Maharashtra State Eligibility Test (SET) - SYLLABUS AND SAMPLE QUESTIONS- ENGLISH

UNIVERSITY OF PUNE

Ganeshkhind, Pune-411007

Maharashtra State Eligibility Test (SET) for Lectureship

Conducted by University of Pune

(AS THE STATE AGENCY)

SYLLABUS AND SAMPLE QUESTIONS- ENGLISH

Subject Subject Code No.

03 English

[03] : ENGLISH

Syllabus and Sample Questions

NOTE : STRUCTURE OF PAPER II AND REVISED STRUCTURE OF PAPER III PLEASE

SEE PAGE NUMBER ONE.

PAPER—II

1. Chaucer to Shakespeare.

2. Jacobean to Restoration Periods.

3. Augustan Age : 18th Century Literature.

4. Romantic Period.

5. Victorian Period.

6. Modern Period.

7. Contemporary Period.

8. American and other non-British Literatures.

9. Literary Theory and Criticism.

10. Rhetoric and Prosody.

PAPER

—III (A)

1. British Literature from Chaucer to the present day.

2. Criticism and Literary Theory.

Unit—I

passage; four comprehension questions will be asked carrying 4 marks each).

: Literary Comprehension (with internal choice of poetry stanza and prose

Unit—II

: Up to the Renaissance.

Unit—III

: Jacobean to Restoration Periods.

Unit—IV

: Augustan Age : 18th Century Literature.

Unit—V

: Romantic Period.

Unit—VI

: Victorian and Pre-Raphaelites.

Unit—VII

: Modern British Literature.

Unit—VIII

: Contemporary British Literature.

Unit—IX

: Literary Theory and Criticism up to T. S. Eliot.

Unit—X

: Contemporary Theory.

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english_SET syllabus (03-09)

PAPER

(ELECTIVE/OPTIONAL)

Elective—I

—III (B): History of English Language, English Language Teaching.

Elective—II

: European Literature from Classical Age to the 20th Century.

Elective—III

: Indian writing in English and Indian Literature in English translation.

Elective—I

V : American and other non-British English Literatures.

Elective—V

: Literary Theory and Criticism.

SAMPLE QUESTIONS

PAPER

—II

1. Sissy Jupes is a characters is

(A) Lewis Carroll’s Alice’s Adventures in Wonderland

(B) Dickens’ Hard Times

(C) Dicken’s Christmas Carols

(D) George Eliot’s Middlemarch

2. Which of the following arrangements of English poems is in the correct chronological sequence?

(A) Lapis Lazuli-L’Allegro-Lamia-Thyrsis

(B) Lamia-Lapis Lazuli-Thyrsis-L’Allegro

(C) L’Allegro-Lamia-Thyrsis-Lapis Lazuli

(D) Thyrsis-Lamia-L’Allegro-Lapis Lazuli

3. The words. “beaded bubbles winking at the brim” occur in

(A) Ozymandias

(B) Ode to a Nightingale

(C) Hero and Leander

(D) Dejection-on Ode

For details visit : http://setexam.unipune.ac.in/SubjectSyllabus.html

UNIVERSITY OF PUNE

Ganeshkhind, Pune-411007

MAHARASHTRA STATE ELIGIBILITY TEST

(SET)

Conducted by University of Pune

(AS THE STATE AGENCY)

Syllabus for PAPER-I - General Paper on Teaching & Research Aptitude (Paper-I)

MAHARASHTRA STATE ELIGIBILITY TEST, Syllabus for PAPER-I

The main objective is to assess the teaching and research capabilities of the candidates.

Therefore, the test is aimed at assessing the teaching and general/research aptitude as well as their awareness. They are expected to possess and exhibit cognitive abilities. Cognitive abilities include comprehension, analysis, evaluation, understanding the structure of arguments and deductive and inductive reasoning. The candidates are also expected to have a general awareness and knowledge of sources of information. They should be aware of interaction between people, environment and natural resources and their impact on quality of life. The details are given in the following sections :

NOTE :

( ii) Whenever pictorial questions are set for the sighted candidates a passage followed by equal number of questions should be set for the visually handicapped candidates.

( i ) Each section gets equal weightage : five questions and 10 marks from each section.

I. Teaching Aptitude

Teaching : Nature, objectives, characteristics and basic requirements;

Learners characteristics;

Factors affecting teaching;

Methods of teaching;

Teaching aids;

Evaluation systems.

II. Research Aptitude

Research : Meaning, characteristics and types;

Steps of research;

Methods of research;

Research Ethics;

Paper, article, workshop, seminar, conference and symposium;

Thesis writing : its characteristics and format.

III. Reading Comprehension

A passage to be set with questions to be answered.

IV. Communication

Communication : Nature, characteristics, types, barriers and effective classroom

communication.

V. Reasoning (Including Mathematical)

Number series; letter series; codes;

Relationships; classification.

VI. Logical Reasoning

Understanding the structure of arguments;

Evaluating and distinguishing deductive and inductive reasoning;

Verbal analogies : Word analogy-Applied analogy;

Verbal classification;

Reasoning Logical Diagrams : Simple diagrammatic relationship, multidiagrammatic

relationship; Venn diagram; Analytical Reasoning.

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VII. Data Interpretation

Sources, acquisition and interpretation of data;

Quantitative and qualitative data;

Graphical representation and mapping of data.

VIII. Information and Communication technology (ICT)

ICT : meaning, advantages, disadvantages and uses;

General abbreviations and terminology;

Basics of internet and e-mailing.

IX. People and Environment

People and environment interaction;

Sources of pollution;

Pollutants and their impact on human life, exploitation of natural and energy resources;

Natural hazards and mitigation.

X. Higher Education System : Governance, Polity and Administration

Structure of the institutions for higher learning and research in India; formal and distance

education; professional/technical and general education; value education; governance, polity

and administration; concept, institutions and their interactions.

SAMPLE QUESTIONS

I. Teaching Aptitude

1. Which one of the following is the main objective of teaching ?

(A) To give information related to the syllabus.

(B) To develop thinking power of students.

(C) To dictate notes to students.

(D) To prepare students to pass the examination.

Key : (B)

2. Which one of the following is a good method of teaching ?

(A) Lecture and Dictation.

(B) Seminar and Project.

(C) Seminar and Dictation.

(D) Dictation and Assignment.

Key : (B)

3. Teacher uses teaching aids for

(A) Making teaching interesting.

(B) Making teaching within understanding level of students.

(C) Making students attentive.

(D) The sake of its use.

Key : (B)

4. Effectiveness of teaching depends on

(A) Qualification of teacher.

(B) Personality of teacher.

(C) Handwriting of teacher.

(D) Subject understanding of teacher.

Key : (D)

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5. Which of the following is not characteristic of a good question paper ?

(A) Objectivity.

(B) Subjectivity.

(C) No use of vague words.

(D) Reliable.

Key : (B)

II. Research Aptitude

1. A researcher is generally expected to :

(A) Study of existing literature in a field.

(B) Generate new principles and theories.

(C) Synthesize the ideas given by others.

(D) Evaluate the findings of a study.

Key : (B)

2. One of the essential characteristics of research is :

(A) Replicability.

(B) Generalizability.

(C) Usability.

(D) Objectivity.

Key : (D)

3. The Government of India conducts Census aftger every 10 years. The method of

research used in this process is :

(A) Case study.

(B) Developmental.

(C) Survey.

(D) Experimental.

Key : (C)

4. An academic association assembled at one place to discuss the progress of its work

and future plans. Such an assembly is known as a :

(A) Conference.

(B) Seminar.

(C) Workshop.

(D) Symposium.

Key : (A)

5. An investigator studied the census data for a given area and prepared a write-up based

on them. Such a write-up is called :

(A) Research paper.

(B) Article.

(C) Thesis.

(D) Research report.

Key : (B)

III. Reading Comprehension

Read the following passage and answer the question Nos. 1 to 5.

The Constitution guarantess every citizen the fundamental right to equality. Yet afer 50

years of independence, just one perusal of the female infant mortality figures, the literacy

rates and the employment opportunities for women is sufficient evidence that discrimination

exists. Almost predictably, this gender, bias is evident in our political system as well. In the

13th Lok Sabha, there were only 43 women MPs out of total of 543; it is not a surprising

figure, for never has women's representation in Parliament been more than 10 per cent.

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Historically, the manifestos of major political parties have always encouraged womens

participation. It has been merely a charade. So, women's organizations, denied a place on

merit, opted for the last resort; a reservation of seats for women in parliament and State

Assemblies. Parties, which look at everything with a vote bank in mind, seemed to endorse

this. Alas, this too was a mirage.

But there is another aspect also. At a time when caste is the trump card, some politicians

want the bill to include further quotas for women from among minorities and backward

castes. There is more to it. A survey shows that there is a general antipathy towards the bill.

It is actually a classic case of doublespeak : in public, politicians were endorsing women's

reservation but in the backrooms of parliament, they were busy sabotaging it. The resons

are clear : Men just don's want to vacate their seats of power.

1. The problem raised in the passage reflects badly on our :

(A) Political system.

(B) Social behaviour.

(C) Individual behaviour.

(D) Behaviour of a group of people.

Key : (B)

2. According to the passage, political parties have mostly in mind :

(A) Economic prosperity.

(B) Vote bank.

(C) People' welfare.

(D) patriotism.

Key : (B)

3. "Trump Card" means :

(A) Trying to move a dead horse.

(B) Playing the card cautiously.

(C) Sabotaging all the moves by others.

(D) Making the final jolt for success.

Key : (D)

4. The sentence "Men just don't want to vacate their seats of power" implies :

(A) Lust for power.

(B) Desire to serve the nation.

(C) Conviction in one's own political abilities.

(D) Political corruption.

Key : (A)

5. What is the percentage of women in the Lok Sabha :

(A) 10.

(B) 7.91.

(C) 43.

(D) 9.1.

Key : (B)

IV. Communication

1. Informal communication network within the organization is known as :

(A) Interpersonal communication.

(B) Intrapersonal Communication.

(C) Mass Communication.

(D) Grapevine Communication.

Key : (D)

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2. TV Channel launched for covering only Engineering and Technology subjects is known

as :

(A) Gyan Darshan.

(B) Vyas.

(C) Eklavya.

(D) Kisan.

Key : (C)

3. In which state the maximum number of periodicals are brought out for public

information :

(A) Uttar Pradesh.

(B) Tamil Nadu.

(C) Kerala.

(D) Punjab.

Key : (C)

4. The main objective of public broadcasting system i.e. Prasar Bharti is :

(A) Inform, Entertainment & Education.

(B) Entertain, Information & Interaction.

(C) Educate, Interact & entertain.

(D) Entertainment only.

Key : (A)

5. The competency of an effective communicator can be judged on the basis of :

(A) Personality of communicator.

(B) Experience in the field.

(C) Interactivity with target audience.

(D) Meeting the needs of traget audience.

Key : (D)

V. Reasoning (Including Mathematical)

1. Which one of the following belongs to the category of homogeneous data :

(A) Multi-storeyed houses in a colony.

(B) Trees in a garden.

(C) Vehicular traffic on a highway.

(D) Student population in a class.

Key : (A)

2. In which of the following ways a theory is not different from a belief ?

(A) Antecedent-consequent.

(B) Acceptability.

(C) Verifiability.

(D) Demonstratability.

Key : (B)

3. The state - "Honesty is the best policy" is :

(A) A fact.

(B) A value.

(C) An opinion.

(D) A value judgement.

Key : (D)

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4. Which one is like pillar, pole and standard ?

(A) Beam.

(B) Plank.

(C) Shaft.

(D) Timber.

Key : (A)

5. Following incomplete series is presented. Find out the number which should come at

the place of question mark which will complete the series :

4, 16, 36, 64 ?

(A) 300.

(B) 200.

(C) 100.

(D) 150.

Key : (C)

VI. Logical Reasoning

1. The following question is based on the diagram given below. If the two big circles

represent animals living on soil and those living in water, and the small circle stands

for the animals who both live on soil and in water, which figure represents the

relationships among them.

(A)

(B)

(C)

(D)

Key : (D)

2. Of the following statements, there are two statements both of whcih cannot be true but

both can be false. Which are these two statements ?

( i ) All machines make noise.

( ii) Some machines are noisy.

(iii) No machine makes noise.

(iv) Some machines are not noisy.

(A) (i) and (ii).

(B) (iii) and (iv).

(C) (i) and (iii).

(D) (ii) and (iv).

Key : (C)

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3. In the following question a statement is followed by two assumptions (i) and (ii). An

assumption is something supposed or taken for granted. Consider the statement and the

following assumptions and decide which of the following assumptions is implicit in

the statement.

Statement : We need not worry about errors but must try to learn from our errors.

Assumptions : (i) Errors may take place when we are carrying out certain work.

(ii) We are capable of benefiting from the past and improve our chances

of error-free work.

(A) Only assumption (i) is implicit.

(B) Only assumption (ii) is implicit.

(C) Either assumption (i) or (ii) is implicit.

(D) Both the assumptions are implicit.

Key : (D)

4. The question below is followed by two arguments numbered (i) and (ii). Decide which

of the arrguments is 'strong' and which is 'weak'. Choose the correct answer from the

given below :

(A) (B) (C) (D)

Should the press exercise some self-restraint ?

( i ) Yes, they should not publish news items which may incite the readers to indulge

in wrong practices.

( ii) No, it is the responsibility of the press to present the truth irrespective of the

consequences.

(A) Only the argument (i) is strong.

(B) Only the argument (ii) is strong.

(C) Neither argument (i) nor argument (ii) is strong.

(D) Both the arguments (i) and (ii) are strong.

Key : (A)

5. Study the argument and the inference drawn from that argument, given below carefully.

Argument : Anything that goes up definitely falls down. Helicopter goes up.

Inference : So the helicopter will definitely fall down.

What in your opinion is the inference drawn from the argument ?

(A) Valid.

(B) Invalid.

(C) Doubtful.

(D) Long drawn one.

Key : (D)

VII. Data Interpretation

Four students W, X, Y, Z appeared in four papers, I, II, III and IV in a test.

Their scores out of 100 are given below :

Papers

Students

I II III IV

W 60 81 45 55

X 59 43 51 A

Y 74 A 71 65

Z 72 76 A 68

Where 'A' stands for absent

Read the above table and answer below mentioned questions 1 to 5.

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1. Which candidate has secured between 60-65% marks in aggregate :

(A) W.

(B) X.

(C) Y.

(D) Z.

Key : (A)

2. Who has obtained the lowest average in aggregate :

(A) W.

(B) X.

(C) Y.

(D) Z.

Key : (B)

3. Who has obtained the highest average :

(A) W.

(B) X.

(C) Y.

(D) Z.

Key : (A)

4. In which paper the lowest marks were obtained by the candidates :

(A) I.

(B) II.

(C) III.

(D) IV.

Key : (B)

5. Which candidate has secured the highest percentage in the papers appeared :

(A) W.

(B) X.

(C) Y.

(D) Z.

Key : (D)

VIII. Information and Communication technology (ICT)

1. ICT stands for :

(A) Information common technology.

(B) Information and communication technology.

(C) Information and computer technology.

(D) Inter connected technology.

Key : (B)

2. Computer can :

(A) Process both quantitative and qualitative information.

(B) Store huge information.

(C) process information fast and accurately.

(D) All the above.

Key : (D)

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3. Satellite Communication works through :

(A) Radar.

(B) Transponder.

(C) Receptor.

(D) Transmitter.

Key : (B)

4. A computer is that machine which works more like a human brain. This definition of

computer is :

(A) Correct.

(B) Incorrect.

(C) partially correct.

(D) None of the above.

Key : (A)

5. Information and communication technology includes :

(A) E-mail.

(B) Internet.

(C) Educational television.

(D) All the above.

Key : (D)

IX. People and Environment

1. It is believed that our globe is warming progressively. this global warming will eventually

result in :

(A) increase in availability of usable land.

(B) uniformity of climate at equator and poles.

(C) fall in the sea level.

(D) melting of polar ice.

Key : (D)

2. In which parts of India ground water is affected with arsenic contamination ?

(A) Haryana.

(B) Andhra pradesh.

(C) Sikkim.

(D) West Bengal.

Key : (D)

3. Sunderban in Hooghly delta is known for :

(A) Grasslands.

(B) Conifers.

(C) Mangroves.

(D) Arid forests.

Key : (C)

4. Sardar Sarover dam is located on the river :

(A) Ganga.

(B) Godavari.

(C) Mahanadi.

(D) Narmada.

Key : (D)

5. Which one of the following trees has medicinal value ?

(A) Pine.

(B) Teak.

(C) Neem.

(D) Oak.

Key : (C)

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X. Higher Education System : Governance, Polity and Administration

1. Which one of the following is not considered a part of technical education in India :

(A) Medical.

(B) Management.

(C) Pharmaceutical.

(D) Aeronautical.

Key : (A)

2. Which of the following is a Central University :

(A) Mumbai University.

(B) Calcutta University.

(C) Delhi University.

(D) Madras University.

Key : (C)

3. Identify the main Principle on which the Parliamentary System operates :

(A) Responsibility of Executive to legislature.

(B) Supremacy of parliament.

(C) Supremancy of Judiciary.

(D) Theory of Separation of Power.

Key : (A)

4. The reservation of seats for women in the Panchayat raj Institutions is :

(A) 30% of the total seats.

(B) 33% of the total seats.

(C) 33% of the total population.

(D) In proportion to their population.

Key : (B)

5. Match list I with list II and select the correct answer from the code given below :

LIST I (Institutions) LIST II (Locations)

(1) Indian Veterinary Research Institute ( i ) Pune

(2) Institute of Armament Technology ( ii) Izat nagar

(3) Indian Institute of Science (iii) Delhi

(4) National Institute for Educational planer (iv) Bangalore

and Administrators.

(A) 1 (ii), 2 (i), 3 (iv), 4 (iii).

(B) 1 (ii), 2 (iv), 3 (ii), 4 (iii).

(C) 1 (ii), 2 (iii), 3 (i), 4 (iv).

(D) 1 (iv), 2 (iii), 3 (ii), 4 (i).

Key : (A)

Maharashtra State Eligibility Test for Lectureship (SET) - 2011

Maharashtra State Eligibility Test for Lectureship (SET) -  2011

SET 2011 - SYLLABUS: SUBJECT - EDUCATION

UNIVERSITY OF PUNE

Ganeshkhind, Pune-411007

Maharashtra State Eligibility Test (SET) for Lectureship - Conducted by University of Pune

SYLLABUS: SUBJECT - EDUCATION (SUBJECT Code - 70)

SYLLABUS AND SAMPLE QUESTIONS

Subject Subject

Code No.

70 Education

UNIVERSITY OF

[70] : EDUCATION

SYLLABUS AND SAMPLE QUESTIONS

NOTE : STRUCTURE OF PAPER II AND REVISED STRUCTURE OF PAPER III PLEASE

SEE PAGE NUMBER ONE.

PAPER—II

1. Philosophical Foundation of Education

Relationship of Education and Philosophy

Western Schools of Philosophy :

Idealism, Realism, Naturalism, Pragmatism, Existentialism, Marxism with special reference to the

concepts of knowledge, reality and values their educational implications for aims, contents and

methods of education.

Indian Schools of Philosophy (Sankhya, Vedanta, Buddhism, Jainism, Islamic traditions) with

special reference to the concept of knowledge, reality and values and their educational

implications.

Contributions of Vivekananda, Tagore, Gandhi and Aurobindo to educational thinking.

National values as enshrined in the Indian Constitution, and their educational implications

Modern concept of Philosophy : Analysis-Logical analysis, Logical empiricism and Positive

relativism-(Morris L. Prigge)

2. Sociological Foundations of Education

Relationship of Sociology and Education

Meaning and nature of Educational sociology and Sociology of education

Education-as a social sub-system-specific characteristics

Education and the home

Education and the community with special reference to Indian society

Education and modernization

Education and politics

Education and religion

Education and culture

Education and democracy

Socialization of the child

Meaning and nature of social change

Education as related to social stratification and social mobility

Education as related to social equity and equality of educational opportunities

Constraints on social change in India (Caste, ethnicity, class, language, religion, regionalism)

Education of the socially and economically disadvantaged sections of the society with special

reference to scheduled castes and scheduled tribes, women and rural population

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3. Psychological Foundations of Education

Relationship of Education and Psychology

Process of Growth and Development

—Physical, social, esmotional and intellectual

—development of concept formation, logical reasoning, problem solving and creative

thinking; language development

—individual differences-determinants; role of heredity and environment; implications of

individual differences for organising educational programmes

Intelligence-its theories and measurement

Learning and Motivation

Theories of learning-Thorndike is connectionism; Pavlov’s classical and Skinner’s operant

conditioning; Learning by insight: Hull’s reinforcement theory and Tolman’s theory of learning;

Lewin’s Field theory

—Gagne’s hierarchy of learning

—Factors influencing learning

—Learning and motivation

—Transfer of learning and its theories

Psychology and education of exceptional children-creative, gifted, backward, learning disables

and mentally retarded

Personality-type and trait theories-measurement of personality

Mental health and hygiene-process of adjustment, conflicts and deference mechanism, mental

hygiene and mental health. Sex Education

Guidance

4. Methodology of Educational Research

Nature and Scope of Educational Research

Meaning and Nature

Need and Purpose

Scientific Inquiry and Theory Development-some emerging trends in research Fundamental-

Applied and Action Research

Formulation of Research Problem

Criteria and sources for identifying the problem

Delineating and Operationalizing variables

Developing assumptions and hypothesis in various types of research

Collection of Data

Concept of population and sample

Various methods of sampling

Characteristics of a good sample

Tools and Techniques

Characteristics of a good research tool

Types of research tools and techniques and their uses

Questionnaire-Interviews-Observations

Tests and scales, Projective and sociometric techniques

Major Approaches to Research

Descriptive Research

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Ex-post facto Research

Laboratory Experiment

Field Experiment

Field Studies

Historical Research

Analysis of Data

Descriptive and Inferential Statistics. The null hypothesis, test of significance, types of

error, one-tailed and two-tailed test

The t-test

The F-test (one-way and ANOVA)

Non-parametric tests (Chi-square test)

Biserial, point-biserial, tetrachoric and phi-coefficient of correlation

Partial and multiple correlations

PAPER—III (A)

(CORE GROUP)

Unit

—I

Western Schools of Philosophy :

Idealism, Realism, Naturalism, Pragmatism, Existentialism; with special reference to the concepts

of knowledge, reality and values; their educational implications for aims, contents and methods

of education.

Indian schools of philosophy (Vedanta, Buddhism, Jainism, Islamic traditions) with special

reference to the concepts of knowledge reality and values and their educational implications

Contributions of Indian Thinkers, like Vivekananda, Tagore, Gandhi and Aurobindo to

educational thinking

Unit—II

Meaning and nature, Education and Social change, constraints on social change (caste, ethnicity,

class, language, religion, population and regionalism)

Education as related to social equity and equality of educational opportunities. Education of

socially and economically disadvantage section of society with special reference to scheduled

castes and scheduled tribes, women and rural populations.

Unit—III

Process of Growth and Development

—Physical, social, emotional and intellectual

—development of concept formation, logical reasoning, problem,-solving and creative thinking

language development

Individual differences-determinants-role of heredity and environment. Implications of individual

differences for organising educational programmes

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education_SET syllabus (03-09)

Unit—IV

Intelligence-its Theories and Measurement

Learning and Motivation :

—Theories of learning : Thorndike’s conditions, Pavlov’s classicial and Skinner’s operant

conditioning; learning by insight. Hull’s reinforcement theory and Tolman’s theory of learning

—Gagne’s hierarchy of learning

—Factors influencing learning

—Learning and motivation

—Transfer of learning and its theories

Unit—V

Personality-type and trait theories-measurement of personality

Mental health and hygiene

Process of adjustment, conflicts and defence mechanism, mental hygiene

Unit—VI

Concept and principles of guidance and counselling, types of guidance and counselling

Tools and Techniques of Guidance-records, scales and tests, techniques, interview

Organizing Guidance services at different levels of education, occupational information, kinds

of services, like information, testing, counselling and follow-up

Unit—VII

Sample : Concept of poulation and sample various methods of sampling

Hypotheses : Concept, difference with assumptions, source, various types of hypothesis

Tools : Questionnaire, observation and interview as tools of data collection, tests and scales

Unit—VIII

Descriptive Research, Ex-post facto Research. Survey Research, Historical Research

Experimental Research : Designs of experimental research. characteristics. Internal and external

validity in experimental research

Qualitative Research : Phenomenological research. Ethnomethodical and Naturalistic inquiry

Unit—IX

Universalization of elementary education in India

Vocationalization of education in USA and India

Educational administration in USA, UK (Britain and Ireland) and India

Distance education and continuing education in Australia, UK and India

Unit—X

Construction and Development of Curriculum

—different models

—administrative

—grass root

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—demonstration

—system analysis

Curriculum Evaluation

—formative

—summative

—interpretation of evaluation results

PAPER—III (B)

(ELECTIVE/OPTIONAL)

Elective-I

Development of Modern Concept of Educational Administration from 1900 to Present-day.

Taylorism

Administration as a process

Administration as a bureaucracy

Human Relations Approach to Administration

Meeting the Psychological needs of employees, systems approach specific trends in Educational

Administration such as (a) Decision making, (b) Organizational Compliance, (c) Organizational

Development, (d) PERT, (e) Modern Trends in Educational Management

Leadership in Educational Administration :

Meaning and Nature of Leadership

Theories of Leadership

Styles of Leadership

measurements of Leadership

Educational Planning :

Meaning and Nature

Approaches to Educational Planning

Perspective Planning

Institutional Planning

Educational Supervision :

Meaning and Nature

Supervision as service activity

Supervision as a process

Supervision as functions

Supervision as educational leadership

Modern supervision

Functions of supervision

Planning the supervisory programme

Organizing supervisory programme

Implementing supervisory programme

Elective—II

Educational Measurement and Evaluation concept, scope, need and relevance. Tools of measurement

and evaluation subjective and objective tools, essay test, objective test, scales, questionnaires, schedules,

SET (Education) / 8

education_SET syllabus (03-09)

inventories, performance tests. Characteristics of a good measuring instrument :

Validity

Reliability

Norms

Usability etc.

Test standardization :

Norm-referenced and criterion-referenced tests, scaling-standard scores.

T-scores and C-scores

Steps in the standardization of a test

Measurement of achievement, aptitudes, intelligence, attitudes, interests and skills

Interpretation of test-scores and methods of feedback to students

New trends :

Grading, semester, continuous internal assessment, question bank, uses of computer in evaluation,

qualitative analysis

Elective—III

Meaning and Scope of Educational Technology

—educational technology as systems approach to education

—systems approach in educational technology and its characteristics

—components of educational technology, software, hardware

Multi-media approach in Educational Technology

Modelities of Teaching-difference between teaching and instruction. conditioning and training

Stages of teaching- pre-active, interactive and post-active

Teaching at different levels-memory, understanding and reflective

Modification of teaching behaviour : Microteaching, Flander’s Interaction Analysis, simulation.

Programmed Instruction (origin, types, linear and branching, development of programmed

instruction material-linear/branching model. teaching machines. computer assisted instruction

Models of Teaching : Concept, different families of teaching models.

Designing Instructional System

—formulation of instructional objectives

—task analysis

—designing of instructional strategies, such as lecture, team teaching. discussion, panel

discussion, seminars and tutotrials

Communication Process : Concept of communication. Principles. Modes and Barriers of communication.

Classroom communication (interaction verbal and non-verbal)

Distance Education : Concept, Different contemporary systems, viz., Correspondence. Distance and

open : Student support services: Evaluation Strategies in Distance Education : Counselling Methods

in Distance Education

Development of Evaluation Tools-Norm-referenced and criterion-referenced tests

SET (Education) / 9

education_SET syllabus (03-09)

Elective—IV

Concept and nature of special education

—Objectives

—types

—historical perspective

—integrated education

Education of Mentally Retarded

—characteristics of the retarded

—educable mentally retarded

—teaching strategies

—enrichment programmes

—remedical programmes

—etiology and prevention

—mental hygiene as remediation

Education of the visually impaired :

—characteristics

—degree of impairment

—etiology and prevention

—educational programmes

Education of the Hearing Impaired

—characteristics

—degree of impairment

—etiology and prevention

—educational programmes

Education of the Orthopaedically Handicapped

—types of handicap

—characteristics

—educational programmes

Education of the Gifted and Creative Children

—characteristics

—creativity and identification process

—educational programmes

Learning Disabled Children

—characteristics

—identification

—educational programme

SET (Education) / 10

education_SET syllabus (03-09)

Education of Juvenile Delinquents

—characteristics

—problems of alcoholion, drug adiction

—anti-social and character disorder

—educational programmes for Rehabilitation

Elective—V

Teacher Education : Historical perspective Recommendations of various commissions on teacher

education; Kothari Comission

National Policy on Education

Aims and objectives of teacher education at-

—elementary level

—secondary level

—college level

Teaching as a Profession :

Professional organisations for various levels of teachers and their role:

Performance appraisal of teachers

Faculty improvement programme for teacher education

Types of teacher education programmes and agencies :

Inservice teacher education

Preservice teacher education

Distance education and teacher education

Orientation and Refresher courses

Current Problems :

Teacher education and practicing schools

Teacher education and other institutions

Preparing teachers for special schools

Implementation of curriculum of teacher education

Areas of Research :

Teaching effectiveness

Criteria of admission

Modification of teacher behaviour

School of effectiveness

SET (Education) / 11

education_SET syllabus (03-09)

SAMPLE QUESTIONS

PAPER—II

1. Idealism is a school of thought based on

(A) Ideals

(B) Idea

(C) Practical

(D) Soul

2. Why do people want to move up the ladder in social hirearchy ?

(A) Life chances and quality of life

(B) Society likes people on the upper ladder

(C) Social relations are better

(D) Education is easier on the upper ladder

http://setexam.unipune.ac.in/Syllabus/education_SET%20syllabus.pdf

GATE 2012- GATE Score Card

Graduate Aptitude Test in Engineering - GATE 2012

Last Date : 17 October 2011 (Apply Online)
Start Date : 12 September 2011

Organizing Institute : Indian Institute of Technology Delhi

Graduate Aptitude Test in Engineering (GATE) is an all India examination administered and conducted jointly by the Indian Institute of Science and seven Indian Institutes of Technology on behalf of the National Coordination Board - GATE, Department of Higher Education, Ministry of Human Resource Development (MHRD), Government of India.

Candidates have to Apply only ONLINE. The application fee is Rs 1000/- for GENERAL/OBC/ category and Rs 500/- for SC/ST/PD category candidates.

Date of Online Examination: 29-01-2012 (Sunday)       

Date of Offline Examination: 12-02-2012 (Sunday)

GATE Score Card

Details about the contents of GATE Scorecard will be made available on GATE IIT Delhi website at an appropriate time.

There is no provision for issue of Additional GATE scorecard.

The GATE 2012 Committee has the authority to decide the qualifying score for each GATE paper. In case any claim or dispute arises in respect of GATE 2012, it is hereby made absolutely clear that the Courts and Tribunals in New Delhi and New Delhi alone shall have the exclusive jurisdiction to entertain and settle any such dispute or claim.

GATE 2012- Postgraduate Admissions with MHRD Scholarship

Graduate Aptitude Test in Engineering - GATE 2012

Last Date : 17 October 2011 (Apply Online)
Start Date : 12 September 2011

Organizing Institute : Indian Institute of Technology Delhi

Graduate Aptitude Test in Engineering (GATE) is an all India examination administered and conducted jointly by the Indian Institute of Science and seven Indian Institutes of Technology on behalf of the National Coordination Board - GATE, Department of Higher Education, Ministry of Human Resource Development (MHRD), Government of India.

Candidates have to Apply only ONLINE. The application fee is Rs 1000/- for GENERAL/OBC/ category and Rs 500/- for SC/ST/PD category candidates.

Date of Online Examination: 29-01-2012 (Sunday)       

Date of Offline Examination: 12-02-2012 (Sunday)

Postgraduate Admissions with MHRD Scholarship

As per the directives of the MHRD, the following procedure is to be adopted for admission to postgraduate programmes (Master and Doctoral) with MHRD scholarship/assistantship. The performance of the candidate in GATE will be considered for admission. If the candidate is to be selected through interview for postgraduate programmes, minimum 70% weightage is to be given to the performance in GATE. The remaining weightage (30% maximum) can be given to the candidate's academic record or performance in interview. Candidate opting for a general paper (XE or XL) may be further examined (by interview/written test) by the admitting institution. In such cases also the weightage for performance in GATE should not be less than 70%. The admitting institution will prescribe minimum passing percentage of marks in the interview. Some colleges/institutes specify GATE qualification as the mandatory requirement even for admission without MHRD scholarship/assistantship.

Candidates are advised to seek details of admission procedures and availability of MHRD scholarship/assistantship from the concerned admitting institution. The criteria for postgraduate admission with scholarship/assistantship are different for different admitting institutions. GATE offices will not entertain any enquiry about admission and award of scholarship/assistantship.

It is the responsibility of the admitting institution to award the MHRD scholarship/assistantship to only those candidates who secured marks equal to or more than the "qualifying mark" in the concerned GATE paper and for the corresponding category of the candidate . The management of the postgraduate scholarship/assistantship is also the responsibility of the admitting institution. The GATE committee also has no role in the award or disbursement of scholarship/assistantship. Similarly, reservation of seats under different categories is as per the policies and norms prevailing at the admitting institution and Government of India rules.

A candidate declared "GATE qualified at the time of admission" is entitled for MHRD fellowship for 24 months unless he/she loses it due to poor performance in the registered programme.

The students of Integrated Master Degree and Dual Degree programmes in Engineering/Technology are eligible to appear in GATE 2012 in order to qualify for the postgraduate scholarships in their own institutions only. They are not eligible for admission to a fresh M.E./M.Tech. programme.

GATE 2012 - Syllabus for Microbiology (XL: Section K)

Graduate Aptitude Test in Engineering - GATE 2012

Last Date : 17 October 2011 (Apply Online)
Start Date : 12 September 2011

Organizing Institute : Indian Institute of Technology Delhi

Graduate Aptitude Test in Engineering (GATE) is an all India examination administered and conducted jointly by the Indian Institute of Science and seven Indian Institutes of Technology on behalf of the National Coordination Board - GATE, Department of Higher Education, Ministry of Human Resource Development (MHRD), Government of India.

Candidates have to Apply only ONLINE. The application fee is Rs 1000/- for GENERAL/OBC/ category and Rs 500/- for SC/ST/PD category candidates.

Date of Online Examination: 29-01-2012 (Sunday)       

Date of Offline Examination: 12-02-2012 (Sunday)

Syllabus for Microbiology (XL: Section K)

(Optional Section)

Historical Perspective:

Discovery of microbial world; Landmark discoveries relevant to the field of microbiology; Controversy over spontaneous generation; Role of microorganisms in transformation of organic matter and in the causation of diseases.

Methods in Microbiology:

Pure culture techniques; Theory and practice of sterilization; Principles of microbial nutrition; Enrichment culture techniques for isolation of microorganisms; Light-, phase contrast- and electron-microscopy.

Microbial Taxonomy and Diversity:

Bacteria, Archea and their broad classification; Eukaryotic microbes: Yeasts, molds and protozoa; Viruses and their classification; Molecular approaches to microbial taxonomy.

Prokaryotic and Eukaryotic Cells:

Structure and Function

Prokaryotic Cells:

cell walls, cell membranes, mechanisms of solute transport across membranes, Flagella and Pili, Capsules, Cell inclusions like endospores and gas vesicles; Eukaryotic cell organelles: Endoplasmic reticulum, Golgi apparatus, mitochondria and chloroplasts.

Microbial Growth:

Definition of growth; Growth curve; Mathematical expression of exponential growth phase; Measurement of growth and growth yields; Synchronous growth; Continuous culture; Effect of environmental factors on growth.

Control of Micro-organisms:

Effect of physical and chemical agents; Evaluation of effectiveness of antimicrobial agents.

Microbial Metabolism:

Energetics: redox reactions and electron carriers; An overview of metabolism; Glycolysis; Pentose-phosphate pathway; Entner-Doudoroff pathway; Glyoxalate pathway; The citric acid cycle; Fermentation; Aerobic and anaerobic respiration; Chemolithotrophy; Photosynthesis; Calvin cycle; Biosynthetic pathway for fatty acids synthesis; Common regulatory mechanisms in synthesis of amino acids; Regulation of major metabolic pathways.

Microbial Diseases and Host Pathogen Interaction:

Normal microbiota; Classification of infectious diseases; Reservoirs of infection; Nosocomial infection; Emerging infectious diseases; Mechanism of microbial pathogenicity; Nonspecific defense of host; Antigens and antibodies; Humoral and cell mediated immunity; Vaccines; Immune deficiency; Human diseases caused by viruses, bacteria, and pathogenic fungi.

Chemotherapy/Antibiotics:

General characteristics of antimicrobial drugs; Antibiotics: Classification, mode of action and resistance; Antifungal and antiviral drugs.

Microbial Genetics:

Types of mutation; UV and chemical mutagens; Selection of mutants; Ames test for mutagenesis; Bacterial genetic system: transformation, conjugation, transduction, recombination, plasmids, transposons; DNA repair; Regulation of gene expression: repression and induction; Operon model; Bacterial genome with special reference to E.coli; Phage λ and its life cycle; RNA phages; RNA viruses; Retroviruses; Basic concept of microbial genomics.

Microbial Ecology:

Microbial interactions; Carbon, sulphur and nitrogen cycles; Soil microorganisms associated with vascular plants.

GATE 2012 - Syllabus for Food Technology (XL: Section M)

Graduate Aptitude Test in Engineering - GATE 2012

Last Date : 17 October 2011 (Apply Online)
Start Date : 12 September 2011

Organizing Institute : Indian Institute of Technology Delhi

Graduate Aptitude Test in Engineering (GATE) is an all India examination administered and conducted jointly by the Indian Institute of Science and seven Indian Institutes of Technology on behalf of the National Coordination Board - GATE, Department of Higher Education, Ministry of Human Resource Development (MHRD), Government of India.

Candidates have to Apply only ONLINE. The application fee is Rs 1000/- for GENERAL/OBC/ category and Rs 500/- for SC/ST/PD category candidates.

Date of Online Examination: 29-01-2012 (Sunday)       

Date of Offline Examination: 12-02-2012 (Sunday)

Syllabus for Food Technology (XL: Section M)

(Optional Section)

Food Chemistry and Nutrition:

Carbohydrates: Structure and functional properties of mono- oligo-polysaccharides including starch, cellulose, pectic substances and dietary fibre; Proteins: Classification and structure of proteins in food; Lipids: Classification and structure of lipids, Rancidity of fats, Polymerization and polymorphism; Pigments: Carotenoids, chlorophylls, anthocyanins, tannins and  myoglobin; Food flavours: Terpenes, esters, ketones and quinones; Enzymes: Specificity, Kinetics and inhibition, Coenzymes, Enzymatic and non-enzymatic browning; Nutrition: Balanced diet, Essential amino acids and fatty acids, PER, Water soluble and fat soluble vitamins, Role of minerals in nutrition, Antinutrients, Nutrition deficiency diseases.

Food Microbiology:

Characteristics of microorganisms: Morphology, structure and detection of bacteria, yeast and mold in food, Spores and vegetative cells; Microbial growth in food: Intrinsic and extrinsic factors, Growth and death kinetics, serial dilution method for quantification; Food spoilage: Contributing factors, Spoilage bacteria, Microbial spoilage of milk and milk products, meat and meat products; Foodborne disease: Toxins produced by Staphylococcus, Clostridium and Aspergillus; Bacterial pathogens: Salmonella, Bacillus, Listeria, Escherichia coli, Shigella, Campylobacter; Fermented food: Buttermilk, yoghurt, cheese, sausage, alcoholic beverage, vinegar, sauerkraut and soya sauce.

Food Products Technology:

Processing principles: Canning, chilling, freezing, dehydration, control of water activity, CA and MA storage, fermentation, hurdle technology, addition of preservatives and  food additives, Food packaging, cleaning in place and food laws.; Grain products processing: Milling of rice, wheat, and maize, parboiling of paddy, production of bread, biscuits, extruded products and breakfast cereals, Solvent extraction, refining and hydrogenation of oil; Fruits, vegetables and plantation products processing: Extraction, clarification concentration and packaging of fruit juice, Production of jam, jelly, marmalade, squash, candies, and pickles, pectin from fruit waste, tea, coffee, chocolate and  essential oils from spices; Milk and milk products processing: Pasteurized and sterilized milk, cream, butter, ghee, ice-cream, cheese and milk powder; Animal products processing: Drying and canning of fish, post mortem changes, tenderization and freezing of meat, egg powder.

Food Engineering:

Mass and energy balance; Momentum transfer:  Flow rate and pressure drop relationships for Newtonian fluids flowing through pipe, Characteristics of non-Newtonian fluids - generalized viscosity coefficient and Reynolds number, Flow of compressible fluid, Flow measurement, Pumps and compressors; Heat transfer: Heat transfer by conduction, convection, radiation, boiling and condensation, Unsteady state heat transfer in simple geometry, NTU- effectiveness relationship of co-current and counter current double pipe heat exchanger; Mass transfer: Molecular diffusion and Fick's Law, Steady state mass transfer, Convective mass transfer, Permeability of films and laminates; Mechanical operations: Energy requirement and rate of operations involved in size reduction of solids, high pressure homogenization, filtration, centrifugation, settling, sieving, flow through porous bed, agitation of liquid, solid-solid mixing, and single screw extrusion; Thermal operations: Energy requirement and rate of operations involved in process time evaluation in batch and continuous sterilization, evaporation of liquid foods, hot air drying of solids, spray and freeze-drying, freezing and crystallization; Mass transfer operations: Properties of air-water vapor mixture; Humidification and dehumidification operations

GATE 2012 - Syllabus for Zoology (XL: Section L)

Graduate Aptitude Test in Engineering - GATE 2012

Last Date : 17 October 2011 (Apply Online)
Start Date : 12 September 2011

Organizing Institute : Indian Institute of Technology Delhi

Graduate Aptitude Test in Engineering (GATE) is an all India examination administered and conducted jointly by the Indian Institute of Science and seven Indian Institutes of Technology on behalf of the National Coordination Board - GATE, Department of Higher Education, Ministry of Human Resource Development (MHRD), Government of India.

Candidates have to Apply only ONLINE. The application fee is Rs 1000/- for GENERAL/OBC/ category and Rs 500/- for SC/ST/PD category candidates.

Date of Online Examination: 29-01-2012 (Sunday)       

Date of Offline Examination: 12-02-2012 (Sunday)

Syllabus for Zoology (XL: Section L)

(Optional Section)

Animal world:

Animal diversity, distribution, systematics and classification of animals, phylogenetic relationships.

Evolution:

Origin and history of life on earth, theories of evolution, natural selection, adaptation, speciation.

Genetics:

Principles of inheritance, molecular basis of heredity, mutations, cytoplasmic inheritance, linkage and mapping of genes.

Biochemistry and Molecular Biology:

Nucleic acids, proteins, lipids and carbohydrates; replication, transcription and translation; regulation of gene expression, organization of genome, Kreb's cycle, glycolysis, enzyme catalysis, hormones and their actions, vitamins.

Cell Biology:

Structure of cell, cellular organelles and their structure and function, cell cycle, cell division, chromosomes and chromatin structure. Eukaryotic gene organization and expression (Basic principles of signal transduction).

Animal Anatomy and Physiology:

Comparative physiology, the respiratory system, circulatory system, digestive system, the nervous system, the excretory system, the endocrine system, the reproductive system, the skeletal system, osmoregulation.

Parasitology and Immunology:

Nature of parasite, host-parasite relation, protozoan and helminthic parasites, the immune response, cellular and humoral immune response, evolution of the immune system.

Development Biology:

Embryonic development, cellular differentiation, organogenesis, metamorphosis, genetic basis of development, stem cells.

Ecology:

The ecosystem, habitats, the food chain, population dynamics, species diversity, zoogerography, biogeochemical cycles, conservation biology.

Animal Behaviour:

Types of behaviours, courtship, mating and territoriality, instinct, learning and memory, social behaviour across the animal taxa, communication, pheromones, evolution of animal behaviour