shell bypass 403
%PDF-1.2 %���� 12 0 obj << /Length 13 0 R >> stream BT 90 710.25 TD 0 0 0 rg /F0 11.25 Tf -0.1311 Tc 0.0686 Tw (Eklavya Annual Report 2007) Tj 137.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3 0 TD 0.375 Tc (8) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 70.5 -20.25 TD /F0 12.75 Tf -0.1875 Tw ( ) Tj -35.25 -21 TD 0.1073 Tc -0.2948 Tw (Appendix ) Tj 57 0 TD 0.375 Tc 0 Tw (31) Tj 13.5 0 TD 0 Tc -0.1875 Tw ( ) Tj -225.75 -19.5 TD /F0 11.25 Tf -0.1337 Tc 0.1069 Tw (Lokmitra Review and Resource Support visit June 26) Tj 252 5.25 TD /F0 6.75 Tf -0 Tc 0 Tw (th) Tj 6 -5.25 TD /F0 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0 Tc -0.187 Tw (to July 30) Tj 46.5 5.25 TD /F0 6.75 Tf -0 Tc 0 Tw (th) Tj 6 -5.25 TD /F0 11.25 Tf -0.0884 Tc 0.2759 Tw (, 2007 \(5 days\)) Tj 66.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -36 -16.5 TD /F1 9.75 Tf -0.0946 Tc -0.0929 Tw (Anjali Noronha) Tj 62.25 0 TD /F0 12.75 Tf 0 Tc -0.1875 Tw ( ) Tj -432 -18 TD /F2 11.25 Tf -0.14 Tc 0.2204 Tw (The objective of the visit was twofold ) Tj 170.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0994 Tc 0.1505 Tw (to review the developments over the past one year and to ) Tj -179.25 -12.75 TD -0.1027 Tc 1.0402 Tw (provide resource sup) Tj 93.75 0 TD -0.0908 Tc 1.0283 Tw (port in selected activities. The ) Tj 141 0 TD -0.0286 Tc 0.7161 Tw (terms of reference ) Tj 87 0 TD -0.1055 Tc 0.668 Tw (provide for two separate ) Tj -321.75 -12.75 TD -0.1486 Tc 0.3755 Tw (visits for review and resource support but as a visit could not be made earlier, it is proposed \(after ) Tj 0 -12.75 TD -0.0949 Tc 0.3401 Tw (discussion with the Program Manager\) that both the visits \(this one and the ) Tj 337.5 0 TD -0.0827 Tc 0.2702 Tw (next\) will encompass ) Tj -337.5 -12.75 TD -0.1216 Tc 0.1591 Tw (both review and resource support. ) Tj 152.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -152.25 -18 TD ( ) Tj 0 -19.5 TD /F0 11.25 Tf -0.092 Tc 0.1723 Tw (The Schedule of the visit was as follows:) Tj 187.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -169.5 -18 TD /F2 11.25 Tf -0.4688 Tc 0 Tw (1.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.375 Tc 0 Tw (27) Tj 10.5 5.25 TD /F2 6.75 Tf 0.3742 Tc (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1037 Tc 1.0412 Tw (June, 2007) Tj 48 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0835 Tc 0.271 Tw (10.30 a.m to 6 p.m.) Tj 87.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0456 Tc 0.0456 Tw (Interaction with Lokmitra team ) Tj 143.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD 0.255 Tc 0 Tw (a) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0436 Tc 0.2311 Tw (review of the ) Tj -336.75 -12.75 TD -0.1881 Tc 0.3756 Tw (last 10 months ) Tj 66.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -84.75 -18.75 TD -0.4688 Tc 0 Tw (2.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.375 Tc 0 Tw (28) Tj 10.5 5.25 TD /F2 6.75 Tf 0.3742 Tc (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.2704 Tc 0.4579 Tw (June, 2007 ) Tj 51 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD -0.1252 Tc 0.8752 Tw (8.30 a.m. to 2.p.m. ) Tj 89.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2611 Tc 1.1986 Tw (Visit to Teka) Tj 58.5 0 TD -0.1544 Tc 0.7704 Tw (ri , Pure Kunjal activity centres and ) Tj -235.5 -12.75 TD -0.1411 Tc 0.3286 Tw (preschools; Pure Raghunath Kishori Kendra ) Tj 197.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -197.25 -18.75 TD 0.0038 Tc 0 Tw (--) Tj 7.5 0 TD -0.0788 Tc 0.2663 Tw (3 p.m) Tj 24.75 0 TD 0.1875 Tc 0 Tw (.) Tj 3 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1834 Tc 0.3709 Tw (to 5 p.m. Training of Shiksha Karmis and Sankul Samarthaks) Tj 270 0 TD 0 Tc 0.1875 Tw ( ) Tj -326.25 -18.75 TD -0.4688 Tc 0 Tw (3.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.375 Tc 0 Tw (29) Tj 10.5 5.25 TD /F2 6.75 Tf 0.3742 Tc (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.2296 Tc 0.7921 Tw (July, 2007 ) Tj 51 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1603 Tc 1.8478 Tw (9 a.m. to 12.30 p.m.) Tj 95.25 0 TD 0.0038 Tc 0 Tw (--) Tj 7.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.177 Tc 2.0145 Tw (Training on Maths for Shiksha Karmis) Tj 178.5 0 TD -0.1275 Tc 0 Tw (;) Tj 3 0 TD -0.1125 Tc 0.3 Tw (12.30 ) Tj -371.25 -12 TD -0.195 Tc 0 Tw (onwards) Tj 37.5 0 TD 0.0038 Tc (--) Tj 7.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1031 Tc 0.6656 Tw (first a ) Tj 30 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD 0.1575 Tc 0 Tw (meet) Tj 21.75 0 TD -0.103 Tc 0.7405 Tw (ing with teachers\222 forum and ) Tj 135.75 0 TD -0.0982 Tc 0.2857 Tw (later ) Tj 23.25 0 TD -0.1728 Tc 1.1103 Tw (with the editor) Tj 66 0 TD -0.1379 Tc 0.8254 Tw (ial team of ) Tj 52.5 0 TD 0.1675 Tc 0.02 Tw (the ) Tj -381.75 -12.75 TD -0.1595 Tc 0.347 Tw (teachers\222 magazine ) Tj 87.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -105.75 -18.75 TD -0.4688 Tc 0 Tw (4.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.375 Tc 0 Tw (30) Tj 10.5 5.25 TD /F2 6.75 Tf 0.3742 Tc (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.2296 Tc 1.1671 Tw (July, 2007 ) Tj 51.75 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1314 Tc 1.8189 Tw (9.30 a.m. to 10.30 a.m.) Tj 108.75 0 TD 0.0038 Tc 0 Tw (--) Tj 7.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.2126 Tc -0.3499 Tw (Discussion ) Tj 52.5 0 TD -0.182 Tc 1.8695 Tw (on MLA\222s magazine) Tj 94.5 0 TD -0.1275 Tc 0 Tw (;) Tj 3 0 TD -0.2287 Tc 1.9162 Tw (11 a.m.) Tj 34.5 0 TD 0.0038 Tc 0 Tw (--) Tj 7.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -396 -12.75 TD -0.0171 Tc 0 Tw (Parents) Tj 33 0 TD 0.0038 Tc (\222) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.249 Tc 0 Tw (forum) Tj 26.25 0 TD -0.1275 Tc 0.315 Tw (; ) Tj 6 0 TD -0.2208 Tc 0 Tw (Afternoon) Tj 44.25 0 TD 0.0038 Tc (--) Tj 7.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1376 Tc -0.4249 Tw (Discussion ) Tj 51 0 TD -0.1649 Tc 0.3524 Tw (on Kishori Kendra curriculum. ) Tj 138.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -352.5 -19.5 TD /F0 11.25 Tf -0.079 Tc 0.0165 Tw (Overview of work ) Tj 87.75 0 TD -0.1064 Tc 0.2939 Tw (done in the last) Tj 71.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 2.25 0 TD -0.625 Tc 0 Tw (one) Tj 16.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2475 Tc 0 Tw (year) Tj 20.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -183 -18 TD /F2 11.25 Tf 0.1575 Tc 0.03 Tw (A. ) Tj 14.25 0 TD /F4 11.25 Tf -0.0916 Tc -0.1709 Tw (With Community & elected representative forums;) Tj 221.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -235.5 -18.75 TD -0.1117 Tc 0.2993 Tw (B. With Teachers;) Tj 79.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -79.5 -18 TD -0.0844 Tc 0.2719 Tw (C. Pedagogical;) Tj 72 0 TD 0 Tc 0.1875 Tw ( ) Tj -72 -18.75 TD -0.1202 Tc 0.1202 Tw (D. With the government structures.) Tj 154.5 0 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj -172.5 -19.5 TD /F0 11.25 Tf -0.1039 Tc 0.1414 Tw (Report of Visits in the Field) Tj 129.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -111.75 -18 TD /F4 11.25 Tf 0.0319 Tc 0 Tw (A.) Tj 9.75 0 TD /F5 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 8.25 0 TD /F4 11.25 Tf -0.1038 Tc 0.1663 Tw (Visit to Tekari Activity Centre and Balwadi.) Tj 193.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -211.5 -18.75 TD 0.0319 Tc 0 Tw (B.) Tj 9.75 0 TD /F5 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 8.25 0 TD /F4 11.25 Tf -0.1545 Tc 0.342 Tw (Visit to Pure Kunjal Activity Centr) Tj 153 0 TD 0.2213 Tc 0 Tw (e.) Tj 7.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -178.5 -18.75 TD 0.0919 Tc 0 Tw (C.) Tj 9.75 0 TD /F5 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 8.25 0 TD /F4 11.25 Tf -0.131 Tc 0.1685 Tw (Visit to Pure Raghunath Kishori Kendra.) Tj 180.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -198.75 -18.75 TD 0.1575 Tc 0 Tw (D.) Tj 10.5 0 TD /F5 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 7.5 0 TD /F4 11.25 Tf -0.0789 Tc 0.0789 Tw (Visit to Block Parents) Tj 99.75 0 TD 0.0038 Tc 0 Tw (\222) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.145 Tc 0.3325 Tw (Forum meeting) Tj 66.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -209.25 -19.5 TD /F0 11.25 Tf -0.133 Tc 0.3205 Tw (Resource Support) Tj 84.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -66.75 -17.25 TD /F2 11.25 Tf 0.1575 Tc 0 Tw (A.) Tj 10.5 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 7.5 0 TD /F4 11.25 Tf -0.1148 Tc 0.0523 Tw (Two sessions on Maths \(Place Value & Fractions\) for LM Shiksha Karmi training.) Tj 364.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -382.5 -18.75 TD /F2 11.25 Tf 0.0919 Tc 0 Tw (B.) Tj 9.75 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 8.25 0 TD /F4 11.25 Tf -0.0908 Tc -0.1502 Tw (Discussion on Shikshak Manch and newsletter for teachers.) Tj 262.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -280.5 -18.75 TD /F2 11.25 Tf 0.0919 Tc 0 Tw (C.) Tj 9.75 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 8.25 0 TD /F4 11.25 Tf -0.0904 Tc -0.0971 Tw (Discussion on Newsle) Tj 97.5 0 TD -0.1203 Tc -0.4422 Tw (tter for MLAs.) Tj 61.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -177 -18.75 TD /F2 11.25 Tf 0.1575 Tc 0 Tw (D.) Tj 10.5 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 7.5 0 TD /F4 11.25 Tf -0.1109 Tc -0.0016 Tw (Discussion on curriculum for Kishori Kendra.) Tj 203.25 0 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj ET endstream endobj 13 0 obj 9517 endobj 4 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font 20 0 R /ProcSet 2 0 R >> /Contents 12 0 R >> endobj 20 0 obj << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F3 14 0 R /F4 16 0 R /F5 18 0 R >> endobj 24 0 obj << /Length 25 0 R >> stream BT 108 710.25 TD 0 0 0 rg /F0 11.25 Tf -0.0922 Tc 0.1547 Tw (Overview of work done in the last) Tj 159 0 TD 0 Tc 0.1875 Tw ( ) Tj 2.25 0 TD -0.625 Tc 0 Tw (one) Tj 16.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.3472 Tc 0 Tw (year:) Tj 24 0 TD 0 Tc 0.1875 Tw ( ) Tj -204.75 -18 TD /F1 11.25 Tf 0.0919 Tc 0 Tw (A.) Tj 9.75 0 TD /F6 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 8.25 0 TD /F1 11.25 Tf -0.0583 Tc 0.2458 Tw (With parents) Tj 59.25 0 TD 0.0038 Tc 0 Tw (\222) Tj 3 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1075 Tc 0.1075 Tw (forums and other community structures:) Tj ET 126 690 249 0.75 re f BT 375 692.25 TD 0 Tc 0.1875 Tw ( ) Tj -249 -18.75 TD /F2 11.25 Tf -0.4688 Tc 0 Tw (1.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1321 Tc 0.3196 Tw (This is the strongest aspect of Lokmitra\222s work. Work with the parents\222 forums at the ) Tj 0 -12.75 TD 0.0235 Tc 1.664 Tw (cluster and B) Tj 61.5 0 TD -0.19 Tc 1.7838 Tw (lock levels has been going on regularly and ) Tj 206.25 0 TD -0.0262 Tc 1.7137 Tw (has formed) Tj 51 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1106 Tc 1.0481 Tw (the base for ) Tj -323.25 -12 TD -0.1985 Tc 0.386 Tw (taking up issues at the wider level and ) Tj 170.25 0 TD -0.1225 Tc 0.31 Tw (for ) Tj 15.75 0 TD -0.1427 Tc 0.5177 Tw (spreading this initiative geographically. ) Tj 177 0 TD 0 Tc 0.1875 Tw ( ) Tj -381 -18.75 TD -0.4688 Tc 0 Tw (2.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.0978 Tc 0.9103 Tw (There is a School Management Committee ) Tj 198.75 0 TD -0.1447 Tc 0.5822 Tw (in each school ) Tj 68.25 0 TD -0.0838 Tc 1.0213 Tw (with 10) Tj 34.5 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.0267 Tc 0.9642 Tw (12 parents) Tj 47.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.264 Tc 1.9515 Tw (in it.) Tj 21 0 TD 0 Tc 0.1875 Tw ( ) Tj -378 -12.75 TD -0.124 Tc 0.124 Tw (Then there is a clust) Tj 88.5 0 TD -0.1005 Tc 0.288 Tw (er level committee ) Tj 85.5 0 TD -0.1037 Tc 0 Tw (having) Tj 29.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1317 Tc 0.3192 Tw (4 representative) Tj 70.5 0 TD 0.1237 Tc 0 Tw (s) Tj 4.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.197 Tc 0.3845 Tw (from each school and ) Tj -284.25 -12.75 TD -0.1546 Tc 0.3421 Tw (then a block level committee with 4 parent representative) Tj 252.75 0 TD 0.1237 Tc 0 Tw (s) Tj 4.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1116 Tc -0.0759 Tw (from each cluster.) Tj 78 0 TD 0 Tc 0.1875 Tw ( ) Tj -356.25 -18.75 TD -0.4688 Tc 0 Tw (3.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1766 Tc 1.8641 Tw (The strategy here seems to be twofold.) Tj 179.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1237 Tc -0.4388 Tw (On ) Tj 18 0 TD -0.1612 Tc 1.8487 Tw (the one hand) Tj 59.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.6272 Tc 3.0647 Tw (it is) Tj 17.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1485 Tc 1.836 Tw (to have gram sabha) Tj 90 0 TD 0 Tc 0.1875 Tw ( ) Tj -378 -12.75 TD -0.2967 Tc 0 Tw (meetings) Tj 39 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.0838 Tc 1.3963 Tw (to discuss ) Tj 51 0 TD 0.0425 Tc 2.395 Tw (educational i) Tj 57.75 0 TD -0.1094 Tc 2.2255 Tw (ssues and to form the school committees ) Tj 198.75 0 TD -0.249 Tc -0.3135 Tw (which ) Tj -351.75 -12.75 TD -0.0187 Tc 0.2062 Tw (ensure ) Tj 33 0 TD -0.1159 Tc 1.0534 Tw (participation of the active parents) Tj 150.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1289 Tc 1.0664 Tw (in their children\222s education) Tj 126 0 TD 0.1875 Tc 0 Tw (.) Tj 3 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1237 Tc -0.4388 Tw (On ) Tj 17.25 0 TD -0.0145 Tc 0.952 Tw (the other) Tj 40.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -378 -12.75 TD -0.2865 Tc 0 Tw (hand,) Tj 23.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.136 Tc 0.3235 Tw (it also seeks) Tj 54 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1189 Tc 0.3064 Tw (to widen the reach of the parents) Tj 144.75 0 TD 0.0038 Tc 0 Tw (\222) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 2.25 0 TD -0.1432 Tc 0.3307 Tw (forums through networking with ) Tj -234.75 -12 TD -0.0742 Tc 1.5475 Tw (other NGOs at the District and State ) Tj 176.25 0 TD -0.1063 Tc 1.4188 Tw (level and also by ) Tj 84 0 TD -0.0395 Tc 0.977 Tw (advocacy efforts ) Tj 80.25 0 TD -0.1055 Tc 0.668 Tw (for such ) Tj -340.5 -12.75 TD -0.0773 Tc 1.7648 Tw (forums at the National level) Tj 128.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.0769 Tc 1.7644 Tw (as well as) Tj 46.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1907 Tc 1.5969 Tw (at the World Social Forum. There is some ) Tj -183.75 -12.75 TD -0.1237 Tc 0.3112 Tw (noticeable ) Tj 50.25 0 TD -0.1511 Tc 3.3386 Tw (improvement in infrastructural) Tj 138.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.1879 Tc 0 Tw (provisions) Tj 45.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.3125 Tc 2.75 Tw (but the) Tj 32.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.2138 Tc -0.3487 Tw (problem ) Tj 41.25 0 TD -0.1226 Tc 2.5601 Tw (of teachers) Tj 51 0 TD 0.0038 Tc 0 Tw (\222) Tj 3 0 TD 0 Tc 0.1875 Tw ( ) Tj -378 -12.75 TD -0.1563 Tc 0 Tw (availability) Tj 48.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1005 Tc 1.038 Tw (remains more or less the same. This ) Tj 169.5 0 TD -0.1662 Tc 0.7287 Tw (is a ) Tj 19.5 0 TD -0.2993 Tc 0 Tw (major) Tj 25.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1062 Tc 1.0438 Tw (and crucial policy issue ) Tj -270.75 -12.75 TD -0.1378 Tc 5.5753 Tw (which will require sustained networking among various strategic partners) Tj 0 Tc 0.1875 Tw ( ) Tj 372.75 0 TD 0.375 Tc 0 Tw (\226) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -378 -12.75 TD -0.1708 Tc 0 Tw (politicians) Tj 45.75 0 TD -0.1073 Tc 0.3573 Tw (, teachers, Civil Society groups and parents. The present work of Lokmitra ) Tj -45.75 -12.75 TD -0.186 Tc 0.4417 Tw (is in the right direction in this regard, but we should not) Tj 244.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.134 Tc 0.3215 Tw (expect quick results.) Tj 90.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -356.25 -18 TD -0.4688 Tc 0 Tw (4.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1832 Tc 0.4457 Tw (A large meeting on Child Rights was also held in November.) Tj 268.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -286.5 -18.75 TD -0.4688 Tc 0 Tw (5.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1308 Tc 0.3183 Tw (A unique initiative was taken up in the context of the 2007 State Assembly Elections. ) Tj 0 -12.75 TD -0.1066 Tc 1.0441 Tw (This was ) Tj 45.75 0 TD -0.06 Tc -0.5025 Tw (an ) Tj 15 0 TD -0.1823 Tc 1.8698 Tw (attempt to make) Tj 74.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.3325 Tc 0 Tw (the) Tj 13.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1086 Tc 1.7961 Tw (Right to Basic Education an) Tj 129.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1397 Tc 0 Tw (election) Tj 34.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.3 Tc 0 Tw (issue) Tj 21.75 0 TD 0.1875 Tc (.) Tj 3 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.0812 Tc 0.2687 Tw (The ) Tj -360.75 -12.75 TD -0.0514 Tc 0.2389 Tw (leaders ) Tj 34.5 0 TD -0.1341 Tc 0.3216 Tw (of the parents) Tj 60 0 TD 0.0038 Tc 0 Tw (\222) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1748 Tc 0.3623 Tw (forums played an active role in bringing up this issue. ) Tj 238.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -357.75 -18.75 TD -0.4688 Tc 0 Tw (6.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.0812 Tc 0.2687 Tw (The ) Tj 20.25 0 TD -0.0343 Tc 0 Tw (parents) Tj 32.25 0 TD 0.0038 Tc (\222) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0803 Tc 0.3359 Tw (forums along with NGOs of Raebareli and 9 other districts held large) Tj 310.5 0 TD -0.2513 Tc 0.4388 Tw (ly ) Tj -369.75 -12.75 TD 0.0169 Tc 0 Tw (attended) Tj 37.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2967 Tc 0 Tw (meetings) Tj 39 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0907 Tc 0.2782 Tw (at the district and state level) Tj 123 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1425 Tc 0.205 Tw (to deliberate on educational issues and ) Tj -208.5 -12.75 TD -0.053 Tc 1.7405 Tw (to press ) Tj 43.5 0 TD -0.1478 Tc 3.1308 Tw (for demands regarding supply of teachers to schools and provision of ) Tj -43.5 -12 TD -0.1068 Tc 0.2943 Tw (infrastructure and other facilities. ) Tj 149.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -167.25 -18.75 TD -0.4688 Tc 0 Tw (7.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1055 Tc 0.293 Tw (There is ) Tj 39 0 TD -0.0735 Tc 0.261 Tw (a plan) Tj 26.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1158 Tc 0.2283 Tw (to bring out a newsletter for MLAs which was discussed ) Tj 252.75 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1708 Tc 0.3583 Tw (details will ) Tj -330 -12.75 TD -0.2044 Tc 0.5169 Tw (be given in the resource support section.) Tj 177.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -213.75 -18.75 TD ( ) Tj 0 -18.75 TD /F1 11.25 Tf -0.1579 Tc 0.3454 Tw (B. Teachers\222 forums) Tj ET 108 269.25 93.75 0.75 re f BT 201.75 271.5 TD /F2 11.25 Tf -0.1275 Tc 0 Tw (:) Tj 2.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD ( ) Tj -81 -19.5 TD /F7 11.25 Tf 0.075 Tc 0 Tw (\267) Tj 5.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 12.75 0 TD /F2 11.25 Tf -0.1348 Tc 1.0223 Tw (Lokmitra has taken an initiative to start a teachers\222 forum with a view to enhancing ) Tj 0 -12.75 TD -0.3325 Tc 0 Tw (the) Tj 13.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1733 Tc 1.8608 Tw (professional status of the) Tj 114 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1706 Tc -0.3919 Tw (teaching ) Tj 41.25 0 TD -0.0283 Tc 0 Tw (community) Tj 50.25 0 TD 0.1875 Tc (. ) Tj 7.5 0 TD -0.1942 Tc 0.7567 Tw (This forum ) Tj 54.75 0 TD -0.2513 Tc -0.3112 Tw (will ) Tj 21 0 TD -0.0655 Tc 0.628 Tw (concentrate on ) Tj -311.25 -12.75 TD -0.1151 Tc 4.1276 Tw (academic and pedagogical issues through discussions and reading etc. A few) Tj 0 Tc -0.5625 Tw ( ) Tj 0 -12 TD -0.1016 Tc 0.2891 Tw (interested t) Tj 48.75 0 TD -0.0664 Tc 0.3116 Tw (eachers have been identified and a few meetings held with them. There is ) Tj -48.75 -12.75 TD -0.1183 Tc 0.2308 Tw (a plan to bring out a newsletter which was discussed ) Tj 234.75 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1754 Tc 0.5129 Tw (the discussions are included in ) Tj -243.75 -12.75 TD -0.12 Tc 0.4012 Tw (the resource support section. This is a nascent program) Tj 243 0 TD -0.4987 Tc 0 Tw (me) Tj 13.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1614 Tc 0.4427 Tw (and a lot of work has to be ) Tj -259.5 -12.75 TD -0.4219 Tc 0.9844 Tw (done on it) Tj 43.5 0 TD 0.1875 Tc 0 Tw (.) Tj 3 0 TD 0 Tc 0.1875 Tw ( ) Tj -100.5 -18.75 TD ( ) Tj 18 -18.75 TD /F1 11.25 Tf 0.0919 Tc 0 Tw (C.) Tj 9.75 0 TD /F6 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 8.25 0 TD /F1 11.25 Tf -0.0767 Tc 0.2642 Tw (Pedagogical Inputs:) Tj ET 126 136.5 91.5 0.75 re f BT 217.5 138.75 TD 0 Tc 0.1875 Tw ( ) Tj -73.5 -18.75 TD /F2 11.25 Tf -0.4688 Tc 0 Tw (1.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1442 Tc 1.0817 Tw (Activity Centr) Tj 63.75 0 TD 0.255 Tc 0 Tw (e) Tj 5.25 0 TD -0.0529 Tc 1.0404 Tw (s have been set up in 3 out of the 4 cluster schools. The fourth ) Tj -69 -12.75 TD -0.1116 Tc 1.0491 Tw (\(Deeh 1\) did not have enough place for a separate activity centr) Tj 290.25 0 TD 0.255 Tc 0 Tw (e) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0934 Tc 0.7809 Tw (so an activity ) Tj -299.25 -12 TD -0.1318 Tc 0.2443 Tw (corner has been set up in one of the classrooms. ) Tj 213 0 TD 0 Tc 0.1875 Tw ( ) Tj ET endstream endobj 25 0 obj 11966 endobj 21 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font 28 0 R /ProcSet 2 0 R >> /Contents 24 0 R >> endobj 28 0 obj << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F3 14 0 R /F6 22 0 R /F7 26 0 R >> endobj 30 0 obj << /Length 31 0 R >> stream BT 144 711 TD 0 0 0 rg /F2 11.25 Tf -0.4688 Tc 0 Tw (2.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1309 Tc 0.6934 Tw (Children identified fo) Tj 95.25 0 TD -0.0787 Tc 0.5662 Tw (r remedial inputs in classes 3,) Tj 133.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.375 Tc -0.1875 Tw (4 ) Tj 8.25 0 TD 0.085 Tc 0.1025 Tw (and ) Tj 19.5 0 TD -0.081 Tc 0.4185 Tw (5 attend the activity in ) Tj -259.5 -12.75 TD -0.0777 Tc 0.3229 Tw (turns according to a routine. The Lokmitra Shiksha Karmis have been trained on ) Tj 0 -12.75 TD -0.0809 Tc 0.2684 Tw (certain \221hard spots\222. ) Tj 90.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -108.75 -18.75 TD -0.4688 Tc 0 Tw (3.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1516 Tc 0.1516 Tw (Inputs to class 1 ) Tj 74.25 0 TD -0.165 Tc -0.3975 Tw (and ) Tj 18.75 0 TD -0.375 Tc -0.1875 Tw (2 ) Tj 8.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1448 Tc 0.1823 Tw (The Shiksha Mitras have been ) Tj 136.5 0 TD -0.1556 Tc 0 Tw (assigned) Tj 36.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.3725 Tc 0 Tw (for) Tj 12.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0145 Tc -0.173 Tw (classes 1 ) Tj 42.75 0 TD -0.415 Tc -0.8975 Tw (and ) Tj -345 -12 TD -0.3211 Tc 1.2586 Tw (2. Lokmit) Tj 43.5 0 TD -0.1462 Tc 1.0156 Tw (ra resource persons participated in the trainings for the Shiksha Mitras ) Tj -43.5 -12.75 TD -0.2182 Tc 0.4058 Tw (and gave inputs for this) Tj 102.75 0 TD 0.1875 Tc 0 Tw (,) Tj 2.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1324 Tc 0.3199 Tw (particularly on reading.) Tj 103.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -229.5 -18.75 TD -0.4688 Tc 0 Tw (4.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.0784 Tc 0.2659 Tw (There is a six) Tj 60 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.0949 Tc 0.4869 Tw (month preprimary preparatory input for the 5 year olds just before ) Tj -63.75 -12.75 TD -0.1808 Tc 1.1183 Tw (school opens. Lokmitra has reviewed its earlier mo) Tj 228.75 0 TD -0.1525 Tc 0.79 Tw (dules to adapt to a six) Tj 99 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.051 Tc 0.2385 Tw (month ) Tj -331.5 -12.75 TD -0.0879 Tc 0 Tw (program) Tj 36.75 0 TD -0.4987 Tc (me) Tj 13.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1155 Tc 1.803 Tw (and made a manual fo) Tj 103.5 0 TD -0.1008 Tc 1.4133 Tw (r this which was distributed to ) Tj 146.25 0 TD 0.0184 Tc 1.6691 Tw (300 centres.) Tj 55.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -360 -12.75 TD -0.084 Tc 0.3131 Tw (There are balwadis for the 3 to 6 year olds in the cluster schools and these act as ) Tj 0 -12.75 TD -0.1444 Tc 0.1819 Tw (models for the ICDS coordinators and) Tj 167.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD 0.0546 Tc 0 Tw (balwadi) Tj 34.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD 0.0806 Tc 0 Tw (teachers) Tj 36.75 0 TD 0.1875 Tc (.) Tj 3 0 TD 0 Tc 0.1875 Tw ( ) Tj 2.25 0 TD ( ) Tj -267.75 -18.75 TD -0.4688 Tc 0 Tw (5.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.2762 Tc 1.9638 Tw (In Deeh blo) Tj 54.75 0 TD -0.0522 Tc 1.6034 Tw (ck Lokmitra has appointed shiksha karmis for each of the cluster ) Tj -54.75 -12 TD -0.1145 Tc 0.302 Tw (activity centr) Tj 57.75 0 TD 0.255 Tc 0 Tw (e) Tj 5.25 0 TD 0.1556 Tc 0.0319 Tw (s. ) Tj 9.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -90.75 -18.75 TD -0.4688 Tc 0 Tw (6.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1061 Tc 3.2936 Tw (Kishori Kendras) Tj 75.75 0 TD -0.8775 Tc 0.315 Tw (: ) Tj 8.25 0 TD -0.1737 Tc 3.4362 Tw (There are 4 Kishori Kendras in which about 60 girls are) Tj 0 Tc -0.5625 Tw ( ) Tj -84 -12.75 TD -0.1168 Tc 2.5543 Tw (enrolled out of which about 36 are regular. The perspective for the Kishori ) Tj 0 -12.75 TD -0.1172 Tc 1.8047 Tw (Kendra at present is to) Tj 105.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD 0.1675 Tc 0 Tw (get) Tj 13.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.0938 Tc 1.0313 Tw (the girls ) Tj 42 0 TD -0.0834 Tc 2.5209 Tw (adjusted into) Tj 58.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.3325 Tc 0 Tw (the) Tj 13.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD 0.0008 Tc 0 Tw (mainstream) Tj 51.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1241 Tc 1.0616 Tw (government ) Tj -307.5 -12.75 TD -0.3214 Tc 0 Tw (schools) Tj 32.25 0 TD 0.1875 Tc (.) Tj 3 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1575 Tc 0.345 Tw (Most ) Tj 27 0 TD -0.061 Tc 0.7485 Tw (of the girls are between 15 ) Tj 126.75 0 TD -0.165 Tc -0.3975 Tw (and ) Tj 19.5 0 TD 0.0164 Tc 0.9211 Tw (18 years of age.) Tj 74.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1688 Tc 0 Tw (But) Tj 15.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0825 Tc 0.27 Tw (the ) Tj 17.25 0 TD -0.1071 Tc 0.2946 Tw (Kishori ) Tj -327 -12.75 TD -0.12 Tc 0.1575 Tw (Kendra curriculum equips them only ) Tj 166.5 0 TD -0.1256 Tc -0.0619 Tw (up to ) Tj 25.5 0 TD 0.0135 Tc 0.174 Tw (the primary) Tj 51.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1237 Tc 0 Tw (stage) Tj 23.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD -0.1078 Tc 0.2953 Tw (for which) Tj 42 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1556 Tc -0.4069 Tw (they ) Tj 21.75 0 TD 0.1713 Tc 0 Tw (are) Tj 14.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -360 -12.75 TD -0.4175 Tc 2.105 Tw (too old) Tj 32.25 0 TD 0.1875 Tc 0 Tw (,) Tj 2.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0118 Tc 0.7618 Tw (even for class 5. ) Tj 79.5 0 TD -0.1205 Tc 1.433 Tw (No doubt, coming) Tj 82.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD 0.0246 Tc 0.7629 Tw (to the Kendra and to ) Tj 99.75 0 TD -0.0519 Tc 0.6144 Tw (the trainings ) Tj -303.75 -12 TD -0.2248 Tc 1.1623 Tw (boosts their self) Tj 70.5 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.0604 Tc (confidence) Tj 48.75 0 TD 0.1875 Tc (,) Tj 2.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.015 Tc 0.2025 Tw (whereas ) Tj 39.75 0 TD -0.2112 Tc 1.1487 Tw (sitting in a class of much younger children ) Tj -168.75 -12.75 TD -0.18 Tc 3.3675 Tw (doesn\222t do) Tj 0 Tc -0.5625 Tw ( ) Tj 54.75 0 TD 0.0938 Tc 0 Tw (that) Tj 16.5 0 TD -0.1801 Tc 3.3677 Tw (. This whole aspect of the perspective and objectives of the) Tj 0 Tc -0.5625 Tw ( ) Tj -71.25 -12.75 TD -0.153 Tc 3.3405 Tw (kendras was discussed with the Kishori Kendra team in the cont) Tj 312 0 TD -0.1083 Tc 2.2958 Tw (ext of the ) Tj -312 -12.75 TD -0.2115 Tc -0.351 Tw (curriculum ) Tj 50.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1275 Tc 0 Tw (t) Tj 3 0 TD -0.1239 Tc 0.3114 Tw (his is reported in the resource) Tj 130.5 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.2122 Tc 0.3997 Tw (support section.) Tj 69 0 TD 0 Tc 0.1875 Tw ( ) Tj -283.5 -18.75 TD ( ) Tj -36 -18.75 TD /F1 11.25 Tf 0.1575 Tc 0 Tw (D.) Tj 10.5 0 TD /F6 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 7.5 0 TD /F1 11.25 Tf -0.0957 Tc 0.0332 Tw (Work with Government Structures:) Tj ET 126 369 159.75 0.75 re f BT 285.75 371.25 TD 0 Tc 0.1875 Tw ( ) Tj -159.75 -18.75 TD /F2 11.25 Tf -0.1519 Tc 1.3894 Tw (Over the last two years, ) Tj 114.75 0 TD -0.1687 Tc 1.7063 Tw (Lokmitra has been working with the cluster, block and DIET ) Tj -114.75 -12 TD -0.1407 Tc 1.0782 Tw (level government) Tj 78 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0848 Tc 1.0223 Tw (personnel from the) Tj 86.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1293 Tc 1.5668 Tw (education department in intr) Tj 128.25 0 TD -0.0477 Tc 0.7352 Tw (oducing the remedial ) Tj -300 -12.75 TD -0.1301 Tc 1.5676 Tw (teaching materials and ) Tj 108.75 0 TD -0.09 Tc 0 Tw (holding) Tj 33.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.1662 Tc 0 Tw (workshops) Tj 48 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.135 Tc 2.5725 Tw (and trainings) Tj 60 0 TD -0.0682 Tc 2.1307 Tw (. During the last six months ) Tj -261 -12.75 TD -0.1293 Tc 0.598 Tw (Lokmitra personnel have helped in the campaign to improve) Tj 270 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1706 Tc 0 Tw (teaching) Tj 36.75 0 TD 0.0038 Tc (-) Tj 4.5 0 TD -0.2869 Tc 1.2244 Tw (learning in) Tj 48 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0702 Tc -0.4923 Tw (classes ) Tj -365.25 -12.75 TD -0.375 Tc -0.1875 Tw (1 ) Tj 9 0 TD -0.165 Tc -0.3975 Tw (and ) Tj 19.5 0 TD -0.0938 Tc 0.2813 Tw (2. ) Tj 12 0 TD 0.0328 Tc 0 Tw (They) Tj 22.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD 0.0158 Tc 0.9217 Tw (have taken) Tj 48.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.2498 Tc 0 Tw (training) Tj 33 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1287 Tc 1.0662 Tw (sessions of cluster coordinator) Tj 136.5 0 TD -0.0821 Tc 0.8696 Tw (s and have also helped ) Tj -292.5 -12.75 TD -0.0951 Tc 1.0326 Tw (improve the atmosphere in the classrooms of the chosen cluster schools) Tj 326.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1826 Tc 1.8701 Tw (by introducing) Tj 66 0 TD 0 Tc 0.1875 Tw ( ) Tj -396 -12.75 TD -0.0666 Tc 1.7541 Tw (new activities) Tj 63 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.105 Tc 1.7925 Tw (through demonstrations.) Tj 108.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.1108 Tc 1.9054 Tw (Some of the materials developed by Lokmitra ) Tj -181.5 -12.75 TD -0.06 Tc 0.2475 Tw (have ) Tj 24 0 TD -0.1739 Tc 0.4447 Tw (been included in the materials put together by DIET. ) Tj 234 0 TD 0 Tc 0.1875 Tw ( ) Tj -258 -18.75 TD -0.549 Tc 0 Tw (While) Tj 26.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0562 Tc 0.6937 Tw (these piecemeal efforts are good ) Tj 151.5 0 TD 0.1894 Tc -0.0019 Tw (as ) Tj 13.5 0 TD -0.0721 Tc 1.1033 Tw (a start, Lokmitra needs to equip itself much ) Tj -195 -12 TD -0.0975 Tc 1.785 Tw (better for academic work. ) Tj 125.25 0 TD -0.0812 Tc 0.2687 Tw (The ) Tj 22.5 0 TD -0.03 Tc 0 Tw (team) Tj 21 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.1411 Tc 2.5786 Tw (needs to develop a deeper) Tj 123 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.2302 Tc -0.3323 Tw (understanding ) Tj 66 0 TD -0.1237 Tc 1.4362 Tw (of the ) Tj -368.25 -12.75 TD -0.1694 Tc 1.6069 Tw (whole primary curriculum ) Tj 124.5 0 TD -0.2198 Tc 2.8448 Tw (and how it can be) Tj 87.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.2579 Tc 2.862 Tw (improved if it is to play the role of a) Tj 0 Tc -0.5625 Tw ( ) Tj -217.5 -12.75 TD 0.0183 Tc 0.1692 Tw (resource ) Tj 41.25 0 TD -0.1664 Tc 0.4116 Tw (group. This had been pointed out in an earlier review as well. It ) Tj 282.75 0 TD -0.1515 Tc 0.339 Tw (might ) Tj 28.5 0 TD -0.0879 Tc 0.2754 Tw (be a good ) Tj -352.5 -12.75 TD -0.2075 Tc 1.145 Tw (idea to) Tj 30 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.2314 Tc 0 Tw (include) Tj 32.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0625 Tc 0.625 Tw (a B.El. ) Tj 35.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.3537 Tc 0 Tw (Ed.) Tj 15 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1426 Tc 1.0801 Tw (graduate with some experience) Tj 138.75 0 TD 0.1875 Tc 0 Tw (,) Tj 2.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1507 Tc 0.7882 Tw (or even a person graduating ) Tj -271.5 -12.75 TD -0.1537 Tc 0.3413 Tw (from the new M.A. El. Ed) Tj 115.5 0 TD 0.1875 Tc 0 Tw (.) Tj 3 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1869 Tc 0.2244 Tw (batch, in the Lokmitra team. ) Tj 126 0 TD 0 Tc 0.1875 Tw ( ) Tj -283.5 -18.75 TD /F1 11.25 Tf ( ) Tj 0 -19.5 TD /F0 11.25 Tf -0.1039 Tc 0.1414 Tw (Report of Visits in the Field) Tj 130.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 2.25 0 TD ( ) Tj -114.75 -17.25 TD /F1 11.25 Tf 0.0919 Tc 0 Tw (A.) Tj 9.75 0 TD /F6 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 8.25 0 TD /F1 11.25 Tf -0.1171 Tc 0.0903 Tw (Visit to Tekari Activity centre and balwadi 28.06.07) Tj 231.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -231.75 -18.75 TD /F2 11.25 Tf -0.0882 Tc 1.6757 Tw (As these were the summer holidays, only a few children were coming to the activity ) Tj 0 -12.75 TD -0.0927 Tc 1.5719 Tw (centre. There were 6 boys and 5 girls from classes 2, 3 and 4 present. I observed an ) Tj ET endstream endobj 31 0 obj 12243 endobj 29 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F3 14 0 R /F6 22 0 R >> /ProcSet 2 0 R >> /Contents 30 0 R >> endobj 33 0 obj << /Length 34 0 R >> stream BT 126 711 TD 0 0 0 rg /F2 11.25 Tf -0.1781 Tc 0.3656 Tw (addition board game being played.) Tj 152.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1387 Tc 0.1217 Tw (All the children except one could read. There is a need ) Tj -155.25 -12.75 TD -0.1461 Tc 0.3336 Tw (for more early reading books. ) Tj 133.5 0 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 2.25 0 TD ( ) Tj -135.75 -18.75 TD /F2 11.25 Tf -0.1237 Tc 1.5612 Tw (The balwadi had 31 children present ) Tj 173.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.375 Tc 0 Tw (12) Tj 10.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.3441 Tc 0 Tw (girl) Tj 13.5 0 TD 0.0631 Tc 1.6244 Tw (s and 19) Tj 40.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.2503 Tc 0.4378 Tw (boys ) Tj 24.75 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD 0.1159 Tc 1.5716 Tw (as part of the 6) Tj 72.75 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.351 Tc -0.2115 Tw (month ) Tj -369 -12.75 TD -0.0879 Tc 0 Tw (program) Tj 36.75 0 TD -0.4987 Tc (me) Tj 13.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1202 Tc 0.9327 Tw (to prepare the 5 year olds for class 1. The activities observed were) Tj 300.75 0 TD -0.1275 Tc 0 Tw (:) Tj 2.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0825 Tc 0 Tw (chi) Tj 12.75 0 TD -0.1237 Tc -0.4388 Tw (ldren ) Tj -373.5 -12 TD -0.0715 Tc 0.259 Tw (putting pebbles ) Tj 71.25 0 TD -0.2513 Tc -0.3112 Tw (in ) Tj 12 0 TD -0.0712 Tc 0.3951 Tw (letter shapes, sorting grains and small pebbles from a mixture, sorting ) Tj -83.25 -12.75 TD -0.1461 Tc 1.0259 Tw (leaves and making patterns with them, reciting poetry and drawing. Children were quite ) Tj 0 -12.75 TD -0.1748 Tc 0.8122 Tw (engrossed in both small group ) Tj 138.75 0 TD -0.0874 Tc 0.2749 Tw (activities ) Tj 43.5 0 TD -0.165 Tc 0 Tw (and) Tj 15.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1474 Tc 1.0849 Tw (those meant for the) Tj 87 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.04 Tc 0.9775 Tw (whole c) Tj 35.25 0 TD -0.0938 Tc 0 Tw (lass) Tj 16.5 0 TD 0.1875 Tc (.) Tj 3 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1237 Tc 0.3112 Tw (One could ) Tj -350.25 -12.75 TD -0.1389 Tc 0.3264 Tw (see the rising confidence of the little ones.) Tj 186 0 TD 0 Tc 0.1875 Tw ( ) Tj -204 -18.75 TD /F1 11.25 Tf 0.0919 Tc 0 Tw (B.) Tj 9.75 0 TD /F6 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 8.25 0 TD /F1 11.25 Tf -0.1097 Tc 0.2972 Tw (Visit to Pure Kunjal Activity centre) Tj 159 0 TD 0 Tc 0.1875 Tw ( ) Tj -159 -18.75 TD /F2 11.25 Tf -0.1493 Tc 0.2868 Tw (There were 12 children present in the centre. The shiksha karmis had organized the centre ) Tj 0 -12.75 TD -0.0819 Tc 0.3319 Tw (very well. Apart from the books and games they had also collected p) Tj 306.75 0 TD -0.0912 Tc 0.2787 Tw (uzzles and activities ) Tj -306.75 -12.75 TD -0.1352 Tc 0.229 Tw (from newspapers and stuck them on card sheet for better use. Some math kit material was ) Tj 0 -12 TD -0.1238 Tc 0.3113 Tw (being well used by a patient shiksha karmi for teaching multiplication to a young student. ) Tj 0 -12.75 TD -0.1703 Tc 0.3578 Tw (Children were also quite engrossed in their work.) Tj 216.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -234.75 -18.75 TD 0.003 Tc 0 Tw (There) Tj 26.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.0812 Tc 0 Tw (was) Tj 17.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD 0.255 Tc 0 Tw (a) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1418 Tc 1.8293 Tw (balwadi too at Pure Kunjal. It was running in a thatched shed in the school ) Tj -62.25 -12.75 TD -0.0892 Tc 1.0267 Tw (compound. The shed had been built by the community. 24 children were present. Children ) Tj 0 -12.75 TD -0.1812 Tc 0.2187 Tw (were doing the usual balwadi ) Tj 131.25 0 TD -0.0874 Tc 0.2749 Tw (activities ) Tj 42.75 0 TD -0.1322 Tc 0.3197 Tw (as observed in the ) Tj 82.5 0 TD -0.2494 Tc 0.4369 Tw (previous ) Tj 39.75 0 TD -0.21 Tc 0 Tw (balwadi.) Tj 38.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -334.5 -18.75 TD /F1 11.25 Tf 0.0919 Tc 0 Tw (C.) Tj 9.75 0 TD /F6 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 8.25 0 TD /F1 11.25 Tf -0.2164 Tc 0.0289 Tw (Visit to ) Tj 34.5 0 TD -0.0689 Tc 0.0064 Tw (Pure Raghunath Kishori Kendra.) Tj 152.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -186.75 -18.75 TD /F2 11.25 Tf -0.0535 Tc 0.291 Tw (There were 15 girls present at the Kendra. Most of them had never been to school) Tj 366 0 TD -0.1275 Tc 0.315 Tw (; ) Tj 6 0 TD 0.0628 Tc 0.1247 Tw (some ) Tj -372 -12 TD -0.075 Tc 0 Tw (young) Tj 27 0 TD -0.0565 Tc 0.994 Tw (er girls were attending class 2) Tj 135.75 0 TD -0.4688 Tc 0.6563 Tw (, 3 ) Tj 15 0 TD -0.165 Tc -0.3975 Tw (and ) Tj 19.5 0 TD -0.1328 Tc 1.0703 Tw (4. The girls are given learning tasks on the ) Tj -197.25 -12.75 TD -0.1655 Tc 2.1745 Tw (basis of their learning levels, which is periodi) Tj 210.75 0 TD -0.1081 Tc 1.5456 Tw (cally assessed. The school textbooks for ) Tj -210.75 -12.75 TD -0.1234 Tc 0.6859 Tw (language and ) Tj 64.5 0 TD -0.1253 Tc 0.3127 Tw (maths ) Tj 30.75 0 TD -0.1293 Tc 1.5668 Tw (are used as a base. These are supplemented by other materials of ) Tj -95.25 -12.75 TD -0.1683 Tc 3.4135 Tw (interest to girls. The girls are being motivated to join the Kasturba Gandhi Balika) Tj 0 Tc 0.1875 Tw ( ) Tj 0 -12.75 TD -0.0792 Tc 0.2667 Tw (Vidyalayas \(KGBVs\) which are residential school) Tj 222 0 TD -0.0301 Tc 0.1239 Tw (s for girls, so that they can concentrate ) Tj -222 -12.75 TD -0.1487 Tc 1.6956 Tw (better on their studies. The parents have said they will decide only after they visit the ) Tj 0 -12.75 TD -0.1354 Tc 0.3229 Tw (schools and are assured of the safety of their daughters.) Tj 243.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -243.75 -18 TD -0.1073 Tc 2.5448 Tw (The Kishori Kendra program) Tj 135.75 0 TD -0.4987 Tc 0 Tw (me) Tj 13.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.0982 Tc 2.5357 Tw (needs to be reviewed and) Tj 121.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD 0.255 Tc 0 Tw (a) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.2625 Tc 2.7 Tw (future pla) Tj 45 0 TD -0.1365 Tc 2.074 Tw (n decided in ) Tj -336.75 -12.75 TD -0.0745 Tc 0.262 Tw (consonance with the rest of the program) Tj 178.5 0 TD -0.4987 Tc 0 Tw (me) Tj 13.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1268 Tc 0.4081 Tw (this as been elaborated later in the resource ) Tj -204 -12.75 TD -0.2122 Tc 0.3997 Tw (support section.) Tj 69.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -87.75 -18.75 TD /F1 11.25 Tf 0.1575 Tc 0 Tw (D.) Tj 10.5 0 TD /F6 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 7.5 0 TD /F1 11.25 Tf -0.136 Tc 0.0735 Tw (Parents\222 Forum Deeh Block:) Tj 132 0 TD 0 Tc 0.1875 Tw ( ) Tj -132 -18.75 TD /F2 11.25 Tf -0.1612 Tc 1.6612 Tw (The meeting took place under a tree in the compound of the block office. There were ) Tj 0 -12.75 TD -0.1955 Tc 1.133 Tw (about 50 parents from dif) Tj 114.75 0 TD -0.0431 Tc 0.6056 Tw (ferent clusters ) Tj 67.5 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1476 Tc 0.8038 Tw (18 women and 32 men. Their attendance and ) Tj -192 -12.75 TD -0.1118 Tc 1.9868 Tw (participation was quite remarkable ) Tj 165 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.1376 Tc 2.4918 Tw (they had left their day\222s work and come from ) Tj -176.25 -12.75 TD -0.1955 Tc -0.367 Tw (varying ) Tj 36.75 0 TD -0.0692 Tc 0.7567 Tw (distances and participated till the end ) Tj 173.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1279 Tc 1.3154 Tw (vocally raising pertinent issues of their ) Tj -219.75 -12 TD -0.2143 Tc 0.4018 Tw (schools ) Tj 36.75 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1864 Tc 1.8739 Tw (lack of boun) Tj 58.5 0 TD -0.108 Tc 1.6591 Tw (dary wall, drainage to be repaired before the rains, toilets etc., ) Tj -105.75 -12.75 TD -0.1706 Tc 0 Tw (shortage) Tj 37.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.5606 Tc 0 Tw (of) Tj 9 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2006 Tc 0 Tw (teachers) Tj 36 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2297 Tc 0.4172 Tw (or other problems with) Tj 99 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD 0 Tw (them) Tj 21.75 0 TD -0.0875 Tc 0.025 Tw (. These issues were systematically raised ) Tj -215.25 -12.75 TD -0.1258 Tc 1.7133 Tw (clusterwise and were noted down in order to be taken up with the District Magistrate ) Tj 0 -12.75 TD 0.0381 Tc 0.1494 Tw (\(DM\). The meet) Tj 73.5 0 TD -0.0995 Tc 0.287 Tw (ing was facilitated by a Lokmitra volunteer. It seems that the district and ) Tj -73.5 -12.75 TD -0.2098 Tc 0.3973 Tw (State level campaigns) Tj 95.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1268 Tc 0.3143 Tw (need to be strengthened.) Tj 108 0 TD 0 Tc 0.1875 Tw ( ) Tj 2.25 0 TD ( ) Tj -226.5 -21 TD /F0 12.75 Tf -0.1875 Tw ( ) Tj -18 -19.5 TD /F0 11.25 Tf -0.133 Tc 0.3205 Tw (Resource Support) Tj 84.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -66.75 -18 TD /F2 11.25 Tf -0.1616 Tc 0.2914 Tw (Resource support was given in the following areas of work during this visit: ) Tj 337.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -301.5 -18 TD -0.4688 Tc 0 Tw (1.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1156 Tc 3.3031 Tw (Two sessions on Maths \(Place Value ) Tj 3.2475 Tc 0 Tw (&) Tj 193.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 6 0 TD -0.129 Tc 2.7165 Tw (Fractions\) for LM Shiksha Karmi ) Tj -199.5 -12.75 TD -0.0623 Tc 0 Tw (training) Tj 34.5 0 TD 0 Tc 0.1875 Tw ( ) Tj ET endstream endobj 34 0 obj 9754 endobj 32 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F3 14 0 R /F6 22 0 R >> /ProcSet 2 0 R >> /Contents 33 0 R >> endobj 36 0 obj << /Length 37 0 R >> stream BT 144 711 TD 0 0 0 rg /F2 11.25 Tf -0.4688 Tc 0 Tw (2.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1291 Tc 0.3166 Tw (Discussion on Shikshak Manch and newsletter for teachers) Tj 259.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -277.5 -18.75 TD -0.4688 Tc 0 Tw (3.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1156 Tc 0.3031 Tw (Discussion on Newsletter for MLAs) Tj 159.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -177.75 -18.75 TD -0.4688 Tc 0 Tw (4.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1439 Tc 0.3314 Tw (Discussion on curriculum for Kishori Kendra) Tj 199.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -271.5 -18.75 TD ( ) Tj 0 -18 TD /F1 11.25 Tf 0.2813 Tc -0.0938 Tw (1. ) Tj 11.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 6.75 0 TD -0.0967 Tc 0.1342 Tw (Sessions on Maths with Shiksha Karmis:) Tj 186 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.375 Tc 0 Tw (28) Tj 10.5 5.25 TD /F1 6.75 Tf 0.5602 Tc (th) Tj 6 -5.25 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.201 Tc -0.3615 Tw (and 29) Tj 30.75 5.25 TD /F1 6.75 Tf 0.5602 Tc 0 Tw (th) Tj 6 -5.25 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 2.25 0 TD -0.0788 Tc -0.4837 Tw (June 2007) Tj 47.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -294.75 -18.75 TD /F2 11.25 Tf -0.1779 Tc 1.8654 Tw (On the 28) Tj 46.5 5.25 TD /F2 6.75 Tf 0.3742 Tc 0 Tw (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.0773 Tc 1.6576 Tw (I observed one class of the training. A paper on mathematics learning at the ) Tj -57 -12.75 TD -0.1096 Tc 1.003 Tw (primary school level had been read in the earlier session and was being discussed. It was a ) Tj 0 -12.75 TD -0.0976 Tc 2.5351 Tw (paper translated from the English and the translation was extremely bad. It was almost) Tj 414 0 TD 0 Tc 0.1875 Tw ( ) Tj -414 -12.75 TD -0.1801 Tc 1.0176 Tw (impossible to understand some of the sections. Enough homework had not been done on the ) Tj 0 -12.75 TD -0.0508 Tc 0.9883 Tw (piece before the session. There are very few pieces available in Hindi on Maths. ) Tj 373.5 0 TD -0.0359 Tc 0.9734 Tw (This is a ) Tj -373.5 -12.75 TD -0.2993 Tc 0.4868 Tw (major ) Tj 28.5 0 TD -0.1391 Tc 1.0766 Tw (problem in taking up discussions based on writings which are otherwise) Tj 324.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2028 Tc 0.6403 Tw (a very useful ) Tj -356.25 -12.75 TD -0.0994 Tc 1.1523 Tw (way of building understanding. This gap will have to be addressed at a ) Tj 329.25 0 TD -0.2906 Tc 0.4781 Tw (higher ) Tj 31.5 0 TD -0.1289 Tc 0.6914 Tw (level. There ) Tj -360.75 -12 TD -0.1729 Tc 1.0663 Tw (were questions like why do we do division from the left but other operations from the right, ) Tj 0 -12.75 TD -0.0943 Tc 1.0318 Tw (why do we write 0 below when we\222re multiplying with a two) Tj 280.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0779 Tc 0.7654 Tw (digit number etc. One of the ) Tj -284.25 -12.75 TD -0.094 Tc 1.0315 Tw (LM resource persons) Tj 96 0 TD 0.1875 Tc 0 Tw (,) Tj 2.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1172 Tc 1.0547 Tw (Alimuddin attempted to address the question but could not ) Tj 270 0 TD 0.0169 Tc 0.9206 Tw (answer it ) Tj -372 -12.75 TD -0.162 Tc 0 Tw (satisfactorily.) Tj 59.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1532 Tc 1.2271 Tw (It would have been good if this could have been related to) Tj 265.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD 0.255 Tc 0 Tw (a) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1315 Tc 0.694 Tw (concrete activity ) Tj -340.5 -12.75 TD -0.0469 Tc 0.2344 Tw (with kadi) Tj 40.5 0 TD 0.1237 Tc 0 Tw (s) Tj 4.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.165 Tc -0.3975 Tw (and ) Tj 18.75 0 TD -0.0621 Tc 0 Tw (bundle.) Tj 33 0 TD 0 Tc 0.1875 Tw ( ) Tj -99.75 -18.75 TD -0.0452 Tc 0.7327 Tw (Place Value and Fra) Tj 92.25 0 TD -0.1031 Tc 0.5406 Tw (ctions are two ) Tj 67.5 0 TD -0.375 Tc -0.1875 Tw (main ) Tj 24.75 0 TD -0.1044 Tc 0.2919 Tw (topics ) Tj 30 0 TD -0.249 Tc -0.3135 Tw (which ) Tj 30 0 TD -0.1237 Tc 1.0612 Tw (cause problems) Tj 69.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1173 Tc 0.8673 Tw (at the primary school ) Tj -318 -12.75 TD -0.1515 Tc 0.339 Tw (level. So I decided to take up one session on each. ) Tj 223.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -223.5 -18 TD -0.1443 Tc 1.5818 Tw (For the session on Place Value ) Tj 147.75 0 TD 0.375 Tc 0 Tw (\226) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1683 Tc 1.6058 Tw (I began with giving them a five minute test to do some ) Tj -157.5 -12.75 TD -0.0899 Tc 0.4649 Tw (addition, subtraction and multiplication ques) Tj 198.75 0 TD -0.0464 Tc 0.2339 Tw (tions and to estimate the closest answer to some ) Tj -198.75 -12.75 TD -0.1092 Tc 1.1003 Tw (multiplication and division questions. \(Questions in Appendix A\)The idea was to see if the ) Tj 0 -12.75 TD -0.1557 Tc 0.3432 Tw (pressure of time would get them back to thinking in more natural non) Tj 305.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.0816 Tc 0.2691 Tw (algorithmic ways. ) Tj 81.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -390.75 -18.75 TD -0.1366 Tc 0.5741 Tw (Many people, particularly th) Tj 126 0 TD -0.0442 Tc 0.2317 Tw (ose who solved the questions fast ) Tj 153 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0554 Tc 0.2429 Tw (did use non) Tj 51 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.0745 Tc 0.262 Tw (algorithmic oral ) Tj -342.75 -12.75 TD -0.1561 Tc 0.2754 Tw (ways and were also able to explain how they did it. ) Tj 228 0 TD 0 Tc 0.1875 Tw ( ) Tj -228 -18.75 TD -0.149 Tc 3.399 Tw (We then discussed the mistakes young children make in questions associated with the) Tj 0 Tc 0.1875 Tw ( ) Tj 0 -12 TD -0.1867 Tc 0.3742 Tw (operations ) Tj 48 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0861 Tc 0.2736 Tw (it was clear that most of these related t) Tj 171.75 0 TD -0.18 Tc 0.3675 Tw (o place value ) Tj 60.75 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1508 Tc 0.5258 Tw (carry over, borrowing, not ) Tj -298.5 -12.75 TD -0.1508 Tc 0.2806 Tw (writing a zero in division where the number is not divisible even once. ) Tj 312.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -312.75 -18.75 TD -0.1246 Tc 0.3121 Tw (Subsequently we ) Tj 78 0 TD -0.1105 Tc 0.298 Tw (discussed the place value and non) Tj 149.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.1458 Tc 0.3333 Tw (place value number systems) Tj 124.5 0 TD -0.1309 Tc 0.3184 Tw (, and built up ) Tj -355.5 -12.75 TD 0.1028 Tc 0.0847 Tw (a base) Tj 27.75 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0.125 Tc (two) Tj 16.5 0 TD 0.0038 Tc (-) Tj 3.75 0 TD -0.1031 Tc 0.2906 Tw (system and then a base) Tj 102 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.3731 Tc (four) Tj 18 0 TD 0.0038 Tc (-) Tj 3.75 0 TD -0.1737 Tc 0.3613 Tw (system. Th) Tj 48 0 TD -0.1146 Tc 0.3021 Tw (is was done by facilitating the participants ) Tj -227.25 -12.75 TD -0.1478 Tc 0.1853 Tw (to build the number system ) Tj 123 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1709 Tc 0.3584 Tw (giving them a few of the rules ) Tj 135 0 TD 0.1875 Tc 0 Tw (,) Tj 2.25 0 TD -0.2813 Tc 0.4688 Tw (like ) Tj 19.5 0 TD -0.4369 Tc 0.6244 Tw (if ) Tj 9 0 TD 0.0023 Tc 0.1852 Tw (there ) Tj 25.5 0 TD -0.2147 Tc -0.3478 Tw (were ) Tj 24 0 TD -0.1988 Tc 0.6363 Tw (only 2 symbols ) Tj -347.25 -12.75 TD -0.375 Tc -0.1875 Tw (0 ) Tj 8.25 0 TD -0.165 Tc -0.3975 Tw (and ) Tj 19.5 0 TD -0.375 Tc -0.1875 Tw (1 ) Tj 8.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0412 Tc 0.2287 Tw (how you) Tj 39 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.225 Tc 0 Tw (would) Tj 28.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.055 Tc 0.4568 Tw (write 2, 3, 4 and so on. Most participants got stuck when the next ) Tj -118.5 -12.75 TD -0.1027 Tc 0.2903 Tw (digit was to be added. By) Tj 113.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.092 Tc 0.217 Tw (the end of this exercise it was clear to them why children ) Tj 257.25 0 TD -0.0919 Tc 0.2794 Tw (made ) Tj 27 0 TD -0.0825 Tc 0.27 Tw (the ) Tj -400.5 -12.75 TD -0.1314 Tc 0.1314 Tw (kinds of mistakes they ) Tj 102 0 TD -0.2925 Tc -0.27 Tw (did ) Tj 16.5 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1403 Tc 0.2742 Tw (it was particularly at the juncture of a new digit and where 0 was ) Tj -127.5 -12 TD -0.1452 Tc 1.7827 Tw (a place holder. These were the places that the participants were also getting stuck. It too) Tj 408.75 0 TD -0.375 Tc -0.1875 Tw (k ) Tj -408.75 -12.75 TD -0.0681 Tc 0.8985 Tw (them some time to catch the concept ) Tj 171.75 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0803 Tc 1.0178 Tw (after that they wanted to do more of it and also do ) Tj -181.5 -12.75 TD -0.1353 Tc 0.5103 Tw (operations in a different base.) Tj 130.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -127.5 -18.75 TD -0.1277 Tc 1.0152 Tw (The importance of the pedagogy of allowing the children to solve problems and not telling ) Tj -3 -12.75 TD -0.1598 Tc 0.3473 Tw (them how to do it in the first place but f) Tj 175.5 0 TD -0.1427 Tc 0.3302 Tw (acilitating and supporting them was also discussed. ) Tj 227.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -399.75 -18.75 TD ( ) Tj 0 -18.75 TD /F1 11.25 Tf 0.375 Tc 0 Tw (29) Tj 11.25 5.25 TD /F1 6.75 Tf 0.5602 Tc (th) Tj 6 -5.25 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 2.25 0 TD -0.0788 Tc -0.4837 Tw (June 2007) Tj 47.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -66.75 -18 TD /F2 11.25 Tf -0.2498 Tc 0.4373 Tw (I took ) Tj 30 0 TD -0.1027 Tc 1.0402 Tw (a session on fractions. Began with discussing what) Tj 229.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0606 Tc 0.9981 Tw (they felt were) Tj 63 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.2155 Tc 0.778 Tw (the problems ) Tj 60.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD 0.0938 Tc 0 Tw (that) Tj 16.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -414 -12.75 TD -0.202 Tc -0.3605 Tw (children ) Tj 38.25 0 TD -0.165 Tc -0.3975 Tw (had ) Tj 19.5 0 TD -0.1214 Tc 0.3714 Tw (in understanding fractions at the primary level. The kinds of problems that ) Tj 333 0 TD -0.1219 Tc -0.4406 Tw (came ) Tj -390.75 -12.75 TD 0.375 Tc 0 Tw (u) Tj 5.25 0 TD -0.375 Tc -0.1875 Tw (p ) Tj 8.25 0 TD -0.0472 Tc -0.1403 Tw (were : ) Tj 30.75 0 TD -0.1634 Tc 0.2932 Tw (children often think of \275 as < \274 or when they add \274 ) Tj 234 0 TD -0.165 Tc -0.3975 Tw (and ) Tj 18.75 0 TD -0.1961 Tc 0.2764 Tw (\274 they make it 2/8 i.e they ) Tj ET endstream endobj 37 0 obj 10837 endobj 35 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R /F3 14 0 R >> /ProcSet 2 0 R >> /Contents 36 0 R >> endobj 39 0 obj << /Length 40 0 R >> stream BT 108 711 TD 0 0 0 rg /F2 11.25 Tf -0.0947 Tc 0.9251 Tw (just add the numerators and the denominators ) Tj 210.75 0 TD -0.165 Tc -0.3975 Tw (and ) Tj 19.5 0 TD -0.0827 Tc 0.9131 Tw (write the addends in the relevant places. ) Tj -230.25 -12.75 TD -0.0801 Tc 1.7676 Tw (They are often at a loss to solve something like 3 + or ) Tj 264 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1987 Tc 1.8862 Tw (\274 as they thin) Tj 66.75 0 TD -0.0087 Tc 0.9462 Tw (k these are two ) Tj -341.25 -12.75 TD -0.1441 Tc 0.3316 Tw (different things not related to each other. We then discussed the nature of these fractions ) Tj 392.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.3325 Tc -0.23 Tw (the ) Tj -401.25 -12.75 TD 0.002 Tc -0.002 Tw (fact that even a ) Tj 71.25 0 TD -0.2484 Tc 0.4359 Tw (five ) Tj 19.5 0 TD -0.1325 Tc 0.3616 Tw (or six year old knows that half is more than a quarter \( a child of this age ) Tj -90.75 -12 TD -0.1234 Tc 0.3109 Tw (will never take a quarter instead of a half) Tj 182.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1531 Tc 0.5656 Tw (thinking it is more\) but when written in the fraction ) Tj -185.25 -12.75 TD -0.1329 Tc 2.4954 Tw (form it becomes confusing. One of the reasons could be that) Tj 287.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.153 Tc 1.9905 Tw (the concrete form and the ) Tj -292.5 -12.75 TD -0.1067 Tc 0.2942 Tw (number form are not effectively related to each other) Tj 234.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -1.0013 Tc 0 Tw (in) Tj 7.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1009 Tc 0.2884 Tw (the language) Tj 57 0 TD -0.1141 Tc 0.1766 Tw (. In the classroom we go ) Tj -305.25 -12.75 TD -0.0763 Tc 0.2638 Tw (straight away to \275 an) Tj 95.25 0 TD -0.1791 Tc 0.3666 Tw (d 1/3 etc. ) Tj 42.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -135 -18.75 TD -0.091 Tc 0.2785 Tw (We then discussed what ) Tj 110.25 0 TD -0.0272 Tc 0.2147 Tw (were ) Tj 24.75 0 TD -0.0841 Tc 0.355 Tw (the usual fractions used in the area and what they) Tj 219.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2147 Tc 0 Tw (were) Tj 21.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1682 Tc 0.3557 Tw (called. ) Tj -385.5 -12.75 TD -0.0884 Tc 0.3228 Tw (They came up with Aadha \(half\), Paav which is also called khaanda \(quarter\), dedh \(one and ) Tj 0 -12.75 TD -0.1492 Tc 0.9796 Tw (a half\), Paun \(three fourths\), Sava \(one ) Tj 179.25 0 TD -0.0523 Tc 0.6148 Tw (and a quarter\) and a) Tj 90 0 TD -0.0529 Tc 0.9904 Tw (adha paav \() Tj 51.75 0 TD -0.1815 Tc 0.744 Tw (a half of a quarter or ) Tj -321 -12.75 TD -0.0982 Tc 0.2857 Tw (an eighth\). After further eliciting responses they came up with tihayi \(third\), Chhathhaiyan \(a ) Tj 0 -12 TD -0.1272 Tc 1.0178 Tw (sixth\), and Baraukha \(a twelveth\). A good nine fractions for daily use! These could well be ) Tj 0 -12.75 TD -0.1285 Tc 0.316 Tw (used for various activities and pu) Tj 146.25 0 TD -0.0637 Tc 0.2512 Tw (rposes to clarify the concept) Tj 126 0 TD 0.1237 Tc 0 Tw (s) Tj 4.5 0 TD -0.0907 Tc 0.2782 Tw (. I deliberately avoided writing ) Tj -276.75 -12.75 TD -0.1502 Tc 0.3377 Tw (them in number form. ) Tj 99 0 TD 0 Tc 0.1875 Tw ( ) Tj -96 -18.75 TD -0.0337 Tc 1.5806 Tw (I chose a few fractions and asked them to order them. After some discussions on these ) Tj -3 -12.75 TD -0.0629 Tc 1.804 Tw (fractions, we worked with three different kinds of materials to get a concrete idea o) Tj 392.25 0 TD -0.0609 Tc 0.9984 Tw (f the ) Tj -392.25 -12.75 TD -0.1574 Tc 0.3449 Tw (concepts related to fractions ) Tj 126 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1195 Tc 0.1706 Tw (viz. sets of sticks, pieces of paper and a measure tape. ) Tj 239.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -374.25 -18.75 TD 0.0675 Tc 0.12 Tw (We ) Tj 18.75 0 TD -0.1374 Tc 0.2367 Tw (first worked with sets of sticks. I asked them to take different fractions \(half, one fourth, a ) Tj -18.75 -12 TD -0.1267 Tc 1.6535 Tw (third etc.\) from a set of 3, 4 and 12 sticks and to observe w) Tj 279 0 TD -0.2133 Tc 1.5794 Tw (hen it was possible to take in ) Tj -279 -12.75 TD -0.1493 Tc 1.0868 Tw (wholes without breaking any stick. On hind sight we should perhaps have kept the sticks) Tj 402 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.5606 Tc -0.0019 Tw (of ) Tj -405.75 -12.75 TD -0.1691 Tc -0.0184 Tw (the same size) Tj 58.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.2025 Tc 0.39 Tw (in each set. We als) Tj 82.5 0 TD 0.375 Tc 0 Tw (o) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1483 Tc 0.1858 Tw (constantly talked of which fraction ) Tj 156 0 TD 0.1688 Tc 0.0187 Tw (was ) Tj 21 0 TD -0.1235 Tc 0.311 Tw (bigger and how we) Tj 84 0 TD 0 Tc 0.1875 Tw ( ) Tj -414 -12.75 TD -0.1995 Tc 0 Tw (could) Tj 24 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.038 Tc 0.2255 Tw (see that. ) Tj 39 0 TD 0 Tc 0.1875 Tw ( ) Tj -63 -18.75 TD -0.0986 Tc 0.0986 Tw (We did some exercises wi) Tj 114.75 0 TD -0.125 Tc 0.3125 Tw (th bits of a ) Tj 50.25 0 TD -0.06 Tc 0.2475 Tw (page ) Tj 23.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.4375 Tc 0 Tw (divide) Tj 26.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.8775 Tc 0 Tw (it) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.2513 Tc -0.3112 Tw (in ) Tj 11.25 0 TD -0.0406 Tc 0.2281 Tw (halves ) Tj 31.5 0 TD 0.375 Tc 0 Tw (\226) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2113 Tc 0.2738 Tw (how many halves make up a ) Tj -289.5 -12.75 TD -0.1626 Tc 0.3501 Tw (whole? Divide into fourths ) Tj 120.75 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1592 Tc 0.43 Tw (how many fourths in a whole and so on. Then) Tj 202.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD 0.1913 Tc 0 Tw (we) Tj 13.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.226 Tc 0.1635 Tw (worked on the ) Tj -351.75 -12.75 TD -0.2508 Tc 1.9383 Tw (small 1/4) Tj 41.25 5.25 TD /F2 6.75 Tf 0.3742 Tc 0 Tw (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0229 Tc 0.8451 Tw (piece as a whole and asked them to mark out 1/3, \274 1/6 ) Tj 264 0 TD 0.085 Tc 0.1025 Tw (and ) Tj 20.25 0 TD -0.0917 Tc 1.5292 Tw (1/12 of it. Also) Tj 70.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD 0.0038 Tc 0 Tw (I) Tj 4.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -414 -12 TD -0.0884 Tc 1.7759 Tw (asked th) Tj 38.25 0 TD -0.2021 Tc 1.8896 Tw (em what fraction of the bigger whole would be 1/6) Tj 235.5 5.25 TD /F2 6.75 Tf 0.3742 Tc 0 Tw (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.2706 Tc 1.9581 Tw (or 1/12) Tj 32.25 5.25 TD /F2 6.75 Tf 0.3742 Tc 0 Tw (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.187 Tc 1.8745 Tw (of the 1/4) Tj 45 5.25 TD /F2 6.75 Tf 0.3742 Tc 0 Tw (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.2314 Tc 0.4189 Tw (smaller ) Tj -382.5 -12.75 TD -0.1119 Tc 0.1923 Tw (piece. Many participants were able to answer ) Tj 202.5 0 TD -0.5025 Tc 0.69 Tw (it ) Tj 8.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.3516 Tc 0.5391 Tw (viz. 1/12) Tj 36.75 5.25 TD /F2 6.75 Tf 0.3742 Tc 0 Tw (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1797 Tc 0.3672 Tw (of this would be actually 1/48) Tj 130.5 5.25 TD /F2 6.75 Tf 0.3742 Tc 0 Tw (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1856 Tc 0.3731 Tw (of ) Tj -405 -12.75 TD -0.136 Tc 0.3235 Tw (the larger whole. ) Tj 77.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -74.25 -18.75 TD -0.0813 Tc 1.0188 Tw (Then we worked with a measure tape. Each group was given) Tj 278.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.038 Tc 0.6005 Tw (a measure tape and asked to ) Tj -285 -12.75 TD -0.2374 Tc 1.9249 Tw (mark out 1/4) Tj 58.5 5.25 TD /F2 6.75 Tf 0.3742 Tc 0 Tw (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.2803 Tc 1.9678 Tw (of 30) Tj 24.75 0 TD -0.1656 Tc 0.3531 Tw (inches ) Tj 32.25 0 TD -0.1662 Tc 1.7287 Tw (or 15 inches or 12 inches. Then they tried other fractions with ) Tj -126 -12.75 TD -0.1485 Tc 0.9977 Tw (other lengths. At the end of these exercises the relationship of each of the fractions with the ) Tj 0 -12.75 TD -0.1628 Tc 0.5003 Tw (notation in numbers was introduced. ) Tj 163.5 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1913 Tc 0 Tw (Fi) Tj 8.25 0 TD -0.1357 Tc 0.2482 Tw (rst only halves and fourths, then thirds, 3/4ths and so ) Tj -180.75 -12.75 TD -0.1709 Tc 0.3584 Tw (on. As the known and used fraction) Tj 156 0 TD -0.1685 Tc 0.1685 Tw (s also included dedh ) Tj 92.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2496 Tc 0 Tw (1and1/2) Tj 35.25 0 TD -0.5625 Tc (, ) Tj 5.25 0 TD -0.1417 Tc 0.3292 Tw (and sava 1and1/4) Tj 76.5 5.25 TD /F2 6.75 Tf 0.3742 Tc 0 Tw (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.3019 Tc 0.2394 Tw (, it was ) Tj -383.25 -12 TD -0.1201 Tc 0.2394 Tw (suggested that these mixed fractions also be introduced at appropriate opportunities. ) Tj 372.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -369.75 -18.75 TD -0.0655 Tc 0.0655 Tw (At the end of these) Tj 84 0 TD 0 Tc 0.1875 Tw ( ) Tj 2.25 0 TD -0.1271 Tc 0.3146 Tw (exercises the main points that emerged were:) Tj 198 0 TD 0 Tc 0.1875 Tw ( ) Tj -260.25 -18.75 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 14.25 0 TD /F2 11.25 Tf 0.0028 Tc -0.5653 Tw (Each ) Tj 25.5 0 TD -0.2906 Tc -0.2719 Tw (region ) Tj 30 0 TD -0.1011 Tc 0.2886 Tw (has its known and used fractions ) Tj 147.75 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1032 Tc 0.0407 Tw (these are usually known to children ) Tj -212.25 -12.75 TD -0.1237 Tc 0.3112 Tw (of the ) Tj 28.5 0 TD -0.2906 Tc -0.2719 Tw (region ) Tj 30 0 TD -0.1347 Tc 0.3222 Tw (and should be the starting point of the introduction to fractions. ) Tj 282 0 TD 0 Tc 0.1875 Tw ( ) Tj -358.5 -18.75 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 14.25 0 TD /F2 11.25 Tf -0.0698 Tc 0.4448 Tw (There should be no hurry to formalise the pre) Tj 204.75 0 TD -0.0636 Tc 0.2511 Tw (sentation and operations on fractions ) Tj -204.75 -12.75 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0816 Tc 1.0691 Tw (introduction of halves and fourths can begin as early as class 1 and the formal ) Tj -9.75 -12.75 TD -0.1428 Tc 0.9439 Tw (representation of frequently used fractions can happen in class 3 and ) Tj 312.75 0 TD -0.375 Tc -0.1875 Tw (4 ) Tj 9 0 TD -0.1667 Tc 0.7292 Tw (along with ) Tj -321.75 -12 TD -0.0929 Tc 1.5929 Tw (discussing their size with respect to each other. ) Tj 224.25 0 TD 0.1688 Tc 0 Tw (Ten) Tj 17.25 0 TD -0.2925 Tc 0.855 Tw (ths should ) Tj 49.5 0 TD -0.0822 Tc 2.5197 Tw (be introduced) Tj 62.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD (by ) Tj -357.75 -12.75 TD -0.0825 Tc -0.105 Tw (class 4 ) Tj 33 0 TD -0.1884 Tc 0.3759 Tw (as these form the basis of the decimal system.) Tj 201 0 TD 0 Tc 0.1875 Tw ( ) Tj -252 -18.75 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 14.25 0 TD /F2 11.25 Tf -0.3131 Tc 1.2506 Tw (A lot) Tj 22.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1496 Tc 1.0871 Tw (of work needs to be done on addition and subtraction of known fractions) Tj 330 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.2513 Tc 0.4388 Tw (in ) Tj -360.75 -12.75 TD -0.0724 Tc 2.5099 Tw (terms of concrete objects) Tj 118.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.1014 Tc 2.2577 Tw (before these operations are introduced in the formal ) Tj -123.75 -12.75 TD -0.155 Tc 0 Tw (sense.) Tj 27 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD ( ) Tj 3 0 TD -0.2194 Tc 0.4069 Tw (Some ) Tj 27.75 0 TD -0.1364 Tc 0.5966 Tw (of the debates regarding introduction of operations on fractions in the ) Tj ET endstream endobj 40 0 obj 12214 endobj 38 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F2 10 0 R /F3 14 0 R >> /ProcSet 2 0 R >> /Contents 39 0 R >> endobj 43 0 obj << /Length 44 0 R >> stream BT 153 711 TD 0 0 0 rg /F2 11.25 Tf -0.1532 Tc 0.3407 Tw (primary school) Tj 65.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1699 Tc 0.3574 Tw (were touched upon with) Tj 105.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1293 Tc 0.3168 Tw (the participants in the session) Tj 129.75 0 TD 0.1875 Tc 0 Tw (. ) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj -330.75 -18.75 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 14.25 0 TD /F2 11.25 Tf -0.1178 Tc 2.3053 Tw (Various different contexts for the development ) Tj 224.25 0 TD 0.085 Tc 0.1025 Tw (and ) Tj 21.75 0 TD -0.0498 Tc 2.0373 Tw (use of concepts related to ) Tj -246 -12.75 TD -0.1014 Tc 2.7889 Tw (fractions need to be taken into ac) Tj 162 0 TD -0.0702 Tc 2.1863 Tw (count as this would help generalization and ) Tj -162 -12.75 TD -0.0882 Tc 1.0257 Tw (abstraction of the ideas ) Tj 109.5 0 TD -0.1275 Tc 0.315 Tw (; ) Tj 6.75 0 TD -0.105 Tc 0.7925 Tw (here 3 different ) Tj 73.5 0 TD -0.0933 Tc 0.2808 Tw (contexts ) Tj 40.5 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0792 Tc 0.7667 Tw (sets of objects, a whole area ) Tj -240 -12 TD -0.2633 Tc 1.2008 Tw (and length) Tj 45.75 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD ( ) Tj 3 0 TD -0.0729 Tc 0.3354 Tw (had been used. Measurement \(of length, area, mass, capacity, money\) ) Tj -57.75 -12.75 TD -0.1061 Tc 1.1373 Tw (which is a separate topic in primary schools, ) Tj 207.75 0 TD -0.0838 Tc 1.0213 Tw (can be well utilized for introducing ) Tj -207.75 -12.75 TD -0.0825 Tc 3.4575 Tw (and developing ideas of fractions to the better development of both sets of) Tj 0 Tc 0.1875 Tw ( ) Tj 0 -12.75 TD -0.0196 Tc 0.2071 Tw (concepts. ) Tj 44.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -89.25 -18.75 TD -0.0971 Tc 0.2846 Tw (The participants were ) Tj 99 0 TD -0.1995 Tc 0 Tw (given) Tj 23.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1324 Tc 0.1532 Tw (a few questions at the end of the day ) Tj 164.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2331 Tc 0.4206 Tw (\(Appendix A\).) Tj 63 0 TD 0 Tc 0.1875 Tw ( ) Tj -355.5 -18.75 TD -0.1575 Tc 0.345 Tw (Most ) Tj 28.5 0 TD -0.147 Tc 3.3345 Tw (of the teachers did) Tj 90.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 6 0 TD 0 Tw (them) Tj 21.75 0 TD 0.1875 Tw ( ) Tj 6 0 TD -0.1189 Tc 4.0564 Tw (algorithmically using) Tj 97.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 6 0 TD -0.0694 Tc 2.6569 Tw (the LCM method, equalizing the ) Tj -256.5 -12.75 TD -0.1918 Tc 0.3793 Tw (denominator. Some of them attempted to explain) Tj 214.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD 0 Tw (them) Tj 21.75 0 TD 0.1875 Tw ( ) Tj 3 0 TD -0.0424 Tc 0.2299 Tw (through pictures.) Tj 75 0 TD 0 Tc 0.1875 Tw ( ) Tj -317.25 -18.75 TD -0.1174 Tc 1.6799 Tw (The two sessions were quite invigorating. All the participants were quite ) Tj 345 0 TD -0.3878 Tc 2.8252 Tw (involved in) Tj 50.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD 0.1675 Tc 0.02 Tw (the ) Tj -399.75 -12 TD -0.1283 Tc 0.3158 Tw (tasks and questions.) Tj 87.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -87.75 -18.75 TD ( ) Tj 3 0 TD /F1 11.25 Tf -0.1073 Tc 0.2948 Tw (Discussion on Teachers\222 ) Tj 114.75 0 TD -0.0525 Tc 0.24 Tw (Forum ) Tj 34.5 0 TD -0.0135 Tc 0.201 Tw (and newslet) Tj 54 0 TD -0.1325 Tc 0.32 Tw (ter for teachers:) Tj 72 0 TD 0 Tc 0.1875 Tw ( ) Tj -278.25 -18.75 TD /F2 11.25 Tf -0.0812 Tc 0.2687 Tw (The ) Tj 21.75 0 TD -0.1497 Tc 0.7122 Tw (teachers\222 forum ) Tj 75 0 TD -0.3312 Tc 0 Tw (was) Tj 17.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1792 Tc -0.3833 Tw (activated ) Tj 43.5 0 TD -0.6263 Tc 0.0638 Tw (in ) Tj 12 0 TD -0.0808 Tc 1.3933 Tw (February this year. There ) Tj 121.5 0 TD -0.2475 Tc 0.435 Tw (have ) Tj 24.75 0 TD -0.217 Tc 1.5295 Tw (been a few meetings ) Tj -320.25 -12.75 TD -0.3131 Tc 0 Tw (with) Tj 18.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0825 Tc 0 Tw (the) Tj 14.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.2016 Tc 1.1391 Tw (involvement of ) Tj 71.25 0 TD -0.0487 Tc 0.9112 Tw (about 80 to 90 teachers. A small core group that ) Tj 226.5 0 TD 0.0255 Tc 0.662 Tw (will work as ) Tj 61.5 0 TD -0.0825 Tc 0.27 Tw (the ) Tj -400.5 -12.75 TD -0.0765 Tc 1.8473 Tw (editorial team for the newsletter is also getting formed. Th) Tj 274.5 0 TD -0.0532 Tc 1.7407 Tw (e members of this core group) Tj 139.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -414 -12.75 TD -0.1512 Tc 0 Tw (generally) Tj 40.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0952 Tc 1.0952 Tw (are dynamic teachers who have been active in different fields including students\222 ) Tj -44.25 -12.75 TD -0.1401 Tc 0.3276 Tw (and teachers\222 unions. ) Tj 96 0 TD 0 Tc 0.1875 Tw ( ) Tj -96 -18 TD -0.1866 Tc 1.1241 Tw (While the ) Tj 48.75 0 TD -0.125 Tc -0.4375 Tw (aim ) Tj 21.75 0 TD -0.2967 Tc 1.9842 Tw (is to make) Tj 48 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.8775 Tc 0 Tw (it) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1732 Tc 1.8607 Tw (a \221non) Tj 29.25 0 TD 0.0038 Tc 0 Tw (-) Tj 4.5 0 TD -0.1118 Tc 2.0493 Tw (political\222 professional body, it seems difficult \() Tj 216.75 0 TD -0.1256 Tc 0 Tw (almost) Tj 30 0 TD 0 Tc 0.1875 Tw ( ) Tj -414 -12.75 TD -0.1328 Tc 1.8203 Tw (impossible\) to do so) Tj 93 0 TD -0.1378 Tc 1.6378 Tw (. This is particularly difficult as not much pedagogical change can be ) Tj -93 -12.75 TD -0.1847 Tc 2.0222 Tw (brought about with the kind ) Tj 135.75 0 TD 0.585 Tc 1.8525 Tw (of T) Tj 21 0 TD -0.0169 Tc -0.5456 Tw (eacher ) Tj 33.75 0 TD -0.255 Tc 0 Tw (P) Tj 6.75 0 TD -0.4388 Tc -0.1237 Tw (upil ) Tj 21 0 TD -0.0038 Tc 0 Tw (R) Tj 7.5 0 TD -0.0938 Tc (atio) Tj 16.5 0 TD 0.1237 Tc (s) Tj 4.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.0938 Tc 0.2813 Tw (that ) Tj 21.75 0 TD -0.0787 Tc -0.4838 Tw (are ) Tj 18.75 0 TD -0.1804 Tc 1.4929 Tw (there. This ) Tj 54 0 TD -0.4388 Tc -0.1237 Tw (will ) Tj 21 0 TD -0.0514 Tc 0.2389 Tw (require ) Tj 36.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD 0.255 Tc 0 Tw (a) Tj 4.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -414 -12.75 TD -0.165 Tc 1.8525 Tw (demand for ) Tj 59.25 0 TD -0.1158 Tc 3.3033 Tw (new teachers and formulation of a transfer policy so that existing teacher) Tj 354.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -414 -12.75 TD -0.0971 Tc 0.2846 Tw (strengths ) Tj 42.75 0 TD 0.1713 Tc 0 Tw (are) Tj 14.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1134 Tc 0 Tw (rationalized) Tj 51.75 0 TD -0.086 Tc 0.3807 Tw (, both of which are political actions) Tj 162 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0575 Tc 0.245 Tw (though they serve) Tj 80.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0825 Tc 0.27 Tw (professional ) Tj -360 -12.75 TD -0.1732 Tc 0 Tw (needs) Tj 25.5 0 TD 0.1875 Tc (. ) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -30.75 -18.75 TD -0.1685 Tc 0.356 Tw (As Lokmitra is already working on this issue with parents\222 forums, other NGOs and now with ) Tj 0 -12 TD -0.1345 Tc 1.072 Tw (MLAs, it ) Tj 45 0 TD -0.0638 Tc 0.2513 Tw (will ) Tj 21 0 TD -0.0957 Tc 1.1165 Tw (be good if teachers themselves join this struggle for mor) Tj 258.75 0 TD 0.1 Tc 0.4625 Tw (e teachers ) Tj 50.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.3769 Tc 1.5644 Tw (it is in ) Tj -384.75 -12.75 TD -0.1587 Tc 0.5962 Tw (their long term interests) Tj 105 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0309 Tc 0 Tw (also) Tj 17.25 0 TD -0.124 Tc 0.3115 Tw (. But this would perhaps require very different strategies. ) Tj 254.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -379.5 -18.75 TD -0.2081 Tc -0.3544 Tw (Though ) Tj 36.75 0 TD -0.0264 Tc 0.2139 Tw (the core group of teachers ) Tj 120 0 TD -0.7519 Tc 0 Tw (is) Tj 6.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0961 Tc 0.3908 Tw (made up of teachers with varying interests ) Tj 192 0 TD -0.5625 Tc 0 Tw (, ) Tj 5.25 0 TD -0.1556 Tc -0.4069 Tw (they ) Tj 21.75 0 TD 0 Tc 0.1875 Tw (do ) Tj 14.25 0 TD -0.0425 Tc 0.98 Tw (not ) Tj -399.75 -12.75 TD -0.156 Tc 0.3435 Tw (seem to be taking much initiative ) Tj 149.25 0 TD -0.165 Tc -0.3975 Tw (and ) Tj 18.75 0 TD -0.1245 Tc 1.062 Tw (ownership i) Tj 51 0 TD -0.1326 Tc 0.3201 Tw (n this venture. The work of the newsletter is ) Tj -219 -12.75 TD -0.0998 Tc 1.928 Tw (mostly being done by Lokmitra resource persons. It might be a good idea to have some ) Tj 0 -12.75 TD -0.096 Tc 1.7835 Tw (reflection on the Teachers) Tj 120 0 TD 0.0038 Tc 0 Tw (\222) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.23 Tc 0.4175 Tw (Forums ) Tj 37.5 0 TD -0.2075 Tc 1.445 Tw (idea with a view to ) Tj 93.75 0 TD -0.1016 Tc 1.7891 Tw (reassess its) Tj 50.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1712 Tc 1.2962 Tw (strategic goals. At the ) Tj -314.25 -12.75 TD -0.1252 Tc 1.5627 Tw (moment it seems ) Tj 83.25 0 TD -0.0528 Tc 0.9903 Tw (a sound strategy ) Tj 80.25 0 TD -0.1032 Tc 1.8979 Tw (to bring the teacher community on board for) Tj 209.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.1237 Tc 0.3112 Tw (drawing ) Tj -378 -12.75 TD -0.0798 Tc 0.2673 Tw (attention to) Tj 49.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.3325 Tc 0 Tw (the) Tj 13.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.3 Tc 0 Tw (issue) Tj 21.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD ( ) Tj 3 0 TD -0.1856 Tc 0.3731 Tw (of ) Tj 12 0 TD 0.0745 Tc 0 Tw (teacher) Tj 32.25 0 TD -0.1338 Tc 0.4713 Tw (s\222 shortage and getting it redressed.) Tj 157.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2117 Tc 0.0242 Tw (Discussions on ) Tj 69 0 TD -0.1237 Tc 0.3112 Tw (pedagogy ) Tj -371.25 -12 TD -0.1678 Tc 1.1842 Tw (may form a part of the strategy for doing it is a question that needs some reflection. I don\222t ) Tj 0 -12.75 TD -0.276 Tc -0.2865 Tw (think ) Tj 25.5 0 TD 0.0938 Tc 0 Tw (that) Tj 16.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD 0.1894 Tc 0 Tw (fo) Tj 9 0 TD -0.1253 Tc -0.4373 Tw (rming ) Tj 29.25 0 TD -0.0024 Tc 0.1899 Tw (sanchalan samiti etc.) Tj 93.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2492 Tc 0.6867 Tw (is of much value) Tj 73.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0868 Tc 0.2743 Tw (until the goals) Tj 63.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD 0.1713 Tc 0.0162 Tw (are ) Tj 17.25 0 TD -0.0845 Tc 0.0845 Tw (made clear so as ) Tj -340.5 -12.75 TD -0.181 Tc 0.3685 Tw (to determine) Tj 55.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0924 Tc 0.1299 Tw (the kind of teachers who ) Tj 112.5 0 TD -0.2075 Tc -0.355 Tw (may ) Tj 21.75 0 TD -0.1669 Tc 0.3544 Tw (lead this initiative) Tj 78.75 0 TD 0.1875 Tc 0 Tw (.) Tj 3 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1198 Tc 0.1573 Tw (Some discussion took place on ) Tj -277.5 -12.75 TD -0.0568 Tc 1.1674 Tw (what could go into the first newsletter for which some excerpts from different b) Tj 367.5 0 TD 0.0488 Tc 0.8887 Tw (ooks were) Tj 46.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -414 -12.75 TD -0.0133 Tc 0 Tw (suggested) Tj 43.5 0 TD 0.1875 Tc (.) Tj 3 0 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 8.25 0 TD ( ) Tj -36.75 -19.5 TD /F7 11.25 Tf 0.075 Tc 0 Tw (\267) Tj 5.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 12.75 0 TD /F1 11.25 Tf -0.1254 Tc 0.3129 Tw (Discussion on Newsletter for MLAs:) Tj 165 0 TD 0 Tc 0.1875 Tw ( ) Tj -183 -18.75 TD /F2 11.25 Tf -0.3312 Tc 0 Tw (The) Tj 17.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1242 Tc 1.0617 Tw (purpose behind the) Tj 86.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.0766 Tc 0.8891 Tw (idea of a newsletter for MLAs ) Tj 142.5 0 TD -0.1266 Tc 0.3141 Tw (is to ) Tj 24 0 TD -0.1069 Tc 1.0444 Tw (informthem of the current ) Tj -278.25 -12.75 TD -0.1044 Tc 0.2919 Tw (issues ) Tj 29.25 0 TD -0.2513 Tc 0 Tw (in) Tj 8.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0937 Tc 0.2812 Tw (education as well as updates on various ) Tj 178.5 0 TD -0.1716 Tc 0 Tw (problems) Tj 41.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0484 Tc 0 Tw (concerning) Tj 48.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0848 Tc 0.2723 Tw (primary education ) Tj -315 -12 TD -0.0967 Tc 1.7843 Tw (in the district. This wa) Tj 105.75 0 TD 0.1237 Tc 0.0638 Tw (s ) Tj 9 0 TD -0.138 Tc 1.8255 Tw (tied in with) Tj 52.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1146 Tc 1.5209 Tw (the recent efforts of making school education an ) Tj -171.75 -12.75 TD -0.1498 Tc 1.0873 Tw (election issue. It was suggested that ) Tj 165 0 TD -0.1472 Tc 0.7847 Tw (the needs and possible solutions ) Tj 147 0 TD -0.1596 Tc 0.7221 Tw (could be ) Tj 42 0 TD -0.1233 Tc -1.1892 Tw (presented ) Tj -354 -12.75 TD -0.181 Tc 0.3685 Tw (in the form of ) Tj 63.75 0 TD -0.101 Tc 0.1635 Tw (a newsletter for all elected representatives ) Tj 188.25 0 TD -0.3131 Tc -0.2494 Tw (with ) Tj 21.75 0 TD -0.1383 Tc 0.1383 Tw (sections on what they ) Tj 98.25 0 TD -0.1995 Tc 0.387 Tw (could ) Tj ET endstream endobj 44 0 obj 13093 endobj 41 0 obj << /Type /Page /Parent 42 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R /F3 14 0 R /F7 26 0 R >> /ProcSet 2 0 R >> /Contents 43 0 R >> endobj 46 0 obj << /Length 47 0 R >> stream BT 126 711 TD 0 0 0 rg /F2 11.25 Tf -0.2496 Tc 0.4371 Tw (do to add) Tj 40.5 0 TD -0.0664 Tc 0.2539 Tw (ress the issues. ) Tj 68.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -108.75 -19.5 TD /F7 11.25 Tf 0.075 Tc 0 Tw (\267) Tj 5.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 12.75 0 TD /F1 11.25 Tf -0.1385 Tc 0.201 Tw (Discussion on curriculum for the Kishori Kendra) Tj 224.25 0 TD -0.2184 Tc 0.4059 Tw (s for) Tj 20.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0746 Tc 0.2621 Tw (adolescent ) Tj 50.25 0 TD -0.1881 Tc 0 Tw (girls:) Tj 23.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -339 -18.75 TD /F2 11.25 Tf -0.0615 Tc 2.499 Tw (The objectives of the Adolescent Girls program) Tj 225.75 0 TD -0.4987 Tc 0 Tw (me) Tj 13.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.0259 Tc 2.0884 Tw (need to be reviewed. While the ) Tj -244.5 -12.75 TD -0.1039 Tc 1.7914 Tw (participation of the girls in the Kendra and) Tj 199.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -1.0013 Tc 0 Tw (in) Tj 7.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.124 Tc 1.6865 Tw (the camps organized by Lokmitra does ) Tj -216 -12.75 TD -0.375 Tc 0 Tw (bo) Tj 10.5 0 TD -0.1009 Tc 2.5384 Tw (ost their confidence,) Tj 93.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.0185 Tc 2.456 Tw (the fact is that) Tj 69.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.1581 Tc 2.1268 Tw (very few girls are attending the kendras. The ) Tj -184.5 -12 TD -0.0768 Tc 0.3476 Tw (primary school going girls and the older ones of 15) Tj 228.75 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.0872 Tc 0.3819 Tw (18 years are learning together in one ) Tj -232.5 -12.75 TD -0.0993 Tc 1.2511 Tw (group. One of the objectives has been to) Tj 186 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD 0.1675 Tc 0 Tw (get) Tj 13.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1463 Tc 1.4588 Tw (the girls into) Tj 58.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.3325 Tc 0 Tw (the) Tj 13.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.0742 Tc -0.4883 Tw (mainstream ) Tj 55.5 0 TD -0.0819 Tc 0 Tw (govern) Tj 30 0 TD 0 Tc 0.9375 Tw (ment ) Tj -373.5 -12.75 TD -0.3214 Tc 0 Tw (schools) Tj 32.25 0 TD -0.0797 Tc 0.2672 Tw (. But ) Tj 24.75 0 TD -0.106 Tc 0.3376 Tw (given that the course content of the kendras is only up to class 5 and the age ) Tj -57 -12.75 TD -0.1658 Tc 0.9158 Tw (of the adolescents is ) Tj 94.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.3042 Tc 0.8667 Tw (well above ) Tj 51 0 TD 0.0938 Tc 0 Tw (that) Tj 16.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD 0.276 Tc 0 Tw (level) Tj 21 0 TD -0.1719 Tc 1.1094 Tw (, their mainstreaming will tend to have) Tj 174.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.3495 Tc 0.912 Tw (a high ) Tj -369 -12.75 TD -0.2803 Tc 0 Tw (drop) Tj 19.5 0 TD -0.0425 Tc (out) Tj 14.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0909 Tc 0 Tw (rate) Tj 17.25 0 TD -0.123 Tc 1.1287 Tw (. Also formal schooling may not be the best way of fulfi) Tj 257.25 0 TD -0.1317 Tc 1.0692 Tw (lling their learning ) Tj -312 -12.75 TD 0.0119 Tc 0 Tw (needs.) Tj 27.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -27.75 -18.75 TD -0.1569 Tc 1.0062 Tw (It was suggested that the NIOS be looked at as a way of getting these young girls ) Tj 372.75 0 TD -0.1247 Tc 0.3122 Tw (some ) Tj -372.75 -12 TD -0.0984 Tc 0.4734 Tw (kind of certificate for ) Tj 98.25 0 TD -0.1099 Tc 0.3599 Tw (their learning and the curriculum for the NIOS exam form one part ) Tj -98.25 -12.75 TD -0.108 Tc 2.5455 Tw (of the Kishori Kendra curriculum. Apart from this a) Tj 246 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.1601 Tc 0.7226 Tw (broader curriculum ) Tj 90.75 0 TD -0.1654 Tc 1.6029 Tw (needs to be ) Tj -342 -12.75 TD -0.1375 Tc 0 Tw (developed) Tj 44.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 7.5 0 TD 0.4987 Tc 0 Tw (to) Tj 9 0 TD 0 Tc 0.1875 Tw ( ) Tj 8.25 0 TD -0.1468 Tc 5.1557 Tw (incorporate issues related to health, personality development, child) Tj 0 Tc 0.1875 Tw ( ) Tj -69 -12.75 TD -0.1336 Tc 4.1336 Tw (psychology and learning \(they could even be given a short training for Balwadi) Tj 0 Tc 0.1875 Tw ( ) Tj 0 -12.75 TD -0.1529 Tc 4.3404 Tw (sahayikas\), legal issues etc.) Tj 132.75 0 TD 0.0213 Tc 3.9163 Tw (. It) Tj 16.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 6.75 0 TD -0.2309 Tc 0.4184 Tw (depends ) Tj 42 0 TD -0.166 Tc 4.1035 Tw (on how the objectives) Tj 107.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 6.75 0 TD -0.1337 Tc 3.3212 Tw (and goals of this ) Tj -312 -12.75 TD -0.0879 Tc 0 Tw (program) Tj 36.75 0 TD -0.4987 Tc (me) Tj 13.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1344 Tc 0.2469 Tw (are articulated. The Nirantar curriculum could be looked at for this.) Tj 297 0 TD 0 Tc 0.1875 Tw ( ) Tj -350.25 -18.75 TD -0.1428 Tc 0.4374 Tw (Lokmitra will explore the NIOS possibility and also look at the Nirantar curriculum more ) Tj 0 -12 TD -0.1545 Tc 0.342 Tw (carefully. ) Tj 44.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -80.25 -18.75 TD ( ) Tj 0 -19.5 TD /F0 11.25 Tf -0.0943 Tc -0.0932 Tw (Conclusions and Recommendations.) Tj 169.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -151.5 -18 TD /F2 11.25 Tf -0.4688 Tc 0 Tw (1.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1373 Tc 0.3248 Tw (Lokmitra\222s community a) Tj 109.5 0 TD -0.1031 Tc 0.3656 Tw (nd parent mobilization has been further strengthened and a good ) Tj -109.5 -12.75 TD -0.1142 Tc 4.8642 Tw (initiative to involve MLAs has begun which can be extended to other elected) Tj 0 Tc -0.5625 Tw ( ) Tj 0 -12.75 TD -0.1579 Tc 0.4526 Tw (representatives. The proposed newsletter will help in this.) Tj 254.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -272.25 -18.75 TD -0.4688 Tc 0 Tw (2.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1237 Tc 2.5612 Tw (Lokmitra\222s efforts for) Tj 101.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.2213 Tc 0 Tw (consolidating) Tj 57.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 6 0 TD -0.2938 Tc 0 Tw (its) Tj 9.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 6 0 TD -0.2094 Tc 0.3969 Tw (inputs ) Tj 32.25 0 TD -0.4388 Tc -0.1237 Tw (into ) Tj 21 0 TD -0.0825 Tc 0 Tw (the) Tj 14.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.0881 Tc 2.5256 Tw (activity centre) Tj 65.25 0 TD 0.1237 Tc 0 Tw (s) Tj 4.5 0 TD -0.1709 Tc 1.8584 Tw (, balwadis and ) Tj -328.5 -12.75 TD -0.1273 Tc 1.4398 Tw (Kishori Kendras are already having an ) Tj 183 0 TD -0.201 Tc 2.1885 Tw (impact and it is gaining the) Tj 128.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.0815 Tc 1.269 Tw (confidence of the ) Tj -315.75 -12 TD 0.0412 Tc 0 Tw (system) Tj 30.75 0 TD 0.1875 Tc (.) Tj 3 0 TD 0 Tc 0.1875 Tw ( ) Tj 2.25 0 TD ( ) Tj -54 -18.75 TD -0.4688 Tc 0 Tw (3.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1024 Tc 1.1149 Tw (However, the Kishori Kendra input needs to be reviewed so as) Tj 286.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1303 Tc 1.0678 Tw (to have a more integral ) Tj -290.25 -12.75 TD -0.0179 Tc 0.9554 Tw (link with the rest of the program) Tj 150 0 TD -0.4987 Tc 0 Tw (me) Tj 13.5 0 TD 0.1361 Tc 0.8014 Tw (. A new cu) Tj 51.75 0 TD -0.0505 Tc 0.988 Tw (rriculum would be the next) Tj 124.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD 0.0182 Tc 0 Tw (logical) Tj 30 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0309 Tc -0.5316 Tw (step ) Tj -378 -12.75 TD -0.0806 Tc 0.2681 Tw (after this review.) Tj 74.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -92.25 -18.75 TD -0.4688 Tc 0 Tw (4.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1004 Tc 1.0379 Tw (While Lokmitra has been undertaking various capacity building exercises for its staff ) Tj 390.75 0 TD 0.375 Tc 0 Tw (\226) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -396 -12.75 TD -0.1231 Tc 0.3106 Tw (this has been done mostly internally. This ) Tj 187.5 0 TD -0.1607 Tc -0.0268 Tw (shows up ) Tj 44.25 0 TD -0.2513 Tc -0.3112 Tw (in ) Tj 12 0 TD -0.2938 Tc 0.4813 Tw (its ) Tj 12.75 0 TD -0.1094 Tc 0.2969 Tw (improved documentation skills. ) Tj -256.5 -12.75 TD -0.2095 Tc 1.897 Tw (These require a lit) Tj 84 0 TD -0.1386 Tc 1.8261 Tw (tle more honing in terms of organization and analysi) Tj 242.25 0 TD -0.0614 Tc 1.2489 Tw (s. \(The content ) Tj -326.25 -12 TD -0.2597 Tc 1.1972 Tw (page of the Six) Tj 68.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.1429 Tc 1.0179 Tw (Monthly report for example could be better organized and it could have ) Tj -72 -12.75 TD -0.1263 Tc 1.0062 Tw (an analytical section as well.\) Lokmitra also needs external expertise particularly on the ) Tj 0 -12.75 TD -0.0546 Tc 0.9921 Tw (subject an) Tj 45 0 TD -0.0966 Tc 0.7841 Tw (d pedagogic front. ) Tj 86.25 0 TD -0.0812 Tc 0.2687 Tw (The ) Tj 21.75 0 TD -0.1903 Tc 1.1278 Tw (induction of an M.A. El.) Tj 111 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD 0.5006 Tc 0 Tw (Ed) Tj 12.75 0 TD 0.1875 Tc (.) Tj 3 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0469 Tc 0.9844 Tw (or B.) Tj 23.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.5213 Tc 0 Tw (El.) Tj 12 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1037 Tc 0.2912 Tw (Ed. ) Tj 18.75 0 TD -0.0314 Tc 0.5939 Tw (with some ) Tj -348.75 -12.75 TD -0.1108 Tc 0.2983 Tw (experience would be an asset.) Tj 131.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -149.25 -18.75 TD -0.4688 Tc 0 Tw (5.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.111 Tc 1.0485 Tw (No exposure ) Tj 62.25 0 TD -0.1094 Tc 1.8802 Tw (visits of the team to educational institutions have been undertaken) Tj 306 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD 0.1675 Tc 0 Tw (yet) Tj 13.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD 0.375 Tc 0 Tw (\226) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -396 -12.75 TD -0.1537 Tc 0.0912 Tw (these would be useful.) Tj 98.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -116.25 -18.75 TD -0.4688 Tc 0 Tw (6.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1307 Tc 0.4682 Tw (The process of their pedagogical literatu) Tj 178.5 0 TD 0.1294 Tc 0 Tw (re) Tj 9 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1433 Tc 0.237 Tw (being reviewed by their peers \(and maybe also ) Tj -190.5 -12.75 TD -0.1832 Tc 0.3708 Tw (by the community\) ) Tj 86.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1207 Tc 0.3082 Tw (needs to start too. ) Tj 83.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -208.5 -18 TD /F1 9.75 Tf -0.1875 Tw ( ) Tj 18 0 TD ( ) Tj ET endstream endobj 47 0 obj 10581 endobj 45 0 obj << /Type /Page /Parent 42 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F3 14 0 R /F7 26 0 R >> /ProcSet 2 0 R >> /Contents 46 0 R >> endobj 49 0 obj << /Length 50 0 R >> stream BT 90 709.5 TD 0 0 0 rg /F1 12.75 Tf 0.1814 Tc 0 Tw (Appendix) Tj 51.75 0 TD 0 Tc -0.1875 Tw ( ) Tj 3 0 TD ( ) Tj 3 0 TD -0.2542 Tc 0 Tw (A) Tj ET 90 706.5 66.75 1.5 re f BT 156.75 709.5 TD 0 Tc -0.1875 Tw ( ) Tj 149.25 -19.5 TD /F1 11.25 Tf 0.1875 Tw ( ) Tj -198 -18.75 TD ( ) Tj 3 0 TD -0.1165 Tc -0.196 Tw (Maths Questions on Operations) Tj ET 108 669 147 0.75 re f BT 255 671.25 TD 0 Tc 0.1875 Tw ( ) Tj -147 -18.75 TD /F2 11.25 Tf 0.1275 Tc 0.06 Tw (A ) Tj 11.25 0 TD 0.375 Tc 0 Tw (5) Tj 5.25 0 TD 0.0038 Tc (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.3338 Tc 0.5213 Tw (minute ) Tj 32.25 0 TD 0.0309 Tc 0.1566 Tw (test ) Tj 18.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -74.25 -18.75 TD -0.2625 Tc 0.45 Tw (1. 135) Tj 27 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.21 Tc 0.3975 Tw (97 = ?) Tj 27.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 31.5 0 TD ( ) Tj 36 0 TD -0.2813 Tc 0.4688 Tw (2. 2007) Tj 32.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.14 Tc 0.3275 Tw (1857 = ?) Tj 39 0 TD 0 Tc 0.1875 Tw ( ) Tj 33 0 TD ( ) Tj 36 0 TD -0.2531 Tc 0.4406 Tw (3. 35X 8 = ?) Tj 54.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 17.25 0 TD ( ) Tj -342 -18 TD -0.1748 Tc 0.3622 Tw (4. 383+79 = ? ) Tj 63.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 26.25 0 TD ( ) Tj 36 0 TD -0.2081 Tc 0.3956 Tw (5. 5096+251 = ?) Tj 72 0 TD 0 Tc 0.1875 Tw ( ) Tj -198 -18.75 TD ( ) Tj 0 -18.75 TD -0.1033 Tc 0.2908 Tw (Tick the closest answ) Tj 94.5 0 TD -0.2062 Tc -0.3563 Tw (er: ) Tj 14.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -108.75 -18.75 TD -0.4688 Tc 0 Tw (1.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1706 Tc 0.3581 Tw (127X19 = a\) 2,450, b\) 2,500 c\) 2,550) Tj 167.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -185.25 -18.75 TD -0.4688 Tc 0 Tw (2.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.2523 Tc 0.4398 Tw (535\3674 = a) Tj 44.25 0 TD 0.0038 Tc 0 Tw (\)) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2075 Tc 0.395 Tw (150, b\) 125, c\) 115) Tj 84 0 TD 0 Tc 0.1875 Tw ( ) Tj -153 -18.75 TD ( ) Tj 0 -18.75 TD /F1 11.25 Tf -0.1329 Tc 0.1704 Tw (Questions on fractions and explaining them) Tj ET 108 501 198.75 0.75 re f BT 306.75 503.25 TD 0 Tc 0.1875 Tw ( ) Tj -198.75 -18 TD ( ) Tj 0 -18.75 TD /F2 11.25 Tf -0.4688 Tc 0 Tw (1.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1832 Tc 0.3708 Tw (How will you solve ) Tj 89.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.282 Tc 0.2195 Tw (\275 + 1/3 ) Tj 36.75 0 TD -0.2993 Tc 0.1117 Tw (? Also ) Tj 30.75 0 TD -0.1807 Tc 0.3682 Tw (explain why? ) Tj 61.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -245.25 -18.75 TD -0.4688 Tc 0 Tw (2.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1777 Tc 0.3652 Tw (How will you find out which of the two fractions is bigger ) Tj 259.5 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2925 Tc 0 Tw (2/3) Tj 13.5 0 TD -0.1856 Tc 0.3731 Tw (or ) Tj 12 0 TD -0.1556 Tc 0.3431 Tw (5/6? ) Tj 21.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -333.75 -18.75 TD -0.4688 Tc 0 Tw (3.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1341 Tc 0.3216 Tw (Order the foll) Tj 59.25 0 TD -0.1852 Tc 0.4665 Tw (owing fractions and explain how you did it ) Tj 192 0 TD -0.165 Tc -0.3975 Tw (and ) Tj 18.75 0 TD -0.2075 Tc 0 Tw (why) Tj 18.75 0 TD 0.1875 Tc (.) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -274.5 -18.75 TD 0.1294 Tc 0 Tw (a\)) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.2231 Tc 0.4106 Tw (1/3, \275, \274, 1/6, 1/5,) Tj 83.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -101.25 -18.75 TD -0.5606 Tc 0 Tw (b\)) Tj 9 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9 0 TD /F2 11.25 Tf -0.2313 Tc 0.4188 Tw (2/3, 5/8, \276, 5/6) Tj 66.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -120.75 -18.75 TD /F1 11.25 Tf ( ) Tj -18 -18.75 TD /F2 11.25 Tf ( ) Tj 0 -18 TD ( ) Tj 0 -18.75 TD ( ) Tj T* ( ) Tj T* ( ) Tj T* ( ) Tj T* ( ) Tj T* ( ) Tj 0 -18 TD ( ) Tj 0 -18.75 TD ( ) Tj T* ( ) Tj T* ( ) Tj 0 -20.25 TD /F2 12 Tf 0 Tw ( ) Tj ET endstream endobj 50 0 obj 4236 endobj 48 0 obj << /Type /Page /Parent 42 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R /F3 14 0 R >> /ProcSet 2 0 R >> /Contents 49 0 R >> endobj 6 0 obj << /Type /Font /Subtype /TrueType /Name /F0 /BaseFont /TimesNewRoman,Bold /FirstChar 32 /LastChar 255 /Widths [ 250 333 555 500 500 1000 833 278 333 333 500 570 250 333 250 278 500 500 500 500 500 500 500 500 500 500 333 333 570 570 570 500 930 722 667 722 722 667 611 778 778 389 500 778 667 944 722 778 611 778 722 556 667 722 722 1000 722 722 667 333 278 333 581 500 333 500 556 444 556 444 333 500 556 278 333 556 278 833 556 500 556 556 444 389 333 556 500 722 500 500 444 394 220 394 520 778 500 778 333 500 500 1000 500 500 333 1000 556 333 1000 778 667 778 778 333 333 500 500 350 500 1000 333 1000 389 333 722 778 444 722 250 333 500 500 500 500 220 500 333 747 300 500 570 333 747 500 400 549 300 300 333 576 540 250 333 300 330 500 750 750 750 500 722 722 722 722 722 722 1000 722 667 667 667 667 389 389 389 389 722 722 778 778 778 778 778 570 778 722 722 722 722 722 611 556 500 500 500 500 500 500 722 444 444 444 444 444 278 278 278 278 500 556 500 500 500 500 500 549 500 556 556 556 556 500 556 500 ] /Encoding /WinAnsiEncoding /FontDescriptor 7 0 R >> endobj 7 0 obj << /Type /FontDescriptor /FontName /TimesNewRoman,Bold /Flags 16418 /FontBBox [ -250 -216 1182 1000 ] /MissingWidth 328 /StemV 136 /StemH 136 /ItalicAngle 0 /CapHeight 891 /XHeight 446 /Ascent 891 /Descent -216 /Leading 149 /MaxWidth 985 /AvgWidth 427 >> endobj 8 0 obj << /Type /Font /Subtype /TrueType /Name /F1 /BaseFont /TimesNewRoman,BoldItalic /FirstChar 32 /LastChar 255 /Widths [ 250 389 555 500 500 833 778 278 333 333 500 570 250 333 250 278 500 500 500 500 500 500 500 500 500 500 333 333 570 570 570 500 832 667 667 667 722 667 667 722 778 389 500 667 611 889 722 722 611 722 667 556 611 722 667 889 667 611 611 333 278 333 570 500 333 500 500 444 500 444 333 500 556 278 278 500 278 778 556 500 500 500 389 389 278 556 444 667 500 444 389 348 220 348 570 778 500 778 333 500 500 1000 500 500 333 1000 556 333 944 778 611 778 778 333 333 500 500 350 500 1000 333 1000 389 333 722 778 389 611 250 389 500 500 500 500 220 500 333 747 266 500 606 333 747 500 400 549 300 300 333 576 500 250 333 300 300 500 750 750 750 500 667 667 667 667 667 667 944 667 667 667 667 667 389 389 389 389 722 722 722 722 722 722 722 570 722 722 722 722 722 611 611 500 500 500 500 500 500 500 722 444 444 444 444 444 278 278 278 278 500 556 500 500 500 500 500 549 500 556 556 556 556 444 500 444 ] /Encoding /WinAnsiEncoding /FontDescriptor 9 0 R >> endobj 9 0 obj << /Type /FontDescriptor /FontName /TimesNewRoman,BoldItalic /Flags 16482 /FontBBox [ -250 -216 1171 1000 ] /MissingWidth 325 /StemV 131 /StemH 131 /ItalicAngle -11 /CapHeight 891 /XHeight 446 /Ascent 891 /Descent -216 /Leading 149 /MaxWidth 976 /AvgWidth 412 >> endobj 10 0 obj << /Type /Font /Subtype /TrueType /Name /F2 /BaseFont /TimesNewRoman /FirstChar 32 /LastChar 255 /Widths [ 250 333 408 500 500 833 778 180 333 333 500 564 250 333 250 278 500 500 500 500 500 500 500 500 500 500 278 278 564 564 564 444 921 722 667 667 722 611 556 722 722 333 389 722 611 889 722 722 556 722 667 556 611 722 722 944 722 722 611 333 278 333 469 500 333 444 500 444 500 444 333 500 500 278 278 500 278 778 500 500 500 500 333 389 278 500 500 722 500 500 444 480 200 480 541 778 500 778 333 500 444 1000 500 500 333 1000 556 333 889 778 611 778 778 333 333 444 444 350 500 1000 333 980 389 333 722 778 444 722 250 333 500 500 500 500 200 500 333 760 276 500 564 333 760 500 400 549 300 300 333 576 453 250 333 300 310 500 750 750 750 444 722 722 722 722 722 722 889 667 611 611 611 611 333 333 333 333 722 722 722 722 722 722 722 564 722 722 722 722 722 722 556 500 444 444 444 444 444 444 667 444 444 444 444 444 278 278 278 278 500 500 500 500 500 500 500 549 500 500 500 500 500 500 500 500 ] /Encoding /WinAnsiEncoding /FontDescriptor 11 0 R >> endobj 11 0 obj << /Type /FontDescriptor /FontName /TimesNewRoman /Flags 34 /FontBBox [ -250 -216 1166 1000 ] /MissingWidth 324 /StemV 73 /StemH 73 /ItalicAngle 0 /CapHeight 891 /XHeight 446 /Ascent 891 /Descent -216 /Leading 149 /MaxWidth 972 /AvgWidth 401 >> endobj 14 0 obj << /Type /Font /Subtype /TrueType /Name /F3 /BaseFont /Arial /FirstChar 32 /LastChar 255 /Widths [ 278 278 355 556 556 889 667 191 333 333 389 584 278 333 278 278 556 556 556 556 556 556 556 556 556 556 278 278 584 584 584 556 1015 667 667 722 722 667 611 778 722 278 500 667 556 833 722 778 667 778 722 667 611 722 667 944 667 667 611 278 278 278 469 556 333 556 556 500 556 556 278 556 556 222 222 500 222 833 556 556 556 556 333 500 278 556 500 722 500 500 500 334 260 334 584 750 556 750 222 556 333 1000 556 556 333 1000 667 333 1000 750 611 750 750 222 222 333 333 350 556 1000 333 1000 500 333 944 750 500 667 278 333 556 556 556 556 260 556 333 737 370 556 584 333 737 552 400 549 333 333 333 576 537 278 333 333 365 556 834 834 834 611 667 667 667 667 667 667 1000 722 667 667 667 667 278 278 278 278 722 722 778 778 778 778 778 584 778 722 722 722 722 667 667 611 556 556 556 556 556 556 889 500 556 556 556 556 278 278 278 278 556 556 556 556 556 556 556 549 611 556 556 556 556 500 556 500 ] /Encoding /WinAnsiEncoding /FontDescriptor 15 0 R >> endobj 15 0 obj << /Type /FontDescriptor /FontName /Arial /Flags 32 /FontBBox [ -250 -212 1211 1000 ] /MissingWidth 276 /StemV 80 /StemH 80 /ItalicAngle 0 /CapHeight 905 /XHeight 453 /Ascent 905 /Descent -212 /Leading 150 /MaxWidth 1009 /AvgWidth 441 >> endobj 16 0 obj << /Type /Font /Subtype /TrueType /Name /F4 /BaseFont /TimesNewRoman,Italic /FirstChar 32 /LastChar 255 /Widths [ 250 333 420 500 500 833 778 214 333 333 500 675 250 333 250 278 500 500 500 500 500 500 500 500 500 500 333 333 675 675 675 500 920 611 611 667 722 611 611 722 722 333 444 667 556 833 667 722 611 722 611 500 556 722 611 833 611 556 556 389 278 389 422 500 333 500 500 444 500 444 278 500 500 278 278 444 278 722 500 500 500 500 389 389 278 500 444 667 444 444 389 400 275 400 541 778 500 778 333 500 556 889 500 500 333 1000 500 333 944 778 556 778 778 333 333 556 556 350 500 889 333 980 389 333 667 778 389 556 250 389 500 500 500 500 275 500 333 760 276 500 675 333 760 500 400 549 300 300 333 576 523 250 333 300 310 500 750 750 750 500 611 611 611 611 611 611 889 667 611 611 611 611 333 333 333 333 722 667 722 722 722 722 722 675 722 722 722 722 722 556 611 500 500 500 500 500 500 500 667 444 444 444 444 444 278 278 278 278 500 500 500 500 500 500 500 549 500 500 500 500 500 444 500 444 ] /Encoding /WinAnsiEncoding /FontDescriptor 17 0 R >> endobj 17 0 obj << /Type /FontDescriptor /FontName /TimesNewRoman,Italic /Flags 98 /FontBBox [ -250 -216 1166 1000 ] /MissingWidth 378 /StemV 73 /StemH 73 /ItalicAngle -11 /CapHeight 891 /XHeight 446 /Ascent 891 /Descent -216 /Leading 149 /MaxWidth 972 /AvgWidth 402 >> endobj 18 0 obj << /Type /Font /Subtype /TrueType /Name /F5 /BaseFont /Arial,Italic /FirstChar 32 /LastChar 255 /Widths [ 278 278 355 556 556 889 667 191 333 333 389 584 278 333 278 278 556 556 556 556 556 556 556 556 556 556 278 278 584 584 584 556 1015 667 667 722 722 667 611 778 722 278 500 667 556 833 722 778 667 778 722 667 611 722 667 944 667 667 611 278 278 278 469 556 333 556 556 500 556 556 278 556 556 222 222 500 222 833 556 556 556 556 333 500 278 556 500 722 500 500 500 334 260 334 584 750 556 750 222 556 333 1000 556 556 333 1000 667 333 1000 750 611 750 750 222 222 333 333 350 556 1000 333 1000 500 333 944 750 500 667 278 333 556 556 556 556 260 556 333 737 370 556 584 333 737 552 400 549 333 333 333 576 537 278 333 333 365 556 834 834 834 611 667 667 667 667 667 667 1000 722 667 667 667 667 278 278 278 278 722 722 778 778 778 778 778 584 778 722 722 722 722 667 667 611 556 556 556 556 556 556 889 500 556 556 556 556 278 278 278 278 556 556 556 556 556 556 556 549 611 556 556 556 556 500 556 500 ] /Encoding /WinAnsiEncoding /FontDescriptor 19 0 R >> endobj 19 0 obj << /Type /FontDescriptor /FontName /Arial,Italic /Flags 96 /FontBBox [ -250 -212 1211 1000 ] /MissingWidth 276 /StemV 80 /StemH 80 /ItalicAngle -11 /CapHeight 905 /XHeight 453 /Ascent 905 /Descent -212 /Leading 150 /MaxWidth 1009 /AvgWidth 441 >> endobj 22 0 obj << /Type /Font /Subtype /TrueType /Name /F6 /BaseFont /Arial,BoldItalic /FirstChar 32 /LastChar 255 /Widths [ 278 333 474 556 556 889 722 238 333 333 389 584 278 333 278 278 556 556 556 556 556 556 556 556 556 556 333 333 584 584 584 611 975 722 722 722 722 667 611 778 722 278 556 722 611 833 722 778 667 778 722 667 611 722 667 944 667 667 611 333 278 333 584 556 333 556 611 556 611 556 333 611 611 278 278 556 278 889 611 611 611 611 389 556 333 611 556 778 556 556 500 389 280 389 584 750 556 750 278 556 500 1000 556 556 333 1000 667 333 1000 750 611 750 750 278 278 500 500 350 556 1000 333 1000 556 333 944 750 500 667 278 333 556 556 556 556 280 556 333 737 370 556 584 333 737 552 400 549 333 333 333 576 556 278 333 333 365 556 834 834 834 611 722 722 722 722 722 722 1000 722 667 667 667 667 278 278 278 278 722 722 778 778 778 778 778 584 778 722 722 722 722 667 667 611 556 556 556 556 556 556 889 556 556 556 556 556 278 278 278 278 611 611 611 611 611 611 611 549 611 611 611 611 611 556 611 556 ] /Encoding /WinAnsiEncoding /FontDescriptor 23 0 R >> endobj 23 0 obj << /Type /FontDescriptor /FontName /Arial,BoldItalic /Flags 16480 /FontBBox [ -250 -212 1168 1000 ] /MissingWidth 324 /StemV 153 /StemH 153 /ItalicAngle -11 /CapHeight 905 /XHeight 453 /Ascent 905 /Descent -212 /Leading 150 /MaxWidth 973 /AvgWidth 479 >> endobj 26 0 obj << /Type /Font /Subtype /TrueType /Name /F7 /BaseFont /Symbol /FirstChar 30 /LastChar 255 /Widths [ 600 600 250 333 713 500 549 833 778 439 333 333 500 549 250 549 250 278 500 500 500 500 500 500 500 500 500 500 278 278 549 549 549 444 549 722 667 722 612 611 763 603 722 333 631 722 686 889 722 722 768 741 556 592 611 690 439 768 645 795 611 333 863 333 658 500 500 631 549 549 494 439 521 411 603 329 603 549 549 576 521 549 549 521 549 603 439 576 713 686 493 686 494 480 200 480 549 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 620 247 549 167 713 500 753 753 753 753 1042 987 603 987 603 400 549 411 549 549 713 494 460 549 549 549 549 1000 603 1000 658 823 686 795 987 768 768 823 768 768 713 713 713 713 713 713 713 768 713 790 790 890 823 549 250 713 603 603 1042 987 603 987 603 494 329 790 790 786 713 384 384 384 384 384 384 494 494 494 494 600 329 274 686 686 686 384 384 384 384 384 384 494 494 494 600 ] /FontDescriptor 27 0 R >> endobj 27 0 obj << /Type /FontDescriptor /FontName /Symbol /Flags 6 /FontBBox [ -250 -220 1250 1005 ] /MissingWidth 333 /StemV 109 /StemH 109 /ItalicAngle 0 /CapHeight 1005 /XHeight 503 /Ascent 1005 /Descent -220 /Leading 225 /MaxWidth 1042 /AvgWidth 600 >> endobj 2 0 obj [ /PDF /Text ] endobj 5 0 obj << /Kids [4 0 R 21 0 R 29 0 R 32 0 R 35 0 R 38 0 R ] /Count 6 /Type /Pages /Parent 51 0 R >> endobj 42 0 obj << /Kids [41 0 R 45 0 R 48 0 R ] /Count 3 /Type /Pages /Parent 51 0 R >> endobj 51 0 obj << /Kids [5 0 R 42 0 R ] /Count 9 /Type /Pages /MediaBox [ 0 0 612 792 ] >> endobj 1 0 obj << /Creator <FEFF0041007000700065006E0064006900780020003300310020004C006F006B006D00690074007200610020007200650070006F007200740020005B0043006F006D007000610074006900620069006C0069007400790020004D006F00640065005D0020002D0020004D006900630072006F0073006F0066007400200057006F00720064> /CreationDate (D:20090511163657) /Title <FEFF0041007000700065006E0064006900780020003300310020004C006F006B006D00690074007200610020007200650070006F00720074> /Author <FEFF006500640075> /Producer (Acrobat PDFWriter 4.05 for Windows NT) >> endobj 3 0 obj << /Pages 51 0 R /Type /Catalog >> endobj xref 0 52 0000000000 65535 f 0000107798 00000 n 0000107478 00000 n 0000108327 00000 n 0000009612 00000 n 0000107509 00000 n 0000096622 00000 n 0000097721 00000 n 0000097991 00000 n 0000099092 00000 n 0000099370 00000 n 0000100461 00000 n 0000000019 00000 n 0000009591 00000 n 0000100722 00000 n 0000101809 00000 n 0000102063 00000 n 0000103159 00000 n 0000103429 00000 n 0000104523 00000 n 0000009721 00000 n 0000021850 00000 n 0000104786 00000 n 0000105883 00000 n 0000009807 00000 n 0000021828 00000 n 0000106154 00000 n 0000107220 00000 n 0000021960 00000 n 0000034366 00000 n 0000022046 00000 n 0000034344 00000 n 0000044363 00000 n 0000034533 00000 n 0000044342 00000 n 0000055444 00000 n 0000044530 00000 n 0000055422 00000 n 0000067879 00000 n 0000055588 00000 n 0000067857 00000 n 0000081182 00000 n 0000107617 00000 n 0000068012 00000 n 0000081160 00000 n 0000091997 00000 n 0000081339 00000 n 0000091975 00000 n 0000096477 00000 n 0000092165 00000 n 0000096456 00000 n 0000107706 00000 n trailer << /Size 52 /Root 3 0 R /Info 1 0 R /ID [<464c6718840884ca54eac57d6799fd10><464c6718840884ca54eac57d6799fd10>] >> startxref 108377 %%EOF