336. Six Different Aims Of Education

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Six   Different Aims   Of   Education

Aman Sharma

Life is very complex and complicated. But an aim in life can make the complex life simple and purposeful. Aims give us direction to work and without aim, destination, or objective life becomes incomplete and haphazard.

Individual has different interests, attitudes and needs. Every individual wants to achieve certain goals in life. But a clear-cut aim makes the road of life easy. Educational aims are varied. They have their different role in different fields. Some specific aims are listed below:

(i) Knowledge Aim:

The aim of education is the acquisition of knowledge, skills and attitudes. It helps to adjust properly in one’s own environment. Knowledge helps the man to overcome the nature and satisfy human wants. It links the teacher and taught with social situation. It helps with certain skills to live in a society as human being and civilized one. Philosophers and educationists of the world believe in knowledge. It is the valuable asset of life, which helps the individual to overcome misery and problems of life.

(ii) Vocational Aim:

Knowledge aim of education is narrow by nature. The theoretical knowledge will never meet our basic needs of life. We need bread and butter to fill up our belly. We can get it if education is vocationalised. Gandhiji realized it in 1937 when he introduced Basic Education. Vocational aim develops the social efficiency of the individual. It reduces mental tension after completion of education. Those who are lower, intelligence in vocational education or training are a blessing for them. Realizing this aspect. Indian Education Commission (1964-66) introduces work-experience in the curriculum.

(iii) Character Building Aim:

The Indian concept of education believes in self-realization. Self-realization is possible through moral education. So the individual should cultivate moral virtues or values which constitute character. Swami Vivekananda said, “We want that education by which character is formed, strength of mind is increased, the intellect is expanded and by which one can stand on one’s own feet.”

(iv) Complete-Living Aim:

The individual has various aspects to be developed. Every aspect of the personality is reflected in various activities to be performed. Education should help the individual to fulfill the various needs and necessities of life like self-preservation, fulfilling necessities of life, rearing and bearing of children, performing civic responsibilities and utilizing his leisure time properly.

Firstly, the individual must know the art of self-preservation. Secondly, education should enable to him to earn his living. Thirdly, he should know how to take care of his own children. Lastly, he must have the idea how to utilize the leisure hours properly in a profiting manner.

(v) Harmonious:

Development of the personality aim- Gandhiji said, “By education, I mean an all-round drawing out of the best in the child and man-body, mind and spirit.” The meaning itself indicates to develop all-round aspects of individual-physical, intellectual, social and spiritual. All these aspects of the individual should be harmoniously developed. True education is development of 3H’s instead of 3R’s.

The development of Head, Heart and hand of an individual makes him happy.

(vi) Democratic Aim of Education:

One of the important aims and objective of education suggested by Secondary Education Commission (1952-54) is to develop the democratic citizenship. India is a democratic country. Even citizen must have to realize the duties and responsibilities carefully. So the aim of education is to train carefully the future citizens. Training should be provided to develop the following qualities of the individual.

(i) Capacity for clear thinking

(ii) Receptivity of new idea

(iii) Clarity in speech and writing

(iv) True patriotism

Further the democratic aim of education develop vocational efficiency, personality and leadership quality.

Indian Education Commission (1964-66) under the chairmanship of Dr. D.S. Kothari suggested the following as the aims of education in a democratic set-up.

(i) Increasing productivity

(ii) Developing social and national integrity

(iii) Making education modernized and

(iv) Cultivating of social, moral and spiritual values.

335. 5 types of kinesics

5 types of kinesics

 Kinesics is the non-verbal behaviour related to movement, either of any part of the body, or the body as a whole.
In short all communicative body movements are generally classified as kinesic.
There are basically five different types of kinesics; emblems, regulators, illustrators, affective display and adaptors.
Emblems:
Emblems are non-verbal cues that have a verbal counterpart. For example, the British sign for Victory symbolises the letter V, a sign for victory
often seen painted onto house walls during WWII. However, the same movement may symbolise the number two in the US and may be seen as insulting in Australia.
Another example is the “ok” sign made by forming a circle with your thumb and forefinger and stretching out the rest of the three fingers. This may be seen as an indication for zero or the number three in some countries. It is considered obscene in Australia though. Emblems as such are a bewildering array of different meanings. The list of possible interpretations and different meanings is, unfortunately, sheer endless. In short, emblems are signs used to refer to certain words. Its interpretation may vary across different cultures and groups of people.
Regulators:
Regulators are non-verbal signs that regulate, modulate and maintain the flow of speech during a conversation. These can be both kinesic, such as the nodding of a head, as well as nonkinesic, such as eye movements. They are often used as feedback to find out if one is clear of the instructions given or if the audience is interested in the speech. Different cultures use different forms of regulators to show confusion or understanding of a certain information. For example, the white American students may use sounds such as “uh-huh” followed by nodding of the head to indicate understanding. However, the black American students use silence to show understanding. Therefore, it may lead to confusion for the white Americans as to whether the black students understand what is being said. Regulators may also modulate the flow of speech when someone who wishes to interrupt with a point, he/she raises up his/her hand to indicate that he/she has something to say. This action is a form of regulator as it controls the flow of speech by an interruption and changes it flow towards a new speaker.
Illustrators:
Illustrators are used more consistently to illustrate what is being said. For example pointing to something that you are discussing about. It reinforces what you are saying. Again, the usage and the amount of illustrators used is different from culture to culture. For example Latin cultures in general make more use of illustrators than Anglo-Saxon cultures. And again, Anglo-Saxon cultures make more use of illustrators than many Asian cultures. In Asian culture, the use of illustrators show lack of intelligence while the absence of illustrators, indicate lack of intrest in the Latin culture.
Affective Display:

Affective Displays are body, or more frequently facial, movements that display a certain affective state, i.e. emotions. A lack of such affective displays may well be understood as a lack of emotion, which in turn is probably wrong. Different cultures may practice the displaying of emotions differently. Although two people may be feeling just as angry, their display of anger may be totally different. One may blow up in the face while the other may use silence to show displeasure. Therefore the lack of display may not indicate the  lack of emotions.
 
Adaptors:
Adaptors include postural changes and other movements at a low level of awareness, frequently made to feel more comfortable or to perform a specific physical function. Because adaptors are usually carried out a low level of awareness, they have been hailed as the secret to understanding what your conversation partner really thinks. A slumped posure indicates that you have low spirits, fatigued or that you feel inferior.Whereas, an erect posture shows high spirits and confidence. If you lean foward it implies that you are open and interested. Leaning away shows disinterest and defensiveness. Maintaining a rigid posture may mean that you are defensive, while a relaxed posture may translate to openess. Crossed legs and arms shows unwillingness to listen while uncrossed arms and leg indicates that you are approcahable.
I hope you have gotten a better view of this topic. It is actually not that difficult after all. Enjoy your weekend!

334. 2.5G Technology

2.5G Technology

Category: Wireless

2.5G, which stands for "second and a half generation," is a cellular wireless technology developed in between its predecessor, 2G, and its successor, 3G.

"2.5G" is an informal term, invented solely for marketing purposes, unlike "2G" or "3G" which are officially defined standards based on those defined by the International Telecommunication (ITU).

The term "2.5G" usually describes a 2G cellular system combined with General Packet Radio Services (GPRS), or other services not generally found in 2G or 1G networks.

Wireless telecommunication technology like CDMA200 1x-RTT, Enhanced Data Rates for GSM Evolution (EDGE) or Enhanced General Packet Radio Service (EGPRS), since they have data transmission rates of 144 kbps or higher, may qualify as 3G technology.

However, they are usually classified as 2.5G technology because they have slower network speeds than most 3G services.

GPRS is a service commonly associated with 2.5G technology.

It has data transmission rates of 28 kbps or higher. GPRS came after the development of the Global System for Mobile (GSM) service, which is classified as 2G technology, and it was succeeded by the development of the Universal Mobile Telecommunication Service (UMTS), which is classified as 3G technology.

A 2.5G system may make use of 2G system infrastructure, but it implements a packet-switched network domain in addition to a circuit-switched domain.

This does not necessarily give 2.5G an advantage over 2G in terms of network speed, because bundling of timeslots is also used for circuit-switched data services (HSCSD).

The services and infrastructure of a 2.5G network may be used on a per-transaction basis rather than a per-minute-of-use basis, thanks to its packet-switched domain. This makes its infrastructure more efficient and improves the service delivery.

This impetus is known as the "always-on" capability.

2.5G networks may support services such as WAP, MMS, SMS mobile games, and search and directory.

333. Tier 2 network

Tier 2 network

A Tier 2 Network is an Internet service provider who engages in the practice of peering with other networks, but who still purchases IP transit to reach some portion of the Internet.

Tier 2 providers are the most common providers on the Internet as it is much easier to purchase transit from a Tier 1 network than it is to peer with them and then attempt to push into becoming a Tier 1 carrier.

The term Tier 3 is sometimes also used to describe networks who solely purchase IP transit from other networks (typically Tier 2 networks) to reach the Internet. The majority of Tier 3 networks are usually single rather than multi-homed and therefore are vulnerable to depeering disputes.

 List of large or important tier 2 IPv4 ISPs

• PCCW Global AS3491 (formerly Beyond the Network Access (BTN)) (buys transit from GBLX/AS3549)
• France Télécom AS5511 (buys transit from Verizon/AS701, possible paid peering from Sprint/AS1239)
• Tinet, formerly Tiscali International Network AS3257 (buys transit from Sprint/AS1239)
• Tele2 (formerly SWIPNet) AS1257 (buys transit from Sprint/AS1239)
• Telecom Italia Sparkle (Seabone) AS6762 (buys transit from Sprint/AS1239)
• tw telecom/as4323 (Sprint Nextel Corporation/as1239 transit)
• nLayer AS4436 (buys transit from GBLX/AS3549)
• Interoute AS8928 (buys transit from Sprint/AS1239 and Tinet, formerly Tiscali International Network/AS3257)
• MZIMA AS25973 (buys transit from Level3/AS3356 and GBLX/AS3549)

The ASxxx refer to each network's IANA-assigned AS number.