Paid Educational Leave in Scotland     

Brij Kothari  Joe Takeda  Ashok Joshi  Avinash Pandey 《International Journal of Lifelong Education》2013,32(1):55-66

Same language subtitling (SLS) refers to the idea of subtitling motion media programmes (television and film) in the ‘same’ language as the audio. This simplest of additions in existing television programmes, especially film songs and music videos, can make a quantum contribution to the improvement of reading skills of over 325 million neo-literate people in India. Song videos are watched with great passion all over India, in every state and major language. Earlier work on SLS reported that it was found to enhance the entertainment value of televised songs for both literate and neo-literate viewers. This paper discusses a controlled experiment to ‘measure’ the impact of SLS on the reading skills of disadvantaged school children. The results confirm that SLS of film songs leads to reading skill improvement, thus reaffirming the enormous potential of this simple and economical approach for mass literacy skill development in India.  相似文献   

Agri-Manpower Forecasting and Educational Planning     

D. Ramarao  Rashmi Agrawal  B.V.L.N. Rao  S.K. Nanda  Girish P. Joshi 《The Journal of Agricultural Education and Extension》2013,19(4):397-412

Abstract

Purpose: Developing countries need to plan growth or expansion of education so as to provide required trained manpower for different occupational sectors. The paper assesses supply and demand of professional manpower in Indian agriculture and the demands are translated in to educational requirements.

Methodology: The supply is assessed from the output from agricultural education. The demand in various sub-sectors is assessed employing a mix of quantitative and qualitative forecasting tools. Based on the manpower gaps and extensive interactions with stakeholders, the manpower needs are translated into educational requirements.

Findings: The demand–supply gap in agricultural professionals would cumulate to about 200,000 by 2020, which would need additional annual supply of 10,000 each of diploma holders and graduates.

Practical implications: The study makes three main recommendations: first, to increase the supply of graduates and para-staff to cater to the emerging demand; second, agricultural education needs to meet the changing occupational structure; and third, responsibility for meeting agriculture education to be shared with the private sector.

Originality/value: The paper proposes a mixed method that could be used to forecast human resource requirement in number of sub-sectors having differential information availability and growth patterns in terms of quality and quantity. Since the approach facilitates forecasting in situations of data limitations, it has potential for similar applications in many developing countries.  相似文献   

Of flies and fly culture     

Amitabh Joshi 《Resonance》2003,8(11):96-99

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Simple,concept-centred,innovative, open-ended experiments in physics—1     

A W Joshi  V H Raybagkar  F I Surve 《Resonance》2003,8(7):76-84

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Significance of Vitamin D Binding Protein in Assessing Vitamin D Status Among Under-Five Children     

Suchitra Surve  Shahina Begum  Beena Joshi  M. Ikram Khatkhatay  Seema Kadam  Sanjay Chauhan 《Indian journal of clinical biochemistry : IJCB》2021,36(2):167

Despite ample sunshine, 50–90% Indian children have Vitamin D deficiency (VDD). This enigma of widespread VDD needs exploration especially among under-fives as physiological variations in Vitamin D Binding Protein (VDBP) levels could be potential confounders in the interpretation of total 25-hydroxyvitamin D [25(OH)D]. However, there is scarce information about relevance of VDBP levels in under-five age group. We therefore, explored association of VDBP levels among 1–5 year old children with VDD. Serum levels of 25(OH)D, VDBP, calcium, parathyroid hormone (PTH) and alkaline phosphatase were estimated in 210 apparently healthy children in the age group of 1–5 years. VDD was defined as serum 25(OH)D levels < 20 ng/ml as per the IOM classification. VDBP levels were classified as low if levels were < 168 μg/ml as per the kit. The prevalence of VDD was 79.5% (n = 167) and VDBP levels were low in 48.6% (n = 102) of children. 25(OH)D levels correlated positively with VDBP (r = 0.298, p = 0.0001). A significant number of children (52.7%) with VDD had low VDBP (p = 0.015). and despite adequate sun exposure, 43% of children showed VDD and 56.6% had low VDPB levels. The low VDBP levels largely explain low 25OHD levels without necessarily implying VDD. It may add a new dimension for better understanding of widespread VDD among under-five children. It thus, points towards the need for redefining cut offs and complete evaluation of vitamin D status among under-fives including VDBP.  相似文献   

Examining calculator use among students with and without disabilities educated with different mathematical curricula     

Emily C. Bouck  Gauri S. Joshi  Linley Johnson 《Educational Studies in Mathematics》2013,83(3):369-385

This study assessed if students with and without disabilities used calculators (fourfunction, scientific, or graphing) to solve mathematics assessment problems and whether using calculators improved their performance. Participants were sixth and seventh-grade students educated with either National Science Foundation (NSF)-funded or traditional mathematics curriculum materials. Students solved multiple choice and open-ended problems based on items from the State’s released previous assessments. A linear mixed model was conducted for each grade to analyze the factors impacting students’ self-reported calculator use. Chi Square tests were also performed on both grade’s data to determine the relationship between using a calculator and correctly solving problems. Results suggested only time as a main factor impacting calculator use and students who self-reported using a calculator were more likely to answer questions correctly. The results have implications for practice given the controversy over calculator use by students both with and without disabilities.  相似文献   

Advancing global education: patterns of potential human progress     

Devin K. Joshi 《教育政策杂志》2013,28(6):858-860

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Editorial     

Amitabh Joshi 《Resonance》2018,23(11):1159-1161

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Weldon’s search for a direct proof of natural selection and the tortuous path to the Neo-Darwinian Synthesis     

Amitabh Joshi 《Resonance》2017,22(6):525-548

W F R Weldon first clearly formulated the principles of natural selection in terms of what would have to be observed in natural populations in order to conclude that natural selection was, indeed, acting in the manner proposed by Darwin. The approach he took was the statistical method developed by Galton, although he was closer to Darwin’s conception of selection acting on small individual variations than Galton was. Weldon, together with Karl Pearson, who supplied the statistical innovations needed to infer the action of selection from populational data on trait distributions, laid the foundations of biometry and provided the first clear evidence of both stabilizing and directional selection in natural populations.  相似文献   

Drop Everything and Write (DEAW): an innovative program to improve literacy skills     

R. Malatesha Joshi  P. G. Aaron  Nancy Hill  Emily Ocker Dean  Regina Boulware-Gooden  William H. Rupley 《Learning Inquiry》2008,2(1):1-12

It is believed that language is an innate ability and, therefore, spoken language is acquired naturally and informally. In contrast, written language is thought to be an invention and, therefore, has to be learned through formal instruction. An alternate view, however, is that spoken language and written language are two forms of manifestations of the same inner language and that under certain circumstances, they both are acquired the same way. Nevertheless, in reality, the motor mechanisms for speech mature earlier than the ones needed for reading and writing, and, therefore, spoken language gains precedence and is acquired earlier than the written language. Based on this rationale, it is hypothesized that if the option to communicate through oral language is restricted, and children are made to communicate only through written language, we can expect written language skill to emerge with greater force. This hypothesis was put to test by conducting a pilot study in which children’s option to communicate with each other in the classroom was limited to written language for brief periods. One group of fourth graders were allowed to communicate with each other for half an hour a day, 4 days a week, for a period of one semester only through written language. No talking was allowed during this period. A comparison group of children were not restricted in this way. We labeled this project “Drop Everything and Write” (DEAW). Both the groups were administered pre- and post-tests of reading and spelling. After one semester of this program, children in the DEAW program achieved significantly higher scores on tests of vocabulary, reading comprehension, and spelling than the comparison group. The DEAW group also improved greatly in written language use. The results are interpreted to support the hypothesis.  相似文献