An Internationl Peer Reviewed
May-Jun,2018, vol-5/45
Impact Factor: 6.371
ISSN: 2278-8808
Date: 2018-07-01
MAY-JUNE, 2018 SRJIS
VIDNYAN EANV KALA VARG KE SHIKSHAK PRASHIKSHNARTHIYON KI PARYAVARNIY SHIKSHA KE PRATI ABHIVRUTTI KA TULNATMAK ADHYAYAN
Madhu Upadhyay
Page No.: 10678 - 10683
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AN EVALUATION OF LANGUAGE FOUNDATION CURRICULA IN U. G. COURSES
Devendra Kumar Yadav
Page No.: 10684 - 10698
UGC’s initiatives for the compulsory Language Foundation courses, in the UG programme, are no doubt an important step in the direction of developing self–learning skills. Either Hindi or English or both are offered under such courses. The sample in the study included LF Curriculum of Hindi and English of first two semesters in the UG courses of Guru Ghasidas Vishvidyalaya. To know Language Proficiency level, an English achievement test was conducted on sample of 100 students of UG Courses in G.G.V Bilaspur. For an opinion study, a sample was taken of 15 teachers (7 English and 8 Hindi) G.G.V. Three tools were used in this study. A Check List was prepared for the structural analysis of the LFC. To assess the level of Language proficiency, an English Comprehension test was developed by the Researcher. A Language Foundation Course Evaluation Questionnaire was developed for knowing the input from the teachers teaching the course. It was revealed form the study the entry level behaviour in terms of language proficiency of the first year UG students was found to be poor. Not a single among the 100 students, scored above 11 out of total score of 20 in the simple proficiency test in English
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Ahuja, G.C. & Ahuja, Pramila (1987). How to increase reading speed. New Delhi: Sterling Publishers Pvt. Ltd. Annamali, E. (1977). Bilingual education for minorities. Language Forum, 3(3),1-9 Banerjee, Arpita (1993) Developing writing abilities on a teacher -training programme.Indian Journal of Applied Linguistics, 19(2),113-121. Best, J.W. & Kahn.J.V. (2009).Research in Education. New Delhi: Prientice Hall of India. Bharucha, N.E.(1993).Materials Production. A holistic approach. Indian Journal of Applied Linguistics, 19(2), 63-83.
Ahuja, G.C. & Ahuja, Pramila (1987). How to increase reading speed. New Delhi: Sterling Publishers Pvt. Ltd. Annamali, E. (1977). Bilingual education for minorities. Language Forum, 3(3),1-9 Banerjee, Arpita (1993) Developing writing abilities on a teacher -training programme.Indian Journal of Applied Linguistics, 19(2),113-121. Best, J.W. & Kahn.J.V. (2009).Research in Education. New Delhi: Prientice Hall of India. Bharucha, N.E.(1993).Materials Production. A holistic approach. Indian Journal of Applied Linguistics, 19(2), 63-83.
EFFECT OF EARLY INTERVENTIONS ON CHILDREN WITH DEVELOPMENTAL DISABILITIES
K. Uma Devi & Prof. V. Sudhkar
Page No.: 10699 - 10706
All over the world, people believe that parenting is the most rewarding part of life. Families usually welcome a baby to the mix with great expectations. The birth of a child with a disability is an unanticipated event. No family- regardless of race, ethnicity or socioeconomic status- is immune to childhood disability, yet almost all are poorly prepared to cope with its occurrence. The importance of Early Intervention is acknowledged by professionals and non-professionals alike. It advocates the promotion of positive assets and development of the child and the family. Recent scientific evidence shows that early experiences literally shape our lives by affecting the way the young brain develops. The major purpose of Early Intervention is the prevention of disability and developmental delays. Early Intervention is both primary and secondary prevention. It is designed to be cost-effective. The ultimate goal of intervention is to enhance normal development and independent functioning of the child.
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Raver S.A. (1991). Strategies for teaching at risk and handicapped infants and toddlers a transdisciplinary approach. Meisels S.J. and Shonkoff P.(1990). Handbook of early childhood intervention Aicardi, J. (1998), the etiology of developmental delay. Semin Pediatr Neurol. Mar; 5(1):15-20. Chen YJ,Chu HH; Effect of early Intervention on the interaction of developmentally delayed infants and their mothers; Kao Hsiung I Hsueh KoHsueh Tsa Chin 1995 Dec;11(12): 697-707.
Raver S.A. (1991). Strategies for teaching at risk and handicapped infants and toddlers a transdisciplinary approach. Meisels S.J. and Shonkoff P.(1990). Handbook of early childhood intervention Aicardi, J. (1998), the etiology of developmental delay. Semin Pediatr Neurol. Mar; 5(1):15-20. Chen YJ,Chu HH; Effect of early Intervention on the interaction of developmentally delayed infants and their mothers; Kao Hsiung I Hsueh KoHsueh Tsa Chin 1995 Dec;11(12): 697-707.
A STUDY ON CUMULATIVE APPROACH TO SOCIO-ECONOMIC DEVELOPMENT IN THE LIGHT OF GANDHIAN TRADITION AND RELEVANCE AT PRESENT CONTEXT
Koushik Mondal
Page No.: 10707 - 10713
The term ‘development’ generally refers to advancement or progress of the society. Now we are living in the era of knowledge explosion and globalization. Every country of the world is taking various developmental polices to achieve the extreme point of development. Nature of developmental polices depend on the state of socio-economic condition of a nation. Developmental polices in developing nation like India should be long term based and cumulative in nature. Acute and precise perception of holistic development through integrated approach is very important at present context. The Researcher mainly used secondary sources of data throughout the study. Researcher tries to explain education philosophy of Gandhi and how cumulative approach to socio-economic development is quite important and relevance even at present context.
Keywords: Basic education, Cumulative approach, Rural industry, Socio-economic development.
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Bandyopadhyay, A. (2006), Sikha Dharsan and Sikha Nity, Kolkata, kundu & sons. Roy, S. (2017), Theories & Philosophies of Education, Kolkata, Soma Publisher. Veeravadra, A. (2016) Mahatma Gandhi views on philosophy of education. International journal of Academic Journal Vol.3, Issue 04, pp.93-99.
Bandyopadhyay, A. (2006), Sikha Dharsan and Sikha Nity, Kolkata, kundu & sons. Roy, S. (2017), Theories & Philosophies of Education, Kolkata, Soma Publisher. Veeravadra, A. (2016) Mahatma Gandhi views on philosophy of education. International journal of Academic Journal Vol.3, Issue 04, pp.93-99.
ACTIVITY BASED LEARNING FOR THE SCIENCE SUBJECT
Sanjeev Sonawane & Ms. Arpita Sudheer Phatak
Page No.: 10714 - 10717
There are individual differences among all learners. Suitable learning experiences should be provided to all students as some grasp greater through vision while others through audio. The best way to do this is to have ‘Multi Sensory Approach’ that can be provided by ‘Activity Based Learning’. Activity Based Learning or ABL describes a range of pedagogical approaches to teaching. Its core premise includes the requirement that learning should be based on doing some hands on experiments and activities. The idea of activity based learning is rooted in the common notion that children are active learners rather than passive recipients of information.
Keywords: Activity based learning, Theories of Learning
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http://www.asa3.org/ASA/education/teach/active.htm Retrieved on 21’st October 2017 . http://www.cry.org/resources/pdf/NCRRF/Prabha_Hariharan_2010_Report.pdf, retrieved on 20th OCT 2017 www.informedbynature.org/?,http://en.wikipedia.org/wiki/Concept retrieved on 22nd OCT 2017 Joshi Anant N., SalunkeKavita S. (2006). Content Based Methodology. New Delhi : Prentice Hall of India Private Limited. Kalra R.M. (2008). Science Education for Teacher Trainees and Inservice Teachers. New Delhi : PHI Learning Private Limited.
http://www.asa3.org/ASA/education/teach/active.htm Retrieved on 21’st October 2017 . http://www.cry.org/resources/pdf/NCRRF/Prabha_Hariharan_2010_Report.pdf, retrieved on 20th OCT 2017 www.informedbynature.org/?,http://en.wikipedia.org/wiki/Concept retrieved on 22nd OCT 2017 Joshi Anant N., SalunkeKavita S. (2006). Content Based Methodology. New Delhi : Prentice Hall of India Private Limited. Kalra R.M. (2008). Science Education for Teacher Trainees and Inservice Teachers. New Delhi : PHI Learning Private Limited.
RELATIONSHIP BETWEEN VALUES AND ATTITUDE TOWARDS EDUCATION OF B.TECH AND B.ED STUDENTS-A COMPARITIVE STUDY
Neetu Sharma
Page No.: 10718 - 10725
This study focused on six basic aspects: Theoretical, Economic, Aesthetic, Social, Political and Religious values of 100 undergraduate students of B.Tech and B.Ed and their attitude towards education. This study also attempted to compare and analyze the relationship between the values and attitude towards education of the students of the two streams. Significant difference was identified in economic values, aesthetic values, social values and religious values where as the two streams were not found distinctive in regards to theoretical values and political values and their attitude towards education. It was also concluded that there is a correlation between values and attitude towards education of both engineering and teacher education students. To sum up our values, belief and attitude constantly blend with each other. Integrating and harmonizing our value system is what makes a successful attitude and attitude towards education is the result of various values inculcated in us.
Keywords: Values, Attitude, B.Tech, B.Ed, Education
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https://www.google.co.in https://en.wikipedia.org http://cisncancer.org/research http://www.aect.org/edtech https://explorable.com http://www.umsl.edu http://www.dissertationindia.com http://mohitpuri.pbworks.com
https://www.google.co.in https://en.wikipedia.org http://cisncancer.org/research http://www.aect.org/edtech https://explorable.com http://www.umsl.edu http://www.dissertationindia.com http://mohitpuri.pbworks.com
A STUDY OF EMOTIONAL MATURITY AND SOCIAL INTELLIGENCE AMONG B.ED STUDENTS
M. Umamageshwari & K. V. S. N. Murty
Page No.: 10726 - 10729
The main aim of the study was to find out the Emotional Maturity and Social Intelligence of B.Ed., Students. The present study adopts normative survey method. The total sample of the study consists of 300 B.Ed., Students in and around Coimbatore district. Simple random sampling technique was adopted to collect data from the samples. Emotional Maturity and Social Intelligence tool (constructed) was administered to the Students. Data was collected from the selected area. Data was analyzed through SPSS. Descriptive and inferential analyses were carried out in relation to demographic variables. The findings of the ‘t’ test revealed that gender, locality wise significant difference was found, ‘F’ test results shows that no significant difference among type of institution
B. Ed Students in their Emotional Maturity and Social Intelligence.
Keywords: Emotional Maturity, Social Intelligence, B. Ed Students
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Aggarwal, J.C. (1997). Development and Planning of modern education, Delhi: Vikas Publishing House. Allan Jaffe (1981). Examined how Illinois state legislators scored on emotional maturity. Dissertation Abstract, 1986. Allen Brad Brake (1997). Emotion and its influences on problem solving. Dissertation Abstract, 1997. Arya - A, (1984). Emotional maturity and value of superior children in family. Buch, 1327 IV (2). Baron, Robert.A. (1995). Psychology. (3rd ed.), New Delhi Asimon & Schuster Company. Best, John W & Kahn James, V. (2006). Research in Education, New Delhi: Prentice Hall of India. Creamer, Don .G: Using a developmental model of emotional maturity. Dissertation abstract from, New Directions for community colleges, 20(3), 73-82. Indumathi. S. (2017). Emotional Intelligence and Social Intelligence among B.Ed. Teacher Trainees in Relation to their Social Economic Status. International Journal of Advance Research and Development, 2(8), 53-56. Mangal, S. K (1999).Advanced Educational Psychology, New Delhi: Prentice Hall of India.
Aggarwal, J.C. (1997). Development and Planning of modern education, Delhi: Vikas Publishing House. Allan Jaffe (1981). Examined how Illinois state legislators scored on emotional maturity. Dissertation Abstract, 1986. Allen Brad Brake (1997). Emotion and its influences on problem solving. Dissertation Abstract, 1997. Arya - A, (1984). Emotional maturity and value of superior children in family. Buch, 1327 IV (2). Baron, Robert.A. (1995). Psychology. (3rd ed.), New Delhi Asimon & Schuster Company. Best, John W & Kahn James, V. (2006). Research in Education, New Delhi: Prentice Hall of India. Creamer, Don .G: Using a developmental model of emotional maturity. Dissertation abstract from, New Directions for community colleges, 20(3), 73-82. Indumathi. S. (2017). Emotional Intelligence and Social Intelligence among B.Ed. Teacher Trainees in Relation to their Social Economic Status. International Journal of Advance Research and Development, 2(8), 53-56. Mangal, S. K (1999).Advanced Educational Psychology, New Delhi: Prentice Hall of India.
FARM, AN ALTERNATIVE PERFORMANCE MEASUREMENT OF STRATEGIC FORMULATION FRAMEWORK FOR STUDENT ORGANIZATIONS
Ip, Yun-Kit Perry & Chan, Suk-Ha Grace
Page No.: 10730 - 10737
In a student organization, the designation and the service continuity of ExCo members are mainly determined by subjective voting. On campus, many of these organizations are lack of an objective measurement linking performance to re-appointment while Balanced Scorecard provides the performance measurement in need. We applied inductive reasoning with a qualitative approach, focus groups, to explore alternative perspectives specified for these student organizations. Beyond a reasonable doubt, no participants in the focus groups had an attempt or a reason to whittle the proposed perspectives down, we then accept FARM (Financial, Activities, Reputation and Memberships) as the new performance criteria for the students to vote or not to vote. Most likely, FARM could be generalized to other nonprofit making organizations.
Keywords: Balanced Scorecard, nonprofit making organization, performance measurement, subjective voting, ExCo members, focus group
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Ahi, P. and Searcy C. (2015). Assessing sustainability in the supply chain: A triple bottom line approach. Applied Mathematical Modelling, 39 (10), pp. 2882-2896 Artz, M. Homburg, C. and Rajab, T. (2012). Performance measurement system design and functional strategic decision influence: The role of performance-measure properties. Accounting, Organizations and Society. Oct. 37(7), pp.445-460.
Ahi, P. and Searcy C. (2015). Assessing sustainability in the supply chain: A triple bottom line approach. Applied Mathematical Modelling, 39 (10), pp. 2882-2896 Artz, M. Homburg, C. and Rajab, T. (2012). Performance measurement system design and functional strategic decision influence: The role of performance-measure properties. Accounting, Organizations and Society. Oct. 37(7), pp.445-460.
SCHEDULED TRIBES EDUCATION IN INDIA: ISSUES AND CHALLENGES
Azad Ahmad Andrabi & Nayyar Jabeen
Page No.: 10738 - 10747
Education system is the backbone of a nation and it should cater the needs of all the citizens without any discrimination. India is pluralistic country which accommodates persons from different cultures, backgrounds and sections. Scheduled tribe is one of the most marginalised groups in India that is backward in all aspects. This paper is an attempt to evaluate the educational level of scheduled tribe population and to highlight the issues and challenges regarding the same.
Keywords: scheduled tribe, marginalised, educational level.
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Abdul Raheem, A. (2011) Education for the Economically and Socially Disadvantaged Groups in India: An Assessment. Economic Affairs, 56(2), 233-242. Brahmanandam, T., & Babu, B. (2016). Educational Status among the Scheduled Tribes: Issues and Challenges. The NEHU Journal, 14 (2), 69-85. Dar, W. A. and Najar, I. A. (2017). Educational system in the tribal areas of Kashmir valley: A case study of zone Khansahib of District Budgam. International Journal of Multidisciplinary Education and Research, 2(5), 45-49.
Abdul Raheem, A. (2011) Education for the Economically and Socially Disadvantaged Groups in India: An Assessment. Economic Affairs, 56(2), 233-242. Brahmanandam, T., & Babu, B. (2016). Educational Status among the Scheduled Tribes: Issues and Challenges. The NEHU Journal, 14 (2), 69-85. Dar, W. A. and Najar, I. A. (2017). Educational system in the tribal areas of Kashmir valley: A case study of zone Khansahib of District Budgam. International Journal of Multidisciplinary Education and Research, 2(5), 45-49.
GLOBAL EDUCATION IN INDIA: STAKEHOLDERS’ VIEWPOINT
Ms. Ramakanti & Prof. Anil Shukla
Page No.: 10748 - 10757
Education plays a vital role in helping children and young people recognize their contribution and responsibilities as citizens of this global community and equipping them with the skills to make informed decisions and take responsible actions. Students today are living in a world which is interconnected as much as never before. All the major areas like health, environment, poverty, peace or security, require cooperation across borders and boundaries.. Global Education talks about knowledge of global issues, skills to be acquired to deal effectively in new change world and value and attitude in approach of handling issues. This research paper has studied the importance of global education in Indian school education system through the stakeholders’ point of view. It has discussed about the changes required to be done in our school education as well as in teacher education.
Keywords: Global Education, global Teachers, Teacher Education, Curriculum
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Albrow, M. (1990). ‘Introduction’, In M. Albrow & E. King (eds.), Globalization, Knowledge and Society. London: Sage. Fullan, M. (1999). Changing Force: The Sequel. London, Falmer Press. Fullan, M. (2002). Principals as leaders in a culture of change. Educational leadership. Harvey, D. (2003). Young People in a Globalizing World- World Youth Report. New York. Retrieved from http://www.un.org/esa/socdev/unyin/documents/ch11.pdf Engelbrecht, P. (2012).Teacher Education for Inclusion: Challenges and Opportunities. Canterbury Christ Church University, NCSE Research Conference, Dublin, November 21, 2012. Exely, B., Walker, S., & Bronlee, J. (2008). Characteristics of preservice teachers in multi campus settings: Using demographics and epistemological beliefs to unpack stereotypes. Australian Journal of Teacher Education, 33(6) Reimers, F. M. (2013). Assessing global education: An opportunity for the OECD. Retrieved February, 3, 2015 Bista, K., & Saleh, A. (2014). Assessing the need for graduate global education programs in the United States. Journal of International & Global Studies, 5(2). Räsänen, R. (2007). 3 Intercultural Education as Education for Global Responsibility. Education for global responsibility–Finnish perspectives, 17. Braskamp, L. A., Braskamp, D. C., Merrill, K. C., & Engberg, M. (2008). Global Perspective Inventory (GPI): Its purpose, construction, potential uses, and psychometric characteristics. Retrieved January, 12, 2010. Eisenhardt, S., & Sittason, K. S. (2009). Preparing teachers of tomorrow with global perspectives. Mid-Western Educational Researcher, 22(1), 24-28. Merryfield, M. M. (1991). Preparing American secondary social studies teachers to teach with a global perspective: A status report. Journal of Teacher Education, 42(1), 11-20. Qiang, Z. (2003). Internationalization of higher education: Towards a conceptual framework. Policy futures in education, 1(2), 248-270.
Albrow, M. (1990). ‘Introduction’, In M. Albrow & E. King (eds.), Globalization, Knowledge and Society. London: Sage. Fullan, M. (1999). Changing Force: The Sequel. London, Falmer Press. Fullan, M. (2002). Principals as leaders in a culture of change. Educational leadership. Harvey, D. (2003). Young People in a Globalizing World- World Youth Report. New York. Retrieved from http://www.un.org/esa/socdev/unyin/documents/ch11.pdf Engelbrecht, P. (2012).Teacher Education for Inclusion: Challenges and Opportunities. Canterbury Christ Church University, NCSE Research Conference, Dublin, November 21, 2012. Exely, B., Walker, S., & Bronlee, J. (2008). Characteristics of preservice teachers in multi campus settings: Using demographics and epistemological beliefs to unpack stereotypes. Australian Journal of Teacher Education, 33(6) Reimers, F. M. (2013). Assessing global education: An opportunity for the OECD. Retrieved February, 3, 2015 Bista, K., & Saleh, A. (2014). Assessing the need for graduate global education programs in the United States. Journal of International & Global Studies, 5(2). Räsänen, R. (2007). 3 Intercultural Education as Education for Global Responsibility. Education for global responsibility–Finnish perspectives, 17. Braskamp, L. A., Braskamp, D. C., Merrill, K. C., & Engberg, M. (2008). Global Perspective Inventory (GPI): Its purpose, construction, potential uses, and psychometric characteristics. Retrieved January, 12, 2010. Eisenhardt, S., & Sittason, K. S. (2009). Preparing teachers of tomorrow with global perspectives. Mid-Western Educational Researcher, 22(1), 24-28. Merryfield, M. M. (1991). Preparing American secondary social studies teachers to teach with a global perspective: A status report. Journal of Teacher Education, 42(1), 11-20. Qiang, Z. (2003). Internationalization of higher education: Towards a conceptual framework. Policy futures in education, 1(2), 248-270.
CRISIS OF TEACHER EDUCATION INSTITUTIONS IN WEST BENGAL DURING 2006: A CASE STUDY
Santanu Ghorai & Amit Kumar Mahanti
Page No.: 10758 - 10766
Quality generally signifies the degree of excellence. In the educational context, quality is seen as a complex issue as education is concerned with human. With basic infrastructural facilities, development of necessary skills, values and attitudes of the trainees are desired as maximum output of how effectively the process of training is organized. Various agencies like NCTE, NAAC are established to assess and accredit the institutions and to improve the quality of education. The number of teacher education institutions were increasing in those days at a very fast rate due to privatization and liberalization of teacher education. Though the expansion had happened at large and rapid scale, maximum institutions were not duly recognized by NCTE. So, the crisis was exposed in front of Calcutta High Court. And the crisis was acute due to its multifoliate reasons. After going through a long battle and tensions between the then West Bengal government and Central government, a feasible solution had come out through the amendment of Parliament.
Keywords: Teacher Education, Privatization, Liberalization.
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Mishra, L. & Malik, A. (2017). Quality of Teacher Education in West Bengal. International Journal of Peace, Education and Development, Renu Publishers. N.C.T.E. (E.R.C.). (2003, June 03). Order. Gazette of India, Part III, Section 4. ERC/7-35(ER-35 .4.1)/2003/1047. Retrieved from http://www.ncte-in.org N.C.T.E. (E.R.C.). (2003, June 03). Order. Gazette of India, Part III, Section 4. ERC/7-35(ER -35.6.2)/2003/1051. Retrieved from http://www.ncte-in.org N.C.T.E. (E.R.C.). (2005, April 20). Order. Gazette of India, Part III, Section 4. ERC/7-55. 6(9)/2005/1266. Retrieved from http://www.ncte-in.org N.C.T.E. (E.R.C.). (2005, April 20). Order. Gazette of India, Part III, Section 4. ERC/7-55. 6(7)/2005/1269. Retrieved from http://www.ncte-in.org N.C.T.E. (E.R.C.). (2005, July 19). Order. Gazette of India, Part III, Section 4. ERC/7-58.6.4/ 2005/2351. Retrieved from http://www.ncte-in.org
Mishra, L. & Malik, A. (2017). Quality of Teacher Education in West Bengal. International Journal of Peace, Education and Development, Renu Publishers. N.C.T.E. (E.R.C.). (2003, June 03). Order. Gazette of India, Part III, Section 4. ERC/7-35(ER-35 .4.1)/2003/1047. Retrieved from http://www.ncte-in.org N.C.T.E. (E.R.C.). (2003, June 03). Order. Gazette of India, Part III, Section 4. ERC/7-35(ER -35.6.2)/2003/1051. Retrieved from http://www.ncte-in.org N.C.T.E. (E.R.C.). (2005, April 20). Order. Gazette of India, Part III, Section 4. ERC/7-55. 6(9)/2005/1266. Retrieved from http://www.ncte-in.org N.C.T.E. (E.R.C.). (2005, April 20). Order. Gazette of India, Part III, Section 4. ERC/7-55. 6(7)/2005/1269. Retrieved from http://www.ncte-in.org N.C.T.E. (E.R.C.). (2005, July 19). Order. Gazette of India, Part III, Section 4. ERC/7-58.6.4/ 2005/2351. Retrieved from http://www.ncte-in.org
CHALLENGES TO INDIA’S NEW MARITIME SECURITY STRATEGY IN THE RUSSIAN ERA
H. K. Pandey & Col Shantonu Roy
Page No.: 10767 - 10781
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Pehrson, Christopher J.String of Pearls: Meeting the Challenge of China's Rising Power Across the Asian Littoral., "Carlisle Papers in Security Strategy” Hu: China Would Never Seek Hegemony, "Xinhua News Agency", Beijing, 23 April 2009.. "China’s growing empire of ports abroad is mainly about trade, not aggression".economist.com. The Economist Newspaper Limited. 8 June 2013. David Brewster. "Beyond the String of Pearls: Is there really a Security Dilemma in the Indian Ocean?.
Pehrson, Christopher J.String of Pearls: Meeting the Challenge of China's Rising Power Across the Asian Littoral., "Carlisle Papers in Security Strategy” Hu: China Would Never Seek Hegemony, "Xinhua News Agency", Beijing, 23 April 2009.. "China’s growing empire of ports abroad is mainly about trade, not aggression".economist.com. The Economist Newspaper Limited. 8 June 2013. David Brewster. "Beyond the String of Pearls: Is there really a Security Dilemma in the Indian Ocean?.
CHINA’S RISE AND ITS FAULTLINES, LESSONS FOR INDIA: AN ANALYTICAL STUDY
Anurag Jaiswal
Page No.: 10782 - 10799
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Rozan, S. J. China Trade. St. Martin’s Press, 1995. Starr, S. Frederick. Xinjiang: China’s Muslim Borderland. New Ed edition. Armonk, NY: Routledge, 2004. Sun, Pinghua. Human Rights Protection System in China. 2014 edition. New York: Springer Nature, 2013. Keay, John. China: A History. London: Harper Press, 2009. Wallace, Jeremy. Cities and Stability: Urbanization, Redistribution, and Regime Survival in China. 1 edition. New York: Oxford University Press, 2014. S. Frederick Starr, Xinjiang: China’s Muslim Borderland, New Ed edition (Armonk, NY: Routledge, 2004). “A Book on Tibet’s History of Independence and Occupation Launched.” Accessed April 19, 2017. http://www.thetibetpost.com/outlook/reviews/2945-a-book-on-tibets-history-of-independence-and-occupation-launched. “China: Overborrowed and Overbuilt - FT.com.” Accessed March 9, 2016. http://www.ft.com/cms/s/2/8b2ce9c4-a2ed-11e4-9c06-00144feab7de.html#axzz42O7pNnxC.
Rozan, S. J. China Trade. St. Martin’s Press, 1995. Starr, S. Frederick. Xinjiang: China’s Muslim Borderland. New Ed edition. Armonk, NY: Routledge, 2004. Sun, Pinghua. Human Rights Protection System in China. 2014 edition. New York: Springer Nature, 2013. Keay, John. China: A History. London: Harper Press, 2009. Wallace, Jeremy. Cities and Stability: Urbanization, Redistribution, and Regime Survival in China. 1 edition. New York: Oxford University Press, 2014. S. Frederick Starr, Xinjiang: China’s Muslim Borderland, New Ed edition (Armonk, NY: Routledge, 2004). “A Book on Tibet’s History of Independence and Occupation Launched.” Accessed April 19, 2017. http://www.thetibetpost.com/outlook/reviews/2945-a-book-on-tibets-history-of-independence-and-occupation-launched. “China: Overborrowed and Overbuilt - FT.com.” Accessed March 9, 2016. http://www.ft.com/cms/s/2/8b2ce9c4-a2ed-11e4-9c06-00144feab7de.html#axzz42O7pNnxC.
NASIRA SHARMA KE KATHA SAHITYA ME STRI CHETANA
Rashmi
Page No.: 10800 - 10804
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OLYMPIC KHELON KA UDBHAV EK VIKAS
Sunil Singh Senger
Page No.: 10800 - 10805
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Veblen G.; Social Straitification and Social Mobility Among young sportmen, Macmillan Co. London, 2013, p.258. Stone G. (et. al); Some Meanings of American Sport : An Extended View- An Aspects of Contemporary sport Sociology, The Atheletic Institute, Chicago 2013, p.5.
Veblen G.; Social Straitification and Social Mobility Among young sportmen, Macmillan Co. London, 2013, p.258. Stone G. (et. al); Some Meanings of American Sport : An Extended View- An Aspects of Contemporary sport Sociology, The Atheletic Institute, Chicago 2013, p.5.
BAL APARADH KI PRAVARTMAN PARIVARIK PRUSHATBHUMI
Bharat Kumar Panda
Page No.: 10806 - 10813
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VIABILITY OF CDM PROJECTS IN INDIA: A STUDY OF CHANJU CDM PROJECT IN CHAMBA DISTRICT OF HIMACHAL PRADESH INDIA
Mohinder Kumar Slariya
Page No.: 10814 - 10857
The Clean Development Mechanism (CDM) is introduced by US government as flexibility mechanisms under Kyoto Protocol and allows developed countries to meet their emission reduction commitments by promoting clean development in developing countries. India as a signatory of this protocol have been registered 2313 projects up to August 2010, out of these, 64 projects are of hydro power generation and Chanju power project of 36 MW is one of the CDM project in India. The present paper is an attempt of the researcher to make a comparative analysis between the expected benefits received by the executing agency under CDM and the actual benefits people are expected to receive from Chanju-I Hydro Electric Project. Paper is based on primary data conducted in 8 administrative wards, 50 villages and on 200 respondents, by using interview schedule and psycho-metric scale and using exploratory and observation research methods collecting from two sub-basins. The results revealed that at the initial stage of project, people were happy because of their illiteracy and not knowing the facts, but when respondents have been told about the factual situation they are expected to face, and then their response was altogether different. Because, in the stretch of 25 km there are 7 power projects expected to produce some 56 MW power, putting lives, livelihood and age-old profession of water milling, and putting environment of this virgin area at stake, are some areas of the concerns of present paper.
Keywords: Clean Development Mechanism, Viability of Small Projects, IndigenousPeople,
Eco-psycho Perception
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"About Chamba"Himachal Pradesh Tourism Department Retrieved 2009-10-28 "Access to Chamba"National Informatics Centre: Government of Chamba district Retrieved 2009-10-29 "Carbon capture and storage (CCS) accepted as UN-based carbon offsetting scheme, paving way for developing country finance". Global CCS Institute Retrieved 2011-12-14 "Chamba Hill station"Retrieved 2009-10-29 "Chamba- Himachal Pradesh"Hill Resorts in India Retrieved 2009-10-29 "Chamba Tourism". IndiaLine Retrieved 2009-10-28 Carbon Trust (March 2009). "Global Carbon Mechanisms: Emerging lessons and implications (CTC748)". Carbon Trust website Retrieved 2010-03-31 Govt. of Himachal Pradesh, 2009 Economic Survey 2009–10. Shimla, India Finance Department Government of Himachal Pradesh, 2010 Annual Plan 2010–11. Shimla, India Planning Department. Grubb, M. (July–September 2003). "The Economics of the Kyoto Protocol" WorldEconomics 4(3): 143–189. Retrieved 2010-03-25 Haites, E., M. Duan, and S. Seres. 2006. Technology transfer by CDM projects. ClimatePolicy 6 (3):327–344.
"About Chamba"Himachal Pradesh Tourism Department Retrieved 2009-10-28 "Access to Chamba"National Informatics Centre: Government of Chamba district Retrieved 2009-10-29 "Carbon capture and storage (CCS) accepted as UN-based carbon offsetting scheme, paving way for developing country finance". Global CCS Institute Retrieved 2011-12-14 "Chamba Hill station"Retrieved 2009-10-29 "Chamba- Himachal Pradesh"Hill Resorts in India Retrieved 2009-10-29 "Chamba Tourism". IndiaLine Retrieved 2009-10-28 Carbon Trust (March 2009). "Global Carbon Mechanisms: Emerging lessons and implications (CTC748)". Carbon Trust website Retrieved 2010-03-31 Govt. of Himachal Pradesh, 2009 Economic Survey 2009–10. Shimla, India Finance Department Government of Himachal Pradesh, 2010 Annual Plan 2010–11. Shimla, India Planning Department. Grubb, M. (July–September 2003). "The Economics of the Kyoto Protocol" WorldEconomics 4(3): 143–189. Retrieved 2010-03-25 Haites, E., M. Duan, and S. Seres. 2006. Technology transfer by CDM projects. ClimatePolicy 6 (3):327–344.
RAJESH JOSHI KE KAVYA ME SANVEANA
Munisha Parashar
Page No.: 10875 - 10880
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SCHOOL ENVIRONMENT IN RELATION TO MORAL VALUES OF SECONDARY SCHOOL STUDENTS
Mr. Ajaydeep
Page No.: 10881 - 10886
The study was conducted to study of school environment in relation to moral values of secondary school students. For this purpose a limited sample consists of 200 Secondary School Teacher from different schools of Ferozepur City and adjoining areas were taken. The data was collected by School Environment Inventory (SEI) By Dr. Karuna Shankar Misra (1984) and Moral Values Scale (MVS) By Alpana Sen Gupta and Arun Kumar Singh (1992). . After analyze the data it was found that there is a significant relationship between school environment and moral values. It implies that if school provides opportunities for creative stimulation, cognitive encouragement, and permissiveness to secondary school students it will inculcate high moral values in the students.
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Aggarwal R.A (1985). Study of felling of security in Morally developed and Under developed adolescent as related to their Self concept and Personality Pattern. " Ph.D Thesis. (Psychology), Agra University Bhatia , K.K & C.L Narang (2002). Philosophical & Sociological bases of education Ludhiana. Tandon Publication, Bhatia, K.K and Nanda, S.K(2004). Element of School Organisation. Ludhiana Shri Ram Parkash Brothers, Book market. Broudy, Harry.S (1965) Building a Philosophy Education , New Delhi, Prentice Hall of India Pvt, Ltd. Brubacher , John.S(1962). Modern Philosophies of Education. New York, Mcgraw-Hill Chaube, S.P. and Chaube(1995). School organization. New Delhi Vikas Publishing House Pvt ltd 576, Masjid road Jangpura Chauhan, S.S(1996). Advanced Education Psychology. New Delhi . Vikas Publishing house Pvt, Ltd.
Aggarwal R.A (1985). Study of felling of security in Morally developed and Under developed adolescent as related to their Self concept and Personality Pattern. " Ph.D Thesis. (Psychology), Agra University Bhatia , K.K & C.L Narang (2002). Philosophical & Sociological bases of education Ludhiana. Tandon Publication, Bhatia, K.K and Nanda, S.K(2004). Element of School Organisation. Ludhiana Shri Ram Parkash Brothers, Book market. Broudy, Harry.S (1965) Building a Philosophy Education , New Delhi, Prentice Hall of India Pvt, Ltd. Brubacher , John.S(1962). Modern Philosophies of Education. New York, Mcgraw-Hill Chaube, S.P. and Chaube(1995). School organization. New Delhi Vikas Publishing House Pvt ltd 576, Masjid road Jangpura Chauhan, S.S(1996). Advanced Education Psychology. New Delhi . Vikas Publishing house Pvt, Ltd.
EFFECTIVENESS OF GRAPHIC ORGANIZERS ON ACHIEVEMENT
Kailas Sahebrao Daundkar
Page No.: 10887 - 10894
The science is an intellectual action carried on by human beings that is planned to discover data about the natural universe in which human beings live and to discover the methods in which this data can be organized into meaningful forms. An attempt is being made to assess an existing status regarding the use of teaching Method as well as to develop the program on Graphic Organizers and find out the effectiveness on the achievement in Science subject. The objective of the research to develop program on Graphic Organizers and find its effectiveness on achievement in Science subject. Multi-method research was adopted, by using survey method, researcher assess the existing status regarding the use of teaching methods. Researcher developed program on Graphic Organizers for Science subject of viiith standard students. Researcher used Experimental method with equivalent group design and conducted pre and posttest. Data analyzed using t test after normality test were conducting using SPSS program.so study concluded that researcher developed program on Graphic Organizers is useful to improve the achievement of viiith standard students of Science subject.
Key Words: Graphic Organizers, Achievement.
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Alberta Education. (n. d.) Graphic organizers. Retrieved on Nov. 05, 2016 from https://education.alberta.ca/media/482311/is.pdf Best J. W., & Kahn J. V. (2012). Research in Education (10th ed.). New Delhi; PHI Learning Private LTD. Bruce J., Marsha W., & Emily C. (2011). Models of Teaching (8th ed.). New Delhi; PHI Learning Private ltd. Chellamani, K., & Nair, S. (June 2012). Integration of Constructivism with digital Port folio, Edutracks, vol.12, No. 1.
Alberta Education. (n. d.) Graphic organizers. Retrieved on Nov. 05, 2016 from https://education.alberta.ca/media/482311/is.pdf Best J. W., & Kahn J. V. (2012). Research in Education (10th ed.). New Delhi; PHI Learning Private LTD. Bruce J., Marsha W., & Emily C. (2011). Models of Teaching (8th ed.). New Delhi; PHI Learning Private ltd. Chellamani, K., & Nair, S. (June 2012). Integration of Constructivism with digital Port folio, Edutracks, vol.12, No. 1.
A COMPARATIVE STUDY OF ATTITUDE TOWARDS TEACHER EDUCATION PROGRAMME OF SCIENCE AND NON-SCIENCE FINAL YEAR UNDER-GRADUATE STUDENTS OF BILASPUR DISTRICT
Vindeshwari Pawar & Rahul Yadav
Page No.: 10895 - 10902
This study reports on the attitude of science and non-science final year undergraduate students towards teacher education program. The main focus of the study was to compare mean score of attitudes towards teacher education programme of final year undergraduate students of science and non-science on the basis of their stream. Attitude being a social construct is influenced by many factors like gender, social strata, stream of education, residential background and occupation of parents etc. The numbers of sample restricted to 201 and Purposive technique was used in selection of six institutions and data was collected through simple random sampling technique. For data analysis t-test were used and significant difference in attitude towards teacher education program was found.
Key words: Attitude, Teacher Education Program, Under-graduate students, Science and Non-science
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• Bhargava and Pathy (2014). Attitude of Student Teachers Towards Teaching Profession. Turkish Online Journal of Distance Education.Vol.3(15). • Debdas Sarkar, Santosh Kumar Behera (2016). Attitude of College Teachers towards Teaching Profession. American Journal of Educational Research. Vol. 4(11) pp 834-839. http://pubs.sciepub.com/education/4/11/9
• Bhargava and Pathy (2014). Attitude of Student Teachers Towards Teaching Profession. Turkish Online Journal of Distance Education.Vol.3(15). • Debdas Sarkar, Santosh Kumar Behera (2016). Attitude of College Teachers towards Teaching Profession. American Journal of Educational Research. Vol. 4(11) pp 834-839. http://pubs.sciepub.com/education/4/11/9
IMPORTANCE OF LIBRARY AUTOMATION
Dharambeer Singh
Page No.: 10903 - 10906
Implementation of Modern Technology and multimedia is playing vital role in the field of library and information science and library automation in particular. The present article is referred to the status and problems of library automation under RUSA, in government degree colleges at district Aligarh, Uttar Pradesh. The study clearly presents the status of Library automation and main problems for library automation are inadequate staff, lack of infrastructure, insufficient funds and lack of training to library staff. This study also gives a status view of the software packages used by libraries and modules of library automation are using. It is evident from the study out of 7 libraries 4 libraries are using e-granthalaya, in this some of libraries are partially completed and some of are in initial stage. Further about 3 colleges are using Easy Lib Software.
Key words: Library Automation, Government Colleges, Benefits of Library Automation,
E-Granthalaya.
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Becker, Joseph (1971). Trends in Library Technology. Special Libraries, 62 (10) , 429-34. Corbin, John (1988) .Implementing the automated library System. Phoenix (USA): Oryx. Dyer, Hilary (1992). "Workstatation Design for Library Education Commission (India), 1964-66, (Chairman : Dr. D.S. Kothari) (1971). Report : Education Planning and the National Policy. Delhi : NCERT. Foster, William (1991). Library automation : an overview. Birmingham : BLCMP.
Becker, Joseph (1971). Trends in Library Technology. Special Libraries, 62 (10) , 429-34. Corbin, John (1988) .Implementing the automated library System. Phoenix (USA): Oryx. Dyer, Hilary (1992). "Workstatation Design for Library Education Commission (India), 1964-66, (Chairman : Dr. D.S. Kothari) (1971). Report : Education Planning and the National Policy. Delhi : NCERT. Foster, William (1991). Library automation : an overview. Birmingham : BLCMP.
THERMAL ANALYSIS OF SOME TRANSITION METAL COMPLEXES OF DITHIOCARBAMATES
Vinod Kumar, Kalpana Chaturvedi & Smita Chaturvedi
Page No.: 10907 - 10913
Some selected transition metal Copper(II), Nickel(II) and Cobalt(II) complexes have been synthesized and characterized with the help of IR, elemental, magnetic, NMR and thermogravimetric analysis.
After characterization and structural determination, the detailed thermogravimetric analysis ofthese complexes for stability, activation energy(E), frequency factor(Z), entropy of activation(?S), free energy of activation (?G) has also been investigated, with the help of conventional and Freeman and Caroll’s equation and discussed in the present work.
Keywords: Dithiocarbamates, Thermogravimetry, Freeman and Caroll’s equation
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Delepine, M.(1907). Metallic salts of dithiocarbamic acids; preparation of aliphatic isothiocynatic Compt. Rend., 144, 1125. Nqombola, A., Ajibada, P. A. (2016). Synthesis and spectral studies of Ni(II) dithiocarbamatic complexes and their use as precursors for nickel sulphides nanocrystals. Journal of Chemistry, 2016. Article ID 1293790. Randle, H.M. Fowler, R.G., Fuson N.,& Dangi, D. R. (1949). Infrared determination of organic structures. Vas Nostrard New York, 5. Sorwar, M.,& Ahmed, S. (2007). Copper(II) complexes of pyrrolidine dithiocarbamates. Transition metal chemistry, 32, 199-203. Febretti, A. C. et al. (1984). Spectroscopic magnetic and thermogravimetric studies of piperazine-bis-(dithiocarbamate) complex. science direct. Spectrochimica Acta part A. molecular spectroscopy, 40(4), 343-346. Kaushik, N.K., Bhushan, B., & Sharma, A.K. (1985). Thermal analytical proc., 8thICTA. Thermochem octa, 93, 105. Swiderski,G., Lewandowski, W., et. al. (2016). Spectroscopic (IR, Raman) and thermogravimetric studies of 3d metal cinchomeronates and dinicotinates. J. of Thermal Analysis and Chemistry, 126, 1521- 1532.
Delepine, M.(1907). Metallic salts of dithiocarbamic acids; preparation of aliphatic isothiocynatic Compt. Rend., 144, 1125. Nqombola, A., Ajibada, P. A. (2016). Synthesis and spectral studies of Ni(II) dithiocarbamatic complexes and their use as precursors for nickel sulphides nanocrystals. Journal of Chemistry, 2016. Article ID 1293790. Randle, H.M. Fowler, R.G., Fuson N.,& Dangi, D. R. (1949). Infrared determination of organic structures. Vas Nostrard New York, 5. Sorwar, M.,& Ahmed, S. (2007). Copper(II) complexes of pyrrolidine dithiocarbamates. Transition metal chemistry, 32, 199-203. Febretti, A. C. et al. (1984). Spectroscopic magnetic and thermogravimetric studies of piperazine-bis-(dithiocarbamate) complex. science direct. Spectrochimica Acta part A. molecular spectroscopy, 40(4), 343-346. Kaushik, N.K., Bhushan, B., & Sharma, A.K. (1985). Thermal analytical proc., 8thICTA. Thermochem octa, 93, 105. Swiderski,G., Lewandowski, W., et. al. (2016). Spectroscopic (IR, Raman) and thermogravimetric studies of 3d metal cinchomeronates and dinicotinates. J. of Thermal Analysis and Chemistry, 126, 1521- 1532.
POLYOXOMETALATES: A TWO HUNDRED YEAR–JOURNEY SINCE ITS INCEPTION
Rajarshi Chatterjee
Page No.: 10914 - 10928
Metal-organic framework–assembled materials based on polyoxometalates (POMs) possess unprecedented structural tenability. They also exhibit some kind of polymer-like behaviors due to their nano-sized building blocks and their non-covalent linkages. From the very dawn age of the development of POMs, it has been known that they can exist in electron-rich reduced forms of different archetypes with diverse structural flexibilities and functionalities. Some new reliable synthetic strategies for electron-rich POM-materials have been cropped up to harness some unique and potentially useful catalytic, electronic and magnetic properties. Through this long journey of their development process, exquisite POM cluster assemblies with advanced functions spring up, and the control over their nanostructures tends to be more precise and reach their nature at molecular level. This Review covers the synthesis, structural features and diversified applications of these reduced species, and also highlights their versatility in material science.
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Gudiksen M.S., Lauhon L.J, Smith D.C., Lieber C.M. Nature (2002) 415: 617–620. Dong, A., Chen, J., Vora, P.M., Kikkawa, J.M, Murray, C.B. Nature (2010) 466: 474–477. Borras-Almenar, J.J., Coronado, E., Mu¨ller, A. Eds.; Polyoxometalate Molecular Science NATO Science Series II. Kluwer Academic Dordrecht, (2003) Vol. 98. Long D.L., Streb C.; Ko¨gerler, P.; J. Clust. Sci. (2006) 17: 257–266. Long D.L., Tsunashima R, Cronin L, Angew.Chem. Int. Ed. (2010) 49: 1736–1758. Berzelius J.J., Poggend Ann. Phys. Chem. (1826) 6: 369.
Gudiksen M.S., Lauhon L.J, Smith D.C., Lieber C.M. Nature (2002) 415: 617–620. Dong, A., Chen, J., Vora, P.M., Kikkawa, J.M, Murray, C.B. Nature (2010) 466: 474–477. Borras-Almenar, J.J., Coronado, E., Mu¨ller, A. Eds.; Polyoxometalate Molecular Science NATO Science Series II. Kluwer Academic Dordrecht, (2003) Vol. 98. Long D.L., Streb C.; Ko¨gerler, P.; J. Clust. Sci. (2006) 17: 257–266. Long D.L., Tsunashima R, Cronin L, Angew.Chem. Int. Ed. (2010) 49: 1736–1758. Berzelius J.J., Poggend Ann. Phys. Chem. (1826) 6: 369.
FLIPPED CLASSROOM APPROACH IN EDUCATION
Khushal Limbraj Mundhe
Page No.: 10929 - 10932
Flipped lessons replace teacher lectures with instructional material—often a video—that students watch and interact with at home. They apply what they learned in class the next day through a variety of activities or assignments that could once have been homework, with the teacher working as a coach or guide. Flipped lessons can take a variety of forms. Some flipped lessons stand alone, meaning that students learn the content presented in an instructional video or text and demonstrate their understanding through an assessment, project, etc., before moving on to the next concept. Other lessons may take the form of a unit Hyper Doc that requires students to progress through a series of lesson components designed to encourage them to engage with and explore content, apply what they’ve learned, and extend their knowledge. A flipped classroom refers to inverting the traditional educational model. In a flipped classroom, students view lessons at home and master the material at school in collaboration with their peers or instructor. The benefits of this model include giving students more control over their education, promoting student-centred learning and collaboration and offering access to lessons at home. Drawbacks of this model include the creation of a digital divide, reliance on student preparation and trust and increased time spent in front of screens versus people or places.
Key Words – Flipped Classroom, Flipped Learning, Flipped lesson tools
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https://www.edutopia.org/article/4-tools-flipped-classroom https://tophat.com/glossary/f/flipped-classroom/ https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/ Arulsamy.S. (2014). Educational Innovations and Management.Hyderabad: Neel kamal Publications. Dash.B.N (2004). School Organisation, Administartion and Management. New Delhi: Neelkamal Publications Pvt. Limited. Meenakshisundaram (2011). Educational Innovations and Management.Dindigul: Kaviyamala Publishers.
https://www.edutopia.org/article/4-tools-flipped-classroom https://tophat.com/glossary/f/flipped-classroom/ https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/ Arulsamy.S. (2014). Educational Innovations and Management.Hyderabad: Neel kamal Publications. Dash.B.N (2004). School Organisation, Administartion and Management. New Delhi: Neelkamal Publications Pvt. Limited. Meenakshisundaram (2011). Educational Innovations and Management.Dindigul: Kaviyamala Publishers.
SOURCES AND CAUSES OF ERRORS IN READING ENGLISH BY THE TENTH CLASS STUDENTS OF ASSAMESE MEDIUM SCHOOLS
Saroj Bala & Geeta Chauhan
Page No.: 10933 - 10940
English as a second/foreign language has grown inextricably linked to the Indian educational system. Physical, intellectual, and emotional participation is required to properly convey and comprehend linguistic communications in a second language. To learn is to commit error. Errors are observed as deviations from normally accepted linguistic forms. Errors recur in the course of learning any language. It is unfortunate that language teachers, who are supposed to teach all four basic language skills with equal emphasis, focus more on teaching writing, then speaking or conversation, then listening and reading. Reading abilities are rarely taught in the classroom; if they are, it is either for writing practice or squandered in the name of formality by language teachers. Teachers' hostile perspective toward reading abilities results in children developing poor reading habits. 250 pupils from 15 Assamese medium schools in Assam's Jorhat District were chosen with the goal of identifying the sources and causes of erroneous English reading performance. Only those parts of reading were researched and analyzed that assisted researchers in determining the origins of errors in reading English by students.
Keywords: Errors, inter-lingual, intra-lingual, sources, causes, reading, Assamese students, English, target language.
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Bolinger, Dwight. (1968) Aspects of language, New York: Harcourt, Brace & World Inc. Bose, M.N.K. (2007). A Text Book of English Language Teaching (ELT) for Indian Students (2 ed.). Chennai: New Century Book House. Chau, T. (1975).EA, CA, and Students Perception: A study of Difficulty of Second language Learners, International Review of Applied Linguistics, Vol-13/2
Bolinger, Dwight. (1968) Aspects of language, New York: Harcourt, Brace & World Inc. Bose, M.N.K. (2007). A Text Book of English Language Teaching (ELT) for Indian Students (2 ed.). Chennai: New Century Book House. Chau, T. (1975).EA, CA, and Students Perception: A study of Difficulty of Second language Learners, International Review of Applied Linguistics, Vol-13/2
PHASE SELECTIVE SOLVOTHERMAL SYNTHESIS OF INDIUM SULPHIDE NANOCRYSTAL
Snoj Kumar
Page No.: 10941 - 10945
At present, photocatalytic based degradation of organic pollutants using semiconducting nanomaterials is drawing considerable attention due to direct disposal of organic pollutants such as domestic wastes, pesticides, hydrocarbons, dyes, phenols, fertilizers into the fresh water bodies like rivers, ponds, lakes and underground water through industries (i.e. textiles, paper manufacturing, food processing etc), agriculture and domestic uses. As a result ,it is very difficult for surviving the aquatic flora and fauna. Earlier, adsorbents such as charcoal, clays, zeolites, and ores were employed for purifying and removing the organic pollutants from the water sources. However, it is noticed that adsorption has significant effect on enhancing the photocatalytic activity of the semiconducting nanomaterials and nanocomposite materials. Adsorption process depends on the many factors including morphology, high surface area, pore volume and intra-particles mesoporosity. Photocatalytic degradation decreases for methylene blue, rhodamine B and methyl orange dyes. Analysis reveals that not only type of dyes (cationic or anionic) but also symmetry, molecular structure and orientation of dye molecule are the important factors for electrostatic interaction dependent adsorption which essentially controls the efficiency of the nanocatalyst. In addition, strong interaction between n-type nanomaterials and cationic dyes results degradation of dyes via adsorption process even in the dark.
Keywords: photocatalytic, degradation, mesoporosity, nanocomposite materials
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M. Cardon, The Devil and the Surfaces, 2006, 38. N. G. Khlebtsov, L. A. Dykman, Journal of Quantitative Spectroscopy & Radiative Transfer, 2010, p-111.
M. Cardon, The Devil and the Surfaces, 2006, 38. N. G. Khlebtsov, L. A. Dykman, Journal of Quantitative Spectroscopy & Radiative Transfer, 2010, p-111.
EVALUATIVE STUDY ON SOCIO-ECONOMIC CONDITIONS OF AUTO RICKSHAW DRIVERS IN DIMAPUR, NAGALAND
Vinyuhu Lhoungu
Recived Date: 2018-05-05 | Accepted Date: 2018-06-24 | Published Date: 2018-07-01
Page No.: 10946 - 10958
At present, photocatalytic based degradation of organic pollutants using semiconducting nanomaterials is drawing considerable attention due to direct disposal of organic pollutants such as domestic wastes, pesticides, hydrocarbons, dyes, phenols, fertilizers into the fresh water bodies like rivers, ponds, lakes and underground water through industries (i.e. textiles, paper manufacturing, food processing etc), agriculture and domestic uses. As a result ,it is very difficult for surviving the aquatic flora and fauna. Earlier, adsorbents such as charcoal, clays, zeolites, and ores were employed for purifying and removing the organic pollutants from the water sources. However, it is noticed that adsorption has significant effect on enhancing the photocatalytic activity of the semiconducting nanomaterials and nanocomposite materials. Adsorption process depends on the many factors including morphology, high surface area, pore volume and intra-particles mesoporosity. Photocatalytic degradation decreases for methylene blue, rhodamine B and methyl orange dyes. Analysis reveals that not only type of dyes (cationic or anionic) but also symmetry, molecular structure and orientation of dye molecule are the important factors for electrostatic interaction dependent adsorption which essentially controls the efficiency of the nanocatalyst. In addition, strong interaction between n-type nanomaterials and cationic dyes results degradation of dyes via adsorption process even in the dark.