IOCL Mathura Refinery Recruitment

Indian Oil Corporation Ltd (IOCL) Mathura Refinery invites applications for recruitment of Junior Engineering Assistant-IV. Interested candidates may submit application in prescribed application format by Ordinary post to Post Box No. B-15, Head Post Office, Civil Line, Mathura-281001, Uttar Pradesh. More details are given below:

IOCL Mathura Recruitment Details

1. Junior Engineering Assistant-IV (Production))
Total Vacancies: 14 Posts
Age Limit: Maximum 26 years as on 01.01.2011
2. Junior Engineering Assistant-IV (Power & Utilities)
Total Vacancies: 22 Posts
Age Limit: Max 26 years as on 01.01.2011
3. Junior Engineering Assistant-IV ( Fire & Safety )
Total Vacancies: 03 Posts
Age Limit: Maximum 26 years as on 01.12.2010

Qualification Required by IOCL

* Junior Engineering Assistant-IV (Production)): 3 years Diploma in Chemical Engineering with minimum 60% marks or B.Sc. with Physics, Chemistry and Maths with minimum 60% marks, from a recognized University/Institute.
* Junior Engineering Assistant-IV (Power & Utilities) : B.SC (PCM) / 3 years Diploma in Mechanical or Electrical Engineering + Boiler competency certificate or Matric with ITI in (Fitter/ Electrical) + Boiler competency certificate from a recognized university / Institute with minimum 60% marks.
* Junior Engineering Assistant-IV ( Fire & Safety ): Matric /SSC with Sub officers course from Nagpur Or Matric /SSC with Fireman’s course from recognized institute

Application Fee : Demand Draft of Rs. 100/- (Rs. One hundred only) as application fee(non refundable) in favour of Indian Oil Corporation Ltd, R&P Division, Mathura Refinery payable at Mathura.

Submission of application form: Last date for receipt of application : 04.03.2011 by ordinary post to the following address:
Post Box No. B-15, Head Post Office, Civil Line, Mathura-281001, Uttar Pradesh

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Probationary Officers : Allahabad Bank

Eligibility: Any Graduate
Location: Allahabad
Job Category:Govt Sector,others
Last Date:1 March 11
Job Type:Full Time
Hiring Process:Written-test

Job Details
Allahabad Bank, invites applications for the post of Probationary Officers

Advt No. : REC/ 01/2011-12

Post Code Name of Post Qualification No. of Post
1 Probationary Officers 1500

Graduate in any discipline with minimum 55% marks (for SC/ST/ PC–50%) in aggregate from a University recognised by Government of India . Essential : Computer qualification like diploma in computer operation from NIIT, SSI, Aptech, CMC, DOEACC course / certificate (O/A/B/C) level etc. etc.



Exam Center Code & Centers

Selection Procedure: The selection process will comprise Written Test and Interview.

Centre Code No Name of Centre Centre Code No Name of Centre
11 Ahmedabad 20 Bengaluru
12 Bhopal 21 Bhubaneswar
13 Chandigarh 22 Chennai
14 Guwahati 23 Hyderabad
15 Jabalpur 24 Jaipur
16 Kolkata 25 Lucknow
17 Mumbai 26 Nagpur
18 New Delhi 27 Patna
19 Raipur 28 Ranchi
Probation period: Two years

Grade/ Scale: B.P.: Rs.14,500-27,700

Age as on 01.01.2011: 21-30 yrs.

Application Fee: Allahabad Bank Branch with the Fee payment Challan and pay, in Cash, in the designated Account No. in the name & style of “Allahabad Bank Probationary Officers’ Recruitment Project-2011-12”. The details of fee to be paid is indicated below :

Category of Applicant
Amount of Fees/
Postage
(Non-refundable)




Allahabad Bank’s Account No. ( in which application fee/ postage charges to be deposited)

SC/ST/Physically Challenged (PC) ------ Rs. 50/-


GEN/OBC --------- Rs.400/-

How to apply
Candidates are required to Apply On-Line

Events

Important dates

Fee Payment Challan available on Bank’s website from 01.02.2011 (Tuesday)

Payment of application fee / postage 01.02.11 To 01.03.11

Opening Date for ON-LINE Registration of Application on website 01.02.2011

Closing Date for ON-LINE Registration of Application on website (For all applicants including those from far flung areas. -------- 01.03.2011

Relevant date of Age / Qualification reckoned as on 01.01.2011

Tentative Date of Written Test 17.04.2011

Click Here For Details

Click Here For Fee Payment Challan

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Chennai Metro Rail Recruitment Notification

Sarkari Naukari

Chennai Metro Rail Limited has announced recruitment notification for following posts today.
Candidates are advised to go carefully through the whole Chennai Metro Rail Recruitment 2011 Advertisement before applying. For gathering more details visit, Chennai Metro Rail Limited website: www.chennaimetrorail.gov.in.

Chennai Metro Rail Limited (CMRL)
11/6, Seethammal Road, Alwarpet, Chennai - 600018, Tamil Nadu, India

Chennai Metro Rail Limited requires competent Engineers for the following posts. More details about Chennai Metro Rail Limited Recruitment are as follows:

1. General Manager
2. Deputy General Manager
3. Managers/ Deputy Managers

Qualification : Must be graduates/post graduates engineeres in the fields of Civil/ Mechanical/ Electrical, Electronics & Communication/ MBA & Masters in Transport Engineering/ Planning with relevant experience.

How to Apply : Please apply with a detailed resume within 10 days to : Post Box No. CHE 704558 K, C/o The Times of India, Chennai - 600035.

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www.kvic.org.in - KVIC Recruitment

KVIC Recruitment - Khadi and Village Industries Commission (KVIC) Assistant Development Officer recruitment notification published at official website www.kvic.org.in. Persons who are eligible and desirous may download advertisement and details and apply before the last date. . Candidates are advised to carefully go through the whole Recruitment 2011 Advertisement before applying. For gathering more details visit, www.kvic.org.in. Complete details about KVIC Recruitment 2011 are available with us.

Khadi and Village Industries Commission (KVIC)
(Under Ministry of Micro , Small & Medium Enterprises ,Govt. of India)
'Gramodaya', 3, Irla Road, Vile Parle (West), Mumbai - 400056
KVIC RECRUITMENT 2011

1. Assistant Development Officer : 06 posts,
Salary Pay Scale : Rs.5200-2022 grade pay Rs.2800,
Age Limit: 18-27 years

How to Apply : Applications in the prescribed format with copies of the required certificates must be sent by ordinary post only in a cover super scribed “APPLICATION FOR THE POST OF ASSISTANT DEVELOPMENT OFFICER." The application should be addressed to Director (REBT), Khadi and Village Industries Commission, 3, Irla Road , Vile Parle (West), Mumbai-400056 within 30 days i.e. 28/02/2011.

Important link: KVIC Advertisement

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Obama seeks to make No Child Left Behind more flexible

North Chevy Chase Elementary School, with a demanding curriculum, strong faculty and high student test scores, meets nobody's definition of a failure. Nobody's, that is, except the federal government's.

Last year, the Montgomery County school failed to make what the government calls "adequate yearly progress," even though 91 percent of its students passed the state math test and 96 percent passed in reading. The school fell short for the first time because a handful of students with disabilities missed the target in math.

Confusion over the ratings of schools such as this one and thousands of others nationwide is fueling President Obama's drive to rewrite the nine-year-old No Child Left Behind law. In his State of the Union Address on Tuesday, Obama called for a version that is "more flexible and focused on what's best for our kids."

Senior congressional Republicans and Democrats said Wednesday they would join forces with the president to fix what they call numerous flaws in the law.

No Child Left Behind, which launched an unprecedented expansion of standardized testing, was widely acclaimed when it was enacted in 2002 under President George W. Bush. There were pledges that schools would get serious about closing achievement gaps, while helping every single child reach grade level in reading and math.
Now, the United States may be on the verge of another cycle of reform as schools hit an achievement ceiling. Lawmakers are calling the law rigid, punitive and unrealistic.

"We need to get away from Washington announcing whether schools are passing or failing," said Sen. Lamar Alexander (R-Tenn.).

"We're getting to the point where we're going to have almost every school in the country failing," said Rep. John Kline (R-Minn.), chairman of the House Education and the Workforce Committee. "We're going to have to change that."

GOP support for key portions of Obama's education agenda signaled that a bipartisan revision of the law is possible, although obstacles remain.

Some Democrats are wary of Obama's efforts to weed out bad teachers and financially reward good ones. Some Republicans are so skeptical of the federal role in education that they want to abolish the Education Department. There may be difficult debates as well over vouchers to pay for private school in the District and elsewhere.

One of the biggest challenges for the president and his allies will be to create an accountability framework that is flexible and rigorous. Obama wants to replace the federal metric of adequate yearly progress, known as AYP, with more flexible measures that reward student growth. Yet it remains unclear how the government would force improvement of low-performing schools while getting out of the way of those that excel.

Under No Child Left Behind, all schools are required to make progress toward a goal of 100 percent proficiency in 2014 for students tested in grades 3 through 8 and once in high school. The law requires progress not only overall but also among groups of students sorted by race, ethnicity and factors such as whether they are learning English as a second language or have disabilities.

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Democracy in schools: Preached but not practiced

By Mark Phillips
Federal Hocking High School is a small school in northern Appalachia. The principal, George Wood, is a frequent contributor to The Answer Sheet. One of the many things that distinguishes this school is that students are heavily involved in the decision-making process, including teacher hiring, curriculum decisions, and the creation and enforcement of school rules. This school is notable because it is doing something that all schools should be doing but aren’t.

Schools are supposed to teach democracy, develop engaged and responsible citizens, and create an intelligent and street-smart electorate. They don’t.

I live in Marin, California, a county with a populace that has well above average educational and income levels and a relatively high voter turnout. The schools have a reasonably good reputation.

So I decided to speak with local educators about what the teaching of active democracy looks like in our high schools. While Marin may be atypical in some ways, my guess is that when it comes to student involvement in school decision-making, we are a very good microcosm of almost every county in the United States.

Traditionally our high schools have conceived of democracy as something to be taught in aocial atudies classes, not as something to be practiced. Student governments are commonly viewed as social planning committees. The perception is accurate. Most help plan and run school dances and other student events, nothing more.

The most telling and representative response came from a highly respected teacher who noted that student government was seen as a joke when he went to high school and seems to be about the same now. “Schools are a workplace and not particularly democracies,” he noted.

Another teacher who works with his school’s student government commented, “Voter turnout for student elections is abysmal. Student campaigns are empty and uninspired ... but I certainly don’t blame the students.... Students go through most of high school without ever being schooled in the notion of a civic obligation, a social contract, or the greater good.”

Looking further into our local educational landscape I found that two of our three major districts have student members on the school board. This sounds good, but while these student board members feel that they have a voice, none feel they influence decisions. Most importantly, they cannot participate in role call votes, the process used for all major decisions.

Additionally, while most of the high schools include “developing responsible citizens” as part of their mission statements, none of the county’s public high schools make any mention of democratic principles or the teaching of democracy in their mission/vision statements. This is apparently not a high priority.

The fact is that you can‘t effectively teach democracy without modeling it and can’t effectively teach students to be actively engaged citizens without enabling them to practice this. As John Stewart Mill noted, new voters lack the requisite knowledge and political sophistication but can gain it with practice. Our students get no opportunity to practice and as a nation we end up with an electorate that lacks both political knowledge and skills.

Schools may be workplaces, but they are supposed to be far more. They are supposed to be training grounds to prepare students to be active and effective citizens, and to help society become the best that it can be. This cannot be taught from books and lectures alone.
It has to be practiced. The few schools that effectively practice democracy, like Federal Hocking, demonstrate this continually.

I think there are two other reasons to empower students.

First, there is considerable evidence that student achievement and student engagement in a school can be increased if students feel they have a real voice. Federal Hocking is an example of this. As student involvement in school governance increased, the percent of students going to college from the school grew from 20% to 70%! By giving students more responsibility and demonstrating confidence in their ability to be effective, we motivate them to develop even more.

It is also patronizing to assume that those most effected by the decisions we make have little or no ability to effectively describe what they think is best for them. I believe it is also unethical.
Choosing to exclude students from decision-making roles totally disregards their perceptivity.

Most high school students operate at a level of consciousness that demands our respect. Student perceptions are often right on target in relation to curriculum, teacher quality, homework quality and quantity, and grading practices. The omission of this perspective from decision-making is both short-sighted and ethically indefensible.

The arguments against this role for students are extraordinarily weak ones. They are frequently founded on an underestimation of student maturity and wisdom that too often becomes a self-fulfilling prophecy. But the leadership must come from administrators and teachers, in concert with student leaders. We cannot expect the students, who have been taught for years that they should not have a voice, to lead the way. This can start on a school level, but it would also be exciting to see a consortium of administrators, students, and teachers in every high school work collaboratively to bring about this change. If a small school in one of the most economically challenged areas of Ohio can accomplish this, I think any district can.

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