General ObjectivesThe general objectives of this course are to:enable the students to understand the definition of resource, resource management, its scope and approaches enable the students to distinguish resource bases, identification of major resources and their distributionenhance the capacity of the students to measure the population pressure on resources.familiarize the students with different management practices for the sustainable development of the resources, acquaint the students with the knowledge of application of resource management in geography education, andfamiliarize the students with methods and materials of teaching geography of resource management in school and college level.Specific Objectives and ContentsSpecific objectivesContentsDefine resource and resource management Describe scope, and Discuss the approaches of resource managementUnit I: Introduction to Geography of Resource Management (8)Meaning and definitionScopeApproaches –ecological, technological, economic, ethnological and othersIntroduce resource bases, Identify major resources and their distribution in the global as well as Nepalese context. Unit II: Resource bases, Types and Distribution (8)Introduction of resource basesMajor types of resources and their distribution – forest, land, water, mineral, biological, aesthetic, and others Introduce the direct techniques of measurement of population pressure on resourcesProvide knowledge on indirect measurement techniques on population pressure on resourcesIntroduce carrying capacityExplain relationship between population and resources with reference to NepalUnit III: Measurement of Population Pressure on Resources (9)Population density – crude density and physiologic density, agricultural densityCarrying capacity of the resources on specific geographical unitIndirect measurement – migration, cropping efficiency, cropping diversification, poverty and poverty maps, Human Poverty Index - HPI, Human Development Index – HDI Linkages between population (demand) and resources availability (supply) with reference to Nepal Introduce different management practices of resources in global contextProvide experiences from Nepal on sustainable use of resourcesExplain indigenous and customary practices of resource management in NepalUnit IV: Management Practices of Resources (6)Resource management practices - resource protection, resource development and resource conservation with reference to WWF and IUCNResource management practices in Nepal –protected areas and biodiversity conservation Major indigenous and customary practices - common pool resources with a focus to forest and water)Deliver knowledge of Partnership and participationDiscuss on Learning Evaluation and Planning (LEAP) frameworkGive concept of adaptive managementDiscuss on Power relationDiscuss on conflict on resources management Unit V: Application of Resource Management Education (12)Partnership and participationLearning Evaluation and Planning (LEAP) frameworkAdaptive managementPower relationConflict on resourcesIdentify methods for teaching resource management for school and college levelCollect and prepare materials for teaching resource managementDevelop skills for mapping local resources and their presentationUnit VI: Methods and materials of teaching geography of resource management in school and college level (5)Methods of teaching resource management at school and college levelPreparation of materials/aids (visual/audiovisual)Mapping of local resources (resource map) of any VDCs or district and its presentationNote: The figures within the parenthesis indicate the approximate teaching hours related to respective unit Instructional Techniques4.1 General TechniquesVarieties of techniques/methods can be applied for this course. The general techniques/ methods applicable to this course include lecture, question answer, discussion, observation, class assignment and presentation.4.2 Specific TechniquesUnitActivities and instructional techniques IProvide theoretical concepts of the subject through local examplesIIGive ideas on resource distribution through visual aids, Google Earth Maps and world atlas maps as well as online resourcesIIIGive example of calculation based on data given by the Central Bureau of Statistics (CBS) of Nepal and other available resourcesIVDeliver ideas from the resources of WWF, IUCN and Department of National Parks and Wildlife Conservation (DNPWC) NepalVDeliver lectures based on local examples of resources managementVIProvide skills on understanding resources at local level, population pressure on resources and mapping local resources – take a case of VDC and prepare reportEvaluation Internal Evaluation Forty percent of total marks are allotted to internal evaluation. Internal evaluation will be conducted by course teacher based on the following activities:1.Attendance 5 pointsClassroom activities5 points2.First assignment10 points3Second assignment10 points4.Third assignment10 pointsTotal40 pointsExternal Evaluation (Final Examination) Examination Division, office of the Dean, Faculty of Education will conduct final examination at the end of semester. Sixty percent of the marks are allotted to the final examination. The types and number of questions to be included in the final paper are as follows:1.Objective type question (Multiple choice 10x1 point)10 points2.Short answer questions (6questions x 5 points) 30 points3.Long answer questions (2 questions x 10 points) 20 pointsTotal60 pointsRecommended Books and Reading Materials Mitchell, B. 1997. Resource and Environmental Management. London: Longman (Unit II) Mitchell, B. 2003. Models of resource management. In Thakur, Baleshwar (ed.) 2003. Perspectives in Resource Management in Developing Countries (Resource Management theory and techniques Vol. I), New Delhi. Concept Publishing Company. Pp.102-129 (Unit II) Mitchell, Bruce. 1989. Geography and Resource Analysis. 2nd edition. England: Longman Group UK, Ltd. (Unit III).Omara-Ojungu, P.H. 1992. Resource Management in Developing Countries. London: Longman Scientific and Technical (Unit I, Unit II, Unit III)Poudel, Krishna Prasad and Poudel, Upendra. (2011) ufpFsf] e"uf]nM ef}uf]lns cWoogsf] gofF cfofd (Village Geography: new dimension of geographical study), >L xl/eqm kf}8]n a+z :d[lt k|lti7fg, 6S;f/ % cfxfn], :of8=\hf (Unit VI)Poudel, Krishna Prasad, 2012, Fundamentals of Resource Management: Principles and Practices, LAP Lambert Academic Publishing, Germany, - 168 pages (Unit I, Unt II, Unit III, Unit Iv, Unit V)Zimmermann, Erich W. 1951. World Resources and Industries: a functional appraisal of the available agricultural and industrial materials (Revised edition). New York: Harper and Brothers Publishers (Unit I)Reference BooksCaulfield, Richard A. 2004. Resource Governance. In AHDR (Arctic Human Development Report) 2004. Akureyri: Stefansson Arctic Institute. Pp.121-138.ESCAP 2003. A guide to the application of public participation in planning and policy formulation towards sustainable transport development. Economic and Social Commission for Asia and The Pacific, United NationsGaventa, John 2006. Finding the Spaces for Change: A Power Analysis. IDS Bulletin (Institute of Development Studies), Volume 37 (6):23-33. GOFC-GOLD 2009. Reducing greenhouse gas emissions from deforestation and degradation in developing countries: a sourcebook of methods and procedures for monitoring, measuring and reporting, GOFC-GOLD Report version COP14-2, (GOFC-GOLD Project Office, Natural Resources Canada, Alberta, Canada).Poudel, K. P. 2001. Resource Utilization and Management Strategy in the Selected Watersheds of Annapurna Region, Central Nepal. (PhD Dissertation), Delhi. Delhi University.Poudel, Krishna Prasad, 2003. Watershed Management in the Himalayas: a resource analysis approach. New Delhi: Adroit Publishers. Thakur, Baleshwar (ed.) 2003. Perspectives in Resource Management in Developing Countries (Resource Management theory and techniques Vol. I), New Delhi. Concept Publishing Company.UNDP 2006. development_ indicators.pdfUpreti, Bishnu Raj. 2003. Resource governance, resource scarcity and conflict in Nepal. A Discussion Paper. The Mountain Forum / mfsupport@ ) Title: Applied Physical ChemistryCourse No: Chem. Ed. 525Nature of Course: Theory + PracticalCredit Hours: 3 (2T +1 P)Period /Week: 2(T) +3pds/day/week/gr*(p)Level: M.Ed. in ChemistryTeaching Hours: 80 (32T+48P)Semester: Second Time /period: 60 minutes1. Course Description:This course is designed for the students who study Chemistry Education at M.Ed. Level. It consists of two parts : Part I. Theory(T) and Part II. Practical(P). This course consists of fundamental concepts, theories and practical knowledge of Physical chemistry that are applied to many area of chemical education. The theory includes topics like Liquid mixture, Photochemistry, Thermodynamics, Chemical kinetics, Electrolytic conductance. The practical portion includes practical activities and experiments on Chemical Kinetics, Electrolytic Conduction, Photochemistry, Partition Coefficient.2. General Objectives:The general objectives of this course are as follows:To enhance the advance knowledge on physical chemistryTo acquaint the students with Nernst distribution law and principles of solvent extraction.To make students familiar with photochemical reactions.To acquaint students with the knowledge of the application of Lambert’s Beers’ law.To familiarize the students about the theories of chemical kinetics.To acquaint students with the knowledge of thermodynamics.To help students carry out related practicals which are applied to the area of physical chemistry.*Note: Per group of students refers to 10 students’ number. One science teacher / group3. Specific Objectives and ContentsPart I: TheorySpecific ObjectivesContentsExplain ideal and non -ideal liquid mixture.Explain fractional and steam distillation.Explain solubility of miscible liquid.Describe maximum and minimum solution temperature.State and explain Henry’s law.Describe the application of Nernst distribution law.Explain the principles of solvent extraction.Unit I:Liquid Mixture (6)Ideal and non- ideal liquid mixtureDistillation of binary liquidFractional distillationSteam distillationSolubility of miscible liquidMaximum and minimum solution temperatureHenry’s LawLimitation of Henry’s LawNernst Distribution LawLimitation of Nernst Distribution LawApplication of Nernst Distribution LawPrinciples of Solvent extraction Explain photochemical reactions.Differentiate between Photochemical and thermochemical reaction.Explain absorption of light.Determine absorption of light by photoelectric cell, Thermopile and Chemical Actinometer.Derive Lamberts’ Beer’s law.Explain Grothus drapler law.Explain Stark-Einstein Law of photochemical equivalence.Explain the causes of low quantum yield and high quantum yield.Explain phosphorescence, Chemical luminescence, fluorescence and thermoluminescence.Explain photochemical kinetics,Gas reactions and photosensitized reaction.Explain photochemical equilibirium.Unit II. Photochemistry (8)2.1Photochemical and Thermo chemical reactions2.2 Absorption of light2.3 Determination of absorption of light by Photoelectric cell, Thermopile and Chemical Actinometer2.4 Lamberts’ Beer’s Law2.5 Law of Photochemistry 2.5.1 Grothus –Drapler Law 2.5.2 Stark –Einstein Law of Photochemical Equivalence2.6 Quantum yield ,low quantum yield and High quantum yield2.7 Causes of low and high quantum yield2.8. Photophysical processes 2.8.1 Phosphorescence 2.8.2 Fluorescence 2.8.3 Chemiluminescence2.9 Thermoluminescence2.10 Photochemical Kinetics2.11 Photochemical gas reaction2.12 Photosensitized reaction2.13 Photochemical equilibriumExplain consecutive ,parallel and opposing reaction.Explain the effect of temperature on reaction rate.Explain the collision theory of unimolecular and bimolecular theory.Explain chain reaction .Explain the theory of absolute reaction rate.Solve related numericalUnit 3 Chemical Kinetics (8)3.1 consecutive reaction3.2 Parallel reaction3.3 Opposing reaction3.4 Effect of temperature on reaction rate3.6 Collision theory of unimolecular and bimolecular reaction3.7 Chain reaction3.8 Theory of absolute reaction rateState and explain second law of thermodynamicsExplain Carnot cycle.Describe thermodynamics efficiencyDefine entropy and explain entropy change in isothermal expansion of an ideal gasExplain entropy change in reversible and irreversible process.Unit 4:Thermodynamics (5)4.1 Second law of thermodynamics4.2 Carnot cycle 4. 3 Thermodynamic efficiency4.4 Entropy4.5 Entropy change in isothermal expansion of an ideal gas4.6 Entropy change in reversible and irreversible processExplain Debye -Huckel theory of inter- ionic attraction.Explain Debye Huckel theory of activity coefficient.Explain the limitation of Debye -Huckel law.Explain conductometric titration involving neutralization and precipitation titration. Describe the application of conductometric titrationExplain the advantages of conductometric titration.Solve the related numerical problems.Unit 5: Electrolytic conductance (5) 5.1 Debye -Huckel theory of inter- ionic attraction 5.2 Debye -Huckel theory of activity coefficient5.3 Limitation of Debye-Huckel law5.4 Conductometric titration involving neutralization and precipitation reaction5.5 Application of conductometric titration5.6 Advantage of conductometric titrationPart II PracticalSpecific ObjectivesContents1.Determine the activation energy of acid catalyzed hydrolysis of Methyl acetate2. Find out the kinetics of oxidation of alcohol by acidified K2Cr2 O 73. To Study the hydrolysis of ethyl acetate with sodium hydroxideChemical Kinetics (15)Determining the activation energyFinding out kinetic of reaction (oxidation)Hydrolysis of ethyl acetate1.Conduct acid base titration Conductometrically2.Determine the equivalent Conductance at infinite dilution of strong and weak electrolyte3. Verify Ostwald dilution law by conductance measurement.4. Find out the reaction between K2S2O8 and KI by titrimetric method.Electrolytic Conduction (21)Conductometric titration of acid and base.Determination of equivalent conductance.Verification of Ostwald dilution law.Study the reaction between K2S2O8 and KI by titrimetric method.To verify Lambert’s -Beers’ lawPhotochemistry (6)Verification of Lambert’s –Beers’ lawDetermine partition coefficient of iodine between water and benzenePartition Coefficient (6)Determination of partition coefficient of iodine between organic and inorganic substance4.0 Instructional techniquesThe instructional techniques for this course are divided in to two groups .The first group consist of the general instructional techniques applicable to most of the units .The second group consist of specific instructional techniques applicable to specific units.4.1 General instructional techniques:Lecture Method Discussion methodDemonstration method and power point presentation Project methodCollaborative method Individual laboratory work4.2 Specific Instructional Techniques/ActivitiesAll units requires lecture, discussion. Power point presentation, project and collaborative methods of instructionChemical kinetics, photochemistry, electrolytic conductance and liquid mixture require individual practical activities.Evaluation(Internal Assessment and External assessment ):Nature of courseInternal AssessmentSemester ExaminationTotal MarksTheory40%60%100%Theory cum Practical 40% ( 60% T + 40% P) 60% ( 60% T + 40% P)100%Note: Students must pass separately in internal assessment, External practical exam / viva and or semester examination. Recommended Text books for Theory Bahl,B.S.(2008).Essential of physical chemistry, New Delhi: S Chand & Co.(For all units) Engel,T. & Reid, P. (2013), Pearson Maron, S.H & Prutton,C.F.(1972)Principles of physical chemistry(fourth edition):New Delhi Oxford and IBH Co. pvt. Ltd.( For all units) Reference BooksGlasstone,S. & Lewis,D.Elements of physicl chemistry.Mc Millan and Co.Ltd.Gurtu,J.N. & Gurtu,A.(2006).Advance physical chemistry. Meerut: Pragati PrakashanKapoor (1992). Textbook of Physical chemistry.Mc Millan India Ltd.Madan,R.L. & Tuli,G.D.(2001) Physical chemistry. New Delhi: S Chand and Co. Ltd.Nagig,S. & Anand,S.C.A.(1991). Text book of physical chemistry. Wiley Eastern Ltd.P.Atkins & J.de paula,(2010) Physical chemistry .(Ninth edition):Oxford university press.Silbey,J.Robert,A. & Barendi,G.M.(2006).Physical Chemistry.New Delhi: Wiley India Pvt. Ltd.Text Books for practicalGhimire,K.N. & Bohara,K.P.(2008).University Experimental Physical Chemistry.Kathmandu:Quest PublicationKhadka,D.B.(2009).Practical Physical Chemistry.Kathmandu: Sunlight PublicationVishwanathan,B.&Raghavan,P.S.(2005).Practical Physical Chemistry.New Delhi: Viva Books Pvt. Ltd. Course Title: Advanced Inorganic ChemistryCourse Code: Chem. Ed. 526Nature of Course: Theoretical + Practical.Credit hours: 3 (2 T + 1 P)Period / Week: 2 (T) + 3 pds/day/Week/gr*(P)Level: M.Ed. in ChemistryTeaching hours: 80 (32 T + 48 P)Semester: SecondTime/ periods: 60 MinutesCourse DescriptionThis course is designed for the students who specialize in chemistry Education at M.Ed. level. The main aim of this course is to provide a broad and advanced knowledge in the field of inorganic chemistry. This course is divided into two parts The first part deals with the different theoretical knowledge in the field of inorganic chemistry and basically focuses on the study of structure and properties of inorganic compounds. This course includes 6 units as Periodic classification of elements, Chemical bonding, Coordination chemistry, Organometallic compounds, Acid-base chemistry and Redox reactions. The second part is practical portion and includes lab works related to the Qualitative salt analysis, Gravimetric analysis and Preparation of Some inorganic compounds.General ObjectivesThe general objectives of the course are as follows:To acquaint the students with the chemistry of elements and their compoundsTo make the students familiar with different types of chemical bonding and approaches to chemical bondingTo use different approaches in the study of structure and reaction mechanism of coordination compounds.To acquaint the students with knowledge of organometallic compounds, their preparation, properties and usesTo familiarize with different concepts of acid and bases To enable the students to explain and compare the acid base strength of compoundsTo provide the students with the knowledge of redox reactions To Develop the practical knowledge and skills on the inorganic salt analysis and preparation of chemicals *Note: Per group of students refers to 10 students’ number. One science teacher / groupSpecific Objectives and ContentsPart I: Theoretical PortionCredit hour: 2Specific ObjectivesContentsClassify the elements in periodic table based on their electronic configurationExplain the characteristics of s, p, d and f block elementsIllustrate the trends in physical and chemical properties of the Groups IA, IIIA, IVA and IVBExplain the Sources, Isolation and properties of Noble gasesDescribe the chemistry of xenon compounds and clathrates compounds of noble gasDescribe the sources, isolation and properties of noble gasesExplain the chemistry of Ti compounds Explain the chemistry of Cr compounds UNIT I: Periodic classification of the elements (8)Classification of elements General characteristics of s, p , d and f block elementsGroup discussion :IA (Na, K, Rb and Cs) IIIA (Al, Ga, In, Tl) VI A ( Si, Ge, Sn, Pb) VIB ( Ti, Zr and Hf) Noble gases:Sources, Isolation and Properties of Noble gases Compounds of Xenon Clathrates compound of noble gasesOccurrence, extraction and properties of some metals: Titanium and chromium Chemistry of : Ti compounds, Cr compoundsDefine and explain the role of Ionization energy, electron affinity and solvation energy in chemical bond formationExplain the lattice energyCalculate the lattice energy for ionic compounds by use of Born- Lande equationExplain the Born Haber cycle for the formation of ionic compoundExplain the polarizing powerState and illustrate the Fajan’s rule for polarizabilityDescribe the dipole moment and bond moments in various types of moleculesDetermine the percentage ionic character in covalent bondExplain the Valence bond theory for the formation of homonuclear and heteronuclear moleculesExplain the Molecular orbital theory for the formation of homonuclear and heteronuclear moleculesElaborate the Pauling-Slater’s theory for orbital overlapFind out the limitations of Pauling-Slater’s theoryUNIT II: Chemical Bonding (6)Ionization energy, electron affinity and solvation energy Lattice energy Calculation of lattice energy ( Born-Lande Equation)The Born Haber cyclePolarizing power and polarizability (Fajan’s rule)Dipole moment and bond momentPercentage ionic character in covalent bondVBT and MOT for the formation of homonuclear and heteronuclear diatomic molecules i.e., H2, H2+, HCl molecules etcPauling-Slater’s TheoryExplain the Werner’s theory for coordination compoundsDescribe the Effective atomic number rule of coordination compoundsExplain Sidgwick’s Effective Atomic Number(EAN) ruleIllustrate the application of EAN ruleExplain the Valence bond theory for coordination compoundsExplain the application of crystal field theory for the formation of coordination complexesExplain the Molecular orbital theory for the formation of coordination complexesDiscuss Elements symmetry and Symmetry operationsExpain the isomerism’s in the coordination compoundsIllustrate the inner and outer orbital complexesExplain the nature of linkage and factors affecting the stability of complex ions and coordination compounds UNIT III: Coordination Chemistry (7)IntroductionWerner’s theoryEAN ruleVBT, CFT (spectrochemical series) and MOT for the formation of coordination complexesElements Symmetry and symmetry operationsIsomerisms in the coordination compoundsInner and outer orbital complexesFactors affecting the stability of complex ions and coordination compoundsClassify the organometallic compounds based on the polarity of metal carbon bondDescribe the general characteristics of organomettalic compoundsIllustate the haptonomenclature of organometallic compoundsExplain the preparation, properties and uses of organolithium and organoaluminium compoundsExplain the preparation and uses of metal-olefin complexesExplain the general methods of preparation and properties of metallocenesDescribe the specific properties of ferroceneUNIT IV: Organometallic Compounds (5)IntroductionClassification based on the polarity of M-C bondGeneral methods of preparation and Characteristics of organometallic compoundsHaptonomenclature Organolithium compoundsOrganoaluminium compounds Metal-olefin (alkene) complexesCyclopentadienyl complexes: metallocene Preparation and general properties of metallocene Properties of ferroceneExplain different concepts of acid base behaviours of compounds as Bronsted Lowry conceptDescribe the solvation system and lewis acid and base conceptDescribe the steric effects, Symbiosis and salvation effect Illustrate the hard and soft acids and basesExplain the theoretical basis for hardness and softness of acid and baseUNIT V: Acid base chemistry (3) 5.1 Acid base concepts: Bronsted –Lowry, Solvent system and Lewis acid and base 5.2 measures of acid base strength5.3 steric effects, Symbiosis, solvation effect5.4 hard and soft acids and bases,5.5 theoretical basis of hardness and softnessExplain electron transfer reaction and atom transfer reactionIllustrate electron tunnelling mechanismExplain complementary of two equivalent exchangeStudy electron transfer through extended bridgeState and explain Marcus theory of redox reactionUNIT VI Redox Reactions (3)6.1 Electron transfer reaction6.2 Atom transfer reaction6.3 Electron tunnelling mechanism6.4 Complementary two equivalent exchange6.5 Electron transfer through extended bridge 6.6 Marcus theory Part II (Practical) Credit hour: 1 Specific objectivesContentDetect the acidic and basic radicals present in the inorganic salt mixture by qualitative analysisQualitative Analysis (30)Analysis of inorganic salt mixture containing at least 6 radicals. Any five Sample mixtureEstimate Iron as Iron (III) oxideEstimate Calcium as Calcium Oxide Estimate Cu as thiocyanate and Zn as pyrophosphate in the mixture of salt.Gravimetric Analysis (12) Iron in iron (III) Salt Calcium in Calcium SaltCu and Zn in the mixture of the two saltsPrepare some chemical compounds in the laboratoryInorganic Preparations (6)Preparation of potassium dichromatePreparation of Sodium thiosulphatePreparation of Sodium nitroprusside4. Instructional techniquesThe instructional techniques for this course are divided in to two groups .The first group consist of the general instructional techniques applicable to most of the units .The second group consist of specific instructional techniques applicable to specific units.4.1 General instructional techniques:Lecture Method Discussion methodDemonstration method and power point presentation Project methodCollaborative method Individual laboratory work4.2 Specific Instructional Techniques/ActivitiesAll units requires lecture, discussion. Power point presentation, project and collaborative methods of instructionChemical kinetics, photochemistry, electrolytic conductance and liquid mixture require individual practical activities.Evaluation(Internal Assessment and External assessment ):Nature of courseInternal AssessmentSemester ExaminationTotal MarksTheory40%60%100%Theory cum Practical 40% ( 60% T + 40% P) 60% ( 60% T + 40% P)100%Note: Students must pass separately in internal assessment, External practical exam / viva and or semester examination. Recommended Text books for TheoryHuheey,J. E.,Keiter,E.A,Keiter,R.L.,Medhi,O.K.(2009).Inorganic Chemistry Principles of Structure and Reactivity 4th ed., Pearson Education (UNIT II, III,IV,V) Miessler,G.L.Tarr,A.D.(2011) Inorganic Chemistry 3rd ed. Pearson (UNIT I, III, IV)Prakash,S.Tuli,G.D.Basu,S.K.&Madan,R.D. (2006).Advanced Inorganic Chemistry Vol.I New Delhi: S.Chand & Company Ltd. (UNIT I, II, V)Prakash,S.Tuli,G.D.Basu,S.K.&Madan,R.D. (2006).Advanced Inorganic Chemistry Vol.II New Delhi: S.Chand & Company Ltd. (UNIT III, IV) Reference BooksAggarwal,R.C. (1999).Modern Inorganic Chemistry.Allahabad, India: Kitab Mahal (UNIT I, III V)Chakrabarty,D.K.(2003). Inorganic Chemistry.India.New Age International (UNIT II, III, IV, V)Cotton,F.A.,Wilkinson,G.& Gaus,P.L.Basic Inorganic Chemistry 3rd ed.A-Wiley Interscience publication. (UNIT I, II, III, V) Cotton,F.A.Wilkinson,G.Murillo,C.A.& Bochmann,M. Advanced Inorganic Chemistry 6th ed. A Wiley-Interscience Publication John Wiley and Sons,Inc. (UNIT I)Gurdeep,R.(1996) Advanced Inorganic Chemistry, Meerut, India: Goel Publishing HouseHuheey,J. E.,Keiter,E.A,Keiter,R.L.,(1993).Inorganic Chemistry 4th ed.,Harper Collins College PublishersJordan,R.B. (1991) Reaction Mechanisms of Inorganic and Organometallic Systems. Newyork: Oxford University Press. (UNIT III, IV, VI)Lee, J.D. (1977), Concise Inorganic Chemistry, London: ELBS and Van Nostrand Reinhold Company Ltd. Liptrot,G.F.(1978),Modern Inorganic Chemistry. Mills & Boon.Pearson,A.J.(1988). Metallo-organic Chemistry.John Wiley & Sons A- Wiley Interscience Publication. (UNIT IV)Shriver,D.F. & Atkins, P.W. Inorganic Chemistry. Oxford University PressTaube,H.(1970), Electron Transfer Reactions of Complex Ion in Solution. Newyork: Academic Press (UNIT VI)Reference Books for practicalGhimire,K.N.,Pokhrel,M.R. & Bohara,K.P.(2008), University Experimental Inorganic Chemistry, Kathmandu: Quest PublicationGurtu,J.N.Advanced Experimental Chemistry Inorganic Vol II, New Delhi: S.Chand & Company Ltd.Pokhrel,M.R.,Yadav,P.N.& Shrestha,S.(2009),Advanced Practical Inorganic Chemistry,Kathmandu:Kshitiz PublicationSharma,K.K. & Sharma, D.S. (1999) An Introduction to Practical Chemistry,New Delhi: Vikas Publishing House Pvt. Ltd.Svehla, G. (Revised by) Vogel’s Qualitative Inorganic Analysis 7th ed. PearsonVerma,R.M. (1991) Analytical Chemistry Theory and Practical 2nd ed.Delhi: CBS Publishers & Distributers Vogel, A.I. (1994) Text Book of Practical Inorganic Chemistry London: ELBS and LongmanCourse Title: FOOD CHEMISTRYCourse No.: Chem. Ed. 527Nature of Course: Theory+ PracticalCredit hours: 3 (2T+1P) Period/ week: 2 (T) + 3pds/day /week/gr (P)Level: M.Ed. in Chemistry EducationTeaching hours: 80 (32T+48P)Semester: IICourse DescriptionThis course is designed to acquaint the students with the knowledge and skills of “Food chemistry”. It is divided into two parts: Theory and Practical. The main aim of the course is to widen the horizon of knowledge and understanding of students with a view to make them able to identify significant problems and their solution of food chemistry. It deals with food chemistry with special emphasis on food and nutrition, functional components of foods, browning in foods, food additives, minerals in foods and human nutrition. 2. General ObjectivesThe objectives of this course are as followsTo provide in-depth knowledge of food chemistry.To acquaint the students with in-depth knowledge of food and nutrition, functional components of foods, browning in foods, food additives, minerals in foods and human nutrition. To assist the students to know about importance of minerals in food and their role in body mechanism. To acquaint the students with the knowledge of food additives, minerals in foods and human nutrition. To develop practical knowledge on food chemistry through laboratory experiments and activities.Specific Objectives, Contents and Activities Part I: Theory Specific ObjectivesContentsHrs(32) Explain the types of food and selection.Elaborate the meaning of moisture in foods and the techniques of prevention.Describe the role of water activity in foods.Elaborate the concept of method of determination of moisture and water activity in foodIllustrate the role of macro and micro minerals in food.Adopt the habit of safe food practices to gain good health.Explain the causes, types, effects and prevention from food poisoning. Unit 1: Food and Nutrition Food selection and purchases (perishable, semi-perishable and non- perishable foods)Moisture-types, water activity, methods of determinationMinerals-macro and micro mineralsFood poisoning and safe food practicesStorage of foods 5Explain the concept of phytochemical and antioxidents in food.Describe crude fiber and pectic substances in food.Illustrate the role of crude fiber and pectic substance in food in human health.Explain the types and function of natural pigments in food items.Appraise critically the role of essential oils and oleoresin in human health.Unit 2: Functional components of foodsPhytochemicals and antioxidants Crude fiberPectic substanceNatural pigmentsEssential oil and oleoresin5Explain the enzymatic and non enzymatic food browning.Explore the effects of food browning mechanism.Describe the effects of food browning.Analyze the prevention of browning of foods.Unit 3: Browning of FoodsIntroductionEnzymatic and non-enzymatic browning, mechanismEffects of browning on quality of foods and prevention of browning 4Explain the advantages and disadvantages of food preservatives.Discuss the types and effects of coloring agents in food.Appraise critically the role of sweetening agents in food.Illustrate the meaning, types and the role of falvouring agents in food.Describe emulsifying agents and their role in food items.Unit 4: Food additivesFood preservativesColoring agentsSweetening agentsFlavoring agents and flavour enhancersEmulsifying agents 4Discuss the concept, types and importance of minerals in the human body.Explain the biochemical functions of food minerals.Elucidate the methods of determination of minerals.Illustrate the functions of calcium, copper, iron, phosphorous and arsenic in the body.Interpret the level of water balance in human body.Unit 5: Minerals in FoodsIntroduction and importance of mineralsBiochemical functions of food mineralsFunction of calcium, phosphorous, iron, copper and arsenic.Water balance in the body 4Explain the role of macronutrients and energy value in food stuffs.Interpret the role of major and minor elements in food.Define glycemic index in common food.Discuss the role of balanced diet for infants, children, lactating mother, pregnant woman, old age people.Classify the role of food as probiotics, prebiotics and neutraceurics.Explain electrolytic balance in the body.Identify the nutritional deficiency diseases and method of prevention.Draw food pyramids.Critically examine food toxicity and food adulteration in Nepalese context.Examine the methods of food adulteration and their effects in human health.Unit 6: Human Nutrition Energy value and role of macronutrientsRole of major and minor elementsNutritive value of common foods and glycemic indexBalanced diet for different age groups and physiological conditionsFunctional foods-probiotics, prebiotics, neutraceutical foodsWater, electrolyte and acid-base balanceNutrition related disorders-PEM, cancer, CVD, diabetes, degenerative diseases, etc.General introduction of nutritional assessmentFood pyramidsFood toxicity and safetyAdulteration in foods 10 Part II: Practical Activities Specific ObjectivesContents Teaching hours (48)Explain the laboratory safety rules in a laboratory.Describe the laboratory operating procedures in the laboratory.Laboratory safety and laboratory operating procedure.3 periodsDetermine the moisture in food by oven drying method.Determine the moisture in food by distillation method. Estimate the moisture in food by Karl Fisher reagent method. Determination of moisture by:Oven drying method Distillation methodKarl Fisher reagent method12 periodsDetermine the acidity and PH of given food samples by qualitative analysis. Determination of acidity and PH of food samples. 6 periodsEstimate the ash and minerals matter in food items.Determination of the ash and minerals matter in food items:Total ash, acid soluble and insoluble ash, alkalinity of ash, calcium, phosphorous, iron, copper and arsenic. 9 periodsEstimate the crude fibers in samples of food items.Estimation of crude fibers in the given samples of food items.6 periodsDetermine the acid value in the given sample of food.Determine the refractive index in the given sample of food.Acid value of fat/oilRefractive index of oil 6 periodsEstimate the amount of vitamin C present in food stuffs.Estimation of vitamin C Periods Instructional TechniquesLecture methodDiscussion (Discussion among peers, discussion with teachers and with the experts)Demonstration method and power point presentationInquiry methodProject methodCooperative and collaborative methodsPaper writing and presentation in the classroomsHome assignments and class participationInternet (web) surfingReport writing and presentationTeam teaching and feedback sessionIndividual laboratory workGroup activitiesField work5. Evaluation Schemes (Internal and External assessment)Nature of the CourseInternal assessmentExternal/ Semester ExaminationTotal marksTheory cum Practical40%60%100%Note: Students must pass separately in internal assessment, external practical exam / viva and or semester examination.5.1. Internal Evaluationa. Theory + Practical: 40%Internal evaluation will be conducted by course teacher based on following activities:Attendance5 pointsParticipation in learning activities5 pointsFirst assignment ( Home Assignment)10 pointsSecond assignment exam (Term exam)10 pointsThird Practical Exam / Project Work with Presentation10 pointsTotal 40 points5.2. a. Theory: External Examination (Full Marks - 40) Examination Division, Office of the Dean, Faculty of Education will conduct final examination at the end of the semester. Nature of the Question and marks allocated for Theory External Examination:PaperNature of the QuestionTotalFull Paper 40%ObjectiveSubjective10 Q x 1 mark = 106 Q x 5 marks = 3040Note: All questions are compulsory.b. Practical External Examination (Full Marks – 20)1. Laboratory Examination152. Construction of teaching learning resources using computer skills/models and charts construction/ collection of materials/ project work report/record book5Note:The marking system will be changed to CGPA system as per the rule and regulation of the Academic council, T. U. Recommended Books for TheoryJ. L. Jain (1992). Fundamentals of Biochemistry. S. Chand and Company, New Delhi. (for all units)John Demann (2011). Principles of food Chemistry. (for all units)Potter, N. P. (1987). Food Science, 3rd edn.CBS Publishers and Distributers, India. (for all units)P. Mullick (2006). Textbook of home science. Kalyani Publishers, India. 2nd edition. (For units) (640 – M912T)S. R. Mudambi and M. V. Rajagopal (2007). Fundamentals of foods, nutrition and diet therapy. New Age International Publications, New Delhi-5th edition. (641.3 m883f) (For unit 1)M. Swaminathan (2005). Food and Nutrition, vol. 1 and II. Recommended Books for PracticalJ. B. K.C.et. al., (2004). Experiment in basic biochemistry and industrial microbiology. Phulchouki Enterprise Publication, Kathmandu. S. Sahay (2006). Quantitative chemical analysis. S. Chand and Company, New Delhi. Course Title: Modern Science TeachingCourse Code: Chem. Ed. 528 Credit hours: 3Nature of Course: TheoryTotal periods: 48Level: M.Ed. in Chemistry Periods per week: 3Semester: Second Time per period: 60 minutesCourse DescriptionThis course is designed to develop the advanced knowledge and understanding into the realms of science education. The main aim of the course is to widen the horizon of knowledge and understanding of students with a view to make them able to identify significant problems of school science education. It deals with science education with special emphasis on constructivism, misconceptions, e-learning, instructional module, research, concept mapping, post-modern approach in science education, etc. 2. General ObjectivesThe general objectives of this course are as followsTo provide in-depth knowledge of modern pedagogies in science education.To develop planning skills to prepare lesson modules and activities.To Identify different teaching/learning techniques to implement in classroom situations.To develop essential teaching/learning materials, activities and tools of assessments in science teaching.3. Specific Objectives, Contents and ActivitiesSpecific ObjectivesContentsElaborate the prevalent issues in school science education.Justify teaching science in the wider context.Describe the development of scientific and technological literacy.Explain the development of scientific literacy.Characterize the critical thinking of science education.Justify teaching for understanding of science.Describe the model of teaching for understanding and application.Identify the version of teaching science for the future.Unit 1. Issues and Trends in the Teaching of Science (5)IntroductionPrevalent issues in school science educationTeaching science in the wider contextDevelopment of scientific and technological literacyDevelopment of scientific literacyScientific temper: A theoretical framework and its dimensionsPromoting critical thinking, Characteristics of critical thinkingTeaching for understanding in scienceModels of teaching for understanding and applicationA vision of teaching science for the future.Define constructivism.Elaborate the constructivist paradigm of learning.Explain the contemporary perspective of learning.Describe different theory of cognitive development such as John Dewey, David P. Ausubel and Prof. J.S. Bruner.Describe the information processing theory in constructivist development.Describe the theoretical background of constructivism perspectives of learning.Explain the radical constructivism.Classify the constructivism theory.Elaborate the technology and constructivism in science education.Explain constructivism in teaching science.Describe the constructivist curriculum, textbooks, teaching methods and evaluation.Construct the constructivist checklist.Construct lesson plan by using constructivism philosophy.Develop constructivist teaching model in science education.Unit 2. Contemporary psychological perspectives on learning and constructivist view (10)IntroductionConstructivism paradigm of learningContemporary perspectives of learningJohn Dewey, David P. Ausubel, Prof. J. S. Bruner and cognitive developmentInformation Processing Theory in Cognitive DevelopmentConstructivism, Theoretical background of constructivism perspectives of learningRadical constructivismTypes of constructivism(Social and Cultural)Technology and constructivismConstructivism in teachingConstructivism in curriculum, textbooks, teaching methods and evaluationConstructivist checklistSample of a lesson using constructivist philosophyA constructivism learning and teaching model.Note: The students will develop a learning activity in a constructivist approach and present in the class. Define concept mapping.Describe meta-cognition and meaningful learning.Clarify how pupils make concept maps.Explain the steps of developing concept mapping.Elaborate the purpose and uses of concept mapping in science education.Construct the lesson by using concept mapping.Develop the models of concept mapping in science education.Describe the implication of concept mapping in science education.Unit 3. Understanding Science Knowledge through Concept Mapping (5)IntroductionMeta-cognition and meaningful learningHow pupils make concept maps? Steps of developing concept mappingPurpose and uses of concept mappingDevelop a lesson using concept mappingModels of concept mappingImplication of concept mapping in science educationDefine weaving and e-learning.Describe the principles of e-learning.Explain the goals and importance of e-learning.Elaborate the information, communication and technology.Describe the basic principles of using ICT.Explain the basic philosophy of ICT.Explore the new source of information.Describe the role and implications of multimedia and e-learning in science education.Unit 4: Weaving e-learning into the Science Classroom (5)IntroductionPrinciples of e-learningGoals and importance of e-learningInformation, communication and technologyBasic principles of using ICTBasic philosophy of ICTNew source of informationRole and implication of multimedia and e-learning in science education.Define interactive and inquiry teaching in science education.Explain the structure and organization of knowledge.Elaborate the cognitive psychology of learning.Explore teacher enthusiasm.Evaluate the pre & post-instructional task.Explain thinking skills and processes.Analyze the instructional effects of inquiry teaching.Explain the syntax of inquiry teaching.Formulate and conduct the pre-instructional task and lesson.Formulate post-instructional task.Unit 5. Interactive and Inquiry Teaching in Science Education (5)IntroductionStructure and organization of knowledgeCognitive psychology of learningTeacher enthusiasmPre- & post-instructional tasksInquiry teachingThinking skills and processesInstructional effects of inquiry teachingSyntax of inquiry teachingPre-instructional task, conducting lessonPost-instructional taskDefine individualized instruction.Differentiate the individualized and group instruction.Describe the approaches of individualized instruction.Explain the method for preparing individualized instruction.Define programmed learning.Describe the linear and branched programming.Differentiate between linear and branched programming.Define instructional modules.Explain the essential features of modules.Describe the components of modules.Develop the modules in Physics, Chemistry and Biology portion.Describe the limitation of instructional modules.Elaborate the professional development programme for science teacher.Explain unique features of taching learning environment in PACE and AASE programmes.Unit 6. Programmed Learning and Instructional Modules in Science Education (10)IntroductionIndividualized instructionIndividualized verses group instructionApproaches of individualized instructionMethod for preparing individualized instructionProgrammed learningLinear and branched programmingInstructional modulesEssential features of modulesComponents of modulesDeveloping a moduleLimitation of instructional modulesProfessional development programme for science teacherUnique features of teaching learning environment in PACE and AASE programmesElaborate the main features of co-operative learning.Describe the procedure for using co-operative learning methods in teaching science.Explain Heuristic method in teaching science.Apply the collaborative learning in Science education.Explain the sensitivity training method in Science education.Describe the simulation teaching method in Science education.Discuss programs for the forgotten silent majority in Science education.Explain about the Science Olympia.Justify Science education for all.Unit 7. Teaching Learning and Methods (8)IntroductionCo-operative learningHeuristic methodCollaborative learningSensitivity training methodSimulation teaching methodPrograms for the forgotten silent majorityScience OlympiaScience education for allNote: The figures in the parenthesis indicate the appropriate teaching hours for the respective units.Instructional TechniquesDiscussion (Discussion among peers, discussion with teachers and with the experts)Demonstration method and power point presentationInquiry methodProject methodCooperative and collaborative methodsPaper writing and presentation in the classroomsHome assignments and class participationInternet (web) surfingReport writing and presentationTeam teaching and feedback session5. Evaluation Schemes (Internal and External assessment)Nature of the CourseInternal assessmentExternal/ Semester ExaminationTotal marksTheory40%60%100%Note: Students must pass separately in internal assessment, external practical exam / viva and or semester examination.5.1 Evaluation a. Internal Evaluation 40%Internal evaluation will be conducted by course teacher based on following activities:Attendance5 pointsParticipation in learning activities5 pointsFirst assignment10 pointsSecond assignment10 pointsThird assignment/ Exam10 pointsTotal 40 pointsNote: First assignment/assessment might be book review /article review, quiz, home assignment etc according to nature of course. Second assignment/assessment might be project work, case study, seminar, survey/field study and individual/group report writing, term paper based on secondary data or review of literature and documents etc and third assignment will be term exam. b. External Evaluation (Final Examination)…………………………… 60% Examination Division, office of the Dean, Faculty of Education will conduct final examination at the end of semester. Objective type question (Multiple choice 10questionsx1mark) 10 marksShort answer questions (6 questions x 5 marks) 30 marksLong answer questions (2 questions x 10 marks) 20 marksTotal 60 marks Nature of the Question and marks allocated for Semester Examination:PaperNature of the QuestionTotalFull Paper 60%ObjectiveShort AnswerLong Answer6010Q x 1 mark = 106Q x 5 marks = 302Q x 10 marks = 20Note: All questions are compulsory.Recommended BooksAgrawal J.C. (2005): "Essential of educational technology, Teaching learning innovation in education", Vikas Publishing House Pvt. Ltd.Anderson, R.C., Spiro, R., and Montague, W. (eds.), (1977): "Schooling and the acquisition of knowledge", HIllsdale, N.J., Erlbaum.Anyon, J. (1980): "Social class and the hidden curriculum of work", Journal of education, 162, 67-69.Argyris, C., Putnam, R., and Smith, D.M. (1985): "Action Science", San Francisco: Josey-Bass.Armstrong Robert J. and friends (1998): "The development and evaluation of behavioural objectives", Charles & Johns Worthington.Bhatnagar, S.S. (2004): “Teaching of Science”, Third Edition, Surya Publication, Meerut, India.Bloom, B.S., Hastings, T.J., and Madaus, G.F. (1971): "Handbook on formative and summative evaluation of student learning", New York: McGraw-HIll.Brophy, J.E. (1980): "Recent research on teaching", East Lansing, Mich.: Institute for research on teaching, Michigan State University.Gagne, R.M., and White, R. (1978): "Memory structures and learning outcomes", Review of Educational Research, 48 (2), 187-222.Leinhardt, G., and Greeno, J. (1986): "The cognitive skill of teaching", Journal of Educational Psychology, 78, 75-95.Lyman, F., Davie, A.R., and Eley, G. (1984): "Action research by student teachers and beginning teachers: An approach to developing problem solving in the classroom", College Park, Md.: University of Maryland.Pandit, Chida Nanda (2070): "Modern Science Teaching", Bidur Prakashan, Kathmandu, Nepal.R.I., Arends (1994): “Learning to Teach”, Third Edition, McGraw-Hill. U.S.A.Radha, Mohan (2010): "Innovative Science Teaching", Prentice-Hall of India Pvt. Ltd., New Delhi.Richard. I. Arends (2007): "Learning to Teach", McGraw Hill, Inc. New York, U.S.A.Course Title: Trends in Mathematics Education Credit hour: 3Course No: Math Ed 525Total Period: 48Nature of Course: TheoreticalLevel: M. Ed.Course DescriptionThis course deals with skill and knowledge in various aspects of mathematics education at different levels of the school and the University. Besides this, it also provides an overview on the themes, issues and the recommendations made by different international education conferences. This course deals with the present status and trends of research in mathematics education too. General Objectives The following general objectives of this course are :To let students sketch the trends that are observed all round the globe in mathematics education at different levels of schooling especially with respect to curriculum materials, research and sociological components.To enable students sketch the trends in Basic areas of mathematics: geometry, algebra, arithmetic teaching in different countries including Nepal.To have students elucidate the trends how the concept applied mathematics changes with time.To enable students sketch the different trends that are observed in the historical development of different Commission, Unions, Conferences, and Olympiads.To acquaint the students with the critical appraisal to address different issues (Olympiads, Popularization, Gender differences, Ethno-mathematics) in Mathematics Education.To provide students knowledge of the trends (Historical, Modern) that are observed in the research in mathematics education.Specific Objectives and ContentsSpecific ObjectivesContentsSketch the trends that are seen in the history of mathematics education in terms of philosophy, learning theory, and method of teaching.Sketch the trends that are observed all round the globe in mathematics education at different levels of schooling especially with respect to curriculum materials, research and sociological components.Appraise critically the two major forces: New math and NCTM that brought changes in mathematics education.Unit 1: Mathematics Education at Schools and at the University (13hrs)IntroductionTrends in Math Education at Pre-primary/Primary LevelTrends in Math Education at Lower/Secondary LevelTrends in Mathematics Education at Upper Secondary, College Trends Mathematics Education at University EducationTrends in Adult and Continuing EducationTrends in Methods and MediaGive critical appraisal of emergence of different geometries Euclidean, non-Euclidean geometry.Give critical appraisal of emergence of Modern number theory and arithmetization.Give critical appraisal of emergence of Modern Algebra.Give comprehensive and eclectic view on mathematics education with respect to three basic areas.Unit 2: Trends in Three Basic areas in Schools (7 hrs)Reforms in GeometryReforms in ArithmeticReform in AlgebraIssues and Problems on the Teaching of three basic areas of mathematics for 21st CenturyExplain the trends how the concept applied mathematics changes with time.Explain the reason why to teach application of mathematics in different levels of schooling.Explain the issues and problems of applied mathematics in mathematics education.Analyze the impact of applied mathematics on mathematics education.Unit 3: Educational Implications of Applied Mathematics (7 hrs)IntroductionTrends in Teaching Applied MathematicsIssues and Problems of Applied Math in Math EducationThe Impact of Applied Math on Math EducationDifferentiate one from others among conferences, commission, union, society, seminar, workshop, academia etc.Sketch the different trends that are observed in the historical development of different Commission, Unions, Conferences, and Olympiads.Describe the aims, activities and responsibilities of ICMI and IMU.Describe the achievement of different international congresses (ICMEs) and Regional conferences.Unit 4: Mathematics Education Conferences (7 hrs)International Mathematics Union (IMU) International Commission on Mathematical Instruction (ICMI)Mathematics Congress in Different CountriesInternational Congress on Mathematical EducationIntroduction of Olympiads Popularization of MathematicsGive critical comment on the issues and problem of teaching and assessment in mathematics.Give critical appraisal to address different issues (Olympiads, Popularization, Gender differences, Ethno-mathematics) in Mathematics Education.Describe different formalities (selection of Jury, conditions of participation,, and topics asked) in ICME.Give critical comments on tensions occurred while dealing with mathematics education for 21st century stakeholders.Unit 5: Issues in Mathematics Education (7 hrs)Issues in the social context of mathematics educationSocial issues: Emotion, Value, achievement in math educationIssues in Teaching and learningAssessment IssuesCulture of teaching, Making judgment of students’ workOlympiad, Popularization, Gender, Ethno-mathematics5.2 Issues on Different Tension in 21st centurySketch the trends (Historical, Modern) that are occurred in the research in mathematics education.Describe three traditions in research in mathematics education in terms of goal of enquiry, role of evidence, role of pare and contrast different kinds of research in mathematics education with special reference philosophy and methodology.Explore some areas of viable researchers in mathematics education for future.Unit 6: Research in Mathematics Education (7hrs)IntroductionKinds of Research in Mathematics EducationTrends in Mathematics Education Research: Historical Trends in Math Education Research (1950-80) Modern Trends in Math Education Research (Since1980), and the Trends Towards Action Research (Epistemological Foundation of Action Research)Areas of Research: Curriculum, Methods & Materials, Learning and Learners and Learning & Teachers and Some Research Abstract on Curricula, Methods and Learning6.5 Forecasts and RecommendationsGeneral Instructional Technique: Lecture and Discussion method4.1 Specific Instructional Techniques Unit IReading and reflecting on the different aspects of mathematics education at different levels of schooling.Unit IIInternet browsing and presentation of different aspects of mathematics in groupUnit IIISelf-study, Discussion comparison and presentationUnit IVNet browsing, reading of the text and reporting about the resolutions of different conferences.Unit VCritical discourse on different issues, presentation and reflective writingUnit VIPresent comparative view on different types of research and trends in researchEvaluation Internal Evaluation 40%Internal evaluation will be conducted by course teacher based on following activitiesAttendance5 PointParticipation in learning activities5 PointsFirst assignment/ midterm exam10 PointsSecond assignment/assessment10 PointsThird assignment/ assessment 10 pointsTotal40 Points External Examination (Final examination) 60%Examination Division of the Dean office, Faculty of Education will conduct final examination at the end of the semester 1. Objective questions (multiple choice 10 1)10 points2. Short answer question(6 question 5 points)30 points3. Long answer questions (2 questions 10 points)20 pointsTotal60 pointsRecommended booksPandit, R. P. (064). Recent trends in mathematics education. Kathmandu: Upadhyay, H. P. et al. (2064). Trends in mathematics education. Kathmandu: Balbalik Education Publication Pvt. Ltd.ReferenceClements, M. A. & Ellerton, N. F. (1996). Mathematics education research: Past, Present, and future. Bankok: UnescoGates, P. (2001). Issues in mathematics teaching. (Eds.). London: Routledge, Falmer: Taylor Francis Group.Greewood, D. J. Levin, M. (998). Introduction to action research: Social research for social change New Delhi: SAGE Publications.Kapur, J. N. (). Fascinating world of mathematical science. Vol. 1-6. New Delhi: Mathematical Science Trust Society.Trentacosta, J. (1997). Multicultural and gender equity in the mathematics classroom, Yearbook, NCTM.Course Title: Linear AlgebraNature of course: TheoreticalCode No. : Math Ed..526.Credit hours: 3 Level: M. EdTeaching hours: 48Semester: SecondCourse DescriptionThis course covers Vector spaces, Inner product Spaces, linear mapping & their algebraic properties, bilinear form & Standard operators, Spectral Theorem & primary decomposition theorem with Jordan Canonical Form and Module Theory. General ObjectivesThe general objectives of this course are as follows:To provide students' deeper understanding of theoretical concepts of linear algebra including module theory.To facilitatestudents' to develop computing power in linear algebra.To help students develop positive attitude towards linear algebra.To make students understands and explain the concepts of modules in any ring and distinguish it with vector space. Specific objectives and contentsSpecific objectivesContentsReview the concepts of vector space, subspace, bases and dimensions of vector space and illustrate them with examples.Find the linear map associated with the matrix.Find the matrix associated with linear maps.Explain the relation of bases matrices and linear map in the vector space.Unit I: Linear Maps and Matrices (4 hrs)The linear map associated with a matrix.The matrix associated with linear maps.Bases, matrices, and linear maps.Review the concepts of Scalar product, Hermitian Product ,Bilinear maps, Linear functional and Dual space Define bilinear forms and standards operators.Prove the properties of bilinear forms and standard operators.State and prove Sylvester’s Theorem and find the index of positivity and nullity.Unit II: Bilinear Form and Standard operators (10 hrs)2.1 Bilinear forms.2.2 Quadratic forms.2.3 Symmetric Operators2.4 Hermitian Operators2.5 Unitary OperatorsSylvesters’ TheoremDefine Eigen values and eigenvectors with examplesProve the properties of Eigenvectors and Eigen values.Define characteristics polynomials of matrices and find characteristics polynomials of the matrices.Determine Eigen values and Eigenvectors of the matrices and linear maps.Determine the triangulizable and diagonalizable matrices.State and prove Hamilton Cayley Theorem.Unit III: Algebraic Properties of Linear Transformation (10 hrs)3.1 Eigen values and eigenvectors3.2 Characteristics polynomial.3.3 Triangulation of matrices and linear maps3.4 Diagonalization of unitary matricesProve the properties of symmetric linear maps.State and prove the Spectral Theorem.Apply the standard properties of polynomials to decompose the vector spaces.Define s-invariant subspace and simple s-space.State and prove Schur’s lemma.Define Jordan canonical form and reduce the matrices in Jordan canonical forms.Unit IV: Spectral Theorem and Primary Decomposition Theorem (10 hrs)4.1 Eigenvectors of symmetric linear maps.4.2 The Spectral Theorem.4.3 The unitary operator.4. 4 Application of polynomial to decomposition of vector spaces.4.5 Schur’s Lemma and Jordan normal form.Define modules, sub modules, Quotient modules and module homomorphism and illustrate them with examples.Prove the elementary properties of modules and sub modules.State and prove fundamental theorem of module homomorphism.Define direct sum of modules and prove its basic properties.Define torsion and torsion free modules and illustrate them with examples.Define exact sequence and establish the fundamental properties of module homomorphism.Explain free modules ansd prove the elementary properties of free module.Define projective and injective modules and prove elementary properties of themUnit V: Module Theory (14 hrs)5.1 Modules and sub modules5.2 Module homomorphism5.3 Quotient module5.4 Direct sum of modules5.5 Torsion modules5.6 Exact sequences5.7 Free modules5.8 Projective and Injective modulesHomomorphism and Duality.4. Instructional Techniques: This course is theoretical in nature and thus the teacher-centered instructional techniques will be dominant in teaching learning process. However, the instructional technique for this course is divided into two groups. The first group consists of general instructional techniques applicable to most of the contents. The second group consists of the specific instructional techniques applicable to specific contents of each chapter. 4.1 General Techniques: Following instructional techniques will be adopted according to the need and nature of the lesson.Lecture with illustrationDiscussionQuestion-answerGroup work presentation and participation4.2 Specific Instructional TechniquesUnitActivity and instructional techniquesI Group discussion for the matrix and linear maps.Individual work and group work Presentation.Individual assignment on solving problem of exercise.IIIndividual work and group work Presentation to explore bilinear form and its associated matrix.Group work assignment on solving some problem of exercise and then group presentation.IIIIndividual work and group work to explore polynomial of matrix and linear maps.Individual assignment to find the solution of numerical problem related to theorems of this unit and presentation. Group tasks to solve the problem of exercise and discussion in small groups.IVIndividual work and group work PresentationProblem solving exercise and group presentation.VIndividual work and group work PresentationSolving problem of exerciseConnecting examples with theorems and facilitate to find related examples.5 Evaluation5.1 Internal Evaluation 40%Internal evaluation will be conducted by course teacher based on following activitiesAttendance5 PointParticipation in learning activities5 PointsFirst assignment/ midterm exam10 PointsSecond assignment/ assessment 10 pointsThird assignment/assessment10 PointsTotal40 Points5.2 External Examination (Final examination) 60%Examination Division of the Dean office, Faculty of Education will conduct final examination at the end of the semester 1. Objective questions (multiple choice 10 1)10 points2. Short answer question(6 question 5 points)30 points3. Long answer questions (2 questions 10 points)20 pointsTotal60 pointsRecommended BooksBhattacharya, P.B, Jain, S.K and Nagpaul, S.R (2008). First Course in Linear Algebra. india: Lew Age International House. (For Chapter III and IV).Lang, s. (1973). Linear Algebra.New York: Addision Wesley. (For Chapter I to IV )Bhattacharya, P.B, Jain, S.K and Nagpaul, S.R (2007). Basic Abstract Algebra,(Printed in india): Cambridge University Press.( For Chapter V).Hungerford, T.W (1974). Algebra. New YorK: New York Inc.Springer Verlag. (For Chapter V).Reference BooksMaharjan, H.B. (2008). Rings and Modules. Kathmandu: Bhunipuran Prakasan.Bhattarai,B.N. (2011).Introduction of Rings and Modules. Kathmandu: Subhakamana Prakashan.Kunze, H.E. (1996). Linear Algebra. D.T. (1986). Introduction to Matrices and Linear Transformations. Delhi: CBS Publishers and Distributers.Hohn, F.E. (1971). Elementary Matrix Algebra. Delhi: Amerind Publishing Co.Pvt.LtdSubedi, A. (2014). Linear Algebra. Kathmandu: Sunlight Publication.Course Title: Projective GeometryNature of the Course: TheoreticalCode No.: Math Ed. 527 Credit Hours: 3 Semester: Second Teaching Hours: 48Course DescriptionProjective Geometry examines those properties of geometric figures that remain unchanged by a central projection. Perspective in art, images of conic section under projection analyzed through point at infinity and duality are the beauty of projective geometry.The General Objectives of the CourseThe aim of the course is to provide students with an introduction to axiomatic system projective geometry. The course will begin by looking at incidence structure and end with projective space.On successful completion of the course the students will be able to:to let students; understand the concept incidence structure and prove basic results of planes to enable students' to understand the basic results of projective transformationto help students' to analyze and describe connection on desarguesian and pappian plane?to acquaint students' with the knowledge of projective space?Specific Objectives and Course OutlinesSpecific ObjectiveContentDefine incidence structureRecognize geometric planesUse isomorphism to establish properties of planesDefine duality and apply then in proving theoremsDefine configuration and apply then in proving theorems related to projective plane and subplaneUnit 1: Incidence geometry (12 hrs)Incidence structurePlanesAffine planeProjective planeReal affine planeProportionality class and Homogeneous coordinatesReal projective plane IsomorphismDuality Principal of dualityConfigurationsTactical configuration and related theoremsSubplane and principal subplaneOrder of planeDefine perspectivity, projectivity and collineationUse and apply perspectivity, projectivity and collineation in proving theoremsDefine extended collineation and use them in proving theoremsUnit 2: Collineation ( 9 hrs)PerspectivityEquation of perspectivityProjectivityCollineationMatrix induced collineationCentral collineationsAutomorphic collineationDefine Desarguesian plane and develop their theoremsUse projecrtivities to prove theorems in Desarguesian planesDefine pappian plane and develop their theoremsUse projecrtivities to prove theorems in Pappian planesUnit 3: Desarguesian and Pappian plane (10 hrs)Desarguesian plane and related theoremsDesargues triangle theoremCouple Central couple Axial coupleQuadrangular set and related theoremsProjectivities in desarguesian planePappian plane and related theoremsPappus theoremThe perspectivity theorem (concept only)Fundamental theoremThe permutation theorem (concept only)Cross-ratio Define conic from projective view point and develop their theoremsDescribe and Derive Desargesian and Pascals theorem for conicsUnit 4: Conics in pappian plane (10 hrs)ConicsPerspectivity and projectivity The projective conic and related theoremIntersection of a range and a point conicClosed projective planeConics in closed plane πFInvolution Desargesian conic theorem Pascal’s theorem Converse of pascal’s theoremDefine Projective space as generalization of projective planesDefine subspace and prove related theoremsDefine spanning set and prove related theoremsDefine independent set and prove related theoremsDefine dimension and prove related theoremsDefine homomorphism and prove related theoremUnit 5: Projective Space ( 7 hrs)Projective space and related theorems5.1.1 subspace5.1.2 spanning setProperties of spansDimension 5.2 Desargues’s theorem 5.3 HomomorphismInstructional Techniques4.1 General Instructional TechniquesFollowing instructional techniques will be adopted.Lecturers DiscussionQuestion Answer4.2 Specific Instructional TechniquesUnitActivity and Instructional Techniques1Experiences will be shared between groups with a seminar 2The Demonstration method will be involve both giving task to students and showing their task 3Project assignment on some theorems4Group discussion with sharing5Guided DiscussionEvaluationInternal Evaluation 40%Internal evaluation will be conducted by course teacher based on the following activities:Attendance5 pointsParticipation in learning activities5 pointsFirst assignment/Assessment10 pointsSecond assignment/Assessment10 pointsThird assignment/Assessment10 pointsTotal40 pointsExternal Evaluation (Final Examination) 60%Examination Division, Office of the Dean, Faculty of Education will conduct final examination at the end of the semester as follows:Objective Type Question (Multiple Choice 10×1 )10 pointsShort Answer Question (6 Question × 5 points )30 pointsLong Answer Question (2 Question × 10 points )20 pointsTotal60 pointsRecommended Books and Reading Materials Garner, L. E., (1981). An outline of projective geometry. New York: North Holand Oxford.Koirala S. P., Dhakal B. P., (2068). Introductory projective geometry. Cambridge Publication: Kalimati, NepalReference Materials Coxeter, H. S. M., (1973). Projective geometry. New York: Springer-Verlag, London. Course Title: Complex and Numerical Analysis Nature of Course: TheoreticalCode No.: Math.Ed. 528 Credit hours: 3Level: M.Ed. Teaching Hours: 48 Semester: Second1. Course description The topics on complex analysis deal with the basic properties of complex numbers, functions of complex variables, complex differentiations, Integration, series and residues. Furthermore, the numerical analysis deals with the numerical techniques to the solution of system of linear equations through matrix computations and solution of non-liner equations through interpolation and iterative method of differentiation and integration.2. General objectiveThe general objectives of this course are as follows:To make the students able to describe the function of complex variable as a generalization of real variable function.To make the students understand conformal transformation and discussion on special transformations.To make the students know the properties of complex integration.To acquaint the students with different types of integrals using Cauchy's residue theorem.To make the students able to use numerical interpolation, differentiation and integration as techniques of solution in determining the value of the functions.To make the students able to use the matrix for solution of linear system of equations.3. Specific objectives and contentsUnit I: Complex number system and analytic functions (6 hrs).Specific objectives ContentsDefine the function of complex variable with examples.explain the analytic function with examplesProve Cauchy- Riemann equations.1.1. Functions of a complex variable1.2. Cauchy-Riemann equations1.3. Sufficient conditions1.4. Analytic functions1.5. Harmonic functionsUnit II : Complex integrals (7 hrs)Specific objectives ContentsExplain about contour integral and its properties.Prove Cauchy-Goursat theorem.Prove the properties of antiderivative of complex function.Prove the properties of simply and multiply connected regions.Prove Cauchy integral formula.Prove the properties of the derivative of analytic function of all orders.Prove Morera's theorem.Prove the results related to maximum (minimum) moduli of functions.Prove the Liouville's theorem and the fundamental theorem of algebra.2.1. Contour integrals2.2 Cauchy-Goursat theorem2.3. Simply and multiply connected domain2.4. Cauchy integral formula. 2.5. Derivative of analytic functions2.6. Morera's theorem.2.7. Maximum moduli of functions2.8. Liouville's theorem.2.9. Fundamental theorem of algebra.Unit III: Series (6 hrs)Specific objectives ContentsProve the result related to convergence sequences and series.Prove the Taylor's theorem.Explain the Maclaurin's seriesProve the Laurent's theoremProve the properties of absolute and uniform convergence of power seriesProve the properties of integration and differentiation of power seriesProve the properties of uniqueness of series representations.Prove the properties of multiplication and division of power series3.1. Convergence of sequence and series 3.2. Taylor's series3.3. Laurent's series3.4. Absolute and uniform convergence of power series3.5. Integration and differentiation of power series3.6. Uniqueness of series representation3.7. Multiplication and division of power SeriesUnit IV: Residues and poles (8 hrs)Specific objectives ContentsExplain the residue at a point with examples. Prove the residue theoremProve the results related to residue at polesProve the results related to zeros and poles of order mEvaluate the improper real integralsEvaluate the integral involving sine and cosinesEvaluate the definite integral involving sine and cosinesProve the results relating to logarithmic residue and Roche's theorem4.1. Residue theorem4.2. Residue at poles4.3. Zeros and poles of order m4.4. Evaluation of improper real integrals4.5. Improper integral in solving series of sine and cosines4.6. Definite integrals involving sine and cosines4.7. Rouche's theoremUnit V: Mapping by elementary function (6 hrs)Specific objectives ContentsDefine conformal transformationExplain how various curves and regions are mapped by elementary function.Discuss some special transformations5.1. Linear functions5.2. The function 1/z5.3. Linear fractional transformations5.4. Mapping of the upper half plane 5.5. The transformation w=sinz, the transformation w=ez and w=logz; the transformation w=z2and w=z1/25.6. square roots of polynomials, preservation of anglesUnit VI: Interpolation (6 hrs)Specific objectives ContentsExplain finite differencesDerive Newton's formula for interpolation.Derive central difference interpolation formulaDetermine the interpolation with unevenly spaced pointsState the properties and errors in the cubic spline derivatives.Explain interpolation by iterationExplain the method of double interpolation.6.1. Errors in polynomial interpolation 6.2 Finite differences6.3. Detection of errors by use of difference table6.4. Difference of a polynomials6.5. Newton's formula for interpolation6.6. Central difference interpolation formula6.7. Practical interpolation6.8. Interpolation with unevenly spaced points6.9. Interpolation with cubic splines6.10. Divided differences and their properties6.11. Inverse interpolation 6.12. Double interpolationUnit VII: Numerical differentiation and integration (5 hrs)Specific objectives ContentsState the method of numerical differentiationDetermine the maximum and minimum values of tabulated functions Define numerical integration State trapezoidal and Simpson's ruleState Gauss Legendre quadrature.7.1. Numerical differentiation7.2. Maximum and minimum values of tabulated function7.3. Numerical integration 7.4. Trapezoidal rule7.5. Simpson's 1/3 rule7.6. Simpson's 3/8 rule7.7. Gauss Legendre quadratureUnit VIII: Matrices and linear system of equation (4 hrs)Specific objectives ContentsState the direct method which reduce the linear system to an equivalent triangular system; Gauss method, Gauss-Jordan method and Factorization methodState ill conditioned and will conditioned matricesState the method to solve the ill conditioned linear systemState the iterative method which start from an approximation to the true salvation; Jacobi and Gauss- seidel method. 8.1. Solution of linear system by direct method 8.1.1. Gaussian elimination method8.1.2. Ill conditioned matrices method8.1.3. Factorization method8.2. Solution of linear system by iterative method8.2.1. Jacobi method8.2.2. Gauss-seildel method.4. Instructional TechniquesNature of this course is theoretical so teacher - centered instructional techniques is used. Even though, instructional techniques for this course are divided in to two parts:4.1 General techniques: Lecture, Discussion, and Question-Answer 4.2 Specific Instructional TechniquesUnitActivity and instructional techniquesUnit IIndividual and group discussion on the complex functions and give some questions to find the limit, continuity and differentiability of complex functions. Group and individual assignments on analyticity of function and problem related to C-R equation. Unit IIIndividual and group discussion on the complex integration by Cauchy integral formula. Group and individual assignments on problems of related exercises. Unit IIIGroup and individual discussion on Taylor and Laurent series with assignments on expansion of Taylor and Laurent series.Unit IVIndividual and group discussion on the residue and poleGroup and individual assignments on problems of related exercises.Unit VIndividual and group discussion on mapping of various curves and region by elementary analytic functions with assignments on related exercises.Individual and group presentation.Unit VIIndividual and group discussion on calculating error, finite differences, interpolation formula, interpolation by iteration and the method of successive approximations.Group work assignment on solving the problem related to exercises.Unit VIIGroup and individual discussion on numerical differentiation and integration with assignments on application of numerical analysis.Unit VIIIIndividual and group discussion on use matrix to solve linear system of equations by different methods.Group and individual assignments to solve linear system of equations with presentation.. 5. Evaluations:Internal evaluation: Internal evaluation will be conducted by course teacher based on following activities:a. Attendance5 pointsb. Participation in learning activity 5 pointsc. First Assessment test 10 points d. Second Assessment test 10 pointse. Third Assessment test 10 points`………………………………………………..Total40 pointsExternal Evaluation:Faculty of Education, Examination division will conduct final examination of weight 60 points at the end of semester. This 60 points is divided in final examination paper as Objective question (10x1)10 pointsShort answer question (6x 5)30 pointsLong answer question (2x 10)20 points………………………………………………………………..Total60 pointsRecommended booksChurchill, R.V. (1996): Complex Variable and Application. New Delhi: Mc-Graw Hill (Unit I-V)Sastry, S.S. (1990). Introductory Methods of Numerical Analysis (New Delhi, Prentice- Hall of India: ( Unit VI-VIII)Reference booksAlford L.V.(1979) Complex Analysis, Tokyo, Mc- Graw Hill Goel J.K. and Gupta K.P.(2009) Functions of a Complex Variable. Meerut : Pragati PrakashanSharma, J.N (1994). Functions of Complex Variable, Meerut: Krishna Prakashan Mandir. Course Title: Advanced Database Management System Course No. : ICT. Ed 525 Nature of course: Theoretical + Practical Level: M.Ed. Credit Hour: 3(2T+1P)Semester: Second Teaching Hour: 80(32+48) Course Description The course, Advanced Database Management System, is a core course for students studying towards acquiring the Master of Education in Information and Communication Technology (M. Ed. ICT). In this course we will study about the Database Management System as a key role in Information Management. Various principles of database management system (DBMS) as well as its advanced features are discussed. This course also considers distributed databases and emerging trends in database system. The overall aim of this course is to introduce the various ways of designing and implementing database systems, its features and distributed databases. The course commences with basic design and implementation of relational databases.. General Objective of the Course: The overall aims and objectives of this course are to:Develop the knowledge and understanding the underlying principles of Relational Database Management SystemBuild up the capacity to learn DBMS advanced featuresDevelop the competence in enhancing database models using distributed databasesBuild up the capacity to implement and maintain an efficient database system using emerging trendsCourse Outlines: Specific ObjectivesContentsTeaching Hours Study and analyze the basic concepts of Relational Database Design.Unit 1: Review of Relational DBMSConcepts of Relational DatabasesIntegrity ConstraintsNormalizationRelational AlgebraRelational Database Management SystemRelational Database Design: The Entity Relational (ER) model4To explorer basic concept of the DML and DDL and to apply the concept in practical way. Describe the process of DB Query processing and evaluationUnit 2: Review of Database Implementation and SQLConceptual DesignLogical DesignPhysical DesignPerformance MeasuresIntroduction to SQLRelational DatabaseSQL StatementsIntroduction to Query Processing & EvaluationSelection, Projection OperationsJoin Strategies Structure of Query Optimizer12Differentiate between DBMS and Distributed DBMS. .Unit 3: Distributed Database ConceptsFundamentals of Distributed DatabasesFeatures of a Distributed DBMSAdvantages and Disadvantages of Distributed DBMSAn Example of Distributed DBMSHomogeneous and Heterogeneous Distributed DBMSsFunctions of Distributed DBMSComponents of a Distributed DBMS4Demonstrate the design concept of distributed database.Illustrate the different types of distributed database architectures.Unit 4: Distributed Database Design and Architecture Distributed Database Design ConceptsObjectives of Data DistributionData FragmentationThe Allocation of FragmentsTransparencies in Distributed Database DesignClient/Server System Peer-to-Peer Distributed System Multi-Database System (MDBS)8Demonstrate and implement the different concurrency control mechanisms used in Distributed DBMS.Unit 5: Distributed Transaction Management and Concurrency ControlBasic Concepts of Transaction ManagementACID Properties of TransactionsObjectives of Distributed Transaction ManagementA Model for Transaction Management in a Distributed SystemClassification of TransactionsDistributed Concurrency ControlObjectives of Distributed Concurrency ControlConcurrency Control AnomaliesDistributed SerializabilityClassification of Concurrency Control TechniquesLocking-based Concurrency Control ProtocolsTimestamp-Based Concurrency Control ProtocolsOptimistic Concurrency Control Technique8Describe the concept of principle of distributed deadlock and conditions of deadlock.Illustrate the different deadlock handling mechanisms.Unit 6: Distributed Deadlock and Recovery ManagementIntroduction to DeadlockDistributed Deadlock PreventionDistributed Deadlock AvoidanceDistributed Deadlock Detection and RecoveryDistributed Recovery ManagementIntroduction to Recovery ManagementFailures in a Distributed Database SystemSteps Followed after a FailureLocal Recovery ProtocolsDistributed Recovery ProtocolsNetwork Partition6Demonstrate the techniques used to optimize relational queries in distributed database environment.Unit 7: Distributed Query ProcessingConcepts of Query ProcessingObjectives of Distributed Query ProcessingPhases in Distributed Query ProcessingJoin Strategies in Fragmented RelationsGlobal Query Optimization AlgorithmsDistributed Database SecurityView ManagementAuthorization and ProtectionSemantic Integrity ConstraintsGlobal System Catalog10Explorer and apply implementation mechanism of mobile databases with mobile computing.Illustrate the concept of OODBMS, SDD-1, R* distributed database system.Unit 8: Mobile Databases and Object-Oriented DBMSMobile DatabasesObject-Oriented Database Management SystemsSDD-1 Distributed Database SystemGeneral Architecture of SDD-1 Database SystemR* Distributed Database SystemQuery Processing in R*4Introduce the concept of XML.Implementing the XML codes in real life problem solving approach.Unit 9: Database and XMLIntroduction to Database and XMLXML TreesXML Syntax RulesXML ElementsXML Naming RulesXML Attributes6To illustrate the use and importance of Data warehousing and Data mining in modern business application.Unit 10: Data Warehousing and Data MiningIntroduction to Data WarehousingData Warehouse ArchitecturesData Warehousing SchemaData Warehousing ObjectsFact TablesIntroduction to Data MiningData Mining FunctionsData Mining Technologies4Discuss and analyze the emerging Database Models Technologies and ApplicationUnit 11: Big Data and Application domain Introduction to Big DataFeatures of Big DataBig Data TechnologyDatabase on the World WideGIS ApplicationGENOME Data ManagementDigital Libraries4Part II: PracticalLaboratory Work with oracle latest version: NormalizationE- R DiagramDDL and DML using SQL.Selection, Projection OperationsJoin Strategies Structure of Query OptimizerDistributed Transaction Management and Concurrency ControlDistributed Deadlock and Recovery ManagementDistributed Query ProcessingView Management and Authorization and ProtectionXML Instructional TechniquesThe instructional techniques for this course are divided into two groups. First group consists of general instructional techniques applicable to most of the units. The second group consists of specific instructional techniques applicable to specific units.4.1 General TechniquesProviding the reading materials to the students to familiarize the units. Lecture, question-answer, discussion, brainstorming, practical, and buzz session. 4.2 Specific Instructional TechniquesUnitActivity and instructional techniques Teaching Hours (30)I to IXLecture, Discussion, PracticalNote: Specific Instructional Techniques may or may not require for each of the units mentioned in course outline. EvaluationEvaluation (Internal Assessment and External Assessment):Nature of courseInternal AssessmentExternal Practical Exam/VivaSemester ExaminationTotal MarksTheory40%20%40%100%Note: Students must pass separately in internal assessment, external practical exam / viva and or semester examination. Evaluation for Part I ( Theory)Internal Evaluation 40%Internal evaluation will be conducted by course teacher based on following activities:Attendance5 pointsParticipation in learning activities5 pointsFirst assessment ( written assignment)10 pointsSecond assessment ( Term examination )10 pointsThird assessment ( Internal Practical Exam/Case Study)10 pointsTotal 40 pointsNote: First assignment/assessment might be book review /article review, quiz, home assignment etc according to nature of course. Second assignment/assessment might be project work, case study, seminar, survey/field study and individual/group report writing, term paper based on secondary data or review of literature and documents etc and third assignment will be term exam. b. External Evaluation (Final Examination) 40% Examination Division, office of the Dean, Faculty of Education will conduct final examination at the end of semester. Objective type question (Multiple choice 10questionsx1mark) 10 marksShort answer questions (6 questions x 5 marks) 30 marksTotal 40 marks Evaluation for part II (practical) 20%Nature of the courseSemester final examination by External ExaminerTotal percentPractical100%100 %Practical Examination Evaluation SchemeExternal assessment …………………………100%Record book ………………………. 20%Laboratory work exam/Case………..40%VIVA………………………………..40%Recommended books and reading materials (including relevant published articles in national and international journals) Ramakrishnan, R., & Gehrke, J. (2003). Database management systems. Boston: McGraw-Hill.Ray, C. (2009). Distributed database systems. Delhi: Pearson.Powell, G. (2007). Oracle 10g database administrator: implementation & administration. Boston, Mass.: Thomson Course Technology.Reference materialsAbramson, I. (2004). Oracle Database 10g: a beginner’s guide. Delhi: McGraw-Hill.Connolly, T. (2008). Business database systems. Harlow, England?; New York: Addison-Wesley.Rajan, C. (2007). Oracle 10g database administrator II: backup/recovery & network administration. Australia?; Boston, Mass: Thomson Course Technology.Silberschatz, A. (2011). Database system concepts (6th ed.). New York: McGraw-Hill.Course Title: Network SecurityCourse No. : ICT. Ed526Nature of course: Theoretical + PracticalLevel: M.Ed.Credit Hour: 3 (2+1) Semester: Second Teaching Hour: 80(32+48)Course Description The course, Network Security, is a major course for students studying towards acquiring the Master of Education in Information Communication Technology (M. Ed. In ICT). This course is designed to provide fundamental skills needed to analyse the internal and external security threats against a network, and to develop security policies that will protect an organization’s information. The course objective is to impart fundamental understanding of every facet of information security, from the basics to advanced cryptography, authentication, secure web, email services and emerging best practices with security standards.General ObjectivesThe general objectives of this course are as follows:Develop an understanding of information assurance as practiced in computer operating systems, distributed systems, networks and representative applications.Gain familiarity with prevalent network and distributed system attacks, defences against them, and forensics to investigate the aftermath.Develop a basic understanding of cryptography, how it has evolved, and some key encryption techniques used today.Develop an understanding of security policies (such as authentication, integrity and confidentiality), as well as protocols to implement such policies in the form of message exchanges.Course Outlines: Specific Objectives ContentsTeaching Hours Discuss the role and functionality of security and attacksDiscuss different typesof security services and standards.1.IntroductionSecurity, Attacks, Attack Types, Viruses, Worms, Trojan Horses,Hacker TechniquesSecurity Services, Network Security Model, Security Levels,Internet Standards and RFCs.10Clarify the concept of cryptography and cryptanalysis.Discuss the different concepts of encryption standards2. Conventional Encryption/Secret Key CryptographyCryptography, Cryptanalysis, Cipher Structure,Encryption Algorithms, Data Encryption Standard (DES), International Data Encryption Algorithm (IDEA), Advanced Encryption Standard (AES), Modes of Operation, Symmetric Block Ciphers, Cipher Block Chaining (CBC), Multiple Encryption DES.15Analyse the role of hashes and its algorithm.Elucidate the role, responsibilities and structure of a public key cryptography.3. Public Key Cryptography and Message Digests3.1. Hashes,3.2.Secure Hash Algorithm (SHA),3.3.Encryption with Message Digest (MD), MD5,3.4. Public Key Cryptography Principles, 3.5. Public Key Cryptography Algorithms, 3.6. RSA, 3.7. Digital Signature Standard (DSS).15Review different types of authentication systems.Discuss the approaches used for authentication standards and real time security.4. Authentication and Public Key Infrastructure (PKI)Overview of Authentication Systems (Password, Address, Cryptographic), Security Handshake Pitfalls, Authentication Standards, Kerberos, PKI Trust Models, Revocation,Realtime Communication Security.10Discuss and analyse the different types of security models and their applications.5. Network SecurityEmail Security, PGP, S/MIME, IPSecurity, Architecture, Authentication Header, Security Association, Key Management, Web Security, Secure Socket Layer(SSL), Transport Layer Security(TLS), Secure Electronic Transaction(SET), Network Management Security, Different versions of SNMPs.12Discuss the different system wide securities and their implications.6. System Wide Security6.1. Intruders,6.2. Malicious software,6.3. Firewalls,6.4. DMZ10Elucidate the issues related to legal, privacy, policy and risk management in terms of information security.Apply the network management policies7. Legal and Management issue Legal Issues, Various criminal laws related to Information Security,Privacy Issues, Policy, Importance of Policy, Various Policies, Risk Management, Measure Risks, Information work Management Security: SNMP, SNMPv1,SNMPv38The practical aspect will focus on the uses and applications of information and network security software.Laboratory:Analyse effects of different types of viruses and worms,Use encryption/decryption systems,Implementation of public/private key cryptography,Implementation of hash function,Issues of real time communication securityUse and application of SSLUse network security tools Instructional TechniquesThe instructional techniques for this course are divided into two groups. First group consists of general instructional techniques applicable to most of the units. The second group consists of specific instructional techniques applicable to specific units.5.1 General TechniquesProviding the reading materials to the students to familiarize the units. Lecture, question-answer, discussion, brainstorming, practical, and buzz session. 5.2 Specific Instructional TechniquesUnitActivity and instructional techniques Teaching Hours(48) I to VIIUse network security tools to implement the algorithm Evaluation (Internal Assessment and External Assessment):Nature of courseInternal AssessmentExternal Practical Exam/VivaSemester ExaminationTotal MarksTheory40%20%40%100%Note: Students must pass separately in internal assessment, external practical exam / viva and or semester examination. Evaluation for Part I ( Theory)Internal Evaluation 40%Internal evaluation will be conducted by course teacher based on following activities:Attendance5 pointsParticipation in learning activities5 pointsFirst assessment ( written assignment)10 pointsSecond assessment ( Term examination )10 pointsThird assessment ( Internal Practical Exam/Case Study)10 pointsTotal 40 points6.1.2 External Evaluation (Final Examination) 40% Examination Division, office of the Dean, Faculty of Education will conduct final examination at the end of semester. Objective type question (Multiple choice 10questionsx1mark) 10 marksShort answer questions (6 questions x 5 marks) 30 marksTotal 40 marks Evaluation for part II (practical) 20%Nature of the courseSemester final examination by External ExaminerTotal percentPractical100%6.2.1 Practical Examination Evaluation SchemeExternal assessment …………………………100%Record book ………………………. 20%Laboratory work exam/Case………..40%VIVA………………………………..40%Recommended books and reading materials (including relevant published articles in national and international journals) Stallings, W. (2011). Network security essentials: applications and standards (4th ed.). Delhi: Prentice Hall.Bishop, M. (2003). Computer security: art and science. Boston: Addison-Wesley.Kaufman, C. (2002). Network security: private communication in a public world (2nd ed.). Delhi: Prentice Hall PTR.Maiwald, E. (2004). Fundamentals of network security. Delhi: McGraw-Hill Technology Education.Course Title: Studies in ICT Education Course No. : ICT. Ed 558 Nature of course: Theoretical Level: M.Ed.Credit Hour: 3 Semester: Second Teaching Hour: 48 hours IntroductionThis course aims at giving exposure to students about some of the books written on the ICT related issues that are read all over the world extensively. It also aims to provide a theoretical knowledge about instructional media and technology for learning. It also gives opportunity to study curriculum and its materials of higher secondary level and Bachelor level.General ObjectiveThe general objectives of the course are as follows:To help students incorporate media and technology for learning into their repertoire.To let students analyze critically the status of secondary and higher secondary, and bachelor degree curriculum in terms of scope and sequence of contents, objectives, and evaluation systems.To make students able to prepare seminar and long essays by using ICT.To enable the students to review some of the article/books critically.To enable the students to conduct seminar.Specific objectives and contents:Specific ObjectivesContentsDefine technology for learning.Describe programmed instruction and distinguished it from other technologies.Demonstrate ability to follow the steps involved in Assure Model.Describe instructional application appropriate for exhibits, displays and diagrams either creating or downloading.Unit 1: Instructional Media and Technology for learning (8) 21st Century Learning Technology and Learners Integrating Technology and Media into Instruction: The ASSURE ModelAchieving 21st Century Learning EnvironmentsEngaging Learners with Computers and Connecting Learners using Web 2.0 Tools Connecting Learners at a Distance Enhancing Learning with Audio and VideoUsing Multimedia to Engage LearnersTo become familiar with national curriculum of computer sciences.To give critical appraisal of curriculum and textbook in terms of aims, scope and sequence horizontally and vertically.Unit 2: Curriculum Studies (7)Overview of computer science, computer engineering and Information communication Technology curriculums. Computer ScienceSecondary, higher secondary curriculum aims, scope and sequence. Differentiate between Technical and Vocational EducationComputer Science, Computer Engineering and ICT Bachelorlevel curriculum: Aims, scope and sequenceCritical Analysis of textbooks on Computer science of secondary and Higher Secondary level in Nepal Discus the trends in media and technology that have the greatest impact on education and training.Critique the conventional self-contained classroom and incorporating the setting for new technology.Unit 3: Trends in Media and Technology on education (7) Mobile devices and Internet connectivity. Use of game, simulation and video in class work and home work. Online learning and digital footprint Social Media in school Digital library Explore the ICT education journal Compare and contrast between primary and secondary case studies Explore the of national and international reports of ICT education and ICT on Education. Unit 4: Issues in ICT Educationresearch(10)ICT Education Journals ICT national curriculum for trainee teachers Primary and secondary case studies ICT education national government reportsICT Education International Reports Prepare and present analytical write-up (Book review/long essay/seminar) related to the aspects of computer Science/ICT education.Give a seminar on the assign issue of Computer Science/ICT Education.Unit 5: Analytical Write-up and Seminar Conduction (8T) Book ReviewSeminarCase studies Instructional Techniques4.1 General TechniqueAs the nature of the course the instructor will adopt child-centered learning. The instructor will adopt the following techniques:Lecture and illustrationDiscussion4.2 Specific Instructional TechniqueUnitActivity and Instructional TechniquesActual Teaching Hours 32 for theory and 32 for PracticalIGuest lecture, Demonstration8IIOverview, Lecture7IIILecture and Discussion7IVCritical analysis of different books6VPrepare book review, Conduct seminar and write a long essay 4 T + 32 PracticalEvaluationEvaluation (Internal Assessment and External Assessment):Nature of courseInternal AssessmentSemester ExaminationTotal MarksTheory40%60%100%Note: Students must pass separately in internal assessment, external practical exam / viva and or semester examination. Evaluation Internal Evaluation 40%Internal evaluation will be conducted by course teacher based on following activities:Attendance5 pointsParticipation in learning activities5 pointsFirst Assessment(Written)10 pointsSecond Assessment(Book Reviews) 10 pointsThird Assessment (Seminar)10 pointsTotal 40 pointsExternal Evaluation 60%Examination Division, office of the Dean, Faculty of Education will conduct final examination at the end of semester. Objective type question (Multiple choice 10questionsx1mark) 10 marksShort answer questions (6 questions x 5 marks) 30 marksLong answer question ( 2 question x 10 mark) 20Total 60 marks Recommended Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2012). Instructional technology and media for learning (10th ed). Boston: Pearson.Heinich, R. ; Molenda, M.; Rusell, J. D. & Smalodino, S. E.(1993). Instructional media and technologies for learning. Ohio: Merrill Prentice Hall.ReferencesInstructional Technology and Media for Learning With Video-enhanced Pearson Etext Access Card. (2014). Pearson College Div.Cotterell, A.; Ennals, R. (1988). Advanced information technology in education and training. London: Edward Arnold.Forcier, R. C. & Descy, D. E. (2002). The computer as an educational tool: productivity and problem solving. Ohio: Merrill Prentice Hall.Giardina, M. (1991). Interactive multimedia learning environments. Hongkong: Springer Verlag.Malik, U. (2000). National seminar on information technology and the school process. Proceedings 16-17 Feb. 2000. New Delhi: NCRT.Mckay, E. (ed). (2007). Enhancing learning through human computer interaction. London: Idea group reference.Scanlon, E. & O’shea, T. (1987). Educational computing. NY: John Wiley and Sons.Sharp, V. (4th ed). Computer education for teachers. New York: Mcgrow Hill.Trend, R.; Davis, N.; & Loveless, A. (1999). Information and communication technology. London: Letts.Course Title:Software Engineering Course No. : ICT Ed 528Nature of course: Theoretical + PracticalLevel: M.Ed.Credit Hour: 3 (2+1)Semester: SecondTeaching Hour: 80(32+48)Course DescriptionThe course, Software Engineering, is a major course for students studying towards acquiring the Master of Education in Information Communication Technology (M. Ed. In ICT). This course is aimed to students will gain a broad understanding of the discipline of software engineering and its application to the development and management of software systems. The course will initiate students to the different software process models, software requirements engineering process, systems analysis and design as a problem-solving activity, key elements of analysis and design, testing and support within the system development life cycle.General Objective of the CourseThe general objectives of this course are to:Acquaint students with global views of software engineeringMake students familiar with the contents of software engineering and disciplines of software development process; Make students able to design and develop correct and robust software products. an understanding of the breadth and nature of the discipline of software engineering;an ability to use basic modelling techniques to define and describe the behaviour of software systems;Course Outlines: Specific ObjectivesContentsTeaching Hours Understand basic concept of the software and software engineeringCategorized the software domain Listing process software layered Unit I: Introduction to SoftwareNature of Software: Definition, characteristics and application domain, Unique Nature of Web AppsSoftware Engineering and ImportanceLayered Technology of software EngineeringSoftware Myths3Understand the software development model and development life cycle Determine best software development model to development processcomparative analysis of different processUnit II: Software Development Process Linear Sequential model Prototype Model Iterative enhanced and Increment model Rapid application Development Model Spiral Model Clean Room Development Model Rational Unified Process Model Agile Development Model: XP, ScrumAspect oriented development Model12To determine user needs for the system requirement specify the business requirements pertaining to software developmentPrepare the documentation of system requirementUnit III: Requirements and Requirement Engineering ProcessFunctional and non-functional requirementsThe software requirements documentSystem Requirements Specification(SRS) Requirements engineering processes Requirements elicitation and analysis Requirements validation Requirements management10Understand software design principle Develop the design structure of architecture, data structure, interface and procedures Unit IV: Software Design PrincipleSoftware Design ConceptDesign Model Software Architecture style and Design Component Level Design Database Design User Interface Design Pattern Based Design Web Apps Design 20Understand basic concept of object oriented software design Able to create an object oriented diagram use of UMLHandling the CASE for software design and implementation Unit V: Object Oriented Design and UML Object Oriented design principle and process Unified Model Language CASE Tools and i-CASE ToolsUse Case DiagramActivity and State Machine DiagramClass and Object DiagramSequence and Collaboration DiagramComponent DiagramDeployment Diagram15Understand concept of configuration management principlesPrepared release, maintenance and re-engineering plan Unit VI: Configuration Management SCM Activities Change management Version and Release management Software Maintenance Software Re-Engineering5Understanding the quality assurance of software Implement the different software testing methods Use different tools and techniques for software testing Unit VII: Software Testing and Quality Assurance Software testing Strategic Software quality factors and metricVerification and Validation White box and Black box testing approach and typesUnit Testing, integration, regression and System TestingAlpha, Beta, Stress, Smoke testing Review Techniques Testing Tools 10Understands emerging trends of software engineering Analysed the future trends in software and development process. Unit VII: Emerging Trends in Software EngineeringTechnology Evolution Identifying “Soft Trends”Technology Directions Tools-Related Trends5Case study and practical work : Prepared the project proposal for software development Design Requirement collection procedure and gather the user requirement Create SRS to the software ,Design UML 9 Diagram using CASE Tools,Prepared the test use Testing Tools Instructional TechniquesThe instructional techniques for this course are divided into two groups. First group consists of general instructional techniques applicable to most of the units. The second group consists of specific instructional techniques applicable to specific units.5.1 General TechniquesProviding the reading materials to the students to familiarize the units. Lecture, question-answer, discussion, brainstorming, practical, and buzz session. 5.2 Specific Instructional TechniquesUnitActivity and instructional techniques Teaching Hours (15)VUse MS Visio or any other UML CASE Tools and design software using diagram Note: Specific Instructional Techniques may or may not require for each of the units mentioned in course outline. EvaluationEvaluation (Internal Assessment and External Assessment):Nature of courseInternal AssessmentExternal Practical Exam/VivaSemester ExaminationTotal MarksTheory40%20%40%100%Note: Students must pass separately in internal assessment, external practical exam / viva and or semester examination. Evaluation for Part I ( Theory)Internal Evaluation 40%Internal evaluation will be conducted by course teacher based on following activities:Attendance5 pointsParticipation in learning activities5 pointsFirst assessment ( written assignment)10 pointsSecond assessment ( Term examination )10 pointsThird assessment ( Internal Practical Exam/Case Study)10 pointsTotal 40 points6.2.2 External Evaluation (Final Examination) 40% Examination Division, office of the Dean, Faculty of Education will conduct final examination at the end of semester. Objective type question (Multiple choice 10questionsx1mark) 10 marksShort answer questions (6 questions x 5 marks) 30 marksTotal 40 marks Evaluation for part II (practical) 20%Nature of the courseSemester final examination by External ExaminerTotal percentPractical100%6.3.1 Practical Examination Evaluation SchemeExternal assessment …………………………100%Record book ………………………. 20%Laboratory work exam/Case………..40%VIVA………………………………..40%Recommended books and reading materials (including relevant published articles in national and international journals) Pressman, R. S. (2010). Software engineering: a practitioner’s approach (7th ed.). Boston, Mass: McGraw Hill.Sommerville, I. (2011). Software engineering (9th ed.). Boston: Pearson.Reference materialsBruegge, B. (2010). Object-oriented software engineering: using UML, patterns, and Java (3rd ed.). Boston: Prentice Hall.Jalote, P. (2005). An integrated approach to software engineering (3rd ed.). New York: Springer.Course Title : Functional Plant BiologyCourse No: Bio.Ed. 525 Nature of the course: Theoretical (T)+Practical(P)Level : M.Ed. in Biology EducationPeriods/week: 2(T)+3pds/day/week/gr (P)Semester : SecondTeaching Hours : 80 (32T + 48 P)Credit hours : 3 (2T+1P) Course DescriptionThis course “Functional Plant Biology” aims to give advanced knowledge on Plant Pathology, Physiology and Molecular Biology. It deals with the detailed knowledge on the effects and physiology of microorganisms on plants and some important plant diseases. It also deals with the nutrition and growth related physiological responses in plants. The next important feature of the course is to impart the students with the concepts on biochemical nature of next nucleic acids.This course consists of two parts : Part I: Theory and Part II : Practical.General Objectives: General objectives of this course are as follows:Acquaint the students with the effects and physiology of microorganisms in plants.Provide advanced knowledge in some important plant and animal diseases with respect to their causal organisms, harmful effects and modes of transmission. Familiarize them with some important life processes of plants.Provide them with detailed knowledge of the growth related physiological responses in plants.Enhance knowledge on the biochemical nature and structure of DNA and RNA molecules along with protein synthesis.Develop skills in preparing different culture media and culture techniques of microorganisms (fungi, bacteria). Provide skills and knowledge in the autotrophic and heterotrophic nutrition in living organism.Develop skills in conducting experiments on physiological processes of plants.Part I : TheorySpecific Objectives and ContentsSpecific objectivesContentsTeaching Hours (32)Classify plant diseases on the basis of causal organisms.Describe the mechanism of pathogen action.Explain the structural ,physiological or biochemical defense mechanism of plants against diseases.Unit I. Plant Pathology(10) Plant diseasesClassificationSymptoms(Viral, bacterial and fungal diseases)Mechanisms of pathogen action1.1.3.1.Mechanism of infection1.1.3.2.Path of infection1.1.3.3.Pathogen infection of plants1.1.4.Defence mechanism 1.1.4.1. Structural defense1.1.4.2. Physiological or biochemical Defense6Explain the general principles of plant disease control.1.1.4.3.Principles of Plant Disease ControlIntroduction, Exclusion of parasites, Eradication of parasites, Improved cultural practices, Biological control, Direct protection, Use of fungicides, Fumigants, Antibiotics, Growth regulators, Systemic fungicides, Breeding for disease resistance, Breeding programme, Specific control measures. 2Explain the causal organisms, symptoms and control measures of some important soil and seed borne fungal diseases.5.Soil and seed borne fungal Diseases(Downy mildew of Crucifers, early blight of potato,Brown spot disease of rice2Explain the meaning of autotrophic nutrition.Describe the structure and functions of chloroplast.Describe the structure and functions of photosynthetic pigments- chlorophyll, carotenoids and phycobilins.Explain the characteristics of radiant energy and its role in photosynthesis.Describe the importance of PhotosynthesisExplain the meaning of growth in living organisms.Explain the meaning, causes and methods of breaking the seed dormancy.Explain the physiology of seed germination.Explain the meaning and mechanism of photoperiodism.Explain the meaning and significance of vernalization.Unit. II. Plant Physiology 2.1.Nutrition2.1. 1. Autotrophic nutrition2.1.1. Photosynthesis2.1.1.1. Photosynthetic apparatus2.1.1.2. Chloroplast(structure and function)2.1.1.2.1. Photosynthetic pigments(chlorophyll, Carotenoids, Phycobilin )2.1.1.3. Radiant energy2.1.1.4 Importance of photosynthesis ( reduction of global warming, carbon sequestration, carbon trading etc)2.2. Growth2.2.1. Growth in the flowering plants2.2.1.1. Seed dormancy (Introduction, causes and breaking of Seed dormancy)2.2.1.2. Seed germination(Physiology)2.2.1.3. Photoperiodism (Introduction and mechanism)2.2.1.4.Vernalization (Introduction and Significance)10Describe the structure and replication of DNA. Explain different types of RNA molecules(rRNA, mRNA and tRNA).Describe the general features of genetic code. Discuss protein synthesis machinery.Describe different steps in protein synthesisUnit III. Molecular Biology3.1.DNA molecule 3.1.1.Structure 3.1.2.Replication 3.2.RNA and its types (rRNA, mRNA and tRNA) 3.3.Genetic Code 3.3.1.Properties 3.3.2.Deciphering of genetic code 3.4.Protein synthesis 3.4.1..Protein synthesis machinery (Amino acids, DNA, ribosome and enzymes) 3.4.2.Steps in protein synthesis12Part II : Practical3. Specific objectives and contents:Specific ObjectivesContentsTeaching Hours ( 48)Prepare the culture media (PDA medium) for the culture of fungi.Isolate and culture some selected seed borne fungi in the culture media.Describe some plant diseases like Downey mildew of Crucifers, early blight of potato, Brown spot disease of rice .Visit plant pathological laboratories and submit the report.Unit I. Plant PathologyFungiPreparation of culture medium(PDA medium)1.1.2.Isolation, culture and identification of some selected seed borne fungi(Alternaria, Penicillium, Aspergillus, Fusarium1.1.3. Plant diseases : Downey mildew of Crucifers, early blight of potato, Brown spot disease of rice1.1.4. Field visit to Plant Pathological laboratories and submission of report.7 × 3 = 21Test germination of seeds by rolled paper towel.Determine the percentage of germination of pare the rates of photosynthesis by Wilmott’s bubbler under different conditionsDemonstrate the separation of chloroplast pigments by paper chromatography or thin layer chromatographyDemonstrate the essentiality of light for photosynthesis using Ganong’s light screen.Unit II. Plant Physiology2.1. Growth in plants2.1.1. Seed germination2.1.1.1. Demonstration of seed germination by rolled paper towel.2.1.1.2. Determination of percentage of seed germination2.2. Photosynthesis2.2.1. Rate of photosynthesis by Wilmott’s bubbler under different conditions (under different wavelengths of light, different intensities of light).2.2.2. Separation of chloroplast pigments by paper chromatography or thin layer chromatography ( TLC).2.2.3. Demonstration of essentiality of light for photosynthesis using Ganong’s light screen.7 × 3 = 21Prepare a chart and model of DNA structure.Prepare chart of Genetic codeUnit III Molecular BiologyDNA structureGeneticcode2 × 3 = 6Instructional TechniquesThe instructional techniques are divided into two groups. The first group consists of general instructional techniques applicable to most of the units. The second group consists of specific instructional techniques/activities applicable to the specific units.General Instructional TechniquesLecture MethodDemonstration MethodDiscussion MethodInquiry MethodProject MethodCollaborative MethodSpecific Instructional Techniques/ activities: All the units required Book review, Web surfing and Power point presentation Unit I : Field visit , interview , collection and identification of plant diseases ,report writing Unit II :Collection and preservation of plant specimen, Preparation of charts , report writngUnit III: Preparation of charts Unit IV: Field visit to biotechnology laboratories, interview, report writingProject works:Project works are outlined below:S.No.Titles of Project worksMethodologyConstruction of teaching materials like model, chart, leaflet etc related to the course contentWeb surfing, Library works etcCollection of the infected parts of crop plants of some localities.Field visit and report submissionPreparation of a chart with well labelled diagram of chloroplast (ultrastructure)Library worksStudy of crop diseases in local area.Field visits, interviews etcNote : Besides, the activities/project works mentioned here the teachers can make the students do other alternative activities/ project works related to the course content.Evaluation(Internal Assessment and External assessment ):Nature of courseInternal AssessmentSemester ExaminationTotal MarksTheory cum Practical 40% 60% 100%Note:Students must pass separately in internal assessment, External practical exam / viva and or semester examination.Internal Evaluation for Theory + Practical : 40% Internal evaluation will be conducted by course teacher based on following activities:Attendance5Participation in learning activities5First assignment 10Second assignment exam ( term exam)10Third Practical Exam / Project work10 Total 40External Evaluation (Final Examination) : i. Theory Examination 60 % ( Full Marks – 40)1) Objective type question(Multiple choice 10 questions×1mark ) 10 marks2) Subjective questions (6 questions × 5 marks) 30 marksii. Practical ExaminationExternal evaluation (Full Marks - 20)Practical Examination 15Construction of teaching learning resources using computer skills / models and charts construction/ collection of materials/ Field report and Record book 5Note : The marking system will be changed to CGPA system as per the rule and regulation of the Academic council.Recommended Books:Noggle, G. R. and G. J. Fritz (2006).Introductory Plant Physiology. Prentice Hall of India Pvt. Ltd., New Delhi (For Unit II).Pandey, B. P. (2003). Plant Pathology. S. Chand and Company Ltd., New Delhi (For Unit I).Pandey, S. N. and B. K. Sinha (2006).Plant Physiology.Bikash Publishing House Pvt. Ltd., New Delhi (For Unit II).Roberties, E. P. P. De and E. M. F. De Roberties(2001). Cell and Molecular Biology. Waverly P., Ltd., New Delhi(For Unit III).Shukla, R. S. and P. S. Chandel( 2007). Cytogenetics, Evolution, Biostatistics and Plant Breeding. S. Chand & Company Ltd., New Delhi(For Unit III). Singh, R. S. (2008). Plant Diseases. Oxford& IBH Publishing Company Ltd.,New Delhi (For Unit I).Reference Books:Avinash and K. Upadhyay(2005). Basic Molecular Biology.Himalaya Publishing House.Mumbai.Freifelder, D .(1993).Molecular Biology .2ndedn, reprint, Narosa Publishing houseJain, V. K. (2008). Fundamentals of Plant Physiology. S. Chand & Company Ltd., New Delhi.Mehrotra, R. S. and A. Agrawal( 2007). Plant Pathology.Tata Mc. Graw Hill Pub. Company Ltd., New Delhi.Salisbury, B. and C. W. Ross ( 2007). Plant Physiology. Thomson Wadsworth (Akash Press), New Delhi.Sambamurty, A. V. S. S. ( 2006). A Textbook of Plant Pathology. I. K. International Pvt. Ltd., New Delhi.Sarin, C.( 2003). Genetics . Tata Mcgraw-Hill Publishing Co. Ltd New Delhi, IndiaSharma,A.K and Sharma. A( 1972).Advances in Chromosome and cell genetics. Oxford and IBH Publishing Co. Pvt.Soper, R. (2005). Biological Science. Cambridge University Press, UK.Recommended for PracticalAneja, K.R. (2003). Experiments in Microbiology, Plant Pathology and Biotechnology.New Age International (P) Ltd. Publishers, New Delhi.Baghbazar, kathmandu, Nepal.Bajracharya, D. (1999). Experiments in Plant Physiology.Narosa Publishing House, New DelhiPandey, B.P. (2009). Modern Practical Botany .Vol.I and Vol. II. S. Chand & Company Ltd. , New Delhi. Course Title : Functional Animal BiologyCourse No: Bio.Ed. 526Nature of the course: Theoretical (T)+Practical(P)Level : M.Ed. in Biology EducationPeriods/week: 2(T)+3pds/day/week/gr (P)Semester : SecondTeaching Hours : 80 (32T + 48 P)Credit hours : 3 (2T+1P) Course Description : This course“Functional Animal Biology” deals with the advanced knowledge on Animal Pathology, Physiology, and Biochemistry with detailed knowledge on animal diseases, nutrition, metabolic processes, coordination and control mechanisms, structure, and life-cycle.It further details out knowledge on the structure and functions of bio-chemicals.This course consists of two parts : Part I: Theory and Part II : Practical.Students are required to secure pass marks independently both in Theory and Practical parts.2. General Objectives: General objectives of this course are as follows:Acquaint students with the role of microorganisms in animal diseases.Familiarize them with the life processes of animals along with the coordination and control mechanism in living organisms.Acquaint students with the effects and physiology of animals.Provide advanced knowledge on the structure, functions of bio-chemicals.Develop practical knowledge on Animal Pathology, Animal Physiology and Biochemistry through suggested activities .Part I. Theory3. Specific Objectives and ContentsSpecific objectivesContentsIdentify the pathogens of medical importance.Describe the different types of pathogenic diseases with their characteristics, mode of transmission, pathogenesis and their control measures as included in the conent.Unit I. Animal Pathology (8hrs)1.1. Pathogens of medical importance.1.2. Concept of Diseases.1.2.1. Different types of pathogenic diseases.1.2.2. Introduction, characteristics, mode of transmission, pathogenesis, and their control measures.1.2.3. Viral – Chicken pox, AIDS, DengueBacterial – Typhoid, Pneumonia, Cholera, PharyngitisFungal – TineaZoonotic diseases – Rabies, Bird FluExplain homeostasis.Describe different body functions including nutrition, circulation, respiration, osmo-regulation and excretion.Explain vertebrate kidney and its functions.Explain coordination and control mechanism.Explain the functions of neuron.Describe the nervous system of vertebrates.Unit 2. Animal Physiology (15)HomeostasisDifferent body functions (systems)Nutrition :Heterotrophic nutrition in animalsMetabolismPhysiology of circulationCirculating media and their compositionTypes of circulating systems and their mechanism in mammaliaPhysiology of respirationDifferent respiratory mechanisms of animals occurring in different mediaRespiratory pigments and their functionsOsmoregulation and excretionConcept and controlling factors of osmoregulationOsmoregulatory organs of invertebratesVertebrate kidneyUrine formation (Glomerular filtration, Tubular reabsorption, tubular secretion,Water regulation)2.2.5. Coordination and control mechanismNeuron: nerve impulse, its conduction and synaptic transmissionVertebrate nervous system with reference to man.Explain the meaning and importance of Biochemistry.List down various types of bio-chemicals.Define carbohydrate.Differentiate the macro and micro-molecules.Explain the biological function of carbohydrate.Describe the classification of carbohydrate.Explain the metabolism of carbohydrate.Define protein.Explain the biological function of protein.Explain the different types of amino acid.Describe the classification of protein based on structure, composition and also on biological function.Explain the metabolism of protein.Define lipid.Explain the biological function of lipid.Describe the different types of lipid.Explain the metabolism of lipid.Unit 3. Biochemistry (9 hrs)3.1. Introduction to Biochemistry3.2. Types of biochemical3.2.1. CarbohydratesIntroductionBiological functionsClassifications (Mono, Di and Polysachharides).Glucose - Linear, Ring and Chain form.Metabolism of carbohydrate.3.2.2. ProteinIntroductionBiological function.Amino acid.Types of amino acid (essential and non-essential)Classification of protein.Classification based on structure.Classification based on composition.Classification based on biological function.Metabolism of protein.3.2.3. LipidIntroduction.Biological function.Types of lipid.Simple pound Lipid.Derived lipid.Metabolism of lipid.Note: The figures in the parenthesis indicate the approximate teaching hours for the respective units.Part II. Practical3. Specific Objectives and ContentsSpecific ObjectivesContentsTeaching Hours = 48To study some important protozoan and helminth parasites.Unit I. Animal PathologyObservation of permanent slides of human intestinal parasites (Entoameoba histolitica, E. gingivitis, Giardia lambia cyst, Trichuris trichurua ova, Ascarus lumbricoides ova, Hookworm ova) 1x3= 3To dissect the mammal to expose the circulatory system.To study the permanent slides of artery and vein.To determine the various blood groups of human being.To find out the bleeding time of blood.To dissect the mammal to expose respiratory organs.To dissect the mammal to expose the brain.To demonstrate the enzymatic action on starch.To demonstrate the enzymatic action of protein.To dissect the mammal to expose excretory organs.To test for the detection of constituent of urine.Unit II. Animal PhysiologyCirculatory system of mammal.Arterial systemVenous systemPermanent slidesT.S. of an arteryT.S. of a veinDifferent blood groups of human being.Bleeding time of blood.Respiratory organs of mammal.Brain of mammal.Action of salivary amylase on starch.Action of pepsin on protein.Excretory organs of mammal.Detection of urea, uric acid.Urea’s testOxidation test10x3 = 30To test the presence of glucose and starch.To test the presence of protein.To test the presence of lipid.Unit III. Biochemistry3.1 Carbohydrate testBenedict’s testFehling testLugol’s test3.2 Protein testBiurette testMilon’s testXanthoproteic test3.3 Lipd testSolubility testSaponification testNinhydrin test3x3= 9Field TripObjectivesContentsTo prepare reports on field survey (pathological centres, hospitals etc.)Visit the pathological centres, hospitals, clinic etc and submit the report on different diseases (Typhoid, Cholera, Rabies, Bird flu).2x3= 6Instructional TechniquesThe instructional techniques are divided into two groups. The first group consists of general instructional techniques applicable to most of the units. The second group consists of specific instructional techniques applicable to the specific units.General Instructional TechniquesLecture MethodDemonstration MethodDiscussion MethodInquiry MethodProject MethodCo-llaborative MethodSpecific Instructional Techniques/activities : All the units required Book review, Web surfing, and Power point presentationUnit I : Field visit, identification of diseases, report writingUnit II : Preparing charts Unit III: Field visit, report writng Unit IV. Field visit, , Preparing charts, Evaluation(Internal Assessment and External assessment ):Nature of courseInternal AssessmentSemester ExaminationTotal MarksTheory cum Practical 40% 60% 100%Note:Students must pass separately in internal assessment, External practical exam / viva and or semester examination.Evaluation :Internal Evaluation for Theory + Practical : 40% Internal evaluation will be conducted by course teacher based on following activities:Attendance5Participation in learning activities5First assignment 10Second assignment exam ( term exam)10Third Practical Exam / Project work10 Total 40External Evaluation (Final Examination) : i. Theory Examination 60 % ( Full Marks – 40)1) Objective type question(Multiple choice 10 questions×1mark ) 10 marks2) Subjective questions (6 questions × 5 marks) 30 marksii. Practical ExaminationExternal evaluation (Full Marks - 20)Practical Examination 15Construction of teaching learning resources using computer skills / models and charts construction/ collection of materials/ Field report and Record book 5Note : The marking system will be changed to CGPA system as per the rule and regulation of the Academic council.Recommended Books: Conn, E. E. and P. K. Stump.(1976). Outline of Biochemistry. John Wiley and Sons Hr. Pub., New York(For Unit IV). Dubey, R. C. and D. K. Maheshwar (2003).A Text Book of Microbiology. S. Chand & Company. India (For Unit II).Gupta, V.N.P, Kunjani Joshi , Maneesa Singh and G.P Rao(2002). Text book of Botany (Part 111) (Plant biochemistry and Biotechnology) based on New syllabi of Tribhuvan university, Allahabad, U.P. INDIA ( For Unit IV).Sastry, K.S. (2004). Animal Physiology. Rastogi Publication (Unit III).Verma, P.S., B.S.Tyagi and V.K. Agarwal(2007).Animal Physiology. S. Chand and Company (For Unit III).Reference Books:Atlas R.N.(1984). Microbiology: Fundamental and Applications, Macmillian Company.Jain, J.L.(2005). Fundamentals of Biochemistry. S. Chand & Company, India, New DelhiKondreddy, Rambabu (2007). A textbook of Biochemistry, AITBS publishers, India, New DelhiNelson , David L, and Michael M Cox , (2012). Lehninger Principles of Biochemistry6th edn, W H Freeman publishers, San Francisco? Philip A. Thomas (2007).Clinical Microbiology ,Orient Longman Private limited, Rastogi, S.C.(1993). Biochemistry. Tata McGraw Hill, India.Course Title: Biodiversity Conservation and Evolutionary BiologyCourse code: Bio.Ed.527Nature of course: TheoreticalCredit hour: 3Teaching hours: 48Level: M.Ed. in Biology EducationPds/week:3Semester: SecondCourse DescriptionThis course aims to give knowledge on Biodiversity and Evolutionary biology. The first part Group A gives the fundamental knowledge on Biodiversity and its status , conservation, management approaches with reference to global and national issues . It highlights on protected areas of Nepal and also addresses how we can best use the biological resources for the improvement of livelihoods of local people by maintaining the environment. The second part Group B provides knowledge on evolution , theories of organic evolution, paleontological evidence and mechanism of evolutionGeneral Objectives: The general objectives of this course are as follows:To impart the knowledge on the introduction, concept and scope of biodiversity To acquaint with the status of global and national biodiversity To underpin the challenges of biodiversity conservation and management approaches To highlight the protected areas-ecotourism nexus in Nepalese contextTo impart knowledge on national and international conservation initiatives and management approaches to protect biological diversityTo familiarize with the evolutionary biology and their developmental pattern.Specific Objectives and ContentsSpecific objectivesContentsHours Group A : Biodiversity Conservation: Teaching Hours 32To explain briefly the introduction and the concept of biodiversityTo describe scope and the importance of biodiversity To discuss briefly the types of biodiversity To describe briefly the concept of biodiversity conservation and management practices Biodiversity Conservation Unit I. Fundamentals of Biodiversity Introduction of biodiversityScope and importance of biodiversityTypes of biodiversityFundamental approaches of biodiversity conservation and management 2To explain the concept of phytogeography and zoogeography of the world To explain the major biomes of the world Unit II: Status of biodiversity Global biodiversity and biomesPhytogeography and zoogeography of the world Biome: Tundra, Alpine, Forests, Savanna, Grassland, Desert, Mountain & Freshwater 4To discuss briefly the types of biodiversity in Nepalese context To discuss on forest types and their distribution in Nepal To discuss biogeography of Nepal Unit III: Status of Biodiversity in NepalGenetic diversitySpecies diversity: (Floral diversity & Faunal diversity) Microbial diversity Agro-biodiversity Ecosystem diversity: Status, types and distribution of forestForest regimes of NepalBiogeographic regions of Nepal8To give brief description of causes and consequences of biodiversity lossTo explain the major issues of biodiversity conservation approaches To describe in-situ and ex-situ conservation approaches To acquaint with landscape and eco-region based conservation approachesUnit IV:Biodiversity Conservation: Issues and Approaches Major issues of biodiversity conservation IUCN’s red list for conservation priorities for species - Extinct, Critically Endangered, Vulnerable, Threatened, Rare and Common speciesMeasuring Biodiversity-alpha, Beta and Gamma diversity, Concepts of Flagship and Keystone SpeciesConcept of in-situ and ex-situ conservationConservation Approaches: Traditional and indigenous practices on biodiversity conservation; community-based conservation approachesLandscape and eco-region based conservation approach4To explain the concept and development of protected areas system To explain the role of protected areas on conserving of biological diversityTo describe the protected areas systems of NepalTo familiarize on the relationship between protected areas and local stakeholders To explain the role of protected areas system in promoting ecotourism and enhancing local’s livelihoods Unit V: Protected Areas Concept and development of protected areasRole of protected areas in biodiversity conservation Major protected areas of Nepal: national parks, wildlife reserves, conservation areas, hunting reserve, zoo, botanical garden; buffer zonesPark-people relationship in NepalRole of ecotourism on peoples’ livelihoods in Nepalese context8To explain briefly the major national and international initiatives in biodiversity conservation and management To underpin international conservation initiatives and their relevancy in Nepalese contextUnit VI: Policy InitiativesNational and international policy, plans, strategies, legislations for biodiversity conservation: Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES), Convention on Biological Diversity (CBD)Ramsar ConventionIntellectual Property Right (IPR) and Patent RightsThe World Conservation Union (IUCN) management category Major national initiatives Forest Act -1993National Parks and Wildlife Conservation Act-1973Relevance of global conservation treaties in Nepalese context6Group B. Evolutionary Biology : Teaching Hours 16Evolutionary Biology To explain the history of evolution.To explain the misconception of evolution and significance of evolutionary biology.To impart knowledge on Basic Patterns of EvolutionTo differentiate between divergent and convergent evolution.Group B : Evolutionary Biology : Unit I. IntroductionHistory of evolution (earth history and evolution)Misconception of EvolutionSignificance of Evolutionary biology.Basic Patterns of EvolutionDivergent evolution and Convergent Evolution.(3 hrs)To explain the theory of Natural selection (Darwinism)To explain the development of modern concept of evolution.To describe the evolution of animals at different levels (Micro, Macro and Mega levels)Unit II. Theories of organic evolution 2.1. Darwinism2.2. Modern Synthetic theory of evolution.2.3. Natural selection at different levelsNatural selection at micro, macro and mega levels.(3 hrs)To explain the different kinds of fossils and fossilization.To describe the evolutionary changes occurred in vertebrates (bird and horse)To explain the early and later evolution of flowering plants.Unit III. Paleontological evidenceFossils and fossilization.Evolutionary changes in vertebrates.Early and later evolution of flowering plants(4 hrs)To explain the different mechanisms of evolution.Unit IV. Mechanism of evolution Isolating mechanisms (Reproductive and geographical isolation)Genetic interaction (Recombination, co-dominance, multiple allele)Ploidy (types and causes of ploidy with examples eg. Wheat, Raphanobrassica etc)Hybridization and genetic driftSpeciation(6 hrs)Instructional TechniquesThe instructional techniques are divided into two groups. The first group consists of general instructional techniques applicable to most of the units. The second group consists of specific instructional techniques applicable to the specific units.General Instructional TechniquesLecture MethodDemonstration MethodDiscussion MethodInquiry MethodProject MethodCollaborative MethodSpecific Instructional TechniquesUnit I : Power point presentation, Demonstration, Project Method Unit II : Assignment for preparing charts, models and book review Unit III : Book review, Project Method, Preparation of charts and Power point presentationUnit IV: Book review, Project Method, Preparation of charts, field trip and Power point presentationEvaluation(Internal Assessment and External assessment ):Nature of courseInternal AssessmentSemester ExaminationTotal MarksTheory cum Practical 40% 60% 100%Note: Students must pass separately in internal assessment, External practical exam / viva and or semester examination.Internal Evaluation for Theory + Practical : 40% Internal evaluation will be conducted by course teacher based on following activities:Attendance5Participation in learning activities5First assignment 10Second assignment exam (term exam)10Third Practical Exam / Project work10 Total 40 External Evaluation (Final Examination) : i. Theory Examination 60 % (Full Marks – 40)1) Objective type questions (Multiple choice 10 questions × 1mark ) 10 marks2) Subjective questions (6 questions × 5 marks) 30 marks 40 marksii. Practical ExaminationExternal evaluation (Full Marks - 20)Laboratory Examination 15Construction of teaching learning resources using computer skills / models and charts construction/ collection of materials/ Field report and Record book 5Note: The marking system will be changed to CGPA system as per the rule and regulation of the Academic council.Recommended books for BiodiversityChaudhary, R.P. (1998). Biodiversity of Nepal . S. Devi Saharanpur (U.P.) & Tec Press Books 487/42 Soi Wattanasilp, Pratunam Bangkok-10400, Thailand ( Unit I to VI : All Units)Primack R.B., Paudel P.K. & Bhattarai B.P. (2013). Conservation biology: A Primer for Nepal. Dreamland Publication Pvt. Kathmandu Nepal. (Unit I, II, III & IV)References for Biodiversity:Bhuju, U.R., Shakya, P.R.,Basnet, T.B. and Shrestha, S. (2007). Nepal Biodiversity Resource Book. ICIMOD, UNEP and GoN, Kathmandu. Conservation Foundation, (1985).National Parks for a New Generation: Visions, Realities, Prospect: a Report from the Conservation Foundation,Richard King Mellon Foundation Washington, DC.GoN/MFSC (2009).Nepal Fourth Assessment Report to the Convention on Biological Diversity.Ministry of Forests and Soil Conservation,GoN, Kathmandu.Groom, J.M., Meffe, G.K. and Carroll, C.R. (2006).Principles of Conservation Biology.3rd Edition.Sinauer Associates Publication,USA.Huston, M.A. (1994). Biological Diversity: The Coexistence of Species on Changing Landscape. Cambridge University Press, New York.McNeely, J.A. and Miller, K.R.(1984). National Parks, Conservation and Development.Smithsonian Institution Press, Washington, DC.McNeely, J.A.(1989). Conserving the World’s Biological Resource.A Primer on Principles and Practice for Development Action. World Resource Institute, Washington, DC. Primack, R.B. (2006). Essentials of Conservation Biology.Sinauer Associates Inc. Publishers,Sunderland, Massachusetts. Rastogi, V.B. ( 1990), Invertebrate Zoology , Kedar Nath and Ram Nath, Meerut, DelhiWaring, R.H. and Schlesinget, W.R.(1985).Forest Ecosystem.Concepts and Management. Academic Press, Orlando, Florida.Recommended books for Evolutionary BiologyReferences for Evolutionary BiologyBarry Cox , C., Moore, Peter D. , Biogeography: An Ecological and Evolutionary approach, 8th editionBhamrah HS and Chaturvedi CM (1997), A text book of Genetics, Anmol Publication Pvt. Ltd, New DelhiMoody P.A. (1970), Introduction to Evolution, Harper and Raw, LondonRidley, Mark (1993) , Evolution, Black Well Science Massachusetts, U.S.A.Smith , John Maynard (1993), The Theory of Evolution, Cambridge University PressTyagi, Rajiv(2011),Understanding Evolutionary Biology, Discovery Publishing House, New DelhiVerma, P.S. and V.K. Agarwal (1998), Cell Biology, Genetics, Molecular Biology, Evolution and Ecology , S. Chanda and company Ltd. New Delhi.Vidyarthi RD and Pandey PN (2000). Textbook of Zoology, S Chand and Company LTD, New DelhiWhite MJD (1973), Animal Cytology and Evolution, Cambridge University Press, London Course Title: Advanced Science Education - BiologyCourse No : Bio. Ed. 528Nature of course: Theory(T) + Practical(P)Level: M. Ed. In Biology EducationTeaching hours: 80 (32 T+ 48P)Semester : SecondPeriod / week: 2 (T) + 3pds/day /week/gr (P) Credit hours: 3 (2T+1P)Course DescriptionThis course is designed to acquaint the students with the knowledge and skills of “Advanced science Education”. It is divided into two parts: theory and practical. . The purpose of this course is to develop advanced knowledge, practical skills and understanding of the realms of science education. It is intended to widen the knowledge horizons regarding science education as well as understand the depths of the issues and challenges of developing science education in the country. This course aims for developing attitude, knowledge, skills and aptitude necessary for developing science perspectives, approach, knowledge, methods and their application for better and meaningful living as human being. This course deals with understanding, analyzing, and seeking knowledge and skills relating to issues and trends of science and science education, methods of science education, curriculum planning and management regarding science education. This course deals especially with the recent pedagogy of teaching science, constructivism, concept mapping, post modern approach in science education, research and evidence based knowledge, curriculum planning and management. The practical parts include practical activities on Science Education.Master in Science Education is primarily focused to producing science education professionals such as teacher trainer/educator, secondary level and higher secondary level teacher, programmer, and advisers/or counselor. 2. ObjectivesThe objectives of this course is to enable students to understand developmental perspective of science and view science as a social enterprise; address issues and challenges of the development of science and society from the perspectives of science education; provide in-depth knowledge of modern pedagogies in science education;develop planning skills to prepare lesson modules and activities;identify different teaching/learning techniques to implement in classroom situations. develop essential teaching/learning materials, activities and tools of assessments in science teaching;acquire skills and methods of science and its applications consistent with the stage of cognitive development; develop knowledge and skills of planning, designing and implementing science education curriculum develop practical knowledge on Science Education through activities.Specific Objectives and ContentPart I : TheorySpecific ObjectivesContentsTeaching Hours (32)Discuss on the theory of falsificationism and progress of science. Explain scientific paradigm and paradigm shift,Discuss objectivism, realism and instrumentalism.Units I: Development perspectives of science 1.1. Falsificationism and progress of science 1.2. Theories as structure: Scientific paradigm and paradigm shift1.3. Objectivism, Realism and instrumentalism5 pds Explain Science in social and historical contexts.Discuss the Educational Commissions and place of science educationExplain the contribution of science and technology education regarding contemporary issues such as population growth, food management, energy sources, water resource management, diseases and cures, housing safety, environmental issues, and safety.Discuss the relationship between science education with the society regarding STE, STL, and STS. Units II: Science and society 2.1. Review of science in social and historical contexts:2.2. Educational Commissions and place of Science education2.3. Contribution of science and technology education regarding contemporary issues 2.4. Science Education and Society: Science Technology and Society (STS), Science and Technology Education for all (STE), Science and Technology Literacy (STL). 5 pdsExplain the current national trends of science in secondary schools curriculum Elaborate science in school curriculum in Nepal.Explain the issues science teaching learning Units III : Science and secondary school education 3.1 Current national trends of science in secondary schools curriculum3.2 School science curriculum in Nepal3.3 Problems and issues of science teaching and learning5pdsDiscuss critical appraisal of science learning: Positivism, Constructivism and Science learning.Describe Metacognition and Science learning.Explain different learning theories in relation to science education such as positivism, constructivism.Units IV: Learning theories and methods of science education4.1 Critical appraisal of science learning: Positivism, constructivism and science learning 4.2 Metacognition and science learning4.3 Review of the principles and theories relating to scientific learning (relating the works of Ausubel, Piaget, Bruner, Robert Gagne) 6pdsDescribe concept mapping.Explain the use of concept maps in science education.Design science lesson with concept mapping Unit V. Concept mapping and science education 5.1 Introduction5.2 Steps of developing concept maps5.3Purpose and uses of concept maps5.4 Models of concept maps 5.5 Develop a lesson using concept maps3 pdsDescribe the concept and strategies of collaborative learningDesign cooperative learning strategies for science lessonUnit VI. Cooperative learning in science education6.1 Introduction6.2 Cooperative learning strategies 6.3 Designing science lesson with collaborative learning strategies 3 pdsExplain the importance of ICT.Describe basic concepts and strategies of ICT in science teaching and learningUnit VII. ICT in science education.7.1 Introduction7.2 Strategies of e-learning7.3 Use of ICT in science education classrooms2 pdsExplain use of the different evaluation approaches in science education.Describe comprehensive evaluation of teaching and learning progress.Unit VIII: Evaluation and science education 8.1 Test Items and their uses in science education8.2 Strategies for formative, diagnostic and summative evaluation for science education3pdsPart II: Practical To study the development of Science education in NepalTo analyze developmental pattern of Science education In Nepal.To identify the issues of Science education In Nepal at secondary school level and list the possible solutions To conduct a seminar about the issues and problems of science educationTo analyze the current trends of Science education on south asian countries and prepare a report.Units I: Development perspectives of science 1.1 Report on development of Science Education in Nepal.1.2 Report on developmental pattern of Science education in Nepal.1.3 Make a report on different issues of school Science education in Nepal and listing possible solutions.1.4 Conduct a seminar about the issues of science teaching and learning1.5 Analyze the current trends of science at secondary and higher level of south Asian countries and prepare a report.To analyze the contribution of science and technology education regarding contemporary issues like alternative sources of energy( biogas)/environmental issuesUnits II: Science and society 2.1 Present the papers on use of Science and Technology in contemporary issues.To prepare Annual Plan/Unit Plan and Lesson Plan for Biology class room instruction in Secondary Level/ Higher Secondary Level/ University Level.To prepare Biology teaching/learning modules –modular packages of learning objectives, learning materials/instructional materials, activity sequence, evaluation and feedback.Units III : Science and secondary school education 3.1 Annual Plan/Unit Plan and Lesson Plan for Biology class room instruction in Secondary Level/ Higher Secondary Level/ University Level.3.2 Biology teaching/learning modules – modular packages of learning objectives, learning materials/instructional materials, activity sequence, evaluation and feedback.To prepare lesson plans on constructivism epistemology and submit a report to the teacher. To study and compare cognitive theories in the class by two or more students at a time in the class.Units IV: Learning theories and methods of science education4.1 Prepare lesson plans based on constructivism epistemology and present in the class.4.2 Compare and present different cognitive theories in terms of philosophical orientation, procedure, methodology, uses and application by team teaching methods in the class.To prepare concept maps on the topics of science.To develop concept maps and write on chart and present in the class.Unit V. Concept mapping and science education 5.1 Prepare concept maps on various topics and prepare among peers.5.2 Developing concept maps on various topics.To conduct a cooperative learning method. To design collaborative learning strategy and present its effectiveness.Unit VI. Cooperative learning in science education6.1 Design a model class based on cooperative approach of learning and study its effectiveness.6.2 Design collaborative learning method in the class.To set up multimedia for e-learning.To conduct a workshop about the use and effectiveness of multimedia in science teaching.Unit VII. ICT in science education7.1 Set up multimedia for e-learning.7.2 Conduct a workshop about the effectiveness of multimedia for science learning.To develop test items of various cognitive level and display in the classTo make objective questions having different distractersTo plan comprehensive Student examination – Formative tests, diagnostic tests; summative tests for Secondary level Science ( Biology) EducationUnit VIII: Evaluation and science education 8.1 Develop test items based on curriculum and grid of different cognitive level.8.2 Develop objective questions of different levels and submit the report to the teacher.8.3 Planning for comprehensive student examination – Formative tests, diagnostic tests; summative tests for secondary level Science( Biology) EducationInstructional Techniques4.1 General TechniquesSeminar: Lecture, question-answer, and discussionWorkshops: Presentation, participatory activities, follow-up, sum up. Demonstration: Demonstration of phenomena, experiments, charts, materials, etc. – question answer, discussion Inquiry: generating questions and answers through, dialogues, review, observation, experiments, etc.Project work: Hands on activities, collaborative work, researchBook reviewsInternet searchPreparation of charts, presentations, and reports Power-point presentation.Evaluation(Internal Assessment and External assessment ):Nature of courseInternal AssessmentSemester ExaminationTotal MarksTheory cum Practical 40% 60% 100%Note:Students must pass separately in internal assessment, External practical exam / viva and or semester examination.Internal Evaluation :Theory + Practical - 40% Internal evaluation will be conducted by course teacher based on following activities:Attendance5Participation in learning activities5First assignment 10Second assignment exam ( term exam)10Third Practical Exam / Project work10 Total 40External Evaluation (Final Examination) : i. Theory Examination 60 % ( Full Marks – 40)1) Objective type question(Multiple choice 10 questions×1mark ) 10 marks2) Subjective questions (6 questions × 5 marks) 30 marksii. Practical ExaminationExternal evaluation (Full Marks - 20)Practical Examination 15Construction of teaching learning resources using computer skills / models and charts construction/ collection of materials/ Field report and Record book 5Note : The marking system will be changed to CGPA system as per the rule and regulation of the Academic council.Recommended booksA.F. Chalmers (1982). What is this thing called science? The Open University Press, Acharya, K. P. (2009). A Text book of Methods of Teaching Science. New Hira Books Enterprises, Ktm.( Unit III ).Acharya, K. P. (2012). A socio-cultural dynamism: critical thinking practices on science classrooms in Nepal. M. Phil. thesis.( Unit IV).Amit Kumar (1999). ‘Teaching of Physical Sciences’, Anmol Publications Pvt. Ltd., New Delhi Bajracharya, D. (2001). Science and Technology in Nepal. Kathmandu: Royal Nepal Academy of Science and Technology Bhatta, B.D and Sharma, S.R (1993). Modern Education Series – Method of Science teaching. Delhi. Kanishka Publishing HouseCERID (1985). School level curriculum: A historical perspective. National education committee, HMG/NepalDavar, Monika (2012). Teaching of Science. PHI Learning Private Limited, New Delhi. (Unit VI, VII,VIII)Gupta, V. K. (2005 ). Teaching and learning of science and technology. Vikash publishing house, New Delhi, (Unit II, IV)Meredith , D. Gall, Walter, R. Borg, Joyce, P. Gall (1996). Educational research: An introduction. Longman Publishers, NY USAMohan, Radha (2007). Innovative science teaching. Prentice hall of India, New Delhi( Unit IV, VI )Rao, Aman (1993). Teaching of Biology. Anmol Publications Pvt. Ltd., New Delhi Raw, D.B (2001). International encyclopedia of Science and Technology Education 1- Science and Technology Education. New Delhi. Discovery Publishing House.Shivendra , C. (2006). Contemporary science teaching: New Delhi, Anmol Publication Pvt. Ltd.Sood, J. K. (2006 ). Teaching of Science. New Delhi. (Unit. I, IV, V, VIII)Reference materials Cohen, L and. Manion, L (1994). Research Methods in Education. RoutledgeDuncan, Tom (2004). Advanced Biology. 5th edition. John Murray Publishers Ltd.Halliday ,Resnic, Walker (2008): Fundamentals of Biology. 8th edition. Wiley, India Pvt. Ltd.Joshi, S.R (2005). Teaching of Science. New Delhi. A.P.H. Publishing Corporation?Koirala, K.P.(2070). Science Teaching in Secondary Level. Bagbazar, Kathmandu:Jupiter Publishers and Distributors PVT.LTDLamsal, U. (2014). Science Education. Kathmandu. Lochan Lomus Educational International Pvt. Ltd. Lincoln Y.S and Guba E.G. (1985) Naturalistic Inquiry. Sage PublicationsM.T.V. Nagaraju (2008), ‘Hand Book for Teaching Physical Sciences- Methods and Techniques’, Kanishka Publishers and Distributors, New DelhiSing, U. K. and. Nayak A.K (1997). Perspectives in Modern Education Series, Science Education. New Delhi. Commonwealth PublisherUNESCO (1997). Innovations in science and technology education Edited by Edgar W. JenkinsCourse Title: ElectrodynamicsCourse No. : Phy. Ed. 525Nature of course: Theory (T) + Practical (P)Level: M. Ed. in PhysicsTeaching hour: 80 (32 T+ 48P)Credit hours: 3(2T+1P)Period/week: 2(T) +3pds/day/week/group (P)Semester: SecondCourse DescriptionThis course aims to provide knowledge and skills in the field of electrodynamics. It imparts adequate theoretical knowledge on Electrostatic field and Potential, Electrostatics fields in Dielectric, Magnetism, Magnetic devices and Electromagnetic Induction, Maxwell’s Electromagnetic Equation, . In addition to that it develops problem solving and practical skills in electricity and magnetism which help the prospective science teachers teach with confidence at the higher level of education. This course consists of two parts : Part I: Theory and Part II : Practical.General ObjectivesThe general objectives of the course are as follows:To provide the students with adequate theoretical knowledge on electromagnetism.To develop problem solving skills in electricity and magnetism.To familiarize the students with the activities of some topics related to the course content and to enhance the practical knowledge related to electrodynamics.To develop practical skills on electricity and magnetism.Specific Objectives and ContentsPart I: TheorySpecific ObjectivesContentsTeaching hours (32)State Coulomb’s law (In Vector notation).Define electric field and electric field intensityDerive formula for electric field due to a charged particle.Define electric flux by using vector notation and in integral form.State Gauss’s law in integral form and apply it to uniformly charged sphere, plane charged sheet and linear charge distribution.Define equipotential surface and explain about its properties.Calculate electric field due to dipole, quadru pole, charged ring and linear charge distribution.Derive potential due to charged particles and due to continuous charge distribution.Calculate potential due to dipole and quadru pole.Derive electrostatic potential energy.Solve simple numerical examples related to above topics.Units I: Electrostatic field and Potential 1.1 Coulomb’s law1.2 Electric field and electric field intensity1.3 Electric field due to a charged particle1.4 Electric flux1.5 Gauss’s law and its applications 1.6 Equipotential surface1.7 Electric field due to dipole, quadru pole, charged ring and linear charge1.8 Potential due to charged particles.1.9 Potential due to continuous charge distribution1.10 Potential due to dipole and Quadru pole1.11 Electrostatic potential energy (7)Explain displacement and polarization vector.Derive Gauss law for dielectric media.Calculate energy stored in dielectric system.Derive the relation between D, E and P vector.Discuss the boundary conditions of D and E at the interface separating two media.Derive ClausiusMosotti equation and discuss its limitations.Solve simple numerical examples related to above topics.Units II: Electrostatics fields in Dielectric 2.1Displacement and Polarization vector.2.2 Gauss’s law for dielectric media2.3 Energy in dielectric system2.4 Relation between D, E and P.2.5 Boundary conditions of D and E at the interface. 2.6 ClausiusMosotti equation and its limitations.( 6 ) Describe Langevin’s theory of Para magnetism and its failure.Explain Weiss Molecular Field Theory of Para magnetism.Discuss Domain Theory of Ferromagnetism.Explain Anti- ferromagnetism and Ferrimagnetisms.Discuss briefly the approach to quantum theory of Ferromagnetism.Solve simple numerical examples related to above topics.Units III: Magnetism 3.1 Langevin’s theory of Para magnetism and its failure.3.2 Weiss Molecular Field Theory of Para magnetism.3.3 Domain Theory of Ferromagnetism.3.4 Anti- ferromagnetism and Ferrimagnetisms. 3.5 Approach to quantum theory of Ferromagnetism. (7)Discusstheory of moving coil Ballastic Galvanometer and its current and voltage sensitivity.Describeconstruction and uses of search coil.Explain construction and theory of Grassot’sFluxmeter.Discuss construction and theory of Earth inductor.Define Electromagnetic Induction, Self induction, Mutual induction and their coefficients as review.Define and derive Energy stored in magnetic field.Solve simple numerical examples related to above topics.Units IV: Magnetic devices and Electromagnetic Induction4.1 Ballastic Galvanometer and its sensitivity.4.2 Search Coil.4.3 Grassot’sFluxmeter.3.4 Earth Inductor.4.4 Electromagnetic Induction. (Review).4.5 Energy Stored in magnetic field. (5)Derive Maxwell’s equations and their use in propagation of e.m. wave.Derive Gauss’s, Faraday’s, Biot-savart’s and Ampere’s law on the basis of Maxwell’s electromagnetic equation.Calculate energy of charged particle in electromagnetic field.Define Poynting vector and derive its expression.Solve simple numerical examples related to above topics.Units V: Maxwell’s Electromagnetic Equation 5.1 Maxwell’s equations and their use in propagation of electromagnetic wave5.2 Derivation of Gauss’s, Faraday’s, Biot-savart’s and Ampere’s law on The basis of Maxwell’s Electromagneticequation5.3 Energy of charged particle in electromagnetic field5.4Poynting vector (7)Note: The figures in the parenthesis indicate the approximate teaching hours for therespective units. Part II: PracticalSpecific ObjectivesContentsTeaching hours (48)Measure the sensitivity and constant of Ballistic galvanometer.Measure high resistance by the method of leakage.Measure the low resistance by Carey Foster bridge.Determine magnetic field by using search coil.Determine angle of Dip by using earth inductor.Determine the magnetic susceptibility of Dia and Paramagnetic Substances by Gouy and Quincke’s method.Sensitivity and constant of Ballistic Galvanometer.High resistance by leakage method.Low resistance by Carey Foster Bridge.Magnetic field by search coil.Angle of Dip by earth inductor.Magnetic Susceptibility of dia- and para-magnetic materials by Gouy and Quincke’s method.Instructional Techniques 4.1 General TechniquesLecture MethodDemonstration MethodDiscussion MethodInquiry MethodProject MethodCollaborative Method Power Point presentation.5. Evaluation Schemes (Internal and External assessment)Nature of the CourseInternal assessmentExternal/ Semester ExaminationTotal marksTheory cum Practical40%60%100%Note: Students must pass separately in internal assessment, external practical exam / viva and or semester examination.5.1. Internal Evaluationa. Theory + Practical : 40%Internal evaluation will be conducted by course teacher based on following activities:Attendance5 pointsParticipation in learning activities5 pointsFirst assignment10 pointsSecond assignment exam (term exam)10 pointsThird Practical Exam / Project Work10 pointsTotal 40 points Project work sampleField trip to visit Hydro power station and make a report and presentation Collect the information of uses of electromagnetic waves in: daily life, medical science, engineering, agriculture etc.5.2. a. Theory : External Examination (Full Marks - 40) Examination Division, Office of the Dean, Faculty of Education will conduct final examination at the end of semester. Nature of the Question and marks allocated for Theory External Examination:PaperNature of the QuestionTotalFull Paper 40%ObjectiveSubjective10 Q x 1 mark = 106 Q x 5 marks = 3040Note: All questions are compulsory.b. Practical External Examination (Full Marks – 20)1. Practical Examination152. Construction of teaching learning resources using computer skills/models and charts construction/ collection of materials/ Project work report/Record book 5Note: The marking system will be changed to CGPA system as per the rule and regulation of the Academic council.Recommended Books for TheoryReitz J.R., Melford F.J. and Christy R.W. (2008), Foundations of Electrodynamics, Narosa Publishing House, New Delhi. (For Unit-I, II, III&V)Tewari K.K. (2009), Electricity & Magnetism with Electronics, S. Chand & Company Pvt. Ltd.(For Unit - IV)Recommended Books for PracticalSingh Harman, Dr. Hemne P.S.(2011), B.Sc. Practical Physics, S.Chand& Co. Ltd., New Delhi.Sharma, Singh, Prasad (2008), Degree level Practical Physics, BharatiBhawan Pub., Patana.Arora, CL (2012), B.Sc. Practical, S chand and Co., New Delhi. ReferencesHalliday-Resnic-Walker (2008), Fundamentals of Physics(8th extended edition), Wiley India Pvt.Ltd.Murugesan R. (2009), Modern Physics, S. Chand Publications, New Delhi.Smith C.J.(2009), Electricity and Magnetism, Radh CBS Publishers, New DelhiTom Duncan (2004), Advanced Physics (fifth edition), John Murray Publishers Ltd., London.Course Title: ElectronicsCourse No. : Phy. Ed. 526Nature of course: Theory (T) + Practical (P)Level: M. Ed. in Physics EducationTeaching hour: 80 (32 T+ 48P)Credit hours: 3(2T+1P)Period/week: 2(T) +3pds/day/week/group (P)Semester: SecondCourse DescriptionThis course aims to provide skill and knowledge in the field of electronics . It deals with Circuit Analysis Physical Transport Phenomena in Semiconducting Materials, Characteristics of Diodes, Bipolar Junction, Digital Electronics , Amplifiers and Oscillator, which help the prospective science teachers teach with confidence at the higher level.This course consists of two parts : Part I: Theory and Part II : Practical.General ObjectivesThe general objectives of the course are as follows:To provide the students with adequate theoretical knowledge of electronics.To familiarize the students with the activities of some topics related to the course content To develop practical skills in conducting experiments on ElectronicsSpecific Objectives and ContentsPart I: TheorySpecific ObjectivesContentsTeaching hours (32)State and explain Superposition theorem and apply it in circuit analysis.Explain Thevenin’s theorem and apply it for circuit analysis.Describe Norton’s theorem and apply it for circuit analysis.Solve simple numerical examples related to above topics.Units I : Circuit Analysis 1.1 Superposition theorem 1.2 Thevenin’s theorem 1.3 Norton’s theorem(5)Define mobility and conductivity.Explain the conduction mechanism in intrinsic and extrinsic semiconductor with the help of derivation.Solve simple numerical examples related to above topics.Units II : Physical TransportPhenomena inSemiconducting Materials2.1 Mobility and conductivity in Semiconductor2.2 Conduction in intrinsic and Extrinsic semiconducting materials.( 3 ) Explain the formation of P-N junction diode.Discuss the I-V characteristics of P-N junction diode.Explain application of junction diode as a half and full wave rectifier.Describe use of junction diode as a full wave rectifier by bridge rectifier.Explain LC- pi filter circuitExplain Zener diode as a voltage regulator.Solve simple numerical examples related to above topics.Units III :Characteristics of Diodes 3.1 PN- Junction diodeDiode characteristicsHalf and full wave rectifier 3.4 Bridge rectifier 3.5 Filter circuit (L-C) 3.6 Zener diode( 6)Explain briefly about the formation and symbol of bipolar junction transistor.Discuss the different biasing methods of transistor.Explain the transistor in CE-mode and its input and output characteristics.Introduce parameters like α and β of transistor.Describe transistor as an amplifier in CE- mode.Discuss calculation of amplifier gain.Solve simple numerical examples related to above topics.Units IV : Bipolar Junction Transistors 4.1 Transistor review4.2 Transistor biasing4.3 Input and Output characteristics of CE- Mode4.4 α and β of transistor4.5 Transistor as an amplifier (CE- amplifier)4.6 Amplifier gain calculation(7)Describe decimal and binary numbers system and their inter conversation.Explain arithmetic of binary numbers system.Explain Boolean algebra.State and explain De-Morgan’s theorem.Explain half and full adders with their block diagram andtruth table.Solve simple numerical examples related to above topics.Units V : Digital Electronics 5.1 Decimal and binary numbers 5.2 Arithmetic of binary numbers 5.3 Boolean algebra 5.4 De-Morgan’s theorem 5.5 Half adders and full adders.( 5)Explain operational amplifier and it as a voltage amplifier with negative feedback.Discuss operational amplifier as an adder and subtractor.Explain principles of oscillation.Describe Phase shift oscillator with circuit diagram.Explain Multivibrators and their following types:AstableMultivibrator.MonostableMultivibrator.BistableMultivibrator or Flip-Flop Circuit.Solve simple numerical examples related to above topics.Units VI : Amplifiers and Oscillators 6.1 Operational amplifier 6.2 Operational amplifier as a voltage amplifier with negative feedback 6.3 Operational amplifier as an adder and subtractor. 6.4 Principles of oscillation 6.5 Phase shift oscillator. 6.6 Multivibrators and their types(6)Note: The figures in the parenthesis indicate the approximate teaching hours for the respective units. Part II: PracticalSpecific ObjectivesContentsTeaching hours (48)Obtain the wave form of A.C. mains supply using a Cathode ray oscilloscope.Study the characteristics of P-N Junction diode.Study a full wave bridge rectifier using a step down transformer with several output tappings.Study the characteristics of Zener diode at forward and reverse biasing conditions. Use Zener diode to construct voltage supply at varying input voltage.Study the characteristics of PNP transistors in CE-mode.Study the characteristics of NPN transistors in CE-mode.Study the operational amplifier for its input-output characteristics.Use Operational amplifier waveform and use it as an adder and as a subtractor.Construct Monostablemultivibrator and to study it's functioning for the estimation of the repetition frequency.Construct and verify the truth table of OR, AND, NOT and NOR gates. (Using BJT).Construct and verify truth table of OR, AND, NOT and NOR gates. (Using IC 7400, 7402).Construct a resistive D/A ladder network and study its performances with and without Operational amplifier.1. Cathode Ray Oscilloscope.P-N Junction diode.2.1 Characteristics of P-N Junction diode. 2.2 Full Wave bridge rectifier.2.3 Zener diode. 2.3.1 Characteristics of Zener diode. 2.3.2 Zener diode as a voltage supply. 3. Bi-Polar junction Transistors. 3.1 Characteristics of PNP Transistors in CE-mode. 3.2 Characteristics of NPN Transistors in CE-mode. 4. Operational amplifier. 4.1 Input and output characteristics. 4.2 Op-Amp as adder and subtractor 5.MonostableMultivibrator and estimation of frequency. 6. Logic Gates by using BJT and using IC 7400, 7402. 6.1 OR-gate. 6.2 AND-gate. 6.3 NOT-gate. 6.4 NOR-gate. 7.D/A ladder.Instructional Techniques4.1 General TechniquesLecture MethodDemonstration MethodDiscussion MethodInquiry MethodProject MethodCollaborative MethodSpecific Instructional Techniques/ActivitiesMost of the units require project work, problem solving method and power point presentation.The teachers may decide the project work related to the course content.Unit I : Power point presentation, Demonstration, Preparation of charts, Project Method and field tripUnit II : Book review, Project Method and Power point presentationUnit III. Assignment for preparing charts, models and book review.Unit IV. Power point presentation, Field trip reporting, Demonstration, Book reviewUnit V:Power point presentation, Book reviewUnit VI: Project Method, Power point presentation, Book review5. Evaluation Schemes (Internal and External assessment)Nature of the CourseInternal assessmentExternal/ Semester ExaminationTotal marksTheory cum Practical40%60%100%Note: Students must pass separately in internal assessment, external practical exam / viva and or semester examination.5.1. Internal Evaluation : Theory + Practical : 40%Internal evaluation will be conducted by course teacher based on following activities:Attendance5 pointsParticipation in learning activities5 pointsFirst assignment10 pointsSecond assignment exam (term exam)10 pointsThird Practical Exam / Project Work10 pointsTotal 40 points Project work sample / Field tripStudy the present status of digital electronics in Nepal.Study the application of Semiconducting diodes in different electronics devices in daily life.Study the applications of different filter circuits and their uses.Verify the NAND/NOR gate as universal building block Design Hartley oscillator of frequency of oscillation 1 KHz.Design Colpitts oscillator of frequency of oscillation 500Hz.Design an AND-gate using NAND/NOR gate.Design an OR-gate using NAND/NOR gate.5.2. a. Theory : External Examination (Full Marks - 40) PaperNature of the QuestionTotalFull Paper 40%ObjectiveSubjective10 Q x 1 mark = 106 Q x 5 marks = 3040Examination Division, Office of the Dean, Faculty of Education will conduct final examination at the end of semester. Nature of the Question and marks allocated for Theory External Examination: Note: All questions are compulsory.b. Practical External Examination (Full Marks – 20)1. Practical Examination152. Construction of teaching learning resources using computer skills/models and charts construction/ collection of materials/ Project work report/Record book 5 Note: The marking system will be changed to CGPA system as per the rule and regulation of the Academic council.iii) Assignment: .................................. 10 marksb) External evaluation …………………… 60 marksi) External evaluation ………….. 50 marksii) Internal evaluation ................................. 10 marksSubmission of models, charts, collected materials, project work report …………………………………………….. 4 marksRecord book ……………………………… 6 marksRecommended Books and ReferencesThereja B.L. (2008), Basic Electronics and Solid State; S.Chand and Company Ltd., New Delhi. (For unit- I, II, III, IV, V&VI)Recommended Books for PracticalSingh Harman, Dr. Hemne P.S.(2011), B.Sc. Practical Physics, S.Chand& Co. Ltd., New Delhi.Sharma, Singh, Prasad (2008), Degree level Practical Physics, BharatiBhawan Pub., Patana.Arora, CL (2012), B.Sc. Practical, S chand and Co., New Delhi.ReferencesHalliday-Resnic-Walker (2008), Fundamentals of Physics(8th extended edition), Wiley India Pvt.Ltd.Havill R.L. and Walton A.K. (1975), Elements of Electronics for Physical Scientist, English Language Society and Macmillan, England.Malvino A.P.(2009), Electronic Principles, Tata McGraw Hill Publishing Co. Ltd., IndiaMehta V.K. (2009), Principles of Electronics, S. Chand and Co. Ltd., New Delhi.Tewari K.K. (2009), Electricity & Magnetism with Electronics, S. Chand & Company Pvt. Ltd.Tom Duncan (2004), Advanced Physics (fifth edition), John Murray Publishers Ltd., London.Course Title: Optics and Quantum MechanicsCourse No. : Phy.Ed .527Nature of course: Theory (T) + Practical (P)Level: M. Ed. in Physics EducationTeaching hour: 80 (32 T+ 48P)Credit hours: 3(2T+1P)Period/week:2(T) +3pds/day/week/group (P)Semester: SecondCourse DescriptionThis course aims to give knowledge on Optics and Quantum mechanics. It has two sections – Theory and Practical. Group A of theory section includes the topic optics which covers nature and propagation of light, aberration at spherical surfaces, interference, diffraction and polarization, and dispersion and scattering. Group B of theory section includes the topic quantum mechanics which covers introductory wave mechanics, quantum mechanical wave propagation, operator formalism in quantum mechanics barrier penetration and the harmonic oscillator.This course also includes practical works from the Optics and Quantum Mechanics. The aim of this course is to develop knowledge and skills required to conduct Physics practical classes at Higher Secondary School, Bachelor and Master level of Science Education in undergraduate level.General ObjectivesThe general objectives of this course is to enable students To acquire adequate knowledge of Optics and Quantum mechanics.To be familiar with modern concepts in Optics and Quantum mechanics.To familiarize the students with the activities of some topics related to the course content and to enhance the practical knowledge related to Physics.Specific Objectives and ContentsPart I: TheorySpecific ObjectivesContentsTeaching Hours (32)A) Optics( 16pds ) Explain following various theories regarding the nature of light:-Newton’s Corpuscular Theory -Huygen’s Wave Theory -Electromagnetic Theory -Quantum Theory -Dual Nature of LightDefine Optical Path and derive its expression.Describe the determination of velocity of light with advantages and disadvantages by following methods:-Fizeau method - Foucault’s method -Michelson’s methodSolve simple numerical examples related to above topics.Units I :Nature and Propagation of LightNature of LightOptical PathVelocity of lightFizeau methodFoucault’s methodMichelson’s method(2pds)Explain Spherical aberration and their removal.Describe Chromatic aberration.Derive an expression for longitudinal chromatic aberration.Derive an circle of least chromatic aberration.Discuss achromatic lenses and condition for achromatism of the lenses.Explain astigmatism and their removal.Describe coma and their removal.Explain curvature distortion and their elimination.Solve numerical problems related to above topics.Units II :Aberration at spherical surfacesSpherical aberration and their removalChromatic aberration and their removal-Expression for longitudinal chromatic aberration.-Circle of least chromatic aberration. -Achromatic lenses and condition for achromatism of the lenses.Astigmatism and their removalComa and their removalCurvature distortion and their elimination(4pds)Describe spatial and temporal coherence.Explain Lloyd’s mirror for the determination of fringe width of interference pattern and wavelength of radiation.Explain Fresnel’s bi-prism for the determination of fringe width of interference pattern and wavelength of radiation.Explain Michelson’s interferometer for the determination of fringe width of interference pattern and wavelength of radiation.Solve numerical problems related to above topics.Units III : InterferenceSpatial and Temporal coherenceLloyd’s mirrorFresnel’s bi-prismMichelson interferometer(4pds)Explain the diffraction with its revision.Explain the theory of plane transmission grating as a revision and calculate its dispersive power.Calculate resolving power of following optical instruments:-Microscope-Telescope-Plane-transmission grating.Explain the phenomenon polarization as revision.Describe polarization due to refraction.Explain Malus law.Discuss the double refraction with suitable illustrations.Describe the nicol prism with its use as an analyzer and polarizer.Explain the production and detection of plane, elliptical and circularly polarized light.Define optical activity and Specific rotation.Describe the determination of specific rotation of an optically active substances by using Laurent’s half shade Polarimeter.Solve numerical problems related to above topics.Unit IV: Diffraction and PolarizationReview of diffractionDispersive power of gratingResolving power of optical instruments-Microscope-Telescope-Plane- transmission grating1.6Review of polarization1.7 Polarization by refraction1.8 Malus law1.9 Double refraction1.10 Nicol prism1.11 Production and detection of plane, elliptical and circularly polarized light1.12 Optical activity (Rotatory polarization)1.13Specific Rotation1.14 Determination of specific rotation of an optically active substances by using Laurent’s half shade Polarimeter.(4pds)Explain normal and anomalous dispersion.Describe dispersion in gases with necessary theory and calculate dispersion formula.Solve numerical problems related to above topics.Unit V: Dispersion and ScatteringNormal and anomalous dispersionDispersion in gases (Lorentz theory)(2pds)A) Quantum Mechanics( 16pds )Write down the inadequacy of classical mechanics.Discuss De-broglie’s concept of matter wave.Express the De-broglie’s wavelength by non-relativistic and relativistic ways.Describe the experimental study of matter waves by Davisson and Germer’s method.State and explain Heisenberg’s uncertainty principle.Explain elementary proof of Heisenberg’s uncertainty relation and mention its physical significance.Discuss the illustrations of Heisenberg’s Uncertainty principles by following thought experiments:- Diffraction of a beam of electrons through a slit- Determination of the position of a particle with microscope.Explain following applications of Uncertainty principle:- Non-existence of the electrons in the nucleus.- Size of hydrogen atom.- Stability of the atom.- Strength of nuclear force.Solve numerical problems related to above topics.Unit VI: Introductory wave MechanicsInadequacy of classical mechanicsDe-broglie’s concept of matter waveDavisson and Germer’s experimentHeisenberg’s uncertainty principleElementary proofPhysical significanceIllustrations by thought experimentsApplications(3pds)Write down the basic postulate of quantum mechanics.Explain wave motion and wave function.Discuss the wave function in an arbitrary direction for a free particle.Obtain time dependent and time independent Schrodinger’s wave equation.Describe physical interpretation of Schrodinger’s wave equation.Explain probability density and normalization of wave function with their importance.Discuss the limitations of wave function.Define expectation value of dynamical quantities or average value and derive expectation value for position vector, potential, energy, and momentum.Derive an expression of probability current density or continuity equation.Discuss Newton’s law of motion as a special case of quantum mechanics in Ehrenfest’s theorem.Solve numerical problems related to above topics.Unit VII: Quantum mechanical wave propagationBasic postulate of quantum mechanicsWave motion and wave functionWave function for free particleSchrodinger’s wave equationTime dependent Schrodinger’s wave equationTime independent Schrodinger’s wave equationPhysical interpretation of Schrodinger wave equationProbability densityNormalization of wave functionLimitations of wave functionExpectation values of Dynamical quantities or average valueProbability current density or continuity equationEhrenfest’s theorem(4pds)Define operator explain linear operators.Describe eigen functions and eigen values.Explain linear momentum, kinetic energy and total energy operators.Discuss commutation relations and its fundamental rules with following examples:- Commutation relation between position and momentum- Commutation relation between Hamiltonian and linear Momentum- Commutation rules for angular momentum.- Commutation relation of angular and linear momentum.Explain parity operator and its properties.Solve numerical problems related to above topics.Unit VIII: Operator formalism in Quantum mechanicsOperatorLinear operatorEigen functions and Eigen valuesLinear momentum operatorKinetic energy operatorTotal energy operatorCommutation relationsParity operator (2pds)Define free particle and derive wave function, energy and probability density of it.Discuss the motion of particle in one dimensional box and find expression of wave function and energy eigen value.Explain the quantum mechanical description of the particle in finite square potential well.Describe the quantum mechanical description of the particle in three dimensional box.Define potential step and discuss the theory of transmission and reflection probabilities of a free quantum particle encounters with a potential step.Explain potential barrier and barrier penetration.Explain the tunneling effect of a particle through a potential barrier and also discuss the theory of reflection and transmission coefficient.Solve numerical problems related to above topics.Unit IX: Barrier penetrationFree particleParticle in box in one dimension : Infinite square well potentialFinite potential wellParticle in three dimensional boxPotential stepBarrier penetration(5pds)Define and explain linear harmonic oscillator.Derive an expression for energy of harmonic oscillator and explain meaning of zero point energy.Derive harmonic oscillator wave function.Explain even and odd parity statesUnit X: The Harmonic oscillatorLinear harmonic oscillatorEnergy of harmonic oscillator and zero point energyOscillator wave functionEven and odd parity states(2pds)Note: The figures in the parenthesis indicate the approximate teaching hours for therespective units. Part II: PracticalSpecific ObjectivesContentsTeaching hours (48)To use the Fresnel biprism for the determination of the wavelength of a given monochromatic light and thickness of mica sheet.To use Lloyd’s mirror for the determination of wavelength of the given source of sodium light.To use the Michelson’s Interferometer to determine: i) the wavelength of monochromatic light and ii) the thickness of the mica sheet.To use grating element for the determination of wavelength of the given source of Na-light.To study the formation of Interference fringe pattern by wedge shape.To determine refractive index of material of prism by using spectrometer.To study the variation of refractive index with different concentration of sugar solutions using a hollow prism.To determine refractive indices of different colors and plotting a graph between refractive index (?) and 12 using mercury vapor lamp.Determine the angle of prism and dispersive power of material of the prism using spectrometer.To study specific rotation (Optical activity) of cane sugar solution using Laurent’s half shade polarimeter.Determine the wavelength of He-Ne laser light and use it to measure the thickness of a thin wire by diffraction of light.To determine the value of Cauchy’s constants A and B for the material of glass prism using Hg lamp.1 Wavelength of radiation by usingFresnel biprismLloyd’s mirrorMichelson’s InterferometerDiffraction GratingInterference pattern by wedge shapeRefractive Index.Dispersive powerSpecific rotation in Polarization. Diffraction by Laser light.Cauchy’s constants for the material of glass Prism.Instructional Techniques4.1 General TechniquesLecture MethodDemonstration MethodDiscussion MethodInquiry MethodProject MethodCollaborative Method4.2 Specific Instructional Techniques/ActivitiesMost of the units require project work, problem solving method and power point presentation.The teachers may decide the project work related to the course work.Evaluation Schemes (Internal and External assessment)Nature of the CourseInternal assessmentExternal/ Semester ExaminationTotal marksTheory cum Practical40%60%100%Note: Students must pass separately in internal assessment, external practical exam / viva and or semester examination.5.1. Internal Evaluationa. Theory + Practical: 40%Internal evaluation will be conducted by course teacher based on following activities:Attendance5 pointsParticipation in learning activities5 pointsFirst assignment10 pointsSecond assignment exam (term exam)10 pointsThird Practical Exam / Project Work10 pointsTotal 40 Points5.2. a. Theory: External Examination (Full Marks - 40) Examination Division, Office of the Dean, Faculty of Education will conduct final examination at the end of the semester. Nature of the Question and marks allocated for Theory External Examination:PaperNature of the QuestionTotalFull Paper 40%ObjectiveSubjective10 Q x 1 mark = 106 Q x 5 marks = 3040Note: All questions are compulsory.b. Practical External Examination (Full Marks – 20)1. Practical Examination152. Construction of teaching learning resources using computer skills/models and charts construction/ collection of materials/ Project work report/Record book5Note: The marking system will be changed to CGPA system as per the rule and regulation of the Academic council.Recommended books and reading materials John. L. Powell and Bernd Crasemann; (1998); Quantum Mechanics; Narosa Publishing House, New Delhi. (For Unit VI, VII, IX and X)N. subrahmanyam, L. Brij and M.N. Avadhanulu; (2013); Text book of optics;S. Chand and Company Ltd, New Delhi. (For Unit-I to V units)F.A. Jenkins and Harvey E. White ;( 2014); Fundamentals of Optics; McGraw Hill Education (India) Pvt. Ltd. co.; New Delhi.Singh Harman, Dr. Hemne P.S.(2011), B.Sc. Practical Physics, S.Chand& Co. Ltd., New Delhi.Arora, CL (2012), B. Sc. Practical, S chand and Co., New Delhi.Reference materialsAgrawal B.K. and Prakash H.; (2012); Quantum Mechanics; PHI Learning Pvt. Ltd., New Delhi. (For Unit VIII)GhatakAjoy, (2014), Optics, McGraw Hill Education (India) Pvt. Ltd., New Delhi.Gupta, Kumar and Sharma; (2012); Quantum Mechanics; Jai Prakash Nath Publication, Meerut city.Leonard I. Schiff; (2012); Quantum Mechanics; Tata McGraw Hill book company, New Delhi.P.M. Mathews and K.Venkatesan; (2010); A Text book of Quantum mechanics, Tata McGraw Hill Education Pvt. Ltd., New Delhi.R. Murugeshan and K. Sivaprasath; (2012); Modern Physics;S. Chand and Company Ltd, New Delhi. Course Title: Advanced Science Education - PhysicsCourse No: Phy. Ed. 528 Nature of course: Theory (T) + Practical (P)Level: M. Ed. in Physics EducationTeaching hours: 80 (32 T+ 48P)Credit hours : 3 (2T+1P)Period / week: 2 (T) + 3pds/day /week/group (P) Semester : SecondCourse DescriptionThis course is designed to acquaint the students with the knowledge and skills of “Advanced Science Education”. It is divided into two parts: theory and practical. The purpose of this course is to develop advanced knowledge, practical skills and understanding of the realms of science ( Physics) education. It is intended to widen the knowledge horizons regarding science education as well as understand the depths of the issues and challenges of developing science education in the country. This course aims for developing attitude, knowledge, skills and aptitude necessary for developing science perspectives, approach, knowledge, methods and their application for better and meaningful living as human being. This course deals with understanding, analyzing, and seeking knowledge and skills relating to issues and trends of science and science education, methods of science education, curriculum planning and management regarding science education. This course deals especially with the recent pedagogy of teaching science, constructivism, concept mapping, postmodern approach in science education, research and evidence based knowledge, curriculum planning and management. The practical parts include practical activities on Science ( Physics) Education. This course consists of two parts : Part I: Theory and Part II : Practical.General ObjectivesThe objectives of this course is to enable students to understand developmental perspective of science and view science as a social enterprise; address issues and challenges of the development of science and society from the perspectives of science ( Physics) education; provide in-depth knowledge of modern pedagogies in Science ( Physics) education ;develop planning skills to prepare lesson modules and activities on Physics education;identify different teaching/learning techniques to implement in classroom situations; development of essential teaching/learning materials, activities and tools of assessments in Science ( Physics) teaching;acquire skills and methods of science and its applications consistent with the stage of cognitive development; develop knowledge and skills of planning, designing and implementing Science ( Physics) education curriculum; develop practical knowledge on Science ( Physics) Education through activities.Specific Objectives and ContentPart I: TheorySpecific ObjectivesContentsTeaching Hour (32)Discuss on the theory of falsificationism and progress of science. Explain scientific paradigm and paradigm shift,Discuss objectivism, realism and instrumentalism.Units I: Development perspectives of science 1.1. Falsificationism and progress of science 1.2. Theories as structure: Scientific paradigm and paradigm shift1.3. Objectivism, Realism and instrumentalism(5pds)Explain Science in social and historical contexts.Discuss briefly the place of science education in different Educational CommissionsExplain the contribution of science and technology education regarding contemporary issues such as population growth, food management, energy sources, water resource management, diseases and cures, housing safety, environmental issues, and safety. .Discuss the relationship between science education with the society regarding STE, STL, and STS. Units II: Science and society 2.1. Review of science in social andhistorical contexts:2.2. Place of science education in different education commission reports 2.3. Contribution of science and technology education regarding contemporary issues 2.4. Science Education and Society: Science Technology and Society (STS), Science and Technology Education for all (STE), Science and Technology Literacy (STL). (5pds)Explain the current international trends of science in secondary schools curriculum Elaborate science in school curriculum in Nepal.Explain the issues science teaching learning Units III : Science and secondary school education 3.1 Current international trends of science ( Physics) in secondary schools curriculum of Nepal and India.3.2 School science( Physics) curriculum in Nepal3.3 Problems and issues of science ( Physics) teaching and learning(5pds) Discuss critical appraisal of science learning: Positivism, Constructivism and Science learning.Describe Metacognition and Science learning.Explain different learning theories in relation to science education such as positivism, cognitivism, and constructivism.Units IV: Learning theories and methods of science education4.1 Critical appraisal of science learning: Positivism, constructivism and science learning 4.2 Metacognition and science learning4.3 Review of the principles and theories relating to scientific learning (relating the works of Auguste Comte (Positivism), Ausubel, Bruner, Vigotsky (Cognitivism), John Dewy, David Kolb (Constructivism)(6pds)Describe concept mapping.Explain the use of concept maps in science education.Design science lesson with concept mapping Unit V: Concept mapping and science ( Physics) education 5.1 Introduction5.2 Steps of developing concept maps5.3Purpose and uses of concept maps5.4 Models of concept maps for Physics5.5 Develop a lesson on Physics using concept maps (3pds)Describe the concept and strategies of cooperative learningDesign collaborative learning strategies for science lessonUnit VI: Cooperative learning in science education6.1 Introduction6.2 Cooperative learning strategies 6.3 Designing science ( Physics) lesson with collaborative learning strategies (3pds)Explain the importance of ICT.Describe basic concepts and strategies of ICT in science teaching and learningUnit VII:ICT in science ( Physics) education.7.1 Introduction7.2 Strategies of e-learning in Physics7.3 Use of ICT in Physics education classrooms(2pds)Explain use of the different evaluation approaches in science education.Describe comprehensive evaluation of teaching and learning progress.Unit VIII: Evaluation and science ( Physics ) education 8.1 Test Items and their uses in Physics education8.2 Strategies for formative, diagnostic and summative evaluation for science ( Physics) education(3pds)Part II: PracticalSpecific ObjectivesContentsTeaching hours (48)To prepare the report on development of Science education in NepalTo analyze developmental pattern of Science education In Nepal.To identify the issues of Science education In Nepal at secondary school level and list the possible solutions To conduct a seminar about the issues and problems of Physics educationTo analyze the current trends of Science education of Nepal and India and prepare a report.Units I: Development perspectives of science 1.1 Report on development of Science Education in Nepal.1.2 Report on developmental pattern of Science education in Nepal.1.3 Report on different issues of school Physics education in Nepal and list possible solutions.1.4 Seminar about the issues of Physics teaching and learning.1.5 Current trends of Physics in Nepal and India and prepare a report.To analyze the contribution of science and technology education regarding contemporary issues like alternative sources of energy or environmental issues and present the papersUnits II: Science and society2.1 Present the papers on the use of Science and Technology in Contemporary issues.To prepare Annual Plan/Unit Plan and Lesson Plan for Physics class room instruction in Secondary Level/ Higher Secondary Level/ University Level.To prepare Physics teaching/learning modules –modular packages of learning objectives, learning materials/instructional materials, activity sequence, evaluation and feedback.Units III : Science and secondary School ( Physics) education 3.1 Annual Plan/Unit Plan and Lesson Plan for Physics class room instruction in Secondary Level/ Higher Secondary Level/ University Level.3.2 Physics teaching/learning modules – modular packages of learning objectives, learning materials/instructional materials, activity sequence, evaluation and feedback.To prepare lesson plans on constructivism epistemology and submit a report to the teacher. To study and compare cognitive theories in the class by two or more students at a time in the class.Units IV: Learning theories and methods of science education4.1 Prepare lesson plans based on constructivism epistemology and present in the class.4.2 Compare and present different cognitive theories in terms of philosophical orientation, procedure, methodology, uses and application by team teaching methods in the class.To develop concept maps and write on chart paper and present in the class.Unit V. Concept mapping and science education 5.1 Prepare concept maps on various topics of Physics of higher secondary level school and present among peers.To design and conduct a cooperative learning method. To design collaborative learning strategy and present its effectiveness.Unit VI. Cooperative learning in science ( Physics) education6.1 Design a model on class based cooperative approach of learning and study its effectiveness.6.2 Design collaborative learning method in the class.To set up multimedia for e-learning.To conduct a workshop about the use and effectiveness of multimedia in Physics teaching.Unit VII. ICT in science( Physics) education7.1 Set up multimedia for e-learning for Physics.7.2 Conduct a workshop about the effectiveness of multimedia for Physics learning.To develop test items of various cognitive level and display in the classTo make objective questions having different distracters.To plan comprehensive Student examination – Formative tests, diagnostic tests; summative tests for Secondary level Physics EducationUnit VIII: Evaluation and science ( Physics) education 8.1 Develop test items based on Physics curriculum and grid of different cognitive level.8.2 Develop objective questions of different levels on Physics according to Bloom’s taxonomy and submit the report to the teacher.8.3 Planning for comprehensive student examination – Formative tests, diagnostic tests; summative tests for secondary level / Higher secondary level / Bachelor level PhysicsEducationInstructional Techniques4.1 General TechniquesSeminar: Lecture, question-answer, and discussionWorkshops: Presentation, participatory activities, follow-up, sum up. Demonstration: Demonstration of phenomena, experiments, charts, materials, etc. – question answer, discussion Inquiry: generating questions and answers through, dialogues, review, observation, experiments, etc.Project work: Hands on activities, collaborative work, researchBook reviewsInternet searchPreparation of charts, presentations, and reportsNote: Each student must come up with a project work individually or in group but with clear role and responsibility Specific Instructional Techniques/ActivitiesMost of the units require project work, problem solving method and power-point presentation.The teachers may decide the project work related to the course workEvaluation(Internal Assessment and External assessment ):Nature of courseInternal AssessmentSemester ExaminationTotal MarksTheory cum Practical 40% 60% 100%Note: Students must pass separately in internal assessment, External practical exam / viva and or semester examination.Internal Evaluation :Theory + Practical - 40% Internal evaluation will be conducted by course teacher based on following activities:Attendance5Participation in learning activities5First assignment 10Second assignment exam ( term exam)10Third Practical Exam / Project work10 Total 405.2. a. Theory : External Examination (Full Marks - 40) Examination Division, Office of the Dean, Faculty of Education will conduct final examination at the end of semester.Nature of the Question and marks allocated for Theory External Examination:PaperNature of the QuestionTotalFull Paper 40%ObjectiveSubjective10 Q x 1 mark = 106 Q x 5 marks = 3040Note: All questions are compulsory.i. Practical ExaminationExternal evaluation (Full Marks - 20)Practical Examination 15Construction of teaching learning resources using computer skills / models and charts construction/ collection of materials/ Field report and Record book 5Note : The marking system will be changed to CGPA system as per the rule and regulation of the Academic council.Recommended booksA.F. Chalmers (1982). What is this thing called science? The Open University Press, Acharya, K. P. (2009). A Text book of Methods of Teaching Science. New Hira Books Enterprises, Ktm.( Unit III ).Acharya, K. P. (2012). A socio-cultural dynamism: critical thinking practices on science classrooms in Nepal. M. Phil. thesis.( Unit IV).Amit Kumar (1999). ‘Teaching of Physical Sciences’, Anmol Publications Pvt. Ltd., New Delhi Bajracharya, D. (2001). Science and Technology in Nepal. Kathmandu: Royal Nepal Academy of Science and Technology Bhatta, B.D and Sharma, S.R (1993). Modern Education Series – Method of Science teaching. Delhi. Kanishka Publishing HouseCERID (1985). School level curriculum: A historical perspective. National education committee, HMG/NepalDavar, Monika (2012). Teaching of Science. PHI Learning Private Limited, New Delhi. (Unit VI, VII,VIII)Gupta, V. K. (2005 ). Teaching and learning of science and technology. Vikash publishing house, New Delhi, (Unit II, IV)Meredith , D. Gall, Walter, R. Borg, Joyce, P. Gall (1996). Educational research: An introduction. Longman Publishers, NY USAMohan, Radha (2007). Innovative science teaching. Prentice hall of India, New Delhi( Unit IV, VI )Rao, Aman (1993). Teaching of Physics. Anmol Publications Pvt. Ltd., New Delhi Raw, D.B (2001). International encyclopedia of Science and Technology Education 1- Science and Technology Education. New Delhi. Discovery Publishing House.Shivendra , C. (2006). Contemporary science teaching: New Delhi, Anmol Publication Pvt. Ltd.Sood, J. K. (2006 ). Teaching of Science. New Delhi. (Unit. I, IV, V, VIII)Reference materials Cohen, L and. Manion, L (1994). Research Methods in Education. RoutledgeDuncan, Tom (2004). Advanced Physics. 5th edition. John Murray Publishers Ltd.Halliday ,Resnic, Walker (2008): Fundamentals of Physics. 8th edition. Wiley, India Pvt. Ltd. , S.R (2005). Teaching of Science. New Delhi. A.P.H. Publishing Corporation?Koirala, K.P.(2070). Science Teaching in Secondary Level. Bagbazar, Kathmandu:Jupiter Publishers and Distributors PVT.LTDLamsal, U. (2014). Science Education. Kathmandu. Lochan Lomus Educational International Pvt. Ltd. Lincoln Y.S and Guba E.G. (1985) Naturalistic Inquiry. Sage PublicationsM.T.V. Nagaraju (2008), ‘Hand Book for Teaching Physical Sciences- Methods and Techniques’, Kanishka Publishers and Distributors, New DelhiSing, U. K. and. Nayak A.K (1997). Perspectives in Modern Education Series, Science Education. New Delhi. Commonwealth PublisherUNESCO (1997). Innovations in science and technology education Edited by Edgar W. Jenkins. Course Title: Political Analysis IINature of Course: TheoreticalCourse No: Pol. Sc. Ed. 525Credit hours: 3 Level: M. Ed. Teaching hours: 48Semester: IICourse Description: This is designed to provide students with in-depth knowledge in the selected dimensions and components of Modern Political Analysis. It intends to help students internalize and apply those components as major variables to analyze contemporary political systems. General Objectives:General objectives of this course are as follows: To help students get through information about the major components of political system;To enable students apply those components as criteria for analyzing political system ;To encourage students define the role and interrelationship of those components in political system and approaches of political analysis;To enable the students discuss various theories of analyzing political system.Specific objectives and contentsSpecific objectivesContentsExplain the concept of apolitical and political strataGive arguments why some people are apolitical and others are political. Explore the reasons why only few become powerful among the power seekers. Analyse the characteristics of varieties of political man. Unit I: Political Man (10)1.1. Apolitical Stratum1.2. Political StratumPower seekerPowerful1.3.Varieties of Political ManDemocratic Man and Despotic ManAgitator and NegotiatorExplain the meaning of political culture and political socialization.Describe the level of orientation, and types of political culture.Discuss the methods and agents of political socialization. Unit II: Political Culture and Socialization 102.1Political cultureMeaningOrientationTypes2.2Political SocializationMeaningMethodsAgentsDescribe the meaning and characteristics of Political DevelopmentExamine the problem and Crisis of Political Development Unit III: Political Development (10)3.1Meaning and characteristics3.2Problems and crisisDescribe meaning of Political EliteDefine the basic concepts inherent in Elite theoryExamine the role of Elite in Democratic and Totalitarian political systemUnit IV: Political Elite (10)4.1Meaning4.2 Basic Concepts 4.3 Role in Democratic and Totalitarian SystemDescribe the meaning and determinants of political partyDiscuss single party, bi party and multiparty systems.Examine the functions and role of political partyDescribe the meaning,characteristics and types of Pressure group.Examine the functions and role of pressure group.Unit V: Political Party and Pressure Group (15)5.1. Political PartyMeaning and DeterminantsTypes of party system Functions and Role Pressure GroupMeaning and CharacteristicsTypesFunctions and RoleDiscuss the modes and levels of military intervention in politics.Suggest the desirable role of military in politics Unit VI: Military intervention in politics (10)6.1 Modes of intervention Direct Indirect6.2 Levels of interventionInfluencePressure/ BlackmailDisplacementSupplantment6.3 Desirable role Describe the meaning and importance of National IntegrationAnalyze the Causes of National Disintegration Suggest the factors promoting National Integration Unit VII. National Integration 10Meaning and importance.Causes of Disintegration.Factors promoting Integration. 4. Instructional Techniques:4.1Since this course is purely theoretical the instructional techniques to be used in all the units are suggested as follows: Mini pictureQuestion- AnswerVarious types of DiscussionCritical thinking strategies 4.2 Besides above mentioned techniques, Assignment, Report writing and Presentation are also suggested specially for units 1 and 2. Evaluation Internal evaluation will be conducted by subject teachers based on following aspects:S.NParticularPoints1Attendance52Participation in learning activities53First assessment: Article review/ book review/ unit test etc104Second assessment: Midterm test105Third assessment: Project work/presentation10Total405.2 External Examination (Final Examination) 60%Examination Section, Office of the Dean, Faculty of Education will conduct final examination at the end of semester.S.NTypes of questionPoints1Objective type question(multiple choice 10x1)102Short answer questions (6 questions x 5 points)303Long answer questions (2 questions x 10 points)20Total606. Recommended Books: Gandhi, M. G. (Latest edition). Modern political analysis, New Delhi, Vikas Publishing House (For Unit I-VI).Johari, J. C. (Latest edition). Comparative politics, New Delhi, Vikas Publishing (For Unit II-Xi).Almond, G. A. and Powell, G. B. (Latest edition). Comparative politics- a developmental approach, New York, Little Brown (For Unit 2, 3, 4, 6, 7). Reference Books:Young, O. R. L(1968). System of political science, New Jersey, Prentice Hall.Dautch, K. W. (1963). The nerves of government, Glencoe, Free Press.Course Title: Political Thought IINature of Course: TheoreticalCourse No: Pol. Sc. Ed. 526Credit hours: 3 Level: M. Ed. Teaching hours: 48Semester: II1. Course Description: This is designed to enlighten students with selected political thinkers and their contribution to political sciences. It also intends to help students acquaint with the concepts of different thinkers on different topics. 2. General Objectives: The general objectives of this course are as follows: To provide in-depth knowledge of the nature of political thought of different thinkers.To enable the students in explaining the meaning and features of different political thinkers thought as Machiavelli, Thomas Hobbes, Locke, Rousseau, Bentham, Mill, Hegel, Green, Marx, Lenin, Mao and Gandhi. To make students able in evaluating the contributions of the different political thinker’s ideas in the development of political thought.Specific objectives and contentsSpecific objectivesContentNarrate Machiavelli’s life briefly.Explain the main theme of Machiavelli’s works. Explain Machiavelli’s methods. State Machiavelli’s fundamental assumption about the nature of man and explain the motives which impel him to actions. Discuss Machiavelli’s views on religion and morality. Explain Machiavelli’s views on monarchical and republican forms of government. Explain Machiavelli’s view on the role of legislator. Evaluate the contributions of MachiavelliUnit I: Machiavelli 6Life sketch of Machiavelli.Machiavelli’s works. Machiavelli’s methods. Theory of human motives. Political idea of MachiavelliReligion and morality. Forms of government.Republic.Monarchy. Legislator. 1. 6 Contributions of Machiavelli.Narrate Hobbes’ life brieflyState the main theme of ‘Leviathan’Explain the scientific materialism of HobbesState the nature and motives of man according to Hobbes.Explain passion and reason of man according to Hobbes.Explain the social contract theory of the state according to Hobbes.Analyze Hobbes’s concept of sovereignty. Explain the nature of civil law in Hobbes’ state.State the relationship between the state and the Church.Explain the nature of individual liberty in the Hobbsian stateExplain the contributions of Hobbes for the development of political thought. Unit II: Hobbes 6 2.1Hobbes’ life sketch 2.2 Work of Hobbes 2.3 The method used by Hobbes2.4 Human nature and motives2.5 State of naturePassion and reasonThe social contract theorySovereignty Civil lawThe state and churchIndividual libertyContributions of HobbesNarrate Locke’s life sketchState the main theme of the works of Locke.Explain Locke’s theory of knowledge.Explain Locke’s view on human nature. Describe Locke’s view on the state of nature.Explain Locke’s social contract theory.Explain Locke’s theory of property.State the contributions of Locke.Unit III: John Locke 63.1.Life sketch of Locke3.2.Locke’s works3.3.Theory of knowledge3.4.Political philosophyHuman natureThe social contract theory Theory of property Contributions of LockeNarrate Rousseau’s life sketchState the main theme of Rousseau’s works.Explain Rousseau’s idea of nature (human nature).Explain Rousseau’s view on the state of nature. Explain Rousseau’s social contract theory. Explain Rousseau’s theory of General Will.Explain Rousseau’s concept of government, its necessity and functions. State the contributions of Rousseau.Unit IV: Jean Jacques Rousseau 6Life sketch of RousseauRousseau’s worksRousseau’s idea of nature The state of nature Social contact theory Theory of general will GovernmentContribution of RousseauExplain Bentham’s principle of utilityExplain pleasures and pains as the motive force of man’s activities.List and explain the sources of pleasures and pains.Explain the philosophical calculus to evaluate the pleasures and pains. State the classification of pleasures and pains. Analyze Bentham’s theory of lawExplain Bentham’s concept of state. State the contributions of Bentham. Unit V: Jeremy Bentham 6Principle of utilityThe theory of law StatePropertyContributions of BenthamNarrate Mill’s life brieflyState main theme of Mill’s works. Explain Mill’s modification of Bentham’s utilitarianism. State Mill’s view on representative government. State Mill’s concept of Individual liberty.Explain Mill’s view on freedom of thought and expression.Explain Mill’s view on freedom of actions. Point out the weakness of Mill’s view on liberty. State Mill’s contributions. Unit VI: John Stuart Mill 5Life sketch of J. S. MillWorks of MillModification of Benthamism by MillRepresentative governmentLibertyContributions of MillNarrate Hegel’s life briefly Explain Hegel methodsExplain Hegelian dialectic. Analyse Hegel’s ethical theory of freedom and its relation to authority. Analyze Hegel’s influence in the subsequent political thought. State Hegel’s contributions. Unit VII: Hegel 5Life sketch of HegelHegel’s methodsDialectics Political philosophy7.4.1. Freedom and Authority7.4.2. The state and civil society 7. 5 Contributions of Hegel. Explain Green’s view on man’s aim of life. Explain Green’s concept of freedom. Explain Green’s concept of state. Describe the concept of state. Describe the functions of state. Discuss the basis of state. Explain when an individual can resist state. State the contributions of Green. Unit VIII: T. H. Green 5Man’s aim of life Freedom State Contributions of Green.Narrate Marx’s life briefly.State the main theme of Marx’s works- Das capital and Communist Manifesto. Analyze the Dialectical materialism of Marx. Explain Marx theory of Surplus value. Explain Marx theory of class struggle. Analyze materialist conception of history. Explain the concept of dictatorship of the proletariat.Evaluate Marx’s contribution to the development of political thoughts. Unit IX Karl Marx 109.1Life sketch of MarxMarx’s worksDialectical materialismThe theory of surplus value The theory of class struggle Materialistic conception of history. Dictatorship of proletariat.Contributions of Marx.Narrate Lenin life briefly. State the main theme of Lenin’s works.Explain Lenin’s theory of Imperialism. Explain Lenin’s concept of party. Explain Lenin’s concept of revolution. State the contributions of Lenin.Unit X : Lenin 6Life sketch of Lenin.Lenin’s works.Lenin’s theory of imperialism. Lenin’s idea of party. The concept of revolution. Contributions of Lenin. Narrate Mao Tse- Tung’s life briefly. Explain Mao Tse- Tung thought. State the contributions of Mao Tse- Tung.Unit XI: Mao Tse- Tung (Mao Zedong) 4 Life sketch of Mao Tse- Tung.Mao Tse – Tung thought.Contributions of Mao Tse- Tung. Narrate Gandi’s life briefly. State Gandie’s view on morality, religion and God. Explain Gandi’s theory of non violence and truth. Explain Gandi’s doctrine of Satyagraha. Explain Gandi’s theory of spiritualization of politics. Explain Gandi’s view on right and duties. Explain Gandi’s view on swaraj. State the aim, principles and techniques of movements of sarvodaya. State Gandi’s concept of state. Describe Gandie’s view on Ram Rajya. State the contributions of Gandhi.Unit XII: Mohandas Karmachand Gandhi. 7Life sketch of GandhiHuman nature.Morality religion and God.Theory of non-violence and truth. Doctrine of Satyagraha. The theory of spiritualization of politics.Ends and means. Rights and duties. Swaraj.Philosophy of Sarvodaya. State. Ram Rajya. Contributions of Gandhi.Explain the Characteristics of modern political thoughts.Unit XIII: Characteristics of Modern Political Thoughts. 3Instructional Techniques:4.1 Since this course is purely theoretical the instructional techniques to be used in all the units are suggested as follows: Mini pictureQuestion- AnswerVarious types of DiscussionCritical thinking strategies 4.2 Besides above mentioned techniques, Assignment, Report writing and Presentation are also suggested specially for units 1 and 2. 5. Evaluation:Evaluation Internal evaluation will be conducted by subject teachers based on following aspects:S.NParticularPoints1Attendance52Participation in learning activities53First assessment: Article review/ book review/ unit test etc104Second assessment: Midterm test105Third assessment10Total405.2 External Examination (Final Examination) 60%Examination Section, Office of the Dean, Faculty of Education will conduct final examination at the end of semester.S.NTypes of questionPoints1Objective type question(multiple choice 10x1)102Short answer questions (6 questions x 5 points)303Long answer questions (2 questions x 10 points)20Total606. Recommended Books: 1 .Haker, A. (2006). Political theory, philosophy, ideology science, Delhi, Surjet Publications.2. Sabine, J. H. (2009). A history of political theory, Delhi, Oxford and IBH Publishing Co. Pvt. Ltd.3. Barker, S. R. (2006). Greek political theory, Plato and his predecessors, Delhi, Surjeet Publications.4. Mukherjee, S. And Ramaswamy, S ( 2012). History of political thought Plato to Marx, New Delhi PHL Learning Pvt. Ltd. 7. Reference Books:1. Das, P.L. (2013). History of political thought, Delhi, New Central Book Agency.2. Gokhale, B. K. (2012). Political science (Theory and governmental machinery) Delhi, Mumhai, Banglore.Course title: Public Value and Political Management Course No.: Pol. Sc. Ed. 527. Nature of the course: Theory Level: M. Ed.Credit Hour: 3Semester: IITeaching Hour: 48 hours1. Course DescriptionThis course is designed for those students who study in M. Ed. in Political Science Education. The course is divided in four units. Unit I deals with the concept of politics and public management, Unit II with the approval of public value in politics. Unit III includes the role and functions of public value in politics as well as Unit IV incorporate measurement of public value in politics. 2.General Objectives The general objectives of this course are to: familiarize the students on politics and political management;make the students understands about the approval of public value in politics;acquaint the students with the role and functions of public value in politics; provide the students with the knowledge of measurement of public value in politics. 3.Specific Objectives and ContentsSpecific ObjectiveContentsExplain the meaning and approaches of politics and public managementDescribe the Conflict between politicians and public managersDescribe the process of shift from bureaucratic to political managementDiscus the processes of accountability Unit I : Concept of politics and public management (10)Meaning Approaches (principal-agent’ theory, public choice theory and new public service theory).Paradigm shift of management Conflict between politicians and public managersThe shift to political managementProcess of accountability Discuss the Conceptions of public value in politicsDescribe the role of different types of creators in value politicsAnalyse the Processes of democratic legitimation of public valueExplain the Processes of democratic accountability Examine the importance of Political involvement in Best Value. Unit II: Approval of public value in politics (18) 2.1 Concepts of public value in politics (Citizen/state relationships, Public preferences, Private sector's concept of value, Delivering on other values, Outcomes and Trust)2.2 Creators of pubic value (will of the people, social capital, democratic culture, civil society, elected politicians, senior public managers, media, social scientists and public intellectuals )2.3 Democratic legitimation of public value2.4 Processes of democratic accountability ( internal and external, formal and informal, dialogue with people, staff and stakeholders)2.5 Political involvement in Best Value Describe the role of public value in Justifying resource allocationDiscuss the importance of public value in formulating strategic goal in politicsExamine the performance of public value as a management tool in politicsExplain the ways of managing citizen's expectations by public value in politics.Unit III: Role and functions of public value in politics (10) 3.1 Justifying resource allocation3.2 Public value as a strategic goal in politics3.3 Public value as a management tool in politics3.4 Managing citizen expectations in politicsExplain the Reasons of measurement of public value in politicsDescribe the different ways of measurement of public value in politics.Unit IV: Measurement of public value in politics (10)4.1 Reasons of measurement (Clarifying intentions, measurement that destroys public value, measurement that creates public value, public accountability)4.2 process of measurement (Effectiveness, Efficiency, Output, Outcome, Quality, Access, Appropriateness and Equity) 4. Instructional Techniques The instructional techniques for this course are divided into two groups. The first group consists of general instructional techniques commonly applicable to most of the units and the second group consists of the specific techniques applicable to specific unit. 4.1 General Instructional Techniques LectureQuestion- answerDiscussion 4.2 Specific Instructional Techniques Specific instructional techniques to be used while teaching the course will be as follows:Unit III: Prepare seminar paper on the role and function of public value in politics. Unit IV: Project work in performing the process of public value in politics. Evaluation Internal Evaluation 40%Internal evaluation will be conducted by course teacher based on following activitiesAttendance 5 pointsParticipation in Learning activities 5 pointsFirst assignment/ midterm exam 10 pointsSecond assignment/assessment (one or two)10 pointsThird assignment/ assessment 10 pointsTotal 40 pointsExternal Evaluation (final examination) 60%Examination Division, Office of the Dean, Faculty of Education will conduct the final examination at the end of the semester (proposed)Objective type question (multiple choice 10x1 point) 10 pointsShort answer question (6 questions x5 points) 30 points Long answer questions (2 questions x 10 points) 20 pointsTotal 60 pointsRecommended Books and References Recommended BooksBarnes, M.,(1999). Building a deliberative democracy: an evaluation of two citizens’ jurie. London: Institute for Public Policy Research. Barrett, S. and Fudge, C. (eds) (2004). Policy and Action. London, Methuen. BBC. (1981). Building Public Value: Renewing the BBC for a digital world. London: British Broadcasting Corporation. Behn, R. (1991). Leadership Counts: Lessons for public managers. Cambridge, MA, Harward University Press. Bentley, T. (2005). Everyday democracy: why we get the politicians we deserve. London: DEMOS. Bentley, T., Kaye, A., MacLeod, P. O., Leary, D. and Parker, S. (2004). A fair go: public value and diversity in education. London: DEMOS and Education Foundation.Blaug, R. Horner, L. and Lekhi, R. (2006). Public value, citizen expectations and user commitment. London: The Work Foundation. Boyne, G., Gould-Williams J, Law, J and Walker, R. (2002). Plans, performance information and accountability: The case of best value. Public Administration, Vol 80 No 4. Cameron, W. (2004). Public Accountability: Effectiveness, equity, ethics. Australian Journal of Public Administration, Vol 63 No 4, pp59–67.Curtain, R. (2003). How citizens can take part in developing and implementing public policy. Australian Public Policy Research Network. Dahl, R. A, (1989). Democracy and its critics. New Haven: Yale University Press. Dunn, J. (1979).Western political tin the face of the future. Cambridge: Cambridge University Press. Kettl, D. F.( 2000). The global management revolution: a report on the transformation of governance. Washington DC: Brookings Institution. Knott, J. and Miller, G. (1987). Reforming bureaucracy: the politics of institutional choice. New York: Prentice Hall. Lynn, L. E. and Heinrich, C. (eds) (2000). Governance and performance: new perspectives. Washington DC: Georgetown University Press. Martin, S. (1997). Leadership, learning and local democracy: political dimensions of the strategic management of change. International Journal of Public Sector Management, Vol 10 No 7, pp534-546. Moore, M. (1995).Creating public value: strategic management in government. Cambridge: MA, Harvard University Press. Moore, M. H. (1995). The public value scorecard’: a rejoinder and an alternative to ‘strategic performance measurement and management in non-profi t organizations. by Robert Kaplan, HCNO Working Paper Series. May, P. G. (2003). The politics of bureaucracy. White Plains: NY, Longman Publishers.Steele, J. (2003). Involving People in Public Disclosure of Clinical Data: Report on research with user organisations and patients. London: The Nuffi eld Trust. Stoker, G. (2003). Public value management (PVM): A new resolution of the democracy/efficiency tradeoff. unpublished paper. Institute for Political and Economic Governance (IPEG), University of Manchester. Svara, J. H. (1999). Complementarity of politics and administration as a legitimate alternative to the dichotomy model. Administration and Society, Vol 30 No 6. Wakeford T, (2002). Citizens juries: a radical alternative for social research. Social Research Update, No 37, Department of Sociology, University of Surrey. Wirtz, V., Cribb, A. and Barber, B. (2003). Understanding the role of “the hidden curriculum” in resource allocation: the case of the UK NHS. Health Care Analysis, Vol 11 No 4. Course title: Nepalese Politics Nature of the course: Theory Course No.: Pol.Sc.Ed. 528Level: M. Ed.Credit Hour: 3Semester: II Teaching Hour: 48 hours1. Course DescriptionThis course is designed for the students who specialize in Political Science Education. It intends to provide the knowledge of Nepalese politics. The contents of this course have been divided into six unites. Unit I, deals with the introduction of Nepalese politics and unit II, deals the political movements of 2007 BS. Unit III, focuses on the era of different political system. Unit IV, illustrates the restoration of democracy. Unit V, includes the Constituent Assembly Election and afterwards. Similarly unit VI, gives the brief survey of Nepalese foreign policy respectively. 2. General Objectives The general objectives of this course are as follows:To acquaint the students with political movement of 2007 BS;To make the students familiar with the era of different political system which were introduced in Nepal;To make the students understand the Constituent Assembly Election and the politics of afterwards;To provide the students with the knowledge of Nepalese foreign policy.3. Specific Objectives and Contents Specific ObjectivesContentsDescribe the characteristics and trends of Nepalese politics.Unit I: Introduction to Nepalese Politics 3 CharacteristicsTrendsDescribe the social, economic, and political causes of democratic movement Describe the external causes influenced by the international environment. Unit II: Democratic Movement,2007 BS (5) Internal causes:(Social, Economic and Political)2.2 External causes.Describe the features of interim constitution, 2007 BS. Evaluate different types of political experiment under interim constitution of 2007 BS.Describe the features of the Constitution of the Kingdom of Nepal 2015 BS.Evaluate the work of first elected government and the deepening crisis at home. Describe the working of Panchayat system and the features of the Constitution of Nepal of 2019 BS.Unit III: Era of Different Political System (13) Interim Constitution of 2007 BSEra of party politics2007-2015BSConstitution of the Kingdom of Nepal 2015 BSDismantle of the first elected governmentEra of Panchayat politics and the Constitution of Nepal 2019 BS Describe the causes and consequences of joint popular anti Panchayat Movement. Describe the features of the Constitution of the Kingdom of Nepal 2047 BS.Describe the reasons of the political of instability after 2047 BS, and the king’s step in politics.Describe the causes of second joint popular movement. Describe the features of the Interim Constitution of 2063 BS. Unit IV: Restoration of Democracy (12) Joint Popular anti Panchayat MovementConstitution of the Kingdom of Nepal 2047 BSPolitical instability and king’s step in politics Second joint popular Movement2062 BS. Interim Constitution of 2063 BSDescribe the purposes and process of the first CA and second CA election.Explain the features, prospects and challenges of present political system. Describe the role of major political parties.Unit V:The Constituent Assembly Election and afterwards (6)5.1 Election of first CA and second CA5.2 Features, prospects and challenges of present political system.5.3 Role of major political parties Describe the objectives, principles and determinants of Nepalese foreign policy.Analyze the role played by Nepal in the SAARC and the UNO.Describe the relation of Nepal with independent India and the People’s Republic of China. Unit VI: Nepalese foreign policy (9)Objectives, principles and determinants of Nepalese foreign policyRole of Nepal in the SAARC and the UNONepal’s relation with India and China Note: The figures within the parentheses indicate the approximate periods for respective units. 4. Instructional Techniques Two categories of instructional techniques – general and specific instructional techniques are suggested 4.1 General Instructional Techniques Lecture, discussion and question – answer will be the common instructional techniques to be used while teaching this course. It is also anticipated that the lectures will be participatory and interactive in nature. 4.2 Specific Instructional Techniques Specific instructional techniques to be used while teaching the course will be as follows:Unit III and IV: Prepare seminar paper on the evaluation of work of first elected government and classroom practice to identify the causes of the king’s step in Nepalese politics, 2058 BS.Unit V: Project work in preparing a research report about the open border problem or probability between Nepal and India.Evaluation 1 Internal Evaluation 40%Internal evaluation will be conducted by course teacher based on following activitiesAttendance 5 pointsParticipation in Learning activities 5 pointsFirst assignment/ midterm exam 10 pointsSecond assignment/assessment (one or two)10 pointsThird assignment/ assessment 10 pointsTotal 40 pointsExternal Evaluation (final examination) 60%Examination Division, Office of the Dean, Faculty of Education will conduct the final examination at the end of the semester (proposed) Objective type question (multiple choice 10x1 point) 10 pointsShort answer question (6 questions x5 points) 30 pointsLong answer questions (2 questions x 10 points) 20 points Total 60 pointsRecommended Books and ReferencesRecommended Books:Adhikari, S.M. (1995). Nepalma prajatantrik andolan ko ithas. New Delhi: Nirala Publications. Baral, L.K.(2012). Nepal nation-state in the wilderness (managing state democracy and geopolitics). New Delhi: sage publications.Baral L.K. (2006). Nepal: facets of Maoist insurgency. New Delhi: Adroit publications.Bhasin, A. K. (ed. ). (1966). Documents on Nepal’s relation with India and China 1946-1966(part II). Bombay: Academic books. Dahal, R. K. (2001). Constitutional and political development in Nepal. Kathmandu: Ratna Pustak Bhandar.Gupta, A. (1993). Politics in Nepal 1950-1960. New Delhi: Kalinga PublicationsJoshi, B.and Rose, L. E, (2004). Democratic innovation in Nepal: A case study of acculaturation . Kathmandu: Mandala Publication.Whelpton, J. (2008). History of Nepal. Cambridge University PressReferencesAdhikari, S. M. (2002). Nepali congressko itihas. Kathmandu: Bhudipuran Prakasan.Agrawal, H.N. (1976). Administrative system of Nepal. New Delhi, Vikas Publicasing.Bhandari, D. R. (1958). Nepalko itihasik vibechana. Banaras: Krishna Kumari Devi. Chatarji, B. (1967). A study of recent Nepalese politics. Culcutta: The World Press Pvt. Ltd.Chauhan, R. S. (1971). The political development in Nepal1957-70: Conflict between tradition and modernity. New Associate Publishers.Devkota, G. B.(vol. 1st 1979, vol. 2nd. 1. 980, vol. 3rd 1983, vol. 4th 1983). Nepalko rajnitik Darpan. Kathmandu: Arjun Bahadur Devkota.Jha, S. K. (1975). Uneasy partners: India and China in the post colonial era. New Delhi: Manas Publications. Joshi, B. and Rose, L. E. (2004). Democratic innovation in Nepal: A case study of acculturation. Kathmandu: Mandala Publications.Khanal, Y. N. (1972). Nepal transition from isolation . Kathmandu: Shaja Prakasan. Lawati, M. (ed.) (2008). Contentious politics and democratization in Nepal. New Delhi: Sage Publications Pvt. Ltd. Muni, S. D. (1992). India and Nepal: Changing relationship. New Delhi: Konark Publishers.Muni, S. D. (1992). The foreign Policy of Nepal. New Delhi: Konark Publishers.Ramakant, (1976). Nepal China and India: Nepal China relations. New Delhi: Abhinav Publications.Rose, L. E. (1971). Strategy for survival. Bombey: Oxford University.Shah, R. (2006). Nepal politics: retrospect and prospect (Second edition). New York: Oxford University Press. Sharma, B. C. (1976). Nepalko itihasik ruprekha, Banaras: Krishna Kumari Devi.Siddique, M. (2006). India and SAARC nations. New Delhi: Max Ford Books.Singh, S. B. (2007). Nepal struggle for democracy. New Delhi: Adhyayan Publishers and Distributors.Tuladhar, T. R. (1960). Nepal China: a story of friendship. Kathmandu: HMG.Upreti, B. C. (2008). Regional cooperation in south Asia: emerging dimensions and issues. New Delhi: Summit Enterprises. ................
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