AVATIKALTHI MARKETYARD KHULSE KHEDUTO MATE RAJYA SARKARNO NIRNAY

AVATIKALTHI MARKETYARD KHULSE KHEDUTO MATE RAJYA SARKARNO NIRNAY

The Engelmann and Carnine theory provides a basis for making predictions that can be tested. In the absence of a
theory, experimentation is driven by random hypotheses based upon “plausible ideas” or intellectual frolicking. If such
hypotheses prove to be false, little is gained, save the rejection of one of an infinite set of plausible (but wrong) ideas. If
such hypotheses prove to be true, very little is still gained: there's an idea that shows promise, but where does it fit?
How does it relate to other ideas that show promise? The current state-of-the-art in educational experimentation is
characterized by this kind of tinkering with plausibility.
If a hypothesis generated by a theory proves false, on the other hand, not only is the hypothesis itself questionable,
but because of the logical interconnectedness of the theory's components, the entire theory becomes questionable. But
if a hypothesis generated by a theory is verified, then the veracity of the entire theory is strengthened. Theory-based
research is worth the time and effort; plausible idea-based theory isn't. When Time charged that the longest running
joke on most university campuses is the Education Department, the black humor tended to obfuscate the reason that so
many non-education academics might feel that way: conducting research in the absence of a theory might be funny,
were it not for the unconscionable waste of money and human resources.
A true theory not only predicts, but explains. For example, if we are interested in why cognitive psychologists have,
after several years of research, concluded that the extent to which learning transfers is dependent upon the relative
salience of surface and structural features of examples, this theory will explain that for us. If we are interested in why a
typical textbook presenta

PANCHMAHAL/MAHISAGAR:-APL-1 CARD GHARAKOMA SARKARI KARMACHARIOE VINA MULYE ANAJNO LABH NA LEVA BABAT

PANCHMAHAL/MAHISAGAR:-APL-1 CARD GHARAKOMA SARKARI KARMACHARIOE VINA MULYE ANAJNO LABH NA LEVA BABAT

Many questions regarding Theory of Instruction: Principles and Applications have arisen in the years since the
publication of the first edition in 1982. Is it a textbook? Why wasn't it named, Theory of DIRECT Instruction? Why is it
so difficult to read? How relevant is it to the current Zeitgeist of educational philosophy? And last-and least-is the cover
of the 1982 edition red or orange?
I propose at this publication of the revised edition, that Theory of Instruction is exactly what the title implies, and
further that my proposition is of potentially inestimable significance to the field of education.
Theory
First and foremost, Theory of Instruction is the articulation of a theory-not in the atheoretical sense “theory” is used
in educational jargon, but in the more precise sense well-established among scientists and philosophers of science.
Engelmann and Carnine's theory evolved the same way original natural science theories have evolved, through the
scrupulous application of logical analysis to existing empirical observation. The Engelmann and Carnine theory
possesses the most critical attributes of natural science theories: (1) it is exhaustive in that it covers everything from the
most basic motor skill instruction to the highest of the “higher order” thinking skills, and (2) it does so economically. In
short, it is parsimonious.
Engelmann and Carnine's theory builds logically from just two initial assumptions: that learners perceive qualities,
and that they generalize upon the basis of sameness of qualities. (This is not unlike the way Euclidean geometry derives
logically from a minimum of unproven and unprovable assumptions about points and lines.) If we accept Engelmann
and Carnine's simple assumptions and if we were to employ rigorous logic to any instructional problem, then the
instruction we would derive would fall within the constraints of the Engelmann and Carnine theory. We wouldn't come
up with the same instruction, but rather, with the same or similar instructional principles.
That is highly significant. Engelmann and Carnine don't look at the book when they develop instruction; they
developed most of their instruction before they wrote their book. They haven't memorized various sequences from their
own book, either. They simply apply the logic of their own theory to new content, and essentially recreate
manifestations of their theory. Put another way, one very good indication that Engelmann and Carnine are operating
within the framework of a theory is that they are constrained to adhere to their own theory. One can only religiously
conform to a theory that exists. It strikes me as absolutely fantastic that the published Direct Instruction programs–
before or after the theory book–are consistent in terms of how examples of given types are ordered and sequenced.
(Some variation exists due directly to refinements in the theory.) Absolutely no other published programs of any type
demonstrate such consistency, at such a level of detail. Absolutely no other published programs have an underlying,
consistent rationale for the examples they use and the order they use them in. It's quite likely that few authors of 

COVID-19 THI BACHAVA MATE AYURVEDNA PRACHIN GYAN NO UPYOG

COVID-19 THI BACHAVA MATE AYURVEDNA PRACHIN GYAN NO UPYOG

Jatakarma Samskara (newborn care) is told as a purification procedure, in which soon after cutting the umbilical cord the baby is made to lick the mixture of gold, honey, and ghee by chanting Mantra (spiritual hymns)

IN JATAKARMA SAMSKARA
Acharya Sushruta cites the administration of Swarna along with honey and ghee in one among the procedures of Jatakarma Samskara that is, as a single dose at the time of birth in the procedure of new born care. He provided the rationale behind this practice that there will be no adequate secretion of breast milk for the first 4 days after delivery and so as to support the baby with respect to preventive and nutritive aspect, such practices are indispensable. Acharya Vagbhata advises to give a combination of herbal drugs in a specific shaped spoon as that of the leaf of holy banyan tree, made up of gold to the newborn for increasing Medha (intellect). Administration of Swarna along with other herbs is also mentioned by Acharya Vagbhata in Jatakarma Samskara.

GUJARAT ALL MLA AND SANSAS SALARYMA 1 YEAR SUDHI 30 % KAAP BABAT

GUJARAT ALL MLA AND SANSAS SALARYMA 1 YEAR SUDHI 30 % KAAP BABAT

With more than half its population of 63.8 million went to the polls on November 22 and 29, the elections to 323 local self-government bodies in Gujarat.
The six municipal corporations registered only 45% voter turn-out, but elsewhere it was over 60%.[2]
The BJP won all the six municipal corporations but not before ceding a lot of seats to the Congress in cities like Rajkot, Jamnagar and Bhavnagar
The BJP bagged the 72-member Rajkot corporation, it managed only 38 seats as against 34 of the Congress. In 2010, the BJP had won 49 and the Congress got 10 in the then house of 59.
In the small towns, the BJP won 40 of the 56 municipalities and the Congress 8. The Congress had 10 municipalities out of a total of 53 last time.
In the villages it was a total role reversal, with Congress winning 21 of the 31 district panchayats compared to the 2 it held last time. The BJP which held 24 seats in 2010 was reduced to a mere 6.-The Congress made deep inroads into the Patidar pockets in Saurashtra, north and south Gujarat—including at Morbi, Jamnagar, Amreli and Mehsana, which are traditionally BJP strongholds. Of the 230 taluka panchayats, the Congress grabbed 133 while the BJP’s tally fell from 162 to 72. Out of a total of 4778 seats, the Congress won 2509, while BJP bagged 1981. [3][4]

The comparative results of BJP and Congress in 2015 & 2010 polls ( Congress has performed better than in 2010 . The remaining seats & Bodies are won by "Others". (www.dnaindia.com/india)
The Rajya Sabha (meaning the "Council of States") is the upper house of the Parliament of India. Gujarat elects 11 seats and they are indirectly elected by the state legislators of Gujarat. Earlier since 1952, Bombay State elects 17 seats, Saurashtra State elects 4 seats and Kutch State elects 1 seat. After Constitution (Seventh Amendment) Act of 1956, Bombay State elects 27 seats. After Bombay Reorganisation Act of 1960, three seats were increased and effective from 1 May 1960, the new Gujarat State elects 11 seats while new Maharshtra State elects 19 seats. The number of seats, allocated to the party, are determined by the number of seats a party possesses during nomination and the party nominates a member to be voted on. Elections within the state legislatures are held using Single transferable vote with proportional representation.[1
The Gujarat Assembly passed a bill on Wednesday by which the salaries of the MLAs, ministers, speaker, deputy speaker and leader of opposition will go up by at least Rs 45,000 a month.

Accordingly, the monthly salary of the MLAs will be hiked to Rs 1.16 lakh as against the existing Rs 70,727, a rise of about 64 per cent, while those of the ministers, Assembly speaker, deputy speaker and leader of opposition will go up to Rs 1.32 lakh from Rs 86,000, an increase of about 54 per cent.

Read more at:
https://economictimes.indiatimes.com/news/politics-and-nation/gujarat-assembly-increases-mlas-salary-by-at-least-rs-45000/articleshow/65872306.cms?utm_source=contentofinterest&utm_medium=text&utm_campaign=cppst

ADHIK MUKHYA SACHIV URJA ANE PETRO CHEMICAL VIBHAG SUNAYANA TOMARNI SUCHANA DATE 5-04-2020 MATE

ADHIK MUKHYA SACHIV URJA ANE PETRO CHEMICAL VIBHAG SUNAYANA TOMARNI SUCHANA DATE 5-04-2020 MATE

Department of Chemicals and Petrochemicals (DCPC) aims:

To formulate and implement policy and programmes for achieving growth and development of the chemical and petrochemical sectors in the country; and.
To foster the spirit of public-private partnership for overall development of above mentioned sectors of the industry.
The Department has the mandate to deal with the following broad subject matters:

Insecticides excluding the administration of The Insecticides Act, 1968 (46 of 1968);
Dye-stuffs and Dye-Intermediates;
All organic and inorganic chemicals, not specifically allotted to any other Ministry or Department;
Planning, development and assistance to all industries dealt with by the Department;
Bhopal Gas Leak Disaster-Special Laws relating thereto;
Petrochemicals;
Industries relating to production of non-cellulosic synthetic fibers (Nylon Polyesters, Acrylic etc.);
Synthetic Rubber; and
Plastics including fabrication of plastic and moulded goods.
The Department has five major divisions viz. Chemicals, Petrochemicals, Administration, Statistics & Monitoring (S&M) and Economic Division. The Internal Finance Division is common to the three Departments in the Ministry of Chemicals and Fertilizers. There are three Central Public Sector Undertakings (CPSU) in the chemical sector namely Hindustan Organic Chemicals Ltd. (HOCL), HIL (India) Limited and Hindustan Fluorocarbons Limited (HFL), which is a subsidiary of HOCL and one CPSU in the petrochemical sector viz. Brahmaputra Cracker and Polymer Ltd. (BCPL). The autonomous institutes under this Department are Central Institute of Plastics Engineering & Technology (CIPET) and Institute of Pesticides Formulation Technology (IPFT).

Shri D.V. Sadananda Gowda is the Minister of Chemicals and Fertilizers. Shri Mansukh Mandaviya is the Minister of State for Chemicals and Petrochemicals. Shri P. Raghavendra Rao assumed charge as Secretary in the Department on 19.03.2018.Department of Chemicals and Petrochemicals (DCPC) aims:

To formulate and implement policy and programmes for achieving growth and development of the chemical and petrochemical sectors in the country; and.
To foster the spirit of public-private partnership for overall development of above mentioned sectors of the industry.
The Department has the mandate to deal with the following broad subject matters:

Insecticides excluding the administration of The Insecticides Act, 1968 (46 of 1968);
Dye-stuffs and Dye-Intermediates;
All organic and inorganic chemicals, not specifically allotted to any other Ministry or Department;
Planning, development and assistance to all industries dealt with by the Department;
Bhopal Gas Leak Disaster-Special Laws relating thereto;
Petrochemicals;
Industries relating to production of non-cellulosic synthetic fibers (Nylon Polyesters, Acrylic etc.);
Synthetic Rubber; and
Plastics including fabrication of plastic and moulded goods.
The Department has five major divisions viz. Chemicals, Petrochemicals, Administration, Statistics & Monitoring (S&M) and Economic Division. The Internal Finance Division is common to the three Departments in the Ministry of Chemicals and Fertilizers. There are three Central Public Sector Undertakings (CPSU) in the chemical sector namely Hindustan Organic Chemicals Ltd. (HOCL), HIL (India) Limited and Hindustan Fluorocarbons Limited (HFL), which is a subsidiary of HOCL and one CPSU in the petrochemical sector viz. Brahmaputra Cracker and Polymer Ltd. (BCPL). The autonomous institutes under this Department are Central Institute of Plastics Engineering & Technology (CIPET) and Institute of Pesticides Formulation Technology (IPFT).

Shri D.V. Sadananda Gowda is the Minister of Chemicals and Fertilizers. Shri Mansukh Mandaviya is the Minister of State for Chemicals and Petrochemicals. Shri P. Raghavendra Rao assumed charge as Secretary in the Department on 19.03.2018.Department of Chemicals and Petrochemicals (DCPC) aims:

To formulate and implement policy and programmes for achieving growth and development of the chemical and petrochemical sectors in the country; and.
To foster the spirit of public-private partnership for overall development of above mentioned sectors of the industry.
The Department has the mandate to deal with the following broad subject matters:

Insecticides excluding the administration of The Insecticides Act, 1968 (46 of 1968);
Dye-stuffs and Dye-Intermediates;
All organic and inorganic chemicals, not specifically allotted to any other Ministry or Department;
Planning, development and assistance to all industries dealt with by the Department;
Bhopal Gas Leak Disaster-Special Laws relating thereto;
Petrochemicals;
Industries relating to production of non-cellulosic synthetic fibers (Nylon Polyesters, Acrylic etc.);
Synthetic Rubber; and
Plastics including fabrication of plastic and moulded goods.
The Department has five major divisions viz. Chemicals, Petrochemicals, Administration, Statistics & Monitoring (S&M) and Economic Division. The Internal Finance Division is common to the three Departments in the Ministry of Chemicals and Fertilizers. There are three Central Public Sector Undertakings (CPSU) in the chemical sector namely Hindustan Organic Chemicals Ltd. (HOCL), HIL (India) Limited and Hindustan Fluorocarbons Limited (HFL), which is a subsidiary of HOCL and one CPSU in the petrochemical sector viz. Brahmaputra Cracker and Polymer Ltd. (BCPL). The autonomous institutes under this Department are Central Institute of Plastics Engineering & Technology (CIPET) and Institute of Pesticides Formulation Technology (IPFT).

Shri D.V. Sadananda Gowda is the Minister of Chemicals and Fertilizers. Shri Mansukh Mandaviya is the Minister of State for Chemicals and Petrochemicals. Shri P. Raghavendra Rao assumed charge as Secretary in the Department on 19.03.2018.Department of Chemicals and Petrochemicals (DCPC) aims:

To formulate and implement policy and programmes for achieving growth and development of the chemical and petrochemical sectors in the country; and.
To foster the spirit of public-private partnership for overall development of above mentioned sectors of the industry.
The Department has the mandate to deal with the following broad subject matters:

Insecticides excluding the administration of The Insecticides Act, 1968 (46 of 1968);
Dye-stuffs and Dye-Intermediates;
All organic and inorganic chemicals, not specifically allotted to any other Ministry or Department;
Planning, development and assistance to all industries dealt with by the Department;
Bhopal Gas Leak Disaster-Special Laws relating thereto;
Petrochemicals;
Industries relating to production of non-cellulosic synthetic fibers (Nylon Polyesters, Acrylic etc.);
Synthetic Rubber; and
Plastics including fabrication of plastic and moulded goods.
The Department has five major divisions viz. Chemicals, Petrochemicals, Administration, Statistics & Monitoring (S&M) and Economic Division. The Internal Finance Division is common to the three Departments in the Ministry of Chemicals and Fertilizers. There are three Central Public Sector Undertakings (CPSU) in the chemical sector namely Hindustan Organic Chemicals Ltd. (HOCL), HIL (India) Limited and Hindustan Fluorocarbons Limited (HFL), which is a subsidiary of HOCL and one CPSU in the petrochemical sector viz. Brahmaputra Cracker and Polymer Ltd. (BCPL). The autonomous institutes under this Department are Central Institute of Plastics Engineering & Technology (CIPET) and Institute of Pesticides Formulation Technology (IPFT).

Shri D.V. Sadananda Gowda is the Minister of Chemicals and Fertilizers. Shri Mansukh Mandaviya is the Minister of State for Chemicals and Petrochemicals. Shri P. Raghavendra Rao assumed charge as Secretary in the Department on 19.03.2018.

HEMCHANDRACHARYA UNIVERSITY IMPORTANT NOTIFICATION

hHEMCHANDRACHARYA UNIVERSITY IMPORTANT NOTIFICATION

Research findings
Students need to practise new material. The teacher’s questions and
student discussion are a major way of providing this necessary practice.
The most successful teachers in these studies spent more than half the
class time lecturing, demonstrating and asking questions.
Questions allow a teacher to determine how well the material has
been learned and whether there is a need for additional instruction.
The most-effective teachers also ask students to explain the process
they used to answer the question, to explain how the answer was found.
Less-successful teachers ask fewer questions and almost no process
questions.
In the classroom
Good and Grouws (1979) conducted an experimental study where the
teachers were taught to follow the presentation of new material with
a high frequency of questions. Teachers were taught to increase the
number of questions and process questions they asked during this guided
practice. The teachers in the experimental group increased the number
of factual and process questions they asked and the students of teachers
in these classes achieved higher scores on the post-test in mathematics
than did students of teachers in the control groups.
Imaginative teachers have found ways to involve all students in
answering questions. Examples include having each student: