During this discussion, the Vice Chancellor of SBUP Prof. (Dr) G.K. Shirude highlighted the importance of research and teaching. He said, “In Higher Education, it is not only the incentives or promotions that will work to motivate, but it is about generating self-interest in research. Here we have to insist more on assisting teachers every five years in terms of the contribution made in their domain area, not only in books or reports but ideas which will be more useful in teaching that also matter more. Otherwise, research will be the one side and teaching will be the other side. Rather, research should be complementary. While teaching in the classroom, teachers should be able to reflect on some ideas that will ignite and enrich the students’ strengths related to future goals.”

The Director General of CIPU R. Karthik has elaborated on the functioning of CIPU, its objectives, the 12-point strategic framework of CIPU, upcoming initiatives and programs, CIPU leadership dialogues for the benefits of higher education, industry-academia collaboration, etc. Prof. (Dr.) Sandeep Sancheti, Convenor, CIPU National Committee on Research and Industry-Academia Collaboration and VP – Research Relations and Academic Affairs, Elsevier India. Also, he delivered a comprehensive presentation about the Elsevier-Ipsos report.

In this day-long discussion, various aspects of research work in the academic field, such as thought leadership reports, frameworks of evaluation, case studies, challenges ahead for the academic leaders’ and funders’ (priorities vs. preparedness), perspectives of funders, establishing research councils, embracing AI as an aiding tool, research papers, the role of technology, etc., were discussed.

In his concluding remarks, SBUP Chancellor Prof. B. Paramanandhan said, “Everything is changing today at a fast pace, and we should be relevant in today’s world. We should look at the content we are developing. I would suggest starting something in research works about our nation. We can collaborate, provide opportunities to the universities, and put our faculty members into research papers on topics relevant to India.”

About the Elsevier-Ipsos report – From April to December 2023, Elsevier worked with Ipsos to conduct two phases of interviews with a total of 115 institutional leaders from around the world – 86 held top-level leadership positions at universities (‘academic leaders’) and 29 at research funding bodies (‘funders’) to create this report and has made an attempt to find out opinions on issues like research, funding, human capital, education, institutional culture and  Political, technological and regulatory environment.

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Ages 3-4

At this young age, start by giving very simple chores that instill the beginnings of responsibility, like putting toys away, feeding a pet, dusting, and helping make the bed. Praise them for their efforts and avoid criticism if things aren’t perfectly done. The goal is to associate chores with pride and capability. Consider a star chart rewards system. Even 10 minutes per day is impactful at this age.

Ages 5-7

Now they can take on a bit more responsibility by keeping their room tidier, putting clothes in hampers or laundry baskets, setting and clearing the table, packing school bags, and watering plants. Link weekly pocket money to chore completion. Rotate chores so they build skills in different areas. Make sure adult supervision and encouragement help form chore habits.

Ages 8-10

Around 8 years old, most children can reliably handle more complex chore assignments with less supervision. Emptying bins, doing dishes by hand, folding laundry, sweeping floors, and helping prepare simple snacks and meals are all appropriate at this age. Try linking effort at school to rewards through earned screen time rather than pocket money.

Ages 11-12

Nearing their tween years, children can take on more difficult household jobs. Washing the car, mowing the lawn, changing bed sheets, ironing simple items, packing their lunch, remembering to take medication, maintaining tidiness standards, grocery shopping with a list, and planning/cooking simple meals with supervision are all reasonable expectations.

Ages 13+

Now in their teens, young adults can shoulder even greater responsibility at home. Cooking full meals, following recipes, washing windows, scrubbing bathrooms, doing the hoovering, managing their schedule, changing lightbulbs, washing the car inside and out, cleaning out the garage, and babysitting younger siblings are appropriate chores. Allow them to earn extra money through paid work inside or outside the home.

Encouraging Foster Children to Get Involved

When welcoming a foster child from fcascotland.co.uk into your home, it’s important to give them a sense of belonging by involving them in household responsibilities.

Start slowly by asking them to assist with simple tasks like setting the dinner table, feeding pets, clearing their dishes, or putting away their clean laundry. Provide positive reinforcement and praise when they contribute. As trust builds over time, encourage additional age-appropriate chores and link rewards like special outings or activities to complete work. Patience and allowing choices give foster children autonomy. Making them feel capable and valued through chores goes a long way toward bonding with your family.

The key is involving children in household chores from an early age through incremental steps they can handle. Make sure to encourage their efforts, allow for mistakes, and require their increasing participation. Not only will they learn how to run a household someday, but they’ll build confidence and pride in their abilities to contribute. That’s a lesson that will serve them very well throughout life.

Image by senivpetro on Freepik

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