Course Title: Teaching Practice

Course No: Ed. 440

Level: B.Ed. Nature of course: Practical
Year: Fourth Duration: 150 hours

1. Course Description
This course is designed to provide hands-on experiences to the students in the area
of their profession for enabling them to become better teachers/professionals. It
creates enabling conditions to the students for bringing professionalism through
rigorous practice. The students will gain professional experiences in campus and in
cooperating schools under the close supervision of faculty members of concerned
campus/college/school. In this course, the students undertake four major activities
in sequential stages: I. Orientation of teaching practice; II. On-campus teaching: 1.
Construction of operational calendar and plans, 2. Micro teaching, 3. Peer teaching,
4. Test construction, 5. Curriculum and textbook analysis, 6. General introduction
and preparation records maintained in the school III. Teaching at school and IV.
Overall report writing.
2. General Objectives
The general objectives of this course are as follows:
 To enable the students to get insight into the overarching aim and phases of
teaching practice programme
 To provide adequate learning experiences to the students for making them
competent in preparing effective lesson plans with appropriate teaching
techniques and teaching aids according to the content to be taught
 To enable the students to construct, administer, analyse and interpret
appropriate tests according to the contents to assess the effectiveness of
their own teaching
 To make them familiar with challenges and issues of teaching practice
programme and ways to address them
 To develop skills of report preparation of teaching practice programme

3. Specific objectives and major activities

Specific Objectives Major Activities
 Elaborate the activities to Stage I
be carried out in different Orientation of Teaching Practice
stages of teaching 2hours
practice programme 1.1. Introduction to the stages of teaching
 State the requirements to practice program
be fulfilled to complete 1.2. Requirements to be fulfilled
the teaching practice
 Prepare operational Stage II
calendar, annual work On Campus Teaching 110
plan and unit plan hours
 Prepare micro/daily Step 1 : Construction of operational Calendar,
lesson plans with Annual Work Plan, Unit Plan
teaching aids 18 hours
 Prepare tests 2.1.1Preparation of operational calendar
 Analyse the curriculum 2.1.2 Preparation of annual work plan
and textbook 2.1.3 Preparation of unit plan
 prepare school records 2.1.4 Preparation of class schedule
Step 2 : Micro teaching 24
hours
2.2.1. Preparation of at least 15micro lesson
plans using different teaching methods and
instructional teaching materials (at least 10
lessons)
2.2.2 Preparation of teaching aids
2.2.3 Peer class observation (2 lessons)
 Observation of teaching by peers in the
presence of campus supervisor
Step 3 : Peer Teaching 40
hours
2.3.1. Preparation of at least 15 daily lesson
plans using different teaching methods and
instructional teaching materials (at least 5
lessons)
2.3.2. Peer Observation (2 lessons)
 Observation of teaching by peers in the
presence of campus supervisor
Step 4 : Practice of Test Construction 10
hours
 Test construction of both subjective as
well as objective test item based on the
lessons taught
Step 5 : Curriculum and Textbook Analysis
12
hours
 Analysis of Curriculum or Textbook of the
related subject
Step 6 : General introduction and preparation
of records maintained in the school
6 hours
 Prepare lesson plans with Stage III
teaching aids Teaching at Schools 20
 Prepare tests, administer hours
and analyse them 3.1. Teaching (at least 12 lessons)
 Collect School records 3.1.1 Teaching related subjects in
 Conduct co-curricular cooperating school
activities in the 3.1.2 Observation of teaching of student
cooperating School teachers by campus supervisor and
concerned teacher from the School
3.2. Peer Observation (1 lesson)
3.2.1 Observation of teaching by peers in
presence of the campus supervisor
 3.3. Construction, administration and analysis of
test
and interpretation of test results
3.3.1. Construction of both subjective as
well as objective test items based on
the lessons taught
3.3.2. Administration of test
3.3.4. Analysis and interpretation of test
results
3.4. Collection of school records
(Academic, Physical, Administrative)
3.5 Co-curricular activities
 Prepare an overall report of Stage IV
the teaching practice Overall Report Writing 18
hours
Preparation of overall report of teaching practice
in a given format:
 Title page
 Acknowledgments
 Acronyms and Abbreviations
 Abstract
 Table of contents
Chapter I
 Background
 Objectives
 Methods
Chapter II
Analysis of operational calendar and
plans
Chapter III
Micro teaching
Chapter IV
Peer teaching
Chapter V
Teaching at campus/schools
Chapter VI
Analysis of curriculum and textbook
Chapter VII
Construction, administration and
analysis of
test and interpretation of test results
Chapter VIII
Analysis of school records
 4. Evaluation of Teaching Practice

Distribution of marks (Full Marks: 100)

Internal examination
On campus teaching School Concerned
External
teaching teacher of
Headings Micro Peer examination Total
(20%) cooperating
teaching teaching (40%)
school
(15%) (20%)
(5%)
1. Teaching Performance
1.1. Lesson plans 4 5 3 6 18
1.2. teaching aids 2 2 2 4 10
1.3. Knowledge of subject 3 4 3 5 15
matter
1.4. Teaching Strategies 3 5 4 6 18
1.5. Classroom management 2 2 2 4 10
1.6. Students Teacher’s 3 3
Impression
1.7. Regularity 2 2
2. Peer observation 1 2 1 4
3. Overall Report writing
3.1. Presentation 3 8 11
3.2. Overall Organization 2 7 9
of the report
Total 15 20 20 5 40 100

5. Reference Materials

American Psychological Association. (2009). Publication manual of American

Psychological Association. (6th ed.). Washington DC: APA.
Baharain Teachers College. (2008). Teaching practice: Student teacher handbook.
Baharain: Baharain University
http://www.btc.uob.edu.bh/UltimateEditorInclude/UserFiles/StuTeach%20T
P1.pdf (Retrieved 8/23/2015)
Cohen, L., Menion, L., &Morrioson, K.(2010). Teaching practice. India: Routledge.
School of Education. (2013). Teaching practice handbook. Cape Town: University of
Cape Town
Faculty of Education. (2014). Teaching practice handbook.Hongkong: The University
of Hongkong.http://web.edu.hku.hk/community/school-university-
partnerships/teaching-practice/teaching-practice-handbook (Retrieved 8/23/2015)

Teaching Practice Syllabus of BEd Programme

2075

Submitted to
Faculty of Education, Dean’s Office
TU, Kirtipur, Kathmandu

Prepared by:
Ravi Kiran Adhikari, Asst. Dean
Prof. Shyam Krishna Maharjan,
PhD Prof. Kul Narsing Shrestha
Buddha Raj Khaniya, PhD
Chandra Bahadur Shrestha
Course Title: Classroom Instruction Nature of course: Theoretical1
Course No.: Ed. 442 Full Marks: 100
Level: B. Ed. Pass Marks: 35
Year: 4th year Teaching Hours: 150 hours

1. Course Description
This is a compulsory course designed for bachelor level to equip them with pedagogical
methods and concepts on integration of ICT which can be applied across the school level
subjects. This course intends to equip prospective teachers with knowledge and skills of
pedagogical methods so that classroom instruction would be child/student centered,
interactive and joyful with active participation of the children/students. Course adequately
reflected on the condition of Nepalese schools/classroom and teachers in order to make
transfer of pedagogical skills in the classrooms.
2. General Objectives
General objectives of this course are:
 To familiarize students with the various concepts of pedagogy
 To clarify roles of teacher, learner and classroom in improved classroom
teaching learning
 To enable students to prepare variety of instructional plans
 To enable students to use essential structure of lesson in lesson planning and
classroom delivery
 To facilitate students to conceptualize and use relevant methods related to
teacher centeredness and students centeredness
 To enable students to develop sample lesson plans using variety of teaching
strategies and present in the micro teaching
 To help students to demonstrate appropriate use of instructional materials
 To familiarize students with integration of ICT for improved classroom teaching
learning
 To acquaint students with technology based teaching strategies.

3. Specific Objectives and Contents

Specific Objectives Contents
 Define term pedagogy Unit 1: Concept of Pedagogy (7 hrs.)
 Elaborate importance of pedagogy 1.1 Meaning and importance pedagogy
 Explain theories of learning 1.2 Theories of Learning: Behaviorist,
 Relate theories of learning with Cognitivist, Constructivist
classroom practices 1.3 Teacher centered, Student centered,
 Brief on different approaches of teaching Inclusive methods
methods 1.4 Classroom instructional implication
 Compare and contrast different
approaches of teaching methods
 Elaborate on and analyze roles of Unit 2: Teacher, Learners and Classroom
different aspects in teaching learning (15 hrs.)
 Compare and contrast theoretical 2.1 Teacher
knowledge with existing practices in the 2.1.1 Essential qualities of good teachers
Nepalese school classrooms 2.1.2 Teacher in active classroom

1
Practical works will be embedded as assignment mainly in the micro-teaching format.
 Provide views/ideas how to maximize 2.2 Learners
roles of teacher, learners and classroom 2.2.1 Diversity of learners
in students’ learning 2.2.2 Learning style and needs
 Translate views/ideas to maximize roles 2.3 Classroom
of teacher, learners and classroom in 2.3.1 Physical environment
students’ learning in the sample lesson 2.3.2 Seating arrangement
plans and micro-teaching 2.3.3 Class organization (Subject, Grade,
 Elaborate classroom environment, Multi Grade, Multi Grade Multi
seating arrangement and organization Level)
with respect to learning enhancement
 Justify need of teaching plan and Unit 3: Lesson Structure (15 hrs.)
structuring lesson in terms of students’ 3.1 Concept
learning 3.2 Types of instructional plans – Annual, unit
 Describe different types of plans and daily
 Explain important parts of lesson 3.3 Essential parts of lesson structure –
 Prepare sample of different types of preparation for learning, delivery of
plans lesson and consolidation (Pre-during-post,
Anticipation, Building Knowledge,
Consolidation - ABC)
3.4 Individualized instructional
plan/Personalized System of Instruction
(PSI)
 Explain when teacher centered methods Unit 4: Teacher centered methods (18 hrs.)
are best to use 4.1 Direct instruction
 Describe various methods of teacher 4.2 Concept teaching
centered approaches
4.3 Presenting and explaining
 Prepare sample lesson plan using teacher
centered methods 4.4 Preparation of sample lesson plan based
 Present sample lesson plan in the micro on above methods
teaching

 Explain when student centered methods Unit 5: Student centered methods (35 hrs.)
are best to use 5.1 Learner engaged methods
 Elaborate various categories of student 5.1.1 Concept
centered methods and their intentions 5.1.2 Strategies: Brainstorming, Think
 Describe various strategies of student Pair Share (TPS), Directed Reading
centered approaches in different Activity (DRA), Prediction from
categories and their uses Terms, Direct Listening Thinking
 Prepare sample lesson plan using Activity (DLTA), Text Coding, Know
different strategies of student centered Want to learn Learned – (KWL),
approaches What? So what? Now what?,
 Present sample lesson plan in the micro Verbalized Learning, Learning
teaching Stations, Process-based Instruction
5.2 Cooperative learning (Group engaged
learning)
5.2.1 Concept
5.2.2 Strategies: Paired Reading Paired
Summarizing (PRPS), Reciprocal
Teaching, Read Summarize
Question (RSQ), Jigsaw, One Stay
 Others Stray, Mix Freeze Pair,
Snowballing, Pens in the Middle,
Pyramid Learning, Paragraph
Expert, Student Teams-
Achievement Division – STAD)
5.3 Problem solving
5.3.1 Concept
5.3.2 Strategies: Identify Define Explore
Act Look (IDEAL), Defining
Understanding Planning Evaluating
(DUPE), I-Search, Socratic
Questioning, Project Based Learning
(PBL)
5.4 Preparation of sample lesson plan based
on above methods
 Describe importance of review and Unit 6: Review and revisions of lesson (30 hrs.)
revisions 6.1 Concept
 Explain various strategies of review and 6.2 Strategies: Question Answer pair, Classify
revisions Categorize Organize, Relay, Guess Who?,
 Prepare sample lesson plan for Two Truths and A Lie, Question ball, Run
review/revision lesson using different to the Board
strategies of review and revisions 6.3 Preparation of sample lesson plan based
 Present sample lesson plan in the micro on above methods
teaching
 Describe concept and importance of Unit 7: Instructional Materials (10 hrs.)
instructional materials 7.1 Concept
 Describe types of instructional materials 7.2 Importance of instructional materials
and their uses 7.3 Classroom display
 Discuss ways for classroom display 7.4 Type (cost, making, duration of use)
 Identify of different sources of 7.5 Sources of instructional materials (Local,
instructional materials market, student made, web and ICT
 Incorporate appropriate instructional based)
materials in the sample lesson plans

 Familiarize with concept and working of Unit 8: Introduction to ICT (10 hrs.)
basic digital 8.1 Basic Digital Literacy for Teachers:
 Familiarize with communication tools. Word processor, spread sheet and
presentation
8.2 Communication tools (Internet and
email, Search engine, Social Media)
 Differentiate between technology based Unit 9: Technology Based Teaching Strategies
versus traditional teaching strategies (10 hrs.)
 Identify and select appropriate web sites 9.1 Technology based versus traditional
for instructional support teaching strategies
 Elaborate nature and importance of e- 9.2 ICT integrated pedagogy – concept
learning and process
 Develop and use multimedia 9.3 Web-based instruction and e-
presentation for the lesson delivery learning
(samples) 9.4 Multimedia
 Acquaint with concept of intelligent 9.5 Intelligent tutoring system

tutoring system and virtual reality 9.6 Virtual reality

Note: The figures in the parenthesis indicate the approximate teaching hours for the
respective units.
4. Instructional Techniques
 4.1 General Techniques
 Direct Instruction followed by discussion/sharing/interaction
 Analyze and relate Nepalese school practices with various concepts to improve
classroom practices
 Student preparation and sharing of relevant samples/models
 Sharing, review and discussion in the group and whole class
 Home assignment and self study.

4.2 Specific Instructional Techniques

Unit Activity and Instructional Techniques

Unit  Use appropriate strategies such as direct instruction, presenting and explaining, DRA,
1 KWL, PRPS, Reciprocal Teaching so that along with understanding the concept in this
unit, students will have also demonstration on using various strategies in the narrative
texts covered in unit 5.
Unit  Use direct instruction in most of the content part
2  Discuss with the class implications of each of the concepts in the classroom/school
practices
 Ask students to analyze existing classroom scenario and suggest for improvement –
preparation, presentation and discussion (2.3)
 What? So what? Now What?, Pens in the middle, One Stay Others Stray, RSQ, IDEAL,
DUPE strategies can be used so that along with understanding the concept in this unit,
students will have also demonstration on using various strategies covered in unit 5.
Unit  Conceptual deliberation
3  Analysis of existing practices
 Model/sample plans and use them in micro teaching
 Jigsaw, Mix Freeze Pair, Text Coding strategies can be used so that along with
understanding the concept in this unit, students will have also demonstration on using
various strategies covered in unit 5.
Unit  Conceptual deliberation
4  Model/sample plans and use them in micro teaching
 KWL and RSQ family strategies can be used so that along with understanding the
concept in this unit, students will have also demonstration on using various strategies
covered in unit 5.
Unit  Conceptual deliberation relating with use of the strategies in the earlier lessons
5-6  Model/sample lesson plans, micro teaching followed by discussion and feedback
Unit  Conceptual deliberation
7  Model/sample development and use during micro teaching
Unit  Conceptual deliberation
8  Model/sample development and use during micro teaching (multi media) as far as
possible
Unit  Conceptual deliberation and discussion
9
5. Evaluation
This is theoretical course. Hence, the learning of the students will be assessed
through annual examination held by the Office of the Controller of Examinations. The types
and number of questions in the annual examination paper are given in the following table:
Types of Total questions to Number of questions Total marks
questions be asked to be answered and
marks allocated
Group A: 20 questions 20 X 1 marks 20
Multiple choice
questions
Group B: Short 8 with 3 'or' 8 X 7 marks 56
answer question questions
Group C: Long 2 with 1 'or' 2 X 12 marks 24
answer questions
questions

6. Recommended Books and References

Recommended Books
Arends, R. I. (2013). Learning to Teach (8th edition). New Delhi: McGraw – Hill Education
Indian Edition. (Units 1, 2, 4, 5)
Crawford, A; Saul, EW; Mathews, S; and Makinster, J. (2005). Teaching and Learning
Strategies for the Thinking Classroom. New York: Open Society Institute. (Also
available in Nepali translation). (Units 2, 5)
Elliott, S. N., Kratochwill, T. R., Cook, J. L. and Travers, J. F. (2000). Educational Psychology:
effective teaching, effective learning. New York: McGraw – Hill. (Units 1, 2, 8)
Karmacharya, D. M. (2070 BS). Teacher and Teaching. (In Nepali). Kathmandu: Makalu
Publication House. (Units 3, 7)
Muller, T., Lichtinger, U and Girg, R. (2015). The Multi Grade Multi Level Methodology and its
Global Significance. Germany: Prolog-Verlag. (Unit 2)
Singh, G. B. (2071 BS). Active and Thinking Teaching Learning Methods (2 nd edition). (In
Nepali). Kathmandu: Jupitar Publications. (2, 3, 4, 5, 6)
UNESCO. (2013). Practical Tips for Teaching Multigrade Classes. Bangkok: UNESCO. (Unit 2).

References
Ashman, A. F. and Conway, R. N. F. (1997). An Introduction to Cognitive Education: Theory
and Application. New York: McGraw – Hill International Edition.
Cotton, J. (2004). The Complete Guide to Learning and Assessment: Learning Vol. 2. New
Delhi: Crest Publishing House.
DOE. (2010). Framework of Child Friendly School for Quality Education. Sanothimi: Author.
DOE/SC. (2005). Child-friendly Schooling Teachers' Training Manual, 2062. Kathmandu:
Author.
Joyce, B., Weil, M. and Calhoun, E. (2009). Models of Teaching (8th edition). New Delhi:
Prentice-Hall of India Pvt. Ltd.
Pollard, A. (2006). Reflective Teaching (2nd Edition). London and New York: Viva-Continuum.
Udvari-Solner, A. and Kluth, P. (2008). Joyful Learning – Active and Collaborative Learning in
Inclusive Classrooms. California: Corwin Press. (Units 5, 6)
UNESCO. (2004). Changing Teaching Practices. Paris: UNESCO.
UNESCO. (2015). Transforming Teaching and learning in Asia and The Pacific: Case Studies
from Seven Countries. Paris: UNESCO. (http://www.unesco.org/open-access/terms-
use-ccbysa-en).
UNICEF. (2003). Happy Learning! A Guide to Best Practices for Achieving the Potential of
Children. Kathmandu: UNICEF.
Westwood, Peter. (2008). What teachers need to know about Teaching Methods. Victoria:
Acer Press.
NCED teacher training packages
DEO MGML documents.
Course title: Project Work and Seminar on Population Education

Course No. : Pop. Ed. 449 Full marks: 100 (Th 50% +Pr 50%)

Nature of course: Theory and practical Pass marks: (Th 17.5 + Pr 20)

Level: B. Ed. Four Year Periods per week: 9

Year: Forth Total period: 225

Time per period: 55 minutes

1. Course Description

This course has been designed to develop the students with in-depth knowledge on issues
and challenges of population education. It has been developed in order to enhance to
identify population related problems and issues on population related areas such as
growth of population, environmental hazards of urban areas, pedagogical issues,
reproductive health issues, issues of senior citizens, public health, sustainable life etc. in
students. Besides, this course has been intended to develop skill in students to organize a
seminar and paper presentation as well.

2. General Objectives

The general objectives of the course are as follows

 To make the students familiar with resources materials in population

problems and issues.
 To acquaint the students with global and national population issues
and challenges related to population
 To develop capacity in students to review documents and literature.
 To enable the students with writing a seminar papers and present in a
seminar on population education problems and issues.
 To make the students able to organize a seminar.

3. Specific Objectives and Contents

Specific Objectives Units and Contents

 Discuss on persistent of Unit: I Population issues (25)

high fertility in lower
middle class. 1.1 Fertility
 Elaborate negative growth 1.1.1 Persistent of high fertility in middle
 in highly developed and lower developing countries
countries 1.1.2 Negative growth in developed
 Identity situation of countries
maternal and child 1.2 Morbidity and Mortality
mortality and morbidity of 1.2.1 Morbidity
Nepal. 1.2.2 Maternal mortality
 Explain the consequences 1.2.3 Infant and Child mortality
of migration and suggest 1.3 Migration
measure to manage 1.3.1 Unemployment and migration
migration. 1.3.2 Foreign migration in unskilled
 Illustrate problems of sector
unskilled migrant to
foreign countries 1.4 Brain drain
 Analyse the situation of 1.5 Remittance flow and its proper utilization
brain drain in economic development
 Review remittance flow
and its utilization in
economic development
 Analyse situation of Unit: II Unplanned settlement and haphazard
population pressure of reclassification of urban areas (20)
towns 2.1 Population pressures in towns
 Identify the problems of 2.2 Unplanned towns
unplanned town and slum 2.3 Problem of slum area and slum dwellers
areas and slum dwellers. 2.4 Chronic shortage of water and fuel
 Delineate environmental 2.5 Solid and liquid waste management
and sanitation problems of 2.6 Regional balance and urbanization
slum areas and suggest
measures such problems.
 Suggest regional balance
and urbanization.
 Analyse status of quality Unit: III Living sustainable life (15)
of life of Nepalse people.
 Analyse situation of food 3.1 Status of quality of life
security in Nepal. 3.2 Food security
 Discuss the situation of 3.3 Health insurance
social security in Nepal. 3.4 Social security
 Highlight the aspects of 3.5 Sustainable development
sustainable development.
 Clarify the concept of Unit: IV Environmental hazards of urban areas (25)
environmental hazards.
 Discuss the issues of 4.1 Concept of environmental hazards
environmental health 4.2 Consequences of environmental hazards
hazards 4.3 Climate change and its impact
 Delineate climate change 4.1 Environmental hazards and its management
and its impact 4.1.1 Concept of environmental hazards
 Explain the exploitation of 4.1.2 Exploitation of natural resource and
natural resources and its its impacts
impacts 4.1.3 Challenges of flush toilet
4.1.4 Issues of open/free defecation
 Analyse challenges and 3.1.1 ECOSAN
issues of flush toilets  Concept of ECOSAN
 Spell out the issues of  Initiation ECOSAN
open/defecation  Construction of ECOSAN
 Clarify the concept and toilets
initiation of ECOSAN  Separation of urine and
 Explain the procedure excreta
of constructing  Values of urine and human
ECOSAN toilet excreta in agriculture and
 Explain the procedure environment
of separating urine and  Rain water harvesting
human excreta and their
agricultural and
environmental values
 Describe procedure of rain
water harvesting and its
advantages.

 Highlight Unit: V Sexual and reproductive health issues (25)

adolescent's
reproductive health 5.1 Adolescents reproductive health
problems. 5.1.1 Premarital sexual intercourse
 Find out situation of 5.1.2 Early marriage/child marriage
unsafe abortion in Nepal 5.1.3 Early age at 1st pregnancy/unwanted
and its consequences. pregnancy
 Explore the prenatal health 5.2 Safe and unsafe abortion
care problems in Nepal. 5.3 Prenatal health problems
 Describe problems related 5.3.1 Health check up
with access to hospital 5.3.2 Additional food
delivery service and home 5.3.3 Perinatal health problems
delivery 5.4 Access to delivery service in hospital
 Delineate issues of gender 5.4.1 Delayed decision for getting service
selection based on 5.4.2 Transportation problems
screening. 5.4.3 Home delivery
5.5 Sex selective and feticide

 Analyse the population Unit: VI Issues of senior citizens (20)

situation of senior citizens.
 State problems of elderly 6.1 Population structure of senior citizens
people. 6.2 Biological, socio cultural and psychological
 Illustrate problems of problems
senior citizen care centres. 6.3 Lack of care takers for senior citizens
 Explain the situation of 6.4 Policies of senior citizens
policies and right of senior 6.5 Rights of senior citizens
citizens 6.6 Nursing centres of senior citizens
 Discuss insecurity of
seniors and suggest to 6.7 Insecurity of senior citizens
mange.
  Identify childhood disease Unit: VII Public health problems of Nepal (20)
and its controlling and
preventive measures 7.1 Childhood diseases
 Analyse water and 7.2 Water and sanitation
sanitation problems 7.3 Maternal and perinatal health
 Explain problems of 7.4 Sexual transmitted diseases and other
sexual and other major diseases
communicable diseases 7.5 Epidemic/pandemic/ and zoonotic diseases
 Illustrate problems of 7.6 Non-communicable diseases
epidemic/pandamic 7.7 Natural disaster and preparedness
and zoonotic diseases 7.8 Substance use and disorder
 Discuss prevalence of 7.9 Disparity in health system
non-communicable 7.10 Mental health problems
diseases.
 Delineate the situation of
substance use and
disorder, disparity in
health system and mental
health problem.
 Explain the meaning of Unit: VIII Empirical study on selected title (75)
empirical study.
 Clarify objectives and 8.1 Concept and meaning of empirical study
importance of 8.2 Objectives of empirical study
empirical study. 8.3 Importance of empirical study
 Identify factors to be 8.4 Steps in conducting empirical study
considered while selecting 8.4.1 Problem identification
a researchable title. 8.4.2 Objective formation
 Deliver the method and 8.4.3 Review of related literature
use of review of related 8.4.4 Research methodology
literature. 8.4.5 Data analysis and presentation
 Clarify methods applied in 8.4.6 Conclusion and recommendations
empirical study.
 Explain the procedure
of data analyses.
 Describe the process of
deriving conclusion and
recommendation.

Note: The figure in the parenthesis indicates the approximate periods for the perspective
units.

(Recent contemporary issues related to population can be added by the concern teacher
while preparing paper for seminar) .

4. Instructional Techniques
4.1 General Techniques
 Discussion
 Brain storming
 Cooperative Learning
 Independent study
 Active learning
 Presentation

4.2 Specific Instructional Techniques

Unit Activities
I  Students are asked to visit library or google to collect materials
on problems of fertility, migration, mortality and morbidity.
 They will discuss in the class
II  There will be interaction on urbanization problems in Nepal
 Suggestion for improving the situation of urbanization
III  Students will be provided materials on living sustainable life and
will be asked to present followed by discussion.
IV  A Film will be shown about environmental problems and students
will be assigned to write the situation / problems and suggestive
measures
 Student will observe school or community toilet and prepare
its report. They will present in class followed by discussion.
 An expert will be brought to present procedure and use of
human excreta and urine in agriculture and harvesting of rain
water.
VIII The concern teacher will orient about performing empirical research
followed by discussion.
Guidelines for running theoretical aspects

 Unit-I Population issues, Unit-II Unplanned settlement and haphazard re-

classification of urban areas, Unit-III Environmental hazards of urban areas and
Unit-VIII Empirical study will be taught by teacher theoretically followed by
lecture, interaction and discussion.
Guidelines for running practical aspect

 After completing Unit I to III and Unit VIII each student will be oriented on
empirical study.
 The students will select a suitable title/problems/topic and prepare a mini
proposal and detail tool/s for collecting primary or secondary or primary as well
as secondary data.
 The students will collect essential primary or secondary data or both from
informants/respondents, libraries, Google or difference sources.
 Based on collected data/information/documents students will prepare a report
following a suitable format of empirical study.
 The concern teacher will orient to students about organizing a seminar and
presentation. He will orient about the role of speaker, chair, commenter and
participants of seminar.
  Students will organize a seminar and present their report briefly including
objectives, methods of study, findings, conclusion and recommendations in
seminar.

(Note: All assignments done by the students should be signed by the internal teacher and
these should be submitted to the external examiner)

5. Evaluation

5.1 Evaluation Scheme for Theoretical Aspects

The performance of the students will be evaluated finally through annual examination
conducted by the Office of Controller of Examinations T. U. Total 50 marks out of 100
marks is allocated for theoretical part from Unit I to III and unit VIII. The types and
number of questions to be included in the annual examination are given in the following
table.

Types of questions Total questions Number of questions Total

marks
to be asked to be answered and
marks allocated

Group A: Multiple choice 10 questions 10 x 1 mark 10

items

Group B: Short questions 4 with 2 alternative 4 x 7 marks 28

questions

Group C: Long question 1 question 1 x 12 marks 12

Total 50

Evaluation Scheme for Practical Aspects

Total 50 marks out of 100 marks is allocated for practical part. Viva-voce will be jointly
evaluated by the internal and external supervisors at the end of the session. The
breakdown of marks is given bellow.

Activities Total
Attendance and participation 5

Collection of documents 10

Quality of report 15

Presentation in seminar 5

Viva-voce 15

Total 50

6. Recommended Books/Reference Materials

Recommended Books/materials

Adhikari, K. and Paudel, B. (2015). Ecological Toilet Emerging Solution to Food (For
Unit IV)

Security in Nepal http://www.huussi.net/wp-content/uploads/2015/09/Topic-4_-

Adhikari-and-Poudel.pdf (Unit III)

Budhathoki, C.B (2069). Community health and organization. Kathmandu: Pinnacle

Publication (Unit VII)

content/uploads/2015/03/dynamics_of_urbanization_in_nepal.pdf, GSDRC (Unit

II)

Dhakal, S.N (2067). Samudayik tatha prajanan swasthya. Kathmandu: Ratna

Pustak Bhandar.(For Unit VI)

Dhakal, S. N. (2004). Gunastriya jivan. Kathmandu: Ratna Pustak Bhandar. (For

Unit III)

Park, K. (2012). Park’s Textbook of Preventive and Social Medicine. Jabalpur, India:
M/S Banarsidas Bhanot (For Unit VII)
FOE, IUCN. (2000). Environmental education source book for bachelor of education
programme. Kathmandu: IUCN. (For unit IV)

HMG, MoE (1996). National maternity care guidelines Nepal. Kathmandu (Unit V)

Joshi, M. (2057). Jans sannkhaya, watawaran ra gunstayia jivan. Kathmandu:

Gayankung Pustak (For Unit IV)

Kafle, R. & Bhawani, P. K. (2004). Gunstar jivan. Kirtipur: Jupiter Publication and
Distributors. (For Unit III)

Karki, A. (2058). Gunstarjiven. Kathmandu: Pairahi Prakashan (For Unit III)

Maharjan, R.K, Sherchan, L. Maharjan S.K, Mudwari, N.B and Arya, B. (2013).
Thesis writing in health, physical and population education. Kirtupur:
Sunlight Publication (Unit VIII)

Maharjan, S.K. (2073). Manawav youn tatha prajanan swasthya. Kirtipur: Sunlight
Publication (Unit V and VI)

McKenzie, J.F, .Pinger, R.P & Kotecki J. E. (2005). An introduction to community

health . Boston, Toranto, London: Jones and Bartlett Publishers. (Unit VII)

MoE, DH, New Era (2017). Nepal demographic and health survey 2016. Kathmandu

(For Unit I. II. III.V, VII, VIII)

Sherchan, L. and Upreti, Y.R (2068). Samudayik swasthya sarweskhyan. Kirtipur:

Quest Publication (For Unit V, VII)

Wasti S.P, Simkhada, P and Teijlingen, E.V (2015). The dynamics of health in Nepal.
Kathmandu: Himal Books (Unit I, V, VII)
Upreti, Y.R (2069). Manav rogharu. Kirtipur: Quest Publication. (Unit VII)

Dhital, N. P and Khanal, T.R (2068). Population and development. Kathmandu:

Pinnacle Publication (Unit VII)

DEMOGRAPHIC CHANGES OF NEPAL: Trends and Policy Implications

https://www.npc.gov.np/images/category/Demographic_Dividend_Report_May_
2017_final_for_circulation1.pdf (Unit I)

Devkota, K. ( 2012). Dynamics of urbanization: roles and response of local

government. (For Unit II)

UNDP (2017) Human development report, 2016. The author (For Unit III)

Reference Materials

Acharya, P. (2016). Reference Book on Population Education. Kathmandu Nepal

Acharya, P., & Welsh, B. (2017). Early and Forced Child Marriages in Rural
Western Nepal. Journal of Underrepresented and Minority
Progress, 1(1), 95–110. http://doi.org/10.5281/zenodo.1165458

Adhikari, K. and Paudel, B. (2015). Ecological Toilet Emerging Solution to Food

Security in Nepal http://www.huussi.net/wp-
content/uploads/2015/09/Topic-4_-Adhikari-and-Poudel.pdf (Unit IV)

Adhikari R (2016). Effect of Women’s autonomy on maternal health service

utilization in Nepal: a cross sectional study. BMC Women Health.
http://bmcwomenshealth.biomedcentral.com/articles/10.1186/s12905-
016-0305-7. DOI: 10.1186/s12905-016-0305-7 (For Unit V)
Adhikari R (2016).Knowledge on legislation of abortion and experience of
abortion among female youth in Nepal: A cross sectional study.
Reproductive Health http://reproductive-health-
journal.biomedcentral.com/articles/10.1186/s12978-016-0166-4
DOI: 10.1186/s12978-016-0166-4 (Unit V)

Adhikari R (2015). Prevalence and Correlates of Sexual Risk Behaviors among

Nepalese Students. Social Science Asia. Vol. 1 (4): pp 38-50. DOI:
10.14456/ssa.2015.29 (For Unit V)

Adhikari R (2010). Are Nepali students at risk of HIV? A cross-sectional study of

condom use at first sexual intercourse among college students in
Kathmandu. Journal of the International AIDS Society 2010, 13:7
http://www.jiasociety.org/index.php/jias/article/view/17524 (For Unit
V).

Adhikari R and Tamang J (2009). Premarital sexual behavior among male

college students of Kathmandu, Nepal. BMC Public Health 2009, 9:241
http://www.biomedcentral.com/1471-2458/9/241 (For Unit V)

HEAN (2010). Journal of helalth promotion. Kathmandu: The authors (For Unit V)

HEAN (2012). Journal of helalth promotion. Kathmandu: The authors (For Unit V)

PRB (2017) World population data sheet. Washington: The authors (For Unit I)

NPC, IUCN (2050). Watawan sikshya srot pustak . Kathmandu: The authors (For
Unit IV)

http://www.np.undp.org/content/dam/nepal/docs/reports/SDG%20final%20rep
ort-nepal.pdfSustainable Development Goals 2016-2030 National
(Preliminary) Report (For unit III).

http://www.un.org/millenniumgoals/ (For Unit III)

http://www.susana.org/_resources/documents/default/2-1618-84-sustainability-
and-climate-change-aspects-of-ecosan-toilet--nepal-prospective-n-r-khatri.pdf
(Unit IV)

https://www.linkedin.com/pulse/brain-drain-context-nepal-suman-maharjan
(Unit I)

Senior Citizens Act, 2063 (2006) www.lawcommission.gov.np (For Unit V)

http://publichealthinnepal.blogspot.com/2017/06/top-ten-public-health-issues-
in-nepal.html (Unit VI)

https://www.nrb.org.np/ecorev/pdffiles/vol18_art2.pdf (For Unit I)

ib.icimod.org/record/378/files/362.5SHE.pdf (For Unit II)

https://www.researchgate.net/publication/260454852_Food_security_scenario_c
hallenges_and_agronomic_research_directions_of_Nepal (For Unit III)

http://ilo.org/wcmsp5/groups/public/---asia/---ro-bangkok/---ilo-
kathmandu/documents/meetingdocument/wcms_417359.pdf (For Unit III)

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4546934/ (For Unit III)

……………
 Course Title: Research Methodology in English Education

Course No. : Eng. Ed. 445 Nature of the course: Theoretical and Practical

Level: B. Ed. Full marks: 100(T=50; P=50)

Year: Fourth Pass marks: T= 35, P=40

Periods per week: 6 Total periods: 150

1. Course Description
This course has been designed to help students understand the basic concepts and
processes of doing and writing research in English language education. The first unit of the
course is focused on helping students conceptualize the definition, characteristics,
paradigms and types of research. The second unit deals with the basic components of
research. In this unit, students will be engaged in the process of identifying research
problems, framing research questions and objectives, writing literature review, specifying
research methods and data analysis procedure and writing reports. The third unit is focused
on the methods of data collection while the fourth and the fifth units deal with research
designs and data analysis/interpretation, respectively. The final unit aims at engaging
students in writing research reports.

2. General Objectives
The general objectives of this course are as follows:

 To acquaint the students with a general understanding of the nature and

characteristics of research methodology in language education.
 To familiarize the students with the research problems, questions.
 To enable the students to design different types of research relevant to
language education.
 To engage students in doing basic research in language education .
 To develop students’ competencies in analyzing and interpreting data.
 To enhance students’ skills in writing research reports.

3. Specific Objectives and Contents

Specific Objectives Contents

 Define research and discuss its Unit I: Introduction (15)

characteristics, rationale and
application. 1.1 Defining the concept of research
 Discussion the paradigms of 1.2 Characteristics of research
research. 1.3 Rationale/purposes of doing research
 Provide an overview of the types of 1.4 Application of research
research. 1.5 Paradigms of research: Positivist/
quantitative and post-positivist/qualitative
 1.6 Types of research: overview
 State the research problems, questions Unit 2: Basic components of research (20)
and objectives in their areas of interest.
 Write a review of literatures related to 2.1 Research problem
their areas of interest. 2.2 Research questions
 Specify and apply data collection 2.3 Research objectives
methods and data analysis procedures. 2.4 Literature review
2.5 Sampling procedure
2.6 Data collection: Methods and tools
2.7 Data analysis and interpretation
2.8 Reporting
(Project work: Teachers should engage students
in identifying research problems, research
questions and objectives, and write a literature
review. They should also work together to
specify the methods and data analysis
procedures for their study. Students should write
a report of all these.)

 Discuss the types and processes of Unit 3: Methods of data collections (30)
developing different methods of data
collection. 3.1 Questionnaire
 Develop questionnaire, interview
guidelines/schedule, observation • Purpose
guidelines, and test items to use for
research. • Types

• Design

• Techniques/process

3.2 Interview

• Purpose

• Types

• Design

• Techniques/process

3.3 Observation

• Purpose

• Types

• Design

• Techniques/process
 3.4 Test items

• Purpose

• Types

• Design

• Techniques/process

(Project work: Students will develop the tools to

collect data by using above research methods).

 Discuss major principles of research Unit 4: Research designs (20)

designs.
 Develop research designs of different 4.1 Qualitative vs quantitative
kinds.
4.2 Survey research

4.3 Experimental research

4.4 Action research

4.5 Case study

4.6 Interactional research

(Project work: Students will be engaged in

designing research and collect data by using
appropriate methods and tools.)

 Identify appropriate tools for data Unit 5: Data Analysis and Interpretation (30)
analysis and interpretation.
 Develops themes from the data. 5.1 Identifying the appropriate tools
 Interpret the data
5.2 Transcribing data (for qualitative)

5.3 Thematizing the data (for qualitative)

5.4 Running statistical tools (for quantitative)

5.5 Presenting data

5.6 Interpreting data: triangulation process

(Project work: Students are engaged in analyzing

and interpreting data by using statistical tools and
the process of theme building. The analysis and
interpretation should be based the actual data
students have collected.)
 Write a research report. Unit 6: Writing research (35)
 Use appropriate citation and referencing
style (APA) and 6.1 Following the step wise process

6.2 Organizing the data

6.3 Writing the report

6.4 Citation and referencing styles

(Project Work: Students will write a compete

research report based on their study.)

4. Instructional Techniques
The instructional techniques for this course are divided into two groups. First group
consists of general instructional techniques applicable to most of the units. The second
group consists of specific instructional techniques applicable to specific units

4.1 General instructional techniques:

 Lecture and discussion

 Demonstration
 Teacher-guided self-study
 RDWS (read-discuss-write-share)
 Group/pair work
4.2 Specific instructional techniques

The major instructional approach for this course include a research-based collaborative
approach in that both teachers and students work together to design and carry out
research. Rather than focusing simply on understanding of concepts, students will be
engaged in exploring issues, designing research methods, data collection, analysis and
interpretation and writing research report through project work and other related
techniques. For this purpose, the teachers design both individual and collaborative
activities with the students.

5. Evaluation and Time Allotment

The course is for one academic year and it carries 100 marks. The distribution of marks and
time allotment for each unit is as follows:

o Theory: 50%
o Practical: 50%
 Unit Marks Time

I T: 6 10%

II T: 10; P: 10 15%

III T: 10; P: 10 15%

IV T: 8; P: 10 20%

V T: 8; P: 10 20%

VI T: 8; P: 10 20%

6. Assessment Technique
6.1 Written examination: 50 marks

The students will be assessed through annual examination held by the Office of Controller of
Examinations. The types and number of questions in the annual examination paper are given
in the following table:

Nature of questions Total questions to Number of questions to Weighing

be asked be answered

Group A: Multiple choice items 10 questions 10x 1 mark 10 Marks

Group B: Short answer questions 6 questions with 2 6 x 5 marks 30 Marks

‘or’ questions

Group C: Long answer questions 1 question 1 x 10 marks 10marks

6.2 Evaluation scheme for practical part: 50 marks

For the practical assessment, students should keep a portfolio of their project work for each
unit. Teachers should design appropriate project works that requires writing at least 2000-
3000 words. Teachers should provide feedback to the students on their work. The portfolio
will be assessed by an external appointed by the office of the Controller of Examinations.
The division of marks is as follows.

Activities Internal External Total

Attendance and 5 - 5
participation
Collection of 5 5 10
documents
Quality of report 5 10 15
Presentation in 5 - 5
seminar
Viva-voce 5 10 15
Total 25 25 50

7. Recommended Books and References

Recommended Books

Kumar, R. (2011). Research methodology (3rd edition). New Delhi: Sage.(All Units)

McDonough, J., & McDonough, S. (1997). Research methods for English language teachers.
London: Arnold. (Units II & III)

Nunan, D. (2008). Research methods in language learning. Cambridge: Cambridge University

Press. (All units)

Wallace, M. (2000). Action research for language teachers. Cambridge: Cambridge University
Press.(Unit IV)

References

Burns, A. (2010). Doing Action Research in English Language Teaching. New York: Routledge.

Cohen, L. Manion, L. and Morrison, K. (2007). Research Methods in Education. London:

Routledge.

Paltridge, B. and Starfield, S. (2007). Thesis and dissertation writing in a second language.
Routledge: London.

Seliger, H. W. & Shohamy, E. (1999). Second language research methods. Oxford: Oxford
University Press.
 Course Title: Literature for Language Development Full Marks: 100
Course Code. : Eng. Ed. 446 Pass Marks: 35
Nature of the Course: Theory Periods per Week: 6

1. Course Description
This course aims at exposing students to different literary genres with a view to
developing their English language and literary competence. The course also orients
them to different ways of exploiting literary texts in the language classroom. There
are five units in this course. Unit one introduces literature in general and English
literature in particular in terms of genres, language features, and its history. Unit two
mentions how literature can be used to develop language. Unit three presents sample
texts from different genres with various activities to exploit them for teaching
language skills and aspects. Similarly, unit four introduces children's literature and
presents some sample texts. Finally, the last unit introduces them to the fundamentals
of contemporary literary criticisms.

2. General Objectives
The objectives of the course are as follows:
 To acquaint students with English literature, its genres and its history.
 To orient them to the aims of and reasons for using literature in the language
classroom.
 To expose them to the texts from different literary genres for the development
of language skills and aspects.
 To familiarize them with children's literature.
 To introduce them to contemporary approaches to literary criticism.
3. Contents in detail
pecific Objectives Contents Periods
Unit I: Introduction to Literature 30
efine literature
lassify literature into 1.1 Defining literature
fferent genres. 1.2 Classification of literary genres
1.2.1 Poetry: epic, lyric, ballad, ode, elegy,
sonnet, free verse, shape poem, imagist
poetry (haiku), limerick, slam poetry
escribe the language 1.2.2 Prose: fiction and non-fiction
f literature  Fiction: myth and legend, fable and parable,
fairy tale, short story, novella and novel
 Non-fiction: essay—descriptive, narrative,
xplore and exemplify reflective, expository, argumentative, and
arious features and travelogue
evices of literature. 1.2.3 Drama: one-act play, three-act play, five-
act play, (tragedy, comedy, tragicomedy)
1.3 The language of literature: what is distinctive
about the language of literature?
1.3.1 Phonological, graphological,
lexical/semantic and grammatical features
resent a brief outline and deviations
f history of English 1.3.2 Figures of speech: metaphor and simile,
terature. personification, hyperbole, allegory, irony,
metonymy, onomatopoeia, paradox,
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‫ `ז‬rog ug{,
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 e‫ז‬le‫ז‬w cg¸;Gw
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at‫ז‬pg,
 e‫ז‬le‫ז‬w cg¸;Gw‫ז‬gw‫`ז‬ !.!.# e‫ז‬le‫ז‬w cg¸;Gw‫ז‬gw‫ `ז‬I‫`ז‬q
I‫`ז‬q 5¸6˛o‫ז‬pg .
 e‫ז‬le‫ז‬w cg¸;Gw‫ז‬gw‫ז‬ !.@ e‫ז‬le‫ז‬w cg¸;Gw‫ז‬gw‫ ז‬lalwG»
lgw‫{ז‬l/t lalwG»w‫`ז‬
kl/ro lbg . !.@.! a0‫{ז‬g‫ז‬Tdw lalw
!.@.@ ;a`{I‫ז‬0‫ ז‬lalw
!.@.# k|o‫`ז‬u‫ז‬Tdw lalw
!.@.$ t¸ng‫ז‬Tdw lalw
[email protected] lq:o‫ז‬Tdw cg¸;Gw‫ז‬g lalw
 cg¸;Gw‫ז‬gd‫ ז‬tYo Pw‫ז‬O b¸O{ : tYo‫ז‬ª˛w ;ª˛wng / pkw/0‫ ז‬lgd‫ז‬0{‫ז‬
‫ז‬ª˛ww‫ `ז‬dGTTa at (
‫ז‬pg, @#)
 tYo‫ז‬ª˛w ;ª˛wngd‫ז‬
;|‫`ז‬tG»w‫ `ז‬klGr‫ז‬g @.! cg¸;Gw‫ז‬gd‫ ז‬tYo x
ug{,
 tYo‫ז‬ª˛w ;ª˛w tYo‫ז‬ª˛w @.@ tYo‫ז‬ª˛w
ngw‫ ז‬k6ltG»w‫ז‬
` rr‫ {ז‬ug{, ;ª˛wngw ‫`ז ;|ז‬tG»
 hg;ª˛Vo‫ ז‬/ gd¸g5 ‫ז‬g @.@.! k|‫ז‬yldw ;|
6`‫ז‬w‫ `ז‬kl/ro lbg,
 gd¸g5 ‫ז‬g6`‫ז‬w‫ `ז‬k|w ‫`ז‬t @.!.@ l6tLow
‫ז‬/G? pNn`v ug{,
 tYo‫ז‬ª˛w ;ª˛wngw‫ז‬ ;|‫`ז‬t
lalaw pkw/0‫ ז‬lgd0{‫ז‬
‫ ז‬ug{, @.# tYo‫ז‬ª˛w ;ª˛wng
 ;ª˛wlnt pkw/0
‫ז‬w‫ `ז‬d‫ז‬gwLw/0 k6lt @.@.! k¸:tw
‫ז‬w‫ `ז‬k|lq:o‫ ז‬at ‫ז‬noLo w‫ז‬o{ @.@.@ I
‫ז‬pg .
‫`ז‬qLo w‫ז‬o{
@.$ hg;ª˛Vo‫ ז‬ty‫ ז‬gd¸g‫ז‬
5g6`‫ז‬ @.$.!
hg;ª˛Vo‫ז‬
 @.$.@ gd¸g5 ‫ז‬g6`‫ז‬
@.$.# gd¸g5 ‫ז‬g6`‫ז‬w‫ ז‬k|w‫ז‬/
 ;гe‫ז‬ag‫ז‬Tdw gd¸g5 ‫ז‬g
6`‫ ז‬/ o;w‫ ז‬k|w‫ז‬/G»

c;гe‫ז‬ag‫ז‬Tdw gd¸g5 ‫ז‬g


6`‫ ז‬/ o;w‫ ז‬k|w‫ז‬/G»
@.y tYo‫ז‬ª˛w ;ª˛wngw‫ ז‬pkw/0‫ז‬x;‫ז‬wg
@.y.! k|Zg
‫ז‬anL @.y.@
cGta‫{ז‬t‫@ {ז‬.y
.# ?h¸;"rL
@.y.$ can
‫`ז‬wg
@.^ tYo‫ז‬ª˛w ;ª˛wngw‫ ז‬pkw/0‫ז‬w‫ `ז‬d‫ז‬
gwLw/0‫ז‬
 e‫ז‬le‫ז‬w cg¸;Gw‫ז‬gd‫ז‬ Pw‫ז‬O ltg : e‫ז‬le‫ז‬w cg¸;Gw‫ז‬gd‫ז ;ז‬ª˛lVowLw‫ `ז‬k|o
;‫ז‬ª˛lVowLw‫ `ז‬kl/ro ‫`ז‬u (!#)
lbg, #.! ;‫ז‬ª˛lVowLw‫ `ז‬kl/ro
 tYoxtYo‫ז‬ª˛ww‫`ז‬
k|:t¸tLw/0‫ז‬d‫ ז‬t‫ז‬ #.@ tYoxtYo‫ז‬ª˛ww‫ `ז‬k|:t¸tLw/0
lnwLw/0‫ז‬w‫ `ז‬kl/ro
lbO{ To;w‫ `ז‬pko¸Q: ‫ ז‬#.@.! t‫ז‬lnwLw/0‫ז‬
k|o‫`ז‬u ug{ #.@.@ tYo‫ז‬ª˛ww‫ `ז‬/`v‫ז‬lrq‫ז‬Tdw
 laleGg 9‫ז‬Fr‫ז‬w‫ ז‬t k|:t¸tLw/0‫ז‬
‫ז‬lnw‫ ז‬lgd‫ז‬0{‫ ז‬u g { /
k|o‫`ז‬u ug{,  c‫ז‬/`v / c‫ז‬
 tYo‫ז‬ª˛ww‫ `ז‬/`v‫ז‬lrq‫ ז‬n`v #.# rn / o;w‫ז‬
Tdw k|:t¸tLw/0‫ז‬d‫ז‬ k|w‫ז‬/
c‫ז‬/`v, c‫ז‬n`vw‫ `ז‬k|o
‫`ז‬u ug{, #.$ k|ltzt u0
 rnw‫ `ז‬kl/ro lbO{
To;w‫ ז‬k|w‫ז‬/ at‫ז‬ ‫ז‬g‫ ז‬#.y c‫;}ז‬t
pg,
 tYoxtYo‫ז‬ª˛ww‫`ז‬ lgw‫ז‬0/{‫ ז‬#.^
laZn`e‫ז‬0‫ז‬w‫ ז‬n‫ז‬lu k| dèod‫ז‬g
ltzt, c‫;}ז‬t / dèod‫ז‬gw
‫ `ז‬pko‫`ז‬u u/L tYo #.& k|d‫ז‬k larng
‫ז‬ª˛w laZn`e‫ז‬0‫ ז‬ug{
.
 cg¸;Gw‫ז‬g k|:t‫ז‬aw‫`ז‬ Pw‫ז‬O r‫ז‬/ : cg¸;Gw‫ז‬g k|:t‫ז‬a / o;w‫ ז‬k|d¸v
kl/ro lbg, cª˛uG» (@y)
 cg¸;Gw‫ז‬g k|:t $.! cg¸;Gw‫ז‬g k|:t‫ז‬aw‫ `ז‬kl/ro
‫ז‬aw‫ `ז‬c‫ז‬aZowt‫ז‬
at‫ז‬pg , $.@ cg¸;Gw‫ז‬g k|:t‫ז‬aw‫ `ז‬c‫ז‬aZowt‫ז‬
 e‫ז‬le‫ז‬w cg¸;Gw‫ז‬gw‫ `ז‬I $.# e‫ז‬le‫ז‬w cg¸;Gw‫ז‬gd‫ ז‬zLe‫{ז‬w rog
‫`ז‬q / zLe‫{ז‬w rog
ug{, $.$ cg¸;Gw‫ז‬g k|:t‫ז‬aw‫ ז‬cª˛uG»
 cg¸;Gw‫ז‬g k|:t‫ז‬aw ‫ז‬
‫ז‬9Fr‫ ז‬ty‫ ז‬To;w‫ז‬ k[e7e"ldxkl/ro, ;d:o‫ז‬, p2`Zo
cª˛uG»w‫ `ז‬kl/ro k"a{w‫ז‬o{w‫; `ז‬dLI‫זז‬, cèoogw‫ `ז‬c
lbg, ‫}ז‬lrTo, cg¸;Gw‫ז‬g lalw, cèoogw‫`ז‬
 gd¸g‫ ז‬cg¸;Gw‫ז‬g ;Ld‫ז‬, cèoogw‫`ז‬
k|:t‫ז‬a to‫ז‬/ k‫ז‬g{,
 w¸g} ;d:o‫ז‬d‫ז‬
cg¸;Gw‫ז‬g k|:t‫ז‬a to
‫ז‬/ u/L k|:t¸t

ug{ . »k/`v‫ז‬, ;Gbe{ w[lt;"rL

$.y cg¸;Gw‫ז‬g k|:t‫ז‬a n`vg / k|:t¸lt
 cg¸;Gw‫ז‬g k| Pw‫ז‬O k‫ז‬Fr : cg¸;Gw‫ז‬g k|lta`bgw‫ `ז‬:a»k (@@)
lta`bgw‫ז‬ y.! cg¸;Gw‫ז‬g k|lta`bgw‫ `ז‬kl/ro
cª˛uG»w‫ `ז‬kl/ro
lbO{ y.@ cg¸;Gw‫ז‬g k|lta`bgw‫ז‬
:a»k at‫ז‬pg,
 cg¸;Gw‫ז‬g k|ltg`bgw‫ז‬ cª˛uG» y.@.! k"a{e‫ז‬u
c‫ז‬lb, dèo / cGToe  d¸vk[e7
‫ז‬uw‫ ז‬c‫ז‬w‫ז‬/d‫ ז‬cg¸;Gw  k|lta6t‫ז‬
‫ז‬g k|lta`bg to‫ז‬/ k  lgb`{zww‫ `ז‬l;k:‫ז‬l/;
‫ז‬g{ .  :aLw[ltkq x cg¸d‫ז‬
`bgkq
 w[t1t‫ז‬1‫ז‬kg
 lae‫ז‬o;"rL
 t‫ז‬lnw‫ז‬, lrq, gS;‫";ז‬rL
 lrXg;"rL
 ;ª˛lI‫ז‬Kt »kw‫"; `ז‬rL
 k‫ז‬l/e‫ז‬le‫ז‬w ty‫ ז‬k|‫ז‬
lalww kb‫ז‬anL
y.@.@ d"ne‫ז‬u
 cèo‫ז‬o o‫`ז‬hg‫ז‬
 zLe‫{ז‬w, pkzLe‫{ז‬w o‫`ז‬hg‫ז‬
 cg¸R5`blaGo‫;ז‬
 p6/0‫ז‬
 ;Gbe‫{ז‬ª˛wg
 k‫ז‬bl6Kk0‫ז‬L
  ;Gbe{ w[lt
;"rL y.@.# pQ/ e‫ז‬u
kl/lze6

 JolQ:a[Q
 cg¸;Gw‫ז‬gd‫ ז‬k|o¸Q: e Pw‫ז‬O 5 : cg¸;Gw‫ז‬gw‫ `ז‬e‫ז‬e‫ זז‬/ k|‫ז‬lalww kI‫)@!( ז‬
‫ז‬e‫ זז‬k|o‫`ז‬u;гaGwL 1‫ז‬g ^.! cg¸;Gw‫ז‬gd‫ ז‬k|o¸Q: e‫ז‬e‫זז‬
/ bI‫ז‬t‫ ז‬k|‫ז‬Kt ug{,
 6ª˛wgw‫ז‬ ^.!.! a‫ז‬SolaGo‫;ז‬
lgodG»w‫ `ז‬k‫ז‬ng‫ז‬
^.!.@ c‫ז‬b/‫ז‬yL{ k|o‫`ז‬u
ub}{ k|lta`bg to‫ז‬/
k‫ז‬g{, ^.!.# a0‫{ז‬laGo‫;ז‬
 lgw‫{ז‬l/t k|‫ז‬aw‫ז‬gw
‫ ז‬c‫ז‬w‫ז‬/d‫ ז‬c‫ז‬a/0‫ז‬ ^.!.$ ;гk‫ז‬bg, kl/d‫ז‬h{g / ;+z‫ז‬
k[e7 / u‫ז‬t‫ז‬aGbL `wg
lgd‫ז‬0{‫ ז‬ug{ .

^.@ k|lta`bg 6ª˛wgw‫ `ז‬k|‫ז‬lalww kI‫ז‬

^.@.! zAblae‫ז‬hg
^.@.@ cGt/‫ז‬ng
^.@.# k[e7‫ז‬ª˛wg
^.@.$ 6ª˛lwt k|lta`bg ;+z‫`ז‬wg
^.@.^ u‫ז‬t‫ז‬aGbL
 w‫ז‬o{d"nw cg¸;Gw Pw‫ז‬O ;‫ז‬t : w‫ז‬o{d"nw cg¸;Gw‫ז‬g (##)
‫ז‬gw‫ `ז‬kl/ro lbg, &.! w‫ז‬o{d"nw cg¸;Gw‫ז‬gw‫`ז‬
 w‫ז‬o{d"nw cg¸;Gw kl/ro
‫ז‬gw‫ `ז‬c‫ז‬aZowt‫ ז‬/ &.@ w‫ז‬o{d"nw cg¸;Gw‫ז‬gw‫ `ז‬c
k|o‫`ז‬hg lgw‫ז‬0/{‫ז‬ ‫ז‬aZowt‫& ז‬.# w‫ז‬o{d"nw cg¸;Gw
ug{, ‫ז‬gw‫ ז‬rq:G»
 w‫ז‬o{d"nw cg¸;Gw · o‫`ז‬hg‫ז‬
‫ז‬gw‫ ז‬rq:G»w‫`ז‬
kl/ro lbg, · w‫ז‬o‫{ז‬Gaog
 z}I‫ז‬l0‫ז‬w Joa:y
‫ז‬kgd‫ ז‬w‫ז‬o{d"nw · can‫`ז‬wg
cg¸;Gw‫ז‬gw‫ `ז‬pko &.y z}I‫ז‬l0‫ז‬w Joa:y‫ז‬kgd‫ ז‬w‫ז‬o{d"nw
‫`ז‬lut‫ ז‬c‫}ז‬+No‫ז‬pg, cg¸;Gw‫ז‬g
 wI‫ זז‬w‫ז‬o{wn‫ז‬kd‫ז‬ &.^ wI‫ זז‬w‫ז‬o{wn‫ז‬kd‫ ז‬w‫ז‬o{d"nw
w‫ז‬o{d"nw cg¸;Gw cg¸;Gw‫ז‬g (k|o‫`ז‬u‫ז‬Tdw w‫ז‬o{w‫? `ז‬
‫ז‬gw‫`ז‬ kd‫ ז‬laB‫ז‬yL{n‫ז‬O{
:a»k 7гo‫ז‬pg . z‫`ז‬wk|:t‫ז‬a ty‫ ז‬z‫`ז‬wk|lta`bg to‫ז‬/
k‫ז‬g{ nu‫ז‬O{ d"No‫ז‬ª˛wg ug`{)

$. lzI‫ז‬0‫ ז‬k|lalw
k|To`w Pw‫ז‬Od‫ ז‬c‫ז‬aZowt‫ ז‬cg¸;‫ ;ז‬/‫ז‬w‫ז‬0/‫ ז‬/ lalze6 lalww‫ `ז‬pko‫`ז‬ud‫ ז‬No‫ז‬Og`5 .
$.! ;‫ז‬w‫ז‬0/‫ ז‬lzI‫ז‬0‫ ז‬k|lalw
Pw‫ז‬Ow‫ `ז‬k|w[ltcg¸;‫ז‬/ k7 ‫˛ז‬ok¸:tw, ;Gbe{ k¸:tw, k7‫ז‬kq, t‫ז‬lnw‫ז‬
/ c‫ז‬/`vG»w‫ `ז‬pko‫`ז‬u u/L Jo‫ז‬Vo‫ז‬g, 5nk:n, k|Zg‫`ז‬Q/ lalw / k|:t¸tLw/0‫ז‬w
‫ `ז‬pko‫`ז‬u ul/g`5 .
$.@ lalze6 lzI‫ז‬0‫ז‬k|lalw
Pw‫ז‬O w‫ז‬o{wn‫ז‬k
!  laB‫ז‬yL{G»n‫ז‬O{ wI‫זז‬w‫ז‬o{wn‫ז‬kw‫» ז‬kd‫ ז‬e‫ז‬le‫ז‬w cg¸;Gw‫ז‬gw
‫ ז‬k|w‫ז‬/G» l6k6`‫ ז‬u/L wI‫זז‬d‫ ז‬k|:t¸t ug{ nu‫ז‬pg`,
 ;d"G w‫ז‬o{w‫» ז‬kd‫ ז‬e‫ז‬le‫ז‬w cg¸;Gw‫ז‬gw‫ ז‬I‫`ז‬qG»w‫"; `ז‬rL ag
‫ז‬O{ wI‫זז‬d‫ ז‬k|:t¸t u g { nu‫ז‬pg` / cGTod‫ ז‬lzI‫ז‬wn` yk ;¸e:‫ז‬
a;lGt k[e7k‫`ז‬e‫ז‬0‫ ז‬lbg`
.
 ;;‫ז‬g‫; ז‬d"G ag‫ז‬O{ u[Gw‫ז‬o{w‫» ז‬kd‫ ז‬laB‫ז‬yL{G»n‫ז‬O{ e
‫ז‬le‫ז‬w cg¸;Gw‫ז‬gw‫ ז‬lalwG»a6‫ ז‬k|Zglgd‫ז‬0{‫ ז‬u g { nu‫ז‬O{
wI‫זז‬d‫ ז‬k|:t¸t u g {
pTk|`l/t ug{` .
@  tYo‫ז‬ª˛w ;ª˛wngw ‫`ז ` ;|ז‬t / gd¸g5 ‫ז‬g6`‫ ז‬k|lq:o‫ז‬a‫ז‬/`
laB‫ז‬yL{G»n‫ז‬O{ wI‫זז‬w‫ז‬o{d5 ‫ז‬nk:n u/‫ז‬pg`,
 ;;‫ז‬g‫; ז‬d"Gd‫ ז‬lae‫ז‬hg u/L laB‫ז‬yL{n‫ז‬O{ tYo‫ז‬ª˛w ;ª˛wngw‫ז‬
pkw/0‫ז‬G»w‫ `ז‬lgd‫ז‬0{‫ ז‬u g { nu‫ז‬O{ wI‫זז‬d‫ ז‬k|:t¸t u g { nu
‫ז‬pg` / lzI‫ז‬wn` c‫ז‬aZow ;¸e:‫ז‬a k|b‫ז‬g ug{` .
#  w¸g} tYo‫ז‬ª˛w lbO{ pSt tYo‫ז‬ª˛wn‫ז‬O{ laleGg k|w‫ז‬/w‫ ז‬t‫ז‬
lnw‫ז‬, c‫ז‬/`v,
c‫ז‬n`v, a[Qlrq c‫ז‬lbd‫ ז‬kl/at{g u/‫ז‬O{ wI‫זז‬d‫ ז‬k|:t¸t ug{
nu‫ז‬pg` .
$  JolQ: a‫; ז‬d"Gd‫ ז‬z‫`ז‬wI‫`ז‬qw‫ז‬6`‫ז‬5`‫ז‬6`‫ז‬5 ‫ ז‬zLe‫{ז‬wG» lbO{ lgw
‫{ז‬l/t 9‫ז‬Fr‫ז‬d‫ ז‬gd¸g‫ ז‬z‫`ז‬wk|:t‫ז‬a to‫ז‬/ u/L wI‫זז‬d‫ ז‬k|:t¸t u/
‫ז‬pg` / c‫ז‬aZow l6Kk0‫ז‬L
/ ;¸e:‫ז‬a lbg` .
y  ;;‫ז‬g‫; ז‬d"Gd‫ ז‬laB‫ז‬yL{n‫ז‬O{ z‫`ז‬wk|lta`bg n`vgw‫ז‬
:a»kw‫ ז‬a‫ז‬/`d‫ ז‬wI‫זז‬d5 ‫ז‬nk:n / cEo‫ ;ז‬u/‫ז‬O{ cGTod‫ז‬
k[e7k‫`ז‬e‫ז‬0‫ ז‬lbg` .
^  wI‫ זז‬w‫ז‬o{wn‫ז‬kkl5 laB‫ז‬yL{G»n‫ז‬O{ ;;‫ז‬g‫; ז‬d"Gd‫ ז‬lae
‫ז‬hg ug{` / tt˛kZr‫ז‬t˛ k|To`w ;d"Gn‫ז‬O{ o; Pw‫ז‬Ow‫`ז‬
!x! a6‫ ז‬pkzLe‫{ז‬w ;гa6
;‫ז‬du|L l6k6`‫ ז‬u/L wI‫זז‬d‫ ז‬k|:t¸t u g { nu‫ז‬pg` .
 wI‫ זז‬w‫ז‬o{wn‫ז‬kw‫» ז‬kd‫ ז‬o; Pw‫ז‬O leqw‫ ז‬laleGg pkzLe
‫{ז‬wG»d‫ ז‬cfˆgf ljrf/x¿ n]vL sIffdf k|:t't u g {
nufpg],
 ;;‫ז‬g‫; ז‬d"G ag‫ז‬O{ w‫ז‬o{d"nw cg¸;Gw‫ז‬gw‫ ז‬k|d¸v
cª˛ucg¸;‫ז‬/ gd¸g‫ ז‬k|:t‫ז‬a to‫ז‬/ u/L wI‫זז‬d‫ ז‬k|:t¸t u g {
nu‫ז‬pg`,
 Pp6‫; ז‬d"Gn` k|:t¸t u/`w‫ `ז‬w¸/‫ז‬n‫ז‬O{ cw‫; `{ז‬d"G6‫ז‬/‫ ז‬k‫ז‬n}k
‫ז‬n‫ `ז‬l6Kk0‫ז‬L ug{ nu‫ז‬pg` / cGTod‫ ז‬lzI‫ז‬wn` laB
‫ז‬yL{G»w‫; ז‬гk"0‫ {ז‬lh1‫ ז;ז‬/ l6Kk0‫ז‬Ln‫ז‬O{ ;¸e:‫ז‬a;lGt
k[e7k‫`ז‬e‫ז‬0‫ ז‬k|b‫ז‬g ug{`,
 w‫ז‬o{d"nw cg¸;Gw‫ז‬gw‫ ז‬n‫ז‬lu laB‫ז‬yL{ ;d"Gn‫ז‬O{ k:/wk:/w
k|w[ltw‫ ז‬zLe‫{ז‬w lbO{ kl/o‫`ז‬hg‫ ז‬w‫ז‬o{w‫» ז‬kd‫ ז‬k|lta`bg
to‫ז‬/ ug{ nu‫ז‬O{ wI‫זז‬d‫ ז‬k|:t¸t u g { nu‫ז‬pg` .
y. d"No‫ז‬ª˛wg
o; k 7 ‫˛ז‬o‫ז‬+zw‫ `ז‬clGtd d"No‫ז‬ª˛wg lq.la. k/LI‫ זז‬k|0‫זז‬nLcg¸;‫ז‬/ a‫ז‬le‫{ז‬w k/LI
‫ז‬/‫ז‬6‫ זז‬ul/g`5 . cèo‫ז‬kgw‫ `ז‬calwleq wI‫ זז‬w‫ז‬o{wn‫ז‬kw‫» ז‬kd‫ ז‬k 7 ‫˛ז‬oa:t¸w‫`ז‬
k|w[ltcg¸;‫ז‬/ ;d"Gw‫ז‬o{, d‫}ז‬lvw ty‫ ז‬lnlvt k|:t¸lt6‫ז‬/‫ ז‬laB‫ז‬yL{G»w‫ `ז‬d"No
‫ז‬Íg u g { ;lwg`5 .
a‫ז‬le‫{ז‬w k/LI‫זז‬d‫`ז ;ז‬lwg` k|Zgw‫ `ז‬k|w[lt, k|Zg9‫ז‬Fr‫ ז‬/ To;w‫ `ז‬cª˛we‫ז‬/ lgгg‫ז‬g¸;‫ז‬/ G¸g`5–
q:.;+. k/LI‫זז‬w‫ `ז‬lwl;d k|Zgw‫ `ז‬lwl;d cª˛w
! ;}6‫ז‬lGtw a:t¸ut k|Zg (!^×!) !^

lae‫ז‬out k|Zg

;+lI‫ז‬Kt k|Zg (*×y) $)

@$
n‫ז‬d‫ `ז‬k|Zg (@×!@)
@ k|o‫`ז‬u‫ז‬Tdw c‫ז‬Gtl/w !) !)
a‫ז‬Xo !) !)
hгd‫ז‬ !))
k|o‫`ז‬u‫ז‬Tdw w‫ז‬o{w‫ ז‬c‫ז‬w‫ז‬/G»
z}lI‫ז‬w;qw‫ ז‬cGtd‫ ז‬laB‫ז‬yL{G»n` a‫ז‬Xok/LI‫ז‬0‫ז‬w‫ז‬
lglгt k|o‫`ז‬u‫ז‬Tdw w‫ז‬o{ lgгg‫ז‬g¸;‫ז‬/w‫ז‬9 `‫ז‬Fr‫ז‬d‫ ז‬to‫ז‬/
u/L lae‫ז‬uxSo‫ז‬гk;d‫ ז‬a¸e:‫ז‬pg¸ kg{`5 :
 cèoogkqw ‫ז‬9 `‫ז‬Fr‫ז‬
cèo‫ז‬o Pw : kl/ro
 cèoogw‫ `ז‬k[e7e"ld
 ;d:o‫ז‬wyg
 p2`Zo lgw‫ז‬0/{‫ז‬
 c‫}ז‬lrToxdGTTa
 ;Ld‫ז‬ª˛wg
 cèoog lalw / k|lq:o‫ז‬
 »k/`v‫ז‬

cèo‫ז‬o b¸O{ :;}6‫ז‬lGtw caw‫זז‬0/‫ ז‬/ tYo‫ז‬ª˛ww‫`ז‬

laZn`e‫ז‬0‫ ז‬cèo‫ז‬o ltg : lgewe‫ {ז‬ty‫¸; ז‬e:‫ז‬aG»

pko{¸Q: 9‫ז‬Fr‫ז‬leq /GL t‫`ז‬lwPw‫ `ז‬zLe‫{ז‬wd‫ ז‬k|To`w k/LI‫זז‬yL{n` Go"gtd @y b`lv #)
k[e7w‫ `ז‬cèoogkq to‫ז‬/ ug{`5g˛ . laB‫ז‬yL{6‫ז‬/‫ ז‬to‫ז‬/ ul/Pw‫ `ז‬cèoogkqw‫`ז‬
z}lI‫ז‬w ;qw‫ ז‬cGtd‫; ז‬гalGwt lae‫ז‬uw‫ ז‬b¸O{hg‫ ז‬al/e7 k|‫ז‬èo‫ז‬kwG»a6‫ ז‬d"No
‫ז‬ª˛wg u/‫ז‬O{ To;w‫ `ז‬k|‫ז‬Kt‫ז‬ª˛w
/ cèoogkq u‫`ז‬Ko l;naGbL u/L lq.la. k/LI‫ זז‬lgoGq0‫ ז‬w‫ז‬o‫{ז‬no, aNv¸d‫ ז‬lgw
‫{ז‬l/t ;dod‫ ז‬k7‫ז‬pg¸kg{`5 .

l;k:‫ז‬l/; ul/Pw‫ ז‬k7‫˛ז‬ok¸:tw ty‫; ז‬Gbe{ ;‫ז‬du|L

 w¸d‫ז‬/, /lGht (;g˛ @)!&), l/;r{ d`y‫`ז‬w‫`ז‬n‫`ז‬hL, lbNnL : ;`h klAnw`;g .
 w‫ז‬7`‫ז‬/L, l;c‫ז‬/ / uu{, u‫}ז‬/a (;g˛ @)!$), l/;r{ d`y‫ז‬8`‫`ז‬n‫`ז‬hL
d`y8˛; PG8 6`SGo¸h˛, gO{ lbNnL : Go¸ Ph OG6/g`;gn ln. .
 vg‫ז‬n, k`zn (@)^*), z}lI‫ז‬w cg¸;Gw‫ז‬g k6lt, w7‫ז‬d‫ז‬8‫}ז‬+ : ;gn‫ז‬O6 klAnw`;g
.
 u‫}ז‬td, 6Lw‫ז‬/‫ז‬d (@)&#), ;d‫ז‬hz‫ז‬:q / d‫ז‬gaz‫ז‬:q, cg¸;Gw‫ז‬g k6lt, w 7 ‫ז‬d ‫ז‬8 ‫}ז‬F
: laB‫ז‬yL{ k¸:tw e08‫ז‬/ .
 h`.8An¸ q:`;`an (;g˛ @)!&), Oh¸w`;gn l/;r{, g‫`ז‬P8‫ ז‬: k;{g .
 e:‫ז‬, P.P; (;g˛ @)!$), ;‫`ז‬l;on l/;r{ d`y8, lbNnL : Pd.l;. u|‫`ז‬lGn Ph¸w`;g
.
 Go‫}ז‬k‫ז‬g`, g`qk|;‫ז‬b / ltdlN;g‫ז‬, lza k|;‫ז‬b (@)&y), cg¸;Gw‫ז‬g lalw, w ‫ז‬
7d ‫ז‬8 ‫}ז‬+ : lkg‫ז‬wn klAnw`;g, k|‫ ז‬ln .
 k8}‫`ז‬n, /‫ז‬h`Gb|k|;‫ז‬b (@)&$), c‫ז‬w¸lgw cg¸;Gw‫ז‬g k6lt, w 7 ‫ז‬d ‫ז‬8 ‫}ז‬+
: lGdlzv/ k|w‫ז‬zg .
 aGw¸, r"8‫ז‬dl0‫))&)@( ז‬, cg¸;Gw‫ז‬g ty‫ ז‬k|lta`bg n`vg, w 7 ‫ז‬d ‫ז‬8 ‫}ז‬+ :
/Tg k¸:tw e08‫ז‬/ .
 e6˛6/‫ז‬O{, /‫ז‬dk|;‫ז‬b @)&#), e‫ז‬le‫ז‬w cg¸;Gw‫ז‬g lalw : kl/ro / k|o‫`ז‬u, w7‫ז‬d‫ז‬8‫}ז‬+
: z¸ew‫ז‬dg‫ ז‬k|w‫ז‬zg .
 e08‫ז‬/L, k‫ז‬/;dl0‫ ז‬/ cGo (@)&y), cg¸;Gw‫ז‬g lalw, w 7 ‫ז‬d ‫ז‬8 ‫}ז‬+ : laB
‫ז‬yL{ k¸:tw e08‫ז‬/ .
 d¸lh;, 8˛o‫ז‬lgon (;g˛ @))$), 8¸Oª Sa‫ז‬lG66`e l/;r{ Og Ph¸w`;g, lbNnL :
;`h klAnw`;g .
k 7 ‫˛ז‬o‫ז‬+z zLe‫{ז‬w : Jo‫ז‬aG‫ז‬l/w n`vg ty‫; ז‬гk‫ז‬bg k"0‫{זז‬Í : *)±@)Ö!))
k 7 ‫˛ז‬o‫ז‬+z ;+Vo‫ ז‬: g`k‫ז‬.lz. $$^ pQL0‫{זז‬Í : @y±!)Ö#y
k7‫˛ז‬o‫ז‬+z k|w[lt : ;}6‫ז‬lGtwxk|o‫`ז‬u‫ז‬Tdw k73‫ז‬G6L : ^
tG: r‫ז‬/ a;{` la.P8. hгd‫ ז‬k73‫ז‬G6L : !
y) ae‫{ז‬: r‫}ז‬y‫`ז‬

!. k7‫ז‬o‫ז‬+z kl/ro
k|:t¸t k7‫ז‬o‫ז‬+z lzI‫זז‬z‫ז‬:qd‫ ז‬r‫ז‬/ a;`{ la.P8. w‫ז‬o{q:dcGtu{t g`k‫ז‬nL
lae‫ז‬od‫ ז‬lalze6Lw/0‫ ז‬ug{ r‫ז‬Gg` lzI‫זז‬yL{G»w‫ ז‬n‫ז‬lu to‫ז‬/ k‫ז‬l/Pw‫ `ז‬G‫ `ז‬.
o;d‫ ז‬cleJolQ: / o;w‫ ז‬k|w‫ז‬/, cg¸R5`bn`vg ty‫ ז‬Jo‫ז‬aG‫ז‬l/w n`vg, k|z‫;ז‬lgw
n`vg, w‫ז‬g¸gL n`vg, a}+w ty‫ ז‬laQLo w‫ז‬/‫`ז‬a‫ז‬/;гaGwL n`vg / cGtd‫ ז‬e‫ז‬e
‫;זז‬гk‫ז‬bg ty‫ ז‬k08‫¸ז‬lnlk ;гk‫ז‬bg;Fu ;гa6 k7‫˛ז‬o;‫ז‬du|L /‫ז‬lvPw5 ‫ז‬g ˛ . oL
;‫ז‬du|La6‫ ז‬laB‫ז‬yL{G» n`vg ty‫; ז‬гk‫ז‬bgw‫ ז‬lalaw kI‫ז‬d‫ ז‬e‫ז‬le‫ז‬w l;k c‫ז‬
h{g u g{ ;I‫ז‬d G¸g` ck`I‫ זז‬ul/Pw 5 ` ‫ ז‬.

@. ;‫ז‬w‫ז‬0/‫ ז‬p2`Zo
o; k7‫ז‬o‫ז‬+zw‫ז ;ז‬w‫ז‬0/‫ ז‬p2`ZoG» o;k|w5 /‫ז‬g ˛ :
 cleJolQ:w‫ `ז‬kl/ro;lGt o;w‫ ז‬k|w‫ז‬/ Pad˛ lalaw k|w[ltw‫ז‬
n`vg l;kw‫ `ז‬law‫ ;ז‬u/‫ז‬pg`,
 cg¸R5`bw ‫ז‬6 }; `‫ז‬lGtw caw‫זז‬0 /‫ז‬w‫ז ;ז‬y} lalaw :a»kw‫ז‬
cg¸R5`b /rg‫ז‬w‫ `ז‬cEo‫;ז‬d‫; ז‬Ge‫ז‬uL u/‫ז‬pg`,
 Jo‫ז‬aG‫ז‬l/wxk|z‫;ז‬lgw n`vgw‫ `ז‬:a»k ty‫ ז‬laleGg k|w[ltw‫ ז‬n`vg wn‫ז‬w‫`ז‬
;du| clea[l6d‫ ז‬h8`‫ ז‬lbg nu‫ז‬pg`,
 w‫ז‬g¸gLxa}+w ty‫ ז‬laQLo w‫ז‬/‫`ז‬a‫ז‬/;гaGwL n`vgw‫ז‬9 `‫ז‬Fr‫ ז‬to
‫ז‬/ ug{ ;I‫ז‬d t¸No‫ז‬pg`,
 e‫ז‬e‫;זז‬гk‫ז‬bgw‫ז‬6}; ‫ז‬lGtw :a»kw‫ `ז‬rr‫;{ז‬lGt 5k‫ז‬O z¸l6lrXgw
‫ `ז‬pko‫`ז‬u

u/L k08‫¸ז‬lnlk ;гk‫ז‬bg I‫ז‬dt‫ ז‬clea[l6d‫ ז‬h8`‫ ז‬lbg ;I‫ז‬d ag‫ז‬pg` .

#. lalze6 p2`Zo ty‫ ז‬k7 ‫˛ז‬olae‫ז‬o

Pw‫ז‬Out lalze6 p2`Zo k7‫˛ז‬olae‫ז‬o
 cleJolQ:w‫ `ז‬kl/ro Pw‫ז‬O !: cleJolQ: (!^)
 lbO{ o;w‫ ז‬k|w‫ז‬/ !.! cleJolQ:w‫ `ז‬kl/ro
lrg‫ז‬pg,
 lnlvt cleJolQ: / !.@ cleJolQ:w‫ ז‬k|w‫ז‬/
o;w‫ ז‬k|w‫ז‬/G» at‫ז‬
pg .
Pw‫ז‬Out lalze6 p2`Zo k7‫˛ז‬olae‫ז‬o
 d‫}ז‬lvw cleJolQ:
 lnlvt cleJolQ:
!.# lnlvt cleJolQ:w‫ ז‬k|w‫ז‬/
 ;‫ז‬d‫ז‬Go n`vg
 Jo‫ז‬aG‫ז‬l/w n`vg
 Jo‫ז‬a;‫ז‬low n`vg
 k|o‫`ז‬hgk/w n`vg
 k|‫ז‬l1wxa‫}ז‬l6w n`vg
 l;h{g‫ז‬Tdw n`vg
 ;‫ז‬lGlTow / ;‫ז‬lGTo`t/ n`vg
 ;гk‫ז‬bg‫ז‬Tdw n`vg

 cg¸R5`b n`vgw‫`ז‬ Pw‫ז‬O @: cg¸R5`b n`vg

kl/ro lbO{ o;w‫; `ז‬ (@@) @.! cg¸R5`bw‫`ז‬
+/rg‫ ז‬at‫ז‬pg, kl/ro
 lalaw lae‫ז‬od‫ ז‬c‫ז‬w
‫ז‬l/t laleGg k|w‫ז‬/w‫ז‬ @.@ cg¸R5`b n`vgw‫; `ז‬
cg¸R5`b n`vgw ‫ז‬
‫ז‬9Fr‫ ז‬to‫ז‬/ ug{ . +/rg‫@ ז‬.# cg¸R5`b
n`vgw ‫ז‬9 ` ‫ז‬Fr‫@ ז‬.$
cg¸R5`bw‫ ז‬k|w‫ז‬/
 a:t¸k/w
 c‫ז‬Tdk/w
 c‫ז‬nª˛w‫ז‬l/w
 t‫ז‬lw{w
 laZn`e‫זז‬0 ‫ז‬Tdw
 e‫ז‬ag‫ז‬Tdw
 laa/0‫זז‬Tdw
 c‫ז‬Vo‫ז‬g‫ז‬Tdw
 Jo‫ז‬aG‫ז‬l/w n`vgw‫`ז‬ Pw‫ז‬O # : Jo‫ז‬aG‫ז‬l/w n`vg (!$)
kl/ro lbg,
 Jo‫ז‬aG‫ז‬l/w n`vgw‫ז‬ #.! Jo‫ז‬aG‫ז‬l/w n`vgw‫`ז‬
laleGg 9‫ז‬Fr‫ ז‬to‫ז‬/
ug{ . kl/ro #.@ Jo‫ז‬aG‫ז‬l/w n`vgw
‫ז‬9 ‫ז‬Fr‫ז‬
 lr7L (w‫ז‬o‫{ז‬noLo)
 lga`bg (g‫ז‬ul/wt‫ז‬, ;+:y‫ ז‬bt‫ז‬
{)
 ;"rg‫ז‬
 la1‫ז‬kg
 /l;b
 ek‫{ז‬O
 dGh¸/Lg‫ז‬d‫ז‬
 lg0‫{ז‬o k¸l:tw‫ ז‬n`vg

Pw‫ז‬Out lalze6 p2`Zo k7‫˛ז‬olae‫ז‬o

 JolQ:ut laa/0‫ז‬
 k|z‫;ז‬lgw I‫`ז‬qw‫ז‬ Pw‫ז‬O $ : k|z‫;ז‬lgw n`vg(!^)
laleGg lnvtG»w‫`ז‬ $.! k|z‫;ז‬lgw n`vgw‫ `ז‬kl/ro
h‫ז‬gw‫ז‬/L lbg, $.@ lgo¸lQ:kq
 k|z‫;ז‬lgw I‫`ז‬qw‫ ז‬n $.# kl/kq
‫ז‬lu c‫ז‬aZow laleGg $.$ laa‫ז‬G bt‫{ז‬
k|w‫ז‬/w‫ ז‬lnvtG»w‫`ז‬ $.y hGdbt‫{ז‬
gd¸g‫ז‬ $.^ d[To¸bt‫{ז‬
to‫ז‬/ ug{ . $.& w‫ז‬o‫{ז‬no l6Kk0‫ז‬L
$.* a;‫ז‬OF;/‫ז‬O
$.( g‫ז‬t‫ ז‬k|d‫ז‬l0‫ז‬t

 w‫ז‬g¸gL n`vgw‫`ז‬ Pw‫ז‬O y: w‫ז‬g¸gL n`vg (@y)

kl/ro lbg, y.! w‫ז‬g¸gL n`vgw‫`ז‬
 w‫ז‬g¸gL n`vgw9 ` ‫ז‬ kl/ro y.@ w‫ז‬g¸gL
‫ז‬Fr‫ ז‬/ k|w‫ז‬/G» at n`vgw ‫ז‬9 ` ‫ז‬Fr‫ ז‬y.# w
‫ז‬pg . ‫ז‬g¸gL n`vgw‫ ז‬k|w‫ז‬/
 td;¸w
 /‫ז‬lhg‫ז‬d‫ז‬
 b[le6aGww
 c+zaG8‫ז‬
 aw;kq
 3/aG‫ז‬n
 a}g‫ז‬k§‫ז‬
 w/‫ז‬/g‫ז‬d‫ז‬
 h‫ז‬G`/L kq
  ldn‫ז‬kq
 58`‫ז‬kq
 awkq
 a}ª˛w ty‫ז‬ Pw‫ז‬O ^: a}ª˛w ty‫ ז‬laQLo w
laQLo w‫ז‬/‫`ז‬a‫ז‬/w ‫ז‬/‫`ז‬a‫ז‬/;гaGwL n`vg (!#)
‫ `ז‬kl/ro lbg . ^.! a}ª˛w ty‫ ז‬laQLo w‫ז‬/‫`ז‬a‫ז‬/w‫ז‬
 a}ª˛w ty‫ ז‬laQLo ; ` kl/ro
+:y‫;ז‬Fu ^.@ a}ª˛w ty‫ ז‬laQLo w‫ז‬/‫`ז‬a‫ז‬/
;гa6 laleGg k|w‫ז‬/w‫ז‬ n`vgw ‫ז‬9 `‫ז‬Fr‫ז‬
w‫ז‬uh‫ז‬txe‫}ז‬r/ to‫ז‬/  a}ª˛w e‫}ז‬r/
ug{,  ;`o/ vl/b k:‫ז‬/‫ז‬d
 lwt‫`ז‬aGww td;¸w
 lwt‫ `ז‬k:¸Sw‫ז‬w‫ `ז‬gd¸g‫ז‬
 e‫ז‬e‫; זז‬гk‫ז‬bgw‫`ז‬ Pw‫ז‬O &: e‫ז‬e‫; זז‬гk‫ז‬bg (@@)
kl/ro lbg, &.! e‫ז‬e‫; זז‬гk‫ז‬bgw‫`ז‬
 e‫ז‬e‫; זז‬гk‫ז‬bgw kl/ro
‫ `ז‬c‫ז‬aZowt‫ ז‬at &.@ e‫ז‬e‫; זז‬гk‫ז‬bgw‫ `ז‬c‫ז‬aZowt
‫ז‬pg, ‫& ז‬.# e‫ז‬e‫; זז‬гk‫ז‬bgw‫ ז‬k|w‫ז‬/
 e‫ז‬e‫; זז‬гk‫ז‬bgw‫ ז‬k|w‫ז‬/  e‫ז‬e‫;זז‬гk‫ז‬bg

Pw‫ז‬Out lalze6 p2`Zo k7‫˛ז‬olae‫ז‬o

at‫ז‬pg,  lae‫ז‬oa:t¸ ;гk‫ז‬bg
 e‫ז‬e‫;זז‬гk‫ז‬bgw‫ ז‬c‫ז‬w‫ז‬ &.$ e‫ז‬e‫;זז‬гk‫ז‬bgw‫ ז‬c‫ז‬w‫ז‬/e"t kI‫ז‬
/e"t kI7 ‫ז‬гo‫ז‬pg .
 k08‫¸ז‬lnlk ;гk‫ז‬bg Pw‫ז‬O *: k08‫¸ז‬lnlkw‫; `ז‬гk‫ז‬bg (@@)
w‫ `ז‬kl/ro lbg, *.! k08‫¸ז‬lnlk ;гk‫ז‬bgw‫ `ז‬kl/ro
 5k‫ז‬O z¸l6 / lrXg k| *.@ 5k‫ז‬O z¸l6 / lrXg k|o‫`ז‬u
o‫`ז‬u u/L ;гk‫ז‬bg *.# 5k‫ז‬O z¸l6 / lrXg k|o‫`ז‬uw 9 `‫ז‬
ug{ ‫ז‬Fr‫ז‬
 5k‫ז‬O z¸l6 / *.$ k08‫¸ז‬lnlkw‫ `ז‬clGtd to‫ז‬/L
lrXg k|o‫`ז‬u6‫ז‬/‫ז‬
k‫ז‬l08¸lnlk
;гk‫ז‬bg ug{,
 k08‫¸ז‬lnlkw‫ `ז‬clGtd
»k ( k|`; /`8L wkL)
to‫ז‬/ u g { .
l6Kk0‫ז‬L : w‫`ז‬e7 leqw‫ ז‬cª˛wn` k|To`w Pw‫ז‬On‫ז‬O{ lbOPw‫ `ז‬cg¸d‫ז‬lgt
306L hg‫ז‬pg`5 .
$. lzI‫ז‬0‫ ז‬k|lalw
k|To`w Pw‫ז‬Od‫ ז‬c‫ז‬aZowt‫ ז‬cg¸;‫ ;ז‬/‫ז‬w‫ז‬0/‫ ז‬/ lalze6 lalww‫ `ז‬pko‫`ז‬ud‫ ז‬No‫ז‬Og`5 .
$.! ;‫ז‬w‫ז‬0/‫ ז‬lzI‫ז‬0‫ ז‬k|lalw
 Pw‫ז‬Ow‫ `ז‬k|w[ltcg¸;‫ז‬/ k7 ‫˛ז‬ok¸:tw, ;Gbe{ k¸:tw, k7‫ז‬kq, tl‫ז‬nw‫ ז‬/
c‫ז‬/`vG»w‫ `ז‬pko‫`ז‬u u/L Jo‫ז‬Vo‫ז‬g, 5nk:n, k|Zg‫`ז‬Q/ lalw / k|:t¸tLwG/0‫ז‬w
‫ `ז‬pko‫`ז‬u ul/g`5 .
$.@ lalze6 lzI‫ז‬0‫ ז‬k|lalw
Pw‫ ז‬w‫ז‬o{wn‫ז‬k
O
!  cleJolQ:w‫ ז‬laleGg k|w‫ז‬/G»w‫ `ז‬lzI‫ז‬wn` ;}6‫ז‬lGtw h‫ז‬gw‫ז‬
/L
u/‫ז‬pg` / o;;Fu ;гa6 lnlvt cleJolQ:w‫ ז‬JolQ:ut
laleGg 9‫ז‬Fr‫ז‬w‫? ז‬kd‫ ז‬to‫ז‬/ u g { nu‫ז‬pg` .
@  cg¸R5`bw ‫ז‬6}; ` ‫ז‬lGtw kl/ro lbO{ laleGg lae‫ז‬oI
‫`ז‬q;Fu ;гalGwt cg¸R5`bw‫ ז‬gd¸g‫ז‬9 ‫ז‬Fr‫ ז‬to‫ז‬/ u/L wI
‫זז‬d‫ ז‬k|:t¸t u g { nu‫ז‬pg` .
#  Jo‫ז‬aG‫ז‬l/w n`vg / o;w‫ ז‬dGŒaw‫ ז‬a‫ז‬/`d‫ ז‬lzI‫ז‬wn`
wI‫זז‬d‫ ז‬h‫ז‬gw‫ז‬/L u/‫ז‬pg` .
 Jo‫ז‬aG‫ז‬l/w n`vg;Fu ;гalGwt laleGg k|w‫ז‬/w‫ ז‬w‫ז‬o
‫{ז‬noLo / k|z‫;ז‬lgw lr7L n`Vg nu‫ז‬O{ wI‫זז‬d‫ז‬
k|:t¸t u g{ nu‫ז‬pg` .
 laleGg 9‫ז‬Fr‫ז‬w‫ ז‬lan ek‫{ז‬O{, dGh¸/Lg‫ז‬d‫ז‬, d‫ז‬OGo¸6 /
JolQ:ut laa/0‫ ז‬to‫ז‬/ u/L wI‫זז‬d‫ ז‬k|:t¸t u g { nu‫ז‬pg` /
lzI‫ז‬wn` c‫ז‬aZow
k[e7k‫`ז‬e‫ז‬0‫ ז‬lbg` .
$
 k|z‫;ז‬lgw n`vg;Fu ;гalGwt lgw‫{ז‬l/t laleGg 9‫ז‬Fr‫ז‬w‫ז‬
gd¸g‫ ז‬to‫ז‬/ k‫ז‬/L laB‫ז‬yL{n‫ז‬O{ c‫ז‬aZow h‫ז‬gw‫ז‬/L u/
‫ז‬pg`,
 laB‫ז‬yL{n‫ז‬O{ k|z‫;ז‬lgw n`vgw‫ ז‬laleGg 9‫ז‬Fr‫ ז‬n`Vg nu
‫ז‬O{ wI‫זז‬d‫ ז‬k|:t¸t u g { nu‫ז‬pg` / c‫ז‬aZow k[e7k‫`ז‬e0‫ז‬
‫ ז‬k|b‫ז‬g ug{`,
y
;d"Gut a‫ ז‬JolQ:ut »kd‫ ז‬w‫ז‬g¸gL n`vgw‫ ז‬laleGg 9‫ז‬Fr‫ ז‬to
‫ז‬/ ug{
nu‫ז‬O{ k/:k/d5 ‫ז‬nk:n u/‫ז‬pg` / cGTod‫¸; ז‬e:‫ז‬a lbg` .
^  a}ª˛w ty‫ ז‬laQLo w‫ז‬/‫`ז‬a‫ז‬/ n`vga‫ז‬/` lgw‫{ז‬l/t
lwl;dw‫ז‬9 ‫ז‬Fr‫ז‬G» to‫ז‬/ u g { nu‫ז‬pg`,
 ;ª˛wng ul/Pw‫ז‬9 ‫ז‬Fr‫ז‬w‫ `ז‬cèoog u/L gd¸g‫ ז‬ag‫ז‬pg`
/ wI‫זז‬d‫ ז‬k|:t¸t u g { nu‫ז‬pg` .
&  ;гk‫ז‬bgw‫ `ז‬c‫ז‬aZowt‫ ז‬k|o‫`ז‬hga‫ז‬/` lzI‫ז‬wn` wI‫זז‬d6}; ‫ז‬
‫ז‬lGtw caw‫זז‬0/‫ ז‬k|:t¸t ug{` ,
 e‫ז‬e‫;זז‬гk‫ז‬bgw‫ ז‬lglгt Pwn / ;d"Gut »kd‫; ז‬гk‫ז‬bgLo
;‫ז‬du|LG» pknAw u/‫ז‬O{ ;гk‫ז‬bg w‫ז‬o{d‫; ז‬+nUg u/
‫ז‬pg` .
*  k08‫¸ז‬lnlkw‫; `ז‬гk‫ז‬bg / o;w‫ ז‬k|‫ז‬lalww kI‫ז‬w‫ז‬6}; `‫ז‬lGtw
 h‫ז‬gw‫ז‬/L lbO{ w¸g} klg lae‫ז‬od‫ ז‬gd¸g‫ ז‬k08‫¸ז‬lnlk to
‫ז‬/ u g { nu‫ז‬pg`
 to‫ז‬/ ul/Pw‫ `ז‬k08‫¸ז‬lnlkd5 ‫ז‬k‫ז‬Oz¸l6w‫ ז‬lrXgw‫ `ז‬k|o‫`ז‬u
u/L clGtd
;гk‫ז‬bg (k|`; /`8L wkL) to‫ז‬/ ug{ nu‫ז‬pg` .
 lzI‫ז‬wn` k|To`w laB‫ז‬yL{n` to‫ז‬/ u/`w‫ ז‬k08‫¸ז‬lnlka‫ז‬/` l6Kk0‫ז‬L
u/L
;¸e:‫ז‬a / k[e7k‫`ז‬e‫ז‬0‫ ז‬lbg` .

y. d"No‫ז‬ª˛wg
o; k 7 ‫˛ז‬o‫ז‬+zw‫ `ז‬clGtd d"No‫ז‬ª˛wg lq.la. k/LI‫ זז‬k|0‫זז‬nLcg¸;‫ז‬/ a‫ז‬le‫{ז‬w k/LI
‫ז‬/‫ז‬6‫ זז‬ul/g`5 . cèo‫ז‬kgw‫ `ז‬calwleq wI‫ זז‬w‫ז‬o{wn‫ז‬kw‫» ז‬kd‫ ז‬k 7 ‫˛ז‬oa:t¸w‫`ז‬
k|w[ltcg¸;‫ז‬/ ;d"Gw‫ז‬o{, d‫}ז‬lvw ty‫ ז‬lnlvt k|:t¸lt6‫ז‬/‫ ז‬laB‫ז‬yL{G»w‫ `ז‬d"No
‫ז‬Íg u g { ;lwg`5 .
a‫ז‬le‫{ז‬w k/LI‫זז‬d‫`ז ;ז‬lwg` k|Zgw‫ `ז‬k|w[lt, k|Zg9‫ז‬Fr‫ ז‬/ To;w‫ `ז‬cª˛we‫ז‬/ lgгg‫ז‬g¸;‫ז‬/ G¸g`5–
q:.;+. k/LI‫זז‬w‫ `ז‬lwl;d k|Zgw‫ `ז‬lwl;d cª˛w
! ;}6‫ז‬lGtw a:t¸ut k|Zg (!^×!) !^

lae‫ז‬out k|Zg

;+lI‫ז‬Kt k|Zg (*×y) $)

@$
n‫ז‬d‫ `ז‬k|Zg (@×!@)
@ k|o‫`ז‬u‫ז‬Tdw c‫ז‬Gtl/w !)
@)
a‫ז‬Xo !)
hгd‫ז‬ !))
k|o‫`ז‬u‫ז‬Tdw w‫ז‬o{w‫ ז‬c‫ז‬w‫ז‬/G»
z}lI‫ז‬w ;qw‫ ז‬cGtd‫ ז‬laB‫ז‬yL{G»n` a‫ז‬Xo k/LI‫ז‬0‫ז‬w‫ ז‬lglгt k|o‫`ז‬u
‫ז‬Tdw w‫ז‬o{ t‫`ז‬lwPw ‫ז‬9 ` ‫ז‬Fr‫ז‬d‫ ז‬to‫ז‬/ u/L lae‫ז‬uxSo‫ז‬гk;d‫ ז‬a¸e:‫ז‬pg¸ kg{`5 :
 tn lbOPw‫ז‬9 `‫ז‬Fr‫ז‬leq /GL k 7 ‫˛ז‬o‫ז‬+zd‫ ז‬lgw‫{ז‬l/t Pw‫ז‬O @–* w‫ ; ז‬a }
pkzLe‫{ז‬wG»w‫ `ז‬kl/ro / ltgw‫ `ז‬gd¸g‫( ז‬wгtLd‫@ ז‬y–#) k[e7w6 )`‫ז‬ª˛wg
u/L wI‫זז‬lzI‫ז‬ww‫ `ז‬lgb{`zgd‫ ז‬/GL cèoogkq to‫ז‬/ ug{`5g˛ . laB‫ז‬yL{6‫ז‬/‫ז‬
to‫ז‬/ ul/Pw‫ `ז‬cèoogkqw‫ `ז‬z}lI‫ז‬w ;qw‫ ז‬cGtd‫ז‬
;гalGwt lae‫ז‬uw‫ ז‬b¸O{hg‫ ז‬al/e7 k|‫ז‬èo‫ז‬kwG»a6‫ ז‬d"No‫ז‬ª˛wg u/‫ז‬O{ To;w
‫ `ז‬k|‫ז‬Kt‫ז‬ª˛w / cèoogkq u‫`ז‬Ko l;naGbL u/L lq.la. k/LI‫ זז‬lgoGq0‫ ז‬w‫ז‬o
‫{ז‬no, aNv¸d‫ ז‬lgw‫{ז‬l/t ;dod‫ ז‬k7‫ז‬pg¸kg{`5 .
 cèoogkqw ‫ז‬9 `‫ז‬Fr‫ז‬
cèo‫ז‬o Pw : cèoogkqw‫ `ז‬kl/ro
 zLe‫{ז‬w
 k|o‫`ז‬hg
 cèoogw‫ `ז‬k[e7e"ld
 p2`Zo
 cèoogw‫ `ז‬c‫ז‬w‫ז‬/
cèo‫ז‬o b¸O{ : lae‫ז‬oa:t¸w‫ `ז‬laZn`e ‫ז‬0 ‫ז‬
 lae‫ז‬oa:t¸w‫ `ז‬kl/ro
 lae‫ז‬oa:t¸w‫ `ז‬gd¸g‫ז‬
cèo‫ז‬o ltg : lgewe‫{ז‬x;‫ז‬/‫ז‬+z / ;¸e:‫ז‬a
^. l;k:‫ז‬l/; ul/Pw‫ ז‬k7‫˛ז‬ok¸:tw ty‫; ז‬Gbe{;"rL
clww‫ז‬/L, rGb|w‫ז‬Gt (@)$&), n`vg ty‫ ז‬laa`rg, u‫`ז‬/v‫ ז‬: lGd ;‫`ז‬Nd‫ז ;ז‬lGTo
;ª˛3 . v8˛w‫ז‬, klaqaG‫ז‬b¸/ (@)&!), w‫ז‬g¸gL lnvtw‫ז‬6}; `‫ז‬lGtw / Jo‫ז‬aG‫ז‬l/w h‫ז‬gw‫ז‬
/L, w 7 ‫ז‬d ‫ז‬8 ‫}ז‬F :
laB‫ז‬yL{ k¸:tw e08‫ז‬/ .
vg‫ז‬n, >L/‫ז‬d (@)&!), la1‫ז‬kg, hg;гkw{ / ldl8o‫ז‬w‫ ז‬d¸2‫ז‬G», w 7 ‫ז‬d ‫ז‬8 ‫}ז‬F : laB‫ז‬
yL{ k¸:tw e08‫ז‬/ .
vlgo‫ז‬, a¸6/‫ז‬h / cGo (@)&@), :g‫ז‬tw clga‫ז‬o{ g`k‫ז‬nL, w 7 ‫ז‬d ‫ז‬8 ‫}ז‬+ :
h¸lk6/ k|w‫ז‬zw ty‫ ז‬lat/w .
vlgo‫ז‬, a¸6/‫ז‬h / clww‫ז‬/L /‫ז‬d w¸d‫ז‬/ (@)&y), Jo‫ז‬aG‫ז‬l/w n`vg ty‫; ז‬гk‫ז‬bg wn‫ז‬,
w 7 ‫ז‬d ‫ז‬8 ‫}ז‬+ : h¸lk6/ k|w‫ז‬zw ty‫ ז‬lat/w .
u‫}ז‬td, b`aLk|;‫ז‬b / c‫ז‬r‫ז‬o{, a|t/‫ז‬h (@)^!), laz`e‫ ז‬g`k‫ז‬nL, w 7 ‫ז‬d ‫ז‬8 ‫}ז‬F :
laB‫ז‬yL{ k¸:tw e08‫ז‬/ .
u‫}ז‬td, b`aLk|;‫ז‬b, e08‫ז‬/L, k‫ז‬/;dl0‫ ז‬/ c‫`ז‬e:‫ז‬/ ,‫ז‬dg‫ז‬y (@)&@), :g‫ז‬tw g`k‫ז‬nL, w ‫ז‬
7d ‫ז‬8 ‫}ז‬F : laB‫ז‬yL{ k¸:tw e08‫ז‬/ .

Go‫}ז‬k‫ז‬g`, g`qk|;‫ז‬b / ltdlN;g‫ז‬, lza k|;‫ז‬b, (@)&y), Jo‫ז‬aG‫ז‬l/w n`vg ty‫; ז‬гk‫ז‬bg,
w 7 ‫ז‬d ‫ז‬8 ‫}ז‬+ : lkg‫ז‬wn klAnw`;g, k|‫ ז‬ln .
e08‫ז‬/L, k‫ז‬/;dl0‫&)@( ז‬$), k|‫ז‬l1w n`vg ty‫; ז‬гk‫ז‬bg, w 7 ‫ז‬d ‫ז‬8 ‫}ז‬F : laB‫ז‬yL{
k¸:tw e08‫ז‬/ . e08‫ז‬/L, k‫ז‬/;dl0‫&)@( ז‬y), Jo‫ז‬aG‫ז‬l/w n`vg ty‫; ז‬гk‫ז‬bg, w 7 ‫ז‬d 8 ‫ז‬
‫}ז‬F : laB‫ז‬yL{ k¸:tw
e08‫ז‬/ .
>`e7, 1‫ז‬OGb|aG‫ז‬b¸/ (@)&#), w‫ז‬g¸gL lnvtw‫ ז‬d:o‫}ז‬b‫ ז‬Pad˛ Jo‫ז‬a;‫ז‬low c‫ז‬r‫ז‬/ gLlt
/ w‫ז‬g¸gL l;k, w 7 ‫ז‬d ‫ז‬8 ‫}ז‬F : k}/aL k|w‫ז‬zg .
;¸a`bL, n‫ז‬n‫ז‬g‫ז‬y (@)^(), g`k‫ז‬nL a‫`ז‬w / /rg‫ז‬lzNk, w 7 ‫ז‬d ‫ז‬8 ‫}ז‬+ : laB‫ז‬yL{ k¸:tw e08‫ז‬/ .
Course Title: School Health Programme and Community Health Survey

Course No. : HP.Ed 445 (Major) Nature of course: Theoretical and practical

Level: B.Ed. Full Marks: 100 (50 Th. & 50 Pr.)

Year: Fourth Pass Marks: 17.5 Th & 20 Pr

Total period: 225 Periods: 9 per week

Time per period: 55 Minutes

1. Course Description

This course is designed to develop theoretical and practical understanding of school health
programme and community health survey among the students. The course consists of seven
major units. First unit is related to introductory part of school health programme, its models
and approaches. The other units deal with health instruction, healthful school environment,
school health service, school community co-operation, school nutrition programme and
school safety and first aid treatment. Students will also practice some aspects of school health
programme during field work in the schools as the part of internal assessment. This course
also aims to enhance the understanding of community health and community organisation
along with major community health problems of Nepal. This course equally tends to equip
students with practical knowledge and skills in doing survey, analysing data, writing survey
report and prepare action plan for school/community education programme.

2. General Objectives

The general objectives of this course are as follows:

 To provide the students with the basic knowledge about school

health programme and its models and approaches.
 To enable students to identify different components of school health
programme
 To make the students familiar with health instruction, healthful school
environment, school health service, school community co-operation, school
nutrition programme and their elements.
 To provide students with basic knowledge and skills in school safety and
first aid treatment
 To orient students with community health problems of Nepal.
 To make students familiar with basic concepts of community,
society, community development and community organization.
 To provide basic concepts of process of health need assessment and
community health survey.
 To provide students with field experiences of data collection and
analysis procedure.
 To make students capable to carry out health survey in school/community
and prepare survey report.
3. Specific Objectives and Contents
 Specific Objectives Contents

 Describe concept of SHP Unit I: Introduction to School Health Programme

 Illustrate aims and objectives (15)
of SHP
1.1 Introduction to School Health
 Explain need and Programme (SHP)
importance of SHP 1.1.1 Concept of SHP
 Illustrate different models and 1.1.2 Aims and objectives of SHP
approaches of SHP 1.1.3 Need and importance of SHP
1.2 Models/approaches of SHP
1.2.1 Traditional SHP with four
components
1.2.2 Health promoting school (HPS)
1.2.3 Child friendly school (CFS)
1.2.4 Comprehensive SHP with eight
components
1.2.5 Focusing Resource of Effective
School Health (FRESH)
 Introduce health services as a Unit II School Health Service and Health
major components of SHP Instruction (40)
 Explain objective of school
health services 2.1 School Health Service (SHS)
2.1.1 Meaning and objectives of SHS
 Describe appraisal, preventive
2.1.2 Appraisal aspects of SHS
and remedial aspects of school  Health observation
health services  Screening test
 Highlight the role of health  Health examination
education teacher and nurse to  Health record
provide SHS  School clinic
 Describe the meaning and 2.1.3 Preventive aspects of SHS
importance of safety  Preventive measures of infectious
education, emergency care diseases
and first aid treatment at  Safety education, emergency care and
schools first aid treatment at school
 Describe first aid techniques  First aid treatment procedure of common
and procedure of common injuries that occur surrounding the
injuries that occur at school school premises : Cuts and bleeding,
Fracture, Drowning, Heat stroke,
 Explain current school Electrocution , Snakebite, Frostbite,
health service available in Dog bite, Shock, Altitude sickness,
Nepal Poisoning)
 Describe meaning and  Immunisation and vaccination
objectives of health  Isolation and school closing policy
instruction 2.1.4 Remedial aspects of SHS
 Explain types of health  Guidance and counselling services
instruction  Referral and follow up service
 Make health instruction plan  Health care for children with special
for teaching health education needs
in school 2.1.5 The role of health education teacher and
nurse to provide SHS
 Describe methods of life skill
2.1.6 Current school health services in Nepal
based health instruction 2.2 School Health Instruction
2.2.1 Meaning and objectives of health
 Explain current health instruction
instruction plan in Nepal 2.2.2 Types of health instruction
 Planned health instruction
 Integrated health instruction
 Correlated health instruction
 Incidental health instruction
2.2.3 Life skill based health instruction
2.2.4 Current practice of health instruction in
Nepal
 Describe meaning and Unit III Healthful School Environment and School
objectives of healthful school Nutrition Programme (25)
environment
 Elaborate importance of 3.1 Healthful School Environment (HSE)
3.1.1 Meaning and objectives of HSE
physical and psycho-social
3.1.2 Physical environment of HSE
environment of school to
 Concept
promote the wellbeing of
 Importance
school children  Elements
 Explain elements of physical 3.1.3 Psycho-social environment of HSE
and psycho-social  Concept
environment of healthful  Importance
school environment  Elements
 Describe concept and purpose 3.1.4 Counselling on mental health of pupils
of counselling programme on  Concept and purpose
mental health  Appraisal methods of mental health
 Explain appraisal methods of problems of pupils
mental health problems  Developing coping power and stress
 Elaborate the ways of management techniques for mental health
developing coping power and promotion
 Management of mass convulsion
stress management for mental
disorder
health promotion 3.2 School Nutrition Programme (SNP)
 Describe cause, effects and 3.2.1 Concept and objectives of SNP
management of mass 3.2.2 Appraisal measures of nutritional
convulsion disorder at school status of school children
 Describe meaning and 3.2.3 Promoting healthy food habits among
objectives of school nutrition school children
programme 3.2.4 Management of Mid-day meal (tiffin)
 Describe the appraisal to school children
3.2.5 Supervision of school canteen/school
techniques of nutritional status
mid-day meal
of school children
 Explain the methods of
promoting healthy food habits,
managing mid-day meal and
supervising school canteen.

 Introduce concept of school Unit IV School Community Co-operation (20)

community co-operation
 State objectives of school 4.1 Concept and importance on school community
co-operation
community co-operation
4.2 Objective of school community co-operation
 Identify the ways of involving 4.3 Co-operation and involvement of parents and
 parents and community in health community members in school’s programme
programmes 4.4 Involvement of school in community’s health
 Make a brief community programmes
resource mobilisation plan for 4.5 Joint venture programmes of school and
community
SHP
4.6 Planning for community resources mobilisation
 Describe role of school health 4.7 Role of school health council and Parents
council and parents teacher’s Teacher’s Association (PTA) for effective school
association for effective school community co-operation
community co-operation
 Describe meaning and Unit V Community Health and Community
elements of community Organisation (10)
 Explain types of community
5.1 Concept and elements of community
 Differentiate between 5.2 Types of community
community and society 5.3 Difference between community and society
 Clarify concept, importance 5.4 Concept, importance and scopes of community
and scopes of community health
health 5.5 Major community health problems of Nepal
 Describe major community 5.6 Meaning of community organisation and
health problems of Nepal community development
 Clarify the concept, aims and 5.7 Aims, objective and principles of
principles of community community organisation and community
organisation and development development
5.8 Methods/ approaches of community organisation
 Describe methods/ 5.9 Need and importance of community organisation
approaches of community for community health
organisation 5.10 Social capital, social network, coalition and
 Justify the importance of partnership for community health
community organisation for
community health
 Explore the interrelationship
among social capital, social
network, coalition and
partnership for community
health.
 Clarify concept of community Unit VI Community Health Survey and Health
survey and field survey Needs Assessment (25)
 Clarify the meaning of health
needs and health need 6.1 Meaning and nature of community survey and
assessment field survey
6.2 Types of survey
 Describe types of health needs 6.3 Meaning of health needs and health needs
 Describe process of health assessment
needs assessment 6.4 Types of health needs
 Discuss participatory methods  Felt needs
of health needs assessment  Expressed needs
 Describe basic steps of  Normative needs
community survey  Comparative needs
6.5 Methods of health needs assessment
6.5.1 Participatory Rural Appraisal (PRA)
 Meaning and importance of PRA
 Methods of PRA
 6.5.2 Community health survey
 Meaning and importance of community
health survey
 Methods of community survey
6.6 Basic steps of community survey
6.6.1 Ocular survey
6.6.2 Problem identification
6.6.3 Selection of study sites
6.6.4 Formulation of objectives
6.6.5 Population of the study
6.6.6 Determination of sample size and
sampling techniques
6.6.7 Construction of tool and its finalisation
6.6.8 Data collection procedure
6.6.9 Data analysis, interpretation and
dissemination
6.6.10 Report writing
 Develop proposal to conduct Unit VII: Practicum in School or Community Survey
school/ community health (90)
survey.
 Select the appropriate study site. 7.1 Conduction of ocular survey
 Prepare tools of data collection. 7.2 Selection of problem
 Collecting data/ information from 7.3 Selection of study sites
field. 7.4 Preparation of tools and its pre-test
 Analyze & interpret the data with 7.5 Conducting field survey for data collection
appropriate processes. 7.6 Data processing, editing, entry, tabulation and
 Prepare field study report. analysis
 Prepare and conduct action plan. 7.7 Developing draft of field study report
7.8 Preparing action plan for proposed health
education programme
7.9 Final report submission to the department
of campus
7.10 Final evaluation and viva-voce
(Note: Figures in the parentheses indicate the approximate teaching hours for the
respective unit)

4. Methods/Instructional Techniques:

The instructional techniques for this course comprise both general and specific methods.

4.1 General Instructional Techniques

 Lectures with the use of multi-media projector

 Group discussions and presentation
 Guest speeches
 Review of survey reports
 Library visits
 Home assignments
 Question-answer
4.2 Specific Instructional Techniques

Unit I: Explanation of contents and group discussion, Google search

Unit II: Review of book, explanation, group discussion, simulation, home assignments
 Unit III: Explanation, discussion, assignment, question answer, observation, project work

Unit IV: Explanation, review of books, class presentation, group discussion,

Unit V: Explanation, review of books, home assignment, class presentation, desk review

Unit VI: Mini-lecture, review of books, class presentation, desk review, web surfing

Unit VII: Ocular survey, group work, classroom exercise, home assignments, desk review,
cooperative learning, field work for data collection, data presentation and action programme.

5. Evaluation

5.1 Evaluation Scheme for Theory

The final theoretical examination carrying 50 marks will be conducted at the end of the academic
year by the Controller of Examinations, Tribhuvan University. Questions will be asked in the
final examination as given below:

Types of questions Total questions to be asked Number of questions to be Weightage

answered

Group A: Multiple 10 questions 10 × 1 10 marks

choice questions

Group B: Short 4 with 2 or questions 4×7 28 marks

Questions

Group C: Long 1 with 1 or question 1 × 12 12 marks

questions

Total 50 Marks

5.2 Evaluation Scheme for Practical

 Participation of students in classroom activities and field work with maximum 8 students
in one group.
 School/ community survey, report writing, viva- voce will be jointly evaluated by the
internal and external supervisor for 50 percent of marks.
Internal External Total

Attendance Participation in Involvement in data Viva Quality of Viva

fieldwork analysis and report survey report
writing

5 5 10 5 10 15 50

6. Teaching Learning Materials

Recommended Books

Anderson, C. L., & Creswell, W. H. (1993). School health practice (10th Ed.). New York:
McGraw-Hill, (Unit I-IV)
Budhathoki, C.B. & Wagle, B.P. (2068BS). School health programme management (Nepali).
Kathmandu: Pinnacle Publication. (For Unit I-IV)

Budhathoki, C.B. & Wagle, B.P. (2070 BS). Community health survey (Nepali). Kathmandu:
Pinnacle Publication. (For Unit V-VI)

Chhetri, H.S. & Bhandari, T.R. (2061). School health programme management and
supervision. Kathmandu: Kshitij Publication. (For Unit I-IV)

Dhakal, S.N. (2068). Community health survey. Kathmandu: Ratna Pustak Bhadar. (For Unit
V-VI)

Gautam, K. (2070). Community health survey. Kathmandu: Jupiter Publication.

Giri, S. (2066). Community health and community organisation . Kathmandu: Bidhyarthi

Publication. (For Unit V-VI)

Gupta, L.C. & Gupta, A. (2007). Manual first aid. Delhi: Jaypee Brothers.

Haag, J.H. (1972). School health programme (3rd edition). Philadelphia: Lea and Fabiger.
(Unit I-IV)

Maharjan, S.S. & Khanal, S. (2068BS). School health programme management (Nepali).
Kathmandu: Sunlight Publication. (For Unit I-IV)

Minkler, M. (2004). Community organizing and community building for health. San
Francisco: Jossey-Bass. (Unit V-VI)

MoHP. (2006). National School Health and Nutrition Strategy, Nepal 2006. Kathmandu,
Nepal: Authors. (For Unit III)

Ross, M. G. (1976). Community organization: Theory, Principles & Practice. New York:
Harper & Raw Publications. (Unit V-VI)

Sherchan, L. & Upreti, Y.R. (2072). Community health survey (Nepali). Kathmandu: Quest
Publication. (For Unit V-VI)

Sherchan, L. & Upreti, Y.R. (2073). Teaching HPE and school health programme (Nepali).
Kathmandu: Quest Publication. (For Unit I-IV)

Reference Books

Babbie, E. R. (2004). Survey research methods. Belmont, CA: Wadsworth.

Clark, J. & Henderson, J. (Eds.) (1983). Community health. London: Churchill Livingstone.

Devkota, B. (2056). Community health diagnosis. Kathmandu: Ratna Pustak Bhandar.

Devkota, B. (2068 BS). Health research methodology. Kathmandu: Educational Resource and
development Center Nepal.
Hale, Cynthia, (1996). Community diagnosis manual. Kathmandu: Health Learning Materials
Centre, Tribhuvan University.

Kerry, J. Redican, Larry K. Olsen and Charles R. Baffi (1998). Organization of school health
programmes, New York: McMillan Publishing Company.

McKenzie, J., Pinger, R. and Jerome, K. E. (2005). An introduction to community health

(Fifth Ed). Boston: Allyn and Bacon.

MoHP & MoE. (n.d). Joint Action Plan 2071/72-2075/76 School Heallth and Nutrtion.
Kathmandu: Authors.

Payne, J. (1999). Researching health needs: Community Based Approach. London: Sage
Publication.

Petersen, D.J. (2001). Need assessment in public health: A practical guide for student and
health professional. New York: Academic Publisher.

Pradhananga, Y. (2055). Samudaya swastha ko ruprekha. Kathmandu: Educational

Enterprises.

Turner, C.E. (1970). School health and health education. Saint Louis: The CV Mosby
Company.

UNICEF. (2006). Assessing Child-Friendly Schools: A Guide for Programme Managers in

East Asia and the Pacific. Bangkok: Keen Publishing (Thailand) Co., Ltd.

WHO. (2003). A Guide for Establishing Health Promoting Schools, Regional Office for
South-East Asia, New Delhi, India: WHO.

WHO. (2008). School policy framework: implementation of the WHO global strategy on diet,
physical activity and health. Geneva: Switzerland.
Course title: Spcorts Training in Physical Education

Course No. : HPEd. 446 Full marks: 100

Nature of course: Theory (Major) Pass marks: 35

Level: 4 Year B.Ed. Periods per week: 6

Year: Four Total periods: 150

Time per period: 55 minutes

1. Course Description
This course is designed to equip the prospective student teachers with the basic knowledge
of training, coaching and officiating in games and sports. It also attempts to provide student
teachers with experiences on test and measurement of different skills used in games and
sports.

2. General Objectives
 To provide the students with basic knowledge and concept of sports training,
coaching and officiating games.
 To acquaint the students with the skills of training, coaching and officiating
games and sports.
 To orient the use of different test and measurement in related games and
sports.

3. Specific Objectives and Contents

Specific Objectives Contents

 Explain the meaning and concept of Unit I Sports Training (50)

sports training
 Describe the aims, objectives and 1.1 Meaning and concept of sports training
characteristics of sports training 1.2 Aims and objectives of sports training
 Discuss the principles and process of 1.3 Characteristics of sports training
sports training 1.4 Principles and process of sports training
 State sports performance, periodisation 1.5 Sports performance
training means and loads 1.6 Concept of Periodisation and planning
 Apply different training and conditioning 1.7 Training means and loads
methods in sports 1.8 Methods of training and conditioning
 Introduce the meaning, importance, 1.8.1 Interval training
types and methods of warming up and 1.8.2 Circuit training
cooling down exercises 1.8.3 Fartlek training
1.8.4 Altitude training
1.8.5 Isometric and isotonic training
1.9 Introduction of Plyometrics training
1.10 Training of strength, speed, endurance and
flexibility
1.11 Warming up and Cooling down
 1.11.1 Introduction
1.11.2 Importance
1.11.3 Types
 General
 Specific

1.11.4 Methods
 Active
 Passive
1.11.5 Benefits of warming up and cooling
down
 Explain the meaning, concept, objectives, Unit II Coaching (25)
importance and principles of coaching. 2.1 Meaning and concept of coaching
 Describe concept, need, importance, 2.2 Objectives of coaching
characteristics, qualities and qualification 2.3 Importance of coaching
of a coach 2.4 Basic principles of coaching
 Discuss the training, education, duties 2.5 Definition, concept, need and importance of
and responsibilities of a coach a coach
2.6 Characteristic of a coach
2.7 Qualities of a coach
2.8 Qualification of a coach
2.9 Training and education of the coach
2.10 Duties and responsibilities of a coach
 Describe the meaning, concept, Unit III Officiating (35)
objectives and importance of officiating 3.1 Meaning and concept of officiating
in games and sports. 3.2 Objectives of officiating
 State the principles of officiating in 3.3 Importance of officiating
games and sports. 3.4 Basic principles of officiating
 Explain the roles of referee/ 3.5 Definition, concept, need and importance of
umpire/judge in games and sports. a referee, umpire and judge
 Delineate the qualities, and duties and 3.6 Qualities of a referee, umpire and judge
responsibilities of a referee/umpire/ 3.7 Duties of a referee, umpire and judge in different
judge. games and sports
3.7.1 Athletics
3.7.2 Volleyball
3.7.3 Football
3.7.4 Basketball
3.7.5 Badminton
3.7.6 Table tennis
 Explain the meaning, objectives, Unit IV Test and Measurement in Physical Education
needs and importance of test and (40)
measurement in physical education.
 List different tests used in 4.1 Meaning and objectives of test and
physical education. measurement in physical education
 Apply different tests in measuring 4.2 Need and importance of test and measurement
in physical education
 different knowledge and skills of physical 4.3 Tests in physical education
education and sports. 4.3.1 AAHPER Youth Fitness Test (Physical
fitness)
4.3.2 JCR Test (Motor fitness)
4.3.3 Cozen Athletic Ability Test (Motor
ability)
4.3.4 Push ups and Modified push ups
(Strength endurance)
4.3.5 Trunk extension forward and backward
(Flexibility)
4.3.6 Standing broad jump (Power)
4.3.7 Shuttle run (Agility)
4.3.8 Storkstand (Balance)
4.3.9 12 min. run/walk (Cooper test for
endurance)
4.3.10 Russell Lange volleyball test
4.3.11 Johnson Basketball ability test
4.3.12 Mc Donald Soccer's Test
4.3.13 Mott-Lockhart Table Tennis test
4.3.14 Lockhart and McPherson Badminton test

Note: The figures in the parentheses indicate the approximate periods for the respective units.

5 Instructional Techniques
The instructional techniques for this course are divided into two groups. The first group
consists of general instructional techniques applicable to most of the units. The second
group consists of specific instructional techniques applicable to specific units.

4.1 General Instructional Techniques

 Lecture
 Explanation
 Self study
 Library study
 Presentation
 Guest Lecture
 Question-answer
 Discussion

4.2 Specific Instructional Techniques

Unit Activities
 I  The students will be given reading materials to prepare papers on concept, aims and
objectives, characteristics, principles, process, sports performance, periodisation and
planning in physical education to present in the group.
 The students will be asked to explain means and methods of training and conditioning,
concept of plyometrics training and let them discuss in the group.
 The students will be given assignment to prepare the notes on warming up and cooling
down.The teacher will provide feedback for further improvement of the task.
II  Class interaction and discussion on the meaning, concept, objectives, importance and
principles of coaching.
 The students will be divided into four groups and each group will be asked to prepare
concept, need, importance, characteristics, qualities and qualification, training, education,
duties and responsibilities of a coach. They will also be instructed to present their
assignment in the large group. The teacher will facilitate in their activities.

III  The teacher will demonstrate signals and gestures related to officiating games and
sports. The students will follow the teacher’s demonstration.
IV  The students will organise a seminar on different test and measurement in physical
education.The teacher will facilitate to provide necessary reading materials.

This is a theory course. Hence, the learning of the students will be assessed through the
annual examination to be held by the Office of the Controller of Examinations. The types and
number of questions in the annual examination paper are given in the following table:

Types of questions Total questions Number of questions Total

marks
to be asked to be answered and marks
allocated

Group A: Multiple choice 20 questions 20 x 1 mark 20

items

Group B: Short answer 8 with 3 'or' 8 x 7 marks 56

questions questions

Group C: Long answer 2 with 1 'or' question 2 x 12 marks 24

questions

Total Marks 100

6 Recommended Books and References

Recommended Books
Barrow, H. M. & McGee, R. (1979). A practical approach to measurement in physical
education.Lea & Febiger, Philadelphia. (Unit IV)

Jha, A. K. (2009). Test, measurement and evaluation in physical education. Kathmandu: Ekta
Books. (Unit IV)

Lewellyn, J. H. & Blocker, J. A. (1982). Psychology of coaching; Theory and applications. New
Delhi: Surjeet Publications. (For Unit II)

Mathews, D. K. (1978). Measurement in physical education. Philadelphia: W.B. Saunders

Company. (Unit IV)

Phillips, D. A. & Hornak, J. E. (1969). Measurement and evaluation in physical education.

W.B. Saundera Co. Philadelphia. (Unit IV)

Prakash Brothers Educational Publishers (1991). Officiating and coaching. Ludhiana: Author.
(For Unit II and III)

Sharma, P.D. (1991). Officiating and coaching. Jalandhar: A.P. Publishers (Unit II and III).

Singh, H. (1995). Science of sports training. New Delhi: D.V.S. Publications. (For Unit I )

Textbooks and References

AAHPER (1976) Youth fitness test manual. Washington: American Alliance for Health,
Physical Education and Recreation.

Arnheim, D. D. & William, E.P. (1993). Principles of athletic training. St. Louis:
Mostly year book.
Barrow, H. M. & Mc Gee, R. M. (1979). A practical approach to measurement in physical
education, Philadelphia: lea and Fabiger..

Baruwal, H.B. & et al. (2070). Sports training and evaluation in physical education.
Kathmandu: Pinacal Publication.
Bosco, J.S. & Gastafson, W.F. (1983). Measurement and evaluation in physical education,
fitness and sports. New Jersy: Prentice-Hall, Inc.

Clarke, H. H. & Clarke, D.H. (1987). Application of measurement to physical education. New
Jersy: Prentice-Hall, INC

Goal, R. G. & Goel, V. (1990). Encyclopedia of sports and games. New Delhi: Vokas
publishing House Pvt.Ltd.
IAAF. Track and Field Athletics: A basic coaching manual. (Book No. I) London:
England.
IAAF. (2000). Run, jump and throw, The official IAAF guide to teaching athletics.
(CECS)
Sherchan, L. (2013). Sport training and evaluation in physical education. Kirtipur,
Kathmandu: Quest Publication.
Singh, A. & et al. (2012). Essentials of physical education. Ludhiana, India: Kalyani
Publishers
Thompson, P.J. (1991). Introduction to coaching theory Monaco: International
Amateur Athletic Federation (IAAF).
Vanaik, A. & Kahlon, D.S.(2005). Officiating and coaching in physical Education.
New Delhi: Friends Publication.
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