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Not Available ; It is a matter of pleasure that "ICAR HRM Policy: Training and Capacity Building"has been formulated for the first time based an National Training Policy - 2012 of Government of India for training and capacity enhancement of ICAR employees. This Policy focuses on the tenet of 'competency-based training for all' which means that all cadres should get due emphasis for training and capacity building. The Policy gives guidelines on competency framework; objectives; nature of training; training targets; role of ICAR and training institutions; trainer development; foreign training; funding; implementation, coordination, monitoring and evaluation. It also encompasses model training schemes for scientific, technical, administrative (including finance and accounts), stenographer services and skilled supporting staffs. The Policy envisages for transforming the employees of ICAR by developing strategic human resource management system, which shall look at the individual as a vital resource to be valued, motivated, developed and enabled to achieve the overall Organisation's mission and objectives. The Policy document has been finalised after long process of consultations, meetings and presentations with NAARM, Hyderabad, the Senior Officers' Committee (SOC) of ICAR and valued inputs received from SMDs and employees of ICAR for improvement with the concurrence of the IFD of ICAR. The Policy document was cleared by Administrative Sub-Committee of the Governing Body of ICAR and finally approved by the 242nd Meeting of Governing Body of ICAR Society on 29th November, 2017 for adoption and implementation in the ICAR system. ; Not Available

"Who or what is 'anti-national'? The question was foregrounded in a series of unprecedenteed events that unfolded at Jawaharlal Nehru University from February 2016. Over the next few months, sections of the television, print and social media turned the country into a choric chamber of hate, riveting national attention. The proliferating 'charges' produced great political and intellectual disquiet in the JNU community of students and teachers. As a creative response, the Jawaharlal Nehru University Teachers' Association organized a teach-in for a month between 17 February and 17 March 2016. The lectures addressed the meanings, histories and experience of nationalism, and its unresolved dilemmas, in India and beyond. The teach-in lectures, which were initially intended for members of the JNU community, and delivered principally by JNU teachers, soon gained unanticipated audiences across India and in international forums. Reports and translations of the lectures, live streamed on YouTube, made for a reach that extended well beyond the 'Freedom Square', the area in front of JNU's administrative block, which became the space of this intellectual and political occupation. The book, therefore, is both an archive of that historic moment and a tribute to the effort that succeeded in refocusing national attention on the university as the space for sustaining serious, well-historicized and critical thought." -- Back cover

Cover -- Contents -- Foreword -- Preface -- Acknowledgements -- Part 1 -- The Idea of a Hindu Nation -- Rediscovering National Icons -- Understanding RSS and Fringe Elements -- Nation from the Historical Lens -- Part 2 -- Being Muslim -- Jamaat and Religion -- Islam and Practices -- Not Being the Other -- Part 3 -- Everybody an Immigrant -- References -- About the Author.

Literacy continues to be a central issue in anthropology, but methods of perceiving and examining it have changed in recent years. In this 1995 study Niko Besnier analyses the transformation of Nukulaelae from a non-literate into a literate society using a contemporary perspective which emphasizes literacy as a social practice embedded in a socio-cultural context. He shows how a small and isolated Polynesian community, with no access to print technology, can become deeply steeped in literacy in little more than a century, and how literacy can take on radically divergent forms depending on the social and cultural needs and characteristics of the society in which it develops. His case study, which has implications for understanding literacy in other societies, illuminates the relationship between norm and practice, between structure and agency, and between group and individual