Inquire Into The World Of Competitive Exams

After 4:00 pm at Government Degree College Kulgam, where shadows grow long, but camaraderie still shines warm.

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🌿 “Role of Green Spaces in Enhancing Mental Health: A Case Study of South Kashmir”

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— Subzar Ahmad Reshi
Assistant Professor, Botany

The Role of Green Spaces in Enhancing Mental Health: A Case Study of South Kashmir Dear Participant, This questionnaire is part of a PhD research study on the role of green spaces in enhancing mental health in South Kashmir. Your responses will remain confidential and will be used exclusively for academic purposes. Participation is voluntary. Please answer honestly and carefully.....

Modern Medicine: A Double-Edged Sword

While allopathy (modern, evidence-based medicine) has undeniably revolutionized healthcare with life-saving interventions like antibiotics and cesarean procedures, it’s crucial to recognize its limitations. Many prescribed medicines, though effective in treating specific ailments, often come with a host of side effects. In many cases, they inadvertently create a chain reaction of new health issues, highlighting the complex and interconnected nature of human anatomy and physiology—something that remains only partially understood by even the most skilled practitioners.

Amidst this, let’s not forget the unsung hero of our body: the liver. This incredible organ works tirelessly, enduring the relentless influx of xenobiotics (foreign chemical substances) from medications, detoxifying billions of tons of these substances daily.

Let’s take a moment to appreciate the resilience of our liver and advocate for mindful prescribing practices that prioritize holistic healing over excessive chemical intervention.

Coaching centres are centres not institutions and when the students never attend the schools and learning physics, chemistry and biology in coaching centres, they no more remain students for they are not being institutionalised. Schooling is essential for overall development of a student. Coaching centres can impart mechanical education and help students crack numericals and learn mechanics of books not education of books. Sitting in rows in schools, attending morning assemblies, marking their attendance, taking part in debates and seminars, going on educational tours have no alternatives. I neither deny nor reject coaching at all but coaching should come after schooling or at least coaching and schooling should go simultaneously. If coaching centres only provide us doctors but who will make these doctors a great human beings unless they have not been to schools for being institutionalised. I know great number of students now doctors in whose making they have their major role. They believed in self study, parental care, were institutionalised in schools, had their inherent talent to work hard and some of them got training only to the extent of how to solve questions in competitive exams. Coaching centres have their role but not at the cost of higher secondary schools being without students where one month salary exceeds in lacs for science faculty alone. In higher secondary schools there are great and talented lecturers who have come through toughest competitions do have the potential to prepare the students for the NEET and other compitive exams. Schools can never be replaced by coaching centres. Great people in form of great human beings are products of schools. So let we not kill the future of our younger generations by depriving them from going to schools.

A new attempt with innovative pedagogy:
No doubt every pedagogy has been tried and attempted at and there will be nothing innovative but I think some something though not newer in whole may have something new in it.
Teaching an 8th standard student an English poem titled "Prayer for Strength"
I did simply read the poem along with the kid to repeat it twice while doing so I didn't tell any word meaning or anything else. I just made the kid to read the glossary followed to réad the questions following it. After reading the language work my kid just to my expectations asked me why i didn't tell the meaning etc. Still I didn't reply her answer but in my imagination I was just exploring that if this is the 4th lesson of the book and we have already attempted every learning skill with previous three lessons, can now the student make some attempts to reply some questions like to do it's grammar work, can answer the structure of sentences and shall be able to tell the clauses, tense, nouns, verbs, punctuation marks, narrative, theme of the poem, rhyme scheme, repetitions word antonym/synonyms/ homophone/ and so on. If student can reply or do even 15% of all this then only our previous teaching learning experiences with three lessons have worked. May be I might not be 100% right and many may differ from my narrative but I still believe that we should make the students inquisitive, tempt them to ask as many questions even though they being the silliest ones, let them do many things themselves, make them write the words, play with the verbs, search for comparatives, and superlatives and write answers for questions themselves and encourage them even if the answers they write are not fit. I think this way putting such efforts in just 5-6 lessons of the language book will help a great deal while dealing with future lessons. For a book on language like Tulip Series on English we should do justice with teaching the students the language like the language is taught as English being a foreign language to us, we have to make things happen like it, students can at read, write, understand, speak and communicate in the language we are attempting at. It is not going through the traditional way of letting students rote the things and read the language book like a science book. I know an 8th standard student may have several cranial limitations and s/he can't become a fluent speaker and great writer of the foreign language but let it be a start so that till 10th standard students becomes independent in understanding things provided to him/her in a language which s/he has been learning since his/her LKG class!

You are a teacher and teaching the 8th class student the topic endemic species, what should be the approach to teach this topic? Is it simply making the student to know what is endemic species and ask him/her to rote it or will be there some different pedagogy? And when the student has inquisitive tendencies and you are asked by the student why the Hangul( Kashmiri stag is found only in Kashmir), what shall be your response?
I think the learning level has evolved more as was some decades earlier, now a days the students of lower primary if not all but many are difficult to deal with. Earlier we could easily motivate primary standard student that any number multiplied by zero becomes zero & now we have to make it happen or to demonstrate the same.
I think the successful teachers are those who let the students ask them even the silliest questions and elicit them to have from every topic questions asked...
Gone are the days to stay with 2×2= 4 and rote the table or make students remember that endemic species are those which are confined to a particular area, rather we have to come out of this obsolete setup and let students ask us if this is an endemic species why it is so and why water freezes, melts and evoprates at 0°c!

https://youtu.be/dJVaBEUUU6E?si=z-OdMWnKwBfzsRcv

GENERAL MORPHOLOGY OF FLOWER!

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MORPHOLOGY OF ANGIOSPERMS: Morphology of FRUITS PART 1 RANDOM ZOOM LECTURE RECORDING ON BOTANY OF FRUITS. IN THIS LECTURE GENERAL DESCRIPTION OF FRUIT AND A LITTLE OF ITS CLASSIFICATION IS DISCUSSED. THE FULL CLA...

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