The world is living in crucial times of climate change with an adverse impact on our planet. It is therefore vital for everyone to understand the implications of being ignorant of the causes of climate change. The need for increasing awareness is greater now than ever before, and the best means available for this is through extensive use of social media. The proliferation of social media tools in this information age is tremendous. The effect of popular social media platforms like Facebook and its patterns of usage by university students need to be investigated. The global outreach of various platforms of digital media is unparalleled. Social media could be a desirable platform to fight against all the odds in climate change. This study investigates the usage patterns of Facebook as an agent to tackle climate change amongst the university students in Assam. The study is exploratory in nature and executed through a quantitative research methodology. The data is collected by employing survey method with close ended questionnaire as its research tool. This study analyses the opinions drawn from 100 university students studying in various universities in Assam. The data has been taken through snowball sampling technique and measured with Likert Scale. It is pertinent to understand the level of awareness of the university going students about climate change. Perhaps, this is high time to analyse the usage patterns of Facebook by university students and spell out the rationale behind its effectiveness in fighting against climate change.
Teachers in classrooms constantly face a variety of challenges. Poor communication skills, lack of vocabulary, poor grammar, and lack of motivation among students can hamper the teaching and learning process. To deal with these issues, teachers use a variety of methods and teaching materials. This study was conducted to evaluate how teachers can use TV talk shows in their classes to inspire the students. This research study was carried out to understand if talk shows are an effective tool which could be used in classroom lectures. The findings show that using TV talk shows can often excite classes into enthusiastic collaboration in real. Exposing students to visual images of TV talk-shows are more effective than readings alone. They cannot act as substitutes for instructors but can complement readings and lectures. If properly introduced and discussed, TV talk-shows can stimulate inquisitiveness, willingness to learn more and provide frameworks for analysis. However, the focus is on how teachers can make their sessions more interesting and productive by integrating this teaching tool.
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