DEC-JAN, 2017 SRJHEL

Dec-Jan,2017, Vol - 4/19
Imapct Factor: 3.801
ISSN: 2348-3083
Date: 04-Feb-2017

An International Peer Reviewed

Scholarly Research Journal for Interdisciplinary Studies


Bency Joy

SOCIOECONOMIC STATUS TRIGGERING PSYCHOLOGICAL DISTRESS IN MIGRANT CONSTRUCTION WORKERS OF ANDAMAN AND NICOBAR ISLANDS

Dec-Jan,2017, Vol - 4/19, Page - 4203/4210

 Socioeconomic status (SES) is a combination of education, income and occupation. Research during the past indicate that SES is related to Psychological distress (Lazzarino, Hamer, Stamatakis & Steptoe, 2013) psychological distress is to describe unpleasant feeling or emotions that impact the level of functioning and interfere with activities of daily living, In our country, with the growth of industrialization, building construction has taken a leap ahead of everything and A&N islands too experienced this leap. With the growth of construction sector in the islands, a good number of skilled and unskilled workers are required. Most of the man power required here fulfilled through migratory workers from Mainland India. The workers are confined to their contractors and living shelters provided by these contractors which often lack basic amenities. This study proposes to follow the methodology based on grounded theory. The grounded theory research design is a qualitative research design. That mainly uses systematic sets of procedures and steps to develop an inductively derived grounded theory about a phenomenon. Theoretical sampling method was used to collect the data for generating a theory. Small individual interview sessions lasting upto 60 minutes in average was conducted to know how socio-economic status leads to Psychological distress in migrant construction workers in A&N islands. Since the research is qualitative in nature and follows grounded theory, data’s were analysed using NVIVO.

Keywords: Socio economic status, Psychological distress, migratory, unskilled, skilled.

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Aikens, N. L., & Barbarin, O. (2008). Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts. Journal of Educational Psychology, 100(2), 235. Anderson, C. (2003). The politics of convict space: Indian penal settlements and the Andaman Islands. Routledge (Taylor & Francis). Alex, R. A. (2016). The Impact of Socioeconomic Status on the Psychological Distress of Cancer and Cardiovascular Disease Patients. Imperial Journal of Interdisciplinary Research, 2(4). Alex, R. A. (2016). The Impact of Socioeconomic Status on the Psychological Distress of Cancer and Cardiovascular Disease Patients. Imperial Journal of Interdisciplinary Research, 2(4). Adler, N. E., Boyce, T., Chesney, M. A., Cohen, S., Folkman, S., Kahn, R. L., & Syme, S. L. (1994). Socioeconomic status and health: the challenge of the gradient. American psychologist,49(1), 15.

N. Kishore

INFLUENCE OF STRESS AND DEPRESSION ON MENTAL HEALTH AMONG RURAL AGED

Dec-Jan,2017, Vol - 4/19, Page - 4211/4216

An attempt was made in the present investigation to study the influence of stress and depression on mental health in a sample of 120 aged men and women in the age group of 60-70 years, living in rural areas of Chittoor District of A.P. Data were collected by using stress inventory (Bratly and Jones, 1989), depression scale (Shamim Karim and Rama Tiwari., 1986) and mental health inventory (Jagadish and Srivastava., 1983). A 2X2 factorial design was employed. ANOVA was used to analyse the data. The findings of the study revealed that stress and depression have significant influence on mental health.   

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Bar-on, R. & Parker, D. A. (2000). The hand book of emotional intelligence: Theory development, assessment, application at home school and workplace. Jossey – Bass, sanfrancisco, CA. Cheng, S. T., Chan, A. C.M. (2002). Measuring psychological well-being in the Chinese. Personality and Individual Differences, 38(6), Pp: 1307-1316. Extremera, N., & Fernandez-Berrocal. (2005). Perceived emotional intelligence and life satisfaction: predictive and incremental validity using the TMMS. Personality and Individuals Differences, 39 ,Pp: 937-948.

W. Jyotirmoy Singh

ASSESSMENT OF SOCIAL SCIENCE ANSWER SCRIPT OF 2016 HSLC EXAMINATION OF BOSEM

Dec-Jan,2017, Vol - 4/19, Page - 4217/4221

 

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National Curriculum Framework – 2005, New Delhi, 2005 Examination Reform, National Focus Group, NCF – 2005, New Delhi, 2005 2016, HSLC Examination result of BOSEM Bipin Asthana, Measurement and Evaluation in Psychology and Education, Agra, 2008 B.K. Sahu, Statistics in Psychology and Education, Jalandhar, 2007

Mrs Neelima Narayan Tikhe

SAMAVESHAK SHIKSHAN

Dec-Jan,2017, Vol - 4/19, Page - 4222/4230

 

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Reena & Vishal Sood

CONSTRUCTION AND STANDARDIZATION OF COMPUTER SELF-EFFICACY SCALE FOR PROSPECTIVE SECONDARY SCHOOL TEACHERS

Dec-Jan,2017, Vol - 4/19, Page - 4231/4239

 The present task was undertaken to construct and standardize scale for measuring computer self-efficacy of prospective secondary school teachers. For this, data were collected from prospective secondary school teachers by adopting random sampling technique. An item pool was created initially by consulting various sources and theoretical and empirical literature available in the concerned area. This item pool was put to evaluation and criticism by technical as well as language experts. The preliminary draft of computer self-efficacy scale was further subjected to item analysis to select only highly discriminating items. The reliability of scale was established with the help of test-retest and split-half methods which were found to be appreciably high. The validity of computer self-efficacy scale was ascertained and norms were established for interpretation of obtained scores on the scale. In the last, conclusions have been presented and applicability and implications of computer self-efficacy scale have been discussed.

Keywords: Construction, Standardization, Computer Self-Efficacy.

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Agarwal. R.; Sambamurthy. V. and Stair, R. M. (2000). Research report: The evolving relationship between general and specific computer self-efficacy- An empirical assessment. Information systems research, 11(4), 418-430. Bandura, A. (1986). Social foundations of thought and action. New Jersy: Prentice Hall. Brosnam, M.J. (1998). The impact of computer anxiety and self-efficacy upon performance. Journal of Computer Assisted Learning, 14, 223-234. Miura, L. (1987). Gender and socioeconomic stated differences in middle school computer test and use. Journal of Early Adolescence,7, 243-254.

Pooja Sharma & Vishal Sood

CONSTRUCTION AND STANDARDIZATION OF COGNITIVE ABILITIES TEST FOR ELEMENTARY SCHOOL STUDENTS

Dec-Jan,2017, Vol - 4/19, Page - 4240/4248

 The present task was undertaken to construct and standardize test for measuring cognitive abilities of elementary school students. For this, data were collected from elementary school students by adopting multistage sampling along with incidental sampling technique. An item pool was created initially by consulting various sources and theoretical and empirical literature availablein concerned area.  This item pool was put to evaluation and criticism by technical as well as language experts. The preliminary draft of cognitive abilities test was further subjected to item analysis to select only those items which were having average difficulty and possessed adequate validity. The reliability of test was established with the help of test-retest and split-half methods which were found to be appreciably high. The validity of cognitive abilities test was ascertained and norms were established for interpretation of obtained scores on the test. In the last, conclusions have been presented and applicability of cognitive abilities test have been discussed.

Keywords: Construction, Standardization, Cognitive Abilities.

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Anjum, A., & Rani, L. (2012).Impact of childrearing practice on the cognitive abilities of children. Journal of Community Guidance & Research, 29 (2), 265-271. Bhargava, M. (2012). Modern Psychological Testing and Measurement. Agra: H.P. Bhargava Book. Carlsson, M.; Dalh, G., B. and Rooth, D. O. (2012).The effect of schooling on cognitive skills. IZA DP No. 6913. Available from http://ftp.iza.org/dp 6313 on dated 12.11.2016 Decker, Scott L. and Roberts, Alycia M. (2015). Specific cognitive predictors of early math problem solving. Psychology in the Schools, 52 (5), 477-488. Edwards, A. L. (1957). Technique of Attitude Scale Construction. New York: Appleton-Century Crofts Inc.

Gautam D. Londhe

TEACHING AND LEARNING IN GEOGRAPHY: A NEW PERSPECTIVE

Dec-Jan,2017, Vol - 4/19, Page - 4249/4255

 

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Bentley, D. and Watts, M. (1991) Constructivism in the curriculum. Can we close the gap between the strong theoretical version and the weak version of theory in practice? The Curriculum Journal, 2, 2, 171-182. Carr, W. and Kemmis, S. (1986) Becoming critical: knowing through action research. Victoria, Deakin University. Day, C. (1995) Qualitative research, professional development and the role of teacher educators: fitness for purpose. British Educational Research Journal, 21, 3, 357-369. Denzin, N.K. (1970) The research act in sociology: a theoretical introduction to sociological methods. London, The Butterworth Group.

Londhe G. D., Bhambare A. R.2 & Shri. Zavare A.J.

A STUDY OF AWARENESS AMONG STUDENT-TEACHERS REGARDING INCLUSIVE EDUCATION

Dec-Jan,2017, Vol - 4/19, Page - 4256/4263

 

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Annual Report 2006-07: Department of School Education & Literacy Department of Higher Education, Ministry of Human Resource Development, Government of India, PP.25-27. Available on http://www.education.nic.in Chatterjee, G. (2003): The movement for inclusive education, India Together. Available on www.indiatogether.org Dash, N. (2006): Inclusive Education Why Does it Matter? Edutracks, Vol.5 No. 11, July 2006. PP. 5 – 10

Shriram S. Nikam

GANDHIJI’S PERCEPTION OF LIBERATING THE UNTOUCHABLES

Dec-Jan,2017, Vol - 4/19, Page - 4264/4267

In a tradition bound society men do not readily digest the manipulating change as the modern values and institutions offer. The deliberate intervention of modernity by the alien rule for its own sake in the country had not been welcomed by the natives. As such a leader of Indian National Congress Gandhiji had to dilute the earlier dichotomies such as social V/s political reforms and secularism V/s religion so as to organize united front of divergent social interests mobilizing them against the colonial rule. Hence Gandhiji would not follow the line of rationality with regard to the social justice offered by modern values; instead he would follow the line of liberal religious idiom instead of strictly secular to resolve the problem of untouchables by avoiding the path of struggle to be undertaken by them for their own emancipation. 

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M. K. Gandhi, Young India, Vol. II, 1919-22, Tagore and Company, Madras, 1922, p. 801. Collected works of Mahatma Gandhi, Vol. LXIII, p. 153. (Here after as CWMG). CWMG, Vol. LXII, p. 219. Young India, Oct.27, 1920. Young India, Nov.24, 1920; also April 27, 1921. Young India, Nov.17, 1927. CWMG, Vol. LIII, p. 375. CWMG, Vol. XVIII, p. 486. Harijan, Nov. 7, 1932. CWMG, Vol. LIII, pp. 275-307.

P. Jayachandran

MENTAL HEALTH AND PEER RELATION AMONG HIGHER SECONDARY SCHOOL STUDENTS

Dec-Jan,2017, Vol - 4/19, Page - 4268/4275

The aim of the research study is to analyze the mental health and Peer relationof Higher secondary school students. Survey method is employed for collecting the data from 300 samples from six different higher secondary schools by adopting stratified random sampling technique. The major objectives of the study include, to analyze the level of mental health among Higher secondary school students, to assess the level of Peer relationamong Higher secondary school students, to find out the mental health among Higher secondary school students based on, gender, type of school, to find out the Peer relationamong Higher secondary school students based on, type of management, type of school, Location of the school. The study reveals the following findings, the level of mental health among Higher secondary school studentsis high, the level of Peer relationamong Higher secondary school students is moderate in nature, and thereis significant difference of mental health among Higher secondary school students based on gender, type of school. There is significant difference of Peer relationamong Higher secondary school students based on type of management, type of school, Location of school. 

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Annamalai A.R. 2000. Attitude of higher secondary students towards teaching, experiment in education, Vol.XXVIII 94, 69-71 Bandaru A., C.R.Force, et al 1999. The dimensions of student perception of Teaching Effectiveness, Educational and Psychological Measurement, Vol.59 p 580-597 Galluzzo 2005. Study on Mental health and Higher secondary students behaviour, article in journal of Education research, Vol IV, 40-52 Khatoon, Tahi 2004. Relationship between higher secondary students classroom behaviour attitudes and emotional aspects, Indian Educational Review, NCERT, Vol.23, 87-92

P. Jayachandran

SOCIAL ADJUSTMENT OF HIGHER SECONDARY STUDENTS – AN ANALYSIS

Dec-Jan,2017, Vol - 4/19, Page - 4276/4284

The research study focussed on the social adjustment of higher secondary students in the residential school. Survey method is employed to collect the data through questionnaire by adopting random sampling technique. The sample size of the study is 132. The main objectives of the study are, to assess the level of social adjustment among higher secondary school students, to find out the relationship between the dimensions of social adjustment. The major findings of the study show that higher secondary students in residential schools have low level of social adjustment. There is a significant positive correlation between the dimensions of social adjustment.  

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Platt, A.M. 1991. The child servers: The invention of delinquency, 2nd ed.chicago: university of Chicago press. Oldenettel, D., and M.wordes. 2000. The community assessment centre concept. Juvenile Justice Bulletin.washington, DC: office of Juvenile Justice and delinquency Prevention. Menard, S., and D.S.Elliott.1990. Longitudinal and cross sectional collection and analysis in the study of crime and delinquency. Justice Quarterly 7(1):11-15. Menards, and D.S.Elliott, 1994. Delinquent bonding, moral beliefs and illegal behaviour: A three – wave panel model. Justice Quarterly 11(2):173-188.

Balbir Singh Jamwal

INCLUSIVE EDUCATION AND ATTITUDE OF SCHOOL GOING TEACHERS

Dec-Jan,2017, Vol - 4/19, Page - 4285/4291

 Inclusive education is the powerful efforts of our state and centre governments to uplift the status of the disabled children those are less likely go to school and are considered a burden on the family members of the society.  To keep the distance of parents of disabled children from the inferiority complex, inclusive education has started. In the Present Study, an attempt has been made to find the attitude of School going teachers towards Inclusive Education. Teacher attitude scale was used.  100 teachers male and female elementary school going were selected as a sample of the study. The Results of the study reveal that teachers show the positive attitude to the inclusive education. Female teachers having more positive attitude to the inclusive education because female having more sympathy than the male. More experienced teachers having more positive attitude than less experienced teachers

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Aggarwal, J.C. (2005) Landmarks in the History of Modren Indian Education. Delhi: Vikas Publishing house Pvt. Ltd. Book ,B. (2001) A comparison of teachers ‘Attitudes towards their students with mild and severe disabilities. Nayak, Jyotirmayee. (2008) Attitude of parents and teachers towards inclusive education. Edu. tracks-A mently scanner of trends in Education, 7(6) 20-23. Shukla, P.D. (1998): The Education Policy in India. New Delhi: Sterting Publishers Pvt. Ltd. Walia ,J.S..(2003).Development of Education System in India. Jalandhar (Pb): Publishers,

G. K. Dhokrat

EFFECT OF TRADITIONAL EXERCISES ON SELECTED HEALTH RELATED PHYSICAL FITNESS COMPONENTS OF JUNIOR COLLEGE BOYS

Dec-Jan,2017, Vol - 4/19, Page - 4292/4298

The purpose of the study was to collect scientific evidence in connection with the utility of traditional exercise for the promotion of Selected Heath Related Physical Fitness Components of Junior College boys. 70 male students were selected as sample of the study. The selected subjects then divided into two groups i.e. experiment and control group with equal number of subjects assigned randomly in each group. The subjects of experimental group underwent for traditional exercise as per the training schedule of six weeks, control group did not received traditional exercise training.. Results indicate that six weeks of traditional exercise training has been improved Muscular Strength, and Flexibility of experimental group as compared to the control group. It was concluded that traditional exercise i.e. Dand and Baithaka was significantly improved the selected HRPF Components of Junior College Boys.

Keywords: HRPF, Dand, Baithaka, Muscular Strength, Flexibility 

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Kansal, D. K. (2012). A practical Approach to Test Measurement and Evaluation. Delhi: Sports and Spiritual Science Publications. `Lipowski M, S. M. (2015). Physical activity among other health-related behaviors in treatment of alcoholism. The Journal of Sports Medicine and Physical Fitness, 231-240. Lobbestael J, M. R. (2015). An Empirical Test of Rejection- and Anger-Related Interpretation Bias in Borderline Personality Disorder. J Pers Disord. .

Santosh D. Sabale

THE QUALITY OF LIFE OF ROMA GYPSIES IN SPAIN

Dec-Jan,2017, Vol - 4/19, Page - 4299/4308

The Roma Gypsies, as the largest ethnic minority groups of Europe, are underrepresented in the local labour market due to the cultural status, ethnicity, historical, and social identity and, their marginalized status by the lack of education. Roma is bereft of basic government schemes viz. full citizenship, economic entitlement and development of social welfare schemes. After decades of state-funded service provisions through the non-governmental organizations in Spain, the development of Roma has remained static. In the name of the formal vocational training and skill programmes, the ‘Spanish Roma Inclusion Model’ has become a myth for their socio-economic development. The Roma organizations stand against discrimination and social exclusion that faced by Roma from all walks of life. Using the purposive sampling method, 52 Roma workers who engaged in informal and recycling sector were studied from Bilbao City of Basque region of Spain Country. Three research questions were made to investigate the impact the education and employment on quality of life aspects for Roma people. The study concluded the lower level of education is likely to push Roma workers into high risk and inevitable job insecurity and health precariousness than immigrants in Spain. The Roma organizations have often urged the Spanish government to execute serious implementation for education interventions as well as deliverables of basic needs and goods to the Roma Gypsies.    

Keywords: Job insecurity, Social inclusion, Job satisfaction, ethnicity, Roma civil society

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Barnes, Matt and others. (2006). Poverty and social exclusion in Europe. Edward Elgar, pages.164. Beall, Jo and Piron, Laure. (2005) DFID Social exclusion review. London School of Economics and Political Science, Paper Review, May, pages.71. Drangsland, Klovholt and Haarstad, Havard. (2009). Urban planning and the delimitation of diversity: Roma as ‘In Place’ and ‘Out of Place’ in Jungbusch, Mannheim. International Planning Studies, May, 14 (2), pp. 125-140. Government of Spain. (2008). National action plan on social inclusion of the kingdom of Spain (2008- 2010). Annex IV- Goods Practices in Social Inclusion.

Madhuri & Poonam Choudhary

MORAL JUDGMENT OF ADOLESCENTS WITH RESPECT TO THEIR HOME AND SCHOOL ENVIRONMENT

Dec-Jan,2017, Vol - 4/19, Page - 4309/4315

The present study was designed to predict moral judgment of adolescents on the basis of home and school environment. For this purpose a total sample of 500 adolescent students studying in 11th and 12th grades was taken randomly from the Govt. Sen. Sec. Schools of South Haryana of India. In order to collect the data, Moral judgment test by Km. Ranjana Gupta and Home and School environment inventory by K.S. Mishra were administered on the participants. The result of multiple regression analysis showed significant contribution of home and school environment to moral judgment of adolescents. The study found out that 23% of moral judgment of adolescent can be predicted on the basis of home and school environment. The obtained result has significance both for family and society.

Keywords: Moral Judgment, Home Environment, School Environment

 

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Gupta, Ranjana. Moral Judgment Test: For Adolescents: Agra: Psychological Research Cell. Keltner, D., Horberg, E., &Oveis, C. (2006). Emotions as moral intuitions Affect in social thinking and behavior. In Forgas, J. (Ed.).(pp. 161-175). New York: Psychology Press. Mishra,K.S. (1989). Manual for Home Environment Inventory, Lucknow; Ankur Psychological Agency. Mishra,K.S. (1989). Manual for school Environment Inventory, Lucknow; Ankur Psychological Agency. Piaget,J.(1932). The Moral Judgement of the Child (M. Gabain, Trans.). Glencoe, IL:Free Press.

Ramanpreet

CONSTRUCTIVISM IN MATHEMATICS CLASSROOM

Dec-Jan,2017, Vol - 4/19, Page - 4316/4324

 Education is at the confluence of powerful and rapidly shifting educational, technological and political forces that will shape the structure of educational systems across the globe for the remainder of this century. Constructivism claims that learners construct knowledge most naturally and completely when they are constructing some artifacts. Perkins (1986) argues that knowledge acquisition is a process of design that is facilitated when learners are actively engaged in designing knowledge rather than merely interpreting or encoding it i.e learners benefit the most from the learning process when they are the designers of the instructional experiences. Constructivism is a theory of knowledge, a philosophy of learning. Its proponents include Piaget, Vygotsky and later-day philosopher Glaser field. The constructivist philosophy has been adopted in teaching of math by many enthusiastic pedagogues and teachers in many countries. Constructivist pedagogy does not consist of a single teaching strategy. Instead, it has several features that should be attended to simultaneously in a classroom. It has been asserted that for a successful constructivist strategy, the teaching has not only to be student centered and the teacher a mere facilitator, but the teacher has the added responsibility to create a conducive classroom environment. The present paper focuses on that it is important to keep in mind that every individual can and often does use the information available to him or her to construct meanings that do not coincide with authentic aspects of reality or with well accepted, normative conceptions of information.

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WNET/EDUCATION(2004), Constructivism as a paradigm for Teaching and Learning,Disney Learning Partnership.Retreived on 10 september ,2016,from http://www.thirteen.org/edonline/concept2class/constructivism/ Von Galsersfeld ,E.(1989). Cognition, Construction of knowledge and teaching Synthesis. 80(1),121-140. Von Glasersfeld , E.(1990).Constructivism in education. In A Lewy (Ed.).The International Encyclopedia of curriculum. Oxford Pergamon London :Falmer Press. Von Glaserfeld,E (1996).Aspects of Constructivism. In C.T.Fosnot (E d.) ,Constructivism: Theory, Perspectives, and Practice. New York.,N.Y.Teachers College Press, Columbia University. Vygotsky, L.S. (1986).Thought and Language .Cambridge .Massachusetts. MIT Press.

Anjali Jagtap

PARADIGMS OF CONSTRUCTIVIST APPROACH: CONSTRUCTIVIST TEACHING AND CONTENT ORGANIZATION

Dec-Jan,2017, Vol - 4/19, Page - 4325/4333

 

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https://en.wikipedia.org/wiki/Constructivist_teaching_methods Jagtap A. P., “A Study to Test Effectiveness of Constructivist Approach to Teaching Mathematics”, (A thesis submitted to University of Pune for the degree of Ph. D.), 2006

Anita M. Belapurkar

EFFECTIVENESS OF 5-E LEARNING INSTRUCTIONAL MODEL ON ACADEMIC ACHIEVEMENT OF SCIENCE STUDENTS

Dec-Jan,2017, Vol - 4/19, Page - 4334/4339

The field of science education includes work in science content, science process, and teaching pedagogy. Several studies show that, practical science knowledge and school science knowledge are becoming mutually exclusive. An alternative is to change the focus of the classroom from teacher-centred to student-cantered using a constructivist approach. 5-E model is one of the most important model based on constructivism and researcher felt the need of testing the effectiveness of the same in science teaching. The present research is thus an experimental research testing effectiveness of 5-E instructional model for teaching science to 8th standard students. It includes a basic survey of the teaching learning methods used by science teachers, developing a program of teaching learning based on 5 E, and testing its effectiveness. Survey regarding teachers opinions highlights the fact that though teachers feel that science is a subject that can be better understood by active engagement of the students, it is not happening actually in the classroom where due to many reasons today.5 E Instructional Learning Model used for 8th standard students for science teaching was found to be very effective as far as the academic achievement of students is considered. 

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Bartholomew H., Osborne J.( 3 MAY 2004),Teaching students “ideas-about-science”: Five dimensions of effective practice, DOI: 10.1002/sce.10136 Beverlee Jobrack .The 5E Instructional Model, Engage Explore Explain Evaluate, EXTEND. Bybee, (1997), Teaching and learning progresses through five phases: Engage, Explore, Explain, Elaborate and Evaluate. The phases of the Primary Connections 5Es teaching and learning model are based on the 5Es instructional model ...retrieved from https://primaryconnections.org.au/about/teaching Mary land sea grant Bybee R. Tailor et al,(2006), The BSCS 5E instructional Model, Origin And effectiveness, report by Office of Science Education, National institute of health. BSCS Colorado springs. Capstone K. H. 2010, The Effects of Using the 5E Instructional Model to Teach Science Concepts to 4th Grade Students Social and Behavioral Sciences Volume 5, 2010, Pages 140–143,WCPCG 2010 Fazelian P., The effect of 5E instructional design model on learning and retention of sciences for middle class students. K- 12 Science, A portal to SERC’s resources for for K-12 science teachers.Position Paper, National Focus Group on Teaching of Science; National Council of Educational Research and Training; First Edition, Mach 2006 Chaitra 1928; ISBN 81-7450-494-X Mustafa M. Coskun, Salih et al. (2010), Opinions of prospective teachers aboututilizing the 5E instructional model, Faculty of Education, Department of Science Education, Artvin, Turkey;Received: 05 August 2010. Nielsen C. P,(2011),Using the 5 E Instructional Model to view Geospatial Technology use in K 12 classrooms, Computer Technologies Journal,Volume13, Issue 2. Science teaching reconsidered: A Handbook (1997); Chapter 2; How Teachers teach: specific methods, Different teaching strategies used for science teaching-learning. Tzu-Chien L, Hsinyi P, et.al. (2009), The Effects of Mobile Natural-science Learning Based on the 5E Learning Cycle: A Case Study, Journal of Educational Technology & Society ,Vol. 12, No. 4. Of An Urban School’ Montana State University Bozeman, Montana Tuna A, Kacar A. The Effect of 5e Learning Cycle Model in Teaching Trigonometry on Students’ Academic Achievement And The Permanence Of Their Knowledge

S. P. Mishra

ROLE OF ICT AND DIGITAL LEARNING IN THE CAPACITY BUILDING OF TEACHER EDUCATORS

Dec-Jan,2017, Vol - 4/19, Page - 4345/4353

 

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Boud, D. & Feletti, G. (1999). The Challenge of Problem-Based Learning, (2nd Ed.), London: Kogan Page. Cheung, W. S. (2009). A review of research methodologies used in studies on mobile handheld devices in K-12 and higher education settings. Australasian Journal of Educational Technology, 25(2), 153-183. Gilakjani, A. P., Leong, L., & Ismail, H. N. (2013). Teachers’ use of technology andconstructivism. I. J. Modern Education and Computer Science, 4, 49-63. Grimes, D., & Warschauer, M. (2008). Learning with laptops: A multi-method case study. Journal o f Educational Computing Research, 35(3), 305-332. doi:10.2190/EC.38.3.d Inan, F., & Lowther, D. (2010a). Factors affecting technology integration in K-12 classrooms: A path model. Education Tech Research Development, 55(2), 137-154. doi: 10.1007/s 11423-009-9132-y

K Kranthi

DYNAMICS OF ENGLISH TEACHING PEDAGOGY

Dec-Jan,2017, Vol - 4/19, Page - 4354/4357

 This paper analyses the contemporary ways we have in teaching English language. We may have number of teaching methods in between traditional and modern. Everybody has their own understanding and conclusions on teaching English language. But this paper portrays combining this two types how we can make our teaching very effective. We have been completely bounded with traditional methods of teaching and understanding where the present day learners felt uncomfortable a bit. Learner’s mind will never be static it is ever growing and ever changing. Whatever the teaching methodology can be, but teaching must be leaner’s centered. This treatise practically examines that how learners are being affected by the traditional methods of teaching as well, besides it has portrayed that how learners expect teaching and learning process.
Key Words: Renaissance; integral; inquisitive; agitated; immerse; atmosphere; evaluated; database; elocutions; tedious; precautions.

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Kevin D. Besnoy, Lane W. Clarke, High-Tech Teaching Success! A Step-by-Step Guide to Using Innovative Technology in Your Classroom, Prufrock Press, Inc. October 1, 2009 Lynne T. Diaz-Rico, Teaching English Learners: Strategies and Methods Marlene D. LeFever, Creative Teaching Methods, Cook Ministry Resources; March 1, 1997 Paul Nation, New Ways in Teaching Vocabulary (New Ways in Tesol Series: Innovative Classroom Techniques); TESOL, January 1, 1995

N. Kishan & P. Amrutha

THE EFFECTS OF VISCOUS DISSIPATION AND VARIABLE VISCOSITY ON MIXED CONVECTION BOUNDARY LAYER FLOW OVER A HORIZONTAL PLATE IN THE PRESENCE OF BLOWING OR SUCTION

Dec-Jan,2017, Vol - 4/19, Page - 4358/4372

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The effect of  viscous dissipation and variable viscosity, blowing or suction on mixed convection flow of viscous incompressible fluid past a semi-infinite horizontal flat plate aligned parallel to a uniform free stream in the presence of the wall temperature distribution inversely proportional to the square root of distance from the leading edge have been numerically investigated. The governing equations of the flow are transformed into a system of coupled non-linear ordinary differential equations by using similarity variables. The similarity equations have been solved by using the implicit finite difference method. The effect of viscous dissipation, viscosity temperature parameter, the buoyancy parameter, the blowing or suction parameter and the Eckert number on the velocity and temperature profiles as well as on the Skin-friction coefficient and the Nusselt number are presented and discussed.

Key words: Viscous Dissipation, Variable Viscosity, Mixed Convection, Blowing or Suction, implicit finite difference method.

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Abdullah-Al-Mamun, Hosain Md. Ariful Azim and Md. Abdul Maleque, (2007), Combined effects of conduction and viscous dissipation on magnetohydrodynamic free convection flow along a vertical flat plate Journal of Naval Architecture and Marine Engineering, , 4, 2, 87-96. A.K.Al-Hadhrami, L.Elliott and D.B.Ingham, (2002), Combined Free and Forced Convection in Vertical Channels of Porous Media, Journal of Transport in Porous Media, 49, 3 265-289. Bagai S., (2004), Effect of variable viscosity on free convective over a non-isothermal Axisymmectric body in a porous medium with internal heat generation, Acta Mech., 169 187-194. Bellman R.E., and Kalaba R.E., (1965), Quasi-linearization and Non-Linear boundary value problem, Elsevier, Newyork.

Bindu

ADOLESCENCE AND EMOTIONAL PROGRESSION: A COMPARATIVE STUDY OF GOVERNMENT AND PRIVATE SCHOOLS IN HARYANA

Dec-Jan,2017, Vol - 4/19, Page - 4373/4377

Emotional progression is the characteristic of a person that refers to a feeling of adequate advancement and growing vitality of emotions in relation to the environment to ensure a positive thinking inculcated with righteousness and contentment. On the other hand, if a person is not progressing emotionally, then he becomes crippled in terms of living his life in a normal way. In this way, emotions play a key role in providing a particular direction to our behavior and thus shaping our personality according to their development. One is expected to have higher emotional maturity in order to lead an effective life. It is also true that our behavior is constantly influenced by the emotional maturity level that we possess. Especially, the adolescents who are observed to be highly emotional in their dealings need to be studied. In this view, a study was conducted to measure the levels of emotional progression of the adolescent children. The sample consists of 180 adolescent students of three private and three government schools of Gurgaon District. The data was collected using a standardized tool namely Emotional Maturity Scale (EMS) developed by Dr. Mahesh Bharagava and Dr.Yashvir Singh in 1990. It was concluded that the comparative difference between the emotional progression of adolescent students of private and government schools in Gurgaon was negligible.

Keywords: Emotional Maturity, Adolescents, Emotional Progression 

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Aleem, S. (2005). Emotional stability among college youth. Journal of the Indian Academy of Applied Psychology, 31(1-2), 100-102. Cole (1944) Degrees of Emotional Maturity. http://www.ukessays.com/essays/psychology/degreesof-emotional-maturity-psychology-essay.php/Retrieved on 21 March 2015. Kaplan and Baron (1986) .Status quo of Emotions and Emotional behaviour. Retrieved from wikieducator.org/Status_quo_of_Emotions_and_Emotional_behaviour. PatilMadhuri, Family Matters, Vijaya Times, Saturday 6 September 2003, Page 3. Pastey, G. S. and Aminbhavi, V. A. (2006). Impact of emotional maturity on stress and self-confidence of adolescents. Journal of the Indian Academy of Applied Psychology, 32(1), 66-70. Singh Y. and Bhargava, M. (1990). Manual for Emotional Maturity Scale (EMS). National Psychological Corporation, Agra, India.

Bindu

SOCIAL ADJUSTMENT OF ADOLESCENT STUDENTS IN SCHOOLS OF HARYANA

Dec-Jan,2017, Vol - 4/19, Page - 4378/4382

Adolescence is a stage of stress and storm. It is a stage where various kinds of development takes place in an individual leaving him in dismay of his identity. The individual at this point of time tries to build up more social relationship and is seen to be involved more closely in his peer group. Social adjustment refers to a process of interaction between the needs of a person and demands of the social environment. Therefore, it may be described as a person’s harmonious relationship with his social world. Keeping this in mind, a study was conducted in the district of Haryana to determine if there is a difference in the social adjustment levels of the adolescent students studying in the private and the government schools of Haryana.

Keywords: Adjustment, Adolescents, Social Adjustment 

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Dhingra, R. &Manhas,S. and Thakur, N. (2005) Establishing Connectivity of EmotionalQuotient (EQ), Spiritual Quotient (SQ) with Social Adjustment: A Study of KashmiriMigrant Women, J. Hum. Ecol, 18(4) (2005), 313-317. Dudovitz,R.N.; Ning, Li& Chung, P.J. (2013). Behavioural self-concept as predictor of teen drinking behaviours.Academic Pediatric Association. Published by Elsevier Inc. Hartup, W.W. and Rubin, Z. (2013). Relationships and Development, (2013), Psychology Press. Jersild, A.T. The Psychology of Adolescence. (1965). Macmillian. Ladd,G.W.; Kochenderfer, B.J. & Coleman,C.C. (1997). Classroom Peer Acceptance, Friendship and Victimization: Distinct Relational Systems that Contribute uniquely to Children's School Adjustment? Child Development, 68(6) (1997), 1181-1197 Mazaheri,A.; Baghban,I. and Fatehizadeh, M. (2006). Effects of Self Esteem Group Training on Student’s Social Adjustment. Daneshvar Raftar Scientific Research Periodical, 13(16) (2006), 49-56.

Seema Sharma & Priya Khurana

TEACHERS’ PROFESSIONAL DEVELOPMENT IN EARLY LANGUAGE AND LITERACY EDUCATION-TOWARDS INFORMED TEACHING PRACTICES

Dec-Jan,2017, Vol - 4/19, Page - 4383/4395

Early Language and Literacy Education (ELLE) is a major predictor and precursor of the child’s lifelong learning. Reading and writing being the foundational skills provide a strong base for the child’s later educational pursuits. ELLE is a significant academic subject with its own knowledge base in the western context whereas in India it still struggles to find its space. Several governmental and non-governmental organizations have conducted noteworthy work on literacy education resulting in remarkable achievements. However, the challenges to providing effective language and literacy education are many. The present teacher education programmes fail to adequately orient the teachers towards approaches to teach literacy. This calls for urgent attention from early years practitioners to address these concerns by strengthening literacy education in schools. It is here that the continuing professional development programmes come into fore to fill up the lacunae between current pedagogical trends and prevalent practices in school. Thus, in the present paper the researcher has attempted to build a case for teachers’ professional development in ELLE to equip them with the required competencies to cater to the literacy needs of young children.

Key words: Early Language, Early Literacy, Language Education, Literacy Education, Teacher Education, Professional Development

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Achieving Excellence through Continuing Professional Development – A CPD Framework for Early Childhood Educators (2013) : Singapore Government (Retrieved on July 20, 2016, from https://www.childcarelink.gov.sg/ccls/uploads/CPD_Guide_5_FA.pdf) Diploma in Early Childhood Care &. Education (ECCE) Course, Scert, Delhi, 2014 Retrieved on January 15, 2017 from http://delhi.gov.in/wps/wcm/connect/doit_scert/Scert+Delhi/Home/Examination+and+Admission/Affiliation/Courses+affiliated/Diploma+in+Early+Childhood+care+Education Early Language and Literacy – A Position Paper (2016): CARE India in collaboration of USAID Early Literacy Programmee, DEE, NCERT Retrieved on January 15, 2017 from http://www.ncert.nic.in/departments/nie/dee/publication/pdf/ELPEnglish25_5_16.pdf Early Literacy – Family and Community Engagement Research Compendium: Scholastic Publications

Priya Khurana & Seema Sharma

ROLE OF LANGUAGE IN TEACHING-LEARNING SCIENCE: EXPERIENCES OF PRE-SERVICE STUDENT TEACHERS

Dec-Jan,2017, Vol - 4/19, Page - 4396/4404

The role of language in the formation and development of concepts is uncontested. Science at school level is largely viewed as a practical subject, but its effective teaching and learning requires language comprehension, whether written or shared orally during classroom discussions (Oyoo, 2012). This suggests that the students’ language, teachers’ language and scientific language all play an intertwined and complex role in comprehending science concepts. The current study involves a group of pre-service student-teachers/interns pursuing an elementary teacher education course from University of Delhi, having Pedagogy of Natural Science as their specialization. They were asked to share their experiences of teaching science to middle school students during their school internship programme. The interns largely came up with issues in transacting the science content in a language other than in which they themselves had studied science, which in this particular case was Hindi. 

Key words: language, science, scientific terminology, teaching-learning 

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Bielenia-Grajewska, M., & Gunstone, R. (2015). Language and learning science. In Encyclopedia of Science Education (pp. 569-577). Springer Netherlands. https://link.springer.com/referenceworkentry/10.1007%2F978-94-007-2150-0_116 Oyoo, S. O. (2012). Language in science classrooms: an analysis of physics teachers’ use of and beliefs about language. Research in Science Education, 42(5), 849-873. Retrieved from https://link.springer.com/article/10.1007/s11165-011-9228-3

Sonal Patil

IMAGE OF WOMEN IN MANJUKAPUR‘S NOVELS

Dec-Jan,2017, Vol - 4/19, Page - 4405/4411

 It will be great effort to depict multiple faces, roles played by women through the novels of Manju Kapur. In the women writers of 21st century ManjuKapur arrests our attention by exploring a wide range of female experiences with minute observations, the everyday issues in the life of a middle class woman who is caught in the web of patriarchy and tradition on one hand and on other hand a modern educated woman struggling for independence, self-identity resisting the hierarchies of power.To the credit of Manju Kapur go five novels: Difficult Daughters(1998), A Married Woman (2003), Home (2006), Immigrant (2008), Custody (2011).Through these novels ManjuKapur has tried to show the multiple faces of woman coming from middle class and the problem faced by them.

Keywords: conventional, Depiction, liberated, tenderness, empathy, Feminist, society, divorce, aggression, domestic

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Kapur, Manju. Difficult Daughters. New Delhi: Penguin India, 1998; London: Faber and Faber, 1998. ______’ ______. A Married Woman. New Delhi: India Ink, 2002; London: Faber and Faber, 2003. ______’ ______. Home. New Delhi: Random House India, 2006; London: Faber and Faber, 2006. ______’ ______. The Immigrant. New Delhi: Random House India, 2008. London: Faber and Faber, 2009. ______’ ______. Custody. New Delhi: Random House, India, 2011. London: Faber and Faber, 2011.

Anurag Asija

STUDY OF RELATIONSHIP BETWEEN LEVEL OF AGGRESSION AND CREATIVITY AMONG ADOLESCENTS IN RELATION TO DEMOGRAPHIC VARIABLES

Dec-Jan,2017, Vol - 4/19, Page - 4412/4419

 

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Dr. Dutt N.K and A creative Potential and Education with Dr.Lal Gurbaksh forward of L. Suraj Bhan Ex-vice Chancellor of Punjab University and Kur.V. Drevdant, J.E. (1986) Factor & importance of creativity J.CI.Psy Vol 12 P 22 FABUN DON You and creativity Glance presscoller M.C. Million, London.