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|1||Construction and Standardization of Emotional Intelligence Inventory for Secondary and Higher Secondary school teachersAbstract:Emotional Intelligence Inventory has been designed for Secondary and Higher Secondary School teachers of English Medium School for the measurement of their emotional intelligence in respect of four areas of emotional intelligence namely, Intra-personal awareness (Knowing about one’s emotions) Inter-personal awareness (Knowing about others emotions), Intra-personal management (managing one’s own emotions) and Inter- personal management(managing others emotions) respectively. The objective of the study is to study the Emotional Intelligence of Rural and Urban School Teacher’s. The population and sample of the study is all English and Guajarati medium schools of Gujarat are taken as population and 1482 teachers were selected as sample. Tool in the present study is Emotional Intelligence inventory. Method used for research was Survey method. Data Analysis is done by determining Q1 and Q3 to find the level and t- test was applied to test the hypothesis. Findings were It has observed from the study, the rural teachers are more emotionally intelligent than urban teachers. Rural and urban teachers can equally managed and understand their own emotions. Urban teachers are more Intra personal aware than rural teachers. Rural teachers can easily managed and understand others emotions than urban teachers. Rural and Urban teachers both have equal skill of Intra- personal management. Levels of Emotional Intelligence are not sensitive to type of Institution.||ANUPRIYA DAHIYA|
|2||Construction and Validation of Mathematical Attitude Scale (MAS) of student of standard IXAbstract: The study was conducted to construct and standardize mathematical attitude scale. The sample for the study consisted of 275 students of students of std. IX of Ahmedabad district. As the first step in developing mathematical attitude scale, 84 statements were gathered from literature, books, bulletins, articles, journals and by holding discussions with the subject matter experts These statements were framed in such a way that they could express the positive or negative attitude of students towards mathematics. In order to get five point judgement, five alternative response categories ranging from “strongly agree” (SA) to “strongly disagree” (SD) were assigned to each statement. After Item collection, for Item selection, 52 items were administered for a random sample of 129 students. Those students were not included in the main sample. 25 per cent of the highest total score and 25 per cent of the subject with the lowest total score were taken and finally 35 statements are selected at the end if item analysis. To know the reliability of attitude scale construction was determined by using ‘split halves method’ on 100 students. Since the contents of attitude scale were derived from the list of statements based on the opinion of the experts, it was assumed that the score obtained by administering the attitude scale of this study would measure what was intended to be measured. In this way validity of scale was justified It was concluded that the scale was valid and reliable for measuring students’ attitude toward Mathematics and hence recommended for teachers to utilize the scale to measure the attitude of their students’ to facilitate positive attitude towards Mathematics. It was concluded that the scale was valid and reliable for measuring students attitude toward Mathematics and hence recommended for teachers to utilize the scale to measure the attitude of their students’ to facilitate positive attitude towards Mathematics.||RUCHI PANDYA|
|3||Self-Help Groups and Women Empowerment
Abstract:In India, both men and women are not treated equally. Due to this, gender problem has arisen everywhere. This gender discrimination can be removed by empowering women, by providing them equality in rights, opportunities and responsibilities. Poverty and unemployment has become the biggest challenge for the world, especially for developed countries like India. In India, from Vedic Period, women play a vital role. So for the development of the country, women must be empowered financially and socially. Especially for the rural poor women, self help groups were established. Through SHGs they can find out employment by having knowledge, confidence and skills. These groups are made to provide credit to the poor women. Some NGOs are running such SHGs from which their members can have loans for various purposes. SHGs have created a revolutionary change among the women folk. SHGs are considered as agents of social change which have motivated women to function. To improve women’s knowledge and skills, these groups are organising various programmes like gender awareness, social education, training etc. so that they can take their own decisions. Due to SHGs women can develop their self-help attitude, leadership and participate more effectively. Through SHGs saving habits can be increased and rural banking system can be expanded. Mostly networking of SHGs and federations are spread everywhere. These federations are aware about women’s problems and try to solve them out. Through women entrepreneurship their skills and expertise can be utilised in beneficial economic activities. Government has declared some women oriented schemes to eradicate poverty among them. So now-a-days, at somewhat, women has become economically empowered. For women, who are living below poverty line, some micro-finance institutions have been established to provide them credit. Women contribute both as manufacturers and labourers. Even at agricultural sector, women are in a better condition now. They are also doing some supportive services.
|SUNITA L. THAKKAR|
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