NOV-DEC 2018, SRJIS

Nov-Dec,2018, Vol - 6/48
Imapct Factor: 6.371
ISSN: 2278-8808
Date: 01-Jan-2019

An International Peer Reviewed

Scholarly Research Journal for Interdisciplinary Studies


Prof. Gauri V. Patil & Miss. Rupali M. Patil

EFFECT OF SELF-CONFIDENCE ON ACADEMIC ACHIEVEMENT OF XI STANDARD STUDENTS

Nov-Dec,2018, Vol - 6/48, Page - 11371/11376

 The study has been conducted on a sample of 200 students to examine the effect of the Self-confidence on Academic Achievement. The sample of the students has been taken of those students who are studying in XI standard of Dhule District. The random sampling technique was used in this study. The data was analyzed statistically by using mean, S.D. & t-test and the study revealed that there is significant difference between self-confidence of male and female of XI standard. There is significant difference between academic achievement of male and female of XI standard
Keyword: Self-confidence, Academic achievement
 

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Dr. Rohtas Kumar Varma(2016) Effect of Self-Confidence on Academic Achievement of children at elementary stage.INDIAN JOURNAL OF RESEARCH Volume : 5 | Issue : 1 | January 2016 ISSN-2250-1991 (https://www.worldwidejournals.com/paripex/recent_issues_pdf/2016/January/ January_2016_1453528758__99.pdf )

Florence Nduku Nguli, Gideon M. Kasivu & Leonard M. Kamau

INFLUENCE OF TEACHER DEMOGRAPHIC FACTORS ON INTEGRATION OF INFORMATION COMMUNICATION AND TECHNOLOGY IN TEACHING IN ICT CHAMPION SCHOOLS IN MACHAKOS SUB- COUNTY

Nov-Dec,2018, Vol - 6/48, Page - 11377/11389

 Integrating Information and Communication Technology (ICT) in education is an important agenda of all countries due to the rapid changes occurring in the world. However, the teachers as the main driver of this integration should be intrinsically and extrinsically equipped. The preparedness of the teacher has incorporated in ICT success in the education system. This study investigated the influence of teacher demographic factors on ICT integration in teaching in ICT Champion schools in Machakos Sub-county, in Kenya. The independent variable was the teacher demography while the dependent variable was ICT integration. The study used quantitative and qualitative methodologies. A sample of 163 teachers and 9 principals was selected. The study used primary data which was collected using self administered structured questionnaires and interview guide to teachers and principals respectively. Data was coded and analyzed using descriptive and inferential statistics with aid of the SPSS software. The influence of teacher demographic factors on integration of ICT in teaching in public secondary schools was tested using Pearson’s chi-square test at 5% level of significance. The study found out there was significant relationship between age, gender and level of education with integration of ICT in teaching.The study recommends that a compulsory computer training programme be introduced for teachers to equip and harmonize them with ICT competencies and skills. This shall be crucial in inculcating a positive ICT attitude amongst teachers. 
Keywords: Teacher Demographic factors, Integration, Information Communication, Technology, Teaching
 

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Allhazam, A., .O. Bakar, A. R. Hamza, R& Asimiran, S.,(2012) Effects of Demographic Characteristics Educational background and supporting factors on ICT readiness of Technical and vocational teachers in Malaysia International Studies. Atandi M., N., (2015) the Effect of Teacher Characteristics on Information and Technology (ICT) Integration in Public Secondary Schools in Nakuru Sub-County, Kenya. Egerton University Unpublished Masters Project Report. Baylor, A., L., & Ritchie, D., (2002). What factors facilitate teacher skill, teacher morale and perceived student learning in technology-using classrooms? Computers& Education. Baek, Y.G., Jong, J., & Kim, B. (2008 what makes teachers use of technology in the classroom? Exploring the factors affecting facilitation of technology with a Korean ample. Computers and Education, vol.50, no. 8, pp. 224-234. Becker, H., J., (2000). Access to Classroom Computers. Communications of the ACM, 43(6), 24-25.

Ms. Mitarani Barik & Ramakanta Mohalik

USES OF DIGITAL TECHNOLOGY BY TEACHERS AND STUDENTS AT SENIOR SECONDARY LEVEL

Nov-Dec,2018, Vol - 6/48, Page - 11390/11401

 The main purpose of this study was to investigate the uses of digital technology by teachers and students for teaching, professional development and learning at senior secondary level. The survey was conducted on 20 teachers and 155 students of senior secondary CBSE affiliated schools located in Bhubaneswar, Odisha, India. Self-developed questionnaire consisting of 51 items for teachers and 36 items for students based on different aspects of digital technology was used as tool. The study found that (i) 95% of teachers are aware of internet and are using effectively in their teaching as well as professional development, (ii) all teachers have knowledge on software like MS Word, MS Power Point, MS Excel etc. and they agreed that digital technologies are helping them in teaching effectively,(iii) all students have Smartphone at their residence, (iv)96.12% of students are familiar with software like MS Word, MS Power Point, MS Excel etc and know how to use it for learning, and (v) 72.25% of students admitted that lack of time due to heavy homework are the barriers for not using digital technology for  leaning. The study has suggested implications for teachers, students, schools and also for Government.
Keywords: Digital Technology, Professional Development, ICT, Educational Applications, Digital Devices
 

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Armistead. S. (2016). Digital Technology-From Vision to Action. Journal of Teachers andCurriculum, 16(1), pp.7-15. Bulfin & Scott, (2016). Nagging, Noobs and New Tricks - Student's Perceptions of School as a Context for Digital Technology Use. 42(3), pp.239-259, http://dx.dol.org/10.1080/03055698.2016.1160824. Chan. S & Singh.T. K. R. (2014). Teacher’s Readiness on ICT Integration in Teaching-Learning: a Malaysian Case Study. International Journal of Asian Social Science 2014, 4(7), pp.874-885. Charles. B.A. & Yidan. I. (2014). Implementation of ICT Learning: a Study of Schools in Ghanaian Secondary Schools. Procedia-Social and Behavioural Sciences, 191, pp.1282-1287. Gurung. B. (2013). Digital Engagement: Learning Experiences Alternative High School Students within a Technology Integrated Triad Model. Unpublished PhD Thesis. New Maxico State University.

Shankar Singh & Prof. Rama Maikhuri

ACADEMIC ACHIEVEMENT AMONG UPPER PRIMARY SCHOOL STUDENTS IN RELATION TO THEIR MENTAL PRESSURE AFTER KEDARNATH DISASTER

Nov-Dec,2018, Vol - 6/48, Page - 11402/11410

 Uttarakhand is a hill state and it is providing a large amount of natural recourses to country but uttrakhand’s human capital faces so many problems for their survival. Last few decades climate change and disasters made a big change on attitude of people of uttrakhand. Kedarnath disaster, June 2013 changed the destiny of humans of Kedar valley. After flood, thousands of people lost their life and many people struggle for their survival in kedar valley. Present paper deals with the academic achievement among upper primary school students in relation to their mental pressure after kedarnath disaster with special reference to Rudrpyaag district. Descriptive survey method used for the present study and 120 students selected randomly from disaster affected upper primary schools from Rudrpryag district. Data was collected through self constructed mental pressure questionnaire and report cards of students. Results indicated that after disaster student’s mental pressure influenced their academic achievement. After disaster students’ gained low grades in their school subjects than previous year. It was also found that totally disaster affected school’s students feel more mental pressure than partially affected schools. 
Keywords: kedarnath disaster, academic achievement, mental pressure, disaster, upper primary school.
 

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E. E. Maccoby and J. A. Martin, “Socialization in the context of the family: parent-child interaction,” in Handbook of Child Psychology, Socialization, Personality and Social Development, P. H. Mussen and E. M. Hetherington, Eds., vol. 4, pp. 1–101, John Wiley & Sons, New York, NY, USA, 4th edition, 1983. View at Google Scholar J. R. Harris, “Where is the child's environment? A group socialization theory of development,” Psychological Review, vol. 102, no. 3, pp. 458–489, 1995. View at Google Scholar COSTANZA, R., FARLEY, J. Ecological Economics of Coastal Disasters: introduction to the special issue. Ecological Economics, v. 63, n. 3, p. 249-253, 2007.

Gauri Khaire

SHALEY VATAVARAN, VIDHYARTHI ANI MANASIK AAROGYA

Nov-Dec,2018, Vol - 6/48, Page - 11411/11414

 

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Sailendra Bhuyan

THE EVALUATION PROCEDURES USED IN TEACHING ENVIRONMENTAL EDUCATION AT THE ELEMENTARY LEVEL IN ASSAM

Nov-Dec,2018, Vol - 6/48, Page - 11415/11426

 Periodic assessment/evaluation of learning outcomes helps in deciding the attainment of students in the subject area, suitability of learning experiences provided, learning strategies adopted and the appropriateness of the curriculum in general. In this regard, it is an integral part of curriculum construction and renewal process. In Environmental Education, evaluation concerns with objectives in Cognitive, Affective and Psychomotor domains and hence a teacher should make use of a range of assessment techniques for measuring these learning outcomes. The document ‘Habitat and Learning’ of the National Curriculum Framework (NCF, 2005) highlights this by stressing “since the development of appropriate attitudes, skills and values is to be the most significant component of EE in schools, developing a scheme to assess student’s achievement on these aspects will perhaps be the most crucial in determining the success of interventions through the EE curriculum”. This brings forth the need for grounding student teachers in the use of various evaluation techniques by actually providing them with situations to understand and practice these techniques and tools as part of “Continuous and Comprehensive Evaluation process” in Environmental Education. This would help the student teachers understand the present learning levels of children but also how to use them in their day-to-day classroom practice. Based on the text and curriculum, written tests, examinations can be conducted to evaluate one’s understanding, perceptions, applied knowledge about the subject and the values which one committed for, could be done through summative evaluation. In formative evaluation, apart from measuring the performance through the marks obtained ones’ understanding about the surrounding environment, environmental concerns, observing best practices and processes can be assessed. This method can be applied to evaluate practice lessons, usage of innovative methodologies, experiments, group studies, brainstorming, observation, interviews, field visits, educating the mass/community etc., which establishes linkage with the immediate environment, and how they develop their perceptions and communication skills in the classrooms. This can help evaluate broadly inside and outside classroom learning. The assignment of developing projects should be based on teacher learners’ immediate environment. It can be taken up by individual or by group. But it is desirable that the topic which they select should be such that they experience in their day to day life. Through this students’ performance/ efficiency can be assessed. Whether such innovative practices have been used in Assam is very much questionable. Therefore, this study entitled ‘The Evaluation Procedures Used in Teaching Environmental Education at the Elementary Level in Assam.’
Keywords: Environmental Education, Evaluation, Teaching Strategies.
 

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Das, B.K.(2010). Existing Status on the Use of Evaluation Registers in the upper primary schools. Research in Elementary Education in Assam– A status and Trend Report, (1995–2010), SCERT, Assam. Devi, J (2010), “Teaching of Science in Secondary Schools under Board of Secondary Education, Assam (SEBA) and the Central Board of Secondary Education (CBSE). An unpublished Ph.D. thesis submitted to the Department of Education, Dibrugarh University. Ghosh,K, (2014). Environmental Awareness Among Secondary School Students Of Golaghat District In The State of Assam And Their Attitude Towards Environmental Education, IOSR Journal of Humanities And Social Science (IOSR-JHSS) Volume 19, Issue 3, Ver. II (Mar. 2014), PP 30-34.

Prof. B. J. Mundhe

EMPOWERING TEACHER-EDUCATORS FOR IMPARTING QUALITY TEACHER EDUCATION

Nov-Dec,2018, Vol - 6/48, Page - 11427/11436

 The Education Commission (1964-66) of India accepted this influence of teachers in powerful words, “No nation can be more vibrant and growing than the education system of her country and no education system can rise above the Status of its teachers implementing to it.” Today the society is being transformed into a Knowledge society along with rise in the quality of life and living. India looks ahead to becoming a superpower. All this and many more achievements would not have been possible without the role and contribution of teachers at all levels in higher education in this country.   Stating that teacher-educators cannot do justice to their jobs if they do not know the organization, management and sociology of schools. They should know the needs, motivations and commitments of the society to strengthen higher education ultimately well being of the nation. The teacher educator is the potential resource to provide guidance for the growth and development of student teacher. The teacher is now expected not only to inculcate knowledge but also encourage divergent and reasonble thinking. In the changed scenario, teachers should be able to guide students to the sources of information and knowledge available. This Conceptual Article is an attempt to visualize and probe into an important aspect concerning empowering teacher-educators for imparting quality teacher education.  
Keywords: Empowering, Teacher Educators, Professional Competencies

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Dipti P. Bhatt (2017), Effective Teaching and Teacher Education, Hyderabad: Neelkamal Publications Pvt. Ltd. D.N.Khosla, (1998), Competency Based and Commitment Oriented Teacher Education for Quality School Education, New Delhi: NCTE Publication. Dr. Shashi Chittora, (2016), Edutracks, Feb.2016, Vol.15, No.6, Hyderabad: Neelkamal Publications Pvt. Ltd. Dr.Sandhya U. Samudre,(2014), Edutracks, Feb..2014, Vol.13, No.06, Hyderabad: Neelkamal Publications Pvt. Ltd. Dr.Achala Bhatia,(2016), Edutracks, April..2016, Vol.15, No.08, Hyderabad: Neelkamal Publications Pvt. Ltd. http://www.teachersofindia.org/en/article/empowering-teacher-educators http://www.icsei.net/icsei2011/Full%20Papers/0007.pdf

Sailendra Bhuyan

THE NATURE OF CO- CURRICULAR ACTIVITIES ORGANIZED ON ENVIRONMENTAL EDUCATION FOR THE ELEMENTARY LEVEL TEACHERS OF ASSAM

Nov-Dec,2018, Vol - 6/48, Page - 11437/11446

Curricular activities are an integral part of curriculum which provide educational activities to the students and thereby help in broadening their experiences. These activities enhance and enrich the regular curriculum during the normal school hours. Environmental Education is an educational programme which aims at making learners aware of interrelationship between human and nature. It also aims at inculcating in them rational attitudes, values, responsible behaviour and skills towards environmental issues. Co-curricular activities can play a very important role in achieving these.It is widely agreed that the purpose of Environmental Education is that students shall be trained not only to know the right things but also to behave in the right way. A close relationship between right knowledge and right action is sought for. Here the former is mostly taken care by the curricular activities and the later part is taken care mostly by the co-curricular activities. The curricular activities are mainly cognitive in nature and concentrate on to intellectual development of the students. However, the objective of education is not confined to intellectual development only but also on all round development of personality, i.e. besides intellectual growth, education shall also cater to emotional, physical, psychological and social development. The development in these areas may take place if curricular activities are supplemented with the co-curricular activities. It has been well recognized the importance of co-curricular activities by different commissions and committees in India. Considering the importance of these in educational programmes, it is necessary to know how far it has been successfully organized particularly at the Elementary Level. In this study an attempt was made present status of co-curricular activities in Assam. 
 

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Bhattacharjee , A. and Sarmah, N. (2010) Status of Co Scholastic Activities in the School Programmes of the Elementary Schools Of Assam, Journal of All India Association for Educational Research, volume:22, Issue I, June 2010. Bhuyan, S (2004) .General Science Curriculum and its teaching in the Secondary Schools of Assam: An appraisal. An unpublished PhD thesis submitted to the Department of Education, Dibrugarh University. Fauser, L., (2011). Coaches’ and teachers ‘perception of the correlation between athletics and academics” Dissertation Abstract International, Vol. 72 no 8, Feb 2012, P2690A. Ferguson, T. (2008). “Nature” and the “environment” in Jamaica’s primary school guides. Environmental Education Research, 14 (5), 559 – 577. Jones, H. W. (2011). A high school experiment in extracurricular student activities. Bayonne, NJ: General Books.

Prof. N. N. Landge & Shri. Yogendrasingh Vasant Patil

JEEVAN KAUSHALYA JANIV JAGRUTI UPKRAMANACHA ADHYAPAK VIDYALAYATIL CHATRADHYAPAKANVAR HONARYA PARINAMKARKATECHA ABHYAS

Nov-Dec,2018, Vol - 6/48, Page - 11447/11452

 

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Best J.W. Kahan J.V. (2008) Research in Education, Printice Hall of India New Delhi Manual :- Facilitators Manual on Enhancing Life Skills Rajiv Gandhi National Institute of Youth Development, SriPermbudur

M. V. K. Mehar & M. Gopal Krishna

THE STATUS AND CHALLENGES OF E-LEARNING AT SECONDARY SCHOOL EDUCATION

Nov-Dec,2018, Vol - 6/48, Page - 11453/11458

 The spreading e-learning arises challenges in many ways viz. Technical challenges, skill of teachers, learner efficiency etc. Secondary school establishes with virtual class rooms, digital class rooms upgrading phase by phase in our AP depending on strength of the school. Kerala was the first to successfully implement the ICT with Providing infrastructure which are internet, computer etc. Training to teachers is also important to operating skills, performance teaching through e-learning and lead to curriculum education. All schools must have Introducing computer knowledge  since primary stage making awareness on e-learning and as understanding tools. High quality, core-curriculum products correlated to the various  syllabi in Maths, English, and sciences  linked Various methods of classroom delivery to  interactive white boards, projector, computer lab, LCD .TV Blended teaching approach with  software designed to be used in conjunction with teachers’ textbooks or directly with the syllabi. A management system for teachers and school administration (optional) Interactive whiteboard tools and activities that supplement and extend classroom learning and which are designed also as standalone activities (classroom/maths lab/science lab). Rarely available lectures can be repeated and as and when under supervision of principals.
Keywords: Secondary education, Virtual class rooms, Dgital class rooms, ICT 
 

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Anugula N. Reddy, ‘Secondary Education In India’National of Educational Planning (NUEPA), India, Vol.1, PP.1-9, 2007 Dr. Priti Chaudhari,’ Secondary Education in India: Issues and Concerns’ Vol.4(1),PP.300- 305, 2016 Ghanshyam Tiwari, ‘Universalisation of Secondary Education’ Report of CABE Committee,Vol.1, PP.1- 56,2005.

S. V. Manjula Rani

APPLICATIONS OF CLOUD COMPUTING TECHNOLOGIES IN LIBRARY AND INFORMATION CENTERS: ADVANTAGES AND DISADVANTAGES

Nov-Dec,2018, Vol - 6/48, Page - 11459/11465

 In the past few years, cloud computing has evolved to be a major trend for all levels of computer users and organizations. While it is important to take advantages of could based computing by means of deploying it in diversified sectors, the security  aspects in a cloud based computing environment remains at the core of interest. This article mainly focused about characteristics, cloud libraries, advantages and disadvantages, use of technology, initiatives of cloud computing. 
Keywords: Cloud Libraries, Library Automation, Cloud Applications in Libraries
 

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Cloud computing. Dictionary.com. website: http://dictionary.reference.com Wikipedia. Cloud computing. Website: http://en.wiki/cloud_computing Goyal, Laxmi Chand & Jatav, Pradeep Kumar, “ Cloud computing: An over view and its impact on libraries.” International Journal of Next Generation Computer Application. No.1 (2012) Gopalaswamy.M and Kumar, S.N: Cloud Computing Technology: A boon for the library and information services”. Indian Journal of Library and Information Science. Available: http://www.rfppl.com/subscrption/upload_pdf/Art_844.pdf Singh, S and Misra, R. (2012). Cloud Computing: An evolution to Libraries. Crating Wisdom and Knowledge through Shared Learning. MANLIBNET, New Delhi, pp.39-45 Bhattacharjee,N. and Das, Purkayastha,S. (2013). “Cloud Computing and its applications in Libraries.” E-Library Science Research Journal, 1(7) Cloud computing advantages and disadvantages (2012). Available:http://www.cpaaustralia.com.au/cps/rde/xber/cpa-site/cloud-compting.pdf Cloud computing by Millar, Michale. Pearson, 2009, ISBN: 978-81-317-2533-7

Ravi Gupta

DIFFERENT DIMENSIONS OF MATHEMATICS ANXIETY: A REVIEW

Nov-Dec,2018, Vol - 6/48, Page - 11466/11471

Increasing mathematics anxiety among students at all level has gained the attention of academicians across the globe. It is a well-established phenomenon now a day, severely affecting mathematics achievement of school going children resulting in their escape from mathematics and allied subjects. In this context it became very important to study various aspects of mathematics anxiety for developing tools for its assessment and to develop measures to overcome its adverse effects. An attempt has been made in the present study to review contemporary research studies on mathematics anxiety among secondary school children and its predictors. The review includes research studies related to relationship between mathematics anxiety and mathematics achievement, causes of mathematics anxiety and its overcoming measures.
Keywords: Mathematics Anxiety, Mathematics Achievement.
 

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Alireza Pourmoslemi, N. E. (2013). Mathematics Anxiety, Mathematics Performance and Gender differences among Undergraduate Students. International Journal of Scientific and Research Publications, 3(7) , 1-6. Ashcraft, M. H. (2005). Math anxiety and its cognitive consequences—A tutorial review. In J. I. D. Campbell (Ed.), Hand- book of mathematical cognition , 315-327. B.M., V. (2001). A comparison of pre service teacher's mathematics anxiety before and after a methods class emphasizing manipulatives. Early Child Education Journal 29(2) , 89-94. Bandalos D. L., Y. K.-C. (1995). Effects of math self-concept, perceived self-efficacy, and attributions for failure and success on test anxiety. Journal of Educational Psychology, 87 , 611-624. Devine, A. F. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and Brain Functions, 8 , 1-9. Devine, A. F. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and Brain Functions, 8 , 1-9. Dew, K. H. (1984). Math anxiety: Relation with situational test anxiety, performance, physiological arousal, and math avoidance behavior. Journal of Counseling Psy- chology, 31 , 580-583. Dreger R. M. and Aiken, L. R. (1957). The identification of number anxiety in a college population. Journal of Educational Psychology, 48 , 344-351.

Shrimati Madhu Sarswat

SATHOTTARI KAHANIKAR CHITRA MUDGAL KE KATHA SAHITYA ME MULYA VIGHATAN

Nov-Dec,2018, Vol - 6/48, Page - 11472/11477

 

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Subodh Kumar Agrawal

BHARAT ME VIKAS YOJANAON KA MAHATWA

Nov-Dec,2018, Vol - 6/48, Page - 11478/11483

 

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Ojha, B.L.: - The Ecomonic Policy in India the College Book Report & Publishers, Jaipur, (Rajasthan) 1969 Page – 11 Vidyarthi L.P., Rise of Development in India : The Rural – Urban and Other Dimensions, Vol. – 11 (1978) Page – 13

Shrimati Madhu Sarswat

SATHOTTARI KAHANOKAR MANIKA MOHINI KE KATHA SAHITYA ME MULYA VIGHATAN

Nov-Dec,2018, Vol - 6/48, Page - 11484/11489

 

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Subodh Kumar Agrawal

GRAMIN NIRDHARNTA UNMULAN ME SAMNVIT GRAMYA VIKAS YOJNA KI BHUMIKA

Nov-Dec,2018, Vol - 6/48, Page - 11490/11494

 

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Radheshyam

RASTRA VAD AUR DHARMVEER BHARTI

Nov-Dec,2018, Vol - 6/48, Page - 11495/11500

 

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Devilal

PARIVAHAN EANV GRAMIN VIKAS : AAGARA MANDAL KE VISHESH SANDARBH ME EK ADHYAYAN

Nov-Dec,2018, Vol - 6/48, Page - 11501/11507

 

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Sukhraj Kaur & Ms. Arti Sharma

WAR IS IN MINDS OF MEN: ROLE OF PEACE EDUCATION

Nov-Dec,2018, Vol - 6/48, Page - 11508/11514

 Today’s man is living in the age of violence. Every day, thousands of people are dying in armed as well as in non-armed violence. Everybody is in search of peace. Peace is a state of human mind. Nobody can be trained for peaceful life. It is an inner characterization of mental process. Conflicts reside in human mind and in the absence of conflicting thoughts, peace appears. When it appears inside, it also blossoms outside. Therefore, education is only a way to teach and reach to peace by nourishing the human minds in positive directions. Peace education as being the soul essence of whole human education that can create the shield for human survival on the planet. It is through peace education that men can be trained for tolerance, caring, cooperation and justice and ultimately the peace can be installed in human mind as an antidote to ‘War is in the minds of men’. Peace education is a doorway towards a violence free world.
Keywords: Peace, Peace Education, Violence, Nonviolence
 

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Grewal, J.S. (2004). Peace Education. New Delhi:NCERT Krishnamurti, J. (2005). Education and World peace: In Promila Sharma (Eds.), Problems of Education. New Delhi: APH Publishing Corporation, 317-328. Panda, N. (2013). Peace Education: The Best Investment for Future Generation. University News, 51(03). The Hague Agenda for Peace and Justice for the 21st Century (UN Document) The Hague Appeal for Peace Global Campaign for Peace Education. Retrieved from http://www.haguepeace.org/ http://teacherswithoutborders.org/programs/core-programs/peace-education http://www.unescobkk.org/fileadmin/user_upload/apeid/Conference/16thConference/papers/A_Mahmood.pdf https://www.academia.edu/7313532/ROLE_OF_TEACHER_FOR_PEACE_EDUCATION_Mr._Rajendrakumar_Muljibhai_Parmar?auto=download http://philippines.forumzfd.org/sites/default/files/downloads/130807_peace_education_teaching_guide_compressed.pdf http://ifm-sei.org/files/up/ifm-sei-peace-education-handbook_v11_web.pdf

H. A. Hngund

PRAYOJANMULAK HINDI KI SANKLPNA

Nov-Dec,2018, Vol - 6/48, Page - 11515/11519

 

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Debolina Guha Thakurta & Ajitkumar Babar

THE STUBBLE BURNING IN THE STATES OF PUNJAB & HARYANA: A GIS BASED SPATIO-TEMPORAL ANALYSIS (from 2012 to 2017)

Nov-Dec,2018, Vol - 6/48, Page - 11520/11530

 Spatiotemporal patterns are difficult to portray through traditional methods, but the space-time cube allows time to be analyzed as a third dimension. The spatio-temporal GIS analysis of the MODIS data enables us to know about the varying degree of stubble burning in the regions of Punjab and Haryana. The said activity is one of the crucial reasons for the smog problem that is faced by the NCR (National Capital Region) every winter for last decade. With the help of spatio-temporal tools in GIS, the intensity and trends of the study area, that burns agricultural waste, can be assessed and analyzed.

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ArcGIS tool help. Steve Elizabeth Carrie (2017), Trends in the Alaskan Bottom-Trawl Fishery from 1993-2015: A GIS-based Spatiotemporal Analysis, A Thesis Presented to the Faculty of the USC Graduate School University of Southern California In Partial Fulfillment of the Requirements for the Degree Master of Science (Geographic Information Science and Technology), California.

Anju Mala Agrawal

CHAMPU KAVYA UPATTI EANV LAKSHAN - VISHLESHANATMAK ADHYAYAN

Nov-Dec,2018, Vol - 6/48, Page - 11531/11536

 

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Deepti Khare

UTTAR PRADESH KE UNNAV JILA KI GRAMIN MATAO EANV PURVSHALEY BALAKO ME KUPOSHAN - EK ADHYAYAN

Nov-Dec,2018, Vol - 6/48, Page - 11537/11542

 

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Guru Prasad Rathaur

FACTORS INFLUENCING POLITICAL PARTICIPATION, AMONG SCHEDULED CASTES’ WOMEN OF UNNAO- U.P.

Nov-Dec,2018, Vol - 6/48, Page - 11543/11548

  The political awareness refers to one’s knowledge about government policies and functioning of various political parties, awareness of current political issues and knowledge of organizational working and consequences of each party’s victory in the elections for the country. Political awareness is said to be a pre-requisite of political development. Politically aware citizens make democracy work. After all, citizens should keep themselves posted about the political events taking place around them. The political participation is the actualization of the political awareness in behavioral terms. The participation of the people in matters related to politics and also their role and standard of loyalty are related to political development in the country. There are many forms of participation and democracy is the form of Government which encourages maximum political participation. The participation does not mean mere exercise of political rights, like Franchise, by the people. It means their active involvement which in a real manner influences the decision making activity of the Government. It refers to those voluntary activities by which members of a society share in the election of rulers, directly or indirectly, in the formation of public policy. Various activities regarding politics i.e. voting discussion, decision, voting preference, voting Pattern of family members, source of motivation for voting, use of conveyance on election day, views about Caste-meetings and follow their directives, and political satisfaction etc.
Keywords: Political participation, awareness, democracy, voting discussion.
 

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Trivedi H.R; The Scheduled Castes’ women : A study of exploitation; The concept Pub. Co. Delhi, 1976, p.62. Sachchidananda; The Scheduled Castes with special reference to Change, The Popular Prakashan Bombay, 1974, page-90. Patwardhan S.; A study of Scheduled Castes in Urban Setting, Doctoral Dissertation, University of Poona, Poona, 1963. Malik S; Social Integration of The Scheduled Castes, Abhinav Publications, New Delhi, 1979, p.103. Lynch O.M.; The politics of Untouchability, columbia, University Press, columbia, 1969, p-87. Comble J.R.; Rose and Awakening of dipressed class in India, National publishing House, New Delhi, 1973, p-69. Goyal P.P; Educating Harijan’s women; Surjeet Publishers, (Pvt. Ltd.), Delhi, 1978, p-83. Ghose S.K.; The Protection of minorities & The Scheduled Caste’s, Ashish publishing House, New Delhi, 1994, p-11.

Arun Kumar

PARIVAR KE SWARUP KA VARTMAN PARIDRUSHYA - EK SAMAJSHASTRIY VISHLESHAN

Nov-Dec,2018, Vol - 6/48, Page - 11549/11556

 

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Ranju Bala

MENTAL HEALTH OF SECONDARY SCHOOL STUDENTS IN RELATION TO SOCIAL ADJUSTMENT

Nov-Dec,2018, Vol - 6/48, Page - 11549/11565

 The present study was conducted to explore the relationship between mental health and social adjustment of the senior secondary students of Gurdaspur district. Descriptive survey method is used for the present study. Data was collected at random from 100 male (50 urban and 50 rural) and 100 female (50 urban and 50 rural) students from the senior secondary schools of Gurdaspur district. To collect the data for the study, Mental Health Battery of Arun kumar Singh and Alpana Sen Gupta and Social Adjustment Inventory of Dr. R.C. Deva were used. The findings show a positive significant relationship between mental health and social adjustment in the senior secondary school students.
Keywords: Mental Health, Social Adjustment, Secondary School Students
 

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Archna (2011). A study of mental health of adolescents in relation to moral judgement, intelligence and personality. Unpublished Ph.D Thesis. Department of Education and Community Service Punjab University, Patiala. Aggarwal, S.and Bhalla, V. (2012). Gender differences in Academic Achievement of Adolescents in Relation to their Home Adjustment, Int. J.Edu. Human Services, 2(2). Bartwal, R. 2014. To study the mental health of Senior Secondary Students in relation to their social intelligence. J. Humanities and Soc. Sci., IOSR, 19(2), 6-10, e-ISSN: 2279-0837, p-ISSN: 2279-0845.

Geeta Rani

EFFECT OF EDUCATION IN CREATING AWARENESS ABOUT WOMEN RESERVATION IN LOCAL SELF GOVERNANCE-A STUDY OF RURAL WOMEN

Nov-Dec,2018, Vol - 6/48, Page - 11566/11571

 In one of the most important steps for the empowerment of women the 73rd amendment to the Indian constitution, passed in 1992, mandated that no less than a third of the total number of seats in village governments (panchayats), and no less than a third of the office of Chairperson of the panchayat should be reserved for women. Including women, in local governments, is an essential step towards creating gender-equal opportunities and gender-sensitive policies.  Education/literacy holds the key for active participation by the women representatives in gram panchayats. To study the effect of education in creating awareness among rural women about women reservation in local self governance, sample of 100 rural women from Bhongra, Budian, Khaparan, Baroda, Dhan Kheri villages of Jind district of Haryana was selected. Data was collected with the help of a self developed questionnaire and face to face interview.  Major findings suggested that lack of education create hindrances in the way of active participation of elected women representatives.  Also the traditional thinking of society, male dominance and gender discrimination are the major problems in creating awareness about women reservation in local self governance.
Keywords: Local Self-Governance, Education, Rural Women.
 

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Behera, G. (2017). Hindrances of Women Participation in Panchayati Raj Institution: A Study of Nilgiri ITDA Block of Balasore District in Odisha. IOSR Journal of Humanities and Social Science, 22(8), 01-05. Ghose, R.,Chakravarti, P. & Mansi, K. (2015). Women’s empowerment and education: Panchayats and women’s Self-help Groups in India. Policy Futures in Education, 13(3), 294-314. Gowda Govinda S. and Others (1996). Developmental Role of Women Members of Panchayat Raj: A study in Karnataka. Journal of Rural Development, vol.15, National Institute of Rural Development , Hyderabad. Kumar, S.(2015). Awareness among Rural Women about Reservation for Women in Panchayati Raj Institutions. Unpublished M.Sc. Dissertation, CCSHAU, Hisar,Haryana. Mishra, S. (1996) Women and 73rd Constitutional Amendment Act: A Critical Appraisal. Social Action, 47, p.29. Rashmi Arun, R. (1996). Role of Women in Panchayati Raj. The Administrator, Vol. XII . Status of Panchayat Raj in the states and Union Territories of India, Institute of Social Science, New Delhi ,2000. Surender, P. (2014). Role of Women Rrepresentatives in Panchayati Raj Institutions: a study of Medak district. Unpublished doctoral Dissertation, Deptt. of Political Science, Osmania University, Hyderabad.

G. K. Dhokrat

EFFECT OF SPECIFIC TRAINING PROGRAMME ON DEFENSIVE ABILITY OF KHO-KHO PLAYERS

Nov-Dec,2018, Vol - 6/48, Page - 11572/11576

 The present study assessed the impact of especially designed training program on Defensive Ability of Kho-Kho Players.50Kho-Kho players belonging to age group 12 to 14 years was selected as subjects in the present study. These selected subjects 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 specific training program of 12 weeks duration while subjects from control group did the routine exercises during this period. The Zig - Zag Play Test, Ring Game Test and Squat Run Dodging Test were employed twice  i.e. before the start of study period and after the completion of 12 weeks of training period. Results indicate significant improvement in the defensive  ability of kho – kho players after the completion of training program as compared to what it was before the commencement of training program. No significant changes were observed in the subjects belonging to control group. It was concluded that specific training program of 12 weeks can be used to improve the Defensive Ability of Kho-Kho Players.
Keywords: Kho - Kho, Defensive Ability
 

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A.L.Sheales. (May,1987). , “Effect of A 13 Week Aerobic Dance Programme on Aerobic Power, Body Image and Mood States in Sedentary Women,” . Health Education and Recreation , 27. Abbas Saremi, P. N. (2010). Twelve-Week Aerobic Training Decreases Chemerin Level and Improves Cardiometabolic Risk Factors in Overweight and Obese Men. Asian J Sports Med , 151-158. Anais Rampello, M. F. (2007). “Effect of Aerobic Training on Walking Capacity and Maximal Exercise Tolerance in Patients with Multiple Sclerosis: A Randomized Crossover Controlled Study". Physical Therapy;Volum 87 , 545-555. Browne, J. M. (2005). Title Personality, Life Satisfaction, and Career Decision Status: An Examination of Factors that Impact the Career Decisions of Black College Students. PHD , 156-188.

Puneet Kaur

STUDY OF PROFESSIONAL COMMITMENT AMONG SECONDARY SCHOOL TEACHERS

Nov-Dec,2018, Vol - 6/48, Page - 11577/11583

 In the present study the investigator studied professional commitment among secondary school teachers with respect to gender and locale. Data was collected from 500 government secondary school teachers selected randomly from Amritsar and Ludhiana district. Results revealed significant difference in professional commitment among male and female government secondary school teachers of Amritsar district whereas no significant difference was found among male and female secondary school teachers of Ludhiana district. Moreover, it was found that no significant difference in professional commitment among rural and urban secondary school teachers of Amritsar district but significant difference exist among rural and urban secondary school teachers of Ludhiana district.
Keywords: Professional Commitment, Secondary School Teachers
 

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Crosswell, L. J., and Elliott, R. G. (2004). Committed Teacher, Passionate Teachers: The Dimension of Passion associated with Teacher Commitment and Engagement. Paper Presented In AARE 2004 Conference, 28th November - 2nd December, Melbourne, Australia. Retrieved on 06.11.2013 from http://eprints.qut.edu.au/968/ Dave, R.H., & Rajput, J.S. (1998). Competency based and commitment oriented teacher education for quality school education. New Delhi : NCTE Publication, pp V-XV. Retrieved on 03.03.2014 from http://www.hurights.or.jp/pub/hreas/8/12IndiaEducation.pdf Firestone, W.A. (1996). Images of teaching and proposals for reform : A comparison of ideas from cognitive and organizational research. Educational Adminstration Quaterly, 32(2), 209-235.

M. V. Sudhakaran & Sunitha Nath

HARNESSING LIFE SKILLS FOR ENHANCING LIFE COMPETENCIES OF SLUM YOUTH

Nov-Dec,2018, Vol - 6/48, Page - 11584/11593

 The Indian National Youth Policy (2014) emphasizes the need to empower the youth of the country to achieve their full potential, and become change agents contributing to full participation and progress in life. Youth are crucial stakeholders and they must be endowed with skills and competencies to thrive in the 21st century. Research evidences prove that life skills training (LST) is an important tool fostering healthy developmental transitions into adulthood.  Life Skills enables an individual to adapt to situations and people and helps to lead a healthy and positive life. The main objective of this study was to assess the level of life skills before and after intervention among youth (women) who are coming from slums, are first generation learners and possess the zest to be successful in life. The current study is a quasi-experimental one, with pre-test and post-test design without control group, on a sample of (n=42) women youth. A four day life skills training of 6 hours per day, totaling to 24 hours was carried out, adopting the 10 core Life Skills as laid down by World Health Organisation. Appropriate learner centric training methods were used. The results confirm that Life Skills Training has a significant impact on enhancing their global Life Skill levels and also the categories of Life Skills namely, their social, thinking and coping skill levels, before and after training intervention, thereby enhancing their life competencies. More number of studies may be carried out among youth, especially those disadvantaged who have fewer choices.
Keywords: life skills training, life skills, slum youth 
 

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Albertyn R M, Knapp C A, Croenewald C J(2004). Patterns of empowerment in individuals through the course of a life skills program. Journal of Studies in the Education of Adults 33:20-70. Gazda (1984), in Community Counseling: A Multicultural-Social Justice Perspective, by Lewis. J.A., Lewis Michael. D., Daniels, J.A. , D' Andrea, Michael J., 4th Ed., Brooks/Cole Clengage Learning, , USA. p.148 Gerami Sima, Sahar Ahmadi, Mohamad Bagher Safat, Fatemeh Farsi (2015), Life Skills Training and Its Effectiveness: A Systematic Review, from Mediterranean Journal of Social Sciences Vol 6, No 2 S1, ISSN 2039-9340(Print) ISSN 2039-2117(Online) Human Development Report (2014), Youth Vulnerabilities in Life Course Transitions from http://hdr.undp.org/sites/default/files/hardgrove_boyden_hdr_2014.pdf Accessed 15 September 2018

Mrs. Swagatika Ray

IMPACT OF PRE-PRIMARY EDUCATION ON ACADEMIC ACHIEVEMENT OF ELEMENTARY SCHOOL STUDENTS IN BASIC SCHOOL SUBJECTS

Nov-Dec,2018, Vol - 6/48, Page - 11594/11602

 This paper highlights on the impact of pre-primary education on academic achievements of students at elementary level. The study was conducted in Nayagarh district on 120 sampled students.  The findings of the study revealed that the students with Pre-Primary Education perform better in their oral and written test in Language, Numerical, Science and Social studies better than the students without Pre-Primary Education. The children with pre-primary education performed better than the children without Pre-Primary Education in language ability.  The students with pre-primary school experience performed better in Numerical ability than the students without Pre-Primary Education experience.  The children with Pre-primary Education performed better than the children without Pre-Primary Education in Science.  There exists a significant difference between the achievement in social Studies of children with and without Pre-Primary.
Keywords: pre-primary education, academic achievement and basic school subjects
 

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Chandrika, D.C (1989) “The role of Anganwadi experience on the cognitive development of children”. In M. B. Bunch (Ed) Fifth Survey of Educational Research, New Delhi. Kasturi, Jachuck (1990) “Socio-economic status and time related to the effect of pre-primary school education on cognitive abilities”. Mishra. D (1990) A study of the problem of pre-school education in the city of Cuttack. In M.B. Buch (ED) Fifth survey of Educational Research, New Delhi. Muralidharan, R & Banerjee, U (1974) “Effect of Pre-Primary school Education on Language and Intellectual Development of underprivileged children” In M.B. Buch (ED) second survey of Educational Research, NCERT, New Delhi. Prabhakar, Sunanda, P (1989) A study on performance of elementary school children with and without nursery school experience. In M.B. Buch (ED) Fifth survey of Educational Research, NCERT, New Delhi.

Ignatius Topno

TEACHING APTITUDE OF PROSPECTIVE TEACHERS PURSUING B. ED. THROUGH REGULAR MODE

Nov-Dec,2018, Vol - 6/48, Page - 11639/11645

 The performance of a teacher is dependent to a great extent on his aptitudes and beliefs. The aptitude of teacher influences the performance as well as behaviour of the student. Teaching aptitude is one important criterion for success in the teaching profession as a teacher. In order to respond to the new and increasing pressure of 21st century digital society, there is a need of a competent and committed skilled teacher who can truly materialize the dream of the Kothari Commission Report (1964-66) that the destiny of India is being shaped in her classrooms. Therefore, it is essential to accept teacher-trainees having high level of teaching aptitude and so to train them according to the signs of time. Keeping this in mind, the importance of teaching aptitude as an important criterion, the present study was undertaken by the investigator with the objectives to study the Teaching Aptitude of Prospective Teachers Pursuing B.Ed.  from the regular mode based  on the basis of gender, marital status, degree and relationship among teaching aptitude and teaching effectiveness. Data was taken from 100 prospective teacher-trainees of from Magadh Univeristy in distance mode through the administration of a standardized tool called as Teaching Aptitude Test Battery (TATB). Mean, median and  t-test were executed to analyze the data. The study revealed that there is no significant significant difference between the mean scores of prospective-teachers of distance mode in their teaching aptitude on the basis of gender, marital stauts and degree they posses.
Keywords: criterion, skilled teacher, materialize, prospective teachers, aptitude, pursue.
 

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Nagar KN (1979), Basic elements of statistics, Meenakshi Prakashan, New Delhi Arora, K. (1976). Difference between effective and ineffectiveteachers. Doctoral Thesis, Jamia Millia Islamia, New Delhi. Goyal, J.C. (1980). A study of the relationship among attitude, job satisfaction, adjustment and professional interest of Teacher Educators in India . Sharma, S.K. (1982). A study of teaching competency of secondary school teacher education. Indore University

Vikas Mane

EVALUATION UNDER RIGHT TO EDUCATION- WAY TO GO

Nov-Dec,2018, Vol - 6/48, Page - 11646/11657

 RTE has made some major changes by introducing the concepts of No-Detention Policy (NDP), age-appropriate learning, and Continuous Comprehensive Evaluation (CCE). However, most teachers, headmasters and parents in the country are still struggling to understand what CCE really means. CCE is a holistic assessment system aiming to develop skill of students in all areas in order to make children stress free. The system is designed to assess students from various perspectives, intending eventually to eliminate rote-learning and cramming. In a research project by the author it was found that the CCE invited a mixture of positive and negative responses. It is a crucial component of the RTE but is unfulfilled without a complimenting comprehensive curriculum. Even though most of the respondents said the CCE is good but the researcher noted the negative approach about the CCE. There is a need of expert training to all the persons who has direct concern with school education, especially the Headmasters and teachers.  Unfortunately implementation of CCE has remained a big challenge in India. While the MHRD recommends that the states adopt an activity-based-learning (ABL) model similar to what is being practiced in Tamil Nadu, CCE has mostly evolved into a process of format filling and frequent testing. It is critical that adequate training is provided on the pedagogic motivations behind CCE, so that it is effectively implemented.  
Keywords – The Right of Children to Free and Compulsory Education Act 2009; Continuous and Comprehensive Evaluation; Formative Assessment and Summative Assesment; 
 

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Mondal, Ajit and Mete, Jayanta (2013) ‘Continuous and Comprehensive Evaluation — An Appraisal’ Issues and Ideas in Education Vol. 1, No. 2 September 2013 pp. 122 Right to Education – Retrieved from - http://righttoeducation.in/know-your-rte/about Aggarwal, J. C. (1987) ‘The progress of Education in Free India’ New Delhi: Arya Book Depot. p. 244-245 Aggarwal, J. C. (1987) ‘The progress of Education in Free India’ New Delhi: Arya Book Depot. p. 244-245 Assessment in School education: The Current debete, Retrieved from -http://www.ideasforindia.in/article.aspx?article_id=1537 Continuous and Comprehensive Evaluation A Critical Analysis, Retrieved from - http://www.academia.edu/12442355/Continuous_and_Comprehensive_Evaluation_A_Critical_Analysis Mondal, Ajit and Mete Jayanta (2013) ‘Continuous and Comprehensive Evaluation- An Appraisal’ Issues and Ideas in Education, Vol.1, No, 2, September, 2013, pp. 124-125.

Geeta Rani

A STUDY ON EMOTIONAL MATURITY AND MORAL VALUES AMONG SENIOR SECONDARY SCHOOL STUDENTS

Nov-Dec,2018, Vol - 6/48, Page - 11658/11664

 Emotional development is one of the major aspects of human growth and development.  Emotional instability leads to anxiety and stress.  Emotional Maturity is said to be the foundation for leading happy and satisfied life.  Moral development is also controlled by emotions and experiences. Moral values are decreasing day by day in the society.  Therefore, the present study was conducted to study the emotional maturity and moral values among senior secondary school students.  The study was conducted on a sample of 100 (50 male and 50 female) students of 11th and 12th classes of 5 senior secondary schools of Gaya District of Bihar. Emotional Maturity scale (Singh and Bhargav) and self made questionnaire to assess moral values were used for data collection.  Findings indicated that a positive and significant relationship was found between emotional maturity and moral values.  Significant difference was found between emotional maturity of male and female senior secondary school students while male and female students showed no difference in terms of moral values.
Keywords: Emotional Maturity, Moral Values.
 

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Crow and Crow (1962). Child Development and Adjustment, New York: MacMillan Company. Geoghagen, B., Pollard, M.B. & Kelly, M. (1963). Developmental Psychology. Milwankee U.S.A: The Brue Publishing Company. Jose B M J, Maritza L A J (2013).The Formation in Moral Values in High School Education by Means of the Transversal Axis and the Integrated Curriculum. Procedia: Social and behavioural sciences, 106, 2807–2816. Kaur, M. A (2001). Study of Emotional Maturity of Adolescents in relation to Intelligence, Academic achievement and Environmental catalysts. Unpublished Ph.D. (Education) Thesis, Panjab University.

Geeta Rani

STUDY OF DRUG ADDICT ADOLESCENTS OF PUNJAB IN RELATION TO ADJUSTMENT, LOCALE AND SOCIO-ECONOMIC STATUS

Nov-Dec,2018, Vol - 6/48, Page - 11665/11668

 

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Dummett, M, 2010, Punjab’s drugs epidemic, BBC News [online]. Available from World Wide Web: . Kalra, I., and Bansal, P. D., (2012). Sociodemographic Profile and Pattern of Drug abuse among Patients Presenting to a Deaddiction Centre in rural area of Punjab, Delhi Psychiatry Journal, 15 (2), p.328. Ministry of Youth Affairs and Sports (2011). Awareness and Education for Prevention of Drug Abuse & Alcoholism in Punjab, New Delhi: Nehru Yuva Kendra Sangathan, p.3. Mohan, D., Sundaram, K. R., and Sharma, H. K. (1986). A study of drug abuse in rural areas of Punjab (India), Drug and Alcohol Dependence, 17 (1), p.57. Singh, S., Gupta, A. K. and Jindal, B. R. (2000). Menace of Drug abuse in Punjab: An Opinion Survey, Ludhiana: Department of Economics & Sociology, Punjab Agricultural University, p.1.

Geeta Rani

A STUDY OF VOCATIONAL INTERESTS AMONG RURAL MALE AND FEMALE SECONDARY STUDENTS OF GOVERNMENT AND PRIVATE SCHOOLS

Nov-Dec,2018, Vol - 6/48, Page - 11669/11675

 The investigator has planned this study to provide knowledge about current vocational interests of secondary school male and female students.  Sample of the study comprises 200 students (100 male and 100 female) of 10th class from 4 schools (2 government and 2 private) of Najafgarh town.   Vocational Interest Record devised by Dr. S.P. Kulshrestha (1977) was used for gathering the data.  Rural male and female students differ significantly in Scientific, Executive, Persuasive and Social areas of vocational interest while in Literary, Commercial, Constructive, Artistic, Agriculture and Household areas of vocation interest male and female students possess almost equal interest.  Female students of govt. secondary schools do not differ significantly in vocational interest from female students of private secondary schools except Executive area.  Male students of govt. secondary schools and private secondary schools have equal interest in all the areas of vocational interest except Commercial and Persuasive areas.
Keywords: Vocational Interest, Secondary Students.
 

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Best W. John and Kahn V. James (2004). Research in Education, New Delhi: Prentice – Hall of India Private Limited. Chauhan, A. And Chocha, R.K.(2017). A Psychological Study of Vocational Interest among Secondary Students. The international Journal of Indian Psychology, 4(3), 113-120. Holland, J. L., & Holland, J. E. (1977). Distributions of personalities within occupations and fields of study. Vocational Guidance Quarterly, 25, 226 –231. Hoque, J. (2018). Vocational Interests of Secondary School Students in relation to their Level of Aspiration. International Journal of Research in Social Sciences, 8(4),782-792. Khandwala, S. U. (2017). Vocational Interest of Secondary School Students with Reference to their Gender. International Journal of Indian Psychology, 5, (1), 91-95. Kumar, R. (2017). A comparative Study of Vocational Interests of Secondary School Students in Relation to their Gender. Imperial Journal of Interdisciplinary Research, 3(4), 1177-1180. Morris, M.L. (2016). Vocational Interests in the United States: Sex, Age, Ethnicity and Year Effects. Journal of Counseling Psychology, 63(5), 604-615. Strong, E. K. (1943). Vocational interests of men and women. Redwood City, CA: Stanford University Press.

Raghav Bansal

WIRELESS POWER TRANSFER (WPT): REVIEW PAPER & A PRODUCT DESIGN

Nov-Dec,2018, Vol - 6/48, Page - 11676/11687

 In this review paper we will see an overview of wireless transmission of electrical energy, its recent researches and developments in the field. We will discuss the challenging issues, its merits and demerits. Distinguish WPT on basis of distance and different methods applied to achieve the same. Discuss an original product design based on WPT.
Keywords: Wireless power transfer, Induction, Electromagnetic transmission, Evanescent wave coupling, Electrodynamic induction, Radio waves, microwaves, Electrostatic Induction.
 

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Sagolsem Kripachariya Singh, “Wireless Transmission of Electrical Power Overview of Recent Research & Development” R Rajalakshmi, “An overview of the current state-of-an-art in the field of wireless power transmission” ER. Upendra Pal Singh, ”Charging on the move (through wireless)” Paramanand.S.Patil, Satyanarayan.K.Padaganur, “Challenging Issues In Wireless Power Transmission Methods A Survey” Dylan Jorgensen, Chris Loadman and Zhizhang (David) Chen, “Retrodirective Antenna Systems for Wireless Communications”

Jeughale Poonam Balasaheb

EMOTIONAL INTELLIGENCE: AN EMPIRICAL WORK

Nov-Dec,2018, Vol - 6/48, Page - 11572/11580

 We observe that the correlations between the different EI scale components are unequal. On one side, we find that the self-knowledge and social abilities variables are the ones that they have less relation with the rest of abilities, been the emotional use and empathy variables the ones that show more relation. So, the ability for been in a stage of permanent search and persistency in the execution of the aims facing always the problems and finding solutions that will define the emotional use variable, as well as, the ability to understand the needs feelings and problems of other people, be in the own skin of the others and responding correctly to the emotional reactions of the variable empathy, that will be the ones defining the construct of the emotional intelligence.

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Sukhraj Kaur

CONSTRUCTION AND STANDARDISATION OF TEACHER INTERPERSONAL RELATIONSHIP SCALE (TIRS)

Nov-Dec,2018, Vol - 6/48, Page - 11581/11594

 

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Anastasi, A. (1968). Psychological Testing. London: Macmillan. Baker-Doyle, K. & Yoon, S. A. (2010). Urban teacher support networks. In: A. Daly (Ed.), Social Network Theory and Educational Change. Cambridge: Harvard University Press. Brady, L. (2011). Teacher Values and Relationship: Factors in Values Education. Australian Journal of Teacher Education, 36 (2), Article 5. Retrieved March 8, 2014 from http://no.ecu.edu.au/ajte.

Michael C. Pickett

ANALYSIS AND CULTURAL CRITICISM OF TONI MORRISON’S JAZZ, THE BLUEST EYE, AND SULA

Nov-Dec,2018, Vol - 6/48, Page - 11595/11601

 The three novels included in this review are Jazz, the Bluest Eye, and Sula. Based upon the profound themes present in Morrison’s writings this articleuses many of the tenants of the cultural critical approaches to review Morrison’s use of the themes of music, memories, good versus bad, and the precious notion of perceived beauty. 

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Morrison, T. (1973). Sula. New York: Vintage. Morrison, T. (1994). The Bluest Eye. New York: Plume. Morrison, T. (2004). Jazz. New York: Random House. Stam, R. and Shohat, E. Contested Histories: Eurocentrism, Multiculturalism, and the Media. In Goldberg, D. (ed.). (1994). Multiculturalism: A Critical reader. Cambridge: Blackwell Publishers. Tyson, L. (1999). Critical theory today: A user-friendly guide. New York: Garland Publishing.

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