Book List for JMC Library

Books on Social Science Research
Best, J. W., & Kahn, J. V. (2002). Research in education (7th Edition ed.). New Delhi: Prentice-Hall of India.√√
Corbetta, P. (2003). Social research. London: SAGE.√√
Creswell, J. W. (2003). Research design: qualitative, quantitative, and mixed methods approaches (2nd ed.). New Delhi: SAGE.√√√
Fowler, F. J. (1993). Survey Research Methods (2nd ed.). New Delhi: SAGE.√
Greene, J. C. (2007). Mixed Methods in Social Inquiry. San Francisco: John Wiley and Sons.√
Haralombos, M., & Holborn, M. (1995). Sociology: themes and perspectives (4th Edition ed.). London: Collins Educational.√√
Kothari, C. R. (2004). Research methodology: methods and techniques (2nd Edition ed.). New Delhi: New Age Intrnational (P) Limited.√√
Kumar, R. (1996). Research methodology: a step-by-step guide for beginners. New Delhi: SAGE.√√
Kvale, S. (1996). An introction to qualitative research interviewing. Thousands Oaks, California : SAGE.√
Mangal, S. K. (2007). Essentials of educational psychology. New Delhi: Printice-Hall of India Private Ltd.√
Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: combining qualitative and quantitative approaches. New Delhi: SAGE.√√√
Teddlie, C., & Tashakkori, A. (2009). Foundations of Mixed Method Research. London: SAGE.√√
Wengraf, T. (2001). Qualitative research interviewing. New Delhi: SAGE.√
Wiersma, W., & Jurs, S. G. (2005). Research methods in education. New York: Pearson.√√

Books on Linguistics
Brown, H. D. (1980). Principles of Language Learning and Teaching:Englewood Cliffs, N. J. Prentice Hall√√
Chomsky, N. (1972). Language and Mind. New York: Harcourt Bruce.√√
Corder, S. P. (1973). Introducing Applied Linguistics. Hardmondworth: Penguin √√√
Matthews, P. H. (1997). Oxford Concise Dictionary of Linguistics. New York: OUP.√√√
Roach, P. (2007). English Phonetics and Phonology. Cambridge: CUP.√√√
Todd, L. (1991). An Introduction to Linguistics. Essex: Longman.√√√
Yule, G. (2008). The Study of Language. Cambridge: CUP.√√√
Note: Please give preference in buying the books as indicated
Very important - √√√ Important - √√ Essential - √
Kapil Dev Regmi

Many Days Past without writing

The end of 2009 and the beginning of 2010 were spent in Rukum, Dang and Salyan, where I visited as a consultant with Mr. Yoga Raj Pokharel. We went for field data collection for evaluating the Rewrite the Future Program of Save the Childre. I will write in detail when I complete writing the report.

Some Words to Know

Mesmerize - to hypnotize, dazzle and control
Ravish - to transport with joy or delight or force to have sex without one's will
Woe - grief, sorrow, misery, heavy calamity
Propensity - bias, bent, tendency
Aphorism - general truth expressed in concise saying
Deterent - that which prevents or deters
Sluice - an opening or channel through which anything flow
Wary - cautious, apprehensive, guarding against danger
Detriment - that which injuries or cause damage, michief or harm
Philstine - a person deficient in liberal culural refinement
Embellish - to decorate or make beautiful
Quibble - to raise an insignificient point
Abut - to border, be contagious, to meet
Encumbered - burdened, weighed down
Eddy - a current of water or air moving in a circular direction
Asperity - harshness, roughness of temper
Bequest - that which is left by will, esp. personal property
Restitution - a sum of money paid in compensation for loss or injury
Strop - a piece of leather used for sharpening
Fulminate - to make a loud, sudden noise, to send forth decrees with force or authority
Repugnant - hostile, disposed to war, offensive
Anhedonic - unable to experience pleasure
Diminutive - below the average size, very small, little
Lustrous - shining (particularly from reflected light), glittering, bright
Languid - dropping or flagging from exhaustion, weak, without animation
Unsullied - unspoiled, pure
Inebraited - drunk
Scurrilous - using indecent language, offensive
Discombobulated - confused, and may be a little upset
Wizened - dried, shriveled, withered
Desist - to cease to proceed or act to stop
Emaciate - to become or to cause to become very thin
Bastion - a fortified place
Welter - to rise and fall as waves, to tumble over
Lurk - to lie in wait, to keep out of sight
Argot - Jargon, lingo, the lg of a particular class, register

Enhancing the Department of English

Some Strategies for Enhancing the Department of English of
Janamaitri Multiple Campus

Strategy 1
Make all teachers accessible to modern technology (ICTs), especially to the computer and the Internet.
For this:
- Email Id
- Use of Email and the use various required websites such websites for e-discussion
- Introduction to the websites useful for teachers
- Discussion on the use of Internet for developing teachers competence

Strategy 2
Encourage all teachers to be researchers
For this:
- Habit of reading and writing before teaching
- Habit of reading and writing after teaching
- Encourage for research oriented teaching
- Motivate for research oriented writing
- Training on research methodology
· Institutions that provide grants for faculty/fresh researchers
· Institutions that publish research articles/findings

Strategy 3

English language training for teachers

For this:
- Use of ICTs, especially computer and Internet for enhancing English language for teachers
- Introduction/approach to the institutions that provide training to teachers
· British Council
· NELTA
- Encourage/facilitate teachers to be trainers
· Encourage/opportune to be trainee first

Strategy 4
English language training for students
For this:
- Co-curricular activities for improving English
· Written activities
· Spoken activities
- English language training package for students
· Seasonal training package (Winter, Summer, Spring …)
· Session training package (Pre-session, While-session, Post-session)
1. Form a committee of teachers
2. Prepare training materials
3. Devise training package for different levels
- Decide by giving placement tests and enrollment level of the students
- Make students familiar with ICTs and use of them for improving English
- Introduce how to practice English using commercial software such as CDs of TOEFL and GRE


Materials and support

- A separate room
- A computer (laptop if possible) and a projector which can be of the Campus belonging to all the Departments
- Some books
- Facility for printing and Xeroxing
- A hall for making presentations and conducting trainings
- Full moral and academic support from campus administration with trust and confidence

not the man to be spared and neglectd

I have told you earlier that
One day you will recognize me
you will find me who am i
know my caliber and understand
my immaculate professionalism

you became so foolish
and even today i am not sure
that you have understood the things
you have been like i am
but at least you have now
realized that i am not a man
to be spared, to be neglected
i am not the man to be compared
with many who were not
of my kind, all like you
who have the upbringings
in sychophancy, bootlicking and
all lived for themselves and never
for other, never for the society
I also live for myself but you know
there is self inside me
an inspiration inside me
that makes me that is not
me as you have seen
there lives a great soul
with extreme ambition
and enthusiasm that never
atrophies, never exhausts and
that never gives up when all
altruist and scholars give up
because of the people like you
my soul waits for the day when
your soul recognizes mine and
your habit of bootlicking turns into
me and you start to sing my song
and i don't receive your praise happily
but with comments and makes you realize
that you and me are same
you and others whom you toaded yesterday
are the same like you
all people born with enough potential
to be great persons but some
become like you and some become
like me but at the end all become same
whent environemnt conducive like this
emerges automatically and you realize
that i am not the man
to be spared and to be neglected

I received MPhil Convocation

On 23rd of October 2009 I received MPhil award conferred by Kathmandu University, Nepal on completion of the course prescribed by the University and dissertation entitled Recognition, Accreditation, and Vlidation of Non-formal and Informal Learning: Prospects for Lifelong Learning in Nepal.

Vijaya Dashami, 2066

I celebrated this Dashain more happily than ever. I reached home on September 25. The first day of Dashain i.e. Mahastami was on October 26. I was happy with my father, mother, spouse, and daughters. We stayed at home shared happiness and took delicious food items.

On the third day i.e. Vijaya Dashami all of the family members received tika and Jamara from their respective seniors. I received them from my father, mother, thuldai, thulivauju, maildai, mailivauju, uncle and aunt. I granted tika and Jamara to Laxmi, Bishu, Rishav, Sakuntala, Bhupendra, Sanubhai, Sadikshya, Samikshya, Parbati, Krishna, Sushila, Gautam, Rabindra, etc. I got a lot of blessings from my seniors. That was a very important day for me.

On the next day of Dashami we went to Aaru to the house of my in-laws. I received tika from all the members thir, shared happiness and took delicious food items.

Next day leaving our beloved daughters to their maternal home Laxmi and me came to Kathmandu.

September 9 to October 1

It has been a month that I have not blogged any of the activities that went on from september 12, 2009. Perhaps the most important achievements of my life have gaken place in those days.
On September 9
Department of English Education, Janamaitri Multiple Campus called a meeting at 8AM. Almost all of the members of the Department including campus chief Mr. Bhola Nath Ojha and HOD Baburam Bhusal were present in the meeting. The meeting focused on how to make the Department more effective, efficient and better respossile for the overall development of the campus.
Mr. Ojha, the campus chief congratulated me for my contribution to achieve an outstanding result of the examination of B. Ed. 1st year. All the students had passed the examination given by Tribhuvan University with excellent scores.
That was the first meeting that I agreed with the HOD and the HOD agreed with me. Perhaps, that was one of the incidences in the history of the Depatment that we two came in consensus. All the members of the Department were happy and committed to do someting for the identity and influence in the Campus.
On September 10
Janamaitri Multiple Campus had called all the teachers for Happiness Sharing programme on tha auspcious occasion of Vijaya Dashami 2066. We went early in the morning for, however, there were no program as such. Just something were being cooked in the canteen. Actually the teachers didn't know why they were being called. However, we talked and shared our best wishes individually and returned to the respective residence taking a plate of beaten rice and meat as breakfast. But I was planning to go to KUSOED to meet my Dissertation Supervisor. Bhaktiram Ghimire sir gave me a lift and I reaced at KUSOED at 10 AM.
As soon as I reached KUSOED I read the notices. With a great surprise and sad I came to know that the time for my convocation was already fixed for October 23 and the one who wouldn't be able to have their dissertation submitted to Dhulikhel (the Controller of Examinations, KU) by October 9 wouldn't be able to take part in the convocation. I regreted for the intentional delay I had made during this year. Had I been little concious about that I would have defensed viva-voce two months earlier. But I didn't do. Tanka sir encouraged me to do even better, go deeper and deeper, but the time has already been .... Sadenned with the notice I met Prof. Shreeram Prasad Lamichhane. He read just the contents of the dissertation I had prepared to that date. I had expected that he would read the report and would provide me suggestions so that I could improve them so as to make that as final draft. Nevertheless, I was happy since he gave me some constructive suggestions to make the dissertation report coherent and logical.
Then I came back and started to work day and night. I wrote and wrote, typed and typed until and unless I became completely chilled inside my chest. I used to go to the be laid down but I couldb't sleep because my chest was burning and the brain was pushing me to work.
With the corrections made according to his suggestions and giving the final touch to the report from my side I met him the next time. He made a cursory look to the report and made some important corrections. Gave some suggestions to standardize, especially the language. But finally he said that it was impossible to have viva before October 9 and I couldn't be able to take part in the convocation of KU scheduled to be held on 23 October.
On September 20
I phoned Prof. Tanka Nath Sharma early in the morning and requested to manage time and provide me the opportunity to be an awarde of my degree by letting me to take part in the convocation. He became so angry at first and made an outright "No" because it was too late to do everything. But his kind heart softened and he let me explained my obligations and compulsions. He said at the end that there was a little chance and he would try his best to schedule the date of my Viva immediately after the Dashain vacation.
Then I phoned Prof. Shreeram Lamichhane and narrated the conversation I had made with Prof. Sharma.
On September 22
Though the vacation for Dashain was alreaded commenced, I had made a hearty request to Professor Lamichhane to provide me some times so that I could bring my endevours to the fruition on time. He came to KUSOED and we discussed nearly one and half hour. He appreciated to the efforts I have made to write the dissertation report. He happily said ....would like to take PhD out of it..... you have written so beautifully ...... you have to make a monograph and give it to UNESCO to publish.... etc. Finally he said that they were happy to receive such a dissertation from me. They would try their best to have my viva defensed before October 9.
Then I came to my residence and corrected, added, deleted ... and made a final copy to be submitted to the external examiner.
On September 23
Having all the preparations completed I was about to leave Kathmandu valley on September 24 for the celebrations of Dasahin. My better-half Laxmi was waiting for the arrival of my day. I did some shopping and went to the nearby cyber for checking emails.
As soon as I opened the inbox I saw an email from Manjula, an officer in South Asian University. The subject was an Offer of Appointment. I was overwhelmed and flooded with happincess. It was a really an appointment letter from the CEO Prof. G. K. Chadha. I went through the terms and conditions and became extremely glad. That was the most important achievment of my life. I found the pray of my father the affection of my mother, the wishes of my father in law and mother in law, love of my beloved wife and the aspirations of all of my best friends and relatives have come true. That was the day I realized that my hardwork and intelligence being fully accounted. From a part time teacher at Janamaitri I had been able to achieve the post of Project Associate (Academics and Documentations) of the prestigious SAARC University. A teacher had turned into a curriculum developer and an academic learder of the SAARC region that includes, not one but, 8 countries of the South Asia.
I shared my happiness with all whom I could contact by phone. I told to Laxmi, Sandai, my father ..... etc.
Then the next day I wrote an acceptance letter to Prof. Chadha and left Kathmandu for the celebration of Dashain.

Blacksmiths should be the experts in the Department of Ironware

Transcription of Interview 8

Date: August 21, 2009 (Friday) Time: 5:30 PM to 6:5 AM

Researcher: Sir, how should we see the relation among formal, non-formal and informal learning?

Respondent: We can perceive the issue you have raised from different perspectives. If we perceive formal learning, non-formal and informal learning through complimentary design you have to take … for example … I study in Grade 1 but I can’t go to school today because I have to graze cow, then I need to have something that compensates my today’s class such as self module package, radio, peers’ facilitation design, cassette … whatever may be … you will find two three ways to complement each other…the first is, non-formal learning mode should be taken along with formal learning.

Researcher: Should it be done sir?

Respondent: Yes, we can do and we should do. I can give you an example, in Canada the students of 11/12 must go through open mode, have to take certain course…there is relation between them; on the basis of the evaluation of both formal and non-formal mode he/she is awarded. The second way asserts that informal education can be found everywhere. A person who grazes cow can be scientist, sociologist, economist, etc. on grazing cows. The student thinks on how he could link his knowledge with the knowledge imparted by the teacher. The teacher has to ask to complete the project on the science of cow grazing, sociology of cow grazing and economics of cow crazing. In this way, teacher can link informal learning with the formal learning. On the basis of that he/she should be certified. You can take many designs practiced in the world such as in China (Learner-Farmer), America (Farm Learning) and Britain (Foreign Visit).

Learning becomes lifelong process when we let students think, not by providing them food. We shouldn’t give material; rather we should give questions to them. They need to have access with materials to find the answers of the questions. For example, a reaper can practice mathematics while cutting grass as he/she should conjecture on the basis of the number of the strands of grasses in a bundle he/she makes. If the strands are thicker, a less amount of strands can make a bundle. There is also a type of lifelong learning.

Researcher: Despite these philosophical aspects of the phenomenon, what problem would you see on the ‘How’ aspect? How to carry out all these endeavors?

Respondent: Our existing one-sided mind doesn’t work. Our teachers have to understand that lesson learnt in school and the lesson learnt at home are the same; the only difference between informal and formal learning is only the value given to them, the things are the same. The teachers have to understand that and I think the problem will be solved immediately.

Researcher: You mean that … when you say teachers should understand the things… you wanted to say how can we adapt informal learning into the formal structure of education?

Respondent: The concept of equivalency came from the concept of structure. If we create a design to test ability, structure becomes not so important. For me structure is secondary thing. Personally, I am against the structural system. The primary thing is ability of a person. He/she can be able from any means. The teachers shouldn’t care how and where the students learnt, rather they should care what they learnt. If a student can answer the questions in an exam apt to test the ability desired he/she should be declared pass.

Researcher: If so, then what type of mechanism should be developed to test their ability? Does the present mechanism can function for this?

Respondent: We can take the example of the system of assessing the ability of students in TU and KU. In the M. Phil. and PhD programs of these universities the questions are selected, administered, examined, and awards are given by themselves. The boards of examination are jut to put stamp. It is the ability of TU and KU program runners to do so. So, what I wanted to say is that our teachers, our parents, our student, etc. have to groom to that level of thinking.

Researcher: Sir, do you think the learners who came informally and non-formally be equivalent with the ones who came formally?

Respondent: You raised a nice issue. One of the negative aspects of formal education is averaging the people. Men can never be average. If formal learning and informal learning are not average, then the products of these two modes of learning should get equivalent certificated, not equal certificate.

Researcher: If so then can we say that, they should be given equivalent certificates and from the employment point of view …

Respondent: Employment is related to the market. Market is changeable according to time. We can’t accommodate changes in educational structure. It makes curriculum, it can’t be new. Formal school has such rigidity. I am at the side of teaching learner to haunt the market not to fit in the market. What I believe is that market runs faster than school. To update them short-term training and updated material can be used. The idea of updating them by colleges and schools is a traditional concept.

Researcher: Sir, do you mean that the learners from any mode of learning should determine the market….?

Respondent: Learners should make his/her own market. They should be able to create his/her demand himself/herself in the market. The important thing is making people skillful according to the changing demand of time. Trying to make people fit in the existing context is not good. Individuals should be made capable.

Researcher: What the state has to do to make individuals capable?

Respondent: I don’t see other thing rather than deploying capable teachers. Neither teachers have been able to create the environment conducive for that nor interact properly with the existing environment. Something different has attracted them. If they follow a political incumbent they will be promoted and rather than teaching if they dictate notes to the students they will also pass. Without reading and writing they have been able to be professor. What the state could have done for eliminating this tendency is that a good culture should have developed. Decentralization of authority could be one of the solutions.

Researcher: Sir, can we develop a national qualifications framework by incorporating all types of informal learning even indigenous knowledge and skills and leveling them on the basis of complexity to learn as it has been done by the countries of European Union in the form of EQF?

Respondent: Everything has its culture. In Europe students are valued in terms of the competence they have acquired. But in our country if we do so the students, parents, politicians and even teachers who are their relatives become combative against the teachers who have credited the students on the basis of competence. The teachers in those countries seek for quality otherwise they don’t sign, but in here the teachers don’t do so. The teachers in those countries are equally accountable. A certificate given by the teacher of France is given equal value in Denmark and Finland. Because of cultural difference I can’t say that we can do as it is being done in Europe but what I hope is that if the people of our kind can make this voice heard it can be done. If teachers are made accountable for quality control we can certainly establish a standard as it has been done by the Europeans.

Researcher: Sir, if we make the provision of certifying indigenous knowledge and skills, will it increase or decrease the value that they have got so far?

Respondent: I think it will increase the value. For example, in America, an angler acquires PhD in fishing, what I claim is that the anglers in Nepal are already PhD; only what they need is new technology and ability to write. There is no harm in accrediting his/her skill. The blacksmith in Nepal and the ironsmith of America are of the same category. The blacksmith of Nepal does know in what temperature he should hammer on the anvil, what he needs is what degree of temperature is the hotness that makes him feel that that was the right temperature for pouring water on the sickle being prepared. If we can fit in his knowledge with the technology he can be better product than the university graduate. If we have a university of this type he can be the expert in the Department of Ironware. We have been shouting for that but the problem is social stigma that has attached with us. Knowledge is not a threat but the stigma.

Researcher: As you said, then, a priest and a cobbler can fall at the same level in terms of their expertise in their respective skills….

Respondent: Exactly the same, yes the same. The priests and the cobbler need to update their knowledge and skills. The priest should be motivated to unravel the mysteries behind his ritual performance. We have to create an environment that provides an impetus for him to explore the knowledge behind such ritual endeavors. The priest knows that to worship Mars he has to use red vermilion powder but he doesn’t know that the planet Mars is red. He doesn’t know what NASA has discovered. Though the knowledge he is holding emerged before NASA had established, he doesn’t know what has happened so far. What I have been saying is that our priest have been using black powder for worshipping Saturn, one day NASA will discover that Saturn is black. Our norms and values are superior to Western norms and values but the ones who are supposed to plunge into the field and give new flavor are following as though they are blind. Our education system has not been able to make the priests believe that their knowledge is superior to the knowledge discovered by NASA. We are wealthier that Europe, we have been lagging behind because we are trying to carry on the Western knowledge…despite being attached with only English and Nepali language can’t we open a Language University to foster all the indigenous language of the nation?

Researcher: Sir, how do you think we should assess the knowledge and skill of informal and non-formal learners?

Respondent: As I told you earlier, the market will assess them. The case of certification and taking it equivalent with formal learning certificate it is a psychological aspect. For self-satisfaction the certificate can be used, otherwise it’s the market to decide whether they are viable or not, useful or not for the market. Market makes them update knowledge.

Researcher: Sir, finally, what do you think we should do to enhance lifelong learning in our context?

Respondent: I think it’s easy. For example, if we say to the people that if you do some kind of research and write on that then I will publish your writing then they will be learning for that. If we say a person that you have seen so many insects in day-to-day life, take a camera, snap as many different types of insects as you could see throughout your life, study them and make a report, on the basis of which you will be granted with PhD in entomology, what problem will be there? I don’t think that will be wrong. If we equip person with technology and enable them to write they will be learning throughout their life.

Researcher: Thank you very much sir!

An American Dream

Nearly five years have past

It has become more and more vast

There is no day that comes at last

Unless the landmine of your heart blast

The dreamland has been a slum

Recession has not yet come

It has hooked his dream

Without testing an American icecream

Many people landed there

It has been now not clear

I have the fear

I don't want Mexican bear

Many people are petrifying their heart

Many are finding the ways to start

They want our rupees for dollar convert

13000 for an exam makes me inert