IMPACT : International Journal of Research in Humanities, Arts and Literature

5-14

Authors: ANJALI PAHAD, RUMA CHOKSHI & URVASHICHAUBE

The Right of Children to Free and Compulsory Education Act, 2009- An Act to provide for free and compulsory education to all the children of the age of three and fourteen years. The Constitution (Eighty-sixth Amendment) Act, 2002 inserted Article 21-A in the Constitution of India to provide free and compulsory education of all children in the age group of six to fourteen years as a Fundamental Right in such a manner as the State may, by law, determine. The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which represents the consequential legislation envisaged under Article 21-A, means that every child has a right to full time elementary education of satisfactory and equitable quality in a formal school which satisfies certain essential norms and standards. Article 21-A and the RTE Act came into effect on 1 April 2010. The title of the RTE Act incorporates the words ‘free and compulsory’. ‘Free education’ means that no child, other than a child who has been admitted by his or her parents to a school which is not supported by the appropriate Government, shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary education. ‘Compulsory education’ casts an obligation on the appropriate Government and local authorities to provide and ensure admission, attendance and completion of elementary education by all children in the 6-14 age groups. With this, India has moved forward to a rights based framework that casts a legal obligation on the Central and State Governments to implement this fundamental child right as enshrined in the Article 21A of the Constitution, in accordance with the provisions of the RTE Act.(Source: http://mhrd.gov.in/rte)

19-24

Authors: J. JENITHA

Arion and the Dolphin is a libretto written by Vikram Seth for the opera, with music composed by Alec Roth. It was commissioned by the Baylis programme at the English National Opera. The Greek myth of Arion and the sea horse has been well adapted in this text for stage performance. The text contains several points that make it an exemplary ecocritical text, announcing the interrelationship between man and nature. The relationship between Arion and the Dolphin is a one to one representation of man’s relationship with nature, however turbulent and tragic

33-42

Authors: MUZAFFAR MEMON,GUL BAHAR KHASKHELI, GHULAM SHABIR BARHAM,

A total of 450 milk samples (i.e. 50 from each source) were collected from eight canteens of different hospitals and from one dairy farm (as a control). Statistical analysis of variance revealed that there was extremely significant difference (P<0.05) in specific gravity of milk among the nine different sources of milk samples studied. The analysis of variance showed that there was significant difference (P<0.005) within the milk samples analyzed for pH. The study further depicted that highest acidity percentage (0.16±0.237%) of milk was recorded from dairy farm, followed by canteens milk samples encoded B, G, H, C, D, F(0.13-0.14±0.404%). Surprisingly the highest percentage of TS (14.79%), fat (6.29±0.014%) and SNF (8.5%) was recorded for dairy farm milk compared to other sources (canteens) of milk. Furthermore, milk obtained from canteens of hospitals even did not meet the legal minimum requirement of 5% fat and 9.5% total solid and more than 8.5%SNF. Milk samples obtained from the canteen (coded A) had maximum bacterial counts with an average of 51.55 million/ml. whilst milk silk samples from dairy farm (coded DF) revealed lowest bacterial counts 4.52 million/ml. Whereas, the average bacterial counts 47.80, 42.82, 41.55, 35.63, 34.62, 34.47, 28.66 million/ml were observed from various canteens milk coded i.e. A C, D, E, F, G, H, respectively. 80% of samples taken from DF retained methylene blue color (Ranked grade A) after 5.5hours at 37°C followed by 56% (coded F), 50% (from coded B, C,H), 44% (coded E), 38% (coded D) ) and 22% (coded A ). On the basis of physico-chemical and microbial analysis of milk samples obtained from the canteens of all the hospital were inferior in quality compared to the samples from dairy farm.

55-66

Authors: SUSILOWATI, MULYOTO, SUNARDI & NUNUK SURYANI

The purpose this research and development are : (1) to know overview implementation sociology teaching, (2) to product sociology studies instruction model based on Problem Based Learning Collaborative, (3) to know the effectiveness model instructional sociology In senior high school class XII Semester I (4) to know the effectiveness instructional model Problem Based Learning Collaborative in sociology values standart affective aspect or values affective (character values) and psychomotoric aspect, so cognitive aspectfrom student learning.Research methods and development are carried out through stages, namely Introduction studies,Model trial or product evaluation. Analysis data using aqualitative approach and a quantitative approach. A quantitative approach is used by the t-trial. The t- trialto know the difference between the Problem Based Learning Collaborative instruction model and the various speech instruction model. The results can be concludeed (1) the sociology studies instructions the senior high school students in Madiun are still various, limited to transfer knoledge and haven’t refered to transfer value as well as the evaluation of instruction are still focused on cognitive aspect. While the claim sociology studies curriculum must be performed integrited and the objectives must touch cognitive, affective and psychomotoric as well as attitude. There fore, it is developed the model of Problem Based Learning Collaborative instruction. (2) aspect problem based learning collaborative model include : (a) teacher activity aspect there are 10 phase, (b)Phase instruction are problem based learning collaborative aspect there are 3 include phase introduction, coreactivite and closing. Coreactivite include: eksplorasi, elaborasi and confirmation, (c) aspect student activity there are 10 phase. (3) Problem Based Learning Collaborative model efektif can be used to sociology instruction in senior high school class XII semester I, (4) model instruction Problem Based Learning Collaborative to sociology is proved giving a significant efffect to the improvment learning and streng affective aspect, psikhomotor aspect, and cognitive aspect student senior high school in Madiun Residency.