Inventory management software are important to store owner, Factory manager, restaurant, warehouse and lot more. Inventory management sofware is the best solution to controling your inventory. Inventory is the total amount of goods and or material contained in a store or factory at any given time. Inventory management, or inventory control, is attempt to balance inventory needs and requirements with the need to manimize cost from obtain and holding inventory.

 

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Of late, various highly efficient and multimedia enriched phones have created a huge buzz across the ever changing world of mobile phones. If the music phones have been hitting the headlines consistently, camera phones and multimedia phones are also not far behind – as all these superb gadgets are in great demand. After making a great start with the Nokia N93, Nokia once again geared up to offer something new and innovative to mobile phone users by offering the Nokia N93i. With superb functionalities and tools, the Nokia N93i has it all, which you can expect from any improved N-series phone. This highly efficient gadget is a superb camera phone and comes with dream features.

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Nowadays technology has expand their market tremendously in web world and just like the technology suppliers have also finding the ways for rental software product for the purpose of easier to use. Biggest benefit is “abstraction” now here we talking on the meaning of abstraction is where online rental software can efficiently handling such kind of task like managed inventory, inward invoice systems, Data base manipulation and as well as coordinately work with another software may be these are the tax programs, accounting software and other adaptable software’s.

One famous personality who is Steve kohn, president, Miller’s Rentals, Edison, N.J says that “Software has come a long way”. Most of the manufacturers are try to convert their window based product into the more user friendly system.

Basically according to current trend most of the developer is try to connect their program with other software’s as well as also makes compatible with different or new hardware and also try to present their information with other and attractive ways. Abstraction of the rental software with the other technologies such as radio frequency identification (RFID), bar coding and global positioning system (GPS) they say that most of the try of their people is fully automate the rental software so employees of the rental software company spend more time with the helping of customers not only feeding data in to the system.

Same in mobile technologies if we can add abstract rental software with mobile then it can also give the real out put time information, capturing real time information and saves most the time of the customers as well as also enabling in real time routing and scheduling. The main benefit of the abstract rental software is if we can use it in internet technologies then enable rental Software Company gives the online display of the output to their clients they can view invoice, account details, balance and their rights.

The reason behind is expectation nothing else. In today’s market the expectation of the customers are rise tremendously. Customers want more with their service provider they arrange all outcomes anywhere in the world over the web as well as by telephone, fax. According to the varies industry have produced different kind of transaction for their customers. Even though they also don’t want o give more information to create a rental contracts and want more and more higher personal services. Where suppliers here also expect to deal electronically with the rental software like order placement, confirmation and settlement.

Property Rental Software

This script is an extension of the Commodity Rentals system. It allows for a full E-Commerce ready, property rental management system with a facility for renting Vacation properties also. It comes with a option for allowing the agents to plug in and own/distribute memberships to other agents and much more. You can check the entire feature list of this system by clicking here. You can also view the working demo of this script by clicking here.

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MATHEMATICS LABORATORY – An Alternate Teaching method

Donnipad Manjunath

Research Student

YCMOU, Nashik.

Guide: Dr. Chaugule S.S

Head Special Research Center, YCMOU.

Introduction

Mathematics education has traditionally emphasized the worst face of mathematics. Students are taught many mathematical facts, but they are rarely taught what the “mathematics process” is and how to employ it. As a result, engineers and scientists today often do not know how to use mathematics, and the population as a whole has failed to understand the relevance of mathematics. The mathematics process is both a creative and explorative process and is the most important face of mathematics. It is the fountainhead from which mathematical knowledge flows and a central component of the infrastructure that makes today’s technological and informational world possible.

Every student of mathematics needs to learn the mathematics process. The best way to learn the process is to practice it. However, high school and university students are given little chance to experience the full process of creating and exploring mathematics. Instead, they are taught merely about the byproducts of the process/facts using perfunctory procedures and calculations separated from the process, which made them.

Mathematics is an indispensable part of education. Its practical utility is not understood by many. This has happened because of sheer ignorance of educators and learners of mathematics. This ignorance has led to skepticism or phobia of mathematics. Mathematics is not born skeptical but made skeptical due to heterogeneous factors. The National Education Policy 1986 (NEP 1986) has brought many thoughts in the education system. These thoughts are the milestones to bring development into the system. The policy makers had studied the heterogeneous factors that have over the years made mathematics skeptical thoroughly and recommended a few suggestions towards improvising mathematics education in the country. Further, National Curriculum Framework 2005 (NCF 2005) also called for Mathematization of the child’s mind.

Mathematics, according to NEP 1986, should be visualized as the vehicle to train a child to think, reason, analyze, and articulate logically. Apart from being a specific subject, mathematics should be treated as a concomitant to any subject involving analysis and reasoning. With the introduction of computers in schools, educational computing, and emergence of learning through understanding of cause-effect relationships and the interplay of variables, teaching of Mathematics will be suitably redesigned to bring it in line with modern technological devices. According to NEP 1986, the following are basic tenets of mathematics teaching at school level.

i. The teaching and learning of Mathematics should enable the child to consolidate the mathematical knowledge and skills acquired at Primary stage.

ii. Assimilated knowledge of mathematics should enable the child to solve the real-life problems by developing abilities to analyze, to articulate, to reason and to see inter-relationship involved, to think and reason.

iii. To develop the ability to articulate logically.

iv. To develop necessary & sufficient skills to work with modern technological devices such as calculators, computers etc.

v. To develop appreciation for mathematics as a problem – solving tool in various fields, for its beautiful structures and patterns etc.

So, to make the Teaching learning compatible to the above tenets, an alternate method of instruction or teaching method has to be evolved so that, teaching process of Mathematics at school level becomes effective and meaningful.

Role of Mathematics in Education

Education is the manifestation of the perfection already in man. Knowledge is inherent in man, no knowledge comes from outside and is all inside stuff that gets discovered or unveiled with the help of Education. But the process of unveiling must be done by the teacher. So, teacher is expected to possess a greater precision, ingenuity and resourcefulness in order to unveil the hidden and innate talents of the students. However, education is not the amount of information that is put into brain and runs riot there, undigested all through the life. It must be life-building, character making and assimilation of ideas with real life implications. It should strengthen the mind and expand one’s intellect thereby enabling one to stands on one’s own feet. Furthermore, any subject learnt should make one to express his ideas freely and make the right use of the same in real life and so is Mathematics education.

Mathematics education is the study of the practices and methods of teaching mathematics. The goals of mathematics education are (i) to develop a sense of enjoyment rather than fear it; (ii) to learn mathematics as a process of deriving new knowledge to be applied in real life situations but not as mere formulae and perfunctory procedures; (iii) learner must see mathematics as something to talk about, to communicate, to discuss among themselves, to work together on; and (iv) use the abstractions to perceive relationships, to see structure, to reason out things, to argue and articulate the truth or falsity of statements. Mathematics knowledge imparted should cultivate the values such as development of concentration, Economical living, the Power of expression, self-reliance, Attitude of discovery and above all the quality of hard work and all these qualities are essential for a human being to survive in the world. So there is a definite place for mathematics in education. However, for such all-round development, teaching of mathematics at school level should be very effective. For such effective and meaningful teaching of Mathematics, it has to seriously deal with constructive invention, motivating intuition, application and aesthetics within the frame work of “deductive form of Mathematics. The question is how to make such effective and meaningful teaching of mathematics, when present status of teaching of mathematics at school level is at doldrums due to varied factors.

Present Status of Mathematics teaching and learning:

The present status of teaching and learning of Mathematics is far from being satisfactory and is not due to limitations on any one single component at work. In understanding the present status of Mathematics teaching and learning, we need to introspect, the areas such as Faculty problems, Text books, Syllabus, lack of interactive methods of teaching.

(i) It is a widespread defect in any educational format that, teaching profession is least preferred for well qualified and befitting individuals. Usually qualified entities take up this job as a last resort to win the bread and butter. Apart from this, in some schools, besides teaching, teachers are given other responsibilities and as a result the teacher shows less interest towards his fundamental duty. Owing to the undue pressure of completing the administrative work assigned sometimes teachers miss the classes leading to complacency and sometimes overlook their duty. In some cases teaching is carried out as a mere formality and other works takes priority.

(ii) There is too much of dogmatism in the gist provided in text books. Practical utility of the concepts learnt by children is totally missing. Students learn the concept by rote memory and reproduce the same either as homework or in tests. However a slight change is seen after NCF – 2005. NCF – 2005 has revamped the curriculum to make a few additions such as Mathematical modelling, which directly deals with the implications of mathematical knowledge in real life situations.

(iii) The methods of teaching adopted are teacher-centered. Teachers follow age old methods such as lecture method (chalk & Talk) in a classroom. As a result, the power of thinking, understanding and retention are not developed amongst students. Owing to which, the students show less interest towards mathematics learning. It is a known fact that, quality in teaching is directly proportional to students’ performance. However the methods of teaching being followed by teachers have left no scope for an effective communication between them and students and it goes to negative significance when a large chunk of 45 to 50 students are being handled by a mathematics teacher in the present day classroom. Furthermore, teaching of any subject in an interesting way is subject to an appropriate pedagogy. Undoubtedly, the traditional methods being used all along have served the society. However, these methods at large have failed to develop the skills such as (i) Skill in formulating, modeling, and solving problems from diverse and changing areas; (ii) Interest in, knowledge of, and flexibility across applications; (iii) Knowledge of and experience with computation, (iv) Communication skills, spoken and written and (v) Adeptness at working with colleagues (teamwork). It is therefore, an alternate method of Instruction (teaching) which acts like a concomitant between teacher and learner to have effective and meaningful communication so that learning of mathematics is realistic in terms of achieving the aims and objectives laid down by National Curriculum Framework 2005, besides becoming a pleasant activity.

Importance of Mathematics Laboratory

Teaching of mathematics should deal with the process and not just confine to transferring the knowledge from the mind of the teachers to notebooks of students through the tip of a pen and for such a phenomenal change in teaching of mathematics, a right ambience is required and it is definitely the Mathematics Laboratory. It is because, Mathematics Laboratory can act like a concomitant between teacher and students and provides an opportunity to understand and discover the beauty, importance and relevance of mathematics as a discipline. It can be expected to enhance the pupil’s understanding of the subject as taught at the school and can also provide a glimpse of what is beyond.

The Mathematics Laboratory is a unique concept in the field of mathematics education that was introduced in the year 1994. It has come a long way in enriching mathematics at primary, secondary and senior secondary level. In developed countries, the Mathematics Laboratory is an integral part of regular curriculum. However, in India, teachers, researchers, experts and scholars of mathematics education have been giving thought to the present system of teaching of mathematics and to change it to Learner Centered, but the efforts have proved to be futile as they are tending towards Teacher Centered. Mathematics Laboratory has now become an inevitable component to be absorbed as one of the mainstream methods of teaching of mathematics, which might make the learning of mathematics Learner Centered. In spite of the fact the Mathematics Laboratories are established in some of the schools, still the method of teaching in Mathematics Laboratory is at large Teacher Centered. The following reasons can be attributed as factors influencing the teaching of mathematics, a teacher centered method.

1. Manual manipulatives being used to explain mathematical concepts.

2. A classroom of mathematics in India at large is a mixture of heterogeneous potentials and psychologies, apart from being large in size, which is much more than what is stipulated by the National Education Commissions.

3. Virtual manipulative such as Computers, embedded environments are not integral part of Mathematics Laboratory.

4. Lack of expertise and exposure on the part of teacher of mathematics to use virtual manipulatives or embedded environments in an effective way to make teaching lively.

5. Lack of previous knowledge in teachers of mathematics about Mathematics Laboratory.

6. Improper evaluation and assessment techniques.

A Mathematics Laboratory is a place where some of the mathematical activities are carried out and is akin to any other science laboratory. The way students get hands-on experience in a science laboratory, even in a Mathematics Laboratory, students should get hands-on experience and scope for new innovations. Further Mathematics Laboratory should be a learning environment where many young minds decide that mathematics is more than practicing “sums” that the teacher assigns. It is exactly what is not happening in India, in spite of Laboratories being set up in some schools. As per the recent survey of laboratory activities followed in schools, it is realized that, there are a few prescribed activities to be carried out by students using manipulatives and make record work. On the basis of the record work and other influencing factors assessment is done. Does this kind of activities, which are prescribed and being done under the influence of a teacher enable the main goal of mathematics education? No, because it opens up once again, Teacher Centered learning rather than Learner Centered learning. So, instead of focusing on a few selected activities, students should be given a freehand to act independently to work and discover new ideas. NCF – 2005 has been insisting for Mathematisation of Child’s mind, but the system in so called Mathematics Laboratories already opened and working are not providing a platform which enables the child to articulate logically and develop reasoning ability that is what is precisely called by NCF – 2005 “MATHEMATISATION OF CHILD’S MIND.”

So, a Mathematics Laboratory set up in any school should be a formal environment where Mathematical concepts are made fully explicit and environment should be such that the user can create and explore mathematics and learn on his own and make his/her own assessment.

An ideal Mathematics Laboratory is a milieu where the following components are seen.

1. Context management

2. Online Library or Virtual Mathematics Library for reference

3. Software that deals with different mathematics branches

4. Graphical software for carrying out both symbolic and numeric computation

5. Conceptualization of mathematical ideas to stimulate the growth of analytic thinking

6. Instantaneous assessment worksheets so as to assess the degree of learning

7. Prescribed curriculum with mandatory credits to be completed

8. Virtual evaluation and assessment tool to give immediate feedback to the child

9. Teacher’s role must cut short to facilitator and he/she should ensure a stress free learning atmosphere in a Mathematics Laboratory

10. Exercises in non-routine problems suited to the maturity level of students could be made available on all topics to all grades. This will help children to develop problem solving abilities which are a must. Such exercises will also give a “taste” for the students to go beyond the peripheries prescribed.

11. Mathematics Laboratory timings should be wide open till late evenings in any school so as to enable the learner to cope with mathematics at his pace but not in accordance with running syllabi.

12. Instead of selecting a few activities, there must be a mandatory credit that must be completed by students right from classes I to X and assessment should be on the basis of continuous comprehensive evaluation of all the credits completed.

Research Perspective:

For the research purpose, the author has happened to visit various Mathematics Laboratories located at (i) NCERT, New Delhi; (ii) Ramanujam Institute of Mathematics Learning, Chennai and two schools affiliated to CBSE governed by a Mysore based Education trust functioning in & around Bangalore, (iii) Mathematics Laboratory, Kendriya Vidyalaya, INS-Hamla, Mumbai; (iv) Mathematics Laboratory, Homi Bhabha Science Education Centre, Mumbai and (v) A Conference on Technology use in Mathematics Education (TIME – 2007) held at IIT, Bombay

The author had discussed with the teachers working at the above specified Mathematics Laboratories about the methods of teaching Mathematics in Laboratories and how they find those methods as compared to classroom methods. Majority of teachers have expressed the following.

(i) Teaching Mathematics in a Laboratory is a time consuming process and syllabi completion in Indian curriculum is a time bound process as they are followed by term-end examinations to assess the students.

(ii) Teaching Mathematics in a Laboratory using plastic moulds or paper cuttings create interest to a moderate extent amongst students and full learning process is not achieved.

(iii) Lack of embedded infrastructure, besides teachers are not trained in using the embedded environment to teach mathematics.

(iv) A Mathematics laboratory period is more or less akin to classroom teaching of mathematics.

(v) Lack of appropriate teaching strategy to be adopted in a Laboratory set-up to teach mathematics

The author had attended 2nd conference of Technology in Mathematics Education (TIME – 2007) at Indian Institute of Technology, Bombay. During the conference the author had discussed with eminent personalities from the field of Mathematics about Mathematics Laboratory.

From the above visits and discussions made with teachers of mathematics, it was realized that infrastructure as required for a Mathematics Laboratory may not be in the hands of teachers, however, use of Mathematics Laboratory and an appropriate method or strategy to disseminate knowledge of Mathematics through Mathematics Laboratory is very much in the hands of teachers assuming that they have fully equipped with Mathematics Laboratory. Therefore it is necessary to develop an appropriate Method or strategy for using it in the Mathematics Laboratory set-up. The author is doing Research on this subject and is he expected to evolve a good strategy. The strategy will be published for all after the finalization of strategy for the author’s research work.

Conclusion

Doing some prescribed limited activities of mathematics without proper evaluation and assessment techniques yield hazardous results. Hence, it is preferred to have a professional outlook for a Mathematics Laboratory, which interacts with students to conceptualize the mathematical ideas that stimulate the growth of analytic thinking and develops research attitude amongst. Furthermore, a Mathematics Laboratory equipped with latest technological aids is sure to provide a platform to students develop the higher-order thinking skills that include reasoning, proof, solving complex problems and making connections that enable one to see mathematics as an integrated whole, and communicating clearly and effectively about one’s own and others’ mathematical thinking.

References:

1. Busha, Charles and Stephen P. Harter. Research Methods in Librarianship: techniques and Interpretations. Academic Press: New York, NY, 1980.

2. LoBiondo-Wood, G & Haber, J 1994 Nursing Research (3rd Edition) St Louis, Mosby. Pp 221 – 225.

3. www.aera.net/uploadedFiles/Publications/Journals/Educational_Researcher/3406/Boote.pdf

4. www.sceincenews.com/articles

5. www.lcc.com/mathlab/ – For syllabus and to interact with Mr. Cary Rhode, a Mathematics Instructor

6. Schulman, L. S. (1999) professing educational scholarship In E. C. Lagemann & L. S. Shulman (Eds.), Issues in education research: Problems and possibilities (pp.159–165). San Francisco: Jossey-Bass.

7. http://www.aera.net/uploadedFiles/Publications/Journals/Educational_Researcher/3406/Boote.pdf

8. Buch M.B., Fourth Educational Survey (1983-1988), Volume – I, published by NCERT, Ministry of Human Resources Development, Government of India, New Delhi

9. Buch M.B., Fourth Educational Survey (1988-1992), published by NCERT, Ministry of Human Resources Development, Government of India, New Delhi

10. www.valencia.com: University of New Mexico

11. http://cerme4.crm.es

12. Sholomo Sharan, David W.Johnson., Handbook of cooperative Learning Methods (1994); Westpost Publishing House; Connectuit, London

13. Augustine B. Mascuilli (2000) “Effectiveness of Teaching Mathematics online; ALN Magazine 4 (2)

14. Watt. S (eds.); Computers and Mathematics, Springer – Verlag ; New York ( p215 – p277)

15. Sidhu Kulbir Singh; The Teaching of Mathematics; (1994) Sterling Publishers Private Limited, New Delhi; (p17 – p205)

16. Sunitha E; Sambasiva Rao R and Bhaskara Rao Digumarti; Methods of teaching Mathematics (2006); Discovery Publishing House; New Delhi

17. National Curriculum Framework 2005 (NCF – 2005) – A Paradigm Shift – Mathematics ( 2005); NCERT publications, New Delhi

18. Yixin Zhang; “An Experiment on Mathematics Pedagogy: Traditional Method Vs Computer Assisted Instruction” (2000); McNeese State University Lake Charles, U.S.A

19. Kenneth A; Handbook on Collaborative Learning (1999); (p80 – p100); The Johns-Hopking University Press, Baltimore, London

20. Atkinson.R.C & Suppes. P (1986); Program in computer assisted instruction; Final report, Washington, DC, Office of Education (DHEW)

I. Advances in Embryonic and Placental Development

1.Abstract:

Early embryonic development needs detailed investigations if we have to reduce embryonic mortality. Embryonic mortality details have been reviewed (wani, 2005). The reproductive abnormalities have been discussed and a sequential photographic presentation of embryonic mortality have recently been published (Khatoon et al 2007). The critical period when maximum embryonic losses go unnoticed is the period before attachment. Losses before actual union of foeto-maternal tissues can be missed and calculations of embryonic mortality estimates remain unaccounted for. Some recent studies of (Wani 2006, Khatoon et al 2006) have paved a new innovative model for investigation on foeto-maternal development and its attachment. This paper describes the detailed embryonic development, blastocyst elongation, formation of cotyledons within elongated blastocyst, their ramifications and networking of vasculature and formation of foetal placental unit. Conversely, a detailed photographic evidence of uterine receptivity, formation of a multicoated immunological barrier- the beginning of foeto- maternal- barrier mechanism along with caruncle formation, uterine milk formation and finally union of cotyledous with caruncles has been photographically documented.

2.Introduction:

Second and 3rd generation animal biotechnologies as reviewed (Wani, 2005) are multiple ovulation, embryo-transfer, preservation, cloning, micromanipulation splitting of embryos and nuclear transfer. The 4th Generation reproductive technologies have advance beyond our imagination and now we do have transgenic goats giving milk rich in insulin. (Wani 2007). The stem cell technology, embryonic cell culture, pronuclear micro-injection along with sperm-mediated, transgenesis have been in use and are precisely reviewed and discussed (Wani 2005, 2007).

The application of this advancement for diagnostic, therapeutic and economic uses especially its transfer to human medicine or for field application in animal industry needs further research and evaluation.

The another fact which can be of importance is the number of cells per embryos. During first day these may be two cells but after 8 days the cell number increases to 120 or more. It takes 32 hours for the oocyst after fertilization to reach the two cell embryo. Another 13 hours are needed to develop it into a four cell embryo. In another 15 hours 8 cell stages is reached. It is from here onwards that it takes 30 hours for a embryo to be converted into a Morula. This has been one of the most critical periods of embryonic development in ovine. A genematic diagram of various stages of follical maturation of oocytes development and further development has been reported (Wani 2005a) figure from web site is also show that the protein content after fertilization of 16 day old embryo increased by 7500 times. Morphologically the embryo size varies from spherical ovid to elongate after day 13th past coitus. New protein synthesis per unit of embryo is maximum during 8-13th day old embryos. Similarly phosphorylation per unit of embryo is also ten times more in 8 day old embryos than the later stages. Glucose and lactose production increased up to day 16th and the maximum metabolic weight is up to 14th day past coitus. For increased productive synthesis, aminoacid requirements are made, through production of allanic and glutonic acids by the embryos. The matobolic products get rid of amines. The signal transduction from maternal to foetal controls have been discussed (Moris et al 2001).

3. Dominant follicle dynamics

The new animal , products, medico-Veterinary packages, profitable genetic (trait) improved DNA Chips, more resistance giving gene make ups shall have a new role in future. For the next coming super advanced technology driven century, we must be prepared to use the 4th generation technologies for animal Welfare and Protective mechanisms. We thought and used Laparoscopy and ultrasonography 30 year ago (Wani et al, 1979, Wani 1981,1982), which has now become a “buzz” word and further sophisticated and modernized by my students across the world (Aggarwal, 2006, Wani, 2006). Our concept of DNA finger printing of cashmere goats in 1990’s (Khatlani et al, 1995) has now crossed the barriers of technology advancement. Today, in these pages, we shall be presenting our own results on

1. Embryonic development, formation of cotyledons, blactocyst development ramification of vascular system, net working of blood vessels to form initial placenta, their union and attachment processes. We shall describe morphological physiological, endocrinology, histochemical and receptor analysis to support our observations. This is 5th generation reproductive technology base for development of in-vitro-foeto models.

For 6th – 10th generation reproductive scientists we shall present theoretical hypothesis a vision -2050 in the form of.

2. Use of stem-cell, germ-cell and Nano- technologies for production of disease free, highly prolific reproductive gametes, their preservation and conservation. The use of these and other molecular and new-generation DNA-related bio-diagnostics shall also be discussed.

4. Uterine morphological changes:

The early pregnancy uterine morphological land marks were described only externally per rectum in bovine (Zamznis, 1976) some of its significant features have been summarized in a booklet (Wani, 1986). It describes easy palpable signs of early pregnancy in bovine and compares its observations with equines, sheep and goats. Some of the earliest indications of pregnancy by physical examination were:

i) Presence of corpus luteum of pregnancy early 15 day post-coitus

ii) Asymmetry of uterine horns 30-35 days post coitus

iii) Fluctuation around 40-49 days in cattle. Thereafter the advanced pregnancy signs like foetal membrance feel and slips. Palpation of placentomes and full foetal are known foetal membrane .

Various developments of foetal signs have been described (Wani, 1986) . The month wise morphological assessment of foetus in sheep has been reported (Mufti, 1995, Mufti et al, 1997) . Various reviews reports and books now describe events in development of foetus (Wani, 2005, 2006, 2007).

5. Development of conceptus-in vitro foetus

Pregnancy is an intimate association between mother and foetus. The protective covering on maternal caruncles and over wrap of foetal cotyledons with Blastocyst membranes, transformed into foetal membranes give the “Homograph” status to foetus. The mechanism of ruminant uteri has been discussed (Gray et 2002). Its more recent findings and attachments are the topic of one of our students.

We have tried to univel many obscure mechanism on blastocyst formation, plancentation and development of cotyledons. The protective mucin coverings over uterine caruncles and their union with cotyledons has been snaped.

The internal changes have been correlated with biochemical, morphological and histochemical and histoanatomic feature of the gravid and non-gravid uteri.

6. Foeto-maternal interaction:

The estrogen, progesterone in foetal and maternal blood have been estimated along with estrogen progesterone receptor concentrations in the pregnancy and non pregnant states.

Endometrial receptivity has been discussed (Huct-Hudson, et al 1989, Wani 1996, Wani, 2003, 205, 2006). Proliferation of uterine cells is influenced by E2 and P4. These hormones have their receptors in uteri called as E2 (ER) , P4 (PR) receptors (Lee and Demyo 2004) we have also investigated the same and are being analysed. Our studies indicate certain changes which project a new mechanism of foeto-maternal unions (Khatoon and Wani, 2007).

Various growth factors described (Wani 2006) may be helpful in future for invitro-foetal growth.

7. Reproductive management

The reproductive management strategies to enhance meat production could safely be divided into two kinds:

i. Traditional management: Animal are still managed under zero- input/ migratory /tribal or extensive management system. The application of above described methods will be limited. They may indirectly help in this system by better sire availability.

ii. Modern management: Zero-grazing, stall-fed or semi-intensive, commercial goat farming system may use the above methods more and more to produce high quality germplasm. They may use variety of improved reproductive technique or reported (Wani,1996; Wani et al., 200a; Wani et al., 1998; Mufti et al., 1997; Wani and Sahani, 1981; Wani et al., 1986, 1987, 1988; Wani and Buchoo, 1991; Buchoo and Wani, 1991; Wani, 1989, Wani, 1995; Wani, 1984a and b; Wani and Sahani, 1980a).

8. Enhancement of fertility

Desired fertility objectives have been discussed (Wani, 2001). Increased prolificacy, early rebreeding, safe/clean parturition, set-time animal crop, elite gene introduction are some of the desired fertility enhancement goals. The constraints in achieving desired objectives in small ruminant livestock sector are the problems of inbreeding, reproductive losses (Wani, et al., 1980; 1981; 1994), pre-pubertal mating, indiscriminate or illicit mating, venereal diseases, nutritional and other stresses. These above referred factors reduce fertility status of our ruminants especially under transhumane migratory systems.

These constraints mentioned could overcome by adopting enhancement strategies (Wani, 2001), which include exchange of sires by tribal, Gujjar, Bakarwals and Chopans to reduce inbreeding. This could be ensured through legislature or forced castrations and introduction of sires from outside the flock. The pregnancy detection methods described (Wani, 1981) and later on used extensive in J&K under farm condition (Wani et al., 1998; Wani, 1989) needs adoption as a routine in each flock for better care of offspring and dam.

9. Corpora luteal biosensitivity.

Corpus luteum growth and development is the first earliest pregnancy signal along with maternal recognition factors discussed (Wani, 1996). The corpus luteum development and receptivity to PGF2 alpha is now known. The ascending and descending corpora lutea are insensitive to PGF2 alpha. What makes them insensitive and what resurges their sensitivity need exploration. May be in future, CL insensitivity might have direct effects on survival of the conceptus. Does conceptus make CL more sensitive to PGF2 alpha? Or in other words, does the gravid CL and non-gravid CL behave similarly or differently to PGF2 alpha. Many such questions vis-à-vis the ovarian morphology, uterine environment and behavioral patterns need to be studied and co-related to develop a manipulative and curative safe system. In some species CL of pregnancy is necessary till delivery, in others it is needed only till placenta develops. Its complete genesis and biostimulation and bioregulatory roles are obscure and needs further research.

10. Dominant follicle dynamics

The dominant follicle dynamics may be in focus for ovulation control. Dominant follicle or would be bride at each ovulation appears around day 7 of cycle in women. It occurs much earlier on day- 1 to 0 in ruminants (cow, sheep,goats). This time point may be the focus to try future selective interferences in ovulation control. Antagonist use during this phase has shown decreasing levels of estrogens in serum thereby indirectly hinting at dominant follicle alteration, as it is one of chief source of this hormone during this phase (Fraser, 1987). Dominant follicle in its sojourn to freedom and release at ovulation seems to attain some specific qualities. Why? It alone releases itself from bondages in ovary (ovulation) and rest of its competitors are hindered through the process as atretic follicles. What make this dominant follicle to attain these qualities among a vast pool of follicles needs further study. In coming 50 years one shall possibly understand and interlock a pre-determined messenger system triggering dominance in one or few follicles destined to become the new offspring of that species. This system when decoded shall offer new opportunities in controlling ovulation both for contraception (women) or augmentation (animals). New genepool of dominant follicles from dead high yielding animal ovaries would help to propagate and multiply the elite.

Over stimulatory effect during superovulation could be avoided by use of antagonists, as dominant follicles seem to evade suppression, thus follicular selection will prevent excessive stimulation and cystic follicles. Follicular fluid constituents containing occyte awaiting for biochemical signals to resume (meiosis ) growth and development to ensure timely and healthy ovulation need more exploration (Lenton et al., 1988). The specific signals triggering occyte release might help in in vitro occyte maturation success rate.

11. Development of conceptus-in vitro foetus

The lean meat production needs more studies on development of conceptus. The prenatal development undergoes in three stages. The early pregnancy signals, skeletal & nervous tissue growth, on priority. During mid-gestation the hind and fore-limbs develop. During late gestation muscular development along with peripheral extremities including hair develop. In order to increase lean meat production, research in needed to investigate relations between hard and soft tissues. Maternal and foetal interactions needs a probe. Some basic studies (Mufti, 1996) indicated prospects of manipulating lean meat production (Wani, 2001, 2002 a) by bio-stimulators during late gestation, which may help, the production of muscular lambs/kids at birth, besides, increasing birth weight. More details have been described (Wani, 2001, 2002a) Fig.1-5). More studies in future are needed to reveal the exact mechanism involved in critical transition of power control from maternal to embryonic genome. Application of recent techniques of reverse transcription, PCR and others may reveal the details (Schultz et al., 1990).

12. Slaughter house follicle pool

A good number of our endangered species die where climatic conditions are hard and harsh. Under temperate climatic conditions dead bodies are entrapped in snow for long. It gives a hope to revive their follicular pool. Our studies on resumption of life using follicles from slaughtered sheep and fertilizing them with epididymal ***** was an pioneering attempt in this direction (Wani, 1996) (Fig 6-8). The protein content of unfertilized ovum is around 100 mg in rabbit, 27 mg in mouse (Brinister, 1967, 1971). The small genetic material needs extensive analysis to unveil vast informations in its codans and anticodans. Further ovum maturation or resumption of meiosis is initiated during birth or shortly before birth and thus the pool of follicles remains fixed at birth. Therefore, foetal ovary has to be the subject of further manipulations especially in view of its immunological insensitivity (Guraya, 1985).

13. Gamete biosafety

Bacterial counts in ***** in unprecedented numbers effect ***** fertility (Kher, and Dholokia, 1985), The contaminational hazards have increased due to environmental pollution, water and air contamination. Above all the development of resistance of known bateria and other micro-organism to antibiotics (Gupta and Maurya, 1993). We have examined the ***** of about 40 bulls maintained at the Frozen ***** bank, Rambirbag, Kashmir for bacterial loads in ***** and tested antibiotic sensitivity (Koul, 2002).

Presence of bacteria in large numbers in semen, effects its quality and fertility (Kher and Dholokia, 1985). The source of contamination of ***** vary from inflammatory foci and lesions on penile apparatus, contaminations on equipments, appliances, diluters, extenders, air and laboratory environment. These contamination hazards have increased with environmental pollution. Many bacteria having developed resistance to routine antibiotics used (Gupta and Maurya 1993) in ***** extenders has made inseminations more critical and vulnerable. More studies in this direction are needed to develop a bio-safe and infection free germplasm pool of frozen and fresh ***** in future.

14. Foeto-maternal interaction

The role of endometrial stromal cells during pre-implantation stage needs further research. Some studies on ultrastructure of endometrium (Brinsfield et al., 1974) are still not sufficient to answer the questions. What is the role of immune cells and endometrial cells in building of the immunological barrier to protect the foetus. Foetal biology is abarren field of research in the world. After few initial steps by Dr. Moris Young in UK and D. Srivastava in India, only scattered information is available on the subject (Wani and Buchoo, 1990; Mufti, 1996) . Much is still to be unveiled by 2050. The placental hormone influence mammary development and milk production of the dam. Foetal membranes serve as Chief source of nutritive exchanges. The arrangement of cotyledons, caruncles, positioning of single and twin conceptus, indicate complex mechanisms with common roots. (Mufti et al., 2000) These mechanisms of foeto-maternal interactions and relationships emphasize proper foetal number diagnosis and corresponding materno-nutritional management strategies.

15. Nanotechnology:

In the proceeding pages we have seen the role of biotechnology in animal reproduction. The coming generations will harvest the gains in the form of more micron-level-accurate technology being replaced with nanogram-level-invisible technology- the nanotechnology. Now even converging technologies are shaped resulting from merger of Nano- science and Nanotechnology with biomedicine, bio-sciences, biotechnology, genetic engineering and information technology.

The cognitive sciences like Neuro- sciences, computing, communication combined with nanotechnology may be so mystic and deterministic that science shows will appear as “Majic shows” . This new technology wave” may define our spiritualistic wavelengths. Many unsolved or resolved facts on birth and genetic make up shall send such messages as was known of Sagic saints, peers and Fakirs.

The birth of a technology needs patience of public and policy makers. In the past “Michael Farady” – the inventor of electric generator, was asked by the then Chancellor of Exchequer, as to what use is the electricity you are generating. He argues but no argument convinced the accountant. Finally, he promised him that the day will come when you can tax it. Today a remote destination on this earth demands 24 hr electricity. They never argue its price, but its availability as savoir to life be it medical, veterinary or any other field. Thus like Farady I profess and advocate experiments on use of nanotechnology in animal reproduction today. It may sound strange, but yes in my life I shall fore see a role of nanotechnology in Animal reproduction.

16. What is Nanotechnology:

Technology related to features of nanometer scale. Thus we will unveil gametes in minute details; ***** head colliding zona-pellucida shall be filmed. The radial blast of cortical reaction shall be known. All chemical messengers shall be unveiled at nano-level.

The shape of gamete, Zygote, embryo and foetal development at nanolevel shall bring forth new additions to our knowledge. The use of such information through use of computer languages, both hard and soft shall make this knowledge dispensable and useable at remote-corners of the Universe. Combing cognitive, mythical and mysterious happening within womb could be registered and translated via nano-ultra-sonography.

Thus futuristic view of nanotechnology will be nanographic follow of information and has been described ( Mordini, E, 2007).

Nanotechnology may allow us to send tiny nano microprocessors into the animal womb to send us signals which we wish to know for prevention of diseases. The stem-cell-germ-cell technology combine with Nanotechnology shall bring new hope and future for the propapagation of Gene-technology-ETT- A-I Combine. It may sound like sending a wave of spirit to fertilize an “egg” – thus proving the “God Word in Quran of creating the Chirst through mystic spirit. This and other convergence of known reproductive technologies are challenge to us in future

Nanaoparticels developed can be agents which would use blood and carry durgs for curing disease at molecular levels. Thus a new mechanism of targeting infective agents of smaller dimension could be a possibility.

17. Stem-cell-Technology:

Stem- cells are undifferentiated cells. The embryo at morula stages have undifferentiated blastomeres. These cells can transform themselves into 200 or more cell type, which could be used to repair or regenerate new desired cells. This advanced cell research may help diseased people like those suffering from cancer, Alzheimer’s disease syndrome, Parkinsons disease and even paralysis.

The stem cells are derived from 4-5 day old embryos or fertilized cells. The stem-cell-technology has a new role to play in Animal reproduction.

Firstly, the stem-cell source could be pooled out of slaughter-house oocytes or from the vast pool of embryos hatching out in many animal species.

Secondly, the cell source could be obtained from foetal culture and if new-grown-immunoprotectant cell of foetus could help or provide germ-cell specific to any particular organ, the repair of organs could be a new revolution.

Do students need a co-signer when applying for college student auto loans? If you visit the car dealer with an auto loan deal in hand, you’ll have more power and leverage when you’re negotiating for the price of the vehicle. Here’s how to find a lender: Ask your local bank if you’re already a customer, your bank or credit union might be willing to give you an auto loan, especially if you have a solid, positive banking history with them.

Taking advantage of an auto loan is probably going to be your best option when buying a new or used car. If your site offers auto loans, for example, offer your visitors new auto loans, used auto loans, even auto refinancing loans. Once you have improved your credit scores, you may qualify for a standard loan or a bad credit auto loan with better terms.

Higher credit score means a lower auto loan interest rate. Thankfully, the online process for applying for an auto loan allows one to know pretty quickly where one stands. I had $15,000 in consumer debt (credit cards and an auto loan), and I owed $15,000 to my mom.

Using any major search engine available, type in a search phrase such as online auto loan, a prospective borrower is better off focusing on all these factors in order to ***** a good deal on auto loans. During business hours, online auto loans can be approved within an hour of application.

Did you know that it is possible to get approved for an auto loan after bankruptcy? It is important for you to be well aware of the term of your current auto loan contract so as to maximize the amount of money you can end up saving. Make use of online tools very straightforward, auto loan applications give you all the answers based on the information you have with online auto loans calculator.

Soon you receive your auto loan with amount of monthly interest payable. There are auto loan choices for people with bad credit, just as there are auto choices. Therefore you should use this calculator as guidance only before you have received any auto loan offers.

The contents of your report determine your auto loan rate. Online auto loan refinancing comparison shopping is very important when refinancing an auto loan. If looking for a bad credit auto loan, choose lenders that favour individuals with low credit scores.

The most important thing to consider before taking out an auto loan is how much you can afford to pay for the loan on a monthly basis. Economic forecasts indicate that auto loan interest rates are likely to fall in future.

However, because banks normally approve financing for new cars, their interest rates on a classic car auto loan are likely to be higher than those of a specialty lender. A secured auto loan, for example, may have a term of between three to five years. Auto dealers charge differential auto loan rates for different makes of car.

Wait 1 – 2 years before applying for auto loan after you have opened new credit accounts; periodically monitor your credit report. These motor vehicle loans are specially tailored for purchasing motor vehicles just like auto loans are customized for purchasing cars.

Guide:      Dr.S.S.Chaugule, Reader & Head Special Project Research Centre, YCMOU, Nasik, Maharashtra

Research student: Donnipad Manjunath

INTRODUCTION:

Mathematics, according to National Education Policy 1986, should be visualized as the vehicle to train a child to think, reason, analyze and articulate logically. Apart from being a specific subject, it should be treated as a concomitant to any subject involving analysis and reasoning. With the introduction of computers in schools, educational computing and emergence of learning through understanding of cause-effect relationships and the interplay of variables, the teaching of Mathematics will be suitably redesigned to bring it in line with modern technological devices so that learning takes place effectively.

Learning often takes place best when students have opportunities to express ideas and get feedback from their peers. But for feedback to be most helpful to learners, it must consist of more than the provision of correct answers. Feedback ought to be analytical, to be suggestive, and to come at a time when students are interested in it. And then there must be time for students to reflect on the feedback they receive, to make adjustments and to try again- a requirement of mathematics education that was neglected, due to rigorous practice of traditional methods of teaching. It was also observed that; students who frequently try to solve exercises related to new mathematics topics by finding the inter-connections and who discuss practical problems related to everyday life tend to score good in mathematics examinations. Teachers, who use of active learning strategies like students working on mathematics projects, connecting mathematical knowledge to everyday life when solving mathematics problems and actively participating in peer-group interaction have always significantly contributed to good performance in mathematics.

The traditional didactic methods of teaching are no longer adequate to meet the demands of mathematics education in line with National Education Policy 1986. In the light of National Education Policy 1986, to develop the skills reiterated in the policy and to provide practical experience of mathematical concepts, assumptions, assertions and rules, an appropriate method of instruction or a strategy for teaching mathematics  and a suitable platform to use such strategy is the need of hour. “Any idea or a concept presented in a simple & appropriate form and the way that is suitable to learner’s ability and aptitude provides the best of understanding of it (Bruner 1966)”.

Every student has a unique way of thinking, learning and making sense of what he/she listens or observes. Their active imagination constantly builds new connections and assimilates new information. If the teacher is active speaker and persistently using traditional methods, the learning takes backseat and in the process some faulty ideas can also form and lead to several learning gaps. These learning gaps need to be identified, questioned and corrected before they result into misconceptions. These misconceptions lead to low self- efficacy among students resulting low performance in the subject of mathematics.  Learner learns faster, when he is influenced by his peer group and developing a sense of positive interdependence, besides reducing the role of teacher to facilitator. However, reducing the role of a teacher to facilitator and creating an atmosphere of positive interdependence among students, a change in methods of teaching is inevitable requirement. In a normal course of teaching mathematics in a classroom, creating such atmosphere as mentioned above is not possible.

So, a strategy for teaching mathematics in a different but suitable atmosphere that would transform the position of the teacher to facilitator of learning from an authoritarian and active speaker’s role was the need of the hour. Hence this experimental study was taken up.

OBJECTIVES:

1. To find out various methods being used in teaching Mathematics in regular classes 

2. To find out teachers views about Mathematics Laboratory

3. To develop a strategy to be used in a Mathematics Laboratory set – up.

4. To test the effectiveness of the strategy developed for teaching in Mathematics Laboratory set-up

5. To suggest recommendations for the development of Mathematics Laboratory and training of Mathematics teachers

HYPOTHESIS

There was no difference between teaching Mathematics through Traditional Methods of teaching to that of teaching through a strategy developed for teaching mathematics in Mathematics Laboratory atmosphere.

ASSUMPTION

Teachers were not using Mathematics Laboratory as a platform for teaching Mathematics

LIMITATIONS OF STUDY

The study was limited to only Kendriya Vidyalayas’ functioning in & around Nasik district and schools governed by State Government and affiliated to Central Board of Secondary Education as well. The students’ sample of study was limited to class 10th students of Kendriya Vidyalaya, AFS Ojhar Nasik District, while teachers’ sample was limited to schools functioning in and around Ojhar, Nasik District. The investigation did not develop any standardized tests or psychological tests for the purpose of study, but prepared a questionnaire and got validated by experts from Department of Education, Yashwantrao Chavan Mahrashtra Open University.

VARIABLES OF THE STUDY

INDEPENDENT VARIABLE

Use of Strategy evolved to teach mathematics in a Mathematics Laboratory

DEPENDENT VARIABLE:

Performance of students and improvement in their result

SAMPLE OF THE STUDY

For this experimental study purpose, two different samples were chosen namely students’ sample and teachers’ sample. The students’ sample of the study consisted of a total of 80 students of class X standard of Kendriya Vidyalaya, Ojhar and while teachers’ sample consisted of 100 teachers of mathematics working in schools in & around Ojhar Nasik District

The sample of 80 students was divided into two groups’ viz., controlled and experimental group. The two groups were matched on the basis of their marks obtained in class IX on the basis of Continuous & comprehensive evaluation, a criteria being used in all Kendriya Vidyalayas’ for assessing the performance students at the end of an academic year.

The sample of 100 teachers from Primary to senior secondary level was chosen. However, 80% of teachers chosen were secondary teachers who handled class 10th Mathematics.

  TOOLS

 Tools like questionnaire, Visits, Observations and Interviews were used in the study. Various Mathematics Laboratories located different parts of country were visited and observations were recorded, besides visiting online Laboratory at Lower Columbia College, Washington State University, USA. Mathematics Laboratory at NCERT, New Delhi, Ramanujam Institute of Mathematics Learning Chennai, Mathematics Laboratory in Mysore based schools functioning at Bangalore and Mathematics Laboratory at Homi Bhabha Science Education Centre, Mumbai and Department of Mathematics, IIT, Powai, Mumbai were visited and Interviews were conducted on various strategies and techniques being employed to carry out the activities in Mathematics Laboratory.  Based on recorded observations and Interviews from Head, DESM, NCERT, Laboratory curators at Chennai and Bangalore questionnaire consisting of 18 questions was prepared to administer among 100 teachers selected as teachers’ sample study.

RESEARCH DESIGN

The research design of the study was “Two Groups Posttest Experimental Design”. Two groups namely, Control group and Experimental group were taken with each of them having a total of 40 students. The Research Methodology was Quasi Experimental Research Methodology.

STRATEGY EVOLVED FOR TEACHING MATHEMTAICS IN A MATHEMATICS LABORATORY

A strategy consisting of three different methods namely; Expository method, Cooperative Learning Method and Problem Solving method coupled with Modelling was evolved. These three methods were administered as one unit but in three stages while teaching mathematics in a Mathematics Laboratory. Each stage was defined with specific input and anticipated output. The role of teacher was active during first stage as teacher teaches mathematics using Expository method and during later two stages where Cooperative Learning at 2nd stage and problem solving coupled with modelling at 3rd stage the role of teacher is a facilitator of learning. At 3rd stage teacher’s role is not only a facilitator of learning but also ensures a learning outcome viz., social relevance of knowledge being assimilated by students.

PROCEDURE OF THE RESEARCH

¬ Mathematics Laboratories functioning at NCERT, New Delhi and few other Laboratories located in different part of the country were visited to record the observations on the use of Mathematics Laboratory in day-to-day teaching leaning process. Interviews of Heads and Laboratory curators were carried out. ¬ Laboratories functioning abroad visited online and observations were made. Interviews were also carried out with a Lab Head-cum-Teaching assistant of college of Lower Columbia, USA. ¬ Suggestions and guidance seeking mail correspondence was done with a senior Lecturer, Department of Mathematics Education, Education, School of Education, University of East Anglia Norwich. These suggestions and guidance were sought before preparing the questionnaire and formulating the strategy for teaching mathematics. ¬ On the basis of observations and interviews, a questionnaire consisting of 18 questions was prepared and was validated by two experts, Department of Education, Yashwantrao Chavan Maharashtra Open University, Nasik ¬ Questionnaire was administered among those 100 teachers selected to gather their views and opinion on use of Mathematics Laboratory, various Teaching Methods and use of software in teaching mathematics. ¬ On the basis of responses; a statistical analysis and interpretations were drawn and then, a strategy consisting of three methods; viz., Expository method, Cooperative Learning Method and Problem Solving method coupled with Modelling was developed. ¬ The strategy evolved was used for 10 weeks on the Experimental group to teach mathematics in a Mathematics Laboratory atmosphere. The control group was taught the same mathematics content using normal classroom teaching. ¬ The methods of teaching mathematics to control group were Traditional methods. The lesson plans (excluding the method of teaching and Mathematics Laboratory), worksheets and modules were the same to both control and Experimental groups. ¬ At the end of 10 weeks; a Posttest was administered to both groups to evaluate and assess the performance of students. Meanwhile the data gathered through Questionnaire administered on teachers of mathematics and posttest administered on students was analyzed and Hypothesis was tested using statistical test of significance. ¬ Hypothesis was rejected on the basis of statistical inference drawn and concluded that; the strategy evolved to teach mathematics in a mathematics laboratory was effective than the traditional methods of teaching.

FINDINGS

¬ Teachers who were trained through behaviourist model were not aware of methods like cooperative Learning; guided-Expository and problem-solving method integrated with modelling. So, these methods were less preferred to teach mathematics as compared to traditional didactic methods like Lecture; Lecture-Demonstration methods ¬ Mathematics laboratory is not an integral part of curriculum framework in Maharashtra. ¬ Mathematics laboratory cultivated research attitude among students, when it was integrated with strategy evolved ¬ Mathematics Laboratory and its utility were given less importance during teaching degree pursuit. Majority of in-service teachers lack the knowledge of the modus-operandi using mathematics laboratory for teaching mathematics at school level. ¬ Majority of teachers were not given in-service training in using computers and software to teach mathematics. ¬ Use of computer and mathematical software to teach and provide conceptual knowledge of mathematics in a Mathematics Laboratory yielded positive reinforcement among students. ¬ Use of computers and allied software was not in the curriculum of teaching degree pursuit. Hence teachers of mathematics were not aware of using computer and allied software to teach mathematics. ¬ Strategy evolved to teach mathematics helped in effective content management. ¬ Computer and mathematical software used in Mathematics Laboratory has provided hands-on experience of mathematical knowledge taught ¬ The strategy evolved has also helped students to know the social relevance of knowledge learnt. ¬ 3rd stage of the strategy helped teacher to create learning problems and situations that will actively involve students and stimulate interest in how mathematics is applied in real life situations. ¬ There is significant difference between the mean scores of Experimental Group and Control group. The t-test revealed that the t-value statistically arrived was 5.59 for the degree of freedom 78. When t-value was compared with 0.05 level and 0.01 levels of significance for the same degree of freedom, the t-value arrived was significantly greater than both levels of significance. So, the strategy evolved for teaching mathematics in a mathematics laboratory was effective than didactic traditional methods.

RECOMMENDATIONS

¬ The teachers of mathematics shall the newly developed methods or strategies to teach mathematics instead of following age-old methods of teaching. ¬ The teachers shall use the strategy evolved for teaching mathematics in mathematics laboratory to enrich their teaching experiences. ¬ Mathematics laboratory should be made an integral part of curriculum of mathematics ¬ Mathematics Teaching could be carried out in a Mathematics Laboratory by integrating mathematics laboratory into regular curriculum. ¬ A specific curriculum in the form of credits shall be prescribed as regular syllabi for Mathematics Laboratory and could be made it mandatory to students to complete. ¬ Process of Evaluation and Assessment shall be based on minimum number of credits completion. Completion of this minimum number of mandatory credits by each student at each class could be made mandatory. Promotion to next class could be linked with this mandatory completion. ¬ Process of Evaluation and Assessment techniques shall be changed to a different format such as making rubrics for positive interdependence, group investigation skills etc., so that; academic performance of students could be improved along with social skills and peer interaction. ¬ Teaching through computers shall be introduced in the Basic teaching degree pursuit. All the pre-service teachers shall get ample exposure in using embedded atmosphere to teach mathematics. ¬ All In-service teachers shall be given training in Information & Communication Technologies, so that; the teaching experiences could be enriched. Pre-service teacher-students be given an exposure to Mathematics Laboratory and its usage in teaching mathematics. Techniques or strategies to integrate it ICT shall be taught during their teacher education programme. ¬ Addition human resources with mathematics background could be given for mathematics laboratory so as to enable the students to use the laboratory not only during their allotted periods, but also during leisure periods ¬ In every school Mathematics Laboratory shall be established and teaching of mathematics shall be carried out through mathematics laboratory.

EDUCATIONAL IMPLICATIONS

This study has an influence on the initiation of using mathematics laboratory in teaching of mathematics at secondary level. As the need for good strategy for teaching mathematics so as to improve the result and performance of students in board examinations, the study has thrown a light on the use of appropriate strategy that is the integration of three methods of teaching namely Expository, Cooperative and Problem Solving method coupled with Modelling in a laboratory atmosphere. As per this study, use of strategy evolved for teaching mathematics in a Mathematics Laboratory as described there are States like Mahrashtra where Mathematics laboratory is not an integral part of curriculum framework. So this study signifies that, mathematics laboratory could be made an integral part of curriculum framework and create mandatory use of lab for teaching mathematics. The ultimate result of the study revealed that; strategy was more effective instructional paradigm for teaching mathematics as compared to traditional methods of teaching. Furthermore, mathematics laboratory appeared to be a befitting platform for creating positive interdependence as compared to classroom.

CONCLUSION

The study established that; traditional didactic methods of teaching do not facilitate learning by understanding nor provide opportunities to students to relate their knowledge with real life, besides making low performers in the subject of mathematics. It was further established that, use of strategy evolved integrating three different methods for teaching mathematics in a Lab atmosphere yielded improved performance of students. So, the study found a positive and significant correlation between the academic achievement of secondary school students and the use of different methods of teaching in a Laboratory atmosphere. Hence, teachers teaching mathematics shall use Mathematics Laboratory as a platform and by using the strategy or any method other than didactic methods to make a significant impact in the knowledge construction so as to improve the performance of secondary school students.  



 



REFERENCES:

Alyas Qadeer Tahir, (2005), “A Comparative Study of the Effect of use of Information and Communication Technology in Varied Teaching Approaches on Achievement and Retention of Students of Mathematics, Gomal University, Pakistan. Anderson, H (1989). The mathematics Teaching Around the World, Mathematics Teacher, 5 (I), 13 – 17 Bhalwankar, A.G. (1985); A Study of Effects of Expository and Guided Discovery Methods of Teaching Mathematics on the Achievement of Students of Different Levels of Intelligence; Pune University, Pune Bharadwaj (1987); Standardization of Comprehensive Diagnostic Test and preparation of Remedial Material in Mathematics for Middle Standard students of Haryana; Kurukshetra University. Bernard Cohen, Sidney M. Edelstein Lecture, Baylor School, Kenneth Tobin, Research on Science Laboratory Activities: In Pursuit of Better Questions and Answers to Improve Learning, School Science and Mathematics, 90 (5), May/June 1990, p. 414. Buch M.B., Fourth Educational Survey (1983-1988), Volume – I, published by NCERT, Ministry of Human Resources Development, Government of India, New Delhi Buch M.B., Fourth Educational Survey (1988-1992), published by NCERT, Ministry of Human Resources Development, Government of India, New Delhi Dave, R.H., & Saxena, R.C. (1965), Curriculum & Teaching of Mathematics in the Higher Secondary Schools, NCERT, New Delhi David, W. Johnson (1994): Learning Together; Westport press, Connectuit, London Dutta, A., (1986), Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, MA: Harvard University Press. Iqbal Muhammad (2004); Effect of Cooperative Learning on Academic Achievement of secondary school Students in Mathematics; University of Arid Agriculture, Rawalpindi Jain, S.L.; Burad. G.L. (1988) for Rajasthan Secondary Education Mathematics; Kasat, B.S. (1991) for Palghat Tehsil Chel, M.M.; (1990) for West Bengal Secondary Education Mathematics; Fifth Educational Survey (p.371 – p.375) Prof. Ramanujam, R. Dr. Ravi Subramanian & Group (2006) Position Paper – National Focus Group on Teaching of Mathematics – National Curriculum Framework (2005), NCERT publications, New Delhi Methods of Communication, A book for M. Ed students of YCMOU Nasik Mathematics Laboratory – Guidelines to Schools, Central Board of Secondary Education (2005), New Delhi Lulla, B.P., Shah, G.B.; & Darji, D.R.; (1966); An Investigation into the Academic Causes of Backwardness in Mathematics at the Elementary Stage (Classes I – VII); Centre of Advanced Study in Education ; Baroda

 

The first auto insurance policy was issued in the USA. In 1898 the Travelers Insurance Company has insured a auto for the first time. Now it is impossible to imagine the auto without an insurance policy on the roads of any civilized country.

Mr. Truman Martin became the first owner of the insured auto. He paid $12.25 for the auto insurance. And in the case of an accident he could get only $500. The price of the auto insurance policy was rather high. However, Mr. Truman’s wish to get the auto insurance policy was reasonable. The thing is that it was only 4000 people, who were able to buy a auto. Horses were the main kind of transport. They made a great danger for drivers, but auto insurance wasn’t widespread.

Situation concerning USA auto insurance changed at the 1920s, because Ford’s Conveyor opened. A number of the autos on the roads increased sharply and it was necessary to insure drivers against the emergency conditions. From this moment USA auto insurance became obligatory (not only voluntary insurance as some years ago).

Strong requirement to insure autos was officially introduced in the Massachusetts State in 1925. A short time later other states followed this example. Idea of the auto insurance aroused keen interest among the population. The auto was rather luxury, than usual transport, and nobody wanted to sustain damage.

After the example of the USA auto insurance was introduced in European countries. Thus in the fifties auto insurance became obligatory in Europe too.

Today most people have already known about different kinds of that insurance, USA auto insurance companies and can choose proper insurance scheme. There are several hundreds of the auto insurance companies at the auto insurance market. Every company offers different scheme. And you should choose suitable insurance company and conditions. A number of the questions usually appear exactly at this stage. Of course most of us are not professional at the USA auto insurance sphere. That’s why we decided to dedicate several articles to the theory of auto insurance.

Posted in News by Addy on Jun 17th, 2007 | Edit This

The first auto insurance policy was issued in the USA. In 1898 the Travelers Insurance Company has insured a auto for the first time. Now it is impossible to imagine the auto without an insurance policy on the roads of any civilized country.

Mr. Truman Martin became the first owner of the insured auto. He paid $12.25 for the auto insurance. And in the case of an accident he could get only $500. The price of the auto insurance policy was rather high. However, Mr. Truman’s wish to get the auto insurance policy was reasonable. The thing is that it was only 4000 people, who were able to buy a auto. Horses were the main kind of transport. They made a great danger for drivers, but auto insurance wasn’t widespread.

Situation concerning USA auto insurance changed at the 1920s, because Ford’s Conveyor opened. A number of the autos on the roads increased sharply and it was necessary to insure drivers against the emergency conditions. From this moment USA auto insurance became obligatory (not only voluntary insurance as some years ago).

Strong requirement to insure autos was officially introduced in the Massachusetts State in 1925. A short time later other states followed this example. Idea of the auto insurance aroused keen interest among the population. The auto was rather luxury, than usual transport, and nobody wanted to sustain damage.

After the example of the USA auto insurance was introduced in European countries. Thus in the fifties auto insurance became obligatory in Europe too.

Today most people have already known about different kinds of that insurance, USA auto insurance companies and can choose proper insurance scheme. There are several hundreds of the auto insurance companies at the auto insurance market. Every company offers different scheme. And you should choose suitable insurance company and conditions. A number of the questions usually appear exactly at this stage. Of course most of us are not professional at the USA auto insurance sphere. That’s why we decided to dedicate several articles to the theory of auto insurance.