Biochrom has done it again! It has come up with its series of WPA colorimeters and spectrophotometers. These are education-range products, great for teaching students about the laboratory equipment. For example, universities can use CO7500 colorimeter to teach about colorimetry to students.
More About CO7500-
The CO7500 model features LCD display with push-button controls for a clear viewing experience. It is fitted with 8 filters inside the filter wheel of the colorimeter. This arrangement reduces the risk of damage and the combination of several filters extends the visible spectrum amazingly.
This model has the ability to take measurements in per cent or absorbance transmission modes. There is a kinetics mode which lets the reading to be updated automatically every second. You can get the readings from CO7500 on analogue chart recorder, or download it on a PC.
Some of the other products in the WPA category include the S1200 spectrawave visible spectrophotometer, the S800 visible spectrophotometer, the Biowave II UV, the Lightwave II UV model, the CO7000 medical colorimeter, the CO8000 Cell Density Meter, and more.
Nowadays, digital colorimeters are used in various fields like clinical diagnostics, biochemistry, environmental testing, and pharmaceutical analysis. The portable colorimeters are great for on-site analyses. With the fast pace in education, the instruments also need to keep in par with the modern education system.
Spectrophotometers and laboratory colorimeters are used to know the concentration of a solute in a sample. Because of the fact that solute concentration is proportional to its absorbance, it’s important that the colorimeter possesses a wavelength filter. The colorimeter transmits the light in equal proportion to that absorbed by the solute sample.
If you wish data handling ability, the WPA S800 visible spectrophotometer is the ideal choice. It features Grafico utility software, plus interface cable that helps you download data to the PC. This model has the capacity to show a wavelength scan ranging from 330 to 800 nm when connected to the computer. It also comes with a user manual that provides an excellent opportunity for students to conduct experiments. In fact, this model is regarded as ideal for advanced spectrophotometry studies.
You can find almost similar features in the S1200 spectrophotometers. They give a splendid graphical display and possess the ability to record user-programmed techniques.
Salient Feature Of WPA Range Of Instruments
This range of instruments possesses spectacular technology that envisions the future of research and provides a great study tool for educational purpose. Most of these instruments have the power to endure rigorous teaching hours and practice sessions by students. The equipment is available in main as well as battery configuration. They are able to give the users a satisfying experience in taking samples and conducting studies.
Biochrom has not only come up with the WPA range of instruments, but also has accessories and spare lamps for these technological wonders. The idea is to make studies in this field a highly productive one for students as well as professors.
Visite the site offers a range of WPA spectrophotometers and colorimeters, plus other instruments from Biochrom. Log on to the site for more updated information on research and laboratory instruments and where to buy them.
High demand for excellent colleges, less seats and intense competition lead to students opting for studying in top-notch colleges abroad. It is seen over the years that bright students too aim for renowned universities abroad as they are well aware of the fact that overseas education can give them an edge over others when applying for jobs in any part of the globe.
There is a lot of research involved in studying abroad as it is a matter of your career and life. There are many education portals like connectuniversities etc that give complete information about the best colleges abroad. If doing research on your own is tedious and confusing, then it is best to take help from the associated counsellors working for these education portals or some renowned global education consultancy. The experts can even check your aptitude and tell you more about a course suitable for you.
Informed and thought-over decisions are the best way to proceed further in case of overseas education. It is essential to ascertain first that the college has the course you are looking for. Only after knowing that it will be lucrative in the long run, one should go forward and apply.
The exposure that one gets while staying in a foreign land is something that will aid in understanding yourself and others better. Once you step in to the job market, this will help to interact better with your clients/manager considering the enviable communication skills you will acquire while studying abroad.
Global education fairs are a good platform to meet delegates of various universities around the world and get specific answers directly from them about any question that may be bothering a student regarding overseas education, some university or a course. The Global Education Interact (GEI), a much-awaited education fair which opens the gates of opportunities for students who wish to study abroad, will be hosted by ‘The Chopras’ this year too.
GEI has been a blessing in disguise for a large number of students across different cities in India in deciding about their further education, overseas education journey, which university to choose, best degree program and numerous related avenues. The main aim of the delegates is to meet students who are interested in taking admission in the current or up-coming batches. There will be personal interactions with each student to discuss more about various countries’ processes, visas, scholarships, et al.
Delegates from renowned universities of US, UK, Singapore, Australia, Switzerland, Canada, New Zealand, Malaysia, etc along with expert counselors of ‘The Chopras’ will be there to help every student. The schedule of this event is as following:
Coimbatore – 28th Jan, 2014
Hyderabad – 30th Jan, 2014
Bangalore – 1st Feb, 2014
Chennai – 2nd Feb, 2014
Pune – 5th Feb, 2014
Mumbai – 7th Feb, 2014
Delhi – 9th Feb, 2014
Jaipur – 11th Feb, 2014
Chandigarh – 13th Feb, 2014
Lucknow – 15th Feb, 2014
Nepal – 24th Feb, 2014
India NGO has been successful to a large extent in extending quality educational for slum children in various parts of India. In fact these organisations have been immensely successful in improving the quality of primary education. The purpose of education is to create responsible citizens and Educational NGO is working towards this mission.
In India we find several millions of children deprived of their right to education. Even though Indian government has been taking up several welfare programs and activities, they are not reaching the target group due to some selfish middlemen. India NGO has proved to be a boon in disguise in this situation. Several NGO are operating in various cities in India trying to uplift poor and downtrodden people.
Time and again it has been proved that single handily neither government nor India NGO can be successful in their tasks. Collaboration between these two can accomplish the task more easily. There are few aspects that need attention and the same are mentioned below:
Targeting slum children: India NGO need support from government in motivating slum dwelling children and provide them with quality education. This is quite a tough challenge for NGOs as most of these children go for work. So, not only children, their parents also need to be convinced to send their children to schools. Even if these children come to school, teachers in government schools should make learning easy by creating an interesting environment.
Quality education to slum children: Right to education has been included as one of the fundamental rights in Indian constitution. So every child up to the age of 13 years should attend school. In order to provide quality education to slum children, lot of changes have to be made in teaching process. Trainers for primary school teachers and teacher training institutes need to learn several new techniques from educational NGOs. In order to provide quality education to these children, teachers need to implement several new tools. This is possible only when India NGO and government work in unison.
Common vision: Government no doubt takes up several welfare programs but most of them do not succeed as they do not reach the targeted group. Due to lack of personal interest these programs get wasted. However, this is not the case with NGO. These are service oriented people and strive towards the well being of the community at large. Both government and India NGO need to work in collaboration towards achieving a common vision. NGOs are definitely competitive in shaping policies appropriate for primary education. Flexible learning tools along with innovative teaching methods should be introduced.
In order to have a competitive advantage, India NGO should constantly evaluate and redefine their welfare activities. India is a populous country and so neither the government nor NGO can bring in a huge change all by themselves. Collaboration between both these bodies would help in achieving remarkable results. India NGO because of their service motive and wide spread accessibility can cater to the needs of millions of people living in every nook and corner of the country. So lets work in unison and made India country with cent percent literacy rate.
Modern western history teacher training, education, history, theory of teaching, teacher training began in the early 18-century Germany: training seminars training of teachers became the first official training of teachers in the western history of education and training.
(History of Education 2 nd century BC, the Greek-Spartan free public education, the Athens Academy and 18 years and above, the Academy and the Lyceum; Roman private schools in tiers; China 1 BC-Examination Administrator, 1 st century Jewish Informal Worship ‘Turah general education; Islam in 9 century universities [madrasah]; Century 16 Aztec and compulsory education of adolescents, 18 century Russian National Education Polish Ministry of Education, Chez’ Teacher nations Comenius’s’ Didactica Magna “in universal education [mandatory for certified teachers tests]; later leading western history of education 17 century Scotland free education, 18 in the Norwegian compulsory literacy and New Zealand, the standard of education, 21 in Europe, the Bologna Process equalising educational qualifications.)
Teacher education and training, in teacher training colleges in French history, education and the teaching of history, Babtiste Jean De La Salle 18 th century, the Christian Brothers School, a Non-clerical male teachers of poor and middle class children. On the basis of the Greek philosophers’ philosophy of education and training, re-introduced to Islam, spirituality is not only his cause, the foundations of education. Teacher education and training have been office-Western history, education is the first secular teacher training college.
This philosophy of education changed the teaching of history related to education. He reformed education, the theory of education, training, allowed the further education and educational reform theory of learning in history education. Since the education reform in history education, educational theory of teacher education requires that teachers understand the human mind and the theory of education, knowledge, science and art, the principles and methods in teaching. This need for training for the teaching of history, technique, teaching method, the need for the theory of education in the history of Western education on the educational theories of teacher education of interested teachers.
These educational philosophy and theory of education for teacher education has become the norm in Western history, education, teacher training institutions first normal school in the history of education and teacher training.
Teacher education history of educational progress: in the history of education and the teaching of history in the education system and allow the necessary knowledge, in-service experience and certification for teachers, ongoing professional development for teachers in training. This inhomogeneous system of teacher education and training has enabled teachers and teaching in workshops for teachers to refresh and expand their knowledge in educational theory and teaching methods and exchange of ideas among teachers.
Declination of social transformation as a core function of education was presented in the report of the Indian Education Commission (1964-66), as follows:
“Implementation of the country’s aspirations to change the knowledge, skills and values of people in general. The changes in large-scale ‘is to be achieved without a violent revolution is the only tool that can be used – Education.”
Education is the power of mind, knowing it is practiced purposefully and effectively.
Education discipline the mind, sharpens the intellect and improves the spirit. It creates and polishes rough diamonds known in multidimensional kohinoor sparkling with scintillating brilliance. Her development of an integrated personality, which itself is the ultimate wisdom. Its a continuous process.
Philosopher President Dr.Radhakrishnan (1948) said: “There can not be educated people without educated women. If the general education should be limited to men or women, that opportunity should be given to women, they are certainly the most to be transferred to the next generation. ”
HIGHER EDUCATION OF WOMEN: —
Higher education is defined as education after 12 years of schooling. Higher education for women, has received an expanded role and responsibility in the world. Today, in the 21 st century, we can not afford to ignore the importance of higher education for women any longer. The reason for its necessity and urgency is that there are no biological differences in the systems of men and women. Unfortunately, this important task of higher education of women remain neglected for centuries. The demand for higher education among women is becoming increasingly important, or the 3rd world countries where colonialism left a large force, affecting the education for the masses, and for women in particular.
GOALS OF HIGHER EDUCATION FOR WOMEN: —
To provide society with competent men and women trained in agriculture, arts, medicine, science and technology and a number of other professions, which will also be cultured people in towns with a sense of social purpose.
Strive to achieve equality in social justice and reduce social and cultural differences through the spread of education.
The need to increase education for women: men and women: —
Higher education can also be seen from the perspective of the needs of their customers. The term consumer is very wide and heterogeneous. It includes young and older men and women. In theory the need for higher education for men and women are equal. But some argue that men and women differ in their social and cultural needs.
The main argument, which provides for women’s higher education is not that higher education for women is different from that of men. Our main thrust is that in higher education, women should be equal partners. Our experience shows that, so far, higher education is still limited only to men. It must now broaden their horizons and include women. Commission on Higher Education for Women, University of Madras in 1979 rightly pointed out: “for men and women, higher education is necessary for the formation of character, ability to earn, creative expression and personal development.”
KEY FACTORS AFFECTING WOMEN success / failure in completing TERTIARY EDUCATION: —
a) women are strongly motivated to succeed in the education stream.
b) the merits of the education system allows women to Excel.
c) the prejudice against women in education has been reduced. Higher education has to be equated with the bride at a dowry. ”
d) Women’s University to encourage women in higher education.
e) Women’s expectations for education based employment is high.
g) Some courses of higher education provide scholarships for women.
g) Women students were provided with accommodation in some areas.
a) Female students are experiencing difficulties in access to transport infrastructure as a whole.
b) sexual harassment, as well as the occasional student violence hinder the completion of students of higher educational institutions.
c) marriage, in many cases leads to an early lift.
d) Gender stereotyping hinders the completion of training.
e) Financial difficulties can cause a withdrawal from the education stream.
f) Part-time work to earn living hinders research.
THE IMPORTANCE of this study: —
The purpose of the Indian society was also founded in the Constitution, is to achieve a democratic, socialist and egalitarian society. In such a society, women must fulfill their role as men. Their status in the structure must be equal to men.
Generally speaking, knowledge of which imparted through the Higher Education provides the skills for its practice. Our understanding is that by acquiring the skills of women, improving their status in comparison with men, as well as the situation in the group to which they belong.
In order to understand the situation of women, and for that matter for the understanding of any social issues, need to combine at least 3, namely the prospect. from a policy perspective, in terms of statistics and in terms of culture.
The present study aimed at finding a different reason for women wishing to enter higher education.
It seeks to find reasons for entry into higher education of women in terms of men, teachers, parents and the women themselves.
This will lead to an awareness of women in different ways their undergraduate education, and thus mark the beginning of a major process of empowering women.
To learn more about the problems that hinder the achievement of higher education for women.
Make suggestions for finding a solution to these problems in a rational and free manner.
To suggest ways of improving women’s colleges, including professional courses.
To examine the scope of higher education, where women have not yet stepped up and the monopoly of men.
To suggest suitable measures to ensure that higher education for women, that is, universal free time and distance effectively.
PROMOTING HIGHER EDUCATION FOR WOMEN
In the context of social policy in education should be improved.
Family and personal consultation at the stage of secondary education can be provided.
Higher education is skill-oriented.
Innovative programs for women, can be created.
Recent decline in state support for non-traditional higher education must be reversed.
Institutions can be physically accessible ie Locate them from potential customers, improving the transportation system, etc.
Universities should be more women, it is convenient physical changes, changes in training programs for social change.
Women’s representation in the institutions of decision-making bodies, may be increased.
Equal opportunities for commissions, institutions of higher education should be established.
The number of female teachers in the co-educational institution of higher education should be increased.
Scholarships, fellowships and scholarships may be linked to the positive action program.
Women should be recruited into administrative training programs for higher education.
A great role for women’s training centers can be provided.
Universities must provide placement services.
Barriers to women’s career entry should be removed, for example, employers must be aware of the value-free, childcare centers, etc.
Sexual harassment in the educational environment must be addressed.
A large number of female secondary school graduates, as a rule, can not enter the university. To take into account that the population would be in favor of strengthening the role of professional institutions. Post secondary vocational training institutions should take steps to encourage women to training line has traditionally been considered men’s preserves.
Affirmative action quotas should be provided in order to promote women’s access to higher education, where such quotas exist, should be reviewed periodically to ensure their continuing relevance.
Where quotas to specific disadvantaged groups like the disabled, people from remote or rural areas, indigenous minorities, as a minimum proportion to be reserved for women members of these groups.
Distance education and open learning institutions and practices should be encouraged, especially in higher education to expand opportunities for women in rural and remote areas, which would take into account their needs.
SUGGESTIONS FOR FURTHER RESEARCH: —
This study is limited only to women, students seeking higher education to Undergraduate in several professional and not professional colleges in the city of Chennai. The following are recommendations for further investigation.
1. A similar study could be conducted among graduate students and students of research level.
2. A similar study can be conducted throughout the State of Tamil Nadu.
3. A comparative study of factors affecting the entry of women in higher education may be between developing and developed countries.
4. A similar study may be an attempt on the various issues relating to higher education for women.