| What is Agrajyā in the context of Tripraśna topics? | the distance between rising-setting line and the east-west line | Agrajyā or the distance between rising-setting line and the east-west line. Correction to the east-west line due to change in Sun’s declination. Zenith distance in terms of the declination, hour angle and latitude (cos z = sin φ sin δ + cos φ cos δ cos H). Derivation of this formula as in Siddhāntaśiromaṇi. Relation among Śaṅkutala (Śaṅkvagra), Bhujā, Agrajyā and its applications. 4. | 11 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/3746302_Guidelines-for-TrainingOrientation-of-Faculty-on-Indian-Knowledge-System-(IKS).pdf | Agrajyā or the distance between rising-setting line and the east-west line. | 29 | page=29,block=2 | 0.700 | valid |
| What is the focus of discipline-specific courses in the IKS? | to provide a comprehensive understanding of the discipline in the IKS | the cross-disciplinary connections. The primary aim of these courses is to sensitize teachers about the possible interdisciplinary education which is a key aspect of the NEP 2020. As an example, a course on mathematics and astronomy could be conducted and discuss the simultaneous development of mathematical tools and astronomy models in India. This course could serve the needs of faculty in mathematics and astronomy disciplines. A second example course could be a course on civil engineering, architectural engineering and town planning serving the disciplines of civil engineering, architecture and town planning. b. Discipline-specific courses: The discipline specific courses must be focused on a particular subject. These courses are designed to provide a comprehensive understanding of the discipline in the IKS. | 751 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/3746302_Guidelines-for-TrainingOrientation-of-Faculty-on-Indian-Knowledge-System-(IKS).pdf | These courses are designed to provide a comprehensive understanding of the discipline in the IKS. | 7 | page=7,block=2 |
| What is the purpose of specialized courses in the IKS? | providing in-depth and comprehensive knowledge of a particular text | a chemistry-related book such as Rasaratnakara will have a discussion on laboratory construction and furnace construction in addition to discussing purely the chemistry aspects. c. Specialized courses: Specialized courses are to be designed for providing in-depth and comprehensive knowledge of a particular text. These courses should be open to those faculty who would like to develop specific expertise in a subject on a particular text and must be taught preferably in person by the experts. The courses must be designed to convey the primary purpose of the text along with objective, layout, concise and precise way (sutraic) of presenting ideas, content, etc. It may be envisioned that these | 245 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/3746302_Guidelines-for-TrainingOrientation-of-Faculty-on-Indian-Knowledge-System-(IKS).pdf | Specialized courses: Specialized courses are to be designed for providing in-depth and comprehensive knowledge of a particular text. | 7 | page=7,block=2 | 0.700 | valid |
| What does Indian Knowledge Systems (IKS) encompass? | the treasure of knowledge in various disciplines that emerged systematically from the ancient times in India over generations. | Preamble National Education Policy (NEP) 2020 aims for a complete metamorphosis of the higher education landscape of the country in all its structural, content-related, and pedagogical dimensions. The rich heritage of ancient and eternal Indian knowledge and thought has been a guiding light for NEP-2020. The NEP 2020 has stressed upon the promotion of Indian Languages, Arts and Culture, and has recommended for the integration of IKS into curriculums at all levels of education. Indian Knowledge Systems (IKS) (Bhāratīya-Jñāna-Parampara) encompasses the treasure of knowledge in various disciplines that emerged systematically from the ancient times in India over generations. | 553 | definition | 0.980 | https://www.ugc.gov.in/pdfnews/3746302_Guidelines-for-TrainingOrientation-of-Faculty-on-Indian-Knowledge-System-(IKS).pdf | Indian Knowledge Systems (IKS) (Bhāratīya-Jñāna-Parampara) encompasses the treasure of knowledge in various disciplines that emerged systematically from the ancient times in India over generations. | 3 | page=3,block=4 |
| What does Faculty should be invited to contribute to? | the database, with a mechanism for peer review to assess the quality of the submitted material. 10 | A database of authentic books, papers, articles, videos should be created. Faculty should be invited to contribute to the database, with a mechanism for peer review to assess the quality of the submitted material. 10. A list of IKS content available in regional languages must be compiled and made available for the benefit of non-English medium teachers. | 118 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/3746302_Guidelines-for-TrainingOrientation-of-Faculty-on-Indian-Knowledge-System-(IKS).pdf | Faculty should be invited to contribute to the database, with a mechanism for peer review to assess the quality of the submitted material. 10. | 5 | page=5,block=2 | 0.800 | valid |
| What ayurvedic concepts can be taught in relation to biochemistry, biophysics, and process engineering? | Dravyaguna shastra with the underlying philosophy from the Vaisheshika-Darshana | The course should be usually designed using multiple source texts as the reference material. a course on chemistry could use Rasaratnakara, Rasaratnasamucchaya, Sarveshwararasayana etc. The ayurvedic concepts of Dravyaguna shastra with the underlying philosophy from the Vaisheshika-Darshana can be taught together with their correlations to biochemistry, biophysics, and process engineering. A course for chemistry students can focus on the aspects related to the herbo-metal and mineral substances from a Dravyaguna perspective while a course for Physics students can focus more on the classification of materials as per the Vaisheshika-Darshana. Designing the course content is a challenge that needs to be carefully thought out by a team of experts in both traditional shastras and modern subjects as most of the IKS subjects do not map cleanly to their modern counterparts. | 212 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/3746302_Guidelines-for-TrainingOrientation-of-Faculty-on-Indian-Knowledge-System-(IKS).pdf | The ayurvedic concepts of Dravyaguna shastra with the underlying philosophy from the Vaisheshika-Darshana can be taught together with their correlations to biochemistry, biophysics, and process engineering. |
| What does the correction manda-saṃskāra account for in planetary computations? | the eccentric nature of the planetary orbit | Explain manda-saṃskāra in detail using epicyclic model and eccentric model. Outline the nature of the resultant orbit, etc, and explain how this correction takes into account the eccentric nature of the planetary orbit. Emphasise and make the students appreciate the simplification achieved in computation by the ‘constraint’ r/R = r0/R. Explain śīghra- saṃskāra in detail; Point out how this correction boils down to the transformation of the heliocentric coordinates to geocentric. Also indicate how this simple model takes care of the retrograde motion of the planets. Bring out the distinction between the inner and outer planets. 9. | 175 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/3746302_Guidelines-for-TrainingOrientation-of-Faculty-on-Indian-Knowledge-System-(IKS).pdf | Outline the nature of the resultant orbit, etc, and explain how this correction takes into account the eccentric nature of the planetary orbit. | 26 | page=26,block=2 | 0.700 | valid |
| What does the correction śīghra-saṃskāra account for in planetary computations? | the transformation of the heliocentric coordinates to geocentric | Explain manda-saṃskāra in detail using epicyclic model and eccentric model. Outline the nature of the resultant orbit, etc, and explain how this correction takes into account the eccentric nature of the planetary orbit. Emphasise and make the students appreciate the simplification achieved in computation by the ‘constraint’ r/R = r0/R. Explain śīghra- saṃskāra in detail; Point out how this correction boils down to the transformation of the heliocentric coordinates to geocentric. Also indicate how this simple model takes care of the retrograde motion of the planets. Bring out the distinction between the inner and outer planets. 9. | 418 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/3746302_Guidelines-for-TrainingOrientation-of-Faculty-on-Indian-Knowledge-System-(IKS).pdf | Explain śīghra- saṃskāra in detail; Point out how this correction boils down to the transformation of the heliocentric coordinates to geocentric. | 26 | page=26,block=2 | 0.700 | valid |
| What factor, besides parallax, causes errors in determining latitude using the described experiment? | the fact that sun is not a point source of light | Explain how with a very simple experiment the directions at a given place can be easily and precisely determined. Also point out that this experimental method is very old—described even in the Śulbasūtras. Also outline the theoretical basis for the formula that has been given for correcting the points marked in connection with determination of the direction using śaṅku. Bring out the versatility of this simple device śaṅku in determining a variety of physical quantities of interest including the latitude of the place. Explain the concept of parallax in general, and how it introduces an error – that is unavoidable in conducting this experiment for determining the latitude of the place. Outline the corrections that have been prescribed in the text that would take into account the above error, as well as the fact that sun is not a point source of light. 11. | 813 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/3746302_Guidelines-for-TrainingOrientation-of-Faculty-on-Indian-Knowledge-System-(IKS).pdf | Outline the corrections that have been prescribed in the text that would take into account the above error, as well as the fact that sun is not a point source of light. |
| What is required for mapping traditional IKS subjects to modern subjects? | a clear mapping of the traditional subjects in IKS with the modern subjects such as chemistry, mathematics, physics, agriculture, etc. | The courses must have a clear mapping of the traditional subjects in IKS with the modern subjects such as chemistry, mathematics, physics, agriculture, etc. | 22 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/3746302_Guidelines-for-TrainingOrientation-of-Faculty-on-Indian-Knowledge-System-(IKS).pdf | The courses must have a clear mapping of the traditional subjects in IKS with the modern subjects such as chemistry, mathematics, physics, agriculture, etc. | 8 | page=8,block=2 | 0.700 | valid |