Performance Handbook Edition

Performance Handbook Edition

Taxonomy of Interactive Domain of Educational Objectives

Taxonomy of Interactive Domain of

Educational Objectives

1. Introduction :

A taxonomy of educational objectives is a classification of educational objectives in terms of learning outcomes. It is a hierarchical classification of human growth in a given  domain of development. It means that learning at the highest level of  objectives is dependent on having attained lower level of  objectives. It helps to understand the sequence and organization of human knowledge and skills in a hierarchical level and its development. It also helps to define and evaluate all round development of the students and educational standards of  a school.

A taxonomy of objectives is divided into three domains ,a Cognitive Domain, an Affective  Domain and a Psychomotor Domain. Cognitive Domain was prepared and published by Dr. Benjamin .S. Bloom, an educational psychologist at the University of Chicago, in his book namely, Taxonomy of  Educational Objectives :The Classification of Educational Goals. In 1956,and again in1965. The Cognitive Domain includes those objectives that deal with the recall or recognition of knowledge and the development of intellectual abilities including new creation as Aderson added it afterwards, .Cognitive  Domain includes Knowledge, Comprehension ,Application , Analysis, Synthesis,  Evaluation and New creation.

The Affective Domain was prepared by Krathwohl ,Bloom and Masia and published in 1964 in ‘A Taxonomy of Educational objectives ,Handbook II’ .The objectives of the Affective Domain describes changes in interest ,attitude, values, the development of appreciations and adjustment. Affective Domain includes Receiving, Responding, Valuing Organization and Characterization.

Renowned Educationalist, W.N. Dandekar in his  book ‘Evaluation in Schools’ second  edition,1986 mentioned that Dr. Dave ,Head of the Department of Curriculum Development ,NCERT ,New Delhi has proposed a taxonomy in the Psychomotor Domain. It pertains to the motor skill area of a child. He also mentioned that  the feasibility of developing Psychomotor Domain is being studied by a group at the University of Illions under Dr. Elizabeth Simpson, in 1972 .Though, this taxonomy was in the form of working hypothesis, we use it as a classification of educational hierarchical objectives of a Psychomotor Domain for a child development .  Psychomotor Domain. as Dr. Dave classified ,  includes Imitation , Manipulation ,Precision ,Articulation  and Naturalization.

Argyle M. in his book,'Social Interactions Methuen:London in 1969 and Rockham, N and Morgan, T in their book 'Begaviour Analysis in Training, McGrew Hill: UK in 1977 tried to classify the interactions into two groups like Verbal Interactions and Non-verbal Interactions. But they had not succeeded to frame the Taxonomy of Objectives of the Interactive skills, which is very clearly Prof. Prakash M. Deshpande mentioned on page number 27, in the book namely 'Instructional System Design' in 1993. The members of the Evalution Committee of this book were Prof. B.N.Kohl, Prof.B.K. Passey, and Prof. M.D. Agrawal. Therefore, this part of developing taxonomy was vacuum and needs to develop.

2. Need of Developing a New Domain:

Education is the process of all round development of a child. What is the all round development ? When we consider the cognitive domain ,we try to develop the knowledge ,and its application and lastly one can create a new knowledge if cognitive domain is fully developed. It means he is a knowledgeable one.

When we consider the affective domain ,we try to develop the emotions ,control over the emotions and study which is good and which is bad. It helps to become a ethical person. It means through the affective domain , we try to develop the person with characterization.

When we consider the psychomotor domain ,we try to develop the skills of motor activities, the manipulation of activities and lastly to perform the motor activities with naturalization.

All round development of child ,thus ,includes creating a knowledgeable person,  the person with characterization and the person who performs his motor activities naturally .Then ,the question arises ,why the meritorious students or characterised  persons do not get success in the society .why the child whose psychomotor domain is developed gets the job like worker only. We have the various examples found in the society that a person without education or having less education gets a success in life, for example Vasantadada Patil of Maharashtra who became Chief Minister of the State, thrice.

Therefore ,it is necessary to search for developing a taxonomy for a new domain like Interactive Domain so that educated people should be able to get a success in their lives and also  they are respected.

3. Interactive Domain :

3.1 Meaning of  Interaction

‘Interaction is a kind of process  of action that carried out when two or more objects have an effect upon one another through its sub processes like assimilation ,co-operation, competition  and conflict process  using verbal and /or non-verbal communication  skill, observation skill  and inquisition skill  as a response of its effect.’

After reading this definition, we may put out the features of the Interaction  below  for studying  the definition in detail

3.2 Features of the Interactions:

3.2.1. Interaction requires two or more persons.

3.2.2. The effect of the interaction is seen on each-other or one another.

3.2.3. Interaction is the process.

3.2.4. Interaction consists of three components : communication , observation. & inquisition

3.2.5. The social factors or sub processes  of interaction consists of assimilation , co-  operation ,competition and  conflict.

3.2.6. School  situation creates  many  sort of interactions.

3.2.7. Interactions can be classified as  verbal, non-verbal  and of the  both.

3.2.8. Most of the interactions  are the combination  of   both, verbal and non verbal.

3.2.9. Interactions can be developed  through School Education.

3.2.10. Interactions can be classified in the form of taxonomy.

Lets discuss these points below.

3.2.1. Interaction requires two or more persons.

Interactions requires two or more persons .A person himself can’t interact himself. Introspection is differ from interaction .The presence of another person is always prerequisite for interaction. Therefore at least two persons are required for the interaction. More than two persons are always helpful for the interaction.

3.2.2. The effect of the interaction is seen on each-other.

Only the presence of two or more persons is not enough .The effect of interaction on each-other or one another has to be seen. If the effect is not seen on each-other or one another, the communication is not completed, therefore, interaction is also  not completed. Therefore, for the development of interaction , the effect of it on the persons involved in it has to be seen.

3.2.3. Interaction is a process.

Interaction is a process. It has a beginning and  has an end. Since beginning ,to achieve its end, it goes through many stages, achieving certain objectives. Sometimes a person assimilates something at the time of interaction, sometimes co-operates, sometimes compete with one-another and sometimes conflict with each-other. This process goes on  communicating to, observing  to  and inquisitive into as a response to  each other or one-another. It has many hidden factors in it. At the time of developing interactions, one  has to study all these things.

3.2.4. Components of Interactions:

Interaction consists of three  main components or skills  as follows:

3.2.4.1. Communication.

3.2.4.2. Observation.

3.2.4.3 Inquisition

3.2.4.1. Communication.

Communication is the heart of the interaction. If there is no communication, there is no interaction at all. While interacting, communication takes place in many  different  shapes like—

The third classification is slightly  different than the first two because it involves  the first two and their combination at the same time.  The process of  combination goes without thinking but naturally. When we say   something  verbally , our body movements and gestures add the meaning  into our saying. If we  do not get the meaning of  body movements or to the gestures,  the meaning of only saying may  catch different meaning.  Therefore the combination of the both is necessary for interactions.

The third classification is slightly  different than the first two because it involves  the first two and their combination at the same time.  The process of  combination goes without thinking but naturally. When we say   something  verbally , our body movements and gestures add the meaning  into our saying. If we  do not get the meaning of  body movements or to the gestures,  the meaning of only saying may  catch different meaning.  Therefore the combination of the both is necessary for interactions.

The third classification is slightly  different than the first two because it involves  the first two and their combination at the same time.  The process of  combination goes without thinking but naturally. When we say   something  verbally , our body movements and gestures add the meaning  into our saying. If we  do not get the meaning of  body movements or to the gestures,  the meaning of only saying may  catch different meaning.  Therefore the combination of the both is necessary for interactions.

i)   Oral Communication

ii)  Written communication,

iii) Communication with  body movements and  gestures.

Oral communication depends upon the Speaking Skill whereas written communication depends upon Writing Skill.  And thus, for  developing the communication  , one has to develop  speaking skill and writing skill also.  Wherever interactions take place, communication always exist in  any of these forms. Therefore, communication is the  important component in the process of interaction.

Moreover , the communication  always  consists of the content i.e. the matter that   to communicate. Therefore, one has to develop the Listening Skill, Reading Skill, Library  Skill  and  also the  Research Skill. These skills  help to collect  the information.

Communication  also involves  the  Media  of communication . Therefore ,it needs to develop  the Technical Skill also . Computer literacy  is always welcome  for choosing the media.

Communication always involve Feedback. If the  feed back is as desired one, the interaction strengthen and if it doesn’t ,the interaction  lessens.  Therefore feedback is also considered  the necessary part of the interaction process.

3.2.4.2. Observation:

Observation is the eyes of the interactions. Without observation , one is not able to develop the interactions. Many things of a child development is based on how he observes the others, Therefore, observation always helps a child to develop interactions. A child learns  attitudes, language, values or behaviour of a another person or a group of persons and incorporates them into his own personality. If one wants to develop interactions in a  child, it needs him to develop the observation skill especially for the non-verbal  interactions.

3.2.4.3 Inquisition : 

Inquisition  is the feet of the  interaction. Our most  interactions are  made  due to our  inquiry.  The  inquiry we make  leads to the interaction. We  get   much information from others. It is needed only to inquire of the information from them.  One has  to have the inquisition skill for the purpose.  Many times ,observation  of  the behaviour of others  needs  some clarification to attach the meaning  to that behaviour.  Many new things can be visible  because of this skill.  Therefore, for the development of the  interaction it also needs to develop  the inquisitive  skill of  the  child.

3.2.5. Social factors in Interaction:

There are four types of social factors or  sub processes   involved in the  in

the process of  interaction   as  follows.

3.2.5.1. Assimilation process.

3.2.5.2. Co-operation process.

3.2.5.3. Competition process.

3.2.5.4. Conflict process.

3.2.5.1  Assimilation process:

Child learns many things ,and shapes its attitudes ,learns a language and sticks the values ,or gives the values to the behaviour of another person or persons and thus the process of assimilation takes place which is the one of the most meaningful process in education A child uses observation component at the time of assimilating something. .A child learns something and makes use of what he has learnt .Interaction helps to assimilate values, languages, behaviour of  another persons and helps to shape the attitudes

3.2.5.2  Co-operation process:

There are always exchange of thoughts ,ideas and goods of transaction at the time of interactions .When the children try to achieve similar or identical aims or objectives ,there needs co-operation .In co-operation ,there is a sharing and synthesis of thought ,energy and often resources. Better interactions are always based on co-operation of each other. In this process, communication   component is always  used.

3.2.5.3 Competition process:

Interactions always involve competition along with co-operation as children follow different ways to achieve the same aim competing with others. Therefore, this competition factor always be a part of interaction. Here, the observation and communication are the components observed keenly. It is because a child observes others and tries to compete over them. Moreover, according to feed back, it tries to decide its ways to compete.

3.2.5.4 Conflict process:

Conflict is the attempt of  one or  more persons to attain identical aims through elimination of competitors ,where the emphasis is on the persons in the competitive process and not on the aims to be attained ,It means conflict does not involve well-defined causes or clear aims but is simply a highly emotional battle between the two or more persons involved in the interactions. This battle always goes to prove the influence of one another observing  the  situation .

3.2.6. Interactions in Schools.

School situation creates  many  sort of interactions. They are given

diagramacally  as   follows.

A Child                    A  Child         A child interacts with another child.

A Child                      Children    A child interacts with children in the school.

A Child                      A teacher   A child interacts with a teacher.

A Child                      Teachers    A child interacts with teachers in the school.

Children                     A teacher    Children interacts with a teacher.

Children                     Teachers     Children interacts with teachers in the schools.

A Child                       Head Master        A child interacts with a Head Master.

Children                        Head Master        Children  interact with a Head Master

3.2.7. Classification of Interactions.

The  classification of the  interactions  will be as follows.

3.2.7.1 Verbal  Interactions

3.2.7.2 Non verbal  Interactions

3.2.7.3 The combination of the both i.e. Verbal  and  Non verbal  Interactions.

3.2.7.1 Verbal  Interactions:

Verbal Interactions are the interactions which are made verbally. It consists of  proposing and suggesting something supporting to something, giving information, seeking classification etc.

3.2.7.2 Non-verbal Interactions:

Non-verbal Interactions consist of bodily movements and gestures used for the interactions. Bodily movements consist of movement of eyes ,hands, body posture etc. & Gestures consist of facial expressions of a person.

3.2.7.3 Verbal or Non verbal or  Combination of the  both

Though  Argyle M., Rockham, N and Morgan ,T  have classified  the interactions into  two groups , they  can be made through  verbal or through non-verbal or through  the both.  Through  the  both  means  interactions can be made  verbally and  non verbally at the same time. Therefore  the classification  is extended and  interactions can be classified into three  categories adding one as   the combination of the both i.e. Verbal  and  Non verbal  Interactions.

The third classification is slightly  different than the first two because it involves  the first two and their combination at the same time.  The process of  combination goes without thinking but naturally. When we say   something  verbally , our body movements and gestures add the meaning  into our saying. If we  do not get the meaning of  body movements or to the gestures,  the meaning of only saying may  catch different meaning.  Therefore the combination of the both is necessary for interactions

Therefore the combination of the both is necessary for interactions.

3.7. 8 Most Interactions are the Verbal  and Non verbal Interactions.

If we take the happenings of the Interactions of all the  three categories,  most of the interactions   fall under the third category i.e. under  verbal and non verbal interactions. In a very few situations ,interactions can be made having using one of the categories of the  first two. A dumb  child  interacts  with  using  non verbal interactions or  interactions  that take place through phone, etc.  But most of the interactions  involves both  verbal and non verbal  interactions at the same time.

3.7. 9  Interactions can be developed  through School Education.

All  round development of  a child is the aim of  School Education.  Development of  the skill of interaction  is  a part and parcel of  all round  development of  a child.  Therefore it needs to develop the skill of  interactions of a child. It is possible to develop the skill through the School Education. It  requires a  systematic  taxonomy   of acquiring the skill of  interactions.

3.2.10 Interactions  can be classified in the form of taxonomy.

As it is already mentioned, a taxonomy of interaction is not developed yet. Argyle, M.,  Rockham  N.,  and Morgan,T. had classified the interactions into two categories and tried to classify  them into a taxonomic form . But they had not succeeded as Dr. Prakash Deshpande, (1993)mentioned it clearly. They had not  mentioned the definite  skills required for developing the interaction skill.  And also  hierarchical   criteria was not also  followed.   But  it is possible  to fix the sub skills  of interactions  classifying them into Verbal Interactions and Non verbal  Interactions.  It is also possible  to  fix their hierarchy and  put them in the taxonomical form   for the development of   the skill of Interaction.

4  Importance of development of Interactive Domain:

As we have seen ,an Interaction process involves three components as  communication, observation  and inquisition  and four sub processes as assimilation process ,co-operation process ,competition process and conflict process. These three  components and four sub process of interaction process are very important for all round development of the child.

It is because while interacting to one another a child  has to . :

1. learn the communication skill and use it properly,
2. develop the observation skill and  make use of it  for shaping the attitudes,
3. learn to inquire of for seeking information,
4. learn and change the behaviour  and  views as it gets the feed back using listening skill,
5. learn to use library and  references,
6. learn  to develop speaking skill and writing skill,
7. learn to use technical skills especially  computer skill
8. learn to analyse and  interpret the information  for drawing conclusions.
9. learn to assimilate the good habits ,attitudes, languages, values etc. and shape the behaviour,

10.  learn to cooperate  each other and develop collectively.

11.  learn to compete each other  for achieving  the scarce material  and  the same objective,

12.  learn to  attain the identical aims through elimination of competitors and influence on  the others.

13.  learn to  adjust  with the  situation,

14.  learn to lead  and  guide the  society, and

15.learn to perform  non verbal interactions  naturally  while performing  verbal interactions.

Thus,  the  development of  the skill of interaction is very necessary and important  for development of all round development of a child.

It  is because the person without having general education gets respect & importance in the society.  Therefore ,it needs to accept the fourth domain as the Interactive Domain to develop all round development of a child initially in the schools.

5. Objectives of Interactive Domain:

Interactive Domain consists of two types of interactions .

5.1.1. Verbal interactions, and

5.1.2 Non-verbal interactions.

Both these two types of interactions go through  all  the three  components namely communication , observation and inquisition   and four sub  processes or factors namely assimilation, cooperation , competition and conflict  as  mentioned above. More than that a person sits on his thoughtful sitting  and  tries to socialise his views  or adjusts  with  the society  performing the proper body movements and gestures naturally.

Objectives of Verbal Interactions.

(i) To frame  or express a opinion of about the subject under consideration.

(ii) To give the  support for the opinion expressed.

(iii)To listen to  or to consider  the opinions of others on a given subject..

(iv) To collect more information  or to seek explanation for lessening the differences.

(v) To express the differences of opinions if any

(vi) To  understand the opinions of others by exchanging thoughts and views with

one another.

(vii)To frame or disclose the final  opinion after considerations of other opinions.

(viii)To modify the view and rest on thoughtful sitting.

(ix)              To adjust with the others or  socialize the  opinion

Objectives of Non-verbal interaction .

(i)To identify a  person whom non-verbal interactions are related to.

(ii) To recognise the relation with the person who comes in contact with.

(iii) To decide to maintain  the distance.

(iv) To perform body movement or gestures properly.

(v) To perform body movements and gestures without pre-planning  and  rest on  easy

sitting.

(vi) To perform body movements and gestures naturally.

These all objectives are derived from  three  components namely  communication, observation  and  inquisition  and  four  sub processes or factors  namely, assimilation process, co-operation process, competition process and conflict process.

6. Taxonomy of Interactive Domain:

As a renowned educationalist W.N. Dandekar (1986)  mentioned ,  ‘A  taxonomy is a hierarchical classification of the objectives of the given field. It can become a means of understanding the sequence and organization of human development. One of the most important purposes of a taxonomy is to establish accuracy of communication regarding instructional objectives and related matters.’

Considering this, a Taxonomy of  Interactive Domain can be given as follows.

Adjustment/socialization

Thoughtful sitting

Exchange of view

Disclosure of Difference                                                Naturalization

Explanation                                                                  Easy going/sitting

Difference                                                                 Body Movement & Gestures

Opinions                                                                       Nearness & Distance

Support                                                                             Relation

Opinion                                                                       Identification of a person

Verbal Interactions                                                     Non-Verbal Interactions

Interactive  Domain

Let us discuss  about verbal interactions and non-verbal interactions in detail.

6.1  Verbal Interactions:

When one wants to develop, verbal interactions ,one has  to express his views or opinions first and lastly his views or opinions can be adjusted or socialized as per the need of the society or lead the society to follow him .The objectives or sub skills   are linked with   one another  sequentially .All these objectives or sub skills  are  explained in detail below.

(i) Opinion: (The skill of expressing views or opinions. )

The first step of verbal interaction is to express ones views or opinions  Therefore every teacher has to keep in mind that ,he has to assist the student to express his views ,or opinions .For example, he can ask the class whether elections be held to select the monitor or follow any other ways .He can ask the students one by one. Thus, he can make the students to express views or opinions . For forming the opinion on any subject,  one has to assimilate something without which he can not express his opinion. And there requires  an  observation skill  and a communication component  to assimilate something.  Reading references or researches are also helpful for forming  one’s opinion.  Therefore to express ones opinion is the first step of developing verbal interactions.

(ii) Support: (The skill of providing support to the opinion expressed.)

It is not enough only to express one’s opinion but it is also necessary to give support with any  reasons  behind it for one’s own opinions .If a student says ,elections should not be held  in the class or school ,he has to give the reasons for his support. Thus ,to develop  or to produce the evidence or documents or the reasons  for  support of his own opinions is  the second objective of developing verbal interactions. Here  he strengthens the communication  component so that  one should understand  the opinion of him with  proof. Here also he uses  the  references or researches  that he read .

(iii) Opinions: (The skill of acquiring the opinions of others.)

A student should not stick with his own opinion only. He has to consider opinions of others also .To know the opinions of others is also very important objective in developing the verbal interactions. The opinions of  others may differ of his own . But it is necessary to learn  to acquire the opinions of others. Therefore  to develop to acquire  this skill  in school is necessary at the time of developing  all round development of a child. . Therefore to listen to others  is also very important objective in developing the verbal interactions. It is  some sort of feed back he receives  while acquiring the opinions of others.  For the purpose, he develops the listening skill  and to express  the views on  certain issues.

(iv)  Difference:( The skill of  critically studying the opinions.)

To know the opinions  of others is not enough in developing the verbal interaction of a child. It is necessary to find out the difference between the opinions of others and  of ones own opinion. It needs to study the opinions of others  critically. Therefore , it is considered  the skill of finding the difference is the next objective for developing verbal interaction of the child.  Here , the child thinks of the feed back he receives on his views or opinions. He analyse the opinions . he may use the computer for the purpose. Thus, technical skill is also used.

(v) Explanation( The skill of acquiring  information giving the people  respect.)

When there is any difference found in the opinions, it needs to take explanations from the persons concerned about the reasons of the difference .To take an explanation means  to try to find out the reasons and lessen the difference of opinions. Here a child respects the

opinions of others. Here, communication  and inquisition components  work at the time of seeking explanation. Thus, explanation is fifth objective in the development of the verbal  interaction of a child.

(vi) Disclosure of the difference:  ( The skill of developing critically thinking and

confirming oneself.)

After  receiving the explanations , it needs to think critically the various opinions expressed and  study them  thoroughly . And if a student feels , his opinion is  correct ,he has to present his opinion in that way because by this act , a student develops his critical thinking,     enjoy freedom and  present  individuality. Here  the process of assimilation and also competition take place.  Therefore ,this objective is considered the sixth objective of developing verbal interactions of a child.

(vii) Exchange of views: (The skill of exchanging thoughts.)

After critically studying the opinions of others when he feels that his opinion is  based on strongly build evidence ,he has to exchange his views to others .He has to seek criticism on his own opinion. Study it and convey if any differences remained again to the concerned. Get the opinions of them and study  again over it . It is better to communicate  it again to the concerned and thus ,the process of exchange of views must go on for developing the verbal interactions of child. Here, the components of  communication  and inquisition  and the process of assimilation, competition and  conflict take place.  A child  learns  to  attain the identical aims through elimination of competitors and influence on  the others. Therefore ,this objective is considered as the seventh objective for the purpose.

(viii) Thoughtful Sitting: (The skill of  resting on thoughtful sitting,)

The next step of developing the verbal interaction of a child is ‘thoughtful sitting’ It is the stage which is built after due consideration of the opinions of others ,giving respect  to the opinions of them and exchanging the various controversial views with them. Here a child builds and confirms his views or opinions very thoughtfully and  reaches and rests on the thoughtful sitting. Therefore ,this objective is considered the eighth objectives in developing verbal interaction of a child.

(ix) Adjustment/socialization:( The skill of adjustment and/or  of socialization)

A person should not limit his thoughts to himself only.  .He has to socialize the thoughts .When he succeeds to persuade the others for accepting his thoughts ,he succeeds to prove that he has developed the verbal interactions in him.

Sometimes a person  is not able to transform his thoughts into society or succeed to persuade others to accept his thoughts .Then there  needs the person  to trade the path lonely or to  go with the others adjusting himself. Many times, adjustment with the others is better for such type of a person  which leads his life without any trouble .Therefore, for developing a verbal interactions of a child the last step is the adjustment or the socialization of the thoughts of a persons.

When one sees somebody insulting our national flag ,one has to stick to the opinion that the person must be punished though others opinions are differ in that situation. Here ,no adjustments. It needs to pressurise  the authority  to punish the concerned one. But sometimes, it needs to adjust the situation.  Here, the components of  communication  and the elements of assimilation , cooperation ,competition and  conflict  take place. Therefore , it is considered the last step of  achieving the  verbal interactions.

6.2 Non-Verbal Interactions:

The other part of the Interactive Domain is Non-Verbal Interactions .When one wants to develop non-verbal interactions, one has to identify the person whose related non-verbal interactions will be carried out first and lastly the  interactions should be carried out naturally .These two objectives are linked with other objectives  in sequence. All these  objectives are explained in detail below.

(i) Identification of a person:( The skill of recognising the persons. )

1. In the process of developing non-verbal interactions ,it is necessary the presence of other persons. One has to identify this person. It is  because we change our non-verbal interactions according to him. If he is our class-mate ,we have different  interactions  than if he is our teacher. Therefore it is necessary to see who this person is ,his age ,gender ,his position whether he is a teacher or a head-master ,and also whether he is from insider or outsider of the class, school or village etc ,Our non-verbal interactions depends upon who this person is Here, the component of observation works. .Therefore identification of a person is the first objective in the development of non-verbal interactions

(ii)        Relation: (The skill of strengthening the view.)

It is not enough only to identify the person. But it is also necessary to see what his  relation with him or her .If he or she is closely related to us ,we behave differently than the one who is not so closely related. The relation of  students with the class teacher and with other teachers are also different. The relation of a boy with his mother and with  a teacher always differ. Here also the component of observation  skill works. Therefore ,to observe  the relationship is considered the second objective in developing the non-verbal interactions of a child.

(iii) Nearness & Distance: (The skill of keeping the distance.)

Nearness and Distances are the physical factors considered after identification of a person and taking his/her relation into account. It is necessary to have this object in developing non-verbal interactions because we keep distance while dealing with girls than boys; with head-master than teachers, with teachers than class-teachers, etc. When a teacher goes near to a student , he maintains closeness to him and removes fear out of his mind, and creates love and faith in him. Non-verbal interactions depends upon this physical distance. Closely related persons always keep nearness to each-other whereas distance is always kept if they are not so related to each other. Here the process of assimilation works as the person assimilates the relationships and keeps the distance or goes near to him or her. Therefore, this objective is considered as the third objective in developing non-verbal interactions of a child.

(iv) Body Movements & Gestures: (The skill of performing  body movements and gestures.)

Non-verbal interactions are nothing but body movements and gestures of  a person   The  body movements and gestures of any person are performed after identifying a person who meets him and  knowing the   relationship with him which affects for deciding the distance , if any, while dealing with him. .We can blink the eyes or  clap on the shoulder while talking to the friends but not to the teachers or to the headmaster .We can easily touch  to the persons who are close to us  while talking to them but we can’t touch the persons of  the opposite sex if they are not close to us.  Our body movements and gestures are determined as per the distance we keep with one-another Here, the process of assimilation works as the person assimilates the relationships. Therefore ,this objective is considered as the fourth objective in developing non-verbal interactions.

(v) Easy going or sitting: (The skill of performing body movements and gestures easily.)

Body movements or gestures should be performed  as per the persons we meet . It should be performed easily. When we meet our teacher, our body movement and gestures must be reflected showing the respect to him, or her. Likewise to the elderly person or persons .When we meet our friends ,one should guess that we are meeting our friends observing our body movements and gestures .This type of development is necessary in the process of acquiring non-verbal interactions. Therefore easy going or sitting is considered as the fifth objective in developing the non-verbal interaction.

(vi)   Naturalization: (The skill of performing body movements and gestures

naturally.)

Naturalization is the last step of developing non-verbal interactions of a child .It is because any body movement or gesture should be performed naturally .There should not be pre-planning for the performance. One should not think while in contacting the teacher about the body-movement and gestures .They have to come out at ease and without any special efforts .Non-verbal interactions should come out naturally .Therefore, it is considered the last step in developing the non-verbal interactions of a child.

7. All Round Development  of a Child :

The all round development of  a child or the behaviour of a child has now four domains as given below.

Cognitive               Psycho-motor       Affective               Interactive                        Domain                  Domain              Domain                       Domain

A diagramacally  we can present all the four taxonomies as given below.

New Creation      Characterization    Naturalization     Adjustment/      Naturalization

Socialization.

Thoughtful sitting

Exchange of views

Evaluation                                                              Disclosure of difference

Synthesis                                                                      Explanation             Easy sitting

Analysis             Organization             Articulation      Differences     Body Movements &

Gestures.

Application         Valuing                      Precision              Opinions             Nearness                                                                                                                           &

Distance.

Comprehension   Responding           Manipulation          Support                  Relation

Knowledge           Receiving              Imitation                opinion             Identifications

Verbal                     Non-verbal

Interactions              inter-actions

Cognitive             Affective             Psychomotor                       Interactive Domain

Domain                 Domain              Domain

All Round Development of a Child.

8 Specifications of the Objectives  and  Evaluation  of  Verbal Interactions:

Like other domains ,the objectives or the skills  of ‘Interactive Domain’ are needed to be written in the statement form and  their specifications are also needed  to  be written   as per the evaluation point of view. It will help one   to test whether the  objectives are achieved or not.

Domain

objective

Related

Information

Statement of

objective

specification

Evaluation

Interactive Domain

Verbal

Interactions.

Opinion

Expression

of opinion

To express the

opinion on the

given subject

Student expresses

his opinions on the given subject/s

1.What is your opinion on this

issue ?

2.Present your

opinion.

Support

Provision of

sources for

support

To give a support for the opinion expressed

Student gives support for his opinion.

1.On what ground do you say this?

2.Give support for your opinion.

Opinions

Considerations of other opinions.

To consider the

opinions of others on a given subject.

Student considers the opinions of others on a given subject.

1.What are others opinion on this subject?

2.Take the opinion of others on this issue.

Explanation

Additional

information

To collect more

information on the issue in hand.

A student collects more information taking explanation from others on the given subject.

1.What information do you collect after seeking the opinions of others?

2.Do you need additional information to study the opinions of others ?Have it?

Difference

Expression of

differences

To express the differences of opinions if any

A student expresses the differences of opinions if any .

1.What differences do you find in various opinions you collect on the issue in hand?

2.Do you think the differences are minor or major ?why ?

Exchange of Views

Exchange of views & thoughts

To understand the opinions of others by exchanging thoughts and views with one another.

A student exchanges his views and thoughts with one another to understand the opinions of one another.

1.Do you communicate your opinion to others?

2.Have others communicated their opinions to you ?

3.What others think about your opinions and what you think about their opinions?

Disclosure of diference

Presentation of confirm opinion

To develop a  critical thinking,     enjoy freedom and  present  individuality and also  to assimilate something in the process of  competition.

A student develops his critical thinking,     enjoy freedom and  present  individuality.  He also assimilates something in the process of  competition.

1.Have you studied all the different opinions of  others?

2. Is your opinion different from them?

In what sense?

3.Have you disclosed your opinion  to the concerned?

4.Have you  learnt something after studying the  differences? What is that?

Thoughtful

Sitting

Definite

Final opinion

To frame the

final opinion

after considerations

of other opinions

A student frames a final opinion after

consideration  the  opinions  of  others and exchange the  views with one another.

1.What is  your last opinion on the issue?

2.Have you had a thoughtful sitting on this issue?

Adjustment/

Socialization

Co-ordination

To adjust with

the others or

socialize the

opinion

A student tries to socialize the

opinion or to adjust  with the  others.

1.Do you firm with your opinion or  want to change it?

2.If you are firm ,how you will persuade others to follow you?

3.If you are not ,do you want to adjust with other opinions?

Why?

9      Specifications of the Objectives  and  Evaluation  of   Non verbal Interactions:

Non-verbal

Interaction

Identification

Identification

of a person.

To indentify a

person whom non-verbal interactions are related

A student identifies the person whom non-verbal interactions are related

1.Who is she?

Do you know her?

2.Who is he?

What is his name? Do you meet him before?

Relation

Recognition of the relation between the two.

To recognise the relation with the person who comes in contact with him.

A student recognises the relation of him with the person who comes in contact.

1.Is seta your sister? ,Mother?

Classmate? Friend?

2.How do you call Shreeshant

by his nick  name,Shree ? or as Shreeshant?  Or as a Teacher ? or  as a Daddy?

Nearness &

Distance

Distance

maintenance

To decide to maintain the distance or to  go near .

A student keeps  a proper distance thinking of  relationship

1.When your friends is sad how you will consol him?

2. Do you keep  distance in bowing down your parents? Why?

Easy Sitting

Easy going of body movements and gestures

To perform body movements and gestures easily without pre-planning.

A student performs body movements and gestures easily without pre-planning.

1.Observe the reactions of your classmates when any new announcement is made in the class and note it into observation book. Do you think any one of you reacted it with pre-planning?

2.How do you convience that you are not pretending but your body movements and gestures were easy going?

Naturalization

Absence of pretendency.

To perform body movements and gestures naturally.

A student performs his body movements and gestures

naturally and easily without

thinking.

1.Find out the pre tendency of your class-mates particularly body movement and gestures made in the class before your teacher and note it in your observation  book..

2.Descibe one movement you observed in the class or in a family where body movements and gestures are not done naturally but are done with

pre tendency.

10 Summing up:

Interactive  Domain  is very important domain   in developing all round  development of a child. A child learns to develop its observation  skill, communication skill and inquisition skill going through  the assimilation process,  the cooperation process,  the competition process and through the  conflict process  and through many sub skills of verbal interactions and non verbal interactions.

But  the interaction  process was not properly analysed and put it into  the objectives or the  skills . The taxonomy of  the  objectives of this domain was also not properly made before. This was the vacuum  remained  in developing   a child in the  schools. It is an effort made consciously to structure the objectives hierarchal so that a teacher can develop this domain of a child in a school for fulfilling all round development of a child.

Any query or  explanation is always welcome in this regard.

References:

(1) Anderson and others(2001)A Taxonomy  for Learning, teaching and Assessing: A revision of Bloom’s Taxonomy of  Educational Objectives, New  York: Longthan.

(2) Argyle M.(1969) Social Interactions Methuen : London.

(3) Bhatia Kamala and Bhatia Balder(1986) The Philosophical and Sociological Foundations of Education ,Doaba House ,Booksellers &  publishers,1688, Nai  Sarak,Delhi 110006.

(4) Bloom, B.S.(1972) Taxonomy of Educational Objectives Handbook I: Cognitive Domain Longman: London.

(5) Dandekar ,W.N.(1986) Evaluation in Schools ,Shrividya Prakashan, 250 Shaniwar,

Ashtabhuja Marg , Poona 30 ,India.

(6) Deshpande, P.M.(1993) Instructional Systems Design ,YCM open University, Nashik

Maharashtra. India

(7) Dave ,R.H.(1969) Taxonomy of Educational Objectives and Achievement Testing,

in ‘Developments in Educational Testing’ Vol I. University  of  London Press, London.

(8) Harper and Harper (1992) Pre paring Objectives examinations - A Book for Teacher

Students and Examiners, Prentice Hall of India Private Limited, New  Delhi  01 .India.

(9) Krathwohld, D .R. Bloom, B .S. Masia B.B: (1972) Taxonomy of Educational Objectives,Handbook II: Affective Domain Longman : London.

(10) Mager, R.F(1975) Preparing Instructional Objectives,Fearon publishers: Belmont ,USA.

(11) Pandit V.K. (1978) Teacher Education Curriculum –A Framework, National council of Teacher Education , New Delhi. India.

(12)Patel Rambahi N. (1989) Educational Evaluation Theory and Practice, Himalaya

Publishing  House, Mumbai. India.

(13) Rackham , N and Morgan ,T (1977) Behaviour Ayalysis in Training, Mc Grew Hill ; Uk.

(14) Romiszowski; A.J.(1982) Designing Instructional Systems ,Kogan Page: London.

(15) Skinner, B.F.(1957) Verbal Behaviour Appleton-Century .Crofts : New York.

About the Author

Handbook of Human Performance Technology $90 The first two editions of the Handbook of Human Performance Technology helped define the rapidly growing and vibrant field of human performance technology - a systematic approach to improving individual and organizational performance. Exhaustively researched, this comprehensive sourcebook not only updates key foundational chapters on organizational change, evaluation, instructional design, and motivation, but it also features breakthrough chapters on "performance technology in action" and addresses many new topics in the field, such as certification, Six Sigma, and communities of practice. Boasting fifty-five new chapters, contributors to this new edition comprise a veritable "who's who" in the field of performance improvement, including Geary Rummler, Roger Kaufman, Ruth Clark, Allison Rossett, Margo Murray, Judith Hale, Dana and James Robinson, and many others. Praise for the third edition of the Handbook of Human Performance Technology "If you are in the business of trying to improve organizational performance, this Handbook should be the first place you look for answers to questions about human performance technology." - Joseph J. Durzo, CPT, Ph.D., senior vice president and chief learning officer, Archstone-Smith "This newest edition of the Handbook provides an unparalleled, all-encompassing survey of the latest theory and its practical application in this emergent field. This book is a must-have reference for any professional wishing to systematically improve performance within their organization." - Weston McMillan, CPT, manager, training and development, eBay Inc. "An invaluable, engaging resource for anyone charged with improving workplace performance. It not only provides the background and foundations of our profession, but more importantly, it also provides the most up-to-date descriptions of how to apply HPT to drive results." - Rodger Stotz, CPT, vice president and managing consultant, Maritz Inc. "This book is filled with insights--both for those who are new to the field and also for those who are experienced. It offers concrete advice and examples on how to use HPT to impact business results and how to work successfully within organizations." - Anne Marie Laures, CPT, director, learning services, Walgreen Co. "The Handbook contains many of the secrets for improving the performance of individuals, groups, and organizations." - Robert F. Mager, author, Analyzing Performance Problems and How to Turn Learners On...Without Turning Them Off

IS Management Handbook, Eighth Edition $119.95 IS Management Handbook Eighth Edition details how IT professionals can align people, information and technology with the strategic goals of an organization. The handbook provides the technical and business insight from dozens of leading names from the technology sector, with a major focus on maximizing the performance of existing resources during tough economic times. The handbook provides the information that allows IT managers to effectively organize people and processes, and efficiently integrate and maintain infrastructure, applications, support systems, e-business tools, and databases.

Handbook of Metaheuristics $239 The first edition of the "Handbook of Metaheuristics" was published in 2003 under the editorship of Fred Glover and Gary A. Kochenberger. Given the numerous developments observed in the field of metaheuristics in recent years, it appeared that the time was ripe for a second edition of the Handbook. When Glover and Kochenberger were unable to prepare this second edition, they suggested that Michel Gendreau and Jean-Yves Potvin should take over the editorship, and so this important new edition is now available. Through its 21 chapters, this second edition is designed to provide a broad coverage of the concepts, implementations and applications in this important field of optimization. Original contributors either revised or updated their work, or provided entirely new chapters. The Handbook now includes updated chapters on the best known metaheuristics, including simulated annealing, tabu search, variable neighborhood search, scatter search and path relinking, genetic algorithms, memetic algorithms, genetic programming, ant colony optimization, multi-start methods, greedy randomized adaptive search procedure, guided local search, hyper-heuristics and parallel metaheuristics. It also contains three new chapters on large neighborhood search, artificial immune systems and hybrid metaheuristics. The last four chapters are devoted to more general issues related to the field of metaheuristics, namely reactive search, stochastic search, fitness landscape analysis and performance comparison.

Diamond Handbook $33.88 The Diamond Handbook, 2nd edition is a full-color, comprehensive guide to evaluating and identifying diamonds, which is aimed at trade professionals, gemology students, serious diamond buyers, and people who want more diamond evaluation information than they can get on the Internet. Besides providing in-depth information on diamond grading, it compares the new cut grading systems and diamond light performance reports of various gem laboratories. It also discusses and illustrates new diamond treatments and lab-grown diamonds. An entire chapter is devoted to the recutting of diamonds, and another chapter covers the history of diamond cuts and illustrates antique and estate diamond jewelry styles. The first chapter gives a brief overview of diamond formation, sources, diamond properties, lighting and diamond examination techniques. Chapters on fancy-colored diamonds, fluorescence, branded diamonds and diamond grading reports are also included. The Diamond Handbook has a glossary, bibliography, index and 320 high-quality photos (207 of them in color). As stated in a review of the first edition of the Diamond Handbook by the Journal of Gemmology: ?The Diamond Handbook is a must for anyone buying, testing or valuing a polished diamond and for students in many fields.?

The Trainer's Handbook $55 This thoroughly revised and updated second edition of The Trainer’s Handbook presents a comprehensive, systematic approach to developing training skills and competencies. It reflects the current changes in the design, development, and delivery of training that will meet the needs of today’s learner, distance learning, and performance consulting. The book offers a fresh focus on evaluation, includes practical how-to guidance, and a wealth of illustrative real-life examples. Note: CD-ROM/DVD and other supplementary materials are not included as part of eBook file.

Handbook of Batteries $150 THE WORLD'S LEADING GUIDE TO BATTERY TECHNOLOGY. Comprehensive, coherent, and completely up-to-date, Handbook of Batteries, Third Edition brings you the expertise of 80 of the world's top experts -- a wealth of hands-on knowledge compiled and edited by two pioneering researchers who are top-ranked consultants to the battery industry.,. Making vital data and equations instantly accessible for a wide range of applications, the Handbook has more authoritative information than any other source on the characteristics, properties, and performance of every major battery type. This edition's four new chapters give you new, fully-detailed information on Lithium Ion and Propulsion and Industrial Nickel-Metal Hydride batteries, and portable fuel cells -- including small fuel cells (less than 1000 Watts) which are potentially competitive with battery sytems. Thoroughly updating all developments in the field since 1995, the Third Edition of this ultimate state-of-the-art guide:. *Brings you up to speed on today's cutting edge battery technologies, materials and methods. *Helps you predict battery performance under all operating conditions. *Simplifies the selection of the most suitable batteries for a wide range of applications.

Handbook of Practical Program Evaluation $80 The second edition of Handbook of Practical Program Evaluation offers managers, analysts, consultants, and educators in government, nonprofit, and private institutions a valuable resource that outlines efficient and economical methods for assessing program results and identifying ways to improve program performance. The Handbook has been thoroughly revised.  Many new chapters have been prepared for this edition, including chapters on logic modeling and on evaluation applications for small nonprofit organizations. Th e Handbook of Practical Program Evaluation is a comprehensive resource on evaluation, covering both in-depth program evaluations and performance monitoring.  It presents evaluation methods that will be useful at all levels of government and in nonprofit organizations.

Valve Handbook $100 Comprehensive, up-to-date coverage of valves for the process industry. Revised to include details on the latest technologies, Valve Handbook , Third Edition, discusses design, performance, selection, operation, and application. This updated resource features a new chapter on the green technology currently employed by the valve industry, as well as an overview of the major environmental global standards that process plants are expected to meet. The book also contains new information on: Valves used in the wastewater industry; Applying emergency shutdown (ESO) valves; Recent changes to shutoff classifications; Valves specified for the nuclear industry; The procurement process for the Nuclear Stamp (N-Stamp); The emergence of wireless technology and its application to current smart technology; Characteristics of high-performance hydraulic fluid. Valve Handbook , Third Edition, covers: Valve selection criteria; Manual valves; Check valves; Pressure relief valves; Control valves; Manual operators and actuators; Smart valves and positioners; Valve and actuator sizing; Green valve technology and application; Common valve problems; Valve purchasing issues

Armstrong's Handbook of Performance Management $44.95 Armstrong's Handbook of Performance Management provides practical advice on managing staff performance. Including innovations in the performance management process, guidance on 360-degree feedback, pay and personnel development planning.

Handbook of Practical Program Evaluation (2nd Edition) $120.74 The second edition of Handbook of Practical Program Evaluation offers managers, analysts, consultants, and educators in government, nonprofit, and private institutions a valuable resource that outlines efficient and economical methods for assessing program results and identifying ways to improve program performance. The Handbook has been thoroughly revised. Many new chapters have been prepared for this edition, including chapters on logic modeling and on evaluation applications for small nonprofit organizations. Th e Handbook of Practical Program Evaluation is a comprehensive resource on evaluation, covering both indepth program evaluations and performance monitoring. It presents evaluation methods that will be useful at all levels of government and in nonprofit organizations. Author: Wholey/ Wholey, Joseph S./ Hatry, Harry P. Binding Type: Paperback Number of Pages: 768 Publication Date: 2004/05/31 Language: English Dimensions: 7.01 x 10.00 x 1.53 inches

Juran's Quality Handbook: The Complete Guide to Performance Excellence 6/e $150 The definitive quality management compendium--revised for the first time in a decade For more than 50 years, Juran's Quality Handbook has been the singular essential reference to quality management and engineering. The Sixth Edition--the first revision of the Handbook in 10 years--forges a new standard in tools for quality. Bringing leaders, managers, master and black belts, and engineers the most up-to-date methods, research, and tools, under the guidance of a team of the world's top experts, this authoritative resource shows how to apply universal methods for delivering superior results and organizational excellence in any organization, industry, country, or process. Juran's Quality Handbook , sixth edition covers: Leadership--what everyone needs to know about managing for superior quality and results Methods--the most effective methods and tools for attaining superior results, such as Lean, Six Sigma, Root Cause Analysis, Continuous Innovation, and more Industry applications--effectively applying quality management The roles of key functions--such as quality professionals, research and development, supply chain, and governance--and what they must carry out to attain superior results in an organization Performance excellence--pragmatic roadmaps, templates, and tools to aid in developing an effective and sustainable performance excellence system

The Microsoft SQL Server 2000 Performance Optimization and Tuning Handbook $73.95 Learn from a SQL Server performance authority how to make your database run at lightning speed. Ken England's SQL Server 6.5 Performance Optimization and Tuning Handbook is recognized by SQL Server administrators as the indispensable guide to tuning and optimization. Now he's revised the book for Microsoft's new SQL Server 2000, the most advanced and powerful version yet of SQL Server, which takes full advantage of Windows 2000's new processing capabilities. The book details the factors that determine database performance and offers readers tools, techniques and best practices they can use to tweak and tune SQL Server's configuration and operation. Readers will learn how to enhance performance through good physical design and effective internal storage structures. The book spells out methods for creating efficient indexes and techniques for tuning SQL Server's new query optimizer. A new edition of the authoritative and bestselling guide, SQL Server 6.5 Performance Optimization and Tuning Handbook, 1555581803Targets SQL Server 2000Helps IT professionals run SQL Server more powerfully and efficiently and optimize it for e-commerce and knowledge management

The Basketball Handbook - 1st Edition (Book) $19.95 Learn the essentials of winning basketball from a coach who did it at the high school, college, and professional levels. The Basketball Handbook presents a proven player- and team-development game plan founded on the five principles of success.Coach Lee Rose teaches the essential techniques and tactics, with drills and tips on executing them when the game’s on the line. His performance rating system is a superb evaluation tool, effective in identifying players’ strengths and shoring up weaknesses in all facets. Rose’s 45 years of maximizing player and team potential shine through as he emphasizes key skills and shares the savvy for advancing through each competitive level of the game. The Basketball Handbook will help you master each fundamental, then add new dimensions to individual and team performance on the offensive and defensive ends of the court as well as in special situations. Use it in-season and during the off-season for greater success on the court.7/26/2004 copyright, 264 pages.

The Compensation Handbook $24.66 The Perennial Favorite of HR Professionals Seeking the Most Current, Insightful Reference in the Field For over thirty-five years, human resources and management professionals have been turning to a single source for the most astute and up-to-date commentary about the state of the industry-The Compensation Handbook. Composed of one-hundred percent brand-new material from more than sixty authorities in the field, this fully updated edition provides direct insight into the most critical issues compensation and human resources professionals face today. Among the many human-capital topics covered are new reward strategies for attracting and retaining highly qualified employees from America's fast-draining talent pool; addressing the mass retirement of baby boomers-the decade's most vexing HR problem; and responding to the varying needs and desires of a multicultural, multi-generational workforce ranging from the over-sixty traditionalists to the new “Millennials.” The Compensation Handbook illustrates how employee compensation addresses these and many other critical topics, including: Unwrapping the riddle of employee pay Creating a total reward strategy Effectively using competency based pay Utilizing the most effective approaches to broadbanding Applying the best performance management practices Demystifying CEO pay Creating team-based incentives for strong outcomes Rationalizing board compensation Applying a solid program for addressing work-life issues Designing compensation systems that support talent management strategies Never before has such dramatic changes in the workforce occurred as rapidly as they are today. With economies stretching around the globe and the recent rise of foreign financial giants, among numerous other radical changes in business and industry, those in the field of human resources and compensation are faced with an entirely new catalog of concerns. This long-time industry staple contains all the methods, tools, and diagnostics you'll need to navigate the maze. Packed with the most comprehensive and insightful information you'll find anywhere, The Compensation Handbook offers not only straightforward answers to specific problems, but also provides a firm foundation for solving issues unique to your company.

Reservoir Engineering Handbook $199.95  Reorganized for easy use, Reservoir Engineering Handbook, Fourth Edition provides an up-to-date reference to the tools, techniques, and science for predicting oil reservoir performance even in the most difficult fields. Topics covered in the handbook include: Processes to enhance production Well modification to maximize oil and gas recovery Completion and evaluation of wells, well testing, and well surveys Reservoir Engineering Handbook, Fourth Edition provides solid information and insight for engineers and students alike on maximizing production from a field in order to obtain the best possible economic return. With this handbook, professionals will find a valuable reference for understanding the key relationships among the different operating variables. Examples contained in this reference demonstrate the performance of processes under forceful conditions through a wide variety of applications. Fundamental for the advancement of reservoir engineering concepts Step-by-step field performance calculations Easy to understand analysis of oil recovery mechanisms Step-by-step analysis of oil recovery mechanisms New chapter on fractured reservoirs

Fluid Catalytic Cracking Handbook $215 This thoroughly updated edition of Fluid Catalytic Cracking Handbook provides practical information on the design, operation, troubleshooting, and optimization of fluid catalytic cracking (FCC) facilities. Based on the author's years of field experience, this expanded, second edition covers the latest technologies to improve the profitability and reliability of the FCC units, and provides several "no-to-low-cost" practical recommendations. A new chapter supplies valuable recommendations for debottlenecking and optimizing the performance of cat cracker operations.

Supercharging Performance Handbook (Paperback) $45.2 The Supercharging Performance Handbook covers all aspects of supercharging a vehicle, whether carbureted or fuel-injected. Packed with thorough explanations of the different types of superchargers and aftercoolers available, expert guidance to help the reader decide which supercharger is right for which application, and in-depth discussion of such topics as efficiency, proper sizing, proper installation, and supporting systems modification, Supercharging Performance Handbook provides the knowledge you need to significantly increase your vehicle’s horsepower.

TOAD Handbook $35.99 TOAD ® Handbook, Second Edition , is the definitive, completely up-to-date guide to the newest version of TOAD, the world’s premier third-party Oracle utility. Packed with step-by-step recipes, screen snapshots, and hands-on exercises, this book brings together everything developers and DBAs need to maximize their productivity with TOAD in both administrative and development tasks.   TOAD product architect Bert Scalzo and leading TOAD trainer Dan Hotka thoroughly cover every area of TOAD’s functionality, offering practical, proven solutions that can be applied immediately to leverage TOAD’s dramatically improved feature set. Comprehensive coverage includes TOAD setup and configuration Browsing databases and schemas Editing SQL and PL/SQL within TOAD Creating new databases Checking database health Performing common DBA tasks Reporting via standard and custom reports Optimizing database performance Throughout the text, the authors offer practical insights into each of TOAD’s most useful tools, from App Designer to Doc Generator, ER Diagrammer to Code Road Map.   This book is the only current, comprehensive, and affordable guide to the latest version of TOAD–a must-have for any TOAD user.

The Compensation Committee Handbook $115.95 NEW AND UPDATED INFORMATION ON THE LAWS AND REGULATIONS AFFECTING EXECUTIVE COMPENSATION Now in a thoroughly updated Third Edition, Compensation Committee Handbook provides a comprehensive review of the complex issues facing compensation committees in the wake of Sarbanes-Oxley. This new and updated edition addresses a full range of functional issues facing compensation committees, including organizing, planning, and best practices tips. As the responsibilities of the compensation committee continue to increase, the need for practical and comprehensive material has become even more imperative. Complete with compliance advice on the latest rules and regulations that have developed since the publication of the last edition, Compensation Committee Handbook, Third Edition provides the most up-to-date and reliable information on: * The latest regulations impacting executive compensation, including new regulations issued by the SEC, recently revised GAAP accounting rules, and the just-finalized IRS regulations impacting the taxation of stock options * The roles and responsibilities of the compensation committee, including best practice tips and techniques * Selecting and training compensation committee members * How to make compensation committees a performance driver for a company * Practical applications, including incentive compensation and equity-based compensation Compensation Committee Handbook, Third Edition will help all compensation committee members and interested professionals succeed in melding highly complex technical information and concepts with both corporate governance principles and sound business judgment.

Pump Handbook $150 Rely on the #1 Guide to Pump Design and Application--Now Updated with the Latest Technological Breakthroughs. Long-established as the leading guide to pump design and application, the Pump Handbook has been fully revised and updated with the latest developments in pump technology. Packed with 1,150 detailed illustrations and written by a team of over 100 internationally renowned pump experts, this vital tool shows you how to select, purchase, install, operate, maintain, and troubleshoot cutting-edge pumps for all types of uses. The Fourth Edition of the Pump Handbook features: State-of-the-art guidance on every aspect of pump theory, design, application, and technology; Over 100 internationally renowned contributors; SI units used throughout the book; New sections on centrifugal pump mechanical performance, flow analysis, bearings, adjustable-speed drives, and application to cryogenic LNG services; completely revised sections on pump theory, mechanical seals, intakes and suction piping, gears, and waterhammer; application to pulp and paper mills. Inside This Updated Guide to Pump Technology • Classification and Selection of Pumps • Centrifugal Pumps • Displacement Pumps • Solids Pumping • Pump Sealing • Pump Bearings • Jet Pumps • Materials of Construction • Pump Drivers and Power Transmission • Pump Noise • Pump Systems • Pump Services • Intakes and Suction Piping • Selecting and Purchasing Pumps • Installation, Operation, and Maintenance • Pump Testing • Technical Data

The Shock Absorber Handbook $125 Every one of the many millions of cars manufactured annually worldwide uses shock absorbers, otherwise known as dampers. These form a vital part of the suspension system of any vehicle, essential for optimizing road holding, performance and safety. This, the second edition of the Shock Absorber Handbook (first edition published in 1999), remains the only English language book devoted to the subject. Comprehensive coverage of design, testing, installation and use of the damper has led to the book's acceptance as the authoritative text on the automotive applications of shock absorbers. In this second edition, the author presents a thorough revision of his book to bring it completely up to date. There are numerous detail improvements, and extensive new material has been added particularly on the many varieties of valve design in the conventional hydraulic damper, and on modern developments such as electrorheological and magnetorheological dampers. "The Shock Absorber Handbook, 2nd Edition" provides a thorough treatment of the issues surrounding the design and selection of shock absorbers. It is an invaluable handbook for those working in industry, as well as a principal reference text for students of mechanical and automotive engineering.

The Employer's Handbook 2011-12 $27.95 Now in its eighth edition, The Employer's Handbook has established itself as a source of reliable and unambiguous advice for small - and medium - sized employers. The book is a comprehensive source of hands-on advice on the increasingly complex legal framework now governing UK employment law. Presented in plain English, it includes guidelines on age discrimination legislation and the latest employment tribunal forms. It also provides access to free legal updates and downloadable templates, forms and policy documents for dealing with key employment issues, including: recruiting staff; writing contracts; performance management; maternity/ paternity rights; data protection; terminating employment; and working with trade unions. Fully updated for this 2011 edition, The Employer's Handbook clearly identifies the legal essentials and best practice guidelines for effective people management.

The Electricians Green Handbook, 1st Edition $22.99 THE ELECTRICIAN'S GREEN HANDBOOK is written for anyone with an interest in the inner workings of alternative energy systems. This book is written by an electrician about electrical systems for electricians, maintenance personnel and those looking to expand their knowledge in alterative energy systems. Real world state of the art components are used in this book, complete with details and product specifications. Alternative energy systems discussed include Solar, Wind, Hydrogen and Battery Backup Systems. Unlike most other books written on the subject, THE ELECTRICIAN'S GREEN HANDBOOK, provides you with an understanding of these systems from an installation and maintenance point of view. Discussed in detail are the circuit configurations of stand-alone inverters, string inverters, central inverters, micro-inverters and rectifiers, which are the key components of any alternative energy installation used today. The National Electrical Code (NEC) 2011 is used throughout the text and systems are taken apart and the NEC 2011 is examined for each part of the systems. Monitoring the output of alternative energy systems is not only required for maximum efficiency, it is essential. This book covers the components, systems and topologies for monitoring the system functions and performance and is a must for the journeyman electrician and electrical students of all levels.

The Handbook of Country Risk 2009-2010 $125 The Handbook of Country Risk, now in its 11th annual edition, aims to support and inform any company or organization engaged in international commerce. For finance departments it highlights key economic indicators and assesses the likelihood of payment default, and for business developers investors, it weighs the risks and opportunities in markets and surveys industrial sector performance from across the world.

Integrated Logistics Support Handbook $94 All the ILS expertise needed to achieve a more supportable system and cost-effective support infrastructure. Engineers and managers can turn to the updated Third Edition of Integrated Logistics Support Handbook for expert guidance on applying Integrated Logistics Support (ILS) for acquisition and procurement planning in new product development. Long-established as the definitive ILS resource, this handbook distills thousands of pages of directives, instructions, and related material into a coherent, one-stop reference that can be used to enhance any military or commercial project. The Third Edition features new information on reliability and maintainability engineering…testability…supportability engineering…cost of ownership…personnel…support equipment…training…technical documentation…level-of-repair analysis…software support…life-cycle cost…logistics plans…contracts…and much more. Filled with step-by-step guidelines and 300 illustrations, the updated Integrated Logistics Support Handbook explains how to:.; Meet the requirements of MIL-PRF 49506, Logistics Management Information.; Develop and measure Performance-Based Logistics requirements.; New to this edition: applications of ILS to software-based systems, applications to commercial off-the-shelf solutions, and the latest Department of Defense requirements.

The Shock Absorber Handbook (Hardcover) $189.63 Every one of the many millions of cars manufactured annually worldwide uses shock absorbers, otherwise known as dampers. These form a vital part of the suspension system of any vehicle, essential for optimizing road holding, performance and safety. This, the second edition of the Shock Absorber Handbook (first edition published in 1999), remains the only English language book devoted to the subject. Comprehensive coverage of design, testing, installation and use of the damper has led to the book`s acceptance as the authoritative text on the automotive applications of shock absorbers. In this second edition, the author presents a thorough revision of his book to bring it completely up to date. There are numerous detail improvements, and extensive new material has been added particularly on the many varieties of valve design in the conventional hydraulic damper, and on modern developments such as electrorheological and magnetorheological dampers. "The Shock Absorber Handbook, 2nd Edition" provides a thorough treatment of the issues surrounding the design and selection of shock absorbers. It is an invaluable handbook for those working in industry, as well as a principal reference text for students of mechanical and automotive engineering.

Handbook of Corporate Performance Management $55 A corporate performance management system can transform your business - but only if it is designed and implemented in the right way. this book will provide you with the tools and approaches to help translate your strategy into action and make you aware of the pitfalls to be avoided. The Handbook of Corporate Performance Management takes a practical approach, offering guidance on what works, tools to use, and how leadership makes an essential contribution to success. THE BOOK IS BROADLY DIVIDED INTO FOUR SECTIONS : Section One Provides the essential toolkit for setting up and implementing a corporate performance management system. It covers the processes and approaches you need to make it work. Section two explains how you can use performance management to manage your business from tracking performance through the management review process to checking whether your strategy is still appropriate. Section three provides guidance for measuring specific key areas; financial performance, staff performance, customers, processes, competence and resource development, and sustainability. Section four is about bringing it all together. Case studies of individuals from widely differing organisations, who have all delivered great results, illustrate the importance of good leadership in creating a culture of high performance. The Handbook of Corporate Performance Management is the essential guide to using performance measurement and management to get the best out of your business.

Rechargeable Batteries Applications Handbook $63.95 Represents the first widely available compendium of the information needed by those design professionals responsible for using rechargeable batteries. This handbook introduces the most common forms of rechargeable batteries, including their history, the basic chemistry that governs their operation, and common design approaches. The introduction also exposes reader to common battery design terms and concepts. Two sections of the handbook provide performance information on two principal types of rechargeable batteries commonly found in consumer and industrial products: sealed nickel-cadmium and sealed-lead cells. For each type of cell, this book covers discharge performance, charging and charger design, storage, life, applications information, testing, and safety. New paperback edition of a best-seller. First widely-available book on rechargeable cells. Operation, applications, and testing.

Northwestern Handbook of Surgical Procedures $55 The Northwestern Handbook of Surgical Procedures, 2nd Edition, is designed to be reviewed prior to performing or participating in an operation. The authors of the book have identified the key steps of performing each procedure, to provide a framework to the learner for understanding the tasks and the sequence of those tasks necessary for successful performance. Breaking a complex performance like an operation into a series of steps is a technique well validated in the educational literature and provides the basic scaffold upon which the surgeon-in-training can add nuances and variations that are encountered in the course of experience, ultimately building a strong mental model or image of the operation. It is the goal of this portable handbook to try to bring some degree of order to the complexity, focusing on many of the common operations in general, gastrointestinal, plastic, thoracic, vascular and pediatric surgery, and in organ transplantation. Each procedure has been divided into specific and well-defined steps to provide the beginner with a framework that can serve as a baseline and against which real-life experiences can be measured.

Handbook of Improving Performance in the Workplace $150 Volume Three of the Handbook of Improving Performance in the Workplace focuses on Measurement and Evaluation and represents an invaluable addition to the literature that supports the field and practice of Instructional Systems Design. With contributions from leading national scholars and practitioners, this volume is filled with information on time-tested theories, leading-edge research, developments, and applications and provides a comprehensive review of the most pertinent information available on critical topics, including: Measuring and Evaluating Learning and Performance, Designing Evaluation, Qualitative and Quantitative Performance Measurements, Evidence-based Performance Measurements, Analyzing Data, Planning Performance Measurement and Evaluation, Strategies for Implementation, Business Evaluation Strategy, Measurement and Evaluation in Non-Profit Sectors, among many others. It also contains illustrative case studies and performance support tools. Sponsored by International Society for Performance Improvement (ISPI), the Handbook of Improving Performance in the Workplace, three-volume reference, covers three core areas of interest including Instructional Design and Training Delivery, Selecting and Implementing Performance Interventions, and Measurement and Evaluation.

Materials Handbook $110 The Materials Handbook is an encyclopedic, A-to-Z organization of all types of materials, featuring their key performance properties, principal characteristics and applications in product design. Materials include ferrous and nonferrous metals, plastics, elastomers, ceramics, woods, composites, chemicals, minerals, textiles, fuels, foodstuffs and natural plant and animal substances --more than 13,000 in all. Properties are expressed in both U.S. customary and metric units and a thorough index eases finding details on each and every material. Introduced in 1929 and often known simply as "Brady's," this comprehensive, one-volume, 1244 page encyclopedia of materials is intended for executives, managers, supervisors, engineers, and technicians, in engineering, manufacturing, marketing, purchasing and sales as well as educators and students. Of the dozens of families of materials updated in the 15th Edition, the most extensive additions pertain to adhesives, activated carbon, aluminides, aluminum alloys, catalysts, ceramics, composites, fullerences, heat-transfer fluids, nanophase materials, nickel alloys, olefins, silicon nitride, stainless steels, thermoplastic elastomers, titanium alloys, tungsten alloys, valve alloys and welding and hard-facing alloys. Also widely updated are acrylics, brazing alloys, chelants, biodegradable plastics, molybdenum alloys, plastic alloys, recyclate plastics, superalloys, supercritical fluids and tool steels. New classes of materials added include aliphatic polyketones, carburizing secondary-hardening steels and polyarylene ether benzimidazoles. Carcinogens and materials likely to be cancer-causing in humans are listed for the first time.

The Nightingale - Performance Pack with CD $99.95 "(An Enchanting Imperial Tale for Unison and 2-part Voices, Based on a Story by Hans Christian Andersen). By Andy Beck and Brian Fisher. Arranged by orch. Steve Herold. This edition: Performance Pack. Children's Musicals and Programs. Teacher's Handbook, 10 Singer's Editions, and Soundtrax CD. Published by Alfred Music Publishing"