Computer Awareness For School Students

COMPUTER AWARENESS FOR HIGH SCHOOL STUDENTS IN ,INDIA.

Introduction

·         Many a thousand years ago, Education started in Gurugula to teach the students according to their varanasirama Dharma.  During that period Brahmin were taught Vedas Princess (Kshathriya) were taught archery etc., Vaishiyar not taught anything. \

·         They used to serve all the three higher castes.  After the Invasion of British people priority of study for Education was given to people who aspired for studying in English.  Even then the higher caste people showed more interest to study English by joining English Medium Schools.

·         After scientific invention science gave an opportunity to print books.  For example, printing machine was invented John Kundan Perk.  Through which books were printed and helped the books even middle class people to buy books and read.  Thus, nowadays science has given an opportunity to have many a machine such as Radio, Tape Recorder, Television, Computer, LCD Projector etc., to help the aspiring students.

·         One among them is Computer Learning through education, which was employed two decades ago.  As the researcher is interested in mathematics among the X standard students. 

·         So that researcher has taken “Effectiveness of multimedia package in teaching mathematics at higher secondary level.”

·         According to Tagore, “Education is something, which makes a man self-reliant and self-less Education is that whose end product is salvation”.

Educational Technology

·         Technology is an increasingly influential factor in education.  Computers and Mobile Phones are used in developed countries both to complement established education practices and develop new ways of learning such as online education (a type of distance education). 

·         This gives students the opportunity to choose what they are interested in learning.  The proliferation of computers also means the increase of programming and blogging. 

·         Technology offers powerful learning tools that demand new skills and understandings of students, including Multimedia, and provides new ways to engage students, such as virtual learning environments. 

·         Technology is being used more not only in administrative duties in education but also in the instruction of students. 

Need and Aims of Education

ü  Education is a purposeful activity.  By education we intend to bring certain desirable changes in the students.  Education is a conscious effort and, as such, it has definite aims and objectives. 

ü  In the light of these aims the curriculum is determined and the academic achievements of the student are measured.  Education without aim is like a boat without its rudder. 

ü  Aims give direction to activity.  Absence of an aim in education makes it a blind alley.  Every stage of human development had some aim of life. 

ü  The aims of life determine have changed from age to age and thus it is dynamic because the aims of life are dynamic.

1.0  Statement of the Problem

Having highlighted the importance and significance of the study the investigator will be decided to probe in detail a study of computer awareness for High School Students in Thiruvarur District.

1.0  Title of the study

The problem selected present study is a study of Computer awareness for High School Students in Thiruvarur District, India.

2.01 Operational Definitions of the Key Terms

Awareness

            It is one person’s knowledge about a person, concept and practices.  It is one person sudden consciousness of the problem be faced.  It is the Intelligence and general knowingness of a person about a problem and day-to-day practices.

2.0  Need and significance of the study

Ø  Education is the process of modification of behavior.  In order to enhance the effectiveness of the process several techniques, methods and approaches have been evolved, tried act and tested from every field of knowledge have contributed to this process and  the modern name attached to this process is educational technology.

Ø  Information and Communication Technology in education is a powerful tool that may be used effectively and efficiently with in the classrooms to create more exciting learning environment and deliver a higher level of educational expertise to students. This can be done in several ways. 

Ø  A designated agency could convert the entire learning units and competencies digitally or teachers could also design their lesson plans to supplement classroom lectures with multimedia presentations either on small computer screens or on large classroom screens. 

Ø  This would help teachers to explain difficult concepts through graphics live examples and experiments.

Ø  The various information and communication Technology tools such as web resources educational CPS, Computer Multimedia etc., Find place in teaching, leaving, research, administration and data management. 

Ø  These computer have learning in the higher styles of the students, learning in the higher education level is not simply knowledge acquisition but knowledge “Managing” and knowledge ‘creating’. 

Ø  Hence the present study attempts to find out the impact of computer in the learning style, and awareness about these among high school students, their awareness towards the integration of these tools in the learning process which enable the educational planners and policy makers to update or modify the present curriculum and methodology of teaching.

3.0  Review of Related Literature

• Asgari-Jirhandeh N, Haywood J. University of Edinburgh, Medical School, U.K. Med Educ.  1997 May; 31 (3) : 225-9. The objective of the study was to assess the attitude of Edinburgh.  University Medical Students towards.  Computers and to evaluate the effects of changes in the curriculum and intercalated B.Sc., towards Computer Knowledge.  
• During March to November 1995 a questionnaire was distributed in Lectures, Seminars and totorials to all Edinburgh University Medical Students.  Overall, 65% of students returned the questionnaire, divided equally between both genders.  Only 2% of students had not used a computer in the previous year.  The most frequent application used was E-mail and the most frequent site, the Green field suite micro lab, within the Medical School.  The average score for self -perceived computer knowledge on a scale of 0-10 was 4.19.  
• This score was significantly higher for the students who own a computer and who have an intercalated B.Sc., honours degree as well as the pre-clinical students compared to the clinical students.  
• There is also a strong correlation between computer use and doing a second year special option module.  With regards to attitude towards computers, 86% of students agreed the computer skills will be beneficial to them in their future career and 62% of all students wanted a structured course in computer use as part of the MB ChB course.  
• There has been a general increase in computer literacy amongst the medical students in Edinburgh.  This is especially so far the pre-clinical students who had the brunt of the changes in the curriculum.  The tendency for both the lower knowledge and use by the clinical students can, in part, be due to the accessibility of computers to these students.
• Ravichandran (2012) Conducted a study on “Attitude of teachers towards web based learning”. To study the significant difference in the attitude of male and female teachers towards web based learning. 
• To study the significant difference in the attitude of aided and B.Ed., Trainees towards web based learning. To study the significant difference in the attitude of aides and unaided school teachers towards web based learning. 
• To study the significant difference in the attitude of unaided and B.Ed., trainees towards web based learning. To study the significant difference in the attitude of teachers having an experience of five years and above five years towards web based learning. 
• In order to realize the above said objectives, normative survey method was employed. A sample of 100 secondary and higher secondary school teachers constituted the sample for the present study. 
• Teachers working in unaided schools are acquainted with modern technologies for effective teaching. Teachers handling higher secondary classes do not differ significantly from teachers handling high school classes in their attitude towards web based learning. 
• There is no significant difference in the attitude of high school and higher secondary teachers towards web based learning.   

 4.0  Hypotheses of the study

5.01 Major Hypothesis

            There is no significant difference in computer awareness with reference to selected background variables.

5.02 Minor Hypothesis

§  There is no significant difference between Tamil and English Medium School Students in their Computer Awareness.

§  There is no significant difference between Male and Female students in their Computer Awareness.

§  There is no significant difference between Urban and Rural School Students in their Computer Awareness.

§  There is no significant difference among (Governement, Govt – Aided and self – finance) School Students in their Computer Awareness.

§  There is no significant difference among (Boys, Girls and Co-Educational) School Students in their Computer Awareness.

§  There is no significant association between Father’s education and Computer Awareness of High School Students.

5.0  Method

The investigator will select survey method for the present study based on the selected                           problem.

  

6.1 Subject

a. Population

            Population for the study consists of High School Students those who are studying in                             Thiruvarur District.

b. Sample size

            The investigator will collect the data in Thiruvarur District.  The sample consists of 300 High               School Students.

c. Sampling Techniques

            The investigator will use simple random sampling technique for selecting the sample from the population, the stratification will be done on the basis of gender, region, group, type of school and type of management.

b. Procedure

1.  A research design is the arrangement of conditions for collection and analysis of data is a manner that aims to combine relevance to the research purpose with economy in procedure

1. Research design is the plan that specifies the sources of data, sample design, approach to be used for gathering and analyzing the data etc., Research design constitutes a blue print for the collection measurement and analysis of the data pertaining to the research problem investigated. As the present study is descriptive in nature, normative survey technique was adopted.

c. About Tool

  Tool used in the present study:

            As the study aims at the attitude of high school students towards computer awareness the investigator will use computer awareness to find out the attitude of high school students.

6.3 Analysis

 Statistical Techniques to be used

Statistical Techniques to be used very essential for any research.  It will be helped the investigator to analyze and interpret the data.  In the present investigation, the following statistical techniques will be used.

A. Descriptive Analysis

§  Mean

§  Mode

§  Standard Deviation

B. Differential Analysis

§  t – Test

§  f – Test

 Bibliography

Asgari-Jirhandeh N, Haywood J. University of Edinburgh, Medical School, U.K. Med Educ.  1997 May; 31 (3) : 225-9.

Ravichandran (2012) Attitude of teachers towards web based learning

EDUTRACKS Vol.3.no.5 October  2012.     

A CLINICAL STUDY OF PERFORATIVE PERITONITIS

A CLINICAL  STUDY  OF   PERFORATIVE  PERITONITIS

INTRODUCTION

Peritonitis  is  the  inflammation  of  the  serosal  membrane  that  lines  the abdominal cavity and the organs contained therein.   Peritonitis is often secondary to  an infection into the otherwise sterile peritoneal environment through perforation of gastrointestinal tract  or  a    chemically  irritating  material,  such  as  gastric  acid  from  a  perforated  ulcer.¹ Frequent  causes  of secondary bacterial  peritonitis  include  perforation  due  to  peptic  ulcer  disease , acute  appendicitis ,  ileal  perforation  due  to typhoid & tuberculosis  ,  jejunal  perforation  most  often  due  to blunt trauma ,  colonic  perforations  secondary  to closed loop  obstruction or malignancy.²

The  purpose  of  operative  protocol  is  to  correct  the pathology while  avoiding any serious  accidents  and to  adopt  a  surgical procedure which  is  associated  with  minimal  complications.  Initial  resuscitation  with  large  volume  of  crystalloids , administration  of  broad  spectrum antibiotics  against    gram  negative  bacteria  and  anaerobes   are   usually followed  by  laparotomy  and  closure  of  peforation.

Despite  a  better  understanding  of  pathophysiology , advances in diagnosis , surgery , antimicrobial therapy and  intensive care support  peritonitis  remains potentially fatal.

 Peritonitis  secondary  to   hollow  viscus  perforation  is  a common occurrence  in this country  and  the  spectrum  of  etiology  in  tropical  countries  continues  to  differ  from  western  counterpart.   

“ In peritonitis  -  source  control  is  above  all

 The  mechanical  control of  the source of  infection , which itself  non biologic , determines the extent of the host biologic response to infection.”

-         Ronald V .Maier ³

OBJECTIVES

                                

1. To  analyse   the age / sex incidence of perforative  peritonitis         

                2. To estimate   the relative frequency of anatomical site of perforation..

                3. To enlist  the  mode of   presentation  of  perforation  cases

 4.   To  know the  usefulness  of   investigative  procedures  in diagnosis

  5.   To  study  the   outcome   of  surgical  management  for  perforative    peritonitis  

      

LIMITATIONS   OF  STUDY

1)     This  study   does not include  the   cases  of    traumatic  perforative

Peritonitis.

 2)      This  study  does not include  patients  with  previous  history  of

Comorbid  illness.

 3)      Cases  with  previous  history  of   abdominal  surgeries  were not included. 

REVIEW OF LITERATURE

Anatomy:

The peritoneum is the largest and the most complex serous membrane in the body.  It  forms  a  closed  sac  (i.e.  coelom)  by  lining  the  interior  surfaces  of  the abdominal wall (anterior and lateral), by forming the boundary to the retro peritoneum (posterior), by covering the extra peritoneal structures in the pelvis (inferior), and by covering the undersurface of the diaphragm (superior).⁴ This parietal layer of the peritoneum  reflects  onto  the  abdominal  visceral  organs  to  form  the  visceral peritoneum. Hence creating a potential space between the two layers.

The peritoneum consists of a single layer of flattened mesothelial cells over a loose areolar tissue. The loose connective tissue layer contains a rich network of vascular and lymphatic capillary channels, nerve endings, and immune – competent cells, particularly lymphocytes and macrophages. The peritoneal surface cells are joined  by functional complexes, thus forming a  dialyzing membrane  that  allows passage of fluid and certain small solutes.⁵

Peritoneal Cavity:

This is the potential space between the parietal and visceral layers of peritoneum. This consists of –

- The greater sac or general peritoneal cavity.

- The lesser sac or the small omental bursa which is a diverticulum of the peritoneal cavity behind the stomach and adjoining structures.

It opens into the greater sac through a slit like aperture the epiploic foramen.

Greater Omentum:⁵

The greater omentum hangs down like a vascular apron from the  greater curvature of the stomach, overlying coils of intestine. It is the most vascular part of the peritoneum, and is often called the ‘policeman’ of the abdomen, since it can move to a site of infection and become adherent to it, bringing protective leucocytes to the area of pathology and ‘walling off’ the inflammatory region.

The greater omentum consists of four closely applied layers of peritoneum enclosing blood vessels and lymphatics. The greater omentum has a continuous attachment from abdominal oesophagus to duodenum, along the greater curvature of stomach. The part of the greater  omentum  immediately  below  the  stomach  overlies  and  fuses  with  the transverse mesocolon .

 Lesser omentum:

The two layers of peritoneum that extend from the liver onto the lesser curvature of stomach and the first inch of duodenum constitute the lesser omentum.

Peritoneal Compartments:

The peritoneum by virtue of its attachments to the posterior abdominal wall and to various viscera, divides the peritoneal cavity into compartments called

    - Supracolic

- Infracolic and

- Pelvic

The Supracolic compartment is subdivided into four compartments

- Right upper or right subphernic (sub diaphragmatic) compartment

- Right lower or hepatorenal pouch (of Morrison)

- Left upper or left Subphrenic (subdiaphargmatic) compartment

- Left lower or left subhepatic compartment.

The dividing line between the supracolic and infracolic compartments is the attachment of the transverse mesocolon to the posterior abdominal wall.

Parietal peritoneum is supplied segmentally by the spinal nerves that innervate the overlying  muscles.  Thus  the  diaphragmatic  peritoneum  is  supplied  centrally  by phrenic nerve (C4) and peripherally by intercostal nerves.  The remainder of the parietal peritoneum is supplied segmentally by intercostal and lumbar nerves. The visceral peritoneum has no afferent supply and pain form diseased viscera is due to muscle spasm, tension on mesenteric folds or involvement of the parietal peritoneum.

Stomach:

The stomach is the most dilated part of the alimentary tract, interposed between the oesophagus and duodenum in the upper part of abdominal cavity and lying mainly in the left hypochondriac , epigastric and umbilical region. Its mean capacity varies from 30 ml at birth, but in the adult it may accommodate upto1500 ml or more.

The junction of stomach with the oesophagus is the cardia and lies under the diaphragm, to the left of the midline at the level of T-11 vertebrae. The distal opening is the pyloric opening, at the gastroduodenal junction. It is about 1.2 cm to the right of the midline in the transpyloric plane, when the body supine and the stomach empty. The main parts of the stomach are the fundus, body and pyloric part, with the greater and lower curvatures forming the upper and lower borders and joining the anterior and posterior surfaces.   Fundus is the part which projects upwards above the level of the cardia. The body extends from the fundus to the angular notch (incisura angularis) of the lower part of the lesser curvature. The  pyloric  part  extends  from  the  angular  notch  to  the  gastroduodenal junction, and consists of the proximal pyloric antrum which narrows distally as the pyloric canal. The circular muscle of the distal end of the canal is   thickened to form the pyloric sphincter, whose position is indicated on the anterior surface by the prepyloric vein.