Microsoft Word - Geeta Mysore-Action Research.doc

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1 Area-Three ASSIGNMENT ONE ACTION RESEARCH IN RELATION TO OTHER TYPES OF RESEARCH 1. For what purposes could different types of research used in context of a DIET? Different types of Research works are used in DIET for different purposes. - As a whole, Research work is an approach to improve the quality of education by changing it and by learning from the consequences of changes. - Research work helps in studying the present phenomenon, their status and trends of various programmes going on in DIET. - Research work helps in providing a basis for planning and formulation of policies. - Research work helps in providing a basis for fundamental research which is innovative in education field. - Research work towards the improvement of their own practices. - Research work as a depth study of a problem and analyzing it help in improvements. - Research work helps to made remedial work and planning. Write one instance for each of the following. Descriptive study of : Teachers content knowledge of Nali-kali, teaching practice and their effects on the elementary education. (Teachers were trained in summer holidays for eight days in seven taluks.there are different categories; teachers who were newly appointed, trained for 12 days in previous training programmers, teachers who were already teaching in the classes with training and without trainings. They were participated with different interest in the training period)

2 Officers attitudes towards computers and attitudes towards communicating on computers in E-media at Taluk level. (Officers from some taluk easily access the and communicate through it and some are not) Experimental study: Functioning strategies of Cluster resource persons who are under MDP training programme. (Three to four cluster resource persons from each Taluk are at Management, Development Programme. It is experimental group where as other CRPs are studied as control group. Management skill is added to the experimental group here.) Case study: A case study on an experienced elementary teacher s teaching strategies in Nali-kali and teaching reflection in classroom. (Nali-kali is teaching strategy without text book, using the cards at different steps, managing the 5 different group in period, evaluation each and every step, identifying the students at different levels, updating the progress chart everyday are all the works one teacher has to do in his class.) A case study of revision and renewal in Nali kali training package and its content. ( In beginning the Nali-kali training package with 12 days training programme and it is of 8 days training programmes. Early Activity cards were prepared by the teachers and now printed activity cards are given. Content of first standard in learning events is added with Kagunitha (PÀUÀÄtÂvÀ) continued in second standard. And in second standard Oththakshara (MvÀÛPÀëgÀj added,previously it was kept in third standard) II. List any three concerns of a DIET lecturer that could be addressed through action research. a) managing activities in five groups in Nali-kali for the successful classroom interaction in first and second standard ( MAzÀÄ ªÀÄvÀÄÛ JgÀqÀ Éà vàgàuàwaiàä è PÀ PÀ ÀæQæAiÉÄ AiÀıÀ¹éUÉƼÀî Ä À -PÀ «zsá ÀzÀ è LzÀÄ UÀÄA ÀÄUÀ¼À è ZÀlĪÀnPÉ ªÀðºÀuÉ)

3 (Nali-kali is teaching strategy without text book, using the cards at different steps, managing the 5 different group in period, evaluation each and every step, identifying the students at different levels, updating the progress chart everyday are all the works one teacher has to do in his class.) b) Managing the multi grade classes and teaching learning process (Teacher find it difficult to manage the multigrade classes as they could not teach the two classes combining the competencies of both the classes) C) Narrating the stories in first standard to fourth standard English for young learners (since one year our Teachers in kannada medium schools are exposed to English language through 5 components; narrating stories, singing rhymes, TPRs, language games, Dialogues. Teachers undergone spoken English and vocabulary development training programme but some teachers are not come under training programme so they find it difficult to narrate the story and to transact in classroom)

4 Assignment FORMULATION OF ACTION HYPOTHESIS 1. Give examples for each type of hypothesis Example-1 DECLARATIVE FORM: A drill work programme in the chapter addition of whole numbers for class III students will cause better progress in arithmetic. ªÀÄPÀ̼À è ÀÆtð ÀASÉåUÀ¼À ÀAPÀ À UÉÎ PÀlÄÖ máözà C sáå ÀªÀÅ ªÀÄÆgÀ Éà vàgàuàwaiàä ªÀÄPÀ̼ÀÄ CAPÀUÀtÂvÀzÀ è ÀæUÀw ºÉÆAzÀ Ä PÁgÀtªÁUÀÄvÀÛzÉ. PREDICTIVE FORM: If the class III students receive a drill work function of whole numbers, then their progress will be better in arithmetic. ªÀÄPÀ̼À è ÀÆtð ÀASÉåUÀ¼À ÀAPÀ ÀzÀ UÉÎ PÀlÄÖ máözà C sáå ÀªÀ ÀÄß ÀqÉzÀgÉ, ªÀÄÆgÀ Éà vàgàuàwaiàä ªÀÄPÀ̼À è CAPÀUÀtÂvÀzÀ è GvÀÛªÀÄ ÀæUÀw ºÉÆAzÀÄvÁÛgÉ. QUESTION FORM: Does a drill work programme in addition for class III students, improve their progress in Arithmetic. ªÀÄPÀ̼À è ÀAPÀ ÀzÀ UÉ ÀjAiÀiÁzÀ ÀjPÀ à É É¼É¹zÀgÉ, ªÀÄÆgÀ Éà vàgàuàwaiàä ªÀÄPÀ̼ÀÄ CAPÀUÀtÂvÀzÀ è ÀæUÀw ºÉÆAzÀ ºÀÄzÉÃ? NULL FORM: There is no significant relation between the drill work and progress in arithmetic ªÀÄÆgÀ Éà vàgàuàwaiàä ªÀÄPÀ̼À è ÀAPÀ ÀzÀ UÉÎ ÀjAiÀiÁzÀ ÀjPÀ à É É¼É ÀĪÀÅzÀPÀÆÌ ªÀÄPÀ̼ÀÄ CAPÀUÀtÂvÀzÀ è ÀæUÀw ºÉÆAzÀĪÀÅzÀPÀÆÌ AiÀiÁªÀ ÀA AzsÀªÀÇ E è Example-2

5 DECLARATIVE FORM: The development of spoken English and vocabulary enrichment programme in elementary level teachers will cause better progress in their story narration skill for I to IV class. PREDICTIVE FORM: If the spoken English and vocabulary enrichment takes place in elementary level teachers, their progress will be better in the story narration skill for I to IV class. QUESTION FORM: Does the development of spoken English and vocabulary enrichment programme in elementary level teachers, improve their story narration skill for I to IV class? NULL FORM: There is no significant relation between the development of spoken English and vocabulary enrichment programme in elementary level teachers and their improvement in story narration skill for I to IV class. II Eight students in Class IV are not able to identify directions on a map. You have realized that inadequate exposure to map reading is the cause for the problem. Now write a hypothesis for finding a solution to this problem in all four forms. Your course of remedial action should be reflected in the hypothesis. DECLARATIVE FORM: Developing the concepts of four directions in class IV students will influence students to identify the places in the maps Á ÄÌ PÀÄÌUÀ¼À UÉÎ ÀjAiÀiÁzÀ ÀjPÀ à ÉAiÀÄ ÀÄß ªÀÄPÀ̼À è É¼É ÀĪÀÅzÀÄ, Á Ì Éà vàgàuàwaiàä ªÀÄPÀ̼ÀÄ sàæ ÀoÀzÀ è ÀܼÀUÀ¼À ÀÄß ÀjAiÀiÁV UÀÄgÀÄw ÀĪÀ è Àæ sáªà ÃgÀÄvÀÛzÉ. PREDICTIVE FORM:

6 If the concepts about four directions are developed in the class IV students, then they learn to identify the places in maps. ªÀÄPÀ̼À è Á ÄÌ PÀÌUÀ¼À UÉÎ ÀjAiÀiÁzÀ ÀjPÀ à É É¼É ÀĪÀÅzÀjAzÀ Á Ì Éà vàgàuàwaiàä ªÀÄPÀ̼ÀÄ sàæ ÀoÀzÀ è ÀܼÀUÀ¼À ÀÄß ÀjAiÀiÁV UÀÄgÀÄw À Ä PÀ AiÀÄÄvÁÛgÉ. QUESTION FORM: Whether the concepts about four directions are developed in the class IV students, can they learn to identify the places in maps? ªÀÄPÀ̼À è Á ÄÌ PÀÌUÀ¼À UÉÎ ÀjAiÀiÁzÀ ÀjPÀ à É É¼É¹zÀgÉ, Á Ì Éà vàgàuàwaiàä ªÀÄPÀ̼ÀÄ sàæ ÀoÀzÀ è ÀܼÀUÀ¼À ÀÄß ÀjAiÀiÁV UÀÄgÀÄw À Ä PÀ AiÀÄ ºÀÄzÉÃ? NULL FORM: There is no significant relation between process of developing concepts of four directions in the class IV students and process they identify the places in maps. Á Ì Éà vàgàuàwaiàä ªÀÄPÀ̼À è Á ÄÌ PÀÌUÀ¼À UÉÎ ÀjAiÀiÁzÀ ÀjPÀ à É É¼É ÀĪÀÅzÀPÀÆÌ ªÀÄPÀ̼ÀÄ sàæ ÀoÀzÀ è ÀܼÀUÀ¼À ÀÄß ÀjAiÀiÁV UÀÄgÀÄw ÀĪÀÅzÀPÀÆÌ AiÀiÁªÀ ÀA AzsÀªÀÇ E è.

7 Assignment Identification of problem qàaiàämï AzÀ PÉÊUÉÆAqÀ QæAiÀiÁ ÀA±ÉÆÃzsÀ É ªÀgÀ AiÀÄ ²Ã ðpéaiàä ÀÄß CzsÀåAiÀÄ À ªÀiÁr ªÀÄvÀÄÛ ªÉÄà À ««zsà PÉëÃvÀæUÀ½UÉ CªÀÅUÀ¼À ÀÄß ªÀVÃðPÀj¹. PÀæ. CzsÀåAiÀÄ ÀzÀ ²Ã ðpé CzsÀåAiÀÄ À PÉëÃvÀæ ÀA PÉÊUÉÆAqÀ ªÀgÀÄ 1 CPÀëgÀ zá ÉÆúÀzÀ ªÀiË åªàiá À À À«ÄÃPÉë- ²PÁj ÀÄgÀ vá ÆQ À 50 ±Á ÉUÀ¼ÀÄ ²æà PÀĪÀiÁgÀ Áé«Ä ªÀÄÄRå ÀÜgÀÄ- JAqï JA «sáuà Dgï ¹ ²PÁj ÀÄgÀ EªÀgÀ ÀºÀAiÉÆÃUÀzÉÆA UÉ EzÀgÀ è CPÀëgÀ zá ÉÆúÀzÀ ªÀiË åªàiá À ÀzÀ CzsÀåAiÀÄ À ªÀiÁrzÀÄÝ, ªÀiË åªàiá À À PÉëÃvÀæPÉÌ ÀA A ü¹zà PÉëÃvÀæ J ¹zÀgÀÆ, EzÀgÀ ÀªÀÄ ÉåAiÀÄ ÀégÀÆ À ªÀÄvÀÄÛ sà váa±àzà CzsÀåAiÀÄ À AzÀ CAPÀUÀ½PÉAiÀÄ è ÀæUÀw Á ü¹gàäªàåzà ÀÄß CzsÀåAiÀÄ À ªÀiÁrzÀÄÝ ±ÉÊPÀëtÂPÀ PÉëÃvÀæ ºÁUÀÆ vàæpàzà è ºÉZÀѼÀ ÁªÀiÁfPÀ PÉëÃvÀæªÀ ÀÄß ÀÆa ÀÄvÀÛzÉ. 2 ÀPÁðj ±Á ÉUÀ¼À è J ï r JA ¹ PÁAiÀÄð ªÀðºÀuÉ- MAzÀÄ CzsÀåAiÀÄ À ²æà J ï gáªàäzàazàæ ªÀÄÄRå ÀÜgÀÄ, qàææ «sáuà EzÀgÀ è ÀPÁðj ±Á ÉUÀ¼À è J ï r JA ¹ PÁAiÀÄð ªÀðºÀuÉ- MAzÀÄ CzsÀåAiÀÄ À ªÀiÁrzÀÄÝ, DqÀ½vÁvÀäPÀ PÉëÃvÀæPÉÌ ÀA A ü¹zzé. 3 ÀæxÀªÀÄ ªÀµÀðzÀ r Er Àæ²PÀëuÁyðUÀ¼À AiÉÆÃfvÀ PÁAiÀÄð ÀÄzsÁgÀuÉ UÉÎ ²æà ÁUÀgÁeï G À Áå ÀPÀgÀÄ EzÀgÀ è ÀæxÀªÀÄ ªÀµÀðzÀ r Er Àæ²PÀëuÁyðUÀ¼À AiÉÆÃfvÀ PÁAiÀÄð ÀÄzsÁgÀuÉ UÉÎ CzsÀåAiÀÄ À ªÀiÁrzÀÄÝ, ªÀiË åªàiá À À PÉëÃvÀæPÉÌ ÀA A ü¹zà PÉëÃvÀæ J ¹zÀgÀÆ, ÀoÀå PÀæªÀÄPÉÌ ÀA A ü¹zà PÉëÃvÀæªÀ ÀÄß M¼ÀUÉÆArzÉ. PÀæªÀÄPÉÌ

8 4 ÀªÀð ²PÀët C üaiàiá ÀzÀ PÁªÀÄUÁjUÀ¼À C ÀĵÁ ÀzÀ è J ï r JA ¹ ÄAzÁzÀ ÀªÀÄ Éå MAzÀÄ CzsÀåAiÀÄ À ²æà ºÀj Àæ Ázï G À Áå ÀPÀgÀÄ EzÀgÀ è ÀªÀð ²PÀët C üaiàiá ÀzÀ PÁªÀÄUÁjUÀ¼À C ÀĵÁ ÀzÀ è J ï r JA ¹ ÄAzÁzÀ ÀªÀÄ Éå MAzÀÄ CzsÀåAiÀÄ À ªÀiÁrzÀÄÝ, DqÀ½vÁvÀäPÀ PÉëÃvÀæPÉÌ ÀA A ü¹zé. dvéaiàä è ²PÀëPÀgÀ ªÀÈwÛ ÀgÀvÉUÉ ÀA AzsÀ ÀlÖAvÉ ÀªÀÄ Éå UɺÀj¹zÉ. 1. D PÉëÃvÀæUÀ½UÉ ÀA AzsÀ«èzÀ AiÀiÁªÀÅzÁzÀgÀÆ CzsÀåAiÀÄ ÀUÀ½ªÉAiÉÄ? ªÉÄà À J Áè CzsÀåAiÀÄ ÀUÀ¼ÀÄ PÉëÃvÀæPÉÌ ÀA A ü¹zàavé EªÉ. 2. qàaiàämï À è ªÉÄà À PÉëÃvÀæUÀ½UÉ ÀA A ü¹zàavé AiÀiÁªÀÅzÁzÀgÀÆ CzsÀåAiÀÄ ÀUÀ¼À ÀÄß PÉÊUÉÆAr èªéã? Á ÄÌ CzsÀåAiÀÄ ÀUÀ½zÀÝgÀÆ ªÉÄà ÉÆßÃlPÉÌ MAzÉà PÉëÃvÀæPÉÌ ÀA A ü¹zé J ¹zÀgÀÆ ÀªÀÄ ÉåAiÀÄ ÀégÀÆ À ªÀÄvÀÄÛ sà váa±àuà¼àä CzÀgÀ è ÉÃgÉ ÉÃgÉ PÉëÃvÀæPÉÌ ÀA A ü¹zà ÀªÀÄ ÉåUÀ¼ÀÄ UɺÀj À ànögàäªàåzà ÀÄß UÀªÀÄ À ºÀÄzÀÄ.

9 Assignment -5 You may like to study these action research reports and find out whether the steps mentioned above are followed in them. Make your observations mentioning the study title Action Research -1 TITLE:- THE USE OF EXTRENSIC MOTIVATORS TO INCREASE ENGLISH OUTPUT IN THE ELL CLASSROOM. Sl. No 1 Steps Identification of the problem Observations Students are in the bilingual classroom, the researcher is the only who don t know to speak and understand Spanish in the school. In other classes they are helped by BRS.So the researcher has the question to speak his students in english 2 Pin-pointing the problem 3 Diagnosing the causes of the problems 4 Formulation of Action Hypothesis 5 Designing and Implementing the Action plan How do I get my Spanish-speaking students to speak in English? By observation, field notes, survey the researcher collected the data and diagnosed the causes of the problems, The students get help from BRS in field, office, Band Choir etc classes, -lack of students regular attendance in english prior to coming to US -lack of interest in learning the language -parents couldn t read and write English How does the implementation of an incentive program affect the amount of English spoken in the English Language Learning (ELL) classroom The researcher designed the action plan for the period of nine weeks. -greeting is one regular routine to increase speaking in English, -Games -Asking Questions door way

10 6 Two guest lectures about the benefits of learning language. -The researcher used Lotto tickets as incentives Analysing the data on the basis of collected Lottos Using Bar graphs, Simple procedures of analysing the data Notable points in this Action research repor fluctuated data is one important point observed in the analyzed data because of, -Variables like student absence, teacher absences, early dismissal, dances and guest speakers affected the data -reward was not large enough for the children to think that it was worthwhile using their English. The statement by Alfie Kohn, the do this and you ll get this mentality automatically devalues the this. The recipient of the reward figures, If they have to bribe me to do this, it must be something I wouldn t want to do Or, because it seemed to them that the same people were winning every week they wouldn t be able to win so why try? future plan of action is there for improvement Action Research -2 TITLE:- BEST PRACTICES IN THE MUSIC CLASSROOM: EXPLORING SETTINGS IN THE INCLUSION MUSIC CLASSROOM

11 Sl. No Steps Identification of the problem Pin-pointing the problem Diagnosing the causes of the problems 4 Formulation of Action Hypothesis 5 Designing and Implementing the Action plan Observations -getting the best results in grasping the curriculum, -having excellent classroom management, -pursuing professional growth as an educator, -fostering student growth, or creating a positive music classroom climate -100% participation in music, What environment works best for all learners in the music classroom? Large group or small group? -Poverty level -students enrolled in special education -student enrolled in English Language learning -school with an exemplary community learning center. - How group size impacts student comfort level in my classroom? The survey included the following settings: SETTING Experience Experience Experience LARGE GROUP Singing Playing instruments M o v i n g /D a n c i n g SMALL GROUP Singing Playing instruments Moving/Dancing 6 The following is a potential good practices list for the music educator in the inclusion general music class: Establish routine procedures. Design tasks with multiple levels of response (example: beat, simple rhythm pattern, complex rhythm). Use several different sensory modes (auditory, visual, and kinesthetic-tactile). Carefully sequence lesson plans with step-by-step procedures. Include gross motor and fine motor activities. Use concrete and manipulative materials, especially for activities that include reading notation and/or words. Ask students to show understanding, rather than tell understanding (Montgomery,2001).

12 In the small group setting, the paraprofessional provides support, makes adaptations, and gives behavioral cues for the special learner. In applying the LADDER (bottom to top) approach to selfassessment (Murphy, 2001): Simple procedures of analysing the data Reflect Evaluate Discover Discuss Analyze Listen Action Research -3 TITLE:- PRETEACHING SCIENCE AND FOSS VOCABULARY TO SIXTH GRADE STUDENTS WHO HAVE LANGUAGE HANDICAPS Sl. No 1 2 Steps Identification of the problem Pin-pointing the problem Observations - The student often is struggling to understand the basic vocabulary words used in teaching as well as the new vocabulary, which is being introduced - Often language disabled students struggle to understand what is being taught to them and have difficulty using previously learned information and applying it to newly introduced information. How will strategies used to preteach the vocabulary of the FOSS program to language handicapped students impact t their understanding of the classroom?

13 3 Diagnosing the causes of the problems 4 Formulation of Action Hypothesis 5 Designing and Implementing the Action plan Simple procedures of 6 analysing the data Notable points in this Action research repor -the literacy strategy component - social context. - language disabilities and vocabulary development is a significant detriment to learning in the general curriculum The student needs to know the Assumed vocabulary before he/she can address the new vocabulary -look at the student s language disabilities and identify whether or not vocabulary development is a significant detriment to learning in the general curriculum -- concern was to have the students buy into the need to repeat science information with out resenting the idea that they were doing more than their peers in the regular education setting - The students were divided into two groups of eight students. One group had a guided study on Monday and Wednesday; the other had it on Tuesday and Thursday. They rotated on Fridays. The composition of the classes contained students with and without language handicaps, the majority of the students were identified with low vocabulary skills and some type of Speech and Language needs. - identified the low vocabulary skills through the use of previous evaluations and present IEPs. - to identify the critical vocabulary for each unit that the student needs to know to understand the concepts being taught - Data collection and analysis of reports - Ongoing journal of experience and reflection, consultation with co workers, feed back from the class teacher the improvement in test grades when preteach the vocabulary.

14 - future plan of action is there for improvement Notable points in this Action research repor the improvement in test grades when preteach the vocabulary. - future plan of action is there for improvement Assignment -Six Designing & Implementing the action plan Write a plan of action for solving a problem that you have identified. See if you need to include any other aspect other than those discussed. UÀÄgÀÄw¹zÀ ÀªÀÄ Éå:- ÀAd ÀUÀÆqÀÄ vá ÆQ À À -PÀ vàgàuàwaiàä è PÀ PÁ ÀæQæAiÉÄAiÀÄ è véæqàvgàäªà ²PÀëPÀgÀÄ UÀÄA ÀÄ vàméö ªÀðºÀuÉAiÀÄ è UÉÆAzÀ ºÉÆA gàäváûgé. ÀAd ÀUÀÆqÀÄ vá ÆQ À ±Á Á séãnaiàä è À -PÀ vàgàuàwaiàä PÀ PÁ ÀæQæAiÉÄAiÀÄ è ²PÀëPÀgÀ UÀÄA ÀÄ ZÀlĪÀnPÉ ªÀðºÀuÉAiÀÄ «ÃPÀëuÉ ªÀÄvÀÄÛ ÉùUÉ gàeá CªÀ üaiàä è À -PÀ vàgà ÉÃw ÀqÉzÀÄ, vàgàuàw ªÀð» ÀÄwÛgÀĪÀ ²PÀëPÀjUÉ Á ÄÌ vàaqàuà¼à è ÀqÉzÀ ÀªÀiÁ ÉÆÃZÀ Á À séaiàä ÀAªÁzÀ PÁAiÀÄðPÀæªÀÄzÀ è ÀqɹzÀ UÀÄA ÀÄ ZÀlĪÀnPÉ, C ÀÄ sàªà ºÀAaPÉ, Àæ±ÉÆßÃvÀÛgÀ PÁAiÀÄðPÀæªÀÄ, ZÀZÉð EªÀÅUÀ¼À DzsÁgÀzÀ ªÉÄÃ É À -PÀ vàgàuàw PÀ PÁ ÀæQæAiÉÄAiÀÄ vàgàuàw ªÀðºÀuÉAiÀÄ è ²PÀëPÀgÀÄ UÀÄA ÀÄ ZÀlĪÀnPÉUÉ ÃqÀ Ä, ªÀÄPÀ̼À ÀÄß UÀÄA ÀÄUÀ¼À è PÉÆÃj ÀĪÀ ªÀåªÀ ÉÜ ªÀiÁqÀ Ä, DAiÀiÁ UÀÄA À ègàäªà ªÀÄPÀ̽UÉ ªÀiÁUÀðzÀ±Àð À ªÀiÁqÀ Ä, ªÀiË åªàiá À À ªÀiÁqÀ Ä UÉÆAzÀ GAmÁUÀÄwÛgÀĪÀ UÉÎ UÀªÀÄ À Á ÄvÀÄ. ÀƪÀð ÀjÃPÉë ÄAzÀ ÀªÀÄ ÉåAiÀÄ ÀégÀÆ À, wãªàævé, JµÀÄÖ ªÁå Û, JµÀÄÖ ²PÀëPÀjUÉ ÀªÀÄ Éå EzÉ, JAzÀÄ zàváûa±à ÀAUÀ滹, CzÀgÀ «±ÉèõÀuÉ ÄAzÀ w½aiàä Á ÄvÀÄ. UÀÄgÀÄw¹zÀ ÀªÀÄ ÉåAiÀÄ ÀégÀÆ À, wãªàævé, Àé sáªàzà DzsÁgÀzÀ ªÉÄÃ É UÀÄA ÀÄ vàlö ªÀðºÀuÉAiÀÄ UÉÆAzÀ ªÁj ÀĪÀ QæAiÀiÁ ÀA±ÉÆÃzsÀ ÉUÉ QæAiÀiÁ AiÉÆÃd ÉAiÀÄ ÀÄß DAiÉÆÃf¹, ªÀÄzsÀåªÀvÀð Á ZÀlĪÀnPÉUÀ¼À ªÀÄÆ PÀ CzÀ ÀÄß ªÁj À ºÀÄzÀÄ. ªÀÄzsÀå ªÀvÀð Á ZÀlĪÀnPÉUÀ¼À DAiÉÆÃd ÉAiÀÄ QæAiÀiÁ AiÉÆÃd É PÀæ. ÀA. ÀqÉ ÀĪÀ ZÀlĪÀnPÉUÀ¼ÀÄ CªÀ ü «zsá À ÀܼÀ ÀA À ÀÆä ªÀåQÛUÀ¼ÀÄ

15 1 ÀƪÀð ÀjÃPÉë 1-2 ªÁgÀUÀ¼ÀÄ ±Á Á séãn, ÀAªÁzÀ PÁAiÀÄðPÀæªÀÄzÀ»ªÀiÁä»w ÄAzÀ,. Àæ±ÁߪÀ½ 2 À -PÀ vàgà ÉÃwAiÀÄ ÀÄ À±ÉÑÃvÀ À PÁAiÀÄðPÀæªÀÄ 3 ±Á Á séãnué ÀƪÀð ¹zÀÝvÉ Àæ±ÁߪÀ½ gàzà É, UÀªÀÄ À ÉÃPÁzÀ CA±ÀUÀ¼À UÉÎ ªÀiÁ»w «ªÀÄAiÀÄ 4 ±Á Á séãnaiàä è ªÀiÁUÀðzÀ±Àð À 5 ±Á Á séãnaiàä ÀAvÀgÀ ªÀiÁ»w ÀAUÀæºÀuÉ, zàváûa±à «±ÉèõÀuÉ 6 ²PÀëPÀjUÉ ÀªÀiÁ ÉÆÃZÀ Á vàgà ÉÃw ÀƪÀðzÀ è MAzÀÄ CªÀ ü JgÀqÀÄ ÀUÀ¼ÀÄ PÁAiÀÄðUÁgÀ MAzÀÄ CªÀ ü ±Á Á ÀUÀ¼À è- Àæw ²PÀëPÀgÀ 2-3 vàgàuàwuà¼à «ÃPÀëuÉ ªÀÄvÀÄÛ ªÀiÁUÀðzÀ±Àð À 1 wauà¼àä MAzÀÄ CªÀ ü ±À ªÁgÀ ±Á Á CªÀ üaiàä ÁªÀÄÆ»PÀ TvÀ Àæ±ÁߪÀ½UÉ GvÀÛj ÀĪÀÅzÀÄ UÀÄA ÀÄ ZÀlĪÀnPÉ, G À Áå À «zsá À, ZÀZÉð, ÁævÀåQëPÉ, ÁæAiÉÆÃVPÀ ªÀðºÀuÉ ÀAªÁzÀ, ªÀiÁ»w «ªÀÄAiÀÄ «ÃPÀëuÉ, séãn ÀªÀÄÆ É Àæ±ÁߪÀ½ sàwð ªÀiÁqÀĪÀÅzÀÄ, ªÀiÁUÀðzÀ±Àð À, ÀAªÁzÀ ÀAªÁzÀ, ªÀiÁ»w ÀAUÀæºÀuÉ, PÉÆæÃrÃPÀgÀt C ÀÄ sàªà ºÀAaPÉ, ÀAªÁzÀ ±Á ÉUÀ¼À è - vàgà ÉÃw PÉÃAzÀæ À -PÀ vàgàuàw PÀ PÁ ÀæQæAiÉÄAiÀÄ è véæqàvzáýuà C ÀÄ Á Á C üpájuà¼àäf Áè ªÀÄlÖ, vá ÆPÀÄ ªÀÄlÖzÀ è f Áè ªÀÄlÖzÀ ÀA À ÀÆä ªÀåQÛUÀ¼ÀÄ C ÀÄ Á Á C üpájuà¼àäf Áè ªÀÄlÖ, vá ÆPÀÄ ªÀÄlÖzÀ è C ÀÄ Á Á C üpájuà¼àäf Áè ªÀÄlÖ, vá ÆPÀÄ ªÀÄlÖzÀ è C ÀÄ Á Á C üpájuà¼àäf Áè ªÀÄlÖ, vá ÆPÀÄ ªÀÄlÖzÀ è f Áè ªÀÄlÖzÀ

16 À sé ÀAvÀgÀ ÀA À ÀÆä ªÀåQÛUÀ¼ÀÄ ±Á Á «ÃPÀëuÉ, séãn À -PÀ vàgàuàw C ÀÄ Á Á ÀUÀ¼À è- ÀªÀÄÆ É Àæ±ÁߪÀ½ PÀ PÁ C üpájuà¼àäf Áè Àæw ²PÀëPÀgÀ 1- sàwð ªÀiÁqÀĪÀÅzÀÄ, ÀæQæAiÉÄAiÀÄ è ªÀÄlÖ, 2 vàgàuàwuà¼à ªÀiÁUÀðzÀ±Àð À, véæqàvzáýuà vá ÆPÀÄ «ÃPÀëuÉ ªÀÄvÀÄÛ ÀAªÁzÀ ªÀÄlÖzÀ è ªÀiÁUÀðzÀ±Àð À 3 ªÁgÀUÀ¼ÀÄ 7 ±Á Á séãnaiàä è ªÀiÁUÀðzÀ±Àð À 8 ±Á Á séãnaiàä ÀAvÀgÀ ªÀiÁ»w ÀAUÀæºÀuÉ, zàváûa±à «±ÉèõÀuÉ 9 ²PÀëPÀjUÉ ÀªÀiÁ ÉÆÃZÀ Á À sé 10 ²PÀëPÀgÀ ªÀiÁ¹PÀ À sé- ªÀÄÄA À ZÀlĪÀnPÉUÀ¼À À«Ã À C ÀĵÁ ÀUÀ¼À UÉÎ MAzÀÄ CªÀ ü ±À ªÁgÀ ±Á Á CªÀ üaiàä ÀAvÀgÀ ±À ªÁgÀ ±Á Á CªÀ üaiàä ÀAvÀgÀ ÀAªÁzÀ, ªÀiÁ»w ÀAUÀæºÀuÉ, PÉÆæÃrÃPÀgÀt Á sà å ÀjÃPÉëeÁÕ À, C ÀÄ sàªàzà zàèrüãpàgàtpáìv- Àæ±ÁߪÀ½AiÀÄ ªÀÄÆ PÀ, C ÀÄ sàªà ºÀAaPÉ, ÀAªÁzÀ C ÀÄ sàªà ºÀAaPÉ, ÀAªÁzÀ C ÀÄ Á Á C üpájuà¼àäf Áè ªÀÄlÖ, vá ÆPÀÄ ªÀÄlÖzÀ è f Áè ªÀÄlÖzÀ ÀA À ÀÆä ªÀåQÛUÀ¼ÀÄ ¹ J E N/ ¹ Dgï JgÀqÀÄ À vàgà ÉÃwUÀ¼À QæAiÀiÁ AiÉÆÃd É PÀæ. ÀA. «µàaiàä PÀ PÁ ÁªÀÄVæ CªÀ ü ÀܼÀ sáuàªà» ÀĪÀªÀgÀÄ «zsá À

17 1 À -PÀ UÉÎ ÀƪÀð ÀjÃPÉë 2 À -PÀ - ªÉÄÊ UÀ ÄèUÀ¼À ÀjZÀAiÀÄ- ÀæAiÉÆÃVPÀ ÀjZÀAiÀÄ 3 PÀ PÁ KtÂ, PÀ PÁ UÉÆà ÀÄgÀ, 6 ºÀAvÀUÀ¼À ÀjZÀAiÀÄ, 4 PÀ PÁ ZÀlĪÀnPÉUÀ¼À ÀjZÀAiÀÄ, 5 ÀæUÀw ÉÆÃlzÀ ÀjZÀAiÀÄ- ÀæUÀw zár ÀĪÀÅzÀÄ, 6 UÀÄA ÀÄ vàméöuà¼à ÀjZÀAiÀÄ, UÀÄA ÀÄ vàméöuà¼à ZÀ É, UÀÄA ÀÄ vàméöuà¼à è PÁqÀðUÀ¼À ¼ÀPÉ 7 ÁæAiÉÆÃVPÀ vàgàuàw ªÀðºÀuÉ Àæ±ÁߪÀ½ ZÁmïð, À -PÀ PÁqÀðUÀ¼ÀÄ PÀ PÁ KtÂ- ªÀÄÄ ævà, ZÁlð À -PÀ PÁqÀðUÀ¼ÀÄ ZÁlð À -PÀ PÁqÀðUÀ¼ÀÄ PÀ PÁ KtÂ, ÀæUÀw ÉÆÃl, ZÁlð À -PÀ PÁqÀðUÀ¼ÀÄ, UÀÄA ÀÄ vàméö PÀ PÁ KtÂ, ÀæUÀw ÉÆÃl, À -PÀ PÁqÀðUÀ¼ÀÄ, UÀÄA ÀÄ vàméö MAzÀÄ CªÀ ü 90 «ÄµÀ 90 «ÄµÀ 90 «ÄµÀ 90 «ÄµÀ 90 «ÄµÀ 90 «ÄµÀUÀ¼À 2 CªÀ üuà¼àä ±Á ÉAiÀÄ è À -PÀ PÉÆoÀrAiÀÄ è ±Á ÉAiÀÄ è À -PÀ PÉÆoÀrAiÀÄ è ±Á ÉAiÀÄ è À -PÀ PÉÆoÀrAiÀÄ è QæAiÀiÁ ÀA±ÉÆñÀzsÀPÀgÀÄ,²PÀëPÀgÀÄ, f Áè ªÀÄlÖzÀ ÀA À ÀÆä ªÀåQÛUÀ¼ÀÄ QæAiÀiÁ ÀA±ÉÆñÀzsÀPÀgÀÄ,²PÀëPÀgÀÄ, f Áè ªÀÄlÖzÀ ÀA À ÀÆä ªÀåQÛUÀ¼ÀÄ QæAiÀiÁ ÀA±ÉÆñÀzsÀPÀgÀÄ,²PÀëPÀgÀÄ, f Áè ªÀÄlÖzÀ ÀA À ÀÆä ªÀåQÛUÀ¼ÀÄ QæAiÀiÁ ÀA±ÉÆñÀzsÀPÀgÀÄ,²PÀëPÀgÀÄ, f Áè ªÀÄlÖzÀ ÀA À ÀÆä ªÀåQÛUÀ¼ÀÄ QæAiÀiÁ ÀA±ÉÆñÀzsÀPÀgÀÄ,²PÀëPÀgÀÄ, f Áè ªÀÄlÖzÀ ÀA À ÀÆä ªÀåQÛUÀ¼ÀÄ, 1 ªÀÄvÀÄÛ 2 Éà vàgàuàw ªÀÄPÀ̼ÀÄ QæAiÀiÁ ÀA±ÉÆñÀzsÀPÀgÀÄ,²PÀëPÀgÀÄ, f Áè ªÀÄlÖzÀ ÀA À ÀÆä ªÀåQÛUÀ¼ÀÄ 1 ªÀÄvÀÄÛ 2 Éà vàgàuàw ªÀÄPÀ̼ÀÄ QæAiÀiÁ ÀA±ÉÆñÀzsÀPÀgÀÄ,²PÀëPÀgÀÄ, f Áè ªÀÄlÖzÀ ÀA À ÀÆä ªÀåQÛUÀ¼ÀÄ, 1 ªÀÄvÀÄÛ 2 Éà vàgàuàw ªÀÄPÀ̼ÀÄ ÉÃgÀ géªàtâué ÀjÃPÉë ZÀZÉð, ÁævÀåQëPÉ, ÁæAiÉÆÃVPÀ ªÀðºÀuÉ, ÀAªÁzÀ, ZÀZÉð ÁævÀåQëPÉ, ÁævÀåQëPÉ ÁævÀåQëPÉ ÀæAiÉÆÃUÀ,

18 QæAiÀiÁ AiÉÆÃd ÉAiÀÄ è ÉÃj À ºÀÄzÁzÀzÀÄÝ:- ÀƪÀð ÀjÃPÉëAiÀÄ ÀAzÀ sàðzà è ªÀiÁ»w ÀAUÀæºÀuÉ ªÀiÁr, ÀªÀÄ ÉåAiÀÄ ÀégÀÆ À, Àé sáªà ÀvÉÛ ªÀiÁqÀ Ä zàváûa±à «±ÉèõÀuÉ ªÀiÁqÀÄvÉÛêÉ. DUÀ ÀAUÀ滹zÀ ªÀiÁ»wAiÀÄ SWOT «±ÉèõÀuÉ ªÀiÁqÀĪÀÅzÀjAzÀ vàgà ÉÃw ÃqÀ Ä, ÀjºÁgÀ zéægàq¹péæ¼àî Ä, CqÉvÀqÉUÀ¼À ÀÄß ªÁj¹PÉƼÀî Ä ÀºÁAiÀĪÁUÀÄvÀÛzÉ ªÀÄvÀÄÛ ÀA À ÀÆä zà UÀjµÀ ÀæªÀiÁtzÀ ¼ÀPÉUÉ CªÀPÁ±ÀªÁUÀÄvÀÛzÉ. ÀܽÃAiÀÄ ÀA À ÀÆä UÀ½UÉ Áæw zsàå zéægéaiàäävàûzé. ÀƪÀð ÀjÃPÉëAiÀÄ ÀAvÀgÀ ÀªÀÄ ÉåAiÀÄ wãªàævé, ÀégÀÆ ÀªÀ ÀÄß CxÉÊð¹PÉƼÀî Ä zàváûa±à ÀAUÀæºÀuÉAiÀÄ «±ÉèõÀuÉ ªÀiÁqÀĪÁUÀ, ü±ï ÉÆÃ ï «±ÉèõÀuÉAiÀÄÄ ÀªÀÄ ÉåAiÀÄ ªÀÄÆ PÁgÀt ºÀÄqÀÄPÀ Ä ÀºÁAiÀĪÁUÀĪÀÅzÀjAzÀ ü±ï ÉÆÃ ï «±ÉèõÀuÉAiÀÄ ÀÄß C¼ÀªÀr¹PÉƼÀî ºÀÄzÀÄ. ºÀAvÀzÀ è QæAiÀiÁ ÀA±ÉÆñÀzsÀ ÉAiÀÄ AiÀÄ sà ±ÀÈwUÀ¼À ÀÄß ÀgÀ ÀàgÀ ºÀAaPÉ ªÀiÁrPÉƼÀî Ä, À sé K Àðr ÀĪÀÅzÀÄ, ÀÆå ï ÉlgïUÀ¼À è ÀæPÀn À ºÀÄzÀÄ, ºÀ ÀÛ ÀæwUÀ¼À ªÀÄÆ PÀ EzÀ ÀÄß «ªÀÄAiÀÄ ªÀiÁrPÉƼÀî ºÀÄzÀÄ, ¹ Dgï ¹ UÀ¼À ÀæPÀluÁ sà PÀzÀ è ÀæzÀ±Àð À ªÀiÁqÀ ºÀÄzÀÄ.