MUST READ BOOKS

MY DAD

https://www.slideshare.net/alpeshbharodiya/dad-ppt

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NCERT, CBSE UPDATES ON BOOKS EXAMS CLICK BELOW

NCERT, CBSE UPDATES

3 Days workshop on Blogging at ZIET CHANDIGARH

NCERT OR CBSE OR CISCE OR COBSE Daily

Look what I shared: The Education circulars on

 NCERT OR CBSE OR CISCE OR COBSE Daily.

https://paper.li/f-1582800075#/

What are educational resources?

There is no one, standard definition of Open Educational Resources. However, the following broad definition of OERs from OER Commons seems to be generally accepted by the community:

Open Educational Resources (OER) are teaching and learning materials that are freely available online for everyone to use, whether you are an instructor, student or self-learner. Examples of OER include: full courses, course modules, syllabi, lectures, homework assignments, quizzes, lab and classroom activities, pedagogical materials, games, simulations, and many more resources contained in digital media collections from around the world.

Whilst purely informational content has a significant role in learning and teaching, it is helpful to consider learning resources by their levels of granularity and to focus on the degree to which information content is embedded within a learning activity:
 

• Digital assets – normally a single file (e.g. an image, video or audio clip), sometimes called a ‘raw media asset’;

• Information objects – a structured aggregation of digital assets, designed purely to present information;

• Learning objects – an aggregation of one or more digital assets which represents an educationally meaningful stand-alone unit;

• Learning activities – tasks involving interactions with information to attain a specific learning outcome;

• Learning design – structured sequences of information and activities to promote learning.
• http://openaccessindia.org/what-are-open-educational-resources/

In service course at ZIET Chandigarh

Sincere  thanks to Director ZIET CHD and My Friend Mr. Sunil Saini TA, Asso. Course Director for giving me the opportunity to share my views on this platform in front of my  Librarian  brothers and sisters during this training programme.

e-NEWS LETTER OF LIBRARY ITBP BHANU

The 7 Habits of Highly Effective People - review

In 1989, Stephen Covey changed the world of self-improvement forever when he published his book The 7 Habits of Highly Effective People. This book quickly became an international bestseller and a go-to resources for anyone who wanted to improve themselves. From top-tier executives to students, Covey’s book was the book to read.

Over 25 years later, The 7 Habits of Highly Effective People remains one of the most referenced books in its genre. It set the tone not only for Covey’s second book but for an entirely new genre of literature. Now, Covey’s work is used not just at work but at home. Whether you want to improve relationships with colleagues, managers or have more fruitful social relationships, Covey bestows serious lessons on his readers. These lessons have more or less withstood the test of time and remain relevant as a solid foundation in interpersonal communication today.

Here are the key insights from The 7 Habits of Highly Effective People :

• Sharpen the saw. Don't work yourself to death. ...
• Be proactive. ...
• Begin with an end in mind. ...
• Put first things first. ...
• Think win-win. ...
• Seek first to understand, then to be understood. ...
• Synergize.
• 
  

Here are the key insights from The 7 Habits of Highly Effective People : 1. Sharpen the saw. Don’t work yourself to death. Strive for a sustainable lifestyle that affords you time to recuperate, recharge and be effective in the long-term. 2. Be proactive. You have a natural need to wield influence on the world around you so don’t spend your time just reacting to external events and circumstances. Take charge and assume responsibility for your life. 3. Begin with an end in mind. Don’t spend your life working aimlessly, tackling whatever job is at hand. Have a vision for the future and align your actions accordingly to make it into a reality. 4. Put first things first. To prioritize your work, focus on what’s important, meaning the things that bring you closer to your vision of the future. Don’t get distracted by urgent but unimportant tasks. 5. Think win-win. When negotiating with other, don’t try to get the biggest slice of the cake, but rather find a division that is acceptable to all parties. You will still get your fair share, and build strong positive relationships in the process. 6. Seek first to understand, then to be understood. When someone presents us with a problem, we often jump right to giving a solution. This is a mistake. We should first take time to really listen to the other person and only then make recommendations. 7. Synergize. Adopt the guiding principle that in a group, the contributions of many will far exceed those of any individual. This will help you achieve goals you could never have reached on your own.

Read more at: https://www.blinkist.com/magazine/posts/read-seven-habits-highly-effective-people-3-minutes?utm_source=cpp

• https://www.cleverism.com/book-review-the-7-habits-of-highly-effective-people/

https://www.youtube.com/watch?v=ktlTxC4QG8g


https://www.youtube.com/watch?v=rm-8CWIFkYc

KV ITBP BHANU

Library

No dues Certificate 2019-20

SL	Class	Name of student	Details of  Books out standing	Cost Rs.	Remarks
1	X	Nil	Nil	Nil
2	XII	Nil	Nil	Nil

BOOKS RETURN

ALL THE  TEACHERS AND STUDENTS 

ARE REQUESTED TO RETURN  ALL THE  BOOKS 

BACK TO LIBRARY BY 10 FEB 2020.

CLASS 10TH AND 12TH MAY TAKE 

NO DUES 

FROM LIBRARY
  
ON 

10 FEB. 2020. 

The Adolescence Education Programme (AEP)

Profile of Young People:

India is home to 253 million adolescents; young people in the age group of 10-19 years who comprise 21% of the country’s population (Census, 2011). Not only does this cohort represent India’s future in the economic realm, but its experience, attitudes and behaviours will largely determine whether India is able to realize the vision of an equitable civil society envisaged in its constitution.

Fortunately for all of us, adolescents see the challenges before them in fresh ways and are responding with enthusiasm and imagination. With the right investments, they can reach their full potential as individuals, leaders and agents of progress. And the world clearly needs their energy, participation and skills. But delivering this transformation requires collective action on education, health, employment and a commitment to real civic engagement by diverse stakeholders including, Government Departments, academia, development partners and civil society organisations.

The Adolescence Education Programme (AEP)

At the national level, the Adolescence Education Programme (AEP) is co-ordinated by the National Council of Educational Research and Training (NCERT) in partnership with the Ministry of Human Resource Development (MHRD) and United Nations Population Fund (UNFPA). This programme is a major initiative within the larger Quality Improvement in Schools Scheme of MHRD.

The guiding principles of Adolescence Education clearly articulate that adolescents should be recognised as a positive and valuable resource that needs to be respected and appreciated rather than being treated as a problem, AEP should contribute towards realising the transformational potential of education and that the programme should enable adolescents to articulate their issues, know their rights, counter, shame and fear, build self-esteem and confidence, and develop ability to take on responsibility for self, relationships and (to an extent) the society around them. The guiding principles also recommend that AEP should influence the entire school curriculum and ethos rather than being a stand-alone program.

http://aeparc.org/index.php?&ln=en

http://www.cbse.nic.in/aep/TEACHERS%20BOOK%2051-100.pdf

Ministry of Road Transport & Highways

The Ministry of Road Transport & Highways has been facilitating computerization of more than 1000 Road Transport Offices (RTOs) across the country. RTOs issue Registration Certificate (RC) & Driving License (DL) that are valid across the country. 

It was necessary to define same standards for these documents on a pan-India level to ensure interoperability and correctness and timely availability of information. SCOSTA committee setup for this purpose had recommended a uniform standardized software across the country. Ministry entrusted National Informatics Centre the task to standardize & deploy the software VAHAN for Vehicle Registration and SARATHI for Driving Licenses and compilation of data with respect to Vehicle Registration and Driving Licenses of all the states in State Register and National Register.

The VAHAN & SARATHI are conceptualized to capture the functionalities as mandated by Central Motor Vehicle Act, 1988 as well as State motor vehicle Rules with customization in the core product to suit the requirements of 36 States.

https://sarathi.parivahan.gov.in/sarathiservicecov5/sarathiHomePublic.do
https://sarathi.parivahan.gov.in/SarathiReportcov/sarathiHomePublic.do

SPIC-MACAY

http://www.spicmacay.com/

AT OUR SCHOOL 

ON 

01-02-2020

BY 

बुन्दू खान -गायन

सिकन्दर-हारमोनियम एवम गायन

सिकन्दर-खड़ताल

हबीब-मोरचंग

आसीन-सिंधी सारंगी

असलम-ढोलक

Class XII (2019-20) Chemistry Practical

With Chemistry Teacher and Examiner .

PARENT TEACHER MEET

ON 
01.02.2020
&

02.02.2020

Sustainability

"Agriculture and organic farming"

Dr. Meena PGT Eco.

Govt Sr. Sec School 

Bahadurgarh

Haryana 

interacting with 

class XI 

On sustainability .

Topics discussed

Sustainability

Farming and productivity

Problems of farmers

Organic Farming

Healthy product

.....

We are thankful to Dr.  Meena  PGT ECo. for her kind,  volunteer,  gesture and extend our gratitude for enlightening  the students on very relevant and current issues. 

NEW ARRIVALS

BOOKS ON ADMINISTRATION 

PGDDM : POST GRADUATE DIPLOMA IN DISASTER MANAGEMENT

DESCRIPTION The major objectives of the programme are to:  1)Provide comprehensive knowledge to the learners on disaster preparedness, mitigation and rehabilitation.  2)Enable the learners to carry out risk assessment and vulnerability analysis. 3) Generate community awareness, and strengthen institutional mechanism for community mobilisation and participation in disaster management. 4) Develop communication skills for disaster preparedness.  5)Create greater awareness about effective disaster response in various emergency situations.  6)Equip learners with tools for meeting emergency medical requirements. 7) Incorporate gender sensitive disaster management approach; and 8) Inculcate new skills and sharpen existingskills ofgovernment officials,  voluntary activists,development professionals and elected representatives for effective disaster management. Target Group The Post Graduate Diploma in Disaster Management shall cater to the needs of the following target groups:  1)Government functionaries  2)NGO functionaries and Volunteers 3) Military, Para-military, Police, Home Guards, and Civil Defence personnel  4)Geologists, Scientists, Meteorologists, Engineers, Administrators, and other  Government and Public Sector Undertakings officials 5) Rural Development  Functionaries, Primary Health Centres Functionaries, Relief Workers,  Social Workers, Environmentalists, etc

https://ignouadmission.samarth.edu.in/index.php/site/programme-detail?id=6ee3ce2f5dbd0cb117e149e82bf6bf7bc80ce6af05ac81637f616f6e2c2da6a91164

The Tribune in Education

MODI SIR KI CLASS

PM INTERACTS WITH STUDENTS 

PARIKSHA PE CHARCHA