Deprivation indicates lack of opportunities to have experiences that are available to the majority of children. It can adversely affect the social functioning of students among boys and girls. It was hypothesized that deprivation in various areas can predict variances in social behaviours of boys and girls differently. Social Behaviour Questionnaire of S.K. Pal, K.S. Misra and M. Gupta and Deprivaion Scale of S.K. Pal, K. Pandey and K.S. Misra were used to collect data. Correlation, t-ratio and regression analysis were used to analyze the data. Results revealed that girls exhibit more concern for others but less social passivity; deprivation in all the eight areas, viz. physiological, fulfillment of needs, ecological, social, emotional, economic, educational and parental areas is positively related to social passivity among boys; tolerance is not related to any area of deprivation as perceived by boys as well as girls; dependence, power assertion, ingratiation and social conversation among boys and girls are positively related to physiological, ecological, emotional and economic deprivations; all the eight areas of deprivation contribute to more than ten per cent variance in boys’ compliance, dependence, ingratiation, social conversation, social passivity, aggression and withdrawal, and girl’s power assertion, ingratiation, social passivity, aggression and withdrawal; concern for others and tolerance among boys are the two least affected social behaviours among boys while in the case of girls concern for others, compliance and social conversation are the three least affected social behaviours.

Historic speech of swami Vivekanand has been an inspirational representation of not only the Vedic religion but predominantly Indian values of Vasudhaiv Kutumbakam (Entire earth is a family). It encouraged universal peace and harmony and rolling the message to masses since ages. Present article compiles the ideas of peace from the historic speech and illustrate it according to Vedic literature. In the restless world conditions and power wars, it is important for all to understand real meaning of internal (self) peace and peace for all

Technology-enhanced, student-centered learning environments organize interrelated learning themes into meaningful contexts, often in the form of a problem to be solved or an orienting goal, that bind functionally their features and activities. They provide interactive, complimentary activities that enable individuals to address unique learning interests and needs, study multiple levels of complexity, and deepen understanding. They establish conditions that enrich thinking and learning, and use technology to enable flexible methods through which the processes can be supported. Many technology-enhanced student-centered learning environments have been developed, ranging from situated, problem-based approaches, to micro worlds, to specialized manipulation tools. Research on these environments, while promising, has focused largely on the presumed uniqueness of the approaches. Among constructivists, beliefs about how to promote understanding vary widely. Design guidelines and heuristics have occasionally been offered, but they have not stimulated what Glaser (1976) characterized as a “science of design.” Consequently, apart from isolated studies, comparatively little understanding of the role of technology in the design of student centered learning environments has evolved. The purposes of this paper are to provide a brief overview of technology-enhanced, student-centered learning environments, and to identify the foundations and underlying assumptions common across student-centered designs

Teacher-centered experiential education has learning value, it is not nearly as beneficial as student-centered experiential education. It is clearly time for the profession to raise awareness, increase discussion and take action in order to resolve this incongruence between what experiential education claims to value and how experience-based learning is delivered in practice.

Teachers play a pivotal role as front liners in every education system. Their role is not simply that of disseminating knowledge or imparting information but also to provide good quality education. For providing this one has to professionally competent and up to date in its profession, and has to follow certain rules or code of conduct known as professional ethics. In teaching there are basically three pillars which interact with each other i.e. teacher, student, and society. This paper discusses all three types of obligations faced by the teacher in teacher education i.e. Obligations towards Students, Obligations towards Society, Obligations towards the Profession

During the school years, bullying is one of the most common manifestations of violence. Research on bullying started more than 40 years ago where Olweus (1973) defined this behaviour as aggressive and intentional act carried out by a group or an individual repeatedly and over time against a victim who is in some way smaller, weaker, younger or in any way more vulnerable than the bully. There are different forms of bullying with the behaviours including but not limited to- verbal abuse, intimidation, blackmail, physical coercion, harassment and threats. The main reasons of bullying are the differences in race, class, sexual orientation, language, size, reputation and the ability of an individual. It hampers learning and development, robbing the child of his/her self-esteem and confidence to face others and develop as an individual. Intensive school-based programs against bullying, disciplinary methods and the mobilization of bystanders, or the silence of the majority witnessing bullying, are keys to success. The authorsaim to scrutinize the incidence of bullying among secondary and higher-secondary students of a government-aided all-girls school of Noida, UP through a self-administered questionnaire on a sample size of 100 students. They also aim to understand the students’ perspective of the reason behind being bullied and what according to them can be done by the adults to curb it. The paper intends to ascertain the impact that bullying poses on the students by instilling fear and anxiety in them and also whether students feel free to talk about it with others.

The higher secondary level is considered very crucial stage at educational level. The students are at later adolescent stage trying to cope up with their psychological changes and their changing social roles. They have lot of stress for the indefinite future. This causes various adjustment problems for the students. These adjustment issues are different for both boys and girls as social norms, social stereotypes and social roles and expectations is different for both the genders and similarly the ways of solving adjustment problems is also different for both the boys and girls. The present paper compares the adjustment level of male and female students studying at higher secondary level.

This paper is a review of journal articles, on general anxiety, from 2000 to 2016. It was found that more work had been done on the school population, than in higher education. Also, it was seen that in higher education the students selected, were mostly medical or engineering students. Other types of anxiety were explored in higher education, like academic anxiety etc

Procuring proper education is the birth right of every individual. It is the terminal way to walkover all the personal and social problems and is significant to all as it plays very prime roles in every individual’s life. So, all students regardless of any challenges they have, has to be placed in age-appropriate general education classes that are in their own neighbourhood schools in order to receive high-quality instruction, interventions, and supports that will enable them to achieve success in their life. In today’s era technology is everywhere due to its wider applications. But there are specific tech tools that can help people who learn and ponder adversely and these are called assistive technology or AT which are often inexpensive easy to use and may range from low to high tech. Assistive tools and technologies are any devices, software’s, or equipments that aid people to work around their challenges. It has a significant effect in helping students with disabilities progress towards the goals outlined on their Education Plans. It helps dyslexic students to save time and overcome from the challenges such as note taking and poor handwriting which allow them to demonstrate their abilities which are incredible. Also, to learn how to complete their task and bypass an area of difficulty. In this paper the author enumerates the various types of assistive tools and technologies which are helpful for dyslexic students who are having learning disabilities and these technologies includes computer program, tablet applications that provide text-to-speech speech-to-text word prediction capabilities graphic organizers and many more

In this paper, we would analyse about Swami Vivekananda’s views on Philosophy of Education. According to Swami Vivekananda, education does not mean the mass of information which is inserted by force into the mind of a child. In his own words, education is the manifestation of perfection already reached man. Indian nationalism and spiritualism were the basic foundations for his philosophy of education and the philosophy of Vedant and Upanishads. He was against the system of contemporary educational system; it turned men into slaves, capable of slavery and nothing else. He emphasized that the aim of education to be life-building, man-making and character-making and also he said that knowledge without culture was only skin-deep. Swamiji attempts to establish, through his words and deeds, that the end of all education is man making. He prepares the scheme of this man-making education in the light of his over-all philosophy of Vedanta. According to Vedanta, the essence of man lies in his soul, which he possesses in addition to his body and mind. In true with this philosophy, Swamiji defines education as ‘the manifestation of the perfection already in man.’ The aim of education is to manifest in our lives the perfection, which is the very nature of our inner self. This perfection is the realization of the infinite power which resides in everything and every-where-existence, consciousness and bliss (satchidananda). In his scheme of education, Swamiji lays great stress on physical health because a sound mind resides in a sound body. He often quotes the Upanishadic dictum ‘nayamatmabalahinenalabhyah’; i.e. the self cannot be realized by the physically weak. Education for him means that process by which character is formed, strength of mind is increased, and intellect is sharpened, as a result of which one can stand on one’s own feet.