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ISBN- 81-261-2236-6

Encyclopaedia of Adult Education and Literacy is divided into six major parts. Each part is on one hand explicit in addressing specific issues, on the other they lead into one another in a very systematic manner. The first part deals with "Global Adult Education and Literacy: A Developing Countries Perspective." The second part deals exclusively with "Adult Education and Literacy in India", It gives with the Government of India Initiatives, the National Literacy Mission (NLM) of the Ministry of Human Resources Development and various schemes promoted by the Department of Education. The third part deals with "Adult Education Literacy and Population Education" with details on various aspects of education, family-life education, law, family-planning, education of out-of-school youths and adults, adult population education through universities/ colleges with special focus on Indian perspectives and prospects. The fourth part deals with "Adult Education and Literacy: Role of Teaching, Training Learning and Internship. The fifth part is devoted to Women and Children Education and Literacy: Significance of School Integration, Community Participation and Voluntary Action. The sixth part deals with "Adult Education and Literacy: Role of Educational Communications Technology and Correspondence" touches upon one of the focal areas of the subject under consideration.
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ISBN- 81-2610406-6

In all cultures, young children are fed, protected, toilet trained and cared for if they become ill, In all cultures, 'unacceptable' and 'unapproved' behaviour of children are modified at least to some extent. But cultures differ widely in respect of their techniques of rearing children. The present book is divided in nine chapters. The first chapter gives a general overview of the subject. The second chapter gives an ethnographic profile of the studied tribes. In the third chapter an attempt is made to describe the setting or the background of the villages visited for the study as well as the families included in the sample. The fourth chapter deals with the data on care of mothers in terms of food, rest, health care in the prenatal, natal and postnatal stages. The fifth chapter is about care of the newborn. Various aspects of feeding practices for children such as duration of breastfeeding, introduction of semisolids, types of food supplement, pattern of feeding, preparation of food, food taboos for children as well as nutritional status of children are narrated in chapter six. The seventh chapter focuses on understanding the child rearing practices in respect of health care. This book will prove of utmost use for researchers, teachers and policy planners.
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ISBN- 81-261-2556-X

In today's education system, media in its different forms has also become its part, as broadcast programmes, film societies, educational television, film and press play an enormous role in the process of education. Communication is a vital element in enabling the children to catch up with the modern usage of language. Student-teacher relationships in a new shape, now. It is prudent to continue the conventional methods of study, but the children should not be deprived of the modern techniques and facilities of the new educational system. The present work sufficiently covers all vital aspects of media and methods of education. Undoubtedly, the book would serve the purpose of a good reference work.
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ISBN- 81-7041-546-5

Self-concept has been a subject of great interest for study in depth for the researchers since long. Recently it has been concluded that emotional adjustment as a variable is dependent upon the self-concept of a person. Self-concept and emotional adjustment both are significant variables for determining task orientation, success in the world of work, in decisive ability, in reasoning, speed, efficiency, accuracy and in the professional competency. The researchers in this area have been very rare. The study aims at investigating the relationship between self-concept and Emotional Adjustment. The present book attempts to examine the self-concept and Emotional Adjustment of teachers with a focus on their traits, characteristics relating to self-actualisation (Intrinsic learning is the basis for self-actualisation, becoming of the best human being). A.H. Maslow assumed that the highest potency needs dominate behaviour and demand satisfaction. The highest need is called self-actualisation. Self-actualisers are known to posses optimum mental health, Self-concept guides, directs and influences a person at every walk of the life. Emotional adjustment refers to the effective control of emotions and manifestation of good and appropriate behaviour and emotional responses to the various situations of life of personal adjustment also Self-concept and Emotional Adjustment interact in the formal discharge of the professional duties and are significant for assassin the functional and professional qualities of the teachers. A positive correlation has been found between adjustment and stable Self-concept in 1965 by Bujental and Cunning. Positive self-concept and Emotional Adjustment have been found in the urban male and female teachers and it indicates that these teachers communicate and interact in the class in a better way, help in the development of the balanced personality of their students and are also keen to enrich their knowledge for their professional growth. The observations in the book are based on the analysis, interpretations, conclusions and generalizations. It will throw adequate light on the various components of Self-concept and Emotional Adjustment as variables.
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