AUG-SEPT, 2018 SRJHEL

Aug-Sep,2018, Vol - 6/29
Imapct Factor: 5.068
ISSN: 2348-3083
Date: 01-Oct-2018

An International Peer Reviewed

Scholarly Research Journal for Humanity Sciences & English Language


Sipra Ray

PROFESSIONAL DEVELOPMENT OF TEACHERS IN INDIA

Aug-Sep,2018, Vol - 6/29, Page - 7943/7949

 

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Advancing personalized learning- Vivian Kloosterman D.I. Sharma- Education in Emerging Society NCERT: National Curriculum Framework Abram R. Brubachar: “Teaching”: Profession and Practice John Dewey: Democracy and Education R.S. Pandey: National Policy on Education R.R. Rusk: The Philosophical Bases of Education H.P. Naik and S. Narullah: A Student’s History of Education in India

Navin Verma & Col Vineet Nehra

THE STRING OF PEARLS: CHINESE QUEST FOR INDIAN OCEAN REGION AND INDIA’S RESPONSE

Aug-Sep,2018, Vol - 6/29, Page - 7950/7955

 

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H. K. Pandey & Col Shantonu Roy

PEACEBUILDING AND PEACEKEEPING IN THE POST COLD WAR ERA

Aug-Sep,2018, Vol - 6/29, Page - 7956/7972

 

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Barnett, Michael : "Peacebuilding: What Is in a Name?". Keating, Tom : Building Sustainable Peace. Mac Ginty , Roger : International Peacebuilding and Local Resistance. Porter , Elisabeth : Peacebuilding: Women in International Perspective. Richmond, Oliver : A Post-Liberal Peace. Sandole, Dennis : Peacebuilding. Schirch, Lisa : Little Book of Strategic Peacebuilding. . Schirch, Lisa : Conflict Assessment & Peacebuilding Planning. Tarnoff, Curt; Marian L. Lawson: Foreign Aid: An Introduction to U.S. Programs and Policy (Technical report).

Udayasree. K & P. Rekha

THE KEY ICT’S USED IN CLASS ROOM FOR DISASTER MANAGEMENT EDUCATION

Aug-Sep,2018, Vol - 6/29, Page - 7973/7976

 Disaster is a sudden calamitous event bringing great damage, loss, or destruction of life and property. Every day world experiences a number of disasters. Most of the people in the world are vulnerable to disasters that may natural or manmade. To reduce the impact of disaster, education can be used as an effective tool. Disaster management education is recognised by The United Nations Educational, Scientific and Cultural Organization (UNESCO) as an essential element in sustainable development since it hastens the progress of societies towards disaster resilience. By providing disaster management education we can improve the disaster management awareness of pupil in order to make them resilient in confronting disaster situations. They can be educated through diverse means, providing learning experience through traditional methods and methods incorporating ICT. So far as concerned learning experiences through digital technologies are inevitable for granting rich and vicarious experiences in classroom settings. This paper describes the importICT’s used in class room for disaster management education and its relevance in developing a resilient community.  
Keywords: ICT, Disaster Management, Disaster Management Education.
 

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http://en.wikibooks.org/wiki/ICT_for_Disaster_Management/ICT_for_Disaster_Prevention_Mitigation_and Preparedness http://en.wikibooks.org/wiki/ICT_in_Education/The_Uses_of_ICTs_in_Education Pandey, M. (2014) .Disaster management. Wiley India: Pvt. Ltd., New Delhi. Quarantelli, E.L. (1985). What Is A Disaster? London: Routledge. pp146-159 World Health Organization (WHO). (2007). The World Health Report 2007- A safer future, global public health security in the 21st century, Geneva: World Health Organization.

R. M. Tamil Selvan

SELF-CONCEPT OF STUDENTS WITH LEARNING DISABILITIES

Aug-Sep,2018, Vol - 6/29, Page - 7977/7982

 The present study intended to examine self-concept of   students with learning disabilities of ninth standard of Chennai district. The sample size of the study is 78 selected by stratified random sampling. It is a normative survey type study. The research tool used is Self-concept Scale adapted from Mohsin’s Self-concept inventory.  The results indicated that there is no significant difference between the self-concept of students with learning disabilities with respect to gender, medium of instruction and type of school management except the level of learning disabilities. 

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Karanth, P., & Rozario, J. (Eds.). (2003). Learning disabilities in India: Willing the mind to learn. New Delhi: Sage Publications. Kirk, S. A. (1963). Behavioural Diagnosis and Remediation of Learning Disabilities. In Proceedings of the Conference on the Exploration into the Problems of the Perceptually Handicapped Child. Evanston, IL: Fund for the Perceptually Handicapped Child. Kirk, S.A. and Gallaghar, J.J (1997). Educating exceptional children. Boston: Houghton Mifflins. Mander, H. (2003). Foreword. Karanth, P., & Rozario, J. (Ed.), Learning disabilities in India (pp. 11). New Delhi: Sage Publication. Marsh, H. W., & Shavelson, R. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20(3), 107-123. DOI: 10.1207/s15326985ep2003_1 Mohsin, S. M. (1979). Manual for Mohsin Self-concept Inventory. Varanasi, India: Rupa Psychological Centre. Ramaa, S. (2000). Two Decades of Research on Learning Disabilities in India. Dyslexia, 6, 268-283. Sahni, A. (2011). Teaching students with learning disabilities. New Delhi: A P H Publishing Corporation. Saraswat, R., & Gaur, J.S. (1981). Approaches for the measurement of self-concept – An introduction, Indian Educational Review, 16(3), 114-119.

Kumar Bigyana Nand Singh

SAMVESHI SHIKSHA KE SANDHARBH ME RASHTRIY NITIYA, KANOON ENAV INKE KRIYANVAY KA SAMIKSHATMAK ADHYAYAN

Aug-Sep,2018, Vol - 6/29, Page - 7983/7987

 

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Mr. Dinesh & S. Chidambara Raja

EFFECT OF PHYSICAL EXERCISE AND YOGIC PRACTICES ON MUSCULAR STRENGTH SELF-CONCEPT AND BLOOD PRESSURE

Aug-Sep,2018, Vol - 6/29, Page - 7988/7991

 The purpose of the present study was to find the effect of physical exercise and yogic practice on 
self-confidence and blood pressure (both systolic and diastolic).  For this purpose, forty five middle aged working women of Faridabad town, New Delhi in the age group of 35 – 40 years were selected.  They were divided into three equal groups (n = 15), each group consisted of fifteen subjects, in which group – I underwent physical exercise, group – II underwent yogic practice and group – III acted as control group who did not participate in any special training.  The training period for this study was six days in a week for twelve weeks.  Prior to and after the training period the subjects were tested for self-confidence and blood pressure (systolic and diastolic).  Self-confidence was assessed by using Agnihotri self-confidence inventory (ASCI) and blood pressure was assessed by using sphygmomanometer respectively. The analysis of covariance (ANCOVA) was used to find out the significant difference if any, among the experimental groups and control group on selected criterion variables separately. Since there were three groups involved in this study the Scheffẻ S test was used as pos-hoc test. It was concluded from the result of the study that the physical exercise and yoga practice has positively altered the criterion variables, such as, self-confidence and blood pressure (both systolic and diastolic).
Keywords: yogic practice, physical exercise, self-confidence, systolic and diastolic blood pressure.
 

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Yogacharya Janakiraman and Carolina Rosso Cicogna, Solar Yoga, (New Delhi: Allied Publishers Ltd., 1989), p. 26. Retrieved from http://hinduism.about.com/bl-yoga-define.htmon on 24-04-2012. Retrieved from http://www.minddisorders.com/Py-Z/Yoga.html on 24-04-2012. Swami Vishnu Devananda, The Sivananda Companion to Yoga, (New York: Fireside Book, Simon and Schuster, 2000), p. 10. Retrieved from www.novapublishers.com/catalog/product_info.php?products_id=10988 on 18-12-2013. Chidambara Raja S. (September 2014), “Effect of Yogic Practices and Physical Exercises on Strength Endurance Self-concept and Blood Pressure”, PESY, 4:3, 7-11. Nemoto K, Gen-no H, Masuki S, Okazaki K and Nose H, (July 2007), “Effects of High-intensity Interval Walking Training on Physical Fitness and Blood Pressure in Middle-aged and Older People”, Maya Clin Proc, 82:7, 803-11.

Muktha Manoj Jacob

LANGUAGE LAB: A TECHNOLOGICAL BREAKTHROUGH IN IMPARTING ENGLISH LANGUAGE SKILLS

Aug-Sep,2018, Vol - 6/29, Page - 7992/7995

 The importance of English language cannot be mitigated even if so desired. It is almost necessary that a learner has a good command over the language to allow him overall success in life. Having clarity and accuracy of the English language gives confidence to the learner and opens doors to avenues otherwise out of reach. His/her understanding of the nuances of the English language serves as a platform to rise and evolve in his life and career. It is thus vital, that provisions be made to enhance the skills of the learners of this global language. The aim of this paper is to highlight the importance of Language Lab and the necessity to install English Language lab in all educational institutes. Language is a medium of communication. Communication implies carrying of messages or receiving of messages. Students from various cultures feel hard to learn English and its proficiencydue to lack of exposure.The thirst of English language learning needs some solution. The language lab is a technological break for imparting skills in English. The language lab offers an exclusive result oriented ways to enrich the English language learning process. Breaking through the traditional teaching method with the rich teaching material contents, the digital language lab motivates student’s learning attitude, thus providing an interactive learning environment. The aim of this paper is to highlight the importance of Language Lab and the necessity to install English Language lab in all educational institutes by the government of India.           
Keywords: Breakthrough, unambiguous, language educators, pedagogy, digital language.
 

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Technology in the Service of Foreign Language Learning: The Case of the Language Laboratory - Warren b. Roby. Language lab From Wikipedia, the free Encyclopaedia.

Mr. Shashibushan Sharma & S. Chidambara Raja

EFFECT OF RESISTANCE TRAINING ENDURANCE TRAINING AND COMBINED TRAINING ON LEG STRENGTH BACK STRENGTH AND TIDAL VOLUME

Aug-Sep,2018, Vol - 6/29, Page - 7996/8002

 The purpose of the study was to find out the effect of resistance training, endurance training and combined training on leg strength, back strength and tidal volume.  Sixty male students aged between 17 and 22 years were selected for the study.  They were divided into four equal groups, each group consisting of fifteen subjects in which Group I underwent resistance training, group II underwent endurance training, group III underwent combined training three days per week for twelve weeks and group IV acted as control, which did not participate in any training.  The subjects were tested on selected criterion variables such as leg strength, back strength and tidal volume at prior to and immediately after the training period.  For testing the leg strength and back strength, the dynamometer was used and tidal volume was tested by using expirograph.  The analysis of covariance (ANCOVA) was used to find out the significant difference if any, between the experimental groups and control group on selected criterion variables separately.  Since there were four groups involved in the present study, the Scheffé S test was used as post-hoc test.  The selected criterion variables such as leg strength, back strength and tidal volume were improved significantly for all the training groups when compared with the control group and the leg and back strength were improved significantly for resistance training group and in tidal volume, the endurance training group was significantly improved.
Keywords: Resistance training, endurance training, physical fitness, leg strength, back strength and tidal volume.
 

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Tudor O. Bompa, Periodization : Theory and Methodology of Training, (4th ed.,), (Champaign, Illinois: Human Kinetics Publishers, 1999), p.54. Dietrich Harre, Principles of Sports Training, (Sportverlag, Berlin 1982), p.10. Vladimir M.Zatsiorsky, Science and Practical of Strength Training, (Champaign, Illinois: Human Kinetics Publishers, 1995), p.79. Edward G. Mcfarland, Getting Strong Through Resistance Training, Internet Resource, Rex Hazeldine, Fitness for Sport, (Marlborough: The Crawford Press, 1985), p.52.

D. Senthil Murugan & T. Sivasakthi Rajammal

DEVELOPMENT OF “TEACHING COMPETENCY SCALE [TCS] OF B. Ed TRAINEES”

Aug-Sep,2018, Vol - 6/29, Page - 8003/8011

 

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Olga Nessipbayeva, (2012), The competencies of the modern teacher. In the 10th Annual Meeting of the Bulgarian Comparative Education Society, Kyustendil, Bulgaria: 148–154. Suleyman Sadi Seferoglu, (2005), A study on teaching competencies of teacher candidates, Proceedings of the International Conference on Education. Singapore, 709-716. Shashi Shukla, (2014), Teaching competency, professional commitment and job satisfaction-A study of primary school teachers, IOSR Journal of Research & Method in Education (IOSR-JRME) Vol. 4(3), Ver. II, 44-64. R. Sivakumar, Dr. A.Edward William Benjamin, (2016), Interrelationship among teaching competency and professional development of teacher educators in B.Ed. Colleges, International Education and Research Journal, Vol. 2(1). A. Antony Sagaya Ruban, Dr. R. Selvaraju, (2015), Correlation between modernity and teaching competency of B.Ed trainees - a gender wise analysis, Paripex- Indian Journal of Research, Vol. 4 (9). Jagannadh Y V, Dr. J. Master Arul Sekar, (2012), Teaching competency of B.Ed. female teacher trainees, An International Indexed, Refereed & Peer Reviewed Bi-Annual Journal in Education, Vol.III (II). F. L. Antony Gracious, P. Annaraja, (2011), Creativity and teaching competency of prospective B.Ed teachers, Turkish Online Journal of Distance Education-TOJDE, Vol.12 (1). Vogt, Franziska; Rogalla, Marion, (2009), Developing adaptive teaching competency through coaching, Teaching and Teacher Education: An International Journal of Research and Studies, vol.25 (8), 1051-1060.

Nishant B. Pandya

CHARACTERS @ THE CALL CENTRE IN CHETAN BHAGAT’S ONE NIGHT @ THE CALL CENTRE

Aug-Sep,2018, Vol - 6/29, Page - 8012/8019

 What strikes you first about Chetan Bhagat’s novels is the fact that this author writes about Indians and for Indians. His characters are young, ambitious and passionate and have
the same moral, social and religious dilemmas as many of the young Indians today. At the same time their context and sensibility too is unabashedly Indian. if one examines the studies on attitude and behaviour of youth, all these refer to the context of national transformation from a “traditional” to “modern” society.  Bhagat has remained the mouthpiece of Indian youth and representative of India. His writing comes out of his keen observation of his surroundings. As a result his writing is coloured by the sensibilities of modern people and world. No writer can escape from the world in which he or she lives. Taine’s theory of Race, Milieu and Moment is very aptly and appropriately allocable in the works of Chetan Bhagat. Bhagat‟s popularity among collegiate shows his deep understand regarding college life in particular and modern life in general. The present research paper aims at studying the ways in which Chetan Bhagat has portrayed the Indian Youth with all their dreams, aspirations, traumas, and turmoil with special reference to One Night @ the Call Centre. The reciprocal relationship between society and modern youth has also been taken into account to reach to honest findings. 
Keywords: Chetan Bhagat, Indian Writing in English, Indian Youth, Spirit, One Night @ the Call Centre, Indian Society.
 

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The Hindu 11 Septempber 2005: 29. Abrahms, M.H. Glossary of Literary Terms. New Delhi: Nutech Photolithographers, 2007. Barker, Kevin. "CROSS-CULTURAL CONFLICT." Encyclopedia of Life Support System. New Delhi: Eolss Publishers, 2012. Chetan, Bhagat. One Night @ the Call Centre. New Delhi: Rupa & Co., 2004. Iyenger, K.R.Srinivasa. Indian Writing in English. New Delhi: Sterling, 1983. Keep the Faith, Baby. Dir. Adam Clayton Powell. 1967. Pramod, Nayar. An Introduction to Cultural Studies . New Delhi: Viva Books, 2008.

Yatharth N. Vaidya

INFLUENCE OF THE HIMALAYN HILLS ON HUMAN BEHAVIOUR: A CRITICAL STUDY OF SELECT SHORT STORIES OF RUSKIN BOND

Aug-Sep,2018, Vol - 6/29, Page - 8020/8024

 Ruskin Bond is a prominent Indian writer of English who has always preferred to live by hills as he has a special fascination for hills. Whether it is nature, people, places, or animals, he is keenly observant of all forms of life and activities in the hills. As he mentions his preference for hills in ‘The Leopard’,
I had lived in cities too long and had returned to the hills to renew myself, both physically and mentally. Once you have lived with mountains for any length of time you belong to them, and must return again and again. (147-48)
          Bond is such a writer who prefers solitude of hills that is suitable to his profession, rather than social life of big cities. The company of hills and his writing is enough for him. He can write almost everywhere and he chooses hills for the purpose of living rather as affable place for writing. He expresses this feeling in ‘The story of  Madhu’ as,
I preferred the solitude of the small district town to the kind of social life I might have found in the cities; and in my books, my writing and the surrounding hills, there was enough for my pleasure and occupation. (99)
           The current research paper aims at exploring critically how Bond has delineated in his short stories the influence of Himalayan hills on human behavior and how hills transform human beings.
 

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Bond, Ruskin . A Case for Inspector Lal, Collected Fiction, Penguin India Ltd. New Delhi. 1999 Death of a Familiar, Collected Fiction, Penguin India Ltd. New Delhi,1999 Dust on the Mountain, Children’s Omnibus, Rupa & Co. New Delhi, 2007 Mother Hill, Himalayan Tales, Rupa & Co. New Delhi, 2005 Panther’s Moon, Collected Fiction, Penguin India Ltd. New Delhi, 1999 The Leopard, Collected Fiction, Penguin India Ltd, New Delhi,1999 The Man Who was Kipling, Collected Fiction, Penguin India Ltd, New Delhi,1999 The Story of Madhu, Collected Fiction, Penguin India Ltd. New Delhi,1999

Nishant B. Pandya

THE INDIANS AND INDIANNESSIN CHETAN BHAGAT’S FIVE POINT SOMEONE

Aug-Sep,2018, Vol - 6/29, Page - 8025/8030

 Chetan Bhagat’s choices of subjects for his books are very Bhagatian. Bhagat has potential to be called one of the voices of a generation of Middle class Indian youth facing the choices and frustrations that come with the prospect of growing wealth and advancement. His first novel Five Point Someone is set in the Indian Institute of Technology, Delhi, in the period 1991to1995. It’s a story about the adventures of three mechanical engineering students Hari (the narrator), Ryan Oberoi and Alok Gupta. They fail to cope with the grading system of the IITs. In five Point Someone, he describes the perennial themes like parental pressure on children for getting admission in highly competitive institute, earn high grades, get a good job, poverty, exploitation at job place, ill effects of domestic quarrel etc. An attempt has been made in this study to place the analysis of the impact of modernization on educated Indian youth in the perspective of modernization of the Indian society. This research paper aims at studying the behaviour of Indian youth in social context. The study of their disillusionment, as presented by Bhagat, has been taken into account to study their sense of being alienated from the world or society. As Adam Clayton Powell claims in Keep the Faith, Baby! (1967); “We have produced a world of contented bodies and discontented minds” 7
Keywords: Chetan Bhagat, Indian Writing in English, Indian Youth, Spirit, Five Point Someone, Indian Society. 
 

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The Hindu 11 Septempber 2005: 28. Abrahms, M.H. Glossary of Literary Terms. New Delhi: Nutech Photolithographers, 2007. Barker, Kevin. “CROSS-CULTURAL CONFLICT.” Encyclopedia of Life Support System. New Delhi: Eolss Publishers, 2012. Chetan, Bhagat. Five Point Someone. New Delhi: Rupa & Co., 2004. Iyenger, K.R.Srinivasa. Indian Writing in English. New Delhi: Sterling, 1983. Keep the Faith, Baby. Dir. Adam Clayton Powell. 1967. Pramod, Nayar. An Introduction to Cultural Studies . New Delhi: Viva Books, 2008.

M. Thirunarayanasamy & Mr. P. Jeyakumar

INVESTORS ATTITUDE AND PERCEPTION TOWARDS COMMODITY MARKET - A STUDY WITH SPECIAL REFERENCE TO VIRUDHUNAGAR DISTRICT

Aug-Sep,2018, Vol - 6/29, Page - 8031/8040

 

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Bessembinder, H. and Seguin, P. L. (1993): “Price volatility, trading volume and market depth: evidence from futures markets,” Journal of Financial and Quantitative Analysis, 28 (1), 21-39. Recent trends in commodity markets in India, Nilanjana Kumari, Volume 3, Issue 12 (December, 2014) Online ISSN-2320-0073. Ahuja, Narender L. (2006), “Commodity Derivatives market in India: Development, Regulation and Future Prospective”, International Research Journal of Finance and Economics, 1, 153-162. Senthil.D.(2012) “ Investor’s perception Regarding the Performance of Indian Mutual Funds. International Journal of Social and Allied Research,ISSN2319-3611,Vol1(1) October 2012,pp41-45.

Jacob Kyengo Muthoka, David M. Mulwa & Francis B. Mutua

INFLUENCE OF PRINCIPALS’ ADMINISTRATIVE EXPERIENCE ON PRINCIPALS’ EFFECTIVENESS IN INSTRUCTIONAL SUPERVISION IN PUBLIC SECONDARY SCHOOLS IN MUKAA SUB-COUNTY, MAKUENI COUNTY, KENYA

Aug-Sep,2018, Vol - 6/29, Page - 8041/8051

 In Mukaa Sub-county, instructional supervision by principals is yet to be effectively realized. In many cases, teachers do not complete their syllabus and students also register low academic grades in both internal and national examinations. Thus, the purpose of the study was to assess the influence of principals’ administrative experience on effectiveness in instructional supervision in public secondary schools in Mukaa Sub-county, Makueni County, Kenya. The study was guided by the path-goal theory. The study adopted correlation research design. Questionnaires were used to collect data from the respondents. Validity was established through expert judgment. Data were descriptively analyzed using frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Test Analysis with the help of Statistical Package for Social Science (SPSS 23) and presented using tables and charts. The study established that many secondary schools register low grades in national examinations (KCSE) and that principals’ administrative experience influence principals’ effectiveness in provision of instructional supervision. However, many secondary schools are headed by principals with relatively few years of administration. Thus, the study recommends that the Ministry of Education through Teachers’ Service Commission (TSC) should promote teachers to positions of school principals based on merit and above all the number of years one has served progressively in positions of headship such as Heads of Departments and Deputy Principals. 
Keywords: Academic Performance, Administrative Experience, Instructional Supervision 
 

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Alzaidi, A. (2008). A study of Job Satisfaction among Male Secondary School Head Teachers in Saudi Arabia. PhD Thesis. Newcastle University. Armstrong, H. (2001). Principles of Best Value. London, HMSO Creswell, J. (2009). Research design: qualitative, quantitative and mixed methods approach. Thousand Oaks, California: Sage Publications. Huang, T.C. (2000). Are the Human Resource Practices of Effective Firms Distinctly Different from Those of Poorly Performing Ones? The International Journal of Human Resource Management, 11(2): 436–51. Karia, N. & Ahmad, Z. (2000). Quality practices that pay: Empowerment and teamwork. Malaysian Management Review, 35(2), p.66-76. Keegam, L. (2003). Miscellaneous Leadership Issues. Education Next. Vol 3:2. Kenya Education Sector Support Programme (2005-2010). Educational Planning Practices in Kenya. Nairobi: Government Printer. Kirui, P. K. (2012) Institutional Factors Influencing Implementation of Curriculum Change in Public Primary School in Kipkelion District. Unpublished M.Ed. Thesis, UON. Kothari, C. R. (2005). Research Methodology. New International Publishers, New Delhi. Krejcie, R. V. & Morgan, D. W. (1990). Determining sample size for research activities. University of Minnesota, Duluth

Elizabeth Welu Kiamba, Francis Mutua & David Mulwa

INFLUENCE OF TEACHER’S SUBJECT MATTER KNOWLEDGE ON STUDENTS’ ACADEMIC ACHIEVEMENT OF KISWAHILI LANGUAGE IN PUBLIC SECONDARY SCHOOLS IN KATHONZWENI SUB-COUNTY, KENYA

Aug-Sep,2018, Vol - 6/29, Page - 8052/8059

 Kathonzweni Sub County has been posting poor results in Kiswahili language. This prompted the researchers to undertake a study in the Sub County. The purpose of the study was to investigate the influence of teacher’s subject matter knowledge on students’ academic achievement in Kiswahili language. This study was guided by Teacher Efficacy theory. The study was conducted in Kathonzweni Sub County, Kenya. The target population comprised of 60 Kiswahili teachers and 39 principals in all the 39 public secondary schools in the Sub County. The sample size was all the 39 principals and 60 Kiswahili hence Census Survey.  Questionnaires for principals and teachers were used as instruments of data collection. The objective of the study was; to establish the influence of teacher’s subject matter knowledge on students’ academic achievement in Kiswahili language in public secondary schools in the Sub County. Both questionnaires were piloted for reliability and yielded on Chronbach Alpha Coefficient of 0.833for principal’s questionnaire and 0.838 for teachers’ questionnaire. The data collected was quantitatively analyzed using Statistical package of Social Sciences (SPSS).Pearson Correlation was used to establish relationships. The findings established that; a teacher’s subject matter knowledge had significant influence on students’ achievement on Kiswahili language (r=0.618, p-value=0.000). The findings of the study may be useful in advising the Ministry of Education (MOE) on ensuring thorough grounding of teachers in teacher training colleges and universities to produce fully baked Kiswahili teachers.
Keywords: Kiswahili Language, Student Achievement, Subject Matter Knowledge, Teacher Preparedness
 

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Adegoroye, B.S.(2004). Influence of some Nigeria principals’ personnel attributes on Job fulfillment and satisfaction.Edu.Perspectives.7 (2):54 Ademulegun, D. (2001). Monitoring Learning achievement of Junior Secondary assessment School students in Lagos State.A Prototype of state UnpublishedPhd Thesis.University of Ibadan. Anderson, C.W. (1988). The role of Education in the academic disciplines in teacher education. In A. Woolfolk (Ed.),Research perspectives on the graduate preparation of teachers (pp.88-107).Englewood, NJ: Prentice Hall. Baikie,A.(2000).Enriching Science Technology and Mathematics Education in Nigeria,Problems and prospects. A key note address.41 “Annual STAN Conference proceedings”.

Sharon M. Kasilia, David M. Mulwa & Alex Kamwaria

EFFECTS OF INSTRUCTIONAL MEDIA ON STUDENTS’ ACADEMIC PERFORMANCE IN CHRISTIAN RELIGIOUS EDUCATION IN PUBLIC SECONDARY SCHOOLS IN KENYA

Aug-Sep,2018, Vol - 6/29, Page - 8060/8067

 Academic performance of a student is of paramount importance in every academic institution. The focus of this study was to address the effect of instructional media on student academic performance in CRE in public secondary schools in Kenya. The student’s performance in CRE remains a top priority for educators in CRE because when students get good grades, they become competitive in the world of work and may have better employment opportunities. The study adopted a descriptive survey design and the system theory to investigate on how instructional media affects the academic performance of CRE students. The researcher used simple random sampling techniques to sample 10 schools to be used in the study out of the 75 secondary schools in Machakos Sub-County. Proportional stratified technique was used to select a total of 300 CRE students from the 10 selected public secondary schools. Purposive sampling was applied to sample 10 Form Three CRE teachers. The study used questionnaires as the research instruments. There was a questionnaire for students and the teachers. The study established that majority (50%) of the teachers indicated that CRE performance in their school was very good. In addition majority (56%) of the students indicated that the CRE performance in their school was good. The study found that the use of instructional media will enhance learner’s performance as the lessons are always interesting, it makes the topic to be better understood, and also the issues become more familiar to the students. The instructional media improves learner’s motivation thus increasing performance. Further it also improves the learner’s memory as they are able to remember issues easily. The study established that majority (60%) of the respondents indicated that they did not face challenges when using instructional media in teaching. The study concluded that the performance of CRE was good due to the use of instructional media in teaching and learning. The study also concluded that the instructional media the teacher mostly used in teaching CRE was boards followed by textbook. It is therefore clear that the schools in Machakos have inadequate instructional materials needed for learning. The study recommended that the principals should emphasis on the importance of instructional media with the aim of raising the academic performance of the school as it has been proved that instructional media in teaching and learning enhanced the performance of the students.
Keywords: Instructional media, Learning, Teaching
 

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Adefuye, M. (2006). Teacher’s Awareness and Extent of Utilization of Information Communication Technologies for Effective Science and Health Education in Nigeria. Singapore Journal of Scientific Research, 5, 26-58. Aggarwal, J. C. (1995), Essentials of Educational Technology: Teaching Learning, Innovations in Education. New Delhi: VIKAS Publishing House PVT Ltd. Asadi, F. &Berimani, S. (2015). Effect of Audio-visual materials on Iranian school grade eight schoolstudents’ language achievement: International Journal of Language and Linguistics, 3(3), 69- 75 Ayot, H. O, and Patel, M. M. (1987). Instructional Methods. Nairobi: Kenyatta University.

Masaku Flora Aceke, Kimiti Richard Peter & James Matee Muola

DETERMINANTS OF DELEGATION OF DUTIES AND RESPONSIBILITIES IN THE ADMINISTRATION OF SECONDARY SCHOOLS IN MBEERE SOUTH SUB-COUNTY, EMBU COUNTY, KENYA

Aug-Sep,2018, Vol - 6/29, Page - 8068/8076

 Delegation of tasks to the subordinates is an important activity in the administration of schools. It helps the school principal in running the institution effectively though it may affect the subordinates negatively depending on how the process is done. The purpose of this study was to investigate on the determinants of delegation of duties and responsibilities in the administration of secondary schools in Mbeere South Sub-county, Kenya. The study was guided by two objectives; to establish the effects of teachers’ attitude on delegation of duties and responsibilities in the administration of secondary schools and to establish the effect of workload on delegation of duties and responsibilities in the administration of secondary schools. The study adopted descriptive research design. The sample of the study was35 principals, 35 deputy principal’s and63 heads of departments. The study used three questionnaires to collect data. A pilot study was carried out to establish the reliability of the research instruments. The findings of the study revealed that both the teacher’s attitude and workload influenced delegation of duties and responsibilities in the administration of secondary schools.  
Keywords: Administration, attitudes, duties, responsibilities and workload
 

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Abdille, Y. A. (2012).Institutional factors influencing instructional supervision in public secondary schools, Mandera West district, (Unpublished M.Ed project) University of Nairobi. Adikinyi, J. W. (2007). Teachers perception on the role of QASO on quality of education in Nairobi public secondary schools: (Unpublished M.Ed project) University of Nairobi. Allen, L.A., (1988) .Management and Organization. New York: McGraw - Hill Book Co. Bester, & Krahmer, (2008). Relationship between Authority and Incentives, The Rand Journal of economics Carlo, S. (2010). Principles of Modern Management (Function Systems), VM Brown Publishers, Connecticut. Cheruiyot, K. P. (2003). Impact of Head Teacher’s Supervision on Productivity; A comparative Study of Moi Girls (Eldoret) and Kesses Secondary schools. Eldoret, Moi University. Cooper, D. R., & Schindler, P. S. (2006). Business Research Methods.9th Ed. New Delhi, India: McGraw-Hill Publishing, Co. Ltd. D’souza, A. (2002). Leadership: A Triology on Leadership and Effective Management. Nairobi: paulinesairobi: paulines p. africa.

Manoj Praveen G. & Anoop Thomas Alex

PROFESSIONALIZING TEACHER EDUCATION WITH CASE BASED REASONING

Aug-Sep,2018, Vol - 6/29, Page - 8077/8084

 Case Based Reasoning is explained by Kolodner (1992) as a reasoner remembers previous situations and solutions similar to the current one and uses them to help solve the new problem. If student-teachers are taught to adopt Case Based Reasoning as an approach in solving classroom management problems and then when they are faced with new problems as beginner teachers this approach will help them to study previous situations and understand how they were solved.  Therefore, the idea is to develop in student-teachers with necessary abilities to solve classroom management problems through a Case Based Reasoning approach.  This pedagogical intervention in teacher education programme may help in developing quality educators.  To successfully adopt this approach, a case library should be constructed.  A case library consists of genuine stories about how experienced in-service school teachers have solved classroom management problems.  These stories are to be supported with necessary theoretical inputs, prior experiences, expert opinions and worked examples extrapolating how the experienced teacher found the solution to the problem.  In a case library the stories are categorised and indexed.  These stories in the case library could be accessed and could retrieve similar cases which are then for the perusal of the learner to enrich their knowledge.  Taking these prior experiences as a base, the novice teachers can make informed decisions by adopting or adapting or even find another solution to the problem thus promoting Case Based Reasoning.  
Keywords: Case Based Reasoning, Classroom Management Problems, Problem Solving learning Environment
 

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Aamodt, A. & Plaza, E. (1996). Case-based reasoning: Foundational Issues, methodological variations, and system approaches. Artificial Intelligence Communications. 7:1 Al?Zu'bi, Z. (2013). Classroom management problems among teacher students training at Hashemite University. European Journal of Business and Social Sciences, 2:3,140?149. http://www.ejbss.com/recent.aspx Carroll, J. (1993). Human cognitive abilities: A survey of factor-analytic studies. USA: Cambridge University Press. Chiesa, A., Calati, R. &Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. Clinical Psychology Review, 31. 449-464. http://www.sciencedirect.com/science/journal/02727358?sdc=1 Cushman, C. & Kemp, A. (2012). The Effects of Clinical Experiences on the Understanding of Classroom Management Techniques. Journal of Inquiry & Action in Education, 4:3 Dugas, D. (2016). The Ineffectiveness of “Effective” Management Strategies: First-Year Teachers, Behavior Management, and Identity. Action in Teacher Education, 38:1, 18-33. http://dx.doi.org/10.1080/01626620.2015.1078754 Egeberg, H. M., McConney, A., & Price, A. (2016). Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice. Australian Journal of Teacher Education,41, 7.http://dx.doi.org/10.14221/ajte.2016v41n7.1 Eisenman, G., Edwards, S.& Cushman, C. (2015). Bringing Reality to Classroom Management in Teacher Education. The Professional Educator, 39:1 Ganser, T. (1999, April). Reconsidering the relevance of Veenman’s (1994) meta-­analysis of the perceived problems of beginning teachers. Paper presented at the annual meeting of the American EducationalResearch Association, Montreal, Canada. Jonassen D. (2004). Learning toSolve Problems: An Instructional Design Guide. (Rev.ed.). Retrieved from www.pfeiffer.com

M. Ramana Raju

IRRATIONALITY IN THE PLAYS OF EDWARD BOND

Aug-Sep,2018, Vol - 6/29, Page - 8085/8088

 It is common to have problems in a society. But it is more important to nip any problem in the bud or else it becomes serious and will have disastrous consequences over the period of time. It requires serious concern to search for the root cause of the problem instead of brooding over the problem itself. One can hardly expect a problem without reason. In this sense, Irrationality is definitely a strong reason behind many problems. If someone is found rational of his life he can solve most of the problems with his sense of rationality. Irrationality of an individual destructs his life along with the life of many innocent people. Hence, one can apparently find the element of irrationality in the plays of Bond especially in Saved (1965), Lear (1972).
Keywords: Apparently, Consequences, Irrationality, Problem, Reasons, Serious, Society. 
 

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Bond, Edward. Saved. London: Methuen Drama, 2009. Print. Bond Edward. Lear. Plays: Two. London: Eyre Methuen Ltd., 1978. Print. Lappin, Lou. The Art and Politics of Edward Bond. New York: P. Lang, 1987. Print. Ioppolo, Grace. Revising Shakespeare. Cambridge, Massachusetts, and London, England: Harvard University Press, 1991. Print. Jones, Daniel R. “Edward Bond‘s Rational Theatre”. Theatre Journal 32:4 (Dec, 1980): 505-517. Print. Stoll, Karl-Heinz. “Interviews with Edward Bond and Arnold Wesker”. Twentieth Century literature 22:4 (December, 1976): 411-432. Print. Smith, Leslie. Edward Bond’s ‘Lear’. Comparative Drama, Vol. 13, No. 1 (Spring 1979), pp. 65-85.

Manoj Praveen G. & Anoop Thomas Alex

CLASSROOM MANAGEMENT: A THEORETICAL OVERVIEW

Aug-Sep,2018, Vol - 6/29, Page - 8089/8102

 This paper is a theoretical overview on four theories of classroom management.  The paper explains in detail the meaning of classroom management by studying the theories propounded by B.F. Skinner (Operant Conditioning), William Glasser (Choice Theory), Froyen and Iverson (Schoolwide and Classroom Management) and L. Canter and M. Canter (Assertive Discipline).  All these theories give distinct thoughts on the concept classroom management.  After going through several studies and theories, it is distinct that components or dimensions of classroom management cannot be restricted to certain behaviour reinforcements, strategies, rules and consequences, management skills, etc.  These theories will help a teacher identify various classroom management styles and adapt their principles into an eclectic theory and then implement in the classroom.  Thus, giving teacher an opportunity to work efficiently to create a positive learning environment in the classroom.
Keywords: Classroom Management
 

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Badiei, H.R. (2008). Classroom management style, teacher efficacy, and big five personality factor among higher primary teachers in India and in Iran: a comparative study (Doctoral dissertation, University of Mysore). Retrieved from http://hdl.handle.net /10603/11131 Banks, T. (2014). Creating Positive Learning Environments: Antecedent Strategies for Managing the Classroom Environment & Student Behavior. Creative Education, 5, 519-524. http://dx.doi.org/10.4236/ce.2014.57061. Baumrind, D. (1970). Socialization and instrumental competence in young children. Young Children, 26, 104 -119

Asha Vyas

EFFECT OF NCC TRAINING ON CONFLICT MANAGEMENT SKILL OF NAVAL WING NCC CADETS UNDER NCC GROUP, VADODARA

Aug-Sep,2018, Vol - 6/29, Page - 8103/8117

 This study was intended to establish the Effect of National Cadet Corps ( NCC) training on development of Soft Skill of Conflict Management among Naval Wing NCC cadets  under NCC Group Headquarters, Vadodara, Gujarat.  . The present study was conducted on a sample of 40 NCC cadets studying in different Colleges in Vadodara and Navsari districts by giving due representation to gender (Boys / Girls), locale (Rural / Urban) and the year of NCC training. Questionnaire method was used for collecting the data for the study. The obtained data were analyzed and the findings indicate that there exists a positive relation between NCC training and development of Conflict Management ability of the cadets. The chances of those students participating in NCC to have a good conflict management ability are fairly large. The investigator found positive and significant relationship between different types of conflict resolution abilities and participation in NCC training for the total sample.

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Bernard A Mayer : The Dynamics of Conflict Resolution Practices: A Practioner’s Guide. Christopher W Mose : The Mediation Process ( O’Reilly Media ). Coleman P T : The Handbook of Conflict Resolution : Theory and Practice. Deborah Pegues : Confronting without Offending Dudely Weeks : The Eight Essential Steps to Conflict Resolution ( Los Angeles,Jeremy Teacher ).

Pramila Maruti Gaikwad & Arvind Shelar

ANALYSIS OF SEX RATIO IN PUNE DISTRICT

Aug-Sep,2018, Vol - 6/29, Page - 8118/8125

 Sex composition of population is one of the important biological composition of population. The proportion of males to females in a given population usually expressed as the number of the males per thousand. The knowledge of sex ratio is essential for the understanding the conditions of women in the society. A decline or low number of female population in the total population is strongly suggestive of the neglect of girl children, sex selective abortions and traditional attitudes of the society. The analysis of sex ratio is more important. It was using the census data of pune district and Maharashtra 1971 to 2011. In the 1981 the sex ratio of the India was 933 and 986 Maharashtra. In 1991 the sex ratio was 927 and 934 for India and Maharashtra. In 2001 the sex ratio was 933 and 922 for India and Maharashtra. In 2011 sex ratio was 940 and 929 for India and Maharashtra. The trend of the sex ratio was decline at the state level but in the district lead to higher sex ratio. The sex ratio of the study region is compared with Maharashtra state; district sex ratio is always higher than Maharashtra in some time. 
Key words: sex ratio
 

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A.T.Patil, A.A.Badgujar, J.G.Patil (2012) Comparative study of trends of sex ratio in different khandesh region , Maharashtra bhugol shastra parishad National level conference (Junnar 2012). Anil Shinde (2006) The population study of Raigad District The Deccan Geographical society journal, Pune Vol 1 Part 1 Pp10-28 Arjun B.Doke (2015) fluctuations of sex ratio in Maharashtra with special reference to Pune District Pp125-131 ISSN-978-84309-02-2. Arjun Musmade, Jyotiram More, Praveen Saptrashi (2011) geographical analysis of sex ratio in rahuri tahsil Anagar District. Maharashtra bhugol shastra sanshodan patrika, Maharashtra bhugol shastra parishad vol XXVIII No.2 Ayyar N.P. and srivastva P.S. (1978) Urban sex ratio in Madhyapradesh: Distribution and Trends National Geographer Vol 13 Pp1-12.

Taskeen Fatima & Vandana Singh

SOCIAL PREFERENCE AND SOCIAL BEHAVIOUR OF ADOLESCENTS: A COMPARATIVE STUDY

Aug-Sep,2018, Vol - 6/29, Page - 8126/8129

Social preference and social behaviour are the major aspects of one’s personality. It’s the part of human social development, which is in turn shown as social maturity. It determines one’s choices, preferences and behaviour, one exhibits in the society. Social preferences are the type of preferences that are studied in social and behavioural sciences. Social behaviour is behaviour directed towards the society. For a healthy society, appropriate social behaviour and social preferences are necessary. So, present study is attempted to assess the social preference and social behaviour of adolescents. 
Keywords- Social preference, Social behaviour, adolescent   
 

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Hurlock, E. (1959) “Developmental Psychology”. A life span approach 5th Ed. Total Mc Graw-Hill publishing company Ltd. New Delhi, P.222. Li Y, et al. J Youth A. “Adolescents Social status goals: relationship to social status, insecurity, aggression and prosocial behaviour”: Journal of Youth and Adolescence. Jan 14, Vol.43, Issue I, pp 146-160. Jones, J. Quoted in “Journal Of Educational Psychology”, P 334-341 M. Argile, “Social behaviour Problems in Adolescents.”Springer, pp. 55-86. www.definitions.net.Social preferences www.wikipedia.org.Social behaviour

Jasmeet Bedi

CONSTRUCTION AND DEVELOPMENT OF COMPUTER ATTITUDE SCALE (CAS)

Aug-Sep,2018, Vol - 6/29, Page - 8130/8136

 As we know Computers have been used in education for more than four decades, and they have now been accepted unconditionally as an integral part of our entire educational system. The increase in computer use is rapid and has also generated new challenges. Teacher attitude towards computers is an important factor related to the teacher’s role towards the effective use of computers in education. Indeed, previous correlation studies have long forecasted that the use of computers in education would very much depend on how well teachers integrate them in everyday activities. And therefore, the question of teacher attitude toward computers is central to any successful use of computers in education. The present paper deals with the construction and development of computer attitude scale for teachers. The sample has been drawn from secondary school teachers of public schools of Ludhiana district of Punjab.
Keywords: attitude, computer attitude, secondary school teachers
 

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B. Yushau (?2006).Computer Attitude Scale,EurasiaJournal of Mathematics, Science ejmste.com/032006/d1.pdf, Daud,N.M. (1995 ). Computer Attitude Scalefor Language Teachers.jec.sagepub.com/content/7/2/165.short. Koul,Lokesh(2009).Methodology of educational research.4th edition, Vikas Publishing House Pvt. Ltd.,256-257. Kluever,R.C.(1994).Computer Attitude Scale.jec.sagepub.com/content/7/2/165.short. Loyd&Gressard (1984).Computer Attitude Scale for Teachers.eric.ed.gov/?id=ED348963, Yuen&Ma(2001).ComputerAttitudeScaleforTeachershttp://www.igiglobal.com/dictionary/ Computer-attitude/5025 http://www.businessdictionary.com/definition/attitude.html#ixzz4Bm9bb0Vd

Smita Phatak & Suhasini Bhujbal

PROF. J. P. NAIK’S VIEWS ON TEACHER EDUCATION AND ITS FUTURE

Aug-Sep,2018, Vol - 6/29, Page - 8137/8143

 According to J. P. Naik teacher education means an effective professional education system which can be modified traditional methods of teaching into dynamic methods and will initiate the teachers to the needed revolution in teaching and lay foundation for their future professional growth. The Education Commission (1964-66) discussed at length various issues related to teacher education. It recommended professionalization of teacher education, development of integrated programmes, comprehensive college of education and internship. The Education Commission says,” of all different factors which influence the quality of education and its contribution to national development, quality, competence and character of teachers are undoubtedly the most significant”. The major weaknesses have been successively pointed out by University Commission, Secondary Commission and Education Commission. It has been observed that the existing system of teacher education is rigid and static. Keeping in view the inadequacies of teacher education programme commission suggest some drastic changes starting from its objectives, content and methodology etc.
Keywords: teacher education, problems, limitations, challenges, and suggestions
 

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Eswaran,M. and Jayaraman,K.(2014)Professional Ethics of Teachers13(9)8-9. Kadem Srinivas,Kothari,R(2013).Relevance of Practice-Teaching in Preservice Teacher Education at Secondary Level,Edutracks,12(12)3-12. Kaushik,V. (2015).Perspective of Teacher Education, Journal of Education & Psychology research 5 (2).195-198. Kaushik,V. (2015).Perspective of Teacher Education, Journal of Education & Psychology research 5 (2).195-198. Government of India,(1968), Minisry of Education and Culture, Report of the Education Commission,1964-66,New Delhi. Naik,J.P. (1997).The Education Commission And After.New Delhi:A.P.H. Publishing Corporation. NCTE(1996).National Curriculum Framework for School Education.New Delhi:NCTE. NCTE(1998).National Cirriculum Framework for School Education.New Delhi:NCTE. Raut,K. and Sahu,M.( 2013).Quest for Qualityin Teacher Education in India: Issues and Concern,Edutrack,12(8)5-9. Waghmare, Y. and Babu, A. (2008).Collected Articles of Padmabhushan Prof J.P.Naik.India-Authorpress. Yadav,N. (2015).Quality of teacher Education :What and How.34(1)22-26.

Sumayya A. Tijjani, Jacinta A. Opara & Hebron Kanatapwa Jime

GOVERNMENT FEEDING PROGRAMME AND REDUCTION OF HUNGER: AN ANALYSIS OF PUBLIC HEALTH NUTRITION AMONG ADOLESCENTS IN MAIDUGURI METROPOLIS OF NORTH-EASTERN NIGERIA

Aug-Sep,2018, Vol - 6/29, Page - 8144/8152

This study assessed the impact of government feeding programme on reduction of hunger among adolescents otherwise referred to as secondary school students in Maiduguri metropolis of North-Eastern Nigeria. The population for this study comprised day public secondary schools in Maiduguri, Borno State, with a total population of nine thousand three hundred and thirty eight (9,338) students. Five public secondary schools were selected using purposive sampling technique. The sample of 934 students was selected using simple and stratified random sampling techniques. The instrument used for data collection was a self-developed questionnaire on government feeding programme among students in Maiduguri. The response mode for the instrument was a modified four points Likert type response mode of strongly agree, agree, disagree and strongly disagree. Descriptive statistics of frequency counts, and percentage scores was used to answer the research question, while, Chi-square test was used to test the hypothesis at 0.05 level of significance. The results showed that the school feeding programme in the state does not reduce or satisfy hunger due to inconsistency or irregular availability of school meals. Based on the findings of the study, it was recommended that Borno State Government should intensify efforts to ensure proper implementation and funding of School Feeding Programme in the state. Parents should also encourage their children to come to school regularly so that they would not miss their own ration of school meals. Furthermore, Government should employ qualified food scientists, nutritionists, dieticians and caterers to assist in running the programme to make them responsible for the purchase of needed food items to be cooked in schools. Donor agencies and stakeholders in education should ensure that schools have constant supply of food through committed food distribution channels so as to ensure that the children do not go hungry.
Keywords: Reduction, Hunger, School, feeding, Programme, Students, Government.
 

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Akanbi, G.O. & Alayande, E. (2011). Home grown school feeding and health programmes in Nigeria: An innovative approach to boosting enrolment in public primary schools- a study of Osun state 2002-2010. The African Symposium. An online journal of the African Educational Research Network, 11(2); 20-28. Allen, L.H. (2001). What works? A Review of the efficacy and effectiveness of Nutrition Interventions. Manila, Philipines: Asian Development Bank. Baker,I.A; Elwood, P.C., Hughes, J., Jones,M. & Sweetnam,P.M. (1997). School meal and growth in primary school children. The Lancet, September, 575 Bennett, J. (2003). Review of School Feeding Projects. DFID, UK. Benton, D. (2001). The Impact of supply of glucose to the brain on mood and memory. Nutrition Reviews, 59(1) 520-521

H. S. Vyas & Kumardatt Ashok Ganjre

PARADIGMS OF SATISFACTION RESEARCH: A CONCEPTUAL FOUNDATION

Aug-Sep,2018, Vol - 6/29, Page - 8153/8160

 The notion of satisfaction has been the focal point of interest in the understanding of human behavior. In academic literature satisfaction has been viewed from various branches of academics. Satisfaction has been used to indicate the ‘effectiveness of a marketing system’ in economics, ‘social well-being’ in sociology, and an individuals’ ‘emotional feeling’ in psychology). In analyzing behavior of consumers, understanding ‘satisfaction’ has become an area of monumental interest and addressed by the researchers extensively in the last three decades. This paper aims at presenting a comprehensive account of the major paradigms of satisfaction research understanding of which is important for marketing personnel in strategy formulation to ensure customer satisfaction.
Keywords: Confirmation/Disconfirmation paradigm, Customer satisfaction, Satisfaction
 

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Bolton, R.N. and Drew, J.H., “A multistage model of customers’ assessments of service quality and value”, Journal of Consumer Research, Vol. 17 No. 4, pp. 375-84. Boulding, W., Kalra, A., Staelin, R., Zeithaml, V., "A dynamic process model of service quality: from expectations to behavioral intentions", Journal of Marketing Research, Vol. 30 No.1, pp.7-27. Butcher, K., "Evaluative and relational influences on service loyalty”, International Journal of Service Industries Management, Vol.12, No.4, pp. 310-327. Campbell, A., P.E. Converse, and W.L. Rogers, The Quality of American Life: Perceptions, Evaluations, and Satisfactions, New York, Russell Sage Foundation Cadotte, Ernest R., Robert B. Woodruff, and Roger L. Jenkins. "Expectations and Norms in Models of Consumer Satisfaction." Journal of Marketing Research, 24 (August): 305-314. Chiou J-S, Droge C., “Service quality, trust, specific asset investment, and expertise: direct and indirect effects in a satisfaction-loyalty framework”, Journal of Academy of Marketing Science; 34(4):613-627. Churchill, G.A. and Suprenant, C., “An investigation into the determinants of customer satisfaction”, Journal of Marketing Research, Vol. 19 No. 4, pp. 491-505. Czepiel, J.A., "Managing relationship with customers: a differentiating philosophy of marketing" in Bowen, D.E., Chase, R.B., Cummings, T.G. and Associates (Eds), Service Management Effectiveness, Jossey-Bass Publishers, San Franscisco, CA, pp.299-323. Fournier, Susan and David G. Mick, "Rediscovering Satisfaction," Journal of Marketing, 63, (October), 5-23.

P. Naresh Kumar & G. Padma Tulasi

ATTITUDE OF THE SECONDARY SCHOOL TEACHERS TOWARDS TEACHING IN ENGLISH MEDIUM IN GOVERNMENT SCHOOLS

Aug-Sep,2018, Vol - 6/29, Page - 8161/8167

 Today a growing number of higher courses are taught through English and recently English medium education in the Government Schools of Andhra Pradesh has flourished because of the global standards aimed at by educational institutions in the state.  Most of the teachers are frustrated about this. The state of affairs in Government-run schools is causing confusion to everyone. With the new decision by Government, many teachers are worried about the introduction of English as medium of instruction. The State Government has not taken appropriate measures to familiarize the teaching staff. This paper discusses the Secondary school teachers’ attitude towards the use of English as the medium of instruction in government secondary schools in Andhra Pradesh.
Key terms: Attitude of the Teachers, English Medium of instruction, and Academic Achievement of the Students 
 

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Aggarwal J.C. (1996) “Educational Research – An Introduction” Aryan book Depot, New Delhi. Akashi, Y. (1970) The Nanyang Chinese National Salvation Movement. New York: Paragon. Amamio, L. (2000). Attitudes of students, teachers and teachers of RVM schools in metro Manila toward English.

Sandhya Gihar & Mr. Devendra Kumar Mishra

JOB SATISFACTION AMONG SECONDARY SCHOOL TEACHERS: A STUDY

Aug-Sep,2018, Vol - 6/29, Page - 8168/8173

 Education is the process which prepares the individual for a productive, progressive, cultured and civilized life. The teacher occupies a central petition in the educational system. The National policy on Education (1986) admitted that no education system can rise above the quality of its teachers. However there is a wide gap between policy formulation and policy implementation. Teaching job may be demanding and involves heavy work load and controlling of unruly students which may result in felling of frustration. Looking towards the significance of job satisfaction in the present scenario, the investigator is keen to study the job satisfaction of secondary school teachers. The study was conducted using a quantitative survey research design. And it was conducted in Bareilly district of Uttar Pradesh. The teacher job satisfaction questionnaire (TJQ) was used to assess job satisfaction of Secondary school teachers. The study sampled 600 secondary school teachers. The results revealed no significant gender & locality and experiences differences in job satisfaction among secondary school teachers.
Keywords: Job Satisfaction, Secondary School Teachers
 

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Achanta, S. & Reddy, V. D. (2014). Job Satisfaction among Primary School Teachers in Krishna District, Paripex - Indian Journal of Research, 3 (12), 95-96. Azhar, M., Nudrat, S. & Asdaque, M.M. (2011). Job Satisfaction of Secondary School Teachers: A Comparative Analysis of Gender, Urban and Rural Schools, Asian Social Science, 7 (8), July, pp. 203-206. Jyoti, J.D. & Sharma, R.D. (2006). Job Satisfaction among School Teachers, IIMB Management Review, 18(4): 349-363.

Nalini Patil

ENHANCING LIFE SKILLS OF PRE-SERVICE TEACHERS

Aug-Sep,2018, Vol - 6/29, Page - 8174/8180

 The tremendous changes in rapid technological developments in global economies is impacting everyday lives. To be prepared for the new demands of new era, everyone needs to know how to use their knowledge and skills. This necessitates improvement in educational quality. The teachers’ role is larger in that sense. They are responsible for developing essential skills and abilities in adolescents and youth. Hence it is desired that the future teachers would develop essential construct of life skills and which help them to face challenges in life confidently and also to train their students. The present study is an effort to evaluate the effectiveness of Life Skill Enhancement Program on pre-service teachers. The researcher administers Life skill scale and situational scale to identify pre and post program levels of life skills in the Pre-service teachers. The Life skill program consists of activities and tasks to be performed individually as well as in team. The study shows that the program has statistically significant effect for pre-service teachers through enhancement of their life skill levels.
Keywords: Life Skill Education, Pre-service Teachers, Life Skill Program
 

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Best, J.W. & Kahn, J.V. (2006), Research in Education (Ninth ed.) New Delhi: Prentice Hall of India Botvin, G. J. et.al (1984). Prevention of Alcohol Misuse through the Development of Personal and Social Competence: A Pilot Study. Journal of Studies on Alcohol. Vol. 5, No. 6 p:550-552 retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.586.5232&rep=rep1&type=pdf on 24 Sept. 2018 CBSE : CCE - Teacher's Manual on Life Skills for Class VII accessed from https://cbseportal.com/cce/manual-for-teachers-class-7 Kothari, C. R. (2009). Research Methodology: Methods and Techniques. New Delhi: New Age International Publisher.

Mr. Vijay M. Gawas

IMPACT ON TRIBAL PEOPLE AFTER CODIFICATION OF GAUNKARY SYSTEM INTO CODE OF COMUNIDADES

Aug-Sep,2018, Vol - 6/29, Page - 8181/8194

 The present research paper makes a modest attempt to analyze the impact of historical law of communidade system on tribal people in Goa. It endeavor is made to scrutinize the law from the angle of social, economic and political justice which is beneficial to the tribal community. The paper has outlined the history of origin of Gaunkari System, communidade system and governance in generating revenue in the state of Goa. In fact, this research paper deals with the Impact of the tribal community for after Codification of Gaunkary system into Code of Comunidades. For this purpose, the secondary data from the law books, articles, journals, newspaper etc. have been used. 
Keywords: Gaunkari System, Colonial Period, Comunidades, Post Liberation

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Vijay Gawas, (2017), Human Right and Indigenous People in Goa, published by Broadway publishing House, panaji-Goa. Liuse de Assis Corriea, (2006), Goa History from 10000BC-AD1958, published by Maur publish pvt.Ltd. panaji-Goa.

Mr. Vijay M.Gawas

ANALYSIS THE LAW FOR PREVENTION OF ATROCITIES AGAINST SCHEDULED CASTES AND SCHEDULED TRIBES

Aug-Sep,2018, Vol - 6/29, Page - 8195/8204

 The problem of atrocity against Scheduled tribes in Indian is one important problem relating to scheduled tribes who cannot be ignored.  The depressed class in the Indian society have been victims of humiliation, torture and exploitation for thousands of years. In spite of the all legislative measure adopted in favour of scheduled caste and Scheduled tribes in society after independence of India. Generally the scheduled tribes gradually become economic independence while spreading the education. The abolition of untoucabilites and forbidden discrimination guaranteed by Article 17 and founding fathers while enacting the Constitution of India along with its Preamble. For this purpose, the secondary data from law books, law articles, law journal, newspaper etc. have been used.
Keywords: Atrocity, caste, Disabilities, cause, constitution Mandate, statues. 
 

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T.R.Naval, (2004), Legally Combating Atrocities on Scheduled castes and Scheduled Tribes, published by Concept publishing Company, New Delhi. Edited M.H.Makwana,Richard Pais, (2011), Backward Classes and Social Justice, Rawat Publication, New Delhi. Aman Gupta, (2005), Human Rights of indigenous peoples (in 2 Volumes) Volumes 2 (Comparative Analysis of indigenous peoples), Published by ISHA Book Delhi-110033, ISBN: 81-8205-205-X (set) ISBN: 81-8205-276-9(Vol.1). Aman Gupta, (2005), Human Rights of indigenous peoples (in 2 Volumes) Volumes 2 (Comparative Analysis of indigenous peoples) , published by ISHA Book Delhi-110033(2005)ISBN: 81-8205-205-X (set) ISBN: 81-8205-276-9(Vol.1). Bakshi prakesh(2002),The Consitutional of India ,Published by Universal law Publishing,New Delhi.

S. R. Kandalgaonkar & Mrs. Jyoti Harchekar

STUDY OF OPINIONS ON EXPERIENTIAL LEARNING IN BUSINESS EDUCATION

Aug-Sep,2018, Vol - 6/29, Page - 8205/8212

 Commerce education is a branch of higher education system in India, today more recognized as business education with globalization, adoption of membership of like WTO, BRIC organizations; the field of business education has to be adaptable with the changing world of business and industry. In order to retain the firm position in the field of higher education, to make business education student centric than system centric a study of opinions on experiential learning was felt essential. Viewpoints of senior faculty, policy makers and the expectations of student community give us an all-round perspective on experiential learning in business education. This research paper is based on this important topic.
Keywords:  Business Education, Experiential Learning, Applied branch of knowledge, hands on experience, employability 
 

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Quality in Business Education: A Study of the Indian Context Vipin Gupta, Grand Valley State University, Grand Rapids, USA Kamala Gollakota, University of South Dakota, Vermilion, USA Ancheri Sreekumar, DC School of Management and Technology, Kerala, India On Business Education in India : Gurucharan Das. Dynamics of Business Education : An Indian Perspective www.business standard .com Teaching of Commerce : A practical Approach : J.C. Agarwal Teaching of Commerce : Y.K. Singh