Education is a continuous process. Indian society during the Vedic period was divided into four basic castes viz. the Brahmins, the Kshatriya, the Vaishyas and the Shudras. In such a set up, commerce was entirely the monopoly of the Vaishyas. Chesseman (1904) defined Commerce Education As: "Commerce education is that form of instruction which both directly and indirectly prepare the business man for his calling." During the post independence era, commerce education has emerged as one of the most potential pursuits in the wake of industrialisation. Learning environment may generally be understood as the supportive as well as inhibitive environment in a class which affects students’ learning outcomes in a directed manner. But it has been seen that there are so many issues and challenges faced by commerce education in India.  One of very important among them is that our commerce teacher’s attitude is responsible for the slow acceptance of modern technology in the educational environment. The apprehension of teacher in the implementation of technology is a great hurdle to integrate technology in the classrooms. There is greater demand for sound development of commerce education in Indian Universities. But, what has been going in the name of Commerce education is only liberal and general education. The other important issues are lack of activity based learning, proper labs, teacher effectiveness, co-curricular activities and tours, library etc. Challenge that most of the technology transfer agreements encounter is the task of indigenization of the technology. Commerce- education may have bright future if it -- Build rapport with trade, Commerce and Industry and establish University Industry Hub), Elicit the industry needs and requirements. Under graduation courses must be made more meaningful as 92% of      them terminating here. P.G. courses (M.Com) be more rigorous in content, skill and practice aspects with emphasis on Accounting and Finance. Commerce and computers go together. There must be computer papers even at U.G. Level. As Business operations need more knowledge and skill the syllabus must contain knowledge component, skill component and practice. By providing them with proper labs, framing desired curricular as well as co-curricular activities, library with internet facility, effective teacher training programmes, teachers initiative towards technology based teaching, etc and so on can prove as the meaningful measures to face the challenging issues in the field of commerce education in India.

Keywords: Teaching and Learning, Commerce.

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

Aggarwal, J.C. (2008). Teaching of Commerce; A Practical Approach. New Delhi: Vikas Publishing House Pvt. Ltd. Aziz, A. (2015). Problems and Challenges of Commerce Education in Darrang District, Assam. IOSR Journal Of Humanities And Social Science (IOSR-JHSS). Vol. 20 (7) (iii), pp. 14-21. Retrieved on 22.02.2016 from- http://iosrjournals.org/iosr-jhss/papers/Vol20-issue7/Version-3/C020731421.pdf

Keywords-  Mobile Technology, global readers, user friendly

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

Vishwakarma M.L. (2013) "Use of Mobile and Wireless Technology in Indian Libraries'"'International Journal Of Engineering And Computer Science, Volume 2 No. 6 pp.-1805 Hahn, Jim. (2008). Mobile learning for the twenty-first century librarian, Reference Services Review, 36(3), pp 272-288. Barile, Lori (2010). "Mobile technologies for libraries: a list of mobile applications and resources for development". College & Research Libraries News, vol. 72, no. 4, p.222-228. Lippincott J. K. (2010) A Mobile Future for Academic Libraries Reference Services Review, Vol. 38 No. 2, pp. 205-213

 

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

A Karthika, Dr. D Geetha (2016), Strategic Financial Management: Road to sustainability and Corporate efficiency, International Journal of Applied Research 2016; 2(2): 76-78 Adediran S. A. and Alade S. O. (2013) “Dividend Policy and Corporate Performance in Nigeria”AMERICAN JOURNAL OF SOCIAL AND MANAGEMENT SCIENCES ISSN Print: 2156-1540, ISSN Online: 2151-1559, doi:10.5251/ajsms.2013.4.2.71.77 © 2013, ScienceHu?, http://www.scihub.org/AJSMS Agnes Ong Shi Kai, Lim Ai Shyuan, Lim MianYer, Ow Yong Pui Yee, Tan Lai Lly (2014) The Impact of Dividend Policy on Shareholders’ Wealth: Evidence on Malaysia’s Listed Food Producer Sector, AUGUST 2014 Al-Malkawi, H.N., Rafferty, M. and Pillai, R. (2010). “Dividend Policy: A Review of Theories and Empirical Evidence”. International Bulletin of Business Administration, Issue 9, 171-200. Available at http://www.eurojournals.com

 India is the second most populous country in the world after China. As per the latest census report 2011 there are 62 Crores males 58 corer female and 16 Crores (0- 6 year) children. The female and child population faces numerous problem related to their nutrition, health, education etc. against this backdrop the ICDS scheme was started by Govt. of India with the objective of improving nutrition, health & education of women and children. This paper focused on Six Welfare Schemes of ICDS which are: Supplementary nutrition, Immunization, Health checkup, Referral services, Pre-school non formal education and Nutrition & health education. This paper has also given the positive aspects of ICDS in India.

Key words: Supplementary nutrition, Immunization, Health checkup, Referral services, Pre-school non formal education and Nutrition & health education

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

Har, Aarti (2013). "11.7 % increase in funds for Integrated Child Development Services". The Hindu. Retrieved 11 February 2015. Ideas for India, 2015, Jump up "Has the ICDS helped reduce stunting in India?".www.ideasforindia.in. Retrieved 2015-10-09. Michael Lokshin; Monica Das Gupta; Michele Gragnolati andOleksiy Ivaschenko (2005). "Improving Child Nutrition? The Integrated Child Development Services in India" (PDF). Development and Change 36 (4): 613–640. Retrieved 11 February 2015. Programme Evaluation Organisation Planning Commission Government of India New Delhi-110001 (2011). Evaluation Report on Integrated Child Development Services Vol.I

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

Theories of Inclusive Education-Peter Clough (2000) Inclusive Education for children with special needs-Neena Dash (2006) Inclusive Education-Hary Dancids (1999) Inclusive Education Supporting diversity in the classroom-Joanne Depperler (2010) Book B (2001) A comparison of teachers ‘Attitudes towards their students with mild and severe disabilities.

The quality of student teacher relationship contributes to both academic and emotional development. Children who form close relationships with teachers enjoy school more and get along with peers. Positive better relationships with teachers can also serve as a secure base for young children they; they are better able to work and play on their own because they know that if things get difficult or if they are upset, they can count on their teachers to recognize and respond to their problems. Relationships with teachers may be particularly important for those children who display early academic or behavior problems. This paper shows Influence of student-teacher relationship on achievement of mathematics subject.

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

Ainsworth, M. D. S. (1982). Attachment: Retrospect and prospect. In C.M. Parkes & J. Stevenson- Hinde (Eds.), The place of attachment in human behavior (pp. 3–30). New York: Basic Books. Baker, J. Grant, s., & Morlock, L.(2008). The teacher–student relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly, 23(1), 3-15. Bandura, A. (1997). Self-efficacy: The exercise of control.

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

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

https://in.wikipedia.org/wiki/Influence_of_Bhagavad_Gita. Retrieved on January 20, 2017. https:// naamhat.blogspot.in/2012/11/value_education_through_bhagavad_gita.html. Retrieved on January 20, 2017.

The issue of work-family conflict has been receiving increased attention in research. In this paper, an attempt has been made to study the work-family conflict of married female trained graduate teachers in relation to type of school, nature of job and job-satisfaction. The unique characteristics of the teaching profession occupy a distinct position in work-family conflict. This study employed a descriptive research design. The population for the study consisted of all married female trained graduate teachers of government and private schools of Himachal Pradesh. The sample for this study comprised 600 married female trained graduate teachers. To measure the Work-Family Conflict of married female trained graduate teachers, ‘Work-Family Conflict Scale developed by Attri & Neelam (2016) was used. Further, to measure the level of job-satisfaction, ‘Job-Satisfaction Scale’ by Singh and Sharma (1999) was used. The data was analyzed with the help of t-test. Findings revealed a significant difference in work-family conflict of married female trained graduate teachers with respect to job related variables. Married female trained graduate teachers working in private schools has more work-family conflict than married female trained graduate teachers working in govt. schools. Also the contractual married female trained graduate teachers of both govt. and private schools have more work-family conflict than regular married female trained graduate teachers. Further, married female trained graduate teachers having low level of job satisfaction has more work-family conflict as compared to their counterparts.

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

Afzal, Sidra and Farooqi, Aftab (2014). Impact of Work Family Conflict/Family Work Conflict on Job Satisfaction and Life Satisfaction: A Case Study of a Public Sector University, Gujranwala Division, Pakistan. International Journal of Multidisciplinary Sciences and Engineering, 5(8), 31-36. Retrieved from www.ijmse.org/Volume5/Issue8/paper6.pdf on 10-06-2016. Begum, Ahmadi, and Reddy, P VijayaLaxmi (2015). Correlates of Social Status with Role Conflict, Psychological Health and Work-Life Balance among Married Woman Faculty Members. International Journal of Enhanced Research in Educational Development, 3 (5), 78-86. Retrieved from: www.erpublications.com/uploaded_files/.../download_20_01_2016_17_23_37.pdf on 12-06-2016.