An International Peer Reviewed

Scholarly Research Journal for Humanity Sciences & English Language

Dec - Jan, 2020, Vol-8/37

Impact Factor: 6.251

ISSN: 2348-3083

Date: 2020-02-01

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A SCEPTICAL OBSERVATION ON HUMAN RESOURCE MANAGEMENT – AN EMPIRICAL ANALYSIS OF SELECTED SMALL ENTERPRISES

M. Sambaiah

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9651 - 9659

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Small Enterprises Sector has enabled men with qualities of initiative vision and leadership to become successful managers in large units. Small sector acts as a channel through which talented and motivated individuals can play a dynamic role. In this regard, the small sector is usually described as a seed bed or nursery of entrepreneurs and managerial talent. It has been realized that small sector is better placed in tapping the private financial resources of the usually looked upon as a form of saving. But for Small Enterprises sector, these resources would have been idle and unproductive. The credit for canalizing these resources into productive channels goes to the Small Enterprises sector and as such the role of Small Enterprises can never be undermined.

Every organization has to follow a systematic selection procedure since problems with the employee start after his selection and employment. In other words, if an organization selects a wrong person, it has to face a number of problems with him. In addition to the cost of selection, training and other areas will become a recurring expenditure to the company owing to employee turnover caused due to improper selection technique. Every organization is influenced by the social factors as it is a part and parcel of the society. I, it has to do justice to all selections of the people in providing employment opportunities. Hence, organizations should have an objective system of selection that should be impartial and provide equal opportunity.

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Flippo Edwin B. Principles of Personnel Management , Tokyo, McGraw Hill, Kogakusha Ltd., 1976, p.218. Indian Labour Statistics, 1962, p. XVI Vaid K.N. Papers on on Absenteeism, Bombay, Asia publishing House, 1967, p.5. Hackett J.D. Labour Management, New York, Appleton and Co. 1929. Scheer Wilbert E., The Dartnell Personeel, Administration, Handbook, New Delhi, UBS P ublishers Distributors Ltd., First Indian Reprint, 1993,p.595. Ghosh Biswanath, Personnel Management and Industrial Relations, Its rhey and practice in India, Calcutta, The World Press Ltd., 1993. Mamora C.B. and Maoria S.Dynamics of Industrial relation in India, Bombay, Himalaya Publishing House, 1985, p.439.

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A COMPARATIVE STUDY OF GUIDANCE NEED AMONG JUNIOR COLLEGE STUDENTS OF ARTS, SCIENCE & COMMERCE FACULTIES IN AURANGABAD CITY

Mrs. Nazia Tabassum & Naveed-us-Sahar

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9660 - 9667

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The present study is an attempt to examine need of guidance among junior college students of different Faculties (i.e Arts, Science and Commerce) in Aurangabad city.The sample of the study was selected by Stratified Random Sampling method which includes 300 students of junior colleges(100 students from each faculty of Aurangabad city). Tool used for the research was ‘Guidance Needs Inventory developed by J.S.Grewal and Meena Sharma. Research findings reveals that junior college students of different faculties of Aurangabad city possess average level of need of guidance. Further results also reveals that that there is no significant difference between the need of guidance among Junior college students of Arts & Science, Arts & Commerce and Science & Commerce faculty studentsof Aurangabad city.

Keywords: Guidance Needs, Arts, Science and Commercefaculty, junior college students, Aurangabad city.

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Best, J.W.(2000).Research in Education.(7th Ed). New York :Prentice Hall of India Pvt Ltd. Bhatnagar. R.P and Seema Rani (2003).Guidance and Counselling in Education and Psychology Meerut: R. Lall book depot. Dandekar, W.N. (2004).Educational Evaluation and statistics. Pune: Vidyaprakashan. Guidance and counseling.(n.d). M.A Study Material.University of Mumbai.Retrievedfrom, http://archive.mu.ac.in/myweb_test/ma%20edu/M.A.%20Edu.%20Guid.%20&%20Coun..pdf Guidance and counseling.(n.d). B.A second year Study Material.University of Mumbai. Retrieved from, http://archive.mu.ac.in/ myweb_test/ SYBA%20 Study%2 0Material/ edugudcou-III.pdf Sharma, Ram Nath, & Sharma, Rachana.(2004). Guidance and Counselling in India: New Delhi Atlantic Publishers & distributors. Sharma. R. A (2005).Fundamentals of Guidance and counseling.,Meerut : R. Lall book depot. Sharma, R.A. (2008). Educational Research . (1ST Ed).Meerut :R. Lall book depot ShivangiZaveri.(n.d). Guidance in School: Need, Principle and Types. Psychology discussion Retrieved from, http://www.psychologydiscussion.net/notes/psychology-notes/education al-psychology-psychology-notes/guidance-in-school-need-principle-and-types-education/2653

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STUDENTS’ WELL BEING: CONCEPTUAL FRAMEWORK IN CONTEXT OF SCHOOL

Bhumika Barot

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9668 - 9678

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Wellbeing is not just the absence of pain, discomfort and incapacity; rather it is the positive physical, social and mental state. Apart from the action of individuals it may arise from a host of collective goods and associations with other people. Wellbeing is a useful indicator of the quality of children’s lives and, if monitored accurately, could be used to ensure that children maximise their potential and mature into happy and well-adjusted adults. According to FraillonJ. (2004) there are mainly two dimensions of students’ wellbeing that is intrapersonal and interpersonal. Wellbeing of children is of utmost importance, irrespective of the child studying in Elementary or Secondary education. The paper discussed about the concept of wellbeing, dimensions of students’ well-being and well-being in school context.

Keywords: concept of well-being, definitions of well-being, dimensions of students well-being and well-being in school context.

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Adams, T. B., &Benzer, J. R. (2000). Conceptualisation and Measurement of the Spiritual and Psychological Dimensions of Wellness in a College Population. Journal of American College Health, 48(4), 165-174 Alberti, E. T., &Witryol, S. L. (1994). The relationship between curiosity and cognitive ability in third- and fifth-grade children. Journal of Genetic Psychology, 155, 129-145. Ardell, D. (1982). Fourteen Days to a Wellness Lifestyle. San Francisco: Whatever Publishing. Ben-Arieh, A. and Frønes, I. (2007). Indicators of children’s well-being – concepts, indices and usage. Social Indicators Research, 80, 1, 1-4. Bornstein, M. H., Davidson, L., Keyes, C. L. M., & Moore, K. A. (2003). Well-BeingPositive Development Across the Life Course. Mahwah: Lawrence, ErlbaumAssociates. Bridges, L. J. (2003a). Autonomy as an Element of Developmental Well-Being. In M. H. Bornstein, L. D. Davidson, C. L. M. Keyes & K. A. Moore (Eds.), Well- Being Positive Development Across The Life Course (pp. 167-175). Mahwah: New Jersey: Lawrence Erlbaum and Associates.

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A CASE STUDY OF SOCIAL PERCEPTION FOR DEVELOPMENT IN THE PURANDHAR TAHSIL OF PUNE DISTRICT

Sampat Dada Jagdale

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9679 - 9687

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The present study has attempted to understand the levels of human resources development at village level. The micro level study has been proved to be useful to identify the level of human resources based on demographic, social and economic parameters. This may help to design the strategy for future development based on past experiences. The study concludes that appropriate action to provide facilities in village may useful to achieve in development. The Purandhar tahsil have 108 villages and two urban centers firstly Sawed and secondly Jejuri. The geographical spread of the tahsil is 1204.18 sq.kms (120418.4 hectares).The population of the tahsil is 275706 with 145549 male and 130157 females. According to the 2001 census the working force is 69669 are engaged in agricultural sector out of 96928 main workers .The tahsil has 79998.44 hect. NSA (66.43 %) out of TGA. The tahsil has only 18.1% (21789.75 hect.) area under irrigation. The area occupied by the forest is 8441.8 hect. Cropping pattern in the tahsil shows variation due to the distribution of rainfall. In the low rainfall area in the eastern part of the tahsil the farmers cultivate jowar, bajara and pulses and in the western part due to high rainfall rice is cultivated in small patches along the streams of river Karha and Nira.

Keywords: human resources, demographic, social, economic, strategy.

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Dasgupta, B. (1971): “Socio-economic Classification of Districts: A Statistical Approach”. Economic and Political Weekly, Vol. 14. Mukherjee, M. and Roy, A.K. (1977): “A Method of Combining Diverse Partial Measures of Development”, Journal of Income and Wealth, Vol. 2, November 1. Narain, P., Rai, S.C. and Shanti Sarup (1991): “Statistical Evaluation of Development on Socio-economic Front”, J. Indian Soc. Agric. Statist., 43, 329-345. Narain, P., Rai, S.C. and Shanti Sarup, (1996): “Dynamics of Socioeconomic Development in Maharashtra”, J.Indian Soc. Agric. Statist., 48, 360-372. Rai, S.C. and Bhatia, V.K. (2004): Dimensions of Regional Disparities in Socio-economic Development of Assam”. J. Ind. Soc. Agric. Statist., 57 (Special Volume); 178-190. Rao, Hemlatha (1977): “Index for Backward Region and the Trends in Regional Disparities in India. Arthvijanana, Vol. 4. Rao, S.K. (1973): “A Note on Measuring Economic Distance between Region in India”, Economic & Political Weekly.

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CHANGING LITERACY OF NTFPS COLLECTORS IN AKKALKUWA TAHSIL, NANDURBAR DISTRICT

Padvi A. T. & Nile U. V.

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9688 - 9697

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Education is a fundamental human right and the foundation for lifelong learning. It is fully essential to social and human development in it’s to transform lives. The definition of literate and literacy is “A person age 7 years and above whom can both read and write with understanding in any language is taken as literate”. “Literacy could also have been achieved through adult literacy classes or through any non-formal education system”. (Census of India). Akkalkuwa tahsil in Nandurbar district is mostly scheduled tribe population lives about 85 percent of the total population. It’s living in and around the Satpura forest area which depends on the natural resources. They use several plants to their basic needs of their art of living. Among the plants used unripe mango, mahua, chiranji, hirada, behda, rosha grass, etc. non-timber forest products collections, processes, storage and selling. In this area, the literacy was lower than the tahsil and district average. Wide variations of Male-female literacy rate among the study area. It is found that female literacy rate is lower than that of male population among scheduled tribe due to the majority of woman engaged in agricultural and NTFPs collections, processes, storage etc. activities, lack of awareness of education and less educational & other basic facilities are not available.

Keywords: Educational attainment, Literacy, literacy rate, tribal, NTFPs.

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Aparajita Chattopadhyay & Vijaya Durdhawale. Primary Schooling in a Tribal District of Maharashtra: Some policy relevance, Journal of Education Administration and Policy Studies, Issue No.5, Vol.1, pp 70-78, Sep.2009. Bhavsar Sandip & Uttam Nile. Changing Tribal Literacy in Dhule District, National Journal of Geography, Maharashtra Bhugolshastra Sanshodhan Patrika, Issue No. 2, Vol. XXIX, pp 91-94, Dec.2013. Census of India, District Census Handbook Dhule. 1991.

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EVALUATION OF HYDRO POWER IN INDIA WITH SPECIAL REFERENCE TO HIMACHAL PRADESH

Hardeep Singh & Sarita Bansal

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9698 - 9712

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India, the 7th largest hydropower making country in the world, had an installed hydro capacity of around 45,400 MW by end 2018. The annual growth in capacity last year was just 1 per cent, which was the lowest since 2009. It is estimated that about 35 hydel power projects of 12,000 MW are under construction at various stages, but at least half of them worth over 6,000 MW have been stalled due to many issues from environmental issues to local protest, land acquisition and funding. Expanding the electricity user base in the country is constantly taken as a ground for pushing hydropower, as around 280 million in India do not have access to electricity. But these grid connected hydropower projects never benefit the local populations. In any case, such large hydropower projects are not the best way to make electricity accessible to those that do not have access currently. The protests of locals trying to safeguard their villages and livelihoods and the concerns of environmentalists are quelled in the name of the greater ‘national interest’. Recently Himachal Pradesh, has been marked as the ‘Power state’ with a good potential to produce electric energy. The pressure is not just to make electric power, but to make clean power with good technology use which is less damaging and more environmental friendly. The protests in a number of localities of study area have indicated that these projects are damaging livelihood and environment in different ways.

Keywords: Hydro Power, Projects, Environment, Electricity

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India's hydropower capacity addition plans in limbo https://www.businesstoday.in/current/corporate/indias-hydropower-capacity-addition-plans-in-limbo/story/390942.html https://energy.economictimes.indiatimes.com/news/renewable/hydel-projects-becoming-unviable-matter-of-concern-himachal-pradesh-cm/70890224

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A STUDY ON SWAMI VIVEKANANDA THEORY OF UNIVERSAL RELIGION

Ritu Sharma & Girdhar Lal Sharma

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9713 - 9717

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Abraham, J., Herbert (1973). World problems in the classroom: A teacher guide to some United Nations tasks. Paris: UNESCO. Aggarwal, J. C. (1995). Essentials of educational technology: teaching and learning innovations in education. New Delhi: Vikas Publishing House. Arjun, D., & Supta, D. (1996). Human rights – a source book. New Delhi: NCERT. Bajwa, G. S. (1995). Human rights in India- implementations and violations. New Delhi: Anmol Publications. Baskara, R.D. (2007). United Nations and human rights education. New Delhi: Discovery Publishing House. Basu, D. (1994). Human rights in constitutional law. New Delhi: Prentice Hall of India Pvt. Ltd. Baxi, U. (2003). Human wrongs and human rights. New Delhi: Anand Publications. Best, J. W., & Kahn, J. V., (2004). Research in education. New Delhi: Prentice Hall of India. Bini, B. (1999). Human rights: social and political challenge. New Delhi: Kanishka Publishers. Borgohain, B. (1999). Human rights: Social justice and political challenge. New Delhi: Kanishka Publishers. Boyle, A., & Anderson. (1996). Human rights approaches to environmental protection. Oxford: Clarendon Press.

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SEVARAT V ASEVARAT MATAON KE BACCHO KE MANASIK SWASTHYA KA TULANATMAK ADHYAYAN

Ghanshyam Sharma & Urmila Sharma

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9718 - 9722

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IMPRESSIONS OF PRINCIPLE OF NORMALIZATION ON DISABILITY REHABILITATION SERVICES IN INDIA

Akhilesh Kumar & A.T. Thressiakutty

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9723 - 9731

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Children with disabilities exist in all societies and countries across the world. The beginning of human rights movement in mid-20th century attracted mass attention towards rights and rehabilitation of persons with disabilities globally.The radical changes towards services for persons with disabilities were brought by Principle of Normalization, originated in 1969. As a consequence of Normalization, disability gained the attention of the mass and became very popular across the globe as ‘a right based ideology, which in turn, initiated integration, inclusion, community based rehabilitation and other non-segregating practices. In Post Independent India, several service reforms for persons with disabilities took place. The paper was intended to examine whether service reforms for persons with disabilities in India were influenced by principle of normalization like rest of the world. A critical analysis of available literature was conducted. It is observed that major such rehabilitation reforms in India took place with rest of the world i.e. after principle of Normalization giving enough space to attribute such development in India to Principle of Normalization.

Keywords: Disability, Rehabilitation, Normalization, Community Based Rehabilitation

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Ainsworth, P., & Baker, P. C. (2004). Understanding Mental Retardation. Jackson: University of Mississippi Press. Antony, P.J., (2013). Special Education History, Current Status and Future: India. Journal of International Special Needs Education, 16(1), pp. 5-16. Kugel, R. B., & Wolfensberger, W. (1969). Changing Patterns in Residential Services. Washingaton D.C.: President Committee on Mental Retardation. MHRD.(1998). Selected Educational Statistics: 1988-1999. Department of Education. New Delhi: Planning, Monitoring and Statistics Division, Govt. of India. Millier,P. (1999) Impact of Normalization & Social Role Valorization in Australia &Newzeland. In R.A. Lemay and R.J. Flynn (Eds.) A Quarter Century of Normalization and Social Role Valorization, National Institute on Mental Retardation, Canada.

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UCCH PRATHMIK STAR PAR TATHA UCCH MADHYAMIK STAR PAR LINGBHAV SAMANATA KA MAHATWA EANV USAKA CHIKITSAK PARIKSHAN

Vijay Chavan

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9732 - 9734

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GLOBAL OPPURTUNITIES FOR TEACHERS IN INDIA

Hemantkumar. D. Chitte

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9735 - 9738

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The focus of Indian immigration has shifted in recent times from Indian techies and entrepreneurs to teachers who have joined the gallery of India\'s \'global citizens\'. The dearth of educators in UK and US are helping to create a growing global market for teachers. In Britain there are as many as 7000 vacancies according to government officials and the National Union of Teachers predicts the figure to go up to as many as 40. 000. Also, the salaries for teachers in UK are the biggest draw. An Indian teacher in Britain will start at £17,000 a year with a potential to draw as much as £27.000 once he or she has qualified in the UK, and or worked for a number of years. Talking to PTI about the sudden spurt in demand for Indian teachers, K Pandian Rajan, managing director, Mafoi, a leading recruitment agency in the country says, "in both these countries, teachers are poorly paid compared to other professionals. The local population is reluctant to join the profession hence the schools have started hiring teachers from India". Typically, the school boards contact recruitment agencies which in turn advertise the vacancies in India for qualified candidates. After the applicants are vetted, school officials either come to India or interview potential candidates over phone. or in some cases through video-conferencing, before employing them. The research paper highlights the broad outlook of global opportunities that the teachers in India can get in working overseas with migration or without migration.

Keywords: Global, opportunities, teachers, India.

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India teachers go global article by economic times.com.(ACCESED ON https://economictimes.indiatimes.com/indian-teachers-go global/article) Global opportunity (accessed on: https://education.gld.gov.au/schools educators/international/global-opportunities) Teaching in foreign countries (accessed on: https ://www .izito. co.i n/ws?q=teaching%2 Oin%20foreign%2Ocountrie s)

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THE SARVODAYA SAMAJ AND BEGINNING OF BHOODAN MOVEMENT

Rutuparna Mohanty

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9739 - 9744

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In the Post Independence era there was drastic fall in the economic condition of Indian people due to the moral degradation of the political leaders and misappropriation of public property. The rich became richer and the poor became poorer. The poor people suffered on account of social discrimination and exploitation made by the rich, influential and powerful people. To eradicate this problem of socio- economic disparity Gandhiji convened a conference at Sevagram on 13th March 1948. But unfortunately Gandhiji was assassinated on 31st January 1948. So the conference was presided over by Dr. Rajendra Prasad. In this conference Vinoba Bhave advocated for the formation of an organization named ‘Sarvodaya Samaj’. The Samaj was to be comprised of true Gandhian workers. It was to work for the execution of Gandhian constructive programs for the socio- economic uplift of the Indians. The main aim of the Sarvodaya Samaj was to establish a classless society and to bring communal harmony. The first conference of this Samaj was held at Rau in Madhya Pradesh in 1949. The second conference was organized at Angul in Odisha in 1950. Vinoba Bhave launched the historic Bhoodan Movement in April 1951 at Pochampalli in Nalgonda district of Telangana. Gopabandhu Choudhury and Rama Devi of Odisha joined this movement whole heartedly for the socio- economic well being of the people.

Keywords: Gandhiji, Sarvodaya Samaj, Sevagram, Vinoba Bhave, Rau Conference, Gram Sevak, Bhoodan Movement

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A.Das., Lokbandhu Gopabandhu, Cuttack, 2006. G.Mohanty., Dhulimatira Santha, Cuttack, 1998. N.Deshpandey., Vinoba, (NBT) New Delhi, 2007. Vinoba Bhave., Bhoodan Yajna, Vol-I, Akhila Seva Sangha, Kashi, 1957. The Grama Sevaka, January 1952.

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AN EXPLORATION ON THE VARIOUS STRATEGIES FOR IMPLEMENTING PEACE EDUCATION AMONG ADOLESCENTS

Miss. Supriya. C. P. & Prof. Madhu Kapani

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9745 - 9758

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Man had been inquest for peace, since time immemorial. The contemporary world, focuses on implementing Peace education to the children as they are docile. The children when they grow up to become adults can become the agents of peace building in the world bereft of peace and harmony. India is the land of values, where every living creature is valued and worshiped. It also harbours the world’s largest democracy where all the major religions co-exist in harmony. The present article provides an insight on the different strategies used in imparting peace education in Indian schools and the opportunities it provides for the students to practise it through its curriculum.

Keywords- Peace education, strategies, Indian schools, curriculum.

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Adams, D. (2013). Education for a culture of peace: the culture of peace news network as a case study. Journal of Peace Education, 10(3), 230–241. https://doi.org/10.1080/17400201.2013.846564 Ann Oravec, J. (2004). Incremental understandings: warblogs and peaceblogs in peace education. Journal of Peace Education, 1(2), 225–238. https://doi.org/10.1080/1740020042000253767 Arikan, A. (2009). Environmental peace education in foreign language learners’ English grammar lessons. Journal of Peace Education, 6(1), 87–99. https://doi.org/10.1080/17400200802655064 Beutler, I. (2008). Sport serving development and peace: Achieving the goals of the United Nations through sport. Sport in Society, 11(4), 359–369. https://doi.org/10.1080/17430430802019227 Bretherton, D., Weston, J., & Zbar, V. (2005). School-Based Peace Building in Sierra Leone. Theory Into Practice, 44(4), 355–362. https://doi.org/10.1207/s15430421tip4404_9

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MANAGEMENT OF NATURAL RESOURCES – A BOOM TO RURAL ECONOMY

Prof. M. Sambaiah

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9759 - 9767

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Prasenjith Mondal, Ajay K. Dalal (ed.), Sustainable utilization of Natural Resources, Taylor & Francis, CRC Press, 2010. I.V. Murali Krishna et. al., Natural Resources Management and Prideversity, Conservation, Asia,Vol.2017. Smitu Kothari, Imtiaz Ahmad, the Value of Nature – Ecological politics in India, Rainbow Publishers, 2014. Ibid. Chatrapati Singh, Common Property and Common Poverty: India’s Forests, Forest Dwellers and the Law, OUP India, 1987. Prasenjit Mandal, Op.cit. N.S. Jodha, Joint Management of Forests, Economic and Political Weekly, Vol.35, Issue No.50, 9th December, 1986. Ibid. N.S. Jodha, Strategies for the Sustainable Development of Agriculture Vol.1, pp. 1-40, OUP, 1980. Ibid. Ibid. Mohd. Sadiq Salman et.al., Common Land Resources the Present Status and Need for their conservation, DOI, 2013. Ibid. Chatrapati Sigh, Op.cit.

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RURAL – URBAN DISPARITIES IN HEALTH AND EDUCATION – A STUDY IN SELECTED DISTRICTS OF TELANGANA STATE

Prof. M. Sambaiah

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9768 - 9785

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D.R. Gadgil, District Development and Planning, Gokhale Institute of politics and Economics, Poona, 1967, p.16. V.K.R.V. Rao, Some Neglected Factors in Integrated Rural Development, Presidential address XVI, Convocation of Indian Agricultural Research Institute, New Delhi, 1977. S. Chakaravrthy, the Planning Progress in India; An Appraisal and Framework, Paper circulated in Ahmedabad Institute Training programme for Planning Officers, 1982. See,K.N.Raj, Some Thoughts on De-centralisation of Development Planning and Implementation, Key-note paper presented for the Seminar held at institute for social economic Change, Bangalore, 1984. Drewnowski, Jan and Scott, Wolf; The level of living index, United nations Research Institute for Social Development, Report No.4, Ganeva, Switzerland, 1966. Mc. Granahan, Development indicators and Development Models, Development Studies,Vol.8, (April 1972).

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PERCEPTIONS OF SCHOOL HEADS, TEACHERS TOWARDS IMPLEMENTATION PROCEDURES OF THE RIGHT TO EDUCATION ACT 2009

Sangha Gurbaksh Kaur

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9786 - 9798

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In this research paper an attempt has been to focus on study the perceptions of elementary school Heads and Teachers towards implementation procedures of the “Right to Education Act, 2009 in the district of S.B.S. Nagar, Punjab. The investigators have used Descriptive Survey method for the present study. The sample consists of 40 Heads and 100 Teachers from 40 selected elementary schools which are situated in the district of S.B.S. Nagar, Punjab. The Random sampling technique has been used for the selection of sample. The investigators have developed two Questionnaires (One for Heads and another for Teachers) by themselves to measure the perceptions of Heads and Teachers towards implementation procedures of the Right to Education Act, 2009. For the analysis of data Mean, S.D and “Z” test have been used in the present study. The overall results indicate that the perceptions of elementary school Heads and Teachers of the district of S.B.S. Nagar, Punjab is neither Favorable nor Unfavorable i.e. Moderate towards the Right to Education Act, 2009. But on the other side, it is found that the elementary school Teachers of the district of S.B.S. Nagar are possessed Favorable perceptions towards implementation procedures of the Right to Education Act, 2009. There is no significant difference between Heads and Teachers regarding their perceptions towards implementation procedures of the Right to Education Act, 2009. The present study shows that the elementary School Teachers have more favorable perceptions than that of the Heads towards implementation procedures of the Right to Education Act, 2009, India. There is no significant difference between elementary urban school Heads and elementary rural school Heads regarding their perceptions towards implementation procedure of the Right to Education Act (2009). There is no significant difference between elementary urban school teachers and elementary rural school Teachers regarding their perceptions towards implementation procedure of the Right to Education Act (2009).

Keywords:- perceptions, Heads, Teachers, Right to Education, Act (2009), Elementary Education.

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Ahluwalia, S. P. & Bains, H. S. (2003). Education issues and challenges. Delhi: JBS Publishers. Bibi, T. (2015). A study on Article 25th a: Implications of free and compulsory secondary education. VFAST Transactions on Education and Social Sciences, 6(1), 1-7. Jamwal,B.S (2017) Inclusive Education-SSA & RTE Act2009 Published inScholarly Research Journal for Interdisciplinary Studies, Vol-4/37,ISSN-2278-8808 on line,Nov-Dec Kumar, P. (2013). Awareness of pupil teachers about Right to free and compulsory education act (RTE)-2009. Shikshan Anveshika, 3(1), 54-59. Mandal, S. & Barman, P. (2014). Attitude of Headmasters and Teachers towards the Right to Education Act (2009), India. IOSR Journal of Humanities and Social Science, 11(9), 01- MHRD (2013). Annual report 2012-13, 2011-12, 2010-11, 2009-10, 2008-09, 2007-08, 2006-07, 2005-06, 2004-05. Retrieved from www.mhrd.gov.in MHRD (2014). Right to Education Act 2009. Retrievedfromhttp://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/RTE_Section_wise_rationale_rev_0.pdf Mullins, L. (2010).Perception in Organisation. Retrieved from http://www. Organizational behaviour.com/tag/mullins/

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ROLL OF ENTREPRENEURSHIP TOWARDS THE DEVELOPMENT OF ECONOMY

Harvinder Kaur & Prof. B. D Pandey

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9799 - 9808

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In the wake of recent economic development and government initiatives like “Make in India”, the emphasis is to develop entrepreneurs, earlier the main focus area was to create jobs for the youth, no doubt it is a crucial area where government is working tremendously and by the development such of entrepreneurial programs,government will not need to create jobs but it’s the youth or the entrepreneur himself/ herself will create the job for the others, various kinds of programmes for training, knowledge, funds, platforms for showing skills, international engagement etc. has been developed by the government of India. Many programmes like MAKE IN INDIA, SKILL INDIA MISSION etc has been introduced and individuals are benefitted by these. In this backdrop will we cover the initiatives which are taken to work on entrepreneurship development in India.

Keywords- Entrepreneurship, Skills development, Make in India

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http://www.skilldevelopment.gov.in/nationalskilldevelopmentcorporation.html Baumol, W. J. (1993). Formal entrepreneurship theory in economics: Existence and bounds.Journal of Business Venturing, 8(3), 197–210. Brockhaus, R. H., & Horwitz, P. S. (1986). The psychology of the entrepreneur. In D. L. Sexton& R. W. Smilor (Eds.), Encyclopedia of entrepreneurship (pp. 39–56). Englewood Cliffs, NJ:Prentice Hall.(continued)35 Bygrave, W. D. (1989). The entrepreneurship paradigm (1): A philosophical look at its researchmethods. Entrepreneurship Theory and Practice, 14(1), 7–26.

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EFFECTIVENESS OF DIFFERENT CO-CURRICULAR ACTIVITIES FOR DEVELOPING HEALTH AND ENVIRONMENTAL CLEANLINESS AWARENESS AT PRIMARY LEVEL STUDENTS

Taksha Shambharkar

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9809 - 9820

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Environmental Education and Health Cleanliness is very important as concern to the primary level children. As they are the part of this environment it is very necessary that they should have the basic knowledge about this. Though Environmental Education is a very important part of the primary level syllabus, but it is not easy work for the teachers to inculcate the basic knowledge of health and Environmental cleanliness among the children. so co-curricular activities can play a important role, for this purpose it is very important that teacher can arrange such innovative co-curricular activities in their school to give the basic knowledge of environment.. These are the very important part and parcel of educational institutions to develop the students’ personality as well as to strengthen the classroom learning. These activities are organized after the school hours, so known as extra-curricular activities. Co-curricular Activities have wide horizon to cater to the cultural, social, aesthetic development of the child.

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https://www.google.com/search?client=firefox-b-d&q=co-curricular+activities https://idreamcareer.com/blog/importance-of-co-curricular-activities-for-students https://www.sahealth.sa.gov.au/wps/wcm/connect/public+content/sa+health+internet/clinical+resources/clinical+topics/healthcare+associated+infections/prevention+and+management+of+infections+in+healthcare+settings/environmental+hygiene+in+healthcare https://store.hesperian.org/prod/Sanitation_and_Cleanliness.html

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ADHYAPAK VIDHYALAY KE ADHYAPAKON KI SAMAJ SAMPARK KSHAMATA TATHA SAMAJIK KARYAKRAM ME UNKA SAHAYOG

Taksha Shambharkar

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9821 - 9841

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https://www.google.co.in/search?sxsrf=ACYBGNRJUcqfmGqJ3buLb59cLECAek1Mzg%3A1581760028413&source=hp&ei=HL5HXsLXFoyX4-EP2cixgA8&q=adhyapak+shiksha&oq=adhyapak+shiksha&gs_l=psy-ab.3..0l6j0i10j0l3.4310.9737..10946...3.0..0.839.6003.0j3j4j5j0j2j2......0....1..gws-wiz.....10..35i362i39j0i131.6Km9uI9R2oA&ved=0ahUKEwjC1fGko9PnAhWMyzgGHVlkDPAQ4dUDCAU&uact=5 https://khsindia.org/india/hi/%E0%A4%B5%E0%A4%BF%E0%A4%AD%E0%A4%BE%E0%A4%97/%E0%A4%85%E0%A4%A7%E0%A5%8D%E0%A4%AF%E0%A4%BE%E0%A4%AA%E0%A4%95-%E0%A4%B6%E0%A4%BF%E0%A4%95%E0%A5%8D%E0%A4%B7%E0%A4%BE-%E0%A4%B5%E0%A4%BF%E0%A4%AD%E0%A4%BE%E0%A4%97.html

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SOCIO-ECONOMIC SITUATIONS OF MIGRANT WOMEN DOMESTIC WORKERS IN NASHIK

Manisha Prakash Shukla & Prakash S. Yadav

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9842 - 9856

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Contemporary increased female migration is witnessing changing socio-economic circumstances in the society. It indicates need and emergence of employment for rural and urban poor. Most of the female migrants absorbed in domestic work rather paid domestic services. It is found that legislation for welfare and security of domestic workers is just piece of paper and no progress in implementation of such legislation. In the present study researcher has tried to line out and understand the dilemma of migration and problems of women domestic workers especially in Nashik. Nashik is steadily urban growing but rural touched city. This study highlights condition especially living and working conditions, nature, type, reasons of migration, reasons of undertaking domestic work as profession and problems of migrant women domestic workers. The result and discussion part prepares a clear picture of the socio-economic problems of migrant women domestic workers in Nashik.

Keywords: - Migration, migrants, reasons of migration, living and working conditions, reasons to undertake domestic work as profession.

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Banerjee, Nirmala., (2004), Women workers in the unorganized sector, The Calcutta experience, Sangham books pvt. Ltd. Hyderabad Bharat, Jyoti (2011), Report On Socio Economic Status Of The Women Domestic Workers a Diagnostic Study In Five Major Townships: Cuttack, Bhubaneswar, Berhmpur, Sambalpur And Rourkela Of Orissa Submitted to: Ministry of Women and Child Development, Government of India Chigateri, S, (2007), Articulations of Injustice and the Recognition -Redistribution Debate: Locating Caste, Class and Gender in Paid Domestic Work in India, 2007 (1) Law, Social Justice & Global Development Journal (LGD). Available athttp://RO.warwick.ac.uk/lgd/2007 1/chigateri accessed 15/3/2014. D?Souza, Asha(2010), Moving towards decent work for domestic workers: An overview of the ILO?s work, working paper (2). Haque, T.,(2007), Labour employment and human development in south asia: Issues concerning employment of women in South Asia, Edited by Asoka Chanda, Horst Mund, Tripurari Sharan, and C. P. Thakur, B. R. publishing corporation for institute for human development. National Sample Survey Organization report, (2011) Shanthi, K. (2006), Female labour migration in India: Insights from NSSO data, working paper no. 4, Madras school of economics, Chennai. Shanti, K., (2006), Female labour migration in India: Insight from NSSO data, working paper no. 4 UNIFEM, (2002), A report on condition of women workers in Asian countries.

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A STUDY OF SCHEDULED CASTES& SCHEDULED TRIBES WORKERS PARTICIPATION IN PRIVATE SECTOR IN NASHIK CITY

Pratibha Pagar & Prakash Yadav

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9857 - 9872

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Caste is a value concept. There is always a correlation between Caste and Social position of a person. Unlike in the capitalist and socialist societies caste plays an important role in the Indian mixed society. Caste plays a key role in a caste based society in determining the social, political and economic status of a person. Today we can observe various issues in India based on caste. Private sector employment is one of the issues which have been in discussion now days. Reservation of jobs in private sector was the agenda of various political parties also, but private sector never allowed it. The Scheduled Castes and Scheduled Tribes are working in the private sector but at the lower positions. This study highlights the work participation of Scheduled Castes and Scheduled Tribes in private sector. It also focused on the scenario of working conditions for SC/STs. Problems in work participation had discussed in the study and awareness of SC/STs about the provisions for them is revealed through the study. The results show the situation of Scheduled Castes and Scheduled Tribes Working in Private sector in the study area. Some suggestions based on the findings are given to improve the situation of Scheduled Castes and Scheduled Tribes in private sector.

Keywords: Scheduled caste, Scheduled Tribes, work participation, working conditions

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A. Sailja Devi (Dr.) (2005), Socio-Economic Conditions of Tribes, Sonali Publications, New Delhi Abhijit Banerjee, Marianne Bertrand , SaugatoDatta , SendhilMullainathan, (2009), Labor market discrimination in Delhi: Evidence from a field experiment, Journal of Comparative Economics, 14-27 Ashish Gupta (2016) Caste: Why it’s still an issue for India Inc., Fortune India Ashwini Deshpande (2015); Diversity in the workforce: why it is good for business, Prepared in collaboration with International Labour Organization (ILO) for the International Dalit Solidarity Network (IDSN).https://idsn.org/wp-content/uploads/2015/05/Diversity-in-the-workforce-why-it-is-good-for-business-%E2%80%93-Deshpande-ILO-study.pdf Ashwini Deshpande, Katherine Newman (2007), Where the Path Leads: The Role of Caste in Post-University Employment Expectations, Economic and Political Weekly, Vol. 42, No. 41, pp. 4133-4140

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IMPACT OF PERSONALITY ADJUSTMENT ON ACADEMIC ACHIEVEMENT OF HIGH SCHOOL STUDENTS

K. Saritha & N. Sujata

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9873 - 9877

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Adjustment : Wikipedia; Encyclopedia of Britanica,11 edition. Chauhan,SS(1988);Advanced Educational Psychology,Vikas Publishing house pvt.,Ltd New Delhi. Elizabeth Hair, William G Graziano(2003)self Esteem, personality and Achievement in High school: A Perspective Longitudinal Study in Texas, Journal of personality 71(6).

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INTEGRETED MANAGEMENT OF ZYZYPHUS FRUIT ROT CAUSEDBY CARBENDAZIM RESISTANT MUTANT OF ASPERGILLUS NIGER USING MICRONUTRIENT COMBINATION WITH CARBENDAZIM

Purnima Sable

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9878 - 9882

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Different agrochemicals and botanical pesticides were used for the integrated Management of Carbendazim resistance in Aspergillusniger. It was studied by mixing different Micronutrient and plant part extracts which have antifungal activity were mixed incarbendazim. In vivo studies carried out.Carbendazim and effective concentration of selected Micronutrient extracts of Medicinal plants were mixed well and ber fruits were treated with this solutionPlantextracts alone and in combination with carbendazim and other micronutrient were used individually and in combination with carbendazim for the management of Zizyphus fruit rot caused by resistant mutant of Aspergillusniger

Keyword: Aspergillusniger, Carbendazim Resistant Micronutrient

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Cohen,E.(1989) .Evaluation of fenpropimorph and flutriafol for control of sourRot,bluemold and green mold in lemon fruit. Plant .Dis.73:807-809 Dekker,J.(1981).Counter measures for avoiding fungicides resistance in cropProtection (Dekker,S.G.Geogropouls,Eds) C.A.P.D.Wageningen,Netherland,128-138. Delp, C.j. (1980).Coping with resistant to plant disease control agentPlant disease. 64: 652-658 Gangawane L.V and B.R.C. Reddy (1985).Resistance of Aspergillusflavus. to certain fungicides. I S P P chemical control newsletter 6:23. GangawaneL.V(1981) Fungicides resistance in crop protection pesticides 15:12-16 Gangawane L.V and B.R.C. Reddy(1986). Micronutrient reduce resistance to Carbendazim in Aspergillusflavus. ISPP chemical Newsletter 7:19-20.

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COMMANDING OF ICT OVER THE TRADITIONAL EDUCATIONAL SYSTEM FOR QUALITY EDUCATION

Kamble Rahul Baliram

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9883 - 9890

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The use of ICT is very common in every spare of day to day life. Therefore, the field of education is also not immune from its influence. Information Communication Technology is responsible to make education more smooth and speedy. Therefore, it has dominated the traditional education system more rigorously and strengthened the quality of education so as to bring it within the reach of every individual without the limitations of time and place. Information Communication Technology has dominated the traditional education system in different ways like it is extended to the urban areas, campus education, online study material, promotes working skills etc. therefore, Information Communication Technology is proved to be very fruitful for students, teachers, parents and society at large. Moreover, Information Communication Technology protects the right to education. In other words it protects the basic human interest or right to education. Nevertheless, it assures quality education bias as to status. Since, Information Communication Technology dominates the traditional education system in processing of the knowledge and sharing the knowledge more quickly and accurately.

Key Words: Information Communication Technology, commanding, traditional, educational, system, online, reception, urban, working skills, interest, submission, benefits, advantages, sharing, empowers, regulates, communication, enhance, regulation, restrictions, control, irrelevant, use, limited.

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21st Century Issues and Challenges, Nova Science Publishers 1-22, (2008). Haddad, Wadi D. and Jurich, Sonia (2002), “ICT for Education: Potential and Potency”, in Haddad, W. & Drexler, A. (Eds), Technologiesfor Education: Potentials, Parameters, and Prospects(Washington DC: Academy for Educational Development and Paris: UNESCO). Jung, I., “Issues and Challenges of Providing Online In-service Teacher Training: Korea?s Experience”; available from http://www.irrodl.org/content/v2.1/jung.pdf; accessed 1 January 2019.

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CONTRIBUTION OF EMPLOYEES TO DEVELOPMENT OF PETROLEUM ORGANIZATION WITH SPECIAL REFERENCE TO HASSAN PETROLEUM TERMINAL A sociological study

Devananda R. & GD Narayana

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9891 - 9900

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Petroleum Organization includes petroleum industry, person’s workings in petroleum industry and the concerned consumers of petroleum products. Petroleum industry has got a history of several thousand years, but in 19th century and 20th century petroleum organization attracted people all over the world. The reason is petroleum products are used in all walks of life of people all over the World. Simultaneously the demands for petroleum products are increasing day by day. This influenced the petroleum organization to new opportunities of work and business.

At present in India nearly 60,000 petrol bunks are working, approximately 10,00,00 personnel are working in petrol bunks, approximately there are 70,000 truck driver and conductors, 20,000 official personnel, 18,000 Skilled employees in oil terminals, 20,000 personnel in 23 crude oil refineries and exploration points, 60,000 petroleum dealers, 35,000 employees in pipeline, lubricants manufacturing points, marketing sector and in others centers totally 12,23,000 personnel are working directly or indirectly to meet the needs of Indian consumers. A sociological study is conducted about the above said petroleum organization is serving the nation through the wheels of energy. In the era of liberalization, privatization, globalization as made the world more compact, integrated and independents. The transitional movement of people, capital acceleration, and information technology as let to easier and accessible. Technological developments are also contributed to petroleum organization. The present paper tries to unveil some of the changes that have result of work, labor, organization, has made a way to discuss about reconstructing social discourse in Indian petroleum organization.

Objectives:

To know the contributions of employees to the development of petroleum organization

Hypothesis:

Employee’s contribution is most significant in success of petroleum organization.

Key words: Petroleum products, petroleum industry, oil refineries, oil terminals, retail outlets, work, labor, organization, globalization

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Silent spill by Thomas D. Beamish The oil curse by Michel L. Ross News papers, Prerana Indian oil Magazine, web-site, inter-net and other sources.

Downloads: 60

IMPORTANCE OF BLENDED LEARNING APPROACH (BLA) FOR STUDENT CENTRIC EDUCATION

Rekha Nariwal

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9901 - 9908

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Education is the process of easing literacy and the enhancing the knowledge, chops, values, morals, beliefs, habits, and particular development for individualities. The present abstract paper is emphasis on the Blended Literacy conception, significance, and strategies of Blended Literacy in the tutoring and literacy process. Now a days our current education system emphasizes on scholars centric Tutoring- Literacy. The conventional schoolteacher centric tutoring literacy process emphasizing on memorization is generally espoused across length and breadth of Indian seminaries. Present paper concentrated the need to review education to include further creative thinking by trough Blended Learning. The paper also proposes the important aspects similar as colorful strategies and need grounded literacy in tutoring- literacy process for relinquishment of Blended Literacy approach in the classrooms, besides this it also outlines the literacy strategies and learning design needed for successful perpetration of Blended Literacy for pupil centric education. The present paper concentrated the Significance of Blended Literacy approach for pupil centric education with high objects are ( i) To know and understand the conception of Blended Learning Approach( BLA).( ii) To bandy the Significance of Blended Learning Approach( BLA) for pupil centric education.( iii) To illustrate the Part of Preceptors in enforcing the Blended Learning Approach( BLA). The methodology of the exploration is a different type involving an interpretive, discussion and study secondary sources, like books, papers, journals, thesis, university news, expert opinion, and websites, etc. Key Words: Blended Learning, Role of Teacher, Student Centric Education

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Garrison DR, Vaughan ND. Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons, 2008. Johannesen T, Eide EM. The role of the teacher in the age of technology: Will the role change with use of Information and communication technology in education? European Journal of Open, Distance and E-learning, 2000, 3(2).

SAMAJIK CHALWALI - EK MIMANSA

Sangram Gunjal

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9909 - 9922

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TO STUDY THE PROBLEMS OF ADIVASI STUDENTS WHILE INCLUSION IN INCLUSIVE SCHOOL

Anita Kumar Dhaigude

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9923 - 9926

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Inclusive Education is a new concept. Inclusive education means different and diverse students learning side by side in the same class room. The concept of Integrated Education and Education for the disable is being adopted all over the world. The gap between general education and Education for disabled started increasing and its tremendous effect were seen. And to cope with this the concept of Inclusive Education came into existence. The main purpose of this research is to bring the tribal class students into mainstream and educate them.As education is the only key to advancement. And deprivation of Education is usually associated with poverty and other major problems. Adivasis are major part of the population which is backward. And to diminish this rift between them and the society Education is important. The purpose of this research is to find the problems faced by adivasi students even after the implementation of Right to Education act 2009. Keywords -: Adivasi Students, Inclusion, Inclusive Education

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Best John and Kahn James,(2007)’Research in Education’(X Edition),New Delhi : PHI learning Pvt.Ltd Joseph A.Maxwell, ’A realist Approach For Qualitative Research’, California : SAGE Publication. Kaul Lokesh, “Methodology of Educational Research’(III Edition), Noida : Vikas Publishing House Pvt Ltd.

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MUNICIPAL COUNCILS AND NAGAR PANCHAYATS IN MAHARASHTRA ANALYSING POST 74TH AMENDMENT STATUS

Shahid M. Zakaullah

Issue: Dec-Jan, 2020 | Volume/Issue:8/37 | Page No.: 9927 - 9947

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Urban local bodies are divided into three categories. The 74th Amendment has also confirmed the organisation of these bodies. Their formation in civic context depends on the span of their areas and the population. Larger, smaller and areas in transition have different types of local self-government. In this article an attempt has been to describe the structure and functions of the municipal councils and the Nagar Panchayats. The constitution of these bodies generally depend on the population and the quantum of industrial activities in the area. The provision of wards committees is restricted to the larger urban areas. The increasing role of these bodies in urban governance has led to the realisation that they need to exercise autonomy in terms of finance and decision making. The dominance of state government in their affairs needs to be reduced. Keywords: Municipal Councils, Nagar Panchayats, BMC Act of 1888, Standing Committee, Chief Officer, Local Governance, Urbanisation, Local Taxes

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Bardhan, Pranab, (2006), Decentralisation & Local Governance in Developing Countries, Oxford University Press, New Delhi Bryce, James, (1921), Modern Democracies, Macmillan Press, New York Kumar Rajender, (2019), Rural and Urban Government, Published by Omega Publications Maheshwari S.R., (1970), Local Government in India, Sage Publications, New Delhi Maheshwari Sriram, (1979), State Governments in India, Macmillan, Meerut. Maheshwari S. R., (2002), Administrative Reforms in India, Macmillan India Publications, New Delhi. Mathur Mukesh P., (1999), The Constitution (74th Amendment) Act and Urban Local Governments: An Overview. Urban India XIX, No. 1:1-38