MAR - APRIL , 2018, SRJIS

Mar-Apr,2018, Vol - 5/44
Imapct Factor: 6.177
ISSN: 2278-8808
Date: 01-May-2018

An International Peer Reviewed

Scholarly Research Journal for Interdisciplinary Studies


J. K. Khuman

GENDER, CLASS, AND CASTE CONSCIOUSNESS WITH SPECIAL REFERENCE TO INDIAN LITERATURE

Mar-Apr,2018, Vol - 5/44, Page - 9755/9763

 

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Cuddon, J.A. Dictionary of Literary Terms & Literary Theory, Penguin Books, 1997. pp. 76 Forbes, Geraldine. Women in colonial India, New Delhi: Chronicle Books, 2005: 3.

J. K. Khuman

INDIAN LITERATURE: A CULTURAL MANIFESTATION

Mar-Apr,2018, Vol - 5/44, Page - 9764/9770

 

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Vyas, Ved Mahabharat (Adiparva 56: 27) Vyas, Ved Mahabharat (Adiparva2: 240) Tulsidas ,Ramayan ( Sundarkand 44: 612) Meghani, Jhaverchand A Noble Heritage (Translated : Vinod Meghani) Bhartiya Vidya Bhavan, Mumbai 2003 p 85

J. K. Khuman

LITERATURE BEYOND TIME AND PLACE

Mar-Apr,2018, Vol - 5/44, Page - 9771/9776

 

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Rees, R.J., English Literature, Macmillan India Ltd., Delhi, 1973, pp.3 Arnold, Mathew, Literary Criticism, A Reading (ed. Das &Mohanthy), OUP, Calcutta, 1985, pp. 91 Drayton, Michael, “Since There Is No Help”, Selected Poems, Macmillan, Delhi, 1997, pp. 8 Bacon, Francis, “Of Studies”, Bacon’s Essays, pp.129 Bacon, Francis, “Of Studies”, Bacon’s Essays, pp.128 Shakespeare, William Shakespeare’s Sonnets (ed. By Henry, Irving Odhams Press Ltd.), London, pp. 1249

Usha Rana

A COMPARATIVE STUDY OF ELEMENTS OF SWAMI VIVEKANANDA’S MAN-MAKING EDUCATION PRESENT IN THE CURRICULUM OF CLASS IX AND X

Mar-Apr,2018, Vol - 5/44, Page - 9777/9788

 Swami Vivekananda emphasized on life-building, man-making, character-building assimilation of ideas” (Swami Vivekananda. 2012 Vol. 3, p.302). Man-making education helps the common mass of people to equip themselves for the struggle of life, gives them the strength of mind and develops character, self confidence, self reliance, a spirit of philanthropy with the courage of a lion and helps them to stand on their own feet. It is the true fusion of the best of the East and the West. Present study was based on a comparison of elements of man-making education of Swami Vivekananda present in the curriculum of class IX and X. The Complete Works of Swami Vivekananda and document NCFSE 2005 were taken as the primary and secondary sources of data. The present study revealed that various elements of man-making education of Swami Vivekananda find a place in the present curriculum of class IX and X. This study suggests that inculcating various elements of Swami Vivekananda’s man-making education in pupils from their earliest schooling years will make them hard-working, co-operative, peaceful citizens of India and also the members of emerging world.  
Keywords: Man-making, Self-Confidence, Self-reliance, Philanthropy
 

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Balhara A. (2010). Swami Vivekananda’s Vision of Education and its Implications in Developing Ethics of Education in Contemporary Education System. Ph.D. Education, Panjab University, Chandigarh. Bharathy, D.Vijaya.(1999). A Comparative Study of the Educational Philosophies of Swami Vivekanand and John Dewey. Ph.D. Education, Nagarjuna University, dissertation quoted in Sixth Survey of Educational Research (1993-2000), NCERT, New Delhi. Dutt,K S. (1991). Upanishadic Philosophy of Education and Vivekananda’s Philosophy of Education. Ph. D.,Education, University of Kayani. Fifth Survey of Educational Research, Vol-1.

R. D. Singh & Tina Verma

RELATIONSHIP OF SKILLS WITH THE FAMILY ENVIRONMENT OF TECHNICAL STUDENTS

Mar-Apr,2018, Vol - 5/44, Page - 9789/9804

 Skills are necessary for success in this technical world. The present study examines the relationship of skills with the family environment of the technical students. Descriptive survey method has been used in this study. 300 technical students from Kumaun region were included using multistage stratified random sampling technique. Skills Measurement Scale developed by investigator and Family Environment Scale developed by Dr. Harpreet Bhatia and Dr. N. K.  Chadha were used to collect the data. Pearson’s coefficient of correlation was used to analyze the data. Significant negative relationship of cohesion and organization dimension of family environment was found with generic, soft and non-technical skills of technical students. Significant positive relationship of expressiveness dimension of family environment was found with technical skills and attributes of technical students. Negative relationship of independence and control dimension of family environment was found with soft and non-technical skills of technical students.
Keywords: Skills, Family Environment and Technical Students.
 

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Aasheim, C.L., Li, L. and Williams, S. (2009).Knowledge and skill requirements for entry-level information technology workers: A comparison of industry and academia. J. Inf. Syst. Educ., 20, 349 Andrews, J. and Higson, H. (2008).Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: A European study. Higher Education in Europe, 33, 411–422 Bailey, J.L. (2014).Non-Technical skills for success in a technical world.International Journal of Business and Social Science, 5(4), 1-10 Bakar, A.B. and Hanafi, I. (2007).Assessing employability skills of technical-vocational students in Malaysia.Journal of Social Sciences, 3 (4), 202-207 Diamante, R.T. (2014). Career development learning and employability skills of students in information and communication technology.International Proceedings of Economics Development and Research,70(21), 110-114

Mhaske Ashwini Chandrakant & Rasal Ramchandra Gyanu

AHAMDNAGAR JILHYATIL SINCHANAKHALIL KSHETRACHA CHIKITSAK ABHYAS

Mar-Apr,2018, Vol - 5/44, Page - 9805/9810

 

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M. P. Tripathi

ERADICATION OF CRISIS OF MORAL VALUES IN YOUTHS

Mar-Apr,2018, Vol - 5/44, Page - 9811/9815

 Modern materialistic era is era of Liberalization, Privatization and Globalization (LPG). Inclination of youths towards western life style and culture is natural. This inclination is not only limited to youths but for everybody also. In recent years increase in percentage of crimes committed by youths has created concerns on the government and society. Root cause of the problem lies in the quality of education we are providing to our children. Parents are putting more emphasis on materialistic education rather than evaluating them holistically whether they are ready to face challenges in their lives or not, neglecting all round development of child with moral values. Our curricula and syllabi are also inappropriate for teaching moral values and ethics to children. Parents, teachers, governments and societies should recognize the importance of value education in the life of an individual. In early childhood before going to school, it is responsibility of parents to incorporate essential human values in their wards. Once the children are admitted to the school it is expected that parents, society and teachers will jointly carry out their duties to teach them values for making them model individuals. Value Based Education is as an alternative to improve the schools’ deteriorating environment. Value Based Education has a positive impact on children’s well-being. Studies from different areas of a person’s life show that a specific aspect in life affects the other. This investigation aims to study and understand the relationship between Value Based Education and wellbeing of youths, society and nation.”
Keywords:  Values, Value crisis, Value Based Education
 

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Aurobindo, Shri (1972) Vande Matram. Shri Aurobindo Ashram, Puducherrry Arora, N, (1999). Devatma’s Value Oriented Education: A Supplement toPresent Education.Roorkee: Dev Samaj. Chakrabarti, Mohit. (1997). Value Education: Changing Perspectives, Kanishka Publication, New Delhi.

Vishal R. Tomar

A STUDY RELATED TO PROBLEMS OF SKILL DEVELOPMENT AMONG INFORMAL WORKERS IN THANE DISTRICT (WITH REFERENCE TO SMALL SCALE UNITS IN KALYAN DOMBIVLI MIDC)

Mar-Apr,2018, Vol - 5/44, Page - 9816/9821

 Around 90 percent of the working population in India is engaged in informal sector.  This sector is neglected as most the workers laws cover formal workers and workers in informal sector lack social security. These workers work with zero skill or minimum skill which affects their decent life. Informal sectors contribution to GDP often remains neglected. With the launch of ‘Make in India’ initiative provides an opportunity to informal workers and hence there is need for employable skill which will help them in improving their living standard. Workers in informal small scale units lack skill and there is an urgent need to provide skill through internship, training centres etc as government of India is promoting indigenous manufacturing through ‘Make in India’ initiative. Present study tries to find out the challenges and prospects of informal workers in small scale units in relation to skill development in Thane district.  
Keywords: Skill development, informal workers, employable skill.
 

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Saini V, Skill Development in India: Need, Challenges and Ways Forward, Abhinav National Monthly refereed journal of research in arts and education, Vol4, issue 4, April 2015 Nandagopal R, Skill Development in the Informal Sector in India: Labour Market Reforms to Act as Catalyst, tactful management research journal, vol I, march 2015. Mitra A, Knowledge and Employability Informal Economy Training and Skill Formation for Decent Work in the Informal Sector: Case Studies from South India, International Labour office, June 2002. Government of India, Report of National Commission on Labour, Vol I, Part II, Skill development, 2002. Government of India, Report on Conditions of Work and Promotion of Livelihoods in the Informal Sector, New Delhi, 2007 Government of India, Skill Formation and Employment Assurance in the Informal Sector, New Delhi, 2009. The India skill report 2014, CII, 2014. Report of working group on Skill development and vocational training, planning commission, government of India, New Delhi, 2006.

Atul Kumar

SWATANTRA BHARAT KE NITIGAT DASTAINVOJO ME VAIKALPIK SHIKSHA KE AYAM

Mar-Apr,2018, Vol - 5/44, Page - 9822/9833

 

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Ms. Geeta S. Thakur

ECOLOGICAL FOOTPRINT AND SPIRITUAL INTELLIGENCE: A CORRELATIONAL STUDY

Mar-Apr,2018, Vol - 5/44, Page - 9834/9842

 “Ecology and spirituality are fundamentally connected because deep ecological awareness, ultimately, is spiritual awareness.”-Fritjov Capra
Life is essentially a relationship between living organism and its environment; an environment which provides us with all our needs. It is this underlying principle that exists behind the need to conserve and preserve our natural environment, since the very existence of mankind depends on it. The present study was aimed at establishing relationship of ecological footprint of the student teachers with their emotional quotient. Descriptive correlational research method was used to ascertain this relationship between the variables and the extent to which they were related. The sample for the present study comprised of student teachers pursuing Diploma in elementary education from colleges affiliated to Maharashtra State Council of Examination and Bachelor of Education and Master of Education degree from the colleges affiliated to the University of Mumbai. The sample size for the study was 1465 student teachers. The tool employed the studying the ecological footprint was constructed with the help of inputs from “Personal Eco-Footprint Calculator” given by Tim Turner in his paper ‘How big is my Ecological footprint’ and Global Footprint Network. Changes were made to suit the requirement of the study. Spiritual quotient was studied using ‘The Spiritual Intelligence Self-Report Inventory or the SISRI-24’ tool constructed by Dr. David B. King (2008). The data obtained was subjected to statistical analysis and correlation between the two variables was established using the ‘Pearson’s Product-Moment coefficient of correlation’. A negative linear correlation was found between the ecological footprint of student teachers with their spiritual quotient with respect to gender and location of college. 
Keywords: Spiritual quotient (SQ) and Ecological footprint (EF)
 

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Agarwal, K.M, Sikdar P.K, and Deb, S.C. (2002).A Textbook of environment. Kolkata, Macmillan India Limited. Best, J.W. and Kahn, J.V.(2006). Research in education (4thed.).Prentice-Hall. Garrett, G.E. (2011). Statistics in psychology and education.New Delhi, Paragon International Publishers.Page 491. Goleman, D (1995).Emotional Intelligence: Why it can matter more than IQ.BentamBooksm New York. Kaul, L. (2008).Methodology of educational research (3rd rev. ed.).New Delhi: Vikas Publishing House Pvt. Ltd. Miluwi, J. O. & Rashid H. (2015).Research methodology Principles methods and practices (1sted.). Delhi: Mangalam Publications. Pandya, S. R. (2015). Educational research. New Delhi: APH Publishing Corporation.

Mohan Bhimrao Kamble

SCHEDULED CASTE AND DEVELOPMENT POLICIES STRUCTURE AND PERFORMANCE IN MAHARASHTRA

Mar-Apr,2018, Vol - 5/44, Page - 9843/9852

 The present study is concerned with Scheduled Caste (SC) include neobuddhist and its major focus on the development through the state and central governments with their policy implements .The Scheduled Castes Development Bureau, the Ministry implements Schedules Caste Sub-Plan (SCSP) which is an umbrella strategy to ensure flow of targeted financial and physical benefits from all the general sectors of development for the benefit of Scheduled Castes. Under the strategy, States are required to formulate and implement Special Component Plan (SCP) for Scheduled Castes as a part of their Annual Plans by earmarking resources. In most discussion of progress of scheduled castes attention is focused almost exclusively on the programme of the Central Government. Yet state Governments have a major responsibility in the field and also incur large expenditures on their own programme of scheduled caste welfare.   At present 32 States /UTs having sizeable SC population are implementing Schedules Caste Sub-Plan. Scheduled Caste, Schedules Caste Sub-Plan (SCSP) Special Component Plan (SCP).
Keywords: ‘Scheduled Caste Sub-Plan for Social Justice & Equality’
 

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http://pib.nic.in/newsite/PrintRelease.aspx relid=114081 http://en.wikipedia.org/wiki /Scheduled_ Castes_and_Scheduled_Tribes. Special components plan for SC & ST-2013-14. Annual Report 2013-14, ‘Ministry of Social Justice and Empowerment’, Government of India. Planning Commission Report 2012-13. Economic Survey (2013-14) Govt. of India. Five Year Plans, (10th and 11th.), Planning Commission, Government of India. India year book 2015- Government of India. Censes Report 2011. Scheduled Caste Sub Plan Report 2014, 2015, 2016. Scheduled caste sub-plan report 2016-17 Constitution of India The Government of India (Scheduled Castes) Order, 1936. Expenditure Budget Vol. I 2015-16 Government of India. des.maharashtra.gov.in

Sameer Kumar Pandey

SHAIKSHIK - JAGAT KE UTHAN ME SWAMI VIVEKANAND KE VICHARON KI PRASANGIKATA

Mar-Apr,2018, Vol - 5/44, Page - 9853/9858

 

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Bramha Nand Mishra

BAL SHRAM : EK ADHYAYAN

Mar-Apr,2018, Vol - 5/44, Page - 9859/9863

 

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Aditya Chaturvedi & Shrimati Vandana Chaturvedi

DOOR SHIKSHA KE VIDHYARTHIYON KO INTERNET KE VIBHINNA AYAMO KI UPYOGITA

Mar-Apr,2018, Vol - 5/44, Page - 9864/9867

 

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Amita Gupta & Shikha Mishra

BARELI JANAPAD KE UCHH MADHYAMIK VIDHYALAYON ME ADHYAYANRAT KISHORAVASTHA KI CHATRAON KE SASHKTIKARAN STAR KA TULNATMAK ADHYAYAN

Mar-Apr,2018, Vol - 5/44, Page - 9868/9878

 

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Ashraf, N. (2006). Female empowerment : Impact of a commitment savings product in the Philippine. World development, Vol.38(3), pp 333- 334.doi: 10.1061. Retrieved from http://isps.yale.edu/research/publications/isps09-014 Dutta, P.(2014).Study of women’s empowerment in the district of Bankura. Retrieved from http://www.shodhganga.inflibnet.ac.in Hashmi, S.M.(1996).Rural credit programs and women’s empowerment in Bangladesh. World development, Vol.24(4),pp635-653.doi:org/10.1016/0305-750x(75)00159-A. Retrieved from https://www.sciencedirect.com Sharma, P.(2015).?????o ??????????? ?? ?????? ?????? ??? ??????? ?? ????? ????????? ?? ??????.?? ????????? ??? ??? ??????.????????? ????????? ?????????????, ????? Sharme, R.A. (2012). ?????? ????????? ?? ??? ???? ??? ??? ?????????, ??? ??? ??? ????, ????, ????? 220-222, 135-140

Chandra Prakash Sinh & Bharat Kumar Panda

VAIKALPIK SHHIKSHA KI AVADHARANA EANV BHARATIY SANDARBH

Mar-Apr,2018, Vol - 5/44, Page - 9879/9886

 

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Deepali Rani Sahoo

AN ANALYTICAL STUDY RELATING TO THE ISSUES AND CONCERNS ON CHILD LABOUR IN INDIAN BUSINESS SECTOR

Mar-Apr,2018, Vol - 5/44, Page - 9887/9891

 Children play a very vital role in nation building. It is quite necessary and desirable to protect and promote various safe guards to protect the children. It is an incontrovertible fact that there are various social evils with children. One of them is children labour. The child labour system is in existence in developing and underdeveloped countries. India is one of the countries where in large number of children below the age of 14 years are working under various organisations. It is a fact that if there is no proper distribution of work among the members of the society, then children will be automatically forced to do work for their survival. Unemployment of adult members of the particular family results into child labour. The law in Indian soil says that any child below age of 14 cannot be employed either in a factory or office or restaurant and India’s international business has been severely affected in many cases because child labours, violating human rights, have been used in some stage or the other in manufacturing, packaging a transport of  those items. There is a large number of cases of export of ready-made garments, prawn and several other items from India has been rejected on grounds of child labour being used. child labour is frequently utilized in India in various places of production and service e.g., small scale industry, restaurant service, domestic aid, shopkeeper’s assistant, stone breaking, book binding, in fact in every house-hold industry.
Keywords: Children, incontrovertible, social evils, survival, unemployment
 

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Ahuja, R. Social Problems in India, Rawat Publication. Annual Report – UNICEF 2012 Census of India 2011 CMC Bulletin 2011 Children in India , A statistical Appraisal, Govt of India 2012.

Mr. Govind Singh

SOCIAL GUIDANCE CONCEPT AND ITS NEED IN SOCIAL LIFE

Mar-Apr,2018, Vol - 5/44, Page - 9892/9898

Inferiority complex, over dependency, antisocial behaviour, deviant sexual behaviour, and social outbursts are some of the social problems. The common cause for these problems is social environment of the adolescent. The clash between adult expectation of the adolescents and their own standards result in social adjustment. Social adjustment is also linked with the adolescents\\\' home and school relationship. Poverty, parental indifference, physical and mental disability are also other causes for social maladjustment. Adjustments in social setup, developing interpersonal relationship, positive attitude towards the values are the expected social qualities of a normal citizen in any society. The process of socialisation involves nurturing of likes and dislikes, interests, attitudes, values, goals and aspirations in the hearts of adolescents. If the social needs of the students are not properly fulfilled, they become socially maladjusted. Thus to avoid maladjustment of the adolescent, proper nurturing of social qualities by parents, teachers, peers and elders in the society is to be done. The present research paper has made an attempt to share the thoughts with the intellectual forum and extend help to the student community. It will be helpful for students and teachers at undergraduate and post graduate levels. Keywords : development, Attention, society, adjustment ,Self-development , social problems.

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Ipaye, T. (1983). The roles of the home, the community and the School in Guidance and Counselling. In A. Uba (ed) Introduction to Counselling. Ile-Ife: University of Ife Press. Makinde, O. (1983). Fundamental of Guidance and Counselling, London: Macmillan Publ. Litd. Olayinka, M. S. (1987). Organising guidance and counseling services in the seconday school system. Readings in Guidance and Counselling. 2,5-11 Mc: Daniel s. P. (1990). The Counselling Theory and Practice. Beston: Houghton Mifflin. Okon, S. E. (1984) Guidance for 6-3-3-4 System of Education, Zaria, Ahmadu Bello University, Institute of Education. Bakare, G..M (1990) Principles and Practice of Modern Counselling Psychology, Ibadan; Department of Guidance & Counselling University of Ibadan. Burks, H. M. & Steffler, B. (1991) Theories of Counseling (3rd ed.) New York; M. C. Graw – Hill Book Corporation. Idowu, A. I. 2004. Guidance and Counselling; An overview. Ilorin; INDEMAC Publishers.

Zakiya Sultana Hashim Khadri Zarzari

EFFECTIVENESS OF STRUCTURE-FUNCTION METHOD AS AN ACTIVITY BASED METHOD OF TEACHING BIOLOGICAL SCIENCES

Mar-Apr,2018, Vol - 5/44, Page - 9899/9903

 The present research is an attempt to study the effectiveness of Structure-Function Method as an Activity Based Method of Teaching Biological Sciences. The eight standard students studying in secondary schools of Bhatkal city constituted Population for the study.Out of this Population,a random sample of 35students formed the Control group and another random sample of 35 students formed the Experimental group. An Achievement test in Biological sciences constructed by the investigator was administered. The results showed that the performance of the students taught by Structure-FunctionMethod is better than that of the students taught by the Conventional method of teaching
Keywords: Activity Based Teaching, Academic Achievement.
 

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Anjusoni: Teaching of Biology/ Life- Science. Published by :Tandon Publications Books Market. Ludhiana-141008. ChhayaShulka (1985) : “ Education and Techniques of teaching” Published by P.K. Goel for Mohot Publication. Handbook on Activity- Based -Learning, DTERT, Chennai, 2006., Web site: www. education. nic.com Mishra, S. and Basanta, T.K. (2003)-Effect of competency based evaluation on students, Attainment at primary level . The primary Teacher, 28 (2), 20-26 Panda, B.N., and Basantra, T.K. (2004). Activity Based Joyful Learning Approach- A strategy for Achievement of interdisciplinary competencies. Journal of India Education, 30 (1), 76-88. Yadav, M.S. (1942):“Modern Methods of Teaching Science” New Delhi, Published by J.L. Kumar for Anmol Publications.

Seema Singh

QUALITY ASSURANCE AND HIGHER EDUCATION IN INDIA

Mar-Apr,2018, Vol - 5/44, Page - 9904/9910

 To promote the idea of accountability among the academies. Since its establishment, the Council has made significant headway in evolving the procedures and criteria for assessment and accreditation of universities and colleges. It is mandatory for such institutions to undergo the process of accreditation. NAAC has identified the following seven criteria to serve as the basis of its assessment procedures:  Curricular aspect , Teaching-learning and evaluation , Research consultancy and extension , Infrastructure and learning resources , Student support and progression , Governance, leadership and management , Innovations and best practices. The IQAC is a significant administrative body in any educational institution. It contributes to maintaining quality standards in teaching, learning and evaluation. It promotes co-curricular and extra-curricular activities in the college. It is a capable body to administer various academic/educational activities. There is coordination among the stakeholders of the institution, but this still needed more attention and concern to increase such coordination. The IQAC and its coordinator require more autonomy (e.g., academic, financial, and administrative) for better performance. The IQAC has a greater role and responsibility in maintaining quality standards in the whole process of teaching, learning and evaluation.
Keywords: Skills and attitude, NAAC, NBA,  IQAC
 

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Lakshmi K., Verma S 2009 : An Anthology of “Best Practices” in Teacher Education. COL and NAAC, Bangalore. Singh S, 2006 :Quality Indicators for Teacher Education NAAC, Bangalore (2006) Mishra P , 2006 : Quality Assurance in Higher Education: an Introduction NAAC and COL, Bangalore/Vancouver (2006) Naik and Naik, 1999 : Higher Education: Challenges and Visions, University of Pune, Pune Prasad and Patil, 2007 : International Perspectives on Student Participation in Quality Enhancement, NAAC, Bangalore (2007)

Suchitra Sakhi Dinkar

PRATHAMIK SCHOOLON KE PATHYAKRAM ME PARYAVARNIY SHIKSHA: AAVSHYAKTA EANV SUJHAV

Mar-Apr,2018, Vol - 5/44, Page - 9911/9915

 

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Vivek Yadav

GUT NIRPEKSH NITI KI (BHARTIY SANDARBH ME) PRASANGIKATA

Mar-Apr,2018, Vol - 5/44, Page - 9916/9921

 

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Brajvir Singh

PRADHAN MANTRI ROJGAR YOJANAANTARGAT JILA UDYOG KENDRA KI BHUMIKA

Mar-Apr,2018, Vol - 5/44, Page - 9922/9930

 

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Amit Ratna Dwivedi

PRATHAMIK STAR PAR CHATRO, SHIKSHKO EANV ABHIBHAVKO KA JAL SANRAKSHAN KE PRATI JAGARUKTAKA KA ADHYAYAN

Mar-Apr,2018, Vol - 5/44, Page - 9931/9937

 

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Shivangi Nigam & Asha Rani Arora

A STUDY OF THE EXISTENTIAL MEANING OF SECONDARY SCHOOL TEACHERS IN RELATION TO THEIR GENDER AND WORK EXPERIENCE

Mar-Apr,2018, Vol - 5/44, Page - 9938/9943

 The present study has tried to explore the existential meaning of secondary school teachers IN relation to their gender and years of experience. A representative sample of 150 teachers from the secondary schools of New Delhi was randomly selected. A tool developed by the researchers was used to assess the existential meaning of the secondary school teachers. The study revealed that there was no significant difference between existential meaning of secondary school male and female teachers. However, contrasting results were found out for teachers with work experience of less than 10 years and more than 10 years and the study showed that there was a significant difference between the existential meaning of these groups.  Significant difference was also not found between the existential meaning of male secondary school teachers with less than 10 years and more than 10 years as their work experience. There was a significant difference in the existential meaning of female secondary school teachers with less than 10 years and above 10 years of work experience.
Keywords:  Existential Meaning, Gender, Work Experience
 

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Frankl, V. E. (1985). Man’s search for meaning. New York, NY: Pocket Books. (Originally published 1963). Lieberman, E. J. (1985) Acts of will: The life and work of Otto Rank. New York: The Free Press. Loonstra, B., Brouwers, A., Tomic, W., (2009), Feelings of existential fulfillment and burnout among secondary school Teachers, 25(2009): 752-757, www.elsevier.com. Pezirkianidis, C., Stalikas, A., Efstathiou, E., Karakasidou, E. (2016). The relationship between meaning in life, emotions and psychological illness: The moderating role of the effects of the economic crisis. The European Journal of Counselling Psychology. 4. 77-100. 10.5964/ejcop.v4i1.75. Reker G.T., Chamberlain K. (1999), Exploring Existential Meaning, Optimizing Human Development Across the Life Span, 1999, Buch, 978-0-7619-0993-4, portofrei. Reker, G. T. & Wong, P. T. (1988). Meaning and purpose in life and wellbeing: A life span perspective. Journal of Gerontology, 42, 44–49

Vikas Sharma

COMPARISON OF SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS IN RELATION TO THEIR LOCALITY AND TYPES OF SCHOOL

Mar-Apr,2018, Vol - 5/44, Page - 9944/9953

 In the present paper an attempt has been made to find out the comparison of school environment on academic achievement of senior secondary school students in relation to their locality and types of school. A sample of 600 senior secondary school students was taken on the basis of random sampling method. school environment Scale developed by the sinha and sinha , while academic achievement score was taken from the previous annual results of the students. Mean, Standard Deviation and ‘t’ test  were used to analyse the data. It was found that private school students were found to have better school environment in comparison to government school students; further students studying in   senior secondary schools have better school environment situated in urban areas than students situated in rural areas; and It is found that students studying in senior secondary schools  having favourable school environment  have better academic achievement than students  studying in senior secondary schools having  unfavourable school environment. 
Keywords: Academic achievement, school environment, Government, Private, Senior Secondary School Students, Rural and Urban.
 

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Arul, L.A.S. and Deepa, T. (2013). Emotional Intelligence and Academic Achievement of High School Students in Kanyakumari District. International Journal of Physical and Social Sciences, 3(2), 101-107. Bruni, O., Ferini- Sterambi, L., Russo, P. M., Antignani, M., Innocenzy, M., and Ottaviano (2006). Sleep Disturbances and Teacher Rating of School Achievement and Temperament in Children. Sleep Medicine, 7(1), 43- 48. Anuradha & Bharti (2001). Effect of T.V. viewing on academic achievement of elementary school children. Perspectives in education, 18 (2). Arul Laurence, A.S. (2012). School Environment & Academic Performance of Standard Six Students. Journal of Educational and Industrial Studies in the World, 2(3).

Prasad Joshi

EFFECTIVENESS OF JURISPRUDENTIAL INQUIRY MODEL ON THE RETENTION OF LEARNING AMONG URBAN SECONDARY SCHOOL STUDENTS IN GEOGRAPHY SUBJECT

Mar-Apr,2018, Vol - 5/44, Page - 9954/9960

 The present study is focused on comparison of achievement and retention of learning among secondary school students. The achievement test was administered to sample and after a time gap of 15 days retention test was administered. Achievement test itself used as a retention test. After experiment and data analysis it was observed that Retention is not uniform across all variables. Less Retention observed in terms the variables Knowledge, and Objective type questions. Retention was observed more in terms of Test Total scores, and among the variables Comprehension, Skill and Short Answer questions. 
Keywords: Achievement, Jurisprudential Inquiry Model, Retention of Learning
 

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Dihoff R E &Brosvic G M , The Role of Feedback During Academic Testing: The Delay Retention Effect Revisitedhttp://www.epsteineducation.com/home/articles/file/research/RoleFeedback.pdf accessed on 4th April 2018. Elangovan T & Ismail Z (2014) The effects of 3D computer simulation on biology students’ achievement and memory retention, Asia-Pacific Forum on Science Learning and Teaching,Vol 15, Issue 2https://www.eduhk.hk/apfslt/v15_issue2/elangovan/page2.htm#two accessed on 4th April 2018. Haynie W J (2007), Effects of Test Taking on Retention Learning in Technology Education: A Meta-Analysis, Journal of Technology Education, Vol. 18 No. 2 pp – 24-36.http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.145.2709&rep=rep1&type=pdf accessed on 4th April 2018. Joyce B, Weil M, Calhoun E (2009) Models of Teaching, PHI Learning Pvt Ltd, New Delhi. Kim J W, Ritter F E, & Koubek R (2011) An integrated theory for improved skill acquisition and retention in the three stages of learning, Theoretical Issues in Erogonomics Science, Vol 14 Issue 1

P. Felvia Shanthi

A STUDY OF ENVIRONMENTAL AWARENESS OF POLYTECHNIC STUDENTS IN TERMS OF EMOTIONAL INTELLIGENCE IN THIRUVALLUR DISTRICT

Mar-Apr,2018, Vol - 5/44, Page - 9961/9970

 This research article comparatively examines environmental awareness of polytechnic students in terms of emotional intelligence to identify the significant difference in the research variables and in their dimensions.  For this purpose 394 samples (students of both sex various management colleges were selected in Thiruvallur district) by adopting the random sampling technique.  Administering the Emotional Intelligence Scale constructed (standardized) by the investigator was considered to conduct this study.  The data collected from the tool was subjected to various statistical analyses.  The results of the analysis were presented in the form of tables and interpreted appropriately to arrive at logical findings and conclusions.  Few demographic variables brought slight differences in research variables. However the author found Birth Order, Type of Family, College Management and Entry level brought slight differences in Emotional Intelligence.  Polytechnic students having birth order of First Born from Joint Family who study in Government Aided colleges had significant influence in bringing Environmental Awareness in term of Emotional Intelligence whereas polytechnic students who enter into Government Aided colleges with Lateral Entry level have had better Social Awareness..
Keywords: Environmental Awareness, Emotional Intelligence, Self Awareness, Self Management
 

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http://www.thefreelibrary.com Erez, M. (2005) “Emotional Intelligence Orientation”. Blackwell Encyclopedic Dictionary of Organizational Behavior, 2nd Ed. Pp.138-141. Oxford, UK:Blackwell. Retrieved December 20, 2017, from http://iew3.technion.ac.il/~merez/papers/EMOTIONAL INTELLIGENCE _ORIENTATION.pdf Kimmer, Carol. (1983). “Emotional Intelligence in Education”. Retrieved December 07,2017 from http://www.eric.ed.gov/ERICWebPortal/custom/protlets/ recordDetails/detailmini.jsp?_nfpb=true&_ERICExtSearch_SearchValue0=ED242415&ERICExtSearch_Searchtype_0no&accno=ED242415 “Thoughts About Education” Retrieved December 24, 2017 from http://www.newhorizons.org/future/creating_the_Future/crfut_csikszent.html “Guidelines and References on Conducting Research Works” Retrieved January 2, 2017 from http://www.clearinghouse.missouriewestern.edu

Nisha Chandel & Seema Chopra

RELATIONSHIP OF SPIRITUAL VALUES WITH COGNITIVE CAPABILITIES, EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT: SCHOOL TYPE INFLUENCES

Mar-Apr,2018, Vol - 5/44, Page - 9971/9979

 The present study was undertaken to find out the relationship of spiritual values with cognitive capabilities, emotional intelligence and academic achievement of adolescents and influence of school type. A sample of 82  students from different Government and private schools in Hamirpr district of Himachal Pradesh was taken.  Spiritual values were assessed with the help of Spiritual Values Scale by Nazam, Hussain, and Khan(2015),  cognitive abilities were assessed by Cognitive Capabilities Test (prepared by the researcher), emotional intelligence was assessed with the help of Emotional Intelligence Scale developed by Singh and Narain (2014). Academic achievement scores were taken from the school records. The results revealed that there exists a significant relationship between spiritual values and memory, executive function and creativity dimensions of cognitive capabilities; understanding motivation,  and empathy dimensions of emotional intelligence;  and academic achievement. In addition to this significant differences were reported in academic achievement of Government and private school students. Private school students were reported to have better academic achievement than Government school students. While no differences were reported in Government and private school students on the variables  cognitive capabilities and emotional intelligence.
Keywords: Spiritual values, Cognitive abilities, Emotional intelligence, Academic Achievement, adolescents
 

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Fresil, T., Pawaitan, Y. & Langstrom, N.(2012). Is the Association between General Cognitive Ability and Violent Crime Caused by Family-Level Confounders? PLOS one. doi.org/10.1371/journal.pone.0041783 Fries, S., Schmid, S. & Hofer, M. (2006). On the relationship between value orientation, valences, and academic achievement. European Journal of Psychology and Education, 22(2), 201-216. Higgs, M. & Leichtenstein, S. (2011). Is there a relationship between emotional intelligence and individual values? An exploratory study. Journal of General Management, 37(1), 65-79. Kanika (2016). Values of adolescents and it’s relationship with academic achievement. IJARIIE, 2(4), 1056-1064

Mrs. A. Punitha & K. Sheeba

PROFESSIONAL ETHICS OF TEACHER’S ENHANCE THE EFFECTIVENESS OF COLLEGE TEACHER’S

Mar-Apr,2018, Vol - 5/44, Page - 9980/9985

 Effectiveness’ is the quality of being successful in producing an intended result. Especially, teaching profession is expected to evolve a set of ethical principles to guide the conduct and behaviors of its members. The ethical principles provide the basis to differentiate between desirable and undesirable professional conduct and behavior of the teachers. Ethics deals with moral principles, which are usually accepted voluntarily by an individual or a group. The importance of having an effective teacher with the professional ethics in the process of education is one of the important needs of society. In terms of teacher’s ethics, educators should possess good qualities and avoid vices. Survey method is adopted for the college teachers. Both male and female college teacher’s were taken to study, so totally from 55 college teachers the data was collected. The results revealed that there is difference between the gender, marital status and various department college teachers. It is also revealed that there is relationship between teacher’s ethics and teacher’s effectiveness. Educational implications were given.             

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Bergem, T. (1990). The Teacher as Moral Agent. Journal of Moral Education, 19 (2), 88–100. Biesta, Gert J.J. (2006). Beyond learning: Democratic education for a human future. Boulder, CO: Paradigm Publisher. Billings, J. C. (1990). Teaching Values by Example. The Education Digest, 56 (4), 66–68. Education- Compiled from the speeches and writings of Swami Vivekananda Gunzenhauser, M., G. (2012). The Active/Ethical Professional: A Framework for Responsible Educators. London, New York: Continuum. Haynes, F. (1998). The ethical school: Consequences, consistency, care ethics. London: Routledge. http//www.ethics in professional education.com Nash, R. (2002). “Real world” ethics: Frameworks for educators and human service professionals, 2nd edn. New York: Teacher College Press. Sutton, M. (2005). The Globalization of Multicultural Education. Indiana Journal of Global Legal Studies, 12(1), 96-108.

Manda A. Gavit & S. R. Chaudhari

ECO-FRIENDLY ART OF BHIL TRIBE IN NANDURBAR DISTRICT (MS)

Mar-Apr,2018, Vol - 5/44, Page - 9986/9991

 Tribal people in our country are living in isolation. They are inhabitants of thickly forested and inaccessible mountainous regions.  Their social life is distinctive from the life of the nontribal.  It is interesting to know how these people are living. What is their way of life? In view of this an attempt is made to study “Art” of Bhil tribe in Nandurbar district of Maharashtra. The main object of the study is to examine the relationship between environment and Bhil tribes. Through this study an attempt is also made to focus light on Art and Handicraft of Bhil tribe.  The study is based on personal experience of the researcher and a detailed Field work.  The study brings to the conclusion that the social, Art and Handicrafts characteristics of Bhil Community are typical and these are preserved as such from one generation to another as it is their identity.  Such arts express their relationship with natural environment.
Keywords: Tribe, Art, social, environment and handicraft. 
 

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Dr. Pushpa Gavit-“Kandeshatil Adivasi Sahitya (In Marathi)” Gare-Govind “Satpudyatil Bhil” (In Marathi) continental Prakashan Pune. Gare G.M. and Aphale M.B. “The Tribes of Maharashtra” Tribal Research and Training institute Maharashtra State, 28 queen’s Garden Pune.

Satyavrata Panda & Sangeeta Rath

‘HALT HYPOTHESIS’ IN METACOGNITIVE DEVELOPMENT: EVIDENCE FROM COLLEGE STUDENTS

Mar-Apr,2018, Vol - 5/44, Page - 9992/10000

 Gender difference in metacognition has been a controversial issue. Prior researches have shown inconsistent results regarding the differences in metacognitive skills of boys and girls. At the same time some researchers have also observed that until the age of 14, children\\\'s metacognitive skills have a substantial domain orientation and beyond the age of 14, metacognitive skills merge into a generalized repertoire across the domains following a period halt in the development, which they proposed as the ‘halt hypothesis’. The present research addresses both these issues of metacognitive development. Six hundred boys and girls reading in higher secondary to degree classes in age group of 15 to 20 years participated in the study. The Metacognitive Awareness Inventories were administered on them to measure their skills in metacognitive knowledge, regulation and executive control. Firstly, the results supported gender difference in the development of metacognitive skill but could not subscribe to any univocal nature of difference. It pointed out that girls are better in metacognitive knowledge while boys are better in metacognitive regulation and they are same in executive control. The results also strongly supported the halt hypothesis but with differences that the halt period may be longer and beyond 15 years of age and also varies with respect to different metacognitive skills.  
Keywords: halt hypothesis, metacognitive knowledge, regulation, control and execution
 

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Alexander, J. M., Carr, M., &Schwanenflugel, P. J. (1995). Development of metacognition in gifted children: Directions for future research. Developmental Review, 15, 1-37. Hesselink, T. Sleeuwaegen, G. N., Liem, B., &Haaren, R. (2012). Developmental differences in metacognitive skills: Gender by Age interaction. Journal of Cognitive Behaviour, 39 (1), 64-71. Niemivirta, M. (1997).Gender differences in motivational-cognitive patterns of self-regulated learning. Paper presented at the Annual meeting of the American Educational Research Association, Chicago, IL. Pajeres, P. L. &Valiante, D. (2002). Can comprehension be taught? A quantitative synthesis of "Metacognitive" studies.Educational Researcher, 19(9), 5 - 8

Narinder Singh & Sesadeba Pany

ELEMENTARY SCHOOL TEACHERS’ AWARENESS, PRACTICE AND PROBLEMS RELATED TO CONTINUOUS AND COMPREHENSIVE EVALUATION IN MALWA REGION OF PUNJAB

Mar-Apr,2018, Vol - 5/44, Page - 10001/10009

 This research is focused on the elementary school teachers’ awareness, practice and problems related to continuous and comprehensive evaluation (CCE) in Malwa region of Punjab. The data were collected from eight schools of the four districts i.e. two schools from each district of Malwa region of Punjab covering 38 elementary school teachers. Simple random sampling technique was used to select the sample for investigation. A self-constructed questionnaire having 44 items on awareness, practice and problems related to CCE was used for data collection. For analyzing the data collected from the sample, item-wise percentage analysis was done by the investigator. Findings of the study reveal that the majority of the teachers are aware about the pattern of CCE and they consider it helpful for the regular progress of the students. Elementary school teachers evaluate the scholastic aspect of the students in fixed time interval with the use of different types of test items in their school. Majority of teachers conduct the formative and summative assessments as per the scheme but very few teachers reported that they conduct summative assessments occasionally. Sometimes, teachers  face implementation related problems of CCE like use of different techniques while evaluating scholastic aspects, distraction from teaching and overburden due to CCE, evaluation of socio-personal skills of students on five-point scale and maintenance of records of the students.
Keywords: Continuous and comprehensive evaluation (CCE), Elementary school teachers, 
Awareness, Practice, Problems
 

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Singh, A., Patel, J. & Desai, R. (2013). Attitude of Student Teachers towards Continuous Comprehensive Evaluation With Reference To Gender, Caste and Habitat. Educationia Confab, 2(1), 65-80 Chopra, V., & Gupta, D. (2013). Learners’ attitude towards continuous and comprehensive evaluation. Retrieved from https://www.researchgate.net/publication/283052082 Singh, M. (2017). A Study of the Perceptions of CBSE School Teachers towards Continuous and Comprehensive Evaluation (CCE) System In Relation To Certain Variables. International Education & Research Journal, 3(5), 206-209

Giridhari Sahoo, Rabindra Kumar Swain & Ranjan Kumar Bal

CORPORATE SUSTAINABILITY REPORTING PRACTICES OF SELECTED INDIAN COMPANIES

Mar-Apr,2018, Vol - 5/44, Page - 10010/10020

 As the public concern over environmental degradation has increased, business organizations are facing challenge of giving more consideration to the natural environment. Pressure on corporations to disseminate information about their environmental actions and their impact is intensifying. Consequently Environmental Reporting has emerged as an important tool to assess benefits of changing environment from business communities’ point of view and costs from society’s point of view. Disclosure of environmental issues in the Annual Report is a fundamental requirement for a company in order to satisfy the information needs of its stakeholders, which include Shareholders, Creditors, Employees, Consumers, Government and Society at large. Present study is an attempt to find out level of disclosures among Indian companies.
Keywords: Sustainability, Sustainability reporting, Environmental reporting, Mandatory v/s voluntary disclosures.
 

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Belal, A.R. (1999), Corporate Social Reporting in Bangladesh, The Bangladesh Accountant. Vol 19(2) pp 2-4. Belkaoui, A. (1976), The Impact of Disclosure of the Environmental Effects of Organizational Behavior on the Market. Financial Management,: 26-31. Bewley, K. and Y. Li.(2000), Disclosure of Environmental Information by Canadian Manufacturing Companies: A Voluntary Disclosure Perspective. Advances in Environmental Accounting & Management. 201-226. Bhattacharjee, J.B. (1996). Our Environment, AU, Silchar. Cheema, C.S (2000), Global Initiatives on Environmental Reporting, The Management Accountant, ICWAI.

Subhash Singh

PTATHMIK SHIKSHA: VARTMAN AUR BHAVI PARIPREKSHYA

Mar-Apr,2018, Vol - 5/44, Page - 10021/10034

 

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Agarawal, S.P. andUsmani, Meena (2003) : Children’s Education in India, Shipra Publications, 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. National Council of Education Research and Training (1970): Education and National Development, Report of the Education Commission 1964-66, Volume 1 to 4.

R. Babu & R. Gandhiji

CONSTRUCTION AND VALIDATION OF ACHIEVEMENT TEST IN CHEMISTRY (ATC)

Mar-Apr,2018, Vol - 5/44, Page - 10035/10041

 In learning situation, the most important centre of attention of teaching is to make easy the learners to learn absolutely the subject qualified to them. To know the importance of achievement of the students, many conventional and contemporary methods of evaluation, techniques and tools are used. The means and methods of evaluation differ from oral tests to online tests. However, Achievement test in Chemistry is considered the majority popular dependable and possible one. Therefore, in the present study, the researcher has planned to construct and validate an Achievement test in Chemistry to determine the achievement level of Higher Secondary students in chemistry.According to the validation procedure the framed 100 questions were finalized to 50 questions constituting the Achievement test in Chemistry.
Keywords: Achievement in Chemistry, Higher secondary school student.
 

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C. R. Kothari (2007) Research methodology methods and techniques, New age international (p) limited, Publishers, New Delhi. Hasan, M & Khan, S. (2015). Achievement Test in English and Mathematics of Secondary School Students in relation to Gender Differences. The International Journal of Indian Psychology, Volume 2, Issue 3. Jayanthi, J (2014). Development and Validation of an Achievement Test in Mathematics. International Journal of Mathematics and Statistics Invention (IJMSI), Volume 2, Issue 4, pp.-40-46. Singh, B. K & Patel, H. A. (2013). Construction and Standardization of an Achievement Test for the Students of Std. VIII in the Subject of Hindi. Indian Journal of Applied Research, Volume: 3, Issue 2. Tate, M.W. (1995). Statistic in Education, Mcmillan co. New York.

M. Thirunarayanasamy & Mr. P. Jayakumar

FACTORS INFLUENCING INVESTORS BEHAVIOUR IN COMMODITY MARKET - WITH REFERENCE TO VIRUDHUNAGAR DISTRICT

Mar-Apr,2018, Vol - 5/44, Page - 10042/10051

 

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Geetha, S.N., Vimala, K. (2014), Perception of household individual investors towards selected financial investment avenues. Procedia Economics and Finance 11, 360-374. Recent trends in commodity markets in India, Nilanjana Kumari, Volume 3, Issue 12 (December, 2014) Online ISSN-2320-0073. Desgupta, Basab (2004), “Role of Commodity Futures Market in Spot Price Stabilization, Production and Inventory Decisions with Reference to India”, Indian Economic Review, Vol. XXXIX No.2, pp. 315-325 Senthil.D.(2012) “ Investor’s perception Regarding the Performance of Indian Mutual Funds. International Journal of Social and Allied Research,ISSN2319-3611,Vol1(1) October 2012,pp41-45. Government of India (2003): Report of the Task Force on Convergence of Securities and Commodity Derivatives Markets (Chairman, Wajahat Habibullah). Srinivasan, 1997, Organizational and management effectiveness of market committee and regulated markets, Indian Journal of Agricultural marketing, 2(1 & 2): pp. 103-107. Nath, G.C. and Linga Reddy, T. (2008): “Impact of Futures Trading on Commodity Prices”, Economic and Political Weekly, 43 (3), 18-23. Bessembinder, H. and Seguin, P. L. (1993): “Price volatility, trading volume and market depth: evidence from futures markets,” Journal of Financial and Quantitative Analysis, 28 (1), 21-39. Tamimi, H.A.H. (2005), Factors Influencing Individual Investors Behaviour: An Empirical study of the UAE Financial Markets, IBRC Athens, Aryan Hellas Limited. Ghosh, N. (2008b): “Price Discovery in Commodity Markets: Floated Myths, Flouted Realities”, Commodity Vision, 1(3), 33-38. Pavaskar, M. and Ghosh, N. (2008): “More on Futures Trading and Commodity Prices”, Economic and PoliticalWeekly, 43 (10), 78-79. Ahuja, Narender L. (2006), “Commodity Derivatives market in India: Development, Regulation and Future Prospective”, International Research Journal of Finance and Economics, 1, 153-162.

Jasmeet Bedi & Manpreet Kaur

SELF-DISCLOSURE AMONG ADOLESCENTS IN RELATION TO GENDER AND LOCALE

Mar-Apr,2018, Vol - 5/44, Page - 10052/10057

 The main objective of the study was to study self-disclosure amongadolescents in relation to gender and locale.  To accomplish the objectives Self-Disclosure Inventory by Dr. Virendra Sinha (1993) was adopted. The descriptive survey method was employed. The sample consists of 200 adolescents studied in senior secondary school of Kapurthala district of Punjab.The sample was categorized into urban and rural areas and it was further categorized on the basis of gender. The results revealed that there is no significantdifference in the mean scores ofself-disclosure of adolescent boys and girlsand also found  no significant difference in the mean scores of self-disclosure of urban and rural adolescents. Further the result indicates that adolescents of senior secondary school of Kapurthala district have average self-disclosure. 
Keywords: self-disclosure, adolescents, senior secondary schools.
 

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Best, J.W. (1983).Research in education.New Delhi: Prentice Hall of India 174-176. Chauhan, S.S. (2005). Advanced educational psychology, UBS publisher, New Delhi, 32-36. Garret, H.E.(2004).Statistics in psychology and education, New Delhi, KalyaniPublishers. Kaur, Hardeep (2007). A study of self-disclosure of adolescents in relation to their mental health, an unpublished M.Ed. dissertation, Panjab University, Chandigarh, 3-6. Kaur, Lakhwinder, (1993). Self-disclosure as related to adjustment of adolescents, an unpublished M.Ed. dissertation, Panjab University, Chandigarh, 2-5. Koul, Lokesh (2012). Methodology of educational research, fourth edition, Vikas publishing house Pvt. Ltd., 165-167, 204-206. Punyanunt-carter,&Narissa (2006). An analysis of college students of self-disclosure behavior on the internet, Journal Articles Report Research, 40(2), 329-331. Threresa, Susan. A & Kumar,Anil (2013). Emotional intelligence and self-disclosure as determinant of mental health status of secondary school student, GCTE Journal of Research, 8(1), 135-144.

Sailendra Bhuyan & Mrs. Punita Borpuzari Deori

CONSTRUCTION AND STANDARDIZATION OF AN ACHIEVEMENT TEST OF GENERAL SCIENCE BASED ON NCERT SYLLABUS FOR CLASS IX.

Mar-Apr,2018, Vol - 5/44, Page - 10058/10080

 Achievement test is of very important assessment tool to evaluate the student’s current level of knowledge and skill acquired from classroom instruction. This test is designed to evaluate the student’s level of achievement in a particular subject for a particular class prescribed under the board or the university. In other words, to assess how much the pupils have achieved the educational objectives in teaching learning process at the end of the course and if achieved then to what extent, it has been achieved. According to Webster Dictionary of Education (1989) academic achievement is the performance of the students in courses of their formal study in the school or institution of learning. Achievement tests are proved to be very helpful in various ways to the people who are involved in the field of education such as the teachers, the administrators, the planners, to the parents as well as for the students. The teacher very carefully develops and conduct achievement test in the class which enable the teacher to get an overall idea of the progress or the level of achievement of his students in the subject area. The teacher can determine the pupil’s strength and weakness in the subject area. So, based on this the teacher can take necessary remedial instructional strategies for the betterment of the pupil’s progress. In the same time, it also provides feedback for the teaching efficiency of the teacher.

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Bhagat, P. & Baliya, J.N. (2016, June). Construction and Validation of Achievement Test in Science.International Journal of Science and Research. Vol. V, Issue-VI. Retrieved, November 19, 2016, from https://www.ijsr.net/archive/ v5i6/NOV164808.pdf. Best, John W, and James V. Kahn (2002). Research in Education. New Delhi: Prentice-Hall of India. Crow, L.D. & Crow, A. (1954). Human development and learning. Delhi: Ram Nagar Burasian Publishing House. Deka, K.K. (1991). Construction and standardisation of an achievement test in General Science for students of class IX. An unpublished M.Ed. dissertation, Dibrugarh University, Dibrugarh. Das, R.C. (1985). Science Teaching in Schools. New Delhi, Sterling Publishers Private Limited. Jayanthi , J. (2014, April). Development and Validation of an Achievement Test in Mathematics. International Journal of Mathematics and Statistics Invention (IJMSI), Vol. II, Issue-IV, 40-46. Retrieved, November 13, 2016, from www.ijmsi.org.

Rachi Singh & Saurabh Mishra

THE CHANGING DIMENSIONS OF OTHER AUTHORITIES UNDER ARTICLE 12

Mar-Apr,2018, Vol - 5/44, Page - 10081/10092

 With the advent of concept of Welfare State, a State is expected to perform myriads of function being responsible from selling of salt to waging of war. The lack of resources and technical expertise has forced to outsource many of its functions to private parties. This paper is an attempt to understand the different approaches adopted by Supreme Court while dealing with Article 12 of our constitution and it also delves into the aspect of enforceability of fundamental rights against private parties. It begins with the textual content of Article 12 of the Indian Constitution. It goes on to analyze the legal and functional approach adopted by the Supreme Court while dealing with Article 12 of the Indian Constitution. It also discusses the role of Indian Supreme Court in dealing with horizontal application of Fundamental Rights. It ends with the authors providing their views 

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Mr. Govind Singh

CRITICAL THINKING CONCEPT AND ITS DIFFERENT DIMENSION

Mar-Apr,2018, Vol - 5/44, Page - 10093/10097

 Have you ever thought that critical thinking can help you to be objective? It actually can. To appreciate this, bear in mind the fact that whenever you are engaged in critical thinking, you are not going to respond to something instantaneously. Instead, when you hear something, whether it is a question or a statement, you are going to ensure you heard it right. Then you will proceed to assess what it could actually mean in the context it was said. Only then will you be set to make a decision depending upon whether it is something you can believe or relate to or not. What you will eventually see is that after evaluating all the different sections of what you have listened to, and you have had opportunity to consolidate the different meanings, the conclusion you come to is normally one that is reasonable and objective. 
Keywords: Critical, Judgments, Cognitive, Research, Analyticity, Open-Mindedness, Systematicity
 

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Buzan, T (1988). Make the most of your Mind of your Mind clegg, London : Pan. Band birch, P(1999) Instant creativity, London : koganpage COX, G (2001), Ready, aim fire problem- solving, cork: oak tree Press. De Bano, E (1970) Lateral Thinking, Harmondswoth: Penguin, De Bano, E(1971). Lateral Thinking for management, Harmondsworth : Penguin, slone, P(1991). Lateral Thinking Puzzlers, Network : sterling, Wold, J (2001). Do something different, London : virgin book, Simon, B and Nicole, P(2016). Critical thinking, London : koganpage Johnson, Gerard.(2016)Critical Thinking: Your Ultimate Critical Thinking Guide: Effective Strategies That Will Make You Improve Critical Thinking and Decision Making Skills: London : koganpage. Bradley, Simon; Price, Nicole.(2016) Critical Thinking: Proven Strategies to Improve Decision Making Skills, Increase Intuition and Think Smarter. London : koganpage.

Jack Van Doren

THE ETHIOPIAN CONSTITUTION: FOR EXPORT ONLY?

Mar-Apr,2018, Vol - 5/44, Page - 10098/10106

 

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Ritu Tripathi Chakravarty

MEETING THE CHALLENGES OF HIGHER EDUCATION FOR SYSTEMS WITH THE APPLICATION OF DEMING’S PHILOSOPHY

Mar-Apr,2018, Vol - 5/44, Page - 10107/10113

 There have been a lot of quality improvement initiatives by ministry of higher education. Many changes have occurred in the systems and processes but still there is lots of gap between the objectives framed and objectives achieved. There are many challenges like dropout rate of girls, infrastructural issues, financial deficits, students’ unrest, and teachers’ commitments which still needed to be addressed. Edward W Deming is known as father of Quality. He has given many corrective action plans for continuously improving the systems. His philosophy which is known as Deming’14 point Philosophy provides quality enhancement ideas for improvement. In the present paper researcher had tried to identified followings problems in Indian higher education and they can faced by adopting Deming’s 14 point Philosophy of Systems Improvement

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Edwards Deming, Quality, Productivity, and Competitive Position, Massachusetts Institute of Technology, Cambridge,MA, 1982 Deming. W. E. Out of the Crisis,2nd ed, Massachusetts Institute of Technology, Cambridge, MA,1986. Walton.M. The Deming Management Method, Putnam, New York, 1986. The planning commission of India. Higher Education in India: Twelfth Five Year Plan (2012-2017) and beyond. Ernest and Young,London,2012

Khagendra Sethi

RELIGIOUS SOLIDARITY IN VANMAM

Mar-Apr,2018, Vol - 5/44, Page - 10114/10122

 The objective of this paper is to show the religious solidarity in Bama’s Vanmam. Her other novels expose the religious disharmony and conflict between the Dalits and the upper castes. In this novel, Bama finds the futility of internal conflicts among themselves and lays foundation of unity and integrity. The dalits understand that they are victimised on the ground of their disunity. They are disintegrated and segregated in the name of caste and religion. They realize that they cannot get rid of the brand of their caste even after their conversion. Religious fighting and intolerance lead them to nowhere. At last they get to know that religious solidarity is the panacea for their community growth and peaceful living. The text will be analysed in the context of Tamil society and Tamil Dalit Literature.  
Keywords: Dalit literature, religious solidarity, marginalization
 

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Bama. Karukku. Trans. Laxmi Holmstorm. Oxford University Press, 2000. Print. Bama. Vanmam. Trans. Malini Seshadri. Oxford University Press, 2008. Print. Beteille, Andre. Ideologies and Intellectuals. Oxford Publication Press, 1990. Print. Durgesh, J G. "Towards a New Dawn: Reflections on Bama's Vanmam. RJELAL 2.3 (2014) 4-7, 4-7. Print. Kumar, Raj. Beyond the Margin: Dalit Women's Autobiographies. Orient Blackswan, 2010. Print.

Mrs. R. Saraswathy

LEARNING STYLES OF HIGHER SECONDARY STUDENTS IN RELATION TO THEIR ACADEMIC ACHIEVEMENT

Mar-Apr,2018, Vol - 5/44, Page - 10123/10129

 Every individual has its own natural or habitual pattern ofacquiring and processing information in learning situations.The common ways or patterns by which people learn areknown as their learning styles.Learning styles are essential elements for students’ as learning styles have its strong influence on the achievement of a subject. The objective of the study is to investigate the relationship between learning styles and student’s achievement. Suitability of students learning styles in the mathematics subjects will be more effective and provide a positive impact on students’ academic if the teaching process and learning tailored to students\' learning styles. The study included the categorical variablesgender and medium of instruction.187 students from various Government, Government Aided and Private schools in and around Salem district was involved. Normative survey method was adopted and stratified sampling technique was employed for the study. Learning styles scale standardized by Peter Honey and Alan Mumford (2006) was used. It consisted of 80 items.The data collected were subjected to the statistical technique like Percentage analysis, t – test and correlation.The t -test showed no difference between learning styles based on gender. Pearson correlation analysis showed significant relationship between learning styles and academicachievement of student.
Keywords: Learning styles, Academic achievement, Higher secondary school students
 

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Adamuassefamihrka.,(2014). learning styles and attitudes towards active learning of students at different levels in Ethiopia, Doctor of Education, Psychology of Education, University of South Africa. AnuarSopian, Salmah Ahmad, Kaseh Abu Bakar, EzadAzraaiJamsari and Hashim Mat Zin(2013). A Study on Learning Styles among Arabic Language Students at UniversitiTeknologi Mara, Malacca Campus, IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 15, Issue 4 (Sep. - Oct. 2013), PP 38-40 e-ISSN: 2279-0837, p-ISSN: 2279-0845. Jayalakshmi.,(2016) Attitude towards learning styles and academic achievement among high school students. Research and Reflections on Education, ISSN 0974-648X,Vol.14 No.02 Manoochehr et.al.,(2015).The Impact of Learning Style Preferences on Foreign language Achievement: A Case Study of Iranian EFL Students, ICEEPSY 2014, Procedia - Social and Behavioral Sciences 171 ( 2015 ) 754 – 764 Norasyikin Omar et .al.,(2015). Dimension of Learning Styles and Students’ Academic Achievement, 4th World Congress on Technical and Vocational Education and Training (WoCTVET), 5th–6thNovember 2014, Procedia - Social and Behavioral Sciences 204 ( 2015 ) 172 – 182.

Isha Chauhan & Vishal Sood

TECHNICAL PROGRAMMES IN PRIVATELY MANAGED HIGHER EDUCATION EDUCATION INSTITUTIONS IN HIMACHAL PRADESH: CERTAIN ISSUES AND RECOMMENDATIONS

Mar-Apr,2018, Vol - 5/44, Page - 10130/10136

 The main aim of the present investigation was to study major issues regarding appropriate functioning of technical education programmes in privately managed higher education institutions in Himachal Pradesh and to suggest measures for bringing improvement.  For conducting this study, private engineering institutions situated in five districts of Himachal Pradesh were selected. The managers/owners, teachers/principals and students were selected purposively. Data were collected with help of self-developed interview schedule and questionnaire. Content analysis technique along with percentage analysis was used for analysis of data. The findings of the study revealed that less admissions, staff crisis, job insecurity among teachers, unavailability of infrastructural, instructional and academic facilities, use of outdated technologies and methods in teaching-learning process and poor placements are the major issues related to proper functioning of technical education programmes in privately managed institutions. To improve the functioning of privately managed technical education institutions, recruiting required teaching faculty on regular basis, giving handsome salary packages, raising the teaching level, emphasizing on practical knowledge involving latest technology in teaching-learning process were the major recommendations for bringing improvements.  In the last section of the paper, the findings and suggestions have been discussed in detail.
Keywords: Technical Education Programmes, Private Institutions
 

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Bansal, Kumud (2006). Implications of gats on policies and administration of higher and technical education in India. Doctoral Thesis in Management. Pune: University of Pune. Belfield, C. R. and Levin, H. M. (2002). Education privatization: Causes, consequences and planning implications. UNESCO: International Institute for Educational Planning. Retrieved from http://www.unesco.org/iiep on dated 12.09.2014 Chaturvedi, Pradeep (2003). Engineering & technical education in India. New Delhi: Concept Publishing Co. 47. Devi, Laiphrakpam Nirmala (2013). Development of technical education in Manipur: An analysis. Doctoral Thesis in Adult Continuing Education and Extension. Canchipur, Imphal: Manipur University. Retrieved from http://hdl.handle.net/10603/39982 on dated 17.06.2015. Hariharan, R. (2003). Globalisation of technical education and WTO. The Indian Journal of Technical Education, 26(3), 6-25. Jadhav, Manish D. (2007). A study of marketing of educational services in technical institutes in light of liberalization and globalization. Doctoral Thesis in Business Management. Amravati: Sant Gadge Baba Amravati University. Retrieved from http://hdl.handle.net/10603/27740 on dated 19.12.2014. Kumar, M. (2014). An appraisal of quality management initiatives in the area of technical medical and teacher education with special reference to Meerut region. Doctoral Thesis. Meerut: Chaudhary Charan Singh University. Kumar, Neeraj (2008). Competent faculty in engineering institutions: Requirement vs. availability. The Indian Journal of Technical Education, 31(1), 58. Kumar, Neeraj (2009). A critical study of growth and development of engineering education in Punjab after independence. Doctoral Thesis. Patiala: Punjabi University. Parveen (2003). Prospects of engineering education and employment in India. The Indian Journal of Technical Education, 26(1), 16-18. Sharma, Yogendra K. (2001). History and problems of education. New Delhi: Kanishka Publishers. 76 Shrivastav, J. P. (2003). National issues of technical education and suggested solutions. The Indian Journal of Technical Education, 26(1), 24.

Sushma. R.

USAGE OF INTERNET AMONG FIRST GRADE COLLEGE TEACHERS’

Mar-Apr,2018, Vol - 5/44, Page - 10136/10150

 The Present study is intended to test the usage of internet among first grade college teachers in this digitization era. In general there is a notion that the degree college teachers not use computers and internet for teaching thus to test whether those teachers are aware of using internet this study was chosen the whole study comprises 7 objectives but the present paper comprises only two objectives because to avoid length of the paper. Present study was consisted 128 teachers from 10 colleges from Belagavi city, hence the purposive sample was employed for the study. The items were constructed by researchers and established validity of it from the 30 experts and data were collected. The main finding of the study is, in overall view most of the teachers aware of usage of internet but if we get into the depth of the study it is found that still there is lot of lack and stagnation in having knowledge of Internet and use of it among Degree College teachers.
Keywords: First Grade College, Teachers, Usage of Internet.
 

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Bada B A, Oyewusi L, Ojedokun O, Adewole A, 1990 “Uses Of Computer And Its Relevance To Teaching And Learning In Nigerian Educational System”. Academic Journals ISSN -3839 Pp1-5 Bashorun, M. Tunji, ISAH Abdulmumin, M.Y ADISA, 2011“ User Perception of Electronic Resources in the University of Ilorin,Nigeria (UNILORIN)” Journal of Emerging Trends in Computing and Information Sciences. VOL. 2, NO. 11, ISSN 2079-8407pp 554-562 3. Hassan A.B, B P Jacob , 2012 “ The Use of Internet in Teaching and Learning by Staff of Faculty of Science and Technology Bingham University” ISSN 2225-7217 VOL. 3, NO. 7, Pp600-607

D. Ponmozhi & S. Oorvasi

PROBLEMS ENCOUNTERED BY WOMEN COLLEGE STUDENTS

Mar-Apr,2018, Vol - 5/44, Page - 10151/10160

 This contemporary research is an attempt to study on Problems Encountered by Women College Students.210 samples were taken for the assessment about the Problems Encountered by Women College Students from government and self-financing colleges. Problem faced by college women students’ scale (2017) constructed and standardized by the investigator and research guide is used in this present study.  Descriptive analysis, inferential, Correlation analysis and regression were used to analyses the data. The overall result of the study revealed that they are facing moderate level of problems. There is significant difference among the College students related to personal variables only in their College type, Locality, Department, Mother qualification and No of family members plays significant role in college women student’s problems. The prediction model contained 4 of the fourteen predictors and was reached in four steps with 10 variables removed. The model was statistically significant, F (4,205) = 9.909,p < .001, and accounted for approximately 16% of the variance of college women students problem (R2=.162, Adjusted R2 =.146). The Department and no of family members were relatively strong indicators of college women student’s problem, and cell phone usage and Mother’s Qualification was a moderate indicator of college women students’ problem. 
Keywords: College Women Students, College Type, Department, Locality, Mother’s Qualification and No of Family Member.
 

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Agcihan, E., &Gokce, A. T. (2018). Analyzing the Types of Discrimination in Turkish for Foreigners Books, 6(2), 257–264. https://doi.org/10.13189/ujer.2018.060207 Alemu, B. M. (2017). Gender and Development Mainstreaming Practices and Issues?: Promoting Socialization and Development at Higher Education BirhanuMogesAlemu( PhD ), 5(1), 74–86. https://doi.org/10.9790/0990-0501027486 Anthony, A. S. (2004). Gender Bias and Discrimination in Nursing Education Can We Change It?? Nursing?: A Feminine. Nurse Educator, 29(3), 121–125.

Bashir ahmad wagay

SIMULTANEOUS ELECTIONS AND INDIAN DEMOCRACY: A HANGING FRUIT REQUIRING SAFER HANDS TO PLUCK IT.

Mar-Apr,2018, Vol - 5/44, Page - 10161/10169

 A sound  electoral  system  in  general  and free and fair  elections in particular are the lifeline of modern democratic states .The Indian democratic system even though sustained from last 68  years is not properly working and the common man feels that the main problem lies in the electoral system among other problems.post independent  India  as a whole has gone for elections first time in 1951-52 for electing members of Lok Sabha and state legislative assemblies. It was really a mammoth (like 8th  wonder of world) exercise to conduct elections in a newly born democracy loaded with universal adult franchise much against the precedence set by other  liberal democracies like USA , UK etc .The exercise of simultaneous elections continued up to 1967 with exceptions like Kerala  and Orissa .The cycle of five years was however disrupted when the union govt under the provisions of so called “safety valve” provision of Art 356 dissolved the legislative assemblies in 1968-69.In global electoral politics, the concept of simultaneous elections has emerged as the best  possible alternative to the current framework of frequent election.
Keywords:   Mammoth, safety valve , perpetual, feasibility, synchronise.
 

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Kulamani Sahoo & Sarat Kumar Rout

PERCEIVED ICT COMPETENCIES OF TEACHERS: EVIDENCES FROM KENDRIYA VIDYALAYS

Mar-Apr,2018, Vol - 5/44, Page - 10170/10181

 Perceived ICT competencies indicate the teachers’ ability as well as the level of confidence in ICT knowledge and skills. Teachers’ competence with computer technology is a key factor for effective use of ICT in teaching. Perceived ICT competencies of teachers working in Kendriya Vidyalays of Odisha were examined through the ICT competency scale. The competencies include fundamental concepts, knowledge and skills on basic ICT competencies and advanced ICT competencies. The findings of the study revealed that The result indicates that a majority of male and female teachers perceive themselves as competent in ICT competencies. The results indicate that ‘majority of the more experienced teachers’ do not perceive themselves as competent in ICT competencies, and they are neutral on most of these competencies, whereas, less experienced teachers exhibited higher confidence in most of the ICT competencies. However, it is found that teachers who have already completed any certificate programme in computer perceive their ICT competency level better than their counterparts who have not gone through any formal certificate programme in computer.  Furthermore, results indicated that a majority of teachers with computer course perceive their highest competency levels as “sufficient” or “completely sufficient” in the ‘use of word processors for personal and institutional purposes.
Keywords: ICT, Perceived ICT Competencies & Kendriyavidyalayas
 

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Adelsberger, H., Collis, B. & Pawlowski, J. (2002). Handbook on information technologies for education and training. Berlin: Springer-Verlag.African Journal of Teacher Education. 1(1), 115-125. Akkoyunlu, B. & Orhan, F. (2003). Bilgisayar ve ö_retim teknolojileri e_itimi bölümü rencilerinin bilgisayar kullanma öz yeterlik inanc? ile demografik özellikleri aras?ndaki ili_ki. The Turkish Online Journal of Educational Technology – (TOJET), 2(3), Article:11. Altun, A. (2003). Ogretmen adaylarinin bilissel stilleri ile bilgisayara yonelik tutumlari arasindaki iliskinin incelenmesi [The relationship between teacher trainees‘ attitudes toward computers and their cognitive styles]. The Turkish Online Journal of Educational Technology, 2(1), Article:9. Baek, Y.G., Jong, J., & Kim, B. (2008). What makes teachers use of technology in the classroom? Exploring the factors affecting facilitation of technology with a Korean sample. Computers and Education, vol.50, no. 8, pp. 224-234.

Bharati Chand

DEVELOPMENT OF E-CONTENT FOR THE EMPOWERMENT OF THE SCHOOL EDUCATION THROUGH DIGITAL LEARNING

Mar-Apr,2018, Vol - 5/44, Page - 10182/10189

 This paper explores the different aspects of use of e-content for development of digital learning. In the present educational world, Information and Communication Technology has great role to play in planning for teaching and learning to empower school education.It is the need of the hour to develop e-content  to empower school education through digital learning. The new and modern education system involves modern information and communication technologies in the teaching-learning process for teaching the 21st Century students.
Keywords-E-content, Digital Learning, E-learning, ICT,
 

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Aggarwal, J. C. (1996). Teaching of History. New Delhi, Vikas Publishing House Pvt. Ltd. Anandan, K., &Gopal B. V. (Sep 2011). Information and Communication Technology in Classroom Instruction.Edutracks, v11 n1, p9-10. Arora, K. L. (2006). Teaching of History.Ludhiana, Tandon Publications, p1-2. Best W. John. & Kahn V. James.(2014). Research in Education. Delhi, PHI Learning Private Limited. Chennai. [5] Dinesh Kumar., &Amit Singh, (Jan 2013). Computer Technology as an Interactive Teaching System a New Trend in Education.Edutracks, v12 n5, p15-18. DurgaPadhiyarm, (2014). Educational Technology.New Delhi, Cyber Tech Publication, p1. Elizabeth Joshua., &Ancy George, (Jan-Mar 2014). Interactive Multimedia: The Pinnacle of Education. Journal of Educational Research and Extension, ISSN 0973-6190, v51 (1), p22-26. [8] Golden, S. A. R. (2016). Rural Students’attitude towards English as Medium of Instruction in Higher Education–An Analysis. International Journal of Research, 3, 1-10.

Prakash A Jagtap

INCORPORATING VALUES THROUGH CURRICULUM

Mar-Apr,2018, Vol - 5/44, Page - 10190/10193

 

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Bhosle R, Dhone. U(2009)New trends in education, Phadkepublication, Kohlhapur . Rao U (1999) Values in Education Top publication, Mumbai Sarangi R (1998) Moral education in schools, Deep and Deep publication, New Delhi.

Mukesh Kumar Chandrakar

CMGTT APPROACH OF TEACHING AND LEARNING: WHAT, WHY AND HOW

Mar-Apr,2018, Vol - 5/44, Page - 10194/10200

 One of the greatest and inevitable challenge that higher education teachers facing is determining most effective teaching learning methods and strategies for the adult learner as the learner are over loaded with the so much information and knowledge due to easy access and availability of  information through internet. Learners have new demands of knowledge and skills. To meet their demands, it is essential for higher education teachers to understand their needs, interest, and attitude, societal and global demands. Understanding and assessing higher education learners and their involvement in learning can help to design best way of transacting curriculum.  In teacher education the demand of new and effective strategies and methods of transacting curriculum is obvious and teacher educators faces great challenge to meet out their demands. To meet these demands, many higher education teachers and teacher educators are using active learning pedagogies like Cooperative learning or team based learning. Active learning in the context of higher education is often a social and informal process where ideas are casually exchanged through student involvement and intellectual and interpersonal activities (Menges and Weimer, 1996). Bonwell and Eison (1991) conceptualize active learning as a process involving students not only “doing” things, but analyzing what they are doing. Cooperative learning is one of the most commonly used forms of active pedagogy. Taking place through an individual’s interaction with his or her environment and peers, cooperative learning is largely based on the idea that students learn through social contexts (Adams and Hamm, 1994). In the present paper the author has developed and used a new approach called Cooperative Mixed Group Team Teaching (CMGTT) for transacting teacher education curriculum in teacher education programme and the paper focuses on concept of CMGTT, its elements and steps of the approach.

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Adams, D. M., and Hamm, M. (1994). New designs for teaching and learning. San Francisco, CA: Jossey-Bass Inc. Bonwell, C. C., and Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Reports. Washington, DC: The George Washington University, School of Education and Human Development. Cottle, P.G. Jr. and Barbara, J. M. (1990). Complex cooperative learning structures for college and university courses. University of Nebraska, Linclon, 284-307 Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1), 1-8.

Apoorva Singh & Rachi Singh

ANALYSIS OF THE PREVENTION OF CORRUPTION (AMENDMENT) BILL, 2013 WITH SPECIAL REFERENCE TO INVESTIGATION AND SANCTION

Mar-Apr,2018, Vol - 5/44, Page - 10201/10210

 

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Sarita & Ms. Sudesh

MENTAL HEALTH AMONG POST GRADUATE STUDENT IN RELATION TO THEIR EMOTIONAL INTELLIGENCE & SOCIAL MATURITY

Mar-Apr,2018, Vol - 5/44, Page - 10211/10221

 Mental health defined as a state of well-being in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully and is able to make a contribution to his or her community (WHO, 2007). The purpose of the study was to reveal the effect of Mental Health among post graduate student in relation to their Emotional Intelligence & Social Maturity. This was an empirical research with a sample of 200 students studying into college selected randomly from Jind city of Haryana. The study was conducted through descriptive survey method. Emotional Intelligence test by Zainuddin and Ahamed (2008) & Mental Health Battery by Singh & Gupta (2000) & social maturity scale by Srivatava. Two-way Anova was applied to find out the effect of Emotional Intelligence, Social Maturity  & gender on Mental Health. The finding revealed: 1) There is significant main & interaction effect of emotional intelligence and gender on mental health of post graduate students. 2) There is  no significant main & interaction effect of social maturity and gender on mental health of post graduate students.
Keywords:- Mental Health, Emotional Intelligence, Social Maturity, post graduate students.
 

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AbiSamra, N. (2000). The relationship between emotional intelligent and academic achievement in eleventh graders. Research in Education, FED.661. Adams, E.M. (1998). Emotional Intelligence and wisdom. The Southern Journal of Philosophy, 36, 1-14. Bandhana and Sharma, P. D. (2012). Home Environment Mental Health and Academic Achievement among Hr. Secondary School Students, Journal of Education and Practice, Vol 1, No 1, 1:7 Bostani, M. Nadri, A., &Nasab, A.R. (2014). A Study of the Relation between Mental health and Academic Performance of Students of the Islamic Azad University Ahvaz Branch, Procedia-Social and Behavioural Sciences, 116, 163-165.