Motivation theories and implications for teaching and learning in the biosciences

Learning is fundamental throughout the development of human life. It is also known that motivation is a key factor to successful learning. The pre-entry attributes of the student (Terenzini & Pascarella, 1980) including their own internal attitudes and motivations, are considered important for successful integration into a university system. In addition, Tinto (1975) has maintained that pre-university schooling is important for academic and social integration of students and hence their learning and motivation as deduced from successful completion rates. A pivotal goal of higher education is for students ‘to learn how to learn.’ A variety of teaching approaches encourage students to adopt a deep approach to learning by seeking a personal understanding. Within the science domain, the recent Science and Innovation White Paper (HEFCE 2008) highlighted ‘the critical role that higher education plays in the competitiveness of the nation and the productivity of its public services’. A good supply of well-trained, talented and motivated researchers is essential for research excellence and innovation. The challenge therefore, for higher education, is to skill and motivate science students to become creative and entrepreneurial ‘lifelong learners’ in a fast changing work environment that provides better health care, ensures a cleaner, safer environment, and builds on the existing science base to ensure excellence. For the Biosciences disciplines, QAA Benchmark statements specify motivating and challenging the student with the use of a ‘skilled and balanced selection of teaching and learning techniques’ (QAA website). Blended learning is recommended through a wide range of teaching methods - including laboratory sessions, self-directed study, computer-aided learning, case studies and problem-based learning, demonstrations, active learning sets, work-based learning and/or placements, reflective practice, research project work - and assessment strategies. This paper provides an overview of theories of motivation based on the work of some motivation theorists. Some key principles are identified from the literature that link cognition, motivation and learning and which could have application in the teaching of Biosciences towards the goal of lifelong learning

Seminal Plasma Proteins

The ejaculated semen consists of two major components viz. sperm cells (spermatozoa) and the fluid part obtained after centrifugation called seminal plasma. The spermatozoa originate from the semniferous tubule and are suspended in the seminal plasma. The seminal plasma is composed of secretions contributed by the testis, epididymis, seminal vesicles, ampullae, prostate and bulbourethral glands. About 60-80 % of the ejaculated semen of the bull originates from these sources. Seminal plasma is a highly complex biological fluid containing proteins, amino acids, enzymes, fructose and other carbohydrates, lipids, major minerals and trace elements. Seminal plasma proteins partly originates from the blood plasma by exudation through the lumen of the male genital tract and partly are synthesized and secreted by various reproductive organs and are known as seminal plasma specific proteins. Several seminal plasma proteins of blood origin viz. prealbumin, albumin, globulin, transferring, α-antitrypsin, β-lipoprotein, β-glycoprotein, orsomucoid, kininogen, Peptide hormones, IgG, IgA and IgM have been identified and characterized. These proteins are involved in regulation of osmotic pressure and pH of seminal plasma, transport of ions, lipid and hormones. A major part of seminal plasma proteins originate from the testis, epididymis, vas deference, prostate, seminal vesicle and bulbourethral glands. The biosynthesis and secretion of these proteins is regulated by testosterone levels in the blood

Adoption of Information and Communications Technology in Rural Micro and Small Enterprises (MSEs) : Case of MSEs in South Indian State of Kerala, India

ICT plays a significant role in the life of enterprises. Micro and Small Enterprises (MSEs) have to be familiar and in tune with ICT applications, within the context of fast evolving global market dynamics. However, how far MSEs of rural India could address this challenge of adoption of ICT within their enterprise level? What are the challenges and opportunities that rural MSEs could accrue from ICT adoption?Micro and Small Enterprises; Rural Enterprises; India; ICT adoption

Role and relevance of Business Incubators in ICT led global educational system: case for Eco-Enterprise Village

Following paper presents the case of Business Incubators (BIs) as future educational and learning centres. It explores the question of how feasible and relevant is this concept andt how they can be designed to deliver educational & training programmes that meet the requirement of knowledge economy by suitably preparing youth to face the challenges of the global market. Business Incubators are businesses aiming at nurturing and establishing other businesses. They are considered to be an excellent tool for Small and Micro Enterprises (SMEs) development. Targeted assistance at small entrepreneurs & start-up businesses- help them grow and graduate to mature enterprises. According to ILO estimates 300 million jobs have to be created world over in the next 5 years. As many as 45 million young people enter the job market annually, at a global level. There are three different kinds of BIs and they are public, private, and university based BIs and are commonly classified by ownership. In the IT-led global knowledge village, there are seamless potentials for study, earning a degree and education outside of the college campuses. Virtual campuses are the reality today. What are needed then would be centres for imparting practical lessons on commercialising the knowledge, innovative ideas, and technical skills. Also it is important to impart real training in starting, managing, making profit and pursuing the growth of enterprises & ventures that a youth entrepreneur could launch. In the knowledge economy, BIs can be real learning centres. Also, technological and academic oriented knowledge & literacy is not the only skill required for attaining success, set-up a business or getting a well-paying job in the new knowledge based global economy. But what is required are a set of skills called 21st century skills, which can be well delivered through BIs, when they are turned as educational centres. The paper also presents a BI model, which has an objective of building businesses with a strategic orientation towards environment and sustainable development. The BI design presented is called as Eco-Enterprise Village.Business Incubators; Micro, Small and Medium Enterprises; Information & Communication Technology; Education and Training; Eco Enterprise Incubator

Role of rural business incubators in translating micro finance to sustainable micro enterprises

Present paper looks at how Rural Business Incubators (RBIs) & Enterprise Resource Centers (ERCs) together with Micro Finance Institutions (MFIs) can contribute to inclusive growth. India’s informal sector has a very powerful presence of brilliant entrepreneurs, who can potentially contribute to India’s fight against poverty and have the potential for much more employment & income generation, if appropriate institutional mechanisms are created to provide needed & timely assistance. Here comes the role of RBIs & ERCs and MFIs. Approximately 93 percent of the enterprises are in the informal sector in India. Together with Micro, Small & Medium Enterprises (MSMEs), informal sector contributes close to 60 percent to GDP and 40 percent or more to export trade. They create 95 percent of non-farm jobs. Informal enterprises are set-up by owners to alleviate their poverty condition. They could be termed as poverty alleviating enterprises (PAEs). Micro finance institutions need to reach out to such PAEs and empower them. Through the institutional mechanism called RBIs & ERCs, micro financiers can reach out to PAEs. Empowering PAEs and enabling their growth is indeed a challenging task. An institutional mechanism like RBI & ERC is a probable solution to poverty and unemployment. If an incubator & ERC can come up in each of the 6000 block panchayats, that would enable the creation of new enterprises in the formal sector as well as can contribute to empower PAEs in their growth & expansion. This would help create new jobs and alleviate poverty and generate employment. The paper ends with a model RBI & ERC. with a detailed description of service mix that can be delivered through this institutional mechanism.Micro, Small and Medium Enterprises(MSMEs); Rural Business Incubutors; Poverty Alleviation; Employment Generation; Rural Transformation; Information Needs of MSMEs

Role and relevance of business incubators in ICT led global educational system: case for eco-enterprise village

Following paper presents the case of Business Incubators (BIs) as future educational and learning centres. It explores the question of how feasible and relevant is this concept andt how they can be designed to deliver educational & training programmes that meet the requirement of knowledge economy by suitably preparing youth to face the challenges of the global market. Business Incubators are businesses aiming at nurturing and establishing other businesses. They are considered to be an excellent tool for Small and Micro Enterprises (SMEs) development. Targeted assistance at small entrepreneurs & start-up businesses- help them grow and graduate to mature enterprises. According to ILO estimates 300 million jobs have to be created world over in the next 5 years. As many as 45 million young people enter the job market annually, at a global level. There are three different kinds of BIs and they are public, private, and university based BIs and are commonly classified by ownership. In the IT-led global knowledge village, there are seamless potentials for study, earning a degree and education outside of the college campuses. Virtual campuses are the reality today. What are needed then would be centres for imparting practical lessons on commercialising the knowledge, innovative ideas, and technical skills. Also it is important to impart real training in starting, managing, making profit and pursuing the growth of enterprises & ventures that a youth entrepreneur could launch. In the knowledge economy, BIs can be real learning centres. Also, technological and academic oriented knowledge & literacy is not the only skill required for attaining success, set-up a business or getting a well-paying job in the new knowledge based global economy. But what is required are a set of skills called 21st century skills, which can be well delivered through BIs, when they are turned as educational centres. The paper also presents a BI model, which has an objective of building businesses with a strategic orientation towards environment and sustainable development. The BI design presented is called as Eco-Enterprise Village.Business Incubators; Micro, Small and Medium Enterprises; Information & Communication Technology; Education and Training; Eco Enterprise Incubator

Lucas Graceful Labeling for Some Graphs

By a graph, we mean a finite undirected graph without loops or multiple edges