Policy formulation needed for the management and digital delivery of theses information

Though theses contain valuable information, least facility available in universities in India to deliver this information to the outside users. As compared to many western universities, researchers in India give less priority for publishing the theses in book or any other form. Similar system prevails in the case of other unpublished documents like dissertations, research reports, etc. Efforts of the national agencies like UGC, ICAR, etc. to digitize the theses and provide information on it to the researchers will reap maximum effectiveness if based on some national level policies and mandatory rules. This paper describes the need for establishing a national depository and frame rules for the mandatory depositing of the thesis at source in digital format

Measuring attitude toward theistic faith : assessing the Astley-Francis Scale among Christian, Muslim and secular youth in England

Empirical research within the social scientific study of religion in general and within the psychology of religion in particular remains very conscious of the complex nature of its subject matter. Empirical research in this field needs to take cognisance of the many forms in which religion is expressed (say, Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism) and the many facets within the forms (say, beliefs, behaviours and affiliation). Working in the 1970s, Francis (1978a; 1978b) advanced the view that the attitudinal dimension of religion offered a particularly fruitful basis for coordinating empirical enquiry into the correlates, antecedents and consequences of religiosity across the life span

PROBLEMS IN BREAKING THE POVERTY CYCLE

Food Security and Poverty,

The Flight-to-Liquidity Premium in U.S. Treasury Bond Prices

We examine whether there is a flight-to-liquidity premium in Treasury bond prices by comparing them with prices of bonds issued by Refcorp, a U.S. Government agency, which are guaranteed by the Treasury. We find a large liquidity premium in Treasury bonds, which can be more than fifteen percent of the value of some Treasury bonds. This liquidity premium is related to changes in consumer confidence, the amount of Treasury debt available to investors, and flows into equity and money market mutual funds. This suggests that the popularity of Treasury bonds directly a.ects their value.

EVALUATION OF AGRICULTURAL PROGRAMS IN TERMS OF ECONOMIC GROWTH, FOREIGN TRADE, AND POLITICAL FEASIBILITY: FEED GRAIN

Agricultural and Food Policy,

Stress history of the Tharsis Region, Mars

The Tharsis topographic rise of Mars is roughly 5000 km wide and 10 km high and is believed to have originated more than 3.5 BY ago. Within its boundaries lie the four largest volcanoes on the planet. It is also the locus of a series of fracture traces which extend over approximately a hemisphere. The events leading to the formation of the Tharsis region continue to generate debate. Three geophysical models of the formation of Tharsis are now in general contention and each of these models has been used to predict a characteristic stress-field. These models are: the volcanic construct model, the isostatic compensation model, and the lithospheric uplift model. Each has been used by its proponents to predict some of the features observed in the Tharsis region but none accurately accounts for all of the fracture features observed. This is due, in part, to the use of fractures too young to be directly related to the origin of Tharsis. To constrain the origin of Tharsis, as opposed to its later history, one should look for the oldest fractures related to Tharsis and compare these to the predictions made by the models. Mapping of old terrains in and around the Tharsis rise has revealed 175 hitherto unknown old fracture features

CURRENT U.S. FARM POLICY ISSUES

Agricultural and Food Policy,

Discovering which experiences physiotherapy students identify as learning facilitators in practical laboratories: An action research project

Purpose: Students enrolled in courses that focus on patient contact participate in practical laboratories to learn clinical skills but this can be challenging in a pre-clinical environment. A simulated case based format using role play in small groups is commonly undertaken. Students may find it difficult to actively engage in learning and effective role playing without prior clinical experience. The aim of this study was to discover what type of experiences facilitated student learning in practical laboratory sessions. Method: Design: Action research study. Participants: Thirty two undergraduate second year physiotherapy students who were engaging in practical laboratories. Data collection and analysis: Teacher observations, minute papers and semi structured interviews were conducted over a nine week teaching period to gain the student perspective on what facilitated their learning. Data from these three sources were categorised and coded. A concept mapping technique was then used to represent the construct of learning facilitators identified, from which the final survey was developed. Results: Learning facilitators identified by students were categorised under three key units: those provided by the teacher, those initiated by the students themselves and material resources. Concept mapping revealed three emergent themes: provide multiple opportunities for learning that address all learning styles, formative learning support and resources to consolidate learning. Students rated timely feedback from the teacher while they practiced the required skills and behaviours as the highest valued learning facilitator (strongly agreed 78.6%, agreed 21.4%) followed by watching the teacher modelling the skill or behaviour required (strongly agreed 67.9%, agreed 25.0%). Students also reported that using a peer feedback checklist constructed by the teacher clarified their expectations of engaging in observation and feedback (strongly agreed 32.1%, agreed 50.0%) and guided their performance in the skills and behaviours expected (strongly agreed 35.7%, agreed 53.6%). Conclusions: Students at a pre-clinical level can identify which experiences facilitate their learning in practical laboratories, if given the opportunity. While these students place the highest value on teacher feedback they can actively engage in peer learning if given constructive guidance on the skills and behaviours required. Discovering what students identify as facilitating their learning in practical laboratories can guide successful evaluation of laboratory teaching plans to modify and create new learning opportunities and resources. This has the potential to improve student satisfaction and achievement of intended learning outcomes