An Internationl Peer Reviewed

Scholarly Research Journal for Humanity Sciences & English Language

Apr - May, 2016, Vol-3/15

Impact Factor: 3.189

ISSN: 2348-3083

Date: 2016-06-04

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PARENTS ATTITUDE TOWARDS PHYSICAL EDUCATION AND SPORTS

G.K. Dhokrat

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3558 - 3561

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 The present study was undertaken to compare Attitude of parents towards Physical Education and Sports of I.C.S.E School and State Board School. To identify the attitudes of the parents towards Physical Education and Sports the researcher was selected 200 parents of ICSE and State Board Schools of Dombivli. The data was analyzed by using percentile and standard statistics technique –‘t’ test. The findings of the study shows that, there was a significant difference in Attitude of Parents between ICSE Schools and State Board Schools in relation to Physical Education and Sports.
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Anderson, D., & Dubuque. (1989). The Discipline and the Profession. Foundations of Canadian Physical Education, Recreation, and Sports Studies. IA: Wm. C. Brown Publishers. Karekar, R. S. (2012). A survey on the parental attitude towards physical activity of secondary school children in mumbai. M.P.Ed dissertation .

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AN EXPLORATION OF BANNED SUBSTANCES AND METHODS CONSUMED VIA PARTICIPATED COUNTRIES IN ATHLETICS AT OLYMPIC GAMES.

Bhopinder Singh

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3562 - 3572

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 The present research aim towards “An Exploration of Banned Substances and Methods Consumed via Participated Countries in Athletics at Olympic Games”. To attain aim of the research descriptive statistics is used. Banned Substances and methods were identified under the guide line of world anti-doping agency. Athletes from different counties were identified on the basis of their consumption of banned substances and methods in different events of Athletics at Olympics. Present study signifies the Scenario of banned substances and methods consumed via participated countries in Olympic Games. It also represents the comparison of banned substances and methods consumed via participated counties in athletics at different Olympic games as well as in different events of athletics. The study explores that there were 58 cases of banned substances and Methods consumed via participated countries, it was surprising to note that Russia consumed maximum banned substances and methods in athletics at Olympic games.
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http://dide.mag.sch.gr/grfa/Olympiaki_paideia/kathigites.pdf page2. http://dide.mag.sch.gr/grfa/Olympiaki_paideia/kathigites.pdf, page5. http://dide.mag.sch.gr/grfa/Olympiaki_paideia/kathigites.pdf page6. http://www.olympic.org/Documents/Reports/EN/en_report_668.pdf http://www.sports-reference.com/olympics/athletes/li/hans-gunnar-liljenwall-1.html http://london2012.blogs.nytimes.com/2012/05/18/friday-flashback-sometimes-being-first-doesnt-mean-victory/?_r=0 http://www.sports-reference.com/olympics/athletes/ro/danuta-rosani-1.html http://www.sports-reference.com/olympics/summer/1976/ATH/womens-discus-throw.html http://www.sports-reference.com/olympics/summer/1976/ATH/womens-discus-throw.html http://www.dailymail.co.uk/sport/olympics/article-1349646/Drug-cheat-Vesteinn-Hafsteinsson-invited-help-British-coaches.html http://www.iaaf.org/athletes/italy/giampaolo-urlando-7321 http://www.chinadaily.com.cn/english/doc/2004-09/01/content_370597.htm http://www.iaaf.org/athletes/finland/martti-vainio-2980#honours http://www.iaaf.org/download/download?filename=c3ec4cd7-c80f-4062-85d2-efaf8c26afce.pdf&urlslug=Chapter%2015%3A%20Drugs%20in%20sport%20%2F%20Doping%20control%20 http://www.realchampion.jp/assets/uploads/2013/03/2012_ProhibitedList_EN.pdf

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IMPACT OF RESIDENTIAL SCHOOLS AND CURRENT CHALLENGING ISSUES OF TRIBAL EDUCATION IN ODISHA

Saraswati Hansdah

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3573 - 3581

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 The objective of the paper is to analyse the status of tribal education with literacy rate, comparison of literacy rate among STs and all Social groups during the period from1961 to 2011 and the existing gap. Also in the same time the paper tried to highlight the current challenges of most disadvantaged group in the most rural and tribal pocket of Odisha in particular reference to the education sector. Here the researcher also tried to highlight some influential steps taken by state and central govt. of India to minimise the gap and tried to solve the ongoing problems, the step like residential schools are taken in to consideration in this particular paper amongst many steps implemented by govt. The analysis is based on secondary data of Census of India, 2011 and different reports of govt. and non govt. organisations along with own observation in this field as a researcher. To justify above objectives three research questions are framed with correlating the present thrust or objectives of the paper. The researcher found that

\"\\"\\"\"Key Words: Residential school, Current challenges, Issues, Odisha and Tribe etc.

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Assembly of First Nations (1994). Breaking the silence: An interpretive study of residential school impact and healing as illustrated by the stories of First Nations individuals. Ottawa: The Assembly of First Nations. Cajete, G. P. D. (1999). Igniting the sparkle: An Indigenous science edu¬cation model. United States: Kivaki Press. Chrisjohn, R. D., & Young, S. L. (1997). The circle game: Shadows and substance in the Indian residential school experience in Cana¬da. Penticton: Theytus Books Ltd. Dumont, J. (1989). Culture, behaviour, & identity of the Native person. In NATI-2105: Culture, behaviour, & identity of the Native per¬son. Sudbury: Laurentian University Press. Hittleman, D. R. And Simon, A. J. (1997), Interpreting Educational Research: An Introduction for Consumers of Research, Prentice-Hall, Inc. New Jersey. Jha, j., Jhingran, D.(2002), Elementary Education for the poorest and other Deprived Groups, Centre for policy Research. New Delhi Lal, M. (2005), Education-The Inclusive Growth Strategy for the economically and socially disadvantaged in the Society McKenzie, B., & Morrissette, V. (2002). Social work practice with Ca¬nadians of Aboriginal background: guidelines for respectful social work. In A. Al-Krenawi & J. R. Graham (Ed.), Multicul¬tural Social Work in Canada (pp. 251-282). Don Mills: Oxford University Press. Miller, J. R. (1996). Shingwauk’s vision: a history of Native residential schools. Toronto, London, Buffalo: University of Toronto Press. Mussell, W. J., Nicholls, W. M., & Adler, M. T. (1991). Making Meaning of Mental Health Challenges in First Nations: A Freirean Per¬spective. Chilliwack: Sal’i’shan Institute Society. Peacock, T., & Wisun, M. (2002). Ojibwe waasa inaabidaa: We look in all directions. Afton: Afton Historical Society Press. Royal Commission on Aboriginal Peoples. (1996). Report of the Royal Commission on Aboriginal Peoples. Volume 1: Looking forward, looking back. Ottawa: Canada Communications Group. Sujatha, k. (2002) Education among Scheduled Tribes. In Govinda, R. (ed.), India Education Report: A profile of Basic Education. New Delhi: Oxford University press. UNESCO (2005), Quantitative Research Methods in Educational Planning, UNESCO International Institute for Educational Planning, Paris, France.

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LOCUS OF CONTROL AMONGST TEACHER TRAINEES : A STUDY OF AIDED AND SELF – FINANCING TEACHER EDUCATION COLLEGES.

Savita Sharma & Shivani Yadav

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3582 - 3587

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The current study assesses the Locus of control (Internal or External) amongst teacher trainees on the basis of gender and type of institution. A 29 item Locus of Control questionnaire (Rotter, 1996) was used to measure locus of control. The sample of the study comprised of 140 Teacher Trainees ( Aided -65, Self-financing-75) selected from Rohtak and Rewari districts of Haryana. Independent sample t- test was used for statistical analysis. Result of this study indicates that there lies no significant difference in the Internal and External Locus of Control of teacher trainees on the basis of gender and type of institution.

Keywords: Locus of Control, Teacher Trainees, Aided and Self-financing, Teacher Education Colleges

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Hans, T. (2000). A meta-analysis of the effects of adventure programming on locus of control. Journal of Contemporary Psychotherapy, 30(1), 33-60. Rotter, J. (1966). Generalized expectancies for internal versus external control of reinforcements. Psychological Monographs, 80, 609. Schultz, D. P. & Schultz, S. E. (2005). Theories of Personality (8th ed.). Wadsworth: Thomson. Retrieved from http://en.wikipedia.org/wiki/Locus_of_control Zaidi I.H, Mohsin M.N.(2013 ). Locus of Control in Graduation Students. International Journal of Psychological Research. Vol.6, No.1.

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SOCIO-CULTURAL HISTORY OF BHUTAN: A LAND OF THUNDER DRAGON

Achintya Mahapatra

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3588 - 3597

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 Bhutan, officially the Kingdom of Bhutan, is a landlocked country in South Asia, located at the eastern end of the Himalayas and bordered to the south, east and west by the Democratic Republic of India and to the north by the People\\\'s Republic of China. Bhutan is separated from the nearby country of Nepal to the west by the Indian state of Sikkim, and from Bangladesh to the south by the Indian states of Assam and West Bengal. Bhutan existed as a patchwork of minor warring fiefdoms until the early 17th century, when the area was unified by Shabdrung Ngawang Namgyal, who fled religious persecution in Tibet and cultivated a separate Bhutanese identity. In the early 20th century, Bhutan came into contact with the British Empire, after which Bhutan continued strong bilateral relations with India upon its independence
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Kotler, P, and Others, “Marketing for Hospitality and Tourism,” (3rd Edition), Pearson Education Sinha, P.C, “Tourism Marketing,” (1998), Anmol Publication Private Ltd. New Delhi. Cooper, D.R, and others, “Business Research Method,” (9th Edition), McGraw-Hill companies. C.R. Kothari, “Research Methodology, Methods & Techniques,” (2nd Edition), Wishwa Prakashan Publication Conard, B. and Raymond, C. (1971). “Research and Report Writing for Business and Economics”. New York: Random House Emory, C. and William (1976).”Business Research Methods”. Illinois: Irwin, Inc. Gyamtsho, T.C, “Travel writer bashes Bhutan,” Bhutan Times, dated Wednesday 6th August 20008. Jams & Nicola Inving, “Thumbs up from down under,” Kuensel, dated Wednesday 27th August 2008. Lamzang, T, “A few home truths” Kuensel dated Wednesday, 13th August 2008 Dorji, T. “Sustainability of Tourism in Bhutan,” retrieved on 8th September, 2008. Available online at, http://www.bhutanstudies.org.bt/admin/pubFiles/3.tourism.pdf Information from website, http://www.go2bhutan.com, retrieved on 6th September, 2008 Information from official website of Tourism Council of Bhutan, http://www.tourism.gov.bt/ , retrieved on 6th September, 2008

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CREATIVE TEACHING: THE NEED OF THE HOUR

Kiranjit Kaur & Sesadeba Pany

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3598 - 3606

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 The researches show thatevery child is born with creative potential, but this potential may not be unfolded if care is not taken to nurture the creative abilities of the children. This article begins by stressing the importance of creativity in our life. It also highlights what is creative teaching by focusing on some principles of creative teaching given by NACCCE (1999) report and some other researchers to enhance the creative abilities of the students. Since teacher plays a dominant role in shaping and molding the life of the children hence he can apply a lot of innovative teaching strategies to nurture the creative potentials of the children. As such this article deals with different methods of creative teaching becausecreative teaching leads a child to give of his best to society.

Key words: Creative Teaching, Brain Storming, Synectics, Analogy, CPS.

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Alexander, D. (1984). Mathematical, geometric and spatial reasoning. In Pitcher, E. G., Feinburg, S. G., and Alexander, D. (eds.), Helping Young Children Learn (4th Ed.), Charles E. Merrill, Columbus, OH, pp. 185-207. Amabile, T.M. 1983. The social psychology of creativity. New York: Springer-Verlag. Bruce J, Weil M & Calhoun E (2015) Models of teaching. Pearson Publication. Chamberlin, L. J., & Bergman, J. (1982). The Mystery of Creativity Revealed. The High School Journal, 65(4), 112-118. Craft, A., Jeffrey, B., &Leibling, M. (2001).Creativity in Education. London: Continuum. Cremin, T. (2009).Creative teachers and creative teaching.Creativity in primary education, 36-46. Ewing, R., and R. Gibson. 2007. Creative teaching or teaching creatively? Using creative arts strategies in pre-service teacher education. Waikato Journal of Education 13: 161_79 Fisher, R. (2004). What is creativity? In R. Fisher & M. Williams (Eds.), Unlocking Creativity: Teaching Across the Curriculum. London: David Fulton Publishers Ltd Gibson, R. (2010). The ‘art’ of creative teaching: implications for higher education. Teaching in Higher Education, 15(5), 607-613. Joyce, Bruce and Weil Marsha (1985): Models of Teaching Second Edition. Prince-Hall of India Pvt. Limited, New Delhi. Lucas, B. (2001). Creative Teaching, Teaching Creativity, and Creative Learning. In A. Craft, B. Jeffrey & M. Liebling (Eds.), Creativity in Education. London: Continuum NACCCE. (1999). All our Futures: Creativity, Culture, and Education. London: DFEE. Pruitt, R. P. (1989). Fostering Creativity: The innovative classroom environment. Educational Horizons, 68(1), 50-54. Rajput A (2013).Efficacy of Synectics model of teaching in enhancing problem-solving ability, teaching skills and creativity of pupil teachers .Synopsis , Dayalbagh Educational Institute, (Deemed University), Dayalbagh, Agra Sæbø, A. B., McCammon, L. A., & O'Farrell, L. (2006).Exploring teaching creativity and creative teaching: The first step in an international research project. Sak, U. (2004). About creativity, giftedness, and teaching the creatively gifted in the classroom.Roe per Review, 26(4), 216-222. Sawyer, R.K.(2004). Creative Teaching: Collaborative Discussion as Disciplined Improvisation. Educational Researcher, 33(1), 12-20. Simon, H., and J. Hicks. 2006. Opening doors: Using the creative arts in learning and teaching. Arts and Humanities in Higher Education 5, no. 1: 77_90. Vaidya, S., and McKeeby, J. (September 1984). Computer turtle graphics: Do they affect children's thought processes? Educ. Technol. Woods, P and Jeffrey, B (1996) Teachable moments: the art of creative teaching in primary schools. Buckingham: Open University Press: Creative teachers and creative teaching. http://onlinelibrary.wiley.com/doi/10.1111/j.1470-6431.2005.00445.x/full http://www.blatner.com/adam/pdntbk/rlplayedu.htm http://www.yourdictionary.com/role-playing https://en.wikipedia.org/wiki/Brainstorming https://en.wikipedia.org/wiki/Psychodrama https://people.goshen.edu/~marvinpb/arted/tc.html

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TEACHING PROFESSION AND TEACHER ETHICS IN PRESENT EDUCATION STATE OF AFFAIRS

A. K. Agnihotri

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3607 - 3616

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 In the fast changing world of 21st century education is also changing. As a part of the change, role of schools and education will also be different both in educational system and in the society. The role of the Teaching Councils is to regulate the teaching profession and the professional conduct of teachers, to establish and promote professional standards, to support the continuing professional development of teachers and to promote teaching as a profession. Also the teachers reveal their professional aims and needs for the future. The paper maintains that the current era, marked by a new global economy transforming economic and social development, has created the need for a reorganisation of teachers’ representation. It sensitise the policy framer to come up with the Professional Code of Ethics which aims to create a sense of professional identity and unity among teachers and it further addresses in the ethical frameworks of what it means to be a teacher in the 21st century.

Keywords: Teaching Profession, Teacher Ethics and Education

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http://www.ssn.flinders.edu.au/global/glob1002/2000book/lifeand%20work%20effects%20of%20glo b%20on%20education.htm lbid The Effects of Globalization on Education By: Kate Francis, Kate Fitzgerald, Rebecca Lacey, Kate Hancock, David Ockendon http://www.ssn.flinders.edu.au/global/glob1002/2000book/lifeand%20work%20effects%20of%20glob%20on%20education.htmUNESCOstatistics: http://www.uis.unesco.org/i_pages/literacyreg%5Clitreg19350.asp?ano=1995,&nomreg=Souht ern Asia UNESCO statistics: http://www.uis.unesco.org/i_pages/literacyreg%5Clitreg19740.asp?ano=1995,&nomreg=SubSaharan_Africa Levine, Joel S., Technology and Change in Education: Culture is the Key www.cssjournal.com/levine.html Professional Ethics of Teachers in Educational Institutions Nanigopal Malo, 2015 I(VI):97. UNESCO. (1996). Strengthening the role of teachers in a changing world: Issues, prospects and priorities. (Forth/fifth session International Conference No. ED/BIE/CONFINTED 45/3). Geneva: UNESCO. UNESCO. (1997). Inservice teacher training: Rights and obligations in a changing society. Information for the Educational Press, 1¬4. UNESCO. (2000). UNESCO in a globalizing world. (Provisional Agenda Item No. 159 EX/40). Paris: UNESCO. World education report 1998 Teachers and teaching in a changing world Published in 1998 by the United Nations Educational, Scientific and Cultural Organization 7, Place de Fontenoy, 75352 Paris 07 SP Graphics by Visit-Graph, Boulogne-Billancourt ISBN 92-3-103180-5 ©UNESCO 1998.

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AN ASSESSMENT OF FIELD RELATED PROBLEM AMONG DIFFERENT SPORTPERSONS

Mr Mahesh Sharma

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3617 - 3622

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 The purpose of the study is to assess the Field Related Problem among difference sportspersons .The present investigation was conducted on 300 Inter-collegiate athlete representing difference sports in the age group of17 to 25years was selected from Delhi University. The mean Age of the subject is 21. The study was conducted on selected games. Athletics, Badminton, Cricket, Football, Gymnastic, Handball, Hockey,KhoKho ,Volleyball ,Yoga . As per the manual the scoring was done and data collected.  For the purpose of the present study descriptive statistics (mean, Standard Deviation) and   Two Way ANOVA were used and level of significance was set at .05.  To assess the Problem faced by Athlete is challenge for the sports psychologist, coaches , and Athletes and their solution .Assessment of the Problem are the direct need of the Psychologist,so accordingly the Athlete problems  may be dealt for improving performance .Within the delimitation and limitation of the study the following conclusion have been drawn: Two-Way ANOVA indicated  There was  significant difference in Field related problem  between Individual games and Team games,  The players of Team games have posses higher Field related problem than the player of   individual game . No significant effect of gender on field related problem. The interaction effect was significant as there is significant difference between player of male individual game and team game players on field related problem. Male player of team game has posses more field related problems than the male players of individual game

Keyword: Field Related problem, Sportspersons, Athlete problem

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Fields, S. K., Collins, C. L., & Comstock, R. D. (2007). Conflict On the Courts A Review of Sports-Related Violence Literature. Trauma, Violence, & Abuse,8(4), 359-369. Pinkerton, R. S., Hinz, L. D., & Barrow, J. C. (1989). The college student-athlete: Psychological considerations and interventions. Journal of American College Health, 37(5), 218-226. Maniar, S. D., Curry, L. A., Sommers-Flanagan, J., & Walsh, J. A. (2001). Student-athlete preferences in seeking help when confronted with sport performance problems. Sport Psychologist, 15(2), 205-223 Sharma; Meenakshi(2007) Master degree In Physical Education Unpublished Thesis Athanas, E. H. (2007). Fear of failure, experience, and division as predictors of state anxiety in USFA epee fencers

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A STUDY OF EMOTIONAL STABILITY AMONG CHILDREN’S

Patel Shaikh Ajhar Shaikh Abdul Wahed

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3623 - 3627

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Present research Aims to study emotional stability among children’s of Aurangabad city. The sample of the study was selected by Proportionate Stratified Random Sampling method which included 100 (50 boys and 50 girls) children’s of age group 12 from Aurangabad city .Sample were   selected by Proportionate Stratified Random Sampling method. Tool used for the research was Emotional Stability Test by A.K.Singh and Sengupta. Research finding reveals that the emotional stability level of children’s in Aurangabad city is Average. Result also revealed that there is no significant difference between the levels of emotional stability of   boys and girls.

Key Words:  Emotional Stability, Mental health

 
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Arora Babita & Kaur jasbir .(2014). Emotional Stability among Adolescents in Relation to Parent Child Relationship. The International Journal Of Humanities & Social Studies Retrieved from www.theijhss.com Emotional stability.(n.d).Psychology wiki. Retrieved from http://psychology.wikia.com/wiki Firestone,Lisa.(n.d).Seven tips to raising emotionally healthy child.Psychology Today.retrieved from,https://www.psychologytoday.com/blog/compassion-matters/201211/7-tips-raising-emotionally-healthy-child Jeremy N. Johnson. (n.d).Emotional Stability. Dr. Jerm - Helping YOU Achieve Excellence In Life. Retrieved from http://www.drjerm.com/Emotional stability Kumar, Parsanjeet.(2013). A Study of Emotional Stability and Socio-economic satus of Students Studying in Secondary Schools. International Journal of Education and Information Studies.Volume 3, Number 1 (2013), pp. 7-11.Retrieved from http://www.ripublication.com/ijeis.htm

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A COMPARISON STUDY OF STRATEGIES ADOPTED FOR RESILIENCE BETWEEN INTERNATIONAL AND ALL INDIA INTER UNIVERSITY PLAYERS

Sonam

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3628 - 3638

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 Resilience is individual’s capacity to deal with adversity and to cope up with that. The purpose of the present study was to compare the various Strategies adopted by International and All India Inter University level players to deal with Resilience. Five International and Five All India Inter University level players, belong to different games, age ranged from 20-25 years were selected as the subject of the study. The subjects were interviewed by the mean of self prepared questions so as to collect necessary data. The obtained data was recorded then transcripts were prepared, key words (Umbrella Topics) were identified and allotted to each group of response, and then analyzed by computing percentage. Conclusion of study revealed that specific difference between  the strategies adopted by International and All India Inter University sportsperson was not found and their Hard work, Dedication, Mental Skills, Confidence, Courage and being Optimism are those strategies which help them to become Resilient.

Keywords: Resilience, Optimism, Personality, Commitment and Mental Skills.



Books And Journals © Journal of the Indian Academy of Applied Psychology, April 2008, Vol. 34, Special Issue, 110-118. Fletcher, David, and Mustafa Sarkar. "A grounded theory of psychological resilience in Olympic champions." Psychology of Sport and Exercise 13.5 (2012): 669-678 Mummery, W. K., Schofield, G., & Perry, C. (2004). Bouncing back: the role of coping style, social support and self-concept in resilience of sport performance. Athletic Insight, 6(3), 1-15. Narayanan, A. (2008). The resilient individual: Personality analysis. Journal of the Indian Academy of Applied Psychology, 34, 110-118. Schinke, R. J., Peterson, C., & Couture, R. (2004). A protocol for teaching resilience to high performance athletes. Journal of Excellence, 9, 9-18. Websites believeperform.com/performance/resilience-in-sport/ http://breakingmuscle.com/sports-psychology/athletic-resilience-coaching-athletes-to-success-after-mistakes http://www.appliedsportpsych.org/resource-center/resources-for-athletes/overcoming-performance-errors-with-resilience/ http://www.sportpsychologytoday.com/sport-psychology-for-athletes/resilience-and-overcoming-performance-errors/

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RESILIENCE STRATEGIES ADOPTED BY OPEN GAME SPORTSPERSON

Sonam

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3639 - 3645

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Resilience is individual’s capacity to deal with adversity and to cope up with that. The purpose of the present study was to investigate the various Strategies adopted by Open type of game sportsperson to deal with Resilience. Nine All India Inter university players (male and female) age ranged from 20-25 years, belong to different Open type of games include Handball, Basketball, Volleyball, Football, Badminton Fencing and Cricket were selected as the subject of the study. The subjects were interviewed by the mean of self prepared questions so as to collect necessary data. The obtained data was recorded then transcripts were prepared, key words (Umbrella Topics) were identified and allotted to each group of response, and then analyzed by computing percentage. Conclusion of study revealed that their Passion towards their game, Confidence, Hard Work, Dedication, Family Support and Mental Skill were those strategies which they used to become Resilient.

Keywords: Resilience, Personality, Commitment and Mental Skills.


Books And Journals Dyer, William; Dyer Jr., William; Dyer, Jeffrey (2007). Team Building: Proven Strategies for Improving Team Performance. San Francisco, Ca.: Jossey-Bass.ISBN 978-0-7879-8893-7 Fletcher, David, and Mustafa Sarkar. "A grounded theory of psychological resilience in Olympic champions." Psychology of Sport and Exercise 13.5 (2012): 669-678 Masten, A. S., Best, K. M., & Garmezy, N. (1990). Resilience and development: Contributions from the study of children who overcome adversity. Development and psychopathology, 2(04), 425-444. Mummery, W. K., Schofield, G., & Perry, C. (2004). Bouncing back: the role of coping style, social support and self-concept in resilience of sport performance. Athletic Insight, 6(3), 1-15. Narayanan, A. (2008). The resilient individual: Personality analysis. Journal of the Indian Academy of Applied Psychology, 34, 110-118. Schinke, R. J., Peterson, C., & Couture, R. (2004). A protocol for teaching resilience to high performance athletes. Journal of Excellence, 9, 9-18. Websites believeperform.com/performance/resilience-in-sport/ http://breakingmuscle.com/sports-psychology/athletic-resilience-coaching-athletes-to-success-after-mistakes http://www.appliedsportpsych.org/resource-center/resources-for-athletes/overcoming-performance-errors-with-resilience/ http://www.sportpsychologytoday.com/sport-psychology-for-athletes/resilience-and-overcoming-performance-errors/

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ATTITUDE OF TEACHER TRAINEES TOWARDS TWO YEAR B.Ed PROGRAMME AND THEIR FUTURE

Nataraja R

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3646 - 3649

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Teacher education, all over the world, has undergone drastic changes in the last two decades. In India NCTE recently changes the B.Ed programme duration from one year to two year. This reason the researcher wants to study the attitude of teacher trainees towards two year B.Ed programme and their future in selected B.Ed colleges of Hassan city, Karnataka. The study was conducted in both purposely and simple random sampled Aided and private B.Ed colleges in Hassan city, Karnataka. Data were collected using Questionnaire. All questions are yes/no questions. The data collected was analyzed by use of descriptive statistics and presented with the aid of tables and percentage. From the analyzed data major discussion were made and reported. Most of the teacher’s trainee’s opinion was that two year B.Ed programme is not correct. But they agree the teacher trainee’s quality will improve by increase of two years. And they will have good hope for their future / job security.

 

Key words: Teacher Education, B.Ed programme, Quality, future and hope.

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N.R. Saxena, B.K. Mishra, R.K. Mohanty, Teacher Education, Vinay Rakheja Publication, Meerut, 2015. Pravinchandra R.Master, IGNOU-B.Ed students and Uses of Educationl Technology, Edutracks,vol.15,No.1,September,2015 Meena K. Rokade, Job satisfaction of female teachers working in junior colleges, Edutracks, vol.13,No-8, April,2014

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CHARACTERIZATION OF MAIZE, WINTER BEANS AND FINGER MILLET VARIETIES THROUGH DIVERSITY BLOCK IN MAKWANPUR AND SARLAHI DISTRICTS, NEPAL

Mahesh Badal & Subodh Khanal

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3650 - 3661

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Diversity block was constructed for assessing the status of maize and finger millet and winter beans varieties in Chhatiwan V.D.C. and Parwanipur V.D.C. of Sarlahi and Makwanpur districts respectively and for winter Parwanipur (Sarlahi) and Raigaun, Makwanpur was proposively selected.  18, 21 and 22 varieties of maize, finger millet and winter beans were planted and characterized respectively in these locations. Upon analysis, varied temporal sequence of cultivation of these varieties was identified. The positive and negative traits were also evaluated minutely so as to assess the preference of these varieties. The current trend of these varieties were also assessed which showed that only one variety of maize and 3 varieties of finger millet has increasing trend. 2 varieties of maize were identified as threatened. Also, 5 varieties of maize and 1 variety of finger millet were gradually decreasing. These varieties can be value added, marketed and enhancement can be done accordingly.

Keywords: Diversity block, varieties, traits

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Bajracharya, J., Rana, R., Gauchan, D., Sthapit, B., Jarvis, D., & Witcombe, J. (2000). Retrieved 05,14,2015 from www.legatoproject.net/files/DOWNLOAD/1398_Rice%20landrace%20diversity%20in%20Nepal%20Socioeconomic%20and%20ecological%20factors%20determing%20rice%20landrace%20diversity%20in%20three%20agroecozones.pdf CBS. (2011). National population and household census. Central Bereau of Statistics, Kathmandu, Nepal. CDD. (2016). Retrieved 05 09, 2016, from http://www.cddnepal.gov.np/index.php?option=cms&id=28 FAO. (2004). Human Energy Requirements. Report of a Joint FAO/WHO/UNU Expert Consultation, FAO Food and nutrition technical report series 1. United Nations University/ World Health Organization/ Food and Agriculture Organization of the United Nations. FAOSTAT. (2011). Retrieved 05 09, 2016, from http://faostat.fao.org/site/339/default.aspx K.C., K. (2011). Does increasing agricultural biodiversity contribute to food security? Exploring the relation between crop diviersity and food security in Nepal. University of Guelph. . MOAD. (2009). Statistical Information of Nepalese Agriculture 2008/2009. kathmandu, Nepal : Agribusiness Promotion and Statistics Division, Ministry of Agriculture Development. MOAD. (2011). kathmandu,Nepal: Agribusiness Promotion and Statistics Division, Ministry of Agriculture Development. NARC. (2016 ). Retrieved 05 08, 2016, from http://narc.gov.np/org/maize_research_program.php Sthapit, B., Shrestha, P., & Upreti, M. (2012). On farm management of agricultural biodiversity in Nepal. . Bioversity International. Tiwari, P. (1999). Retrieved 05 14, 2015, from http://www.agroecology.org/Case%20Studies/Kaski.html Upreti, B., & Upreti, Y. (2002). Factors leading to agro biodiversity loss in developing countries: a case from Nepal. Biodiversity and Conservation, 11(9), 1607-1621.

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PHYTOCHEMICALSTUDIESAND MULTIPURPOSEUSESOF SEED OIL OF MORINGA OLEIFERA

Sanhita Padhi

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3662 - 3672

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 Moringa is the single genus under the family Moringaceae. The colour of the refined Moringa Seed Oil is clear, light yellow and odorless. The powerful and exceptional anti-aging properties of this oil provide nutrition to the skin and relieve ageing signs. Moringa Oil contains four times as much collagen as carrot oil, thus helping to rebuild the skin’s collagen fibers, which reduces wrinkling and removes skin blemishes. Many antioxidants and nutrients present in Moringa oil inhibit activities of free radicals on the skin causing damage to skin tissue paving the way for skin wrinkles. It cleans acne-prone skin, reduces signs of aging, firms’ skin and promotes elasticity. Moringa contains a range of unique phytochemicals containing simple sugars, rhamnose and rich in compounds called glucosinolates and iso-thiocyanates. The seeds of Moringa oleifera contain phytochemicals like glycolides, alkaloids, flavonoids and carbohydrates. Seed coat of Moringa oleifera contains alkaloids, triterpenoids, flavonoids, diterpenoids, cardiac glycoside, phytosterols and tannins. Anthraquinones, a group of naturally occurring phenolic compounds, showing laxative propertiesare plentily available in M. oleifera leaves. The seeds contain Moringyne, 4-(α-L-rhamnosyloxy) benzyl isothiocyanate & several amino acids. Moringa oleifera oil is considered as potential feed stock for biodiesel. Moringa seed oil is well suited for cosmetics production as it is exceptionally stable at high temperatures. The oil contain a percentage yield of 26.9%, specific gravity of 1.1827, saponification value 187.5, indicatingthe presence of long carbon chain and can be used in making soap.Due to its resistance to rancidity and enfleurage property, it is highly valuedin the perfume industry and hair dressings. 74% oleic acid content in Moringaoil enables it for improved oxidation stability and thus act as a good base fluids. Moringa oleifera also has numerous medicinal uses, which have long been recognized in the Ayurvedic and Unani systems of medicine. The presence of flavonoids in the oil is recognized to have antioxidant and anti-proliferative effects which may protect the body from various diseases and disorders. M. oleifera also have many pharmacological activities such as: anti-cancer, anti-inflammatory, antidiabetic, anti-fungal, anti-bacterial, strongly inhibiting the growth of Staphylococcus aureus, Salmonella typhi, Shigella species and Candida albicans. It is also hepatoprotective.

\"\"Key words: Moringa Oil, anti-aging properties, collagen, antioxidants, phytochemicals, sugars, rhamnose, glucosinolates, iso-thiocyanates, glycolides, alkaloids, flavonoids, diterpenoids, cardiac glycoside, phytosterols, tannins. Anthraquinones, Moringyne,biodiesel, enfleurage property, perfume industry, oleic acid, base fluids, and pharmacological activities

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Abdulkarim, SM., Long, K., Lai, O.M., Muhammad, S.K.S. and Ghazali, H.M., (2005). Some physico-chemical properties of Moringa oleifera seed oil extracted using solvent and aqueous enzymatic methods. J. Food Chemistry. Vol. 93, pp.253–263. Anwar, F., Latif, S., Ashraf, M. and Gilani, A.H., (2007). Moringa oleifera: A Food Plant with Multiple Medicinal Uses. Phyother. Res. Vol.21, pp.17–25. Arora, D.S., Onsare, J.G. and Kaur, H. (2013). Bioprospecting of Moringa (Moringaceae): Microbiological Perspective. J. Pharma. andPhyto. Vol. 1, pp. 193-215. Ashfaq, M., Basra, S.M.A. AND Ashfaq, U., (2012). Moringa: A Miracle Plant for Agro-forestry. J. of Agric and Soc. Sc Vol. 8, pp. 115–122. Banerji, R., Verma, S.C. and Pushpangadan, P. (2003). Oil potential of Moringa. Natural Product Radiance. Vol. 2, pp. 68-69. Biswas, W.K., (2008). Life Cycle Assessment of Biodiesel Production from Moringa Oleifera Oilseeds. Final Report vol 18 pp.1-20 Chandrakar, J.K. and Suhane, A., (2014). The Prospects of Vegetable based Oils as Metal Working Fluids in Manufacturing Application –A Review. International Journal of Engineering Research & Technology. Vol. 3, pp. 2196-2203. Dollah, S., Abdulkarim, S.M., Ahmad, S.H., Khoramnia, A., and Ghazali, H.M., (2014). Physiochemical properties and potential food application of moringa oleifera seed oil. J. of Oleio Science. Vol. 63, pp. 811-822. Eilert, U., Wolter, B., Nahrstedt, A., (1981). The antibiotic Principle of seeds of Moringa oleifera and Moringa stenopetala. J. Med Plants. Vol. 42, pp. 55-61. Jamieson, G.S (1939) Oil and Soap, J. of Americans Oil Chemists’ Society. Vol.16, Issue:9, pp. 173-174 Kumar, V.K., Rubha, M.N., Manivasagan, M., Ramesh, B.N.G., Balaji, P., (2012). Moringa oleifera - The Nature’s Gift. Universal Journal of Environmental Research and Technology. Vol. 2, pp. 203-209. Lalas, S. and Tsaknis, J., (2001). Characterization of Moringa oleifera Seed Oil Variety ‘‘Periyakulam 1’’. JOURNAL OF FOOD COMPOSITION AND ANALYSIS Vol. 15, pp. 65–77. Lalas, S. and Tsaknis, J., (2002). Extraction and Identification of Natural Antioxidant from the Seeds of the Moringa oleifera Tree Variety of Malawi. J Amer Oil ChemSoc, Vol. 79, pp. 677-683. Lim, T.K., (2012). Edible Medicinal And Non-Medicinal Plants: Vol. 3,pp. 453-485. Manzoor, M., F.Anwar, T.Iqbal and M.I.Bhnager. 2007. Physico-chemical characterization of Moringa concanensis seeds and seed oil. J. Am. Oil Chem. Soc., 84: 413-419. Mishra, G., Singh, P., Verma, R., Kumar, S., Srivastav, S., Jha, K.K. and Khosa, R.L., (2011). Traditional uses, phytochemistry and pharmacological properties of Moringa oleifera plant: An overview. Scholars Research Library-Der Pharmacia Lettre. Vol. 3, pp. 141-164. Mulugeta, G and Fekadu, A, (2014). Industrial and Agricultural Potentials of Moringa. Journal of Natural Sciences Research. Vol.4, pp.57-64. Nazria, Z.H., Rodya, M.Z.M., Abdollah, M.F.B., Rafeq, S.A., Amiruddin, H., Tamaldin, N. And Masripan, N.A.B., (2013). ElastrohydrodynamicsLubriation for Bio-Based Lubricants in Elliptical Conjugation. Vol. 68, pp. 123 – 129. Ofor, M.O. and Nwufo, M.I. (2011). The search for alternative energy source: Jatropha and Moringa seeds for bio-fuel production. Journal of Agriculture and Social Research (JASR). Vol. 11, pp. 87-94. Oziako, E.N. and Okeke, C.C., (2013). Determination of antioxidant of Moringa oleifera and its use in the production of body cream. Asian J. Of Plant Science and Research. Vol. 3, pp. 1-4. Ozioko, F.U., (2014).Synthesis and Study of Properties of Biolubricant based on Moringa oleifera Oil for Industrial Application. AU J.T. Technical Report. Vol. 17, pp. 137-142. Ramachandran, C., Peter, K.V. and Gopalakrishnan, P. K., (1980). Drumstick (Moringa oleifera): A Multipurpose Indian Vegetable. Economic Botany, Vol. 34, pp. 276-283. Rashid, U., Anwar, F., Moser, B.R. and Knothe, G., (2008). Moringa oleifera oil: A possible source of biodiesel. Bioresource Technology. Vol. 99, pp. 8175–8179. Sengupta, A. and Gupta, M.P., (1970). Studies on the seed fat composition of Moringaceae family. Fette, Seifen, Anstrichmitte. Vol. 72, pp. 6-10. Sinha, S.N. (2012). Phytochemical Analysis and antibacterial potential of Moringa oleifera Lam. Int. J. of Sc. Innovation. andDiscoeries. Vol.2, pp. 401-407. Sharma, B.K., Rashid, U., Anwar, F. and Erhan, S.Z., (2009). Lubricant properties of Moringa oil using thermal and tribological techniques. J Therm Anal Calorim. Vol. 96, pp. 999–1008. Somali, M.A., Bajneid, M.A. and Al-Fhaimani, S.S,, (1984). Chemical Composition and Characteristics of Moringa peregrina Seeds and Seeds Oil. JAOCS. Vol.61, pp. 85-86.

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STUDY OF THE PERCEPTION OF THE IN-SERVICE AND PRE-SERVICE TEACHERS TOWARDS THE BRAIN-BASED STRATEGY AND THEIR CLASSROOM PRACTICES

Swati Tyagi

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3673 - 3676

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This action research focuses on the effect of brain based strategy on the academic achievement of the in-service and pre-service teachers. During the plenary session for the in-service teachers, initially I found majority of learners were uncomfortable in handling the statistical technique for the item analysis for the achievement test. To solve this problem , I did an action research by applying a brain storming technique on the learners. I found that the brain based strategy has been very effective foe the in-service teachers. Here I perceived that the learners shows great enthusiasm in the topic and at last they succeed in getting their self assessment. Similar technique I used on Pre-service teachers ( regular B.Ed  students) by asking them to take an example whatever you gained during your teaching practices. I found that pre-service teachers are less efficient in handling the data as compared to the in-service teachers, may be  because they have less experienced than in-service teachers .

Keywords:-Brain storming technique, Pre-service teachers, In-service teachers.

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Davis ,Linda (2004). Using the Theory of Multiple Intelligence to increase fourth grade students’ academic achievement in Science. Journal: ERIC. Dilek, Rahmi (2001). A study on impact of brain-based learning approach on students’ achievement and retention of knowledge about work-energy topic. Gazi University: The Alberta Journal of educational research. Dunn, & Dunn (1992). Teaching elementary students through their individual learning styles: Practical approaches for grade 3-6. Online educational abstract. Retrived from http//www.davidwacod.pdf Gardner (1983). Frames of Mind: the theory of Multiple Intelligence. New York, NY; basic books. Jensen (2000). Brain-based learning. A reality check. Educational leadership, 57(7), 76-80. Jensen ,E(2008). Brain-based learning: The new paradigm of teaching. Thousands oaks, CA: corwin press. Piaget ,J (1964). Cognitive development children: Piaget’s development and learning. Journal of Research in Science Teaching ,2, 176-186. Sulaiman, T (2011). Integrating multiple Intelligence and technology into classroom instruction to transform instructional practices. Journal of Language teaching and research ,2(5), 1146-1155. Wacob ,Davis (2012). Public school teacher’s knowledge, perception and implementation of brain-based learning practices :PhD thesis. Indiana University of Pennsylvania. Yadav, Shalini (2000). Educational Implications of recent findings in brain –based research-an exploratory study. M.Phil dissertation : CIE, University of Delhi. Walia,JS(2004). Educational Technology. Jalander: Paul Publication, pp540-543(chapter-22).

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IS CALVINO POSTMODERN? RE-READING IF ON A WINTER’S NIGHT A TRAVELLER

Sambit Panigrahi

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3677 - 3685

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There has been a considerable amount of debate whether the famous Italian writer Italo Calvino belongs to the modern or the postmodern narrative tradition. The author of this article claims to establish Calvino as a postmodern author by examining his magnum-opus If on a Winter’s Night a Traveller in te light of Roland Barthes’ famous notion of the death of the author.  The text, with its all-pervasive ubiquity, is no more seen as an entity that is the sole creation of the author-god, the uncontested creative genius. The author remains no more than a “shaman” (as Roland Barthes would have it), a mediator through which the infinite play of language precipitates into the text. In this arena of shifting perspectives, it is also found that it is not the author who renders meaning to the text; rather, it is the reader who gives meaning to the text through his act of reading. The text therefore slips out of the dictatorial hands of the author and generates its own meaning which is deciphered and interpreted by the reader.

Key Words: Postmodernism, poststructuralist, death of the author, plurisignation

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Abrams, M. H. “The Deconstructive Angel.” Modern Criticism and Theory: A Reader. Ed. David Lodge. Delhi: Pearson Education, 1988. 242-253. Bakhtin, Mikhail M. “From Discourse in the Novel.” The Norton Anthology of Theory and Criticism. Ed. Vincent B. Leitch. New York: W. W. Norton & Company, 2001. 1190-1220. Barthes, Roland. “The Death of the Author.” Modern Criticism and Theory: A Reader. Ed. David Lodge. Delhi: Pearson Education, 1988. 146-172. ---. “From Work to Text.” The Norton Anthology of Theory and Criticism. Ed. Vincent B. Leitch. New York: W. W. Norton & Company, 2001. 1470-1475. ---. “From S/Z.” Postmodernism and the Contemporary Novel. Ed. Bran Nicol. Postmodernism and the Contemporary Novel: A Reader. Edinburgh: Edinburgh University Press, 2002. 226-230. Benjamin, Andrew. “Deconstruction.” The Routledge Companion to Critical Theory.” Eds. Simon Malpas & Paul Wake. London: Routledge, 2006. 81-90. Bertens, Hans. Literary Theory: The Basics. London: Routledge, 2001. Butler, Christopher. Postmodernism: A Very Short Introduction. Oxford: Oxford University Press, 2002. Calvino, Italo. If on a Winter’s Night a Traveller. Trans. William Weaver. London: Vintage, 1979. Clark, Timothy. “Interpretation: Hermeneutics.” Literary Criticism and Theory. Ed. Patricia Waugh. New York: Oxford University Press, 2006. Deleuze, Giles and Felix Guattari. A Thousand Plateaus: Capitalism and Schizophrenia. London: Continuum, 1987. Derrida, Jacques. “Structure, Sign and Play in the Discourse of the Human Sciences.” Modern Criticism and Theory: A Reader. Ed. David Lodge. Delhi: Pearson Education, 1988. 89-103. ---. Writing and Difference. Trans. Alan Bass. London: Routledge & Kegan Paul Ltd., 1978. Foucault, Michel. “What is an Author?” Modern Criticism and Theory: A Reader. Ed. David Lodge. Delhi: Pearson Education, 1988. 174-187. Fish, Stanley. “Interpreting the Variorum.” Modern Criticism and Theory: A Reader. Ed. David Lodge. Delhi: Pearson Education, 1988. 288-306. Hirsch Jr., E. D. “Faulty Perspectives.” Modern Criticism and Theory: A Reader. Ed. David Lodge. Delhi: Pearson Education, 1988. 231-240. Iser, Wolfgang. “The Reading Process: A Phenomenological Approach.” Criticism and Theory: A Reader. Ed. David Lodge. Delhi: Pearson Education, 1988. 189-205. Jacobson, Roman. (Linguistics and Poetics.” Modern Criticism and Theory: A Reader. Ed. David Lodge. Delhi: Pearson Education, 1988. 31-55. Kristeva, Julia. “The Ethics of Linguistics.” Modern Criticism and Theory: A Reader. Ed. David Lodge. Delhi: Pearson Education, 1988. 207-216. McGann, Jerome. “The Textual Condition.” Modern Criticism and Theory: A Reader. Ed. David Lodge. Delhi: Pearson Education, 1988. 513-520. Saussure, Ferdinand de. “The Object of Study.” Modern Criticism and Theory: A Reader. Ed. David Lodge. Delhi: Pearson Education, 1988. 2-9.

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RELATIONSHIP OF INTERNET USAGE AND SELF REGULATED LEARNING, SOCIAL SUPPORT AND ALIENATION AMONG SENIOR SECONDARY STUDENTS

Indira Dhull & Sangeeta

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3686 - 3696

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Internet is becoming influential in our lives. Internet is a powerful tool supplementing the classical ways of learning and studying. The learning process of a student is multifaceted and includes many processes. One of the processes related to learning activities is Self-regulation. In the process of self regulated learning, social support from family, teachers and peers can serve an important role. An individual gets involved in many activities on Internet consuming more time; hence an individual spends less time interacting with others in real life conditions resulting in Alienation. In the present study, the investigators attempt to find out the relationship, if any, between the Internet usage and social Support, Self Regulated Learning and Alienation. For this purpose 400 senior secondary students of Haryana were taken as a sample using multistage random sampling. Motivated strategies for learning questionnaire by Pintrich, Smith, Gracia and McKeachie, Perceived Social Support Scale developed by the investigators and Alienation Scale by Dr. R.V. Patil were used to collect the data.   ‘The findings of the study revealed that internet usage is significantly correlated with Self Regulated Learning and Social Support whereas no significant relationship was found between internet usage and alienation.

Keywords: Internet Usage, Self Regulated Learning, Social Support and Alienation  

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Albrecht & Adelman. (1987). Communicating Social Support. Newbury Park, CA: Sage. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Barr, R.B. and Tagg, J. (1995) A New Paradigm for Undergraduate Education, Change, 27(6), 13-25. Corno, L., & Mandinach, E. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18, 88-100. Ee, J. (2002). How teachers relate to high-achieving students, Retrieved on December 06, 2012 from http//www.el-usm.my/academic/sp100/02.pdf Greenfield, P., & Yan, Z. (2006). Children, adolescents, and the Internet: A new field of inquiry in developmental psychology. Developmental Psychology, 42, 391-394. Jukes, I., Dosaj, A., and Macdonald, B, (2000) cited in Busari, A.O.(2011) Information technology as predictors of self-regulated learning in some private secondary schools in Nigeria, American Journal Of Scientific And Industrial Research. Retrieved on December 06, 2011 from http://www.scihub.org/AJSIR Kalekin-Fishman (1996-97). The concepts of alienation retrieved on Dec. 08, 2011 from http://en.wikipedia.org/wiki/Social_alienation Kanungo, R. N. (1979). The concepts of alienation and involvement revisited. Psychological Bulletin, 86, 119-138. King, S. A. (1996). Internet Addiction: Is the Internet Addictive, or are Addicts Using the Internet. Retrieved on August 17, 2015 from http://rdz.stjohns.edu/~storm/iad.html Kraut, R., Patterson, M., Lundmark, V., Kiesler, S., Mukopadhyay, T. &Scherlis, W. (1998). Internet paradox: A social technology that reduces social involvement and psychological well-being? American Psychologist, 53, 1017-1031. Krol, Ed (1992). The Whole Internet User's Guide & Catalog. Sebastopol, CA: O'Reilly. Mohan, J., et. al. (1999) A study of alienation among adolescents. Asian Journal of Psychology & Education, 32 (1), 11-16. Patil, R.V. (1988) Manual for Alienation Scale. Agra: Agra Psychological Research Cell. Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie W. J. (1991) A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ).National Center for Research to Improve Postsecondary Teaching and Learning. Ann Arbor: University of Michigan. Sharma, P. N. (2002). Academic alienation among university students in relation to sex, social class, residential background and discipline. Asian Journal of Psychology and education, 35, (5-6), 16-22. Subrahmanyam, K, Kraut, R. E., Greenfield, P., & Gross, E. (2001). New forms of electronic media: The impact of interactive games and the Internet on cognition, socialization, and behavior. In D. Singer & J. Singer (Eds.), Handbook of Children and the Media (pp. 73-99). Los Angeles, CA: Sage. The National Cancer Institute. (2009). Definition of Social Support. Dictionary of Cancer Terms. Thoits, P.A. (1982). Conceptual, methodological and theoretical problems in studying social support as a buffer against life stress. Health Social Behaviour, 23, 145-159.

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MADHYMIK STUR KR VIDYARTHIYO KE PARIVARIK PARYAVARUN KA LING EVUM SHETRA KE SANDARBH ME ADHYYAN

Sandeep Kumar Shrivas & Arun Kumar

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3697 - 3706

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18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

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MICRO ENTERPRISES CAN PLAY A CRUCIAL ROLE IN ALLEVIATION OF RURAL POVERTY

Suprava Sahu

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3707 - 3714

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 Helping the poor escape poverty is easier by way of investing in the entrepreneurial spirit of the poor themselves, providing them with the tools to participate in the marketplace and work their way to a better life.  The issue of poverty can be addressed either through Social Programmes or enabling participation of affected persons in economic activity. Social Programmes or agenda include doling out money, fully subsidizing education, creating awareness or even programmes like ‘food Security’, etc. while ‘social agenda’ would certainly address the problem, but only the immediate one, the long term solution remains elusive. Therefore, enabling poverty afflicted persons to establish an income generating activity can have a long term outcome. Acting on such belief, several countries have instituted specific programmes to promote enterprise development as a solution to the problem of poverty, which have yielded some results, but still have a long way to go before poverty is fully eradicated.In our country. several programmes such as, Prime Minister’s Rojgar Yojna, Swarna Jayanti Gram/Sahri Rojgar Yojna, National Programme for Rural Industrialization, Rural Employment Generation Programme, Swayamsidha have facilitated establishment of micro enterprises. Consequently, today India has 44.35 million enterprises (according to NSSO data) employing almost 80 million workers. The challenge is to use this talent pool to further consolidate the achievement in poverty alleviation. More than 25 million enterprises could be supported, promoted to ensure their long-term survival and ultimately bring them into the mainstream of the economy if appropriate policies and procedures are set in place. The present paper tries to explore the challenges which the micro enterprises face and the best approach and principles which may be adopted to overcome these challenges and to ensure that micro enterprises lead to their expected outcome of poverty reduction.

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Amala Kumar, P. (2004). Concept of Sustainability in Self Help Groups”, Andhra University Press, India. Asian Development Bank (ADB) (1997), Microenterprise Development: not by Credit Alone, Asian Development Bank, Manila. Axmann, M. (2004). “Facilitating labour market entry for youth through enterprise-based schemes in vocational education and training and skills development”, SEED Working Paper 48, ILO, Geneva. Ayyagari, M, Beck, T. and Demirguc-Kunt, A. (2003): “Small and medium enterprises across the globe: A new database”, World Bank Policy Research Working Paper 3127. Boserup E. (1989). Woman’s role in economic development. London: Earthscan Publications Ltd. Cole A. H (1959) Business Enterprise in Social setting; Harvard university Press, Cambridge. Government of India. Ministry of Rural Development. Social Assessment Report on National Rural Livelihoods Project. New Delhi, 2011. Hiremath, B.N. “The Changing Faces of Rural Livelihoods in India” National Civil Society Conference Theme Paper. 2007. Mohanan, N. (1998). “Rural Credit and Self Help Groups”, ‘Fifty Years of Rural Development in India’, Retrospect and Prospect, Vol. 1, R. C. Choudary and Rajakutty, S., pp. 137-150. Punitha, M., Sangeetha, S. & Padmavathi, K. (1999). Women entrepreneurs: Their problems and constraints. Indian Journal of Labour Economics, 42(4), 707-716. Viswanath, V. “Entrepreneurship and Rural Women: Capacity-building for Market Reach and Poverty Alleviation in a Remote Region of Western India” Fourth International Conference on Entrepreneurship- Employment and Beyond. Sweden, 2005.

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INSTRUCTIONAL STRATEGY OF HUMOROUS METHOD OF TEACHING

Rabindranath Barajunayak

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3714 - 3720

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 Humour is as old as mankind. Our ancestors were quite aware of the beneficial effects of humour. Humour is generally unquestioned as a useful aid in the learning process. Exemplifying the comments of Ball & Bogatz (1971) & Earls (1972) about its facilitative instructional effects humour has been systematically incorporated both in specific teaching method (e.g., Davis, 1976) & in the writing of textbooks (e.g., Le Francois, 1973).Normally students tend to value and appreciate teachers who can effectively use humor in their instruction (Garner, in press). Lowman (1994) found that effective college teachers were often described by their students as “enthusiastic” and those who use humor in their instruction were rated more highly. When asked to describe the positive attributes of quality teachers, frequently students mention a “sense of humor” (Brown & Tomlin, 1996; Kelly & Kelly, 1982). A review of the teaching philosophies of highly-rated teachers finds the use of humor as an important component of their teaching strategies. Humor can increase (Civikly, 1986) and sustain (Dodge & Rossett, 1982) student interest in learning and provides a means to engage in divergent thinking. Instructors’ use of effective humor in the classroom can foster mutual respect (Kher, Molstad & Donahue, 1999), provide commonalities and connections between the instructor and students (Pollio & Humphreys, 1996) and even increase class attendance (Devadoss & Foltz, 1996; Romer, 1993; White, 1992). According to Bergan (1992), “teachers who use strategies that promote the connection between humor and learning usually provide students with their best school experiences”(p.106). The instructional strategy of Humorous Method of Teaching (HMT) developed by the author follows different steps- (a) Creation of Mind Set, (b)Teaching Learning Work/ Topic Transaction/ Synchronised Presentation of Learning Material , (c) Consolidation & Recalling (d) Evaluation & Feedback

Key Words: Humorous Method, Instructional Strategy, Creation of Mind Set, Topic Transaction, Consolidation & Recalling and Evaluation & Feedback

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DISASTERS AND DISASTER MANAGEMENT: SOME REFLECTIONS

Ashok Pradhan

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3721 - 3730

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 Disaster is a calamitous event which brings about great damage, loss, destruction and devastation to life and property. Unfortunately “Disasters” have become a reality of our times. Both incidents of natural and man-made disasters have increased in recent decades along with their severity and long term impact on societies. This article is an attempt to discuss issues related to disaster and disaster management with a focus on the centrality of the role of the State in mitigation and management of Disaster, particularly the natural ones that play havoc with the lives of the people.

 

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1978) Natural Disasters, Social Structure and Change in Traditional Societies. Journal of Asian and African Studies. Abarquez I., Murshed, Z. 2004. Field Practitioners’ Handbook. Asian Disaster Preparedness Center, Bangkok. Aitchison, J.C. (2005). The great Indian ocean tsunami disaster : Guest editorial. Gondwana Research, 8(2) . Bankoff, G., Freks, G. and Hilhorst, D. (2004). Mapping Vulnerability : Disasters, Development, and People. Earthscan, London, U.K. Calder, Nigel. 1972. The Restless Earth : A Report on the New Geology. London: Viking Press.

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MEDIA AND CULTURAL AWAKENING IN 21ST CENTURY

Milind Chandrasen Awatade

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3731 - 3735

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 Mass media has become an essential social institution in modern democratic system. To inform, to interpret, to educate, to evaluate and to advice are the basic factors of mass media. (1) In this new info-tainment age, the most significant role of media is related cultural awakening.  Berger has described modern media as public arts of cultural awakening. (2)
About the close relations between media and culture Prem Kirpal has observed that “The culture of a particular society is comprised of three distinct elements: ideas, aesthetic forms and values, largely molded by the traditions of the past and the aspirations for the future.” (3)  Media has to pursue cultural ideas with proper aesthetic sense and cultural values. 


F. Bond “An introduction to Journalism” McMillan Publishers, New Delhi, 1975, p-8 Berger A.A. “Media Analysis Techniques” Sage Publications, New Delhi, 2012 p-124 Ibid., p-62 Ibid p-62 Ibid., p-62 Gisbert P. “Fundamentals of Sociology” Orient Black Swan, New Delhi, 2011, p-260 Ibid., p-261 Ibid., p-261 McQuail Dennis “Towards a sociology of mass communication” 1969, p-22 Raghavan GNS “Development and Communication in India” Gian Publishers, New Delhi, 1992,p-1 Ibid., p-1 Keval J.Kumar p-42

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THE STUDY ON GENDER BIAS AMONG WORKING AND NON –WORKING WOMEN

Tabinda Iqbal

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3736 - 3742

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 Millennium development goals highlight the priority accorded to gender   Equality and women’s right as core issues of development. Achieving goals relating to Gender equality and gender empowerment are critical for achieving all the major MDGs. However, South Asian countries and India are societies with strong patriarchal norms and high degree of son preference. Consequently, gender discriminations are pervasive. This has been a long recognised problem with resurgence of research interest on the subject. Gender discrimination and continued gender gap have been the most persistent social problems facing the global community. These problems have received considerable attention particularly during the past three decades through a series of initiatives at international, regional and national levels. This process was formally initiated through the programmes centring on the international women’s year in 1975. In this particular study the investigator has tried to “the study on gender bias among working and non-working women”. The sample of the study comprises of 300 working and non-working women. Gender bias scale developed by investigator Department of education A.M.U, was used for data collection, t-test when applied on data revealed that the result is 0.5 level of confidence

 



Arokiasamy, P.( 2003), Gender preference, contraceptive use and fertility: Regional : and development influence.” International journal of population geography. Black, K. A. (2000) Gender differences in adolescents’ behavior during conflict resolution tasks with best friends, Adolescence, 35(139), pp 499-512. Barr, D.A. & Boyle, E.H. (2001) Gender and professional purity explaining formal and informal work rewards for physicians in Estonia, Gender & Society, 15(1), pp 29-54. Codd, H. (2000) Age, role changes and gender power in family relationships: the experiences of older female partners of male prisoners, Women & Criminal Justice, 12(2/3), pp 63-93. Elliott, M. (2001) Gender differences in causes of depression, Women & Health, 33(34), pp 163-177. Guilford, J.P and Fruchter, Benjamin (1981), Fundamental Statistics in Psychology and Education, McGraw- Hill International Book Company, London.

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STUDY THE LEVEL OF ANXIETYAMONG RURAL STUDENTS IN RELATION TO OCCUPATIONAL ASPIRATIONS

Mrs. Vishavpreet Kaur

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3743 - 3748

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 The present study has been designed to investigate a study of anxiety in relation to occupational Aspirations. The sample comprised of 300 students (150 boys and 150 girls) of 11th class students of rural area.Sinha’s comprehensive anxiety test (scat) by A.K.P. Sinha and L.N.K. Sinha (1995)was employed. The findings reported thatmean of low occupational aspiration group is higher in anxiety scores as compared to mean score of high occupational aspiration group and it is observed that boys with high occupational aspiration have got high anxiety than the girls with high occupational aspirations. Boys with low occupational aspiration have more anxiety than the girls with low anxiety.The mean and Standard deviation Two Way Analysis of Variance is employed to analyze and interpret the data.


Bedi, H.S (1982) Educational and Occupational Aspiration of Adolescent Correlated with Intelligence www.Jstar.org. Festinger, L. (1942). Wish Expectation and Group Standards as Factor Influencing Level of Aspiration : Journal of Abnormal and Social Psychology, (1942, 37, 184-200). Hoppe, F (1930). Erfoly and Miner folg, Psychologissche. Forshung, 14, 1-62. Kaur, A. (2002) Anxiety as correlate of Frustration. M.Ed. Diss P.U. Chandigarh

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EDUCATION AND MORAL DEVELOPMENT

Mrs. Vishavpreet Kaur

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3749 - 3752

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 The Education Reform Act (1988) (ERA) sets education within the context of the spiritual, moral, cultural, mental and physical development of pupils and of society. Moral education can be given only through value education. Values are those parameters that can be determined by the forwarding path of morality. In present paper, the main aim is to describe the importance of education for moral development. We are going with the morality forwarding with the new era.


Campbell, V., & Bond, R. (1982). Evaluation of a character education curriculum. In D. McClelland (ed.), Education for values. New York: Irvington Publishers. http://www.education.com/reference/article/moral-development1/ http://www.edpsycinteractive.org/topics/morchr/morchr.html Nucci, L. (2008). Moral development and moral education: An overview. Kohlberg, L. (1963). Kohlberg’s study helped researcher’s understand how and why children behave and act in certain ways when dealt with social dilemmas. The development of children's orientations toward a moral order: I. Sequence in the development of moral thought. Vita Humana, 6, 11-33.

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TEACHER’S ROLE AND INCLUSIVE CLASSROOM SKILLS

Nisha Jitendra Valvi. & Prof. S.A. Sonawane

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3753 - 3763

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 General education teachers as well as teachers of students with disabilities are expected to provide
instruction and be held accountable for increasing the performance of all students.
Teachers of inclusive classroom must have the specialized knowledge and skills relevant to the needs
of students with disabilities. Teachers should know which skills should be used and important for
successful inclusive classroom practices & their Roles & responsibilities.
This study identifies the skills required for teacher’s adapting Literature analysis method. After
analyzing the previous completed researches following skills had been identified from the findings.
These skill are as follows.
1. Understanding needs and abilities of children with Special needs
2. Awareness Skills
3. Attitudinal change Skills
4. Pedagogical Skills
5. Academic Survival Skills
6. Generic Skills
7. Adaptive Skills
8. Functional Life Skills
Also this paper reveals the understanding of the roles and responsibilities of the general teachers and
knowing who the students are, and how to plan and evaluate based on the needs of individual SEN
students.
The Skills identified focuses on the understanding of the children with special needs and what their
requirement, how to tackle & knowledge of the individuals understanding. All new general education
teachers working with disabled children must meet specific requirements.
Above enlisted skills helps to improve the teacher in teaching-learning and understanding the
Individuals. These skills are essential to cater educational and allied needs of disabled students in the
inclusive classroom.
Key words: - Teacher’s Role, inclusive classroom skills.
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Advani, Lal and Chadha, Anupriya (2003). You and your special child, New Delhi: UBS publishers Distributors Pvt.Ltd Sharma, Kaushal and Mahapatra (2007).Emerging Trends in Inclusive Education, Delhi: IUY publication Puri, Madumita and Abraham, George (2004). Handbook of Inclusive Education for Educators, Administrators, and planners, sage publications New Delhi Thousand oaks/London Florian, Lani and Mclaughlin, Margaret (2008).Disability classification in educationcorwin press a suge company Thousand oaks, CA 91320 Smith, Tom E.C. and polloway, Edward A. patton, James R and Dowdy, carol A. Teaching Students with special needs in inclusive settings PHI Learning private limited : New Delhi : Nguyet, DinhThi and Ha, Thu (2010).How to guide series preparing Teachers for Inclusive Education, CRS vietham Giffard, Katharine and Lindsay Inclusive Education in India : Interpretation Implementation, and Issues create path ways to access Research Monograph No 15 SRJIS/BIMONTHLY/ DR. NISHA JITENDRA VALVI & PROF. S.A. SONAWANE (3753-3763) APRIL-MAY, 2016, VOL. 3/15 www.srjis.com Page 3763 www.academicsurvivalskills.com www.canberra.edu.au/research/......and –generic-skills/generic-skills https://www.pinterest.com/cmcormier/functional-life-skills/ www.brighthubeducation.com/......173324-improving-adaptives-skills-in–students-with intellectual-disabilities

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DISASTER PSYCHOLOGY: A PERSPECTIVE

Shikha Garg

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3764 - 3769

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 A disaster is a sudden, calamitous event that seriously disrupts the functioning of a community or society and causes human,material,and economic or environmental losses that exceed the community\\\'s or society\\\'s ability to cope using its own resources. Many times it causes by nature but it can have human origin also.Even when you’re not hurt physically, disasters can take an emotional toll. This paper analyses the role of psychologists and counsellors in such disasters.
Key words: disaster, sudden, environmental, emotional, psychologists, counsellors
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Abramson, L. Y., Seligman, M. E. P., & Teasdale, J. D. (1978). Learned helplessness in humans: Critiques and reformulation. Journal of Abnormal Psychology, 87, 49-74. American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington, DC: American Psychiatric Association Barker, C. &Pistrang, N. (2002). Psychotherapy and social support: Integrating research on psychological helping. Clinical Psychology Review 22, 361-379. Barton, A. H. (1969). Communities in disaster: A sociological analysis of collective stress situations. New York: Doubleday. Coles, R. (1967). Children of crisis. Boston: Little Brown. Dougall, A., Hyman, K. & Hayward, M. (2001). Optimism and traumatic stress: The importance of social support and coping. Journal of Applied Social Psychology, 31, 223-245. Dynes, R. (2004). Expanding the horizons of disaster research. National Hazards Observer, 28 (4), 1. Groopman, J. (2004). The grief industry: How much does crisis counseling help – or hurt? New Yorker, January 26, 30-38. Kelly, G. A. (1955). The psychology of personal constructs. New York: Norton. Selye, H. (1976). The stress of life. New York: McGraw Hill. Solomon, S. Smith, E. & Robins, L. (1987). Social involvement as a mediator of disaster-induced stress. Journal of Applied Social Psychology, 17, 1092-1112.

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A STUDY OF CLASSROOM INTERACTION CHARACTERSTICS USING FLANDER'S CLASS ROOM INTERACTION ANALYSIS INA MATHS CLASSOF RURAL AND URBAN SCHOOLS

Sumeer Sharma

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3770 - 3776

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A Study of Classroom Interaction Characteristics in mathematics  Class Conducted. For these reasons, the interactions in the rural maths classes are supposed to be different from the urban ones. This condition motivates the writer to focus the study on the classroom interaction. The objectives of this study are to explore the classroom interaction characteristics and to find out whether or not the  maths classroom activities as used to teach  The sample for present study was comprised of two clusters of students of class IX standard from rural and urban school, Faridkot in Punjab. The observation used for Flander\'s class Room Interaction Analysis to analyze the data;. The results of the analysis showed that the most dominant characteristic in urban classroom interaction was the content cross ratio, Student Talk Ratio, Pupil Initiation Ratio. It reflected that most of the teaching-learning time was devoted urban areas student seems to be more aware and take part in the discussion as compared to student of rural area and high student talk ratio in urban school sample reveals a lively class room with max discussion in      class i.e. democratic climate.. 
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Davis, H. A. (2006). Exploring the contexts of relationship quality between middle school students and teachers. The Elementary School Journal: Special Issue on the Interpersonal Contexts of Motivation and Learning, 106, 193-223. Flander, N.A. (1960). Interaction analysis in class room a manual for observes, university of Michigan, ann arbor. Flander, N.A. (1970) Analysis teacher behaviour, Addison Wesley publishing company. Jones (2000) : In walia, J.S. " Education technology" Patiala, paul publication (2004) , pp—308-309.

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PROFESSIONAL ETHICS AND EDUCATION FOR TEACHERS

Mahavir Singh Chhonkar

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3777 - 3780

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Buzzelli, C., & Johnston, B. (2001). Authority, power, and morality in classroom discourse. Teaching and Teacher Education, 17, 873-884. Campbell, E. (2008). The ethics of teaching as a moral profession. Curriculum Inquiry, 38(4), 357-385. Canary, H. E. (2007). Teaching ethics in communication courses: An investigation of instructional methods, course foci, and student outcomes. Communication Education, 56, 193-208. Keith-Spiegel, P., Whitley, B. E., Jr., Balogh, D. W., Perkins, D. V., & Wittig, A. F. (2002). The ethics of teaching: A casebook (2nd ed.). Mahwah, NJ: Lawrence Erlbaum. Klugman, C., & Stump, B. (2006). The effect of ethics training upon individual choice. Journal of Further and Higher Education, 30, 181-192.

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IMPACT OF GLOBALIZATION ON TEACHING AND LEARNING

Vishwasrao Sharad Hari

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3781 - 3785

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 Meaning of Globalization:
Globalization refers to the increasingly global relationships of culture, people and economic activity. The term can also refer to the transnational circulation of ideas, languages, and  culture. The wealth of nation is no more land, building and money, but Knowledge - based system is very important. 
Globalization and Education:
Globalisation of education must be made to work for people. For that purpose we must take into account the following six factors, Ethics, Equity, Inclusion, Human security, Sustainability and Development. Globalisation of education is an asset for any country. 
Role played by Globalisation on Education:
Education is the fundamental necessity for development. Education is considered as a marketable commodity. It can be exported and imported through various mechanisms. Therefore globalisation of education must care of different things. 
Globalisation and teacher education:
In globalisation important factor is knowledge. Educational system is driving force of globalisation. Teacher is an important factor in educational system. Through education and with the help of teacher any change can be made. So training to teacher is important thing. 
Conclusion:
In the world of globalization we are at the top in the world with the help of proper method of teaching and learning.
 
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Bhagwati, Jagdish (2004). In Defense of Globalization. Oxford, New york: Oxford University Press. knight,j and de wit.h., (1997) Intrenationalisation of higher education in Asia pacific Countries, Europian Association of international Education, Amsterdam. Mashelkar, R.A.,( 1998). The meaning of Globalisation, Journal of Higher Education ,Vol, 36, No. 5, AIU House, New Delhi. Sungoh, S.M. (2003). Globalisation and Challenges for education. NIEPA. Shipra Publication Delhi

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LANGUAGE ACROSS CURRICULUM: MATHEMATICS

Dipak Chavan

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3780 - 3786

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 The longstanding Language Across the Curriculum (LAC) movement is built upon a simple, primary concept: Students should have multiple opportunities to apply their knowledge of languages in a variety of curricular contexts, not just within the traditional language classroom. Cultures and Languages Across the Curriculum builds upon this basic idea: Knowledge exists within and is shaped by culture and, therefore, just as materials in many languages can and should be incorporated into all parts of the curriculum, intercultural perspectives can and should inform the teaching of academic content in many curricular contexts. Present paper is an attempt to put relation betweenlanguages Across the curriculum through teaching of mathematics as school subject.
Keywords: Language across the curriculum, Mathematic
 
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Bernstein, B. (1971). Class, Codes and Control. Vol. 1. London: Routledge&Kegan Paul. TajHassen., Bhargav Mahesh (2015), Language Across the Curriculum, Agra Ambedkar V. A. (2015) Language Across the Curriculum, Tiruchirappalli, Center for Education, Bhartidarsan University,

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TEACHER EDUCATION

Khushal Limbraj Mundhe

Issue: Apr-May, 2016 | Volume/Issue:3/15 | Page No.: 3787 - 3790

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An educational institution performs a significant function of providing learning experiences to lead their students from the darkness of ignorance to the light of knowledge. The key personnel in the institutions who play an important role to bring about this transformation are teachers. As stated by NCTE (1998) in Quality Concerns in Secondary Teacher Education, ?The teacher is the most important element in any educational program. It is the teacher who is mainly responsible for implementation of the educational process at any stage.? This shows that it is imperative to invest in the preparation of teachers, so that the future of a nation is secure. The 2 importance of competent teachers to the nation‘s school system can in no way be overemphasized. The National Curriculum Framework 2005 places demands and expectations on the teacher, which need to be addressed by both initial and continuing teacher education. Keywords: Teacher Education, Meaning, Nature of Teacher Education
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https://en.wikipedia.org/wiki/Teacher_education#:~:text=Teacher%20education%20 https://archive.mu.ac.in/myweb_test/ma%20edu/Teacher%20Education%20-%20IV.pdf https://www.britannica.com/topic/teacher-education https://www.teachmint.com/glossary/t/teacher-education/