20 research outputs found
Automated Design of a Functionally
No full textAcknowledgments We are greatly indebted to our supervisors Prof. Anshul Kumar and Prof. M. Balakrishnan for their invaluable technical guidance and moral support during the course of the project. We are grateful to Satya Kiran, Basant Kumar Dwivedi and Anup Gangwar for their guidance and suggestions at various stages of the project. We would also like to thank the Embedded Systems Group for their co-operation. Last but not the least, we thank our batchmates who have motivated us all along. Also dedicated to the memory of laptop and chaibiscuit who have been subjects of many invigorating conversations and healthy leg-pullings. Varun Kodthivada Prashant Aggarwa
This is to certify that the thesis titled “Multiple-Output Complex Instruction Matching and Instruction
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Innovating in Education: NGO Interventions in New Delhi Government Schools
No full textThis dissertation examines three education non-governmental organizations (NGOs) in New Delhi that attempt to innovate within the Indian government school system. The author uses immersive ethnography to understand how school-level phenomena can enable or constrain student learning. First, the author argues that “tightly managed,” highly supervised teachers can engage and plan more with the schools in which they work, whereas “loosely managed,” unsupervised teachers act autonomously and engage less. Rigid curriculum causes teachers to teach faster than students can learn. Flexible curriculum allows teachers to adjust to student learning speeds. Second, the author finds that NGO and mainstream government teachers have distinct “cultures of learning.” Government teachers sort students into two categories: learners and non-learners, effectively blacklisting the latter and failing to cater to their needs. NGO teachers try to treat all students equally, despite high levels of within-classroom inequality in student learning levels. Importantly, the students themselves in both government and NGO classrooms usually tend to subscribe to the government culture of learning rather than the NGO one. Students themselves show evidence of having internalized their status as either capable or incapable of learning. There is no evidence to suggest that NGO teachers have been able to alter the approach that government teachers take to teaching and learning within government schools. Finally, the author points out that the NGOs studied are able to scale their programs up to more schools if they maintain strong administrative relations with government actors, secure independent funding, and establish their interventions at schools to merely a sustainable extent. It is not necessary for NGOs to gain any government teacher or student buy-in in order to scale up.Sociologyeducation; schools; NGOs; NGO; nongovernmental organization; non-governmental organization; government school; india; delhi; new delhi; scalability; growth; culture of learning; teacher management; curriculum flexibility; fidelity; buy-i
Integrated Framework for Analysis and Visualization of Embedded Platforms
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Certificate
No full textThis is to certify that the part one of the thesis entitled Retargetable Softwar
