z-score

   DERIVED SCORES – Z

One important and classic type of standard score is the           Z score. The mean of a z distribution is 0.00 and the value of one standard deviation is 1.00. Z scores are the initial step in converting any raw score into any standard score.

STANDARD SCORE 

                                                Standard score is a type of score whose mean and standard deviation are known or given.

Z SCORE

                        The first standard score whose mean is zero and whose standard deviation is 1.0.

Z DISTRIBUTION

                                         A distribution of scores according to frequency that is perfectly normally distributed based on Z scores.

Most statisticians convert their raw scores into Z scores and then into some other standard scores because Z scores have two unfortunate characteristics.

One is that a Z score of 0 has bad connotations. Eg, if a person takes a major test at school and he/she comes home and reports getting a zero. People might automatically assume that the person did not do very well at all, yet if the person is reporting a Z score, that person scored right at the mean. Z scores, thus, have a strong chance of being misinterpreted by people without statistical training.

A second characteristic with Z scores is that they involve the use of negative numbers .statisticians and non- statisticians have a natural aversion to negative numbers. Negative numbers are more difficult to deal with mathematically than positive numbers.

In developing standard scores, the mean and standard deviation for a distribution are computed.

The deviations above the mean are indicated by a plus sign, the ones below the mean are indicated by a minus sign.

Despite the mathematical and psychological problems presented by negative Z scores, the Z distribution lies at the heart of inferential statistics. This is because statisticians use the Z distribution to test experimental hypotheses, such as a drug is effective or not.

CALCULATING Z SCORES

                                                            In order to change scores into Z scores, the mean and the standard deviation of the scores must be known. If we have the mean and standard deviation for a set of scores, then any individual number can be converted to a Z score by the following formula:

                            

Z = (X – M)/ S

• X =   individual score in the set of original numbers.
• M = the mean of the original set of numbers.
• S = the standard deviation for the original set of numbers.
• Z =        the standard score.

Even other standard scores can be converted into Z scores or vice versa.

            It is important to remember that the Z is a standard score whose distribution is normally distributed. When the raw scores from any distribution are converted to Z scores, the resulting distribution will approximate the normal distribution. This is because the Z distribution is a perfectly normal distribution.

            By converting from raw scores to Z scores, interpretations can then be made as if the scores are normally distributed. The transformations from raw scores to Z scores, in most cases, will be appropriate.

PRACTICE ON CONVERTING RAW DATA INTO Z SCORES

Convert the following raw scores , obtained by 10 students on a psychology exam , into Z scores

67 , 74 , 77 , 81 , 85 , 89 , 92 , 93 , 94 , 99

Z= X – M /S

First obtain the mean and standard deviation

             Mean     =  ∑X / n

                             =851/10

                             = 85.1

          S.D             =

                             =10.17

Thus for the raw score of 67

                             =( 67 – 85.1) /10.17

                             =1.78

ra

REFERENCE

                             Frederick L, Coolidge,2000. Statistics a Gentle Introduction.New Delhi;The Cromwell Press Ltd.

                             S R Sharma,1994.Statistical Methods in Educational Research . New Delhi;Anmol Publications Pvt Ltd.

                            

QURAN

AIMS AND IDEALS OF EDUCATION   EXEMPLIFIED IN QURAN

QURAN

Quran is the last revelation to the mankind . It is originated in the year 611 A.D after Christ. It becomes incumbent upon each and every person who seeks dignity of this world. It is the single book on the earth that is to be safeguarded from all kind of violations in its purity. Its contents are not confined to a particular theme or style.

Islamic education was chiefly based on the principles and teachings of Holy Quran. Allah revealed the Quran to Mohammed through his angel Gabriel. Quran consist of SURHAS and AYATS comprising 80000 words arranged in 114 chapters.

The ideals and aims are determined according to the philosophy. In general the consideration of philosophy are the nature of life and nature of man(his origin , destiny etc..)

Quranic word for philosophy is “HIKMATH” which commonly translated as wisdom.

Quran says that it cannot understand the subtle truth of existence unless it is guided by the trancentral knowledge of revelation. Philosophy is the theory and principles of education and education is the dynamic part of the philosophy. Education and philosophy are just like two sides of the same coin.

According to its own words Quran leads mankind from the darkness to the light. It is the actual word of Allah revealed for the benefit of all mankind .Quran is a practical and theoretical book not only moralizing but also defining specially the permissible and forbidden.The importance of understanding the message of Quran is undeniable.

 IMPORTANCE OF EDUCATIONAL PHILOSOPHY OF QURAN

 It is very clear from the current event that education is failing to create a socially sound person .All the education commission are emphasising on the point of moralizing the education. Now a days the moral values are declining among the educators and educands.In this circumstances search for the educational philosophy of Quran is very essential

Quran gives more importance to education .It start with the advice to READ.

 It is philosophy that determines the aims and ways of education, the curriculum of education, method of teaching, and characteristics of teacher etc also determined by the philosophy.

QURANIC CURRICULUM

The Quranic curriculum include moral teaching, history, astronomy, archaeology, geography, science, music, art, medicine maths. It gives importance to the vocational training. It gives equal dignity for all trade and occupation and highlights the dignity of all vocations

METHODOLOGY

It argues for the method which is effective to attain the aim and purpose of education. Salath, Saum, Zkath etc. are some training for the character formation.

SALATH:  The five timely prayer which gives the most effective training in democracy

SAUM:    The vows of a month which is more effective for the purification .Through this kind of education man can realize that the entire globe   makes up his home and all men are the members of family.

LANGUAGE

Quran emphasis the use of mother tongue in educational programmes . It gives importance for the study of foreign language and culture also.

THE TEACHER

 The teacher in Quranic philosophy should be an idealistic teacher .According to the educational philosophy of Quran teacher must be anxious over their students and most kind and merciful to them. The teacher must make clear understanding the entire structure of life.

In the educational philosophy of Quran the teacher possess a very high position. He is the successor of the prophet Mohammed. The teacher must have an impressive personality.

THE TEACHER PUPILE RELATIONSHIP 

The teacher pupil relationship must be very pure

FREEDOM AND DISCIPLINE

Quranic education give more emphasize for the freedom of the individual but it agrees the necessity of social control

Quran gives full freedom to the individual to choose his way of life but it warned him not to be against the progress and goodness of the society.

Quran stand fir the self discipline and the impressive discipline

WORDS WHICH NEEDS EXPLAINING FOR UNDERSTANDING THE EDUCATIONAL PHILOSOPHY OF QURAN

1. IMAN(BELIEF):  The word means to accept the truth with full satisfaction. Iman is not a blind faith
2. KAFIR:   literally the word means to cover, to hide, to conceal. The word usually translated as unbelief. The person who denies  his own potentialities or the potentialities of other persons is kafir
3. SHAITAN OR IBLEES :  Sometimes man succumbs to the temptations of his own baser self called animality  and forget to purse the higher mission of his life. This rebellious passion is called satan. This satan causes for the failure of a man achieving the ultimate goal of life.

AIMS OF QURANIC EDUCATIONS

1. Whole development of man: A whole man become whole only when all the aspects of the life like moral, social, etc. are developed equally
2. To eradicate illiteracy
3. To extend educational facilities to poor
4. To provide moral education
5. To provide value education
6. Quran teaches us to be truthful and never speak lie
7. To be just to others
8. Service of humanity

Mind mapping                                             

A mind map is a visual representation of hierarchical  information that includes a central idea surrounded by connected braches of associated topics.

Benifits

explore any idea,concept,or problem.

v     Allow students to easily recall information.

v     Help students take notes and plan tasks.

v     Make it easy to organize ideas and concepts.

Strategies

1.           Planning

2.           Organizing

3.           Teaching

4.           Creativity

5.           Learning

6.           Collaboration

7.           Assessment

8.           Comprehention

Unesco report

                                    UNESCO REPORT

Mr Delors made his comments during a press conference and a formal presentation of the report to UNESCO Director-General Federico Mayor and permanent delegations representing Member States at Headquarters. Entitled "Learning: the Treasure Within," the report is the result of three years of research and debate by an international panel of 14 specialists on how education should confront the complex challenges of the next century. This 266-page report, published in English and French, focuses on the relationship between education and six subject areas of development, science, citizenship, culture, social cohesion and work.

"This report is extremely important because we feel that this is one way to find the answers to poverty, exclusion and over-population," Mr Mayor said. "Our everyday task is to ensure that this treasure, within the report and ourselves, should be shared with all," the Director-General added while promising wide distribution of the report.

One of the commission's principal concerns was to reduce academic failure and unemployment by alternating school with work experience. This would enable individuals to not only correct early errors of direction, but also to adjust to changing economic conditions. This could be done by allocating education time credits that allow individuals to use them at educational institutions when and how they choose. "Give students time credits they could use at any time in any branch of education," Mr Delors said.

Many of the commission's members emphasised that education is still too restrictive and not sufficiently accessible to all. About 900 million adults are illiterate and 130 million children are shut out of schools, the report says.

"A large majority of the world is left out, still excluded," said Roberto Carneiro, a commission member and president of Televisao Independente in Portugal. Rodolfo Stavenhagen, a researcher in political and social sciences from Mexico, agreed that too many

people are still barred from learning institutions. "Exclusion, that's one of the most difficult issues and formal education has not found the right answer," he said.

William Gorham, president of the Urban Institute in the United States, also addressed the problem of unequal educational opportunities. Education "may not solve the problems of distribution inequity," he said. "What is needed is political will."

The report suggests allocating 25 percent of development aid to education to combat educational disparities. Its other recommendations include: strong encouragement for the education of girls and women, introducing new "information society" technologies in all countries, and taking advantage of the educational potential of non-governmental organizations and community initiatives to supplement international co-operation.

The commission proposes four pillars: learning to live together, learning throughout life, learning to face a variety of situations and learning to understand one's own personality. The report adopts a broad view of education that brings forth all the human and intellectual qualities of each individual to live in a fast-changing world.

"Some of the points and recommendations of the report may be too idealistic to be implemented today in many countries," said Isao Amagi, a special advisor to Japan's minister of education, science and culture and a commission member. "The important thing is that the ideals of the report should be put into practice, step by step."

Mr Mayor created the commission in early 1993 at the request of the UNESCO General Conference. Financed by the Organization and with a secretariat provided by it, the commission was nonetheless independent in preparing its recommendations. It held eight plenary sessions in different parts of the world and as many working sessions with teachers, researchers, students, government officials and non-governmental organizations.

The report is sold for 140 FF in French (published as "L'Education: un trésor est caché dedans" by Odile Jacob and UNESCO Publishing) and for 150 FF or US$30 in English (published by UNESCO Publishing). It is available in book shops and from UNESCO Publishing, 1 rue Miollis, 75732 Paris Cedex 15, France. It should be translated into several other languages in the near future.

****

Neurotic adjustment

women education

KATHAKALI

The traditional themes of the kathakali are folk mythologies, religious legends and spiritual ideas from the Hindu epics and the puranas. The term Kathakali  is derived from katha  whichmeans “story, or a conversation,or a traditional tale”, and kali which means “performance and   art”.

Kathakali is one of the major forms of classical Indian dance.Kathakali primarily developed as a Hindu performance art in the Malayalam speaking Southwestern regions of India(kerala).

Kathakali’s roots are unclear. The fully developed style of kathakali originated around the 17^th century. A kathakali performance, like all classical dance arts of India, includes music, vocal performers, hand and facial gestures to express ideas and foot work.

Five basic makeups are used in kathakali, Pacha(green),Kathi(knife),Kari(black),Thaadi(beard)

 

Krishnanattom  is the likely immediate precursor of kathakali, states zarrilly. Krishnanattom is dance-drama art form about the life and activities of Hindu god Krishna.

The makeup follows an accepted code, that helps the audience easily identify the archetypical characters such as gods, goddesses,demons, demonesses,saints,animals and characters of a  story.

Music is central to a kathakali performance. It sets the mood and triggers emotions resonant with the nature of the scene.The instruments used are Maddalam,Centa,and Idaykka.

Kerala kalamandalam is a major centre for kathakali studies.

 koothampalam

 

                                              DURYODHANAVADHAM