This document presents research on determining the personality types of students in the ARID AGRICULTURE (EVENING-BSIT-4) program and whether personality impacts class participation. The objectives are to see if personality contributes to low participation, if ambiverts exist, and the ratio of ambiverts. A questionnaire was administered to a sample of 14 less participatory students. The results and conclusion indicate that personality likely influences participation, ambiverts are rare, and teachers should employ strategies to engage introverts.
Theresa Micheal’s Angel Rangers Home in association with the Hope Society, Chandigarh is organizing workshops in No English, Know English. Considering the local survey conducted in the neighborhood, 9/10 Principals, teachers, students and people cannot speak English, their vision for the year 2020 is to enable 9/10 principals, teachers, students and people can speak English. The workshop is currently targetted for the children, by the children and of the children to build and improve the physical, mental and spiritual growth of children through English Language and Personality Development classes.
The children enjoy the art of reading, writing and speaking English, learn more about wisdom, knowledge and understanding through various creative, intellectual and interactive forms of art and craft, acting, singing, dancing and sport activities. "The aim of the workshop is to develop a well mannered social communication skill to develop a peaceful and harmonious society.”
Theresa Micheal and Mr Rohit Masih picked up a handful of migrants children from Burail, who have never spoken or heard a word of English from the age group one onwards. The youngest student is a one year old girl called Grace, who comes from a family where English has not even heard of, but she has shown us wonders because she understands more English than she can speak. She follows every instruction and here favorite words are, “hi and bye”. With restricted time children have on hands we organized special classes for them on Sundays at St. Anne’s School, today the batch is successfully well-groomed and well-mannered in spoken English, they have learnt to use speak and when to say please, thank you, welcome, sorry and excuse me. They have learnt to sing carols in English and they already a part of a theatre workshop where they will be performing in a play, “Born Of God,” where they will be speaking out dialogues in pure English accent.
Theresa Micheal in association with the Angel Rangers Home for the kids, of the kids and by the kids, Kashvi Jain age 4, Khushboo age 5, Vatsal Sharma age 5, Shania Khan age 7, Kabir Khan 8 and others all from the Kendriya Vihar Society, Sec 48 have already created and composed their own Kolaveri mock song which is mix of English nursery rhymes.
Theresa Micheal’s Angel Rangers Home in association with the Hope Society, Chandigarh is organizing workshops in No English, Know English. Considering the local survey conducted in the neighborhood, 9/10 Principals, teachers, students and people cannot speak English, their vision for the year 2020 is to enable 9/10 principals, teachers, students and people can speak English. The workshop is currently targetted for the children, by the children and of the children to build and improve the physical, mental and spiritual growth of children through English Language and Personality Development classes.
The children enjoy the art of reading, writing and speaking English, learn more about wisdom, knowledge and understanding through various creative, intellectual and interactive forms of art and craft, acting, singing, dancing and sport activities. "The aim of the workshop is to develop a well mannered social communication skill to develop a peaceful and harmonious society.”
Theresa Micheal and Mr Rohit Masih picked up a handful of migrants children from Burail, who have never spoken or heard a word of English from the age group one onwards. The youngest student is a one year old girl called Grace, who comes from a family where English has not even heard of, but she has shown us wonders because she understands more English than she can speak. She follows every instruction and here favorite words are, “hi and bye”. With restricted time children have on hands we organized special classes for them on Sundays at St. Anne’s School, today the batch is successfully well-groomed and well-mannered in spoken English, they have learnt to use speak and when to say please, thank you, welcome, sorry and excuse me. They have learnt to sing carols in English and they already a part of a theatre workshop where they will be performing in a play, “Born Of God,” where they will be speaking out dialogues in pure English accent.
Theresa Micheal in association with the Angel Rangers Home for the kids, of the kids and by the kids, Kashvi Jain age 4, Khushboo age 5, Vatsal Sharma age 5, Shania Khan age 7, Kabir Khan 8 and others all from the Kendriya Vihar Society, Sec 48 have already created and composed their own Kolaveri mock song which is mix of English nursery rhymes.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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1. PERSONALITY TEST OF ARID
AGRICULTURE
(BSIT-EVENING-4)ABDULMOIZ AHMER (14-ARID-
4052)
UMAIR HASSAN (14-ARID-
4158)
2. RESEARCH
OBJECTIVES
To determine that could personality be the reason why some
students of ARID AGRICULTURE(EVENING-BSIT-4)
have low class participation.
To find out does ambivert personality trait really exist.
To find out the ratio of ambiverts existence in ARID
AGRICULTURE(EVENING-BSIT-4).
3. RESEARCH
QUESTIONS
Is personality one of the reasons due to which some
students of ARID AGRICULTURE(EVENING-
BSIT-4) have low class participation?
Does ambivert personality trait really exist?
What is the ratio of the ambiverts existence in
ARID AGRICULTURE(EVENING-BSIT-4)?
4. POPULATION AND
SAMPLE
Population:
All the students of ARID
AGRICULTURE(EVENING-BSIT-4) are my
population.
Sample:
Fourteen students of ARID
AGRICULTURE(EVENING-BSIT-4) who
participate less in class discussions.
5. METHODOLOGY
We have designed a Questionnaire for this survey which
compromise of 10 questions in total.
In every class now a days there exists several social
groups so what we did was that we selected one person
randomly who participates less in the class activities from
every group.
As there are two sections in the BSIT EVENING and
since it was difficult for us to find out the social groups so
we took help from a person of other section too.
6. METHODOLOGY (CONTINUED……)
Overall the sample of our survey is clustered.
After collecting all the Questionnaires we
analyzed and evaluated the data to come up to
conclusion.
12. CONCLUSION
Judging from the percentage it can be concluded
that personality can be the reason for low
participation of the students.
Moreover ambiverts are less likely to be found.
Concluding on the behalf of this research ambiverts
are one or two from hundreds of people.
It should be the teacher’s responsibility to make
introverts participate in discussions by asking
questions or may be by using a methodology that
attracts them.
