#Central Library Study Committee

[foundationhq]

EMPLOYEE ID 7606-1778-2; 𝐹𝐿𝐼𝑀𝐹𝐿𝐴𝑀.

𝐍𝐚𝐦𝐞 Danica  Rasquinha 𝐀𝐠𝐞 36 𝐆𝐞𝐧𝐝𝐞𝐫/𝐏𝐫𝐨𝐧𝐨𝐮𝐧𝐬 cis woman, she/her 𝐅𝐚𝐜𝐞𝐜𝐥𝐚𝐢𝐦 Freida Pinto 𝐒𝐭𝐚𝐭𝐮𝐬 closed

PROFILE.

[ TW: PARENTAL DEATH ] Daring and gifted, [𝐹𝐿𝐼𝑀𝐹𝐿𝐴𝑀]’s astuteness is a product of their nature and nurture both. The sole heir and successor to the Foundation’s greatest researchers in the Department of Mythology and Folkloristics, this budding scientist was left alone with their legacy after an unfortunate experiment claimed their parents’ lives. Their loss appears to have only encouraged their studies. Indeed, one of the research papers they submitted during their internship displayed knowledge and nuance well beyond their years. This triumph ensured their place as [𝑅𝐸𝑉𝐸𝑅𝑆𝐸 𝐸𝑁𝐺𝐼𝑁𝐸𝐸𝑅]’s pride and joy, and earned them a glowing recommendation. From there, [𝐹𝐿𝐼𝑀𝐹𝐿𝐴𝑀] quickly moved up in the scientific world, publishing several key articles regarding containment procedures. Their success won them not only admirers, but accusations: a minor internal investigation followed up on suspicions of plagiarized work, with inconclusive results. Now as elite as their parentage, [𝐹𝐿𝐼𝑀𝐹𝐿𝐴𝑀]’s reassignment to MTF Chi-00 should prove illuminating - especially since they’ll be working alongside [№2 𝑃𝐸𝑁𝐶𝐼𝐿], their past research partner, and [𝑅𝐸𝑉𝐸𝑅𝑆𝐸 𝐸𝑁𝐺𝐼𝑁𝐸𝐸𝑅], their esteemed mentor, once again. — Internal Memo from the Ethics Committee.

LAST ASSIGNMENT.

STAFF  RESEARCHER;  Site-12,  Department  of  Mythology  and  Folkloristics,  Article  Contributor  to  the Observer.  Conducted  scientific  experiments  on  SCP-1230-01  and  1230-06,  contained  at  the  Central-Southern  Facility,  Sector  3  of  the  Site-12's  Library.  Interfaced  via  oneric  connection  with  SCP  1230-01,  however  was  rejected  after  inquiring  about  relations  to  SCP-6666. Research  concluded  as  inconclusive.

INTERRELATIONS OF NOTE.

𝑂𝐿𝐷 𝑆𝑃𝑂𝑅𝑇. Everyone doubted your talents and maybe you had to cut a corner or two and fudge a few credits to get where you are now. But most of the work is yours. 𝑂𝐿𝐷 𝑆𝑃𝑂𝑅𝑇 commented on your articles, said your work was good. But sincerity isn't well-known in the annals of the Foundation. Have they heard the rumors about you? Do they know the truth? Are their complimentary reviews making fun of you, or what?

№2 𝑃𝐸𝑁𝐶𝐼𝐿. They were your research partner when you two started out, and you left them in the middle of the project for loftier ambitions. Behind the bravado of your current standing, your regrets threaten to take you under. You abandoned your only real friend for prestige. You can't tell them the truth; would they even forgive you?

𝐻𝐼𝐺𝐻 𝐹𝐼𝐷𝐸𝐿𝐼𝑇𝑌. Their dedication to knowledge for knowledge’s sake is both inspiring and intimidating. On the one hand, you’d love to impress them on your own merits; on the other, would it be a mistake to draw their attention? What if they turn that laser-focus on your research and articles, asking questions you can’t answer?

[abroad-consultancy]

Study in Poland for International students : Universities, Courses, Fees etc.

Study in Poland: A Celebration of Life and Learning

Poland isn’t just a place to study; it’s a celebration of life! For Indian students, study in Poland offers a unique blend of academic rigor and cultural richness.

Important Facts about Poland:

Official Name: Republic of Poland (short form: Poland), Rzeczpospolita Polska” (short form in Polish: Polska)

Official Language: Polish

Political System: Parliamentary republic with a multiparty democracy and a two-chamber parliament

Location: Central Europe, bordered by Germany, the Czech Republic, Slovakia, Ukraine, Belarus, Lithuania, and Russia (Kaliningrad enclave). The northern border (440 km) runs along the Baltic Sea coast.

Capital City: Warsaw (Warszawa) with a population of 1.7 million (2.5 million in the Warsaw metropolitan area).

Major Cities: Krakow, Łodź, Wrocław, Poznań, Gdańsk, Szczecin, Bydgoszcz, Lublin, Katowice, Bialystok.

Area: 312,685 sq km, making Poland the ninth largest country in Europe and the sixth largest in the European Union.

Population: 38 million, the seventh largest population in Europe and the sixth largest in the EU.

Time Zone: Central European Time Zone (GMT + 1 hour / UTC + 1 hour), switching to daylight saving time between the last Sunday in March and the last Sunday in October.

Climate: Moderate continental climate with relatively cold winters (December to March) and hot summers (June to August).

Currency: Polish zloty

Why Poland is an Ideal Destination for International Students

Poland, as a country, is known for its rich history, vibrant culture, and welcoming people. When I first arrived at the University of Social Sciences and Humanities (WSGE), I was pleasantly surprised by the warm and friendly reception from both the staff and students.

Famous Figures: Poland is the birthplace of notable figures such as scientist Marie Curie, composer Frederic Chopin, and astronomer Nicolaus Copernicus.

Historical Sites: Home to three of the most infamous Nazi concentration camps: Belzec, Treblinka, and Auschwitz-Birkenau.

Nobel Laureates: Includes Nobel Peace Prize winner Lech Walesa (1983), literature laureates Henryk Sienkiewicz (1905) and Wislawa Szymborska (1996), and Andrew V. Schally, who won the Nobel Prize in Physiology or Medicine (1977).

 Key Attractions for Students in Poland

Stunning Natural Scenery: Poland boasts breathtaking landscapes, from the Tatra Mountains to the Baltic Sea.

Comprehensive Courses: The country offers a wide range of well-structured courses in various fields.

Part-Time Job Opportunities: Students can find numerous part-time jobs to support themselves financially.

International Community: You’ll meet friends from all around the globe, enriching your cultural experience.

Top Reasons to Study in Poland

Long-standing Educational Tradition: With over 650 years of teaching history, exemplified by the Jagiellonian University founded in 1364.

Modernity: Poland ranks fourth in Europe for the number of students enrolled in higher education, with over 100 university-type institutions and more than 200 high-quality study programs. Many institutions offer courses in foreign languages, supported by modern infrastructure such as lecture halls, laboratory equipment, libraries, and dormitories.

Innovative Contributions: Polish inventors have created groundbreaking inventions like the bulletproof vest, windscreen wipers, graphene, the movie projector, the Hyperion Rover for space exploration, and the Melex electric vehicle.

Bologna Process: Education in Poland follows the three-stage Bologna Process (Bachelor/Master/Doctor), with the European Credit Transfer System ensuring that diplomas are recognized worldwide.

High Quality of Education: Education quality is regularly monitored by the Polish Accreditation Committee (PAC). Poland offers over 5,000 courses, many of which have received an “outstanding” rating from PAC.

Affordable Living and Tuition Costs: Compared to other EU countries, Poland offers competitive tuition fees (around €2,000 per year on average) and affordable living costs (approximately €350 per month).

Studying in English: There is a growing number of programs and courses available in English, with over 300 currently offered at Polish universities and a wider range of over 700 programs.

Key Facts About Higher Education in Poland

Number of Universities: Over 400 higher education institutions, the largest number in Europe, including 134 public universities (over 70% of students) and 285 non-public institutions.

Student Population: Nearly 1.5 million students, one of the highest enrollment rates globally.

PhD Candidates: Over 40,000 PhD candidates.

Academic Staff: Around 170,000 employees, including 100,000 academics.

International Students: Over 52,000 foreign degree students, with numbers increasing yearly, and an additional 12,000 incoming Erasmus students.

Popular Universities and Courses

Top Universities to Study in Poland: University of Warsaw (#366), Jagiellonian University (#431-440), Warsaw University of Technology (#601-650), Nicolaus Copernicus University (#701+), University of Wroclaw (#701), University of Lodz (#701+).

Popular Courses to Study in Poland: Engineering & Technology, Medical, Social Science & Economics, Agriculture & Life Sciences, Humanities, Arts.

Admission Requirements for Bachelor’s Candidates

Notarized secondary school certificate or official duplicate.

Completed application form.

Four passport-size photographs.

Copy of candidate’s ID (passport).

Medical certificate with no contraindications for studying.

Admission fee payment receipt.

English proficiency: TOEFL (550 – 587 paper-based, 213 – 240 computer-based, 79 – 95 Internet-based) or IELTS (6.0/6.5) unless high school courses were taught in English.

Tuition Fees and Living Costs

Tuition Fees: Range from €2,000 to €6,000 per year, depending on the institution and program (MBA programs cost about €8,000-12,000 per year).

Living Costs: Average costs range from €350 to €550 per month.

Intakes and Application Deadlines

Intakes: February and October.

Work Opportunities During and After Studies

Part-Time Work: 20 hours per week during studies and full-time during holidays.

Full-Time Work: Permitted for Residence Card holders.

Post-Graduation: Students can stay for an additional 2-3 years if they can support themselves financially. Those who secure a job can obtain a Work Permit and apply for a Blue Card, which is initially valid for 2 years and can be extended for another 3 years.

Visa Requirements

Visa Types: Poland offers several types of visas, including “A,” “C,” and “D” types. Poland is part of the Schengen zone, allowing visa holders to travel across most European countries.

General Rule: A visa is required to enter Poland, with some exceptions depending on the country of origin.

Poland is a country rich in history, culture, and educational opportunities, making it an ideal destination for international students. Whether you’re seeking a high-quality education, affordable living costs, or a vibrant cultural experience, Poland offers it all.For more details and to study in Poland Contact us: +91 7416905590 Visit our website: www.5landsoverseas.com

[scit-pune]

Guiding the road to achievement in Pune's MBA terrain

Situated in Pune's central area, renowned for its top educational institutions and bustling IT industry, Symbiosis Centre for Information Technology (SCIT) is a top pick for future tech leaders. SCIT is known for its challenging program and career-focused education, placing it among the best MBA IT colleges in Pune. SCIT plays a crucial role in molding students into professionals who are prepared for the future. This article will explore why SCIT is the top option for individuals looking to pursue an MBA in IT business management and information technology.

Educational Excellence in IT Management

The MBA program in IT business management at SCIT is specifically designed to focus on the intersection of technology and business management. With a curriculum that covers all critical aspects of IT business management, including strategic management, IT consultancy, and risk management, students are provided with the necessary skills to lead in the rapidly evolving IT industry. This comprehensive education enables students to excel in their careers and be fully prepared to tackle any challenges that may come their way.

Strategic Location in Pune

Choosing an MBA in information technology in Pune is a strategic decision, owing to the city's status as an IT hub. Pune hosts a myriad of tech companies, from bustling startups to major multinational corporations. This provides SCIT students with unmatched opportunities for internships, live projects, and placements, making it a sought-after destination for students looking to pursue an MBA in IT.

Industry Interface and Practical Learning

SCIT’s strong linkage with the IT industry ensures that the curriculum is up-to-date and aligned with current trends and demands. Industry experts frequently visit the campus to deliver guest lectures and workshops, providing students with insights into real-world scenarios and upcoming innovations in the tech space. Furthermore, SCIT emphasizes practical learning, with numerous case studies, group projects, and hands-on training sessions that prepare students for the challenges they will face in their professional careers.

Top Facilities

The campus of SCIT boasts modern infrastructure and state-of-the-art facilities conducive to learning and innovation. From high-tech computer labs equipped with the latest software and tools to a comprehensive library housing an extensive collection of IT and business management resources, SCIT ensures that its students have everything they need to succeed.

Career Opportunities and Placements

Graduates of SCIT are highly sought after in the industry due to the institute’s reputation and the quality of its educational offerings. The dedicated placement cell at SCIT works tirelessly to connect students with potential employers, organizing campus drives and job fairs that attract some of the biggest names in the IT industry. Whether it’s roles in project management, business analysis, IT consulting, or cybersecurity, SCIT’s graduates are well-prepared to excel in various capacities.

Alumni Success Stories

The alumni network of SCIT is a testament to the institute’s excellence. Many graduates have gone on to hold pivotal positions in leading IT companies globally. These success stories not only inspire current students but also open doors to networking opportunities that can lead to collaborations and job opportunities in the future.

A Holistic Educational Experience

Beyond academics, SCIT encourages an all-rounded development of its students. Various clubs and committees on campus allow students to pursue interests in sports, cultural activities, and social service. This holistic approach ensures that graduates are not only proficient in their technical fields but also emerge as well-rounded individuals capable of leading with empathy and responsibility.

Conclusion

For those looking to forge a path in the ever-evolving field of technology, SCIT provides a fertile ground for growth and success. As one of the premier MBA IT colleges in Pune, Symbiosis Centre for Information Technology offers a robust educational foundation, extensive industry exposure, and a nurturing environment that fosters both personal and professional development. Venturing for an MBA in IT business management at SCIT is more than just an academic pursuit, it's a journey towards becoming a leader in the technological landscape of tomorrow.

[argroupofedu5]

Pursuing an MBBS in Uttar Pradesh: A Comprehensive Guide

Uttar Pradesh (UP), the foremost populous state in India, is famous not as it were for its wealthy social legacy and authentic centrality but moreover for its prominent educational teaching. The state offers various opportunities for students trying to pursue a Bachelor of Medication, Bachelor of Surgery (MBBS). This article delves into the different viewpoints of considering MBBS in UP, counting fees, admission processes, and the best medical colleges.

Studying MBBS in UP

Examining MBBS in UP may be a prevalent choice for many Indian understudies due to the state's extensive organisation of medical colleges, diverse quiet demographics, and experienced faculty. Medical colleges in UP give a mix of hypothetical knowledge and viable encounters, planning students to exceed expectations in the medical field. The nearness of a few government and private medical colleges ensures a wide range of options for trying specialists.

MBBS Expenses in UP

The expenses for MBBS programs in UP shift essentially between government and private medical colleges. Government medical colleges tend to have lower tuition expenses, making them more accessible to students from different economic foundations. On the other hand, private medical colleges have higher fees but often give extra offices and opportunities.

Government Medical Colleges

Annual Expenses: Typically run from INR 20,000 to INR 70,000.

Extra Costs: Hostel expenses, examination expenses, and other various charges may apply.

Private Medical Colleges

Annual Expenses: Can extend from INR 8 lakhs to INR 20 lakhs.

Extra Costs: Higher hostel expenses and other extra charges.

It's important to note that these expenses are subject to change and may change slightly from one institution to another. Grants and budgetary help options are also available for meriting students.

MBBS Admission in UP

The admission preparation for MBBS in Uttar Pradesh is competitive and is basically based on the execution within the National Eligibility cum Entrance Test (NEET). Here's a step-by-step direct to the admission process:

Eligibility Criteria:

Candidates must have completed 10+2 with Physics, Chemistry, Biology/Biotechnology, and English.

A minimum total score of 50% for general category students (40% for SC/ST/OBC).

NEET Examination:

Candidates must appear for and qualify the NEET-UG examination, which is mandatory for MBBS admissions over India.

Counselling Prepare:

UP State Quantity Counselling: Conducted by the Directorate Common of Medical Education and Training, UP.

All India Quota Counseling: Conducted by the Medical Counseling Committee (MCC) for 15% of the total seats in government medical colleges.

Document Verification:

Candidates must verify their records amid the counselling preparation, including NEET scorecard, 10th and 12th stamp sheets, domicile certificate, and other relevant documents.

Seat Allotment:

Based on NEET rank, preference of colleges, and availability of seats, candidates are allotted seats.

Admission Confirmation:

Candidates need to report to the designated college and total the admission formalities.

Venkateshwara Institute of Medical Sciences (VIMS), Amroha

Overview: Venkateshwara Institute of Medical Sciences (VIMS) in Amroha is part of the Venkateshwara Group of Teach. It is known for giving quality medical education and healthcare services.

Facilities and Infrastructure:

Scholastic Offices: Prepared with advanced classrooms, progressed research facilities, and a well-stocked library.

Clinical Preparing: Associated with a teaching clinic that gives broad clinical introduction.

Inn and Amenities: Comfortable inn offices with essential amenities for students.

Programs Advertised: MBBS and different postgraduate restorative courses.

Acknowledgment: Affirmed by the National Medical Commission (NMC) and associated with a recognized college.

T.S. Mishra Medical College & Hospital (TSMMCH), Lucknow

Overview: T.S. Mishra Medical College & Hospital, found in Lucknow, is committed to giving high-quality medical education and healthcare services.

Facilities and Infrastructure:

Scholarly Greatness: Offers state-of-the-art framework, including well-equipped labs, advanced classrooms, and a comprehensive library.

Hospital Offices: Joined a multi-specialty hospital providing practical training and patient care encounters.

Student Back: Gives inn offices, sports, and recreational activities.

Programs Offered: MBBS and various postgraduate medical programs.

Recognition: Recognized by the National Medical Commission (NMC) and affiliated with a recognized college.

Muzaffarnagar Medical College (MMC), Muzaffarnagar

Overview: Muzaffarnagar Medical College (MMC) could be a head institution in Western Uttar Pradesh, advertising quality medical education and healthcare services.

Facilities and Infrastructure:

Scholastic Offices: Modern classrooms, well-equipped research facilities, and a broad library.

Clinical Exposure: Associated with an educating hospital giving hands-on clinical experience.

Accommodation: On-campus hostel offices with essential amenities for students.

Programs Advertised: MBBS, MD, MS, and different recognition courses.

Recognition: Approved by the National Medical Commission (NMC) and partnered with Chaudhary Charan Singh College, Meerut.

Conclusion

Seeking an MBBS in Uttar Pradesh is an alluring option for Indian students due to the state's wide range of medical colleges, reasonable expenses, and high-quality education. With a vigorous admission process based on NEET scores, students have the opportunity to connect with a few of the best medical teachers in the country. Whether selecting for government or private colleges, students can expect to get comprehensive preparation that combines theoretical knowledge with down to earth encounter, planning them for effective careers in the medical field.

[sidhiroy28]

Bharathidasan University Distance Education

Bharathidasan University Distance Education was founded in 1992 to provide higher education to students unable to enroll in traditional colleges. There is a demand for the programs given by Bharathidasan University's CDE on a qualitative level because the degrees granted and the educational programs offered through distance learning are comparable to those offered through regular modes. For the 2024–2025 academic year, Bharathidasan University (BDU) is accepting applications for its various distance learning programs. Many distance learning courses, including BLISc, B.Com, BBA, BCA, BSc, BA, MLISc, MSc, MA, and M.Com, are available at BDU. This institution is the greatest option for anyone looking for a comprehensive and interesting online learning environment since it not only stands for high-quality education but also places a strong emphasis on accessibility and flexibility.

Why Distance Education at Bharathidasan University?

Availability of professional courses

system for supporting learners

Admissions procedures both online and offline

Online study resources

obtained an A+ from the NAAC 

Courses offered by Bharathidasan University Distance Education 

Bharatidasan University Distance Education Courses are available at the wide range of Undergraduate (UG) and Postgraduate (PG) levels are as follows:

Bachelor of Science (B.Sc)

Bachelor of Business Administration (B.B.A)

Bachelor of Computer Application (B.C.A)

Bachelor of Commerce (B.Com)

Bachelor of Arts (B.A)

Bachelor of Library and Information Science (B.L.I.Sc)

Master of Business Administration (M.B.A)

Master of Computer Application (M.C.A)

Master of Science (M.Sc)

Master of Commerce (M.Com)

Master of Arts (M.A)

Master of Library and Information Science (M.L.I.Sc)

Bharathidasan University Distance Education admission procedure

Bharathidasan University Distance Education admission at UG programs in the humanities and arts as well as business-focused programs like BBA and BA English are done in wide specializations. After passing a minimal exam (12th grade or equivalent) from a recognized state or central board, applicants may be admitted to the programs.

Bharathidasan University’s distance education offers various Postgraduate courses. Admission to BDU DDE PG programs in the humanities and arts as well as business-focused programs like MBA and MA are done after having a graduation degree in a relevant field from a recognized university. 

Documents required for registration at Bharathidasan University Distance Education

Scanned Photograph 

Scanned Signature

A scanned copy of the Educational Qualification 

Scanned Copy of Experience Certificate (if any) 

Scanned Copy of Category Certificate, if SC/ST/OBC 

Eligibility criteria 

Since they vary according to skills and educational level, eligibility requirements are different for every course. Below are the Eligibility criteria for the distance courses at Bharathidasan University.

Courses for Undergraduates and Graduates:

BLISc: It is necessary to have a score of 50 from the most recent academic year, 10+2.

B.Sc. Candidates for the BSc (Program) must have completed their 10+2 coursework in the scientific stream.

MLISc: A bachelor's degree with a score of at least 50%, such as a BLISc or its equivalent.

MCom: Completing an undergraduate program with a 50% completion rate is necessary.

Bharathidasan University Distance Education Placement

Every institution needs a placement cell, which assists students in developing their skills through practical experiences like mock interviews. The institution appoints a committee to evaluate the students based on the conversation and advises them of their areas of weakness so they can do better in the real interview. In order to assist the students, the university posts information about the groups that visit the campus to place students online.

Scholarship at Bharathidasan University Distance Education

Scholarships are provided by the institute to SC/ST students registered in PCP centers, subject to permission from the State Government of Tamil Nadu. If a postgraduate student at Bharathidasan University completes their undergraduate studies there, they will receive a 10% tuition reduction. For candidates with a range of competencies, full tuition waivers are available for all institution courses.

Conclusion

In this blog, we have discussed all the details of the university along with its courses, eligibility criteria, and placements. This may help you to make the right decision for selecting the institute. 

[educationalinstitutesindia]

Top University for MBA Finance in India

MBA Finance is one of the most sought after specialisations among students. This specialisation equips them with diverse perspectives of financial environments and helps them pursue careers across many different spheres. Are You Searching for an MBA with Finance Specialisation in India? These top universities provide full time MBA with Finance courses with rigorous admission processes. IIM Ahemadabad IIM Ahemadabad is one of India's premier business colleges. Offering numerous degrees such as MBA, PGPM, PGFM, PGPFABM and Ph.D. to its students; its facilities include library, cafeteria, hostels sports complex labs. Furthermore, the college hosts various events tailored specifically towards its student body. IIM Ahemadabad is widely recognized as one of India's premier MBA finance universities and boasts an exceptional curriculum that ranges from quantitative methods to technology management. Furthermore, its alumni network can help graduates secure employment post graduation. And the campus itself boasts beautiful red brick structures which make for an unforgettable experience! At Yale-NUS College, they also offer scholarships to students who fulfill certain requirements for admissions into various courses, with a good score on the CAT typically necessary to be considered for admissions as well as having earned both a bachelor's degree and work experience. The school's faculty in Finance and Accounting (F&A) area are committed to excellence in research. Their scholars publish in top journals and contribute to practice and policy in areas like corporate finance, investments, financial markets, real estate as well as serving on key committees of national institutions. Furthermore, they share international knowledge and experiences to equip future business leaders for global economies; sharing these international experiences prepare students for global business environments that shape our globalized world economy; shaping its development with their innovations which have had a tremendous impact on India's F&A industry by creating new concepts as well as providing training which has resulted in increased demand for professionals within this sector of expertise in India's F&A industry which in turn has also had an influence over its development resulting in increased demand among professionals working within this sector in India itself resulting in increased demand among professionals within finance fields themselves. IIM C IIM C is well-renowned for its world-class education and facilities. Students enrolled at IIM C receive a rigorous program designed to prepare them for life after college, taught by highly qualified professors who know how to engage students during class and take time answering student queries in order to help students grasp topics better and gain better comprehension of subjects like finance. Furthermore, the institute offers fantastic placement opportunities including roles within finance. Campus has an intimate community and was designed to promote intellectual development. Academic buildings feature classrooms of different sizes and seating capacities, group study areas, conference rooms, lounges and libraries; it also boasts world-class hostels that provide single room accommodations; its centralized computer center, finance lab, huge digital library sports arena and auditorium offer additional benefits. Faculty from IIM Bangalore has made significant contributions to the development of management education in India, through postgraduate and doctoral programmes, executive training programs, research, consultancy and professionalization efforts for Indian managers. Furthermore, this institute collaborates with MIT Sloan School of Management as well as other universities to achieve excellence in management education. IIMs boast strict admission processes; only 300 students are admitted annually. Ranked among the world's premier business schools, these institutions also provide significant financial aid. Their graduates have an outstanding track record for finding work with global investment banks and management consulting companies after graduating; some even received offers from global investment banks themselves! IIMs boast the highest rate of placement among India's B-schools with an average package worth over 34 LPA; fees may be costly but are certainly worth your while for both experience and money gained. XLRI XLRI is one of India's premier management institutes. Offering PGDM, MS, and executive courses in various specializations. Accredited by both Association of MBAs and Association of Advance Collegiate Schools of Business; as well as having signed MoUs with 22 leading international business schools to facilitate student exchange and industrial training opportunities. Jamshedpur-based XLRI is one of the oldest and finest business schools in India. This institute strives to equip its students to assume leadership roles across various economic sectors for greater social good, signatory to Principles of Responsible Management Education as well as participating in many community service projects every year. Students of XLRI are well equipped to face the challenges of the business world and encouraged to think creatively in finding solutions to complex problems. With small class sizes and encouraging close bonding between its students - known as XL culture - this helps each one reach his or her full potential, and has seen numerous graduates from this school become leaders in their respective fields. The PGDF program equips participants with the knowledge and expertise needed to become effective finance professionals, through an intensive and rigorous curriculum covering core finance concepts like financial analysis and investment decision-making. Furthermore, its curriculum is fully aligned with that of CFA Program curriculum allowing participants to further enhance their career prospects. Furthermore, regular speaker sessions help connect participants to its global alumni network. Taxila Business School Taxila Business School is one of the premier institutes for MBA finance programs in India, boasting excellent facilities and internship opportunities. Their faculty boast extensive industry experience and are committed to teaching the latest business techniques; plus there's a large network of alumni. Their programs aim to give students a comprehensive view of business; coursework offered includes marketing, human resource management and operations management courses. At ITM Institute of Business & Leadership Development (IBLD), they offer a two-year PGDM with dual specializations that is available online and in person, and students may apply by taking different entrance exams to apply. Admission process can be competitive; however, institute has an impressive placement rate of 76% through their dedicated placement cell which ensures students receive optimal job offers upon graduation. TBS students benefit from numerous internship opportunities and receive expert instruction from TBS faculty members, with numerous networking and interaction events hosted by TBS each year to encourage student interaction and networking opportunities. Such events provide a vital means of building business acumen and developing greater insight into future management careers. The institute offers its students numerous scholarships, both merit- and need-based, that cover tuition fees and educational expenses. A minimum grade point average of 50% must be attained to qualify for these awards, which may cover up to 100% of tuition costs. Furthermore, 100% education loans are also offered. Lal Bahadur Institute of Management The institute strives to prepare business leaders who are socially aware and global thinkers. Their goal is achieved through research-driven instruction and strategic national and international partnerships; their programs include PGDM, FT MBA and Fellowship courses as well as undergraduate (UG) ones; their campus is home to outstanding facilities such as an auditorium seating up to 300 people as well as two-floor library. Lal Bahadur Institute of Management's faculty comprises highly-qualified academicians trained at top-tier international business schools. With vast experience teaching and mentoring students, these academicians are dedicated to providing top quality education - Lal Bahadur offers scholarships programs for candidates facing financial constraints. Placements at the college are outstanding: last year, over 95% of graduates found employment with various companies such as Wipro, Deloitte, and EY - including Wipro's WiPro Studio! WiPRO provides excellent internship opportunities to finance students at EY and vice versa; therefore enhancing career paths. At the college, the work culture is welcoming and helpful; students can select projects of their own choosing as electives according to their area of interest and learn through experience while practicing what they have learned - helping them become effective corporate managers. Furthermore, its location in bustling Delhi allows ample job opportunities for graduates. Furthermore, student satisfaction at the college is high with average starting salaries starting at 9.9 LPA on campus with well-equipped library with Bloomberg terminal lab as well as convenient hostel accommodation offering great food and comfortable sleeping quarters for residents. Read the full article

[miraruinada]

Anacaona Hosa | Parabola Synthesis

Anacaona Hosa, a.k.a. Anajosa, Fl’oro, Golden Flower, or First Head, was a Yariman princess, poet, composer, philosopher, economic sociologist, librarian, propagandist, revolutionary leader, and founding head of state of the Grand Union of Yarima. She’s known for her consequential role in the Xamayan Revolt, the Yarima Civil Wars, and her seven year career as the first elected head of the Comité Central of Yarima while also being the last monarch of the defunct Kingdom of Xamay. She was integral in codifying with Tohil Ignacio Otxo Xiu the Hosan model of obrerism known as syndicalism, her own written contributions to Otxoan socioeconomics past Otxo’s death, organizing the educational system in Yarima, and leading Yarima during the first years of its ‘golden age’.

She was born as the first princess of Xamay, one of five kingdoms in the island of Yarima, Her childhood saw the first establishment of Topaxi’s ichor extraction on the island, directly in Xamay, essentially turning it into a suzerainty. Educated from a young age in diplomacy, the arts, and history by royal tutors, a formative moment in her life was, at the age of nine, when she saw how the peasant children lived and asked why they weren’t also educated was told “because they are of lesser blood.” She wrote of this incident as the first moment upon which doubt towards monarchy first came to her mind.

She became the youngest monarch of Xamay at the age of eleven from a tragic series of events: her father was executed by Topaxi, her mother died at her birth, and her brother was killed in an attempted revolt against Topaxi’s presence on the island. Her rule as princess was de jure, her advisors being the primary negotiation between the empire and the kingdom, until her participation in a demonstration caused Topaxi to depose and exile her from Yarima and replace her with a provincial duke.

She arrived at Topaxi’s capital and attended the newly founded UCAT to finish her studies at the age of sixteen, founding an anti-monarchist reading group within its central library. A chance meeting with Ignacio Otxo and his introducing her to the Young Farmers gave her an interest in obrerism and Ignacio’s burgeoning historical materialism. The two of them quickly became the closest friends, the exiled princess and the heretic peasant becoming each other’s closest confidante and heaviest critic.

Anacaona was the first to suggest fighting to free Xamay from Topaxi’s hold and rid the nation of its monarchy. She, along with Ignacio Otxo and fellow members of the reading group and Young Farmers, made landfall on Yarima and led the revolt against the Royalist Army and provincial duke. Her role as leader of the logistical, propaganda, and information network ring was vital for Ignacio.

After their victory, she held congress with all citizens of the former kingdom for two months to establish the first Syndicalist Union in Yarima. She was elected as the first head and her career’s priority became to establish an equitable educational system, healthcare system, and to form syndicalist unions in every trade and industry.

She never directly participated in the Yarima Civil Wars afterwards, focused mainly on keeping peace in her nation and her fame has mostly been focused on her rule. She helped modernize the unified Yarima and stepped down after seven years to participate with the librarian committee, until she finally retired fully and lived the rest of her life as an agrarian farmer.

While Ignacio Otxo’s impact is more recognized worldwide, she is considered the most important historical figure in Yarima from her many contributions to its founding. Her emphasis on making sure the peasantry attain the faculties necessary to live a comfortable life and her attempts to keep peace after her role in the revolt have given her a more favorable legacy than Ignacio’s long after her death.

Her written works on furthering Ignacio’s theory of Otxoan socioeconomics are considered essential reading for any student of his methodology, such as the seminal essay ‘Obrerism: Utopia and Science’. Her most famous work is her memoir, ‘Reminisces of My Tohil’, considered the most detailed firsthand account of Ignacio’s life before after his death.

She’s also credited for composing and writing many of the poems and songs the Vanguardists sang and recited during the Xamayan Revolt, now viewed as the quintessential anthems of every Otxoista faction in the world.

[thinkingimages]

This poster in Tatar depicts a Muslim woman as an agent of revolution

The reforms to improve women’s lives were, however, short-lived. By the mid- to late-1920s, both public and party attitudes towards family policy had become more conservative. In the 1930s, Stalin reversed many of the rights granted to women and families in the 1918 Family Code. Abortion was banned, divorce became extremely difficult to obtain, and the law on the rights of illegitimate children was revoked.

Stalin also closed the Zhenotdel (the party’s Women’s Bureau) in 1930 on the basis that women’s emancipation had been achieved in the Soviet Union and the department was therefore no longer needed. Despite this, throughout the entire history of the Soviet Union, women constituted (on average) only 3–4% of the party’s Central Committee.

The early Communist vision of women’s equality and liberation – where women would be able to work in any profession and communal institutions would take responsibility for childrearing and housekeeping – was never fully realised. As emphasis shifted back towards the traditional family unit in the 1930s, women were faced with the double burden of combining domestic duties with (often strenuous) full-time work.

Find out more

Anna Hillyar and Jane McDermid, Revolutionary women in Russia, 1870–1917: A Study in Collective Biography (Manchester; New York, 2000)

Barbara Alpern Engel, Women in Russia, 1700–2000 (Cambridge; New York, 2004)

Elizabeth A.  Wood, The Baba and the Comrade: Gender and Politics in Revolutionary Russia (Bloomington, 1997)

Jane McDermid and Anna Hillyar, Midwives of Revolution: Female Bolsheviks and Women Workers in 1917 (London, 1999)

Laurie Stoff, They Fought for the Motherland: Russia’s Women Soldiers in World War I and the Revolution (Lawrence, Kan, 2006)

Richard Stites, The Women’s Liberation Movement in Russia: Feminism, Nihilism, and Bolshevism, 1860–1930  (Princeton, NJ; Oxford, 1991)

Rochelle Goldberg Ruthchild, Equality and Revolution: Women's Rights in the Russian Empire, 1905–1917 (Pittsburg, Pa., 2010)

Wilma Rule and Norma C. Noonan, eds., Russian Women in Politics and Society (Westport, Conn.; London, 1996)

Written by

Katie McElvanney

Katie McElvanney is an AHRC collaborative doctoral candidate at Queen Mary University of London and the British Library. Her research examines and compares the work and role of women in Bolshevik and anti-Bolshevik journalism during the October Revolution and civil wars, particularly focusing on the relationship between gender, political activism and journalism. As part of her PhD, Katie has been closely involved with the British Library’s Russian Revolution exhibition. 

[cumulohimbus]

Wot does a Library Technician do?

I don’t have my Master’s degree yet; I am trying my best.  I always feel like I’m not doing enough...this is to prove myself wrong, and also to share info on what a career in library science might entail for those who may ever consider it.

Things I do/have done for my job as a library technician so far (I’m just under two months into this position):

Check out/return books - the standard stuff.

Find relevant and reputable information to aid someone in their research/projects - also standard stuff.

Provide technology support to the best of my ability, and/or direct people to more qualified help as needed.

Analyzed my library’s current shortcomings and wrote a 16+ page report/informal strategic plan (with graphics) on ways to address issues and implement projects and initiatives with the central goal of revitalization and growth.

Broke down the library’s issues into five categories, and documented detailed ideas to combat each one individually.

Decided on three primary projects to focus on this school year.

Added budgetary estimates to projects that would have costs.

Renewed a couple of our eResource subscriptions.

Established lines of communication with various offices across campus through signage, regular emails, a virtual discussion group, and personally attending events, and student org meetings, even outside of my paid hours.

Reorganized most of the pitiful remainder of our physical collection.

Made a significant dent in vetting the remnants of our former collection and am continuing to work on this as frequently as I can.  (I’ve found some real treasures in the old library space y’all TvT)

Drafted (like literally sketched out) a plan to reorganize the current library space to make it more functional and inviting.

Created artwork on my whiteboard and collaborated with my work study students in making themed decorations with supplies I purchased with my own personal funds (I know this was overboard, but I couldn’t stand another day of how lifeless this room feels so I took matters into my own hands -.-’).

Created a spreadsheet to keep track of our eResource links and subscriptions; trained my work study students in link-checking.

Joined an Electronic Resource Management policy group with other librarians in my state to try to learn via osmosis.

Applied for a grant to get a small, modern Reference Collection (something I believe is a bare minimum for every library).

This also involved days of researching and vetting materials to make sure they were relevant and inclusive of students in ALL of our program divisions - even the trade divisions - as well as writing a one page essay and a detailed budget of the materials I desire this library to purchase.

Spoke with library support service providers (whose help we pay big $$$ for so we may as well use it) only to find out that we have always had Interlibrary Loan capabilities, through not one but two different state programs.  Our ILL services were apparently completely forgotten about during the pandemic...

Created a customizable presentation on the library’s services/information literacy and a form so faculty can request educational sessions on precisely what they think will be most useful to their classes (unfortunately, while many have verbally expressed interest in this, I have not actually gotten to give any presentations yet :c ).

Began reworking this concept into info sessions that I will host as  events in the library space; I just need to adjust my materials, plan dates, and advertise them.

Got us access to a free, open source application to make “LibGuides” and began creating the framework for a guide for each of our program divisions.

Joined the campus Equity, Diversity, and Inclusion committee as part of the event-planning sub-group in addition to accessibility/inclusivity improvements I intend to kick-start in the library specifically.

Was then invited to join an EDI campus training sub-group, which I accepted.

Tried (and am still trying tbh) to establish lines of communication with our various eResource vendors, as well as with orgs at my former university to initiate collaborative events between our institutions.

(Admittedly minor) management of our bibliographic records.

Started vetting and collecting Open Educational Resources.

Started teaching myself standard library-related protocols and procedures like RDA (Resource Description and Access) guidelines and MARC records, as well as the complexities of copyright laws, both on and off the clock.

A bunch of other little things as they come up.

Things I haven’t done (yet) but that are also the bread and butter of library worker duties:

Un/Cataloging of materials - I have been previously trained in the Library of Congress sorting system, but I have yet to catalogue anything, probably considering we’re not doing acquisitions at the moment (if I/we get the Reference Collection grant, we probably won’t even be cataloging that stuff; I am working on a means to acquire that small collection without cataloging it so we don’t risk being ordered to uncatalogue again within the next couple years -.-).

Probably a bunch of other stuff that I don’t know about yet.  I’ll add to this list as I learn.

[orbitguideofficial]

About VN Karazin Kharkiv National University

VN Karazin Kharkiv National University With a history of more than 210 years, Kharkiv National University (Karazin University) is a leading research and educational institution in Ukraine. In the UNESCO Chair's "Ukraine Top 200" ranking in 2016, Kharkiv University ranks third among all universities in Ukraine. According to Scopus, the world's largest database of abstracts and citations, the university ranks third among educational and research institutions in Ukraine for the number of articles published in major international scientific publications.

Today the university has 21 schools and 124 departments that train professionals in 61 professions. The university also includes 3 research institutes (for astronomy, biology, and chemistry), a central scientific library with over 3.5 million books, botanical gardens, the university's historical museum, natural history museum, archaeological museum, and ethnography. All colleges, international student training centers, and pre-enrollment training centers offer classes for 15,000 undergraduate and 500 graduate students. The university employs 308 doctors of sciences and doctors of literature, full professors, and about 800 doctors, associate professors, including 15 scientists and relevant members of the National Academy of Sciences of Ukraine and sector academies, in teaching and research.

The university is characterized by its 24 internationally recognized scientific faculties and the largest capacity and largest base for training highly qualified personnel on the left bank of Ukraine. The university has more than 20 subject examination committees and senior experts, which annually defend 10 to 15 dissertations and about 60 dissertations. Every year university scholars publish more than 60 textbooks and 300 handbooks, about 60 monographs and over 80 issues of university bulletins and other journals, about 2,500 scientific articles and abstracts, including over 400 articles in major international scientific journals. . Every year the university organizes more than 150 national and international conferences on research and teaching methods.

The university promotes diverse, close and fruitful cooperation with the research institutes of the National Academy of Sciences and the field academies of Ukraine, continuing to build and strengthen contacts with regional research institutes and companies. Within the research institutes of the National Academy of Sciences of Ukraine, 17 departments of university departments were created. In collaboration with the National Academy of Sciences of Ukraine, the university inaugurated the Faculty of Physics and Energy.

The university has wide international recognition as one of the sponsors of the signing of the Magna Charta Universum (Bologna, 1998), a co-founder of the Association of Eurasian Universities, an active participant of the International Association of Universities and the Association of European Universities, a nearly 1,500 International students, training centers for Ph.D. and Ph.D. students from 50 countries around the world, and partners in research and education collaborations with over 100 universities and other organizations worldwide.

Click to know more about study MBBS Abroad, visit our website Orbit Guide.

[infantisimo]

reading in prison libraries

What do prisoners read, and what kinds of books are stored in prison libraries? Without exception, histories of libraries mention S. R. Ranganathan as instrumental in the establishment of Library Associations (1933 in Calcutta) or Library Systems, Development Plans, Committees and Acts prior to and after independence. These served not only to emphasize the need for systematic library programmes, but linked prison populations to the category of the public, as has been done in countries with vigorous library movements. (Libraries and Librarianship in India by Jashu Patel and Krishan Kumar). Since then, prison libraries flow in and out of public view from time to time, as the object of reforms.

Anupama on libraries in Himachal Pradesh

Scholars of library science have produced detailed accounts of prison libraries, such as Anupama whose PhD thesis on prison libraries in Himachal Pradesh indicates that after preliminary reforms of 1835 in the colonial period, the Prisons Act of 1870 and 1894 shape the existing prison system in India. Post-independence efforts to ensure access to libraries can be traced to library manuals, such as the All India Jail Manual Committee (I960) and the Punjab Government’s Manual for the Superintendence and Management of Jails (1963) in Punjab, which directly recommended that efforts be made to make libraries more accessible. Individual states and prisons arrived at their own levels of reform, with the issue acquiring popularity and visibility from time to time through figures like Kiran Bedi.

Anupama’s work provides a history and account of 14 prisons in every district of Himachal Pradesh, including information on prisoners. It notes that some prison libraries such as the ones in Kangra and Kullu districts, worked in coordination with the State District Libraries, allowing prisoners wider access to material, while many others do not. Lahaul and Spiti have no prison and therefore no prison library. Her accounts of being alone with prisoners, and of having to access remote prisons are a valuable record.

Nirmal Singh on Punjab

‘Inmates or information debarred? An overview of library services in prisons of Punjab (India)’ by Nirmal Singh who is Assistant Librarian, Guru Angad Dev Veterinary and Animal Sciences University, Ludhiana, suggests that few prisons in Punjab have good libraries, often lacking even a newspaper, thereby locking their inmates away from any contact with goings on in the world.

Of the well-functioning libraries in various parts of the country, he mentions the Viyyur Central Jail (Kerala), which ‘has a separate library building with a collection of over 10,000 books in addition to newspapers and periodicals for 800 inmates (The Times of India, 2011)’, and the Central Prison, Poojappura which contains 15,000 books. Among other libraries that feature in his article are those of Bhondsi in Haryana, and Tihar in Delhi.

Singh also cites the Birla Institute of Management Technology (BIMTECH), Noida, which set up a library in Dasna Jail for prisoners. The library was stocked with over 4,000 titles by students ‘based on the survey of prisoners about their requirement for books as an extension of their social initiative under the Ranganathan Society for Social Welfare and Library Development.’, he states. ‘The institute also gifted two computers to the jail with library automation software uploaded’, and students trained prisoners to look after the library and the computers (The Times of India, 2012).

The Centre on the Death Penalty and libraries in Madhya Pradesh

The Death Penalty Research Project at the Centre on the Death Penalty at the National Law University, Delhi took up the question and included queries about the library as part of its research among prisoners, some on the death row.

As with other studies on prison libraries, these interviews mention classroom like rooms which seat between 8 and 10 people. The SC Bose Jabalpur Central Prison Library is a typical example of a functioning library which stores books on history, fiction, and law among other areas, and prisoners are allowed to borrow books for a fifteen day period.   It does not have any link with state libraries. Records of borrowing and a catalogue of books is preserved and literacy and skill training classes are conducted by programmes such as sarv shiksha abhiyaan and NGOS. IGNOU (Indira Gandhi National Open University) has a ubiquitous presence in teaching programmes in prison to service literacy programmes. Officials in the Hoshiangabad prison stated that ten percent of the inmates needed basic classes in literacy, and the prison also conducted BA level courses that 76 inmates had cleared, while in the prison in Ujjain, 150 prisoners had sat the IGNOU exam. As is possibly the case in other prisons, while the officials at Hoshiangabad said that the prison put in requests for unavailable books when prisoners asked for them, a prisoner suggests that such requests were obstructed.

Vocation over pleasure

This is perhaps unsurprising as the prison mentions that the budget for books is the same as the stationery budget. Though some libraries in the country are linked to their state district libraries, this is not the case with most prisons. Such links could circumvent the absence of funds which, in the case of those prisons that actually address these needs, would be directed towards vocational training and more instrumental courses. In a prison in Gwalior, an official noted that since most prisoners from the Chambal region had very little education, rarely was a desire expressed for books.

Excerpt from an interview with a prisoner on death row reproduced here:

I: Can you tell us about your experience in prison?

J: As far as I am concerned, prison has proved to be the world’s biggest university. There is no book here that I have not studied. It is true that I can no longer see the sights and spectacles of the outside world. However, when I read I can visualize the world outside within my mind��s eye.

I: When did you begin to cultivate the habit of reading?

J: It is only after I came to prison that I began to read.

I: Would you say that your understanding has expanded?

J: Yes, this has been a change that has influenced my life and my outlook.

I: This expansion of understanding- what is the reason for it?

J: All my perspectives have been enhanced by the books I borrow from the library. I have read almost 10,000 books since coming to this prison. However, it’s been four years since I last stepped foot inside this library.

I: Why is that?

J: After escaping prison, I haven’t been allowed to come here. I request books inside my cell and they are given to me.

I: Which kind of books do you find most engrossing?

J: If you must know, Eyadi is a book I’ve read several times. Then there’s Manushyan Oru Aamukham, Aarachar and Ajith Varkey’s new book.

I: We have heard that you enjoy reading philosophical works as well.

J: My cellmate … has many philosophical books. He has been allowed to keep them in the cell. He has books about the law as well. I have read them all.

[justforbooks]

HISTORY OF THE LONDON LIBRARY

On the 24 June, 1840, the celebrated Scottish author, historian, and biographer, Thomas Carlyle, stood up at a meeting in a crowded hall in Covent Garden to proclaim the need for a new lending Library in the great metropolis of London.

Carlyle’s vision succeeded beyond his wildest dreams. What he called into existence that night has become, over the ensuing 175 years, the largest independent lending library in the world. Today its façade in St James’s Square gives little indication that beyond it lie over a million books, covering more than 17 miles of open access bookshelves arranged within seven interlocking buildings.

From its opening on the 3rd May 1841, this haven for reading, writing and thinking quickly became a beloved home for some of the greatest names in literature: Charles Dickens, Charles Darwin, George Eliot, Henry James, Arthur Conan Doyle, Bram Stoker, George Bernard Shaw, Virginia Woolf, Isaiah Berlin, Laurence Olivier, Agatha Christie and Harold Pinter amongst many others were all members. Four Poets Laureate and ten Nobel prize-winners have roamed its bookshelves for inspiration in the past and today, 7,000 members of all ages and backgrounds – including some of the most familiar names in the literary world - find the Library’s resources invaluable.

Timeline

1841 The Library opens at 49 Pall Mall, London. The Earl of Clarendon is appointed inaugural President, WE Gladstone and Sir Edward Bunbury were on the first committee. John Cochrane is appointed first Librarian (and serves until 1852).

1842 An additional room is rented at 49 Pall Mall creating the Library’s first reading room. The collection reaches 13,000 volumes.

1845 The Library moves to its present location in St James’s Square.

1855  Alfred Lord Tennyson is appointed President, serving until 1892.

1879 The Library buys the freehold of the premises.

1893 Charles Hagberg Wright is appointed Librarian and serves until his death in 1940. He develops the unique and much-loved shelving system which has enabled books to be readily and fruitfully browsed; catalogues the collection of 200,000 volumes; and oversees major building works as the Library is remodelled in 1896 to accommodate the rapidly expanding book collection.

1896-98 The building is entirely reconstructed. The present eclectic facade, the Main Hall, Reading Room and the grille-floored bookstacks are erected and remain hallmarks of the Library today. The building is one of the first steel framed buildings in London.

1921 The building is extended: seven new floors are constructed to house a further 200,000 books. The radical glass floors and steel frames are constructed, shipped in from, America.

1932-4 Further building works take place. The Art Room and the committee room that has since become The Sackler Study are constructed. The Reading Room is extended and additional bookstacks are built. The collections now number some 450,000 volumes.

1934 On April 13 1934, life member Stanley Baldwin MP gives the opening address at a ceremony to open the newly built Central stacks.

1934 Charles Hagberg Wright is knighted after more than 40 years of extraordinary service to the Library.

1944 The Library is hit by a German wartime bomb - over 16,000 volumes are destroyed and the newly built Central stacks are heavily damaged. Repairs take 10 years to complete.

1948 Winston Churchill accepts the honorary position of Vice-President.

1952 T.S. Eliot is appointed President, serving until his death in 1965.

1995 The Anstruther Wing is completed. This new building, equipped with special environmental controls, allows for the safe housing of 30,000 of the rarest and most vulnerable volumes.

2004 Duchess House is purchased, increasing the overall capacity of the building by 30%.

2010 Work is completed to create the Lightwell Reading Room, the new Times Room, staff offices, the restoration and extension of the Library’s Art Room (below), and the refurbishment of the Issue Hall.

2013 The historic Reading Room is extensively refurbished and The Writers' Room and The Sackler Study are opened as new working and studying spaces.

2014 The building project gets national recognition as architects Haworth Tompkins win RIBA Awards for their work on the Library’s refurbishment.

2015 The Library’s collection stands at over 1,000,000 titles, covering over 2,000 subjects in 55 different languages. The books range in date from 1500 to 2015 complemented by bound copies of over 2,000 periodicals dating from 1699 to today.

2016 To celebrate its 175th anniversary the Library holds a five day literary festival in St. James's Square. The Word in the Square celebration features over 40 separate events and talks by leading writers and public figures, over half of whom are London Library members.

Daily inspiration. Discover more photos at http://justforbooks.tumblr.com

[educationalinstitutesindia]

Top University for MBA Finance in India

MBA Finance is one of the most sought after specialisations among students. This specialisation equips them with diverse perspectives of financial environments and helps them pursue careers across many different spheres. Are You Searching for an MBA with Finance Specialisation in India? These top universities provide full time MBA with Finance courses with rigorous admission processes. IIM Ahemadabad IIM Ahemadabad is one of India's premier business colleges. Offering numerous degrees such as MBA, PGPM, PGFM, PGPFABM and Ph.D. to its students; its facilities include library, cafeteria, hostels sports complex labs. Furthermore, the college hosts various events tailored specifically towards its student body. IIM Ahemadabad is widely recognized as one of India's premier MBA finance universities and boasts an exceptional curriculum that ranges from quantitative methods to technology management. Furthermore, its alumni network can help graduates secure employment post graduation. And the campus itself boasts beautiful red brick structures which make for an unforgettable experience! At Yale-NUS College, they also offer scholarships to students who fulfill certain requirements for admissions into various courses, with a good score on the CAT typically necessary to be considered for admissions as well as having earned both a bachelor's degree and work experience. The school's faculty in Finance and Accounting (F&A) area are committed to excellence in research. Their scholars publish in top journals and contribute to practice and policy in areas like corporate finance, investments, financial markets, real estate as well as serving on key committees of national institutions. Furthermore, they share international knowledge and experiences to equip future business leaders for global economies; sharing these international experiences prepare students for global business environments that shape our globalized world economy; shaping its development with their innovations which have had a tremendous impact on India's F&A industry by creating new concepts as well as providing training which has resulted in increased demand for professionals within this sector of expertise in India's F&A industry which in turn has also had an influence over its development resulting in increased demand among professionals working within this sector in India itself resulting in increased demand among professionals within finance fields themselves. IIM C IIM C is well-renowned for its world-class education and facilities. Students enrolled at IIM C receive a rigorous program designed to prepare them for life after college, taught by highly qualified professors who know how to engage students during class and take time answering student queries in order to help students grasp topics better and gain better comprehension of subjects like finance. Furthermore, the institute offers fantastic placement opportunities including roles within finance. Campus has an intimate community and was designed to promote intellectual development. Academic buildings feature classrooms of different sizes and seating capacities, group study areas, conference rooms, lounges and libraries; it also boasts world-class hostels that provide single room accommodations; its centralized computer center, finance lab, huge digital library sports arena and auditorium offer additional benefits. Faculty from IIM Bangalore has made significant contributions to the development of management education in India, through postgraduate and doctoral programmes, executive training programs, research, consultancy and professionalization efforts for Indian managers. Furthermore, this institute collaborates with MIT Sloan School of Management as well as other universities to achieve excellence in management education. IIMs boast strict admission processes; only 300 students are admitted annually. Ranked among the world's premier business schools, these institutions also provide significant financial aid. Their graduates have an outstanding track record for finding work with global investment banks and management consulting companies after graduating; some even received offers from global investment banks themselves! IIMs boast the highest rate of placement among India's B-schools with an average package worth over 34 LPA; fees may be costly but are certainly worth your while for both experience and money gained. XLRI XLRI is one of India's premier management institutes. Offering PGDM, MS, and executive courses in various specializations. Accredited by both Association of MBAs and Association of Advance Collegiate Schools of Business; as well as having signed MoUs with 22 leading international business schools to facilitate student exchange and industrial training opportunities. Jamshedpur-based XLRI is one of the oldest and finest business schools in India. This institute strives to equip its students to assume leadership roles across various economic sectors for greater social good, signatory to Principles of Responsible Management Education as well as participating in many community service projects every year. Students of XLRI are well equipped to face the challenges of the business world and encouraged to think creatively in finding solutions to complex problems. With small class sizes and encouraging close bonding between its students - known as XL culture - this helps each one reach his or her full potential, and has seen numerous graduates from this school become leaders in their respective fields. The PGDF program equips participants with the knowledge and expertise needed to become effective finance professionals, through an intensive and rigorous curriculum covering core finance concepts like financial analysis and investment decision-making. Furthermore, its curriculum is fully aligned with that of CFA Program curriculum allowing participants to further enhance their career prospects. Furthermore, regular speaker sessions help connect participants to its global alumni network. Taxila Business School Taxila Business School is one of the premier institutes for MBA finance programs in India, boasting excellent facilities and internship opportunities. Their faculty boast extensive industry experience and are committed to teaching the latest business techniques; plus there's a large network of alumni. Their programs aim to give students a comprehensive view of business; coursework offered includes marketing, human resource management and operations management courses. At ITM Institute of Business & Leadership Development (IBLD), they offer a two-year PGDM with dual specializations that is available online and in person, and students may apply by taking different entrance exams to apply. Admission process can be competitive; however, institute has an impressive placement rate of 76% through their dedicated placement cell which ensures students receive optimal job offers upon graduation. TBS students benefit from numerous internship opportunities and receive expert instruction from TBS faculty members, with numerous networking and interaction events hosted by TBS each year to encourage student interaction and networking opportunities. Such events provide a vital means of building business acumen and developing greater insight into future management careers. The institute offers its students numerous scholarships, both merit- and need-based, that cover tuition fees and educational expenses. A minimum grade point average of 50% must be attained to qualify for these awards, which may cover up to 100% of tuition costs. Furthermore, 100% education loans are also offered. Lal Bahadur Institute of Management The institute strives to prepare business leaders who are socially aware and global thinkers. Their goal is achieved through research-driven instruction and strategic national and international partnerships; their programs include PGDM, FT MBA and Fellowship courses as well as undergraduate (UG) ones; their campus is home to outstanding facilities such as an auditorium seating up to 300 people as well as two-floor library. Lal Bahadur Institute of Management's faculty comprises highly-qualified academicians trained at top-tier international business schools. With vast experience teaching and mentoring students, these academicians are dedicated to providing top quality education - Lal Bahadur offers scholarships programs for candidates facing financial constraints. Placements at the college are outstanding: last year, over 95% of graduates found employment with various companies such as Wipro, Deloitte, and EY - including Wipro's WiPro Studio! WiPRO provides excellent internship opportunities to finance students at EY and vice versa; therefore enhancing career paths. At the college, the work culture is welcoming and helpful; students can select projects of their own choosing as electives according to their area of interest and learn through experience while practicing what they have learned - helping them become effective corporate managers. Furthermore, its location in bustling Delhi allows ample job opportunities for graduates. Furthermore, student satisfaction at the college is high with average starting salaries starting at 9.9 LPA on campus with well-equipped library with Bloomberg terminal lab as well as convenient hostel accommodation offering great food and comfortable sleeping quarters for residents. Read the full article

[jazzhandsmcleg]

Thoughts onnnn... the Dewey Decimal System.

...Are you aware of just how serious the can of worms you’ve opened here is, my friend? XD

Short answer: well, on the whole, it’s better than Library of Congress.

Longer answer: it’s better than LoC because it’s less centralized, which means small changes are easily enacted by individual libraries rather than having everything handed down from LoC. They’re also good for slightly different things, since the Library of Congress is, well, Congress’ library and a lot of what they do directly supports them/is directly influenced by them. Finally, LoC is notoriously slow to update, which means that Dewey is more likely to be up to date with the times.

However, both Dewey and LoC are definitely products of their times and places of birth. To give an example, I forget the relevant numbers, but in Dewey American history has the largest range available to it; ancient and European history come next; and then most of the rest of the world is crammed into a ten-digit range, so the numbers for books set in Mexico or Thailand or Algeria -- even ones about simple concepts -- can get really long as cataloguers try to cram them into a very small range all next to one another. (And then, IIRC, even within that, the American range of course defaults toward straight white men as well.) And that’s...you know? That’s racist (and sexist) and gross. As a solution, sometimes libraries in other places will scratch out “American” and replace it with “Nigerian” or what have you so that they have the biggest range, but that’s really only a stopgap measure. (Not to mention, presumably the rest of the books on African history are still all crammed together. Also, I’m not sure what they then do with the American history books. A direct swap of places? Stick them with European history? South American history? No easy answers there.)

Another, related difficulty comes about because of how multifaceted things always are. Consider a book that compares the American Revolution to the French Revolution. Does it go with the books on America or the books on France? Or what if you have a book about the women’s rights movement in Mexico? Does it go in Mexican history or women’s studies? Choose carefully because it can only go in one section. This problem is more frequent with LoC because their system is more explicitly and intentionally granular than Dewey’s, but it definitely exists with Dewey too.

(Note: that granularity does give LoC a bit of a leg up at times; for instance, they do have a specific and large space set aside for LGBTQIA+ subjects of varying sorts, while Dewey has to make do with a small handful of numbers.)

What’s really neat, though, is that people are coming up with ways to either supplement Dewey and/or LoC or replace them entirely! This probably isn’t feasible on a large scale because Lord knows that now that we’ve professionalized ourselves we have enough to keep up with already (especially in this day and age) and the committees alone would take absolute years, but the most important job of any library is to make itself useful for its patrons, so if an alternate classification system helps a library do that then more power to it. I’m not sure about in other countries, but I know some libraries specifically for and by indigenous communities choose this route over here and in Canada.

[blackkudos]

Nannie Helen Burroughs

Nannie Helen Burroughs (May 2, 1879 – May 20, 1961) was an African-American educator, orator, religious leader, civil rights activist, feminist and businesswoman in the United States. Her speech "How the Sisters Are Hindered from Helping," at the 1900 National Baptist Convention in Virginia, instantly won her fame and recognition. In 1909, she founded the National Training School for Women and Girls in Washington, DC. Burroughs' objective was at the point of intersection between race and gender. She fought both for equal rights in races as well as furthered opportunities for women beyond the simple duties of domestic housework. She continued to work there until her death in 1961. In 1964, it was renamed the Nannie Helen Burroughs School in her honor and began operating as a co-ed elementary school. Constructed in 1927–1928, its Trades Hall has a National Historic Landmark designation.

Early life and education

Nannie H. Burroughs born on May 2, 1879, in Orange, Virginia. She is considered to be the eldest of the daughters of John and Jennie Burroughs. Around the time she was five years old, Nannie's youngest sisters died in utero and her father, who was a farmer and Baptist preacher, died a few years later. John and Jennie Burroughs were both former slaves. Nannie's parents had skills and capacities that enabled them to start toward prosperity by the time the war ended and freed them. She had a grandfather known as Lija the carpenter, during the slave era, who was capable of buying his way out to freedom.

By 1883, Burroughs and her mother relocated to D.C. and stayed with Cordelia Mercer, Nannie Burroughs' aunt and older sister of Jennie Burroughs. In D.C., there were better opportunities for employment and education. Burroughs attended M Street High School. It was here she organized the Harriet Beecher Stowe Literary Society, and studied business and domestic science. There she met her role models Anna J. Cooper and Mary Church Terrell, who were active in the suffrage movement and civil rights.

Upon graduating from M Street High School with honors in 1896, Burroughs sought work as a domestic-science teacher in the District of Columbia Public Schools, but was unable to find a position. Though it is not documented that she was explicitly told, Burroughs was refused the position with the implication that her skin was too dark — they preferred lighter-complexioned black teachers. Her skin color and social status had thwarted her for the appointment she was chosen for. Burroughs said that "the die was cast [to] beat and ignore both until death." This zeal opened a door to the profession for low-income and social status black women. This is what led Burroughs to establish a training school for women and girls.

Career

From 1898 to 1909, Burroughs was employed in Louisville, Kentucky, as an editorial secretary and bookkeeper of the Foreign Mission Board of the National Baptist Convention. In her time in Louisville, the Women's Industrial Club had formed. Here they held domestic science and management courses. One of the founders of the Women's Convention was Nannie Burroughs, providing additional help to the National Baptist Convention and serving from 1900 to 1947: nearly half a century. She was president for 13 years in the Women's Convention. This convention had the largest form [attendance?] of African Americans ever seen, and help from this convention was highly important for black religious groups, thanks to the National Association of Colored Women (NACW) which formed in 1896, the largest of three and including more than 100 local women's clubs. Because of her contribution to the NACW, the National Association of Wage Earners was founded to draw the public's attention to the dilemma of African-American women. Burroughs was president, with other well-known club women such as vice president Mary McLeod Bethune and treasurer Maggie Lena Walker. These women placed more emphasis on public interest educational forums than trade-union activities. Burroughs' other memberships included Ladies' Union Band, Saint Lukes, Saturday Evening, and Daughters of the Round Table Clubs. Burroughs' also actively participated in the National Association for the Advancement of Colored People (NAACP).

By 1928 Burroughs was working in the system. She was appointed to committee chairwoman by the administration of Herbert Hoover, which was associated with Negro housing, for the White House Conference of 1931 Home Building and Ownership, straight from the stock market crash of 1929 just as the Great Depression began. Burroughs spoke at the Virginia Women's Missionary Union at Richmond with the address "How White and Colored Women Can Cooperate in Building a Christian Civilization." in 1933

Burroughs was also a published playwright. In the 1920s, she wrote The Slabtown District Convention and Where is My Wandering Boy Tonight?, both one-act plays for amateur church theatrical groups. The popularity of the comedic, satiric Slabtown necessitated multiple printings through the succeeding century, although sometimes the wording is updated as needed by successive productions.

Training school and racial uplift

Burroughs opened the National Training School in 1908. In the first few years of being open, the school provided evening classes for women who had no other means for education. The classes were taught by Burroughs herself. There were 31 students who regularly attended her classes, however, after time, and due to the high level of teaching, the school began attracting more students. The school was founded in a small farmhouse that eventually attracted women from all over the nation. During the first 40 years of the 20th century, young African-American women were being prepared by the National Training School to "uplift the race" and obtain a livelihood. The emphasis of the school was "the three B's: the Bible, the bath, and the broom". Burroughs created her own history course that was dedicated to informing women about society influencing Negroes in history. Since this was not a topic that was discussed in regular historical curriculum, Burroughs found it necessary to teach African American women to be proud of their race. With the incorporation of industrial education into training in morality, religion, and cleanliness, Nannie Helen Burroughs and her staff needed to resolve a conflict central to many African-American women. "Wage laborer" was their main role of the service occupations of the ghetto, as well as their biggest role model as guardians for "the race" of the community. The dominant culture of African Americans' immoral image had to be challenged by the National Training School, training African-American women from a young age to become efficient wage workers as well as community activists, reinforcing the ideal of respectability, as extremely important to "racial uplift." Racial pride, respectability, and work ethic were all key factors in training being offered by the National Training School and racial uplift ideology. These qualities were seen as extremely important for African-American women's success as fund-raisers, wage workers, and "race women". All these gathered from the school would bring African-American women into the labor of public sphere including politics, uplifting racial aid, and the domestic sphere expanded. By understanding the uplift ideology of its grassroots nature, Burroughs had used it to promote her school. Many disagreed with Burroughs teaching women skills that did not directly apply to domestic housework. None the less, students continued coming and the school carried on.

Death and legacy

On May 20, 1961, she was found dead in Washington D.C. of natural causes. She had died alone; she never married because she had dedicated her life to the National Trade and Professional School. She was buried at the Nineteenth Street Baptist Church where she was a member.

Three years after her death the institution was renamed the Nannie Burroughs School and has remained that way since. Even though more than 50 years has passed since her death, her history and legacy continue to motivate modern African-American women. The Manuscript Division in The Library of Congress holds 110,000 items in her papers.

1907, she received an honorary M.A. from Eckstein Norton University, a historically black college in Cane Spring, Bullitt County, Kentucky. (It merged with Simpson University in 1912.)

In 1964, the school that Burroughs had founded in 1909 as the National Training School for Women and Girls in Washington, DC, was renamed the Nannie Helen Burroughs School in her honor. Its Trades Hall has been designated as a National Historic Landmark.

1975, Mayor Walter E. Washington declares May 10 Nannie Helen Burroughs Day.

Nannie Helen Burroughs Avenue NE, a street in the Deanwood neighborhood of Washington, DC, is named for her.

In 1997 the National Women's History Project honored Burroughs during Women's History Month.

[collegechalo]

Saveetha School of Engineering

Saveetha School of Engineering (SSE), one of the key as well as leading contributor of quality education in India through a wide range of specializations such as Medicine, Allied Medical Education, Engineering, Dentistry, Law, Management, Physiotherapy, Pharmacy, Nursing, Physical Education, Technical Education and Architecture, and the Pupil Saveetha Eco School have a tradition of more than 30 years of excellent cooperation. The University (SIMATS), which has been awarded an 'A' grade by NAAC (UGC), offers accreditation to students at UG, PG and super-speciality levels (both in STEM subjects and in humanities) in a comprehensive list of academic streams.

Saveetha Medical College is ranked 25th among all the central and state governments and deemed to be medical colleges and universities of our nation. With a NAAC ‘A’ grade accreditation, SMCH is recognised by the Medical Council Of India, Ministry of Health and Family Welfare, New Delhi, for UG, PG and most of the super specialty courses in Medicine and Surgery. Saveetha Dental College is one of the best institutions with a groundbreaking dental curriculum that is a stunning combination of East and West best practices to train UG and PG students with outstanding skills in clinical, academic, and study fields. Saveetha Engineering College was established in 2001 and has built a position for itself as a renowned engineering institution. SEI aims to develop high-level skills for engineering graduates. Automation will be at the tips of the finger and will generate more jobs in each sector every year.

The University with all its institutions, is simply the best and strives  infrastructure, faculty strength and quality, libraries, research labs, collaborations and MOUs with national and international universities, the culture of pursuing research even as an undergraduate, thousands of publications in reputed indexed and high impact journals, creating Guinness & World records, patents and innovative strategies, student exchange programs, state of the art laboratories, adequate importance to co-curricular and extracurricular activities, a strong alumni base. 

The classrooms are configured with smart boards that are integrated into the ipad of each and every single student. The lectures prepared by the staff are uploaded on the cloud system to UNIO Harness Touch, and students have access to the lecture 's notes and presentations. These lectures can be viewed for reference in 3 layers at any time, namely the initial lecture layer, the layer with student notes

Saveetha University provides the student with an at home environment. They enjoy every convenience from air conditioning, refrigerators, washing machine and cookies, etc. Our hostel is well distributed and offers the best possible food with a wide range of housing choices from single baths attached to four-in-one rooms. Daily Hostel Committee and Mess Committee meetings are held to ensure students have a comfortable stay. The University has developed the Vector Mechanics, one of the three laboratories in Tamilnadu State. It is very important for students in Mechanical, Civil, Automotive, Electrical to understand the importance of the mechanics behind load analysis.