Texte remanié: Th. Ph. D.--Osmania University, 1981. / Bibliogr. en fin d'articles et p. 196-208. Index.

Thesis (Ph. D.)--University of Sindh, 1989. / Includes bibliographical references (p. [383]-394) and index.

Thesis (Ph. D.)--University of Sindh, 1989. / Includes bibliographical references (p. [383]-394) and index.

This work sets out to chronicle the predicament which the state of Hyderabad under Nizam Mir Osman Ali Khan found itself as the British prepared to partition the Indian subcontinent in 1947. With the intent to understand fully the place of Hyderabad before the partition, it offers a glimpse into the Nizam’s relationship with the British Empire throughout its history, especially focusing on the period of Mir Oman’s reign, while also comparing Hyderabad to states, Travancore and Kashmir, which faced similar difficulties after partition. Although the Nizam had legal right to maintain Hyderabad’s independence in post-partition India, India never accepted the idea of a sovereign state in its center and with the onset of partition violence and subsequent issues with Pakistan involving Kashmir, increasingly prepared to bring Hyderabad into accession in whatever way needed. By tracing the negotiations which took place between the Nizam and India, as well as the situation on the ground both in and around Hyderabad during the 1946-1948, this work elucidates the issues which ultimately led to the downfall of the Nizam’s regime in Hyderabad while offering a view into the further effects which partition had on the princely states in India. / text

Thesis (Ph. D.)--University of Wisconsin--Madsion, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 283-302).

Thesis--University of Wisconsin--Madison. / Vita. Photocopy of typescript. Ann Arbor, Mich. : University Microfilms International, 1979. -- 21 cm. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 283-302).

Habilitationsschrift--Philosophie-Geschichte--Heidelberg. / Résumé en allemand et en anglais. Bibliogr. p. 238-246. Glossaire. Index.

Th.--Géogr.--Rouen, 1986.

No description available.

The National Policies of Education in India have recognized the need for teacher professional development. However, science teachers continue to look for innovative methods to improve teaching. Through collaborative action research with four science teachers at a girls' school in Hyderabad, India, the study explored conditions that enhance or inhibit the implementation of constructivist instructional methods. Data were collected through interviews, reflective memos, research journal, collages and found poetry. The study found that teacher background and experience, teachers' views on science education and the school environment played a role in teacher development. The use of constructivist instructional strategies affected teachers' views on science education. The teachers felt that acknowledging students' preconceptions helped them grasp scientific concepts easily. Also, constructivist methods made teaching more enjoyable and less burdensome. Teacher education institutes should consider creating collaborative networks between teachers and researchers and apply constructivist approaches to teacher education and development.