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We are using the terms of “Dalit” & “SCs” interchangeably. It must be recalled that 2006 National Commission for Scheduled Castes talks of dropping the word “dalit” and replacing it with the term “Scheduled Castes”. The political vocabulary and dynamics of both these will also be taken in the consideration. Though the idea of political reservation emerged with the Poona Pact its resonance is felt even today. 18 Oct 1882 – A memorandum to the Hunter commission in Bahujan Shikshan Vastav Ani Aapeksha edited by Sarad Javdekar and others, Publication: Aakhil Bhartiya Samajvadi Adhapak Sabha Pune , 2011 topic 20 page no 195 I refer in The Studies in educational reforms in India volume III Edited by P.R. Panchamukhi (Indian Institute of Education, Pune 1989), chapter 3 Concessions and Incentives to Educational Institutes for S.C. Student at School stage in Rajasthan page no 67.

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C.R Kothari: Research methodology Census of India 2011manipur, Series-15 Part Xii-B District Census Handbook Ukhrul, Village And Town Wise Primary Census Abstract (Pca), Directorate Of Census Operations Manipur Dk. Lal Das: Research methods for social work https://en.wikipedia.org/wiki/National_Human_Rights_Commission_of_India The Armed Forces (Special Powers) Act, 1958 Act No. 28 of 1958, 11th September, 1958 Ukhrul district profile Government of India.

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Spencer, V.G. and Babloni, G. (2003). Can students with mental retardation teach their peers?, Education and training in developmental disabilities, Vol38(1), pp-32-61 Tiwari, M. (July 2014). Peer Tutoring –A Step Forward Toward Inclusion. Education a Confab, Vol. 3, pp1-17 ISSN: 2320-009X Mortweet, S.L., Utley, C.A., Walker, D. and Ladford, D. (June, 1999) Class wide peer tutoring: Teaching students with mild mental retardation in inclusive classrooms. Exceptional children Vol. 65(4) pp524-536 Neddenriep, C. E., et al., (2009) Class Wide peer tutoring: Two experiments investigating the generalized relationship between increased oral reading fluency and reading comprehension. Journal of applied school psychology. Vol. 25(3) pp 244-269.

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10 Published Results Supporting the Benefits of Flipped Learning http://www.flippedclassroomworkshop.com/results-studies-supporting-benefits-of-flipped-classroom/ Visited 24 March 2015 Galway, LP, etal 2014 “A novel integration of online and flipped classroom instructional models in public health higher education” BMC Medical Education 2014, 14:181 http://www.biomedcentral.com/1472-6920/14/181 visited 26 March 2015 Yes, flipped learning is hot, but what does the research say about it? Thursday, 26 March, 2015 - 16:19 Produce & educate Goodwin, Bryan and Kirsten Miller March 2013 “Research Says / Evidence on Flipped Classrooms Is Still Coming In” ASCD (Association for Supervision and Curriculum Development) http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Evidence-on-Flipped-Classrooms-Is-Still-Coming-In.aspx Visited24 March 2015 Jenson, JL, Kumer, Godoy, Spring 2015 “Improvements from a Flipped Classroom May Sim

Communication with others is facilitated through social skills. For the alround development of a child social skills play very important role. Hence, teachers, peers, parents—all help in the process of developing social competency among the students. The present paper wants to see if thee is any correlation between social skilss and academic achievement of the secondary level students on the basis of their locality and gender. The sample size was 300, and the tool was self-constructed and standardized.The method was a descriptive survey method. As per the findings, there is no significant relationship between social skills and academic achievement of secondary level students. Key Words : Social skills, academic achievement, secondary schools, students, correlation.

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Guralnick, M.J. (1999): The nature and meaning of social integration for young children with mild developmental delays in inclusive settings, Journal of Early Intervention, 22, 70-86. McClelland, M.M., & Morrison, F.J. (2003): The emergence of learning related social s kills in preschool children, Early Childhood Research Quarterly, 18(2), 206-224.

There have been tremendous changes in the life style of human beings which may be attributed to the contribution of science and technology. Its influence is being reflected in all productive endeavors. The contribution of science and technology has been experienced in almost all the spheres of human life including education. Teaching and learning stand more successful when technology is added to the classroom and to progress students’ learning and to support them extent their aims. Interactive Whiteboard is an influential device in the classroom adding interactivity and association, allowing the integration of media content into the lecture and supporting collaborative learning. Hence researcher would like to study on comparison of Conventional Teaching and Interactive Whiteboard Teaching in different branches of Science in Krishna District, Andhra Pradesh, India. True-Experimental research design was used for this study. The population of the study was made up of 8th class CBSE Students. The sample population was made up of 160 students. This study intends to find out the effectiveness of Interactive Whiteboard teaching in different branches of science. Objectives, Hypotheses, Tool, Sample, Method, Data Analysis, and Educational Implications are discussed as follows. Key Words: Technology, Conventional Teaching, Learning, Interactive Whiteboard.

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Armstrong, V. & Barnes, S. & Sutherland, R. & S. Curran & Mills, S. & Thompson (2005), ‘Collaborative research methodology for investigating teaching and learning: the use of interactive whiteboard technology’ Review, Vol. 57, No. 4, November 2005.