INTRODUCTION
Ned Herrmann is Father of brain dominance technology. He drew on the work of Sperry and developed the theory brain dominance where people develop a dominant mode of thinking preference. These can range from an analytical "left brain" approach to "right brain" approaches involving pattern matching and intuitive understanding. These preferences have their roots in our genetic makeup and how it affects our underlying cognitive capabilities. For example left-right handed preferences have been observed in the womb. As we develop we tend to respond with our strongest abilities as these lead to quicker short-term rewards. This can create a positive feedback system that will strengthen those abilities. Eventually this can lead to a powerful preference for one style over the other and a dislike and discomfort for other modes of thinking.
This universe consists of both living and non-living organisms, in science living organisms are evolved from single cell and day by day, year by year end million by million years. These single celled organisms modify their internal and external appearance and structure also. This continuous modifying process is collectively called as evolution.
In this evolutionary process only one organ ism has got the amazing growth and a stationary place in the evolutionary tree i.e., evaluation of Man. Man plays a vital role in the change of environment and the world. Discoveries and inventions are made by man. The rapid growth of science and technology is the best example for human’s thirst for achievement and proper utilization of brain
All the modification, changes, new inventions made by the man, man can change anything in the universe. Now, the Computer, Super Computer, Engineering, Medical, Marine, Space and all the places men are dominating; these modification and changes occur in this universe because of the proper utilization of human Brain.
Human brain contains the different lobes. i.e., left lobe or left hemisphere, right lobes or right hemisphere and moderate lobe or central hemisphere. Each part has its own functions and activities which decide one’s thinking styles and their problem solving skills.
Thinking and problem-solving is considered as cognitive abilities, the chief characteristics which distinguish human beings from other species including the higher animals. Good poetry, a highly developed computer or a robot, a beautiful painting, or magnificent buildings are all products of the thinking, reasoning and problem-solving capabilities of their creators and inventors. Even to understand, appreciate or put these in to use, we have employ our powers of thinking, and problem solving. The challengers and problems faced by the individual, or by society, in general, are solved through serious efforts involving thinking and problem solving. The powers of thinking and problem solving may thus be considered to be the essential tools for the welfare and meaningful existence of the individual as well as society. In this research the investigator tries to learn something about the processes involved in the thinking and problem solving behavior of higher secondary students.
BACKGROUND OF THE STUDY
Deslauries, Denise (2008) conducted the study on, Students’ problem solving and understanding in learning mathematics through conceptually and procedurally focused instruction: A situated discourse approach.
The results were indicated that the different instructional conditions were implemented with consistency. Within the problem-based instruction frame work and for the same problem-solving activity, it was possible for the tutor to maintain the focus on concepts Vs procedures. Although both approaches were equally beneficially to students, they affected the student’s cognitive activity differently. Students’ talk was more procedural in both approaches, but their speech was more balanced between concepts and procedures in CFI than in PH, indicating that student’s cognitive processes were transferred differently from the modeling to the coaching discourse. These findings have implications for policymakers in education standards. Future research is recommended top extend such findings to other populations of students and to additional types of teaching approaches.
Cakir, Murat perit (2009) conducted the study on How online small groups co-construct mathematical artifacts to do collaborative problem solving
The findings of the dissertation arrived at through ethno methodologically- informed case studies of online sessions are organized along three dimensions.
(a) Mathematical affordances. White board and chat spaces allow teams’ to-co-construct multiple realizations of relevant mathematical artifacts. Contributions remain persistently available for subsequent manipulation and reference in the shared visual field. The persistence of contributions facilities the management of multiple threads of activities across deal media. The sequence of actions that lead to the construction and modification of shared inscriptions makes the visual reasoning process visible.
(b) Co ordination methods. Team members achieve a sense of sequential organization across dual media through temporal co ordination of their chat posting and drawings. Groups enact referential uses of available features to allocate their attention to specific object in the shared visual field and to associate them with locally defend terminology. Drawing and text messages are used together as semiotic resources in mutually elaborating ways.
(c) Group understanding. Team develops shared mathematical understanding through joint recognition of connections among narrative, graphical and symbolic realizations of the mathematical artifacts that they have co-constructed to address their shared task. The interactional organization of the co-construction work establishes an indexical ground as support for the creation and maintenance of a shared problem space for the group. Each new contribution is made sense of in relation to this persistently available and shared indexical ground, which evolves sequentially as new contributions modify the sense of previous contributions.
Rousseau, Donna (2009) conducted the study on Improving mathematical problem solving skills: the journey to success.
The purpose of this study was top determined if problem solving skills can be improved though the use of an interdisciplinary programmes incorporating reading, music and mathematics. The study was conducted in seven fifth grade classrooms and addresses the need to teach problem solving to improve overall mathematics learning.
There was a statistically significant different between the gain scores of each of the treatment groups. The low ability treatment groups had mean gain of 3.84, while the low ability control group had a mean gain of 0.73, showing a statistically significant difference between gain scores of the two low ability groups. There scores are an important findings in this study, implying that the students in the low ability treatment programme class room were able to retain and apply the problem solving strategies learned from the program and improve their post test score.
In addition, when comparing the mean scores of the treatment group as a whole from pretest to posttest, the mean increased from 12.855 to 15.605, a gain of 2.750. The mean scores for the combined control groups also increased from pretest to post test from 15.605 to 16.790, a gain of only 1.774. This was another positive finding from the study.
The teachers implementing the treatment programme were very positive toward the story and the lessons. The greatest challenge they faced was time. The students were enthusiastic about the story part of the program and doing the problem in class.
Kim, Mihyeon (2009) fount that the Relationship between thinking style differences and choice for high-achieving high school students.
The findings of this study demonstrated that the effect of programme on different thinking styles was significant (P<.05) and the effect of gender on different thinking style was significant (P<.01). Also, the findings showed that external thinking g style was a good predictor for choosing the social science area for torture caners. However, students with a higher external thinking style chose computer and math areas 73% less than students with lower external thinking style. Also findings of the study demonstrated that students’ passions for a specific subject and family environment were also important factors influencing caver choices of high achieving high school students.
The study suggested the important of taking thinking styles into consideration for the careered development of high-achieving adolescents. In addition, the environmental influences of parents, family, and schools are also important considerations for study’s career development, along with students with inherent interest in a subject. Therefore, parents, teachers, and guidance counselor should be recognizing their own critical role in shaping students’ career development.
SINGNIFICANCE 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 effect when thinking becomes increasingly more complex. Although each sides of brain have its own set of in information processing and thinking.
Thinking styles in higher secondary is a turning point in an individual life. Therefore cerebral dominance and thinking style are very closely related. Thinking style refers to the knowledge attained or skills developed in the school subjects, usually designed by test, art and craft creative works given by the teachers or by different concepts assigned by teachers. Thinking style of the students depends upon so many factors. Cerebral dominance is one of the factors. This factor is in positive, and then they will lead to good thinking styles which in turn help the students to develop their problem solving skills. Therefore the investigator has selected the problem.
STATEMENT OF THE PROBLEM
TITLE
BRAIN DOMINANCE, THINKING STYLES AND PROBLEM SOLVING SKILLS OF THE HIGHER SECONDARY STUDENTS
OPERATIONAL DEFINITIONAL DEFINITIONIS
The investigator adopted the following operational definitions for the terms used in this title.
BRAIN DOMINANCE
Each People have 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. Cerebral dominance refers to the extreme use of left or right or whole brain
THINKING STYLES
Thinking is behaviour which is often implicit and hidden and in which symbols (images, ideas, and concepts) are ordinarily employed. Garrett (1968)
Here, it refers to the way of using the mind to form the different thoughts like synthesis thinking, idealistic thinking, pragmatic thinking, analytical thinking and realistic thinking at their higher secondary level.
PROBLEM SOLVING SKILLS
“Problem solving is a process of overcoming difficulties that appear to interfere with the attainment of a goal. It is a procedure of making adjustment in spite of interferences”. Skinner (1968)
Here, Problem solving refers to the mental process and is part of the larger problem process that includes problem finding and problem shaping. Considered the most complex of all intellectual functions, problem solving has been defined as higher-order cognitive process that requires the modulation and control of more routine or fundamental skills. Problem solving occurs when an organism or an artificial intelligence system needs to move from a given state to a desired goal state.
Higher Secondary students
Here, it refers to the Students studying in XI and XII standards in higher secondary schools.
GENERAL OBJECTIVES
1. To find out the level of brain dominance of the higher secondary students
2. To find out the level of thinking styles of the higher secondary students
3. To find out the level of problem solving skills of the higher secondary students
4. To find out the relationship between brain dominance and thinking styles of the higher secondary students.
5. To find out the relationship between thinking styles and problem solving skills of the higher secondary students.
6. To find out the relationship between brain dominance and problem solving skills of the higher secondary students.
SPECIFIC OBJECTIVES
1. BRAIN DOMINANCE OF THE HIGHER SECONDARY STUDENTS
a. To find out whether there is any significant difference between higher secondary students in their brain dominance with respect to the background variables such as (a) Gender (b) Locality Residence (c) Type of family, (d) medium of instruction, (e) Locality of the school
b. To find out whether there is any significant difference among higher secondary students in their Brain Dominance with respect to the background variables such as (a) Educational District (b) Community, (c) Religion, (d) Birth order, (e) Type of school, (f) Nature of school
c. To find out whether there is any significant association between brain dominance of higher secondary students with respect to the background variables such as (a) Family Income(b) Parent’s Education, (c) Parent’s Occupation
2. THINKING STYLES OF THE HIGHER SECONDARY STUDENTS
a. To find out whether there is any significant difference between higher secondary students in their Thinking styles with respect to the background variables such as (a) Gender (b) Locality Residence (c) Type of family, (d) medium of instruction, (e) Locality of the school
b. To find out whether there is any significant difference among higher secondary students in their Thinking styles with respect to the background variables such as (a) Educational District (b) Community, (c) Religion, (d) Birth order, (e) Type of school, (f) Nature of school
c. To find out whether there is any significant association between Thinking styles of higher secondary students with respect to the background variables such as (a) Family Income(b) Parent’s Education, (c) Parent’s Occupation
3. PROBLEM SOLVING SKILLS OF THE HIGHER SECONDARY STUDENTS
a. To find out whether there is any significant difference between higher secondary students in their Problem solving skills with respect to the background variables such as (a) Gender (b) Locality Residence (c) Type of family, (d) medium of instruction, (e) Locality of the school
b. To find out whether there is any significant difference among higher secondary students in their Problem solving skills with respect to the background variables such as (a) Educational District (b) Community, (c) Religion, (d) Birth order, (e) Type of school, (f) Nature of school
c. To find out whether there is any significant association between Problem solving skills of higher secondary students with respect to the background variables such as (a) Family Income(b) Parent’s Education, (c) Parent’s Occupation
4. RELATIONSHIP BETWEEN BRAIN DOMINANCE AND THINKING STYLES OF THE HIGHER SECONDARY STUDENTS
To find out whether there is any significant relationship between brain dominance and thinking styles of the higher secondary students with respect to the background variables (a) Educational District (b) Gender (c) Residence (d) Type of family, (e) Birth order, (f) Community, (g) Religion, (h) Medium of instruction, (i) Locality of the school (j) Type of school, (k) Nature of school (l) Family Income(m) Parent’s Education, (n) Parent’s Occupation
5. RELATIONSHIP BETWEEN THINKING STYLES AND PROBLEM SOLVING SKILLS OF THE HIGHER SECONDARY STUDENTS
To find out whether there is any significant relationship between thinking styles and problem solving skills of the higher secondary students with respect to the background variables (a) Educational District (b) Gender (c) Residence (d) Type of family, (e) Birth order, (f) Community, (g) Religion, (h) Medium of instruction, (i) Locality of the school (j) Type of school, (k) Nature of school (l) Family Income(m) Parent’s Education, (n) Parent’s Occupation
6. RELATIONSHIP BETWEEN BRAIN DOMINANCE AND PROBLEM SOLVING SKILLS OF THE HIGHER SECONDARY STUDENTS
To find out whether there is any significant relationship between brain dominance and problem solving skills of the higher secondary students with respect to the background variables (a) Educational District (b) Gender (c) Residence (d) Type of family, (e) Birth order, (f) Community, (g) Religion, (h) Medium of instruction, (i) Locality of the school (j) Type of school, (k) Nature of school (l) Family Income(m) Parent’s Education, (n) Parent’s Occupation
NULL HYPOTHESES
1. BRAIN DOMINANCE OF THE HIGHER SECONDARY STUDENTS
a. There is no significant difference between higher secondary students in their brain dominance with respect to the background variables such as (a) Gender (b) Locality Residence (c) Type of family, (d) medium of instruction, (e) Locality of the school
b. There is no significant difference among higher secondary students in their Brain Dominance with respect to the background variables such as (a) Educational District (b) Community, (c) Religion, (d) Birth order, (e) Type of school, (f) Nature of school
c. There is no significant association between brain dominance of higher secondary students with respect to the background variables such as (a) Family Income(b) Parent’s Education, (c) Parent’s Occupation
2. THINKING STYLES OF THE HIGHER SECONDARY STUDENTS
a. There is no significant difference between higher secondary students in their Thinking styles with respect to the background variables such as (a) Gender (b) Locality Residence (c) Type of family, (d) medium of instruction, (e) Locality of the school
b. There is no significant difference among higher secondary students in their Thinking styles with respect to the background variables such as (a) Educational District (b) Community, (c) Religion, (d) Birth order, (e) Type of school, (f) Nature of school
c. There is no significant association between Thinking styles of higher secondary students with respect to the background variables such as (a) Family Income(b) Parent’s Education, (c) Parent’s Occupation
3. PROBLEM SOLVING SKILLS OF THE HIGHER SECONDAY STUDENTS
a. There is no significant difference between higher secondary students in their Problem solving skills with respect to the background variables such as (a) Gender (b) Locality Residence (c) Type of family, (d) medium of instruction, (e) Locality of the school
b. There is no significant difference among higher secondary students in their Problem solving skills with respect to the background variables such as (a) Educational District (b) Community, (c) Religion, (d) Birth order, (e) Type of school, (f) Nature of school
c. There is no significant association between Problem solving skills of higher secondary students with respect to the background variables such as (a) Family Income(b) Parent’s Education, (c) Parent’s Occupation
4. RELATIONSHIP BETWEEN BRAIN DOMINANCE AND THINKING STYLES OF THE HIGHER SECONDARY STUDENTS
There is no significant relationship between brain dominance and thinking styles of the higher secondary students with respect to the background variables (a) (a) Educational District (b) Gender (c) Residence (d) Type of family, (e) Birth order, (f) Community, (g) Religion, (h) Medium of instruction, (i) Locality of the school (j) Type of school, (k) Nature of school (l) Family Income(m) Parent’s Education, (n) Parent’s Occupation
5. RELATIONSHIP BETWEEN THINKING STYLES AND PROBLEM SOLVING SKILLS OF THE HIGHER SECONDARY STUDENTS
There is no significant relationship between thinking styles and problem solving skills of the higher secondary students with respect to the background variables (a) Educational District (b) Gender (c) Residence (d) Type of family, (e) Birth order, (f) Community, (g) Religion, (h) Medium of instruction, (i) Locality of the school (j) Type of school, (k) Nature of school (l) Family Income(m) Parent’s Education, (n) Parent’s Occupation
6. RELATIONSHIP BETWEEN BRAIN DOMINANCE AND PROBLEM SOLVING SKILLS OF THE HIGHER SECONDARY STUDENTS
There is no significant relationship between brain dominance and problem solving skills of the higher secondary students with respect to the background variables (a) Educational District (b) Gender (c) Residence (d) Type of family, (e) Birth order, (f) Community, (g) Religion, (h) Medium of instruction, (i) Locality of the school (j) Type of school, (k) Nature of school (l) Family Income(m) Parent’s Education, (n) Parent’s Occupation
TOOLS PROPOSED TO USE
The following tools will be used for data collection.
1. Brain dominance inventory
2. Thinking styles inventory
3. Problem solving skills
METHOD PROPOSED TO USE
The investigator has proposed to adopt survey method for the present study.
Population for the Study
The population for the study will be the higher secondary students in Tirunelveli District
SAMPLE
The investigator will use stratified random sampling technique for selecting the sample. The investigator will visit the higher secondary schools in Tirunelveli, Tutuicorin and Kanyakumari districts for collection of data. The sample will consist of 800 higher secondary students.
STATISTICAL TECHNIQUE PROPOSED TO USE
For analyzing data for following statistical techniques will be used.
1. Mean standard deviation
2. Fixing levels.
3. ANOVA
4. Chi-Square test
5. Critical ration test(t’ test)
6. Pearson product moment co-efficient of correlation and
7. Multiple correlations
LIMITATION FOR THE STUDY
1. The study is limited to the three Educational districts in Tirunelveli District.
2. Only the higher secondary students are taken as the sample.
CHAPTERISATION
Chapter I : Introduction and conceptual frame work
Chapter II : Review of related Literature
Chapter III : Methodology
Chapter IV : Analysis of Data
Chapter V : Findings, Conclusions and Suggestions
Time budgeting
The investigator has proposed the following breakup of the schedule for the completion of the research work.
a. Collection of literature 5 Months
b. Construction and validation of tools 5 Months
c. Collection of data 5 Months
d. Data analysis 5 Months
e. Chapter writing 5 Months
f. Typing and binding 5 Months
g. Editing and revising 6 Months
Total 36 Months
Friday, July 16, 2010
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
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