This book provides a comprehensive portrayal of the history of Indian mathematicians and statisticians and uncovers many missing parts of the scientific representation of mathematical and statistical research during the 19th and 20th centuries of Bengal (now West Bengal), India. This book gives a brief historical account about the establishment of the first-two departments in an Indian university, where graduate teaching and research were initiated. This was a unique distinction for the University of Calcutta which was established in 1857. The creation of the world famous Indian Statistical Institute (ISI) in Calcutta (now Kolkata) is also briefly described. The lives and works of the 16 pioneer mathematical scientists who adorned the above mentioned institutions and the first Indian Institute Technology (IIT) of India have been elaborated in lucid language. Some outstanding scholars who were trained at the ISI but left India permanently have also been discussed briefly in a separate chapter. This book fulfils a long-standing gap in the history of modern Indian mathematics, which will make the book very useful to researchers in the history of science and mathematics. Written in very lucid English with little mathematical or statistical jargon makes the book immensely readable even to general readers with interest in scientific history even from non-mathematical, non-statistical background. This book is a clear portrayal of the struggle and success of researchers in mathematical sciences in Bengal (an important part of the colonial India), unveils before the international community of mathematical scientists. The real connoisseurs will appreciate the value of the book, as it will clear up many prevailing misconceptions.

In this comprehensive history of American Indian education in the United States from colonial times to the present, historians and educators Jon Reyhner and Jeanne Eder explore the broad spectrum of Native experiences in missionary, government, and tribal boarding and day schools. This up-to-date survey is the first one-volume source for those interested in educational reform policies and missionary and government efforts to Christianize and “civilize” American Indian children. Drawing on firsthand accounts from teachers and students, American Indian Education considers and analyzes shifting educational policies and philosophies, paying special attention to the passage of the Native American Languages Act and current efforts to revitalize Native American cultures.

The Constitution Of India Came Into Force On 26Th January, 1950 And Since Then Indigenous Ideas Have Been Introduced, New Experiments Have Been Conducted And New Thrust Areas Have Been Identified In Different Aspects Of Education In India To Keep Pace With The Developments In Society, Politics, Economics, Emotions And Sentiments At The National And International Levels. A Vast And Fast Developing Country Like India Is Bound To Encounter New And Recurring Problems Of Educational Expansion, Total Quality Management, Planning, Administration, Supervision, Curriculum, Evaluation, Teacher Education, Special Education, Integrated Education, Leadership, Ecology And Guidance Services In Schools.This Book Is An Humble Attempt To Understand Some Of The Afore-Said Problems Of Education In Their Right Perspectives And To Find Out Solutions In The Light Of Recommendations Of Various Committees And Commissions, Policies, Reports And Publications Of Mhrd, Ncert, Niepa, Ncte, Other Institutes, Frontline Educationists And Authors Of Eminence.The Distinguishing Features Of The Book Are Lucidity And Simplicity Of Language, Uniformity And Precision In Organisation Of Facts And Figures With Scope For Reading Between Lines And Beyond Suitable For Students Of Teacher Education Institutions And University Departments Of Education.

The period from 1872-1947 witnessed the rise of many movements in Bengal, where those who were considered lower castes were mobilised to protest against the inequality and injustice meted out to them in various fields, including religion, politics and education. The focus of their struggle was the social injustice within the Hindu caste hierarchy. Unlike in south and western India where caste movements were often associated with anti-Brahmanical movements, in Bengal it was upgradation of caste from Sudra to Kshatriya varna. The main focus of the study is the Kshatriyaization movement of Rajbansis, the Matua movement of Namasudras, and the colonial policy of ‘Protective Discrimination’ and its impact. It studies the attempt by Rajbansi community to establish themselves as Kshatriyas in the first half of the twentieth century, though the movement started in the late nineteenth century itself. It also includes their struggle against the Brahmanical dominance and the elites of their own community. Alongside the Kshatriyaization movement, a parallel movement for the social uplift started among the Namasudra community, which later spread to northern Bengal. Their struggle actually began from the time of the first Census in 1872, when the census authorities classified the Namasudras as Chandals in the census report. The Namasudra protest movement, hereafter, developed through a different channel provided by a Vaishnava religious sect named Matua, started under a Namasudra leader Harichand Thakur. This book is essential for those wishing to understand the socio-religious movement of the Namasudra and the Rajbansi communities in their historical context. Print edition not for sale in India, Pakistan, Nepal, Bhutan, Bangladesh and Sri Lanka.

This book, Landmarks in the History of Modern Indian Education, has now entered its silver jubilee year. Over the years and through the six editions it has undergone thus far, it has become a student’s favourite. The book retraces the development of education in India since 1813 to the present day. Arranged chronologically, it also provides a progressive record of the thinking of policy makers who have been responsible for laying down the guidelines for future educational programmes and plans of action.The documents included in the book are rich in content and significant in the objectives that from the core of educational thought in India. They cater to the needs of trainee teachers, supervisors, educators and policy makers in education.

It was a long-time desire of nursing fraternity to have a textbook on nursing education that has the content for all the units of the INC-prescribed syllabus. This book pointedly deals with all the contents specified by the INC curriculum. The book has been written keeping in mind the requirements of the modern Indian nurse educators—what they need to know and practice in the classroom. This book provides comprehensive study material and practice exercises on Nursing Education the way it is used in day-to-day conversations in the hospital environment. • Comprehensive, exhaustive and well-structured coverage• Lucid presentation with easy language for ease of comprehension• Practical approach with relevant theoretical perspectives answering common questions and issues that arise while learning the subject• Ample number of examples, tables and other learning aids• All the essential elements of communication in modern-day nursing practice like nursing reports, records, etc., discussed, analysed and exemplified• Examples from real-life health care communications provided• Exhaustive end-of-chapter exercises• Solutions for all objective type exercises given