Seven Tips to select A Good Study Place
You may have noticed sometimes that your study place is not comfortable and you feel tired soon while studying. Your study place must be cool and comfortable. Here are some tips that will help you to select a good study place.
1. Your study should always available to you. It should not be a corner of the Guest Room or the Bed Room. As far as possible don’t share your study place with other activities. If it is not possible to get separate study place, it is better to fix timings when the place will be free for studies and arrange your study time-table as per the changes.
2. The study place must be free from any type of interruptions. These interruptions break your concentration and you may not be quite attentive to your studies. Some students feel better to study at night as it is completely uninterrupted study time. But night-long studies are not advised by experts. Rather than doing so, it is better to find a good study place without interruptions.
3. Generally quiet environment is best for students. Loud voices, Television, Radio and other audio-visual activities near study place are not recommended. Keep them away. At least at the time of study, switched them off. Some students feel that light music help them in concentrating better on studies. Such students can use it.
4. Be sure your Study Place must have reference books and notes and other stationary items such as pens and pencils, paper, ruler, calculator, and whatever else you might need. If you use a computer for your schoolwork, it should be in your Study Place.
5. Your study chair and table must be in appropriate proportion of height and size. Otherwise you will feel body ache soon.
6. Adequate amount of lighting is must for the study place. Table lamps with CFL’s are good source of lightening the place. Natural light is the best option, if available.
7. Fresh air and good temperature should be there. Proper ventilation should be made at the study place. If your Study Place is too warm, you might become sleepy. If it is too cold, your thinking may slow down and become unclear. Select a temperature at which your mind and body function best
Sunday, 24 June 2007
Surface area and volume
TIME: Time 1 hr
General Instructions:
Ø All Questions are compulsory.
Ø Marks are given alongwith the questions individually.
Ø Use of calculator is not permitted.
Q.1 The volume of a vessel in the form of a right circular cylinder is 448 cm3 and its height is 7cm. Find the radius of its base. (2)
Q.2 A hollow cone is cut by a plane parallel to the base and the upper portion is removed. If the curved surface of the remainder is of the curved surface of the whole cone, find the ratio of the line segment into which the cone’s altitude is divided by plane. (3)
Q.3 A well, whose diameter is 7m, has been dug 22.5m deep and the earth dug out is used to form an embankment 10.5m wide around it. Find the height of the embankment. (3)
Q.4 A solid toy is in the form of a hemisphere surmounted by a right circular cone. Height of the cone is 2cm and the diameter of the base is 4 cm. If a right circular cylinder circumscribes the solid, find how much more space it will cover. (3)
Q.5 A right circular triangle with sides 3cm and 4cm is revolved around its hypotenuse. Find the volume of the double cone thus generated. (5)
Q.6 The height of a cone is 30 cm. A small cone is cut off at the top by a plane parallel to the base. If its volume be of the volume of the given cone, at what height above the base is the section made. (5)
Q.7 A hemispherical bowl of internal radius 9cm is full of liquid. This liquid is to be filled into cylindrical shaped bottles each of diameter 3cm and height 4cm. How many bottles are necessary to empty
the bowl? (3)
Q.8 The rain water from a roof 22m 20m drains into a cylindrical vessel having diameter of base 2m and height 3.5m. If the vessel is just full, find the rainfall in cm. (3)
Q.9 A circus tent has cylindrical shape surmounted by a conical roof. The radius of the cylindrical base is 20m. The heights of the cylindrical and conical portions are 4.2m and 2.1m, respectively. Find the volume of the tent. (3)
Q.10 A solid is composed of a cylinder with hemispherical ends. If the whole length of the solid is 104cm and radius of each of the hemispherical ends is 7 cm, find the cost of polishing its surface at the rate of Re 1 per dm2. (5)
TIME: Time 1 hr
General Instructions:
Ø All Questions are compulsory.
Ø Marks are given alongwith the questions individually.
Ø Use of calculator is not permitted.
Q.1 The volume of a vessel in the form of a right circular cylinder is 448 cm3 and its height is 7cm. Find the radius of its base. (2)
Q.2 A hollow cone is cut by a plane parallel to the base and the upper portion is removed. If the curved surface of the remainder is of the curved surface of the whole cone, find the ratio of the line segment into which the cone’s altitude is divided by plane. (3)
Q.3 A well, whose diameter is 7m, has been dug 22.5m deep and the earth dug out is used to form an embankment 10.5m wide around it. Find the height of the embankment. (3)
Q.4 A solid toy is in the form of a hemisphere surmounted by a right circular cone. Height of the cone is 2cm and the diameter of the base is 4 cm. If a right circular cylinder circumscribes the solid, find how much more space it will cover. (3)
Q.5 A right circular triangle with sides 3cm and 4cm is revolved around its hypotenuse. Find the volume of the double cone thus generated. (5)
Q.6 The height of a cone is 30 cm. A small cone is cut off at the top by a plane parallel to the base. If its volume be of the volume of the given cone, at what height above the base is the section made. (5)
Q.7 A hemispherical bowl of internal radius 9cm is full of liquid. This liquid is to be filled into cylindrical shaped bottles each of diameter 3cm and height 4cm. How many bottles are necessary to empty
the bowl? (3)
Q.8 The rain water from a roof 22m 20m drains into a cylindrical vessel having diameter of base 2m and height 3.5m. If the vessel is just full, find the rainfall in cm. (3)
Q.9 A circus tent has cylindrical shape surmounted by a conical roof. The radius of the cylindrical base is 20m. The heights of the cylindrical and conical portions are 4.2m and 2.1m, respectively. Find the volume of the tent. (3)
Q.10 A solid is composed of a cylinder with hemispherical ends. If the whole length of the solid is 104cm and radius of each of the hemispherical ends is 7 cm, find the cost of polishing its surface at the rate of Re 1 per dm2. (5)
SOME TIPS FOR STUDENTS
TO DEAL WITH STRESS !
· Make realistic study plans
· Assess priorities, assets and difficulties
· Follow a normalized routine atmosphere at home should be recommended.
· To take frequent breaks.
· Not to strip off TV or entertainment and outings.
· Feel comfortable about oneself.
· That imagining extreme consequences and worst situations is of no use and needs to be discouraged.
· It is helpful to make the student see what he can accomplish in the remaining time is not negligible.
· Constant encouragement and reassurance is essential from all significant members in the school and family.
· It is important that the student is clear about how to take the examination, how to tackle questions and how to manage time.
· Students tend to magnify failures and try to talk to them out of it. They should not demean themselves, manage time.
· Advise them to contact the teachers or counselors if they feel low or anxious or disinterested in studies.
MUST DOS FOR STUDENTS
For improved concentration, motivation, work blocks
· Know your concentration span, study with breaks.
· Work out best time for concentration.
· Group study for difficult subjects.
· Do not let previous results discourage you – identify your weak areas from previous exams. And work on them.
· Time management plan must be made for all subjects.
· Choose a study place with minimum distractions and autosuggest to your self about your resolution.
· Try to coincide study time with the time, you would be giving an exam.
· In case of average achievers, master what you know and are comfortable with.
· For low achievers, master the essential information first.
· Prioritize the workload. Give your best concentration time to the toughest subject.
· Repeat your learnt work so the recall in exam is easy. Work not repeated or revised is easily forgotten.
· Try to plan your revision time by drawing up a timetable. Build in time for the things you enjoy – like watching you favorite TV programme, going out with your friends, or going to play football in the park.
· Give yourself a few treats – pamper yourself with a long hot bath, or listen to your favorite CD for an hour after you have finished your revision.
· Relax with what you know before entering the exam hall.
· Do not get anxious about the result – cross that bridge when you come to it…options await.
MUST DOS FOR PARENTS
· Student can fail to do well if they fail to cope with stress. Parents should guide their children in planning, organizing and setting a timetable.
· To avoid a stress situation for the child the parents must provide right kind of motivation and a conducive environment.
· Help the child to develop self-discipline self-direction, self-confidence and a sense of achievement.
· Just good schooling and tuition are not substitutes for emotional cushioning.
· Help the child in maintaining his confidence especially when he seems discouraged by his dropping marks or grades. Do not displace your anxiety on the child.
· The achievement goals should be realistically set according to the child’s capability.
· Do no mix academic issues with family conflicts.
· Praise your child when he does well. Encourage the child’s performance with positive statements like, “well done”, “you can do better”, rather than saying “that was not enough”.
· Work out your child’s schedule with him instead of nagging him. There could be learning problems.
· Do not harp on previous failures or results.
· Under achievement may be due to some children believing it is safer not to try than to try and fail.
· If achievement expectations are too high then some children would prefer to be criticized for being lazy than being considered not good enough.
· Humor relieves tension. Be light and humorous with the child.
· Try to gain your child’s confidence and discuss his problems with him. Help him to find a solution.
· Exams are not the end of the world.Accept that expectation for every one to do well is unrealistic, as many won’t pursue this for long. About the Author
TO DEAL WITH STRESS !
· Make realistic study plans
· Assess priorities, assets and difficulties
· Follow a normalized routine atmosphere at home should be recommended.
· To take frequent breaks.
· Not to strip off TV or entertainment and outings.
· Feel comfortable about oneself.
· That imagining extreme consequences and worst situations is of no use and needs to be discouraged.
· It is helpful to make the student see what he can accomplish in the remaining time is not negligible.
· Constant encouragement and reassurance is essential from all significant members in the school and family.
· It is important that the student is clear about how to take the examination, how to tackle questions and how to manage time.
· Students tend to magnify failures and try to talk to them out of it. They should not demean themselves, manage time.
· Advise them to contact the teachers or counselors if they feel low or anxious or disinterested in studies.
MUST DOS FOR STUDENTS
For improved concentration, motivation, work blocks
· Know your concentration span, study with breaks.
· Work out best time for concentration.
· Group study for difficult subjects.
· Do not let previous results discourage you – identify your weak areas from previous exams. And work on them.
· Time management plan must be made for all subjects.
· Choose a study place with minimum distractions and autosuggest to your self about your resolution.
· Try to coincide study time with the time, you would be giving an exam.
· In case of average achievers, master what you know and are comfortable with.
· For low achievers, master the essential information first.
· Prioritize the workload. Give your best concentration time to the toughest subject.
· Repeat your learnt work so the recall in exam is easy. Work not repeated or revised is easily forgotten.
· Try to plan your revision time by drawing up a timetable. Build in time for the things you enjoy – like watching you favorite TV programme, going out with your friends, or going to play football in the park.
· Give yourself a few treats – pamper yourself with a long hot bath, or listen to your favorite CD for an hour after you have finished your revision.
· Relax with what you know before entering the exam hall.
· Do not get anxious about the result – cross that bridge when you come to it…options await.
MUST DOS FOR PARENTS
· Student can fail to do well if they fail to cope with stress. Parents should guide their children in planning, organizing and setting a timetable.
· To avoid a stress situation for the child the parents must provide right kind of motivation and a conducive environment.
· Help the child to develop self-discipline self-direction, self-confidence and a sense of achievement.
· Just good schooling and tuition are not substitutes for emotional cushioning.
· Help the child in maintaining his confidence especially when he seems discouraged by his dropping marks or grades. Do not displace your anxiety on the child.
· The achievement goals should be realistically set according to the child’s capability.
· Do no mix academic issues with family conflicts.
· Praise your child when he does well. Encourage the child’s performance with positive statements like, “well done”, “you can do better”, rather than saying “that was not enough”.
· Work out your child’s schedule with him instead of nagging him. There could be learning problems.
· Do not harp on previous failures or results.
· Under achievement may be due to some children believing it is safer not to try than to try and fail.
· If achievement expectations are too high then some children would prefer to be criticized for being lazy than being considered not good enough.
· Humor relieves tension. Be light and humorous with the child.
· Try to gain your child’s confidence and discuss his problems with him. Help him to find a solution.
· Exams are not the end of the world.Accept that expectation for every one to do well is unrealistic, as many won’t pursue this for long. About the Author
Saturday, 23 June 2007
Admission to Class XI and Pass Criteria for Class IX/XI.
CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI-110092.
No. CE/PA/2007/14151-21150
To all the Heads of Institutions
Affiliated to CBSE
Subject : Admission to Class XI and Pass Criteria for Class IX/XI.
Dear Principal,
As you may be aware, many schools follow the practice of starting class XI along with other classes in the month of April in the new academic session to utilize the period before summer vacation for instructional purposes. Academically, this seems to be correct practice so that the children may remain busy with meaningful activities. So the schools admit students of class XI provisionally before the announcement of the results of class X Board examination and accordingly allow them the subjects’ choice/Stream as per their performance in pre-boards and unit tests.
It is understood that some schools resort to the un-psychological practice of forcing students to change their subjects/steams in class XI after the class X results are announced. Students are often forced to change from Science subjects to Commerce or Humanities subjects.
Once the students get admission to class XI with a particular combination of subjects, they buy the textbooks and start attending the classes for nearly a month. A forced change of subjects later demoralizes the students, causing mental and emotional stress. Further, parents are compelled to take on the additional burden of buying a second set of books for the newly allotted subjects.
This practice has to be discouraged. Hence, schools are instructed not to force the students to change their subjects in class XI once they have been admitted with a particular combination of subjects. If there is any change in subject(s), the request has to come from the student and it has to be dealt as per the Clause 26 of Chapter 4 of the Examination Bye-Laws.
You are further informed that the Board has prescribed pass criteria for Class IX & XI in the Examination Bye-Laws of CBSE and the same is as under :-
Rule 40.1(vi) “ in order to be declared as having passed the Class XI Examination a candidate shall obtain 33% marks in all the subjects. The pass marks in each subject of examination shall be 33%. In case of subject involving practical work a candidate must obtain 33% marks in theory and 33% in practical separately in addition to 33% marks in aggregate in order to qualify in that subject “
Rule 41.1(vi) “ in order to be declared as having passed the Class IX Examination a candidate shall obtain 33% marks in all the subjects. The pass marks in each subject of examination shall be 33%.”
It is understood that many schools do not follow the Pass Criteria for Class IX and XI as prescribed by the Board. It is reiterated that the above Pass Criteria be implemented by all the schools for Class IX and XI.
Yours faithfully,
( M.C.SHARMA )CONTROLLER OF EXAMINATIONS
2, COMMUNITY CENTRE, PREET VIHAR, DELHI-110092.
No. CE/PA/2007/14151-21150
To all the Heads of Institutions
Affiliated to CBSE
Subject : Admission to Class XI and Pass Criteria for Class IX/XI.
Dear Principal,
As you may be aware, many schools follow the practice of starting class XI along with other classes in the month of April in the new academic session to utilize the period before summer vacation for instructional purposes. Academically, this seems to be correct practice so that the children may remain busy with meaningful activities. So the schools admit students of class XI provisionally before the announcement of the results of class X Board examination and accordingly allow them the subjects’ choice/Stream as per their performance in pre-boards and unit tests.
It is understood that some schools resort to the un-psychological practice of forcing students to change their subjects/steams in class XI after the class X results are announced. Students are often forced to change from Science subjects to Commerce or Humanities subjects.
Once the students get admission to class XI with a particular combination of subjects, they buy the textbooks and start attending the classes for nearly a month. A forced change of subjects later demoralizes the students, causing mental and emotional stress. Further, parents are compelled to take on the additional burden of buying a second set of books for the newly allotted subjects.
This practice has to be discouraged. Hence, schools are instructed not to force the students to change their subjects in class XI once they have been admitted with a particular combination of subjects. If there is any change in subject(s), the request has to come from the student and it has to be dealt as per the Clause 26 of Chapter 4 of the Examination Bye-Laws.
You are further informed that the Board has prescribed pass criteria for Class IX & XI in the Examination Bye-Laws of CBSE and the same is as under :-
Rule 40.1(vi) “ in order to be declared as having passed the Class XI Examination a candidate shall obtain 33% marks in all the subjects. The pass marks in each subject of examination shall be 33%. In case of subject involving practical work a candidate must obtain 33% marks in theory and 33% in practical separately in addition to 33% marks in aggregate in order to qualify in that subject “
Rule 41.1(vi) “ in order to be declared as having passed the Class IX Examination a candidate shall obtain 33% marks in all the subjects. The pass marks in each subject of examination shall be 33%.”
It is understood that many schools do not follow the Pass Criteria for Class IX and XI as prescribed by the Board. It is reiterated that the above Pass Criteria be implemented by all the schools for Class IX and XI.
Yours faithfully,
( M.C.SHARMA )CONTROLLER OF EXAMINATIONS
Thursday, 21 June 2007
Project Work For Class X and IX
Central Board of Secondary Education
Shiksha Kendra, 2 Community Center, Preet Vihar
Delhi 110092
ACAD/EO(COM)/2007 14/05/2007
Circular No.24/07
The Heads
of all CBSE affiliated institutions
Sub.: Topics/themes for Project Work in Social Science for class X
Dear Principal,
Your kind attention is drawn to the office circular no.18 dated 21.07.2006 detailing Project Guidelines for classes IX and X for the academic session 2006-07. With the introduction of the new curriculum and textbooks, topics/themes for Project Work in Social Science for Class X have been revised for the current academic session 2007-08 and the same is forwarded for further dissemination to the concerned teachers in your school. The guidelines and other details on project work requirements and evaluation for classes IX and X and the themes for class IX project work specified in the above circular no.18 remain unchanged.
Yours faithfully,
(C. GURUMUTHY)
DIRECTOR (ACAD.)
LIST OF SUGGESTED PROJECTS IN SOCIAL SCIENCE FOR CLASS X
(ANY ONE PROJECT)
UNIT 1 : INDIA AND THE CONTEMPORARY WORLD II
1. Nationalism in Europe and India
Compare the policies and methods used by Otto von Bismarck and Sardar Vallabhai Patel in unification of Germany and integration of States of India respectively. The report should include :-
· Condition of Germany before 1871 (unification)
· Condition of India immediately after 1947
· Why the need for unification in both the places
· Emergence of Bismarck and Sardar Patel, their brief life history
· Their role in unification and integration.
· Similarities and differences between the methods adopted by the two leaders
· How did the unification affect the growth of the respective countries.
You may refer to the following websites:
http:/en.wikipedia.org/wiki/Otto_von_Bismark
http://www.cyberessays.com/History/73.htm
http://www.cyberessays.com/History/73.htm
http://www1.bartleby.com/65/bi/BismarckO.html
http://en.wikipedia.org/wiki/Political_integration_of India
Books : Any European History book on 19th century and Integration of States by V.P. Menon
2. Evolution and significance of the symbols associated with India’s freedom movement
· Need for symbols in general and during Freedom struggle
· Evolution of the symbols over a period of time. (Any two symbols out of the flag, a song, an object like the Charkha, a khadi, a novel, a place a newspaper like Harijan etc. may be selected).
· The impact of symbols on common people during the course of the freedom movement – how and in what occasions were they used
· How did they help in the making of the Indian nation-did they give a sense of identity?
· What do these symbols mean to you today?
· Design a symbol for 21st century reflecting its nationhood-Explain the symbol
You may refer to the following websites :
Flag:
http://www.geocities.com/dakshina_kan_pa/art 16/flag1.htm
http://brilliantgnorance.blogspot.com/2005/08/history-of-indian-flag.html.
Sabarmati Ashram:
http://en.wikipedia.org/wiki/Sabarmati_Ashram
http://www.mkgandhi.org/gandhiyatra/sabarmati.htm
http://www.indcast.com/ms/ASHRAM%20HISTORY.htm
Khadi:
http://en.wikipedia.org/wiki/Khadi
http://www.kvic.org.in/v4/khadi.asp
3. Growth of a city – Mumbai or Kolkata or Delhi or Chennai or any other city of India in the 19th and 20th centuries
· Trace the growth of the chosen city from 17th century onwards
· Reasons for its growth and importance
· New administrative set up like municipalities, railway stations, post offices
· Change in population pattern
· Maps pertaining to this period
· Some imporant monuments and the new architecture in the cities
· The city today and its importance
Colonial architecture websites:
http://www.postcolonialweb.org/india/art/architecture/colonial/colov.html
http://www.scholars.nus.edu.sg/post/india/art/architecture/colonial
4. Series of inventions/ discoveries during the Industrial revolution in England (Any two)
· The need for the inventions in 18th & 19th century in England
· The inventors and their story
· Technique/science behind the inventions
· Opposition/reaction of the society
· Evolution of the invention till Modern Times
· Do we use any of these today? How and where?
· Which, according to you was the most important of all inventions? Why?
You may refer to the following websites:
http://www.blupete.com/Literature/Biographies/Science/Inventors.htm
http://en.wikipedia.org/wiki/Industrial_Revolution
http://members.aol.com/TeacherNet/Industrial.html#Inventions
Refer to any books of British history of 18th and 19th centuries
Recreating the history of a period through a book.
Suggested books for reading :-
Exodus by Leon Iris for formation of Israel
Armaggden by Leon Uris for the aftermath of a war
All quiet on the western front for First World war
Oliver Twist, David Copper Field by Charles Dickens for society during Industrial Revolution
Good Earth by Pearl S Buck;
Roots by Alex Hailey;
Godaan and Chess Players by Prem Chand,
Broken Nest by Rabindranath Tagore;
Neel Darpan by Din Bandhu Mitra
Plain Tales from Raj by Charles Allen
Raj by Gita Mehta
The city of djinns by William Dalrymple
My experiments with truth by M.K Gandhi
To kill a mocking bird by Harper Lee
or any regional language book (any one book) or any other book of your liking. The report to include -
1. Gist of the story
2. Narrate specific incidents that reflect some features of the society.
3. Have some or any of these features changed over a period of time?
4. Comparison with modern times.
Which character do you like the most and why?
UNIT 2 INDIA – RESOURCES AND THEIR DEVELOPMENT
6. Multipurpose River Valley Projects and alternate water supply methods
· Role of multipurpose river valley projects
· Evaluation of positive and negative aspects of river valley projects
· Case study on one river valley and one local area conservation project
Ø Narmada Bachao Andolan
Ø Tehri Dam Andolan
The case study should include the following:-
· Rehabilitation of the displaced population
· Environment Impact Assessment
7. Development and changes in Agriculture of India since independence
· Transition from subsistence to commercial farming
· Change in the cropping pattern in Punjab, Maharashtra and Tamil Nadu
· Green Revolution I and II and its impact both positive and negative
8. Industrial Pollution and Environmental Degradation
· Types of pollutants
· Ill-effects of different pollutants
· Consequences of pollution study of any local river, factory or land fill.
9. Tourism
· Development of different types of tourism
· Important destinations of foreign and Indian tourists in at least 2 States of India
· Tourism as an upcoming industry
· Hindrance in the development of tourism in India
UNIT 3: DEMOCRATIC POLITICS - II
1. Comparative study of India and any one country from the United States of America/ Australia/Canada/South Africa
The study report to include :
· Meaning of Federalism.
· Why Federalism required in India and the “chosen” country
· Features of Federalism in both—similarities and differences
· Working of Federalism-- Federalism in theory and practice—give examples of center and state relationships and conflict and tension between center and state and state and State
· How successful has federalism been in both the countries
· Which system—a federal or unitary, do you favour for India? Why?
11. Political Parties
· Meaning of Political parties.
· Kinds of political parties.
· Political party system in Great Britain, United States of America, India, Switzerland, China, Cuba, USSR, North Korea . Take political party systems from any of the two countries mentioned here and compare their organization, manifestoes, policies and programs, their success and failure.
· Participation in political parties and participation of political parties in the democratic process.
· If you had to join a political party in India today, which one would it be and why?
· What would be your manifesto?
12. Judicial Activism
· Meaning and scope of judicial activism
· Judicial activism in the developed countries/developing countries. Students can take one from a developed country such as USA, UK and one from a developing country e.g. India.
· What is the need for judicial activism?
· Judicial activism and the role of NGOs.
· Extent of success achieved by judicial activism.
· Judicial activism and judicial structure in India.
Students are required to read the newspapers of recent times and take up a case study like Jessica Lal case and explain judicial activism.
13. Need of Media role in a Democratic system
· Meaning of media.
· Kinds of media : print and electronic
· Media and democratic system
· Freedom of press, its necessity and role in India
· The success achieved in India - a comparative study with any other country
· Media and the latest technologies adopted pertaining to sports, elections, discoveries, wars, inventions etc.
· Do the electronic media sometimes go overboard covering celebrities?
· Is media always fair in India—give examples from recent times.
14. Challenges facing the Democratic system
· Kinds of challenges (any one)
o Poverty
o Illiteracy
o Regionalism
o Unemployment
o Communalism
o Linguism
o Political violence--insurgency
The challenge and its present scenario.
· Steps taken by Government for tackling the challenge.
· Extent of success achieved pertaining to the challenge.
· Is the extent of success satisfactory? If not, why not?
· Suggestions for improvement.
UNIT 4 - UNDERSTANDING ECONOMICS II
15. Globalization and its impact on agriculture and industry
· What is Globalization?
· Factors that have led to globalization in the 21st century
· Effects of globalization on the Indian farming sector – both positive and negative
· Effects on Indian industry
· WTO and Globalization
· Globalization and the future of the Indian economy.
16. Changes in the occupational patterns of India since independence
· Transition from primary sector to secondary and tertiary sector
· Comparison between India and anyone developed economy such as USA, Japan or Germany.
· Emerging role of tertiary sector in India.
· New kinds of jobs that have emerged in the last decade—Which of these excites you the most?
17. Indicators of Development
· Different indicators of development.
· Regional disparities in development seen through the indicators.
· Comparisons of development between Indian and any one developed country of the world.
18. How to become an aware consumer?
· Who is a consumer?
· Rights of a consumer
· Problems faced by consumers – give examples from every day life.
· What are consumer redressal forums/courts? What do they do?
· How to seek justice from these? Steps needed to be taken by an ordinary consumer
· When you go to buy a product what all do you check? Give examples of different types of products.
· Interview a consumer activist
· From newspaper reports, give an example of a case when consumers have won their rights.
UNIT 5 - DISASTER MANAGEMENT
19. Role of Govt./Non-Government functionaries in your locality in Disaster Management.
· Interview any of the Govt./Non-Government functionaries in your locality on their role in Disaster Management.
o Senior District Magistrate
o Additional District Magistrate
o Sarpanch
o Head of any NGO – dealing in Disaster Management
o Police inspector, Superintendent of Police
o Civil Defence Warden
o Home guard personnel
o NCC Commandant in the school
o Municipal authorities
· Enquire from at least 20 persons from different walks of life in your locality or school on the areas in disaster management and preparedness plans developed by them.
· Prepare a report on the areas where awareness is needed and find out the local resources available to create awareness.
20. Manual for Disaster Management
· Choose to be any authority on Disaster Management, such as Village Sarpanch, Disaster Magistrate, Police Inspector or Fire Services Officer.
· Formulate laws or rules to be followed in a disaster for the most vulnerable groups.
· Prepare a manual for your department’s officials to follow in an emergency. It should include rules to follow for health, safety, relief availability and distribution, law and order etc.
DIRECTOR (ACADEMIC)
Shiksha Kendra, 2 Community Center, Preet Vihar
Delhi 110092
ACAD/EO(COM)/2007 14/05/2007
Circular No.24/07
The Heads
of all CBSE affiliated institutions
Sub.: Topics/themes for Project Work in Social Science for class X
Dear Principal,
Your kind attention is drawn to the office circular no.18 dated 21.07.2006 detailing Project Guidelines for classes IX and X for the academic session 2006-07. With the introduction of the new curriculum and textbooks, topics/themes for Project Work in Social Science for Class X have been revised for the current academic session 2007-08 and the same is forwarded for further dissemination to the concerned teachers in your school. The guidelines and other details on project work requirements and evaluation for classes IX and X and the themes for class IX project work specified in the above circular no.18 remain unchanged.
Yours faithfully,
(C. GURUMUTHY)
DIRECTOR (ACAD.)
LIST OF SUGGESTED PROJECTS IN SOCIAL SCIENCE FOR CLASS X
(ANY ONE PROJECT)
UNIT 1 : INDIA AND THE CONTEMPORARY WORLD II
1. Nationalism in Europe and India
Compare the policies and methods used by Otto von Bismarck and Sardar Vallabhai Patel in unification of Germany and integration of States of India respectively. The report should include :-
· Condition of Germany before 1871 (unification)
· Condition of India immediately after 1947
· Why the need for unification in both the places
· Emergence of Bismarck and Sardar Patel, their brief life history
· Their role in unification and integration.
· Similarities and differences between the methods adopted by the two leaders
· How did the unification affect the growth of the respective countries.
You may refer to the following websites:
http:/en.wikipedia.org/wiki/Otto_von_Bismark
http://www.cyberessays.com/History/73.htm
http://www.cyberessays.com/History/73.htm
http://www1.bartleby.com/65/bi/BismarckO.html
http://en.wikipedia.org/wiki/Political_integration_of India
Books : Any European History book on 19th century and Integration of States by V.P. Menon
2. Evolution and significance of the symbols associated with India’s freedom movement
· Need for symbols in general and during Freedom struggle
· Evolution of the symbols over a period of time. (Any two symbols out of the flag, a song, an object like the Charkha, a khadi, a novel, a place a newspaper like Harijan etc. may be selected).
· The impact of symbols on common people during the course of the freedom movement – how and in what occasions were they used
· How did they help in the making of the Indian nation-did they give a sense of identity?
· What do these symbols mean to you today?
· Design a symbol for 21st century reflecting its nationhood-Explain the symbol
You may refer to the following websites :
Flag:
http://www.geocities.com/dakshina_kan_pa/art 16/flag1.htm
http://brilliantgnorance.blogspot.com/2005/08/history-of-indian-flag.html.
Sabarmati Ashram:
http://en.wikipedia.org/wiki/Sabarmati_Ashram
http://www.mkgandhi.org/gandhiyatra/sabarmati.htm
http://www.indcast.com/ms/ASHRAM%20HISTORY.htm
Khadi:
http://en.wikipedia.org/wiki/Khadi
http://www.kvic.org.in/v4/khadi.asp
3. Growth of a city – Mumbai or Kolkata or Delhi or Chennai or any other city of India in the 19th and 20th centuries
· Trace the growth of the chosen city from 17th century onwards
· Reasons for its growth and importance
· New administrative set up like municipalities, railway stations, post offices
· Change in population pattern
· Maps pertaining to this period
· Some imporant monuments and the new architecture in the cities
· The city today and its importance
Colonial architecture websites:
http://www.postcolonialweb.org/india/art/architecture/colonial/colov.html
http://www.scholars.nus.edu.sg/post/india/art/architecture/colonial
4. Series of inventions/ discoveries during the Industrial revolution in England (Any two)
· The need for the inventions in 18th & 19th century in England
· The inventors and their story
· Technique/science behind the inventions
· Opposition/reaction of the society
· Evolution of the invention till Modern Times
· Do we use any of these today? How and where?
· Which, according to you was the most important of all inventions? Why?
You may refer to the following websites:
http://www.blupete.com/Literature/Biographies/Science/Inventors.htm
http://en.wikipedia.org/wiki/Industrial_Revolution
http://members.aol.com/TeacherNet/Industrial.html#Inventions
Refer to any books of British history of 18th and 19th centuries
Recreating the history of a period through a book.
Suggested books for reading :-
Exodus by Leon Iris for formation of Israel
Armaggden by Leon Uris for the aftermath of a war
All quiet on the western front for First World war
Oliver Twist, David Copper Field by Charles Dickens for society during Industrial Revolution
Good Earth by Pearl S Buck;
Roots by Alex Hailey;
Godaan and Chess Players by Prem Chand,
Broken Nest by Rabindranath Tagore;
Neel Darpan by Din Bandhu Mitra
Plain Tales from Raj by Charles Allen
Raj by Gita Mehta
The city of djinns by William Dalrymple
My experiments with truth by M.K Gandhi
To kill a mocking bird by Harper Lee
or any regional language book (any one book) or any other book of your liking. The report to include -
1. Gist of the story
2. Narrate specific incidents that reflect some features of the society.
3. Have some or any of these features changed over a period of time?
4. Comparison with modern times.
Which character do you like the most and why?
UNIT 2 INDIA – RESOURCES AND THEIR DEVELOPMENT
6. Multipurpose River Valley Projects and alternate water supply methods
· Role of multipurpose river valley projects
· Evaluation of positive and negative aspects of river valley projects
· Case study on one river valley and one local area conservation project
Ø Narmada Bachao Andolan
Ø Tehri Dam Andolan
The case study should include the following:-
· Rehabilitation of the displaced population
· Environment Impact Assessment
7. Development and changes in Agriculture of India since independence
· Transition from subsistence to commercial farming
· Change in the cropping pattern in Punjab, Maharashtra and Tamil Nadu
· Green Revolution I and II and its impact both positive and negative
8. Industrial Pollution and Environmental Degradation
· Types of pollutants
· Ill-effects of different pollutants
· Consequences of pollution study of any local river, factory or land fill.
9. Tourism
· Development of different types of tourism
· Important destinations of foreign and Indian tourists in at least 2 States of India
· Tourism as an upcoming industry
· Hindrance in the development of tourism in India
UNIT 3: DEMOCRATIC POLITICS - II
1. Comparative study of India and any one country from the United States of America/ Australia/Canada/South Africa
The study report to include :
· Meaning of Federalism.
· Why Federalism required in India and the “chosen” country
· Features of Federalism in both—similarities and differences
· Working of Federalism-- Federalism in theory and practice—give examples of center and state relationships and conflict and tension between center and state and state and State
· How successful has federalism been in both the countries
· Which system—a federal or unitary, do you favour for India? Why?
11. Political Parties
· Meaning of Political parties.
· Kinds of political parties.
· Political party system in Great Britain, United States of America, India, Switzerland, China, Cuba, USSR, North Korea . Take political party systems from any of the two countries mentioned here and compare their organization, manifestoes, policies and programs, their success and failure.
· Participation in political parties and participation of political parties in the democratic process.
· If you had to join a political party in India today, which one would it be and why?
· What would be your manifesto?
12. Judicial Activism
· Meaning and scope of judicial activism
· Judicial activism in the developed countries/developing countries. Students can take one from a developed country such as USA, UK and one from a developing country e.g. India.
· What is the need for judicial activism?
· Judicial activism and the role of NGOs.
· Extent of success achieved by judicial activism.
· Judicial activism and judicial structure in India.
Students are required to read the newspapers of recent times and take up a case study like Jessica Lal case and explain judicial activism.
13. Need of Media role in a Democratic system
· Meaning of media.
· Kinds of media : print and electronic
· Media and democratic system
· Freedom of press, its necessity and role in India
· The success achieved in India - a comparative study with any other country
· Media and the latest technologies adopted pertaining to sports, elections, discoveries, wars, inventions etc.
· Do the electronic media sometimes go overboard covering celebrities?
· Is media always fair in India—give examples from recent times.
14. Challenges facing the Democratic system
· Kinds of challenges (any one)
o Poverty
o Illiteracy
o Regionalism
o Unemployment
o Communalism
o Linguism
o Political violence--insurgency
The challenge and its present scenario.
· Steps taken by Government for tackling the challenge.
· Extent of success achieved pertaining to the challenge.
· Is the extent of success satisfactory? If not, why not?
· Suggestions for improvement.
UNIT 4 - UNDERSTANDING ECONOMICS II
15. Globalization and its impact on agriculture and industry
· What is Globalization?
· Factors that have led to globalization in the 21st century
· Effects of globalization on the Indian farming sector – both positive and negative
· Effects on Indian industry
· WTO and Globalization
· Globalization and the future of the Indian economy.
16. Changes in the occupational patterns of India since independence
· Transition from primary sector to secondary and tertiary sector
· Comparison between India and anyone developed economy such as USA, Japan or Germany.
· Emerging role of tertiary sector in India.
· New kinds of jobs that have emerged in the last decade—Which of these excites you the most?
17. Indicators of Development
· Different indicators of development.
· Regional disparities in development seen through the indicators.
· Comparisons of development between Indian and any one developed country of the world.
18. How to become an aware consumer?
· Who is a consumer?
· Rights of a consumer
· Problems faced by consumers – give examples from every day life.
· What are consumer redressal forums/courts? What do they do?
· How to seek justice from these? Steps needed to be taken by an ordinary consumer
· When you go to buy a product what all do you check? Give examples of different types of products.
· Interview a consumer activist
· From newspaper reports, give an example of a case when consumers have won their rights.
UNIT 5 - DISASTER MANAGEMENT
19. Role of Govt./Non-Government functionaries in your locality in Disaster Management.
· Interview any of the Govt./Non-Government functionaries in your locality on their role in Disaster Management.
o Senior District Magistrate
o Additional District Magistrate
o Sarpanch
o Head of any NGO – dealing in Disaster Management
o Police inspector, Superintendent of Police
o Civil Defence Warden
o Home guard personnel
o NCC Commandant in the school
o Municipal authorities
· Enquire from at least 20 persons from different walks of life in your locality or school on the areas in disaster management and preparedness plans developed by them.
· Prepare a report on the areas where awareness is needed and find out the local resources available to create awareness.
20. Manual for Disaster Management
· Choose to be any authority on Disaster Management, such as Village Sarpanch, Disaster Magistrate, Police Inspector or Fire Services Officer.
· Formulate laws or rules to be followed in a disaster for the most vulnerable groups.
· Prepare a manual for your department’s officials to follow in an emergency. It should include rules to follow for health, safety, relief availability and distribution, law and order etc.
DIRECTOR (ACADEMIC)
Central Board of Secondary Education
2 Community Center, Preet Vihar
Delhi 110092
ACAD/EO (COM)/2007. Dated 12.03.2007
Circular No.15/07
The Heads
of all CBSE affiliated institutions
Subject: Changes in the Social Science syllabus of class X and Economics, Accountancy and Geography syllabuses of class XII
Dear Principal,
This is to bring to your kind notice that following changes have been brought about in the syllabuses mentioned below with effect from the academic session 2007-08 of class X and XII and applicable to March 2008 examination.
SOCIAL SCIENCE (CLASS X)
In Unit 1 : India and the Contemporary World II, the instruction under themes on page 80 of the Secondary School Curriculum, 2008 will be read like this :
“The students are expected to choose any two themes from the first two sub-units i.e.
1.1: Events and Processes and
1.2 : Economies and Livelihood and any one theme from the sub-unit
1.3 : Culture, Identity and Society.
In sub-unit 1.1, out of the three themes given, theme 3 :‘Nationalism in India’ is compulsory. The second choice in that sub-unit will be from the first two themes, namely ‘Nationalism in Europe’ and ‘Nationalist Movement in Indo China.”
ECONOMICS FOR CLASS XII
Following topics have been deleted from the units 8, 9 and 10 of Part B, Introductory Macro Economics.
Unit 8 : Recent significant reforms and issues in the Indian Banking System – Privatisation and Modernisation.
Unit 9 : Downsizing the role of government : meaning and implications.
Unit 10 : A brief analysis about recent exchange rate issues.
ACCOUNTANCY FOR CLASS XII
In Unit 2, Accounting for Partnership firms, Preparation of Profit and loss appropriation accounts will include past adjustments.
In Unit 3, Treatment of goodwill will be as per Accounting Standard 10.
In Unit 4, The portion “Redemption of debenture : Out of proceeds of fresh issue, accumulated profits and sinking fund”, may be read as follows :
“Redemption of debentures out of capital; redemption methods : lump sum payment, draw by lots, purchase in open market and conversion (excluding cum-interest and ex-interest).”
GEOGRAPHY FOR CLASS XII
In Part C, Practical work, a unit 3 on Practical Record Book and Viva Voce’ has been added to the existing units 1 and 2. As a result the unit-wise marks distribution under Practical Work will be as follows :
Unit 1 : Processing of Data and Thematic mapping 15 marks
Unit 2: Field study or Spatial Information Technology 10 marks
Unit 3: Practical Record Book and Viva Voce’ 5 marks
The above stated changes may please be brought to the notice of the concerned subject teachers.
Yours faithfully,
(C.GURUMURTHY)
DIRECTOR (ACADEMIC)
2 Community Center, Preet Vihar
Delhi 110092
ACAD/EO (COM)/2007. Dated 12.03.2007
Circular No.15/07
The Heads
of all CBSE affiliated institutions
Subject: Changes in the Social Science syllabus of class X and Economics, Accountancy and Geography syllabuses of class XII
Dear Principal,
This is to bring to your kind notice that following changes have been brought about in the syllabuses mentioned below with effect from the academic session 2007-08 of class X and XII and applicable to March 2008 examination.
SOCIAL SCIENCE (CLASS X)
In Unit 1 : India and the Contemporary World II, the instruction under themes on page 80 of the Secondary School Curriculum, 2008 will be read like this :
“The students are expected to choose any two themes from the first two sub-units i.e.
1.1: Events and Processes and
1.2 : Economies and Livelihood and any one theme from the sub-unit
1.3 : Culture, Identity and Society.
In sub-unit 1.1, out of the three themes given, theme 3 :‘Nationalism in India’ is compulsory. The second choice in that sub-unit will be from the first two themes, namely ‘Nationalism in Europe’ and ‘Nationalist Movement in Indo China.”
ECONOMICS FOR CLASS XII
Following topics have been deleted from the units 8, 9 and 10 of Part B, Introductory Macro Economics.
Unit 8 : Recent significant reforms and issues in the Indian Banking System – Privatisation and Modernisation.
Unit 9 : Downsizing the role of government : meaning and implications.
Unit 10 : A brief analysis about recent exchange rate issues.
ACCOUNTANCY FOR CLASS XII
In Unit 2, Accounting for Partnership firms, Preparation of Profit and loss appropriation accounts will include past adjustments.
In Unit 3, Treatment of goodwill will be as per Accounting Standard 10.
In Unit 4, The portion “Redemption of debenture : Out of proceeds of fresh issue, accumulated profits and sinking fund”, may be read as follows :
“Redemption of debentures out of capital; redemption methods : lump sum payment, draw by lots, purchase in open market and conversion (excluding cum-interest and ex-interest).”
GEOGRAPHY FOR CLASS XII
In Part C, Practical work, a unit 3 on Practical Record Book and Viva Voce’ has been added to the existing units 1 and 2. As a result the unit-wise marks distribution under Practical Work will be as follows :
Unit 1 : Processing of Data and Thematic mapping 15 marks
Unit 2: Field study or Spatial Information Technology 10 marks
Unit 3: Practical Record Book and Viva Voce’ 5 marks
The above stated changes may please be brought to the notice of the concerned subject teachers.
Yours faithfully,
(C.GURUMURTHY)
DIRECTOR (ACADEMIC)
Wednesday, 20 June 2007
GLOBAL WARMING
The Planet is Heating Up—and Fast
Glaciers are melting, sea levels are rising, cloud forests are drying, and wildlife is scrambling to keep pace. It's becoming clear that humans have caused most of the past century's warming by releasing heat-trapping gases as we power our modern lives. Called greenhouse gases, their levels are higher now than in the last 650,000 years.
What Causes Global Warming?
Scientists have spent decades figuring out what is causing global warming. They've looked at the natural cycles and events that are known to influence climate. But the amount and pattern of warming that's been measured can't be explained by these factors alone. The only way to explain the pattern is to include the effect of greenhouse gases (GHGs) emitted by humans.
Signs are Everywhere
The planet is warming, from North Pole to South Pole, and everywhere in between. Globally, the mercury is already up more than 1 degree
Fahrenheit (0.8 degree Celsius), and even more in sensitive polar regions.
Has Global Warming Been Exaggerated?
The warming of Earth's surface and oceans over the past century is very well documented, and climate research shows that most of the warming in the past half century results from manmade greenhouse gases. In recent years, global warming has been the subject of a great deal of political controversy. As scientific knowledge has grown, this debate is moving away from whether humans are causing warming and toward questions of how best to respond.
What Can We Do?
The evidence that humans are causing global warming is strong, but the question of what to do about it remains controversial. Economics, sociology, and politics are all important factors in planning for the future.
http://green.nationalgeographic.com/environment/global-warming/
Glaciers are melting, sea levels are rising, cloud forests are drying, and wildlife is scrambling to keep pace. It's becoming clear that humans have caused most of the past century's warming by releasing heat-trapping gases as we power our modern lives. Called greenhouse gases, their levels are higher now than in the last 650,000 years.
What Causes Global Warming?
Scientists have spent decades figuring out what is causing global warming. They've looked at the natural cycles and events that are known to influence climate. But the amount and pattern of warming that's been measured can't be explained by these factors alone. The only way to explain the pattern is to include the effect of greenhouse gases (GHGs) emitted by humans.
Signs are Everywhere
The planet is warming, from North Pole to South Pole, and everywhere in between. Globally, the mercury is already up more than 1 degree
Fahrenheit (0.8 degree Celsius), and even more in sensitive polar regions.
Has Global Warming Been Exaggerated?
The warming of Earth's surface and oceans over the past century is very well documented, and climate research shows that most of the warming in the past half century results from manmade greenhouse gases. In recent years, global warming has been the subject of a great deal of political controversy. As scientific knowledge has grown, this debate is moving away from whether humans are causing warming and toward questions of how best to respond.
What Can We Do?
The evidence that humans are causing global warming is strong, but the question of what to do about it remains controversial. Economics, sociology, and politics are all important factors in planning for the future.
http://green.nationalgeographic.com/environment/global-warming/
Tuesday, 19 June 2007
High risk behaviours
Drug abuse, self harm, aggression
Basic Features
It is behaviour that is potentially harmful to self or others.
Behaviour relating to consumption and abuse of psychotropic drugs or commonly used medicines like cough syrups, sleeping pills, painkillers, without prescription.
Behaviour related to smoking and consumption of alcohol. Self-harming behaviour like Suicide, Wrist slashing, hitting self, Starving deliberately etc.
Harm to others in the form of abusive and aggressive Behaviour like rash driving or violence to others in any form.
Basic Features
It is behaviour that is potentially harmful to self or others.
Behaviour relating to consumption and abuse of psychotropic drugs or commonly used medicines like cough syrups, sleeping pills, painkillers, without prescription.
Behaviour related to smoking and consumption of alcohol. Self-harming behaviour like Suicide, Wrist slashing, hitting self, Starving deliberately etc.
Harm to others in the form of abusive and aggressive Behaviour like rash driving or violence to others in any form.
STRESS MANANGEMENT
The students should:
Assess priorities, assets and difficulties
Follow a normalized routine atmosphere at home.
Imagining extreme consequences and worst situations is of no use and needs to be discouraged.
It is helpful to know what she/ he can accomplish.
Do not magnify failure and try to talk them out of it. Should not demean themselves.
Contact the teachers or counselors if they feel low or anxious or disinterested.
Develop alternative coping strategies and de -focus from the pain.
Must Dos for students:
1 Learn to be positive.
2 Learn to relax.
3 Talk to family and friends.
4 Do your best and stop worrying. Result is not the ultimate decisive factor.
5 It is more important to choose the next options.
6 Find out and update with wide and varied career choices. Invariably the decision should not be based or influenced by the friends.
7 For an average performer or below average, skill based/vocational courses. are best choice
Assess priorities, assets and difficulties
Follow a normalized routine atmosphere at home.
Imagining extreme consequences and worst situations is of no use and needs to be discouraged.
It is helpful to know what she/ he can accomplish.
Do not magnify failure and try to talk them out of it. Should not demean themselves.
Contact the teachers or counselors if they feel low or anxious or disinterested.
Develop alternative coping strategies and de -focus from the pain.
Must Dos for students:
1 Learn to be positive.
2 Learn to relax.
3 Talk to family and friends.
4 Do your best and stop worrying. Result is not the ultimate decisive factor.
5 It is more important to choose the next options.
6 Find out and update with wide and varied career choices. Invariably the decision should not be based or influenced by the friends.
7 For an average performer or below average, skill based/vocational courses. are best choice
Monday, 18 June 2007
Dealing with results
It is important for the counselor to help children cope up with the disappointment, if at all, related to examination results. Broadly speaking examination results should be treated as a spring board to future achievements and better prospects. Examination results can cause a great deal of anxiety to the students and parents alike. However, a consistent family support system can be of help.
Parents should look out for the following signs:
Physical symptoms, such as sleeping or eating more or less than usual
Mental symptoms, such as loss of concentration and interest
Emotional symptoms such as tears, tantrums, panic attacks
Addictive symptoms, such as excessive drinking or smoking or using pills
Self depreciating comments “I knew I’ll never pass or never do well or…Mohit’s much brighter than me………”
Must Dos for parents:
v Do not nag the child. Be supportive and encouraging.
v Help the child to develop self-discipline, self-direction, self-confidence and a sense of achievement.
v Just good schooling and tuition are not substitutes for emotional cushioning.
v Help the child in maintaining his confidence especially when he seems discouraged by his dropping marks or grades. Do not displace your anxiety on the child.
v The achievement goals should be realistically set according to the child’s capability.
v Praise the child when he does well. Encourage the child’s performance with positive statements like, “well done”, “you can do better”, rather than saying “that was not enough”.
v Do not harp on previous failures or results.
v If achievement expectations are too high it may lead to greater anxiety.
v Humor relieves tension. Be light and humorous with the child.
v Try to gain your child’s confidence and discuss problems. Help to find a solution.
v Exams are not the end of the world.
v Accept that expectation for every one to do well is unrealistic.
v Involve the child in decision making.
v Be aware of the market demands and do not concentrate on traditional courses alone. This will narrow down the options considerably and cause stress.
v Many students do better after school because of maturity and greater focus, course of interest, rise and awareness level and exposure to options.
v Avoid criticizing or comparing the child with others.
v Make the child feel important and loved.
v Listen to your child.
v Take help of a professional counselor in case of a conflict or depression over the result.
It is important for the counselor to help children cope up with the disappointment, if at all, related to examination results. Broadly speaking examination results should be treated as a spring board to future achievements and better prospects. Examination results can cause a great deal of anxiety to the students and parents alike. However, a consistent family support system can be of help.
Parents should look out for the following signs:
Physical symptoms, such as sleeping or eating more or less than usual
Mental symptoms, such as loss of concentration and interest
Emotional symptoms such as tears, tantrums, panic attacks
Addictive symptoms, such as excessive drinking or smoking or using pills
Self depreciating comments “I knew I’ll never pass or never do well or…Mohit’s much brighter than me………”
Must Dos for parents:
v Do not nag the child. Be supportive and encouraging.
v Help the child to develop self-discipline, self-direction, self-confidence and a sense of achievement.
v Just good schooling and tuition are not substitutes for emotional cushioning.
v Help the child in maintaining his confidence especially when he seems discouraged by his dropping marks or grades. Do not displace your anxiety on the child.
v The achievement goals should be realistically set according to the child’s capability.
v Praise the child when he does well. Encourage the child’s performance with positive statements like, “well done”, “you can do better”, rather than saying “that was not enough”.
v Do not harp on previous failures or results.
v If achievement expectations are too high it may lead to greater anxiety.
v Humor relieves tension. Be light and humorous with the child.
v Try to gain your child’s confidence and discuss problems. Help to find a solution.
v Exams are not the end of the world.
v Accept that expectation for every one to do well is unrealistic.
v Involve the child in decision making.
v Be aware of the market demands and do not concentrate on traditional courses alone. This will narrow down the options considerably and cause stress.
v Many students do better after school because of maturity and greater focus, course of interest, rise and awareness level and exposure to options.
v Avoid criticizing or comparing the child with others.
v Make the child feel important and loved.
v Listen to your child.
v Take help of a professional counselor in case of a conflict or depression over the result.
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