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RALPH ELLISON’S THE INVISIBLE MAN

1 Comment / Academic Papers, Reviews / By

An extremely powerful story of a young Southern Negro, from his late high school days through three years of college to his life in Harlem.

His early training prepared him for a life of humility before white men, but through injustices- large and small, he came to realize that he was an “invisible man”. People saw in him only a reflection of their preconceived ideas of what he was, denied his individuality, and ultimately did not see him at all. This theme, which has implications far beyond the obvious racial parallel, is skillfully handled. The incidents of the story are wholly absorbing.

The boy’s dismissal from college because of an innocent mistake, his shocked reaction to the anonymity of the North and to Harlem, his nightmare experiences on a one-day job in a paint factory and in the hospital, his lightning success as the Harlem leader of a communistic organization known as the Brotherhood, his involvement in black versus white and black versus black clashes and his disillusion and understanding of his invisibility- all climax naturally in scenes of violence and riot, followed by a retreat which is both literal and figurative. Parts of this experience may have been told before, but never with such freshness, intensity and power.

This is Ellison’s first novel, but he has complete control of his story and his style. 

PARENTAL KNOWLEDGE AND ATTITUDE TOWARDS GIRL CHILD’S RIGHTS –A PERSPECTIVE STUDY IN THIRUVANANTHAPURAM

1 Comment / Academic Papers / By

ABSTRACT

Children are the pillars of a nation, especially girl children. Every girl child has the right to live happily and protected. The family and parents are the first line protection for the children. Girl Children commonly experience lack of   rights in developing countries. This study investigated parent’s awareness and attitude towards Girl Child’s rights and needs at the family and community levels in Kerala. This is a descriptive study surveyed 100 parents in Thiruvananthapuram. The sample selection was based on convenience  sampling method. Data were analyzed and interpreted using descriptive and inferential statistics. Majority of the parent’s had (81.15%) average level of knowledge where 17.85% of the parent’s had good knowledge and 00.94% had poor knowledge regarding Girl Children’s Rights in all the dimensions regarding Girl Children’s Rights which included health, education, equality, and protection needs dimensions of the needs assessment questionnaire but at the same time majority of the parent’s had neutral attitude towards girl children’s rights. A positive correlation was found (r = 0.50, p < 0.05), between knowledge (mean = 20.92, SD = 3.37) and attitude  (mean =107.77, SD =10.10) scores of parent’s regarding children’s rights. Further, a statistically significant association was found between men and women (χ2 = 9.65, p < 0.05), on the statement “Girl Children should have the right to quality child care” (χ2 = 10.66, p < 0.05). This study suggests that parents and communities need to be educated regarding the need of girl children’s rights and that legislation must be strengthened to meet the girl child rights of every girl child in the nation.

Key Words: Parents, knowledge, attitude, Child Act, Girl Child’s Rights

Introduction:

India’s rapidly deteriorating sex ratio (2011: 918 girls for 1,000 boys) has been linked to many factors, but primary among these is the perceived value of a girl child. However, if girls are not given equal access to education, then they cannot truly shine, and prove that they are valuable. Keeping this in mind, the Indian government initiated the ‘Beti Bachao, Beti Padhao’ programme in October 2014, aiming to provide survival, safety and education to the girl child. Along with focusing on education, the program celebrates the girl child, fights bias, and offers inclusiveness benefits. 

Rationale of the Study

There are many challenges that India’s girl child education mission is facing.The many backwards practices that compromise a girl child’s access to education must be addressed in real-time. This requires on-ground, constant civic body support, in the form of local governance in districts. However, in areas with poor sex ratios often stubbornly, even administration members do not support women empowerment. Fighting this requires civil society workers to first understand, and then address issues like female foeticide, education, and welfare services for females. The Divisional Commissioner and other representatives must be open to a dialogue to regularly meet and chart out action plans with civil society. NGO workers and government workers must also be supported by local police, members of legislative assembly, and other influential people. It takes a substantial amount of time and effort to establish relationships at the local governance level, yet these officers are soon transferred, forcing officials, NGO workers, and those who volunteer and donate for education must then develop new relationships. Transfers to prime posts are common for top local officials. Newly appointed officials must then be educated and sensitised for girl child education. The support of newly appointed police and other officials also must be won again. The success of any girl child empowerment program, especially in a crisis situation like the one India is facing, requires firm and measurable accountability from civic administration.  People in India’s poorer regions often ogle women officials and make unwanted advances, as they are surprised to see a woman in a position of power and success. Decades of patriarchal thinking and regressive local governance has created this environment. Volunteers visiting to educate or counsel young girls also face these challenges regularly. Rural India’s obsession with getting girls getting married as soon as possible defines a woman’s real role only as a homemaker. They must, therefore, be a subservient housewife, instead of achievers with their own victories. As women become inferior in this context, female foeticide is the logical conclusion – women are considered ‘someone else’s wealth’, and hence useless in the homes they are born in.

Objective of the study

The present study is to investigate parent’s awareness and attitude towards Girl Child’s rights and needs at the family and community levels in Kerala.

Methodology

This is a descriptive study surveyed 106 parents in Thiruvananthapuram. The sample selection was based on convenience sampling method. Data were analyzed and interpreted using descriptive and inferential statistics. Socio demographic data information collected included age, gender, education, religion, education, employment, monthly income, participation in any public awareness program related to Children’s Rights, Awareness about child help-line and source of information regarding Children’s Rights. The instrument included 35 items (including negatively worded) in four dimensions: health, education, equality, and protection. This section used a 4 point (ordinal) scale rated from 0 (never) to 3 (always).There was no correct or incorrect answers. Subjects were informed that each question required a response.The researcher framed some more questions focusing in the dimensions of right to protection, right to privacy, right to protection from all forms of violence, child labour, drug abuse, sexual exploitation and detention and punishments and comprised a total of 170 attitude statements. A three point rating scale 1(restrictive), 2 (neutral) and 3 (permissive) was used for rating. Restrictive attitude means parent’s are least bothered about the Girl Children’s Rights, neutral attitude means parent’s either welcome or nor bother about Children’s Rights and permissive attitude means parent’s are very concern and they step forward to know about the Girl Children’s Rights.  

Results:    

The samples comprised 100 parents, of whom 36.79% subjects belonged to the age group of 30-40 years, 80.91% of them were females, Most of the subjects (94.33%) were Hindus and 0.94% were Christians. Slightly more than half (74.52%) of the subjects had higher secondary education while 5.66% had secondary education and 48.12% had primary education. Similarly, majority (83.01%) of the subjects were employed. 38.68% subjects belonged to above poverty line (In the present study, as per the hospital policy, where the present study was conducted, Below Poverty Line (BPL) was considered, when the participants family source of income was below 2500Rs/month and above that is considered as Above Poverty Line (APL). This criterion goes per with World Bank poverty estimate). A larger number subjects (93.40%) had never participated in any knowledge program regarding girl children’s rights and 91.51% of the subjects had no experience related to children’s rights issues. Majority of the subjects (96.22 %) were unaware about child help- line.46.22% subjects had mentioned newspaper as the source of information regarding Girl Children’s Rights.

Table -1

Frequency and Percentage distribution of Overall level of Knowledge of Parent’s regarding Girl Children’s Rights.                               n =106

Level of

Knowledge

     Range          of

score

 Frequency Percentage
Poor 1 – 11 01 00.94
Average 12 – 23 80 81.14
Good 24 – 35 19 17.92

 

Table -2

Frequency and Percentage distribution of overall Attitude of Parent’s  regarding Girl Children’s Rights. n =106

Level of

Knowledge

 Range of

score

 Frequency Percentage
Restrictive 1 – 57 Nil Nil
Neutral 58 – 113 68 69.81
Permissive 114 – 170 32 30.19

Table 1and 2 shows overall knowledge and attitude responses to health, education, equality, and protection needs dimensions of the needs assessment questionnaire revealed that majority of the parents (81.15%) had average knowledge in all the dimensions regarding Girl Children’s Rights, where 17.85% of the parent’s had good knowledge and 00.94% had poor knowledge regarding Girl Children’s Rights. And study revealed that majority of the parent’s (69.81%) had neutral attitude regarding Girl Children’s Rights followed by 30.19% had permissive attitude and none of the parent’s were having restrictive attitude regarding Girl Children’s Rights.

Table -3 shows coefficient of correlation among overall scores of knowledge and attitude, a statistically significant correlation was found (r = 0.50, p < 0.05), indicating positive relationship between knowledge and attitudes of parent’s regarding Girl  Children’s Rights.

Further the association of the overall knowledge and attitude scores of parent’s with selected variables was determined, a statistically significant association was found between men and women (χ2 = 9.65, p < 0.05), on the statement “Girl Children should have the right to quality child care” (χ2 = 10.66, p < 0.05) .

The findings also revealed that more above median as compared to females, which indicates that the males have better knowledge than females regarding Girl Children’s Rights. Attitude level was also found to be significantly associated with gender (χ2 = 10.66, p < 0.05), where males score higher than females. And none of the other sample characteristics were significantly associated.

DISCUSSION:

This study examines the knowledge and attitude of parents on girl children’s rights and correlates the findings. The present study also has certain limitations such as the study was restricted to smaller sample size made it difficult to generalize the findings. Prospective longitudinal research is vital to examine the awareness of girl children’s rights. Future research should focus on larger sample size and qualitative approach for depth understanding of children’s rights issues. Despite these limitations, the present study helps in creating awareness among the parent’s and their relatives regarding girl children’s rights.  

This study found that 81.14% of parent’s had average knowledge regarding girl children’s rights but at the same time majority of the parent’s had neutral attitude towards girl children’s rights. This could be that they have heard about the Act but have not really known the contents of the Act. It is interesting to know that 80.91% of the study participants were females and it reflects on the knowledge and attitude scores. This could be because in Indian society men are more likely to face the community than women when exercising social rights. In developing countries like India, it is critical to examine factors that prevent women from accessing girl children’s rights. For instance women may be unable to take a decision related to her child care because her in-laws and husband make most of the child rearing decisions and forbid her to involve in her child care activities directly.  In this study except gender other socio demographic data such as age, education, religion, education,  employment, monthly income, participation in any public awareness program related to Girl Children’s Rights, Awareness about child help-line and source of information regarding Girl Children’s Rights had no significant difference and association with the study findings. But a positive correlation was found between knowledge (mean = 20.92, SD = 3.37) and attitude (mean =107.77, SD =10.10) scores of parent’s regarding girl children’s rights. Thus it could be concluded that the attitude of parent’s towards Girl Children’s Rights changes with increase in knowledge.

Recommendations:

Proper development of effective coordinating mechanisms to promote concerted effort by relevant government bodies is very important. It is  also emphasized the need for greater coordination across ministries and between levels of government if the knowledge and awareness of Girl Child Rights Act is to be achieved at the grass roots. The failure to create awareness and implement the Child’s Rights Act effectively and to curb the violation of child rights can be traced to the failure of a country to educate her citizens on human rights generally and child rights specifically.

Conclusion:

Although knowledge and attitude of children’s rights are increasing around the world but still there is much more rhetoric paid to their value than genuine enforcement especially in developing countries like India. Therefore a lot still needs to be done so that we do not just pay lip service to the implementation of the Act. Currently this appears to be the case because according to reports there appears to be insignificant difference on the lives of the girl children in the various states before and after the passage of the bill as against the highly anticipated gains that motivated the introduction of the Act. As primary health care providers in the community, nurses are in good position to help and advocate on Girl Child’s Rights at both family and community levels.

REFERENCES:

Alabi, T., & Alabi, O.S. (2018). Female Education: A Sociological analysis of Girl-child Education in Nigeria. International Journal of Educational Policy Research and Review, 1(1), 006-013. Retrieved September 30, 2018 from https://journalissues.org/wp-content/uploads/2014/07/

Alabi-and-Alabi1.pdfAnnual Report 2009-10. FEGG Project in 500 Schools in Pali District. (2009). Retrieved October 01, 2018 from http://www.educategirls.ngo/pdf/FEGG%20 Annual%20Report%202009-10.pdf

Child Labour Always right in front of you but why constantly hidden from your view? (2018). Retrieved September 13, 2017 from http://planningcommission.nic.in /reports/sereport/ser/ser_nclp1709.pdf

Early and Child Marriage in India. A Landscape Analysis. (2019). Retrieved June 06, 2017  from http://www.indiaspend.com/wp-content/uploads/Nirantar-EMP-Report.pdfFactors Affecting Successful Completion of Secondary Education in India: Lessons from Young Lives. (2018).  

Gupta, N., & Aggarwal, N.K. (2016). Child Abuse. Delhi Psychiatry Journal, 15(2), 416-419. Retrieved August 21, 2017 from http://medind.nic.in/daa/t12/i2/daat12i2p416.pdf

Jena, K.C. (2018). Female Foeticide in India: A Serious Challenge for the Society. Retrieved February 2, 2019 from http://www.orissa.gov.in/e-magazine/Orissareview/2008/December-2008/engpdf/8-17.pdf

Miller, S.K. (2017). Determinants of Parental Attitudes Regarding Girls’ Education in Rural India. Georgetown Public Policy Institute.     

Shahidul, S.M., & Zehadul Karim, A.H.M. (2019). Factors Contributing to School Drop-out Among the Girls: A Review of Literature. European Journal of Research and Reflection in Educational Sciences, 3(2), 25-36. Retrieved September 30, 2017 from http://www.idpublications.org/wp-content/uploads/2015/02/ 

Problems and Challenges of Girl-Child Education in India (2018):  IOSR Journal of Research & Method in Education, 4(4), 01-015.  

Dr.N.Pradeep Kumar
Assistant Professor, PG Department of Commerce,
Mahatma Gandhi College, Thiruvananthapuram
pradeepkn30@gmail.com

home schooling article

HOMESCHOOLING WITH LITERATURE

3 Comments / Articles / By

In narration, the child “tells back,” in his own words, a chapter, a short book or a poem. This technique is a trademark of the + Charlotte Mason method and is explained fully in her books as well as in Karen Andreola’s A Charlotte Mason Companion. Narration is a particularly good technique to use with a younger child who does not yet write fluently. It is also effective for building English and speech skills and securing information firmly in the child’s knowledge repository.

History and Literature

Histories, philosophical works, handbooks and other non-fiction works are literature only in such cases as an appeal is made to the universal emotions common to mankind. That into which no feeling can enter is not literature. History is the record of what man has done, whereas literature is the record of man’s thought and emotions. The literature of a period portrays that period in the lives of the characters. Because of this, history should be learned through literature not textbooks. Literature should have the greater emphasis because one only really knows a time by knowing the thoughts and words of the people who lived at that time.

Language Arts

When there is an emphasis on reading from a young age, language skills will be learned effortlessly. The child will write well and exhibit an expanding vocabulary in both speech and writing. You may also find, as we did, spelling class to be unnecessary.

Literature School Basics

  1. Select a number of well chosen books.
  2. Set a particular time to read each book.
  3. Let nothing interfere with your ` scheduling.
  4. Use discussion and research to create interest.
  5. Process, by writing or narrating.

Each child should have the opportunity to read aloud each day. During this time you can note and correct mispronounced words.

Older Students

  • Present questions that require thought. Some questions may not have one perfect answer. Some may not have an answer at all. Nevertheless, thought is stimulated and learning takes place.
  • Copy challenging writing in order to practice English skills and increase comprehension.
  • Do extensive research in order to understand deeper writing such as poems.
  • Research authorsScience Articles, times and places.
  • Report by presenting orally or compiling results of research in writing. The quantity and quality of written assignments should increase with older students.
  • Solidify language-learning with a formal grammar course and a formal writing course such as the Wordsmith courses by Jane B. Cheaney.

SUBHA: SHORT STORY BY RABINDRANATH TAGORE

1 Comment / Fiction / By

When the newborn girl was named Subhashini, who knew that she would turn out to be speech-impaired, or simply, dumb? Her elder sisters had been named Sukeshini (One with Lots of Hair) and Su-hasini (One with a Nice Smile). To rhyme with those names, this one was named Su-bhashini (One Who Can Speak Well or, Eloquent).Now everyone called her Su-bha for short.

The two elder sisters had been duly married off. But Subha was unmarried as yet, a silent load weighing upon her parent’s minds.

People do not generally remember that even when someone cannot speak, they can nevertheless hear and feel. So people openly expressed their worries about her, and discussed her right in front of her. From her very childhood Subha had come to understand that her birth was a curse upon her family. As a result she always tried to keep herself hidden from public view. It would be a relief if people forgot about me, she used to think. But she was always there in her parents thought – as a painful problem.

Subha’s mother was generally a little irritated with her, as though in some way she reflected some shortcoming or herself as a mother. But Subha’s father Banikanttha had a soft corner for her.

Subha had no power of speech, but she had two large, dark eyes with long lashes and lips that trembled at the slightest twinge of emotion. Dark eyes have their own power of expression.

The village in which Subha lived was named Chandipur. It was on the bank of a small river and Banikanttha’s house was right by the riverside. It was a prosperous household, with cowshed and mango grove, bamboo fencing and haystack.

Whenever Subha found the time, she used to come and sit by the riverside. Nature used to make up for her lack of speech. Nature spoke for her – in terms of the gurgle of the waves, the songs of the birds, the murmur of trees, the footfall and talk of people all around. All of it seemed in some way to be the speech that Subha could not make.

At mid-day when the boatmen had their meals, householders took their nap, and even birds fell silent, Subha used to sit under the trees and watch the world through her large, long-lashed eyes. Nature and Subha would be alone in each other’s mute company.

It is not as though Subha did not have a few friends of her own. There were two cows Sarvashi and Panguli who knew her very footsteps and responded lovingly to the way she folded her arms around them and rubbed her cheeks against their ears. Gazing at her affectionately, they licked her body. Every now and then Subha would go to the cowshed. The days she heard some bitter comment or reproach, she used to go there. Sensing something, they would come closer and rub their horns against her arms, as if to comfort her.

There was a goat and a kitten as well, which she petted. Then there was a creature of a higher order – Pratap – the youngest of the family of the Gosains. His main activity was fishing. One can spend a lot of time sitting by the waters with one’s fishing rod. That is what Pratap did, and that is how Subha and he often came to meet. Pratap felt good in people’s company. But for someone who is fishing, a silent friend is the best. So Pratap came to value Subha’s silent companionship. He began to call her ‘Su’ rather than Subha – the name by which everybody else called her.

Subha used to sit under the Tamarind tree and Pratap used to sit with his fishing rod. A paan was Pratap’s everyday quota and Subha made this betel-nut preparation herself and brought it along for him. She wished that Pratap would ask her for some special help. She wished for Pratap to see that she too could be of some use to the world.

But Pratap needed no help and never asked her to do anything for him. Then Subha used to pray to God for some magic powers that would give Pratap a big surprise and make him exclaim: “I never knew Subha had such abilities!”

Suppose, for instance, that Subha was a mermaid, coming up from the river’s depths, and leaving a jewel on the riverbank. Pratap then would dive in search for more, and come upon an underwater palace. Subha let her imagination go further. Pratap, she imagined, he would come upon the princess of that land under the river, and then find that it was none other than Subha!

But nothing so fantastic happened, and gradually Subha grew into a young woman as distinct from a girl. She felt the tide of youth flood her body. When it was full moon, she would often find herself open the door of her room and timidly step out. The moonlit night stretched silently before and Subha stood silently gazing at it.

Meanwhile Subha’s parents had realized that it was high time for their daughter to get married. Village people were gossiping. In fact, they were thinking of making Banikanttha a social outcast because he had not married off his daughter even though she had grown-up.

Banikanttha and his wife discussed the matter at length. Banikanttha was away from the village for a while. Then he came back and asked his family to go to Kolkata with him. Preparations for the journey began. Subha’s heart filled with a vague dread. Like a dumb animal she stayed by her parents’ side. Looking into their faces with her large eyes, she tried to understand something. But they never explained anything to her.

One afternoon, however, Pratap looked up from his fishing and said with a smile: “Subha, I heard that a match has been found for you and you are going away to get married. Don’t forget us, though!” Then he looked away again and concentrated on his fishing.

Subha looked at him like a stricken deer looking at the hunter. Silently she seemed to say: ‘What wrong did I do to you?’ She did not sit under the tree anymore. She went up and sat down at her father’s feet. Banikanttha had had his nap and was having a smoke. Subha looked into his face and began to cry. Banikanttha tried to comfort her but tears came to his own eyes as well.

The day of departure was fixed. Subha went to the cowshed to take leave of her childhood friends. She fed Sarvashi and Panguli herself, put her arms around their necks and gazed into their eyes with eyes full of unspoken words. Tears fell from her long-lashed eyes.

That night Subha left her room and went out to the moon washed river-bank. She fell upon the ground under the trees. Clutching at the earth, she tried to pray to Mother Nature not to let her go, but stretch out her hand like herself and clutch her to her breast.

On going to Kolkata, Banikanttha took up a temporary accommodation and presented Subha before a possible match for her.

His wife tied up Subha’s hair in golden ribbons, covered her up with ornaments, and obliterated her natural beauty as much as she could. Tears coursed down Subha’s cheeks. Her mother scolded her because that would make her eyes get swollen and ugly. But scolding could not make the tears stop.

The bridegroom himself, along with a friend, came to interview Subha. Subha kept on crying. But this enhanced her value to the bridegroom. It made him think: “The girl has a soft heart and one day that may of use to me.” After looking at Subha for a long time, he pronounced: “Not bad”. A suitable day was determined according to astrological calculations. Depositing their dumb daughter to an alien household, the parents went back to their village. They had met the requirements of social traditions.

The bridegroom was employed at a distance from Kolkata, in the central provinces. Immediately after the wedding, he took his bride there.

Within a week everyone got to understand that the newly wedded bride was speech-impaired, dumb. Nobody understood that it was not her fault. She had not deceived anyone. Her eyes had said everything but nobody had been able to understand it. Subha looked here and there. Wherever she looked, she found no one who could understand the language of the dumb. She could not see the familiar faces she had known since her birth. In the silent heart of the young girl, there rang out an inarticulate cry that no one but God could hear.

This time her husband used both his ears and eyes and chose a bride endowed with the power of speech.

William Wordsworth poem writers edition

I WANDERED LONELY AS A CLOUD

1 Comment / Poetry / By

I wandered lonely as a cloud
That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.

Continuous as the stars that shine
And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.

The waves beside them danced; but they
Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed—and gazed—but little thought
What wealth the show to me had brought:

For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.

William Wordsworth

WHY IS IT ESSENTIAL FOR THE CHILDREN TO PLAY OUTDOORS?

Leave a Comment / Health & Spirituality / By

It is a long established fact that a reader will be distracted by the readable content of a page when looking at its layout. The point of using Lorem Ipsum is that it has a more-or-less normal distribution of letters, as opposed to using ‘Content here, content here’, making it look like readable English. Many desktop publishing packages and web page editors now use Lorem Ipsum as their default model text, and a search for ‘lorem ipsum’ will uncover many web sites still in their infancy. Various versions have evolved over the years, sometimes by accident, sometimes on purpose (injected humour and the like).

BEACH OUTFITS – WHAT TO WEAR AT THE BEACH THIS SUMMER

Leave a Comment / Education / By

Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry’s standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged. It was popularised in the 1960s with the release of Letraset sheets containing Lorem Ipsum passages, and more recently with desktop publishing software like Aldus PageMaker including versions of Lorem Ipsum.

3 THINGS THAT HELP YOU MOTIVATE YOURSELF

1 Comment / Education / By

The major reason why we procrastinate is because we are not motivated enough. And there isn’t one single factor that determines motivation. In this article we discuss the three factors that influence self motivation.

I know that I am supposed to do a particular activity like an assignment, or study a book or write letters. But I tend to postpone these indefinitely, citing various excuses.

The major reason why we procrastinate is because we are not motivated enough. Being a mentor for a bunch of young talented students in a leading MBA college allows me in a position where I can see lack of self motivation as one of the biggest stumbling blocks in student and professional life.

And there isn’t one single factor that determines motivation.

Charles Handy talks about 3 things that are required in motivational calculus.

  • I should know my needs. These can be the need for security, for money, food, clothing and shelter, or need for companionship, or need for approval, or a need to fulfill my debt to various people.
  • I should know the result of which activity would satisfy these all or some of these needs.
  • I should have the energy or the resources (money, time etc.) to spend on those activities.

The above are multiplicative. That is, if any of the three is not there, I would not be motivated.

If I do not know my needs, then no activity would motivate me.

If I do not have the energy or the resources, then I cannot finish the activity satisfactorily.

If I do not know how to satisfy my needs, then I will not be motivated.

Therefore, I have to link the activity (that I dislike) to a need. For example, if I fear that I will fail a course, and therefore have a need to pass it and get rid of my fear, I can link an assignment to that need. If I need the approval of my colleagues, and the distasteful activity will satisfy that need, then I will try to do the activity.

Whether I finish the activity or not is based on the resources at hand. If I do not have the time, or I delayed it so much that I cannot possibly finish, then I am not motivated to do the activity, even if I know that the activity will satisfy a need.

The same principle holds good for motivating others. If I do not know the needs of another person, I cannot offer him an activity, the result of which would satisfy the needs.

If I do know his needs and I can link it to an activity that I want him to do, and I provide him with the means and resources (including training) to do that activity, the person will be motivated.

Remove any of the three (needsFree Articles, activity or resources) and there will be no motivation.

HOW DIGITAL LEARNING HAS CHANGED THE ASPECT OF EDUCATION

2 Comments / Education / By

Here, the most talked word of the year “online” or “digital” or “remote” has revamped the business, routine life, health and education system. People have reached the point of judgement that digital is new normal now, nothing more. Technology existed even before, learning management was still doing well, computers and mobile applications were still being used. So, what is so changed now?

Education system is empowered now. It is remotely interactive now. Learning has become Experimental now. Responsibilities getting multiplied each day. Advanced technology and learning tools are shared amongst learners now.

Moreover, online learning has opened plenty of opportunities, coming via technical sources. People from behind the gadgets can sit along with their kids, while embracing home like learning.

Customized Learning

Face Monday test, Friday test, weekly test and monthly test perceived to be a monotonous process. It was uneven to every student. Preparing for exams, sitting in a row, a long-drawn wait for results is what became irregular now. Education is no longer dependent on one way of teaching method. It is what became personalized. Teachers, keeping in mind facilitate the teaching methods as per student’s core learning skills. With the approach, the link between students and teachers grows in upward spiral motion.

Personalised learning is possible through integrated process like that of Learning Management systems that have been doing well in schools and institutions. From primary to higher, from curriculum based to examination based, content is prepared as per the needs of students.

Efficient resources, curated school-curriculum, quality content printed in education books that are designed by recognised digital publishing companies.

Integrated Learning

Learners sitting anywhere around the world can imbibe much better on learning gadgets. Academics is fun-learning. Live calls with instructors are one such collaborative medium of communication. Learning together enhances wide array of growth and development. Reading through graphs and diagrams is interactive. Critically based problems can be taught easily through machine learning software at online learning platforms. Learning experience is unique for both students and learners here.

Technology brings opportunities, in the case, where hundreds of e-publishing companies are opened to digital opportunities. This is an expanded source to career building. Educational resources, tools and technology is an ultimate element of learning and this is impossible without digital support to book publishers in India.

Flexible Learning

Learning is awesome if it’s could be performed anytime, anywhere. Learning is remote just like your portable gadgets at home. Laptops, iPad, tablets and even learning is accessible on mobile phones, makes the learning experience much more flexible. The journey from classrooms to mobile phones is a milestone one. All these tools play and integral role in student’s learning growth, if used wisely. Not only vital for learners but also a far-reaching tool for teachers in the digital classrooms. They can simply use them to conduct quizzes, profile-review, e-book-review, discover digital publishing solutions (for teachers) multiple activities together etc

I never wondered this before that mobile phone could be used as a source of learning other than entertainment, calling & messaging. Moreover, students adapt skills in managing devices, software and apps through AI advancement.