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A ‘teacher’ is a person who delivers an educational program, assesses student participation in an educational program, and/or administers or provides consistent and substantial leadership to an educational program.Teacher is the second parent who thinks good for our future  and teacher is the only person who helps us to make  decision then the right for us.

Teachers are the crucial elements in preparing young people not only to face the future with confidence not build it with purpose and accountability. Education is a dynamic process of human development and empowerment. Teacher education has been widely advocated as the single important ingredient in the economic, social and political and cultural development of developing/developed society. Teacher without quality can be judged as a man without mind. Quality of teacher education depends basically on a number of factors such as infrastructure, learning environment curriculum, teaching learning materials (TLM) and teacher’s participation with demand of changing society Quality enhancement in teacher education is a deliberate process of change that leads to improvement. In academic problem two teams are often used namely “Quality Assessment and quality assurance”. They are like two sides of a coin. The formen refers to the internal and external evaluation used to assess the overall teaching research performance of the institution. There is a need for teachers in community health, guidance and counselling, research strategies, competitions personal development and student support services.

The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a flagship scheme of Government of India, started from the year 2009, to enhance access to secondary education and improve its quality. The present study was taken up in Government Secondary Schools in Aizawl City. Focus was given to quality intervention of RMSA. It was found from the study that cent percent schools under study have owned land and building. Rain harvesting system was installed by only 61.54% of the school. The investigator further found that 84.62% of the school could provide drinking water facilities for students. Recurring grants such as maintenance and remedial teaching grants were received by all schools. SMDC was found set up by every schools under study and members were also given training for effective delivery of their roles and responsibilities. The investigator found that District Education Officer (DEO) was the real operational supervisor in the study area while District Project Coordination (DPC) of RMSA supervised only the works related to RMSA interventions.

In a world where individuals have to negotiate a variety of conflicts in their daily lives- right from the individual level to societal level, it is critical that we strive to develop our conflict competencies. Enhancing our conflict competencies will help us negotiate the complexities in different conflict situations that we may encounter. Nurturing appropriate skills and abilities to analyze the root causes of conflicts and developing capabilities to address these will help us to ensure lasting resolution of these conflicts. Developing conflict competencies is not a one-time training process; instead it is an ongoing process requiring constant additions to skills and experiences. This chapter will explore the different dimensions of conflict competencies, its role and importance in contemporary society.

The word value is derived from the Latin word “Valerie”. This means “to be strong and vigorous”. The word “values” was used by a German Philosopher Friedrich Nietzsche in 1880. Nietzsche used this word in plural form to ‘denote beliefs and attitudes what were personal and subjective’.John Dewey in 1948 said “The value means primarily to prize, to esteem, to appraise and to estimate. It means the act of cherishing something, holding it dear and also the act of passing judgement upon the nature and amounts of values as compared with something else.”There are different types of values like personal values, social values, moral values, cultural values etc. The values mentioned in the list compiled by NCERT and given in Appendix III of “ Documents on Social , Moral and Spiritual Values in Education” (1979) include cooperation, compassion, courtesy etc. There are different viewpoints on whether values should be taught as a separate subject or incorporated in the formal and informal teaching itself. Some believe that values are caught as well as taught while some say that values are caught not taught. Thus there are different strategies to inculcate values in students. These strategies include Role Playing, Case Study Strategy, Values Clarification etc.Values Clarification approach was promoted by L.S. Raths, M.F. Harmin and S.B. Simon. It is an innovative strategy in which individuals are motivated to reflect upon the different values and accept only those values that they actually feel are relevant for them. Every person needs to introspect and clarify the values that they cherish personally without blindly following the values told by others to be important.

While Thoreau represents a great intellectual point of reference in today’s political theories, this has never been always the same. The popular magazines during Thoreau’s lifetime wrote a different view about him. This paper focuses on the life of Thoreau in the course of history. How he was received during his time in some popular magazines such as The Sun and The New York Times, and how some contemporary scholars such as Henry Salt saw his work. The paper will then focus on current trends in the works of Thoreau. How scholars like Leigh Kathryn Jenco and Jack Turner see Thoreau today, and how far he has influenced the American society. The subject of criticism is a spotlight on Thoreau’s work, “Civil Disobedience”.

An educational institution performs a significant function of providing learning experiences to lead their students from the darkness of ignorance to the light of knowledge. The key personnel in the institutions who play an important role to bring about this transformation are teachers. As stated by NCTE (1998) in Quality Assessment of Teacher Education in India?The teacher is the most important element in any educational program. It is the teacher who is mainly responsible for implementation of the educational process at any stage. This shows that it is imperative to invest in the preparation of teachers, so that the future of a nation is secure. The importance of competent teachers to the nation‘s school system can in no way be overemphasized. The National Curriculum Framework 2005 places demands and expectations on the teacher, which need to be addressed by both initial and continuing teacher education.