N.santha Kumar - Academia.edu (original) (raw)

Papers by N.santha Kumar

It's the right time to know more about mobile technology and mobile learning in the present d... more It's the right time to know more about mobile technology and mobile learning in the present digital era where mobile phones have become an integral part of everyone's life. In recent years there have been amazing advances in mobile technology. Mobile learning has enabled various institutions, colleges and schools throughout the world in order to modernize aspects of teaching, learning and training. The key words in mobile learning are "facilitate, support, enhance, extend".

This paper endeavors to express about the importance of English speaking skill in the modern worl... more This paper endeavors to express about the importance of English speaking skill in the modern world , and how speaking skill is been ignored by the students rather by teachers who ask the students to predominantly focus on the written skill when they are in schools and are giving more prominence to the writing skill than the speaking skill in order to get more marks in their public examinations of standard 10^thand 12^th which lead the students to drive to the higher studies if they secure the mandatory marks . That is why, when students enter college or university, students are struggling a lot in their higher studies while communicating to others in English. Therefore, this study discusses how English speaking skill is important in the present situation and how students can improve English speaking skill.

Philosophy of teaching, learning and leading is focused on improving student learning and anchore... more Philosophy of teaching, learning and leading is focused on improving student learning and anchored with a commitment to ethical practice. Moreover, it is our obligation both individually and collectively to use research and data to determine the impact we have made on what students know, do and think, to ascertain revisions to instructional programs and assessment practices, and to design appropriate professional growth opportunities. Teachers must be continual learners who are open to modify, adjust and alter their practice in response to the complex, varied, specialized and changeable needs of their students. In addition, teachers have a career-long obligation to add to their knowledge and skill base and to share what they have learned with their colleagues. The needs of our students are so involved and diverse that they require the use of various approaches, viewpoints, and sharing of collective experiences and skills of everyone. Teachers have an obligation to share, influence a...

English is a global language and thereby the teacher has to adapt to the multicultural linguistic... more English is a global language and thereby the teacher has to adapt to the multicultural linguistic approach and evolve at holism. Language has to be treated as an art when using creatively and science when defining the nuances of the language. The language teacher must not only be proficient in language, but also innovative in customizing curriculum according to the learner's need. The teacher need to break the barriers of traditional approaches and become a facilitator to develop the four language skills i.e. listening, speaking, reading and writing. The teacher ought to develop autonomy in the curriculum designing and go beyond the textbook and be pragmatic in pedagogical/andragogical approach. The teacher has to empathize with the learners and identify the needs of the learners beforedesigning the curriculum and delivering it in the classroom. There should be more tasks based sessions practised in the language classroom and also meet the contemporary needs of the learner.

Indian Journal of Rheumatology, 2006

Journal of Material Cycles and Waste Management, 2019

Materials Today: Proceedings, 2018

Sericologia, 1999

Dans l'ecosysteme du murier, un coccinellide, Nephus sp., a ete remarque pour la premiere foi... more Dans l'ecosysteme du murier, un coccinellide, Nephus sp., a ete remarque pour la premiere fois, comme un predateur potentiel de Maconellicoccus hirsutus (Green) (Hemiptera. Pseudococcidae) causant le tukra du murier sous les conditions climatiques du Bengale Ouest. Une etude concernant son efficacite alimentaire a revele que le predateur se nourrit du parasite lors de toutes les etapes de son developpement. Les etudes conduites en laboratoire a une temperature en dessous de 25-28°C et 65-70 % RH ont montre que chaque larve de Nephus sp. devore 1 379,8 oeufs ou 70,3 nymphes ou 13 adultes de M. hirsutus. Un predateur adulte femelle consomme 3 441,1 oeufs ou 533,3 nymphes ou 112, 5 cochenilles adultes, alors qu 'un predateur adulte mâle en consomme 2 067,2 oeufs ou 4009, 7 nymphes ou 66,4 adultes.

International Journal of Antennas and Propagation, Aug 17, 2013

IEEE Transactions on Antennas and Propagation

Analytical Chemistry, 2014

International Journal of Computer Applications, 2010

World Journal of Microbiology and Biotechnology, 2006

Vision Research, 1992

The perceived relative depth of two isolated short parallel lines in the center of a scene is kno... more The perceived relative depth of two isolated short parallel lines in the center of a scene is known to depend on the disparities and positions of other items in the scene, as well as on their own disparities. We demonstrate here that the shapes of these other items also contribute significantly to the perceived depth, and that these non-disparity influences on depth judgements may already be evident when only three dots are presented as stimuli. When two short vertical test lines are surrounded by a trapezoidal "picture frame", the perceived relative depth of the test lines is affected by the shape of the trapezoid as well as by the disparities assigned to its vertical parallel sides. The influence of the trapezoidal frame can be interpreted as an effect of perspective. The induced relative depth of the test lines is measured by recording the amount of "compensating disparity" that must be given to one of the lines in order for observers to judge the two test lines to be equidistant from the observer's viewing position. Surprisingly, for fixed disparities of the vertical edges of the surrounding picture frame, the induced depth of the test lines increases as the difference in the lengths of the vertical sides increases, regardless of whether the perspective interpretation of the difference in the lengths is consistent with or in conflict with the disparity-defined slant. Shape-related apparent depth changes are especially sensitive to the shape of the trapezoid if it is nearly rectangular, and are comparable in magnitude to those resulting from changes in disparity of the surrounding frame. When a pair of short vertical parallel test lines is presented alone, without a surrounding frame or any other items in the scene, excellent relative depth discrimination is displayed by most subjects. However, if the lines are replaced by squares, trapezoids, triangles, single horizontal lines, or other figures of about the same size as the original test lines, the slant discrimination threshold for these plane figures for naïve observers become poorer by a factor of 20-100. By the use of a feedback signal, observers can be trained to use only disparity cues and ignore shape effects. Some observers have difficulty ignoring the shapes of some figures, the "difficult" figures being different for each observer. After training, the relative depth thresholds for most figures approach those of the original unconnected parallel test lines.

Vision Research, 1992

Depth discrimination thresholds are shown to be lowered by up to a factor of 10 when a few refere... more Depth discrimination thresholds are shown to be lowered by up to a factor of 10 when a few reference lines are added to a stimulus containing a single isolated test line. Four reference lines are better than two, which are better than one, and the improvement in performance is greater when the test line lies between the two reference lines in depth. Stereoacuity for the relative depth of a target line, relative to other nearby reference lines, is shown to be insensitive to changes of disparity of the whole pattern of up to about +/- 5 arc min and is only weakly sensitive to larger displacements of up to +/- 10 arc min.

Vision Research, 1993

Depth contrast is a contrasting change in the depth of a feature that results from changes in the... more Depth contrast is a contrasting change in the depth of a feature that results from changes in the disparities of other objects in the field of view, even though the disparity of the original feature remains unchanged. Depth contrast effects decrease during continuous viewing of the stimuli and may disappear altogether after several minutes unless the disparities of the inducing features change with time. This fading occurs whenever the inducing features have constant disparity, whether they are stationary or oscillating laterally. Depth contrast effects occur whenever the inducing features are visible within half a second before or after presentation of the test features. When test features are enclosed by a rectangle which is just inside of a circumscribing outer trapezoid, the inner rectangle "shields" the test features from the depth-inducing effects of the outer trapezoid. Surprisingly, this shielding effect persists if the inner rectangle and outer trapezoid have the same slant direction, but fades with time if the slants are opposite in direction.

Vision Research, 1993

Psychophysically-experienced and -inexperienced human observers were tested on 34 different non-s... more Psychophysically-experienced and -inexperienced human observers were tested on 34 different non-stereo and 49 stereo hyperacuity stimuli. Performance reached hyperacuity levels within the first five trials for the non-stereo stimuli. For stereoacuity tasks the results were very different. Even extremely experienced observers with very low thresholds for certain stereo tasks required considerable practice to achieve their best performance for slightly different stereo tasks. Performance on both types of tasks showed considerable observer variability. These results suggest that adults do not synthesize new visual modules for hyperacuity tasks early in the visual pathway on a task-driven basis. We also interpret these results to suggest that there can be many equally general models of hyperacuity performance that show only the qualitative general trends of a "standard" observer. Incorporating individual variability might provide sufficient constraints on such models to provide clues about physiological mechanisms.

It's the right time to know more about mobile technology and mobile learning in the present d... more It's the right time to know more about mobile technology and mobile learning in the present digital era where mobile phones have become an integral part of everyone's life. In recent years there have been amazing advances in mobile technology. Mobile learning has enabled various institutions, colleges and schools throughout the world in order to modernize aspects of teaching, learning and training. The key words in mobile learning are "facilitate, support, enhance, extend".

This paper endeavors to express about the importance of English speaking skill in the modern worl... more This paper endeavors to express about the importance of English speaking skill in the modern world , and how speaking skill is been ignored by the students rather by teachers who ask the students to predominantly focus on the written skill when they are in schools and are giving more prominence to the writing skill than the speaking skill in order to get more marks in their public examinations of standard 10^thand 12^th which lead the students to drive to the higher studies if they secure the mandatory marks . That is why, when students enter college or university, students are struggling a lot in their higher studies while communicating to others in English. Therefore, this study discusses how English speaking skill is important in the present situation and how students can improve English speaking skill.

Philosophy of teaching, learning and leading is focused on improving student learning and anchore... more Philosophy of teaching, learning and leading is focused on improving student learning and anchored with a commitment to ethical practice. Moreover, it is our obligation both individually and collectively to use research and data to determine the impact we have made on what students know, do and think, to ascertain revisions to instructional programs and assessment practices, and to design appropriate professional growth opportunities. Teachers must be continual learners who are open to modify, adjust and alter their practice in response to the complex, varied, specialized and changeable needs of their students. In addition, teachers have a career-long obligation to add to their knowledge and skill base and to share what they have learned with their colleagues. The needs of our students are so involved and diverse that they require the use of various approaches, viewpoints, and sharing of collective experiences and skills of everyone. Teachers have an obligation to share, influence a...

English is a global language and thereby the teacher has to adapt to the multicultural linguistic... more English is a global language and thereby the teacher has to adapt to the multicultural linguistic approach and evolve at holism. Language has to be treated as an art when using creatively and science when defining the nuances of the language. The language teacher must not only be proficient in language, but also innovative in customizing curriculum according to the learner's need. The teacher need to break the barriers of traditional approaches and become a facilitator to develop the four language skills i.e. listening, speaking, reading and writing. The teacher ought to develop autonomy in the curriculum designing and go beyond the textbook and be pragmatic in pedagogical/andragogical approach. The teacher has to empathize with the learners and identify the needs of the learners beforedesigning the curriculum and delivering it in the classroom. There should be more tasks based sessions practised in the language classroom and also meet the contemporary needs of the learner.

Indian Journal of Rheumatology, 2006

Journal of Material Cycles and Waste Management, 2019

Materials Today: Proceedings, 2018

Sericologia, 1999

Dans l'ecosysteme du murier, un coccinellide, Nephus sp., a ete remarque pour la premiere foi... more Dans l'ecosysteme du murier, un coccinellide, Nephus sp., a ete remarque pour la premiere fois, comme un predateur potentiel de Maconellicoccus hirsutus (Green) (Hemiptera. Pseudococcidae) causant le tukra du murier sous les conditions climatiques du Bengale Ouest. Une etude concernant son efficacite alimentaire a revele que le predateur se nourrit du parasite lors de toutes les etapes de son developpement. Les etudes conduites en laboratoire a une temperature en dessous de 25-28°C et 65-70 % RH ont montre que chaque larve de Nephus sp. devore 1 379,8 oeufs ou 70,3 nymphes ou 13 adultes de M. hirsutus. Un predateur adulte femelle consomme 3 441,1 oeufs ou 533,3 nymphes ou 112, 5 cochenilles adultes, alors qu 'un predateur adulte mâle en consomme 2 067,2 oeufs ou 4009, 7 nymphes ou 66,4 adultes.

International Journal of Antennas and Propagation, Aug 17, 2013

IEEE Transactions on Antennas and Propagation

Analytical Chemistry, 2014

International Journal of Computer Applications, 2010

World Journal of Microbiology and Biotechnology, 2006

Vision Research, 1992

The perceived relative depth of two isolated short parallel lines in the center of a scene is kno... more The perceived relative depth of two isolated short parallel lines in the center of a scene is known to depend on the disparities and positions of other items in the scene, as well as on their own disparities. We demonstrate here that the shapes of these other items also contribute significantly to the perceived depth, and that these non-disparity influences on depth judgements may already be evident when only three dots are presented as stimuli. When two short vertical test lines are surrounded by a trapezoidal "picture frame", the perceived relative depth of the test lines is affected by the shape of the trapezoid as well as by the disparities assigned to its vertical parallel sides. The influence of the trapezoidal frame can be interpreted as an effect of perspective. The induced relative depth of the test lines is measured by recording the amount of "compensating disparity" that must be given to one of the lines in order for observers to judge the two test lines to be equidistant from the observer's viewing position. Surprisingly, for fixed disparities of the vertical edges of the surrounding picture frame, the induced depth of the test lines increases as the difference in the lengths of the vertical sides increases, regardless of whether the perspective interpretation of the difference in the lengths is consistent with or in conflict with the disparity-defined slant. Shape-related apparent depth changes are especially sensitive to the shape of the trapezoid if it is nearly rectangular, and are comparable in magnitude to those resulting from changes in disparity of the surrounding frame. When a pair of short vertical parallel test lines is presented alone, without a surrounding frame or any other items in the scene, excellent relative depth discrimination is displayed by most subjects. However, if the lines are replaced by squares, trapezoids, triangles, single horizontal lines, or other figures of about the same size as the original test lines, the slant discrimination threshold for these plane figures for naïve observers become poorer by a factor of 20-100. By the use of a feedback signal, observers can be trained to use only disparity cues and ignore shape effects. Some observers have difficulty ignoring the shapes of some figures, the "difficult" figures being different for each observer. After training, the relative depth thresholds for most figures approach those of the original unconnected parallel test lines.

Vision Research, 1992

Depth discrimination thresholds are shown to be lowered by up to a factor of 10 when a few refere... more Depth discrimination thresholds are shown to be lowered by up to a factor of 10 when a few reference lines are added to a stimulus containing a single isolated test line. Four reference lines are better than two, which are better than one, and the improvement in performance is greater when the test line lies between the two reference lines in depth. Stereoacuity for the relative depth of a target line, relative to other nearby reference lines, is shown to be insensitive to changes of disparity of the whole pattern of up to about +/- 5 arc min and is only weakly sensitive to larger displacements of up to +/- 10 arc min.

Vision Research, 1993

Depth contrast is a contrasting change in the depth of a feature that results from changes in the... more Depth contrast is a contrasting change in the depth of a feature that results from changes in the disparities of other objects in the field of view, even though the disparity of the original feature remains unchanged. Depth contrast effects decrease during continuous viewing of the stimuli and may disappear altogether after several minutes unless the disparities of the inducing features change with time. This fading occurs whenever the inducing features have constant disparity, whether they are stationary or oscillating laterally. Depth contrast effects occur whenever the inducing features are visible within half a second before or after presentation of the test features. When test features are enclosed by a rectangle which is just inside of a circumscribing outer trapezoid, the inner rectangle "shields" the test features from the depth-inducing effects of the outer trapezoid. Surprisingly, this shielding effect persists if the inner rectangle and outer trapezoid have the same slant direction, but fades with time if the slants are opposite in direction.

Vision Research, 1993

Psychophysically-experienced and -inexperienced human observers were tested on 34 different non-s... more Psychophysically-experienced and -inexperienced human observers were tested on 34 different non-stereo and 49 stereo hyperacuity stimuli. Performance reached hyperacuity levels within the first five trials for the non-stereo stimuli. For stereoacuity tasks the results were very different. Even extremely experienced observers with very low thresholds for certain stereo tasks required considerable practice to achieve their best performance for slightly different stereo tasks. Performance on both types of tasks showed considerable observer variability. These results suggest that adults do not synthesize new visual modules for hyperacuity tasks early in the visual pathway on a task-driven basis. We also interpret these results to suggest that there can be many equally general models of hyperacuity performance that show only the qualitative general trends of a "standard" observer. Incorporating individual variability might provide sufficient constraints on such models to provide clues about physiological mechanisms.