Mauryan Empire Free Essays

SYLLABUS OF FIRST PAPER OF TET Paper II (for classes VI to VIII) Elementary Stage: 30 Questions I. Child Development and Pedagogy 15 Questions a) Child Development (Elementary School Child) †¢ Concept of development and its relationship with learning †¢ Principles of the development of children †¢ Influence of Heredity Environment †¢ Socialization processes: Social world children (Teacher, Parents, Peers) †¢ Piaget, Kohlberg and Vygotsky: constructs and critical perspectives †¢ Concepts of child-centered and progressive education †¢ Critical perspective of the construct of Intelligence Multi Dimensional Intelligence †¢ Language Thought †¢ Gender as a social construct; gender roles, gender-bias and educational practice †¢ Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc. †¢ Distinction between Assessment for learning and assessment of learnin g; SchoolBased Assessment, Continuous Comprehensive Evaluation: perspective and practice †¢ Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and or assessing learner achievement. We will write a custom essay sample on Mauryan Empire or any similar topic only for you Order Now b) Concept of Inclusive education and understanding children with special needs 5 Questions †¢ Addressing learners from diverse backgrounds including disadvantaged and deprived †¢ Addressing the needs of children with learning difficulties, ‘impairment’ etc †¢ Addressing the Talented, Creative, Specially abled Learners c) Learning and Pedagogy 10 Questions †¢ How children think and learn; how and why children ‘fail’ to achieve success in school performance †¢ Basic processes of teaching and learning; children’s strategies of learning; learning as social activity; social context of learning. †¢ Child as a problem solver and a ‘scientific investigator’ Alternative conceptions of learning in children; understanding children’s ‘errors’ as significant steps in the learning process. †¢ Cognition Emotions †¢ Motivation and learning †¢ Factors contributing to learning personal en vironmental II. Language I. 30 Questions a) Language Comprehension 15 Questions Reading unseen passages- two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may e literary, scientific, narrative or discursive) b) Pedagogy of Language Development 15 Questions †¢ Learning and acquisition †¢ Principles of language Teaching †¢ Role of listening and speaking; function of language and how children use it as a tool †¢ Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form; †¢ Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders †¢ Language Skills †¢ Evaluating language comprehension and proficiency: speaking, listening, reading and writing Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom †¢ Remedial Teaching III . Language- II 30 Questions a)Comprehension 15 Questions Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability b) Pedagogy of Language Development 15 Questions †¢ Learning and acquisition †¢ Principles of language Teaching †¢ Role of listening and speaking; function of language and how children use it as a tool †¢ Critical perspective on the role of grammar in learning a language for communicating deas verbally and in written form; †¢ Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders †¢ Language Skills †¢ Evaluating language comprehension and proficiency: speaking, listening, reading and writing †¢ Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom †¢ Remedial Teaching ____________________________________________________________ _____ SECTION 2 Section-I CHI LD DEVELPOMENT AND PEDAGOGY 1. Raja, a student of your class, is very tense due to the acne on his face. What will u do? (1) Ignore him. 2) Tell him that it is normal and is due to hormonal changes. (3) Tell him to go to a doctor as it is a medical problem. (4) Scold and tell him not to waste time on these issues. 2. A student wants to share his personal problems and asks for permission to call on u at your residence. What should be your response? (1) Avoid giving time. (2) Give an appointment readily. (3) Tell him that u do not encourage students to visit at the residence. (4) Ignore the child. 3. If you come to know that a child of your class is facing problems related to parents’ separation at home, what would you do? 1) Do not talk to the child on this issue. (2) Treat her/him sympathetically. (3) Talk to the parents. (4) Be indifferent to the child. 4. If you come to know that the father of a student has been tested HIV positive, what will you do? (1) Disclose the inform ation to the class. (2) Make the child sit separately. (3) Ask the parents to withdraw the child. (4) Let him continue with the studies like others. 5. Kavya a student of your class, is visually challenged and you have a function coming up. What will you do? (1) Give her the part of a narrator. 2) Ask her to stay at home during the function. (3) Discourage her from participating. (4) Give her a less important duty. 6. Manjusha is very interested in sports and wants to pursue her career in sports. What will you suggest to her? (1) Girls have no future in sports. (2) She should put in hard work to achieve her ambition. (3) Ask her to be focused only in academics. (4) Girls cannot excel in sports as they are not physically strong. 7. Twelve year old Radhika has begun to imitate the style of talking of her teacher. This form of behavior is known as- (1) compensation (2) transference (3) sublimation (4) egocentrism 8. For conducting a social science class in an interesting way, teachers should- (1) give notes (2) give written homework (3) use role-plays effectively (4) encourage extra reading 9. A 11-12 year old child generally faces more problems related to- (1) eye hand coordination (2) anxiety about studies. (3) need for peer approval (4) understanding mathematics. 10. Which of the following is most essential for learning? (1) Good parent child relationship (2) High intelligence (3) Good school (4) Desire to learn 11. Which of the following is not good for quality learning? (1) Making notes (3) Extra reading (3) Using guide books (4) Self Study 12. Which of the following may damage a low achieving student psychologically? (1) Making children maintain record of the class test marks. (2) Discussing the marks of individual students in the class. (3) Discussing the correct answers in the class. 4) Making children correct their own notebooks. 13. When most of the students in a class do not understand a concept clearly, the teacher should- (1) repeat the lesson once again. (2) conduct hands on activities on that concept. (3) Ask students to take help from parents. (4) ignore and move to the next concept. 14. To correct the stammering problem of a class VIII student, a teacher should (1) ignore the child. (2) provide more opportunities for speaking. (3) c heck the child whenever she/he stammers. (4) seek professional help. 15. Which of the following statements about the role of a teacher is correct? 1) Teacher should be a critic only. (2) Teacher should favour good students. (3) Teacher should have a friendly attitude towards students. (4) Teacher should maintain a distance from students. 16. For ensuring and improving class discipline, the teacher should- (1) arrange regular parent- teacher meetings. (2) Call authorities to the class. (3) be strict with students and punish them. (4) evaluate the methods and approaches used in the class. 17. To address the diversity in academic achievement, an effective teaching method can be – (1) dictating notes (2) cooperative teaching. 3) lecturing (4)giving tests. 18. In which stage of cognitive development is a child, when she/he is able to work out problems logically and can do multiple classification? (1) Pre operational stage (2) Formal operational stage (3) Concrete operation stage ( 4) Sensori-motor stage 19. Gaurav of class VII gave a letter to his classmate Seema saying that he loves her. What should the teacher do? (1) Ignore the issue (2) Punish Gaurav (3) Counsel Gaurav appropriately (4) Let the Principal handle the issue 20. Children from the under privileged sections of the society can benefit more if they are (1) provided with training for self employment (2) exempted from homework and class tests. (3) provided with richer learning environment in school. (4) given simpler learning tasks. 21. Students in classes VII-VIII face problems mostly related to (1) identity crisis. (2) emotional sensitivity. (3) low interest in academic. (4) hyperactivity. 22. The term comprehensive evaluation implies- (1) evaluation conducted at several points of time. (2) evaluation by a group of teachers. (3) Several tests for long hours. 4) evaluation of scholastic and Co-scholastic aspects of pupil growth. 23. Talking to children of classes VI to VIII about â€Å"Growing up† is – (1) not required (2) essential. (3) counterproductive (4) detrimental 24. Which of the following statements about teaching is true? (1) Teaching is a prerequisite of learning. (2) Teaching facilitates learning. (3) Teaching restricts initiative of learners. (4) Teaching is necessary for good learning. 25. Sandhya and Mamta of class VII are bright students but are extremely jealous of each other. How will you, as a teacher, handle them? 1) Not bother as they will outgrow it. (2) Talk to them discreetly about healthy competition. (3) Discuss this with the whole class. (4) Convey your disapproval to them. 26. In a class, a student asks the teacher a question and the answer is not known to the teacher. As a teacher you should- (1) scold the child for asking such questions. (2) ignore the child and continue teaching. (3) tell the child that you will look for the answer. (4) feel ashamed that you did not known the answer. 27. A student who had misbehaved with the teacher in class VI, comes to the same teacher in class VIII. S/He avoids interacting with the teacher due to his/ her behavior. The teacher should (1) ignore the child. (2) remind the child of her/his past behaviour. (3) reassure her/him in a personal discussion. (4) call the parents and report the incidence. 28. Raju, a student of your class, is being teased by his classmates for his dark complexion. What do you need to do as a teacher? (1) Ignore this issue (2) Reprimand the class. (3) Tell Raju not to pay attention. (4) Talk to the class about individual differences. 29. Salim is very good in music but is not able to do well in Mathematics. As a teacher of Mathematics, how will you handle Salim? (1) Tell him that Music does not have a future. (2) Tell him to leave Music and study Maths. (3) Call his parents and talk to them. (4) Tell him that he can do well and explain the concepts to him. 30. While teaching if you realize that what you have taught is not correct, you should- (1) leave the topic unfinished and shift to another. (2) Tell the students that it was a mistake and correct it. (3) divert the attention of the students. (4) Scold students to finish the remaining tasks. How to cite Mauryan Empire, Papers

Expatriates In Effective Global Management -Myassignmenthelp.Com

Question: Discuss About The Expatriates In Effective Global Management? Answer: Introducation The essay discusses the various theories and concepts associated with human behaviour in organization. The concepts of organizational behaviour revolve round the employees of any organization and the managers are directly provided with the benefits by utilizing these theories in their organization. Proper study of organizational behaviour guides the management or leaders to judge, feel, plan and make decisions according to their organizational settings. For the Managers as well as the employees this knowledge will help to predict, control and lead all the organizational events. This paper compares and contrasts various components which include core topics like importance of motivation, interpersonal communication among the employees and their superiors, group structure, their processes, attitude and perception development, change processes, work design, learning and work stress (Shapiro et al., 2016). This paper analyses theories of organizational behaviour from different perspective s. The theories of Intelligence analyse the persons ability to develop knowledge that need to be applied to certain tasks. In most of the cases, the knowledge is confused with intelligence but intelligence is ability to acquire knowledge and skills as well as remembering suitable information to do similar kind of job. According to the theorists, emotion is more important than rational intelligence or technical skills. In contrast to this, the Emotional Intelligence Theory aims to discuss the individuals ability to identify, understand, integrate and reflectively manage own and others feelings. There are two traits of emotional intelligence are positivists and Constructivist (Terera Ngirande, 2014). The managers in organizations need to understand their employees and know the best method to motivate them. As opposed by Vaiman, Haslberger and Vance (2015), One General Intelligence Theory is known a structural model in which the theorists believe that all intelligence originates from one general factor. In this theory the individuals measure every aspect of life from a particular perspective. It is a high affirmative correlation between the cognitive abilities and intelligence that reflect in learning any process and apply them in the organizational skills. On the other hand Cyrenne (2018) opines that Theories of Multiple Intelligences completely contrast one general intelligence theory . Another set of theorists like Gardner and Sternberg opposes this previous one. According to them, there are almost seven factors that affect the intelligence which help the employees in an organization to increase analytical, creative and practical intelligence. More the employees possess intelligence more that contribute in growth of their organizations. The employees of the organizations have mixture of different personalities, characteristics, beliefs as well as qualities based on which they contribute in the organizations which give rises to the Theories of Personality (Tillman, 2013). In the Personality Types A and B the theorists pursue that there are two extreme personality trait or behaviour syndromes that allow to judge different stress levels that control the peoples personalities. Type A personalities are found to be competitive, enduring of more work pressure, and attached to their tasks. These people work long hours and accomplish larger amount of tasks within tight deadline (Cyrenne, 2018). Type B are just opposite to type A. these people are more relaxed with their tasks and confident with completing any difficult tasks within deadline. They do not rush and cope with stress well therefore turn decisions around. Unlike type A they are less strive for perfection. The theorists like Vaiman, Haslberger and Vance (2015) argues that the personality has great importance in Predicting Job Performance. The leaders or manager of any organization can predict the actions of their employees based on their personality traits. They find abilities like conscientiousness, emotional stability, extraversion and agreeableness in their inferiors so that it become easily to run the operations. Beside these, 16 Personality Factors of Catell reveal that there are some contradictory personal factors which drive the personality of people greatly. Eysenks Dimensions of Personality discusses two dimensions such as extroverts and introverts. The extroverts are active, sociable, expressive and outward. The introverts on the other hand are reserved, quiet and passive. The leaders of the organizations realise and control or motivate the employees according to their personalities. The theories of Motivation capture the importance of motivation in an organization where the managers influence the employees based on their intensity, persistence of efforts to attain a goal (Westphal Zajac, 2013). Motivation combines various methods to produce needs, job design and satisfaction. There are numerous theories of motivation which have been developed in organizational behaviour literature. The Common-sense Theory differentiates the employees according to their common sense based on which the leaders motivate them. Theory X identifies people who are not so trust worthy, irrational, lazy whom the leaders motivate through money and threaten by punishments (Henry et al., 2015). Without proper control, these people follow their own goals which are contrary to that of the organization. Theory Y identifies people seeking independence, reliable therefore self-developed. These employees are more creative and capable of looking beyond the immediate circumstances. They adapt new components easily and strive for good of their organization. According to Expectancy Theory of Porter and Lawler, the individual motivation depends on the prediction of the outcome (Peltokorpi, Allen Froese, 2015). This theory focuses on chief three points valence, expectancy and instrumentality. These factors are closely related to one another. The researchers have identified different almost nine factors that affect the work motivation. These are Perceived value of rewards, Effort, Expectation of getting rewarded through performance, Individual abilities or traits, Role observations, Intrinsic rewards, Extrinsic rewards, Apparent equity of rewards, Work satisfaction. Fundamental Attribution Error on the other hand focuses on the reasons of some incidents occurred by people and identifies their next steps based on their personality often overlooking the external factors like social and contextual impacts. This is why various problems occur in the organization such as learning, communication, perception and motivation problems. There are cont extual factors like social, political and technological problems (Gerhards Mutz, 2017). In addition to this, there are competition, group formation, stricture and processing problems within the organization which affect the organizational behaviour greatly and directly control the operations. In contrast to this the Goal-setting theory established four chief proposition based on which the employees as well as the leaders set goals according to the needs of the organizations. It helps to explain the work behaviour, strive to try to meet all the objectives. The four factors are creating challenging goals, creating particular goals, participation objectives, predict the consequences of objectives. Goal setting theory help to enhance the equality of tasks, performance therefore results According to Gilley et al. (2015) in Herzbergs Two Factor Theory came up with the idea that would looks into the factors causing job satisfaction as well as job dissatisfaction. These factors that usually influence the employees to make a job satisfying are called the Motivator Factors and the factors that make the job dissatisfying are called Hygiene Factors. People feel motivated when they gain power, achieve authority and affiliation. These help them to gain more necessary skills that are needed in an organization. Theories of Attitudes and Behaviour is one of the most important aspect in the organizational behaviour (Shapiro et al., 2016). Attitude is a style of thinking and feeling something in a particular state of mind and accounting is a way that regulate the actions of an individual. Both these factors vary from person to person and changes with time and situation. Behaviour Modification theory discusses the methods through which people change their attitude and behaviour by newly found knowledge or learnings as well as technical support. These used by the employees to act in different ways. Scientists like Luthans and Kreitner found out that peoples behaviour alters and gets modified through five steps like identification, measurement, establishment, development and evaluation. The chief aspect of the Reinforcement theory is that peoples behaviour changes and repeats when gets reinforcements but continues to be same when reinforcement factor is absent (Bezrukova et al., 2016). This theory revolves round the positive and negative reinforcements where the behaviour changes with consequences. The Single and Double Loop Learning theory focuses on the learning process of the employees in the organization. In singe loop learning, people use feedback for making continuous adjustments or adaptations for maintain performance (Asrar-ul-Haq Kuchinke, 2016). On the contrary the double loop learning focuses on the challenging and redefining the assumptions so that the performance can be improved. Despite the fact that the time consumed by the single one is much shorter that the double one, but the idea is to improve quality where double loop process is more valued by the organizations. Social Cognitive theory opposes loop learning theory and points out that people lear n from others and then replicate them in their own behaviour. The employees learn from their superiors and colleagues and gain experience. This method is usually focussed on the listening and viewing behaviour rather than learning from own experience. Therefore, it can be concluded that the people of an organization are the chief components that must be cared for. These are the employees who are responsible for the growth of the organizations as well as their deterioration. This is the reason why the organizational behaviour is so very important to study for the authorities. By utilising these theories, they motivate their employees to contribute best for the organizations. References: Asrar-ul-Haq, M., Kuchinke, K. P. (2016). Impact of leadership styles on employees attitude towards their leader and performance: Empirical evidence from Pakistani banks.Future Business Journal,2(1), 54-64. Bezrukova, K., Spell, C. S., Caldwell, D., Burger, J. M. (2016). A multilevel perspective on faultlines: Differentiating the effects between group-and organizational-level faultlines.Journal of Applied Psychology,101(1), 86. Cyrenne, P. (2018). Salary Inequality, Team Success, League Policies, And The Superstar Effect.Contemporary Economic Policy,36(1), 200-214. Gerhards, J., Mutz, M. (2017). Who wins the championship? Market value and team composition as predictors of success in the top European football leagues.European Societies,19(3), 223-242. Gilley, A., Waddell, K., Hall, A., Jackson, S. A., Gilley, J. W. (2015). Manager behavior, generation, and influence on work-life balance: An empirical investigation.Journal of Applied Management and Entrepreneurship,20(1), 3. Henry, C., Foss, L., Fayolle, A., Walker, E., Duffy, S. (2015). Entrepreneurial leadership and gender: Exploring theory and practice in global contexts.Journal of Small Business Management,53(3), 581-586. Peltokorpi, V., Allen, D. G., Froese, F. (2015). Organizational embeddedness, turnover intentions, and voluntary turnover: The moderating effects of employee demographic characteristics and value operations.Journal of Organizational Behavior,36(2), 292-312. Shapiro, D. L., Hom, P., Shen, W., Agarwal, R. (2016). How do leader departures affect subordinates organizational attachment? A 360-degree relational perspective.Academy of Management Review,41(3), 479-502. Terera, S. R., Ngirande, H. (2014). The impact of rewards on job satisfaction and employee retention.Mediterranean Journal of Social Sciences,5(1), 481. Tillman, A. (2013). Improving Worker Satisfaction Yields Improved Worker?Retention Rates.Employment Relations Today,39(4), 27-31. Vaiman, V., Haslberger, A., Vance, C. M. (2015). Recognizing the important role of self-initiated expatriates in effective global talent management.Human Resource Management Review,25(3), 280-286. Westphal, J. D., Zajac, E. J. (2013). A behavioral theory of corporate governance: Explicating the mechanisms of socially situated and socially constituted agency.Academy of Management Annals,7(1), 607-661.