MAY-JUNE, 2018 SRJIS

May-Jun,2018, Vol - 5/45
Imapct Factor: 6.371
ISSN: 2278-8808
Date: 01-Jul-2018

An International Peer Reviewed

Scholarly Research Journal for Interdisciplinary Studies


Madhu Upadhyay

VIDNYAN EANV KALA VARG KE SHIKSHAK PRASHIKSHNARTHIYON KI PARYAVARNIY SHIKSHA KE PRATI ABHIVRUTTI KA TULNATMAK ADHYAYAN

May-Jun,2018, Vol - 5/45, Page - 10678/10683

 

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Devendra Kumar Yadav

AN EVALUATION OF LANGUAGE FOUNDATION CURRICULA IN U. G. COURSES

May-Jun,2018, Vol - 5/45, Page - 10684/10698

 UGC’s initiatives for the compulsory Language Foundation courses, in the UG programme, are no doubt an important step in the direction of developing self–learning skills. Either Hindi or English or both are offered under such courses. The sample in the study included LF Curriculum of Hindi and English of first two semesters in the UG courses of Guru Ghasidas Vishvidyalaya. To know Language Proficiency level, an English achievement test was conducted on sample of 100 students of UG Courses in G.G.V Bilaspur. For an opinion study, a sample was taken of 15 teachers (7 English and 8 Hindi) G.G.V. Three tools were used in this study.  A Check List was prepared for the structural analysis of the LFC. To assess the level of Language proficiency, an English Comprehension test was developed by the Researcher. A Language Foundation Course Evaluation Questionnaire was developed for knowing the input from the teachers teaching the course.  It was revealed form the study the entry level behaviour in terms of language proficiency of the first year UG students was found to be poor. Not a single among the 100 students, scored above 11 out of total score of 20 in the simple proficiency test in English  

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Ahuja, G.C. & Ahuja, Pramila (1987). How to increase reading speed. New Delhi: Sterling Publishers Pvt. Ltd. Annamali, E. (1977). Bilingual education for minorities. Language Forum, 3(3),1-9 Banerjee, Arpita (1993) Developing writing abilities on a teacher -training programme.Indian Journal of Applied Linguistics, 19(2),113-121. Best, J.W. & Kahn.J.V. (2009).Research in Education. New Delhi: Prientice Hall of India. Bharucha, N.E.(1993).Materials Production. A holistic approach. Indian Journal of Applied Linguistics, 19(2), 63-83.

K. Uma Devi & Prof. V. Sudhkar

EFFECT OF EARLY INTERVENTIONS ON CHILDREN WITH DEVELOPMENTAL DISABILITIES

May-Jun,2018, Vol - 5/45, Page - 10699/10706

 All over the world, people believe that parenting is the most rewarding part of life. Families usually welcome a baby to the mix with great expectations. The birth of a child with a disability is an unanticipated event. No family- regardless of race, ethnicity or socioeconomic status- is immune to childhood disability, yet almost all are poorly prepared to cope with its occurrence. The importance of Early Intervention is acknowledged by professionals and non-professionals alike. It advocates the promotion of positive assets and development of the child and the family. Recent scientific evidence shows that early experiences literally shape our lives by affecting the way the young brain develops. The major purpose of Early Intervention is the prevention of disability and developmental delays.  Early Intervention is both primary and secondary prevention. It is designed to be cost-effective. The ultimate goal of intervention is to enhance normal development and independent functioning of the child. 

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Raver S.A. (1991). Strategies for teaching at risk and handicapped infants and toddlers a transdisciplinary approach. Meisels S.J. and Shonkoff P.(1990). Handbook of early childhood intervention Aicardi, J. (1998), the etiology of developmental delay. Semin Pediatr Neurol. Mar; 5(1):15-20. Chen YJ,Chu HH; Effect of early Intervention on the interaction of developmentally delayed infants and their mothers; Kao Hsiung I Hsueh KoHsueh Tsa Chin 1995 Dec;11(12): 697-707.

Koushik Mondal

A STUDY ON CUMULATIVE APPROACH TO SOCIO-ECONOMIC DEVELOPMENT IN THE LIGHT OF GANDHIAN TRADITION AND RELEVANCE AT PRESENT CONTEXT

May-Jun,2018, Vol - 5/45, Page - 10707/10713

 The term ‘development’ generally refers to advancement or progress of the society. Now we are living in the era of knowledge explosion and globalization. Every country of the world is taking various developmental polices to achieve the extreme point of development. Nature of developmental polices depend on the state of socio-economic condition of a nation. Developmental polices in developing nation like India should be long term based and cumulative in nature. Acute and precise perception of holistic development through integrated approach is very important at present context. The Researcher mainly used secondary sources of data throughout the study. Researcher tries to explain education philosophy of Gandhi and how cumulative approach to socio-economic development is quite important and relevance even at present context.
Keywords: Basic education, Cumulative approach, Rural industry, Socio-economic development.
 

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Bandyopadhyay, A. (2006), Sikha Dharsan and Sikha Nity, Kolkata, kundu & sons. Roy, S. (2017), Theories & Philosophies of Education, Kolkata, Soma Publisher. Veeravadra, A. (2016) Mahatma Gandhi views on philosophy of education. International journal of Academic Journal Vol.3, Issue 04, pp.93-99.

Sanjeev Sonawane & Ms. Arpita Sudheer Phatak

ACTIVITY BASED LEARNING FOR THE SCIENCE SUBJECT

May-Jun,2018, Vol - 5/45, Page - 10714/10717

 There are individual differences among all learners. Suitable learning experiences should be provided to all students as some grasp greater through vision while others through audio. The best way to do this is to have ‘Multi Sensory Approach’ that can be provided by ‘Activity Based Learning’. Activity Based Learning or ABL describes a range of pedagogical approaches to teaching. Its core premise includes the requirement that learning should be based on doing some hands on experiments and activities. The idea of activity based learning is rooted in the common notion that children are active learners rather than passive recipients of information.
Keywords: Activity based learning, Theories of Learning
 

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http://www.asa3.org/ASA/education/teach/active.htm Retrieved on 21’st October 2017 . http://www.cry.org/resources/pdf/NCRRF/Prabha_Hariharan_2010_Report.pdf, retrieved on 20th OCT 2017 www.informedbynature.org/?,http://en.wikipedia.org/wiki/Concept retrieved on 22nd OCT 2017 Joshi Anant N., SalunkeKavita S. (2006). Content Based Methodology. New Delhi : Prentice Hall of India Private Limited. Kalra R.M. (2008). Science Education for Teacher Trainees and Inservice Teachers. New Delhi : PHI Learning Private Limited.

Neetu Sharma

RELATIONSHIP BETWEEN VALUES AND ATTITUDE TOWARDS EDUCATION OF B.TECH AND B.ED STUDENTS-A COMPARITIVE STUDY

May-Jun,2018, Vol - 5/45, Page - 10718/10725

 This study focused on six basic aspects: Theoretical, Economic, Aesthetic, Social, Political and Religious values of 100 undergraduate students of B.Tech and B.Ed and their attitude towards education. This study also attempted to compare and analyze the relationship between the values and attitude towards education of the students of the two streams. Significant difference was identified in economic values, aesthetic values, social values and religious values where as the two streams were not found distinctive in regards to theoretical values and political values and their attitude towards education. It was also concluded that there is a correlation between values and attitude towards education of both engineering and teacher education students. To sum up our values, belief and attitude constantly blend with each other. Integrating and harmonizing our value system is what makes a successful attitude and attitude towards education is the result of various values inculcated in us.
Keywords: Values, Attitude, B.Tech, B.Ed, Education
 

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https://www.google.co.in https://en.wikipedia.org http://cisncancer.org/research http://www.aect.org/edtech https://explorable.com http://www.umsl.edu http://www.dissertationindia.com http://mohitpuri.pbworks.com

M. Umamageshwari & K. V. S. N. Murty

A STUDY OF EMOTIONAL MATURITY AND SOCIAL INTELLIGENCE AMONG B.ED STUDENTS

May-Jun,2018, Vol - 5/45, Page - 10726/10729

 The main aim of the study was to find out the Emotional Maturity and Social Intelligence of B.Ed., Students. The present study adopts normative survey method. The total sample of the study consists of 300 B.Ed., Students in and around Coimbatore district. Simple random sampling technique was adopted to collect data from the samples. Emotional Maturity and Social Intelligence tool (constructed) was administered to the Students. Data was collected from the selected area. Data was analyzed through SPSS. Descriptive and inferential analyses were carried out in relation to demographic variables. The findings of the ‘t’ test revealed that gender, locality wise significant difference was found, ‘F’ test results shows that no significant difference among type of institution 
B. Ed Students in their Emotional Maturity and Social Intelligence.
Keywords: Emotional Maturity, Social Intelligence, B. Ed Students
 

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Aggarwal, J.C. (1997). Development and Planning of modern education, Delhi: Vikas Publishing House. Allan Jaffe (1981). Examined how Illinois state legislators scored on emotional maturity. Dissertation Abstract, 1986. Allen Brad Brake (1997). Emotion and its influences on problem solving. Dissertation Abstract, 1997. Arya - A, (1984). Emotional maturity and value of superior children in family. Buch, 1327 IV (2). Baron, Robert.A. (1995). Psychology. (3rd ed.), New Delhi Asimon & Schuster Company. Best, John W & Kahn James, V. (2006). Research in Education, New Delhi: Prentice Hall of India. Creamer, Don .G: Using a developmental model of emotional maturity. Dissertation abstract from, New Directions for community colleges, 20(3), 73-82. Indumathi. S. (2017). Emotional Intelligence and Social Intelligence among B.Ed. Teacher Trainees in Relation to their Social Economic Status. International Journal of Advance Research and Development, 2(8), 53-56. Mangal, S. K (1999).Advanced Educational Psychology, New Delhi: Prentice Hall of India.

Ip, Yun-Kit Perry & Chan, Suk-Ha Grace

FARM, AN ALTERNATIVE PERFORMANCE MEASUREMENT OF STRATEGIC FORMULATION FRAMEWORK FOR STUDENT ORGANIZATIONS

May-Jun,2018, Vol - 5/45, Page - 10730/10737

 In a student organization, the designation and the service continuity of ExCo members are mainly determined by subjective voting.  On campus, many of these organizations are lack of an objective measurement linking performance to re-appointment while Balanced Scorecard provides the performance measurement in need. We applied inductive reasoning with a qualitative approach, focus groups, to explore alternative perspectives specified for these student organizations. Beyond a reasonable doubt, no participants in the focus groups had an attempt or a reason to whittle the proposed perspectives down, we then accept FARM (Financial, Activities, Reputation and Memberships) as the new performance criteria for the students to vote or not to vote. Most likely, FARM could be generalized to other nonprofit making organizations.
Keywords: Balanced Scorecard, nonprofit making organization, performance measurement, subjective voting, ExCo members, focus group
 

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Ahi, P. and Searcy C. (2015). Assessing sustainability in the supply chain: A triple bottom line approach. Applied Mathematical Modelling, 39 (10), pp. 2882-2896 Artz, M. Homburg, C. and Rajab, T. (2012). Performance measurement system design and functional strategic decision influence: The role of performance-measure properties. Accounting, Organizations and Society. Oct. 37(7), pp.445-460.

Azad Ahmad Andrabi & Nayyar Jabeen

SCHEDULED TRIBES EDUCATION IN INDIA: ISSUES AND CHALLENGES

May-Jun,2018, Vol - 5/45, Page - 10738/10747

 Education system is the backbone of a nation and it should cater the needs of all the citizens without any discrimination. India is pluralistic country which accommodates persons from different cultures, backgrounds and sections. Scheduled tribe is one of the most marginalised groups in India that is backward in all aspects. This paper is an attempt to evaluate the educational level of scheduled tribe population and to highlight the issues and challenges regarding the same.
Keywords: scheduled tribe, marginalised, educational level. 
 

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Abdul Raheem, A. (2011) Education for the Economically and Socially Disadvantaged Groups in India: An Assessment. Economic Affairs, 56(2), 233-242. Brahmanandam, T., & Babu, B. (2016). Educational Status among the Scheduled Tribes: Issues and Challenges. The NEHU Journal, 14 (2), 69-85. Dar, W. A. and Najar, I. A. (2017). Educational system in the tribal areas of Kashmir valley: A case study of zone Khansahib of District Budgam. International Journal of Multidisciplinary Education and Research, 2(5), 45-49.

Ms. Ramakanti & Prof. Anil Shukla

GLOBAL EDUCATION IN INDIA: STAKEHOLDERS’ VIEWPOINT

May-Jun,2018, Vol - 5/45, Page - 10748/10757

 Education plays a vital role in helping children and young people recognize their contribution and responsibilities as citizens of this global community and equipping them with the skills to make informed decisions and take responsible actions. Students today are living in a world which is interconnected as much as never before. All the major areas like health, environment, poverty, peace or security, require cooperation across borders and boundaries.. Global Education talks about knowledge of global issues, skills to be acquired to deal effectively in new change world and value and attitude in approach of handling issues. This research paper has studied the importance of global education in Indian school education system through the stakeholders’ point of view. It has discussed about the changes required to be done in our school education as well as in teacher education.
Keywords: Global Education, global Teachers, Teacher Education, Curriculum
 

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Albrow, M. (1990). ‘Introduction’, In M. Albrow & E. King (eds.), Globalization, Knowledge and Society. London: Sage. Fullan, M. (1999). Changing Force: The Sequel. London, Falmer Press. Fullan, M. (2002). Principals as leaders in a culture of change. Educational leadership. Harvey, D. (2003). Young People in a Globalizing World- World Youth Report. New York. Retrieved from http://www.un.org/esa/socdev/unyin/documents/ch11.pdf Engelbrecht, P. (2012).Teacher Education for Inclusion: Challenges and Opportunities. Canterbury Christ Church University, NCSE Research Conference, Dublin, November 21, 2012. Exely, B., Walker, S., & Bronlee, J. (2008). Characteristics of preservice teachers in multi campus settings: Using demographics and epistemological beliefs to unpack stereotypes. Australian Journal of Teacher Education, 33(6) Reimers, F. M. (2013). Assessing global education: An opportunity for the OECD. Retrieved February, 3, 2015 Bista, K., & Saleh, A. (2014). Assessing the need for graduate global education programs in the United States. Journal of International & Global Studies, 5(2). Räsänen, R. (2007). 3 Intercultural Education as Education for Global Responsibility. Education for global responsibility–Finnish perspectives, 17. Braskamp, L. A., Braskamp, D. C., Merrill, K. C., & Engberg, M. (2008). Global Perspective Inventory (GPI): Its purpose, construction, potential uses, and psychometric characteristics. Retrieved January, 12, 2010. Eisenhardt, S., & Sittason, K. S. (2009). Preparing teachers of tomorrow with global perspectives. Mid-Western Educational Researcher, 22(1), 24-28. Merryfield, M. M. (1991). Preparing American secondary social studies teachers to teach with a global perspective: A status report. Journal of Teacher Education, 42(1), 11-20. Qiang, Z. (2003). Internationalization of higher education: Towards a conceptual framework. Policy futures in education, 1(2), 248-270.

Santanu Ghorai & Amit Kumar Mahanti

CRISIS OF TEACHER EDUCATION INSTITUTIONS IN WEST BENGAL DURING 2006: A CASE STUDY

May-Jun,2018, Vol - 5/45, Page - 10758/10766

 Quality generally signifies the degree of excellence. In the educational context, quality is seen as a complex issue as education is concerned with human. With basic infrastructural facilities, development of necessary skills, values and attitudes of the trainees are desired as maximum output of how effectively the process of training is organized. Various agencies like NCTE, NAAC are established to assess and accredit the institutions and to improve the quality of education. The number of teacher education institutions were increasing in those days at a very fast rate due to privatization and liberalization of teacher education. Though the expansion had happened at large and rapid scale, maximum institutions were not duly recognized by NCTE. So, the crisis was exposed in front of Calcutta High Court. And the crisis was acute due to its multifoliate reasons. After going through a long battle and tensions between the then West Bengal government and Central government, a feasible solution had come out through the amendment of Parliament. 
Keywords: Teacher Education, Privatization, Liberalization.
 

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Mishra, L. & Malik, A. (2017). Quality of Teacher Education in West Bengal. International Journal of Peace, Education and Development, Renu Publishers. N.C.T.E. (E.R.C.). (2003, June 03). Order. Gazette of India, Part III, Section 4. ERC/7-35(ER-35 .4.1)/2003/1047. Retrieved from http://www.ncte-in.org N.C.T.E. (E.R.C.). (2003, June 03). Order. Gazette of India, Part III, Section 4. ERC/7-35(ER -35.6.2)/2003/1051. Retrieved from http://www.ncte-in.org N.C.T.E. (E.R.C.). (2005, April 20). Order. Gazette of India, Part III, Section 4. ERC/7-55. 6(9)/2005/1266. Retrieved from http://www.ncte-in.org N.C.T.E. (E.R.C.). (2005, April 20). Order. Gazette of India, Part III, Section 4. ERC/7-55. 6(7)/2005/1269. Retrieved from http://www.ncte-in.org N.C.T.E. (E.R.C.). (2005, July 19). Order. Gazette of India, Part III, Section 4. ERC/7-58.6.4/ 2005/2351. Retrieved from http://www.ncte-in.org

H. K. Pandey & Col Shantonu Roy

CHALLENGES TO INDIA’S NEW MARITIME SECURITY STRATEGY IN THE RUSSIAN ERA

May-Jun,2018, Vol - 5/45, Page - 10767/10781

 

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Pehrson, Christopher J.String of Pearls: Meeting the Challenge of China's Rising Power Across the Asian Littoral., "Carlisle Papers in Security Strategy” Hu: China Would Never Seek Hegemony, "Xinhua News Agency", Beijing, 23 April 2009.. "China’s growing empire of ports abroad is mainly about trade, not aggression".economist.com. The Economist Newspaper Limited. 8 June 2013. David Brewster. "Beyond the String of Pearls: Is there really a Security Dilemma in the Indian Ocean?.

Lt . Col. V. S. Rana & Anurag Jaiswal

NAXALISM : FACTORS RESPONSIBLE FOR GROWTH AND IDEOLOGY

May-Jun,2018, Vol - 5/45, Page - 10782/10788

 One major challenge before the India  today is that of Naxalism, a movement which has a long history and which over a period of time has expanded its influence and violent activities.  The Naxal affected areas are tribal dominated districts in the interiors of the states where the administrative architecture and development has not reached. The discontent among the population of these areas is on the matters of rights to lands, forests, mining, development and the caste based discrimination. Naxalism is the outcome of a number of various factors political and economical in nature as discussed below.

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WWW.Jagran Josh.com WWW.Quora.com GK Today International Journal of Informative and Futuristic Research (IJIFR) Mainstream weekly, Vol LI No 49 Wikipedia.org/wiki/Naxalite