TEN Reason to Become a TEaCHeR..

     Teaching is a special calling. It is not a job well-suited to everyone. In fact, many new teachers leave within the first 3-5 years of teaching. However, there are many rewards that come with this oft maligned career. Here are my top ten reasons why teaching can be a great profession.

1. Student Potential

Unfortunately, not every student will succeed in your class. However, this fact should not keep you from believing that every student has the potential for success. This potential is so exciting - each new year presents new challenges and new potential successes.

2. Student Successes

Closely related to the previous pick, student success is what drives teachers to continue. Each student who didn't understand a concept and then learned it through your help can be exhilarating. And when you actually reach that student that others have written off as being unteachable, this can truly be worth all the headaches that do come with the job.

3. Teaching a Subject Helps You Learn a Subject

You will never learn a topic better than when you start teaching it. I remember my first year teaching AP Government. I had taken Political Science courses in college and thought I knew what I was doing. However, the student questions just made me dig deeper and learn more. There is an old adage that it takes three years of teaching to truly master a subject and in my experience this is the truth.

4. Daily Humor

If you have a positive attitude and a sense of humor, you will find things to laugh about each day. Sometimes it will be silly jokes you will make up as you teach that might get a laugh from your students. Sometimes it will be jokes that kids share with you. And sometimes students will come out with the funniest statements without realizing what they've said. Find the fun and enjoy it!

5. Affecting the Future

Yes it might be trite, but it is true. Teachers mold the future each day in class. In fact, it is a sad fact that you will see some of these students more consistently day-to-day than their parents will.

6. Staying Younger

Being around young people everyday will help you remain knowledgeable about current trends and ideas. It also helps break down barriers.

7. Autonomy in the Classroom

Once a teacher closes that door each day and begins teaching, they really are the ones who decide what's going to happen. Not many jobs provide an individual with so much room to be creative and autonomous each day.

8. Conducive to Family Life

If you have children, the school calendar will typically allow you to have the same days off as your kids. Further, while you might bring work home with you to grade, you will probably be getting home close to the same time as your children.

9. Job Security

In many communities, teachers are a scarce commodity. It is fairly certain that you will be able to find a job as a teacher, though you might have to wait until the start of a new school year and be willing to travel within your county/school district. While requirements might be different from state to state, once you have proven yourself a successful teacher, it is relatively easy to move around and find a new job.

10. Summers Off

Unless you work in a district that has a year-round-education system, you will have a couple of months off in the summer where you can choose to get another job, teach summer school, or just relax and vacation. Further, you typically get two weeks off during Christmas/Winter Holidays and one week for Spring Break which can really be a huge benefit and provide much needed rest time.

Teaching Students with Learning Disabilities

Teaching Students with Learning Disabilities

What does it mean for a student to be diagnosed with a learning disability?

Individuals who are diagnosed with a learning disability are unable to learn the same way as average students. Some students with a learning disability are unable to write and listen at the same time; may have difficulty and/or lack the ability, to remain focused on lectures and/or assignments, or may have difficulty understanding material. Also, these students might become confused when recalling what was covered in a lesson and are often unable to connect the material taught in class with the homework they are assigned. Students with a learning disability have average to above average intelligence. They simply require alternative ways to learn and complete assignments. Learning Disabled students often require specific accommodations in order to have a fair chance for academic success.

What are the symptoms of a learning disability?

There are a wide variety of characteristics a student with a learning disability may display.

Some examples are:

􀂾 Difficulty reading, writing, spelling, and/or using numerical concepts

􀂾 Frequently struggles with taking notes during lectures

􀂾 Indecipherable handwriting

􀂾 Difficulty following, remembering, and/or understanding directions.

􀂾 Failure to comprehend written words, and/or failure to form written letters

     Students with a Learning Disability may also have trouble with verbal language. They may:

􀂾 Find it difficult to verbally express ideas or information with spoken language

􀂾 Have trouble comprehending what people are saying.

     Students with a Learning Disability may also show signs of anxiety or anger, due to stress caused by their inability to learn at a pace similar to their peers. In addition, learning-disabled students tend to be forgetful, unorganized, and have difficulty maintaining a schedule.

What can cause a learning disability?

     There is no single proven cause for a learning disability. Sometimes, there are many factors working together, other times the cause is entirely unknown. The most widely believed causes of learning disabilities are problems with pregnancy and birth. Throughout pregnancy, the fetal brain is very vulnerable to disruptions. If some form of disruption occurs during the pregnancy, errors may occur within the cell makeup, cell location, or cell connections, which may lead to learning disabilities. Also, the use of drugs and/or alcohol, lack of oxygen and/or injury during pregnancy may contribute to learning disabilities.

Ways for a teacher to accommodate Learning Disabled students.

- Make certain that instructions and assignments are clearly understood. This will provide L.D. students more of an equal opportunity to accomplish their work.

- Make certain that assignments given to the L.D. students are within their abilities. If an L.D. student is given an assignment, more challenging than they are able to handle, a negative effect can take place, causing stress and frustration. Additionally, the student could potentially fail in attempting to simply complete the task.

Assigning Homework

- Write assignments on the chalkboard as soon as they are assigned so that questions may be addressed and misunderstandings can be reduced.

- Students should be periodically reminded of what is expected of them and when it is due, so that L.D. students form a habit of doing their schoolwork. This process not only helps L.D. students to remember to do their work, but it also increases their chances of accurately completing assignments.

- Students with a Learning Disability should begin their homework during class if possible. This is assuredly not meant to decrease the amount of time spent at home on schoolwork, but to simply assure the teacher that L.D. students are prepared enough to work on their assignments independently.

Keeping Students’ Attention

- Call upon students at random to read from books or to carry out examples on the chalkboard. This will force them to closely follow along, not knowing when their attention will be tested.

Note: Teachers should never set out to embarrass students by calling on them to read difficult passages or asking them to work a problem that they are clearly unable to do; further embarrassment and frustration might ensue and is clearly not a desirable result.

- Teachers should use students’ names in examples during lectures. Hearing one’s own name, or a fellow student’s name called and/or referred to, can immediately bring a student’s attention back to the lesson.

- Teachers should move around the classroom to draw their student’s attention. This action will prove to show that when the teacher is more involved with their students, they will find that their students are paying closer attention to the lesson at hand. Mobility around the classroom can also give the teacher a chance to see if the students are following along and/or taking appropriate notes.

Proper Study Habits

- Train L.D. students to do their homework in a low-distraction area.

- Repeatedly emphasize the importance of organizational skills and provide assignment planners to students, helping to encourage the process of organization.

- Both parents and teachers should look over the students’ assignment planners.

- Make certain L.D. students are shown every possible means available to them for help and guidance with schoolwork.

- Teachers should try to evoke detailed note-taking skills by providing paper with the day’s date and general outline of what was covered on the particular day. This will help students to know what material was covered on what day and help them to organize their note taking. Furthermore, if a student with a learning disability is absent, this system will help him or her discover what material was taught when the student was not in class.

Note: If these note taking strategies are unsuccessful or too distracting, teachers may wish to simply make copies of daily notes and deliver them to L.D. students at the beginning of each class. This allows students to follow along as lessons are being explained instead of trying to write everything down.

Numbers and statistics to keep in mind.

According to the 24th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act in 2002, there are currently 2.9 million students with a learning disability in the United States. Most of these students have trouble with reading. More than 25% of students diagnosed as having a learning disability drop out of school, compared to only 11% of the general population. It is widely believed by many professionals that males are more likely to have a learning disability, although some recent studies are trying to disprove this.

Teachers should be aware that African Americans are twice as likely as white children to have a learning disability

Final Thoughts…

“People, even more than things, have to be restored, renewed, revived, reclaimed, and redeemed; never through out anyone.”

POSSIBLE QUESTIONS FOR THE B.Ed. VIVA VOCE

POSSIBLE QUESTIONS FOR THE B.Ed. VIVA VOCE (OPTIONAL SUBJECT)

1.         What are the problems you usually find in managing a classroom?

2.         What are your ways of managing a classroom properly?

3.         Describe an incident during teaching practice which you had to handle in an emotional way?

4.         Have you observed any special cases (problem children) in your classroom?  How did you deal  

             with them?

5.         Do you think that the time given for the teaching practice is adequate? Justify?

6.         What are the difficulties you faced during teaching practice?

7.         Could you cater to the individual differences in the classroom? Justify?

8.         How the curricular inputs (for eg. Camp, Supw, Field Work, Preparation of AV aids, Class Room  

             Discussions, Micro Tg….etc) in the BEd curriculum were useful in the Teaching Practice session?

9.         What teacher pupil ratio would you suggest for  a classroom in the Kerala context?

10.       Have you ever introduced new ideas and your own creative thoughts in the classroom?

11.       What a re the advantages of tg. aids in the classroom?

12.       Is it possible to develop Multiple Intelligence of a student in the classroom?

13.       What is a smart classroom?  Did you make use of it?

14.       Have you ever used LCD Projector/ TV/RadioTape recorder Computer in the classroom?  How

             far it was useful?

15.       What adolescent problems did you experience in the classroom?  How did you tackle the

             problem psychologically?

16.       “Previous Knowledge is essential for teaching learning process”.  How do you ensure the

              minimum previous knowledge (prerequisite) for the teaching learning process?

17.       Introducing a lesson is a crucial phase in teaching.  Justify.

18.       Did you attempt to provide first hand experiences (direct experience) in your teaching –

             learning process?

19.       What is the difference between constructivism and behaviourism?

20.       What is scaffolding?

21.       What is ZPD?

22.       What are the basic requirements (classroom arrangements, problem-sensing situations, group

              learning techniques etc.. ) in a constructivist classroom?

23.       Which is more advantageous to students- constructivism or behaviourism?

24.       What is the difference in designing learning experiences in constructivist/ behaviourist pattern?

25.       What do you mean by the design of a test?

26.       What is blue print?

27.       Why to prepare a blue print?

28.       What are the different types of  test items(questions)?

29.       What are the advantages/disadvantages of objective type/essay type questions?

30.       What are the qualities of a good test?

31.       What is the difference between scoring key and marking scheme?

32.       What is the purpose of conducting diagnostic test?

33.       What are the possible difficulties that can be overcome through remedial measures?

34.       What do you mean by instructional objectives?

35.       How are objectives related to aims?

36.       What are specifications?

37.       Name any 4 specifications of Comprehension/ Application?

38.       What is pedagogy?

39.       What is pedagogic analysis?

40.       How is pedagogic analysis different from content analysis?

41.       Why is content analysis essential for a beginner teacher?

42.       What is term/fact/concept/principle process etc?

43.       What is objective based instruction?

44.       What are the qualities of a good learning experience?

45.       What are models of teaching?

46.       What is the syntax of ------ model?

47.       What is the importance of reflective practices in models?

48.       Suggest few topics suitable for …. Model.

49.       What is the use of a written lesson plan?

50.       How are the 4 columns of a behaviourist lesson plan related?

51.       What were the criticisms you faced in the criticism class?

52.       What are the domains of instruction?

53.       What is Bloom’s Taxonomy?

54.       What are the instructional objectives  in cognitive domain/ affective domain/ psychomotor

             domain?

55.       What is micro teaching?

56.       Explain the micro teaching cycle?

57.       How does micro teaching help in real teaching?

58.       What is link practice?

59.       Why is micro teaching included in the teacher preparation programme?

60.       What is micro in micro teaching?

61.       What is question wise analysis? What is its importance?

62.       Have you included skill in your blueprint? If yes, why? If no, why?

63.       What is the difference between teacher made test and standardized tests?

64.       What are the different types of objective test items?

65.       What is the difference between objective based question and objective type question?

66.       What is CCE?

67.       What is the difference between direct grading and indirect grading?

68.       What are the usual aids you use in your teaching?  Why do you use them?

69.       Distinguish between objects and specimens?

70.       What are the four pillars of education as suggested by UNESCO?

71.       Questions regarding subject and content

72.       Questions regarding preparation and use of your teaching aids

AUDIO-VISUAL TECHNOLOGY IN EDUCATION

1.         What are Audio visual aids?

2.         What are the advantages of using AV aids?

3.         What are the problems in the use of AV aids?

4.         What are the general principles of using AV aids?

5.         Over use of AV aids is misuse. Justify your answer?

6.         What is the fourth revolution according to Eric Ashby?

7.         What is the difference between hardware approach and software approach?

8.         What is system approach?

9.         Explain Edgar Dale’s cone of Experience?

10.       How do you classify instructional aids (AV aids)?

11.       Give example for each type of AV aids.

12.       How do you prepare a chart/transparency/chart etc.

13.       What are the difference between episcope and epidiascope?

14.       What are the advantages of using OHP?

15.       What are the types of teaching aids you have used in your practice teaching? Explain its

              construction.

16.       How will you improve the use of Black Board?

17.       What are the advantages of using LCD projector.

18.       What are the merits and demerits of CCTV/ETV/ITV/Tv  etc?

19.       What is the concept of smart class room?

20.       What is CAI?

21.       What is EDUSAT?

22.        What is programmed learning?

23.         Differentiate between linear and branched programming

24.        Why branched programming is called intrinsic?

25.        What are the merits of a language lab?

DISCLAIMER: The above questions are prepared only to give an orientation towards the external examination and viva voce of the B Ed practical Examination.  As a matter of fact any question pertinent to the concerned subjects may be asked.

Getting ready for the B.Ed Practical Exam

Many teacher trainees fear commission, the pet name for the B. Ed. External Practical examination.  And after the exam they feel it was all a farce, a foolish thing. It is not a thing to be feared nor is it a farce.  The external practical exam is a check measure by the university to ensure that a candidate is neither unduly favoured nor  penalized.  This external check mechanism simply ensures that the marks awarded by the college are prudent.

                                The examiners with a limited time will be trying to weigh the substance of each candidate, simultaneously comparing with other candidates of the same college as well as other colleges.

Dos

·                     Your attitude towards the teaching profession is a crucial factor.  Highlight your commitment towards the profession if such a situation occurs during viva voce.

·                     If you cannot agree upon a point just politely tell so.

·                     If you have earlier teaching experience you may reveal that.

·                     If your father or mother is a teacher, reveal that.  It is a positive edge for you.

·                     If you are asked to criticize the BEd system you may do so without emotional outbreak.

·                     Highlight all your merits say- proficiency in reading, sports, computers … . . anything.

·                     Make a check list of all the items to be brought for the practical exam and ensure them.

·                     Ask your teachers in your college about the possible questions for the exam.

·                     Present yourself neat and tidy.

·                     Wrap all your records neatly and with necessary labels.

·                     Your class taken before the external examiner is the most important single factor that decides your marks.  So prepare your lesson well.

Donts

·                      Do not make negative remarks about the BEd course and the system unless asked to do so.

(Because that does not change the system nor does it fetch you marks)

·                     Never end up with an argument with the examiner.

·                     Even if the examiner tries to irritate you by criticizing your knowledge or the way you were trained, do not feel desperate and instead try to explain the logic of what you have learned and what you believe to be true.

(All the examiners are instructed not to nag the candidate and not to criticize the practices of the host institution in front of the candidate, but some examiners are incorrigible!!)

AWARENESS IN DISASTER MANAGEMENT OF TEACHER TRAINEES

AWARENESS IN DISASTER MANAGEMENT OF
TEACHER TRAINEES

Aseel Abdul Wahid (Assistant Professor, CICS College of Teacher Education, Calicut &             Research Scholar, Karpagam University Coimbatore)

ABSTRACT

     Disaster management can be defined as the organization and management of resources and responsibilities for dealing with all humanitarian aspects of emergencies, in particular preparedness, response and recovery in order to lessen the impact of disasters. There is no country that is immune from disaster, though vulnerability to disaster varies. There are two main types of disaster namely natural and man made disasters. Natural disasters are primarily due to natural events like earthquakes, volcanos, floods, tornadoes, typhoons and cyclones. It is possible that certain human activities could maybe aid in some of these events, but, by and large, these are mostly natural events. Man made disasters are mostly caused due to certain human activities. The disasters themselves could be unintentional, but, are caused due to some intentional activity. Most of these are due to nuclear leaks, chemical leaks, terrorist activities and structural collapse etc. Any disaster can interrupt essential services, such as the provision of health care, electricity, water, sewage/garbage removal, transportation and communications. The interruption can seriously affect the health, social and economic networks of local communities and countries. Disasters have a major and long-lasting impact on people long after the immediate effect has been mitigated. Poorly planned relief activities can have a significant negative impact not only on the disaster victims but also on donors and relief agencies. So it is important that physical therapists join established programmes rather than attempting individual efforts.

    The educational institution mostly schools and teacher educations are the most effective source to inculcate the awareness by educating the students about disaster management. The awareness inducted in their mind in the very young age itself, will enable them to go a head with it, throughout their life. And they will be able to collect more and more information and knowledge how to face the situations most effectively in the days to come and make a positive attitude towards disaster management. In this view of these facts the investigator tries to find out the depth of awareness in disaster management among teacher trainees of Kerala. The present study was carried out on representative sample of 200 teacher trainees in Calicut District of Kerala State. The results of the study reveal that the awareness in disaster management has significant influence by the gender of the sample and locality of the institute and there is no influence of faculty i.e., science and non science.

INTRODUCTION

Disaster management is a process or strategy that is implemented when any type of catastrophic event takes place. Sometimes referred to as disaster recovery management, the process may be initiated when anything threatens to disrupt normal operations or puts the lives of human beings at risk. It can also be defined as the organization and management of resources and responsibilities for dealing with all humanitarian aspects of emergencies, in particular preparedness, response and recovery in order to lessen the impact of disasters

One of the essential elements of disaster management involves defining the types of catastrophes that could possibly disrupt the day to day operation of (human beings) a city, town, business, or country. Identifying those potential disasters makes it possible to create contingency plans, assemble supplies, and create procedures that can be initiated when and if a given disaster does come to pass. A truly comprehensive disaster management plan will encompass a wide range of possibilities that can easily be adapted in the event one disaster sets off a chain reaction of other types of disasters in its wake. Because of the need to continue functioning in emergency situations, disaster management plans are often multi-layered and can address such issues as floods, hurricanes, fires, bombings, and even mass failures of utilities or the rapid spread of disease. The disaster plan is likely to address such as important matters as evacuating people from an impacted region, arranging temporary housing, food, and medical care. It is not unusual for the plan to also work toward containing and possibly neutralizing the root causes of the disaster if at all possible.

The process of disaster management will often address the issue of ongoing communication. Since many disasters can cause communication networks to fail, a competent disaster plan will include the quick setup of alternative communication capabilities that do not rely on the various switches, towers and hubs that are usually part of telephone and cellular communication networks. Often making use of short-wave transmissions that are supported with satellite technology, the communication flow can continue from the area impacted by the disaster to other points where aid can be extended when and as possible.

As part of the crisis management component of a disaster plan, it is not unusual for some type of disaster kit to be developed. The kit may include food and clothing for people who are evacuated from an area that has experienced flooding or extensive damage from a hurricane or tornado. Kits may also include basic medication to help with headaches, fevers, and other minor ailments. In some cases, the kits may include items such as sleeping bags or other necessities that will help displaced persons to cope with the after effects of the disaster.

Creating an effective disaster management plan is often easier said than done. As many nations have learned, what were thought to be comprehensive emergency plans turned out to be partially effective at best? In recent years, many government agencies stretching from the local to the national level have taken steps to revisit the structure of their disaster plans and run computer simulations to identify weaknesses in the plans, and refine them so they can operate with more speed and efficiency.

Teacher trainees and disaster management

Teachers and media play a prominent role in efficient disaster management system which is vital for a suitable future of life on earth. That is the significance of holistic approach for disaster management. Isolated thoughts, preparation, awareness programmes, attitude and other activities should be co-operatively integrated with the participation of all section of the community, for the community, and by the community. The educational institution mostly schools and teacher education institutions are the most effective source to inculcate the awareness by educating the students about disaster management. The awareness inducted in their mind in the very young age itself, will enable them to go ahead with it, throughout their life. And they will be able to collect more and more information and knowledge how to face the situations most effectively in the days to come and make a positive attitude towards disaster management. Children are our future. They must be protected from disasters. A disaster resistance school and home are our moral obligation towards their safety and security. A step taken today in this direction may be helpful for a big leap in future. In this view of these facts the investigator tries to find out the depth of awareness in disaster management among teacher trainees of Kerala.

STATEMENT OF THE PROBLEM

            The present study entitled as "awareness in disaster management of teacher trainees".

OBJECTIVES OF THE STUDY

            The present study has the following objectives.

1.      To find out whether there is any significant difference in the mean scores of Awareness in Disaster Management for the samples based on gender.

2.      To find out whether there is any significant difference in the mean scores of Awareness in Disaster Management for the samples based on locale.

3.      To find out whether there is any significant difference in the mean scores of Awareness in Disaster Management for the samples based on faculty.

HYPOTHESES OF THE STUDY

            The hypotheses framed and tested for the present study are

1.       There will be significant difference in the mean scores of the Awareness in Disaster Management for the samples based on gender.

2.       There will be significant difference in the mean scores of the Awareness in Disaster Management for the samples based on locale.

3.       There will be significant difference in the mean scores of the Awareness in Disaster Management for the samples based on faculty.

METHODOLOGY

1..Variable of the study

            The present study includes the following independent and dependent variables.

  Study variable

            Awareness in Disaster Management is selected as dependent variable.

  Classificatory variable

            Gender, locale and faculty of the teacher trainees considered as the classificatory variables.

2. Tools Used for the study

            The tools used for the present study is Awareness Test in Disaster Management developed by the researchers. The test item comprising the multiple choice questions only, is intended to measure various types of Disasters and Awareness about Disaster Management.

The dimensions used for preparing the test are classified and described under the categories are:

(i) Natural disasters: The natural disasters involve flood, earthquakes, landslides, volcanic eruption, drought, cyclones, fire, Tsunami etc.

(ii) Manmade disasters: The terrorist attacks, chemical and industrial accidents, road, rail and air traffic accidents are different types of manmade disasters.

(iii) Epidemic disasters: The unhygienic water, the decayed flesh, polluted air etc are the main causes spreading the epidemics.

(iv) Environment polluted factors related to disasters: Environmental pollution occurs due to release of chemicals, technological failure, natural activities which include geological activity like earthquakes, natural fires, floods etc. Due to these types of disasters, the environment which include land, water and air will get polluted. Hazardous substance released into the air or water can travel long distances and cause contamination of air, water and, land making it uninhabitable for humans.

(v) Community related safety issues related to disaster: During and immediately after a disaster, it is most often the neighbours or people of the community who respond first. ‘First responders’ are people who are the first to act as a response to disaster situation, usually have basic response skills for medical or other emergencies and are part of community or work closely with it. The first few hours before and after a disaster are critical and precious for saving lives and reducing further injury.

(vi) Rescue and first aid skills: In a post disaster scenario search and rescue has always played a major role in disaster management. It is on strength, capability and effectiveness of search and rescue team that more of human lives could be saved. It is the need of the day that the students have aware about rescue skills and first aid skills; they managed to survive the fury of nature through centuries.

3. Sample selected for the study

            The present study was carried out on representative sample of 200 teacher trainees of three Teacher education colleges in Calicut District of Kerala State.  The colleges were selected by stratified random sampling method, giving due representation to factors like sex, locale and type of management.

4. Statistical techniques used

            The collected data were classified into six groups based on sex, locality and faculty of education. The statistical techniques have been used for the analysis of data in the present study is the test of significance of difference between means scores of awareness in disaster management of the teacher trainees.

ANALYSIS AND INTERPRETATION

            For the investigation of the whether there is any significant difference exist in the mean score of awareness in disaster management for the samples based on gender, locale and faculty of the teacher trainees mean awareness score, standard deviation and critical ratio are calculated.

       Comparison of mean scores of awareness in disaster management based on gender is presented in Table 1.

Table 1

Comparison of Means Scores of awareness in disaster management between male and female teacher trainees

Nature of Sample	Sub Samples	No. of Samples	Mean	S.D	Critical Ratio
Gender	Male	40	26.65	8.44	2.06*
	Female	160	25.16	7.04

        * Significant at 0.05 level

The critical ratio obtained when the mean scores of Awareness in Disaster Management compared with male and female is 2.06. It was found that significant difference exist in the mean scores of male and female teacher trainees, since the critical ratio is greater than table value (1.96) at 5 percent level of significance. Awareness in Disaster Management is higher for male teacher trainees than females.

       Comparison of mean scores of awareness in disaster management based on locale is presented in table 2.

Table 2

Comparison of Means Scores of awareness in disaster management between rural and urban area teacher trainees

Nature of Sample	Sub Sample	No. of Sample	Mean	S.D	C.R.
Locale of the college	Rural	100	29.35	7.10	9.26*
	Urban	100	23.36	7.07

          * Significant at 0.05 level

The critical ratio obtained when the mean scores of Awareness in Disaster Management compared with rural and urban is 9.26. It was found that significant difference exist in the mean scores of rural and urban teacher trainees, since the critical ratio is greater than table value (1.96) at 5 percent level of significance. Awareness in Disaster Management is higher for rural teacher trainees than urban teacher trainees.

       Comparison of mean scores of awareness in disaster management based on faculty is presented in table 3.

Table 3

Comparison of means scores of awareness in disaster management between science and non-science teacher trainees

Nature of Sample	Sub Sample	No. of Sample	Mean	S.D	C.R.
Subject Taught	Science	90	25.35	7.99	0.855
	Non science	110	25.86	7.05

The critical ratio obtained when the mean scores of Awareness in Disaster Management compared with science and non-science is 0.855. It was found that significant difference is not exist in the mean scores of science and non-science teacher trainees, since the critical ratio is less than table value (1.96) at 5 percent level of significance.

FINDINGS AND DISCUSSION

Awareness in Disaster Management is higher for male teacher trainees than female teacher trainees. There exists significant difference in the level of awareness in disaster management based on gender of the teacher trainees.

Awareness in Disaster Management is higher for teacher trainees from rural area than the teacher trainees from urban area. There exists significant difference in the awareness level in disaster management based on locale of the teacher trainees.

Disaster management awareness of science and non-science teacher trainees is almost same.  There is no significant difference between science and non science teacher trainees in the awareness level of disaster management.

TENABILITY OF HYPOTHESES

Based on the findings, the tenability of the hypothesis formulated for the study has been tested.

The first hypothesis states that “There will be significant difference in the mean scores of Awareness in Disaster Management based on gender", this hypothesis is accepted.

The second hypothesis states that “There will be significant difference in the mean scores of Awareness in Disaster Management based on locale ", this hypothesis is also accepted.

The third hypothesis states that “There will be significant difference in the mean scores of Awareness in Disaster Management based on faculty", this hypothesis is rejected.

CONCLUSION

            The results of the study reveal that the awareness in disaster management has significant influence by the gender of the sample and locality of the institute.  The result is also reveals that there is no influence of faculty i.e., science and non science in the awareness in disaster management.  More awareness programme is essential by considering the gender and locale of the teacher trainees.

REFERENCES

Ferguson, G.A. (1989). Statistical analysis in Psychology and education. Tokyo: McGraw Hill Inc.

Michel-Kerjan, Erwann, and Slovic, Paul. 2010. “A More Dangerous World: Why We Misunderstand Risk.” Newsweek. March 1, 2010.

 Day, JM, Junglas, I, and Silva L, 2009. “Information Flow Impediments in Di­saster Relief Supply Chains,” Journal of the Association for Information Systems, 10(8), 637-660, Aug 2009.

Whybark, D. C. (2007). “Issues in man­aging disaster relief inventories.” Interna­tional Journal of Production Economics, 108(1), 228-235, July.