Editpub course 2012

Applications are invited from Honours Graduates in any discipline for a PG Certificate Course in Editing and Publishing to be conducted by the School of Cultural Texts and Records, Jadavpur University, from 16 January to 13 April 2012. Classes will normally be held four days a week from 6-8 p.m. Applicants have to appear for a screening test on 11 January 2012, at 6 p.m., to be held on the first floor of the UG Arts Building. Course fee: Rs 7,000. Applications may be made on plain paper or by email to culture@school.jdvu.ac.in, addressed to the Director, School of Cultural Texts and Records. Paper applications should be submitted to the School of Cultural Texts and Records, (SCTR Annexe, 1st floor, Energy Studies Building, JU) between 11 a.m. and 4 p.m. on working days. Last date for receipt of applications: 9 January 2012.

Amlan Dasgupta,
Director, School of Cultural Texts and Records
Jadavpur University

Pearson Comes to JU

Attention All!

Pearson Education (ELT and HSS) is conducting its recruitment session next week. Be prepared, and send me an email confirming that you wish to apply.

The schedule is as follows:

7 April, 3 p.m.: Pre-recruitment talk and test

8 April, 11.30 a.m.: Interviews

Current edit-pubbers: Be advised that they also want to see your presentations on one of the two days, so you'll need to be ready with them.

Edit-Pub: Timetable for 7–18 February 2011

Sl. No.	Date	Subject	Resource person
13	07.02 Mon	Aspects of Editing	Shantanu Ray Chaudhuri
14	10.02 Thu	Project Work: Company Auction	Rimi B. Chatterjee
15	11.02 Fri	MS Word: Editing with track-changes 1	Rimi B. Chatterjee
16	14.02 Mon	MS Word: Editing with track-changes 2	Rimi B. Chatterjee
17	15.02 Tue	Choices and Decision-making Parameters for Working in Publishing 1	Devlina Mookerjee
18	17.02 Thu	Choices and Decision-making Parameters for Working in Publishing 2	Devalina Mookerjee
19	18.02 Fri	Editing Exercise	Pradipta Sarkar

Company Auction Results

Rosebud Children's Books

Rs 5,00,000

Ishita B. Mallik

Ranja Chaudhuri

Yashodhara Ghosh

Janki Singh

Gimlet Press

Rs 50,000

Monidipa Mondal

Shreya Sarkar

Tanuka Mukherjee

Lav Kanoi

Screaming Silver Fantasy and Fiction

Rs 70,000

Roopkatha Banerjee

Debalina Chowdhury

Riya Das

Priyadarshini Goswami

Watermelon Books

Rs 2,20,000

K.K. Neelakantan

Sohini Pal

Nilanjana Chakraborty

Arindam Dutta

Karnan Books

Rs 3,80,000

Khyati Patel

Subir Bhattacharjee

Malini Bhattacharya

Sportacus Books

Rs 80,000

Chandrima Bardhan

Mousumi Datta

FrameWork 10

Rs 2,60,000

Antoreep Sengupta

Arunava Banerjee

Rajrupa Das

Dolon Chattopadhyay

Word Exercise

Copy this file to MS Word, turn on track changes and copyedit it. Let the fun begin.

HOW TO MAKE STUDENTS COMMUNICATE
Speaking well is something that most people recognize when they see it and hear it, but very few have any idea how it works or works. Children lean to speak from their parents and other adults at an age when the process is not open to their conscious inspections. Later on, they may learn other languages as adults, but in most cases the fundamental groundwork of language and concept acquisition happens by age three or not at all. As a result, most of us are unaware of how this happens, and have no controller over whether the process happens well or badly. If anyone has any control it is the adults who teach us, though of course there is a great deal of controversy over the relative rolls of nature and nurture in language acquisition as well as other in forms of learning.
Once we learn language, the road is open for other skill to enter our knowledge bass. All these skills, mathematic and scientific, operate over the language platform. But it is unfortunate that we expend a disproportionate amount of effort on teaching these later skills but comparatively little on maintaining or upgrading the plat from on which they depend. What is worse, most high school mathematics or science teachers do not think it essential that they acquire optima linguistic skills in order to get their subject across to students; as a result they often ‘teach by doing’ with minimal commentary, or with explanations not taylored to the needs and capabilities of their listeners. The students observe the teacher solving a problem or doing a experiment, then try to duplicate the process.
This ‘learning by doing” is a good method up to a point, but is open to abuse by bland imitation; the student may get the right results, but that does not guarantee that he or she understands what is being done or why these results showed up. If there is no ‘de-briefing’ session, when the students, having succeeded in solving the problems, then go back with the teacher’s guidance and think consciously about what they did to get results, the students may become quiet skilled at an unconscious label without that skill being open to their own inspection and analysis. They will be able to salve complex problems, but unable to verbalije satisfactorily what they are doing. This failure is not restricted to the sinces; in the humanities also, say in teaching grammar, very often the teacher merely parses sentences and makes students learn the rules for doing so, without any of explanation why this should be done or attempt to make sense of the logic of language. Should a student be trained by this method become a teacher, they will in turn become the sort of teacher who taught them, and the cycle continues. Most of us, even if we do not become ‘teachers’ in the formal sense of the term, have to instruct our junior colleagues in the field in which we do work. If we do not do this correctly, we are not getting the best out of our workers. Some will be able and intelligent enough to compensate with self-learning, but some will not.
Part of the problem is engendered in the subject divisions-partitioning what we are taught in school. A question very often asked to muddle school children in this country is: which stream will you choose science or hearts? Accordingly private two shuns are arranged, correspondence coarse material is acquired, friends are dropped or cultivated and study hours are fixed. The conscientious parent is usually over-joyed if his or her child chooses the former stream. Depending on the child’s preference, pure or unsatisfactry results in humanities and social sciences are excused for ‘science stream’ students, while indifferent performance in the sciences is excused for ‘artist stream’ ones, irrespective of the fact that ‘arts steam’ people need to know how to do there taxes or maintain their car, and ‘science stream’ people need to know how to write laters, make presentations and inter act with people.
Given that the physical world is somewhat more unforgiving than the world of people, there is a limit to how fear ‘arts stream’ people can get away with impracticality (though some of them are definitely stretching the limits), but ‘science stream’ people seem less worried if they have suboptimal communication and people-managing skills. This is probably because it is less easy to quantify the losses concurred through the lack of such skills. Also there is no ‘correct’ state that can be easily described; a presentation may be judged acceptible if the content is sound even though the presentation is bad, causing the listeners to strain to construe meaning; the overall result may have been bet if the presentation improved, but how much better could this particular presenter be with the right training? How to determine this without going through actually the process of training? And if this cannot be predetermined, how then does one take on the decision to spanned resources on train and how does one know in advance what the return on expenditure will be? This makes planning difficult and quantification of results even more so.
Most people would not argue with the necessity for communication in principal, but they lraise objections when one descends to the practicalities. $$$ Science, the argument runs, is developing at such a rat and information is burgeoning so rapidly that bidding scientists have no time for anything other than learning their subjects. The time set aside for other skills has to be squeezed to accommodate these very important and vital instruction-hours. Everything else must be an after thought.
There are several flairs in this argument. One of them is that, even on its own terms, this form of teaching is failing to keep pace with scientific innovation, both theoretical and practical. Teachers themselves admit that most of what they teach will be obsolete as soon as their students grade wait or soon after, and what they rally teaching is the history of science. Granted that history is enormously important and that unless one knows how a thing was done and why, one cannot comp rend how it is done today, we still aren’t teaching students what they really need to know. We are not training their minds to plan and think ahead, only to be containers for ‘facets’. We may spend a great deal of time in plugging the leaks and enlarging the container, but what we are making is essentially a passive instarument. A trained mend should be able to trans form its contents in response to changing needs and goles; it should not be a bucket, but a crucible.
Unfortunately, the damage is done very yearly. When we are first introduced to science, it is as a collation of ‘facts’ about the natural world. We learn about how whether happens, the way things be have, how things were discovered or invented, what are the properties of various materiel (usually given to us in long lasts which we faithfully commit to mammary) and so on. But science is not about facts at all. Facts are, in whey, the byproducts of science, which is a process of liking at things. We are taut in school that science has discovered the ‘laws’ of the universe and everything operates according to the lays. What we are not told is that scientists don’t be leave on laws; they are constantly devising new tastes of established laws and trying to poke wholes in the ‘facts’ that we so reverentially memorized. Science is about doubt; about axing awkward questions and then trying to trek the answers to beets. The ‘laws’ are, in fact, merely guidelines, and can be upset by anyone with a thought-experiment and a pill of observational data. What is more, a ‘law’ does not describe what happens in realty, except in a reductionist way. A law cannot possibly explain ‘everything’ about reality: that is not it’s purpose. Without reductionism, we can’t deal with reality in any sensible way. For instance, the common wisdom is that Newton’s laws tell us how, for example, a car with the breaks off roles down a hill, but they won’t explain the pattern of dents it guts, the trajectories of the gravel that it scatters with its wheels, why a dog on the road narrowly missed being run over, why the car should happen to be blue with white seat covers, weather the radio was on nor why it hats a particular tree. For that we have to factor in the operation of friction, the individual oddities of the car’s components, the bumpiness and nature of the toad, the owner’s taste in car décor and music, the speed of the dog’s reflexes, the position of the tree — in fact, a model of this particular incident that was true in every respect would be so complex it would be useless for understanding the incident itself. Nevertheless, people continue to claim car insurance, and they can do so because physical laws allay them to infer that the colour of the car is irrelevant, but the friction coefficients of the tyres and brake shoes are not. The essential fact of the car rolling down the hill depends on a few factors which can be mathematically quantified. So when we say, ‘laws explain reality’, what we mean is, ‘laws explain the bits of reality we’re interested in, and allow us to ignore the rest’. Laws are shorthand, and which law we use depends on which bit of reality we are after. This is all very will when we know the answer in advance, as with the car; but when we are dealing with phenomena that are not fully explained, unthinking thrust in laws is unwise. We heave to bee alert to the vast con text that the law is signed to filter oat, because there mite be something important in that context that we were ignoring, and which has the potential to knock out or deeply modify our precious law. If we forget this, we are liable to talk about ‘theories of every thing’ as though the discovery of such a theory would explain everything about the wild, from how some people can waggle their ears to why we get black holes.

Padmini Ray Murray's 'Introduction to Publishing' class:

On 20th January 2011, Padmini Ray Murray taught 'Introduction to Publishing' to the students of the PG Certificate Course in Editing and Publishing, conducted by the School of Cultural Texts and Records, Jadavpur University.

She had prepared an on-screen presentation to take the students through the different aspects of publishing. She started by talking about the basic kinds of books that are published, for example children’s fiction, literary fiction, thrillers and so on. Then she spoke about the different markets suitable for different kinds of books and how to classify consumers into groups, in order to figure out what books are suitable for them. She gave the students a clear idea about the various kinds of booksellers and how they operate. Certain aspects about the history of publishing were also covered in class. She spoke about the Net Book Agreement and comparatively recent developments like the Nielsen BookScan. She also gave an overview of the publishing industry in the UK and the US.
The students were made aware of the different posts editors may hold. Since most of the students are aspiring editors, it helped them immensely. She took questions from students throughout and at the end of the class. Her class was enjoyable as well as informative, and she very successfully introduced the publishing industry to the students.

Opening at Frank Brothers' and Company

From comment received on a previous post:

We at Frank Brothers' and Company (an India subsidiary of Macmillan Publishers India Limited) are looking for ELT editors. The position is in NOIDA. The office is in sector 4, NOIDA and is quite close to a metro station. We are looking for people with an M. A. in English/Comparative Literature/Linguistics.
One can write to me at arani.banerjee@macmillan.co.in

http://editpub.blogspot.com/2010/11/editpub-course-2011.html?showComment=1293782622186#c4462587534093919494

DK India Jobs

Dorling Kindersley India is looking for editors and designers. Post-graduates interested in publishing should apply. DK India is currently based in Noida.

For details, look at http://www.penguinbooksindia.com/Careers.aspx. Please ignore the deadline there.

Send in your CVs to jobs@dk.com or cheena.taneja@dk.com. Please mention the job profile in the subject line.

List of selected candidates for editpub 2011

PG Certificate Course in Editing and Publishing 2011
List of Selected Candidates


1 Yashodhara Ghosh
2 Priyadarshini Goswami
3 Sanjana Sarkar
4 Sohini Pal
5 Nilanjana Chakraborty
6 Isheeta B. Mallik
7 Kapil Kumar Bhattacharya
8 Sanjukta Mukherjee
9 Arindam Dutta
10 Lav Kanoi
11 Riya Das
12 Janki Singh
13 Rajrupa Das
14 Antoreep Sengupta


15 K.K. Neelakantan
16 Arunava Banerjee
17 Chandrima Bardhan
18 Malini Bhattacharya
19 Shreya Sarkar
20 Monidipa Mondal
21 Tanuka Mukherjee
22 Roopkatha Banerjee
23 Debalina Chowdhury
24 Khyati Patel
25 Dolon Chattopadhyay
26 Mousumi Datta
27 Subir Bhattacharjee
28 Ranja Chaudhuri





Selected candidates are to report for registration and payment of course fee according to the following schedule:

January 11-14, 2011, between 11am-5 pm at the School of Cultural Texts and Records (UG Arts/Science Building, 3rd floor, near Film Studies Department), Jadavpur University, Kolkata 700 032. The course will begin on Monday, January 17, 2011.

The course fee of Rs 6,500 is to be paid at the time of registration by demand draft or banker’s cheque payable in Kolkata, made out to the ‘School of Cultural Texts and Records, Jadavpur University’. Personal cheques payable in Kolkata will be accepted, but if payment is refused, the fee will have to be paid in cash with an additional amount of Rs 100. Outstation cheques will not be accepted.

Selected candidates are required to produce original graduation certificates and mark-sheets on the day of admission.


Amlan Dasgupta
(Director) 5 January 2011

List of selected candidates for editpub 2011

PG Certificate Course in Editing and Publishing 2011
List of Selected Candidates


1 Yashodhara Ghosh
2 Priyadarshini Goswami
3 Sanjana Sarkar
4 Sohini Pal
5 Nilanjana Chakraborty
6 Isheeta B. Mallik
7 Kapil Kumar Bhattacharya
8 Sanjukta Mukherjee
9 Arindam Dutta
10 Lav Kanoi
11 Riya Das
12 Janki Singh
13 Rajrupa Das
14 Antoreep Sengupta


15 K.K. Neelakantan
16 Arunava Banerjee
17 Chandrima Bardhan
18 Malini Bhattacharya
19 Shreya Sarkar
20 Monidipa Mondal
21 Tanuka Mukherjee
22 Roopkatha Banerjee
23 Debalina Chowdhury
24 Khyati Patel
25 Dolon Chattopadhyay
26 Mousumi Datta
27 Subir Bhattacharjee
28 Ranja Chaudhuri





Selected candidates are to report for registration and payment of course fee according to the following schedule:

January 11-14, 2011, between 11am-5 pm at the School of Cultural Texts and Records (UG Arts/Science Building, 3rd floor, near Film Studies Department), Jadavpur University, Kolkata 700 032. The course will begin on Monday, January 17, 2011.

The course fee of Rs 6,500 is to be paid at the time of registration by demand draft or banker’s cheque payable in Kolkata, made out to the ‘School of Cultural Texts and Records, Jadavpur University’. Personal cheques payable in Kolkata will be accepted, but if payment is refused, the fee will have to be paid in cash with an additional amount of Rs 100. Outstation cheques will not be accepted.

Selected candidates are required to produce original graduation certificates and mark-sheets on the day of admission.


Amlan Dasgupta
(Director) 5 January 2011