Hindi Hub Articles
NEED AND CONTEXT
It has been observed that due to growing globalization commercialization and coy modification of essential requirements of life the young people in the age group of 10 to18 in the south East Asian countries. It especially in the countries like India and Thailand are facing worst problems of negligence and lack of awareness. Because of poverty and ignorance, children are becoming more prone to physical and psychological disorders “children growing up in chronic poverty. There are more likely than other children to experience physical impairments (e.g., low birth weight or “stunting”), cognitive delays and lower IQ, diminished school achievement and higher dropout rates, heightened risk of delinquency, and a greater likelihood of unintended teenage childbearing. The literature on adolescent development is both voluminous and troubling” quoted by (Amato & Booth, 1997 & J. Brian Brown, & Daniel T. Lichter, 2005). Moreover, many of them physically stunted, suffer psychologically from undue family pressures and abuses and are neglected at home, hence, “parenting factors have consistently been related to problematic adolescent behavior too” reported by (Frick, Christian, & Wootton, 1999; Rose, Glaser, Calhoun, & Bates, 2004).
Thus, as they tend to develop low self-esteem from poor families, broken families, and single-headed households, as a result by (Bianchi, 1999; Lichter, 1997), “that, a large share of young adults grew up in single-parent families, with step-parents, or with other co-residential adults”. Moreover, they live in slums and squatter communities, sub-human conditions. Some of there are susceptible to crime syndicates and gang conflicts, substance/drug abuse, and gambling, that is should given the importance of educational adjustment is widely considered an important goal, these experiences have often been linked to problematic adolescent development and a variety of negative adult outcomes”, (Duncan & Brooks-Gunn, 1999 and Guo & Harris, 2000).
Hence, a large number of young adolescents are showing the symptoms of physical and psychological deviation. Such adolescents who profess difficulties in educational and cultural adjustment are at a disadvantaged status and experience school adjustment problems. The individual experiences an upsurge of psychological changes, emotional upheavals and behavioral deviations. It has been reported, Levels of academic achievement during adolescence and educational attainment later in life are strong predictors of a variety of indicators of well-being in adulthood. Including, but not limited to, indicators of economic functioning such as socioeconomic status and income and for instance, adolescents who achieve academically are more likely to graduate from high school and to attend college. Further, academic and cognitive achievement, as indicated by test scores, is predictive of adult wages. Higher educated people are found to be healthier and report to have higher levels of socio-emotional well-being, family-level outcomes, such as marital disruption, and outcomes of children, such as academic and cognitive skills, are predicted by the level of education completed by individuals, (Blau and Kahn, 2000; Zakia Redd, Jennifer Brooks, Ayelish M. McGarvey, 2001).
OBJECTIVES OF THE STUDY
The study was conducted with the objective of investigating the extent of educational adjustment and problems associated with achievement of disadvantaged adolescents in India and Thailand. The purpose of the study was to identify the educational needs of disadvantaged students in the age group of 13 to 16. A specially designed package of activities was used to discover the impact of intervention on educational adjustment of the selected sample of disadvantaged students professing difficulties in school related activities.
METHODOLOGY
Sampling
The sample of the study consisted of 125 (68 boys and 57 girls) disadvantaged students from India and 125 (70 boys and 55 girls) from (Northernhenni of Teresa, Winag Pa Pow, Chiang Rai province and Yong People Develop, Doi Sa Kuat, Chiang Mai province.
The sample populations were drawn based on achievement scores on knowledge test. The selected students were subjected to an experimental design consisted of an intervention programme followed by guidance. The facilitators were selected and received training in identifying adjustment problems and arrange suitable programmes.
Design:
Questionnaires were administrated to the sample population to collect data on educational adjustment problems test. There were two groups of learner: both the groups were given Pre-Test as well as Post-Test, where experimental group were given intervention programme and control group was not be given any intervention programme. The intervention programme were conducted in two states: ten administrators conducted face-to-face interviews with disadvantaged adolescent in India and three administrators in Thailand by post in control group were as followed second state:
In India: A group of facilitators were called to develop rapport with the Indian disadvantaged adolescents from there house at Chennai Himmat Slum area in Jammu, (Jammu & Kashmir State, India). In addition, collect necessary data on educational adjustment by administering the selected tools meeting at the same time for data collected were an adjustment of the questionnaires in each of groups by Hindi (mother tongue of the respondent).
In Thailand: The questionnaires in Thai (mother tongue of the respondent) were administered to the Thai disadvantaged adolescents of two orphanages from Teresa Anusorn Foundation (Ban Teresa), and the investigator collected from Yong People Develop, and later the questionnaires.
Experimental group by intervention / Treatment Programme
Experts: all the facilitators who were willing to participate in the study were invited for receiving community sensitization, booklet distribution, and CD training;
Experimental group: 200 disadvantaged students who scored below averae scores in the knowledge test studies had got least scores were given one day training programme on intervention or treatment as follows: in the morning: the orientation and participants programme concentrated on basic issues such as: general framework of adolescent growth, and consisted of discussions and demonstrations. The training programme ncluded the activities so as to develop the psychological and social maturity and in-censoring self direction. The individual experiences an upsurge of psychological changes, emotional upheavals and behavioral conditions. The revised questionnaires were administered to the experimental group as to find out the effect of interventio
Analysis
The completed questionnaires were collated and entered into the computer. The data was entered and analyzed using SPSS. After verification and reduction of data, descriptive frequencies were completed. This was followed by uni-variate and multi-variety procedures to assess the impact of the interventions and to identify other predictors of change in the psychological and social maturity and in-censoring self direction. The individual experiences an upsurge of psychological changes, emotional upheavals and behavioral conduction. Analysis was stratified by *** shown how responded to the variables of psychological changes, differ boys, girls, age, and education. Descriptive statistics was used to profile the study population. The psychological changes were then used to explore the demographic variables associated with education adjustment. Following statistical techniques were applied in the present project: Paired Samples “T”-test and “F”-test.
FINDINGS
The profiles of the 250 Northern Indian and Thai respondent questionnaires are analyzed to find out the relationship between demographic characteristics of the sample population. It was found that Thai boys (56%) have scored more than Indian boys (54.40%) and Indian girls (45.60%) more than Thai girls (44%) have. In the same age group of 15 years old, and the same of Standard: 9 (India) and Thai from the secondary school (Grades 3), is shown in Table 1.
A significant difference between boys and girls in control group was reported after pretest in Indian adolescents. There was no significant difference in the pre and post-test scores of Indian and Thai in educational adjustment. Commonality in educational adjustment of both Indian and Thai groups was reported. Implications of the study for the awareness programmes were suggested, are shown in Table 2-9.
DISCUSSION
In many Northern states of India and Thailand, the educational adjustment and problems associated with achievement of Indian and Thai disadvantaged adolescents. There were neglect and need to improved the adjustment with understand by themselves, family, friends, and other people in there community and social, that, were suggested as; (1) both of them need become a good boys and girls, can thinks and can doing and can solve there problems in there future well-being of them. (2) There need to develop and include the adjustments education programme in the schools curriculums to improve them become a friendly relations to other people around of them. (3) Need to adjustment of developed, good attitude by themselves and other to being a good life in the future.
TABLE
ACKNOWLEDGEMENTS
I thank to Dr. Y. N. Sridhar, Guide of Research for me. I would like too many helpful and thank the following students, Mr. Kasame Sakonllapap, Mr. Santi Jongkongka, Mr. Prasarn Ruansang and people for their supported. I thankfulness to Father Carlo Luzzi, Mother Elisa Cavana, Father Niphot Thiengwiharn and my family, for contributing to this study by providing funding.
REFERENCE
1. Amato P., & Booth. A generation at risk: Growing up in an era of family upheaval, (dissertation). Cambridge Harvard Univ.; Press. 1997.
2. Blau F. & Kahn L. Do cognitive test scores explain U.S. wage inequality?, (dissertation) NBER Working Paper No: 8210. Cambridge Harvard Univ.; National Bureau of Economic Research. 2000.
3. Bianchi S. M. Feminization and Juvenilization of poverty: trends, relative risks, causes, and consequences, (dissertation). Department of Sociology, Univ.; Maryland, Annual Review of Sociology, Vol.35, p: 307-333. 1999.
4. Children’s Forum. Street Children, the Indian Child: A profile 2002. Available from: URL: http://www.indianngos.com/issue/child/
government/streetchild/childprofile.htm
5. Duncan G. J. & Brooks-Gunn J. Consequences of Growing Up Poor. 1999 New York: Russell Sage Foundation, September, ISBN-10: 0871541440.
6. Education in Thailand. Number of Disadvantaged Students in OBEC Schools by Type and Gender: Academic Years 2002- 2003. Office of the National Education Commission Education in Thailand, Bangkok: Amarin Printing and Publishing, Ministry of Education. 2004 National ISBN 974-241-733-4, p.20-34.
7. Dilok Sritong. The disadvantaged children in Jammu. 30 March 2007. (Not copyright).
8. Father Carlo Luzzi. The Hill Tribes Disadvantaged in Northern, Thailand. 9 October 2007. (Not copyright).
9. Father Komkrit Anamnat. The disadvantaged students in Nuchanat Ansorn School. Available from: URL: http://www.nuchanat.com/nuchanat.com/ documents/ management%20structure.htm
10. Father Niphot Thiengwiharn. Yong People Development. Doi Sa Kuat, Chaing Mai, Thailand. 10 December 2006. (Not copyright).
11. Foundation for the Better Life of Children (FBLC). Available from: URL: http://www.citizenbase.org/crtools/helement.html
12. Frick, P. J., Christian, R. E. & Wootton, J. M. Age trends in association between parenting practices and conduct problems: Behavior Modification. 1999 Vol.23, No.1, p: 106-128.
13. Guo, G., & Harris, K.M. The mechanisms mediating the effects of poverty on children’s intellectual development: Demography, 37, Population Association of America. 2000 November, p: 431-447.
14. International Labour Organization (ILO) ILO Convention No. 182 Worst Forms of Child Labour Convention. 1999. Available from: URL: http:// www. ilo.org/
public/english/standards/ipec/ratification/convention/text.htm
15. J. Brian Brown & Daniel T. Lichter, Childhood Disadvantage Adolescent Development and Pro-Social Behavior in Early Adulthood. 2005. Advances in Life course research. (Copyright).
16. Kasame Sakonllapap. Yong People in Bangkok, Thailand. 9 November 2006. (Not copyright).
17. Lichter D. T. Poverty and inequality among children, (dissertation). Department of Sociology, Pennsylvania State Univ.; 601 Oswald Tower, University Park, Pennsylvania 16802, Annual Review of Sociology, Vol.23, 1997 August, p:121-145.
18. Maha Chakri Sirindhon, H.R.H. Princess. Education of the Disadvantaged: a lecture, the 15th Annual Princess Maha Chakri Sirindhorn Day, (Prasarnmit branch), Bangkok, Thailand, Srinakarinwirot Univ.; 2001 November 12, p: 7-29
19. Mother Elisa Cavana. The Hill Tribes Disadvantaged in Northern, Thailand from Teresa Anusorn Foundation (Ban Teresa), Winag Pa Pow, Chaing Rai. 20-30 October 2006. (Not copyright).
20. Prasarn Ruansang. The disadvantaged children in Channai Himmat, Slum area (Jammu), Jammu & Kashmir State, India. 19 February 2007. (Not copyright).
21. Rose C. C., Glaser, B.A. Calhoun, G.B. & Bates J. M. Assessing the parents of juvenile offenders: A preliminary validation study of the juvenile offender parent questionnaire: Child and Family Behavior Therapy. 2004. Vol.26, January, p: 25-43.
22. UNICEF House. Working Children’s Report. 3 UN Plaza, New York, NY 10017. 2004 ISBN: 92-806-3817-3, p: 2. (Copyright).
23. UNICEP. A child-rights approach on international migration and child trafficking: A UNICEP perspective. 2004. Available from: URL: http://www.un/org/esa/
population/meetings/ thirdcoord2004/P06_UNICEF.pdf -
24. UNESCO. Education and Training strategies for Disadvantaged group in Thailand. 2001. December, International Institute for Educational Planning, p: 55-70. (Copyright).
25. Santi Jongkongka. The disadvantaged children in Jammu. 29 March 2007. (Not copyright).
26. Teacher Chantana Rangsome. Street Children at Khon Khen, Thailand. 5 December 2006. (Not copyright).
27. Zakia Redd, Jennifer Brooks, Ayelish M. McGarvey. Background for Community Level Work on Educational Adjustment in Adolescence: Reviewing the Literature on Contributing Factors. Trends Child. 2001 December, p: 5.
28. Y. N. Sridhar. The disadvantaged children in India. 29 July 2007. (Not copyright).
NEED AND CONTEXT
It has been observed that due to growing globalization commercialization and coy modification of essential requirements of life the young people in the age group of 10 to18 in the south East Asian countries. It especially in the countries like India and Thailand are facing worst problems of negligence and lack of awareness. Because of poverty and ignorance, children are becoming more prone to physical and psychological disorders “children growing up in chronic poverty. There are more likely than other children to experience physical impairments (e.g., low birth weight or “stunting”), cognitive delays and lower IQ, diminished school achievement and higher dropout rates, heightened risk of delinquency, and a greater likelihood of unintended teenage childbearing. The literature on adolescent development is both voluminous and troubling” quoted by (Amato & Booth, 1997 & J. Brian Brown, & Daniel T. Lichter, 2005). Moreover, many of them physically stunted, suffer psychologically from undue family pressures and abuses and are neglected at home, hence, “parenting factors have consistently been related to problematic adolescent behavior too” reported by (Frick, Christian, & Wootton, 1999; Rose, Glaser, Calhoun, & Bates, 2004).
Thus, as they tend to develop low self-esteem from poor families, broken families, and single-headed households, as a result by (Bianchi, 1999; Lichter, 1997), “that, a large share of young adults grew up in single-parent families, with step-parents, or with other co-residential adults”. Moreover, they live in slums and squatter communities, sub-human conditions. Some of there are susceptible to crime syndicates and gang conflicts, substance/drug abuse, and gambling, that is should given the importance of educational adjustment is widely considered an important goal, these experiences have often been linked to problematic adolescent development and a variety of negative adult outcomes”, (Duncan & Brooks-Gunn, 1999 and Guo & Harris, 2000).
Hence, a large number of young adolescents are showing the symptoms of physical and psychological deviation. Such adolescents who profess difficulties in educational and cultural adjustment are at a disadvantaged status and experience school adjustment problems. The individual experiences an upsurge of psychological changes, emotional upheavals and behavioral deviations. It has been reported, Levels of academic achievement during adolescence and educational attainment later in life are strong predictors of a variety of indicators of well-being in adulthood. Including, but not limited to, indicators of economic functioning such as socioeconomic status and income and for instance, adolescents who achieve academically are more likely to graduate from high school and to attend college. Further, academic and cognitive achievement, as indicated by test scores, is predictive of adult wages. Higher educated people are found to be healthier and report to have higher levels of socio-emotional well-being, family-level outcomes, such as marital disruption, and outcomes of children, such as academic and cognitive skills, are predicted by the level of education completed by individuals, (Blau and Kahn, 2000; Zakia Redd, Jennifer Brooks, Ayelish M. McGarvey, 2001).
OBJECTIVES OF THE STUDY
The study was conducted with the objective of investigating the extent of educational adjustment and problems associated with achievement of disadvantaged adolescents in India and Thailand. The purpose of the study was to identify the educational needs of disadvantaged students in the age group of 13 to 16. A specially designed package of activities was used to discover the impact of intervention on educational adjustment of the selected sample of disadvantaged students professing difficulties in school related activities.
METHODOLOGY
Sampling
The sample of the study consisted of 125 (68 boys and 57 girls) disadvantaged students from India and 125 (70 boys and 55 girls) from (Northernhenni of Teresa, Winag Pa Pow, Chiang Rai province and Yong People Develop, Doi Sa Kuat, Chiang Mai province.
The sample populations were drawn based on achievement scores on knowledge test. The selected students were subjected to an experimental design consisted of an intervention programme followed by guidance. The facilitators were selected and received training in identifying adjustment problems and arrange suitable programmes.
Design:
Questionnaires were administrated to the sample population to collect data on educational adjustment problems test. There were two groups of learner: both the groups were given Pre-Test as well as Post-Test, where experimental group were given intervention programme and control group was not be given any intervention programme. The intervention programme were conducted in two states: ten administrators conducted face-to-face interviews with disadvantaged adolescent in India and three administrators in Thailand by post in control group were as followed second state:
In India: A group of facilitators were called to develop rapport with the Indian disadvantaged adolescents from there house at Chennai Himmat Slum area in Jammu, (Jammu & Kashmir State, India). In addition, collect necessary data on educational adjustment by administering the selected tools meeting at the same time for data collected were an adjustment of the questionnaires in each of groups by Hindi (mother tongue of the respondent).
In Thailand: The questionnaires in Thai (mother tongue of the respondent) were administered to the Thai disadvantaged adolescents of two orphanages from Teresa Anusorn Foundation (Ban Teresa), and the investigator collected from Yong People Develop, and later the questionnaires.
Experimental group by intervention / Treatment Programme
Experts: all the facilitators who were willing to participate in the study were invited for receiving community sensitization, booklet distribution, and CD training;
Experimental group: 200 disadvantaged students who scored below averae scores in the knowledge test studies had got least scores were given one day training programme on intervention or treatment as follows: in the morning: the orientation and participants programme concentrated on basic issues such as: general framework of adolescent growth, and consisted of discussions and demonstrations. The training programme ncluded the activities so as to develop the psychological and social maturity and in-censoring self direction. The individual experiences an upsurge of psychological changes, emotional upheavals and behavioral conditions. The revised questionnaires were administered to the experimental group as to find out the effect of interventio
Analysis
The completed questionnaires were collated and entered into the computer. The data was entered and analyzed using SPSS. After verification and reduction of data, descriptive frequencies were completed. This was followed by uni-variate and multi-variety procedures to assess the impact of the interventions and to identify other predictors of change in the psychological and social maturity and in-censoring self direction. The individual experiences an upsurge of psychological changes, emotional upheavals and behavioral conduction. Analysis was stratified by *** shown how responded to the variables of psychological changes, differ boys, girls, age, and education. Descriptive statistics was used to profile the study population. The psychological changes were then used to explore the demographic variables associated with education adjustment. Following statistical techniques were applied in the present project: Paired Samples “T”-test and “F”-test.
FINDINGS
The profiles of the 250 Northern Indian and Thai respondent questionnaires are analyzed to find out the relationship between demographic characteristics of the sample population. It was found that Thai boys (56%) have scored more than Indian boys (54.40%) and Indian girls (45.60%) more than Thai girls (44%) have. In the same age group of 15 years old, and the same of Standard: 9 (India) and Thai from the secondary school (Grades 3), is shown in Table 1.
A significant difference between boys and girls in control group was reported after pretest in Indian adolescents. There was no significant difference in the pre and post-test scores of Indian and Thai in educational adjustment. Commonality in educational adjustment of both Indian and Thai groups was reported. Implications of the study for the awareness programmes were suggested, are shown in Table 2-9.
DISCUSSION
In many Northern states of India and Thailand, the educational adjustment and problems associated with achievement of Indian and Thai disadvantaged adolescents. There were neglect and need to improved the adjustment with understand by themselves, family, friends, and other people in there community and social, that, were suggested as; (1) both of them need become a good boys and girls, can thinks and can doing and can solve there problems in there future well-being of them. (2) There need to develop and include the adjustments education programme in the schools curriculums to improve them become a friendly relations to other people around of them. (3) Need to adjustment of developed, good attitude by themselves and other to being a good life in the future.
TABLE
ACKNOWLEDGEMENTS
I thank to Dr. Y. N. Sridhar, Guide of Research for me. I would like too many helpful and thank the following students, Mr. Kasame Sakonllapap, Mr. Santi Jongkongka, Mr. Prasarn Ruansang and people for their supported. I thankfulness to Father Carlo Luzzi, Mother Elisa Cavana, Father Niphot Thiengwiharn and my family, for contributing to this study by providing funding.
REFERENCE
1. Amato P., & Booth. A generation at risk: Growing up in an era of family upheaval, (dissertation). Cambridge Harvard Univ.; Press. 1997.
2. Blau F. & Kahn L. Do cognitive test scores explain U.S. wage inequality?, (dissertation) NBER Working Paper No: 8210. Cambridge Harvard Univ.; National Bureau of Economic Research. 2000.
3. Bianchi S. M. Feminization and Juvenilization of poverty: trends, relative risks, causes, and consequences, (dissertation). Department of Sociology, Univ.; Maryland, Annual Review of Sociology, Vol.35, p: 307-333. 1999.
4. Children’s Forum. Street Children, the Indian Child: A profile 2002. Available from: URL: http://www.indianngos.com/issue/child/
government/streetchild/childprofile.htm
5. Duncan G. J. & Brooks-Gunn J. Consequences of Growing Up Poor. 1999 New York: Russell Sage Foundation, September, ISBN-10: 0871541440.
6. Education in Thailand. Number of Disadvantaged Students in OBEC Schools by Type and Gender: Academic Years 2002- 2003. Office of the National Education Commission Education in Thailand, Bangkok: Amarin Printing and Publishing, Ministry of Education. 2004 National ISBN 974-241-733-4, p.20-34.
7. Dilok Sritong. The disadvantaged children in Jammu. 30 March 2007. (Not copyright).
8. Father Carlo Luzzi. The Hill Tribes Disadvantaged in Northern, Thailand. 9 October 2007. (Not copyright).
9. Father Komkrit Anamnat. The disadvantaged students in Nuchanat Ansorn School. Available from: URL: http://www.nuchanat.com/nuchanat.com/ documents/ management%20structure.htm
10. Father Niphot Thiengwiharn. Yong People Development. Doi Sa Kuat, Chaing Mai, Thailand. 10 December 2006. (Not copyright).
11. Foundation for the Better Life of Children (FBLC). Available from: URL: http://www.citizenbase.org/crtools/helement.html
12. Frick, P. J., Christian, R. E. & Wootton, J. M. Age trends in association between parenting practices and conduct problems: Behavior Modification. 1999 Vol.23, No.1, p: 106-128.
13. Guo, G., & Harris, K.M. The mechanisms mediating the effects of poverty on children’s intellectual development: Demography, 37, Population Association of America. 2000 November, p: 431-447.
14. International Labour Organization (ILO) ILO Convention No. 182 Worst Forms of Child Labour Convention. 1999. Available from: URL: http:// www. ilo.org/
public/english/standards/ipec/ratification/convention/text.htm
15. J. Brian Brown & Daniel T. Lichter, Childhood Disadvantage Adolescent Development and Pro-Social Behavior in Early Adulthood. 2005. Advances in Life course research. (Copyright).
16. Kasame Sakonllapap. Yong People in Bangkok, Thailand. 9 November 2006. (Not copyright).
17. Lichter D. T. Poverty and inequality among children, (dissertation). Department of Sociology, Pennsylvania State Univ.; 601 Oswald Tower, University Park, Pennsylvania 16802, Annual Review of Sociology, Vol.23, 1997 August, p:121-145.
18. Maha Chakri Sirindhon, H.R.H. Princess. Education of the Disadvantaged: a lecture, the 15th Annual Princess Maha Chakri Sirindhorn Day, (Prasarnmit branch), Bangkok, Thailand, Srinakarinwirot Univ.; 2001 November 12, p: 7-29
19. Mother Elisa Cavana. The Hill Tribes Disadvantaged in Northern, Thailand from Teresa Anusorn Foundation (Ban Teresa), Winag Pa Pow, Chaing Rai. 20-30 October 2006. (Not copyright).
20. Prasarn Ruansang. The disadvantaged children in Channai Himmat, Slum area (Jammu), Jammu & Kashmir State, India. 19 February 2007. (Not copyright).
21. Rose C. C., Glaser, B.A. Calhoun, G.B. & Bates J. M. Assessing the parents of juvenile offenders: A preliminary validation study of the juvenile offender parent questionnaire: Child and Family Behavior Therapy. 2004. Vol.26, January, p: 25-43.
22. UNICEF House. Working Children’s Report. 3 UN Plaza, New York, NY 10017. 2004 ISBN: 92-806-3817-3, p: 2. (Copyright).
23. UNICEP. A child-rights approach on international migration and child trafficking: A UNICEP perspective. 2004. Available from: URL: http://www.un/org/esa/
population/meetings/ thirdcoord2004/P06_UNICEF.pdf -
24. UNESCO. Education and Training strategies for Disadvantaged group in Thailand. 2001. December, International Institute for Educational Planning, p: 55-70. (Copyright).
25. Santi Jongkongka. The disadvantaged children in Jammu. 29 March 2007. (Not copyright).
26. Teacher Chantana Rangsome. Street Children at Khon Khen, Thailand. 5 December 2006. (Not copyright).
27. Zakia Redd, Jennifer Brooks, Ayelish M. McGarvey. Background for Community Level Work on Educational Adjustment in Adolescence: Reviewing the Literature on Contributing Factors. Trends Child. 2001 December, p: 5.
28. Y. N. Sridhar. The disadvantaged children in India. 29 July 2007. (Not copyright).
Hot Hindi Stuff Online:
The Lawyer's Career Change Handbook: More Than 300 Things You Can Do With a Law Degree, Updated and RevisedThere Are More Than One Million Lawyers in America
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Rampur Ka Pradhan (Hindi Novel)More or less, here or there, virtually everywhere, Devils do exist in our society and their existence is making people’s life miserable and deplorable. One such barbaric and savage devil’s name is Nambardaar. He is an epitome of squashed moral and sordid character, who gobbles up all the money sanctioned for the development of village Rampur. Nambardaar owns bus service, fertilizer store, hotel and engineering college. He plays similar devilish tactics in all businesses. Nambardaar’s paramount goal is to garner landfill of money, so all his future generations could relish life without doing any work. Due to fully commercialization of politics, seeing abundant opportunities to make money in this, Nambardaar is focusing his vision on this business. In his plan of execution, Nambardaar appointed a dalit farm laborer Gangu as village chief, but dignified and self-respectful Gangu didn’t let Nambardaar succeed in his nefarious schemes, instead, he appointed young, smart and brilliant Muskaan as shikshamitra. Muskaan did such an act, which exacerbated Nambardaar’s desperation. Utterly frustrated and scorching Nambardaar orchestrated a horrific conspiracy which imperiled the lives of hundreds of children, therefore humungous pandemonium shrouded village Rampur..… BUT, Nambardaar was hoisted by his own petard, and that parched his incorrigible soul.
A contemporary socio-political fiction based on the backdrop of a crucial and poignant issue in India
Indian government is pouring money for the welfare of rural and urban schools, and officials’ modus operandi is to siphon all that money to their personal accounts. India’s mid-day-meal program is the largest school lunch program in the world. More than 150 million children are covered under this scheme. Such a noble program is brutally devastated by flagrant corruption. Due to people’s greed and callousness, It's poised to a moribund state and destined to be a fiasco.
this novel is in Hindi.
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Learn HindiHindi belongs to the Indo-European family, Indic branche of the Indo-Iranian group.Hindi is the most widely spoken language of the Republic of India, centered principally in the states of Uttar Pradesh and Madhya Pradesh in the north-central part of the country. Its 275 million speakers rank it as one of the leading languages of the world but it is, nevertheless, understood by only about one third of India's population. When independence was achieved in 1947, Hindi was chosen as one of India's national language.Like most of the languages of northern India, Hindi is a direct descendant of Sanskrit. It has been influenced and enriched by Dravidian,Turkish, Farsi, Arabic, Portuguese and English. Hindi and Urdu, the official language of Pakistan, are virtually the same language, though the former is written in the Sanskrit characters and the latter in the Perso-Arabic script. Pure Hindi derives most of its vocabulary from Sanskrit, while Urdu contains many words from Persian and Arabic. The basis of both languages is actually Hindustani, the colloquial form of speech that served as the lingua franca of much of India for more than four centuries. Hindi was originally a variety of Hindustani spoken in the area of New Delhi. Its development into a national language had its beginnings in the colonial period, when the British began to cultivate it as a standard among government officials. Later it was used for literary purposes and has since then become the vehicle for prose and poetry.
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- Understanding economics on a local, national, and global level
- Using economics in other subject areas: Social Studies, Geography, History, etc.
Analysis of Teaching and Learning in Physical EducationAnalysis of Teaching and Learning in Physical Education presents research-based best practices for teaching physical education in order to help pre-service and practicing teachers improve their skills through analysis and reflection. The text begins with an informal analysis of teaching and then quickly moves into systematic strategies for analyzing student and teacher behaviors and interactions. Based on Bill Anderson s groundbreaking work, Analysis of Teaching Education (1980), this text is designed to help physical education teachers meet NASPE s Standards for Advanced Programs in Teacher Education.
Goldilocks (Hindi Edition)"Stop Goldilocks, go back home, Woods aren't safe when you're all alone!"
But Goldilocks doesn't heed the warning. And so begins her adventure! She walks through the woods until she arrives at the bears' house and sees three steaming bowls of porridge.
