Status of Literacy
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Rewa State Census, Volume-1
1931 Volume I REPORT BY PANDIT PHAWANI DATT' JOSHI, B. A Advocate Genpra t1 ·",a State, (SAGHELKH I-l N D) C. I. I n-charge Compilation of Census Report. 1934. 1;'RINTED AT THE STANDAt..) PRESS, ALLAHABAD- TABLE OF CONTENTS PART I.-REPORT. P.AGE. Introduction 1 Chapter I. Distribution and Movement of the Population 1-14 II. Population of City, Towns and Villages " 15-~2 ., III. Birth'place and Migration i'3-!J0 IV. Age 31-42 V. Sex 43-49 VI. Civil Condition 50-61 VII. Infirmities 62-68 VIII. Occupation 09-91 IX. Literacy 92-](10 " X. Language 101-109 XI. Religion 110-112 1 XII. Caste " ]]3-118 LIST OF MAPS & DIAGRAMS. 1. l\Iap of the State FRONTISPIECE. 1 2. Diagram showing the growth of the population of Bhopal State 188.1-1931 12 3. Diagram showing the density of population in Bhopal State and in ot her districts and States. 13 4. Diagram showing the increase or decrease per cent in the population of the ~izamats and the Tahsils of Bhopal State during the inter-censal period 1921-1931. 14 o. Diagram showing percentage variation in urban and rural population 21 6. The urban popUlation per 1,000 22 1. The rural population per 1,OUO 22 I:l. Diagram showing the distribution by quinquennial age-periods of 10,000 of each sex, Bhopal State, 1931. 4 I 9. Age distribution of 10,000 of each sel( in Bhopal State 42 10. Diagrams showing the numbers of females per 1,000 males by main age-periods, 1931.. -
Literacy in India: the Gender and Age Dimension
OCTOBER 2019 ISSUE NO. 322 Literacy in India: The Gender and Age Dimension TANUSHREE CHANDRA ABSTRACT This brief examines the literacy landscape in India between 1987 and 2017, focusing on the gender gap in four age cohorts: children, youth, working-age adults, and the elderly. It finds that the gender gap in literacy has shrunk substantially for children and youth, but the gap for older adults and the elderly has seen little improvement. A state-level analysis of the gap reveals the same trend for most Indian states. The brief offers recommendations such as launching adult literacy programmes linked with skill development and vocational training, offering incentives such as employment and micro-credit, and leveraging technology such as mobile-learning to bolster adult education, especially for females. It underlines the importance of community participation for the success of these initiatives. Attribution: Tanushree Chandra, “Literacy in India: The Gender and Age Dimension”, ORF Issue Brief No. 322, October 2019, Observer Research Foundation. Observer Research Foundation (ORF) is a public policy think tank that aims to influence the formulation of policies for building a strong and prosperous India. ORF pursues these goals by providing informed analyses and in-depth research, and organising events that serve as platforms for stimulating and productive discussions. ISBN 978-93-89622-04-1 © 2019 Observer Research Foundation. All rights reserved. No part of this publication may be reproduced, copied, archived, retained or transmitted through print, speech or electronic media without prior written approval from ORF. Literacy in India: The Gender and Age Dimension INTRODUCTION “neither in terms of absolute levels of literacy nor distributive justice, i.e., reduction in gender Literacy is one of the most essential indicators and caste disparities, does per capita income of the quality of a country’s human capital. -
Literacy UN Acked: What DO WE MEAN by Literacy?
Memo 4 | Fall 2012 LEAD FOR LITERACY MEMO Providing guidance for leaders dedicated to children's literacy development, birth to age 9 L U: W D W M L? The Issue: To make decisions that have a positive What Competencies Does a Reader Need to impact on children’s literacy outcomes, leaders need a Make Sense of This Passage? keen understanding of literacy itself. But literacy is a complex concept and there are many key HIGH-SPEED TRAINS* service that moved at misunderstandings about what, exactly, literacy is. A type of high-speed a speed of one train was first hundred miles per Unpacking Literacy Competencies hour. Today, similar In this memo we focus specifically on two broad introduced in Japan about forty years ago. Japanese trains are categories of literacy competencies: skills‐based even faster, traveling The train was low to competencies and knowledge‐based competencies. at speeds of almost the ground, and its two hundred miles nose looked somewhat per hour. There are like the nose of a jet. Literacy many reasons that These trains provided high-speed trains are Reading, Wring, Listening & Speaking the first passenger popular. * Passage adapted from Good & Kaminski (2007) Skills Knowledge Dynamic Indicators of Basic Early Literacy Skills, 6th ed. ‐ Concepts about print ‐ Concepts about the ‐ The ability to hear & world Map sounds onto letters (e.g., /s/ /p/ /ee/ /d/) work with spoken sounds ‐ The ability to and blend these to form a word (speed) ‐ Alphabet knowledge understand & express Based ‐ Word reading complex ideas ‐ Recognize -
Dyslexia and Structured Literacy Fact Sheet
Dyslexia and Structured Literacy Fact Sheet Written by Belinda Dekker Dyslexia Support Australia https://dekkerdyslexia.wordpress.com/ Structured Literacy • Structured literacy is a scientifically researched based approach to the teaching of reading. Structured literacy can be in the form of teachers trained in the use of structured literacy methodologies and programs that adhere to the fundamental and essential components of structured literacy. • Structure means that there is a step by step clearly defined systematic process to the teaching of reading. Including a set procedure for introducing, reviewing and practicing essential concepts. Concepts have a clearly defined sequence from simple to more complex. Each new concept builds upon previously introduced concepts. • Knowledge is cumulative and the program or teacher will use continuous assessment to guide a student’s progression to the next clearly defined step in the program. An important fundamental component is the automaticity of a concept before progression. • Skills are explicitly or directly taught to the student with clear explanations, examples and modelling of concepts. ‘The term “Structured Literacy” is not designed to replace Orton Gillingham, Multi-Sensory or other terms in common use. It is an umbrella term designed to describe all of the programs that teach reading in essentially the same way'. Hal Malchow. President, International Dyslexia Association A Position Statement on Approaches to Reading Instruction Supported by Learning Difficulties Australia "LDA supports approaches to reading instruction that adopt an explicit structured approach to the teaching of reading and are consistent with the scientific evidence as to how children learn to read and how best to teach them. -
Orton-Gillingham Or Multisensory Structured Language Approaches
JUST THE FACTS... Information provided by The International Dyslexia Association® ORTON-GILLINGHAM-BASED AND/OR MULTISENSORY STRUCTURED LANGUAGE APPROACHES The principles of instruction and content of a Syntax: Syntax is the set of principles that dictate the multisensory structured language program are essential sequence and function of words in a sentence in order for effective teaching methodologies. The International to convey meaning. This includes grammar, sentence Dyslexia Association (IDA) actively promotes effective variation, and the mechanics of language. teaching approaches and related clinical educational Semantics: Semantics is that aspect of language intervention strategies for dyslexics. concerned with meaning. The curriculum (from the beginning) must include instruction in the CONTENT: What Is Taught comprehension of written language. Phonology and Phonological Awareness: Phonology is the study of sounds and how they work within their environment. A phoneme is the smallest unit of sound PRINCIPLES OF INSTRUCTION: How It Is Taught in a given language that can be recognized as being Simultaneous, Multisensory (VAKT): Teaching is distinct from other sounds in the language. done using all learning pathways in the brain Phonological awareness is the understanding of the (visual/auditory, kinesthetic-tactile) simultaneously in internal linguistic structure of words. An important order to enhance memory and learning. aspect of phonological awareness is phonemic awareness or the ability to segment words into their Systematic and Cumulative: Multisensory language component sounds. instruction requires that the organization of material follows the logical order of the language. The Sound-Symbol Association: This is the knowledge of sequence must begin with the easiest and most basic the various sounds in the English language and their elements and progress methodically to more difficult correspondence to the letters and combinations of material. -
Structured Literacy and the SIPPS® Program
Structured Literacy and the SIPPS® Program The International Dyslexia Association identifies Structured Literacy as an effective instructional approach for meeting the needs of students who struggle with learning to read. Structured Literacy utilizes systematic, explicit instruction to teach decoding skills including phonology, sound-symbol association, syllable types, morphology, syntax, and semantics. Structured Literacy instruction has been around for over a century and is sometimes referred to as systematic reading instruction, phonics-based reading instruction, the Orton-Gillingham Approach, or synthetic phonics, among other names. The SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) program, developed by Dr. John Shefelbine, is a multilevel program that develops the word-recognition strategies and skills that enable students to become independent and confident readers and writers. Dr. Shefelbine’s research emphasizes systematic instruction, and in many ways parallels the Orton-Gillingham Approach. Structured Literacy The table below notes the elements of Structured Literacy aligned to the SIPPS program. Elements of Structured Literacy SIPPS Phonology Defined as the study of sound structure of spoken Phonological awareness activities appear in every words; includes rhyming, counting words in lesson in SIPPS Beginning, Extension, and Plus. spoken sentences, clapping syllables in spoken These activities begin with segmenting and words, and phonemic awareness (manipulation of blending, include rhyme, and increase in complexity sounds). to dropping and substituting phonemes. Sound-Symbol Association Defined as connecting sounds to print, including Spelling-sounds are explicitly taught throughout the blending and segmenting. This should occur two program. Sounds are taught in order of utility, which ways: visual to auditory (reading) and auditory to allows students to quickly begin to read connected visual (spelling). -
Evidence Based Practice: Visual Motor Integration for Building Literacy: the Role of Occupational Therapy Francis, T., & Beck, C
Evidence Based Practice: Visual Motor Integration for Building Literacy: The Role of Occupational Therapy Francis, T., & Beck, C. (2018). Visual Motor Integration for Building Literacy: The Role of Occupational Therapy. OT Practice 23(15), 14–18. The Research: Occupational therapy interventions for visual processing skills were found to positively affect academic achievement and social participation. Key elements of intervention activities needed for progress include: fine motor activities, copying skills, gross motor activities, and a high level of cognitive interaction with completing activities. What is it? Visual information processing skills refers to “a group of visual cognitive skills used for extracting and organizing visual information from the environment and integrating this information with other sensory modalities and higher cognitive functions”. Visual information processing skills are divided into three components: visual spatial, visual analysis, and visual motor. Visual motor integration skills (i.e. eye-hand coordination) are related to an individual’s ability to combine visual information processing skills with fine motor or gross motor movement. Studies have found that visual motor integration is a component of reading skills in children in elementary school Specific Combination of Intervention Strategies Found to be Successful Fine motor activities ● Intervention activities: Manipulating small items (e.g., beads, coins); opening the thumb web space, separating the two sides of the hand; practicing finger isolation; -
Phonological Awareness Visual Perception Sequencing Memory
The Learning Staircase Ltd 2012 Steps and Dyslexia (and other processing difficulties) Steps is designed to be used in a variety of contexts. It is used as a whole-class resource to support class-based literacy teaching, ESOL teaching and language development. However, it is also effective in a remedial setting with learners who have processing difficulties such as dyslexia. Learners in this category typically have a variety of processing weaknesses which may prevent them from developing literacy skills. The Big Five (typical pattern of processing difficulties in dyslexia) •Phonemic awareness •Onset + rime Phonological •Rhyme •Syllabification Awareness •Word retrieval •Auditory discrimination •Visual discrimination Visual •Tracking •Perceptual organisation •Visual recognition Perception •Irlen Syndrome •Visual sequencing •Auditory sequencing Sequencing •Sequencing of ideas •Planning work •Visual memory •Auditory memory Memory •Kinaesthetic memory •Working memory Motor •Gross motor skills •Fine motor skills Development •Proprioception Processing Skills in Literacy Although these processing skills are necessary for all learners, research shows that dyslexic learners are likely to have specific weaknesses in some or all of the above areas. They therefore typically need a much stronger emphasis on developing these skills and need to be taught how to apply them in context. www.learningstaircase.co.nz The Learning Staircase Ltd 2012 However, there are further aspects which are important, particularly for learners with literacy difficulties, such as dyslexia. These learners often need significantly more reinforcement. Research shows that a non-dyslexic learner needs typically between 4 – 10 exposures to a word to fix it in long-term memory. A dyslexic learner, on the other hand, can need 500 – 1300 exposures to the same word. -
Ethnobotanical Studies of Some Wild Food Plants of District Umaria, Central India
International Journal of Science and Research (IJSR) ISSN (Online): 2319-7064 Index Copernicus Value (2013): 6.14 | Impact Factor (2013): 4.438 Ethnobotanical Studies of Some Wild Food Plants of District Umaria, Central India Ganesh Singh Sandya1, Ramesh Kumar Ahirwar2 1Department of Botany, Govt. P.G. College Shahdol – 484001 (India) 2Department of Botany, Govt. College Birsinghpur,Pali – 484551 (India) Abstract: Paper paper deals the survey an attempt has been made to collect and record the folklores pertaining to the food utility of 38 plants species and 25 family of Angiosperms. The botanical name followed by local names and along with parts used are furnished. The tribal sects of Central India use under normal monsoon conditions, more or less the same food grains as that of civilised people of the society . The food grains include Avena sativa, Vicia sativa , etc. However , during the time of scarcity and famine they utilise other wild plants. Keywords: Ethnobotanical , Wild Food Plants ,Central India,District Umaria. 1. Introduction enshrining Goddess Kalika. Her mouth is wide open, but her out‐stretched tongue is broken. There is also a old temple of District Umaria is located to the North East of Madhya god Rama and his consort Janaki. It was the seat of Thakur Pradesh. Mathematically the coordinates of the District of Chandia. A small fair meets at Suraswahi Chandia for 3 extend from 23038' to 240 20' North and 80028' to 82012' days in February/March, on the occasion of Shivaratri. East. It has geographical area of 4548 sq.km. The greatest length of the district is about 150 km. -
District Disaster Management Plan Sidhi
District Disaster Management Plan Sidhi By Nishant Maheshwari (MBA-IIT Kanpur) MP School of Good Governance & Policy analysis In Consultation with School of Good Governance & Policy Analysis, Bhopal Seeds Technical Services Government of Madhya Pradesh District Administration, Sidhi District Disaster Management Plan [DDMP] Template Preface Sidhi Disaster Management Plan is a part of multi-level planning advocated by the Madhya Pradesh State Disaster Management Authority (MPSDMA) under DM Act of 2005 to help the District administration for effective response during the disaster. Sidhi is prone to natural as well as man- made disasters. Earthquake, Drought, Epidemic (Malaria) are the major Natural Hazards and forest fire, rail/ road accidents etc. are the main man-made disaster of the district. The Disaster Management plan includes facts and figures those have been collected from various departments. This plan is first attempt of the district administration and is a comprehensive document which contains various chapters and each chapter has its own importance. The plan consist Hazard & Risk Assessment, Institutional Mechanism, Response Mechanism, Standard Operating Procedure, inventory of Resources etc. Hazard & Risk Assessment is done on the basis of past thirty year disaster data & is collected from all departments. It is suggested that the District level officials of different department will carefully go through the plan and if have any suggestions & comments be free to convey the same so that same can be included in the next edition. It is hoped that the plan would provide concrete guidelines towards preparedness and quick response in case of an emergency and help in realizing sustainable Disaster Risk Reduction & mitigate/minimizes the losses in the district in the long run. -
Madhya Pradesh Higher Education Quality
Madhya Pradesh Higher Education Quality Improvement Project Public Disclosure Authorized (Proposed for World Bank Funding) Public Disclosure Authorized Environment Management Framework Public Disclosure Authorized Draft Version: April 10, 2015 Public Disclosure Authorized Department of Higher Education Government of Madhya Pradesh Table of Contents Chapter 1 Project Background Pg 5 Chapter 2 Need for Environment Management Pg 22 Chapter 3 Environmental Setting and Existing Conditions Pg 27 Chapter 4 Policy and Regulatory Framework Pg 40 Chapter 5 Potential Environmental Impacts Pg 51 Environmental Management Chapter 6 Pg 55 – Approach and Key Steps to be Followed Chapter 7 Environment Management – Mitigation Measures Pg 67 Chapter 8 Consultation with Key Stakeholders Pg 73 Chapter 9 Implementation Arrangements Pg 79 Page 2 of 113 Abbreviations AWP&B Annual Work Plan and Budget BoQ Bill of Quantities BRC Block Resource Centre CSS Centrally Sponsored Scheme CWSN Children with Special Needs DEO District Education Office DFID Department for International Development (UK) DIET District Institute for Education and Training DISE District Information System for Education DPs Development Partners DPC District Program Coordinator DPO District Project Office DPR Detailed Project Report DPEP District Primary Education Program DSEL Department of School Education and Literacy EFA Education for All GER Gross Enrolment Ratio GIA Grant in Aid GoI Government of India ICR Implementation Completion Report IDA International Development Association IFB Invitation -
E-Procurement Mode Only
GOVERNMENT OF Madhya Pradesh. DEPARTMENT OF HEALTH E-Tender(NIT) PPSA - RNTCP/2019-20 Notice Inviting Tender for selection of service providers for working as a Patient Provider Support Agency (PPSA) for providing Tuberculosis (TB) related services under Revised National Tuberculosis Control Program (RNTCP) program in 49 districts in the state of Madhya Pradesh. e-Procurement Mode Only https://www.mptenders.gov.in Page 1 of 46 ABBREVIATIONS ACF Active Case Finding AERB Atomic Energy Regulatory Board AY Assessment Year CB-NAAT Cartridge Based Nucleic Acid Amplification Test C-DST Culture based Phenotypic Drug Susceptibility Testing DBT Direct Benefit Transfer DHS District Health Society DOTS Directly Observed Treatment Short-course DR-TB Drug Resistant - Tuberculosis DTC District Tuberculosis Centre EMD Earnest Money Deposit EPF Employee Provident Fund ESI Employee State Insurance FDC Fixed Dose Combinations F-ICTC Facility Integrated Counselling and Testing Centres FY Financial Year GST Goods and Services Tax HIV Human Immunodeficiency Viruses ITR Income Tax Returns LTBI Latent TB Infection LoI Letter of Intent MDR – TB Multi - Drug Resistant TB NACO National Aids Control Organization NHM National Health Mission NIC National Informatics Centre NIT Notice Inviting Tender NPY Nikshay PoshanYojana PPIA Private - Provider Interface Agency PPM Public Private Mix Page 2 of 46 PPMC Public Private Mix Coordinators PPSA Patient Provider Support Agency (PPSA) PS Performance Security QCBS Quality and Cost Based Selection RNTCP Revised National Tuberculosis Control Programme RR Rifampicin Resistant SOP Standard Operating Procedures STCI Standards of TB Care in India STO State Tuberculosis Officer TB Tuberculosis UIDAI Unique Identification Authority of India WHO World Health Organization SECTION- I Page 3 of 46 NOTICE INVITING TENDERS 1.