Multilevel Exclusion of Dalit Students in Professional Elite Colleges of India

Social Change ◽  
2017 ◽  
Vol 47 (3) ◽  
pp. 359-372 ◽  
Author(s):  
Chandra B.P. Singh
Keyword(s):  
Learning Style ◽  
Indian Institute ◽  
Learning Approach ◽  
Strategic Learning ◽  
Exclusionary Practices ◽  
Classroom Ecology ◽  
Elite Colleges ◽  
Elite Institutions ◽  
Multiple Levels ◽  
Institute Of Technology

The study traces some exclusionary practices of dalit students in professional elite institutions at multiple levels: admission, pedagogy, classroom ecology and learning approach. Unfortunately, the professional elite institutions in India reinforce and maintain a divide between dalits and non-dalits. They devise mechanisms to restrict entry of dalit students at various levels. The pedagogy not only unconsciously reinforces exclusionary practices but offers many promises of reducing caste inequality in the campus. The pedagogy is further compounded by classroom proceedings. This inquiry gives another angle to understand exclusionary practices in the classroom of professional institutions like the Indian Institute of Technology, Kharagpur. Dalit students as second generation of learners adopt either a strategic learning style or a surface learning style. Professional elite colleges in India have both an innovative as well as democratic classroom ecology. Similarly, teacher-centric and student-centric processes facilitate the process of learning.

An Active Learning Approach to Teaching Social Determinants of Health

2020 ◽  
Vol 6 (4) ◽  
pp. 266-273
Author(s):  
Jeanita W. Richardson
Keyword(s):  
Active Learning ◽  
Learning Style ◽  
Social Determinants ◽  
Learning Approach ◽  
Learning Style Preferences ◽  
Open Discussion ◽  
Approach To Teaching ◽  
The Individual ◽  
Style Preferences ◽  
The Impact

This active learning exercise is designed to deconstruct the impact of social determinants through the assumption of randomly selected personas. As an active learning exercise, it provides opportunities for discussion, problem solving, writing, and synthesis, while incorporating multiple learning style preferences. Part 1 involves assessing the individual social determinants at work. Part 2 involves exploring ways said determinants can enhance community health through collaboration. Assumption of personas unlike one’s own facilitates an open discussion of social position and ranges of factors influential to health without potentially evoking a sense of defensiveness associated with personal privilege (or the lack thereof).

Voices After Disaster

2021 ◽  
Author(s):  
Roger Few ◽  
Mythili Madhavan ◽  
Narayanan N.C. ◽  
Kaniska Singh ◽  
Hazel Marsh ◽  
...  
Keyword(s):  
Indian Institute ◽  
Community Members ◽  
Policy And Practice ◽  
Group Discussions ◽  
East Anglia ◽  
Other Information ◽  
The Media ◽  
Institute Of Technology ◽  
The University ◽  
Disaster Narratives

This document is an output from the “Voices After Disaster: narratives and representation following the Kerala floods of August 2018” project supported by the University of East Anglia (UEA)’s GCRF QR funds. The project is carried out by researchers at UEA, the Indian Institute for Human Settlements (IIHS), the Indian Institute of Technology (IIT), Bombay, and Canalpy, Kerala. In this briefing, we provide an overview of some of the emerging narratives of recovery in Kerala and discuss their significance for post-disaster recovery policy and practice. A key part of the work was a review of reported recovery activities by government and NGOs, as well as accounts and reports of the disaster and subsequent activities in the media and other information sources. This was complemented by fieldwork on the ground in two districts, in which the teams conducted a total of 105 interviews and group discussions with a range of community members and other local stakeholders. We worked in Alleppey district, in the low-lying Kuttanad region, where extreme accumulation of floodwaters had been far in excess of the normal seasonal levels, and in Wayanad district, in the Western Ghats, where there had been a concentration of severe flash floods and landslides.

scholarly journals Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

2016 ◽  
Vol 5 (2) ◽  
pp. 109 ◽  
Author(s):  
Nesreen AbuAssi ◽  
Hanan Alkorashy
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
The Self ◽  
Learning Approach ◽  
Self Directed Learning ◽  
King Saud University ◽  
Directed Learning

Self-directed learning and other prevalent learning styles are important aspects of nursing education because they help nurse educators to predict differences in learners’ needs, abilities, and interests. Moreover, nurse educators depend on these predictors when they choose the most suitable teaching strategies, which enable them to manage adult learners effectively. This study’s objective is to explore the relationship between learning styles and the willingness to adopt self-directed learning among nursing students in King Saud University (KSU). Using a cross-sectional descriptive correlational design, the study was conducted with 230 undergraduate nursing students (female and male) from the third to eighth academic levels at the College of Nursing at KSU, Saudi Arabia. Kolb’s learning styles inventory and the self-directed learning readiness scale were adopted to determine the effects of the self-directed learning approach. The study’s findings suggested that the majority of nursing students had a “Diverging” style of learning. The “self-control” subscale was used to determine the willingness for self-directed learning. It recorded the highest mean score compared to the subscales of “self-management” and “desire for learning.” However, no statistically significant association was found between learning styles and self-directed learning readiness. Additionally, the findings showed that the majority of the students who participated in this study had little interest in the self-directed learning approach. Thus, this study recommends that the nursing faculty needs to assess students for their preferred learning style and readiness for self-directed learning before and throughout the students’ enrollment in the college. Further, the nursing faculty should apply a variety of teaching methods to manage students’ learning needs effectively.

scholarly journals A DESCRIPTIVE STUDY ON FACTORS AFFECTING THE USE OF LEARNING APPROACH AMONG ACCOUNTING EDUCATION STUDENTS AT UNIVERSITAS NEGERI MEDAN

2020 ◽  
Vol 4 (1) ◽  
pp. 14
Author(s):  
Iis Sundari ◽  
Lianti Lianti ◽  
Hidaya Tul Karima ◽  
Yulita Triadiarti ◽  
Tapi Rumondang Siregar
Keyword(s):  
Learning Strategies ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Accounting Education ◽  
Learning Approach ◽  
Learning Material ◽  
Learning Approaches ◽  
Education Students ◽  
Factors Affecting ◽  
Selection Of

Understanding of learning material, especially accounting material, has an impact on the achievement of students' learning outcomes. The research aims to look at the factors that influence the learning approach of Unimed accounting education students. This research was carried out in the FE UNIMED using questionnaires distributed to students of the Accounting Education Program batch of 2015 and 2016, amounting 60 and 68 students from each batch. The selection of batches is based on the type of curriculum applied to each batch, namely the Indonesian National Qualification Framework (abbreviated as KKNI) for 2016 and the non-KKNI for 2015. The approach used in this study was a qualitative approach, with the analysis used was descriptive statistical analysis on factors such as interest, motivation, learning style, anxiety, institutional, and learning strategies. The descriptive analysis shows that except for the interest indicating that non-KKNI students have a higher interest in applying a variety of learning approaches of Non-KKNI students than their KKNI peers, other factors are similar between students from two batches.  Keywords: Interest; Motivation; Learning Style; Anxiety; Institutional. 

Evaluation of groundnut (Arachis hypogaea) genotypes for intercropping with two types of pigeon pea (Cajanus cajan)

1990 ◽  
Vol 115 (3) ◽  
pp. 337-342 ◽  
Author(s):  
L. J. Rao ◽  
B. N. Mittra
Keyword(s):  
Cajanus Cajan ◽  
Winter Season ◽  
Pigeon Pea ◽  
Indian Institute ◽  
High Yield ◽  
Early Maturity ◽  
Pod Yield ◽  
Early Vigour ◽  
Institute Of Technology ◽  
Pod Growth

SUMMARYEight genotypes of groundnut and two of pigeon pea were evaluated in intercropping at the Indian Institute of Technology, Kharagpur, during the monsoon and winter seasons in 1985 and 1986, to identify plant characters associated with high yield in intercropping. The pod yield of groundnut decreased when intercropped with pigeon pea, the extent of the decline differing with groundnut and pigeon pea genotypes. The reduction in groundnut pod yield and the degree and duration of shading was less when grown with pigeon pea type ICPL87 than with LRG30. During the monsoon, pod yield among intercropped groundnut genotypes ranged between 47% and 88% of their yields under monocropping because of differences in growth pattern and duration (90–125 days). The groundnut type most suitable for intercropping had early vigour, early maturity and high partitioning and pod growth rate. However, variation in pod yield among groundnut genotypes was not observed during the winter season because they showed less variation in duration and growth and there was less shading by the associated pigeon pea.

Enantioselective Synthesis of Alkylated Centers: The Fukuyama Synthesis of (–)-Histrionicotoxin

2015 ◽  
Author(s):  
Douglass F. Taber
Keyword(s):  
Indian Institute ◽  
Enantioselective Synthesis ◽  
Max Planck ◽  
Dimethyl Malonate ◽  
Co Catalyst ◽  
Cu Catalyst ◽  
Enantioselective Addition ◽  
Institute Of Technology ◽  
Enantioselective Alkylation ◽  
Technological University

Vinod K. Singh of the Indian Institute of Technology, Kanpur optimized (Org. Lett. 2011, 13, 6520) an organocatalyst for the enantioselective addition of thiophenol to an imide 1 to give 2 in high ee. Amir H. Hoveyda of Boston College developed (Angew. Chem. Int. Ed. 2011, 50, 7079) a Cu catalyst for the preparation of 4 by the enantioselective hydroboration of a 1,1-disubstituted alkene 3. Yong-Qiang Tu of Lanzhou University effected (Chem. Sci. 2011, 2, 1839) enantioselective bromination of the prochiral 5 to give the bromoketone 6. Song Ye of the Institute of Chemistry, Beijing established (Chem. Commun. 2011, 47, 8388) the alkylated quaternary center of the dimer 8, by condensing a ketene 7 with CS2. Li Deng of Brandeis University added (Angew. Chem. Int. Ed. 2011, 50, 10565) cyanide in a conjugate sense to an acyl imidazole 9 to give 11. Pier Giorgio Cozzi of the Università di Bologna prepared (Angew. Chem. Int. Ed. 2011, 50, 7842) the thioacetal 14 by condensing 13 with an aldehyde 12, followed by reduction. Takahiro Nishimura and Tamio Hayashi of Kyoto University devised (Chem. Commun. 2011, 47, 10142) a Co catalyst for the enantioselective addition of a silyl alkyne 16 to an enone 15 to give the alkynyl ketone 17. Ping Tian and Guo-Qiang Lin of the Shanghai Institute of Organic Chemistry described (Tetrahedron 2011, 67, 10186) improved catalysts for the enantioselective conjugate addition of dimethyl malonate 19 to the nitroalkene 18, to give 20. Keiji Maruoka, also of Kyoto University, established (Chem. Sci. 2011, 2, 2311) conditions for the enantioselective addition of an aldehyde 21 to the acceptor 22 to give, after reduction, an alcohol 23 that could readily be cyclized to the lactone. Jianrong (Steve) Zhou of Nanyang Technological University prepared (J. Am. Chem. Soc. 2011, 133, 15882) the ester 26 by arylation, under Pd catalysis, of a ketene silyl acetal 24 with the triflate 25. Benjamin List of the Max-Planck-Institut, Mülheim employed (Angew. Chem. Int. Ed. 2011, 50, 9471) a system of three catalysts to effect the enantioselective alkylation of an aldehyde 27 with the allyic alcohol 28 to give 29.

Heteroaromatic Construction: The Li Synthesis of Mycoleptodiscin A

2017 ◽  
Author(s):  
Douglass F. Taber
Keyword(s):  
Chemical Biology ◽  
Gold Catalyst ◽  
Indian Institute ◽  
Pd Catalyst ◽  
West Virginia University ◽  
University Of Technology ◽  
Complementary Approach ◽  
Institute Of Technology ◽  
Simple Exposure ◽  
The University

Kyungsoo Oh of Chung-Ang University cyclized (Org. Lett. 2015, 17, 450) the chloro enone 1 with NBS to the furan 2. Hongwei Zhou of Zhejiang University acylated (Adv. Synth. Catal. 2015, 357, 389) the imine 3, leading to the furan 4. H. Surya Prakash Rao of Pondicherry University found (Synlett 2014, 26, 1059) that under Blaise conditions, exposure of 5 to three equivalents of 6 led to the pyrrole 7. Yoshiaki Nishibayashi of the University of Tokyo and Yoshihiro Miyake, now at Nagoya University, prepared (Chem. Commun. 2014, 50, 8900) the pyrrole 10 by adding the silane 9 to the enone 8. Barry M. Trost of Stanford University developed (Org. Lett. 2015, 17, 1433) the phosphine-mediated cyclization of 11 to an intermediate that on brief exposure to a Pd catalyst was converted to the pyridine 12. Nagatoshi Nishiwaki of the Kochi University of Technology added (Chem. Lett. 2015, 44, 776) the dinitrolactam 14 to the enone 13 to give the pyridine 15. Metin Balci of the Middle East Technical University assembled (Org. Lett. 2015, 17, 964) the tricyclic pyridine 18 by adding propargyl amine 17 to the aldehyde 16. Chada Raji Reddy of the Indian Institute of Chemical Technology cyclized (Org. Lett. 2015, 17, 896) the azido enyne 19 to the pyridine 20 by simple exposure to I2. Björn C. G. Söderberg of West Virginia University used (J. Org. Chem. 2015, 80, 4783) a Pd catalyst to simultaneously reduce and cyclize 21 to the indole 22. Ranjan Jana of the Indian Institute of Chemical Biology effected (Org. Lett. 2015, 17, 672) sequential ortho C–H activation and cyclization, adding 23 to 24 to give the 2-substituted indole 25. In a complementary approach, Debabrata Maiti of the Indian Institute of Technology Bombay added (Chem. Eur. J. 2015, 21, 8723) 27 to 26 to give the 3-substituted indole 28. In a Type 8 construction, Nobutaka Fujii and Hiroaki Ohno of Kyoto University employed (Chem. Eur. J. 2015, 21, 1463) a gold catalyst to add 30 to 29, leading to 31.

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