JUNE-JULY,2016 SRJH&EL

Jul-Aug,2016, Vol - 3/16
Imapct Factor: 3.801
ISSN: 2348-3083
Date: 04-Aug-2016

An International Peer Reviewed

Scholarly Research Journal for Humanity Sciences & English Language


Parul Parihar

ADMINISTRATION OF JUSTICE TO THE VICTIMS OF SPOUSAL VIOLENCE

Jul-Aug,2016, Vol - 3/16, Page - 3753/3774

 Prejudices are not confined to individuals and nations but attach themselves also to certain stages in the development of human civilization. Surprisingly each age in history is described by it’s people as modern. A small margin is consequently dedicated to these people to the elucidation of primitive elements that might help to know the plight of woman and the conditions around her in each age. However, whatever little information trickle down to us from history reaffirm the woeful story of a woman.

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Katherine O’ Donovan, “Defences for Battered Women who Kill”, Journal of Law and Society, (1991) 18:219 at 222. People v. Borchers 50 Cal.2nd 321, 325, p-2d 97 (1958); People v. Berry 18 Cal.3d 509, 556, p.2d 771 (1976). Curiously these cases concerned male defendants. They are relied on in the literature as examples of a broadened concept of provocation, Katherine O’Donovan op.cit. N.Lacey, C.Wells,andD.Meure, Reconstructing Criminal Law (1990) 229, cit in Ibid. Donald Nicolson and RohitSanghvi, R.R.Sanghvi& Co: Battered Women and Provocation: The Implications of R v. Ahluwalia” in Criminal Law Review (1993) 728.

Mr. Shekhar Prabhakar Patil

EXAMINATION ANXIETY OF TEACHER TRAINEES OF D.T.ED.

Jul-Aug,2016, Vol - 3/16, Page - 3775/3778

 In this study, conducted in Dhule City and Taluka (Tahasil) of Dhule District inMaharashtra state, the investigator tried to find out the Examination Anxiety of teacher trainees and found that Most of the trainees (38.12%) have Extremely Low Examination Anxiety Level. Significant mean difference of Examination Anxiety was found between male and female teacher trainees of Urban and Rural D.T.Ed.Colleges.. While no Significant mean difference of Examination Anxiety was found between teacher trainees of Govt.-aided and Self-financed D.T.Ed. colleges.
Keywords:- Examination Anxiety, Teachers, Trainees, D.T.Ed., D.Ed.
 

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Abraham, H. Maslow. (1954). Motivation And Personality. (2nd ed.). New York: Harper and Row, Publisher. Chauhan, S. S. (1993). Advanced Educational Psychology. (5 th ed.). New Delhi: Vikas publishing House Pvt. Ltd. Garret Henry, E. Statistics In Psychology and Education. (10 th ed.). Bombay: Vakils FefferAnd Simons Ltd. Robert, L. Ebel., David, A. Frisbie. (1991). Essentials of Educational Measurements. New Delhi: Prentice – Hall of India, Pvt. Ltd. Singha, H. S. (1974). Modern Educational Testing. New Delhi: Sterling Publishers Pvt. Ltd. Woolfolk Anita. (2001). Educational Psychology. (8th ed.). Bostan: Allyn and Bacon. Wood, Samuel E. & Wood, Ellen Green. (1999). The World of Psychology. (3rd ed.). Bostan: Allyn And Bacon.

Mr. Bhurishraba Majhi

ISOLATED COMMUNITIES AND THE PRESENT ‘BENEFITS’ FROM RTE 2009 IN ODISHA: AN ANALYSIS OF THE PRESENT TRUE SCENARIO IN THE TRIBAL AREAS OF ODISHA STATE

Jul-Aug,2016, Vol - 3/16, Page - 3779/3791

 

Education is the most powerful tool which can shape the destiny of an individual as well as the whole nation. It is pity that our great nation failed to eradicate the menace of illiteracy even after 65 years of independence, and this scenario is in a horrible condition in the remote tribal areas. It was 86th constitutional amendment made by the parliament and article 21A in the year of 2002 which made Right to Education a fundamental right. This act bounds all the stakeholders like parents, schools, society, states as well as central governments to play their roles in order to provide free and compulsory education to the children between the 6-14 yrs of age. In India acts are framed but they are not implemented with the true spirit. There are several issues and challenges which still need to explore and discuss for the successful implementation of Right to Education Act. so according to the above matter three research questions and same number of objectives have been taken to justify the topic and highlight the current benefits, scenario and strategies of implementation in the tribal areas. The study highlighted many strategies for better implementation like awareness, responsible organisations, management etc.

Key Words: Isolated communities, Benefits, RTE 2009, Present true scenario, Tribal areas, Article 21A etc.

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Dore (2011) When Delhi homeschooler Shreya Sahai was denied permission to take the OBE exam because of the RTE, she fi led a case with the Delhi High Court arguing that the RTE infringes on parents’ freedom, which has dragged on for two years (Dore 2011, 2012) Das, Gurcharan. 2010. ‘It’s Criminal to Close Schools that Teach the Poor’. Times of India, 19 September. http://blogs.timesofi ndia. indiatimes.com/men-and-ideas/entry/it-is-criminal-to-closeschools-for-the-poor (accessed 3 May 2012) Dore, Bhavya. 2011. ‘Home-Schooling Faces Test in Delhi High Court’. Hindustan Times, 3 August. http://www.hindustantimes. com/News-Feed/mumbai/Home-schooling-faces-test-in-Delhihigh-court/Article1-728730.aspx (accessed 1 May 2012). Dev, S. Mahendrav and M. Venkatanarayana (2011) Youth Employment and Unemployment in India, Indira Gandhi Institute of Development Research, Mumbai, April. Available at: http://www.igidr.ac.in/pdf/publication/WP-2011-009.pdf

Pooja Jain

IMPACT OF TRAINING & DEVELOPMENT AT TEXTILE MILLS

Jul-Aug,2016, Vol - 3/16, Page - 3792/3799

 Textile mills purchase cotton and receive the bales from gin yards or cotton warehouses. These mills start with raw bales of cotton and process them in stages until they produce yarn (fibers twisted into threads used in weaving or knitting) or cloth (fabric or material constructed from weaving or knitting).The first stage in yarn making is done in the opening room.  Here, bales are opened and laid in a line on the floor, side by side, near a cotton-opening machine.  This machine travels along the line of opened bales, pulling fibers to be sent to a mixing machine and then on to the carding system. 

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Surendra Chandrakant Herkal

CONTINUOUS AND COMPREHENSIVE EVALUATION: A PHILOSOPHICAL STUDY

Jul-Aug,2016, Vol - 3/16, Page - 3832/3838

Examinations play an important part in one’s educational career. The present examination system  in  India  is predominately  focusing on  the  intellectual skills mainly and  the present and the  society  further  supporting  it,  the  psycho motor  and  affective  domains  of  holistic  learning have not received their due importance. But the aim of education is developing the ‘whole child’. Holistic  education  demands  development  of  all  aspects  of  individual’s  personality  including cognitive, affective and psycho motor domains. In the present scenario it is very stressful for the parents,  teachers  and  students  only  to  be working  on  cognitive  aspects without  learning  the processes  of  learning. Teachers’  professional  self  esteem  and  promotions  are  geared  to  the scholastic  marks  attained  by  their  learner.  Focusing  on  excellence  in  academics  alone undoubtedly  result  in  lop “sided  development  of  personality.  In  order  to  bring  about  the improvement  in  the  quality  of  the  education  and  the  holistic  development  of  the  child who  is tomorrow’s global citizen, evaluation process should  focus adequately on both scholastics and non scholastic  areas  of  development.  Hence  the  focus  needs  to  shift  to  continuous  and comprehensive  evaluation.  Continuous and comprehensive Evaluation refers to a system of school based assessment that covers all aspects of student’s development. It helps in improving student’s  performance  by  identifying  his/her  learning  difficulties  at  regular  time  intervals  right from  the  beginning  of  the  academic  session  and  employing  suitable  remedial  measures  for  enhancing  their  learning  performance. 

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Bloom B.S (ed.) (1956). Taxonomy of Educational Objectives: Handbook I, New York: Cognitive Domain David Mckay Company, NCERT (1971). Report of the committee on examination, New Delhi : CABE, Ministry of Education on Social welfare, India NCERT (1988). National Curriculum for Elementary and Secondary Education: A Framework, New Delhi. Ministry of Education on Social welfare, India NCERT (2000) National Curriculum Framework for school education. Salient Features and Summary. New Delhi: National Council of Education Research and Training. NCERT (2001). Grading in Schools, New Delhi : National Council of Education Research and Training. School Based Continuous and Comprehensive Evaluation in CBSE, 2009, CBSE Articles, Class 09, Class 10 , retrieved from http://mycbseguide.com/blog/school-based-continuous-and-comprehensive-evaluation-in-cbse/ http://en.wikipedia.org/wiki/Continuous_and_comprehensive_evaluation http://cce.icbse.com/advantages-cce-system-cbse/#ixzz1mJWtmlJD Advantages of CCE System in CBSE, http://cce.icbse.com/advantages-cce-system-cbse/ http://www.cbse.nic.in/cce/casestudies.pdf

Nivedita & Budh Singh

LIFE SKILLS EDUCATION: NEEDS AND STRATEGIES

Jul-Aug,2016, Vol - 3/16, Page - 3800/3806

 The education, today, needs to enable a child to deal effectively with the environment, make maximum use of resources, discern available opportunities and face the challenges of society. To enable these behavioural transformations in the child, the system needs to enrich the school curriculum with a highly researched and effective life skills training programme. Life skills are essentially those abilities that help promoting mental well being and competence in young people as they face the realities of life. Life skills education is an effective tool for empowering the youth to act responsibly, take initiative and control over stress and emotions. It is based on the assumption that when young people are able to rise above emotional impasses arising from daily conflicts, entangled relationships and peer pressure, they are less likely to resort to anti social or high risk behaviours such as alcoholism, drug abuse and casual relationships.. In this paper the the need of life skill education has been discussed and some activities are suggested to to develop the life skills among students.

 

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Bharath Srikala and K Kishor, Empowering adolescents with life skills education in schools – School mental health program: Does it work?, Indian Journal of Psychiatry. 2010 Oct-Dec; 52(4): 344–349. Botvin, G.J.,Baker, et.al (1984) “A cognitive-behavioral approach to substance abuse prevention was tested on seventh grade students from 10 sub-urban New York junior high schools”. Khera H and Shivani Khosla (2012) A study of core Life skills of Adolescents in relation to their Self Concept developed through Yuva School Life Skill Programme, International Journal of Social Science & Interdisciplinary research, Vol.1 Issue 11, November 2012, ISSN 2277 3630

Poonam Gupta

STATUS, ROLE ADJUSTMENT AND ROLE CONFLICT OF WORKING WOMAN IN FAMILY: A STUDY OF SCHOOL TEACHERS

Jul-Aug,2016, Vol - 3/16, Page - 3807/3820

 With the attainment of education and economic freedom educated women become conscious of their
individual identity - the independent status. But there is a great discrepancy between the idealised
concept of women and the real life situation in India which women find them-selves. The issuesaffecting
women\\\\\\\'s status in India is vast, complex and dynamic. Change in the status of women is a
long term aspect of our social progress. The role conflicts of working women result to a great extent
from the cleavage between the new social and economic goals (education and employment) and the
rigid social structure, above the family structure, which stands in the way of a realisation of these
goals. As per norm the family role of woman have priority before all other role. Various factors like a
busier working day, wider areas of social interaction and experience and an independent income have
some significant consequences on the status, behaviour pattern and the life styles of employed women.
This paper is an endeavour to make sociological study of status, role adjustment and role conflict of
working women of selected secondary school teachers.
Key Words: Status, Role Adjustment, Role Conflict, Working Woman

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Akthar, S.S. and Pestonjee D.M., (1963), “A Study of Employee”, Adjustment Within and Outside Work Situation, Indian Journal of Social Work, 1963 (Jan.), Vol. XXIII, No. 4. Bhoite, U.B., (1987), Sociology of Indian Intellectuals, Rawat Publications, Jaipur. Blood, R.O. Jr. & Hamblin, R.L(1960)., "The Effects of the Wife's Employment on the Family Power Structure", in A Modern Introduction to the Family, edited By Norman W. Bell & Ezra F. Vogal, pp. 137-142. Bottomore, T.B., (1974), “Cohesion and Division in Indian Elites” in Sociology as Social Criticism, Pantheon Books, New York, pp. 144-59. Chaudhari, N.C., (1967), The Intellectual in India, Vir Publishing House, Delhi. Desai, J.P., (1965), “The New Elite”, in T.K.N. Unnithan, Indra Deva and Yogendra Singh, (Eds.), Towards a Sociology of Culture in India, New Delhi: Prentice Hall of India, pp. 150-155. Edwards, Shills, (1961), The Intellectual between Tradition and Modernity: The Indian Situation, Mouton and Co., The Hague. Fairchild, H.P., (ed.) (1944), Dictionary of Sociology, New York City: Philosophical Library. Gates, C.H., et al. (1950), Educational Psychology, The Macmillan Company, New York. Hate, (Mrs.) C.A., (1930) The Socio-Economic Conditions of Educated Women in Bombay City, Bombay. Jain, Sashi, (1988), Status and Role Perception of Middle Class Women, Puja Publishers, New Delhi, p. 99. Jethani, Urmilla, (1994), Women in Society, Rawat Publication, New Delhi, pp. 93-95. Jha, Akhileshwar, (1977), Intellectual at the Cross Roads, Vir Publishing House, New Delhi. Lazarus, R.S. and J.B. Cohen, (1977), Environmental Stress in Human Behaviour and the Environment: Current Theory and Research, (ed.), I. Altman, J.F. Wohlwill, Plenum, New York. Lortie, Dan C., (1975), School-Teacher: A Sociological Study, The University of Chicago Press, Chicago, pp. 162-183. Pandit, S.K., (1998), Women in Society, Rajat Publication, Delhi, pp. 76-82. Parsons, Talcott(1959), "The Social Structure of the Family", in The Family: Its Function and Destiny, ed. By Ruth Anshen, Harper & Brothers, New York, pp. 190-193. Parsons, Talcott, "Revised Analytical Approach to the Theory of Social Stratification", in Class, Status and Power, ed. By R. Bendix and Seymour Martin Lipset, p.116. Parsons, Talcott, (1964), The Social System, Free Press, New York. Parsons, Talcott, (1967), "A Paradigm for the Analysis of Social System and Change" in Demerath and Peterson (eds), System, Change and Conflict, Free Press, New York. Rajgopal, T.S., (1936), Indian Women in the New Age, Mysore. Schneiders, A.A., (1960), Personal Adjustment and Mental Health, Holt, Rheinhart and Winston, New York. Shrivastava, H.C.,(1978) Intellectuals in Contemporary India, Heritage Publishers, New Delhi. Srivastava, Vinita, (1978), Employment of Educated Married Women in India, National Publishing House, New Delhi, pp. 54-58.

Nisha Jitendra Valvi & S.A. Sonawane

ANALYSIS OF TEACHER EDUCATION CURRICULUM WITH RESPECT TO INCLUSIVE EDUCATION

Jul-Aug,2016, Vol - 3/16, Page - 3821/3831

 

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Advani, Lal. And ChadhaAnupriya (2003).You and Your Special Child, New Delhi: UBS Publishers’DistributorsPvt.Ltd. Desbprabhu, Suchitra (2014). Inclusive Education in India. , Kanishka Publishers, Distributors: New Delhi. Embracing Diversity: Toolkit for creating Inclusive, Learning – Friendly Environments Specialized Booklet 1. Mahmoud, Meqdad (2010). CBR (Community based Rehabilitating) and inclusive education.Dis- Educate, Disabilities studies university of Captown. Marathe, Shubha(2012). Morris Foundation on Inclusive Education: A Case Study, at university of Pune, Pune. Sonawane, Rajshree (2014). Effectiveness of e-Learning programme for development of competencies among pre-service teachers for inclusive classroom, at University of Pune, Pune. Sharma, U. and Chow, Emily W.S. (2008).The attitude of Hongkong Primary School Principals toward Integrated Education.Asia pacific education Review, Vol.9 No.3, 380-391. Sharma, Umesh, Moore, Dennis, and SonawaneSanjeev.(2009). Attitude and concerns of pre-service teachers regarding inclusion of students with disabilities into regular schools in Pune, India. Asia-Pacific Journal of teacher education, Vol.37, No.3, 319-331.

Balbir Singh. Jamwal

EROSION OF VALUES

Jul-Aug,2016, Vol - 3/16, Page - 3839/3845

 In the present study, an attempt has been made to find out the main causative factors of erosion of Values. A Self Constructed tool of 25 items was administered on 200 Students of Himachal Pradesh. The result revealed that selfishness, materialistic attitude, misuse of powers ,Violence, Corruption, advancement of Science and technology, scandals ,indiscipline , social exploitation , lack of good leadership ,casteism, injustice, bad character, social disorganization, lust for powers, growth of industrializations , police atrocities ,defective system of education, growth of industrializations psychological movements, ,psychological movements, lack of social sensitiveness and social disorganization are the major causative factors of degradation of values. The results would be helpful for the educators, Philosophers leaders, governments and parents to infuse the values among the students and members of the society, stop the degradation of values, and develop congenianal environment for better living.

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Aggerwal J.S. (2005) Education for values , Environment and Human Rights, Shipra Publication, Vikas Marg Shakaarpur Delhi-1100092 Banga Chammn Lal(2008) Education for Values, environment and human rights, Pasricha’a Publication, Main Miran Gate Jalandhar City (Pb) Bhardwaj Tilak Raj(1999) Education of Human Values, Mittal publication Mohan Garden New Delhi-110059 Dhokalia, RP(2001) External Human Values and world Religious, NCERT, New Delhi. Goyal, BR (1979) Documents on Social, Moral and Spiritual Values in Education, NCERT, New Delhi. Kalra, R.M. Values Oriented Education in Schools, Shipra Publications, New Delhi Sharma Y.K. & Katoch Kuldeep S. (2007) Education for values, environment and Human Rights, Deep and Deep publication Pvt. Ltd. Rajouri Gagan New Delhi Shetty , Anita ( 1997) Valuing Values, Vol 35 (52) university News, Association of University, New Delhi. Walia J.S. (1994) Trends in Education, publishing by Paul Publisher Gopal Nager, Jalandhar City (Punjab)

Anjusha J. Gawande

SUSTAINABLE AND ECO FRIENDLY INNOVATIONS IN TEACHING LEARNING PROCESS

Jul-Aug,2016, Vol - 3/16, Page - 3846/3852

This paper describes the eco-friendly teaching strategies and classrooms. It focuses on eco- friendly teaching learning strategies, which can reduce the use of paper. It also has explained go-green strategies for today\\\\\\\'s classrooms and suggested actions for green teaching. The goal is to highlight the importance of sustainable and eco-friendly teaching-learning process. 

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Basic Concepts of Innovation and Innovation Management-Student MaterialManuelLorenzoHernándezHead of Technology & Innovation, Ericsson España S.A.E-mail: manuel.lorenzo@ericsson.comLast updated: 25 March 2010With a big ThankYou to Dr.Tony Davila and Dr.RobCooper) Barrett,T., MacLabhrainn, I. and Fallon, H. (eds) (2005) Handbook of Enquiry and Problem-based Learning. Irish Case Studies and International Perspectives, AISHE, Released under Creative Commons Attribution-NonCommercial-ShareAlike 2.0 licence. Environmental Education G.S. Bhalla, HemaKhanna Regal Publications, 01-Jan-2007 Reflective thinking helps students become more observant of their own learning environment and to pose thoughtful questions as they solve problems. Stanford University Newsletter (2001). Speaking of Teaching. Problem-Based Learning. Center for Teaching and Learning Web site: Hutchings, W. (2007) Enquiry-Based Learning: Definitions and Rationale, University of Manchester. http://inhabitat.com/6-exceptional-eco-schools/ http://tobecomeateacher.org/resources/green-classrooms/ http://www.stanford.edu/dept/CTL/Newsletter/problem_based_learning.pdf https://www.teachervision.com/teaching-methods/resource/5810.html

Nandita Roy

SNORKEL

Jul-Aug,2016, Vol - 3/16, Page - 3853/3859

 

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Chacko M. Paul

BEHAVIOURAL STUDY OF ADOLESCENTS

Jul-Aug,2016, Vol - 3/16, Page - 3860/3861

 The purpose of this study was to identify the problem areas of most concern among adolescents and to find out if there is any difference in problems among the adolescents at Spicer Higher Secondary School. It was also the intention of the researcher to find the most frequent problem areas of adolescents. Young people experience different problems. The troublesome adolescent years have been a topic of concern for centuries. The study was done both sex- wise as well as age wise.

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Mahavir Singh Chhonkar

TEACHER EMPOWERMENT: A STRATEGIES FOR QUALITY ASSURANCE

Jul-Aug,2016, Vol - 3/16, Page - 3862/3837

 

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Ayers,W. (1992): Work What is Real: Why Teachers should be Empowered. Empowering Teachers and Parents, pp. 13-28. Basica, N. (1996): Teacher Leadership: Contending with Adversity, Canadian Journal of Education, 21(2), 155-169. Blanchard,K. (1997): Out With the Old and in With the New. Incentive; 171(4). Block (1987): The Empowered Manager. http://www.empowerment_notes. Conley, S. (1991): Review of Research on Teacher Participation in School Decision Making. Review of Research in Education, vol. 17, pp. 250-265. Duffy, G.C.(1991): What counts in Teacher Education? Dilemmas in Educating Empowered Teachers. pp 1-18 Jackson, N.(2002): Principles to Support the Enhancement of Teaching and Student Learning. Educational Developments. 3(1). Maeroff.Gene I.(1988): the Empowerment of Teachers. New York: Teachers College Press. Marks, H.M. & Louis, K.S.(1997): Does Teacher Empowerment Affect the Classroom? Educational Evaluation and Policy Analysis. pp.245-275.