Bøger af Vinod Kumar Kanvaria

The current book Perspectives and Perceptions on Academic Writing and Citations is consisted of three parts. All the three parts are distinct in their nature and type of chapters included therein. The first part involves a brief introduction about academic writing and citations and various perspectives and perceptions regarding this. The author introduces about academic writing and tries to throw light upon the main features which makes it different from simple and layman's writing. This includes not only what, why and how of academic writing but also what is the possible international code of conduct and ethics while creating an academic writing. The chapter is highly enriched to create a sense of academic writing and paves the way for creating it logically and rationally. The author then gives an eagle's eye on perspectives and perceptions about academic writing by people associated with various different sorts of organizations. These academicians belong to Commonwealth, NCERT, Open University, Central University and Private University. The second part consists of the chapters by various academicians that witness their perspectives and perceptions about academic writing and citations. There are chapters which are written by academics with long teaching, learning and writing experience belonging to different sectors of academic field. When going through these chapters, readers will have a glance of what academics from the country think about academic writing and citations and will get further insight about what is and what should be there pertaining to this field. The third part of this book shares an empirical study especially meant for the current assignment. The chapter shares an opinionnaire, which was developed on academic writing and citations. It was sent to those who are or were involved in any sort of academic writing. The author analyses the data to discuss various issues pertaining to writing ethics, academic writing, citations and styles. This part does not evaluate the knowledge of those who attempted this opinionnaire but tries to throw light upon some critical issues pertaining to academic writing and citations drawn from the data. The chapter reveals that academics have different sort of opinions pertaining to even those issues which, one would think, can be generalized easily to be uniform in nature. The book became the need of the hour as most of the new authors who are writing papers, articles, etc. are lacking in proper knowledge of academic writing and citations. Even the basic concepts of academic writing and citations are absent in their writing and this has more enhanced by the flood of so-called international/national journals who claim to publish the paper within a day or a week without even looking at the write-up and just by charging a huge amount of money. Hence, people are blindly publishing anything in such journals and publications which are publishing blindly anything due to lack of basic knowledge even among their so-called editors and reviewers. I fact, some of such editors or reviewers form a group, contact some reputed academicians, make them the patron, etc., become self-declared editors and sub-editors, though may not knowing to write even a single page correctly. They call reputed people in some seminars, conferences, etc., pay them some good amount of money and become editor of so-called international/national journals. Due to easy publication in such flooded online international / national journals, new authors don't want to even learn basics of academic writing and citations. And, this has been one of the basic reasons for carrying out this book. The book is a boon for all students, researchers, authors, teachers, teacher educators, publishers, proof readers and academic writers. It is a must read for all the people related, in one way or the other, to academic writing and citations.

Abstracts-in-Original of International Conference on ICT for Education held on 27th January, 2018 at University of Delhi, Delhi, INDIA.

This report-cum-monograph is for the project titled Professional Development and Capacity Building of Teacher Educators (through ICT) sponsored by MHRD of Government of India. The title has significance with respect to its need, importance and activities held. The current report is for the period February, 2014 - March, 2015. The project coordinator and chief investigator is Mr. Vinod Kumar Kanvaria. He was assisted by projects assistant Mr. B. S. Rawat. This project gave hands on experience to participants, who participated and came from different parts of the country. This equipped them with professional development and capacity building of themselves for learning, teaching, evaluation, paper writing, etc. by using ICT. Rationale of the project suits to the need of the hour in this ICT era. The project was spread over two academic years. It began in session 2013-14 and completed in 2014-15. A National level Workshop was held in the second phase, which was a great success. Schedule for this workshop was spread over five days and was highly dense to give participants maximum possible opportunity to accelerate in almost all the areas of education for professional development and capacity building through hands on experience and exposure to the best available resources and the team of possibly the best of experts available in this field. As a whole, this project was a great success to achieve its objectives and rationale.

This handbook is the result of the project titled Faculty Development Workshop for In-service Teachers on ICT for Teaching and Learning sponsored by MHRD of Government of India. The title has significance with respect to its need, importance and activities held. The current handbook cum report is for the period January, 2015 - March, 2015. The project coordinator and editor is Mr. Vinod Kumar Kanvaria. This project gave hands on experience to participants, who participated and came from different parts of the Delhi and other state, too. This equipped them with professional development and capacity building of themselves for learning, teaching, evaluation, paper writing, etc. by using ICT. Rationale of the project suits to the need of the hour in this ICT era. The project was spread over two-three months. It began in January, 2015 and completed in March, 2015. A state level Workshop was held for school teachers, which was a great success. Schedule for this workshop was spread over five sessions and was highly dense to give participants maximum possible opportunity to accelerate in almost all the areas of education for professional development and capacity building through hands on experience and exposure to the best available resources and the team of possibly the best of experts available in this field. As a whole, this project was a great success to achieve its objectives and rationale. The current handbook is witnessing the success of this project.

The current book is an endeavour to look into practices, stories, experiences, ideas and researches pertaining to ICT for education. The specific focus is on ICT for learning, teaching, evaluation, management and policies and the current book looks at all these educational areas as intact for use and application of ICT. These practices are presented in the form of concept-based scenario and activities. Some of the practices are being used in the educational institutions which were found to be very useful and fruitful; some others are used by individual academic while some others are suggested under innovations for applying ICT in the field of education with learning through ICT as a major area. The current book is a good, directional and research-based fruitful document for all the practitioners including learners, pre-service facilitators, in-service facilitators, facilitator educators, practitioners and stakeholders. Anyone can use this book to make his/her learning, pedagogy, educational practice, management and policy implication easier and interesting.

The entire study consisted of basically five phases. In the present investigation, the definition of standardization has been adopted as given by Roger T. Lennon i.e. here standardization means to determine validity, reliability and norms of the test. The definition is also mentioned in "Measurement in Physical Education" by Donald K. Mathews (1978) The five phases are as follows: Phase I: Planning and preparation of a test set of 50 questions from Trigonometry for class IX. Phase II: Percentage of agreeability or content-cum-face validity with the help of subject experts and field experts. Phase III: Group try out for Item analysis. Phase IV: The final try-out to obtain reliability Phase V: Developing norms for the test. The above design of the study is also supported by Lee J. Cronbach (1984).