Andragogical Interventions Higher Education in India Chapter 1 Introduction 1.1 Statement of the Problem 1.2 Research Objectives 1.3 Research Gaps 1.4 Research Questions 1.5 Scope of the Study 1.6 Significance of the Study 1.7 Organization of the Research Chapter 2 Context 2.1 Key Concepts of Flipped Learning Pedagogy and Its Evolvement 2.1.1 Historical Background 2.1.2 The Concept of Flipped Learning 2.1.3 Misconceptions about Flipped Learning 2.2 Theoretical Frameworks 2.3 Rising Interest in Flipped Learning Pedagogy 2.3.1 Research Studies on the Effects of Flipped Learning 2.3.2 Motivations to Apply Flipped Learning in Higher Education 2.3.3 Challenges and Barriers Faced in Flipped Learning 2.5 Pedagogical Framework and Course Design for Flipped Learning 2.6 Factors Impacting the Adoption of the Flipped Classroom 2.7 Strategies for Successful Implementation of Flipped Learning 2.8 Flipped Learning Use in Higher Education in India – Current Status and Challenges 2.9 Conceptual Framework of Flipped Learning in the Indian Context Chapter 3 Research Methodology 3.1 Research Design 3.1.1 Study Area 3.1.2 Data Sources 3.1.3 Rapid Appraisal Methodology 3.1.4 Questionnaire Survey 3.2 Unit of Analysis 3.3 Data Collection and Tools 3.3.1 Case Study of JIS College of Engineering, Kalyani, India 3.3.2 Interviews with Key Informants 3.3.3 Focus Group Discussion. 3.3.4 Questionnaire Survey, Sample Size, and Reliability Chapter 4 Findings and Analysis 4.1 Application of Flipped Learning Pedagogy in Higher Education in India 4.1.1 Findings and Observations from a Visit to a College in India . 4.1.2 Findings from the Interviews 4.1.3 Findings from the Focus Group Discussion 4.2 Key Drivers for the Adoption of Flipped Learning 4.2.1 Findings and Descriptive Analysis 4.2.1.1 Breakdown of Respondents 4.2.1.2 Awareness of Flipped Learning 4.2.1.3 Experience with Flipping a Course 4.2.1.4 Educator Perspective on Students in Flipped Learning 4.2.1.5 Institutional Support 4.2.1.6 Challenges to Flip Courses 4.2.1.7 The Indian Context 4.2.2 Factor Analysis 4.3 Challenges Faced in Adoption of Flipped Learning in Higher Education in India 4.3.1 Total Interpretative Structural Modeling 4.3.1.1 Methodology for Challenges Identification and Validation 4.3.2 TISM Methodology and Model Development 4.4 Framework for Effective Implementation of Flipped Learning in Higher Education in India Chapter 5 Conclusion 5.1 Findings and Recommendations 5.2 Conclusion 5.3 Policy Recommendations and Actions for Indian Higher Education Institutes 5.4 Future Research
Medical and dental devices that allin contact with, sterile body tissues or fluids are considered critical items. These items should be sterile when used, because any microbial contamination could result in disease transmission. Such items include surgical instruments, biopsy forceps, and implanted medical devices. If these items are heat resistant, the recommended sterilization process is steam sterilization, because it has the largest margin of safety due to its reliability, consistency, and lethality. However, reprocessing heat and moisture sensitive items require use of a low-temperature sterilization technology (e.g., ethylene oxide, hydrogen peroxide gas plasma, per acetic acid). This book is a small determination to summarize a clinical guileless approach toward sterilization and disinfection in the field of dental operatory along with history, sterilization techniques, instrument processing & sterilization monitoring, mechanisms of disease transmission, personal protective barriers, and waste management.
The goal in periodontal therapy is the creation of an environment that is conducive to maintaining the patient’s dentition in good health, comfort and function. Today, with the introduction of advanced bone grafting techniques and sophisticated bone replacement graft materials, it is possible to increase the volume, width and height of bone in deficient areas enough to regenerate supporting periodontal tissues around questionable teeth and place implants in ideal positions and angulation resulting in more acceptable and predictable restoration. This book aims to discuss and elaborate the various bone grafts used in periodontal regenerative procedures and the bone graft substitutes that have come to existence more recently with improved properties.
The book entitled “Disease Problems in Vegetable Production” 2nd edition, is specifically prepared for under and post graduate students in Agriculture/ Horticulture and range of professionals including teachers, researchers, extension plant pathologists and elite vegetable growers. The book gives a comprehensive over-view of economic importance, symptomatology, etiology, pre-disposing factors and management of vegetable diseases employing cultural, biological, host resistance, plant extracts and chemical methods as such and in anintegrated approach so that the ravages due to the diseases remain below economic threshold level. A total of 19 chapters dealing with important diseases of vegetables like potato, tomato, crucifers, cucurbits, pea, French bean, chillies and bell pepper, onion, garlic, eggplant, carrot, sugar beet, colocasia, okra and leafy vegetables have been compiled in this book. Two new chapters on diseases of ginger and diseases of vegetables under protected cultivation as well as some important diseases of different vegetable crops left out in the first edition have been added in this edition. Besides, the book also includes chapters on common pathogens of vegetable crops, disease problems in nurseries, post harvest diseases and diseases caused by nematodes. All chapters have been updated in the light of available literature up to 2017. Symptoms, disease cycles of important diseases and different structures of pathogen(s) have also been given in the book that will not only help in better diagnosis and understanding of the perpetuation and spread of the causal pathogens but will also help in the management of these diseases more effectively. Coloured photographs of disease symptoms have also been included for easy identification of vegetable diseases.
This study examines the social and psychological processes that led to the Partition of the Indian subcontinent in 1947. It recognizes the long-term continuities in the idiom of conflict (as well as cooperation), and shows that, by 1900, the conflicts and animosities were gathering a self-aggravating momentum. The book moves back and forth between evidence and general, or theoretical, understanding. Separateness between Hindus and Muslims grew reciprocally, with hardening religious identities and the growing frequency of incidents of conflict. These skirmishes had several dimensions: symbolic (desecrating places of worship), societal (conversions), and physical (violence against women). As mutual trust declined, a quarter century of negotiations under diverse auspices failed to yield an agreement, and even the framework of the Partition in 1947 was imposed by the colonial rulers. A theoretically informed study, this book takes a comparative stance along several axes. Recognizing long-term continuities in the idiom of conflict (as well as of cooperation), it will be of interest to students of conflicts, Partitions, history, sociology, and South Asian studies.
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