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Showing posts with label LATTER. Show all posts
Showing posts with label LATTER. Show all posts

Sunday, 1 September 2019

Gujarat Rajy Prathmik shikshak sangh ni sankan samiti ni bethak babat all news

Gujarat Rajy Prathmik shikshak sangh ni sankan samiti ni bethak babat all news

Gujarat Rajy Prathmik shikshak sangh ni sankan samiti ni bethak babat all news



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Buying a home is dream for many people. Owing to the rising price of properties, it has almost become impossible for an average earning person to buy a home on a lump sum payment. Therefore the concept of home loan has come in trend. There are plethora of housing finance companies and equal number of banks that offer home loans these days. The task of selecting one company and one offer for home loan amidst the thousands available options have become a very complex task owing to the burgeoning housing finance market in the country. Apart from this, there are intricate business jargons and technicalities that make this task more difficult. Explore here the basics of home loan technicalities, so that when you apply for the home loan next time, you can understand the basics and help yourself remain away from the duping elements in the market.

Home loans are usually accompanied by the following additional costs: a) Processing fee: It's a fee payable to the lender on applying for a loan. It is either a fixed amount not linked to the loan or may also be a percentage of the loan amount. b) Prepayment Penalties: When a loan is paid back before the end of the agreed duration a penalty is charged by some banks/companies, which is usually between 1% and 2% of the amount being pre paid. c) Commitment Fees: Some institutions levy a commitment fee in case the loan is not availed of within a stipulated period of time after it is processed and sanctioned. d) Miscellaneous costs: It is quite possible that some lenders may levy a documentation or consultant charges.

Gujarat Rajy Prathmik shikshak sangh ni sankan samiti ni bethak babat all news




Gujarat Rajy Prathmik shikshak sangh ni sankan samiti ni bethak babat all news



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Wednesday, 31 July 2019

UCHCH PRATHMIK VIBHG STD 6 TO 8 MA KAM KARTA SHIKSHKO NE TEMNI LAYKAT MUJAB ALAG PAHARDHORN APVA BABAT RAJUAT

UCHCH PRATHMIK VIBHG STD 6 TO 8 MA KAM KARTA SHIKSHKO NE TEMNI LAYKAT MUJAB ALAG PAHARDHORN APVA BABAT RAJUAT

Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.


In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.


Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively.

UCHCH PRATHMIK VIBHG STD 6 TO 8 MA KAM KARTA SHIKSHKO NE TEMNI LAYKAT MUJAB ALAG PAHARDHORN APVA BABAT RAJUAT 
RASHTRIY SHAIKSHNIK MAHASANGH GUJARAT

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