46,018 results
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102. Decolonization of Digital Platforms: A Research Agenda for GREAT Domains
- Author
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Karhade, Prasanna, Kathuria, Abhishek, Dasgupta, Anuttama, Malik, Ojaswi, Konsynski, Benn R., van der Aalst, Wil, Series Editor, Mylopoulos, John, Series Editor, Rosemann, Michael, Series Editor, Shaw, Michael J., Series Editor, Szyperski, Clemens, Series Editor, Garimella, Aravinda, editor, Karhade, Prasanna, editor, Kathuria, Abhishek, editor, Liu, Xiao, editor, Xu, Jennifer, editor, and Zhao, Kexin, editor
- Published
- 2021
- Full Text
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103. Promoting Population Stabilization: Incentives for Small Families. Worldwatch Paper 54.
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Worldwatch Inst., Washington, DC. and Jacobsen, Judith
- Abstract
A wide variety of incentive and disincentive programs are presented in an effort to stabilize the population and prevent bankruptcy of physical, economic, and social resources, particularly in countries like India and China. Following an introduction, the document discusses several programs, including (1) the use of small one-time payments for individuals who become sterilized and to family planning workers or doctors for each acceptor recruited; (2) incentives that improve welfare such as deferred incentive schemes like the "No-Birth Bonus Scheme" by private industry or government pension programs, in which accounts are credited with later collection contingent upon success in having a small family; (3) community development incentives in which whole villages are rewarded with development programs if the birth rate falls; (4) penalization of large families by imposing costs or withholding benefits; (5) emergency measures such as India's compulsory sterilization and China's one-child policy; and (6) expansion of the role of other incentive and disincentive schemes such as paying women to remain childless longer and developing programs to improve the lot of women. Also provided are four data tables illustrating countries offering small, one-time payments; average number of living children of women undergoing sterilization; fertility declines of all of India and the Tea Estates with and without "No-Birth Bonus" schemes; and Singapore's birthrate from 1960-1982. (LH)
- Published
- 1983
104. Bengal in the Nineteenth and Twentieth Centuries. South Asia Series Occasional Paper No. 25.
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Michigan State Univ., East Lansing. Asian Studies Center., McLane, John R., McLane, John R., and Michigan State Univ., East Lansing. Asian Studies Center.
- Abstract
The papers in this document were delivered by scholars from the United States and Canada at the ninth annual Conference on Bengal Studies in 1973. The first two papers discuss the accommodation of Indian literary forms and views of life in the Bengali novel, a foreign literary form adopted in India only in the last century and a half. The third paper analyzes Rabindranath Tagore's play, "Visarjan," while the next three papers are about the changing status of Bengali women since 1850. The seventh paper is a literary analysis of the Bengali Muslim Bardic songs of grief, the eighth paper concerns a Bengali episode which stirred up Hindu-Muslim antagonism, the ninth paper is about the role of language in the creation of Bangladesh, and the tenth paper explores possible changes in the relationship between administration and politics in Bangladesh. The last two papers concern labor and the nationalist movement, and the development of Calcutta. (JM)
- Published
- 1975
105. Analysis of Costs of Education in India. Occasional Paper 10.
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National Inst. of Educational Planning and Administration, New Delhi (India). and Tilak, Jandhyala B. G.
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A paper analyzing the cost of education in India is divided into three major sections. In the first section, the author highlights the importance of cost analysis, describes a taxonomy of costs of education, and discusses alternative concepts of unit costs of education and other conceptual and analytical issues. The nature of official and non-official statistics of costs of education--both private and public--is described in section two. In section three an analysis of costs of education in India is presented, based upon empirical estimates. The paper of education, and concludes with suggestions on the problem of cost analysis of Indian education. Eighteen tables accompany the paper. (LP)
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- 1985
106. Commission Papers, Presented at the 7th National Conference, Nov. 2004, Bhubaneswar, Voices from The Women's Movement in India, No. 1.
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- 2005
107. The International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 27-28, 2014). Volume 2014, Issue 1
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International Society for the Social Studies (ISSS) and Russell, William Benedict, III
- Abstract
The "International Society for the Social Studies (ISSS) Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2014 proceedings: (1) Legal Profession in the Technological Era with Special Reference to Women Lawyers in Coimbatore District of Tamil Nadu, India (G. Barani and S. Pavithra); (2) Proof in the Pudding: A Mix of Integrative and Interactive Strategies in Middle School Literacy (Ruth S. Busby, Todd Stork, and Nathaniel Smith); (3) History Teachers as Historian: Conducting Historical Research (Hayden Call); (4) Using the Library of Congress to Create DBQ's and Book Backdrops (Daniel A. Cowgill, II.); (5) Crowdsourcing for Digital Social Science Learning Companions: A Theory, Model, & Explanation (Charles Cummings); (6) Altering Student Perceptions of Research Practices through Wikipedia: Report on Action Research (Charles Cummings); (7) Teacher Created Prescriptive Interactive Content (TCPIC), SAMR, and Modernizing Remediation in Social Science Education (Charles Cummings); (8) Using Inquiry & Literacy Strategies to Investigate Climate Change (James S. Damico and Mark Baildon); (9) College Readiness for Rural Youth Initiative: Creating a Climate for Success (Jason Hedrick, Mark Light, and Jeff Dick); (10) Pedagogy of oppression: Reconstruction narratives in Mississippi history text books 1887-1976 (Kenneth V. Anthony); (11) Blending of Social Studies in Digital Age (Lakhwinder Jit Kaur); (12) Preparing Global Citizens to Lead and Serve: Positive Youth Development in Online Environments (Mark Light, Jason Hedrick, and Jeff Dick); (13) Instructional Strategies to Use with Primary Sources: A Practical Teaching Workshop (Karen Larsen Maloley); (14) Junior Achievement in Middle Level Education (Leisa A. Martin); (15) "History's Actually Become Important Again." Early Perspectives on History Instruction in the Common Core. (Paul B. McHenry); (16) Learning to Collaborate: Exploring Collective and Individual Outcomes of Special and General Educators (Anthony Pellegrino, Margaret P. Weiss, Kelley Regan, and Linda Mann); (17) Choosing to Break the Bubble: P-12 Teachers, Curricular Development and the Modern Civil Rights Movement (Anthony Pellegrino, Katy Swalwell, and Jenice View); (18) Heritage and Regionalisation in Portugal: Monuments and Community Identity (Fernando Magalhs); (19) Knowing the ROPES: Building Community and Citizenship Dispositions (Deb Sheffer and Barbara Swanson); (20) Relevance of Social Studies and Digital Era (Devinder Singh); (21) Preservice Social Studies Teachers' Conceptions of and Experiences with Discussion as a Pedagogical Tool (Rory Tannebaum); (22) Social Justice in Social Studies Teacher Education: What is our Message? (Juan Walker, Ann Marie Smith, Andrew L Hostetler, Sean M Lennon, and Laura Rychly); (23) Theoretical Cognitive Principles Applied in the Social Studies Classroom: Procedure of Primary Sources (Juan Walker, William B. Russell, III., and John Pagnotti); (24) The History of the Handshake: Its Place in the Classroom in the Digital Age (Beau Michael Whitsett); (25) International Reductions in Compulsory Geography Education and Teacher Preparation: A Multi-national Pilot Study (Patrick C. Womac); (26) Creating a Space for Social Justice through Dialogic Interactions in a Writing Workshop (Elsie L. Olan and Jeffery Kaplan); and (27) Writing Workshop Fostering Social Justice through Creative Writing and Dialogic Interactions (Jeffery Kaplan and Elise L. Olan). (Individual papers contain references.) [For the 2013 proceedings, see ED545197.]
- Published
- 2014
108. The Role of Nongovernmental Organizations in Primary Education: A Study of Six NGOs in India. Working Paper.
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World Bank, Washington, DC. and Jagannathan, Shanti
- Abstract
Nongovernmental organizations (NGOs) working in education in India are professional resource centers and innovators able to reach children who are educationally disadvantaged. The Indian government could improve the effectiveness of primary education by increasing its collaboration with NGOs. India has an arduous task ahead to provide good quality schooling to all 6-14 year olds. India's elementary education system is already one of the largest in the world, but despite this, 35 million children are outside schools and an equal number do not complete even five years of schooling. This report examines the importance of government-NGO partnerships to hasten universal primary education and to enrich its quality. The report presents case studies of six NGOs working in different spheres of elementary education and explores the paths they have taken to scale up and replicate their models in the government system. It brings forth the NGO sector's concerns and perspectives on the state of primary education in India. The report's data from the case studies rest on the feedback, information, and perspectives shared by the NGOs; the data reaffirm critical areas for action from the perspective of the NGOs surveyed. (Contains 26 notes, 9 text boxes, a glossary of acronyms, and a 108-item bibliography.) (BT)
- Published
- 1999
109. Practice of Sociology: Comparative Study of Public and Private Universities in India
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Jaiswal, Niharika
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The broad question that interests this article is how does one read and compare the negotiations public and private universities are making with the neo-liberal paradigm of knowledge production with reference to their social science curricula. Michael Apple's (1993, "Teachers College Records," 95(2), 222-241; 2001, "Currículo Sem Fronteiras," 1(1), i-xxvi) argument that curriculum is not a 'neutral assemblage of knowledge' but a crafted vision of 'legitimate knowledge' produced by hegemonic powers within society forms the theoretical foundation for this article. To understand the changes within a university's academic practice, this article analyses and compares the undergraduate and postgraduate sociology curricula of two public universities (Delhi University and Ambedkar University), an international university (South Asian University) and one private university (Shiv Nadar University), as well as engages with its practitioners to assess the everyday within these universities. The undergraduate and postgraduate sociology curricula across public and private universities indicate certain convergences in their academic approaches. The universities in question encouraged foreign university collaborations, reframed the course structure to strengthen the university-industry linkages and increased the employability of the students. Interdisciplinary and contemporary papers are offered through new modes of pedagogy. The mode of assessment also focus on writing research papers/dissertations and frequent visits to the field to develop an application-based approach to learning. The neoliberal paradigm of knowledge production affected the convergence of academic practices of public and private universities despite difference in governance structure. This convergence problematises the meaning of 'public' in a liberalised, privatised and globalised society.
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- 2019
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110. Is There a Quantity-Quality Trade-Off as Enrollments Increase? Evidence from Tamil Nadu, India. Policy Research Working Papers.
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World Bank, Washington, DC., Duraisamy, P., James, Estelle, Lane, Julia, and Tan, Jee-Peng
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Developing countries have been expanding educational enrollments, especially at the lower levels. But for any given level of efficiency, increased enrollments require increased resources to maintain quality. This paper explores the negative impact of enrollment expansion on school conditions and learning, using a cross-district time series analysis of Tamil Nadu, India. In the past two decades, the Tamil Nadu government has adopted numerous measures to increase enrollments: setting up a primary school in every village with more than 1,000 inhabitants (recently lowering that threshold to 500); providing free lunches, uniforms, and books; and offering incentives to encourage girls' schooling. Between 1977 and 1992, 2,700 primary schools were added, and enrollment rates increased to 101 percent for primary school, 96 percent for middle school, and 47 percent for high school. However, the number of teachers increased by only 4 percent during this period, and pupil-teacher ratios in primary and middle schools ranged from 39:1 to 54:1 in 1992. In addition, many new rural schools had no buildings or only meager facilities. Educational quality, as measured by the pass rate on the statewide 10th-grade examination, suffered, particularly in districts with the fastest enrollment growth. Districts with a high proportion of privately managed schools performed better. Policy changes such as greater use of private management and finance and greater local discretion in publicly-managed schools might improve the situation. An appendix examines the influence of family and village characteristics and state policies on enrollments. (Contains 19 references.) (SV)
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- 1997
111. India through Inquiry: An Examination of Strategies and Resources. Service Center Paper on Asian Studies, No. 9.
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Ohio State Univ., Columbus. Service Center for Teachers of Asian Studies. and Cody, Donald K.
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This teaching guide presents a description of the inquiry method as applied to the study of India. Some specific techniques are presented that might be employed to use India-related materials for secondary level Asian studies. The inquiry learning method is emphasized, in contrast to most materials on the study of India which offer a traditional, historical approach. Some basic principles of inquiry with examples of how they can be applied to the Indian unit are described in the first section. The second section discusses materials that can be employed -- maps, pictures, readings, and data. The third section describes some values clarification techniques that work well with India materials. The final section explores the need for revisions in evaluation, and suggests possible tools for testing and evaluation. Source materials are recommended and illustrated throughout. (Author/ND)
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- 1974
112. Tuneful Weeping: A Mode of Communication. Working Papers in Sociolinguistics Number 27.
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Southwest Educational Development Lab., Austin, TX. and Tiwary, K. M.
- Abstract
In the states of Bihar and Uttar Pradesh in northern India the speech styles of men and women differ markedly in a number of ways. One mode of communication, tuneful weeping, is exclusive to women. This behavior is distinguished from spontaneous crying caused by pain, and is used only in certain prescribed social situations, and not necessarily in sorrow. It is accompanied by a well-organized set of statements on certain topics and themes, "wept statements," that are used only with weeping. Vocal embellishments to wept statements enrich their emotional charge, and the degree of affection in the situation can affect the length of the weeping. It is often done with a weeping partner, and the usual topics are memories of the past lived with the weeping partner, the fear of an unknown future in an unknown place, apologies for not being as dutiful or respectful as possible, and appeals for forgiveness and requests not to be forgotten. Male response to female weeping is in a normal conversational tone. Typical weeping situations include a woman's leaving her home for her husband's, visits from kinsmen, reunions of women long separated, a period after initial mourning in which the women sit around the dead body and weep, or in a quarrel when grievances are being aired. Under the given conditions, women are obliged to weep or be considered antisocial. However, many modern young women are refusing to weep and this mode of communication may become obsolete. (MSE)
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- 1975
113. Teaching and Research in International Law in Asia and the Pacific. Report of a Regional Consultation Meeting Including Nine Country Status Surveys (Seoul, Republic of Korea, October 10-13, 1984). Social and Human Sciences in Asia and the Pacific. RUSHSAP Series on Occasional Monographs and Papers, 11.
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United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific.
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Information on teaching and research in international law for countries of the Asia-Pacific region is presented in proceedings of a 1984 conference sponsored by the United Nations Educational, Scientific, and Cultural Organization. In addition to a regional overview, suggestions are offered for promoting regional cooperation in international law. Challenges in the teaching and study of international law, problems areas for students graduating in international law, and problems of the profession are considered. Status reports for nine countries on teaching and research in international law are provided by conference participants as follows: Australia (James Crawford), India (M. L. Upadhyaya), Indonesia (Komar Kantaatmadja), Japan (Onuma Yasuaki), Republic of Korea (Chi Young Pak), Pakistan (M. A. Mannan), The Philippines (Adolfo S. Azcuna), Sri Lanka (A. R. B. Amerasinghe), and Thailand (Vitit Muntarbhorn). Appendices include: a conference program, list of participants and brief introductory conference addresses by Jae Hoon Choi, E. Hyock Kwon, Bong-shik Park, and Yogesh Atal. (SW)
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- 1985
114. The Economics of Vocational Training: Past Evidence and Future Considerations. World Bank Staff Working Papers Number 713.
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World Bank, Washington, DC. and Metcalf, David H.
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A partial survey of the literature on the economics of vocational training reveals three important lessons on how evaluations may be undertaken using data on pay, inputs, and outputs. The first lesson is that social, corporate, and private returns to vocational training in developing countries appear to be high enough to justify expanding training activity. However, training in industrial institutes and vocational secondary schools is less cost-effective than more formal firm-based training, at least in Kenya, India, and Israel. Also, Latin American data indicate that school and formal institutional vocational training may be substituted for one another. The second lesson is that in some sectors a more labor-intensive method of production is economically more effective than current methods. This may, in turn, imply the need for more--not less--skilled labor and vocational training. Further, given technology and output, unskilled and skilled labor appear to be substitutes, rather than complements, in the production process. The third lesson is that sophisticated function analyses are plagued by statistical and measurement problems. If they are not resolved, estimation techniques are unlikely to be able to pick up any relationship between trained labor and output among firms. However, there are alternatives. Many input and output measures such as performance rating and downtime are available for more modest evaluations. Training can be evaluated using earnings data or output and input data. In all cases, there are technical problems including sample size, control groups, the use of longitudinal data, and difficulties caused by labor mobility. A simpler before/after plant level study of changes in inputs or output associated with training may offer the most tractable evaluation. (112 references.) (Author/CML)
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- 1985
115. Satellites for Education and Training. IET Paper No. 258. Report on Visit to India, November 28-December 13, 1986.
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Open Univ., Walton, Bletchley, Bucks (England). Inst. of Educational Technology. and Bates, A. W.
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A visit to India to gather information on the INSAT-1B satellite project for the purpose of identifying the main issues involved in using satellites for education and teaching purposes, with respect to potential Open University of Great Britain involvement is outlined in this report. Organizations visited and individuals interviewed are identified, and a 33-item list of documentation on the Indian satellite experience collected during the visit or through desk research is provided. (MES)
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- 1986
116. The Role of Local Government in the Provision of Schooling: Experiences from Four Developing Countries. EPU Working Paper No. 9.
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Natal Univ., Durban (South Africa). Education Policy Unit. and Tikly, Leon
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This paper compares the changing role of local government in developing countries' education systems. Using case studies, it examines the role of local government in Zimbabwe, Chile, India, and Tanzania, thus offering a representative range of low- and middle-income countries. Each of the countries attempted to use local government as a source of additional revenue for schooling and as a mechanism for introducing greater equality and democracy into the schooling system. The booklet considers the nature and extent of local government involvement in schooling in relation to management and policy-making; finance of education; provision of school buildings; staff provisions, such as teacher recruitment, deployment, appraisal, promotion, and training; curriculum planning, development, and implementation; and monitoring and evaluation. After each case study, some general points concerning trends in local government provision of schooling and some reasons for these trends are suggested, followed by a discussion of the equity and efficiency of these provisions. The findings reveal that the historical, political, and economic circumstances of each country accounted for the differences as well as similarities in the nature and extent of local government provisions. The article outlines some issues and questions that could inform future research on schooling in South Africa. (Contains 21 references.) (RJM)
- Published
- 1996
117. Unravelling the Interplay between Competencies, Career Preparedness, and Perceived Employability among Postgraduate Students: A Structural Model Analysis
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Ranjit I George and Bino Paul
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There is an ever-increasing demand for Higher Education Institutions (HEIs) to engage with the challenges of the changing labour market contexts and trends, such as the Fifth Industrial Revolution and the new normal. However, a major criticism is that higher education institutions do not often prepare graduates for real-life contexts. For that reason, it is not surprising that graduate employability and the competencies required have become the primary concerns of HEIs. Often, we see the phrases "competency" and "employability" presented in the literature as essential requirements for graduates to attain gainful employment streams. Some studies also present them as interrelated concepts. However, we seldom find studies that unravel their intertwined relationships. This article tries to bridge this gap by looking into the role of HEIs in promoting the development of competencies for employability. We used a structured questionnaire to collect the quantitative data from 389 postgraduate students enrolled in a generic stream from an Indian State, Kerala. This paper proposes and tests a structural model of relationships between the perceived competencies of the postgraduates and their perceived career preparedness and, subsequently, perceived employability. This paper also highlights the need to reimagine tertiary education to suit the demands of changing times.
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- 2024
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118. The Digital University: Imaginations around the Pedagogic Space for the Marginalised
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Shivani Nag and Manasi Thapliyal Navani
- Abstract
Higher education (HE) in India has seen an exponential growth phase over the last two decades. Challenges of meeting expansion demands along with goals of equity and quality have underpinned discussions on educational reforms as well. The dynamics of market-supported increased access have compromised on goals of equity, whereas the role of technology in assisting growth has been fraught with similar and greater social challenges. A new normal seems to have emerged into the HE landscape across the world in the form of legitimising and rationalising 'digital' as an equal alternative to the face to face. In the context of a developing postcolonial economy like India, this development has further highlighted the contradictory pulls within the emerging aims/purposes of HE. The digital divide even as it impacts or reflects the existing asymmetries in access to resources, also engenders a dilemma with respect to the desired aims of higher education. There appears to be a contingent shift in approach appropriating the discourse of democratisation of knowledge/educational institutions and materially undermining prospects for enhancing social capital of graduates essential for a critical participation in the social, political and economic realm. In this context, the paper aims to problematize the idea of inclusion of the marginalised through digitalisation of education with focus on the pedagogic space and the possibilities for a participatory, mediated, empathetic and empowering pedagogy. The paper begins by contextualising the digital emphasis in the neo-liberal imagination of higher education in India.
- Published
- 2024
119. Teacher and Learner Well-Being in Collaborative Classroom Research
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Annamaria Pinter
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This paper focuses on Seligman's (2011) PERMA components (positive emotion, engagement, relationships, meaning, and accomplishment) of well-being. Teachers' reflection data have been analysed deductively to identify components of PERMA as relevant to themselves as well their perceptions of their learners' well-being during and after a longitudinal classroom action research project in India. The original British Council study was not focused on well-being but instead on exploring the feasibility of working with children in partnership in classroom research. Teachers reported positive emotions, high levels of engagement, closer relationships with learners in their classes, and they also felt that their work became more meaningful and purposeful. Researching classrooms in partnership with children has the potential to promote many benefits for both learners and teachers, including increased levels of well-being. The paper argues therefore that working in partnership with learners may be an excellent starting point to promote well-being in any classroom.
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- 2024
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120. Literacy in Development: People, Language and Power. Papers Given at, Relating to and Produced by the International Seminar Held at the Commonwealth Institute for International Literacy Year (London, England, April 6-7, 1990).
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Education for Development, King's Lynn (England)., Commonwealth Inst., London (England)., and Street, Brian
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This report consists of papers given at, relating to, and produced by an international seminar that emphasized sharing practical experience and analyzing conditions necessary to set up and sustain a literacy program. The first section provides an "Introduction" (James Porter) and "Background to the Seminar" (Alan Rogers). Opening session papers include "The Meaning of Illiteracy: Moving from Rhetoric to Reality" (Manzoor Ahmed) and "Women, Literacy, and Development" (Lalage Bown). Information on organization of the workshops is followed by the "Seminar Programme Introductory Talk to Workshop Leaders" (Brian Street). The following papers and reports are provided for four workshops: "Literacy in Zambia: Human and Economic Crisis" (David Alexander); "The Relationship of Nonformal Education and Development" (David Stephens); "Which Literacies?" (Brian Street); "Definitions and Politics" (Didacus Jules); "Reflections on the Botswana National Literacy Programme" (E. K. Townsend Coles); "Case Studies from India" (Moitraye Mukhapadyaya); "Ideology and Curriculum" (Juliet McCaffrey); and "Appropriate Materials and Method in Literacy Teaching" (L. S. Saraswathi). A report to the plenary session is provided for each workshop. An "Afterword" (L. S. Saraswathi), "Comments on Workshops" (Brian Street, Alan Rogers), and a list of speakers and workshop leaders conclude the report. (YLB)
- Published
- 1990
121. Estimating Wealth Effects without Expenditure Data--or Tears: An Application to Educational Enrollments in States of India. Policy Research Working Papers No. 1994.
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World Bank, Washington, DC., Filmer, Deon, and Pritchett, Lant
- Abstract
The relationship between household wealth and educational enrollment of children can be estimated without expenditure data. A method for doing this uses an index based on household asset ownership indicators. To estimate the relationship between household wealth in India and the probability that a child aged 6-14 would be enrolled in school, data were drawn from the National Family Health Survey. However, this survey measured neither household income nor consumption expenditures. As a proxy for long-run household wealth, a linear "asset index" was constructed from asset indicators in the survey, using principal components analysis to derive the weights. The analysis used rural-only data or controlled for rural-urban differences in infrastructure that might bias rural household assets. The asset index is robust, produces internally coherent results, and closely corresponds with state domestic products and poverty rates. It was validated using data on consumption spending and asset ownership from Indonesia, Nepal, and Pakistan. The asset index has reasonable coherence with consumption expenditures and works as well as, or better than, traditional expenditure-based measures in predicting enrollment status. On average, a child from a wealthy household (top 20 percent of the asset index) was 31 percent more likely to be enrolled in school than a child from a poor household (bottom 40 percent). Varying across states, the wealth gap was 5-43 percentage points for all areas and 4-53 points for rural areas. (Contains 15 references and 14 data tables.) (SV)
- Published
- 1998
122. Influence of Ownership and Management on IT Investment in Indian Family Firms
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Ning, Xue, Karhade, Prasanna, Kathuria, Abhishek, Khuntia, Jiban, van der Aalst, Wil, Series Editor, Mylopoulos, John, Series Editor, Rosemann, Michael, Series Editor, Shaw, Michael J., Series Editor, Szyperski, Clemens, Series Editor, Lang, Karl R., editor, Xu, Jennifer, editor, Zhu, Bin, editor, Liu, Xiao, editor, Zhang, Han, editor, and Fan, Ming, editor
- Published
- 2020
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123. An Empirical Investigation of Analytics Capabilities in the Supply Chain
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Ramakrishnan, Thiagarajan, Kathuria, Abhishek, Khuntia, Jiban, van der Aalst, Wil, Series Editor, Mylopoulos, John, Series Editor, Rosemann, Michael, Series Editor, Shaw, Michael J., Series Editor, Szyperski, Clemens, Series Editor, Lang, Karl R., editor, Xu, Jennifer, editor, Zhu, Bin, editor, Liu, Xiao, editor, Zhang, Han, editor, and Fan, Ming, editor
- Published
- 2020
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124. The Effect of Mobile App Design Features on Student Buying Behavior for Online Food Ordering and Delivery
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Prabhu, Narayan, Soodan, Vishal, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Stephanidis, Constantine, editor, Salvendy, Gavriel, editor, Wei, June, editor, Yamamoto, Sakae, editor, Mori, Hirohiko, editor, Meiselwitz, Gabriele, editor, Nah, Fiona Fui-Hoon, editor, and Siau, Keng, editor
- Published
- 2020
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125. Income Gains for the Poor from Public Works Employment: Evidence from Two Indian Villages. Living Standards Measurement Study Working Paper No. 100.
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World Bank, Washington, DC., Datt, Gaurav, and Ravallion, Martin
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"Workfare" schemes that offer poor participants unskilled jobs at low wages have become a popular alternative to cash or in-kind handouts. Yet little is known about a key determinant of the cost effectiveness of such schemes in reducing poverty: the behavioral responses through time allocation of participants and their families. These responses affect the foregone incomes of participants and, hence, the net transfer benefits. This paper estimates how time allocation within sampled households responded to new rural employment opportunities under the "Employment Guarantee Scheme" (EGS) of the State of Maharashtra, India. Data were obtained from households surveyed over 6 years in two villages, Shirapur and Kanzara, that differed in wealth, land ownership patterns, agricultural factors, and occupational structure. Participation in the projects was affected by gender, village, and household wealth and caste. Literacy and education had little effect on EGS employment except in Kanzara, where head of household's education was significant and positive. In both villages, EGS employment was generally exogenous to time allocation, suggesting that the ideal of providing work on demand was not being met. Significant gender cross-effects in time allocation were observed, as well as displacement of different activities for different genders: unemployment for men, leisure and domestic activities for women. Overall, the projects generated sizable net income gains to participants, certainly far greater than implied by using market wages to value foregone income. Transfer benefits alone led to a reduction in poverty, of almost the same magnitude as a uniform and undistorting allocation of the same gross budget. Contains 34 references, 13 data tables, and statistical equations. (SV)
- Published
- 1994
126. Improving the Quality of Basic Education, Volume 6. Country Papers: Antigua, Bermuda, India, St. Kitts, Nevis, Turks & Caicos Islands. Conference of Commonwealth Education Ministers (11th, Barbados, October 29-November 2, 1990).
- Author
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Commonwealth Inst., London (England). and Commonwealth Inst., London (England).
- Abstract
Commonwealth Ministries of Education were asked to report on how they are undertaking the improvement of the quality of basic education in their respective countries. The papers in this volume focus on: (1) Antigua; (2) Bermuda; (3) India; (4) St. Kitts and Nevis; and (5) Turks and Caicos Islands. Charts and statistical data support each country's report. (EH)
- Published
- 1990
127. The 2015 Academic College of Emergency Experts in India’s INDO-US Joint Working Group White Paper on establishing an Academic Department and Training Pediatric Emergency Medicine Specialists in India
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Mahajan, Prashant, Batra, Prerna, Shah, Binita R., Saha, Abhijeet, Galwankar, Sagar, Aggrawal, Praveen, Hassoun, Ameer, Batra, Bipin, Bhoi, Sanjeev, Kalra, Om Prakash, and Shah, Dheeraj
- Published
- 2015
- Full Text
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128. Impact of Digital Literacy, Use of AI Tools and Peer Collaboration on AI Assisted Learning: Perceptions of the University Students
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Genimon Vadakkemulanjanal Joseph, P. Athira, M. Anit Thomas, Dawn Jose, Therese V. Roy, and Malavika Prasad
- Abstract
The technology-supported education systems seamlessly integrated throughout the globe in response to the demands of post COVID-19 pandemic. The swift developments of the digital tools with Artificial Intelligence (AI) support are also readily diffused among the educational communities. This research paper investigates the synergistic impact of digital literacy, the incorporation of AI tools, and Peer Supported Collaborative Learning (PSCL) on the learning perceptions of university students. The research aims to discern the implications of these technological and social facets on students' attitudes towards AI assisted learning process. Structured questionnaire-based survey among the University students were done for this descriptive research. 409 responses collected were analysed with SPSS, Excel and Process Macro. It is found that the students' Digital Literacy, Use of AI tools and PSCL on AI assisted learning were positively correlated. The partial mediatory path through the PSCL and AI tool usage has a significant positive influence on students learning process. The insights gathered from this study can inform educators, policymakers, and institutions on optimizing the amalgamation of digital literacy, AI tools and PSCL to enhance the contemporary learning environment. As universities navigate the digital age, this research provides a nuanced understanding of the dynamics shaping students' perceptions, offering valuable insights into the multifaceted aspects of AI influencing the educational landscape.
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- 2024
129. The Challenges of Scaling up Effective Child-Rearing Practices Using Technology in Developing Settings: Experimental Evidence from India. EdWorkingPaper No. 24-964
- Author
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Annenberg Institute for School Reform at Brown University, Irma Arteaga, Andreas de Barros, and Alejandro J. Ganimian
- Abstract
Home-visitation programs have improved child development in low- and middle-income countries, but they are costly to scale due to their reliance on trained workers. We evaluated an inexpensive and low-tech alternative with 2,433 caregivers of children aged 6 to 30 months served by 250 public childcare centers in Uttarakhand, India: automated phone calls offering parenting advice. The intervention was implemented largely as intended, with more than two-thirds of caregivers completing at least 10 calls. Yet, counter to expectations, it had negative but statistically insignificant effects on caregivers' knowledge and interactions with their children, reduced their self-efficacy (by 0.11 standard deviations), and increased their anxiety (by 0.10 standard deviations). Consistent with this pattern, it had precisely estimated null effects on children's development and language. An analysis of program materials suggests four reasons why the program may not have had the desired effects. [Funding for this paper came from The Agency Fund and the Institute for Human Development and Social Change at New York University.]
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- 2024
130. Urban Children in Distress: An Introduction to the Issues. Innocenti Occasional Papers. The Urban Child Series, Number 2.
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United Nations Children's Fund, Florence (Italy). International Child Development Centre. and Blanc, Cristina S.
- Abstract
This publication presents a discussion of the status of poor urban children world-wide and the design of a five-nation study of the condition of distressed urban children. Following an introduction, Section 2 describes the urban child project designed to study and advance the plight of urban children in developing nations. Section 3 outlines the scope of the problem, including urbanization trends, migration, and issues beyond the statistics. Section 4 describes growing up urban and poor, focusing on the deteriorating environment, poverty and ethnic redistribution, the lack of appropriate shelter, child labor in the urban informal sector, lack of access to safe play spaces, and the monotony of poverty stricken communities. Section 5 describes the five studies being carried out in the Philippines, India, Kenya, Brazil, and Italy. The issues covered are childhood, families, coping strategies, communities and neighborhoods, and children in especially difficult circumstances. Also described are the study's comparative assessment of situations, street children, views on working children, and the problem in the context of the larger society. Also mentioned are an assessment of policies and programs, and interventions. Contains 108 references. (JB)
- Published
- 1992
131. The Academic Credit System in Higher Education: Effectiveness and Relevance in Developing Countries. PHREE Background Paper Series.
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World Bank, Washington, DC., International Bank for Reconstruction and Development, Washington, DC., and Regel, Omporn
- Abstract
This report evaluates the increasing use and adaptations of the academic credit system by developing nations in an attempt to improve quality and cost-effectiveness of their higher education systems. Chapter 1 offers an overview of the credit system and explains how it works in breaking down the curriculum into measurable units that can be accrued in various combinations toward a degree. Chapter 2 analyzes the strengths and weakness of the academic credit system. Strengths are identified as learning effectiveness, added flexibility and responsiveness, and cost effectiveness. Weaknesses noted include fragmentation of knowledge, possible distortions in student motivation, problems with credit transferability, and failure to distinguish certification from true education. Chapter 3 specifically addresses the credit system's applicability to developing countries, noting existing models and the rigid nature of most of these nation's higher education systems. Three examples of how countries have adapted the credit system are offered: Thailand, which chose system-wide implementation; India, which implemented the credit system at the Indian Institutes of Technology; and Senegal, which is experimenting with the system at the University of Dakar. (Contains 40 references.) (DB)
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- 1992
132. Sanctity of Digital Privacy and Personal Data during COVID-19: Are Youths Enough Digitally Literate to Deal with It?
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Ghosh, Swagata, Chauhan, Gajendra Singh, and Kotwal, Renu
- Abstract
The COVID-19 pandemic has fast-tracked the development of digital applications and inspired everyone to adapt to the technologies to curb the spread of outbreak. As this crisis intensifies, the rapid usage of digital devices and apps has echoed the serious concerns about civil liberties, privacy, and data protection. Considering the situation, this research aimed to explore the internet using habits of the youths of West Bengal, a state in eastern India, during COVID-19. Besides, the paper explored their experiences of using various digital applications, the fundamental digital literacy and how safely they protect data from breaches. Thus, the paper presents the results by conducting an online survey among the youths in West Bengal. The result, from 215 participants, highlighted that the increased use of these digital applications has not matched the demand for digital privacy literacy among the young generation of the state. While this pandemic has raised their concerns over digital privacy and data protection, yet they do not undertake any strong protection mechanisms to safeguard them digitally. Besides, this paper suggests suitable plans to raise awareness among this generation and form a healthy digital citizenship with a proper regulatory framework as it is the need of the hour.
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- 2023
133. Report of the Two-Day National Seminar on New Directions in Higher Education, Organized by the Kerala State Higher Education Council on 12th and 13th July 2010
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Praveen, C.
- Abstract
This is a report of the Two-Day National Seminar on New Directions in Higher Education, organized by the Kerala State Higher Education Council on 12th and 13th July 2010. The objective of the seminar was to deliberate upon the reforms being undertaken by the Government of India in Higher Education. Reputed scholars from within and outside the state of Kerala participated in the seminar held in the Senate Chamber of Kerala University. The author was a delegate of the seminar and had closely followed the presentations and has attempted to document them. The main issues discussed by the speakers and a gist of the comments offered by the audience is included in the report. Most of the speakers had circulated the text of their presentation. Significant observations included in those circulated papers have also been included in the report. The entire proceedings of the seminar was being recorded and is likely to be published by the Kerala State Higher Education Council. But that may take some time.
- Published
- 2010
134. Use of traditional inputs and advanced industrial technology in value-added within the pulp and paper industry in india.
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Kujur, Sandeep Kumar
- Subjects
- *
PAPER industry , *POLLUTION control equipment , *PAPER pulp , *INFORMATION & communication technologies , *SILICATE cements (Dentistry) , *PANEL analysis - Abstract
This paper exploits the information obtained in Annual Survey of Industries during 1999–2010 to gauge the degree of value-added owing to the use of traditional inputs (capital, labor, energy, indigenous materials, and imported materials) and advanced industrial production technology (services, information and communications technology, and pollution control equipment) in two main sub-sectors of the Pulp and Paper (P&P) industry in India categorized according to use of different types of raw material. The panel data econometric exercise confirms that the use of traditional inputs and advanced industrial technologies, and industry level determinants of the two sub-sectors have varied effects on value-added within them. These findings are important for promoting higher value-added production in different sectors within the resource-based industry. [ABSTRACT FROM AUTHOR]
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- 2019
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135. Ecological footprint of paperboard and paper production unit in India
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Chakraborty, Debrupa and Roy, Joyashree
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- 2015
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136. Pens, Papers and Passports
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Banerji, Shilpa
- Abstract
India has seen its economic fortunes take off in recent years. Last year, its gross domestic product rose 8 percent over 2004 in response to an expanded manufacturing sector. The country's large English-speaking population is leading India's transition into a world leader in the software services industry. American universities have taken notice, especially of the movement on the technology front. American students are not new to India. It has long been a popular destination for nonprofit work and students of public policy, but now American business schools are realizing the opportunities available in Southeast Asia. As international experience becomes an increasingly vital component of business success, more schools are telling their students to come to class with pen, paper and a passport. It is not just a one-way street. American students are learning first-person about one of the world's fastest growing business powers, and in doing so are becoming more attractive potential employees for those same corporations.
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- 2006
137. MOOCs in India: An Investigation about Reasons, Motivations and Valued MOOCs for Indian Students
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Mehra, Anurag and Kant, Pramath
- Abstract
Massive Open Online Courses (MOOCs) have become a prominent alternative source of learning for engineering and science students. This rising proclivity for MOOCs among students is based on multiple factors. Several studies have focused on factors that affect MOOCs usage, and most of them have used the Motivation theory. These studies have primarily focused on intrinsic motivations and tangible benefits of MOOCs. However, they have rarely examined why students spend on MOOCs. This paper examines why students are paying only for a certain courses on MOOCs. Our analysis uses the theory of consumption value (TCV) to explain this phenomenon. This study uses a survey method to investigate the students' pursuit of various courses on different MOOC platforms. The survey questionnaire elicited students to share information about MOOCs they have pursued, either free or paid. Our analysis reveals that personal motivations, negative classroom experiences and different learning reasons influence Indian students to pursue MOOCs. The expenditure analysis of students on MOOCs shows that students find Computer Science and Engineering (CSE) courses are more valuable than courses from any other discipline. Finally, we discuss the findings and interpret its implications with respect to future of learning in higher education. [For the full proceedings, see ED630948.]
- Published
- 2022
138. Attributed Reasons and Suggested Remedies for Academic Failure: An Initial Exploration among Young Adults in Malappuram District
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K., Munshida and Gafoor K., Abdul
- Abstract
Higher education equips people to inculcate the knowledge and skills they need to succeed in today's world. In India, National Education Policy (NEP) 2020 focuses on key reforms in higher education that make ready the next generation to flourish and succeed in the new digital age. So the higher education system should ensure the quality meets the same. In this regard, the system needs to instill in students the hope for their success. Despite this, some students are lacking it because of the prevailing educational practices. The pass percentage of undergraduate students is not so high. This means that higher education is lacking something. The present paper reports on a qualitative exploration study using sequential semi-structured interviews on the perceptions and attributions of academically failed undergraduate students from the Malappuram District of Kerala (N=10). Reasons for their academic failure attributed to the Teacher, Curricular, Transactional, Learner and Institutional related practices in their undergraduate programme were identified and suggestions there for improvement of higher education practices were derived. The recommendations by the young learners can be implemented to make the higher education system more learner-friendly and the findings here will help to enhance the curricular reforms and improve the excellence of higher education.
- Published
- 2022
139. You Are Not You When You Are Hungry: Machine Learning Investigation of Impact of Ratings on Ratee Decision Making
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Kathuria, Abhishek, Karhade, Prasanna P., van der Aalst, Wil, Series Editor, Mylopoulos, John, Series Editor, Rosemann, Michael, Series Editor, Shaw, Michael J., Series Editor, Szyperski, Clemens, Series Editor, Xu, Jennifer J., editor, Zhu, Bin, editor, Liu, Xiao, editor, Zhang, Han, editor, and Fan, Ming, editor
- Published
- 2019
- Full Text
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140. WASOS: An Ontology for Modelling Traditional Knowledge of Sustainable Water Stewardship
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Vlachidis, Andreas, Everard, Mark, Barbosa, Simone Diniz Junqueira, Editorial Board Member, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Kotenko, Igor, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Garoufallou, Emmanouel, editor, Fallucchi, Francesca, editor, and William De Luca, Ernesto, editor
- Published
- 2019
- Full Text
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141. Top 507 India's High-Cited Papers on Covid-19: A Bibliometric Assessment.
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Kolle, Shankar Reddy, Gupta, B. M., and Ahmed, K. K. Mueen
- Subjects
COVID-19 ,BIBLIOMETRICS ,CLUSTER analysis (Statistics) - Abstract
In this paper, we have collected the data about the 507 high-cited (citations ≥ 25) papers on Covid 19 published by India using Scopus database. Within small span of time many papers have received considerable number of citations. Further we have analyzed in terms of types of papers, major funding agencies, major collaborating countries, prolific authors, productive organizations and cluster analysis of author supplied keywords. Most of the papers were research articles. Department of Science and Technology, Govt. of India has funded considerable numbers of papers on Covid 19 and K. Dhama form Indian Veterinary Research Institute has contributed highest numbers papers and USA was major collaborating country and PGIMER-Chandigarh was most contributing organization. This study will be useful to the scientist/researchers to know the characteristics of high cited papers on Covid-19 from India. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
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142. The Social Principle of Inclusive Education and Addressing Diversity in Indian Schools: An Appraisal of Post-Salamanca Initiatives in India
- Author
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Athira, B. K. and Rajendran, Poornima
- Abstract
There are steps formally initiated by the Government of India to maintain its adherence to the norms of Inclusive Education. Such schemes, acts and policy drafts are brought into discussion in this paper along with an appraisal of their draft and scope. This include the Sarva Shiksha Abhiyan which became operational from the year 2001, The Right to Education Act, which is implemented from the year 2009 and the Action Plan for Inclusion in Education of Children and Youth with Disabilities of 2005, which was revised in the year 2009. The discussion is anchored around, though not limited to the aspect of 'Diversity' which is very pertinent to the Indian scenario and the philosophy of Inclusion. Cultural and geographical diversity of the Indian sub-continent provoke challenges in 'Doing Diversity' in classrooms and at the same time it is contributing for the teacher and the taught. Considering the scope of the concept of social inclusion and inclusive education, the paper argues that at an implementation level, inclusive education should be one that is responsive to diversities in a classroom and cultural space. Rather than reproducing social structures pertaining to the above mentioned social categories of class, gender, language etc., policy drafting and implementation of inclusive education should make certain attempts which are pro-inclusive. They need to be less privileging towards certain ways of learning and certain ways of evaluation, considering the physical and cultural diversities of the learners. In our discussion on these schemes and their scope in ensuring diversity in classrooms, questions pertaining to certain disadvantaged sections are covered including Scheduled Castes, Scheduled Tribes, Gender nonbinaries, migrants etc.
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- 2023
143. Reviews of Literature on Accreditation and Quality Assurance
- Author
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Emmanuelle, Guernon
- Abstract
This paper presents a comprehensive review of existing literature concerning the domains of accreditation and quality assurance in various sectors. Accreditation and quality assurance play vital roles in ensuring the credibility, transparency, and effectiveness of educational institutions, healthcare facilities, industries, and other domains. This paper synthesizes the findings of numerous studies, focusing on the conceptual frameworks, methodologies, and outcomes associated with accreditation and quality assurance processes. The review encompasses a wide range of perspectives, including historical context, best practices, challenges, and advancements in accreditation and quality assurance. Through a systematic analysis of these scholarly works, this paper aims to provide a deeper understanding of the evolving landscape of accreditation and quality assurance across diverse sectors and shed light on potential future research directions.
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- 2023
144. Literacy in Indian Akshara and Other Transparent Orthographic Languages -- Teacher Education Considerations
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Srimani Chakravarthi and Gowramma Ittira Poovaiah
- Abstract
Alphabet-based languages are more often researched in literacy acquisition and education than akshara languages. Languages that use alphasyllabaries including symbols, called aksharas, represent a large portion of the world's languages, including the languages of the second most populous country, India. This conceptual research paper addresses teacher education in literacy related to the akshara languages. Using the theory and research base of existing letter and akshara acquisition, with teacher education standards for literacy in alphabet-based languages, this paper presents a model for teacher education in literacy for akshara languages. This framework provides teacher education standards and other considerations, such as evaluation of teacher education curriculum and performance, to enable data-based decision making in literacy instruction. The premise of this paper is to approach the problem of dismal literacy rates by drawing into the robust research in alphabetic language literacy education by using a systematic approach to target the source -- pre-service teacher education. While this paper addresses examples of languages in India, other transparent orthographies that use symbols or aksharas can draw from this to inform their teacher education in literacy.
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- 2023
145. Reforming Early Childhood Education Programs in Rural Areas of India: Equity in Preschool Education
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Bhagya Lakshmi Balaji and Dayal Pyari
- Abstract
A child's early years (0-8 y) are the critical development years, as this is when the foundation for learning is laid. A strong learning foundation yields better school performance and increases the likelihood of attaining higher education, resulting in major social and economic gains for society. The early childhood care and education of nearly 80 million Indian children, below the age of six, is covered by Integrated Child Development Services through 1.37 million Anganwadi centers (AWCs). Sixty percent of these children are from rural areas. Preschool education, immunization, health check-ups, referrals, dietary supplements, growth monitoring, and education on health and nutrition are provided at the AWCs. Forty-two percent of these rural children receive pre-school education at the AWCs, and the majority are from disadvantaged families. In this study for evaluating the status of early childhood education programs at rural AWCs, quantitative and qualitative data were collected from 71 AWCs across 25 villages in Haryana, to assess their physical setup, availability of learning resources, and administration and Anganwadi workers' knowledge, attitudes, and skills regarding early childhood education. The findings suggest that most of the AWCs do not have proper infrastructure, are not adequately safe, and compromise on health and hygiene. Further, learning resources are scarce and the Anganwadi workers are not trained well enough to impart knowledge and skills to children in a sustained manner. Many of them do not understand the importance of partnering with parents for children's holistic development. Although this study is limited to 71 AWCs in Mewat, the literature review indicates that these issues and challenges are common to rural villages, which is a serious concern for equity in preschool education. Thus, there is a need for several prompt reforms in early childhood education programs in rural areas of India to bring equity into preschool education. [For the full proceedings, see ED654100.]
- Published
- 2023
146. India's pulp and paper industry: Productivity and energy efficiency
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Schumacher, Katja
- Published
- 1999
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147. Learning Disabilities in India: A Closer Look at Pre-Service Teacher Development Practices
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Radhika Misquitta, Apoorva Panshikar, and Bindiya Hassaram
- Abstract
This paper critically examines the centrally administered pre-service teacher preparation program for learning disabilities in India. With no equivalent Indian competency standards, this paper analyses components of the teacher preparation curriculum in the light of 22 high leverage practices (HLPs) outlined by the Council for Exceptional Children (CEC) as well as examines interview data from teacher educators to better understand challenges on the ground. Overall, the paper notes a heavy emphasis on theory over practice, with limited opportunities for practice. HLPs related to social-emotional and behavioral practices were minimally addressed in the curriculum. Finally, although the program was dedicated to serving children with learning disabilities, prospective teachers tended to get placed in inclusive settings and were required to work with students with a range of disabilities, highlighting the need for a program with a wider range of disabilities, not only learning disabilities. Implications for school and educational psychologists are discussed.
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- 2024
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148. Augmented Reality for Inclusive Growth in Education: The Challenges
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Kezia Herman Mkwizu and Ritimoni Bordoloi
- Abstract
Purpose: Inclusive growth in the education sector is still a major challenge in some countries because of limited access to technologies and internet connectivity, among other reasons. However, as a technology, augmented reality (AR) is expected to be widely used in the field of education in the future. The main purpose of this paper is to explore the use of AR for inclusive growth in education as well as identify the challenges, particularly in countries like India and Tanzania. Design/methodology/approach: This paper applies a systematic literature review by analysing and synthesising relevant documents, mainly journal articles, books and conference papers. Descriptive statistics and cross-tabulation were used for the analysis. Content analysis was used to evaluate the contents of the reviewed literature. Findings: For the use of AR, it is important to have adequate digital infrastructure, access to universal internet or broadband facilities and the digital empowerment of citizens. Major challenges to inclusive growth in education include the lack of trained teacher educators and students' preference for practical or project-based curriculum. Practical implications: Practitioners in both countries may consider the use of AR for inclusive growth in education. Originality/value: This paper specifically examines the use of AR in higher education and the related challenges based on a review of two countries, namely India and Tanzania.
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- 2024
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149. Professional Development for Inclusive Education: Insights from India
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Radhika Misquitta and Rudri Joshi
- Abstract
This paper presents outcomes from a professional development programme (PDP) in India designed to support inclusion of students with disabilities. 107 practising teachers including general educators, special educators, school leaders, and counsellors, among others participated in a six-month PDP. The programme focused on equipping teachers with Universal Design for Learning (UDL) practices tailored towards the Indian context. The PDP consisted of 24 interactive workshops conducted over six days once a month, along with coaching to support implementation, resource packages, a professional learning community, and visits to the host's and participants' settings. Data from questionnaires and audio-visual evidence suggest that participants were able to apply a range of strategies including attention grabbers, energisers, classroom management, and reading fluency strategies to their classrooms. Participants most appreciated the hands-on strategies and contextually relevant resources that were made available at no additional cost as part of the PDP. The paper highlights the need to create and share open education resources (OERs) that all teachers can contribute to and extend the scope of PD programmes to provide follow-up support.
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- 2024
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150. Mahaul and Mazboori: Educational Aspirations and Realities of Dalit Youth in Delhi
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Rama Devi and Sawmya Ray
- Abstract
This paper examines the predicament of the Dalit youth in their pursuit of higher education through a qualitative study in a low-income locality of Delhi. In absence of control over material resources historically, education offered promise in liberating socially excluded groups for its instrumental link with modern occupational structure. The policy of universal public education backed up with affirmative action in India has formally aided its access across sections. Even as the participation of the hitherto marginalized groups has been increasing manifold, privatization and marketisation in the education sector under the neo-liberal regime have transformed the educational landscape. Dalit youth is largely segregated into low-quality distance and social sciences education. The paper discusses various constraining and motivating factors embedded within and outside the neighbourhood and educational institutions which shape their educational interests, choices, and decisions. It elaborates on how cumulative socio-cultural, spatial, and historical disadvantages continue to shape the process of educational exclusion, even when these groups live in a metropolitan city amidst educational institutions. However, we also stress that the state policies, informed mentors, shared aspirations, and diversity in socio-cultural interactions hold the potential to alter and widen educational aspirations, access, and outcomes.
- Published
- 2024
- Full Text
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