She's just 18, but Akanksha Sarda has already made history. She is the first Indian woman to win a gold medal at the International Physics Olympiad. "It's an amazing feeling...It hasn't sunk in yet. People say girls aren't good at physics, I think I have made a point here," said Akanksha Sarda, Gold Medalist, International Physics Olympiad. Akanksha Sarda knows how precious this medal is and she refuses to take it off. The 18-year-old is the first Indian woman to win a gold medal at the International Physics Olympiad.

There's no formula to crack JEE

Akanksha Sarda, the all-India female topper of the this year's IIT-JEE exam, has yet another laurel to add to her list — she is now the first Indian girl to win a gold medal at the International Physics Olympiad (IphO). The announcement was made on Saturday afternoon in Zagreb, Croatia, where the 41st IphO 2010 was held from July 17 to 25.

Information and Communication Technology has permeated in every walk of life affecting the technology fields such as launching satellites, managing businesses across the globe and also enabling social networking. The convergence of computer, communication and content technologies, being known as ICT, have attracted attention of academia, business, government and communities to use it for innovative profitable propositions. Year by year it is becoming simpler to use devices such as desktop palm top, iPod etc.

21st century is characterized with the emergence of knowledge based society wherein ICT plays a pivotal role. In its vision, the National Policy on ICT in School Education by MHRD, Govt. of India, states “The ICT policy in School Education aims at preparing youth to participate creatively in the establishment, sustenance and growth of a knowledge society leading to all around socio economic development of the nation and global competitiveness”. The policy envisages three stages of ICT implementations at school level – ICT literacy and Competency Enhancement, ICT enabled teaching – learning and introduction of ICT related elective subjects at Senior Secondary level. The National curriculum framework 2005 (NCF 2005) has also highlighted the importance of ICT in school education. With this backdrop, major paradigm shift is imperative in education characterised by imparting instructions, collaborative learning, multidisciplinary problem-solving and promoting critical thinking skills.

Government of India has announced 2010-2020 as the decade of innovation. Reasoning and Critical thinking skills are necessary for innovation. Foundation of these skills is laid at school level. It is desirable that affordable ICT tools and techniques should be integrated into classroom instructions right form primary stage so as to enable students develop their requisite skills. Most of the tools, techniques and tutorials are available in Open domain and accessible on web. Further to circular number 7 dated 22 Feb 2010 wherein the NCERT had invited responses from teachers involved in the teaching and learning of Mathematics at the senior secondary stage to acquire the skills for using the World Wide Web,the CBSE would like to extend it to all subjects and all classes.

CBSE i - Leading for Change

Aims:

• to develop strategies that improve their reasoning ability.
• to use trial and improvement techniques
• to make hypotheses and resolve them
• to develop Computational Skills along with reasoning, analysis, synthesis and logic
• to develop skills of approximation, estimation, measurement
• to be able to identify patterns
• to promote logical and spatial intelligences
• Mathematics Lab activities - an integral, compulsory part of the Math curriculum examinable from classes VI to X.

Information and Communications Technology:

• to help students assess the impact of new technologies on society
• to train them to use these productively.
• to help students understand and use common software applications
• to enhance their ability to access, evaluate and research information

Aims:

• To develop an understanding of eco-systems and their interrelations.
• To develop an awareness about the utilization, overexploitation of natural resources.
• To recognize the need for keeping pollution under control in order to maintain the quality of life.
• To develop the ability to identify, analyze and reflect upon different environmental concert ns.
• To acquire skills to collect, analyze and interpret data and information relating to environmental problems.
• To develop skills for effectively tackling problems related to the local environment.
• To adopt practices that help in promoting balance in nature by making judicious utilization of resources and materials.
• To acquire leadership qualities through participation in specifically designed activities.
• To develop love, affection, sensitivity and a sense of responsibility towards all living beings.
• To participate in activities and programmers for protecting, preserving and conserving the environment and its resources.
• To appreciate and respect legal provisions for protection of animals and plants.
• To imbibe the essence of environmental values and ethics in order to live in harmony with nature.

CLASS IX

There will be one paper of two hours duration carrying 80 marks and Internal Assessment of 20 marks.
The theory paper will have two sections:
Section A (Compulsory) will contain short answer questions covering the entire syllabus.
Section B will consist of questions, which will require detailed answers. There will be a choice of questions in this section.

Aims:
The learner

• To develop an in-depth understanding of various environmental issues and concerns of national and global importance.
• To develop a balanced view of the relationship between environment and development.
• To understand basic concepts related to sustainable development vis-à-vis improvement of quality of life.
• To develop a deeper concern for the environment and a sense of commitment and responsibility to take proactive action.
• To appreciate the variety in living organisms and recognize India as a mega- diversity nation.
• To appreciate the role of the individual, community, national and international agencies in resolving environmental problems.
• To practice ways of bringing about qualitative improvement in the environment by assuming leadership role.
• To identify self with one's environment with an attitude to personally contribute towards its improvement.
• To respect customs and traditions related to local conservation practices and accept indigenous eco-friendly technologies.
• To develop skills to undertake and participate in investigative studies on various environmental issues; and
•  To motivate others and participate in social and community activities in dealing with environmental problems.

CLASS XI

There will be two papers in the subject:
Paper I: Theory - 3 hours …70 marks
Paper II: Practical/Project Work - … 30 marks

Aims:

• To understand facts and concepts concerning various aspects of the environment.
• To recognize dependence of human life on the environment.
• To identify local and region specific environmental problems.
• To understand the role of individuals, society and the government in protection, preservation and conservation of environment.
• To develop awareness about rules, regulations and legal provisions for protection, preservation and conservation of the environment.
• To develop skills for observation, collection, comparison, classification, analysis and communication.
• To make judicious use of resources.
•  To adopt proper ways for management and disposal of waste.
•  To develop awareness, desirable skills and attitudes and appreciation for the protection, preservation and conservation of the environment and cultural heritage.
• To imbibe values like love and respect for nature and its laws, respect for the rights of others including animals.

The content of Environmental Education will have to be further strengthened in its cognitive, affective  nod co native components by providing additional inputs in the form of investigations, projects, co-scholastic activities and the like. This will facilitate development of necessary awareness, attitudes and skills for promoting positive participatory action.

Classes I - V

Aims:

1. To recognize common objects, plants and animals in the immediate surroundings.
2. To acquire skills of observation, collection of information, classification, description and self-expression concerning various environmental phenomena.
3. To observe simple rules for healthy living and safe storage of food and water.
4. To practice proper ways of waste disposal.
5. To develop habits for protection of self as well as the surroundings.
6. To express love for the environment through drawing, painting, dancing, singing, gardening, tree plantation and other activities.
7. To take care of and shows concern for all living beings.
8. To develop attitudes desirable for conservation of environment; and
9. To imbibe values like love for nature, respect for rights of animals, care of plants and other living beings and protection of the environment.

Classes I - II

In classes I and II the entire transaction process should be woven around the child‘s immediate environment with the teacher being perceived as a curriculum constructor. The curriculum for Environmental Education for these classes should be transacted through language, mathematics and the Art of Healthy and Productive Living (AHPL).

Primacy to Art Education:

The importance of arts in the education system has been repeatedly discussed and recommended over the decades. Rather than encouraging the pursuit of arts the education system in the country tends to relegate arts to be ‘useful hobbies’ and ‘leisure activities’. The National Curriculum Framework (NCF) – 2005 reiterates the importance of Art Education at all stages of school education so that ‘we retain our unique cultural identity in all its diversity’. NCF – 2005 recommends four major areas of Art Education at the Secondary and Senior Secondary stages. These include Music, Dance, Visual Arts and Theatre. NCF – 2005 also stipulates that students must be introduced to the rich and varied art traditions in the country with due emphasis on learning rather than teaching. The approach should be participatory, interactive and experiential, rather than instructive. Such an approach should foster self-expression and self-awareness among children. It should create aesthetic awareness and develop imagination, enhance confidence in movement and speech, promote tolerance and sensitivity.

National Bal Bhawan: Bal Shree programme:

The National Bal Bhawan has played a vital role in the promotion of Arts throughout the length and breadth of the country. Currently there are 73 state and district Bal Bhawans in the country. The National Bal Bhawan has instituted a system of honouring talented children in different age groups in the year 1995 through the Bal Shree scheme.

The Bal Shree programme recognizes talent in the following areas:
1. Creative Performance
2. Creative Arts
3. Creative Scientific Innovations
4. Creative Writing

The National Bal Bhawan makes a selection of creative children through activities conducted at three levels, viz:
1. Local level by organizing 2-day camps in which 8 children (2 in each stream) are identified at the local level 2.
2. Zonal Levels by organizing 3 days camps in which local experts, specialists from six zones, namely North, East, West, Central, South-I and South -II participate for selection of children
3. National Levels by organizing 4 day camps from the six zones in the country. A panel of experts and resource persons representing the four streams are identified to observe and assess the creativity of children. On an average 150 children participate in the National level camp and approximately 50 children are chosen for the Bal Shree honour.

Summative Assessment I for the first term (April – September, 2010)
One Theory Paper 2 hours 20 marks
One Practical Paper 1 hour 60 marks

A. Design of the Question Paper for the Theoretical Examination.
01. The question paper will include questions from the following topics

Summative Assessment I for the first term (April – September, 2010)
One Theory Paper 2 hours 20 marks
One practical paper 1 hour 60 marks

A. Design of the question paper for the Theoretical examination.
01. The question paper will include questions from the following topics –

• Functions of important parts of typewriter.
• Elementary knowledge about display of letters and tabulation – Margin setting.
• Knowledge of cutting stencils and use of correcting fluid.

02. Weightage to different forms of questions.

Time 3 hours Maximum Marks 80

The Question paper is divided into 4 sections:

Section A Reading Comprehension 10 marks
Section B Writing Skills 25 marks
Section C Grammar 30 marks
Section D Culture & Civilization 15 marks

As in the previous years, the first edition of the CBSE Heritage India Quiz will start from August 2010. Teams will be identified on the basis of their performance in the first round of written preliminary quiz to be conducted in August, 2010. Each school will be represented by three students forming a team who may be selected from classes IX to XII.

The preliminary written examination of the CBSE Heritage India Quiz, 2010 will be conducted on SATURDAY, 28TH AUGUST, 2010 in different centres across the country and also in a few centres abroad. The first stage of the quiz will be a multiple choice type written quiz wherein the correct answer is to be marked on the OMR answer sheet by darkening the appropriate circle.

The details of the quiz are as under:-

• The proposed CBSE –Heritage India Quiz will be held on Saturday, 28th August, 2010
• The timings of the examination will be from 10.30 a.m. to 12.00 noon. The candidates have to be present at the centre allotted at 10.00 a.m.
• Each school will be represented by three candidates. These candidates will be students from classes IX to XII.
• The candidates will carry bonafide certificate issued by the Principal of respective schools and the photocopy of the letter sent to the school.
• Roll Number is allotted to each candidate and it has to be mentioned CAREFULLY on first page of the OMR answer sheet. Candidate should affix their signatures in the space provided for this purpose in the OMR answer sheet.
• Each candidate will write his/her name, code no. of the centre of examination on the OMR answer sheet at the space marked for the same.
• No candidate will be allowed to leave the examination hall till the completion of the examination. The candidates will be allowed to take the question paper with them.

Post Metric Scholarship Program 2010 by APSMFC

Andhar Pradesh State Minorities Finance Corporation Ltd.
5th Floor Haj House, Nampally
Hyderabad 500001
AP, INDIA

Andhra Pradesh State Minorities Finance Corporation (APSMFC) invites application fof candidates for post-metric scholarship programme 2010.

Eligibility for Scholarship Program:

1. Student pursuing studies from class XI to Ph.D including Technical and vocational courses (Those courses which are not covered in Merit Cum Means based Scholarship)
2. Annual income of Parent / Guardian from all sources does not exceed Rs.2.00 lakhs
3. Secured not less than 50% marks in the previous final examination
4. The Educational institution should be recognized by the competent authority
5. The course in which the student is admitted should be recognized by competent authority
6. It is compulsory to fill up all the pages of the application form.
7. It is necessary to fill up all the * marked fields in the application form (otherwise the application will not be accepted)
8. Obtain a print out of the filled in application form and submit the same through the institution along with all required enclosures.
9. Please Note down Your Token number after filling the Application as it is to be used for further references