presentation of evidence in project class 12

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CBSE Class 12 Sociology Project List: Detailed Overview

Author : Akash Kumar Singh

Updated On : February 12, 2024

Summary: Sociology in CBSE Class 12 is a hands-on project that combines theory and practical knowledge. In the CBSE Sociology Project Class 12, students follow a 20-mark journey that starts with topic selection, proceeds with in-depth analysis, and ends with a viva session. Dive in to master the art of sociological exploration!

Central Board of Secondary Education (CBSE) has given importance to learning by the holistic approach. Recognising this, CBSE added a section on practical project work to the Class 12 sociology syllabus. This article aims to give students practical application of what they learn in theory, allowing them to connect and apply ideas to actual circumstances.

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CBSE Sociology Project Class 12: Breakdown of Marks

According to CBSE regulations, the Class 12 Sociology paper (code 039) would have 80 marks for theoretical and 20 marks for practical project work. Both sections are subjected to external evaluation. The 20 marks for the practical project are broken down in the following manner:

Check: CBSE Class 12 Board Exam

The apportionment of 20 marks prescribed for the Practical Project Work, which will be evaluated by the external examiner, is as follows :

NOTE: B & C will be administered on the day of the external examination.

Check : Chapter wise CBSE Class 12 Sociology Important Questions

Guidelines for CBSE Sociology Project Class 12

Students are expected to conduct one project throughout the academic session. The flow of the project can be visualized as follows:

1. Steps involved in the conduct of the project: Students may work on the following lines as a suggested flow chart:

Check: CBSE Class 12 Humanities Syllabus

2. Expected Checklist for the Project Work:

Introduction of topic/title
Identifying the causes, events, consequences and/or remedies
Various stakeholders and the effect on each of them
Advantages and disadvantages of situations or issues identified
Short-term and long-term implications of strategies suggested during research
Validity, reliability, appropriateness, and relevance of data used for research work and for presentation in the project file
Presentation and writing that is succinct and coherent in the project file
Citation of the materials in the file in the footnotes, resources section, bibliography, etc.

3. Assessment of Project Work:

Project Work has the following phases broadly: Synopsis/Initiation, Data Collection, Data Analysis and Interpretation, and Conclusion.
The aspects of the project work to be covered by students can be assessed during the academic year.
20 marks assigned for Project Work can be divided in the following manner.

The teacher will assess the progress of the project work in the following manner:

4. Viva-Voce

At the end, each student will present the research work in the project file to the external and internal examiner.
The questions should be asked from the research work/project file of the student.
The internal examiner should ensure that the study submitted by the learner is his/her own original work.
In case of any doubt, authenticity should be checked and verified.

Check: CBSE Class 12 English Tips and Tricks

Conclusion

The integration of project in CBSE Class 12 Sociology is intended to improve the student's comprehension and use of sociological subjects. Students can ace this section and obtain a deeper understanding of sociology by using the appropriate strategy, rules, and constant effort.

Students can also find valuable insights and study tips by understanding the strategies employed by CBSE toppers.

Also check: CBSE Toppers Talk .

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Frequently Asked Questions

What is the main objective of the Sociology practical project for Class 12?

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February 12, 2024

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CBE Life Sci Educ
v.17(1); Spring 2018

Scientific Presenting: Using Evidence-Based Classroom Practices to Deliver Effective Conference Presentations

Lisa a. corwin.

† Department of Ecology & Evolutionary Biology, University of Colorado, Boulder, Boulder, CO 80309

Amy Prunuske

‡ Department of Microbiology and Immunology, Medical College of Wisconsin–Central Wisconsin, Wausau, WI 54401

Shannon B. Seidel

§ Biology Department, Pacific Lutheran University, Tacoma, WA 98447

Scientific presenting is the use of scientific teaching principles—active learning, equity, and assessment—in conference presentations to improve learning, engagement, and inclusiveness. This essay presents challenges presenters face and suggestions for how presenters can incorporate active learning strategies into their scientific presentations.

Scientists and educators travel great distances, spend significant time, and dedicate substantial financial resources to present at conferences. This highlights the value placed on conference interactions. Despite the importance of conferences, very little has been studied about what is learned from the presentations and how presenters can effectively achieve their goals. This essay identifies several challenges presenters face when giving conference presentations and discusses how presenters can use the tenets of scientific teaching to meet these challenges. We ask presenters the following questions: How do you engage the audience and promote learning during a presentation? How do you create an environment that is inclusive for all in attendance? How do you gather feedback from the professional community that will help to further advance your research? These questions target three broad goals that stem from the scientific teaching framework and that we propose are of great importance at conferences: learning, equity, and improvement. Using a backward design approach, we discuss how the lens of scientific teaching and the use of specific active-learning strategies can enhance presentations, improve their utility, and ensure that a presentation is broadly accessible to all audience members.

Attending a conference provides opportunities to share new discoveries, cutting-edge techniques, and inspiring research within a field of study. Yet after presenting at some conferences, you might leave feeling as though you did not connect with the audience, did not receive useful feedback, or are unsure of where you fit within the professional community. Deciding what to cover in a presentation may be daunting, and you may worry that the audience did not engage in your talk. Likewise, for audience members, the content of back-to-back talks may blur together, and they may get lost in acronyms or other unfamiliar jargon. Audience members who are introverted or new to the field may feel intimidated about asking a question in front of a large group containing well-known, outspoken experts. After attending a conference, one may leave feeling curious and excited or exhausted and overwhelmed, wondering what was gained from presenting or attending.

Conferences vary widely in purpose and location, ranging from small conferences hosted within home institutions to large international conferences featuring experts from around the world. The time and money spent to host, attend, and present at conferences speaks to the value placed on engaging in these professional interactions. Despite the importance of conferences to professional life, there is rarely time to reflect on what presenters and other conference attendees learn from participating in conferences or how conferences promote engagement and equity in the field as a whole. A significant portion of most conference time is devoted to the delivery of oral presentations, which traditionally are delivered in a lecture style, with questions being initiated by a predictable few during question-and-answer sessions.

In this essay, we discuss how you can use a backward design approach and scientific presenting strategies to overcome three key challenges to effectively presenting to diverse conference audiences. The challenges we consider here include the following:

Engagement in learning: ensuring that your audience is engaged and retains what is important from a talk
Promoting equity: creating an environment that is inclusive of all members of the research field
Receiving feedback: gathering input from the professional community to improve as a researcher and presenter

At conferences, learning and advancement of a field is paramount, similar to more formal educational settings. Thus, we wrote these presenting challenges to align with the central themes presented in the scientific teaching framework developed by Handelsman and colleagues (2007) . “Learning” aligns with “active learning,” “equity” with “diversity,” and “feedback” with “assessment.” Using the scientific teaching framework and a backward design approach, we propose using evidence-based teaching strategies for scientific presenting in order to increase learning, equity, and quality feedback. We challenge you , the presenter, to consider how these strategies might benefit your future presentations.

BACKWARD DESIGN YOUR PRESENTATION: GOALS AND AUDIENCE CONSIDERATIONS

How will you define the central goals of your presentation and frame your presentation based on these goals? Begin with the end in mind by clearly defining your presentation goals before developing content and activities. This is not unlike the process of backward design used to plan effective learning experiences for students ( McTighe and Thomas, 2003 ). Consider what you, as a presenter, want to accomplish. You may want to share results supporting a novel hypothesis that may impact the work of colleagues in your field or disseminate new techniques or methodologies that could be applied more broadly. You may seek feedback about an ongoing project. Also consider your audience and what you hope they will gain from attending. You may want to encourage your colleagues to think in new and different ways or to create an environment of collegiality. It is good to understand your audience’s likely goals, interests, and professional identities before designing your presentation.

How can you get to know these important factors about your audience? Although it may not be possible to predict or know all aspects of your audience, identify sources of information you can access to learn more about them. Conference organizers, the website for the conference, and previous attendees may be good sources of information about who might be in attendance. Conference organizers may have demographic information about the institution types and career stages of the audience. The website for a conference or affiliated society often describes the mission of the organization or conference. Finally, speaking with individuals who have previously attended the conference may help you understand the culture and expectations of your audience. This information may enable you to tailor your talk and select strategies that will engage and resonate with audience members of diverse backgrounds. Most importantly, reflecting on the information you gather will allow you to evaluate and better define your presentation goals.

Before designing your presentation, write between two and five goals you have for yourself or your audience (see Vignettes 1 and 2 for sample goals). Prioritize your goals and evaluate which can be accomplished with the time, space, and audience constraints you face. Once you have established both your goals and knowledge of who might attend your talk, it is time to design your talk. The Scientific Presenting section that follows offers specific design suggestions to engage the audience in learning, promote equity, and receive high-quality feedback.

Situation: Mona Harrib has been asked to give the keynote presentation at a regional biology education research conference. As a leader in the field, Mona is well known and respected, and she has a good grasp on where the field has been and where it is going now.

Presentation Goals: She has three goals she wants to accomplish with her presentation: 1) to introduce her colleagues to the self-efficacy framework, 2) to provide new members of her field opportunities to learn about where the field has been, and 3) to connect these new individuals with others in the field.

Scientific Presenting Strategy: Mona has 50 minutes for her presentation, with 10 minutes for questions. Her opening slide, displayed as people enter the room, encourages audience members to “sit next to someone you have not yet spoken to.” Because her talk will discuss self-efficacy theory and the various origins of students’ confidence in their ability to do science, she begins by asking the audience members to introduce themselves to their neighbors and to describe an experience in which they felt efficacious or confident in their ability to do something and why they felt confident. She circulates around the room, and asks five groups to share their responses. This provides an audience-generated foundation that she uses to explain the framework in more detail. For historical perspective, she relates each framework component back to prior research in the field. She ends with some recent work from her research group and asks participants to discuss with their partners how the framework could be used to explain the results of her recent study. She again gathers and reports several examples to the whole group that illustrate ways in which the data might be interpreted. She then asks the audience to write a question that they still have about this research on note cards, which she collects and reviews after the presentation. After reviewing the cards, she decides to incorporate a little more explanation about a few graphs in her work to help future audiences digest the information.

Situation: Antonio Villarreal is a postdoctoral fellow at the University of California, Berkeley, who has recently been selected for a 15-minute presentation in the Endocytic Trafficking Minisymposium at the American Society for Cell Biology Annual Meeting. He has attended this conference twice, so he has a sense of the audience, space, and culture of the meeting. In his past experiences, he has found that the talks often blur together, and it is especially difficult to remember key ideas from the later talks in each session.

Presentation Goals: With a manuscript in preparation and his upcoming search for a faculty position, Antonio has the following three goals for his presentation: 1) to highlight the significance of his research in a memorable way; 2) to keep the audience engaged, because his presentation is the ninth out of 10 talks; and 3) to receive feedback that will prepare him to give professional job talks.

Scientific Presenting Strategy: Antonio took a class as a postdoctoral fellow about evidence-based practices in teaching and decides he would like to incorporate some active learning into his talk to help his audience learn. He worries that with only 15 minutes he does not have a lot of time to spare. So he sets up the background and experimental design for the audience and then projects only the two axes of his most impactful graph on the screen with a question mark in the middle where the data would be. Rather than simply showing the result, he asks the audience to turn to a neighbor and make a prediction about the results they expect to see. He cues the audience to talk to one another by encouraging them to make a bold prediction! After 30 seconds, he quells the chatter and highlights two different predictions he heard from audience members before sharing the results. At the end of his presentation, he asks the audience to turn to a neighbor once again and discuss what the results mean and what experiment they would try next. He also invites them to talk further with him after the session. The questions Antonio receives after his talk are very interesting and help him consider alternative angles he could pursue or discuss during future talks. He also asks his colleague Jenna to record his talk on his iPhone, and he reviews this recording after the session to prepare him for the job market.

SCIENTIFIC PRESENTING: USING A SCIENTIFIC TEACHING PERSPECTIVE TO DESIGN CONFERENCE PRESENTATIONS

Presenters, like teachers, often try to help their audiences connect new information with what they already know ( National Research Council, 2000 ). While a conference audience differs from a student audience, evidence and strategies collected from the learning sciences can assist in designing presentations to maximize learning and engagement. We propose that the scientific teaching framework, developed by Handelsman and colleagues (2007) to aid in instructional design, can be used as a tool in developing presentations that promote learning, are inclusive, and allow for the collection of useful feedback. In this section, we discuss the three pillars of scientific teaching: active learning, diversity, and assessment. We outline how they can be used to address the central challenges outlined earlier and provide specific tips and strategies for applying scientific teaching in a conference setting.

Challenge: Engagement in Learning

Consider the last conference you attended: How engaged were you in the presentations? How many times did you check your phone or email? How much did you learn from the talks you attended? Professional communities are calling for more compelling presentations that convey information successfully to a broad audience (e.g., Carlson and Burdsall, 2014 ; Langin, 2017 ). Active-learning strategies, when combined with constructivist approaches, are one way to increase engagement, learning, and retention ( Prince, 2004 ; Freeman et al. , 2014 ). While active-learning strategies are not mutually exclusive with the use of PowerPoint presentations in the dissemination of information, they do require thoughtful design, time for reflection, and interaction to achieve deeper levels of learning ( Chi and Wylie, 2014 ). This may be as simple as allowing 30–60 seconds for prediction or discussion in a 15-minute talk. On the basis of calls for change from conference goers and organizers and research on active-learning techniques, we have identified several potential benefits of active learning likely to enhance engagement in conference presentations:

Active learning increases engagement and enthusiasm. Active learning allows learners to maintain focus and enthusiasm throughout a learning experience (e.g., Michael, 2006 ). Use of active learning may particularly benefit audience members attending long presentations or sessions with back-to-back presenters.
Active learning improves retention of information. Active reflection and discussion with peers supports incorporation of information into one’s own mental models and creates the connections required for long-term retention of information (reviewed in Prince, 2004 ).
Active learning allows for increased idea exchange among participants. Collaborative discourse among individuals with differing views enhances learning, promotes argumentation, and allows construction of new knowledge ( Osborne, 2010 ). Active-learning approaches foster idea exchange and encourage interaction, allowing audience members to hear various perspectives from more individuals.
Active learning increases opportunities to build relationships and expand networks. Professional networking is important for expansion of professional communities, enhancing collaborations, and fostering idea exchange. Short collaborative activities during presentations can be leveraged to build social networks and foster community in a professional setting, similar to how they are used in instruction ( Kember and Leung, 2005 ; Kuh et al ., 2006 ).

While a multitude of ways to execute active learning exist, we offer a few specific suggestions to quickly engage the audience during a conference presentation ( Table 1 ). In the spirit of backward design, we encourage you to identify learning activities that support attainment of your presentation goals. Some examples can be found in Vignettes 1 and 2 (section 1), which illustrate hypothetical scenarios in which active learning is incorporated into presentations at professional conferences to help meet specific goals.

Active-learning strategies for conference presentations

Similar to giving a practice talk before the conference, we encourage you to test out active-learning strategies in advance, particularly if you plan to incorporate technology, because technological problems can result in disengagement ( Hatch et al ., 2005 ). Practicing presentation activities within a research group or local community will provide guidance on prompts, timing, instructions, and audience interpretation to identify problems and solutions before they occur during a presentation. This will help to avoid activities that are overly complex or not purpose driven ( Andrew et al ., 2011 ).

Challenge: Equity and Participation

Consider the last conference you attended: Did you hear differing opinions about your work or did the dominant paradigms prevail? Who asked questions; was it only high-status experts in the field? Did you hear from multiple voices? Did newer members, like graduate students and postdoctoral fellows, engage with established members of the community? In classroom settings, equity and diversity strategies improve learning among all students and particularly support students from underrepresented groups in science by decreasing feelings of exclusion, alleviating anxiety, and counteracting stereotype threat ( Haak et al ., 2011 ; Walton et al ., 2012 ; Eddy and Hogan, 2014 ). Likewise, in a conference setting, strategies that promote equitable participation and recognize the positive impact of diversity in the field may help increase equity more broadly and promote a sense of belonging among participants. Conference audiences are oftentimes even more diverse than the typical classroom environment, being composed of individuals from different disciplines, career stages, and cultures. Incorporating strategies that increase the audience’s understanding and feelings of inclusion in the professional community may impact whether or not an individual continues to engage in the field. We have identified three central benefits of equity strategies for presenters and their professional communities:

Equity strategies increase accessibility and learning. As a presenter, you should ensure that presentations and presentation materials 1) allow information to be accessed in various forms, so that differently abled individuals may participate fully, and 2) use straightforward language and representations. You can incorporate accessible versions of conference materials (e.g., captioned videos) or additional resources, such as definitions of commonly used jargon necessary to the presentation (e.g., Miller and Tanner, 2015 ). You may consider defining jargon or acronyms in your talk to increase accessibility for individuals who might struggle to understand the full meaning (e.g., new language learners or individuals who are new to the field).

Equity strategies for conference presentations (as presented in Tanner, 2013 )

Equity strategies promote a sense of belonging among all individuals. Creating a welcoming, inclusive environment will make the community attractive to new members and help to increase community members’ sense of belonging. Sense of belonging helps individuals in a community to view themselves as valued and important, which serves to motivate these individuals toward productive action. This increases positive affect, boosts overall community morale, and supports community development ( Winter-Collins and McDaniel, 2000 ). Belonging can increase if it is specifically emphasized as important and if individuals make personal connections to others, such as during small-group work (see Table 2 ).

Many strategies discussed in prior sections, such as using active learning and having clear goals, help to promote equity, belonging, and access. In Table 2 , we expand on previously mentioned strategies and discuss how specific active-learning and equity strategies promote inclusiveness. These tips for facilitation are primarily drawn from Tanner’s 2013 feature on classroom structure, though they apply to the conference presentation setting as well.

An overarching goal of conferences is to help build a thriving, creative, inclusive, and accessible community. Being transparent about which equity strategies you are using and why you are using them may help to promote buy-in and encourage others to use similar strategies. By taking the above actions as presenters and being deliberate in our incorporation of equity and diversity strategies, we can help our professional communities to thrive, innovate, and grow.

Challenge: Receiving Feedback

Consider your last conference presentation: What did you take away from the presentation? Did you gather good ideas during the session? Were the questions and comments you received useful for advancing your work? If you were to present this work again, what changes might you make? In the classroom, assessment drives learning of content, concepts, and skills. At conferences, we, as presenters, take the role of instructor in teaching our peers (including members of our research field) about new findings and innovations. However, assessment at conferences differs from classroom assessment in important ways. First, at conferences, you are unlikely to present to the same audience multiple times; therefore, the focus of the assessment is purely formative—to determine whether the presentation accomplished its goals. This feedback can aid in your professional development toward being an effective communicator. Second, at conferences, you are speaking to a diverse group of colleagues who have varied expertise, and feedback from the audience will provide information that may improve your research. Indeed, conferences are a prime environment to draw on a diversity of expertise to identify relevant information, resources, and alternative interpretations of data. These characteristics of conferences give rise to three possible types of presentation assessments ( Hattie and Timperley, 2007 ):

Feed-up: assessment of the achievement of presentation goals: Did I achieve my goals as a presenter?
Feed-back: assessment of whether progress toward project goals is being achieved: Is my disciplinary work or research progressing effectively?
Feed-forward: input on which activities should be undertaken next: What are the most important next steps in this work for myself and my professional community?

Though a lot of feedback at conferences occurs in informal settings, you can take the initiative to incorporate assessment strategies into your presentation. Many of the simple classroom techniques described in the preceding sections, like polling the audience and hearing from multiple voices, support quick assessment of presentation outcomes ( Angelo and Cross, 1993 ). In Table 3 , we elaborate on possible assessment strategies and provide tips for gathering effective feedback during presentations.

Assessment and feedback strategies for conference presentations

a We suggest these questions for a simple, yet informative postpresentation feed-up survey about your presentation: What did you find most interesting about this presentation? What, if anything, was unclear or were you confused about (a.k.a. muddiest point)? What is one thing that would improve this presentation? Similarly, to gather information for a feedback/feed-forward assessment, we recommend: What did you find most interesting about this work? What about this project needs improvement or clarification? What do you consider an important next step that this work might take?

Technology can assist in implementing assessment, and we predict that there will be many future technological innovations applicable to the conference setting. Live tweeting or backchanneling is occurring more frequently alongside presentations, with specific hashtags that allow audience members to initiate discussions and generate responses from people who are not even in the room ( Wilkinson et al ., 2015 ). After the presentation, you and your audience members can continue to share feedback and materials through email list servers and QR codes. Self-assessment by reviewing a video from the session can support both a better understanding of audience engagement and self-reflection ( van Ginkel et al ., 2015 ). There are benefits from gathering data from multiple assessment strategies, but as we will discuss in the next section, there are barriers that impact the number of recommended learning, equity, and assessment strategies you might chose to implement.

NAVIGATING BARRIERS TO SCIENTIFIC PRESENTING

Though we are strong advocates for a scientific presenting approach, there are several important barriers to consider. These challenges are similar to what is faced in the classroom, including time, space, professional culture, and audience/student expectations.

One of the most important barriers to consider is culture, as reflected in the following quote:

Ironically, the oral presentations are almost always presented as lectures, even when the topic of the talk is about how lecturing is not very effective! This illustrates how prevalent and influential the assumptions are about the expected norms of behavior and interaction at a scientific conference. Even biologists who have strong teaching identities and are well aware of more effective ways to present findings choose, for whatever reason (professional culture? professional identity?), not to employ evidence-based teaching and communication methods in the venue of a scientific conference. ( Brownell and Tanner, 2012 , p. 344)

As this quote suggests, professional identity and power structures exist within conference settings that may impact the use of scientific presenting strategies. Trainees early in their careers will be impacted by disciplinary conference norms and advisor expectations and should discuss incorporating new strategies with a trusted mentor. In addition, incorporating scientific presenting strategies can decrease your control as a presenter and may even invoke discomfort and threaten your or your audience’s professional identities.

Balance between content delivery and active engagement presents another potential barrier. Some may be concerned that active learning takes time away from content delivery or that using inclusive practices compromises the clarity of a central message. Indeed, there is a trade-off between content and activity, and presenters have to balance presenting more results with time spent on active learning that allows the audience to interpret the results. We suggest that many of these difficulties can be solved by focusing on your goals and audience background, which will allow you to identify which content is critical and hone your presentation messaging to offer the maximum benefit to the audience. Remember that coverage of content does not ensure learning or understanding and that you can always refer the audience to additional content or clarifying materials by providing handouts or distributing weblinks to help them engage as independent learners.

Physical space and time may limit participants’ interaction with you and one another. Try to view your presentation space in advance and consider how you will work within and possibly modify that space. For example, if you will present in a traditional lecture hall, choose active learning that can be completed by an individual or pairs instead of a group. By being aware of the timing, place in the conference program, and space allotted, you can identify appropriate activities and strategies that will fit your presentation and have a high impact. Available technology, support, and resources will also impact the activities and assessments you can implement and may alleviate some space and time challenges.

As novice scientific presenters dealing with the above barriers and challenges, “failures” or less than ideal attempts at scientific presenting are bound to occur. The important thing to remember is that presenting is a scientific process, and just as experiments rarely work perfectly the first time they are executed, so too does presenting in a new and exciting way. Just as in science, challenges and barriers can be overcome with time, iterations, and thoughtful reflection.

STRUCTURING A CONFERENCE TO FACILITATE SCIENTIFIC PRESENTING

Although presenters can opt to use backward design and incorporate scientific presenting strategies, they do not control other variables like the amount of time allotted to each speaker, the size or shape of the room they present in, or the technology available. These additional constraints are still important and may impact a presenter’s ability to use audience-centered presentation methods. Conference organizers are in a powerful position to support presenters’ ability to implement the described strategies and to provide the necessary logistical support to maximize the likelihood of success. Organizers often set topics, determine the schedule, book spaces, identify presenters, and help establish conference culture.

So how can conference organizers affect change that will promote active engagement and equity in conference presentations?

Use backward design for the conference as a whole. Just as presenters can use backward design to set their specific learning goals, conference organizers can set goals for the meeting as a whole to support the conference community.
Vary conference structures and formats based on the needs of the community. Conference presentation structures vary widely, but it is worth considering why certain session structures are used. To what extent does it serve the community to have back-to-back 10-minute talks for several hours? Many people will have the chance to present, but does the audience gain anything? Are there topics that would be better presented in a workshop format or a roundtable discussion? What other structures might benefit the conference community and their goals?
Choose a space that is conducive to active presentations or consider creative ways to use existing spaces. The spaces available for conferences are typically designed for lecture formats. However, organizers can seek out spaces that facilitate active presenting by choosing rooms with adaptable formats in which furniture can be moved to facilitate small-group discussions. They can also provide tips on how to work within existing spaces, such as encouraging participants to sit near the front of a lecture hall or auditorium.
Give explicit expectations to presenters. Organizers could inform presenters that active, engaging, evidence-based sessions are encouraged or expected. This will help cultivate the use of scientific presenting within the community.
Provide examples or support for presenters to aid in design of active learning, equity strategies, and assessment. Videos with examples of the described techniques, a quick reference guide, or access to experts within the field who would be willing to mentor presenters could be critical for supporting a conference culture that uses scientific presenting. For example, researchers at the University of Georgia have developed a repository of active-learning videos and instructions for instructors interested in developing these skills (REALISE—Repository for Envisioning Active-Learning Instruction in Science Education, https://seercenter.uga.edu/ realisevideos_howto ).
Collect evidence about conference structure and use it to inform changes. Surveying audience members and presenters to better understand the benefits and challenges of particular session formats can help inform changes over multiple years. Organizers should coordinate these efforts with presenters so they are aware of what data will be collected and disseminated back to them.

Although scientific teaching has increasingly become standard practice for evidence-based teaching of science courses, there are potentially great benefits for transforming our oral presentations in science and science education by incorporating the rigor, critical thinking, and experimentation that are regularly employed within research. The strategies suggested in this paper can serve as a starting point for experimentation and evaluation of presentation and conference efficacy. Using scientific presentation strategies may expedite the advancement of fields by increasing engagement and learning at conference presentations. Equity strategies can increase inclusion and community building among members of our research areas, which will help research fields to grow and diversify. Finally, regularly incorporating assessment into our presentations should improve the quality and trajectory of research projects, further strengthening the field. Both individual presenters and conference organizers have a role to play in shifting conference culture to tackle the challenges presented in this paper. We urge you to consider your role in taking action.

Acknowledgments

We thank Justin Hines, Jenny Knight, and Kimberly Tanner for thoughtful suggestions on early drafts of this article.

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Biology Investigatory Project : Class-12 | What is it & How to write it ?

What is an investigatory project.

So, when you are performing a practical in the laboratory, you are guided by your teacher and most probably you are already aware of the possible outcome and the reasons for it.

But when you are performing an investigation, you are not instructed on the process to follow, rather you are given a general idea about the investigation. Also an investigation always starts with a question or hypothesis. These are more open-ended than the practical work you do in the laboratory.

The projects on the other hand are even more open ended than the investigations. It also requires evaluation of your findings, redefining ideas and designing further investigations. This may lead to evidence that enables answering the questions posed at the beginning. The projects are often initiated with an individual’s own interest and can be done by either a single individual or a group of individuals.

Now, the investigatory projects are compulsory assignments that involve purely experimental procedures so that it can be reported on, duplicated, or may adapt something that someone else has already discovered. In some cases it may involve some other form of investigation also.

Why is it important?

One of the major components of the practical assessment of 30 marks in Class-XI and Class-XII Biology is the Investigatory Project.

The Investigatory Project and its Project and its Record along with it’s Viva Voce together has a weightage of 5 marks .

Therefore, it is essential to prepare the project report (record) in a proper manner to get the maximum possible marks in the practical examination.

Need a list of sample topics for the project!! Read this article .

How to write the report of the investigatory project?

A sample format on how to properly write the project report is given as follows:

Front Page / Cover Page

In this page you will have to write the Title of the project or name of the project that you are working on.
It also should contain other information such as the name of the student; AISSCE roll number; subject name and subject code; name of the guide teacher/supervisor along with his/her designation; School name and address.
If you want more details and a sample format for the front page, then go to this link .

Certificate

This will be the second page in your project report.
This page will contain a certificate that will certify your project.
It will have information like your project title, your name, roll number, guide teacher’s name, school name, etc, along with space for school stamp and signature of the guide teacher, external practical examiner, principal.

Click here to get a sample format for the certificate page.

Acknowledgement

This is typically the third page that acknowledges individuals that have played a direct or indirect role in completing your project work.
You should put your full signature at the end of this page.

This is the fourth page containing all the major headings and subheadings of your project.
It should contain the respective page numbers also.

Click here to learn how to generate the table of content for your investigatory project automatically.

Objective / Aim of the project

This page expresses the aim of the project as clearly as possible.
If the investigatory project aims to achieve more than one objective, then all those objectives are mentioned in this page.

Introduction / Theory

This should give a general idea of the project that you have worked on and should introduce the reader to your project.
You should also mention all the necessary concepts that are associated with your project.
Take help of your guide teacher in case of any help.

Materials required

In this page all the materials or apparatus used are mentioned.
You should write this in the form of a simple list.
In a simple manner, write the steps that you have followed during your experiment.
You may include a diagram or photo of the experimental setup.

Observation / Result

Once the experiment is performed you should record your observations.
You can represent your observations in the form of a table or chart or text or picture or a combination of these.

Analysis and interpretation

Based on the observations, analyze your data.
You should write whether the hypothesis, if any, is true or false.

Discussion:

It is not essential to make a discussion page.
If you want to mention any implication of your results and suggest any extensions of any kind that can be undertaken, you can do so here.

Limitation:

Mention if there are any limitations of the project or the experiments that you have performed.
It is not essential to include.
Mention all the precautions that should be followed during the experiment.

Conclusion:

Based on the results obtained and related work done, write the conclusion briefly.
You may also write whether the objectives of your project have been met or not.

Bibliography / References

This should be the last page of your project write up.
Here you should mention all the resources that you have used in terms of articles/books while working on the project.
If you are giving reference to a book, it must contain the name of the author, publisher, year of publication.
If you are giving reference to an article, it must contain the web address (URL) and the date when you had accessed the website.

How to format the report in MS Word?

Set the page size to A4.
Leave proper margin so that your content remains visible even after spiral binding or stapling. You can set 1 inch margin from all the sides.
You should use the same font type and font size for all the headings.
Also for all the main content of the project write up use a common font type and font size.
Start new headings like procedure, observations on a new page.

Click here to learn how to easily format your word document using the style tool.

How to write the project report in case of a theory based investigatory project?

When you are working on only a theory based investigatory project, for example, ‘stages of human foetal development’, which does not have any experimental component, the project report should be slightly different than the above mentioned format.

In such cases material required, procedure, observation, results, analysis, discussion, limitation, precautions will not be part of the project report.

After the Introduction heading, there should be an elaborate representation of the theory.

The theory should be divided into various topics and subtopics. It can include diagrams/info-graphics related to the topic.

Once the theory is completed, the project report should wrap up with the conclusion and bibliography page.

Overview of Semester-Long EBP Project

In this section, we will learn about the semester-long EBP project for this course.

Content includes:

What is This EBP Project?
Overview of EBP Steps
Detailed Sections of the EBP Poster

Objectives:

Describe the purpose of the semester-long group EBP project
Describe the components of the project

Evidence-Based Practice Project

Person-centered care is holistic, individualized, just, respectful, compassionate, coordinated, evidence-based , and developmentally appropriate. Person-centered care builds on a scientific body of knowledge that guides nursing practice regardless of specialty or functional area.

As one of the key attributes of professional nursing, clinical judgment refers to the process by which nurses make decisions based on nursing knowledge ( evidence , theories, ways/patterns of knowing), other disciplinary knowledge, critical thinking, and clinical reasoning (Manetti, 2019). This process is used to understand and interpret information in the delivery of care. Clinical decision making based on clinical judgment, is directly related to care outcomes.

Evidence-based practice in nursing focuses on the idea that nursing practices ought to be developed and adapted on an ongoing cycle of evidence, theory, and research. As changes in practice prompt further research, the theories developed from that research serve as evidence to produce more changes in practice. The investigation of evidence-based practice in nursing, also called Systematic Review (or Literature Review, for the sake of our EBP Project in this course), requires the review of such research with the intention of targeting and improving inadequate practice.

The delivery of optimal health care requires the integration of current evidence and clinical expertise with individual and family preferences. Evidence-based practice is a problem-solving approach to the delivery of health care that integrates best evidence from studies and patient care data with clinician expertise and patient preferences and values (Melnyk, Fineout-Overhold, Stillwell, & Williamson, 2010). In addition there is a need to consider those scientific studies that ask: whose perspectives are solicited, who creates the evidence, how is that evidence created, what questions remain unanswered, and what harm may be created? Answers to these questions are paramount to incorporating meaningful, culturally safe, evidence-based practice .

The review of outside research attempts to make sense of the large body of information available to implement change effectively. How can this research be applied on an individual basis to improve patient care?

Evidence-based practice involves the following six steps*:

Assess the need for change : Formulate the research question based on the inadequacies of current practice.
Locate the best evidence : Obtain sources and assess their credibility and relevancy to the research question.
Synthesize evidence : Compare and contrast the available sources to find similarities and differences in the various approaches taken.
Design the change : Apply the synthesized evidence to create a change in practice that reflects the new understanding.
Implement and evaluate : Apply the necessary changes and assess the changes to acquire new evidence.
Integrate and maintain changes : Reassess based on new evidence to continue improvement.

The first 3-4 steps can be completed in a college classroom setting and are often given as a research paper or EBP assignment. Steps 5 and 6 require the use of a healthcare environment. Remember, these steps are all interlocking. For our EBP Project, we will only be completing steps 1-3. However, never stop assessing the need for change or evaluating what you find. The following diagram, adapted from Larrabee (2009), illustrates this:

The overall purpose of our EBP Project includes:

Collaborating in a group
Creating a poster in which to share published data
Retrieval of evidence via a database search for peer-reviewed articles
Appraisal of best evidence via a literature review of published peer-reviewed articles
Synthesis of best evidence to answer a clinical question
Dissemination of a literature review on a chosen clinical nursing topic

Components of the Project

The overall project itself will result in a poster that you will present to other. The poster will summarize your review of published evidence that helps to answer your clinical question (more on that in the next module). However, there will be some key assignments leading up to the end product. These will include:

Group selection
Group contract
Topic selection
Creating a PICO and Clinical Nursing Question
Synthesis of Evidence Worksheet
Submitting a draft of your poster
Peer review of others’ posters
Self-evaluation
Peer evaluation of others in your group

The structure of an evidence-based practice research paper (remember, we are creating a poster in this class, instead of a paper) typically requires 4 major parts, and often includes subheadings:

Introduction.
Methodology.
Discussion.

Detailed Sections of the EBP Poster:

However, for our EBP Project Poster, which is basically in lieu of a paper, you are to summarize your findings and we will include the following sections:

You need to provide a reason for reviewing literature for your clinical question. For example, if you are reviewing evidence regarding adjunctive pain management, your background may include data that opioids have many side effects, perhaps that patients often ask about alternative pain management modalities, and that your population (ex: patients with cancer) has a well-documented poor pain management plan. All of this needs to come from evidence before you start reviewing additional evidence that answers your specific clinical question.
Of important note: The information you list in your Introduction section is considered the problem statement/s. The information here is not to answer your eventual clinical question. Therefore, the sources that you use to complete the introduction section will be different than the sources you use to answer your eventual clinical question.
The introduction provides the information you found to help formulate your clinical question, not to answer it.
Methodology – This is how you found your information. What databases did you search? Years? Search terms/phrases? Inclusion/exclusion criteria? Boolean operators?
This section will be very brief. However, it needs to be very specific. Did you search for heart failure or “heart failure” (big difference with the quotation marks or parentheses around a phrase)? It needs to be specific enough, that another person could utilize exactly what you wrote in your methodology section and find the exact same articles that you found.
Selecting evidence can be difficult, especially when you are proposing making changes to common practices. You must assess the dependability of the source itself. Do not select sources simply because they work well with your topic. Using sources that are not credible will only serve to discredit your own ideas. Be prepared to discuss the following in a concise, scientific manner:
What databases did you search?
What search terms did you use?
How many total articles on the subject did you find? A search that returns few results may be the results of using search terms that are too narrow.
Search terms need to use the specific vocabulary of the specific field of research. Try varying terms to match the genre of research you need.
What criteria led you to include or exclude sources? You may wish to present these criteria in the form of lists or tables.
When evaluating sources, consider the following:
Credibility: Is the study from reputable researcher or journal? Databases can produce results from magazines or general reading material; these are not always peer-reviewed. Limit your search to scholarly journals.
Validity: Does the study measure what it says it measures? What demographic sample did the study survey? The methods of examination and procedures of analysis make a big different in the validity of results. Does the study present a margin of error? If so, is it narrow enough to make the results accurate?
Reliability: Will the same test yield the same result? Did the study end as soon as favorable results were obtained? Were the reports consistent? A study should mention its own limitations; did the study have limitations that were not noted?

You will want to use similar studies. Because quantitative and qualitative studies measure different things, it will be difficult to integrate and synthesize the sources you acquire unless they are similar. Your evidence-based practice review will use quantitative reviews only to keep it a bit more simply for the short length of this course. This will help to eliminate differences in non-similar studies.

If you are having trouble telling the difference between quantitative and qualitative studies, look at the methodology listed. Quantitative studies deal only with objective figures that can be measured, counted, and calculated. Qualitative studies will still use numbers to describe the sample and/or control groups, but they will focus on subjective analysis, descriptions, and interviews.

Results –This is objective data. These are the results that the researchers found.

Your results/findings will be an analysis . You should present the studies you selected as the most appropriate sources for studying your problem and instituting your proposed change.

Be sure to compare the following aspects of each study:

Demographics, pools (of participants), and samples
Methods of discovery and analysis
Results and limitations

Remember that these studies are supposed to be the most reliable and valid studies available for answering the problem you found or the practice you wish to change. Your findings should lay the groundwork for you to make this argument in your discussion section.

Discussion – Here is the “meat” of what you found or didn’t find. It is usually a pretty meaty section. It is also subjective. You do not list results here (you did that in the Results section), but you interpret the results for the implications to the clinical setting.
Is there a trend?
Is there an even bigger gap in evidence than you expected?
With the information you found, what are the implications? How does this relate to literature you found?
What were the most major findings (don’t repeat from your results section, but highlight it in different terms)?
Should more research be done, or is there more than enough evidence to support a change?
The subheadings should be: Implications , Strengths , Limitations , and Future Recommendations/Studies .

In a professional research environment, the discussion should discuss the changed practice, its implementation, and its evaluation. However, this is impossible to do in a classroom situation. Therefore, do the following:

Argue that the findings may/may not lead to the specific change in practice you identified in your institution.
Suggest a strategy for implementation.
Will the change you recommend (and that these studies probably also recommend) work in your situation or not? Why? What changes might be needed?

For further help in evidence-based practice, read samples of published evidence-based practice studies to get a good idea of how other healthcare professionals write these studies. Databases like CINAHL and PubMed are good sources for these articles.

References – The top articles that best address your clinical question. However, we only limit this to 8 for the space on the poster itself. We will be filling in a Synthesis of Evidence Worksheet in which the minimum number of articles is much higher. Only the top 8 (you can select which 8 to use) will be listed on the actual poster. The references must be in APA format, as well as all in-text citations.

On that note, anything submitted from this point forward in your nursing program must use proper APA formatting when utilizing any sources for your writing. This means, you must use an APA-formatting in-text citation for every place in your writing that used a source to help you with your information. You must give credit where credit is due. For every in-text citation you use, this must have the appropriate full reference at the bottom of the document. You cannot have an in-text citation without a full reference for that source.

Another framework to know is the 5-Step EBP Process that we will use as a foundation for our EBP Project. The “ Ask, Access, Appraise, Apply, and Assess ” process. We will be utilizing the first 3 steps of this process. We will ask our clinical question, track down the best evidence, and then appraise that evidence.

That’s it! In summary, your EBP Project will be a limited (but as comprehensive as possible) rapid review of evidence from published literature to help answer a clinical nursing question that you developed based on a problem or gap that you either see or know about in clinical practice. You will appraise (critically examine) the literature that you find, then analyze it, and then synthesize it. The results of the data you find will first be listed objectively and then you will subjectively discuss the implications of the studies as to how they may relate to current clinical practice.

References & Attribution

“ Green check mark ” by rawpixel licensed CC0 .

“ Orange flame ” by rawpixel licensed CC0 .

Larrabee, J. H. (2009). Nurse to nurse: Evidence-based practice . McGraw-Hill.

Manetti, W. (2019). Sound clinical judgment in nursing: A concept analysis. Nursing Forum, 54 (1), 102-110.

Melnyk, B., Fineout-Overhold, E., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice: Step by step: Igniting a spirit of inquiry. A merican Journal of Nursing, 109 (11), 49-52.

Evidence-Based Practice & Research Methodologies Copyright © by Tracy Fawns is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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CBSE Class 12 English Project Guide 2024: Topics, Guidelines

Manali Ganguly ,

Mar 4, 2024 | CBSE 12th

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CBSE class 12 English project is a compulsory activity that the students have to undertake. 20 marks are allotted to the project and internal assessment and 80 marks to the written test in the CBSE class 12 board examination.

CBSE Class 12 English Project Guide 2024: Topics, Guidelines

The CBSE class 12 English project is a compulsory part of the curriculum and carries 20 marks. The CBSE Class 12 English Project Guide 2024 will provide an overview with guidelines, objectives, marks, project topics, project ideas, and more.

These marks, along with the 80 marks allotted for the written test in the CBSE board examination, make a total of 100 marks. English projects can pour down their writing and present skills through the projects.

Table of Contents

CBSE Class 12 English Project Guidelines

Cbse class 12 english project objectives, cbse class 12 english project: marks, schedule, & suggestions, how to choose cbse class 12 english project topics, top cbse class 12 english project ideas, cbse class 12 english project sample pdf, how to prepare for cbse class 12 english project, parameters of assessment for cbse class 12 english project.

The English project is a vital part of the syllabus for CBSE class 12 . The students must abide by certain guidelines when they are working on the project. The guidelines for the project have been stated below:

The project must be creatively done. This is to say that the students must put their original thoughts into the project.
It is best to select a good book that is not a part of the syllabus while creating the project. The book should, however, have parity with the topic.
The project must showcase the point of view of the student.
The language of the project must be clear and understandable. Using jargon in this case will fetch marks.
The project topic could include a letter - formal/informal - which must be written following the correct pattern.
Marks for the project will be awarded on three bases - Literature Text, Creative Writing Skills, and Reading Skills. This is in keeping with the CBSE guidelines.

Read More : CBSE Class 12th English Syllabus 2023-24

The students must understand why they are made to work on the projects. The board has devised three skill sets, as discussed above, on the basis of which the students will be marked for their projects.

The objectives of the board can be seen below:

To test the creative skills of a student.
Test the skill of critical analysis in a student.
To test the language proficiency in the student.
Test the creative writing ability and grammatical skills in the student.

Read More : CBSE Class 12 Question Bank 2023: Download PDF

The English project and viva voce together carry 10 marks. 5 marks is allotted to the project and 5 marks to viva voce.

The students are supposed to work on a small project. The planning and organisation of the project must be done well ahead of the deadline, because the timeline is fixed by the board for the submission of project and viva voce.

The date of submission of the English project will be notified to the students in due course of time.

The board suggests the following for CBSE class 12 English project:

Students can pick up a topic for the project that is interdisciplinary in nature.
The topics for projects can be picked up from the ideas depicted in the chapters or drama or poems in the English syllabus.
The topics can also be outside the book and age-appropriate.
The project topics may also include such issues that provide the students the opportunity to listen and speak.

Read More : CBSE Class 12th Blueprint 2024

The students must prepare for the English project in an efficient manner since this will add to the final score in the CBSE 12 board examinations.

The English project together with internal assessment will carry 20 marks out of the total 100 marks. 80 marks will be allotted to the written examination conducted by the board.

The topics for CBSE class 12 English project are varied. The students must choose them very wisely. Some of the suggestions for the choice of topic as prescribed by the board has been discussed below.

The students must keep the following points in mind while preparing for the project:

The first step is to understand the syllabus clearly.
Secondly, the choice of topic must be good. The topic must be such that they are able to write elaborately on it.
The topic must be well researched and have parity with the syllabus.
While working on the project, the students must abide by the guidelines of the board.
The organisation of ideas must be very good. The subtopics must be connected to each other.

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How to use evidence effectively in your next presentation

Logic and emotion are a winning combination in a presentation..

Emotion is of course crucial in a presentation.

If your presentation is pure logic, stuffed with fact after fact, evidence, and statistics, it will be difficult for your audience to relate to it.

They will be informed but disconnected. This is not a presentation they will rush to share with their colleagues or bring up in key discussions. And nor will it necessarily be particularly memorable.

A presentation hits home when an audience can relate to it, through storytelling and the personality of the presenter.

However, a presentation without evidence and logic also has its flaws. Your audience might feel warmly about your presentation but without memorable evidence to back it up they are left with nothing to hold on to afterwards.

It’s all show with no substance.

Evidence in a presentation is used to prove an argument being made by an individual or group. Alternatively, evidence can be used to disprove or refute a fact or argument people disagree with or hold to be false.

In order to persuade any internal or external audience, you need a combination of compelling evidence and effective storytelling, topped off with exceptional delivery.

So how do you bring evidence to the table?

The best way to incorporate evidence is to be selective. Quality rather than quantity. Less is more.

Instead of amassing as many facts as possible to prove your credentials, and bolster your argument, focus on a few strong ones that support your claim.

The power of 3 is a useful technique for this.

Your audience will retain three key points rather than many. Which are your three key points?

If you need ideas, we are surrounded by 3s in branding, messaging in our everyday lives. ⠀

Quick examples: ⠀⠀

Nike: ‘Just do it’⠀

McDonalds: ‘I’m loving it’⠀

Three blind mice⠀

The Holy Trinity⠀

Location location location⠀

‘See it, Say it, sorted’⠀

‘Stay home, Protect the NHS, Save lives’.

What kind of evidence is compelling and credible?

Naturally, not all evidence is equal – and what makes evidence compelling and credible will vary vastly depending on the point you are trying to make, and on your audience.

For example, if you want to demonstrate that your brand of sponge is popular to an audience of fathers, then survey results of 300 men, or the testimonial of a dad could count as great evidence.

If you are trying to persuade your audience about the dangers of a brand of sponge, that same evidence won’t cut muster. You’d need more scientifically rigorous data. A peer reviewed paper perhaps, or a quote from a leading scientist.

A few more good practices to check your evidence is reliable:

If you’ve obtained the quote or statistic from an online list, find out where it originally came from and check if it is accurately represented. It’s easy for messages to get distorted that way, and you don’t want to be at the end of a long Telephone Game.
In an era of fake news, double check that your source is credible. There are a few online guides to help you to detect whether you are dealing with a real or fake news story.
Check the date. This might seem obvious, but it’s worth doing! If your topic is topical, it’s not a good look to use supporting evidence from 2004 unknowingly.

Following the above steps will support your credibility.

Make it visual

Whilst testimonials can be convincing evidence, visuals are everything in a presentation, whether offline or online.

Making your evidence come to life visually will help your audience take in your message easily and effortlessly, especially if it is supported by exceptional delivery.

Ask yourself:

Can these statistics be turned into a chart?
Can these survey results be represented by an image?
What is the core message from a set of stats?

If you are sharing facts that have percentages in them, give each one its space in a slide, as with the example below.

An example of making statistics pop visually

So, there you have it – Habit 9 of The 12 Habits of Exceptional Presenters – Provide compelling and credible evidence. Evidence is used to back up or refute arguments, and it helps our audiences to make decisions at work. Using evidence allows us to work out what is effective and what is not and is critical to providing a persuasive presentation.

Want to find out more about the other 11 Habits of Exceptional Presenters?

You can download my guide to the 12 Habits of Exceptional Presenters right here.

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CBSE Class 12 Accountancy Project Guide 2023-24

CBSE Board , Class 12th
Team Vidya Setu
Last modified on Sep 15, 2023

Complete your CBSE Class 12 Accountancy Project In just 2 days with this blog. Accountancy is one of the most leveraged subjects for commerce students. For any doubts about how and what to prepare for the accountancy project, this blog will save you time and clear all your doubts.

The project on accountancy class 12 comprises high weightage that helps students raise their final exam percentage. It consists of 20 Marks, where ‘Relevance of the topic’ has 3 Marks, Research work has 6 marks, Presentation Technique has 3 marks, while Viva has the highest weightage of 8 marks, which is based on Accountancy Project Topics For Class 12 and some topics to be covered in Class 12 Accountancy Syllabus 2023-24 .

It is always said to score very well, and students should practice class 12 Accountancy Sample Paper 2023-24 . Students can also make notes to solve the Accountancy question paper to get an idea about the format of the final exam question paper. The 12 class accountancy project needs to be completed with authentic information and research work. Students can read Class 12 NCERT Accountancy Books in PDF format.

If students need to get the complete information about the Class 12 Accountancy Commerce Subject, then students can simply refer to the revised and updated Class 12 Accountancy Guide 2023-24 .

This article is designed to assist all the students who really want to have a brief of what an Accountancy Project of CBSE class 12 should be. This complete guide will surely answer all your questions related to contemplating the Accountancy Project file. Continue reading for the complete details.

Also Check: Accounts Project Class 11

CBSE Class 12 Accountancy Project Work Ideas

Download CBSE Class 12 Accountancy Project guidelines 2023-24
Marking scheme of CBSE class 12th Accountancy Project Work
CBSE class 12 Accountancy Project Work Written test Syllabus

CBSE Class 12 Accountancy Project: Scope

Viva of class 12th accountancy project, objectives of cbse class 12th accountancy project.

FAQs for Class 12 Accountancy Project Guide 2023-24

According to CBSE guidelines for the accounts project files, 2023-24 students need to prepare one specific project file and avoid making a comprehensive project file. The students can make a project file on the following ideas:

Ratio analysis :

Ratio analysis for Hindustan lever(HLL)
Ratio analysis for Indian tobacco Company(ITC)
Ratio analysis for Parle Agro-food
Cash flow analysis
Cash Flow analysis for Hindustan lever(HLL)
Cash Flow analysis for Indian tobacco Company(ITC)
Cash Flow analysis for Parle Agro-food

Segment analysis

Segment analysis for Hindustan lever(HLL)
Segment analysis for Indian tobacco Company(ITC)
Segment analysis for Parle Agro-food

CBSE Class 12 Accountancy Project Guidelines

This article is designed to assist all the students who really want to have a brief of what an Accountancy Project of class 12 should be. This complete guide will surely answer all your questions related to contemplating the Accountancy Project file. Continue reading for the complete details.

Marking scheme of CBSE class 12th Accountancy Project Work

Students can check the below table showing the CBSE Class 12 Accountancy Project Marking Scheme/Marks Distribution. The whole project comprises 20 Marks including all the important points to be covered in a report file including viva.

Marks are suggested to be given as –

CBSE class 12th Accountancy Project Work Written test Syllabus

The project work written test is scheduled by the school itself. CBSE has no interference in scheduling project tests and marks. The project written test will include chapters :

Common size analysis,
Ratio analysis,
Comparative analysis

To prepare for the CBSE accounts project test students will study from

Analysis of a financial statement by T.S Grewal,
DK Goel and
Chapter 4 Analysis of Financial Statements
Chapter 5 Accounting Ratios
Chapter 6 Cash Flow Statement

We have provided the flow chart suggesting the scope of the Accountancy project. Students can work on the following points one by one and you would be able to prepare the scoring report file.

How to Prepare the Class 12 Accountancy Project?

Students can follow some of the CBSE Class 12 Accountancy Project Guidelines before starting a project report:

Students can ask for different topic ideas from their respective teachers.
Students can prepare their projects in a group taking a single topic but all students need to prepare their individual Project files.
Choose a relevant topic to your Class 12 Accountancy Syllabus
i class=”bx bx-check-double”>Discuss your topic with your teacher and ask the required suggestions
i class=”bx bx-check-double”>Be aware of what you are preparing to present before the examiner
i class=”bx bx-check-double”>Your project file should be different from other students, at least 40%. Avoided writing long stories on any topic for an Accountancy project.
i class=”bx bx-check-double”>Do complete research on the topic before jumping into the preparations.
Do not exaggerate the single topic. It is important to write everything about the topic of the project work chosen. Students are supposed to focus on the specific features and write about them short and precise.
Taking proper guidance with your teachers is very essential for students to get the complete details on the chosen topic.

The final exam type is the VIVA, or oral exam, which the school itself schedules for the month of January. In VIVA, the students are asked questions about the presented project. The objective of scheduling VIVA is to ensure that the projects the students have completed have helped them develop an in-depth understanding of the topics.

To help the student understand the business situation and apply the analysis tools per the detailed project’s syllabus.
To instigate the ability to read accounting data from quarterly, half-yearly or annual reports of business firms and construing the information based on given guidelines to submit the desired information in the format that fulfils the guidelines’ criteria.

Students can go through the complete CBSE Class 12 Accountancy Project Guide that will help them in preparing their scoring project report file. This article contains Accountancy Project For Class 12 PDFs, Accountancy Project Guidelines, Accountancy Project Topics For Class 12, Scope of the Accountancy Project, Marking Scheme, and many more. Students looking for NCERT class 12 Accountancy solutions can use it free of cost at Vidya Setu.

Frequently Asked Questions

Q1. How to prepare for the Class 12 Accountancy Project?

A1. Students can refer to this Accountancy Project Guide to get complete information on project guidelines.

Q2. Can we get a Class 12 Accountancy Project Topic Idea from the NCERT Books?

A2. Yes, students can choose any topic from the class 12 Accountancy Syllabus of NCERT Book and start preparing the whole project.

Q3. Is it compulsory to prepare for the CBSE Class 12 Accountancy Project?

A3. Yes, it is compulsory to prepare a well-researched Class 12 Accountancy Project File because it consists of a 20 Marks Project File.

Q4: How to prepare for Class 12 Accountancy Project Viva-Voice?

A4: Students need to only have a well-research done on their topics chosen for the Accountancy Project for class 12. Examiner will ask the project topic-related questions.

Q5: What are the important questions for Accounts VIVA?

A5: VIVA for accounts project file will have all the questions from related project ideas only.

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CBSE Class 12 Accountancy Project Guide 2023-24

Accountancy in class 12 is one of the important subjects in the commerce stream. The CBSE board has released the class 12th syllabus 2023-24 for every subject. The class 12 accountancy syllabus covers many important concepts such as Income and Expenditure A/c, Receipt and Payment A/c, Balance Sheet and Accounting for Partnership. In this article, you will discuss details required for a comprehensive guide on Class 12 Accountancy Project.

CBSE Class 12 Accountancy Project guidelines 2023-24

Students should consider any one of the following for their Class 12 Accountancy project file:

Collect the source documents, and prepare vouchers, and transaction records with the help of vouchers.
Prepare a bank reconciliation statement with the help of the given cash book and the passbook that should contain from twenty to twenty-five transactions.
Comprehensive project of any sole proprietorship business. It may consist of the depiction of journal entries and their ledgering, trading and profit and loss account, preparation of trial balance, balance sheet, expenses, income and profit, assets, and liabilities in the form of a pie chart/bar diagram.

Marking scheme of CBSE class 12th Accountancy Project Work 2023-24

The marking scheme or the marks distribution for Accountancy Project Class 12 has been vividly divided for a fair result. The maximum mark for the project is 20 marks, which includes only the essential topics a student should cover in a report file (viva included).

Below is the table of the marking scheme:

CBSE class 12 Accountancy Project Work Written Test Syllabus 2023-24

The scheduling of the project work is done by the respective school. The CBSE does not interfere in scheduling projects, tests, and marks. The project-written test includes the following chapters:

Common size analysis,
Ratio analysis,
Cash flow analysis
Comparative analysis

Consider the following books for preparing the accounts project class 12:

Analysis of a financial statement by T.S Grewal,
DK Goel and
NCERT book: from NCERT books of class 12 of accountancy.

Chapter 4: Analysis of Financial Statements Chapter 5 : Accounting Ratios Chapter 6: Cash Flow Statement

Viva of Class 12th Accountancy Project 2023-24

In the CBSE curriculum, the final exam type is the Viva, also known as the oral exam, which is scheduled by the school only in January.

In the Viva, the questions asked are mainly project-related. This Viva aims to make sure that the students have developed in-depth knowledge and have a better understanding of the topic of their project.

Objectives of CBSE Class 12th Accountancy Project 2023-24

The objective of the account project class 12 is to help students in understanding the business situation and make use of the analysis tool based on the project’s topics.

It also prompts the skill required to read accounting data from quarterly, half-yearly, or annual reports of business firms. The idea of the accountancy project for class 12 is also for interpreting the information based on the given guidelines.

CBSE Class 12 Accountancy Project Work Ideas 2023-24

As per the Central Board of Secondary Education guidelines, the accounts project class 12, students can make a project file on the following ideas:

Ratio analysis: It compares the line-item data from a company’s financial statements to reveal insights regarding profitability, liquidity, operational efficiency, and solvency.

Cash flow analysis: This is done to examine the cash inflows and outflows of a company or a business to determine the working capital of the company.

Segment analysis: In this, the operations of a company are broken into manageable pieces or segments.

Consider the following companies for Ratio analysis, Cash flow analysis and Segment analysis:

Hindustan level (HLL)
Indian Tobacco Company (ITC)
Parle Agro-food

How to Prepare the Class 12 Accountancy Project 2023-24?

Follow the below-mentioned CBSE guidelines before starting a project report:

Take help from the respective teacher for different topic ideas. Projects can be prepared individually or in a group. However, each student must prepare his/her own individual project file.
Keep these things in mind while choosing a particular topic:
Make sure to choose the topic from the Class 12 Accountancy syllabus only.
Before starting, discuss the topic with the respective teacher for required suggestions.
Do not forget to prepare the topic before the viva.
Do not copy the project file from other students. It should be different from other students, at least 40%.
Avoid the long paragraphs or stories for an Accountancy project.
Make sure that you do a thorough research on the topic for easy execution of the project.

FAQs

Q1. How to prepare for the Class 12 Accountancy Project?

Ans: For preparing the accountancy project, students can refer to the CBSE Class 12 Accountancy Project Guide (2023-24) for all material required for the project guidelines.

Q2. Can we get a Class 12 Accountancy Project Topic Idea from the NCERT Books?

Ans: The NCERT books are the best option for choosing the Accountancy Project Topic. However, students can get help from teachers and the internet for writing the project.

Q3. Is it compulsory to prepare for the CBSE Class 12 Accountancy Project?

Ans: It is compulsory for students to prepare for the CBSE Class 12 Accountancy Project as it contains a 20 marks project file.

Q4. How to prepare for the Class 12 Accountancy Project Viva-Voice?

Ans: First and foremost, it is important for students to do thorough research on their respective topics and write only the information relevant to their class 12 accountancy syllabus. Examiners tend to ask questions related to the topic.

Q5. What are the important questions for Accounts VIVA?

Ans : Prepare the topic thoroughly that you have chosen, as most of the questions are project or syllabus-related only.

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Business Environment Project Class 12, Element, Topic

Business Environment Project, Definition and Its Factors is given here. In this article, you will get to know the factors affecting the business environment.

Table of Contents

Business Environment

The business environment is the collection of factors like employees, clients, supply and demand, management, clients, suppliers, investors, and a lot more. Business Environment affects the working of a company.

The business environment helps to identify the goals, planning, execution, and internal working of a company. The business environment is an integral part of any organization.

What is Business Environment?

Various forms of organization are available in a business environment. They are Sole Proprietorship, Partnership, Co-Operative Societies, Statutory Bodies, and Corporations.

Each form has a different company base, brand value, including the other properties. Sole Proprietorship companies are those where the company is owned by a sole person/family.

In partnership firms, two or more partners equally share the responsibilities of the company. They also have equal shares in the profit earned. Corporations are the ones where a huge number of employees work and have branches all over the region.

Business Environment- Definition

The phrase “ business environment ” refers to the whole of all individuals, groups, and other entities that operate independently of the industry but have the potential to influence its output. “Like the universe, withhold from it the subset that represents the system and the rest is environment,” wrote an unknown author. Therefore, an enterprise’s environment includes the financial, cultural, governmental, technological, and other elements that operate outside of it. The environment of an enterprise is made up of the specific clients or competing businesses, as well as the management, clientele, rivals, media, legal systems, and other organizations operating outside.

Business Environment Project Features

Complexity: The business world is complex, making it simple to comprehend certain aspects independently but challenging to comprehend all at once.
Relativity: The impact of the business climate varies from nation to nation, area to region, and company to company. For instance, juice producers would appreciate a movement in consumer preference from soft drinks to juices, whereas soft drink producers would see it as a threat.
The totality of external forces: A business firm’s environment is made up of all the forces and causes that are external to it.
Specific and general forces: Both specific and general forces are present in the business environment. Investors, rivals, consumers, and other specific forces have an impact on a business firm directly. In contrast, general forces, including social, political, economic, legal, and technological conditions, have an impact on a business firm indirectly.
Inter-relatedness: All dynamics and elements that affect a business environment are interconnected. For instance, growing interest in health care has increased demand for roasted snacks and organic food.
Dynamic: The nature of the business environment is always changing due to advancements in technology, shifts in consumer preferences, and other factors.

Business Environment Project Dimensions

Economic environment.

It alludes to the factors that influence business operations economically. Business is a recognized example of an economic organization. Its expansion and existence are therefore reliant on economic reasons. Numerous factors, including inflation, interest rates, price levels, the amount of money on the market, and others, are part of the economic environment. These elements can either present a business with an opportunity or a threat. As a result, management constantly works to seize chances and turn dangers into advantages.

Social Environment

A business’s social environment consists of long-standing traditions, cultures, and conventions. Any change in the social environment will have an impact on the availability of labor, capital, and consumer demand for a given good.

Technological Environment

The broad aspects of science and technology in which a business enterprise operates are referred to as the technological environment of a business. It contains forces related to innovation and technological advancement, which creates a newer foundation for manufacturing goods and services, as well as efficient company management processes and practices.

Political Environment

The broad characteristics of the political system in which a business enterprise operates are referred to as the political environment. These characteristics include political conditions like general peace and stability in the nation as well as particular attitudes that the elected government representatives have towards the business enterprise. These factors have a big impact on how the firm operates on a daily basis. Businessmen have more faith in political parties because they operate within the constraints of the political environment when there is political stability.

Legal Environment

It refers to the fundamental elements of the legislative framework under which a corporate firm operates, including the many laws the government introduces and passes in the parliament or state legislature. Additionally, administrative directives from courts and government agencies, as well as decisions based on committee recommendations, are involved.

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Business Environment Project Class 12 with Topic

Creating a project on the business environment for a class 12 course typically involves researching and presenting information about the various factors and forces that impact businesses. Here’s a general outline of what your project could include:

“Analyzing the Business Environment: Implications and Challenges”

Introduction:

Briefly introduce the concept of the business environment and its importance.
Explain the objectives of your project.

Chapter 1: Understanding the Business Environment

Define the business environment and its components.
Explain the significance of studying the business environment for companies.
Discuss the dynamic nature of the business environment.

Chapter 2: Internal Environment

Explain the internal factors that influence a business, such as organizational structure, culture, and resources.
Provide examples and case studies illustrating how these internal factors impact businesses.

Chapter 3: External Environment

Discuss the various components of the external environment, including the macro environment and micro environment.
Analyze the impact of factors like political, economic, social, technological, environmental, and legal forces on businesses.

Chapter 4: SWOT Analysis

Explain the concept of SWOT analysis (Strengths, Weaknesses, Opportunities, Threats).
Conduct a SWOT analysis for a chosen business to demonstrate the practical application of this tool.

Chapter 5: Competitive Environment

Explore the competitive forces that affect businesses, including Porter’s Five Forces model.
Analyze how these competitive forces can shape a business’s strategy.

Chapter 6: Global Business Environment

Discuss globalization and how it affects businesses.
Highlight the opportunities and challenges that arise from participating in the global economy.

Chapter 7: Regulatory Environment

Explain the importance of government regulations in the business environment.
Discuss how regulatory changes can impact businesses and provide examples.

Chapter 8: Social Responsibility and Business Ethics

Discuss the role of businesses in society and the concept of corporate social responsibility.
Explore the importance of ethical behavior in the business environment.

Chapter 9: Business Environment and Strategy

Explain how an understanding of the business environment is essential for strategic planning.
Provide examples of how businesses adapt their strategies based on environmental factors.

Chapter 10: Case Studies

Present real-world case studies that illustrate the impact of the business environment on different companies.
Analyze the strategies these companies used to navigate the challenges and opportunities.

Conclusion:

Summarize the key points of your project.
Emphasize the importance of businesses being adaptive and responsive to their environment.

Recommendations:

Provide recommendations for businesses on how to better navigate their respective business environments.

References:

Cite all the sources you’ve used for your project.
Include any additional data, charts, or graphs that support your project.

Presentation:

Prepare a PowerPoint presentation to accompany your project, summarizing the key points for your class presentation.

Elements of Business Environment Class 12 Project

A Class 12 project on the elements of the business environment typically involves an analysis of various factors that influence and affect businesses. Here are some key elements to include in your project:

Overview of the national and global economic conditions.
Factors like inflation, GDP growth, interest rates, and exchange rates.
Impact of economic policies on businesses.
Demographic trends and their influence on consumer behavior.
Social values, norms, and cultural factors affecting business decisions.
Social responsibility and ethics in business.
Government policies, regulations, and their impact on businesses.
Analysis of legal frameworks, contracts, and intellectual property rights.
Political stability and its effect on business operations.
Advancements in technology and their impact on business innovation.
Adoption of digital technologies, automation, and e-commerce.
Cybersecurity and data protection in the digital age.
Analysis of competitors in the industry.
Porter’s Five Forces analysis (bargaining power of suppliers, buyers, threat of new entrants, rivalry, and substitutes).
Strategies for sustainable competitive advantage.
Environmental regulations and sustainability practices.
Impact of climate change on businesses and their response.
Corporate social responsibility (CSR) and green initiatives.
International trade and globalization.
Export-import policies and barriers to global expansion.
Multinational corporations and global supply chains.
Population trends and their impact on market demand.
Age groups and generational differences affecting consumer preferences.
Workforce demographics and labor market dynamics.
Market segmentation and target customer analysis.
Market trends, demand-supply dynamics, and market research.
Marketing strategies and branding in a competitive market.
Economic Indicators:
Key economic indicators such as GDP, inflation rate, unemployment rate, and consumer confidence index.
How these indicators affect business decision-making.
Government Policies and Regulations:
Analysis of specific government policies and regulations relevant to your chosen business or industry.
How businesses comply with or adapt to these policies.
Business Ethics and Social Responsibility:
Discuss the importance of ethical business practices.
How businesses address social and environmental responsibilities.

In your project, you can choose to focus on one or more of these elements, depending on your interests and the scope of your project. Ensure that you provide relevant examples, case studies, and data to support your analysis. Also, consider the impact of the COVID-19 pandemic on the business environment, as it has had a significant influence on businesses worldwide.

Business Environment and Types

There are multiple factors by which we can decide the type of business organization. The factors include the brand value, size of the organization, quality of the work done by the company, etc. A business can be classified according to small-sized, medium-sized, and large organizations.

Relativity in the Business Environment

An ideal business environment is the one through which the company flourishes and the employee’s productivity is maximized. It can be achieved by taking proper measures that can help to establish the communication between the employees and the management of a company.

Regular checks can also be done to ensure whether the environment is safe and sound for the employees or not. The client’s feedback also can be taken to improve the business environment.

There should also be regular interactions between the people of higher positions in the company and the regular employees. This can help to spread the motive of the company. This will help the employees to have a specific target along with a valid reason to work in the organization.

Business Environment is required for a company for the following reasons.

Helps to plan the investment accordingly.
Helps to strategize plans and opportunities.
Helps to identify estimated loss that might occur if corrective measures are not taken in time.
Helps to manage resources.
Helps to measure the productivity of an employee in a company.
Helps to establish intercommunications between the different teams of a company.

These are the reasons why a business environment is helpful.

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Business Environment Features

Usually, management people are responsible to ensure the business environment in an organization. Also, the regular employees, clients, and the ones related to the company regularly are responsible for the proper functioning of a business environment.

(A) The totality of External Forces in Business Environment

The business environment includes everything which is outside the organization.
If we add all these forces and systems, they will form a business environment for the organization.

Example: When Coca-Cola & Pepsi got permission from Govt. of India to set up their business in India, it was an opportunity for them and a threat for local manufacturers like gold spot, camp-cola, etc to improve their business.

(B) Specific and General Forces in Business Environment

Specific forces are those forces that directly affect the operational activities of the business enterprise like manpower,raw material, etc.
Example: Suppliers, Customers, Investors, Competitors, Financers, etc.
General forces are those forces that indirectly affect the functioning of business enterprises.

Example: Economic, Social, Political, Legal, and Technological conditions of business.

Different forces of the business environment are interrelated to each other.
In a Business Environment System, one component of the business environment affects the functioning of various other components.

Example: The increased life expectancy of people and awareness of health consciousness has increased the demand for many health products like diet coke, olive oil, organic products and so many health products.

(D) Dynamic Nature of Business Environment

The business environment is dynamic in nature and it keeps on changing in terms of many components :

(a) Technological improvement in Business Environment,

(b) Shifts in consumer preferences in the market,

Example: Many established companies in FMCG (Fast Moving Consumer goods) sector are focusing on producing goods with natural ingredients with the entry of ‘Patanjali Products’ in the market.

(E) Uncertainty in Business Environment

The rapid changes in the business environment cannot be predicted accurately because of future uncertainties in the market.
It is very difficult task to predict the changes in the economic and social environment of the Business Environment.

Example : There has been a sharp decline in the prices of Android smartphones due to the entry of many new companies in the market.

(F) Complexity in Business Environment

All forces of the Business environment are interrelated and dynamic, which makes it difficult to understand for newer onces.
The complex nature of the Business environment can be understood if we study it in parts.

(G) Relativity in Business Environment

Business Environment differs from place to place, region to region, and country to country.

Example: In China and South Korea, the electricity to the industry is provided at cheaper rates as the consumption increases, and hence, it leads to mass production whereas, in India, it is otherwise, higher consumption of electricity leads to costly electricity to industies which results in lower production & higher cost of production in India.

Business Environment and Its Affecting Factors

External factors.

A socio-economic entity is a business. As a result, society’s numerous facets are fundamental to the success or failure of every organization as well as to the environment it operates in. PESTLE is a phrase frequently used to describe elements in the external business environment. Political, economic, social, technological, legal, and environmental factors are all represented by this acronym.

Political Factors

Every component of politics has an impact on a business, from the geographic political climate to the international relations it maintains. While some nations have business-friendly legislation, others have business-restrictive laws. The state of local politics and how it interacts with other nations have a significant impact on the state of business.

Technical Aspects

One of the main forces in today’s world is technology. Businesses that are unable to keep up with the current technological advancement are finding it difficult to survive. And companies that are utilizing technology to their advantage are outpacing their rivals. Over the past few decades, IT has established itself as a major industry.

Economic variables

The majority of nations currently experience extremely unstable economies. And this applies to all businesses, big and small. The existence of the open market has, nevertheless, also proven very advantageous for enterprises. The majority of big companies must constantly be mindful of their influence due to the volatility of the global economy.

Internal Factors

An organization in the business is defined by the forces that exist inside it. These include the managerial style, the level of machinery utilized, and the work environment. The main internal elements that influence the business environment are listed below.

Human Resources

A relatively recent idea that has taken over the business world is human resources. Human resources are responsible for managing personnel on a micro level while firms get bigger every day. As a result, it is crucial to establish the business environment.

Physical Resources

Every business needs resources to function, and how these resources are managed has a significant impact on the environment inside the company.

Enterprise Path

Every business has a reason for being and a goal to accomplish. The business path is made up of these two elements and how the company envisions itself in the future. These lay out the adjustments that will be made to the corporate structure.

One of the key components of the internal business environment is the hierarchical or non-hierarchical structure of the company that establishes the roles of each employee and management. Different corporate structures exist, including matrix, bureaucratic, and functional ones.

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Why is the business environment unreliable?

It is argued that the business environment is unpredictable since it is challenging to foresee future events, particularly when environmental changes occur too often.

What does a dynamic work environment mean?

A dynamic environment is one where business is taking place and changing quickly.

Why is the concept of the business environment relative?

Since business environments vary from nation to nation and even region to region, they are a relative concept.

What constitutes the primary elements of the business environment?

The business environment has five aspects. These are the areas of the economy, social, law, politics, and technology.

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Business Environment Project Class 12, Element, Topic_170.1

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CBSE Class 12 Sociology Project List: Detailed Overview

CBSE Sociology Project Class 12: Breakdown of Marks

Guidelines for CBSE Sociology Project Class 12

4. Viva-Voce

Conclusion

Scientific Presenting: Using Evidence-Based Classroom Practices to Deliver Effective Conference Presentations

Amy Prunuske

Shannon B. Seidel

BACKWARD DESIGN YOUR PRESENTATION: GOALS AND AUDIENCE CONSIDERATIONS

SCIENTIFIC PRESENTING: USING A SCIENTIFIC TEACHING PERSPECTIVE TO DESIGN CONFERENCE PRESENTATIONS

Challenge: Engagement in Learning

Challenge: Equity and Participation

Challenge: Receiving Feedback

NAVIGATING BARRIERS TO SCIENTIFIC PRESENTING

STRUCTURING A CONFERENCE TO FACILITATE SCIENTIFIC PRESENTING

Acknowledgments

Biology Investigatory Project : Class-12 | What is it & How to write it ?

Why is it important?

How to write the report of the investigatory project?

Front Page / Cover Page

Certificate

Acknowledgement

Table of Contents

Objective / Aim of the project

Introduction / Theory

Materials required

Observation / Result

Analysis and interpretation

Discussion:

Limitation:

Conclusion:

Bibliography / References

How to format the report in MS Word?

How to write the project report in case of a theory based investigatory project?

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Overview of Semester-Long EBP Project

Evidence-Based Practice Project

Components of the Project

Detailed Sections of the EBP Poster:

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CBSE Class 12 English Project Guide 2024: Topics, Guidelines

CBSE Class 12 English Project Guidelines

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