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Value Education is the much debated and discussed subject in the plethora of education in India. Of course it is true that the main purpose of any education will go with Value orientation. More concentration on Value education has been given at the primary and secondary level of school education than in higher education in India. Values could be effectively imparted to the young minds rather than to the matured ones. It may be the important reason for this prime importance given at the school level. There are so many modules designed with the help of agencies like NCERT and others for effectively imparting the value education to the school students. In this context, many innovative educational practices are being identified by the experts. Good number of experiments and studies are being conducted in the recent days on the effectiveness of teaching value education at school level. Some schools have very innovative and radical course designs to impart the values.Effective teaching practices in imparting value education ranges from story telling, exhibitions, skits, one act play and group discussions to various other formats. New methods have been evolved by educationists to create an effective learning sphere. The usage of electronic gadgets also gains importance in the teaching-learning practices of value education. But at the higher education level, due to various reasons, the importance given to value education is not as much as it is given at the school level. The curriculum and the teaching methods also could be subjected to scrutiny. It is true that colleges are meant for a kind of specialization in some field of education. But in the Indian social context, the youth require direction and counseling at this stage. They have been exposed to various challenges at this stage which demands the intervention of educationists for his/her betterment. His/her character building also strengthens at this juncture. Students’ perception on various life factors and events are getting shaped at this stage. On the whole they evolve their own philosophy of life. Their sensitivity and knowledge are getting direction at this stage. Hence, an effective value orientation becomes inevitable to the students of colleges. Keeping this requirement in mind, States like Tamilnadu introduced a compulsory paper/course on value education to undergraduate students of all colleges in the State under the choice based credit system. Though this kind of effort is made with the good intention of imparting values to the youth, many limitations in bringing out the expected outcome could be identified.The problem mainly begins with the definition of values. Defining the term ‘value’ poses a challenge to all scholars. The term value is loaded with varieties of meaning. Each meaning reflects its own philosophical position. Generally the term value is spontaneously associated with religious values. It is believed by many Indians that values are nothing but the religious and spiritual guiding principles of life. Hence, it is supposed that the path is already been laid for the life journey. But in the context of modernity and modernism there rises a fundamental question of whether value education is required at all in a modern state. There are those who argue that modern life is based on science and technology, and both are value neutral. They view that the values are bugbear held out by people living in the past, glued to outdated religious principles that have no relevance to the 21st century. At this point, there is also another group of modernist who propagate the necessity of value education at learning centres in order to safe guard the democratic state and its values. The values they wish to cultivate are modern secular values such as honesty, respect to other, equality, collectivity, democracy, respecting the human rights, sharing equal space in the public sphere and so on. These values are considered as the products of enlightenment period. Hence, four positions could be arrived at on the basis of the above understanding. The are:
1. There are religious values which are very much essential for every one and must be included in the curriculum.
2. The religious values should not find place in the educational system. They may operate at the private sphere.
3. There are non-religious secular values and they must find space in the education.
4. There is no need for teaching value education in the academics because they cannot be cultivated through formal learning and such value cultivation will make the individual biased.In consequence to these positions, following questions arouse.
1. Whether value education should find place in the educational system?
2. If it is required, then what sort of values should be given preference in the curriculum?
3. What is the importance to be given to the religious values which are primarily developed on the basis of scriptures?
4. Can modern values alone are sufficient enough or is there any possibility of blending the values of modernity with religious values?
5. If religious values are to be given importance in the curriculum, which religion will find prime place? If there are contradictory propagation on a single virtue by two religions, then how are they to be handled?
6. Similarly religions differ on the practices also. Right from eating patterns, dress mode, marriage systems, war tactics, killing, punishments to various other aspects, religions differ on their outlook. In this situation, what sort of perceptions need to be taught?Besides these questions, another billion dollar question would be raised on the methodology of effectively imparting those values. Then again as it is mentioned earlier, the school education can very well include this education easily because the system itself is advantageous for it to accommodate. But at the college level, the system finds it very difficult to work out. So this study could analyse the theoretical problems relating to the identification of values to be included in the curriculum at the one side and the problem of effective designing of the curriculum and imparting those values on the other side.IIThe necessity for imparting values to the students of all levels has been felt by everyone. The world today is facing unprecedented socio-political and economic challenges. Problems of life are becoming increasingly intense and complex. Traditional values are decentered. ‘An environment of strife pervades all countries and broken homes have become common. An insatiable hunger for money and power, leads most of people to tension and absence of peace of mind and all kinds of physical and mental ailments have become common place” 1. In the present day context of frequent and often violent social upheavals, we have to look at the problem of restlessness of the youth, their frustration born out of futility of their search for meaning of life and the purpose for which they are living, often leading to evil and wickedness. This calls for a new approach to, and a new vision of education. It is obviously felt that the present educational system promotes rat race and keep the student community in a sense of insecurity. Educational institutions have become the pressure cookers building pressures in the minds of youth. Also a loft sided educational pattern which insists on instrumental and technical rationality for the successful life in terms of gaining money and power has invaded the educational system of India. The person who is deemed to be unfit for this survival race becomes disqualified and ineligible to live in this market economy based life. The spate of industrialization and economic growth in developed nations has brought about a perceptible change in this scenario. And developing countries including India are feeling the ripple effects of this development. Values earlier considered essential by all societies have been eroded and have given way to unethical practices around the globe. Where honesty and integrity were loved and appreciated, greed, corruption and red tapism have come in, bringing in their wake, unethical responses which have pervaded all walks of life and are thwarting efforts of a few enlightened individuals to promote value based society.2 Hence, implementation of well structured education is the only solution available with all states. With growing divisive forces, narrow parochialism, separatist tendencies on the one hand and considerable fall in moral, social, ethical and national values both in personal and public life on the other, the need for promoting effective programmes of value orientation in education has assumed great urgency. Development of human values through education is now routinely seen as a task of national importance. Value education though supposes to be the part and parcel of the regular education, due to the market influences, it could not be so. Hence, it has become an inevitable need to include an exclusive curriculum for value education at all levels.Now the next question would be about the nature of value education. What sort of values should be given preference in the curriculum is the prime problem in the introduction of value education. This problem surfaces because we can find varieties of values prescribed on the basis of various scriptures and theories. Sometimes they are contradictory to each other. This issue has been thoroughly discussed earlier. But the solution to the problem of the nature of value education is primarily dependent on the social conditions that prevail in the state. There need not be an imported value educational pattern to be prescribed in India. The burning social issues would demand the required value education. Though India is considered to be the land of divinity and wisdom, the modern value system throws challenges to the ancient value pattern. Right from the Gurkula pattern to the varna ashrama values, all values are under scrutiny by modern rationality. Hence, the relevance of the golden values prescribed by the then society is questionable in the present situation. On the other hand, the so called modern values which have been listed earlier also subjected to criticism by philosophers like post modernists. They question the very nature of the rationality of the enlightenment period. Because critics of modernity strongly declare that the modern rationality is the reason for the deterioration of human concern in the world and they paved the way for inhuman killing and escalation of values. The reason of the modernism is considered as the root of power politics which leads to inhuman behaviour of the power system, according to them. Hence the modern values like democracy, civil rights, environmental ethics, professional ethics, discipline and all such values are found useless in bringing harmony in the society. The values like discipline, tolerance, peace bears the negative connotation in this context. Hence, what sort of modern values are to be included in the curriculum is a challenge thrown towards the educationists. At one side the fanatic and fundamentalist features of religious values and on the other side the modern values based on the market economy and other factors are to be excluded and a well balanced curriculum with genuine worthy values suitable to the society has to be identified and included in the educational system. In this context, it becomes obvious that there cannot be any universal pattern of values to be prescribed in the system. When a suitable blend of religious and modern values is to be done, the designing of such course demands an unbiased, scrupulous, intelligent approach on the part of the academician who designs such course. Thus the spiritual values of sensitizing the youth for happy world and rational values for a just world are very much required. Religious values can be taken but not with the label of any particular religion, democratic values are to be included but not with its dogmatic inhuman approach. Thus there need a perfect blend of both. This is the real challenge thrown to the Indian academicians.After the identification of these values, they need to be inculcated not to be informed to the students. Mostly listing the values is done very easily, but imparting them effectively requires genuine spirit and innovative educational practices. In the Vedic period, the gurukula system prevailed in which the student has to thoroughly undergo a pattern life with the guru shishya hierarchy. Whatever the guru declares are the values of life. But in the modern context, which is supposed to be the democratic sphere, a sense of equality and freedom has to prevail the learning situation. Also the values identified cannot be preached on the basis of the religious faiths. So the teacher has to find effective working module to internalize the values in the minds of the youth. The teachers’ understanding about the values prescribed and his/her commitment in imparting them also play a crucial role here. How to sensitize the teacher before carrying the values to the students is also a challenge to the educationists. The value education class room, if it is dealt with full seriousness and sincerity would be very interesting and challenging sphere for students and teachers. At times they need to sail at the same level with the students. The hierarchy may get disappeared. Value education demands a total responsibility from the teachers. They become more accountable. On the other side, a teacher who is committed to a set of values would always like to preach and impose them on the young minds. That extreme should also to be avoided with a balance of mind. Value education cannot be done by just delivering lectures and screening films. It requires a strong interaction between the students and the society. A lot could be experimented at this sphere. For which the supreme value ‘integrity’ is expected from the educator.It is observed that many modules of teaching values have been designed and tested. Some are seemed to be very effective. In Tamilnadu, especially in aided colleges, with all good intention the government has introduced the value education as a compulsory scheme at the undergraduate level. But each university has its own syllabus for the same. The scrutiny of those syllabi also reveals a lot of variations in conceiving the value education. In some universities, some religion based institutions are given the responsibility of designing and even carrying out the course. Similarly the teachers who have not been exposed to any such type of training in value education are given the responsibility of teaching values. The introduction of value education for all under graduate courses is done at the cost of a core paper of that course. The teachers who have been handling their hardcore subject papers had to meet the shortage of workload due to this programme and to solve this problem, they have been entrusted with the job of teaching value education paper. This is done with the aim of avoiding the workload problem of existing teachers. The most valuable and sensitive part of education has been made like a mechanical dogmatic part. At this juncture, the fate of value education at the college level could be imagined. How to solve this issue is again a challenge to the educationists of Tamilnadu. The same fate could be observed in many other states of India. Hence, two important problems surfaces here, one at the syllabus level and the other at the teaching level. As it is discussed earlier the syllabus could be designed by way of paying attention to all aspects but imparting the same requires not only innovative teaching methods, but also innovative training method of the educators. It is as good as training the driver to drive the car; the teacher needs to be trained in imparting the values. The technical education employs teachers with sound knowledge in the subject, similarly it is essential to have teachers with sound mind and creative teaching skill to teach value education. Value education is definitely not to be dealt with compartmentalization but it should be taken as a part of the whole educational system. As Nietzsche puts it, the society requires masters to create and impart values, not the slaves who accept all the values imposed on them without any critical understanding.If education fails to impart necessary values to its citizens, it will definitely have a telling effect on the society. All efforts to bring just and peace in the world will become futile if proper value education is not imparted.
Notes:
1. Kireet Joshi, Philosophy of Value Oriented Education Theory and Practice, ICPRPublications, New Delhi,p.217.
2. Ibid., p.218.

The health and motivation for shift work has been known to have its own peculiar demands. This has set it apart from jobs that have traditional hours of work. Shift work has its own health merits. The shift work has been created to aid workflow processes between employer, employee and tasks at hand. Over the years, it has been noticed that workers identified in shift work often receive better health plans, health products and remuneration and by this, give shift workers time to do other tasks or personal chores while being watchful of individual mental health.However, the scientific and medical communities report continually that shift workers concerned stand an increased risk of certain health disorders and mental health challenges that have severe negative impact on the general well-being of work shift staff which may not be achieved until the right health products are used.There is a concern for the 9 to 5ers, as one sees a case of the health of those who barely get by with the hard life of routine which most times is viewed to compensate only the boss at the top. Furthermore, we sought to consider those who work less conventional hours that include working shifts at night. Any way it is looked at, an adequate welfare plan should be in place for them while introducing supplements of health products.Researchers have discovered that those more at risk of suffering certain mental health challenges and chronic ailments or diseases, are shift workers, such as flight attendants, police officers, doctors, bartenders, nurses, and the like. Shift work can be classified as any type of work schedule that involves hours that are uncommon, or unusual when comparing this type of work schedule with the traditional work schedule that occurs within the day between 6 am and 6 pm.For clarity, the term shift work can refer to rotating shifts, working overnight, evening shifts and other flexible shift patterns desired or arranged by the employer that also addresses the challenge of mental health in shift work platforms. In other to assist shift workers, first aid boxes can be kept handy and filled with health products for shift workers.It’s been recorded by the Bureau of Labor Statistics (BLS), that over 16.8% salary workers and full-time wage workers are employed to work alternative shifts. Another interesting discovery made is that evening shifts are the most common alternative shifts, which have their working hours starting at between 2 pm and midnight. Work schedules may also constantly change as a result of irregular work shifts that also result in mental health and hormonal imbalances.In this article, we take a look at what the resultant effects of what shift work are, what shift workers can potentially do in other to lower their risks of diverse health problems and what salient reasons could possibly be behind these findings. The mental health and prescribed health products of shift workers should not be left unaddressed as this plays an important role in the health and total well-being of the workers.At first glance, it appears as though shift workers have and work different hours compared to the regular workers’ typical 9-to-5 routine. Reports also show that this is not the only underlying factor, as one key factor also is an increased risk of some diseases.Some medical associations such as the Medical News Today have reported on studies that relate lack of usage of health products and increased risk of certain health problems with shift work. These relationships have seen discoveries ranging from the predictable to the most amazing jaw-dropping situations.A reputable medical journal published a meta-analysis in 2014 which suggested that shift workers face an increased risk of type 2 diabetes. This is a red flag. Taking into consideration, shift workers rotating shifts also face an increased risk of 42%. So we see a need for the inclusion of health products as ready supplements for shift workers.Interestingly, shift workers who rotate night shifts for 15 years and above were found to potentially increase the health risk of lung cancer mortality and poor mental health. The use of health products will aid these situations enhance longevity and maintenance.Another likely factor that shift workers have in common is disruption to the sleep-wake cycle. Many have lost their basic means of livelihood because they had mental health conditions. Shift workers have been noticed to sleep at strange times of the day. This eventually results in their having reduced amounts or in severe cases they suffer insomnia. For such cases, health products can be recommended. Read more at http://www.fitnesshealths.com

Every business and organization that earns a profit has to think about their financial and banking needs. These aspects of a business need qualified individuals who understand monetary funds and how to manage those funds in a bank. Online accredited colleges and universities offer training in finance and banking that teach students how to work for an organization in this capacity.Professionals use their knowledge by making suggestions to a business to help them grow financially. The professional’s job is to aid their client in sound financial decisions in order to help them use their resources to obtain monetary goals. A professional who understands banking is a strong asset to a business because they keep track of fund activity by making sure it is recorded and handled properly. Prospective students can learn how to perform these main duties through numerous online programs. Students can choose to study finance and banking in a combination program or choose a degree program specifically geared towards one.Students need to decide prior to enrolling in a degree program if they want to work for finance, banking, or both. This will help a student know if they need to find a combined degree program or find a specific degree program. A finance degree program will provide students with the knowledge to analyze and implement financial procedures in a managerial position. The minimum requirement for a career in the field is a bachelor degree. In a bachelor degree students can expect to complete the program in four years. Curriculum will include general education and degree specific education. The finance part of the program could include courses on risk management, corporate finance, statistical analysis, critical thinking, and more. Students will be able to understand the procedures and principles of financial markets and the distribution of funds in every sector of an organization.A bachelor degree program in banking is a financial business degree with its focus on banking. The degree program prepares students to work in various careers inside a bank. Courses will center on teaching a student about the many areas of financial institutions. Specific courses may include corporate finance, banking law, international trade law, and global economy. Students will learn about all bank practices, credit, and lending. Career options will allow students to become credit analyzers, loan processing managers, and more. Gaining a degree in banking significantly increases an individual’s annual income within the industry.A combined approach will prepare students by giving them a strong foundation in management, corporate finance, and the global market. Students will examine every area of the industry through courses that include investments, capital raising strategies, corporate operations, and mergers. A financial and managerial accounting course will teach students how to function as a manager and work with employees within the procedures of accounting. Students will explore topics like financial statements and cost analysis. A combined degree will allow students to work in all areas of both industries.Whether a student decides on a specific or combined education approach, numerous career opportunities will be open to them. Online schooling in finance and banking will help students enter their desired career upon completion of an accredited program. Seek an online college or university today that offers the degree you need to start an exciting new career.DISCLAIMER: Above is a GENERIC OUTLINE and may or may not depict precise methods, courses and/or focuses related to ANY ONE specific school(s) that may or may not be advertised at PETAP.org.Copyright 2010 – All rights reserved by PETAP.org.