A TOUR TO BHOJPUR

A TOUR TO BHOJPUR

LAST SUNDAY (ON 07 OCTOBER,2012) WE WENT ON ONE DAY TOUR TO BHOJPUR WITH SCHOOL STUDENTS AND STAFF.
WE STARTED OUR JOURNEY FROM VILLAGE GHANA TUNDA AT 7:30 A.M.
WE HAD VISITED CHHEEND MANDIR, HINGLAAJ MANDIR, BARI, JANGAL BABA AND THE BHOJPUR TEMPLE IN THE LAST.
THAT WAS AN EXCITING EXPERIENCE TO THE STUDENTS OF GOVT.MIDDLE SCHOOL GHANA TUNDA, BECAUSE ALL STUDENTS VISITED THE BHOJPUR TEMPLE FIRST TIME IN HIS LIFE. THAT WAS A NICE TRIP FOR THE STUDENTS.

ABOUT BHOJPUR TEMPLE:

BHOJPUR IS SMALL VILLAGE VERY NEAR FROM BHOPAL. WE MAY REACH BHOJPUR BY BUS OR TAXI. IN BHOJPUR, THERE IS A GREAT LORD SHIVA TEMPLE. BHOJPUR TEMPLE HAS A GREAT RELIGIOUS IMPORTANCE ALSO.

ABOUT CHHEEND DHAM:

CHHEEND DHAM IS SITUATED IN RAISEN DISTTRICT, NEAR TO BARELI TOWN. THERE IS A GREAT "HANUMAAN JI KA MANDIR". THIS PLACE IS VERY FAMOUS IN RAISEN, BHOPAL, VIDISHA, HOSHANGABAD, SEEHOR, NARSINGHPUR AND OTHER DISTRICTS OF MADHYA PRADESH. "CHEEND DUSSEHRA" IS VERY FAMOUS. CHHEEND TEMPLE IS ONE OF THE FAMOUS HINDU TEMPLE OF RAISEN DISTRICT (MADHYA PRADESH).

HINGLAJ MANDIR, BARI

HINGLAJ TEMPLE IS A VERY FAMOUS HINDU TEMPLE. IT IS IN BARI, DISTRICT RAISEN, M.P. IT IS ABOUT 2 K.M. AWAY FROM BARI BUS STAND (NATIONAL HIGHWAY NO.12).

THE FAMOUS PLACES OF RAISEN DISTRICT OF MADHYA PRADESH (INDIA)READ IN HINDI:

Nhan okys nknkth dk njckj

Nhan njckj cjsyh ds cgqr ikl gS Nhan dk efUnj u flQZ jk;lsu ftyk esa cfYd vklikl ds dbZ ftyks esa Hkh cgqr izfl) gSA izfr eaxyokj ;gka gtkjsk n’kZukFkhZ guqekuth ds n’kZu djusa vkrsa gS vksj Nhan njckj ls guqeku th dk vk’khZckn ysdj tkrsa gS lky Hkj ;gka Hk.Mkjs] vkSj dbZ /kkfeZd dk;Zdze pyrsa jgrsa gS Nhan dk n’kgjk Hkh cgqr izfl) n’kgjk gS tks ;gk cMh /kqe/kke ls euk;k tkrk gS vkus okys dqN c"kkasZa esa ;g LFkku iwjs Hkkjr esa izfl) gksus ckyk gSA ;gka dh guqekuth dh ewfrZ dh vn~Hkqr efgek gS A

Nhan dSls igWqps \ (HOW TO REACH CHHEEND?)

Nhan dk izfl) efaUnj  jk;lsu ftys ds izeq[k rglhy  cjsyh  ds xzzke Nhan esa fLFkr gSA ;g efUnj cjsyh ls yxHkx 6 fdyksehVj dh nwjh ij fLFkr gSA Nhan N.H. 12 ls Hkh 6 fd-eh- dh nwjh ij gSA iwjs o"kZ Hkj igqWpus ds fy;s iDdh laMd dh lqfo/kk gSA

fgaxykt nsoh dk efUnj ckMh

(HINGLAJ TEMPLE BARI, DISTRICT RAISEN)

fgxyakt efUnj ftyk jk;slu dh ckMh rglhy esa fLFkr gS ;g jk"Vªh; jktekxZ 12 ckMh ls 2 fdyksehVj vUnj fLFkr gS ;gk ij nwj nwj ls cgqr ls J`)kyq n’kZu ds fy;s vkrsa gSA ;gkW ij fgxaykt nsoh dk izkphu efUnj gS vkSj efUnj ls yx dj lLd`r ikB’kkyk gS foxr dqN o"kksZ ls ;gka ij lqUnj O;oLFkk,sa dh tk jgh gaSaA

esjk ;g vkys[k ’kSf{kd Hkze.k ds vykok jk;lsu ftys ds egRoiw.kZ /kkfeZd LFkyksa ds ckjs esa Hkh gS] ilaUn vk;s rks 'ks;j t:j dhft;saA 

(ONLY SELECTED PHOTOS POSTED ON THE BLOG DUE TO SOME REASONS)

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INNOVATION IN GNMS GHANA TUNDA

CELEBRATING THE NEW YEAR

Activities and celebrations have a great educational importance for schools. In any school, there are several festivals were celebrated, but we can make these activities very interesting and inspiring for our students. I did some activities in my school for students. We got very positive and inspiring results by these activities. Teacher has an important responsibility towards the students. Sometimes teacher has to do something innovative and he gets innovative outputs also. It is a great opportunity to develop the team spirit and leadership quality among the students. Middle schools have a great importance of innovative middle school programs. Teachers should have to be prepare to use innovative ideas in education. There are a lot of innovation programs for middle schools. some are technology based; using new technology in education, while some are of another kind.

New year celebration is not so usual activity for schools in so many countries, but the celebration of the new year and find its educational importance is an useful thing. Our motto should be positive and optimistic. If we do with a positive thinking and attitude, than we may able to find out awesome results. Doing something innovative in our school is a great opportunity for students and it is a great opportunity for teachers to make a good environment in school also. Here I am describing an activity that was done with an educational motto.

2 SAAL PEHLE MAINE APNE SCHOOL MIDDLE SCHOOL GHANA TUNDA ME NAYE SAAL PAR EK NAYI GATIVIDHI KI.

31 December Ko saare school ki safaee ki aur 1^st January ko saare school ko sajaya.

Saare students ko bada majaa aaya.

Sanyog se B.A.C. mahoday, janshikshak aur B.R.C.C. mahoday bhi us karyakram me shaamil hue.

SAARE STUDENTS ME US SAAL GAJAB KA UTSAH RAHA AUR ADHIKAARIYO DWARA BHI IS INNOVATION KO SARAHA GAYA.

ANIL SAHU GNMS GHANA TUNDA

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There’s a role for our college as WSU plans take off in Everett

(cross posted from my dean's blog)

I didn’t expect to spend the Thursday before the Independence Day holiday traveling to Western Washington. Especially not in a four-seater charter plane out of Pullman-Moscow International in the company of President Elson S. Floyd and Murrow College Dean Larry Pintak. But when the university president invites you to a meeting and offers you a ride …

When we landed at Paine Field, our plane was dwarfed by Boeing jets stacked up, awaiting insignia painting for many countries around the world. From there, we drove to three meetings with stakeholders in WSU’s initiative to operate the present University Center in Everett, starting in 2014.

We met in the lovely new convention center in Everett’s harbor area, joined by several other WSU deans and partner institution officials. Also present was WSU Spokane Chancellor Brian Pitcher, whose Riverpoint campus is seen as a model for what WSU’s effort in Everett could become.

WSU’s first order of business in Everett will be to establish mechanical and electrical engineering programs, modeled on what we already offer in Bremerton. The programs will involve a clinical faculty member, distance education via video, and summer study in Pullman. But the stakeholders in Everett — including the mayor, Chamber of Commerce representatives, and state legislators — also want programs in nursing, media arts and, importantly, education. At the meeting, I shared my eagerness for the College of Education to provide educational opportunities to local school administrators, and to teachers in the fields of science, technology, engineering and mathematics. Western Washington University has traditionally provided education course work in Everett, and I look forward to working with them.

President Floyd said it is premature to think of Everett as being the fifth WSU campus. For now, we are exploring the opportunity and learning how we can collaborate. An advisory board and planning committee are already at work.

I am proud that the College of Education is so well represented in the leadership of this initiative. Paul Pitre of our Vancouver faculty will oversee WSU’s developments at Everett in the coming year. Joan Kingrey, our academic director in Spokane, led the discussions at the Everett meeting. And President Floyd has his faculty appointment in our college.

Our plane took off from Paine Field just before 5 p.m. I rode shotgun. Heading east, we flew above a blanket of clouds over the Cascades, with Mount Rainier peeking above that, off the right wing. A half hour later, I could see in the distance lush green fields, and Kamiak and Steptoe buttes. It was thrilling to see Pullman edge closer as we sped home. It was a fun and inspiring day.

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War on Teachers?

Cross-posted from JDS Social Issues:

From my inbox almost two months ago:

So, where did this war on teachers, and other public employees come from? I certainly didn't see that coming.

A former colleague (a faculty member in a humanities department) was responding directly to word that Pennsylvania was cutting P-12 funding and slashing state support for public higher education. But her consciousness was framed by events in Wisconsin and elsewhere.

So I have been paying attention to the news in a new way. Is my colleague right? Is there a “war on teachers”? I think she may right that there is a “war” going on but I’m having a little more difficulty determining just what it is we are fighting about and fighting for. Are teachers the target? Or are teachers collateral damage in a larger struggle –because teachers (and their students) don’t fight back and because everybody feels entitled to an “expert” opinion about educational matters generally?

I hope to think more about this over the summer and invite any readers to join in with news items, anecdotes and analyses that help us all figure out where we want to stand in what is clearly a struggle for the social, economic, political and educational terrain within our own communities and our nation.

Here are a couple for starters:

• Randy Turner, commenting on the Huffington Post about new education legislation in Missouri, asks whether public school teachers are an “endangered species”? His question is motivated by regulatory proposals that seem to suggest that all teachers are lazy perverts.

http://www.huffingtonpost.com/randy-turner/public-school-teachers-ar_b_861407.html

• Paul Mucci, a fifth grade NBPTS certified teacher, asks

http://www.tcpalm.com/news/2011/may/16/paul-mucci-since-when-did-teachers-become-the/

“since when did teachers become the bad guys?” Mucci is in Florida where education is rapidly being “reformed” on the backs of teachers: “elimination of teacher tenure, teacher pay based on student performance, increasing teacher contributions to the Florida Retirement System, raising the retirement age/years of service, increasing student testing and reducing the number of "core" classes to name a few.”

He conveys his demoralization clearly:

“More important, gone is the respect teachers once had. The steady erosion of respect is palpable in parent conferences, in line at the grocery store and in politicians' statements in the media.

As one legislator said to me, ‘The public deserves accountability they deserve to know how their tax dollars are being spent.’ In one respect, he is right, but what good are numbers and test results if we lose our integrity, our compassion, our humanity along the way?”

Mucci notes that it is ironic that the rhetoric is all about “good teachers” but in the process they are destroying any chance of respect [for teachers].

• Bill Haslam, Governor of my new home state of Tennessee apparently hasn’t met any Paul Mucci type teachers. Last week he rejected the Tennessee Education Association’s claim that “teacher morale is flagging,” despite passing measures that limit collective bargaining and proposing others that would end any licensure for educational professionals. (More on events in Tennessee in the days to come.)

http://www.dnj.com/article/20110527/NEWS01/110526017/Haslam-rejects-claims-teacher-morale-flagging

As someone who spends a fair amount of time cultivating partnerships with public schools so that we can jointly (university/school) provide substantive and challenging but guided practical experience for teacher candidates, my sense is that teacher morale is fragile at best. Neither principals nor teachers – no matter how accomplished --generally feel free to take on novice teacher candidates. Even when they can identify the value of teaching collaboratively with a young person with energy and ideas, they are hesitant, even fearful, about jeopardizing their compensation and even their jobs (based largely on student test scores). Everybody is looking over both shoulders at once.

What do these snippets suggest?

Whether or not there is a war on teachers, teachers are feeling under siege. And the march of legislation that targets the teaching profession is undeniable. But the point of the legislation is harder to tease out. Limiting collective bargaining might be a cost-cutting measure. It might be an undercut-the-unions measure (my favorite theory with thanks to Jon Stewart and Rachel Maddow). The undercut-the-unions theory is supported by proposals in Tennessee to get rid of teacher licensure all together. Put this together with the appointment of a new Commissioner of Education with a Teach for America and charter school background and it does appear that the war is not on “teachers” per se but on the public school “establishment” (whatever that is).

The point then is an utterly free market for education? (Odd that we would seek a free market for the development of human capital when we have no such truly free market for any other commodity – oil subsidies, farm subsidies, interstate highway systems anyone?)

But this is a kaleidoscopic phenomenon, I think, and this particular ideological interpretation is just today’s turn of the barrel. What does it look like to you? What will it look like tomorrow?

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Scholarship winners, life's winners

(cross posted from my dean's blog)

Forty-seven percent. Within that statistic is news both wonderful and sobering.

Nearly half of all of the graduate students who received College of Education scholarships for 2011-12 are the first in their families to go to college. That’s the wonderful part. Those future educators are realizing the American dream of self-improvement. But the number also speaks to the need for financial support, which is especially acute for first-generation students and their families.

This spring, faculty and staff volunteers reviewed the scholarship applications. They weighed the students’ accomplishments and goals and stretched the contributions of our generous donors to award 96 scholarships totaling $171,150. The average per student was $1,782.

Amy Cox of our development team, who coordinates the scholarship selection effort, provided those statistics. Others that might interest you:

In all, 98 graduate students and 453 undergraduates applied for scholarship assistance.
Scholarships were awarded to 24 juniors, 31 seniors, and 41 master’s and doctoral degree candidates.
Twenty-eight percent of the scholarship winners are minority students. The largest groups represented were Hispanic/Latin America (seven) and Asian Pacific American (five).
Seventy percent of scholarship winners are women.
Seventy-six are enrolled in Pullman, six in Vancouver, eight in Tri-Cities.

More compelling than the numbers, of course, are the people they represent. Here are two examples:

Israel Martinez of Walla Walla starts our Master in Teaching program this summer. Israel, the first in his family to get a college degree, wrote in his application: “It has taken a lot of hard work and dedication, such as working two part-time jobs while being a full-time student, working overtime in the orchards during the summers to save enough money to stay in school.”

Kelly Frio’s home town is Brush Prairie, Washington. That’s near Vancouver, where she is working on an undergraduate teaching degree. She has a perfect 4.0 grade point average. One of her goals, she wrote, is to instill an appreciation of the elderly in her own children and those she works with. “The wealth and skills and knowledge that our senior citizens possess is often not only unappreciated, but dismissed.”

My congratulations to all of our scholarship winners and my thanks to those who support our scholarships. We only wish we could do more, for more. If you would like to help, look here for information.

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