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In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. 相似文献
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Varun Sahni 《Resonance》2011,16(5):409-427
Ya B Zeldovich was a pre-eminent Soviet physicist whose seminal contributions spanned many fields ranging from physical chemistry
to nuclear and particle physics, and finally astrophysics and cosmology. This article attempts to convey some of the zest
with which he did science and the important role he played in fostering and mentoring a whole generation of talented Soviet
scientists. 相似文献
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The scope of this paper spans from macro-level national and inter-state comparisons to more micro-level intra-state scrutiny
of systemic fault-lines shaping the contours of girls’ education in India. Post independence, national level indicators have
been suggestive of greater gender parity. Yet, there is more to inclusiveness of girls in Indian higher education than increasing
absolute numbers or improving gender ratios. Rising female participation has coincided with a massive ‘systemic expansion’
of delivery systems and therefore, would have to be a function of this expanded availability. As a corollary, systemic skews
and limitations, both qualitative and quantitative, are bound to influence how girls get incorporated into the system. This
would matter not just in terms of how many access it, but also what courses do they access and where. In the course of this
paper, we scan through several geographic layers of delivery systems to surface how critical systemic traits are shaping access
to higher education in India, and how girls remain particularly vulnerable to them. It reveals how the progress achieved so
far has spawned its own hierarchies, which do not get reflected adequately in the national level indicators. As we scale down
to states, the first set of skews begins to surface in the form of inter-state disparities of access and uneven faculty-wise
distributions. Moving to the next level of geographic dis-aggregation, further skews are revealed based on availability of
medium of instruction; as also the guidelines of gender based affirmative action meant for improving girls’ participation
that ironically end up creating their own distortions. Through a study of these multi-layered hurdles, this paper brings forth
the systemic side of impediments that have remained less explored in comparison with the cultural-attitudinal biases that
have plagued girls’ participation to higher education in India. 相似文献
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