1.1 INTRODUCTION The world in which we live is changing rapidly and the field of education is experiencing these changes in particular as it applies to Media Services. The old days of an educational institution having an isolated audio-visual department are long gone! The growth in use of multimedia within the education sector has accelerated in recent years. It looks set for continued expansion in the future. Teachers primarily require access to learning resources, which can support concept development by learners in a variety of ways to meet individual learning needs. The development of multimedia technologies for learning offers new ways in which learning can take place in school and the home. Enabling teachers to have access to multimedia learning resources, which support constructive concept development, allows the teacher to focus more on being a facilitator of learning while working with individual student. Extending the use of multimedia learning resources to the home represents an educational opportunity with the potential to improve student learning. The elements used in multimedia have all existed before. Multimedia simply combines these elements into a powerful new tool, especially in the hands of teachers and students. Interactive multimedia weaves five basic types of media into the learning environment: text, video, sound, graphics and animation. Since the mode of learning is interactive and not linear, a student or teacher can choose what to investigate next. For example, one does not start on the first page of a linear document and read to the end. Interactive multimedia learning mode is more like constructing a spider’s web, with one idea linked to another, allowing choices in the learner’s path.

Economics is the social science that analyzes the production, distribution, and consumption of goods and services. Political economy was the earlier name for the subject, but economists in the late 19th century suggested "economics" as a shorter term for "economic science" that also avoided a narrow political-interest connotation and as similar in form to "mathematics", "ethics", and so forth.

Includes reports of the government agents of the various districts, as well as reports of departments.

The traditional Indian method of learning Sanskrit is through oral transmission, by first memorizing texts and then learning their meaning. The Western academic approach methodically teaches the alphabet, declensions, grammar, syntax, and vocabulary building. Zoë Slatoff-Ponté's Yogavataranam integrates the traditional and academic approaches for a full and practical experience of Sanskrit study. Yogavataranam approaches language systematically and at the same time allows students to read important and relevant texts as soon as possible, while emphasizing proper pronunciation through its audio accompaniment. The first section teaches reading and basic grammar, the second covers more extensive grammar, and by the third, students can begin to read and understand even more complex texts, such as the Upanisads. Yogavataranam includes: Step-by-step instructions on how to correctly write the alphabet Exercises throughout, along with review exercises for each chapter Sidebars on Indian philosophy, culture, etymology, and more Vocabulary building based on important texts An extensive glossary of terms Consideration of translation techniques and challenges Original translations of passages from central texts, such as the Yogasutra, Bhagavadgita, Hathapradipika, and various Upanisads In addition, Web-based audio files accompany each chapter to teach proper pronunciation. Yogavataranam is appropriate for all levels of study, whether a student is brand-new to Sanskrit or already has experience in pronunciation, reading devanagari script, interpreting meaning, or learning grammar-and whether the course is academic or based in yoga. This new approach joins theory and practice to invoke an active experience of the philosophy, the practice, and the culture that together inform the multiplicity of meanings contained within the single and powerful word "yoga."

Puṣpikā 3 is the outcome of the third and fourth International Indology Graduate Research Symposiums held in Paris and Edinburgh in 2011 and 2012. This volume presents the results of recent research by early-career scholars into the texts, languages and literary, philosophical and religious traditions of South Asia. The articles offer a broad range of disciplinary perspectives on a wide array of subjects including classical and medieval philosophy, esoteric knowledge and practices in the Vedas, Kālidāsa's great poem Meghadūta ('The Cloud Messenger'), soteriology in a 17th century Jain text, identity, orality and the songs of the Bauls in 20th century Bengal, and Sanskrit pedagogy.