Baiartis Lyngdoh Peinlang

Community-Based Tourism; Sustainable Development; Social; Environmental; Complementarity; Conscientization

The purpose of this paper is to highlight the viability of Community-Based Tourism (CBT) for achieving sustainable development. The paper pointed out an argument on the facts that CBT befits itself as an active player in the sustainable development arena. Moreover, the paper pointed out the need for conscientization (Freire, 1973) to initiate a strong reaction among the community people including the deprived section of society to be aware of their own socio-economic situation, and their relationship with the natural environment so that they would collectively initiate action and take control over community developmental process for a positive change in the community.

[1] Bookchin, M. (1921). The Ecology of Freedom-The Emergence and Dissolution of Hierarchy, California, Ceshire Books Inc.
[2] Freire, P. (1973). Pedagogy of the Oppressed. New York: Seabury Press.
[3] Lee, D.R. and Neves, B. (2009). Rural Poverty and Natural Resources: Improving Access and Sustainable Management. Agricultural Development Economics Division, FAO.
[4] Flint, D.J. and Golicic, S.L. (2009). Searching for competitive advantage through sustainability: a qualitative study in the New Zealand wine industry. International Journal of Physical Distribution & Logistics Management 39(10), 841-860.
[5] Zhang, Y. (2010). Personal factors that influence residents’ preferences about community involvement in tourism planning, Indiana University.
[6] Sascha Dannenberg and Theresa Grapentin (2016), “Education for Sustainable Development-Learning for Transformation. The Example of Germany”, Journal of Future Studies, Volume 20, No.3, pp 7-20.
[7] https://www.responsibletravel.org/whoWeAre/CREST%20Milestones%202015%20Update_Final.pdf.
[8] Report of the World Commission on Environment and Development (1987): United Nations.
[9] A New Approach to Sustainable Tourism Development-Moving beyond Environmental Protection (2003): United Nations.

Dr. Lakshmi Renganathan

Jig saw Puzzle; Cooperative Teaching and Learning; Effectiveness; Quiz; General Nursing Diploma Students; Academic Level of performance

Background: There are many studies conducted on Cooperative Teaching and Learning methods shows that it improves level of academic performance yet no comparative study has been done among Jigsaw puzzle method.
Methods: Jigsaw Puzzle method is a Cooperative Teaching and Learning method was instituted for II year (162) and III year (127) General Nursing Diploma students. Quasi Experimental one group post-test design was adopted. After imparting jigsaw puzzle method, the quiz was conducted for both the groups at one week interval. Effectiveness of jigsaw was assessed and compared.
Results: The result indicates that the jigsaw puzzle method is effective by improving the all the student’s academic scores. However, the II year student’s performance was better than the III years.
Conclusion: Henceforth, it can be concluded that Jigsaw puzzle is effective for improving the knowledge level of the nurs¬ing students.

[1] Aronson, E. (2010). Jigsaw classroom-Cooperative Learning. Retrieved March 19, from www.jigsaw.org/overview.htm
[2] Bradshaw, M. J. & Arlene, J. L. (2010). Innovative Teaching strategies in Nursing & Related Health Profession, 7th Edition, USA: Jones and Bartlett Publishers LLC.
[3] Brady. &Tsay. (19 Feb2010). Cooperative Learning. Retrieved May 21, 2010,from wn.com/Cooperative _ learning cached
[4] Bowles, K. (2000). The relationship of critical thinking skills and the clinical judgment skills of Baccalaureate nursing students. Journal of Nursing Education, 44, 305-309.
[5] DGET, Mission Statement. Retrieved May 26,2010, from www. moh.gov.om/nv_menu.php?fNm=education/index.htm…1
[6] Johnson, D. Johnson, R. &Stanne, (2017). Cooperative Learning: Theory, Principles, and Techniques.Retrieved: www.readingmatrix.com/conference/pp/proceedings/jacobs.pdf
[7] Johnson, D. & Johnson, R. (2012). An Overview of Cooperative Learning. .Retrieved April 3, 2010 from http://www.clcrc.com/pages.cl.html.
[8] Kagon Spencer,. (1994). Cooperative Learning. Retrieved April 23, 2010 from hbe.com. au
[9] OECD – De. Se. Co. (2005). Definition and Selection of Key Competencies. Executive Summary (30 June 2005) Retrieved May 17, 2010, from http:// www.portal-stat.admin.ch/deseco/news.htm (August 20, 2008)
[10] Poerksen, B. (2015). Learning how to learn. Kybernetes, 34, 471-484.
[11] Saltymakov, M. S., &Frantcuzskaia, E. O. (2015). Cooperative Learning Approach to Delivering Professional Modules to Bachelor and Master Students: TPU Experience.Procedia – Social and Behavioral Sciences, 215(June), 90–97. https://doi.org/10.1016/ j.sbspro.2015.11.579
[12] Serafin, C. (2016). The Re-conceptualization of Cooperative Learning in an Inquiry- oriented Teaching, 217, 201–207. https://doi.org/10.1016/j.sbspro.2016.02.064
[13] Slavin, R. E. (2014). Cooperative Learning and Academic Achievement: Why Does Group work Work? Anales de Psicología, 30(3), 785–791. https://doi.org/10.6018/analesps.30.3.201201
[14] Srisumra, J., Nontamolee, W., &Srijamon, S. (2014). Cooperative Learning Activities in Arts of PrathomSuksa 4 Students KhonKaen University Demonstration School Primary Section ( Modindaeng ). Procedia – Social andBehavioral Sciences, 112(Iceepsy 2013), 677–682. https://doi.org/10.1016/j.sbspro.2014.01.1217.

Lajwanti Motilal Jethwani and Dr. R. Subhashini

Dyslexic; Spelling; Cognitive; Reading

The idea of individual’s study is one of the major considerations of the modern theories in education. The aim of this study is to analyse underlying cognitive process in reading and spelling among dyslexic students, over a sample of 60 children belong to private and government schools in Chennai. Schonell spelling test and Schonell reading test were administered to measure the reading and spelling age. F-test is used to analyse the data and the result indicate that there is significant difference in actual age between reading and spelling age.

[1] Michael R. Social And Emotional Problems Related To Dyslexia. retrieved from the International Dyslexia Association on May 31, 2012. Available at: http://www.interdys.org/ewebeditpro5/ upload/ socialemotionproblemsrelatedtodyslexia.pdf
[2] Saroj S. Multisensory Approach to the Teaching of Reading to Learning Disabled Students: A Review of Research and A Case Study. retrieved from Research Review Series (1982) on November 19, 2011. Available at: http://catalogue.nla.gov.au/record/5442521
[3] Melinda Tw. Dyslexia More Common In Boys Abc News (2012). retrieved on November 15, 2011. Available at: http://abcnews. go.com/health/story?id=117122&page=1#.uk7t_equtf0 shaywitz se, shaywitz ba. dyslexia (specific reading disability). pediatr rev 2003;24(5):147–52
[4] Daniel S. Cipp Model Of Evaluation. Journal of Higher Education Outreach and Engagement 2011.
[5] Jeyasekaran Jm. Effectiveness of Visual Auditory Kinesthetic Tactile Technique on Reading Level Among Children with Dyslexia at Helikx Open School And Learning Centre, Salem. Int J Med Sci Public Health 2014;4:315-318.

Lajwanti Motilal Jethwani and Dr. R. Subhashini

Self-esteem; Resilience; College Students

This study investigate the influence of resilience and self-esteem among undergraduate college students (N=110) in Chennai district, Tamil Nadu. An exploratory design is used among undergraduate students using purposive random sampling technique. In this case, two questionnaires are administered, Self-esteem is assessed by using the Rosenberg self-esteem scale (1965) and English version of Resilience Scale – RS-14 is also used in this study (Wagnild, 2010). Correlational and regression analysis shows statistically significant relationships between resilience and self-esteem. Self-esteem can be considered a predictor of resilience, which suggests resilience based intervention, should be provided for the students to improve their self-esteem

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