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Mónica González Mujica of Chile to receive UNESCO/Guillermo Cano World Press Freedom Prize 2010

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The Chilean journalist, Mónica González Mujica, a heroine of the struggle against dictatorship in her country, has been named laureate of the 2010 UNESCO/Guillermo Cano World Press Freedom Prize.

“Throughout her professional life, Mónica González Mujica has shown courage in shining the light on the dark side of Chile,” said the President of the jury, Joe Thloloe, Press Ombudsman of the Press Council of South Africa. “She has embodied the very spirit of the Award. She has been jailed, tortured, hauled before the courts but has remained steadfast.”
“Ms González is now ploughing her experience back to the younger generation through her work at the Center of Journalism and Investigation and her workshops on investigative journalism in various countries,” added Mr Thloloe.
In naming the laureate, the Director-General endorsed the recommendation of an international jury of 12 professional journalists from all over the world. “Mónica González Mujica has undergone years of hardship defending freedom of expression, one of the core values UNESCO was created to uphold. She now shows equal commitment to education, which is another main priority of our Organization,” said Ms Bokova.
She will present the Prize to Ms González in a ceremony on 3 May,
World Press Freedom Day, which UNESCO will celebrate this year in Brisbane, Australia.
Born in 1949, Ms González spent four years in exile following the military coup of 1973. She returned to Chile in 1978 where harassment from the secret services made her lose jobs repeatedly. As a journalist, she investigated human rights violations as well as the financial doings of General Pinochet and his family.
Ms González was imprisoned and tortured from 1984 to 1985 for this work. Yet, upon her release she went back to investigative reporting, publishing articles and books about the abuses of the military dictatorship. She was detained again and numerous court cases were brought against her.
Since Chile’s return to democracy in 1990, Ms González has continued working as a newspaper editor and journalist. She has been directing the Center of Journalism and Investigation (Santiago, Chile) since 2007, while conducting workshops on investigative journalism in Chile and abroad.

 

About the Prize

Created in 1997 by UNESCO’s Executive Board, the Press Freedom Prize is awarded annually to honour the work of an individual or an organization defending or promoting freedom of expression anywhere in the world, especially if this action puts the individual’s life at risk. Candidates are proposed by UNESCO Member States, and regional or international organizations that defend and promote freedom of expression.
Since its creation, the US $25,000 prize – financed by the Cano and Ottaway family foundations, and by JP/Politiken Newspaper LTD – has been awarded to the following laureates: Lasantha Wickrematunge (Sri Lanka, 2009), Lydia Cacho (Mexico, 2008), Anna Politkovskaya (Russian Federation, 2007), May Chidiac (Lebanon, 2006), Cheng Yizhong, (China, 2005), Raúl Rivero (Cuba, 2004), Amira Hass (Israel, 2003), Geoffrey Nyarota (Zimbabwe, 2002), U Win Tin (Myanmar, 2001), Nizar Nayyouf (Syria, 2000), Jesus Blancornelas (Mexico, 1999), Christina Anyanwu (Nigeria, 1998), Gao Yu (China, 1997).

 

Courtesy: http://portal.unesco.org

Filed under: Author of the week, ,

Split-up Syllabus (Chandigarh Region)

  • Syllabus Std VIII Social Science 2010-2011
  • Syllabus Std VIII Maths 2010-2011
  • Syllabus Std VIII Science 2010-2011
  • Syllabus Std VIII Sanskrit 2010-2011
  • Syllabus Std VIII Hindi 2010-2011
  • Syllabus Std VIII English 2010-2011
  • Syllabus Std VII Science 2010-2011
  • Syllabus Std VII Sanskrit 2010-2011
  • Syllabus Std VII Social Sc 2010-2011
  • Syllabus Std VII Maths 2010-2011
  • Courtesy: KVS Chandigarh Region

    Filed under: Downloads,

    Amendment in certain Paras of KVS Transfer Guidelines

    Source: http://kvsangathan.nic.in/tran-guid-amend.PDF

    Filed under: Downloads, ,

    Library of Congress: We’re archiving every tweet ever made

    By Nate Anderson 

    Source: http://arstechnica.com/tech-policy/news/2010/04/library-of-congress-were-archiving-every-tweet-ever-made.ars

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    Get ready for fame, tweeters of the world: the Library of Congress is archiving for posterity every public tweet made since the service went live back in 2006. Every. Single. Tweet.

    The LOC announced the news, appropriately enough, on Twitter. Twitter isn’t just about being pretentious and notifying the world about the contents of your lunch (though it’s about those things too).

    Matt Raymond, one the Library’s official bloggers, notes that "important tweets in the past few years include the first-ever tweet from Twitter co-founder Jack Dorsey, President Obama’s tweet about winning the 2008 election, and a set of two tweets from a photojournalist who was arrested in Egypt and then freed because of a series of events set into motion by his use of Twitter."

    But even those billions of other tweets and retweets, the ones about how you just got back from the worlds’ most epic jog or how you’re sick at home with the crocodile flu or how your crappy Internet connection just went down again and you can’t take it any more—those matter too.

    There’s been a turn toward historicism in academic circles over the last few decades, a turn that emphasizes not just official histories and novels but the diaries of women who never wrote for publication, or the oral histories of soldiers from the Civil War, or the letters written by a sawmill owner. The idea is to better understand the context of a time and place, to understand the way that all kinds of people thought and lived, and to get away from an older scholarship that privileged the productions of (usually) elite males.

    The LoC’s Twitter archive will provide a similar service, offering a social history of hipsters, geeks, nerds, and whatever Ashton Kutcher is. As Twitter continues its march into the mainstream, the service really will offer a real-time, unvarnished look at what’s on people’s minds.

    Digital technologies pose a problem for the Library and other archival institutions, though. By making data so easy to generate and then record, they push archives to think hard about their missions and adapt to new technical challenges. While archiving the entire Web and all its changes is simply impossible, the Library of Congress has collected a curated, limited subset of Web content "since it began harvesting congressional and presidential campaign websites in 2000." Today, it has 167TB of Web data.

    Raymond sums up the Library’s goal: "In other words, if you’re looking for a place where important historical and other information in digital form should be preserved for the long haul, we’re it!"

    People seem to agree that this is big news; as Raymond noted when I contacted him for details, "I’m already getting flooded. This is already our biggest re-tweeted tweet ever!"

    So if you don’t want history to remember that burrito you had for dinner last night (and its aftermath), tweet carefully—now it’s for posterity.

     

    Filed under: Snippets, ,

    Footballers pick books for boys

    Boys lag behind girls at school – and one reason is their resistance to reading. But Premier League footballers are coming to their rescue…

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    Spurs goalkeeper Carlo Cudicini goes for Cirque du Freak by Darren Shan, not just because ‘the writer is a massive Spurs fan’

    Teachers will nod glumly at today’s news that boys don’t want to read the books they’re offered at school.

    In a new survey, a third of boys agreed with the statement "I can’t find anything to read that interests me", according to the National Literacy Trust which questioned 17,089 pupils aged eight to 16.

    The problem with boys and schooling begins even earlier than that. A recent DCSF study of five-year-olds showed that while 42.8% of all boys had attained a good level of progress, 60.9% of all girls had done so – a gap of 18.1 percentage points. And the gender achievement gap is widening, particularly in socially disadvantaged communities.

    The National Literacy Trust report also found that a fifth (19.4%) of young people who read below the expected level for their age believe that "reading is more for girls than boys".

    By the time they’re eight, and the girls are whizzing their way to Hogwarts via the giant bricks Harry Potter resides in, many boys have reached a decision: books are for girls, I’m going to play football.

    And that is where the Premier League Reading Stars scheme comes in. Each of the 20 Premier League football clubs picks a player to select their favourite books. The clubs adopt a library, which gets free copies of all the titles. Then libraries hold sessions to give local families the chance to meet their football heroes and chat about the books.

    Let’s see what some of the footballers came up with:

    Paul Robinson, Bolton Wanderers, went for It’s Not About the Bike by Lance Armstrong:

    "It was really inspirational and encouraging and I enjoyed reading every word. I find reading a great way to relax, whether I am reading alone or to my children, and I found that I couldn’t put it down once I had started it. The book is written very honestly and encourages you to always fulfil your potential which is a great message to anyone."

    Wade Elliott, Burnley, chose Anthony Horowitz’s The Falcon’s Malteser

    "I enjoyed it because it was a crime mystery type story that had plenty of hooks and made me think about what was going on and what might happen next. Reading can open your mind to other people’s points of view and ways of doing things. It’s also a good form of escapism; it can be relaxing to switch off from your day by reading about different situations and ways of life to your own."

    Chelsea’s Paulo Ferreira’s choice might come as more of a surprise – Paulo Coehlo’s The Alchemist.

    "I’ve always enjoyed reading and especially now I have children. We try to read together as family as much as we can – it’s good to help your kids develop their language. It’s great that a book written in Portuguese has been so successful and is now one of the most translated and bestselling books in history. It’s a great story very simply told about a young man on a voyage of discovery. The message of the book is that despite fear and obstacles you should always follow your dreams and that experience is the greatest treasure of all."

    In last years GCSEs, the proportion of girls getting an A or A* for all subjects was 24.4%, compared with 18.7% of boys. English results for boys were particularly disappointing. But there was a marked improved in maths, with boys outperforming girls for the first time in a decade. Could a boost in reading be exactly what boys need to start reversing a 20-year trend in other subjects? What books would you recommend they start with?

    • The National Literacy Trust is an independent charity that transforms lives through promoting literacy.

    Courtesy: http://www.guardian.co.uk/education/mortarboard/2010/apr/13/footballers-pick-books-for-boys

    Filed under: Article of the Week, ,

    Hans Christian Andersen Award 2010 to David Almond

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    David Almond

    Growing up . . . involves coming to terms with a world in which reality and myth, truth and lies, turn about each other in a creative dance, as they always have and always will.

    David Almond

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    David Almond was born in 1951 in the northeast part of England.  The product of a stable, Roman Catholic family, his childhood was marred by the death of an infant sister and the premature death of his father. He draws on these experiences to create the thread that runs through his writing; i.e., life brings us through a succession of contrasts: good and evil, hope and despair, struggle and triumph, wonder and doubt. His books are filled with the language, landscape, and history of northeastern England, a place where real and imaginary characters and real and imaginary places co-exist.

    Almond was educated at local schools in Felling and Sunderland and at St. Joseph’s Catholic Grammar School in Hebburn. He studied English and American Literature at the University of East Anglia and worked for some time as a teacher in a primary school in Gateshead. His early work spoke to an adult audience, but with the novel Skellig (1998), he discovered a new audience and a new voice. Skellig is the story of a dirty, homeless creature who is discovered by two children who protect and nurture him. They draw power from each other, allowing each to soar into a world of self-discovery.

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    Skellig and Almond’s subsequent work have received international acclaim and been the subject of academic study. He has published ten more novels for young people and a children’s play, Wild Girl, Wild Boy. Other novels have been adapted for the stage, TV and film. His characters display youthful imagination and creativity as they actively engage in the natural and social world around them. Adults are depicted as sources of love and stability, but it is the young people who make their own choices and discover who they are themselves. 

    Almond’s work has a universal resonance and appeal. While grounded in everyday backgrounds and experiences, the characters are drawn to amazing revelations and often to mysterious events or surreal creatures. Almond’s penchant for illustrating truth through contradiction continues to be woven through his stories: melding the personal with the global, making distant terror immediate, and finding hope from despair.

    Selected bibliography

    Skellig (1998) London: Hodder Children’s Books.

    The Fire Eaters (2003) London: Hodder Children’s Books.

    Clay (2005) London: Hodder Children’s Books.

    Jackdaw Summer (2008) London: Hodder Children’s Books.

    The Savage. Illus. by Dave McKean (2008) London: Walker Children’s Books.

     

    About the Award

    The Hans Christian Andersen Award Jury of the international Board on Books for Young People (IBBY) announces that David Almond from the United Kingdom is the winner of the 2010 Hans Christian Andersen Author Award and Jutta Bauer from Germany is the winner of the 2010 Hans Christian Andersen Illustrator Award.

    The Andersen medals and diplomas will be presented to the winners at the international IBBY congress in Santiago de Compostela, Spain on Saturday, 11 September 2010. 

    The Award, considered the most prestigious in international children’s literature, is given biennially by the International Board on Books for Young People to a living author and illustrator whose complete works are judged to have made lasting contributions to children’s literature.

    In awarding the 2010 Hans Christian Andersen Medal for writing to David Almond, the jury has recognized the unique voice of a creator of magic realism for children. Almond captures his young readers’ imagination and motivates them to read, think and be critical.  His use of language is sophisticated and reaches across the ages. 

    The 2010 Hans Christian Andersen Medal for illustration recognizes Jutta Bauer as a powerful narrator who blends real life with legend through her pictures.  The jury admired her philosophical approach, originality, creativity as well as her ability to communicate with young readers.

    David Almond was selected from 28 authors for the award. The four finalists were: Ahmad Reza Ahmadi from Iran, Bartolomeu Campos de Queiros from Brazil, Lennart Hellsing from Sweden and Louis Jensen from Denmark

    Jutta Bauer was selected from 27 illustrators nominated. The four finalists were Carll Cneut from Belgium, Etienne Delessert from Switzerland, Svjetlan Junakovic from Croatia and Roger Mello from Brazil.

    The other author candidates were Liliana Bodoc (Argentina), Heinz Janisch (Austria), Pierre Coran (Belgium), Brian Doyle (Canada), Liu Xianping (China), Maria Pyliotou (Cyprus), Pavel Šrut (Czech Republic), Hannu Mäkelä (Finland), Jean-Claude Mourlevat (France), Peter Härtling (Germany), Loty Petrovits-Andrutsopulou (Greece), Eoin Colfer (Ireland), Shuntaro Tanikawa (Japan), Alberto Blanco (Mexico), Dashdondog Jamba (Mongolia), Peter van Gestel (Netherlands), Bjørn Sortland (Norway), Ján Uličiansky (Slovak Republic), Tone Pavček (Slovenia), Jordi Sierra i Fabra (Spain), Muzaffer İzgü (Turkey), Evangeline Ledi Barongo (Uganda),  and Walter Dean Myers (USA).

    The other illustrator candidates were Luis Scafati (Argentina), Linda Wolfsgruber (Austria), Marie-Louise Gay (Canada), Jiří Šalamoun (Czech Republic), Lilian Brøgger (Denmark), Salla Savolainen (Finland), Grégoire Solotareff (France), Diatsenta Parissi (Greece), P. J. Lynch (Ireland), Akiko Hayashi (Japan), Kęstutis Kasparavičius (Lithuania), Fabricio Vanden Broeck (Mexico), Harrie Geelen (Netherlands), Thore Hansen (Norway), Nickolay Popov (Russia), Peter Uchnár (Slovakia), Ančka Gošnik Godec (Slovenia), Xan López Domínguez (Spain), Anna-Clara Tidholm (Sweden), Can Göknil (Turkey), Michael Foreman (United Kingdom) and Eric Carle (USA).

    Courtesy: http://www.ibby.org/index.php?id=1019

    Filed under: Author of the week, ,

    In their own language

    The radio gives voice to villages on the
    outskirts of Delhi

    PHOTOGRAPHS: VAIBHAV RAGHUNANDAN

    The channel records and plays folk music, its most popular programme

    By Ravleen Kaur http://www.downtoearth.org.in

    Naresh Chauhan is the  fastest editor in the studio of Gurgaon Ki Awaaz, a community radio channel of rural Gurgaon. A Class X dropout with no experience of computer operations until nine months ago, Chauhan runs a programme called Gurgaon Sports. The lanky 22-year-old manages everything from reporting and editing to packaging the programme. If one asks him which software he uses to edit, he does not know the answer, but ask him how he edits, pat comes the reply: “I use multitracking.”
    Chauhan and his friend Amrit Barwal were caught loafing around in their village Sarai Alahvardi by Ashutosh, a social worker who worked with schools in the area close to the Delhi-Haryana border. He told Arti Jaiman, the channel project manager, about them. “I said we will take them. The only requirement is they should know Gurgaon well. He told me that’s what they do all day, loiter around,” said Jaiman of ngo The Restoring Force that started the channel.

    Sharmila, who hosts a health programme on the channel, has come to be known as the radio lady in her village.

    Naresh Chauhan gets to do what he likes: indulge in sport

    Asked what programmes they would like to make, Chauhan proposed the obvious: cricket. Captain of his village team, he gets all the more opportunity to meet coaches and players from various fields. His friend Barwal suggested Apna Nazariya, Apna Kaam, a programme featuring entrepreneurs who started businesses with the money they got after selling agricultural land.
    Three months into broadcasting now, Gurgaon Ki Awaaz receives maximum feedback calls from taxi drivers. Their main request is to play Haryanvi folk music. Gajraj Singh Yadav, a taxi driver, listens to only folk music, raginis and bhajans, on the channel, unless his passengers demand something else. “I myself approached them to record raginis since I’ve my mandali (group),” said Yadav, who belongs to Alwar district of Rajasthan but has settled in Gurgaon.
    Anita Saroha, a self-help group worker in Dhankot village, has her cell phone antenna held at a certain angle when she is not working. “Jokes broadcast on the channel take one back to the language we are forgetting. The earthy tone of each ragini and bhajan and their history that musicians explain are also interesting,” said the thirty-something. Gurgaon Ki Awaaz on FM 107.8 covers eight villages from its transmitter in Electronic City in old Gurgaon. “Quadrant, an IT company, gave this space to us as part of corporate social responsibility,” said Jaiman, standing in the studio twice the size of a table tennis room. “We did everything ourselves from painting walls to sticking egg trays on them for sound proofing.” The ngo invested Rs 10 lakh to set up the channel and pays its eight trainees, all local youths, Rs 1,500 a month. Next on the channel’s agenda is to get local ads so that it can bear its expenses.

    Before recognition it was like playing with gadgets. When the young reporters saw village elders regarded them with respect, they realized the power of the medium
    —ARTI JAIMAN Project manager

    Jaiman recalls how difficult it was to train the youth. Many times they would go play cricket and not turn up in the studio. They had to be encouraged to experiment with the editing interface in English. “Till now it was like playing with gadgets, like a new mobile phone. What worked was recognition. When they saw that their village elders and people they interviewed held them respectfully, they realized the power of the medium,” said Jaiman.
    Sharmila has come to be known as the radio lady in her village Burhera. Down To Earth caught up with her when she was covering an exhibition on solar lanterns in Burhera. “I carry a recorder wherever I go. Women here remain in ghoonghat (veil) but they speak openly to me about education, early marriage and benefits of loans from self-help groups,” said Sharmila.
    Chauhan and Barwal do not want to leave the channel. Barwal worked in a Café Coffee Day earlier but felt out of place. “Here we can talk to people in the language we learnt when growing up,” he said in chaste Haryanvi.

    Courtesy: http://www.downtoearth.org.in

    Filed under: Article of the Week

    Website of the week: ‘Please rob me’

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    Please Rob Me

    Hey, do you have a Twitter account? Have you ever noticed those messages in which people tell you where they are? Pretty annoying, eh. Well, they’re actually also potentially pretty dangerous. We’re about to tell you why.

    Don’t get us wrong, we love the whole location-aware thing. The information is very interesting and can be used to create some pretty awesome applications. However, the way in which people are stimulated to participate in sharing this information, is less awesome. Services like Foursquare allow you to fulfill some primeval urge to colonize the planet. A part of that is letting everyone know you own that specific spot. You get to tell where you are and if you’re there first, it’s yours. O, and of course there’s badges..

    The danger is publicly telling people where you are. This is because it leaves one place you’re definitely not… home. So here we are; on one end we’re leaving lights on when we’re going on a holiday, and on the other we’re telling everybody on the internet we’re not home. It gets even worse if you have "friends" who want to colonize your house. That means they have to enter your address, to tell everyone where they are. Your address.. on the internet.. Now you know what to do when people reach for their phone as soon as they enter your home. That’s right, slap them across the face.

    The goal of this website is to raise some awareness on this issue and have people think about how they use services like Foursquare, Brightkite, Google Buzz etc. Because all this site is, is a dressed up Twitter search page. Everybody can get this information.

    Filed under: Website of the week

    The Ultimate Plagiarism Resource: Detecting Plagiarism & Preventing It

    Courtesy: http://www.guidetoonlineschools.com/


    The Ultimate Plagiarism  Resource

    Plagiarism is one of academia’s most common problems and a constant concern for teachers. While the Web may have made plagiarism as easy as a few simple clicks, it’s also made detecting plagiarism just as easy. If a student can find the essay in seconds, so can you—if you know where to look.

    This comprehensive resource will tell you everything you need to know about plagiarism, from the basic facts to free detection tools to preventing it in both the physical and online classroom.

    Quick FactsDefining PlagiarismFree Tools for Detecting PlagiarismExamples of Plagiarism Policies
    Plagiarism Tutorials
    Tips for Discouraging PlagiarismPlagiarism in the Online ClassroomAdditional Plagiarism Resources

    Quick Facts

    • 80% of college students admit to cheating at least once. (Center for Academic Integrity)
    • 52% of 1,800 students at nine state universities had copied several sentences from a website without citation. (McCabe, D.L.)
    • More than two-thirds of 2,100 students from 21 campuses copied or plagiarized work done by another student (Center for Academic Integrity)
    • 15% of high school students admit to obtaining a paper from a term paper mill or website (Plagiarism.org)
    • 50% of high-school students surveyed by Rutgers University see nothing wrong with cheating (McCabe, D.L. )
    • 90% of students believe that cheaters are either never caught or have never been appropriately disciplined (US News and World Report)

    Defining Plagiarism

    Free Tools for Detecting Plagiarism

    • Google and Google Scholar: If a sentence strikes you as odd, put it in quotation marks and run a Google search on it. If the student cut and pasted the phrase, it will show up on Google. And as more books are uploaded onto Google Books, Google Scholar and Google Books will become increasingly powerful weapons against plagiarism.
    • The Plagiarism Checker: The Plagiarism Checker allows you to run a Google search on large blocks of text. This is easier than cutting and pasting sentence after sentence.
    • Articlechecker: Works the same as Plagiarism Checker, but gives you the option of checking against Yahoo as well as Google.
    • Plagium: Like The Plagiarism Checker, this site Googles text you submit. Unlike most other checkers, Plagium works in several languages.
    • PlagiarismDetect: A plagiarism detector that allows you to upload whole documents rather than cutting and pasting blocks of text. It’s free, but you have to register.
    • Duplichecker: Another checker that plugs submitted text into search engines. Duplichecker’s interface makes it easy to submit entire documents as well as excerpts.
    • SeeSources: Searches the Web for sources similar to the text you entered. You can scan both excerpts and whole documents.
    • DOC Cop: Doc Cop offers a few features more than the minimal Web-based detection services. For instance, you can check for collusion—that is, you can check the similarity between two papers. However, you do have to register.
    • WCopyFind: WCopyFind is a downloadable scanner that checks for similarities between two papers, but it can’t search the Web.
    • Viper: The Anti-Plagiarism Scanner. Although it’s free, Viper is software, so it’s a bit more of a commitment than Web-based tools. However, it has some neat features, such as side-by-side comparisons of the submitted text with the potentially plagiarized one. Viper touts itself as the free alternative to TurnItIn.
    • SafeAssign/MyDropBox: This is free if you’re already using a Blackboard Learning System. As students submit papers to Blackboard, SafeAssign checks their papers against its database of source material.
    • PAIRwise: PAIRwise (Paper Authorship Integrity Research) can compare documents to one another while searching the internet for similar documents. However, PAIRwise is intended for use on an institutional level—for departmental or college-wide servers.

    Examples of Plagiarism Policies

    Most universities encourage their professors to include a plagiarism policy in their syllabi. Including a policy is a great first step, but to be effective, professors must also pay attention to where they place that policy and exactly what kind of information they include.

    Here are five examples of plagiarism policies in syllabi in universities across the country. We’ve listed them starting with the best and have highlighted the pros and the cons. We hope these examples will encourage you to include your own policy and will be helpful in helping you craft it.

    1. Bates College: Cultural Anthropology (Anth 101)

      Academic Integrity:
      All students are responsible for reading and understanding the Bates College Statement on Academic Honesty. (See http://abacus.bates.edu/pubs/Plagiarism/plagiarism.html). When you turn in an assignment to satisfy the requirements for this course, you are indicating it is your own work. The failure to properly acknowledge your use of another work is plagiarism. All references must be cited according to the AAA guidelines (see described in handouts and on Lyceum). I do not tolerate academic dishonesty. Plagiarism of any kind will result in a failing grade for the assignment and/or the class.

      • Pros: Clearly labeled, given own section, defined plagiarism, provides link to the college’s policy, includes penalties, includes important details, well written and easy-to-understand, placed before course schedule
      • Cons: None
    2. Boston University: Modern Irish Literature (CAS EN 392)

      Plagiarism:
      It is every student’s responsibility to read the Boston University statement on plagiarism, which is available in the Academic Conduct Code. Students are advised that the penalty against students on a Boston University program for cheating on examinations or for plagiarism may be “…expulsion from the program or the University or such other penalty as may be recommended by the Committee on Student Academic Conduct, subject to approval by the dean.”

      • Pros: Plagiarism is given its own section, penalities are discussed
      • Cons: No definition of plagiarism, no link to BU’s policy on plagiarism or more information, placed at the end of the syllabus
    3. Stanford University: Literature and Metamorphoses (CompLit 227)

      A Note on Written Papers:
      All papers must be typed, 11 or 12 pt font, in Times New Roman, double-spaced, with 1 inch margins. Please include page numbers in the upper right-hand corner as well as your name on each page. All papers must be handed in hard-copy and be stapled. Electronic submissions will not be accepted. Furthermore, you are responsible for adhering to Stanford University’s honor code. I do not tolerate any form of plagiarism. Please familiarize yourself with the Stanford honor code at http://www.stanford.edu/dept/vpsa/judicialaffairs/guiding/honorcode.htm .

      • Pros: link to an extensive plagiarism resource written by the Univerity, placed early in syllabus before course schedule
      • Cons: no definition of plagiarism in the syllabus, note on plagiarism tacked at the end of a paragraph about formatting, no penalties discussed
    4. Georgetown University: Intermediate Econometrics (Econ-422)

      Honor System:
      I would like to remind you that as signatories to the Georgetown University Honor Pledge, you are required to uphold academic honesty in all aspects of this course. As faculty, I too am obliged to uphold the Honor System, and will report all suspected cases for academic dishonesty.

      • Pros: Included in first page, includes professor’s responsibility
      • Cons: Doesn’t reference plagiarism specifically (or define it), doesn’t include penalties, doesn’t include link to the university’s honor code or more information
    5. UC Berkeley: Cultural Heritage (Anthroplogy 136e)

      Plagiarism:
      Plagiarism will not be tolerated, and will result in a failing grade for the course. See the University Student Code of Conduct for information about plagiarism.

      • Pros: Includes penalties
      • Cons: Does not include a description of plagiarism, does not include a link to the university’s policy or more information, and is completely buried: it comes at the end of the syllabus at the end of a 700-word Course Policies section

    Great Plagiarism Tutorials

    One of the best ways to make sure your students understand plagiarism is to have them complete online tutorials. Here are six excellent tutorials. Many of them require students to e-mail you the results of their quizzes or certificates of completion.

    1. The University of Southern Mississippi
    • provides quizzes before you review the materials, during your review, and post-review
    • results of your pre-test and post-test will be mailed to yourself and your professor
    1. The University Of Maryland University College
    • extremely comprehensive, includes lots of examples and style guidelines
    • includes a post-quiz that analyzes your results and tells you which section of the tutorial to go over
    1. Indiana University Bloomington
    • included links to real plagiarism cases
    • you can print out a confirmation certificate for you professor after taking the test
    1. California State University San Marcos
    • provides “checkpoints” after each section to test your knowledge before moving on
    • spells out the benefits for the student for using proper citation (beyond avoiding plagiarism)
    1. The University of Texas at Arlington
    • includes examples of plagiarism in real life, outside of the classroom (like the New York Times and government documents)
    • good use of charts and diagrams
    1. Acadia University
    • teaches important information in an entertaining manner
    • personalizes plagiarism by having students pick an avatar to use during the tutorial (like Dylan, a first-year English student working on a paper comparing fiction in movies and books)

    Tips for Discouraging Plagiarism in the Classroom

    • Define Plagiarism: The first step toward discouraging plagiarism in your classroom is to define plagiarism for your students. Especially in high school, many students may not realize that plagiarism encompasses paraphrasing and borrowing ideas without attribution.
    • Discuss Your Plagiarism Policy: Discuss the reasons for your school’s plagiarism policy. Explain that plagiarism cheats the writers of original material out of credit for their work, that it isn’t fair to other students, and that it cheats plagiarizers out of the skills they would develop in writing the paper—setting them up to fail later. A great way to bring up the topic of plagiarism in your classroom is with a quiz. Chris Anson of North Carolina State University put together a great plagiarism quiz for teachers to give students.
    • Spell Out the Penalities: Discuss the penalties for plagiarism. If the penalties are serious, students will be less likely to take the risk.
    • Put it in the Syllabus: Include your school’s plagiarism policy in the course syllabus. Putting the plagiarism policy in a prominent location will remind your students of the definition and consequences of plagiarism. Also, discussing plagiarism on the first day with the rest of the syllabus will show students that you’re serious about it.
    • Teach Citation: Teach proper citation methods. Knowing that there are proper methods for crediting the work of others may teach students to take plagiarism more seriously.
    • Require Citation: Require detailed citations, including page numbers.
    • Use Citations Yourself: There’s no better way to teach important concepts than by leading by example: use citations in all your own hand-outs.
    • Discuss Paper Mills: Let students know that you know about paper mills. Students sometimes think their teachers don’t understand the internet. Assure them that know about paper mills and other services for buying essays.
    • Require E-mailed Copies: Ask students to e-mail you their essay as well as hand in a hard copy. Having essays in document form will make it significantly easier for you to run a plagiarism check on them.
    • Encourage Planning: Plagiarism is usually the result of desperation. If you get students to start working early, they’ll be less likely to plagiarize.
    • Require Early Drafts: Request early drafts or outlines several weeks before the final paper. This will force students to start working early. And once students have to reverse-engineer drafts from a plagiarized paper, it becomes a lot easier just to write the paper themselves.
    • Talk to Your Students: Meet with your students about their paper ideas. This encourages planning, and allows you to see if a student submits a paper on a topic she hasn’t been working on.
    • Ban Last-Minute Changes: Don’t allow any last minute changes of topic. These last-ditch acts of desperation are more likely to involve plagiarism.
    • Be Unique: Pick unique topics and, when possible, use unique reading lists. Internet plagiarism is easy because there are standard essay topics on standard books. If you make unique essay prompts and change them every year, plagiarism will be almost impossible.
    • Reach Out: Encourage students to come to you with questions about citation methods.

    Tips for Addressing Plagiarism in the Online Classroom

    Though evidence suggests that there is no significant difference in the level of plagiarism in online classrooms and brick-and-mortar ones, teachers of online classes do face several unique challenges when it comes to preventing plagiarism. For example, it’s more difficult to observe the entire writing process in an online classroom—you can’t simply ask a student how her paper is going as she packs up her books. And when giving tests, it’s impossible to see whether students are copying one another’s work or consulting the Web. Below are some tips for dealing with the unique challenges of plagiarism in the online classroom.

    • Put it in the Syllabus: Include a copy of your school’s plagiarism policy in the syllabus. Define plagiarism, and explain the penalties.
    • Make a Quiz: Have a plagiarism quiz. It’s harder to teach a segment on plagiarism in an online classroom than it is in a physical one. If you merely attach a written explanation of the plagiarism policy to the syllabus, students may just skip to the end and hit, “OK.” It helps to have a short plagiarism quiz that students must pass in order to proceed to the class materials.
    • Use a Plagiarism Scanner: Run suspicious essays through online plagiarism scanners. Teachers at online schools have a big advantage over teachers in physical classrooms when it comes to using plagiarism detectors: because they get their papers already in digital form, they can run a plagiarism check in seconds.
    • Use a Message Board: Have message board discussions and short writing assignments. Message board posts and reading responses are too short to plagiarize, and if students have already written extensively on a topic, they’ll be less likely to plagiarize a paper on it.
    • Compare to Previous Work: Compare submitted papers with other writing samples. Teachers at online schools have a more extensive sample of their students’ writing style than teachers at brick-and-mortar schools do. Because class discussions are conducted on message boards, teachers will have a massive sample of writing to compare with any submitted papers. If the styles are different, run the paper through a plagiarism checker.
    • Time Quizzes: When giving a test, teachers can’t see whether students are cheating. However, teachers can put a time limit on the test such that students wouldn’t have time enough to discuss answers or consult the Web.
    • Be Original: Write original quiz questions. If your questions are unique enough that students can’t simply Google them for an answer, it will be almost impossible to cheat on a timed test.
    • Require Drafts: Make essay drafts part of the grade. This is even more important in an online classroom than it is in a physical one. Because teachers at online schools can’t ask students what they’re writing on when they bump into them in the hallway, they need a formal way to observe the entire writing process.
    • Encourage Back-And-Forth: Encourage students to ask you questions about their papers. Because it’s more difficult for teachers at online schools to get involved in the early stages of the writing process, it’s important to make an extra effort to do so. If students feel comfortable e-mailing you questions about their paper, you’ll decrease the chances someone will feel desperate enough to plagiarize.
    • Encourage Questions: Encourage students to ask you questions about citation procedures. Just as it’s important to encourage students to ask you questions about their papers, it’s important to make an extra effort to be available for questions about correct citation, paraphrasing, and quotation rules.

    Additional Plagiarism Resources

    Courtesy: http://www.guidetoonlineschools.com/online-teaching/plagiarism#q

    Filed under: Online safety Tips,

    Textbooks That Professors Can Rewrite Digitally

    Readers can modify content on the Web, so why not in books?

    image

    A psychology book as seen on DynamicBooks. Macmillan plans to start selling 100 titles in this fashion in August.

    In a kind of Wikipedia of textbooks, Macmillan, one of the five largest publishers of trade books and textbooks, is introducing software called DynamicBooks, which will allow college instructors to edit digital editions of textbooks and customize them for their individual classes.

    Professors will be able to reorganize or delete chapters; upload course syllabuses, notes, videos, pictures and graphs; and perhaps most notably, rewrite or delete individual paragraphs, equations or illustrations.

    While many publishers have offered customized print textbooks for years — allowing instructors to reorder chapters or insert third-party content from other publications or their own writing — DynamicBooks gives instructors the power to alter individual sentences and paragraphs without consulting the original authors or publisher.

    “Basically they will go online, log on to the authoring tool, have the content right there and make whatever changes they want,” said Brian Napack, president of Macmillan. “And we don’t even look at it.”

    In August, Macmillan plans to start selling 100 titles through DynamicBooks, including “Chemical Principles: The Quest for Insight,” by Peter Atkins and Loretta Jones; “Discovering the Universe,” by Neil F. Comins and William J. Kaufmann; and “Psychology,” by Daniel L. Schacter, Daniel T. Gilbert and Daniel M. Wegner. Mr. Napack said Macmillan was considering talking to other publishers to invite them to sell their books through DynamicBooks.

    image

    Students will be able to buy the e-books at dynamicbooks.com, in college bookstores and through CourseSmart, a joint venture among five textbook publishers that sells electronic textbooks. The DynamicBooks editions — which can be reached online or downloaded — can be read on laptops and the iPhone from Apple. Clancy Marshall, general manager of DynamicBooks, said the company planned to negotiate agreements with Apple so the electronic books could be read on the iPad.

    The modifiable e-book editions will be much cheaper than traditional print textbooks. “Psychology,” for example, which has a list price of $134.29 (available on Barnes & Noble’s Web site for $122.73), will sell for $48.76 in the DynamicBooks version. Macmillan is also offering print-on-demand versions of the customized books, which will be priced closer to traditional textbooks.

    Fritz Foy, senior vice president for digital content at Macmillan, said the company expected e-book sales to replace the sales of used books. Part of the reason publishers charge high prices for traditional textbooks is that students usually resell them in the used market for several years before a new edition is released. DynamicBooks, Mr. Foy said, will be “semester and classroom specific,” and the lower price, he said, should attract students who might otherwise look for used or even pirated editions.

    Instructors who have tested the DynamicBooks software say they like the idea of being able to fine-tune a textbook. “There’s almost always some piece here or some piece there that a faculty person would have rather done differently,” said Todd Ruskell, senior lecturer in physics at the Colorado School of Mines, who tested an electronic edition of “Physics for Scientists and Engineers” by Paul A. Tipler and Gene Mosca.

    Frank Lyman, executive vice president of CourseSmart, said he expected that some professors would embrace the opportunity to customize e-books but that most would continue to rely on traditional textbooks.

    “For many instructors, that’s very helpful to know it’s been through a process and represents a best practice in terms of a particular curriculum,” he said.

    Even other publishers that allow instructors some level of customization hesitate about permitting changes at the sentence and paragraph level.

    “There is a flow to books, and there’s voice to them,” said Don Kilburn, chief executive of Pearson Learning Solutions, which does allow instructors to change chapter orders and insert material from other sources. Mr. Kilburn said he had not been briefed on Macmillan’s plans.

    Mr. Ruskell said he did not change much in the physics textbook he tested with DynamicBooks. “You don’t just want to say, ‘Oh, I don’t like this, I’m going to do this instead,’ ” he said. “You really want to think about it.”

    Mr. Comins, an author of “Discovering the Universe,” a popular astronomy textbook, said the new e-book program was a way to speed up the process for incorporating suggestions that he often receives while revising new print editions. “I’ve learned as an author over the years that I am not perfect,” he said. “So if somebody in Iowa sees something in my book that they perceive is wrong, I am absolutely willing to give them the benefit of the doubt.”

    On the other hand, if an instructor decided to rewrite paragraphs about the origins of the universe from a religious rather than an evolutionary perspective, he said, “I would absolutely, positively be livid.”

    Ms. Clancy of Macmillan said the publisher reserved the right to “remove anything that is considered offensive or plagiarism,” and would rely on students, parents and other instructors to help monitor changes.

     

    By MOTOKO RICH

    Published: February 21, 2010

     

    Courtesy: The New York Times http://www.nytimes.com/2010/02/22/business/media/22textbook.html

    Filed under: Snippets

    New KV Pattom Library Bookmark released

    image

    Visit the library to get one.

    Filed under: Library Bookmarks, User Guides, Brochures

    Computers to eradicate malaria ?

    The Seattle startup Intellectual Ventures is using computers to eradicate malaria—one mosquito at a time.

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    By Daniel Lyons | NEWSWEEK

    Published Apr 9, 2010

    From the magazine issue dated Apr 19, 2010

    Philip Eckhoff and Karima Nigmatulina don’t need to be working in this drab concrete building tucked away in an office park in Bellevue, Wash., a place where cloudy days outnumber sunny ones and where the only perks are the once-a-week pizza lunch and free snacks from Costco. In fact, they could probably be working anywhere. Nigmatulina is 25 years old and already has a Ph.D. from MIT in operations research. Eckhoff, 27, has a Ph.D. in math from Princeton and was a Hertz Foundation fellow, an honor bestowed on the nation’s top graduate students in science and engineering. So why aren’t they making big bucks on Wall Street or down in Silicon Valley, trying to get rich at some startup?

    The answer sounds corny, but it isn’t: they’re here because they want to do something important. The company they work for, Intellectual Ventures, is trying to develop a computer model that could help eradicate malaria, a disease that afflicts 300 million to 500 million people a year and kills 1 million of them, mostly children in Africa. When the company first reached out to Eckhoff in 2007, he didn’t have to think twice. "This was my dream job," he says. Eckhoff grew up in Haiti, the son of two doctors. He had malaria 15 times as a kid. At university he excelled in math and engineering, but, he says, "I always wanted to work on Third World disease eradication." Nigmatulina grew up in Siberia, and knew by the age of 6 that she would do something with mathematics. "But I also wanted to work on projects that make a difference," she says. "I wanted to have that whole experience of having the lightbulb go off—that’s cool—but what if that lightbulb can light an entire city? That’s really amazing." In part because she suffered from tuberculosis as a child, she was drawn in graduate school toward epidemiology, developing software for modeling the spread of influenza. Like Eckhoff, when she got the call from Intellectual Ventures, she leaped at the chance.

    Intellectual Ventures is one of those companies that aren’t well known today but might be tomorrow, a place where people are working on the frontiers of technology and are not bothered in the least by the knowledge that whatever they’re doing might not work out. It’s one of the things I’ve always envied about tech pioneers like Eckhoff and Nigmatulina—they really seem to have no fear of failing. And, paradoxically, that fearlessness is what enables them to succeed. Cautious types like me find it intoxicating to be around them. Silicon Valley is crawling with these companies, many of them born during the recession (who says innovation is dead?) and all of them determined, in their own way, to do what Apple CEO Steve Jobs used to call "putting a dent in the universe." They’re reinventing videogames, creating new billion-dollar markets out of things like "virtual goods" that didn’t exist a few years ago; they’re building programs for new platforms, like Apple’s iPhone; they’re inventing new ways for people to stay in contact over the Web and using the wisdom of crowds to build vast public databases of information.

    What sets Intellectual Ventures apart is the size and significance of what its researchers are trying to do—their work could end up saving millions of lives. The company has been around since 2000 and is run by Nathan Myhrvold, the former chief technology officer at Microsoft. The malaria research hasn’t yet resulted in a marketable product; much of the company’s business involves buying up patents and using them to generate licensing fees. It’s a practice that has made Myhrvold a hated man in some tech circles, where he’s been derided as a "patent troll." (It’s a description he disputes, saying that he merely helps inventors bring their creations to market.) But Intellectual Ventures is also in business to invent new ideas of its own, most notably in medical devices and nuclear power. A project called TerraPower is trying to develop a new kind of nuclear reactor.

    In 2007 Bill Gates, who is a friend of Myhrvold’s and an investor in Intellectual Ventures, challenged the company to come up with ideas for eradicating malaria. That’s a problem Gates was tackling through his philanthropic organization, the Bill and Melinda Gates Foundation. "Come up with some good ideas," he told Myhrvold, "and I’ll come up with some money to pursue them." Myhrvold brought himself up to speed by attending conferences and poring through thousands of research papers on malaria. He came to believe that epidemiologists needed a computer model that could simulate malaria outbreaks and predict how effective various remedies (bed nets, insecticides, medicines) would be in any given location at any given time.

    Myhrvold thought an approach called Monte Carlo modeling, which requires tremendous computing power and is used widely on Wall Street and in physics, might do the trick. So Intellectual Ventures built a supercomputer with 1,000 times the power of a desktop computer and recruited Eckhoff from Princeton to write the software. Nigmatulina joined in 2009, and together they have created a software model that can incorporate thousands of variables to run "what if" scenarios and simulate outbreaks of malaria on a computer. The idea is to help doctors choose which approaches to take in a given area, so they can use resources more wisely. Do bed nets work? If they do, why does the disease continue to spread even when a high percentage of people have nets? Researchers using the model were able to figure out how frequently the disease is spread by mosquitoes that bite people when they’re outside and not sleeping. The model even lets researchers see the effect of potential vaccines that don’t yet exist, so they can choose which one to develop. Better yet, the software can be applied not only to malaria but also to polio, HIV, and tuberculosis. "Our model," Myhrvold says, "will completely change the world of epidemiology."

    But that computer model was only the beginning. Once the team got hooked on the idea of eradicating malaria, other researchers at Intellectual Ventures started dreaming up their own ideas—"taking crazy ideas and making them less crazy, so that they might work," Myhrvold says. One team is creating a kind of artificial food that mosquitoes prefer to human blood; that fake blood could be placed outside villages and draw mosquitoes away from humans. Another approach that has received lots of attention—it stole the show at this year’s TED conference, an annual event for the tech industry’s big thinkers—is a "photonic fence," which zaps mosquitoes with lasers. The idea for the fence sprang out of a weekly brainstorming session in which Lowell Wood, a physicist who worked on the Strategic Defense Initiative (a.k.a. the Star Wars missile-defense shield) at Lawrence Livermore Laboratory, suggested taking the same approach to mosquitoes. Everyone laughed. But Wood said he was serious—shooting mosquitoes from a distance of a few hundred feet would be way easier, in fact, than shooting missiles that are thousands of miles away. Intellectual Ventures spent months developing the software needed to identify, track, and zap mosquitoes as they flew through a beam of light. Today Intellectual Ventures has a prototype fence in operation at the lab, but it’s still not ready for deployment in Africa. The notion has, however, attracted the attention of companies that may license the idea to create a product that could protect orchards—and even suburban backyards—from pests.

    Another team at Intellectual Ventures is trying to develop better tools for diagnosing malaria. Today doctors draw blood, which is stained with a chemical and examined under a microscope, usually at a lab. But that takes time, so often when a patient in Africa shows up with symptoms that look like malaria (fever, chills), doctors go ahead and give out antimalaria drugs. But that wide use of drugs, coupled with suboptimal doses, has created a new problem: drug-resistant strains of the parasite that causes malaria. So a team at Intellectual Ventures has developed a faster diagnostic tool that involves simply pricking a patient’s finger, staining a slide, and shining a laser into the sample. The laser detects tiny crystals of a substance called hemozoin, which is produced when the malaria parasite feeds on hemoglobin in the blood. The diagnosis takes seconds and could reduce the overuse of drugs. Researchers are also working on an even better tool that could detect malaria by shining a laser into the skin, without drawing even a drop of blood. And they believe they might eventually be able to use lasers not only to detect the presence of the malaria parasite, but to kill it, too.

    Of all these ideas, the photonic fence is the one that has received the most attention—not all of it positive. Myhrvold’s demonstration at the TED conference prompted Bart G.J. Knols, a Dutch biologist who studies malaria and serves as managing director of Malaria World, an online network for malaria scientists, to publish an article slamming Myhrvold’s idea as impractical.

    Myhrvold admits that a lot of this stuff sounds farfetched. He even admits that it may not work. "We’re taking some of the smartest people in First World technology, and instead of developing yet another gadget for rich people, we’re trying to do something that will change the lives of 300 million to 500 million people who get malaria, people who don’t usually have inventors working on their behalf," he says.

    A cynic might say that Myhrvold doesn’t really care about malaria, that these projects exist merely as a public-relations smokescreen. Stick a few scientists in a lab, throw a few million bucks at malaria, and maybe people won’t get so upset about the billions you stand to make by squeezing companies with your giant patent portfolio. Who knows? But I’ve met Myhrvold, and I believe he’s sincere. The young scientists working for him are true believers. As crazy as their ideas may seem, they may yet succeed. How can you argue against trying?

    © 2010

    Courtesy: http://www.newsweek.com/id/236139

    Filed under: Snippets

    Hazardous chemicals in soaps, sanitizers?

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    Posted by Tiffany O’Callaghan Friday, April 9, 2010 at 5:12 pm

    Courtesy: www.time.com

    New research suggesting that triclosan, an antibacterial chemical found in common household soaps and detergents, may cause adverse health effects has prompted the Food and Drug Administration to take a closer look at the chemical, the Washington Post reports. According to data from the Centers for Disease Control, triclosan is so common that it is found in the urine of three quarters of the population, yet recent studies indicate that it may interfere with the body’s endocrine system—our glands and hormones—and potentially play a role in creating antibiotic-resistant bacteria, the Post reports.

    Meanwhile, a study from Yale researchers published this week in the journal Environmental Science and Technology also suggests that, once in the water supply, chemicals found in common soaps, shampoos and other household cleaners could potentially contribute to the formation of a cancer-causing compound. William Mitch, an associate professor of chemical and environmental engineering at Yale and an author of the recent study, emphasized in an email that, future research is necessary and his initial work only suggests the possibility that derivatives of common household products may lead to the formation of the harmful compound N-nitrosodimethylamine (NDMA) which has been shown to cause cancer in lab rats and is considered a probable carcinogen by the Environmental Protection Agency. Yet, however preliminary, these findings and those highlighted in the Washington Post story add to growing concerns about our routine daily exposure to toxins in common products—as my colleagues at TIME recently reported, studies suggest that exposure to everything from asbestos to Bisphenol A (BPA) can have serious adverse health effects.

    Read more: http://wellness.blogs.time.com/2010/04/09/hazardous-chemicals-in-soaps-sanitizers/#ixzz0khGpIJbX

    Filed under: Snippets

    Shri Avinash Dixit, IDAS, takes over as Commissioner, KVS

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    Brief Particulars of SHRI AVINASH DIKSHIT, IDAS

    1 Date of Birth 10.06.64
    2 Educational Qualifications B.Tech
    3 Date of appointment 26.12.86
    4 Date of confirmation in JTS 29.12.88
    5 Date of appointment in STS 31.12.90
    6 Date of promotion to JAG 28.12.95
    Selection Grade JAG 06.06.2000
    7 Date of promotion to SAG
    8 Home Town Etawah (UP)
    Post Held Office / Station From To
    IDAS Probationer NIMA CDA Training, Meerut 29.12.86 15.12.87
    ACDA EDP Centre, CDA CC, Meerut 16.12.87 07.04.89
    ACDA EDP Centre (CDA PD Meerut), New Delhi 10.04.89 31.12.90
    DCDA EDP Centre (CDA (PD) Meerut), New Delhi 31.12.90 31.07.91
    ACGDA(EDPS) CGDA’s Office, New Delhi 31.07.91 08.12.94
    Lt. Col. UN AMIR –II, Rawanda 08.12.94 16.04.96
    JCDA Jt. CDA (Funds), Meerut 06.05.96 06.07.98
    Dy. CGDA (AN) CGDA’s Office, New Delhi 09.07.98 17.03.99
    Dy. CGDA (AT) CGDA’s Office, New Delhi 18.03.99 31.05.2000
    Dy. Secretary Deptt. Of Science & Technology, New Delhi 01.06.2000 15.03.2001
    Director Deptt. Of Science & Technology, New Delhi 16.03.2001 23.05.2004
    Private Secretary MOS (IC) Science & Technology and MOS (Ocean Development), New Delhi 24.05.2004
    Director Level -do- (Deputation upto 31.05.2007)
           
    Commissioner KVS   07.04.2010  

     

    Source:

    Controller General of Defence Accounts Website

    http://cgda.nic.in/cgda/pinknew/Avinash_Dikshit.html

    http://www.persmin.nic.in/Appointments_SeniorAppointments.asp

    http://cgda.nic.in/adm/posting/adikshit.pdf

     

    From KVS website

    Shri Avinash Dikshit, IDAS (1986) has taken over the charge of Commissioner KVS w.e.f. 07-04-2010

    Filed under: Snippets, , , ,

    A Library for Every School: A Proclamation

    It is with great pleasure we hereby present this document.                                      It is called A LIBRARY FOR EVERY SCHOOL: A Proclamation.


    The proclamation can be used by individuals as well as organisations. We kindly suggest to translate the document in your national or even regional language and send it to as many school leaders, administrators, politicians and decision makers as possible. Mount it on your website, post in your blog, use twitter, list serves and social networks to disseminate the document and make it work!

    The document is available in two formats:
    1) The official proclamation in English, signed and distributed by Stichting ENSIL and co-signed by IASL, IASL Europe and IFLA School Libraries and Resource Centres
    2) A Word version of the proclamation in English; for you to sign on the first page; add your (organisation’s) name in the footer, and (optional) the logo in the header.

    A LIBRARY FOR EVERY SCHOOL!

    A Proclamation

    Whereas viewing information as a strategic national, organisational and personal resource for the 21st Century can be considered as analogous to considering the discovery of the vast and valuable reservoirs of North Sea oil as the strategic national, organisational and personal resource of the 20th Century, and
    Whereas reading, writing, communicating and understanding information, in all of its audio and video forms ‐ ‐ texts, images, pictures, voices, music and other mediums ‐ ‐ can have, and are increasingly having enormous beneficial economical and social impacts, but ensuring that there is a library in every school is not high on the political agenda of countries, and
    Whereas both elected national level politicians and appointed government policy‐makers, as well as individual school officials, are under the misguided assumption that establishing and operating a library in every school should be entirely under the authority and responsibility of local governments and local school officials instead of being considered a matter of national policy.
    Therefore, this Proclamation has been prepared by both international and major regional expert professional societies concerned with the role of libraries in society, and contains a set of key research findings, generally accepted principles being practiced by the library profession, and useful policy guidelines, which the signatories urge governments, the education sector, the media, and other elements of a society, to advocate, adopt and apply in appropriate ways in the context of their policies, programs, projects and public events, such as conferences and statements to the media.

    1. School Libraries Boost Student Achievement.
    This is not just a sound bite. There is irrefutable evidence to support the assertion. A 21st century school library is more than just a room filled with books. A state‐of‐the‐art school library has a critical function in every school ‐ ‐ to support, engage and stimulate learning and development in this Second Millennium digital era in which we live, learn and work, and which many call the Global Information Society.

    2. Benefits and Values of School Libraries are Universal. Many studies have been undertaken by various institutions and organisations in all geographic regions of the world, but using admittedly different words, different points of emphasis and the research conducted in somewhat different contexts, nevertheless they all have, collectively, underscored the universality and commonality of the findings, conclusions and recommendations contained herein.

    3. Challenges of the Information Age
    . The 21st century is often characterised by experts and respected independent thinkers by advocating the efficacies of lifelong learning, distance education, and the incredible proliferation of digital mobile and hand‐held media. But at the same time these experts and informed observers call attention to the challenge of coping with an Internet information tsunami that is gradually, but inexorably, drowning out even the best efforts of Google’s search engines, and emphasising the need for professional libraries and information specialists (librarians) in schools to cope with these challenges.

    4. How School Libraries Help Learning. There is an inter‐dependent relationship between information and communications literacy on the one hand (how to articulate information needs, search for it and retrieve it efficiently, understand and evaluate its authenticity and reliability, communicate it, and then use it to make decisions and solve problems) and school libraries on the other hand. They are inextricably intertwined, and school librarians around the world play a key partnership role with teachers and pedagogy experts enabling the
    integration of information and communication literacy into the school curriculum.

    5. The Digital Divide and the Haves and Have Nots. The so‐called “Digital Divide,” and “the division of societies and social classes into haves and have nots,” both of which are by now clichés, are directly linked and rooted in the failure of governments to statutorily prescribe the need for a library in every school.

    6. Partnerships and Alliances. Information itself is becoming the strategic resource of the Information Age, and information resources ‐ ‐ their collection, their organisation, their cataloging, their indexing, their dissemination, their communication, and most importantly their use ‐ ‐ have long been considered to be in the specialised domain of librarians, libraries and librarianship but librarians alone cannot do the job. Nor can teachers alone do the job. Nor can pedagogy specialists alone do the job. They all three must partner and form a “learning triumvirate alliance” within the context of knowing how to use libraries and information resources as integral parts of the learning process, including the use of social media networking approaches and tools.

    7. Budgetary Options is an Outmoded and Misguided Policy
    . It is not enough to simply allow national and local governments, school principals and school boards, in the name of “budgetary flexibility,” to establish school libraries “at their discretion.” That strategy and that policy, which arguably may have been effective and appropriate given the political, economic and social circumstances of the 20th century and before, is simply grossly inadequate and in the view of the signatories, is a very dangerous strategy and policy for
    countries to follow now.

    In Conclusion, the role of a school librarian, operating in a modern multi‐media library resource centre, and equipped with the technical and professional skills acquired in an accredited librarianship education programme, is absolutely crucial to the economic and social progress of every country. The need for a library, staffed by a full‐time, professionally trained, educational information specialist (librarian), in every primary and secondary school (not just at the university level) is an absolute “must” if countries are to survive, prosper and compete successfully in the 21st century, in the context of the Global Information Society.

    Filed under: Article of the Week, ,

    E-Quiz

    Questions

    1. On March 15, the silver jubilee of the first .com web domain name was celebrated. What was it?


    Premium play.

    2. Name the entertainer whose music videos have cumulatively carried her beyond the 1 billion online-views threshold, a first for a crooner.

    3. If Apple can use the name iPhone for its smartphone, for what can Cisco use the same name?

    4. In a big leap forward, how many cores will the AMD Opteron 6100 series processors soon have?

    5. According to recent deposition by its CEO Eric Schmidt, how much premium did Google pay for YouTube?

    6. According to the International Telecommunication Union, what is defined as “transmission capacity that is faster than primary rate Integrated Services Digital Network (ISDN) at 1.5 or 2.0 Megabits per second (Mbits)”?

    7. What is the claim to fame of the Cray XT5-HE Opteron Six Core 2.6 GHz also called the ‘Jaguar’?

    8. Which Indian State is ‘numero uno’ as regards the telephone subscriber base data?

    9. With whom has Google teamed up to bring the Web into the living room through a new generation of televisions and set-top boxes called Google TV?

    10. Which very popular, free web-based, collaborative, multilingual project is readying for its first major UI overhaul by adopting a new theme called ‘Vector’?

    Answers

    1. symbolics.com.

    2. Lady Gaga.

    3. Its VoIP phone.

    4. 12 and 8 cores.

    5. $ 1 billion

    6. Broadband

    7. It is the fastest Supercomputer in existence.

    8. Maharashtra

    9. Intel and Sony.

    10. Wikipedia

    Courtesy: V V Ramanan, Business Line

    Filed under: YW-Cyber Quiz,

    Quiz Time

    image 

    Questions

    1. On this date in 1896, which major event made its ‘modern’ appearance, 1503 years after the last one?

    2. Name the term, used commonly in context of a superhero’s identity, which comes from the Latin for ‘the other I’?

    3. On which river is the contentious Nimo Bazgo Dam scheduled to come up?

    4. If Sony makes the PS3, who makes the Game Boy series of gaming consoles?

    5. Whose arch-enemy in literary fiction was Professor James Moriarty?

    6. Which is the only country that is crossed by both the equator and the Tropic of Capricorn?

    7. What is the capital of the country in which the famous volcano Cotopaxi is located?

    8. How many standard cricket pitches, laid out end-to-end, would cover two furlongs?

    9. Which team has won the Ranji Trophy the most number of times?

    10. Which of these is not a woodwind instrument: trumpet, flute or the nadhaswaram?

    11. Of which dynasty, founded in the 18th Century, was Mir Qamar-ud-din Khan the first in lineage?

    12. Which festival in Judaism recalls the deliverance of Jews from slavery in Egypt?

    13. Which global organisation is behind the ‘Earth Hour’ observed on March 27?

    14. Alphabetically, which is the first and last of the alkaline earth metals?

    15. Raphanus sativus is the binomial name for which common vegetable?

     

    Answers

    1. The Olympic Games
    2. Alter ego
    3. Indus
    4. Nintendo
    5. Sherlock Holmes
    6. Brazil
    7. Quito
    8. 20 pitches
    9. Mumbai (formerly Bombay)
    10. Trumpet
    11. Asaf Jah
    12. Passover
    13. World Wide Fund for Nature
    14. Barium and strontium respectively
    15. Radish.

    Cortesy: V V Ramanan, The Hindu

    Filed under: Young World Quiz,

    Right of Children to Free and Compulsory Education Act, 2009

    ScreenShot479

    Filed under: Downloads, ,

    Right of Children to Free and Compulsory Education Act, 2009

    A ground-breaking Right to Education Act has come into force in India legalising the right to free and compulsory schooling for all children between the ages of six and 14.

    6-9 year olds at Katha public school, in the Govinpuri slums, south Delhi

    ©UNESCO/B. O’Malley

    UNESCO welcomed the historic Right of Children to Free and Compulsory Education Act, 2009 which came into force on April 1. Apart from legalising the right to education, the act places the onus on governments and local authorities to provide schools and sets out standards and norms covering numbers of teachers, training and curricula. It includes a plan to train more than one million new teachers in the next five years and retrain existing teachers.

    “This act is an essential step towards improving each child’s accessibility to secondary and higher education, bringing India closer to achieving national educational development goals, as well as the Millennium Development Goals and Education for All (EFA)," said UNESCO New Delhi Director Armoogum Parsuramen.“UNESCO places the right to education at the heart of its mission, and stands ready to accompany all partners in their efforts to ensure its successful implementation.”
    According to UNESCO’s 2010 Education for All Global Monitoring Report there are an estimated eight million Indian children and young people between the ages of six to 14 out-of-school, the majority of them girls. Between 2000 and 2005, primary school enrolment in India increased by 22.5 per cent overall, and by 31 per cent for girls alone but despite this leap some 25 per cent of children in 2005 left school before reaching Grade 5, and almost half before reaching Grade 8.

    Bringing these children, who often belong to disadvantaged groups such as migrants, child labourers or children with special needs, into school and retaining them and providing trained teachers and relevant curricula, will be a major challenge, Mr Parsuramen said.

    UNESCO Director-General, Irina Bokova visited India in January. In her lecture at the Silver Jubilee celebrations of the Indira Ghandi National Open University in New Delhi, she applauded the Government of India’s dedication: “Your commitment was recently reinforced with the Right of Children to Free and Compulsory Education Act passed by the parliament last August. This marks a historic step that makes education a fundamental right of every child between six and 14.”

    Instrumental in driving the bill forward has been Minister of Human Resource Development Mr Kapil Sibal who is also President of the Indian National Commission for Cooperation with UNESCO.

    UNESCO New Delhi Director Mr Parsuramen paid tribute to him and Prime Minister, Dr. Manmohan Singh for their “unflinching commitment to the strengthening of education in India.”

    Speaking after introducing the Bill Mr Sibal said: “We are trying to make India a knowledge hub in 15-20 years.  This bill is the first step in that direction We want to see India rise.  The world is looking at India with hope”. 

    Without India, the world cannot reach the Millennium Development Goal (MDG) of having every child complete primary school by 2015.

    Courtesy: http://www.unesco.org/en

    Filed under: Article of the Week, ,

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