Bøger af Amita Singh

Education must help the child to crack different complexities of life such as fear, anxiety, loneliness, running after pleasure, depression, health, social disorder, relationship and so on. This can be done along with academics, not as a separate course. A good teacher or parent who has good understanding about life, can discuss these things along with academics.Once this ground is set (that is, once this inward strength, happiness and sense of security established), it will enable the child to approach education or any other issue in life with a complete sense of freedom. And when the child has that kind of freedom, he would find it rather easier to relate to the people or the subjects that he has to pass in. Once this relationship, which is out of love, is established, all those struggle and efforts will not be required then. Also, it eliminates all the struggle of a teacher, parent and student.By the time a child completes his education, he must be able to get rid of fear, greed, anxiety and conflict. In essence, the child must have a mind which has no confusion, but clarity. Confusion only breeds more confusion, and breeds restlessness. A chattering mind can not focus and learn. The child must shift from thinking to feeling. Feeling for things, people and nature around us is quiet an asset in life. What makes a child sensitive and intelligent, education based on (reward, punishment) or love towards what he is learning? Good future for children will just be a dream and not an actuality, as long as we as parent or teacher cannot see the importance of learning along with the child, and not instructing them all the time. This is my little effort to see that the reader gets a clarity about what is missing in the present education system and how we can help bridge this gap and thus ensure a better life for our future generation.Please do visit Author page for my other books

¿This handbook is a comprehensive source of information, analysis and directions in disaster studies. It goes beyond the oft-explored issues of management and science related to the topic and explores policies, governance, law and decision-making combined with the processes of implementation and enforcement, all the while integrating the latest science and technology updates related to the topic, such as artificial intelligence and early warning systems. It brings together studies which relate to sociology, politics and institutional economics, which work under the impact of resource availability, issues of leadership and international laws. Disasters are trans-boundary and disaster studies are trans-disciplinary. It is this aspect which would form the fulcrum of contributions and present a new, refreshing and innovative design for the handbook. The transformatory pedagogy which started with the Hyogo Framework for action 2005-2015 and The Sendai Framework for Disaster Risk Reduction 2015-2030 outlines seven clear targets and four priorities for action to prevent new and reduce existing disaster risks. The four priority areas around which the book would revolve are (i) Understanding disaster risk; (ii) Strengthening disaster risk governance to manage disaster risk; (iii) Investing in disaster reduction for resilience and; (iv) Enhancing disaster preparedness for effective response, and to "Build Back Better" in recovery, rehabilitation and reconstruction.

This book offers a comparative study of the vision, ability and dynamism shown by governments in Asian Pacific countries engaged in the distribution of e-governance. Creates a platform for mutual learning, and offers a dispassionate evaluation of e-projects.