Following are the PPTs presented in National Conference on Contemporary Issues in Research being held at Christ University, Bangalore on 5, 6 and 7 May 2011. Please click on the titles to download.
Day 1
Making Research Multidisciplinary, Applied and Contemporary by R. Ravi Kumar
Approaches to create Consultancy Opportunities by D.N.S. Kumar
Day 2
Good Research as a Means to Create Spill -over Results by R.G. Desai
How to Prepare a Proposal in Social Science Research by R.G. Desai
Research Opportunities in Corporate Sector by George Thomas
Research and Consultancy Opportunities by C. Manohar
Funding for Research in India and Abroad by N.S. Viswanath
Friday, May 06, 2011
Wednesday, May 04, 2011
Integrated PhD and MA in Humanities (Interdisciplinary) at Manipal University
Manipal Centre for Philosophy and Humanities
Manipal University, Manipal
Announcing Integrated PhD and MA in Humanities (Interdisciplinary)
Applications are invited for the following courses starting August 2011
With distinguished faculty, world class facilities and a stimulating research environment, Manipal Centre for Philosophy and Humanities, Manipal University, is one of the premier centres for the study of Humanities in the region. As part of the Centre’s activity to encourage research and higher education in the field of Humanities, MCPH is offering a number of educational opportunities in these fields.
MA in (Interdisciplinary) Humanities
The graduate coursework in Humanities includes training in critical and creative thinking, academic writing and research, along with courses that emphasize learning of basic concepts in Philosophy, incorporating both Indian and Western traditions of thought.
Integrated MA-PhD program in Humanities
The five-year full-time integrated PhD program will have a strong focus on original, contemporary research work in the Humanities. Students join the MA program, which will be followed by their doctoral work. They have the option of leaving after two years with an MA degree. The rigorous training in research and conceptual work at the Centre facilitates timely completion of the doctoral program.
Who can apply?
Highly motivated candidates with a BA (or undergraduate degree in other disciplines) with an interest in pursuing research in theoretical Social Sciences and Humanities are encouraged to apply.
For more details, please visit the website:
http://www.manipal.edu/
Apply online at www.manipal.edu. Or pick up an application form at select branches of State Bank of India.
Please contact office.mcph AT manipal.edu for any clarifications.
Address
Manipal Centre for Philosophy and Humanities
I Floor, Old TAPMI Building
Behind Post Office
Manipal – 576104
Phone: 0820-2923157
Thursday, April 28, 2011
Ph. D. Philosophy. You Get Paid to do it!
Two things are attractive. There is a Ph.D. in Philosophy offered by Sundar Sarukkai and you get paid decent amount to do it!
Tuesday, April 26, 2011
Sunday, April 24, 2011
Friday, April 22, 2011
U.G.C. sponsored National Seminar On Post Independence Indian Fiction in English
U.G.C. sponsored National Seminar On Post Independence Indian Fiction in English
Date- 22-23 July, 2011
Venue- Women’s College, B.K. Road, Agartala
Email prasantaread@yahoo.co.in, womenscollege1965@gmail.comm
Venue- Women’s College, B.K. Road, Agartala
Email prasantaread@yahoo.co.in, womenscollege1965@gmail.comm
Some of the subthemes
• Indian Women Novelists writing in English,
• East –West encounters, Novelists of Indian Diaspora,
• The Dalit Perspective,
• Indian Fiction in Translation,
• Glimpses on Partition,
• Development of Indian English language through fiction,
• Indian English fiction in movie/ tele-serial/ telefilms.
• Besides, paper presenters are free to choose any topic related to the major theme.
IMPORTANT DATES –
• Last date of submission of Abstract- 15th May (Should be mailed to the address mentioned below)
• Confirmation of Acceptance- 30th May.
• Last Date of submission of full paper(Maximum limit 5000 words)- 30th June
• Last date of Registration for attending Seminar – 15th July.
• Dates of Seminar- 22-23 July, 2011.
Call for papers
Conceptual, review and original research papers on any of the subthemes or any topic related to the major theme of the Seminar are invited. Papers in A4 size in double space (MS Word, font size -12 point) along with the abstract of about 200 words should reach the following addresses as per scheduled dates mentioned above. Author(s) are requested to send a soft copy of their paper as well as abstract through email to the addressees mentioned below. Selected full length papers based on thorough review may be published in edited volume for which the author would not hold copyright.
Registration Fees
Registration fee for each participant is Rs. 300/-(For student- participant Rs.150/-). Registration fee along with duly filled in registration form should be sent to the following addressee. Registration fee covers registration kit, abstracts of the papers, lunch and tea.
Accommodation
Out station delegates who need accommodation should inform positively by 25 June, 2011. They will have to pay Rs. 500/- as accommodation charge which includes lodging and local hospitality.
• Outstation candidates will be provided with to and fro 2nd class railway/ bus fare on production of actual ticket
Wednesday, April 20, 2011
Job Opportunity
The Prime Focus group is one of the world’s largest integrated film, advertising and television post production and visual effects companies.
Find the Job Description & our requirement below.
Associate – Media Processing Services
Location: Bangalore
Experience: 0 yrs – 1 yrs
No. of Position: 10
Job Description
This role involves cataloguing / tagging video content. Should be able comprehend Hindi / English video content.
MINIMUM REQUIREMENTS
- A flair for watching movies / serials/ shows
- Computer knowledge and basic typing skills
- Excellent in Hindi & English
- Willing to work in shifts
- Mass Communication / Media Background
If you are interested, kindly send your CVs to shwetha.hc@primefocusworld.com or contact on 96322 18099
Regards
Kanasu
Tuesday, April 19, 2011
MAD is Looking for Trainer-volunteers
Make A Difference is a youth volunteer network working with underprivileged children in orphanages and street shelters across 13 cities in India. Its main program is the English program aimed at teaching spoken English to these children to improve their employability. This program has adopted the Cambridge syllabus 'Cambridge English for Schools'.
MAD is looking for competent trainers who can impart Cambridge curriculum and teacher training to our volunteers. The training structure and requirements are as follows:
1 Trainer Orientation - 8 hours
2 Curriculum Training - 16 hours (2 days)
3 Center (orphanage) visits - 4 hours
4 Teacher Training - 16 hours (2 days)
Trainer Requirement:
- Minimum experience 3years in English teacher training
- Knowledge of different ELT methodologies
Preferred:
- Teacher trainers/educators with CELTA, TEFL, TESOL, PGCTE and PGDTE certifications
- Candidates with the requisite experience and TKT may also be considered
If you are interested in working with Make A Difference as an Teacher Trainer, do get in touch with them and do pass on the message to anyone who might be interested. If you are interested in knowing about the network kindly browse through its website (http://makeadiff.in/).
Contact person at MAD: Nitya. Email:englishproject.bangalore AT makeadiff.in
Contact person at MAD: Nitya. Email:englishproject.bangalore AT makeadiff.in
Sunday, April 17, 2011
Analysis of Family Literacy Practices
Found some new concepts by Queesstrokes. To read more follow the link to his blog at the end of the page!
Rogers, A Critical Discourse Analysis of Family Literacy Practices: Power in and Out
Rogers, Rebecca. A Critical Discourse Analysis of Family Literacy Practices: Power in and Out of Print. Routledge, 2003. Print.
Quick sum: Gee’s forward offers some valuable insights into the purpose of Roger’s work, mainly, that the disciplinary discursive trend had been to treat division between types of language seriously: between oral and literate, oral that is literate and not, etc. However, such divisions and bifurcations of speakers like the Af Am children cited in his example led Gee to ask, “How could well-intentioned and intelligent people (like teachers) and well-intentioned institutions (like schools) come to define obvious gifts as deficits, clear sense of senselessness, manifest history and culture as non-existent, and clearly normal children as abnormal?” (x). New Literacy Studies began by “acknowledge[ing] that it takes research in linguistics, anthropology, social, political, and critical theory, and education–not as disparate and isolated disciplines, but integrated together–to tackle the sorts of practical-theoretical problems my colleague’s data brought so forcefully to my attention [regarding oral literate children as having narrative deficit]” (xi).
Rogers, according to Gee, merely mimics the central question/problem in this book: “how does the ‘sticky web of institutional discourse’ hold certain sorts of people, often people with the least power and opportunities in our society, ‘in place despite ample commitment, persistence, and cultural capital’ on their part” (xi).
Gee views discourse analysis as an astute approach to answering these problematic questions, a method he describes as, “the analysis of how people actually use and respond to language in context” (x-xi), which he then clarifies as being critical discourse analysis, or “the analysis of how people get helped or harmed by how people actually use and respond to language in context” (xi).
Indeed, we find in Roger’s study of June and Vicky Treader’s literacy practice and perceived abilities alarming contradiction, mislabeling, and anxiety about having and using literacy. Thus, Rogers find that, “the Treaders resisted the cultural narratives that framed them as ‘deficit’ or ‘low-literate.’ This fundamental tension between June’s and Vicky’s literate lives, what they do on a daily basis, and how institutions represent them as ‘at-risk’ ‘low-literate’ and ‘disabled’ is the central theme in this book. June and Vicky have learned to see themselves through the eyes of the institution. They have learned not to recognize and value the successes they encounter on a daily basis with language, literacy, and identity resources. One promise of this book, then, is an illustration of the ways in which people learn to see themselves through the eyes of an institution” (4). Such vision, however, may be worse on self-perceptions than better in the end. This is why she relies on Althusser’s reproduction theory, in which society and capital are reproduced through schools. In addition cultural reproduction theorists like Bourdieu and Foucault focus on class structures, which plays an integral role in literacy production within schools. Thus, Rogers argues that, “Central in understanding the distinction between the two sets of theories [reproduction and cultural reproduction] is how language, as a cultural tool, mediates the relationship between the individual and the social world. In this model, individual agency and power structures are dialectically produced, transformed, and reproduced” (6).
This is also why Gee’s conception of discourse is crucial for her study as well: “Gee’s conception of discourse (with a lower case d) more closely resembled the micro sociolinguistic aspect of language use. Thus discourse more closely resembles a literacy event rather than a literacy practice. (d)iscourse is the ‘language bits’ of Discourses. Gee (1990) defines discourse (little d) as ‘any stretch of language (spoken, written, signed) which ‘hangs together’ to make sense to some community of people who use that language…Making sense is always social and variable matter: what makes sense to one community of people may not make sense to another’…Gee (1992) reminds us of some major tenets of D/discourse systems that are shown in practice throughout this book. First, discourses are inherently ideological. That is, power is embedded in discourse. Second, discourses are resistant to internal criticism. Therefore, members of discourse form preconscious relations with Discourse and consequently are highly unlikely to critique the systems in which they are a part. Third, what counts as ‘discourse’ is defined by relationships with other discourses. In other words, it is impossible to understand the properties, relationships, and values of one community of practice by holding it up to another…Fourth, certain values and viewpoints are valued over others…Finally, Discourses are related to the distribution of social power. That is, membership within Discourse communities may result in the transformation of cultural capital into social profit or social good” (qtd 9).
To read the article further, follow the LINK below.
http://queerstrokes.wordpress.com/2011/04/16/rogers-a-critical-discourse-analysis-of-family-literacy-practices-power-in-and-out/
Saturday, April 16, 2011
Thursday, April 07, 2011
Scholarships for dalit university fellows
- NAD Invites application for University Fellow see below for detail. You are requested to circulate it. About organization National Academy for Dalit (NAD) is a voluntary organization started by diversified field of young professional in the year 2008. Its main objective is to provide the high quality professional education to the Dalit students.
- Profile: University Fellow
- No of Position: one in each state of India.
- Duration: Two year
- Stipend: Every University Fellow will receive Rs 2,000 per Month for two years
- Role and responsibility The University Fellow will have to write 2-4 articles every month on different aspect of “Dalit and education-Primary and Higher” around the world specially focus to South Asia (Nepal, Bhutan, Bangladesh, Pakistan, Sri lanka, Maldives, Afghanistan). He may be asked to attain the workshop, seminar organized by NAD or directed by NAD.
- Eligibility
- 1. University Fellow must be from Dalit community.
- 2. University Fellow Must be Completed or appeared in Bachelor degree from any stream by 2011.
- 3. University Fellow must take admission in PG/MA/MBA/M.Tech any stream in any Indian university in coming session 2011-12.
- 4. University Fellow must be below 25 year.
- 5. University Fellow Articulate and ability to write in any Indian language (Preferably Hindi and English)
- 6. Understanding of dalit issue is desirable.
- Selection Process Candidates will be screened on the basis of their 1 page write-up i.e max 1000 words and resume for telephonic interview followed by personal interview.
- How to apply Interested Candidate send us their resume along with one page write-up at hr.nafordalit AT gmail.com on or before 1st June 2011. Women candidates are encouraged to apply. --
- National Academy for Dalit
- Email: nafordalit AT gmail.com
'Learning with Kabir' Workshop in Bangalore
- Those who can't pay to meet workshop expenses are also welcome to participate in the workshop.
- Learning with Kabir - 2011*
- ‘Learning with Kabir’ is a four-day residential workshop for educators, offering a lyrical and critical immersion in the poetry, songs and ideas of Kabir, the 15th century mystic whose voice speaks in powerful ways to our contemporary worlds. The intention is to bring together a diverse group of educators who are seeding and growing ideas for journeying with Kabir into a variety of learning contexts—schools, colleges, universities, non-formal education and children’s publishing – to explore ideas related to mystic poetry, folk music, oral traditions, the politics of knowledge, the divide between self and other and the power of direct experience as opposed to received truths.
- While being an immersion in the poetry of Kabir, we also want this workshop to be a platform for educators to share with each other their explorations with Kabir in the classroom. We are aware that each learning context has its own flavour, strengths and challenges; yet we hope there will be synergies by interactions with a wider community of fellow educators. While participants would primarily be persons/institutions who are already partnering in some way with the Kabir Project (www.kabirproject.org), we are equally excited about making new friends and partners.
- The workshop will combine structured group exercises with spaces for quiet individual reflection, and there will be lots of singing!
- Workshop Facilitators – Shabnam Virmani & Chintan Girish Modi
- Invited Folk Singer Resource Person – Mahesha Ram ji, Rajasthan When: May 18-21, 2011
- Where: The School of Ancient Wisdom, Devanahalli, Bangalore
- We would like to limit the number of participants to 20 in the spirit of keeping it intimate and interactive, so please mail us at the earliest saying why you would like to join in, along with a brief paragraph or two about your interests, work, and expectations from the workshop.
- Mail Chintan at chintan.backups AT gmail.com, or call up at +9-97427 15913
- Travel expenses to and from Bangalore will have to be borne by the participants. Participants with institutional resources to support workshop expenses are encouraged to contribute.
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