Thursday, December 31, 2009
Tuesday, December 29, 2009
Thursday, August 13, 2009
MOBILIZATION OF RESOURCES FOR QUALITY EDUCATION
MOBILIZATION OF RESOURCES FOR QUALITY EDUCATION
Resources is nothing but the collection of knowledge in the form of primary source and secondary source i.e., man and materials. In this resources can be establish the high and better education while which is using right time in the right direction. In the field of education and other departments we can produce any type of successful and quality solution or report with the help of the resources.
Sources and relevance of learning experience
Some of the sources which help the students to get experiences for learning purposes are given below.
Home: Right from the birth, the child learns everything such as sitting, walking, running, talking, reading etc. from home. A home can be called one non-formal institution.
Society: This is also one of the non-formal institutions. Experiences which are relished by the society, not relished by the society can also be team as experiences from the society.
Peer Group: The experiences which are experience through the peer group also provide learning. In addition, qualities like honesty, friendly; being cordial etc. can be acquired from the peer group.
School and College: school and colleges are miniature society. This is formal institution where learning experience are provided in a systematic manner. The various activities organized in the schools and colleges provide different learning experiences to the students.
Resources
Resources are nothing but using original material and sources in the teaching learning process. By providing first hand experience this resources leads to better understanding of the subjects. There are two types of resources they are,
1. Primary sources
2. Secondary sources
Primary sources
Primary sources include physical remains or relics of unconscious testimony in far off historical sites, roads, pyramids, human remains, clothing, food, fortification, utensils, pottery, building, implements, machinery, furniture, weapons, fine arts and museum pieces of many kinds, inscription, chiseled stories, monuments, tombs, coins, stamps, tape strips, sceneries and portraits, sculptures, historical paintings, etc.
Consciously transmitted information in the form of oral or written testimony.
Oral tradition includes ballads, anecdotes, tales and saga.
Written sources include constitutions, charters, court decision, official minutes or records, autobiographies letters diaries, genealogies, contracts, deeds, wills, permits, licenses, affidavits, deposition, declarations, proclamations, certificates, bills, receipts, magazines and newspapers, accounts, advertisement, maps, diagrams, books, pamphlets, films, catalogues, paintings, inscriptions, recordings, transcriptions and research reports.
Experiments, Excursion and Visits, Exhibition they are also the major primary sources.
Secondary sources
These are those sources which are written by those who are not on the scene of the event. They simply describe the reports of those persons who either participated in an event or were eye witnesses to the events. Generally they are several times removed from the original firsthand account of events and as such they are usually of limited worth.
An act passed by the parliament is a primary data whereas its extracts published in newspapers are covered by the secondary data. The report of the University Education Commission is primary data but content are published in textbooks from the secondary data. Many history textbooks and encyclopedias are examples of secondary sources.
Utilizing Library Resources
Library is a resource centre which is extensively used by all members of the school family. It helps the teacher to enrich curriculum and facilities personal and professional reading. It helps the students to gain meaningful experiences in reading thinking and forming independent judgments. To the community, it provides for recreational and hobby interests. Library can this justify its position as a basic tool for instructional programme. Because of the above reasons library occupies a unique position in modern school and it cannot be replaced by any other agencies.
The important functions of library are:
(i) It provides material for instructions and for reading.
(ii) It stimulates reading for recreation and enjoyment
(iii) It teaches the technique of using the library effectively.
(iv) It provides the opportunities to students to assume responsibility.
Materials for library
1. Library should contain useful audio-visual aids required for teaching the subjects. The educational pictures, charts, maps, posters about all the subjects should be in the library.
2. Text-books
3. Reference Materials
4. Literary Materials
5. Sources Materials
Community resources
Community resources are nothing but the resources which is considered as a laboratory for providing first hand learning about the ways of living. If a well equipped teacher developed a planned programme he can bring the school and community quite close to each other.
Using community resources:
To achieve great efficiency in teaching the teacher should consider the following community resources.
1. Daily experiences
2. Study tours
3. Informal walks
4. Places of civics interest
5. Visit to places of cultural interest
6. Places of geographical interest
Materials used for research
a. Journals
b. Encyclopedia
c. Magazines
d. Websites
e. Online resources
f. Books
g. Project reports
h. Administrative documents
Suggestion for quality education on using resources
1. All the resources should be available in all the schools, colleges and universities.
2. Encyclopedia, journals, and text books should be digitalized and disseminate as an open sources.
3. Online libraries must be insisted in all the educational institutions.
4. Resources must be accessible to the students.
5. Universities should inform about the current available resources to all the educational institutions in order to improve their teaching learning process.
6. Teachers should motivate and encourage their students about the usage of online resources.
7. For pupils learning and satisfaction of teaching adequate convenient and attractive facilities must be provided by the institutions.
Conclusion
All these can provide tangible and concrete resources which are quite interesting meaningful and dynamic for teaching learning process. Students can gain concrete knowledge in different ways. Resources on the whole should aim at enabling the learners to acquire knowledge, develop concepts and inculcate skills, attitudes, values and habits conducive to the all round development of their personality and commensurate with the social, cultural, economic and environment realities.
References
1. Methods of teaching social studies, B.N Dash and Dr. I.V RadhaKrishnamoorthy.
2. Teaching of History., Nirmal Yadav
3. Teaching of History, J.C Aggarwal.
4. University News A weekly journal of higher education, Vol. 45. No. 13. March, 2007.
X. Vengo Regis *
IntroductionResources is nothing but the collection of knowledge in the form of primary source and secondary source i.e., man and materials. In this resources can be establish the high and better education while which is using right time in the right direction. In the field of education and other departments we can produce any type of successful and quality solution or report with the help of the resources.
Sources and relevance of learning experience
Some of the sources which help the students to get experiences for learning purposes are given below.
Home: Right from the birth, the child learns everything such as sitting, walking, running, talking, reading etc. from home. A home can be called one non-formal institution.
Society: This is also one of the non-formal institutions. Experiences which are relished by the society, not relished by the society can also be team as experiences from the society.
Peer Group: The experiences which are experience through the peer group also provide learning. In addition, qualities like honesty, friendly; being cordial etc. can be acquired from the peer group.
School and College: school and colleges are miniature society. This is formal institution where learning experience are provided in a systematic manner. The various activities organized in the schools and colleges provide different learning experiences to the students.
Resources
Resources are nothing but using original material and sources in the teaching learning process. By providing first hand experience this resources leads to better understanding of the subjects. There are two types of resources they are,
1. Primary sources
2. Secondary sources
Primary sources
Primary sources include physical remains or relics of unconscious testimony in far off historical sites, roads, pyramids, human remains, clothing, food, fortification, utensils, pottery, building, implements, machinery, furniture, weapons, fine arts and museum pieces of many kinds, inscription, chiseled stories, monuments, tombs, coins, stamps, tape strips, sceneries and portraits, sculptures, historical paintings, etc.
Consciously transmitted information in the form of oral or written testimony.
Oral tradition includes ballads, anecdotes, tales and saga.
Written sources include constitutions, charters, court decision, official minutes or records, autobiographies letters diaries, genealogies, contracts, deeds, wills, permits, licenses, affidavits, deposition, declarations, proclamations, certificates, bills, receipts, magazines and newspapers, accounts, advertisement, maps, diagrams, books, pamphlets, films, catalogues, paintings, inscriptions, recordings, transcriptions and research reports.
Experiments, Excursion and Visits, Exhibition they are also the major primary sources.
Secondary sources
These are those sources which are written by those who are not on the scene of the event. They simply describe the reports of those persons who either participated in an event or were eye witnesses to the events. Generally they are several times removed from the original firsthand account of events and as such they are usually of limited worth.
An act passed by the parliament is a primary data whereas its extracts published in newspapers are covered by the secondary data. The report of the University Education Commission is primary data but content are published in textbooks from the secondary data. Many history textbooks and encyclopedias are examples of secondary sources.
Utilizing Library Resources
Library is a resource centre which is extensively used by all members of the school family. It helps the teacher to enrich curriculum and facilities personal and professional reading. It helps the students to gain meaningful experiences in reading thinking and forming independent judgments. To the community, it provides for recreational and hobby interests. Library can this justify its position as a basic tool for instructional programme. Because of the above reasons library occupies a unique position in modern school and it cannot be replaced by any other agencies.
The important functions of library are:
(i) It provides material for instructions and for reading.
(ii) It stimulates reading for recreation and enjoyment
(iii) It teaches the technique of using the library effectively.
(iv) It provides the opportunities to students to assume responsibility.
Materials for library
1. Library should contain useful audio-visual aids required for teaching the subjects. The educational pictures, charts, maps, posters about all the subjects should be in the library.
2. Text-books
3. Reference Materials
4. Literary Materials
5. Sources Materials
Community resources
Community resources are nothing but the resources which is considered as a laboratory for providing first hand learning about the ways of living. If a well equipped teacher developed a planned programme he can bring the school and community quite close to each other.
Using community resources:
To achieve great efficiency in teaching the teacher should consider the following community resources.
1. Daily experiences
2. Study tours
3. Informal walks
4. Places of civics interest
5. Visit to places of cultural interest
6. Places of geographical interest
Materials used for research
a. Journals
b. Encyclopedia
c. Magazines
d. Websites
e. Online resources
f. Books
g. Project reports
h. Administrative documents
Suggestion for quality education on using resources
1. All the resources should be available in all the schools, colleges and universities.
2. Encyclopedia, journals, and text books should be digitalized and disseminate as an open sources.
3. Online libraries must be insisted in all the educational institutions.
4. Resources must be accessible to the students.
5. Universities should inform about the current available resources to all the educational institutions in order to improve their teaching learning process.
6. Teachers should motivate and encourage their students about the usage of online resources.
7. For pupils learning and satisfaction of teaching adequate convenient and attractive facilities must be provided by the institutions.
Conclusion
All these can provide tangible and concrete resources which are quite interesting meaningful and dynamic for teaching learning process. Students can gain concrete knowledge in different ways. Resources on the whole should aim at enabling the learners to acquire knowledge, develop concepts and inculcate skills, attitudes, values and habits conducive to the all round development of their personality and commensurate with the social, cultural, economic and environment realities.
References
1. Methods of teaching social studies, B.N Dash and Dr. I.V RadhaKrishnamoorthy.
2. Teaching of History., Nirmal Yadav
3. Teaching of History, J.C Aggarwal.
4. University News A weekly journal of higher education, Vol. 45. No. 13. March, 2007.
Tuesday, August 11, 2009
SWINE FLU
H1N1- Swine Flu Symptoms
If your child has any flu-like symptoms, it may be the Swine flu. The symptoms of this virus are like many others. Monitor their symptoms and look for a high fever over 101 degrees following a cold. Worsening cough is also a sign of Swine Flu. If you are treating your child for flu, and their cough worsens, it is a symptom of the virus.
2
Look for a Rash
Look for a rash that accompanies the fever. This is an indication of Swine Flu infection. The child may also have a blue color to their skin. This indicates a lack of oxygen and requires immediate emergency care.
3
Stops Drinking
If your child quits drinking fluids do not hesitate to rush them to the emergency room. Dehydration is a killer for young children. In addition, if they have explosive diarrhea or vomiting you should seek immediate emergency treatment.
Breathing Problems
If they appear to be breathing quickly or having any shortness of breath, get them help quickly. The faster you get emergency help in this situation, the more likely they will suffer no adverse affects.
Body Aches
If they act as if they are in pain when you hold them, or try to wriggle away because they appear uncomfortable, it could indicate severe body pain. Get them to a treatment facility immediately. This is an indication of a Swine Flu virus infection.
Flat Affect
If they are not maintaining eye contact, or appear flat in affectation this is a warning sign of severe viral infection. Get to an emergency facility.
Will Not Wake Up
Finally, if you are unable to wake your child, call an ambulance immediately. Do not hesitate in this situation. Swine Flu is a deadly virus and can be treated with antiviral medications such as Tamiflu so getting your child treated immediately can save your child's life. The Swine Flu epidemic is likely to get worse before it gets better and it is important to be aware of symptoms of the virus that may require emergency care.
Q&A of Swine Flu
What can I do to protect myself from catching influenza A(H1N1)?
The main route of transmission of the new influenza A(H1N1) virus seems to be similar to seasonal influenza, via droplets that are expelled by speaking, sneezing or coughing. You can prevent getting infected by avoiding close contact with people who show influenza-like symptoms (trying to maintain a distance of about 1 metre if possible) and taking the following measures:
• avoid touching your mouth and nose;
• clean hands thoroughly with soap and water, or cleanse them with an alcohol-based hand rub on a regular basis (especially if touching the mouth and nose, or surfaces that are potentially contaminated);
• avoid close contact with people who might be ill;
• reduce the time spent in crowded settings if possible;
• improve airflow in your living space by opening windows;
• practise good health habits including adequate sleep, eating nutritious food, and keeping physically active.
What about using a mask? What does WHO recommend?
If you are not sick you do not have to wear a mask.
If you are caring for a sick person, you can wear a mask when you are in close contact with the ill person and dispose of it immediately after contact, and cleanse your hands thoroughly afterwards.
If you are sick and must travel or be around others, cover your mouth and nose.
Using a mask correctly in all situations is essential. Incorrect use actually increases the chance of spreading infection.
How do I know if I have influenza A(H1N1)?
You will not be able to tell the difference between seasonal flu and influenza A(H1N1) without medical help. Typical symptoms to watch for are similar to seasonal viruses and include fever, cough, headache, body aches, sore throat and runny nose. Only your medical practitioner and local health authority can confirm a case of influenza A(H1N1).
What should I do if I think I have the illness?
If you feel unwell, have high fever, cough or sore throat:
• stay at home and keep away from work, school or crowds;
• rest and take plenty of fluids;
• cover your nose and mouth when coughing and sneezing and, if using tissues, make sure you dispose of them carefully. Clean your hands immediately after with soap and water or cleanse them with an alcohol-based hand rub;
• if you do not have a tissue close by when you cough or sneeze, cover your mouth as much as possible with the crook of your elbow;
• use a mask to help you contain the spread of droplets when you are around others, but be sure to do so correctly;
• inform family and friends about your illness and try to avoid contact with other people;
• If possible, contact a health professional before traveling to a health facility to discuss whether a medical examination is necessary.
Should I take an antiviral now just in case I catch the new virus?
No. You should only take an antiviral, such as oseltamivir or zanamivir, if your health care provider advises you to do so. Individuals should not buy medicines to prevent or fight this new influenza without a prescription, and they should exercise caution in buying antivirals over the Internet.
What about breastfeeding? Should I stop if I am ill?
No, not unless your health care provider advises it. Studies on other influenza infections show that breastfeeding is most likely protective for babies - it passes on helpful maternal immunities and lowers the risk of respiratory disease. Breastfeeding provides the best overall nutrition for babies and increases their defense factors to fight illness.
When should someone seek medical care?
A person should seek medical care if they experience shortness of breath or difficulty breathing, or if a fever continues more than three days. For parents with a young child who is ill, seek medical care if a child has fast or labored breathing, continuing fever or convulsions (seizures).
Supportive care at home - resting, drinking plenty of fluids and using a pain reliever for aches - is adequate for recovery in most cases. (A non-aspirin pain reliever should be used by children and young adults because of the risk of Reye's syndrome.)
Should I go to work if I have the flu but am feeling OK?
No. Whether you have influenza A(H1N1) or a seasonal influenza, you should stay home and away from work through the duration of your symptoms. This is a precaution that can protect your work colleagues and others.
Can I travel?
If you are feeling unwell or have symptoms of influenza, you should not travel. If you have any doubts about your health, you should check with your health care provider
The Union Government has identified the Communicable Disease Hospital, 87, T.H. Road, Tondiarpet, as the isolation facility, specifically for testing suspected swine flu patients in Chennai. The government has set up a screening facility at the Chennai International Airport for all the inbound passengers to prevent the spread of H1N1. Doctors from the Hospital are round the clock screening the passengers at the Airport.
Key Contact center for Swine Flu in Tamil Nadu
1. Communicable Disease Hospital, 87, T.H. Road, Tondiarpet, Chennai, Tamil Nadu {Isolation Facility} [Dr. Lakshmi- 044-25912688. M- 09841250567]
2. Annal Gandhi Memorial Hospital, Puthur, Trichy-17, Tamil Nadu {Isolation and Critical care} [Dr. Veerapande – 09443913446]
3. Dist. Headquarter Hospital, Mannapari {Isolation Facility} [Dr. Veerapande – 09443913446]
4. Coimbatore Medical College Hospital, Trichy Road, Coimbatore, Tamil Nadu {Isolation and Critical care} [Dr. Kumaran – 09442012555]
5. Swine Flu Help line Chennai- 044 - 2432 1569
A confirmed case of swine flu infection is a person with an acute respiratory illness with laboratory confirmed swine flu infection by one or more of the following tests:
• Real-time RT-PCR
• Viral culture
• Two laboratories in Tamil Nadu — Kings Institute of Preventive Medicine and Christian Medical College, Vellore — and JIPMER in Puducherry are authorised to screen people for the infection. Throat swabs will be sent to the National Institute of Communicable Diseases, New Delhi and the National Institute of Virology, Pune, for verification.
More information can be found in the following links:
1. www.mohfw.nic.in and www.nicd.nic.in
2. http://www.swinefluindia.com
3. http://en.wikipedia.org/wiki/2009_flu_pandemic
4. http://www.who.int/csr/disease/swineflu/frequently_asked_questions/what/en/index.html
5. http://www.npr.org/templates/story/story.php?storyId=103506962
6. http://www.ehow.com/how_4933047_flu-symptoms-baby-young-child.html
If your child has any flu-like symptoms, it may be the Swine flu. The symptoms of this virus are like many others. Monitor their symptoms and look for a high fever over 101 degrees following a cold. Worsening cough is also a sign of Swine Flu. If you are treating your child for flu, and their cough worsens, it is a symptom of the virus.
2
Look for a Rash
Look for a rash that accompanies the fever. This is an indication of Swine Flu infection. The child may also have a blue color to their skin. This indicates a lack of oxygen and requires immediate emergency care.
3
Stops Drinking
If your child quits drinking fluids do not hesitate to rush them to the emergency room. Dehydration is a killer for young children. In addition, if they have explosive diarrhea or vomiting you should seek immediate emergency treatment.
Breathing Problems
If they appear to be breathing quickly or having any shortness of breath, get them help quickly. The faster you get emergency help in this situation, the more likely they will suffer no adverse affects.
Body Aches
If they act as if they are in pain when you hold them, or try to wriggle away because they appear uncomfortable, it could indicate severe body pain. Get them to a treatment facility immediately. This is an indication of a Swine Flu virus infection.
Flat Affect
If they are not maintaining eye contact, or appear flat in affectation this is a warning sign of severe viral infection. Get to an emergency facility.
Will Not Wake Up
Finally, if you are unable to wake your child, call an ambulance immediately. Do not hesitate in this situation. Swine Flu is a deadly virus and can be treated with antiviral medications such as Tamiflu so getting your child treated immediately can save your child's life. The Swine Flu epidemic is likely to get worse before it gets better and it is important to be aware of symptoms of the virus that may require emergency care.
Q&A of Swine Flu
What can I do to protect myself from catching influenza A(H1N1)?
The main route of transmission of the new influenza A(H1N1) virus seems to be similar to seasonal influenza, via droplets that are expelled by speaking, sneezing or coughing. You can prevent getting infected by avoiding close contact with people who show influenza-like symptoms (trying to maintain a distance of about 1 metre if possible) and taking the following measures:
• avoid touching your mouth and nose;
• clean hands thoroughly with soap and water, or cleanse them with an alcohol-based hand rub on a regular basis (especially if touching the mouth and nose, or surfaces that are potentially contaminated);
• avoid close contact with people who might be ill;
• reduce the time spent in crowded settings if possible;
• improve airflow in your living space by opening windows;
• practise good health habits including adequate sleep, eating nutritious food, and keeping physically active.
What about using a mask? What does WHO recommend?
If you are not sick you do not have to wear a mask.
If you are caring for a sick person, you can wear a mask when you are in close contact with the ill person and dispose of it immediately after contact, and cleanse your hands thoroughly afterwards.
If you are sick and must travel or be around others, cover your mouth and nose.
Using a mask correctly in all situations is essential. Incorrect use actually increases the chance of spreading infection.
How do I know if I have influenza A(H1N1)?
You will not be able to tell the difference between seasonal flu and influenza A(H1N1) without medical help. Typical symptoms to watch for are similar to seasonal viruses and include fever, cough, headache, body aches, sore throat and runny nose. Only your medical practitioner and local health authority can confirm a case of influenza A(H1N1).
What should I do if I think I have the illness?
If you feel unwell, have high fever, cough or sore throat:
• stay at home and keep away from work, school or crowds;
• rest and take plenty of fluids;
• cover your nose and mouth when coughing and sneezing and, if using tissues, make sure you dispose of them carefully. Clean your hands immediately after with soap and water or cleanse them with an alcohol-based hand rub;
• if you do not have a tissue close by when you cough or sneeze, cover your mouth as much as possible with the crook of your elbow;
• use a mask to help you contain the spread of droplets when you are around others, but be sure to do so correctly;
• inform family and friends about your illness and try to avoid contact with other people;
• If possible, contact a health professional before traveling to a health facility to discuss whether a medical examination is necessary.
Should I take an antiviral now just in case I catch the new virus?
No. You should only take an antiviral, such as oseltamivir or zanamivir, if your health care provider advises you to do so. Individuals should not buy medicines to prevent or fight this new influenza without a prescription, and they should exercise caution in buying antivirals over the Internet.
What about breastfeeding? Should I stop if I am ill?
No, not unless your health care provider advises it. Studies on other influenza infections show that breastfeeding is most likely protective for babies - it passes on helpful maternal immunities and lowers the risk of respiratory disease. Breastfeeding provides the best overall nutrition for babies and increases their defense factors to fight illness.
When should someone seek medical care?
A person should seek medical care if they experience shortness of breath or difficulty breathing, or if a fever continues more than three days. For parents with a young child who is ill, seek medical care if a child has fast or labored breathing, continuing fever or convulsions (seizures).
Supportive care at home - resting, drinking plenty of fluids and using a pain reliever for aches - is adequate for recovery in most cases. (A non-aspirin pain reliever should be used by children and young adults because of the risk of Reye's syndrome.)
Should I go to work if I have the flu but am feeling OK?
No. Whether you have influenza A(H1N1) or a seasonal influenza, you should stay home and away from work through the duration of your symptoms. This is a precaution that can protect your work colleagues and others.
Can I travel?
If you are feeling unwell or have symptoms of influenza, you should not travel. If you have any doubts about your health, you should check with your health care provider
The Union Government has identified the Communicable Disease Hospital, 87, T.H. Road, Tondiarpet, as the isolation facility, specifically for testing suspected swine flu patients in Chennai. The government has set up a screening facility at the Chennai International Airport for all the inbound passengers to prevent the spread of H1N1. Doctors from the Hospital are round the clock screening the passengers at the Airport.
Key Contact center for Swine Flu in Tamil Nadu
1. Communicable Disease Hospital, 87, T.H. Road, Tondiarpet, Chennai, Tamil Nadu {Isolation Facility} [Dr. Lakshmi- 044-25912688. M- 09841250567]
2. Annal Gandhi Memorial Hospital, Puthur, Trichy-17, Tamil Nadu {Isolation and Critical care} [Dr. Veerapande – 09443913446]
3. Dist. Headquarter Hospital, Mannapari {Isolation Facility} [Dr. Veerapande – 09443913446]
4. Coimbatore Medical College Hospital, Trichy Road, Coimbatore, Tamil Nadu {Isolation and Critical care} [Dr. Kumaran – 09442012555]
5. Swine Flu Help line Chennai- 044 - 2432 1569
A confirmed case of swine flu infection is a person with an acute respiratory illness with laboratory confirmed swine flu infection by one or more of the following tests:
• Real-time RT-PCR
• Viral culture
• Two laboratories in Tamil Nadu — Kings Institute of Preventive Medicine and Christian Medical College, Vellore — and JIPMER in Puducherry are authorised to screen people for the infection. Throat swabs will be sent to the National Institute of Communicable Diseases, New Delhi and the National Institute of Virology, Pune, for verification.
More information can be found in the following links:
1. www.mohfw.nic.in and www.nicd.nic.in
2. http://www.swinefluindia.com
3. http://en.wikipedia.org/wiki/2009_flu_pandemic
4. http://www.who.int/csr/disease/swineflu/frequently_asked_questions/what/en/index.html
5. http://www.npr.org/templates/story/story.php?storyId=103506962
6. http://www.ehow.com/how_4933047_flu-symptoms-baby-young-child.html
Tuesday, July 28, 2009
Juvenile Delinquents
Juvenile Delinquents
01. Definition:
• From a legal point of view, a person between 15 and 20( this age varies from country to country-India 16, USA 17) who involves or indulges in anti-social activity.
• In USA, a JD is one who breaks the law is a vagrant, persists in disobeying orders, whose behaviour endangers his own moral life as well as others .
• From psychological point of view, any and every child of either sex between 15 and 18 who commits a crime, irrespective of the fact that he is apprehended or not, is a JD.
• Therefore, JD is one who forcibly possesses the property of another or causes its damage, indulges in anti-social activity etc.
• From legal point of view, those who are not apprehended are not criminals but according to psychology, all such offenders are criminals.
• New Meyer says that a delinquent is a person under age who is guilty of anti-social act and whose misconduct is an infraction of law.
02. Causes of JD:
• A. social causes:
1. Defects of Family:
a. Broken families- absence of intimacy
b. Attitude of parents- scolding by parents
c. Character& conduct of parents-immoral behaviour of mother
d. Influence of brothers and sisters
2. defects of School:
a. attitude of teachers
b. attitude of peers
c. attitude of management-discipline and punishment
d. curriculum-boring ,not recreating
3. Living area:
a. crime dominated area
b. poor living condition
c. war-affected conditions
4. Bad company
5. Recreation:
a. absence of Recreation
b. defective recreation
6. Displacement
• B. Psychological Causes:
a. intellectual weakness
b. mental diseases
c. characteristics of personality
d. emotional instability
• C. Economic causes
a. poverty leading to crime
03. Techniques to cure JD
a. play therapy
b. painting to express his emotions
c. cultural programmes
04. treatment and prevention of delinquency:
• being sympathy and affectionate towards them
• create congenial atmosphere at home and school; do not reject them
• provide good models and moral character
• watch over children’s activities and friends
• provide extra activities
• proper co-ordination between home and school with proper guidance
01. Definition:
• From a legal point of view, a person between 15 and 20( this age varies from country to country-India 16, USA 17) who involves or indulges in anti-social activity.
• In USA, a JD is one who breaks the law is a vagrant, persists in disobeying orders, whose behaviour endangers his own moral life as well as others .
• From psychological point of view, any and every child of either sex between 15 and 18 who commits a crime, irrespective of the fact that he is apprehended or not, is a JD.
• Therefore, JD is one who forcibly possesses the property of another or causes its damage, indulges in anti-social activity etc.
• From legal point of view, those who are not apprehended are not criminals but according to psychology, all such offenders are criminals.
• New Meyer says that a delinquent is a person under age who is guilty of anti-social act and whose misconduct is an infraction of law.
02. Causes of JD:
• A. social causes:
1. Defects of Family:
a. Broken families- absence of intimacy
b. Attitude of parents- scolding by parents
c. Character& conduct of parents-immoral behaviour of mother
d. Influence of brothers and sisters
2. defects of School:
a. attitude of teachers
b. attitude of peers
c. attitude of management-discipline and punishment
d. curriculum-boring ,not recreating
3. Living area:
a. crime dominated area
b. poor living condition
c. war-affected conditions
4. Bad company
5. Recreation:
a. absence of Recreation
b. defective recreation
6. Displacement
• B. Psychological Causes:
a. intellectual weakness
b. mental diseases
c. characteristics of personality
d. emotional instability
• C. Economic causes
a. poverty leading to crime
03. Techniques to cure JD
a. play therapy
b. painting to express his emotions
c. cultural programmes
04. treatment and prevention of delinquency:
• being sympathy and affectionate towards them
• create congenial atmosphere at home and school; do not reject them
• provide good models and moral character
• watch over children’s activities and friends
• provide extra activities
• proper co-ordination between home and school with proper guidance
Wednesday, July 22, 2009
National Level seminar Paper Presentation
KOLB’S LEARNING STYLE
X. VENGO REGIS
Introduction
David A. Kolb is a professor of organizational behavioural in the Weatheread School of management. He was born in 1939, joined the school in 1946. Kolb received his bachelor of arts from Knox College in 1961, his MA from Harvard in 1964 and his PhD from Harvard in 1967. Besides his work on experiential learning, David A. Kolb is also known for his contribution to thinking around organizational behavior (1995a; 1995b). He has an interest in the nature of individual and social change, experiential learning, career development and executive and professional education.
Kolb’s experiential learning theory (learning styles) model
Kolb's learning theory sets out four distinct learning styles (or preferences), which are based on a four-stage learning cycle. (This might also be interpreted as a 'training cycle'). In this respect Kolb's model is particularly elegant, since it offers both a way to understand individual people's different learning styles, and also an explanation of a cycle of experiential learning that applies to us all.
Kolb includes this 'cycle of learning' as a central principle his experiential learning theory, typically expressed as four-stage cycle of learning, in which 'immediate or concrete experiences' provide a basis for 'observations and reflections'. These 'observations and reflections' are assimilated and distilled into 'abstract concepts' producing new implications for action which can be 'actively tested' in turn creating new experiences.
Kolb says that ideally (and by inference not always) this process represents a learning cycle or spiral where the learner 'touches all the bases', i.e., a cycle of experiencing, reflecting, thinking, and acting. Immediate or concrete experiences lead to observations and reflections. These reflections are then assimilated (absorbed and translated) into abstract concepts with implications for action, which the person can actively test and experiment with, which in turn enable the creation of new experiences.
Kolb's model therefore works on two levels - a four-stage cycle:
- Concrete Experience - (CE)
- Reflective Observation - (RO) (information, idea)
- Abstract Conceptualization - (AC)
- Active Experimentation - (AE) (helpful)
and a four-type definition of learning styles, (each representing the combination of two preferred styles, rather like a two-by-two matrix of the four-stage cycle styles, as illustrated below), for which Kolb used the terms:
- Diverging (CE/RO)
- Assimilating (AC/RO)
- Converging (AC/AE)
- Accommodating (CE/AE)
LEARNING STYLES (This interpretation was amended and revised March 2006)
Kolb explains that different people naturally prefer a certain single different learning style. Various factors influence a person's preferred style: notably in his experiential learning theory model (ELT) Kolb defined three stages of a person's development, and suggests that our propensity to reconcile and successfully integrate the four different learning styles improves as we mature through our development stages. The development stages that Kolb identified are:
- Acquisition - birth to adolescence - development of basic abilities and 'cognitive structures'
- Specialization - schooling, early work and personal experiences of adulthood - the development of a particular 'specialized learning style' shaped by 'social, educational, and organizational socialization'
- Integration - mid-career through to later life - expression of non-dominant learning style in work and personal life.
Whatever influences the choice of style, the learning style preference itself is actually the product of two pairs of variables, or two separate 'choices' that we make, which Kolb presented as lines of axis, each with 'conflicting' modes at either end:
Concrete Experience - CE (feeling) -----V-----Abstract Conceptualization - AC (thinking)
Active Experimentation - AE (doing) -----V----- Reflective Observation - RO (watching)
A typical presentation of Kolb's two continuums is that the east-west axis is called the Processing Continuum (how we approach a task), and the north-south axis is called the Perception Continuum (our emotional response, or how we think or feel about it).
These learning styles are the combination of two lines of axis (continuums) each formed between what Kolb calls 'dialectically related modes' of 'grasping experience' (doing or watching), and 'transforming experience' (feeling or thinking)
The word 'dialectically' is not widely understood, and yet carries an essential meaning, namely 'conflicting' (its ancient Greek root means 'debate' - and I thank P Stern for helping clarify this precise meaning). Kolb meant by this that we cannot do both at the same time, and to an extent our urge to want to do both creates conflict, which we resolve through choice when confronted with a new learning situation. We internally decide whether we wish to do or watch, and at the same time we decide whether to think or feel.
The result of these two decisions produces (and helps to form throughout our lives) the preferred learning styles, hence the two-by-two matrix below.
| | Doing (active Experimentation – (AE) | Watching (Reflective Observation –RO) |
| Feeling (Concrete Experience – CE) | Accommodating (CE/AE) | Diverging (CE/RO) |
| Thinking ( Abstract Conceptualization – AC) | Converging (AC/AE) | Assimilation (AC/RO) |
Thus, for example, a person with a dominant learning style of 'doing' rather than 'watching' the task, and 'feeling' rather than 'thinking' about the experience, will have a learning style which combines and represents those processes, namely an 'Accommodating' learning style, in Kolb's terminology.
Diverging (feeling and watching - CE/RO)
1. These people are able to look at things from different perspectives.
2. They are sensitive.
3. They prefer to watch rather than do, tending to gather information and use imagination to solve problems.
4. They are best at viewing concrete situations several different viewpoints. Kolb called this style 'Diverging' because these people perform better in situations that require ideas-generation,
5. For example,
a. Brainstorming, People with a Diverging learning style have broad cultural interests and like to gather information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts.
6. People with the Diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback.
Assimilating (watching and thinking - AC/RO)
1. The Assimilating learning preference is for a concise, logical approach.
2. Ideas and concepts are more important than people.
3. These people require good clear explanation rather than practical opportunity.
4. They excel at understanding wide-ranging information and organizing it a clear logical format.
5. People with an Assimilating learning style are less focused on people and more interested in ideas and abstract concepts.
6. People with this style are more attracted to logically sound theories than approaches based on practical value.
7. These learning style people are important for effectiveness in information and science careers.
8. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.
Converging (doing and thinking - AC/AE)
1. People with a Converging learning style can solve problems and will use their learning to find solutions to practical issues.
2. They prefer technical tasks, and are less concerned with people and interpersonal aspects.
3. People with a Converging learning style are best at finding practical uses for ideas and theories.
4. They can solve problems and make decisions by finding solutions to questions and problems.
5. People with a Converging learning style are more attracted to technical tasks and problems than social or interpersonal issues.
6. A Converging learning style enables specialist and technology abilities.
7. People with a Converging style like to experiment with new ideas, to simulate, and to work with practical applications.
Accommodating (doing and feeling - CE/AE)
1. The Accommodating learning style is 'hands-on', and relies on intuition rather than logic.
2. These people use other people's analysis, and prefer to take a practical, experiential approach.
3. They are attracted to new challenges and experiences, and to carrying out plans.
4. They commonly act on 'gut' instinct rather than logical analysis.
5. People with an Accommodating learning style will tend to rely on others for information than carry out their own analysis.
6. This learning style is prevalent and useful in roles requiring action and initiative.
7. People with an Accommodating learning style prefer to work in teams to complete tasks.
8. They set targets and actively work in the field trying different ways to achieve an objective.
Reference
M.Ed Research Article
RELATIONSHIP BETWEEN BRAIN DOMINANCE AND ACADEMIC ACHIEVEMENT OF HIGHER SECONDARY STUDENTS IN ZOOLOGY
X. VENGO REGIS
INTRODUCTION
If a man of a last century rises to life today he will find it difficult to recognize the face of the earth. The science and technology has developed by leaps and bounds. Man, being a social animal finds meaning only in relation with other; at the same time he is a thinking being. The thinking activity reflects his existence. Thus, by applying his i.e. dreams and expectations mind on the reality, he is able to effect a vast change in his living. Differentiated from the animals with his sixth sense, he projects himself as a supreme creature in the world. In other words, the man exploits god-given brain to the maximum and makes his living a meaningful one. His brain activity is classified further, under science into left-brain and right brain. Scientists, after a long research of human activities, have found out the dominance of brain particularly in the process of education.
Education is a main force which influences the quality of life; it adds new dimensions to our present and future scenario. It is a tool in the hands of elders towards the construction of new society. By analyzing the brain dominance of the students and designing the curriculum to suit the needs of the students we will be able to mould the young generation as the future citizen of our country. Therefore it is imperative that we analyze the relationship between brain dominance and academic achievement of higher secondary students.
BRAIN DOMINANCE AND ACADAMIC ACHIEVEMENT
Brain Dominance
Each person has a dominant side of the brain. Individuals who are predominantly left sides tend to be more verbal, analytical and problem solvers; while individuals who are predominantly right sided tend to be artistic, good with mathematics, and more visual in nature. Brain dominance refers to the extreme use of left or right or whole brain.
Achievement
It refers to performance in given skill or body of knowledge.
SIGNIFICANCE OF THE STUDY
We have a natural tendency towards one way of thinking, two sides of our brain work together in our everyday lives. The right side of the brain focuses on the visual, and processes information in an intuitive and simultaneous way, looking first at the whole picture then the details. The focus of the left brain is verbal, processing information in an analytical and sequential way, looking first at the pieces then putting them together to get the whole. Educators must make provisions for individual; differences in learning styles by providing alternative grouping arrangements, instructional material, time frames and so on. Instruction for beginning language learners, in particular, should take into account their need for context-rich, meaningful environments. Individual differences in learning style may not be a simple matter of personal preference, but rather of individual differences in the hardwiring of the brain and thus, beyond individual control. Most people have dominant side of brain. Dominance goes into affect when thinking becomes increasingly more complex. Although each sides of brain have its own set of in information processing and thinking.
Achievement in higher secondary is a turning point in an individual life. Therefore brain dominance and achievement are very closely related. Achievement refers to the knowledge attained or skills developed inn the school subjects, usually designed by test scores or by marks assigned by teachers. Achievement of the students depends upon so many factors. Brain dominance is one of the factors. This factor is in positive, and then they will lead to good achievement. Therefore this study gives importance to higher secondary students. So the investigator selected the problem.
OBJECTIVES OF THE STUDY
1. To find out the level of brain dominance and its dimensions of the higher secondary students in zoology, with reference to background variables.
2. To find out the level of achievement of higher secondary students in zoology with reference to background variables.
HYPOTHESES OF THE STUDY
1. To find out the significance difference in brain dominance and its dimensions of higher secondary students with reference to nature of management.
2. To find out the significance difference in brain dominance and its dimensions of higher secondary students with reference to medium of instruction.
3. To find out the significant difference in achievement of the higher secondary students in zoology with reference to sex.
METHOD OF STUDY
The present investigation was undertaken by using the survey method among higher secondary students in Cheranmahadevi educational district. Survey method is a procedure in which data is systematically collected from a population through some from of direct solicitation such as interview, questionnaire and attitude scales. Survey referees to the gathering of the data regarding current condition, an academic achievement, the quarterly examination of the higher secondary students had taken and the scores were statistically treated to find out the effectiveness.
TOOL USED IN THIS STUDY
The investigation of the present study has chosen the following tool for data collection, that is, brain dominance inventory tool developed by Evelyn C. Davis, Ed.D.
STATISTICAL TECHNIQUE USED
In this present investigation the following statistical techniques were used.
1. Measure of central; tendency (Mean)
2. Measure of variability (Slandered Deviation)
3. t test (to be find the level of significance)
4. ANOVA and
5. Chi-square
SAMPLE OF THE STUDY
The present study consists of 200 samples which are consists of 112 girls and 88 boys were taken from pure science and math biology group students in higher secondary. The sample was taken from Cheranmahadevi educational district which is come under the Tirunelveli district, TamilNadu, India.
Table. 1
difference between government and private school management students with reference to brain dominance and its dimensions
Dimension | Nature of Management | Mean | S.D | N | df | ‘t’ | Remark |
| Right hemisphere (a) | Govt. | 12.43 | 3.53 | 93 | 198 | 2.67 | S |
| Private | 11.17 | 3.09 | 107 | ||||
| Left hemisphere (b) | Govt. | 9.75 | 5.34 | 93 | 198 | 1.30 | NS |
| Private | 8.91 | 3.50 | 107 | ||||
| Middle hemisphere (c) | Govt. | 15.56 | 4.33 | 93 | 198 | 2.24 | S |
| Private | 5.01 | 4.80 | 107 |
Since, the calculated value of ‘t’ is greater that the table value (1.96) at 5% level for 198 degree of freedom, the Null hypothesis is rejected.
When compare to the mean score of the Government and private school students with reference to the right hemispheric dominance (a), government school (M=12.43) students are better than the Private school (M=11.17) students.
When compare to the mean score of the Government and private school students with reference to the middle hemispheric dominance (c), Private school (M=4.80) students are better than the Government school (M=4.33) students.
Since, the calculated value of ‘t’ is less than the table value (1.96) at 5% level for 198 degrees of freedom; the hypothesis 1 b is accepted.
TABLE. 2
difference between english medium and tamil medium students with reference to brain dominance and its dimensions
Dimension | Medium of instruction | Mean | S.D | N | df | ‘t’ | Remark |
| Right hemisphere (a) | Tamil | 11.33 | 3.74 | 15 | 198 | 0.46 | NS |
| English | 11.73 | 3.33 | 185 | ||||
| Left hemisphere (b) | Tamil | 11.00 | 3.18 | 15 | 198 | 2.06 | S |
| English | 9.16 | 4.53 | 185 | ||||
| Middle hemisphere (c) | Tamil | 12.00 | 4.02 | 15 | 198 | 2.31 | S |
| English | 14.52 | 4.64 | 185 |
Since, the calculated value of‘t’ is greater the table value (1.96) at 5% level for 198 degree of freedom, the Null hypothesis is rejected.
When compare to mean scores of Tamil and English medium students with reference to left hemispheric dominance (b), English medium students (M=11.73) are better than the Tamil medium (M=11.33) students
When compare to mean scores of Tamil and English medium students with reference to middle hemispheric dominance (c), English medium students (M=14.52) are better than the Tamil medium (M=12.00) students.
Since, the calculated value of‘t’ is less than the table value (1.96) at 5% level for 198 degrees of freedom, the hypothesis 2 a, is accepted.
Table. 3
difference between 16 year old students and 17 year old students with reference to academic achievement with respect to age
| Variable | Category | Mean | S.D | N | df | t | Remark |
| AGE | 16 | 65.24 | 16.60 | 75 | 198 | 1.52 | NS |
| 17 | 68.69 | 3.67 | 125 |
Since, the calculated value of‘t’ is less than table value (1.96) at 5% level for 198 degree of freedom, the Null hypothesis 3 is accepted.
IMPORTANT FINDINGS
1. When compare to the mean score of the Government and private school students with reference to the right hemispheric dominance (a), government school (M=12.43) students are better than the Private school (M=11.17) students in their brain dominance.
When compare to the mean score of the Government and private school students with reference to the middle hemispheric dominance (c), Private school (M=4.80) students are better than the Government school (M=4.33) students in their brain dominance.
2. When compare to mean scores of Tamil and English medium students with reference to left hemispheric dominance (b), English medium students (M=11.73) are better than the Tamil medium (M=11.33) students in their brain dominance.
When compare to mean scores of Tamil and English medium students with reference to middle hemispheric dominance (c), English medium students (M=14.52) are better than the Tamil medium (M=12.00) students in their brain dominance.
3. There is no significant difference between 16 and 17 year old students in their academic achievement. But, when compare to the mean scores, 17 year old student are better (M=68.69) than 16 year old students (M=65.24)
RECOMMENDATIONS
1. The teachers can be trained in operating computer system, so that they could create power point slides and use flash movie maker for better learning and information gathering.
2. The teachers can be trained to prepare learning materials which are whole brain compatible.
3. The teachers can be given training on ICT based pedagogy.
4. The students may be trained use different styles of learning.
5. The teachers can use McCarthy’s 4 MAT models for teaching in Zoology.
6. The teachers can be given training on multiple intelligence based teaching.
REFERENCE
1. Aggarwal, J.C. (2000) “Essential of educational psychology” Vikas publishing House Pvt. Limited, New Delhi.
2. Best John W., Kahn, and James (1998) Research in education. Prentice Hall of India Pvt. Ltd. New Delhi
3. Dwivedi, R.S. (1997) “Research methods in Behavioural sciences” Macmillan India limited
4. Kathleen M Galotti (1999) Cognitive psychology” an international publishing company
5. Taschetta, J.J. (1990) “The whole brain approach in teaching engineering technology” New York.
6. Gonzales-Mena, Janet (1977) “Right Brain thinking and Teacher Education. Published by journal articles of opinion papers, vol.66 page no. 31-46 sep.1982.
7. Marini, A. Carlomangno, S. (2005) “The role played by the Right Hemisphere in the organization of complex textual structures”. Journal of Brain and language vol.93, page no.46-54, April 2005.
Subscribe to:
Comments (Atom)