An International Peer Reviewed
International Journal for Educational Research Studies
FACTORS AFFECTING SUCCESS OF FAST MOVING CONSUMER GOODS: A PANORAMIC VIEWThis paper has mainly pointed out about the factors which affects on the success of Fast Moving Consumer Goods. Factor analysis is employed on data of 16 items that have main effect on the individual consumer. The major objective of this study is to determine the factors which affect the success of FMCG. The response of the 80 respondents has been selected for the purpose of the study. The findings indicate that factor 1 and factor 2 has same at the top by which consumers make their opinion for use of buying in products. Overall the analysis provides an understanding the consumer differ significantly by age, education and income level as consumer wise on intrinsic motivation. The results are important for the group of the consumers in making their purchase decision, companies selling their products and the various parties involve advertiser, investors etc.FMCG market is seeing a plethora of brands with little or no differentiation in terms of product offerings. Any differentiation in terms of product offering gets adopted by the competitor in no time, killing the advantage. To create differentiation and build unique brand image for their offerings marketers need to explore the scope of promising differentiation marketing techniques.
Keywords: Ingredient branding, FMCG, Differentiation, Brand image, Factor Analysis, Principal Component Analysis.
Gupta R, Rishu R, (2012), Ingredient branding: A differentiation strategy for FMCG companies, Asain Journal of Management Research, Vol.2, Issue.2, p.760. Havenstein M., (2004), Improving competitive position using branded ingredients, Journal of Product and Brand Management, 8(4), pp 267-285 Simonin, B. L. and Ruth, J. A., (1998), Is a Company Known by the Company It Keeps? Assessing the Spillover Effects of Brand Alliances on Consumer Brand Attitudes, Journal of Marketing Research, 35, pp 30-42 Desai, K. K. and Keller, K. L., (2002), The Effects of Ingredient Branding Strategies on Host Brand Extendibility, Journal of Marketing, 66, pp 73-93 Joshi Alpa (June 2013), “A Study of Profitability Analysis of Selected FMCG Companies in India” Indian Journal of Applied Research, Vol.3, No.6, pp. 368-370
A STUDY OF PSYCHOLOGICAL GUIDANCE NEEDS OF ELEMENTARY SCHOOL STUDENTS WITH LEARNING DISABILITIESThe Study was conducted on 140 elementary school students (classes 6,7 and 8) from rural and urban areas of Shimla district with learning disabilities. Students were administered the Guidance Needs Scale to test their psychological guidance needs so that their problems could be evaluated. Results showed that the students did not very much in the psychological guidance needs with respect to their gender and locale accept one group.
Key words: elementary school students, learning disabilities, psychological guidance needs
Crow L. D (1967) Psychology of Human Adjustment (3rd Ed.) New York Alford K. Knoff. Bhatnagar and Gupta(1988) Career Maturity of Secondary Students: Effects of a Guidance Intervention Programme. Indian Educational Review Vol 23 (4) Kaur, S.(1992) Evaluation of Guidance Services in High/Higher Secondary Schools of Punjab and Chandigarh. PhD (Education), Punjab University. Fifth Survey of Educational Research Vol 2 (1988-92) Prahar, M.K., Kaur, K. And Kaur,P.(2013) Guidance Needs of Secondary Students. International Journal of Behavioral Social and Movement Sciences, Vol 2(2). www.ijobsms.in/vol2issue.13bp10.pdf Tripathi,Rekha (1986) Determination of various guidance needs of the pupils of secondary and higher secondary schools. Phd( Psychology), Gujarat University. Fourth Survey of Research in Education,Vol 1(1983-88). Zaidi, Fatima(2012) Construction of Guidance Needs Inventory at Graduate Level. Aligarh Muslim University. International Multidisciplinary ejournal.http://www.shreeprakashan.com/Documents/201261547632.11.shahwar%20Fatima20Zaidi.pdf
VIEWS OF TEACHER EDUCATORS ON ETHICS IN EDUCATIONEthics influences behavior and allows an individual to make the right choices. While the importance of ethics can’t be ignored in any walk of life, it’s imperative that they are practiced in and through the field of education. Ethics in Education helps regulate the education system and ensures that this practice positively contributes towards human welfare. The National Education Policy, 1986 also emphasized on value education. It suggested that learning material should be designed to equip students with the wherewithal to combat social evils on the one hand and develop a scientific temper and habit of logical, rational thinking on the other. As teacher educators are the teacher producers and teachers are social engineers, it is very essential to know the views of present teacher educators about ethics in education. The Focus Group Discussion was conducted to know the views of Teacher Educators (M.Ed. students) about ethics in education. The qualitative data thus obtained from the reports prepared by the groups was analyzed and findings are presented with respect to following issues-Meaning of ethics in education, Areas of ethics in education, Present scenario of ethics in education, Teachers contribution in ethical development, Ways of inculcating ethics in education among students
Key words – Ethics in Education, Views of Teacher Educators, Concept, Areas.
Angelfish(n.d.). Essay on Ethics in Education Retrieved from- http://www.publishyourarticles.net/knowledge-hub/essay/an-essay-on-the-ethics-and- education.html on 12/10/2012 Chaffee, John (1980). The Role of Ethics in Education: A Practical Example Retrieved from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED205249&ERICExtSearch_ on 28/10/2012 Ethics in Education. Retrieved on 13/12/2012 from- http://www.eddirect.com/education/programs/education-teaching/ethics-in-education/index.php on 13/12/2012 Johnson Steve, (1999) An education in ethics, Issues in ethics.10(1) Retrieved from http://www.scu.edu/ethics/publications/iie/v10n1/education.html Krueger, R., and Casey, M. A. (2000). Focus Groups: A Practical Guide for Applied Research (3rd edition). Thousand Oaks, CA: Sage. Morgan, D.L. (1997) Focus Groups as Qualitative Research. 2nd ed. Thousand Oaks, CA: Sage Publications Stewart, D.W., and Shamdasani, P. N. (1990) Focus groups: Theory and practice. Newbury Park, CA: Sage
A COMPARATIVE STUDY OF TEACHAR EFFECTIVENESS OF SCIENCE AND ART TEACHARS (IN SPECIAL REFERENCE OF BLOCK DHABHARA, DISTRICT JHANJGIR-CHAMPA, CHHATTISGARH)The study was intended to investigate the significance of difference in Teacher Effectiveness of Science and Art teacher. The study was conducted on a sample of 80 teachers (40 Science and 40 Art teachers) of block Dhabhara at Janjgir-Champa district in Chhattisgarh. The self constructed Teachers Effectiveness questionnaire was used to collect data. Some statistical techniques i.e, mean, Standard deviation, t-test, critical ratio were used for statistical analysis of the data. The result of the study shows that there is no significant difference in Teacher Effectiveness of Science and Art teachers of block Dhabhara,district Janjgir-Champa, Chhattisgarh.
Anderson,L.W.(2004). Increasing teacher effectiveness (2nd ed.).UNESCO: International Institute for Planning. Calaguas, Glenn M.(2012). Teacher effectiveness scale in higher education: development & Psychometric properties. International Journal of Research Studies in Education. Darling- Hommand,L.(2010). Evaluating teacher effectiveness: How teacher performance assessment can measure and improve teaching. Center for American progress, Washington D.C. Goe, L.; Bell, C.; little, O. ( 2008). Approaches to evaluating teacher effectiveness: A research synthesis. National Comprehensive center for teacher quality. Hunt, B.C.(2009) . Teacher effectiveness: A Review of the international literature and its relevance for improving education in Latin Amrica. Wahington, DC:PREAL. Hussain, Liaquat; Khan, Allah Noor; Shah, Muhammad; Sibtain, Muhammad( 2011). Comparative effectiveness of male and female teacher as perceived by their students. Kothari, C.R.(2004) .Research methodology: Methods and technique , New Age International (p) Ltd; New Delhi.
INTERACTIONAL VERBAL BEHAVIOUR OF TEACHER EDUCATORS TEACH PRESCRIBED FOUNDATION AND METHODOLOGY COURSES OF THE TRAINING PROGRAMME THROUGH FIACS
The aim of the present study is to find out the interaction verbal behaviour of teacher educators who teach prescribed foundation and methodology courses of the training programme through FIACS. The sample of the study consisted of 120 teacher educators in which 60 were prescribed foundation course and 60 were prescribed methodology course teacher educators. All the 120 teachers educators were selected randomly. Flanders interaction Analysis for observing and measuring classroom interaction patterns. The instrument has been develop by Ned A. Flander and is used widely. Mean, S.D. and t-test were used for the statistical treatment. The findings of the study revealed that there is a significant mean difference between foundation course teachers and methodology course teachers on vicious circles ration and pupil steady state ration and there is significant mean difference between foundation course teachers and methodology course teachers on instantaneous teacher response ration and instantaneous teachers question ratio. It was also found that there is insignificant difference between foundation course teachers and methodology course teachers on teacher talk (TT) and Silence/Confusion (S/C) indices of classroom teaching behavior (verbal). It was also found that there is a significant difference between pupil talk (PT), indirect teacher talk (ITT) and direct teacher talk (DTT) indices of classroom teaching (verbal behavior).
Azizi Yahaya (2005). Cognitive applications in education. NSW: PTS Professional Publishing Co., Ltd. Bales, R.F. (1991) Interaction process analysis: a method for the study of small groups, Cambridge. Bellack, A, (1991). The language of the Classroom. Paul Brokers, London. Berenson, S.R. (1980) the skills of teaching: Amherst, MA: Human Resource Development Press. Flander, N.A. Interaction analysis in the classroom-a mannual for observers, University of Michigan. Flanders, N. A. (1970). Analyzing teaching behaviour. Massachusetts: Addison Wesley Publishing. Frisen, A., Jonsson. A., & Persson, C.(2007) Adolescents perception of bullying: who is the victim? Who is the bully? What can be done to stop bullying?. Adolescence ,42(168), 749-761. Gage, N.C. (1983) “The Scientific Bases for the Art of Teaching.” New York. Kamaruddin Husin & Siti Hajar Abdul Aziz (2004). Basic pedagogical education. Kuala Lumpur: Kayazano Enterprise. Ragsa, C.Y. (2008). A Comparison of Computer Assisted Instruction and the Traditional Methods of Teaching basic Statistics, Journal of Staistics Education, vol. 16, no. 1,pp.1-10 Woolfolk, A. H, and D. M Brooks, (1993) Nonverbal Communication in Teaching, Macmillan & Co. New York. Yadav & Yadav (2004) “Secondary Education and School management” Tondon Publications, Ludhiana.
ALTERNATIVE EDUCATION AND SRI SATHYA SAI SYSTEM OF EDUCATION
Ref.Education is the pillar stone of life. In the present situation schools are the carrier of formal education. Long back schools were very less in number. Now-a-days the number and types of schools are really increased. One gets at least three to four private schools in one’s vicinity. This makes it confusing for parents to decide what type of learning environment is right for their child: Choosing a school, or choosing to educate child outside the institution of schooling. One directory published in 1997, The Parents’ Guide to Alternatives in Education, by Ronald E. Koetzsch, described over twenty distinct types of alternative schools and six innovative “trends” in public education. These twenty or thirty different educational orientations can be grouped into six basic clusters: the transmission model, freedom-based learning, social constructivism, critical pedagogy, spiritual developmentalism, and integral or holistic education. Out of these Spiritual developmentalism is the best with regard to the quality issue. Spiritual developmentalism encompasses educational models based on very specific ideas about the unfolding of the human soul through specific stages of development. Both terms in the description are essential: The educators who practice these models insist that there is a spiritual dimension to human existence — i.e., the soul is nourished by universal creative energies that are not explained by the laws of physical science or conventional psychology or learning theory. And the models carefully prescribe what sorts of teaching and learning experiences are appropriate and beneficial at each level of development. Sri Sathya Sai Higher Secondary School is a school which believes and practices a combination of spiritual developmentalism and holistic education. This paper will discuss the mission, vision, and working of Sri Sathya Sai Higher Secondary Schools in detail.
Key Words: Alternative models of schools, Spiritual developmentalism, holistic education and Sri Sathya Sai Higher Secondary School
www.srisathyasai higher secondary school.in www.paths of learning.com BARR, ROBERT D., and PARRETT, WILLIAM H. 1997. How to Create Alternative, Magnet and Charter Schools that Work. Bloomington, IN: National Education Service. BARR, ROBERT D., and PARRETT, WILLIAM H. 2001. Hope Fulfilled for At-Risk and Violent Youth. Needham Heights, MA: Allyn and Bacon. Cash, T. (2004). Alternative schooling. In Smink, J. & Schargel, F. P. (Eds), Helping students graduate: A strategic approach to dropout prevention. Larchmont, NY: Eye on Education. COOKSON, PETER W. 1994. Schools of Choice: The Struggle for the Soul of American Education. New Haven, CT: Yale University Press. Dynarski, M. (1999). How can we help? Princeton, NJ: Mathematica Policy Research, Inc. Dewey, John. 1964. The Child and the Curriculum. In John Dewey on Education: Selected Writings, edited by Reginald D. Archambault. New York: Random House. (Originally published in 1902).
STRESS AMONG THE PARENTS OF CHILDREN WITH MENTAL RETARDATION-MANAGEMENT OF STRESS THROUGH COUNSELING AND GUIDANCEThe present study has shown that Stress among the parents of children with Mental Retardation-Management of stress through Counseling and Guidance. The aim of present study is to find out the level of stress among the parents of children with Mental Retardation and Management of stress through counseling & Guidance. To find out the relationship between stress level and parents characteristics viz.. Age, sex, occupation, income and education. To provide proper counseling & guidance. Information of their stress, Anxiety and depression levels of pre-test and post-test. This research is a experimental design used by survey method. The result of the study indicate that there is significant difference between pre-test and post test.
Abbott, D.,Meredith,W.(1986). Strenths of parents with retarded chil:-en. Family relations,35(3): 371-75 Andersson, B-E. (1992). Effects of day care on cognitive and socio emotional competence of thirteen year-old- Swedish school children, Child development. 63(1):20-36 Backman.P.J.(1983). Influence of selected child characteristics on stress families of handicapped infants. American Journal of Mental Deficiency. Bodhanandai,S.S,(2002) Stress management, A Bullet Proof of yogic approach. Prassanna Trust, Bangalore. www. Google.com
PROFESSIONAL DEVELOPMENT OF TEACHERS THROUGH LIFE SKILLS21st Century is an age of Technology and Tremendous Competitions. In 21st century each individual must be aware of and must be ready for taking benefits of future opportunities using his knowledge, skills and attitude and able to adjust to various situations. National curriculum Framework 2005 while discussing on objectives of Education mentioned that every person should have ability of thinking and making Ethical decision independently or ina group. It is essential to sensitive students regarding emotions then only they can survive in the world with satisfaction. To understand others, co-operations, social responsibility and good interpersonal relations are essential for both teacher and students. This can be achieved by teaching life skills in school and for that teachers must be competent accordingly
Radha Mohan., (2013).Teacher Education. Delhi: PHI Private Limited. Agarwal, J.C. (2013).Education in the Emerging Indian Society. Delhi: Shipra Publication. www.lifeskillshandbook.com
A COMPARATIVE STUDY OF EFFECTIVENESS OF COMPUTER ASSISTED TEACHING AND TRADITIONAL TEACHING ON THE ELEVENTH CLASS STUDENTS IN COMMERCE.The purpose of the study was to find out the effectiveness of computer assisted teaching in commerce and to compare with traditional teaching method. The investigation was undertaken by using of experimental method. The sample consists of sixty students of eleventh standard. Total sample was divided into two groups, one was designated as a control group, treated with traditional teaching method and the other group was designated as the experimental group, treated with computer assisted teaching. A self developed achievement test on commerce was administered on the students and their scores were analysed by using mean, S.D. and t-test. The finding of the study revealed that computer assisted teaching improves the understanding and enhances the achievement of the low achievers and middle achievers and to some extent in the high achiever students significantly.
Key words: Effectiveness, Achievement, Computer assisted teaching, Traditional teaching and commerce
Bangert-Drowns, R. L (1985). Meta-Analysis of findings on Computer-Based Education with Pre College students, Meeting of the American Educational Research association, Chicago, March-April, Bangert-Drowns, R. L, Kulik , J. A. and Kulik, C C. (1985): Effectiveness of Computer-Based Education in Secondary School, Journal of Computer- Based Instruction, 12(3). Battacharya, M. (1989): Computer as an Instructional Tool for Teaching Chemistry. Fifth Survey of Educational Research, (1988-92) Vol. II (Eds, Dewal, S. Onkar) NCERT, New Delhi, Pp. 1238-39. Chen, L. (2005). Examining the role of computers in EFL instruction. Electronic Journal for the Integration of Technology in Education, 4,30-63. http://eiite.isu .edu/ chen. pdf Kulik, J. A., Kulik, C. C. and Bangert-Drowns, LR. (1985): Effectiveness of computer-Based Education in Elementary School. Computers in Human Behavior.59-74. Nagar, N. (1988): Effectiveness of Computers in Teaching Mathematics in school, Fifth Survey Of Educational Research, (1988-92) Vol. II (Eds. Dewal, S. Onkar) NCERT, New Delhi. Pp. 1286. Yalcinalp, S, Geban, O.and Ozkan, I. (1995). Effectiveness of using Technology-assisted supplementary instruction for teaching the mole concept, Journal of Research in Science Teaching. 32, 1083-1095.
A CRITICAL ANALYSIS OF THE EDUCATIONAL PROVISIONS AVAILABLE FOR STUDENTS WITH AUTISTIC SPECTRUM DISORDERS IN ANDHRA PRADESHIn this study aimed at finding the Educational Provisions of Children with autistic spectrum disorders in Andhra Pradesh. Autism is a life –long brain disorder that is normally diagnosed in early childhood during early age. Students with autism have difficulties in communicating, forming relationships with others and find it hard to make sense of the world around them. The investigator finds that facilities available in Special schools for Autistic children significantly.
Alison, M., Betz, Thomas S., Higbee and Joy S., Pollard. (2009). Promoting generalization of minds for information used by young children with autism: Research in Autism Spectrum Disorders, Volum.4,ISS.4, Alison, M., Betz, Thomas S., Higbee and Joy S.Pollard. (2009). Promoting Generalization of minds for information used by young children with Autism: Research in Autism Spectrum Disorders, Vol.4, ISS.4, Anthony J., Cuvo, Anna Godard, Rachel, Huckfeldt and Robda Demattei. (2010). Training children with autism spectrum disorders to be complaint with oral assessment: Research in Autism Spectrum Disorders, Vol.4,ISS.4, Anupriya, Chandha. (2008.) Educating Children with Special Needs: A.P.H Corporation, New Delhi.
NEED TO AWAKEN EMPATHY AND SOCIAL RESPONSIBILITY IN ADOLESCENTSLack of fruitful education appears to be one of the reasons why, the entire world is facing the ill effects of youth committed terrorism, sex abuse, drug addiction, crimes and violence. Apart from population explosion, religious fanaticism, technology addiction one of the obvious major root causes of this scenario is lack of quality education or seemingly lack of impact of existing education on our students. The present education system at 10+2 stage seems to be too academic, exam oriented, far more pressurizing, deficient in concrete ideas for all round development and lacks a meaningful curriculum. Moreover, Junior college students are passing through a phase of major physiological, mental, emotional and social changes, get caught up in a rat race of securing marks hence undergo immense pressures. It is proven that empathy plays an important role in adolescent development. By means of empathy one’s kindness and motivation to care may be directed towards someone else’s feelings and need, rather than misdirected. (Hakansson, 2003) Social responsibility values motivate a person’s behaviours that involve helping others and contributing to society. (Wray-Lake and Syvertsen, 2011) All the above points towards an urgency to develop a program which can awaken empathy and social responsibility in the middle adolescents as a part of their schedule. The programs should aim to rouse empathy, enhance youth’s decision making skill and give a sense of self-satisfaction. Thus awakening of empathy and social responsibility in youth will be beneficial for the youth, nation and world. The future of our nation depends on the quality education of our adolescents.
Keywords: Awaken, Empathy, Social responsibility, Adolescents
Akhter Hossain. (2011 and 2012). Determinants of self-esteem and social responsibility among Undergraduates of Dhaka city: Effects of gender family pattern and University type. Journal of Business and technology, 6, 2 and 7, 1. Allemand, Steiger, Fend. (2015). Empathy development in adolescence predicts social competencies in adulthood. Journal of Personality, 18, 2, 229-241. Ang. R., Goh. D.H. (2010). Cyberbullying among adolescents: The role of affective and cognitive empathy and gender. Child Psychiatry and Human development, 41, 4,387-397. Barr. J.,
DO ORIENTATION PROGRAMS REALLY IMPROVE THE QUALITY OF EDUCATION?The concept of an Orientation Programme emphasizes teachers as agents for socio-economic change and national development and underlines the need to make them skill-oriented teachers. The philosophy and objectives of the Orientation Courses are significantly different from the traditional B.Ed. and M.Ed. programmes.
The future of human resource management: 64 thought leaders explore the critical HR issues of today and tomorrow ( hardcover) By: Mike Losey (Editor), ISBN-10: 0471677914, Book Publisher: Wiley, 1 edition (May 2, 2005), Handbook of Public Administration. San Francisco: Jossey-Bass. High Profit Strategies in Mature Capital Goods Industries: A Contingency Approach by Hambrick, D. C. 1983 The HR value proposition (hardcover) By: David Ulrich (Author), Wayne Brockbank (Author). Publisher: Harvard Business School Press; 1 edition (June 30,2005), ISBN-10: 1591397073, HR Competencies: Mastery at the intersection of people and business (Paperback) By: Dave Ulrich (Author). Publisher: Society For Human Resource Management (March 1, 2008), , ISBN-10: 1586441132, Understanding Human Resource Management in the Context of organizations and their Environments BY Jacob, H., & Rich, M. 1981. 15: 109-122.
IMPORTANT ASPECTS FOR PROFESSIONAL DEVELOPMENT OF TEACHER