Recreation in Curriculum Design

Recreation in Curriculum Design

Recreation.

Recreation is an activity of leisure, leisure being discretionary time. The "need to do something for recreation" is an essential element of human biology and psychology. Recreational activities are often done for enjoyment, amusement, or pleasure and are considered to be "fun".

Etymology

The term recreation appears to have been used in English first in the late 14th century, first in the sense of "refreshment or curing of a sick person", and derived turn from Latin (re: "again", creare: "to create, bring forth, beget.).

Play, recreation and work

Recreation is difficult to separate from the general concept of play, which is usually the term for children's recreational activity. Children may playfully imitate activities that reflect the realities of adult life. It has been proposed that play or recreational activities are outlets of or expression of excess energy, channeling it into socially acceptable activities that fulfill individual as well as societal needs, without need for compulsion, and providing satisfaction and pleasure for the participant.A traditional view holds that work is supported by recreation, recreation being useful to "recharge the battery" so that work performance is improved. Work, an activity generally performed out of economic necessity and useful for society and organized within the economic framework, however can also be pleasurable and may be self-imposed thus blurring the distinction to recreation. Many activities may be work for one person and recreation for another, or, at an individual level, over time recreational activity may become work, and vice versa. Thus, for a musician, playing an instrument may be at one time a profession, and at another a recreation. Similarly, it may be difficult to separate education from recreation as in the case of recreational mathematics

Recreational activities

Recreation is an essential part of human life and finds many different forms which are shaped naturally by individual interests but also by the surrounding social construction.^[2Recreational activities can be communal or solitary, active or passive, outdoors or indoors, healthy or harmful, and useful for society or detrimental. A significant section of recreational activities are designated as hobbies which are activities done for pleasure on a regular basis. A list of typical activities could be almost endless including most human activities, a few examples being reading, playing or listening to music, watching movies or TV, gardening, hunting, sports, studies, and travel. Some recreational activities - such as gambling, recreational drug use, or delinquent activities - may violate societal norms and laws.

Public space such as parks and beaches are essential venues for many recreational activities. Tourism has recognized that many visitors are specifically attracted by recreational offerings.In support of recreational activities government has taken an important role in their creation, maintenance, and organization, and whole industries have developed merchandise or services. Recreation-related business is an important factor in the economy; it has been estimated that the outdoor recreation sector alone contributes $730 billion annually to the U.S. economy and generates 6.5 million jobs.

Many recreational activities are organized, typically by public institutions, voluntary group-work agencies, private groups supported by membership fees, and commercial enterprises. Examples of each of these are the National Park Service, the YMCA, the Kiwanis, and Disney World.

Health and recreation

Recreation has many health benefits, and, accordingly, Therapeutic Recreation has been developed to take advantage of this effect. The National Council for Therapeutic Recreation Certification (NCTRC) is the nationally recognized credentialing organization for the profession of Therapeutic Recreation. Professionals in the field of Therapeutic Recreation who are certified by the NCTRC are called "Certified Therapeutic Recreation Specialists". The job title "Recreation Therapist" is identified in the U.S. Dept of Labor's Occupation Outlook. Such therapy is applied in rehabilitation, psychiatric facilities for youth and adults, and in the care of the elderly, the disabled, or people with chronic diseases. Recreational physical activity is important to reduce obesity, and the risk of osteoporosis and of cancer, most significantly in men that of colon and prostate,^[14] and in women that of the breast;however, not all malignancies are reduced as outdoor recreation has been linked to a higher risk of melanoma. Extreme adventure recreation naturally carries its own hazards.

Recreation as a career

A recreation specialist would be expected to meet the recreational needs of a community or assigned interest group. Educational institutions offer courses that lead to a degree as a Bachelor of Arts in recreation management. People with such degrees often work in parks and recreation centers in towns, on community projects and activities. Networking with instructors, budgeting, and evaluation of continuing programs are common job duties.

In the United States, most states have a professional organization for continuing education and certification in recreation management. The National Recreation and Park Association administers a certification program called the CPRP (Certified Park and Recreation Professional) that is considered a national standard for professional recreation specialist practices.

Experience of education in Education

Learning Experience

Learning and teaching methods

These are the means by which students will engage with the syllabus, i.e. the kinds of learning experience that the curriculum will entail. Although they will include the teaching that students will experience (lectures, laboratory classes, fieldwork etc.) it is important to keep in mind that the overall emphasis should be on learning and the ways it can be helped to occur. For example:

a) Individual study is an important element in the university curriculum and should be planned with the same care as other forms of learning. In the undergraduate curriculum especially, it is good practice to suggest specific tasks, rather than relying entirely on students to decide how best to use their private study time.

b) Group learning is also important. Students learn from each other in ways that they cannot learn alone or from staff and the inclusion of group projects and activities can considerably enhance the curriculum.

c) Online learning is increasingly important in many curricula and needs to be planned carefully if it is to make an effective contribution. Online materials can be a valuable support for learning and can be designed to include helpful self-assessment tasks. (see below).

Learning experience refers to any interaction, course, program, or other experience in which learning takes place, whether it occurs in traditional academic settings (schools, classrooms) or nontraditional settings (outside-of-school locations, outdoor environments), or whether it includes traditional educational interactions (students learning from teachers and professors) or nontraditional interactions (students learning through games and interactive software applications).

Because students may learn in a wide variety of settings and ways, the term is often used as a more accurate, preferred, or inclusive alternative to terms such as course, for example, that have more limited or conventional connotations. Learning experience may also be used to underscore or reinforce the goal of an educational interaction—learning—rather than its location (school, classroom) or format (course, program), for example.

The growing use of the term learning experience by educators and others reflects larger pedagogical and technological shifts that have occurred in the design and delivery of education to students, and it most likely represents an attempt to update conceptions of how, when, and where learning does and can take place. For example, new technologies have dramatically multiplied and diversified the ways in which students can learn from and interact with educators, in addition to the level of independence they may have when learning. Students can email, chat, or have video conversations with teachers, and they can use online course-management systems to organize and exchange learning materials (e.g., the assignments given by teachers or the work turned in by students). Students can use software programs, apps, and educational games to learn on their own time, at their own pace, and without instruction or supervision from teachers. Students can also watch videos created by their teachers, conduct online research to learn more about a concept taught in a class, or use tablets to record scientific observations in a natural environment—among countless other possible options and scenarios. While listening to a lecture, reading a book, or completing a homework assignment remain “learning experiences,” students are now learning in different ways than they have in the past and in a wider variety of outside-of-school settings, such as through internships, volunteer activities, or dual-enrollment programs, to name just a few examples.

Assessment

Learning occurs most effectively when a student receives feedback, i.e. when they receive information on what they have (and have not) already learned. The process by which this information is generated is assessment, and it has three main forms:

a) Self assessment, through which a student learns to monitor and evaluate their own learning. This should be a significant element in the curriculum because we aim to produce graduates who are appropriately reflective and self-critical.

b) Peer assessment, in which students provide feedback on each other's learning. This can be viewed as an extension of self assessment and presupposes trust and mutual respect. Research suggests that students can learn to judge each other's work as reliably as staff.

c) Tutor assessment, in which a member of staff or teaching assistant provides commentary and feedback on the student's work.

Assessment may be formative (providing feedback to help the student learn more) or summative (expressing a judgement on the student's achievement by reference to stated criteria).

Many assessment tasks involve an element of both, e.g. an assignment that is marked and returned to the student with detailed comments.

Summative assessment usually involves the allocation of marks or grades. These help staff to make decisions about the progression of students through a programme and the award of degrees but they have limited educational value.

Students usually learn more by understanding the strengths and weaknesses of their work than by knowing the mark or grade given to it. For this reason summative assessment tasks (including unseen examinations) should include an element of formative feedback if at all possible.

Field and Laboratories

Since laboratories were introduced in the late 1800s, the goals of high school science education have changed. Today, high school science education aims to provide scientific literacy for all as part of a liberal education and to prepare students for further study, work, and citizenship. Educators and researchers do not agree on the definition and goals of high school science laboratories or on their role in the high school science curriculum. The committee defines high school science laboratories as follows: laboratory experiences provide opportunities for students to interact directly with the material world (or with data drawn from the material world), using the tools, data collection techniques, models, and theories of science.

Science laboratories have been part of high school education for two centuries, yet a clear articulation of their role in student learning of science remains elusive. This report evaluates the evidence about the role of laboratories in helping students attain science learning goals and discusses factors that currently limit science learning in high school laboratories.

Despite their limited diffusion, the new curricula pioneered important new approaches to science education, including elevating the role of laboratory activities in order to help students understand the nature of modern scientific research (Rudolph, 2002). For example, in the PSSC curriculum, Massachusetts Institute of Technology physicist Jerrold Zacharias coordinated laboratory activities with the textbook in order to deepen students’ understanding of the links between theory and experiments. As part of that curriculum, students experimented with a ripple tank, generating wave patterns in water in order to gain understanding of wave models of light.

The new approach to using laboratory experiences was also apparent in the Science Curriculum Improvement Study. The study group drew on the developmental psychology of Jean Piaget to integrate laboratory experiences with other forms of instruction in a “learning cycle” (Atkin and Karplus, 1962). The learning cycle included (1) exploration of a concept, often through a laboratory experiment; (2) conceptual invention, in which the student orteacher (or both) derived the concept from the experimental data, usually during a classroom discussion; and (3) concept application in which the student applied the concept (Karplus and Their, 1967). Evaluations of the instructional materials, which were targeted to elementary school students, revealed that they were more successful than traditional forms of science instruction at enhancing students’ understanding of science concepts, their understanding of the processes of science, and their positive attitudes toward science (Abraham, 1998). Subsequently, the learning cycle approach was applied to development of science curricula for high school and undergraduate students. Research into these more recent curricula confirms that “merely providing students with hands-on laboratory experiences is not by itself enough” (Abraham, 1998, p. 520) to motivate and help them understand science concepts and the nature of science.

Field Study

A field study is a general method for collecting data about users, user needs, and product requirements that involves observation and interviewing. Data are collected about task flows, inefficiencies, and the organizational and physical environments of users.

Investigators in field studies observe users as they work, taking notes on particular activities and often asking questions of the users. Observation may be either direct, where the investigator is actually present during the task, or indirect, where the task is viewed by some other means like a video recorder set up in an office. The method is useful early in product development to gather user requirements. It is also useful for studying currently executed tasks and processes.

THE FIELD STUDY AS AN EDUCATIONAL TECHNIQUE

Field study is one of the outdoor education which, according to Watts are rooted in fields such as philosophy, epistemology and naturalism. Many educationists such as Pestalozzi, Froebel, Dewey, etc have been influenced by these fields and applied many of the ideas expressed therein in their teaching practice. Since the end of the 19th century important educational movements have been developed in various countries focusing on the environment (the natural, in particular) as a learning field. Nowadays field study forms part of the curriculum of courses from a broad spectrum of sciences including geology, biology, archaeology, history as well as from various social sciences, while it is often implemented in formal tuition and adult education programs as part of the practical exercises undertaken by the students.

The field study relates to students’ activities taking place in learning environments outside the traditional (conventional) classroom, such as office environments, historical areas, monuments and museums, national parks, zoos, wetlands, seaside, wild life areas, etc. It is based on the supposition that the most valuable experiences of the students are gained through images taken by the senses. It is connected with most educational techniques and it often forms part of a project. It allows students to participate in the design of the educational activity and to acquire in situ experience and knowledge through the research process. More particularly, it helps the students acquire new knowledge and skills and formulate interest attitudes towards the study subject; in other words, it contributes so as the changes through learning to take place on knowledge, skills and attitudes levels.

 The work that the students undertake in the field can vary since they may be involved in the description of a place, the comparison of visual or other data, in some kind of research or a survey in general, in other words, things which cannot be achieved as effectively in the traditional classroom. However, many teachers consider the field study as a waste of time. They maintain that using less time in the traditional classroom, e.g. by means of a lecture supported by suitable audiovisual material, such as a film or slides, the students can achieve better results in the cognitive fields, not to mention that they do not have to move.

More specifically, in field study the students are offered ample opportunity for active participation since they are called upon either in groups or individually to plan, implement, apply, re-plan and evaluate certain activities relating to the theoretical background of their studies. The learning aimed at through field study is concerned both with consolidation of knowledge acquired and the acquisition or development of skills and attitudes. Some distance education institutes organise field studies relating to their programs during the CSs or even on weekends. On environmental issues, for example, the students have the opportunity to observe and collect data from the study area, exchange their views with members of environmental organisations, representatives of the Local Authorities as well as the residents, thus ascertaining the differences in views. Like all participatory techniques, the field study requires systematic and careful preparation on the part of the tutor. In order for the field study to be effective the tutor must take care so as the work to be well defined, the students’ activities to be clear and well planned in advance and the output well prepared

GENERAL OBJECTIVES OF TEACHING PRACTICE  

FUNCTIONS AND OBJECTIVES OF SCHOOL-BASED TEACHING PRACTICE

1.     To obtain immediate knowledge of educational reality in terms of personal, material and functional elements. 2.     To acquire real experience that compensates the theoretical training. 3.     To provide an encounter between pedagogical knowledge and school reality in order to develop the future teacher’s sense of security which derives from contrasted, useful and applicable knowledge. 4.     To provide knowledge of the motives and conditioning factors (social, personal, economic, etc.) which sometimes require the teacher to adapt pedagogical norms to reality. 5.     To perfect teaching skills. While it is true that teaching requires a number of base skills, it is also the case that these skills can be improved with guidance and practise. Sáenz (1971/72)

1.     To check the level of interest the student teacher has in the profession. 2.     To gain an insight into the students (interests, needs, individual differences, etc). 3.     To know how the school and classroom works.  4.     To understand the school as a collective enterprise that arises as a result of the positive relationship between its members. 5.     To complete routines, such as organising, classifying material, applying classroom management techniques, etc. 6.     To learn from experienced teachers. 7.     To contrast academic knowledge with the school reality.  8.     To put techniques learned (motivation techniques, how to introduce a theme, carry out a dialogue, etc.) into practice. 9.     To judiciously put the profession of teaching into practice. Benejam (1986)

TEACHING PRACTICE AND PROFESSIONAL SOCIALISATION

 One of the main objectives of school-based teaching practice, as Salzillo and Van Fleet (1977:28) point out, is that of encouraging an appropriate professional socialisation process for the future teacher. This is defined by Pérez Gómez and Gimeno (1988: 57) as a process of interaction with the professional environment through which the teacher progressively acquires the practical and personal knowledge which shapes his or her teaching behaviour.  Lortie (1975) understands it as a subjective process through which people internalise the particular sub-culture of a professional group.

One of the risks involved in teaching practice, however, is that the process of socialisation may lead to the acquisition of rigid and inflexible patterns of behaviour. This role, which only leads to the integration of old and conventional standards by new teachers, has been criticised by studies such as those undertaken by Gimeno and Fernández Pérez (1980) or Salzillo and Van Fleet (1977).  Marcelo (1988: 713) synthesises some of the main findings of research carried out on teachers after school-based practice and mentions the following changes (cited in Lorenzo, 1991:18):

• More authoritarian attitudes towards pupils.
• A change in attitude regarding teacher autonomy.
• Greater levels of concern about classroom control.
• A sensation of having less knowledge about teaching than at the beginning of school-based teaching practice.
• A change in opinion about education from a more progressive perspective to a more conventional one.
• The loss of idealism.

TEACHING PRACTICE AND PROFESSIONAL LEARNING

 For a long time, teacher training in general and the school-based component in particular have been conceived as a long process in which student teachers must internalise a series of theoretical models which they will later put into practice.  This type of approach is commonly known as a “top-down” approach and, as we have previously indicated, involves the establishment of artificial divisions between theory and practice. In this sense, the theoreticians produce knowledge and teachers become consumers of this knowledge (Kumaravadivelu, 1999: 33).

 According to Eraut, teacher trainers provide professional theories while student teachers theorise during their practice and eventually form their own personal theories (O’Hanlon, 1993: Williams, 1999; Griffiths and Tann, 1992; Lavender, 1999). In this sense, the periods of initial teacher training and school-based teaching practice take on a major role in the training and professional development of the student teacher. It is during these stages that student teachers form theories which will guide them through the multiple, varied and complex pathways of teaching. The primordial role of the teacher trainer, then, is neither descriptive nor prescriptive, but rather mediating and facilitating, where efforts are made to provide student teachers with opportunities to be protagonists in their own learning and training:

               It is important, then, to reflect, analyse and inquire, rather than to know and reproduce what is known (Stenhouse, 1975) and the teacher trainer must empower the student teacher with the capacity to build theory from practice and practice from theory:

               “…we ought to help them theorise from practice and practise what they theorise. Pedagogic knowledge, to be of relevance, must emerge from the practice of everyday teaching. It is the practising teacher who is better placed to produce, understand and apply that kind of knowledge” (Kumaravadivelu, 1999: 35).

Competency Education

The term competency-based education, as defined by CompetencyWorks, refers to a systems model in which (1) teaching and learning are designed to ensure students are becoming proficient by advancing on demonstrated mastery and (2) schools are organized to provide timely and differentiated support to ensure equity. A competency-based structure enables personalized learning to provide flexibility and supports to ensure mastery of the highest standards possible. With clear and calibrated understanding of proficiency, learning can be tailored to each student’s strengths, needs, and interests and enable student voice and choice in what, how, when, and where they learn.

The term competency-based and mastery-based have also recently been used by vendors to describe adaptive software. We take the position that competency-based education empowers teachers to draw upon their professional knowledge in teaching and reaching every student. Digital tools to personalize instruction should be used appropriately based on the overall pedagogical philosophy of the school and the needs of the students. A classroom cannot be deemed competency-based or personalized simply because students are learning with digital content, are using adaptive software, or have flexible pacing.

Competency education builds upon standards reforms, offering a new value proposition for our education system. Frequently, competency education is described as simply flexibility in awarding credit or defined as an alternative to the Carnegie unit. Yet, this does not capture the depth of the transformation of our education system from a time-based system to a learning-based system. Competency education also hold promise as districts explore new ways to expand and enrich support to students, challenging the assumption that learning takes place within the classroom. Competency-based approaches are being used at all ages from elementary school to graduate school level, focusing the attention of teachers, students, parents, and the broader community on students mastering measurable learning topics.

In 2011, 100 innovators in competency education came together for the first time. At that meeting, participants fine-tuned a working definition of high quality competency education:

• Students advance upon mastery.
• Competencies include explicit, measurable, transferable learning objectives that empower students.
• Assessment is meaningful and a positive learning experience for students.
• Students receive timely, differentiated support based on their individual learning needs.
• Learning outcomes emphasize competencies that include application and creation of knowledge, along with the development of important skills and dispositions.

World class facilities and resources

We admit the most academically able, and motivated students to our courses and provide them with inspiring teaching that’s world class. We’re also confident that we offer the best resources and facilities to support their learning.

Libraries

You certainly won’t be short of libraries at Cambridge – the collegiate University has more than 100! They fall into three broad categories.

• College libraries – all Colleges have a library which contains the standard texts needed for your undergraduate course, along with other materials relating to your subject.
• Department libraries– the libraries in the faculties and departments offer more specialised collections of books, journals, periodicals and electronic resources for particular subjects.
• University Library – if you can’t find what you need in your College or department library, you can try the University Library (or UL). As one of the country’s six legal deposit libraries, the UL is entitled to a copy of every book published in the UK and Ireland and holds an enormous collection of materials printed overseas. Here you have access to more than eight million books, journals and other documents, written in more than 2,000 languages and ranging in age from 3,000 year-old manuscripts to the latest electronic articles.

To ensure you get the most from the University’s libraries, the UL and many of the College, faculty and department libraries offers practical sessions and one-to-one help. These include introductory tours, sessions to highlight the resources available for particular subjects and disciplines, and information skills classes giving tips and strategies for searching online.

Circulation of Materials
Members may check-out books or journals during working hours and should sign out the items at the library counter. A member may have a maximum of four books and two bound journals checked-out in their name at any time. The books are issued out for a maximum of two week and then they may be renewed if no reservations on the items indicated. Bound journals may be issued out for maximum of two days.

If a request for an already issued item is received the librarian may ask for the item to be returned to the library. The minimum period before a return can be requested for books is five days and bound journal is one day.

Unbound issues of journals are issued from the library for a maximum of two hours with the permission of the librarian during normal working hours. Any extended borrowing of unbound journals for more than two hours and not exceeding 24 hours will be considered on the merits of each individual case decided upon by the librarian.

Books and journals on reserve may not be checked-out. The librarian on instructions from the concerned course instructor may place books and journals on reserve.

The library materials in certain advertised categories may not be checked out without special permission:

*Unbound parts / issues of journals
*Encyclopaedias, Dictionaries & Atlases
*Books in special collection
*Books labeled "Reference Only"

Fines will be charged on late return of journals and books. The amount that will be charged will be available with the librarian. Amount collected through fines and replacement charges will be used for the library requirements.

Books and journals borrowed from the library may not be taken outstation unless special permission is given.

Library Access Control System
The system is activated after working hours and holidays including Saturdays and Sundays. The access control cards will be issued to all the faculty members, post-docs, research scholars individually and to the JRFs with prior permission from the concerned PIs. Getting the cards, individuals have to pay Rs. 150/- as refundable deposit and if the card is lost or damaged Rs. 150/- will be charged as replacement fine.
All the entry and exit as reflected in the card will be recorded in the system. Users are requested to use these cards for entry and exit both.
These cards are strictly NOT TRANSFERABLE.
The security at the reception will be issued with access cards for the use of Administrative, Technical and other staff members as well as for the purpose of emergency and exigencies.
Loss and Defacement of Books, Journals, and other Library Articles
The cost of replacement with additional 20% handling fee will be charged to the person for loss or damage to the library materials. Book grants may not be used to settle library dues. Any member if determined to have defaced or damaged any library item intentionally will have his/her library privileges revoked for a period of time determined by the library committee. Library privileges may be revoked permanently for multiple or serious offences.

Members must take care of library materials and must not deface them by underlining, writing or drawing in them, by removing any part of them, or in any other way.

Newly Arrived Journals / Magazines and Newspapers
Newly arrived journals and magazines cannot be issued out of the library before a specified period. The period for "in library use only" will be indicated on the concerned issues / parts and will vary for individual subscription is determined by the librarian from general pattern of use and requirements. All journals, magazines or newspapers subscribed by the library are not be issued before the period specified on the item.
Books Used for Reference in the Library
Readers may reserve books, bound journals and journals on the tables for up to 3 days by writing their name, the message ("please leave" / "don't disturb") and the date. This date may be changed once if the reserve materials are used, otherwise the reserve materials will be replaced on the shelves after the third day.

The reservation of seats is not permitted. The library staff may remove books and other material left unattended for any length of time.

Online Journals / Resources
Find details of online journals and resources on the library web site at : www.ncbs.res.in/academic/library-electronic-resources

This service is available to all NCBS network users. Please note that due to licensing agreements, use is restricted to NCBS IP address only.

Computers in the Library
The library offers at presently 6 User Computers that are on the NCBS network for users to access internet, online journals and other databases. One PC is restricted to access online/web catalogue of the library. The library web catalogue can also be accessed from all other PCs in the campus with a 'http' connection. (http://192.168.1.203/lssearch.html )

The computer facilities are provided for academic work only. Users should not use the facilities for non-academic work includes email, web-browsing, etc. Users are not permitted to install any software or programme in any of these PCs.

Users are requested not to store / keep any data / files in any of the library computers. There will be no protection for your files / data if they are left on these computers. Please assume that they will be deleted at 17.30 pm everyday.

Photocopying
A photocopy machine will be available in the library all the times for use of the faculty and library staff. All other users have to avail the common photocopy facility. Photocopy privileges may be extended in case non-availability of the common photocopy facility and is determined on by the librarian.

Inter Library Loan
Inter library loan is a service through which library materials not owned by the NCBS library may be requested from other libraries.

The library obtains membership cards / tickets from the Indian Institute of Science (IISc) Library and the British Library for use, these will be distributed by the librarian to users when required. The library staff will ensure that proper use and return of the tickets. If users found to abuse these privileges they will no longer be eligible to use such tickets / cards.

External Users / Visitors
External users from other institutions are allowed to use the library on production of library access cards or a letter from their institution. The library access cards will be distributed to the concerned institutions on recommendations from the Dean, NCBS. External users are not permitted to issue out library items. External users may access the photocopy facility for use on an immediate payment basis.

Other visitors to the library may use it provided a staff member introduces them to the librarian. The concern staff member is responsible for the visitor. Externals users and visitors are allowed to use the library only during office hours. The permanent staff of the institute can provide a list of members of the family who may be allowed to the library. Family member may be issued library material only through concerned staff.

Corporate users may be permitted to use the library facilities on payment / membership fee and authorisation by the Dean, NCBS.

Role of the Library Staff in Helping Users
During normal working hours the librarian and other library staff will assist the users. They will also assist in obtaining necessary reference material for individual users from other institutions. The library will provide necessary services to obtain personal subscription or book purchases through teaching / book grants for faculty and students. Reprints both personal or for reference can be ordered through the library. The cost incurred for these services are charged to the individual or the grant concerned.
Code of Conduct
1. No loud conversation or group discussions are allowed in the library.
2. Laptop computer if used in the library must have their own power and cable connector.
3. No food or drink is allowed in the library.
4. Borrowing materials without a valid membership / identity number is prohibited. No one will be permitted to use another member ID no. / name to borrow materials.
5. Do not reshelf books, periodicals, etc. Leave them on the tables properly after use.
6. Please take your personal belongings with you when exiting the library. The library is not responsible for any item left in the library.
7. Do not attempt to install any unauthorised software on the PCs.