Day: June 3, 2020

Faculty Development Program (FDP) conducted by Track2Training from June 10 to June 20, 2020

  The Faculty Development Program (FDP) conducted by Track2Training from June 10 to June 20, 2020, was a comprehensive and immersive online event designed to enhance the skills and competencies of educators in various aspects of teaching and learning. Here is a detailed overview of the program:

Overview

Event: Faculty Development Program
Dates: June 10 – June 20, 2020
Mode: Online
Organizer: Track2Training
Objective: To equip faculty members with modern teaching methodologies, technological tools, and innovative strategies to improve educational delivery and student engagement.

Key Components

  1. Curriculum and Content:

    • The program covered a broad range of topics relevant to contemporary educational practices.
    • Sessions included pedagogical innovations, assessment and evaluation techniques, curriculum design, and integration of technology in teaching.

  2. Schedule and Structure:

    • The FDP was structured over 10 days, with daily sessions divided into lectures, workshops, and interactive discussions.
    • Each day consisted of multiple sessions, including keynotes from industry experts, hands-on training, and Q&A segments.

  3. Learning Management System:

    • The program was facilitated through a robust online learning management system (LMS) that provided seamless access to resources, recorded sessions, and interactive tools.
    • Participants had access to a dashboard for tracking progress, submitting assignments, and engaging with peers and instructors.

  4. Expert Speakers and Facilitators:

    • The FDP featured a lineup of distinguished speakers and facilitators from academia and industry.
    • Experts shared insights on various educational trends, technological advancements, and best practices in teaching.

  5. Interactive and Practical Approach:

    • The sessions emphasized active learning through case studies, group activities, and role-playing exercises.
    • Participants were encouraged to share their experiences and apply new strategies in simulated classroom environments.

  6. Assessment and Feedback:

    • Participants underwent periodic assessments to gauge their understanding and application of the content.
    • Feedback mechanisms were in place to provide constructive criticism and guide improvement.

Detailed Session Breakdown

  1. Day 1-2: Introduction to Modern Pedagogy

    • Overview of current trends in education.
    • Understanding student-centered learning.
    • Techniques for fostering critical thinking and problem-solving skills.

  2. Day 3-4: Technology Integration in Teaching

    • Utilizing digital tools for effective teaching.
    • Introduction to e-learning platforms and virtual classrooms.
    • Best practices for creating engaging multimedia content.

  3. Day 5-6: Curriculum Development and Assessment

    • Principles of curriculum design and alignment with learning outcomes.
    • Innovative assessment techniques for measuring student performance.
    • Designing effective rubrics and feedback mechanisms.

  4. Day 7-8: Enhancing Student Engagement

    • Strategies for motivating and engaging students.
    • Incorporating gamification and interactive elements in lessons.
    • Understanding diverse learning styles and adapting teaching methods.

  5. Day 9: Research and Innovation in Education

    • Encouraging research-based teaching practices.
    • Exploring opportunities for educational research and publication.
    • Introduction to grant writing and research funding.

  6. Day 10: Reflection and Future Directions

    • Reflecting on learning outcomes and personal growth.
    • Developing action plans for implementing new strategies.
    • Networking and collaboration opportunities with fellow educators.

Outcomes and Benefits

  • Enhanced Skill Set: Participants gained practical skills in curriculum development, technology integration, and student engagement.
  • Professional Development: The program contributed to participants’ professional growth, enhancing their teaching effectiveness and career prospects.
  • Networking Opportunities: Attendees connected with peers, experts, and industry leaders, fostering collaboration and knowledge exchange.
  • Certification: Participants received a certificate of completion, validating their participation and newly acquired competencies.

The Faculty Development Program organized by Track2Training from June 10 to June 20, 2020, was a highly impactful initiative that equipped educators with essential skills and knowledge to navigate the evolving landscape of education. Through a blend of theoretical insights and practical applications, the program successfully addressed the challenges faced by modern educators and provided a platform for continuous learning and professional advancement.

Resource regions

 Natural resources are material and constituent formed within environment or any matter or energy that are resulting from environment, used by living things that humans use for food, fuel, clothing and shelter. These comprise of water, soil, minerals, vegetation, animals, air and sunlight. People require resources to survive and succeed. Everything which happens naturally on earth are natural resources that is minerals, land, water, soil, wind that can be used in many ways by human being.

The total cultivable area in India is 19,45,355 km² (56.78% of its total land area), which is shrinking due to population pressures and rapid urbanisation. India’s major mineral resources include Coal (4th largest reserves in the world), Iron ore, Manganese ore (7th largest reserve in the world as in 2013), Mica, Bauxite (5th largest reserve in the world as in 2013), Chromite, Natural gas, Diamonds, Limestone and Thorium. The major resource region in India include

1) Western Himalayan Region

This region consists of three distinct sub zones of Jammu and Kashmir, Himachal Pradesh and Uttar Pradesh hills. Lands of the region have steep slopes in undulating terrain. Soils are generally silty loams and these are prone to erosion hazards.

2) Eastern Himalayan Region

Sikkim and Darjeeling hills, Arunachal Pradesh, Meghalaya, Nagaland, Manipur, Tripura, Mizoram, Assam and Jalpaiguri and cooch bihar districts of West Bengal fall under this region, with high rainfall and high forest cover. Shifting cultivation is practiced in nearly one third of the cultivated area and this has caused denudation and degradation of soils with the resultant heavy runoff, massive soil erosion and floods in the lower reaches and basins.

3) Lower Gangetic Plain Region

This region consists of West Bengal. Soils are mostly alluvial and flood prone.

4) Middle Gangetic Plain Region

This region consists of 12 districts of eastern Uttar Pradesh and 27 districts of Bihar plains. This region has a geographical area of 16 million hectares and rainfall is high. About 39% of gross cropped area is irrigated and cropping intensity is 142%.

5) Upper Gangetic Plain Region

This zone consists of 32 districts of Uttar Pradesh. Irrigation is through canals and tube wells. A good potential for exploitation of ground water exists.

6) Trans Gangetic Plain Region

This zone consists of Punjab, Haryana, Union territories of Delhi and Chandigarh and Sriganganagar district of Rajasthan. The major characteristics of this area are highest net sown area, highest irrigated area, high cropping intensity and high ground water utilization.

7) Eastern Plateau and Hills Region

This zone consists of eastern parts of Madhya Pradesh, southern part of West Bengal and most of inland Orissa. The soils are shallow and medium in depth and the topography is undulating. Irrigation is through tanks and tube wells.

8) Central Plateau and Hills Region

This region consists of most parts of Madhya Pradesh and south eastern Rajasthan. This region has undulating topography with sandy soils.

9) Western Plateau and Hills Region

This zone comprises the major part of Maharashtra, parts of Madhya Pradesh and one district of Rajasthan. The average annual rainfall of the zone is 904 mm. The net sown area is 65% and forests occupy 11%. The irrigated area is only 12.4% with canals being the main source.

10) Southern Plateau and Hills Region

This zone comprises 35 districts of Andhra Pradesh, Karnataka and Tamilnadu, which are typically semi-arid zones. Dry land farming is adopted in 81% of the area.

11) East Coast Plains and Hills Region

This zone comprises of east coast of Tamilnadu, Andhra Pradesh and Orissa. Soils are mainly alluvial and coastal sands. Irrigation is through canals and tanks.

12) West Coast Plains and Ghats Region

This zone comprises west coast of Tamilnadu, Kerala, Karnataka, Maharashtra and Goa with a variety of crop patterns, rainfall and soil types.

 13) Gujarat Plains and Hills Region

This zone consists of 19 districts of Gujarat. This zone is arid with low rainfall in most parts and only 32.5% of the area is irrigated largely through wells and tube wells.

14) Western Dry Region

This zone comprises 9 districts of Rajasthan and is characterized by hot, sandy desert, erratic rainfall, high evaporation and scanty vegetation. The ground water is deep and often brackish. Drought is the common feature of the region.

15) Islands Region

This zone covers the island territories of Andaman & Nicobar and Lakshadeep, which are typically equatorial with rainfall of 3000 mm spread over 8-9 months. It is largely a forest zone with undulating lands. Depending on the variation in ecological characteristics of one region from the other, they have different types of vegetation, which suits best to their ecological conditions.

Literature: The Mirror of Society

Literature is an effective tool that reflects a plethora of sociopolitical and psychological occurrences of a society which helps people to comprehend the attitude and perception of the society as a Whole. Literature has never failed to serve the role of a satiric reflector while still being as real and as relatable as possible in its essence.


History, on the contrary, records the events in a chronological manner that take place in a society and Sociology, on the other hand, gives an overview of the constructive and the structural patterns through which a society operates. However, the main objective of Literature is to bring forth the essence of realism which includes instances of the various psychological, social and political phenomena that keep arising in a societal sphere. Therefore, Literature can be considered as a tool that adds an emotional and spiritual value to the technicality along with a sense of practicality that is usually presented by the other domains of studies.


Poetry is an effective part of Literature that plays a major role in representing the perception of a society to the readers. For instance, T.S Eliot through his works like “The Waste Land”, “The Love Song of J. Alfred Prufrock” and “The Hollow Men” managed to bring forward the emptiness and hopelessness of the contemporary “modern” society which is again very similar to the nihislistic ideologies of philosopher Nietzche in a very unusual yet an interesting way.


Realist authors from the third world countries have made use of the opportunity in a prodigious way to define their instances of the sociopolitical hardships they have had to face for a prolonged period of time due to the external and internal subalternization following by a process of constant hegemonization and misrepresentation of their values, ideas and ethics by a so-called superior power since the beginning. African novels like Things Fall Apart by Chinua Achebe; Weep Not Child by Ngugi Wa Thiongo, Indian works like Untouchable by Mulk Raj Anand; Midnight’s Children by Salman Rushdie; Australian works like My Place by Sally Morgan; The Swan Book by Alexis Wright are some of the major examples of how authors from the third world countries have put forth their history of exploitation and suppression they had to go through for decades and ages.


Words tend to get different perspectives along with new syntactical meanings through literature. For instance, the apparent ‘modernness’ and the concept of so-called ‘modernity’ in the ‘modern’ world have been portrayed by various modernist writers through their works. The word “modern” is an arbitray one with a fragile conception associated with it. It keeps changing its meaning and image with the passage of time. In the medieval era, Chaucer had been considered to be the ‘modern’ poet since he was the first one to break through the preconceived traditional poetic forms of the Anglo Saxons and then a few centuries later it was Shakespeare who did the same within his own environmental sphere. Similarly, T.S Eliot, W.B Yeats, Ted Hughes, Thomas Hardy and their contemporaries have been marked as the modernists of the twentieth century. Thus, the word gets a new time and a new perspective every time some new poet/writer/author from a different time period expresses their views of their contemporary society through literature.


Apart from reflecting the societal truth, the objective of Literature goes beyond to being a representative of life, a reflector of human existence through which a shared belief system comes into existence. It does not confine itself into a perishable sphere. It goes beyond the mortality of the world and allows human beings to explore different metaphysical along with a profusion of metaphorical domains through which it manages to bring about a collective consciousness that transcends all physical barriers and eventually gives us a sense of unparalleled aestheticism.

– Suvasree Bandyopadhyay.