കുട്ടികള്‍ക്ക് പ്രഭാത ഭക്ഷണം

സ്കൂളില്‍ കുട്ടികള്‍ക്ക് പ്രഭാത ഭക്ഷണം നല്‍കുന്നതിനെപ്പറ്റി ഗവണ്മെന്റ് ഗൌരവമായി ആലോചിച്ചു വരുന്നു 

പ്രഭാത ഭക്ഷണം കുട്ടികളുടെ പഠന നിലവാരത്തെ എങ്ങിനെ സ്വാധീനിക്കുന്നു എന്ന് പ്രത്യേക പഠനം ഒന്നും കൂടാതെ തന്നെ നമുക്ക് അറിയാവുന്നതാണ് 

എങ്കിലും താഴെ കൊടുത്തിരിക്കുന്ന ഒരു ലഘു ഗവേഷണം ഈ മേഘലയിലെ ശാസ്ത്രീയ നീക്കങ്ങള്‍ക്ക്‌  ആക്കം കൂട്ടിയേക്കാം http://psychology.about.കോം എന്ന വെബ്‌ സൈറ്റില്‍ വന്ന ഈ നിര്‍ദ്ദേശം പരീക്ഷിച്ചു നോക്കാവുന്നതാണ്.പ്രാദേശികമായി നടപ്പിലാക്കുമ്പോള്‍ ഇതിലെ പാശ്ചാത്യ രീതികളും സൂചനകളും ഒഴിവാക്കേണ്ടതാണ് 

                                                                                                  (SHINEMON M K)

Courtesy :http://psychology.about.com

As you sit hunched over your bowl of cereal, you may find yourself wondering, "Will eating this really help me get better grades?" Put the question to the test in the following psychology experiment.

According to many experts, eating breakfast can have a beneficial influence on school performance. One study found that children who ate a healthy breakfast had higher energy levels and better learning ability than similar students who did not eat breakfast.¹Another study conducted by Harvard researchers found that students who ate breakfast were "…significantly more attentive in the classroom, earned higher grades in math, and had significantly fewer behavioral and emotional problems."²

Conduct your own psychology experiment by examining the impact that breakfast has on academic performance or school behavior. The first step in developing your project is to form a research question that can be used to create a testable hypothesis.

Possible Research Questions:

·        Will students who eat breakfast perform better on a math test than students who have not eaten a morning meal?

·        Do students who do not eat breakfast before school have a more difficult time staying on task?

·        Does the content of the meal have an impact on school performance? For example, does eating a Pop Tart have the same beneficial effects as eating a bowl of oatmeal?

·        What effect does eating breakfast have on vocabulary test performance?

·        Does eating breakfast provided by the school produce different results than eating a breakfast prepared at home?

Develop a Hypothesis

After you have selected a research question that you would like to investigate, the next step is to create a hypothesis. Your hypothesis is an educated guess about what you expect will happen. For example, you hypothesis might be one of the following:

·        Students who eat breakfast will perform better on a math test than student who do not eat.

·        Students who do not eat breakfast will spend more time off-task than students who do eat breakfast.

·        Students who eat a nutritious breakfast will perform better on an academic test than students who consume unhealthy foods for breakfast.

Choose Participants, Develop Study Materials and Identify Your Key Variables

Talk to your instructor about finding possible participants for your experiment. In some cases, other students in your class may act as participants, or you may be required to post ads looking for subjects. Be sure to get permission from your instructor before advancing any further.

Once you have some participants, create the materials you will use in your study. For example, you may need to create a survey to ask students about their eating habits or a quiz to test students on academic performance.

Finally, identify the key variables in your experiment. These variables will differ depending on the hypothesis you choose to investigate. For example, your independent variable might be "Breakfast Consumption" and your dependent variable might be "Performance on a Math Test."

Collect Data, Analyze and Report on Results

After collecting the data for your experiment, analyze your results. Did the independent variable have an impact on the dependent variable? Were the results significant? Prepare to report and present the results in the manner suggested by your instructor, such as a lab report or other type of psychology paper.

_{References and Further Reading:}

¹ Crockett, S., & Sims, L. (1995). Environmental influences on children's eating. Journal of Nutrition Education, 27, 235-245.

² Kleinman, R. (1998 March). New Harvard research shows school breakfast program may improve children's behavior and performance. KidSource Online. Available at: http://www.kidsource.com/kidsource/content4/breakfast.html

Education and 4 As (courtesy-http://www.right-to-education.org)

For education to be a meaningful right it must be available, accessible, acceptable and adaptable. The concept of these 4 As was developed by the former UN Special Rapporteur on the Right to Education, Katarina Tomasevski, and it is one of the best ways to assess and act upon the situation.

However, it should be noted from the outset that these 4 As are not definitive. Whilst they are an extremely useful way of explaining the right to education in terms of tangible factors, they are not necessarily the standard used in every international treaty and as such should not be treated as a generic, comprehensive guide to what the right to education means under every law. 

The 4 As are to be respected, protected and fulfilled by the government, as the prime duty-bearer, but there are also duties on other actors in the education process: the child as the privileged subject of the right to education and the bearer of the duty to comply with compulsory-education requirements; the child’s parents who are the ‘first educators’; and professional educators, namely teachers.

By using a participatory process this framework of the 4 As canbecome a tool to enable people to think through what the right toeducation means to them, and compare their current reality to thisideal context.

The 4 As can be summarised as follows - please click on each A to read more:

Availability – that education is free and government-funded and that there is adequate infrastructure andtrained teachers able to support education delivery.

Accessibility – that the system is non- discriminatory and accessible to all, and that positive steps are taken to include the most marginalised.

Acceptability – that the content of education is relevant, non-discriminatory and culturally appropriate, and ofquality; that the school itself is safe and teachers are professional.

Adaptability – that education can evolve with the changing needs of society and contribute to challenging inequalities, such as gender discrimination, and that it can be adapted locally to suit specific contexts.

HAPPY

NEW

YEAR

With the new Director of SIEMAT