iosr-JRME   Volume-1 ~ Issue-4

Abstract: Food is the soul of health. On such occasions as birthday, food becomes a cultural show in today's society. When food from one country becomes in another, it leads a kind of cultural exchange. China has a rich tradition of food culture which has spread around the world. As a society develops, food culture too evolves resulting in variety. Each geographical location makes its own food with unique taste and flavor. Sour, sweet, bitter and hot are the tastes of various food items. Apart from being food, they tell us about the people who make it, their culture and nation. The tools which people use to eat are not only tools, but also symbols, tokens of that culture. The practice of using chopsticks has existed from ancient times among the East Asians, especially the Chinese. Made of different materials like gold, silver, copper, wood and bamboo, the chopsticks also express the artistic and aesthetic sensibility of the Chinese people. History tells us that the different colors, sizes and materials of chopsticks have specific meanings. They may stand for position, treasure, luck and so on.

[1]. http://www.kwintessential.co.uk/articles/china/chinese-culture-symbols/1783
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Abstract: This paper is a mere attempt to present a glimpse of meaning of ICT, its importance & its mandatory need for education, which is indispensable.ICT stands for INFORMATION & COMMUNICATION TECHNOLOGY .These technologies include. Keywords: ICT, Computer, Internet, World Wide Web, Teleconferencing, Radio, Television.

[1]. Mediha Tezcan., The Role of Education and ICT in Economy Proceedings of the International Conference on Human and Economic Resources, 2006, pp 338-347 from Izmir University of Economics. [2]. Sharma Parul.,Approach To ICT in Library Training, Education & Technology: Issues & Challenges. ICAL,Poster paper,2009. [3]. Shiksha Sammelan 2009, kolkota. ICT for Quality Education, Vikramshila Education Resource Society.
[4]. Irvin R. KATZ, USA. ICT Literacy: Integration & Assessment in Higher Education. Systemics, Cybernetics and Informatics Volume 5 - Number 4, P.50-55
[5]. Adeyinka Tella and Emmanuel Olusola Adu, Nigeria. ICT & Curriculum Development: the challenges for education for sustainable development. Indian Journal of Science and Technology. Vol.2 No 3 (Mar. 2009) ISSN: 0974- 6846.
[6]. John LeBaron.,Research Report for GeSCI Meta-Review of ICT in Education Phase One -Partial document-17 April 2009.
[7]. Ron Oliver, Australia. The role of ICT in higher education for the 21st century: ICT as a change agent for education.

Abstract: Objectives: (Reason) positive percentage of time unique or stressed: The passive behavior under the maximization of averaged keys from the demonstrator in volumed thoughts, and minimization to influenced part at unique direction for negative place values in threat. To get the positive percentage of time in-  Present influence  Future influence  Past influence (Aim) from negative percentage of breath that is:  Low behavior  Medium behavior  High behavior

............,

Abstract: Educational system, especially in the developing nations is undergoing fast and tremendous changes. The need for Climate Change Education in the School System cannot be over-emphasized as it is for everyone; such knowledge goes a long way in rationalizing the behavior of individuals throughout their lifetime. Students should be motivated to learn about climate change, and be helped to make links between the various subjects around the issue of the environment of which, obviously, climate change has played a big part. The curriculum makers need to base their work upon the National Policy on Education, Nigeria's Vision 2020 on education and human capital development, and the global trends so that Students will have opportunities for better educational programmes. The paper examines the Curriculum, Climate-Change and its relevance in the School system which contribute to Sustainable Development. This study therefore provides appropriate recommendations geared towards improving Environmental Education in Nigeria.

Keywords: Climate Change, Curriculum, Environmental Education, Relevancies, School System

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[2] UNESCO, Climate Change and Environmental Education, written by Selim Iltus.( New York. UNESCO, 2012).
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[4] Adeyinka, A. A. , Major Trends in Curriculum Development in Nigeria , Ilorin Journal of Education, Vol. 8, Sept 1988. 9-19.

[5] Okobiah O. S., Curriculum and Global Challenge, A keynote Address delivered at the 22nd Annual conference of the Curriculum Organization of Nigeria at the Delta State College of Education, Agbor, in September, 2009.

[6] UNESCO, Education for all by 2015: Will we make it? ( Paris. UNESCO, 2007).

[7] UNESCO, The Dakar framework for action education for all: meeting our collective commitments.(Darka: UNESCO, 2000).

[8] Anyadike R.N.C, Climate Change and Sustainable Development in Nigeria: Conceptual and Empirical Issues; Enugu: African Institute for Applied Economics, 2009).

[9] UNFCCC, United Nations Framework Convention on Climate Change. The First Ten Years. (Produced by the Information Services of the UNFCCC secretariat. Halesworth: Technographic Design and Print Ltd, 2004).

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Abstract:The study sought to explore the impact of funding on an open and distance learning (ODL) institution's desire to embrace the Third Generation of delivery of its services and learning materials to students from the perspective of end user practitioners (regional program coordinators and regional IT technicians). A qualitative case study research design was adopted, where purposive sampling was employed to select fifteen regional program coordinators from three of the Zimbabwe Open University's (ZOU) regional centres. Focus Group Discussions (FGDs) were conducted for the generation of data. Data from FGDs were triangulated with interview data from three regional IT technicians. Thematic content analysis was used for data analysis. The process @included transcribing of FGD and interview proceedings, verification, segmenting, coding, enumeration and categorization of coded data into themes and sub-themes. Major findings were that funding adversely impact on ICT infrastructure development, acquisition of computers and related equipment, training of practitioners in IT skills and failure by ODL institutions to pay internet services providers for the bandwidth which meets their requirements. Participants suggested the following strategies in order toameliorate the impact of funding: forging partnership between ODL institutions and private sector, widening student base, engaging the alumni, diversification of programs on offer and universities in a given country like Zimbabwe jointly investing in bringing optic fibre into the country so that they will not be dependent on internet service providers. It was concluded that without adequate funding, adoption of the Third Generation delivery mode by ODL institutions will remain a pipedream. Secondly, the practitioners' awareness of the impact of funding bodes well for health debates as ODL institutions and their stakeholders move towards the Third Generation delivery mode. Recommendations from the study were that ODL institutions need to widen revenue base, fostering partnership between ODL institutions and private sector, fostering of partnership between emerging and well established ODL institutions and collaboration among a country's universities in bringing optic fibre to their doorsteps for increased bandwidth.

Key Words:Open and distance learning, funding, third generation and infrastructure.

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[8]. Murali, A. M. R. (2008). ICT in Open Distance Learning: Issues and Challenges. http://wikieducator.org/images/4/49/A._Murali_M_Rao.pdf (accessed August 30, 2012).

[9]. Murali, A. M. R. (2009). 'Web-enabled User Support Services System in Distance Learning', Proceedings of International Conference on Information Sciences; Information Technology, Culture and Human (ICIS 2009), The ACM International Conference Proceeding, 1, ISBN 978-1-60558-710-3, Seoul, Korea, 86-90.

[10]. Passerini, K. & Granger, M. J. (2000). A developmental Model for distance learning using the Internet, Computers & Education, 34, 1-15.

Abstract: The study sought to interrogate the extent to which open and distance learning (ODL) students utilized information and communication technology (ICT) in writing assignments. We used a qualitative design. ODL students, programme coordinators and library assistants were purposively sampled. Data were generated through focus group discussions with programme coordinators, in-depth interviews with library assistants and questerviews that were responded to by ODL students. Major findings were that – the extent to which ODL students utilized ICT depended on age of students and programme of study and that very few ODL students made of ICT. Problems associated with the use of ICT included – ODL students' lack of ICT skills; internet connectivity challenges; the number of computers available at the university and high cost of acquiring personal computers and laptops. The study made the following recommendations – equipping ODL students with ICT skills through hands-on training; increasing the number of computers in the university's library and computer laboratories and the country's adoption of an affirmative action where registered college and university students could be allowed to buy laptops at subsidized prices.

Key terms: Open and distance learning, Students, Information and Communication Technology, Assignments and Research Projects.

[1]. Akpan, C. P. (2008). Enhancing Quality in Open and Distance Education through Effective Utilization of Information and Communication Technology (ICT) in Nigeria. A paper presented at the 2nd African Council for Distance Education (ACDE) Conference and General Assembly 8-11 July, 2008, Lagos, Nigeria.
[2]. Emmanuel, S. C. and Ngiye, M. G. (2011). Online Teaching of Languages: A case study of Moi University, Kenya. In Journal of Language, Technology and Entrepreneurship in Africa, 3(1), 223-244.
[3]. Gulati, S. (2008). Technology-Enhanced Learning in Developing Nations: A Review of Research in Open Learning, 9(1), 1-16.

[4]. Ifinedo, P. (2006). Acceptance and Continuation Intention of Web-Based Learning Technologies (WLT) among University Students in a Baltic Country. In The Journal of Information Systems in Developing Countries, 23(6), 1-20.

Abstract: Present study aimed to explore the cultural differences in intelligence. To explore the purpose simple random samples of 440 students (Urban school students=220, Rural school students=220) of age ranging from 12 to 15 years old was drawn from urban and rural areas of district Abbott bad KPK Pakistan. Educational level of school students was 8th class. Survey technique was adopted for data collection. Raven's Standard Progressive matrices test was used by the researcher in face to face interview to collect the data. To evaluate the significance of results, t-test was applied. Results indicated that urban school students have better intellectual level as compared to rural school students. Findings also revealed the gender difference between intellectual levels of students, that showed female students have high level of non-verbal intelligence as compared to male students. Result indicated that urban male students score high on non-verbal intelligence as compare to rural male students, similarly urban female students comparatively score higher than rural female students.

Key words: Non-verbal intelligence, Urban school students, rural school students.

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[5]. Cornoldi, C., Belacchi, C., Giofre, D., Martini, A., & Tressoldi, P. (2010). The mean Southern Italian children IQ are not particularly low: A reply to R. Lynn, Intelligence, 38(5), 462-470. doi:10.1016/j.intell.2010.06.003

[6]. Colom, R., & Garcı́a-López, O. (2002). Sex differences in Fluid Intelligence among high school graduates, Personality and Individual Differences, 32(3), 445-451. doi:10.1016/S0191-8869(01)00040-X

[7]. Diaz, A., Sellami, K., Infanzon, E., Lanzon, T., & Lynn, R. (2010). Sex Differences in Means and Variance of Intelligence: Some data for Spain, Mankind Quarterly, 210. Retrieved from http://www.docstoc.com/docs/7522 8628/ [8]. Fagan, J. F., & Holland, C. R. (2002). Equal opportunity and racial differences in IQ, Intelligence, 30(4), 361-387. doi:10.1016/S0160-2896(02)00080-6
[9]. Fagan, J. F., & Holland, C. R. (2007). Racial equality in intelligence: Predictions from a theory of intelligence as processing, Intelligence, 35(4), 319–334. doi:1 0.1 016/j. intell.2006.08.009
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Abstract:The crucial issue on entrepreneurship training in the tertiary institutions of learning is teaching students how to develop innovative business idea to the business venture start-up stage. This is the ability of the students to develop ideas that are out of the theoretical teaching of the academic environment. Several scholars have acknowledged the suitability of conventional teaching application for student ability to memorize and repeat taught exercises. This article form the core principles of idea generation in the business start-up, recognition and feasibility of entrepreneurial idea generation in the students of tertiary institutions of learning, strategic approaches on how best to enable and facilitates business idea in the graduating collegians. The Business Team Project Partnership Program (BT-PPP) identified as a strategic teaching method for facilitating entrepreneurial idea generation. The BT-PPP is where collegians work together in a practical business reality programme for the purpose to establishment a business with the collaboration of guest entrepreneurs and representative from the industries.

Key words: Business start-up, Entrepreneurship education, Idea development, Teaching approach, Self-employment intention.

[1] S. Abdul, S. Mustapa, and H. Adnan, Facility Management Challenges and Opportunities in the Malaysian Property Sector, Journal of Sustainable Development, Vol. 1 (2), 2008, 79–85. [2] A. Ardichvilia, R. Cardozob and S. Rayc, A theory of entrepreneurial opportunity identification and development", Journal of Business Venturing, Vol. 18 No. 1, 2003, 105–123.
[3] A. and Azlan, B., Getting more graduates to become entrepreneurs, Retrieved August, 2012, from http://skorcareer.com.my/blog/unemployment-issue, 2009. [4] K. Boge, Learning to think- outside the box, Learning by Developing – New Ways to Learn Proceedings of Conference on Creativity, Interdisciplinary Studies Journal, Vol. 2 (3), 2013, 26-36. [5] Y. Cheng, M., S. Chan, W. and A. Mahmood, The effectiveness of entrepreneurship education in Malaysia, Education + Training, Vol. 51 (7), 2009, 555–566. [6] S. Cooper, C. Bottomley, and J. Gordon, Stepping out of the classroom and up the ladder of learning: An experiential learning approach to entrepreneurship education, Industry & Higher Education, Vol. 18 (1), 2004, 11-22.
[7] N. Culkin, Developing Excellence in Entrepreneurship – From Business Facing to Business Creating, Received from: www.ncee.org.uk/developing entrepreneurial graduates, 2010, 1–24.

[8] W. Creswell, J. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2nd Ed.), (London: SAGA publications, 2003).

[9] M. David, and C. Sutton, (ED), Social Research, (London: SAGA publications, 2011).

[10] E. D'Arcy, and P. Taltavull, Real estate education in Europe: some perspectives on a decade of rapid change, Journal of European Real Estate Research, Vol. 2 (1), 2009, 69–78.

Abstract: The development of any nation or community depends largely on the quality of education of such a nation. Understanding the nature of the causal relationship between health and education is important to determine the exact relation between them. The mechanism by which health and nutrition influence educational achievement is not well established, but poor health and malnutrition in early childhood may affect cognitive abilities, necessary for learning process and consequently educational achievement. This study shows that that, firstly, the tribal students have lower BMI values than their nontribal counterparts which may be due to dietary differences – tribal students have less access to convenience foods and as such may have less consumption of these type of empty calorie containing foods. Also the academic achievements of tribal students are a little lower than their nontribal counterparts which again comes out in the regression and negative correlation of BMI with academic achievement.

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Abstract: Experimental teaching and learning method have been consistently demonstrated to achieve better outcomes than traditional lecture based technique. Micro teaching is a concept of developing the teaching method according a developing media like video tapping and a combination of student feedback. However the focus of this paper is not to provide a history of microteaching as its usage mirrors in the educational framework what is dominated at the time. Our aim in this paper is project based learning, learning with technology and reflects a social constructivist approach where teachers' produced microteaching effective projects in a collaborative learning setting and this new way of teaching method increases the quality of higher education in a broader sense with the development of the student understanding level. The research method was designed analyzing different secondary data regarding with higher level teaching tools. The primary data is collected from an experimental design where the class participation of students of IUBAT, where students responded with the different questionnaires. According to the statistical analysis all data are evaluated and analysis basis on the feedback of the respondent. The findings of the paper state that microteaching can play a significant role in student education and can contribute to a great extent to the better understanding of the learning process and its complexities.

[1]. Dr.K.S.Sujatha "MICRO TEACHING - A VEHICLE OF TEACHER TRAINING"
[2]. Le Maistre, C., & Paré, A. (2010). Whatever it takes: How beginning teachers learn to survive. Teaching and Teacher Education, 26, 3, 559-564.
[3]. Martin, D., & Campbell, B. (1999). Managing and participating in group discussion: a microtraining approach to the communication skill development of students in higher education. Teaching in Higher Education, 4, 3, 327-337
[4]. Mastromarino, R. (2004). The use of microteaching in learning the redecision model: A proposal for an observation grid. Transactional Analysis Journal, 34, 1, 37-47.
[5]. Melnick, S. A., & Meister, D. G. (2008). A comparison of beginning and experienced teachers" concerns. Education Research Quarterly, 31, 3, 39-56.
[6]. Mitchell, S. N., Reilly, R. C., & Logue, M. E. (2009). Benefits of collaborative action research for the beginning teacher. Teaching and Teacher Education, 25, 2, 344-349.
[7]. Prytula, M. P., Hellsten, L. M., & McIntyre, L. J. (2010). Perception of teacher planning time: And epistemological challenge. Current Issues in Education, 14, 1, 4-29. Retrieved from http://cie.asu.edu/ojs/index.php/cieatasu/article/view/437
[8]. Shah Hussain Syed Manzoor , Masrur Rehana "IMPACT OF MICRO TEACHING SKILLS ON THE PERFORMANCE OF PARIMARY SCHOOL TEACHERS "
[9]. Sterrett, W. L., & Imig, S. (2011). Thriving as a new teacher in a bad economy. Kappa Delta Pi Record, 47, 2, 68-71.

Abstract: This study was within the paradigm of practical epistemology. The purpose of this paper is to study teachers' conceptions about the impact of language interactions during the PE session at the French school in Tunisia and to examine their impact on the learning of students issued from diverse nationalities, and speaking different languages. Inscribed in the field of Language Didactic and Physical and Sports Activities Didactic, this study is based on assessment of teachers' conceptions of the French school in Tunisia Robert Desnos. The method used consists on an interrogatory with one of the two actors of the teaching-learning situation: "the teachers" (N= 6). Data were collected through six (6) "a priori" interviews followed by six (6) "semi-directive" interviews. The teaching career of the questioned teachers in French schools is superior or equal to six (6) years, they all have a minimum of experience in French schools abroad such as their seniority in Tunisia is superior or equal to one (1 ) year, they are all bilingual. Based on the statements of the interviewed teachers, the analysis of the empirical study results revealed that the efficacy of French monolinguals in the optimization process of learning PE is relative. Monolinguals' is therefore partially effective because it does not affect the whole school audience and that further accentuates the phenomenon of "unequal opportunities" between students who does not master French language sufficiently and others already francophone. Monolinguals' has several positive effects on PE learning; however, it also shows negative repercussions that can be filled if we use another language that can be preferably the local language of the country in which the school is located.

Keywords: Physical Education – verbal intervention– Monolinguals' - Heterogeneity – Learning/teaching.

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