Takshana: art of carpentry. Akara jnana: art of mineralogy. Utsadana: art of healing or cleaning a person with perfumes.
Samvacya: art of conversation. Vainayiki vidya: art of enforcing discipline. Vaijayiki vidya: art of gaining victory. Vaitaliki vidya: art of awakening master with music at dawn. RigVeda 2. SamVeda 3. YajurVeda 4. ArthaShastra: Ancient treatise on statecraft, economic policy and military strategy. Dhanurveda: Science of archery 3. GandharvaVeda: Treatise on performing arts, encompassing theatre, dance and music.
Thus Ayurveda is the science of life. Shiksha: science of phonetics and phonology of Sanskrit, its aim is the teaching of correct pronunciation of the Vedic hymns and mantras. Kalpa: art of rituals 3. However, students can also opt for an honors degree.
Botany refers to the scientific study of plants. The syllabus of botany is organized in the below table. Botany Detailed Syllabus. IT stands for Information Technology is a subject related to the Computer.
The IT syllabus consists of programming languages mainly. The syllabus of IT is as shown below. IT Detailed Syllabus.
Statistics is the science of collecting, analyzing, presenting and interpreting data. The BSc statistics syllabus is as shown below. Biotechnology is a branch of biology that deals with various biological processes. If we look at the syllabus of Biotechnology, it seems to be somewhere similar to Biology.
In Computer science, B. Before you direct to the download links, let me make it clear to you that BSc books available on our website are either handwritten or a text document.
We are trying to provide handwritten notes on all subjects as soon as possible. However, for now, only notes on few subjects are handwritten. Also, there might be some topics for which notes are not available. Here we have shared notes for different subjects of BSc. You have to just click on the below links to view the complete list of books for individual subjects. Please note that for now, only 1st-year notes are available.
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Some of the top publishers include S. However, we have not shared the exact pdf file but linked it to them so as to give proper credit to the original author. Related: B. Sir I have just completed 12th. Please please guide me.. For 1st year BSC mathematics course.. Which books should I do and where can I get tutorials online…how can I study!..
I will be thankful towards you.. If you will help me.. Hello I want to download the pdf of bsc. Maths 2nd year and 3rd also. Taylor et al. The students were able to integrate many perspectives into their understanding and response to the video Comments The collaboration with students and the process used blurred the lines between research, teaching and learning.
The implications of this whether good, bad or neutral is not clear, but makes the experience very dynamic and rich with data. A dramatic presentation of the results was presented to the International Association for Language con- ference in Victoria, B.
The team de- veloped a presentation by individually examining the data and then each researcher wrote two short scripted scenes developed from their examinations.
Thus, eight scenes were shared in the group and said scenes were explored through drama activities and improvisations from which a researched-based theatrical piece was to developed for presentation. The explorations also lead to a complete change in the way the final results were to be presented because context, theatre and analysis became an amalgam.
Comments It was not quite clear to me how and what data was collected during the observations of the after-school drama program. Nor was much information given about the participants. This research activity however made me understand more clearly, how dramatic activities shape presentation comparable to the way numerical data is used in quantitative research.
Emotions as data in the act of jokering forum theatre Purpose Anne Hewson , of St. Thomas University, New Brunswick, Canada, has used Fo- rum Theatre strategies to investigate classroom with pre-service teachers. Procedure, intervention, data collection Hewson chose to use critical-emancipatory Action Research as her methodology which allowed her to simultaneously learn more about facilitating forum theatre, to embark on a self- study and to collaborate with participants the teachers in addressing the problem of oppression in school.
Sixty teachers were chosen and trained in Forum Theatre and the classes and activities video taped and transcribed and reflective writing pieces from participants were analyzed. Action research seemed appropriate for her research intent, which allowed her to analyze and develop her own Forum Theatre skills as well as have participants contribute to the study.
Madhubani art: A journey of an education researcher seeking self-development answers through art and self-study Purpose Conducted by Kavita Mittapalli and Anastasia P.
Samaras , of George Mason Uni- versity, Fairfax, VA, the research evolved out a doctoral level course taught by the second author, called self-study qualitative research methodology. The first author decided to use the arts to ex- amine her self-development process as a researcher from the perspective of examining and un- derstanding how she learned to perform qualitative research.
Procedure, intervention, data collection Mittapalli used the medium of Indian art called Madhubani art, to create a self-portrait as support for applying self-study to understand her practice. Data was collected from three sources: personal interviews with three doctoral students as a precursor and inspiration for self-portrait, the self-study portrait using the Madhubani art form and a narrative process of making and re- flecting on the self-portrait.
The chose of research method seems entirely appropriate to the self-study. Lea examined the potential that theatre methods had to build community between native and nonnative speakers of the English Language.
Simultaneously, the research team also explored the potential of theatrical methods in analyzing and representing findings from research data. Procedure, intervention, data collection Elementary students in an after school program in Vancouver, Canada were led through a variety of drama activities, dramatic readings and performances of poetry. Parents were also in- vited to observe the process and attend dramatizations of the poems presented.
Each of the researchers read journals, noted emergent themes and shared their individual findings with each other through discussion and artistic representation. Results The authors found that drama can create community with a group of multicultural and multilingual learners. Confidence and perception of language fluency and accuracy were devel- oped and a community was created independent of language levels as drama was able to bridge the cultural and linguistic barriers.
Comments Samples of participant responses, scripted scenes helped to shed light on the kind of data collected and analyzed.
The methodology was appropriate for the intent, since theatre is a com- munity activity that requires collaboration. One concern I noted was the presence of the parents at some of the sessions and whether this would have influenced participants response. Valle and David J. Procedure, intervention, data collection The authors used mixed methods of data-based readers theatre, ethnodrama and ethn- notheatre in combination with visual art. The content or data from which the theatre and art were created was Jan W.
The second author, David J. The images reflected the themes within the script and supplemented the dialogue. Professional actors were used. The audience were members of different constituents within the local community around the univer- sity and included graduate students, parents, professors from schools of education, persons with learning disabilities and participants in the original study done by Valle.
Results The interaction between actors and audience brought unpredictable understandings that highlighted nuances of the mothers in the original study and also made the portrayal more vivid. It also allowed for post performance discussion among cast, artists, two mothers from the origi- nal research who were in the script, directors and researchers. Comments The authors explained their process and defined terms that may not have been familiar to many.
Performed data allows one to engage with information in a way that transcends the written or spoken word and when investigating such an emotional loaded topic, much of the depth of understanding can be lost with written reports, tables, numbers and graphs. The authors also shared the challenges they encountered, including the unpredictability and risk involved in theatrical work, the challenges or representing data using any art form and the oppo- site challenge of describing performance in a textual format for reports.
To help with the last challenge the authors shared excerpts from the script along with the visual images. Procedure, intervention, data collection The author worked with two mixed-grades ten, eleven and twelve drama classes. Conrad took on the roles of teacher, Popular Theatre facilitator and co-researcher. Her methodology in- cluded the following process: a series of games and activities, then brainstorming, image work and discussion, followed by storytelling and finally creation of scenes which involved in-depth discussions about issues or themes that were unearthed.
At this culmination, Forum Theatre was used to engage audiences in further discussions of issues, and to solicit solutions or alternative responses to the challenges presented. Results The drama provoked students to examine and reevaluate their beliefs, issues and experi- ences. The researcher was convinced of the usefulness of Popular Theatre as a method that can give new insights and critical understandings of topics being investigated.
Using middle school students as the subjects, Omasta, ob- tained data from a mixed-methods case study and interpreted results within the context of cogni- tive studies generally and the human mirror neuron system specifically.
Intervention Omasta selected a group of approximately sixty middle school students who viewed Y. Exam- ple question: If someone is very different from me, I would probably not be friends with him or her. The pre-show survey was administered during regular school hours on the Friday before the Tuesday that the performance was viewed and the post-show survey was given to the students in the theatre immediately following the performance.
No control group was used and Omasta ap- plied outcome evaluation as referred to by Greig, Taylor and Mackay p. To help ensure increased validity, the researcher conducted participant observation and took detailed notes while the study subjects watched the play.
Shortly after completing the post- show survey, Omasta randomly invited some students to participate in focus group discussions and divided the group based on gender.
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