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T. Madhavan.
Showing posts with label DTEd 2008-10. Show all posts
Showing posts with label DTEd 2008-10. Show all posts
Tuesday 7 July 2009
Sunday 14 June 2009
Indian Medicine Systems
Siddha system
Introduction and Origin
Siddha system is one of the oldest systems of medicine in India. The term Siddha means achievements and Siddhars were saintly persons who achieved results in medicine. Eighteen Siddhars were said to have contributed towards the development of this medical system. Siddha literature is in Tamil and it is practiced largely in Tamil speaking part of India and abroad. The Siddha System is largely therapeutic in nature.
History :
The original Home allotted to mankind by the Creator was in the temperate and fertile region of the East and pointedly in India. It is from here that the human race began its culture and career. India may, therefore, be safely stated as that the first country from which human culture and civilization originated and spread. The science of medicine is of fundamental importance to man’s well being and so it must have originated with man and developed as civilization. It is, therefore rather pointless to try to determine the exact point of time to which the beginning of these systems could be traced They are eternal, they began with man and may end with him.
The Siddha was flouriest in south and Ayurveda prevalent in the north. Instead of giving the name of any of individual as the founder of these systems our ancestors attributed their origin to the creator. According to the tradition it was Shiva who unfolded the knowledge of Siddha system of medicine to his concert Parvati who handed it down to Nandi Deva and the Siddhars. The Siddhars were great scientists in ancient times. According to tradition, the origin of Siddha system of medicine is attributed to the great Siddha, Ayastiyar. Some of his works are still standard books of medicine and surgery in daily use among the Siddha Medical practitioners.
Basic Concepts
This principles and doctrines of this system, both fundamental and applied, have a close similarity to Ayurveda. According to this system the human body is the replica of the universe and so are the food and drugs irrespective of their origin.
Like Ayurveda, this system believes that all objects in the universe including human body are composed of five basic elements namely, earth, water, fire, air and sky. The food, which the human body takes and the drugs it uses are all, made of these five elements. The proportion of the elements present in the drugs vary and their preponderance or otherwise is responsible for certain actions and therapeutic results.
As in Ayurveda, This system also considers the human body as a conglomeration of three humours, seven basic tissues and the waste products of the body such as faeces, urine and sweat. The food is considered to be basic building material of human body which gets processed into humours, body tissues and waste products. The equilibrium of humours is considered as health and its disturbance or imbalance leads to disease or sickness.
This system also deals with the concept of salvation in life. The exponents of this system consider achievement of this state is possible by medicines and meditation.
Materia Medica
The system has developed a rich and unique treasure of drug knowledge in which use of metals and minerals is very much advocated. Some idea about the depth of knowledge the system possesses in the field of mineral, materia medica can be formed from the detailed drug classification, briefly described below:
There are 25 varieties of water-soluble inorganic compounds called ‘UPPU. These are different types of alkalies and salts.
There are 64 varities of mineral drugs that do not dissolve in water but emit, vapours when put in fire. Thirty-two of these are natural and remaining is artificial.
There are Seven drugs that do not dissolve in water but emit vapour on heating.
The system has classified separately classes of metals and alloys, which melt when, heated and solidifies on cooling. These include items like gold, silver, copper, tine, lead and iron. These are incinerated by special processes and used in medicine.
There is a group of drugs that exhibit sublimation on heating and includes mercury and its different forms like red sulphide of mercury, mercuric chloride and red oxide of mercury etc.
Sulpher, which is insoluble in water, finds a crucial place in Siddha materia medica along with mercury for use in therapeutics and in maintenance of health.
The above classification shows detailed knowledge and study of minerals that this system has evolved for treatment. In addition there are drugs obtained from animal sources. The system has published and hand-book on Siddha treatment for common diseases and ailments.
Chemistry in Siddha :
In Siddha system chemistry had been found well developed into a science auxillary to medicine and alchemy. It was found useful in the preparation of medicine as well as in transmutation of basic metals into gold. The knowledge of plants and mineral were of very high order and they were fully acquainted with almost all the branches of science. The Siddhars were also aware of several alchemical operations divided into several processes such as – calcinations, sublimation, distillation, fusion, separation conjunction or combination, congelation, cibation, fermentation, exaltation i.e. the action or process of refining gold, fixation i.e. bringing to the condition of being non-volatile i.e. to the state of resisting the action of fire, purification, incineration of metals, liquifaction, extraction and so on. Even cupellation of gold and silver which is an essential process in Alchemy in which is claimed to have been discovered by the Arabs, was known to the Siddhars long before.
Strength
The Siddha system is capable of treating all types of disease other than emergency cases. In general this system is effective in treating all types of skin problems particularly Psoriasis, STD, urinary tract infections, diseases of liver and gastro intestinal tract, general debility, postpartum anaemia, diarrhoea and general fevers in addition to arthritis and allergic disorders.
Diagnosis and Treatment
The diagnosis of diseases involve identifying it causes. Identification of causative factors is through the examination of pulse, urine, eyes, study of voice, colour of body, tongue and the status of the digestive system. The system has worked out details procedure of urine examination which includes study of it’s colour, smell, density, quantity and oil drop spreading pattern. It holistic in approach and the diagnosis involves the study of person as a whole as well as his disease.
The Siddha System of Medicine emphasises that medical treatment is oriented not merely to disease but has to take into account the patient, environment, the meteorological consideration, age, sex, race, habits, mental frame, habitat, diet, appetite, physical condition, physiological constitution etc. This means the treatment has to be individualistic, which ensures that mistakes in diagnosis or treatment are minimal.
The Siddha System also deals with the problems affecting the women’s health and a lot of formulations are available in the Siddha classics which can counter the problems for a better living. The care for women’s health starts from the first day of the girl child. The Siddha System strongly advocates breast feeding upto the first three months of the life. The Siddha System believes in the principle of “Food itself is medicine” and during this nursing period, lactating mothers are advised to take the food rich in iron, protein and fibre so as to prevent any nutritional disorders both to the child as well as the mothers. Once in 15 days, the mothers are advised to take simple remedies for de -worming so that they may not land up in anaemic conditions.
The Siddha System is effective in treating chronic cases of liver, skin diseases especially “Psoriasis”, rheumatic problems, anaemia, prostate enlargement, bleeding piles and peptic ulcer. The Siddha Medicines which contains mercury, silver, arsenic, lead and sulphur have been found to be effective in treating certain infectious diseases including venereal diseases. Practitioners have claimed that Siddha medicines are effective in reducing the highly debilitating problems that manifest themselves among patients of HIV/AIDS. More research into the efficacy of these medicines is presently in progress.
UNANI SYSTEM OF MEDICINE
Introduction and Origin
Unani System of Medicines originated in Greece and is based on the teachings of Hippocrates and Gallen and it developed in to an elaborate Medical System by Arabs, like Rhazes , Avicenna, Al-Zahravi , Ibne-Nafis and others.
Unani Medicines got enriched by imbibing what was best in the contemporary systems of traditional medicines in Egypt, Syria, Iraq, Persia, India, China and other Middle East countries. In India, Unani System of Medicine was introduced by Arabs and soon it took firm roots. The Delhi Sultans (rulers) provided patronage to the scholars of Unani System and even enrolled some as state employees and court physicians. During 13th and 17th century A.D. Unani Medicine had its hey-day in India. During the British rule, Unani System suffered a set back due to withdrawal of State Patronage, but continued to be practiced as the masses reposed faith in the system. It was mainly Sharifi family in Delhi, the Azizi family in Lucknow and the Nizam of Hyderabad due to whose efforts Unani Medicine survived during the British period.
Unani System has Shown remarkable results in curing the diseases like Arthritis, Leucoderma, Jaundice, Liver disorders, Nervous system disorders, Bronchial Asthma, and several other acute and chronic diseases where other systems have not been able to give desired response. Now the system has crossed national boundaries and is popular among the masses globally.
Concept and Principles
Unani treatment is based on its natural and remarkable diagnosis methods and is affordable. It is mainly dependent on the Temperament (Mizaj) of the patient, hereditary condition and effects, different complaints, signs and symptoms of the body, external observation, examination of the PULSE (Nubz), urine and stool etc. Unique and special treatment methods like Dieto therapy (Ilaj-bil-Ghiza), Climatic therapy (Ilaj-bil-Hawa), Regimental therapy (Ilaj-bit-Tadbir), make it a different and remarkable and popular system.
Regimental therapy includes venesection, cupping, diaphoresis, diuresis, Turkish bath, massage, cauterization, purging, emesis, exercise, leeching, etc.
Dieto therapy (Ilaj-bil-Ghiza) aims at treating certain ailments by administration of specific diets or by regulating the quantity and quality of food.
Pharmacotherapy (Ilaj-bid-Dawa) is mainly dependent upon local available herbal drugs which make the system indigenous. Similarly, surgery has also been in use in this system for quite long. In fact, the ancient physicians of Unani Medicine were pioneers in this field and had developed their own instruments and techniques. But at present only minor surgery is in vogue in this system.
In Unani Medicine, single drugs or their combination in raw are preferred over compound formulations. Further the materia medica of Unani Medicine being vast, the medicines are easy to get as most of them are available locally. The naturally occurring drugs used in this system are symbolic of life and are generally free from side-effects. Such drugs as are toxic in crude form are processed and purified in many ways before use.
The Greek and Arab physicians encouraged poly-pharmacy and devised a large number of poly-pharmaceutical recipes which are still in vogue. In Unani Medicine, although general preference is for single drugs, compound formulations are also employed in the treatment of various complex and chronic disorders. Since emphasis is laid on a particular temperament of the individual, the medicines administered are such as go well with the temperament of the patient, thus accelerating the process of recovery and also eliminating the risk of drug reaction.
Dr.Siddiqui undertook the task visualized by Msih-ul-Mulk and his discovery of medicinal properties of a plant, commonly known as Asrol (Pagal Booti), led to sustained research that established the unique efficacy of this plant known all over the world as Rauwolfia serpentina, in neurovascular and nervous disorders, such as hypertension, insanity, schizophrenia, hysteria, insomnia and psychosomatic conditions, etc.
At present the Unani system of medicine, with its own recognized practitioners, hospitals and educational and research institutions forms an integral part of the national healthcare system. Today, India is considered a world leader in Unani Medicine.
NATUROPATHY
Basic Concepts
In fact, Nature Cure is a way of life of which we find a number of references in the Vedas and other ancient texts. The morbid matter theory, concept of vital force and other concepts upon which Nature Cure is based are already available in old texts which indicate that these methods were widely practiced in ancient India.
The whole practice of Nature cure based on the following three principles:
1, Accumulation of morbid matter.
2, Abnormal composition of blood and lymph.
3, Lowered vitality
Nature Cure believes that all the diseases arise due to accumulation of morbid matter in the body and if scope is given for its removal, it provides cure or relief. It also believes that the human body possesses inherent self constructing and self healing powers. The fundamental difference in Nature Cure with other systems is that its theory and practice are based on holistic view point whereas the later’s approach is specific. Nature Cure does not believe in the specific cause of disease and its specific treatment but takes into account the totality of factors responsible for diseases such as one’s un-natural habits in living, thinking, working, sleeping, relaxation, sexual indulgence etc, and also considers the environmental factors involved which on the whole disturbs the normal functioning of the body and lead it to a morbid, weak and toxic state. For treatment it primarily stresses on correcting all the factors involved and allowing the body to recover itself. A Nature Cure physician helps in Nature’s effort to overcome disease by applying correct natural modalities and controlling the natural forces to work within safe limits. The five main modalities of treatment are air, water, heat, mud and space.
Principles
1. All disease, their cause and their treatment are one.
2. The basic cause of disease is not bacteria. Bacteria develop after the accumulation of morbid matter when a favorable atmosphere for their growth develops in body. Basic cause is morbid matter and not the bacteria.
3. Acute diseases are our friends not he enemies. Chronic diseases are the outcome of wrong treatment and suppression of the acute diseases.
4. Nature is the greatest healer. Body the capacity to prevent itself from diseases and regain health if unhealthy.
5. In Naturopathy patient is treated and not the disease.
6. In Naturopathy diagnosis is easily possible. Ostentation is not required. Long waiting for diagnosis is not required for treatment.
7. Patients suffering from chronic ailments are also treated successfully in comparatively less time in Naturopathy.
8. After emerging, suppressed diseases can be cured by Naturopathy.
9. Nature Cure treats physical, mental, social (moral) and spiritual all four aspects at the same time.
10. Nature Cure treats body as a whole instead of giving treatment to each organ separately.
11. Naturopathy does not use medicines. According to Naturopathy "Food is Medicine".
12. According to Gandhi Ji "Rama Nama is the best Natural Treatment", means doing prayer according to one’s spiritual faith is an important part of treatment.
History, Development and its Status
Nature Cure movement started in Germany & other western countries with "Water cure" (Hydrotherapy). Water cure was synonymous with Nature Cure in those early days. The credit of making Water cure world famous goes to Vincent Priessnitz (1799-1851) who was a farmer. Dr. Henry Lindlahr and others go to the extent of crediting him as "Father of Naturopathy". The word "Naturopathy" has been coined by Dr. John Scheel in the year 1895 and was propagated and popularised in the western world by Dr. Benedict Lust. A number of Doctors of modern medicine and others became Nature Cure enthusiasts and gradually added a number of modalities within the fold of Naturopathy and scientifically developed them. Nature Cure movement gained momentum in India as Mahatma Gandhi, "Father of the Nation" became much interested in this system and included it in his programmes. He has also established a Nature Cure Hospital in Uruli Kanchan, Distt. Poona, Maharashtra which is still functioning.
Naturopathy is a system of healing science stimulating the body’s inherent power to regain health with the help of five great elements of nature – Earth, Water, Air, Fire and Ether. Though the basic Nature Cure deals only with Pancha Mahabhoota’s, the recent developments advocates the practice of drugless therapies like Massage, Electrotherapy, Physiotherapy, Acupuncture and Acupressure, Magnetotherapy etc., Diet plays a major role, above all.
Background
Naturopathy adopts the following diagnostic methods; Full life case history – covering all the facts of life, since birth.
1. Facial diagnosis – the science of facial expressions by studying the various characteristic features upon the body.
2. Iris diagnosis – study of iris indicating the condition of various visceral organs.
3. Modern clinical diagnosis to some extent.
The methods applied for cure in Naturopathy are the following: -
1. Water Therapy: Water is the most ancient of all the remedial agents. It is employed in different forms in treatment and produces several types of physiological effects depending upon temperature and duration. Hydrotherapy is employed in almost all types of disease conditions.
2. Air Therapy: Fresh air is essential for good health. Air therapy is employed in different pressures and temperatures in variety of disease conditions.
3. Fire Therapy: Existence of all the creatures and forms depends upon “Agni” (Fire). In Nature Cure treatment, different temperatures are employed through different heating techniques to produce different specific effects.
4. Space Therapy: Congestion causes disease. Fasting is the best therapy to relieve congestion of body and mind.
5. Mud Therapy: Mud absorbs, dissolves and eliminates the toxins and rejuvenates the body. It is employed in treatment of various diseases like constipation, skin diseases etc.
6. Food Therapy: Most of the disease are amenable through food therapy. As you eat so will you be physically as well as mentally. Your food is your medicine. These are the main slogans of Nature Cure.
7. Massage Therapy: Massage is generally employed for tonic, stimulant and sedative effects. It is an effective substitute for exercise.
8. Acupressure: There are different points on hands, feet & body which are associated with different organs. By applying pressure on these selected points, related organs can be influenced for getting rid of their ailments.
9. Magneto Therapy: Magnets influence health. South and North poles of different powers and shapes are employed in treatment, by applying directly on different parts of the body or through charged up water or oil.
10. Chromo Therapy: Sun rays have seven colours – violet, indigo, blue, green, yellow, orange and red. These colours are employed through irradiation or body or by administering charged water, oil and pills for treatment.
AYURVEDA
Ayurveda - Concept and Principles
Life in Ayurveda is conceived as the union of body, senses, mind and soul. The living man is a conglomeration of three humours (Vata, Pitta &Kapha), seven basic tissues (Rasa, Rakta, Mansa, Meda, Asthi, Majja & Shukra) and the waste products of the body such as faeces, urine and sweat. Thus the total body matrix comprises of the humours, the tissues and the waste products of the body. The growth and decay of this body matrix and its constituents revolve around food which gets processed into humours, tissues and wastes. Ingestion, digestion, absorption, assimilation and metabolism of food have an interplay in health and disease which are significantly affected by psychological mechanisms as well as by bio- fire(Agni).
Panchamahabhutas
According to Ayurveda all objects in the universe including human body are composed of five basic elements (Panchamahabhutas) namely, earth, water, fire, air and vacuum (ether). There is a balanced condensation of these elements in different proportions to suit the needs and requirements of different structures and functions of the body matrix and its parts. The growth and development of the body matrix depends on its nutrition, i.e. on food. The food, in turn, is composed of the above five elements, which replenish or nourish the like elements of the body after the action of bio-fire (Agni). The tissues of the body are the structural whereas humours are physiological entities, derived from different combinations and permutations of Panchamahabhutas.
Health and Sickness
Health or sickness depends on the presence or absence of a balanced state of the total body matrix including the balance between its different constituents. Both the intrinsic and extrinsic factors can cause disturbance in the natural equilibrium giving rise to disease. This loss of equilibrium can happen by dietary indiscrimination, undesirable habits and non-observance of rules of healthy living. Seasonal abnormalities, improper exercise or erratic application of sense organs and incompatible actions of the body and mind can also result in creating disturbance of the existing normal balance. The treatment consists of restoring the balance of disturbed body-mind matrix through regulating diet, correcting life-routine and behaviour, administration of drugs and resorting to preventive Panchkarma and Rasayana therapy.
Diagnosis
In Ayuveda diagnosis is always done of the patient as a whole. The physician takes a careful note of the patient’s internal physiological characteristics and mental disposition. He also studies such other factors as the affected bodily tissues, humours, the site at which the disease is located, patient’s resistance and vitality, his daily routine, dietary habits, the gravity of clinical conditions, condition of digestion and details of personal, social, economic and environmental situation of the patient. The diagnosis also involves the following examinations:
• General physical examination
• Pulse examination
• Urine examination
• Examination of the faeces
• Examination of tongue and eyes
• Examination of skin and ear including tactile and auditory functions.
Treatment
The basic therapeutic approach is, ‘that alone is the right treatment which makes for health and he alone is the best doctor who frees one from disease’. This sums up the principal objectives of Ayurveda, i.e. maintenance and promotion of health, prevention of disease and cure of sickness.
Treatment of the disease consists in avoiding causative factors responsible for disequilibrium of the body matrix or of any of its constituent parts through the use of Panchkarma procedures, medicines, suitable diet, activity and regimen for restoring the balance and strengthening the body mechanisms to prevent or minimize future occurrence of the disease.
Normally treatment measures involve use of medicines, specific diet and prescribed activity routine. Use of these three measures is done in two ways. In one approach of treatment the three measures antagonize the disease by counteracting the etiological factors and various manifestations of the disease. In the second approach the same three measures of medicine, diet and activity are targeted to exert effects similar to the etiological factors and manifestations of the disease process. These two types of therapeutic approaches are respectively known as Vipreeta and Vipreetarthkari treatments.
For successful administration of a treatment four things are essential. These are
• The physician
• The medicaments
• The nursing personnel
• The patient
The physician comes first in order of importance. He must possess technical skill, scientific knowledge, purity and human understanding. The physician should use his knowledge with humility, wisdom and in the service of humanity. Next in importance comes food and drugs. These are supposed to be of high quality; wide application, grown and prepared following approved procedures and should be available adequately. The third component of every successful treatment is the role of nursing personnel who should have good knowledge of nursing, must know the skills of their art and be affectionate, sympathetic, intelligent, neat & clean and resourceful. The fourth component is the patient himself who should be cooperative and obedient to follow instructions of the physician, able to describe ailments and ready to provide all that may be needed for treatment.
Preventive Treatment & the concepts of Aetio-Pathogenesis
Ayurveda has developed a very vivid analytical description of the stages and events that take place since the causative factors commence to operate till the final manifestation of disease. This gives this system an additional advantage of knowing that possible onset of disease much before the latent symptoms become apparent. This very much enhances the preventive role of this system of medicine by making it possible to take proper and effective steps in advance, to arrest further progress in pathogenesis or to take suitable therapeutic measures to curb the disease in its earliest stage of onset.
Types of Treatment
The treatment of disease can broadly be classified as
a. Shodhana therapy (Purification Treatment)
b. Shamana therapy (Palliative Treatment)
c. Pathya Vyavastha (Prescription of diet and activity)
d. Nidan Parivarjan (Avoidance of disease causing and aggravating factors)
e. Satvavajaya(Psychotherapy)
f. Rasayana therapy(use of immuno-modulators and rejuvenation medicines)
(a) Shodhana treatment aims at removal of the causative factors of somatic and psychosomatic diseases. The process involves internal and external purification. The usual practices involved are Panchkarma (medically induced Emesis, Purgation, Oil Enema, Decoction enema and Nasal administration of medicines), Pre-panchkarma procedures (external and internal oleation and induced sweating). Panchkarma treatment focuses on metabolic management. It provides needed purificatory effect, besides conferring therapeutic benefits. This treatment is especially helpful in neurological disorders, musculo-skeletal disease conditions, certain vascular or neuro-vascular states, respiratory diseases, metabolic and degenerative disorders.
(b) Shamana therapy involves suppression of vitiated humours (doshas). The process by which disturbed humour subsides or returns to normal without creating imbalance of other humours is known as shamana. This treatment is achieved by use of appetisers, digestives, exercise and exposure to sun, fresh air etc. In this form of treatment, palliatives and sedatives are used.
(c) Pathya Vyavastha comprises indications and contraindications in respect of diet, activity, habits and emotional status. This is done with a view to enhance the effects of therapeutic measures and to impede the pathogenetic processes. Emphasis on do’s and don’ts of diet etc is laid with the aim to stimulate Agni and optimize digestion and assimilation of food in order to ensure strength of tissues.
(d) Nidan Parivarjan is to avoid the known disease causing factors in diet and lifestyle of the patient. It also encompasses the idea to refrain from precipitating or aggravating factors of the disease.
(e) Satvavajaya concerns mainly with the area of mental disturbances. This includes restraining the mind from desires for unwholesome objects and cultivation of courage, memory and concentration. The study of psychology and psychiatry have been developed extensively in Ayurveda and have wide range of approaches in the treatment of mental disorders.
(f) Rasayana therapy deals with promotion of strength and vitality. The integrity of body matrix, promotion of memory, intelligence, immunity against the disease, the preservation of youth, luster and complexion and maintenance of optimum strength of the body and senses are some of the positive benefits credited to this treatment. Prevention of premature bear and tear of body tissues and promotion of total health content of an individual are the roles that Rasayana therapy plays.
Diet and Ayurvedic Treatment
In Ayurveda, regulation of diet as therapy has great importance. This is because it considers human body as the product of food. An individual’s mental and spiritual development as well as his temperament is influenced by the quality of food consumed by him. Food in human body is transformed first into chyle or Rasa and then successive processes involve its conversion into blood, muscle, fat, bone, bone-marrow, reproductive elements and ojas. Thus, food is basic to all the metabolic transformations and life activities.
HOMOEOPATHY
What is homoeopathy?
Homoeopathy (=homeopathy) is an alternative method of treatment, based on the nature's Law of Cure, namely 'Like Cures Like'. The truth of this law was discovered by a German scientist Dr.Samuel Hahnemann in 1796, and has been verified experimentally and clinically for 200 years. Homoeopathy is the revolutionary, natural medical science. Homoeopathy is gentle and effective system of medicine. The remedies are prepared from natural substances to precise standards and work by stimulating the body's own healing power.
Why should homoeopathy be the first choice of therapy ?
Homoeopathy is highly scientific, logical, safe, quick and extremely effective method of healing. It offers long lasting to permanent cure, treating the disease from its roots, for most of the ailments. Homoeopathy is the most rational science with respect to its concepts of health, disease and cure. Homoeopathy does not treat superficially by just driving away the symptoms but heals the patient from within. Undoubtedly, homoeopathy is the medicine of future.
Homoeopathy: The Holistic medicine:
The concept of disease in homoeopathy is that disease is a total affection of mind and body, the disturbance of the whole organism. Individual organs are not the cause of illness but disturbance at the inner level (disturbance of the life force, the vital energy of the body) is the cause of illness. Therefore homoeopathy does not believe in giving different medicines for different afflicted parts of body but rather give one single constitutional remedy which will cover the disturbance of the whole person. Homoeopathy treats the patient as a whole and not just the disease. Medical philosophy is coming more and more to the conclusion that the mere treatment of symptoms and organs can only help temporarily and that it is the healing power of the body as whole that has to be enhanced. Homoeopathy believes in holistic, totalistic and individualistic approach.
Homoeopathy: Magic of Minimum dose
Homoeopathy has a unique approach of the method of preparation of the drugs in which the end result will contain only the 'dynamic curative power' of the drug substance, devoid of any original crude substance. By a special mode of preparation called 'optimization', over 2500 homeopathic medicines are prepared from sources such as vegetables, animal, minerals, chemicals, etc. Hence homeopathic remedies with its ultra minute dose are non toxic, absolutely harmless and bring about SAFE AND SURE CURE. Homoeopathic remedies are dynamic agents influencing body's energy.
Homoeopathy: Ideal for Infants and Children
Most of the children's ailments like Cold, Cough, Fever, Vomiting, Diarrhoea, Dysentery, Colic, Tonsillitis, Bronchitis, Asthma, Measles, Chickenpox, Mumps, Dentition problems, etc., could be very effectively and quickly treated with homoeopathy without producing any side effects whatsoever. Unlike antibiotics and other such medicines, homeopathic pills do not hamper digestion, nor lower body's resistance. Neither do they neither cause any allergies nor cause any damage even if taken over a long period. Homoeopathic pills being sweet in taste, is willingly ingested by children. Indeed, homoeopathy is child-Friendly ! Besides, homoeopathy is effective also in temperament and behavioral problems seen commonly in children like irritability, obstinacy, temper-tantrums, fears, phobias, destructiveness; and thumb- sucking, nail biting, bed-wetting; as well as in mentally & physically backward children.
Homoeopathy: Better substitute to Antibiotics...
Homoeopathy is an effective alternate to antibiotics in infectious diseases, producing no toxic side effects and bringing about rapid recovery. Homoeopathy has definite treatment for most of the infectious disease such as Sinusitis, Tonsillitis, Bronchitis, Pneumonia, Tuberculosis, Meningitis, Otitis media (pus from ear), Gastro-enteritis (vomiting-diarrhoea), Dysentery, Urinary Infections, etc.
Homoeopathy: Offers best treatment for Viral Infections
Viral infections such as common cold, influenza, measles, chickenpox, mumps, viral hepatitis (jaundice), viral meningitis etc. are very well treated with homoeopathy. Allopathic system has no curative treatment for viral diseases except infusing antibiotics under the pretext of preventing secondary bacterial infection.
Homoeopathy: Often avoids Surgery
Homoeopathy is not against surgery. Surgery is an art and science by itself. Surgery is called forth in the conditions where medicines have limited or no role, and where surgical aid, operation can cure or improve the condition. There are number of diseases which are labeled as 'surgical', where homoeopathy works curatively and can avoid surgery. Some such ailments are : Septic recurrent Tonsillitis, Piles, Fissure-in-ano, Fistula, Appendicitis (except gangrenous), Chronic ear discharge, Vocal cord nodules, Polyp in nose-ear, Kidney & Biliary (small) stones, small size Uterine Fibroid, Ovarian Cysts, Warts , Corns, etc.
Homoeopathy: Answer to Allergic diseases
In modern life infections have diminished and various allergic disorders have grown rampant. Homoeopathy offers very effective treatment in all allergic diseases such as various skin diseases like Urticaria, Eczema, Contact Dermatitis, as well as gives unbelievably miraculous results in Asthmatic Bronchitis.
Homoeopathy: Excellent for Psychosomatic ailments
The psychosomatic disorders like Migraine, Asthma, Acidity, Peptic ulcer, Allergy, Ulcerative colitis, etc. are successfully treated with homoeopathy. Homoeopathy has long recognized the psychological origin of somatic (body) symptoms. Homoeopathy always examines patient's mental make-up in all cases and remedies are given acting at the level of mind and body together, thus eradicating the disease. Perhaps no other system of medicine has such a superb approach of tackling the mind-body disorders with definite therapeutic agents. Homoeopathic remedies are capable of influencing the state of mind. They can specifically act to alleviate emotional disturbance such as excessive anxiety, irritability, insecurity, obsessive traits, undue jealousy, suspicion (paranoid) fears, depression, neurosis etc. By relieving the emotions such as above, homeopathic remedies bring about harmonious state of health. Thus homoeopathy demonstrates the possibility of the highest goal of medicine, the therapy for the person rather than for the disease alone. Homoeopathic remedies can cure mental & emotional disturbed states.
Homoeopathic Opinion: A must ...
In this scientific era of health consciousness, the time has come that for the treatment of any disease which does not respond to any particular line of treatment, one must take a homeopathic opinion immediately. Often patients lose their early time going to one specialist to another helplessly, without permanent relief, and approach homoeopathy only when other medicines fail.
Homoeopathy: Not a last Resort
To obtain the best results and full benefits of homeopathic science, one should resort to homoeopathy in the early phase of sickness. Because of ignorance and lack of awareness in general public about the usefulness of homoeopathy in all kinds of diseases ranging from Cold to Cancer, many patients approach homoeopathy late. By this time the disease process advances to an incurable stage and homoeopathy can offer little then, to the otherwise curable disorders. However timely given homeopathic treatment could be a blessing to the ailing humanity.
Homoeopathy: A complete system of medicine.
Homoeopathy is not limited to certain diseases but is universally applicable to all kinds of diseases. It is time, when people must be made fully aware of the benefits and the scope of homoeopathy in various day to day diseases. Homoeopathy should be more and more made available to the benefit of ailing persons, as it can positively help 90% of the diseases we have today.
Saturday 6 June 2009
Assignment Method
The Assignment method is the most common method of teaching especially in teaching of Science. It is a technique which can be usually used in teaching and learning process. It is an instructional technique comprises the guided information, self learning, writing skills and report preparation among the learners. The Assignment method is an important step in teaching and learning process (Douglas).
Objectives of Assignment Method:
Bates defined that the Assignment given in the lesson concerned to the student must train them in self learning and to acquire the presentation skills of the learners. The assignment method inculcates the learning experiences and information retrieval and report writing skills. The following objectives can be derived from the Assignment method.
The diverse and multiple learning experiences must be coordinated with a common method is an important objective in Teaching of Science. The assignment method can integrate and coordinate the different learning experiences of a learner from different approaches.
It provides good training for information seeking and retrieval behaviour.
It inculcates the self learning attitude among the students.
It provides information analysis and research attitude to the learners.
It develops the learning experiences from various sources.
Steps / Stages in Assignment
In order to achieve the desired objectives from the Assignments, the teacher should mind the following steps / stages before assigning the work to the students.
The assignment must be Lesson concerned and related with the text books and curriculum.
The topic / unit of the assignment must be explained with the availability of resources.
The core of the subject or unit must be clarified.
The hard and difficult portions of the assignment need to be explained well.
The topics / units irrelevant to the assignments must be defined very well.
The questions and answers for the assignment provided to the learners must comprise the following:
The questions must investigate the learners / students attitude.
The questions need to express whether the students have gone through the entire questions and assignment instructions.
The answers must be simple and smaller in nature.
The questions must allocate space for diagrammatic illustrations by the students
The questions can provide experimental work and tools for the students.
The references and bibliography must be annexed by the students.
Qualities / Features of a Good Assignment:
The significance of the Assignment has not been felt by the students due to the assignments were given by the individual without having proper understanding of the objectives of assignment method.( Tram) Assignments given with ambiguous instruction and lesser time to complete the task are also results in to sub-standard work by the students.
So that the teachers should identify the selected units / topics as the assignment work. A good assignment has the following best features and provides a good learning experience.
Assignment must be relevant to the subject taught to the student.
This should reflect the affinities with the subject contents in the text book concerned.
Assignment must be simple and enable the students to complete it within the stipulated time.
Assignment must avoid ambiguous, complex information and instructional structure.
Objectives of the assignments must be clear and definite.
Assignment must be given with other methods of teaching enable the good learning experiences.
Assignment should be given ensuring the level of the students’ age, attitude, skills and availability of resources for the topic / unit.
Assignment must develop the creativity and capable of individual learning by doing.
Assignments given to the students may challenge their thinking and analysis power.
The group assignments may enbcourage the coordinated learning aming the students.
The difficult task can be handled by fast learners and normal and easier task can be shared by slow learners facilitates students to complete and achieve the objectives of the group assignment. Generally the selection of the topics / units for the Group assignment must be done by the group of students themselves.
Types of Assignments:
Generally, the assignments are classified in to two types: viz.
Home assignments and
School Assignments
Home assignments:
The assignments given by the teacher is completed by the students in their home with the help of reference books and instructions / information provided by the teacher. The Completed assignments were evaluated by the teacher.
School assignments:
Prior to the experiments to be done or any difficult tasks, the teacher interrogates some questions regarding the experiment or tasks. The students have to find the answer with the help of text books and library books and report it in written form. The teacher observes the information collected by the students for the assignments. If the information collected is relevant and sufficient, the students will be allowed to proceed further towards the experiment or tasks. Other wise they are again instructed with further information and clarification to resubmit the assignments. Such assignments are termed and known as School assignments.
Busing has classified the school assignments in to nine types under the following headings.
1. Page or Paragraph Assignment: This assignment deal with the frequently used topic / unit in Text books. Usually assignment confines with a page or few paragraphs only. It is the method of instant answering or reporting in learning activities.
2. Chapter Assignment: This is somewhat broader than the page or paragraph assignment. Its scope confines with a chapter in the text book or a specific topic / unit to be described in the Text books. Generally this assignment based on the contents of the chapter of a lesson hence it is called as chapter assignment.
3. Topical Assignment: Such assignments are based on a chapter or more or a topic interrelated with the text book units. There may be ample opportunities the topical assignments may cross the boundaries of text books and its chapters. This assignment will be helpful in teaching and learning, the every day problems can be correlated with science teaching and learning by the students.
4. Problem Assignment: In order to solve a problem through scientific method this type of assignments were given to the students. The problem solving is its primary objective. The students are trained to learn the problem solving process through this assignment method. This type of assignment is considered as exclusive one.
5. Experience Assignment: This is a traditional assignment method. This type of assignment is usually used in mathematical lessons. Also this assignments will be helpful in problem solving and for other subjects too. This assignment is given along with other assignments.
6. Individual or Group report Assignment: This assignment has given to bring out the actual capabilities of a student or a group of students. It helps to promote the cooperative learning and information seeking behaviour among the students. It is considered as one of the special methods to develop and promote the individual’s learning experiences.
7. Unit Assignment: This assignment confines with a particular unit of the text book. It helps to avoid the ambiguous and repetitive information from the units of Group discussion. The central idea / core theme of the text can be supported by this unit assignment. Duplicate and unauthentic ideas and information are filtered in this unit assignment.
8. Experiment Assignment: This assignment has the best features from the problem assignment and project method. Basically this assignment evolved from the laboratory experiments and its reports. But this assignment could not be used as a representative for testing hypothesis. This is a best tool for the learning and teaching process.
9. Practice Assignment: This type of assignment is usually given in mathematics. This is given to the students to reinforce their memory skills and retention of the concepts. The repeated exercises can be given through this assignment. Memorizing poems, tables, theorem etc., can be done through this method.
Fundamental Elements of Assignments:
i. Assignments must be clear and well defined.
ii. It should be precise as well as having sufficient information enable to complete the task by all students.
iii. The Teacher should clear the obstacle of the assignment proposed.
iv. Newer topics for the assignments must be proposed with the earlier learning experiences.
v. Students must have a proper understanding about the assignments.
vi. Students need to understand the importance of assignments.
vii. Assignments proposed must be interesting enable to complete within the stipulated time by the students.
viii. Assignments must balance the skills and interests of the students as well as with their age and attitude.
ix. Assignment must enhance the interest in learning experiences of the students.
x. Appropriateness in assignment is accepted. There should not be credits or debits for best and worst assignments respectively.
xi. Assignments must direct the students towards the appropriate learning methods for the lesson in the text books.
xii. Assignments proposed must consider the individual differences of the students and their time management skills.
xiii. Library and laboratory facilities are mandatory for completion of assignments.
Teacher’s Role in assignment method:
In order to achieve the effective learning experience among the students through the Assignment method teacher has his / her own important role and functions in this method. The following role and functions are considered mandatory for every teacher when executing the assignment method.
In teaching of Science subject the lesson is divided into easier and appropriate parts that should be enable to pursue as assignment topics. The assignments must be interrelated and develop from one to another gives good learning experiences.
Teacher must have some targets in the learning experiences that to be acquired by the students from the assignments.
Before giving the assignment works to the students progress sheet should have been prepared by the teacher.
Teacher should have the complete bibliography and references for the subject he assigned for the assignments to the students.
The reference and required information must be given with guidelines to the students when they opt for assistance in their assignment as well as in other academic works.
The teacher must have the list of the assignments and its feed back with the problem solving guidelines to reduce the gaps in learning process among the students.
Active sheets must be prepared and kept under his custody for the experiments and laboratory work.
The planned and programmed assignment method yields a good learning experience and better results also facilitate the further follow up academic activities such as Laboratory work, experiments and projects. The planned and well defined assignments found simple and interesting to the students and enable them to complete the work effectively within a stipulated time.
Advantages / Merits of assignment method:
Provides opportunity in self learning for the students
Better learning experiences will be gained when combined with other science teaching methods.
Assignment provides sufficient flexibility in learning pace of the students. The slow learners too adapt with this method.
Teachers’ interruption is very much reduced and the students’ active participation is encouraged.
Teacher acts as a role of guide only.
The students received a better training in the learning by doing method in this method.
The information seeking and retrieval behaviour is developed among the students.
It gives better understanding in scientific method and projects.
It can provide space for the individuals learning attitude and their speed in learning process.
This provides better feed back and gives exact solution for the problems faced by the student in the learning process.
The progress sheet shows each and every student achievement and records his strength and weakness of the students learning activities.
The learning by doing aspect in this assignment method promotes the self confidence and self respect of each and every student engaged in assignment work.
Additional bibliographic information and references provide a good in depth knowledge among the students in the subject they work.
Teacher himself improves his awareness about the students’ achievements.
The student has his own responsibility in learning process.
The experimental works can be done with ease and simple way.
The difficult experiments are demonstrated by the teacher sot that there is no risk.
Individualized instruction and attention is possible in this method.
Limitations
There are some demerits and limitations in this assignment method for both teachers and students.
For the Teachers:
It is time consuming and burden process.
Teacher has to collect the information from various sources before assigning the work to the students.
Work burden extends in holidays too. There will be no encouragement for his work.
There are no source books and guide books are available in the market. Teacher has to prepare the same at his own risk of time and money.
There are divergent group of students in a class, it poses problems for teacher assigning a unique or uniform topic for assignment.
The success of the assignment method largely depends on library and laboratory facilities provided for the teacher as well as students.
The teacher has to examine the copy work and eliminate it.
The slow learners need much more attention from the teacher. Again it gives more burden for the teacher.
For the Students:
Time consuming. Need to spend more time in seeking information and its retrieval.
The time limit given threatens the students which makes the substandard work.
The slow learners stay behind. They tend to copy others works.
It is found hard for the students having little scientific attitude.
The report writing is little bit costly.
In general
It is not fit for all topics in science.
The teacher student ration must be less in number.
Need better orientation both for teacher and students.
Careful analysis and correction is necessary otherwise entire works go waste.
~ ~ ~ ~
Reference:
(Teaching of Science, First Year Source Book (D.T.Ed.) Tamil Nadu Textbook Society, Chennai-600006. p47-60.).
From:
T. Madhavan. Lecturer (Science), DIET, Lawspet, Puducherry.
Objectives of Assignment Method:
Bates defined that the Assignment given in the lesson concerned to the student must train them in self learning and to acquire the presentation skills of the learners. The assignment method inculcates the learning experiences and information retrieval and report writing skills. The following objectives can be derived from the Assignment method.
The diverse and multiple learning experiences must be coordinated with a common method is an important objective in Teaching of Science. The assignment method can integrate and coordinate the different learning experiences of a learner from different approaches.
It provides good training for information seeking and retrieval behaviour.
It inculcates the self learning attitude among the students.
It provides information analysis and research attitude to the learners.
It develops the learning experiences from various sources.
Steps / Stages in Assignment
In order to achieve the desired objectives from the Assignments, the teacher should mind the following steps / stages before assigning the work to the students.
The assignment must be Lesson concerned and related with the text books and curriculum.
The topic / unit of the assignment must be explained with the availability of resources.
The core of the subject or unit must be clarified.
The hard and difficult portions of the assignment need to be explained well.
The topics / units irrelevant to the assignments must be defined very well.
The questions and answers for the assignment provided to the learners must comprise the following:
The questions must investigate the learners / students attitude.
The questions need to express whether the students have gone through the entire questions and assignment instructions.
The answers must be simple and smaller in nature.
The questions must allocate space for diagrammatic illustrations by the students
The questions can provide experimental work and tools for the students.
The references and bibliography must be annexed by the students.
Qualities / Features of a Good Assignment:
The significance of the Assignment has not been felt by the students due to the assignments were given by the individual without having proper understanding of the objectives of assignment method.( Tram) Assignments given with ambiguous instruction and lesser time to complete the task are also results in to sub-standard work by the students.
So that the teachers should identify the selected units / topics as the assignment work. A good assignment has the following best features and provides a good learning experience.
Assignment must be relevant to the subject taught to the student.
This should reflect the affinities with the subject contents in the text book concerned.
Assignment must be simple and enable the students to complete it within the stipulated time.
Assignment must avoid ambiguous, complex information and instructional structure.
Objectives of the assignments must be clear and definite.
Assignment must be given with other methods of teaching enable the good learning experiences.
Assignment should be given ensuring the level of the students’ age, attitude, skills and availability of resources for the topic / unit.
Assignment must develop the creativity and capable of individual learning by doing.
Assignments given to the students may challenge their thinking and analysis power.
The group assignments may enbcourage the coordinated learning aming the students.
The difficult task can be handled by fast learners and normal and easier task can be shared by slow learners facilitates students to complete and achieve the objectives of the group assignment. Generally the selection of the topics / units for the Group assignment must be done by the group of students themselves.
Types of Assignments:
Generally, the assignments are classified in to two types: viz.
Home assignments and
School Assignments
Home assignments:
The assignments given by the teacher is completed by the students in their home with the help of reference books and instructions / information provided by the teacher. The Completed assignments were evaluated by the teacher.
School assignments:
Prior to the experiments to be done or any difficult tasks, the teacher interrogates some questions regarding the experiment or tasks. The students have to find the answer with the help of text books and library books and report it in written form. The teacher observes the information collected by the students for the assignments. If the information collected is relevant and sufficient, the students will be allowed to proceed further towards the experiment or tasks. Other wise they are again instructed with further information and clarification to resubmit the assignments. Such assignments are termed and known as School assignments.
Busing has classified the school assignments in to nine types under the following headings.
1. Page or Paragraph Assignment: This assignment deal with the frequently used topic / unit in Text books. Usually assignment confines with a page or few paragraphs only. It is the method of instant answering or reporting in learning activities.
2. Chapter Assignment: This is somewhat broader than the page or paragraph assignment. Its scope confines with a chapter in the text book or a specific topic / unit to be described in the Text books. Generally this assignment based on the contents of the chapter of a lesson hence it is called as chapter assignment.
3. Topical Assignment: Such assignments are based on a chapter or more or a topic interrelated with the text book units. There may be ample opportunities the topical assignments may cross the boundaries of text books and its chapters. This assignment will be helpful in teaching and learning, the every day problems can be correlated with science teaching and learning by the students.
4. Problem Assignment: In order to solve a problem through scientific method this type of assignments were given to the students. The problem solving is its primary objective. The students are trained to learn the problem solving process through this assignment method. This type of assignment is considered as exclusive one.
5. Experience Assignment: This is a traditional assignment method. This type of assignment is usually used in mathematical lessons. Also this assignments will be helpful in problem solving and for other subjects too. This assignment is given along with other assignments.
6. Individual or Group report Assignment: This assignment has given to bring out the actual capabilities of a student or a group of students. It helps to promote the cooperative learning and information seeking behaviour among the students. It is considered as one of the special methods to develop and promote the individual’s learning experiences.
7. Unit Assignment: This assignment confines with a particular unit of the text book. It helps to avoid the ambiguous and repetitive information from the units of Group discussion. The central idea / core theme of the text can be supported by this unit assignment. Duplicate and unauthentic ideas and information are filtered in this unit assignment.
8. Experiment Assignment: This assignment has the best features from the problem assignment and project method. Basically this assignment evolved from the laboratory experiments and its reports. But this assignment could not be used as a representative for testing hypothesis. This is a best tool for the learning and teaching process.
9. Practice Assignment: This type of assignment is usually given in mathematics. This is given to the students to reinforce their memory skills and retention of the concepts. The repeated exercises can be given through this assignment. Memorizing poems, tables, theorem etc., can be done through this method.
Fundamental Elements of Assignments:
i. Assignments must be clear and well defined.
ii. It should be precise as well as having sufficient information enable to complete the task by all students.
iii. The Teacher should clear the obstacle of the assignment proposed.
iv. Newer topics for the assignments must be proposed with the earlier learning experiences.
v. Students must have a proper understanding about the assignments.
vi. Students need to understand the importance of assignments.
vii. Assignments proposed must be interesting enable to complete within the stipulated time by the students.
viii. Assignments must balance the skills and interests of the students as well as with their age and attitude.
ix. Assignment must enhance the interest in learning experiences of the students.
x. Appropriateness in assignment is accepted. There should not be credits or debits for best and worst assignments respectively.
xi. Assignments must direct the students towards the appropriate learning methods for the lesson in the text books.
xii. Assignments proposed must consider the individual differences of the students and their time management skills.
xiii. Library and laboratory facilities are mandatory for completion of assignments.
Teacher’s Role in assignment method:
In order to achieve the effective learning experience among the students through the Assignment method teacher has his / her own important role and functions in this method. The following role and functions are considered mandatory for every teacher when executing the assignment method.
In teaching of Science subject the lesson is divided into easier and appropriate parts that should be enable to pursue as assignment topics. The assignments must be interrelated and develop from one to another gives good learning experiences.
Teacher must have some targets in the learning experiences that to be acquired by the students from the assignments.
Before giving the assignment works to the students progress sheet should have been prepared by the teacher.
Teacher should have the complete bibliography and references for the subject he assigned for the assignments to the students.
The reference and required information must be given with guidelines to the students when they opt for assistance in their assignment as well as in other academic works.
The teacher must have the list of the assignments and its feed back with the problem solving guidelines to reduce the gaps in learning process among the students.
Active sheets must be prepared and kept under his custody for the experiments and laboratory work.
The planned and programmed assignment method yields a good learning experience and better results also facilitate the further follow up academic activities such as Laboratory work, experiments and projects. The planned and well defined assignments found simple and interesting to the students and enable them to complete the work effectively within a stipulated time.
Advantages / Merits of assignment method:
Provides opportunity in self learning for the students
Better learning experiences will be gained when combined with other science teaching methods.
Assignment provides sufficient flexibility in learning pace of the students. The slow learners too adapt with this method.
Teachers’ interruption is very much reduced and the students’ active participation is encouraged.
Teacher acts as a role of guide only.
The students received a better training in the learning by doing method in this method.
The information seeking and retrieval behaviour is developed among the students.
It gives better understanding in scientific method and projects.
It can provide space for the individuals learning attitude and their speed in learning process.
This provides better feed back and gives exact solution for the problems faced by the student in the learning process.
The progress sheet shows each and every student achievement and records his strength and weakness of the students learning activities.
The learning by doing aspect in this assignment method promotes the self confidence and self respect of each and every student engaged in assignment work.
Additional bibliographic information and references provide a good in depth knowledge among the students in the subject they work.
Teacher himself improves his awareness about the students’ achievements.
The student has his own responsibility in learning process.
The experimental works can be done with ease and simple way.
The difficult experiments are demonstrated by the teacher sot that there is no risk.
Individualized instruction and attention is possible in this method.
Limitations
There are some demerits and limitations in this assignment method for both teachers and students.
For the Teachers:
It is time consuming and burden process.
Teacher has to collect the information from various sources before assigning the work to the students.
Work burden extends in holidays too. There will be no encouragement for his work.
There are no source books and guide books are available in the market. Teacher has to prepare the same at his own risk of time and money.
There are divergent group of students in a class, it poses problems for teacher assigning a unique or uniform topic for assignment.
The success of the assignment method largely depends on library and laboratory facilities provided for the teacher as well as students.
The teacher has to examine the copy work and eliminate it.
The slow learners need much more attention from the teacher. Again it gives more burden for the teacher.
For the Students:
Time consuming. Need to spend more time in seeking information and its retrieval.
The time limit given threatens the students which makes the substandard work.
The slow learners stay behind. They tend to copy others works.
It is found hard for the students having little scientific attitude.
The report writing is little bit costly.
In general
It is not fit for all topics in science.
The teacher student ration must be less in number.
Need better orientation both for teacher and students.
Careful analysis and correction is necessary otherwise entire works go waste.
~ ~ ~ ~
Reference:
(Teaching of Science, First Year Source Book (D.T.Ed.) Tamil Nadu Textbook Society, Chennai-600006. p47-60.).
From:
T. Madhavan. Lecturer (Science), DIET, Lawspet, Puducherry.
Thursday 4 June 2009
FAQs in Teaching of Science-I.
Frequently asked Questions in Teaching Science. { D.T.Ed. I Year }
Part - Ia { Contents }
1. Define Nutrients.
2. Mention the name of diseases caused by the increase and decrease in Number of RBCs in human blood.
3. Give examples for Coelenterata
4. Give composition of air ( % by volume)
5. Write the Archimedes principle?
6. What is malnutrition?
7. Define Isotopes.
8. What is refraction?
9. Write the functions of Maltase enzyme
10. Give examples for Amphibians.
11. Mention the mineral rich food components
12. Classify the vitamins.
13. Mention the deficiency diseases of vitamin D.
14. Mention the symptoms of Marasmus disease.
15. What is called Chlorogen ?
16. Write down the Haemoglobin count in Human blood ?
{ Man: 14 -17 grams / deci litre, Woman:12– 15 g/dl, Children: 11-16 g/dl , Pregnant Woman: 11-12 g/dl. }
17. What is the Boiling Point of Oxygen ? { -182.9°C }
18. Why the water has shown different tastes ?
19. How will you convert hard water in to soft water ?
20. Why the does the water in the ocean tastes soar ?
21. Give examples for Natural and Synthetic fibres.
22. Mention the types of Glasses.
23. Cement Concrete and Reinforced concrete – differentiate.
24. What are the sources for Glass production?
25. Why the washing powder gives the chlorine odour when it is exposed in air ?
26. What is called sublimation? Give example ?
27. Give any two examples for Organic and Inorganic Acids.
28. Mention the vitamin rich food nutrients.
29. Mention the locations of Voluntary muscles and involuntary muscles present in our body.
30. What are the functions of Plants ?
31. What is called Green House effect ?
32. Write the uses of Siphon ?
33. Water is an universal solvent. Prove it with a suitable experiment.
34. Give any three examples for Natural Fibres.
35. What are the properties of Gases ? ( Mention any Four )
36. What are the uses of Baking soda ?
37. Mention the Vitamin C rich food.
38. What are the functions of Vitamin D.
39. What will be the use of Vitamin A.
40. List out the vitamin A deficient diseases.
Part - IIa. { Contents }
1) Classify the food components based on its usage.
2) What is chlorination ?
3) List out the methods of food processing?
4) Write short notes on Pasteur method.
5) Mentions the diseases caused due to deficiency of Water soluble vitamins.
6) Write notes on Food adulteration
7) Tabulate the Importance of Vitamins.
8) Differentiate the Veins with Arteries.
9) List out the damages caused by the Agricultural Pests
10) Write down the methods of Food preservation.
11) Mention the names and functions of the enzymes secreted in the human stomach.
12) Write important features of Reptiles.
13) Describe the types of Human Blood Cells.
14) Write down the laws of floatation.
15) Write the physical properties of non metals.
16) Explain the methods of food processing.
17) Write the functions of Blood.
18) Define Mutation.
19) Prove the presence of atmospheric pressure through an experiment.
20) How can you convert the saline water in to drinking water ?
21) Write the importance of cleanliness of clothes ?
22) What are the necessary sources for the production of Glass. Classify the tyopes of Glasses.
23) Explain the Sublimation process with an example.
24) What is air pollution ? Mention its biological effects and reactions.
25) Mention the conservation methods of Pet animals.
26) List out the name and functions of enzymes secreted in the human stomach.
27) List out the name and functions of enzymes secreted in the human intestine.
28) List out the name and functions of enzymes secreted in the human Pancreas.
29) Mention the causes and affected by the agricultural pests.
30) Differentiate Arteries with Veins.
31) What is called Protein deficiency ? How it affects in India ?
32) What is called Osmosis ? explain with a experiment.
33) What is called reverse osmosis ? Explain with a diagram.
34) Mention the ways of Water Preservation ?
35) Explain the methods of Cement preparation.
36) Write brief notes on solid wastes management.
37) Expalin the Surface tension with an example.
38) What are the properties and uses of Baking soda?
39) What are the diseases caused by the Vitamin D deficiency.
40) Write notes on Scurvy.
Part - Ib. (Methodology)
1. What is called Science ?
2. Write short notes on General Objectives, Specific Objectives.
3. List out the Psycho motor skills pronounced by Harrow (1972).
4. Define Scientific Method.
5. Mention the skills developed among the students during the process testing of hypothesis.
6. Compare the analysis and classification.
7. Problem assignment: Define.
8. List out the features of good assignment.
9. Mention the drawbacks that you considered in the Teacher centered teaching.
10. Home assignments, School assignments – compare.
11. Mention the members in the seminar committee.
12. What is the Role of the Seminar Observer.
13. How will you evaluate the seminar method.
14. Give the definitions pronounced by C.J. Kumar and D.P. Rao.
15. Mention any two Logos of environmental studies and its activities under ABL method.
16. What are the activities of development under ABL method.
17. What are the long term objectives.
18. Mention the qualities of Science teacher.
19. What is called Learning by doing ?
20. Write the advantages of Assignment method.
21. What do you understand from the ABL method.
22. List out the evaluation tools.
23. What is called Summative evaluation ?
24. Define Formative evaluation ?
25. Compare the Formative and summative evaluations.
26. What is called evaluation ?
27. Mention any two tests that evaluate the intelligence of students.
28. What is called continuous evaluation.
29. How the weather chart is used by the students.
30. What is experiment assignment.
Part - IIb. (Methodology)
1. Explain about the types of seminar.
2. Write down the stages to be handled in Seminar method.
3. Write the advantages of ABL method in learning process.
4. How the ABL method has implemented in Tamil Nadu.
5. Write briefly about the necessary requirements for ABL class room ?
6. List out the Learning materials used in ABL method.
7. Explain the structure and facilities to be implemented in the ABL class room.
8. Differentiate the measurement and Evaluation.
9. What are the types of Evaluation. Explain.
10. What are the evaluation components of Practical examination.
11. What are the General Objectives of Science Teaching in Primary education ?
12. What are the advantages of Learner centred method.
13. What are the objectives of Scientific method ?
14. How will you help a student to solve a problem through the scientific method.
15. What are the stages in Learning by doing method ?
16. List out the merits of ABL method.
17. Correlate the Human Society development and Science.
18. Mention the methods of Teacher centred and learner centered methods in teaching.
19. What are the merits and demerits of Scientific methods ?
20. Explaining the learning by doing method with diagrams.
21. What are the advantages of Learning by doing method.
Part - III. (Methodology)
? Give an account of the types of Assignments.
? Explain the concepts derived about cognitive domain by Bloom, Anderson and Raathhole.
? Explain any two stages of Learning by doing method.
? Give an account of Types of school assignments.
? Explain the ABL method as an example for learning by doing.
? Explain the stages / steps in Scientific Method
? Explain the learning experiences / activities in ABL method with examples.
? How will you teach the lesson `States of Matter from V standard` through the learning by doing method ?
? How will you teach the lesson / concept regardiong `Avoiding water pollution` through the seminar method ?
? Explain the class room management in ABL method.
? What are the guidelines for a good achievement test. Explain with example.
? Explain how you teach the Land pollution and its effects through the seminar method.
to be continued, till 25th June 2009.
Part - Ia { Contents }
1. Define Nutrients.
2. Mention the name of diseases caused by the increase and decrease in Number of RBCs in human blood.
3. Give examples for Coelenterata
4. Give composition of air ( % by volume)
5. Write the Archimedes principle?
6. What is malnutrition?
7. Define Isotopes.
8. What is refraction?
9. Write the functions of Maltase enzyme
10. Give examples for Amphibians.
11. Mention the mineral rich food components
12. Classify the vitamins.
13. Mention the deficiency diseases of vitamin D.
14. Mention the symptoms of Marasmus disease.
15. What is called Chlorogen ?
16. Write down the Haemoglobin count in Human blood ?
{ Man: 14 -17 grams / deci litre, Woman:12– 15 g/dl, Children: 11-16 g/dl , Pregnant Woman: 11-12 g/dl. }
17. What is the Boiling Point of Oxygen ? { -182.9°C }
18. Why the water has shown different tastes ?
19. How will you convert hard water in to soft water ?
20. Why the does the water in the ocean tastes soar ?
21. Give examples for Natural and Synthetic fibres.
22. Mention the types of Glasses.
23. Cement Concrete and Reinforced concrete – differentiate.
24. What are the sources for Glass production?
25. Why the washing powder gives the chlorine odour when it is exposed in air ?
26. What is called sublimation? Give example ?
27. Give any two examples for Organic and Inorganic Acids.
28. Mention the vitamin rich food nutrients.
29. Mention the locations of Voluntary muscles and involuntary muscles present in our body.
30. What are the functions of Plants ?
31. What is called Green House effect ?
32. Write the uses of Siphon ?
33. Water is an universal solvent. Prove it with a suitable experiment.
34. Give any three examples for Natural Fibres.
35. What are the properties of Gases ? ( Mention any Four )
36. What are the uses of Baking soda ?
37. Mention the Vitamin C rich food.
38. What are the functions of Vitamin D.
39. What will be the use of Vitamin A.
40. List out the vitamin A deficient diseases.
Part - IIa. { Contents }
1) Classify the food components based on its usage.
2) What is chlorination ?
3) List out the methods of food processing?
4) Write short notes on Pasteur method.
5) Mentions the diseases caused due to deficiency of Water soluble vitamins.
6) Write notes on Food adulteration
7) Tabulate the Importance of Vitamins.
8) Differentiate the Veins with Arteries.
9) List out the damages caused by the Agricultural Pests
10) Write down the methods of Food preservation.
11) Mention the names and functions of the enzymes secreted in the human stomach.
12) Write important features of Reptiles.
13) Describe the types of Human Blood Cells.
14) Write down the laws of floatation.
15) Write the physical properties of non metals.
16) Explain the methods of food processing.
17) Write the functions of Blood.
18) Define Mutation.
19) Prove the presence of atmospheric pressure through an experiment.
20) How can you convert the saline water in to drinking water ?
21) Write the importance of cleanliness of clothes ?
22) What are the necessary sources for the production of Glass. Classify the tyopes of Glasses.
23) Explain the Sublimation process with an example.
24) What is air pollution ? Mention its biological effects and reactions.
25) Mention the conservation methods of Pet animals.
26) List out the name and functions of enzymes secreted in the human stomach.
27) List out the name and functions of enzymes secreted in the human intestine.
28) List out the name and functions of enzymes secreted in the human Pancreas.
29) Mention the causes and affected by the agricultural pests.
30) Differentiate Arteries with Veins.
31) What is called Protein deficiency ? How it affects in India ?
32) What is called Osmosis ? explain with a experiment.
33) What is called reverse osmosis ? Explain with a diagram.
34) Mention the ways of Water Preservation ?
35) Explain the methods of Cement preparation.
36) Write brief notes on solid wastes management.
37) Expalin the Surface tension with an example.
38) What are the properties and uses of Baking soda?
39) What are the diseases caused by the Vitamin D deficiency.
40) Write notes on Scurvy.
Part - Ib. (Methodology)
1. What is called Science ?
2. Write short notes on General Objectives, Specific Objectives.
3. List out the Psycho motor skills pronounced by Harrow (1972).
4. Define Scientific Method.
5. Mention the skills developed among the students during the process testing of hypothesis.
6. Compare the analysis and classification.
7. Problem assignment: Define.
8. List out the features of good assignment.
9. Mention the drawbacks that you considered in the Teacher centered teaching.
10. Home assignments, School assignments – compare.
11. Mention the members in the seminar committee.
12. What is the Role of the Seminar Observer.
13. How will you evaluate the seminar method.
14. Give the definitions pronounced by C.J. Kumar and D.P. Rao.
15. Mention any two Logos of environmental studies and its activities under ABL method.
16. What are the activities of development under ABL method.
17. What are the long term objectives.
18. Mention the qualities of Science teacher.
19. What is called Learning by doing ?
20. Write the advantages of Assignment method.
21. What do you understand from the ABL method.
22. List out the evaluation tools.
23. What is called Summative evaluation ?
24. Define Formative evaluation ?
25. Compare the Formative and summative evaluations.
26. What is called evaluation ?
27. Mention any two tests that evaluate the intelligence of students.
28. What is called continuous evaluation.
29. How the weather chart is used by the students.
30. What is experiment assignment.
Part - IIb. (Methodology)
1. Explain about the types of seminar.
2. Write down the stages to be handled in Seminar method.
3. Write the advantages of ABL method in learning process.
4. How the ABL method has implemented in Tamil Nadu.
5. Write briefly about the necessary requirements for ABL class room ?
6. List out the Learning materials used in ABL method.
7. Explain the structure and facilities to be implemented in the ABL class room.
8. Differentiate the measurement and Evaluation.
9. What are the types of Evaluation. Explain.
10. What are the evaluation components of Practical examination.
11. What are the General Objectives of Science Teaching in Primary education ?
12. What are the advantages of Learner centred method.
13. What are the objectives of Scientific method ?
14. How will you help a student to solve a problem through the scientific method.
15. What are the stages in Learning by doing method ?
16. List out the merits of ABL method.
17. Correlate the Human Society development and Science.
18. Mention the methods of Teacher centred and learner centered methods in teaching.
19. What are the merits and demerits of Scientific methods ?
20. Explaining the learning by doing method with diagrams.
21. What are the advantages of Learning by doing method.
Part - III. (Methodology)
? Give an account of the types of Assignments.
? Explain the concepts derived about cognitive domain by Bloom, Anderson and Raathhole.
? Explain any two stages of Learning by doing method.
? Give an account of Types of school assignments.
? Explain the ABL method as an example for learning by doing.
? Explain the stages / steps in Scientific Method
? Explain the learning experiences / activities in ABL method with examples.
? How will you teach the lesson `States of Matter from V standard` through the learning by doing method ?
? How will you teach the lesson / concept regardiong `Avoiding water pollution` through the seminar method ?
? Explain the class room management in ABL method.
? What are the guidelines for a good achievement test. Explain with example.
? Explain how you teach the Land pollution and its effects through the seminar method.
to be continued, till 25th June 2009.
Sunday 17 May 2009
கருத்தரங்க கற்பித்தல் முறை
Reading maketh a full man; writing an exact man; and conference a ready man stated by Francis Bacon. The skills such as reading, writing and talking are essential for the personality development of a man. The seminar method integrates such skills of reading and writing with presentation skills.
The seminar method is the most modern and advanced method of teaching. A seminar is an advanced group technique which is usually used in higher education. It is an instructional technique it involves generating a situation for a group to have a guided interaction among themselves on a theme. It refers to a structured group discussion what usually follows a formal lecture or lectures often in the form of an essay or a paper presentation on a theme.
to be continued ... in next week. check in tmadhavan.rediffiland.com
The seminar method is the most modern and advanced method of teaching. A seminar is an advanced group technique which is usually used in higher education. It is an instructional technique it involves generating a situation for a group to have a guided interaction among themselves on a theme. It refers to a structured group discussion what usually follows a formal lecture or lectures often in the form of an essay or a paper presentation on a theme.
to be continued ... in next week. check in tmadhavan.rediffiland.com
Friday 8 May 2009
Second Year Syllabus
Second Year Subjects (Taught Courses)
I Indian Education System
II Facilitating & Enhancing Learning-II
III Teaching of Tamil/Urdu/Malayalam/Telugu-II
IV Teaching of English-II
V Teaching of Mathematics-II
VI Teaching of Science-II
VII Teaching of Social Science-II
Practicum
The following practical subjects for practicum (Second Year) will be assessed for a maximum of the marks noted against each practical.
Grade should be given for each practical.
VIII Self-Development Workshop 100
IX Teaching Learning Materials 75
X Physical Education, Health Education & Yoga 100
XI Art Education & Work Experience 75
XII Educational Computing 150
XIII Projects 125
Total .. 625
SECOND YEAR
Course VI : Teaching of Science
Part A- Content
Unit -1: Light
Laws of refraction, reflection- Dispersion of light- Optical
instruments - compound microscope - Astronomical telescope.
Unit -2: Electricity & Magnetism
Magnetic effects - electro magnets - Domestic electric
circuit -Safety measures in handling electricity. Conductors -
insulators - non conductors - dynamo.
Unit -3: Energy
Different types of energy - Transformation of energy -
Solar energy- Wind energy - Conservation of energy - Safety
disposal of nuclear waste
Unit -4: Sound
Different types of waves - instruments
Unit -5: Acids, Bases and Salts
Sources - Properties and types of acids - Sources -
properties and types of bases types and properties of saltsindicators
- Neutralization - Reaction
Unit -6: Microorganisms
Types of viruses - bacteria - fungus - common & important
viral diseases- -HIV - bacterial disease - vector borne
diseases - water borne diseases - Air borne diseases -
Prevention and control.
Unit -7: Immunology
Types of Indian Medicine - Siddha - Naturopathy,
Homoeopathy, Unani and Ayurvedic - Medicenal plants and
their uses (Neem, Vinca rosea Thulasi)- Addictions and
deaddictions - social aspects - role of science teaching in
developing values.
Unit-8: Environment
Environmental Factors -Rain Water Harvesting -Role of
insects, Animals and human beings on conserving the
nature.
Unit-9 : Application of Science in day to day life
Correlates from life at home, school and Public places.
Unit 1 Practical.
Demonstrates dispersion of light.
Unit 2 Practical.
• Prepares a simple domestic circuit.
• Minor repairs to electric gadgets, circuits, etc.
Unit 3 Practical.
Discussion on current issues relating to use of technology
for national development (e.g. 123)
Unit 4 Practical.
Collects acids and bases from the plant kingdom and
differentiates.
Unit 7 Practical.
Invites experts from the field of Indian medicine and
records their talk.
Unit 8 Practical.
Seminar on environment protection for sustainable
development
Unit 9 Practical.
The current trends of anyone of 3 Os with the help of
Information and Communication Technology
Part B - Methodology
Unit VII : Heuristic Method
Aims and objectives -Model - Steps involved Learning
outcomes -Explaining the method with an appropriate
example from the content -Educational implications of the
method, Merits and Demerits.
Practical. Adopts heuristic method of teaching for the content of his
own choice.
Unit VIII : Co-curricular Activities
Need and importance -Planning, ( execution and review-
Precautionary measures -Field Trip / Nature Walk -Science
club, eco-club, Science quiz, Science Exhibition -Role of
teacher
Practical. Organises a field trip / nature walk to locally accessible
place of scientific significance.
Organises science club activities
Unit IX : Project Method.
Introduction -Definition -C Objectives — Outcomes -Types
of projects -Steps involved -Need Role of Teacher -
Educational in implications -Merits and Limitations
Conducts individual project under the supervision of
Practical. Teacher educator and submits the report in the print form
Unit X : Inductive and deductive method
Introduction -Definition - Objectives - Outcomes -Steps -
Differences -inductive, deductive approach -Explanation of
the methods with a suitable content matter -Role of the
Teacher - Merits and Limitations
Practical. Identify topics from the school Syllabus for teaching through
inductive and deductive methods
Unit XI -Multi Media Package (MMP) Media -Mass media -Meaning - Significance -Merits -
Limitations-Multimedia-Meaning-Definition-Multimedia package Meaning - Significance of Multimedia Package -
Development of Multimedia package (MMP) various steps
involved in the development of MMP-Merits-Limitations.
Practical. Prepares a MMP for any two topics of his own interest at
the primary / elementary level.
Unit XII : Active Learning Method (ALM)
Objectives and need of ALM-Principles of ALM-Advantages
Observes and identifies the uniqueness of ALM
Reference Books :
1. Science Teaching in Schools - R.C. Das, Sterling Publishers Pvt. Ltd., New Delhi -110 051.
2. Teaching of Science - M.S. Yadav, Anmol Publications Pvt. Ltd., New Delhi.
3. Science Curriculum Resource Handbook - Corwin Press Inc. Sage Publications Company, Thousand
Oaks, California.
4. Science method and Scientific Technology - Joshi (P.S.) & Vajreshwar D. Chand and Company,
Development 152, Anna Salai, Chennai -600 002.
5. Scientific Attitude - Bhaskara Rao Digumart Discovery Publishing House,
New Delhi.
6. Teaching of Science - Dr. Radha Mohan, Mc. Graw Bills Publising Co.,
7. UNESCO source book for science teaching - Dr. Radha Mohan, UNESCO publications Orient
Longmen, Chennai
I Indian Education System
II Facilitating & Enhancing Learning-II
III Teaching of Tamil/Urdu/Malayalam/Telugu-II
IV Teaching of English-II
V Teaching of Mathematics-II
VI Teaching of Science-II
VII Teaching of Social Science-II
Practicum
The following practical subjects for practicum (Second Year) will be assessed for a maximum of the marks noted against each practical.
Grade should be given for each practical.
VIII Self-Development Workshop 100
IX Teaching Learning Materials 75
X Physical Education, Health Education & Yoga 100
XI Art Education & Work Experience 75
XII Educational Computing 150
XIII Projects 125
Total .. 625
SECOND YEAR
Course VI : Teaching of Science
Part A- Content
Unit -1: Light
Laws of refraction, reflection- Dispersion of light- Optical
instruments - compound microscope - Astronomical telescope.
Unit -2: Electricity & Magnetism
Magnetic effects - electro magnets - Domestic electric
circuit -Safety measures in handling electricity. Conductors -
insulators - non conductors - dynamo.
Unit -3: Energy
Different types of energy - Transformation of energy -
Solar energy- Wind energy - Conservation of energy - Safety
disposal of nuclear waste
Unit -4: Sound
Different types of waves - instruments
Unit -5: Acids, Bases and Salts
Sources - Properties and types of acids - Sources -
properties and types of bases types and properties of saltsindicators
- Neutralization - Reaction
Unit -6: Microorganisms
Types of viruses - bacteria - fungus - common & important
viral diseases- -HIV - bacterial disease - vector borne
diseases - water borne diseases - Air borne diseases -
Prevention and control.
Unit -7: Immunology
Types of Indian Medicine - Siddha - Naturopathy,
Homoeopathy, Unani and Ayurvedic - Medicenal plants and
their uses (Neem, Vinca rosea Thulasi)- Addictions and
deaddictions - social aspects - role of science teaching in
developing values.
Unit-8: Environment
Environmental Factors -Rain Water Harvesting -Role of
insects, Animals and human beings on conserving the
nature.
Unit-9 : Application of Science in day to day life
Correlates from life at home, school and Public places.
Unit 1 Practical.
Demonstrates dispersion of light.
Unit 2 Practical.
• Prepares a simple domestic circuit.
• Minor repairs to electric gadgets, circuits, etc.
Unit 3 Practical.
Discussion on current issues relating to use of technology
for national development (e.g. 123)
Unit 4 Practical.
Collects acids and bases from the plant kingdom and
differentiates.
Unit 7 Practical.
Invites experts from the field of Indian medicine and
records their talk.
Unit 8 Practical.
Seminar on environment protection for sustainable
development
Unit 9 Practical.
The current trends of anyone of 3 Os with the help of
Information and Communication Technology
Part B - Methodology
Unit VII : Heuristic Method
Aims and objectives -Model - Steps involved Learning
outcomes -Explaining the method with an appropriate
example from the content -Educational implications of the
method, Merits and Demerits.
Practical. Adopts heuristic method of teaching for the content of his
own choice.
Unit VIII : Co-curricular Activities
Need and importance -Planning, ( execution and review-
Precautionary measures -Field Trip / Nature Walk -Science
club, eco-club, Science quiz, Science Exhibition -Role of
teacher
Practical. Organises a field trip / nature walk to locally accessible
place of scientific significance.
Organises science club activities
Unit IX : Project Method.
Introduction -Definition -C Objectives — Outcomes -Types
of projects -Steps involved -Need Role of Teacher -
Educational in implications -Merits and Limitations
Conducts individual project under the supervision of
Practical. Teacher educator and submits the report in the print form
Unit X : Inductive and deductive method
Introduction -Definition - Objectives - Outcomes -Steps -
Differences -inductive, deductive approach -Explanation of
the methods with a suitable content matter -Role of the
Teacher - Merits and Limitations
Practical. Identify topics from the school Syllabus for teaching through
inductive and deductive methods
Unit XI -Multi Media Package (MMP) Media -Mass media -Meaning - Significance -Merits -
Limitations-Multimedia-Meaning-Definition-Multimedia package Meaning - Significance of Multimedia Package -
Development of Multimedia package (MMP) various steps
involved in the development of MMP-Merits-Limitations.
Practical. Prepares a MMP for any two topics of his own interest at
the primary / elementary level.
Unit XII : Active Learning Method (ALM)
Objectives and need of ALM-Principles of ALM-Advantages
Observes and identifies the uniqueness of ALM
Reference Books :
1. Science Teaching in Schools - R.C. Das, Sterling Publishers Pvt. Ltd., New Delhi -110 051.
2. Teaching of Science - M.S. Yadav, Anmol Publications Pvt. Ltd., New Delhi.
3. Science Curriculum Resource Handbook - Corwin Press Inc. Sage Publications Company, Thousand
Oaks, California.
4. Science method and Scientific Technology - Joshi (P.S.) & Vajreshwar D. Chand and Company,
Development 152, Anna Salai, Chennai -600 002.
5. Scientific Attitude - Bhaskara Rao Digumart Discovery Publishing House,
New Delhi.
6. Teaching of Science - Dr. Radha Mohan, Mc. Graw Bills Publising Co.,
7. UNESCO source book for science teaching - Dr. Radha Mohan, UNESCO publications Orient
Longmen, Chennai
Thursday 30 April 2009
Rhymes Remixed
Twinkle twinkle little star
You should know what you are
And once you know what you are
Mental hospital is not so far.
You should know what you are
And once you know what you are
Mental hospital is not so far.
Tuesday 16 December 2008
Assignments for I year
For I year D.T.Ed., 2008-10 batch. DIET, Lawspet, Puduchery Students only
The Assignments to be submitted on or before 9-1-2009.
1. Domains of Teaching.
2. Steps in Scientific Method.
3. Learning by doing: steps and experimental learning model.
4. School Assignments: Types and Limitations.
5. Seminar method: Advantages and Limitations
6. ABL method: Advantages and Limitations
7. Process of Evaluation.
The Question Banks to be submitted on or before 9-1-2009.
For Section A (Tamil Medium)
Candidates No 1 to 15. : Lesson 1 to 4 & from source book contents Unit 1, 2
Candidates No 16 to 30. : Lesson 5 to 8 & from source book contents Unit 3, 4
Candidates No 31 to 45. : Lesson 9 to 12 & from source book contents Unit 5, 6
Candidates No 46 to 60. : Lesson 13 to 16 & from source book contents Unit 7, 8
For Section B (English Medium)
Candidates No 1 to 10. : Lesson 1 to 4 & from source book Methodology Unit 1, 2
Candidates No 11 to 20. : Lesson 5 to 8 & from source book Methodology Unit 3, 4
Candidates No 31 to 30. : Lesson 9 to 12 & from source book Methodology Unit 5, 6
Candidates No 31 to 40. : Lesson 13 to 16 & from source book Methodology Unit 7, 8
The Assignments to be submitted on or before 9-1-2009.
1. Domains of Teaching.
2. Steps in Scientific Method.
3. Learning by doing: steps and experimental learning model.
4. School Assignments: Types and Limitations.
5. Seminar method: Advantages and Limitations
6. ABL method: Advantages and Limitations
7. Process of Evaluation.
The Question Banks to be submitted on or before 9-1-2009.
For Section A (Tamil Medium)
Candidates No 1 to 15. : Lesson 1 to 4 & from source book contents Unit 1, 2
Candidates No 16 to 30. : Lesson 5 to 8 & from source book contents Unit 3, 4
Candidates No 31 to 45. : Lesson 9 to 12 & from source book contents Unit 5, 6
Candidates No 46 to 60. : Lesson 13 to 16 & from source book contents Unit 7, 8
For Section B (English Medium)
Candidates No 1 to 10. : Lesson 1 to 4 & from source book Methodology Unit 1, 2
Candidates No 11 to 20. : Lesson 5 to 8 & from source book Methodology Unit 3, 4
Candidates No 31 to 30. : Lesson 9 to 12 & from source book Methodology Unit 5, 6
Candidates No 31 to 40. : Lesson 13 to 16 & from source book Methodology Unit 7, 8
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