Education Question Bank Ugc Nta Net Assistant Professors

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Education Question Bank Ugc Nta Net Assistant Professors

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Author : Mocktime Publication
language : en
Publisher: by Mocktime Publication
Release Date : 101-01-01

Education Question Bank Ugc Nta Net Assistant Professors written by Mocktime Publication and has been published by by Mocktime Publication this book supported file pdf, txt, epub, kindle and other format this book has been release on 101-01-01 with Study Aids categories.

Chpater 1. Contribution of Indian Schools of philosophy (Sankhya Yoga, Vedanta, Buddhism, Jainism) with special reference to Vidya, Dayanand Darshan, and Islamic traditions towards educational aims and methods of acquiring valid knowledge; AND the Contribution (in context of UGC NTA NET Exam Subject Education) Chpater 2. Approaches to Sociology of Education (symbolic Interaction, Structural Functionalism and Conflict Theory); Concept and types of social Institutions and their functions (family, school and society); Concept of Social Movements, Theories of Social Movements (Relative Deprivation, Resource Mobilization, Political Process Theory and New Social Movement Theory). (in context of UGC NTA NET Exam Subject Education) Chpater 3. Socialization and education- education and culture; Contribution of thinkers (Swami Vivekananda, Rabindranath Tagore, Mahatma Gandhi, Aurobindo, J.Krishnamurthy, Paulo Freire, Wollstonecraft, Nel Noddings and Savitribai Phule) to the development of educational thought for social change; National Values as enshrined in the Indian Constitution - Socialism, Secularism, justice, liberty, democracy, equality, freedom with special reference to education. (in context of UGC NTA NET Exam Subject Education) Chpater 4. Committees and Commissions’ Contribution to Teacher Education: Secondary Education Commission (1953), Kothari Education Commission (1964-66), National Policy of Education (1986,1992), National Commission on Teachers (1999), National Curriculum Framework 2005, National Knowledge Commission (2007), Yashpal Committee Report (2009), National Curriculum Framework for Teacher Education (2009), Justice Verma Committee Report (2012). (in context of UGC NTA NET Exam Subject Education) Chpater 5. Relationship between Policies and Education, Linkage between Educational Policy and National Development, Determinants of Educational Policy and Process of Policy formulation: Analysis of the existing situation, generation of policy options, evaluation of policy options, making the policy decision, planning of policy implementation, policy impact assessment and subsequent policy cycles. (in context of UGC NTA NET Exam Subject Education) Chpater 6. Concept of Economics of Education: Cost Benefit Analysis Vs Cost Effective Analysis in Education, Economic returns to Higher Education Signaling Theory Vs Human Capital Theory, Concept of Educational Finance; Educational finance at Micro and Macro Levels, Concept of Budgeting. (in context of UGC NTA NET Exam Subject Education) Chpater 7. Relationship Between Politics and Education, Perspectives of Politics of Education Liberal, Conservative and Critical, Approaches to understanding Politics (Behaviouralism, Theory of Systems Analysis and Theory of Rational Choice), Education for Political Development and Political Socialization. (in context of UGC NTA NET Exam Subject Education) Chpater 8. Growth and Development: Concept and principles, Cognitive Processes and stages of Cognitive Development, Personality: Definitions and theories (Freud, Carl Rogers, Gordon Allport, Max Wertheimer, Kurt Koffka), Mental health and Mental hygiene. (in context of UGC NTA NET Exam Subject Education) Chpater 9. Approaches to Intelligence from Unitary to Multiple: Concepts of Social intelligence, multiple intelligence, emotional intelligence; Theories of Intelligence by Sternberg, Gardner; Assessment of Intelligence; Concepts of Problem Solving, Critical thinking, Metacognition and Creativity. (in context of UGC NTA NET Exam Subject Education) Chpater 10. Principles and Theories of learning: Behaviouristic, Cognitive and Social theories of learning, Factors affecting social learning, social competence, Concept of social cognition, understanding social relationship and socialization goals. (in context of UGC NTA NET Exam Subject Education) Chpater 11. Guidance and Counselling: Nature, Principles and Need, Types of guidance (educational, vocational, personal, health and social & Directive, Non-directive and Eclectic), Approaches to counselling – Cognitive-Behavioural (Albert Ellis – REBT) & Humanistic, Personcentred Counselling (Carl Rogers) - Theories of Counselling (Behaviouristic, Rational, Emotive and Reality). (in context of UGC NTA NET Exam Subject Education) Chpater 12. Meaning, Nature and Scope of Teacher Education; Types of Teacher Education Programs; The Structure of Teacher Education Curriculum and its Vision in Curriculum Documents of NCERT and NCTE at Elementary, Secondary and Higher Secondary Levels; Organization of Components of Pre-service Teacher Education Transactional Approaches (for foundation courses) Expository, Collaborative and Experiential learning. (in context of UGC NTA NET Exam Subject Education) Chpater 13. Understanding Knowledge base of Teacher Education from the view point of Schulman, Deng and Luke & Habermas; Meaning of Reflective Teaching and Strategies for Promoting Reflective Teaching; Models of Teacher Education - Behaviouristic, Competency-based and Inquiry Oriented Teacher Education Models. (in context of UGC NTA NET Exam Subject Education) Chpater 14. Concept, Need, Purpose and Scope of In-service Teacher Education; Organization and Modes of In-service Teacher Education; Agencies and Institutions of In-service Teacher Education at District, State and National Levels (SSA, RMSA, SCERT, NCERT, NCTE and UGC); Preliminary Consideration in Planning in-service teacher education programme (Purpose, Duration, Resources and Budget). (in context of UGC NTA NET Exam Subject Education) Chpater 15. Concept of Profession and Professionalism; Teaching as a Profession; Professional Ethics of Teachers; Personal and Contextual factors affecting Teacher Development; ICT Integration, Quality Enhancement for Professionalization of Teacher Education; Innovation in Teacher Education. (in context of UGC NTA NET Exam Subject Education) Chpater 16. Concept and Principles of Curriculum; Strategies of Curriculum Development; Stages in the Process of Curriculum development; Foundations of Curriculum Planning - Philosophical Bases (National, democratic), Sociological basis (socio cultural reconstruction), Psychological Bases (learner’s needs and interests); Bench marking and Role of National level Statutory Bodies - UGC, NCTE and University in Curriculum Development. (in context of UGC NTA NET Exam Subject Education) Chpater 17. Models of Curriculum Design: Traditional and Contemporary Models (Academic / Discipline Based Model, Competency Based Model, Social Functions / Activities Model [social reconstruction], Individual Needs & Interests Model, Outcome Based Integrative Model, Intervention Model, C I P P Model (Context, Input, Process, Product Model)). (in context of UGC NTA NET Exam Subject Education) Chpater 18. Instructional System, Instructional Media, Instructional Techniques and Material in enhancing curriculum Transaction; Approaches to Evaluation of Curriculum: Approaches to Curriculum and Instruction (Academic and Competency Based Approaches); Models of Curriculum Evaluation: Tyler’s Model, Stakes’ Model, Scriven’s Model, Kirkpatrick’s Model. (in context of UGC NTA NET Exam Subject Education) Chpater 19. Meaning and types of Curriculum change; Factors affecting curriculum change; Approaches to curriculum change; Role of students, teachers and educational administrators in curriculum change and improvement; Scope of curriculum research and Types of Research in Curriculum Studies. (in context of UGC NTA NET Exam Subject Education) Chpater 20. Meaning and Scope of Educational Research; Meaning and steps of Scientific Method, Characteristics of Scientific Method (Replicability, Precision, Falsifiability and Parsimony), Types of Scientific Method (Exploratory, Explanatory and Descriptive); Aims of research as a scientific activity: Problem-solving, Theory Building and Prediction. (in context of UGC NTA NET Exam Subject Education) Chpater 21. Types of research (Fundamental, Applied and Action); Approaches to educational research (Quantitative and Qualitative); Designs in educational research (Descriptive, Experimental and Historical). (in context of UGC NTA NET Exam Subject Education) Chpater 22. Variables: Meaning of Concepts, Constructs and Variables, Types of Variables (Independent, Dependent, Extraneous, Intervening and Moderator); Hypotheses - Concept, Sources, Types (Research, Directional, Non-directional, Null), Formulating Hypothesis, Characteristics of a good hypothesis; Steps of Writing a Research Proposal. (in context of UGC NTA NET Exam Subject Education) Chpater 23. Concept of Universe and Sample, Characteristics of a good Sample, Techniques of Sampling (Probability and Non-probability Sampling); Tools of Research - Validity, Reliability and Standardisation of a Tool, Types of Tools (Rating scale, Attitude scale, Questionnaire, Aptitude test and Achievement Test, Inventory); Techniques of Research (Observation, Interview and Projective Techniques). (in context of UGC NTA NET Exam Subject Education) Chpater 24. Types of Measurement Scale (Nominal, Ordinal, Interval and Ratio); Quantitative Data Analysis - Descriptive data analysis (Measures of central tendency, variability, fiduciary limits and graphical presentation of data), Testing of Hypothesis (Type I and Type II Errors), Levels of Significance, Power of a statistical test and effect size; Parametric Techniques, Non-Parametric Techniques, Conditions to be satisfied for using parametric techniques; Inferential data analysis; Use and Interpretation of statistical techniques: Correlation, t-test, z-test, ANOVA, chi-square (Equal Probability and Normal Probability Hypothesis). (in context of UGC NTA NET Exam Subject Education) Chpater 25. Qualitative Data Analysis - Data Reduction and Classification, Analytical Induction and Constant Comparison, Concept of Triangulation; Qualitative Research Designs: Grounded Theory Designs (Types, characteristics, designs, Steps in conducting a GT research, Strengths and Weakness of GT), Narrative Research Designs (Meaning and key Characteristics, Steps in conducting NR design), Case Study (Meaning, Characteristics, Components of a CS design, Types of CS design, Steps of conducting a CS research, Strengths and weaknesses), Ethnography (Meaning, Characteristics, Underlying assumptions, Steps of conducting ethnographic research, Writing ethnographic account, Strengths and weaknesses), Mixed Method Designs: Characteristics, Types of MM designs (Triangulation, explanatory and exploratory designs), Steps in conducting a MM designs, Strengths and weakness of MM research. (in context of UGC NTA NET Exam Subject Education) Chpater 26. Pedagogy, Pedagogical Analysis - Concept and Stages; Critical Pedagogy- Meaning, Need and its implications in Teacher Education; Organizing Teaching: Memory Level (Herbartian Model), Understanding Level (Morrison teaching Model), Reflective Level (Bigge and Hunt teaching Model); Concept of Andragogy in Education: Meaning, Principles, Competencies of Self-directed Learning, Theory of Andragogy (Malcolm Knowles), The Dynamic Model of Learner Autonomy. (in context of UGC NTA NET Exam Subject Education) Chpater 27. Assessment – Meaning, nature, perspectives (assessment for Learning, assessment of learning and Assessment of Learning) - Types of Assessment (Placement, formative, diagnostic, summative); Relations between objectives and outcomes; Assessment of Cognitive (Anderson and Krathwohl), Affective (Krathwohl) and psychomotor domains (R.H. Dave) of learning. (in context of UGC NTA NET Exam Subject Education) Chpater 28. Assessment in Pedagogy of Education including Feedback Devices: Meaning, Types, Criteria, Guidance as a Feedback Devices, Assessment of Portfolios, Reflective Journal, Field Engagement using Rubrics, Competency Based Evaluation, Assessment of Teacher Prepared ICT Resources; AND Assessment in Andragogy of Education including Interaction Analysis: Flanders’ Interaction analysis, Galloway’s system of interaction analysis (Recording of Classroom Events, Construction and Interpretation of Interaction Matrix), Criteria for teacher evaluation (Product, Process and Presage criteria), Rubrics for Self and Peer evaluation (Meaning, steps of construction). (in context of UGC NTA NET Exam Subject Education) Chpater 29. Concept of Educational Technology (ET) as a Discipline: (Information Technology, Communication Technology & Information and Communication Technology (ICT) and Instructional Technology); Applications of Educational Technology in formal, non formal (Open and Distance Learning), informal and inclusive education systems; Overview of Behaviourist, Cognitive and Constructivist Theories and their implications to Instructional Design (Skinner, Piaget, Ausubel, Bruner, Vygotsky); Relationship between Learning Theories and Instructional Strategies (for large and small groups, formal and non formal groups ). (in context of UGC NTA NET Exam Subject Education) Chpater 30. Systems Approach to Instructional Design; Models of Development of Instructional Design (ADDIE, ASSURE, Dick and Carey Model Mason’s); Gagne’s Nine Events of Instruction and Five E’s of Constructivism; Nine Elements of Constructivist Instructional Design; Application of Computers in Education: CAI, CAL, CBT, CML; Concept, Process of preparing ODLM; Concept of e learning, Approaches to e learning (Offline, Online, Synchronous, Asynchronous, Blended learning, mobile learning). (in context of UGC NTA NET Exam Subject Education) Chpater 31. Emerging Trends in e learning: Social learning (concept , use of web 2.0 tools for learning, social networking sites, blogs, chats, video conferencing, discussion forum); Open Education Resources (Creative Common, Massive Open Online Courses; Concept and application); E Inclusion - Concept of E Inclusion, Application of Assistive technology in E learning; Quality of E Learning – Measuring quality of system: Information, System, Service, User Satisfaction and Net Benefits (D&M IS Success Model, 2003); Ethical Issues for E Learner and E Teacher - Teaching, Learning and Research. (in context of UGC NTA NET Exam Subject Education) Chpater 32. Use of ICT in Evaluation, Administration and Research: E portfolios, ICT for Research - Online Repositories and Online Libraries, Online and Offline assessment tools (Online survey tools or test generators) – Concept and Development. (in context of UGC NTA NET Exam Subject Education) Chpater 33. Educational Management and Administration – Meaning, Principles, Functions and importance; Institutional building; POSDCORB, CPM, PERT, Management as a system, SWOT analysis; Taylorism; Administration as a process, Administration as a bureaucracy; Human relations approach to Administration; Organisational compliance, Organinsational development, Organisational climate. (in context of UGC NTA NET Exam Subject Education) Chpater 34. Leadership in Educational Administration: Meaning and Nature; Approaches to leadership: Trait, Transformational, Transactional, Value based, Cultural, Psychodynamic and Charismatic; Models of Leadership (Blake and Mouton’s Managerial Grid, Fiedler’s Contingency Model, Tri-dimensional Model, Hersey and Blanchard’s Model, Leader-Member Exchange Theory). (in context of UGC NTA NET Exam Subject Education) Chpater 35. Concept of Quality and Quality in Education: Indian and International perspective; Evolution of Quality: Inspection, Quality Control, Quality Assurance, Total Quality Management (TQM), Six sigma; Quality Gurus: Walter Shewart, Edward Deming, C.K Pralhad. (in context of UGC NTA NET Exam Subject Education) Chpater 36. Change Management: Meaning, Need for Planned change, Three- Step-Model of Change (Unfreezing, Moving, Refreezing); The Japanese Models of Change: Just-in-Time, Poka yoke; Cost of Quality: Appraisal Costs, Failure costs and Preventable costs, Cost Benefit Analysis, Cost Effective Analysis; Indian and International Quality Assurance Agencies: Objectives, Functions, Roles and Initiatives (National Assessment Accreditation Council [NAAC], Performance Indicators, Quality Council of India [QCI] , International Network for Quality Assurance Agencies in Higher Education [INQAAHE]). (in context of UGC NTA NET Exam Subject Education) Chpater 37. Inclusive Education: Concept, Principles, Scope and Target Groups (Diverse learners; Including Marginalized group and Learners with Disabilities); Evolution of the Philosophy of Inclusive Education: Special, Integrated, Inclusive Education; Legal Provisions: Policies and Legislations (National Policy of Education (1986), Programme of Action of Action (1992), Persons with Disabilities Act (1995), National Policy of Disabilities (2006), National Curriculum Framework (2005), Concession and Facilities to Diverse Learners (Academic and Financial), Rehabilitation Council of India Act (1992), Inclusive Education under Sarva Shiksha Abhiyan (SSA), Features of UNCRPD (United Nations Convention on the Rights of Persons with Disabilities) and its Implication. (in context of UGC NTA NET Exam Subject Education) Chpater 38. Concept of Impairment, Disability and Handicap; Classification of Disabilities based on ICF Model; Readiness of School and Models of Inclusion; Prevalence, Types, Characteristics and Educational Needs of Diverse learners’ Intellectual, Physical and Multiple Disabilities; Causes and prevention of disabilities; Identification of Diverse Learners for Inclusion; Educational Evaluation Methods, Techniques and Tools. (in context of UGC NTA NET Exam Subject Education) Chpater 39. Planning and Management of Inclusive Classrooms: Infrastructure, Human Resource and Instructional Practices; Curriculum and Curricular Adaptations for Diverse Learners; Assistive and Adaptive Technology for Diverse learners: Product (Aids and Appliances) and Process (Individualized Education Plan, Remedial Teaching); Parent- Professional Partnership: Role of Parents, Peers, Professionals, Teachers, School. (in context of UGC NTA NET Exam Subject Education) Chpater 40. Barriers and Facilitators in Inclusive Education: Attitude, Social and Educational; Current Status and Ethical Issues of inclusive education in India; Research Trends of Inclusive Education in India. (in context of UGC NTA NET Exam Subject Education)

Adult Education Question Bank Ugc Nta Net Assistant Professors

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Author : Mocktime Publication
language : en
Publisher: by Mocktime Publication
Release Date : 101-01-01

Adult Education Question Bank Ugc Nta Net Assistant Professors written by Mocktime Publication and has been published by by Mocktime Publication this book supported file pdf, txt, epub, kindle and other format this book has been release on 101-01-01 with Study Aids categories.

Chpater 1. Adult, Continuing Education: Pre And Post Independent India; and Adult Education Perspectives: Asian, Latin American, European and American. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 2. Extension Education and Services in India: Phases and Movements; Extension as “Third Dimension” of Higher Education; and New approaches in Extension Education and Services in India. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 3. National Open school, Field organisation practices; and the Need, concept, types and characteristics of Lifelong Learning programmes in India. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 4. Opportunities for Lifelong Learning and Extension; Agencies in Lifelong Learning in and outside India; and Comparative Studies in Adult Education: Parameters, Trends and Analysis. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 5. Liberal, Behaviouristic, Progressive, Humanistic, Radical and Analytical approaches of Adult Education; and Social and educational perspectives of Tagore, Gandhi, Vivekananda, Radhakrishnan, Ambedkar and other Indian thinkers. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 6. Androgogy and Pedagogy; Attributes and distinctive features of adult learning and development; and Motivational aspects of adult learning, values in Adult Education, and challenges of contemporary society. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 7. Individual Vs. Group learning approaches in Adult Education; Experiences and learning from agriculture, home science, community health and technology; and Learning needs of diverse group of adult learners. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 8. Theories of adult learning; Professionalization of adult education; and Prior learning: Concept, issues and challenges, Equivalence and academic credit for continuing education courses. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 9. Education: Status, challenges and alternatives; and Guidance and counselling: Individual and group counselling. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 10. Emergence of distance learning, autonomous learning and online learning; and Transformational learning: Use of different media in education, ICT, World wide Web, Mobile technologies, multimedia packages, Computer Aided Learning (CAL), Audio-visual aids. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 11. Digital India, Swayam, MOOC courses, UDAAN, e-library; and Virtual learners and virtual learning centers. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 12. ICT in handling information: storage, retrieval and dissemination of information; Online teaching, challenges and benefits of online learning; and Differentiated instructions in an online environment. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 13. Meaning, definition of curriculum: need for curriculum, curriculum theory and practice; Identification of needs and interests of lifelong learners; and Objectives of curriculum development. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 14. Principles of curriculum development and its approaches; Curriculum planning: need and implementation; and Evaluation: process-product-feedback mechanism. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 15. Curriculum development-supporting systems; Teaching methods; and Teaching and learning materials and aids for Lifelong Learning. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 16. Preparation of books and audio visual material for neo-literates: processes, contents and field testing of materials; and Agencies engaged in preparation of materials, type of teaching-learning materials: print, on-line and off-line. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 17. Concept, principles and functions of management; and Programme planning, organisation and control. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 18. Job specifications of personnel engaged in University-community engagement, Skill development, Continuing education & other extension programmes; and Training and development: Family-based, Off the job & on the job. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 19. Training of functionaries in adult, continuing education, lifelong education through participatory approach; and Skill development imitatives : State-promoted, NGO-promoted and Public Private Partnerships (PPP). (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 20. Field skills, teaching methods of adults, training methods for training for functionaries; Management of a training programme; and Evaluation of social development programmes. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 21. Concept, methods and practices of communication; and Models: agriculture, community health, educational and social marketing. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 22. Modes of communication; conventional and ICT-driven; and People’s participation in development. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 23. People’s organisation (community based organisation, state promoted organisation); and Programmes: individual centric and group centric. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 24. Development communication planning and operationalization; Emerging technologies in communication for social development; and Communication in extension: government, semi-government, nongovernment, corporate agencies etc. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 25. Development and its indicators, Millennium Development Goals (MDGs), Sustainable Development Goals (SDGs); and Population Education: Concept and paradigm shifts. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 26. Social and distributive justice; and Issues of marginalization and pedagogy: women, tribals, minorities, transgender, aged and persons with disability. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 27. Value based education; Inequality in social system and social mobility; and Interventions in specific concern areas of children, bonded labour and gender. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 28. Interventions in general areas of concern: water, health, energy, disaster and environment; and Social and professional ethics. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 29. Concept, scope, policy and programmes of vocational education and skill development; and Market requirements and skilling status. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 30. Operationalization of the concept of vocational education in adult, continuing education and Lifelong Learning through state supported structures like Jan Shikshan Sansthan (JSS) and non state supported structures of Industrial and Bussiness houses. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 31. Emergence of Micro-enterprises like Self Help groups and Mega-enterprises like SEWA; and Skilling India: Skill sectors, National Skill Development policy, programme, and implementation mechanism. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 32. Structure of skilling programmes, certification and equivalence; Make-In India, Start-up, Stand Up, Mudra Banks, Entrepreneurship; and Analysis of such efforts at micro and mega level. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 33. Philosophical Roots, history, elements and significance of social science research; Qualitative and quantitative action research; and Research Design: Meaning and Types; Descriptive, Analytical, Exploratary, Basic, Applied, Action, Survey and case study research. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 34. Sources of data: primary and secondary; and Collection of Secondary Data: Historical Documents, Archival Material, Published Sources, Journals, Internet Sources, Census, NSS and Statistical Reports. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 35. Population and Sampling, Data Collection and its tools, organisation of research, analysis, generalization and report writing; Documentation and dissemination of the research work; and Content Analysis, Survey and Case studies. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 36. Currents trends of research in adult and continuing education (national and international); Emerging areas of research in adult and continuing education and extension; and Ethical concerns in social science research. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 37. Beyond literacy and numeracy; Resolving the dilemmas of institutional and non-institutional learning; and Localising the learning and cultural context of a learner. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 38. Harmonizing the skill of individual with the potential employers; Personalised and customised educational opportunities of adult learner; and Network based learning. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 39. Open option based learning; Building learning communities; and Search for an ever-evolving educational policy. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 40. Towards a learning society. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension)

Physical Education Question Bank Ugc Nta Net Assistant Professors

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Author : Mocktime Publication
language : en
Publisher: by Mocktime Publication
Release Date : 101-01-01

Physical Education Question Bank Ugc Nta Net Assistant Professors written by Mocktime Publication and has been published by by Mocktime Publication this book supported file pdf, txt, epub, kindle and other format this book has been release on 101-01-01 with Study Aids categories.

Chpater 1. Physical education and adapted physical education, their objectives; Philosophies of education as applied to physical education. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 2. Development of Physical education in Greece, Rome, Sweden, Russia, England, Denmark, Germany, USA, Australia and China; Growth and development of physical education in India. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 3. Recreation- its principles, characteristics and importance, Modern trends in recreation, Indoor and outdoor recreational programmes, Recreational programmes for various categories of people; Wellness- its importance, benefits and challenges, Development and maintenance of wellness. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 4. Teaching Aptitude – nature, objectives, characteristics of teaching, learner characteristics and teaching methods; Social aspects of sports- sports as a socializing agency, social values, sports leadership, sports as cultural heritage and social aspects of competition; Ancient & Modern Olympics games, Asian and Commonwealth games; Structure and functions of international and national bodies controlling various games and sports; Prominent honours and awards in games and sports. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 5. Exercise physiology its scope and importance in the field of physical education and sports; Cardio respiratory adaptations to long and short term physical activities. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 6. Muscle- its types, characteristics and functions, Microscopic structure of muscle fibre, Sliding filament theory of muscular contraction, Types of muscle fibres and sports performance, Muscular adaptations to exercise; Neuro-muscular junction and transmission of nerve impulse, kinesthetic Sense organs and neural control of motor skills. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 7. Bio-chemical aspects of exercise - Metabolism of food products, Aerobic and anaerobic systems during rest and exercise; Direct and indirect methods of measuring energy cost of exercise; Recovery process - Physiological aspects of fatigue, Restoration of energy stores, Recovery oxygen. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 8. Nutritional aspects of performance; Environmental influence on human physiology under exercise; Women in sports- trainability, Physiological gender differences and special problems of women athletes; Aging - Physiological consequences, life style management and healthful aging; Physiological responses of various therapeutic modalities and rehabilitation; Physiological aspects of various Ergogenic aids; Massage manipulations and their physiological responses. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 9. Kinesiology and biomechanics; Modern trends in biomechanics; Planes and Axes of human body; Joints and their movements. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 10. Muscle attachments - Origin, insertion, action and leverage of the principal muscles used in sports; Motion: its laws and their application in sports; Projectile and principles of projections. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 11. Linear and angular kinematics and kinetics; Friction, Spin, impact and elasticity; Air and water dynamics. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 12. Mechanical advantage and applications of Levers in sports; Posture and its deformities with their corrective exercises; Kinesiological, Muscular and mechanical analyses of fundamental movements; Mechanical analyses of major sports skills. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 13. Sports psychology- its importance in the field of physical education and sports; Motivation in sports- types, theories and dynamics. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 14. Psychological factors affecting sports performance- Emotions, Anxiety, aggression, stress, self confidence, concentration, mental practice and goal setting. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 15. Personality- Theories of personality, measurement of personality; Group dynamics, Group cohesion and leadership in sports; Cognitive process- memory and thinking. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 16. Principles of Motor skill learning; Transfer of training and its types with its implication in sports; Long and short term psychological preparation for performance/ competition; Psychological skill training for activation and relaxation; Spectators and sports performance. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 17. Development of teacher education for physical education in India; Comparative study of professional preparation in physical education of India with those of USA, Russia, Germany, Australia and UK; Professional and other courses of physical education in India. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 18. Role of Government agencies monitoring professional courses in physical education; Qualities, qualifications and responsibilities of physical education personnel at primary, secondary and higher education levels; Scope of physical education personnel in the promotion of health, fitness and wellness. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 19. Recent Government policies for promoting physical education and sports in India; Hierarchy of organizational set-up in physical education at schools, colleges and university level; Role of public & private sectors in the promotion of physical education and sports in the country. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 20. Curriculum development- Concepts and principles of curriculum planning; Subject matter for different levels of education - primary, secondary and higher education; Curriculum design and content- importance, selection and classification of subject matter with reference to age, sex and differently abled pupils; Integrated programme for boys and girls; Teaching aids - Time-table, Concepts, credit system for various subject coursestheory and practical; Impact of technology in physical education and sports; Curriculum evaluation: Concepts and purpose; procedure and appraisal. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 21. Health- its objectives and spectrum; Health education, its importance and principles; Role of genetics and environment in achieving health; Health-related physical fitness. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 22. Community health programme- Health appraisal & health instructions; International and national health promoting government & private agencies; School Health programme and personal hygiene. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 23. Communicable diseases: causes, symptoms, prevention through other means and Immunization; Psychosomatic disorders/ sedentary life style diseases: causes, symptoms and prevention; Obesity related health problems; Body weight control and its significance on health; Role of exercise, dieting and combination of exercise & dieting on weight control. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 24. First-aid- objectives and principles, First-aid for Shock, poisoning, burns, drowning, bleeding, electric shock and common sports injuries; Pollution- Air, water, sound and radiation, Effects of pollution on health, Preventive and safety measures from pollution; Nutrition- Balanced diet and its components, Nutritional Deficiencies, Understanding of malnutrition and nutritional supplements; Effects of smoking, alcohol, & drugs on health; prevention and rehabilitation. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 25. Sports training- its characteristics and principles; Training load, its features, principles and adaptation process; Means and methods of executing training load; Overload, its Causes, symptoms and remedial measures. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 26. Strength- its characteristics, types of strength, factors determining strength and strength development; Endurance- its characteristics, types of endurance, factors determining endurance and endurance development. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 27. Speed- its characteristics, types of Speed, factors determining Speed and speed development; Flexibility-its characteristics, types of flexibility, factors determining flexibility and flexibility development; Coordinative abilities- its characteristics, types of coordinative abilities, factors determining coordinative abilities and development of coordinative abilities. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 28. Technique and skill- its characteristics and importance, Different stages of technique development and technique training; Tactics and strategy; Planning- its importance and principles, Types of planning; Periodization- its importance, objectives and types of periodization, Concept of different periods - Preparatory, competition and transitional; Types of Competition: Talent identification- process and procedure. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 29. Research in physical education- its importance and classification; Ethical issues in research; Methods of research- Descriptive, historical and experimental; Experimental research designs. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 30. Identification and formulation of research problem; Types of research hypotheses and their formulation; Hypotheses testing; Tools of research- Questionnaires, opinionnaires, interviews and observation. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 31. Sources and steps of literature search- library, research data bases, internet- search engines, online journals, Note taking and critical reading; Sampling Techniques- Probability and non probability. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 32. Data, its types and collecting measures; Normal probability curve and grading scales; Statistical processes, their importance and uses in research, Application of parametric and non parametric statistical techniques in research; Computer applications- statistical packages for data analyses- SPSS, e-mail, search engines and Microsoft office; Preparation of research proposal, report, abstract, paper for publication and paper for presentation. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 33. Test, measurement and evaluation -their types and importance in physical education and sports; Principles and processes of evaluation in physical education; Criteria of selecting an appropriate test and administration of testing programme. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 34. Types of tests and construction of standard knowledge and skill tests; Tests for fitness- Physical fitness, motor fitness, motor ability and motor educability; Health related fitness tests. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 35. Tests for fitness components- strength, endurance, speed, flexibility and coordinative abilities; Sports skill tests- Badminton, Basketball, Football, Hockey, Tennis, and Volleyball. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 36. Anthropometric Measurements- land marks and measurement of various body segments, height, sitting-height, weight, diameters, circumferences, skinfolds, body mass index, ponderal index; Somatotype and Posture evaluating techniques; Testing of physiological phenomenons- Blood pressure, breathing frequency vital capacity, heart rate, pulse rate, body temperature and body composition; Tests for psychological variables- Anxiety, aggression, team cohesion, achievement motivation, mental-toughness, and self-efficacy. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 37. Management- its principles and theories; Scope of management in physical education and sports; Guiding principles for organizing physical education & sports programmes in institutions. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 38. Personnel management- objectives and principles; Self-appraisal, communication skills and time management; Essential skills of administration; Financial management- objectives, purposes, principles and scope; Planning and preparation of budget; Mechanics of purchase and auditing. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 39. Supervision - objectives, principles and importance of supervision, Techniques of supervision, Duties and responsibilities of a supervisor; Facility management- planning, procuring and maintenance of facilities- indoor and outdoor facilities; Planning and management of sports infrastructure; Management of records. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 40. Role of sports manager- interpersonal, informational and decision making; Managerial skills – technical, human and conceptual; Qualities and qualification of sports manager; Event management- its principles, planning, check list, rehearsal, itinerary, execution, reporting and follow-up procedures of an event; Public relation- principles of public relations in physical education and sports; Mass Media- communication and publicity, qualifications of Public relation officer. (in context of UGC NTA NET Exam Subject Physical Education)

130 Adult Education

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Author : Mocktime Publication
language : en
Publisher: by Mocktime Publication
Release Date : 101-01-01

130 Adult Education written by Mocktime Publication and has been published by by Mocktime Publication this book supported file pdf, txt, epub, kindle and other format this book has been release on 101-01-01 with categories.

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Indian Culture Question Bank Ugc Nta Net Assistant Professors

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Author : Mocktime Publication
language : en
Publisher: by Mocktime Publication
Release Date : 101-01-01

Indian Culture Question Bank Ugc Nta Net Assistant Professors written by Mocktime Publication and has been published by by Mocktime Publication this book supported file pdf, txt, epub, kindle and other format this book has been release on 101-01-01 with Study Aids categories.

Chpater 1. Meaning and concepts of Culture: encompassing Traditional and Modern concepts, alongside Notions of Culture in textual tradition, and anthropological, archaeological, and sociological understanding of the term culture. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 2. Elements of Culture, the concept of Indianness, the value system, and the fundamental relation between culture and civilization. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 3. Historiography and approaches to the study of Indian Culture: including Stereotypes, Objectivity and Bias, and Imperialist, Nationalist, Marxist, and Subaltern perspectives; also covering the Heritage of India and the world’s debt to Indian Culture. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 4. Archaeological Sources for the Study of Indian Culture: cultural remains, Monuments, Numismatics, and Epigraphy. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 5. Literary sources and Oral traditions; Foreign Accounts; and Archival sources as means for the Study of Indian Culture. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 6. Pre-historic Stone age cultures, detailing palaeolithic, mesolithic, and neolithic periods, and Protohistoric cultures, including the chalcolithic horizon. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 7. Harappan Culture: addressing current debates on nomenclature and scripts, and detailing Town planning and architecture, art, social, religious, and economic life. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 8. The evolution of India’s main language families. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 9. Early Vedic and later Vedic ideas and institutions: covering social, religious, economic, political, and scientific aspects. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 10. Post Vedic developments: including Religious Movements, the emergence of states, Shramana traditions (Buddhism, Jainism, Ajivikas, and other sects), and the Education system and centres like Taxila and Kashi. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 11. Mauryan and Post-Mauryan Ideas and Institutions: examining Social, Religious, Economic, and Political structures; Ashoka’s Dhamma; and Scripts like Brahmi and Kharosthi. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 12. The Impact of Foreign Invasions on India; and the development of Art and Architecture during the Mauryan and Post-Mauryan periods. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 13. Literature of the Mauryan and Post-Mauryan period: featuring Arthasashtra, Manusmriti, Natyashastra, Panchatantra, Buddhacharit, and Saundarananda; alongside Scientific Achievements of Nagarjuna, Sushruta, and Charaka. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 14. The Education System and Centres during Mauryan and Post-Mauryan times; the Sangam Age, focusing on its Society and Culture; and India's Contacts with the outside world. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 15. Gupta and Post-Gupta Ideas and Institutions: exploring social, religious, philosophical, economic, and political dimensions. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 16. Scientific Achievements (Mathematics, Astronomy, Metallurgy) and Art and Architecture (evolution of Temples, Paintings of Ajanta and Bagh) during the Gupta and Post-Gupta period. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 17. Literature of the Gupta and Post-Gupta era: Kalidasa, Banabhatta, Bharavi, Magha, Bhavabhuti, Dandi; Canonical Texts such as Vishnu Dharmottara Purana; the Education system and centres like Nalanda and Valabhi; and Contacts with the outside world. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 18. Early Medieval Society: Legacies of Classical ideas, emergence of new trends, Proliferation of castes, outcastes, Vishti (forced labour), Slavery, and the Position of women; Polity characterized by feudalism; and Economy marked by de-urbanization and an agrarian system. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 19. Religion in the Early Medieval Period: Vedic-Puranic traditions, Shramana tradition, Tantra, Bhakti movements; Philosophical thoughts including Shaddarshana; notable Philosophers like Shankara and Ramanuja; and the Pilgrimmage tradition. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 20. Art and Architecture in Early Medieval India, featuring Nagara, Dravida, Bhumija, and Vesara styles; Education system and centres such as Vikramashila and Nalanda; and Scientific achievements in Mathematics and Astronomy. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 21. Literature of the Early Medieval Period: Kalhana’s Rajatarangini and Al-Birunis’ Kitabul Hind; India's Contacts with Islam; and Canonical texts like Samaranganasutradhara, Manasara, Bhuvanapradeepa, and Sadhanamala. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 22. Delhi Sultanate - Ideas and Institutions: Political structures like Iqta and the impact of the new ruling class on society; Economic aspects including market reforms, growth of new urban centres, percolation of Islam in rural areas, resistance and acceptance, and the Extent of slavery. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 23. Religion in the Sultanate Period: Acharya traditions, the Bhakti tradition featuring Kabir and Ravidas, and the emergence of Sufism, particularly the Chishti and Suhrawardy orders. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 24. Art and Architecture during the Sultanate Period: emergence of the Sultanate school of architecture and paintings, regional styles, and various religious and secular structures; Literature encompassing Sanskrit, Persian, Regional languages, and the emergence of Hindawi (Amir Khusrau, Chandabardai); and the Education system. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 25. Vijay Nagar Empire: its Ideas and Institutions, particularly the political system of Nayankara; its Art and Architecture, Literature, and Educational institutions. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 26. Mughal Ideas and Institutions: Polity aspects such as Mansab and Jagir, and Watan Jagir; Economic systems like Zamindari and Zabt; and Society, including the Aristocracy, emergence of middle classes, labourers, Slaves, and the Position of Women. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 27. Religion and Philosophy in the Mughal Period: the growth of Vaishnava Bhakti, Panthiesm, and Sufi traditions like Sulh-i kul and Naqshabandis; key religious figures including Gurunanaka, Chaitanya Mahaprabhu, Meerabai, Narayanabhatta, and Raghunandana. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 28. Literature during the Mughal Period: development in Sanskrit, Persian, and vernacular languages, featuring Tulasidasa, Suradasa, Abdur Rahim Khan-i-khanan, Abdul Fazl, Faizi, Badauni, and Banarasidas (Ardhakathanaka); and the Translation of religious texts by Akbar and Dara-Shukoh. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 29. Art and Architecture in the Mughal era: Emergence of Mughal Schools; Temples of Vrindavan such as Gobinda Deva and Keshava Das Temple; and Four Quarter Gardens; Education, including the introduction of new education curricullum from Akbar’s period onwards (Dars-inizami), and religious syncretism in coinage, miniatures, and structures. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 30. Science and Technology during the Mughal Period: Introduction of mechanical devices, pindrum gearing, and the astrolabe; Sawai Jai Singh’s observatories; and the Arrival of Europeans (Portuguese, Spanish, Dutch, English, French) and their impact. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 31. Emergence of successor states and their cultural developments in the Modern Period: Awadh, Hyderabad, Mysore, Marathas, and Rajputana. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 32. The Impact of Western ideas and Indian responses: European studies of India, including the work of William Jones and the Asiatic Society, Fort William College, and the influence of Christian missionaries. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 33. The Emergence and Development of the New Education System during the Modern Period. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 34. The Indian Cultural Renaissance and Socio-Religious reform movements: focusing on Reformists such as the Brahama Samaja, Aligarh Movement, Ramakrishna Mission, and Theosophical Society. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 35. Revivalist movements like the Wahabi and Arya Samaj Movement; alongside Dalit Movements and Sikh reform movements. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 36. Administrative Measures undertaken in the Modern Period: specifically legislation concerning women, education, and social evils. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 37. Literature in the Modern Period: the emergence of Shahr Ashob as a genre. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 38. Prominent Urdu literary figures (Mirza Ghalib, Allama Iqbal) and Hindi literary figures (Bhartendu Harishchand, Prem Chand) of the Modern Period. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 39. Key Bengali literary figures (Bankim Chandra Chatterjee, Rabindranath Tagore, Qazi Nazrul Islam) of the Modern Period. (in context of UGC NTA NET Exam Subject Indian Culture) Chpater 40. Science and Technology in the Modern Period: the emergence of modern science and technology. (in context of UGC NTA NET Exam Subject Indian Culture)

Social Work Question Bank Ugc Nta Net Assistant Professors

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Author : Mocktime Publication
language : en
Publisher: by Mocktime Publication
Release Date : 101-01-01

Social Work Question Bank Ugc Nta Net Assistant Professors written by Mocktime Publication and has been published by by Mocktime Publication this book supported file pdf, txt, epub, kindle and other format this book has been release on 101-01-01 with Study Aids categories.

Chpater 1. Core Concepts of Social Work: Definition, Scope, Principles, Nature, Goals, and Process of Social Work. (in context of UGC NTA NET Exam Subject Social Work) Chpater 2. Historical Evolution of Professional Social Work: Development of Professional Social Work across the world (U.K., U.S.A., and India), including the Contribution of Social Reformers in the 19th and 20th Century in the development of Professional Social Work in India. (in context of UGC NTA NET Exam Subject Social Work) Chpater 3. Social Work as a Profession in India & Theoretical Foundations: Values, Competencies, and Code of Ethics for Social Work Practitioners, alongside Theories for Social Work Practice. (in context of UGC NTA NET Exam Subject Social Work) Chpater 4. Changing Contexts and Settings of Social Work Practice: Emerging Perspectives, Trends, and Challenges of Social Work for Practice, including Social Work Practice in various settings (Family, Child and Youth welfare, Industry, Older Persons, Persons with Disabilities, Environment, Women and Welfare, Healthcare, and Disaster Management). (in context of UGC NTA NET Exam Subject Social Work) Chpater 5. Fundamental Sociological Concepts: Social Structure, Social Institutions and Social Groups, Socialization, Social Control, and Social Change. (in context of UGC NTA NET Exam Subject Social Work) Chpater 6. Theoretical Approaches to Society & Social Systems: Functionalist, Conflict/Dialectical, Structuralism, and Post Modernism approaches to the study of Society; Major Social Systems (Family and Religion); Social Stratification approaches (Marxist, Functionalist, and Weberian). (in context of UGC NTA NET Exam Subject Social Work) Chpater 7. Human Behavior and Development: Normal and Abnormal Behaviour Determinants, Lifespan perspective of Human Development (including Development Tasks and Hazards during Pre Natal Period, Infancy, Babyhood, Childhood, Puberty, Adolescence, and Adulthood), and Theories of Personality (Psycho Analytic Theory of Personality, Behavioral theories, and Humanistic theories). (in context of UGC NTA NET Exam Subject Social Work) Chpater 8. Social Psychology and Community Dynamics: Social Perception, Attitude formation, Change and Measurement, Communication, Theories of Collective Behavior; Types of Communities (Rural, Urban, Tribal, and Virtual Communities), various Vulnerable Groups/sections (viz. Women, Child, Aged, Dalits etc.), and Caste and Class – Their Characteristics. (in context of UGC NTA NET Exam Subject Social Work) Chpater 9. Fundamentals of Social Case Work: Basic Social Case Work Concepts (Social Roles, Social Functioning, Need Assessment, Adaptation, Social environment, Person-in-Environment Fit), Principles, and Components. (in context of UGC NTA NET Exam Subject Social Work) Chpater 10. Social Case Work Intervention: Approaches to Social Case Work Practice (Diagnostic and Functional Approach, Problem Solving, Task Centered, and Radical Approach), Process and Techniques (Phases of Case Work Intervention, Techniques of Case Work Intervention), Principles of Interviewing, and Case Work Recording. (in context of UGC NTA NET Exam Subject Social Work) Chpater 11. Social Group Work Foundations & Dynamics: Social Group Work (Definition, Characteristics, Functions, Group Structure), Classification of Groups and making of Social Groups, Issues of Identity, Diversity, and Marginalization; Social Group Work Process and Group Dynamics (Principles, Determinants, Indicators, and Outcomes), Decision making and Problem Solving Process, Theories of Leadership, and Roles and Responsibilities of Group Leaders. (in context of UGC NTA NET Exam Subject Social Work) Chpater 12. Group Development and Application in Practice Settings: Stages of Group Work, Techniques and Skills in Group Work, Group Climate, Communication in Groups, Use of Programme Media, Group Work Recording, Monitoring and Evaluation; and Practice Sites of Social Case Work and Social Group Work with client groups and various settings (Children, Correctional, Health, Women, Persons with Disabilities, Older Persons, Oppressed Groups, Religious Minorities, Persons who are Gay & Lesbian, and other Socially and Economically Disadvantaged Groups). (in context of UGC NTA NET Exam Subject Social Work) Chpater 13. Community Organization Essentials: Concept, Definition, Scope, and Historical Perspective in India, UK, and USA; The Role of Community-Based Organizations, Human Capital, & Social Capital. (in context of UGC NTA NET Exam Subject Social Work) Chpater 14. Community Organization Process and Practice: Steps in Community Organization, Methods, Principles, Skills, Assumptions, Record Maintenance, Involving NGOs in Community Organization; Approaches in Community Organization Practice – Models, Strategies, the role of Community-Based Organizations, Leadership Development and Leaders, Building Partnerships and coalitions. (in context of UGC NTA NET Exam Subject Social Work) Chpater 15. Social Action as a Social Work Method: Concept, History, Social Action as a Method of Social Work; Models of Social Action (Conscientisation model of Paulo Freire, Role of ideology, Saul Alinsky as a radical community organizer, Liberation Theology). (in context of UGC NTA NET Exam Subject Social Work) Chpater 16. Social Movements and Social Change Analysis: Origin, Nature, Types of Movements, Theories of Movement, and new Social Movements; Social Movements, Social Action and Social Change, Movement Analysis (Ideology, Structure, Leadership, Process and Outcomes), and Analysis of ideology and approach of (Gandhi, Martin Luther King Jr., and Frantz Fanon). (in context of UGC NTA NET Exam Subject Social Work) Chpater 17. Foundations of Social Work Research: Meaning of Research; Social Science and Social Work Research: Meaning, Nature, and Scope. (in context of UGC NTA NET Exam Subject Social Work) Chpater 18. Quantitative Research Process in Social Science: Steps (Identifications and Formulations of Research Problem, Literature Review, Objectives and Hypothesis Formulation, Research Design, Sample Design), Sources, Methods and Tools of Data Collection, Processing and Analysis of Data, and Writing Research Reports including Presentations and Styles of References, Citing and Paraphrasing. (in context of UGC NTA NET Exam Subject Social Work) Chpater 19. Basic Statistical Concepts in Quantitative Research: Process of statistical Enquiry and dealing with Descriptive and Inferential Statistical Methods, Parametric and Nonparametric Tests. (in context of UGC NTA NET Exam Subject Social Work) Chpater 20. Qualitative and Mixed Methods Research Approaches: Qualitative Research (Meaning, Basic tenets, Difference between Quantitative and Qualitative Approach in social Work); Designing Qualitative Research (Steps, Methods: Field study, Case Study, Focus Group Discussions, Narratives, Observation, and Theoretic Research); Managing Qualitative Data (Procedures and Techniques of Analyzing Qualitative Data and Report Writing); and Mixed Method Research (Components, Procedures of Combing Quantitative and Qualitative research). (in context of UGC NTA NET Exam Subject Social Work) Chpater 21. Social Welfare Administration Overview: Meaning, History, Principles, Nature, and Type of Organizations; Distinction between Social Welfare Administration, Public administration, and Social Security administrations. (in context of UGC NTA NET Exam Subject Social Work) Chpater 22. Welfare Agency Management and Structure: Registration of Welfare Agencies (Laws relating to Societies, Trust and Non – Profit organizations, Challenges); Structure of Social Welfare Administration (Service Providers, Administrative structures: Government and Non - Government), Organization and Management of Institutional Welfare Services. (in context of UGC NTA NET Exam Subject Social Work) Chpater 23. Core Administrative Components in Welfare Services: Planning, Coordination, Staff Recruitment, Training and Development, Recording and Documentation, Budgeting, Monitoring and Evaluation, Networking, and Maintaining Public Relations. (in context of UGC NTA NET Exam Subject Social Work) Chpater 24. Administrative Strategies and Resource Management: Role of Social Workers in Decision Making Process, Communication, Role Description and Functioning, Sustainability of Programmes; Fund raising and Resource Mobilization (Grant-in-aid: Principles and Procedures), Resource Mobilization, Financial Administration, and Social Marketing – Process and Models. (in context of UGC NTA NET Exam Subject Social Work) Chpater 25. Social Policy Framework and Application: Social Policy (Concept, Goals, Scope, Context, Models, and applicability in Indian context); Historical Development (Evolution and Historical perspective of various Policies, Implementation of Social Policies especially for Marginalized and Vulnerable sections of the society). (in context of UGC NTA NET Exam Subject Social Work) Chpater 26. Policy Formulation and Social Planning Processes: Process of Policy Formulation (Determinants and Steps, Approaches to Social Policy formulation, Impact of changing Political Scenerio in a country); Social Planning (Concept, Objectives, Scope, Models, Interrelationship between Social and Economic Planning, Social Planning in India). (in context of UGC NTA NET Exam Subject Social Work) Chpater 27. Planning in India and Social Development Context: Five Year Plans (Changes in Social Planning with Five Years Plans in India, Social Planning and Social Change, Factors leading to development of planning in India), Roles and functions of Niti Aayog; Social Development (Positive and Negative Dimensions, Concept, Models and Theories, Historical and Social Context of Development in India). (in context of UGC NTA NET Exam Subject Social Work) Chpater 28. Sustainable Development Strategies and Indicators: Sustainable Development (Concept, Strategies, Critical issues, Salient Features of Social Development), Approaches to Social Development (Similarities and Differences); Strategic Development Goals, Human Development Index, and Indicators for Policies and Programmes. (in context of UGC NTA NET Exam Subject Social Work) Chpater 29. Indian Constitution and Social Justice Foundations: Indian Constitution (Characteristics, Features, Preamble, Directive Principles of State Policy and Articles); Social Justice (Concept, Definition, Historical Development, Dimensions, Manifestations, and Social Justice as a Core value of Social Work Profession). (in context of UGC NTA NET Exam Subject Social Work) Chpater 30. Social Justice in Action: Leadership and Instruments: Social Justice and Leadership (Community Building, Personal and Community Empowerment, Social Justice and Technology, Promoting a Plan and Vision for Change, Reflections and Connection, Social Reconstructions, Paradigms, Policies, Privileges, Implications of Social Justice for Policy Formulation); Instrument of Social Justice (Constitutional Base and Indian Legal System, Legal and Public Advocacy, Role of Civil Society as a Pressure group, Statutory bodies). (in context of UGC NTA NET Exam Subject Social Work) Chpater 31. Human Rights Framework and Indian Context: History of Human Rights (Concept and Historical Context), Human Rights Declarations, Treaties and Conventions, Human Rights and Protection Systems, and Human Rights in the Indian Context. (in context of UGC NTA NET Exam Subject Social Work) Chpater 32. Human Rights in Social Work Practice and Activism: Code of Ethics of Social work and Protection of Human Rights, Human Rights perspective in Social Work Practice, Ethnic sensitive practice, Feminist Practice, Social Work with Diverse Groups; Violation of Human Rights and Social work practice (Social Work with the Victims of Human Rights Violations and Human Rights Activism), Role of UNHCR, National Human Rights Commission, and International Human Rights Agencies. (in context of UGC NTA NET Exam Subject Social Work) Chpater 33. Health Care Social Work and Mental Health: Medical Social Work and Psychiatric Social Work (Concept, Evolution, Roles, Functions / Responsibilities); Mental Health and Disease (Normal and abnormal behaviour, Epidemiology, Etiology, Types, Clinical Manifestation and Management of Schizophrenia, Mood Disorders, Neurotic Disorders, stress related Disorders, Somatoform Disorders, Child and Adolescent Mental Health Problems, Legislations related to Mental Health). (in context of UGC NTA NET Exam Subject Social Work) Chpater 34. Social Work with Older Persons and Persons with Disabilities: Theories of Aging and Vulnerability (Psychological and Sociological Theories of Aging, Psychological, Social, Physical needs and problems of Older Persons, Rights of Older Persons against Neglect, Abuse, Violence and Abandonment) and Social Work Interventions; Persons with Disabilities (Models of Disability, Disability Movement – Historical Perspective, National and International Milestones from Welfare to Right based Approach, Legislative Measures and Social Work Interventions). (in context of UGC NTA NET Exam Subject Social Work) Chpater 35. Gender, Development, and Social Work Interventions: Gender and Development (Expressions of Gender Disparity in Education, Health, Property, Employment and Livelihood, Decision Making, Feminization of Poverty and Manifestations of Gender based Violence), Constitutional & Legislative Safeguards, and Social work Interventions. (in context of UGC NTA NET Exam Subject Social Work) Chpater 36. Labour Welfare, HRM, Personnel Management & Industrial Relations: Historical background of Industrial Development as a sub-system of society; Concept of Labour Welfare (Nature, Objectives, Principles, Theories, Principles of labour welfare, Labour Legislations); Human Resource Management (HRM) (Concept, Scope, Evolution, Theories, Models, Sub-systems, Human Resources Development (HRD) - Performance Management System, Types, Six Sigma, ISO, Total Quality Management); Corporate Social Responsibility (CSR) (Concept, Issues, Practices, Models, Components, Approaches and Corporate Governance); Personnel Management and Industrial Relations (Concept, Definition, Objectives, Scope, Functions, Determinants and Reflectors of Industrial Relations, Models of Industrial Relations, Globalization and Industry, International Labour Organization (ILO) Role, Functions; Collective Bargaining, Job Analysis, Manpower Planning, Organization Behaviour and Organization Development Interventions). (in context of UGC NTA NET Exam Subject Social Work) Chpater 37. Social Defence, Correctional Services, and Criminal Justice System: Social Defence (Concept, Philosophy and Changing Dimensions), Children in Need of Care and Protection, Juveniles in Conflict with law, Street and Working Children and Young Offenders, Probation and Parole, Emerging issues in Social Defence; Legislations and Criminal Justice System (Juvenile Justice (Care and Protection of Children) Act, 2000, Immoral Traffic prevention Act 1986, Probation of Offenders Act, 1958, Beggary Prevention Act, Narcotic Drugs and Psychotropic Substance Act 1986, Prison Act, and Criminal Justice System). (in context of UGC NTA NET Exam Subject Social Work) Chpater 38. Social Work with Families and Child Development Principles: Social Work with Families (Functions, Developmental Stages and Family patterns, Family Dynamics and Theoretical Models of Family Functioning: Circumflex model, Mc Master Model and Structural Model) and Social Work Interventions; Child Development (Concept, Philosophy and Historical context, State of Children in India - Demographic Profile, Education, and Protection). (in context of UGC NTA NET Exam Subject Social Work) Chpater 39. Policies, Programmes for Children, and Environmental Social Work: Policies & Programmes for Children (Constitutional Provisions, National Policy on Children, International perspective and UN convention an rights of children, Programmes and Legislative Measures related to Female Feticide, Adoption, Foster Care, Guardianship and Child Marriage) and Social Work Interventions; Environment and Social Work (Causes and Consequences, Differential impact on Women, Poor, Marginalised Groups and Indigenous Populations, Environment in the Human Rights Perspective, Environmental Movements and social work interventions in the management, protection and promotion of the environment). (in context of UGC NTA NET Exam Subject Social Work) Chpater 40. Social Work and Disaster Management: Disaster related concept and Definitions (Hazard, Risk, Vulnerability and Disaster), different forms of natural & manmade disasters, Impact of Disaster and Disaster Management Initiatives, Pre and Post Disaster Interventions. (in context of UGC NTA NET Exam Subject Social Work)

Education Notes For Assistant Professor Ugc Nta Net Exam

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Author : Mocktime Publication
language : en
Publisher: by Mocktime Publication
Release Date : 101-01-01

Education Notes For Assistant Professor Ugc Nta Net Exam written by Mocktime Publication and has been published by by Mocktime Publication this book supported file pdf, txt, epub, kindle and other format this book has been release on 101-01-01 with Study Aids categories.

Syllabus: 1. Contribution of Indian Schools of philosophy (Sankhya Yoga, Vedanta, Buddhism, Jainism) with special reference to Vidya, Dayanand Darshan, and Islamic traditions towards educational aims and methods of acquiring valid knowledge; AND the Contribution of Western schools of thoughts (Idealism, Realism, Naturalism, Pragmatism, Marxism, Existentialism) and their contribution to Education with special reference to information, knowledge and wisdom. 2. Approaches to Sociology of Education (symbolic Interaction, Structural Functionalism and Conflict Theory); Concept and types of social Institutions and their functions (family, school and society); Concept of Social Movements, Theories of Social Movements (Relative Deprivation, Resource Mobilization, Political Process Theory and New Social Movement Theory). 3. Socialization and education- education and culture; Contribution of thinkers (Swami Vivekananda, Rabindranath Tagore, Mahatma Gandhi, Aurobindo, J.Krishnamurthy, Paulo Freire, Wollstonecraft, Nel Noddings and Savitribai Phule) to the development of educational thought for social change; National Values as enshrined in the Indian Constitution - Socialism, Secularism, justice, liberty, democracy, equality, freedom with special reference to education. 4. Committees and Commissions’ Contribution to Teacher Education: Secondary Education Commission (1953), Kothari Education Commission (1964-66), National Policy of Education (1986,1992), National Commission on Teachers (1999), National Curriculum Framework 2005, National Knowledge Commission (2007), Yashpal Committee Report (2009), National Curriculum Framework for Teacher Education (2009), Justice Verma Committee Report (2012). 5. Relationship between Policies and Education, Linkage between Educational Policy and National Development, Determinants of Educational Policy and Process of Policy formulation: Analysis of the existing situation, generation of policy options, evaluation of policy options, making the policy decision, planning of policy implementation, policy impact assessment and subsequent policy cycles. 6. Concept of Economics of Education: Cost Benefit Analysis Vs Cost Effective Analysis in Education, Economic returns to Higher Education Signaling Theory Vs Human Capital Theory, Concept of Educational Finance; Educational finance at Micro and Macro Levels, Concept of Budgeting. 7. Relationship Between Politics and Education, Perspectives of Politics of Education Liberal, Conservative and Critical, Approaches to understanding Politics (Behaviouralism, Theory of Systems Analysis and Theory of Rational Choice), Education for Political Development and Political Socialization. 8. Growth and Development: Concept and principles, Cognitive Processes and stages of Cognitive Development, Personality: Definitions and theories (Freud, Carl Rogers, Gordon Allport, Max Wertheimer, Kurt Koffka), Mental health and Mental hygiene. 9. Approaches to Intelligence from Unitary to Multiple: Concepts of Social intelligence, multiple intelligence, emotional intelligence; Theories of Intelligence by Sternberg, Gardner; Assessment of Intelligence; Concepts of Problem Solving, Critical thinking, Metacognition and Creativity. 10. Principles and Theories of learning: Behaviouristic, Cognitive and Social theories of learning, Factors affecting social learning, social competence, Concept of social cognition, understanding social relationship and socialization goals. 11. Guidance and Counselling: Nature, Principles and Need, Types of guidance (educational, vocational, personal, health and social & Directive, Non-directive and Eclectic), Approaches to counselling – Cognitive-Behavioural (Albert Ellis – REBT) & Humanistic, Personcentred Counselling (Carl Rogers) - Theories of Counselling (Behaviouristic, Rational, Emotive and Reality). 12. Meaning, Nature and Scope of Teacher Education; Types of Teacher Education Programs; The Structure of Teacher Education Curriculum and its Vision in Curriculum Documents of NCERT and NCTE at Elementary, Secondary and Higher Secondary Levels; Organization of Components of Pre-service Teacher Education Transactional Approaches (for foundation courses) Expository, Collaborative and Experiential learning. 13. Understanding Knowledge base of Teacher Education from the view point of Schulman, Deng and Luke & Habermas; Meaning of Reflective Teaching and Strategies for Promoting Reflective Teaching; Models of Teacher Education - Behaviouristic, Competency-based and Inquiry Oriented Teacher Education Models. 14. Concept, Need, Purpose and Scope of In-service Teacher Education; Organization and Modes of In-service Teacher Education; Agencies and Institutions of In-service Teacher Education at District, State and National Levels (SSA, RMSA, SCERT, NCERT, NCTE and UGC); Preliminary Consideration in Planning in-service teacher education programme (Purpose, Duration, Resources and Budget). 15. Concept of Profession and Professionalism; Teaching as a Profession; Professional Ethics of Teachers; Personal and Contextual factors affecting Teacher Development; ICT Integration, Quality Enhancement for Professionalization of Teacher Education; Innovation in Teacher Education. 16. Concept and Principles of Curriculum; Strategies of Curriculum Development; Stages in the Process of Curriculum development; Foundations of Curriculum Planning - Philosophical Bases (National, democratic), Sociological basis (socio cultural reconstruction), Psychological Bases (learner’s needs and interests); Bench marking and Role of National level Statutory Bodies - UGC, NCTE and University in Curriculum Development. 17. Models of Curriculum Design: Traditional and Contemporary Models (Academic / Discipline Based Model, Competency Based Model, Social Functions / Activities Model [social reconstruction], Individual Needs & Interests Model, Outcome Based Integrative Model, Intervention Model, C I P P Model (Context, Input, Process, Product Model)). 18. Instructional System, Instructional Media, Instructional Techniques and Material in enhancing curriculum Transaction; Approaches to Evaluation of Curriculum: Approaches to Curriculum and Instruction (Academic and Competency Based Approaches); Models of Curriculum Evaluation: Tyler’s Model, Stakes’ Model, Scriven’s Model, Kirkpatrick’s Model. 19. Meaning and types of Curriculum change; Factors affecting curriculum change; Approaches to curriculum change; Role of students, teachers and educational administrators in curriculum change and improvement; Scope of curriculum research and Types of Research in Curriculum Studies. 20. Meaning and Scope of Educational Research; Meaning and steps of Scientific Method, Characteristics of Scientific Method (Replicability, Precision, Falsifiability and Parsimony), Types of Scientific Method (Exploratory, Explanatory and Descriptive); Aims of research as a scientific activity: Problem-solving, Theory Building and Prediction. 21. Types of research (Fundamental, Applied and Action); Approaches to educational research (Quantitative and Qualitative); Designs in educational research (Descriptive, Experimental and Historical). 22. Variables: Meaning of Concepts, Constructs and Variables, Types of Variables (Independent, Dependent, Extraneous, Intervening and Moderator); Hypotheses - Concept, Sources, Types (Research, Directional, Non-directional, Null), Formulating Hypothesis, Characteristics of a good hypothesis; Steps of Writing a Research Proposal. 23. Concept of Universe and Sample, Characteristics of a good Sample, Techniques of Sampling (Probability and Non-probability Sampling); Tools of Research - Validity, Reliability and Standardisation of a Tool, Types of Tools (Rating scale, Attitude scale, Questionnaire, Aptitude test and Achievement Test, Inventory); Techniques of Research (Observation, Interview and Projective Techniques). 24. Types of Measurement Scale (Nominal, Ordinal, Interval and Ratio); Quantitative Data Analysis - Descriptive data analysis (Measures of central tendency, variability, fiduciary limits and graphical presentation of data), Testing of Hypothesis (Type I and Type II Errors), Levels of Significance, Power of a statistical test and effect size; Parametric Techniques, Non-Parametric Techniques, Conditions to be satisfied for using parametric techniques; Inferential data analysis; Use and Interpretation of statistical techniques: Correlation, t-test, z-test, ANOVA, chi-square (Equal Probability and Normal Probability Hypothesis). 25. Qualitative Data Analysis - Data Reduction and Classification, Analytical Induction and Constant Comparison, Concept of Triangulation; Qualitative Research Designs: Grounded Theory Designs (Types, characteristics, designs, Steps in conducting a GT research, Strengths and Weakness of GT), Narrative Research Designs (Meaning and key Characteristics, Steps in conducting NR design), Case Study (Meaning, Characteristics, Components of a CS design, Types of CS design, Steps of conducting a CS research, Strengths and weaknesses), Ethnography (Meaning, Characteristics, Underlying assumptions, Steps of conducting ethnographic research, Writing ethnographic account, Strengths and weaknesses), Mixed Method Designs: Characteristics, Types of MM designs (Triangulation, explanatory and exploratory designs), Steps in conducting a MM designs, Strengths and weakness of MM research. 26. Pedagogy, Pedagogical Analysis - Concept and Stages; Critical Pedagogy- Meaning, Need and its implications in Teacher Education; Organizing Teaching: Memory Level (Herbartian Model), Understanding Level (Morrison teaching Model), Reflective Level (Bigge and Hunt teaching Model); Concept of Andragogy in Education: Meaning, Principles, Competencies of Self-directed Learning, Theory of Andragogy (Malcolm Knowles), The Dynamic Model of Learner Autonomy. 27. Assessment – Meaning, nature, perspectives (assessment for Learning, assessment of learning and Assessment of Learning) - Types of Assessment (Placement, formative, diagnostic, summative); Relations between objectives and outcomes; Assessment of Cognitive (Anderson and Krathwohl), Affective (Krathwohl) and psychomotor domains (R.H. Dave) of learning. 28. Assessment in Pedagogy of Education including Feedback Devices: Meaning, Types, Criteria, Guidance as a Feedback Devices, Assessment of Portfolios, Reflective Journal, Field Engagement using Rubrics, Competency Based Evaluation, Assessment of Teacher Prepared ICT Resources; AND Assessment in Andragogy of Education including Interaction Analysis: Flanders’ Interaction analysis, Galloway’s system of interaction analysis (Recording of Classroom Events, Construction and Interpretation of Interaction Matrix), Criteria for teacher evaluation (Product, Process and Presage criteria), Rubrics for Self and Peer evaluation (Meaning, steps of construction). 29. Concept of Educational Technology (ET) as a Discipline: (Information Technology, Communication Technology & Information and Communication Technology (ICT) and Instructional Technology); Applications of Educational Technology in formal, non formal (Open and Distance Learning), informal and inclusive education systems; Overview of Behaviourist, Cognitive and Constructivist Theories and their implications to Instructional Design (Skinner, Piaget, Ausubel, Bruner, Vygotsky); Relationship between Learning Theories and Instructional Strategies (for large and small groups, formal and non formal groups ). 30. Systems Approach to Instructional Design; Models of Development of Instructional Design (ADDIE, ASSURE, Dick and Carey Model Mason’s); Gagne’s Nine Events of Instruction and Five E’s of Constructivism; Nine Elements of Constructivist Instructional Design; Application of Computers in Education: CAI, CAL, CBT, CML; Concept, Process of preparing ODLM; Concept of e learning, Approaches to e learning (Offline, Online, Synchronous, Asynchronous, Blended learning, mobile learning). 31. Emerging Trends in e learning: Social learning (concept , use of web 2.0 tools for learning, social networking sites, blogs, chats, video conferencing, discussion forum); Open Education Resources (Creative Common, Massive Open Online Courses; Concept and application); E Inclusion - Concept of E Inclusion, Application of Assistive technology in E learning; Quality of E Learning – Measuring quality of system: Information, System, Service, User Satisfaction and Net Benefits (D&M IS Success Model, 2003); Ethical Issues for E Learner and E Teacher - Teaching, Learning and Research. 32. Use of ICT in Evaluation, Administration and Research: E portfolios, ICT for Research - Online Repositories and Online Libraries, Online and Offline assessment tools (Online survey tools or test generators) – Concept and Development. 33. Educational Management and Administration – Meaning, Principles, Functions and importance; Institutional building; POSDCORB, CPM, PERT, Management as a system, SWOT analysis; Taylorism; Administration as a process, Administration as a bureaucracy; Human relations approach to Administration; Organisational compliance, Organinsational development, Organisational climate. 34. Leadership in Educational Administration: Meaning and Nature; Approaches to leadership: Trait, Transformational, Transactional, Value based, Cultural, Psychodynamic and Charismatic; Models of Leadership (Blake and Mouton’s Managerial Grid, Fiedler’s Contingency Model, Tri-dimensional Model, Hersey and Blanchard’s Model, Leader-Member Exchange Theory). 35. Concept of Quality and Quality in Education: Indian and International perspective; Evolution of Quality: Inspection, Quality Control, Quality Assurance, Total Quality Management (TQM), Six sigma; Quality Gurus: Walter Shewart, Edward Deming, C.K Pralhad. 36. Change Management: Meaning, Need for Planned change, Three- Step-Model of Change (Unfreezing, Moving, Refreezing); The Japanese Models of Change: Just-in-Time, Poka yoke; Cost of Quality: Appraisal Costs, Failure costs and Preventable costs, Cost Benefit Analysis, Cost Effective Analysis; Indian and International Quality Assurance Agencies: Objectives, Functions, Roles and Initiatives (National Assessment Accreditation Council [NAAC], Performance Indicators, Quality Council of India [QCI] , International Network for Quality Assurance Agencies in Higher Education [INQAAHE]). 37. Inclusive Education: Concept, Principles, Scope and Target Groups (Diverse learners; Including Marginalized group and Learners with Disabilities); Evolution of the Philosophy of Inclusive Education: Special, Integrated, Inclusive Education; Legal Provisions: Policies and Legislations (National Policy of Education (1986), Programme of Action of Action (1992), Persons with Disabilities Act (1995), National Policy of Disabilities (2006), National Curriculum Framework (2005), Concession and Facilities to Diverse Learners (Academic and Financial), Rehabilitation Council of India Act (1992), Inclusive Education under Sarva Shiksha Abhiyan (SSA), Features of UNCRPD (United Nations Convention on the Rights of Persons with Disabilities) and its Implication. 38. Concept of Impairment, Disability and Handicap; Classification of Disabilities based on ICF Model; Readiness of School and Models of Inclusion; Prevalence, Types, Characteristics and Educational Needs of Diverse learners’ Intellectual, Physical and Multiple Disabilities; Causes and prevention of disabilities; Identification of Diverse Learners for Inclusion; Educational Evaluation Methods, Techniques and Tools. 39. Planning and Management of Inclusive Classrooms: Infrastructure, Human Resource and Instructional Practices; Curriculum and Curricular Adaptations for Diverse Learners; Assistive and Adaptive Technology for Diverse learners: Product (Aids and Appliances) and Process (Individualized Education Plan, Remedial Teaching); Parent- Professional Partnership: Role of Parents, Peers, Professionals, Teachers, School. 40. Barriers and Facilitators in Inclusive Education: Attitude, Social and Educational; Current Status and Ethical Issues of inclusive education in India; Research Trends of Inclusive Education in India.

History Question Bank Ugc Nta Net Assistant Professors

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Author : Mocktime Publication
language : en
Publisher: by Mocktime Publication
Release Date : 101-01-01

History Question Bank Ugc Nta Net Assistant Professors written by Mocktime Publication and has been published by by Mocktime Publication this book supported file pdf, txt, epub, kindle and other format this book has been release on 101-01-01 with Study Aids categories.

Chpater 1. The History paper consists of all the aspects of Indian History (Pre-history, Ancient period, Medieval Indian history, and Modern India including National Movement and post independent phase) and also consists of Historical Method, Research Methodolo (in context of UGC NTA NET Exam Subject History) Chpater 2. Concepts, Ideas and Terms - I: Bharatvarsha, Khilafat, Sabha and Samiti, Sulah-i-kul, Varnasrama, Turkan-i-Chahlghani, Vedanta, Watan, Purusharthas, Baluta, Rina, Taquavi, Samskaras, Iqta, Yajna, Jaziya. (in context of UGC NTA NET Exam Subject History) Chpater 3. Concepts, Ideas and Terms - II: Ganarajya, Zakat, Janapada, Madad-i-maash, Doctrine of Karma, Amaram, Dandaniti / Arthasastra / Saptanga, Raya-Rekho, Dharmavijaya, Jangama / Dasa. (in context of UGC NTA NET Exam Subject History) Chpater 4. Concepts, Ideas and Terms - III: Stupa / Chaitya/ Vihara, Madarasa / Maqtab, Nagara / Dravida / Vesara, Chauth / Sardeshmukhi, Bodhisattva / Tirthankara, Sarai, Alvars / Nayanars, Polygars, Sreni, Jagir / Shariyat. (in context of UGC NTA NET Exam Subject History) Chpater 5. Concepts, Ideas and Terms - IV: Bhumi-chidra-vidhana-nyaya, Dastur, Kara-bhoga-bhaga, Mansab (Rank), Vishti, Deshmukh, Stridhana, Nadu / Ur, Memorial Stones, Ulema, Agraharas, Firman. (in context of UGC NTA NET Exam Subject History) Chpater 6. Concepts, Ideas and Terms - V: Ain-i-Dashsalah, Satyagraha, Pargana, Swadeshi, Shahna-i-Mandi, Revivalism, Mahalwari, Communalism, Hind Swaraj, Orientalism, Mercantilism, Oriental Despotism. (in context of UGC NTA NET Exam Subject History) Chpater 7. Concepts, Ideas and Terms - VI: Economic Nationalism, De-Industrialisation, Indian Renaissance, Subsidiary Alliance, Economic Drain, Evangelicalism, Colonialism, Bhudan, Paramountcy, Panchsheel, Dyarchy, Mixed Economy. (in context of UGC NTA NET Exam Subject History) Chpater 8. Concepts, Ideas and Terms - VII: Federalism, Socialism, Utilitarianism, Hindu Code Bill, Filtration Theory, Historical Methods, Forward Policy, Plagiarism, Doctrine of Lapse, Ethics and Morality in History Writing. (in context of UGC NTA NET Exam Subject History) Chpater 9. Unit I - Sources & Early Phases: Negotiating the Sources: Archaeological sources (Exploration, Excavation, Epigraphy and Numismatics, Dating of Archaeological Sites); Literary Sources (Indigenous Literature: Primary and Secondary: problem of dating, Religious and Secular Literature, Myths, Legends, etc.; Foreign Accounts: Greek, Chinese and Arabic). (in context of UGC NTA NET Exam Subject History) Chpater 10. Unit I - Neolithic, Chalcolithic & Indus Civilization: Pastoralism and Food production (Neolithic and Chalcolithic Phase: Settlement, distribution, tools and patterns of exchange); Indus/Harappa Civilization (Origin, extent, major sites, settlement pattern, craft specialization, religion, society and polity, Decline of Indus Civilization, Internal and external trade, First urbanization in India). (in context of UGC NTA NET Exam Subject History) Chpater 11. Unit I - Vedic Periods & Emergence of States: Vedic and later Vedic periods (Aryan debates, Political and Social Institutions, State Structure and Theories of State; Emergence of Varnas and Social Stratification, Religious and Philosophical Ideas, Introduction of Iron Technology, Megaliths of South India); Expansion of State system (Mahajanapadas, Monarchical and Republican States, Economic and Social Developments and Emergence of Second Urbanization in 6th century BCE; Emergence of heterodox sects-Jainism, Buddhism and Ajivikas). (in context of UGC NTA NET Exam Subject History) Chpater 12. Unit II - From State to Empire (Magadha & Mauryas): Rise of Magadha, Greek invasion under Alexander and its effects; Mauryan expansion, Mauryan polity, society, economy; Asoka’s Dhamma and its Nature; Decline and Disintegration of the Mauryan Empire; Mauyan art and architecture; Asokan edicts: language and script. (in context of UGC NTA NET Exam Subject History) Chpater 13. Unit II - Post-Mauryan Regional Powers & Trade: Dissolution of Empire and Emergence of Regional Powers (Indo-Greeks, Sungas, Satavahanas, Kushanas and Saka-Ksatrapas); Sangam literature, polity and society in South India as reflected in Sangam literature; Trade and commerce from 2nd century BCE to 3rd century CE, Trade with the Roman World. (in context of UGC NTA NET Exam Subject History) Chpater 14. Unit II - Religious Developments, Art & Gupta-Vakataka Age: Emergence of Mahayana Buddhism, Kharavela and Jainism; Post-Mauryan art and Architecture (Gandhara, Mathura and Amaravati schools); Gupta Vakataka age (Polity and Society, Agrarian Economy, Land Grants, Land Revenue and Land Rights, Gupta Coins, Beginning of Temple Architecture, Emergence of Puranic Hinduism, Development of Sanskrit Language and Literature, Developments in Science Technology, Astronomy, Mathematics and Medicine); Harsha and his Times (Administration and Religion); Salankayanas and Visnukundins in Andhradesa. (in context of UGC NTA NET Exam Subject History) Chpater 15. Unit III - Regional Kingdoms (Deccan & South): Emergence of Regional Kingdoms: Kingdoms in Deccan (Gangas, Kadmabas, Western and Eastern Chalukyas, Rashtrakutas, Kalyani Chalukyas, Kakatiyas, Hoysalas and Yadavas); Kingdoms in South India (Pallavas, Ceras, Colas and Pandyas). (in context of UGC NTA NET Exam Subject History) Chpater 16. Unit III - Regional Kingdoms (East, West, North) & Early Medieval Characteristics: Kingdoms in Eastern India (Palas and Senas of Bengal, Varmans of Kamarupa, Bhaumakaras and Somavamsis of Odisha); Kingdoms in Western India (Maitrakas of Vallabhi and Chalukyas of Gujarat); Kingdoms in North India (Gurjara-Pratiharas, Kalacuri-Chedis, Gahadavalas and Paramaras); Characteristics of Early Medieval India (Administration and Political Structure Legitimation of Kingship). (in context of UGC NTA NET Exam Subject History) Chpater 17. Unit III - Early Medieval Economy & Trade: Agrarian economy (land grants, changing production relations; graded land rights and peasantry, water resources, taxation system, coins and currency system); Trade and urbanization (patterns of trade, and urban settlements, ports and trade routes, merchandise and exchange, trade guilds; trade and colonization in southeast Asia). (in context of UGC NTA NET Exam Subject History) Chpater 18. Unit III - Early Medieval Religion & Society: Growth of Brahminical religions (Vaisnavism and Saivism; Temples; Patronage and Regional Ramification; Temple Architecture and Regional Styles; Dana, Tirtha and Bhakti, Tamil Bhakti movement - Shankara, Madhava and Ramanujacharya); Society (Varna, Jati and Proliferation of Castes, Position of women; Gender, marriage and property relations; Women in public life; Tribes as peasants and their place in Varna order; Untouchability). (in context of UGC NTA NET Exam Subject History) Chpater 19. Unit III - Early Medieval Education, State Formation Debates & Arab Contracts: Education and Educational Institutions (Agraharas, Mathas and Mahaviharas as Centres of Education); Growth of Regional Languages; Debates of state formation in early medieval India (A) Feudal model; B) Segmentary model; C) Integrative model); Arab contracts: Suleiman Ghaznavid conquests; Alberuni’s Accounts. (in context of UGC NTA NET Exam Subject History) Chpater 20. Unit IV - Sources of Medieval History & Political Developments (Sultanate & Mughals): Source of Medieval Indian History (Archaeological, Epigraphic and Numismatic sources, Material evidences and Monuments; Chronicles; Literary sources – Persian, Sanskrit and Regional languages; Daftar Khannas: Firmans, Bahis / Pothis / Akhbarat; Foreign Travellers’ Accounts – Persian and Arabic); Political Developments – The Delhi Sultanate (the Ghorids, the Turks, the Khaljis, the Tughlaqs, theSayyids and the Lodis, Decline of Delhi Sultanate); Foundation of the Mughal Empire (Babur, Humayun and the Suris; Expansion and Consolidation from Akbar to Aurangzeb, Decline of the Mughal Empire, Later Mughals and Disintegration of the Mughal Empire). (in context of UGC NTA NET Exam Subject History) Chpater 21. Unit IV - Vijayanagara, Bahmanis, Other Regional Powers & Marathas: The Vijayanagara and the Bahmanis - Deccan Sultanate (Bijapur, Golkonda, Bidar, Berar and Ahmadnagar – Rise, Expansion and Disintegration); Eastern Gangas and Suryavamshi Gajapatis; Rise of the Marathas & the foundation of Swaraj by Shivaji (its expansion under the Peshwas; Mughal – Maratha relations, Maratha Confederacy, Causes of Decline). (in context of UGC NTA NET Exam Subject History) Chpater 22. Unit V - Medieval Administration (Sultanate, Sher Shah, Mughals): Administration & Economy: Administration under the Sultanate (Nature of State – Theocratic and Theocentric, Central, Provincial and Local Administration, Law of succession); Sher Shah’s Administrative Reforms; Mughal Administration (Central, Provincial and Local: Mansabdari and Jagirdari Systems). (in context of UGC NTA NET Exam Subject History) Chpater 23. Unit V - Deccan, Maratha Administration & Inter-State Policies: Administrative System in the Deccan (The Vijayanagara State & Polity, Bahamani Administrative System); Maratha Administration (Asta Pradhan); Frontier Policies under Delhi Sultanate and Mughals; Inter-State Relations during the Sultanate and the Mughals. (in context of UGC NTA NET Exam Subject History) Chpater 24. Unit V - Medieval Economy (Agriculture, Industries, Trade): Agricultural Production and Irrigation System, Village Economy, Peasantry, Grants and Agricultural Loans, Urbanization and Demographic Structure; Industries (Cotton Textiles, Handicrafts, Agro-Based industries, Organisation, Factories & Technology); Trade and Commerce (State Policies, Internal and External Trade: European Trade, Trade Centres and Ports, Transport and Communication, Hundi (Bills of Exchange) and Insurance, State Income and Expenditure, Currency, Mint System; Famines and Peasant Revolts). (in context of UGC NTA NET Exam Subject History) Chpater 25. Unit VI - Medieval Social Structure, Sufism, Bhakti & Sikh Movements: Society and Culture: Social Organisation and Social Structure; The Sufis (Their Orders, Beliefs and Practices, the leading Sufi Saints, Social Synchronization); Bhakti Movement (Shaivism; Vaishnavism, Shaktism, The Saints of the Medieval Period – North and South – their impact on Socio- Political and Religious Life – Women Saints of Medieval India); The Sikh Movement (Guru Nanak Dev: his teachings and practices, Adi Granth; the Khalsa). (in context of UGC NTA NET Exam Subject History) Chpater 26. Unit VI - Medieval Social Classification, Women & Education: Social Classification (Ruling Class, Major Religious Groups, the Ulemas, the Mercantile and Professional Classes – Rajput Society); Rural society (Petty Chieftains, Village Officials, Cultivators and Non-Cultivating Classes, Artisans); Position of Women (Zanana System – Devadasi System); Development of Education, Centres of Education and Curriculum, Madarasa Education. (in context of UGC NTA NET Exam Subject History) Chpater 27. Unit VI - Medieval Fine Arts & Architecture: Fine Arts (Major Schools of Painting – Mughal, Rajasthani, Pahari, Garhwali; Development of Music); Art and Architecture (Indo-Islamic Architecture, Mughal Architecture, Regional Styles, Indo-Arabic Architecture, Mughal Gardens, Maratha Forts, Shrines and Temples). (in context of UGC NTA NET Exam Subject History) Chpater 28. Unit VII - Sources of Modern History & Rise of British Power: Sources of Modern Indian History (Archieval Materials, Biographies and Memoirs, Newspapers, Oral Evidence, Creative Literature and Painting, Monuments, Coins); Rise of British Power (European Traders in India in the 16th to 18th Centuries – Portuguese, Dutch, French and the British; Establishment and Expansion of British Dominion in India). (in context of UGC NTA NET Exam Subject History) Chpater 29. Unit VII - British Relations, 1857 Revolt, Administration & Constitutional Changes: British Relations with Principal Indian States (Bengal, Oudh, Hyderabad, Mysore, Carnatic and Punjab); Revolt of 1857 (Causes, Nature and Impact); Administration of the Company and the Crown (Evolution of Central and Provincial Structure under East India Company, Paramountcy, Civil Service, Judiciary, Police and the Army under the Company; British Policy and Paramountcy in the Princely States under the Crown, Local Self-Government); Constitutional Changes, 1909 – 1935. (in context of UGC NTA NET Exam Subject History) Chpater 30. Unit VIII - Colonial Economy & Its Impact: Colonial Economy: Changing Composition, Volume and Direction of Trade; Expansion and Commercialization of Agriculture, Land Rights, Land Settlements, Rural Indebtedness, Landless Labour, Irrigation and Canal System; Decline of Industries (Changing Socio-Economic Conditions of Artisans; De-urbanisation); Economic Drain; World Wars and Economy. (in context of UGC NTA NET Exam Subject History) Chpater 31. Unit VIII - British Industrial Policy, Infrastructure & Social Issues: British Industrial Policy; Major Modern Industries; Nature of Factory Legislation; Labour and Trade Union Movements; Monetary Policy, Banking, Currency and Exchange, Railways and Road Transport, Communications (Post & Telegraph); Growth of New Urban Centres; New Features of Town Planning and Architecture, Urban Society and Urban Problems; Famines, Epidemics and the Government Policy; Tribal and Peasant Movements. (in context of UGC NTA NET Exam Subject History) Chpater 32. Unit VIII - Indian Society in Transition: Religion, Education & Renaissance: Indian Society in Transition: Contact with Christianity (the Missions and Missionaries; Critique of Indian Social and Economic Practices and Religious Beliefs; Educational and Other Activities); The New Education (Government Policy; Levels and Contents; English Language; Development of Science, Technology, Public Health & Medicine – Towads Modernism); Indian Renaissance (Socio-Religious Reforms; Emergence of Middle Class; Caste Associations and Caste Mobility). (in context of UGC NTA NET Exam Subject History) Chpater 33. Unit VIII - Women's Question, Press & Modernization of Arts: Women’s Question (Nationalist Discourse; Women’s Organisations; British Legislation concerning Women, Gender Identity & Constitutional Position); The Printing Press (Journalistic Activity and the Public opinion); Modernisation of Indian Languages and Literary Forms – Reorientation in Painting, Music and Performing Arts. (in context of UGC NTA NET Exam Subject History) Chpater 34. Unit IX - Rise of Indian Nationalism & Movements: Rise of Indian Nationalism: Social and Economic basis of Nationalism; Birth of Indian National Congress; Ideologies and Programmes of the Indian National Congress, 1885-1920 (Early Nationalists, Assertive Nationalists and Revolutionaries); Swadeshi and Swaraj; Gandhian Mass Movements; Subas Chandra Bose and INA; Role of Middle Class in National Movement; Women Participation in National Movement. (in context of UGC NTA NET Exam Subject History) Chpater 35. Unit IX - Communal Politics, Independence & Partition: Left Wing Politics; Depressed Class Movement; Communal Politics (Muslim League and Genesis of Pakistan); Towards Independence and Partition. (in context of UGC NTA NET Exam Subject History) Chpater 36. Unit IX - India after Independence: Challenges & Constitution Making: India after Independence: Challenges of Partition; Integration of the Indian Princely States (Kashmir, Hyderabad & Junagarh); B.R. Ambedkar – The making of the Indian Constitution, its Features; The Structure of Bureaucracy. (in context of UGC NTA NET Exam Subject History) Chpater 37. Unit IX - Post-Independence Policies & Dynamics: New Education Policy; Economic Policies and the Planning process (Development, Displacement and Tribal Issues); Linguistic Reorganisation of States; Centre-State Relations; Foreign Policy Initiatives (Panchsheel); Dynamics of Indian Politics-Emergency; Liberalisation, Privatisation & Globalisation of Indian Economy. (in context of UGC NTA NET Exam Subject History) Chpater 38. Unit X - Historical Method & Research Fundamentals: Historical Method, Research, Methodology and Historiography: Scope and Importance of History, Objectivity and Bias in History, Heuristics Operation, Criticism in History, Synthesis and Presentation; History and its Auxiliary Sciences; History a Science, Arts or a Social Science; Causation and Imagination in History; Significance of Regional History; Recent Trends of Indian History. (in context of UGC NTA NET Exam Subject History) Chpater 39. Unit X - Research Methodology & Historiographical Practice: Research Methodology (Hypothesis in History, Area of Proposed Research, Sources – Data Collection, Primary / Secondary, Original and Transit Sources, Trends in Historical Research, Recent Indian Historiography); Selection of Topic in History, Notes Taking, References, Footnotes and Bibliography, Thesis and Assignment Writing; Plagiarism, Intellectual Dishonesty and History Writing. (in context of UGC NTA NET Exam Subject History) Chpater 40. Unit X - Historiographical Traditions & Modern Theories: Beginnings of Historical Writings (Greek, Roman and Church Historiography); Renaissance and its Impact on History Writing; Negative and Positive Schools of Historical Writing; Berlin Revolution in History Writing – Von Ranke; Marxist Philosophy of History – Scientific Materialism; Cyclical Theory of History – Oswald Spengler; Challenge and Response Theory – Arnold Joseph Toynbee; Post – Modernism in History. (in context of UGC NTA NET Exam Subject History)

Physical Education Ugc Net Question Bank Chapterwise Assistant Professor And Lecturer Exams

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Author : Mocktime Publication
language : en
Publisher: by Mocktime Publication
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Physical Education Ugc Net Question Bank Chapterwise Assistant Professor And Lecturer Exams written by Mocktime Publication and has been published by by Mocktime Publication this book supported file pdf, txt, epub, kindle and other format this book has been release on with Study Aids categories.

Physical Education UGC NET Question Bank Chapterwise Assistant Professor and Lecturer Exams

Oswaal Nta Ugc Net Jrf Set Paper 1 Year Wise 17 Solved Papers 2015 2024 Teaching Research Aptitude Compulsory For 2024 25 Exam

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Author : Oswaal Editorial Board
language : en
Publisher: Oswaal Books
Release Date : 2024-10-07

Oswaal Nta Ugc Net Jrf Set Paper 1 Year Wise 17 Solved Papers 2015 2024 Teaching Research Aptitude Compulsory For 2024 25 Exam written by Oswaal Editorial Board and has been published by Oswaal Books this book supported file pdf, txt, epub, kindle and other format this book has been release on 2024-10-07 with Study Aids categories.

The National Eligibility Test (NET) is conducted on behalf of the University Grants Commission (UGC) for determining the eligibility of Indian nationals for Assistant Professorship, Junior Research Fellowship, or both, for Indian Universities and Colleges. The National Testing Agency (NTA) is conducted UGC NET Examination for ‘Junior Research Fellowship’ and eligibility for ‘Assistant Professor’ in 83 subjects in Computer Based Test (CBT) mode. Awarding of Junior Research Fellowship (JRF) and/or Eligibility for Assistant Professorship depends on the aggregate performance of the candidate in Paper-I and Paper-II of UGC-NET. The candidates qualifying only for Assistant Professorship are not to be considered for the awarding of JRF. Candidates who qualify for the eligibility test for Assistant Professorship are governed by the rules and regulations for recruitment of Assistant Professor of the concerned universities/colleges/state governments. Oswaal UGC-NET Paper-1, 17 Previous Solved Papers (2015 -2024) is designed to provide students with ample practice and a deep understanding of the UGC-NET Paper-1 so that students can clear UGC-NET Paper-1 with extraordinary results. A few benefits of studying from OSWAAL UGC-NET Paper-1 Year-wise Solved Papers are: ➡️ 100% Updated With June & August 2024 UGC NET Paper-1 Question Papers Fully Solved ➡️ Extensive Practice With 850+ Questions and Two Sample Question Papers ➡️ Concept Clarity: Learn Key Concepts through Detailed Explanations & Smart Mind Maps ➡️ 100% Exam Readiness With the Latest Previous Years’ Trend Analysis (2017 -2024) ➡️ Valuable Exam Insights With Tips & Tricks to ace UGC NET in 1st attempt and subject-wise cut-offs (2021-2023) To stay true to our motto of ‘Learning Made Simple’, we constantly strive to present information in ways that are easy to understand as well as remember.