MAY-JUNE 2017, SRJIS

May-Jun,2017, Vol - 4/31
Imapct Factor: 6.177
ISSN: 2278-8808
Date: 04-Jul-2017

An International Peer Reviewed

Scholarly Research Journal for Interdisciplinary Studies


Jignesh B. Patel

ROLE OF EDUCATION IN DEVELOPING A CULTURE OF PEACE

May-Jun,2017, Vol - 4/31, Page - 5048/5052


This paper is a review paper try to discuss the role of peace education in fostering a culture of peace. Wars begin in the minds of men, so it is in the minds of men that the defenses of peace must be con­structed. It is not enough to be connected to each other, more than this, we should share our solutions, our experiences and dreams in one great community supported by human rights and fundamental freedoms. Peace is more than the absence of war, it is living together with our differences _ of sex, race, language, religion or culture, it is the result of an ongoing process with constant engineering, vigilance and active participation. A culture of peace leads to sustainable peace. Culture of peace involves a holistic awareness of the changing world in which we live. Sustainable development and social justice, democratic participation, respecting and valuing human rights, equality and equity in social participation and education are the foundation stones to build a culture of peace. Among these, the comer stone is education. Different from general education peace education concentrates on de­veloping values, knowledge, attitudes, skills, and behaviors to live in harmony with oneself, with others, and with the natural environment. But it will be successful only if peace education go beyond theoretical aspect to internalization cognitively, affectively and in skill.

Keywords: peace, culture of peace, peace education. 

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Salomon, G (2002). "The nature of peace Education :Not all programmers are created Equal" in G. Salomon and B.Nevo ( eds) Peace education: The Concept Priciples and practices in the world., American Psychological Association DivA8 Harris, Ian and Synott, John. (2002). "Peace education for a new century" Social altematives.21(1) Page James S.(2008) Peace Education : Exploring Ethical and Philosophical Foundations. Charlotte:Information Age Publishing.p.189 UN Resolutions A/RES/52/13 (1997). : Culture of Peace and A/RES/53/243, Declaration and Programme of Action on a Culture of Peace Retrieved on 15th May from http://www.un.org/ga/documents/gares52/res5213.htm Programme of Action (1947), Culture of Peace and non violence- A vision in action, UNESCO, Retrieved on 11th June 2017 from http://portal.unesco.org/en/ev.php-URL_ID=15244&URL_DO=DO_TOPIC&URL_SECTION=201.html

Jyoti Pethakar

DOMINANCE OF GEOGRAPHY IN THE HISTORY OF RATNAGIRI DISTRICT

May-Jun,2017, Vol - 4/31, Page - 5053/5057

 

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Pethakar Jyoti, Unpublished Ph.D. thesis,Forts of Ratnagiri District- A Historical Study, submitted to Tilak-Maharashtra university in 2014. Apte B.K.,A history of the Maratha Navy & Merchantships, State Board of Literature Culture ,Govt. of Maharashtra,Bombay,1973. Economic Servey of Maharashtra,2015-16. Interpretation of Satellite data of Oct.-Dec. 2016. Sharma K.K.(Edt.) Intellectual’s, Sandarbh Maharashtra Intellectual Book bureau, Bhopal,2004. ???????? ????? ??????,??????? ????? ,????????????? ????? ,??? ????? ???????????, ????,????.

Siddharth Dutt

ROLE OF SERVICE SECTOR IN INDIAN ECONOMY

May-Jun,2017, Vol - 4/31, Page - 5058/5062

-Service sector has changed the scenario of GDP growth rate as well as the Indian exports especially in last 20 years period. There has been increasing importance of service sector. There are few interesting things whether service –exports has any correlation with growth of service sector or how total exports of India behaved with annual service-sector exports.  There are thing s related to service sector growth that gives joy but many facts are still present representing different picture as other side of coin. 

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Dutt & Sundaram, 66th revised edition. Indian Economy. Delhi. S Chand & Company ltd. Pais, J. (2016) Growth & structure of service sector in India Indian service sector- 10 years data. (Data source). Retrieved from http://Statistictimes.com The Economic Surveys – Union Budget & Economic Survey (2014-15, 2015-16 and 2016-17). New Delhi: Ministry Of Finance, Government of India. Indian Brand Equity Foundation. Service sector in India (2016). Retrieved from http://ibef.org.in Chandrasekhar, C. (august 2014). India’s gamble with service. The Hindu newspaper, (edition august 2014). Bhargava, Yuthika. India has second fastest growing service sector .The Hindu edition, July 9, 2014. Mukharjee, Arpita. Service sector in India. Retrieved from http://ipec.gspia.pitt.edu/Portals/7/Papers/Aprita%20Mukherjee.pdf Key features of budget 2017-18. Retrieved from http://indiabudget.nic.in/ Services Sector – chapter 07. Retrieved from website http://indiabudget.nic.in/es2015-16/echapvol2-07.pdf

Siddharth Dutt

THE GLIMPSE OF MONETARY POLICY OF INDIA

May-Jun,2017, Vol - 4/31, Page - 5063/5071

 monetary policy in India saw many ups and downs since the year 1935. There was period when private sectors and commercial banking were limited. The nationalisation of banks helped great in administration of monetary policy. There were made many changes in terms as well as the features in monetary policy in post liberalization years. This article presents small glimpse of Indian monetary policy that stand firm with time and never shied away from accepting changes from time to time.

 

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Trivedi, Amit (2014). CRR, SLR & Repo Rate. Retrieved from http://www.moneycontrol.com/news/business/ 1260507.html Narasimham Committee Report I – 1991. Retrieved from www.yourarticlelibrary.com/banking/highlights...narasimham-committee.../234 RBI publication - RBI WPS (DEPR): 02/2017. The Unintended Side Effects of Basel III Liquidity Regulations on the Operating Target of Monetary Policy. Retrieved from http:// rbi.org.in Various reports of the RBI ‘Working Group’ (2014, 2015 & 2016). Retrieved from http://rbi.org.in Datt & Sundharam. Indian Economy - 66th revised edition. New Delhi: S.Chand & Company ltd. Minutes of Monetary Policy Committee – feb, 2017 (source : rbi.org.in)

Uttam V. Nile & Bhavsar Sandip S.

A GEOGRAPHICAL ANALYSIS OF TRIBAL RELIGIOSITY LEVEL IN NANDURBAR DISTRICT (M.S.)

May-Jun,2017, Vol - 4/31, Page - 5072/5078

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For all the tribes, the religious concepts, terminologies, and practices are different and various, but all the members of these groups contribute to somewhat which is common in them, they are below regular stress from the main prepared religions, like Hinduism and Christianity. Some of this force is intentional, as the missionaries work among tribal group to gain converts. Most of the pressure, however, comes from the process of integration within a national, political and economic system that brings tribes into increasing contact with other groups and different, prestigious belief systems. In general only those tribes that remain geographically isolated in hill and forest regions are able to retain their traditional cultures and religions for longer periods. Those tribes that make the transition away from hunting and gathering and toward agriculture, usually as low-status laborers, find their ancient religious forms in decay and their place filled by practices of Hinduism, Islam, Christianity, or Buddhism. This paper is an attempt to understand the spatial variation in tribal religiosity and it’s co-relation to education and other factors.

Keywords: Tribal area, religion, religiosity, spirituality, faith, superstitions, education.

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Allport, G., & Ross, J. (1967). Personal religious orientation and prejudice. Journal of Personality and Social Psychology, 5, 432-443. Glock, C. Y., & Stark, R. (1965). Religion and society in tension. San Francisco: Rand McNally. Goswami B.B. (1980) Hill Tribesmen of North-East India, The impact of christianity. In (Eds.) Bhupendra Singh and J.S. Bhandari, Tribal World and its Transformation, Concept Publishing Company, New Delhi, p.123. Lenski, G. (1963). The religious factor. Garden City, NY: Doubleday Nile Uttam V. (2009) Dimensions of Rural Transformation in Nandurbar District: A Geographical Appraisal, Un published PhD Thesis of Dr. Hari Singh Gour Central University Sagar M.P. Noor Mohammad (2000). Socio-Economic Transformation of Scheduled Castes in Eastern Uttar Pradesh : A Geographical Analysis. In (Eds) D.K. Singh, R.S. Dube and V.K. Shrivastava, Geography, Development and Change, Association of Marketing Geographers, Gorakhpur, pp. 72-110.

Rajeev Kaushal

TEACHING SKILLS AND SHAD DARSHANAS : REFLECTING ON PROMINENT MICRO TEACHING SKILLS APROPOS PRAMANAS IN EPISTEMOLOGY OF INDIAN PHILOSOPHY

May-Jun,2017, Vol - 4/31, Page - 5079/5095

A teacher is considered the maker of destiny of a nation. He/she has a two-fold identity, that of being an educator and a life-long learner. As an educator, a teacher needs to be pedagogically sound while as a life-long learner a teacher needs to be a philosopher and have a sound knowledge of Educational Philosophy. The knowledge of Philosophy equips the teacher with the faculty of weltanschauung thereby polishing the acumen and refining teaching skills. It won’t be an exaggeration to say that Philosophy and Pedagogy complement as well as supplement each other. The present paper reflects upon core teaching skills in the light of prominent Pramanas encompassed in Epistemology of some major schools of Indian Philosophy and also throws light on how these skills are interrelated to various Pramanas besides giving valuable suggestions pertaining to the use of same in the field of Teaching and Pre-service Teacher Education programme.

Keywords: Epistemology, Pramanas, Pedagogy, Philosophy.

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Sharma, S.P. (2005). Teacher Education: Principles, Theories and Practices, New Delhi: Kanishka Publishers Singh L.C. & Sharma R.D. (1987). Micro-teaching – Theory and Practice. New Delhi: Department of Teacher Education, NCERT. Passi B.K. & Lalitha M.S. (1977). Microteaching in Indian Context. Indore: Dept. of Education, Indore University. Chaube, S.P. & Chaube, A. (2002). Foundations of Education. New Delhi: Vikas Publishing House Pvt. Ltd. Pachauri, A. (2014). Shiksha ke darshnik siddhant. Delhi: Navlok Prakashan. Madaan, P. (2015). Shiksha ke darshnik evum samajshashtriya aadhaar, Agra: Agrawal Publications. Sharma, R. N. (2005). Textbook of Educational Philosophy. New Delhi: Kanishka Publishers & Distributors. Ruhela, S.P. & Nayak, R.K. (2015). Philosophical Foundations of Education. Agra: Agrawal Publications. Sharma, C. (2009). A critical survey of Indian Philosophy. Delhi: Motilal Banarsidass Publishers Pvt. Ltd. Image source: Google images.

Rohit berwal

PERFORMANCE APPRAISAL OF THE MANAGER’S: A FACTORIAL STUDY ON MEDIUM SIZE INDUSTRIES IN RAJASTHAN (SPECIAL REFERENCE TO ALWAR- JAIPUR DISTT.)

May-Jun,2017, Vol - 4/31, Page - 5096/5115

 

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Akuoko, Kofi Osei(2012). Performance appraisal as employee motivation mechanism in selected financial institutions in kumasi, Ashanti region of Ghana. International journal of multidisciplinary research, 2(6), 20-37. Amba, Rao (2000). Comparative performance appraisal practice and management values among foreign and domestic firms in India. International journal of human resource management, 11(1), 60-89. Baker, David P. and Dismukes, R.Key (2002). A framework of understanding crew performance assessment issue, International journal of aviation psychology, 12(3), 205-222. Bass Tang, T.L. and Sarsfield-Baldwin, L.J. (1996). Distributive and procedural justice: As related to satisfaction and commitment. SAM advanced management journal, 61, 25-31. Byrne, Z.S. and Cropanzano, R. (2001). History of organizational justice: The founders speak, injustice in the workplace: From theory to practice. NJ: Lawrence Erlbaum associates, Inc., 3-26.

Jayraj S. Aher , Manoj R. Gaware & Dnyaneshwar D. Lokhande

EXPERIMENTAL AND DENSITY FUNCTIONAL THEORY INVESTIGATION OF BOND LENGTH, BOND ANGLE AND THERMODYNAMIC PARAMETERS IN DIHYDROPYRIMIDINE CARBONITRILE

May-Jun,2017, Vol - 4/31, Page - 5116/5128

 Theoretical chemistry method has been adopted to correlate the structural and electronic properties such as bond length, bond angle, Mullikens charges, HOMO-LUMO energy values, energy gap, dipole moment (μ), electron affinity (A), ionization potential (I), electronegativity (χ), global hardness (η), softness(σ), electrophilicity index (ω) and thermodynamic paremeters using density functional theory (DFT) at the B3LYP/6-311 G  ++ (d, p) basis set of dihydropyrimidine carbonitrile namely 1,2,3,4-tetrahydro-6-(3-nitrophenyl)-4-oxo-2-thioxopyrimidine-5-carbonitrile.

Keywords: DFT, HOMO-LUMO, dipole moment, energy gap, themodynamic parameters.

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C. O. Kappe Tetrahedron. 49, 1993, 6937 and references cited therein. (a) Patil A D, N. V. Kumar, W. C. Kokke, M. F. Bean,A. J. Freyer, De Brosse, C Mai, A. Truneh, D. J. Faulkner, B. Carte, A. L. Breen, R. P. Hertzberg P, R. K. Johnson, J. W. Westley and B. C. Potts, J. Org. chem. 60 1995 1182. (b) B. B. Snider, C. J Patil, A D and A. Freyer Tetrahedron. Lett. 37, 1996 6977. J. Clark, M. S. Shahhet, D. Korakas and G. J. Varvounis. Het. Chem. 30, 1993, 1065- 1072.

Adya Shakti Rai

GUIDANCE NEEDS OF UNDER GRADUATE STUDENTS WITH VISUAL DISABILITIES (DIVYANGJAN)

May-Jun,2017, Vol - 4/31, Page - 5131/5139

 The condition of visual disability obstructs the child\'s development in various areas, i.e. cognitive, language, motor and social development. It creates the unique needs for the persons with visual disabilities. In order to meet their unique needs there must be provision for specialized guidance services in appropriate media, which enable them to most effectively compete with their peers in school and ultimately in society.This paper aims to find out the need of guidance of under-graduate visually challenged students and compare the guidance need of students with visual impairment as per their gender. The data has been collected from randomly selected 60 undergraduate students with visual disabilities (Divyangjan) of Dr. Shakuntala Misra National Rehabilitation University, Lucknow.The findings of this study illustrate that students have significantly positive need for guidance services and there is no significant differences in the perception for vocational, personal, social and personal guidance needs between the undergraduate students as per their gender.

Key words: visual disabilities (Divyangjan), Visually Challenged, Guidance Needs, Higher Education

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Crow L.D. and Crow (1962): An Introduction to Guidance Principles and Practices. New Delhi: Eurasia Publishing House. Eyo, M. B.; Joshua, A. M.; & Esuong, A. E.(2010) Attitude of Secondary School Students Towards Guidance and Counselling Services in Cross River State, available at https://www.ajol.info/index.php/ejc/article/viewFile/52684/41289 [retrieved on 10.06.2017] Jones, A. J. (1930). Principles of Guidance. New York: Tata McGraw Hill Publishing Ltd. Lee, Donghyuck; Olson, Elizabeth A.; Locke, Ben; Michelson, Sandra Testa; Odes, Eleonora(2009) The Effects of College Counseling Services on Academic Performance and Retention, Journal of College Student Development, v50 n3 p305-319 May-Jun 2009 Rani, K. S., Ananda, T. & Krishnaveni, M. (2013). Career Guidance and Counseling Needs of Graduate Students-A Study in India, Global Research Analysis, 2 (3) 43-45 Sharma, S.K. (2013). A Study of Guidance Needs of Under Graduate Girls, Advanced International Research Journal of Teacher Education, 1 (1), 100-104 Gupta, P. (nd). Meaning of Guidance, Need for Guidance and Its Scope in India, Aims of Guidance. Study Material for Guidance and Counseling. Directorate of Distance Education.Jammu: University of Jammu. Chopra, V. (2013). Peace building in Early Childhood Development. Internal UNICEF ECD Unit document

S. Arockiyasamy & T. Sivasakthi Rajammal

DEVELOPMENT OF THE SCALE “TOTAL QUALITY MANAGEMENT OF SCHOOL TEACHERS” [TQMST]

May-Jun,2017, Vol - 4/31, Page - 5141/5149


Investigator says in the present study total quality management of school teachers scale has been development and standardized for the school teachers. This scale consists of 64 statements. This simple random sample technique was used for this study. The sample consists of 100 school teachers randomly selected from the Trichirappalli District. The analysis of “Cronbach’s Alpha” method was used to standardized the tool and finally 51 statements were selected for the final study.

Keywords: Ethics, Integrity, Leadership, Communication, and Commitment. 

,18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Edward Deming, (1986). Out of the crisis. Cambridge: Cambridge University Press. Feigenbaum, A. V. (1983). Total quality control. New York: McGraw – Hill. Frazier, A. (1997). Roadmap for quality transformation in education. Frorida: St. Lucie Press. Jayakumar, & Raju ,(2005). Total Quality Management . Chennai: Lakshmi Publications. Mukhopadhyay, M. (2005). Total quality management in education. (2ndedition). New Delhi: NIEPA.

Balbir Singh Jamwal

SUDRA WAS ARTISAN AND LABOURER

May-Jun,2017, Vol - 4/31, Page - 5150/5159

 

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Silpavrttisca X 60. Mehta, Pre Buddhist, India p. 194-204. Jat. V. 45. Mrs. Phys Davids, CHI, i. 206. Avasya Bharaniya hi Varananam ??dra Ucyate, Shanti p. 60. 31 Ibid, 60. 32-33. Blag. P. XI 18-49. Visnu P. III 8, 5, Kam N.S. II. 21. Yaj I. Br., XIII. 33. AK. II. 10. 5-10. Ibid, II 10.8 and 9. Ibid II 10.13 Ibid II 10.12 AS II. 23. AS II. 12. AS II. 17. AS II. 4.

Jayraj S. Aher

MOLECULAR INTERACTION STUDY OF N-PHENYL MALEANILIC ACID AND N-PHENYL MALEIMIDE IN AQUEOUS DIMETHYL SULPHOXIDE AT 298.15 AND 303.15 K

May-Jun,2017, Vol - 4/31, Page - 5160/5165

Density  and  viscosity  of  N-phenyl  maleanilic  acid  and  N-phenyl maleimide  have  been  measured  in  80%  aqueous  dimethyl  sulphoxide  at  298.15 and 303.15  K.  Using  this  data,  parameters  including  apparent  molar  volume,  limiting  apparent molar  volume,  semi-empirical  parameter  and  Jones-Dole  viscosity  coefficients  were  calculated.  From theses parameters, different types and extent of molecular interactions (solute-solute, solute-solvent and solvent-solvent) present in the solution were predicted.








Keywords: N-phenyl maleanilic acid, density, dimethyl sulphoxide, apparent molar volume. 

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S. Watanabe, Y. Igarashi, K. Yagami, R. Imai, Pestic. Sci. 1991, 31, 45. N. Matuszak, G. Muccioli, G. Laber, D. Lambert, J. Med. Chem. 2009, 52, 7410. M. Sortino, V. Fihlo, R. Correa, S. Zacchino, Bioorg. Med. Chem. 2008, 16, 560. P. Brookes, P. Lawely, J. Biochem. 1961, 80, 496. P. Davis, C. Hill, G. Lawton, J. Nixon, S. Wilkinson, S, E. Hurst, S. Keech, Turner, J. Med. Chem. 1992, 35, 177. P. Goekjian, R. Jirousek, Curr. Med. Chem. 1999, 6, 877. M. Coghlan, A. D. Culbert, S. Cross, Yates Cororan, J. N, Pearce, O, Rausch, Murphy, G.

Ashish Mishra

CLASSROOM LEARNING ENVIRONMENT AS PREDICTOR OF ACHIEVEMENT AMONG HIGHER SECONDARY STUDENTS OF COMMERCE STREAM

May-Jun,2017, Vol - 4/31, Page - 5166/5176

Education is a continuous process and makes a person well-versed with the latest information and knowledge. ‘Commerce’ includes two types of activities, viz., Trade and Auxiliaries to trade. ‘Buying and Selling of goods’ is termed as trade. But there are a lot of other activities that are required to facilitate the purchase and sale of goods. These are called services or auxiliaries/aid to trade viz.- transport, banking, insurance, communication, advertisement, packaging and warehousing. Commerce education is considered as the backbone of business and it should be in tune with the changing trends. Commerce education has to play a crucial role in our society comprising of various political affiliations, religious institutions, economic units where, expertise of knowledge related to the field of commerce is very much essential. The term ‘Achievement’ refers to the degree or the level of success attained in some specific school tasks especially scholastic performances and in this sense academic achievement means the attained ability by the students to perform scholastic tasks, which may be general or specific to a given subject area. ‘Classroom Learning Environment’ or ‘Classroom Climate’ may be defined as classroom conditions, processes and psychological stimuli which influence the educational achievements of the children. It refers to those forces in the environment of the learner which have the potentiality to contribute to academic development of the learner. It may contain psycho-social conditions that characterize the overall interpersonal feeling tones existing within it. They are capable enough to affect the learning of the students. The present study has been conducted to find out whether the perceived stimulation of classroom learning environment by higher secondary students of commerce stream can predict their commerce achievement? The sample for the present study consists of 600 students (male=300 and female=300) selected with the help of multi stage stratified random sampling method from various higher secondary schools situated in Allahabad district (affiliated to U. P. board, Allahabad). For the purpose of data collection ‘Learning Environment Inventory (LEI)’ developed by K. S. Misra has been used and to find out achievement in commerce, the ‘Commerce Achievement Test (CAT)’ constructed and standardized by the investigator was administered on the students. ‘Step-wise Multiple Regression analysis’ technique has been used to find out the predictions.  Major findings of the study revealed that five dimensions of classroom learning environment can predict up to the extent of 13.1 % of the variance in commerce achievement and these dimensions of classroom learning environment in descending order are- apathy (6.8%), diversity (3.2%), encouragement (1.6%), democratic orientation (0.9%) and competition (0.6%) respectively.

Key-words: classroom learning environment, achievement, commerece-stream 

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Allen, D. and Fraser, B. J. (2007). Parent and Student Perceptions of Classroom Learning Environment and Its Association with Student Outcomes. Learning Environment Research, 10 (1), 67-82. Amidon, E. J. and Flanders, N. A. (1961). The role of the teacher in the classroom: A Manual for understanding and improving teachers’ classroom behaviour. Minneapolis: Amidon and Associates. Byrne, D. B., Hattie, J. A. and Fraser, B. J. (1986). Student Perception of Preferred Classroom Learning Environment. Journal of Educational Research, 80 (1), 10-18. Cogan, M. L. (1964). The relation of behaviour of teachers to the productive behaviour of their pupils. Unpublished Doctoral Dissertation, Harvard University. Dave, R. H. (1963). The identification and measurement of environment process variables that are related to educational achievement. Ph.D. Thesis, University of Chikago. In Misra, K. S. (2001). Manual for Learning Environment Inventory. Agra, R.S.A. International. Davood, K. (2006). Cross-Cultural Study of Academic Achievement among Iranian and Indian Adolescents in Relation to Parenting Style Classroom Environment, Intelligence and Self-Regulation. Ph.D. Thesis, Panjab University, Chandigarh. Retrieved on 20.06.2017 from- http://shodhganga.inflibnet.ac.in/handle/10603/83306

Priyanka Rastogi & Prof.B.C. Dubey

A COMPARATIE STUDY ON INTERPERSONAL ADEQUACY (SOCIAL MATURITY) OF PARENT CHILDREN RELATIONSHIP IN SECONDARY LEVEL STUDENT

May-Jun,2017, Vol - 4/31, Page - 5188/5196

Social maturity is the ability to function in an appropriately responsible manner. It is the ability to tolerate & adjust to frustration with stress while attaining tolerant outlook a satisfactory life philosophy that enables to satisfy physical as well as psychological needs. As adolescence is the age for an individual to express mature behavior. Social maturity is an essential aspect for the individual as well as society. Parent children relationship undergoes important transitions during adolescence including a decrease in time spend with parents & a shift from dependency to mutual reciprocity. Parents play a significant role in supporting secure attachment during these transitions. The present research study was undertaken to compare interpersonal adequacy of parent children relationship in secondary level student. It was hypothesized that there exists no significant difference in the interpersonal adequacy of parent children relationship of rural area secondary level boys & girls student. There exists no significant difference in the interpersonal adequacy of parent children relationship of urban area secondary level boys & girls student. There exists no significant difference in the interpersonal adequacy of parent children relationship of secondary level rural & urban students.  A sample of 200 (100 boy & 100 girl) secondary school students studying in class IX & X were selected through simple random sampling method. Social Maturity Scale(Hindi) by Nalini Rao & Parent Children Relationship Scale(Hindi) by Nalini Rao were used to collect the data. Findings of the study show that there is no significant difference in the interpersonal adequacy of parent children relationship of rural area secondary level boys & girls student. There is no significant difference in the interpersonal adequacy of parent children relationship of urban area secondary level boys & girls student. There is no significant difference   in the interpersonal adequacy of parent children relationship of rural & urban area secondary level students. 

,18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Arnab Pan (2014), Adjustment Ability & Social Maturity Among Secondary School Students In West Bengal. International Journal Of Teacher Educational Research (IJTER), vol.3, no.12, December 2014, pp 13-20. www.ijter.com Pooja Bhagat (2016), Social Adjustment Of Secondary School Students In Relation To Their Gender, Academic Achievement & Parent Children Relationship. International Journal Of Advanced Research, vol.4, issue 7, pp 64-71. http://www.journalijar.com Poonam Choudhary (2014), Social Maturity Of Adolescents In Relation To Their Gender & Locality: A Comparative Analysis. Scholarly Research Journal For Humanity Science & English Language, vol. 1, issue VI, November 2014, pp 928-933. www.srjis.com Samridhi Arora (2016), Perceived Parental Encouragement As Related To Social Maturity Of Adolescence In Jammu. International Journal Of Social Sciences, Arts & Humanities, vol.4, no.1, pp 30-32. www.crdeep.com/ijssah Sartor,C.E (2002), The Relationship Between Positive Parental Involvement & Identify Achievement During Adolescence. Adolescence 37, pp 221-234

Dehghani Mohaddesa & Madhan Ritu

JEWELLERY PREFERENCES AMONGST COLLEGE GOING GIRLS

May-Jun,2017, Vol - 4/31, Page - 5197/5202

\"\"Accessories are often used to complete an outfit and are chosen to specifically compliment the wearers look. A fashion accessory is an item which is used to contribute in a secondary manner to the wearers outfit but is adorned by all. Jewelleryis a type of accessory which is a small decorative item worn for personal adornment, such as brooches, rings, necklaces, earrings, bracelets, bangles, anklets, etc. It may be attached to the body or the clothes. The patterns of wearing jewellery between the sexes, by children and older adults are very different between cultures, but adult women have been the most consistent wearers of jewellery. The aim of the study was to assess the jewellery preferences of college going girls in the age group of 15-25 years to observe the different types of jewelleryavailable currently, to assess the preferences of the college going girls based on the different types of jewelleryavailable in the market and o assess the frequency of purchase of jewellery by the college going girls. A survey method was carried out to gather the data. All the participants agreed that wearing jewellery is a part of their daily routine. The age group selected preferred more contemporary styles of jewellery, artificial and semi- genuine jewellery. Also, maximum participants said that jewellery is their favourite gifting option.

Keywords: accessory,jewellery, youth, preferences, materials, styles, design. 

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Ansari, S. and Rathi, D. (2013) “Design development of burqa using checks and stripe fabric” Unpublished MSc.II dissertation, Department of Textile and Fashion Technology, College of Home Science NirmalaNiketan. Gupta,P and Rathi, D.(2011) “Developing ergonomically designed school bags for girl child.”Unpublished MSc.II dissertation, Department of Textile and Fashion Technology, College of Home Science NirmalaNiketan. Sheikh, A. and Madhan, R. (2013) “Designing and developing shopping bags, lunch bags and hand bags using non-woven fabrics”.Unpublished MSc.II dissertation, Department of Textile and Fashion Technology, College of Home Science NirmalaNiketan. Sweta, G. and Dedhia, E.(2010) “Sensitizing college students towards environment concerns through product development based on scrap utilization.” Unpublished MSc.II dissertation, Department of Textile and Fashion Technology, College of Home Science NirmalaNiketan. Lakdawala, S. and Dedhia, E.(2008)“Design development of accessories using fabric waste of garment/ home furnishing/ accessory units through applique technique. The Apparel journal (2012).” Unpublished MSc.II dissertation, Department of Textile and Fashion Technology, College of Home Science NirmalaNiketan. Webliography- http://en.m.wikipedia.org/wiki/jewelry

Suman Kumari Katoch

DEVELOPMENT OF ATTITUDE SCALE TOWARDS HUMAN RIGHTS

May-Jun,2017, Vol - 4/31, Page - 5204/5209


The purpose of this study was to develop a valid attitude scale which measures the attitude of secondary school teachers towards human rights. For items writing of scale, criteria given by Thurstone and Chave (1929), Likert (1932), Bird (1940) and Edward & Kilpatrick (1948) was used. The first draft of test containing 52 items was administered on a sample of 208 secondary school teachers selected from government senior secondary schools. The ‘t’ was computed as recommended by Edwards (1957). Thurston (1961) suggested that ‘t’ value equal to or greater than 1.75 may be considered significant. So, the top 44 statements with the largest ‘t’ values (greater than 1.75) was retained as final draft of the scale. The correlation between the scores of the two halves of the attitude scale was computed by product-moment method. The reliability of scale was 0.92 and content validity of the attitude scale was determined while considering the items in the scale in preliminary draft and getting the language of each item checked by language expert.

Keywords: Human rights, Validity, Reliability, Item analysis & Experience. 

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Best, John W. (1977). Research in Education. New Delhi. Prentice- Hall of India Pvt. Ltd. Delhi. Biasco, Frank and James P. Hartnett. “Colleges Students’ Attitudes Toward Smoking.” College Student Journal 36 (2002). Findarticles.com. Web. 6 Sept. 2008. Edwards, A.L. (1957). Techniques of Attitude Scale Construction .Vakils, Feffer and Simons Private Ltd. Garret, H.E. (1969). Statistics in Psychology and Education, Vakils, Feffer and Somons Pvt. Ltd. Best, John W. and Kahn, James V. (2001). Research in Education (7th edition), Prentice Hall of India Pvt. Ltd., New Delhi. Vockell and Edward, L. (1983).Educational Research. New York, McMillan Co. Inc. 392. Woolfolk, A. (2007). Educational Psychology (10th edition). USA: Pearson.

Kuldeep Singh Katoch

HIV/AIDS AWARENESS AMONG UNIVERSITY STUDENTS

May-Jun,2017, Vol - 4/31, Page - 5210/5218

In this paper an attempt has been made to study HIV/AIDS awareness among university students. To achieve this purpose survey method under the descriptive method of research was used. All the students of Himachal Pradesh University constituted the population of the study. To conduct this study a sample 146 students were selected randomly from the department. Keeping in view the nature of the study the investigator used the tool, “HIV/AIDS Awareness Test”, developed and standardized by Singh (2012). The reliability of this tool is 0.89. Since the data from the HIV/AIDS Awareness test was available in the form of scores, so as to find out the significance of difference between the various groups ‘t’-test was applied. The findings of the study revealed that gender wise, locality wise, and stream wise, students do not differ significantly in their awareness related to HIV/AIDS.

Keywords: HIV Positive, Awareness, Prevention and Blood Transmission. 

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Aggarwal, A.K., Kumar, R. (1996). Awareness of AIDS among School Children in Haryana. Indian Journal of Public Health, Vol. 40(2), 38-45. Akande, A. (1994). AIDS-related Beliefs and Behaviours of Students: Evidence from Two Countries Zimbabwe and Nigeria. International Journal of Adolescence and Youth, Vol. 43(4), 285-303. Baggaley, R., Drobniewski, F., Poznaik, A. Chipanta, D., Tembo, M. and Godfrey-Fausett, P. (1997). Knowledge and Attitudes of HIV/AIDS and Sexual Practices among Students of Lusaka. Zambia and London, England: They so Different? Journal of the Royal Society of Health,Vol.117, 88-94. Bayer, R. (1991). Private Acts, Social Consequences: AIDS and the Politics of Public Health. New Brunswick, M.J.: Rutgers University Press. Bekalu, M.A. and Eggermont, S. (2013). The relationship between HIV/AIDS-related mass media use and HIV/AIDS-related knowledge among urban and rural residents of northwestern Ethiopia, University of East Anglia. Deb, S., Mukherjee and Acharyas, S. (2004). Attitude of Nursing Students of Kolkata Towards Caring for HIV/AIDS Patients. Indian Journal of Community Medicine, Vol. 39 (3), 5.

Alik Kumar Mondal

EDUCATIONAL AND SOCIO-ECONOMIC STATUS OF CHILD LABOUR IN HOWRAH CITY

May-Jun,2017, Vol - 4/31, Page - 5219/5226

Child labour refers to children who miss their childhood and are not able to have the basic amenities which a child should have. The problem of child labour is huge and is faced by many countries in the world. In India many children who belong to poor family, are not able to complete their elementary level of education because their parents force them into the working sector in order to supplement their family income, usually when their age is in between ten to fifteen. In the different working sectors of Howrah city child labour have been found to be working in unhealthy, insanitary and huge work load only for few money. This situation would not only exploits their childhood but also restrict them to make bright career through education. Major objectives of the study explored the educational and socioeconomic status of child labour in Howrah. And the findings analyzed the educational and present socioeconomic status of the child labour of Howrah city.


Keywords: Elementary Level of Education, Dropout Child Labour. 

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Agarwal, P.K., Dr. Pathak A.C. (2015). A Socio-Economic Analysis of Child Labour India. Journal of Science & Management (LJSM), Volume 1(Issue 1), 107-114. CRY (2011). Statistics of children in India. Retrieve from http://www.cry.org/statistics-on-children/ Debnath, B. (2016). Report on Child Labour in India. Retrieved from https://blog.timetoswipe.com/2016-report-child-labour-in-india/

R. A. Darekar & Sunil Joshi

NEED OF MULTI DISCIPLINARY APPROACH IN MANAGEMENT RESEARCH AFTER GLOBALIZATION

May-Jun,2017, Vol - 4/31, Page - 5227/5231

 

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Saxena S.C.Principles & practices of Management. Lundy James Effective Industrial Management. Drucker Peter Management – Task responsibilities & practices. Bhatiya B.s. Verms H.L. Gang M.L. Staduys in Human Resources Development Deep Publications. Sherlekar S.A. Sherlekar V.S. Modern Business organization and Management Himalaya Publishing House. wwwmiltidiscplinaryresearch Patil Vijay Kumar – Management education in Crisis –‘The Hindu’ June 4 2012.

Moumita Sarkar & Chandan Adhikary

REVISITING HER-STORIES: WOMEN, EMPOWERMENT AND INDIAN CULTURE

May-Jun,2017, Vol - 4/31, Page - 5232/5238

 Women studies in recent times have been instrumental in accentuating gender issues perceptible in our society- a society that unabashedly revels in androcentrism. Significantly, to counter the adverse impact(s) of “sexual politics” (Millet) ensuing from the binary opposition of biological sexes, it is imperative for women to reclaim their usurp status by traversing the itinerary from the margin towards the centre. In accordance with this pressing need of regenerative womanhood we have sought, in this investigation, to trace the trajectory of Women Empowerment in the Indian context. To particularize we have attempted to document how the gradual strategic “othering” of the “second sex” (a derogatory phrase insinuating her marginalisation in an overtly patriarchal societal set-up) has indeed necessitated her transition from powerlessness to empowerment-an odyssey which can and will herald the dawn of a better future for womanhood.









Keywords Empowerment, Patriarchy, Marginalization, Sisterhood, Androcentrism, Domesticity. 

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P. A. Khadke & Mr. R. U. Kharat

URBAN LAND USE CLASSIFICATION AND CHANGE DETECTION ANALYSIS USING GEOSPATIAL TECHNOLOGY: A CASE STUDY OF AURANGABAD CITY

May-Jun,2017, Vol - 4/31, Page - 5239/5248

Urbanization is the dynamic process of worldwide phenomenon. Urban growth is affected by human interference and natural phenomena such as agricultural demand and trade. These causes are influenced by population growth, government policy and economic development. Remote sensing and geographical information system (GIS) are very valuable and advance technology is providing current land use information. The mostly changes of land use in these areas can be described as other type of land use has been converted into urban land.  The present study highlights significance of remote sensing in the change detection of urban land use changes for the deferent times periods of (1991 to 2011) using the satellite imagery. Satellite imageries Landsat-5 Tm (1991), Landsat-5 Tm (2001) and IRS P6 LISS4 data were using to map the urban land use for 1991 to 2011. Remote sensing imagery is the most important data resources of GIS. Global Position System also uses for capture the major features identification in the corporation area. Present work has carried out with the help of computer based GIS and Image processing software. The present study has shown that remote sensing techniques have tremendous potential for mapping and monitoring of land use. There is significant decrease of agriculture area and increase in settlement area from year 1991 to year 2011. The rapid urban growth has been converted most of the agricultural land into built-up land.

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Keywords: Urban land use, Remote sensing, Geographical Information System, 

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Sule B. M.*, Barakade A. J.(2011) “Growth of Population Change in Maharashtra (India)” Geosciences’ Research vol-2 issue 2-2011. Sandipan Das*, Sagar P. Mali**, AnkitaMisra Urban Landuse/Land-Cover Change Detection Analysis of Aurangabad City Using Geoinformatics Techniques. Bhagwat Rimal “Urban Growth and Land Use/Land Cover Change Of Pokhara Sub-Metropolitan City, Nepal” ISSN -1992-8645. MR. S. U. DEORE (2014) “Land Use And Land Cover Analysis Using Remote Sensing Data: A Case Study of Nashik City of Maharashtra (India) R Mn e og n Iin ts h ttle e yrrn e Ja o dtu io & rn na R alle , September - 2014, Page No. 82-84, RNI No. MPHIN-2002-7041, ISSN No.- 0973-1628.

Taruna Malhotra & Ms. Mona Malhotra

CYBER CRIME AWARENESS AMONG TEACHER TRAINEES

May-Jun,2017, Vol - 4/31, Page - 5249/4959

 The purpose of the present investigation was to assess the level of cyber crime awareness among teacher trainees and to study the influence of gender, locality and their various interactions on the level of cyber crime awareness among teacher trainees. The sample comprised 240 teacher trainees selected randomly from six teacher trainee colleges (three from urban and three from rural areas) approved by NCTE, were selected randomly from Haryana. Data were analysed by adopting the criterion Mean ± SD and using two way ANOVA (2x2 factorial designs) and t-test. Results indicated that(i) most of the prospective teachers have comparatively moderate awareness level of cybercrime; (ii) there is significant independent effect of variables viz. gender and locality on the level of cyber crime awareness among teacher trainees; and (iii) there is significant two factor interactive effect of variables on the level of cyber crime awareness among teacher trainees.

Keywords: cyber crime awareness and teacher trainees

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Al-Badar, M. (1993), Predictors of success in self-instructional courses on microcomputer application software. (online) Dissertation Abstracts International, 5408A.2991. Abstract from: Ohio link file: Dissertation abstracts international item: AA19005361. Asokhia, M., (2010), Enhancing national development and growth through combating cybercrime internet fraud: A comparative approach. J. Soc. Sci., 23: 13-19. Bougaardt, G. and M. Kyobe, 2011. Investigating the factors inhibiting SMEs from recognizing and measuring losses from cyber crime in South Africa. Electr. J. Inform. Syst. Evaluat., 14: 167-178. Brenner,W.S. (2010), Cybercrime:Criminal threats from cyberspace. Greenwood Publishing group, Westport.

Nagappa P Shahapur & Omprakash H M

INCLUSIVE EDUCATION IN TEACHER EDUCATION: HOPES OR DELUSION

May-Jun,2017, Vol - 4/31, Page - 5260/5267

 The position of teacher training in relation to its contribution to the development of inclusive thinking and practice on the part of student teachers is of fundamental importance.

Examine some crucial questions including:

1.      To what extent does the curriculum of teacher education encourage the development of inclusion in schools?

2.       What preparation and support do teachers need to implement inclusion?

3.      How are barriers to learning and participation overcome in teacher education?

The Institute of Education has a long and distinguished involvement in teacher education and has on several occasions been involved in critical and constructive analysis of various aspects of government policy. It is currently undertaking a further review of its provision and practice as part of a strategic review. It is crucial that the issue of inclusivity is given key prominence in our programmes. Supporting this possibility would be an involvement in what are advocating: that of the production of an \'Index for Inclusion of Teacher Education\'. This would draw on existing knowledge and experience of producing the Index for Schools. It would recognize the importance of a human rights perspective to education, emphasize the political nature of education, would advocate that inclusion is concerned with challenging and reducing inequalities and exclusionary values and practices and that it is very serious about enhancing the learning and participation of all students. Involvement in the discussions, explorations and production of such an  Index with its policy, theoretical and practical advantages, will provide an  opportunity to seriously and collaboratively explore what that of questioning the validity and value of \'special needs\'  discourse. In initial teacher education the inclusive approach that is being presented in this lecture would support the necessity of providing good and not special teachers.  Inclusivity in education is concerned with the pursuit of equity, social justice and non-discrimination and thus the identification and removal of ignorance, fear, prejudice and all the associated assumptions, relationships and practices. A valuable innovation in future courses which would be part of the intention to enhance inclusive thinking, values and practices, would be to include disability/equality awareness training as an essential part of course provision. This would be taught by qualified trainers.

Keywords: Inclusive Education, Teacher Education, Hopes or Delusion, Challenges and Perspectives.

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http://indiacode.nic.in/coiweb/fullact1.asp?tfnm=00%2052 http://wdsbeta.worldbank.org/external/default/WDSContentServer/IW3P/IB/2005/12/09/000016406_20051209110220/Rendered/PDF/wps3794.pdf. http://unesdoc.unesco.org/images/0009/000968/096884ev.pdf http://siteresources.worldbank.org/DISABILITY/Resources/Education/Education_Poverty_and_Disability.pdf

Nagappa P Shahapur & Omprakash H M

RURAL EDUCATION IN INDIA: A SCENARIO

May-Jun,2017, Vol - 4/31, Page - 5268/5272

India has the largest education system in the world after China. However, issues of Quality education and access remain challenges in some parts of the Country. The role of education in facilitating social and economic progress is well accepted. Access to education is critical to access emerging opportunities that accompany economic growth. Keeping in view of this accepted fact there has been a major thrust on education since independence, but as far as ensuring quality education in rural India is concerned it has always been one of the biggest challenges for the governments. India’s rural areas have been left behind in the wake of high growth in other cities in India. One cause of rural poverty is the inability for children in rural areas to obtain basic education. India aspires for universal compulsory primary Education, with its challenges of keeping poor children in school and maintaining quality of education in rural areas, has been difficult to achieve. It is essential to convince everyone in rural India that educating himself, children, parents, and even neighborhoods’ must be. One way of spreading the education must be encourage every student and share the knowledge with each other. Here rural education requires special attention to achieve rural education policy. 

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http://www.yanta.org/componet/content/article http://www..bihortimes.in/vewersvoice/2012/Dec http://www.jagranjosh.com/ogneal-Kniwledge/rural-educational http://vst.vc/yodates/indias-rural-education-an-oppartinity http://www.mapxotindia.com/my-india/education/india-needs-education http://en.wikipedia.org/woki/Rural-education http://www.couterwoornts

Nagappa P Shahapur & Omprakash H M

INNOVATIVE PRACTICES IN CURRICULUM TRANSACTIONS CONCERNS TEACHER EDUCATION PROGRAMME

May-Jun,2017, Vol - 4/31, Page - 5273/5277

Quality of any educational system depends to a great extent on curriculum that is transacted. Curriculum and Textbooks have been considered important for improving quality and standard of education. In-fact the crux of the entire process of education lies in its curricular design, structure, organization and transaction modes. The world today seems to be ruled by the cyber world, which besides offering an ocean of knowledge has thrown up may a challenge including displacing the teacher. The teacher, who was the ultimate then, is today treated more as a service provider than a second parent. Education has become a business transaction driven by market principles where student-teacher and the community are the ‘stakeholders’ and classroom interaction, the delivery of ‘goods’. Should the trend continue, what we will produce will be mere commodities without souls. For education to be meaningful, not only is the choice of curriculum with its thrust on essential areas, important but the manner in which it is imported. In today’s context, mere classroom delivery will not suffice. The means is as important as the end. During the last few decades teacher education curricula has come under severe criticism and their weakness have been highlighted. Some educationists feel that they do not fully address the needs of contemporary Indian Schools and society and they do not prepare teachers who can import quality education in schools. Effective curriculum frameworks for initial teacher education aimed at developing professionalism in pre-service teachers are expected to have their base in well-defined standards for various levels of school teachers.

Key words: Innovative Practices, Curriculum Transactions, Two Years B.Ed Programme.

 

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NCFTE-2009: National Curriculum Frame work for Teacher Education, New Delhi. www.ncte.co.in www.ncfte.co.in www.rusa.co.in www.apu.co.in

Shrutika Mukhija & R.K.Sant

WOMEN UPLIFTMENT: IMPLEMENTATION AND PERFORMANCE OF MGNREGA

May-Jun,2017, Vol - 4/31, Page - 5278/5288

National rural employment guarantee act 2005, which was later renamed as MGNREGA i.e. “Mahatma Gandhi National Rural Employment Guarantee Act” is a measure that guarantee the “right to work”. It aims to give security of livelihood in rural areas by giving minimum 100 days of wages employment to the adult members of households in each financial year for unskilled manual work. NREGA implements from 2 February 2006 by Prime Minister Dr. Manmohan Singh in about 200 districts and covered all the districts of India from 1 April 2008. MGNREGA also provide durability by creating rural assets like roads, canals, ponds, walls etc. Gram Panchayat play an important role in MGNREGA as by providing registration form and issuing job cards. According to constitution of India NREGA follows Article 46 that promotes the upliftment of the SC, ST from the discrimination and exploitation in the society. MGNREGA focuses on the economic security, women empowerment, asset creation, corporation and development in agriculture sector as well. By increasing their agriculture wages and studies have found that agriculture wages especially for women have increased significantly. About one third of the employment of all employment is reserved for women in this act. In this paper we will discuss all possible components of MGNREGA under all aspects which are affecting it directly or indirectly. There is a significant achievement of MGNREGA in most states is potential around years but in some states it is lacking behind in some aspects. About seventy percent expenditure on MGNREGA is on wages which has increased the bargaining power of  labour and also increases the employment opportunities and flexible working hours. Apart from implementation of this scheme there are certain socio- economic features which restrict women – participation in some places. Environment safety and adaptability is a certain issue arises among government. The MGNREGA is focuses on these issues state-wise. The key issue which affects the implementation of MGNREGA is a problem of awareness among the people of rural areas and backward communities about different benefits guidelines of MGNREGA. Various recommendations are welcomed with greater compliance with provision of MGNREGA guidelines especially for women upliftment. Every state has monitored the indicators at highest level to track MGNREGA implementation of women upliftment. 

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http// www.nrega.nic.in http//www.righttoworkindia.org bhatty, kiran (2006) ‘employment guarantee and child right’. Economic and political weekly May,20 2006. rekha rani (2016) ‘women participation in mgnrega with special references to tehri garhwal district of uttrakand. http//www.rural.nic.in, ministry of rural development govt. of India, MGNREGA sameeksha. Indian Economy by Mishra & Puri

Shrutika Mukhija, Divya Munjal & R.K.Sant

MSME SCHEMES: INITIATIVES AND DEVELOPMENT BY THE GOVERNMENT

May-Jun,2017, Vol - 4/31, Page - 5288/5301

Our Hon’ble Prime Minister Shri Narendra Modi had a view to various actions plans with recommendation to ensure inclusive growth with efficiency of social and economic sector of our country. Transformation leads to a few of the initiatives, implemented by creating a moment for change. The overall progress is concentrated to achieve targets with a broader vision, for faster and equitable growth. Various groups had been created to accelerate growth through infrastructure, enhance inclusion by rural electrification to promote entrepreneurship to national schedule caste and schedule tribe hub. To improve equity, to increase employment, enhance skillful labour initiate quality education, technology advancement; strengthen agriculture sector and way forward. Niti ayog monitor the implementation and growth of ideas in particular sector. The institution will serve as think tank of the government, and to create a vision for transforming change indigenously designed and collaborated to develop new processes with domestic integration.In this paper we will outline the features of mini, small, medium entrepreneurship sector with economic and social development of our country. The transformation through various schemes, which are implemented by ministry of MSME and Challenges and opportunities faced by MSME in current scenario.

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Keywords: Msme, Schemes, Initiatives, Development 

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MSME annual report,(2015-16) MSME development act,(2006) FICCI Report, (2011). MSMEs vision 2020, By Grant Thornton. ASSCOCHAM Report, (2011). SMEs have to be (SMEs) Smart Money Enterprise Government of India (2009). India Vision 2020. Planning Commission, India. Government of India (2011). Industrial Policy and Promotion. Karve Report, 10(3), Ministry of Commerce and Industry. Bodla, B. S. and Verma, S. R. (2008). An analysis of the performance of SSIs in the era of globalization. Menon, R. (2005). Film on micro credit, to their credit .Produced by The Energy and Resources Institute, Financed by The Swiss Agency for Development and Corporation. Rahman, A. (1999). Micro-credit Initiatives for Equitable and Sustainable Development Ruchismita, R and Gupta, P (2005). An Approach paper for the Delivery of Comprehensive Financial Services to the Informal and Unorganized Sector. Source: ICICISocialinitiatives.org.

Shrutika Mukhija, Preeti Chhabra & R. K Sant

FINANCIAL MARKET REGULATION: A REFORM IN EMERGING MARKET

May-Jun,2017, Vol - 4/31, Page - 5302/5311

Financial regulation is a form of regulation or supervision, which involves financial institutions to certain requirements, restrictions and guidelines that aimed to maintain the integrity of the financial system. The primary objective of regulation of financial market is the pursuit of macroeconomics and microeconomics stability. Financial regulation also influenced the structure of banking sector by decreasing its borrowing cost and by increasing the variety of financial product available. The purpose of the paper is to secure the appropriate degree of protection for consumers by reducing the extent to which it is possible for a financially regulated business. Contribution to the protection and enhancement of stability of the financial system also regulated the foreign participation in the financial market. The paper focuses on various investors program me has certainly being developed by the ministry of finance under financial market regulation and also outline the guidelines for issuers and investors to secure the securities market. The objective of the study is to review the development of financial market regulation in India and to make appropriate suggestions for strengthen of financial market in Indian financial system.

 
 
 
 
 
 
 
 
 
 
 
 
 
 
Keywords: Financial Regulation, Investor Protection, Financial Market 

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SEBI guidelines (disclosure and investor protection) 2000 Reserve bank of India : report on currency and finance, various issues Ministry of finance, “The Economic Survey” Annual. Government of India Bhole L.M.(1999): Financial Institutions and Markets, TaTa Mc-Graw Hill.NewDelhi Eshwar S. Prasad(2011) Financial Market Regulation and reform in emerging market www.nseindia.com www.rbi.org.in www.sebi.gov.in

Amit Dhawan

FACETS OF LOVE: FROM MUNDANE TO PLATONIC IN THE POETRY OF ABHAY K

May-Jun,2017, Vol - 4/31, Page - 5312/5320

The paper makes an attempt to study different facets of love present in the poetry of Abhay k.: the poet’s journey from mundane to platonic love. It will discuss love in depth with all its passions and as a kaleidoscope of joy and longing, producing a plethora of emotions of unrequited love leading to sorrow and heartbreak. The paper will deliberate on the stages of love from desire to union to separation to agony finally surrender to nature, leading to the union with the Divine.

Keywords: love, unrequited love, platonic love, union, separation, surrender, Divinity. 

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Kumar A. (2009). Enigmatic Love: The Right One. Delhi: Bookwell. Kumar A. (2009). Enigmatic Love: Questioning? Delhi: Bookwell. Kumar A. (2009). Enigmatic Love: Face of An Angel. Delhi: Bookwell. Kumar A. (2009). Enigmatic Love: Everlasting Kiss. Delhi: Bookwell. Kumar A. (2009). Enigmatic Love: You are the Reason. Delhi: Bookwell. Kumar A. (2009). Enigmatic Love: It’s Raining Here. Delhi: Bookwell.

Amit Dhawan

CROSS CULTURE STAGING IN ABHAY K.’S POETRY

May-Jun,2017, Vol - 4/31, Page - 5321/5328

This paper makes an attempt to unleash Abhay k.’s aspects cross culture presentation in his poetry. An attempt is made to study the celebration of different cultures of India and Russia, with respect to their similarities and dissimilarities hinting on their architecture, artists, sculptures, etc. The paper will also highlight on the poet’s journey through history, how the major cities of India and Russia were a source of seduction for the looters in the past and by the consumer culture in the present.

Keywords: Culture, Indian and Russian Culture, Delhi, St. Petersburg 

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Kumar A. (2012). Remains:The Light of North. Delhi: Hindustan Publishing Corporation. Kumar A. (2015). Seduction of Delhi:The Eternal City. Delhi: Bloomsbury India. Kumar A. (2015). Seduction of Delhi:The Eternal City. Delhi: Bloomsbury India. Kumar A. (2015). Seduction of Delhi:The Eternal City. Delhi: Bloomsbury India. Kumar A. (2012). Remains:Gogol. Delhi: Hindustan Publishing Corporation. Kumar A. (2012). Remains:Dostoevsky. Delhi: Hindustan Publishing Corporation. Kumar A. (2012). Remains:Dostoevsky. Delhi: Hindustan Publishing Corporation. Kumar A. (2012). Remains:Alexander Blok. Delhi: Hindustan Publishing Corporation. Kumar A. (2012). Remains:Matyushin and Guro. Delhi: Hindustan Publishing Corporation. Kumar A. (2015). Seduction of Delhi:Ghalib. Delhi: Bloomsbury India. Kumar A. (2015). Seduction of Delhi:Ghalib. Delhi: Bloomsbury India. Kumar A. (2015). Seduction of Delhi:Ghalib. Delhi: Bloomsbury India. Kumar A. (2015). Seduction of Delhi:Zauk. Delhi: Bloomsbury India. Kumar A (2012). Remains:Bronze Horseman. Delhi: Hindustan Publishing Corporation. Kumar A. (2015). Seduction of Delhi:The Iron Pillar of Delhi. Delhi: Bloomsbury India. Kumar A. (2012). Remains:Two Mothers. Delhi: Hindustan Publishing Corporation. Kumar A. (2015). Seduction of Delhi: Yamuna. Delhi: Bloomsbury India. Kumar A. (2012). Remains:Literature Café. Delhi: Hindustan Publishing Corporation.

Siddharth Dutt

EXPERIENCE WITH MICROFINANCE IN INDIA

May-Jun,2017, Vol - 4/31, Page - 5329/5335

 FINANCIAL INCLUSION is concept that defines that the individuals or firms have access to financial services but that does not mean facility of finance at any cost. The term finance inclusion can be understood by 4 factors viz. Access to financial services (in terms of physical proximity and affordability), quality of financial services (products match the needs of customers),usage of financial services (including regularity and frequency of use) and welfare effect of finance services in terms of consumption and productivity. Many Failures with respect to microfinance and other modes of financial inclusion have posed challenge for the governments. The present paper reviews the role and effect of financial inclusion in form of Micro finance in India in last couple of years.

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The-Bharat-Microfinance-Report-2016.pdf. retrieved from: www.sa-dhan.net/Resources/BMR2015flyer.pdf Assocham India. (July 2016). Evolving landscape of microfinance institutions in India. Retrieved from: http://www.ey.com/Publication/vwLUAssets/ey-evolving-landscape-of-microfinance-institutions-in-india/$FILE/ey-evolving-landscape-of-microfinance-institutions-in-india.pdf Editor. (2013). Still an elusive goal: measuring the impact and success of microfinance. Retrieved from http://knowledge.wharton.upenn.edu/article/still-an-elusive-goal-measuring-the-impact-and-success-of-microfinance (24.04.2013) Ponomarenko, L. (2011). A Lesson to Be Learned from India's Failing Microfinance.. Alternatives international journal (e-copy). Retrieved from: http://www.alterinter.org/spip.php?article3582 (30.06.2011) Aguera.p. (senior financial sector specialist, World Bank) (2015). Finance for All. ECCAS Regional Conference, Brazzaville, Congo (March 23, 2015). Retrieved from: https://www.imf.org/external/np/seminars/eng/2015/brazzaville/pdf/AgueraENG.pdf Roy. S. (2016). India’s microfinance industry clocked 60% growth in fiscal 2016: Report. Retrieved from: http://www.livemint.com/Industry/4Zb0zp5yOh0toqEdBFz4jL/Indias-microfinance-industry-clocked-60-growth-in-fiscal-2.html Dhar. P. (2016). Microfinance Penetration in India: a State Wise Analysis. Retrieved from: http://ijirssc.in/pdf/1483192772.pdf Bandyopadhyay. T. (2015). Indian microfinance institutions have just busted a myth. (19.10.2015). Retrieved from: http://www.livemint.com/Opinion/vKWsSxGepyqdNP4hNTrw7H/Indian-microfinance-institutions-have-just-busted-a-myth.html Ashwin. H. (2016). Microfinance Bill passed in Parliament. Retrieved from: http://www.ft.lk/article/540283/Microfinance-Bill-passed-in-Parliament (28.06.2017)

Seema Sharma & Indira Dhull

CURRICULAR REFORMS IN TEACHER EDUCATION

May-Jun,2017, Vol - 4/31, Page - 5336/5346

\"\"Teacher Education is not a fortuitous activity. It is a structured programme which has predefined stage specific objectives to achieve. It requires a structure to be followed that is fabricated by including all the related aspects like psychology, philosophy, sociology ,pedagogy, connection with community etc .The content chosen is included or excluded by undergoing a rigorous research work. According   to Programme  Of Action , the responsibility for secondary teacher education would continue to rest with Colleges of teacher Education affiliated to Universities. The University in cooperation with NCTE will exercise responsibility for academic aspects including conduct of examination, awards of degrees and ensuring quality of teacher education institutions (Programme of action, 1986)( p 189). The first draft of Teacher Education curriculum was published in 1978 and since then almost after every ten years, a new framework having  modifications in accordance with contemporary needs is made available by NCTE. This research paper was  intended to review what all concerns have been  envisioned differently in successive NCTE frameworks of teacher education and what all components have been retained as core curriculum.

Key Terms: Teacher Education, Frame Works, Core Curriculum, 

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1986). Programme of action. New Delhi. (2014). Curriculum Framework for quality teacher education. New delhi: NCTE. IGNOU. (2007). Teacher Education In India Growth and Development. New Delhi: IGNOU. NCTE. (1978). Teacher Education Curriculum. New Delhi: ncert. NCTE. (1988). National Curriculum for ZTeacher Education -A FrameWork. Delhi: NCERT NewDelhi.

Siddharth Dutt

INDIAN ECONOMY AFTER DEMONETISATION-2016

May-Jun,2017, Vol - 4/31, Page - 5347/5352

Demonetization has caused real life problems for couple of weeks to almost all people from all walks of life in the country. Most of the things in domain of society and economic activities suffered and money in physical form had become most precious thing to be sought after. The present article tries to find out effect of demonetization drive that was initiated on November 8th 2016 by government of India. Were the aims of demonetization fulfilled? How the demonetization affected the growth rates of various sectors of economy? What is the international opinion about the whole process of demonetization and its repercussions? These are some basic questions about which the present article tries to answer in concise account. 

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Ministry of finance, Economic Survey- 2017. (2017). New Delhi: Govt. of India. Kashyap, Karan (2017). Demonetization effect on Indian start-ups. Retrieved from https://www.frobes.com/sites/ html on 05/2017 B S Web Team (2017). Demonetization impact. Retrieved from www.business-standard.com/home/economy & policy/ 9/01/2017 Mahapatra. R. (2017). If the Indian economy grew 7% in demonetisation quarter, where is the party? Retrieved from Hindustan Times- e paper 05/05/2017 Express Web Desk – The Indian Express (2017). GDP growth slows down to 7.1 per cent after demonetisation; India loses fastest growing economy tag to China. Retrieved from http://www.theindianexprss.com/article/economy/ 31/05/2017 Venkatesh. M. (2017). World Bank: India Growth Slowed to 6.8% in 2016. Retrieved from Hindustan Times (e-paper) 04/06/2017 Chakravarty. (2017). The Indian economy finally bares its demonetisation scars. Retrieved from http://www.livemint.com/home/money 01/06/2017 Bhattacharya.S (2016). India's job growth lowest since 2009. Retrieved from https://www.firstpost. com/business/where-are-the-jobs-mr-modi-2731002.html 15/04/2016 Ministry of Statistics and Programme Implementation (2017) .GDP Of India, Sector-wise GDP Growth of India (21 Mar 2017). Source :http://statisticstimes.com/economy/

Jibin. V K & C. Naseema

MUSLIM WOMEN IN MALABAR -TRANSITION IN EDUCATION (1990-2017)

May-Jun,2017, Vol - 4/31, Page - 5353/5362

 

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Begum, S.A & Beena M.N (2014). Empowerment of Muslim Women in Islam; Journal Of Humanities And Social Science (IOSR-JHSS) Volume 19, Issue 10 Cherayi, S & Jose,P.J (2016). Empowerment and social inclusion of Muslim women: Towards a new conceptual model; Journal of Rural Studies. http:// censusindia.gov.in/2011

Deepa Awasthi

ASSESSING THE NEED TO INVEST ON MINIMUM BASIC FACILITIES IN GOVERNMENT PRIMARY SCHOOLS TO ENSURE QUALITY EDUCATION

May-Jun,2017, Vol - 4/31, Page - 5363/5381

Over the last one decade good private schools, have emphasised on providing adequate physical facilities to students so that they can get an environment similar to which they are use to at their homes. Well designed building, attractive painting, tile floorings, fully air-conditioned classrooms, comfortable seating facilities, well maintained playgrounds, outdoor–indoor games facilities with expert trainers, filtered and cooled drinking water, clean and hygienic toilets, modern teaching methods are the few focus points educational institutes are stressing upon now a days. Although these physical facilities are not directly connected to quality of education but it is true that these amenities can be helpful in creating an environment which usually attracts the students especially at primary and pre primary level. These facilities can successfully bring the child at school door with smile on their face leading to increase in enrolment and also be helpful in reducing the problem of drop outs. In this research paper author has visited the 100 government primary schools randomly selected from ten educational blocks of Lucknow District and discussed the issue of scarcity of physical facilities in their school with the head teachers/in charge teachers with the help of interview schedule method. With the help of percentage technique investigator has analysed the data obtained and came to conclusion that immediate steps are need of the hour to improve basic physical facilities in government primary schools to ensure quality education to all.

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Keywords: Physical facilities, Enrolment, Quality Education, Dropouts 

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Catalogue, State-wise Percentage of Schools having Drinking Water Facility - DISE: Flash Statistics, Open Government Data (OGD) Platform India. Retrieved on 01-09-2016 from https://gov.data.in Chritina Curry, (2011). Why public Primary schools are desperate for specialised PE teachers, 21st Century Learning – The Latest in Teaching and Educational Research. Retrieved on 01-09-2016 from https://learning21c.wordpress.com/2011/03/20/why-public-primary-schools-are-desperate-for-specialised-pe-teacher Dubbudu, R. (2015). More than 257,000 schools in India are without toilets, Factly- Making public date meaningful. Published on March 30, 2015. Retrieved from https://factly.in/schools-without-toilets-in-india-more-than-257000 High court ask government, why students of primary schools sit on ‘dari’ ant ‘tat’. Nav Bharat Times, Lucknow. Published on 29-11-2016. Retrieved on 14 -12-2016 from www.lucknow.nbt.in In UP 45% schools have no toilets, Nav Bharat Times, Lucknow. Published on 29-11-2016. Retrieved on 14 -12-2016 from www.lucknow.nbt.in Kanchan Shrivastava, (2015).The pupil-teacher ratio has improved, but not enough. Retrieved on 01-09-2016 from http://www.dnaindia.com/analysis/column-the-pupil-teacher-ratio-has-improved-but-not-enough-2124403 Shubham, (2013). Upper caste - only school toilets in UP. Retrieved on 01-09-2016 from http://www.indiawaterportal.org/articles/upper-caste-only-school-toilets Morgan, P. J., and Hansen, V. (2008). Classroom Teachers’ Perceptions of the Impact of Barriers to Teaching Physical Education on the Quality of Physical Education Programs. Research Quarterly for Exercise and Sport, 79(4), 506 -16. Mufti, I. (2015). Outdoor games take a backseat: Most schools lack playgrounds. The Indian Express, Chandigarh. Published on August 15, 2015. Retrieved on 01-09-2016 from http://indianexpress.com/article/cities/chandigarh/outdoor-games-take-a-backseat-most-schools-lack-playgrounds Nanda, P.K. (2014). Aspirations bring girls to schools, lack of toilets drives them away. Retrieved on 01-09-2016 from http://www.livemint.com Neetu Banga, (2010). Government schools: India's real image of education, Meri News, Posted on 15 July, 2o1o. Retrieved on 03-09-2016 from http://www.merinews.com Pupil-teacher ratio in primary education (headcount basis), UNESCO Institute for Statistics Retrieved on 01-09-2016 from http://data.worldbank.org/indicator/SE.PRM.ENRL.TC.ZS TOI, (2012). Primary schools lack basic facilities, Times of India. Published from Kanpur on July 16, 2012. Retrieved on 02-09-2016 from http://timesofindia.indiatimes.com/city/kanpur/Primary-schools-lack-basic facilities/article show/14970707.cms UNICEF, Independent assessment of WASH facilities in schools show a similar trend in function, An overview of status of drinking water and sanitation in schools in India. Retrieved on 01-09-2016 from https://www.in.one.un.org/img/uploads/Snapshot_WASH%20in%20Schools_India_v2.pdf Water Sanitation and Hygiene (WASH) in Schools, (2012) Child Friendly School Manual, Published by UNICEF Division of Communication, July, 2012. Retrieved on 01-09-2016 from www.unicef.org/publications/files/CFS_WASHE_web.pdf

Dinesh Chahal & Raj Kumar

UNDERSTANDING ATTITUDE OF THE SCHEDULED CASTES AND SCHEDULED TRIBES PARENTS TOWARDS EDUCATIONAL RIGHTS OF THEIR CHILDREN

May-Jun,2017, Vol - 4/31, Page - 5383/5392

 Education is the right of the every individual. It has been inserted in the Article 21-A of the Indian Constitution that every child will get free and compulsory Education under the age of six to fourteen years. The aim of the present was to know the understanding attitude of the Scheduled Castes and Scheduled Tribes parents towards the Educational rights of the children. The researcher took the sample of 60 parents from rural area of district Udhampur of Jammu and Kashmir, which consist of thirty fathers and mothers. Self-made interview schedule was used in the study. The objective of the study was to know the awareness among the Scheduled Castes and Scheduled parents, so that some intervention can be given to meet the educational needs and Educational rights of the children. Self-made semi-structured interview schedule was used by the researcher in for data collection. The analysis was made by using simple percentage method. This was the qualitative study which conducted to explore the understanding attitude among parents. The findings of the study reveals thatmost of the fathers and mothers gave favourable responses which means they are aware about accessing the children to school. They have the positive and favourable attitude towards Educational Rights of their children. They also know that how to avail the educational facilities to access the school

 

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Akhtar, R. (200). Regional planning for health care system in Jammu & Kashmir. Commercial block, Mohan Garden, New Delhi. Concept Publishing Company. Bhakhry, S. (2006). Children in India and their Rights. National human rights commission. Faridkot house Copernicus Marg New Delhi, retrieved from http:nhrc.nic.in Bhargava, M. & Ahamad, T. (2015). Awareness of child rights among the parents, school and the children in Chandigarh district with special reference to national commission for protection of child rights. International Journal of Applied Research, 1(6): 74-78 Retrieved from http://www.allresearchjournal.com /PartB/95.1.pdf

Santosh. D. Sabale

EXPLORING THE CHALLENGES OF GLOBALIZATION TO INDIAN SOCIETY: A PERSPECTIVE IN SOCIAL EXCLUSION

May-Jun,2017, Vol - 4/31, Page - 5393/5404

\"\"In this paper, the present paper has employed the discourse analysis method by analyzing the contemporary challenges and consequences by globalization-induced developments to Indian society over the last three decades. The paper brings together various concepts of globalization and how it encourages to market economy rather than human and social developments in particular reference to the marginal segments within Indian society; such as women, dalits, poor and disabled, and other vulnerable groups as well. In first section, this paper attempted to incorporate concepts, dimensions and debates in the context of globalization process and also employs synonymous terminologies which are simply considered as an important domain in social sciences. Second section focuses on how globalization-induced developments boost to industrial and service sectors in Indian economy and manufacture serious challenges before Indian constitution. Moreover, the study also illustrated several social facts and observations while mapping positive and negative consequences in globalized-market economy. Finally, paper focuses on positive and negative effects and challenges of globalization to welfare character of Indian state since 1990s onwards when it was started off. The changing character of Indian state leads to create social and economic inequalities and inevitable exclusions by governing policy formations. In order to reduce inequalities and poverty from the Indian society, formation and implementation of social exclusion discourse by policy-makers and administrators to have an important focus in this paper and it also revolves around multiple causes of market based deprivation and marginalization debates.

Keywords: Globalized-induced development, Social exclusion, Gender disparity, Poverty, Dalits 

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Bhalla, A and Lapeyre, F. (2004). Poverty and Exclusion in a Global World. Basingstoke: New York. Byrne, D. (2005). Social Exclusion. Maidenhead: Open University Press. Gacitúa Marió, E. and Woolcock, M. (2008). Social Exclusion and Mobility in Brazil. Washington D C: The World Bank, pages.1 to 41. Giddens, A. (1990). The Consequences of Modernity. California: Stamford. Mearns, R. and Sinha, S. (1999). Social Exclusion and land administration in Orissa, India. Washington, DC: World Bank. Sen, A. (2000). Social Exclusion: Concept, Application and Scrutiny. Social Development Paper (1), Asian Development Bank. Steger, M. (2009). Globalization: A Very Short Introduction. New York: Oxford, Page. 9 to 10. The World Bank. (1997). The Status of Women in India. New Delhi: SAS. Times of India. (2008). Rich Areas Poor in Sex Ratio, February 8, Pune Edition. Times of India. (2008). Inflation No.1 Enemy, January, 15, Pune Edition. Times of India. (2007). Education should be a right. December 14, Pune Edition.

Tukaram S. Sawant

THE FEMALE PROTAGONIST OF SHASHI DESHPANDE’S A MATTER OF TIME: AN IMAGE OF SOLIDARITY AND DETERMINATION

May-Jun,2017, Vol - 4/31, Page - 5405/5417

\"\"Shashi Deshpande, a well-known Indian woman novelist in English, has eleven novels and four children’s books to her credit. Her novels are simple stories dealing with the lives of the ordinary people, women in particular, with their heads and hearts. Her women are the human beings who breathe and live around each one of us. They belong to the world of flesh and blood. The main thread of her novels is woven around the life of her women with their struggle for self-realization, self-assertion and emancipation. Since Indian society, to a large extent, has deeply been rooted in patriarchy, women have been facing injustice, suppression, oppression, subjugation and exploitation in one way or the other. They are the victims of social ills and evils prevalent in a contemporary society. In spite of being educated, they have been looked down upon with contempt; they have been reduced to the status of a plaything; they have been treated as lifeless objects used to fulfil men’s sexual desire and also as child-bearing machines. Deshpande, who is fighting for the cause of women, gives an outlet to her resentment at injustice done to them in the name of patriarchy.Her women exhibit inner strength, courage, confidence, solidarity and determination in their struggle against the hardships of their lives. They rebel against patriarchy and move on with an urge to turn their dreams into reality. The present article intends to explore the character of Sumitra, the protagonist of A Matter of Time, an epitome of love, strength, solidarity and determination.

Keywords: commodity, consciousness, emancipation, empowerment, exploitation, individuality, patriarchy, solidarity.    

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Bande, Usha and Atma Ram.Woman in Indian Short Stories: Feminist Perspective. Jaipur and New Delhi:Rawat Publications, 2003. Deshpande, Shashi. A Matter of Time. New Delhi: Penguin Books Ltd, 1996. Gangadharan, Geetha. ‘Indian Communicator’: An Interview. 20th November,1994. Kaur, Satbir. Shashi Deshpande: A Feminist Interpretation.Chandigarh:Unistar, 2009. Anita Myles.Feminism and the Post-Modern Indian Women Novelist in English.New Delhi: Sarupand Sons, 2006. Palkar, Sarala. ‘Breaking Silence: Shashi Deshpande’sThat Long Silence’: Feminism and Recent Fiction in English.Sushila Singh (ed.).New Delhi:Prestige Books Ltd, 1991. Robins, Elizabeth. Feminism and Recent Fiction in English. Singh,Sushila, (ed.). New Delhi; Prestige Books Ltd,1991. Swain, S.P. Roots and Shadows:A Feminist study: The Fiction of Shashi Deshpande. R.S. Pathale, (ed.).New Delhi: Creative Publications, 1998. Vishwanatha, Vanamala. An Interview.‘Literature Alive’.December,1987.

Anand Shankar, Nishtha Jain & Navin Kumar

UNDERSTANDING THE DIFFICULTIES OF LEADING CHANGE THROUGH EXPERIENTIAL EXERCISE

May-Jun,2017, Vol - 4/31, Page - 5418/5428

\"\"Change is complex process riddled with obstacles, barriers, and resistance. Leading changerequires a comprehensive understanding of the change process and an effective application of managerial skills. The present study focuses on analyzing the difficulties that emerge during change process in an organization through an experiential exercise ‘The Change Game’ developed by Lewis & Grosser (2012). It also attempts to study the effectiveness of the exercise in simulating the complexities of leading change in a classroom setting. The experiential exercise was conducted on a sample of 17 post-graduate students of University of Delhi. The data that emerged from the activity and post-activity discussion reflects that a lack of clear communication, trust, transparency, perspective taking, and accountability between the management and the workers are the major difficulties in a change process. The negotiation of power between the managers and workers and the influence of group norms were the strongest barriers. The findings of the present study are based on a single conduction of one experiential exercise.

Keywords: change process, experiential exercise, difficulties in leading change, power, group norms 

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Armenakis, A.A., Harris, S.G., & Mossholder, K.W.(1993). Creating Readiness for Organizational Change, Human Relations, 46 (6). Brewer, M. B. (1979). In-group bias in the minimal intergroup situation: A cognitivemotivational analysis. Psychological Bulletin, 86, 307-324 Chambers, J. R., & Melnyk, D. (2006). Why do I hate thee? Conflict misperceptions and intergroup mistrust. Personality and Social Psychology Bulletin, 32, 1295-1311.

Narendra Singh & Dileep Kumar

A STUDY OF PUPIL TEACHERS PERSONALITY ADJUSTMENT IN RELATION TO THEIR ACADEMIC STREAM, CASTE CATEGORY, LOCATION & SEX

May-Jun,2017, Vol - 4/31, Page - 5829/5838

 This study is related with pupil teachers in personality adjustment in relation to their academic stream, caste category, location and sex. Objective of this study is to compare the personality adjustment of pupil teachers in relation to their academic stream, caste category, location & sex and hypothesis is that there is no significant difference in the personality adjustment of pupil teacher trainees in relation to academic standard. This study is delimited to pupil teachers of Meerut district. In the present study a sample 140 pupil teachers (70 Girls & 70 Boys) of Meerut district were selected. Adjustment Inventory developed by Dr. A.K.P Sinha & Dr. R.P. Singh have been used in this research work was used to collect data for the present study. Researcher has concluded that all pupil teachers of personality adjustment is similar in relation to their academic stream, caste category, location and sex.

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Agarwal, J.C., ducational Administration, Inspection Planning and Financing in Indian”, New Delhi, Arya Book Depot, 1972. Anastosi, A., Psychological Testing “New York, The Momillan Company, 1956. Bakhashi, G.L., Towards Better Education”, S.Chand & Co., Ram Nagar, New Delhi, 1977. Best, J.W., Research in Education”. Prentice Halls Pvt. Ltd. New Delhi, 1963. Bhatnagar Meenakshi, Book Dept. Meerut, Meenakshi, 1992. Bhatnagar, A.P.& Chauhan, S.S., “Measurement and Evaluation.” T. Lal, “Advanced Emotional Psychology” Vahi Education Publishing House Pvt. Ltd. 1978. Rai, Parasnath, “An Introduction to Research Methods” Laxmi Narayan Agarwal Publication House, Agra, 1973.

Ranjana Ruhela

STUDY OF THE DROPOUT LEVEL OF PRIMARY STUDENTS IN UTTARAKHAND REGION

May-Jun,2017, Vol - 4/31, Page - 5439/5445

\"\"For the development of the country or state we need to build quality teachers, more quality schools, increase the retention of students. Though there are many schemes and plans made by the Government but these plans are not implemented fully especially in Uttarakhand Primary School level. At Primary District School level dropout rates are high. Plans are made by the Government but they are not implemented properly nor monitored accordingly.  There are many other factors like environment and lack of proper human resources which are affecting the dropout rates of students. Awareness about importance of education and the proper ways through which education can be imparted efficiently for that step need to be taken. Education should be imparted without any gender biasness and social disparity as education is for all.  For that Government has to take sudden strict actions and implement all the schemes and plans efficiently.The present study suggests that even if government makes plans they are not fully implemented and results are not up to the mark. Student retention is very less according to the expectations. Primary schools are being closed due to less number of student enrollments in schools. For that qualitative teachers needs to be recruited in large number and proper facilities needs to be provided. These things need to be taken into consideration and proper monitoring as well as vigorous checking of these plans has to take place for reducing the dropout rates of primary students in Uttarakhand.

Key Words: Conveyance, Vigorous, Monitoring, Implement, Retaining, Dropout. 

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Bora, B.S (2014): More than five thousand government primary schools are going to close in Uttarakhand. Amar Ujala, Dehradun ASER (2012) :Annual Status of Education Report www.indusedu.org www.pratham.org

Madhu Vati

A COMPARATIVE STUDY OF EMOTIONAL INTELLIGENCE AND ADJUSTMENT OF PRIMARY SCHOOL TEACHERS TEACHING IN GOVERNMENT AND PUBLIC SCHOOLS

May-Jun,2017, Vol - 4/31, Page - 5446/5451

 

           This study is related with Emotional Intelligence And Adjustment Of Primary School Teachers Teaching In Government And Public Schools. Objective of this study is to ascertain the emotional intelligence of primary school teachers teaching in Govt. and Public schools and hypothesis is that there is no significance difference between primary school teachers teaching in Government and Public school in their emotional intelligence. In the present study a sample 30 teachers from each type of schools were selected randomly located in Meerut district. Emotional Intelligence Scale (E.I.S.) developed by Aniket Hyde (Indore), Sanjyot Pethe (Ahmedabad) and Upinder Dhar (Indore) and Teacher Adjustment Inventory Developed by Dr. Harendra Singh was used to collect data for the present study. Researcher has concluded that there in significant dissimilarity in Emotional Intelligence And Adjustment Of Primary School Teachers Teaching In Government schools And that of Public Schools.

Key words: Emotional intelligence and adjustment. 

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Abraham R. (1991) Emotional Intelligence in organization: A conceptualization, New York: Bantham Books. Agarwal, Y.P. (1986) Statistical Methods: Concepts, Applications and Computation: New Delhi: Sterling. Allen M.J. (2000) Investigating emotional intelligence in children: Exploring its relationship to cognitive intelligence, unpublished Master's thesis. Anjum Libia, Ashok Srivastava and Girishwar Mishra (2003) Emotional Intelligence Western and Indian perceptions. Indian psychological abstract and Reviews, Vol. 10 (1), pp. 1-42. Arkoff, Abe (1978) Adjustment and Mental Health, New York McGraw Hill Book Co. Inc., p. 110. Chan, David W. (2004) Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong Personality & Individual Differences. Vol. 36(8), p. 1781-1795.

Bharat V. Patil

ADHERENCE TO REPAYMENT OF LOAN IN MICRO FINANCE SYSTEM

May-Jun,2017, Vol - 4/31, Page - 5452/5458

Article enlighten the approach of SHGs members towards adherence to repayment of loan in micro finance system Finance is the essential condition for the any operations of the industry, services and even agricultural sector also. Rising of funds for the operations of any activity is important and strategic function. Cost of funds raising affect on the earning of the business activity.  Funds must be raised from such sources which resulted lower cost of capital. Even individual also borrow loan at higher rate of interest for day to day operations. The raised funds must be strictly used for productive purposes. Individual persons made unplanned expenditure through loan amount. It affects the repayment capacity of the individual. Culture of repayment of loan must be essential for the development of financial system in the country.  Attitude of repayment of borrowed loan must be totally positive. Many constraints caused to lower price to the agricultural goods.  There are huge numbers of mediators for agricultural goods. Illiteracy of the farmers is one of the causes to cheat by the mediators. Some time cost of production of is not covered through selling of agricultural goods. Farmer’s financial position is not uplifting as compared to economic development of the country. Investment in agricultural business is not considerable. Over population is engaged in agriculture. Dependency on agriculture sector is required to reduce. Per capita income of the farmer is low and it causes on capital investment in the agricultural sector. All these situation leads to indebt of the farmers. Farmers establish SHGs to solve their financial problems. They borrow loan and adhere to repay loan for social status. Mostly women SHGs members are more serious in repayment of loan taken from SHGs.

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Key Words: Repayment, resources, status, adherence 

,18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Arun K. Singh. Empowerment of Women in India, Manak Publications Pvt. Ltd., New Delhi, 2000. Khan S. S. (2000). Entrepreneurial Development, S. Chand and Sons, New Delhi, 2000. K. NABARD, Banking With the Poor, Financing Self Help Groups, NABARD, Hyderabad, 2000. Puhazhend V. And K. J. S. Satyasai, Micro-Finance and Rural People : An Impact Evaluation, NABARD, Mumbai, 2000. Thomas Fisher & M. S. Sri Ram, Beyond Micro-Credit, Putting Development back into Micro-Finance, Vistaar Publications, New Delhi, 2002. Venkata Ravi, Narayana Reddy and Venkata Ramana (Edt.), Empowerment of People – Gross root Strategies, Kanishka Publications, New Delhi, 2004. Kamala K. Va. Ajyanna and Chikkarangaswamy, SHGs as an instrumental for Women Empowerment, Southern Economist, Vol.-48, No.-17, dated Jan. 2010, PP-31-33. V. Balu, Developing Women Entrepreneurship through SHGs SEDME Vol.-32, No.-2, Published by National Institute a small Industry Extension Training, Hyderabad, dated June, 2005, PP-49-56. Sugana B; ‘Empowerment of Rural Women Through Self Help Groups’ Discovery Publishing House, New Delhi,2006. Bhagya Lakshmi J. (2000). Women in Development Employment News, 25(3), 2000. D. Sunder Raj, SHGs and Women’s Empowerment, Social Welfare, Vol. 50, No. 10, January, 2004.

Sonia Gujral & Mamta Gupta

A STUDY ON THE REFORM AT THE SCHOOL STAGE IMPROVING THE PERFORMANCE OF STUDENTS IN SCHOLASTIC AND CO-SCHOLASTIC AREAS

May-Jun,2017, Vol - 4/31, Page - 5459/5467

CBSE is bringing reforms at the school stage so that students performance may be improved in scholastic and co – scholastic areas. Therefore, this study has been under taken to find out what reforms at the school stage is improving the performance of students in scholastic and co-scholastic areas.  A random sample of 50 teachers and 100 students of CBSE schools were selected from Raipur. Self made questionnaire were used to collect the relevant data. The results revealed that conducting different types of tests develop good study habit in students. Assessment of listening and speaking skills will equip the students with good communication skills. Further the results revealed that inclusion of value based question and open book examination will help the students in enhancing higher order thinking skills. Teachers favored that co-scholastic assessment are also important for imparting value education and it should be done systematically and methodologically. 

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Government of India. (1986). National Policy on Education. New Delhi: MHRD Department of Education. Agrawal. (2000). Towards quality schools through continuous and comprehensive evaluation. Journal of Indian Education, 1-11. Habib, Z. (2012). Role of co-curricular activities for the performance of students at primary level in schools. . Interdisciplinary journal of contemporary research in business, Vol.3, No.9. Jones, V. (2010). Virginia's academic and career plan emphasizes middle school. In V. Jones. Association for Career and Technical Education 85(7). Junge, S., Manglallan, S., & Raskauskas, J. (2003). Building life skills through after school participation in experiential and cooperative learning. Child study journal,33. NCERT. (1988). National Curriculum for Elementary and Secondary Education. New delhi: Publication Deaprtment NCERT. NCERT. (2010). Continuous Comprehensive Evaluation Manual for teacher’s class VI to VIII. New Delhi: NCERT. Rao, T. (2011). India's Youth Education Scenario-Need for Inclusion of Life Skills. Tahir, M. (2012). ). Impact of Co-Curricular Activities on Personality Development of Secondary School Students. International Journal of Humanities and Social Science. vol.2, No.18.

Raj Kumar Mali & Shri Anup Kumar

MAHILA SASHKTIKARAN, CHINTAN EK GAMBHIR MUDDA

May-Jun,2017, Vol - 4/31, Page - 5468/5474

 

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Rasal Ramchandra Gyanu & Mhaske Ashwini Chandrakant

AHAMADNAGAR JILHYATIL PRAMUKH GALIT DHANYA (TELBIYA) PIKANCHYA UTPADANATIL BADAL EK ABHYAS

May-Jun,2017, Vol - 4/31, Page - 5474/5483

 

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Sunita Jain

TRANSACTIONAL ANALYSIS FOR CLASSROOM MANAGEMENT

May-Jun,2017, Vol - 4/31, Page - 5484/5488

Transactional Analysis is a theory developed by Dr. Eric Berne in the 1950s. Dr. Berne proposed that verbal communication is the core of all social interactions, especially the face-to-face communication. We find that some people are authoritative in their tone and body language; some are vulnerable – childlike while some are curt -straight forward and tend to take instant decisions. Classroom dynamics too are similar in nature. Students from different backgrounds with different aptitude and attitude communicate in the classroom. Teachers sometimes find it difficult to understand the transaction pattern of children leading to misunderstanding and misconceptions. So to provide an extra edge to the teachers the understanding of Transactional analysis comes very handy.

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Keywords: Transactional Analysis, communication, classroom dynamics, classroom management. 

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Barrow, Giles(2015) Transactional Analysis in the Classroom, Staffroom and Beyond. Retrieved from https://eric.ed.gov/?q=Transactional+analysis&id=EJ1072417 on 21/06/2017 Hattangadi Vidya (2016). Transactional Analysis for Self Help . Retrieved from https://www.worldwidejournals.com/paripex/file.php?val=May_2016_1462263393__12.pdf. on 13/04/2017 Loraine & Others (2013). Managing Online Discussion Forums: Building Community by Avoiding the Drama Triangle. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/87567555.2012.713042?scroll=top&needAccess=true&journalCode=vcol20 on 12/03/2017 http://library.mcla.edu/c.php?g=432392&p=2949387 http://www.ericberne.com/transactional-analysis/ http://www.incredibleart.org/links/toolbox/discipline4.html#sthash.cVnsqLW7.dpuf http://www.science.gov/topicpages/o/online+community+discussion.html https://eric.ed.gov/?id=EJ995354 https://eric.ed.gov/?q=transactional+analysis https://www.learntechlib.org/p/66071/ https://www.researchgate.net/publication/264336380_The_role_of_local_knowledge_in_adaptation_to_climate_change

Subhash Singh

EQUITY AND INCLUSION IN HIGHER EDUCATION

May-Jun,2017, Vol - 4/31, Page - 5489/5494

 Higher education in India is passing through a phase of unprecedented expansion, marked by an explosion in the volume of students, a substantial expansion in the number of institutions and a quantum jump in the level of public funding. The enormity of the challenge of providing equal opportunities for quality higher education to ever-growing number of students is also a historic opportunity for correcting sectoral and social imbalances, reinvigorating institutions, crossing international benchmarks of excellence and extending the frontiers of knowledge. The12th FYP shall focus on utilizing this historic opportunity of expansion for deepening excellence and achieving equal access to quality higher education. 11th FYP Achievements: India has made enormous strides in achieving these goals in more than six decades since independence, and the success milestones of its higher education system are recognized globally. Yet, considerable challenges remain. To meet these challenges, the University Grants Commission (UGC) called for a major thrust for expansion of higher education and promotion of greater regional and social equity in the 11th FYP. During this Plan, provision was made for setting up of 16 new Central Universities and 374 Model Colleges in low Gross Enrolment Ratio (GER) districts. The Government of India (GoI) provided for concomitant expansion with equity through implementation of the recommendations of the Oversight Committee. There was also a continued focus on achieving quality and supporting reforms in higher education and promoting excellence. But considerable challenges remain.

Keywords: Equity, Inclusion, Community Education Development Cell (CEDC), Five Year Plan (FYP), Gross Enrolment Ratio (GER)

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Chadha, G.K., Sudhanshu Bhushan and Murlidhar (2008): Teachers in University and Colleges – Availability and Service Condition, Study sponsored by UGC. Committee for Review of National Policy on Education, 1986(1991): Report of the Committee for review of National Policy in Education 1986, Final Report 26th December, 1990. Dubey, Amaresh (2007): Determinants of Post-Higher Education, Study sponsored by UGC. Duraisamy P. (2007): Enrolment Projections for Inclusive Higher Education in the 11th Five Year Plan, Study sponsored by UGC. Furqan Qamar (2007) : Quality and Excellence in Higher Education, Study sponsored by UGC. Government of India (2007): National Knowledge Commission-Report to the Nation 2006, New Delhi. Ministry of Human Resource Development (1992): National Policy On Education- 1986 (with Modifications Undertaken in 1992), MHRD Department of Education Delhi. Ministry of Human Resource Development (1994): National Policy On Education-1986, Programme of Action Revised 1992, Department of Education Delhi. Ministry of Education, Government of India(1962): The Report of the University Education Commission, Volume 1 to 3. National Council of Education Research and Training(1970): Education and National Development, Report of the Education Commission 1964-66, Volume 1 to 4. Ravi Srivastava (2007): Inter-Social Groups Differences in Access to Higher Education, Study sponsored by UGC. Ravi Srivastava (2007): Estimates for Financial Requirement of 15% Enrolment Target, Study sponsored by UGC. Sudhansu Bhusan (2007): University and Colleges for 15% Enrolment Target during 11th Plan- An Estimate, Study sponsored by UGC. Sachidanand Sinha (2007): Redefining Educationally Backward Regions, Study sponsored by UGC. Sarswati RAju (2007): Gender Differential in Access to Higher Education, Study sponsored by UGC. Sudhansu Bhushan (2007): Financial Requirement in Higher Education during 11th Plan, Study sponsored by UGC. Thorate, Sukhadeo (2007): Higher Education in India-Emerging Issues Related to Expansion, Inclusiveness and Quality and 11th Plan, J.P. Naik Memorial Lecture, Zakir Husain Centre for Educational Studies Jawaharlal Nehru University, Delhi, August 4, 2008. U.G.C. Report (2011): Higher Education in India Strategies and Schemes during XI Plan, University Grants Commission, New Delhi. University Grant Commission (2007): Annual Report 2006-07, University Grant Commission, Delhi. UGC Report (2012): Inclusive and Qualitative Expansion of Higher Education, University Grants Commission, Delhi http://www.UGC.ac.in

Ritu Punia & Shankar Choudhary

WEB 2.0 TECHNOLOGY IN BANKING INDUSTRY: OPPORTUNITIES AND CHALLENGES

May-Jun,2017, Vol - 4/31, Page - 5495/5504

Web 2 technology in banking is the wave of the future. It provides enormous benefits to Banks   and consumers in terms of the ease and cost of transactions. Across the world, Banking industry is rolling out a broad array of initiatives that place bold bets on web 2.0 technologies including wikis, blogs, mobile apps, and social media , which they expect will fundamentally change how they attract and retain customers.  Web 2.0 is the next step in the evolution of the Internet and While banks may take comfort in their incumbent advantage, technologically-enabled non-bank challengers have been ramping up their capabilities in a significantly faster pace and are notably stronger today, challenging the privileged access and relationships traditional transaction banks currently enjoy with their customers . 

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https://www.infosys.com/industries/financial-services/white-papers/Documents/innovate-banking.pdf http://www.strategyand.pwc.com/reports/banking-fresh-thinking-decade www.ibm.com/developerworks/library/wa-banking www.banktech.com/management-strategies/...banks...web..

Ashok Kumar Pradhan

UNITED NATIONS IN ODISHA: STRATEGY FOR DISASTER RISK REDUCTION

May-Jun,2017, Vol - 4/31, Page - 5505/5513

 

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United nation’s development programme (2004), a global report reducing disaster risk , a challenge for development , Newyork, The bureau of crisis prevention and recovery. Coke.E and Buckle.P (2004); Developing community resilience as a foundation for disaster recovery. The Australian journal of emergency management .

Jyoti Juyal

A STUDY OF IMPACT OF TEACHERS’ ACADEMIC PROFILE ON ORGANISATIONAL ACHIEVEMENT

May-Jun,2017, Vol - 4/31, Page - 5514/5519

In the present study an attempt was made to study the impact of Teachers’ Academic Profile on Organisational Achievement. Three types of educational organizations namely government schools, aided schools and unaided schools of Dehradun district were taken for the study. The sample comprised of 420 senior secondary schools teachers- 140 govt. schools teachers, 140 aided and 140 unaided schools teachers. Purposive random sampling technique was used to collect the data.Organisational Achievement Test and Academic Profile Schedule were administered to find the impact of teacher’s academic profile on organisational achievement.Findings  suggests that, “There is significant impact of teachers’ academic profile on organisaional achievement of different type of senior secondary  schools.”

Key words- [Academic Profile, Organisational Achievement, Teacher, Organisation] 

,18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Aggarwal, J.C.(2005), Organisation and Practice of Modern Indian Education, Shipra Publications, Delhi. Ahmad, R.H. (1981), “The Relationship between and among leadership style, school climate and students achievement in the elementary school principalship in the Federal Territory of Kaulahampur Malaysia, University of Southern California, Dissertation Abstract International, A,42, 1, 1987, 27. Haq, Ehsanul.(2003), Education Polity and Society, Shipra Publications, New Delhi. https://www.nmu.edu Kukreti, B.R.(1990), “A study of some psychological correlates of successful teachers”, Ph.D. edu, Rohilkhand University. www.ierinstitute.org/fileadmin/Documents/IERI¬_ Monograph_/IERI Monograph-Volume-02Chapter-2.pdf www.krepublishers.com/02-Journals/S-HCS-03-0-000-09-web/HSC-03 www.newteacher.com/Pdf/only/way.pdf

Swati Detha

CREATION OF ROYALTY

May-Jun,2017, Vol - 4/31, Page - 5520/5531

 

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Swati Detha

CREATION OF NOBILITY

May-Jun,2017, Vol - 4/31, Page - 5532/5541

 

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Swati Detha

POLITICS OF FOLK CULTURE

May-Jun,2017, Vol - 4/31, Page - 5540/5544

 

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Swati Detha

POLITICS OF SATI – MEMORIALS

May-Jun,2017, Vol - 4/31, Page - 5545/5558

 

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Swati Detha

POLITICS OF FESTIVALS

May-Jun,2017, Vol - 4/31, Page - 5559/5573

 

,18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Swati Detha

POLITICS OF LIFE CYCLE RITUALS

May-Jun,2017, Vol - 4/31, Page - 5574/5583

 

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Bhagvanbhai. H.Chaudhari

THE MANIFESTATION POSTMODERN PERSPECTIVES IN R.K.NARAYAN’S NOVELS

May-Jun,2017, Vol - 4/31, Page - 5584/5594

The chief tone of R.K.Narayan’s fictional universe is considered comical, although this comic vision fully interprets philosophical facets of Indian culture and civilization. One of the celebrated novelists of 20th century India, Narayan’s creative genius seems committed to national ethics and Gandhian perspectives. Some of his novels had been published during the post-1980 period. His novels like A Tiger For Malgudi (1983), World of Nagraj (1990) are considered postmodern texts. Narayan belonged to earlier generation of the Indian Writing in English who not only witnessed the decline of colonial governance but also experienced the status of democratic nation. Hence, his creative span almost covers the entire 20th century in which he represents a variety of themes voicing modern as well as postmodern perspectives in its vivid forms. Some of the features of modernism retained its status even in postmodernism. To judge the fixed criterions and particular phase to define modernism and postmodernism is rather an awkward exercise. Some of the facets or techniques employed by postmodern novelists like magical realism, the cultural encounter between the East and the West, historiographic metafiction, erosion of moral values, changing standards, spread of corruption, reflexivity and self-consciousness are fully evident in Narayan’s fictional Malgudi milieu. This paper examines the such postmodern perspectives observed especially in Narayan’s novels: The English Teacher, A Tiger for Malgudi, The Guide and The Man-eater of Malgudi 

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Barthes, Roland. Image_Music-Text. London:Fontana, 1977.P.146.Print. Delbaere-Garant, Jeanne. “Psychic Realism, Mythic Realism, Grotesque Realism: Variations on Magic Realism in Contemporary Literature in English”. Magical Realism: Theory, History, Community. Ed. Zamora & Faris. Duke University Press: Durham; London, 1995. P. 258. Krishnan, S. Ed. Malgudi Landscapes The Best of R.K. Narayan Delhi:Penguin Books, 1992. P.343, 397-98. Print.

Vijay Kumar Aeri & Randhir Singh Bhinchar

KRUSHI UTPADAN PAR INDIRA GHANDHI NAHAR PARIYOJANA KA PRABHAV (HANUMANGADH GADH JILE KE VISHESH SANDARBH ME)

May-Jun,2017, Vol - 4/31, Page - 5595/5599

 

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Bikram Keshari Mishra

DRUG ADDICTION IN INDIA: ISSUES AND CHALLENGES

May-Jun,2017, Vol - 4/31, Page - 5600/5608

Drug abuse may be perceived both as aberrant behavior and as a social problem where drug refers to any chemical substance which affects bodily function, mood, perception or consciousness which has potential for misuse and which may be harmful to the individual and society. The study is carried on by secondary sources of census and world drug reports. The study depicts the facts about the wider prevalence drug abuse. It focuses on the various causes and consequences implications in Indian context in particular and society across the globe in general. The problems of failure of the treatment are seen to be the major cause for the growing abusers. The problem of drug addiction has been an important one in this country for several decades and has proved to be a difficult one to handle from a theoretical as well as from a therapeutic standpoint.

Keywords: Drug Abuse, significant symbol, therapeutic community. 

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Adams, E. H., J. C. Gfroerer, B. A. Rouse, and N. J. Kozel.1987. Trends in Prevalence and Consequences of Cocaine Use." Advances in Alcohol and Substance Abuse : 6.49-71. Alfred R. Lindesmith. 1938. A Sociological Theory of Drug Addiction. American Journal of Sociology, Vol. 43, No. 4 pp. 593-613 Hamowy, Ronald. 1987. "Illicit Drugs and Government Control." In Ronald Hamowy, ed., Dealing with Drugs, pp. 1-34. Lexington, MA: Lexington Books. Hawkins, J. D., and R. F. Catalano, Jr. 1985. "Aftercare in Drug Abuse Treatment." International Journal of the Addictions 20(6-7):917 Helmer, John. 1975. Drugs and Minority Oppression. New York: Seabury Press Morgan, Patricia A. 1978. "The Legislation of Drug Law: Economic Crisis and Social Control." Journal of Drug Issues 8 (Winter): 53-62. Hubbard, R. L., M. Allison, R. M. Bray, S. G. Craddock, J. V. Rachal, and H. M. Ginzburg. 1983. "An Overview of Client Characteristics, Treatment Services, and During-Treatment Outcomes for Outpatient Prospective Study (TOPS)." In Research on the Treatment of Narcotic Addiction: State of the Art.

Satyendra Singh

INEQUALITY IN EDUCATION AND SOCIAL DISCRIMINATION A STUDY OF SCHOOL EDUCATION IN UTTAR PRADESH

May-Jun,2017, Vol - 4/31, Page - 5609/5615

Article 45 (Part IV), in Indian Constitution; under the Directive Principles of State Policy, contains provision for free and compulsory education for all children below 14 years of age within a period of ten years from the commencement of the constitution. Article 46 points out that the state shall promote with special care the educational and economic Interests of the weaker sections of the people particularly of the SCs and STs and shall protect them from social injustice and all forms of exploitation. The study has Identified the cluster of socio-economic and educational inequalities in terms of community, native place, levels of parents\\\' educational as well as socio-economic background on the one hand, along with the socially patterned inequality pertaining to the sex variable and the educational opportunities In terms of the school system management and medium of instruction and distribution of groups at the Plus One level along with the level of academic performance 1n both positive (percentages In public examination) and negative (Incidence of failure) aspects on the other. The present study has brought out that social inequalities do have their consequences on the life chances of individuals, reaffirming similar conclusions of earlier studies, and so in this light the study calls for a reviewing and reformulating of the merit paradigm so that the reckoning of merit becomes holistic, realistic and Just without any social group claiming monopoly over it. Hence, In the light of the main thrust of the study and the theoretical perspective adapted to understand the hard realities presented by the data It Is found appropriate to call for an alternative education model radically different In content, form, methods and purpose which could provide an effective answer to the question of equality.

Keywords: Inequality, Stratification, Educational Opportunity,  Educational Discrimination. 

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KUMAR, MANJU. 1982 Social Equality. The Constitutional Experiment in India. New Delhi:S Chand & Company Ltd. ---------------- 1985 Encyclopaedia Britannica, p-14 GHURYE G S 1957 Caste Class and Occupation, p-166/67 Dutta M.L. 1985 Fifth All India Educational Survey (Vol.1) New Delhi: NCERT. BHATT, B.D. 1993. Sociology of Education. Delhi: Kanishka Publishing House, p-85 Shirwadkar S. 1987 Changes In the Education System, Need of the Hour. The Pioneer,p-38 MAYA S. 1987 Coordinating Education and Development. Yojana, Nov.1-15, pp.12-18. MAITRA 1997 Equality of Educational Opportunity In India. New Delhi: National Publishing House.

Deepika Chaplot

JOB SATISFACTION IS STEP TOWARDS SUCCESS: - A STUDY OF MAX LIFE INSURANCE

May-Jun,2017, Vol - 4/31, Page - 5616/5630

The insurance sector performs an important role in a country‘s economic development. It works like  mobilize of savings, a promoter of investment activities, a stabilizer of the financial market, as well as a risk manager. One of the main challenges in management is to implement effective human development strategies continuously to improve organizational performance and accountability. A major problem confronted by Insurance sector today in increasing job dissatisfaction among its employees. Thus a research on “Job Satisfaction within the Insurance sector” is required, to spotlight the factors that have influenced the job satisfaction of an employee in the insurance sector. The most important focus of this research study has been to understand the factors that affect and influence the job satisfaction of employees in the Insurance sector, especially in Max Life Insurance and how much important they are. In this research paper author takes some major factors that influence the job satisfaction, like working hours, convenience, and good culture of working, growth opportunities and job security. Tests to be used in this research are Reliability test and ANOVA. 

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Barik, B., & Patra, R. (2014). Emerging Trends in Insurance–A Study of Indian Life Insurance Industry. Abhinav National Monthly Refereed Journal of Research in Commerce and Management, 3(6). Irshad, S. K., & Priyanka, T. A Study on Job Satisfaction with Reference with Life Insurance. International Journal of Computer & organization Trends (IJCOT) i, 1(3), 478-481. Kreitner, R.(2006) Management. United States: Houghton Mifflin Harcourt (HMH). Van Dick, R., Christ, O., Stellmacher, J., Wagner, U., Ahlswede, O., Grubba, C., ... & Tissington, P. A. (2004). Should I stay or should I go? Explaining turnover intentions with organizational identification and job satisfaction. British Journal of Management, 15(4), 351-360. Zheng, C., & Lamond, D. (2009). A critical review of human resource management studies (1978–2007) in the People's Republic of China. The International Journal of Human Resource Management, 20(11), 2194-2227.

Purva Bhatt

SYSTEMATISING CHAOS: CLEAN DEVELOPMENT AND THE PROBLEMS OF URBAN SOCIETY

May-Jun,2017, Vol - 4/31, Page - 5631/5641


A rubbish heap can grow but it does not develop. Ackoff, R. L. (1994).  The exponential growth of cities and towns has affected the urban sociology in more than one ways. Urbanisation is taking place at a faster rate in India. Population residing in urban areas in India, according to 1901 census, was 11.4%. (Singh, 1978).  This count increased to28.53% according to 2001 census, and crossing 30% as per 2011 census, standing at 31.16%. Roy, B. (2012, June 15). The need for clean development is no more a luxury but a dire necessity. The haphazard growth of towns and lack of far sightedness has created a risk society, which bothers rich and poor equally. Beck, U. (1992). The paper discusses significance and immediate need to resolve the problems of urban society regarding its humungous growth and dispersion. The paper further analyses civil society’s behavior pattern and suggests solutions.

Keywords: Clean Development, urban sociology, urban planning, urbanization 

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Ackoff, R. L. (1994he democratic corporation: A radical prescription for recreating corporate America and rediscovering success. Oxford University Press. Air pollution killing 620,000 Indians every year: Global Burden of Disease report. (2013, February 13). Retrieved June 15, 2017, from http://www.downtoearth.org.in/news/air-pollution-killing-620000-indians-every-year-global-burden-of-disease-report--40316 Beck, U. (1992). Risk society: Towards a new modernity (Vol. 17). Sage. Erlandson, David A.; Harris, Edward L.; Skipper, Barbara L. & Allen, Steve D. (1993). Doing naturalistic inquiry: a guide to methods. Newbury Park, CA: Sage. Filzmoser, E., Voigt, J., Trunkl, U., Olsen, K. H., & Jegede, A. O. (2015). The Need for a Rights-Based Approach to the Clean Development Mechanism. . Food carbon emission calculator. (n.d.). Retrieved June 15, 2017, from http://www.foodemissions.com/foodemissions/Calculator.aspx Greenpeace. (2015, February 16). Delhi children breath toxic air, reveals Greenpeace air-monitoring survey in schools. Retrieved June 15, 2017, from http://www.greenpeace.org/india/en/Press/-Delhi-children-breath-toxic-air-reveals-Greenpeace-air-monitoring-survey-in-schools/

Neelama Devi & Ajay Kumar Attri

PROFESSIONAL COMMITMENT OF SECONDARY TEACHER EDUCATORS IN RELATION TO THEIR SELF-EFFICACY AND WORK MOTIVATION

May-Jun,2017, Vol - 4/31, Page - 5642/5647

\"\"The present study is designed to explore the professional commitment among teacher educators in relation to their self-efficacy and work motivation. Self-efficacy and motivation are the key factors that contribute toward the professional commitment of the teacher educators. This study has dynamic importance because nation builders are built by teacher educators directly and indirectly and the nourishment of the backbone of the nation lies in the hands of teacher educators. This study is conducted on teacher educators of private B.Ed. colleges of Himachal Pradesh. A sample of the study consisted of 240 teacher educators working in private B.Ed. colleges. Data for professional commitment and self-efficacy was gathered through professional commitment scale by Sood (2011) and self-efficacy scale adapted by Attri (2005). The data for work motivation of teacher educators collected through the self developed scale. Analysis of data was done by using ‘t’-test. The finding of the study indicated that secondary teacher educators having high self-efficacy had higher professional commitment as compare to their counterpart teacher educators having low self-efficacy. Whereas, secondary teacher educators having high and low work motivation had almost professional commitment of teacher educators having high and low work motivation.

Keywords: Professional Commitment, Self-Efficacy, Work Motivation and Teacher Educators 

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Bandura, A.(1977). Self- efficacy toward a unifying theory of behavioral change.Psychological Review, vol.84, 191-215. Beri, N. &Beri(2016).Professional commitment of teacher educators in relation to work motivation. International Journal of Research in Humanities,4(1),45-52. Gupta,M.& Nain,I.(2016). Professional commitment, role conflict and life satisfaction: a gender based study of teacher educators. Galaxy International Interdisciplinary Research Journal (3),25-34. Mathew, T.C. (2003).A study of organizational commitment of degree college teachers in relation to work value, self actualization and leader behavior of principals. Journal of Teacher Education and Research, 4(2),65-73. National Council for Teacher Education (1998). Competency based and commitment oriented teacher education for quality school education initiation document.Retrieved fromhttp://www.Illusion.instablogs.com Nias, J. (1981).Commitment and motivation in primary school teachers. Educational Review, 33(3), 181-190. Shukla, S. (2009). Teaching competency, professional commitment and job satisfaction. Retrieved from http://www.Illusion.instablogs.com Sidhu. K. S (2011). Methodology of research in education. Sterling publishers Pvt. Ltd. New Delhi.107-115. Sood, Vishal(2011).Professional commitment scale for teacher educators. National Psychological Corporation Agra. Sood,V. and Anand, A.(2010). Professional commitment among B.Ed. teacher educators of Himachal Pradesh. Journal of All India Association for Educational Research, 22(1),51-60. Srivastava, Nalini, Pratibha (2009). Relationship of teaching competency with teaching aptitude and professional commitment. Perspectives in Education, 25(3). Usha, P. & Sasikumar, P. (2007). Teachers commitment and teachers self-concept as predictors of job satisfaction. Edutracks, 6(1), 26-29.

Swati Sarkar

A STUDY ON THE USE OF TEACHING AIDS IN GEOGRAPHY AT SECONDARY SCHOOL LEVEL IN WEST BENGAL

May-Jun,2017, Vol - 4/31, Page - 5648/5655

Geography is an important school subject at secondary school level in West Bengal. Geography as a field of study integrates diverse concepts and skills which demands availability of a variety of resources for effective learning. The scope of the subject Geography demands use of teaching aids to supplement verbal instruction. The purpose of this study is to investigate the use of teaching aids in Geography at secondary school level in West Bengal. Primary data for the study were sourced from seven secondary schools using a questionnaire, The sample included 210 secondary students of class nine in West Bengal. The study used a survey type research design. The findings from this study revealed that there is limited use of teaching aids in Geography at secondary school level.It is also found that a variety of teaching aids are used in Geography class though the usage of teaching aids is not uniform.Teaching aids like pictures, diagrams,globe,physical and political maps are used more in class for teaching Geography compared to other teaching aids.

Keywords: Geography, Teaching aids, Secondary school level. 

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Akinfe, L., Olofinniyi, O.E., Fashiko, C.O. (2006), Teachers’ Quality as Correlates of Students Academic Performance in Biology in Senior Secondary Schools in Ondo State, Nigeria. Online J. Educ. Res., 1(6): 108- 114. Cunningsworth, A. (1984), “Evaluating and selecting EFL teaching materials”, New York: Teachers College Pres, P.: 71. Damar, D. N. (2004). The making of a Geography Teacher. Jos: Deka Publications Froese RA 1972. Guidelines for the Maintenance of Industrial Education Equipment. Ph.D Thesis, Unpublished. Arizona State University. Hinchliff,S (1992) The Practitioner as a Teacher , London ,Scutari Press. Harare, College Press. ? Ibeh, G. F., Onah, D.U., Umahi, A. E., Ugwuonah, F. C., Nnachi, N. O., & Ekpe, J.E. (2013). Strategies to improve attitude of secondary school students towards physics for sustainable technological development in Abakaliki .L.G.A, Ebonyi, Nigeria. Journal of Sustainable Development Studies, 3(2), 127-135.? Ibeneme OT 2000. Provision and utilization of instructional equipment for teaching and learning science and technology. Issues in Educational Journal, 1: 139-144. Jain,P..(2004); Educational Technology, Delhi Moujpur publication. Kishor,N.(2003); Educational technology, Abhishek publication. Kunari ,C (2006); Methods of teaching educational Technology, New Delhi. Mangal .S.K. Advanced Educational Psychology 2nd Ed. India, Prentice Hall Pvt Ltd. ? Meremikwu, A., Enukoha, O. (2010). Instructional Aids, Schools Variables and Pupil’s Mathematics Achievement in Primary Schools in Cross River State Nigeria; Proceedings of the British Congress for Mathematics Education Joubert, M. and Andrews P. (eds), Pp. 271 – 283. Mkandla,V.A.(1996) Professional Studies, Getting the Job Done. Bulawayo,College Desktop. ? Mohanty, J (2001); Educational Technology, Published by Rajouri garden New Delhi.

Balbir Singh Jamwal

SUDRA LIFE IN EARLY INEARLY INDIA

May-Jun,2017, Vol - 4/31, Page - 5656/5676

 In this article an attempt has been to find out the Sudra life in early India. Sudra life in early India was very miserable. He was given the remnant food. He was the servant of upper varnas. He lives on the mercy of upper varnas. He was considered impure. He has to work at the home of upper varnas for earning two times bread. He had no civil and religious rights. He had old beds and worn out clothes. He had not allowed to get education. If he committed any mistake by chance, then his punishment was very hard. He was not owner of anything. He was a tiller. He was an artisan but not owner. He was considered the fourth varna.  He was created by upper varnas for their benefits. In the concluded form we can say that he led his life on the mercy of two upper varnas. His life in early India was very miserable because he was deprived from everything. There is composition of different thoughts of great Historians, in this article, who have thrown the light on the sudra life in early India. This article would  be very helpful  for the government policy makers to make the policy for the sudra Varna to uplift.

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R.S.Sharma pp 38-42 B.R. Ambedkar. Who were the ??dra. P. 239. Ibid pp. 139-143. Mbh, XII 60. 38-40. Ibid p. 48-49. Sat. Br. XIII 6.2.10 Tai. Br. III 4.1.1. Tai Br. III. 4.2.14. R.S. Sharma pp. 101-103. W.L. Westermen, The Slave System of Greek and Roman, Antiquity, 1955 p. 9-10. Jat. i. 372. X 59. AP. DH. S. 1 1.3.40. Ap. Dh. S. Introduction. Ap. Dh. S. 1.6.15.16.

Indu Rathee

SCHOOL TEACHERS' ATTITUDES TOWARDS INCLUSIVE EDUCATION

May-Jun,2017, Vol - 4/31, Page - 5677/5682

 

 This article explores the school teachers’ attitude towards inclusive education in relation to type of schools and their professional experience. The study was conducted on a sample of 60 secondary school teachers from residential and non-residential schools  who were selected randomly from two districts i.e., Sonipat and Panipat of Haryana. Participants were administered an attitude scale namely- Teacher Attitude Scale toward Inclusive Education, developed by Sood , Vishal and Anand, Arti (2011)  to determine teachers’ attitude about the inclusion of students with special needs into mainstream settings. The data were analyzed by using Means and Standard Deviations. However t-test was also applied to compare the groups. Result of the present study indicates that there is a significant difference in the attitude of teachers towards inclusive education in relation to the type of schools but they do not differ significantly on this issue in relation to their  professional experience.Keywords: Teachers’ Attitude, Inclusive Education System, professional experience 

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Chopra,Dr Mrs. Rita,(2008),Factors influencing elementary teachers’ attitude towards inclusive education,Education-line,http:// www.leeds.ac.uk./educol documents/174842.pdf Kozleski, E. B., Artiles, A. J., Waitoller, F. R. (2011): Introduction: equity in inclusive education: historical trajectoriesand theoretical commitments’, in A. J. Artiles, E. B. Kozleski and F. R. Waitoller (eds) Inclusive Education. Cambridge, MA: Harvard University Press. Lindsay, G. (2003): Inclusive education: A critical perspective. British Journal of Special Education, 30, 1, 3–12. Loreman, T., Deppeler, J., Harvey, D. (2011): Inclusive Education: supporting diversity in the classroom (second edition). Crows Nest, Australia: Allen & Unwin. Mastropieri, M. A., & Scruggs, T. E. (2004). The Inclusive Classroom: Strategies for Effective Instruction (2nd ed.). Upper SadIe River, NJ: Pearson-Merrill Prentice Hall. Neary,T. & Halvorsen, A. (1995). What is Inclusion? ERIC Digest, ED.393248. Ryan, T. G. (2009): Inclusive attitude: A pre-service analysis. Journal of Research in Special Educational Needs, 9, 3, 180-187. Salend, S. J., & Duhaney, L. G. (1999). The impact of inclusion on students with and without disabilities. Remedial and Special Education, 16(5),271-278. UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO. Vaughn, S., Elbaun, B. E., Schumm, J. S., & Hughes, M. T. (Sept/Oct 1998). Social outcomes for students with and without learning disabilities. Journal ofLearning Disabilities, 31(5),428-437. Zionts, L. T., & Callicott, K. (2002). The many faces 9f children's advocacy. Beyond Behavior, 11(3),33-34.

Bhagvanbhai H. Chaudhari

URUBHANGAM (BREAKING OF THIGHS) – A TRAGEDY IN INDIAN TRADITION

May-Jun,2017, Vol - 4/31, Page - 5683/5688

 

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Bhatt, G.K. Bahsa-studies (Collected Papers, Vol. 1). Kolhapur: Maharashtra Grant Bhandar, 1968. Print. qtd. in Research Chronicler A Peer-Reviewed Refereed and Indexed International Multidisciplinary Research Journal Volume II Issue I: January – 2014 p-70. Devdhar, C.R. Urubhangam_breaking_of_thighs 1940. Creator - Fast DLI Downloader https://github.com/cancerian0684/dli-downloader pdf (Translation of Bhasa’s Urubhangam) Jurist, Elliot L. Beyond Hegel and Nietzsche: Philosophy, Culture, and Agency Cambridge: MIT Press, 2002. Print. 9th July, 2017, 5 PM. Keith, A. B., The Sanskrit Drama in its Origin, Development, Theory and Practice. Delhi: Motilal Banarsidas Publications, 1992. Print. Nanavati, Rajendra. Mahakavi Bhasvirchitam Urubhangam Ahmedabad: Parshav Prakashan, 1993. Print. The Origin of Drama Chapter 1 The Natyasastra A Treatise on Hindu Dramaturgy and Historians Ascribed BHARAT- MUNI (Chapter I-XXVII) Translated into English by Manmohan Ghosh Calcutta: The Royal Society of Bengal 1951 p.15 pdf. http://sanskritdocuments.org/doc_z_misc_major_works/natya01.html?lang=sa

Alka Jain

MADHYAPRADESH KRUSHI ME SARACHNATMAK PARIVARTAN EANV CHUNOTIYA -UDYANIKI KE SANDARBH ME

May-Jun,2017, Vol - 4/31, Page - 5689/5702

 

,18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Sajjan Shankarrao Thool

MAINTAINING THE STANDARD IN TEACHER EDUCATION

May-Jun,2017, Vol - 4/31, Page - 5703/5709

Teacher Education Programme must be making the teaching profession. Teacher’s profession has values, thinking and ethics. The student has learned means behavior has changed as per teaching profession. The scope of teacher education, its conformity and the complexity can be reduced by the maintaining the standards in teacher education. Input, process and output indicators can be proved the quality of teaching profession. Valid and reliable services get the students for learning as well as personal development. Standard are depends on well defined learning objectives, contemporary syllabus, implementation of transaction of methods and practical’s, use of techniques and innovation for preparing the personal and assessment and evaluation procedure in teacher education.

Keywords: Standard, Teacher Education, Quality, Teacher’s Profession

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AACTE, guidelines for accreditation, Disciplines and Professions: A perspective, Journal of Business Education, April 1978. Bailey, S. J. & Deen, M. Y. (2002). "A Framework for introducing program evaluation to extension faculty and staff" .Journal of Extension. Retrieved . Cook T. D. & Richard C. T. (1979). Qualitative and Quantitative Methods in Evaluation Research. Sage. Beverly Hills, California. Green, D & Harvey, L, 1994, Defining Quality. Assessment and Evaluation in Higher Education. In perspectives on Distance Education: Quality Assurance in Higher Education. The Commonwealth of Learning Vancouver, Canada. Hubert, k. Rampersad, 2004, Total Quality Management, New Delhi, Springer. Manjulika S. and venugopal,reddy, 1999,Unexplored Dimensions of Open Universities, New Delhi, Vikas Publishing house Pvt. Ltd. National Council for Teacher Education, New Delhi, Regulation 2014 Norms and standards, Bachelor of education programme leading to Bachelor of Education (B.Ed.) degree. Shackman, Gene. "What Is Program Evaluation: A Beginner's Guide". The Global Social Change Research Project. Retrieved April 8, 2012. Rechard, Freeman, 1993, Quality Assurance in Training and Education, Londan, Kogan Page.

Shireesh Pal Singh

RASHTRIY MULYA TATHA MANAVADHIKAR ABHIRUTTI MAPANI

May-Jun,2017, Vol - 4/31, Page - 5710/5719

 

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Raj Kumar

STUDY HABITS OF SCIENCE AND ARTS STUDENTS AT SENIOR SECONDARY SCHOOL LEVEL

May-Jun,2017, Vol - 4/31, Page - 5720/5727

\"\"The study compared the study habits between science and arts students of senior secondary schools of Fatehabad district in Haryana.  The method used for the study was descriptive survey. A sample of 100 students was randomly selected from senior secondary schools in Fatehabad district of Haryana. The investigator selected the Study Habit Inventory was used for collecting the data pertaining to the problem and mean, S.D. and t-test were used to analyze the data. The following were the major findings: there is significant difference between the study habit of Science and Arts students of senior secondary schools. There is equally study habits value in girls and boys student of senior secondary school. There is significant difference between the study habit of Arts boys and girl students of senior secondary schools.

Keywords: Study Habits, Science, Arts, Students and Senior Secondary Schools. 

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Adeninyi, V. (2011). Studying to Pass: Implication for Students. Lagos: Macmillan. Ashish, R. (2013). Study Habits for Students: Bad Ones to Avoid, Good Ones to Achieve Success. www.education.wisc .education/soe/newsevents. Chand, S. (2013) Study Habits of Secondary School Students in Relation to Type of School and Type of Family, International Journal of Social Science & Interdisciplinary Research. 2(7), 90-96. Online available at indianresearchjournals.com Child, D. (1981). Psychology and the Teacher. London: Holt, Rinehart and Winston. Crede, M., & Kuncel, N. R.(2008). Study habits, skills, and attitudes: the third pillar supporting collegiate academic performance. Perspectives on Psychological Science. 3, 425-453. Crow, D. L. & Crow, A. (2007). Educational Psychology. Delhi: Surject Publications. Mark, A. & Howard, C. (2009). How to Study. Psychol. Sci. 20(4):516-522 Nadeem, N. A., Puja, J. A. and Bhat, S. A. (2014). Study Habits and Academic Achievement Of Kashmiri & Ladakhi Adolescent Girls: A Comparative Study, Turkish Online Journal of Distance Education-TOJDE. 15(2), 91-97. Odiri, O. E. (2015). Relationship of Study Habits with Mathematics Achievement, Journal of Education and Practice. 6(10), 168-170. Ozsoy, G., Memis, A. and Temur, T. (2009). Metacognition, study habits and attitudes, International Electronic Journal of Elementary Education. 2(1), 154-166.

Ritu Bakshi

INTEGRATING SOCIETY BY FAITH AND SOCIAL COHESION: ROLE OF WOMEN

May-Jun,2017, Vol - 4/31, Page - 5728/5738

This paper examines the role of women, their faith and value system in building cohesive communities and examines their initiatives for developing and evaluating social cohesion activities. The term ‘community cohesion’ is increasingly used to denote local action and meaningful relationships between people from different backgrounds. This research sought to explore how meaningful interaction between individuals and groups is affected by differing access to resources, capacity and power between and within groups. The role of women in this regard becomes important as they are the ones who takes the maximum responsibility of upbringing of the child during the child`s formative years of life. These early years of child`s life are crucial for the mental development (including attitudes and prejudices) of the child. Therefore it’s the women, who could develop sound mental health among children who would become the future citizens. The secular values (like tolerance, respect of others etc) inculcated in these formative years among children prove to be a deciding factor in the child`s development in later years. It also depends upon the continuous learning which the mother provides to the children throughout its initial learning stage as well as moral and emotional support from mother which makes the child feel secure, thereby reducing the tendencies of developing aggression towards other people, in the future. The present study explores how faith and religious beliefs can influence   cohesion of the society and the development of shared values. The study also suggests that a climate of trust is needed for interaction that leads to shared values and the resolution of real issues. It identifies key issues for the inclusion of women within communities and in leadership positions for National Integration and Harmony. Failure to focus specifically on involving women in formal structures could marginalise and silence their voices. Existing structures may need to be reviewed with input from women as a more effective way of creating sustainable harmony and integration.

Keywords: Integration, women, harmony, cohesion 

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Richard C. S. Trahair, Utopias and Utopians: An Historical Dictionary (Westport, Connecticut, 1999) Frederic J. Baumgartner, Longing for the End: A History of Millennialism in Western Civilization (New York, 1999) Clifford F. Thies, The Success of American Communes. Southern Economic Journal, Volume 67, Issue 1 (July 2000): 186-199. Daniel B. Reibel, and Art Becker, Old Economy Village : Pennsylvania trail of history guide (Mechanicsburg, PA, 2002) Ray E. Boomhower, New Harmony: Home to Indiana's Communal Societies. Traces of Indiana and Midwestern History: a Publication of the Indiana Historical Society 14.4 (2002): 36-37. Fritz, Eberhard: Radikaler Pietismus in Württemberg. Religioese Ideale im Konflikt mit gesellschaftlichen Realitaeten. Quellen und Forschungen zur wuerttembergischen Kirchengeschichte Band 18. Epfendorf 2003. Robert Paul Sutton, Communal Utopias and the American Experience: Religious Communities, 1732–2000 (Westport, Conn., 2003) Robert Paul Sutton, Communal Utopias and the American Experience: Secular Communities, 1824–2000 (Westport, Conn., 2004) James Matthew Morris and Andrea L. Kross, Historical Dictionary of Utopianism (Lanham, Maryland, 2004) Schwab, David, comp. "The Harmony Society." The Harmony Society. 3 December 2004. Eileen A. English, A Brief Interlude of Peace for George Rapp's Harmony Society. Communal Societies 26.1 (2006): 37-45. Harmonie Society. Historic New Harmony, 2008. University of Southern Indiana. 16 April 2008. Larry R. Slater, Ambridge (Images of America: Pennsylvania), (Mount Pleasant, South Carolina, 2008)

Kurhade Shubhangi Suryakant

IYATTA 6 VI CHYA VIDNYAN VISHYACHYA RACHNAVADI ADHYAYANACHYA DRUSHTIKONATUN BALSAHITYIKI BALAJI TAMBE YANCHYA GAMAT SHALATIL UPKRAMANCHI PARINAMKARKATA ABHYASANE

May-Jun,2017, Vol - 4/31, Page - 5739/5745

 

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Kiran Rani alias Kiran Shayna & Ashish Kumar Dhawan

MAKING SENSE OF PROSPECTS OF DIGITAL EDUCATION

May-Jun,2017, Vol - 4/31, Page - 5746/5753

There would be no two opinions about the fact that the advent of digital technology has revolutionized modern life. It has drastically changed almost every aspect of modern life. A plethora of questions, however, still haunt us, especially in terms of its accessibility both to rural India and low-income groups in urban India, as also with regard to its use and credibility in the eyes of all those who pursue digital learning and the potential employers of digital learners. An attempt has been made to make deeper sense of these issues by the authors of this Paper through case-studies of two universities of Haryana i.e. Maharshi Dayanand University, Rohtak and Central University of Haryana, Mahendergarh. A questionnaire was developed and administered to a randomly selected sample of 123 teachers and students of the above-stated universities and some interesting patterns were observed through the responses of the respondents along five dimensions i.e. (a) Awareness (b) Genesis (c) Utility (d) Contribution/Participation (e) Potential/Possibilities. It is hoped that the observations and suggestions registered in this Paper will help formulate better policies for the effective implementation of digital education to the extent it is required.

Keywords: Digitalization of Education, Digital learning, On-line learning, Challenges of Digital Education.

Attewell, P. Belkis. S. G., & Battle, J. (2003) Computers and young children: Social benefit or social problem? Social Forces, 82(1): 277-296. Funbrain. Brookings (2016).Opportunities and challenges of digital learning.Retrieved from [https://www.brookings.edu/research/the-opportunities-and-challenges-of-digital-learning/#ftn7]. Brookings (2016). Skills in the digital age: How should education systems evolve. Retrieved from https://www.brookings.edu/research/skills-in-the-digital-age-how-should-education-systems-evolve/ Frost Perspective on Digital Education in India (2016).https://ww2.frost.com/frost-perspectives/digital-education-india/ retrieved on 20.06.2017. Rani, K. (2015).Social media for promoting excellence in women development: Miracle or myth,Paripex - Indian Journal Of Research, Vol. 4 (6): 41-42

Amardeep Kaur

STUDY OF ALIENATION AND VALUES OF STUDENT TEACHERS

May-Jun,2017, Vol - 4/31, Page - 5754/5765

This study aimed to determine the alienation levels and values of male and female Student teachers (Teacher-pupils) and identify the relationship between their alienation levels and values. The sample consisted of 200 Student teachers selected randomly from the colleges of Education of district Moga in Punjab. No significant difference was found in alienation and values of male and female teachers. Also the results revealed no significant relationship between alienation and values of Student teachers.

Keywords: Student Teachers, Alienation, Values, Gender 

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Ahuja, M. (2007), Preference of teachers on social values according to their experiences and subject area, University News, Association of Indian Universities, 145 (17),11-17. Arora, R. (2010), Study of self confidence and value dimensions of secondary school students of working and non working mothers, P. G. Dissertation, Department of Education, Punjabi University, Patiala. Dwivedi, K. (1978), The Value Test, Agra Psychological Research Cell, Agra Jing Li et al. (2012), The development of social value orientation across different contexts, International Journal of Psychology, Psychology Press, Taylor and Francis group, 1–12, retrieved from: http://dx.doi.org/10.1080/00207594.2012.67372. Kothari, C. R. (2004), Research Methodology: Methods and Techniques, New Age International (P) Limited, New Delhi. Erbas, M. K. (2014), The Relationship between Alienation levels of Physical Education Teacher candidates and their Attitudes towards the Teaching profession, Australian Journal of Teacher Education, 39 (8). Retrieved from http://ro.ecu.edu.ar/ajte/vol 39/iss8/2. Malti (2006), Study of Values, Intelligence and Academic Achievement of students belonging to Uttar Pradesh, CBSE, ICSE board school, Asian Journal of Psychology and education, 15, 25-29. Narahari, R. B. (2013), Impact of Meditation on Alienation, Depression, Emotional quotient, Locus of control and Personality of Software Professionals, Ph. D. Thesis, Karnataka University, Bangalore. Pathak, K. S. (2013), A Psychological social profile of Alienation students- a case study, Ph.D. Thesis, Jawaharlal Nehru University, Delhi. Pathak, P. et al. (2011), Human Values and Ethics: A retrospective effect in Business Management practices, Indian Psychological Review, 71(1), 59-68 Pangilian, R. D. (2009), Against Alienation: the emancipative potential of critical pedagogy in form, Kritike, 3 (2). Sharma, R. R. (1988), Student Alienation Scale, National Psychological Corporation, Agra. Shukla, A. (2012), Globalisation: A threat to national cultural values, University News, Association of Indian Universities, New Delhi, 50 (23). Yadav (2012), Emotional Intelligence and values of adolescents in government and non government schools, Journal of Educational and Psychological Research, 2 (2), 137-140. Yadav, G. and Gupta, B. (2012), Adjustment and values of adolescent male and female students, Journal of Educational and Psychological Research, 2(2), 112-115.

Atulkumar Parmar

THINGS FALL APART: A POSTCOLONIAL STUDY

May-Jun,2017, Vol - 4/31, Page - 5766/5769

 

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White, Hyden. 1987. The Content of the Form, Baltimore, MD: Johns Hopkins University Press. p.56. Fanon, Frantz. 1967. The Wretched of the Earth, trans. Constance Farrington. Harmondsworth, England: Penguin. p. 40. Kortenaar, Neil ten. 2003. "How the Center Is Made to Hold in Things Fall Apart" in Chinua Achebe's Things Fall Apart a Case Book. ed. Isidore Okpewho. New York: OUP. p. 124. Achebe, Chinua. 1996. Things Fall Apart. Oxford: Heinemann Educational Publishers. bid bid

Shamma Ansari & Shireesh Pal Singh

MADARASA SHIKSHA KA PRAGATSHIL VIKAS : SAMSYAN EANV SAMRUDHI SUJHAV

May-Jun,2017, Vol - 4/31, Page - 5770/5783

 

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Mrs. Vishavpreet Kaur

OPEN BOOK EXAMINATION: A TOOL FOR ASSESSMENT

May-Jun,2017, Vol - 4/31, Page - 5784/5788

 Advanced countries are restructuring their educational systems and preparing to make changes in the human to intellectual capital for meeting the economic and manpower demands of the 21st century. Educationalist and academicians opined it is necessary to build a young community who are able to think independently and creatively and able to process the information analytically. Scholars opined that in order to develop creative and independent thinkers, more open-ended tasks that reflect real-life situations –questions involving problem-solving should be incorporated in examinations. It is generally accepted that open book examinations create an enriched environment, offering the student an opportunity to better understand and respond to a particular question. 

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http://www.hindustantimes.com/india/cbse-to-introduce-open-book-examination-in-2014/story-cJx5kaBnW0um8X5bk8syHP.html https://careerjob2013.wordpress.com/2013/06/02/open-book-system-advantages-and-disadvantages/ Bacon, F. (1969). Open book examinations, Education and Training, September, p 363. Hoffman, A. (1996). All Tests Should be Open Book. The Internet Herald, January 1996. (website: http://www.iherald.com/jan96/blob/openbook.htm.) Lian He Zao Bao. (1998). An article from Lian He Zao Bao. The Singapore local newspaper, 25 May 1998. The Strait Time. (1998). Open mind on open tests. A column from The Sunday Times, The Singapore local newspaper, 8 March 1998. Centre for Development of Teaching and Learning (CDTL), National University of Singapore http://www.cdtl.nus.edu/Handbook/assess/obe.htm Centre for Learning and Teaching, Manchester metropolitan University http://www.celt.mmu.ac.uk/assessment/design/open_book.php

Jagdish B. Rathod

A STUDY OF MOBILE APPS FOR EDUCATIONCAL DEVELOPMENT & ENTERTAINMENT IN TEEN AGE STUDENT

May-Jun,2017, Vol - 4/31, Page - 5789/5793

 The market for mobile devices, tablet computer smart phone e- readers is changing and growing rapidly in teen age students. the students prepare for the real world environment as our nation become increasing more technology dependent it becomes even most necessary that to be successful citizens. The people can use mobile devices to access educational resources connect with other or create content, both inside and outside classrooms mobile learning also encompass also efforts to support board educational goals such as the effective administration of school system they need special treatment and awerness use mobile apps for educational development in teen age student.

Keywords: mobile Apps for educationcal Development & Entertainment

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www.google.com www.eductionaltechnolgoy.com www.mobilelearning .com www.informationcommunicationtechnology.com Douch.r,savill-smithC;parkerG-andattewell J 2010, Work based and vocational mobile leavening

Mr. Gurpinder Singh

STUDY OF SELF-ESTEEM AND EMOTIONAL MATURITY OF SENIOR SECONDARY SCHOOL STUDENTS

May-Jun,2017, Vol - 4/31, Page - 5794/5800

 \"\"

The present study has been designed to investigate the study the self-esteem and emotional maturity of senior secondary school students.For the purpose of the present study, a sample of 200 secondary school students (100 male and 100 female) of Ludhiana District.Self-esteem Inventories by Stanley Coppersmith. Emotional Maturity Scale (EMS) by Dr. Yashvir Singh and Dr. Mahesh Bhargava were used to measure the self-esteem and emotional maturity of senior secondary school students. The data was analyzed using Mean, S.D., t-test. The findings of the study revealed that there exists significant difference between the self-esteem and emotional maturity of senior secondary school students. Further results revealed that there exists no significant difference between the self-esteem of male and female senior secondary school student and there exists significant difference between the emotional maturity of male and female senior secondary school students.

Keywords: Self-Esteem, Emotional Maturity, Senior Secondary School Students

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Arya (1984). Emotional maturity and values of superior children in family. Unpublished Ph.D. thesis, AgraUniversity. Aggarwal. S (1982). A study of creativity as functionof self-esteem, risk taking and home background. Unpublished doctoral thesis, Agra university. In Buch (Editor). Fourth Survey of research in education, baroda: CASE M.S. University of Baroda, 1982.

Shri. Dingmbar Ganpat Durgade

SHIKSHAN EK BHANDAWALI GUNTAWNUK

May-Jun,2017, Vol - 4/31, Page - 5801/5814

 

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Pawanpreet Kaur

A COLORIMETRIC SENSOR FOR THE RECOGNITION AND QUANTIFICATION OF FE2+/FE3+ SPECIES

May-Jun,2017, Vol - 4/31, Page - 5815/5820

 A simple and easily synthesized colorimetric chemosensor based on oxygen and nitrogen binding and signaling unit, has been synthesized in one-step procedure. Sensor showed immediate responses towards Fe2+ and Fe3+ species through change in absorption spectrum. Moreover, instant color change from yellow to pink can be easily observed by naked-eye. Thus, this sensor provides an approach in recognizing biologically important element through simple and easily affordable technique.

Keywords: Fe2+, Fe3+, sensor, colorimetry

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B. D? Autreaux, N.P. Tucker, R. Dixon, S. Spiro, A non-haem iron cenre in the transcription factor NorR senses nitric oxide, Nature 437 (2005) 769-772. R.R. Crichton, D.T. Dexter, R.J. Ward, Metal based neurodegenerative diseases - from molecular mechanisms to therapeutic strategies, Coord. Chem. Rev. 252 (2008) 1189-1199. J.J. R. Frausto da silva, R.J.P. Williams, The Biological Chemistry of the Elements. The Inorganic Chemistry of Life, Oxford University Press, New York, NY, 1991. L. Huang, F. Hou, J. Cheong, P. Xi, F. Chen, D. Bai, Z. Zhang, Selective off-on fluorescent chemosensor for detection of Fe3+ ions in aqueous media, Org. Biomol. Chem. 10 (2012) 9634-9638. D.M. Strickland, The Resistivity of Iron and Its Application to the Chemical Industry, Ind. Eng. Chem. 15 (1923) 566-569. R. Hudson, G. Hamasaka, T. Osako, Y.M.A. Yamada, C.-J. Li, Y. Uozumi, A. Moores. Highly efficient iron(0) nanoparticle-catalyzed hydrogenation in water in flow, Green Chem. 15 (2013), 2141-2148.

Deepak Kumar

RIGHT TO BE FREE FROM NOISE POLLUTION IN INDIA: LEGAL PROVISIONS AND JUDICIAL INTERPRETATIONS

May-Jun,2017, Vol - 4/31, Page - 5821/5830

\"\"Noise is an unwanted product and a type of atmospheric pollution. It has a serious effect on human health but not received the exact degree of legal concern as devoted to other kind of pollution like, air, water etc. Though several provisions are available on the issue of noise pollution in India but these are in scattered form viz. in the law of torts, Air Act etc. Our Judiciary has also given less attention on noise pollution. No separate mechanism is there to monitor and control the problem of noise pollution. Therefore, there is urgent requirement to give required degree of legal concern to this form of pollution to maintain a decent quality of human life. In view of the above, this paper tries to outline the role of existing laws and the perception of judiciary and its efforts in context to right to be free from noise in India. To achieve enshrined objectives in this paper, the analytical approach on the laws and judicial interpretation has been applied.

Keywords: Judicial Interpretation, Legal Mechanism, Noise Pollution, Rights to live, 

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Cullet Philippe, Water Law in India Overview of Existing Framework and Proposed Reforms, available at, http:// www.ielrc.org/content/w0701.pdf. Joseph. W. Dellapenna & Joyeeta Gupta. The Evolution of the Law and Politics of Water. Dordrecht: Springer Academic Publishers, 2009. Kailash Thakur. Environmental Protection Law and Policy in India. New Delhi: Deep & Deep Publication Pvt. Ltd., 2013. P.S. Jaiswal, Nishtha Jaiswal and Vibhuti Jaswal. Environmental Law, Fourth Edn. Allahabad Law Agency, Faridabad, 2015. P. Leelakrishnan. Environmental Law. Annual Survey of Indian Law, Indian law Institute, New Delhi, available at http://14.139.60.114:8080/jspui/bitstream/123456789/3876/1/011 _2000 _ Environmental%20Law.pdf. S. Dharmendra S. Sengar. Environmental Law. New Delhi: PHI Learning Private Limited, 2012. Santha S. Kumar. Introduction to Environmental Law, 2nd Edn. Nagpur: Lexis Nexis Butter Worths Wadhwa, 2010.

Vandana Maheshwari

DESIGNING OF CONSTRUCTIVIST LEARNING ENVIRONMENTS (CLES)

May-Jun,2017, Vol - 4/31, Page - 5831/5839

Current recommendations from the education research community stress the importance of active engagement as a learning strategy, particularly at the introductory level. There are different types of learners having different level of interactivity, different learning styles, motivation, memory and retention. Teachers can design their content which will generally consider all above mentioned characteristics of the learner. So the question arises how to shift from traditional instruction? How to develop contributory, sharing, and cognitive approaches on groups for problem solving? Present paper explores a few approaches for effective learning in the present context.  

Keywords: Constructivist learning environments, Brain based learning, Co-operative learning.

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Howard Gardner, Frames of Mind: The Theory of Multiple Intelligences. Vygotsky, L.S. (1978). Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Jonassen, D.H., Mann, E., & Ambruso, D.R.(in press).Using causal modeling to designa diagnostic learnig environment. Inteligent Tutoring Media. Johnson, D. W., Johnson, R. T., Johnson, J., & Anderson, D. (1976). Effects of cooperative versus individualized instruction on student prosocial behavior, attitudes toward learning, and achievement. Journal of Educational Psychology, 68(4), 446-452. Passi B.K. Goel D.R. Vasthava .R. Fostering Cognitive Development of Children, National Psychological Corporation, Agra, 1990 . Arun Goel. S.L. Goel Distance Education, University News. July 28, 1997.

Sau. Khopade Smita Jayendra

PUNE SHAHARATIL PARYAVARANACHI STHITI

May-Jun,2017, Vol - 4/31, Page - 5840/5845

 

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