Bücher von Satish Chandra

Andragogical InterventionsHigher Education in India Chapter 1 Introduction1.1 Statement of the Problem1.2 Research Objectives1.3 Research Gaps1.4 Research Questions1.5 Scope of the Study1.6 Significance of the Study1.7 Organization of the ResearchChapter 2 Context2.1 Key Concepts of Flipped LearningPedagogy and Its Evolvement2.1.1 Historical Background2.1.2 The Concept of Flipped Learning2.1.3 Misconceptions about Flipped Learning2.2 Theoretical Frameworks2.3 Rising Interest in Flipped Learning Pedagogy2.3.1 Research Studies on the Effects of Flipped Learning2.3.2 Motivations to Apply Flipped Learning inHigher Education2.3.3 Challenges and Barriers Faced in Flipped Learning2.5 Pedagogical Framework and Course Designfor Flipped Learning2.6 Factors Impacting the Adoption ofthe Flipped Classroom2.7 Strategies for Successful Implementation ofFlipped Learning2.8 Flipped Learning Use in Higher Education inIndia - Current Status and Challenges2.9 Conceptual Framework of Flipped Learning inthe Indian ContextChapter 3 Research Methodology3.1 Research Design3.1.1 Study Area3.1.2 Data Sources3.1.3 Rapid Appraisal Methodology3.1.4 Questionnaire Survey3.2 Unit of Analysis3.3 Data Collection and Tools3.3.1 Case Study of JIS College of Engineering,Kalyani, India3.3.2 Interviews with Key Informants3.3.3 Focus Group Discussion.3.3.4 Questionnaire Survey, Sample Size, and ReliabilityChapter 4 Findings and Analysis4.1 Application of Flipped Learning Pedagogy inHigher Education in India4.1.1 Findings and Observations from a Visitto a College in India .4.1.2 Findings from the Interviews4.1.3 Findings from the Focus Group Discussion4.2 Key Drivers for the Adoption of Flipped Learning4.2.1 Findings and Descriptive Analysis4.2.1.1 Breakdown of Respondents4.2.1.2 Awareness of Flipped Learning4.2.1.3 Experience with Flipping a Course4.2.1.4 Educator Perspective on Studentsin Flipped Learning4.2.1.5 Institutional Support4.2.1.6 Challenges to Flip Courses4.2.1.7 The Indian Context4.2.2 Factor Analysis4.3 Challenges Faced in Adoption of FlippedLearning in Higher Education in India4.3.1 Total Interpretative Structural Modeling4.3.1.1 Methodology for ChallengesIdentification and Validation4.3.2 TISM Methodology and Model Development4.4 Framework for Effective Implementation ofFlipped Learning in Higher Education in IndiaChapter 5 Conclusion5.1 Findings and Recommendations5.2 Conclusion5.3 Policy Recommendations and Actions forIndian Higher Education Institutes5.4 Future Research

This book deals with the contemporary subject of perception of risk and its influence on accidents and disasters. The contents examine the conventional viewpoints on human errors, incubation of errors, complexity and organisational deviance as a cause for accidents. Work of Mary Douglas with regard to risk, Charles Perrow's work on the normal accident theory and Diane Vaughan's theory on normalisation of deviance are examined from a fresh perspective in this book. It also discusses prominent accidents in aviation, space, nuclear energy, automotive and healthcare, using the pandemic and Boeing 737 Max as a backdrop to study accidents and disasters. It further explores the background and similarities to these events and addresses the core issues such as the state of regulation, the worldview of the sociologists, and proposes that mental models of complex systems, avarice and risk for gain as other possibilities for accidents. Using the concept of nudge in behavioural economics and the Elinor Ostrom¿s viewpoint on regulating for common good, it suggests a way forward through the High Reliability Organisation Theory (HRO) leading to enhanced risk perception. The book will be of interest to those who would like to understand the need to incorporate risk perception into regulation, engineers and scientists, professionals and policy makers working in the areas of disaster and risk management, technology areas like aviation, nuclear plants, space and healthcare, students of the sociology of risk and of course the general reader.