Recently, Nepal has banned all the TV news channels of India except the Doordarshan stating that it will not allow any foreign TV channels that assassin the character of its leaders.We have seen how the kalapani dispute has soften the relation between the two neighbor countries in the diplomatic level. India enjoys the civilizational and cultural relation with Nepal from many years. Any Bilateral relation set on the foundation of soft power treats both the partners as equal irrespective of their size and the influence. India has given soft power higher priority , so setting up strong trade and economic relations.

Over the last 30 year’s India’s soft power influence in Nepal has come under threat due to internal political instability and by the external players such as Pakistan and China.India’s relation is primarily built on three main pillars – Religious connect built by Hinduism and Buddhism , Link of Madhesi – Terai belt with UP and Bihar , Influence of Bollywood and Indian Television. But over the past 30 years there has been rising Anti-India sentiments .Nepal has always alleged that India has excessively interfered in the internal affairs right from the days of Nepal Monarchy.In civil war ,India was accused of taking Maoists sides and interfered in the transition of democracy through taking a political side at the time of Constitution framing.There has always been few political elements who have opposed in the India’s involvement in Nepal and these sentiments have been exploited by external players such as Pakistan and China leading to the significant surge in anti India sentiments.This sentiments has led to the decrease in soft power influence in Nepal take for Example Lumbini project which India was looking to develop was handed over to the chinese .

Since Buddhism has share a strong cultural connection between South Asia, Southeast Asia and East Asia , Indian diplomacy has always tried to exploit this connection by developing all the buddhism sites under the Buddhist circuit project but the project was taken over by china .China’s interest in Nepal can be explained to counter Indian influence in Nepal and also to monitor the Tibetian refugees who are present in large number in Nepal. Over the last few years China has bought massive investment in construction of Nepal’s -Road, Rail, Hydro power plant, Internet and Telecom sector. Apart from these hard investments, China is also looking for soft power influence by promoting the Mandarian language in Nepali schools. So overall a combination of Indian mistakes, Political instability and External players have contributed to the decline in soft power influence of India in Nepal.

India is an ancient civilization governed by customs and traditions. Sometimes, it is called the museum of various religions, castes, cultures and ethnic groups. If we go down the ancient period we find that India was governed only geographically and not politically. Religion played an important role in the political life of the nation and it also acted as a guide for the ruler and the ruled. Hence the law enacted at that time formed part and parcel of the religion. However, with the advent of the British rule, our nation entered the phase of modern history. The British brought new thoughts like, western education, idea of secularism, a constitution containing the rules and regulations for the people and the government, political institutions like parliament and the political thoughts like Democracy; Supremacy of the Constitution, Liberty, Equality, Justice Rule of law, etc. They formulated Indian Penal Code, i.e., codifying criminal laws in 1860. Thus, it was the first attempt to cover all the citizens of India under one law. But the civil sphere of life of all the people was left untouched. As a result of these developments a wave of nationalism arose in the minds of the people of India and with the enactment of various legislation like Government of India Act, 1935, India for the first time became a nation politically. With freedom in 1947 and enactment of the Constitution in 1950, India was born as a nation and the Constitution, the supreme law, occupied a supreme position in the political life of this nation.

Based on the ideals like Equality, Rule of law, Justice, Liberty, etc., our Constitution made enough provisions to uphold these ideals. It is the duty of the government to enact legislation based on these principles. By keeping this in mind criminal law is made applicable to all citizens of India irrespective of race, religion, caste or sex. But considering the vast diversities in India and the ambiguous condition prevailing at the time of Independence and the communal tension rife in our country, no Uniform Civil Code for all the citizens was made.

Uniform Civil Code

Article 44, makes it an obligation on the State to promote a uniform civil code to all citizens throughout the territory of India. Uniform civil code is a set of law proposal which will replace all the laws—personal laws governing institutions like marriage, divorce, inheritance of property, etc., based on religious faith.

M.C. Chagla former Chief Justice of Bombay High Court observed that, “Article 44 is a mandatory provision binding on the government. The Constitution was enacted for the whole country, it is binding on the whole country and every section and community must accept its provisions and directives.”

The Supreme Court suggested in favour of Uniform Civil Code through many judicial precedence. Some of them are:

Mohammad Ahmed Khan v. Shah Bano Begum mainly known as Shah Bano Case. In this case in 1985, Shah Bano moved to Supreme Court for seeking maintenance under section 125 of the Code of Criminal Procedure when her husband divorced her after 40 years of marriage by giving triple talaq and denied her regular maintenance. The Supreme Court gave verdict in favour of Shah Bano by applying section 125 of Indian Criminal Code and it is applied to all citizens irrespective of religion. Then Chief Justice, Y.V Chandrachud, observed that a Common Civil Code would help the cause of national integration by removing disparate loyalties to law. And so, the court directed Parliament to frame a UCC.

The second instance in which the Supreme Court again directed the government under Article 44 was Sarla Mudgal case. In this case Sarla Mudgal v Union of India, the question was whether a Hindu husband, married under the Hindu law, by embracing Islam can solemnize second marriage. The Supreme Court held that adopting Islam for a second marriage is an abuse of Personal laws. Further said that Hindu marriage can be dissolved under Hindu Marriage Act, 1955 i.e. mere by converting itself in to Islam and marry again does not dissolve the marriage under Hindu Marriage Law and thus will be an offence under Section 494[5] of the Indian Penal Code.

In John Vallamattom v. Union of India, the Priest from Kerala, John Vallamatton filed a writ petition in the year 1997 stating that Section 118 of the Indian Succession Act was discriminatory against the Christians as it imposes unreasonable restrictions on their donation of property for religious or charitable purpose by will. The bench comprising of Chief Justice of India V.V Khare, Justice S.B Sinha and Justice A.R. Lakshamanan struck down the Section declaring it to be unconstitutional. Further Khare stated that;

“Article 44 provides that the State shall endeavour to secure for all citizens a Uniform Civil Code throughout the territory of India. It is a matter of great regrets that Article 44 of the Constitution has not been given effect to. Parliament is still to step in for framing a common civil code in the country. A Common Civil Code will help the cause of national integration by removing the contradictions based on ideologies”.

Need for a Uniform Civil Code

The need for a uniform civil code is promoted on the following reasons mentioned below:

•  Firstly, India being a secular republic needs to progressive and must have a common law for all citizens. To have different rules based on religion is against the principle of equality. In fact, the fundamental rights have sought to reform many religious practices that were found to against the progress of the nation.
• Secondly, a uniform civil code helps to check the caste and religion-based politics. India has shown remarkable progress in the economic front but the social progress is hampered by the anachronistic religion-based traditions and personal laws. In the social-cultural respect, Indian society remains at a midpoint—neither a modern nor a traditional society.
• Thirdly, the existence of the personal laws keeps the nation divided in many respects and retards the nation-building activity.
• Fourthly, the promotion of gender justice demands a uniform civil code. Indian society is primarily a patriarchal society ridden by age-old traditions that promotes unfair unequal treatment of women. The constitution declares the resolve of the people to guarantee equal rights to women, which accelerates the need for a uniform civil code.
• Fifthly, the existence of various personal laws has been a loophole which is effectively exploited by the dominant and elite social class. For instance, the alternate judicial systems in rural India and the practices like honour killings are supported by the absence of the uniform civil code.
• Sixth, vote bank politics can be reduced by a uniform civil code. When all religions are brought under a single set of laws, the opportunity to offer benefits to certain religious denominations, especially the minorities, for garnering their vote will be reduced.

On the above grounds, there have been demands to make uniform civil code and implement in the past. At present, Goa is the only State in India to have a common civil code, also known as the Goa Family Law. The demand had always resulted in heated arguments for and against having the code. This had been a most debated provision even in the constituent assembly. However, the founding fathers have deliberately provided it as an unenforceable directive.

Uniform Civil Code: Why an Unenforceable Directive?

Uniform civil code aims at securing ‘harmony through uniformity’ is an undeniable truth. But making it a compulsory provision would result in a sort of regimentation of the civil code which will result in ‘discontent or dissatisfaction’.

Similarly, the Supreme Court has also ruled that although uniform civil code for all persons may be desirable, its enactment in one go may be counterproductive to the unity and integrity of the nation. Progressive changes must be brought gradually because social change is a slow process. The legislature must make or amend the existing law where there is an acute necessity.

To make all laws to be uniformly applicable to all people in one go would be inexpedient and incorrect.

India being a pluralist society, people have different faiths and the tenets propounded by their religious faiths are multifarious. It is indeed a challenge to achieve unity among the people professing different religious faiths, born in different castes, creeds or sub-sections in the society, speaking different languages and dialects in different regions and provided a secular constitution. Supreme Court, in Pannalal Bansilal versus state of Andhra Pradesh, observed that,

“The directive principles of the constitution themselves visualize diversity and attempt to foster uniformity among people of different faiths.”

The orthodox section among the minorities such as Muslims feels that the Uniform civil code will adversely affect their identity. The issue has been sensationalized by the media which brought the debate from the need for uniform civil code to the divinity of personal law. Consequently, the demand for Uniform Civil Code is regarded as identity politics and viewed negatively.

This section comes under Part II of Chapter V of documentary evidence, here how execution of proof is done is to be shown. If a document is required by law to be attested, it shall not be used as evidence until one attesting witness at least has been called for the purpose of proving its execution, if there be an attesting witness alive, and subject to the process of the Court and capable of giving evidence: Provided that it shall not be necessary to call an attesting witness in proof of the execution of any document, not being a Will, which has been registered in accordance with the provisions of the Indian Registration Act, 1908 (16 of 1908), unless its execution by the person by whom it purports to have been executed is specifically denied[1].

Now in section 73 of Indian Evidence Act it is stated –

Comparison of signature, writing or seal with others admitted or proved.

 In order to ascertain whether a signature, writing or seal is that of the person by whom it purports to have been written or made, any signature, writing, or seal admitted or proved to the satisfaction of the Court to have been written or made by that person may be compared with the one which is to be proved, although that signature, writing, or seal has not been produced or proved for any other purpose. The Court may direct any person present in Court to write any words or figures for the purpose of enabling the Court to compare the words or figures so written with any words or figures alleged to have been written by such person

73A. Proof as to verification of digital signature:

In order to ascertain whether a digital signature is that of the person by whom it purports to have been affixed, the Court may direct—

(a) That person or the Controller or the Certifying Authority to produce the Digital Signature Certificate;

(b) Any other person to apply the public key listed in the Digital Signature Certificate and verify the digital signature purported to have been affixed by that person.

For the purposes of this section, “Controller” means the Controller appointed under sub-section (1) of Section 17 of the Information Technology Act, 2000.

Comments:

Whenever there is doubt of signature, seal or writing before the court this section 73 of Indian Evidence Act will be applicable. According to this this, court can match or compare the disputed signature, seal or writing with undisputed signature, seal or writing which have been submitted to the satisfaction of court. In this it provides for a straight method of comparison of disputed writing, signature or finger impression, in deciding unresolved matter whether a particular signature, writing or seal of a particular person by whom it purports to have been written or made, the court can compare the same with other signatures, seal or writing which have been already submitted or proved to be the same ( i.e. writing or signature or seal) of that person. “It is necessary that the writing to be used as a standard should be properly proved to the satisfaction of the judge to be the handwriting of the person concerned”. In this situation the rule of prudence is that the comparison of signature by courts as a mode of ascertaining the truth should be used with great care and caution.

This section contains two parts. The first one provides with the comparison of writing, signature, figure etc. purporting to have been written or made by a person with other admitted or proved signature, writing, figure etc. by the court to have been written signed or made by the same person. Second part here empowers the court to order the person to appear before it and to give his specimen signature or writing for the purpose of evaluating the disputed signature, writing, figure etc. and to see that it matches or not.

Here according to Supreme court it is clear that such comparison made by a handwriting expert or by one with the handwriting of the person concerned or by the courts direction. Here the court should not be in hurry it should slowdown in making comparison itself. It should take the proper aid of any writing expert. As both plaintiff defendant has not taken steps to secure the opinion of handwriting expert as such the court has the discretionary power to compare disputed signature with the undisputed signature.

It is equally important to take note of the sentence “for the purpose of enabling the court to compare” found in the second part of Section 73. In this regard the Supreme Court held that the language of Section 73 does not permit a court to give a direction to the accused to give specimen writings for anticipated necessity for comparison in a proceeding which may later be instituted in the court. Section 73 cannot be made use of for collecting specimen writing during investigation and recourse to it can be had only when the court before which the enquiry or trial of proceeding is pending requires the writings for the purpose of enabling it for comparison.

In case of determination of finger impression the court is required to make a thorough study, if necessary with the assistance of counsel, to ascertain the characteristic, similarities and dissimilarities of such finger impression. The court should avoid reaching conclusions based on a mere casual or routing glance or perusal. There are methods of proving writing such as, with the help of expert who can prove handwriting and signature under section 45 of the Evidence Act, With the help of other person who is acquainted with the handwriting of the person alleged to have signed or written the document and by calling and examining the writer himself and his admission.

In 73A again to proof the digital signature the court will tell certifying authority to produce its digital signature certificate in court or else, apply by other method and then compare it accordingly. Here is digital signature certificate comes under IT Act.

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[1] Section 73A of Indian Evidence Act

The No Child Left Behind Act of 2002 (NCLB) was a U.S. Act of Congress that reauthorized the Elementary and Secondary Education Act; it included Title I provisions applying to disadvantaged students. It supported standards-based education reform based on the premise that setting high standards and establishing measurable goals could improve individual outcomes in education. The Act required states to develop assessments in basic skills. To receive federal school funding, states had to give these assessments to all students at select grade levels.

Legislative history

It was coauthored by Representatives JohnBoehner (R-OH), George Miller (D-CA), and Senators Ted Kennedy (D-MA) and Judd Gregg (R-NH). The United States House of Representatives passed the bill on December 13, 2001 (voting 381–41), and the United States Senate passed it on December 18, 2001 (voting 87–10). President Bush signed it into law on January 8, 2002.

Replacement

On April 30, 2015, a bill was introduced to Congress to replace the No Child Left Behind Act, the Every Student Succeeds Act, which was passed by the House on December 2 and the Senate on December 9, before being signed into law by President Obama on December 10, 2015. This bill affords states more flexibility in regards to setting their own respective standards for measuring school as well as student performance.

The major focus of No Child Left Behind is to close student achievement gaps by providing all children with a fair, equal, and significant opportunity to obtain a high-quality education. The U.S. Department of Education emphasizes four pillars within the bill:

• Accountability: to ensure those students who are disadvantaged, achieve academic proficiency.
• Flexibility: Allows school districts flexibility in how they use federal education funds to improve student achievement.
• Research-based education: Emphasizes educational programs and practices that have been proven effective through scientific research.
• Parent options: Increases the choices available to the parents of students attending Title I schools.

Pros and Cons of NCLB for Students With Learning and Thinking Differences

On the positive side, NCLB led to inclusion. Before NCLB, many schools didn’t measure the progress of students with learning and thinking differences. These students were often shut out of the general education curriculum and left out of state tests.

NCLB also set the expectation that struggling students learn alongside their peers. By making schools report their results by subgroup, NCLB shined a light on students receiving special education services. Schools were pushed to give struggling students more attention, support and help.

And they did. The graduation rate for students with specific learning disabilities increased from 57 percent in 2002 to 68 percent in 2011.

On the negative side, some say that NCLB focused too much on standardized testing. Some schools end up “teaching to the test”—focusing only on what students were tested on. This left little time for anything else the kids may have needed or wanted to learn.

Certain penalties, such as requiring school improvement plans, were reasonable, critics said. Others could be very harsh, such as firing school staff or closing a school that’s struggling. Critics linked several cheating scandals to NCLB, citing the pressure on teachers and educators to perform.

Some argued that NCLB’s standards-based accountability was inconsistent with special education, which focuses on meeting a child’s individual needs.

Despite the controversy, most people supported parts of NCLB—especially requirements for highly qualified teachers, research-based instruction and basic reporting on school results.

#nochildleftbehind #EDUperk #thinkingdifferent

WBT Basics provides a simple starting point for teachers new to Whole Brain Teaching. Whole Brain Teaching is a type of teaching that uses the whole brain to engage students in learning. 

Whole brain teaching is a philosophy of teaching and learning that aims to activate students’ brains for maximal involvement in the learning process. Whole brain teaching relies on precepts from neuroscience, or the study of brain anatomy in order to understand how best to reach children over the course of the school day. Overall, whole brain teaching asks that students and teachers work in synch and very actively all the time. The classroom that uses whole brain teaching is an engaged, synchronized, collaborative classroom. It might initially appear more structured than other contemporary classrooms because each aspect of structure and routine is aimed at appealing to a neurological, cognitive need. Whole brain teaching can reach difficult students as well as those who are already strong.

First developed in 1999, Whole Brain Teaching promotes a high-energy, hyper-focused method where teachers use game-like challenges, key words, and motivational methods, while eliciting continuous spoken responses from their students to keep them fully engaged every minute.

The Pros of Whole Brain Teaching Strategies

WBT classes are fast-paced. Students don’t know when the Class-Yes, Teach-OK, Mirror, or Scoreboard Game activities will require them to engage actively, so they constantly pay attention.

When you enter a class, you’ll feel the energy and enthusiasm as students become active participants in instruction. You might even think they’re playing games and having fun at the expense of learning. They are having fun, and it’s building a love of learning.

In a study that sought to evaluate the impact of Whole Brain Teaching on the behaviours of challenging students, nine types of student behaviours were evaluated with fifth grade students. The results of this study indicated a 50 percent decrease in student negative behaviours from the pre-observations to the post-observations after implementing Whole Brain Teaching (Palasigue, 2009). These results support student engagement theories that state that the more a student is engaged in the lesson, the less likely the student will engage in disruptive behaviours (Scott, Hirn, & Alter, 2014).

The Cons of Whole Brain Teaching Strategies

If you watch a WBT video and don’t recognize the WBT strategy, you could confuse the parroting with old-school memorization. It’s not, but teachers must know how to make that differentiation for this approach to work in their classes. In truth, if WBT is not delivered correctly, it seems like it could become rote drills. Teacher training, personal attitude, and direction to students can fix this.

Students are encouraged to respond in preprogrammed phrases and words rather than independently thinking out responses. The teacher must make it clear when responses are required and when higher-order thinking is what’s called for.

Shy students or those who are more reserved may be uncomfortable with so many hand and body gestures and the need to interact so often with classmates. Mostly this passes, but be aware of those students who have difficulty.

There are excellent training programs in Whole Brain Teaching. Take advantage of these to get teachers excited about this effective, unique learning strategy. Don’t be afraid to unpack WBT slowly if you’d like, as students get used to it.

Did you ever involve yourself in something very trivial , when you had an important assignment submission or work? Did you ever regret not doing the job right?. If yes , then that’s what we call procrastination. Procrastination is the act of delaying or postponing something that needs to be accomplished within a given period […]

IS PROCRASTINATION POISONOUS TO HUMANS?

All Indian Bar Examination is the National Level Examination conducted twice in every year by the Bar Council of India. The objective of conducting this exam is to examine the advocates basic knowledge of law, analytical thinking, understanding the concept of law from those who are willing to practice in this profession. AIBE exam is an open book exam. The candidate who pass the exam will receive ‘Certificate of Practice’ by the Bar Council of India. AIBE exam will be conducted across 40 cities in India. Candidate can choose the medium of language from 11 different languages.

Who are eligible?

Eligible persons having a recognized law degree (3 years or 5 years) and they should be admitted as advocates on State Bar Council. In simple language the eligible person should have ‘Sanad’ which is the ID card given by State Bar Council. The Advocates Act 1961 empowers State Bar Council to frame their own rules for on enrolments of advocates.

AIBE Exam

AIBE exam forms are available on the official website of AIBE i.e www.allindiabarexamination.com. The candidate should carry their own study material in the exam hall. The exam will be in offline mode. The questions will be in MCQ format. The candidate had cleared his LL.B exam then to some candidate gets difficulty in clearing this exam. But, if the candidate have had studied all the subjects well during his/her law school days then this exam can be cleared easily.

Who are eligible?

Eligible persons having a recognized law degree (3 years or 5 years) and they should be admitted as advocates on State Bar Council. In simple language the eligible person should have ‘Sanad’ which is the ID card given by State Bar Council. The Advocates Act 1961 empowers State Bar Council to frame their own rules for on enrolments of advocates.

AIBE Exam

AIBE exam forms are available on the official website of AIBE i.e www.allindiabarexamination.com. The candidate should carry their own study material in the exam hall. The exam will be in offline mode. The questions will be in MCQ format. The candidate had cleared his LL.B exam then to some candidate gets difficulty in clearing this exam. But, if the candidate have had studied all the subjects well during his/her law school days then this exam can be cleared easily.

Syllabus

These subjects below cover the high weightage if the candidate studied these subjects thoroughly then the chances of passing of that candidate is higher :

1.  Constitutional Law                                             10 marks

2.  I.P.C (Indian Penal Code)                                  8 marks

3.  Cr.P.C (Criminal Procedure Code)                   10 marks

4.  C.P.C (Code of Civil Procedure)                      10 marks

5.  Evidence Act                                                     8 marks

6. Law of Contract, Specific Relief,

Property Laws, Negotiable Instrument Act            8 marks

7. Family Law                                                        8 marks

Whereas, these subjects are low in weightage which are mentioned below :

8.  Alternative Dispute Redressal

including Arbitration Act                                       4 marks

9. Public Interest Litigation                                    4 marks

10. Administrative Law                                           3 marks

11. Professional Ethics &

Cases of Professional Misconduct

under BCI rules                                                        4 marks

12.  Company Law                                                   2 marks

13. Environmental Law                                           2 marks

14. Cyber Law                                                       2 marks

15. Labour & Industrial Laws                               4 marks

16. Law of Tort, including

Motor Vehicle Act and

Consumer Protection Law                                        5 marks

17. Law related to Taxation                                      4 marks

18. Land Acquisition Act                                          2 marks

19. Intellectual Property Laws                               2 marks

How to prepare for the AIBE Exam

• Bare Acts

The candidate should go through the Bare acts of all the Subjects. Reading the Index is very important the candidate can stick sticky notes on the important sections and definitions. The candidate should avoid mugging up the sections and should focus on reading it as much you could as it an open book exam

• Question Papers

The candidate should solve the last years question papers which is available in book stores or online stores too. Reading the question paper the candidate will get an idea about what type of question was asked in earlier exams. It is a time based examination where the candidate will get 3hr 30 min to answer 100 questions. The candidate should practice to solve the questions in the same time span. 

• Legal Maxims/One Liners

The candidate can get a printout of all the important Legal maxims and one liners and can carry with themselves on the examination day. The candidate can get some of the legal maxims in Legal Language subject book. 

• Commentary Books

The candidate can carry commentary book of the respective subjects for Judgements. There is a case index in every commentary book so it will be very helpful to find a case and answer the questions related to it.

• All India Bar Examination Books

There are books available in the book stores or online website where there are subject wise MCQs given and also last year question papers with answers.

• Strategy of Cracking the Exam

The candidate should read the question paper thoroughly the candidate can divide the question paper in three category they are as follows :

1. Solvable
2. Confusion
3. Unsolvable

When a candidate read the question paper he/she can understand in which category he/she can place the given question if the category choose by the candidate is solvable then he/she should mark the answer of the question in the OMR sheet. If the candidate is confused regarding the answer what the answer is, he/she can mark the answer with certain symbol which indicate it is in confusion category. Later on, when he/she finished up answering all the solvable question then he/she can search the correct answer of the confusable question from the books he/she has got. Last but not the least the candidate should try to find the answer of the questions which he/she kept in unsolvable category. The candidate should use the time very effectively. The candidate should keep in mind there is no negative marking so the candidate must answer all the questions.

Domestic violence has been defined as encompassing any behaviour within an intimate relationship that causes physical, psychological or sexual harm to those in the relationships. It is a major social and public health problem with significant costs on individuals, families, communities and the society.

The World Health Organisation (WHO) defines violence as ‘the intentional use of physical force or power, threatened or actual against oneself, another person, or against a group or community that either results in or has a high likelihood of resulting in injury, death, psychological harm, maldevelopment, or deprivation’.

Under the Protection of Women from Domestic Violence Act (2005) of India, domestic violence is defined as ‘any act, omission or commission or conduct of the respondent in case it—(a) harms or injures or endangers the health, safety, life, limb or well-being, whether mental or physical, of the aggrieved person or tends to do so and includes causing physical abuse, sexual abuse, verbal and emotional abuse and economic abuse; or (b) harasses, harms, injures or endangers the aggrieved person with a view to coerce her or any other person related to her to meet any unlawful demand for any dowry or other property or valuable security; or (c) has the effect of threatening the aggrieved person or any person related to her by any conduct mentioned in clause (a) or clause (b); or (d) otherwise injures or causes harm, whether physical or mental, to the aggrieved person.

According to the Crime in India Report 2018, published by the National Crimes Research Bureau (NCRB), every 1.7 minutes a crime was recorded against women in India, every 16 minutes a rape was committed and every 4.4 minutes a girl is subjected to domestic violence.

Factors influencing domestic violence

It is quite apparent that domestic violence does not constitute an occasional, rare incident. In fact, it is a regular, systemic and structural manifestation of social control. No single factor can alone explain the reasons of domestic violence. Rather, there are several complex and interrelated factors such as institutionalized social and cultural factors, family institution, including fear of and control over female sexuality, belief in the inherent superiority of males, and independent legal and social status. According to the World Health Organisation, one in every three women across the globe experience physical and/or sexual violence by an intimate partner or sexual violence by any perpetrators in their lifetime: at least 30% of all women who have been in a relationship have experienced physical and/or sexual violence by their intimate partner.

Factors	Outcomes
Sociocultural	Gender-specific socialization
	Cultural definitions of appropriate sex roles
	Expectations of roles within relationships
	Belief in the inherent superiority of males
	Values that give men proprietary rights over women and girls
	Notion of the family as the private sphere and being under male dominance
	Customs of marriage (bride price/dowry)
	Acceptability of violence as a means to resolve conflict
Economic	Women’s economic dependence on men
	Limited access to cash and credit
	Discriminatory laws regarding inheritance, property rights, use of communal lands and maintenance after divorce or widowhood
	Limited access to employment in formal and informal sectors
	Limited access to education and training for women
Legal	Lesser legal status of women either by written law and/or by practice
	Laws regarding divorce, child custody, maintenance and inheritance
	Legal definitions of rape and domestic abuse
	Low levels of legal literacy among women
	Insensitive treatment of women and girls by police and the judiciary
Political	Underrepresentation of women in power, politics, media, and legal and medical professions
	Domestic violence not taken seriously
	Notions of family being private and beyond control of the state
	Risk of challenge to status quo/religious laws
	Limited organization of women as a political force
	Limited participation of women in organized political system

Increase in domestic violence cases

Domestic abuse is being reported all over the world such as China, Argentina, Germany Turkey, South Africa, UK, USA, France, Malaysia, Lebanon to name a few. UN chief Antonio Guterres has called for global `ceasefire’ because of horrific global surge violence directed towards women and girls linked to lockdown imposed globally in response to the pandemic. It is expected that millions of cases of violence, child marriage, female genital mutilation and unintended pregnancies may occur during crisis causing devastation

Before COVID-19 broke-out the statistics reveal that every third woman in the world has faced violence at least once in her lifetime. The mandatory lockdown being imposed in wake of COVID-19 is leading to increase in number of incidents of domestic violence. In 2020, between March 25 and May 31, 1,477 complaints of domestic violence were made by women. This 68-day period recorded more complaints than those received between March and May in the previous 10 years. The National Commission for Women has reported a rise of 94 percent in complaint cases where women have been abused in their homes during lockdown.

Laws on domestic violence in India

Although women may be victims of any of the crimes such as ‘murder’, ‘rape’, ‘robbery’, ‘cheating’, etc., the crimes that are directed specifically against women are characterized as ‘Crimes Against Women’. These are broadly classified under two categories:

1. Crimes identified under the Indian Penal Code (IPC) and
2. Crimes identified under the Special Laws.

The crimes identified under the IPC include: rape (Sec. 376); kidnapping and abduction for different purposes (Sec. 363/373); homicide for dowry, dowry deaths or their attempts (Sec. 302/304-B); torture—both mental and physical (Sec. 498-A); molestation (Sec. 354); sexual harassment—referred to in the past as eve-teasing (IPC Sec. 509); and importation of girls (up to 21 years of age) (Sec. 366-B).

The crimes identified under the Special Laws include those specified under the Immoral Traffic (Prevention) Act, 1956; the Dowry Prohibition Act, 1961; the Child Labour (Prohibition and Regulation) Act, 1986; the Indecent Representation of Women (Prohibition) Act, 1986; the Commission of Sati (Prevention) Act, 1987; the National Commission for Women Act, 1990; the PC & PNDT Act, 1994; the Protection of Women from Domestic Violence Act, 2005; the Prohibition of Child Marriage Act, 2006; the Protection of Children from Sexual Offences Act, 2012; and the Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal) Act, 2013.

Key Constitutional Rights conferred to women in India

Article14	Confers on men and women equal rights and opportunities in the political, economic and social spheres
Article15	Prohibits discrimination against any citizen on the grounds of religion, race, caste, sex, etc.
Article15(3)	Makes a special provision enabling the State to make affirmative discrimination in favour of women Article 16 Provides for equality of opportunities in matter of public appointments for all citizens
Article 21	Protection of life and personal liberty—No person shall be deprived of his life or personal liberty except according to procedure established by law
Article39(a)	State shall direct its policy towards securing to all citizens, men and women, equally, the right to means of livelihood
Article39(c)	Ensures equal pay for equal work
Article 42	State shall make provision for securing just and humane conditions of work and for maternity relief
Article 47	Duty of the State to raise the level of nutrition and the standard of living and to improve public health
Article51(A)(e)	Imposes a fundamental duty on every citizen to renounce practices derogatory to dignity of women

The National Family Health Survey (NFHS-4), 2015-16 highlighted that 30% women in India in the age group of 15-49 experienced physical violence since the age of 15. The report suggested that among married women experiencing physical, sexual or emotional violence, an alarming 83% claimed that their husbands were the main perpetrators of such forms of abuse, followed by abuse from the mothers (56%), fathers 33% and siblings 27% of the husbands. The major crimes reported by women in India are — cruelty by husband or relatives 32.6%, assault on women with intent to outrage her modesty — 25%, kidnapping and abductions 19% and rape 11.5%.

Therefore it is necessary to protect oppressed women in India with the help of stringent laws, appropriate schemes, rules and regulations. Such protection shall be provided not only on the grounds of fundamental rights violations but also on humanitarian, social and economic grounds.

Bilingual education involves teaching academic content in two languages, in a native and secondary language with varying amounts of each language used in accordance with the program model.

Need for Bilingual Education

At the beginning of the twenty-first century, proficiency in only one language is not enough for economic, societal, and educational success. Global interdependence and mass communication often require the ability to function in more than one language. According to the 2000 U.S. Census, more than 9.7 million children ages five to seventeen–one of every six school-age children–spoke a language other than English at home. These language-minority children are the fastest-growing segment of the U.S. school-age population. Between 1990 and 2000, the population of language-minority children increased by 55 percent, while the population of children living in homes where only English is spoken grew by only 11 percent.

Language-minority students in U.S. schools speak virtually all of the world’s languages, including more than a hundred that are indigenous to the United States. Language-minority students may be monolingual in their native language, bilingual in their native language and English, or monolingual in English but from a home where a language other than English is spoken. Those who have not yet developed sufficient proficiency in English to learn content material in all-English-medium classrooms are known as limited English proficient (LEP) or English language learners (ELLs). Reliable estimates place the number of LEP students in American schools at close to four million.

5 WAYS CHILDREN BENEFIT FROM A BILINGUAL EDUCATION

A large amount of research is being done to discover how being exposed to a bilingual education benefits individuals as they grow up.

COGNITIVE BENEFITS

Evidence from recent research is beginning to show that if you are exposed to a bilingual education and grow up with a high degree of literacy in both languages, you are more likely to develop better cognitive skills that provide advantages for learning and progress in later life. Although many parents worry about their child ending up with weaker skills in both languages and feeling confused, according to the New York Times, the conflict caused by learning two languages early on is actually a good thing:

“This interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles.”

Pre-school children learning in a bilingual environment tend to be more flexible in their cognitive behaviour and begin to understand more deeply at an early age the subtleties of how language works. This is thought to be one of the reasons why those exposed to a bilingual education develop better mental acuity early on, growing the tools to solve complex mental puzzles. Other research suggests that bilingual students are better at processing sound and therefore are much more likely to pay attention in class, whatever the subject.

CULTURAL BENEFITS

There are, of course, many cultural benefits to having a bilingual education. Moving between two different worlds means children come into contact and identify with the traditions and identities of each one. This is particularly the case with immigrant families and expat communities, where children may grow up with dual cultural identities.
The added level of communication skills and the necessity of developing keen listening skills can also lead to improved social competence that can help bilinguals to adapt more easily to different multi-cultural environments, as well as making them more attuned to subtle cultural sensitivities.

FINANCIAL AND CARER-RELATED BENEFITS

Being able to speak proficiently in two or more languages has always been hugely beneficial across different professions, but is increasingly so in the modern, “globalised” world that we hear so much about.
The ability to adapt to and absorb different cultures is in itself a precious commodity to companies operating across multiple countries, with clients in different locations. Within these global companies, employees with multiple languages are likely to be valued more, and often paid more. In these huge companies, there are often opportunities to work in their offices in around the world, usually an incredibly rewarding experience.
Even if the corporate world is not for them, with two languages, they will rarely be out of a job. From the creative industries to the charity world, companies want employees with an innate sensitivity to cultural trends, to be comfortable interacting with a variety of people, and to have great communication skills. They can also feel safe in the knowledge that they can always support themselves through translation work.

ACADEMIC BENEFITS

You would expect those with a bilingual education to be higher academic achievers than their monolingual peers, on average. Research at Cambridge University adds to the evidence that bilinguals have the edge in cognitive ability, social interaction and communication skills. It is no wonder then, that universities themselves prize language skills highly in those applying.

LONG-TERM HEALTH BENEFITS

There is a growing body of research into how the cognitive benefits of bilingualism extend to fighting off neurological diseases. For example, researchers in Wales are looking at whether being educated in both English and Welsh can help delay dementia and even Parkinson’s disease in later life.
Wales is not the only place where research into bilingualism and long-term mental health is of interest. Research in California found that, as well as earning more money, on average.

Collaborative learning is a situation in which two or more people learn or attempt to learn something together. Unlike individual learning, people engaged in collaborative learning capitalise on one another’s resources and skills.

Collaborative learning can occur peer-to-peer or in larger groups. Peer learning, or peer instruction, is a type of collaborative learning that involves students working in pairs or small groups to discuss concepts or find solutions to problems. Similar to the idea that two or three heads are better than one, educational researchers have found that through peer instruction, students teach each other by addressing misunderstandings and clarifying misconceptions.

The organisational benefits of collaborative learning:

1. Develops self-management and leadership skills

When individuals are tasked with working together to achieve a common goal, they are being given the opportunity to develop high-level skills.

While having to organize, assign, and teach, they are learning how to manage both themselves and others while leading in a productive fashion.

2. Increases employee skills and knowledge

When employees participate in collaborative learning, they are developing a wide range of skills and knowledge. Not only will they strengthen their existing skills by having to teach others, they in turn will learn new skills from other employees.

This reduces the need for formal training while encouraging employees to continually upskill in known concepts and engage with new concepts.

3. Improves relationships across teams and departments

When individuals have limited contact across teams, it is difficult to foster connections and teamwork. Collaborative learning across teams forces individuals to develop new connections and find ways to work together.

This can be especially beneficial for organisations that depend on remote workers, as fostering strong connections among distant workers can be difficult.

4. Improves knowledge acquisition and retention

Studies have shown that utilizing collaborative learning may lead to increased involvement and better retention of knowledge.

The process of collaborative learning allows participants to achieve higher levels of thought and the information is retained much longer than when learned in a non-collaborative setting.

5. Improves employee retention and promotes workplace engagement

Employees that are given the opportunity to learn new skills tend to be more satisfied in their work, and are less likely to seek out other opportunities.

Satisfied employees are more productive and will engage in their work, leading to increased efficiency and output.

It’s always been a tough time for parents when they have to decide what education they should choose for their children; education that is both right and appealing to them as well. Each child has different kind of educational needs and preferences and depending on that, education should be imparted to them. One of the most highly remarkable innovation of the age is the virtual education, the best alternative to traditional educational module. This kind of education through the world of internet is especially helpful to kids who find it difficult to cope with the concept of actual school. In fact, virtual school has been hailed as the next big solution in education that is surely going to change the way education is delivered to its recipients. Read this article to know why virtual education is such a great beginning in the world of education.

Virtual education refers to instruction in a learning environment where teacher and student are separated by time or space, or both, and the teacher provides course content through course management applications, multimedia resources, the Internet, videoconferencing, etc.

Virtual education is not similar to the kind of education available in traditional classes. The best part about this kind of education is that it allows students and parents to go through proper counseling to know what will work best for each student, based on his strength and weaknesses. Customized education can bring out the best in each student as it helps to ignite the willingness to learn. Besides, the flexibility that is allowed to students in virtual schooling is what attracts more and more parents. The reason is the fact that it facilitates students to learn and not mere learning that is forced at a particular time. It has been proved through research that students tend to learn more when it is convenient to them, rather than making studies a mere everyday fixed routine.

Likewise, the rising cost of attending courses in colleges and other educational institutions has already forced many students to go for virtual education. The education costs involved in virtual schooling is pretty less as it does not include the immense course fees and resource expenses among a whole lot of others that just go unnoticed sometimes. But with virtual schools, the education delivered does not require such high investments and it is an advantage to students with fewer privileges who are unable to attend well known campuses. The cost involved in this kind of education via internet is way less than the face-to-face method.

Now, if we think beyond the student’s point view, we can also find how virtual education is a great boon to the environment as well. Just think how many trees you are saving by reducing the use of paper. The amount of paper you need while attending a classroom lecture is huge and most of the paper used always end up in the dustbin. While virtual education does help you save the environment and keep your data safe in your computer.

The advantages of virtual education are great in number and these are just few of them. We must always remember one thing that the benefits of virtual education vary from person to person depending on individual needs and requirements. The huge number of students enrolling for virtual schools itself stands as a witness to the ever increasing demand of virtual education.

Jurisprudence is the philosophy of law. In other words, it seeks to explain what law is about in the most general way. Etymologically, the word ‘jurisprudence’ is the English derivation of the Latin word ‘jurisprudentia’ which means the study, knowledge or skill with regards to the law. It discusses law in the most general way e.g. what is law, what is its purpose, how it originated, how does it develop, what are its basic concepts and structure, what is its relation with other social phenomena like the economy, the social system, etc. 

The study of jurisprudence as separate branch of knowledge started with the Romans. For them, jurisprudence meant ‘knowledge of law’. But in modern sense this meaning is too vague and general. Though the Romans in practice never confused law with morality or religion, in theory this distinction is hardly found to be in existence in earlier times. The definition and concept of jurisprudence by Roman jurists may appear to be vague and inadequate in the modern sense of the term, but the credit of recognizing jurisprudence as an independent branch of legal science for the first time goes to the Roman legal philosophers, which eventually paved way to development of the subject in the present form.

The Indian jurisprudence is as old as humanity itself; there is no founder of it other than the Creator itself. It owes its origin to ancient concept of Dharma which was considered to be best way to discipline one’s mind. The practice of Dharma enabled citizens to inculcate the sense of discipline in conducting themselves in the society. This eventually brought about peace and prosperity in the society. According to Dr. Kane, the concept of dharma passed through several transitions over the years and in the modern context it signifies privileges, duties and obligations of a man, his standard of conduct as a member of the society.

However, with the passage of time and changes in the socio-political conditions of India due to the influence of Mughals and later British rule, “the ancient Hindu law which at one time governed the entire gamut of human activity-civil, criminal and miscellaneous, was modified, supplemented and finally superseded by various legislative enactments”. Thus the Hindu law which was at one time revealed to have a divine origin being a part of dharma, has now become “man-made” law and therefore has lost its divinity which the religion still retains, though the distortions therein have reduced it to a mere farce and tool for hoodwinking and playing with the sentiments of the masses by those who are the helm of the religious affairs. It is an irony of fate that dharma, which is as old as humanity itself and of which law proper has been only a part and parcel, has lost all its credence and glory and its is now being increasingly used as a means to accomplish the selfish ends of those who are in power rather than as an instrument to secure even-handed justice to the people of India.

However, with the march of time and progress of Indian society, concept of law and therefore, of jurisprudence has changed radically. India is now a sovereign socialist secular democratic republic. Democracy presupposes government of the people, by the people and for the people, and therefore, citizens are expected to be self restrained and self disciplined. They should also be conscious of their rights and duties. Law played a significant role in sustaining a stable social order. India being a welfare state, a new Indian jurisprudence needs to be developed so as to ensure that law becomes an effective instrument of social change in various facet of Indian life. It has to play the functional role of harmonizing the conflicting interest if individuals in the society by maintaining equilibrium between the freedoms of individuals on the one hand and social welfare on the other.

The modern law and legal philosophy does not touch the morality or the religion. But the dharma of the ancient Indian legal system comprised all the three, namely law, morality and religion within its ambit. This is evinced by the fact Sadachar laid greater stress on morality then law. The element of religion was conspicuously present in the dharma because of its emphasis not only in noble feeling or intentions but in both noble motive and action. Thus religion as a part of dharma meant by what is approved by conscience of virtuous men who are free from hatred and worldly temptations. Religion therefore, consisted in both noble motive and action because noble feeling precedes noble action. In other words, former is the cause and the latter is the effect. For example, to help the poor and needy or attending to the sick and diseased persons are no doubt noble but that should be achieved in a noble way either by sacrifice of personal comforts or personal money but if it is done by robbing others or exploiting others, it would be contrary to dharma.  

The modern conception of Indian law is based on the notion of reasonableness. Though morality and reasonableness appear to be identical concepts, all that are reasonable need to be necessarily moral. For example, in the Bearer Bond’s case, the law in question, namely, the Special Bearer Bonds (Immunities & Exemptions) Act, 1981 was challenged on the ground of immortality as it extended immunity to tax-evaders and hoarders of black money but the Supreme Court by majority of 4: 1 upheld the validity of the Act on the ground of reasonability because it was enacted to unearth black money which was an ‘obstinate economic problem’ and other efforts having failed. The Apex court took a positivist view and observed that ‘Law is Law’ and, therefore, immunity to black-money hoarders by itself could not be ground of constitutional challenges under Article 14 of the Constitution.

The study of the evolution of ancient Indian law and jurisprudential philosophy would reveal the conception of justice in the form of Dharma governed the communal life with a view to safeguarding the common interests of the people. As rightly pointed out by S. Vardhachariar, there appears to have been a logical order in the historical evolution of the ancient legal system in which desire for justice and respect for law were greatly influenced by the public opinion. Kohler also believed that the essential element of law in ancient Indian was not that it should lead to objectively right results, but that society should recognize the domain of the law in administration of justice.

As the time advanced, there was a radical change in social conditions and human behavior which resulted in shift of trend and jurisprudence come to be envisaged in a broader perspective.

Adaptive Physical Education (APE) is a direct service that can be provided to a special needs child, should the Committee on Preschool Special Education (CPSE) or the Committee on Special Education (CSE) determine that the child is in need of such service. In many cases, if a child is identified as visually impaired, physically handicapped, severely multiply impaired, or other health impaired, he or she will be warranted APE services.

Adaptive Physical Education (APE) is an adapted, or modified, physical education program designed to meet the individualized gross motor needs, or other disability-related challenges, of an identified student. The program can be provided one-on-one, in a small group, or within the general physical education setting. The APE instructor needs to be trained in assessing and working with special needs children. Lesson plans, rubrics, and worksheets need to be adapted for the needs of the children.

The need for Adaptive Physical Education (APE) is determined by the CPSE or CSE. The APE instructor assesses the child and presents the information to the committee. The assessment must include diagnostic and curriculum-based data, observations, and input by the child’s general physical education teacher. If the child is receiving OT, PT or Vision Therapy (VT), then input should be obtained by these providers as well.

Based on the assessment and any other information provided by committee members, the committee determines whether or not APE services are needed. If the committee recommends such services, then APE becomes a part of the child’s Individualized Education Plan (IEP). The plan must include the assessment information, the amount of APE to be received, whether or not the child will be in the general physical education setting, and goals with measurable objectives/benchmarks.

It’s important to note that APE should not be viewed as a related service. Because physical education is federally mandated for all students, the APE teacher is a direct service provider. The APE teacher is to provide adaptations or modifications that will allow the special needs child to participate in age-appropriate physical educational activities. Adaptations or modifications can be made in four areas:

1. Instruction. Rules, lesson plans, strategies, etc. can be modified or included to help the child be successful in physical education. For example, a down’s syndrome child may respond to one word signs as reminders for doing a summersault correctly.

2. Rules. A rule can be adapted or changed if it allows the special needs child to be successful. For example, if the students are working on volley ball skills, a wheelchair bound student is allowed to serve the volley ball from four feet ahead of the serving line.

3. Equipment. Standard gym equipment can be replaced with other objects that vary in shape, color, size, etc. For example, when playing kickball, provide a large bright orange ball for a visually impaired child to kick.

4. Environment. If need be, change the size of the playing area or use tape to define the area. For example, if the general education students are pitching softballs back and forth, work with a severely mentally handicapped child on rolling a ball back and forth by starting out being two feet apart and gradually increasing the space.

For some special needs students, Adaptive Physical Education may be needed every school year. For other students, as they continue to make gains with their gross motor skills, APE services might be tapered back and at some point no longer needed. APE students need to be encouraged to do their best. Programs, such as the Special Olympics, have provided a wonderful and positive opportunity for APE students to experience competing just like their non-disabled peers.

Adapted games for disabilities

The adaptation and development of games for children with disabilities is fundamental for the progression and stimulation of children with disabilities. Apart from adapting the games and toys design according to certain standards to comply with the needs of children with disabilities, we should not forget, that adapting them to the universal standards will benefit, not only children with disabilities, put also children without them, so they can share moments together while playing, favouring social inclusion.  

Games and toys for children with disability: inclusion, encouragement and development

Games for children are a synonym with psychomotor activity, development and stimulation. They are a source of assertiveness, motivation, satisfaction and social interaction.

In the case of children with disability, games are more than that. All these benefits mentioned above are duplicated when disabilities are present, so that the game turns to be an occupational area which is a very basic element for their social, cognitive, sensory, prescriptive, affective and communicative development.

We need to take into account that games for children with disabilities are also essential tools to accomplish educational objectives. Nevertheless, children with disabilities usually find obstacles in the game, not only if toys are not adapted to their own needs, but also when interacting with other children.

Furthermore, since there is not only a type of disability (there could be motor, cognitive, sensory, perceptive, relational disabilities), it is hard to set global patterns to define games for every kind of disability. Professionals (doctors and specialists) and family members are the ones who need to be in charge of spotting the features each child needs.

Some of the esential things we need to take into account when choosing a toy or a game for children with disabilities are the age and type of disability. For instance, in cases of motor disability, adaptations in toys for babies is quite high per se. This is due to the fact that at an early age the mobility of babies with or without disabilities is practically the same, but the differences in motor activity are more notable as children grow.

But not only the age and the type of disability are key when choosing any toy or game, children (not only the ones with disabilities), usually have different learning rhythms, so it is important to call certain specifications into question with regard to the age, depending on the case.

Even so, when talking about games for children with disabilities, we can establish the following general guidelines.

• Look for toys with different visual designs, use and play (characteristics of toys with universal design)
• Choose those that allow you to change the rules so you can easily adapt them.
• Encourage them to explore and participate so that they realise what they are or not able to do, and get to know their preferences too
• Don’t forget that stimulation through games for the disabled is both an individual and group experience. The former reinforces personal autonomy while the latter promotes communication and teamwork.
• Adapted toys are those that, in a group of children with and without disabilities, all of them can play with it and none feels excluded.
• “Dirty game” (using sand, water, finger paints, play dough, kneading, wax, modelling clay…) stimulates sensory and motor development.
• If you suggest games for disabled children, try to mix tradition and innovation together. Traditional games (clapping games, songs, etc.) promote the sensorimotor development and enhance social relations. On the contrary, innovative toys use interesting and useful programmes and technological adjustments for children with disabilities.

Games for children with physical disabilities: challenges and basic modifications

Children with motor disabilities usually start their physical therapy when their first months of life are taking place and their parents moving their efforts and eagerness into it. In this phase, play is presented as a major element for physical development.

Among the main obstacles that children with physical disabilities may find when playing, are problems with moving certain parts of their body, reaching the elements, and the precision of movement and coordination.

One of the usual elements for adapting games for children with disabilities is the use of push buttons. They, apart from stimulating the game, are used in some day-to-day devices such as computers, controls, switches or keys. Getting to have autonomy with push buttons, will make easier for them the fact of controlling those devices in the future.

Some other basic elements to take into account when choosing accessible games for children with phisical disabilities are:

• Children can handle them without needing the help from others.
• Push buttons (and other elements which they need to interact with) are adapted, distinguishable and easy to run.
• Large structures like kitchen sets, little tables, etc. need to be large enough to allow the entrance of a wheelchair. In the absence of this possibility, the structure should be detachable.
• The need to perform multiple actions at the same time is excluded (for example, the need of pressing two buttons simultaneously).

Technology integration is the use of technology resources — computers, mobile devices like smartphones and tablets, digital cameras, social media platforms and networks, software applications, the Internet, etc. — in daily classroom practices, and in the management of a school. Successful technology integration is achieved when the use of technology is:

• Routine and transparent
• Accessible and readily available for the task at hand
• Supporting the curricular goals, and helping the students to effectively reach their goals

When technology integration is at its best, a child or a teacher doesn’t stop to think that he or she is using a technology tool — it is second nature. And students are often more actively engaged in projects when technology tools are a seamless part of the learning process.

Defining Technology Integration

“Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyse and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions — as accessible as all other classroom tools.” — National Educational Technology Standards for Students, International Society for Technology in Education.

The success behind technology integration in education

There are two keys to successfully integrating technology in the classroom. The first lies in understanding the role of technology in the classroom. Keeping students — not the technology — at the center of instruction is the second.

Authentic and meaningful technology integration is a relationship between the teacher, the student, and the curriculum. Technology is the vehicle that makes it happen.

In Ms. Hart’s classroom, students used technology as an appropriate medium for completing their assignment. Their focus remained on the learning objectives and project goals — the tech was just a tool. Learning how to use the available technology also supplemented their learning experience and helped them work more efficiently.

Digital automation and machinery alone will never make school a better place. Technology integration in education doesn’t shift the focus from instruction. Instead, it enhances an existing educational program by serving as a learning device.

Benefits of technology integration

First, technology meets students where they are in the learning continuum by assessing their strength and weaknesses. Then, the programs identify appropriate learning objectives and establish learning pathways for each student.

Second, instructional software allows students to access their classwork anytime. Students may extend their learning by working on programs outside of class: before school, during lunch time, or from home if they have access to the apps from their own devices.

Third, learners find technology responsive and engaging. In the classroom, students with access to technology have useful tools that assist with active learning and problem-solving. Integrated technology encourages engagement and exploration in a way that traditional textbooks can never fill. Classroom lessons are less about the technology itself and more about deep learning. Students use technology to achieve the task at hand: understanding content.

Additionally, software and digital voice assistants provide alternative, reliable sources of information or fact-checking. These programs patiently repeat directions and lessons, customizing instruction through differentiation.

Finally, as learners engage with software and other technology, certain algorithms can collect data about student achievement for teachers to analyze. This data allows them to better plan future lessons and attend to their students’ needs