DISCRETE VARIABLE IN A RESEARCH

 DISCRETE VARIABLE IN A RESEARCH

Discrete variables are numeric variables that have a countable number of values between any two values. A discrete variable is always numeric. It is a variable whose value is obtained by counting, e.g. number of students present.

Characteristics of discrete variable

·        Discrete variable is a type of statistical variable.

·        It can assume only fixed number of distinct values and lacks an inherent order.

·        It is also known as categorical variables, because it has separate invisible categories

·        It is not continuous.

·        Discrete variables are limited number of values which cannot be divided in to fractions.

Types of discrete variables

1.      Nominal variables

·        Named variables

·        A scale that categorizes items

·        No ordering, no direction

·        E.g.- marital status

2.      Ordinal variables

·        Named variables + ordered variables

·        Rankings, ordered or scaling

·        E.g. student letter grade

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BRANCHES OF SCIENCE

There are three main branches of science: physical science, Earth science, and life science. Physical science is the study of inanimate natural objects and the laws that govern them. It includes physics, chemistry and astronomy. ... The life sciences include biology, botany, zoology, ecology, genetics and medicine.

Physical science is the study of inanimate natural objects and the laws that govern them. It includes physics, chemistry, and astronomy. In physics, we try to break down the whole universe into a set of fundamental, mathematical laws that explain the smallest things in the universe and the largest. In chemistry, we study the composition, structure, changes and properties of matter: focusing on the scale of chemical bonds and reactions. And in astronomy, we study celestial objects, including the origin of the planet on which we live.

Earth science is the study of the Earth and the physical components that make it up: the constitution of the atmosphere, the seas, the land, and how those things are tied together. It includes geology, oceanography, meteorology and paleontology. Paleontology, the study of life that lived in prehistoric and geologic periods, has some overlap with the life sciences. And other parts of Earth science have a lot of overlap with physical science.

CHARACTERISTICS OF SUN MOON AND THE STARS

The sun, moon and vast array of stars littering the night sky were all essential in generating life on Earth.

SUN

The Sun is by far the largest object in the solar system. It contains more than 99.8% of the total mass of the Solar System

The Sun is, at present, about 70% hydrogen and 28% helium by mass everything else ("metals") amounts to less than 2%. This changes slowly over time as the Sun converts hydrogen to helium in its core.

The outer layers of the Sun exhibit differential rotation: at the equator the surface rotates once every 25.4 days; near the poles it's as much as 36 days. This odd behavior is due to the fact that the Sun is not a solid body like the Earth. Similar effects are seen in the gas planets. The differential rotation extends considerably down into the interior of the Sun but the core of the Sun rotates as a solid body.

MOON

The Moon is an astronomical body that orbits planet Earth and is Earth's only permanent natural satellite.

From anyplace on Earth, the clearest thing in the night sky is usually the moon, Earth's only natural satellite and the nearest celestial object (240,250 miles or 384,400 km away). Ancient cultures revered the moon. It represented gods and goddesses in various mythologies -- the ancient Greeks called it "Artemis" and "Selene," while the Romans referred to it as "Luna."

When early astronomers looked at the moon, they saw dark spots that they believed were seas (maria) and lighter regions that they believed was land (terrae). Aristotle's view, which was the accepted theory at the time, was that the moon was a perfect sphere and that the Earth was the center of the universe. When Galileo looked at the moon with a telescope, he saw a different image -- a rugged terrain of mountains and craters. He saw how its appearance changed during the month and how the mountains cast shadows that allowed him to calculate their height. Galileo concluded that the moon was much like Earth in that it had mountains, valleys and plains. His observations ultimately contributed to the rejection of Aristotle's ideas and the Earth-centered universe model.

STARS

A star is type of astronomical object consisting of a luminous spheroid of plasma held together by its own gravity. The nearest star to Earth is the Sun.

STARS ARE COSMIC energy engines that produce heat, light, ultraviolet rays, x-rays, and other forms of radiation. They are composed largely of gas and plasma, a superheated state of matter composed of subatomic particles.

Though the most familiar star, our own sun, stands alone, about three of every four stars exist as part of a binary system containing two mutually orbiting stars.

EDUCATIONAL SYSTEM OF RABINDRANATH TAGORE

LIFE HISTORY

Rabindranath Tagore (Bengali: রবীন্দ্রনাথ ঠাকুর) (7th May 1861 – 7 August 1941) was a poet of India. His name is written as Rabindranath Thakur in Indian languages. He was also a philosopher and an artist. He wrote many stories, novels, poems and dramas. He is also very well known for composing music. His writings greatly influenced Bengali culture during the late 19th century and early 20th century. In 1913, he won the Nobel Prize in Literature. He was the first Asian ever to win this prize.

Rabindranath Tagore was popularly known as "kabiguru". His major works included Gitanjali (Song Offerings), a world-famous poetry book; Gora (Fair-Faced); Ghare-Baire (The Home and the World); and many other works of literature and art. Tagore was also a cultural reformer, and modernized Bangali art. He made it possible to make art using different forms and styles.

EDUCATIONAL PHILOSOPHY OF RABINDRANATH TAGORE

    Tagore's ideas for creating a system of education aimed at promoting international co-operation and creating global citizens. Tagore envisioned an education that was deeply rooted in one’s immediate surroundings but connected to the cultures of the wider world, predicated upon pleasurable learning and individualised to the personality of the child. He felt that the curriculum should revolve organically around nature, with flexible schedules to allow for shifts in weather, and with special attention to natural phenomena and seasonal festivities.

CONCEPT OF EDUCATION

• AIM

           The principal aim is to produce the moral and spiritual man, the whole man. He stressed inner development, attainment of an inner freedom, an inner power and enlightenment.

• Curriculum

           Tagore wished to develop a whole man. To him the then prevalent system of education was faulty and defective. It could not develop the individuality to the fullest extent. According to him curriculum should be such as to develop an individual physically, mentally, morally, socially and spiritually to the utmost limits. For this, a curriculum based on activities and broad experiences in real life situation is necessary. This will develop the personality

of the child to the full in all its aspects. Tagore emphasized that together with various subjects, different part of curriculum.

• METHOD OF TEACHING

            

(1)Teaching through Tours and Trips:

Tagore believed that the subjects like history, geography, economics and other social sciences can be effectively taught through excursions and tours to important spots.

(2) Learning by activities:

Rabindranath Tagore said that for the development of child's body and mind, learning through activity is essential

(3) Narration-cum-discussion and debate method:

Narration-cum-discussion and debating activities were organized Tagore's education centre to develop oratory abilities of the students

(4) Heurastic Method

In this method first, the students, are asked questions to clarify their doubts on topics and teachers try to satisfy them by their correct answers. Then the teacher asks the questions to students to evaluate how far the students are able to comprehend the topic discussed in the class.

• TEACHER

Rabindranath Tagore  believed that the teacher’s own life, his own search for truth should be such that encourages the student to respect truth and nature. Teaching lessons in the class and giving lectures on ideals and principles is not real education. Education can be successfully imparted by understanding childhood and giving oneself totally in love and union with it. The best education a child can get is in the atmosphere of love, trust and joy. Tagore gave a mantra to teachers – “Don’t try to preach your principles to children, instead give yourself completely in love”