EFFECTS OF EDUCATION SYSTEM ON STUDENTS

PROJECT REPORT ON
EFFECT OF EDUCATION SYSTEM ON STUDENTS
Submitted by
Y. Lalith kumar,3rd B. Sc B 115
K. Surya Dev,3rd B. Sc B 114
B. Mani Kanta,3rd B. Sc B 131
D. Manoj kumar,3rd B. Sc B 101
N. Sai Niteesh,3rd B. Sc B 110
M. Ramu,3rd B. Sc B 105
R. Srikanth, 3rd B. Sc B 112
K. Gopinath, 3rd B. Sc B 111

Submitted to
Dr K.RAM CHAND M. Tech, P.hd
Principal
A.S.N DEGREE COLLEGE
TENALI

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EFFECTS OF EDUCATION SYSTEM ON STUDENTS

CONTENTS
1. Key Words used in the Document
2. Scope of The Project
3. Basic Idea or Introduction
4. Types / Details / Categories / Models / Description
5. Any other details specific to the project
6. Learning’s from the Project Work
7. Conclusion
8. References

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1.KEYWORDS:
Equivalency-equality-co-ordinates.
Individualized-to make individual
Assisted-sharing word
Funded-to help by money
Curriculum-Course of study
Framework-supporting structure
Vocational-Relating to an occupation.

2.SCOPE OF THE PROJECT:

The main theme of this project is to know how the students are struggling now a days in
education system.

3.BASIC IDEA OR INTRODUCTION:

The topic we have choose to explains about the struggle of students.
Education is about teaching, learning skills and knowledge. It also means
helping people to learn how to do things and support them to think about what they learn.

4.TYPES/DETAILS/CATEGORIES/MODELS/DESCRIPTION:
We explained about 2 types of education
1.Formal Education
2.Non-formal Education

Formal education:
Formal education is education normally delivered by trained teachers in a systematic
intentional way within a school, higher education or university. It is one of three forms
of learning as defined by the OECD, the others being informal learning, which typically takes
place naturally as part of some other activity, and non-formal learning, which includes
everything else, such as sports instruction provided by non-trained educators without a
formal curriculum.

Characterstics of formal education:

It is purposeful, time-bound, syllabus-oriented, and professional with identifiable objectives
and specifications.
1.It is deliberately planned for the purpose of the training the child.
2.There is a definite course to be covered in a definite time.

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3.While teaching through a formal education specific norms and styles of functioning within
a fixed time-table are followed.
4.Formal education only prepares man to earn a living more specifically for the white
collared jobs.
5.It covers only part of an individual life it is not a lifelong process.
6.Student cannot learn and earn at a same time it is a full time course

2. Informal Education: Informal Education is deliberately planned for the purpose of

training the children it is a general term for education that can occur outside of a structured
curriculum. Informal Education encompasses student interests within a curriculum in a
regular classroom, but is not limited to that setting. It works through conversation, and the
exploration and enlargement of experience. Sometimes there is a clear objective link to some
broader plan, but not always. The goal is to provide learners with the tools he or she needs to
eventually reach more complex material. It can refer to various forms of alternative
education, such as: Unschooling or home schooling, Autodidacticism (Self-teaching), Youth
work, and Informal learning

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Characterstics of informal education:

1.Informal Education looks to create or deepen situations where people can learn, explore and
enlarge experiences, and make changes.
2.Provides an environment where everyone can learn together and can scaffold off of one
another.
3.Focuses on the social aspects of learning is.
4.Focuses on how important collaborative learning is.
5.Informal Education is driven by conversation and interacting with others.
6.Make learning accessible in every day life and in the future

There are different steps followed in education they are

1.Schooling
2.Primary Education
3.Secondary Education
4.Higher Education
1.Schooling: There are many schools in India but there is no such best schooling anywhere
the government of India declared that there should me minimum facilities in every schools

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Many public schools provide a free education through the government. Parents may send
their own children to a private school, but they must pay for it. In some poorer places, some
children cannot go to school, because their countries do not make education available in their
countries, or because their families do not have enough money. There are primary schools
and secondary schools. In many places they are government funded. Colleges and universities
usually charge Tuition payments which may be very different in different countries.
.

2.Primary Education: In India compulsory education spans over twelve years, with eight
years of elementary education, five years of primary schooling and three years of upper
primary schooling. Various states in the republic of India provide 12 years of compulsory
school education based on a national curriculum framework designed by the National Council
of Educational Research and Training.

3.Secondary Education: Secondary education occurs mainly during the teenage

years. In the United States, Canada, and Australia, primary and secondary education together
are sometimes referred to as K-12 education, and in New Zealand Year 1–13 is used. The
purpose of secondary education can be to give common knowledge, to prepare for higher
education, or to train directly in a profession.

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4. Higher education: Higher education is also called tertiary, third stage,

or postsecondary education, is the non-compulsory educational level
that follows the completion of a school such as a high school or
secondary school. Tertiary education is normally taken to include
undergraduate and postgraduate education, as well as vocational
education and training. Colleges and universities mainly provide
tertiary education. Collectively, these are sometimes known as tertiary
institutions. Individuals who complete tertiary education generally
receive certificates, diplomas, or academic degrees. University
education includes teaching, research, and social services activities
and it includes both the undergraduate level (sometimes referred to as
tertiary education) and the graduate level. University education
includes teaching, research, and social services activities, and it
includes both the undergraduate level (sometimes referred to as
tertiary education) and the graduate (or postgraduate) level
(sometimes referred to as graduate school). Some universities are
composed of several college.

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EFFECTS OF EDUCATION SYSTEM IN INDIA:

A student when after his studies enters the real world finds himself insufficient to match
up to Industry standards...He/ she finds himself to be lost in this world which is alien to
them .His education is challenge .He has to unlearn everything that he has learnt all
these years and has to relearn its functionality which doesn’t match up to the theory
knowledge that he has gained all these years....It confuses an students psyche and he is
sometimes unable to figure out what to believe... The book or the practical world.
India's educational System in general is very theory type and doesn't provide for
vocational training, Secondly they impart hordes of knowledge but fail to teach how to
apply this knowledge in your regular life. Thirdly, the only way they mark a student's
intelligence is through the grades he scores in final examination...His whole year
progress is not taken into consideration...a student's intelligence is not accounted for
how he thinks but rather on his ability to mug up things like a parrot is the ladder to get
good grades.

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Effects of the Over-Competitive Indian Education System

The Indian education system is the case study if one wants to know what happens if
there’s too less pie or if there are too many people after the pie. Our nation boasts
one of the most unequal division of resources, especially in the education
department. I can count on one hand the universities/schools in India that offer
training that even stand a chance at the international level.

Given the status quo, it is unsurprising that the lakhs of students have had to get
down and crawl their way towards quality education. Part of the reason for the
unreasonable cut throat competition is the sheer number of people after the suitably
undersized pie. Companies and universities have limited capacities and only the ones
who have mastered the art of war stand a chance of breaking into their secluded
walls.

Today, this is exactly how the education system is affecting the students in India. We
have been conditioned to compete at every level. Well, I won’t deny that this attitude
might help you sharpen your skills. But one should not go beyond the boundaries
and do unthinkable things. There’s competition everywhere—right from poetry
reciting in KG to CGPA exams in engineering.

The idea that one has to fight for what one desires against whatever odds there may
be, the idea of “us versus them” has a deep-seated place in our psyche. While being
competitive is a good thing, it’s easy to overdose.

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Parents who failed to meet their goals in their younger days want to fill that
void through their child. And, if they see that their children are shattering
their expectations, then they put a lot of pressure on them. Also, when you win a
competition of any form, the expectations of people surrounding you suddenly
increase. In this scenario, students become nervous about their next step as they are
under scrutiny all the time. Over time, an unquenchable desire to stand out and out
do one’s peers gets ingrained into one’s personality.

You lose sight on long term goals and develop a selfish attitude towards every minute
detail in life. You develop a querulous personality and feel the need to fight for and
acquire whatever you can. You lose sight of the fact there is strength in unity and
working together is usually the better choice.

Other educational forms:

Alternative: While considered "alternative" today, most alternative systems have
existed since ancient times. After the private school system was widely developed
beginning in the 19th century, some parents found reasons to be discontented with
the new system. Alternative Education developed in part as a reaction to perceived
limitations and failings of traditional education. A broad range of educational
approaches emerged, including alternative schools, self-learning, home schooling,
and unschooling. Example alternative schools include Montessori schools, Waldorf
schools (or Steiner schools), Friends schools, Sands School, Summerhill
School, Walden's Path, and open classroom schools. Charter schools are another

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example of alternative education, which have in the recent years grown in numbers
in the US and gained greater importance in its public education system.
In time, some ideas from these experiments and paradigm challenges may be
adopted as the norm in education, just as Friedrich Frobel's approach to early
childhood education in 19th-century Germany has been incorporated into
contemporary kindergarten classrooms. Other influential writers and thinkers have
included the Swiss humanitarian Johann Heinrich Pestalozzi;
the American transcendentalists Amos Bronson Alcott, Ralph Waldo Emerson,
and Henry David Thoreau; the founders of progressive education, John Dewey
and Francis Parker; and educational pioneers such as Maria Montessori and Rudolf
Steiner, and more recently John Caldwell Holt, Paul Goodman, Frederick
Mayer, George Dennison, and Ivan Illich.

Indigenous:
Indigenous education refers to the inclusion of indigenous knowledge, models, methods, and
content within formal and non-formal educational systems. Often in a post-colonial context,
the growing recognition and use of indigenous education methods can be a response to the
erosion and loss of indigenous knowledge and language through the processes of colonialism.
Furthermore, it can enable indigenous communities to "reclaim and revalue their languages
and cultures, and in so doing, improve the educational success of indigenous students.

Informal learning:
Informal learning is one of three forms of learning defined by the Organisation for Economic
Co-operation and Development (OECD). Informal learning occurs in a variety of places, such
as at home, work, and through daily interactions and shared relationships among members of
society. For many learners, this includes language acquisition, cultural norms, and manners.
In informal learning, there is often a reference person, a peer or expert, to guide the learner. If
learners have a personal interest in what they are informally being taught, learners tend to
expand their existing knowledge and conceive new ideas about the topic being learned. For
example, a museum is traditionally considered an informal learning environment, as there is
room for free choice, a diverse and potentially non-standardized range of topics, flexible
structures, socially rich interaction, and no externally imposed assessments.
While informal learning often takes place outside educational establishments and does not
follow a specified curriculum, it can also occur within educational settings and even during
formal learning situations. Educators can structure their lessons to directly utilize their
students informal learning skills within the education setting.
In the late 19th century, education through play began to be recognized as making an
important contribution to child development. In the early 20th century, the concept was
broadened to include young adults but the emphasis was on physical activities. L.P. Jacks,
also an early proponent of lifelong learning, described education through recreation: "A
master in the art of living draws no sharp distinction between his work and his play, his
labour and his leisure, his mind and his body, his education and his recreation. He hardly
knows which is which. He simply pursues his vision of excellence through whatever he is
doing and leaves others to determine whether he is working or playing. To himself, he always
seems to be doing both. Enough for him that he does it well." Education through reaction

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is the opportunity to learn in a seamless fashion through all of life's activities. The concept
has been revived by the University of Western Ontario to teach anatomy to medical students.

Self-directed learning: Autodidactism (also autodidactism) is a term used to describe

self-directed learning. One may become an autodidact at nearly any point in one's
life. Notable autodidacts include Abraham Lincoln (U.S. president), Srinivasa
Ramanujan (mathematician), Michael Faraday (chemist and physicist), Charles
Darwin (naturalist), Thomas Alva Edison (inventor), Tadao Ando (architect), George Bernard
Shaw (playwright), Frank Zappa (composer, recording engineer, film director), and Leonardo
da Vinci (engineer, scientist, mathematician
Education psychology: Education psychology is the study of how humans learn in
educational settings, the effectiveness of educational interventions, the psychology of
teaching, and the social psychology of schools as organizations. Although the terms
"educational psychology" and "school psychology" are often used interchangeably,
researchers and theorists are likely to be identified as educational psychologists, whereas
practitioners in schools or school-related settings are identified as school psychologists.
Educational psychology is concerned with the processes of educational attainment in the
general population and in sub-populations such as gifted children and those with
specific disabilities.
Educational psychology can in part be understood through its relationship with other
disciplines. It is informed primarily by psychology, bearing a relationship to that discipline
analogous to the relationship between medicine and biology. Educational psychology, in turn,
informs a wide range of specialties within educational studies, including instructional
design, educational technology, curriculum development, organizational learning, special
education and classroom management. Educational psychology both draws from and
contributes to cognitive science and the learning sciences. In universities, departments of
educational psychology are usually housed within faculties of education, possibly accounting
for the lack of representation of educational psychology content in introductory psychology
textbooks (Lucas, Blazek, & Raley, 2006)
Purpose of education:
There is no broad consensus as to what education's chief aim or aims are or should be.
Different places, and at different times, have used educational systems for different purposes.
The Prussian education system in the 19th century, for example, wanted to turn boys and girls
into adults who would serve the state's political goals.
Some authors stress its value to the individual, emphasizing its potential for positively
influencing students' personal development, promoting autonomy, forming a cultural identity
or establishing a career or occupation. Other authors emphasize education's contributions to
societal purposes, including good citizenship, shaping students into productive members of
society, thereby promoting society's general economic development, and preserving cultural
values.
The purpose of education in a given time and place affects who is taught, what is taught, and
how the education system behaves. For example, in the 21st century, many countries treat
education as a positional good. In this competitive approach, people want their own students
to get a better education than other students. This approach can lead to unfair treatment of
some students, especially those from disadvantaged or marginalized groups. For example, in

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this system, a city's school system may draw school district boundaries so that nearly all the
students in one school are from low-income families, and that nearly all the students in the
neighbouring schools come from more affluent families, even though concentrating low-
income students in one school results in worse educational achievement for the entire school
system.
Acts about education:
There is one act on education ie, Right to education
The right to education has been recognized as a human right in a number of international
conventions, including the International Covenant on Economic, Social and Cultural
Rights which recognizes a right to free, compulsory primary education for all, an obligation
to develop secondary education accessible to all, on particular by the progressive introduction
of free secondary education, as well as an obligation to develop equitable access to higher
education, ideally by the progressive introduction of free higher education. Today, almost 70
million children across the world are prevented from going to school each day. As of 2015,
164 states were parties to the Covenant.
The right to education also includes a responsibility to provide basic education for individuals
who have not completed primary education from the school and college levels. In addition to
these access to education provisions, the right to education encompasses the obligations of
the students to avoid discrimination at all levels of the educational system, to set minimum
standards of education and to improve the quality of education.is it right.

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
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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 group. 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.

The RTE Act provides for the:

• Right of children to free and compulsory education till completion of elementary

education in a neighbourhood school.
• It clarifies that ‘compulsory education’ means obligation of the appropriate
government to provide free elementary education and ensure compulsory admission,
attendance and completion of elementary education to every child in the six to fourteen age
group. ‘Free’ means that no child 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.

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• It makes provisions for a non-admitted child to be admitted to an age appropriate

class.
• It specifies the duties and responsibilities of appropriate Governments, local authority
and parents in providing free and compulsory education, and sharing of financial and other
responsibilities between the Central and State Governments.
• It lays down the norms and standards relating inter alia to Pupil Teacher Ratios
(PTRs), subuildings and infrastructure, school-working days, teacher-working hours.

Depression in childhood and adolescence:

Depression is a state of low mood and aversion to activity. It may be a normal reaction to
occurring life events or circumstances, a symptom of a medical condition, a side effect of
drugs or medical treatments, or a symptom of certain psychiatric syndromes, such as
the mood disorders major depressive disorder and dysthymia. Depression in childhood and
adoescence is similar to adult major depressive disorder, although young sufferers may
exhibit increased irritability or aggressive and self-destructive behavior, rather than the all-
encompassing sadness associated with adult forms of depression. Children who are under
stress, experience loss, or have attention, learning, behavioral, or anxiety disorders are at a
higher risk for depression. Childhood depression is often comorbid with mental
disorders outside of other mood disorders; most commonly anxiety disorder and conduct
disorder. Depression also tends to run in families. Psychologists have developed different
treatments to assist children and adolescents suffering from depression, though the legitimacy
of the diagnosis of childhood depression as a psychiatric disorder, as well as the efficacy of
various methods of assessment and treatment, remains controversial.
Best Rates And Prevelence:
About 8% of children and adolescents suffer from depression. This year, 51 percent of
students (teens) who visited a counselling centre reported having anxiety, followed by
depression (41 percent), relationship concerns (34 percent) and suicidal ideation (20.5
percent). Many students reported experiencing multiple conditions at once. Research suggests
that the prevalence of young depression sufferers in Western cultures ranges from 1.9% to
3.4% among primary school children and 3.2% to 8.9% among adolescents.]Studies have also
found that among children diagnosed with a depressive episode, there is a 70% rate of
recurrence within five years. Furthermore, 50% of children with depression will have
a recurrence at least once during their adulthood. While there is no gender difference in
depression rates up until age 15, after that age the rate among women doubles compared to
men. However, in terms of recurrence rates and symptom severity, there is no gender
difference. In an attempt to explain these findings, one theory asserts that preadolescent
women, on average, have more risk factors for depression than men. These risk factors then
combine with the typical stresses and challenges of adolescent development to trigger the
onset of depression.
Suicidal intent:
Like their adult counterparts, children and adolescent depression sufferers are at an increased
risk of attempting or committing suicide. Suicide is the third leading cause of death among 15-19
years olds. Adolescent males may be at an even higher risk of suicidal behaviour if they also

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present with a conduct disorder. In the 1990s, the National Institute of Mental Health (NIMH)
found that up to 7% of adolescents who develop major depressive disorder may commit suicide
as young adults. Such statistics demonstrate the importance of interventions by family and
friends, as well as the importance of early diagnosis and treatment by medical staff, to prevent
suicide among depressed or at-risk youth. However, some data showed an opposite conclusion.
Most depression symptoms are reported more frequently by females; such as sadness (reported
by 85.1% of women and 54.3% of men), and crying (approximately 63.4% of women and 42.9%
of men). Women have a higher probability to experience depression than men, with the
prevalences of 19.2% and 13.5% respectively.

Preventing youth suscides:Tips for parents and educators:

If you or someone you know is suicidal, get help immediately via 911, the National
Suicide
Prevention Lifeline at 1-800-273-TALK or the Crisis Text Line (text “HOME” to
741741).
Suicide is the second leading cause of death among school age youth. However, suicide is
preventable. Youth who are contemplating suicide frequently give warning signs of their
distress. Parents, teachers, and friends are in a key position to pick up on these signs and get
help. Most important is to never take these warning signs lightly or promise to keep them
secret. When all adults and students in the school community are committed to making
suicide prevention a priority-and are empowered to take the correct actions-we can help
youth before they engage in behaviour with irreversible consequences
Suicide Risk Factors:

Although far from perfect predictors, certain characteristics are associated with increased odd of
having suicidal thoughts. These include:

• Mental illness including depression, conduct disorders, and substance abuse.

• Family stress/dysfunction.
• Environmental risks, including presence of a firearm in the home.
• Situational crises (e.g., traumatic death of a loved one, physical or sexual abuse, family
violence).
Suicide Warning Signs:

Most suicidal youth demonstrate observable behaviours that signal their suicidal thinking.
These include:

• Suicidal threats in the form of direct ("I am going to kill myself") and indirect ("I wish I
could fall asleep and never wake up again") statements.
• Suicide notes and plans (including online postings).
• Prior suicidal behaviour.
• Making final arrangements (e.g., making funeral arrangements, writing a will, giving
away prized possessions).
• Preoccupation with death.

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• Changes in behaviour, appearance, thoughts and/or feelings.

What to DO:

Youth who feel suicidal are not likely to seek help directly; however, parents, school
personnel, and peers can recognize the warning signs and take immediate action to keep the
youth safe. When a youth gives signs that they may be considering suicide, the following
actions should be taken:

• Remain calm.
• Ask the youth directly if he or she is thinking about suicide (e.g., "Are you thinking of
suicide?").
• Focus on your concern for their well-being and avoid being accusatory.
• Listen.
• Reassure them that there is help and they will not feel like this forever.
• Do not judge.
• Provide constant supervision. Do not leave the youth alone.
• Remove means for self-harm.
• Get help: No one should ever agree to keep a youth's suicidal thoughts a secret and
instead should tell an appropriate caregiving adult, such as a parent, teacher, or school
psychologist. Parents should seek help from school or community mental health
resources as soon as possible. School staff should take the student to a school-employed
mental health professional or administrator.

The Role of the School in Suicide Prevention:

Children and adolescents spend a substantial part of their day in school under the supervision
of school personnel. Effective suicide and violence prevention is integrated with supportive
mental health services, engages the entire school community, and is imbedded in a positive
school climate through student behavioural expectations and a caring and trusting
student/adult relationship. Therefore, it is crucial for all school staff members to be familiar
with, and watchful for, risk factors and warning signs of suicidal behaviour. The entire school
staff should work to create an environment where students feel safe sharing such information.
School psychologists and other crisis response team personnel, including the school
counsellor and school administrator, are trained to intervene when a student is identified at
risk for suicide. These individuals conduct suicide risk assessment, warn/inform parents,
provide recommendations and referrals to community services, and often provide follow up
counselling and support at school.

Parental Notification and Participation:

Even if a youth is judged to be at low risk for suicidal behaviour, schools may ask parents to
sign a documentation form to indicate that relevant information has been provided. Parental
notifications must be documented. Additionally, parents are crucial members of a suicide risk
assessment as they often have information critical to making an appropriate assessment of

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risk, including mental health history, family dynamics, recent traumatic events, and previous
suicidal behaviours. After a school notifies a parent of their child's risk for suicide and
provides referral information, the responsibility falls upon the parent to seek mental health
assistance for their child Parents must

• Continue to take threats seriously: Follow through is important even after the child
calms down or informs the parent "they didn't mean it." Avoid assuming behaviour is
simply attention seeking (but at the same time avoid reinforcing suicide threats; e.g., by
allowing the student who has threatened suicide to drive because they were denied
access to the car).
• Access school supports: If parents are uncomfortable with following through on
referrals, they can give the school psychologist permission to contact the referral agency,
provide referral information, and follow up on the visit.
• Maintain communication with the school: After such an intervention, the school will
also provide follow-up supports. Your communication will be crucial to ensuring that
the school is the safest, most comfortable place for your child.
Resiliency Factors:

The presence of resiliency factors can lessen the potential of risk factors to lead to suicidal
ideation and behaviours. Once a child or adolescent is considered at risk, schools, families,
and friends should work to build these factors in and around the youth. These include:

• Family support and cohesion, including good communication.

• Peer support and close social networks.
• School and community connectedness.
• Cultural or religious beliefs that discourage suicide and promote healthy living.
• Adaptive coping and problem-solving skills, including conflict-resolution.
• General life satisfaction, good self- esteem, sense of purpose.
• Easy access to effective medical and mental health resources.

Formal learning theory: Formal learning theory is the formal study of inductive
problems and their intrinsic solvability for both ideal and computable agents. Modal operator
theory has very little to do with formal learning theory especially with respects to

1. The significance of method and methodological recommendations.

2. The idea of weakening the convergence criterion in order to get more problems within
the scope of reliable inquiry.

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The origin of formal learning theory

Research on logical reliability theory was first pursued under the name formal learning
theory, given to the discipline by (Osherson et al. 1986). This name is somewhat misleading,
as it suggests a study of how recognizers learn. With this in mind, Kevin Kelly renamed the
approach computational epistemology (1991, 1996), which reflects its historical roots in
computability theory while avoiding misinterpretation.
Computer scientists are in the business of recommending and providing programs and
algorithms for various empirical purposes. From this perspective learning is about reliable
convergence to correct answers on various empirical questions thus learning theory is the
formal study of inductive problems and their complexity and solvability for both ideal and
Turing-computable agents.
In the middle of 1960s, (Gold 1967) applied formal learning theory to theories of language
acquisition in which a child is asked to reliably converge to a grammar for its natural
language. Very briefly, languages are modelled as recursive enumerable sets (or re sets) and a
child is conceived as a function required to converge to a correct re index for a given set over
all possible enumerations of the set. About the same time H.Reicherbanch students, Hilary
Putnam (Putnam 1963) applied learning theory to criticize Car nap's confirmation theory.
Putnam at tempted to show Car nap's justification standards for a probabilistic theory of
confirmation, there exists a hypothesis the Carnapian extrapolation algorithm cannot learn
even given every possible instance of the hypothesis. Further mathematical treatments of the
problems of induction were provided by (Blum and Blum 1975) and (Angele in 1980).
Formal learning theory never really caught on among philosophers, perhaps because
philosophers found it hard to see how the formal results concerning induction apply to
classical philosophical. Due to the work of Kevin T. Kelly, Clark Glamour, Dan Other son
and others, formal learning theory has been adapted to questions in philosophy of science,
methodology and epistemology.
The Education Effect aligns university expertise, resources, and research-based intervention
programs focused on youth development, family involvement, teacher professional
development, and community engagement. The strategic partnership addresses pressing
educational and social needs of students from elementary through high school and beyond.
The partnership is designed to impact “whole child, whole school, and whole community”
through strategic collaborations that increase the collective capacity for all children to
succeed and thrive in education. The Education Effect serves as a solution to an ever-
changing educational landscape by utilizing the knowledge of students, teachers, families,
and communities to provide an opportunity to educate, empower and exchange ideas, assist
people to understand problems, and become assets for change.
The Education Effect raises the platform by supporting and challenging students to acquire
the knowledge, skills, and attributes needed to effectively achieve in school, graduate high
school, and to enrol for success in postsecondary education. It supports the individual needs
of students’ as they reach and grow to their full potential by infusing extra people and a
culture of high expectations. The partnership is mutually beneficial to a broadening P-20
system, impacting preschool through feeder pattern schools (elementary, middle school and
high school) and postsecondary institutions. The Education Effect reflects FIU’s dedication to
serve as solutions centre for the urban core and the Greater Miami community by working
collectively with students, parents, teachers, and stakeholders to increase postsecondary
completion, particularly among students currently under-represented in higher education.

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EFFECTS OF EDUCATION SYSTEM ON STUDENTS

The multidisciplinary approach of the partnership is based on a comprehensive need’s

assessment of community stakeholders and community assets that are mutually beneficial to
all.
The vision of The Education Effect is for all students to have access to educational
opportunities and high quality equitable public education. The Education Effect is committed
to positively impacting “whole child, whole school, and whole community” through strategic
collaborations that increase the collective capacity for all children to succeed and thrive in
education.
The mission of The Education Effect is to serve as a connector of resources and assets that
strengthen schools, families, and communities in order to improve student learning and life
outcomes. As a university community school partnership, there is a focus on health care and
developing 21st century academic and workforce readiness skills such as critical thinking,
problem solving, decision making, team work, collaboration, communication, self-
direction/personal responsibility, creativity, invention, and information technology.
The goal of The Education Effect is to increase the capacity of students to succeed in school
and graduate high school and college through collective action and strategic partnerships that
advance positive community engagement.
Education is an important tool that can shape an individual and allow creativity, opportunity
and growth. As a teacher, it is the vision of The Education Effect is for all students to have
access to educational opportunities and high quality equitable public education. The
Education Effect is committed to positively impacting “whole child, whole school, and whole
community” through strategic collaborations that increase the collective capacity for all
children to succeed and thrive in education.
The mission of The Education Effect is to serve as a connector of resources and assets
that strengthen schools, families, and communities in order to improve student learning and
life outcomes. As a university community school partnership, there is a focus on health care
and developing 21st century academic and workforce readiness skills such as critical
thinking, problem solving, decision making, team work, collaboration, communication, self-
direction/personal responsibility, creativity, invention, and information technology. The goal
of The Education Effect is to increase the capacity of students to succeed in school and
graduate high school and college through collective action and strategic partnerships that
advance positive community engagement
According to research, teacher preparation and knowledge of teaching and learning,
experience, subject matter knowledge and certification all establish teacher effectiveness.
Teacher preparation is important to student academic achievement. Prepared graduates have a
higher likelihood of remaining teachers and providing quality service to their students and to
the school they work in which creates a positive teacher influence overall.
Teacher-efficacy is a teacher’s confidence in their ability to help students to learn.
Research shows that teacher-efficacy has an effect on his or her student’s academic
performance. It is important that teacher believe in themselves and in their abilities as a role
model and educator, because it plays an important role on their student’s self-perception and
performance. It also helps a teacher influence and communicate more effectively with
students as well as with the overall perception of their student’s strengths and weakness.
Teacher with self-efficiency have a positive impact on their student’s academic
performance. It is something that all teachers need to build, because it is believed to have an
important role on student’s academic performance.

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EFFECTS OF EDUCATION SYSTEM ON STUDENTS

Student learning can be positively impacted by the encouragement of teachers to their

students. A teacher’s influence, ideas and expectations of his or her student’s capabilities
have an effect on student academic performance and achievements. If teachers believe in
students, their students begin to believe in themselves. Students take students begin to believe
in themselves. Students take into effect the beliefs their students begin to believe in
themselves. When students are viewed in a negative way by their teacher such as, being lazy,
unmotivated and having no abilities, they take on those beliefs about themselves. Many
teachers may not be aware of their actions towards particular students in the classroom but
the students become aware of them. According to research finding teacher’s beliefs translate
into differential behaviour toward their students. For example, teacher who see particular
students as highly motivated and highly capable would often make eye contact, smile and
learn toward them, and praise and call on them more frequently.
Student motivation is the desire and interest that a student has to be involved in their
learning environment. There are reasons that affect student motivation. For example, an
intrinsically motivated students looks at the learning activity as an enjoyable motivated
student looks at the learning activity as an enjoyable process and gets great satisfaction
through the process of learning, A student who is extrinsically motivated looks at the learning
activity as something they have to do that they can get a reward or not be punished.
It is also believed that motivation to learn is determined or affected by modelled
behaviour and communication of parents and teachers. children develop an idea about
learning in their home setting. children are given a particular message from their homes based
on their parent’s encouragement to explore the world around them. Therefore, children
without an encouraging and supportive home setting are less likely to deal with and handle
failure, because of their feeling about no self-worth or competence.
Older children have a harder time accepting failure and seeing the positive side of
trying to accomplish a goal, whereas, younger children see failure as a positive step to
finishing or reaching a goal. Teacher’s influence and expectations of students also play a big
role in motivation of students. The rules and goals also play an important role on thought’s
and beliefs of students. It is Stimulate student motivation to learn.
Tasks given to students can help increase motivation by being challenging and
achievable, and showing students that the skills involved in a task can be used in the real
world. Verbally providing the reasons for tasks to students is also helpful. According to
research there is a process called attribution retraining that includes modelling, socialization
and practice exercise and is sometimes used with discouraged student. Attribution retraining
provides students with focus on a task rather than the fear of failure.

IMPACT OF PARENT EDUCATION ON STUDENT’s

Introduction Researchers generally agree that a constellation of familial factors
exert significant influence on the educational aspirations and academic achievements of
adolescents (e.g. Garg, Kauppi, Lewko & Urjnik 2002 Garg, Mela son, & Levin, 2007;
Sánchez, Reyes, & Singh, 2006; Teach man, & Pasch, 1998). Among those salient factors are
parent’s occupation, educational attainment, socioeconomic status, family composition,
parental involvement, peer and teacher influence, and adolescent self-efficacy. In the extant
literature, each of these factors has been examined in relation to one another with some
emerging as having greater direct effect. Sánchez, Reyes, and Singh (2006) identified
negative domains within the family such as low parental school involvement, socioeconomic
status, and educational level to explain Latino youths’ educational failure. Behnke, Piercy
and Divisi (2004) found a connection between Latino youth’s educational and occupational

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EFFECTS OF EDUCATION SYSTEM ON STUDENTS

expectations and their parents’ education. Garg et al. (2002) reported that “educational self-
schema,” referring to the student’s perception of self and school, along with parental
expectations, resulted in 76% of the predicted variance in educational aspirations of
adolescents. A study on the effects of parental involvement as a form of social capital found a
greater likelihood of the youth enrolling in both a 2-year and 4-year college (Perna & Titus,
2005). The data used for the analyses in Lippman, Guzman, Dombrowski Keith, Kinukawa,
Schwalb, and Tice’s (2008) report originated from the 2003 National Household Surveys
Program (NHES) Parent and Family Involvement in Education Survey (PFI). They found
88% of students whose parents had earned at least a bachelor’s degree had parents who
expected them to finish college compared to 44% of students whose parents had graduated
from high school or who had less than a high school diploma (Lippman et al., 2008)

When an adolescent rehearses mental images of success or failure scenarios, they

become the construct of self-efficacy (Bandura, 1994). “These visualizations can serve to
motivate one to take action to pursue a given goal” (Vick & Packer, 2008, p. 476). Self-
efficacy was identified as a possible mediating factor of instrumentality in future goal
possibilities such as “becoming a college student” (Vick & Packer, 2008). Kao and Tienda
(1998) concluded that eighth grader aspirations to attend college derive primarily from
parent’s education and family background. Other researchers found substantial support for
positive relationship between mothers' and fathers' supportive educational behaviours,
educational level, language spoken in the home, and adolescents' aspirations (Plunkett &
Bamaca-Gomez, 2003). A same-sex traditional model emerged in another study (Lomax, &
Gammill, 1984) that confirmed the same-sex parent had stronger influence on their child’s
choice of career plans in terms of educational and occupational direction. Teach man and
Paasch (1998) reported it was mothers' expectations and the students’ grades in school that
had a positive correlation to educational aspirations. There were a few studies of interest for
the present study that examined the independent variable of parent education on students’
current scholastic success. The study sample in Vick and Packard’s (2008) research resided in
a town with a disproportionately high percentage of families in poverty and a high school
dropout rate more than twice the state wide average. This negative outcome was linked to
participants’ parents who had graduated from a 4-year college at a rate of 17% or less. Suitor,
Plikuhn, Gilligan, and Powers’ (2008) study isolated the variable of mother’s education and
its impact on her children. Thirty-five women in this sample were followed for a decade to
determine the longitudinal effect of their return to school and the consequence their academic
achievements had on children’s educational goals and orientations. The researchers found
that return to school was consequential on children’s aspirations only when mothers
completed their degrees (Suitor et al., 2008). Chiu and Khoo (2005) reported 15-year-old
students’ test scores correlated significantly with mothers’ mean years of schooling. In a
study among black and white men born from 1907- 1946, Kuo and Hauser (1995) found that
at least half the variance in educational attainment was attributed to family background,
including parental schooling. Other researchers noted only about 40% of the variance within
families can be explained by standard domains of socioeconomic standing (Teach man &
Paasch, 1998). “Most of the relationship is due to differences in parental education” (Teach
man & Paasch, 1998, p. 712). Teach man and Paasch’s (1998) salient link of educational
aspiration to education obtained by parents informed the framework for the current study.
The majority of research done on the subject examined adolescents’ aspirations in middle
school or high school. This study bridges the gap of how those aspirations continue to affect
the performance and attitudes of young adults presently enrolled in higher education. The
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present argument further examines to what degree parent education affects the success of
university students. Success was quantifiably defined by the constructs of academic
performance, educational aspirations, and educational self-efficacy. Academic performance
was measured by the student’s current GPA and dedicated hours of study
educational aspirations were measured by the highest degree the student hoped to obtain;
academic self-efficacy was measured in a four-question Likert-scale self-report of academic
skills and abilities.
Theoretical Argument and Hypotheses Higher GPA Parents who have advanced degrees have
shown they value education. Those who attained higher GPAs in college often pursue
graduate and doctoral degrees. Their past achievements become a benchmark for their
children to follow as parents’ past pursuits in education may augment structural factors on
intergenerational behaviours. Whether the parent’s GPA is tied to intelligence or disciplined
study or both, these traits and behaviours are passed down to their children. Higher achieving
parents foster those things that are important in their children and prioritize academic success.
In contrast, those who graduated with a minimal degree generally do not have the financial
means or aspirations to raise higher-achievement students.
Complete Higher College Degree Past studies have demonstrated that first-generation college
students (students who do not have a parent who attended college) often encounter major
hurdles in the college process. In comparison to students whose parent(s) attended college,
first-generation students experience greater challenges to college access, college
involvement, institutional connectedness, academic and social integration, and degree
completion. As such, first-generation students may be especially susceptible to personal
doubts regarding their academic and motivational ability. College-educated parents are
typically more aware of the long-term benefits of acquiring a college degree, and thus they
share this information with their children. The higher the degree the parents have obtained,
the greater the support the student will have from their parents to complete a similar
academic goal. Parents who have not attended college, on the other hand, tend to have less
direct knowledge of the economic and social benefits of a postsecondary education. Thus,
some of these.
parents may prefer that their children work rather than attend college. Students whose parents
never attended college are sometimes faced with a difficult choice between fulfilling family
expectations or obligations and pursuing of a degree. Students’ Dedicated Study Hours
Family characteristics such as disciplined study habits can have impact on student's study
skills. Study hours spent per week on college study and the desired degree can be strong
predictors of college academic success. Students learn these homework habits at an early age,
guided by the social learning theory set forth by Bandura (1986). According to social learning
theory, parents who model disciplined habits construct an expectation for children to also
perform those desired behaviours. Their children practice and learn the behaviours and the
consequences of those behaviours. Therefore, it is likely that parents who achieved the goal
of an advanced degree tend to encourage disciplined study habits in their children. Children
of parents who did not pursue higher education are less likely to have frequent observational
learning opportunities to develop dedicated study habits. Higher student perception of their
academic ability Parents who have succeeded in the academic arena have achieved an
important personal goal. Success tends to reinforce positive behaviours, as shown by B.F.
Skinner’s (1971) work in behaviourism. Confidence is a product of environmental influences,
and mastery of certain cognitive skills engenders more self -confidence. Parents who did not
find as much success and positive reinforcement in their own schooling would naturally
withdraw from further academic challenges. On the other hand, parents who have achieved

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higher education would most likely have fostered tenacity and skills in their children to
navigate pathways to success by praising and rewarding their child’s budding abilities.

Based on the stated theoretical arguments, I assessed the following hypotheses:

1. Parent’s educational background has a positive effect on their child’s university GPA.
2. Parent’s educational background has a positive impact on their child’s higher educational
aspirations.
3. Parent’s achieved education has a positive impact on their child’s study habits as a
university student’s.
4. Parent’s achieved education has a positive effect on their child’s perception of their own
ability (self-efficacy) while enrolled in higher education.
It has been known for decades that teachers can have a profound effect on the students they
teach. Education policies can make a significant difference in a teacher’s work, which in turn
affects their students. When expert teachers are actively engaged in the development of
education policy and initiatives, achieving the intended outcomes and avoiding unintended
consequences is more likely.
As a teacher, your voice is absolutely critical to policy conversations, whether that’s within
your community or on a broader scope. When it comes to designing policies related to
teaching and learning, states that ignoring teachers’ voices and expertise is a recipe for
disaster .

The Top 10 Effects Education Has on Society

1. Education is important in the creation of any democratic society: As
Franklin D. Roosevelt says, “Democracy cannot succeed unless those who express their
choice are prepared to choose wisely. The real safeguard of democracy, therefore, is
education.” People need a good education if they want a good democracy.
2. Education is needed to make a society geopolitically stable:
Without a proper educational system available to everyone, terrorists could use free
education as a way to radicalize people. In other words, geopolitical stability is one of
education’s most powerful effects on society.
3. Education leads to economic prosperity in the global
marketplace:
One of the most important effects education has on society is giving the people who live
in a society the skills they need to compete in the global marketplace, and the skills they
need to produce technological goods that can be sold on the open market. Socrates best
expressed this idea when he stated: “Prefer knowledge to wealth, for the one is
transitory, the other perpetual.”
4. Education gives people the knowledge they need to elect capable
leaders:
Plato stated, “In politics we presume that everyone who knows how to get votes knows
how to administer a city or a state. When we are ill… we do not ask for the handsomest
physician, or the most eloquent one.” Education helps the members of society see
through the manipulations used by politicians to get votes so that the members of the
society can vote for the leader who is best able to run the society.
5. Education helps promote tolerance in a society and helps reduce
common conflicts between diverse populations in an urban

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EFFECTS OF EDUCATION SYSTEM ON STUDENTS

setting:
Helen Keller said that “The highest result of education is tolerance.” Educating members
of society about other people who either live in the society or its neighbouring states
have the power to reduce many conflicts.
6. Education has the power to help societies, and the world in general,
change for the better:
According to Nelson Mandela, “Education is the most powerful weapon which you can
use to change the world. Malcolm X says that: “Education is the passport to the future,
for tomorrow belongs to those who prepare for it today.” Education is a powerful tool
that can be used to make the world a better place to live in.
7. Education is important because it helps members in a society learn
from the mistakes of the past:
Plato has stated that geopolitical stability cannot be created by forming a democratic
government; if the government is established by force or because of overthrowing an old
regime, the new government could transform from a government that encourages peace
and democracy into a new government that uses force to maintain power. Having an
education is important because good education allows members of a society to learn
from past mistakes and prevent the same mistakes from happening in the future.
8. Education is the first step a society needs before giving rights to
women and other minority groups:
Education is a powerful tool that enables women and other minority groups to gain
fundamental civil rights. It is important to treat women and other minorities with respect
in the classroom. Abraham Lincoln stressed the importance that education has in helping
people who live in a society to more fundamental civil rights when he said, “The
philosophy of the schoolroom in one generation is the philosophy of government in the
next.”
9. Education reduces violence and crime in societies:
Teaching people to read has been shown to prevent people from engaging in crime. In
fact, the Melissa Institute for Violence Prevention and Treatment is a charity group uses
education to combat violence and crime.
10.Education creates hope for the future: Giving people hope that they can
improve their lot in life is one of the more powerful effects education has on a society.
John F. Kennedy best expressed the power of a good education when he said: “Let us
think of education as the means of developing our greatest abilities, because in each of
us there is a private hope and dream which, fulfilled, can be translated into benefit for
everyone and greater strength for our nation.” JFK’s words about America apply to
every society on Earth.

Positive Outcomes
There are many positive outcomes that technology has on students. First, it prepares
them for the future. Technology is going on, and its evolution has come a long way. Since
technology has become a major aspect in our lives, we can guarantee that it will continue to
evolve. Exposing students to technology at a young age, will give them a better understanding
of where it’s going, how it’s evolving, and prepare them for the future. Secondly, technology
motivates children to learn. Children can relate to technology because they are being exposed
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EFFECTS OF EDUCATION SYSTEM ON STUDENTS

to it at home as well when they are watching television, playing video games, or playing with
their parents. They are also being exposed to technology at school when they are playing
games on the computer while learning their vocabulary, or working on math. Children find it
interesting and fun because they see it as playing a game. Lastly, technology exposes children
to different learning experiences. While using technology, children can be exposed to videos,
chats, blogs, images, presentations, web cams etc. All of these things can be access thanks to
technology. Technology allows children to interact with different methods of learning and find
it more interesting, than just tailoring learning to one size fits all method.

In today’s society, it seems that technology has become part of our lifestyle. We use it every
day to help us accomplish our tasks, or to get us places. One major component to this are the
applications that we download on our phone whether it’s for pleasure, work, or learning.
According to Rhys there has been a large amount of success in technological advancements
over the past 10 years. Technology has been incorporated into a variety of programs that have
been used in school settings. The new Common Core State Standards refers to digital and
media literacy as research and media skills. Applications that are used in the classroom
increase creativity among students, and gives skills to students that can be used for the future.

Negative Impacts
On a Technology does not only have positive outcomes, but it also has negative
outcomes that are linked to the education of children in the K-12 system. One of the negative
outcomes of using too much technology with students is the time spent per child and the
quality. It is believed that teachers spend less time with students. There have already been
some questions on the amount of time that a teacher spends on a student, now there are more
concerns that teachers will spend even less time with their students. This lead to believe that
the quality of the time spent per child also decreases. According to R. KIMMONS the researcher
concluded by stating that teachers should focus on the quality of instruction that is being
taught in schools. If teachers focus more on the quality of education in schools, children would
have a better opportunity to get ahead.

Another issue that technology has on children, is the excessive amount of screen time a child
is exposed to. Too much exposure to the media can lead to cognitive problems. According
to Tiffani Pittman and Trudi Gaines students in third grade have the cognitive and fine-motor
skills necessary to begin to use technology in sophisticated ways and are at an age when their
experiences with technology may have a lasting impact. By using technology and having long
periods of screen time a day; technology can either have a positive or negative impact child in
the long run. This much screen time affects their cognitive development and sense of reality.
Children and teens from the grades K-12 are still developing their sense of reality at that age.
The more things that you are exposed to by using technology can alter one reality. For
example, if a child spends 5 hours a day, 6 days a week watching television, this would alter a
child’s perception of the real world. Those of us who have technology at our fingertips have
the choice to use it as we please.

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DIFFERENT TALKS ABOUT EDUCATION IN SOCIETY:

PERSON 1: Stress in family members, raging, no certain education system, no such good
teachers, no friendly atmosphere to students

PERSON 2: Higher rates of education system, No proper faculty, steps of education system

PERSON 3: Stress in schools\colleges, friendliness atmosphere, no proper directions in studies

PERSON 4: suicides done by students, no such proper regulation for students, no gamming for
students

CONCLUSION:

Every school and collage should provide each and every minute facility for the students. They
should take care about every student in education. Every student should be in happy and
pleasant atmosphere in collages. Students should face any result in the examination. The
system, that’s us. It’s not (only) the politicians, the teachers, the administrators, the inspection
etc. We are the system, and with our decisions – as parents, leaders, educators, employers,
learners etc – we influence the system. But we were all born, raised, educated, trained and we
worked in this system that we find it hard to get out of our matrix.

REFERENCE:

1.BORGENPROJECT.ORG

2.en.m.wikipedia.org

3.www.youtube.com (effects of education)

4.fourthambit.com

5.www.quora.com

6.timesofindia.indiatimes.com

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