TYPES OF CHART

TYPES OF CHART

SOCIAL INDICATORS OF DEVELOPMENT IMAGES

 

SOCIAL INDICATORS OF DEVELOPMENT -1

SOCIAL INDICATORS OF DEVELOPMENT - 2

SOCIAL INDICATORS OF DEVELOPMENT

SOCIAL INDICATORS OF DEVELOPMENT

An Indicator is a measure that describes the important features of a large system. Indicators shows "progress" when social circumstances have really changed. Generally social indicators perform one or more of three functions, providing a basis for information for decision making, monitoring and evaluating policies, and/or searching for a common good and deciding how to reach it. Social indices of development   is a forms of evidence that help assessment of present position and future directions.

The social indicators  for each country including:

F The size, growth of the country

F  The structure of population

F  The education and illiteracy

F Standard of leaving of people

F The quantity of natural resources available.

F The rate of  income and poverty

F The rate of expenditure on food, housing, fuel and power, transport and communication

F Investment in medical care and education, water and sanitation ,diseases.

F The employment opportunity available,

F Environment and sustainability .

Each of these indicators is broken into several subcategories.

INSTITUTIONAL CLIMATE

INSTITUTIONAL CLIMATE

Institutional  climate is the manifestation of the attitudes of organisational members toward the organisation itself. It shows what the organisation is. It is a set of characteristics that describes an organisation and that differentiate one organisation to another organisation. And it influences the behaviour of people in the organisation. Institutional climate is an abstract and intangible concept. It is the perceived aspect of organisational internal environment. But it exercises a significant impact on the behaviour and performance of organisational members.

Factors Influencing Organisational Climate

1.  Organisational Context: The management’s attitude towards employees is indeed a major determinant to the overall institutional  climate. If management is able to match employee’s goals to organisational goals, it will bring  a positive influence on climate.

2.            Organisation Structure: An organisation structure is the framework of authority- responsibility relationships in an organisation. It clarifies who is to supervise whom and who is responsible to whom. It serves as the basis of inter-personal relationships between the superiors and the subordinates and the peers.

3.            Relationship between superior and subordinates: Every employee has to interact with his superior or boss for necessary instructions and guidance. If the workers are satisfied with the type of leadership provided with effective communication will increase  their morale .

4.            Physical environment: It has been observed that office decor, office size and the physical space allotted to a person at work ,etc. have an important influence to the development of a favorable attitude towards the job.

5.             Values and Norms: Organisations have different cultures goals and values, managerial styles, and norms - for carrying out activities these all influence the institutional climate.

6.            Job satisfaction : Employee satisfaction are very important for any organisation, and it is very important in institutional climate. It gives motivation to employees to work more and more.

TECHNIQUES FOR IMPROVING INSTITUTIONAL CLIMATE

(i)                      Open Communication : There should be two-way communication in the organization so that the employees know what is going on and react to it.

(ii)                  Concern for People: The management should show concern for the workers. It should work for their welfare and improvement of working conditions.

(iii)              Participative Decision-making: The employees should be involved in goal setting and taking decisions influencing their  a lot. They will feel committed to the organisation and show cooperative attitude.

(iv)                Change in Policies : The management can influence organization climate by changing policies, procedures and rules.

(v)                    Technological Changes : It is often said that workers resist changes. But where technological changes will improve the working conditions of the employees, the change is easily accepted. There will be a better climate if the management adopts improved methods of work in consultation with the employees

Food for Life Partnership

FFLP

Food for Life Partnership

The Food for Life Partnership (FFLP) is a national organisation working with schools and communities to revolutionise school meals, reconnect children and young people with where their food comes from, and inspire families to cook and grow food. The aims of FFLP closely match our own. We have always worked closely with our catering providers Eden to ensure school mealtimes are an enjoyable and healthy experience for our students.  Across the curriculum food education is recognised as vitally important to our students so they can make healthy choices on diet and eating habits that will serve them well throughout their lives. Food continues to thrive as a subject and is hugely popular as an option at key stage 4, amongst other curriculum areas science and life skills devote lessons to food education. We have also worked closely with the community to develop knowledge and skills in food sourcing and preparation, and understanding around the wider issues of diets and the food industry through our Pass-it-on project and Eco Days. We have an allotment on the site with many students involved in growing seasonal produce that is used in dishes in school meals.

A school nutrition action group has been formed called TLE SNAP! (The Long Eaton School Nutrition Action Panel). This group is made up of members of teaching staff who are involved in food education, a representative from Eden and a community liaison person. TLE SNAP meet on a regular basis to review the current provision for mealtimes in the school, the food education in the curriculum and community projects. Areas for development are identified and TLE SNAP! work to implement changes and new projects. More details about the project areas in the school are given in the FLLP section on the website.

·         The Food for Life Partnership is led by the Soil Association, working with partners Health Education Trust, Garden Organic and Focus on Food.

·         The programme was established in 2007 with five years of funding (£16.9 million) from the BIG lottery.

·         In March 2012, it received a further £1 million in transition funding from BIG to support its transition towards a locally commissioned model, working to address key public health objectives.

·         As of October 2012, it has been commissioned in six areas; Lincolnshire, Calderdale, Devon, Kirklees, Warwickshire and Bath & North East Somerset.

·         Over 4,400 schools are enrolled in the programme nationally.

·         Over 560,000 Food for Life Catering Mark accredited meals are served in schools every day.

·         Since the programme’s inception, 658 schools have been awarded Bronze, 132 have been awarded Silver and 19 have been awarded Gold.

The FFLP aims to improve healthy eating and food awareness among children and young people. It does so by creating a positive food culture within schools, and for this impact to cascade into home environments, by supporting schools to serve fresh, seasonal and ethically sourced food and to deliver a programme of activities which educate young people about nutrition and food provenance issues through a range of activities.  

The FFLP is a school-based initiative located within a broader range of policy-led activity related to healthy eating and sustainable development in the UK. It includes a national award scheme for any school committed to transforming their food culture and rewards step-by-step progress by schools and caterers for food quality and education. The organisations involved in the Partnership are the Soil Association, Health Education Trust, Garden Organic and the Focus on Food Campaign. The FFLP is funded by the BIG Lottery fund until March 2012.  

At the time of writing this report, FFLP had successfully enrolled 3600 schools, These schools received a range of materials to assist them in promoting practical food education including posters, recipe cards, DVDs, cooking and growing resources, access to advice lines, invitations to workshops, as well as a listing in the Partnerships online schools database, a personal webpage and access to national and regional networks. The Partnership offers an award scheme to acknowledge progress towards excellence. Schools report their progress against Bronze and Silver assessment criteria and complete an application form, but the Gold mark requires an external assessment by FFLP. Schools joining the FFLP commit to achieving a Bronze mark or higher within two years.  

By July 2010, the FFLP had granted 109 of these schools „Flagship‟ status and aimed to recruit a total of 180. Flagship schools have been identified as having demonstrated an advanced level of awareness and commitment to food culture and education and, therefore, receive an additional level of support and funding from the FFLP which intends to fast-track them towards Gold award status. In return they are expected to act as role models for Partnership schools and disseminate their ideas and experiences.    

DOES EDUCATION IS AN INVESTMENT ?

DOES  EDUCATION  IS  AN  INVESTMENT  ?

Traditionally, education has been associated with the process of instructing young people in ways which form the mind and character necessary to become good citizens and employable workers. Today, education has become a life-long process, increasingly connected to schooling, human and economic development, and productivity – with beneficial personal and national outcomes.

Education is regarded as the most important determinant of a person’s economic and social success. In economy, terms of education is an economic good because anything that satisfies a human wants is considered a good. Consumption can be determined as simply paying the cost for a good or services and receiving all of the benefits for that good or services immediately. Education as consumption is education as a fundamental human right one of the right of every citizen in each country. It defined as consumption goods because a lot of the students could be said to be enjoyed the lectures and the homework given including the reading. This can be seen where many countries set the basic education that is primary and secondary school were used as compulsory education. Education is also seen as public goods. It considered as consumption as it motivated by a desires to satisfy the need for personal development, social needs, and also for the needs of knowledge for understanding.

An investment can be generally described as the use of money for the purpose of profit making or achieving success in business. An investment may also include spending money to improve the quality of existing human resources in an organization through education.  Education is a service sector because it is designed to produce educated men and women who will contribute to the labour market and ultimately the economy. Investing in education can take many forms including the establishment and management of schools as a business venture and/or the acquisition of any particular type of education by individuals to enhance their employment prospects and income earning capacity.

Advantages of Investing in Education

 Production of Human Capital 

The economic sector benefits directly from the education sector because the products of education are the skilled or semi-skilled labour for the economic sector. The application of economic principles in the provision of education ensures adequate production of relevant human capital and the reduction of wastage in the process of human resource development. 

Cost Effectiveness

Investment in education produces a labour force that is relevant to the economy in terms of quality and quantity. The production of irrelevant labour amounts to the increased unemployment and a waste of education resources. Thus investment in education helps for cost effectiveness.

Programme Planning

Adequate investment in education ensures that suitable education programmes are properly planned and implemented for the various levels of education. This is irrespective of whether the system of education is formal, informal or non- formal. 

Creation of Awareness 

            Students in various fields of study are exposed, in the course of their study, to the economic opportunities and benefits that accrue from the careful application of the skills they have acquired through education. The student is also equipped with necessary managerial skills that will enable him/her to function in the world of work and entrepreneurship

THE COST OF EDUCATION 

            The cost of education is the price that an individual or group of people pay to acquire education or to provide education for another person or group of persons. The cost of education can be measured in terms of money. It can also be measured in terms of opportunities lost in the acquisition of education. The cost of education may be borne privately or socially [public ] .

Private Cost of Education

This is the price that an individual pays to acquire education. The private cost of education includes the cost of books and other learning materials, transportation to and from school, hostel/boarding fees, meals, uniforms, tuition fees, and all paid in the course of schooling. The monetary value of these items constitutes the private cost of education when it is borne by the individual or his/her family.

Social / Public  Cost of Education 

Social cost is the cost of providing social services. Social cost of education is the cost of education borne by the government who fund education. The social cost of education includes the cost of building public schools, furnishing the schools with the infrastructure and instructional resources, training public school teachers, paying staff salaries, providing recreational resources for public schools, awarding scholarships, etc. The social cost of education is the sum total of public and non-profit expenditure on education.

SAMPLE QUESTIONS TO ATTEND VIVA – VOCE OF PRACTICAL EXAMINATION OF B.Ed. UNIVERSITY OF CALICUT

QUESTIONS TO ATTEND VIVA – VOCE OF PRACTICAL EXAMINATION OF B.Ed. UNIVERSITY OF CALICUT

List of Records 

1. Practice teaching cum School internship   

2. Micro Teaching       

3. Discussion Lessons      

4. Demonstration Lessons      

5. Criticism lessons       

6. Preparation of Teaching Aids     

7. Field Trip / Study tour      

8. Field work with Community Based Programmes & SUPW

9. Community Living Camp     

10. Preparation of Achievement Tests    

11. Physical Education Lesson Plan

Practice Teaching Cum School Internship

1.     What is the purpose of teaching practice ?

2.    What was the benefit you got from teaching practice ?

3.    Where you had gone for teaching practice?

4.    How is your first class as a teacher ?

5.    What change you got after teaching practice ?

6.    Explain briefly about your 30 days teaching practice ?

7.    Which method you used for teaching practice ?

8.    Are you satisfied with 30days teaching practice ?

9.    Do you want any change in the mode of teaching practice ?

10. How many IT based classes conducted ?

11.   Which method of teaching is better one IT based or Constructivist based ?

12.  How many achievement tests were conducted ?

13.  How was the support that you got from teachers & colleagues for teaching practice?

MICRO – TEACHING

1.       What is micro teaching ?

2.     Who invented the technique of micro teaching ?

3.     What is the purpose of conducting micro teaching ?

4.     What is micro teaching cycle ?

5.     What are the benefits of micro teaching ?

6.     What are the different skills of teaching ?

7.      How many skill you had practised ?

8.     How was your experience on the practice of micro teaching ?

9.     How many re-teach classes were you had taken ?

10.  What is the difference between micro-teaching and actual teaching ?

DISCUSSION LESSONS

1.       What is discussion lesson ?

2.     What is the purpose of preparing discussion lessons ?

3.     How many lessons were you all discussed ?

4.     How did the practice of discussion lesson held on your class ?

5.     What is the role of teacher while discussing lessons ?

6.     What benefit you got after discussing lessons ?

7.      What is the difference between individual lesson planning and discussed lesson planning?

DEMONSTRATION LESSONS

1.       What is demonstration lessons ?

2.     What is the purpose of practicing demonstration lessons ?

3.     How many demonstration lessons were you observed ?

4.     How many video lessons were observed ?

5.     What was your experience while observing demonstration lessons ?

6.     What was the benefit that you got ?

7.      Who demonstrated ………………… this lesson?

8.     Who’s class is better on your opinion? Why?

9.     What is the difference that you noted while observing actual class demonstration & Video lesson ?

CRITICISM LESSONS

1.       What is the purpose of practicing criticism lessons ?

2.     What is a criticism lesson ?

3.     How many lessons were observed and recorded during the practice of criticism lessons ?

4.     Which method you had adopted for criticism class ?

5.     What are the criticisms commented by your teacher ?

6.     Are succeeded latter in avoiding the criticisms ?

7.      Is there any benefits for practicing criticism lessons ?

PREPARATION OF TEACHING AIDS

1.       What you mean by audio visual aids ?

2.     What are the uses of teaching aids ?

3.     What are the different types of teaching aids ?

4.     Did you participated in any workshops for preparing teaching aids ?

5.     How many workshops were conducted for preparing teaching aids ?

6.     Did you got any benefits from it ?

7.      How did you prepared the teaching aids during workshop ?

FIELD TRIP / STUDY TOUR

1.       What you mean by field trip ?

2.     Where you had gone for field trip ?

3.     How will you organise field trip when you become a teacher ?

4.     What was the benefits of conducting field trips ?

5.     What is the role of field trips in education?

Field work with Community Based Programmes & SUPW

1.     What is the expansion of SUPW ?

2.    What are the values of practicing SUPW ?

3.    What you mean by SUPW ?

4.    How did you conducted field work with community based programmes ?

5.    How many products were you created as a part of SUPW ?

6.    Who give training to you for the preparation ?

7.    What are the materials used for preparing …………………product ?

8.    Which one is your own product ?

9.    What is the benefit of practicing SUPW ?

COMMUNITY LEAVING CAMP

1.       What is community leaving camp ?

2.     What is the purpose of conducting community leaving camps ?

3.     Are you participated on the camp ?

4.     When did the camp held on ?

5.     Are you participated on any other type of community living camps ?

6.     What are the different programmes of camp ?

7.      Which one is most enjoyed programme ?

8.     What was your experience on the camp ?

9.     Did you need any change in the conduction of community leaving camp ?

PREPARATION OF ACHIEVEMENT TEST

1.       What is an  achievement test ?

2.     What is the purpose of conducting diagnostic test ?

3.     List out the different steps in the preparation of achievement test ?

4.     What is the difference between achievement test and diagnostic test ?

5.     What are the different types of achievement tests that you had prepared?

6.     What is bloom’s taxonomy ?

7.      What is the difference between Bloom’s Taxonomy & Revised Bloom’s Taxonomy ?

8.     What is blue print ?

9.     What is specification ?

PHYSICAL & HEALTH EDUCATION

1.       What is the necessary of learning physical and health education at B.Ed. level ?

2.     What are the purposes of physical and health education ?

3.     How did conducted physical and health education classes ?

4.     What is physical fitness ?

5.     What is the purposes of practicing yoga ?