GKP'S CBSE x 2020 Chapter and topic wise solved papers 2011-19 is a collection of he previous years question papers with their evident solution for the subjects - Maths, Science, Social studies, English language and Literature and that too chapter and topic wise that helps the students to prepare in the right direction . Since class 10th is a crucialperiod of the students, so they must know how to manage and channelize their time . This book enables the students to prepare well and help your career take wings . Key features: 1. Solved papers of years 2011-19 . 2. Evident and descriptive solutions . 3. As per the revised pattern of the CBSE Board . 4. Comprehensive study material .

Written in an easy-to-understand style, the text has been thoroughly revised in tune with the spirit and need of the new nomenclature Pedagogy of Social Sciences in place of the old designation Teaching of Social Studies. It reflects on the theoretical knowledge and practical skills required to teach Social Sciences in an effective manner. Introducing new chapters, the second edition of the book mainly focuses on improving the methodological concepts of the Social Sciences teachers. In doing so, it covers various strategies and devices of teaching Social Sciences, e-learning in Social Sciences, e-learning resources in Social Sciences, and professional growth of the Social Sciences teacher. Besides, the chapters of the previous edition have been updated, with the required information given in various new sections. This book is suitable for a course on ‘Pedagogy of Social Sciences’ for the students of B.Ed. and M.A. (Education). It can also be used for the in-service teacher education programmes organized by the Central and State education boards. NEW TO THE SECOND EDITION  In addition to the four new chapters, the book now incorporates several new sections: • Concept and meaning of the term Social Sciences; distinguishing the subject Social Sciences from Natural Sciences and the subject Social Studies; justification for using the term teaching/pedagogy of Social Sciences in place of teaching/pedagogy of Social Studies (Chapter 1) • Bloom’s revised taxonomy, 2001 (Chapter 4) • Views of NCF and Focus Group (NCERT) about curriculum at the various stages of school education (Chapter 5) • Survey method and cooperative learning method for the teaching of Social Sciences (Chapter 7) • Reference books in Social Sciences (Chapter 9) • Atlases, newspapers, digital audio recorders and players and documentaries as instructional material or teaching aids (Chapter 11) • Question banks, grading system, open book examinations and use of rubrics as the means and ways for improving the evaluation programmes in Social Sciences (Chapter 23)  Also, the chapter on ‘Relationship of Social Studies with other Subjects’ has been replaced with a more comprehensive and detailed chapter on ‘Correlation in Social Sciences’ (Chapter 6). KEY FEATURES  Chapter-end summary and study questions to help readers review the important topics and drill the concept discussed, respectively.  Numerous figures and tables to facilitate easy understanding of the concepts.  References and Suggested Readings to provide scope for further reading.

This book highlights the residual strength of the CFDST column, that can be used to determine the most suitable repair method in order to retrofit the column. The book elaborates on the behavior of CFDST column after being exposed to fire. This book also discusses the effectiveness of repair method using single and Hybrid Fibre Reinforced Polymer (FRP) of fire-damaged CFDST columns. It concludes by taking a look at different parameters such as thickness of outer steel tube and fire exposure time as factors affecting thermal properties/stability.

This book examines the experience of 11 universities in nine countries around the world that have grappled with the challenge of building successful research institutions in difficult circumstances and outlines key lessons of from this experience.

How big media uses technology and the law to lock down culture and control creativity. ""Free Culture is an entertaining and important look at the past and future of the cold war between the media industry and new technologies."" - Marc Andreessen, cofounder of Netscape. ""Free Culture goes beyond illuminating the catastrophe to our culture of increasing regulation to show examples of how we can make a different future. These new-style heroes and examples are rooted in the traditions of the founding fathers in ways that seem obvious after reading this book. Recommended reading to those trying to unravel the shrill hype around 'intellectual property.'"" - Brewster Kahle, founder of the Internet Archive. The web site for the book is http: //free-culture.cc/.

"lessons to be learned from Elisha"--Cover.

Countries that have sustained rapid growth over decades have typically had a strong public commitment to expanding education as well as to improving learning outcomes. South Asian countries have made considerable progress in expanding access to primary and secondary schooling, with countries having achieved near-universal enrollment of the primary-school-age cohort (ages 6†“11), except for Afghanistan and Pakistan. Secondary enrollment shows an upward trend as well. Beyond school, many more people have access to skilling opportunities and higher education today. Although governments have consistently pursued policies to expand access, a prominent feature of the region has been the role played by nonstate actors—private nonprofit and forprofit entities—in expanding access at every level of education. Though learning levels remain low, countries in the region have shown a strong commitment to improving learning. All countries in South Asia have taken the first step, which is to assess learning outcomes regularly. Since 2010, there has been a rapid increase in the number of large-scale student learning assessments conducted in the region. But to use the findings of these assessments to improve schooling, countries must build their capacity to design assessments and analyze and use findings to inform policy.

In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom. This book: links the biggest ever research project on teaching strategies to practical classroom implementation champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement includes whole school checklists and advice for school leaders on facilitating visible learning in their institution now includes additional meta-analyses bringing the total cited within the research to over 900 comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’

This report presents the conceptual foundations of the OECD Programme for International Student Assessment (PISA), now in its seventh cycle of comprehensive and rigorous international surveys of student knowledge, skills and well-being. Like previous cycles, the 2018 assessment covered reading, mathematics and science, with the major focus this cycle on reading literacy, plus an evaluation of students’ global competence – their ability to understand and appreciate the perspectives and world views of others. Financial literacy was also offered as an optional assessment.