RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES

BANGALORE, KARNATAKA
PROFORMA FOR REGISTRATION OF SUBJECTS FOR DISSERTATION

Ms.REENA KUMARI
NAME OF THE CANDIDATE AND
1st Year M.Sc Nursing
1 ADDRESS
NOOR COLLEGE OF NURSING
BANGALORE.

NOOR COLLEGE OF NURSING

NO.5 BHOOPSANDRA MAIN ROAD,
2 NAME OF THE INSTITUTION
RMV II STAGE, BANGALORE-94.

M.SC NURSING, 1st YEAR

3 COURSE OF THE STUDY AND
PAEDIATRIC NURSING
SUBJECT

4 DATE OF ADMISSION 01.10.2022

“A STUDY TO ASSESS THE

EFFECTIVENESS OF STRUCTURED
TEACHING PROGRAMME ON
KNOWLEDGE REGARDING
5 TITLE OF THE TOPIC BEHAVIOURAL PROBLEMS OF
CHILDREN AMONG TEACHERS IN
SELECTED PRIMARY SCHOOLS AT
BANGALORE.”

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6. BRIEF RESUME OF INTENDED STUDY
INTRODUCTION
“A child whose behaviour pushes you away is a child who needs connection
before anything else.” - Kelly Bartlett

Children are the world’s most valuable assets and their wellbeing indicates the
standard of living of the country. They constitute one third of the population. Children
face multiple obstacles including birth injuries, infectious diseaes, malnutrition, home
environmement that lack intellectual stimulation and environments with polluted water
and air.

Today’s children are tomorrow's responsible citizens of the world. There is a great
to emphasize on children these days because of the recognition that a very substantial
proportion of the world's population, 35-45%constitute young children. The future of our
country depends on positive mental health of our young people. However, nearly one in
five children and adolescents have emotional and behavioural disorders at some point of
time in their young lives, regardless of their geographic region or socio-economic status.
Recent evidence by WHO indicates that by 2020 childhood neuropsychiatric disorder will
rise proportionately by over 50%, and would be the fifth most common cause of
morbidity, mortality and disability among children. Epidemiologically estimates suggests
that approximately 14-20% of all children from birth to 18 years of age have some type of
psychiatric disorders and about 3% to 5% have serious disorders.1

The term "behaviour disorder" is often seen as less stigmatizing, less severe, more
socially acceptable and more practical than the term emotionally disturbed. The term
grew out of a behavioural model which process the teachers can see and describe
behaviour disorder, but cannot easily describe disturbed emotions. In common usage
today, "behavioural disorder" is usually attributed to less severally disturbed students
whereas "emotionally disturbed" is reserved for the most seriously impaired.

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 Behaviour is simple verbal and non-verbal communication. It is the conduct,
actions and words that children employ as a signal, with which they express their
thoughts, feelings, need and impulses. It is judged as to whether it meets social, cultural,
developmental and age appropriate standards. Behaviour can be positive or negative,
impulsive or planned, predictable or unpredictable, consistent or inconsistent and it can
elicit a wide range of positive or negative responses from others.

All children have moments when they are disobedient or refuse to follow rules.
There may be conscious when quite a few children will get into tempers and become
aggressive or destructive in ways that are inappropriate for their age. A child may steal
and lie in a shy way often, quietly which suggested, severe behaviour problems. This
affects the child's development of life. The picture usually goes beyond antisocial
behaviour to include an inability to make solid friendship and failure to get qualification
at schools. Typically, other children reject them because they are rude and unable to take
part in activities without getting aggressive.3

A study conducted in five developing countries suggest that 10..5 % of 20.8 % of

children in brazil 11.7-13.7% of school age children in Srilanka 34-36% of children in
Pakistan and 30% of children in India 12 % suffer conduct or behavioural problems
school related behavioual problems induced dropping out irregular in school attendance
lack of interest in school work and education not completing home work skipping class
always failing in exam roaming around during school hours being more interested in
playing than studying and always watching television instead of studying the addiction
related problems included smoking cigaratte drinking alcohol and using drugs antisocial
behavior indentified were wandering around the neighborhood aimlessly stealing
speaking rudely threatening others not listening to others and becoming aggressive
without reason.2

According to Ramesh p Adhikari 2015 the result suggest that addictive behavior
not paying attention to studies getting angry over small issues fighting back dis obedience
and stealing were the most commonly identified behavioural related problems of children
with these problem seen as interrelated and interdependent result indicates that

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community members view the family the strategies reported by parents and teachers to
manage child behavioural problems were talking listening consoling advising and
physical punishment conduct or behavioural problems related to repeated violation of
others rights aggressiveness hyperkinetic impulsive behavior and missing classes or
running away from school.

It is generally noted that in developing countries more and more children are
brought into the school system; but at the same time every section of the school is likely
to have around 15-20% of students who are not able to maintain satisfactory collateral
progress which is often the result of some kind of maladjustment at school or home.4

School teachers and children constitute the majority of literature population in

the developing countries and exert a tremendous influence on community attitudes and
behaviour patterns including health belief systems. On similar lines teachers only when
given proper training can identify children with handicap that are physical in nature and
mental handicaps.

At school, despite of adequate intelligence, they are near bottom of class and
often disrupt lessons, often being asked to leave, psychologically the young person may
feel worthless and lack any belief that they are capable of doing anything good. They may
be quick to blame themselves and the outside world. If nothing changes, future prospect
after school are poor.

Therefore as mental health in school health is essential, for which teachers need
to identify the common mental health problems. The disruptive behaviours in the
classroom tend to diminish if they are ignored by the teacher and if the teacher gives
systematic approval and attention when they behave well. So, knowledge of teachers
regarding prevention of behavioural problems among school children is very much
essential for mental health promotion.

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6.1 NEED OF THE STUDY

"Children are the inheritance from God. They are like clay in the potter's hand
handled with love and care, they are become something beautiful or else they will
break".
- Anonymous
Schools play a crucial and formative role in the spheres of cognitive, language,
emotional, social and moral development of children. There is now a growing recognition
that schools have a significant role in promoting mental health. Teachers are powerful
groups who have in their process of education studied the nature of individual growth.
This has equipped them to be in a position to shape and reshape behaviours that are
warranted.

Nearly one in five children and adolescents will have emotional and behavioural
disorders at some time in their youth. Mental disorders in schools amount to 3.12% in
students. Even by conservative estimates 10% of the child population suffers from mental
disturbances with serious associated impairments including learning problems, health
problems and drug abuse at any given time. At least 3% of school age children suffer
from serious emotional disturbances at any given point of time. Early detection of
psychiatric problems in children is of paramount importance.

A few studies carried out in India revealed the prevalence of psychiatric morbidity
to be 8-30% in children under 12 years of age. Thus, at any point in a given time, one out
five children in the general population has a clinically significant disorder.5

Susan L lukacs (2014) Mental health problems are common chronic condition in
children medication is often prescribed to treat the symptoms of these condition this
report describe the socio demographic characteristics of children aged 6-17 years
prescribed medication during the past 6 months for emotional or behavioural difficulty
and describes parental benefits of this medication.6

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 As children are easily amenable to different stresses and strain, it is imperative in
on the part of parent and teachers to know the intricacies of a healthy psychosocial
environment leading to behavioural patterns which are personally satisfying and socially
acceptable. Schools have an unprecedented opportunity to improve the lives of young
people. With nations moving towards a commitment to universal education, schools are
finding it necessary to expand their roles by providing health services to deal with factors
interfering with schooling.

The years of primary, secondary and high school education become increasingly
burdensome and stressful with various languages that have to be learnt and an
increasingly heavy load of syllabus. There is a growing recognition that schools may play
a significant role in producing psychopathology, especially due to the formative
influences of school as normal as well as pathological development. It therefore become
imperative to view the schools system from the perspectives of primary, secondary and
tertiary prevention with reference to the child's mental health.7

Teachers have an immense impact on young children's mental health. They enjoy a
very important position in the formation of healthy mind in them as reported by
UNESCO, there are almost 43 million teachers around the world at the primary and
secondary levels. The size alone of the teacher population is of public health significance.
It is in this context the importance of a teacher becomes vital in safeguarding the mental
health of children. This is especially true in the case of the Indian situation where there is
considerable shortage of mental health facilities for children. Teachers perceptions
essential in planning and implementing life skill education, mental health education,
psycho social intervention and professional referral when necessary.

Teachers have been utilized for school health programmes in health status
assessment and health education. Since there is considerable shortage of mental health
professionals, school teachers can make important contributions in the promotion of
mental health of children. The opportunity that teachers have for interpersonal
relationship greatly contribute to the mental health of children. School teachers, who

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spend majority of the child working hours interacting with them, observing them, have
opportunity to identify changes in their behaviour. In order to do this effectively, all
teachers should have training to develop skill in positive interaction technique which
enhances the child's self esteem and fosters positive relationship with the children and
their parents. If the teacher is well equipped with the knowledge of child development
and interpersonal process, he or she will be able to play an important role in ameliorating
the behavioural problems of children.

School based intervention may be environment centered or child centered and one
may lead to another. An environment centered programme may also strive to enhance the
ability of administrators, teachers and support staff to deal with specific kinds of
behavior.

Early intervention may prevent more serious problems later, such as school failure,
dropouts, delinquency and low level adult learning. The burden of these problems to
individuals, families and communities is extremely high.

A mental health programme should be a part of comprehensive health programme

including health instruction to teachers at all levels from primary to high schools, easily
accessible health services a healthful nurturing and safe environment and interaction with
family and community organization. Some of the available comprehensive health
initiatives have resulted in higher school attendance, enhanced academic success, fewer
school dropouts and reduced criminal behaviour.

A such scope in the fields of mental health nursing, nurses play a vital role in
imparting knowledge about behaviour problems of children to teachers. There are very
few studies conducted till date and handling any of these conducted by nurses. The
current study is an attempt to promote primary prevention of child's behaviour problems
by means of educating teachers in early identification of such problems with the help of
acquired knowledge through structured teaching programme.8

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6.2 REVIEW OF LITERATURE

Review of literature is a broad, comprehensive, in-depth systematic and critical

review of scholarly publication, and published scholarly printed materials, audio-visual
materials and personal communication.

Review of literature is an essential step in the research project. It provides basis

for future investigation, justifies the need for the study, throws light on the feasibility of
the study, reveals constraints of data collection and relates the finding from one study to
another with the hope to establish a comprehensive study of scientific knowledge in
professional discipline, from which valid and pertinent theories may be developed.9

As review literature shows that the evidence of behavioural problems is increasing

problems day by day in children primary school teachers are having some knowledge
regarding behavioual problems primary school teachers need more knowledge regarding
behavioural problems teachers play a very important role in early diagnosis and
promotion of behavioural problems among children in their schools by keeping all this
points in brain researcher has selected the topic on common behavioural problems of
children among primary schools teachers in selected schools at Bangalore.

The investigator carried out an extensive review of literature on the research topic
in order to give deeper insight into the problem and to collect maximum relevant
information for building the foundation of the study.

In order to collect the information the investigator used online resources like
websites and latest books and journals. Review was done on the research and non
research literature. In the present study review of literature is organized under the
following:
A. Common behavioural problems
B. Conduct disorders
C. Learning and reading disorders

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 D. Communication disorders
E. Anxiety disorders

A. COMMON BEHAVIOURAL PROBLEMS

Beyer T, et.al, conducted a longitudinal study on prevalence of behavioural and
emotional problems among six-years-old preschool children. They found that the 6-month
prevalence of behavioural and emotional symptoms was 12.4%. They concluded in their
study that the level of psychopathology in preschool children was already as high as
levels seen elsewhere in school children.10

Egger HL, Angold A conducted a study on common emotional and behavioral

disorders in preschool children. The five most common groups of childhood psychiatric
disorders: attention deficit hyperactivity disorders, oppositional defiant and conduct
disorders, anxiety disorders, and depressive disorders. They review the implications for
research on the etiology, nosology, and development of early onset of psychiatric
disorders, and for targeted treatment, early intervention and prevention with young
children.11

Girimaji SC, et.al., conducted a study on epidemiological study of child&

adolescent psychiatric disorders in urban& rural areas of Bangalore, India, The results
indicated a prevalence rate of 12.5 per cent among children aged 0-16 year. The
psychiatric morbidity among 0-3 year old children was 13.8 per cent with the most
common diagnosis being breath holding spells, pica, behaviour disorder, expressive
language disorder and mental retardation. The prevalence rate in the 4-16 year old
children was 12.0 per cent. Enuresis, stuttering and were the most frequent diagnosis.12

Garvey C,et.aL, conducted a study on behavior problems in young children. This

study examined (a) convergence between parents' and day care teachers' ratings of
children's behavior problems, and (b) whether agreements and disagreements were
associated with characteristics of the informant, context, or measures. The result found
that there was a low correlation between parents' and teachers' ratings of child behavior. 13

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B. CONDUCT AND HYPERACTIVITV DISORDERS

Amador Campos JA, et.al, conducted a study on factor structure and descriptive
data of attention profile and ADHD questionnaire for school age children. The attention
profile shows a factor structure of three factors: inattention school problems,
hyperactivity-impulsivity, and inattention-daydream that explained the 61.47% and the
44.19% for teachers and parents ratings respectively.14

Baldry AC, (2005) conducted a study on animal abuse among preadolescents in

directly and indirectly victimized at school. The results suggest that discovery of legal
abuse should prompt further enquiries about other problems that a child may have
detection of animal abuse by a child could offer an nearly opportunity for intervention to
internalized damage or other aggressive behaviour.15

C. LEARNING AND READING DISORDERS

Klibanoff RS, et.aL, (2006) conducted a study on preschool children's

mathematical knowledge: The effect of teacher "math talk". This study examine the
relation between the amount of mathematical input in the speech of preschool or day care
teachers and the growth of children's conventional mathematical knowledge over the
school year. The amount of teacher's math-related talk were significantly related to the
growth of preschoolers conventional, mathematical knowledge over the school year but
was unrelated to their math knowledge at the start of the school year.16

Aunola K, et.al, (2006) conducted a study on developmental dynamics between

mathematical performance, task motivation, and teachers' goals during the transition to
primary school, with the background of the study that children's learning motivation and
interest in a particular subject play an important role in their school performance,
particularly in mathematics. The results showed that children's mathematical performance
and related task motivation formed a cumulative developmental cycle: a high level of
maths performance at the beginning of the first grade increased subsequent task

10
motivation towards mathematics, which further predicted a high level of maths
performance at the beginning of the second grade.17

Gadeyne E,et.aL, (2004) conducted a study on psychosocial functioning of

young children with learning problems with the background of the study, psychosocial
functioning of different groups of young children with learning problem was investigated
using a diverse set of psychosocial variables. The study revealed that psychosocial
variables simultaneously in different group of children with learning problems leads to a
further refinement of the current knowledge.18

D. COMMUNICATION DISORDERS

Marton K,et.aL, (2005) conducted a study on social cognition and language in

children with specific language impairment. This investigation examined the relationship
between social pragmatics, social self esteem and language in children with specific
language impairment and in their age-matched peers 7-10 years. The learning outcomes
shows that the reader will gain an understanding of the importance of applying
intervention procedures that facilitate the use of language in different social situations and
necessity of increasing parent teacher communication in schools.19

Lindsay G, Dockrell J,(2000) conducted a study on the behavior and selfesteem

of children with specific speech and language difficulties with the background of the
study that children with specific speech and language difficulties (SSLD) have associated
difficulties that impair their access to the curriculum, and their social relationships at
home and in school. They concluded that behavioural difficulties, but not low self-
esteem, are common in children of 7-8 years with SSLD, but the differences in patterns of
relationship between parents and teachers, with respect to children attending mainstream
and special schools, challenge simple interpretations of co morbidity.20

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E. ANXIETY DISORDERS

Carroll JM, lies JE,(2006) conducted a study on an assessment of anxiety levels

in dyslexic students in higher education with the background of the study that has long
been hypothesized that children with learning disabilities, including dyslexia, may be
highly vulnerable to emotional consequences such as anxiety. They found that dyslexic
students in higher education show anxiety levels that are well above what is shown by
students without learning difficulties. It is proposed that assessment of emotional well-
being should form part of the assessment of need for dyslexic students entering higher
education.21

Muris P, et. al., (2004) conducted a study on children's perception and

interpretation of anxiety-related physical symptoms. They found that the physical
'symptoms were associated with a broad range of emotions. Children reported to
experience anxiety-related physical symptoms in daily life, although frequently not in
relation to fearful situations and circumstances.22

6.3 STATEMENT OF THE PROBLEM :

“A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED TEACHING

PROGRAMME ON KNOWLEDGE REGARDING BEHAVIOURAL PROBLEMS OF
CHILDREN AMONG TEACHERS IN SELECTED PRIMARY SCHOOLS AT
BANGALORE.”

6.4 OBJECTIVES OF THE STUDY:

1. To assess the knowledge regarding behavioral problems of children among
Primary school teachers.
2. To evaluate the effectiveness of structured teaching programme on knowledge
regarding behavioral problems of children among primary school teachers.
3. To find out the association between knowledge on behavioral problems of
children among primary school teachers and selected demographic variables.

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6.5 HYPOTHESIS OF THE STUDY :

H1 : Structured teaching programe on behavioural problems of children will be

effective in increasing the knowledge of primary school teachers on
behavioural problems of children.
H2 : There will be significant association between the pretest knowledge of
primary school teachers regarding behavioural problems of children with
selected demographic variables.

6.6 OPERATIONAL DEFINITIONS:

 Assess: It is the action of making a judgment about the value or quality of

something. In this study, the word assess refers to the process of checking the
knowledge of primary school teachers to note the effectiveness of structured
teaching programme.
 Effectiveness: It is the process of producing a desired or intended result. In this
study, the word effectiveness denotes the significant variation in the knowledge of
primary school teachers on behavioural problems of children that had brought by
structured teaching programme.
 Knowledge: Refers to understanding and awareness gained by training and
experience regarding meaning, causes, clinical features, diagnosis and
management of behavioural problems as elicited by knowledge questionnaire.
 Behavioural Problems: Refers to an abnormality of emotions, behaviour or
relationship which issufficiently severe and persistent to handicap the child in his
social or personalfunctioning and to cause distress to the child, their care givers
and to the people in thecommunity.
 Children: Children refers to school age children those who fall in the category of
4-10 years of age.

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  Structured teaching programme: It is the systematically developed teaching
programme. In this study, it refers to the systematically planned teaching
programme used in the study to improve the knowledge of primary school
teachers.
 Primary school teacher: Teachers teaching student in the section of schools (Pre
KG to 5th Standard) in Bangalore with basic teacher training qualification.

6.7 LIMITATIONS:
1. The study was limited to 50 samples only.
2. The study was limited to 6 weeks period only.
3. Non-standardized tool was used for the study.
4. The study was limited to primary school teachers in selected schools.

6.8 ASSUMPTIONS:
The study was based on the following assumptions :
1. Primary school teachers may have some knowledge regarding behavioural
problems among children.
2. Developing an structured teaching programme based on the assessed
knowledge regarding behavioural problems among children will update their
lacking knowledge on behavioural problem.

6.9 VARIABLES UNDER STUDY:

 Independent variable :
Structured teaching programme on behavioural problems of children was the
Independent variable in this study.
 Dependent variable:
The outcome variable of interest; the variable that is hypothesized to depend
on or be caused by another variable, the independent variable.

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7.0 METHODOLOGY :
7.1 SOURCE OF DATA –
The data will be collected from the teachers in selected school at Bangalore.

7.2 METHOD OF DATA COLLECTION –

Structured knowledge questionnaire.

7.2.1 RESEARCH DESIGN –

The research design used for this study was
- Pre-experimental one group pretest – postest design.

7.2.2 RESEARCH APPROACH –

The approach used for the study is quantitative, educative and evaluative
approach.

7.2.3 SETTING OF THE STUDY –

This study will be conducted in selected school at Bangalore.

7.2.4 POPULATION –
The target population for this study is the teachers who are working in selected
school at Bangalore.

7.2.5 SAMPLE –
Sample for this study compress at school teachers in selected school at
Bangalore.

7.2.6 SAMPLE SIZE –

The sample comprises 50 primary school teachers from selected school at
Bangalore.

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7.2.7 SAMPLING TECHNIQUE -
Sample technique used for this study convenient sampling technique.

7.2.8 CRITERIA FOR SAMPLING -

 Inclusion criteria:
 The teachers who are willing to participate.
 Teachers who are teaching from standarard 1 to 5.
 Exclusion criteria:
 The teachers who are absent on that time of data collection.
 The teachers under went training regarding identify behavioural
problems related to Children.
7.2.9 DESCRIPTION OF THE TOOL –
It comprises 2 sections:
Section 1: Consists of baseline proforma.
Section2: Structured knowledge questionnaire.

7.2.10 DATA ANALYSIS METHOD –

A. Descriptive statistics –
Frequency, percentages, mean and standard deviation of complete
demographic variables.
B. Inferential statistics –
 Paired ‘t’ test will be used to find out the difference
knowledge between prestest and posttest scores.
 Chi – square test will be used to find out the association
between the level of knowledge in the pre test and
demographic variables of the primary school teacher.

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7.3 DOES THE STUDY REQUIRE ANY INTERVENTION TO BE
CONDUCTED ON PATIENTS OR ANY OTHER HUMANS OR ANIMALS ?
Yes, it includes only collection of verbal information and delivery of information.
No, invasive or trial included.

7.4 HAS ETHICAL CLEARANCE BEEN OBTAINED FROM YOUR

INVESTIGATION ?
Yes, the copy has been enclosed.

17
8. LIST OF REFERENCE :

1. O.P.Ghai, (2004), "ESSENTIALS IN PAEDIATRICS", 6111 edition, CBS

Publishers and Distributors, New Delhi, Pp.No.:55-65.
2. Daryabsmgh (2001) "PRINCIPLES OF STATISTICS", 1st edition, Atlantic
Publishers, Pg.No:79-l 77.
3. Coleman MC, (1986), "BEHAVIOUR DISORDERS THEORY AND
PRACTICE", 2"" edition. New Jersey Prentice-Hall Inc;.Pp.No.: 127-135.
4. K.P.Neeraja, "ESSENTIALS OF MENTAL HEALTH AND PSYCHIATRIC
NURSING", 1st edition, Jaypee Publishers Pvt. Ltd., Pp.No. :477-487.
5. MahaJan 􀈼 􀉄. (1999) "METHODS IN BIOSTATISTICS" 6th edition. New
Delhi,.Jaypee Brothers Medical Publishers, New Delhi, and Pp.No: 69-78.
6. WWW. Pubmed.com
7. Kanner Leo, (2000), "CHILD PSYCHIATRY" 3rd edition, Illinois: Sterling
Publishers Pvt. Ltd.; Pp.No. 596-602.
8. Ray S Dutta, (1980), "PSYCHOLOGICAL DISORDERS OF YOUNG
CHILDREN".Isied. New Delhi: Sterling Publishers Pvt. Ltd.; Pp.No. 80-81.
9. Abdullah FG and Levine E (1979), Better Patient Care through Nursing
Research", New York Collinear Million Publishing Company, Pp.No: 699-720.
10. Fumiss 􀉌, Beyer 􀉌,Guggenmos J. “ Prevalence of behavioural and emotional
MalavikaKapur. Teachers and mental health care in school. Health for the
Millions” 1994; 20(4): 14-6.
11. Egger HL, Angold A. “Common emotional and behavioral disorders in
preschool children: presentation, nosology, and epidemiology. J Child
Psychology Psychiatry” 2006 Mar-Apr; 47(3-4): 313-37.
12. Girimaji SC, Indian journal of medical research 2005; 122:67-79.
13. BRN Reddy, Journal of disability management.
14. Amador Campos, JA; “ Journal of Attention Disorders publication,” 48(10).
15. Baldry AC, “Bullying in schools and exposure to domestic violence,”2003.
16. Klibnoff RS, “Preschool children’s mathematical knowledge,” 2006.

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17. Aunola k.“Developmental dynamic between mathematical performance, task
motivation, and teacher’s goal,” 2006, 76:21-40.
18. Gadyne E, “ Journal of Family Psychology”, 14, 531-540.
19. Marton K, “ Social Cognition and Language in Children with specific language
impairment,” 2005, 38(2),143-162.
20. Lindsay G, “ Child Language Teaching and Therapy,” 2000, (14) 117-133.
21. Carroll J, “British Journal of Psychology”, 2006, (3) 651-662.
22. Muris P, “ Journal in behavioral thareapy”, 2004, (3) 233-244.

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9. SIGNATURE OF THE CANDIDATE

10. REMARKS OF THE GUIDE

11. NAME AND DISIGNATION OF THE

11.1 GUIDE

11.2 SIGNATURE

113 CO GUIDE

11.4 SIGNTURE

11.5 HEAD OF THE DEPARTMNET

11.5 SIGNATURE

12. 12.1 REMARKS OF THE

CHAIRMAN & PRINCIPAL

12.2 SIGNATURE

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